PROCEEDING ICETE 2016 International Conference on Elementary and Teacher Education “To Excel in Teaching and Learning for Global Competence” Directors: Dr. Ir. Hj. Sitti Rohmi Djalilah, M.Pd. Prof. Dr. Hamdan bin Said Reviewers: Dr. H. Khirjan Nahdi, M.Hum. H. Moedjito, M.Ed., Ph. D. Dr. Aswasulasikin, M.Pd. Editors: Muhammad Husni, M.Pd. Yuyun Febriani, M.Si. Bq. Shofa Ilhami, M.A Yul Alfian Hadi, M.Pd. Nurul Mu’minin MZ, M.Pd. Lay Out: Doni Septu Marsa Ibrahim, M.Pd. Donna Boedi Marita Sari, M.Pd Ikhtiarini Hafiz Published by:
Universitas Hamzanwadi Jln. TGKH M. Zainuddin Abdul Madjid No. 132 Pancor-Selong, East Lombok, West Nusa Tenggara E-mail:
[email protected], website: http://hamzanwadi.ac.id/
CONTENTS
Keynote Speaker No 1 2 3 4
Presenter Prof. Dr. Bunyamin Maftuh, M.A. M.Si Dr. Ir. Hj. Sitti Rohmi Djalilah, M.Pd. Prof. Dr. Hamdan bin Said Dr. Jannie Lensen, M.A.
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Chew Lee Chin, Ph.D.
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Dr. Mirella Wyra
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Dr. Siti Irene Astuti Dwiningrum, M.Si
Title Innovative Teaching and Learning in Elementary School An effective Leadership as a Key Success for School Based Management Paradox in Teacher Education How to improve theQuality of Preschool Education in Indonesia? Teacher Quality in Primary Education: The Singapore Experience Learning strategies, explicit instruction and their role in improving students’ learning outcomes in foreign language (FL) education The Role Of Teachers In Building Social Capital To Improve The Quality Of Primary Schools
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Elementary Education No
Presenter
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Khirjan Nahdi
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Andi Reza Hidayat, Widya Karmila Sari Achmad, Sumarlin Mus
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Hairori Sahrul Hafiz, Sudirman Wilian, Iwan Jazadi
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Sulistiani Losini, Imanuel Sairo Awang, Eliana Yunitha Seran
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Baiq Fatmawati
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Mayarni, Kusmajid Abdullah, Goan Syarifah
Title Primary Education Learning Strategy Of Environment Based Effectiveness of Directed Reading Thinking Activity (DRTA) Strategy to Improve Reading Comprehension at The Fifth Class in SD Negeri 13 Lapongkoda Wajo Regency Investigating Teachers’ Use of Media and Strategies in Teaching English at Junior High Schools in Selong Subdistrict East Lombok Analysis of Multiple Intelligence for Students on Grade 5th in Elementary School of Nenak Tembulan Implementation Of Lesson Study As Efforts to Motivating students in biology course (the patterns of heredity content) Penggunaan Metode Concept Mapping dalam Meningkatkan Hasil Belajar IPA Kelas IV Sekolah Dasar
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Saiful Prayogi, Muhali
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Nopriyani Anglusia, Sri Sumarni
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Umar, Suparman
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Daniel Dike, Lusila Parida
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Sri Permata Dewi, Madziatul Churiyah
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Sholikhan
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Iis, Agung Winarno
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Any Fatmawati, BaiqMuli Harisanti, Ahmadi
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Candra Cuga, Muhammad Sarlin, Delfa Tanus
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B. Fitri Rahmawati, Joni Rokhmat, Sukardi
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Endang Sulistyowati
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Hetty J Tumurang
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Nur Wahyuni, Nia Nur Afniati
Developement of Active-Based-Inquiry Learning Model to Increase Critical Thinking Skills of Students Teachers Candidate of Physics The Development of The Thematic Interactive Multimedia Product for The Subtheme of The Transfiguration of The Earth for The Third Graders The Contributions of Tour Guide Club Program (TGCP) to Enhance The Students’ Speaking Ability Through Traveling Sumbawa Tourism Object At The Students of STKIP Paracendekia NW Sumbawa Strengthening Teacher Competency for Multicultural Education of Elementary School in Sintang Regency, West Kalimantan Enhancing Students’ Autonomy and Learning Result by Implementing Prediction Observation and Explanation (Poe) Learning Strategy on Digital Simulation Subject Improving Critical Thinking Skills and Learning Student Achievement of Physics Through Learning Model Search Solve Create and Share (SSCS) Collaboration Learning Model Cooperative Integrated Reading And Composition (CIRC) With Mind Mapping To Increase Learning Outcomes In SMK Office Administration Implementing crisscrossed technique of authentic assessment model to improve biology preservice Teachers’ microteaching skills To Establish Competitive CENG (Civic Engagement) Generation Through Skill Class Education Program in the Elementary School The Effect of Organizational Climate, Job Satisfaction and Organizational Commitment On Organizational Citizenship Behavior (OCB) of The Teachers On Public Elementary School In Selong District Edutainment dalam Pembelajaran Matematika SD dengan Memanfaatkan Permainan Tradisional Jawa Pembelajaran Kooperatif Model Jigsaw, Motivasi Berprestasi dan Hasil Belajar Mata Kuliah Belajar dan Pembelajaran Mahasiswa PGSD UNIMA Pengaruh Model Cooperative Learning Tipe Artikulasi Terhadap Keterampilan Berbicara
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142 149
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Nurul Hidayati Rofiah
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Rahmiati
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Syuul.T. Karamoy
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Alfi Laila, Karimatus Saidah
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Norma Non Monigir
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Seni Apriliya
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Sri Sukasih
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Abdul Kadir Jaelani
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Jerry RH Wuisang
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Laxmi Zahara
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Donna Boedi Maritasari
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Nurul Fajri
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Sri Supiyati
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Andi Sulastri
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Susilawati
Pada Pelajaran Bahasa Indonesia Kelas III SDN Kelapa Dua Wetan 03 Pagi Identifying Children With Dyslexia In The Classroom Hubungan Efikasi Diri Terhadap Hasil Belajar IPS Siswa Kelas Tinggi SDN Jatinegara Kaum 11 Pagi Jakarta Timur Penerapan Pembelajaran Kooperatif Metode STAD (Student Team – Achievement Division) pada Pelajaran Matematika Kelas IV Sekolah Dasar Integration of The Value of Local Wisdom in Learning to Quality Culture School in SDN Burengan II Kediri The Implementation of Picture and Picture Instruction Model to Improve The Students’ Study Result of Indonesia Language to The 4th Grade SDN 1 Mundung Indonesian Didactical Children’s Literature As An Affirmation of Literacy at Primary School Implementation Model Round Table Aided Flanelgraf SDN Bergas Kidul Semarang Regency The Performance Impact Of Principals And Teachers To The Quality Of Graduates Strategy of Cooperative Learning on The Improvement of Student Learning on Subject Social Scienceintegrated in Junior High School 3 Tondanominahasa District North Sulawesi Province The Implementation Of Student Team Achievement Division (STAD) Cooperative Learning and Problem Solving To Increase Student’s Achiemement In Learning Physics Development of Macromedia Flash Study of Indonesian to IncreaseSkill Read Student Subject Indonesian Peningkatan Aktivitas Pembelajaran Mahasiswa Semester III Stkip Hamzanwadi Selong Pada Mata Kuliah Perkembangan Hewan Melalui Lesson Study Etnomatematika: Matematika dalam Perspektif Budaya Sasak Implementasi Contextual Learning melalui Debat terhadap Pemahaman Konsep Dan Berpikir Kritis Pada Perkuliahan Psikologi Pendidikan Pengaruh Pembelajaran Inovatif Berbasis Deep Dialog/Critical Thinking(DD/CT) Terhadap Kemampuan Berpikir Kritis Dan Hasil BelajarSiswa Pada Mata Pelajaran
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Farhana Muhammad
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Hartini Haritani
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Lalu Muhammad Fauzi
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Titin Ernawati
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Selamet Riadi Jaelani
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Zidni
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Maman Asrobi
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M. Adib Nazri
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Rifaatul Mahmudah
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Saprudin Jauhari
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Rohini
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M. Syahruddin Amin
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Mutia Tuti, Agustina Sri
Ekonomi Di MA NW Keruak Tahun 2015/2016 Pengaruh Pendidikan Karakter terhadap Prestasi Belajar Siswa pada Mata Pelajaran Ekonomi di MA NW Majidi Tahun Pelajaran 2015/2016 The Implementation of the Islamic Faith and Obedience with Collaborative Design on the First Students of Karangjangkong Mataram in The School Year 2015/2016 Impelementasi Metode Pembelajaran Berbasis Masalah (PBL) dalam Meningkatkan Motivasi Belajar melalui Lesson Study The Usage of Skimming Technique in Increasing Fast reading Skills With Subjects Indonesian for the Fifth Grade Elementary School Students The Effectiveness of Structure Dyadic Method In Teaching Reading Comprehension of Narrative Text Implementasi Pembelajaran IPS melalui Klarifikasi Nilai/VCT untuk Meningkatkan Proses dan Hasil Belajar Siswa Kelas VIII Ruang D Sekolah Menengah Pertama Negeri 1 Suralaga Kabupaten Lombok Timur Tahun Ajaran 2012/2013 The Efeectiveness of Panauricon Technique in Teaching Speaking Skill for Efl Learners The Correlation Between Students’ Reading Habit and Their Writing Ability In Producing Descriptive Text (A Correlational Study At The Second Grade Of Mts Darul Muttaqien NW Perian) Membangun Karakter Bangsa melalui Permainan Tradisional Gasing Lombok dalam Menemukan Konsep Matematika Pengembangan Bahan Ajar Bahasa Indonesia Berbasis Pendekatan Komunikatif Materi Dialog Berpasangan Siswa Kelas V SDN 04 Lenek Lauk Kecamatan Aikmel Tahun Pelajaran 2015/2016 Pengaruh Media Lantai Pelangi Berbasis Permainan Bedengklek terhadap Hasil Belajar Matematika Kelas Iv Sekolah Dasar Implikasi Kualitas Self-Efficacy Guru Terkait Profesi Guru terhadap Kualitas Pendidikan di Sekolah Dasar Brain-Based Learning Using Problem Based Learning to Improved Ability of Critical Thingking and Life Skills Learners STKIP Hamzanwadi Selong
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Mijahamuddin Alwi
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Nila Hayati and Rizki Amalia
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Tarpin Juandi, Itma’ul Jihan
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Aswasulasikin
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Dukha Yunitasari
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Zohrani
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Nurul Mu’minin MZ
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M. Deni Siregar
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Marfuatun, Nispu Laili Hubbi
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Najamuddin, sahrif
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Neny Endriana
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Suhartiwi
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Yuniar Lestarini
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Zaotul Wardi
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Karno Dinata
Developing Auxanometer-Simple Machine Media in Teaching IPA at V Grade of MI NW No.5 Pancor in the school Year 20152016 The Influence Of Guided Learning Teaching Models Against Outcomes Studied Mathematics On The Subject Of Quadratic Equations Grade VIII SMP Negeri 1 Sambelia Learning Year 2014/2015 The Efect Of Talking Stick Method-Based Gassing Physics Concept On Students’ Physics Learning Achievement Considering On Physics Learning Motivation The Development of Elementary School Education Based on the Rural Community Pengembangan Bahan Ajar Berbasis Ahklak Mulia dalam Meningkatkan Mutu Pembelajaran di Sekolah Dasar Pengaruh Media Gambar terhadap Kemampuan Memahami Kenampakan Alam Pada Pembelajaran IPS Kelas IV SDN 1 Kalijaga Selatan Fostering Students' Constructive Understanding through Children's Literature Appreciation Activity in Primary Schools Teachers’ Professionalisms and Ethics in Reducing the Students’ Maladaptive Behavior at Primary Schools Developing Communication Guidance Module toward IntrovertsStudents’ Personality at MTs. Mu’allimat NW Kelayu in the School Year 2015-2016 Meningkatkan Keterampilan Motorik Halus Dengan Melipat Kertas Sederhana Melalui Metode Demonstrasi Di PAUD Barokatuzziyadah Problem Based Learning Model Application Of Learning (PBL) Increase In Creative and Critical Thinking Skills Students Through The Lesson Study on Course Geometry Semester II B STKIP Hamzanwadi Selong Academic Year 2014/2015 Kreativitas Menggunting Bebas melalui Layanan Penguasan Konten pada Kelompok B Taman Kanak-Kanak Hamzanwadi Pancor The Effects of Character Education on Student Behavior In SDN 2 Tembeng Putik Implementation Of Problem Based Learning (PBL) Model Based On Lesson Study To Improve Student’s Critical Thinking Skills Pengembangan Media Pembelajaran
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466 472 481
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Musabihatul Kudsiah
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Burhanuddin
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Herman Afrian
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Ari Prasetyaningrum
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Wawan Muliawan
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Arif Rahman Hakim, Jumeda
69
Suhirman
70
Yosi Nur Kholisho, Baiq Desi Dwi Arianti
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Muh. Yazid, Sri Andayani
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Yulia Agustina, Zuhud Ramdani
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Syukrul Hamdi, Badrun Kartowagiran, Helmiah Suryani
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Atiaturrahmaniah, Hardiansyah
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Isfi Sholihah
Penjaskes Guna Meningkatkan Perilaku Bersih Sehat pada Siswa Kelas IV Madrasah Ibtidaiyah (MI) Hislul Wathoni NW Batu Galang Tahun Ajaran 2015-2016 Pengembangan Bahan Ajar Berkarakter pada Mata Pelajaran Matematika Kelas IV SDN 1 Tebaban Tahun Pelajaran 2015/2016 Developing Teaching Material Based Local Wisdom of Social Sciences Subject of the III Grade Students of Madrasah Ibtidaiya NW Toya In The School Year 2016/2017 The Profile of the Students Phisical Fitness of MI NW Keruak The Use of Think-Talk Write Strategy to Improve Students Writing Skill for Junior High School Students Critical Thinking Ability To Increase Use Guided Inquiry Method Study Through The Lesson In The Course Of Vertebrate Zoology (Lesson Study On Course Vertebrate Zoology) Pengembangan Media Kids and Kits Berbasis Edutainment pada Mata Pelajaran IPA Kelas III SDN Sangi Tahun Pelajaran 2015/2016 Transformation of Cultural Values Through Education to Build The Future Childrents Character E-learning System Development with Moodle Based as Learning Tool in STKIP Hamzanwadi Selong The Implementation of Cooperative Learning Model With Numbered Heads Together Type (NHT) In Improving Math Learning Outcomes on The same Subject of One Variable Linear Equations (PLSV) at Seventh Grade Students Of SMP N I Janapria on Academic Year 2014/2015 The Use of Abaca English Flashcard Series 1 and its Effect On Students’ Vocabulary Mastery Authentic Assessment Model to Assess Junior High School’s Mathematic Learning Accoplishment Improving Tekke Smart Media in Math of Penjumlahan for the Fisrt Grade of SDN 2 Rumbuk in the School Year 2015/2016 Pengaruh Metode Lightening The Learning Climate terhadap Motivasi dan Hasil Belajar Siswa Kelas VIII Pada Mata Pelajaran IPS di Smpn 4 Aikmel Tahun Pelajaran 2015/2016
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558
563
574
581
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Dina Apriana
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Dina Fadilah, Asma’ul Husna
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Muhammad Sururuddin
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Yul Alfian Hadi, Aidatul Fitri
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Muhammad Husni
81
Doni Septu Marsa Ibrahim, Yuyun Febriani
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Rohaeniah Zain
Implementasi Model Two Stay Two Stray pada Mata Kuliah Strategi Pembelajaran di Universitas Hamzanwadi Selong 2016 Pengembangan Media Kartu Herbarium Berbasis Jigsaw Pada Pembelajaran IPA Kelas IV SDN 2 Rensing Tahun Pelajaran 2015/2016 Komparasi Model Pembelajaran Kooperatife Learning dengan Metode Team Quiz terhadap Prestasi Belajar IPA pada Siswa Kelas V Sekolah Dasar Developing Multicultural Instruction Based Illustrated Module In Ips Subject For The V Graders Of SDN 2 Suralaga in The School Year 2015-2016 Determination of Conflict Resolution Learning Model to The Six Grade Students’ Civics Learning Achievement of Korleko Elementary School Based on Students’ Learning Motivation Improved Understanding Of Science Development Through Media Animation Learning For Students Prodi PGSD STKIP Hamzanwadi Selong Academic Year 2015/2016 Pengaruh Pembelajaran Interaktif Model Kelompok Aplikasi Terhadap Hasil Belajar Siswa Pada Pokok Bahasan Sistem Informasi Akuntansi
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Teacher Education No
Presenter
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Ida Fitriani, Gatot Isnani
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Akhmad Ripai Subroto
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Muh. Fahrurrozi
4
Juanda
Title Improving Learning Activity and Learning Achievement by Implementing Demonstration Learning Method with Multimedia Assisted A Critical Discourse Analysis On SocioEconomic And Socio–Cultural Status Representations in SMA/SMK ELT Textbooks Using Fairclough’s ThreeDimensional Model Enterpreneurship Development Training Needs for Indonesian Workers PostMigration to Enhance the Independence business in the Eastern Lombok District Developing Language Learning MaterialBased On Literature
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The Startegy of Marketing Management of Cake Industry Through Social Media Instagram Curriculum Of Elementary Teacher Yosef, Masayuki Kato, Education: a Study at Kochi University and Azizah Husin, Sri Sumarni Sriwijaya University An Analysis of Management In Pondok Hamzani Wathoni Pesantren (Madrasah Aliyah Nurul Yaqin Nw Genteng) The Relationships Between the Parenting Model of the Parents, The Emotional Quotient, and The Spiritual Quotient and The Heny Perbowosari Hindu Religious Behaviour of the Junior High School Students in Central Java Province Teacher Guidance System in Improving Ni Nengah Selasih Primary School Teacher Professional Skills in Tabanan Regency Peningkatan Pemahaman Guru Pondok Mohammad Arsyad Pesantren Tentang Formative Assessment Arrafii,Dedi Sumarsono Melalui Training Pengembangan Professi Improving Civics Education Learning Outcomes Of The Fifth Grade Pupils Of Sdn Rizal, Arif Firmansyah 1 Baiya Through Jigsaw Cooperative Learning Model Lavarsida Test for Ethanol Extract of Purple Yunita Sari Basil Leaf (Ocimum Sanctum L) on Mosquito Larvae Anopheles Aconitus L Learning Process to Create Teacher Sutrisno Professional Competence Jafar Paramboor, Mohd The Role of School Administrators in Burhan Ibrahim, Lokman Motivating High School Teachers: Exploring Tahir, Hamdan Said Teachers’ Perspective Carly Klein Scaffolding in Guided Oral Practice Music-Based Diversity Learning Locality: Sularso 120-123 Strengthening Multicultural Education Efforts In Elementary School The Use of Realistic Approach to Enhance Ekasatya Aldila Students’ Mathematical Problem Solving Afriansyah Skills The Strategy to Build Lifelong Learning In School Analysis School Development in Nur Hidayah Elementary School of Qurrota A’yun Yogyakarta The correlation between Using Technology Satrianawati and Cross-Cultural Understanding of WellBeing within Educational System Evaluation of the Implementation of the Quality Improvement Programs for Teachers Nashrullah and Principles at Elementary school level in Palu City Amiruddin, Nurul Faudiah, Mutia Ulfa
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99 106 114 115
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Sukardi, M. Zulfikar Syuaib, M. Ismail
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Kadek Aria Prima Dewi PF, Heny Perbowosari
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Trisetia Wijijayanti, Yuli Agustina
24
Eka Wulandari
25
Wiwik Retnoningsih
26
Syamsu, Abdul Rahman
27
Jeane Kalengkongan
28
Hendra Riofita
29
Khaeruman, Hulyadi
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Masyhuri, Ni Made Novi Suryanti
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Ahmad Zamzam
32
Minsih, Hana Navi
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Hunaepi, Nova Kurnia, Laras Firdaus
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Karlimah
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Kusno
36
Baiq Suprapti Handini
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Bambang Eka Saputra
Actualizing Strategy for Social Reconstruction-Oriented Learning Management: The Application on the Craftmanship and Entrepreneurship Subject at Senior High School Level The Implementation of SAD Kertih Teaching in Actualizing Environment Cultured Primary School Implementation of Direct Instruction Learning Method to Increase Student’s Understanding and Learning Outcome for Company Budgeting Course Interaction between Students’ Creativity and their Speaking Skill The Dynamics Of Economic Resources Management Of Traditional“Lantung” Miners Community In KedewanBojonegoro The Development of Teaching Material Macromedia Flash Based as the Solution of the Low Understanding of Science Concept Peningkatan Hasil Belajar Sains melalui Pendekatan Kontekstual (Penelitian Tindakan pada Siswa Kelas IV SD GMIM IV Tomohon) Models of Teacher’s Roles for Leadership in Teaching Developing Interactive Fundamental Chemistry Multimedia in Growing Generic Skill for Teacher Training Students Multicultural Education Model on the Subject of Social Science at Junior High School As an Effort for Reinforcement of Students’ Character Literacy Development Model in Rural School Area in Indonesia Curriculum Development In Character Student In School Of Natural Bengawan Solo Mapping of Local Wisdom of West Nusa Tenggara to Developing Ecology Textbook The Ability Mathematics Connection Through Krulik & Rudnick Matematics Problem Solving Strategy and Problem Based Learning Role of Mathematics in Education Based Pesantren Analisis Wacana Kritis pada Cerpen Anton Chekov yang Berjudul Pengakuan (Ispoved) The Role of School Culture and Teacher Professionalism of Social Science (IPS) to Develop Student’s Soft Skill in SMPN I
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261 272 279
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Baiq Mahyatun
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Danang Prio Utomo
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Dharma Satrya Hd
41
Didik Daniyantara
42
Ridwan
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Fitri Aulia, Musifuddin
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Hary Murcahyanto
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Herman Wijaya
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Husnayati Hartini
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Huzain Jailani
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Indra Himayatul Asri
49
Jamali
50
Lalu Fakihuddin
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Lalu Murdi, Badarudin
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Lalu Saparwadi
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Muh. Jaelani Al-Pansori, Sanudin
Kulon Progo Konseling Keluarga Berdasarkan Pendekatan Islam dalam Upaya Pencegahan Tindakan Bunuh Diri Efforts to Improve the Productivity of Students Through Independent Business in Shaping the Character of Entrepreneurship in Vocational Strategi Teater Putih Dalam Mengembangkan Komunitas Teater Pelajar Di NTB Potential Conditions Geographic and SocioCultural Life in the Area Mountain Island Lombok NTB Rinjani As a Breeding and Sports Talent Scouting (Sports Talent Identification Method using Sport Search in Children Age 11-14 Years) The Evaluation Of Students’ Primary School Counseling In Lombok Nusa Tenggara Barat The Degree Of Operating Gadget Among Children And Adolescence: Case Study In Jelojok Kopang Lombok Tengah Effect Of Metal Music On The Behavior Of The Young Generation In Selong City East Lombok Bentuk dan Fungsi Mantra Pelet Dalam Masyarakat Sasak Di Desa Bagik Payung (Kajian Pisikologis) Increasing Science Process Skills On Invertebrate Zoology Courses Through The Lesson Study Influence Of Media-Based Learning Environment Against Student Results In Economics Lesson In Class X MA NW Kotaraja Learning Year 2015/2016 IPA Integrated Development Of Learning Media Web-Based in Class VIII MTs N. Wanasaba Penggunaan Media Audio dan Layanan Bimbingan Kelompok dalam Upaya Meningkatkan Kemampuan Berbicara Bahasa Indonesia pada Anak Kelompok B Tk Masbagik Penanaman Nilai Pendidikan Kearifan Melalui Media Folklor Sejarah Masyarakat Jerowaru Dalam Wujud Stratifikasi Sosial Pembelajaran Program Linear Berbasis Ekonomi Kreatif Dengan Pendekatan Konstruktivisme Pada Mahasiswa Pendidikan Matematika Penanda Keakraban Dalam Relasi Keluarga Di Desa Masbagik
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325 337
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393 406
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Mimi Alpian
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Moedjito
56
Mohzana
57
Muh. Irfan
58
Muhamad Ali, Wahjoedi, Bambang Banu Siswoyo, Hari Wahyono
59
Muhamad Juaini
60
Muhammad Gazali
61
Muhammad Husnu
62
Muhammad Rapii
63
Muhammad Ripli dan Himsonadi
64
Nunung Ariandani
65
Padlurrahman
66
Qurratul Aini, Mawardi
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Rasyid Hardi Wirasasmita, Abdurrohman
Kualitas Kegiatan Apresiasi Karya Sastra Siswa SMP dalamPembelajaran Bahasa Indonesia di Lombok Timur Indonesian University Students’ Voices of English Pronunciation Teaching Evaluasi Pogram Akreditasi Madrasah Aliyah di Kabupaten Lombok Timur Provinsi Nusa Tenggara Barat Motivasi Lingual Berdasarkan Kekerabatan Dan Nonkekerabatan dalam Variasi Sapaan Versi Masyarakat Desa Sepit Kecamatan Keruak (Kajian Sosiolinguistik) Pengembangan Program Pendidikan Kewirausahaan Terpadu Berbasis Kegiatan Ekstrakurikuler pada Perguruan TinggiDi Kabupaten Lombok Timur Pengaruh Kompetensi, Potensi Insani dan Iklim Organisasional terhadap Profesionalisme Dosen Studi Pada Perguruan Tinggi Nahdlatul WathanDi Kabupaten Lombok Timur The Development Of Match Learning Materials Base On Scientific Approach To Increase Students Basic Ability Of Matchin X Grade of MA Mu’alimat NW Pancor English Learning Materials for Non-English Education:Need and Solution Model Balanced Scorecard sebagai Sistem ManajemenSekolah dalam Menghadapi Persaingan Mutu Kompotensi Profesional Guru Bimbingan Dan Konseling (Bk) Di Madrasah Aliyah SeKabupaten Lombok Timur NTB (Berbasis Permendiknas No. 27 Tahun 2008) The Influence of Teams Games Tournament (TGT) Type of Cooperative Learning Model by Using Crossword Media Towards the Students Achievement in the Chemistry Subject Which isEvaluated from Their Thinking Style The Effects of Teaching Methodology and Attitude Toward Students’ Achievement In Writing Literature Work Pengaruh Penerapan Pembelajaran Kooperatif Tipe NHT (Number Head Together) yang dilengkapi Modul dan Lks terhadap Hasil Belajar Siswa pada Mata Pelajaran Ekonomi Kelas XI di SMA NW Pancor Tahun Pelajaran 2016 Utilazation of E-learning Open Source-Based Training at SMK 1 Sikur East Lombok NTB
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Sapiruddin, Tarpin Juandi
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Siti Maysuroh
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Sri Agustina
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Sri Wahyuni
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Suryansah
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Syahrul Amar, Abdul Rasyad, Andi Sulastri
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Tsamarul Hizbi, Fartina
75
Yuyun Febriani
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Zahratul Fikni
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Zainul Muttaqin
79
Musabihatul Kudsiah
80
Baiq Aryani Novianti
81
Edy Waluyo
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M. Zamroni Uska, G. Rasben Dantes, I.M. Candiasa
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Laila Wati, Atika Salman Paris
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Nuraini
Scaffolding to Improve the Students’ Critical Thinking Ability through Lesson Study in Physic-Statistic Improving Speaking Ability of EFL Students Through Class Survey Activity Improved Activity And Geography Learning Outcomes Through Application Model Learning Together And Number Head Together (Lesson Study By Taking Places In The Subject Evaluation Of Learning Outcomes At Semester V) The Role of Learning Strategies for Developing Writing Skills Effect of Hypnotherapy to Learning Disabilities Model Development of Learning and Teaching Materials IPS Integrated In SMP Effect Of Experimental Method, Guided Inquiry Scientific And Attitudes Toward Capability Analysis of Student The Effects On Student’s Cognitive Science Achievment Using Cooperative Learning Methode: Group Investigation With Small Group Learning Interactive Word Walls In Teaching Vocabulary at The Ninth Grade of SMP it Pancor Kopong in Academic Year 2014-2015 Digitalisasi Bahasa Sasak: Upaya Edukasi Siswa Tentang Urgensitas Pemertahanan Bahasa Daerah Pengembangan Bahan Ajar Berkarakter pada Mata Pelajaran Matematika Kelas IV SDN 1 Tebaban Tahun Pelajaran 2015/2016 Effectiveness Module of Central Force Toward Students’s Science Process in Physical Education STKIP Hamzanwadi Selong The Effects Of Learning Strategies and Critical Thinking Toward Students Achivement In Geometry The Evaluation of Academic Information System Implementation Success Using ERP Success Model (Case Study at STKIP Hamzanwadi Selong) Reciprocal Peer Tutoring in Teaching Writing Constructivism Inquiry Based Biology Learning Material Development for Science Skill and Student Achievement at MTs NW Mengkuru Kecamatan Sakra Barat Kabupaten Lombok Timur
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Fartina
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Mudarman
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Muhammad Zainul Majdi, Baiq Yuliana Rizkiwati
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Zalia Muspita
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Muhammad Rapii
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B. Fitri Rahmawati, Joni Rokhmat, 3Sukardi Hilmiyatun
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L. M. Samsu, Muhammad Saiful
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Baiq Shofa Ilhami
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Shahibul Ahyan
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Marhamah
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Fahrurrozi
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Nguyen Thuy Van,
The Effect of Cooperative Learning Student Team Achievement Division (STAD) Through Make A Match Technique Towards Learning Physic Achievement Year X in SMA Negeri 1 Pringgabaya School Year 2014/2015 Implementasi Nilai Pendidikan Lelakaq Sasak Dalam Pembelajaran Bahasa Dan Sastra Indonesia Pengaruh Penggunaan Metode Diskusi Syndicate Group Terintegrasi Mind Mapping terhadap Aktivitas dan Hasil Belajar Mahasiswa Matakuliah Belajar dan Pembelajaran Pengaruh Model Pembelajaran Problem solving Terhadap Kemampuan Berfikir Kritis, Motivasi Belajar, dan Hasil Belajar IPS Siswa Kelas VII SMPN 1 Masbagik Model Balanced Scorecard sebagai Sistem Manajemen Sekolah dalam Menghadapi Persaingan Mutu The Effect of Organizational Climate, Job Satisfaction and Organizational Commitment On Organizational Citizenship Behavior (OCB) of The Teachers On Public Elementary School In Selong District The Structuralism Genetic Study And Values Of Education Short Story "Bukan" By Putu Wijaya Prediksi Keputusan Muzakki Menyalurkan Zakat, Infaq, Shadaqah melalui Badan Amil Zakat Nasional (Baznas) Kabupaten Lombok Timur menggunakan Algoritma Naive Bayes Berbasis Particle Swarm Optimization Self-Regulated Learning Based On The School and Homeschooling Education Systems Implementation Of Lesson Study For Learning Community (LSLC) To Improve Teachers’ Professionalism in Promoting Golden Generation in NTB Critical Thinking Skills Training Students Through The Implementation Of Problem Based Learning Combined Group Investigation (Lesson Study Course In Knowledge Environment) The Effect Of Discovery Learning Setting Of Kooperative Murder Toward Critical Thinking Abilityand Students’ Self Confidence Academic Advising For The Success Of
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Muhammad Saiful
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Muhammad Husni Tamim, Hari Amirullah Rachman
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M. Junaidi Marzuki
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Yudi Handoko Himawan
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Lalu Achmad Nofiyandi
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Abdul Hafiz, Muhammad Shulhan Hadi
Student Teachers A Case Study Of Phu Yen University In Vietnam Development assessment rating based on subject Authentic Biology Class X Pengaruh Pendekatan Pembelajaran Dan Sikap Mahasiswa Terhadap Hasil Belajar Matematika Sekolah Students’ Perception of their Lecturer’s Oral grammatical Correction in realation to their English Performance Pengaruh Pembelajaran Model Kooperatif Tipe Think Pair Share (TPS) dan Teams Games Tournament (TGT) terhadap Prestasi Belajar Fisika Siswa Algoritma Support Vector Machines (SVM) Berbasis Particle Swarm Optimization (PSO) Untuk Klasifikasi Kinerja Dosen STT Hamzanwadi The Effect Of Teaching Style (Reciprocal And Inclusion) Kinesthetic Perception On Improvement Of Overhead Lob Forehand Badminton To Be Successful Foreign Language Learners: How To Motivate Language Learners? Tradisi Sesenggak Dalam Masyarakat Sasak Podcast On Developing Listening Comprehension of EFL Learners Paradigm Civics as the spacecraft Systemic Democracy Education
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Innovative Teaching and Learning in Elementary School
Prof. Dr. Bunyamin Maftuh, M.A. M.Si
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Innovative Teaching and Learning in Elementary School Presented at International Seminar held in STKIP Hamzanwadi, Mataram, 22 October 2016
BUNYAMIN MAFTUH Professor , Indonesia University of Education Director for Human Resources Career and Competency Ministry of Research, Technology, and Higher Education
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Keterampilan Abad ke21
Critical thinking and problem solving
Communication and collaboration
Creativity and innovation
Information literacy
Media literacy
ICT literacy
Flexibility and adaptability
Initiative and self-direction
Social and cross-cultural interaction
Productivity and accountability
Leadership and responsibility
(Trilling and Fadel , 2009)
The 21st Century Skills 1.
Information and communication skills: (a) information and media literacy, (b) visual literacy, and (c) communication skills;
2.
Thinking, reasoning and innovation skills: (a) critical thinking, (b) systems thinking, (c) problem solving, and d) creating and innovating;
3.
Personal and works place productivity skills: a) interpersonal and collaboration skills, b) initiative and self-direction, c) flexibility and adaptability, d) ethical behavior, e) social/personal and crosscultural skills, f) project planning and development, and g) productivity and accountability. (Partnership for 21st Century)
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Innovative Teaching Learning Principles
Student-centered Active & Interactive Meaningful Challenging Integrated Value-based Creative Effective Joyful Democratic Multi-methods, multi-resources, multi-media Developing multi-intelligences
Learning Principles Appreciation to students
Softkills - Hardskills
Maximizing ICT
Empowerment - Enculturization
Model, willingness, learning
Teacher-student Partnership
Home, school, society
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Student centered Students
as subject, not object of learning Learning is more emphasized than teaching Students are more active, and teacher as facilitator
Active and Interactive Learning
Students develop new meaning through actively knowledge development process
Interactive dialog to facilitate meaning construct as required in developing important comprehension
Teacher encourage students to become independent and self-directed learning
Interactive dialog between/among teacher and students
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Developing higher order thinking
Develop HOT skills by developing four dimensions of knowledge and six thinking processes.
Implement scientific approach and other learning approaches/models, as far as not lecturing or memorization
Implement teaching and learning models that encourage students’ activities, creativities, and initiatives, and to be inspiring and joyful.
Use discovery/inquiry learning model, problem-based learning, project-based learning, and cooperative learning.
Creating Evaluating
Analyzing Applying Understanding
Knowing/ Remembering Level of Thinking Processes (Bloom, Karthwol & Anderson
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Developing Higher Thinking Level through Questions Types of Questions Question Requests Convergent Thinking 1. Focus on learning rights answer 2. Answers documented by authoritative sources 3. Focus on finding the right aswers 4. Agreement sought in answering questions 5. Answers tend to give facts and explain systems 6. Original thoughts are not required
Question Requests Divergent Thinking 1. Focus on developing one’s own answers 2. Answers based on student’s ideas and research 3. Focus on building reasons for answers 4. Disagreement and discussion sought to clarify issues 5. Answers tend to analyse and evaluate systems 6. Original thinking is encouraged and required
Scientific Approach Observing Questioning Collecting information/data
Analyzing data, drawing conclusion Communicating/presenting result
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1. Problem Awareness 2. Problem Definition (A)
(B)
(C)
Problem Statement
Scientific Knowledge Inquiry
Value Exploration
3. Developing Alternatives 4. Evaluating Alternatives (and choosing the best alternative)
5. Social (or Personal) Action 6. Evaluating Results
Basic Model for Individual Rational Decision Making (Woolever & Scott)
Developing spiritual and social attitudes (value-based)
Emphasis on the importance of developing students’ affective dimension (spiritual and social attitudes)
Religion education/moral education and citizenship education subject have mission to teach attitudes through direct teaching
Teaching values and attitudes through indirect teaching, e.g. through modelling, habituation, and school culture.
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Marzano (1985), Bruner (1960).
HE SHS JHS ES
Multi-learning resources
Library
Natural
environment
Social
environment
Social
institution
Internet Etc.
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Information Giver
Disciplin arian
Informa tion Giver
Counsel or
Motivator
Referrer
Advisor
Teacher’s role in innovative approach
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THANK YOU
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An effective Leadership as a Key Success for School Based Management Dr. Ir. Hj. Sitti Rohmi Djalilah, M.Pd. Universitas Hamzanwadi Abstract Education plays an important and strategic role in determining the level of prosperity in the society. Moreover, education is an instrumen to improve nation’s dignitiy. There are various kinds of educational problems in indonesia such as; 1) moral education is not maximally achieved, 2) school outcomes are not having a good skill in their expertise, 3) low of intellectual quality, especially in senior high school level, 4) the decision makers are still viewing education partially 5) many principals are not fully understanding the school based management paradigm, 6) low leadership performance of school leaders and 7) lack of principals’ managerial skill as well as designing school programs. To overcome the problems mentioned, the following activities are needed 1) need a great effort and strong willing of all stakeholders to totally imply the school based management, 2) the school leaders should be able to perform a democratic and charismatic leadership 3) as a role model for all subordinates within the school and 4) raising the awareness of stakeholders and educators in relation to the importance of education in shaping the society and nation. Keywords : headmasters leadership, school based management.
Background The development of knowledge and technology has been developing the all aspects of life these days. Therefore, it seems that there is no border between one country and others. Comunication and information system has been spreading to the all aspects of life indicating that this world is an unboundless region. For example, the internet development that provides all access to the information needed. These challenges could be faced well, if the people in our country are able to compete with another country in all area especially in education. Education is one of development areas, which determines the characteristic of nation in international perspective. Education plays an urgent and strategic role in determining the prosperity of the community. Moreover, education is an instrument of improving the nation’s dignity. Regarding with the importance of education for a nation, all problems should be solved effectively. The problems mentioned are including: Education is failed to educate the moral and behavior of young generation and still not able to put the national paradigm stated in Indonesian principle and Indonesian’ constitution 1945 as well. The educational institution’s outcome are not able to work since the education is mostly academic oriented. National education has difficulties to follow the development of knowledge and technology because the low quality of intellectual in education especially in senior high school level. The decision makers and those who becomes involved in education are still viewing education partially and viewing it as a school, learning knowledge and examination
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only, so that the examination result used as the main indicators of national education quality. The new paradigm of school management such School Based Management (SBM) is not fully implied by the school leader, eventhough this program was legitimated since 2002. The low leadership performance of school leaders that can be seen from the ability of school leaders to cooperate with another school such as, they just focus on a certain group, doing fraud, put their individual needs forwards and disputing the staff’s right. The school leaders managerial skills are limited to a program design (conceptual skills) and lack of ability in executing the program (technical skill), and the ability to create a harmony relationship with the staff (human skill). The all problems mentioned could be solved by performing an ideal leadership for the school and society. Leadership is of paramount importance to bring a constructive change particularly in managing the school, so that the school vision and mission could be achieved. An effective School Management. Education is the most determining factor for development in all sectors because education is an instrument for human resources development. The development of human resources is the main prerequisite for gaining national development goals. The law for educational system chapter 1 verse (1), 2003 stated that education is a consius, a planned effort of producing learning environment and learning process so the students could actively develop their competence, performing religious spirit, self…. Intelligency, a good behaviour, and skill needed by themselves, society, nation, and country. It could be said that education plays a strategic role in shaping the human’s character, which is useful for the nation and country. There various kinds of effort to promote a good quality of education in Indonesia, such as changing the management system from centralistic to decentralistic. This change of paradigm was an impact of national law number 22 in 1999 legitimation about regions’ autonomy and law numbers 25, 1999 about the balance between central and region’ financial both of which are aiming at maximizing the societies’ role and participation in the developments especially in education. Region’s autonomy as the political mandate in macro level might impact the school autonomy as national education subsistem (Mulyasa, 2014:4) One of the school autonomy form was School/Madrasah Based Management. Sisdiknas Law number 51 verse (1) stated that the management of kindegarten, elementary and senior High School should conducted based on th minimum standard of School/Madrasah Based Management standard. The implementation of School Based Management is not only based on the normative reason mentioned but also based on the reality condition, where most of school are finding the dificulties in managing the whole component of school management if there are some rules are not suitable with the school needs. It is common that the centralistic rules are failed to accommodate the school with different characteristics and needs. For example, the rule about the implementation of similar curriculum between rural and urban school while the management of school be referring to the needs and students’ characteristic, learning environment, and learning sources. On the other words, the school know more about what do they need as Ogawa and White argued that teachers, principals, and parents are better understand the needs of the students and communities served by the school. (Rodney T. Ogawa and Paula A, 1994:57-58). 13
The concept of school autonomy with school based management was one of education management paradigm based on the systemic approach within the school. This approach viewed school organisation as a system consisting input,process and output component, which are strongly connected each other. The educational components mentioned refers to the essential and supportive component. The essential component including students, educators, curriculum and learning while the supportive components including school equipment, finance, relation, culture and educational environment. The relation between the whole component could be visually seen at the following picture.
Teachers,Curriculum, School facilities
Output
Students
Result
Evironment : Geography, Demography Social & Culture : Social Skill Economy : Culture, etc.
Picture : National Education System The picture explains about the relation among the whole components of national education called national education system. Meanwhile, school education is a part of national education itself. As a subsystem of national education, the school management should imply the School Based Management model as it was explained. On the other hand, the effective education management for future school is maximizing the school teachers’ function as role model or symbolic individual within the school, as the barometer for their achievement. School leader is the only individu who is responsible for the all activities within the school. Based on the explanation, it can be concluded that the effective school management is fully implemented the School Based Management and performing an effective leadership for the school. Meanwhile, commitment and cooperation with all stakeholders are needed to achive a good quality. School Based Management Management is a process of planning, organising, leading, and managing the organisational members’ work, and managing organisational human reseources to achieve the organisational goals (Abdul Halim dkk, 1998). This process is a part of management function that should be implemented by the manager in organisation especially in school. Stephen P Robbins and Mary Coulter describe as follows:
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Planning
Organizing
Leading
Controlling
Setting goals,
Determining what needs to be done, how it will be done, and who is to do it
Motivating, leading, and any other actions involved in dealing with people
Monitoring activities to onsure that they are accomplished as planned
Ostablishing Strategies, and developing plans to coordinate activities
Load to
Achieving the organization’s stated purposes
In implementing the management function above, one of the most effective school management is to gain a good quality of national education. Pushpanadham (2006:41) stated that One strategy for achieving these goals is found in school based management, a model of decentralized school administration that provides clear guidelines and has been succesfully introduced in a number of countries. It is argued that the strategy to achieve the educational goal lies on School Based Management with its instruction that has been applied in some countries. School Based Management paradigm is a form of new paradigm of national education with decentralistic characteristic as mandated by the Law. Meanwhile, Mohram and Wohstetter (1994) define School Based Management as follows: School-based management can be viewed conceptually as a formal alteration of governance structures, as a form of dessentralisation that identifies the individual school as a primary unit of improvement and relies on the redistribution of decision making authority as the primary means through which improvement might be stimulated and sustained. Some formal authority to make decisions in the domain of budgets, personel and program is delegated to and often distributed among site level actors. Some formal structure (council, committee, team, board) often composed of principles, teachers, parents and at times, students and community residents is created so that site participants can be directly involved in school-wide decision making. This definition explains that School Based Management is a form of decentralisation that shapes the school as the main unit and refers to the authority distribution in decision making as the urgent instrument to promote the continous and stimulated improvement. Caldwell (2005) stated that school-based management is the systematic decentralization to the school level of authority and responsibility to make decisions on significant matters related to school operations within a centrally determined framework of goals, policies, curriculum, standards, and accountability. This definition has been an important implication towards the school leaders; it means that the school leaders should have capacities to make decisions for some significant problems related to the school activities. The school leader should perform an accepted leadership for academic staff and society.
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An effective leadership in applying School Based Management Leader is a role practiced by people in a certain system. A good leader is one who owns a good skills, the ability in influencing people to do a certain activity in achieving goals. While, leadership is an action / behaviour of leader in leading a group activities in achieving organisational goals (Hemhill & Coons, 1957). Also,Jacobs & Jacques (1990) stated that leadership is an advicing process towards collective effort that leads to the ability to do a specific activity for achieving the goals. Thus, leadership is the skills, competencies and the influence level of individual, while leader is an individual with a certain skill and competence to influence others to do a certain job as well as to achieve an agreed mission. The word leader in english is referring to a process of leading. The word L,E,A,D could be explain as follows. L
Loyality
A leader should be able to raise the loyality of his/her colleagues and able to give his/her loyality for a good thing
E
Educate
A leader should be able to educate his/her subordinates and give the tacit knowledge to his/her colleagues
A
Advice
A leader should be able to give suggestion and advice for all existing problem
D
Discipline
A leader should be able to show an example in terms of dicipline and promoting dicipline in each activity.
In islamic perspective, the four concepts mentioned were similar to the four characteristics of leader to behave; Siddiq Amanah Tabligh Fatonah
A leader should be an honest, right, highly integrative, and safe of errors. A leader should have trust, legitiamtion, and accountable. A leader should be a communicative person and able to share a good thing and does not hide the necessary information. A leader should be a smart, highly intellectual and professional.
Based on the concept elaborated, a leader is a person who meets several criteria : 1) influence 2) power, 3) authority 4) followers. Stephen Covey stated that a leader should be able to perform four main functions of leadership; No Leadership function 1. Pathfinding
2.
Aligning
3.
Empowering
4.
Modelling
Description Able to understand and to fulfill the need of stakeholders, visions,missions, values, and strategies and how to achieve the organisational goals. Able to understand how system in organisation and sinergise each elements of organisation. It is related to the effort of leader to keep the commitment of each individuals in doing their best for organisation. Able to become a role model for his/her subordinates, how to keep responsibility in terms of speech, attitude, and all decisions made.
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The four functions of leadership are in line with charismatic and democratic leadership in school management. Charismatic leadership has an energy and an amazing power to influence others. This leads school leader to get many followers. Charismatic leadership can be seen from the way leader’s talk, walk and act. There are some advantages of charismatic leadership for school management. The school leader should be able to communicate the school vision and mission clearly. The school leader should be able to motivate the subordinates to work hardly. The school leader should be able to get many followers because he/she has charisma and trust. The school leader should realise his/her strength so he/she could use it effectively. Furthermore, democratic leadership is a leadership where a school leaders are actively engaged, convience towards the group’ ability in doing their task. Some advantages of democratic leadership are : There is harmonic relationship between leaders and subordinates. Decision are made through discussion with the subordinates therefore they feel appreciated and needed by the organisation. Developing creativity of organisational members because they could share opinion and suggestion. Subordinates will have highly confident,convenient, responsible in using their best ability for all task mandated. Subordinates will have strong motivation and feel appreciated. Stopping the raise of opposition group in organistion. This views clarify that in managing the education, especially school, charismatic and democratic leadership are the most suitable type for managing the school. This because the type of leadership is suitable to the school needs, especially school based management. Some problems elaborated will be solved when the leader or principal is having a clear vision and mission so they could give a good sinergy to all stakeholders within the school and society. Dr. Kyai Haji Muhammad Zainul Majdi, MA as a charismatic leadership in West Nusa Tenggara stated that the leaders should have a strong vision, build a self-confident on it, and also able to show an example for inspiring the change. Conclusion Education is a most determining factor of character building for a nation in international views. Education plays an urgent role in determining the impact of prosperity level of the society. Education is an instrument to improve the nation’s dignity. Regarding to the importance of education for the nation, all problems should be solved effectively. Some important recommendations for solving the educational problem in Indonesia are 1) School should fully imply the School Based Management and its function, 2) Performing charismatic and democratic leadership in managing the school, 3) being a role model for school members, 4) raising awareness about the importance of education for building character of society and nation. References Caldwell, B.J., School-Based Management. Education Policy Series.Brussel, International Academy of Education and Paris International Institute for Educational Planning. UNESCO 2005.
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Departemen Pendidikan Nasional. Manajemen Peningkatan Mutu Berbasis Sekolah, Buku 3, Panduan Monitoring dan Evaluasi. Jakarta: Dirjen Dikdasmen, Direktorat Sekolah Lanjutan Tingkat Pertama, 2002 Hakim, Abdul. Dkk, Sistem Pengendalian Manajemen. Yogyakarta : UPP AMP YKPN, 1998. Mulyasa. Manajemen Berbasis Sekolah : Konsep, Strategi, dan Implementasi. Bandung:Remaja Rosdakarya, 2014 Ogawa, R.T. and White, P.A. School-Based Management: An Overview. In Mohrman, S.A., and Wohlstetter, P. and Associates (Eds). Hand book of School-Based Management. Organizing for High Performance. San Francisco:Jose-Bass Publishers, 1994 Pushpanadham,” Educational Leadership for School Based Management” survey of Educational Research, The Falmer Press, London: 2006 Robbins, Stephen P. and Coulter, Mary. Management : Eleventh Edition. England: Pearson Education Limited, 2012 Tilaar.Manajemen Pendidikan Nasional. Bandung:Remaja Rosdakarya,2001 Yukl, Gary Kepemimpinan dalam Organisasi terjemahan Jusuf Udaya. Jakarta: Prenhallindo: 1994
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Paradox in Teacher Education Prof. Dr. Hamdan bin Said
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Paradox? ● A statement that apparently sound reasoning from true premises, leads to a selfcontradictory or a logically unacceptable conclusion
● Two elements that seems reasonable on their own but become inconsistent when put together
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Imposed Paradoxes
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Paradoxical profession: Teachers are asked to ● Become role models to society ● Develop human skills and capacities ● Build learning communities ● Create knowledge society ● Develop the capacities for innovation, flexibility and commitment to change
● The list continue…. www.utm.my
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Paradoxical profession: When economic is bad, teachers are
● The first expendable casualties of budget ● Given less support for capacity building ● Treated with less respect compared to other professions ● Given less opportunity to be creative, flexible and innovative
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Paradoxical profession: Teachers are
● Put in a dilemma ● Expected to be the leading catalysts of the informational society ● One of the permanent prime casualties ● Challenged to do more with less resources
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Created Paradoxes
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Active Learning: Group Work ● Teachers propagate working in groups ● Group work has more competitive edge (more creative, innovative and productive) ● Teachers designed group work activities ● Students form teamwork spirits ● Students form cohesive groups
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Reward: Group or Individual? ● Best Student Award (1 person) ● Student Role Model Award (1 person) ● Academic Award (by subject) (1 person) ● Sportsmanship Award (1 person) ● What message do we sent to our students?
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Critical Thinking
● Important soft-skill for 21st century workforce ● Employers sought critical thinking in graduates ● Related to problem-solving and decisionmaking ● Integrate the skills in the course
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Critical Thinking?
● Focus on content rather than process ● Focus on one right answer rather how ● Emphasize similarity rather than differences ● Award marks only for right answer rather different thought ● No inclusion of critical thinking in test paper
● What message do sent to our students? www.utm.my
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Taking Initiative: As teachers, we
● Argue that students are passive ● Want students to take initiative ● Want students to do the right thing without being told ● Want students to be persistence ● Want students to be self-starting and proactive
● The list continues… www.utm.my
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Taking Initiative: What we do? WE
● Don’t trust our students’ abilities ● Emphasize do thing right… ● Don’t reward initiatives, only right answers ● Sent strict rules and micro-manage students ● Dictate how students should address the problems ● Teach without meaning
● What message do we sent to our students? www.utm.my
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Classroom Teaching & Technology: We commented that
● Teaching with technology can deepen students’ learning ● Technology supports instructional objectives attainment ● Technology makes classroom more interactive ● Students can bring IT related stuff in class
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Classroom Teaching & Technology
● Limited software was used in teaching ● Failed to use current technology ● Don’t try free teaching tools ● Provide tasks that only require minimal technology usage ● Employed traditional classroom setting
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Learning Styles and Potential: Each person has ● potential and strength
● different IQ and EQ
● own learning styles ● own speed of learning
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Learning Styles and Potential: We
● Assign the same tasks to all students ● Assign the same difficulty level ● Use the same teaching styles and materials ● What message do we sent to students?
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ASEAN Economic Community
● A single market and production base ● A highly competitive economic region ● A region of equitable economic development ● A region of fully integrated into the global economy
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Single Market & Production
• • • • •
Free flow of goods Free flow of services Free flow of investment Free flow of capital, and Free flow of SKILLED LABOR
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Asian Economic Community & Globalization ● No modification to the curriculum ● The curriculum centred to internal issues ● Limited material focusing on other countries
● What message do we sent to our students?
innovative ● entrepreneurial ● global
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Conclusion
● Paradoxes are used in teaching & learning ● Unintended self-created paradoxes slow down student development
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What will Ipin say?
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How to improve theQuality of Preschool Education in Indonesia? Dr. Jannie Lensen, M.A. Windesheim, University of Applied Sciences, Zwolle, The Netherlands Abstract The Indonesian government is working on policy regarding early childhood education (Yulaewatih, 2016, Ministry of Education Indonesia, 2014, 2016). National and local governments makes choices in quality and quantity of preschool education. They realize that widely improving teachers quality is necessary for the development of the preschool in Indonesia Universities with Teacher Training Early Childhood departments (PAUD: PendidikanAnakUsiaDini, forchildren 2-6) support this political discussion from a ‘child development’ and ‘quality of education’ view by organizing international conferences as:‘Current Issues in Early Childhood’ in Bandung July 2011(Yulindrasari (ed), 2011). Also Hamzanwadi, a teacher training institute in Selong, Lombokorganizes the international International Conference on Elementary and Teachers Education 2016 conference. Windesheim, University of Applied Sciences in the Netherlands collaborates together with Hamzanwadiand other universities in a consortium e.g. Undiksha in Bali to develop an early childhood education program for Indonesia in order to prepare teachers to work on millennium development goals. The main question in this article is: “ How to improve the quality of early childhood education in Indonesia?”. Preschool educationsucceededbyquality aspects in pedagogic and didactic improvement of teachers, parents involvement and shows positive effects on children’s cognitive development and long-term economic benefits as been found in a meta-analysis of widely used preschool programs in early childhood education in the United States of America and the Netherlands. The Balinese situation is mapped by interviews with teachers and children in 50 Balinese elementary schools and showed differences between pre-school attendance in rural and more developed areas. Participation in early childhood education is an important issue next to the quality aspect. This paper will give a framework for an effective approachof quality preschool education in Indonesia. Keywords: Early Childhood Education;Teachers Education, preschool;quality of Early Childhood Education programs; Effects of Early Childhood Education programs;Child – Parent Centers; Children in rural areas; Child Development.
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Inducement Actual political discussions in Indonesia about preschool education, development of PAUD (Early childhood education) teacher training institutes and Balinese research about preschool attendance are leading towards the question: ‘How can we improve the quality of Indonesian preschools’. The Indonesian government nowadays is working on policy regarding early childhood education. Increased woman participation in the labour force and decreasing family support of children challenges politicians to find new facilities to support the development of young children. Besides Indonesia has toworkon millennium targets on poverty, education and equity. National and local governments makes choices in quality and quantity of preschool education. Universities with Teacher Training Early Childhood departments (PAUD: PendidikanAnakUsiaDini, forchildren 2-6) support this political discussion from a ‘child development’ and ‘quality of education’ view by organizing international conferences as:‘Current Issues in Early Childhood’ in Bandung July 2011 and International Conference on Elementary and Teachers Education 2016 in Hamzanwadi, Selong, Lombok. Also the PAUD department of Undiksha, the Ganesha University of Education in Bali, is working on its social services for the neighbourhood. In cooperation with Windesheim University of Applied Sciences in the Netherlands, teacher educators work on quality improvement of preschool education in the Northern Bali Buleleng area. Collaboratively, they have developed a comprehensive preschool program with a number of preschool teachers of the mountain villages and teacher educators from Undiksha and Windesheim based on the Piramid program in the Netherlands (Jef van Kuyk, 2012) but elaborated with some essential aspects. The reason for this collaborative effort is the challenge they got by the results of an investigation on educational effects in the Buleleng Area by researchers from these two institutes . They discovered that only 30 % of the children attends a preschool, caused by a lack of preschool facilities in the mountain villages, and the rather high tuition fee for some of the parents to pay for these private institutes. The quality of preschool is not always optimally. All preschools in Indonesia have to use a curriculum prescribed by the Ministry of Education of Indonesia aiming at functional development of children in order to provide them a better start in elementary school. This curriculum with a focus on competence development is centred around environmental themes, such as market, plants, house and others. However, teachers’ practice is often different from the governmental prescriptions.Many of the preschools teachers reports to work with letters and numbers by repeating this with the whole group in order to prepare children for elementary school. They were thought in their teacher training in an abstract way of thinking but the practice in a preschool is different. Although the supervision on quality of preschool by the government is growing, preschool still is not an official institute in Indonesia with a lot of difference in appearance: private schools with high qualified international teachers, community based schools with volunteers, religious organizations etc.. Indonesia has many kinds of preschools, but none of them are free for the children. The national government provides the local governments to organize pre-school education in their district. For every new preschool and every child they give governmental money, they also pay qualified teachers. Some local governments decides to pay for the start of a preschool others pay for the operational costs. Parents have to pay a financial contribution with ranges from only 1.000 rupiah per day to 100.000 rupiah per day, it depends on the social-economy status of the preschool. In every pre-school some teachers are governmental teachers but there are also volunteers. Some pre-school are community based and only under qualified 32
volunteers work with the children. Preschool organizations have to pay their teachers and give most of the teachers only a low salary or work as volunteers for they only work two hours a day: 8.00 – 10.00 hour. Preschool teachers complains that they are not able to support children´s development optimallyfor they have a lack of educational materials and tools and cannot give children the opportunity to play in a rich learning environment. The pedagogic and didactic methods of teachers are not always fitting with the needs of children. The Indonesian government and Preschool Trainer Institutes as parts of universities in Indonesia are eager to learn more about the positive effects regarding the use of educational programs for young children in other parts of the world, such as those are used in United States of America (US) and also in the Netherlands. These countries started decades ago with preschool education as an answer on labour participation of woman and in the war against poverty. Long term evaluation is available of these programs. Goal of the Indonesian government is to reduce poverty and raise educational opportunities for all children as mentioned in the constitution/amendement of Indonesia (UUD45 psl 33)Yulaelawati (2016); Ministry of Education and Culture Indonesia (2016). They want to opt for quality in early childhood education and they also wonder if preschool education can contribute to the development of the country. (http://www.worldbank.org/en/news/2012/06/13/indonesia-development-of-the-young-helpsdevelopment-of-a-country). This discussion is conducted differently in several regions of Indonesia, and is also a relevant topic in the PAUD department of the Teacher Training Institute Hamzanwadi in Selong and Undiksha in Singaraja. Staff members ask themselves whether it is good to invest in early childhood education and how would the framework for an effective approachof preschool education in Bali should look. This paper will contribute answers for these questions and the consequences for preschool teacher training in Indonesia will be discussed. Purpose is to improve preschool in Indonesia, working on development of young children in a changing world and working on millennium development targets. This paper will give an answer on the following questions How to improve the quality of preschool education in Indonesia? 1. a. What are the effects of five common used preschool programs on the cognitive and social emotional development of participating children? (High scope Perry, Head Start, Chicago Child – parent centers, Carolina Abecedarian, Piramid program). b.What are the most effective elements in these programs? 2. What is the situation in Bali (% children: rural area, preschool attendance; level of cognitive development, social emotional development, parents educational level an parents motivation for preschool) 3. What are the ingredients for an effective preschool program in Indonesia? All over the world preschool attendance is growing in the last decennia. Increasingpreschool attendance in the western world has at least two main reasons. First, the growing labour participation of women (OECD, 2012), and the elaborated level of women’s education challenges society to find a solution for child services. Another reason is the idea to work on the improvement of the childrens’ development in backward situations(Barnett & Ackerman, 2006, Barnett &Hustedt, 2005, Belfield et al.2006). Politicians in western countries sawpreschool education as a solution for child care for working mothers and a way to support the process of development of children and their society. Therefore, special qualified 33
preschools started in the sixties in USA and Europein order to stimulate children’s development and reduce poverty, based on the ideas of Bronfenbrenner’s ecological system model (Bronfenbrenner, 1986, Bronfenbrenner &Ceci, 1994). In this theory all eco systems (parents/family, neighbourhood, education, society) influence the development of children, however the system of parents and families is the most important.According to him every child has to have an equal chance in education. A good communication between eco systems will cause greater effects. In both situations: (1) solving the nursery question while women participate in the labour force and (2) to improve education for children in backwards situations, soon the quality of Early Childhood Education was part of the discussion in de the USA (Belsky, 2008; Burgess & Fleet, 2009) and in Europe for instance the Netherlands(van der Hoeven, 2006). The role of the teacher, the learning environment, the development of the child and support of children’sfamily are subject of improvement (Burgess & Fleet, 2009).Most of the Early Childhood Education programs includes all these elements. Next to this focus on quality of preschool education researchers found another argument to stimulate preschool attendance. They found an economic advantage for the participants and the government from $1 investment to $ 2,5 until more than $10 gain on adult age after preschool attendance as a child (Barnett & Ackerman, 2006; Belfield et al., 2006; Heckman et al.2010). Long-term research is available about the effects of preschool activities,and these results made politicians in the western world more aware of the economic, cognitive and social emotional gain of investments in early childhood.(Burger, 2010; Belfield et al., 2006; Belsky,2001,2008; Barnet& Ackerman, 2006; Camilli, et al., 2010; Campbellet al., 2008; Love, et al.,2005; Heckman et al.,2010; Nap-Kolhoff et al.,2008; Puma et al.,2010; Reynolds et al.(Eds), 2010; Veen et al, 2000; Zill, et al., 2003.) In Indonesia women labour participation is growing as well. Many parents wants to have good education and a lot of positive changes for their children in the future. This is why preschool attendance grows lately. The local government started preschools and also private institutes initiated early childhood education for 3 – 6 years old children.However, it is problematic thatnowadays preschoolsarestill not available in every village and the actual preschools are often expensive private institutes. So not every child has the opportunity to visit a preschool. Currently, there is a lack of 15.000 governmental preschools in villages in Indonesia: (http://bectrustfund.wordpress.com/category/early-childhood-education-paud-in-bahasaindonesian/). Although thelack of quality and non-attendance problem in early childhood educationis recognized, the Indonesian government still discusses the way how to improve quantity and quality of preschool education. They decided to provide at least one preschool in every dessa (Yuleawatih, 2015). Local governmentsall over Indonesia are provided by the national government and has the opportunity to create their own policy in order to support preschool development but often they choose other priorities, and they don’t seem to have enough money to opt for preschool education for every child. Also the quality of preschool is not constant although nowadays governmental supervisor check this quality, they notice especially the administration and not the working method in the classrooms.Volunteer teachers are working for a voluntary salary in these important jobs. A lot of teachers still didn’t follow their training in a PAUD department, or a specialists training in an implementation of a preschool program. At the other hand, if they have followed a training they will be placed in the elementary school because there is a lack of qualified teachers. This is why many children in Indonesia still cannot profit from good quality preschool activities. 34
In order to describe a framework for qualitativepreschool education in Indonesia we need to find components of effective and affordable preschool education programs for Indonesian children living in poverty. Five programs widely, long term used preschool programsin USA and the Netherlands have been analysed andpositive effects on development of children and economic benefits in impact studies are discovered. These programs were selected because they all were part of the policy to combat disadvantaged children in rural areas, in order to work on the ‘war on poverty’ and intent to provide opportunities for every child. All programs were measured longitudinal. Although the research groups, theoretical frame and circumstances were different, they all were focused on a high quality program in early childhood education and more or less parent involvement. Preschool programs developed by educational specialists in order to support the quality of education are difficult to compare, because of the differences in program elements and the differences in focus of the conducted studies. Programs also have different theoretical sources which make comparison more difficult. For instance some programs are based on thecognitive developmental psychology (Piaget,1969): children’s biological development is related to the cognitive development.Following this theory children learn when they are ready for it. Another theory what is used as the source of preschool programs is thesocial cultural historical perspective (Vygotsky, 1978): children’s development is in the zone of the proximal development.Together with teachers or ‘peers’, children discover the new world supported by ‘tools’ as a rich learning environment and language. Some programs are child centered, others parent-, teacher-, or curriculum centered. Althoughthese comparison problems, this paper tries to give an overview of the quality effects in this programs and the propose a quality approach for preschool in Indonesia. Different programs The five different programs areanalysed on developer, theoretic basis, purpose, target group, center-based or home-based, frequency, home-visits, teacher-parent contacts, and important elements. High Scope-Perry.This program is developed by Weikart in 1960, Ypsilanti, Michigan, USA (Schweinhart et al., 1988, Schweinhart et al., 2005). High Scope-Perry is based on the cognitive development theory of Piaget (1969). Purpose of this program is to avoid school failure and related problems. The target group are children, aged 3-4. It is a center-based program. Children attend a child center2.5 hours per day every day of the week with a child teacher ratio of5:1. The program teachers visit parents at home and they also organize two monthly parent meetings. Active learning is a central theme of this program, this is the reason that hands-on experiences with people, materials, events, and ideas are activities to support children and adults to learn optimally. Important elements in the program are: adult-child interaction, a carefully designed learning environment, and a plan-do-review process. Teachers observe children’s way of working in the classroom based on key-experiences and adapt their individual program on this observations.They challenge children by their questions to think and act independent. Head Start is a supporting program developed bySugarman (Zigler& Valentine, 1979) and started in 1965 as a program in the USA (Puma et al., 2010). Sometimes this program is used next to another preschool program like High Scope-Perry. This program is a home based program, but has also a center based section. In order to work on poverty in rural areas, children aged three tofive years from poor families and their parents, will be prepared for school, to enhance cognitive and social emotional development. Based on the ‘whole child’ 35
model this program provides educational, medical, dental and mental health care. 80 % of the costs is paid by the federal government, 20 % comes from the local government or the families. Children work in a natural environment and are supported to enjoy learning. They receive creative activities and go outwards in order to discover the surroundings. Teachers are coaching them in this development. Families are working with a head start professionalas a partner in education to solve daily educational problems. Parents can follow courses to develop themselves. Head Start is an additional program. This program is an overall program directed to the environment. Chicago Child-Parent Centers. This program is developed by Sullivan, 1967, Chicago, USA (Reynolds, 2004). Purpose of this center-based program is to improve children’s school success by providing educational and family support to economically disadvantaged children and their parents. Children in poor neighbourhoodsattend child centers and there is parent contact by a family-support coordinator during preschool and the first 2 or 3 years elementary of school (3-9 years). The program distinguishes five basic principles: 1. Parent involvement in the early years of school; 2. Instructional approaches tailored to children's learning styles and designed to develop their speaking and listening skills; 3. Activity based curriculum 4. Small class sizes to provide for individual attention, and 5. Attentionand facilitation to health and nutritional services. Carolina Abecedarian. This is a program designed by Craig Ramey based on ideas of the Frank Porter Graham Child Development Institute in 1972 (Campbell et al., 2008) in the USA. Purpose was to enhance school readiness, especially for children in poor families. The program starts when children are 6 months as a full day program. Children from low-income families receive full-time, high-quality educational intervention in a childcare setting from infancy through age 5. Each child has an individualized prescription of educational activities. Educational activities consistof ‘games’ incorporated into the child's day. The activities are focused on social, emotional, and cognitive areas of development, and there is a particular emphasis onlanguage in order to prepare children from backwardssituation with a gap in language skills for elementary education. Piramid program. The program is developed byJef van Kuyk (2012) in The Netherlands. The program is based on the attachment (Bowlby, 1969), distancing (Sigel, 2000) and dynamic systems theory (Thelen& Smith, 1994). An overall program for all children 0 – 6 years with differentiation possibilities. The purpose is to support children’s development. Children learn in a rich learning environment, group activities and by working with a tutor within a theme connected to real life situations. Teachers prepare rich learning environments and observe, stimulate children’s play, they lead group activities connected to the theme a second teacher is tutor and work with high risk children preventive and curative. Parents are informed by socalled project newspapers and are invited to do activities with children in the same theme in their own environment. The programs above were analysed by a metareview of studies (Schweinhart et al., 2010; U.S. Administration for Children and Families, Puma et al., 2010;Reynolds, A. J., 2004;Campbell & Ramey, 1994;Campbell et al. 2008;Evaluation of Piramide program by Veen et al., 2000, 2002. In Veen et al. 2000, Nap-Kolhoff et al. 2008).The active elements in those programs will be the basis of a quality program in the Indonesian situation taken cultural aspects into account. 36
The High Scope, Carolina Abecedarian and Piramid program shows the largestseffectsizes: High Head Chicago Carolina Piramid scope start Child Abecedarian parent centers Better Language D=.18 D=.15 D=1.04 D=1.46 performance 49%(p) versus 15 % (c) Better Mathematic performance 49%(p) versus 15 % (c) Table 1. Effectsizes of ECE programs
D=.15
D=.32
D=.64
D=.51
Elements of the most effective programs are: total programs, rich learning environment, tutoring, parent involvement and stimulation of problem solving. Teachers are active, wait for initiatives of children and take initiatives themselves, support children. They are in the lead of the teaching process. There is a full or half day program. In the Chicago Child Parent centers the initiatives are taken by the children and teachers make tailormade programs for individual children. Head Start is a home based program, sometimes as part of another preschool program. So teachers play an important role in education. They have to get tools in order to improve the quality of education. In Bali we worked on a research in2008 – 2010 in 50 schools randomized from 400 schools in the Buleleng areadistributed over different villages and cities in the Buleleng Area and representing as well the touristic area as the rural area in the mountain villages 150 classes (grade 4, 5 and 6 of primary education: 10, 11 and 12 years old children), 3622 children (45 % mountains and 55 % coastal area).Quantitative data were analysed by ANOVA, t-test, Pearson correlation. We used a questionnaire for parents about their motivation to send their children to preschool or not. The questionnaire has topics: situation of the parents: education level and salary. Preschool is part of the culture: neighbourhood/family, development of personal and academic skills of the children, and preschool facilities (costs and distance). Answers are from 1 = strongly disagree until 4 = strongly agree. Reliability: Crohnbach’s alpha .875, so in this research statements can be done by the results of this questionnaire. Students of the University in Singaraja: Undiksha and of WindesheimUniversity of applied sciences worked together and visited the 50 elementary schools in theBuleleng Area to collect the information in January and June 2008. Interviews with 70 parents were held in 2010. The data was processed and analysed by means of comparing significant differences and correlations. Statistical test that are used are ANOVA and the Pearson correlation matrix. In the research in the Buleleng area we discovered that the education level of parents in the mountain villages was very low compared to the coastal area.
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50 40 30 20
Mountain villages
10
Coastal area
0
Table 2. % Educational level parents in coastal areas and mountain villages
There is a difference in preschool attendance of children in mountain villages and coastal area.Less than one third part of the children in the mountain villages of the northern part of Bali uses a preschool facility. In the coastal area more than half of the children profits from early childhood education.Most important reason to do not sent children to preschool is (average between 1 strongly disagree) and 4 (strongly agree) ; cannot afford price(3.14). And preschool is too far away: (2.91). If parents decide to send their children to preschool the most important reason is that children want to go to preschool (3.63). Other important reasons are better results in language and mathematics (3.59) and parents expect children to have a higher self-esteem (3.53) when they attend a preschool. Parents educational level is also due to less preschool visit. 100 80 60
pre-school
40 20 0 sd
smp
sma
un
Table 3. % preschoolvisit compared with education level of parents
Children who did attend a preschool showed higher academic performances in mathematics (p<.002). Children from low educated parents showed les results in mathematics and language compared to higher educated parents (p<. 001). Reasons for parents to they sent their children to a preschool are the wish of children themselves, and parents think their children become better in language and mathematics. There is a strong connection between family, neighbourhood and village. If children tell their parents they really want to go to a preschool, parents will think about this. This fits in the culture of the Balinese people. Children are treated like a ‘princes and princesses’. Parents always wonder what their child wishes.Reasons why people don’t sent children to preschool are the not affordable costs and the distance of a pre-school. Indonesia needs a lot more pre-schools in order to give young children a change to attend an early childhood institute in their own neighbourhood. (http://www.worldbank.org/en/news/2012/06/13/indonesia-development-of-the-young-helpsdevelopment-of-a-country).
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Conclusion Indonesia is improving the quantity and quality of preschool education.In every dessa at least one preschool. But this is not enough. Parents have to be motivated to send their children (boys and girls) to preschool (Yuleawati, 2016). This is a community task. At the other hand, if we still find teachers and/or volunteers who only practice the words and numbers by repeating them and don’t bring children in a meaningful context, children cannot profit enough from preschool attendance. They need to have qualified teachers with pedagogic skills. Indonesia wants to develop its youth in order to create the golden generation in 2045. Therefore children need to learn the 21st century skills like problemsolving, citizenship, entrepreneurship, management, creativity etc. Effective elements of preschool programs are at least a half day program for 6 days a week with teachers who will support the children in their problem solving and an holistic program. Teachers has to challenge children to use higher mental thinking skills. If they built a rich learning environment in a meaningful context children will develop themselves. This asks for training in creating this rich learning environment and a longterm improvement trajectof the pedagogic attitude and skills of the teachers in a training on the job. The district government has to be involved in the training in order to support the teachers also after the training. Community based early childhood education, with strong connections to the families strengthens the communication between parents and support of children. If teachers get paid a good salary or they are satisfied with their job as a volunteer, they will stay in the preschool and develop themselves with their colleagues in a professional learning community. In Indonesia Windesheim university of applied sciences adapted together with teachers in the Buleleng Area the Piramid program for the Indonesian situation. Together with the consortium of universities we are able to teach teachers to stimulate higher mental thinking skills and citizenship competences. The university works with this program on society building and adapt this alternative way in (post) graduated education (Fenech et al., 2009). We can use this knowledge to improve the program for the Asian situation. The Indonesian government supports the implementation of this program by a recommendation letter of mister Harris Iskandar, the Director General of PAUD department in the ministry of Education in Indonesia. The local governments in the different districts got budget from the national government to improve the quality of Education. They can make the right choice for their villages. In Indonesia and other Asian countries many children do not profit enough of early childhood education.It is a cultural habit in Indonesia and parts of Asia to raise children within the family. For teacher education institutes it is necessary to educate students about differences in cultural situations and the impact of this primary system their students has to cope (Daniel, 2011). Parents in rural areas are less educated and children do not always learn enough in their families to have a lack of knowledge to make a good start in primary school, also because their parents are low educated. Families in rural areas lose contact with the modern 21st century society. A qualitative preschool program educateschildren and their parents can be involved and develop them by working as a volunteer in preschool education or by the parent programs. In most of the cases there is no good quality early childhood center or preschoolavailable in the neighbourhood. A gap in education will arise(Jung & Hasan, 2014). This becomes a vicious circle. Local and national government are not always prepared or do not have the possibility to take responsibility for the high costs of early childhood education. Global research showed us that investment in early childhood education benefits in many different ways. The benefit of the preschool program is a long term benefit. Adults who followed an 39
early childhood program in their youth will be better educated, they commit less crime, women will have their first child when they are 1,4 years older (Hekman, 2010; Heckman, 2013). Preschool programs contains a lot of teacher-child interaction. Is it possible that this instruction has only positive effects on cognitive development and not on social and emotional development? The way to communicate is important in personal development. Do the programs especially have goals in cognitive development and not directed to development of self-esteem? Good programs should work on cognitive as well as social-emotional aspects to gain economic effects, because preventing behavior problems will cause huge benefits in society. If early childhood education works active on personal development, children will become positive active citizens. In the new program we adapt to the Indonesian situation: the Piramid program this citizenship and stimulating higher mental functions are involved. Together with the department of Early Childhood Education of the University we train preschool teachers in order to improve quality of preschool education by using this preschool program. The way we developed this program based on the curriculum and themes already exists in Indonesia. We adapt this program together with the users so everyone is involved and the product can be used to support children and their parents in their development. Probably this is also an effective program in other countries in Asia or other parts of the world. References Barnett, W. S. & Ackerman, D.J. (2006).Costs, Benefits, and Long-Term Effects of Early Care and Education Programs: Recommendations and Cautions for Community Developers.Community Development, 37 (2), 86-100. Barnett, W.S. &Hustedt, J.T. (2005). Head Start’s Lasting Benefits. In: Infants & Young Children 18 (1), 16-24. http://bectrustfund.wordpress.com/2012/06/13/indonesia-lacks-15000-paud-centers/ Belfield, C. R., Nores, M. Barnett & S. Schweinhart, L. (2006). The High/Scope Perry Preschool Program: Cost–Benefit Analysis Using Data from the Age-4 Follow- up. In: Human Resources, 41, 162-190. Belsky, J. (2001). Developmental Risks (Still) Associated with Early Child Care. Journal of Child Psychology and Psychiatry, 42 (7), 845-859. Belsky, J. (2008). Quality, quantity and type of Child Care: Effects on child development in the USA. Paper: Early Childhood Education conference: International perspectives liberal Institute Friedrich Neumann. Bowlby, J. (1969). Attachment and loss. Vol. 1. London, England: Hogarth. Bronfenbrenner, U. (1986). The ecology of the family as a context for human development. Developmental Psychology 22, 723-742 Bronfenbrenner, U. &Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: a bio-ecological model. Psychological review, 101, 569586. Burger, K. (2010). How does early childhood care and education affect cognitieve development? An international review of the effects of early interventions for children from different social backgrounds. Early Childhood research Quarterly 25, 140-165. Burgess, J., Fleet, A. (2009). Frameworks for change: four recurrent themes for quality in early childhood curriculum initiatives.Asia-Pacific Journal of Teacher Education 37 (1),45-61.
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Teacher Quality in Primary Education: The Singapore Experience Chew Lee Chin, Ph.D. e-mail:
[email protected]
Abstract: Around the world, there is renewed interest in teacher quality as increasing evidence from high- performing education systems such as Finland, South Korea, Singapore and others shows that teacher quality is the most important school influence on student learning. What is teacher quality? What is its impact on student achievement? And how can nations improve its teacher quality? This paper draws on Singapore’s experience at raising the quality of her teaching workforce via educational reforms and initiatives introduced into Singapore education in general and primary education in particular since the mid-1990s. Measures taken to raise the quality of teacher recruitment, initial teacher preparation, continual professional development, and retention will be discussed. Of interest is primary teachers’ expertise and leadership in curriculum, pedagogy and assessment, including IT use in those areas. Singapore education’s continuing journey towards innovation in teacher development will also be discussed. INTRODUCTION According to Sanders and Horn (1998), “teacher effectiveness is the major factor influencing student academic gain” (p. 255) – a conclusion they reached after examining data from the Tennessee Value-Added Assessment System (TVAAS). Two recent international benchmarking educational studies, namely, the Trends in International Mathematics and Science Study (TIMMS) 2011 and the Programme for International Student Assessment (PISA) 2012, also highlight teacher quality as key to improving student achievement. Highperforming education systems, such as that of Finland, South Korea, and Singapore, are exemplary of teacher quality being the most important school influence on student learning. Singapore education caught worldwide attention when her 4th grade and 8th grade students topped in science and mathematics time and again in the TIMMS assessments since 2003. So too, her 15-year old students topped at the PISA 2012 assessment of problem-solving. Her success can be attributed to high quality teaching by high quality teachers. This paper draws on Singapore’s education journey of systematically raising the quality of her teaching workforce via educational reforms and initiatives introduced into education in general and primary education in particular since the mid-1990s. DEFINING TEACHER QUALITY Several education researchers have attempted to define teacher quality and examine what unique characteristics make teachers effective (Darling-Hammond & Youngs, 2002; Izumi & Evers, 2002; Jakku-Sihvonen & Niemi, 2006; Rice, 2003; Strong, 2011). The term teacher quality alludes to teachers’ use of proven teaching methodologies to produce significant gains in student learning. Two review studies are informative on this issue. Rice (2003), in 43
her review of empirical studies that examine the impact of teacher characteristics on teacher effectiveness, concluded that factors such as teaching experience, teacher preparation programmes, teacher certification, coursework attendance and teachers’ own test scores at such courses, matter for determining teacher quality. Strong (2011) reviewed the literature on teacher qualities and he delineated four groups of teacher characterization. These are teacher qualifications, teacher personal attributes, teacher pedagogical skills and practices, and teacher effectiveness. IMPROVING TEACHER QUALITY Background Since the 1950s, Singapore education has undergone three distinct phases of change and development, namely, survival-driven education (1959-1978), efficiency-driven education (1979-1996), and ability-driven education (1997-to date). The third phase, with its overall goal of better equipping Singapore young citizens with knowledge and skills required for a globalised economy and workforce as well as better prepare them for the challenges of the 21st century (Chen, 2000), is the focus of this paper as it discusses teacher quality and teaching in Singapore’s primary education. Primary Education – Curriculum Children start formal education in national schools at the age of seven, after several years of optional pre-primary learning. The core curriculum comprises English Language, Mathematics and Mother Tongue, with the aim to help young students develop literacy and problem-solving skills. Science is introduced from primary 3 onwards. For holistic development, Art, Music, Character and Citizen Education, Social Studies and Physical Education are featured alongside those core subjects. With compulsory education, students undergo six years of primary schooling and then proceed to four or five years of secondary education. At the end of Primary 6, they take the Primary School Leaving Examination (PSLE), which assesses their suitability for one of three secondary-level streams – the express stream, the normal (academic) stream, and the normal (technical) stream. Educational Reforms and Initiatives In 1997, the Ministry of Education (MOE) introduced two key initiatives. One, labelled “Thinking Schools, Learning Nation” (TSLN), presented a vision of Singapore’s education in the 21st century and was aimed at improving the education system to prepare her young citizens to face future challenges (Goh, 1997). Several reforms were instituted in this initiative. “Teach Less, Learn More” (TLLM) in 2006, and “TLLM Ignite” in 2008, were initiatives aimed at catalyzing school curricula (Ministry of Education Singapore, 2008 January 8). TLLM involved reductions of curricula content in order that those more crucial subject-matter that remained might have more time and learning processes allocated to them for more experimental and creative teaching and learning. TLLM Ignite was an addition to this curriculum reform to enhance its inspiration and passion. A major effort was made in 2008 to include competencies needed in the 21st century in the Singapore curriculum (as articulated in Curriculum 2015). This was to provide students “with 44
opportunities to be self-directed and active in collaborating so as to enhance content transmission, discourse, clarity and the building of new knowledge” (Ng, 2008). Specific curriculum reviews at different schooling levels were also conducted. For instance, the primary education review and implementation (PERI) was done in 2008 (Ministry of Education Singapore, 2009 April 14). The other initiative was MOE’s master plan for IT in education (1997 - 2002), involving a comprehensive strategy for creating an IT-based teaching and learning environment in every Singapore school to equip young citizens with skills that are critical for the future, such as creative thinking, the ability to learn independently and continuously, and effective communication (Teo, 1997). Two master plans, mp2 (2003-2008) and mp3 (2009-2014), were implemented in succession, to enrich and transform the learning environments of young citizens and equip them with the critical competencies and dispositions to succeed in a knowledge economy (Shanmugaratnam, 2002; Ministry of Education Singapore, 2008 August 5). An intensive programme for rebuilding and improving existing schools (PRIME) was also embarked upon since 1999 to put in IT-ready infrastructure for IT implementation in schools (Ministry of Education Singapore, 2008 January 29). There was also the fourth masterplan, mp4 (2015-2020) which had the vision to nurture “future- ready and responsible digital learners” so that ICT would be used productively for quality learning of the total curriculum. (Ministry of Education Singapore, 2014 April 9). Teachers – A key driver in education reforms Teacher quality is crucial in any education reform. MOE have invested heavily in building up the teaching force and enhancing its quality. Policies were established to recruit the top 30% of the country’s talents and to encourage in-service teachers to continually develop and upgrade themselves professionally. Thus, in 2001, MOE announced a comprehensive plan for professional and career development in the education service. Two packages, GROW 1.0 in 2006, and GROW 2.0 in 2007, were articulations targeted at the growth of education officers through better recognition, opportunities and seeing to their wellbeing (Ministry of Education Singapore, 2006 September 4; Shanmugaratnam, 2007). Teacher Recruiting – Achieving Teacher Quantity and Quality In the 1990s, there were about 10,000 primary teachers in service. They were mostly not university graduates, although they had college-level teacher education and training befitting primary-level teaching. Since then, active teacher recruitment has helped to build up the capacity of the teaching workforce. The teaching workforce grew to about 12,000 in 2005, and 14,800 in 2014. Stringent criteria were used to select suitably qualified applicants who went through intensive pre-service teacher training at Singapore’s sole teacher training institute. Today’s teaching workforce has much improved academic qualifications. Of the 14,800 teachers who teach at primary level, 70% are university graduates, 9% hold Master’s degrees, and less than 0.1% hold doctoral degrees (Ministry of Education Singapore, 2016). And many primary teachers who have not university degrees have undergone enhanced teacher education and training programmes. A unique tripartite partnership, between Singapore’s only teacher education and training institution, the National Institute of Education (NIE), and her Ministry of Education and schools, has been responsible for such maintaining of teacher quality as mentioned above, 45
delivering suitably qualified teachers for students at all levels of the nation’s education system. NIE works in close collaboration with the Ministry of Education and schools. Initial Teacher Preparation NIE offers three initial teacher preparation (ITP) programmes, which target three groups of aspiring teachers. Each programme equips trainee teachers with the knowledge and skills to competently meet the demands and challenges of teaching a particular subject to a particular age- group of students. There is the two-year Diploma in Education (DipEd) programme which prepares trainee teachers to become generalist teachers in primary schools. There is the four-year Bachelor of Arts/Science (Education) programme, an undergraduate university degree programme (NIE is an institute within the Nanyang Technological University which confers the degree) which provides students with both university-level academic education in the subjects they will teach, and professional development for teaching. This programme has two tracks – the primary track which qualifies students to teach in primary schools, and the secondary track which qualifies them to teach in secondary/pre-university classes. Then there is the one-year Postgraduate Diploma in Education (PGDE) programme which provides professional certification for university graduates (National Institute of Education, 2014). Aspiring teachers are carefully selected into one of three training tracks – primary, secondary, and junior college teaching. Selected candidates undertake comprehensive and intensive initial teacher preparation. Take for instance the one-year PGDE programme. This programme has four main components – education studies, curriculum studies, teaching practice, and language skills training. Education studies focus on key educational concepts, principles, and reflective practice in schools. Curriculum studies require trainees to study the methodology of teaching the specific curricular contents at primary, secondary, and junior college levels. Trainees pursuing the PGDE (Primary) specialize in the teaching methods associated with two or three subjects at the primary level. Practicums are compulsory for all trainee teachers. Each trainee has to do two stints of practice in schools. Before each practicum, the NIE, with input from the Ministry of Education, contacts the respective schools to ensure they can provide opportunities for the trainee teachers to teach their subjects of specialization. During the practicum, each trainee teacher is mentored by an NIE supervisor, who periodically visits him or her in school to observe and advise on his or her teaching. Each trainee is also supported by in-school mentors, namely the school’s teaching practice co-ordinating mentor, and co-operating teachers. Trainee teachers furthermore participate in two special programmes. The first is the Group Endeavours in Service Learning (GESL), a community outreach service-learning programme that provides trainees with opportunities to perform community services facilitated by an NIE facilitator. The second is the Meranti Project, a MOE-funded personal and professional development programme that provides trainee teachers with opportunities to experience social- emotional learning, share personal aspirations with peers, and express their opinions in an open and creative environment. Teacher Incentives The Singapore teaching workforce enjoy much incentive and support. Recruited teacher candidates come under MOE employment as general education officers (GEO). They receive not only a monthly salary while undergoing NIE training but their tuition fee at NIE are fully 46
borne by MOE. Teacher education and training do not stop at their initial teacher preparation. To encourage teachers’ take-up of continuing professional development (CPD), MOE uses a multi- prong approach. In place are several policies to encourage in-service teachers to continually develop and upgrade themselves professionally. For example, there was the 1999 review of teacher training entitled “every teacher to 100 training hours per year”, which entitled in-service teachers time to refresh their skills and knowledge in line with the latest understandings and developments in education (Ministry of Education Singapore, 1999). There are also “milestone programmes” to develop teachers for leadership roles at appropriate stages in their career path. Salaries Singapore teachers are relatively well remunerated. The gross starting salaries for graduate officers range from $3100 to $3500 per month while for non-graduate officers the range is $1580 to $2040. For mid-career recruits, increments may be given for relevant work experience. Other benefits include salary bonuses and service benefits like medical and dental allowances, holidays and other types of leave. There is also the CONNECT Plan introduced in 2006 to recognise dedicated teachers for their commitment to the cause of education. Teachers on permanent appointment receive payouts at various defined points in their career (Ministry of Education Singapore, 2006 September 4). Scholarship and Sponsorship Schemes Various MOE scholarship and sponsorship schemes are available for in-service teachers to pursue continuing professional development (CPD) throughout his or her career. There are also different CPD pathways for teachers to upgrade their knowledge, keep abreast of developments and initiatives in education, receive updates on pedagogical innovations, gain new competencies in response to societal needs and demands, gain training in research and management skills, and enhance their teaching effectiveness through commitment to lifelong learning. These include workshops and short courses for deepening subject content knowledge or enhancing pedagogical skills, conference and seminar attendance for sharing of teaching practices, and industry attachments and sabbaticals for broadening experiences. Teachers are encouraged to do “life-long learning” with various sponsorship schemes to pursue masters or doctoral level studies. MOE’s Professional Development Continuing Model (PDCM), implemented in 2005, is one such example (Shanmugaratnam, 2004). It was meant for in-service teachers to pursue professional postgraduate studies on a part-time basis. For this, MOE has worked closely with NIE to have on hand a wide variety of masterlevel programmes designed to meet teachers’ professional needs in such areas as values education and the related pedagogic skills training. Academies A significant part of teachers’ professional development is their participation in short courses, seminars, workshops, and talks conducted by tertiary institutions, the Academy of Singapore Teachers (AST), and other similar establishments. Also, NIE works closely with MOE to put out relevant short courses and workshops based on training needs articulated by schools or by MOE’s curriculum divisions. The AST, established in 2010, aims to build “a teacher-led culture of professional excellence for the teaching fraternity” (Ministry of Education, Singapore, 2010). One 47
feature of the academy’s work is its various network learning communities, grouped by teaching subject, teacher role, and professional interest. The objective of these communities is to nurture and support teachers in their teaching roles and practices. Teachers participate in subject groups called subject chapters. Each chapter is led by a core team comprising school teachers recognized as among the best teachers in their teaching subject, specialists from the Ministry of Education and NIE academics. The role of these leaders is to enhance teachers’ curriculum knowledge, pedagogical skills, and assessment competency. Three other academies were set-up by MOE in 2011. The Singapore Teachers’ Academy aimed at enhancing the professional practice and growth of art and music teachers, the Physical Education and Sports Teacher Academy (PESTA) aimed at building “a teacher-led culture of professional excellence to enhance the professional development of in-service Physical Education (PE) and Sports teachers”, and the English Language Institute of Singapore (ELIS) aimed at promoting the teaching and learning of English in Singapore schools and providing in- service professional development for English language and English-medium teachers (Ministry of Education Singapore, 2011 July 27, 2011 August 8, 2011 September 5). Professional Development Communities At the school level, teachers have opportunities to share, collaborate, and co-develop new and better ways of teaching. For instance, teachers are provided with “white space” within professional learning communities (PLCs) to develop such facilities as lesson plans, instructional materials, teaching strategies and assessment practices (Ministry of Education Singapore, 2009 September 17). The subject chapters at the AST support PLCs in schools by providing teaching resources and instructional leadership. They also identify and share good pedagogic practices throughout the school system. To date, more than half of Singapore schools have formed PLCs.
Innovations In Teacher Development The initiatives of 1997 were launched as part of Singapore’s efforts to bring teaching and learning up to the standards required in today’s twenty-first century classroom environment. Over the last decade, Singapore education has improved significantly and this achievement has attracted international recognition. Singapore students have been ranked among the best performers at international assessments of student achievement in mathematics, science, and reading literacy. These accolades reflect the high quality of Singapore’s teaching workforce. As highlighted in a report produced under the auspices of McKinsey & Company and titled “How the World’s Most Improved School Systems Keep Getting Better” (Mourshed, Chiijoke, & Barber, 2010), Singapore’s education system actively intervenes to build up teachers’ instructional skills and capabilities. It invests heavily in various professional development packages and programmes. Recently, MOE introduced a policy framework labelled “TEACH”, indicating the intention, with “Teachers”, to “Engage” them with regard to their “Aspirations”, “Career” and “Harmonious workplace relations” (Ministry of Education Singapore, 2011 March 3). MOE also launched the “Teacher Growth Model” (TGM) in order to promote teachers’ continual upgrading of their knowledge and skills, and their taking ownership of their own professional growth and personal wellbeing (Ministry of Education Singapore, 2012 May 31).
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NIE, a close partner with MOE for innovation and improvement, redesigned its four-year undergraduate ITP programme to attract Singapore’s best young adults into teaching. The “Teaching Scholars Programme” (TSP) was launched in 2014. This four-year programme added a multi-disciplinary curriculum to the core curricula of the Bachelor of Arts/Science (Education). Offering a wide range of course electives, seminars, and leadership programmes, the TSP aims not only to broaden students’ perspectives about local and global issues but also to train undergraduates in intellectual rigour and strong leadership skills. ITP programmes such as the TSP are integral to raising teacher quality, and in turn the quality of school teaching and learning (National Institute of Education, n.d). Starting in December 2016 the PGDE programme at NIE will be a new set of 16-month programmes for its various teacher training tracks replacing the current 12-month programme. The enhanced programme is to provide for broader and deeper teacher preparation coverage to better equip teacher trainees in their multi-faceted teacher roles. Stronger theory-practice linkages in both the programme structure and individual course designs, as well as additional school practice opportunities, will be provided. NIE also redesigned a “milestone” programme for developing teacher leaders. The “Teacher Leader Programme” (TLP) is a series of three programmes that develop leaders among teachers on the “teaching track”, i.e. those whose job involves largely teaching and who are not placed in administrative positions. These leaders are those appointed Senior Teachers, Lead Teachers and Master Teachers in schools. The programme is aligned with the Teacher Growth Model (TGM). It aims to “nurture teachers as ethical educators, competent professionals, collaborative learners, transformational leaders and community builders” (National Institute of Education, n.d). NIE also develops teacher education pathways to flexibly meet teachers’ continuing professional development needs. For example, the “Professional Development-Higher Degree” (PD-HD) pathway allows for in-service teachers to pursue up to four master-level courses as non-graduating students. If they so wish, upon successful admission into NIE’s higher degree programmes, they may apply for accreditation for the courses they completed as non-graduating students on that pathway (National Institute of Education, 2013).
Conclusions MOE sums up teachers’ key role in education and its support for developing them in that role in the following policy statement (Ministry of Education Singapore, 2014 September 23). “Teachers play an important role in building our nation by bringing out the best in every child. The Ministry of Education (MOE) will further strengthen efforts to grow our teachers by providing opportunities at every stage and in every way to deepen their skills and expertise. Through this, MOE aims to strengthen a culture of learning among our teaching force, a culture of teachers growing teachers, and in the process, nurture a pipeline of teacher leaders who are accomplished in their profession and able to lead fellow educators”. This statement aptly summarizes the delineations in this paper of the varieties of schemes and initiatives Singapore education has through the years, and in recent times, put in place for teacher education, training and continuing professional development.
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Ministry of Education Singapore. (2012, May 31). New model for teachers’ professional development launched. [Press release]. Retrieved from http://www.moe.gov.sg/media/press/2012/05/new-model-for-teachersprofess.php Ministry of Education Singapore. (2014, April 9). Opening Address by Mr Heng Swee Keat, Minister for Education, at the International Conference of Teaching and Learning with Technology (iCTLT). [Press release]. Retrieved from https://www.moe.gov.sg/news/speeches/opening-address-by-mr-heng-sweekeat--ministerfor-education--at-the-international-conference-of-teachingand-learning-with-technologyictlt-at-the-suntec-international-conventionand-exhibition-centre--at-900am-on-wednesday-9-april-2014. Ministry of Education Singapore. (2014, June 25). International OECD study shows a quality, dynamic and committed teaching force in Singapore. [Press release]. Retrieved from http://www.moe.gov.sg/ media/press/ 2014/06/ internationaloecd-study-shows-a-qualitydynamic-and-committed-teaching-force-insingapore.php Ministry of Education Singapore. (2014, September 23). Growing our teachers, building our nation. [Press release]. Retrieved from http://www.moe.gov.sg/media/press/2014/09/growing-our-teachers-buildingour-nation.php Ministry of Education Singapore. (2016). Education Statistics Digest 2016. Singapore: Author. https://www.moe.gov.sg/docs/defaultsource/document/publications/education-statistics- digest/esd-2016.pdf Mourshed, M., Chijioke, C., & Barber, M. (2010). How the World’s Most Improved School Systems Keep Getting Better. New York: McKinsey & Company. Retrieved from, http://www.mckinsey.com/client_service/social_sector/latest_thinking/worlds _most_improv ed_schools National Institute of Education Singapore (n.d.). Graduate Studies and Professional Learning. [Booklet] Author. Retrieved from http://www.nie.edu.sg/files/gpl/hdp/NIE_GPL_Booklet%20LR%20%28edite d%29.pdf National Institute of Education Singapore (n.d.). NTU-NIE Teaching Scholars Programme. [Website information] Author. Retrieved from http://tsp.nie.edu.sg/ National Institute of Education Singapore (2013). Proposed teacher professional development pathways through postgraduate diploma and masters by coursework programmes. [Board of Studies Paper]. Author. National Institute of Education Singapore (2014). Programme Information and Handbook: Postgraduate Diploma in Education Jan–Dec 2014. Singapore: Author. Retrieved from http://www.nie.edu.sg/files/ote/Handbooks/PGDE_Jan-Dec_2014.pdf
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Ng, E. H. (2008, September 25). [Speech presented at the MOE Work Plan Seminar 2008]. Ministry of Education Singapore Archive Media Centre. Retrieved from http://www.moe.gov.sg/media/speeches/2008/09/25/speech-by-dr-ng-eng-hen-at-themoe- work-plan-seminar-2008.php Ng, E. H. (2010, September 23). [Speech presented at the MOE Work Plan Seminar 2010]. Ministry of Education Singapore Archive Media Centre. Retrieved from http://www.moe.gov.sg/media/speeches/2010/09/23/work-plan-seminar2010.php Rice, J. K. (2003). Teacher quality: understanding the effectiveness of teacher attributes. Washington, DC: Economic Policy Institute. Richardson, J. (2016). Every teacher highly qualified. Phi Delta Kappan, 97 (7), 4. doi: 10.1177/0031721716641654 Sanders, W.L. & Horn, S.P. (1998). Research findings from the Tennessee Value-Added Assessment System (TVAAS) database: Implications for educational evaluation and research. Journal of Personnel Evaluation in Education, 12, (3), 247-256. doi:10.1023/A:1008067210518 Shanmugaratnam, T. (2002, July 24). IT in learning: Preparing for a different future. [Speech presented at Itopia 2002]. Ministry of Education Singapore Archive Media Centre. Retrieved from http://www.moe.gov.sg/media/speeches/2002/sp24072002.htm Shanmugaratnam, T. (2004, September 29). To light a fire: Enabling teachers, nurturing students. [Speech presented at the MOE work plan seminar 2004]. Ministry of Education Singapore Archive Media Centre. Retrieved from http://www.moe.gov.sg/media/speeches/2004/sp20040929.htm Shanmugaratnam, T. (2007, December 28). Sustaining a higher performance education system. [Speech presented at the 10th appointment ceremony for principals]. Ministry of Education Singapore Archive Media Centre. Retrieved from http://www.moe.gov.sg/media/speeches/2007/sp20071228.htm Strong, M. (2011). The highly qualified teacher: what is teacher quality and how do we measure it? New York, London: Teachers College Press. Teo, C.H. (1997, April 28). [Speech presented at the Launch of the Master Plan for IT in Education on Opening New Frontiers in Education with Information Technology]. Ministry of Education Singapore Archive Media Centre. Retrieved from http://www.moe.gov.sg/media/speeches/1997/280497.htm
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Learning strategies, explicit instruction and their role in improving students’ learning outcomes in foreign language (FL) education Dr Mirella Wyra (PhD) Flinders University, Australia
Introduction Numerous studies indicate that students believe that it is the role of a teacher to look after their learning. They often attribute their learning failures or poor outcomes to their teachers – we are all familiar with the phrase “oh, but the teacher didn’t teach me”. The reality is that in many classes the student will have little direct interaction with the teacher. “Although they [students] sit in groups, for nearly 70% of the time they work on their own. Their contact with the teacher mainly involves being part of his/her audience when nobody in the class is in focus.” (Galton & Pell, 2012, p.29). So, in the classroom audience, students to a significant extent need to act as their own teachers and engage in self-regulation. Self-regulated learning is an active, constructive process whereby learners “set goals for their learning and attempt to monitor, regulate and control their cognition, motivation, and behaviour, guided and constrained by their goals and contextual features in the environment” (Pintrich, 2000, p. 453). This involves the management of moment-tomoment learning (Chi & Wylie, 2014) The research clearly tells us that students and many teachers believe that knowledge about learning is a marginal concern. The reality of many curricula is that there is a lot to learn/to teach and not enough class time. The average time that a teacher spends with an individual student per day is a few minutes of quality individual student-teacher interaction. Sometimes this interaction is limited to working with struggling students or demanding students and some students miss out. This is why it is so important for students to be able to teach themselves. The role of a student in foreign language (FL) learning Good learners use strategies. Learners use at least one learning strategy in every learning task, even though they may not be aware of it (Nunan, 1999). However, they may not always use strategies that are actually helpful or optimal for a given FL learning task. These strategies are the possible contributors to the differentiated rate of success in FL learning that creates the distinction between good and poor language learners. Some FL learners are better at FL language in general and particularly FL vocabulary learning than others. In 1975 Atkinson (1975) wrote that ‘good learners can introspect with ease about a “bag of tricks” for learning vocabulary items, whereas poor learners are incredibly inept when trying to describe what they are doing.” (p.821). Rubin (1975) also identified the effective use of learning strategies as one of the characteristics of good language learners. Successful FL vocabulary learners use more vocabulary learning strategies and use a variety of vocabulary learning strategies than less successful learners (Ahmed, 1989). Many learners understand the importance of vocabulary acquisition and they use more strategies to learn vocabulary than for any other areas of language learning; they take the initiative to manage their vocabulary learning (Schmitt, 1997). 54
Ineffective or less effective language learners do not employ useful strategies or use a restricted range of strategies (e.g., Rubin 1975). But what about those learners that do not have a bag of tricks – or in this case, language learning strategies? For example males, who seem to use less strategies than females (Ehrman & Oxford, 1989) or less experienced FL learners (e.g., Van Hell & Mahn, 1997). What about learners who use strategies ineffectively (Porte, 1997) or inappropriately (Christianson, 1997; Porte, 1995)? They already do that but often not efficiently and sometimes not effectively. For example, when viewed through the task-demand model proposed here, these unsuccessful learners emerged as active strategy users, though they sometimes applied strategies inappropriately (Vann & Abraham, 1990). What about the learners that would benefit from learning strategies yet were not able or did not get the chance to develop them independently? Knowing that learning strategies are effective learning tools and that strategy instruction is not only possible but highly recommended, it is important to increase learner success by teaching how to use effective learning strategies effectively. Definition of strategies There are several definitions of learning strategies in relation to their nature and purpose. Brown (2007) explained strategies as “those specific ‘attacks’ that we make on a given problem and that vary considerably within each individual. They are the moment-by-moment techniques that we employ to solve ‘problems’ posed by second language input and output.” (p.132). Chamot et al (1998) defined learning strategies are ‘procedures or techniques that learners can use to facilitate a learning task’ (p. 2). and that “are most often conscious and goal driven.” (Chamot, 2005, p. 112). Hsiao and Oxford (2002) see learning strategies as “the L2 learner’s tool kit for active, conscious, purposeful, and attentive learning, and they pave the way toward greater proficiency, learner autonomy and self-regulation’ (p. 372) thus extending learners’ cognitive function by emphasising the metacognitive function of the conscious use of learning strategies. The effort was also seen as essential strategy element for specific goal accomplishment (Wynn-Dancy & Gillam, 1997). Learning strategies In the past 30 years there has been a lot of research in the field of learning and teaching strategies in general (e.g., Weinstein & Mayer,1986) and also specifically in FL learning area (e.g., Macaro, 2006). Mayer (1998) discussed strategies in terms of strategies for motivation (will) cognition (skill) and metacognition (metaskill). Some FL learning strategy taxonomies discuss strategies in similar terms including attention to cognitive and metacognitive aspects (e.g., Chamot & et al., 1987; Oxford, 1990), some with particular focus on vocabulary learning strategies (Schmitt, 1997). Cognitive strategies that are mostly of focus in FL education, address not only the input and output for learning but engage the mental structures and processes in learning. In their work on the teaching of learning strategies, Weinstein and Mayer (1986) recognise the specific functions of strategies. Typically cognitive strategies for encoding, learning new information, focus on selecting key information, organising that information, and integrating newly organised knowledge with existing knowledge. Strategies for recall of that information involve searching and activating relevant knowledge, and problem solving strategies involve the use of the recalled knowledge. It needs to be noted that all of the strategic activity involved in encoding and recall needs to be monitored and controlled, thus relying on metacognition. In FL education context cognitive strategies include repetition, deduction that relies on the conscious applications of rules to processing a FL, contextualisation through the use of a word or a phrase in a meaningful sentence, organising one’s learning on the basis of 55
common attributes, and inferring or asking questions for clarification (such as clarifying rules of grammar or double checking pronunciation). Metacognitive strategies include activities such as creating advanced organisers to help plan the learning activity or process, self-monitoring, and self-evaluation. Although strategies of novice, intermediate, and expert learners can vary, they are also language and context dependent. Overwhelmingly research presents a clear message that learning strategies are useful and influence students’ learning outcomes. This is also the case in FL learning with studies showing the effectiveness of learning strategies in key areas of learning such as reading, listening, writing, speaking, grammar and vocabulary. FL reading strategies Sarig ( 1987) identified four reading strategy categories that students used effectively in FL reading: l) technical aids like skimming and using glossaries; 2) clarification and simplification like I paraphrasing and inferring; 3) coherence detection like using prior knowledge and recognising text structure; and 4) monitoring which can result in changing one’s action, such as leaving an unknown phrase and varying reading speed. FL listening strategies Effective listeners have selective attention, self-monitoring elaboration like inferring meaning listening for pause and intonation; they employ a top-down listening approach, e.g., using inferences, listening for meanings of sentences and phrases rather than individual words and word by words (bottom-up approach) (e.g., O’Malley, Chamot & Kupper, 1989). They also use metacognitive strategies like paying attention to important points effectively (Vandergrift, 1997). FL writing strategies Planning, drafting, and revising (e.g., Bereiter & Scardamalia 1986; Gordon, 2008) when used skilfully can greatly influence students’ FL writing outcomes. When students focus on compositional patterns (Hyland, 2003) such as breaking writing down into chunks like paragraphs, and identifying smaller parts (topic sentences and supporting sentences) and their purposes, these actions strongly contribute to improved writing. FL speaking strategies Without doubt speaking is considered by FL learners as the most difficult skill. Students who are effective FL speakers employ a range of useful strategies such as compensation strategy, interlocution, but also affective planning (e.g., using advanced organisers) and monitoring strategies such as self-correction.
FL grammar strategies There is a number of effective strategies for learning grammar. Paying attention to target forms is useful when learning grammar (Oxford & Lee, 2007). An explicit- inductive grammar strategy (or rule-discovery) (De Keyser, 2003) can also be effective if well designed as it increases students’ deep engagement. Graphic organisers (e.g., for learning prefixes and suffixes) and the use of colours (e.g., in learning syntax) can also be examples of strategies employing visual organisation. FL vocabulary learning strategies 56
The use of FL learning strategies has also been conducted in relation to vocabulary learning. For example, Gu and Johnson (1996) explored students’ use of contextual guessing, skilful use of dictionaries, note-taking, paying attention to word formation, contextual encoding, and activation of newly learned words. FL vocabulary learning strategies are also discussed later in this paper. Strategy use and success in learning Oxford (1990) stated that learning strategies can be very helpful when learning since they facilitate the storage and retrieval of new information when it is comprehension or production. Likewise, Coady (1997) indicated that using learning strategies for new FL word acquisition could help language overcoming retention and recall difficulties.
new words needed for vocabulary learners in
Even though high strategy use is linked to language learning success (see Oxford & BuryStock, 1995, for a review) and researchers identified numerous FL learning strategies that are available to learners (e.g., Oxford 1990 identified and classified 62 strategies), this is not reflective of what learners use. Some students and teachers do not have strong functionally available knowledge about self-regulated learning. Learning success and strategies Learning success is influenced by the complexity of elements involved, their interaction with the to-be-remembered material, and the context within which this material is acquired (e.g., purpose, relevance, level of difficulty/complexity/detail, context). It is also associated with learners’ individual differences such as background knowledge, strategies, learning styles, personality, temperament, mood, language aptitude, motivation, anxiety, creativity, self-esteem and several other individual differences (e.g., Skehan, 1991; Dornyei & Skehan, 2003). Some of these elements cannot be controlled but strategy instruction can increase the learners’ strategy bank that consequently can influence their learning success. The role of a teacher With increasing demands on students to learn more and to perform better in their academic skills in order to be more competitive in the global job market, and in view of current learning and teaching theories, a greater emphasis needs to be placed on supporting students to become self-directed, self-regulated learners who are less dependent on the classroom teacher. However, it needs to be stressed that in order for students to become successful selfregulated learners they need to know how to learn and that is where teachers are in the best position to help. A comprehensive approach is needed and this can be achieved when teachers explicitly engage students in gaining declarative knowledge (what strategy is this and how does it work), procedural knowledge (how do I use this strategy?) and conditional knowledge (when, for which tasks or why would I use this strategy?). How to teach strategies There are several models that provide a solid basis for teachers to support their planning of strategy instruction (see Chamot, 2004 )(Table 1). Two key elements that are crucial for strategy learning are common in all three models: providing modelling and practice as well as evaluation. Table 1. Models for Language Learning Strategy Instruction (Chamot, 2004)
SSBI* Model (Cohen, 1998)
CALLA** Model Grenfell & Harris (Chamot et al., 1999) (1999)
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Teacher as diagnostician: Helps students identify current Teacher as strategies language and learner: Shares own learning styles. learning experiences and Teacher asthinking learner trainer: Trains students processes. how to use learning strategies.
Preparation: Teacher identifies students’ current learning Presentation: strategies for Teache familiar tasks. r models, names, explains new strategy; asks students if and how Practice: they have Students used it. practice new strategy; in subsequent strategy practice, teacher fades Self-evaluation: reminders to encourage Students evaluate independent strategy their own strategy use use. immediately Expansion: Students after practice. transfer strategies to new tasks, combine strategies into clusters, develop Assessment: repertoire of preferred Teache strategies. r assesses students’ use of strategies and impact on performance.
Awareness raising: Students complete a task, and then identify the strategies they used. Modeling: Teacher models, discusses value of new strategy, makes checklist of General strategiespractice: for later use. Students practice new strategies with different tasks.
Action planning: Students set goals and choose strategies to attain those goals. Focused practice: Students carry out action plan using selected strategies; teacher fades prompts so that students Evaluation: use Teacher and students strategies evaluate success automatically. of action plan; set new goals; cycle begins again. The important role of FL learning strategies and the need and value of FL strategy instruction in general has been discussed so far. The next section will focus in particular on vocabulary learning and one strategy that has been found to be very effective. Teacher as coordinator: Supervises students’ study plans and Teacher as coach: monitors Provides ongoing difficulties. guidance on students’ progress.
Importance of FL vocabulary One of the areas in language learning and teaching that requires a lot of time and effort and that is essential for successful use of language is vocabulary learning. The difficulties that learners experience with learning new vocabulary are well documented and are familiar to learners, teachers and language users. “So many words, so little time”! (Johnson, 1996, p.348). This sentiment is familiar to learners and teachers of FL and it captures the frustration of both with the task of vocabulary learning. The path to FL mastery is without a doubt lengthy, time consuming and rocky. The mastery of FL is seen through fluency in language use in four macro skills: listening, speaking, reading and writing and it can only be achieved when grammar and vocabulary merge to facilitate relatively effortless use of the language. However, vocabulary acquisition and instruction have often been underestimated and neglected in favour of grammar or phonology (Zimmerman, 1997). Gass (1988) placed great emphasis on the importance of having a large vocabulary arguing that grammatical errors or insufficient grammar knowledge can still lead to understanding but lack of vocabulary would interfere with communication. Accordingly, words are seen as fundamental building blocks of a language as they represent meaning without which the communication would be significantly impaired. Hatch (1983) emphasised this notion of 58
importance of vocabulary in FL learning, stating: “when our first goal is communication, when we have little of the new language at our command, it is the lexicon that is crucial. (...) The words (...) will make basic communication possible” (p. 74). Vocabulary size In order to achieve fundamental lexical competence, beginner language learners need to learn an average of 3,000 word families, but, if derivatives are included, this number could increase to over 5,000 lexical items (Laufer, 1997). Nonetheless, a limited number of words can be a source of frustration and a noteworthy barrier for FL learners. A lack of FL words to express oneself (production) and a lack of words to understand the meaning of FL words (reception) obstructs the success in oral and in written communication tasks. For example, when faced with her students difficulty in understanding a piece of written text, Dubin (1989) asked her students: “why the article was difficult to read, they replied: ‘ too many new words’” (p. 283). This is universal for the four macroskills (speaking, listening, reading and writing) and any FL learner and user can attest to it. Good language learners have ways to overcome the lack of a specific word in the process of communicating meaning. One such method is circumlocution (Cohen 1998; Rubin, 1975). However, to be able to use circumlocution one needs to use…words. For example, if not knowing the word scissors, we can explain that it is an implement with two sharp blades used for example to cut paper, but to do so knowing other words like “edge” or “sharp” is essential.
Difficulties in remembering Vignette It is almost the end of a English language lesson. The teacher asks students to learn five new English words provided at the back of the worksheet for the lesson. Adi goes home and studies these new words. He begins to repeat the word-pairs out loud: “chair - kursi, chair - kursi, chair - kursi, chair kursi, chair - kursi”, then he repeats: “ kursi-chair, kursi-chair, kursi- chair, kursi-chair, kursi-chair”. In the next lesson two days later, the teacher gives a text to the students where these five new English words appear. Adi encounters the word chair, “Oh, I know it, what does it mean? I studied it… . “ But he can’t remember it and gets frustrated. (Wyra, 2012) *learning words Changed Such frustration is not new to FL learners. This vignette illustrates the typical approach of learners faced with a vocabulary learning task, an approach based on some form of repetition. While repetition is important for learning, including the learning of vocabulary, it is often not sufficient for the establishment of a lasting connection between a 59
new FL word and its L1 meaning. The large number of words that a FL learner needs to master in a short time to be able to communicate in a FL can be an overwhelming prospect. Learning vocabulary is time consuming and with limited time in lessons it is often left for students to learn in their own time. Even though explicit instruction in the use of strategies that can facilitate the acquisition of new vocabulary in a FL classroom is recommended (Nation, 2001; Schmitt, 2000), such instruction may be difficult to accomplish due to constraints on time in a class lesson. However, the time spent on explicit instruction in strategy use for learning vocabulary is likely to help students. Vocabulary Learning – a Difficult Task The process of building the lexicon, vocabulary learning is recognised as one of the most difficult tasks in for both learners and teachers (Dubin, 1989). Even though language learners and teachers perceive vocabulary as the priority in FL learning and teaching (Knight, 1994; Macaro, 2003), vocabulary mastery presents a major challenge especially for beginning language learners, since they have to store a large number of new words in their long-term memory in a short period of time (Oxford & Scarcella, 1994). The need for a focus on vocabulary learning instruction arises from the difficulties with vocabulary acquisition. Learning strategies have an undeniable value in vocabulary learning success (e.g., Lawson & Hogben, 1996; Oxford & Burry-Stock, 1995; Pavi i Takac, 2008). However, as with many other learning areas, students often have a very limited strategy bank (e.g., Cohen, 1998; Lawson & Hogben, 1996) and they do not use strategies effectively (Cohen, 1998; Green & Oxford, 1995). What FL learners do when learning the meanings of new words has been the subject of many studies. For example, Hogben & Lawson (1996) investigated learners of Italian and found that they mostly used repetition (61% of strategies observed). Some of these learners focused on word feature analysis, or spelling, or segmenting of the word, or a testing procedure (13%). some (14%) used simple elaboration: the sound or
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the look of the word, or simple use of context. Only twelve percent of students reported using complex elaboration: used paraphrase, set up links to known words, or developed images. These strategies typically helped students to learn more words and remember them longer. Teachers of FL acknowledge that vocabulary is essential for successful experiences of their students not only in the mastery of the target language, but also with a view of the shortterm goals such as positive classroom activity participation experiences and interactions that in turn increase learners’ motivation to pursue FL acquisition. Surprisingly, there is a disproportion of classroom instruction time with more attention devoted to grammar than to vocabulary (Zimmerman, 1997). Nation (1993) advocated that teachers teach new words in class time for beginning FL learners to learn 2000 common words as quickly as possible. This can be problematic in some learning environments where student-teacher contact time is limited. One solution is to empower learners to teach themselves through focus on explicit strategy instruction. The importance of teaching effective vocabulary learning strategies was also stressed by Nation (2001) (I. Nation, S., P.,, 2001) who advocated specific qualities of strategies for classroom implementation: to deserve attention from a teacher a strategy would need to: 1. involve choice, that is, there are several strategies to choose from 2. be complex, that is, there are several steps to learn 3. require knowledge and benefit from training 4. increase the efficiency of vocabulary learning and vocabulary use (p.217) He further stated that “there are numerous strategies which have these features. Learners not only need to know about these strategies, but need to have skill in using them.” (Nation, 2001, p.217). Historical treatment of vocabulary in FL teaching Historically, vocabulary acquisition was not attended to beyond the typical provision of ‘to-be-learned’ word pair lists and tests of vocabulary mastery until the late 1970s (Nation 2001). It was largely ignored by most researchers (Meara 1980); and was not given due attention in second language teaching methodology. In fact, historically most FL teaching methods, with the exception of the Reading Method/Situational Language Teaching, did not give vocabulary learning prominence and most were deficient in vocabulary teaching methodology (Schmitt 2000). The lexical approach ( see Lewis, 1993), although giving vocabulary a central role and considering words as the base for successful language learning, did not translate to radical methodology changes like giving attention to explicit vocabulary instruction but rather focussed on shifting attention from “lexicalised grammar” to “gramaticalised lexis”. It was somehow expected that the acquisition of vocabulary ‘…would take care of itself” (Coady 1993) and little emphasis was placed on vocabulary acquisition (Zimmerman 1997).
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Recent change toward explicit instruction of learning strategies From the end of the 20th century the increasing attention to the role of vocabulary learning and teaching is documented in research and professional publications (e.g., (Nation 2001; Schmitt, 2000). The movement in favour of giving vocabulary its due place in learning, and the shift in recognition of the importance of the support that vocabulary acquisition requires has been reflected in a notable increase of research in both laboratory and classroom settings in order to improve learning and teaching of vocabulary with Dubin (1989), Meara (1980); and Nation (2001) advocating explicit vocabulary teaching. Nation provided comprehensive, expert advice on a range of vocabulary learning and teaching issues in their books. Other authors of language teacher handbooks (e.g., Nunan, 1998; Oxford, 1990) devoted chapters to vocabulary teaching, seeing vocabulary as pivotal in effective language instruction. Considering the undeniable value of vocabulary learning strategies for vocabulary acquisition success (e.g., Lawson & Hogben, 1996; Oxford & Burry-Stock, 1995; Pavi i Takac, 2008; Rubin, 1975) it is still of major concern that students often have a very limited strategy bank (e.g., Cohen, 1998; Lawson & Hogben, 1996) and that they do not use strategies effectively (Cohen, 1998; Green & Oxford, 1995). It is also of concern that it is not typical classroom practice to explicitly teach vocabulary learning strategies (Zimmerman, 1997). The keyword method One of the most useful strategies for vocabulary acquisition is the mnemonic keyword method, which is an elaboration strategy known to be very effective for vocabulary learning (e.g., Atkinson, 1975; Atkinson & Raugh, 1975; Beaton, Gruneberg, Hyde, Shufflebottom, & Sykes, 2005; Lawson & Hogben, 1998; Levin, Kuiper, Bryant, & Michener, 1982; Pressley, Levin, & Miller, 1982; Wyra, Lawson, & Hungi, 2007). The keyword method is usually described as a two-step procedure: “The first stage requires a student to associate the spoken [foreign]word to an English word (the keyword) that sounds like some part of the foreign word; the second stage requires the student to [use an] image of the keyword ‘interacting’ with the English translation.” (Raugh et al., 1975, p.1). In the first step, to learn a new FL word and its meaning, the learner identifies and makes an association between the new target word and a familiar word in that learner’s first language (L1), a word that has an orthographic or an acoustic similarity to the FL target word. The second step relies on mental visual imagery. The learner needs to make a mental image of the keyword interacting with the L1 meaning of the target FL word. This elaborative technique is argued to result in the establishment of a rich, effective network of connections in which the meaning of the new word is embedded during encoding. This richly encoded representation of the word-meaning complex is then argued to be more accessible at a later time when the meaning needs to be retrieved, such as in Adi’s second lesson in the vignette above. Anderson, Reder and Simon (1998) argued: “A concensus exists within cognitive psychology that people do not record experience passively but interpret new information with the help of prior knowledge and experience.” (p.232). The keyword method is one example of learning through associating the known with the new. The keyword method is a two-stage process in which mnemonic imagery is used to learn paired associates. Atkinson (1975) (Atkinson, 1975) and his colleagues 62
(Atkinson & Raugh, 1975 (Atkinson & Raugh, 1975) ; Raugh & Atkinson, 1975 (Raugh & Atkinson, 1975) (Raugh, Shchupbach, & Atkinson, 1975) developed the keyword method for teaching FL vocabulary. Their experiments with college students inspired/begun the research in the area of FL vocabulary with the use of the keyword method. For example, if an Australian student wants to learn that the English word ‘chair’ means ‘kursi’ in Iindonesian in step 1 the student would look for an English word that sounds or looks like the new to-be-learned word ‘kursi’; the English word ‘curtsy’ sounds a little bit like ‘kursi’, so ‘curtsy’ seems to be a good keyword. In the second step the learner needs to create a mental picture of both images: the image of the keyword (curtsy) interactive with the image of the meaning of the new word (chair) . In this example, the learner could imagine that a chair is making a curtsy. Or even that the chair is dressed in a pretty dress and it curtsies. This method has been studied in classrooms for learning many languages, such as English, Russian, French, Spanish, Japanese, Chinese, and German. It has been proven effective for very young learners as well as for primary, secondary and tertiary students. It has also been found to be more effective for vocabulary learning than other methods such as repetition, learning from context, sentence generation, systematic teaching in the classroom or using own method. Table 2 below shows an example from one study where Australian Year 10 high school students learned 30 new Italian words using the keyword method (experimental group) or using their own vocabulary learning methods (control group). They had only 30 seconds to learn each new word.
Table 2. The keyword method effect on vocabulary learning gains (Lawson & Hogben, 1998) It is clear that the keyword method gave students in the experimental group significant advantage when 10 days after learning they recalled almost three times the number of words that students in the control group recalled on a test. What makes the keyword method an effective strategy: the underlying theory and processes The positive effects of the keyword method are described in the disciplines of cognitive psychology (e.g., Bruning et al. 2010) and education (e.g., (Scruggs & Mastropieri, 2004). Two fundamental mental processes that are essential for keyword method use are elaboration and mental imagery. Elaboration The goal of new word-pair learning is to remember the new FL word and its meaning, and is often seen by teachers and learners as the act of simple memorisation, where the focus is mostly on effort expanded on mechanical repetition. Research has shown that the use of deep processing strategies improves learning and performance (Zimmerman & Martinez63
Pons, 1990). The keyword method, in contrast to the rote method of vocabulary learning, is an example of elaboration strategies which, generally, are more effective, even though less frequently used by learners than repetition and word feature analysis strategies (Lawson and Hogben 1996 (Lawson & Hogben, 1996). The success of the keyword method has been attributed to its reliance on elaboration which takes place through a transformation of information for longer retention. The first transformation takes place when the target FL word is analysed for sound, appearance, word type and associated with a known L1 word (step 1 ). The second transformation takes place by elaboration through imagery (step 2) The Dual-Coding method as a strategy that facilitates learning as the keyword method relies on mental imagery. The two different coding systems, visual and verbal, work simultaneously but not necessarily in equal engagement. It is such underlying theories of information processing that underpin useful learning strategies like the keyword method explained here in detail. the explanation provided above could be simplified and used for teaching students why the keyword method works (conditional knowledge) in addition to what the keyword method is (declarative knowledge) and how to use it (procedural knowledge which students apply when they use the method). Conclusion There is no doubt that using learning strategies effectively influences students’ FL learning success. Teaching these strategies increases the chance that students will know useful learning strategies and that they will be able to use these strategies effectively. The role of the teacher in this skill and knowledge acquisition is crucial as teachers affect learning. However, the teacher, though of major influence, cannot be more than a facilitator of learning as students have the most important role in their learning. It is important that learning strategies research continues to inform teaching practice but it is even more important that findings from learning strategy research find their way to each language classroom so that all students can benefit from them. This has implications for FL education leaders who can influence the FL education policy and curriculum to include explicit strategy training into FL classrooms and to provide implement FL strategy instruction and practice into everyday learning.
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THE ROLE OF TEACHERS IN BUILDING SOCIAL CAPITAL TO IMPROVE THE QUALITY OF PRIMARY SCHOOLS Siti Irene Astuti Dwiningrum Faculty of Education, Yogyakarta State University, Imdonesia
[email protected] [email protected]
Abstract Social capital that plays a role in the improvement of the quality of schools tends to weaken in the society. This study aims to answer two main questions, i.e. 1) the kind of social capital that is evident in Indonesian schools; and 2) the role of teachers in building social capital to improve the quality of the schools. As a preliminary study, a qualitative research was conducted in 15 primary schools in Yogyakarta province. It resulted in a descriptive overview of the social capital in the schools. The data, which were obatained through questionnaires, focus group discussions, in-depth observations and interviews, provided a comprehensive broad view. Data analysis was performed by reduction phases, categorization, interpretation and strengthened by data triangulation. The research data were presented to answer the research questions. Subjects in the research were 15 principals from 15 primary schools in Yogyakarta. Based on the research findings, every primary school has social capital that is used as a social energy to improve its quality. It includes participation in social networks; trust, mutual exchange of kindness; social norms and social values; proactive measures; and safe and comfortable school environment. In addition, the role of teachers in building social capital is significant in the learning process in the classroom and extracurricular programs. In short, strengthening social capital is crucial in schools, and teachers need to play a bigger role in developing social capital to improve the quality of schools. To do this, schools need to organize some kind of training, comparative studies, and simulation.
INTRODUCTION Social capital has an important role in social life. Mapping the social capital is necessary for understanding the power of social capital. However, there is a tendency that the the mapping of social capital in schools has not been done, even though the social capital to build a good school is the same as that to build a good society. Schools are deliberately constructed to be a good place for education and learning for children and youth in a community. Schools are a small community where parents entrust their children and youth. Teachers take responsibility "in loco parentis" as a substitute for parents. Only a good school can build a good life for children and youth (Sodiq, 2010). School develops a good social life for children and youth to access education and learning for succesful life. It has a social and cultural capital to be an instrument to improve the quality education. However, people are more familiar with physical capital, money, or people as a means to improve the quality of schools. Physical capital is presented as physical objects, such as buildings, land; human capital refers to the quality of human, and financial capital refers to the ownership of money as capital for school construction or development. As a result, quality improvements of schools do not consider the social forces that are owned by the school itself.
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Quality improvement of school, which is in need of social energy, is associated with the development of a discussion of social capital which is considered to play a role in quality improvement of school. Social capital began to be taken into account in the development process of education. Social capital is considered as part of a conceptual framework that began under consideration in building various aspects of society, even the dynamics of socioeconomic life and culture associated with the power of social capital is owned by the society. Social capital has an important role in developing people's lives, in terms of economic capital and cultural capital. There is a strong tendency that the progressive development of economic dynamics is determined by the strength of its social capital, both in the micro level of internal organization as well as the macro level of the position of organization in a wider society. The role of social capital is not considered as an important aspect in the process of quality improvement of schools. There is a tendency that the school had not yet realized that social capital is a strategy that can be developed in a learning process within the family and school. In fact, there is a tendency that the citizens have not been aware of what and how social capital is developed as an important aspect in the improvement of the quality of students and schools. It is an interesting phenomenon to be criticized, especially with the trend that social capital is even more weakened, even started to be not considered important by parents and educators. This reality proves that there is a paradox that continues to grow in the life of society on social capital, which serves as an important capital for the quality improvement of education. On the other hand, it is not considered as an important capital for the improvement of the quality of education. Social capital is not understood and recognized by school and tends to be not optimally constructed for the quality improvement of schools. This paper tries to explain the importance of understanding the social capital that is owned by schools and describe the teachers' role in building social capital to improve the school quality. Social Capital in Development Social capital is interesting to be studied because it is a resource that can be seen as an investment to acquire new resources. The term “resources” refers to something that can be used for consumption, saved, and invested. Resources that are used for investments are called capital. Dimensions of social capital are quite broad and complex. Social capital is different from another popular term, i.e. human capital. In human capital, everything refers to the individual dimension, which is power and expertise owned by an individual. Social capital emphasizes on the potential of a group and the relationship patterns among individuals within the group and inter-group with a focus on social networks, norms, values, and mutual trust of the group members that establishes the group norms. In addition to the main forming elements, there are also other elements forming the social capital that play no less important roles. These elements can be said as sufficiency condition of the formation or establishment of the power of social capital in a community. The elements are (Hasbullah, 2006): (a) participation and social networks, (b) reciprocity, (c) social norm, (d) social values, and (e) proactive acts. In its development, the concept of social capital was first developed by James Coleman, then further discussed by Pierre Bourdieu and popularized by Robert Putnam. James Coleman (1990), based on the results of his study on youth and education (youth and schooling), defines the concept of social capital as a variant of an entity consisting of several social structures that facilitate the actions of the perpetrators in personal and collective form in a social structure. Social capital is inherent in the structure of relationships between individuals. The structure of relationships and networks that create a wide range of social obligations, 66
create a climate of mutual trust, bring the information channel, and establish norms and social sanctions for its members (Hauberer, 2011: 249 in Dwiningrum, 2015). Another opinion by Pierre Bourdieu emphasizes on the different aspects that capital social relationships will provide valuable support from the capital, esteem and honor that is often necessary if one wants to attract clients into positions that are socially important, and that can be a medium of exchange, e.g. political career. Social capital is the amount of actual or virtual resources, that is assembled in an individual or group that has a network of long-lasting form of the interrelationships of introduction and recognition that is more or less institutionalized. Social capital presents aggregating potential resources that are associated with proprietary networks that last for a long time. The value of the bond woven by an individual depends on the number of connections that can be mobilized and the volume of capital owned by each connection. The bond between social connections and cultural capital or financial capital is called professions, such as lawyers and doctors who use "social connections" that require work (John Field, 2010: 23). Coleman and Bourdieu have a common focus of study, especially concerned with the role and relationship with one another as the unit of analysis of social capital (Hauberer, 2011: 250). In line with that is the analysis of Francis Fukuyama (2003), which emphasizes on social capital in a broader dimension as everything that makes people allied to achieve a common goal on the basis of solidarity bound by the values and norms that are growing and obeyed. The situation is the key to the success of development in all spheres of life, especially for economic development and democratic stability. Traditional society that has been accustomed to work together and cooperate in groups or large organizations tend to feel the progress and be able to efficiently and effectively provide an important contribution to the advancement of both the country and society. The prerequisites of social capital are socio-cultural aspects, such as the norms of reciprocity and common belief; collective assets such as economic, technological and historical background; and the individual characteristics of certain respondents such as gender and ethnicity. In addition, the social aspect of culture is a product of social capital. Social capital triggers the school community to achieve the goal of improving the quality of life and making changes and adjustments continuously. In the process of making changes and adjustments to achieve its goals, school is always tied to the values and norms that are used as guidelines or a reference in terms of attitude, action, behavior, and how to deal with others. Some of the reference values and elements that become the spirit of social capital are participatory attitude, care for one another, reciprocity, and mutual trust, which are reinforced by the values and norms that support them. Another element that plays an important role is the willingness of a community or school to continuously be proactive, in maintaining values and forming networks of cooperation, as well as creating new ideas. In this context, school needs to realize the importance of understanding the existence of social capital in the dynamics of social life in school, so that the power of social capital can be used optimally for quality purposes. Social Capital in Schools As explained by Nan Lin, social capital in school life emphasizes on the relationship between three components, i.e. structure, opportunity (accessibility via social networks), and action, all of which are in the social structure of school. In this context, school tends to have an organizational structure, accessibility and actions related to the learning process. Further described by Nan Lin, social capital should provide benefits for an individual acting for a 67
particular purpose. In this case, the interaction is seen as a means to achieve the purpose of the action. Therefore, to understand how the actions are related to the interaction and how the institutions stand out in the process of mobilizing social capital a range of discussions about the resources embedded in the actor is needed (Lin, 2004: 41-55). In general, two types of resources can be defined for individual actors: the personal resources and social resources (Lin, 2004: 41-55). Meanwhile, private resources in the possession of the individual actors, can be used, transferred, and disposed without the need to receive specific authorization or responsibility from other actors or social positions. Resources can be expressed through the transfer of parents, relatives, or other actors. With the institutional rules of society, they are passed from one individual actor to another. Another way of doing this is to get them invested theire own resources. Education, for example, has been seen as a resource that is acquired through the investment of the resources of parents or private and personal effort. Apparently, the investment in education also led to the acquisition of other valuable resources such as power, wealth, and reputation (Lin, 2004: 41-55). One alternative to get private resources is through an exchange. The acquisition of personal resources may involve direct payments (money) or resource exchange (barter) through the resources transferred from one individual to another actor. For education at every school, every student basically has the opportunity to develop the knowledge, which later in the process became the capital in a variety of social activities (Lin, 2004: 41-55). Some personal resources are fully owned by an individual actor (e.g. education and wealth), meaning that the individual actor is free to use and dispose its resources. On the other hand, less permanent position resource is a resource that is part of a hierarchical structure in which the authority offers the opportunity to the actor-occupant to have access to actors and other occupants to borrow or exchange resources. In other words, by a structural connection, the position within the hierarchical structure can control and use resources beyond their allocated positions. In the context of education, students' personal resources, which cumulatively become part of the power of social capital owned by the school in strengthening the school's existence is the ability of schools in establishing a social network. Even the role of the school to become a social reproduction and also as part of the process of building social inequalities. Schools with the power of social capital can play a role and engage as a medium for students to develop personal resources more optimally. When students have the ability to interact in a more powerful network, students can perform better. However, in practice, school as a place of learning, sometimes weaken personal resources so that students feel inferior in assessing their personal capacity. Therefore, school as a social organization can develop students' social capital which is determined by the ability of schools to establish cooperation and trust with other schools. In this case, school program activities are expected to engage students to develop their maximum potential to support the existence of school, by making a variety of learning activities either formal or informal. Awareness for schools to develop social organizations through a variety of activities as a way to maintain their existence. This will be stronger if students and teachers as an actor could develop the potential of personal resources optimally. Optimizing the development of self potential by all components of school as an individual actor cumulatively will be the power of social capital in improving and developing the quality of schools. In this case as individual actors, students will be able to have and to access valuable resources to build stronger social relationships as social capital. If it is associated with the analysis of Lin, the rational action is assumed to maintain or gain valuable resources to survive and endure. The first motive will determine the action to conserve valuable resources of individuals. Second motive promotes 68
action to obtain more resources optimally in social relations (Lin, 2004: 41-55). It is assumed that the motive to maintain a valued resource promotes expressive action. Therefore, to maintain one's resources requires recognition by others. Similarly, in the act, a person can be seen as an instrument that has a purpose in the act that requires social support. Motivation is required to devise measures for specific purposes, in particular to maintain and sustain resources. Loss of resources in the possession of a person can be a source of threat to be able to obtain additional resources. If related to quality improvement efforts, the motivation of the whole school community should be the same in quality of schools measures optimally powered by personal resources. In this case, actions aimed for quality improvement must be understood in terms of interaction that allows actors to access and use resources within one another for the purpose of quality (Lin, 2004: 41-55). Social Capital in School Quality Improvement Movement for improving the quality of education continues to be an important issue in the development of education. Paradigm in the improvement of the quality of education in outline described by Suyata (2011), with the two schools of thought to improve education; First: the effective schools movement that emphasizes on experimentation to discover how schools become effective and what the determinants of effective schools. Effective schools more universal, while the second is schools of thought Quality School Movement, more contextual in response to anti-positivism. Two of these school of thought underlying that no raw standard in school improvement. Therefore, if the two schools of thought are rated as ideology, improving the quality of education requires a dialog to determine the theoretical foundation for quality improvement. Because any ideology in quality improvement has advantages and disadvantages. In reaction positivistic Effective Schools Movement, later, Quality School Movement which is more contextual and relativist appears. Practice of the formula for the betterment of all schools even in the whole world became a social phenomenon which is becoming determinants of schools everywhere, as ever School Based Management. Exchange of experience in the form of newsletters and reviews which is a collaboration between schools among regions and even between countries. In this way, there is a meeting point between positivist and neo-relativist in some aspect. In Indonesia, there is a clear difference between the Effective Schools Movement and Quality School Movement. This is evidenced by the practice of education policy in Indonesia as a "loan". In this case, seeing things is not only the practice, but the theory behind the practice is very important to know and learn (Dwiningrum, 2014). As a consequence, the issue of improving the quality of schools is still a central issue in the development process of education in Indonesia. Quality issues should be analyzed holistically and contextually. It is proven by the existence of a very strong tendency that education policy inclined to affect partially in overcoming the quality of education, so the result is not optimal in overcoming the quality of schools. Education policy tends to be universal, so the impact on the lack of attention to the problematic in a school that is very unique and contextual. This is in line with the opinion of Suyata (2010) which states that the quality improvement in schools cannot be done in bulk, but is determined by the condition of the school. It is important to consider that every school has the background and potential of each, so it was impossible to enforce the policy of "one size fit for all". Therefore, the quality must have a high flexibility. Although, it still must have a policy dimension and measures which is imperative for all schools. Schools have a variety of strategies in improving their quality. There are many factors with many variables in determining the dynamics of school quality improvement. The variables cannot be separated by the policy of the government in implementing models of school 69
improvement, so different schools need to adopt quality improvement processes differently. Differences in the quality improvement process will have an impact on the learning process in schools. Theoretically, quality improvement model can be described as follows (Dwiningrum, 2011, 2012, 2015): Table 1. Model for Quality Improvement Model
Description
UNESCO
Encourage school improvement in many countries, particularly developing countries. Each year UNESCO Asia and Pacific Office in turn to organize a seminar of innovation focused on improving the quality of schools. Recipes offered include: a) the school is ready and open to develop a reactive mindset that emphasizes problem solving stripped in the past, turned toward anticipating change is oriented on how can we do things differently; b) the pillar of school quality; learning how to learn, learning to do, learning to be, learning to live together; c) set standards with clear indicators, d) improving the curriculum relevant to the needs of society; e) improve ICT in the learning process and management; f) emphasizes the development of teacher professionalization improvement systems, g) the development of school culture that is conducive to the improvement of quality; h) increase parental participation; i) implement the Quality Assurance.
WORLD BANK
Focus on the Production Function Approach, which emphasizes on the function of the input, either raw input or instrumental input (teacher quality improvement). Recipes must be prepared: a) quality improvement has to do with improving the quality of inputs; b) improving the quality of learning is determined by the quality of teachers and the existence of modern information and communication technology in learning, c) prepared and standardized curriculum, d) management reform and school improvement.
THE NEW ORDER
Tend to obey the policy of the World Bank. Recipes were conducted: a) overhauling Teachers' Training College curriculum that emphasizes on learning materials and reduces the subject material, b) improve teacher quality through quality improvement project with very well planned teacher training model; ranging from the theory, practice to on the job training in schools for professionals; c) emphasis on the availability of facilities: buildings, laboratories, and textbooks.
THE REFORM
The principle of democratization that restores rights, authority, and responsibility into the hands of the teacher as the main managers of the educational process. Recipe: a) establishing methods School Based Quality Improvement Management, which later became the School Based Management; b) develop a competency-based curriculum that develops Curriculum Education Unit; c) the declaration of the Minister of Education that there is no difference in public schools and private schools, except regarding the basic salary; d) developing school management and developing school culture; e) create joyful and educating learning; f) the implementation of the National Final Examination is not combined with a national exam; g) the management and procurement of books are cheap and evenly distributed.
Source: excerpted from Zamroni (2009), Model Mutu Pendidikan: Profesionalitas Terpadu, Prosiding Seminar Nasional, Paradigma Mutu Pendidikan di Indonesia, Lembaga Penelitian UNY.
Improved quality of schools is a blend of knowledge-skill, art, and entrepreneurship. In this case, it can be interpreted that quality improvement is a blend required to establish a balance between the various pressures, demands, desires, ideas, approaches and practices. The combination of the above resulted in how the learning process implemented to realize a quality learning process. All efforts to improve the quality of schools must pass these variables. The learning process is a determining factor for the improvement of the quality of schools (Sunarto, 2003). As a consequence, addressing the quality will be effective if adapted to the conditions and needs of the school. 70
Schools need to build a strong motivation on the dimensions of individual differences of students, by association in order to better appreciate individual differences by building social cohesion built on cooperation and trust strong in keeping the improvement of a common goal to share with other students. The underlying social capital for the improvement of the quality of schools moving from social interaction processes that developing learning activity which can motivate all the basic needs of science for students in accordance with their needs. By developing strong associations to unite the spirit of togetherness in improving learning achievement as part of the student can be used as a medium to build collective strength to face various problems of life. The development of social capital can be done by all components of the school community that have a mutual agreement that social capital is a very important aspect and required to improve the quality of education. The deal is built based on a common awareness that the function of social capital are: (a) as a source of social control, (b) as a source of family support and (c) as a source of profits through an extra-family network. For schools, social capital is needed to create an environment that can build an effective school culture for the development of students' personal resources. In this case the school has an important role in students' personal and social development as well as cognition. School programs are designed based on a particular curriculum; extracurricular program requires social capital in the process, because students in general, do not understand that the effects of the learning process as well as the existence of a community or group will have an impact on students' ability to build relationships and social networks in the future. On the other hand, social capital is needed in the emotional development of students, in particular to build a sense of belonging, well-being and self-confidence. The problem experienced by schools is how to overcome the tendency of exclusiveness that weakens the power of social capital. Another thing that is faced by schools in building social capital is the decision of the school to impose sanctions on students who come late to school, are absent and have less ability to follow the normal learning activities because of a lack of awareness of the importance of social relationships in various occasions. For schools, the development of social capital starts from strengthening the elements of social capital owned by the schools. First, by participating in various social networks strengthens the schools’ existence as an educational institution that is trusted by the community to develop students' potential as a personal resource that is able to share in the participation and social network. Second, the interaction in a heterophilious condition for the exchange of kindness enables students to develop social resources (reciprocity). Third is by building a culture of schools to maintain order and social norm. Fourth is by instilling trust and confidence and responsibility and cooperation as an important capital to strengthen social capital. Fifth is by developing the ability of all stakeholders to undertake proactive measures in response to the changes that continue to occur (Dwiningrum, 2015). RESEARCH METHODS To understand the role of social capital in the improvement of the quality of schools, the study was conducted with a qualitative approach. Bogdan and Taylor (in Moleong, 2006: 4) argue that qualitative methodology is a research procedure that produces descriptive data in the form of words, written or spoken, of people and observed behavior. Qualitative research is used in this study, as this technique is intended for the rational understanding of reality as a subjective reality, in particular, the school community. The research data extracted from the selected schools based on the criteria that the schools come from various levels of capability in terms of academic achievement. The data were collected through focus group discussions, 71
interviews and questionnaires containing open questions to school principals and teachers on social capital in a modified questionnaire written by the World Bank on the measurement of social capital. The data were then analyzed by percentage calculation. In the next step, the data were interpreted in accordance with the purpose of the mapping of social capital in the school in Yogyakarta province. The process of data analysis is based on preliminary findings, so that the results of this research have not reached the final form of conceptualization, because it still needed some studies by conducting a critical dialogue with the theories of social capital and cultural capital. Data analysis was performed to organize, sort, classify and provide a unique code and categorization. The data management aims to find a theme and a working hypothesis which eventually was named a substantive theory (Moleong, 2006: 103). According to Moleong (2006: 171-172), in qualitative research there are criteria for the validity of the data. The degree of confidence in essence replaces the concept of internal validity. Instead of referring to the concept of external validity which states that generalization of an invention can apply or be applied to all contexts, in the same population, based on the findings obtained from the sample, a representative sample represents the population. Triangulation of data is done by repetition to the information obtained through various methods, sources of data, time, and settings. For cross checking, in this case, the checking is done between the method of collecting the data obtained, both from interviews and observations. RESULTS AND DISCUSSION Elements of Social Capital and Quality Improvement Social capital owned by the school is dynamic, in which the social dynamics that are described from the power of social capital inclined to vary between schools. The dynamic nature of social capital comes from the power of the social potential owned by the school is very diverse. This is related to the power of school social capital, which tends to be different, because social capital is a resource that can be seen as an investment to acquire new resources. As it is known, a resource is something that can be used for consumption, saved, and invested. Resources used for investment are called capital. Dimensions of social capital are quite broad and complex. Social capital in schools tend to emphasize on the potential of the group and the relationship patterns among individuals within a group and between groups with a special attention on social networks, norms, values, and mutual trust of the group members and became the norm of the group. The elements forming the social capital in the school, which is an important role as the sufficiency condition are (a) participation and social network, (b) reciprocity, (c) social norm, (d) social values, and (e) proactive acts (Hasbullah, 2006), which in the school life will be interlinked with each other in a social process. Strengthening social capital can be done by all components of the school community who have a mutual agreement that social capital indeed is a very important aspect and required to improve the quality of education. The agreement builds on the collective consciousness seeing the functions of social capital as a source of social control, as a source of family support and as a source of profits through a network of extra-family (Portes, 1998). What was delivered by Portes proves that the school social capital is needed to create an environment that can build a school culture that is effective for the students' personal development resources. In this case, the school has an important role in developing the personality of the school within social and intellectual potential.
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Development of student potential can be done with excellent school programs. School programs are designed based on a particular curriculum, while the extracurricular program requires social capital in the process. On the other hand, social capital is needed in the emotional development of the students, in particular to build a sense of belonging, well-being and self-confidence. The problem experienced by schools is to overcome the tendency to exclusiveness that weakens the power of social capital. Another thing that is faced by schools in building social capital is the decision of the school to provide sanctions on students who were late for school, absent and less able to follow the normal learning activities because of a lack of awareness of the importance of learning, lack of coordination and cooperation of the school. Based on the data analysis, there are some key findings related to the elements of social capital that is already owned by the school that could be used for the improvement of the quality of schools, i.e.: Table 2. Elements of Social Capital in Schools The element of social capital of school Participation in social networks
Indicators for the improvement of the quality of schools
The desire to join the organization The availability of access to information The opportunity for consultation with all members The involvement and the right of members to choose their leaders Trust Respect differences Able to learn from each other and trust each other Open to suggestions from inside and outside of school Able to find other sources for school funds Reciprocity Provide services to stakeholders Establish interaction with other schools that have similar goals Conduct joint programs with other schools Social norms and social Establish norms of unity in diversity values Create good relationship among school members Commit in applying the rules of school Have the values of characters to be implemented in the learning process Proactive measures Has access to the media needed to strengthen social networks and resources Has the power to make an important decision Actively attend meetings held by school or community A safe and comfortable Differences in socio-cultural-economic is not a source of school environment problems. The environment is quite peaceful without violence. School environment creates happiness. Source: primary data processed 2014.
Based on the findings above, in general, school already has a social capital that can be used to improve the school quality. In addition to the elements of social capital, if a school wants to improve the quality of school based on social capital, it could consider several main stages. The first is to participate in various social networks to strengthen its existence as an 73
educational institution that is trusted by the community to develop students' potential as a source of personal power and be able to share in the school community and society (participation and social network). The second is to condition the heterophilious interaction to exchange kindness between students to develop social resources (reciprocity) to improve the process for the improvement of the quality of schools. The third is to build a school culture to maintain order and social discipline (social norm). The fourth is to instill trust, confidence, responsibility and cooperation as an important capital to strengthen social capital. The fifth is to develop the ability of all stakeholders to take proactive measures in responding to changes that continue to occur. Based on the description above, it can be concluded that the elements associated with social capital, i.e. participation in social networks, reciprocity, social norms and social values, proactive measures, a safe and comfortable school environment tend to be owned by primary schools. However, the development of social capital still needs to be socialized to these schools, because there is a tendency that not all schools are aware of the important role of social capital in the improvement of the schools quality. Therefore, socialization on the concept of social capital and how it is developed, need to be done intensively in accordance with the various conditions of each school and the need of schools to improve their education quality. Schools with the power of social capital can act and move as the media for students to be motivated in developing personal resources more optimally. When students have the ability to interact in a more powerful network, they will be able to move to the higher levels. School awareness to develop social organizations through a variety of activities is a way to maintain its existence. This will be stronger if students and teachers as an actor could develop the potential of personal resources optimally. Optimizing the development of self potential of all components of school as an individual actor cumulatively will be the power of social capital in improving and developing quality of schools. Schools need to build a strong motivation on the dimensions of individual differences by association that values individual differences by building social cohesion that is built on strong cooperation and trust between students to share common goals in maintaining improvement. The Role of Teachers in Building Social Capital Social capital underlying the improvement of the quality of schools moves from social interaction processes that develop learning activities which can motivate students to struggle to fulfill all the basic needs in obtaining knowledge. This can be done by developing a strong association to unite the spirit of togetherness in improving learning achievement so that students are able to build the collective power in dealing with various issues of life. Strengthening social capital can be done by all components of the school community that have mutual agreement that social capital is very important aspect and required to improve the quality of education. The deal that was built is based on common awareness that social capital functions 1) as a source of social control, 2) as a source of family support, and 3) as a source of profits through a network of extra-family (Portes, 1998 quoted Dwiningrum 2015). What was delivered by Portes proves that the school social capital is needed to create an environment that can build school culture that is effective for the students' personal development resources. In this case, school has an important role in student personal and social development as well as cognition. School programs are designed based on a particular curriculum, while extracurricular programs require social capital in the process because students in general do not understand the effects of the learning process as well as the existence of a community or group that will have an impact on students' ability to build relationships and social networks in the future. 74
On the other hand, social capital is needed in the emotional development of the students, in particular to build a sense of belonging, well-being and self-confidence. The problem experienced by schools is to overcome a tendency to exclusiveness that weakens the power of social capital. Another thing that is faced by schools in building social capital is the decision of the schools to provide sanctions for students who were late for school, absent and less able to follow the normal learning activities because of a lack of awareness of the importance of being in social relations in various occasions. Some forms of social capital utilization for quality improvement had been made by school. The roles of teachers in building social capital for the school quality improvement are such as in the following. 1. 2.
Teachers build school partnerships to improve school achievement. Teachers develop school programs involving the school committee in the idea and financing. 3. Teachers strengthen the cooperation with out-of-school educational institutions to support school achievement, for example to widen the knowledge of teachers and students. 4. Teachers build partnerships with the parents for parenting program more intensively in overcoming the problem of student learning. 5. Teachers collaborate with alumni of school to support school programs. 6. The teacher added facilities and infrastructure to support the learning process in school, to make it more smoothly and efficiently. 7. Teachers develop learning strategies that are more creative and innovative in responding to the development of science. 8. Teachers and students converge in a variety of academic and non-academic activities to develop scientific insights. 9. Teachers and students make a comfortable and quiet school environment for student learning. 10. Teachers and students inform and socialize the existence of school through the website and leaflet. Conclusion In general, schools already have a social capital that is effectively utilized in the improvement of the quality of schools. Teachers build social capital and improve the schools quality by, firstly, participating in various social networks that strengthens its existence as an educational institution that is trusted by the community to develop students' potential as a source of personal power to share in the school community and society (participation and social network). Secondly, they provide the interaction in heterophilious condition for the exchange of kindness so that students can develop social resources (reciprocity by strengthening trust, to build cooperation and partnerships). Thirdly, they build the school culture to maintain order and social norm by creating a safe and comfortable school to learn. Fourthly, they instill trust, confidence, responsibility and cooperation as an important capital to strengthen the social capital to develop the potential to perform better. Fifthly, they develop the ability of all stakeholders to undertake proactive measures in response to the changes that continue to occur. Sixthly, they build a safe and comfortable school atmosphere by completing facilities and infrastructure so that students enjoy learning in school and the learning process occurs in a more creative-innovative and proactive way.
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BIBLIOGRAPHY Baron, Setephen dkk (2000), Social Capital ; Critical Perspective , New York: Oxford University. Coleman, Jame S (1990), Foundation of Social Theory, USA: Harvard University Press Cristian Grootaert dkk (2004). John, Field (2002), Modal Soial, Medan : Bina Medai Perintis Dwiningrum, Siti Irene Astuti (2011), “Penguatan Modal Sosail di Sekolah”, dimuat dalam Laporan Kegiatran Seminar nasional , Tema: “ Ilmu Pendidikan: Suatu Kesempatan dan Tantangan”, Progam Studi Ilmu Pendidikan Pascasarjan UNY 2011. Dwingrum, Siti Irene Astuti (2012), “Kearifan Lokal Sebagai Modal Sosial Dalam Pendidikan Karakter di Sekolah “ , dimuat dalam Prosiding Seminar Nasional Ilmu Pendidikan dan pengembangan dan Pengelolaan Pendidikan Berbasis Kearifan Lokal, ISBN: 978-602-9075-63-2 . UKM Makasar. Dwiningrum, Siti Irene Astuti (2015). Modal Sosial Dalam Pengembangan Pendidikan : Teori dan Praktik , Yogyakarta : UNY Press. Field, John (2010), Modal Sosial, Yogyakarta: Kreasi Wacan Offeset Fukuyuma, Francis. (2002). TRUST: Kebajikan Sosial dan Penciptaan Kemakmuran. Yogyakarta: Penerbit Qalam, Hasbullah, Jousari (2006), Social Capital ( Menuju Keunggulan Budaya Manusia Indonesia), Jakarta: MR-United Press Hauberer, Julia ( 2011). Social Capital Theory. VS Reseach. Grootaert, Christiaan and Thierry van Bastelaer. 2002. The Role of Social Capital in Developmental – An Empirical Assessment. Cambridge: Cambridge University Press. Part 3: The creation and transformation of social capital, terjemahan Dina Swastu Apika Grootaert, Chirstiaan Deepa Narayan, Veronica Nyhan Jones dan Michaeel Woolcock. World Bank Paper No 18 , tentang Measuring Social Capital : An Integrated Questionnaire , Washington, DR: The Worl Bank Lin, Nan (2004). Social Capital. Australia: Cambrigde University. Suharjo (2014), Peranan Modal Sosial Dalam Perbaikan Mutu Sekolah Dasar di Kota Malang, Disertasi, Progam Pascasarjana Universitas Negeri Yogyakarta. Suyata (2004). Decentralized Basic Education Project, District Capacity Building. Departemen Pendidikan Nasional Pendidikan Lanjutan Pertama. Suyata (2010). Teori Persekolahan . Yogyakarta: Pascasarjana UNY Suyata (2011), Memanfaatkan dan Mengembangkan Modal Sosial dan Modal Budaya di Sekolah, Artikel “ Workshop Strenght Leadership and Social Capital” bagi Kepala Sekolah dan Guru di Kotamadya Yogyakarta, Pascasarjana UNY Tilaar, H.A.R. 1998. Beberapa Agenda Pendidikan Nasional. Magelang: Tera Indonesia. .............. 2003. Kekuasaan dan Pendidikan. Magelang: Indonesa Tera. Zamroni (2005), Meningkatkan Mutu Sekolah: Teori, Strategi, dan Prosedur Zamroni (2009), Model Mutu Pendidikan: Profesionalitas Terpadu, Prosiding Seminar Nasional, Paradigma Mutu Pendidikan di Indoensia, Lembaga Penelitian UNY.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Primary Education Learning Strategy Of Environment Based Khirjan Nahdi Universitas Hamzanwadi, Indonesia
[email protected]
Abstract
Learning strategy as instructional system in which occurs a synthesis between all components of teaching. Synthesis process learning components must begin with an understanding of abstraction and realization of the subject and object of learning, learning environment, and education components facilitator of learning. Abstraction of the subject and the object will take on the reality of the learning process of learning to accommodate the reality of the life of a subject of study, and at the same time will generate a variety of strategies and methods that was created through understanding education abstraction as learning facilitator. Learning process and results with a variety of considerations included will lead to the competencies achievement related to the level of students' progress in terms of mental, physical, and students’ social emotional. Achievement of these competencies into a strategic view of students’ development at this age (SD/MI) was oriented in this phase.
Introduction
Learning strategy is a set of systemic instructional system, in which occurs attractive relationship between teachers, students, a set of objectives (general-special), materials, learning, teaching methods, instructional media, learning resources, evaluation and assessment, and learning environment. The responsibility of learning inherent in the points of study is to conduct a synthesis between the overall instructional system components together to create an effective learning process to achieve meaningful learning outcomes. To create an effective learning process and achieve meaningful learning outcomes, overall instructional system must be understood in a comprehensive and integral. Comprehensive understanding with regard to the clarity of the concept, capacity, and other entities. Integral regarding the relationship of each concept, capacity, and the entity with the concept, capacity, and entities attached to the instructional aspects of the others. A comprehensive and integral understanding of the concept, capacity, and each entity instructional systems in the learning process can not be separated from an understanding of the learning paradigm. Traditional paradigms (behaviorism) view teachers as teachers and students as learners (Arends, 2001). From this concept, the teaching term as capacity attached to the teachers, the various entities; set, sitting in front, must be heard, and more. Through this paradigm born teacher-centered reality in teacher-student relationships. The goals are all competencies that must be mastered by measurable measures positively and they do not have positive characters or a positive force. Therefore, the overall achievement of objectives must be analyzed positively through the hierarchy and levels. Learning materials interpreted as something that should be there to support the objectives achievement. Processes, methods, and learning media are interpreted as a number of activities, measures, and tools to achieve a number of objectives to learn from a number of learning materials. Learning resources is interpreted as a reference to the competence beyond learning materials that may reach to support the achievement of learning objectives. Evaluation and assessment defined as a process in recovering the all objectives that were processed, because the learning process is the competence transfer and it does not process competence transfer to be owned. The learning environment is categorized as a context aspect such as other people's interests, not the people who need the learning process. Other paradigms outside behaviorism does not intend to contrast or reject, but offers an 1
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
understanding of the various subsystems of the learning strategy is not reductionist (simplified) considering all of which is an entity that is multi-complex in the process of learning as a process of human relations (Burden, PR, & Byrd, DM, 1996), Paradigm progressivism that evolved into cognitivist view of learning with various entities into the repertoire of the students. Teachers do not just teach students the material being studied, but is responsible for the ongoing learning contexts. Teachers should encourage the readiness of students who are not ready to learn, to facilitate students who are ready to learn, and guide students who are and have been studied. Students are personal and unique community with each requiring a learning process and learning results search for and find a variety of materials and learning resources with a variety of learning methods and media in the learning process with the facilitation process of teachers in a particular learning environment or context. The results of the process are performed in a variety of positive behavior, good-looking positively, and in individual characters and groups. The next discussion is not fully conveyed the whole subsystem in the learning system, but some important things with students, teachers, materials, learning contexts, and learning paradigm especially in primary education (SD/MI). This discussion becomes very important because the empirical reality showed low competence of basic education graduates (SD/MI) on core competencies (literate, logic, scientific, and humanistic social) (Hayat, 2009). Through this discussion offered a variety of causes, alternative solutions, and consequently the activity of teachers and prospective teachers, both of which cover pre-service program or in service training. The Primary Education Students and Primary Education Object This point of view begins with a few simple questions; who primary education students? What are the basic needs of primary education students? Who needs to learn? For what primary education students learn? Primary education students are those who are 7-9 years and 9-12 years. Psychologists with APA (1993) to formulate, 7-9 years is the phase of physical development, while those 9-12 years is a phase of mental development. Physical development phase is oriented of physical health construction, so the need for this phase is dominated by motoric movement. Concretely the learning process is more important offered in the form of physical dynamics through the game (play and exercise). The formation process of students’ personality in this age is dominated by playing activity, course, without prejudice to the substance of learning. It is no exaggeration when human relations at this age popularized as a learning process in play. This statement is not intended to deny one of them; play and learn to ignore, but the process of playing physically with positive implications for the building concept of substantive knowledge as a learning entity. Gardner in The unschooled Mind: How Think and How Should Teach Scholls (1991) emphasizes, when needed school community, especially students no longer think that they are still in learning, but it is playing and act how best to manage the context so that the entity that can be implanted simultaneously studying outside their awareness (students). Gardner added that the process of learning in this context may not realize but the learning outcomes in the form of characters will be realized at the next opportunity. Mental development phase is oriented to the psychological construction in order to discover the identity. This phase was marked by the process of exploration, identification, analogy, and experimentation. This age is relative transitional phase because they are in a transitional phase of children age into adolescence. Through the process of exploration, this age tend to seek identity appropriate consideration for him. Through the process of identification, this age is characterized by a process of comparing, selecting, and determining the identity deemed appropriate for him. Through the process of analogy, this age often act "as if" as well as other appropriate private deems. The next will tend to try behavior as personality. Two things are 2
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
competing as a result of this behavior occurs through a process of experimentation, the tendency for positive and beneficial or negative and harmful. Through the process at this phase will be children visible tendency that they become shy, brave, tenacious, honest, and etc. The responsibility of learning on the second phase of primary school age above is to offer integral substance of the material in the game, and facilitates the process of psychological development through various processes in question. The process of learning and playing is not the entities that weaken each other but are integrated with one another. That is, the process of learning while playing is not substance and scientific knowledge. The logic of science is offered through math. The logic expression process of ideas is offered through reading and writing. Building awareness as individuals and groups is offered through the process of socialization within the group and the introduction of a difference, and so forth. It is no exaggeration of learning process, this age is known to the substance of Ca-Lis-Sos-Tung (read-write-socialize, and arithmetic). Mental development phase is actually a search for self identity. This phase is very unstable, learning task is to facilitate the search process identity. This includes building concept with knowledge and understanding must be full wisdom and prudence. The limitations of the analysis which owned the age of the development phase, the tendency considers the various bids from a man who has identified and taken for granted. This tendency will be characters that shape his personality in the future. Through the answers to the first question, known to answer the second question, there are two answers to the substance of the first question; physical development and mental/psychological. Thus, their learning needs are related to the development of physical and mental/psychological. If the domain associated with education in achieving the all competences, physical development intervention with cognitive and affective substance through movement (psychomotor). The reality in the learning process is concrete concepts, knowledge, and understanding of the real world (context and theme). This requirement will be referenced from a variety of learning models; CTL, Cooperative, Collaborative, Process, CBSA, and others with variants. The developments of mental/psychiatric intervention with cognitive substance (concept, understanding, and knowledge) through in reality prove. Technically learning, facilitators and students do the construction process of cognition new results of relation schemata students (pre-knowledge) with new information through discovery (inquiry), exploration of facts (discovery), linking (relationship), decomposition (analysis), merger/unification (synthesis), assessment (evaluation), benchmarking (comparative), and inference (conclusion). In the process of cognitive interventions, necessary caution considering the development phase of mental/psychiatric. This is a latent phase or fixing the hemispheric students. Normally the substance is embedded in students' cognitive phase of this development will be a difficult ideology changed and updated. Therefore, cognitive substance building requires a process of transformation in the real environment. Collin (1979) refers a learning process or learning problems facing the realities of the environment as part of the learning system. But do not forget that through the development of an integrative manner referred to social development process occurs naturally. Therefore, from the perspective of individual development, Crain (2007) divides the component liable individual development through a learning process in three types; physical development, mental development/mental and social development. While Bloom (1979) introduces three educational responsibilities in developing the individual; cognitive, psychomotor, and affective. Not important to contrast both, because they are important how the all needs that can be facilitated to obtain meaningful results for student learning. Furthermore, students who need to learn are the basic education of all people, including not a teacher, not the parents, not society, and nor the government. Another group of students are 3
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
responsible for the availability besides learning contexts according to the needs of students who are learning. In order to provide the context of learning is appropriate to the achievement of the effectiveness of the learning process and results, groups outside the student must understand who the individual student of primary education from the viewpoint of development (physical, mental/psychological, and social) as told Crain, and who the individual student primary education in terms of educational domain (cognitive, psychomotor, and affective) expressed by Bloom. Technically a macro scale, the understanding of the physical, mental/psychological, social and should be pursued through the test early potential concerns talents, interests, and individual differences, such as the style and pace of learning, the tendency of the individual in terms of potential due to differences in the left right hemisphere, and other differences. This is the importance of diagnostic tests performed in order to make a preliminary map of the condition of primary education students. At the micro level (the learning process directly) through the teacher-student relationship is necessary to schemata to measure and determine the readiness of beginning students so it is possible the process of construction of knowledge through the process of beginning the mapping relation schemata knowledge and new knowledge gained through the learning process. The implications of understanding the concept of who is the all learning needs of students in the learning system must depart from the student and returned to the themselves. Answer the last question is the learning needs of students for development needs, physical, mental/psychological, social, and cognitive. Technical implications of clarity needs to learn, or learn what this is, with regard to what should be prepared (matter). Competence of what to expect after follow the material in question? How to set it up; where the first, and another the next, what, how to move, and so on. How to measure the achievement? What media are required? How learning environments? And others. This is called learning systems in a learning context. Content, Learning Context, and Reality of Life The important question for this subsection; what material relationships with the competence to be owned by the students and how their hierarchy? Accommodates division domain of education put forward Bloom (1979), competencies required of students consists of three: cognitive hierarchy of knowledge (C1), comprehension (C2), application (C3), analysis (C4), synthesis (C5), and evaluation (C6); affective hierarchy accept (A1), respond (A2), rate (A3), manage (A4), and live (A5); psychomotor with impersonation hierarchy (P1), manipulation (P2), articulation (P3), and experience (P4) (Balitbang MONE, 2009). C1 empirically tangible information and facts. A2 related to the concept and theory, usually delivered through definitions, terms, propositions, and generalization. C3 associated with the transformation between C1 and C2 (implementation in real life). C4 associated with the ability to search the causality between the entities C1, C2, and C3 in the form of outlines and identify. C5 regarded to find the causality between the entities C1, C2, and C3 in the form of combining and grouping based on the characteristics and traits as a result of decomposition and identification. And C6 related to the ability to assess the suitability of the relation between observing each cognitive competence (C1 to C5). A1 relating to the acceptability of an entity competence becomes an integral part of the student. A2 relates to respective and internal over the entity competence. A3 related to preparedness provides a correction of right and wrong and accept-reject entities belonging or competence to be a part of him. A4 relates to the ability to manage each entity competencies in real life today and the future. A5 and entities associated with acculturation competence as a positive value in shaping the individual character code of society and the nation. P1 relates to the ability of an entity doing the duplication process competence in meeting the needs of life. P2 relates to the ability of top engineering competence of entities, including the process of 4
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
reproduction. P3 relates to the ability to develop and reproductive engineered for the needs of economically productive and beneficial for survival. And P4 related to the ability to make whole entity competencies into the color and character of life continuously. Teachers and prospective teachers of primary education have no other choice but to understand the whole hierarchy of competences as a reference process instructional system which it is responsible. The all entity competences in each competency are its hierarchical and sustainable entity. Preparation administratively, reality and its learning process transfer must also be hierarchical and continuous. Hopefully, the achievement of state ownership of the various competencies in a private building with physical toughness, mental/psychological, social, and cognitive will be achieved in due course after learning process ends, as both output and outcome. Primary Education Teachers and Complexity of Creation-Innovation Previously, teachers and prospective teachers have to adapt to the various needs of the fulfillment of each competency in building physical, mental/psychological, social, and cognitive. This need, the duty of teachers and teachers’ prospective become very complex and heavy. Understand the hierarchy of substance and competence on the one hand, to prepare various administrative needs, and facilitate the process of instructional in the form of real teaching. There are no normative references about how teachers and teachers prospective should proceed in reality and instructional transformation. Altogether has been the domain of each individual. Guidance on the development of various models of instructional design, learning guide model development, model of media development, the development of valuation models, and others are just a reference. How true reality and the instructional transformation become an integral part attached to each individual teachers and prospective teachers. The purposes above, their individual creativity in the delivery of various innovations in instructional design becomes very important and strategic. The key word, understand the concept of students with a range of unique, understand the learning needs, understand the learning environment, and do creations da innovations as small and simple as anything.
Conclusion
Responsibility as teachers and prospective teachers of primary education was relatively more difficult and challenging than as teachers and teachers prospective at the above level. Why? Personal faced are unique individuals. Hierarchy of development was a basic hierarchy. Meaning that, the requirement is to make better unique understanding (individual differences), and the precision and intelligence in building core competencies as the basis for development of the next competencies. Furthermore, whether or not we understand, then would commit, and have shared commitment to do it. All the way back to each of us. Good luck, thank you.
References
American Psychological Association. 1993. Predential Task Force on Psychology in Education. Arends, R.I. 2001. Exploring Teaching: An Introduction to Education. New York: McGrawHill Companies. Bloom, Benjamin S. 1979. Taxonomy of Educational Objectives: The Classification of Educational Goals. London. Longman Group LTD. Brown, Leslie M. 1970. Aims of Education. New York. Columbia University, Teachers College Press. Burden, P.R., & Byrd, D.M., 1996. Method For Effective Teaching, second edition. Boston. Allyn and Bacon. Crain, William. 2007. Theories of Development, Concepts and Aplications. New York. Academic Press. 5
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Collin, Randal. (1979). The credential society: An Historical Sociology of Education and Stratification. New York. Academic Press. Gardner, H. 1991. The Unschooled Mind: How Think and How Scholls Should Teach. New York: Basic Books. Hayat, Bachrul. 2009. Mutu Pendidikan: Peta Mutu Lulusan Pendidikan Dasar dan menengah. Yogyakarta. Pustaka Pelajar.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Effectiveness of Directed Reading Thinking Activity (DRTA) Strategy to Improve Reading Comprehension at The Fifth Class in SD Negeri 13 Lapongkoda Wajo Regency 1
Andi Reza Hidayat, 2Widya Karmila Sari Achmad, 3Sumarlin Mus 1 Universitas Negeri Makassar, Indonesia, 2Universitas Negeri Makassar, Indonesia, 3 Universitas Negeri Makassar, Indonesia 1
[email protected],
[email protected],
[email protected]
Abstract
This study aimed to determine effectiveness of Directed Reading Thinking Activity (DRTA) strategy to improve reading comprehension at the fifth class in SD Negeri 13 Lapongkoda Kabupaten Wajo. This study used a quantitative approach by Quasi Experimental Design. The population in this study was fifth class in SD Negeri 13 Lapongkoda period 2015/2016. The sampling technique used was purposive sampling. The number of samples was 15 as the experimental class and 14 as control class. Data collection techniques used tests, observation, and documentation. Data analysis techniques in this study was used descriptive statistic analysis and inferential statistic analysis. Based on t test showed that there were significant differences reading comprehension at fifth class in SD Negeri 13 Lapongkoda Kabupaten Wajo before and after treatment. Based on t test showed that were significant differences in reading comprehension at fifth class in SD Negeri 13 Lapongkoda Wajo between groups of students who were learned by using Directed Reading Thinking Activity (DRTA) strategy and students who were learned without reading comprehension strategy. Furthermore, Directed Reading Thinking Activity (DRTA) strategy effective to improve reading comprehension at the fifth class in SD Negeri 13 Lapongkoda Kabupaten Wajo. This is shown by results of gain score pre test and post test experimental class that was classified as moderate. Keyword: effectiveness, directed reading thinking activity comprehension
(drta) strategy, reading
Introduction
Today reading has become a necessity and a requirement that must be mastered by every individual to live a daily life because of all aspects of life is inseparable of reading. By reading the people can construct the initial knowledge and the knowledge gained through reading activities. Therefore, reading skills need to be mastered by every human being because of the functionality and benefits of reading that is so great. According to Goodman in Somadayo (2011) reading is an activity carried out actively aiming to reap the meaning or definition as well as information contained in the text. By having reading skills, people can explore a variety of ideas from a variety of information sources. In addition, reading is one of the media to expand their knowledge and insights. One attempt to do to be able to master reading skills is through formal education. Education in schools is expected to develop cognitive abilities, affective and psychomotor. As embodied in the Law of the Republic of Indonesia Number 20 Year 2003 on National Education System which explains that: Education is a conscious and deliberate effort to create an atmosphere of learning and the learning process so that learners are actively developing their potential to have the spiritual power of religion, self-control, personality, intelligence, character, and ability necessary for self, society, nation and state. 7
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Reading skills is taught in school is closely associated with language skills. Reading is one of the four language skills include writing, reading, listening and speaking. One of the aspects related to reading is the ability to understand the information contained in a passage. As described by Nutall in Somadoyo (2011) about the purpose of reading is to obtain messages or meaning of information, knowledge, and even happy or sad expression based on the text that has been read. But in fact, the reading habits of the people of Indonesia is still relatively very low. It can be seen based on the results of a survey conducted by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2011. Which mentions that the rate reading index of Indonesian is 0,001. It means among the 1000 population Indonesia there is only one person who read the book seriously. This placed Indonesia is in a position 124 out of 187 countries in the assessment of the Human Development Index (HDI) (El-Fikri, 2015). Seeing these conditions, there should be an effort to encourage a reading culture. This can be done at the level of primary education in elementary school (SD) or Islamic Elementary School (MI) or other equivalent form. SD Negeri 13 Lapongkoda is one of the elementary schools located in Wajo. There are some problems encountered during the learning process in SD 13 Lapongkoda one containing in thefifth class. One of the problems faced is the Indonesian lesson with reading comprehension materials. Learners have not been able to understand and absorb the information contained in the text, in addition learners have not been able to express the meaning and the main idea contained in a reading text. The learning process that takes place in the classroom is done by giving the reading text for learners further students were asked to answer the questions given by the teacher. To improve the students understanding at the fifth class in SD 13 Lapongkoda, it is necessary to find and implement innovative strategies reading comprehension. One reading comprehension strategies are emerging today is a Directed Reading Thinking Activity (DRTA) strategy. The advantages of DRTA strategies can generate schemata are active learners through the prediction and verification when learners read (Stauffer in Rahim, 2007). In addition, these strategies can help learners construct and integrate prior knowledge with new knowledge acquired during reading, so that learners can associate a wide range of knowledge in one topic. Based on research conducted by Saputri (2015) showed that there are significant differences reading comprehension text explanation between groups following study using Directed Reading Thinking Activity (DRTA) strategy with the group following study using conventional strategies at the seventh class in SMP Negeri 1 Parakan, Temanggung.
Methods
This study uses a quantitative approach while the type of research is experimental. This study uses a type Nonequivalent Quasi Experimental Design Control Group Design. the place of this study is the SD Negeri 13 Lapongkoda Wajo. The population in this study is fifth class in SD Negeri 13 Lapongkoda year 2015/2016 totaling 29 people. The sampling technique used purposive sampling. The number of samples in this study were 29 people consisting of experimental class which totaled 15 people and control class totaling 14 people. Data collection techniques was used in this study include tests, observations and documents. Instrument in the form of multiple choice used to obtain the data in the study. Each of these items consisted of four alternative answers. The tests were developed based on Bloom's Taxonomy. Data analysis techniques used to process the data using the statistics. There are two kinds of statistics used in this research is descriptive and inferential statistics. Descriptive statistics were used to describe the result of reading comprehension scores on the course from Indonesian based on the pretest and posttest experimental class and control. Inferential 8
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
statistical analysis is data analysis technique was used to test the truth of a hypothesis that has been formulated. Before test hypotheses, the first was the assumption test that consists normality test and homogeneity test. After doing the prerequisite test continued to hypothesis test by using Paired Sample t-Test, Independent Sample t-Test and Gain Score.
Discussion
This study aims to determine three things. Firstly how the image reading comprehension before and after being given treatment using Directed Reading Thinking Activity (DRTA) strategy. Second, is there a difference between group that following study using Directed Reading Thinking Activity (DRTA) strategy and group that following study without reading comprehension strategy. Third, whether the strategy Directed Reading Thinking Activity (DRTA) is effective for improving reading comprehension of students. Description of Students Reading Comprehension Skill Experimental class using reading comprehension in the form of Directed Reading Thinking Activity (DRTA) strategy. Pre-test was conducted to determine early skill of learners before they are implemented strategies DRTA. Based on the results of the descriptive analysis it can be concluded that the results of the pre test experimental class in middle category, this was seen by the average value (mean) reading comprehension experimental class as a whole, amounting to 71.66. After doing pre test, the next step is giving post test to the experimental class. The purpose of post test to determine reading comprehension skill of experimental class after receiving treatment in the form of learning by using Directed Reading-Thinking Activity (DRTA) strategy. Based on the results of the descriptive analysis it can be concluded that the results of the post test reading comprehension experimental class at the high category, this was seen by the average value (mean) reading comprehension experimental class as a whole, amounting to 87.00. Control class is a class which gets learning without using reading comprehension strategy. Pre test aims to determine the ability of the control class. Based on the results of the descriptive analysis it can be concluded the results of the pre test reading comprehension control class in middle category, this was seen by the average value (mean) reading comprehension control classes totaling 71.78. The learning process in the control class is to explain the material to learners using the lecture method. And then, the learners will be given the reading text and then asked to answer the questions contained in the text of the passage. Post test was performed to determine reading comprehension skill of students belonging a class of control after being given a lesson without using reading comprehension strategies. Based on the results of the descriptive analysis it can be concluded that the results of the post test reading comprehension control classes in middle category, this was seen by the average value (mean) reading comprehension control classes totaling 74.64 Table 1 Description of Students Reading Comprehension Skill No. Description of Data Research Value 1 Pre Test of Experimental Class 71,66 2 Post Test of Experimental Class 87,00 3 Pre Test of Control Class 71,78 4 Post Test of Control Class 74,64
Description Moderate High Moderate Moderate
Description of Observation Result The observations was conduct by observing the learning process using reading comprehension strategy in the form of Directed Reading Thinking Activity (DRTA) strategy. Observation activities carried out by observing the activity of students during the learning process 9
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Indonesian with reading comprehension material using Directed Reading-Thinking Activity (DRTA) strategy. Learning assessment using reading comprehension strategies in the form of Directed Reading Thinking Activity (DRTA) strategy based on a group of students consisting of five groups. Based on observation, average (mean) in the indicator to make predictions based title was 2,4 and included less category, while the average (mean) indicator makes predictions based on the picture was 3,2 and included good category and the average (mean) indicator read material is 4 and including the very good category and the average (mean) of proved and modification prediction was 2,6 and include the category enough. Based on the analysis, it can be concluded that learning process of reading comprehension using Directed Reading Thinking Activity (DRTA) strategy has an average value (mean) was 3,05 and included good categories. Below are the results of observations of students in each group.
4 3
Indicator I
2
Indicator II
1
Indicator III
0 Group I Group II Group III Group Group V IV
Indicator IV
Figure 1 Description of Observation Result Differences of Reading Comprehension Skills Between Experimental Class and Control Class Differences of Pre Test Results of The Experimental and Control Class Independent Sample t-Test used to test two unrelated samples. This analysis was conducted by testing pre test of experimental class and pre test of control class using IBM SPSS Statistics program version 21. Terms of significant if the Sig. (2-tailed) is less than 0,05. This analysis aims to determine differences in reading comprehension between the experimental and control class before treatment. The following is the value of Independent Sample t-Test between pre test of experimental class and control class. Table 2 Independent Sample t-Test of Experimental Class and Control Class Pre Test Data t Df Sig. (2-tailed) Description Pre Test of Experimental 0,978 > 0,05 = not 0,028 27 0,978 Class and Control Class significant According to the table, it appears the Sig. (2-tailed) is more than 0.05, that means there is no significant difference in reading comprehension between the experimental class and control class before treatment. Differences of Pre Test Results and Post Test Result of Experimental Class Paired Sample t-Test was used to test two related samples. This analysis aims to determine differences in reading comprehension before and after treatment in the form of Directed Reading Thinking Activity (DRTA) strategy to experimental class. This analysis was conducted by testing the results of the pretest and post test experimental class using IBM SPSS Statistics program version 21. Terms of significant if the Sig. (2-tailed) is less than 10
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0,05. The following is the value of Paired Sample t-Test of pre test and post test experimental class. Table 3 Paired Sample t-Test of Pre Test and Post Test Experimental Class Data t Df Sig. (2-tailed) Description Pre Test and Post Test of 0,000 < 0,05 = 7,313 14 0,000 Experimental Class significant According to the table, it appears the Sig. (2-tailed) is less than 0.05, it can be concluded that there are significant differences in reading comprehension before and after treatment in the form of Directed Reading Thinking Activity (DRTA) strategy. Differences of Pre Test Results and Post Test Result of Control Class This analysis aims to determine differences of reading comprehension in control class. The analysis was conducted by testing the results of pre test and post test control class using IBM SPSS Statistics program version 21. Terms of significant if the Sig. (2-tailed) is less than 0,05. The following is the value of Paired Sample t-Test of pre test and post test control class. Table 4 Paired Sample t-Test of Pre Test and Post Test Control Class Data T df Sig. (2-tailed) Pre Test and Post Test of 1,529 13 0,150 Control Class
Description 0,150 > 0,05 = not significant
According to the table, it appears that the Sig. (2-tailed) is more than 0.05, it indicates there is no significant difference of reading comprehension before and after the learning activities in the control class. Differences of Post Test Results of The Experimental and Control Class This analysis aims to determine differences in reading comprehension between the group using Directed Reading Thinking Activity (DRTA) strategy with a group that learning without using reading comprehension strategy. This analysis was conducted by testing the results of post test the experimental class and control class using IBM SPSS Statistics program version 21. Terms of significant if the Sig. (2-tailed) is less than 0,05. The following is the value of Independent Sample t-Test between post test of experimental class and control class. Table 5 Independent Sample t-Test of Experimental Class and Control Class Post Test Data T df Sig. (2-tailed) Keterangan Post Test of Experimental 0,000 < 0,05 = 4,237 27 0,000 Class and Control Class significant According to the table, it appears that the Sig. (2-tailed) is less than 0.05. That means there are significant differences between the group using Directed Reading Thinking Activity (DRTA) strategy with a group that learning without using reading comprehension strategy. Effectiveness of Directed Reading Thinking Activity (DRTA) Strategy against the Reading Comprehension Skills Gain score is the difference between the pre test and post test on the experimental and control class. This calculation aims to examine the effectiveness of the Directed Reading Thinking 11
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Activity (DRTA) strategy on reading comprehension materials. Based on the results of the gain score calculation,it appears that the value of the gain scores from pre test and post test experimental class was in the moderate category while the gain score value from pretest and posttest control group was in the low category. That means the value of the gain score of experimental class is higher than the gain score of control class. This is similar to the results of research conducted by Maulana (2012) which explains that reading learning by using Directed Reading Thinking Activity (DRTA) strategy is effective for improving reading comprehension of literary works. Similar results were presented by Saputri (2015) which explains that the Directed Reading Thinking Activity (DRTA) strategy is effective for improving reading comprehension explanatory text. So we can conclude that Directed Reading Thinking Activity (DRTA) strategy effective to improving students reading comprehension. The following is the result of gain score calculation experimental class and control class. Table 6 Gain Score Calculation of Experimental and Control Class Data Gain Score Pre Test and Post Test of Experimental Class 0,54 Pre Test and Post Test of Control Class 0,10
Description 0,54 ≤ 0,70 = Moderate 0,10 ≤ 0,30 = Low
Conclusion
1. There are significant differences of reading comprehension at fifth class in SD Negeri 13 Lapongkoda Wajo before and after treatment in the form of implementation of the Directed Reading Thinking Activity (DRTA) strategy. This is shown by the Sig. (2-tailed) of experimental class is less than 0,05, that means there are significant difference and the Sig. (2-tailed) of control class is more than 0,05, that means there are not significant. 2. There are difference of reading comprehension at fifth class in SD Negeri 13 Lapongkoda Wajo between the group using Directed Reading Thinking Activity (DRTA) strategy with a group that learning without using reading comprehension strategy. This is shown by the Sig. (2-tailed) of pre test experimental and control class more than 0,05, which means there are not significant and the Sig. (2-tailed) of post test experimental and control class less than 0,05 that means there are significant. 3. Directed Reading Thinking Activity (DRTA) strategy is effective for improving reading comprehension at fifth class in SD Negeri 13 Lapongkoda Wajo. this is shown by gain score calculation of pre test and post test experimental class was moderate category (0,30 < 0,54 ≤ 0,70) and the the gain score value from pre test and post test control class including low category (0,10 ≤ 0,30).
References
Arikunto, Suharsimi. 2008. Classroom Action Research. Bandung : Bumi Aksara. , Suharsimi. 2013. Evaluation Education Basic. Jakarta: Bumi Aksara. El-Fikri, Syahruddin. 26 Mei 2015. Growing Society Reading Interest, (Online), (http://www.republika.co.id, accessed January,11 2016). Emzir. 2013. Methodology of Quantitative and Qualitative Educational Research. Jakarta: PT RajaGrafindo Persada. Maulana, Puji. 2012. Implementation of DRTA (Directed Reading Thinking Activity) Strategy for Reading Comprehension of Literary and Critical Thinking for Elementary School: Study of Quasi Experimental at Class V in SD Negeri Margalaksana 3 and 4 Kecamatan Cilawu Kabupaten Garut. Thesis. Bandung: Universitas Pendidikan Indonesia. 12
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Mauliddyana, Eva Septi. 2014. Influence of Directed Reading Thinking Activity (DRTA) Strategy for Fairy Tale Reading Comprehension at Class V in SD Putra Jaya Depok in The Academic Year 2013/2014. Skripsi. Jakarta: Islamic Elementary Teacher Education Department, Tarbiyah and Teacher Education Faculty Universitas Islam Negeri Syarif Hidayatullah. Rahim, Farida. 2007. Reading Pedagogy in Primary School. Jakarta: Bumi Aksara. Saputri, C.F.H. 2015. Effectiveness of Directed Reading Thinking Activity (DRTA) Strategy for Reading Comprehension of Explanation Text at Class VII in SMP Negeri 1 Parakan Temanggung Skripsi. Yogyakarta: Indonesian Language and Literature Education Department, Language and Art Faculty, UNY. Standar Isi untuk Satuan Pendidikan Dasar dan Menengah. 2006. Competence Standard and Competence Basic Jakarta: Badan Standar Nasional Pendidikan. Somadayo, Samsu. 2011. Strategi dan Teknik Pembelajaran Membaca. Yogyakarta: Graha Ilmu. Sugiyono. 2015. Educational Research Methods of Quantitative, Qualitative and R & D. Bandung: Alfabeta. Tarigan, Henry Guntur. 2015. Reading as A Language Skills. Bandung: CV Angkasa The Law of the Republic of Indonesia Number 20 Year 2003 on National Education System Wahyuni dan Ibrahim. 2012. Language Learning Assessment. Bandung: Refika Aditama.
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Investigating Teachers’ Use of Media and Strategies in Teaching English at Junior High Schools in Selong Subdistrict East Lombok 1
Hairori Sahrul Hafiz, 2Sudirman Wilian, 3Iwan Jazadi 1, 2 Mataram University, Indonesia, 3STKIP Paracendekia NW Sumbawa, Indonesia 1
[email protected],
[email protected]
Abstract
This study investigated media and strategies were used by English teachers at five Junior High Schools in Selong. Survey and descriptive qualitative method was employed. The data were collected by using questionnaire and observation. The English teachers became the respondents of the questionnaire while the sample of the classroom observation was five teachers of the eighth grade. The results described that most of the teachers applied a medium or strategy in the teaching in three teaching steps, namely pre, while, and post activities followed with the steps of teaching media and strategies. The data of questionnaire in the extent of teachers’ use of media and strategies indicated most of the teachers still used common media and strategies while some other media and strategies were not used due to inappropriate English topics and cumbersome types. The teachers also mostly experienced in selecting suitable topics. Those were possibly caused by teachers’ difficulty to find out suitable media with certain materials, limited time, and difficulty to apply the media and strategies. Furthermore, the students’ questionnaire pointed out that some teachers need to evaluate the teaching preparation; selecting appropriate media and strategies with the topics; the use of average media and strategies; exploring clear steps in the use of media and strategies; and evaluating and giving task after using media and strategies. This study is expected to contribute towards the development of teaching and learning of English and as self-control for teachers to be more innovative and creative in using media and strategies. Keywords: media, strategies, teaching English
Introduction
Creating an enjoyable learning is possibly a problem and challenging job which the teachers have to be able to change the classroom atmosphere so that it becomes a center of learning. Besides that, in the teaching process, a problem is how the language to be taught and studied. As Harmer (2001) states, there are four things that need to be done to acquire language; those are being exposed, understanding its meaning, understanding its form then practicing the language. In this context, teaching media plays important role to be implemented properly and creatively. The media become efective ways to arouse the totality of teaching and learning. For example, audio-visual aids do not only give effective way of learning in a shorter term, but also help to retain better and longer information. The objective of teaching English requires the involvement of many factors. Kasbolah (1993) states that the teacher, materials (textbooks), media, strategies, students, curriculum, and society are needed to support the teaching and learning process. But, to mix those factors is not easy. It appears that the teacher plays an important role because teachers are the most influential people in the classroom and students will learn by the hand of the teachers. In other words, students depend on the teacher. Teachers have to motivate the students to learn English well in class. Therefore, a teacher has to be able to select and use good strategies and appropriate media in order to motivate and attract the students. Finocchiaro (1973) states that the teacher needs to promote a friendly environment in 14
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
the classroom, create and organize materials, overcome some issues in the textbooks, stimulate and maintain interest through varied practice activities, emphasize enjoyable aspects of learning, and give students’ necessary feeling of success which will determine their growth towards communication. The teachers’ strategies should focus on interesting and should capture students’ attention. In the young learners’ classroom, these activities are usually centered on songs, poems, chants, drama, stories, games and Total Physical Response (TPR) activities. All these activities can affect young learners and enhance their learning the language. The strategies the teacher uses can be fun and enjoyable, and at the same time achieve academic goals. Teachers should choose activities that enhance students learning, and avoid ones that are a waste of teachers’ and students’ time. It can therefore be concluded that interesting and fun strategies can be used to promote speaking in the EFL classroom. According to Brown (1994), if strategies are intrinsically motivating and appealing to students’ goals and interests, then it can have a positive impact on their skills. Having discussed a variety of issues above, this study attempted to answer three research questions below: What media and strategies are used by the English teachers in teaching English at five state Junior High Schools in Selong? To what extent is the use of media and strategies in teaching English in the classroom at five state Junior High Schools in Selong? What are the students’ responses towards teachers’ use of media and strategies in teaching English at five state Junior High Schools in Selong?
Method
The survey was used in this research; meanwhile the method was descriptive qualitative analysis. The aim of which is to investigate and to survey descriptively the teachers’ use of media and strategies in the teaching process. The subjects were the English teachers in five state Junior High Schools in Selong as the respondents of the questionnaire while the sample of the classroom observation was five teachers who were observed during the teaching and learning process. The researcher used a questionnaire to elicit reponses from the teachers as respondents. The questionnaire deals with the teachers’ activities in the use of media and strategies in teaching and learning process. In this case, the teachers filled in the questionnaire on the teaching activities in the use of media and strategies. The questions are related to teachers’ preparation in the instructional component, teachers’ preparation in teaching media or strategies, some English topics taught using particular media or strategies, or some difficulties in using media or strategies in teaching certain available topics. On the other hand, classroom observation was conducted in order to observe the teachers’ extent to applying media or strategies in their teaching and learning process and also to identify the students’ responses toward their teachers’ use of media and strategies. In this case, video and audio recording were used to collect data. All of the data were analyzed by using the major phases of the data analysis; data reduction, data display, verification, and conclusion drawing (Miles and Huberman, 1994). It is then 15
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
described through data reduction referring to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written up field notes or transcriptions. In this step, in data analysis, the researcher sorted the data from questionnaires and observation which were relevant to the research question of the study. The reduction data from observation items were collected into a matrix table/graph and generalization and the reduction data from questionnaires were collected into tabulating data which consisted of the collections of scores and calculating the percentage of the respondents’ questionnaire answers. Data display is one technique to develop a series of flow charts that map out any critical track, decision points, and supporting evidence that emerge from establishing data for a single site. In this activity, the data displayed of questionnaire and observation were conducted from the data reduction presented in a matrix table. Verification and conclusion drawing involve stepping back to consider what the analyzed data mean and assess their implications for the questions at hand and verification entails revisiting the data as many times as necessary to cross-check and analyze the data gathered from the data reduction and data displayed for many times to check and vary the data needed to make conclusions.
Findings
English Teachers’ Use of Media and Strategies in Teaching English The given data about teachers’ use of media and strategies in teaching English were presented into three teaching stages; pre-activity, while-activity, and post-activity which were done by five teachers (code for teachers; T1, T2, T3, T4, and T5). Teacher one (T1) In this teaching, the teacher focused on teaching reading skill which was taught in three phases. Pre- Activity T1 applied two kinds of strategies; those were Brainstorming and Words Guessing Strategies in getting students’ prior knowledge by conveying the questions. He elicited students’ vocabulary mastery. While-Activity T1 used Reading Race and Comprehension Strategies to make the students easier in understanding the text given. The teacher invited the students to play in turn, based on the groups that had been divided previously. Then, at the end of the play he gave the reward to the students. At the second phase, T1 distributed the text to be discussed by the students. Post-Activity T1 applied reinforcement strategy. He reinforced and concluded the lesson and he directly closed the teaching and learning process because the time was over. T1 asked the students to continue their work at home and they agreed with it. Teacher 2 (T2) In this activity the teacher taught a narrative text and the skills were reading and speaking. Pre-Activity T2 used brainstorming strategy by asking some questions, which may bring the students to come to the material being discussed. He also warmed up students by beginning the lesson with electronic media. While-Activity 16
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
In this stage, T2 applied retelling strategy completed. He asked the students to continue to watch the cartoon. The students tried to continue story by retelling the story by their own language after she paused the movie. She asked them some questions. T2 asked the students to guess what the story was after watching the story together. T2 and the students gave feedback one another based on the story content. This activitiy indicated that T2 tried to lead his students to talk spontaniously through asking the questions. And also T2 discussed narrative text with the students. Post-Activity T2 applied reviewing strategy. He gave the reward to the students, reinforced, and concluded the material that had been discussed before, by asking the students some questions. Teacher 3 (T3) In this activity, the teacher used some strategies to teach English speaking skill. Pre-Activity In this stage T3 used direct instruction strategy. He only introduced what the students would do without asking questions as it had been done by the previous teachers (T1 and T2). The data shows that T3 came to the classroom and she directly instructed his students to talk in turn in front of the class, and this activity is called direct instruction strategy. While-Activity The teacher applied direct speaking strategy. The teacher asked students to practice directly in front of the class. This activity was done in turn. After they finished practising, he asked the students some questions. Based on the data, the students directly talked about parts of body in front of the classs after being instructed by their teacher (T3). They did it in turn. This strategy could be called direct speaking strategy. Post-Activity The teacher did not reinforce and conclude the materials that had been discussed. He directly thanked the students for what they had done and at last he closed the meeting. Thus, T3 did not apply a single strategy. He just gave a reward to his students, thanked them, and greeted them directly. Teacher 4 (T4) This part of the activity, the teacher discusses the strategies in teaching reading. Pre-Activity T4 applied brainstorming strategy in the form of questioning. The questions asked students’ homework. The data shows T4 asked the students a few questions before entering to the main activity. It indicated T4 tried to cultivate the students’ prior knowledge. While-Activity T4 used reading a loud or comprehension strategy. Firstly, she introduced students the concept of “this and that”; then, they tried to combine it with the name of the body. In this activity the students were asked to draw the pictures on the whiteboard then pronounced it in front of the class. This activity was done in turn by some students. After they finished reading, she asked the students to answer the questions based on the text given. Post-Activtiy In this stage, T4 used reinforcement strategy to make the conclusion that had been discussed and the students responded to their teacher’s questions.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Teacher 5 (T5) Pre-Activity T5 introduced the material and wrote the indicators of reading on the board. Additionally, T5 used introducing strategy. While-Activity T3 used direct learning and media of picture. She asked the students to answer the questions orally. Then, in the next phase she asked the students to answer again in a certain minutes and discussed them together. The data of T5 show a kind of picture which told them picture of activities in past time to the students. She asked some questions to his students and they answered the questions orally. Then T5 asked her students to make recount text based on their own experience then T5 asked some students to read it. Post-Activity T5 applied reviewing strategy. She asked the students if they had any difficulties then asked the students to do other exercises available in the textbook. The Extent of Teachers’ Use of Media and Strategies in Teaching English in the Classroom This point presents the data analyses which were gained from teachers’ questionnaire. The respondents were all teachers of junior high school at Selong. Teachers create upperception to prepare the teaching and learning The frequency of teachers’ activity on upperception indicates more frequent in the teaching and learning process. It is proved that there are 66.67% of teachers who often created their upperception in the teaching and learning process while the rest is only 33.33% of teachers who are very often applying upperception. The teachers’ preparation of instructional components in teaching English With regards to the instructional components, namely lesson plan, students’ worksheet, instruments, and teaching media or strategies, the response focuses on teacher’ frequency of preparation. Most of the teachers (66.67%) said that they often prepare the teaching and learning components while 14.44% of the teachers very often provide it. Besides, there are only 18.89% of teachers rarely prepare the instructional components. This indicates that the preparation of instructional components is still dominant. Teachers’ preparation of proper media or strategies All teachers of junior high school at Selong prepare media and strategies based on the indicator, teaching goal, and teaching step. It is assumed because the teachers arrange the teaching administration referring to the provided syllabus. Teachers’ planning of media or strategies implementation towards the teaching goal Through eighteen teachers, most of them already plan their teaching program, but some of them still do not arrange it based on the teaching goal. There are 66.67% of the teachers frequently planned the teaching media or strategies connected with teaching goal and only 5.56% who very often do it. The frequency also indicated by teachers’ rareness that is 27.78%. Skills taught using media or strategies From the four skills, the teachers varied in the goal of teaching four skills. Based on the data, there are 55.56% of teachers who often teach four skills in the use of media or strategies and it only 8.33% who always teach by using the media. It also indicates 18
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
34.72% of teachers seldom teach it meanwhile the rest is 1.39% of teachers who never teach the skills using media or strategies. Preferred topics of using media or strategies It must follow the available materials in curriculum. Most of the teachers often choose the topic to teach based on the curriculum using media or strategies that is 58.33% and 18.52% of them who are the most frequent. Conversely, 18.52% of teachers seldom teach the available topics by using media by selecting other ways of teaching approach and then some of whom never teach it. Preferred media of teaching english teaching materials at the eighth grade From 13 media provided in the questionnaire, it turned out that it is just 23.93% of teachers who often apply the number of media and it is only 14.96% for the most frequent. Besides, the average use from 13 media, most of teachers seldom exploit it evenly and then the rest is 27.78% who rarely use it. In terms of favourite media, pictures are identified the most frequent use with 7 teachers who often apply it and four teachers for video and power point. Additionally 1 and 2 teachers for flashard and cue card, subsequently, and the rests are maybe seldom and even never used. Types of strategies in teaching four English skills Based on the questionnaire, each skill has its own strategies been used in teaching. Seeing the data, there are 42.74% of teachers who often use a variety of strategies in teaching English and it is only 8.97% of very often applied. Additionally, teachers seldom use various types of strategies are just 23.08% and some of whom are only 25.21% never use it. The Students’ Responses towards Their Teachers’ Use of Media and Strategies in Teaching English Students’ Responses to the Teacher’ Preparation and Activating Students’ Background Knowledge Table 1 Students’ Responses to the Teachers’ Preparation and Activating Students’ Background Knowledge CODE
NO
1 2 3
OF ITEMS A B C
T1 (36 Students) Percentage / % N S O VO 0 0 56 44 0 0 61 39 0 0 58 42
T2 (28 Students) Percentage / % N S O VO 0 0 25 75 0 0 46 54 0 0 64 36
STUDENTS' RESPONSE T3 T4 (20 Students) (21 Students) Percentage / Percentage / % % N S O VO N S O VO 0 0 35 65 0 4,8 71 24 0 0 40 60 4,8 29 57 9,5 0 15 50 35 0 24 62 14
N 0 5 0
T5 (20 Students) Percentage / % S O VO 0 50 50 25 70 0 5 15 80
Items: A : Teacher attends the class with ready preparation B : Teacher reviews previous lesson to students C : Teacher asks some questions to students related to present topic It can be concluded that most of the students perceived their teachers prepared the lesson and activated their background knowledge before teaching English. a. Students’ Responses to the Teacher’ Use of Media and Strategies in Introduction, approppriateness of material, and motivation of learning English
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Table 2 Students’ Responses in Introduction, Reference, Variety, and Approppriateness of the Teacher’ Use of Media and Strategies STUDENTS' RESPONSE
CODE
NO
4 5 10 13
T1 (36 Students)
OF
Percentage/ %
ITEMS
D E J M
T2 (28 Students)
T3 (20 Students)
Percentage / %
T4 (21 Students)
T5 (20 Students)
Percentage / %
Percentage / %
Percentage / %
N
S
O
VO
N
S
O
VO
N
S
O
VO
N
S
O
VO
0 0 0 0
0 0 0 0
53
47
0 0 0 0
14
79
7,1
0 0 0 0
25
60
15
4,8
33
57
4,8
15
80
5
0
19
71
9,5
80
20
4,8
76
19
0
25
75
0 0
0
4,8
81
14
5
56
44
94
5,6
86
14
0
100
0
21
79
0
0
86
14
N
S
O
VO
80
10
10
0
30
55
15
35
45
20
0
15
70
10
Items: D. Teacher uses media or strategies to introduce the materias. E. Teacher uses media or strategies referring to students’ need. J. Teacher applies a variety of media or strategies in the teaching process. It can be inferred that most of the students perceived all their teachers introduced, used, and taught materials based on students’ need in the use of media and strategies eventhough some teachers still did not vary the media and strategies. Students’ Responses to the Effect of Using Media or Strategies in the Teaching and Learning Process Table 3 Students’ Responses to the Effect of Using Media or Strategies in the Teaching and Learning Process CODE
NO
6 7 12
T1 (36 Students)
OF
Percentage / %
ITEMS
F G L
N
0 0 0
S
0 0 0
O 50 56 44
VO 50 44 56
T2 (28 Students)
N
0 0 0
Percentage / % S 11 14 3,6
O 79 61 36
STUDENTS' RESPONSE
VO 11 25 61
T3 (20 Students)
T4 (21 Students)
Percentage / % N
0 0 0
S 40 40 65
O 60 60 35
VO
0 0 0
N
0 0
4,8
Percentage / % S 19 9,5 24
O 71 71 52
VO 9,5 19 19
T5 (20 Students)
N
Percentage / %
0 0
15
S 25 5 30
O 35 40 30
VO 40 55 25
Items : F : The indicators of using media or strategies are easy and able to be understood. G : The steps of using media or strategies are interestingly followed. L : Teacher uses media or strategies which motivate students to learn English. Seeing the table above, it can be described that most of the students agreed that the media and strategies used by the teachers were easily understandable and interestingly followed which affected to the students’ motivation although some students were not fully motivated. b. Students’ Responses to the Teacher’ Use of Media or Strategies in Involving the students Table 4 Students’ Responses to the Teacher’ Use of Media or Strategies in Involving the Students CODE
NO
OF ITEMS
T1 (36 Students) Percentage / %
T2 (28 Students) Percentage /
STUDENTS' RESPONSE T3 T4 (20 Students) (21 Students) Percentage / % Percentage /
20
T5 (20 Students) Percentage / %
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
8 9 11
H I K
N 0 0 0
S 0 0 0
O 67 72 83
VO 33 28 17
N 0 0 0
S 0 0 0
% O 50 50 75
VO 50 50 21
N 0 0 0
S 5 5 5
O 75 95 90
VO 20 0 5
N 0 0 0
S 9,5 9,5 24
% O 57 48 43
VO 33 43 33
N 10 0 0
S 30 45 5
O 50 35 60
VO 10 20 35
Items : H : Teacher involves students in the process of using media or strategies. I : Teacher gives chance to students in asking and answering section in the use of media or strategies. K : Teacher asks the materials to students at the end of the teaching. Based on the data above, it can be summerized that most of the students perceived that their teachers involved them, gave chance students in the asking and answering questions, and the teachers liberated them at the end of the teaching. However some teachers had not involved students in asking and answering questions in the use of media or strategies. c. Students’ Responses to the Feedback of Teachers’ Use of Media or Strategies
Table 5 Students’ Responses to the Feedback of Teachers’ Use of Media or Strategies CODE
NO
14 15
OF
T1 (36 Students)
ITEMS
Percentage / %
N O
N
0 0
S
0 0
O 58 39
VO 42 61
T2 (28 Students)
N
0 0
Percentage / % S 11 32
O 64 57
STUDENTS' RESPONSE
VO 25 11
T3 (20 Students)
T4 (21 Students)
Percentage / % N
0 0
S 5 10
O 65 20
VO 30 70
N
0
9,5
Percentage / % S 9,5 62
O 52 319
T5 (20 Students)
Percentage / % VO 38 0
N
0 0
S 60 10
O 20 50
VO 20 40
Items: N : Teacher gives test or remedial after using media or strategies. O : Teacher analyzes and evaluates the materials taught by using media or strategies at the end of the teaching. It can be inferred that most of the teacher assesses students at the end of the teaching after applying media or strategies eventhough some teacher had not conducted it regularly.
Conclusions
Referrring to the theories and research results, the conclusions of this study are related to the previous research problems. The data from classroom observation describes that most of the teachers used media and strategies in the teaching process. The activities of teaching were wrapped into three kinds of stages; those are pre- activity, while-activity, and post-activity stages. In preactivity stage the teachers gave the students several questions as brainstorming. These activities were conducted to know the students’ prior knowledge. Then, in while-activity stage, they applied different strategies and media from five teachers observed, namely T1 used a medium of word guessing games (Talking stick game), T2 used audio visual to teach narrative text, T3 applied direct instruction strategy, T4 used strategy of teaching words building, and T5 had the same as T4 but the material was recount text. Based on the teachers’ questionnaire data, the extent of teachers’ use of media and strategies in teaching English resulted in teaching preparation, selecting the materials, the use of media or strategies, teachers’ difficulty in the teaching activity, and teachers ’ reflection and evaluation. The teachers mostly experienced in selecting suitable materials or topics using particular media or strategies. Also some teachers (T1 up to T5) often used monotonous media or strategies. Those were possibly caused by teachers’ difficulty 21
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
to find out approppriate media with certain materials, limited time, and some of whom felt difficult to apply them. The students’ questionnaire can be inferred that most of the students perceived their teachers prepared the lesson and activated their background knowledge, their teachers created clear instructions that could help them to follow the use of media and strategies their teachers involved them in implementing the media and strategies, their teachers applied the media or strategies which were properly considered to the materials goals, and most of them evaluated and gave the exercises to check students’ understanding after using media and strategies. However, seeing from the percentage of all respondents, the frequency items of five teachers who are filled in vary thoroughly. Therefore, all teachers should recheck then evaluate the teaching activities from the planning to the assessment.
References
Ahmad. 2013. Investing Strategies for Teaching Speaking and Reading Comprehension Skills in Pilot International Standard Junior High School; A Case Study in SMPN 1 Selong. Unpublished Thesis. Ganesha University, Singaraja-Bali. Bailey, K. M., and Lance, S. 1994. New Ways in Teaching Speaking. Bloomington, IN: Pantagraph Printing. Brown, J., Lewis, Richard B., Harcleroad, Fred F. 1983. Audio Visual Instruction. New York: Mcgaw Hill. Cahyono, Bambang Y. 1989. Teaching English; Strategy; and Research Finding. Malang: IKIP Malang. Depdiknas RI (Departemen Pendidikan Nasional Republik Indonesia). 2006. Pedoman Kurikulum Tingkat Satuan Pendidikan untuk Sekolah Menengah Atas Tahun 2006. Jakarta: Depdiknas. Dewdney, A. and Ride, P. 2006. The New Media Handbook. London and New York: Routledge. Diem, C. D., Ihsan, D., and Indrawati, S. 2003. Pengembangan Model Program Membaca untuk Meningkatkan Kemampuan Membaca dan Keterampilan Belajar. Linguistik Indonesia: Jurnal Ilmiah, 21 (2), 203 227. Finocchiaro, M and Bonomo, M. 1973. The Foreign Language Learner: A Guide for Teachers. New York: Regent Publishing Co. Ltd. Frankel, J. P. and Wallen, N. E. 2008. How to Design and Evaluate Research in Education. New York: McGraw Companies, Inc. Gebhard, J. G. 2000. Teaching English as a Foreign or Second Language. America: The University of Michigan Press. Gerlach, V.S. and Ely, D.P. 1980. Teaching and Media: Systematic Approach, Second edition. Boston: Pearson Education. Hamalik, Oemar. 1994. Media Pendidikan. Bandung: PT Citra Aditya Bakti. Harmer, Jeremy. 2001. The Practice of English Language Teaching. Essex, U.K.: Longman. Hedge, T. 1992. Writing: Resource Books for Teachers. Alan Maley (Ed.) Oxford: Oxford University Press. Heinch, R., Molenda, M., Russell, J., and Smaldiono, S. 2002. Instructional Media and Technologies for Learning. New Jersey: Prentice Hall, Inc. Hernowo (Ed.). 2003. Quantum Reading. Jakarta: MLC. Jazadi, Iwan. 2008. The Politics of Curriculum (an Interpretive Study of English Language Teaching and Learning at High School in Indonesia). Lempeh Sumbawa Besar: Paracendikia NW Press. Juvy G. Mojares. Teaching Strategies in English, the case of Batagas State University. Malvar: Philippines. (www.litu.tu.ac.th/journal/FLLTCP/Proceeding/564.pdf) 22
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Kasbolah, Kasihani. 2001. Teaching English to Young Learners. Malang: Universitas Negeri Malang. Kasbolah, Kasihani. 1995. Instructional Media of Young Learners of EFL. ELE.I (1): 68-73. Killen, Roy. 2003. Effective Teaching Strategies: Lessons from Research & Practice. Melbourne: Australia. Thomson, Social Science Press South. Locates, C.N. and Atkinson, F.D. 1990. Media and Technology for Education & Training. Columbus, Ohio: Charles E. Merrill Publishing Company. McDonough, Jo and Shaw, C. 2003. Materials and Method in ELT. Malden: Blackwell Publishing Ltd. Miles, MB. and Huberman, AM. 1994. Qualitative Data Analysis (2nd edition). Thousand Oaks, CA: Sage Publications. Mohan, T., H. McGregor and Z. Stromo. 2001. Communicating Theory & Practice. Australia: Thomson. Permendikbud. 2013. Jurnal Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 65 Tahun 2013 tentang Standar Proses Pendidikan Dasar dan Menengah. Jakarta: Depdiknas Republik Indonesia. Ramsden, P. 1992. Learning to Teach in Higher Education. New York: Routledge. Reading. 1993. The Art of Teaching ESL, Leader's Guide to Video: Addison-Weslay. Richards, Jack C. 2006. Communicative Language Teaching Today. United States of America: Cambridge University Press. Rost, M. 1991. Listening in Action: Activities for Developing Listening in Language Teaching. Englewood Cliffs, NJ: Prentice Hall. Savignon, S. J. 1983. Communicative Competence: Theory and Classroom Practice. Massachusetts: Addison-Wesley. Shumin, K. 2002. Factors to Consider: Developing Adult EFL Student’s Speaking Abilities Methodology in Language Teaching. Cambridge: Cambridge University Press. Suleiman, Amir H.. 1985. Media Audio-Visual for Teaching. Jakarta: PT Gramedia. Sutiyono. 2013. Metode Penelitian dan Korelasional. UPT Pendidikan Kecamatan Gebog, Kudus, Jawa Tengah. Suyanto. 2007. Artificial Intelligence Searching, Reasoning, planning, dan Learning. Bandung: Informatika. Syandri, G. 2015. A Case Study on the Use of Visual Media in English Instructional Process at State Islamic Secondary School 1 Malang. IOSR Journal of Research and Method in Education (IOSR-JRME): 5,4, 46-56. Taiwo, S. 2009. Teachers’ Perception of the Role of Media in Classroom Teaching in Secondary Schools. The Turkish Online Journal of Educational Technology: 8, 1, 8, 1303 – 6521. Thomas, M. 2008. Effective Teaching: a Measure of Excellence. New Delhi: S.Chand & Company. Thalal, M. 2010. New Insight into Teaching of English Language to Indonesia Students. Unpublished Paper. Ur, Penny. 1996. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press. White, R., and Arndt, V. 1994. Process Writing. London: Longman. Wycoff, J. 2002. Menjadi Super Kreatif. Terjemahan Rina S. Marzuki. Jakarta: Kaifa. Yule, G. 2001. The Study of Language. Cambridge. Cambridge University Press.
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Analysis of Multiple Intelligence for Students on Grade 5th in Elementary School of Nenak Tembulan 1
Sulistiani Losini, 2Imanuel Sairo Awang, 3Eliana Yunitha Seran STKIP Persada Khatulistiwa Sintang, Kalimantan Barat, Indonesia 1
[email protected],
[email protected],
[email protected]
Abstract
The ability of learners in receiving and processing knowledge relies heavily on the intelligence he had. Then, by knowing the form of intelligence of the learner, the teacher can apply the concept of learning correctly, according to the intelligence he had. This study was conducted to determine the type of intelligence possessed by learners and what form of intelligence developed in the classroom so that students can accept the concept of knowledge effectively. The research was carried through a qualitative approach with a qualitativeverification method. Analysis of the tipes of intelligence that made the object of this study is based on the concept of multiple intelligences consisting of verbal intelligence, logicalmathematical intelligence, spatial intelligence, kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalistic intelligence and existential intelligence. Based on the analysis, it was concluded that, in the fifth grade students of State Elementary School 29 Nenak Tembulan have different intelligence that is verbal intelligence, spatial intelligence, kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence, naturalistic intelligence and existential intelligence. Meanwhile, teachers have also been conducting multiple intelligence based learning through active learning that is centered on the learner. Keywords: multiple intelligence
Introduction
Education is a process that is very important in life. Education has a role to develop human resources. The purpose of education based on the 2003’s Indonesian education law shows the development of students' potentials to become a man of faith and fear of God Almighty, noble, healthy, knowledgeable, skilled, creative, independent, become citizens democratic and accountable. The quality of education is very necessary attention to achieving educational goals. While the quality itself can be seen from the success achieved by students during the learning process. It is important in the learning process is to instill the meaning of learning activities for learners to be beneficial learning outcomes in life. So that is expected of educators able to execute the process properly. Good learning process is necessary so that learners feel pleased in learning and does not boredom and trouble in learning. Many of the findings from the various references, about the usefulness of methods, models, and techniques used by educators in the learning process. However, various strategies are still not optimal. Many learners still feel tired, bored, alone noisier when the teacher explains the subject matter. Learners, especially at the elementary school level is a child who must be protected and educated to achieve primacy in life. It is important especially in an effort to draw closer to God Almighty, considering that primary school children are still at the beginning and a new level still taking the world of education. Both the parents who are teachers can build them at home first child will be able to socialize in the community and loved by people. 24
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The human mind contribute human behavior. So that, what is seen on a person's behavior that may indicate the sense used. According to Tim Penyusun Pusat Kamus (2007), human intellect means the mind, effort, clever or smart. In other words, it is also an intelligence that is inherent in human beings, in which intelligence is one aspect that is associated with the human. God created human beings as unique. Even though twins, there’s no one in this world is created equal. This is a long time in science education known as the concept of individual differences. Therefore, the classical system in the classroom is not in accordance with the concept of individual differences, because the classical system considers all students in the class were in many aspects regarded homogeneous. As a result, students becoming less noticeable and makes the achievement and student learning outcomes are not optimal. This condition is exacerbated by the use lecture method in teaching and learning that is poor. Through discourse, taught the same material, the prerequisite capabilities of students being equal, the assignments given to the students is the same, media and props used is the same. Finally, the end result of knowledge, attitudes, and skills expected the same. Even the achievement test used to measure students' competencies are the same. That is characteristic of the classical system in the learning process. Nowadays, intelligence to be the main thing in determining the success of a person. The higher the person's academic intelligence then it will be rated higher intelligence. Every human being is created by having a wide range of characteristics, one of which is intelligence. Intelligence have often defined as the ability to understand something and the ability of the opinion, the more intelligent a person so the sooner he solves a problem. Intelligence is mean intellectual ability, so it is not uncommon that during this intelligence is measured by the ability to answer the questions of standardized tests in classrooms that are used to measure the cognitive intelligence. Implementation of the system that are then gained criticism from many experts. Vygotsky (as cited by Suyono and Hariyanto, 2011: 111) says the student is a unique individual needs and unique background as well. The statement implies that students should be seen as being complex and multidimensional. Howard Gardner (as cited by Suparno, 2013: 17) writes that intelligence is not only defined as intellectual intelligence just as valid for this, but that intelligence involves a person's ability to solve or resolve problems'. The results of observations conducted in February 2016 at the SD Negeri 29 Nenak Tembulan findings that most elementary school students, especially in class V, only be considered on its intellectual. Learning activities undertaken by teachers always aimed to develop the intellectual, since other learners have a difference ways to understand what is delivered by teachers., in addition learners also have a way or style of learning is different. On the other hand, there are some students who may also conduct other activities, namely write well, do the problems well without disturbing the surrounding friends, making a beautiful drawing, and ability to sing. The various descriptions make the author wants to know about types of multiple intelligence that is developed in multiple intelligence concept, so as to help teachers know how or learning styles of their students in learning and educating students according to intelligence possessed. In this study, the authors analyzed the Multiple Intelligence want to try to help resolve the problems faced in the learning process. The result of analyzing is to provide treatment that is in accordance with the way the brain learners in learning. 25
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This research was conducted by interview with the class V students of SD Negeri 29 Nenak Tembulan. Learners are selected using the linear method snowball modle, which the participants were interviewed were asked to designate who the next respondent. If the data collected is sufficient, then the implementation of the interview was stopped. The tools used in obtaining information from respondents as interview guides that are open. Interviews were conducted in-depth interviews with the strategy in order to obtain more detailed data.
Multiple Intelligence
Intelligence in humans are generally different, which means everyone has different abilities to solves the problems. The differences of intelligence by everyone that is introduced by an expert Gardner as multiple intelligence. Gardner is an expert in developmental psychology and education professor of the Graduate School of Education, Harvard University, USA. Gardner had spending a lot ot time to research on an intelligence, so that sprang various intelligence known. As cited by Zarei (2014: 23), Gardner difines intelligence as a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture. Multiple Intelligence is the overall ability of individuals to think and act in a focused, solve problems, gain knowledge, process and control of the environment effectively, as well as using the past to realize a change in the direction of better. Gardner (as cited by Kosasih & Sumarna, 2013: 167) defines intelligence as the ability to solve and produce products in a diverse setting and in a real situation. In this case, intelligent person can solve the problems in real life, not only in theory. Furthermore, (Susanto in Kosasih & Sumarna, 2013: 167) stated thats intelligence is the ability of a person to see a problem and then resolve or make something useful for others ''. Then, Armstrong (as cited by Kosasih & Sumarna, 2013: 167), suggests that intelligence is the ability to capture the new situation as well as the ability to learn from past experiences a person. The notion of several, it is conclude that the intelligence is an ability possessed by every individual in solving problems, and solutions using intelligence possessed.
Types of Multiple Intelligence
Gardner’s (see in Widyasari, et al., 2013: 13) theory of multiple intelligences, with its broad, culturally based view of what constitutes intelligence, indicates that, as with all human activities, language learning is a complex interaction of number intelligences. Gardner (in Suparno, 2013), there are nine types of multiple intelligence, ie. linguistic, logicalmathematical, spatial, kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential intellingence. Linguistic Intelligence Linguistic intelligence is the ability to use words or language effectively, either to influence or manipulate. Linguistic intelligence emphasize intelligence in word processing, both orally and in writing. For that someone with a well-honed linguistic intelligence will show the joy in playing word. Linguistic intelligence helpful to speak, listen, read, and write in real life. Linguistic intelligence has several indicators, such as listening properly, can be a speaker, a child can give an opinion, be able to write based on an image or scenery that he/she saw. Logical-Mathematical Intelligence Logical-Mathematical Intelligence is a skill work with numbers and skill to use logic. Logical Mathematical Intelligence is math activities, and reasoning that this intelligence activity like counting, and has a high speed in solving mathematical problems. Someone who has the high logical-mathematical Intelligence tend to be more active in asking and seeking answers to things. The benefits of this intelligence is to analyze 26
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financial statements and mastering the calculation. Indicators in Logical-Mathematical Intelligence are a person capable of classifying objects in various ways, showing the names of objects and their characteristics along, counting with pointed objects, and categorize geometrical forms. Spatial Intelligence Spatial intelligence is the intelligence in the drawing room and visualize. This is involves the ability to visualize or create a picture in both mind and imagination. People who have high intelligence space, usually accompanied by imaginative power quickly and accurately. The intelligence of space tend to be happy to play as he often did children in low age. The Indicators in spatial intelligence of which is to create a variety of images, tells the story of the image seen, drawing, and coloring. Kinesthetic Intelligence Kinesthetic intelligence is the intelligence of the whole body. In everyday life we need this intelligence. Kinesthetic intelligence or bodily-kinesthetic intelligence can be understood as well as the intelligence of skill in moving a limb. Kinesthetic intelligence can be observed from childhood such as children playing, running, kicking, dancing, and so forth. Kinesthetic intelligence tend not to sit still, easy to imitate. Indicators such bodily-kinesthetic intelligence is imitating or plagiarizing, jumping every aspect direction without frequent falls, running with varied styles, rebound and throw the ball and catch the ball. Musical Intelligence Musical intelligence is the ability to change or create music as well as keeping the rhythm. Musical intelligence involves the ability to sing a song, remember the melody of music, have the sensitivity or just enjoy the rhythm of the music. The Characteristics of children in musical intelligence is the child likes to play a musical instrument at home or at school, loved music and singing lessons. Musical intelligence is certainly very loved by people who love music, it is usually found by an music teacher. There are certain students who love to sing during process of learning in the class. Indicators for the musical intelligence is singing national songs with simple thing, making sounds of various instruments, playing various musical instruments, include make a song very well. Interpersonal Intelligence This intelligence is the ability to understand and work for others. This intelligence involves many things, including the ability to empathize, ability to lead, and the ability to organize others. The characteristics of interpersonal intelligence in children whom are having a lot of friends, love to socialize, engage in many activities, act as mediator if his fights, high empathy for the suffering people.Interpersonal intelligence indicators include being friendly, speak politely, sharing, not difficult to lend items to his friend, would greet his friends. Intrapersonal Intelligence Intrapersonal intelligence is the intelligence to analyze ourselves and contemplate in silence and have ability to assess one's accomplishments with the deepest feelings. This intelligence involves the ability to understand yourself, the intelligence to know who the actual ourselves.The characteristics of intrapersonal intelligence in children is have a strong determination or willpower, work and study well, have high self-confidence, a lot to learn from mistakes, focus on thinking. Indicators such intrapersonal intelligence is not like teasing, able to do the work yourself, show pride in their own work, using other people's things carefully, is able to set the time. Naturalist Intelligence The naturalist intelligence is intelligence to recognize the forms of nature around us, such as flowers, birds, trees, and so forth. The naturalist intelligence is also the intellect 27
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in understanding the nature that includes the ability to identify and classify flora and fauna. The characteristics of naturalistic intelligence variated. This is including loving the animals and plants, happy to enjoy the trip in the outdoors, very please make a garden, delighted in observing animals and plants. The indicators include the naturalist intelligence can love plants and animals, feed the animals happy, happy to clean up the environment, dispose of waste in place. Existential Intelligence Existential intelligence is the kind of intelligence that is related to the sensitivity of connecting between the existence of the self with the universe. This intelligence is also the ability to address some of the fundamental questions about human existence. Existential intelligence helps students to realize themselves would be the existence of such significance in the presence of family, understanding the usefulness of all God's creatures, also interest in following the lessons.
Research Method
This research is an qualitative-verificative research design, which seeks to find the types of multiple intelligence that is developed in multiple intelligence concept according to Gardner. Bungin (as cited by Awang, 2015: 29) write that qualitative-verificative research design is an inductive approach to all research process that will do. As a conclusion, this research is started from the data which is obtained is verified in order to supporting the research to next will be analyze”. The data analyze using qualitative-verificative strategic with deep interviews tecnics. Bungin (2007: 71) wrote strategy for verification of qualitative data analysis is an attempt inductive analysis of research data is performed on the entire process of research done. Data analysis techniques in this study prefer the data that has been collected. In this study, starting from data that has been collected then it is classified. After that the data should be concluded and it is associated with the theory.
Results and Discussion
The data collection was done by using interviews conducted outside school hours such as at recess and in doing extra activities. Overall, all learners were interviewed. This helps researchers to get to know the students more closely, after the researchers could determine the informant to be interviewed more deeply by looking at each aspect of intelligence. The number of informants who were interviewed in depth as many as nine students with initials PCC, MP, UM, PCC, GD, WA, FT, TF, JS, and H. Interviews were conducted in groups, but researchers remain focused on informants who have been determined by the investigator based on results observation and interviews before. The findings in this study are described as follows. Linguistic Intelligence Students interviewed were quite active in the learning process in the classroom. Students who’s initials MP said she heard well when the teacher explains or when the teacher was talking and MP happy if her teacher tells. She not only listen to the teacher alone, but when his friend was reading the work in front of the class, the students also listened carefully. MP also have the courage to speak, MP wants to issue an opinion when the teacher asked to issue an opinion, for example, when the teacher told specify how to save natural resources, MP replied not cutting down trees carelessly, do not fill the tub until the water overflows. In addition to MP, PCC also has the linguistic intelligence, PCC can listen well when the teacher is talking, as well as his friends were talking. When asked in addition to listening to the teacher explains the material, what is being done? PCC answered he wrote, and asked if it 28
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did not understand the explanation of the teacher to say, sometimes I wonder though examples can imagine. When asked once did not issue an opinion, PCC answered never, but sometimes my answers just like a friend. Furthermore, UM also has the ability in the aspects of linguistics. When asked whether happy listening to people talk, UM answered very happy, like listening to the teacher told me. What is being done but to listen when the teacher was telling? UM answered I am while writing, but not everything I write, because I also remember it so it was not written all. When asked whether the happy and never tell a story on a friend or a parent at home? UM answered most happy, sometimes I retell the story the teacher explained to my mother and sister at home. From the interviews obtained, it can be concluded that their ability to process words either spoken or written categorized sign on verbal intelligence or linguistic intelligence. Spatial Intelligence PCC is a student who loves drawing. When asked whether love to draw? The students immediately answered likes. In addition, the students also love to colorize the image that was created with passion. PCC also want to share the images that have been made. In addition to PCC has the ability on the spatial aspects there are also other learners such as DM and WA. DM also liked drawing, especially when the teacher was explaining the material, I used to draw, but it is also happy coloring pictures that I have made with passion DM said. When asked what images are often drawn? DM replied scenes, sometimes drawing cartoons also. WA also has the ability in spatial aspect. WA said it was like the drawing. WA says he would be even more pleased if the drawing lessons every day, could draw landscapes very much like kelam hills (a favorite place in Sintang region), views of the beach and on the beach there are children playing football, view of the village grandmother. From the interviews obtained, it can be concluded that their ability in drawing, is able to visualize through a drawing activity categorized as spatial intelligence. Kinesthetic Intelligence GD is a child who always move in the class. When asked whether the love of the sport, GD responded very like. If asked, what to do when the teacher is practicing how to create a line to make triangles? GD replied that he could easily emulate. The students are very happy to get PJOK lesson (sport education lesson) . PJOK lesson that a lot of practice in the field, do not like to learn in the classroom only teachers who can walk, that is GD said. AP also very pleased to get sports activities. AP says I used to jog with my uncle when it was afternoon, and also used to play football with my friends every day. When asked what subjects are most preferred, AP replied it is PJOK lesson, because it can exercise such as playing football and baseball. In addition to AP, LR also said it’s very happy doing sports activities, especially PJOK lesson. The teacher always took exercise in the field if it does not rain. When asked what is being done in the classroom when the teacher did not go to class LR answered sometimes stories with friends, play game with friends. From the interviews, it can be concluded that in addition to having the ability to move a limb, such as the loved sports, someone who can not sit still (always wanted to do activities) as a student who can not sit still in his chair categorized as kinesthetic intelligence. Interpersonal Intelligence FT has many friends, when interviewed are you happy to have a lot of friends, these students answered that she is very happy. FT also be friendly, when asked what to do when you meet a teacher or a friend on the street? FT replied smile, say hello and shake hands and invited the stories. Furthermore, when asked whether the student is difficult to lend items to friends, 29
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students answer not difficult, I am happy to lend. FT also happy to cooperate, when asked if likes learning discussions, the FT said was very pleased that the work done faster, and could be a story with friends. In addition to the FT, there are also other learners who have the ability in interpersonal aspects such as KP. KP, including children who easily get along with people around, and KP happy if the learning activities conducted by discussion. When asked subjects what is preferred for and why? KP replied, I love Bahasa Indonesia lesson. Because the teacher give assignments and worked with the discussion. From the interviews obtained, it was concluded that a person who has the ability to cooperate, can easily interact with people around, categorized as interpersonal intelligence. Intrapersonal Intelligence TF has properties diligently and sincerely in an activity such as when working on questions given by the teacher. When asked whether happy if given individual tasks, TF answered that he is very happy because it can better do so, if the friends do usually noisy, and sometimes friends like cheating answer got me. When asked what to do when the teacher is not in the classroom? TF answered seat, remains the task assigned by the teacher, if completed, I drawing in a book while waiting for the teacher to class. DL also includes children fairly diligent. She have sincerity in doing the task assigned by the teacher. When asked learning together with friends or learn on their own and why? DL answered that she prefer to learn on their own because if the study itself more secure, and no one is borrow a pen, let savers, sometimes borrow a pen friend forgot to return it back. When the DL was a picket own class and asked why the picket class is not shared with friends the other? DL replied, indeed this part I clean the teacher's desk and set up water hand washing when on duty, so I do not have to picket with friends, when pickets with friends usually rowdy, many grumble-grumble create any headache. From the interviews, it can be concluded that a person who has the ability to work alone, has a high persistence is as intrapersonal intelligence. Naturalist Intelligence JS is pretty diligent student. She clean up the environment. She also watering flowers in the school without prompting. When asked whether love to have a pet and had a flower plant? JS replied I love both. When asked what are some ways we love animals and plants around? JS replied with bathing pets, pet feeding three times a day, watering plants, pulling weeds around the plant and dispose of waste in place, prohibiting sister for littering. SW also pleased to pay attention to their surroundings, She diligently caring for plants that exist in the schools. When asked why every day should be moved position of pot plants? SW replied My mother told me the usual tiny snail was hidden on the sidelines of potted plants, so it should be moved so that small snails do not like staying on the sidelines of pot plants, so the plants will be safe". From the results of these interviews, it can be concluded that a person who has concern for the surrounding environment, like to look after animals and plants are part of naturalist intelligence. Existential Intelligence H is a fairly diligent student as well. In addition to show diligence in conducting its activities, H also want to ask the purpose of the activities carried out such as what is the purpose of the study of religion?. He was curious because very fond of religious instruction, but not tested in the National Examination. When asked what to do before and after an activity, he replied that it is pray first. 30
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Furthermore, students who initials FT were asked whether students obey the rules at school? the students responded very obedient, and the FT directly mention a few rules that exist in the school such, should not be late to school and had to wear a belt that has been determined. When asked what the goals should not come late to school? FT replied it’ so as not to be punished. Based on the description of these discussions can be concluded there is a correlation theory of Howard Gardner that there are intelligences that exist in individuals, but not all of them stand out. From the research, it’s obtained from the ninth intelligence, not all the intelligence develops in class V students of SD Negeri 29 Nenak Tembulan. The intelligence that developed in class V students of SD Negeri 29 Nenak Tembulan ie. linguistic, spatial, kinesthetic, interpersonal, intrapersonal, naturalist, and existential intelligence.
Conclusion and Suggestion
The conclusions in this study is there are various types of multiple intelligence that develops in class V students of SD Negeri 29 Nenak Tembulan, which is linguistic intelligence, spatial intelligence, kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence, and existential intelligence. Various suggestions that can be considered in the next study is can be focused on aspects of the application of learning that develops the concept of multiple intelligence and the necessary effort to understand of learning process in order to applied in accordance with the intelligence that everyone.
References
Awang, I. S. (2015). Kesulitan Belajar IPA Peserta Didik Sekolah Dasar. Jurnal Vox Education. 29, 26-42. Bungin, B. (2007). Penelitian Kualitatif: Komunikasi, Ekonomi, Kebijakan Publik, dan Ilmu Sosial Lainnya. Jakarta: Kencana Prenada Media Group. Kosasih, N. dan Sumarna, D. (2013). Pembelajaran Quoantum dan Optimalisasi Kecerdasan. Bandung: Alfabeta. Suparno, P. (2013). Teori Inteligensi Ganda dan Aplikasinya di Sekolah: Cara Menerapkan Teori Multiple Intelligence Howard Gardner. Yogyakarta: Kanisius. Suyono dan Hariyanto M.S. (2011). Belajar dan Pembelajaran. Bandung: PT Remaja Rosdakarya. Tim Penyusun Pusat Kamus. (2007). Kamus Besar Bahasa Indonesia. Jakarta: Balai Pustaka. Widyasari, F.E., Rochsantinigsih, D., Sujoko. (2013). The implementation of multiple intelligences on the process of teaching and learning English ( A case study on fourth grade students of SD Kristen 3 Klaten in the academic year of 2013/2014). English Teaching. 13, 12-22. Zarei, A.A., & Afshar, N.S., (2014). Multiple intelligences as predictors of reading Comprehension and vocabulary knowledge. Indonesian Journal of Applied Linguistics (IJAL). 23, 23-38.
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Implementation Of Lesson Study As Efforts to Motivating students in biology course (the patterns of heredity content) Baiq Fatmawati Universitas Hamzanwadi, Indonesia
[email protected]
Abstract
A contextual and active learning can be designed by the teacher as the person responsible in the learning process by applying the theory and principles of contextual and active learning.The learning systemcan be done with any various ways in practice, one of them is implementationof lesson study.By the implementation of lesson study expected to motivate students for learning biology courses,especially in the patterns of heredity content.The Research was done of students in1stsemester of the year 2015/2016 with 24 students at Program Biology educational STKIP Hamzanwadi Selong.The stepspreparation of learningdevice inpatterns ofheredity content consists of plan, do, and see.A Data obtained,analyzed in descriptive qualitative byobservation of activities during the learning process,that is attitude and skills students. Keyword: lesson study, attitude, skills, a pattern of
Backround
Submission of abstract content sometimes difficult to be submitted requires a careful planning to be easily understood by students. One of themis General biological, in it there are abstract contents and need a proper analysis. One of content in the biologyis patterns of heredity, which discusses about the cross of plant.The problem often encountered by lecturers related with enhancement quality of teaching is essentially rooted in obscurity hierarchy in learning process. A planning, implementation and reflection learning process never implemented continuously collegiality and accountability. Generally,lecturer prefers to work alonely in preparing and implementing learning device.Learning activities dominated by lecturerkonvensional method. Discussion method usually used to intersperse utilization discourse method is not applied properly. Discussion only applied if the student is charged a task group to make the paper a certain matter. As a result, creativity or innovation learning conducted by lecturers lacking overall improve the quality of learning. In addition, the impact also on student's motivation in study such as attitude and their skills during the learning takes place. Based on this, necessary reforms and improvements to the mindset lecturers in order to collaborate and share with other lecturersand open to improvement learning.One of the learning systems suitable to be applied to improve learning process is is Lesson Study. Lesson study is professionalmodel for foundingeducators through assessments and ongoing collaborative learning based on the principles of collegiality and mutual learning to build a learning community (Hendayana et al, 2006). Lesson study was conducted in three step namely is Plan, Do, and See.Gordon (Aunurrahman, 2011) states that the development of students is the aim by all colleges and lecturers, its means that very wrong if the lecturerjust responsible for presenting the content in his courses.The development potential students in the learning process should be comprehensive and integrated. The development potential students are not balanced in turn will make tend education to be more concerned with the development one aspects of personality, particular and partial. Therefore, the problemthat wants to put 32
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
forward in this research paper is how the impact implementation of lesson studyin biology teaching, especially in theheredity of patterns content?
Research Method
This study used a qualitative descriptive to reveal the facts, variables, phenomena, and the circumstances that occurred while running research and presenting as it is. A reponden is students in first semester STKIP Hamzanwadi academic year 2015/2016 amounting 24 person. Observation instruments in the form of attitudes, skills and responses student learning. The indicators for Attitude (Cooperation, Responsibility, and Curiosity), and Skill (calculate, Using and Creating Tables).Attitudes instrumentsform are presented in Table 1, skill in table 2, and student responses in Table 3. The process implemented previously patterns of heredity content that is meeting with other lecturer to discuss about learning device (syllabus) or be known as Plan. At the time of Plan, all of components in syllabus are discussed, from the suitability content, method, until the final assessment. After the plan, the next process is Do. Do is applying syllabus that has been in plan along other lecturer accordance course scheduleand involves the observer, the observer is the lecturer in biology education program. Next step is Seethat isreflecting the activities during learning process. In the See, the findings presented by other lecturer as an observer, for the improvement of teaching at next meeting. Tabel 1. Attitude Indicator Aspect Coorperation
Responsibility Coriousity
Tabel 2. Skill Indicator
Aspect
Indicator
Score
Actively involved during discussion Less actively involved during discussion Not actively involved during discussion Completed a work Completing half a work Not Finishing work Finding patterns and correctly Finding patterns half and right Not finding patterns and wrong
3 2
Indicator
1 3 2 1 3 2 1
Score
Calculate F2 results and percentage correctly Calculate F2 results and half percentage correctly Calculate F2 results and lack percentage correctly Using a Using propeller carefully and correct propeller Using propeller carefully and unselective Using propeller correctly Creating/ Creating / writing table complete and correct writing Creating / writing table sketchy and correct table Creating / writing table incomplete and wrong Calculate
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Nomber of student
3 2 1 3 2 1 3 2 1
Nomber of student
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Tabel 3. Form of respon student about learning
Nama: NPM: Petunjuk: Beri tanda (√) pada kolom “ya” dan “tidak”, kemudian berikan alasan saudara dengan jawaban yang telah dicentang pada kolom keterangan
No 1 2 3 4 5 6 7 8 9 10
Question A used learning method is new for me A applied Learning methods are keep me to motivated My hands became skilled with applied learning method A better understand the concept with applied learning methods My creativity appear with applied learning methods I feel asleep with applied learning methods The applied learning method make me confused I feelafraid during the learning process because there are some observer A learning method make me boring A learning method has been applied previously
Yes
No
Results And Discussion
Lesson Study cycle Lesson Study was conducted in three step that is Plan, Do (implement), and See (reflects). In other words, Lesson Study is a way of improving the quality of education that never ends (continuous improvement).
Figure 1. a cycle of learning Lesson Study
Plan Collaboratively, a lecture planning a learning base on student-centered learning in the classroom.A plan aims to produce lesson plan are believed be able to effectively and awaken active participation of learners in learning.The teachers belonging of the TIM Lesson Study collaborate to arrange a lesson plan that reflects the student-centered learning. The steps in the implementation of the plan include: 1) Analysis the needs and problemslearning by seeing the scope of the basic competencies, how to teach a students, lack of facilities solutions and vehicle of learning, 2) estabilisha observation procedures including instrument research, and 3) simulation lesson plan. A Tim lesson at study biology education program STKIP Hamzanwadi Selong involving nine person with details that seven lecture as observer, one lectureas internal monitoring and evaluation, and one person as a cameraman. Plan held on October, 222016. At the time plan, all devices that have been made are presented, consists of: syllabus, unit lecture event, student 34
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
worksheets, media of learning to be used on the content. The contents discussed are the patterns of heredity includes a cross between two individuals with two different trait (dihybrid), and a cross between two individuals with three trait (trihibrid) with problem solving methods, using propeller blades patterns of heredity from cardboard used as a medium of learning. At the time to prove a cross, the students assisted with media learning that has been provided and verification by using the punnet table.
Figure 2. Plan activity in study biology education program room
Do A lecturer in implement student-centered learning, while another lecture observing students' learning activities. Do is implementing the lesson plan that have been formulated in the previous step. The step in Do include: 1) observation activities conducted by other team Lesson Study, 2) The focus observation directed at the activities of learners, 3) Observers should not distrub a learning activities, 4) Observer not to be discussed during the learning process, and 5) not to evaluate teacher performance. Do, held one meeting with the allocation of 3 x 50 minutes, according the schedule of lectures on October, 26 2016. At the time Do, team lesson study doing out their task as an observer and a cameraman. All lecture observing learning process suiteble instrument learning that have been discussed at the time plan.At the moment Do, some students do not use of media learningwhich has prepared. Only use a punnet table that have been made, and there are still not understand how to crossing the marriage primarily on parental. Students look seriously attempted crossing by using the punnet table.
Figure 3. Do process 35
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
See See is the reflection after learning process, see immediately implemented after finished teaching. The objective See is to correct the learning process has been implemented, observers suggested a variety of valuable experiences and findings were analyzed by lecturers propound various experience and the findings were analyzed by models lecturer and be used to further improve teaching quality. With the principle of collegiality, collaborative reflects the effectiveness of learning and mutual learning. A stepreflection (See) are finding the advantages and disadvantages of learning process. Steps in reflection include: 1) conveying the impression during the learning process, 2) Observer submit a comments or suggestions, and 3) Self-reflection.
Figure 4. See process A result of reflection, obtainableresults an Attitude: student active in trying to prove dihybrid and monohybridcross using punnet table, this is accordance with the score obtained that is 54.2% of curiosity indicator. Skill: Student less used of media learning, some students harness to lower the parental from the cross (see from a score of 3 and 2 with nearly the same result; score 3 (45.8%) and 2 (41.7%). More results details for each the attitude indicator is presented in chart 1 and chart 2. A suggestion from internal monitoring and evaluation person and observer is to embed the basic concepts of cross marriage and the need to practice repeatedly.
Graph 1. Acquisition percentage attitude indicator observations during the learning process
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Graph 1. Acquisition of Skill indicator percentage of observations during the learning process
Impact of lesson study
Lecturer model Lecturer models knowing the factors that may affect the learning process. Lecturer models can improve teaching skills using strategies that lead to student centered learning. Lecturer models more intense to guided and facilitate the students during discussion. Lecturer model is more confident in teaching. The relationship psychologically between lectur and students more closer Communication between lecture and students more intense and active. Observer The experience of observer during observing learning process is to get a sense of cooperation and responsibility in their works. Observer learn about better learning from lecturemodels appearance. Usman (2000) stated that three tasks teachers as a profession include educating, teaching and training. (1) educate means to continue and develop the values of life, (2) teaching means to continue and develop science, (3) training is about developing skills students. Student A lesson study system get a positive response from all students, they are not nervous although observer seeing all of them in learning, more motivated to follow lectures, the quantitative results are presented in graph 3. Communication between them more active and aggressive in sense that they are corrected opinion when forward the discussion results.Students more reticent to talk with other friends in the classroom.
Figure 3: The response of students to the pattern of lesson study 37
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Lesson Study is a systematic process that is used by teachers in Japan to test the effectiveness teaching in order to improve learning outcomes (Garfield, 2006). Lesson study is a model professional founding for educators through assessments and ongoing collaborative learning based on the principles of collegiality and mutual learning to build a learning community (Hendayana, 2007: Ibrahim, 2013). By implementing Lesson Study in learning, will be able provide an opportunity for lecture to learning how to learn and learn about teaching. Suratno (2009) stated that the implementation Lesson study is believed to improve the basic knowledge in learning, improving the professionalism of educators, and build a learning community. The same is expressed by Copriady (2013) that the expansion of the learning process through the implementation Lesson study can be used as a professional development program.Perry and Lewis (2008) suggest the implementation of lesson study as a learning problem-solving solution, because the lesson study can facilitate whatever method is used (Lewis, 2002). A model founding lesson study can be used as a model for teaching founding for lecture toward students (Rustono, 2008). Lecturers need to think about lesson study as a way to improve the quality of teaching and improvement of learning process for students (Yoshida, 2012). Each lecture have advantages and disadvantages, there is no perfect learning process, so that lecturers must learn in order to teach better.
Conclusion
Implementation of lesson study in biology course, particularly of heredity patterns content very useful, motivationand activities student looks different from previous lectures. Attitude and skill is honed, a positive experience gained either from lecture models, observer and the students as actors of lesson study.
Daftar Pustaka
Aunurrahman.(2011). Belajar dan Pembelajaran. Bandung: Alfabeta. Copriady, Jimmi. (2013). The Implementation Of Lesson Study Programme For Developing Professionalism In Teaching Profession.Published by Canadian Center of Science and Education.Asian Social Science. 9 (12): 176-186. Garfield, J. (2006). Exploring the Impact of Lesson Study on Developing Effective Statistics Curriculum. (Online): www.stat.auckland.ac.nz/-iase/publication/11/Garfield.doc. diaksestanggal19-6-2006 Hendayana, S., dkk. (2006). Lesson Study: suatu Strategi untuk Meningkatkan Keprofesionalan Pendidikan (Pengalaman IMSTEP-JICA). Bandung UPI Press. ................................. (2007). Studi Peran IMSTEP Dalam Penguatan Program Pendidikan Guru MIPA Di Indonesia.Educationist. Vol 1 (1): 28-38. Ibrohim.(2013). Implementasi Lesson Study Untuk Meningkatkan Kompetensi Pendidik, Kualitas Pembelajaran di Sekolah dan LPTK Serta Perkembangannya di Indonesia. Makalah disajikan dalam Workshop Sosialisasi Lesson Study Program LEDIPSTI Sekolah Tinggi Keguruan dan Ilmu Pendidikan Hamzanwadi Selong, 19-20 April 2013 Lewis, C. (2002). Lesson study: A handbook for teacher-led improvement of instruction (Brief guide to lesson study). Philadelphia: Research for better schools. Online.www.lessonresearch.net/briefguide.pdf. Perry, R & Lewis, C. 2008. What Is Succesful Adaption Of Lesson Study In The US?.J.Educ Change. (10):365-391. Rustono, W. S. (2008). Meningkatkan Kemampuan Mahasiswa Menerapkan Strategi Pembelajaran Melalui Lesson Study Di Sekolah Dasar.Jurnal pendidikan dasar. (10):1-7. 38
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Suratno, T. (2009).Toward a Fruition of Lesson Study in Indonesia: The case of technical cooperation between Faculty of Mathematics and Science Education (FOMASE) UPI and Japan International Cooperation Agency (JICA) 1. Proposed to the Committee of International Symposium the Launching of Center for Research on International Cooperation in Educational Development (CRICED) Indonesia University of Education (UPI).New Paradigm of Education for Improving the Quality of Life. Bandung, August 18-20, 2009. Yoshida, M. (2012). Mathematics lesson study in the United States: Current status and ideas for conducting high quality and effective study. International Journal For Lesson And Learning Studies. 1 (2): 140-152.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Penggunaan Metode Concept Mapping dalam Meningkatkan Hasil Belajar IPA Kelas IV Sekolah Dasar 1
Mayarni, Kusmajid Abdullah,2Goan Syarifah. FKIP UHAMKA Jakarta, Indonesia, Guru SDN Jatisampurna VIII, Indonesia 1
[email protected],
[email protected].
Abstrak
Penelitian ini merupakan Penelitian Tindakan Kelas, dilakukan pada tahun pelajaraan 2012/2013.. Bertujuan untuk melakukan upaya meningkatkan hasil belajar IPA melalui metode Concept mapping (peta konsep) di kelas IV salah satu SD di kota Bekasi. Penelitian dilakukan sebanyak tiga siklus, setiap siklus terdapat 2 kali pertemuan. Kegiatan penelitian juga menyertakan kolabolator yang melakukan pengamatan dengan lembar pengamatan aktivitaspenelitidan aktivitas siswa. Akhir pembelajaran disetiap siklus, diadakan evaluasi melalui lembar soal evaluasi.hasil evaluasi pada siklus I diperoleh nilai siswa yang mencapai KKM sebesar67,74%(KKM IPA sebesar 65), lembar pengamatan aktivitaspenelitipada siklus I diperoleh persentase 66,67%,lembar pengamatan aktivitas siswa siklus I diperoleh persentase 70%.hasil evaluasi pada siklus II diperoleh nilai siswa yang sudah mencaai KKM sekitar 90,32%.Pengamatan aktivitaspenelitiyang dilakukan oleh kolabolator pada siklus II adalah 76,67%.,aktivitas siswa menjadi 82,5% pada siklus II.hasil evaluasi siklus III yaitu 30 siswa atau 97% sudah mencapai KKM.aktivitaspenelitiyang dilakukan oleh kolabolator pada siklus III adalah 88,33% dan aktivitas siswa sebesar 92,5%. Karena adanya peningkatan maka penelitian ini dihentikan pada siklus III. Kata kunci: metode concept mapping, ptk, siklus penelitian, aktivitas peneliti, aktivitas siswa
Pendahuluan
Masalah pendidikan tetap saja terjadi baik di tingkat SD, SMP, SMA maupun di Perguruan Tinggi. Masalah ini mungkin mampu diminalkan jika seorng guru mampu mengajar dengan cara yang berpariasi, namun yang paling sering terjadi adalah cara mengajar guru yang masih monoton. Proses pembelajaran yang monoton ini juga terjadi di salah satu sekolah dasar di kota Bekasi. Hal ini berefek pada hasil ulangan tengah semester pada mata pelajaran IPA. Hasil ulangan tengah semester di salah satu tahun ajaran diperoleh lebih dari 50% siswanya mendapat nilai dibawah KKM. Padahal IPA adalah salah satu mata pelajaran yang wajib diberikan pada tingkat sekolah dasar. Mata pelajar IPA adalah salah satu mata pelajaran yang masuk dalam kelompok mata pelajaran ujian Negara. Itu berararti mata pelajaran IPA tidak boleh dibawah KKM. Jika mata pelajaran IPA mendapat nilai dibawah KKM, maka siswa yang bersangkutan tidak boleh naik kekelas berikutnya.
Pembahasan
Pembelajaran IPA Pembelajaran IPA adalah pembelajaran yang dapat melatih anak berpikir kritis dan objektif, sebab dalam pembelajaran IPA siswa akan memperoleh pengetahuan yang berhubungan alam sekitar artinya perolehan pengetahuan yang dibenarkan dan diterima dengan akal sehat. Usman Santoso, 2010 mengatakan bahwa“Dalam pelajaran IPA membahas tentang gejalagejala alam yang disusun secara sistematis yang didasarkan pada hasil percobaan dan pengamatan yang dilakukan oleh manusia. Hal ini sebagaimana dikemukakan oleh Powler adalah IPA merupakan ilmu yang berhubungan dengan gejala alam dan kebendaan yang 40
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
sistematis yang tersusun dalam suatu sistem, tidak berdiri sendiri, satu dengan yang lainnya saling berkaitan, saling menjelaskan sehingga seluruhnya merupakan satu kesatuan yang utuh, sedangkan berlaku umum artinya pengetahuan itu tidak hanya berlaku atau seseorang atau beberapa orang dengan cara eksperimen yang sama akan memperoleh hasil yang sama dan konsisten”. Sekolah Dasar sebagai lembaga pendidikan formal tingkat pemula merupakan hal yang perlu diperhatikan dengan serius dari berbagai pihak terutama melalui kegiatan pembelajaran. Asep Jihad dan Abdul Haris (2010) mengatakan bahwa “Pembelajaran adalah inti dari proses pendidikan secara keseluruhan dengan guru sebagai pemegang peranan utama. Pembelajaran merupakan suatu proses yang mengandung serangkaian perbuatan guru dan siswa atas dasar hubungan timbal balik yang berlangsung dalam situasi edukatif untuk mencapai tujuan tertentu”. Ilmu Pengetahuan Alam (IPA) merupakan terjemahan kata-kata dalam bahasa inggris yaitu “natural science” secara singkat disebut “science”. Natural artinya alamiah, berhubungan dengan alam atau bersangkut paut dengan alam, science artinya Ilmu Pengetahuan jadi Ilmu Pengetahuan Alam (IPA) itu secara harfiah dapat disebut sebagai ilmu tentang alam, ilmu yang mempelajari peristiwa-peristiwa yang terjadi di alam ini.( Samatono, 2010) Menurut Wahyana mengatakan bahwa IPA adalah “suatu kumpulan pengetahuan tersusun secara sistematik, dan dalam penggunaannya secara umum terbatas pada gejala-gejala alam, perkembangannya tidak hanya ditandai oleh adanya kumpulan fakta, tetapi oleh adanya metode ilmiah dan sikap ilmiah”.(Trianto, 2010) Penelitian Tindakan Kelas Penelitian Tindakan Kelas berasal dari bahasa Inggris, yaitu Classrom Action Research, diartikan penelitian dengan tindakan yang dilakukan dikelas. Untuk lebih jelasnya, mari kita perhatikan beberapa pengertian PTK berikut ini : Menurut Bahri (2012), Penelitian Tindakan Kelas merupakan sebuah kegiatan yang dilaksanakan untuk mengamati kejadian-kejadian dalam kelas untuk memperbaiki praktek dalam pembelajaran agar lebih berkualitas dalam proses sehingga hasil belajarpun menjadi lebih baik. Legiman, 2015, Guru wajib melaksanakan kegiatan pengembangan keprofesional. Salah satu kegiatan tersebut adalah melaksanakan penelitian. Penelitian yang sesuai dan dapat dirasakan langsung manfaatnya adalah penelitian tindakan kelas (PTK). PTK dilakukan dengan tujuan untuk memperbaiki atau meningkatkan kualitas pembelajaran. PTK dilakukan dalam beberapa siklus dan setiap siklusnya terdiri dari kegiatan perencanaan, pelaksanaan, pengamatan, dan refleksi. Menurut Ratna Dewi, 2019. Penelitian tindakan kelas (classroom action researh), yang berlangsung selama dua siklus. Alur penelitian dimulai dari tahap perencanaan, pelaksanaan tindakan, pengamatan, dan refleksi. Mampu meningkatkan hasil belajar dimana setelah data dianalisis dengan melihat ketuntasan belajar siswa secara klasikal yaitu 75% siswa mendapat skor ≥ KKM Metode Concept Mapping Pengertian Metode
Metode adalah upaya mengimplementasikan rencana yang sudah disusun dalam kegiatan nyata agar tujuan yang telah disusun tercapai secara optimal. Ini berarti, metode 41
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
digunakan untuk merealisasikan strategi yang telah ditetapkan.Menurut Wina Sanjaya,2010.Metode mengajar adalah cara mengajar atau cara menyampaikan materi pelajaran kepada siswa yang kita ajar. Metode mengajar dan pembelajaran merupakan bagian dari strategi pembelajaran, berfungsi sebagai cara untuk menyajikan, menguraikan, memberi contoh dan memberi latihan kepada siswa untuk mencapai tujuan tertentu, tetapi tidak setiap metode pembelajaran sesuai untuk mencapai tujuan pembelajaran tertentu. Made Padri, Setiya Utari, Fitri Nurhidayah, Indah Permatasari,2015”Efektivitas Penggunaan Peta Konsep dalam Contextual Teaching and Learning (CTL) untuk Meningkatkan Prestasi Belajar Siswa. Hasil dari penelitian ini adalah penggunaan peta konsep mampu meningkatkan prestasi belajar". Wahyu Prihanta,2006, Peta konsep akan membuat rangkaian pembelajaran yang bermakna, sehingga ingatan lebih kuat untuk menyimpannya. Tidak mungkin seseorang dapat menghubungkan sesuatu (konsep) apabila orang tidak mengerti benar akan konsep tersebut Pengertian Metode Concept Mapping
PengertianConceptMapping merupakan ilustrasi grafis konkret yang mengindikasikan bagaimana sebuah concept tunggal di hubungkan ke konsep-konsep lain pada kategori yang sama.( Trianto, 2009) Concept mapping (Peta konsep) adalah menyatakan hubungan-hubugan yang bermakna antara konsep-konsep dalam bentuk proposisi-proposisi. Proposisi merupakan dua atau lebih konsep-konsep yang dihubungkan oleh kata-kata dalam suatu unit semantik. (Martinis Yamin,2012) Kegunaan Concept Mapping
Dalam pendidikan, peta konsep (concept mapping) dapat diterapkan untuk berbagai tujuan, yaitu:( Ratna Wilis Dahar,2011) 1) Menyelidiki apa yang telah diketahui siswa 2) Mempelajari cara belajar 3) Mengungkapkan miskonsepsi 4) Alat evaluasi Kelebihan dan Kelemahan Pembelajaran Concept Mapping Pendekatan peta konsep dapat bermanfaat dalam pembelajaran . Namun juga memiliki kelebihan dan kekurangan Novak dan Gowin sebagai berikut:( Bardi, 2011) KelebihanPembelajaran Concept Mapping Bagi Guru Pemetaan konsep dapat menolong guru mengorganisir seperangkat pengalaman belajar secara keseluruhan yang akan disajikan Merupakan cara terbaik dalam menghadirkan materi pelajaran Menolong guru memilih aturan pengajaran berdasarkan kerangka kerja yang hirarki Bagi Siswa Merupakan cara belajar yang mengembangkan proses belajar bermakna, yang akan meningkatkan pemahaman siswa dan daya ingatnya. Dapat meningkatkan keaktifan dan kreativitas berpikir siswa Mengembangkan struktur kognitif yang terintegrasi dengan baik yang akan 42
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
memudahkan dalam belajar Dapat membantu siswa melihat makna materi pelajaran secara lebih luas dalam setiap komponen-komponen konsep dan mengenali hubungan Kelemahan Pembelajaran Concept Mapping Perlunya waktu yang cukup lama dalam menyusun peta konsep, sedangkan waktu yang tersedia dikelas sangat terbatas Sulit menentukan konsep-konsep yang terdapat pada materi yang dipelajari Sulit untuk menghubungkan konsep yang satu dengan konsep yang lain. Hasil Belajar Menurut Benjamin S. Bloom tiga ranah (domain) hasil belajar, yaitu kognitif, afektif dan psikomotorik. Menurut A.J. Romizowski hasil belajar merupakan keluaran (outputs) dari suatu sistem pemrosesan masukan (input). Masukan dari sistem tersebut berupa bermacam-macam informasi sedangkan keluarannya adalah perbuatan atau kinerja (performance) (Abdurrahman). (Asep Jihad dan Abdul Haris,2010).Hasil belajar adalah perubahan yang mengakibatkan manusia berubah dalam sikap dan tingkah lakunya., Purwanto.(2011) Proses perubahan dapat terjadi dari yang paling sederhana sampai pada yang paling kompleks yang bersifat pemecahan masalah, dan pentingnya peranan kepribadian dalam proses serta hasil belajar. (Daryanto dan Mulyo Rahardjo , 2012)Contoh dalam materi gaya, dimensi produk yang akan diperoleh siswa adalah pemahaman konsep tentang pengertian gaya, macam-macam gaya, dan pengaruh gaya terhadap benda. Dari dimensi proses, siswa diharapkan mengembangkan pengetahuan tentang jenis-jenis. Serta dapat menerapkan dalam kehidupan mereka sehari-hari.(Hasil Belajar IPA SD)
Hasil dan Pembahasan
Hasil Evaluasi Siklus L, II dan Siklus III Penelitian ini dilakukan sebanyak tiga siklus, setiap siklus dilakukan evalusi. Hasil evaluasi pada siklus I siklus II dan siklus III dapat dilihat pada grafik dibawah ini.
Gambar 1. Grafik nilai rata-rata hasil belajar siklus I, II dan III Berdasarkan gambar grafik diatas dapat dilihatnilai rata-rata evaluasi hasil belajar siklus I,II dan III. Pada siklus III mengalami kenaikan dari 68,55 pada siklus I, menjadi 76,61 pada siklus II dan 86,29 pada siklus III. Itu berarti terjadi peningkatan nilai rata-rata setiap siklus: Tahap PengamatanAktivitas Peneliti Pengamatan aktivitas peneliti menggunakan lembar pengamatan oleh kolaborator dilakukan tiap siklus. Berdasarkan lembar pengamatan yang telah diisi oleh kolabolator untuk aktivitas peneliti, menunjukkanpenelitisudah lebih baik didalam proses pembelajaran IPA. Hal ini terlihat sudah tidak ada lagi aspek-aspek yang mendapatkan kategori cukup atau mendapat skor 2 lihat gambar dibawah ini. 43
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Gambar2. Grafikhasil pengamatan aktivitas peneliti siklus I, II dan III Berdasarkan gambar diatas maka dapat dilihat persentase dari hasil pengamatan aktivitaspenelitiyang dilakukan oleh kolabolator pada siklus III adalah 88,33% dari 66,67% pada siklus I, menjadi 76,67% pada siklus II.Itu berarti terjadi peningkatan pada setiap siklusnya Aktivitas Siswa Dalam Proses Pembelajaran
Gambar3. Grafik hasil pengamatan aktivitas siswa siklus I, II dan III Berdasarkan gambar diatas, dapat dilihat hasil persentase pengamatan aktivitas siswa pada siklus III terdapat kenaikan 92,5% dari 70% pada siklus I, menjadi 82,5% pada siklus II. Hasil pengamatan siswa dalam proses pembelajaran IPA yang dilakukan oleh kolabolator, menunjukkan siswa sangat tertarik dalam proses pembelajaran. Hal ini dapat dilihat dari perubahan nilai serta keaktifan siswa dalam mengikuti pembelajaran, walaupun masih ada beberapa siswa yang belum berani dalam melakukan perintah ataupun bertanya, namun peningkatan aktivitas ini sudah menunjukan antusis siswa dalam mengikuti pembelajaran. Perbandingan Tiga Kegiatan Penelitian Telah dilakukan tiga bentuk pengamatan kegiatan penelitian yaitu aktivitas peneliti, aktivitas siswa dan nilai rata-rata hasil belajar. Table dan grafik dibawah ini memperlihatkan hasil penelitian ketiga kegiatan tersebut: Berdasarkan hasil perolehan secara keseluruhan mulai dari tes berupa evaluasi siklus I, evaluasi siklus II dan evaluasi siklus III serta lembar pengamatan siklus I, lembar pengamatan siklus I, siklus II dan lembar pengamatan siklus III tentang aktivitaspenelitidalam aktifitas proses pembelajaran dan aktivitas siswa dalam proses pembelajaran terjadi peningkatan yang baik. Untuk lebih jelas dapat dilihat pada tabel 1 dibawah ini: Tabel 1. Rekapitulasi Hasil Siklus I, Siklus II dan Siklus III Rekapitulasi Siklus I Siklus II Nilai rata-rata hasil belajar 68,55 76,61 Aktivitas peneliti 66,67% 76,67% Aktivitas siswa 70% 82,5% 44
Siklus III 86,29 88,33% 92,5%
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Berdasarkan tabel diatas maka dapat dilihat nilai rata-rata hasil belajar pada siklus I diperoleh 68,55; siklus II diperoleh 76,61 dansiklus III diperoleh 86,29. Lembar pengamatan aktivitas peneliti siklus I diperoleh 66,67%; siklus II diperoleh 76,67% dan siklus III diperoleh 88,33%. Lembar pengamatan aktivitas siswa siklus I diperoleh 70%; siklus II diperoleh 82,5% dan siklus III diperoleh 92,5%. Untuk lebih jelasnya dapat dilihat pada gambar dibawah ini. Hasil tersebut memperlihatkan hasil pengamatan aktivitaspenelitidalam proses pembelajaran IPA dengan menggunakan metode Concept mapping (peta konsep) terdapat peningkatan yang terjadi yaitu 66,67% pada siklus I, menjadi 76,67% pada siklus II dan menjadi 88,33% padasiklus III. Berdasarkan hasil lembar pengamatan aktivitas siswa dalam proses pembelajaran IPA dengan menggunakan metode Concept mapping (peta konsep) terdapat peningkatan yang terjadi yaitu 70% pada siklus I, menjadi 82,5% pada siklus II dan menjadi 92,5% pada siklus III. Lebih jelasnya dapat dilihat pada gambar dibawah ini.
Gambar 4. Grafik Rekapitulasi Hasil Siklus I, II dan III Berdasarkan nilai rata-rata hasil belajar yang diperoleh siswa seperti terlihat pada table 1 diatas sudah terlihat peningkatan hasil belajar disetiap siklusnya yaitu 68,55 pada siklus I meningkat menjadi 76,61 pada siklus II dan meningkat menjadi 86,29 pada siklus III. Namun sangat disayangkan perbaikan pembelajaran IPA tersebut masih belum dapat membantu secara maksimal pada salah seorang siswa yang berada di kelas IV. Siswa tersebut dikarenakan masih belum dapat membaca dengan lancar, sehingga peneliti belum dapat membantu untuk meningkatkan prestasinya sesuai yang diharapkan. Sampai saat ini siswa tersebut belum dapat membaca dan menulis dengan baik, peneliti memfokuskan diri untuk membantunya dalam hal membaca dan menulis dari permulaan sehingga peneliti berharap dengan bantuan ini dapat mengikuti pembelajaran dan lambat laun dapat meningkatkan prestasi belajarnya.
Simpulan
Berdasarkan hasil penelitian yang telah peneliti lakukan dapat disimpulkan sebagai berikut: Penggunaan metode Concept mapping (peta konsep) dapat meningkatkan hasil belajar IPA di kelas IV SDN Jatisampurna VIII Kota Bekasi. Penggunaan metode Concept mapping (peta konsep) di kelas IV SDN Jatisampurna VIII Kota Bekasi dapat meningkatkan hasil belajar siswa, berdasarkan nilai rata-rata evaluasi pada siklus I mencapai 68,55; pada siklus II mencapai 76,61 dan pada siklus III mencapai 86,29 dengan KKM 65.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Lembar pengamatan aktivitas guru yang dilakukan oleh kolabolator pada siklus I mencapai 66,67%, siklus II mencapai 76,67% dan pada siklus III mencapai 88,33%. Lembar pengataman aktivitas siswa yang dilakukan oleh kolabolator pada siklus I mencapai 70%, siklus II mencapai 82,5% dan siklus III mencapai 92,5%. Metode Concept mapping (peta konsep) juga dapat sebagai salah satu alternatif guru untuk meningkatkan mutu dan kualitas belajar siswa karena dengan menggunakan metode tersebut siswa lebih tertarik dan termotivasi dalam mengikuti pembelajaran.
Daftar Pustaka
Ahmadi, Iif Khoirun., Sofan Amri, 2011. Paikem Gembrot Mengembangkan Pembelajaran Aktif, Inovatif, Kreatif, Menyenangkan, Gembira dan Berbobot. Jakarta: Prestasi Pustaka Raya Bardi, 2011, Kelebihan dan Kelemahan Pembelajaran Peta Konsep, http://id.shvoong.com/social-sciences/education/2241988-kelebihan-dankelemahan-pembelajaran-peta/, diakses 4 April 2013 Bahri.2012.https://www.google.com/search?q=penelitian+tindakan+kelas&ie=utf-8&oe=utf8 Dahar, Ratna Wilis. 2011. Teori-Teori Belajar dan Pembelajaran. Jakarta: Erlangga Daryanto., Mulyo Rahardjo.2012.Model Pembelajaran Inovatif. Yogyakarta: Gava Media Dewi Ratna .2010.Upaya Peningkatan Hasil Belajar Dan Aktivitas Siswa Dalam Menyimak Berita Melalui Model Pembelajaraan Kooperatif Script. Hasil Belajar IPA di Sekolah Dasar. http://www.sekolahdasar.net/2011/06/hasil-belajar-ipadi-sekolah-dasar.html, diakses 5 April 2013 Jihad, Asep., Abdul Haris. 2010. Evaluasi Pembelajaran. Yogyakarta: Multi Pressindo Legiman, 2015. penelitian tindakan kelas. https://www.google.com/search?q=penelitian+tindakan+kelas&ie=utf-8&oe=utf-8 Padri,Made. Setiya Utari, Fitri Nurhidayah, Indah Permatasari, 2015.https://www.google.com/search?q=JURNAL+PTK&ie=utf-8&oe=utf-8 Purwanto. 2011. Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar Samatowa, Usman. 2010. Pembelajaran IPA Di Sekolah Dasar. Jakarta: Indeks Sanjaya, Wina. 2010. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Prenada Media Group Trianto. 2009. Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta: Kencana Prenada Media Group Trianto. 2010. Model Pembelajaran Terpadu. Jakarta: Bumi Aksara Wahyu prihanta,2006. Pengaruh Peta konsep terhadap hasil belajar di perguruan tinggi. Yamin, Martinis. 2012. Strategi Pembelajaran Berbasis Kompetensi. Ciputat: GP Press Group.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Developement of Active-Based-Inquiry Learning Model to Increase Critical Thinking Skills of Students Teachers Candidate of Physics 1 1
Saiful Prayogi, 2Muhali
IKIP Mataram, Indonesia, 2IKIP Mataram, Indonesia 1
[email protected],
[email protected]
Abstract
This research aims to develop active-based-inquiry (ABI) learning model to improve critical thinking skills of students teachers candidate of physics. ABI learning model developed by three criteria, namely the validity, practicality, and effectiveness. Validation of the model involves nine validators through the mechanism of the Focus Group Discussion. The validation tests showed the ABI learning model declared valid and can be used as a reference to development learning tools and materials that accompanying the ABI learning models. In the implementation phase of models, practicality evaluated using observation-sheet instruments involves two observers. Results showed ABI learning models implemented with the very-well criteria. Furthermore, the effectiveness of the model in improving critical thinking skills of students teachers candidate. Instruments such as critical thinking skills test includes six indicators, namely the interpretation, analysis, evaluation, inference, explanation and self-regulation. The test results show the critical thinking skills were in critical criterion with an average value of 76.4. Generally, it can be concluded that ABI learning model can improve critical thinking skills of students teachers candidate of physics. Keywords: active-based-inquiry (abi) learning model, critical thinking skills
Pendahuluan
Berpikir kritis telah menjadi tren dan pusat perhatian utama dalam pembelajaran, bahkan otoritas kurikulum di beberapa negara maju telah mencantumkan keterampilan berpikir kritis dalam kurikulumnya sebagai tujuan pembelajaran (Bailin dkk., 2002), dan merupakan salah satu keterampilan esensial yang harus dimiliki pebelajar di abad 21 (Partnership for 21st Century Skills, 2011). Di Indonesia, berpikir kritis telah menjadi bagian yang sangat penting sebagai tujuan pembelajaran yang harus dicapai pada tingkat pendidikan tinggi, sebagaimana tertuang dalam Permendikbud No. 73 tahun 2013 tentang Kerangka Kualifikasi Nasional Indonesia (KKNI). Kutipan dalam KKNI jenjang kualifikasi level 6, dinyatakan bahwa mahasiswa harus mampu memformulasikan penyelesaian masalah prosedural, mampu membuat keputusan yang tepat berdasarkan analisis informasi, serta mampu memberi petunjuk dalam memilih berbagai alternatif solusi. Kajian beberapa teori menunjukkan bahwa aspek-aspek kompetensi tersebut merupakan aspek penting dalam berpikir kritis, antara lain: proses pemecahan dan penyelesaian masalah (Mitrevski dan Zajkov, 2011), membuat keputusan yang tepat (Rudinow dan Barry, 2008; Paul dan Elder, 2006; Fisher, 2003; Ennis, 1996), serta menganalisis informasi (Facione, 2011; Kiltz, 2009; Ennis, 1996). Berpikir kritis merupakan komponen kemampuan berpikir tingkat tinggi yang dapat dan seharusnya diajarkan (Woolfolk, 2009). Namun demikian, hasil kajian oleh Mitrevski dan Zajkov (2011) menunjukkan bahwa kecenderungan pengajar di negara-negara berkembang teridentifikasi menggunakan 18 (delapan belas) metode mengajar mulai dari ceramah, tanya jawab, diskusi, demonstrasi, eksperimen, project work, problem solving, sampai dengan outdoor lesson, tetapi tujuan pembelajaran dengan berbagai metode tersebut tidak ditujukan secara spesifik untuk melatihkan keterampilan berpikir kritis. Para pendidik percaya bahwa 47
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
mengembangkan kemampuan berpikir tingkat tinggi termasuk di dalamnya pemikiran kritis pada peserta didik adalah hal utama yang sangat penting (Albrecht dan Sack, 2000), namun sangat sedikit di antara mereka yang memiliki ide bagaimana harus mengajarkannya (Prayogi, 2013; Paul dkk., 1997 dalam Duron dkk., 2006). Menurut Thompson (2011), dalam membelajarkan kemampuan berpikir kritis membutuhkan pendekatan yang holistik dan harus melibatkan satu set model pembelajaran yang tepat dan berorientasi pada tujuan yang memungkinkan peserta didik untuk memanipulasi keterampilan kognitifnya. Penguasaan materi fisika menuntut kemampuan berpikir logis dan kritis, oleh karena itu model yang diterapkan hendaknya memfasilitasi aktifitas berpikir peserta didik. Salah satu model yang dapat diintegrasikan dalam pengajaran fisika, yaitu model yang berbasis pada kegiatan inkuiri (Wenning, 2015; Hauvelen, 2001; National Academy of Sciences, 1996). Menurut Arends (2012), inkuiri merupakan model pengajaran yang dirancang untuk melatih kemampuan berpikir pebelajar. Model pembelajaran aktif berbasis inkuiri (ABI) dikembangkan untuk tujuan spesifik melatih keterampilan berpikir kritis mahasiswa calon guru. Inkuiri dipilih sebagai basis pengembangan dari model, karena menurut Arends (2012) model inkuiri merupakan model yang dikembangkan untuk tujuan bagaimana peserta didik berpikir, sehingga ada potensi melatih keterampilan berpikir kritis pebelajar. Namun demikian, terdapat beberapa kekurangan model pengajaran inkuiri jika difokuskan untuk tujuan berpikir kritis. Kajian empiris menunjukkan beberapa langkah dalam model inkuiri kurang mengupayakan dan mempertimbangkan secara eksplisit untuk tujuan melatih kemampuan berpikir kritis (Prayogi, 2013), di samping itu terdapat kendala dalam melatih kemampuan berpikir kritis pebelajar menggunakan model inkuiri, utamanya disebabkan oleh kurangnya pengetahuan awal tentang konsep materi yang diinkuirikan (Verawati, 2013; Prayogi, 2013), padahal pengetahuan awal merupakan faktor utama pada proses pembelajaran dan merupakan aset yang sangat berharga yang menjembatani perolehan pengetahuan baru (Alexander, 1996). Mengupayakan konflik kognitif dalam pembelajaran merupakan cara yang dapat mengundang ketertarikan dan pengetahuan awal pebelajar (Limon, 2001). Konflik kognitif dapat diupayakan dengan menyajikan data atau informasi anomali (Limon dan Carretero, 1997) yang sekaligus dapat melatih berpikir kritis pebelajar. Berdasarkan ide pengembangan tersebut, selanjutnya model inkuiri dimodifikasi menjadi model yang secara utuh bertujuan untuk meningkatkan kemampuan berpikir kritis mahasiswa, dalam hal ini, yaitu model pembelajaran aktif berbasis inkuiri (ABI). Selanjutnya, secara spesifik penelitian ini bertujuan mengembangkan model pembelajaran aktif berbasis inkuiri (ABI) untuk meningkatkan keterampilan berpikir kritis mahasiswa calon guru fisika. Model pembelajaran ABI dikembangkan dengan 3 kriteria, yaitu kevalidan (validity), kepraktisan (practicality), dan keefektifan (effectiveness). Fase pembelajaran model pembelajaran ABI, yaitu: Introduksi dan Establishing set; Mempresentasikan konflik kognitif; Mengajukan hipotesis; Mengumpulkan data (eksperimen) untuk menguji hipotesis; Merumuskan penjelasan dan atau kesimpulan; dan Refleksi.
Metode
Penelitian ini merupakan penelitian pengembangan yang akan menghasilkan produk model, yaitu produk model pembelajaran aktif berbasis inkuiri (ABI). Produk model yang baik menurut Nieveen (1999, 2007) harus memenuhi 3 kriteria, yaitu validity, practicality, dan effectiveness. Rancangan penelitian digambarkan pada Gambar 1.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Gambar 1 Diagram Alur Pengembangan Model Pembelajaran ABI Tahap penelitian secara utuh
dideskripsikan sebagai berikut:
Validity (validitas) model pembelajaran ABI. Tahap pertama dari pengembangan model ABI adalah melakukan validasi model. Aspek validasi model memuat unsur content validity pada komponen-komponen penyusun model, di antaranya; rasionalitas model pembelajaran ABI, sintaks (syntax) model yang didukung oleh kajian teori dan empiris, perencanaan sistem sosial (social system) dan lingkungan belajar, perencanaan prinsip reaksi (principles of reaction), perencanaan sistem pendukung (support system), serta tujuan dan dampak dari model (goal and effects of the models). Validasi model melibatkan 9 validator (pakar dan praktisi). Secara tehnis validasi model ABI dilakukan melalui mekanisme focus group discussion (FGD) yang difasilitasi oleh Pusat Kajian Pendidikan Sains dan Matematika (PKPSM) IKIP Mataram. Instrumen yang digunakan berupa lembar validasi. Hasil validasi selanjutnya dianalisis secara deskriptif dengan kriteria; 5: sangat valid; 4: valid; 3: cukup valid; 2: kurang valid; dan 1: tidak valid. Kevalidan model ABI ditentukan dengan menghitung rata-rata skor tiap aspek untuk tiap-tiap validator, dengan mengadaptasi interval: Va > 4.21 (sangat valid); 3.40 < Va < 4.21 (valid); 2.60 < Va < 3.40 (cukup valid); 1.79 < Va < 2.60 (kurang valid); dan Va < 1.79 (tidak valid), di mana Va adalah nilai penentuan tingkat kevalidan model pembelajaran. Setelah model ABI memenuhi kriteria valid, maka selanjutnya disusun perangkat dan instrumen penyerta model ABI. 49
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Practicality (kepraktisan) model pembelajaran ABI. Tahap kedua dalam penelitian ini adalah implementasi model pembelajaran ABI yang telah valid. Pada tahap ini akan dievaluasi kepraktisan model, yaitu keterlaksanaan pembelajaran dengan perangkat (SAP dan skenario pembelajaran) berdasarkan model ABI yang dikembangkan dengan melibatkan 2 (dua) orang observer. Instrumen yang digunakan berupa lembar observasi keterlaksanaan pembelajaran. Analisis keterlaksanaan pembelajaran dianalisis menggunakan persamaan sebagai berikut: P=
x 100%
Di mana; P = persentase keterlaksanaan SAP dan skenario pembelajaran; ∑A = jumlah aspek yang terlaksana; ∑N = jumlah keseluruhan aspek yang diamati. Persentase keterlaksanaan tiap fase menggunakan kriteria; P = 0% - 24% (tidak terlaksana); P = 25% - 49% (terlaksana kurang); P = 50% - 74% (terlaksana baik); P = 75% - 100% (terlaksana baik sekali). a. Effectiveness (efektifitas) model pembelajaran ABI. Tahap ketiga penelitian ini, yaitu mengevaluasi efektifitas model pembelajaran ABI dalam meningkatkan keterampilan berpikir kritis mahasiswa. Instrumen yang digunakan berupa tes keterampilan berpikir kritis (TKBK) dengan soal uraian (esai) memuat 6 (enam) indikator, yaitu interpretasi, analisis, evaluasi, inferensi, eksplanasi dan pengaturan diri. Keterampilan berpikir kritis (KBK) mahasiswa dianalisis menurut persamaan berikut:
Kriteria keterampilan berpikir kritis dikonversi berdasarkan skala nilai: 81.25 – 100 (sangat kritis); 62.50 – 81.24 (kritis); 43.75 – 62.49 (kurang kritis); 25.00 – 43.74 (sangat kurang kritis); dan 0 – 24.99 (tidak kritis) (Prayogi dan Asy’ari, 2013) Hasil dan Pembahasan Penilaian validator terhadap model pembelajaran ABI yang dikembangkan adalah valid dengan rentang validitas tiap komponen dari 9 (sembilan) validator sebesar 4 – 4.56. Nilai Va sebesar 4.21 dengan kriteria valid. Hasil penilaian validator terhadap model pembelajaran ABI yang dikembangkan dapat dilihat pada Gambar 2. Keterangan: Komponen 1: Rasionalitas model pembelajaran ABI Komponen 2: Sintak model yang didukung oleh kajian teori dan empiris Komponen 3: Perencanaan sitem sosial dan lingkungan belajar Komponen 4: Perencanaan prinsip reaksi Komponen 5: Perencanaan sistem pendukung Komponen 6: Tujuan dan dampak dari model ABI
Gambar50 2 Hasil Validasi Model Pembelajaran Aktif Berbasis Inkuiri (ABI)
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Sintaks (fase-fase) dalam model pembelajaran ABI yang didukung oleh kajian teori dan empiris dideskripsikan sebagai berikut. Fase 1: Introduksi dan Establishing set. Pendahuluan dan menyiapkan mahasiswa untuk belajar dimaksudkan untuk memotivasi mahasiswa berpartisipasi dalam pembelajaran. Perilaku pengajar di awal pembelajaran memiliki pengaruh penting pada kemauan, motivasi, dan pembentukan keyakinan pebelajar untuk bekerjasama dan tetap bertahan pada tugas belajarnya (teori behaviorisme disarikan oleh Arends, 2012, dan kajian empiris oleh Pintrich, 1999; Dolezal dkk., 2003 dalam Arends, 2012). Di samping itu, pebelajar membutuhkan alasan untuk berpartisipasi di pelajaran tertentu dan mereka perlu tahu apa yang diharapkan dari pembelajaran. Pengajar yang efektif mengkomunikasikan tujuan dan ekspektasinya dalam pembelajaran kepada pebelajar (kajian empiris disarikan oleh Arends, 2012). Fase 2: Mempresentasikan konflik kognitif Menurut Ausubel (1963) dalam Arends (2012), dalam pembelajaran pengajar seharusnya, menemukan cara untuk mengaitkan materi belajar baru ke pengetahuan yang sebelumnya sudah dimiliki pebelajar dan menyiapkan pikiran mereka sedemikian rupa sehingga dapat menerima informasi baru. Mengaitkan materi belajar baru ke pengetahuan yang sebelumnya melalui konflik kognitif. Konflik kognitif memiliki peran penting dalam perubahan konseptual (Lee, 1998; Lee dkk., 2003), namun tidak selalu konsisten menyebabkan perubahan konsep (Vosniadou dan Ioannides, dalam Lee dkk., 2003), artinya meskipun pebelajar dihadapkan dengan informasi baru yang mungkin kontradiktif dalam pembelajaran, mereka sering tidak mengenali konflik. Piaget dalam Lee dkk. (2003) dan dalam Limon (2001), juga menyatakan bahwa beberapa pebelajar dalam tugas belajarnya mengalami unadapted respons di mana pebelajar tidak menyadari adanya konflik. Oleh karena itu, beberapa hal bisa dilakukan untuk memfasilitasi pebelajar dalam mengenali konflik dan mengundang ketertarikan mereka untuk belajar, antara lain dengan menyajikan informasi yang kontradiktif atau data yang anomali (Chinn dan Malhotra, 2002; Limon, 2001; Thagard, 1992). Menurut Limon dan Carretero (1997) menyajikan informasi yang bertentangan atau data anomali di sisi lain membantu pebelajar untuk merefleksikan lebih lanjut tentang ide-ide mereka untuk memberikan penjelasan tentang fenomena yang dipelajari, dan mungkin dapat mengaktifkan keingintahuan mereka tentang fenomena yang diajarkan. Dalam kajian berpikir kritis, memberi penjelasan berdasarkan ide-ide atau fenomena yang dipelajari merupakan salah satu kajian dan menjadi indikator utama dalam berpikir kritis (Facione, 2011; Paul dan Elder, 2006; Fisher, 2003). Artinya dengan menyajikan informasi yang kontradiktif atau data yang anomali dalam pembelajaran secara tidak langsung melatihkan kemampuan berpikir kritis pebelajar. Fase 3: Mengajukan hipotesis Suchman dalam Arends (2012) menjelaskan bahwa setelah pebelajar dihadapkan pada suatu informasi, fakta atau permasalahan, pengajar mendorong mereka untuk mengajukan hipotesis, dan memikirkan cara yang digunakan untuk menguji hipotesis tersebut. Berhipotesis melibatkan penggunaan-penggunaan proses kognitif dan mental dalam diri pebelajar. Pembelajaran dapat terjadi melalui perolehan dan retensi informasi akurat melalui penggunaan proses-proses kognitif dan mental (Woolfolk, 2009). Fase 4: Mengumpulkan data (eksperimen) untuk menguji hipotesis. Menurut Piaget pedagogi yang baik harus melibatkan penyediaan berbagai situasi agar pebelajar bisa bereksperimen. Dalam arti yang lebih luas, bereksperimen merupakan kegiatan mengujicobakan berbagai hal untuk melihat apa yang terjadi, memanipulasi benda-benda, simbol-simbol, melontarkan pertanyaan dan mencari jawabannya sendiri, merekonsiliasikan apa yang ditemukannya pada suatu waktu dengan apa yang ditemukannya pada waktu yang lain (Arends, 2012). Eksperimen merupakan cara yang digunakan untuk menguji hipotesis (Suchman, 1962 dalam Arends, 2012). Teori sosiokultural dan konstruktivis menyatakan bahwa pembelajaran terjadi melalui pengkonstruksian pengetahuan secara aktif melalui 51
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
interaksi dengan orang lain (Arends, 2012), termasuk dalam kegiatan eksperimen untuk menguji hipotesis. Fase 5: Merumuskan penjelasan dan atau kesimpulan Prinsip konstruktivis menyatakan bahwa seorang pebelajar sukses dalam tugas belajarnya di saat Ia menciptakan sendiri representasi pengetahuan yang benar-benar berarti, serta dipengaruhi oleh faktor lingkungan belajar termasuk praktik-praktik dalam pembelajaran (Arends, 2012). Representasi pengetahuan di kala pembelajar mampu membuat penjelasan dan kesimpulan dari apa yang dilakukan atau dipelajari. Fase 6: Refleksi Prinsip konstruktivis menyatakan bahwa pebelajar yang sukses dalam tugas belajarnya mereka mampu berpikir strategis dan memikirkan tentang pembelajaran yang sudah dilaksanakan (Arends, 2012). Tahap implementasi model ABI melibatkan 34 mahasiswa program studi S1 Pendidikan Fisika IKIP Mataram, pada pokok materi Fluida, dan pembelajaran dilakukan sebanyak 4 (empat) kali pertemuan. Pada tahap implementasi, dievaluasi kepraktisan (practicallity) model, yaitu keterlaksanaan pembelajaran dengan perangkat (SAP dan skenario pembelajaran) yang dikembangkan melibatkan 2 (dua) orang observer. Keterlaksanaan SAP dan skenario pembelajaran yang dikembangkan berkatagori terlaksana dengan baik (P=72%). Berdasarkan hasil tersebut, SAP dan skenario pembelajaran sebagai perangkat penyerta model ABI yang dikembangkan dapat dinyatakan praktis. Dalam implementasi model, didukung oleh ketersediaan perangkat lain seperti silabus, buku ajar, dan LKM (lembar kerja/kegiatan mahasiswa). Penentuan sumber belajar yang dilakukan didasarkan pada tujuan pembelajaran dan materi yang akan dikuasai mahasiswa, atau dengan kata lain, pemberian pengalaman belajar kepada mahasiswa, sesuai untuk mencapai tujuan pembelajaran. Kepraktisan model pembelajaran ABI juga dipengaruhi oleh peran pengajar sebagai fasilitator yang menempatkan pembelajaran sebagai proses interaksi antar sesama pebelajar dan pengajar, dapat mengontrol terlaksananya lingkungan belajar yang baik, serta perencanaan pembelajaran yang baik. Pembelajaran yang baik menurut pandangan konstruktivis adalah pembelajaran yang menekankan pada partisifasi aktif pebelajar serta menempatkan/memposisikan pengajar sebagai fasilitator (Westwood, 2008). Sebagai wujud dari pandangan konstruktivis tersebut, dalam penelitian ini peneliti memfasilitasi mahasiswa untuk belajar dengan menyediakan LKM sebagai panduan eksperimen serta melakukan diskusi. Mahasiswa diberikan kesempatan untuk berinteraksi dengan materi yang dipelajarinya melalui pengamatan atau praktikum, diskusi, dan memberikan kesempatan kepada mahasiswa untuk memikirkan hasil pengamatan atau praktikum, dan hasil diskusinya, sehingga melalui kegiatan tersebut mahasiswa dapat mengembangkan keterampilan proses sains dan melatihkan kemampuan berpikir kritis mereka. Hal ini sesuai menurut Sriarunrasmee dkk. (2015) yang menyatakan bahwa keterampilan proses sains dapat menjadi alat untuk mengembangkan keterampilan berpikir termasuk berpikir kritis, pelaksanaan kegiatan yang efisien, dan pemecahan masalah yang benar. Untuk menjadi seorang pemikir kritis yang berhasil, beberapa keterampilan yang harus dikuasai seseorang, yaitu interpretasi, analisis, evaluasi, inferensi, eksplanasi, dan pengaturan diri (self-regulation) (Facione, 2011). Dalam penelitian ini, peneliti mengembangkan instrumen keterampilan berpikir kritis yang mengadopsi indikator keterampilan berpikir kritis menurut Facione (2011). Setelah tahap implementasi model ABI, selanjutnya dilakukan pengukuran keterampilan berpikir kritis mahasiswa. Instrumen berupa soal uraian sebanyak 10 item. Hasil pengukuran keterampilan berpikir kritis mahasiswa dirangkum dalam Tabel 1.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Tabel 1 Hasil Tes Keterampilan Berpikir Kritis Mahasiswa Skala perolehan Kriteria F 81.25 - 100 Sangat kritis 2
% 5.9
62.50 – 81.24
Kritis
26
76.5
43.75 – 62.49
Kurang kritis
6
17.6
25.00 – 43.74
Sangat kurang kritis
0
0.0
0 – 24.99
Tidak kritis
0
0.0
34
100
Jumlah
Hasil penelitian menunjukkan bahwa 5.9 % mahasiswa berada pada kategori sangat kritis, 76.5 % kritis, 17.6 % kurang kritis, serta tidak ada mahasiswa dengan kategori sangat kurang kritis dan tidak kritis. Dalam penelitian ini juga ditemukan bahwa ada beberapa indikator keterampilan berpikir kritis berada pada kategori rendah, yaitu inferensi, analisis dan evaluasi yang menyebabkan beberapa mahasiswa (17.6 %) berada pada kriteria kurang kritis. Hasil serupa ditemukan juga oleh peneliti lain yang menerapkan model inkuiri untuk melatihkan keterampilan berpikir kritis, yang menemukan bahwa terdapat kesulitan dalam melatih dan meningkatkan keterampilan inferensi dan analisis (Prayogi, 2013), inferensi (Qing, 2010), evaluasi dan inferensi (Miri dkk., 2007). Kriteria keefektifan model ABI yang dikembangkan untuk tujuan meningkatkan keterampilan berpikir kritis, yaitu jika rata-rata nilai keterampilan berpikir kritis (KBK) mahasiswa minimal pada kriteria kritis. Hasil pengukuran menunjukkan bahwa rata-rata nilai KBK mahasiswa sebesar 76.4 dengan kriteria kritis, sehingga dapat disimpulkan bahwa model pembelajaran ABI yang dikembangkan efektif dalam meningkatkan keterampilan berpikir kritis mahasiswa. Hasil penelitian ini telah menjadi temuan penting bahwa dengan pola-pola pembelajaran aktif yang berbasis pada kegiatan inkuiri telah dapat meningkatkan kemampuan berpikir kritis mahasiswa. Mengajarkan keterampilan berpikir kritis pada mahasiswa sebagai kandidat atau calon guru telah menjadi perhatian sejak lama, Ashton (1988) menyatakan bahwa para dosen (teacher educators) harus mengajarkan dan membekali keterampilan kognitif kepada kandidat guru sebelum mereka melatihkannya di dalam kelas kepada para siswa-siswi mereka. Di saat guru atau kandidat guru dilatih dan mampu berpikir kritis, pada gilirannya mereka akan mampu meningkatkan kemampuan analisis siswa-siswi mereka (Mei dkk., 2003). Warburton (2008) menyarankan pendidikan sebelum menjadi guru menjadi waktu yang baik untuk intervensi kegiatan yang mempromosikan berpikir kritis bagi mereka. Oleh karena itu, institusi pendidikan harus mampu meningkatkan kemampuan berpikir kritis kepada para kandidat guru (Innabi dan Elsheikh, 2007). Model pembelajaran ABI merupakan model pembelajaran aktif yang berbasis pada kegiatan inkuiri ilmiah. Melalui kegiatan inkuiri, pebelajar secara aktif melakukan pengonstruksian pengetahuan mereka sehingga hasil-hasil belajar yang diinginkan dapat tercapai (Samarapungavan dkk., 2008). Model inkuiri merupakan model yang sangat kuat menggunakan prinsip belajar konstruktivis, yang menjelaskan bahwa pengetahuan dikonstruksi secara aktif oleh pebelajar melalui proses penyelidikan yang pada akhirnya mereka dapat menemukan pengetahuan yang dipelajari untuk dapat mengembangkan pemikiran kritis pebelajar (Sarwi dan Khanafiyah, 2010; Prayogi dan Asyari, 2013). 53
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Sriarunrasmee dkk. (2015) secara eksplisit menjelaskan proses inkuiri tidak bisa dipisahkan dari berpikir kritis, sebagaimana dinyatakan oleh Llewellyn (2002) bahwa pengembangan dalam berpikir dan proses pengajaran inkuiri dapat melatihkan keterampilan berpikir kritis. Di samping itu, aktivitas pembelajaran dalam kegiatan inkuiri secara langsung dapat melatih keterampilan berpikir kritis pebelajar (Thaiposri dan Wannapiroon, 2015).
Penutup
Berdasarkan hasil penelitian dapat disimpulkan bahwa model pembelajaran aktif berbasis inkuiri (ABI) yang dikembangkan telah memenuhi kriteria valid (validity), praktis (practicallity), dan efektif (effectiveness) untuk tujuan meningkatkan keterampilan berpikir kritis mahasiswa, dalam penelitian ini mahasiswa calon guru fisika. Namun demikian, perlu dilakukan penelitian lanjutan yang mengakomodir aspek disposisi (disposition) berpikir kritis yang tidak dijelaskan dalam penelitian ini.
Daftar Pustaka
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Limon, M., & Carretero, M. 1997. Conceptual Change and Anomalous Data: A Case Study in The Domain of Natural Sciences. European Journal of Psychology of Education, 12 (2): 213–230. Llewellyn, D. 2002. Inquiry Within Implementing Inquiry-base Science Standard. Corwin Press. Lunenburg, F. 2011. Critical Thinking and Constructivism Techniques For Improving Student Achievement. National Forum of Teacher Education Journal, 21 (3): 1-9. Mei-Yun, L. L., Swee, E. L., Jung, C., & Leah, A. 2003. What Hong Kong Teachers and Parents Think About Thinking. Early Child Development and Care, 173 (1): 147158. Miri, B., Ben-Chaim, D., & Zoller, U. 2007. Purposely Teaching for the Promotion of Higherorder Thinking Skills: A Case of Critical Thinking. Research in Science Education, 37 (4): 353–369. Mitrevski, B & Zajkov, O. 2011. Mathematics and Science Teachers’ Concept of Critical Thinking. Bulg. J. Phys., 38: 318–324. National Academy of Sciences. 1996. National Science Education Standard. Washington DC: National Academy Press. Nieveen, N. 2007. Formative Evaluation in Educational Design Research. Proceedings of the seminar conducted at the East China Normal University, Shanghai (PR China). Nieveen, N. 1999. Prototyping to Reach Product Quality. Kluwer Academic Publisher. Partnership for 21st Century Skills. 2011. Frame Work for 21st Century Learning. www.p21.org. Paul, R. & Elder, L. 2006. Critical Thinking (Concepts and Tools). The Foundation for Critical Thinking. Permendikbud No. 73 tahun 2013 tentang Kerangka Kualifikasi Nasional Indonesia (KKNI). Permenristek Dikti Republik Indonesia Nomor 44 Tahun 2015 tentang Standar Nasional Pendidikan Tinggi (SNPT). Pintrich, P. R. 1999. Motivational Beliefs as Resources for and Constraints on Conceptual Change. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 33–50). Amsterdam: Pergamon. Phan, H. 2010. Critical Thinking As a Self-Regulatory Process Component in Teaching And Learning. Psycothema, 22: 289-292. Prayogi, S. 2013. Implementasi Model Inquiry untuk Mengembangkan Kemampuan Berpikir Kritis Mahasiswa Pendidikan Fisika. Laporan Hasil Penelitian: LPPM IKIP Mataram. Prayogi, S., & Asy’ari, M. 2013. Implementasi Model PBL (Problem Based Learning) untuk Meningkatkan Hasil Belajar dan Kemampuan Berpikir Kritis Siswa. Jurnal Prisma Sains Vol. 1, No. 1. pp (79-87). Qing, Z., Jing G, & Yan W. 2010. Promoting Preservice Teachers’ Critical Thinking Skills by Inquiry-based Chemical Experiment. Procedia Social and Behavioral Sciences, 2: 4597–4603. Rudinow, J. & Barry, V.E. 2008. Invitation to Critical Thinking. New York: Thomson Higher Education. Rusdiana. 2006. Penerapan Belajar Aktif dalam Pembelajaran. Ittihad Jurnal Kopertis Wilayah XI Kalimantan, 4 (5). Samarapungavan, A., Mantzicopoulos, P., & Patrick, H. 2008. Learning Science through Inquiry in Kindergarten. Science Education, 92 (5): 868-908. Sanjaya, 2011. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana. Sarwi & Khanafiyah S. 2010. Pengembangan Keterampilan Kerja Ilmiah Mahasiswa Calon Guru Fisika Melalui Eksperimen Gelombang Open-Inquiry. Jurnal Pendidikan Fisika Indonesia, 6: 115-122. 55
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The Development of The Thematic Interactive Multimedia Product for The Subtheme of The Transfiguration of The Earth for The Third Graders 1
Nopriyani Anglusia, 2Sri Sumarni 1 Sriwijaya University, Indonesia, 2Sriwijaya University, Indonesia 1
[email protected], 2
[email protected]
Abstract
The objective of this study is to produce an interactive multimedia product for thematic learning which is valid, practical, and effective in enhancing the students’ learning outcomes. The development model used is the development model of Alessi and Trollip. The subjects of the study are the students of the third grade of the Primary School of Patra Mandiri 2 Palembang. The multimedia product generated was tried out with alpha through media experts, design experts and material experts. Furthermore, the beta testing was conducted and finally the product testing to analyze the effectiveness of the interactive multimedia was done. The results of the study showed that the average score of the posttest was 83.21, higher than that of the pretest of 53.75, with the N-gain of 0.63. It can be concluded that the multimedia product produced is valid, practical, and effective in enhancing the students’ learning outcomes. Based on the results of the study, it is suggested that other researchers develop more advanced interactive multimedia complemented with games and random evaluation questions. Keywords: interactive multimedia, thematic, learning outcomes
Preliminary
The learning activities in the curriculum of 2013 geared to empower all the potential of the learner so they can have the competencies that can expects through efforts to grow and expand; their attitudes, knowledge, and skills. Another quality that can developed in the curriculum and should realized in the learning process, such as creativity, self-reliance, cooperation, solidarity, leadership, empathy, tolerance and life skills of students in order to develop the potential of students and direct the personality of students to become social beings and improve civilization and dignity of the nation. This implementation of curriculum 2013 that based on competency and character, ideally the elementary school students does not have to memorize a lot because the learning is designed to prepare the learners to have good character or characters through thematic learning. Thematic learning that applied to a primary school serve the learning process based on a theme and then combined with other subjects, so the learning process is no longer learned in separate. The application of thematic learning can provide the connectivity between subjects with other subjects. Thus, the use of network of theme is an opening way that produces meaningful learning. Learner builds the meaningfulness of the new and more powerful concepts and principles. The relationship between subjects with other subjects is important in learning. What is learned by learner will be more meaningful, easily understood, processed and used to solve problems in life. The curriculum 2013 at the elementary level is using an integrated thematic approach that integrates the competencies of various subjects into themes. Thematic learning based on the 57
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
theory that the children at primary school age still think everything as a whole (holistic) and the level of their thinking begins with a real or concrete thinking stage. According to Piaget, children at the age of SD / MI (7-11 years) are in the concrete operational stage, where the child is able to think logically about concrete events and able to clarify the object into different groups (Prastowo, 2014). The learning activities begin with the teacher gives an explaination, and then asks questions, and close with the presentation tasks. The learning is less provide a learning experience to students, in addition the explanation given by the teacher only rely on verbal language, thematic learning also not use an adequate learning media, so the ability of students to understand the concept is still lack. It is supported by the results of a preliminary study conducted in December 2015 through guided interviews with students of class III SD Patra Mandiri 2 Palembang, obtained information, among others: (1) in the thematic learning teacher using the conventional media like the board; (2) learning tends to be boring;(3) learner are still experiencing difficulties in tasks related to learning so, 41% of learning outcomes of students have not reached a predetermined criteria minumum of score (KKM). One of the subthemes contained in class III Elementary School is Transfiguration Earth. Within this sub-theme discusses the properties of multiplication arithmetic operation, digging up information about the transfiguration of the earth and the rights and duty in daily life. Multiplication arithmetic operation is still difficult for learner. In addition there is also a multiplication material on the subject matter as a result of changes in the earth such as floods and landslides. Learner need to be instilled the concept of protecting the environment, which will affect the changes of earth appearance. Learning in primary schools should be initiated from the concrete to the abstract object. The technology advanced can help learner gain their experience more concrete than only in the textbook. Learner in grade III SD Patra Mandiri 2 Palembang all has computer or laptop at home, so the use of computer is familiar to them. However, there is no multimedia that can support the thematic learning especially appropriate with curriculum 2013. In the multimedia development, multimedia consists of image, sound, video, animation which has more appropriate solution to be used as a medium of learning in this material. This multimedia not only can be used to support learning process in the classroom, but also as a self-learning materials for learner at home, even everywhere when they provided that facilities such as a computer or laptop. Multimedia learning gives interest to the students, because students can operate it independently and interactively made them more interesting in the learning process. The accuracy in the selection of instructional media is one of the good steps to improve the learning process. The interactive multimedia has advantages for learner first; learner can receive the messages of the material and feels more real because it happened in plain view. Second, it stimulates all senses. Third visualization in the form of text, image, audio, video or animation will be more memorable and captured by learner. Fourth, the learning process is more practical and controllable (Munir, 2012). Relevant research related to the interactive multimedia ever undertaken such us the results of research by (Irilidiya et al, 2015), which explain the increases of the results between learning using interactive multimedia for the beginner reader learner in elementary school classes this is seen when learner undertake the pronunciation, intonation, and sound. This is in line with research (Weay, 2015) states that the implementation of thematic learning with interactive multimedia provides sufficient time for learner to think critically and allow time for learner to connect events. Furthermore, research using interactive multimedia was done by Abtahi 58
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
(2012) which states that the interactive multimedia motivating, fun, easy, and help them to understand the topic better. Learner can complete the task in a short time and better result in learning process and teacher were assisted with the prepared teaching materials. From some of these findings, we can conclude that learning by using interactive multimedia learning methods are part of the school which is can helpful in increasing the students motivation and understanding of the learning materials. But in practice there are some deficiencies centered on the principles of learning design such as multimedia less practical usage instructions. This deficiency will be corrected through research to be carried out by adding a user guide that serves as a guide to learner in running interactive multimedia. Based on this it is necessary to do research about the development of interactive multimedia thematic sub-themes such changes of earth's appearances in the third grade students of elementary school. Based on the background of the problems above, the problems of this research were 1) How to develop interactive multimedia thematic in the class III with the subtheme Transfiguration of Earth in valid? 2) How to develop the interactive multimedia thematic class III with subtheme Transfiguration practical of Earth? 3) How effective the use of interactive multimedia thematic class III with subtheme Transfiguration of Earth that has been developed into the students’ outcomes learning? Based on the formulation of the problems above, the aims of this study were 1) to produce interactive multimedia thematic class III with subtheme Transfiguration of Earth in valid, 2) to produce interactive multimedia thematic in third grade elementary school subtheme Transfiguration practical of earth, 3) to determine the effectiveness of using interactive multimedia in class III thematic sub-themes of the Transfiguration of Earth that has been developed to the students’ outcomes learning. The significant of this research were 1) for learner, they became more understand and have new experience in receiving the thematic learning with subtheme transfiguration of the earth; 2) for the school as a basis in improving and adding the media of thematic learning in school; 3) for teachers, helping to solve the teacher difficulties who will implement thematic learning in class, especially sub-theme of the Transfiguration of Earth; 4) for other researchers as a source or a reference in conducting the relevant research.
Research Methodology
This research used design and development research approach (development reseach) which aims to produce a product in the form of interactive multimedia on thematic learning that was packaged in a CD (compact disc). This research developed interactive multimedia that trained students in learning self-reliance, which is a learning process that was put the learner as the subject (student centered). According to Sugiyono (2008), the development research is studies that producing a specific product and testing the effectiveness of these. The development model that used was development model of Alessi and Trollip. This model was perfect for multimedia development that was done by the developer. This model had some advantages; in the planning stages of this model had detailed steps in technology analysis. In addition, the detailed design began from the developing of the initial concept, creating a flowchart and determining the software used. So that was been a model in developing the interactive multimedia. The procedure of this study was used the development model of Allesi and Trollip. The procedure of Thematic Learning multimedia development was subtheme Transfiguration of Earth. The planning stage was consists of the analysis the characteristics of the learner, 59
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
technology analysis, and socioeconomic analysis, analysis of learner’ tasks, competency analysis, and learning media analysis. The second was to develop the initial concept, create Flowcharts, create an outline of the media program, determine the design of the display (storyboard), collect the sources of media content and determine the software used. The last stage was prepared the multimedia instructions, supported materials, made the product, and did the alpha test, beta test, final revision and tested of the products.
Research Result
Planning stage In the planning stage the researcher conducted the analysis of learner’ characteristics who obtained through field observations include age, literacy, computer facilities, the ability to type and time of internet usage. Next, the results of technology analysis showed that 100% of the learner has their own laptop at home. The researcher also conducted socio-economic analysis obtained the results was 90% of students come from the upper middle class family. The analysis of learner’ tasks are obtained results that the learning process was still conventional. The competency analysis was conducted through the analysis stage themes, subthemes, basic competencies and learning objectives. The last in the planning stage was the analysis of learning media that used the media that should visualize the things that still in abstract for learner. In addition the abstract things, the learning media are contextual with the lives of young people. Interactive multimedia can help the role of teacher in explain the subject material. This is in line with Piaget opinions, that children at the age of SD / MI (7-11 years) are in the concrete operational stage, where the child is able to think logically about concrete events and able to clarify the object into different groups (Prastowo , 2014). Design Stage The result of the design stage is a researcher designed the initial concept of interactive multimedia that will be developed. Developed topics into interactive multimedia content in advance, which the results are illustrated in the flowchart. Made the outline of the media program, a storyboard was created according to students needs, collected the supporting materials related to the material that was already developed and finally determined the software; the software was used macromedia flash 8 application. Development stage The development stage was to prepare a manual steps, that consists of the use of the navigation buttons used in multimedia. Prepared the materials for the interactive multimedia development through various sources, such us videos, pictures or materials. Next, created the interactive multimedia products consist of six main menus, there were instructions, basic competencies, indicators, materials, evaluation and author profile. The example of the prototype was displayed in Figure 1 below.
Figure 1: Display Prototype 60
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The next stage was tested the alpha test to get the valid product. The alpha test was done by three people there were one person of the expert of media, design, and materials subject. And the results were obtained in the form of comments and suggestions, such us fixed the navigation buttons, added the learning objectives, and added the materials in more contextual. Next step was tested the beta test to the three students with different abilities and the results were obtained in the form of comments and suggestions such us enlarged the texts, added more videos and fixed the answers in the evaluation questions. The last step was tested the product on the actual class to 28 students of class III. The results were the students significantly improved from a mean value of the pretest 53.75 into 83.21. The results of the comparison value of the pretest and posttest can be seen in Figure 2 below.
st n ed u t S
20 18 16 14 12 10 8 6 4 2 0
3
12 13
0 Very High
3 High
posttest
15
Middle
0 0 4
6
Low
Vey Low
pretest
category
Figure 2: Comparison value of the pretest and posttest The results of the pretest and posttest were analyzed by using N-gain and the gain of 0.63 results in the medium category.
Discussion
The validity test of interactive multimedia was via alpha test phase. The results obtained in the form of comments and suggestions from the experts. In addition, besides got the suggestions and comments, quantitative assessment was also conducted. The results of the experts were 4.04 obtained from media experts, 4.17 obtained from design expert and 4.05 from material subject expert. Based on the result the data was valid and tested based on the advices. Through the validation results of the media expert was claimed that the interactive multimedia development still has some shortcomings, although the results of the interactive multimedia has been declared valid. Based on the validation results are obtained some comments in clarity of sound, the size of the paper in interactive multimedia, navigation buttons were not functioning and enlarged the video in multimedia. Next, the researchers revised the product as the comments and suggestions provided, which provides audio on the main menu button to clarify the usage, size of letters enlarged from 20 to 24, repaired the navigation key and increased the size of video in multimedia. The result of interactive multimedia design validation has some drawbacks. Some flaws in the design of interactive multimedia learning such us did not have learning objectives in multimedia, lacked of audio on the main menu and lacked of feedback on practice questions. The researchers further revised the product by added interactive multimedia 61
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
learning objectives in interactive multimedia, provided an audio on the main menu of interactive multimedia and provided a feedback in the form of animation and audio. Prototype 1 was generated from alpha test into beta test to know the practicality of the product. On the results of the beta test was obtained in the form of comments and suggestions as well as a quantitative assessment results in the form of the average results of the learner’ assessment. The results of a quantitative learner’ assessment was developed interactive multimedia at 4.00 and practically categorized for use in the research. The advises that given from the learner, such us: 1) evaluation, especially question number 16 has an image of waste with small numbers; 2) interactive multimedia thematic interesting to learn; 3) learned to use multimedia to increase knowledge; 4) in the exercise how to construct words into sentences, the font too small; 5) the word erosion and abrasion still in wrong writing; 6) the answers of the evaluation number 5 should be B; 7) the picture of weave should be more large; 8) add a video to clarify the weaving activity; 9) display when opened, probably in full view. Based on the results of the interviewed that have been done by researcher, the students stated that the interactive multimedia was good, if it is applied in teaching and learning process. This is in line with research conducted by (Abtahi, 2012) which states that the interactive multimedia is motivating, fun, easy, and helps them to understand the topic better. Interactive multimedia has been created as the students’ needs accordance with the needs analysis before. The learner want the interactive multimedia. Learner becomes more interested in videos, animations and games. It is also in the same line with Piaget's theory which states that a child at the age of SD / MI (7-11 years) are in the concrete operational stage, where the child is able to think logically about the concrete events and able to clarify the objects into different groups (Prastowo, 2014). Interactive multimedia with subtheme transfiguration of earth was demonstrated with the sample of the research were students of class III A SD 2 Patra Mandiri Palembang in May. The implementation of this research there was in 6 meetings. The researcher gave some questions to the students in the form of multiple choice to determine the effectiveness of the interactive multimedia that has been created. At the beginning of learning process, the learner was given pretest. The pretest was given to compare before and after the learning process by using interactive multimedia or in other words to measure the effectiveness before and after treatment. The mean result of the pretest was 53.75 which was less than the minimum completeness. After did the pretest students learned by using interactive multimedia. The beginning activity began with giving apperception learning, motivation and orientation to students. At the observation stage the learner observed the videos on the interactive multimedia learner will ask from the observation of the video. Students were trying to read a text or doing exercises that exist in interactive multimedia so the students can associate participants vote or what he has done. Furthermore, the last stage of the thematic learning which is appropriated with scientific approach is had to communicate both oral and written from multimedia learning. In the closing stages, the learner concluded with the guidance teacher and provided tasks for students to learn the material for further learning. The activities of learner in using interactive multimedia were observed. The Observation of students during the product trial contained 85% of learner who pay attention to the good, 88% of learner focus on the use of interactive multimedia, 91% of learner who are interested in using interactive multimedia, 88% of learner who observed the impressions that exist in interactive multimedia, 93% of learner who can operate interactive multimedia and 89% of 62
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
learner who do the exercise. During the study there was 77% of learner who express their opinions and 88% of learner discuss or inquire with other learner. Every learning process there was training and evaluation. There were 91% of learner are punctual in completing the task. Learner was so enthusiasm and passion in following the lesson with a percentage of 90%. Overall the results of the observation obtained in using interactive multimedia with the average of 88%. This showed that the interactive multimedia in the learning process was effective. This is in line with the increase in learning outcomes after the learning process after using interactive multimedia. Based on observation the researcher analyzed that there were some students had better improvement in learning outcomes the students NH got improved in the learning outcomes 45 score and gained an average of 48.00 with a very active category, this is because almost all indicators showed that the students was very active in following in the learning process using interactive multimedia. FR was a student with a mean score that increased of 35 with average is 47.50 with the posttest score was 100. Besides NH and FR, LV also a student learning outcomes also increased by 45 gained an average of 44.50. The learning outcomes of student has increased by 35 the students gain an average of 39.00 AF with active category, students gained an average of 38.67 ASL with active and MFA category with an average 37.50 with the active category. The results of activity of students in the learning process influence on their learning outcomes. The results of Posttest after the used of interactive multimedia was 83.21 with a highest score was 100. Based on the pretest and posttest showed an increase of 29.46 and N-gain score of 0.63, this means that the effectiveness of interactive multimedia thematic sub-themes developed transfiguration of earth already well. It was based on the classification table N-gain score which stated that the acquisition value 0.7 0.3 was average. Based on the research that has been done by the researcher that the used of interactive multimedia can enhance learning outcomes of students. This is in line with the results of the research conducted by Irlidiya et al (2015), which reported that the results was increased between learning process by using interactive multimedia for the beginner reader learner in early grades of elementary school.
Conclusion and recommendation
Based on the research that had been done about the development of interactive multimedia thematic sub-themes such changes in class III SD earth Patra Mandiri 2, it can be concluded: Interactive multimedia that had been developed was valid. The result of media expert was 4.04, 4.17 from design expert and 4.05 of subject material expert. The results of the validation declared that the multimedia was suitable for the learning process. Interactive multimedia that had been developed already practical. The practicality obtained after did the beta test. The comments and suggestions was used as the references to revised the developed multimedia product. The average result of learner in the learning process that used the developed interactive multimedia was 4.00 so that interactive multimedia practically used for the learner; Development Interactive multimedia really effective to the learner. It was showed from the posttest results of the learner. The average results of the average score of the learner when pretest was 53,75, while the average score of the pretest was 83,21and the obtainable N-gain score as bis as 0.63 were included middle category. Based on the research that had been done, the advices that can be given including: For the participant learner, the interactive multimedia this can used indepently at home. 63
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For schools, the interactive multimedia can used as a sources in learning subtheme change appearance Earth in third graders and as an example for other teachers who will using interactive multimedia in learning process. For teachers, to be generated multimedia can be used as one of the alternative in the learning process to deliver the materials. For researchers can be used as the references in the development interactive multimedia and should add some games and evaluation question in random.
References
Abtahi, S.M. 2012. Interactive Multimedia Learning Object (IMLO) for Dyslexic Children. Journal of Social and Behavioral Sciences, (47): 1206-1210. Alessi, S. M., & Trollip, S. R. 2001. Multimedia for Learning Methods and Development. Messachusetts: A Person Education Company. Al-Tabany, T. I. 2011. Desain Pengembangan Pembelajaran Tematik. Jakarta: Prenadamedia Group. Irilidiya, Tolla, Noni, Anshari. 2015. The Development of Interactive Multimedia for Firstgrade Beginning Readers of Elementary School: An Innovative Learning Approach. Journal of Language Teaching and Research. (6): 553-559. Kennedy, D, M., McNaught Carmel. 2013. Design Elements of Interactive Multimedia. Australian Journal of Educational Technology, (1): 1-20. Martin, F, Hoskins, Jerome, Brooks, Robin, Bennett, Tarra. 2013. Development of an Interactive Multimedia Intructional Module. The Journal of Applied Instructional Design, (3): 1 – 17. Mayer, R. 2009. Multimedia Learning Prinsip-prinsip dan Aplikasinya. Yogyakarta: Pustaka pelajar. Munir. 2013. Multimedia konsep dan Aplikasinya dalam Pendidikan. Bandung: Alfabeta Prastowo, A. 2014. Pengembangan Bahan Ajar Tematik. Jakarta: Kencana Prenada Media. Weay, L.A. 2015. The “Big Picture” of Thematic Multimedia InformationRepresentation in Enhancing Learners’ Critical Thinking and History Reasoning. Journal of Social and Behavioral Sciences, (197): 2058-2065. Zhang, D. 2005. Interactive Multimedia-Based E-Learning: A Study of Effectiveness. The American Journal of Distance Education, (3): 149-162.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The Contributions of Tour Guide Club Program (TGCP) to Enhance The Students’ Speaking Ability Through Traveling Sumbawa Tourism Object At The Students of STKIP Paracendekia NW Sumbawa 1
Umar, 2Suparman
STKIP Paracendekia NW Sumbawa, Indonesia 1
[email protected],
[email protected]
Abstract
The aim of this study was to find out the contribution of Tour Guide Club Program (TGCP) to enhancing the students’ speaking ability through traveling Sumbawa tourism object. The study has involved the students of STKIP Paracendekia NW Sumbawa who participate in the TGCP. This research has used speaking tests in addition to the observation of the students in participating in the TGCP as the instrument of the data collection. The tests were given twice, pretest and post-test. The collected data were analyzed by using descriptive statistics. The result of the analysis showed that there is significant contribution of TGCP to enhance the speaking ability of the students who participate in the TGCP by practicing their English with traveling Sumbawa tourism objects. It was also indicated that there are significant differences of English oral mastery between the students who join the Tour Guide Club Program (TGCP) and those who do not. Keywords: contribution, tour guide club program, speaking ability.
Introduction
Background of the Research Tourism is one of the largest and dynamically developing sectors of external economic activities. Its high growth and development rates, considerable volumes of foreign currency inflows, infrastructure development, and introduction of new management and educational experience actively affect various sectors of economy, which positively contribute to the social and economic development of the country as a whole. Most highly developed western countries, such as Switzerland, Austria, and France have accumulated a big deal of their social and economic welfare on profits from tourism. According to recent statistics, tourism provides about 10% of the world’s income and employs almost one tenth of the world’s workforce. All considered, tourism’s actual and potential economic impact is astounding. Many people emphasize the positive aspects of tourism as a source of foreign exchange, a way to balance foreign trade, an industry without chimney in short, manna from heaven. There are also the most important positive thing that it did not realized for many years ago. The function of tourism not only used as developing sectors of external economic activities, but also it is better to implement in teaching English activities. One of the activities is Tour Guide Club Program (TGCP). This program will be conducted by the researcher to improve the students’ speaking ability. More than anything else, this program is very attractive and effective to enhance the students’ speaking ability. There is one reasonable reason to prove this program is very attractive and effective in teaching English. Because it was supported by real material. In this instance, the material will be used in the activity of Tour Guide Club Program (TGCP) is Sumbawa tourism topics. There are some reasons Sumbawa tourism created as important topic, because the location of 65
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
participant in this research closed by the Sumbawa region, it relevant to governor agenda in West Nusa Tenggara Province, namely Visit Lombok-Sumbawa in 2015, recently the President of Indonesia legalized Tambora Mountain in Sumbawa Island as national recreation park, that is Tambora great the world in 2015. Where there were a lot of students from all part of Indonesia joined in this tour activity, they come to see the Tambora exploded commemorate. Of course, this event enable students are able to practice their speaking ability, because there were many people (English Native) from overseas attended this celebration. This agenda of celebration Tambora greet the world was used by the students of Paracendikia NW Sumbawa as a activity in their Tour Guide Club Program (TGCP), as like as they done. So that, this Tour Guide Club Program (TGCP) was inspired the researcher to analysis the contribution of this program regard to the development students’ speaking ability of STKIP Paracendekia NW Sumbawa during this program under progress. Identification of the Problem Teaching speaking is not an easy conduct. It needs techniques to teach pronoun, stress, intonation, rhythm, accuracy, fluency, grammar, vocabulary, comprehension, and interaction or conversation. Speaking is a complex skill requiring the simultaneous use of a number of different abilities which often develop at different rates. Brown (2000: 267) identifies the problems of teaching conversation as follows: Richard in Brown (2000: 267-268) notes “the conversation class is something is an enigma in language teaching.” The goals and techniques for teaching conversation are extremely diverse, depending on the students, teacher and overall content of the class. Historically, “conversation” classes have ranged from quasi- communicative drilling to free, open, and sometimes agenda-less discussions among students. There has been some controversy over the role of pronunciation work in a communicative, interactive course study. Because the overwhelming majority of adults learners will never acquire an accent-free command of a foreign language, a language program that emphasizes whole language, meaningful contexts, and automatically of production should focus on these tiny phonological details of language but in a different way from what was perceived to be essential a couple of decades ago (Brown, 2000: 268). The fluency/accuracy issue often boils down to the extent to which our techniques should be message oriented (or, as some call it, teaching language usage). Current approaches to language teaching lean strongly toward message orientation with language usage offering a supporting role (Brown, 2000: 269). Brown (2000: 269) states that one of the major obstacles learners have to overcome in learning to speak is the anxiety generated over the risks of blurting things out that are wrong, stupid, or incomprehensible. The greatest difficulty that learners encounter in attempt to speak is not the multiplicity of sounds, words, phrases and discourse forms that characterize any language, but rather the interactive nature of most communication. For the learners, the matter of what to say – a tremendous task, to be sure – is often eclipsed by conventions of how to say things, when to speak, and other discourse constraints because conversations are collaborative as participants engage in a process of negotiation meaning (Brown, 2000: 269).
Review Of Literature
This chapter deals with review of related theories about the tour guide club program and speaking ability. 66
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Tour Guide Club Program Tour Guide Club Program give students ideas that can help them become superior learners, at the same time, happier in their chosen learning process. Because the present strategy of teaching English does not work enough for many students. So that, this guide club program have devised an alternate approach to English, especially teaching speaking. students who follow the tour guide program high light the positives of learning. They avoid or eliminate the negatives, or convert the negatives into positives. Definition of tour guide There some theories relates to the definition of tour guide term; some of them are; According to Tourism Services Act 2003, http://www.legislation.qld.gov.au. Tour guide is an individual who, for reward, personally supplies guiding services to tourists and Peter. S (2008), in http://en.wikipedia.org/wiki/Tour_guide, said tourist guide provides assistance, information and cultural, historical and contemporary heritage interpretation to people on organized tours and individual clients at educational establishments, religious and historical sites, museums, and at venues of other significant interest. The other side Gordon. R (2009), in http://en.wikipedia.org/wiki/Tour_guide, tourist guide is person who guides visitors in the language of their choice and interprets the cultural and natural heritage of an area, which person normally possesses an area-specific qualification usually issued and/or recognized by the appropriate authority. Kinds of tour guide According to Y. Sharret (2006), in http://www.col.org/vussc. Tour guides should be certified, and assist the visitor in seeing the place in an excellent, unique way. Mostly all tour guides should see the career as being an international tour guide. After all, the type of visitor to the attraction or sight may be local, regional or international. Let us investigate the many kinds of tour guide. On-site Guides This guide conducts the tour of a specific building or a limited area. These tours can be taken by trams or walking. Usually in travel and tourism, these sights are called attractions. Another type of on-site guide working free of charge or volunteering may be called a docent. A docent specifically works at a museum. An example will be at the Sultan Palace in Sumbawa. City Guides For pleasure and discovery a traveler can take a tour of the city by motor coach, van, taxi or hop-on, hop-off bus, or as part of a walking tour. The person who points out and comments on the highlights of the city is called a city guide. When the city guide doubles the duty by driving the vehicle, that person becomes the driver-guide. Another type of city guide is the personal or private guide. These are sometimes taxi drivers who uses their vehicles to conduct an exclusive tour or arrange the tour based on the client’s needs. In small island states, this may be known as an island-tour. Specialized Guides This category of guide has particular skills that are highly unique to match the client’s needs. These guides may conduct bike tours, white water rafting trips, hiking expeditions or on tours that are more physically demanding and unusual. This will be backpack hiking in the Tambora Mount in Sumbawa island in Indonesia.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Step-on Guides This kind of guide is a free-lanced guide. They are considered specialists who come on-board a motor coach or van to give informed overviews of the city being toured. This would usually be for tour groups that are taking in more than one state or province during the trip. Speaking Ability The nature of speaking Van Lier in Nunan (2003: 43) concludes the differences between spoken and written language. First, spoken language is auditory and written language is visual. The second is whether spoken language temporary and there is immediate reception while written language is permanent and there is delayed reception. There is prosody (rhythm, stress intonation) in spoken language and there is punctuation. Immediate feedback is needed in spoken language and in written language there is delayed and sometimes no feedback. The last is there is limited planning and editing by the channel in spoken language while in written language there is unlimited planning, editing and revision. Richards and A. Renandy (2002:85) classifies the characteristics of communicative activities that must be applied in teaching speaking. The first is desire to communicate. In communicative activity, there must be a reason to communicative. The second is communicative purpose. We also create artificial information gaps by giving different information to pairs of students so that can have reason to exchange information. According to Rhicards and A. Renandya (2002: 201-202) state the ability to speak a second language or foreign language well is a very complex task if we try to understand the nature of what appears to be involved. To begin with, speaking is used for many different purposes, and each purpose involves different skills. When we use casual conversation, for example, our purposes may be to make social contact with people, to establish rapport, or to engage in the harmless chitchat that occupies much of the time we spend with friends. In some situations, we use speaking to give instructions or to get things done. We may use to describe things, to complain about people’s behavior, to make polite requests, or to entertain people with jokes and anecdotes. These different purposes for speaking implies knowledge of the rules that account for how spoken language reflects the context or situation in which speech occurs, the participants involved and their specific roles and relationship. Bachman and Alderson (2004: 1-8) point out that the ability to speak in a foreign language is very heart of what it means to be able to use a foreign language. Our personality, our image, our knowledge of world and our ability to reason and express our thoughts are all reflected in our spoken performance in a foreign language. To speak in a foreign language learners must master the sound system of the language, have almost instant access to appropriate vocabulary, be able to put words together intelligibly with minimal hesitation, they must also understand what is being said to them, and be able to respond appropriately to maintain amicable relations or to achieve their communicative goals. Because speaking is done in real-time, learners’ abilities to plan, process and produce the foreign language are taxed greatly. Brown (2001: 267) asserts that from a communicative, pragmatic view of the language classroom, listening and speaking skills are closely intertwined. More often than not, ESL curricula that treat oral communication skills will simply be labeled as “listening/speaking” courses. In addition, Brown (2001: 271) says that in teaching oral communication, we do not limit students’ attention to the whole picture, even though that whole picture is important. We also help the students to see pieces right down to the small parts-of 68
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
language that make up the whole. Just as you would instruct a novice artist in composition, the effect color hues, shading, and brush stroke techniques, so language students need to be shown the details of how to convey and negotiate the ever-elusive meanings of language. Tour guide club program - speaking activities According to Hammer (2001: 271-275) some activities related to classroom speaking activities are as follows: Acting from a script This activity make the students act from a script and the students can act out scenes from plays or other course book. The students may also act out dialogues they made by themselves. Before the students act the script out, teacher should make sure that the students have a rehearsal and prepare it well. Communication games in the tour Games that make the students communicate actually depend on the gap. Thus, one students has to talk to a partner, to solve a puzzle, draw a picture (describe and draw), put things in the right order (describe and arrange) or final similarities and differences between pictures. Discussion about tourism object in around Sumbawa Because of several reasons, students often fail in making discussion. To handle it, teacher may apply “buzz group” in which the students have a chance for a quick discussion on small group before the real performances. It will give the students time to prepare the ideas and the language they will express in the performance.’ Prepared talks before practicing tour The students make a presentation on a topic on their own choices. The presentation is writing like but of it is possible; students should speak from notes rather than from a script. It is also important for teacher to consider the development of the talk. Teacher should help the students from making the original ides until they have their finished work. Conversation in the tour guide program Dialogue a model conversation, used to practice speaking and to provide examples of language usage. Dialogues are often specially written to practice language items contain simplified grammar and vocabulary, and so may be rather different from real-life conversation. Conversational models from which the students can learn the use of language culturally in an actual context of communication. A conversation requires the speaker to ‘face temporal constraints and the social pressures of face-to-face interaction (Chafe, 1986, p. 16 in Richards & Renandya 2002). A conversation is : truly communicative event which is ‘a dynamic exchange in which linguistics competence must adapt it self to the total informational input, both linguistic and linguistically (Higgs & Clifford, 1982, p. 58 in Richards & Renandya, 2002. P. 212). Conversations ‘begin with greetings and progress through various ordered moves: the speaker’s and hearer’s roles are ascertained, topics are introduced, rights to talk are assumed, new topics are raised, and at the at the appropriate time, the conversation is terminated in a suitable manner’ (Richards, 1983, p. 118 in Richards& Renandya, 2002. P. 212). Put briefly, the speaker and the hears have to take the initiative, ask questions, or express disagreement in the conversation, all of which require a command of particular language features and which can be learn’ (Underhill, 1987, p. 45 in Richards and Renandya, 2002, p. 212). 69
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Brown ( 2000, p.276) asserts that conversational models from which the students can learn the use of language culturally in an actual context of communication. Students can learn much about a number of communicative expression, gambits, new words, and some other important grammatical patterns. In terms of conversation, Harmer states that a popular kind of activity is the prepared talk where a student (or students) makes a presentation on a topic of their own choice. Such talks are not designed for informal spontaneous conversation; because they are prepared, they are more ‘writing-like’. However, if possible, students should speak from notes rather than from a script. Prepared talks represent a defined and useful speaking genre, and if properly organized, can be extremely interesting for both speaker and listeners. Just as in process writing the development of talk, from original ideas to finished work, will be of vital importance.
Research Method
Research Design The design of this research used mixed method. It contain to be examined in relation to quantitative and qualitative methods of data collection and analysis. Participants The subjects in this research are students from the Department of English Education Program, STKIP Paracendekia NW Sumbawa who enrolled in the Tour Guide Club Program (TGCP) in the academic year 2014/2015. Research Location The location of this research conducted at STKIP Paracendekia NW Sumbawa, West Nusa Tenggara Province. Research Procedure Speaking Topic: Sumbawa Tourism Object and cultural instructional package. The Speaking Topic of Sumbawa Tourism Objects and cultural instructional package was composed of 6 lessons. Each chapter was composed of the objective, content and activity: Sumbawa Tourism Object (Geography) and History of Sumbawa Region Society of Sumbawa: Housing, Family Life, and Education Literature, Art and Music in Sumbawa Transport and Media in Sumbawa Holidays and Festivals in Sumbawa Food Etiquette, Health and Fitness in Sumbawa This speaking topic of Sumbawa tourism objects and cultural instructional package of multiprocess teaching was developed using the following steps: Step 1; Content Analysis: to understand the content and details of the course and determine the order of content. The analysis followed these steps: Develop a brainstorming chart for the entire package. The researcher identifies English speaking socio-cultural topics in the middle of the chart. The cultural contents are classified into 3 aspects: Information Culture, Behavior Culture, and Achievement Culture. Create a concept chart by analyzing the brainstorming chart to determine appropriate topics and the relationships between the topics. Create a Content Network Chart, which shows the relationships between the contents. It is used to determine the order in which the contents should be presented. 70
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Step 2; Design involving the following: The chart network content validated by English native speaker or the experts are used to determine the division and sequencing into units of study (Lesson) in a package. Step 3; Group the contents in the Lesson unit: This process begins by writing the content within the content scope, and then putting them into order. Step 4; Create an achievement test reflecting the behavioral objectives to test the effectiveness of the instructional package. These behavioral areas include cognition, understanding, memory, analysis, synthesis and evaluation. Step 5; Try out each unit with the sample group and then test their understanding to determine the effectiveness of the package. Step 6; Use the instructional package to try out with sample group (students who enrolled in Tour Guide Club Program and who dot not enrolled) to make sure that the instructional package is effective and attractive to use in teaching speaking skill. Data collections and Data Analysis Data collection The data was collected by using recording the knowledge of students relates of English Sumbawa Tourism Objects and Sumbawa culture to determine the level of students’ satisfaction with the instructional package, and students’ questionnaire sheet. Students kept the knowledge of English Sumbawa Tourism Objects and Sumbawa culture. Data analysis There are three kinds of data to analysis, those were; (1) pre-test, (2) posttest, and (3) students’ questionnaires. Data from pre-test was analyzed to examine the students’ ability in speaking skill before conducted some treatments. Data from post-test would be analyzed after conduct four times treatments related to the Tour Guide Club Program (TGCP). The exam used the knowledge of English Sumbawa Tourism Objects and Sumbawa Culture test which is oral test with selective topic. There are 6 topics in this exam. It would be analyzed by using descriptive statistic. In determining the level of the students’ speaking skill the five categories described by Arikunto (1998: 38) are as follows: Each student would be gain score Very good (81-100), Good (61-80), Fair (41-60), Poor (21-40), and Very Poor (0-20) point. The data from students’ questionnaires sheet. The questionnaires sheet set of 24 questions. The students were asked to answer their opinion relates to the function, the important of English, and the benefit of tour guide club program. The satisfaction questionnaires use a Likert’s scale in which 5 - extremely satisfied, 4 - very satisfied, 3 - moderately satisfied, 2- slightly satisfied, and 1- not at all satisfied.
Research Finding
Students’ Questionnaire Sheet. Based on the result of the students’ questionnaire sheet that from nineteen students told that the function, the important of English, and tour guide club program (TGCP) have been give some benefit and positive effect to their knowledge, those were; English is very important for Indonesian learners. It is important for the development of a multicultural society that everybody should be able to speak English. English skills add to mutual understanding on a global level The best way to learn English Increases students’ speaking ability. Gives various kinds of strategies in facilitate students to speak English. Allows the students to practices their English with the native speaker. Allows the students to 71
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
explore the tourism objects. A good program to develop in the future to support and promote the tourism objects. Based on the result of the students’ questionnaire, that there were some contributions of the function, the important of English, and tour guide club program (TGCP) of regard to students’ speaking ability who join the Tour Guide Club Program (TGCP) and those who do not. (see appendix) Descriptive Statistical Analyzed Based on the data pre-test analyzed of students’ recorded (see appendix), it was showed that the students’ ability in speaking skill were poor to fair. There were fifteen students who gained score 20-40. There were three students who gained score 41-60. There is only one student gained score 61-80. It means the students’ ability in speaking still under expectation, where through this tour guide club program, the students’ ability would increase their score after give some treatments relates to the tour guide club program. It was showed that the students’ ability in speaking skill were good to very good. There were six students gain score very good, and thirteen students gain score good. It can be seen in the table below. Descriptive Statistics Pre-test and Post-test Score of the Participants Test
N
Minimum
Maximum
Mean
Std. Deviation
Variance
Pre Test
19
26,67
66,67
35,44
9,31
86,67
Post Test
19
73,33
90,00
80,17
4,07
16,62
From the table above, it can be seen the mean score of pretest was 35,44, the minimum score of pre-test was 26,67, the maximum score was 66,67, the standard deviation was 9,31, and the variance was 86,67. The result of post-test, mean score was 80,17, the minimum score was 73,33, the maximum score was 90,00, the standard deviation was 4,07, and the variance was 16,62. The speaking skill of students were increase. It can be seen from the mean of pre-test to post-test (35,44 to 80,17), the minimum score of pre-test to post-test (26,67 to 73,33), and the maximum score of pre-test to post-test (66,67 to 90,00). Based on the descriptive statistical analysis, that there is difference between the students who join the Tour Guide Club Program (TGCP) and those who do not.
Conclusion and Suggestion
Conclusion Based on the data analyzed above, it could be concluded that the Tour Guide Club Program (TGCP) has significant contribution to enhance the speaking ability of the students who participate in the TGCP by practicing their English with traveling Sumbawa tourism objects. It was also indicated that there are significant differences of English oral mastery between the students who join the Tour Guide Club Program (TGCP) and those who do not. Suggestions The result of this research showed that the Tour Guide Club Program (TGCP) has significant contribution to enhance the speaking ability of the students who participate in the TGCP by practicing their English with traveling Sumbawa tourism objects. These following suggestions are offered: a. It is suggested that English lecturers choose Tour Guide Club Program (TGCP) as one of some extracurricular activities. It would build a good atmosphere and enjoyable learning activities outside the classroom. 72
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b. It is also suggested to the readers who infers for further researcher related to this research should explore the knowledge to enlarge their understanding about how to enhance the speaking ability and search another reference. c. It is suggested to the further researcher conduct the related issues in another case.
References
Bachman, F. Lyle. and Alderson Charles. 2004. Assessing speaking, 4th Edition. UK: Cambridge University Press. Brown, H. D. 2000. Principles Language Learning and Teaching, 4th Edition Longman: Edison Wesley Longman, Inc. Brown, H. D. 2001. Teaching by Principles, 2nd Edition. New York: Addison Wesley Longman, Inc. Gordon, R, 2009, Definition of tour guide. http://en.wikipedia.org/wiki/Tour_guide. Accessed on April, 20th 2015 at 10.00 AM. Nunan, D. 2003. Practical English Language Teaching. North America: McGraw Hill / Contemporary. Peter. S, 2008. Definition of tour guide, http://en.wikipedia.org/wiki/Tour_guide. Accessed on April, 20th 2015 at 10.00 AM. Richards, J. C. and Renandya, W. A. 2002. Methodology in Language Teaching. USA: Cambridge University Press. Suharsimi, Arikunto. 1998. Dasar – Dasar Evaluasi Pendidikan. (Edisi Revisi). Jakarta: Bumi Aksara. (Basic of evaluation on education) Tourism Services Act 2003, Definition of tour guide, http://www.legislation.qld.gov.au. Accessed on April, 21th 2015, at 07.00 AM. Y. Sharret, 2006, Kinds of tour guide, http://www.col.org/vussc. Accessed on April, 20th 2015, at 09.00 AM.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Strengthening Teacher Competency for Multicultural Education of Elementary School in Sintang Regency, West Kalimantan 1
Daniel Dike, 2Lusila Parida STKIP Persada Khatulistiwa Sintang-Kalimantan Barat, Indonesia 1
[email protected],
[email protected]
Abstract
This research aims to explore the praxis of multicultural education of elementary school teachers in three aspects: (1) cultural cognitive, (2) personality and value, (3) motivation and action that formed the pedagogy of professional teachers in multicultural educational environment of elementary schools in Sintang, West Kalimantan. The approach used in this research was multi case study research. The data collection techniques used observation and interviews. The research subjects were the headmasters and the teachers in six schools. Determining the subjects of the research was by purposive sampling and snowball sampling. Object of the research were the subjects, the situations, the places, and the activities that the teachers and the students done in six schools. The results of this research were a qualitative description of teachers’ multicultural competency on cultural cognitive dimension, personality and values as well as the motivation and action. These three aspects explored in depth to gain an overview to find ideal characteristics of multicultural competence. The output of this research was a scientific formula for the ideal competency of multicultural education in elementary schools. Keywords: multicultural education, strengthening teacher competency
Introduction
In the last centuries, Indonesia has lived in a diversity as a treasure and life experience which are presented in Bhineka Tunggal Ika. Bhineka, the diversity, reflects a social reality and Tunggal Ika, the unity, is the national aspiration. This motto summarizes local characteristic from social, culture, language, custom, art, and religion which are from different ethnic groups of Indonesia. The examples are Rumah Betang (long house) and Sintang Palace which represent the cultures of Dayak and Melayu. Rumah Betang is not only a living place, but also a heart of Dayaknese social structural life (Syukur Saleh, 2014:5). The existence of Sintang Palace and the Royal Sintang Tombs become symbols of Melayu culture that root in Melayu Sintang people’s life. Education based on local cultural diversity aspects is important to show and preserve the values of local wisdom. Since elementary school, children have faced diversity and changing reality that happens on their personal and social life, but they haven’t understood about the differences. They interact with other people that have different background and culture. They try to gain respect, tolerance, solidarity, and concern from other people. Besides, they face social culture changes that can replace the value, habit, and culture that become a way of life in society. Culture identity becomes important to students who live in plural society. Research Problems Culture understanding, appreciation, motivation, and cultural behavior are less maintained and have not been integrated in education process and curriculum in elementary school. Primary education nowadays has not accommodated plural dimension and diversity that are reflected from Rumah Betang, palaces, temples, churches, mosques as a value and behavior. Teachers’ competency in pedagogy that bring culture based education forward have not been recognized by them. Farida Hanum (2009) explains some reasons that detain multicultural education 74
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
implementation in Indonesia, take for instance; (1) plural cultural identity, (2) authority shift from central to the regions, (3) narrow fanaticism, (4) uneven prosperity among the society, (5) wrong alignment from the mass media especially the news from private television stations. These detention factors indicate that multicultural education has its own obstacle in every area with their unique social cultural characteristic. Multicultural Classroom and Surrounding Some factors of cultural, ethnic, and tribe’s differences, and social background, economy, geography, and religion determine the system and the output of education. Keesing (1989: 68) in educational perspective and culture states that: “every society creates ideal representations about how people should behave. Those representations convey a vision about a better life that is achieved by the society in a form of cultural value. Indonesia as a country with many islands and ethnic has rich diversity in culture with excellent culture value.” Cultural modal and unique social condition explain the social dynamics and different cultures for Indonesian. This diversity expresses plural ideal representations, thoughts, behaviors, and interactions in society. Thus, multicultural education accommodates plural ideal representations, thoughts, behaviors, and cultural inheritance that are rich and excellent from every community and tribes in Indonesia. This cultural wealth should be preserved and developed through education and is supported by teachers’ multicultural competency reinforcement. Salgur and Gursoi (2015: 15) states that: Nowadays, the societies that have a homogeneous structure are increasingly rare. The more and more numerous multicultural environments bring about positive and negative results. Moreover, every culture’s multicultural structure is changing day by day. For example, due to various reasons, nowadays, living in a foreign country as a stranger and living together with foreigners is something that occurs quite frequently. Elementary school classrooms now fill with students in uniform. A native student can sit with his or her foreigner friends with dark complexion or blue eyes. Students can see and have their own concept about physical appearance by the clothes they are wearing and facial shape. How they pray, how they talk, kinds of food, and what they wear represent natural differences in each student. Students build imaginations based on what they see and experience. Some friends go to school on foot, by pedicap, by motorcycle, or by car. Some others come alone, with his/ her nanny, or parents. This differences can build a good or bad prejudice towards other people who are different. Interaction among the students can arise social feeling that reminds people with others. Although they are different, they still help each other in their lives. John Naisbitt and Patricia Aburdene (2000: 12) explain the bond among the needs that is related to living place, job, business, career, and investment can determine and affect life and student’s interaction in education. The millennium trends of nineties will influence the important elements of your life, your career and job decisions, your travel, business, and investment choices, your place of residence, and your children’s education. To make the most of this extraordinary decade you must be aware of the changes that surrounds you.” Multicultural education has been seen as an idea, concept, philosophical views as well as a process of educational reform, which generally lies in the transformation of social inequalities through education and not only to appease minority groups, but to nation as a whole (Banks, 1993). It, yet, illustrates that the goal of multicultural education aims to create a better place of democratic society. Multicultural education implemented to enhance tolerance, 75
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
respect, understanding, awareness and acceptance of self and others in diversity of their culture (Irwin, 1999). Further, the importance of multicultural education can be seen from three different aspects of population, economy and technology. First of all, foreign marriage complicates and diversifies the background of people which shown in the demographic trends. Secondly, the global village was formed due to the impact of global economy which shown in the economic trends. Third, the technology had been advanced by leaps and bounds that leads the distances between not only people, but also nations became much closer than before which shown in the micro trend. Yet, each individual cherishes and shares cultural resource which allows them to reflect their commonality to eliminate prejudice and discrimination in order to promote harmony between different groups (Ya-Huei& Hsu, 2014:80). Teacher Multicultural Competence Distributional the values and the effects can make many distinction and problem in society including materialistic, consumeristic, bias, individualistic, and the awareness of human rights among the students. These kinds of contradiction keep evolving and spreading in social intercommunication through technology, information, and economic development in society. According to Banks (2010: 104-105) those problems can be overcome with education as long as the teachers have special competency in: (1) having a comprehensive social relationship and value (2) being open and flexible in organizing the diversity among students (3) ready to accept diversity (4) facilitating new comers and minority (5) collaborating with any sides (6) using teaching techniques to promote ethnic integration in learning. Teacher has a big chance to change student’s thought, perception, and behavior towards problems and difficult situations. If a teacher has a positive perception towards the existence of society diversity, then there is a bigger chance that the students can have the same positive perception. A teacher is believed to be able to do “positive transfer of learning and principle” to students. However, some teachers fail. The failure is on the wrong perception about something inappropriate with most society needs. Research Objectives The objectives of this research is to explore the praxis of multicultural education of elementary school teachers in three aspects: (1) cultural cognitive, (2) personality and value, and (3) motivation and action. These aspects form the pedagogy of professional teachers in multicultural education environment of elementary schools in Sintang. Research Problems This research has two research problems: 1. How is the perception of headmasters and teachers about the praxis of multicultural education of elementary schools in Sintang? 2. How is the competency straightening of headmasters and teachers for multicultural education of elementary schools in Sintang?
Research Method
The research method was multi case study research. This research was an early observation from a dissertation research process that was being wholly and deeply examined around eight to ten months ahead started from August 2016 until June 2017. The subjects of this research were six headmasters and the teachers of six elementary schools in Sintang. Research subjects were determined by purposive sampling and snowball sampling. The research needed the subjects, the situations, the places, and the activities done by the 76
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
teachers and the students in six schools. There were two schools represented Dayak and Tionghoa ethnics and Catholic/ Christian majority. The other two schools represented Melayu ethnic and Islam. The last other two schools represented multiethnic. Those six schools were SD Katolik Panca Setya II Sintang, SD Suluh Harapan, SD Negeri 23 Meyumbung, SD IT Buah Hati Sintang, SD Negeri 12 Jerora, and SD Negeri 1 Sintang. In this research, data gathering technique was conducted by observation and interview with questionnaires, as the supporting data. The instruments of this research were the observation guide and the interview with the questionnaires, which were circulated to the headmasters and all of the teachers in the six schools.
Research Results
How is the perception of headmasters and teachers about the praxis of multicultural education of elementary schools in Sintang? The results of the interview with the headmasters from three schools, whose students’ background majority are from Dayak, Melayu, and multiethnic, found that the term ‘multicultural education’ has not been recognized. Besides, the concept, the philosophy, the aim, and the practice of multicultural education in elementary schools have not also been acknowledged. ‘Multicultural education’ is a new term and a new concept for the headmasters and the teachers. The headmaster from the school whose students’ majority are Dayaknese, Tionghoa, and Christian, told that the appreciation towards pluralism is upheld in the daily life and the school life, while maintaining the identity as a Catholic school. The headmaster of SD Katolik Panca Setya II Sintang said that: “This school was established with a Catholic vision and mission. It also has a universal vision so that the students and the parents who choose this school have to obey all provisions of the school and the institution. All of the students, without exception, are required to take Catholic religion subject. This provision has been agreed between the parents and the school. The school welcomes and accepts students and teachers from all backgrounds. The important thing is that the students want to study earnestly in the school. The teachers’ recruitment is adjusted to the school needs and not restricted and selected only from Dayak, Tionghoa, and Catholic.” “SD Suluh Harapan is a new school and it has many Tionghoa students. This school gives an introduction of Mandarin Chinese language and English. The students are trained to understand other cultures outside their own culture in accordance with religious festivals. In the learning process, the students are introduced to cultural and religious diversity. For example, there is a dance teacher for some kinds of ethnic dances. (wks.edk.1a.1b)” The multicultural life that relates to tolerance value, respect, understanding, and diversity awareness have been in the school culture. The integration of learning content has not been conducted by the teachers, because of the curriculums and the special subjects that relate to cultures. The students are only introduced to the cultural and religious diversity through religious festivals and culture feasts. There are some extracurricular, such as choir and dance that presents various dances like Dayaknese dance and Javanese dance. The majority of teachers are female. The teachers and staff are Javanese, Dayaknese, Bataknese, Tionghoa, and Flores. The teachers are mostly Catholic and Christian. Only one teacher is Islam. The head office is a Javanese and Catholic. Each teacher is sought to have trainings and seminars, both in the rayon and regency. Teachers’ relation and intercommunication are extended through various ethnics and religions. However, there are some problems that all of the teachers are not able to join trainings because of the types of activity and the adequacy of teachers’ competency. 77
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Consequently, not all teachers have the same opportunity to get the improvement from trainings. In addition, seniority gap also determines the headmaster policy. Next, the researcher interviewed the headmasters of SD Negeri 23 Meyumbung and SD IT Buah Hati Sintang. The students and the teachers in these schools are mostly Melayu and Islam. The results of the interviews are: “SD Negeri 23 Meyumbung is located nearly Sintang Kingdom territory. The Islam percentage of the students and the teachers in this school is about 99%. In the recent years, there are non-Muslim students. These students live in the palm oil plantation environment. Because of the distance and no accommodation, their parents cannot take them to school. Thus, those students do not go to the school. Later, if there is Kapuas river overflow, this school will take a day off. The school building is like Rumah Betang. As a result, some problems arise because of the flower garden arrangement and the environment. The majority of the teachers are Melayu and Javanese women. The headmaster is a Melayu and Islam woman. Overall, Islamic vision colors all the activities, the contents, and the aims of studying firmly and clearly in SD IT Buah Hati Sintang. The alumni of this school have an obligation to master sholat and Quran’s sections. Besides, the students have to learn Arabic language. Although this is an Islamic school, the school has a universal view. It can be seen that the school gives a space for diversity, understanding of tolerance, respect, and diversity awareness. It has five-day school. The teaching and learning activity is from Monday until Friday, starts from 7.00 to 15.00. The school wants to give two days off, Saturday and Sunday, for students’ family and social time. The learning dynamics and activities in the school have Melayu culture and tradition, as the dominant. Beside scout, the extracurricular are directed to the competency improvements that relate to Islamic characteristics in accordance with the school’s vision and mission and local cultures. (wks.emi.2.a.2.b). The next is a multiethnic school, SD Negeri 1 Sintang. This school is located in the heart of the city. The teachers’ dynamics are more various. It makes the communication and relation dynamics of the teachers and the students more open and alive. There is no dominant culture. All ethnics, Dayak, Melayu, and others, are given an equal opportunity to grow. The dynamics depend on the leadership and the interest of the headmaster. There has not been a special methodology for multicultural education learning. Good value, tolerance, and diversity awareness have being lived generally in the society. However, there has not been a special learning approach that emphasizes cultural learning. Motivations and spirits of diversity awareness building are internalized as a value and an attitude to life that color the school life. The special feature of SD Negeri 12 Jerora is the students’ characteristic and the school facilities. The school is located in a suburb. It accommodates the children who live in the palm oil plantations environment. Every day the students are taken and picked up by truck of palm oil plantations. Therefore, the social behavior dynamics and learning behavior are different from other schools. The students fall behind in some aspects, so they need more guides. Nevertheless, not all of the teachers have adequate competencies to solve the learning gap problems.” Moreover, the interviews with two female teachers from Melayu and Dayak ethnics said that: “Seniority aspect often becomes a benchmark in determining tasks and responsibilities in the school. The acquaintance to the headmaster is a factor that determines teacher-to-teacher trust 78
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levels. The teacher who is close to the headmaster from ethnic and religion aspects, will have more opportunities to be given a trust to attend trainings and represent the school in official events. On the other hand, there are not many chances for other teachers to get selfimprovement even though they have adequate education and competencies levels. Later, the social and politic often become aspects that determine the leadership and the school policy. The elected regent and the head of the department of education will change the leadership in schools also. Presumption and prejudice between the teachers who have different ethnics and religions often warm up in accordance with the local political temperature. Politic, ethnic, and religion, as the factors of closeness, determine the school policy from time to time.” (wg.em.3a.3b). How is the competency aspect straightening of headmasters and teachers for multicultural education of elementary school in Sintang? According to the teachers, there are four competencies that have been reinforced with values and multicultural dimensions. Teachers’ knowledge, skills, and motivations have to be developed and empowered. The headmaster of SD Negeri 1 Sintang agreed with it and told that: “The teachers have already had those four competencies. They only need more creativities in each subject. The other school activities need more elements of local wisdom, local cultures, and diversity values that have been rooted in Sintang tradition. However, the cultural wealth, ethnics, and religions have not been wholly empowered. Based on the curriculum, it is seen that the teachers do not give enough space for giving the diversity wisdom in the classroom. They only spend the time to teach certain subjects. It happens since not all of the teachers can get trainings, even there is no teacher training and seminar about cultures.” (wks.3a.11/9/2015). Every schools and teachers in Sintang not yet to integrate topics and events from racial and ethnic minority populations in their teaching and learning. They are not try to make a changes within the general school environment. They understand that racial and ethnic minority students will have an equel opportunity for success but they can’t do realize many aspect of multicultural education in elementary school. They need supportive relationaship with ethnic minority parents and local government to implement different strategy in different multicultural interaction pattern. However multisectoral approach for enabling the government achieves comprehensive provision of Early Childhood education in the country (Aliah & Suwarni,2012:90).
Discussion
It is not easy to live together in harmony in natural multicultural society like Indonesia. They cannot easily accept and live with other people who have different identities. Nowadays, children grow and live in three main globalization dimension; information, technology, and economy. The relation among these three dimensions can bring and affect good values capitalism, democracy, and the identity of cultural rights of minority (Haddock-Sutch, 2003) in Edy Kristiyanto and William Chang (2004:12). The diversity like this should be a key to teachers’ pedagogy competency about perception, cultural understanding, personality, value comprehension, behavior, and motivation in classrooms. A good and professional teacher is expected to give learning philosophy that can empower the students to do learning how to learn (Farida Hanum, 2011: 38-39). School needs to develop multicultural education to have a successful academic and student’s learning process. Dzalalova and Raud (2012:67) confirm the importance of schools to seek multicultural competency because: “multicultural competence is a key competence of professional pedagogical competence and being a complex phenomenon, it includes 79
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humanistic values, positive ethnic identity and tolerance, knowledge of cultures and their interconnection, mastery of skills and methods applicable for a multicultural education environment. Thus multicultural competence is a precondition for successful pedagogical and interpersonal communication of the teachers along with other subjects of the educational process.” Many other researchers agree that multicultural education in schools is significant. Boyd and Catrice (2002:20) state Benett (1990)’s opinion, “multicultural education is important because educational excellence in our schools cannot be achieved without educational equity.” Multicultural education and global education share important goals. Global education can enable student to gain cross cultural competency and understandings of global culture (Diaz, 2001), Banks 2001 proposed that citizens who have an understanding of and empahaty for the cultures within their own society are also more likely to fungtion effectively within other cultures outside their national borders than are thouse who do not have this knowledge (Karuppiah and Berthelsen, 2011:41). The implication of these findings for elementary school teacher in Sintang and other school in our countries focus on supporting teachers in developing more critical and deeper understandings of multicultural education.
Conclusions and Recommendations
1. Although multicultural education has not been acknowledged, society has lived with it and preserve the values and behaviour of respecting diversity and pluralism in a long time. In religious festival such as Eid Al-Fitr, Christmas, or Chinese New Year, the teachers and the students visit and greet each other to build togetherness and tolerance among them. Cultural knowledge, personality, and student-teacher motivation have been a precondition for multicultural education in elementary schools. 2. Teachers are expected to take over the functions of cultural values transmissions in families and societies through the learning process, especially to the minority students who live in the suburbs and the palm oil plantations environment. Nevertheless, those functions could not be fully charged to schools and teachers because of some qualifications (Sairin, 2003:8). 3. Schools affect socialization processes and function to inherit cultures to students. Thus, multicultural sensitivity has to be built in schools. Multicultural competency is a precondition for the pedagogy success in achieving academic success, equality, and equity in education.
References
Aliah,B.P.H., & Eny Suwarni. (2012). Polices and practices for promoting multicultural awareness of indigenous early childhoold education in indonesia, International Journal of Child Care and Education Police (1), pp.63-94. Anna Dzalalova., & Nina Raud. (2012). Multicultural competence and its development in students of teacher education curricula, Problem of Education in the 21 Century, (40), pp.65-74. Banks, J.A. (1993). Multicultural education: Historical development, dimension, and practice. Review of Research in Education. Wiley-Jossey-Bass Education. Banks, J., Banks, C. (2003). Multicultural education: Issues and Perspectives (4thedn) New York: John Wiley & Sons. Boyd, C.N. (2002) Elementary school teachers' perceptions of multicultural education. ProQuest Dissertations and Theses; 2002; ProQuest Dissertations & Theses Full Text: The Humanities and Social Sciences Collection. Pp.n/a/1-114. Diakses 22 Agustus 2016 dari http://www.perpusnas.com. 80
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Farida Hanum. (2009). Classroom practice in a multicultural context. Paper presentation international seminar on multiculturalism and (language and art) education. Unityin harmony in diversity. Yogyakarta state university.21-22 oct. Keesing, A.M. (1989). Theories of culture. Arjounal annual rewiews. pp.73-89. www.luci.ics.uci.edu/website. Karuppiah., Nirmala., & Berthelsen, Donna Cathrine. (2011). Multicultural education: the understandings of preschool teachers in singapura. Australasian Journal of Early Childhood, 36 (4), pp.38-42. Ilknur Tarman., & Bulent Tarman. (2011). Developing effective multicultural practice: a case study of exploring a teachres’s understanding and practice, The Journal of International Social Reasearch, 4 (17), pp.578-598. Sjafri, S. (2003). School Culture in Multicultural Age; Empowering education qualities with School culture development. Paper’s of Seminar in yogyakarta state university. Salgur, S.A., & Gursoi, A. (2015). Multicultural education and teacher’s characteristics. Euromentor journal, 6 (3). (7-18). Ya-Huci & Hsu.(2014). Multicultural education for young children beginning from children’s picture books. International journal Educational Planning & Administration, 4 (1),pp 79-84.
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Enhancing Students’ Autonomy and Learning Result by Implementing Prediction Observation and Explanation (Poe) Learning Strategy on Digital Simulation Subject Permata Dewi, 2 Madziatul Churiyah, 1 Universitas Negeri Malang, Indonesia, 2Universitas Negeri Malang, Indonesia 1
[email protected],
[email protected] 1 Sri
Abstract
This research aimed at knowing the implementation of POE learning stratedy in enhancing students’ autonomy and learning result on digital simulation subject in grade X majoring in office administration (OA)of SMK Negeri 1 Pasuruan. This research was a classroom action research. The data were collected through test, observation, interview, questionnaire, and documentation. The data were analyzed by reducing and explaining the data, and concluding the overall study. The research result showed that POE could enhance students’ autonomy and learning result. Keywords: prediction observation and explanation (poe) learning strategy, autonomous learning, learning result.
Introduction
Learning is a process done based on some urgent needs and aims that should be fulfilled. The processes are not randomly done. There should be done based on theories and certain tenets so that it could work effectively. Learning is an activity which engages somebody in acquiring knowledge, skills, and positive values by using various sources to learn. Education is a process of self development of an individual which is conducted with full responsibility to elevate knowledge. A qualified achievement of education must be based on curriculum which is used to fulfill the learning objectives that have been stated. According to Suwarno (2014: 22), “Every nation surely will state the purpose of education in accordance with living values which are being fought for the sake of nations’ progression”. Based on Curriculum 2013, teaching and learning are not dominated by teachers anymore (teacher centered) but students have a big role as pedagogical subject. This is in line with learning principals in which learning should put the students as the center of the learning process instead of teacher centered learning. According to White and Guston (in Liew 2004), Predict-Observe-Explain (POE) is one of learning strategies which refers to a constructivism learning theory in which the essential of this model is knowledge building within students’ minds from background knowledge that has been stored in their minds with the help of teachers in finding a novelty and finally construct an insight based on the result of learning acquired by the students. Liew (2014) stated that “Teachers’ applying POE in a learning activity means giving deep understanding of learning activity design and strategy that the learning process begins from students’ point of view, not teachers or science experts”. In this research, POE learning strategy was not applied on natural science but social science on digital simulation subject. The use of POE is expected to improve students’ autonomy and learning result. According to Barnadi (in Fatimah, 2010: 149), “Autonomy covers the abilites of emerging initiatives, problem solving skill, self confidence and able to do things without any helps from other people”. Learning independency of students is impactful toward their learning results. On the other hand, Yamin (2008: 15) stated “Independent learning is an active and participative 82
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learning in order to develop individual’s skills which are unbounded by the presence of a teacher, lecturer, face to face interaction in a classroom, and the presence of friends.” An independent student is able to explore his/her own insight, searching for various learning sources based on the needs, and able to manage the time well. Learning result is also an evidence that the purpose of a learning activity has been achieved. According to Djamarah (2011), learning result is a series of activities which is done to know the behavioral changes as the interaction result with the environment related to cognitive, affective, and psychomotoric aspects. On the other hand, Hamalik (2006: 155) said “Learning result gained could be assessed through students’ progress after learning sincerely”. Therefore, learning result could be defined as a the overall result gained by the students after learning which is calculated numerically in the form of score. The score is used as the reference to know how far the students understand the learning materials given during the learning process. Based on an observation conducted in SMK Negeri 1 Pasuruan on Digital Simulation subject in grade X majoring in APK, the curriculum 2013 is being used. Contrastly, the learning strategy used was still teacher centered. The activities were centered on the teacher so that students were mostly passively paying attention to the teacher rather than doing activities (learning). Duringlearning, students were difficult to learn due to the use of Curriculum 2013. Students were demanded to be active, creative, and innovative in doing practices on Digital Simulation subject. In doing both group and individual practice, students were generally depending on their friends so that the learning result were not much different. This was proven by students’ passive participation and lack of independence during the learning activities. They only took notes and listened to the teacher without doing a real practice directly after being instructed by the teachers. Students were not active in delivering their ideas, asking questions, so that these affected the learning result. The alternative way chosen by the researcher to overcome this problem is by implementing POE learning strategy. This research referred to several studies previously done by Puriyandri et al (2015) who stated that the implementation of POE could enhance students’ learning result. Indriana et al (2015) also revealed that using POE could increase students’ creative thinking. Additionally, Liew (2004) showed that the effectiveness of POE model in understanding a knowledge could level up students’ achievements. Kearner (2004) even explained that the use of multimedia which is supported by POE activities could support students’ activities in elevating their knowledge. A research done by Hong C et al found that by using POE inquiry model, students’ interests and intentions were increased to continue developing their insights on cognitive internet subject. The similarities of this research with the previous ones are on the purpose of using POE to enhance students’ learning skill. On the other hand, the distinctions are on the efforts of improving students’ autonomy in learning. The subjects used in this research were the tenth graders majoring in APK of SMKN 1 Pasuruan who learned Digital Simulation subject.
Research Method
This research is a classroom action research which was done by using qualitative approach to better and enhance the learning practice in a classroom continually. This research was done in SMK Negeri 1 Pasuruan which is located in Jl. Veteran No. 11 Pasuruan. The subject of this research was students in grade X majoring in office administration (OA)in SMK Negeri 1 Pasuruan Class of 2015/2016 on Digital Simulation subject with total 35 students. The data were collected through some techniques namely observation which was helped by 4 observers, interview with the teacher of digital simulation, test which was used in the form of post test given in the last cycle, documentation, and field note. The data collected were then analyzed through three steps, namely: data reduction, data exposure, and conclusion. The 83
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procedure of this research was assembled into one complete procedure starting from planning, executing, observing, and reflecting. This research was done in two cycles. Several improvements were done in each cycle through reflection so that it met the objectives
Result and Discussion
Result of Study In the following are the criteria of success learning activities done by teachers and students as shown on Table 1: Table 1. Criteria of Success Actions No 1. 2. 3. 4. 5. (Source: Sudjana 2010:124)
Interval Score (%) 90-99 80-89 70-79 60-69 0-59
Qualification Excellent (A) Good(B) Fair (C) Poor (D) Very Poor (E)
Table 2. Data of Observation Result on Learning Activities Implementing POE model done by Teachers Observer I Observer II Observer III Observer IV Average (Sorce: Researcher’s Document 2016)
Cycle I 75% 75% 75% 75% 75%
Cycle II 95% 95% 90% 95% 93,75%
Based on Table 2, it can be revealed that classical average of observation result of teachers’ activities in implementing POE learning model in cycle I was as big as 75% which is categorized “(C) fair”. Whilst in the cycle II, the result was improved to 93.75% with “(A) excellent” predicate. This showed that in cycle II, the teachers had done several corrections toward the shortcomings happened during cycle I so that in this cyle the activities could be done maximally. The comparison of classical average of teachers’ activities in implementing POE learning model is presented in a diagram below:
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The Comparison of Teachers' Activities in Implementing POE Learning Model in Cycle I &II
100,00 80,00 60,00 40,00 20,00 0,00 Cycle I
Cycle II
Figure1: The comparison of observation result on teachers’ activities in implementing POE learning model Based on Figure 1, it can be seen that there is an improvement on percentage of teachers’ exactitude in implementing POE learning model from cycle I as big as 77% which was increased to 93.75% in cycle II. The result depicted that the implementation of POE learning model done by the teachers have been done appropriately. It means that teachers could employ POE learning model based on the steps that have been decided. Table 3. Data of Observation Result on Students’ Learning Activities during the Implementation of POE Model Observer I Observer II Observer III Observer IV Average (Source: Researcher’s Document 2016)
Cycle I 62,5% 62,5% 62,5% 62,5% 62,5%
Cycle II 77,5% 87,5% 87,5% 87,5% 85%
According to Table 3, students’ activities done during Cycle I and II were improved. This can be found from the percentage values acquired from Cycle I which was 62.5% with “(C) Fair” categories, then it increased 22.5 points to 85% in Cycle II with “(B) Good” category. This showed that in Cycle II, students could improved the drawbacks happened during Cycle I by cooperatively underwent POE learning model.
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Cycle I
Cycle II
Figure2: The comparison of observation result on students’ activities during the implementation of POE learning model. Based onFigure2, it can be revealed thatstudents’ activities during the implementation of POE learning model increased to 85% in Cycle II from 62.5% in Cycle I. This result proved that students are capable in applying POE learning model properly. Table 4. Questionnaire Result on Students’ Autonomous Learning Assessment Indicators Learning management Responsibility The use of various sources Self Management Capability Total Average (Source: Researcher’s Document 2016)
Cycle I 69,5% 72,7% 73 % 75,7% 72,7%
Cycle II 77,2% 85,2% 86 % 84,2% 83,15%
Table 4 showed the average score of some indicators of autonomous learning. The lowest score was in the aspect of learning management during Cycle I which was as big as 69.5% and 77.2% in Cycle II. This proved that students’ were incapable of managing their learning phase, especially time management. On the other hand, the highest value of autonomous learning aspect was responsibility, the use of vaious learning sources, and self-management capability. This showed that the three aspects mentioned have been fulfilled by students so that they could control their independence in learning. The elevated average of students’ autonomy from Cycle I toCycle II was 10.45%.
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Cycle II
Cycle I
Learning management
Responsibility
The Use of
Self
Learning
Management
Figure 3: The comparison of students’ autonomous learning on the implementation of POE learning model Sources Capability
According to Figure 3, it can be revealed that students’ autnomony during Cycle I to II improved. Aspects assessed in terms of autonomous learning covered: learning managament, responsisbility, the use of various learning sources, and capability of self-control. From these four aspects, learning management got the lowest score. The improvement from Cycle I to II was only 7.7%. This happened due to students’ irregular schedule and the lack of capability in managing the time. Whilst on the aspect of self-control, the increased score was 8.5% as the highest of all. This was because each student has a potential in exploring their knowledge, so that they could improve their insights independently or solve the problems together with group or directly question the teacher. Table 5 the Comparison of Teacher’s and Test’s Score in Cycle I
Average
Mid Test (Teacher’s Score) 71.51 19 (54.2%)
∑Students≥75 % Improvement 6 (17.2%) Source: (Teacher’s Score, Researcher’s Document 2016)
Score Cycle I 75.71 25 (71.4%)
According to Table 5, it can be revealed that the classical average score of mid test was 71.51 whilst in the Cycle I, it changed into 75.71. When conducting the middle test, there were 19 students or about 54.2% who had acquired score above the lowest passing grade. Meanwhile, in the Cycle II, there were 25 students or 71.4% of the students gained score above the lowest passing grade. Based on the test score, the highest improvement was in Cycle I that was17.2%.
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Table 6. Score Comparison in Cycle I and II Mid Test Score Score Cycle I Cycle II 71.51 75.71 85.72 Average 19 25(71.4%) 34 (97.1%) ∑Students ≥75 (54.2%) % Improvement 6 (17.2%) 9 (25.7%) Source: (Teacher’s Assessment, Researcher’s Document 2016) Based on Table 6, it can be presented that the average score in Cycle II was as big as 85.72%. During the test in Cycle II, there were 34 students or around 97.1% students acquired score above the lowest passing grade or above 75. This means that the improvement reached 25.7% if compared to the score of post-test in Cycle I. Thus, Cycle III is unnecessary to be conducted since most of the students had fulfilled the targeted grade. The Average Learning Result on Psychomotoric Aspect in Cycle I and Cycle II cycle I
cycle II
5 0 Preparation
Prediction
Observation
Explanation
Figure 4: The Average Learning Result on Psychomotoric Aspect in Cycle I and Cycle II Based on Figure 4, the result of the data gained on preparation indicator reached an average score 3 meaning that it was “Good”. The indicator of prediction valued an average score 3 which also means “Good”. The indicator of observation and explanation acquired 2 as the average score meaning that both were “Fair”. Overal, this can be identified that the researcher has not maximized the exploration on students’ psychomotoric skill since students had not understood the method taught by the researcheryet. While the result of data in cycle II acquired containing preparation, prediction, and observation gained average score as big as 4 meaning that those were “Excellent”. On the other hand, indicator of explanation gained 3 as its average score, meaning that it was “Good”. Hence, this showed that the researcher has attempted maximally to enhance students’ psychomotoric skill so that it was improved.
The Average Result on Affective Aspect in Cycle I and Cycle II Cycle I
Cycle II
5 4 3 2 1 0
Figure 5: The Average Result of Affective Aspect in Cycle I and Cycle II 88
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Based on Figure5above, the data result obtained concerning on the indicator of discipline, honesty, responsibility, and creativity gained 3 as its average score which means “Good”. Meanwhile, the indicator of self confidence and seriousness acquired 2 as its average score mearning that it was “Fair”. Therefore, this revealed that the researhcer has not maximized the efforts at improving students’ affective skill as students were lack of preparation in doing practices by using POE learning model. While in cycle IIthe result of data by indicators of discipline and responsibility were categorized “Excellent” since they acquired point 4. On the other hand, the indicator of honesty, creativity, self confidence, and seriousness acquired point 3 meaning that it was “Good”. Thus, this showed that the researcher has maximized the attempt on enhancing students’ affective skill so that students have done the POE model so well.
Discussion
The syntax of implementing POE learning model is actually similar with its acronim. Predict; teacher did a demonstration by giving checklists on some icons consisted in the digital book format and publication. Next, the teacher gave instruction to the students to predict what happens to the format of the digital book and its publication based on the demonstration which had been given. Then, the students predicted the answers of the problems given by the teacher in order to relate students’ background knowledge with the materials that would be discussed on that meeting. As a research done by Indriana,V., Arsyad,N., Mulbar,U.(2015:5), in this step, students should give their hypotheses based on the problems obtained from their own experience in regards to the materials being discussed. Observe; students did the observation on the problems concerning on the format of digital books and its publication. They then analyzed the result and took notes about the observation result. The purpose of this activity was to let the students directly took parts on the learning process so that they did not only listen to teacher’s explanation. According to Dimyati and Mudjiono (2006: 40), they stated that “Learning through real experience is not merely observing directly but they must fully comprehend, take parts in an action, and be responsible toward the result”. Explain; students corrected and analyzed the answers and then concluded the result of their prediction and observation. This was suitable with a research conducted by Puriyandari D., Saputro A., Masykuri M., (2014:25)who found that in this step, students compare the result of their observation and prediction which then continued by giving explanation on why it could happened. After that, post test is given by the end of Cycle I and II which aimed at assessing the level of students’ understanding about the materials being learned. Post test was done individually by the students while teachers were monitoring the test in order to aviod students’ cheating or working together with the others. Based on the explanation above, it can be concluded that the steps of implementing POE learning model which was done by the researcher had suited the procedures of POE learning model as stated by Indriana, V. Et al (2015) and a research done by Puriyandari, D. Et al (2014). The result of the observation during the implementation of POE learning model from Cycle I to Cycle II had been improved. This proved that the implementation of POE learning model on Digital Simulation subject is thouroughly appropriate with the scenario that had been planned. This was also supported by the data of teachers and students activities observation when the employment of POE was going on. One of the purposes of employing the POE learning model is to improve students’ autonomous learning along with an attempt to level up their learning skill. In this study, students’ autonomy is based on four aspects, namely: learning management, responsibility, the use of various learning sources, and students’ capability on self-control. From those aspects, the one which was categorized low is learning management. This happened due to the lack of students’ ability in taking advantages of learning period done by them. During the 89
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spare times, students were playing games and going online on their social media instead of learning. However, the highest score was on the indicator of students’ independency on selfcontrol. This happened as each student could explore themselves to deepen their knowledge so that when they found difficulties, they could work in group to overcome the problems or directly asked the teacher. In Cycle I, students’ autonomy were categorized “Moderate” as in this cycle students were still adapting the model used by the researcher. Students’ autonomy could be measured and seen through their ability in asking and answering questions without being ashamed or doubtful, working in groupsduring a group discussion without depending on the other groups, and always being sure on what they were doing and their own answers. This was also in line with a definition of independent learning stated by Yamin (2008: 115), “Independent learning is an attempt to actively and participatively learn to develop each potential of individuals without depending on the presence of the teacher, lecturer, or face to face interaction in a classroom and the presence of friends”. Meanwhile, students’ autonomous skill was improved in Cycle II since there were several improvements done in this cycle. The betterment was done in order to make students be able to elevate their independency during learning by doing POE learning model. The learning activities done through implementing POE model let the students be the center of learning. The activities could train and demand students to be able to work individually without other’s help so that their learning results were originally from their knowledge. Djamarah (2011) stated that learning result is a series of activities which were to acquire a behavioral change as the result of interaction with environment in regards to some aspects namely cognitive, affective, and psychomotoric. Sudjana (2010: 22) added that learning result is several skills possessed by a student after he/she obtained an experienced learning. Based on the analysis of cognitive learning result in Cycle I, it was revealed that the number of students who passed the minimum passing grade were increased after ondergoing Cycle II. The cognitive aspect could improved since the learning activities done by the researcher let the students to listen, take parts in a group discussion, do practical demonstration by predicting, observing, and explaining in which the process could improve students’ knowledge and automatically develop their knowledge in analyzing problems given by the researcher through a presentation activity. These are supported by Edger Dale’s theory on Cone of Experience where the process of listening, duscussing, demonstrating in the form of presentation and doing real action could increase students’ presentation of knowledge. Students’ learning result on psychomotoric aspect consists of 4 components that must be assessed covering some skills in (1) preparation, (2) prediction, (3) observation, and (4) explanation. From these 4 components, psychomotoric aspect is an aspect which significantly improved in terms of preparation, prediction, and observation. It was proven by students who were well prepared with their stationary and answer sheet, making good predictions related to the problems being observed and analyzing the redult of their prediction correctly and appropriately. This is supported by the pyramid theory of learning experience by Edgar Dale on imitating experience “A learner does not only learn by holding, smelling or feeling but start being active when thinking”. The learning result on affective aspect loads some indicators such as disciplinary, honesty, responsibility, creativity, self confidence, and seriousness. From these four indicators, the most significantly improved was disciplinary and responsibility. On the aspect of disciplinary, students had done the instructions given by the researcher and not been noisy during the teaching and learning activity. However, on the aspect of responsibility, each group had done a very good discussion and students could deliver the answers based on their own analysis when answering a question.
Conclusions and Recommendations Conclusions
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Based on the result and discussions of this study which have been explained in the previous chapters, it can be concluded that: The implementation of POE learning model was done in 2 cycles. The implementation of Cycle I and II covered some procedures: teacher divided the students into some groups, the teacher gave students problems related to the materials taught, students did prediction on the problems being observed, students oriented toward some terms which will probably happen (predict). Teacher paid attention and guided students in doing practical/experimental assignments, gave students opportunities to do an obsercation on the problems given, students did practice and observe the result of practical work, took notes on the observation result to be reflected to the other members of a group (observe). Teachers guided the students in delivering the result of their prediction and observation, students explained what had happened during the practical activity, students presented the result, and finally the overall result was obtained (explain). Overall, the implementation of POE (Predict-Observe-Explain) learning model has been done based on the procedures and applicable for Digital Simulation subject. The use of POE learning model could enhance students’ autonomous learning by various learning consisting of learning management, students’ responsibility, the use of various learning sources, and capability of self-control. This can be seen from the percentage average on students’ independency from Cycle I to II that their independence increased shown by the result of questionnaire filled by the students. Applying POE learning model could improve students’ learning result in SMK Negeri 1 Pasuruan. This was shown by the scores given by the teacher when conducting a post test in Cycle I which was the continued by post test in Cycle II. In the last cycle, students’ scores increased to 97.1% over the minimum passing grade. Therefore, it is vivid that the implementation of POE learning model could enhance students’ learning result. Recommendations Based on the conclusions above, below are some recommendations given by the researchers: The teacher of Digital Simulation subject should use POE learning strategy as one of choices of learning model to train students’ independency in learning since not all subject could implement this kind of strategy. During the implementation of POE model, the tenth graders majoring in APK of SMK Negeri 1 Pasuruan should improve their understanding on the materials independently without depending on the teachers and support this attempt by asking actively. It is suggested to the other researchers to do the same teaching model, that is POE in their new research in a more creative and innovative ways, whether in an classroom action research, media development, and modul development on similar basic competence especially on digital simulation subject which is suitable with the characteristics of learning.
References
Arikunto, S. 2010. Dasar-Dasar Evaluasi Pendidikan. Jakarta: PT Rineka Cipta. Chung Tsai, C., Yuan Hsu, C., Chong Liang, J. 2011. Facilitating Preschoolers’ Scientific Knowledge Construction via Computer Games Regarding Light and Shadow: The Effect of the Prediction-Observation-Explanation (POE) Strategy. Journal of Science Education and Technology. (http://link.springer.com/article/10.1007/s10956-011-9298-z#/page-1), accessed onJune 29, 2016. Dimyati & Mudjiono. 2006. Belajar dan Pembelajaran. Jakarta: PT. Rineka Cipta. Djamarah, S.B. 2011. Psikologi Belajar. Jakarta: PT. Rineka Cipta. Fatimah, E. 2010. Psikologi Perkemangan. Bandung CV. Pustaka Setia. 91
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Hamalik, O. 2006. Proses Belajar Mengajar. Jakarta: Bumi Aksara. Hong, C.J. 2014. Using a “prediction–observation–explanation” inquiry model to enhance student interest and intention to continue science learning predicted by their Internet cognitive failure. (http://www.sciencedirect.com/science/article/pii/S0360131513002893), accessed on 20 August 2016 Indriana, V. & dkk. 2015. Penerapan Pendekatan Pembelajaran POE (Predict-ObserveExplain) Untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa Kelas XI IPA SMAN 22 Makassar. Jurnal Daya Matematis Volume 3 No 1 Maret 2015 (Online),(http://ojs.unm.ac.id/index.php/JDM/article/download/ 1317/pdf_5), accessed on 17 January 2016. Kearney, M. 2004.Classroom Use of Multimedia-Supported Predict–Observe–Explain Tasks in a Social Constructivist Learning Environment. Research in Science Education. (http://link.springer.com/article/10.1007/s11165-004-8795-y#/page-2), accessed on 29 June2016. Liew, C.W. 2004. The Evectiveness of Predict-Observe-Explain Technique in Diagnosing Students Understanding of Science and Identifiying Their level of Achievement. Journal International Thesis Curtin University of Technology. (http://id.scribd.com) accessed on9 March 2016. Puriyandari, D., Saputro, A. & Masykuri, M. 2014. Penerapan Model Pembelajaran Prediction Observation And Explanantion (POE) Dilengkapi Lembar Kerja Siswa (LKS) Untuk Meningkatkan Sikap Ilmiah dan Prestasi Belajar Materi Kelarutan dan Hasil Kali Larutan Siswa Kelas XI IPA 1 Semester Genap SMAN 1 Ngemplak Tahun Pelajaran 2012/2013. Jurnal Pendidikan Kimia (JPK)Vol. 3 No. 1 Tahun 2014, ISSN 2337-9995, (Online),(http://jurnal.fkip.uns.ac.id/index.php/kimia/article/download/3032/6951), accessed on 17 January 2016. Suwarno, W, 2014. Dasar-dasar Ilmu Pendidikan. Jogjakarta: Ar-Ruzz Media. Tahar, I & Enceng. 2005. Hubungan Kemandirian Belajar dan Hasil Belajar Pada Pendidikan Jarak Jauh. Jurnal Pendidikan Terbuka dan Jarak Jauh, (Online), 7 (2): 91-101, (www.lppm.ut.ac.id/htmpublikasi/tahar.pdf), accessed on 27 February 2016. Yamin, M. 2008. Desain Pembelajaran Berbasis Tingkat SatuanPenidikan. Jakarta: Gaung Persada Press.
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Improving Critical Thinking Skills and Learning Student Achievement of Physics Through Learning Model Search Solve Create and Share (SSCS) Sholikhan Universitas Kanjuruhan Malang, Indonesia
[email protected]
Abstract
The purpose of this study is to measure and describe the increase in critical thinking skills and learning achievement physics student SMAN 6 Malang by using learning models Search Solve the Create And Share (SSCS). This type of research using class action research, study subjects all students in grade XI-1 2014-2015 academic year consisting of 34 students, 12 male students and 22 female students. The results showed the application of learning models Search Solve Create and Share (SSCS) can improve critical thinking ability and learning achievement physics student SMAN 6 Malang. Keywords: search solve create and share learning model, ability of critical thinking, achievement
Introduction
Implementation of the learning process does not escape from the problems encountered when implementing the learning process. Especially problems encountered when the learners have difficulty in learning. Difficulty learning is one of the symptoms in the learning process characterised by a variety of backgrounds behaviour inside and outside of the learners themselves (in this case students) (Zakir, 2007). There are some difficulties experienced by students studying physics, two of them are 1) because physics is learning material dense, memorise and mathematical. 2) because the physics learning is not contextual (Samudra, dkk: 2014). Problem-solving ability is one of the competencies that must be owned and developed by students in learning. The purpose of learning physics in high school is to develop skills and providing opportunities for students to think analytically. Critically and creatively in solving problems (Depdiknas, 2007: 176), develop and construct useful knowledge to solve various problems (Dahar, 2011: 121; Selcuk dkk, 2008) and use the information and skills acquired to solve the problem (Slavin, 1986: 250). Results of preliminary studies through observation and interviews obtained information that most students consider physics was difficult, teachers still use conventional learning models (lectures) and rarely use a variation or another model. The average value of daily test the students was 68.06. It can say that 61.76% of the 21 students have not reached the minimum completeness criteria, basic competencies tested set of school is 75, only 38.24% of the 13 students who received grades greater than or equal to 75 that has reached the minimum completeness criteria. It is shown that student achievement in the subjects of physics is still relatively low. Besides that learning physics currently not yet emphasise procedural problem solving so that students still tend to use Plug and Chug approach (not clear approach) and memory-based (recalling Similar problems) in solving problems of physics (Walsh et al, 2007; Brad, 2011; and Erceg et al, 2011). 93
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To overcome it is necessary to find a model of learning that is expected to improve critical thinking skills and student achievement in learning physics. One of them is learning model Search Solve Create and Share (SSCS) that is the model of learning to develop critical thinking skills in solving real problems. Learning Model Search Solve Create and Share (SSCS) first time developed by Pizzini in 1987 on the subjects of science (IPA). SSCS Model is a model of problem-solving strategies are valid because it can develop your existing knowledge with the program engages students in an inquiry. In this model, students can actively participate and cooperate to investigate (search) questions, solve (solve) the question, creation (create) the means of communicating what students get and share (share) conclusion. Learning Model Search Solve Create, and Share (SSCS) has the advantage that it can engage all students actively in the learning process and gain firsthand experience in the search phase and the phase solve the problem-solving process. The phase of creating can enhance critical thinking skills in the creation of the answer to communicating that student get and share (share) on the answers. Teaching SSCS can improve interaction and learning achievement (Pazzini, 1992), develop high-level thinking skills (Pazzini, 1988), improve learning outcomes (Hariyadi & Syamsi, 2012), improve the mastery of materials physics (Azizahwati 2008), and mathematical reasoning skills (Irwan, 2011). Critical thinking skills need to develop in the learning process because it is used to analyse an argument or statement and synthesising observations so that they can recognise the error and variables disclosed (Rabari, 2011; Ennis in Costa, 1985). And help students in solving physics problems and make decisions (Mimbs, 2005; Koray & Koksal, 2009). Critical thinking skills include formulate problems, analyse arguments, induction, deduce, and evaluating (Ennis in Costa, 1985). Five sub-aspect of critical thinking used include a) Ask and answer questions about an explanation and challenge. b) Consider the credibility of a source. c) Creating induction and consider the induction. d) Define the term. e) Decide a course of action. Based on the identification and analysis of the above, this study wants to describe that learning model Search Solve Create and Share (SSCS) able to improve critical thinking skills and learning achievement physics class XI IPA 1 SMAN 6 Malang?
Method
The research was a classroom action research (CAR). Chronology of the implementation of the action consists of four components, which are: planning the action, implementing the action, observation, and reflection. The subject of this research was all students of class XI IPA 1 SMAN 6 Malang 2015-2016 academic year consisting of 34 students, 12 male students and 22 female students. The material used in this research in the Cycle I was Effort and Energy and Cycle II was Static Fluid. The instrument used in this study include 1) treatment instrument consisting of Learning Implementation Plan, learning scenarios and Student Worksheet, 2) data collection instrument that consists of learning achievement test, assessment guidelines for the delivery of learning, critical thinking skills instruments and field notes. The data collection doing by using: 1) observation, 2) study the documentation, 3) test. The data analysis phases: 1) reducing the data, 2) data presentation, 3) draw conclusions. The study planned in two cycles adjusted to the allocation of time and the selected topic. Each cycle consists of four steps are: 94
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1) Planning; setting up a learning tool in the form of Learning Implementation Plan, learning scenarios, learning materials, students' worksheet (LKS), prepare observation sheets, arrange grilles of test critical thinking skills and learning achievement. 2) Implemented the action that adjusted with planning the action which already established. 3) Observations were made to observe, and documentation for learning activities take place. 4) reflection conducted to see the process of implementation of the action and the results of students' understanding. Results of reflection to consider whether the cycle has reached the criteria or not and draw conclusions what actions need to repair.
Result and Discussion
Cycle I conducted on November 27, 2014, and November 28, 2014. Lessons planned with the allocation of 2 x 45 minutes (2 JP). Tuesday, December 3, 2013, was held the final test of learning. The material taught was effort and energy that implemented in accordance SSCS step learning model. Learning conducted in class XI IPA 1 SMAN 6 Malang. At each lesson, students were divided into 8 groups and each group consists of 4-5 people. Cycle II conducted on Tuesday, January 21, 2015 (Meeting I), Wednesday, January 22, 2014 (Meeting II) and Friday, January 24, 2014 (Meeting III). Tuesday, January 3, 2014, was held the final test of learning. The material taught was a static fluid that implemented in accordance SSCS step learning model. Learning conducted in class XI IPA 1 SMAN 6 Malang. At each lesson, students were divided into 8 groups and each group consists of 4-5 people. The results of this research showed the percentage of learning achievements in the first cycle reaches 83.33% and included in good criteria, while cycle II reached 87.73% and included in good criteria. Improved learning achievement of 4.4% due to the teachers have to improve the weaknesses that occur in cycles I. The efforts of teachers to improve learning achievement from the first cycle to the second cycle are: a. At the preliminary phase, the teacher is no longer awkward when providing apperception so that students pay more attention to the enthusiasm and the atmosphere is more orderly than the previous class. This condition makes the increase in the preliminary stages. b. The phase of search (investigation), the teacher gives the student a question to which pay less attention to the demonstration and ensure the availability of records demonstrations so that students pay more attention and can make their investigations. c. The phase of solve (solving), teachers guide students in connecting the experiences of students with ideas. It can help students solve the problem question. d. The phase of creating (creation), teachers motivate students to be more active in asking, by giving points to students who actively ask/express their opinions so that students can provide temporary conclusions and create answers to the group of their friends. e. The phase of share (share), the teacher gives point to the group to share the results of the answers so that each student pay attention and listen to the presentation of all groups. f. The phase of conclusion, the teacher gives points to students who can provide a conclusion. And most of the students have been able to conclude the lesson/material.
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Based on the description above can be described comparison value learning achievements in the first cycle and the second cycle presented in chart 1 below.
Chart 1. Percentage Comparison of learning achievement Cycle I and Cycle II. Chart 1 shows the SSCS more effective learning model to enhance students' skills in problemsolving than conventional learning. This learning model in line with that expressed by Pazzini and Shaperson (1992) SSCS learning model can improve student understanding and problemsolving skills. Further, Azizahwati (2008) said that the SSCS learning model has several advantages including learning and strengthening basic science and physics concepts in a better understanding. Student success in solving the problem depends on how students understand the problem. According to Ikhwanudin, et al (2010) to understand the problem is an important step to finding a way out or answer. Therefore it is necessary to familiarise the students analyse an issue as an important step in solving the problem. In the learning model, SSCS familiarised students to analyse the problem presented, plan effective solutions and evaluate the results obtained. According to Irawan (2011) through this learning model students harness the capabilities pose a problem an effort to identify, link, analyse, and evaluate a given situation. From the test results, critical thinking skills of students in the first cycle are 59.12%, while in the second cycle is 64.70%, and an increase of 5.58%. The efforts of teachers to improve students' critical thinking skills from the first cycle to the second cycle are: a. An aspect provides a simple explanation (elementary clarification), the teacher asks the students to study the next materials, and teachers provoke the students to give examples of the application of materials in daily life, with the teacher first giving an example. So that students can think critically by giving examples of different or had not been mentioned the teacher and other students. b. Aspect builds basic skills (basic support), to train teachers how to give a good reason in the process of solving the problem, by linking the application and examples in daily life. c. Aspects are making conclusions (inference), teachers guide students in drawing conclusions on the questions that have been granted and through investigation. d. Aspects provide a further explanation (advanced clarifications), teachers give an assessment (point) to the students explaining the material in depth. The teacher gives examples of exercises that lead to a more detailed explanation and depth. 96
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e. Aspects of strategy and tactics (strategy and tactics), teachers often provide practice questions, and to investigations, students can apply the concept of material. Based on the description above, it can describe the comparison of students' critical thinking skills improvement for applied SSCS learning model as in chart 2 below.
Cycle I
Cycle II
Chart 2. Comparison of Critical Thinking Skills Improvement Cycle I and Cycle II. The learning achievement regarding learning completeness has increased. Before action, the average value of test results is 68.06. Viewed from learning completeness, only 38.24% who achieve completeness Minimum Criteria (KKM≥75) of 34 students. While the average value in the first cycle of 68.34 and the students who meet the KKM as many as 18 students or 52.94% of 34 students. The low learning achievement of students who do not meet the standards prescribed by the school due to the implementation of new models of learning for students so that students feel they are not familiar and feel strange. Although, when compared to the average before the action has increased. In the second cycle obtain an average is 78.38 and the students who meet the KKM many as 25 students or 73.53% of 34 students. Besides the students are already familiar with SSCS learning model, the teacher attempts to increase learning achievement is a lot of giving exercises and homework to students so that they get used to working on the test. From the description above, it can see the increase in the percentage of achievement before the action, the first cycle and the second cycle presented in chart 3 below.
PRE ACTION CYCLE I CYCLE II
Chart 3. The percentage comparison of Increase Student Achievement. SSCS learning model more effectively to improve critical thinking skills which create an atmosphere to stimulate students' active (Pazzini, 1992) and develop higher level thinking (Pazzini et al, 1988). 97
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Model SSCS can attract the attention of students and encourage the curiosity of students to read literature, investigation, questioning and discussing with friends and teachers. The problem is used as a context for students to learn critical thinking and problem-solving skills (Pazzini et al, 1988), acquire knowledge and essential concept of the subject material (Kharida et al, 2009), learn about the investigation of important problems and become independent learners (Arend, 2008).
Conclusion
Based on the description of data exposure, discussion and action research are the achievement of quality learning model Search Solve Create and Share (SSCS) was good, can improve students' critical thinking skills and can improve student achievement class XI IPA 1 SMAN 6 Malang.
References
Arend, R. I.. 2008. Learning to Teach (Belajar untuk Mengajar). Ed. 7. Yogyakarta: Pustaka Pelajar. Azizahwati. 2008. Penguasaan Materi Kapita Selekta Fisika Sekolah II Mahasiswa Pendidikan Fisika FKIP UNRI Melalui Penerapan Model Pembelajaran Search, Solve, Create, Share. Jurnal Geliga Sains, 2(1): 17-18.Dahar, R. W.. 2011. Teoriteori Belajar dan Pembelajaran. Jakarta: PT. Erlangga. Brad, A.. 2011. A Study of The Problem Solving Activity in High School Student: Strategies and Self-Re-gulated Learning. Acta Didactica Napocensia. (Online), 4(1): 21-30, (http://dppd.ubbcluj.ro/adn/ article_4_ 1_3.pdf), accessed August 3th, 2013. Costa, A. L. 1985. Teaching Behaviour That Enable Student Thinking. Developing Minds A Source Book for Teaching Thinking. Virginia: ASCD. Departemen Pendidikan Nasional. 2007. Model Kurikulum Sekolah Bertaraf Internasional. Jakarta. Erceg, N., Masusic, M. & Slisko, J.. 2011. Sudents’ Strategy for Solving Partially Specified Physics Problem. Revista Mexicana De Fisica. (Online), 57 (1): 44-50, (http://www.rmf.fciencias.unam.mxpdfrmf-e57157_1_0044.pdf), accessed August 3th, 2014. Hariyadi, E & Syamsy, N. 2012. Pengaruh Model Pembelajaran Problem Posing dengan Strategi Search, Solve, Create, Share Terhadap Hasil Belajar Fisika. Jurnal Pendidikan Teknik Elektro, 1 (2): 93-100. Ikhwanuddin., Jaedun, A.& Purwantoro, D.. 2010. Problem Solving dalam Pembelajaran Fisika untuk Meningkatkan Kemampuan Mahasiswa Berpikir Analitis. Jurnal Kependidikan, 3: 14-16. Irwan. 2011. Pengaruh Pendekatan Problem Posing Model Search Solve Create and Share (SSCS) dalam Upaya Meningkatkan Kemampuan Penalaran Matematis Mahasiswa Matematika. Jurnal Penelitian Pendidikan, (Online), Vol. 12, No. 1, (http://www.unp.ac.id, accessed Juli 5th, 2014) Kharida, L. A., Rusilowati, A. & Pratiknyo, K. 2009. Penerapan Model Pembelajaran Berbasis Masalah Untuk Peningkatan Hasil Belajar Siswa Pada Pokok Bahasan Elastisitas Bahan. Jurnal Pendidikan Fisika Indonesia. (Online), 5:83-89, (http://journal.unnes.ac.id), accessed November 15th, 2014. Koray, O.& Koksal, M. S.. 2009. The Effect of Creative and Critical Thinking Based on Laboratory Application on Creative and Logical Thinking Abilities of Prospective Teacher. Asia Pacific Forum On Science Learning and Teaching. (Online), 10: 1, (http://www.ied.edu.hkapfsltdownload dv10_issue1_filekoksal.pdf), accessed Juni 30th, 2011. Mimbs, C. A. 2005. Teaching From the Critical Thinking,Problem-Based Curricular Approach: Strategies,Challenges, and Recommendations. Journal of Family and 98
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Consumer Sciences Education. (Online). 23 (2): 7-18, (http://www.jfcse.winter.v23 no2Mimbs), accessed October 8th, 2011. Pazzini, L. E., Abell, S. K. & Shapardson, D. S. 1988. Re-thinking Thinking in The Science Classroom. The Science Teacher. December. Pazzini, L. E.. 1992. A Comparison of The Classroom Dynamics of a Problem Solving and Traditional Laboratory Model of Instruction Using Path Analysis. Journal of Research in Sciences Teaching, 29 (3): 243-258. Rabari, J. A., Indoshi, F. C. & Okwach, T. 2011. Correlates of Divergent Thinking Among Secondary School Physics Students. Educational Research. (Online).2 (3): 982-996. (http://www.interesjournals.org/ER), accessed June 30th, 2011. Samudra, G.B., Suastra, I W., Suma, K. 2014. Permasalahan-Permasalahan yang Dihadapi Siswa SMA di Kota Singaraja dalam Mempelajari Fisika. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha. (Online) Vol.4 (http://pasca.undiksha.ac.id/ejournal/index.php/jurnal_ipa/article/viewFile/1093/841), accessed October 5th, 2014. Selcuk, G. S., Çalýþkan, S.& Erol, M.. 2008. The Effect of Problem Solving Instruction on Physics Achievement, Problem Solvin performance and Strategy Use. Latin America Journal Physics Education. (Online). 2 (3): 151-166. (http://www.journal.lapen.org.mx), accessed May 24th, 2013. Slavin, R. E.. 1986. Education Psychology. Theory and Practice. (4 th ed). USA: Paramount Publishing. Walsh, L. N., Howard, R. G. & Bowe, B.. 2007. Phenomenography Study of Students’ Problem Solving Approach in Physics. Physics Education Reaearch. (Online). 3 (2): 1-12. (http://www.prstpe.orgpdfPRSTPER v3i2e020108). diakses tanggal 24 Mei 2011. Williawati, L. 2009. Pengaruh Pembelajaran Matematika dengan Pendekatan Diskursus terhadap Kemampuan Berpikir Kritis Siswa dalam Matematika. Skripsi tidak diterbitkan. Bandung: Jurusan Pendidikan Matematika UNPAS Bandung Zakir, S. 2007. Usaha Guru Dalam Mengatasi Anak Yang Bermasalah Dalam Belajar. (http://manzaku.blogspot.com/2007/09/mengatasi-masalah-belajar.html) accessed October 5th, 2014.
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Collaboration Learning Model Cooperative Integrated Reading And Composition (CIRC) With Mind Mapping To Increase Learning Outcomes In SMK Office Administration 1
2
Iis, Agung Winarno Universitas Negeri Malang, Indonesia
[email protected]
Abstract
This research was Class Action Research (CAR) that aimed to: (1) Implementation of collaboration learning model Cooperative Integrated Reading and Composition (CIRC) with Mind Mapping, (2) Learning outcome of students’ after the implementation of collaboration of learning model Cooperative Integrated Reading and Composition (CIRC) with Mind Mapping. This research was conducted in two cycles, with each cycle, there are two meetings.Data collection techniques in this study using observation, testing, interviews, field notes, and documentation. While the analysis of the data used was by way of data reduction, data presentation and conclusion. Research result showed that the implementation of collaboration learning model Cooperative Integrated Reading and Composition (CIRC) with Mind Mapping can increase student learning outcomes on SMK Office Administration. Keywords: learning model cooperative integrated reading and composition (circ), learning model mind mapping, learning outcomes
Introduction
Education in schools can not be separated from the learning process and the interaction between teachers and students. The learning process always involves two subjects, namely teachers and students will produce a change in students as a result of learning activities.In accordance with the educational curriculum today is the curriculum in 2013, to strengthen governance as follows: (1) The working procedures of the teachers that are individually converted into a working method that is collaborative, (2) the strengthening of school management by strengthening the management capabilities of the principal as leader of education (educational leader), and (3) strengthening of infrastructure for the benefit of management and the learning process (Permendikbud No. 70 of 2013). In education, teachers require students to be active in the learning process and are done with a collaborative between teachers and students, not in one direction only. The learning process has goals to be achieved which includes cognitive, affective, and psychomotor. In order to achieve these objectives, educational institutions should actually develop scientific-scholarly exist. It aims to encourage students to be more active in the learning process so that the level of students' understanding of the learning material to rise and impact on improving student learning outcomes. Based on observations, the level of students' understanding of the material Public Relations and Protocol is still low. It is caused by several factors, one of which is the methods and models used by the teacher is less varied. "Teachers are required not only provide material but also provide students with the opportunity to be creative in understanding materials (Khikmayanti, et al, 2012).Material subjects Public Relations and Protocol rendered using lecture method. The method is carried out by teachers who suspected to be triggered not all students understand the material being taught.Although the lecture method is still relevant to the development of education now and there is some material they feel is suitable to use the 100
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lecture method. However, this method is less demanding too much effort from the teachers and students, so that the level of students' understanding of the learning material is still not optimal. Subjects Public Relations and Protocol is the subject to a greater emphasis on psychomotor aspects. However, to optimise the psychomotor aspect, students must first have a high level of understanding of the theories and concepts of learning materials. The use of the learning model of collaboration between the learning model Cooperative Integrated Reading and composition (CIRC) with Mind Mapping proposed research with the aim to increase the level of student understanding of learning material that will have an impact on student learning outcomes in subjects Public Relations and Protocol. CIRC learning model is a comprehensive program to teach reading, writing, and language arts the higher grade in primary school (Slavin, 2005: 200). According to the theory of Slavin (2005: 204) states that the CIRC is a learning model that has three important elements, namely activities related basis, the direct teaching of reading comprehension lesson, and the art of speaking and writing integrated. However, the CIRC has grown not only used on the subjects of language but also in other subjects. While learning model Mind Mapping is a learning model that uses the techniques noted that highlighting the creativity so effective in mapping. Clarified by Buzan (2010: 3) which states that "one of the learning models that has been proven to optimise the learning outcome is a model called mind maps or mind mapping". Mind Mapping learning model is the best for students' prior knowledge or to find alternative answers and easy for students to understand and absorb information quickly. Similar to what expressed by Hyerle (2012: 1) which states that "the map in mind, all learners have a language cognition visual-verbal, thus allowing a capacity deeper to view, modify, visualise, and improve their thinking abilities". The use of collaborative learning model CIRC with learning Mind Mapping is done in small groups in a class, as well as work together in finding the main idea of the presented material was then poured into a form Mind Map (map concept). In addition, this model requires students to actively cooperate with each other and reduce the dominance of teachers in learning so that the learning process is not boring. Based on previous research conducted by Kuswandana, et al (2014: 1-10), entitled "The Effect of Cooperative Learning Model CIRC to the learning outcomes of fifth grade IPS students in Panarukan Village" shown that there were significant difference IPS student learning outcomes between student thatfollowing study with cooperative learning model CIRC (Cooperative Integrated Reading and Composition) and student following conventional learning model on the fifth grade student in Panarukan Village. There was a significant difference that shown collaborative learning model type of CIRC (Cooperative Integrated Reading and Composition) influence to the learning outcomes IPS students’. As for the learning model mind mapping, previous studies conducted by Kurniawati, A., & Saptorini (2014: 147-154) entitled "Application of Mind Mapping and Records Write Arrange on Creativity and Mastery Learning" shows that the creativity of students in chemistry learning model of Quantum Learning to use Mind Mapping is better than Compose Note and completeness studied chemistry at Quantum Learning model study using Mind Mapping higher than a Compose Note. Based on the description above, in an effort to improve student learning outcomes on the subjects of public relations and protocol, the researchers will conduct related research on collaborative learning model Cooperative Integrated Reading and Composition (CIRC) with Mind Mapping to improve student learning outcomes XI grade Office Administration SMK Muhammadiyah 3 Singosari.
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Research Method
This research was Class Action Research (CAR). This research was conducted in SMK Muhammadiyah 3 Singosari Malang with research subject amount 46 students. Data collection procedures used to test the form of posttest, observation, assisted by three observers, court records, interviews with subject teachers Public Relations and Protocol, as well as documentation. There were two cycles in this study, each cycle consisting of two meetings. 1. Result and Discussion a. Research Result Table 3.2 Comparison Value Daily Test Previous KD with Value Post Test Cycle I Value Daily Value Post Test Previous Test Cycle I KD Averages 73,5 75 ∑Student 20 (43%) 27 (58%) ≥75 % Increse 7 (15%)
Based on table 3.2 known that averages for Value Daily Test Previous KD about 73,5, while averages for Value Post Test Cycle I was 75. Based on the test Value Daily Test Previous KD there were 20 students or 43% got values above KKM and 26 students or 57% got the value below KKM. While in the implementation of Post Test Cycle I there were 27 students or 56% got value above KKM and 19 students or 42% got the value below KKM.From the results of tests that have been conducted on the daily test to post-test KD previously obtained the increase in the value of students who achieve KKM many as seven students, or about 15%. It can be concluded that nearly half of the students do not understand the material about the preparation of the technical meetings that have been taught in cycle 1. It is necessary for the strengthening of the action again on the second cycle in order to increase student learning outcomes. Table 3.2 Comparison Value Post Test Cycle I with Value Post Test Cycle I Value Post Value Post Test Cycle I Test Cycle II Averages 75 79,5 ∑ Student 27 (58%) 35 (76%) ≥75 % Increse 8 (18%)
Based on Table 3.3 it can be seen that the second cycle obtained an average value of 79.5 and there were 35 students, or about 76% scored above the KKM. This shows an increase of 18% or 8 students when compared to the value of post test cycle I. Based on the percentage of successful cognitive aspects of learning in the second cycle in class XI APK still not work 100% so that the necessary improvement in the third cycle. But in this study was limited to the second cycle, the third cycle can not be executed. Table 3.3 Comparison of Affective Aspects of Student Learning Outcomes Siklus I Siklus II P1 P2 P3 P4 Value Total 120,9 132, 96,25 116,08 7 02 Averages 2,81 3,14 3,16 3,50 Averages 2,82(70,5%) 3,33(83,2%) every cycle
Description: P1 = Meeting 1
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P2 P3 P4
= Meeting 2 = Meeting 3 = Meeting 4
Qualification: Very Good (VG) Good (G) Good Enough (GE) Less (L)
= 3,51 – 4,00 = 2,51 – 3,50 = 1,51 – 2,50 = 0,00 – 1,50
According to Table 3.3 known that the results of studying the affective aspects of students from the first meeting until to the fourth meeting increased by an average of the first cycle increased by 2.82 to 3.33 in the second cycle. Affective aspects of the learning outcome of students it can be said that the overall average of affective aspects of class XI student of Administration in Public Relations and Protocol subjects of the first cycle and the second cycle included in the qualification Good (2.51 to 3.50). Table 3.4 Comparision Student Learning Outcomes of Psychomotor Aspect
Value Total Average Average every cycle
Cycle I P1 P2
P3
Cycle II P4
118,32
121,87
134,12
152,86
2,75
2,90
3,05
3,32
2,82(70,5%)
3,18(79,5%)
According to Table 3.4 is known that the learning outcomes of students psychomotor aspects of the first meeting until to the fourth meeting increased by an average of the first cycle increased by 2.82 to 3.18 in the second cycle. Affective aspects of the learning outcome of students it can be said that the overall average psychomotor aspects of class XI students on subjects Office Administration Public Relations and Protocol first cycle and the second cycle included in the qualification Good (2.51 to 3.50).
Discussion
Implementation of Model Application of collaborative learning model CIRC with Mind Map in the cycle there are still shortcomings that students still have difficulty in making a mind map (map concept) and was hesitant to create a mind map using a colour pen. Teachers should explain to students about the concept of map-making procedures and functions using colour in the manufacture of the mind map. In the second cycle, the implementation of collaborative learning model CIRC with Mind Map was running smoothly and in accordance with RPP.Weaknesses were identified in the first cycle has been improved so that it does not reoccur in the second cycle. Students have been able to make a concept map using a ballpoint pen or coloured pencils. Students are already getting used to making a concept map so that when a group discussion was no trouble. "In addition to being an effective method of recording, mind maps has functions for other jobs. The mind map is also ideal for writing and given presentations to be done for the entire content of the presentation can be summarised in one page (DePorter and Hernacki, 2002: 158)“ The number of students who meet the KKM on the second cycle also increased. 103
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This study researcher acted as executor of the action or the model teacher. During the study, researchers supported by 3 observers. Researchers chose to use of the basic competencies Techniques Meetings because of suggestion from the teacher subject that is most suitable for collaborative learning model Reading and Composition Integrated Cooperative (CIRC) and Mind Mapping. Instructional material used in the first cycle, namely Techniques Preparatory Meeting, while the materials used in the second cycle is the Techniques Meetings. Steps for implementing collaborative learning models and Composition Reading Integrated Cooperative (CIRC) and Mind Mapping conducted by researchers in accordance with RPP. Collaboration learning model Cooperative Integrated Reading and Composition (CIRC) and Mind Mapping was implemented to help the student in understanding the material which studied. Students are trained, to sum up, a lot of material by using a mind map (concept map). With the mind map (concept map), the students are able to understand and remember using concept maps that have been made without having to read a lot more material. "Mind Mapping in harmony with the natural workings of the brain, because of mind mapping involves both hemispheres, one noted by involving symbols or images which likes, using colors to subdivisions that indicate a specific meaning and may involve emotion, pleasure , one's creativity in making records (Alam, 2009: 19).In the application of this model of collaboration, students formed the study groups consisting of 5-6 students per group, it is intended that students discussed with each other and exchange opinions with their friends in order to achieve learning success together. "In the CIRC, students are placed in small groups, either homogeneous or heterogeneous (Huda, 2013: 126)". It is also changing the learning atmosphere which was originally dominated by teachers so that students become less active. With the collaboration of this learning model to teach students to be more active in the learning process. Each group must perform tasks such as concept maps, teachers provide reading material about the learning materials. Students are assigned to discuss in making a mind map (concept map), first, students should read these materials with the group of their friends. Students are also allowed to ask the teacher if experiencing difficulty in doing the task. With a concept map has been created, the concept map used as a reference in the presentation. The results of this study compared with previous studies that research conducted by Sutarno, H., Nurdin, EA, & Awalani, I (2010) with the title Application Integrated Learning Model Cooperative Reading and Composition (CIRC) Based Computer to Improve Student Results on Learning ICT. The results showed that an increase in student learning outcomes in the cognitive domain of the Information and Communications Technology learning after the type cooperative learning model CIRC based computers. This is evident from the increase in the average score of student learning outcomes before and after each series were subjected to learning. Computerbased learning model CIRC very effective in learning of Information and Communication Technology. This is evident from the average score gain is normalised in each series learning is at 0.71, 0.76, and 0.75, which all three are at high criteria. While more research is research conducted by Kurniawati, A., & Saptorini (2014) with the title Application Mind Mapping and Records Write Organize to the Creativity and Mastery Learning. This research used two samples that are experiment class 1 that applying Mind Mapping and experiment class 2 using Note WC (Write Compose). This research has shown that the experimental class 1 and 2 have reached complete learn individual. Mastery learning classical experimental class 1 reached 91.17% while the experimental class 2 reached 81.25%. Analysis of creativity classical observation shows the results of 63.06 and 57.50. 104
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The average assessment of students 'creativity' work of each class leader 85.44 and 82.81. The research concluded that the class of Mind Mapping more superior creativity and mastery learning than class notes Write Compose. Students Learning Outcomes after Implementation of Model Dimyati and Mudjiono (2009: 3) stated that "learning outcomes are the result of an interaction acts of teaching and learning". To obtain the results of learning, required assessment or evaluation on the students which is a follow-up or a method to measure the level of mastery in the learning process has been done, so the evaluation educators can also measure changes in student behaviour significantly after the learning process teaching in accordance with the purpose of teaching. Similar to what was stated by Slameto who stated that "Learning is a process of change in behaviour as a result of interaction with the environment in meeting their needs. These changes will be evident in all aspects of student behaviour, so if students have not shown optimal development then there is no good learning process (2003: 2)”. To measure learning outcomes in the first cycle and the second cycle, the researchers provide post-test to test how much improvement students' cognitive mastery learning. Not only that, the researchers also made observations to determine the increase mastery learning students’ affective and psychomotor domains. Based on the analysis in the first cycle and the second cycle of the obtained value of the average grade on the cognitive before to the implementation of collaborative learning model CIRC with Mind Mapping is 73.5 by the number of students who completed as many as 20 students or 43%, whereas that is not complete as many as 26 students or 57%. While the average value of the class after the implementation of collaborative learning model CIRC with Mind Mapping is 75 by the number of students who completed a total of 27 students or 58% and the number of students who did not complete as many as 19 students or 42%. An increase in students' mastery learning as much as 15% or as much as 7 students. Learning outcomes of student affective aspect from the first meeting until the fourth meeting has increased. Affective aspects of the learning outcome of students it can be said that the overall average of affective aspects of class XI student of Administration in Public Relations and Protocol subjects of the first cycle and the second cycle included in the good qualification (2.51 to 3.50). As for the psychomotor aspects of learning outcomes of students from the first meeting until the fourth meeting has increased. Affective aspects of the learning outcome of students it can be said that the overall average psychomotor aspects of class XI students on subjects Office Administration Public Relations and Protocol first cycle and the second cycle included in the good qualification (2.51 to 3.50). Based on the findings in this research indicates that increased on the learning outcomes of cognitive, affective, and psychomotor after the implementation of collaborative learning model CIRC with Mind Mapping on the subjects of Public Relations and Protocol in class XI APK SMK Muhammadiyah 3 Singosari. The discovery in this study are consistent with the results of some previous studies, including research that conducted by Kuswandana, P.A., Dantes, N. & Margunayasa, I.G (2014) with the research result that was significant difference learning outcomes between group of student used cooperative learning model CIRC and group of student used conventional learning model on the IPS subject of V grade elementary students in the first semester 2013/2014 academic years Panarukan Village. This was shown by countless 11.84> 2,021 tables. The average score obtained by students who learn to use cooperative learning model CIRC is 17.42 which is the category of high and students learn to use the conventional model is 13.91 which are in the moderate category. Research conducted by Imanuddin, MC, & Utomo, UHN 105
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(2012) obtained results of t-test analysis is paired sample t-test in the experimental group, showed that the method of mind mapping positive effect is very significant to increase learning achievement in physics (t = - 11.006; p = 0.000). The results of t-test analysis are paired sample t-test in the control group, found that conventional methods are not positive effect on achievement learn physics (t = -1.941; p = 0.070). The results of t-test analysis of the Independent sample t-test of the experimental group and the control group found that there were significant differences between the average (mean) results of post-test between the experimental group and the control group (t = 2.144; p = 0.020). The results showed mind mapping method is very effective in improving learning achievement physics.
Conclusion dan Suggestion
Conclusion Collaboration learning model Cooperative Integrated Reading and Composition with Mind Mapping can improve student learning outcomes in subjects Public Relations and Protocol XI APK SMK Muhammadiyah 3 Singosari that are; (a) Learning outcomes in the domain of cognitive indicated by an increase in the Value Daily Test Previous KD to the cycle I with the average about 73,5 become 75. While the ratio of the value of the first cycle to the second cycle increased with an average value of 75 become 79.4. (b) Affective aspects of learning outcomes of students from the first meeting until the fourth meeting has increased the average percentage of the first cycle of 70.5% increase in the second cycle become 83.2%. The overall average of affective aspects of learning outcomes the first cycle and the second cycle included in the good qualification. (c) Psychomotor aspects of learning outcomes of students from the first meeting until the fourth meeting has increased the average percentage of the first cycle of 70.5% increase in the second cycle become 79.5%. The average overall results of learning outcomes psychomotor aspects of the first cycle and the second cycle included in the good qualification. Suggestion Collaboration learning model Cooperative Integrated Reading and Composition with Mind Mapping can be used as an alternative for teachers to choice learning model in grade XI on the subjects of Public Relations and Protocol to improve student learning outcomes, but should be adjusted to the Basic Competence. For teachers who are interested in using model Cooperative Integrated Reading and Composition with Mind Mapping should consider things such as the readiness of teachers, student readiness and availability of time to prepare learning materials. Teachers should be guiding students especially students who are always busy and make noise in class to focus on learning so that the atmosphere in class when the learning process is conducive and make the student spirit.
References
Alamsayah, M. 2009. Kiat Jitu Meningkatkan Prestasi Belajar dengan Mind Mapping. Yogyakarta:Mitra Pelajar Buzan, Tony.2010. Buku Pintar Mind Map. Jakarta:PT Gramedia Pustaka. DePorter, B., & Hernacki, M. 2002. Quantum Learning: Membiasakan Belajar Nyaman dan Menyenangkan. Bandung:Kaifa Dimyati & Mujiono.2009. Belajar dan Pembelajaran. Jakarta:Rineka Cipta Huda, Miftahul. 2013. Cooperativ Learning: Metode, Teknik, Struktur dan Model Penerapan. Yogyakarta:Pustaka Belajar Hyerle, David.N., dkk. 2012. Peta Pemikiran:Thinking Maps. Jakarta:PT Indeks 106
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Slameto. 2003. Belajar dan Faktor-faktor yang Mempengaruhinya. Jakarta:Rineka Cipto Slavin, R.E. 2005. Cooperatve Learning: Teori, Riset, dan Praktik. Bandung:Nusa Media. Undang-Undang RI Nomor 20 Tahun 2003 Tentang SISDIKNAS Imanuddin, M.C., & Utomo, U.H.N. 2012. Efektifitas Metode Mind Mapping Untuk Meningkatkan Prestasi Belajar Fisika Pada Siswa Kelas VIII. Jurnal Universitas Ahmad Dahlan, (Online), IX (1):63-74, (http://ejournal.uad.ac.id), accessed October 25th, 2015. Khikmayanti, A., Supardi, K., & Saptorini. 2012. Pengaruh Pendekatan PAIKEM berbantuan Peta Konsep Acak Terhadap Hasil Belajar Siswa. Jurnal Chemistry in Education, (Online), 2 (1):52-58, , (http://journal.unnes.ac.id/sju/index.php/cemined), accessed June 14th, 2016) Kurniawati, A., & Saptorini. 2014. Penerapan Mind Mapping dan Catatan Tulis Susun Terhadap Kreativitas dan Ketuntasan Belajar. Jurnal Jurusan Kimia FMIPA Universitas Negeri Semarang, (Online), 3 (2):148-156, (http://journal.unnes.ac.id/sju/index.php/cemined), accessed Oktober 25th, 2015. Kuswandana, P.A., Dantes, N. & Margunayasa, I.G. 2014. Pengaruh Model Pembelajaran Kooperatif Tipe CIRC Terhadap Hasil Belajar IPS Siswa Kelas V Di Desa Penarukan. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha, (Online), Volume:2 No: 1, (http://pgsd.undiksha.ac.id/ejournal/index.php/jurnal_pgsd/article), accessed October 30th, 2015. Sutarno, H., Nurdin, E.A., & Awalani, I (2010), Penerapan Model Pembelajaran Cooperative Integrated Reading and Compotition (CIRC) Berbasis Komputer Untuk Meningkatkan Hasil Belajar Siswa Pada Pembelajaran TIK. Jurnal Pendidikan Teknologi Informasi dan Komunikasi (PTIK), (online), Vol.3 No. 1, (http://file.upi.edu/direktori/jurnal/pendidikan), accessed October 29th, 2015.
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Implementing crisscrossed technique of authentic assessment model to improve biology preservice Teachers’ microteaching skills 1
Any Fatmawati, 2BaiqMuli Harisanti, 3Ahmadi IKIP Mataram, Indonesia 1
[email protected],
[email protected],
[email protected]
Abstract
The aim of the present research was to find out whether there was improvement of students’ teaching skills after treated using crisscrossed techniqueof authentic assessment model. The research was two cycles classroom action research. It was carried out on class A,sixth semester students, who took microteaching subject at Biology education study program. The research instruments were in the form of microteaching observation sheets and questionnaires on students’ responses toward the use of the technique. Data analysis was descriptively carried out with reference to Likert scales. The results revealed that the students’ microteaching skill in the first cycle was 72.86 under skillful category and that of the second cycle was 76.78 under the same category. In addition, the calculation of students’ responses toward the use of the technique showed 66.04 under good category. Therefore, this research concludes that implementing crisscrossed technique of authentic assessment model could improve Biology preservice teachers’ microteaching skills along with their considerable responses toward the technique implementation. Keywords: authentic assessment, crisscrossed technique,microteaching skills
Introduction
Microteaching is one of the compulsory subjects for undergraduates at IKIP Mataram whose aim is to help students prepare themselves as schoolteachers. In the process of teaching the subject, the researchers attempt to bring innovation into classes in the form of using authentic assessment-based teaching with crisscrossed technique. This sort of assesment grounds from the researchers’ curiosity about implementing assesment process that involves students within the running teaching process. In this research, not only is the assessement carried out by the lecturers, but students also take a part by assessing their peers in turn. As PPL (Teaching Practice Program) supervisors, the researchers frequently receive feedback from the school teacher aides reporting that students’ teaching skills were less than expected, thus troubled the teacher aides despite the fact that the PPL delegated students passed the prerequisite subjects for the microteaching subject program such as teaching strategies, teaching evaluation, teaching and learning, teaching program development, and most specific is microteaching. Ideally, students passing the prerequisites are supposed to manage to control the class both in devising teaching kits and in the teaching practice, therefore the controlled teaching process can go succesfully. In order to meet such demand, the students need a thorough training for microteaching, meaning that the teaching process should be carefully devised and the students are guided to having good understanding of practicing teaching and of the teaching process. Iksan, et al (2013)account that assesment is an extremely important element in the teaching and learning process. Meanwhile, Fatmawati et al (2013) found criscrossed authentic assessment technique effective on students’ teaching motivation. Additionally, Rochmiyati’s (2013) findings suggest that peer assessment model had positive impact on the increase of 108
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classicalmean scores in cognitive skills. Both findings are importantly supporting data for the present research since both investigated assessment models therefore the researchers feel the vibe of interest in finding out thescores of students’ teaching skills in microteaching subject by using criscrossed authentic assessment technique. Based on the elaboration, it is then necessary to find out the students’ scores in microteaching skills. Stemming from the background above, it is essential to undertake a study on students’microteaching skills, in an effort of self preparation toschools, whose problems are formulated as follows: First, Can crisscrossed teachnique ofauthentic assessment improve the teaching skills of Biology preservice teachers? Second, what are the students’ responses when taught using crisscrossed technique of authentic assessment?
Method
The present undertaken research is classroom action research that incorporates both quantitative and qualitative approach. The design of the research was carried out through two cycles. Each cycle is made up of four stages, namely planning, acting, observing, as well as evaluating and reflecting. The scheme of these cycles are presented in the following chart. Planning Reflecting
CYCLE I
Acting
Observing Planning Reflecting
CYCLE II
Acting
Observing ?
Chart 1.Classroom Action Research Scheme (Arikunto, 2010). The instruments used in this research were microteaching observation sheets and questionnaires on students’ responses. Having the data collection process completed, the data from observation sheets and questionnaires were calculated using formula (gained scores/maximal scores)*100. Once the data of the scores were obtained, they were furthermore categorized into 5 categories Likert scales as shown below. Table 1. Categories Conversion for Students’ Microteaching Skills Scores Categories 0 - 19,99 Very less skillful 20 - 39,99 Less skillful 40 - 59,99 Fairly skillful 60 - 79,99 Skillful 80 - 100 Very skillful
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Tabel 2. Categories Conversion for Students’ Responses Scores Categories 0 - 19,99 Terrible 20 - 39,99 Less than average 40 - 59,99 Average 60 - 79,99 Good 80 - 100 Very good
Results and Discussion
Results Data analysis employed descriptive qualitative method with reference to Likert scales. The results of the analysis are displayed in the tables and charts below. The Results of Microteaching Observation Sheets The data of microteaching observation results in first and second cycle are explained with the following table. Tabel 3. Summary of Comparison between Microteaching Observation Data in Cycle I and II Cycle I Cycle II Number of students 50 50 Highest score 86,03 85,77 Lowest score 61,28 60,00 Classical mean score 72,86 76,78 Category Skillful Skillful Based onthe table above, it can be seen that the numbers of participating students in the assessment in each cycle are identical, namely 50. In cycle I, the highest score is 86.03, the lowest one is 61.28 and the classical mean score is 72.86 under skillful category. Similarly, in cycle II, the the highest score is 85.77, the lowest one is 60.00 and the classical mean score is 76.78 under skillful category.
Gambar 2. Distribution Chart of Microteaching Observation Scores in Cycle I In the above chart, it is shown that the distribution of microteaching score is as follows: there are 12 students achieving scores between 60-69, 36 students achieving scores between 70-79 and two students whose scores are between 80-89.
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Gambar 3. Distribution Chart of Microteaching Observation Scores in Cycle I The chart shows that in cycle II, there are 3 students achieving scores between 60-69, 37 students achieving scores between 70-79 and 10 students whose scores are between 80-89.
Results of Questionnaires on Students’ Responses Table4. Summary of Students’ Responses Data Aspects Scores Number of students 50 Highest score 79 Lowest score 53 Mean score 66,04 Category Good According to the table above, it can be seen that the numbers of students who fill out the questionnaires on the use of crisscrossed authentic assesment technique are 50 students. The highest score is 79,the lowest one is 53,and the mean score is 66.04 under good category.
Chart 4. Distribution Chart of Students’ Responses Scores in the Use of Crisscrossed Authentic Assesment Technique Based on the above chart, it can be seen that 5 students acieve response scores between 50-59, 33 students achieve response scores between 60-69, and 12 students achieve between 70-79.
Discussion
Microteaching is a subject that requires innovations in its teaching, one of which is innovation in the assessment process. The directlyimplemented assesment in the teaching of the subject does interest students since apart from studying the materials (practice), they also train to provide assesment. This can be seen from the scores gained from microteaching observation sheets.
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Generally or classically, the students’ mean score from microteaching observation in cycle I was 72.86 under skillfulcategory and increased in cycle II, namely 72.86 under the same category. This is influenced by several factors: (a) the assesment is carried out by the students who play roles as the learners, thus the assesment is not one way. (b) the assesment is also directly carried out (authentic assessment) by examining students’ performance while doing microteaching. (c)students directly examine the assessmnet indicators therefore might prepare themselves before carrying out the microteaching which might bring about better performace than their peers. Assesment activities that involve students paricipating in assessing their peers are pretty effective as feedback for the students to be more prepared when teaching (Westhuizen dan Golightly, 2015).(d) since the lecturers always do reflection on all practicing students on each meeting, all students who have already practiced teaching or will be practicing teaching may be aware of the weak spots of their performance and for those who have not practiced so, they might anticipate for the next meeting. Besides, Saban and Naci (2013) report that microteaching method might provide opportunity for students to do evaluation and to fill the missing aspects in teaching. Thus, teaching activities that provide chance for improvement from both lecturers and students willbring about changes toward better teaching process. This is suggested by Fatmawati (2010), namely teaching in groups,so as they can remind each other and support for betterment. To specifically train teaching skills, assessment may involve students and lecturers (Iksan et al, 2014). The process of teaching microteaching in this research has almost identical activities for eachmeeting. Nonetheless, several differences exist: (a) the students who do microteaching are always different on each meeting. (b) The lecturers reflect on different parts from indicator 1 to 13. In addition to these, the set of activities conducted can be summarized into three parts, namely (a) planning (b) microteaching, (c) reflecting. This is similar to the one suggested by Diana (2013). The set of activities in the activities of teaching microteaching subject can build students’ positive characters. The identified characters are: being tidily dressed, polite, tolerant, cooperative, honest, objective in assessingand careful(Fatmawati, 2015). These characters are considerable to prepare students involving at schools teaching. The closest activities to microteaching students will do is PPL which positions all students at schools. In line with the research results, Komariah (2013) explains that the aim of character education is basically encouraging the birth of good students. The growth and development of good character will encourage human to grow with their capacities and commitment to do the utmost and rightly carry out any things as well as to have purposes of life. People also play a role to build children’ charactersthrough their parents and circumstances. Characters are developed through the stages of knowing, implementing and habit formation. Therefore, in the teaching of microteaching, the students are guided through the three stages.
References
Arikunto, S. 2010. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta :BinaAksara. Diana Thomas J Jr. 2013. Microteaching Revisited: Using Technology to Enhance the Professional Development of Pre-Service Teachers. The Clearing House: Ajournal of Educational Strategies Issues and Ideas. Vol. 86 No. 4. Hal. 150-154.
Fatmawati Any, Harisanti Baiq Muli dan Ahmadi. 2015. Karakter Positif Mahasiswa Pada Mata Kuliah Microteaching Dengan Menggunakan Pembelajaran Berbasis Asesmen Otentik Teknik Saling Silang. Makalah: Disajikan dalam Seminar Nasional “Mengembangkan Keterampilan Berpikir Tingkat Tingggi Melalui Pendekatan Edutainment Dan Edupreneurship Dalam Menyongsong Masyarakat Ekonomi Asean (MEA)” Tanggal 4 Oktober 2015 di UniversitasJember.
Fatmawati, Any. 2010. Pengaruh Pembelajaran Kooperatif Tipe Think Pair Share Dan Kreativitas Terhadap Hasil Belajar Sains Siswa Kelas V SD Gugus V Ampenan Kota Mataram Tahun Pelajaran 2009/2010. Tesis. Undiksha Singaraja. 112
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Iksan Zanaton H, Zakaria Effandi, Yusoff Md. Daud. 2014. Model of Lesson Study Approach During Micro Teaching. Canadian Center of Science and Education. Vol. 7 No. 13. Hal. 253-260. Komariah Kokom Siti. 2013. Pendidikan Karakter : Preparation of Marriage and Good Family Sebagai Aktualisasi Pendidikan Karakter Melalui Program Kuliah Kerja Nyata (KKN). Jurnal Pendidikan Agama Islam. Ta’lim. Vol. 11 No. 2 hal. 169181. Bandung. UPI. Rochmiyati. 2013. Model Peer Assessment pada Pembelajaran Kolaboratif Elaboratif IPS Terpadu di Sekolah Menengah Pertama. Jurnal Penelitian dan Evaluasi Pendidikan. Vol. 17 No. 2 hal 333-346. ISSN 1410-4725. Jogyakarta. UNY. Westhuizen Christo PVD and Golightly Aubrey. 2015. Vidio Annotation Software Appliction for Thorough Collaborative Assessment of and Feedback on Microteaching Lessons in Geography Education. Journal of Geography in Higher Education. Vol. 39, No. 3, Hal. 420-436.
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To Establish Competitive CENG (Civic Engagement) Generation Through Skill Class Education Program in the Elementary School 1
Candra Cuga, 2 Muhammad Sarlin, 3 Delfa Tanus State University of Gorontalo, Indonesia 1
[email protected], 2
[email protected]
Abstract
Facing the globalization era that is marked with many international programs and policies such as AFTA, AEC and some other challanges will certainly implicate the Indonesian people, particularly to science, technology, and art (IPTEKS) development. Along with it, there are also the development of economic needs and education, meanwhile the job opportunies are increasingly limited because human being are developing and eventually ensued tight competition in obtaining job especially for them who lack of skill. Therefore, Indonesian government has to perpare high-skilled human resources immediatelly to improve the quality of education, start from elemntary school. One form that can be done is through extracurricular (community civic) called skill class education program which is an attempt to develop students as competitive Ceng (Civic engagement) generation. The application of skill class education program using the concept of success history and class education and the power of thematic concept indicates the important of the application of education completely by involving various stakeholders. The success history and class education program gives space for parents and society to be involved in the students skill development and construction that fit with student choice. Meanwhile the power of thematic program requires the creativity of the teacher to apply thematic learning with themes/mediums that fit to student skill and choice so that teachers can have a role as hidden curriculum in the school. Keywords: ceng (civic engagement), competitive, skill class education
Introduction
High quality of human resource is very important for development national and competitiveness nations. (Why is it important?), that’s the question but in fact the unemployment rate in Indonesia is increasing. It is proven with BPS data that mentioned the unemployment rate in Indonesia for 5.81% on February 2015. It improved when it is compared on February 2014 for 5.70 %. This implying that Indonesian human resource is still far from the quality and not capable of being the competitive generation and powerless competitiveness. One of the causes is the lack of habits and skills training since early in children especially in primary school student. At the school students tend to pressed to improve their cognitive aspect. Sometimes it isn’t realized that not every child has the same cognitive ability. But, every child must have had talent or at least have the potential as a tendency talent. The school should understand it and make an effort for potential students can be expressed good and will be something futile in the future. In fact, it is very important to create of competitive and defenseless generation. The arrival of MEA (ASEAN economic community) should can be the best solution for the nation to prepare the superior actors. (it impacts on the national nation and dropped it to the global nation) which will be to be “GLOBAL CITIZEN” or citizenship the world that not only think about how to respond the outsiders coming, but even more than that should think to prepare the generation which will to compete globally. Therefore, it needs group for young generation especially for primary school students to be prepared all potentials to make for them on the world for work later. ( the added function ) the 114
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writer gives the solution in the form of a container as intended. Program skill class education is a forum made an attempt to develop the talent students but still integrate by using knowledge and attitude as important aspect in the process of education. Moreover, it is intended to develop relation between school and the general public competent in areas some talent for this tends to plaid. Therefore, in this school has an opportunity for the outside people that can pass and be inspiring for the students in a school with competence which he/she owns. Therefore, the writer will give a deeper about how urgency skill class education in the school. Both of these will be examined conceptually by using various the theory as a knife analysis can be relied upon scientifically so that it can be tested also in practical study in which to come.
Discussion
The Urgency of Skill Class Education in the School Entering the era of globalization that is characterized by various programs and international policy as AFTA, MEA which could implications for Indonesian, especially for the development of science , technology , and art (IPTEKS) therefore it needs the rising development, while jobs are increasingly limited because people have the intensive competition in seeking job and especially for people who have no skill, it’s so difficult. Providing the extra life skill is one of solution can prepare students as a candidate of community’s member to face AFTA and MEA and various challenges global so students could be set up as citizens are being involved as the CENG (civic engagement) as a competitive and defenseless competitiveness. The meaning and essence of CENG is broader and deeper than civic participation, which has temporary and incidental characteristic. CENG is a movement, plan, and programs which is made systematically, designed to prepare and ensured the fulfillment of capacity and student competency as citizen to take steps devotion to the community, the nation and the country both in the scale national, regional, and global. This is not only beneficial for personal interest as ruler of the people ,but also empower community / the community in various social services .In higher level , CENG is a step programmatic and systemic to develop civil society by synergistic and collaborative that support the efforts of the government’s empower and prosper the community as citizens of a nation. Adler and Goggin ( 2005: 236-253 ) come to a conclusion that CENG is about the way citizen participate in a community to create a better condition in the future. It contains the understanding that CENG is one of tangible form from the program and the implementation of the science that can begin the development of living skill for citizen. Life skill is skill owned by somebody to face problems in life without feeling depressed, then proactively and creatively look for and find a solution to handle it, BBE team (2003). Education oriented to life skill in Indonesia has been proposed by BBE team start in 2002, one of them is a vocational skill. Indonesian who are the integral part of community’s world having the value religious, life skill still has to compounded by attitude, it means selfawareness think rational. Attitude must be controlled by every act of one, this is the formative value from identity and personality. To answer the challenge , it needs to guidance and the development of which started from the environment’s of primary school that always getting more attention from various parties. Here the urgency of life skill development in primary schools. According to team BBE ( 2003 ) pattern the implementation of the education skill live in primary school can be done by the 4 ways: (1) reorientation of learning, (2) cultural development of school to be more conducive to life skill, (3) the development of school management, and (4) the development of relation 115
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between synergistic and community: thinking skill, social skill, academic skill, vocational skill, and self awareness. The total of the skill known as the life skill (BBE team) ( 2002 ). The formation of vocational skill is craftsmanship in a particular field, in this writing skills expected are various interest and talent students who traced through need assessment that is done by the school. After knowledge and identify interest and talent students then they will collect in community civic by writer come to skill class education program. Concept of Skill Class Education Program in Primary School Inspiration Class and Success History Programs in skill class education itself consist of success history and inspiration class and the power of thematic. Inspiration Class Inspiration class is a program which is made by presenting the people within the nearest school with expertise in the certain areas to provide contribution for education. The people within the nearest chosen because regarded as the parties who should be involved in the process educated at a school and as the party that is most accessible .In addition, it is also as an effort to empower citizens’ environment. The community is one who is versed and competent in the areas based on their talent: the sports, art and religious. In skill class education, the competent community was called by inspirator. Inspirator will tell the experience and story life related to fields which is embraced. This is done so that students the encouraged to expand their talents .No stopping till there, the inspiration will also train students to expand their talents .Inspirator will be training for students about the techniques and tips in developing the students’ talent. Through the inspiration class and success history, it is hoped that will produce competitive CENG generations. The Modeling Program A model which is designed through the inspiration class program and success history brings inspirator as a model for students. Inspirator who is intended in this writing is the people residing in the school that has competent and experience in the certain area for example, sports, art and religion. Inspirator is invited by the committee of skill class education based on its qualification. Before inspiring, inspirator will be given basic insight on the condition of students as a subject in skill class education. The writer call this thing as briefing program. It is done in the free period at school and its implementation will be more interesting if it’s done every day with different inspirator. This will be scheduled by the implementer program. The Element in Program The citizen participate in the development of skill class education. Awareness about the important of education which can give the hope and better opportunity for the future to support various efforts and attention from all citizens. It encourage the writers by offering skill class education program which involve the citizens such as old people, figure of citizens, figure of religion, those who keep influential the development of children’s talent. It is also contained in law No. 20 of 2003 about SISDIKNAS in chapter XV section 54 which state that the community must be involved in the implementation and control of education. Because the citizens are the center of implementation and users of the education result. The citizens are the main component to implement-ate education process. The citizens contribution in the school area needs to be optimized as effort in implementing vision and mission of school. The citizens can give contribution to the school in skill developing for the students. It is accordance with the thought of Ki Hajar Dewantara state 116
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that citizens into components are indissoluble in education holding that’s called TRI PUSAT PENDIDIKAN . The Aim (output and outcome) As we know that education is for our future nation. Therefore , it has become mandatory for all parties participate to assume responsibility with preparing students face the future .This is the role the people actively in education by contributing the power and mind and others to held the quality education. The role of the community in schools should be used because it could helped implement the education either in the form of development , development of the talents they have students .In establish cooperation with the community , let applied over in common responsibility and objectives intermediate agency education and the concerned community .However school is owned by the community because input the school itself originates from the community and output school will be back to the community . The competent input and a qualified process will produce the best output. An output that produced is destined to become generation “civic engagement “ namely the generation that rather than participate in developing community but also directly involved in national development. In addition, the best output is also expected to be competitiveness on a regional basis as well as global. Hence, writer calls it as the best output. Basic statement writer about the best output because inspiration from Chatib ( 2009 ) says the best the process or the best output. The writer chooses the best output by reason from the objective of enhancing program class education. Students’ activities through the skill class education from the activities of inspiration class and success history in the sight of writer are related with an effort to empower residents (empowering of society).Why is that? to analyze this question, it can be said to the theory the good of community and competency as presented Montagu and Matsond (Supriatna, 1997) with the characteristics of them: a) Every members of the peoples interacts actively with each other based on personal Relationships, and gregarious; the group primary. b) A community having viabilities, the ability to solve their own problems. c) An opportunity to every member of the peoples to participate actively for the interests of the togetherness. d) The existence of community give important meaning to their members. Through perspective of that theory, it is quite clear that the skill class education is adequate rides for students to embody four things as some characteristic of good community and the competency. Thus, the empowerment the underlying than the philosophical involvement in the education will be well. Thus, the activities in the skill class education program through the success history and inspiration class is very important for students as a vehicle for their actualization of an empathy, ethics value, and social responsibility. If the program skill class education is the micro to implement the learning cycle of citizenship, Musil (Jacoby, 200), therefore the as macro as part of this context. The Power of Thematic This program signaled the importance of learning that directed on students’ needs and students’ ability in process of education in schools. Often learning has been done in class not capable to reach students’ need therefore it can’t be able to fulfill the real purpose of 117
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learning. Therefore, the relationship among the facts of life , life skills and subjects can be engineered through curriculum and planned program. The following figure shows the relationship among the scheme of a fact of life, life skills and subjects, arrows with dotted line shows the flow of the engineering curriculum Real Life
Lifeskill
Course
Figure 2: Relations among real life , life skills and subject. Information:
Indicate the directions in curriculum development ------- Indicate the direction of contribution lessons
Education life skill (life skill) becomes vision of education in changing the learning’s pattern to make more quality people. The education’s pattern in primary school handed to the formation of life skill is very possible in implementing for all the level of the classes, because it doesn’t change the curriculum system, doesn’t add on the new lesson only change learning orientation, BBE team ( 2003 ). And then, it is forward by mukhlas in (2004) “ the application of skill life in school should be conducted in every level of education starting from elementary school (primary school), until level college, only percentage and the type of activities demands are be different “. According to Musil (Jacoby, 2009) about spiral of citizenship learning which begun of self, then the community and culture, next knowledge, then skills (skill), next successive is values and the act of the public action. This shows that the existence of skill class education as part of civic community is capable of being the spacecraft for the development of learning that more intact through the concept of the power of thematic. Curriculum 2013 explicitly wants that the teachers be able to apply thematic learning in class. Where learning the one with the others could be integrated in their entirety in the process of learning. But according to author, thematic learning would be far more meaningful if could be applied outside of class. In the context this writing, could be done in skill class education, where interest and talent students to be the medium of learning. For example subjects PKN can use the talent class to play ball as a medium in learning. Where themes about nationalism, the spirit of patriotism, love of country, the diversity can be explained through the ball talent. In addition mathematics are also able to use same media for example the concept of multiplication and division and the other subjects. Therefore a way of thinking holistic, where students on primary school age still have the holistic think. Based on BNSP (2006: 35) stated that the determination of thematic in learning process at the primary school because they still be on a development level that still see all things as one of wholeness (holistic). In line with the Gestalt’s theory who are defined as whole configuration or form whole, pattern, unity and the whole. This theory as the thematic basis learning of psychiatric human is comprehensive observation. Based on this learning theory, he gets “insights”. Insight is obtained if he saw a certain relation state of the various unsure with the situation, so that relationship become clear to him and solve a problem (Nasution, 2004. Slameto, 2003), the determination of a theme in thematic learning can be done based on interest and proximity of the theme with the self and students’ environment, Meinbach (1995) the determination of the theme could have come from various sources but the best is students’ interest. Through program of skill class education with various activities as class inspiration, success history and the power of thematic then slowly students’ talent and students’ interest develop well, the students 118
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spent their leisure, and hopefully the contest in skill class education can also be as a entertainment for them. The students can joke each others , and it can be enjoyed together. Thus, the author summarizes some stages that can be done through guidance and habits in program of skill class education : (a) Reorientation in learning, is to do an analysis of the curriculum to know the concept of material that fit with the program skill ) class education . Then continued by vocational activities that support the activities of the curriculum , so that the output students serves double (b) Cultural development working with motto “the learning not to school but to live , learning not for the test but to solve the problem, culture work can be develop selfdiscipline and a sense of responsibility, the development of the motivation to study, and development think togetherness . (c) Management education has the principle of independence, transparency, cooperation, accountability, and sustainability. (d) Synergic relation with the community means: parents determine the success of their children, by supporting activities in school which conducted with teachers and their friends and local including members of the community. From the various guidance and habits which concluded by the writer, the concept of class education is felt to be not very important obtained students , besides can support the activities of the curriculum, also have many impacts of counterpoint (nurturant effect) and in the students’ life for the future who is to come of competitive CENG generation.
Closing
Conclusion An urgency of development skill living through the skill class education is one effort in facing the Indonesian’s challenges to face globalization era which do not only require the generation that can diffent with attacks from outside but capable of do “a counterattack“ with available competence. Program skill class education is one of the spaces involves young citizen especially for students in primary school in developing the talent in accordance their interest oriented to the formation of vocational skill, believed to be contribute significantly in establishing the sustainable development (sustainable development). The program is very relevant to develop of potential students as young generation which will at last can support embodiment of empowering people (empowering society) as a basis philosophical from involving CENG generation (civic engagement) which has the competitive ability and defenseless competitiveness . There are several concepts in application of skill class education, they are success history, class education, and the power of thematic. The two programs require the importance application of education in whole (holistic) by involving various parties to realize national education targets. The implementation of the success history and class education provided room for parents and the community (empowering of society) to engage in order to train and develop the students’ talent according to their interests. While program the power of thematic demanding teachers’ creativity applies learning thematic by using interest and talent students as the theme of / media learning thus the teachers can be said as hidden curriculum.
Suggestion and Recommendation
There are some suggestions and recommendation that the writer extends, they are:
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In increasing the students’ motivation for implementing the program skill class education, let students having any interest or attention earnest of the program, as a strategic room in developing their potentials as a competitive and defenseless competitiveness of CENG. The institutional or institutional, so the role of school is very important to pushing or support activities students in the program skill class education as effort to empower potential students to support a community empowerment as a basis philosophical from involvement of citizen. The role could be realized in four important things namely strengthening, institutional mission, interlacing cooperation, current knowledge development, and the practice of effective learning and efficiency in the learning process.
Reference
Adler, R.P. dan Goggin, J. (2005). What Do We Mean By “Civic Engagement”? Journal of Transformative Education Badan Standar Nasional Pendidikan. (2006). Model Kurikulum Tingkat Satuan Pendidikan dan Model Silabus Mata Pelajaran SD/MI. Jakarta: BP. Cipta Jaya Bringle. R.B & Muthiah. R.N.(2010).The Role of Service Learning on the Retention of FirstYear Students to Second Year. Michigan Journal of Community Service. Spring 2010. 38-49. Chatib, M. (2009). Sekolahnya Manusia. Bandung: PT Mizan Pustaka Jacoby, B. (2009). Civic Engagement in Higer Education: Concepts and Practices. United States: Jossey-Bass A Wiley Imprint. Milner. H. (2002). Civic Literacy. How Informed Citizens Make Democracy Work. Hanover. University Press of New England. Meibach, A.M., Rothlei, L., Fredericks, A.D. (1995) The Complete Guide to Thematic Units : Creating The Integrated Curriculum. Washington Street: Christopher-Gordon Publisher, Inc Mukhlas, Samani, (2004), Penerapan Kecakapan Hidup di Sekolah, Surabaya: Unesa Press. Nasution, S. (2004). Kurikulum dan Pengajaran. Bandung: Bumi Aksara Saltmarsh, J & Zlotkowski. E. 2011. Higher Education and Democracy. Essay on Service Learning and Civic Engagement. Philadelphia: Temple University Press Somantri, M.N. (2001). Menggagas Pembaharuan Pendidikan IPS. Bandung : Rosda Karya dan PPS UPI Sukanto, S. (1998). Sosiologi Suatu pengantar. Jakarta : Radjawali Press. Sumaatmadja, N. (1998). Manusia dalam Konteks Sosial, Budaya, dan Lingkungan Hidup. Bandung : Alfabeta Supriatna, T. (1997). Birokrasi Pemberdayaan dan Pengentasan Kemiskinan. Bandung: Humaniora Utama Press (HUP) Tim BBE (Broad Beard Educationa), (2002), Penerapan Life skill di Sekolah, Jakarta: fublishing press Winarto, P. (2005). The Leadership Wisdom. Jakarta: Elex Media Komputindo.
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The Effect of Organizational Climate, Job Satisfaction and Organizational Commitment On Organizational Citizenship Behavior (OCB) of The Teachers On Public Elementary School In Selong District 1
B. Fitri Rahmawati, 2Joni Rokhmat, 3Sukardi 1 Mataram University, Mataram, Indonesia, 2Mataram University, Mataram, Indonesia, 3 Mataram University, Mataram, Indonesia 1
[email protected],
[email protected],
[email protected]
Abstract
This study is aimed to determine the effect of the organizational climate, job satisfaction and organizational commitment on organizational citizenship behavior of the teachers on Public Elementary School in Selong District. This study used a quantitative approach to test the hypotheses by the cluster proportional random sampling with 175 sample, the data collecting used in this study is a questionnaire. The data analysis technique used path analysis. The results showed that the organizational climate have a direct effect on organizational commitment (β = 0,264; Sig.= 0,001), direct effect on OCB (β = 0,206; Sig.= 0,004) and indirect effect on OCB through organizational commitment (z = 2,19 > 1,96). The direct effect of Job satisfaction on organizational commitment (β = 0,129; Sig.= 0,100) and its indirect effect on OCB (z = 1,52 < 1,96) is not significant. While its direct effect on OCB is significant (β = 0,262; Sig.= 0,000). Sementara itu, the organizational commitment have a direct effect on OCB (β = 0,294; Sig.= 0,000). Keyword: organizational climate, job satisfaction, organizational citizenship behavior
organizational
commitment,
Introduction
As professionals, teachers have role and responsibility for the implementation of learning programs at once in the achievement of the objectives of education in schools. In fact, according Oplatka, the success of a school basically relies on teachers who are committed to the values and goals of the school (Somech, 2010). Teachers are the determining factor of success in school, because teachers are the central as well as a source of teaching and learning activities. Robbins and Judge (2015: 19) declares that the successful organizations will need employees who do more than their regular duties and is willing to carry out tasks that are not in their job description, which will deliver performance that exceeds expectations. The behavior is called by Organ (1995) as the organizational citizenship behavior (OCB). OCB is " individual behavior that is discretionary, not directly or explicitly recognized by the formal reward system, and that in the aggregate promotes the effective functioning of the organization" (Podsakoff, 1990; Podsakoff et al., 2009; Malik et al., 2012; Ali & Waqar, 2013; Neves et al., 2014; kaswan, 2015: 280). Furthermore, Robbins and Judge (2015: 19) exemplifies the organizational citizenship behaviors like helping others in his team, volunteer work extra jobs, avoiding conflicts that do not need, to respect the rules, and tolerate the imposition and disruption of work at any time. Referring to the statement of Robbin and Judge (2015) and Organ (1995) above, then the school as an organization need to have teachers who can deliver performance beyond established standards. Penner (Somech, 2010) exemplifies the organizational citizenship behavior of teachers such help colleagues, superiors and students; provide assistance to co121
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workers who have work hours, helping students improve their ability, give suggestions to overcome learning problems or talk about things that are positive about the school. Organizational citizenship behavior is very important to support the effectiveness of organizational functions, especially in the long term. According to the Organ and Ryan (1995), organizational citizenship behavior affects an organization's effectiveness. The workers who contributed to the organization's effectiveness by doing things beyond their primary task or role is an asset to the organization (Luthans, 2006: 253). Podsakoff et al. (2009) found that organizational citizenship behavior to give effect to both the individual organizations (such as the level of employee performance, decision rewards) or organization (such as productivity, efficiency and customer satisfaction). The emergence of organizational citizenship behavior, can be caused by many factors. Kaswan (2015: 289) states that organizational citizenship behavior is effectd by the characteristics of the job, personality, work attitude, motivation and leadership. Luthans (2006: 251) stated that the motivation, job satisfaction and organizational commitment can affect organizational citizenship behavior. Rahmi (2013) also proved that transformational leadership, job satisfaction and organizational commitment affect organizational citizenship behavior. Shweta and Srirang (2010) also states that the factors affecting organizational citizenship behavior among other disposition of individuals and motives of individuals, group cohesiveness, employee attitudes (organizational commitment and job satisfaction), transformational leadership and organizational justice. Wasdopo and Minadaniati (2012) proved that organizational climate had a significant effect on organizational citizenship behavior. Organizational climate is defined as the perception of the organization's members to the working environment that may directly or indirectly felt the effect and motivate behavior mereka. Wirawan (2015: 276) states that the organizational climate greatly affects attitudes and behavior of the employees to do the job. Likewise POPA (2011) also states that the organizational climate a key element that is used to understand how the internal environment influencing and shaping opinions, attitudes and behavior of members. Research Jyoti (2013) proved that the organizational climate significantly effect job satisfaction and organizational commitment. Meanwhile, according to Robbins and Judge (2015: 53), job satisfaction a key determinant of organizational citizenship behavior of a worker. Job satisfaction is a positive feeling about the work of someone who is the result of an evaluation of its characteristics. Workers who are satisfied tend to speak positively about the organization, helping other people, and pass through the normal expectation in their work. People who feel satisfied with their jobs are more likely to engage in organizational citizenship behavior. Workers who are satisfied are more likely to survive working for the organization. Workers who are satisfied are also likely to engage in organizational behavior that goes beyond their job descriptions and roles, as well as helping to reduce the workload and stress levels of other members in the organization. Workers who are dissatisfied tend to be opposed in relation to leadership and engage in behaviors that are counterproductive. Noe (kaswan, 2015: 75) states that when a person was not satisfied with his work, they will break away from his job, psychologically can cause low commitment to the organization. Research Sukanti (2010) mentions that teacher satisfaction effect on teachers' work commitments. If teachers are not satisfied with his work, his commitment to be low. So it is not surprising that the loyalty of the teacher becomes low, the lack of discipline in the work, even when there is another profession that is considered more feasible and promising, teachers prefer to leave the profession. The facts show that the salary is deemed not to fulfill 122
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the needs of teachers, lead teachers can put aside his teaching duties and perform other jobs to make ends meet. Organizational commitment can be used to predict the behavior of a professional activity and work for the organization's commitment reflects the positive attitude of individuals in the organization. Organizational commitment is defined as someone strong desire to remain a member of the organization. This attitude motivates a person to behave, to be disciplined in work, to abide by the rules and policies of the organization, to maintain good relations with colleagues, and increase a person's level of achievement. In this way, the knowledge and understanding of organizational commitment can be used as a basis for predicting the behavior of individual work (Sahertian & Soetjipto, 2011). Teachers with a high commitment to be more oriented to work. Teachers who have a high organizational commitment is likely to be happy to help and can work together. Rini, et al (2013) showed that organizational commitment affect organizational citizenship behavior. This study will assess the direct and indirect effects of organizational climate, job satisfaction and organizational commitment on organizational citizenship behavior of primary school teachers in East Lombok. As for the issue that will be studied in this research is the effect of organizational climate to organizational commitment, effect job satisfaction to organizational commitment, the effect of organizational climate on the behavior of organizational citizenship, the effect of job satisfaction on the behavior of organizational citizenship, the effect of organizational commitment to the behavior of organizational citizenship, the indirect effect organizational climate to organizational citizenship behavior through organizational commitment, satisfaction and the indirect effect of job satisfaction on organizational citizenship behavior through organizational commitment.
Research Methods
The approach in this study using ex post facto approach with quantitative methods. The study population was all teachers of public primary schools in the district Selong totaling 312 people. Digunakann sampling technique is proportional random sampling in order to obtain a sample of 175 respondents. The research instrument used was a questionnaire with Likert scale. Data analysis technique used is the technique of path analysis to determine the direct and indirect effect of the variables studied. Path diagram constructed based on the study of the theory and relevant research in this study is:
ρ31
ρy1
r12
X3 ρ32 X2
e2
e1
X1
ρy3
Y
ρy2
Figur 1: Path Diagram To test the hypothesis performed with SPSS 16.0 with the criteria Ha accepted if Sig. <0.05. While to test the significance of indirect effect is using Sobel test Test to see the value of z. Ha accepted if z > 1.96, and here's the formula:
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z=
description of numbers needed = unstandardized regression coefficient for the independent variable between mediator variable. = unstandardized regression coefficient for the mediator variable between independent variable. = standard error of . = standard error of . Results Analysis Research hypothesis testing for the direct effect is based on the analysis of causality between research constructs, as presented in the following table: Table 1 Summary results of hypothesis testing direct effect between variables Standardized Coefficient (Beta)
Sig. (p)
Decision
OCl
---> OCm
.264
.001
Significant
JS
---> OCm
.129
.100
Not significant
OCl
---> OCB
.206
.004
Significant
JS
---> OCB
.262
.000
Significant
OCm
---> OCB
.294
.000
Significant
The effect of organizational climate (OCl) to organizational commitment (OCm) The results of the calculations in Table 1 indicate that the coefficent standardized coefficient (Beta) between organizational climate variable with organizational commitment variable is equal to 0.567 with a probability of 0.000 or p <0.05. This means the organizational climate variables affect positively and significantly related to organizational commitment variables on teacher Elementary School in District Selong. Thus, the hypothesis that organizational climate positive and significant effect on organizational commitment is proven. The effect of job satisfaction (JS) to organizational commitment (OCm) The results of the calculations in Table 1 indicate that the coefficent standardized coefficient (Beta) between job satisfaction variable with organizational commitment variable is equal to 0,129 with a probability of 0.100 or p > 0.05. This means the job satisfaction variables affect positively and significantly related to organizational commitment variables on teacher Elementary School in District Selong. Thus, the hypothesis that job satisfaction positive and significant effect on organizational commitment is not proven. The effect of organizational climate (OCl) to organizational citizenship behavior (OCB) The results of the calculations in Table 1 indicate that the coefficent standardized coefficient (Beta) between organizational climate variable with organizational citizenship behavior (OCB) variable is equal to 0,206 with a probability of 0,004 or p <0.05. This means the 124
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organizational climate variables affect positively and significantly related to organizational citizenship behavior (OCB) variables on teacher Elementary School in District Selong. Thus, the hypothesis that organizational climate positive and significant effect on organizational citizenship behavior is proven. The effect of job satisfaction (JS) to organizational citizenship behavior (OCB) The results of the calculations in Table 1 indicate that the coefficent standardized coefficient (Beta) between job satisfaction variable with organizational citizenship behavior (OCB) variable is equal to 0,262 with a probability of 0,000 or p < 0.05. This means the job satisfaction variables affect positively and significantly related to organizational citizenship behavior (OCB) variables on teacher Elementary School in District Selong. Thus, the hypothesis that job satisfaction positive and significant effect on organizational citizenship behavior is proven. The effect of organizational commitment (OCm) to organizational citizenship behavior (OCB) The results of the calculations in Table 1 indicate that the coefficent standardized coefficient (Beta) between organizational commitment variable with organizational citizenship behavior (OCB) variable is equal to 0,294 with a probability of 0,000 or p < 0.05. This means the organizational commitment variables affect positively and significantly related to organizational citizenship behavior (OCB) variables on teacher Elementary School in District Selong. Thus, the hypothesis that organizational commitment positive and significant effect on organizational citizenship behavior is proven. The Indirect Effect between Variables Based on the analysis on the indirect effect between variables in the model is built, the result shown in the following table. Table 2 Summary results of hypothesis testing indirect effect between variables z-value
Decision
OCl
---> OCm
---> OCB
2.19
1.96
Significant
JS
---> OCm ---> OCB
1.52
1.96
Not significant
The efffect of organizational climate (OCl) on organizational citizenship behavior (OCB) through organizational commitment Based of the result of Sobel Test, obtained the value of z is 2,19 > 1,96. This means that organizational climate have an indirect effect on organizational citizenship behavior through organizational commitment. Therefore, the hypothesis that organizational climate have indirect effect on organizational citizenship behavior through organizational commitment is proven. The efffect of job satisfaction (JS) on organizational citizenship behavior (OCB) through organizational commitment (OCm) Based of the result of Sobel Test, obtained the value of z is 1,52 < 1,96. This means that job satisfaction have not an indirect effect on organizational citizenship behavior through organizational commitment. Therefore, the hypothesis that job satisfaction have indirect effect on organizational citizenship behavior through organizational commitment is not proven. 125
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Discussion
The objective of this study is to analyze the effect of organizational climate, job satisfaction, and organizational commitment on organizational citizenship behavior (OCB) of teachers. The result of the study showed that organizational climate give a positive and significant effect on organizational commitment. This result of this study are consistent with Zhang dan Liu (2010), whict prove that organizational climate have effect on effectiveness of human resourch management (such as turnover intention, job satisfaction and workers eficacy) and organizational effectiveness (such as organizational commitment and collective identity. As well as the result of the research of Suarningsih et.al. (2013) which prove that the organizational climate have a positive and significant effect on organizational commitment. In this study, job satisfaction have not significant effect on organizational commitment, so its not consistent with the research of Setyanto, et.al (2013), which prove that the job satisfaction have a positive and significant effect on organizational commitment, as well as research of Sukanti (2010) is so prove that the teachers’ satisfaction give effect to organizational commitment. Oyewobi et.al (2012) is so prove that the job satisfaction have a positif relation with organizational commitmen. This research have indicate that the someone who have commitment toward his organization, will not be effected by whether or not satisfied at work. As well as the stated of Moorhead and Griffin (2013: 73), if someone is already felt a strong bond to the organization, it will ignore the small discontent and still sees himself as a member of the organization. The result of the study so showed that organizational climate have a positive and significant effect on teachers’ organizational citizenship behavior (OCB). It means that favorable climate will bring organizational citizenship behavior of the teachers. The favorable climate of the school will encourage the teachers to provide the best for their school and work exeeded expectations though not rewarded. The result is consistent with Prihatsanti dan Dewi (2010) is prove that organizational climate have a significant relation with teachers’OCB. As well as Wasdopo and Minadaniati (2012) which prove that organizational climate have effect on employees’OCB. Job satisfaction also significantly effect on OCB of teachers. This signifies that the teachers who are satisfied will give high commitment to the school. According to Robbins and Judge (2015: 53), job satisfaction a key determinant of organizational citizenship behavior of a worker. Workers who are satisfied tend to speak positively about the organization, helping other people, and pass through the normal expectation in their work. People who feel satisfied with their jobs are more likely to engage in organizational citizenship behavior. Workers who are satisfied are more likely to survive working for the organization. Workers who are satisfied are also likely to engage in organizational behavior that goes beyond their job descriptions and roles, as well as helping to reduce the workload and stress levels of other members in the organization. Workers who are dissatisfied tend to be opposed in relation to leadership and engage in behaviors that are counterproductive. This study is also similar to the results of research Rahmi (2013) which prove job satisfaction and significant positive effect on organizational citizenship behavior. Organizational commitment also be a determinant of OCB. This study shows the positive and significant effect of to teachers’ OCB. Rini et al. (2013) demonstrate that organizational commitment, organizational culture and job satisfaction have a positive and significant impact on organizational citizenship behavior. Similarly, the study of Purnama (2013) find that organizational citizenship behavior is effectd by the organizational culture, job satisfaction and organizational commitment. Organizational commitment can be used to predict the behavior of a professional activity and work for the organization's commitment reflects the 126
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positive attitude of individuals in the organization. This attitude motivates a person to behave, to be disciplined in work, to abide by the rules and policies of the organization, to maintain good relations with colleagues, and increase a person's level of achievement. In this way, the knowledge and understanding of organizational commitment can be used as a basis for predicting the behavior of individual work (Sahertian & Soetjipto, 2011). Teachers with a high commitment to be more oriented to work. Teachers who have a high organizational commitment is likely to be happy to help and can work together. Rini, et al (2013) showed that organizational commitment affect organizational citizenship behavior.
Conclusion
Based on the research that has been described above, it can be concluded that organizational climate had a direct effect on teachers’ Organizational Citizenship Behavior (OCB) either directly or through organizational commitment, while job satisfaction just have a direct effect on OCB, because its effect through the organizational commitment is not significant. While the organizational commitment only has a direct effect on Organizational Citizenship Behavior (OCB) at primary school teachers in the district Selong.
References
Ali, U. & S. Waqar. (2013). Teachers’ Organizational Citizenship Behavior Working Under Different Leadership Styles. Pakistan Journal of Psychological Research, 28(2), 297-316. Jyoti, J. (2013). Impact of Organizational Climate on Job Satisfaction, Job Commitment and Intention to Leave: An Empirical Model. Journal of Business Theory and Practice, 1(1), 66-82. Kaswan. (2015). Sikap Kerja Dari Teori Dan Implementasi Sampai Bukti. Bandung: Alfabeta. Luthans, F. (2006). Perilaku Organisasi. Yogyakarta: Andi. Malik, M. E., M. M. Ghafoor & H. K. Iqba. (2012). Leadership and Personality Traits as Determinants of Organizational Citizenship Behaviour (OCB) in Banking Sector of Pakistan. World Applied Sciences Journal, 20(8), 1152-1158. Neves, P. C., R. Paixão, M. Alarcão & A. D. Gomes. (2014). Organizational Citizenship Behavior in Schools: Validation of a Questionnaire. Spanish Journal of Psychology, 17(17), 1–8. Organ, D. W. & K. Ryan. (1995). A meta-analytic review of attitudional and dispositional predictors of organizational citizenship behavior. Personnel Psychology, 28, 772802. Oyewobi, L. O., B. Suleiman & A. Muhammad-Jamil. (2012). Job Satisfaction and Job Commitment: A Study of Quantity Surveyors in Nigerian Public Service. International Journal of Business and Management, 7(5):, 179-192. Podsakoff, N. P., S. W. Whiting, P. M. Podsakoff & B. D. Blume. (2009). Individual- and Organizational-Level Consequences of Organizational Citizenship Behaviors: A Meta-Analysis. Journal of Applied Psychology, 94(1), 122–141. Podsakoff, P. M., S. B. MacKenzie, R. H. Moorman & R. Fetter. (1990). Transformasional Leadership Behavior, and their effect of followers’ trust in leader, satisfaction, and organizational citizenship behavior. Leadership Quarterly, 1(2), 107-142. POPA, B. M. (2011). The Relationship Between Performance And Organizational Climate. Journal Of Defense Resources Management. 2(2), 137-142. Preacher, Kristopher J. (2016). Calculation for the Sobel Test: An interactive calculation tool for mediation test. quantpsy.org/sobel/sobel.htm (diakses pada 16 Mei 2016). Prihatsanti, U. & K. S. Dewi. (2010). Hubungan Antara Iklim Organisasi Dan Organizational Citizenship Behavior (OCB) Pada Guru SD Negeri Di Kecamatan Mojolaban Sukoharjo. Jurnal Psikologi Undip, 7(1), 11-17. 127
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Purnama, C. (2013). Effect Analysis of Organizational Culture Organizational Commitment Job and Satisfaction Organizational Citizenship Behavior (OCB) Toward Improved Organizational Performance. International Journal of Business, Humanities and Technology, 3(5), 86-100. Rahmi, B. M. (2013). Pengaruh Kepemimpinan Transformasional Terhadap Organizational Citizenship Behavior Dan Komitmen organisasi Dengan Mediasi Kepuasan Kerja (Studi Pada Guru Tetap Sma Negeri Di Kabupaten Lombok Timur). (Tesis). Program Pascasarjana Universitas Udayana. Rini, D.P., Rusdarti & Suparjo. (2013). Pengaruh Komitmen Organisasi, Kepuasan Kerja Dan Budaya Organisasi Terhadap Organizational Citizenship Behavior (OCB) (Studi Pada Pt. Plasa Simpanglima Semarang). Jurnal Ilmiah Dinamika Ekonomi Dan Bisnis, 1(1), 69-88. Robbins, S. P., Judge, T. A. (2015). Perilaku Organisasi. Jakarta: Salemba Empat. Sahertian, P., and Soetjipto, B.E. (2011). Improving Employee‟s Organizational Commitment, Self-Efficacy, and Organizational Citizenship Behavior Through the Implementation of Task-Oriented and Relationship-Oriented Leadership Behavior, The Business Review, Cambridge, 17(2), 48-60. Setyanto, A., Suharnomo & Sugiono. (2013). Analisis Pengaruh Kepuasan Kerja Dan Iklim Organisasi Terhadap Keinginan Keluar (Intention To Quit) Dengan Komitmen organisasi Sebagai Variabel Intervening (Pada Perusahaan Perkebunan Kelapa Sawit Teladan Prima Group). Jurnal Studi Manajemen & Organisasi,10(1), 75-81. Shweta, J. & Srirang J. (2010). Determinants of Organizational Citizenship Behaviour: A Review of Literature. Journal of Management & Public Policy, 1(2), 27-36. Somech, Anit & Elena Belogolovsky. (2010). Teachers’ organizational citizenship behavior: Examining the boundary between in-role behavior and extra-role behavior from the perspective of teachers, principals and parents. Teaching and Teacher Education, 26, 914-923. Suarningsih, N. L. P., A. Alamsyah, A. Thoyib. (2013). Pengaruh Iklim Organisasi terhadap Komitmen organisasi dan Kinerja Karyawan di Rumah Sakit. Jurnal Aplikasi Manajemen, 11(2), 233-240. Sukanti, M. D. (2010). Pengaruh kepuasan guru terhadap komitmen kerja guru Akuntansi SMA se Kabupaten Kulonprogo DIY. Jurnal pendidikan akuntansi Indonesia, 8(1), 1-12. Waspodo, A.A. & Lussy M. (2012). Pengaruh Kepuasan Kerja Dan Iklim Organisasi Terhadap Organizational Citizenship Behavior (PERILAKU KEWARGAAN ORGANISASI) Karyawan Pada Pt. Trubus Swadaya Depok. Jurnal Riset Manajemen Sains Indonesia (JRMSI), 3(1), 1-16. Wirawan. (2015). Manajemen Sumber Daya Manusia Indonesia: Teori, Psikologi, Hokum Ketenagakerjaan, Aplikasi Dan Penelitian: Aplikasi Dalam Organisasi Bisnis, Pemerintahan Dan Pendidikan. Jakarta: Raja Grafindo Persada. Zhang, J. & Y. Liu. (2010). Organizational Climate and its Effects on Organizational Variables: An Empirical Study. International Journal of Psychological Studies, 2 (2), 189-201.
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Edutainment dalam Pembelajaran Matematika SD dengan Memanfaatkan Permainan Tradisional Jawa Endang Sulistyowati UIN Sunan Kalijaga, Indonesia
[email protected]
Abstract
Math is like a durian. For those who like to be loved, but for those who do not like it, smell it just had a headache. Love of students to mathematics beginning of mathematics in primary school. In order to give the impression positive mathematics, mathematics teachers need to design appropriate to the character of elementary school age children. One of the characters is like to play elementary students. In the digital age children have started to abandon the traditional game, and the switch to digital games. Whereas in traditional games there is an element of physical movement, tenacity, and social interaction. Which it is not in the digital game. So to preserve traditional games, traditional games especially Java, and efforts to make students more interested in learning mathematics, the use of traditional games in the learning of mathematics be one solution. Keyword : matematika sd, edutainment, permainan tradisional
Pendahuluan
Dalam suatu obrolan dengan para mahasiswa tentang pembelajaran matematika, seorang mahasiswa mengatakan bahwa matematika itu seperti buah durian. Bagi penggemar durian, ia akan memburu durian yang paling enak walau ke tempat yang jauh dan sulit sekalipun. Akan tetapi bagi yang tidak suka durian, mencium baunya saja sudah membuat pusing. Begitupun matematika, bagi siswa yang suka matematika akan selalu kurang soal yang diberikan oleh guru, akan tetapi bagi yang tidak suka baru mendengar kata “matematika” saja sudah pusing. Hasil Ujian Nasional SD/MI se-DIY tahun 2012 yang dilansir oleh jogja.antaranews.com, nilai rata-rata untuk Bahasa Indonesia adalah 8,15, Matematika 7,00 dan IPA 7,48. Nilai ratarata matematika yang terendah. Akan tetapi untuk capaian nilai sempurna, ada 946 siswa yang meraih nilai 10,00 untuk mata pelajaran matematika, 46 siswa untuk Bahasa Indonesia, dan 24 siswa untuk IPA. Faktaini memperlihatkan begitu besarnya ketimpangan kemampuan matematika siswa. Sebagian siswa memiliki prestasi matematika yang bagus, sedangkan sebagian besar yang lain prestasi matematikanya masih jelek. Salah satu faktor lain yang menyebabkan gagalnya proses pembelajaran matematika adalah guru kurang memperhatikan pemanfaatan otak kanan dan otak kiri secara seimbang. Selama ini belajar matematika hanya dianggap sebagai kerja otak, khususnya otak kiri.Dengan anggapan ini pembelajaran matematika cenderung membuat siswa tidak aktif secara fisik dalam waktu yang relatif lama. Sementara itu, temuan neurosains menyatakan bahwa fungsi berfikir dan gerakan tubuh/fisik terkait erat di dalam otak. (Colin, Rose & Malcolm, 2002: 215). Implementasinya, dalam pembelajaran siswa lebih baik diberi kesempatan untuk melakukan aktivitas fisik secara berkala. Hal ini akan menyegarkan tubuh siswa, dan dapat berpengaruh secara positif terhadap proses belajar siswa. (Gordon Dryden &JeanneteVos, 1999: 207). Salah satu strategi belajar matematika yang dapat menyeimbangkan fungsi otak kanan dan kiri adalah strategi pembelajaran dengan pendekatan edutainment.Kata edutainment terdiri atas dua kata, yaitu education dan entertainment.Education artinya pendidikan, dan 129
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entertainment artinya hiburan.Dari segi bahasa, edutainment memiliki arti pendidikan yang menyenangkan dan tanpa tekanan. (Hamruni, 2008: 124-125). Matematika merupakan pelajaran wajib bagi siswa SD sampai SMA. Kecintaan siswa terhadap matematika dimulai sejak SD, oleh karena itu perbaikan pembelajaran matematika harus dimulai dari SD. Guru perlu merancang pembelajaran matematika yang sesuai dengan karakteristik siswa SD, pembelajaran yang menyenangkan, sehingga siswa memiliki sikap yang positif terhadap pelajaran matematika. Dengan sikap positif ini diharapkan siswa akan dapat belajar matematika dengan lebih baik, memiliki kemampuan matematika yang lebih baik, sehingga memiliki dasar yang lebih baik untuk pembelajaran matematika pada jenjang pendidikan yang lebih lanjut. Salah satu karakteristik siswa SD adalah senang bermain. Fungsi utama bermain bagi anak adalah memberikan kegembiraan dan kesenangan. Di sisi lain bermain merupakan kegiatan yang penting dalam perkembangan fisik dan psikis seorang anak. Melalui bermain anak belajar memahami dunia dan kehidupan. Bermain mempengaruhi penyesuaian pribadi dan sosial seorang anak. (Hurlock, 1978: 320). Sekarang ini, permainan yang disukai anak-anak adalah permainan yang berbasis elektronik dan internet. Banyak orang tua yang penulis temui yang mengeluhkan anaknya yang kecanduan game di komputer atau gadget, ataupun game online. Memang permainan ini sangat menyenangkan dan praktis, karena anak tidak perlu pergi kemana-mana untuk mendapatkan kesenangan dan kegembiraan, terlepas dari berbagai efek negatif permainan ini. Bermain adalah kegiatan yang telah dilakukan sejak jaman nenek moyang kita. Bahkan Johan Huizinga (1990) menyebutkan manusia sebagai HomoLudens, yaitu manusia berbudaya yang bermain. Berbagai permainan yang telah ada sejak jaman nenek moyang, diturukan dari satu generasi ke generasi berikutnya, disebut permainan tradisional (Kementerian Kebudayaan dan Pariwisata, 2011: 6). Pada saat ini, anak-anak usia SD sudah jarang yang memainkan permainan tradisional. Beberapa keadaan yang menyebabkan adalah: masuknya permainan anak dari luar negeri, meningkatnya tontonan anak di televisi, menyempitnya lahan bermain anak, berkurangnya jumlah anak, perubahan paradigma pendidikan anak, (Dharmamulya, 2008: 206-212), semakin banyaknya game di komputer dan gadget, dan waktu anak-anak yang banyak tersita di sekolah dan mengikuti berbagai les. Dirgantara (2012: 12-13) mengungkapkan ada beberapa manfaat dari permainan tradisional, antara lain: melatih interaksi antar manusia, melatih berunding dan membuat kesepakatan, melatih pembentukan sikap afektif, dan memperbaiki interaksi manusia dengan alam. Dengan berbagai manfaat tersebut, jika anak tidak ada kesempatan untuk melakukan permainan tradisional di rumah, guru dapat memfasilitasi anak untuk melakukan permainan tradisional di sekolah. Salah satu karakteristik anak usia SD adalah senang bergerak, maka guru dapat memanfaatkan permainan tradisional dalam pembelajaran matematika. Dengan cara ini, selain siswa mendapatkan kegembiraan pada saat belajar matematika, sekaligus siswa diajak untuk melestarikan budaya warisan nenek moyang. Dalam makalah ini akan dikemukakan bagaimana penggunaan permainan tradisional dalam pembelajaran matematika di sekolah dasar. Permainan tradisional yang dimaksud dalam makalah ini dibatasi pada permainan tradisional yang ada di Jawa.
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Pembahasan
Pembelajaran Matematika di SD/MI Menurut Piaget, perkembangan kognitif anak usia sekolah dasar (sekitar usia 7 – 11 tahun) berada pada tahap operasional konkrit, sehingga penggunaan benda-benda konkret akan membantu anak memahami konsep-konsep matematika. (John W. Santrock, 2007: 4748).Teori Bruner mengatakan (Erman Suherman, 2003: 29) bahwa anakmelewati tiga tahap dalam proses belajar matematika, yaitu: (1) Tahap enaktif, dalam tahap ini anak terlibat secara langsung dalam memanipulasi (mengotak-atik) obyek, misalnya menghitung permen. (2) Tahap ikonik, pada tahap ini anak mulai dapat memahami gambaran obyek. Misalnya permen diganti dengan gambar lingkaran. (3) Tahap simbolik, anak mulai menggunakan notasi/simbol/lambang, misalnya lima buah permen diganti dengan notasi 5. Hasil penelitian Bruner melahirkan dalil penyusunan (construction), dalil notasi (notation), dalil kekontrasan dan keanekaragaman (contras and variation), dan dalil pengaitan/konektivitas (connectivity).Dalil penyusunan menyatakan, jika guru menginginkan siswa menguasai konsep atau definisi tertentu, siswa harus dilatih untuk melakukan penyusunan representasinya.Kemudian siswa harus menguasai konsep tersebut dengan mencoba dan melakukannya sendiri. Apabila dalam proses penyusunan konsep tersebut disertai dengan bantuan benda-benda konkrit, maka siswa akan lebih mudah memahami dan mengingatnya. Gestald (Erman Suherman, 2003: 30) mengatakan bahwa dalam pembelajaran matematika guru harus memperhatikan kesiapan intelektual siswa dan menekankan pemahaman siswa terhadap proses terbentuknya konsep/rumus tertentu. Maka dalam pembelajaran guru tidakboleh hanya memberikan konsep/rumus yang harus diterima begitu saja, tetapi pembelajaran harus dimulai dari konsep nyata/konkret, semi konkret, lalu abstrak. Ada kontroversi, apakah matematika harus diajarkan dengan pendekatan kognitif, konstruktivis, atau praktik dan penghitungan. Pendekatan kognitif menekankan pada ketrampilan berhitung dan latihan menyelesaikan soal. Pendekatan konstruktive menekankan pada proses konstruktivis matematis. Pendekatan praktik dan penghitungan beranggapan bahwa kecepatan berhitung dan menyelesaikan soal adalah dasar dari pencapaian matematika dan dapat diperoleh dengan latihan yang berulang.( John W. Santrock, 2007: 111) Cara dan pendekatan dalam pembelajaran matematika sebenarnya dipengaruhi oleh pandangan guru terhadap pembelajaran matematika. Ada empat macam pandangan tentang posisi dan peran matematika, yaitu: (1) Matematika sebagai suatu cara untuk berpikir, (2) Matematika sebagai suatu pemahaman tentang pola dan hubungan (pattern and relationship), (3) Matematika sebagai suatu alat (mathematics as a tool), (4) Matematika sebagai bahasa/alat komunikasi. (Wijaya, 2012, 6-7). John A. Van de Walle (2008: 14) mengungkapkan hal yang paling mendasar dalam pembelajaran matematika, yaitu: (a) setiap kali pembelajaran matematika siswa harus mendapatkan pengalaman bahwa matematika masuk akal, (b) siswa harus dibuat percaya bahwa mereka dapat memahami matematika, (c) guru menghentikan cara mengajar yang memberitahu segala hal kepada siswa, biarkan siswa memahami matematika dengan cara mereka sendiri, (d) guru harus percaya terhadap kemampuan siswa. Mathematics Learning Study Committee dalam National Academy of Sciences, mengungkapkan bahwa kecakapan matematika didasarkan pada lima unsur, yaitu: (1) Pemahaman (Understanding), (2) Kemampuanperhitungan (Computing), (3) Penggunaan (Applying), (4) Mengemukakan alasan (Reasoning), (5) Memiliki sikap positif terhadap 131
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matematika (Engaging). (J. Kilpatrick, 2002: 9). Maka kepandaian siswa dalam matematika tidak dapat dilihat hanya dari kemampuan siswa mengerjakan soal, apalagi hanya dilihat dari kemampuan aritmetikanya saja. Konsep Edutainment Kata edutainment terdiri atas dua kata, yaitu education dan entertainment.Education artinya pendidikan, dan entertainment artinya hiburan.Dari segi bahasa, edutainment memiliki arti pendidikan yang menyenangkan. Dari segi terminologi, edutainment as a form of entertainment that is designed to be educational. Jadi, edutainmentdapat didefinisikan sebagai proses pembelajaran yang didesain dengan memadukan muatan pendidikan dan hiburan secara harmonis, sehingga aktivitas pembelajaran berlangsung dengan menyenangkan. (Hamruni, 2008: 124-125) Ada tiga asumsi yang menjadi landasanedutainment, yaitu: (a) Perasaan positif (senang/gembira) akan mempercepat pembelajaran, sedangkan perasaan negatif seperti sedih, takut, terancam dan merasa tidak mampu, akan memperlambat belajar atau bahkan bisa menghentikannya sama sekali. (b) Jika siswa mampu menggunakan potensi nalar dan emosinya secara tepat, maka ia dapat membuat loncatan prestasi belajar yang tidak terduga. Teori-teori belajar yang berupaya mengembangkan kemampuan belajar, sehingga membuat lompatan-lompatan prestasi inilah yang kemudian dikenal dengan teori belajar Quantum. (c) Apabila siswa dapat dimotivasi dengan tepat dan diajar dengan cara yang benar, dengan model pembelajaran yang menghargai gaya belajar dan modalitas mereka, maka siswa akan dapat mencapai hasil belajar yang optimal. Dalam upaya menerapkan ketiga asumsi tersebut, maka diperlukan sistem pembelajaran yang dirancang dalam satu jalinan yang meliputi siswa, guru,proses pembelajaran (metode), dan lingkungan pembelajaran. Dalam konsep edutainmentsiswa adalah pusat dari proses pembelajaran, dan sekaligus sebagai subyek pendidikan. Teori belajar yang relevan dan mendukung konsep edutainment, adalah: (1) Teori Pembelajaran Aktif (Active Learning Theory), (2) Teori Belajar Akselerasi (The Accelerated Learning Theory), (3) Teori Revolusi Belajar (The Learning Revolution Theory), (4) Teori Belajar Quantum (Quantum Learning Theory), (5) Teori Belajar dengan Bekerjasama (Cooperative Learning Theory), (6) Konsep Free-Risk Environment (Lingkungan Belajar “Bebas-Resiko”). Permainan dalam Budaya Manusia Permainan adalah peradaban manusia yang paling awal. Bahkan Huizinga (1990) menyebut manusia sebagai HomoLudens, manusia kebudayaan yang bermain. Pada saat manusia dalam proses pembentukan diri, dari masa kanak-kanak menuju masa dewasa, tidak ada satu individupun yang tidak mengalami masa bermain. Dharmamulya (2008: 21-26) mengungkapkan perspektif permainan dalam budaya manusia sebagai: (a) Dalam perspektif fungsional: persiapan menjadi orang dewasa, (b) Perspektif permainan: bermain (play) sebagai permainan (game), (c) Perspektif Psikologis: bermain dapat mengungkapkan wujud dari ekspresi kecemasan dan kemarahan, (d) Perspektif adaptasi: bermain sebagai sarana peningkatan kemampuan beradaptasi. Fungsi utama bermain bagi anak adalah memberikan kegembiraan dan kesenangan, tanpa mempertibangkan hasil akhir. Bermain dilakukan secara suka rela dan tanpa paksaanatau tekanan dari luar. Dalam kegiatan bermain aturannya ditetapkan sendiri oleh pemain. (Hurlock, 1978: 320).Bermain merupakan kegiatan yang penting dalam perkembangan seorang anak. Melalui bermain, anak belajar memahami dunia dan kehidupan melalui kegiatan meniru, eksplorasi, menguji, dan membangun. 132
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Studi menunjukkan bermain memiliki fungi dalam hal:perkembangan fisik, dorongan berkomunikasi, penyaluran energi emosional yang terpendam, penyaluran kebutuhan dan keinginan, sebagai sumber belajar, memberikan rangsangan kreativitas, belajar bersosialisasi, pemahaman tentang standar moral dan kepribadian, dan pemahaman peran jenis kelamin. (Hurlock, 1978: 320-323) Melalui bermain dengan teman-teman sebayanya, akan tumbuh perkembangan nilai-nilai pada diri anak, antara lain: melatih hidup bermasyarakat dan mengenal bermacam-macam kepribadian orang di sekitarnya, dapat membandingkan keadaan dirinya dengan teman-teman sebayanya, menumbuhkan kemampuan perlawanan, sehingga ia akan dapat memilih dengan siapa ia harus bergaul dan bagaimana ia harus bersikap, memahami dan menaati prinsip dan peraturan, menumbuhkan kreativitas, memahami budaya, cara hidup, dan cara berfikir orang lain, dan berlatih menjaga perasaan. (Prawira, 2012: 104) Permainan Tradisional Jawa Berbagai permainan yang telah ada sejak jaman nenek moyang, diturunkan dari satu generasi ke generasi berikutnya, disebut permainan tradisional. (Kementerian Kebudayaan dan Pariwisata, 2011: 6)Penelitian yang dilakukan oleh Sukirman Dharmamulya (1979-1982) dan dipublikasikan tahun 2005, berhasil mengidentifikasi 40 (empat puluh) permainan tradisional anak yang tersebar di wilayah Daerah Istimewa Yogyakarta, baik yang masih dimainkan maupun tidak. Empat puluh permainan tersebut adalah: No
Nama Permainan
No
Nama Permainan
No Nama Permainan
1
Ancak-ancak alis
15
Gajah talena
29
Bengkat
2
Bethet thing-thong
16
Gatheng
30
Benthik
3
Bibitumbas timun
17
Kubuk
31
Dekepan
4
Cacah bencah
18
Kubuk manuk
32
Dhing-dhingan
5
Cublak-cublek suweng
19
Kucing-kucingan
33
Dhukter
6
Genukan
20
Layangan
34
Dul-dhulan
7
Gowokan
21
Sliring gending
35
Embek-embekan
8
Jamuran
22
Soyang
36
Jeg-jegan
9
Koko-koko
23
Bas-basan sepur
37
Jirak
10
Lepetan
24
Dhakon
38
Layung
11
Nini thowong
25
Macanan
39
Pathon
12
Dhingklik oglak-aglik
26
Mul-mulan
40
Patil lele
13
Dhoktri
27
Anjir
14
Epek-epek
28
Angklek
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Dimungkinkan ada penyebutan yang berbeda untuk nama-nama permainan di atas, dan mungkin juga ada permainan lain yang belum tercantum dalam daftar permainan tersebut. Secara umum, empat puluh permainan tersebut dapat dikelompokkan dalam tiga kelompok: 1. Bermain dan bernyanyi/dialog (Permainan nomor 1 – 22). Nyanyian yang digunakan dalam permainan ini biasanya disebut “LaguDolanan” (dolanan= permainan) 2. Bermain dan olah pikir (Permainan nomor 23 – 26) 3. Bermain dan adu ketangkasan (Permainan nomor 27 – 40). Masa kanak-kanak adalah masa perkembangan.Masa kanak-kanak merupakan masa yang ideal sebagai sasaran pendidikan dan pembinaan, karena pada hakikatnya anak telah memiliki pribadi yang utuh sebagai manusia namun belum berkembang.Yang perlu dikembangkan dalam periode ini adalah kebebasan psikologis (psychological independence) dan sosialisasi anak (socialization of the child) yang dapat dibiasakan dengan melakukan permainan dengan teman sebaya dan kegiatan-kegiatan kelompok.Permainan tradisional dapat dijadikan media pembelajaran yang ideal. (Ifa Ariani, 2011) Permainan tradisional biasanya dilakukan di halaman rumah dan melibatkan banyak orang untuk memainkannya. Karena dilakukan secara berkelompok, maka permainan tradisional mengajarkan anakuntuk bersosialisasi dan bergaul dengan teman sebayanya.Selain itu kadang permainan yang harus dilakukan tidak mudah, sehingga anakyang pertama kali bermain harus belajar terlebih dahulu. Proses belajar ini mengajarkan kesabaran dan ketelatenan bagi anak yang mengajarkan dan keseriusan serta ketekunan bagi anak yang belajar. Selain itu permainan tradisional juga mengajarkan berbagai sisi positif, diantaranya: (Ifa Ariani, 2011) 1) Kebersamaan yang dibangun secara bersama-sama. Agar permainan dapat berlangsung dengan baik, mereka membuat aturan main di antara mereka sendiri. Dalam konteks inilah anakbelajar mematuhi aturan yang telah mereka buat dan sepakati bersama. Dengan mematuhi aturan aturan yang telah disepakati, anak berlatih bermain secarafairplay. 2) Apabila ada anak yang tidak mematuhi aturan main, dia akan mendapatkan sanksi sosial dari temannya. Dalam kontek ini anak belajar hidup bersosial. Akan tetapi jika dia mau mengakui kesalahannya, temannya akan bersedia menerimanya kembali. Ini suatu bentuk proses belajar mengampuni dan menerima kembali dari mereka yang telah mengakui kesalahannya (rekonsiliasi). 3) Mengasah ketrampilan dan kreativitas. Dalam permainan tradisional biasanya alat-alat yang dibutuhkan tidak rumit, dan dapat dibuat sendiri oleh anak dengan memanfaatkan bahan-bahan yang sudah ada di sekitar mereka, seperti daun, ranting kayu, pecahan genting, dan sebagainya. Selain itu, hal tersebut juga melahirkan interaksi antara anak dengan lingkungan sekitarnya. Kebersamaan dengan alam merupakan proses pengenalan anak terhadap lingkungan hidupnya. Hal ini dapat membantu mengembangkan kecerdasan natural. 4) Permainan tradisional dapat membantu anak untuk melepaskan emosinya. Mereka berteriak, tertawa, dan bergerak dengan bebas. 5) Beberapa permainan tradisional juga dapat membantu mengembangkan kecerdasan intelektual dan logika anak. Anak berlatih berhitung, membuat strategi, dan menentukan langkah-langkah yang harus dilewati, misalnya pada permainan Dakon dan Macanan. 6) Filosofi yang terkandung dalam permainan tradisional, memberikan nilai-nilai religius dan kehidupan yang dalam.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Pada masa penyebaran agama Islam ke Jawa, para wali menggunakan permainan dan lagu dolanan sebagai media untuk menyebarkan nilai-nilai kehidupan dan keagamaan. Salah satu contoh adalah permainan Cublak-Cublak Suweng, yang dalam permainannya diringi lagu Cublak-Cublak Suweng yang diciptakan oleh Sunan Giri (Ruslan, 2007: 90):
Makna dari lagu tersebut adalah:
Cublak-cublak suweng Suwenge teng gelenter Mambu ketundhung gudel Pak empo lera-lere Sopo ngguyu ndhelikake Sir-sir pong dele kopong Sir-sir pong dele kopong
Cublak adalah tempat/wadah, suweng adalah anting/perhiasan telinga, yang menyimbolkan harta.Suweng dapat juga diartikan suwung (sepi, sejati). Cublak-cublak suweng, maknanya adalah tempat harta berharga, atau harta sejati. Suwenge teng gelenter, artinya suweng yangberserakan, harta sejati (kebahagiaan sejati) yang sebenarnya sudah ada berserakan di sekitar manusia. Mambu (bau, sesuatu yang tidak bernilai) ketundhung (dituju)gudel (anak kerbau). Dalam filosofi Jawa, kerbau adalah penggambaran orang yang bodoh. Maknanya, banyak orang berusaha mencari harta (yang sebenarnya tidak bernilai) dengan keserakahan, dan itu adalah perilaku orang bodoh. Pak empo (bapak ompong/tidak punya gigi), lera-lere (menengok ke kanan dan ke kiri).Orang-orang bodoh itu mirip orang tua ompong yang kebingungan, meski memiliki banyak harta, ternyata itu harta palsu, bukan sesuatu yang mendatangkan kebahagiaan sejati.Mereka kebingungan karena dikuasai oleh hawa nafsu keserakahannya sendiri. Sopo ngguyu (orang yang tertawa), ndhelikake (dia yang menyembunyikan). Ini menggambarkan bahwa barang siapa yang tidak serakah sementara orang-orang di sekitarnya serakah, ia akan tertawa (mendapatkan kebahagiaan yang sejati). Sir(hati nurani), pong dele kopong (kedelai yang kosong tanpa isi). Artinya di dalam hati nurani yang kosong.Maknanya bahwa untuk sampai kepada tempat harta/kebahagiaan sejati (Cublak Suweng), orang harus melepaskan diri dari kecintaan pada harta benda duniawi, rendah hati, tidak merendahkan sesama, serta senantiasa memakai rasa dan mengasah tajam sir(hati nuraninya). Pemanfaatan Permainan Tradisional dalam Pembelajaran Matematika Bagi sebagian besar anak, matematika bukanlah pelajaran yang mudah untuk difahami, dan bukan pelajaran yang menyenangkan. Apalagi jika guru mengajarkan matematika dengan cara yang konvensional: siswa harus duduk rapi, guru menjelaskan, memberi contoh soal, menyuruh siswa untuk mengerjakan soal-soal, dan dinilai. Jika guru bertanya apakah ada siswa yang belum faham dan ingin bertanya, biasanya tidak ada siswa yang bertanya. Seperti itulah kebanyakan gambaran pembelajaran matematika selama ini. Sesuai dengan karakter anak yang suka bermain dan bergerak, guru dapat menciptakan pembelajaran matematika yang lebih menyenangkan dengan memanfaatkan permainan tradisional.Bila perlu, permainan yang digunakan dapat dimodifikasi. Permainan dapat 135
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
digunakan sebagai media pembelajaran, sebagai apersepsi di awal pembelajaran, atau digunakan pada akhir pembelajaran.1 Benthik Kata benthik artinya bentur. Sesuai dengan namanya, dalam permainan ini ada benturan antara tongkat kayu pendek dan tongkat kayu panjang yang menjadi alat dalam permainan. Alat yang diperlukan adalah tongkat kayu kecil yang panjangnya kurang lebih 15 cm biasanya disebut janak (anak) dan tongkat kayu yang lebih panjang, sekitar 40 cm, yang disebut benthong (induk). Permainan dilakukan di halaman/kebun yang cukup luas. Selain tongkat kayu, diperlukan juga luwokan, yaitu lubang kecil di tanah yang berbentuk oval dengan kedalaman kurang lebih 10 cm. Ada beberapa variasi cara bermain, dan dimungkinkan anak-anak memainkannya sesuai dengan kesepakatan yang mereka buat. Salah satu contoh cara bermain yang aturannya sederhana adalah sebagai berikut: 1) Permainan ini biasanya dilakukan oleh anak-anak perempuan saja, atau anak-anak lakilaki saja, karena biasanya kelompok yang kalah mendapat hukuman untuk menggendong pemain yang menang. Dapat juga pemainnya campuran laki-laki dan perempuan, dengan kesepakatan hukuman yang lain. 2) Jumlah pemain genap, masing-masing pemain memilih pasangan yang setara (berat badan atau kekuatannya) lalu suit untuk menentukan siapa yang menang/kalah. Pemain terbagi menjadi 2 kelompok, kelompok I (menang) dan kelompok II (kalah). Misalkan anggota kelompok I: A, B, C dan anggota kelompok II: D, E, F. 3) A (pemain kelompok I) meletakkan janak di atas luwokan secara melintang, dan kemudian dengan menggunakan benthong,janak tersebut diungkit dan dipukul hingga terlempar jauh. Sementara itu B, C, D, E, F berjaga di sekitar arena permainan untuk menangkap janak yang terlempar. Jika janak dapat tertangkap oleh B atau C, maka kelompok I menang. Jika janak tertangkap oleh D, E atau F maka kelompok II yang menang. 4) Jika kelompok I yang menang, maka permainan dilanjutkan oleh B, sedangkan A, C, D, E, F berjaga untuk menangkap janak. Jika kelompok II yang menang, permainan dilakukan oleh D, sedangkan A, B, C, E, F berjaga. 5) Jika keadaan yang terjadi janak tidak dapat ditangkap oleh pemain yang berjaga, maka salah satu pemain kelompok II melemparkan janak ke arah luwokan. Jika jarak antara jatuhnya janak dengan luwokankurang dari satu benthong, maka kelompok I mati, dan permainan dilanjutkan kelompok II. 6) Proses mengungkit janak dan memukulnya dengan menggunakan benthong merupakan ketrampilan yang cukup sulit untuk anak-anak. Jika A tidak berhasil memukul janak, maka dilanjutkan oleh B, dan jika tidak berhasil juga dilanjutkan oleh C. Jika A, B, C tidak berhasil, maka kelompok I kalah. 7) Kelompok yang kalah menerima hukuman sesuai kesepakatan. Permainan ini melatih kerjasama dan ketangkasan fisik. Guru dapat memanfaatkan permainan benthik ini dalam pembelajaran matematika, misalnya: 1) Pembelajaran satuan jarak dan konversi satuan, siswa diminta untuk mengukur jarak jatuhnya janak dari luwokan dalam satuan meter dan centimeter. 2) Pembelajaran perkalian, siswa diminta untuk mengukur jarak jatuhnya janak dari luwokan dengan menggunakan benthong. Jika panjangnya benthong 37 cm, dan jarak 1
Cara bermain yang disampaikan dalam paper ini berdasarkan buku Permainan Tradisional Jawa (Dharmamulya, 2008) dan pengalaman masa kecil penulis.
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antara janak dan luwokan setelah diukur adalah 15 benthong, berapa cm jarak janak dari luwokan? 3) Guru mengatur posisi pemain yang jaga, sehingga titik-titik tempat pemain yang jaga jika dihubungkan dapat membentuk bangun-bangun datar tertentu, misalnya segitiga, jajargenjang, trapesium, dan sebagainya. Guru dapat menggunakan hal ini dalam pembelajaran geometri, misalnya: sifat-sifat bangun datar, luas, dan keliling bangun datar. 4) Guru dan siswa dapat membuat kesepakatan poin-poin yang diperoleh oleh tiap pemain. Misalnya: jika tidak berhasil memukul janak poinnya (-2), jika berhasil poinnya 5. Jika janak tertangkap lawan poinnya (-5), jika lawan berhasil menangkap janak poinnya 5, dan sebagainya. Guru dapat menggunakan aturan permainan ini dalam pembelajaran penjumlahan dan pengurangan bilangan bulat positif/negatif. Cublak-cublak Suweng Permainan ini masih sering diajarkan guru di sekolah dalam pelajaran Bahasa Jawa, walaupun sudah jarang anak-anak memainkannya di rumah. Permainan ini dapat dilakukan di dalam rumah dan tidak membutuhkan tempat yang luas, karena pemain melakukannya dengan duduk melingkar di lantai. Peralatan yang dibutuhkan adalah sebuah suweng (subang, anting) yang dapat diganti dengan sebutir kerikil kecil. Jumlah pemain sekitar 4 – 8 orang. Permainan ini dilakukan dengan diiringi lagudolananCublak-cublak suweng. Makna dari lagu ini telah penulis sampaikan di depan. Cara bermain: 1) Pemain hompimpah untuk menentukan pemain yang dadi(kalah). Misalkan A yang dadi, maka yang lain statusnya mentas(bebas). 2) A duduk di lantai dan menelungkupkan wajahnya ke lantai, seperti posisi sujud. Pemain yang lain duduk mengelilingi A sambil meletakkan telapak tangan dengan posisi terbuka di punggung A. 3) Pemain yang mentas menyanyikan lagu: Cublak-cublak suweng Suwenge teng gelenter Mambu ketundhung gudel Pak empo lera-lere Sopo ngguyu ndhelikake Sir-sir pong dele kopong Sir-sir pong dele kopong Sambil bernyanyi salah seorang pemain (misalkan B) yang membawa suweng menekankan suweng secara berurutan pada telapak tangan pemain yang mentas. 4) Setelah lagu sampai pada ndelikake (menyembunyikan) semua pemain mengenggamkan telapak tangannya, A menegakkan badannya dan menebak siapa yang menggenggam suweng. A harus sudah dapat menebakketika lagu selesai dinyanyikan. 5) Misalkan yang menggenggam suweng adalah C, jika A dapat menebak dengan benar maka A mentas dan C dadi. Jika tebakan A salah maka A dadi lagi. Guru dapat menggunakan permainan ini dalam pembelajaran matematika dengan melakukan sedikit modifikasi. Jika tebakan A salah, maka A harus mengambil kartu soal yang telah disediakan guru. Jika A dapat menjawab soal dengan benar, maka A mentas dan C dadi. Jika A tidak dapat menjawab atau jawaban A salah maka A dadi lagi. Dengan modifikasi tersebut, 137
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permainan ini dapat digunakan pada materi apapun dan kelas berapapun asalkan siswa telah dapat membaca soal dengan benar. Jamuran Pada masa kecil penulis, permainan jamuran sangat disukai anak-anak. Nama permainan ini dari kata jamur (cendawan). Permainan ini tidak membutuhkan peralatan, hanya membutuhkan ruangan atau halaman yang tidak terlalu luas. Permainan ini biasanya dilakukan oleh 7 – 15 anak. Cara bermain: 1) Pemain hompimpah untuk menentukan pemain yang dadi. Misalkan A dadi, maka pemain yang lain mentas. 2) Semua pemain berdiri melingkar sambil berpegangan tangan, dan A berada di tengahtengahnya. Bentuk ini dianggap menyerupai bentuk jamur (cendawan). 3) Pemain yang mentasmenyanyikan lagu sambil bergerak berputar. Lagunya sebagai berikut: Jamuran ya ge ge thok Jamur apa, yo ge ge thok Jamur gajih mbejijih sak ara-ara Semprat-semprit jamur apa? Lagu ini berisi permintaan kepada pemain untuk melakukan suatu perintah. Setelah lagu selesai, A menjawab lagu tersebut dengan beberapa perintah yang dapat ia pilih, misalnya: Jamur let uwong (uwong = manusia), pemain diminta untuk perpelukan 2 atau 3 orang. Jika A dapat melepaskan salah satu pemain yang berpelukan, maka pemain yang terlepas dadi, dan A mentas. Jamur let kayu, semua pemain diminta untuk mencari pohon atau benda-benda yang terbuat dari kayu dan memeluknya kuat-kuat. Jika A dapat melepaskan pelukan salah satu pemain maka A mentas, yang pemain tersebut dadi. Jumur parut (parut = alat untuk memarut kelapa), semua pemain harus duduk di lantai dan menyiapkan telapak kakinya untuk digaruk oleh A. Jika yang digaruk merasa geli dan tertawa, maka ia dadi dan A mentas. Ada banyak ragam “jamur” yang dapat dipilih, dan anak-anak dapat membuat kreasinya sendiri. Jika ada perintah yang tidak dimengerti, pemain dapat menanyakan apa yang dimaksudkan. Guru dapat memodifikasi permainan dalam pembelajaran matematika. Misalnya: pertanyaan jamur apa? Dijawab oleh pemain yang dadi (misalkan pemain A) dengan: “berapa akar dari 144?” kemudian menunjuk salah satu pemain untuk menjawab. Jika pemain yang ditunjuk dapat menjawab dengan benar, maka A tetap dadi. Jika jawaban pemain salah, maka ia dadi dan A mentas. Pertanyaan yang diberikan oleh pemain yang dadi dapat dibuat sendiri oleh siswa atau dapat juga disiapkan oleh guru. Permainan ini dapat juga digunakan untuk mempelajari pembagian. Misalnya: pertanyaan jamur apa? Dijawab dengan: “jamur 3” maka pemain harus berkelompok tiga-tiga. Yang tidak mendapat kelompok dadi. Maka pemain yang dadi dapat memilih angka-angka tertentu 138
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agar ada pemain yang tidak mendapat kelompok. Untuk modifikasi permainan ini dimungkinkan pemain yang dadi lebih dari satu siswa, dan dapat dilakukan bersama-sama siswa sekelas di halaman sekolah yang cukup luas. Kubuk Kubuk adalah permainan tradisional yang berasal dari Yogyakarta. Kubuk memiliki arti persegi, kubus, sepadan, sesuai. Kubuk dapat dimainkan bersama-sama 2 – 6 anak. Peralatan yang dibutuhkan adalah kecik (biji-bijian yang besarnya kurang lebih sebesar kacang tanah, misalnya kacang merah, biji asam, biji kacang koro, dan sebagainya), dengan jumlah sekitar 20 – 40 untuk tiap anak. Inti dari permainan ini adalah menebak banyaknya kecikyang ada di dalam genggaman tangan. Cara bermain: 1) Misalkan jumlah pemain 5 anak. 2) Pemain duduk di lantai secara melingkar 3) Pemain membuat kesepakatan, berapa kecikyang akan dijadikan udhu (kecikyang akan disetorkan tiap pemain, misalkan udhu tiap pemain 6 buah), kemudian keciktersebut dikumpulkan di tengah-tengah pemain, sehingga ada 30 kecik yang terkumpul 4) Dapat dibuat kesepakatan juga, bagaimana cara dan urutan menebaknya 5) Pemain hompimpah untuk menentukan urutan bermain (misalkan urutan pemain adalah A, B, C, D, E) 6) A mengambil 30 kecik, menggenggamnya dengan dua tangan dan menggoyanggoyangkan sambil bernyanyi Kubuk bak-buk Lara bendrong maju semprong Bedheken piro (Bedheken piro = coba tebak ada berapa?) 7) Setelah selesai bernyanyi A memisahkan sebagian kecik tersebut ke tangan kiri, dan meletakkan kecik di tangan kiri di lantai dengan posisi ditutup telapak tangan 8) B, C, D, E menebak, misalkan yang menebak D Jika tebakan D benar maka kecIik tersebut menjadi milik D, akan tetapi jika tebakan D salahkecik tersebut menjadi milik A. Jika tebakan D benar, maka pemain berikutnya B. Jika tebakan D salah, maka A main lagi 9) Misalkan kecik yang telah tertebak 7 buah. Maka pemain kedua (B) bermain dengan 23 kecik (dari 30 dikurangi 7) 10) Begitu seterusnya sampai kecik habis 11) Pemain yang menang adalah pemain yang pada akhir permainan memiliki kecik yang terbanyak. Permainan ini melatih siswa untuk belajar penjumlahan, pengurangan, perkalian, dan pembagian. Jika akan digunakan di kelas I, kecik yang dijadikan udhu sebaiknya sedikit saja (sekitar 3 – 5 buah) dan jumlah pemain tiap kelompok sekitar 3 - 5 siswa, agar banyaknya kecik yang dihitung tidak terlalu banyak. Operasi hitung yang digunakan disesuaikan dengan yang telah diajarkan. Di kelas I yang telah diajarkan adalah penjumlahan dan pengurangan. Jika digunakan di kelas II, jumlah pemain tiap kelompok dan banyaknya kecik yang dijadikan udhu bisa lebih banyak lagi. Operasi hitung yang digunakan bisa penjumlahan, pengurangan, 139
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dan perkalian. Misalkan: tiap pemain udhu 7, dan banyaknya pemain 6 siswa, berapa banyak udhu yang terkumpul? Kubuk Manuk Kubuk manuk adalah gabungan permainan kubuk dan simbarmanuk(manuk = burung, simbarmanuk = burung mematuk). Pada permainan ini, setelah dilakukan pemainan kubuk dilanjutkan simbarmanuk. Dapat juga simbarmanuk dimainkan tersendiri. Permainan ini dimainkan secara berkelompok 2-6 anak. Sama seperti permainan kubuk, peralatan yang digunakan juga kecik (biji-bijian). Sesuai dengan namanya, inti permainan ini adalah meniru burung yang mematuk kecikdan memasukkannya ke dalam sangkar burung. Cara bermain: 1) Pemain duduk di lantai secara melingkar 2) Pemain membuat kesepakatan, berapa kecikyang akan dijadikan udhu 3) Masing-masing pemain menyerahkan kecikyang telah disepakati, misalkan tiap pemain menyerahkan 5 kecik, maka terkumpul 25 kecik 4) Pemain hompimpah untuk menentukan siapa yang main pertama kali (misalkan ada 5 pemain, A, B, C, D, E, dan yang mendapat giliran main pertama A) 5) A menggenggam 25kecikdengan 2 tangan, menggoyang-goyangkan sambil bernyanyi, dan meletakkan sebagian kecik di lantai dan ditutup dengan tangan kiri, seperti permainan kubuk 6) Pemain lain, B, C, D, E menebak berapa kecik yang ada di tangan kiri A (misalkan ada 12 buah) 7) Jika salah satu pemain dapat menebak dengan benar (misalkan D), A mati dan D yang main 8) Jika tidak ada yang menebak dengan benar, maka A terus main. A menyebarkan 25 kecikdi tengah-tengah pemain, dan mengambil keciktersebut satu-persatu dengan cara seperti burung mematuk. Caranya, kedua tangan dikatupkan kecuali jari telunjuk, dan dengan menggunakan dua jari telunjuk pemain mengambil kecik dan memasukkannya ke dalam rongga tangan. (Lihat gambar di bawah ini)
9) A mati (dan ganti pemain berikutnya) jika: (i) waktu mematuk atau memasukkan kecik ke rongga tangan jatuh, (ii) waktu mematuk jari tangannya menyentuh kecik yang lain. 10) Jika A hanya dapat mematuk 8 kecik, maka 8 kecik itu menjadi milik A. Kemudian pemain berikutnya main dengan 17 kecik (dari 25 kecik – 8 kecik). 11) Begitu seterusnya. Guru dapat melakukan modifikasi permainan ini untuk digunakan dalam pembelajaran matematika. Misalkan: 1) Kubuknya diganti dengan kartu soal. Sebelum melakukan permainan simbarmanuk, pemain harus mengambil kartu soal yang sudah disediakan guru. Jika pemain dapat menjawab soal dengan benar, maka ia boleh melanjutkan main, tapi jika ia tidak dapat menjawab soal dengan benar, ia dianggap mati dan tidak dapat melanjutkan permainan. Dapat digunakan untuk kelas berapapun, asal siswa telah dapat membaca soal dengan baik, dan dapat digunakan untuk materi apapun. 2) Guru (atau kesepakatan pemain) memberikan nilai untuk tiap-tiap kecik yang berhasil dipatuk (misalkan tiap kecik diberi nilai 4). Permainan ini dapat digunakan untuk 140
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pembelajaran perkalian di kelas II atau kelas III. Jika kecik yang berhasil dipatuk 8 buah, berapa nilai yang diperoleh? 3) Menggunakan beberapa macam kecik, dan masing-masing diberi nilai yang berbeda, misalnya: kacang merah diberi nilai 4, biji asam bernilai 5, dan jagung bernilai 7, nilainilai yang diberikan dapat disesuaikan dengan tingkatan kelasnya. Dapat digunakan pada pembelajaran operasi hitung campuran. Dapat juga digunakan untuk pembelajaran pecahan, misalnya: berapa bagian kacang merah dari keseluruhan kecik yang berhasil dikumpulkan?
Kesimpulan
1. Selain menggembiarakan, permainan tradisional dapat melatih siswa untuk mengembangkan kecerdasan emosi dan sosialnya. Permainan tradisonal juga memiliki nilai-nilai religius dan kepedulian terhadap sesama manusia dan alam. 2. Agar pembelajaran matematika lebih menarik, guru dapat memasukkan unsur permainan dalam pembelajaran. Salah satu jenis permainan yang dapat digunakan adalah permainan tradisional, sekaligus sebagai upaya pelestarian budaya. 3. Untuk menggunakan permainan tradisional dalam pembelajaran matematika, guru dapat melakukan modifikasi dengan tidak mengubah esensi dari permainan tersebut.
Daftar Pustaka
Ariani, Ifa. Makna Filosofis dalam Permainan Tradisional Anak di Jawa, Artikel, Lafinus Newsletter Edisi 2, Juli 2011. Dharmamulya, Sukirman. (2008) Permainan Tradisional Jawa, Yogyakarta: Kepel Press. Direktorat Tradisi, Direktorat Jenderal Nlai Budaya, Seni, dan Film, Kementerian Kebudayaan dan Pariwisata. (2011)Kekehan, Permainan Gasing Daerah Lamongan. Dirgantara, Yuana Agus. (2012) Pelangi Bahasa Sastra dan Budaya Indonesia, Garuda Wacana Digital Book and POD, http://garudawacana.blogspot.com Dryden, Gordon & Vos, Jeannette. (1999) The Learning Revolution: To the Way the World Learns, Selandia Baru: The Learning Web. Erman Suherman, dkk. (2003)Strategi Pembelajaran Matematika Kontemporer, Bandung: Universitas Pendidikan Indonesia. Hamruni. (2008). Konsep Edutainment dalam Pendidikan Islam, Yogyakarta: Bidang Akademik UIN Sunan Kalijaga. Huizinga, Johan. Penerjemah: Hasan Basari (1990) Homo Ludens, Fungsi dan Hakekat Permainan dalam Budaya, Jakarta: LP3ES. Hurlock, Elizabeth B. (Hak cipta dalam bahasa Inggris 1978)Perkembangan Anak, edisi 6. Jakarta: Erlangga. Kilpatrick, J& Swafford, J, Editors (2002)Helping Children Learn Mathematicsis, Washington, DC: National Academy Press. Rose, Colin and Malcolm J. Nicholl. (2002) Accelerated Learning for the 21th Century, London: Judi Piatkus. Ruslan, Arifin Suryo Nugroho. (2007) Ziarah Wali, Wisata Spiritual Sepanjang Masa, Surabaya: Pustaka Timur. Santrock, John W. (2007)Psikologi Pendidikan, edisi 2, Jakarta: Kencana Prenada Media Grup. Van de Walle, John A. (2008) Matematika Sekolah Dasar dan Menengah, edisi keenam, jilid I, Alih bahasa Suyono, Jakarta: Erlangga. Wijata, Ariyadi. (2012) Pendidikan Matematika Realistik.Yogyakarta: Graha Ilmu. http://jogja.antaranews.com/berita/301068/yogyakarta-raih-rata-rata-tertinggi-un-sd(diakses 2 September 2016). 141
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Pembelajaran Kooperatif Model Jigsaw, Motivasi Berprestasi dan Hasil Belajar Mata Kuliah Belajar dan Pembelajaran Mahasiswa PGSD UNIMA Hetty J Tumurang Universitas Negeri Manado, Indonesia
[email protected]
Abstract
This article reports on a quasi-experimental study aimed at examining weather teaching leraning method and achievement motivation have effects on students learning outcome and whether there is any interaction between both teaching lerning method and achievement motivation with the lerning outcome. Taking,as the subject teaching and learning for elementary teacher at Manado State University. Using ANOVA and t-test, the study found that 1). There is a significant difference in the lerning outcome of syudents treated using cooperative teaching-learning method. Particulary, Jigsaw technique and those taught using group discussion technique, 2) there is a significant difference in theleraning outcome of students with high achievement and those with low achievement motivation and, 3). There is no interaction between both the teaching-learning method and achievement motivation with the leraning outcome. Keywords: jigsaw technique, subject teaching and learning, motivation, leraning outcome.
Pendahuluan
Masalah pendidikan yang sering dibicarakan oleh pakar pendidik, pemerhati pendidikan bahkan kalangan dosen sebagai pengampuh matakuliah adalah berkaitan dengan strategi pembelajaran yang dilaksanakan masih terpusat pada dosen pengampuh mata kuliah, selain itu dalam proses belajar mengajar kondisi pembelajaran mata kuliah belajar dan pembelajaran pada mahasiswa PGSD ditemukan kondisi pembelajran seperti (1) dalam pemilihan model pembelajaran, dosen pengampuh mata kuliah belajar dan pembelajaan masih terbisa dengan pendekatan ekspositori dan jarang memberikan kesempatan terjdinya interaksi dan kerja sama antar mahasiswa. (2) dosen pengampuh mata kuliah melakukan pembelajaran kelompok dengan pola konvensional belum dilakukan dengan memperhatikan heterogenitas siswa (kemampuan akademik, jenis kelamin, latar belakang dan etnis) yang dilakukan mahasiswa secara klasikal daripada menyampaikan permasalahan yang relevan untuk didiskusikan dan dipecahkan oleh mahasiswa secara kooperatif dalam kelompok kecil. Meningkatkan mutu pembelajaran pada mata kuliah belajar dan pembelajaran diperlukan pola pikir yang digunakan sebagai landasan pembelajaran.Seperti ungkapan Degeng (2001) tujuan terpenting dari pembelajaran adalah mengembangkan kemampuan mental yang memungkinkan seseorang dapat belajar.Jadi melalui belajar dapat mengubah pembaharuan pendidikan, dimulai dari bagaimana mahasiswa belajar dan bagaimana dosen mengampuh mata kuliah tersebut. Pembelajaran memiliki komponen-komponen dalam system pembelajaran.Komponen ini dikaitkan dengan kegiatan dalam pengembangan teori-teori pembelajaran.Degeng (2001) mengklasifikasi komponen pembelajaran menjadi tiga yaitu: (1) kondisi pembelajaran (2) metode penyampaian dan (3) hasil pembelajaran. Kondisi pembelajaran sebagai sebagai faktor yang mempengaruhi efek metode pembelajaran dalam meningkatkan metode pembelajaran. Metode pembelajaran sebagai cara yang berbeda untuk mencapai hasil pembelajaran di bawah kondisi pembelajaran yang berbeda. Hasil pembelajaran mencakup semua efek yang dapat 142
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dijadikan sebagai indicator tentang nilai dari penggunaan metode pembelajaran di bawah kondisi pembelajaran yang berbeda.Kondisi pembelajaran adalah variable yang tidak dapat dimanipulasi tetapi berinteraksi dengan strategi pembelajaran.Diantara variable kondisi pembelajaran yang paling berpengaruh terhadap hasil pembelajaran adalah karakteristik siswa (Degeng, 2001). Motivasi berprestasi adalah suatu dorongan pada seseorang untuk berhasil dalam berkompetensi dengan suatu standar keunggulan tertentu Atkinson ( Cohen dalam Ardhana 1990) menjelskan bahwa membedakan motivasi berprestasi atas motivasi untuk meraih keberhasilan dan untuk menghindari kegagalan.lebih lanjut (Degeng;2001) menjelaskan bahwa motivasi berprestasi sebagai keinginan untuk mencapai standar yang telah ditetapkan. Hasil belajar yang diperoleh pada mahasiswa merupakan hasil pembelajaran yang tidak terlepas dari prilaku yang ditunjukkan.Untuk itu motivasi berprestasi merupakan dorongan dari dalam diri seseorang untuk melakukan tindakan sehingga dapat mencapai hasil yang sebaik-baiknya dan juga sebagai daya penggerak dalam diri seseorang pendorong usaha pembelajaran mencapai hasil belajar yang maksimal. Slavin (1995) menyatakan bahwa model kooperatif adalah suatu teknik pembelajaran di mana siswa berada pada posisi saling bekerja sama dalam bentuk kelompok-kelompok kecil, di mana siswa bekerja bersama untuk menyelesaikan tugas yang diberikan. Selanjutnya Kaggan (dalam Jacob, 1999) memberikan batasan tentang model pembelajaran kooperatif yaitu kegiatan pembelajaran yang terdiri dari kelompok kecil terdiri 5-6 orang di mana siswa bekerja sama dan saling bantu dalam menyelesaikan tugas-tugas akademik. Kajian mata kuliah belajar dan pembelajaran dibagi menjadi 3 bagian pertanyaan yaitu 1) apa yang akan dijarkan, 2) bagaimana cara mengajar, dan 3) bagaimana mengetahui yang diajarkan mengetahui apa yang diajarkan. Hal ini diartikan bahwa kajian pertama pada mata kuliah tersebut harus mengacu pada kurikulum yang berkaitan dengan pencapaian standar kompetensi serta tujuan pembelajaran dan materi ajar. Kajian kedua menyakut model/metode yang akan digunakan dalam perkuliahan, dan kajian ketiga mengevaluasi materi yang telah diberikan. Dengan memperhatikan kajian materi yang akan dibahas dalam eksperimen ini maka dalam proses pembelajarannya diuji cobakan dengan pembelajaran kooperatif model jigsawhal ini dalam penggunaan model jigsaw setiap mahasiswa dituntut untuk menjalin interaksi dan kerjasama dalam memahmi materi yang diajarkan. Pembelajaran kooperatif model jigsaw bertujuan untuk memperkaya pengalaman mahasiswa dalam menyelesaikan permasalahan yang dikerjakan dalam kelompok. Hal yang menonjol dari penggunaan model ini adalah adanya kerja sama dalam kelompok ahli dan kelompok asal untuk mempelajari atau memahami materi yang berbeda-beda. Selain itu model jigsaw memiliki banyak kesempatan pada setiap mahasiswa untuk bertanya pada kelompoknya karena mahasiswa kadang enggan mengajukan pertanyaan pada dosen atau pemberi materi perkuliahan dan jika menemukan kesulitan dalam memahami suatu acuan permasalahan dalam kegiatan perkuliahan. Beberapa penemuan penelitian memberikan rekomendasi bahwa pembelajaran kooperatif model jigsaw memberikan pengaruh positif terhadap hasil belajar, meningkatkan kerjasama, meningkatkan keberanian serta tanggung jawab dalam menjawab masalah atau pertanyaan dari kelompok lain dalam kegiatan pembelajaran. Berdasarkan uraian di atas perlu dilakukan penelitian guna menguji pengaruh pembelajaran kooperatif pada model jigsaw dan motivasi berprestasi terhadaphasil belajar mata kuliah belajar dan pembelajaran pada mahasiswa PGSD Unima. Di samping itu juga aktivitas mahasiswa dalam proses belajar mengajar pada mata kuliah belajar dan pembelajaran akan dideskripsikan.
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Metode
Penelitin ini adalah penelitian eksperimen semu (quasi experiment) yang menggunakan disain factorial sederhana 2 x 2. Subjek penelitian adalah mahasiswa semester 3 PGSD yang ada di kelas A,D dan B,F tahun ajaran 2015-2016 di mana kelas A,D sebagai kelas control dan kelas B,F sebagai kelas eksperimen. Jumlah subjek penelitian sebanyak 86 mahasiswa dan uji kelayakan ditemukan bahwa hanya terdapat 40 mahasiswa untuk kelas control dan 40 mahasiswa untuk kelas eksperimen. Dimana masing masing kelompok penelitian kelas eksperimen terdiri dari 40 mahasiswa yang diajar dengan menggunakan model jigsawdan terdapat 20 jumlah mahasiswa yang memiliki kelompok motivasi berprestasi tinggi, dan 20 mahasiswa yang memiliki kelompok motivasi berprestasi rendah. Sedangkan kelompok penelitian kelas control terdiri dari 40 mahasiswa yang diajar dengan metode diskusi dan terdapat 21 mahasiswa yang memiliki motivasi berprestasi tinggi dan terdapat 19 mahasiswa yang memiliki motivasi berprestasi rendah. Variable yang diteliti adalah (1) variable bebas terdiri dari kelas yang diajar dengan menggunakan jigsawdan kelas yang diajar dengan menggunakan diskusi. (2) variable moderator adalah motivasi berprestasi yang dibagi menjadi dua elemen yaitu motivasi berprestasi tinggih dan motivasi berprestasi rendah. (3) variable yang terkait yaitu variable hasil belajar pada mata kuliah belajar dan pembelajaran, aktivitas mahasiswa dan proses pembelajaran. Instrument yang dikembangkan dalam penelitian ini terdiri atas (1) angket motivasi berprestasi menggunakan instrument yang digunakan Robinson (dalam Cohen; 1976) dengan mengacu pada skala likert. Agar data yang akan diperoleh benar-benar valid dan riabel, maka instrument yang dikembangkan oleh Robinson diadaptasi sesuai dengan karakter subjek penelitian. (2) tes hasil belajar aspek kognitif menggunakan tes yang disusun oleh peneliti dikonsultasikan dengan tim ahli. Instrument tes hasil belajar berbentuk soal objektif pilihan ganda. Hal ini dimaksudkan untuk menghindari bias dalam pemberian skor. Pembuatan tes ini didasarkan pada pembuatan kisi-kisi tes mata kuliah belajar dan pembelajaran. (3)lembar pengamatan/observasi disusun peneliti dengan memperhatikan langkah-langkah pembelajaran yang ada pada jigsaw dan hasil presentasi tiap kelompok. Kegiatan uji coba instrument motivasi berprestasi dan instrument tes hasil belajar diterapkan pada subjek yang diduga memiliki karakteristik identic dengan karakteristik subjek penelitian. Hasil uji coba instrument tersebut selanjutnya dijadikan dasar sebagai uji validitas dan uji reliabilitas tingkat kesukaran, dan daya beda penelitian. Berdasarkan masalah yang telah dirumuskan dan hipotesis yang diajukan dalam penelitian ini analisis statistic deskriptif dan analisis inferensial parametik. Analisis statistic deskriptif memberikan gambaran data dalam bentuk table, grafik, histogram, dari nilai rata-rata, frekfensi dan SD, sedangkan analisis inferensial untuk menguji hipotesis digunakan Anava dengan dua variable bebas dan uji t atau t-tes. Pelaksanaan analisis data menggunakan bantuan computer program spss for windows versi 12
Hasil
Data dalam penelitian ini diperoleh dari skor perolehan hasil belajar mata kuliah belajar dan pembelajaran, ditentukan berdasarkan perbedaan skor pascates dan prates. Skor ini menunjukkan kegiatan belajar semua subjek baik kelompok kontraol maupun kelompok eksperimen. Data dari kedua kelompok penelitian ini menunjukkan bahawa (1) perolehan hasil belajar mata kuliah belajar dan pembelajaran yang diajar dengan menggunakan Jigsaw dengan motivasi berprestasi tinggi, (2) perolehan belajar yang diajar dengan menggunakan jigsaw dengan motivasi berprestasi rendah, (3) perolehan hasil belajar mata kuliah belajar dan pembelajaran yang diajar dengan diskusi dengan motivasi berprestasi tinggi dan (4) perolehan 144
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hasil belajar mata kuliah belajar dan pembelajaran yang diajar dengan diskusi dengan motivasi berprestasi rendah. Data motivasi berprestasi diperoleh dari pengukuran dengan menggunakan kuisener yang terdiri dari 18 pertanyaan.Kuisener ini menggunakan skala likert dengan rentangan skor 1-4, skor minimal 18 dan skor maksimal 72. Untuk menentukan tingkat motivasi mahasiswa ditetapkan dengan cara mencari nilai median terlebih dahulu dan diperoleh nilai median 36. Mahasiswa dengan skor ≥ 36 dimasukka n pada kelompok mahasiswa yang memiliki motivasi berprestasi tinggi dan mahasiswa dengan skor ≤36 dimasukkan pada kelompok mahasiswa yang memiliki motivasi berprestai rendah. Data tingkat keaktifan siswa dalam proses pembelajaran diperoleh dari observasi atau pengamatan subjek dengan menggunakan lembar observasi. Skor ditentukan dengan pengamatan frekfensi munculnya respons nyata.Untuk mengkategorikan tingkat keaktifan mahasiswa ditentukan berdasarkan skor aktivitas mahasiswa yang diperoleh dari hasil observasi. Hasil penelitian ini tingkat keaktifan subjek penelitian baik dari kelompok control dan kelompok eksperimen tidak menunjukkan perbedaan yang mencolok. Hasil kedua kelompok penelitian ini dianalisis dengan menggunakan analisis varian factorial 2 x 2 dan uji-t seperti pada table di bawah ini Tabel 1 Rangkuman Hasil Analisis Varian Faktorial 2 x 2 Sumber varian
Metode Pembelajaran Motivasi berprestasi Interaksi metode+Motivasi Explained Residual Jumlah
Jk
Db
RJk
F
Probabilitas (Sig)
36,726 185,093 0,725 218,328 539,888 2045,000
1 1 1 3 79 80
36,726 185,093 0,752901 72,776
8,680 43,746 0,178
0,004 0.000 0,674
Tabel 2 Rangkuman Hasil Analisis Uji-t Variabel
N
Rerata
t
df
Sig
Kelas jigsaw Kelas diskusi Perbedaan rerata = 1,275 Kelas MBt Kelas MBr Perbedaan Rerata = 3,010
40 40
4,97 3,70
2,236 2,236
78 78
0,028 0,028
41 39
5,80 2,79
6,274 6,336
78 78
0,000 0,000
Pada table 2 menunjukkan perbedaan rerata skor perolehan hasil belajar pada mata kuliah belajar dan pembelajaran di mana 1) kelas yang dijadikan sebagai kelas eksperimen dengan menggunakan model pembelajaan jigsaw dan kelas control yang menggunakan diskusi kelompok, 2) subjek yang bermotivasi berprestasi tinggi dan subjek yang bermotivasi berprestasi rendah. Hasil analisis data menunjukkan bahwa kegiatan dengan menggunakan metode /model pembelajaran berpengaruh signifikan terhadap pembelajaran mata kuliah belajar dan pembelajaran dengan nilai Fhitung = 8,680 ( Fhitung≥ F table, yaitu 8,680 ≥ 3,96) dan signifikan 0,004 (p ≤ 0,5). Hasil uji t juga menunjukan bahwa terdapat perbedaan rerata antara kelas eksperimen dan kelas control. Hal ini dapat dilihat di mana pada nilai t = 2,236 dan signifikan 0,028 atau p ≤ 0,05. Selain itu hasil pembelajaran mata kuliah belajar dan pembelajaran analisis data membuktikan bahwa tingkat motivasi berprestasi berpengaruh 145
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secara signifikan terhadap perolehan hasil belajar. Hasil ini dapat ditunjukksn dengan nilai Fhitung ≥ Ftabel yaitu 43,746 ≥ 3,96) dan signifikansi 0,000 (p ≤ 0,05). Hasil uji t juga menunjukkan bahwa terdapat perbedaan rerata hasil pembelajaran anatara subjek yang memiliki motivasi berprestasi tinggi = 5,80, sedangkan rerata hasil pembelajaran subjek yang memiliki motivasi berprestasi rendah = 2,79. Dengan demikian pada data data di atas dapat dijelaskan bahwa 1) kegiatan pembelajaran mata kuliah belajar dan pembelajaran dengan membandingkan nilai rerata diperoleh menerima Ha dan menolak Ho artinya pada ulasan hasil pembelajaran antara kelompok Jigsaw lebih baik dibandingkan dengan kelompok diskusi kelompok. 2) motivasi berprestasi menerima Ha dan menolak Ho, hal ini menunjukkan bahwa terdapat perbedaan yang signifikan hasil pembelajaran mata kuliah belajar dan pembelajaran antara mahasiswa yang memiliki motivasi berprestasi tinggi dan mahasiswa yang memiliki motivasi rendah. Hasil analisis menunjukkan juga bahwa model pembelajaran dan motivasi berprestasi tidak berinteraksi secara signifikan terhadap hasil pembelajaran ini dapat ditunjukan dengan data Fhitung = 0,178 (Fhitung ≤ Ftabel yaitu 0,178 ≤ 3,96) dan signifikansi 0,674 (p ≥ 0,05) dengan demikian dapat dikemukakan bahwa pada kegiatan eksperimen ini menerima Ho dan menolak Ha di mana tidak terdapat interaksi anatara mahasiswa yang diajar dengan menggunakan model jigsaw dengan mahasiswa yang diajar dengan menggunakan diskusi kelompok hasil penelitian ini tidak menunjukkan perbedaan yang mencolok. Artinya kegiatan pembelajaran ini pada umumnya berada pada kategori aktif.
Pembahasan
Hasil penelitian ini menunjukkan bahwa ada perbedaan secara signifikan perolehan hasil pembelajaran mahasiswa yang diajar dengan menggunakan jigsaw dan mahasiswa yang diajar dengan menggunakan diskusi kelompok. Sesuai dengan temuan penelitian yang dikemukakan oleh Sickle (1991) dan Zuhri (2010) bahwa pembelajaran dengan menggunakan jigsaw memberikan efek yang positif terhadap perolehan belajar pada mata kuliah belajar dan pembelajaran. Pembelajaran kooperatif dengan model jigsaw merupakan model pembelajaran yang paling banyak digunakan dalam kegiatan pembelajaran di kelas. (Gunter;1990) pernyataan tersebut sangat beralasan di mana pembelajaran kooperatif model jigsaw memiliki beberapa keunggulan dibandingkan dengan teknik-teknik pembelajaran kooperatif launnya. Keunggulan model ini adalah mahasiswa diberikan kesempatan membaca semua materi yang akan dibahas yang merupakan bagian kajiannya, setelah itu mahasiswa diberikan kesempatan untuk menemukan, mencatat dan memahami hal-hal penting dari apa yang dibacanya kemudian memadukannya berdasarkan tingkat pemahaman mereka sehingga mahasiswa akan lebih mudah memahami setiap kajian pembelajaran atau materi ajar yang diberikan baginya. Keunggulan-keunggulan yang lain adalah sebagai berikut: 1) model ini efektif, karena melibatkan mahasiswa untuk berperan aktif disaat proses pembelajaran dalam kelompok kecil, 2) setiap mahasiswa akan ditempatkan pada kelompok yang heterogen dari segi akademik, 3) adanya pengkhususan tugas di mana pengkhususan tugas menghendaki agar siswa yang berbeda akan mendapat peran yang sama atau khusus dalam mencapai tujuan pembelajaran serta aktivitas belajar, 4) model jigsaw ini memberikan kesempatan pada setiap mahasiswa untuk dilatih tanggung jawab tiap individu dari masing-masing anggota kelompok ketika bergabung dalam kelompok ahli terhadap materi yang menjadi tanggung jawabnya. Kelemahan dalam penggunaan model jigsaw berdasarkan temuan penelitian adalah: 1) mobilitas yang tinggi mengakibatkan alokasi waktuyang disiapkan kurang mencukupi untuk melaksanakan semua aktivitas pembelajaran, 2) penerapan model jigsaw dibutuhkan pemahaman bagi dosen yang mengampuh mata kuliah dikolaborasikan dengan materi 146
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perkuliahan lebih banyak mengetahui model ini pada pentahapan pembelajaran di ruang kelas, 3) kondisi pembelajaran bagi mahasiswa yang pasif memerlukan waktu yang lama bagi dosen dan mahasiswa sehingga sulit mencapai target yang ada di kurikulum. 4) membutuhkan kemampuan khusus bagi dosen dalam melakukan atau menerapkan teknik belajar kooperatif dan menuntut sifat tertentu dari mahasiswa dalam bentuk senang melakukan kerja sama. Kesimpulan dan Saran Hasil penelitian menunjukan bahwa terdapat perbedaan yang signifikan perolehan hasil pembelajaran antara mahasiswa yang diajar dengan menggunakan model jigsaw dan bagi mahasiswa yang diajar dengan menggunakan diskusi kelompok.Disamping itu dapat dikemukakan pula bahwa penggunaan model pembelajaran ini lebih unggul dibandingkan dengan diskusi kelompok. Penggunaan kooperatif model jigsaw dapat dijadikan sebagai kegiatan pembelajaran yang mendukung pembelajaran di kelas dan mendukung pembelajaran belajar dan pembelajaran yaitu memberi peluang kepada mahasiswa belajar secara kooperatif, mendorong terjadinya interaksi dan mengembangkan nilai-nilai kemanusiaan yang memberikan citra tentang pentingnya kerja sama. Motivasi berprestasi diperoleh dengan hasil penelitian menunjukkan bahwa perolehan hasil belajar mata kuliah belajar dan pembelajaran antara kelompok mahasiswa yang memiliki motivasi berprestasi tinggi dengan kelompok mahasiswa yang memiliki motivasi berprestasi rendah.Hal tersebut memberikan gambaran bahwa tingkat motivasi berprestasi berpengaruh secara signifikan terhadap perolehan hasil pembelajaran. Hal ini dapat dijelaskan bahwa mahasiswa yang memiliki motivasi berprestasi tinggi akan memperoleh hasil pembelajaran yang lebih baik dibandingkan dengan mahasiswa yang memiliki motivasi berprestasi rendah. Penelitian ini juga mengungkapkan bahwa tidak terdapat interaksi antara model pembelajaran dengan motivasi berprestasi terhadap pembelajaran mata kuliah belajar dan pembelajaran.Dapat dijelaskan pula bahwa model pembelajaran jigsaw dan diskusi kelompok serta motivasi berprestasi tinggi bekerja sendiri-sendiri terhadap pencapaian hasil pembelajaran.Dengan memperhatikan rerata hasil pembelajaran dapat dikemukakan bahwa mahasiswa yang memiliki motivasi berprestasi tinggi, baik kelompok yang diajar dengan model jigsaw dan kelompok yang diajar dengan diskusi kelompok tidak menunjukkan perbedaan yang mencolok dapat dijelaskan bahwakeattifan subjek dalam kegiatan pembelajaran umumnya berada pada kategori aktif.
Saran
Pembelajaran kooperatif model jigsaw dapat dijadikan alternative dalam merencanakan dan melaksanakan kegiatan pembelajaran pada mata kuliah belajar dan pembelajaran di semester 3 PGSD dalam rangka peningkatan kualitas hasil dan proses pembelajaran pada mahasiswa. Dosen hendaknya memahami dan memperhatikan perbedaan karakteristik mahasiswa dalam hal ini cara pemberian imput materi ajar atau berfungsi mentransfer pengetahuan saja tetapi sekaligus sebagai motivator bagi belajar siswa. Keefektifan penerapan pembelajaran kooperatif model jigsawpada proses pembelajaran pada mata kuliah belajar dan pembelajaran disarankan untuk melakukan eksperimen lanjutan pada kelas/kelompok pembanding di semester tiga pada bagian kelas penerima bidik misi yang ada di PGSD dengan menggunkan pembelajaran kooperatif model dan metode yang lain serta penyajian materi dan mata kuliah yang berbeda.
Daftar Rujukan
Ardhna, W. 1990.Atribusi terhadap Sebab-Sebab Keberhasilan dan Kegagalan serta kaitannya dengan Motivasi untuk Berprestasi. Disertasi tidak diterbitkan, Malang PPs IKIP Malang 147
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Cohen, L. 1976. Educational Research in Classrooms and schools: A Manual of materials and Methods. New York: Happer & Row Publisher Dees, R.L. 1991. The Rolle of Cooperative Learning in CrasingProblem solving Ability in a Collage Remodial Course.Journal for Research in Mathematic education, (22) 4:409-421. Degeng, I.N.S 2001.Kumpulan Bahan Pembelajaran. Malang: LP3 UM Jacob, E. 1999.Cooperative learning in Context: an Educational Inovation in Everyday Classroom. New York: SUNY Press Slavin, R. 1995.Cooperatif Learning (2nd) Boston, USA: Allyn and Bacon.
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Pengaruh Model Cooperative Learning Tipe Artikulasi Terhadap Keterampilan Berbicara Pada Pelajaran Bahasa Indonesia Kelas III SDN Kelapa Dua Wetan 03 Pagi 1
Nur Wahyuni, 2Nia Nur Afniati Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia
[email protected]
Abstrak
Penelitian ini bertujuan untuk mengetahui terdapat atau tidaknya pengaruh penggunaan model Cooperative Learning tipe Artikulasi terhadap keterampilan berbicara Bahasa Indonesia kelas III SDN Kelapa Dua Wetan 03 Pagi. Penelitian ini dilakukan di SDN Kelapa Dua Wetan 03 Pagi Jakarta Timur Kelas III-A dan Kelas III-B pada Semester Genap Tahun Ajaran 2015/2016. Dalam penelitian ini, peneliti menggunakan pendekatan kuantitatif, metode penelitian yang digunakan adalah quasi Eksperimen. Sampel peneliti meliputi 30 siswa kelas III-A sebagai kelas Eksperimen dan 30 siswa Kelas III-B sebagai kelas kontrol di SDN Kelapa Dua Wetan 03 Pagi Jakarta Timur. Sebelum data dianalisis, dilakukan uji persyaratan yaitu uji normalitas menunakan uji Chi Kuadrat diperoleh pada kelas Eksperimen X2hitung = 10.21 < X2tabel = 11.07, dan pada kelas Kontrol X2hitung = 8.39 < X2tabel = 11.07 maka dapat disimpulkan bahwa data berdistribusi normal. Uji homogenitas digunakan uji Fisher diperoleh fhitung =1,03 < ftabel = 1.85 maka dapat disimpulkan h0 ditolak dan h1diterima, maka h0 diterima, artinya data bersifat homogen. Pada uji hipotesis digunakan uji t-test diperoleh thitung= 4,39 > ttabel = 2,0021 pada a = 0.05 dan dk = 58. Maka thitung = 4,39 > ttabel = 2,0021 dengan demikian hipotesis penelitian diterima, yang menyatakan adanya pengaruh yang signifikan pembelajaran menggunakan metode artikulasi dan yang tidak menggunakan metode artikulasi dalam hasil belajar Bahasa Indonesia siswa kelas III SDN Kelapa DuaWetan 03 Pagi Jakarta Timur Kata Kunci: metode artikulasi, keterampilan berbicara, bahasa indonesia.
Pendahuluan
Pembelajaran Bahasa Indonesia di sekolah dasar umumnya untuk mengembangkan serta menguasai keterampilan-keterampilan yang ada dalam pembelajaran bahasa Indonesia. Dalam pembelajaran bahasa Indonesia ada empat keterampilan berbahasa yaitu keterampilan mendengarkan, keterampilan berbicara, keterampilan membaca, dan keterampilan menulis. Berbicara merupakan hal yang sangat penting bagi peserta didik karena dengan berbicara siswa dapat menceritakan kembali apa yang mereka dapat pada saat itu setelah guru menjelaskan materi. Dengan berbicara juga mereka belajar agar bisa memberikan pendapat secara lisan dan lantang sehingga dapat menumbuhkan rasa percaya diri mereka di depan teman-temannya. Tujuan berbicara dalam pembelajaran bahasa Indonesia adalah membantu siswa meningkatkan keterampilan berbicara dan dapat meningkatkan hasil belajar siswa yang rendah. Dengan metode artikulasi ini diharapkan dapat membantu meningkatkan siswa dalam berpikir krtitis, kreatif, dan menumbuhkan rasa semangat belajar yang tinggi. Berdasarkan observasi peneliti di kelas III SDN Kelapa Dua Wetan 03 Pagi, peneliti menemukan beberapa masalah yaitu guru masih menggunakan metode ceramah, tanya jawab, dan penugasan yang bersifat monoton. Dan pada saat proses belajar mengajar juga peserta 149
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didik cenderung malas dan bosan dalam belajar yang diajarkan oleh gurunya karena kurang menarik. Akibatnya nilai yang didapat tidak sesuai dengan yang diharapkan. Selain itu, siswa kelas III SDN Kelapa Dua Wetan 03 Pagi masih cenderung kurang dalam keterampilan berbicara, mereka masih malu untuk berbicara di depan teman-temannya, tidak percaya diri dan tidak berani mengutarakan pendapatnya. Sehingga membuat kegiatan belajar mengajar menjadi pasif, seharusnya cara guru menyampaikan materi dengan tepat dan mudah dipahami oleh siswa dengan baik adalah menggunakan model yang tepat agar siswa aktif di kelas dan menanamkan pemahamannya terutama dalam keterampilan berbicara siswa, salah satunya adalah dengan menggunkaan model cooperative learning tipe artikulasi. Pembelajaran kooperatif adalah di mana para siswa dijadikan beberapa kelompok kecil agar mereka bisa membantu satu sama lain untuk memahami materi dan kemampuan berbahasa terutama keterampilan berbicara. Oleh karena itu, pembelajaran kooperatif yang tepat untuk meningkatkan keterampilan berbicara siswa dengan menggunakan pembelajaran kooperatif tipe artikulasi. Dengan adanya pembelajaran kooperatif tipe artikulasi diharapkan para siswa agar lebih meningkatkan keterampilan berbicara khususnya di kelas III SDN Kdw 03 Pagi, selain itu dengan menggunakan metode artikulasi diharapkan siswa lebih berani berbicara di depan teman-temannya dan mengungkapkan pendapat mereka dengan percaya diri. Berdasarkan latar belakang yang telah diuraikan, maka peneliti tertarik untuk melakukan penelitian dengan judul “Pengaruh Model Cooperative Learning Tipe Artikulasi Terhadap Keterampilan Berbicara Pada Pelajaran Bahasa Indonesia Kelas III SDN Kelapa Dua Wetan 03 Pagi”.
Landasan Teori
Bahasa Indonesia Mempelajari bahasa untuk dipergunakan dalam kehidupan sehari-hari merupakan kebutuhan utama manusia, sebab dengan bahasa, manusia dapat berpikir. [1] Pembelajaran bahasa Indonesia diarahkan untuk meningkatkan kemampuan peserta didik untuk berkomunikasi dalam bahasa Indonesia dengan baik dan benar, baik secara lisan maupun tulis, serta menumbuhkan apresiasi terhadap hasil karya kesastraan manusia Indonesia. [2] Bahasa Indonesia berasal dari Bahasa Melayu termasuk rumpun bahasa Austronesia yang telah digunakan sebagai lingua franca di Nusantara sejak abad-abad awal penanggalan modern, paling tidak dalam bentuk informalnya. [3] Bahasa Indonesia merupakan suatu alat untuk berkomunikasi dan berinteraksi dengan baik dan benar dalam kehidupan sehari-hari, dan untuk memperluas wawasan kehidupan. Bahasa Indonesia adalah bahasa Melayu yang dijadikan sebagai bahasa resmi Republik Indonesia dan bahasa persatuan bangsa Indonesia. Keterampilan Berbicara Berbicara adalah kemampuan mengucapkan bunyi-bunyi artikulasi atas kata-kata untuk mengekspresikan, menyatakan, serta menyampaikan pikiran, gagasan, dan perasaan. [4] Maksud dari bunyi-bunyi adalah kata-kata yang mudah dimengerti dan mudah dipahami oleh pendengar agar dapat berkomunikasi dengan baik menggunakan bahasa yang benar. Model Pembelajaran Model pembelajaran adalah suatu desain yang menggambarkan proses rincian dan penciptaan situasi lingkungan yang memungkinkan siswa atau manusia berinteraksi, sehingga terjadi perubahan atau perkembangan pada diri siswa.[5] 150
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Cooperative learning (pembelajaran kooperatif) Cooperative learning adalah mengelompokkan siswa di dalam kelas ke dalam suatu kelompok kecil agar siswa dapat bekerja sama dengan kemampuan maksimal yang mereka miliki dan mempelajari satu sama lain dalam kelompok tersebut. [6] Artikulasi Metode pembelajaran ini menuntut siswa aktif dalam pembelajaran di mana siswa dalam kelompok tersebut mempunyai tugas memwawancarai teman kelompoknya tentang materi yang baru dibahas. Konsep pemamahama sangat diperlukan dalam pembelajaran ini. [7] Langkah-langkah metode artikulasi: 1) Guru menyampaikan kompetensi yang ingin dicapai. 2) Guru mneyajikan materi sebagaimana biasa. 3) Untuk mengetahui daya serap siswa, bentuklah kelompok berpasangan dua orang. 4) Guru menugaskan salah satu siswa dari pasangan itu menceritakan materi yang baru diterima dari guru dan pasangannya mendengarkan sambil membuat catatan-catatan kecil, kemudian berganti peran. Begitu juga kelompok lainnya. 5) Menugaskan siswa secara bergiliran/diacak menyampaikan hasil wawancaranya dengan teman pasangannya sampai sebagian siswa sudah menyampaikan hasil wawancaranya. 6) Guru mnegulangi/menjelaskan kembali materi yang sekiranya belum dipahami siswa. 7) Kesimpulan/penutup.
Metode Penelitian
Penelitian ini menggunakan metode Quasi Eksperimental Design. Peneliti menentukan sampel dengan teknik sampling jenuh, yaitu pengambilan sampel apabila semua populasi digunakan sebagai sampel dan dikenal juga dengan istilah sensus. Bentuk desain dalam penelitian ini yaitu posttest-only control design. Peneliti mencari ada atau tidaknya Pengaruh model cooperative learning tipe artikulasi terhadap keterampilan berbicara pada pelajaran bahasa Indonesia kelas III SDN Kelapa Dua Wetan 03 Pagi.
Hasil dan Pembahasan
Berdasarkan hasil pemberian perlakuan terhadap dua kelas yang berbeda serta model pembelajaran yang berbeda yaitu metode artikulasi dengan metode konvensional maka didapatkan hasil belajar Bahasa Indonesia siswa kelas III di SDN Kelapa Dua Wetan 03, dapat dilihat pada tabel dibawah ini: Tabel I Perbedaan Rata-rata Keterampilan Berbicara Hasil Data Nilai Terendah Nilai Tertinggi Rata-rata Simpangan Baku
Eksperimen 55 90 72,1 9,54
Kontrol 45 80 61,9 9,40
Dari tabel di atas dapat dilihat perbedaan rata-rata hasil belajar bahasa Indoenesia kelas eksperimen dengan kelas kontrol, rata-rata yang diperoleh kelas eksperimen yang menggunakan metode artikulasi lebih tinggi dibandingkan dengan rata-rata nilai kelas kontrol. Dan nilai tertinggi diraih oleh siswa kelas eksperimen yaitu 90.
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Kesimpulan
Berdasarkan hasil peneitian, analisis data, dan pembahasan, maka dapat disimpulkan sebagai berikut : 1. Hasil keterampilan berbicara siswa pada kelas eksperimen yang menggunakan metode Artikulasi diperoleh rentang nilai antara 55 – 90. Jumlah pada rerata (mean) sebesar 72.1, median sebesar 83.87, dan modus sebesar 80.48. 2. Hasil keterampilan berbicara siswa pada kelas kontrol yang tidak menggunakan metode artikulasi diperoleh rentang nilai antara 45 - 80. Jumlah pada rerata (mean) sebesar 61,9, median sebesar 73.64 dan modus sebesar 69.52. 3. Berdasarkan perhitungan hipotesis dengan uji-T, pada taraf signifikasi α = 0.05 hasil yang diperoleh Thitung = 4.39 dan Ttabel = 2,0021. Artinya terdapat pengaruh positif model Cooperative Learning tipe artikulasi terhadap keteerampilan berbicara siswa kelas III SDN Kelapa Dua Wetan 03 Pagi.
Daftar Pustaka
Zulela. 2012. Pembelajaran Bahasa Indonesia. Bandung. PT Remaja Rosdakarya. Susanto, Ahmad. 2013. Teori Belajar Pembelajaran. Jakarta. Prenadamedia Group. Alex dan Ahmad.2011. Bahasa Indonesia Untuk Perguruan Tinggi. Jakarta. KENCANA. Saddhono, Kudharu dan Slamet. 2014. Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta. Graha Ilmu. Kasmad, Mamad dan Suko Pratomo. 2012. Model-model Pembelajaran Berbasis Paikem. Tangerang. PT Pustaka Mandiri. Isjoni. 2013. Cooperative Learning. Bandung. Alfabeta. Shoimin, Aris. 2014. 68 Model Pembelajaran Inovatif dalam kurikulum 2013. Yogyakarta. Ar-Ruzz Media.
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Identifying Children With Dyslexia In The Classroom Nurul Hidayati Rofiah Ahmad Dahlan University, Indonesia
[email protected]
Abstract
Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. It is equally important to understand what dyslexia isn’t. There are great misconceptions and myths about dyslexia which make it that much more difficult for someone with dyslexia to receive help and generally be understood in the classroom. Keyword: identifying, dyslexia, classroom
Introduction
Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities (The International Dyslexia Association, 2013). These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills, such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special education, special accommodations, and/or extra support services. Identifying Children With Dyslexia In The Classroom Identification of children with special needs are intended as a business person (parents, teachers, and other education personnel) to determine whether a child has abnormalities or irregularities (physical, intellectual, social, emotional, and neurological or sensory) in the growth and development compared to children other children his age. So the identification of children with special needs is an effort to identify children with special needs, in this case children with disabilities with a variety of accompanying symptoms may include physical symptoms, behavioral symptoms, and symptoms of learning outcomes. Identification of children with special needs not only as an activity in an effort to find a child who is suspected disabilities, but also to simultaneously recognize the symptoms of behavior aberrant behavior in general. Identification should be done carefully in order to avoid misinterpretation of the condition of the object the child's behavior so it can determine appropriate follow-up. The observations were carefully reviewed the conditions and development of children is needed in identifying children with special needs in schools by teachers, and these teachers 153
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can do any time (Suparno, 2008). Thus, in order to obtain more complete information, the identification effort can be done in various ways, in addition to observing carefully, it is also necessary interviews with parents or others. Information obtained can then be used to identify and determine the children with special needs. The main objective is the introduction of special needs children find their symptoms of disorder and trouble, then its findings as a basis to take the next step. The introduction or identification is also intended to mark the symptoms associated with the disorder or deviant behavior which resulted in difficulties or barriers to learning in schools that can be done by the teacher. Dyslexia is a disorder with neurobiological abnormalities basis, and is characterized by difficulty in recognizing words correctly / accurately, in spelling and the ability to encode a symbol. Some other experts defines dyslexia as a condition of processing input / update different (than normal children) are often characterized by difficulties in reading, which can affect areas of cognition such as memory, speed of processing input, the ability of setting the time, aspects of coordination and control motion. Can occur visual and phonological difficulties, and usually there are differences in the ability of the various aspects of development. More specifically, dyslexic children usually have trouble following problems. 1. Issues phonology Referred phonological problem is a systematic relationship between letters and sounds. For example, they have trouble distinguishing "nail" with "hammer"; or they misunderstand the words that have almost the same sounds, such as "fifty" by "fifteen". This difficulty is not caused hearing problems but in relation to the processing of input in the brain. 2. problems remembering the words of Mostdyslexic children have normal intelligence level or above normal, but they have difficulty remembering words. They may be difficult to name his friends and chose to call him as "my friend at school" or "my friend that the man". They may be able to explain a story but can not remember the answer to a simple question. 3. Problems Systematic preparation / sequential Dyslexic children have difficulty preparing something in sequence, for example the composition of months of the year, day of week or arrangement of letters and numbers. They often "forget" arrangement of activities already planned, such as forgetting whether after school straight home or directly go to the scrimmage. Though parents are reminded even may have also written in the agenda of its activities. They also experienced the difficulties associated with the estimation of the time. For example, they have difficulty understanding the instructions like this: "The time allotted for the replay is 45 minutes. Now at 8 am. Then 15 minutes before the time expires, the teacher will be knocking on the table one time ". Sometimes they were "confused" by the simple calculation of the money, for example, they are not sure whether there is enough money to buy a piece of cake or not. 4. Short-term memory problems Dyslexic children have difficulty understanding the long instruction within a short time. For example, the mother told the child to "Save the bag in your room upstairs, changed clothes, washing the feet and hands, and then drops down again to have lunch with her mother, but do not forget to bring along a book PR math yes", then most likely dyslexic children do not perform all the instructions perfectly because they can not remember all the words of his mother. 5. The problem of understanding the syntax 154
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Dyslexic children often experience confusion in understanding the grammar, especially if at the same time they use two or more languages have different grammar. Dyslexic children have trouble with their second language when setting the language grammar is different than the first language.
It is crucial to be able to recognize the signs of symptoms of dyslexia. The earlier a child is evaluated, the sooner he or she can obtain the appropriate instruction and accommodations he or she needs to succeed in school. Some specific signs for elementary aged children may include: Difficulty with remembering simple sequences such as counting to 20, naming the days of the week, or reciting the alphabet Difficulty understanding the rhyming of words, such as knowing that fat rhymes with cat Trouble recognizing words that begin with the same sound (for example, that bird, baby”, and big all start with b) Pronunciation difficulties Trouble easily clapping hands to the rhythm of a song Difficulty with word retrieval (frequently uses words like “stuff” and “that thing” rather than specific words to name objects) Trouble remembering names of places and people Difficulty remembering spoken directions It is important to note that not all students who have difficulties with these skills have dyslexia. Formal testing of reading, language, and writing skills is the only way to confirm a diagnosis of suspected dyslexia.
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Result
Dyslexia is one kind of learning difficulties in children such as reading disabilities. This disorder is not caused by the inability of sight, hearing, intelligence, or skill in speaking, but rather caused by interference in the process when the brain processes the information it receives. Dyslexics physically will not be seen as a patient. Dyslexia is not limited to the inability of someone to write or read the sentence in reverse order, but also in a variety of sequences, including from top to bottom, left and right, and it is difficult to take orders that should be followed to the memory in the brain. This often causes dyslexics considered not concentrating.
References
Solek, Purbaya. 2013. Dyslexia Today Genius Tomorrow), Bandung: Dislexia Assosiation of Indonesia Production. Suparno. 2008. Pendidikan Anak Berkebutuhan Khusus. Jakarta:Dirjen DIKTI. The International Dyslexia Association. 2013. “Dyslexia in the Classroom What Every Teacher Needs to Know”. P 7-8 www.interdys.org Thomson, Jennny. 2014. Memahami Anak Berkebutuhan Khusus terjemahan Eka Widayati. Jakarta: Erlangga Torgesen, Joshep K. BarbaraR Forman. 2014. Dyslexia: A Brief for Educators and Parents Asia pasific Journal of Defelopmental Differences. Volume 1. Number 2.
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Hubungan Efikasi Diri Terhadap Hasil Belajar IPS Siswa Kelas Tinggi SDN Jatinegara Kaum 11 Pagi Jakarta Timur Rahmiati Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia
[email protected]
Abstract
This study aims to determine whether there is a relationship of self efficacy for learning outcome of social science students of high grade SDN Jatinegara Kaum 11 morning East Jakarta on the second semester of the school year. This study used survey method with correlation techniques. The population in the study were all students of class IV, V, and VI SDN 11 Pagi Jatinegara tribe totaling 136 students. The samples used were 100 students taken with sampling technique that is Proportionate stratified random sampling. The research instrument for the variable x (Self Efficacy) used a questionnaire of 30 statements with four alternative answers are taken using the Likert Scale and the variable y (Learning Outcomes Social Studies) is derived from the value of the daily tests social studies recapitulation second semester. Test the validity of the instrument using the formula Pearson Product Moment acquired a 30 item questionnaire valid statement from the 50-point declaration tested questionnaire. While the reliability test is calculated by a formula obtained Alpha r(count) = 0.910> 0.361 = r(tabel) the instrument reliable. Test requirements analysis used in this research is to test for normality and Lilliefors Bartlet test for homogeneity. To test Lilliefors obtained Lo0.0848 and Lt 0.0886 for Lo< Lt, then Ho is accepted, and the conclusion of samples were taken from normally distributed population. Bartlet for homogeneity test with significance level α = 0.05. Retrieved X2o = 24.20 <53.87 = X2t then Ho is accepted, so it is concluded that the samples come from populations having the same variant or homogeneous. Based on the hypothesis test using Product Moment correlation test obtained t of 2.241 and ttable with significance level α = 0.05, the degree of freedom (df) 98 = 1.996 then to = 2.241> tt = 1.996 so H0 is rejected. From the data obtained can be concluded that there is a relationship of self efficacy for learning outcome of social science students of high grade SDN Jatinegara Kaum 11 morning East Jakarta. Keywords : self efficacy, learning outcome of social science
Pendahuluan
Manusia adalah makhluk ciptaan Allah yang paling sempurna karena memiliki kelebihan dibandingkan dengan makhluk yang lainnya. Manusia diciptakan dengan mempunyai akal, sehingga dapat berpikir lebih jauh dan lebih baik dari makhluk yang lain. Kesempurnaan akal yang dimiliki oleh manusia ini diciptakan agar dapat digunakan semaksimal mungkin, oleh karena itu harus disalurkan melalui suatu wadah diantaranya pendidikan. Pendidikan pada dasarnya merupakan suatu proses untuk membantu peserta didik mengembangkan potensi dirinya sebagai bekal dalam menghadapi setiap perubahan yangakan terjadi serta untuk menyiapkan dirinya agar dapat bersaing dengan berbagai kompetensi yang dimilikinya baik dari segi softskill maupun hardskill. Melalui pendidikan manusia dapat mengembangkan kemampuan dan kreativitas yang dimilikinya terhadap perkembangan ilmu pengetahuan dan teknologi. Dapat dilihat perkembangan IPTEK saat ini sangat pesat perkembangannya, sehingga untuk mengakses informasi sangat mudah dan cepat, namun pesatnya perkembangan teknologi tidak 157
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diimbangi dengan adanya sarana dan prasarana yang memadai serta kemampuan sekolah dan tenaga pendidiknya dalam menguasai teknologi tersebut. Tenaga pendidik yang profesional merupakan komponen penting sebagai salah satu penunjang dalam mendidik. Pendidik yang profesionalharus dapat memahami peserta didik dari segi kualitasnya baik kepribadianmaupun karakternya, sehingga mampu menangani langsung jika menemui kendala-kendala yang akan dihadapi nantinya ketika proses pembelajaran berlangsung. Menurut Undang-Undang Guru dan Dosen No. 14 Tahun 2005 (Pudjosumedi, 2012:157) Tenaga pendidik yang profesional harus memiliki kualifikasi akademik dan memiliki4 kompetensiyaitu profesional, pedagogik, sosial, dan kepribadian. Dari empat kompetensi tersebut diharapkan mampu menyampaikan ilmu pengetahuan yang dimilikinya dengan baik dan terarah, sehingga peserta didik dapat mengembangkan potensi yang dimilikinya agar mampu memiliki efikasi yang tinggi ketika proses pembelajaran berlangsung, serta dapat memecahkan masalah sosial yang terjadi di masyarakat dengan kepercayaan dirinya. Pembelajaran yang dapat menumbuhkan rasa efikasi diri pada anak salah satunya yaitu pembelajaran ilmu pengetahuan sosial (IPS).IPS merupakan ilmu pengetahuan yang sangat berguna dalam menyelesaikan permasalahan kehidupan sehari-hari, oleh karena itu IPS menduduki peranan penting dalam pendidikan. Hal ini dapat terlihat, jika peserta didik memiliki kemampuan bersosialisasi dengan lingkungan sekitarnya, maka tingkat efikasi yang dimilikinya pun tinggi, sehingga diharapkan mampu diterapkan dalam proses pembelajaran IPS. Salah satu masalah yang dihadapi dunia pendidikan saat ini adalah kualitas pembelajaran yang masih sangat rendah. Dari hasil penelitian, tidak adanya ruang bagi peserta didik untuk terlibat secara aktif dalam proses pembelajaran mengakibatkan tidak berkembangnya potensi peserta didik sehingga memberikan efek negatif dimana kurangnya efikasi diri pada peserta didik. Apabila dalam proses pembelajaran peserta didik diberi kesempatan untuk mengembangkan potensi yang dimilikinya, maka efikasi dirinya menjadi tinggi sehinggga diharapkan mampu untuk bersaing, dan berkolaborasi dalam memecahkan masalah sosialnya dan efikasi yang dimilikinya semakin meningkat. Hal ini juga terjadi pada pembelajaran IPS, proses pengajarannya masih bersifat konvensional dimanatenaga pendidik masih menggunakan metode ceramah dan kurang melatih potensi yang dimiliki oleh peserta didik, sehingga dalam proses pembelajaran IPS masih sering ditemukan peserta didik yang kurang memiliki efikasi diri ketika proses pembelajaran berlangsung, terutama dalam menjawab soal. Peserta didik lebih banyak percaya dengan jawaban temannya daripada dengan jawabannya sendiri. Sehingga menganggap bahwa mata pelajaran IPS itu sulit. Jika efikasi diri peserta didik kurang dikembangkan dan dimotivasi oleh tenaga pendidik pada saat proses pembelajaran yang dilakukan dikelas, dikhawatirkan peserta didik kurang memiliki efikasi diri dalam memecahkan masalah sendiri dan kemampuannyadalam berpikir tidak dapat berkembang secara optimal,pembelajaran yang hanya menuntut mereka untuk menghafal dan menghafal membuat jenuh peserta didik dalam belajar sehingga mengakibatkan rendahnya hasil belajar IPS. Hasil penelitian yang dilakukan oleh Pintrich dan Gracia (dalam Warsito, 2004) mengatakan bahwa peserta didik yang memiliki efikasi diri yang tinggi akan menggunakan strategi kognitif dan metakognitif yang lebih baik. Seseorang yang memiliki efikasi diri tinggi pada umumnya lebih fleksibel dalam mengadapi berbagai situasi yang menuntut kemampuan 158
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penyesuaian diri tanpa harus mengasingkan diri dari permasalahan yang ada di sekitarnya. Bahkan masalah yang datang menjadikan efikasi diri peserta didik menjadi terasah dan membuatnya terbiasa menghadapi dengan keyakinan dapat menyelesaikannya dengan baik. Keterkaitan antara kemampuan penyesuaian diri dengan keyakinan diri diperkuat oleh pendapat Klassen (2004) bahwa penyesuaian diri dengan lingkungan akademik dipengaruhi oleh seberapa besar kesanggupan dan keyakinan dirinya untuk mengerjakan tugas. Apabila peserta didik dilatih dan diberi kesempatan untuk terlibat secara aktif ketika proses pembelajaran berlangsung dengan bimbingan dari tenaga pendidik, maka efikasi diri yang dimiliki akan semakin meningkat. Sehingga ketika proses pembelajaran berlangsung peserta didik akan percaya dengan kemampuannya sendiri dalam mengerjakan atau menyelesaikan tugas yang diberikan tanpa harus melihat pekerjaan temannya. Tenaga pendidik harus menanamkan kejujuran pada peserta didik serta kepercayaan diri akan kemampuan yang dimilikinya. Efikasi diri yang tinggi dapat membuat peserta didik mampu menyelesaikan tugasnya dengan penuh kepercayaan diri, namun sebaliknya jika efikasi diri rendah dapat membuat peserta didik kurang percaya diri dalam proses pembelajaran yang berlangsung. Efikasi diri yang dimiliki oleh peserta didik diharapkan dapat meningkat secara berkesinambungan dalam proses pembelajaran sehingga tujuan pembelajaran dapat tercapai dan hasil belajar yang diperoleh siswa merupakan hasil yang diperolehnya sendiri tanpa bantuan dari orang lain. Berdasarkan dari pemaparan diatas, maka peneliti akan melakukan penelitian untuk mengetahui “hubunganefikasi diri terhadaphasil belajar IPS siswa kelas tinggi SDN Jatinegara Kaum 11 Pagi Jakarta Timur” Belajar merupakan suatu proses yang dilakukan secara sadar dan terencana demi tercapainya suatu tujuan yang diharapkan. Seseorang yang mau belajar berarti orang tersebut mau berubah, dan memperbaiki diri serta menambah pengetahuan yang dimilikinya.Namun sebaliknya, ketika seseorang sudah tidak belajar, berarti orang tersebut merupakan pribadi yang monoton dalam memperbaiki keadaan dirinya sendiri. Secara Psikologi (Slameto, 2010:2), belajar merupakan suatu proses perubahan yaitu tingkah laku sebagai hasil dari interaksi dengan lingkungannya dalam memenuhi kebutuhan hidupnya. Perubahan-perubahan tersebut akan nyata dalam seluruh aspek tingkah laku. Belajar juga dapat dijadikan sebagai tolak ukur peserta didik dalam berpikir yang lebih maju dan matang. Belajar dapat dipandang sebagai upaya pencarian makna yang dilakukan individu bahwa dengan belajar akan terjadi suatu perubahan dalam diri seseorang. Hasil belajar sering kali digunakan sebagai ukuran untuk mengetahui pemahaman seseorang dalam menguasai materi atau pelajaran yang sudah diajarkan. Menurut S.Nasution (Syarifudin, 2010:33) yang mengatakan bahwa hasil belajar merupakan suatu perubahan yang terjadi pada individu yang belajar, bukan saja perubahan mengenai pengetahuan, tetapi juga pengetahuan untuk membentuk kecakapan, kebiasaan, sikap, pengertian, penguasaan dan penghargaan dalam diri individu yang belajar. Perubahan ini merupakan sebagai hasil dari proses belajar yang dapat ditunjukan dalam berbagai bentuk seperti kecakapan, pengetahuan, sikap, ataupun yang lainnya. IPS adalah ilmu pengetahuan yang mengkaji berbagai disiplin ilmu sosial seperti sosiologi, sejarah, geografi, ekonomi, politik, dan budaya, serta kegiatan manusia, dimana dalam pembelajaran IPS ini mengajarkan tentang hal-hal yang berkaitan dengan interaksi sosial antara anggota masyarakat dengan lingkungansekitarnya. Menurut Nursid (Suswandari, 2014:23) mengatakan IPS merupakan cabang ilmu pengetahuan yang mempelajari tingkah laku manusia baik secara perorangan maupun kelompok. 159
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Tujuan utama IPS ialah untuk mengembangkan potensi peserta didik agar peka dan tanggap terhadap masalah sosial yang terjadi di masyarakat, memiliki sikap mental positif terhadap perbaikan segala ketimpangan yang terjadi, dan terampil mengatasi setiap masalah yang terjadi sehari-hari baik yang menimpa dirinya sendiri maupun yang menimpa masyarakat. Menurut Bandura (Hadi Wasito, 2009:32) menyatakan bahwa efikasi diri adalah suatu keyakinan individu bahwa dirinya mampu untuk melakukan sesuatu dalam situasi tertentu dengan berhasil. Hal ini dapat mengakibatkan peserta didik berpikir kritis dalam memecahkan dan mengatasi masalah sosial yang ada dilingkungannya dengan penuh keyakinan diri bahwa ia mampu untuk menyelesaikannya.Menurut Judge dkk. Efikasi diri adalah indikator positif dari core self-evaluation untuk melakukan evaluasi diri yang berguna untuk memahami diri (judge & bono)[9].Individu dengan efikasi diri yang kuat akan mempunyai cita-cita yang tinggi, mengatur rencana dan berkomitmen pada dirinya untuk mencapai tujuan tersebut. Efikasi yang tinggi juga mempengaruhi harga diri peserta didik.Harga diri (self-esteem) merupakan penilaian seseorang terhadap dirinya sendiri, baik berupa penilaian negatif maupun penilaian positif yang akhirnya menghasilkan perasaan keberhargaan atau kebergunaan diri dalam menjalani kehidupan (Coopersmith, 1967). Peserta didik akan termotivasi dalam belajar jika tenaga pendidik yang mengajarnya memberikan kesempatan dan kepercayaan untuk menyelesaikan tugas yang diberikan sesuai kemampuan yang dimilikinya. Dorongan dari tenaga pendidik pun perlu diberikan guna tercapainya hasil akhir pembelajaran sesuai seperti yang diharapkan. Efikasi diri yang dimiliki peserta didik berbeda-beda antara satu dengan yang lainnya, semua itu tergantung dari setiap kejadian sosial yang dialami. Peserta didik yang memiliki efikasi diri yang tinggi akanmempunyai semangat dan ketekunan yang lebih kuat sehingga mampu menghadapi suatu tekanan dengan sangat mudah dibandingkan dengan efikasi diri yang rendah. Menurut Bandura (Nobelina Adicondro, 2011: 19-20) mengemukakan bahwa efikasi diri terdiri dari beberapa dimensi yaitu: (1) Level (tingkat kesulitan), (2) Generality (keluasaan), (3) Strenght (ketahanan). Efikasi diri juga ikut menentukan intensitas kegiatan belajar dalam kelas. Jika efikasi diri yang ditunjukan oleh siswa positif, maka akan menimbulkan intensitas kegiatan belajar yang lebih tinggi dibanding saat siswa menunjukan efikasi diri yang negatif. Menurut Schunk & Pajares (Jeanne Ellis Ormrod, 2008:21) efikasi siswa mempengaruhi (1) pilihan aktivitas mereka, (2) tujuan mereka,(3) usaha serta persistensi mereka dalam aktivitas-aktivitas kelas, (4) Pembelajaran dan prestasi.
Metodologi Penelitian
Penelitian ini dilaksanakan di SDN Jatinegara Kaum 11 Pagi, yang beralamat dijalan T.B Badarudin Tanah Koja Kecamatan Pulogadung Jakarta Timur. Waktu penelitian ini dilaksanakan pada semester genap tahun pelajaran 2015-2016. Populasi target dari penelitian ini adalah seluruh siswa-siswi kelas tinggi di SDN Jatinegara Kaum 11 Pagi Jakarta Timur. Sampel yang digunakan pada penelitian ini adalah Proportionate stratified random sampling.Proportionate stratified random sampling. Dalam penelitian ini untuk memperoleh sampel yang representatif, pengambilan sampel dihitung mengunakan rumus Slovin.Dari perhitungan rumus Slovin, maka sampel yang dapat diambil dari 136 siswa adalah 100 siswa-siswi kelas tinggi.Agar sampel penelitian ini seimbang, maka sampel yang diambil dari tiap kelas adalah 25 siswa. Metode yang digunakan dalam penelitian ini adalah metode survei dengan teknik korelasi karena dapat digunakan untuk membandingkan hasil pengukuran dua variabel yang berbeda agar dapat 160
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menentukan tingkat hubungan antara variabel-variabel ini. Dalam penelitian ini akan mencoba mengkorelasikan antara efikasi diri dengan hasil belajar IPS.
Pembahasan
Berdasarkan data hasil penelitian di kelas tinggi SDN Jatinegara Kaum 11 Pagi yang berjumlah100 siswa, didapat data rentang dari angket efikasi diri siswa yaitu nilai rata-rata (Mean) sebesar 83,57, Median sebesar 83,25, Modus sebesar 83,05, simpangan baku sebesar 181,30 dan Varians sebesar 32,872. Tabel 4.3. Data Hasil Perhitungan Mean, Median, Modus, Simpangan Baku dan Varians Variabel X (Efikasi Diri)
83,25
83,05
83,57
181,30
32,872
Berdasarkan data hasil penelitian di kelas tinggi SDN Jatinegara Kaum 11 Pagi yang berjumlah100 siswa, didapat data rentang hasil belajar siswa nilai rata-rata (Mean) sebesar 73,29, Median sebesar 71,2, Modus sebesar 69,84, simpangan baku sebesar 135,31 dan Varians sebesar 18,260. Tabel 4.4. Data Hasil Perhitungan Mean, Median, Modus, Simpangan Baku, dan Varians Variabel Y (Hasil Belajar IPS)
71,2
69,84
73,29
135,31
18,260
Hasil perhitungan normalitas menggunakan uji lilliefors galat taksiran, diperolehharga Lhitung sebesar 0,0848dengan Ltabel sebesar 0,0886. Karena Lhitung< Ltabel, maka dapat disimpulkan data tersebut berdistribusi normal. Pengujian homogenitas dihitung dengan menggunakan uji Bartlet.Maka diperoleh X2tabel = 53.87, harga X2hitung = 24.20. Karena X2hitung
ttabel (2.241> 1.966) maka dapat disimpulkan bahwa H1 diterima dan H0 ditolak, yang berarti ada hubungan yang signifikan antara Efikasi Diri terhadap hasil belajar IPS siswa kelas tinggi SDN Jatinegara Kaum 11 Pagi Jakarta Timur dan jika diinterprestasikan dengan tabel koefisien korelasi berada dalam tingkatan rendah. Hasil penelitian ini sekaligus membuktikan bahwa hubungan efikasi diri siswa terhadap hasil belajar IPS bukan suatu kebetulan, tetapi karena ada hubungan yang signifikan antara Efikasi Diri siswa dan hasil belajar IPS. Efikasi diri merupakan hal yang sangat berpengaruh terhadap perkembangan diri peserta didik sebab mempengaruhi sikap dan tindakannya guna mencapai tujuan yang diinginkannya.Keyakinan peserta didik dalam mengontrol kemampuan diri tergantung dari efikasi yang dimiliki masing-masing peserta didik.Semakin tinggi efikasi diri yang dimiliki, maka 161
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semakin tinggi pula hasil belajar yang diperolehnya dan sebaliknya semakin rendah efikasi diri yang dimiliki, maka semakin rendah pula hasil belajar yang diperolehnya. Efikasi diri merupakan salahpenentu keberhasilan atau kegagalan individu dalam mencapai tujuan atau melaksanakan tugas. Sehingga dengan adanya efikasi diri pada peserta didik, diharapkan dapat menumbuhkan motivasi yang tinggi untuk mencapai tujuan dalam proses pembelajaran disekolah yang ditandai dengan hasil belajar yang semakin meningkat. Usaha dan ketekunan untuk belajar membuat peserta didik yakin dan percaya diri pada kemampuan dan berusaha untuk mencapai tujuan akademiknya dengan jujur sesuai kemampuan yang dimilikinya.Pembelajaran yang dapat menumbuhkan rasa efikasi diri salah satunya yaitu pembelajaran IPS. Dalam proses pembelajaran IPS siswa diharapkan mampu melakukan interaksi sosial sesama teman sebaya untuk mengembangkan efikasi diri yang dimilikinya. Interaksi sosial yang baik dapat terjalin jika interaksi tersebut dapat berpengaruh pada perkembangan efikasi diri peserta didik. Peserta didik dalam kehidupan sehari-hari melakukan aktifitas sosial dengan orang lain,sehingga peserta didik dituntut untuk bisa memahami dan mengatasi masalah sosial yang ada di masyarakat. Pembelajaran IPS berperan penting dalam menumbuhkan efikasi diri peserta didik, dimana peserta didik diajarkan bagaimana berinteraksi dengan orang lain dan memecahkan masalah yang ada dimasyarakat. Dalam pengajarannya, tenaga pendidik juga berperan penting dalam meningkatkan efikasi diri yang dimiliki oleh peserta didik, disini tenaga pendidik dapat memotivasi peserta didik untuk meningkatkan efikasi yang dimilikinya dengan berbagai cara, salah satunya yaitu dengan memberikan reward saat proses pembelajaran IPS berlangsung, dengan adanya reward diharapkan peserta didik lebih terpacu semangat belajarnya sehingga pada proses pembelajaran selanjutnya peserta didik semakin percaya diri dengan jawaban-jawaban yang akan disampaikannya melalui pengetahuannya sendiri sehingga hasil belajar IPS pun semakin meningkat.
Kesimpulan
Dari hasil data dan perhitungan uji statistik, maka dapat disimpulkan bahwa ada hubungan yang signifikanantara efikasi diri terhadap hasil belajar IPS siswa kelas tinggi SDN Jatinegara Kaum 11 Pagi Jakarta Timur.Korelasi antara efikasi diri peserta didik yang tinggi sangat berpengaruh dalam kehidupan bersosialisasinya sehari-hari, semakin tinggi efikasi yang dimiliki maka semakin mudah peserta didik menyesuaikan dirinya untuk berinteraksi dan berkomunikasi dengan orang lain di sekitarnya. Begitu juga terhadap hasil belajar IPS peserta didik, jika tingkat efikasi diri yang dimiliki tinggi maka sangat berpengaruh terhadap hasil akademik yang dapat dicapainya Efikasi diri merupakan hal yang sangat berperan terhadap perkembangan diri peserta didik, sebab mempengaruhi sikap dan tindakannya guna mencapai tujuan yang diinginkannya. Peserta didik yang mempunyai efikasi tinggi akan berusaha semaksimal mungkin dengan ketekunan dan semangat yang dimilikinya untuk mencapai impian dan cita-citanya agar dapat terwujud sesuai yang diharapkannya. Peran serta tenaga pendidik mempunyai andil yang cukup besar dalam meningkatkan efikasi diri peserta didik.Tenaga pendidik yang membiasakan peserta didiknya untuk lebih mengenal potensi apa yang dimilikinya memiliki pengaruh yang positif terhadap perkembangan psikologis individu tersebut. Sehingga proses pembelajaran yang berlangsung ketika di sekolah akan berjalan dengan lancar dan terarah sesuai yang diharapkan sehingga hasil belajar yang diperoleh oleh peserta didik pun optimal. Pendidik yang selalu melihat kekurangan peserta didiknya akan mengakibatkan rendahnya efikasi peserta didik. Sebaliknya pendidik yang selalu melihat kelebihan peserta didik sekecil apapun dan memberikan apresiasi akan meningkatkan efikasi diri peserta didik. 162
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Daftar Pustaka
Adicondro, Nobelina, Purnamasari, Alfi. Jurnal Efikasi Diri, Dukungan Sosial Keluarga dan Self Regulated Learning Pada Siswa Kelas VII.Yogyakarta: Humanitas, Vol No. 1 Januari 2011. Ormrod, Ellis, Jeanne. 2008. Psikologi Pendidikan Membantu Siswa Tumbuh & Berkembang.(Jakarta: Erlangga). Slameto. 2010. Belajar dan faktor-faktor yang Mempengaruhinya. Jakarta: Rineka Cipta. Syarifudin. 2010. Strategi Belajar Mengajar. Jakarta:Diadit Media. SWarsito, Hadi. Hubungan Antara Self-Efficacy dengan Penyesuaian Akademik dan Prestasi Akademik.Padang: Jurnal Ilmiah Ilmu Pendidikan Volume IX, Nomor 1, April 2009. Malcom hardy and steve heyes. Beginning phychology second edition. (jakarta : PT. Gelora aksara pratama). hal: 73-75.http://reni-andari.blogspot.co.id/2013/ Pudjosumedi dan Sugeng Riadi. 2012. Pengantar Pedagogik Transformatif. Jakarta: Uhamka Press Pratitits, Niken Titi. Efikasi Diri Akademik, Dukungan Sosial Orangtua Dan Penyesuaian Diri Mahasiswa Dalam Perkuliahan. Jurnal Persona. Vol. 1,. No. 01., hlm. 41. Juni 2012. http://download.portalgaruda.org/article.php?article=253820&val=6847&title=EFI KASI%20DIRI%20AKADEMIK,%20DUKUNGAN%20SOSIAL%20ORANGTU A%20DAN%20PENYESUAIAN%20DIRI%20MAHASISWA%20DALAM%20P ERKULIAHAN. (Diakses pada tanggal 27 Juli 2016) Rahma, Ayu Nuzulia. Hubungan Efikasi Diri dan Dukungan Sosial Dengan Penyesuaian Diri Remaja di Panti Asuhan.Jurnal Psikologi Islam.Vol. 8. No. 2., hlm. 240. Januari 2011http://ejournal.uin-malang.ac.id/index.php/psiko/article/view/1551. (Diakses pada tanggal 27 Juli 2016) Novariandhini, Dinda Ayu dan Melly Lathifah.Harga Diri, Efikasi Diri, Motivasi Belajar, Dan Prestasi Akademik Siswa SMA Pada Berbagai Model Pembelajaran. Jurnal Ilm. Kel & Kons.Vol. 5. No. 2 ., hlm. 143. Agustus 2012. http://ikk.fema.ipb.ac.id/v2/images/jikk/v5n2_5.pdf. (Diakses pada tanggal 27 Juli 2016).
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Penerapan Pembelajaran Kooperatif Metode STAD (Student Team – Achievement Division) pada Pelajaran Matematika Kelas IV Sekolah Dasar Syuul.T. Karamoy Universitas Manado, Indonesia [email protected]
Abstract
The over-all Objective of Elementary School Mathematics is to develop student capabilities in Arithmetic's an Reasoning, and usually being progressively taught from concrete to abstract concepts. Therefore, in arithmetical instruction, students are taught by involving students to directly do arithmetical processes, and one of the topics customarily dealt with is fraction. Experiences have shown that most students have difficulties in solving fractional problems. For instance, Soedjadi (1990) had discovered that Elementary School students have difficulties in solving problems that involved fractions. Therefore, one of the means that seems to be promising in alleviating this problem would be through the application of Cooperative Learning that utilizes the STAD (student team-achievement divisions) that, in this case, being undertaken using the Classroom Action Research design. The literature commended that the STAD procedure is thought to bring about favorable outcomes, because through STAD, more able students are being trained to help colleagues that are less able in order to accomplish group tasks that, at the same time, also inculcate productive attitudes, such as mutual appreciation, interdependence, and leadership in order to successfully accomplishing group tasks. Classroom Action Research is a reflective investigation that is commonly being utilized by Teachers in solving instructional problems in their respective classrooms. Its implementation in this investigation turned out to be successfully fulfilled the criteria being set up at the beginning of the endeavor, within 3 cycles since, although at the end of Cycle I, it was being observed that (a) there were hardly any evidence that the more able students assisted the less able students in the process of learning about fractions in a group setting, however, with more focused additional directives from the teacher that was being gleaned out of the lessons learned at the end of Cycle I, however. at the end of Cycle II, evidence was observed that (a) interactions during each session began to emerge, (b) more able students assisted less able students, although they still (c) face difficulties in identifying fractions that have different denominations although they in fact were of the same value, as well as in simplifying and adding fractions, and in cooperating in order to achieve the best possible group outcome, however, with more focused directive being given by the teacher that was gleaned out of the lessons learned at the end of Cycle II, at the end of Cycle III, it was observed that in general, (a) there is much more evidence on (a) productive interactions such as mutual care and inter-dependence in order to strive fbr the best group outcomes, (b) common understanding on the concept of fractions such as b) presenting the value of fractions through pictures, (c) compare the value of fractions with different denominators, to rank the values of fraction, so that the set of criteria being established at the beginning of the study has been by and large fulfilled. Therefore, it seemed to be reasonable to conclude that the application of the STAD method has brought about better understanding on fraction and its arithmetical operations, as well as in inculcating mutual care whereby more able students assist less able students in the spirit of and inter-dependence in order to strive for the best group outcomes, and therefore is commended that the STAD method to also be utilized for other topics that require that more able students assist less able students in order to discover concepts and principles. However, it was also noticed that the application of the STAD method required considerably more time, compared to the traditional Procedures. This means 164
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that, for the application of the STAD method, greater care should be paid in its time allocation. Keywords: cooperative learning, the stad method, classroom action research fraction mathematics
Pendahuluan
Pecahan sebagai salah satu pokok bahasan dalam pelajaran matematika Sekolah Dasar, konsep dan keterampilan yang tercakup didalamnya sangat strategis untuk apresiasi dan memberikan pengalaman belajar matematika secara bermakna bagi siswa. Pecahan telah dikenal dan diakrabi oleh siswa sejak masa kanak-kanak, misalnya sebuah kue dibagi dua, dibagi tiga dan sebagainya. Kenyataan di lapangan menunjukkan bahwa pembelajaran pecahan masih memprihatinkan, siswa sering kesulitan dalam memahami dan menyelesaikan soal-soal pecahan. Pada jenjang pendidikan dasar, masih terdapat masalah tentang pemahaman siswa terhadap beberapa konsep matematika yang berkaitan dengan pecahan, geometri, dan soal ceritera (Soedjadi, 1999/2000), seperti tampak dari jawaban siswa dalam menyelesaikan soal-soal berikut:
(1) Sepotong kertas A dibagi 6 bagian yang sama besar ukurannya, 2 diantaranya diarsir, dan 4 tidak diarsir, pertanyaan: menunjukan pecahan berapakah yang diarsir? Jawaban siswa adalah: (2)
2 4
1 3 4 2 4 6
Penelitian Jencks (1981) juga mengungkapkan dari 11 siswa kelas IV SD dalam menjawab soal penjumlahan pecahan, hanya 4 siswa yang menjawab benar. Jawaban siswa yang salah sebagai berikut: (a)
2 3 5 3 4 7
(b)
2 7 9 1 2 1 4 5 dan yang benar seperti: (c). 7 14 21 6 3 6 6 6
Hasil penelitian yang dilaporkan oleh Budiyono (2001) sebagai berikut : a. Penjumlahan Pecahan (1)
3 5 35 8 4 9 4 9 13
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(2)
3 1 3 1 4 5 10 5 10 15
b. Pengurangan Pecahan (1)
9 1 9 1 8 10 5 10 5 5
(2)
4 1 4 1 3 8 4 8 4 4
Rata-rata kemampuan siswa sekolah dasar dalam menguasai operasi hitung pecahan, kurang memuaskan. Pada umumnya kesalahan siswa dalam memahami operasi hitung pecahan disebabkan mereka tidak menguasai konsep-konsep operasi hitung dasar pada pecahan. Pemahaman konsep merupakan unsur penting dalam belajar matematika di sekolah. Menurut Hudojo (1990:24) menyatakan bahwa penguasaan terhadap banyak konsep, memungkinkan seorang dapat memecahkan masalah dengan lebih baik, sebab untuk memecahkan masalah perlu aturan-aturan, dan aturan-aturan tersebut didasarkan pada konsep-konsep yang dimiliki. Hasil pengamatan peneliti di lapangan bahwa dalam pembelajaran matematika di sekolah dasar, guru mengajar dimulai dengan pemberian informasi tentang suatu konsep, diikuti pemberian contoh soal dan penyelesaiannya, kemudian latihan soal dan diakhiri dengan evaluasi atau tes, sehingga penguasaan konsep cenderung tereduksi menjadi hafalan . Hal ini didukung dengan pendapat Joni dan Djunaedi (2005), pembelajaran di sekolah masih saja terpaku pada paradigma penelusuran informasi yang hanya melibatkan kemampuan berpikr tingkat rendah (low cognitive skills) yaitu menghafal. Dari uraian di atas, nampaknya perlu dicari pendekatan pembelajaran dengan proses pembelajaran yang melibatkan siswa secara langsung dapat bekerja dan mengalami sendiri dan bukan sekedar transfer pengetahuan dari guru ke siswa Pendekatan konstruktivistik dalam pembelajaran kooperatif bertolak dari suatu asumsi bahwa siswa akan lebih mudah mengkonstruk pengetahuannya dan lebih mudah menemukan dan memahami pemecahan masalah yang kompleks (Slavin, 1995). Siswa sendirilah yang membentuk pengetahuan berdasarkan pengetahuan yang dimiliki sebelumnya bukan sekedar memperoleh dengan jalan menghafal. Disamping itu siswa dapat meningkatkan kecermatan dan memperluas pengetahuan melalui konstruksi dan rekonstruksi pengetahuan. Perolehan dan pengintegrasian pengetahuan ini merupakan dimensi-dimensi belajar yang diperlukan seseorang untuk mencapai kesuksesan dalam belajar (Marzano R.J., dkk,1992). Salah satu metode pendekatan belajar kooperatif adalah STAD (Student Teams-Achievement Divisions). Metode ini merupakan suatu metode pengajaran dimana siswa bekerjasama dalam suatu kelompok kecil yang saling membantu satu sama lain dalam rangka mencapai tujuan. Berdasarkan teori ini siswa lebih mudah menemukan dan memahami konsep-konsep yang sulit jika mereka saling mendiskusikan masalah tersebut dengan temannya, dalam pembelajaran matematika. Dipilihnya metode STAD dalam penelitian ini karena diharapkan metode pembelajaran ini boleh memicu siswa sebagai individu dapat mengkonstruksi pengetahuannya tentang penjumlahan pecahan (matematika) dengan cara berinteraksi dengan pengalaman dan obyek yang dihadapi, bertukar gagasan dengan teman, berdiskusi, bekerjasama dalam memecahkan masalah, dan mampu membina hubungan sosial. Ketika pembelajaran penjumlahan pecahan (matematika) dilakukan dengan metode STAD, maka pembelajaran tidak hanya 166
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mengunggulkan pencapaian aspek-aspek kognitif saja tetapi juga aspek afektif dan psikomotor, hal ini akan nampak dalam diskusi yang dapat melatih siswa untuk dapat bekerjasama dan memiliki kepedulian terhadap teman-teman serta memupuk keterampilan berkomunikasi dan mempertahankan pendapat. Dengan demikian pembelajaran melalui metode STAD ini diharapkan dapat mengembangkan potensi siswa secara optimal agar mereka dapat menyesuaikan diri dengan kebutuhan masyarakat. Atas dasar landasan teoretik dan empirik, juga beberapa hasil penelitian maka secara umum rumusan masalah dalam penelitian ini adalah: Apakah penerapan belajar kooperatif metode STAD dapat meningkatkan pemahaman konsep matematika pokok bahasan pecahan pada siswa kelas IV Sekolah Dasar? dan Apakah penerapan belajar kooperatif metode STAD dapat meningkatkan kerja sama siswa kelas IV Sekolah Dasar dalam belajar konsep matematika pokok bahasan pecahan? Penelitian ini bertujuan untuk : Meningkatkan pemahaman konsep matematika pokok bahasan pecahan pada siswa kelas IV Sekolah Dasar melalui penerapan belajar kooperatif metode STAD serta meningkatkan proses kerjasama siswa kelas IV SD.
Metode
Penelitian ini merupakan penelitian tindakan kelas. Menurut Kemmis (1986), penelitian tindakan kelas adalah sebagai bentuk kajian yang bersifat reflektif oleh pelaku tindakan yang dilakukan untuk meningkatkan kemantapan rasional dan tindakan dalam melaksanakan tugas, memperdalam pemahaman terhadap tindakan yang dilakukan, serta memperbaiki kondisi tempat pembelajaran itu dilakukan. Hal senada dikemukakan oleh Raka Joni dkk, (1998) penelitian tindakan kelas merupakan proses pengkajian melalui sistem berdaur dari berbagai kegiatan pembelajaran yang terdiri dari 5 (lima) tahap pelaksanaan. (1) tahap awal, berupa proses penghayatan mengenai adanya permasalahan yang perlu mendapat penanganan, (2) perencanaan tindakan perbaikan, (3) pelaksanaan tindakan perbaikan, observasi dan interpretasi, (4) analisis dan refleksi, (5) perencanaan tindak lanjut. Selanjutnya Suyanto (1997), mendefinisikan penelitian tindakan kelas sebagai suatu bentuk penelitian yang bersifat reflektif dengan melakukan tindakantindakan tertentu agar dapat memperbaiki dan atau meningkatkan praktik-praktik pembelajaran di kelas secara professional. Tindakan pembelajaran yang akan dilakukan dalam penelitian ini adalah upaya meningkatkan kemampuan siswa kelas IV SD dalam pemahaman konsep pecahan dengan menggunakan pembelajaran kooperatif model STAD. Proses pelaksanaannya bersifat kolaboratifpartisipatoris yaitu adanya hubungan kemitraan secara kolaboratif antara peneliti dan guru kelas. Pelaksanaan tersebut dimulai dengan refleksi awal untuk mengidentifikasi permasalahan, kemudian secara berdaur ulang (1) menyusun perencanaan, (2) melakukan tindakan, (3) pengamatan, dan (4) refleksi. (Kemmis, S. dan M.C.Taggart, R., 1988:20).
Hasil Tabel 1. Temuan pada Siklus I Hasil Temuan 1. Siswa belum memahami prosedur pembelajaran yang dilaksanakan karena belum terbiasa. 2. Sebagian siswa belum bisa menentukan pecahan-pecahan yang senilai, menyederhanakan pecahan dan
Saran – Saran Perbaikan 1. Prosedur pembelajaran lebih diperjelas lagi/dikemukakan secara rinci. 2. Perlu diperjelas melalui alat peraga/keping-keping plastik atau guntingan karton. 167
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3. 4. 5. 6. 7.
melakukan operasi penjumlahan pecahan. Belum nampak proses saling membantu antara siswa yang pandai terhadap siswa yang kurang pandai. Kerjasama beberapa kelompok belum optimal, terdapat siswa yang belum bisa kerjasama, malu- malu. Waktu yang tersedia tidak cukup. Hal yang menarik dalam pembelajaran ini adalah penggunaan alat praga. Hasil kerja kelompok dan tes individual terlihat ada peningkatan
3. Memotivasi siswa supaya saling membantu teman satu tim 4. mengaktifkan siswa dengan memberi reward 5. Peneliti lebih mengefektifkan waktu 6. Harus dipertahankan 7. Lebih ditingkatkan lagi
Berdasarkan beberapa hasil refleksi yang diuraikan di atas, maka pembelajaran perlu dilanjutkan pada pelaksanaan siklus II. Perencanaan yang lebih baik perlu dilakukan, misalnya : (a). Rencana pembelajaran siklus I perlu direvisi dengan memperhatikan alokasi waktu, sehingga dapat menyelesaikan seluruh rangkaian kegiatan sesuai dengan waktu yang direncanakan. Pada siklus I waktu berlangsung 15 menit lebih lama dari yang direncanakan. (b). Materi yang perlu mendapat perhatian adalah menentukan pecahan-pecahan yang senilai dari suatu pecahan, menyederhanakan pecahan dan melakukan operasi hitung penjumlahan pecahan serta memecahkan masalah sehari-hari yang melibatkan penjumlahan pecahan. Pada materi ini siswa masih kelihatan bingung dan belum menguasai konsep dengan benar. (c). Peneliti harus memotivasi siswa agar lebih berani mengemukakan pendapat dan bertanya pada teman dalam kelompok apabila ada hal-hal yang tidak dimengerti. (d). Perlu pengaktifan siswa dalam kegiatan diskusi kelompok terutama dalam hal saling menolong/saling membantu serta merasa saling ketergantungan dalam mengerjakan tugas kelompok dan diskusi antar kelompok pada kegiatan presentasi di depan kelas (e).Kerjasama dalam kelompok masih terlihat kaku, belum semua anggota yang terlibat. Hal ini terjadi karena siswa belum terbiasa dengan pembelajaran STAD. Tabel 2. Temuan pada Siklus 2 Hasil Temuan 1. Semua subyek mulai memahami prosedur pembelajaran yang dilaksanakan. 2. Mulai nampak proses saling membantu antara siswa yang pandai terhadap siswa yang kurang pandai 3. Cara kerjasama dalam kelompok semakin meningkat, hubungan antarsubyek dalam kelompok mulai akrab,walaupun hubungan antarasubyek laki-laki dan perempuan
Saran-Saran Perbaikan 1. Perlu diberi penjelasan dan motivasi bagi siswa tentang prosedur pembelajaran dan pentingnya bekerjasama dalam menyelesaikan tugas dalam kelompok, binalah hubungan yang baik antara laki-laki dan perempuan, usahakan jangan malumalu bertanya satu dengan yang lain. 2. Perlu di tingkatkan lagi proses saling membantu 3. Perlu ditingkatkan kerjasama dalam 168
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masih kelihatan malu-malu. 4. Materi membandingkan pecahan berpenyebut sama telah dipahami secara bersama. 5. Untuk materi penjumlahan pecahan.,sebagian subyek belum bisa mengerjakan soal-soal
kelompok 4. – 5. Perlu diberi penjelasan tentang penggunaan alat praga secara langsung dalam menyelesaikan penjumlahan pecahan
Berdasarkan beberapa hasil refleksi yang diuraikan di atas, maka diperoleh kesimpulan bahwa pembelajaran siklus II telah mencapai kriteria keberhasilan BAIK, dari segi proses maupun dari segi hasil bahwa sebagian besar siswa masih mengalami kendala pada materi penjumlahan pecahan. Dengan demikian diputuskan bahwa siklus II perlu diulang dengan materi penjumlahan pecahan. Pembelajaran perlu dilanjutkan pada pelaksanaan siklus III. Perencanaan yang lebih baik perlu dilakukan, misalnya : (a)Materi yang perlu diulang atau dipelajari kembali adalah penjumlahan pecahan yang sama dan tidak sama penyebutnya serta pembilang tidak lebih dari satu.(b) Peneliti harus selalu memotivasi siswa agar lebih berani mengemukakan pendapat dan bertanya pada teman dalam kelompok apabila ada hal-hal yang tidak dimengerti. (c) Pengaktifan siswa dalam kegiatan diskusi kelompok terutama dalam hal saling menolong/saling membantu serta merasa saling ketergantungan dalam mengerjakan tugas kelompok dan diskusi antar kelompok pada kegiatan presentasi di depan kelas (d) Kerja sama dalam kelompok walaupun sudah nampak, tetapi perlu ditingkatkan lagi, terutama siswa laki-laki dan perempuan kelihatan malu-malu. Tabel 3. Temuan pada Siklus 3 1. 2. 3.
4. 5.
Hasil Temuan Semua subyek mulai memahami prosedur pembelajaran yang dilaksanakan. Nampak jelas proses saling membantu antara siswa yang pandai terhadap siswa yang kurang pandai Cara kerjasama dalam kelompok semakin meningkat, hubungan antar subyek dalam kelompok mulai akrab,walaupun hubungan antara subyek laki-lakidan perempuan masih kelihatanmalu-malu. Materi menjelaskan arti/konsep Pecahan melalui gambar, membandingkan nilai pecahan, mengurutkan nilai pecahan serta penjumlahan pecahan telah dipahami secara bersama. Hal yang menarik adalah untuk menyelesaikan masalah sehari-hari yang melibatkan materi penjumlahan pecahan,bagi siswa yang kurang pandai sudah bisa mengerjakan soal-soal tersebut.
Saran-Saran Perbaikan Agar dipertahankan proses belajar yang sudah dijalani bersama yaitu saling membantu, menolong, jika ada teman yang mengalami kesulitan dalam menyelesaikan soal-soal dalam mata pelajaran yang diberikan oleh guru.
Berdasarkan beberapa hasil refleksi yang diuraikan di atas, maka diperoleh kesimpulan bahwa pembelajaran siklus III telah mencapai kriteria keberhasilan SANGAT BAIK, dari segi proses maupun dari segi hasil. Dengan demikian diputuskan bahwa siklus III tidak perlu diulang, karena tujuan pembelajaran yang diharapkan telah tercapai. Peningkatan pemahaman siswa tentang konsep dalam membandingkan, mengurutkan dan menjumlahkan pecahan biasa yang pembilangnya tidak lebih dari satu dan penyebutnya sama maupun tidak sama telah berhasil.Hal ini nampak pada jawaban siswa dalam kuis secara individual, dari siklus I, II, dan III, hasil belajar siswa semakin meningkat. 169
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Keaktifan siswa dalam kegiatan diskusi kelompok terutama dalam hal saling menolong/saling membantu serta merasa saling ketergantungan dalam mengerjakan tugas kelompok dan diskusi antar kelompok telah terlaksana dengan baik. Kerja sama dalam kelompok terutama siswa laki-laki dan perempuan yang kelihatan malu-malu, telah dapat menyesuaikan, sehingga proses kerja kelompok berjalan dengan baik, siswa-siswa merasa terbantu dan juga merasa telah membantu teman dalam bekerja secara kelompok, siswa –siswa merasa lebih berani mengemukakan pendapat, lebih terbuka dan terutama merasa senang dalam mengerjakan soalsoal pecahan pada pelajaran matematika secara berkelompok., bahkan mampu menjawab soal-soal secara mandiri.
Pembahasan
(1). Presentasi Kelas : Pada siklus I, untuk presentasi kelas kegiatan siswa dalam menangkap ide yang berhubungan dengan materi masih sulit, tetapi pada siklus II dan III siswa sudah mulai berani menyampaikan ide-ide mereka mengenai apa yang dipelajari. Pendapat siswa sangat bervariasi. Pertemuan pertama di siklus I, nampak rencana pelaksanaan pembelajaran (RPP) yang telah disiapkan sebagian besar terlaksana tetapi mengalami hambatan pada bagaimana mengaktifkan siswa dalam melakukan kegiatan diskusi kelompok. Untuk mempermudah kegiatan siswa dalam melakukan diskusi maka peneliti memberikan LKS kepada masing-masing kelompok. Berdasarkan penelitian ini diketahui bahwa LKS dangat membantu siswa dalam mengerjakan tugas mereka. LKS menjadi alat bantu yang sangat efektif bagi siswa. Suatu fenomena yang tampak pada saat menjawab pertanyaan - pertanyaan dalam kegiatan diskusi adalah bahwa pada siklus I dan II, siswa berkemampuan tinggi dapat menjawab empat pertanyaan dari lima soal dalam kuis yang disediakan, sedangkan siswa berkemampuan sedang dan rendah mampu menjawab satu sampai dua pertanyaan. Pada siklus III, hampir semua siswa dapat menjawab kuis yang disediakan. Hal ini menunjukkan peningkatan kemampuan siswa dalam konsep pecahan melalui kegiatan bekerjasama dalam kelompok. Siklus I siswa masih mengalami kesulitan dalam menjawab soal-soal yang ada dalam LKS juga kuis yang diberikan peneliti. Siklus II dan III siswa sudah mulai memahami apa yang harus dikerjakan untuk menjawab soal-soal yang ada di LKS. (2). Diskusi Kelompok, Siswa melakukan diskusi dalam kelompok masing-masing untuk menjawab soal-soal yang ada di LKS. Dalam diskusi ini terjadi interaksi antar siswa. Siswa yang pandai/berkemampuan tinggi akan membimbing siswa yang lain/berkemampuan sedang ataupun rendah dan siswa yang berkemampuan sedang dan rendah akan belajar pada siswa yang pandai melalui interaksi kelompok. Pada kegiatan diskusi Siklus I, masih nampak ada siswa yang mendominasi kerja kelompok, tetapi setelah siklus II dan III, tidak ada siswa yang mendominasi kerja kelompok. Hasil kerja kelompok merupakan hasil kerja bersama bukan hasil kerja perseorangan. Siswa secara aktif berdiskusi dalam kelompok untuk menyelesaikan tugas kelompok. Pada siklus I dan II, masih ditemui siswa yang pasif dalam kelompok dan masih ada siswa yang mendominasi kerja kelompok. Dalam hal ini peneliti memotivasi siswa dan memberikan bimbingan/teguran. Setiap siswa mempunyai tanggung jawab untuk saling membantu satu dengan yang lain dalam kerja sama kelompok.. Kemampuan mereka akan mempengaruhi keberhasilan kelompok. Peningakatan skor yang mereka peroleh dalam kuis akan mempengaruhi skor peningkatan kelompok. Dengan demikian, mereka berusaha bertanya kepada temannya yang lebih paham jika ada yang belum mereka pahami. Siswa yang lemah bertanggung jawab untuk memahami materi dan siswa yang pandai bertanggung jawab untuk membantu siswa yang lain. Hal ini sesuai pendapat Eggen dan Kauchak (1996:280) bahwa tanggung jawab individual dapat mendorong siswa untuk memahami materi dan meningkatkan kemampuannya. 170
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Hal yang menarik dalam diskusi kelompok nampak pada siswa-siswa yang berkemampuan rendah, mereka senang karena hasil yang dicapai selama mengikuti pembelajaran matematika pokok bahasan pecahan melalui penerapan pembelajaran kooperatif metode STAD sangat memuaskan. Skor yang dicapai oleh lima subyek tersebut nampak dalam tabel di bawah ini : Tabel 4. Skor Peningkatan Siklus I-III Kelompok
Nama Subyek
I
Subyek 16
47
II
Subyek15
III
IV
Skor Awal
Siklus I
Siklus II
Siklus III
51
55
72
40
45
49
61
Subyek 14
45
48
53
66
Subyek 1
45
47
53
60
Subyek 2
45
48
59
66
Hasil tes awal dari lima subyek ini sangat rendah. Kesulitan yang mereka temui dalam belajar matematika tentang materi pecahan adalah sulit membandingkan nilai pecahan yang sama, mengurutkan dan menjumlahkan pecahan juga mereka malu bertanya pada guru maupun teman. Setelah mereka belajar bersama dalam kelompok, maka terjadi interaksi yang baik, siswa yang berkemampuan tinggi membantu mereka melalui kerjasama dalam kelompok. Pemahaman konsep terjadi, ketika siswa secara langsung dengan menggunakan alat peraga yang tersedia. Aktivitas yang dilakukan siswa adalah secara berkelompok mengamati potongan-potongan kertas karton dan pias-pias plastik berbentuk persegi panjang maupun lingkaran, kemudian mendiskusikan besaran pecahan pada masing-masing gambar yang sesuai dengan benda konkretnya. Aktivitas ini dilakukan dengan cara saling membantu satu dengan yang lain, terlebih bagi kelima subyek yaitu subyek 1,2,14,15 dan 16 yang ada di kelompoknya masing-masing. Aktivitas ini berlangsung dari siklus I sampai siklus III, secara perlahan-lahan lima subyek tersebut bisa mengerti dan memahami konsep pecahan. Salah satu contoh pemahaman siswa tentang membandingkan dua pecahan biasa yang pembilangnya satu dan berpenyebut tidak sama dilakukan dengan cara menghimpitkan kedua potongan kertas karton atau kedua potong keping plastik yang berbentuk persegi panjang maupun berbentuk lingkaran. Sambil menghimpitkan, siswa membilang satu persatu besaran potongan kertas atau keping plastik yang digunakan untuk membandingkan kedua pecahan tersebut. Hal ini dimaksud supaya siswa dapat menemukan sendiri konsep dalam membandingkan kedua pecahan yang pembilangnya satu dan berpenyebut tidak sama. Aktivitas siswa tersebut menjelaskan bahwa dengan mengamati dan mengutak-atik potongan kertas atau dengan memanipulasi benda kongkrit siswa dapat menemukan atau memperoleh pengetahuan secara konseptual. (3) Kuis, Hasil kuis mulai dari siklus I sampai siklus III menunjukkan suatu peningkatan yang signifikan bagi siswa yang berkemampuan rendah. Dari hasil kuis terungkap bahwa hasil belajar dipengaruhi oleh metode pembelajaran yang diterapkan, rata-rata perolehan hasil kuis pada pembelajaran kooperatif metode STAD mulai silkus I terus terjadi peningkatan dibandingkan dengan hasil tes awal, selanjutnya hasil kuis siklus II dibandingkan dengan siklus I, kemudian siklus III dibandingkan dengan siklus II.
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Hasil penelitian ini sejalan dengan beberapa penelitian terdahulu, seperti hasil penelitian Noornia (1997) menyatakan bahwa pembelajaran kooperatif metode STAD dapat meningkatkan pemahaman siswa. Davidson, et al (1990:54) menyatakan bahwa pengaruh belajar kooperatif terhadap keterampilan matematika adalah positif karena adanya kombinasi sumbangan individu-individu dan pemahaman bersama terhadap hasil yang dicapai. Slavin (1955: 22-24) mengemukakan bahwa pembelajaran kooperatif metode STAD berpengaruh positif terhadap hasil belajar matematika. Usman (2001) menyimpulkan bahwa penerapan pembelajaran kooperatif metode STAD dapat meningkatkan pemahaman siswa terhadap konsep matematika. Selain itu hasil penelitian Laundgren (dalam Arends, 1997) juga menunjukkan bahwa pembelajaran kooperatif memberi pengaruh yang positif terhadap hasil belajar siswa yang memiliki prestasi rendah. (4). Penghitungan Skor Peningkatan Individual, Hasil kuis siswa selanjutnya dikoreksi oleh peneliti dan guru kelas. Masingmasing lembar jawaban siswa selanjutnya diberi nilai sesuai pedoman yang dibuat peneliti dan guru kelas. Pada hasil kuis siklus I, skor tertinggi adalah 76 dan skor terendah adalah 45. Rata-rata skor kuis pada siklus I adalah 59,56. Hasil kuis siklus II, skor tertinggi adalah 87 dan skor terendah adalah 47. Rata-rata skor kuis pada siklus II adalah 72,44. Pada siklus III diperoleh skor paling tinggi 97 dan skor paling rendah 60. Rata-rata skor kuis pada siklus III adalah 87,90. Jadi, terdapat peningkatan kemampuan memahami konsep pecahan yang sangat memuaskan dari siklus I, siklus II, dan siklus III. Peningkatan kemampuan siswa dalam menjawab soal-soal kuis, tidak hanya dilihat dari hasil kuis, yang hanya menggambarkan peningkatan siswa secara individual tetapi juga peningkatan kemampuan siswa dalam kegiatan kerjasama secara berkelompok juga menunjukkan adanya peningkatan. Pada siklus I skor peningkatan individu dihitung dengan cara mengurangkan skor kuis dengan skor dasar. Pada siklus I skor dasar adalah skor tes awal. Skor kuis I akan menjadi skor dasar pada siklus II dan skor kuis siklus II akan menjadi skor dasar pada siklus III. Skor peningkatan individu dalam satu kelompok kemudian dijumlahkan dan hasilnya disebut dengan skor peningkatan kelompok. Kelompok yang mendapat skor peningkatan kelompok tertinggi akan mendapat penghargaan. Penghitungan skor peningkatan kelompok pada siklus I dilakukan peneliti dengan guru kelas. Akibatnya, siswa kurang aktif dan kegiatan pembelajaran kurang menarik. Oleh sebab itulah, maka pada siklus II dan III, skor peningkatan kelompok dihitung sendiri oleh siswa. Ternyata kegiatan ini lebih menarik perhatian siswa. Siswa sangat senang dan bangga ketika mengetahui kelompoknya mendapat skor peningkatan kelompok yang tertinggi.(5). Pemberian Penghargaan, Diberikan pada semua kelompok yang mendapat skor peningkatan tertinggi. Pemberian penghargaan dilakukan untuk memotivasi siswa dan memacu semangat siswa untuk mencapai hasil yang lebih baik daripada kelompok lain. Pemberian penghargaan berupa hadiah yang telah disiapkan oleh peneliti yaitu alat tulis – menulis. Pada tahap pemberian hadiah mulai dari siklus I sampai siklus III, nampak usaha bersama dalam tiap kelompok semakin meningkat.
Kesimpulan dan Saran
Kesimpulan Kesimpulan dari penelitian ini adalah : (1) Penerapan pembelajaran kooperatif metode STAD dapat meningkatkan pemahaman siswa dalam pembelajaran matematika pokok bahasan pecahan. Peningkatan ini nampak di setiap siklus, mulai dari siklus I sampai siklus III. semua siswa dapat menyelesaikan soal-soal yang ada pada LKS baik secara berkelompok maupun individu.(2) Kerjasama siswa dalam kelompok STAD berlangsung sangat baik, keaktifan siswa mengajukan pertanyaan, memberikan tanggapan ketika berlangsung diskusi 172
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kelompok dan diskusi kelas berjalan dengan baik. Kerjasama siswa dalam kelompok semakin terbuka, saling membantu dan nampak lebih akrab dalam mengerjakan soal-soal pada LKS. (3) Penggunaan alat peraga untuk melakukan manipulasi sangat membantu siswa. Kegiatan manipulasi benda kongkrit juga dapat menimbulkan rasa senang bagi siswa dan memungkinkan siswa terlibat secara fisik, mental dalam belajar. Respon siswa terhadap pembelajaran sangat positif. Semua siswa menyatakan senang belajar kooperatif dengan metode STAD dan lebih mudah memahami materi pelajaran. (4) Penggunaan metode STAD cenderung memerlukan waktu yang lama terutama untuk kegiatan diskusi kelas. Saran Berdasarkan hasil penelitian ini, terdapat beberapa saran yang perlu disampaikan kepada pihak sekolah, guru /kepala sekolah dan peneliti yang lain.(1) Temuan penelitian ini dapat menjadi masukan dan bahan pertimbangan perbaikan mutu pembelajaran matematika khususnya pada materi pecahan dengan menerapkan pembelajaran kooperatif metode STAD. (2) Pihak guru/kepala sekolah disarankan untuk menjadikan penerapan metode STAD sebagai salah satu referensi dalam pembelajaran. Guru/kepala sekolah membantu siswa melalui penggunaan alat peraga dalam melakukan manipulasi. Kegiatan manipulasi benda konkrit juga dapat menimbulkan rasa senang dalam diri siswa. Selain itu kegiatan memanipulasi benda konkrit memungkinkan siswa terlibat secara fisik dan mental dalam belajar. (3).Pihak guru matematika disarankan untuk menerapkan pembelajaran kooperatif metode STAD dalam pembelajaran matematika terutama pada materi yang menekankan kerjasama pada suatu topik untuk menemukan konsep atau prinsip. (4)Pihak guru yang menerapkan metode STAD disarankan untuk melakukan pengaturan waktu yang tepat dalam pelaksanaan diskusi, misalnya tidak semua kelompok harus maju untuk menyajikan laporan. Bagi kelompok yang tidak sempat tampil perlu diberi feedback berupa penghargaan/pujian yang sesuai dengan hasil kerja kelompok.(5).Pihak peneliti lain disarankan untuk melakukan penelitian penerapan belajar kooperatif metode STAD pada materi lain yang menekankan kerjasama dalam kelompok pada suatu topik untuk meningkatkan pemahaman siswa tentang konsep atau prinsip. (6).Pihak peneliti disarankan pada tahap diskusi kelompok, berikan kebebasan berpikir kepada siswa melalui pertanyaan-pertanyaan yang membangkitkan skemata siswa tentang materi yang dipelajari. Jangan cepat-cepat mengambil alih penjelasan siswa dengan menjelaskan materi yang di maksud.
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Noonia, Anton. 1997. Penerapan Pembelajaran Kooperatif dengan Metode STAD pada Pengajaran Persen di Kelas VI SD Islam AI Ma’arif 02 Singosari. Tesis. Program Pascasarjana Universitas Negeri Malang, Malang. Nur, Mohamad & Wikandari, P.R. 1998. Pendekatan-pendekatan Konstruktivi dalam Pembelajaran. Saduran. IKIP Surabaya. Surabaya. Rahayu, S. 1998. Pembelajaran Kooperatif dalam Pendidikan IPA. Jurnal Maternatika, ilmu Pengetahuan Alam dan Pengajarannya, 27 (2): 152-169. Raka Joni. T. 1983. Cara Belajar Siswa Aktif, Wawasan Kependidikan dan Pembaharuan Pendidikan Guru. Pidato Penerimaan Jabatan Guru Besar, 24 September 1983. Malang; IKIP Malang Raka Joni, T. 1988. Penelitian Tindakan Kelas: Beberapa Permasalahan. PCP PPGSM Ditjen Dikti Bogor. Raka Joni, T. 1989. Mereka Masa Depan,Sekarang:tantangan bagi pendidikan menyongsong abad informasi. Pidato Lustrum ke VII IKIP Malang, tidak diterbitkan, Malang: IKIP Malang. Raka Joni, T., 1993a Pendekatan Cara Belajar Siswa Aktif, dalam Conny R Semiawan dan T.Raka Joni (Editor). Pendekatan Pembelajaran: acuan konseptual pengelolaan kegiatan pembelajaran di sekolah. Jakarta: Konsorsium Ilmu Pendidikan dan Kebudayaan, halaman 34-91 Raka Joni, T., 2000. Memicu perbaikan pendidikan melalui kurikulum dalam kerangka pikir desentralisasi: antara content transmission dan pembelajaran yang mendidik. Dalam Sindhunata (Ed). Membuka masa depan anak-anak kita: Mencari kurikulum pendidikan abad XXI. Yogyakarta: Kanisius. Sa'dijah, C. 1989. Hubungan antara Penguasaan Konsep Pecahan danPenguasaan Kesamaan Pecahan dengan Penguasaan Penjumlahan Pecahan Siswa Kelas V dan VI SD Negeri Kecamatan Lamongan. Tesis. IKIP Surabaya. Surabaya. Shymansky, J. 1992. Using Constructivist Ideas to Teach Science Teacher about Consructivist Ideas, or Teachers Are Student Too! Journal of Science Teacher Education, 3 (2), 53-57. Skemp, R. 1975. The Psychology of learning Mathematics. Great Britain: Hazel Walson and Venay LTD. Slavin, Robert E. 1994. Educational Psychology: Theory and Practice. Fourth Edition. Massachusets: Allyn and Bacon Publishers. Slavin, R.E. 1995. Cooperative Learning. Second Edition. Massachusets: Allyn & Bacon. Soedjadi. 1990. Kerawanan Pengajaran Matematika Sekolah Dasar. Makalah IKIP Surabaya. Soedjadi, R. 2000. Kiat Pendidikan Matematika di Indonesia, Konstalasi Keadaan Masa Kini Menuju Harapan Masa Depan. Jakarta: Dikti & Diknas. Stone, J.M. 1990. Cooperative Learning and Language Arts. Riverside, California: Reseorces for Teacher, San Juan Capistrano Sumantri, Bambang. 1988. Metode Pengajaran Matematika untuk SD. Jakarta: Penerbit Erlangga. Suparno, P. 2000. Filsafat Konstruktivisme dalam Pendidikan. Yogyakarta: Kanisius. Susan, C. Marilyn, L and Tony, T. 1995. Learning to Teach in the Secondary School. London: Routledge Sutawidjaja, Akbar dkk. 1993. Pendidikan matematika 3. Jakarta: Depdikbud. Sutawidjaja, Akbar, 2002, Konstruktivisme Konsep dan Implikasinya Pada Pembelajaran Matematika. Jurnal Matematika. VIII (Edisi Khusus): 355-359. Universitas Negeri Malang. Suyitno,H. 1988. Kemampuan Siswa Kelas V1 SD Dalam Mengerjakan Operasi Hitung Pada Pecahan dan Hubungannya dengan Penguasaan Konsep Pecahan. Tesis. Pascasarjana IKIP Malang. Malang. 175
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Tasker, R. 1996. Effective Teaching : What Can a Consructivism View of Learning Offer. The Australian Science Teacher. Journal, 38(1),25-34. Tytler, R. 1996. Conructivism and Conceptual Change View of Learning in Science. Majalah Pendidikan IPA. Bandung: IMAPIA. Usman, H.B. 2001. Aplikasi Belajar Kooperatif untuk Memahami Konsep Limit Fungsi Satu Variabel Reacl Tesis. Program Pascasarjana Universitas Negeri Malang. Van de Walle, J. 1990. Elementary School Mathematics. Teaching Developmentally. Logman. Virginia Commen Wealth University. Vygotsky, L.S. 1962. Thought and Language. Cambridge, mssachusetts: The MIT Press.
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Integration of The Value of Local Wisdom in Learning to Quality Culture School in SDN Burengan II Kediri 1
Alfi Laila, 2Karimatus Saidah 1,2 Universitas Nusantara PGRI Kediri, Indonesia 1 [email protected]
Abstract
Rise of globalization causes the erosion of national values. Therefore we need the integration of the value of local wisdom in teaching in schools, especially SDN Burengan 2 as a pioneer of quality culture school in Kediri. Educational Quality Culture is an important factor in designing a student who always be optimistic, courageous, skillful, behave cooperatively, personal perseverance, discipline, high work ethic, and good at capturing opportunities so students will not be easily eroded by the negative impacts of globalization. By integrating the expected value of local wisdom school quality culture more awake. This study aimed to get an idea of integrating the values of local wisdom Kediri in their learning and development strategy. This research is a descriptive research. The subjects were school principals, teachers, and students. Data collection techniques used were observation, interviews and documentation. Data were analyzed using measures of data reduction, data display, and conclusion. Mechanical examination of the validity of data by using triangulation techniques and resources. The results of this study showed that the integration of the value of local wisdom carried in learning activities in the classroom, school culture, and research agreement with the community, while the strategy used is to inventory aspects of the potential benefits of local, analyze the condition Internal school, analyzing the external conditions of the school, organized in learning class, and the establishment of local advantages, while local knowledge developed in SDN Burengan II Kediri is a locally owned Kediri culture are integrated in various themes and learning materials contained in the implementation of literacy programs in the learning and growth of character movement. Keywords: integration, local wisdom, school culture
Introduction
Change is a necessity in human life. The changes that occur not only dealing with the physical environment, but also with human culture. The close relationship between humans and the environment physical life is what gave birth to human culture. Cultures are born because of human ability to anticipate the environment in order to remain eligible to live moment by moment. Culture is seen as a manifestation of the life of any person or group of people who constantly changing nature. Culture is the human effort, struggle each person or group in deciding their future. Each region has the potential advantages of the area that needs to be developed better. The advantages possessed by each region varies greatly. With the diversity of the potential of this area needs special attention for local governments so that children are not strangers premises own affairs and understand very well about the potential and the values and culture of the region in accordance with the guidance of the global economy. Elementary school as one form of beberpa formal education which is becoming stronger foothold for students towards further education, should provide the greatest contribution to the values of society and culture, it is in line with the opinion of Hasbullah (2008: 1), which 177
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defines education is a business man to build his personality in accordance with the values of society and culture. Unitary Republic of Indonesia has thousands of islands from Sabang to Merauke, which is inhabited by a wide variety of community or tribe has a distinctive language and culture. Cultural or local knowledge in each area to make Indonesia into a country that has a high degree of pluralism. The diversity found in human social life gave birth to a plural society (Herimanto, 2010: 99). This diversity should still be preserved to maintain the cultural treasures in this country. Local knowledge is everything that characterizes an area, whether it be food, customs, dances, songs and ceremonies area. Jamal Ma'mur (2012: 45) defines indigenous or local excellence is anything that characterizes regionalism which includes aspects of economy, culture, information technology, communications, ekolago, and so forth. Nuraini Asriati (2012: 111) says that the form of local wisdom in the community may be the culture (values, norms, ethics, beliefs, customs, customary law, and specific rules). Noble values associated local knowledge are: 1) Love God, nature semesters and its contents, 2) responsibility, discipline, and self-contained, 3) Honestly, 4) Respect and courtesy, 5) Love and care, 6) Confident , creative, hard work and unyielding, 7) Justice and leadership, 8) Good and humble, 9) tolerance, love peace, and unity. The complexity of the problems of education in Indonesia today, in the form of powerlessness to build a national identity that is graceful and enlightened form of inability to reconstruct the potential of the nation as a responsive and dynamic. The problems that led to the problem of intrinsic and extrinsic problems of education in this country. Intrinsic problem with regard to curriculum, methodology, educators, and educational instruments, as well as extrinsic problems with regard to the impact of globalization, the interests of political, social, economic, demographic, and others. Certainly require a concrete answer in developing a comprehensive educational system with educational orientation as a cultural strategy that brings the supremacy of value as well as education on the pragmatic aspects of the technical. In this case needs to be implemented in education by returning to local wisdom. Didied Affandy and Putu Wulandari (2012: 64) says Local wisdom Refers to the knowledge that comes from the community's experiences and the accumulation of local knowledge. Local wisdom is found in societies, communities, and individuals, and education based on local wisdom itself is an education that utilize local advantages in the aspects of economy, culture, language, information and communication technology, ecology, and others, all of which are beneficial to the development competence of learners, Jamal Ma'mur (2012: 30). Thus everything in the form of knowledge masyarakata experience in the fields of economy, culture, language, information and communication technology, and ecology that can be used in education. Further Nuraini Asriati (2012: 111) says that the form of local wisdom in the community may be the culture (values, norms, ethics, beliefs, customs, customary law, and specific rules). Noble values associated local knowledge are: 1) Love God, nature semesters and its contents, 2) responsibility, discipline, and self-contained, 3) Honestly, 4) Respect and courtesy, 5) Love and care, 6) Confident , creative, hard work and unyielding, 7) Justice and leadership, 8) Good and humble, 9) tolerance, love peace, and unity and Nurma Ali Ridwan (2007: 7) which says that local knowledge will manifest cultural traditions, local knowledge will be reflected in the values prevailing in a certain group of people. Associated with the implementation of local wisdom that culture shaped to be driven on ethics or behavior then regardless of the language that is used as a communication tool, as these 178
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languages can be identified by customs, traditions, values and culture of the community environment that inadvertently been conceptualized natural. The concept of education based on local wisdom is one attempt to preserve local culture that is present in an area. Education Based Local Wisdom by Zuhdan K. Prasad (2013: 3) is a conscious effort planned by extracting and exploiting the potential of the local area wisely in an effort to create an atmosphere of learning and the learning process, so that learners actively develop the potential for him to have the expertise, knowledge and attitude in an effort to participate in developing the nation Conscious efforts are planned related to the implementation of such wisdom education through: 1. inventory of potential aspects of local excellence a. Identify all potential areas of excellence in every aspect of the potential (natural resources, human resources, Geography, History, and Cultureb. Noting the potential benefits of local districts / cities that are competitive and comparative advantage. b. Identify and gather information through documentation, observation, interviews, or literature.d. Mengelompokkanidentifikasi every aspect of local advantages interrelated 2. The analysis of the internal conditions of the school Identify internal real data covering school students, diktendik, sarpras, funding and school programs. a. Identify the strengths and weaknesses of the school to support the development of local potential benefits have been identified. b. Outlining the school readiness based on the identification of the strengths and weaknesses of schools that have been analyzed 3. The analysis of the external environment of the school a. Identify the real data of the external environment of the school include the school committee, board of education, services / other agencies. b. Identify opportunities and challenges that exist in the development of local potential benefits have been identified. c. Outlining readiness support the development of thematic learning in school based on the identification of opportunities and challenges of schools that have been analyzed (Tim PBKL. (2011). SDN Burengan II of Kediri as one of the schools that won the trust of Kemendikbud as SD Trustees (Educational Quality Culture) in the town of Kediri has implemented education based on local wisdom, hence the need for an in-depth research to find a formula potentials and constraints of education of local wisdom and also the formulation of educational pattern berbaisis local knowledge through learning, school culture and synergies relationship with the school community. Quality culture is the value or quality assurance in a society that is used as a source of fundconformism behavior of high quality for the community supporters. School culture has a core culture that is the character development of students, both religious character, humanist, nationalist, democratic and backed by sub-culture good management, school environment clean and healthy and learning media and adequate library. Both core culture or sub-culture it should be a quality culture. The quality of school culture is the most important factor in shaping students' human being optimistic, courageous, skillful, behave in a cooperative, resilient, disciplined, high work ethic, good at capturing opportunities. Schools that have the advantage of a certain quality culture can usually be seen from some of the variables that influence such as earned value, 179
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physical condition, the school environment and school culture. To realize the school culture of quality, there are at least five important factors that need attention, namely: 1) strong leadership, 2) vision and mission of the school is clear, 3) the cultural climate that am late and conducive, 4) have high expectations, and 5) monitoring student progress on an ongoing basis.
Research Methods
This research is a descriptive qualitative research that systematically describe the facts and characteristics of the object or subject under study precisely through descriptive exposure based on the data obtained. This study aimed to describe a situation, describe and illustrate the integration of local knowledge in the learning value to the quality culture at SDN Burengan II, located on Jl. Lt. Suprapto No. 44 tel. 684062. Kediri. SDN chosen penenlitian Burengan II as a place for elementary school received a mandate from Kemendibud as school supervisors elementary school level in the town of Kediri with Decree number 267 / C / KL / 2015/19 June, 2015. Description of Subject and Object Research Subjects in this study were principals, teachers, and students of SDN Burengan II Kediri. Sources and Types of Data Sources of data in this study is the result of interviews with sources that principals, and teachers. The next data source is a document in the form of documents about SDN profile Burengan II and other documents relevant to this study. The type of data in a descriptive qualitative study consists of two types of primary data and secondary data. The source of primary data in this study obtained through words and actions obtained by researchers through interviews with related parties which include principals, teachers, and students associated with the integration value of local wisdom in learning towards quality culture at SDN Burengan II secondary data in this study include documents such as school work plan, school programs, school curriculum, syllabus, lesson plan, the board slogans and images associated with Local Wisdom in SDN Burengan II. Data collection technique Necessary data in this study using the technique of collecting data through interviews, observation and documentation Research Instrument In a qualitative descriptive study main instrument is a researcher, observation and interview guides. Data analysis technique Data analysis techniques in qualitative research consisted of three stages: data reduction, data presentation, and ends with a conclusion. Reduction of Data (Data Reduction) Data reduction is defined as the process of summarizing, selecting the subject, focus on things that are important, look for themes and patterns. Researchers sifting through data in the form of understanding the principals and teachers on the integration of the value of local knowledge on learning and implementation strategy used in SDN Burengan II obtained from court records. The obtained data is the data that is still complex and identification strtegi applicability, in this study, the data presented descriptively.
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Withdrawal Conclusion (Conclusion Drawing / Verification) The data in the form of integration values of local wisdom in learning to school quality cultured and strtegi used in SDN Burengan II which have been put forward to the presentation of the data is interpreted and analyzed to derive conclusions. Data wetness In testing the credibility of the data, the researcher uses triangulation and reference materials, Triangulation researchers used triangulation techniques and resources. Triangulation Source Triangulation source to test the credibility of the data is done by checking the data which have been obtained through several sources. Researchers dig up information from the headmaster and triangulation, teachers and students to widen. Data from these sources is described, categorized, which had a view of the same, different, and which are specific. Triangulation Technique Triangulation techniques to test the credibility of the data is done by checking the data to the same source with different techniques. In this study, researchers reveal data about the integration of the value of local knowledge by interviewing, and then checked by observation, and documentation.
Discussion
Integration of Local Wisdom-Based Education in Teaching and Learning in SDN Burengan II Integration of education based on local wisdom in learning activities in SDN Burengan II Kediri embodied in the development of direct learning, integration of learning that were embodied in the establishment of schools and learning culture implemented by collaborating with the community. Development based on local wisdom education is expected to increase the awareness of students to get to know the local culture and meletarikan especially in Kediri. Integration of the local culture-based education are as follows. Integration in Teaching and Learning. The integration of local culture-based education has been implemented in the classroom. Teacher is required to connect between what is taught by the local potential in Kediri town as part of the source of student learning. Examples of these learning activities, for example in the IPS material class 4 the forms of economic activity, students are invited to get to know the various types of economic activities undertaken by the community Kediri. In addition to the learning activities in the classroom students are encouraged to learn outside the classroom including the student visit to the organic garden blimbing and mushroom cultivation in the village Blabak, in these activities students learn about how to care fruit and mushroom cultivation, as one form of economic activities. To recognize local knowledge in the field of agriculture students invited to visit organic farms shack Lazaris, where students learn about the practice of tilling and planting vegetables. In the field of animal husbandry students visited dairy farms, the students observe firsthand how the milking and how the subsequent processing. Integration of knowledge of local culture in the learning activities realized in the form of extracurricular learning, the art of dance and musical. Students are very enthusiastic to learn the art of dance and musical. Most of the female students choose dance while male students more are choosing musicians. This activity is also supported with extra vocal presence that also train students to nembang as part of the appreciation and preservation of local culture. Implentasi language learning is realized in the form of local content that the 181
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Java language, so that students skilled Java language that corresponds to upload ungguh base Java. Cultural Integration in Schools Implentasi local wisdom in the culture of the school is realized with a special program organized programs outside school learning activities. Schools also conduct training to make organic fertilizer made from leaves and organic waste that has decomposed. The finished fertilizer is then used to fertilize plants living pharmacy located in the school garden. This activity aims to train students utilize waste into something useful. This activity is supported by the civilizing school called LISA ie see garbage grab. Students are taught to dispose of waste according to its type that is organic and non-organic, so that the waste will easily be recycled into economically valuable goods. The school also has a healthy canteen and cafeteria honesty. Canteen sells a variety of healthy wet cake, which is a typical food cake that became public consumption Kediri. The school has also developed a culture to appreciate agriculture and local farms to cultivate students to bring lunch every Friday in the form of plant foods and foods with animal protein on Saturdays. Integration in the field of culture, namely by holding a travel widya familiar with temples and other historical heritage. Selin, teachers also nurture students' character in harmony with the customs of the people of Java, especially in the town of Kediri, for example such as using language Kromo talk with teachers, to pray before the start of learning, and greeted with polite when meeting teachers and friends. The integration of local knowledge in the field of language that is holding the Friday program language Java. This Program is requiring all people in schools using the Java language in accordance with the rules of the Java language that is appropriate. The program is expected to educate students to skillfully use the Java language as an everyday language. Integration in the form of cooperation with the Society The integration of local knowledge in the form of cooperation with the community embodied by forming the class association and collaboration with community partners and agencies around the school. In the economic field school in collaboration with romo Hardo as agricultural experts to deliver material about organic farming, schools were partnered with market managers closest to the school so that students can learn about the economic activities in the market. The school also cooperates with the sugar factory schools so that students can make a visit so that students can observe the manufacturing process of sugar cane. Integration in the field of culture of the school in collaboration with art workers, especially musical and dance to teach students about both the culture. Integration in the field of language is done by bringing in a special teacher who has the educational background to teach Javanese Language local content. Development Strategy for Integration of Local Wisdom Values In SDN Burengan II Inventory Aspect Potential Local Excellence Local knowledge is interpreted as a way of life, knowledge and strategy in the form of activities conducted by local communities to meet their needs (Alfian, 2013: 428). Potential local wisdom in this study manifested in three forms of culture, language and community economic activities Kediri. An explanation of the potential of local wisdom Kediri city will be outlined as follows. Kediri city community culture. Kediri city center used to be a royal Panjalu are thousands of cities in Dhahapura (now immortalized with a street name that is used as a way Dhaha). The traces of the kingdom affect developed culture in the town of Kediri either in physical form in the form of heritage, art and customs. Physical manifestation relics of the past that is still left in Kediri 182
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include ancient tombs mbah Wasil on gedong Setono sites located on the street Dhaha, Sunan Geseng ancient tombs, ancient tombs and caves mbah Bencolono Selomangleng which is an artificial cave relic Kediri kingdom. The form of art into local wisdom Kediri one of them is Jaranan and musical arts. Art jaranan has been around since the time before independence, in terms of he derived from the word "horse" which means horse. Riding in Javanese culture is an animal that became the symbol of strength, courage and loyalty. When a man riding a horse, the man described being berjung to achieve life goals (Trisakti, 2013). Musical arts or Javanese gamelan is a musical statement that has a complex shape and high development. Presentation of musical arts is the result of a combination instrument to instrument, instrument with vocal and slendro and or pelog. Musical arts serves to evoke togetherness and unity reminiscent of the citizens (Kartiman, _: 5).Another form of local wisdom is a ritual and social customs Kediri. One of the traditional ceremony is a ceremony held 1 suro, namely the new year islam. Forms of customs upheld by society Kediri most of whom are ethnic Javanese value is the value as mendhem Jeru mikhul duwur meaning uphold the honor and memendang all the bad things the parents, the child is a representation of parents that do not let children open disgrace parents and should participate maintaining family honor. In the spiritual aspect of the Java community, especially in the town of Kediri has Nrima ing pandum principle is accepted all destiny that is given by God so that man ever grateful bag everything he has. Customs in the world of Java orng association has a code of ethics known as unggah ungguh. Where the use of verbal language, expression, speech and body language appropriate to their level (Sedyawati, 2006). With the diversity of local cultures possessed Kediri are integrated in various themes and learning materials as well as memorial activities. Local Language Society Kediri. The majority of people Kediri using Java language as the lingua franca spoken and Indonesian as a formal language. Javanese dialect used by the Community in the town of Kediri tend to be more subtle and polite in comparison with other dialects such as the dialect of the Malang and Surabaya. Kediri city communities are still using the language strata kromo and ngoko, to discern how to talk to people who are older or respected and with peers. Kromo used to talk to older people, such as teachers, parents and people who are respected, while ngoko used to communicate with contemporaries and younger people. Characteristic of the use of the Java language in culture Kediri is pronunciation hyperbolic, to express feelings of awe and expressing disappointment for example, to express very good, if the dialect Surabaya will be expressed by the phrase "apik temen" in dialect Kediri be expressed with words “jiiaan uaapiiiik tenaaan " , SDN Burengan II provides separate time to apply the Java language when communicating either with friends or with the teacher, the time provided for sedinten kromo inggil on Friday. Based on the principal said Makrus, M.Pd with sedinten kromo inggil children will be honed ability to use language kromo and also as an expression of love for the planting of Javanese culture. Community Economic activity Kediri Local wisdom in the form of economic activity with regard to geographical and sociocultural conditions of local communities. Data Bappeda East Java shows Kediri City community livelihoods in agriculture, animal husbandry, industry and trade. In the agricultural sector agricultural produce results that are the hallmark of local rice, corn, soy chili, vegetables, and sugar cane. Especially for sugarcane from farmers sugarcane supplied to sugar mills located in the town of Kediri include Pesantren sugar mills and sugar mills Mrican. While soy is processed by small and medium industri be out yellow and stick out which is one of the specialties of Kediri. Small industrial activities in addition 183
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to the processing industry knows there are also pengolahn Gethuk pisang, plenggong Klaras as featured local products from Kediri. Non-food Industry developed include Sulak, decorative glass, weaving and bamboo flute Other economic sectors being developed are the farm. The type of plant that has been developed is a good cattle breeding dairy cows and beef cattle, the number of beef cattle production in 2012 reached 1.5154 million tails (Data Bappeda: 2012). Another type of livestock being developed are breeding buffaloes, goats, sheep, and chickens. Besides farming activities done in bulk also performed as a side business family, because there are many people who invest with keeping livestock. Kediri city has a political and security climate conducive it is attested by crowned Kediri city as the most investment in 2006 by KPPOD. Industries that participate support the economy of the town of Kediri is a salt warehouse cigarette industry which is one of the largest tobacco industry in Indonesia. The industry is labor-intensive community Kediri All the economic potential Kediri learning integrated into the material in the classroom (in the form of study materials) and outside the classroom (in the form of spikomotor activities by linking these potentials with projects independently or in groups). Analysis of School Internal Condition SDN Burengan II is one of the favorite choices SD urban Kediri. SD is located on the road no.44 Lt. Suprapto has been designated as the primary coaches in the city of Kediri based on Decree 267 / CI KL / 2015 on June 19, 2015. As of Trustees SD, SDN Burengan II has devoted vision, superior in performance and character. Amenities at SDN Burengan II adequate with 11 classrooms, offices, library, cafeteria, infirmary, bathrooms and musola, conference room. The school yard is spacious and clean, garden design and the walls were equipped to share text and images educative be a support so that the students were delighted to learn both inside and outside the classroom. Lecturer at SDN Burengan II minimal s1 qualified within their department, with a composition of 21 teacher educators, librarians, two administrative personnel, security guards, school caretaker and the school principal. To improve the professionalism of teachers, the school held a teacher training program in the form of internal workshops, and send teachers to a training course outside of school. One form of such training is to send the teachers to attend training on character-based education that is held by Indonesian Herritag Foundation (IHF) in Jakarta. Self development activities facilitated by school students in the form of extracurricular activities. Determining the type of extracurricular namely by analyzing the talents and interests of children, as well as the local culture. Extracurricular facilitated include chess school, scouts, dance, chorus / ensemble / music /, qasida / tambourine musicians, marching band and Mathematics. Extracurricular activities supervised by professionals are brought in by the school to conduct training for students of SDN Burengan II. Ektrakurikuler expected to facilitate and develop the talents and interests of students and that the students get to know and care for the local cultures that exist.
Figure 1.1 The activities of talents and interests of students field of dance 184
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Figure 1.2 The activities of talents and interests of students and the musical field sinden
Figure 1.3 The activities of talents and interests of students field of environment Learning activities are conducted in SDN Burengan II do with learning activities in the classroom and outside the classroom. The learning activities in the classroom is the teaching and learning activities by teachers and classroom activities inspiration is to invite experts from outside the school to teach students relevant expertise. Dilur learning classes conducted by carrying out visits to certain places, according to the learning programs that have been designed before. Based on these data SDN Burengan II Kediri has strength in terms of teaching staff have appropriate educational qualifications, participation in various training teachers, and school programs that facilitate the development of education based on local wisdom. The downside of educational development based on local wisdom in SDN Burengan II Kediri city is the absence of a team in charge of the integration of education based on local wisdom. Principals and teaching staff have not thoroughly understand the concept of education based on local wisdom, so that education based on local wisdom held in SD Burengan II accomplished without any planned program. The results of the analysis of the internal condition of the school show that SDN Burengan II is ready to implement the education based on local wisdom, but that need to be studies for the school is to strengthen the concept of education based on local wisdom to the principal and faculty, strengthening student understanding mengeni importance of preserving local wisdom and the team that designed specifically related to education based on local wisdom. Analysis of External Conditions School. SDN Burengan II in collaboration with the community and guardians of students to form the school committee. The task of the school committee is to provide support to school and input for arranging and implementing school programs. SDN Burengan II is also working with the school committee in order to enhance the role of parents and the school committee on educational activities. The cooperation is carried out by forming a community class. The 185
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purpose of this class community, in addition to tighten the brotherhood, it also serves as a means of discussion and communication related to improving the quality of children's learning in school. One of the forms of cooperation are schools with grade gathering (pagguyuban) is to conduct educational seminars themed activities assisting parents in children's learning process, the purpose of the seminar is to make parents understand the critical role of parental involvement for improving the quality of children's learning in school. SDN Burengan II is also working with the Department of Education Kediri realized in the form, the involvement of teachers in working groups of teachers, the training held by the department of education and active participation in various development programs of the school. School cooperation program continues to be developed among others by working with learning in infantry battalion and brigade command headquarters Wirayudha 16. The event provides an introduction to the tools and conduct outbound combat equipment to be guided by the army. The school also formed a partnership with the community that hold classes of inspiration by bringing in experts such as inviting doctors to promote the importance of dental health. Kerjsama opportunities that can be built by the school is still great potential, this is because the location SDN Burengan II strategic, ie close to the government agencies. One such agency is the arts council Kediri city center by-the typical town of Kediri and cultural sites of Ancient Tomb Setono Gedong. Schools can mengembangakn cooperation with relevant parties to enable students to better understand the local wisdom contained in the town of Kediri. The challenge facing the school is an understanding of local knowledge-based education that is still considered foreign to both the school committee or guardian if the student. Preservation of local culture are integrated in pembelajarn not been the focus of attention both by the school committee or guardians of students. Sebbuah This is certainly a challenge for schools, for the implementation of education based on local wisdom must synergize all stakeholders in the school. Implementation Strategies Classroom Providing education strategies based on local wisdom in class most of the class did not systematically structured. Education based on local wisdom has basically been carried out in the classroom, as described previously. Schools need to formulate a plan that is more tersistematis to penerpan local wisdom-based education with a thorough and pleasant. The steps that need to be implemented school-related educational development based kearifal local firstly, to coordinate with the school committee related to the concept of education based on local wisdom, both held an internal meeting of the school related to the establishment of a team to study the implementation of education-based kearifal locally either in the classroom or in outside the classroom, the Third menyususn schools and learning programs that support the implementation of education based on local wisdom. Fourth implementation of education based on local wisdom in the fifth learning activities, evaluation of the education based on local wisdom. Determination Type Local Excellence. Interviews and observations showed that the school has a theme of local excellence is a cornerstone in the implementation of education programs based on local excellence. The school facilitates what the interests and needs of students, for example with a visit to the farm, or the cultivation of fruit. The results showed that schools open opportunities for cooperation with various groups regardless of local advantages that want to be introduced to the students. 186
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Kaerifan local development potential in the economic field can be realized by further explore and observe the activities of production of the products being featured Kediri city, such as visits to the processing industry knows yellow, gethuk pawpaw, plenggong Klaras and others. Additionally, meningat motivate students to learn the very high economic activity needs to added cargo material on entrepreneurship in learning activities in schools so that students understand how to utilize their potentials to benefit economically. Potential in the field of culture seen from the observation that shows that students are very interested to learn about local culture contained in Kediri, so that students can be directed to study the local culture that others such as art jaranan adjusted tingkt student's age and include values education process activity later. Besides needing the addition of visits to sites of cultural heritage in the town of Kediri such as visits to the ancient tomb because of its location which is quite close to the school location. Potential in the field of language can be directed not only the civilizing correct use of the Java language but can be collaborated with the arts, for example, performing a dance sendra Java language, so that students can be motivated to learn the Java language and local artistry. Another potential that is the arts council Kediri special charge and preserve local arts in the town of Kediri. Schools can cooperate with the arts council Kediri city to develop programs relating to the development of local culture.
Conclusion
The integration of the value of local wisdom in the form of economic, cultural and language has been integrated in SDN Burengan II Kediri well in learning activities, school culture and community partnerships. The potential integration of local wisdom education seen from the enthusiastic students in learning the local culture, cooperation with industry and specialized councils in charge of local products and culture. Integration strategy value of local wisdom in SDN Burengan II of Kediri is the analysis of the potential of local knowledge and mapping in the category of cultural, linguistic and economic
Daftar Pustaka
Farid Rusdi. (2012). Bahasa dan Industri Radio. Menggagas Pencitraan Berbasis Kearifan Lokal. Tidak ada penerbit dan kota . Hasbullah. (2008). Dasar-dasar ilmu pendidikan. Jakarta: PT Raja Grafindo Persada. Herimanto dan Winarno. (2010). Ilmu Sosial dan Budaya Dasar. Jakarta: PT Bumi Aksara. Jamal Ma’mur. (2012). Pendidikan berbasis keunggulan lokal. Yogyakarta: DIVA Press. Joko Sutarso. (2012). Menggagas pariwisata berbasis Budaya dan Kearifan Lokal. Menggagas Pencitraan Berbasis Kearifan Lokal.tidak ada penerbit dan kota Kartiman. Tanpa Tahun. Fungsi Seni Karawitan dalam Kehidupan Masyarakat Jawa. Yogyakarta: Widyaswaa P4TK Seni dan Budaya. Magdalia Alfian dirujuk tapi tidak ada di daftar rujukan Ni Wayan Sartini. (2004). Menggali Nilai Kearifan Lokal Budaya Jawa Lewat Ungkapan (Bebasan, Saloka, dan Paribasan). Jurnal Ilmiah Bahasa dan Sastra. Nuraini Asriati. (2012). Mengembangkan Karakter Peserta Didik Berbasis Kearifan Lokal Melalui Pembelajaran di Sekolah. Jurnal Pendidikan Sosiologi dan Humaniora. Nurma Ali Ridwan. (2007). Landasan Keilmuan Kearifan Lokal. Jurnal Studi Islam dan Budaya. Nomor 17 Tahun 2010 pasal 35 ayat 2 tentang pendidikan. Renstra Kemendikbud tahun 2010-2014. Sedyawati Edy.2006. Budaya Indonesia: Kajian Arkeologi, Seni dan Sejarah. Jakata: Rajawali Pess
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Trisakti, 2013. Bentuk dan Seni Pertunjukkan Jaranan dalam Budaya Masyarakat Jawa Timur. Prosiding. International conference on Indonesian Studies: Ethinicity and Globalization. Universitas Negeri Surabaya. Zuhdan K. Prasetyo. (2013). Pembelajaran Sains Berbasis Kearifan Lokal. Prosiding, Seminar Nasional Fisika dan Pendidikan Fisika. Surakarta. FKIPU.
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The Implementation of Picture and Picture Instruction Model to Improve The Students’ Study Result of Indonesia Language to The 4th Grade SDN 1 Mundung Norma Non Monigir Universitas Negeri Manado (UNIMA) North Sulawesi, Indonesia [email protected]
Abstract
The purpose of this research is to impove the students’ study result of Indonesia language by implementing picture and picture instruction model to the 4th grade elemnentary school Mundung. This research has done based on the beginning observation showed that the Indonesian language instruction in class especially in writing composition was failed. The students have difficult time in starting to write. They have spent many times doing nothing while the teacher has confused to look the way out for the students how to write. The teacher emphazise to reach the target of curriculum and ignore the reaching of instructional goal that formulated in the lesson plan. The effect of this instruction is found to the study result of the students after teaching and learning process. The result showed that 38.88% of the students (7 from 18 students) got the good result, while 61.12% of them were under the total minimum criterium (75%). This atmosphere of instruction should be changed to get the better study result as well as the better habit in writing composition. Picture and picture instruction model assumed could help the students to express their ideas or felling based on the picture that the teacher offered to. With this model, the students have to do some excersises in writing, so that the instruction will be more enjoyable, optimal, effective, and more meanigful. The method used in this research in Classroom action reseach with the 4 steps, those are: Planning, Action, Observation, and Reflection designed by Kemmis dan Mc Taggart. It has done in two sycluses with the subject of research is the students in 4th grade of elementary school Mundung. The result of this research shows that the 1st syclus, the students’ study result is 64.44%, and the result of the 2nd siclus is 89.72% This result has reached because of the enjoyable atmosphere in writing composition. The conclusion of this research is the implementation of picture and picture instruction model can improve the students’ study result of Indonesia language to the 4th grade SDN 1 Mundung Key words: picture and picture model, study result, writing composition
Pendahuluan
Tingkat kompetensi siswa SD yang dirumuskan dalam PP No 32 tahun 2013 tentang Perubahan atas PP No 19 tahun 2005 tentang Standar Nasional Pendidikan yang merupakan penjabaran dari UU No 20 tahun 2003 tentang Sistim Pendidikan Nasional, terdiri dari tingkat 1 untuk kelas 1 dan 2; tingkat 2 untuk kelas 3 dan 4; dan tingkat 3 untuk kelas 5 dan 6. Kompetensi yang dimaksud adalah kompetensi sikap (spiritual dan sosial), pengetahuan, dan keterampilan. Khusus untuk anak kelas 3 dan 4, kompetensi spiritual adalah: Menerima, menjalankan dan manghargai ajaran agama yang dianutnya. Kompetensi sosial adalah: menunjukkan perilaku jujur, disiplin, tanggung jawab, santun, peduli, dan percaya diri dalam berinteraksi dengan keluarga, teman, guru, dan tetangganya. Kompetensi pengetahuan adalah: memahami pengetahuan faktual dengan cara mengamati, dan menanya berdasarkan rasa ingin tahu tentang dirinya dan mahluk ciptaan Tuhan dan kegiatannya, dan benda-benda yang dijumpainya di rumah, di sekolah, dan tempat bermain. Kompetensi keterampilan adalah: 189
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menyajikan pengetahuan faktual dalam bahasa yang jelas, sistimatis, dan logis, dalam karya yang estetis, dalam gerakan yang mencerminkan anak sehat, dan dalam tindakan yang mencerminkan perilaku anak beriman dan berahlak mulia. Siswa-siswa SD yang dididik berdasarkan kompetensi ini diyakini dapat menjadi pribadi yang handal dan tangguh sebagai generasi bangsa yang berkarakter dan sukses di masa depan. Guru SD yang profesional merupakan partner anak dalam belajar harus dapat membentuk anak menjadi pribadi yang berkarakter baik sekaligus mewujudkan harapan dan impian anak untuk menjadi manusia sukses di masa depan dengan mutu pendidikan berkualitas melalui pembelajaran yang lebih menyenangkan, optimal, efektif, dan lebih berarti sesuai rumusan Pasal 4 UU No 14 tahun 2005 “Kedudukan guru sebagai tenaga profesional berfungsi untuk meningkatkan martabat dan peran guru sebagai agen pembelajaran berfungsi untuk meningkatkan mutu pendidikan nasional”. Peran guru sebagai agen pembelajaran berfungsi untuk meningkatkan mutu pendidikan melalui peningkatan kualitas pembelajaran antara lain sebagai fasilitator, motivator, pemacu, perekayasa pembelajaran, dan pemberi inspirasi belajar bagi peserta didik untuk setiap mata pelajaran yang diajarkan. Kenyataan yang ditemui saat melakukan observasi pada siswa-siswa kelas 4 SDN 1 Mundung jauh dari harapan. Proses menulis karangan pada mata pelajaran Bahasa Indonesia menunjukkan suasana belajar yang kurang menyenangkan. Para siswa nampak tidak termotivasi untuk menulis. Beberapa siswa sibuk bermain dan senganja memainkan pena di atas kertas tanpa menulis apa-apa. Sebagian siswa nampak kurang percaya diri dalam memulaikan menulis, sementara yang lain sengaja menghabiskan waktu dengan membuka buku pelajaran bahasa Indonesia. Guru sibuk dan kebingungan mengarahkan para siswa, yang nampak tidak tertarik, untuk menulis apa saja yang ingin mereka tulis tanpa bertanya kesulitan yang mereka hadapi. Nampaknya para siswa kurang memiliki pengetahuan menulis, kurang memiliki kosa kata, kurang memahami penggunaan ejaan dan tanda baca, dan yang paling utama adalah siswa tidak merasa bahwa menulis merupakan kebutuhan mereka dalam belajar. Suasana pembelajaran ini berdampak pada hasil capaian diakhir pembelajaran. 18 siswa yang terdiri dari 10 perempuan dan 8 laki-laki, maka yang mencapai KKM (Kriteria Ketuntasan Minimal) saat diobservasi 38.88% (7 dari 18 siswa) yang dapat mencapai KKM (Kriteria Ketuntasan Minimal) sementara 61.12% (11 siswa) berada jauh di bawah KKM. Suasana pembelajaran ini harus diperbaiki agar para siswa termotivasi untuk mengembangkan kemampuan berbahasa mereka dalam hal ini menulis. Kompetensi yang telah diuraikan sebelumnya ialah anak dapat mengembangkan pengetahuannya melalui pengamatan. Maka untuk membangun pengetahuan siswa dalam menulis karangan, peneliti melaksanakan penelitian dengan menggunakan model pembelajaran picture and picture. Diharapkan agar anak dapat menuangkan isi gambar, setelah mereka mengamatinya, dalam bentuk tulisan. Maka penelitian tindakan kelas dilaksanakan dengan judul implementasi model pembelajaran picture and picture untuk meningkatkan hasil belajar siswa pada Bahasa Indonesia di kelas 4 SDN 1 Mundung. Rumusan Masalah: Bagaimana Implementasi Model Pembelajaran Picture And Picture Untuk Meningkatkan Hasil Belajar Siswa pada Bahasa Indonesia Di Kelas IV SDN 1 Mundung”. Tujuan penelitian ini adalah untuk meningkatkan hasil belajar Siswa pada Bahasa Indonesia tentang menulis karangan melalui implementasi model pembelajaran Picture And Picture di kelas IV SDN 1 Mundung. Penelitian ini diharapkan dapat memberikan manfaat kepada beberapa pihak, antara lain : 1). Bagi guru menjadi masukan dalam meningkatkan kompetensi guru dalam mengajar. Baik kompetensi pedagogik, kepribadian, profesional, sosial. 2). Bagi siswa dapat meningkatkan rasa percaya diri dan lebih aktif dalam mengikuti pembelajaran Bahasa Indonesia. 3). Bagi sekolah menjadi bahan masukan dalam kinerja sekolah, baik 190
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dalam proses pembelajaran dan layanan untuk peserta didik untuk meningkatkan mutu pembelajaran sekaligus mutu pendidikan. 4). Bagi peneliti: mengasah pengetahuan dan menambah pengalaman bekerjasama dengan guru-guru dan siswa-siswa SD; meningkatkan keterampilan menentukan model pembelajaran yang tepat dengan materi pelajaran dan meningkatkan kualitas diri sebagai dosen di program studi pendidikan guru sekolah dasar. Model pembelajaran adalah rangkaian penyajian materi ajar yang meliputi segala aspek sebelum, sedang, dan sesudah pembelajaran yang dilakukan guru serta segala fasilitas yang terkait yang digunakan secara langsung atau tidak langsung dalam proses belajar mengajar (Istarani, 2011:1). Picture And Picture adalah suatu metode belajar yang menggunakan gambar yang dipasangkan atau diurutkan menjadi urutan logis (Hamdani 2010:89). Model pembelajaran picture and picture adalah model dimana guru menggunakan gambar-gambar yang berurutan secara logis sesuai dengan materi dan kompetensi yang ingin dicapai. Gambar-gambar ini menjadi faktor utama dalam proses pembelajaran, maka sebelum proses pembelajaran guru sudah menyiapkan gambar yang akan ditampilkan. Langkah-langkah model picture and picture (Agus 2009:125) menuliskan: (1) Guru menyampaikan tujuan pembelajaran atau kompetensi yang ingin dicapai; (2)memberikan materi pengantar sebelum kegiatan; (3) guru menyediakan gambar-gambar yang akan digunakan –sesuai materi; (4) guru menunjuk siswa secara bergilir untuk mengurutkan atau memasangkan gambar-gambar yang ada; (5)guru memberikan pertanyaan mengenai alasan siswa dalam menentukaan ututan gambar; (6)dari alasan tersebut guru akan mengembangkan materi dan menanamkan konsep materi yang sesuai dengan kompetensi yang ingin dicapai. Langkah-langkah ini uyang harus dilakukan dalam pelaksanaan proses pembelajaran. Standar kompetensi mata pelajaran Bahasa Indonesia adalah salah satu program yang bertujuan untuk mengembangkan pengetahuan, keterampilan berbahasa peserta didik, serta sikap positif terhadap Bahasa dan Sastra Indonesia. Tujuan mata pelajaran Bahasa Indonesia di SD/MI yaitu : 1) Berkomunikasi secara efektif dan efisien sesuai dengan etika yang berlaku, baik secara lisan maupun tulis. 2)Menghargai dan bangga menggunakan Bahasa Indonesia sebagai bahasa persatuan dan bahasa negara. 3) Memahami Bahasa Indonesia dan menggunakannya dengan tepat dan kreatif untuk berbagai tujuan. 4) Menggunakan Bahasa Indonesia untuk meningkatkan kemampuan intelektual, serta kematangan emosional dan sosial, 5) Menikmati dan memanfaatkan karya sastra untuk memperluas wawasan, memperhalus budi pekerti, serta meningkatkan pengetahuan dan kemampuan berbahasa. 6) Menghargai dan membanggakan sastra Indonesia sebagai khazanah budaya dan intelektual manusia Indonesia.
Metode Penelitian
Rancangan yang digunakan dalam penelitian ini mnengacu pada desian penelitian tindakan kelas menurut Kemmis dan Mc. Taggart yaitu bentuk spriral. Kegiatan penlitian dilaksanakan dalam dua siklus, dan tiap siklus terdiri dari empat tahap yaitu: (1) Perencanan; (2) Tindakan; (3) Observasi/Pengamatan; (4) Refleksi. Desain penelitian adalah sebagai berikut:
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Alur PTK Model Kemmis dan Taggart ( Aqib Zainal, 2006: 31) Siklus I 1). Perencanaan : Melakukan kerjasama dengan pihak sekolah yang bersangkutan, dan bekolaborasi dengan kepala sekolah serta guru kelas dan juga persiapan pembuatan RPP, media pembelajaran, dan lembar kerja siswa. 2). Pelaksanan/Tindakan: Dalam pelaksanaannya dilakukan seperti pada Rencana Pelaksanaan Pembelajaran dengan mengimplementasikan langkah-langkah model pembelajaran picture and picture. 3). Observasi : Tahap ini dilakukan pada saat kegiatan pembelajaran berlangsung yakni peneliti berkolaborasi dengan guru kelas dan mahasiswa PGSD untuk mengamati proses pembelajaran berdasarkan format observasi yang telah disiapkan. Observer juga dimonta untuk mencatat hal-hal penting seperti apa yang dilakukan guru dan respon apa yang diberikan siswa ketika ada pertanyaan dari guru, suasana saat proses pembelajaran dan hasil yang diperoleh siswa. Hal ini dilakukan agar data yang diperoleh bersifat akurat dan menjadi pedoman dalam langkah refleksi. 4). Refleksi : Refleksi dilakukan untuk mengevaluasi kegiatan yang telah dilakanakan dalam siklus I, dan menjadi dasar dalam perencanaan pelaksanaan pembelajaran selanjutnya pada siklus II. Teknik pengumpulan data dalam penelitian tindaka kelas ini adalah dengan menggunakan jenis data kuantitatif yaitu hasil observasi dari kegiatan mengajar di kelas hasil pekerjaan siswa dalam menulis karangan berdasarkan gambar yang sudah tersusun secara logis. Data hasil belajar digunakan untuk melihat atau mengukur hasil belajar siswa pada akhir pembelajaran. Data hasil belajar ditentukan dengan menggunakan kriteria ketuntsan belajar. Untuk menentukan ketuntasan belajar siswa dapat dihitung dengan menggunakan rumus sebagai berikut :
Keterangan : KB = Ketuntan belajar T = Jumlah skor yang diperoleh siswa Tt = Jumlah skor total
Hasil Penelitian dan Pembahasan
Hasil Penelitian Penelitian ini dilaksanakan di kelas IV SD Inpres Kakaskasen III dengan jumlah siswa 18 orang yang terdiri dari 10 siswa perempuan dan 8 orang siswa laki-laki. Melaksanakan penelitian berdasarkan 4 tahapan PTK pada pembelajaran Bahasa Indonesia tentang menulis karangan dengan tema peristiwa “Meletusnya Gunung Soputan”. Peristiwa ini berkaitan dengan kajian materi yang dibahas di kelas 4 hanya tempatnya dipilih oleh peneliti dengan 192
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alasan bahwa nama Gunung ini sangat dikenal para siswa bahkan pernah mengalaminya sendiri. Hal ini dilakukan agar siswa selain dapat menulis sesudah mengamati gambar, melihat gunung dari jarak jauh, bahkan mengingatkan kenangan yang pernah dialaminya. Proses ini dapat membantu siswa untuk mengungkapkan apa yang mereka lihat dan rasakan dalam bentuk tulisan. Penilaiannya adalah: konten karangan, konten setiap paragraf, runtut, struktur kalimat, dan penggunaan ejaan yang dalam kolom berikut hasilnya ditandai dengan nomor soal 1,2,3,4,5. Hasil siklus 1 sebagai berikut:
Tabel di atas menunjukkan prestasi pencapaian yang didapat para siswa. Dari 18 jumlah siswa kelas IV ada 14 siswayang mendapat nilai rendah atau tidak tuntas belajarnya dan 4 siswa yang mendapat nilai baik atau tuntas belajarnya. Perhitungan hasil pada siklus I sebagai berikut: KB =
=
X 100 %
X 100 % = 64,44 %
Dengan hasil yang seperti ini maka peneliti mempersiapkan pelaksanaan pembelajaran pada siklus ke 2 dengan lebih teliti lagi. Alokasi waktu satu kali tindakan adalah 3 x 35 menit. Melaksanakan penelitian berdasarkan 4 tahapan PTK pada pembelajaran Bahasa Indonesia tentang menulis karangan yang pada siklus ke 2 ini dipilih tema kegiatan yaitu: “Berkebun”. Materi ini berkaitan dengan kajian materi yang dibahas di kelas 4 tapi berkebun menjadi topik yang disepakati bersama para siswa setelah melakukan brai storming. Tiap siswa boleh menentukan judulnya sendiri-sendiri sesuai dengan ketertarikannya sebagai fokus yang diuraikan dalam tulisan. Topik berkebun juga sangat erat kaitan dengan keberadaan para siswa karena sebagian besar orang tua mereka adalah petani. Peneliti beranggapan bahwa kegiatan dalam berkebun dapat membantu para siswa dalam mengembangkan ide-ide mereka 193
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dengan mimpi yang lebih besar untuk orangtua mereka yang dapat mereka tuangkan dalam kegiatan menulis. Langkah model tetap menjadi tumpuan dalam proses pembelajaran. Penilaiannya masih tetap sama seperti pada siklus 1, yaitu: konten karangan, konten setiap paragraf, runtut, struktur kalimat, dan penggunaan ejaan yang dalam kolom berikut hasilnya ditandai dengan nomor soal 1,2,3,4,5. Hasil siklus ke 2 adalah sebagai berikut:
Tabel di atas menunjukkan prestasi pencapaian yang didapat siswa. Dari 18 jumlah siswa kelas IV, semua siswa mendapat hasil yang baik atau tuntas dalam belajarnya. Perhitungan hasil pada siklus ke 2 sebagai berikut: KB = X 100 %
=
X 100 % = 89,72 %
Pembahasan Berdasarkan data hasil siklus 1 tentang pembelajaran menulis karangan di kelas IV SDN 1 Mundung dengan menggunakan model pembelajaran Picture And Picture, ketuntasan belajar siswa mencapai 64,44 %. Dari hasil tersebut belum tuntas, artinya belum mencapai KKM yang 75%, maka dilakukan beberapa perbaikan dengan teliti pada pelaksanaan siklus II. Setelah dilakukan analisis pada data hasil belajar siklus II dengan menggunakan model pembelajaran Picture And Picture maka diperoleh hasil ketuntasan belajar menulis siswa telah mencapai 89,72 %. Dari hasil tersebut menunjukkan bahwa terjadi peningkatan yang signifikan dalam pembelajaran menulis karangan dengan menggunakan model Picture And Picture. Dengan demikian maka penelitian ini telah memenuhi syarat ketuntasan belajar.
Kesimpulan dan Saran
Kesimpulan Berdasarkan hasil penelitian yang telah diuraikan pada bagian sebelumnya pada siklus I, ketuntasan belajar siswa mencapai 64,44 %. Setelah dilakukan analisis pada data hasil belajar siklus II, ketuntasan hasil belajar menulis siswa mencapai 89,72 %, maka kesimpulannya 194
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adalah Implementasi Model pembelajaran Picture And Picture dapat meningkatkan hasil belajar siswa pada pelajaran Bahasa Indonesia tentang menulis karangan di kelas IV SDN 1 Mundung. Saran Model pembelajaran Picture and picture sangat baik, maka guru-guru harus menggunakan model in i dalam pembelajaran Bahasa Indonesia agar dapat menciptakan pembelajaran yang menyenangkan, optimal, efektif, dan bermakna.
Daftar Pustaka
Agus Suprijono. (2009). Cooperative Learning. Teori dan Aplikasi Paikem. Jogyakarta: Pustaka Pelajar Aqib Zainal. (2006). Penelitian Tindakan Kelas. Bandung: Yrama Widya Aqib Zainal. (2013). Model-model, Media, dan Strategi Pembelajaran Kontekstual (Inovatif). Bandung : Yrama Widya Dimyati. (2013). Belajar Dan Pembelajaran. Jakarta: Rineka Cipta Hamdani, Drs., M.A. (2010). Strategi Belajar Mengajar. Bandung: Pustaka Setia Istarani. (2011). 58 Model PembelajaranInovatif (Referensi Guru dalam Menentukan Model Pembelajaran) Medan: Media Persada PP No 32 tahun 2013 tentang Perubahan atas PP No 19 tahun 2005 tentang Standar Nasional Pendidikan yang merupakan penjabaran dari UU No 20 tahun 2003 tentang Sistim Pendidikan Nasional UU Nomor 14 tahun 2015 tentang Guru dan Dosen pasal 4 Trianto. (2007).Model-Model Pembelajaran Inovatif Berorientasi Konstruktifistik. Jakarta: Prestasi Pustaka Publisher.
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Indonesian Didactical Children’s Literature As An Affirmation of Literacy at Primary School Seni Apriliya Universitas Pendidikan Indonesia [email protected]
Abstract
The low of literacy in Indonesia lend various policies, programs and affirmation of literacy, Gerakan Literasi Sekolah (GLS) is one of them. To foster the literacy, GLS mainly develop in primary school. It require the presence of enrichment books (children literature) that have been assessed comprehensively, especially in didactical aspects content. This study focus on content/expression of didactical children literature by using a qualitative approach and condone theory of didactical literacy as content analysis method. The results of this study indicate a wide range of didactical content in children literature, namely didactical expression in culture dimention; didactical expression in moral dimention; didactical expression in spiritual dimention; and didactical expression in dimentions of science. This paper tells about didactical expression in culture dimention, that is knowledge system, civilization or social organization system, religion, and arts Keywords: children literature, didactical literature, didactical expression in culture dimention, affirmation of literacy
Pendahuluan
Riset dan kajian tentang sastra anak telah banyak dilakukan. Di antaranya hasil penelitian yang difokuskan pada identifikasi nilai-nilai karakter yang sesuai dengan materi pelajaran yang diintegrasikan (Rizali, 2015) penelitian yang difokuskan pada alur cerita sastra anak (Noviyanti, 2014); penelitian sastra anak yang difokuskan pada kehidupan anak di masa kecil (Zickler, 2014); penelitian sastra anak yang difokuskan untuk mengetahui karakter anak yang memiliki hewan peliharaan (Wawrzyk dan Vila, 2013); penelitian terhadap buku teks bergambar (sastra anak) yang menggunakan multibahasa (Kumeriling, 2013); penelitian terhadap sastra anak berupa cerita yang berlatar multikultur untuk mengetahui kultur yang menjadi minoritas (Bista, 2012); penelitian yang difokuskan pada bagaimana respons pembaca terhadap sastra anak (Apriliya: 2009); penelitian tentang cerita anak dengan tema kehilangan/kematian untuk pendidikan karakter (Coor, 2007); penelitian yang difokuskan terhadap karakter anak yang memenuhi syarat nilai Socio Economic Status (SES) serta menjelaskan cara kerjanya untuk memahami pengaruh keluarga pada anak remaja selama masa peralihan (Hiltin, 2006); penelitian yang difokuskan pada pengenalan pendidikan karakter melalui sastra anak di sekolah dasar dengan menerapkannya pada program pembelajaran (Ednigton, 2002). Berbagai penelitian tersebut menghasilkan sejumlah temuan. Namun, belum ada yang mengungkap ihwal kadar kedidaktisan sastra anak secara eksplisit, khususnya kedidaktisan sastra anak dalam dimensi budaya. Oleh karena itu, tulisan ini memaparkan ihwal kedidaktisan sastra anak dalam dimensi budaya berikut karakteristik unsur-unsur kebudayaan yang dikandungnya. Afirmasi Literasi Literasi pada mulanya merujuk pada tingkat kemelekan seseorang dalam hal kemampuan baca tulis. Seiring perkembangan zaman dan kemajuan ilmu pengetahuan, makna literasi mengalami perluasan makna, yakni meliputi kemampuan dan keterampilan berpikir serta keterampilan menggunakan sumber-sumber pengetahuan dalam berbagai bentuk (cetak, 196
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visual, digital, dan auditori) bagi peningkatan kualitas hidup manusia. Dengan demikian, literasi di berbagai lini menjadi harga mati. Banyak data (PIRLS dan PISA misalnya) yang menunjukkan rendahnya kualitas literasi bangsa Indonesia. Namun demikian, bukan berarti bangsa ini tidak memiliki kemampuan literasi sama sekali. Paling tidak, sejumlah besar masyarakat Indonesia memiliki kemampuan literasi dasar (baca-tulis). Dalam hal ini, urgensinya adalah bagaimana melakukan penguatan terhadap literasi dasar yang sudah dimiliki (afirmasi literasi). Merujuk Apriliya (2016) afirmasi literasi merupakan segala bentuk penguatan literasi mulai dari tataran konseptual sampai prosedural, yang dilakukan individu, kelompok masyarakat, atau pemerintah untuk meningkatkan kemampuan literasi. Gerakan Literasi Sekolah merupakan salah satu bentuk afirmasi literasi yang digagas oleh Pemerintah. Di tingkat satuan pendidikan, beberapa lembaga dan institusi pendidikan menyelenggarakan afirmasi literasi dalam bentuk program, kegiatan, atau kebijakan. Beberapa contohnya, yaitu lomba menulis, pemberian penghargaan dan hadiah untuk siswa yang banyak berkunjung ke perpustakaan, program membaca 15 menit sebelum kegiatan belajar mengajar, dan lain-lain. Di dalam masyarakat banyak didirikan komunitas dan taman bacaan untuk meningkatkan kemampuan literasi warganya. Demikian halnya pola asuh dan pendidikan literasi di dalam unit keluarga dalam bentuk pembiasaan membaca buku dan menulis sebagai kegiatan rutin di rumah. Afirmasi literasi diarahkan kepada seluruh lapisan masyarakat. Namun, mengingat pembentukan karakter lebih optimal dilakukan pada saat tumbuh kembang masa kanak-kanak, maka afirmasi literasi sedapat mungkin ditumbuhkembangkan kepada anak-anak. Oleh karena itu, materi baca yang disajikan (sastra anak) sebaiknya kaya akan nilai-nilai didaktis yang disesuaikan dengan usia dan perkembangan anak-anak. Sastra Anak Sastra pada hakikatnya merupakan ungkapan ekspresi seni manusia melalui medium bahasa. Demikian halnya sastra anak. Hanya saja, dibedakan dari sastra secara umum berdasarkan sasaran pembacanya. Dengan kata lain, dilihat dari pendekatan pragmatis, sastra anak merupakan karya sastra yang diperuntukkan bagi pembaca anak-anak (Apriliya, 2016). Meski substansinya hampir serupa, beberapa pakar mengemukakan pengertian berbeda. Ada yang mendefinisikan sastra anak sebagai buku bacaan yang dibaca dan diperuntukkan bagi anakanak mencakup topik-topik yang relevan dan menarik bagi anak-anak usia tersebut, melalui prosa dan puisi, fiksi dan non fiksi (lihat Hunt (1993) dan Lynch-Brown & Tomlinson (1999); ada yang difokuskan pada isinya sebagai representasi dari perasaan dan pengalaman anak-anak yang disajikan dari sudut pandang anak-anak (lihat Tarigan, 2011: 5); ada yang menitikberatkan selain pada sudut pandang atau kacamata anak-anak juga pada isi (kandungan cerita) yang mesti berada dalam jangkauan pemahaman dan pikiran anak (lihat Nurgiyantoro, 2010: 8); serta ada pula yang merujuk pada proses pembacaannya yang memerlukan pendampingan dan pengarahan orang dewasa, serta proses penulisannya yang juga banyak dilakukan orang dewasa (Sarumpaet, 2010: 2). Jadi, pada dasarnya sastra anak menyaran pada sasaran dan konten sastra yang diarahkan untuk dikonsumsi anak-anak dengan kekhasan karakteristiknya, yaitu sudut pandang, pengolahan bahasa, isi, termasuk cara pengungkapannya yang disesuaikan dengan dunia dan pemahaman anak. Sastra anak yang menjadi fokus kajian adalah cerita anak yang terhimpun dalam empat buku Naskah Terbaik LMCA. Cerita anak dalam buku tersebut merupakan naskah terbaik sekaligus pemenang dari ajang Lomba Menulis Cerita Anak (LMCA) untuk siswa SD/MI yang diselenggarakan Direktorat Jenderal Pendidikan Dasar Kementerian Pendidikan dan 197
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Kebudayaan sejak tahun 2011. Lomba tersebut merupakan salah satu bentuk afirmasi literasi Pemerintah untuk memotivasi tumbuh kembang budaya literasi generasi penerus bangsa. Pada tahun 2011 diterbitkan buku Naskah Terbaik LMCA berisi 15 cerita, pada tahun 2012 diterbitkan buku Naskah Terbaik LMCA berisi 13 cerita, pada tahun 2013 diterbitkan buku Naskah Terbaik LMCA berisi 13 cerita, selanjutnya pada tahun 2014 diterbitkan buku Naskah Terbaik LMCA berisi 15 cerita. Karya tersebut dibuat oleh anak-anak SD/MI yang berasal dari seluruh Indonesia sehingga konteks dan konten yang muncul dalam karya mereka sangat beragam, termasuk konten kedidaktisan dimensi budayanya. Namun demikian, belum ada upaya untuk menggali hal tersebut. Oleh karena itu, dilakukan upaya untuk menggali kedidaktisan sastra anak tersebut dengan pendekatan kajian yang relevan digunakan dalam bidang keilmuan sastra kontemporer, yaitu kajian sastra didaktis. Sastra Didaktis Sastra didaktis merupakan karya sastra yang didesain untuk menjelaskan suatu cabang ilmu, baik yang bersifat teoretis maupun praktis, atau mungkin juga untuk mengukuhkan suatu tema atau doktrin moral, religi, atau filsafat dalam bentuk fiksional, imajinatif, persuasif, dan impresif (Abrams, 1981). Kajian sastra didaktis dapat difokuskan pada dua hal, yaitu representasi atau cara pengungkapan kedidaktisan dan isi atau ungkapan kedidaktisan suatu karya (Sumiyadi, 2014). Representasi kedidaktisan meliputi kajian terhadap teknik pengungkapan dan penyajian kedidaktisan. Teknik pengungkapan difokuskan pada telaah terhadap teknik pengungkapan karya sastra; acuannya dapat berupa struktur faktual sastra anak, seperti alur dan pengaluran, tokoh dan penokohan, latar-tempat, waktu, latar sosial, dan suasana. Sedangkan Penyajian kedidaktisan difokuskan pada penelaahan prinsip-prinsip kedidaktisan/pendidikan/pengajaran dalam karya sastra; acuannya adalah penyampaian pengetahuan di dalam karya sastra disajikan secara logis, sistematis, sistemis, fokus, dan kontekstual. Dalam hal mengkaji isi atau ungkapan kedidaktisan, terdapat beberapa hal yang perlu menjadi fokus perhatian. Ungkapan kedidaktisan yang menjadi bahan kajian dapat diorientasikan pada konten budaya, konten ilmu pengetahuan tertentu atau ranah tertentu, ataupun ungkapan kedidaktisan sastra anak ditinjau dari kesesuaiannya dengan tujuan pendidikan nasional. Budaya Secara etimologis, budaya berasal dari bahasa sanskerta dalam bentuk kata jamak “buddhayah”, bentuk tunggalnya kata “buddhi” yang artinya akal. Sebagai rujukan umum, budaya mempunyai arti di antaranya: (1) pikiran, akal budi, hasil akal budi; serta (2) sesuatu yang sudah menjadi kebiasaan yang sukar diubah (KBBI, 2002: 169). Pengertian ini sejalan dengan pendapat Soekanto (2002: 172) yang menyatakan bahwa kebudayaan adalah hal-hal yang bersangkutan dengan budi atau akal. Dengan menekankan aspek sumber atau awal kemunculannya, definisi budaya di atas terlalu luas maknanya, meski cukup dapat diterima. Hal ini dapat dipahami mengingat istilah “budaya” merujuk pada banyak aspek dan banyak konteks. Konsep budaya membentang luas pengertiannya sebagai sisi positif yang muncul dari sosok manusia, mulai dari perkakas yang dipergunakan dalam kehidupan sehar-harinya, jenis makanan yang dikonsumsinya, bentuk bangunan yang ditinggalinya, sarana hiburan (musik-lagu-tari) yang dimilikinya, ilmu pengetahuan atau minat yang ditekuni hingga menjadi keahliannya, sampai pada cara berbicara di antara sesamanya. Di antara banyak pengklakasifikasian terhadap unsur-unsur budaya, tulisan ini menggunakan klasifikasi unsur budaya menurut Kluckhohn (dalam Soekanto, 2002: 176-177) yang terdiri atas bahasa, sistem pengetahuan, sistem kemasyarakatan atau organisasi sosial, sistem peralatan hidup, sistem mata pencaharian, sistem religi atau kepercayaan, dan kesenian. 198
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Metode Penelitian
Penelitian ini menggunakan pendekatan kualitatif, dengan memanfaatkan teori struktural dan teori sastra didaktis sebagai metode analisis kontennya. Subjek atau sumber data penelitian sebanyak 56 cerita anak yang terhimpun dalam empat jilid buku Naskah Terbaik LMCA (tahun 2011 sampai dengan 2014). Naskah Terbaik LMCA dipilih sebagai sumber data penelitian karena (1) merepresentasikan sastra anak dalam arti sebenarnya, dalam arti karya sastra tersebut ditulis oleh anak-anak usia SD/MI sehingga betul-betul merupakan karya sastra anak dari/dengan sudut pandang anak-anak; (2) karya tersebut betul-betul merepresentasikan sastra anak Indonesia karena ditulis oleh anak-anak yang berasal dari seluruh wilayah Indonesia (lihat da Silva: 2014) ; serta (3) karya tersebut berkualitas karena dipilih dari ajang lomba dengan proses seleksi yang ketat dengan jumlah peserta lomba mencapai angka ribuan. Teknik pengumpulan data dilakukan dengan koleksi data melalui pencatatan data teks kedidaktisan dimensi budaya pada kartu data, diawali dengan memilih dan mereduksi data sesuai klasifikasi unsur-unsur budaya, kemudian menyajikan data dalam bentuk tabel, selanjutnya melakukan analisis dan verifikasi data melalui triangulasi sampai data jenuh hingga dapat diambil suatu kesimpulan atas data-data tersebut. Kedidaktisan Sastra Anak Dimensi Budaya Temuan penelitian menunjukkan adanya 19 konten didaktis dimensi budaya dalam sastra anak (Naskah Terbaik LMCA) yang meliputi unsur budaya sistem pengetahuan, sistem kemasyarakatan dan organisasi sosial, sistem kepercayaan/religi, dan kesenian. Tabel 1: Konten Didaktis Dimensi Budaya Berdasarkan Unsurnya No. Unsur Budaya Jumlah 1 Sistem pengetahuan-mata pencaharian 2 2 Sistem kemasyarakatan/ organisasi sosial 7 3 Sistem kepercayaan/religi 4 4 Kesenian 6 19 Jumlah Total Beberapa teks sastra anak yang merupakan ungkapan didaktis dimensi budaya unsur sistem pengetahuan misalnya, “Bapak mau timba ruang (mengambil air laut yang masuk di perahu)…. (Ikanku Hari Ini, 2014, hlm. 157).” Teks tersebut mengandung ungkapan didaktis dimensi budaya unsur sistem pengetahuan yang juga berkaitan dengan mata pencaharian, yakni istilah khusus merujuk pada kebiasaan yang yang dilakukan dalam kehidupan masyarakat nelayan. Teks yang merupakan ungkapan didaktis aspek budaya unsur sistem kemasyarakatan/organisasi sosial, misalnya nampak pada teks berikut. “Tiap minggu diadakan musyawarah di hutan dan dihadiri oleh semua binatang. Jika ada masalah pastilah segera diselesaikan dan si Belang tidak ingin penghuni hutan ada perpecahan” (Manfaat Kejujuran, 2011, hlm. 67). Teks tersebut mengandung ungkapan didaktis tentang budaya unsur sistem kemasyarakatan/organisasi sosial. Dalam hal ini, sastra anak memuat informasi budaya dalam tata cara mengatasi dan menyelesaikan masalah di dalam masyarakat, yaitu dengan bermusyawarah untuk mencari solusi bersama. Imajinasi anak-anak memungkinkan budaya menyelesaikan masalah bersama melalui musyawarah dilakukan oleh suatu masyarakat atau organisasi sosial tertentu, bahkan oleh para penghuni hutan sekalipun. Teks yang mengandung ungkapan didaktis dimensi budaya unsur kepercayaan misalnya nampak pada “Kalau jin aku percaya memang ada. Mereka itu tinggalnya di hutan, di danau, sungai, laut, batu besar, ataupun di rumah yang kosong” (Kutemukan Perjalanan dalam 199
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Perjalanan, 2012 hlm. 62). Hal ini menunjukkan bahwa di dalam sastra anak memuat informasi tentang budaya masyarakat, khususnya unsur kepercayaan terhadap makhluk halus yang kasat mata, mempercayai makhluk gaib atu jin yang ada di sekitar mereka. Ungkapan didaktis aspek budaya unsur kesenian misalnya terdapat dalam teks berikut: “Lenong itu apaan sih?” “Itu loh, acara lawakan Betawi! Masa kamu tidak tahu?” (Biar Kuno Tapi Keren, 2012, hlm. 70). Teks tersebut menunjukkan adanya ungkapan didaktis budaya unsur kesenian, khususnya seni pertunjukkan di daerah Betawi. Berdasarkan beberapa contoh teks tersebut, nampak bahwa sastra anak telah memuat ungkapan kedidaktisan dimensi budaya yang meliputi beberapa unsur budaya. Hal ini menunjukkan bahwa anak-anak telah mampu merekam, merasakan, dan mengetahui ihwal budaya yang terjadi di sekeliling mereka. Selain itu, anak-anak usia SD/MI tersebut juga mampu menuangkannya kembali sebagai ungkapan didaktis di dalam karya sastra mereka. Ungkapan didaktis di dalam sastra anak ini menunjukkan dua hal penting. Pertama, dari sisi penulis, ungkapan didaktis tersebut berperan dalam melatih kemampuan mengolah informasi yang dimiliki untuk kemudian dituangkan kembali sesuai dengan konsep yang dipahaminya. Kedua, dari sisi pembaca, ungkapan didaktis tersebut memiliki potensi sebagai sumber informasi alternatif yang memperluas wawasan atau bahkan ilmu pengetahuan. Uraian di atas menunjukkan bahwa ungkapan kedidaktisan sastra anak memiliki relevansi dengan upaya afirmasi literasi di SD, mengingat sastra anak tersebut juga dihasilkan oleh anak-anak usia SD. Dalam hal literasi dasar ungkapan kedidaktisan dapat menguatkan dampak dari kegiatan baca-tulis siswa SD. Dalam hal literasi secara luas, ungkapan kedidaktisan dapat meningkatkan dan menstimulasi keterampilan berpikir serta keterampilan menggunakan sumber-sumber pengetahuan -khususnya dalam bentuk cetak-, yang diorientasikan pada peningkatan kualitas hidup siswa SD, baik sebagai penulis maupun sebagai pembaca. Dengan demikian, ungkapan didaktis dalam sastra anak memiliki peran signifikan dalam afirmasi literasi.
Simpulan
Terdapat ungkapan didaktis dimensi budaya dalam sastra anak Indonesia (Naskah Terbaik LMCA) yang meliputi unsur sistem pengetahuan, sitem kemasyarakatan/organisasi sosial, sistem kepercayaan, dan kesenian. Ungkapan didaktis di dalam sastra anak tersebut menunjukkan dua hal penting, yaitu dari sisi penulis dan dari sisi pembaca. Dari sisi penulis, ungkapan didaktis berperan untuk melatih kemampuan mengolah informasi dan menyajikan kembali informasi. Dari sisi pembaca, ungkapan didaktis berperan sebagai sumber informasi alternatif yang memperluas wawasan atau ilmu pengetahuan. Dengan demikian, ungkapan didaktis dalam sastra anak memiliki peran signifikan dalam afirmasi literasi di SD.
Daftar Pustaka
Apriliya, S. (2016). Kajian Sastra Didaktis terhadap Sastra Anak sebagai Afirmasi Literasi. Prosiding Seminar Internasional Pengembangan Multiliterasi yang Berperspektif Gender di Era MEA. Bandung: UPI Press. Abrams, M.H. (1999). A Glossary of Literary Terms. Massachussets: Heinle & Heinle Bista, K. (2012). Multicultural literature for children and young adults.The Educational Forum. Volume: 76 (3) pp: 317-325. Celeste, A. Dkk. (2013). Children Values And Attitude About The Wild Vicuna (Vicugna Vicugna) In Andean Argentina. Volume 16 (1). Corr, C. (2007). Parents in Death-Related Literature for Children.OMEGA: The Journal of Death and Dying. Volume 54 (3) pp: 237-254.
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da Silva, Wellington Amancio. Literature Children - Child as Protagonist. International Journal of Elementary Education. Vol. 3, No. 3, 2014, pp. 54-57. doi:10.11648/j.ijeedu. 20140303.11 Direktorat Jendral Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudayaan. 2016. Desain Induk Gerakan Literasi Sekolah. Didapat dari: http://dikdas.kemdikbud.go.id/wp-content/uploads/2016/03/Desain-Induk-GerakanLiterasi-Sekolah.pdf (12 Maret 2016) Direktorat Jendral Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudayaan. 2016. Buku Saku Gerakan Literasi Sekolah. Didapat dari: http://dikdas.kemdikbud.go.id/wp-content/uploads/2016/03/Buku-Saku_GerakanLiterasi-Sekolah-Ditjen-Dikdasmen-Kemendikbud-ok.pdf (12 Maret 2016) Edgington, W. (2002).To Promote Character Education, Use Literature for Children and Adolescents.The Social Studies.Volume 93 (3) pp: 113-116. Fitriyani, A. (2014). “Relevansi Nilai Karakter Dalam Cerpen Mahasiswa PGSD UPI Kampus Tasikmalaya Terhadap Usia Siswa Sekolah Dasar“, Peranbahasa Sastra Dan Pembelajarannya Dalam Membangun Karakter Generasi Muda. Volume 54 (1). Hiltin, S. (2006). “Parental Influence On Children Values And Aspiration” :Bridging Two Theories Of Social Class And Socialization. Volume 49 (1). Hunt, Peter (Ed). 1993. Children Literature, The Development of Criticism. London & New York: Clays Ltd. Johnson T. (1979). Presenting Literature to Children.Volume: 10 (1) pp: 35-43. Kumeriling, B. (2013). Multilingualism And Children Literature. Volume 51 (3). Lynch-Brown, C. & Tomlinson, C. (1999). Essentials of Children’s Literature. Boston: Allyn and Bacon. Middendorp, dan Lee. (TT). Children literature and young adults-story of classroom. Volume Nofiyanti, (2014). “Nilai Pendidikan Karakter Dalam Cerpen Kisah Di Kantor Pos Karya Muhammad Ali “, Peran bahasa Sastra Dan Pembelajarannya Dalam Membangun Karakter Generasi Muda. Volume 54 (1). Nurgiantoro, B. (2007). Teori Pengkajian Fiksi. Yogyakarta: Gadjah Mada University Press. Nurgiantoro, B. (2010). Sastra Anak, Pengantar Pemahaman Dunia Anak. Yogyakarta: Gadjah Mada University Press.Ratna, Nyoman K. (2011). Antropologi Sastra: Peranan Unsur-unsur Kebudayaan dalam Proses Kreatif. Yogyakarta: Pustaka Pelajar. Soekanto, S. 2002. Sosiologi suatu Pengantar. Jakarta: PT Raja Grafindo Persada. Sarumpaet, RK. (2010). Pedoman Penelitian Sastra Anak. Jakarta: Yayasan Obor Indonesia. Sumiyadi. (2014). Kerangka Kajian Bandingan Kedidaktisan Karya Sastra Indonesia dengan Film Adaptasinya sebagai Upaya Menyusun Buku Suplemen Mata Pelajaran BI Kurikulum 2013. Garut: STKIP. Syuropati, (2011). 5 Teori Sastra Kontemporer & 13 Tokohnya. Bantul: IN AzNa Books. Tarigan, HG. (2011). Dasar-dasar Psikosastra. Bandung: Angkasa.
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Implementation Model Round Table Aided Flanelgraf SDN Bergas Kidul Semarang Regency Sri Sukasih University of Yogyakarta, Indonesia [email protected]
Abstract
The purpose of this research is to increase the activity of students, teachers' skills, and improve the skills of writing narrative Indonesian elementary school students through Flanelgraf-aided model of the Round Table. This research is a class act, consisting of three cycles. The subjects were teachers and 22 students of class V SDN Bergas Kidul Semarang Regency. The data collection technique using the test method, the method of observation, field notes, methods of documentation and interview method. The results of this study indicate that the skills of teachers, student activities, and narrative writing skills Indonesia increased. 1 cycle success rate is 54.5% second cycle increased to 68.18% and the third cycle increased to 81.81%. Based on the determination of indicators of success set at 75% of students experience in writing narrative completeness, so this research is considered passed. Conclusions from this research is a model Round Table aided Flanelgraf can improve the skills of teachers, student activities, and narrative writing skills of Indonesian students in grade V SDN Bergas Kidul Semarang Regency. Students are expected to familiarize themselves express ideas in writing, so that students are more skilled to write well. Keywords: narrative writing skills in Indonesian language, Round Table aided Flanelgraf
Introduction
Indonesian language learning in primary school leads to the fulfillment of the four aspects of language skills, ie listening, speaking, reading and writing. Writing is a skill that is still quite difficult, so learning the Indonesian language using a scientific approach (scientific approach). Learning steps using a scientific approach should pay attention 5M: to observe, to question, to reason, to try and form a network. Curriculum 2013 is an advanced competency based curriculum in 2004 and Unit Level Curriculum in 2006 which covers attitudes, knowledge, and skills in an integrated (Kemendikbud, 2013). Language skills are divided into two kinds, namely the productive skills and receptive skills. Writing and speaking are productive skills, while reading and listening are the receptive skills (Zainurrahman, 2011: 2). According to Yunus Abidin (2012: 190) when compared with the three other language skills, the ability to write more difficult to master. This is supported by the fact that the teaching of writing is still used as research material. According to Tarigan (2008: 3) writing skills is one of the productive skills and expressive language used to communicate indirectly and not face to face with others. Akhadiah (in Jonah Abidin, 2012: 181) considers writing is a process, the process of casting the idea or ideas into written language in practice writing is realized in several stages which is the whole system. Opinion was supported by Gie (in Junus Abidin, 2012: 181) states that writing has similarities with concocted meaning that all the activities of a person express ideas and communicate through written language to the reader to understand. From these definitions it can be argued that writing is a process of communicating indirectly between the writer and the reader. Based on observations with a team of researchers through collaborative reflection observation data, field notes, and document data that found some similar problems mangenai narrative 202
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essay writing skills in SDN Bergas Kidul. Problems that occur in teaching essay writing narrative in SDN Bergas Kidul is difficulty expressing ideas in writing and the difficulties in the use of Indonesian spelling so that students are less skilled in essay writing narrative, students are less enthusiastic in learning the Indonesian language so that the students' participation in the discussion is not maximized, students are less interested and easily bored with learning the Indonesian language so that they last class students crowded and busy with their own activities. The problem is also supported by quantitative data obtained by researchers in the form of document data. Data student learning outcomes in a narrative essay writing skills of the students of class V SDN Bergas Kidul showed that most of the students in the learning has not reached the minimum value completeness criteria (KKM) set the school is 63. Of the 22 students, only 7 students (31%) were can create a narrative essay as well and get a score above KKM, while 15 students (69%), can not create a narrative essay for an explanation of teachers in general less detail and detailed that score below KKM. Based on the data obtained it is necessary once implemented innovative learning activities to enhance the narrative essay writing skills. One of the innovative learning model that can solve the problem is by applying the learning model Learning Round Table aided Flanelgraf. Round Table learning model is one model of cooperative learning is done in groups. Only in the Round Table learning students are given the opportunity to put forward the idea of each member then used one as an idea together. Narrative essay writing skills learning with Learning model Round Table will be optimized if supported by instructional media. Media used to overcome these problems is Flanelgraf media. Susilana and CEPI (2009: 97-98) describes Flanelgraf is a form of learning media clippings picture or writing on the back coated abrasives. The cutouts pasted lined board ynag fluffy flannel so attached. Flannel board size is 50x70cm, used for teaching small groups of 30 people. Application of learning models Round Table aided Flanelgraf in teaching essay writing narrative is expected to increase the motivation and enthusiasm of student learning, to help create a conducive learning atmosphere, bring the excitement of the students in learning, encourage and develop creative thought processes, helping to introduce the material in a concrete, teachers to construct and provide a clear theme, so as to enhance the narrative essay writing skills. Based on the background of the problem, the researchers will examine this problem by doing research with the title Narrative Writing Skills Improvement Speak Indonesia through the Model Round Table Assisted Flanelgraf in Class V SDN Bergas Kidul Semarang Regency. The formulation of the problem can be broken down as follows. (A) How to improve the skills of teachers through Round Table-aided models Flanelgraf in Indonesia teaching narrative writing in class V SDN Bergas Kidul Semarang Regency ?. (B) How to increase the activity of students through the Round Table-aided models Flanelgraf in Indonesia teaching narrative writing in class V SDN Bergas Kidul Semarang Regency ?. (C) How to improve writing skills through a model of narrative Indonesia Round Table aided Flanelgraf students of class V SDN Bergas Kidul Semarang Regency ?. (D) How is the implementation of learning to write a narrative of Indonesia through the Round Table-aided models Flanelgraf students of class V SDN Bergas Kidul Semarang Regency ? The purpose of this study are as follows: (a) To enhance teachers' skills in teaching narrative writing in Indonesian language model through the Round Table aided Flanelgraf students of 203
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class V SDN Bergas Kidul Semarang Regency. (B) To describe the increased activity of students in learning Indonesian language narrative writing through the Round Table-aided models Flanelgraf students of class V SDN Bergas Kidul Semarang Regency. (C) To improve the skills of narrative writing in Indonesian language model through the Round Table aided Flanelgraf students of class V SDN Bergas Kidul Semarang Regency. (D) To describe the implementation of teaching narrative writing in Indonesian language model Round Table aided Flanelgraf students of class V SDN Bergas Kidul Semarang Regency . The benefits of this research are as follows: (a) Master gain additional insight knowledge and an overview of how to teach more effectively and efficiently. (B) The teacher is able to improve the quality of learning that is managed mainly Indonesian subjects on aspects of writing. (C) Teachers are more confident and able to demonstrate a professional performance, as well as have the opportunity participate actively develop the skills and knowledge of self.
Literature Review
Learning Understanding learning has undergone evolutionary development according to the perspective and experience of scientists, learning can be interpreted in accordance with the adopted philosophical values and experience of the scientists in the teaching of students (Ali, 1987: 10-11). Learning is an activity of a process of learning to acquire knowledge improve their skills, improve behavior, attitudes and strengthening of personality. Learning is an internal process involving complex whole mental includes cognitive, affective and psychomotor. Viewed from the side of teachers and learning process can be observed indirectly, meaning that internal learning process students can not be observed but can be understood by the teacher. Learning is the effort made by a teacher to student learning. Four patterns of learning that teachers can do the following: First, teachers and students learning patterns without using tools or learning materials to form props. Second, the pattern of teachers, tools, and students. Third, the pattern of teachers, media with a fourth student, the student media patterns or patterns of distance learning using media or instructional materials prepared (Hasanah, 2012: 85). The learning process has meaning for students when teaching and learning activities involve students actively. The active participation of students in learning can foster creativity has, indirectly they hone inborn. Therefore, the role of the teacher in creating a creative learning environment is essential to foster the creativity of students. Language Humans are living beings that need to interact with other humans. The interaction was even more important when people need their existence recognized. These activities require a tool, a means or medium, which is the language. Language is a symbol system in the form of sound, somewhat arbitrary, is used by a speech community to work together, communicate and identify themselves (Chaer, 2006: 1). According Santosa (2007: 13) language is a means of communication between members of the public in the form of the symbol of speech sounds produced by the human vocal organs. According to Tarigan (2008: 10) to learn a language is to develop the ability to communicate using the language both written and spoken. Based on some definitions of the language can be concluded that the language is the medium of a person to convey the message or intent to others in the form of a symbol or emblem either directly or indirectly. Language indispensable man in public life to be able to communicate and adjust themselves in their neighborhoods. The language used in this study is Indonesian. 204
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Language Skills According Santosa (2007: 318) there are four language skills, ie skills of listening, speaking, reading and writing. Skills-language can be described as follows. a. Listening skills Listening skills will train thinking or reasoning skills of students so that students can receive, understand, identify and react to the information it receives. Thus, students can pass the information back through the oral (spoken) or writing (writing) in a language that can be understood by the listener. b. Speaking skills Speaking the language skills productive. In formal activities (school), at the beginning of elementary school classes could start by giving students the chance to speak to the class to introduce self with a friend, told him about the experience, and others. Of the activities that will enrich vocabulary, improve sentences and courage to train students in communication. c. Reading skills Reading skills in elementary school was held in the framework of the development of reading skills are an absolute must by every citizen in order to develop a self-sustainable manner. So that students are expected to acquire the basics of reading ability in addition to the ability to write and calculate. d. Writing skills Writing is a complex language skills, it is necessary to regularly and carefully trained sejal early elementary classes. Writing a productive language skills and expressive because writers have to be skilled to use language structures and have sufficient knowledge of the language. Based on the description of language skills, can be explained that there are four language skills, ie skills of listening, speaking, reading, and writing. In childhood, someone will listen to other people saying he has heard, then he would speak, imitating them. After the talk he will learn to read and write. Writing is an aspect of language skills were assessed by the investigators. Writing Skills Writing is one of the language skills of money used in communication indirectly. Writing skills are not found in nature, but it must be through the process of learning and practicing. Based on the nature writing is also the language skills yng productive and receptive. At least there are three components incorporated in writing skills, namely: (1) discuss mastery board, which will serve as a medium of writing includes vocabulary, paragraphs, spelling; (2) acquisition in accordance with the table of contents topok to be written; (3) mastery of genres, namely how to assemble the contents of text using written language so as to form the desired composition (DOYIN, 2009: 13). One form of the result is the essay writing skills. the division has a bouquet of various kinds. Essay types including narrative, eskposisi, argumentation, persuasion, and description. Narrative essay The narration is generally a series of events organized by the sequence of events that tells activity figures involved in the story. Narrative discourse is a story that contains the event or events arranged in chronological order. According Nurudin (2010: 72-77) narrative discourse is divided into two types: a. expository narrative Expository narrative aims to provide information to the reader so that the reader expanding knowledge. Meaning. The narrative is trying to arouse the reader to know what is told. He 205
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equaled-information regarding the occurrence of an event. The narrative is questioned stages events and circuits act to the reader. b. narrative suggestive This narrative relates to the actions or deeds are linked in an event. The entire sequence of events took place in a unity of time. An article that convey meaning to the reader through its imagination. The main goal or target is not expanding one's knowledge but rather tried to make sense of events as an experience. Because the goal is the meaning of the event or events, meaning suggestive narratives always involve the imagination or the imagination (Kristiantari, 2010: 130). The learned in the learning elements of narrative essay in this research is the theme, characters, settings, time, and groove. Because the teacher has yet to introduce the learning complicated things like the use of conflict, motivation, and the position of the narrator. These elements will higher level. Rate an essay Nurgiyanto in Iskandarwassid (2011: 250) argues that the assessment made against students typically holistic, impressive, and briefly, the assessment is comprehensive based on the impression gained from reading the article, here are a few criteria: (1) quality and the scope of content, (2) the contents of the presentation of the organization, (3) the composition, (4) kohese and coherence, (5) the style and form of the language, (6) mechanics; grammar, spelling punctuation, (7) writing neatness and cleanliness, and (8) teachers affective response to scientific work. Based on those criteria Iskandarwassid and Sunendar, researchers insert lattice Indonesia narrative writing skills assessment using the model-aided Flanelgraf Round Table. The indicators include: (1) the completeness of the narrative, (2) the suitability of the groove with a table of contents, (3) the accuracy of spelling and punctuation, (4) the neatness of writing. Based grating narrative essay writing skills, then in learning using a model that can help students so that the students active in learning, learning model used is a model that can be accustom students to work together in study groups. Model Round Table Round Table learning model is one model of cooperative learning is done in groups. Only in the Round Table learning students are given the opportunity to express their ideas as a member later the idea together. Mccaferty (2006: 191) suggests measures Round Table model study are as follows. (1) The group has the right posts, tasks or questions. (2) Everyone writes a response, or part of the response. (3) After they wrote each response, give them paper left. (4) Round table can be done with one paper per group (Round Table pilot) or with a paper each group member. (5) One member of the group presents / sharing with the class what they have contain things that common of a number of objects or events. Round Table-type cooperative model has the advantage, that is, when a group performs the Round Table, it is easy to see at a glance who wrote each response (Kagan, 2009: 12.12). So that each member of the group has the opportunity to contribute their views and concerns and provide other members. Another advantage of this technique is to overcome barriers to equal opportunities that often colors the working group. This technique ensures that each student gets the opportunity to participate (Lie, 2007: 64). Based on the explanation of the model applied in the Round Table learning, researchers are also using the media to support learning. 206
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Learning Media Flanelgraf Susilana and CEPI (2009: 101-102) explains Flanelgraf is a form of learning media clippings picture or writing on the back coated abrasives. The cutouts pasted lined board ynag fluffy flannel so attached. Flannel board size is 50x70cm, used for teaching small groups of 30 people. The advantages of Flanelgraf such as (1) the images are transferred (moveable) could attract the attention of students, students can contribute actively to move objects embedded pictures. This shows that students are involved not only intellectually, but also physically. (2) The images can be added and can also be reduced in number including the arrangement can be changed according to the subject. (3) learning can be set according to the needs of that individual or group. In setting groups of students to work together in completing the assignment of teachers, compiling three-dimensional image or object that is placed on the flannel board. Based on the description of the media Flanelgraf researchers applying this media in learning. Round Table model application combined with Flanelgraf media in learning.
Research Result
Results of action research model through the Round Table aided Flanelgraf obtained from the learning process and narrative writing skills assessment carried out in every cycle. The experiment was conducted with three cycles with each cycle of one meeting. The observation skills of teachers and students' activity is presented in the form of qualitative data and descriptive, while the narrative writing skills assessment results are presented in the form of quantitative data. Following exposure of the research consists of the skills of teachers, student activities, and narrative writing skills of students through the Round Table-aided models Flanelgraf in class V SDN Bergas Kidul Semarang Regency. Based on the results of the assessment of writing skills through a model of narrative Indonesia Round Table aided Flanelgraf in cycle 1 was obtained the following data. Table 1 Data Assessment narrative writing skills Indonesia Cycle 1 No. 1.
Indicator
The completeness of the narrative 2. The suitability of the groove with a table of contents 3. The accuracy of spelling ang punctuation 4. The neatness of writing Sum score Average score Percentage Categori
Ability degree 1 2 3 4
Sum score
Average score
%
Categori Very good
1
2
3
16 76
3,4
86%
1
1
10
10 70
3,1
79%
Good
22 0
0
0
22
1
25%
decreas e
1
12
1
55
2.5
62,5 %
good
8
10 2,5 62,5% Good 207
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Table 2: Frequency Distribution narrative writing Skills Assessment Indonesia Cycle 2 Value
Frekuensi
Frekuensi Relative
qualification
0-42
1
4,5%
Not Complete
43-52
1
4,5%
Not Complete
53-62
8
36,4%
Not Complete
63-72
5
22,8%
Complete
73-82
7
31,8%
Complete
22 Sum 100% Lowest Value: 25 Number of students , completed: 12, Highest score: 75 Number of students do not complete: 10, Average: 65.34 Percentage of completeness: 54.5% The frequency distribution table proves that learning completeness percentage is 54.5% (12 of 22 students), whereas 45.5% (10 of 22 students) in qualifying is not completed. Data from narrative writing skills assessment cycle 1, the diagram is presented in the form of a tube as follows.
Figure 1. Diagram Narrative Writing Skills Assessment cycle 1 Results of narrative writing skills assessment model through the Round Table aided Flanelgraf second cycle of data obtained as follows. Table 2: Data Assessment narrative writing skills Indonesia Cycle 2 No. 1.
Indicator
The completeness of the narrative 2. The suitability of the groove with a table of contents 3. The accuracy of spelling ang punctuation 4. The neatness of writing Amount Average score Percentage Categori
Ability degree
Avera ge score
%
Categori
1
2
3
4
Sum score
0
7
4
11
70
3,1
79%
Good
0
4
7
11
73
3,3
82%
Very good
8
10
4
0
40
1,8
45%
Enough
0
8
1
59
2.6
67%
good
13 10,8 2,7 67,5% Good
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Based on data from narrative writing skills assessment model through the Round Table aided Flanelgraf cycle 2 obtained a total score of 10.8 and an average score of 2.7 categories. The percentage of success of 67.5%. Frequency distribution table narrative writing skills assessment results speak Indonesian through-aided models Flanelgraf Round Table 2 following cycle. Table 3: Frequency Distribution narrative writing Skills Assessment Speak Indonesia Cycle 2 Value
Frekuensi
43-52
3
Frekuensi Relative 13,6%
53-62
4
18,1%
Not complete
63-72
6
27,2%
complete
73-82
8
36,3%
Complete
83-92
1
4,5%
Complete
Amount
22
100%
Qualification Not complete
The lowest value: 43.75 Number of students completed: 15. The highest value: 87.5 Number of students do not complete: 7. Average: 68.79 Percentage of completeness: 68.18%. The frequency distribution table proves that the average value of narrative writing skills is 68.79. Learning completeness percentage is 68.18% (15 of 22 students), while 31.81% (7 out of 22 students) in qualifying is not completed. Data from narrative writing skills assessment cycle 2 is presented in the form of a tube following diagram.
Figure 2 .Diagram narrative writing Skills Assessment Cycle Based on the results of the assessment narrative writing skills through the Round Table-aided models Flanelgraf in cycle 3 obtained the following data:
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Table 3: Data Results narrative writing Skills Assessment Cycle 3 Ability degree Sum No. Indicator score 1 2 3 4 1.
The completeness of the narrative 2. The suitability of the groove with a table of contents 3. The accuracy of spelling ang punctuation 4. The neatness of writing Amount Average Percentage
Aver age score
%
Category
0
1
9
12
77
3,5
87%
Very good
0
0
10
12
78
3,5
88%
Very good
11
4
7
0
40
1,8
45%
Enough
1
7
9 5 11,6 2,9 72,5%
62
2.8
70%
Good
Based on data from narrative writing skills assessment results speak Indonesian through-aided model of Round Table 3 cycles Flanelgraf obtain a total score of 11.6, an average score of 2.9 with a very good category. The percentage of success of 72.5%. Frequency distribution table narrative writing skills assessment results speak Indonesian through-aided model of Round Table 3 following cycle Flanelgraf Table 3: Frequency Distribution narrative writing Skills Assessment cycle 3 Value
Frekuensi
Frekuensi Relatif
qualification
0-62
4
18,2%
Not complete
63-72
6
27,3%
complete
73-82
7
31,9%
complete
83-92
4
18,2%
complete
93-100
1
4,4%
complete
Amount
22
100%
The lowest value: 43.75 Number of students completed: 18. Highest score: 93.75 Number of students do not complete: 4. Average: 73.8 Percentage of completeness: 81.8%. The frequency distribution table proves that the average value of narrative writing skills is 73.8. Learning completeness percentage is 81.8% (18 of 22 students), whereas 18.2% (4 of 22 students) in qualifying is not completed. Data from narrative writing skills assessment cycle 3 is presented in the form of a tube following diagram.
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Figure 3: Diagram Narrative Writing Skills Assessment Cycle 3 Exposure to the discussion of the results of observation and reflection skills of teachers, student activities, and narrative writing skills in each cycle of learning to write a narrative of Indonesia through the Round Table aided Flanelgraf models are described as follows. Results of the assessment of writing skills in Indonesian language narration through the Round Table-aided models Flanelgraf in cycle 1, cycle 2 and cycle 3 obtained the following data. Table 4: Data Writing Skills Assessment Narrative Cycles 1, 2, and 3 No. 1. 2.
Indicator The completeness of the narrative The suitability of the groove with a table of contents 3. The accuracy of spelling ang punctuation 4. The neatness of writing Amount Average score % keberhasilan Category
Cycle 1 3,4
Cycle 2 3,1
Cycle 3 3,5
3,1
3,3
3,5
1
1,8
1,8
2,5 10 2.5 62,5% Enough
2,6 10,8 2,7 67,5% Good
2,8 11,3 2,8 70,6% Good
Table 5 : Data Writing Skills Assessment Narrative Cycles 1, 2, and 3 Value Cycle 1 Cycle 2 0-62 10 7 63-72 5 6 73-82 7 8 83-92 0 1 93-100 0 0 22 22 amount 75 87,5 Top-level value 25 43,75 Bottom level value 65,34 68,79 Average 54,5% 68,18% Completeness value 211
Cycle 3
4 6 7 4 1 22 93,75 43,75 73,8 81,81%
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Student learning outcomes in the form of narrative writing skills in Indonesian language learning model through the Round Table aided Flanelgraf increased both individually and classical. Improving student learning outcomes in a narrative essay writing skills caused by factors teacher and student activity. These factors can be divided into internal factors and external factors. Both of these factors affect each individual in the learning process so that determine learning outcomes of students. According Rifa'I & Anni (2009) factors that affect the learning process and results are internal and external factors learners. Internal conditions include physical, psychological conditions and social conditions. The external factors include: the variety and level of difficulty of learning materials, a place to learn, the climate, the atmosphere, and a learning culture that determines the process and learning outcomes of students.The average student scores increased from an average first cycle sebesar65,34 be 68.79 on the average of the second cycle and the third cycle increased to 75.8 in the classical mastery learning students also increased from 54.5% in the mean average first cycle becomes 68.18% on average of the second cycle and the third cycle increased to 81.81% Based on these data, learning outcomes narrative writing skills of students in the third cycle has reached an indicator of success is at least 75% of students experiencing learning completeness individually ≥ 63. Here is presented a bar chart on narrative writing skills improvement in the Indonesian language learning model through the Round Table aided Flanelgraf.
Figure 4. Diagram Added Value Average Narrative Writing Skills and Percentage Complete Cycle 1, Cycle 2 and Cycle 3 Implications of Research Results Implications of research has been conducted by researchers that an increase in narrative writing skills learning Indonesian language that includes the skills of teachers, student activities and narrative writing skills of students through the Round Table-aided models Flanelgraf students of class V SDN Bergas Kidul Semarang Regency. In addition to these implications, there is a theoretical implications and practical implications of this research. The theoretical implication of this study is to provide insight into the knowledge of the learning model that can improve the skills of narrative writing in Indonesian language, which uses the model-aided Flanelgraf Round Table. 212
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The practical implications of this research is to develop students 'interest and motivation in learning Indonesian, increase the activity of students in narrative writing skills, improve students' narrative writing skills, and improve the skills of teachers in learning Indonesian.
Conclusion
Based on the research results skill enhancement narrative writing in Indonesian language through Round Table-aided models Flanelgraf in class V SDN Bergas Kidul Semarang Regency, it can be concluded as follows. (1) With the Round Table-aided models Flanelgraf can enhance teachers' skills in teaching narrative writing in Indonesian language. This is evidenced by the skills of teachers from cycle 1 to cycle 3 to increase. The average score of teacher skills first cycle is 2.7 to category B (good) and the percentage of success of 67.5%. Cycle 2 increased to 3.0 to category B (good) and the percentage of success of 70%. Cycle 3 increased to 3.5 with category A (sangatbaik) and kebarhasilan percentage of 87.5%. (2) With the help of models Round Tableber Flanelgraf can increase the activity of students in learning Indonesian language narrative writing. This is evidenced by student activity from cycle 1 to cycle 3 to increase. The average score of student activity cycle 1 was 2.08 with a category C (enough) and the percentage of success of 52%. Cycle 2 increased to 2.56 with a category B (good) and the percentage of success of 64%. Cycle 3 increased to 2.8 in both categories and kebarhasilan percentage of 70%. (3) With the Round Table aided Flanelgraf models can improve the skills of narrative writing in Indonesian language. This is evidenced by the narrative writing skills of students has increased from cycle 1 to cycle 3. Average narrative writing skills of students in Cycle 1 was 65.34 with a success percentage of 54.5%. Cycle 2 increased to 68.79 with the percentage of success of 68.18%. Cycle 3 increased to 75.8 with kebarhasilan amounted to 81.81%. Based on the determination of indicators of success set at 75% of students experience in writing narrative completeness Indonesian language, so this research is considered passed.
Suggestion
Based on the research results through Round Table aided Flanelgraf models, researchers gave suggestions as follows. (1) Learning narrative writing using the model-assisted Flanelgraf Round Table, the teacher should: (a) be able to select media and learning resources appropriate for students; (B) should guide students in the presentation of the work of the group and advise on the work of the student group. (2) Things that need to be considered in improving the students' narrative writing skills using the model-assisted Flanelgraf Round Table, namely: (a) the student must know the elements of narrative essay in order to arrange a bouquet well; (B) the students can understand the images on Flanelgraf and understand the workings of the model Round Table
References
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The Performance Impact Of Principals And Teachers To The Quality Of Graduates Abdul Kadir Jaelani Universitas Mataram [email protected]
Abstract
The role of principals and teachers in the annunciator becomes the main factor for the quality of graduates. Competence of principals include personality, managerial, supervision, social and entrepreneurship. While the role of teachers include educator, manager, administrator, supervisor, leader, innovator and motivator, and competence of teacher includes pedagogical, personality, social and professional. If the principal and teachers have the entire competence and be able to work together in achieving the goal, then it can be sure the quality of graduates will be qualified. This article describes the performance of principals and teachers and link them to contribute to the quality of graduates, with the determination of the respondents using probability sampling proportional to the number of respondents 35 people. The instrument used was the study of documents and a questionnaire distributed to all respondents, with the aim to facilitate obtaining data. Instruments were tested for validity and reliability before being used. Analysis of data using descriptive, correlation, test assumptions, and correlative analysis (r-product moment) in order to answer the research question posed. The results show the performance of the principal has a significant relationship with the quality of graduates. This is evident from thitung> ttable 4.492> 2.262. In addition, the performance of teachers is also a significant relationship with the quality of graduates seen from t-hitung> t-tabel 2,395> 2,262. While the performance of the principal and teacher performance together have segnifikan relationship with the quality of graduates indicated by thitung> ttable 32.68> 3.29. Keywords: principal performance, teacher performance, quality of graduates
Pendahuluan
Standar nasional pendidikan bertujuan menjamin mutu pendidikan nasional dalam rangka mencerdaskan kehidupan bangsa dan membentuk watak serta peradaban bangsa yang bermatabat. Dalam rangka mencapai tujuan tersebut, Peraturan Pemerintah nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan (PP No. 19 Tahun 2005), menetapkan delapan Standar yang harus dipenuhi dalam melaksanakan pendidikan. Kedelapan standar yang dimaksud meliputi: standar isi, standar proses, standar kompetensi lulusan, standar pendidik dan tenaga kependidikan, standar sarana dan prasarana, standar pengelolaan, standar pembiayaan dan standar penilaian pendidikan. Salah satu standar yang dinilai langsung berkaitan dengan mutu lulusan yang diindikasikan oleh kompetensi lulusan adalah standar pendidik dan tenaga kependidikan. Ini berarti bahwa untuk dapat mencapai mutu lulusan yang diinginkan, mutu tenaga pendidik (guru), dan tenaga kependidikan (kepala sekolah, pengawas, laboran, pustakawan, tenaga administrasi, pesuruh) harus ditingkatkan. Di antara sekian banyak aspek penentu mutu lulusan di sebuah lembaga pendidikan, maka kepala sekolah dan guru memiliki peran yang paling vital. Hal itu disebabkan kepala sekolah sebagai pengendali terhadap semua unsur sekolah, dan guru yang langsung berhadapan dengan siswa. Oleh karena itu dapat di pastikah bahwa semakin baik kepala sekolah menjalankan perannya maka semakin baik pula mutu lulusan. Demikian juga dengan guru, 215
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semakin baik seorang guru mengelola pembelajaran maka mutu lulusan juga pasti akan lebih baik. Meski kepala sekolah tidak berhadapan langsung dengan siswa, namun yang paling menentukan berjalan atau tidaknya sistem pendidikan di sebuah sekolah adalah kepala sekolah. Keberadaan peran dan fungsi kepala sekolah merupakan salah satu faktor yang sangat menentukan mutu sekolah. dalam setiap upaya peningkatan kualitas pendidikan, tidak dapat dilepaskan dari berbagai hal yang berkaitan dengan eksistensi kepala sekolah. Kepala Sekolah sebagai pemimpin tertinggi di sekolah, pola kepemimpinannya akan sangat berpengaruh bahkan sangat menentukan kemajuan sekolah. Oleh karena itu dalam pendidikan modern kepemimpinan Kepala Sekolah perlu mendapat perhatian secara serius. Samani (2006) berpendapat bahwa kepemimpinan Kepala Sekolah adalah cara atau usaha Kepala Sekolah dalam mempengarurn, mendorong, membimbing, mengarahkan dan menggerakan guru, staf, siswa, orang tua siswa dan pihak lain yang berkaitan untuk bekerja/berperanserta guna mencapai tujuan yang telah ditetapkan. Untuk memperkuat hal ini dijelaskan dalam pasal 12 ayat 1 Peraturan Pemerintah Nomor 28 Tahun 1990, bahwa “Kepala Sekolah bertanggung jawab atas penyelenggaraan kegiatan pendidikan, administrasi sekolah, pembinaan tenaga kependidikan lainnya dan pendayagunaan serta pemeliharaan sarana serta prasarana”. Kepala Sekolah bertanggung jawab atas lembaga yang dipimpinnya untuk melaksanaan bebagai kegiatan, mengelola berbagai masalah yang berhubungan dengan pelaksanaan administrasi sekolah, pembinaan sarana dan prasarana, sehingga Kepala Sekolah dituntut mampu menunjukkan kinerja (work performance) yang ditopang oleh derajat penguasaan kompetensi yang memadai, oleh karena itu perlu adanya upaya yang komprehensif guna meningkatkan kompetensi kepala sekolah untuk mewujudkan sekolah yang bermutu. Dalam system pendidikan dan pembelajaran, kehadiran guru dalam proses belajar mengajar masih memegang peranan penting. Peran guru dalam proses belajar mengajar belum dapat digantikan meskipun oleh computer yang paling canggih (Mulyasa, 2011). Guru merupakan unsur sumber daya yang sangat menentukan keberhailan pendidikan di sekolah, karena guru merupakan unsur manusiawi yang sangat dekat hubungannya dengan siswa dalam upaya pendidikan sehari-hari di sekolah. Adapun penanggung jawab keterlaksanaan proses pembelajaran di kelas adalah guru. Pemberdayaan terhadap mutu guru perlu dilakukan secara terus menerus, dan berkelanjutan. Hal tersebut tentu tidak lepas dari unsur manajemen kelas, sehingga sinergi antara kepala sekolah sangat diperlukan. Pemerintah terus berupaya untuk memberikan penguatan terhadap fungsi dan peran kepala sekolah serta guru melalui program-program pemerintah. Namun masih banyak guru-guru yang belum optimal dalam melaksanakan peran dan tugasnya. Media massa sering memberitakan masih banyak oknum PNS termasuk di dalamnya oknum guru yang terperangkap razia polisi pamong praja pada jam kerja. Indeks pembangunan manusia di Nusa Tenggara Barat tahun 2013 tercatat berada pada angka 67,71. Angka ini menunjukkan bahwa IPM NTB masih tergolong rendah. Dikatakan, indicator pendidikan dan kesehatan menjadi kendala belum beranjaknya IPM NTB. Badan Pusat Statistik (BPS) NTB mencatat bahwa IPM NTB berada pada urutan 33 dari 34 propinsi di Indonesia. Dan dari seluruh kabupaten di NTB, kabupaten Lombok Utara adalah daerah yang menempati IPM terendah pada variable pendidikan yaitu pada angka 64,09. Sedangkan kota Bima adalah daerah yang menempati IPM tertinggi untuk variable pendidikan berada pada angka 86,85 (Suara NTB, Jum’at 26 Desember 2014). 216
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Data juga menunjukkan bahwa NTB masih menghadapi berbagai masalah di bidang pendidikan, mulai dari masyarakat yang masih belum memahami tentang pentingnya pendidikananak usia dini, serta mutu pendidikan kejuruan yang relative sangat kurang. Selain itu, minat masyarakat melanjutkan pendidikan ke jenjang yang lebih tinggi relative masih rendah. Serta masih tingginya angka buta aksara. Berdasarkan hasil survey, di NTB hingga kini terdapat sekitar 417.991 warga yang masih menyandang buta aksara. (www.berkuliah.com) Kemudian apabila ditilik dari hasil ujian nasional di NTB, kabupaten Lombok Utara merupakan daerah yang tingkat kelulusanya berada pada urutan 9 dari 10 kabupaten. Berdasarkan Akreditasi sekolah di KLU maka diperoleh data jumlah SMA di KLU sebanyak 12 sekolah dengan akreditasi A=1, B=4, C=1. Sedangkan SMK di KLU sebanyak 11 sekolah dengan akreditasi A=0, B=0, C=3. Sementara untuk prestasi siswa, Dikpora NTB mencatat bahwa tidak ada siswa SMA/SMK berprestasi pada lomba tingkat propinsi dan nasional (Buku saku Dikpora NTB tahun 2013/2014). Sedangkan untuk SD dari jumlah 147 sekolah, akreditasi A=3, B=96, C=24. Angka putus sekolah untuk jenjang SD tahun 2013/2014, KLU menempati posisi tertinggi 1,54% dari 390 siswa. Dari olimpiade sekolah dasar (OSN) yang diselenggarakan tahun 2011, KLU termasuk daerah yang tidak satupun memperoleh juara baik di tingkat propinsi maupun nasional. Dikpora NTB mencatat angka mengulang berdasarkan jenjang pendidikan menunjukkan bahwa jenjang SD di KLU menempati urutan ke-2 setelah kabupaten Dompu (Buku saku Dikpora NTB tahun 2013/2014). Fakta menunjukkan bahwa mutu lulusan di kabupaten Lombok Utara terbilang masih rendah. Hal ini ditandai dengan jumlah mahasiswa universitas mataram yang berasal dari kabupaten Lombok Utara masih sangat minim. Juara olimpiade tingkat siswa yang berasal dari KLU juga relatif rendah. Demikian juga dengan momen-momen lainnya yang menjadi tolok ukur mutu lulusan masih jauh dari yang diharapkan. Kondisi ini memberikan sinyal tentang rendahnya kinerja kepala sekolah dan guru serta sinergi keduanya untuk meraih mutu lulusan sebagaiamana diamanatkan oleh pemerintah melalui kementerian pendidikan nasional. Berdasarkan data di atas, maka dapat ditarik sebuah kesimpulan bahwa kinerja kepala sekolah dan guru sebagai pelaksana pendidikan masih cukup rendah, dan terdapat permasalahan yang harus digali serta ditemukan solusinya. Oleh karena itu, penelitian ini akan mendeskripsikan tentang kinerja kepala sekolah dan guru, serta menemukan hubungan keduanya. Sedangkan, tujuan penelitian ini adalah ingin mengetahui: (1) Hubungan kinerja kepala sekolah dengan mutu lulusan SD Negeri se Kecamatan Gangga. (2) Hubungan kinerja guru dengan mutu lulusan SD Negeri se Kecamatan Gangga, dan (3) Hubungan kinerja kepala sekolah dan kinerja guru terhadap mutu lulusan SD Negeri se Kecamatan Gangga. Istilah kinerja diadopsi dari kata performance dalam bahasa inggris. Bantam English Dictionary dalam Manulang (1990) performance berasal dari to perform dengan beberapa makna, yaitu (1) melakukan, menjalankan dan melaksankan (to do or carry out, execute), (2) Memenuhi atau melaksanakan suatu niat atau nazar, (to discharge of fulfill), (3) Melaksanakan atau menyempurnakan tanggung jawab (to execute or complete an understaking), dan (4) Melakukan sesuatu yang diharapkan oleh seseorang atau mesin (to do what is expected of a person or mechine). Kinerja kepala Sekolah dipengaruhi oleh faktor-faktor yang melingkupinya dan masingmasing individu berbeda satu sama lain.. Secara garis besar perbedaan kinerja ini disebabkan oleh dua faktor, yaitu faktor individu dan situasi kerja. Faktor individu menentukan 217
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bagaimana ia dapat mengaktualisasikan dirinya dalam lingkungan pekerjaan, sementara faktor situasi kerja mempengaruhi bagaimana individu dapat mengaktualiasikan diri sesuai dengan lingkungan sekitarnya. Menurut Sodjipto dan Kosasi (2009) kinerja guru adalah perilaku nyata yang ditampilkan oleh guru sebagai prestasi kerja berdasarkan standar yang ditetapkan dan sesuai dengan perannya di sekolah. Peran guru yang dimaksud adalah berkaitan dengan peran guru dalam proses pembelajaran. Guru merupakan factor penentu yang sangat dominan dalam pendidikan pada umumnya, karena guru memegang peranan dalam proses pembelajaran, dimana proses pembelajaran merupakan inti dari proses pendidikan secara keseluruhan. Guru merupakan perencana, pelaksana sekaligus evaluator pembelajaran di kelas. Menurut Pidarta (2005) guru sebagai pekerja merupakan pribadi yang berkembang harus memiliki kemampuan yang meliputi unjuk kerja, penguasaan materi, penguasaan professional keguruan dan pendidikan, penguasaan cara-cara penguasaan diri melaksanakan tugasnya. Hal ini sesuai dengan peraturan yang tertuang dalam undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional, bahwa pendidikan dan tenaga kependidikan berkewajiban (1) menciptakan suasana pendidikan yang bermakna, menyenangkan, kreatif, dinamis dan dialogis, (2) mempunyai komitmen secara professional untuk meningkatkan mutu pendidikan, (3) member teladan dan menjaga nama baik lembaga, profesi dan kedudukan sesuai dengan kepercayaan dan kedudukan yang diberikan kepadanya. Dari uraian di atas penulis dapat menyimpulkan bahwa pada hakikatnya kinerja guru adalah perilaku yang dihasilkan seorang guru dalam melaksanakan tugasnya sebagai pendidik dan pengajar ketika mengajar di depan kelas, sesuai dengan criteria tertentu seperti perencanaan program pembelajaran, pelaksanaan kegiatan pembelajaran, dan evaluasi hasil pembelajaran. Kinerja seseorang guru akan nampak pada situasi dan kondisi kerja sehari-hari dalam aspek kegiatan menjalankan tugas dan cara/kualitas dalam melaksanakan kegiatan/tugas tersebut. Kinerja guru tentu yang paling berpengaruh terhadap mutu lulusan (output & outcome) sekolah tempatnya bekerja. Sedangkan indikator penilaian kinerja sangat beragam tergantung dari aspek tertentu yang diukur misalnya kinerja individunya, kinerja hasilnya, kinerja prosesnya dan cara pengukurannya. Berkenaan dengan kepentingan penilaian terhadap kinerja guru. Georgia Departemen of Education telah mengembangkan teacher performance assessment instrument yang kemudian dimodifikasi oleh Depdiknas menjadi Alat Penilaian Kemampuan Guru (APKG). Alat penilaian kemampuan guru, meliputi: (1) rencana pembelajaran (teaching plans and materials) atau disebut dengan RPP (Rencana Pelaksanaan Pembelajaran), (2) prosedur pembelajaran (classroom procedure), dan (3) hubungan antar pribadi (interpersonal skill).
Metode Penelitian
Rancangan Penelitian Rancangan penelitian merupakan keseluruhan prosedur perencanaan, dan pelaksanaan penelitian yang meliputi pula prosedur pengumpulan data dan pengolahan data yang telah ditentukan. Dalam pelaksanaan suatu penelitian, seorang peneliti harus menyusun rancangan penelitian yang disesuaikan dengan jenis dan tujuan penelitian. Sesuai dengan tujuan penelitian dan sifat masalah yang akan diteliti, maka penelitian ini menggunakan kuantitatif, deskriptif, dengan rancangan penelitian korelasi. Penelitian ini menggunakan pendekatan kuantitatif dengan desain ex post facto. Penelitian ini mencari data empirik yang sistematik dan dalam penelitian ini peneliti tidak dapat mengontrol langsung variabel bebas karena peristiwanya telah terjadi dan menurut sifatnya tidak dapat dimanipulasi (Iskandar, 2010). 218
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Penelitian ini menempatkan pengaruh kinerja kepala sekolah dan kinerja guru SD Negeri Kecamatan Gangga Kabupaten Lombok Utara. X1 r1 r3
R
Y
r2 X2 Keterangan: X1 = Kinerja kepala sekolah X2 = Kinerja guru Y = Mutu lulusan r1 = Hubungan kinerja kepala sekolah dengan mutu lulusan r2 = Hubungan kinerja guru dengan mutu lulusan r3 = Hubungan kinerja kepala sekolah dengan kinerja guru R = Hubungan kinerja kepala sekolah dan kinerja guru terhadap mutu lulusan Populasi Populasi pada penelitian ini adalah seluruh guru dan kepala sekolah yang berstataus pegawai negeri sipil sebanyak 83 guru. Dan siswa kelas 6 yang telah lulus Ujian Nasional di SDN se Kecamatan Gangga kabupaten Lombok Utara tahun ajaran 2013/2014 sebanyak 914 siswa (Data UPTD Dikbudpora Kecamatan Gangga TP. 2013-2014). Sampel Mengingat jumlah populasi cukup besar maka penelitian ini menggunakan sampel. Ukuran sampel ditetapkan dengan menggunakan teknik Probability Sampling dan tabel Krejcie (Sugiyono, 2007). Berdasarkan tabel Krejcie jika populasinya guru sebanyak 83 orang maka sampelnya sejumlah 35 orang. Sedangkan sampel untuk siswa ditetapkan sebanyak 269 orang . Probability Sampling adalah teknik pengambilan sampel yang memberikan peluang yang sama bagi setiap anggota populasi, untuk dipilih menjadi angota sampel dengan proportional random sampling (Iskandar, 2010). Adapun sampel diambil secara acak tanpa memperhatikan strata yang ada dalam populasi itu. Secara ringkas ukuran sampel yang didapat berdasarkan rumus sederhana sebagai berikut: n = N/Nd2+1 (3.1) dimana: N : besarnya populasi n : besarnya sampel d : tingkat kepercayaan/ketepatan yang diinginkan 10% Instrumen Penelitian dan Teknik Pengumpulan Data Instrumen penelitian adalah alat bantu yang dipilih dan digunakan oleh peneliti dalam mengumpulkan data agar kegiatan tersebut sistematis (Rianto, 2000). Adapun teknik pengumpulan data yang akan digunakan dalam penelitian ini adalah angket dan studi dokumen. Angket merupakan teknik utama dalam penelitian ini, yaitu teknik pengumpulan data dengan cara menyebarkan sejumlah lembar pertanyaan kepada responden yang ada 219
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relevansinya dengan permasalahan yang diteliti untuk mendapatkan data yang dibutuhkan. Angket akan di uji coba (validitas dan reliabilitas) sebelum diterapkan sebagai alat pengumpul data. Uji validitas setiap butir item dianalisis mempergunakan teknik r product-moment (pada taraf signifikansi 5%). Uji reliabilitas instrumen akan menggunakan teknik split-half-method dengan analisis r product moment (pada taraf signifikansi 5%). Rumus uji validitas dan reliabilitas instrumen seperti tertuang berikut ini. Uji Validitas Butir Item Instrumen Untuk menguji validitas butir soal instrumen, digunakan teknik korelasi product moment oleh Pearson (Iskandar, 2010), dengan rumus: N∑XY – (∑X)(∑Y) rxy = ______________________________ (3.2) Dimana : rxy = koefisien korelasi; N = jumlah responden; X = skor butir soal; Y = skor total yang diperoleh responden Selain menguji validitas secara manual, peneliti juga akan menguji validitas butir-butir instrumen dengan menggunakan program SPSS 14. Yaitu dengan menggunakan nilai practical significance. Menurut Hairs (Iskandar, 2010:95) nilai validitas di atas 0,30 adalah nilai yang dapat diterima dalam analisis faktor. Uji Reliabilitas Instrumen Untuk menguji reliabilitas instrumen digunakan teknik split-half dengan rumus SpearmanBrown (Narbuko dan Achmadi, 2010): 2r ½ ½ r11 = ---------------------(3.3) (1+r½½) Dimana : r ½ ½ = korelasi antara skor-skor setiap belahan tes r11 = koefisien reliabilitas yang sudah disesuaikan Analisa Data Teknik analisis data dalam penelitian ini menggunakan teknis analisis data regresi sederhana dan regresi ganda dengan bantuan SPSS Windows versi 14. Adapun tahap pelaksananan analisis meliputi : (1) analisis deskriptif, (2) uji regresi (3) uji persyaratan analisis data, dan (4) uji hipotesis. Analisis Deskriptif Analisis deskriptif ini digunakan untuk mendapatkan gambaran penyebaran data hasil penelitian masing-masing variabel secara katagorial. Analisis deskriptif merupakan bentuk analisis data penelitian untuk menguji generalisasi hasil penelitian berdasarkan satu sampel. Analisis deskriptif dilakukan dengan pengujian hipotesis deskriptif, apakah hipotesis penelitian dapat digeneralisasikan atau tidak (Iskandar, 2010). Jika hipotesis nol (Ho) diterima berarti hasil penelitian dapat digeneralisasikan. Dalam penelitian ini analisis deskriptif meliputi: a) distribusi frekuensi beserta bagian-bagiannya, b) korelasi dan regresi sederhana, c) interpretasi akan menggunakan diagram histogram. 1) Uji Korelasi (1) Uji Korelasi Parsial Analisis korelasi parsial (partial correlation) digunakan untuk mengetahui hubungan antara dua variable dimana dimana variabel lainnya yang dianggap berpengaruh dikendalikan atau dibuat tetap (sebagai variabel kontrol). Nilai korelasi (r) berkisar antara 1 sampai -1, nilai semakin mendekati 1 atau -1 berarti hubungan 220
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antara dua variabel semakin kuat, sebaliknya nilai mendekati 0 berarti hubungan dua variabel semakin lemah. Nilai positif menunjukkan hubungan searah (X naik maka Y naik) dan nilai negative menunjukkan hubungan terbalik (X naik maka Y turun). Data yang digunakan biasanya berskala interval atau rasio (Sugiyono, 2007). Menurut Iskandar (2010) pedoman untuk memberikan interpretasi koefisien korelasi sebagai berikut: 0,00 – 0,19 = sangat rendah 0,20 – 0,39 = rendah 0,40 – 0,59 = sedang 0,60 – 0,79 = kuat 0,80 – 1,00 = sangat kuat Rumus uji korelasi parsial adalah sebagai berikut: Parsial ry1-2 =
ry1 – 1 (ry2)(r12) ____________________________
(3.4)
Parsial ry2-1 =
ry2 – (ry1)(r12) ____________________________
(3.5)
Parsial ry12-Y=
r12 – (ry1)(ry2) ____________________________
(3.6)
(2) Uji Korelasi Ganda Korelasi berganda merupakan teknik statistic yang digunakan untuk menguji ada tidaknya hubungan serta arah hubungan dari dua variable atau lebih. Menurut Ridawan (2012) adalah suatu nilai yang memberikan kuatnya pengaruh atau hubungan dua variable atau lebih secara bersama-sama dengan variable lain. Adapun rumus uji korelasi ganda yang akan digunakan dalam penelitian ini adalah: Ry-1.2 =
____________________________
(3.7)
1–
RX1X2Y
=
____________________________ 1–
(3.7)
X1X2
(3) Uji Signifikansi F= _________________ (1 – 221
)/(N-k-1)
(3.8)
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Dimana: R = Nilai koefisien korelasi ganda k = Jumlah variable bebas (independen) n = Jumlah sampel F = F hitung yang selanjutnya akan dibandingkan dengan F tabel Jika F hitung > F tabel signifikan Jika F hitung < F tabel tidak signifikan (4) Uji Persyaratan Analisis Uji persyaratan analisis dilakukan dengan tujuan untuk mengetahui apakah data yang dikumpulkan memenuhi persyaratan untuk dianalisis dengan teknik yang telah direncanakan. Untuk menghitung korelasi dibutuhkan persyaratan antara lain hubungan variabel X dan Y harus linear dan bentuk distribusi semua variabel dari subjek penelitian harus berdistribusi normal. Anggapan populasi berdistribusi normal perlu di cek, agar langkah-langkah selanjutnya dapat dipertanggung jawabkan. (5) Uji Normalitas Uji normalisasi bertujuan bertujuan untuk mengetahui apakah data yang terkumpul berdistribusi normal atau tidak. Dengan uji normalitas akan diketahui sampel yang diambil berasal dari populasi yang berdistribusi normal atau tidak. Apabila pengujian normal, maka hasil perhitungan statistik dapat digeneralisasikan pada populasinya. Uji normalitas dalam penelitian ini menggunakan bantuan program SPSS Windows Versi 14. Dalam penelitian ini uji normalitas digunakan uji Kolmogorovsmirnov, kriterianya adalah signifikasi untuk uji dua sisi hasil perhitungan lebih besar dari 0,05 berarti berdistribusi normal (Sudjana, 1998). (6) Homogenitas Uji homoginitas dimaksudkan untuk memberikan keyakinan bahwa sekumpulan data yang dimanipulasi dalam serangkaian analisis memang berasal dari populasi yang tidak jauh berbeda keragamannya. Model yang digunakan dalam penelitian korelatif yang bersifat prediktif adalah Goodness of fit models, yaitu secara statistika dapat diuji setelah model prediksi diperoleh dari perhitungan (Sugiyono, 2007). Model yang sesuai dengan keadaan data adalah apabila simpangan estimasinya mendekati 0. Untuk mendeteksi agar penyimpangan populasi tidak terlalu besar, maka homogenitas varians kelompok-kelompok populasi dari mana sampel diambil, perlu diuji. Uji homogenitas yang digunakan dalam penelitian ini adalah uji F, yaitu untuk menguji homogenitas varians dari dua kelompok data dengan rumus sebagai berikut: (3.9)
F = S1 / S2 Dimana
:
Hipotesis pengujian: Ho:
S1
=
varians kelompok 1
S1
=
varians kelompok 2
α1
= α2
(varians data homogen)
α1
= α2
(varians data tidak homogen)
Uji Hipotesis Data kinerja guru dan kinerja kepala sekolah dianalisis dengan mempergunakan analisis keterkaitan antar variabel mempergunakan teknik analisis korelasi r product moment (Iskandar, 2010). 222
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rxy
=
(∑fx')(∑fy') ∑x'y' – ----------------________________N____________
(3.10)
Selanjutnya r koefisien korelasi yang diperoleh dikonsultasikan pada pedoman interpretasi r koefisien korelasi (Iskandar, 2010) sebagai berikut. Interval Korelasi
Tingkat Hubungan
0,00 – 0,19
Sangat Rendah
0,20 – 0,39
Rendah
0,40 – 0,59
Sedang
0,60 – 0,79
Kuat
0,80 – 1,00
Sangat Kuat
Hasil Penelitian
Hubungan Kinerja Kepala Sekolah Terhadap Mutu Lulusan Uji t Test (parsial) hasil pengujian hipotesis membuktikan bahwa kinerja kepala sekolah terhadap mutu lulusan 4,492 yang ditunjukkan sebagai thitung dan lebih besar dari pada tTabel sebesar 2,262 (4,492>2,262) dengan taraf signiifkan 0,026<0,05. Hal ini berarti bahwa semakin tinggi intensitas penerapan kinerja kepala sekolah maka semakin tinggi tingkat mutu lulusan yang ada di SD Negeri Se Kecamatan Gangga Kabupaten Lombok Utara. Begitu pula sebaliknya, semakin rendah intensitas kinerja kepala sekolah, maka semakin rendah tingkat Mutu Lulusan SD Negeri Se Keceamatan Gangga Kabupaten Lombok utara maka semakin rendah tingkat mutu lulusannnya. Hasil tersebut mengindikasikan bahwa Kinerja Kepala sekolah mampu memunculkan tingkat mutu sebuah lulusan dengan berbagai kinerja yang meliputi rasa jawab dan kepercayaan bawahan, menginspirasi dan memotivasi bawahan, merangsang kreativitas dan inovasi bawahan, memperlakukan setiap bawahan secara individual terutama dengan melibatkan guru dalam berbagai pengambilan keputusan, dalam menentukan kebijakan program sekolah serta selalu melatih dan memberi pengarahan kepada guru dengan harapan akan meningkatkan perilaku- perilaku berinisiatif bekerja dengan lebih giat, bekerja dengan prestasi yang tinggi pada pekerjaan dan keinginan untuk melebihi standar pencapaian dalam setiap aspek, serta bertanggung jawab untuk berpartisipasi, dan peduli dalam berbagai kegiatan yang diselenggarakan organisasi terutama dalam mencapai tingkat prestasi belajar siswa yang menjadi acuan peningkatan kelulusan setiap tahunnya.. Perilaku para guru dapat ditingkatkan dengan cara meningkatkan intensitas penerapan kepemimpinan kepala sekolah. Temuan penelitian ini sejalan dengan hasil penelitian yang dilakukan oleh Yogaswara (2010) yang menemukan bahwa terdapat kontribusi yang signifikan antara kemampuan manajerial kepala sekolah terhadap kinerja mengajar guru pada kategori sedang (45,10%). 223
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Pada konteks ini dapat dikatakan bahwa kepemimpinan menjadi salah satu faktor penting di dalam suatu organisasi (sekolah). Sehingga dapat disimpulkan bahwa kinerja kepala sekolah merupaka salah satu faktor kunci yang dapat meningkatkan mutu kelulusan seseorang siswa dalam suatu organisasi sekolah. Hubungan Kinerja Guru Terhadap Mutu Lulusan Berdasarkan hasil pengujian hipotesis membuktikan bahwa Kinerja guru terhadap tingkat mutu lulusan yang ada di SD Negeri Se Kecamatan Gangga Kabupaten Lombok Utara sebesar 2,395 yang ditunjukkan sebagai thitung dan lebih besar dari pada tTabel sebesar 2,262 (2,395>2,262) dengan taraf signiifkan 0,003<0,05. Hal ini menunjukan bahwa semakin tinggi kinerja guru di sekolah maka semakin tinggi mutu lulusan yang ada di SD Negeri Se Kecamatan Gangga Kabupaten Lombok Utara Temuan tersebut mengindikasikan bahwa kinerja guru dalam organisasi sekolah harus mampu memunculkan rasa tanggung jawab berinisiatif untuk membangun perkembangan sekolah dengan memberikan suatu kerja yang nyata dalam proses pembelajaran siswa. Sehingga tercipta dan terbangunnnya keinginan siswa untuk berprestasi dan minat untuk belajar. Dengan demikian kinerja guru ini bisa dikatakan salah satu faktor penentu dalam pembagunan prestasi sekolah dan mutu sebuah lulusan sekolah. Hubungan Kinerja Kepala Sekolah dan Kinerja Guru terhadap Mutu Lulusan Sekolah Berdasarkan data koefisen determinasi kedua variabel independent menunjukan bahwa variabel tersebut mampu menjelaskan mutu lulusan itu sebesar 68,3 % dan sisanya dipengaruhi sebesar 31,7 % diluar faktor kedua variabel yang tidak disebutkan. Dengan uji F Test (simultan) hasil penelitian tersebut menunjukkan hubungan kinerja kepala sekolah dan kinerja guru sebesar 32.68 yang ditunjukkan sebagai Fhitung dan lebih besar dari FTabel sebesar 3,29 ( 32,68>3,29) dengan taraf signiifkan 0,003<0,05. Dari hasil kedua variabel secara bersamaan sangatlah jelas mempengaruhi mutu lulusan sekolah itu seperti dasar hasil hipotesis yang penulis sebutkan. Terkait dengan dengan faktor lain yang mempengaruhi mutu lulusan yang memang tidak disebutkan dan tidak dijelaskan dalam penelitian ini secara terinci. Dengan adanya sinergi kinerja kepala sekolah dan kinerja guru diharapkan organisasi sekolah mampu bekembang dan berprestasi, seperti yang di sampaikan pidarta (2005) bahwa salah satunya faktor kompetensi yang dimiliki kepala sekolah adalah mengelola guru dan staf , hal demikian jelaslah seorang guru harus bekerja sama dalam membangun dan mengelola sekolah. Karena guru adalah perencana pembelajaran ,pelaksana proses pembelajaran yang bermutu sesuai undang- undag nomor 14 tahun 2005 pasal 20 (a) tentang guru dan dosen. Tentu hal demikian berdampak pada mutu lulusan (output dan outcome) yang progresif pada suatu organisasi sekolah.
Simpulan dan Saran
Simpulan Berdasarkan analisis data, hasil penelitian dapat disimpulkan sebagai berikut: 1. Secara parsial ada hubungan antara kinerja kepala sekolah tehadap mutu lulusan. Hal ini berarti bahwa variabel kinerja kepala sekolah memberikan sumbangan yang positf terhadap peningkatan mutu lulusan SD Negeri Se Kecamatan Gangga Kabupaten Lombok Utara.
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2. Secara parsial adanya hubungan antara variabel kinerja guru terhadap mutu lulusan hal ini menunjukan adanya kontribusi positif dan signifikan terhadap peningkatan kinerja guru terhadap mutu lulusan SD Negeri Se Kecamatan Gangga Kabupaten Lombok Utara. 3. Secara simultan adanya hubungan kinerja kepala sekolah dan kinerja guru terhadap mutu lulusan SD Negeri Se Kecamatan Gangga Kabupaten Lombok Utara. Hal ini berarti bahwa variabel kinerja guru dan kinierja kepala secara bersama - sama memiliki kontrbusi positf terhadap peningkatan mutu kelulusan Saran 1. Bagi kepala sekolah tidak hanya melibatkan guru untuk meningkatkan mutu siswa tetapi juga melibatkan masyarakat (steakholder) secara berkesinam-bungan sehingga kepala sekolah mampu mengarahkan masyarakat mewujudkan akn pentingnya pendidikan dan hasil prestasi siswa dalam organisasi sekolah. 2. Bagi guru diharapkan melibatkan peran serta masyarakat khususnya di kelas masing masing untuk meningkatkan mutu siswa secara berkesinambungan. Sehingga keinginan siswa untuk beprestasi juga dikembangkan dan selalu dilingkungan tempat tinggal siswa. 3. Para peneliti lain dapat meneliti kembali hasil penelitian ini secara lebih tajam dan mendalam, kenapa kinerja kepala sekolah lebih besar hubungannya dari pada kinerja guru dalam peningkatan mutu sekolah di SD Negeri sekecamatan Gangga Kabupaten Lombok Utara.
Daftar Pustaka
Atmodiwiro, Soebagyo. 2003. Manajemen Pendidikan Indonesia. Jakarta : Ardadizya Jaya. Evertson, Carolyn M dan Emmer, Edmund T., Manajemen Kelas Untuk Guru Sekolah Dasar, Kencana Prenada Media Grup, Jakarta, 2011 Departemen Pendidikan dan Kebudayaan. 1994. Petunjuk Peningkatan Mutu Pendidikan Disekolah Dasar. Jakarta: Direktorat Jendral Pendidikan Dasar dan menengah. Gibson, Organisasi Perilaku Stuktur Proses, Binarupa Aksara, Jakarta, 2010. Iskandar, Metodologi Penelitian Pendidikan dan Sosial (Kuantitatif dan Kualitatif), Gaung Persada Press, Jakarta, 2010 Keputusan Menteri Negara Pendayagunaan Aparatur Negara Nomor : 84 Tahun 1993. Tentang Jabatan Fungsional Guru dan Angka Kredit. Jakarta. Manulang. M. Manajemen Personalia. Ghalia Indonesia, jakarta, 1990. Mulyasa E, Menjadi Guru Profesional, PT. Remaja Bandung, 2011 ................., Menjadi Kepala Sekolah Profesional, PT Remaja Bandung, 2013 Naksud, Tesis Hubungan Antara Gaya Kepeminpinan Kepala Sekolah Dasar dan Motivasi Kerja dengan Prestasi Kerja Guru Sekolah Dasar di KecamatanPaguyangan Kabupaten Brebes, UHAMKA, 2002. Narbuko, Cholid dan Achmadi, Abu, Metodologi Penelitian, Bumi Aksara, Jakarta, 2010 Nur Laeli, Tesis Dampak Kepemimpinan Kepala Sekolah dan Motivasi Kerja Guru Terhadap Kinerja Guru di Sekolah Dasar Negeri di Kecamatan Paguyangan Kabupaten Brebes, UNNES, 2004. Pidarta, Made, Perencanaan Pendidikan Partisipatori Dengan Pendekatan Sistem, Rineka Cipta, Jakarta, 2005. Peraturan Pemerintah nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan Peraturan Pemerintah Nomor 28 Tahun 1990 tentang Permendiknas Nomor 41 Tahun 2007 tentang Standar Proses Ridwan, Dasar-dasar Statistika, Alfabeta, Bandung, 2012. Rianto, Yatim, Metodologi Penelitian Pendidikan. SIS, Surabaya, 2000. 225
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Siagian, Sondang P, Manajemen Sumber Daya Manusia. Bumi Aksara, Jakarta, 1996. Samani, Muchlas, Menggagas Pendidikan Bermakna, Integrasi Life Skill-KBK-CTL-MBS, SIC, Surabaya, 2007. ………., Mengenal Sertifikasi Guru di Indonesia, SIC, Surabaya, 2006 Soedjipto dan Kosasi, Raflis, Profesi Keguruan, Rineka Cipta, Jakarta, 2009. Sudjana, Metode Statistika, tarsito, Bandung, 1998. Sugiyono, Metode Penelitian Pendidikan, Penelitian Kuantitatif, Kulaitatif, dan R&D, Alfabeta, Bandung, 2007. Sujak, Abi, Kepemimpinan, Manajer (Eksistensinya dalam Perilaku Organisasi). Rajawali Pers, Jakarta, 1990. Undang-Undang Sistem Pendidikan Nasional No. 20 tahun 2003, Jakarta. 2003 Undang-undang Guru dan Dosen No. 14 Tahun 2005. Jakarta, 2005. Uno, Hamzah B., Profesi Kependidikan: Problema, Solusi, dan Reformasi Pendidikan di Indonesia, Bumi Aksara, Jakarta, 2009. Wahjosumidjo. Kepemimpinan Kepala Sekolah, Tinjauan Teoritik dan Permasalahannya, Raja Grafindo Persada, Jakarta. 1999.
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Strategy of Cooperative Learning on The Improvement of Student Learning on Subject Social Scienceintegrated in Junior High School 3 Tondanominahasa District North Sulawesi Province Jerry RH Wuisang University Manado, Indonesia
Abstract
The problem in this research is Is there an increase in student learning outcomes on economic subjects with the implementation of cooperative learning strategies. The hypothesis of this study is the implementation of cooperative learning strategies can increase student learning outcomes in social studies Integrated in Junior High School 3 Tondano.This research used experimental research design with Two Group Post Test Design with a sample of 60 students of class VIII Junior High School 3 Tondanowere divided into experimental and control groups. Both groups were given the initial test and final test. The experimental group applied cooperative learning strategies, while the control group was given no treatment. The statistical methods used in analyzing the data is the test statistic - t with significant real level α 0:05. The results showed that the average value of students after implementation of cooperative learning strategy 8:17 while those using conventional learning systems students' average score 7:02 on economic subjects. While the results of statistical tests with tcount = 5.26 is greater than table = 2.00, so the conclusion rejecting statistical hypothesis (H 0) and accept the hypothesis (HA) that the experimental group applied cooperative learning strategies can improve student learning outcomes. Then these results concluded that the application of cooperative learning strategies can improve student learning outcomes in social studies Integrated in Junior High School 3 Tondano. Keywords: cooperative learning, learning outcomes, integrated social science
Preliminary
Improvement of humanresources capable of mastering science and technology is an educational task. Today we need to realize the importance of education in order to realize the complete Indonesian man. In this case, as teachers/teacher candidates we can not be separated from quality improvement and quality, especially in learning. Therefore, the current educational attention be directed to the dynamics involving tasks and better understand how its implementation. To achieve these objectives, the school as a formal body entrusted to carry out education in schools and informal institutions, the school education involves several components in the learning process as teachers/educators,students,course materials, teaching methods, media teaching aids and evaluation all influence each other. In line with that to improve student learning outcomes need to be seen what affect the learning process in Junior High School 3 Tondano is the method of teaching, the relationship of teachers and students, the relationship of students with students, school discipline, lessons and school time, the state of the building, method of learning as well as the community as the students' activities in society, mass media, friends hang out, and shape people's lives, it greatly affects learning achievement owned by students. Based on field observation and interviews with some teachers in Economics in Junior High School 3 Tondano obtained information that the Economic learning that take place in schools, teachers and learners experiencing many difficulties in implementing the learning process.
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Difficulties experienced by teachers are the teachers have yet to implement a learning strategy that fits in the learning activities of students and teachers also lack economies only account for 2 people. Difficulties experienced by learners in the form of dropping knowledge and lessons learned, as friends the other absorbent faster, even many students are still confused in following the lessons because they do not know where to start and how to solve problems encountered in the process of learning teach. This can be seen in student learning outcomes on economic subjects less than 48% of students scored below 6.4. In order to solve the difficulties experienced by teachers and students of this, it takes a learning strategy that fits and can provide adequate tools to carry out the teaching and learning process, reduce lag by other students, helping students to work together, and can also help students to solve the problems properly and quickly. In the implementation of teachers is a very important component, because the successful implementation of the educational process is highly dependent on the teacher. Learning strategy in question is cooperative learning strategies. Sudibyo (2003) explains that the cooperative learning model is a model of learning in which students learn in small groups that have different levels of ability, which together help each other in doing the task. Based on the above background, the authors are interested in conducting research experiments titled "Cooperative Learning Strategies Toward ImprovedLearning Outcomes At Integrated Social Science Subjects in Junior High School 3 Tondano”.
Research Objectives
This study aims to find the percentage increase student learning outcomes in social studies Integrated in Junior High School 3 Tondano through cooperative learning strategies.
The Concept of Cooperative Learning Strategy (CLS)
The learning model is a series of group study conducted by students in certain groups to achieve learning objectives have been formulated. There are four essential elements in the CLS, namely: (1) the participants in the group; (2) the rules of the group; (3) their efforts to learn the group; and (4) the goals to be achieved. Participants are students who make the learning process in each study group. Grouping students can be determined by a number of approaches, including clustering based on the background of ability grouping based on a mixture of a good mix in terms of interests and mix in terms of ability. Whatever approach is used, learning objectives should be the primary consideration. Rules of the group is everything be agreed upon by all parties involved, both students as learners, and students sebagasi members of the group. For example, the rules on the division of duties of each member of the group, time and place of execution, and so forth. Efforts to learn is all the activities the students to improve their ability that has been owned and improve the ability of new, good ability in the aspect of knowledge, attitudes, and skills. The learning activities carried out in group activities, so that among the participants are able to membelajarkan through the exchange of ideas, experiences, and ideas. Aspects of interest are intended to give direction of planning, implementation, and evaluation. Through a clear purpose, each member of the group can understand the objectives of each learning activity. 228
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One of the strategies of group learning model is Cooperative Learning Strategies (Cooperative Learning) (CLS). CLS is a learning strategy group that lately the attention and education experts recommended to be used. Cooperative learning is a learning model by using a system of grouping /small team, which is between four to six people who have a background in academic ability, gender, race, or ethnicity were different(heterogeneous). System assessment is carried out against the group. Each group will receive awards (reward), if the group is able to demonstrate achievement of the required. Thus, each group member will have a positive dependency. That kind of dependence which in turn will raise the individual's responsibility to the group and interpersonal skills of each member of the group. Each individual will help each other, they will be motivated for success of the group, so that each individual will have an equal opportunity to contribute to the success of the group. CLS has two main components, namely the duty components cooperative (Cooperative Task) and a component of the incentive structure of cooperative (cooperative incentive structure). Cooperative tasks related to things that cause members to work together in completing the task group; whereas the incentive structure of cooperative is something that is motivating people to work together to achieve group goals. The incentive structure is regarded as the uniqueness of cooperative learning, because through the incentive structure of each member of the group worked hard to study, encourage and motivate other members master the subject matter, so as to achieve the group's goals. So, the interesting thing of CLS are their expectations other than to have the impact of learning, namely steamy achievement of learners (student achievement) also has impact Bridesmaids such as social relations, the acceptance of students who are considered weak, self-esteem, the norms of academic, award, against time, and the like to give help to others. This learning strategy can be used when: - Master emphasized the importance of collective efforts in addition to the individual effort in learning. - If the teacher requires all students (not just students who are smart only) to obtain success in learning. - If a teacher wants to instill that students can learn from other friends, and learn from the help of others. - If a teacher wants to develop communication skills of students as part of the curriculum. - If the teacher requires increased student motivation and increase their level of participation. - If the teacher requires the development of students' abilities to solve problems and find solutions solving. Cooperative learning Model Expert pedagogy Dewey (1916) requires the teacher creates a learning environment in a social system characterized by democratic procedures and the scientific process. Their responsibility is to motivate students to work cooperatively and to think about important social issues that arise in the day. In addition to efforts to solve problems in their small groups, students learn the principles of democracy through from day to day interactions with each other (Arens, 1997). Cooperative learning model is a model of learning by setting small groups by taking into account the diversity of the group members as a forum for students to work together and solve the problem through social interaction with their peers, providing the opportunity for students 229
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to learn things well at the same time and he became resource for another friend.(http://ipotes.wordpress.com/2008/05/10/cooperatif/Learning methods-). In cooperative learning not only learn the material, but students must also learn specific skills called cooperative skills. Cooperative skill serves to launch a working relationship social scienceand tasks.(Http://attmuharam.blogspot.com/2009/01/learning models -html)
Results of Learning
Nana Sudjana (2001: 20) argues that the result of learning is the student success rate in achieving school subjects expressed in the form of scores or grades obtained from the test on a certain matter. Meanwhile, according to NgalimPurwanto (1999:45) states that the achievement of student learning outcomes are obtained within a certain period and the ability of student success is recognized through the achievement of the curriculum. According to Anwar. S. (1999:30) argues that the factors affecting learning outcomes are internal factors and external factors. Internal factors as the characteristics of students that include: the ability of intellectual and non-intellectual like: interests and talents like motif learning, physical factors such as the state of the senses and physical condition in general. Internal factors include: family environmental factors such as economic conditions, the attitude of parents and others. Meanwhile, school factors, for example: teaching and learning, school conditions, the material is learned/taught, teaching aids, learning approaches, learning model, curriculum and learning objectives. Research Hypotheses The hypothesis of this study was formulated as follows: "The use of cooperative learning strategies can improve student learning outcomes in social studies Integrated in Junior High School 3 Tondano".
Research Methodology
The method used in this research is the experimental method. In which the method of this experiment is to obtain something which is an approximation to the information that can be obtained by actual experiment with a state that does not allow to control or manipulate all the variables. Operational Definitions In this study presented two research variables are as follows: 1. Learning the economy using cooperative learning strategies as independent variables or independent (X) with the operational definition is a learning cooperative learning strategies to enhance the activity of students in the learning process indicators is: cooperate with each other, to complete the task on time, respect the opinions of others , help each other to understand the material, appreciates thecontribution. 2. Results of learning as a dependent or independent variable (Y) with its operational definition is student learning outcomes in the form of scores and grades obtained by students in the form of data subjects Social Science Integrated final value as a number of evaluation results, learned in the first semester of the school year 2015/2016 with the indicator: the number of values in the form of documents. The Study Design In accordance with the research and the methods used in this study, the design of this study using an experimental research design that is shaped Two Group Post Test Design in which 230
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the so-called experimentalgroups and one control group with the so-called draft form as follows: Class Group Pretest Treatment Post test ClassVIIIa Experiment Group X T1 ClassVIIIb Control Group T2
The Sampling Technique
Population The population is a group of complete element which is usually a person, an object, a transaction, an event where we are interested to learn or become the object of research (Kuncong, 2003: 103). Goal of this research is all class student at Junior High School 3 Tondano totaling 530 people. Samples The sample is part of the number and characteristics possessed by the population. While the sample of this research is class VIII A and VIII B with the number of students 60 people on the grounds that in this class average value subjects Integrated Social Science /Economics.
Data Collection
TECHNIQUES In order to collect data, how to obtain data using the following techniques: 1. The observations were made at every stage of learning, observation data collected through observation sheets as well as a research instrument. Test formative at the end of each lesson. 2. Provide pre-written test before applying cooperative learning strategies and after actions as a cooperative learning strategies were post - test, on a group or individual. 3. The data was taken from the pre-test and post-test is expressed in the form of a score or number.
Data Analysis
Data analysis techniques used in this research is the analysis of data for research experiment using research designs Two Group Post Test with the formula:
Information : t = coefficient of t value = Average - Average the experimental group = Average - Average pull the control group S = Variance S1 = Standard deviation of theexperimental group S2 = standard deviation of the control group n1 = number of samples the experimental group n2 = number of samples of the control group 231
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With the process analysis reached by steps as follows: 1. 2. 3. 4. 5. 6.
Looking average (menu): X Calculates variance Choosing the appropriate formula Calculate the price of t Checking the list of table t Summing up the data analysis
Results and Discussion
Research Result Conducting research on class and class VIIIA VIIII that the research sample of 60 people. The data of independent variables (X1) is charged VIIII class teaching cooperative, while the control group VIIIA with conventional teaching (not subjected to the treatment of cooperative teaching).
Data Analysis Technique
Steps wear t-test Step 1 Calculating the mean / average value of the experimental class and the control group with the formula: Mean = 1 =
1 n1
Information : = amount; 1 = Average; X1= the value of the experimentaltest; n1 = sample. Note: X1 = 335 ; n1 = 41 355 1 = = 8,17 41 Note : X2 = 288 ; n1= 41; 288 2 = = 7,02 41 Step 2 To test whether theimplementation of cooperative learning strategies can improve student learning outcomes in Junior High School 3 Tondano, used analyzes with appropriate statistical techniques to test the research hypothesis, then testing the analytical requirements that must be met, namely the testing of normality and homogeneity test population. To determine whether the sample comes from a population that is normally distributed, then do the test Normality test data Lilliefors. Data normality testexperimental group. Step one: Determine thehypothesis testingHypothesis testing is Ho: the sample comes from a population that is normally distributed HA: samples come from populations that are not normally distributed Step two: Determine the test criteria. Testing criteria are: Accept Ho jika Lo ≤ Lt Reject Ho jika Lo> Lt The third step: Calculate Zi, F(Zi), S(Zi) and the difference F(Zi),- S(Zi) and input into the table. 232
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Note:
= 8.17
Sd1 = 0.92 Step four: Summing up the results of calculations. From the calculations listed in Table 4.2, obtained by the difference of the highest or Lobservation worth 0.0354. Based on the tables of critical values L α Lilliefors test at 0:05 with dk 39 found Ltabel worth of 0142. So Lobservation Lt The third step: Calculate Zi, F(Zi), S(Zi) and the difference F(Zi),- S(Zi) and input into the table. Note: = 7.02 Sd1 = 1.06 Step four: Summing up the results of calculations From the calculation are listed in Table 4.3, obtained by thedifference of the highest or Lobservation worth 0.0259. Based on the tables of critical values L α Lilliefors test at 0:05 with dk 39 found Ltabel worth of 0142. So Lobservation
Accepted Area H0 Accepted Area
- 2,00
2,00
5.26
Testing Homogeneity of Variance To test the similarity of the variance of the population from which the sample is used the following formula:
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Step one: Determine the hypothesis testing Hypothesis testing is Ho: Variance homogeneous (S12 = S22) HA: Variants are not homogeneous (S12 ≠ S22) Step two: Determine the test criteria Testing criteria are: Accept Ho if Fo ≤ Ft (α 0.05; dk 39) Reject Ho if Fo> Ft (α 0.05; dk 39) The third step: Calculate Fobservationthrough formula F = (Varian Large) / (Small Varian) Note: Sd1 = 0.92 Sd12 = 0.85 Sd2 = 1.06 Sd22 =1.12 F = (Varian Large) / (Small Varian) =
Step four: Summing up the results of calculations. From the above calculation, obtained Fobservation worth 1.32. Based on the tables of critical values F, at with α = 0.05, dfdenominator= 39 and dfnumerator = 39 found Ftabel worth 1.71. So smaller FobservationFtable is 1.32 <1.71. Based on testing criteria if Fotcriteria(ttabel) then X1 and X2 are different. Statistical conclusions: Reject H0 (the null hypothesis) which means that X1 = X2 Step 4 Conclusion The results of analysis of existing data from the calculation of observation t 5.26. Table column in a table listing the numbers turns 80 does not exist then requested a list of the closest to 80 of 60. 234
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df = 80 for the confidence level α = 0.05. 0.05 obtained tcriteria = 2.00 Turns tobservation5.26> tcriteria 2.00, so we can conclude that H0 is rejected, becauseX1X2. So only 5% may be wrong to say that based on a sample using cooperative learning strategies is the same. So H 0 rejected and Hi accepted. Thus the hypothesis that there is a difference in student learning outcomes were tested using cooperative learning strategies that do not use cooperative learning strategies in social studies Integrated in Junior High School 3 Tondano acceptable.
Discussion of Results
Based on the results of data analysis showed that the hypothesis accepted that the use of cooperative learning strategies in teaching and learning activities by teachers positive effect on learning outcomes of students in Junior High School 3 Tondano. This is evident from the results of hypothesis testing showed that there are significant differences between the results of student learning using cooperative learning strategies with conventional learning. Cooperative learning effectively used in teaching and learning activities, because in this study tended to maximize student learning, in which students will be exposed how the study group with positive interdependence.Students with high academic ability who can learn the individual will be a tutor in academic ability of students is low. By the time the students were divided into small groups among students of high academic ability and low academic ability of students in a random way up to achieve equality in small groups. Scores of all individuals in the group to be the result of learning together. All groups were satisfied when the learning outcomes are informed every learning outcomes. So that the groups will receive prizes such as: a great team, a good team, and a super team. Cooperative learning can benefit both the students because students are required to work together in groups completing academic tasks. Implications of Research Results 1. Implications of the results of research on theory The results of this study could be the subject of study theoretically to give birth to a learning strategyto effective and efficient. 2. Implications for advanced research. The results of this study is still a simple limited to the subject of economics. For the subjects and other subjects, researchers could not determine if cooperative learning strategies still need to be implemented or not, therefore it opens the opportunity for other researchers to investigate more. 3. The practical implications The results of this study can be used as the foundation for the teacher and for teachers of similar lesson order to doing how the actual teaching methods appropriate to the subjects.
Closed
Conclusion Based on the results of research and discussion, gained some conclusions as follows: 1. There are significant differences in the use of cooperative learning strategies on student learning outcomes when compared with conventional learning. 2. Based on these results it is teachers who use cooperative learning strategies on any economic learning material presentation can enhance the absorption and ultimately increase student learning outcomes. 3. Based on the analysis of existing data, the final result t observation = 5.26 with df = 80, for the confidence level α = 0.05 was obtained table = 2.00, 5.26 observation turned out t> t table of 2.00. So we can conclude that H0 is rejected because X1 X2 so only 5% that may be 235
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mistaken, or it can be said that there are significant differences between the results of student learning using cooperative learning strategies with the learning outcomes of students who use conventional learning. Suggestions 1. Good learning results expected so that teachers can use cooperative learning strategies that correspond to the stages and phases of learning. 2. In the learning process suggested teachers are able to select techniques /methods and media of learning what to use, especially in facilitating the teachers present the teaching materials and also facilitate students in accepted lessons, study results increased from learning objectives can be achieved.
References
ArikuntoSuharsimi, 2006. Prosedur Penelitian (Suatu Pendekatan Praktek). Rineka Cipta, Jakarta. Ella Y. 2004. Kurikulum dan Pembelajaran. PT. Pakaraya. Bandung. Isjoni. 2009. Cooperative Learning. Pekanbaru: Alfabeta Mulyasa, E. (2005). Implementasi Kurikulum 2004 (Panduan Pembelajaran KBK), PT Remaja Rosdakarya. Bandung. Mulyasa, E. (2005). Menjadi Guru Profesional (menciptakan Pembelajaran Kreatif dan Menyenangkan). PT Remaja Rosdakarya. Bandung Sadiman A.S. (1996) Media Pendidikan (Pengertian, Pengembangan dan Pemanfaatannya. Pustikom Diknas dan PT Raja Grafindo Persada. Jakarta Sanjaya W. 2006. Strategi Pembelajaran (Berorientasi Standar Proses Pendidikan). Kencana Prenada Media Group. Jakarta. 2006. PembelajarandalamImplementasi KBK. Kencana Prenada Media Group. Jakarta. Sudjana, N. 2002. Metode Statistika. Tarsito Bandung Suparno, P. 1997. Filsafat Konstruktivisme dalam Pendidikan. Penerbit Kanisius. Yogyakarta Sinclair, Robert L. 2003. Menggagas Kurikulum: Mencari Pijakan. UNY. Yogyakarta Trianto, 2007. Model-modelpembelajaraninovatifberorientasikonstruktivistik Jakarta: Prestasipustakapublisher. Uzer Usman, 1995. Menjadi Guru Profesional, Bandung. PT Remaja Rosdakarya. Umar Thirtarahardja. 2005. PengantarPendidikan. PT. Rinekacipta. Jakarta http://ipotes.wordpress.com/2008/05/10/metode-pembelajaran-kooperatif/ (http://attmuharam.blogspot.com/2009/01/model-model-pembelajaran-html).
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The Implementation Of Student Team Achievement Division (STAD) Cooperative Learning and Problem Solving To Increase Student’s Achiemement In Learning Physics Laxmi Zahara Universitas Hamzanwadi, Indonesia [email protected]
Abstract
Students of the second semester of physical education study program at STKIP Hamzanwadi Selong derive from different areas. Different background was observed in terms of academic ability, this is due to various previous senior high school and students’ social ability. The first score in basic physics II course showed high gap among the students. Therefore, Cooperative Learning type STAD with problem solving method. The present research purpose were to find out how was the implementation of cooperative learning type STAD with problem solving method could increase the learning achievement of the second semester students in physics education study program at STKIP Hamzanwadi Selong. The approach of this research was qualitative, whereas the design was class action research which consisted of two cycles. Based on the calculation of each group’s score, there was an improvement from cycle I into cycle II. Students’ mean score which previously got enough criteria, improved into good. Classical passing grade of students improved from 52% into 76%. Therefore, it could be concluded that the implementation of cooperative learning type STAD by problem solving method improved the learning achievement of the second semester students of physics education study program at STKIP Hamzanwadi Selong. Keywords : cooperative learning type stad, problem solving methods, learning achievement
Pendahuluan
Pendidikan merupakan proses yang terus menerus, didalamnya keluhuran manusia dipegang erat karena manusia adalah subjek pendidikan. Berbagai inovasi pembelajaran selalu ditawarkan untuk meningkatkan kualitas pembelajaran. Pendidikan menjadi penopang dalam meningkatkan sumber daya manusia untuk membangun bangsa. Oleh karena itu sumber daya manusia harus lebih ditingkatkan agar dapat bersaing dengan negara lain. Masalah dalam pendidikan di Indonesia meliputi sarana prasarana yang tidak memadai, prestasi belajar yang rendah, rendahnya kualitas guru dan kesejahteraan guru, rendahnya relevansi pendidikan dengan kebutuhan. Model-model pembelajaran inovatif ditawarkan untuk mengatasi masalah yang sesuai dengan kondisi peserta didik. Pembelajaran inovatif dirancang agar peserta didik dapat mencapai tujuan pembelajaran yang diharapkan. Salah satu strategi pembelajaran inovatif adalah strategi pembelajaran kooperatif. Pembelajaran kooperatif merupakan pembelajaran dengan menggunakan system pengelompokan yang terdiri dari empat sampai enam anggota kelompok yang memiliki perbedaan dalam hal jenis kelamin, kemampuan akademik (heterogen). Sistem penilaian berdasarkan kelompok Setiap kelompok akan mendapatkan penghargaan jika menunjukkan prestasi yang dipersyaratkan. Dengan demikian setiap anggota kelompok akan memiliki saling ketergantungan positif, sehingga memunculkan tanggungjawab individu terhadap kelompok. Mahasiswa Semester II program studi pendidikan Fisika STKIP Hamzanwadi Selong Tahun Pelajaran 2015/2016 terdiri dari 21 mahasiswa yang berasal dari berbagai daerah dan sekolah 237
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yang berbeda-beda, dengan latar belakang keluarga serta perekonomian yang berbeda. Oleh karena itu dalam melaksanakan perkuliahan terjadi kesenjangan kemampuan akademik antar mahasiswa serta perbedaan kemampuan social serta pengalaman pembelajaran di sekolah. Dalam pelaksanaan perkuliahan terdapat beberapa mahasiswa pasif dalam perkuliahan. Berdasarkan nilai kemampuan awal tes materi fisika dasar II, prestasi belajar mahasiswa semester II tergolong rendah. Berdasarkan nilai tes awal mahasiswa hanya 40% nilai semester mahasiswa di atas standar yaitu pada materi Elekterostatika. Oleh karena itu diperlukan strategi pembelajaran inovatif yang dapat menggabungkan perbedaan serta kekurangan yang ada dalam masing-masing individu dan dikemas agar kekurangan dan perbedaan tersebut menjadi bermanfaat untuk meningkatkan hasil belajar mahasiswa program studi Pendidikan fisika semester II Tahun Pelajaran 2015/2016. Metode pembelajaran inovatif dibutuhkan untuk menyatukan perbedaan dan kekurangan untuk menumbuhkan tanggungjawab individu dalam kelompok. Pembelajaran yang sesuai dalam mengatasi masalah tersebut adalah pembelajaran kooperatif. Banyak tipe pembelajaran kooperatif yang dapat diterapkan namun pembelajaran tersebut harus disesuaikan dengan kebutuhan mahasiswa. Salah satu metode yang dapat digunakan untuk dapat meningkatkan hasil belajar mahasiswa adalah metode pemecahan masalah. Pembelajaran kooperatif dalam hal ini akan dipadukan dengan metode pembelajaran berbasis masalah agar adapat meningkatkan hasil belajar mahasiswa. Mahasiswa dalam proses perkuliahan akan lebih termotivasi jika pembelajaran diselipkan dengan tekhnik kartu. Dalam metode ini akan dipilih satu kelompok yang di undi seperti tahap arisan, yaitu nama kelompok dituliskan dalam kartu dan dimasukkan ke dalam gelas serta diundi. Dengan demikian kelompok manapun berpeluang untuk mengemukakan pendapat dari kelompok mereka. Berdasarkan Latar Belakang Masalah maka Rumusan Masalah dalam penelitian ini adalah: “Bagaimana Implementasi Pembelajaran Kooperatif Tipe STAD dengan Metode Pemecahan Masalah dapat Meningkatkan Prestasi Belajar Mahasiswa Semester II Program Studi Pendidikan Fisika Tahun Pelajaran 2015/2016?. Tujuan dalam penelitian ini adalah untuk mengetahui Bagaimana Implementasi Pembelajaran Kooperatif Tipe STAD dengan Metode Pemecahan Masalah dapat Meningkatkan Kemampuan Berpikir Kritis dan Prestasi Belajar Mahasiswa Semester II Program Studi Pendidikan Fisika Tahun Pelajaran 2015/2016.
Kajian Teori
Pembelajaran kooperatif merupakan model pembelajaran dimana siswa belajar dalam kelompok-kelompok kecil yang memiliki tingkat kemampuan yang berbeda. Cooperatif learning berasal dari kata Cooperative yang artinya mengerjakan sesuatu secara bersamasama dengan saling membantu satu sama yang lainya sebagai satu kelompok satu tim. Dalam istilah bahasa Indonesia istilah cooperatif learning lebih sering dikenal dengan pembelajaran kooperatif. Menurut Johnson & Johnson (1994) cooperative learning adalah mengelompokkan siswa agar siswa dapat bekerja sama dengan kemampuan secara maksimal yang mereka miliki dan mempelajari satu sama lain dalam kelompok tersebut. Model pembelajaran kooperatif berbeda dengan sekedar belajar dalam kelompok, perbedaan ini terletak pada adanya unsur-unsur dasar dalam pembelajaran kooperatif yang tidak ditemui dalam pembelajaran kelompok yang dilakukan asal-asalan. Prosedur model pembelajaran koopertatif yang dilakukan dengan benar akan memungkinkan guru dapat mengelola kelas dengan lebih efektif dan efisien. Menurut Johnson & Johnson, dan Sharan, komponenkomponen penting dalam pembelajaran kooperatif adalah sebagai berikut : a) Ketergantungan positif, b) Interaksi promotif langsung, c) Akuntabilitas individual dan kelompok, d) Keterampilan-keterampilan anatar pribadi dan kelompok kecil, e) Pemrosesan kelompok. Student Team Achievement Division (STAD) merupakan salah satu model pembelajaran kooperatif. Hakekat belajar pembelajaran kooperatif tipe STAD adalah menekankan pada pencapaian kemampuan penguasaan materi pelajaran secara bersama. Pengembangan 238
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pembelajaran kooperatif tipe STAD menitik beratkan pada struktur tutorial sebaya. Semua anggota kelompok bekerja secara bersama-sama. Pembelajaran kooperatif dengan tipe STAD menekankan pada pemberian motivasi kepada kelompok siswa agar dapat berinteraksi dalam kelompok masing-masing. Slavin membagi pelaksanaan pembelajaran STAD menjadi lima komponen utama, yaitu : a. Tahap presentasi kelas. Sebelum tahap presentasi atau penyajian materi dimulai, maka seorang guru perlu mempersiapkan lembar kegiatan dan lembar jawaban yang akan dipelajari siswa dalam kelompok-kelompok kooperatif. Dalam menyajikan materi pelajaran, ditekankan pada hal-hal sebagai berikut : 1) Pendahuluan, pada tahap ini perlu ditekankan apa yang akan dipelajari siswa dalam kelompok dan menginformasikan hal yang penting untuk memotivasi rasa ingin tahu siswa tentang konsepkonsep yang akan mereka pelajari, 2) Pengembangan, dilakukan pengembangan materi yang sesuai yang akan dipelajari siswa dalam kelompok. Pertanyaan-pertanyaan diberikan penjelasan tentang benar atau salah. Jika konsep telah dipahami oleh siswa maka dapat beralih ke konsep yang lain, 3) Praktik terkendali, dilakukan dalam menyajikan materi dengan cara meminta siswa mengerjakan soal, memanggil siswa secara acak untuk menjawab atau menyelesaikan masalah agar siswa selalu siap dan dalam memberikan tugas tidak menyita waktu lama. Pada tahap ini siswa harus menyadari bahwa mereka harus benar-benar memberi perhatian penuh selama presentasi kelas, karena dengan demikian akan sangat membantu mereka mengerjakan kuis-kuis, dan skor kuis mereka menentukan skor tim mereka, b. Tahap pembentukan tim atau kelompok. Pada tahap ini guru perlu menetapkan siswa dalam kelompok heterogen dengan jumlah 4-5 orang. Kelompok heterogen ini didasarkan pada hal-hal berikut : 1) Kemampuan akademik (pandai, sedang, dan rendah), yang ditentukan dari hasil akademik sebelumnya. Pembagian kelompok harus diseimbangkan sehingga setiap kelompok terdiri dari siswa dengan tingkat prestasi seimbang, 2) Jenis kelamin, latar belakang sosial, kesenangan bawaan atau sifat (pendiam dan aktif). Fungsi utama dari tim atau kelompok adalah memastikan bahwa semua anggota tim benar-benar belajar, dan lebih khususnya lagi adalah mempersiapkan anggotanya untuk bisa mengerjakan kuis dengan baik. Pembelajaran dalam STAD melibatkan pembahasan masalah secara bersama, membandingkan jawaban, dan mengoreksi tiap kesalahan pemahaman apabila anggota tim atau kelompok ada yang membuat kesalahan. Selain itu, pembelajaran dalam STAD juga menekankan pada anggota tim melakukan yang terbaik untuk tim, dan tim pun harus melakukan yang terbaik untuk membantu tiap anggotanya, c. Tahap pemberian kuis. Pada tahap ini setelah sekitar satu atau dua periode setelah guru mempresentasikan materi dan setelah praktik, siswa akan diberikan kuis untuk dikerjakan secara individual. Para siswa tidak diperbolehkan untuk saling membantu dalam mengerjakan kuis. Artinya setiap siswa bertanggung jawab secara individual untuk memahami materinya. Pada tahap ini juga setelah selesai mengerjakan kuis, siswa dapat saing bertukar kertas untuk dinilai. Skor kuis kemudian dihitung dan digunakan pada kelas selanjutnya, d. Tahap pemberian skor kemajuan individu. Gagasan dibalik skor kemajuan individual adalah untuk memberikan kepada tiap siswa tujuan kinerja yang akan dicapai apabila mereka bekerja dengan giat dan memberikan kinerja dengan lebih baik daripada sebelumnya. Tiap siswa dapat memberikan kontribusi poin yang maksimal kepada timnya dalam sistem skor, tetapi tidak ada siswa yang dapat memberikan poin yang maksimal kepada timnya apbila tidak memberikan konstribusi yang maksimal, dan e. Tahap rekognisi tim. Sebelum tahap rekognisi tim/kelompokdiberikan, terlebih dahulu dilakukan evaluasi secara mandiri untuk menunjukkan apa yang telah siswa pelajari selaba bekerja dalam kelompok. Hasil evaluasi digunakan sebagai nilai perkembangan individu dan disumbangkan sebagai nilai perkembangan kelompok. Berdasarkan hasil nilai perkembangan, maka penghargaan pada prestasi kelompok diberikan dalam tingkat penghargaan seperti; kelompok baik, kelompok hebat dan kelompok super. Heterogenitas harus menjadi dasar utama dalam setiap pemilihan anggota suatu kelompok.
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Menurut Sanjaya (dalam Selvianti, 2010), metode adalah cara yang digunakan untuk mengimplementasikan rencana yang sudah disusun dalam kegiatan nyata agar tujuan yang telah disusun tercapai secara optimal. Metode dalam rangkaian sistem pembelajaran memegang peran yang sangat penting. Keberhasilan implementasi strategi pembelajaran sangat tergantung pada cara guru menggunakan metode pembelajaran, karena suatu strategi pembelajaran hanya mungkin dapat diimplementasikan melalui penggunaan metode pembelajaran. Pemecahan masalah dipandang sebagai suatu proses untuk menemukan kombinasi dari sejumlah aturan yang dapat diterapkan dalam upaya mengatasi situasi yang baru. Pemecahan masalah tidak sekadar sebagai bentuk kemampuan menerapkan aturanaturan yang telah dikuasai melalui kegiatan-kegiatan belajar terdahulu, melainkan lebih dari itu, merupakan proses untuk mendapatkan seperangkat aturan pada tingkat yang lebih tinggi. Apabila seseorang telah mendapatkan suatu kombinasi perangkat aturan yang tebukti dapat dioperasikan sesuai dengan situasi yang sedang dihadapi maka ia tidak saja dapat memecahkan suatu masalah, melainkan juga telah berhasil menemukan sesuatu yang baru. Sesuatu yang dimaksud adalah perangkat prosedur atau strategi yang memungkinkan seseorang dapatmeningkatkan kemandirian dalam berpikir. Menurut Djamarah (2006), langkah-langkah yang dapat digunakan dalam pembelajaran dengan metode pemecahan masalah, yaitu: a. Adanya masalah yang jelas untuk dipecahkan. Masalah ini harus tumbuh dari siswa sesuai dengan taraf kemampuannya. b. Mencari data atau keterangan yang dapat digunakan untuk memecahkan masalah tersebut. Misalnya dengan membaca buku-buku, meneliti, bertanya, berdiskusi dan lain-lain. c. Menetapkan jawaban sementara dari masalah tersebut. Dugaan jawaban ini tentu saja didasarkan kepada data yang telah diperoleh pada langkah kedua di atas. d. Menguji kebenaran jawaban sementara tersebut. Dalam langkah ini, siswa harus berusaha memecahkan masalah sehingga betul-betul yakin bahwa jawaban tersebut betul-betul cocok, apakah sesuai dengan jawaban sementara atau sama sekali tidak sesuai. Untuk menguji jawaban sementara ini diperlukan metode-metode lainnya seperti demonstrasi, tugas, diskusi dan lain-lain. e. Menarik kesimpulan. Artinya siswa harus sampai pada kesimpulan terakhir tentang jawaban dari masalah tadi.
Metode Penelitian
Penelitian ini menggunakan pendekatan kualitatif karena berlangsung dalam latar alamiah, data yang dihasilkan bersifat deskriptif dan proses dalam penelitian ini sama pentingnya dengan produk. Jenis penelitian yang digunakan adalah penelitian tindakan kelas (PTK) karena penelitian ini mengupayakan perbaikan dalam praktek pembelajaran serta melihat pengaruhnya. Lokasi penelitian ini bertempat di STKIP Hamzanwadi Selong. Subjek penelitian adalah mahasiswa semester II STKIP Hamzanwadi Selong yang berjumlah 21 orang. Mata Kuliah Fisika Dasar II dialokasikan 3 sks dalam satu minggu. Waktu pelaksanaan penelitian ini adalah pada tengah semester genap tahun ajaran 2015/2016 dengan pengambilan data pada tanggal 20 April sampai dengan 11Mei 2016. Penelitian ini dilaksanakan berupa siklus dengan tahapan: a). Perencanaan Tindakan, b). Pelaksanaan Tindakan c). Observasi dan d) Analisis Data dan Refleksi. Analisis data untuk aspek kognitif dilakukan dengan langkah-langkah sebagai berikikut: a) Memberikan penilaian terhadap jawaban mahasiswa, b) Menentukan nilai rata-rata kelas, c) Menentukan taraf keberhasilan kelas dengan rumus: F P 100% N Keterangan : F = Jumlah yang tuntas (nilai 70) di lapangan., N = Jumlah siswa ideal (maksimal) yang mengikuti tes, P = Persentase tingkat keberhasilan. Selanjutnya membandingkan persentase nilai kognitif pada siklus I dengan siklus II.
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Tabel 3.1 Kriteria Tingkat Kemampuan Kognitif Mahasiswa No Persentase Keberhasilan Taraf Keberhasilan 1 85 – 100 Sangat Baik 2 70 – 84 Baik 3 55 – 69 Cukup Baik 4 25 – 54 Kurang Baik 5 0 – 24 Sangat Kurang
Sumber: STKIP Hamzanwadi
Paparan Data dan Temuan Penelitian
Berdasarkan perencanaan yang disajikan pada bab III, selanjutnya dilakukan tindakan dengan tahap-tahap yang disesuaikan dengan tahap pendekatan kooperatif tipe STAD. Tahap-tahap yang dilakukan adalah sebagai berikut. Tindakan I dilaksanakan pada hari Rabu 27 April 2016 jam 14:00. Pada pertemuan sebelumnya peneliti sudah mensosialisasikan mengenai pembagian kelompok berdasarkan kemampuan kognitif mahasiswa serta memberikan panduan mengenai tata cara pelaksanaan pembelajaran kooperatif tipe STAD dengan metode pemecahan masalah. Peneliti sudah menyiapkan LKM untuk masing-masing kelompok serta telah menyiapkan kartu yang akan diundi untuk tiap anggota tim dari masing-masing kelompok. Guru mengawali pelajaran dengan melakukan tanya jawab dengan mahasiswa mengenai permasalahan yang berhubungan dengan pemantulan. Dengan memberikan tayangan gambar peristiwa pemantulan yang berbeda. Mahasiswa diminta mengidentifikasi dan memberikan penjelasan yang berkaitan dengan pemantulan teratur dan pemantulan baur. Selanjutnya perwakilan dari masing-masing kelompok diundi untuk mengemukakan argumen mereka. Pada tahap diskusi kelompok, mahasiswa diberikan LKM dengan permasalahan berupa analisis persamaan hukum snellius dari cermin lengkung. Mahasiswa dalam satu kelompok harus dapat menemukan rumus hukum snellius untuk cermin lengkung. Selanjutnya pada tahap presentasi, kelompok yang tampil diundi dengan kartu. Perwakilan kelompok juga dipilih dengan kartu. Hal ini dilakukan agar semua tim siap dan mempersiapkan anggota timnya untuk tampil. Selanjutnya dosen memberikan umpan balik dan pembenaran mengenai kesimpulan yang diperoleh. Pada tahap pemberian quiz, masing-masing anggota kelompok dipilih dengan kartu untuk maju dan memperoleh soal yang berbeda dengan tim mereka dalam satu kelompok. Selanjutnya nilai kelompok digabung dan diumumkan kelompok yang memperoleh skor tertinggi. Mahasiswa diingatkan agar lebih mempersiapkan diri untuk materi berikutnya yang berkaitan dengan pembiasan serta mengambil pengalaman dari pertemuan yang sudah dilaksanakan agar dapat lebih baik lagi dalam mempersiapkan tim mereka pada pertemuan berikutnya. Selanjutnya diadakan tes individu pada pertemuan berikutnya mengenai materi pemantulan. Berdasarkan pelaksanaan tindakan I, temuan peneliti adalah sebagai berikut: a) Mahasiswa masih belum begitu memahami tanggungjawab individu dalam kelompok. Banyak mahasiswa yang mengerjakan sendiri LKM tanpa berbagi informasi dengan anggota tim nya; b) Mahasiswa kesulitan dalam menganalisis pemecahan masalah dalam penurunan rumus dan permasalahan dalam kehidupan yang berkaitan dengan pemantulan; c) Kemampuan kognitif mahasiswa masih rendah hal ini dilihat dari jawaban perwakilan anggota tim yang belum begitu memahami permasalahan yang diberikan. Pertemuan ke dua dilaksanakan pada hari rabu 4 Mei 2016 pada materi pembiasan. Guru mengawali pembelajaran dengan menunjukkan fenomena pembiasan yang terjadi pada kehidupan sehari-hari. Mahasiswa diminta mengajukan pendapat mereka mengenai peristiwa tersebut. Selanjutnya pada tahap diskusi mahasiswa diberikan permasalahan mengenai 241
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penurunan rumus pada pembiasan kaca plan paralel. Mahasiswa diberikan LKM dengan menganalisis permasalahan yang berhubungan dengan pembiasan pada kehidupan sehari-hari. Pada tahap presentasi perwakilan dari masing-masing kelompok diundi dengan kartu untuk presentasi di depan kelas. Pada tahap tes mahasiswa diundi untuk tes dengan soal yang berbeda untuk tiap anggota kelompok. Skor dari masing-masing kelompok diumukan dan diinformasikan mengenai skor kemajuan kelompok untuk tahap I dan II. Selanjutnya dosen mengadakan tes kognitif pada pertemuan berikutnya mengenai materi pembiasan. Berdasarkan pelaksanaan tindakan I, temuan peneliti adalah sebagai berikut: a) Mahasiswa sudah memahami tanggungjawab individu dalam kelompok. Banyak mahasiswa yang mengerjakan LKM dan berbagi informasi dengan anggota tim nya. Hal ini tentunya karena pengalaman sebelumnya pada siklus I; b) Mahasiswa mampu menganalisis pemecahan masalah dalam penurunan rumus dan permasalahan dalam kehidupan yang berkaitan dengan pembiasan; c) Kemampuan kognitif mahasiswa meningkat hal ini dilihat dari jawaban perwakilan anggota tim. Berdasarkan pelaksanaan siklus I dan II diperoleh nilai keberhasilan tim sebagai berikut: Tabel 1.1 Penguasaan Kemampuan Kognitif Mahaiswa Persentase Pertemuan Kemampuan (%) KI KII KIII KIV KV Siklus I 50% 75% 50% 50% 75% Siklus II 100% 100% 75% 75% 100% Tabel 1.1 menunjukkan presentase keberhasilan tim mahasiswa pada setiap siklus, terjadi peningkatan pada semua kelompok yaitu kelompok I dengan persentase keberhasilan tim sebesar 50% pada siklus I meningkat menjadi 100% pada siklus II. Kelompok II dengan persentase keberhasilan tim pada siklus I sebesar 75% meningkat menjadi 100% pada siklus II. Kelompok III dengan persentase keberhasilan 50% pada siklus I meningkat menjadi 75% pada siklus II. Kelompok IV dengan persentase keberhasilan 50% pada siklus I meingkat menjadi 75% pada siklus II. Kelompok V dengan presentase ketuntasan 75% pada siklus I meningkat menjadi 100% pada siklus II. Nilai mahasiswa setelah tes individu pada siklus I diperoleh nilai rata-rata sebesar 65 (kriteria cukup) dengan taraf ketuntasan klasikal sebesar 52%. Pada siklus II nilai mahasiswa setelah diberi tes individu diperoleh nilai rata-rata 71 (kriteria baik) dengan taraf ketuntasan klasikal sebesar 76%. Dengan demikian terjadi peningkatan nilai mahasiswa dengan taraf ketuntasan klasikal 52% menjadi 76%. Berdasarkan hasil penelitian Puspa Tri Megantorowati yaitu data motivasi belajar siswa yang diperoleh dari lembar angket motivasi belajar siswa dan data hasil belajar siswa yang diperoleh melalui soal tes tulis. Berdasarkan hasil analisis data, dapat disimpulkan bahwa motivasi belajar siswa dengan diterapkannya model pembelajaran kooperatif teknik kartu arisan pada materi perbandingan trigonometri sudut berelasi termasuk kriteria sangat tinggi dengan persentase 85% dan hasil belajar siswa dengan diterapkannya model pembelajaran kooperatif teknik kartu arisan pada materi perbandingan trigonometri sudut berelasi dinyatakan tuntas secara klasikal sebesar 90%. Penelitian ini juga sesuai dengan hasil yang diperoleh Ratna Eka M. Menurut Ratna Eka F (2013) Penerapan model pembelajarankooperatif tipe STAD pada pencapaian pemahaman materi cold dan hot appetize mata pelajaran pengolahan makanan continental dapat 242
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meningkatkan pemahaman materi pad asiswa. Pada siklus I pemahaman materi siswa memilki rata –rata kelas 7.67 dan meningkat pada siklus II memperoleh rata –rata kelas yaitu 8.92; (2). Penerapan model pembelajaran kooperatif Student Team Achievement Divisons (STAD) pada mata pelajaran pengolahan kontinental, tingkat keaktifan siswa dalam mengikuti proses pembelajaran menunjukan adanya peningkatan. Pada siklus I tingkat keaktifan siswa dalam kelompoksebesar 60.41 % dan meningkat pada siklus II yaitu sebesar 84.86 %.
Daftar Pustaka
Djamarah, Syaiful Bahri dan Aswan Zain. 2006. Strategi Belajar Mengajar. Jakarta: Rineka Cipta. Puspa Tri Megantorowati. Penerapan Model Pembelajaran Kooperatif Teknik Kartu Arisan Dalam Meningkatkan Motivasi Dan Hasil Belajar Siswa. Universitas Negeri Surabaya. Ratna Eka Febriana. 2013. Penerapan Model Pembelajaran Kooperatif Tipe “STAD” Dalam Upaya Meningkatkan Pemahaman Siswa. Fakultas teknik. Universitas negeri Yogyakarta. Selvianti, 2)Ramdani, dan 3)Jusniar. Efektivitas Metode Pemecahan Masalah untuk Meningkatkan Hasil Belajar dan Keterampilan Generik Sains Siswa Kelas XI IA 2 SMA Negeri 8 Makassar (Studi Pada Materi Pokok Hidrolisis Garam). Jurnal Chemica Vo/. 14 Nomor 1 Juni 2013, 55 – 65.
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Development of Macromedia Flash Study of Indonesian to Increase Skill Read Student Subject Indonesian Donna Boedi Maritasari Universitas Hamzanwadi, Indonesia [email protected]
Abstract
The aim of this research was know the procedures of developing Bahasa Indonesia Instructional media at in elementary school, two know the result of media development on learning student reading skill of Bahasa Indonesia at elementary school through Macromedia Flash instruction of media for the IV grade elementary school. The development model was Borg and Gall model modified by Endang Multyatiningsih in five stage, need analisys, desigen, making prototype, fied trial test, and revision. The research data was quantitative and qualitative. The instruments of the data collection was validation sheet of media by the materials and media expert, student respond quistionnaireon Bahasa Indonesia instruction, and learning achievemenent. The data analisys of the result of materials validation showed that media in good enough category based on the total score comversion of was 54, mean score 3,37 in good enough category of range 41.64 ≤ 54.36. the data analisys of the result of media expert validation showed that in media good enough category based on the total score conversion of was 45, mean score 3.21 in good category of range 36.42 < X ≤ 47.58. Meanwhile, the data analisys from the result of try out in the from of learning achievement was gained mean score 82.63 in completeness percentage 89%, means over classical completeness and suitable used. From the result of student’s response questionnaire from the 10 indicators, it was gained percentage of 85% in range 81%-100% which was in very well category. in the in clusion, word macromedia flash media got very well/positive response. Keywords : developing, macromedia flash media, borg and gall
Pendahuluan
Pendidikan merupakan hal yang sangat penting, oleh karena itu perubahan dan perbaikan harus terus dilakukan pada berbagai sector pendidikan, mulai dari sector pengajar sampai media pembelajaran yang digunakan dalam menjelaskan sebuah pelajaran. Guru bukan satusatunya sumber belajar, walaupun tugas, peranan, dan fungsinya dalam proses belajar mengajar sangat penting. Dilihat dari sejarah perkembangan profesi guru, tugas mengajar sebenarnya adlah pelimpahan dari tugas orang tua karena tidak mampu lagi meberikan pengetahuan, keterampilan, dan sikap-sikap tertentu sesuai dengan berkembangnya masyarakat serta budaya padda umumnya, berkembang pula tugas dan peranan seorang guru, seiring dengan bertambahnya jumlah anak yang memerlukan pendidikan. Dengan semakin berkembangnya ilmu pengetahuan dan teknologi, maka sulit untuk menjelaskan ilmu pengetahuan jaman sekarang hanya dengan menggunakan teknologi pada jaman dulu. Sehingga guru harus dituntut lebih kreatif dalam menyajikan materi dalam bentuk media pembelajaran. Dalam memperbaiki media pembelajaran tersebut, guru dituntut untuk aktif dan tentunya kreatif untuk dapat menyampaikan informasi kepada siswanya dan dapat diterima dengan mudah. Salah satu sarana untuk memperbaiki proses komunikasi dapat dilakukan melalui media,salah satunya media pembelajaran berbasis computer. Hasil observasi dengan guru kelas diperoleh bahwa guru mengalami kesulitan yang berarti dalam proses belajar mengajar karena siswa memiliki tingkat penguasaan materi yang sangat 244
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rendah, kurangnya minat dan motivasi siswa dalam mempelajari Bahasa Indonesia siswa memiliki daya serap yang rendah dalam meenerima materi dan sebagaian besar siswa pasif dalam proses belajar mengajar. Hal ini disebabkan oleh gaya mengajar guru yang sering menggunakan konvensional seperti ceramah yang berpusat dalam proses pembelajaran. Berkaitan dengan hal terssebut maka guru harus jeli memilih serta menggunakan media, daan teknik mengajar yang tepat sehingga mampu membuat siswa aktif dalam proses pembelajaran. Karena pendekatan, metode media maupun strategi sangat menentukan berhasil atau tidaknya proses pembelajaran. Oleh karena itu apabila ingin memgajarkan sesuatu kepada anak dengan baik dan berhasil, pertama-tama yang harus ddilakukan oleh guru adalah menyusun, melaksanakan dan mengevaluasi program pembelajaran. “Ketika kita menginginkan anak-anak dapat dapat melakukan sesuatu dengan baik, mereka tidak harus menjadi seorang yang hebat. Akan tetapi, mereka harus merasa luar biasa karena berhasi; melakukannya dan mersa tertarik pada yang dilakukan,” (Dorothy,2008:viii). Dalam melaksanakan pengajaran harus memunculkan kegiatan yaitu memfouskan pengajaran pada keterkaitan antara fakta dan pemberian pemahaman kepada siswa, merancang kegiatan pengajaran yang sesuai dengan kebutuhan siswa, memberi semangat kepada siswa untuk menganalisa, menginterpretasikan, serta meramalkan informasi yang diharapkan dan mendorong siswa agar bertukar pikiran dengan siswa lainnya. Media Macromedia Flash mengarah pada kegiatan yang memfokuskan pengajaran pada keterkaitan antara fakta dan pemberian pemahaman atau penemuan baru kepada siswa. Pembelajran dengan menggunakan media Macromedia Flash diharapkan memotivasi siswa untuk lebih aktif baik mental maupun fisik dalam mengikuti pembelajaran Bahasa Indonesia di kelas. Berdasarkan uraian diatas maka dianggap perlu untuk melakukan penelitian tentang pengembangan pembelajaran Bahasa Indonesia dengan media Macromedia Flash kelas IV Sekolah Dasar.
Metode Penelitian
Penelitian ini menggunakan prosedur pengembangan dengan skema dan langkah-langkah penelitian model pengembangan borg and Gall, karena penelitian ini dilakukan hanya di satu sekolh maka disederhanakan yang awalnya ada sepuluh tahapan menjadi tujuh tahapan sebagai berikut : (1) Analisis kebutuhan (2) Desain (3) Pembuatan prototype (4) Uji coba lapangan (5) Revisi. Pada penelitian ini prosedur pengembangan dapat digambarkan sebagai berikut: Survey/FGD/SWOT Evaluasi/Delphi Analisis Kebutuhan Merumuskan Media, Tujuan,
Desain
Dan Kegiatan Pembuatan Prototype
Uji coba lapangan
Revisi
Skema Desain Penelitian Menurut Borg and Gall yang disederhanakan 245
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Adapun penjelasan dari langkah-langkah tersebut sebagai berikut : 1) Analisis kebutuhan. Pada tahap ini dilakukan analisis kebutuhan, dan mengidentifikasi factor-faktor yang menimbulkan permasalhan sehingaga perlu ada pengembangan model baru. Untuk mengetahui keadaan tersebut dapat dilakukan melalui survey, analisis SWOOT (strength, weakness, opportunities, treats), penelitian evaluasi, analisis dokumen atau dengan mengkaji hasil-hasil penelitian terdahulu. 2) Desain. pada tahap ini mulai ditetapkan rancangan media pembelajaran yang dikembangkan untuk memecahkan masalah yang ditemukan pada tahap pertama hal-hal yang direncanakan antara lain menetapkan media, merumuskan tujuan secara berjenjang atau bertahap, mengidentifikasi kegiatan-kegiatan yang dilakukan pada setiap tahap penelitian dan penguji kelayakan rancangan media pembelajaran dalam cakupan wilayah terbatas. Uji kelayakan dilakukan dengan meminta penelitian ahli secara tertulis. 3) Pembuatan prototype. Pada tahap ini mulai disusun bentuk awal media pembelajaran berupa media Macromedia Flash yang dikembangkan.proses penelitian pada tahap ini dilakukan dengan melakukan validasi rancangan media pembelajaran oleh pakar yang ahli dalam bidangnya. Hasil validasi kemudian dikaji sebagai acuan dalam melakukan revisi untuk memperbaiki rancangan produk sebelum diujicobakan. 4) Uji coba lapangan. Tahap ini setelah produk yang dikembangkan dan instrument siap untuk digunakan, kegiatan selanjutnya adlah melakukan uji coba lapangan. Uji coba ini melibatkan 36 orang responden. Uji coba lapangan dilakukan untuk mengetahui respo guru terhadap produk media pembelajaran Macromedia Flash yang dikembangkan. Selain itu, uji coba ini bermanfaat untuk mengetahui aktifitas belajar siswa dalam bentuk motivassi, minat dan hasil belajar siswa setelah menggunakan produk media pembelajaran yang telah dikembangkan. Data ynag diperoleh kemudian dianalisis dan dievaluasi sebagai acuan melakukan revisi untuk memperbaiki penerapan media pada tahap berikutnya. 5) Revisi. Revisi produk dilakukan setelah produk tersebut diujicobakan. Hal ini dilakukan untuk mengurangi kesalahan pabila ada kendala-kendala baru yang belum terpikirkan pada saat perancangan media pembelajaran. Hal-hal yang mendesak untuk diperbaiki misalnya apabila ditemukan hasil yang kurang optimal pada saat uji coba lapangan.
Hasil dan Pembahasan
Pada uji coba awal dilakukan postes tujuannya untuk mengetahui ketercapaian tujuan pembelajaran. Tes hasil belajar diberikan kepada 19 siswa. Berdasarkan hasil uji coba setelah pembelajaran dilakukan, diperoleh 2 orang siswa yang tidak tuntas dan 17 orang siswa yang tuntas dengan nilai KKM yaitu diatas 65 dengan ketuntasan klasikal 86%. Setelah itu untuk mengetahui bagaimana respon siswa terhadap media pembelajaran Macromedia Flash tersebut yakni dengan menggunakan angket respon siswa. Yang terdiri dari 10 komponen dengan 19 orang responden tujuannya adalah untuk mengetahui sejauh mana siswa menanggapi produk alat peraga yang digunakan pada proses pembelajaran. Data hasil post test siswa disajikan pada tabel. No
DATA
1 2 3 4
Nilai rata-rata Nilai tertinggi Nilai terendah Total skor
HASIL POSTEST 82,63 100 45 1575
Data postes siswa menunjukkan nilai rata-rata 82,63 dan nilai tertiinggi adalah 100 sedangkan nilai terendah adalan 45. Data hasil respon siswa terhadap kegiatan pembelajaran pada uji coba. 246
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Banyaknya item pertanyaan 1 2 3 4 5 6 7 8 9 10 Jumlah Presentasi
Frekuensi skala jawaban Ya Tidak 19 0 15 4 15 4 14 5 13 6 18 1 13 6 19 0 19 0 18 1 163 27 85% 14%
Data poin angket siswa diperoleh dari penjumlahan jawaban yang diberikan responden kepada item yakni yang merespon “ya” berjumlah 163 poin. Sedangkan jumlah poin keseluruhan yang merespon “tidak” berjumlah 27 poin. Data yang diperoleh bersumber dari validasi oleh dua orang ahli, data angket, respon siswa dan data hasil belajar kemudian dianalisis. Data validasi ahli materi terhadap produk media pembelajaran ini menunjukan bahwa darri 16 aspek indikator mendapatkan skor rata-rata 3,37 ada enam aspek indicator yang mendapat kategori baik, dan 10 aspek mendapatkan kategori cukup. Sehingga jumlah skor actual yang diperoleh menjadi 54. Data validasi media terhadap produk berupa media pembelajaran menunjukkan bahwa dari 14 aspek indicator mendapatkan skor rata-rata 3,21. Ada tiga aspek indicator yang mendapat kategori baik, dan ada sebelas aspek indicator yang mendapat kategori cukup bai. Sehingga dari 14 aspek indicator skor actual yang diperoleh mencapai skor 45. Data tersebut kemudian dikonversi menggunakan rumus product momen yakni = Rata – rata skor ideal = (skor maksimal ideal +skor minimal ideal).
= Simpangan baku ideal =
(skor maksimal ideala – skor minimal
ideal). X= Skor aktual. Sehingga dapat diketahui bahwa media Macromedia Flash yang dikembangkan termasuk kategori “cukup valid/ cukup baik” dan siap diuji cobakan. Analisis hasil belajar siswa berdasarkan uji coba lapangan dapat diketahui bahwa jumlah siswa adalah 19 oarang dan semuannya mengikuti tahap evauasi. Dari hasil analisis dapat diketahui bahwa dari 19 siswa yang mengikuti tes, siswa yang mencapai nilai KKM sebanyak 17 orang sedangkan 2 orang mendapat nilai kurang dari KKM. Dan skor rata-rata yang diperoleh siswa mencapai 82,63. Sehingga secara klasikal, persentasi ketuntasan belajar siswa mencapi 89%. Berdasarkan hitungan dengan rumus bahwa dan .
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Tabel Hasil analisis ketuntasan Belajar No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Nama Alfin Junardi Andi Aprilia Bayu Saputra Ninda Wati Fitriani Siti Saleha Ekasulastri M. Agus Hidayat Bayu Pangestu Lalu Ikran Hadi Diana Rukmana Debi Agustin Nila Sari Gusti Januar Sinta Mirani Iham Hidayat Sari Apna Surya Ashari Deni Mariadi Jumlah Rata-rata % Klasikal
Skor 17 15 16 20 10 20 19 16 17 18 14 19 20 15 9 19 15 18 17
Nilai 85 75 80 100 50 100 95 80 85 90 70 95 100 75 45 95 75 90 85 1570 82,63
KET T T T T TT T T T T T T T T T TT T T T T
89%
Dari perhitungan ketuntasan belajar siswa maka diperoleh data yaitu 17 dari 19 siswa mampu melewati KKM mata pelajaran Bahasa Indonesia dengan skor rata-rata yaitu 82,63%. Selanjutnya dilakukan analisis terhadap ketuntasan klasikal menggunakan rumus ketutasan klasikal didapatkan persentasi ketuntasan sebesar 89% sehingga dapat disimpulkan medi pembelajaran laya untuk digunakan dalam pembelajaran. Tabel Hasil Anket Respon siswa No 1 2 3 4 5 6 7 8 9 10 11 12 13
Nama Alfin Junardi Andi Aprilia Bayu Saputra Ninda Wati Fitriani Siti Saleha Ekasulastri M. Agus Hidayat Bayu Pangestu Lalu Ikran Hadi Diana Rukmana Debi Agustin Nila Sari
1 1 1 1 1 1 1 1 1 1 1 1 1 1
Nomor item pernyataan 2 3 4 5 1 0 1 0 0 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 0 1 1 0 1 1 1 1 1 1 0 1 0 0 1 1 0 0 1 1 1 1 248
6 1 1 1 1 1 1 1 1 1 1 1 1 0
7 1 0 1 1 0 1 1 0 1 1 1 1 1
8 1 1 1 1 1 1 1 1 1 1 1 1 1
9 1 1 1 1 1 1 1 1 1 1 1 1 1
10 0 1 1 1 1 1 1 1 1 1 1 1 1
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14 15 16 17 18 19
Gusti Januar 1 1 1 1 1 1 0 1 1 1 Sinta Mirani 1 0 1 0 0 1 0 1 1 1 Iham Hidayat 1 1 1 0 1 1 1 1 1 0 Sari Apna 1 1 1 1 1 1 1 1 1 1 Surya Ashari 1 1 0 1 1 1 1 1 1 1 Deni Mariadi 1 1 1 1 1 1 1 1 1 1 Jumlah 20 15 15 14 13 18 13 19 19 18 Penelitian pengembangan ini dilakukan beradasarkan prosedur pengembangan yang digunakan mulai dari tahap awal sampai pada tahap akhir. Penelitian ini dilakukan di SDN 6 Masbagik Utara. Sebelum uji cob lapangan terlebih dahulu dilakukan validasi terhadap media pembelajaran yang akan dikembangkan dengan tujuan untuk mengetahui kelayakan media. Pada penelitian pengembangan ini menunjukkan adanya peningkatan terhadap hasil belajar siswa serta respond an keaktifan siswa didalam kelas. Setelah melakukan tes pada siswa kelas IV, terlihat hasil belajar siswa berada pada peresentasi 89% dari 19 siswa dan kategori dari media tersebut dikatakan baik. Sementara hasil angket respon siswa terhadap media menunjukkan bahwa siswa sangat merespon media Macromedia Flash tersebut dengan rata-rata respon siswa adalah 85% yang diperoleh dari jumlah prolehan dibagi jumlah poin maksimal dikalikan 100%, hasilnya berada pada rentang 81% sampai 100% dengan kategori sangat merespon. Dengan demikian dapat disimpulkan respon siswa terhadap media sangat baik.
Kesimpulan dan Saran
Berdasarkan hasil penelitian dari pengembangan media pembelajaran ini, dapat disimpulkan beberapa hal yaitu 1) Pembelajaran bahasa Indonesia dengan menggunakan media Macromedia flash yang telah dikembangkan sesuai dengan prosedur pengembangan melalui tahap (1) Analisis kebutuhan (2) Desain (3) Pembuatan prototype (4) Uji coba lapangan (5) Revisi (6) Uji coba kelompok kecil (7) Uji coba kelompok besar. Evaluasi terhadap model pembelajaran bahasa Indonesia untuk siswa SD melalui tahap review tim ahli, uji coba lapangan serta analisis dan revisi sehingga menjadi produk akhir yang layak digunakan sebagai perangkat pembelajaran. 2) Kelayakan media Macromedia Flash untuk siswa SD ditinjau setelah pembelajaran dilakukan menggunakan produk yang dikembangkan. Hasil postes siswa menunjukkan keberhassilan dalam proses pembelajaran dengan tingkat keberhassilan mencapai 89%. 3)Respon siswa terhadap media Macromedia Flash dikatakan sangattinggi yaitu dengan rata-rata persentase keseluruhan komponen 85% yang berada pada rentang 81%-100% dengan kategori sangat baik. Saran-saran yang dapat diberikan penulis sebagai sumbangan pemikiran terhadap pemanfaatan pengembangan media Macromedia Flash kelas IV Sekolah Dasar. 1) Mengingat pembelajaran Bahasa Indonesia membutuhkan media atau alat peraga untuk lebih meningkatkan pemahaman siswa dan ketertarikan siswa pada materi dapat diguakan dalam proses pembelajaran 2) Berdasarkan hasil pengembangan studi memberikan dampak yang baik bagi kualitas pembelajaran diseekolah, maka para praktisi pendidikan hendaknya melakukan pengembangan terhadap aspek-aspek perangkat pembelajaran yang lain dan yang lebih luas sehingga hasilnya dapat digunakan dengan maksimal untuk meningkatkan aktifitas dan hasil belajar siswa.
Daftar Pustaka
Dalman. (2013). Keterampilan Membaca. Jakarta: Raja Grafindo Persada Mulyati, Yeti.(2007). Evaluasi Pendidikan. Jakarta: Universitas Terbuka Nasution, Noechi. (2006). Evaluasi Pendidikan. Jakarta: Universitas Terbuka Puarwanto. (2011). Evaluasi Hasil Belajar. Yogyakarta: Pustaka Belajar 249
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Ridwan. (2012). Dasar-Dasar Statistika. Bandung: Alfabeta Hamdani. (2010). Strategi Belajar Mengajar. Bandung: Pustaka Setia Asyhar, Rayandra. 2011. Kreatif Mengembangkan Media Pembelajaran. Jakarta: Gaung Persada (GP) Press. Arifin, Zainal. 2009. Evaluasi Pembelajaran. Jakarta: Direktorat Jenderal Pendidikan Islam Departemen Agama Republik Indonesia. Arsyad, Azhar. 2009. Media Pembelajaran. Jakarta: Rajawali Pers. Indriana, Dina. 2011. Ragam Alat Bantu Media Pengajaran. Jogjakarta: DIVA Press Lusi, Diana. 2013. Model Pembelajaran Interaktif. [online]. http://dianalusi.blogspot.com/2013/12/model-pembelajaran-interaktif.html. Diakses pada tanggal 31 maret 2014. Rusman. 2012. Belajar dan Pembelajaran Berbasis Komputer. Bandung: Alfabeta. Rusman. 2012. Belajar dan Pembelajaran Berbasis Komputer. Bandung: Alfabeta. Suprijono, Agus. 2009. Cooperative Learning Teori dan Aplikasi Paikem. Yogyakarta: Pustaka Pelajar. Syaodih, Nana. 2007. Metode Penelitian Pendidikan. Bandung: PT Remaja Rosdakarya. Warsita, Bambang. 2008. Teknologi Pembelajaran Landasan dan Aplikasinya. Jakarta: Rineka Cipta. Widoyoko, Eko Putro. 2011. Evaluasi Program Pembelajaran. Yogyakarta: Pustaka Pelajar.
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Peningkatan Aktivitas Pembelajaran Mahasiswa Semester III Stkip Hamzanwadi Selong Pada Mata Kuliah Perkembangan Hewan Melalui Lesson Study Nurul Fajri Universitas Hamzanwadi, Indonesia [email protected]
Abstrak
Tujuan penelitian ini adalah untuk meningkatkan aktivitas pembelajaran perkembangan hewan mahasiswa melalui implementasi Lesson Study pada pembelajaran kooperatif. Subjek dalam penelitian ini adalah Mahasiswa Program Studi Pendidikan Biologi kelas A semester III, berjumlah 25 orang. Kegiatan Lesson Study Program Studi Pendidikan Biologi dilaksanakan selama 3 kali open class (siklus). Masing-masing open class terdiri atas 3 tahap yakni tahap plan (perencanaan), tahap do (pelaksanaan), dan tahap see (refleksi). Instrument pengukuran aktivitas pembelajaran berupa rubrik aktivitas yang terdiri atas indikator; bertanya, menjawab, berpendapat, tanggung jawab sosial, dan tanggung jawab individu. Kesimpulan yang diperoleh adalah melalui Lesson Study terjadi peningkatan aktivitas pembelajaran perkembangan hewan mahasiswa semester III STKIP Hamzanwadi Selong. Kata kunci: aktivitas pembelajaran, perkembangan hewan, lesson study
Pendahuluan Pendidikan memiliki peranan penting dalam kehidupan suatu bangsa guna menjamin perkembangan dan kelangsungan bangsa yang bersangkutan. Suatu hal yang tak dapat dipungkiri bahwa sistem pendidikan yang diterapkan di Indonesia, belum dapat menghasilkan kualitas SDM yang mampu bersaing dengan bangsa lain. Kualitas lulusan yang rendah tersebut diindikasikan dengan rendahnya keterserapan lulusan di dunia industri sehingga menambah jumlah pengangguran. Mutu pendidikan ini dapat dipengaruhi oleh kualitas suatu pembelajaran. pembelajaran adalah proses interaksi peserta didik dengan pendidik dan sumber belajar pada suatu lingkungan belajar. Pembelajaran merupakan bantuan yang diberikan pendidik agar dapat terjadi proses pemerolehan ilmu dan pengetahuan, penguasaan kemahiran dan tabiat, serta pembentukan sikap dan kepercayaan pada peserta didik. Pembelajaran adalah proses untuk membantu siswa agar dapat belajar dengan baik. Proses pembelajaran dialami sepanjang hayat seorang manusia serta dapat berlaku di manapun dan kapanpun. Guru merupakan salah satu faktor yang berpengaruh dalam membelajarkan siswa di kelas. Guru harus bisa memiliki metode belajar yang tepat. Menurut Djamarah (2006:222) dalam Purwati dan Farida (2008:286) pemilihan metode pengajaran didasarkan atas pertimbangan: 1) selalu berorientasi pada tujuan; 2) tidak hanya terikat pada satu alternatif saja; 3) kerap dipergunakan sebagai suatu kombinasi dari metode; dan 4) kerap digunakan berganti-ganti dari metode ke metode lainnya. Dalam mengembangkan pembelajaran yang terbaik guru dapat menerapkan Lesson Study. Mengapa guru perlu menerapkan Lesson study? Hal ini dapat dijelaskan menurut pendapat 251
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Lewis dalam (Susilo, 2011:11-13) bahwa Lesson Study tidak hanya memperhatikan pembelajaran untuk satu pertemuan atau satu pokok bahasan tetapi bagaimana membelajarkan satu unit materi pokok dan bidang studi dan memperhatikan perkembangan siswa dalam jangka panjang. Adanya Lesson Study guru dapat mengkaji dan mengembangkan pembelajaran yang terbaik, memperdalam pengetahuan guru mengenai materi pokok yang diajarkan, memberi kesempatan kepada guru untuk mempertimbangkan kualitas ideal yang diharapkan dimiliki peserta didik pada saat mereka lulus memberi kesempatan guru secara kolaboratif merancang pembelajaran untuk mengkaji secara cermat cara dan proses belajar serta tingkah laku peserta didik, dan dengan adanya Lesson Study guru dapat mengembangkan pengetahuan pedagogis yang sesuai untuk membelajarkan peserta didik. Pembelajaran yang selama ini berlangsung di Program Studi Pendidkan Biologi lebih banyak dilakukan dengan menggunakan metode diskusi dan tanya jawab, hanya beberapa materi saja yang dibelajarkan dengan metode praktikum. Padahal seperti yang kita ketahui bersama bahwa tidak semua materi dapat dibelajarkan dengan metode ataupun model pembelajaran yang sama, tergantung dari karakteristik materi. Walaupun dalam pelaksanaannya metode yang digunakan menggunakan metode diskusi dan tanya jawab, akan tetapi dalam pengukuran kualitas pembelajaran hanya diukur pada tahap akhir dari pelaksanaan pembelajaran dengan menggunakan tes hasil belajar. Sedangkan pengukuran kualitas pembelajaran pada takaran proses pembelajaran sangat jarang dilakukan, seperti pengukuran aktivitas pembelajaran. Tujuan penelitian ini adalah untuk meningkatkan aktivitas pembelajaran mahasiswa melalui Lesson Study pada mata kuliah Perkembangan Hewan Program Studi Pendidikan Biologi STKIP Hamzanwadi Selong.
Metode Penelitian
Subjek Penelitian Subjek dalam penelitian ini adalah mahasiswa Program Studi Pendidikan Biologi kelas A semester III, berjumlah 25 orang. Rancangan Pelaksanaan Lesson Study Kegiatan Lesson Study STKIP Hamzanwadi Selong khususnya Program Studi Pendidikan Biologi dilaksanakan selama 3 kali open class (siklus). Masing-masing open class terdiri atas 3 tahap yakni tahap plan (perencanaan), tahap do (pelaksanaan), dan tahap see (refleksi). Dosen model dalam penelitian ini adalah Nurul Fajri, S.Si, M.Pd yang sekaligus menjadi pengampu mata kuliah Perkembangan Hewan dan dibantu oleh 7 orang observer pada setiap pelaksanaan open class. Instrument Penelitian Instrumen dalam penelitian ini adalah lembar observasi aktivitas dengan mengacu pada rubrik aktivitas. Rubrik aktivitas yang dikembangkan oleh dosen model terdiri atas indikator: bertanya, menjawab, berpendapat, tanggung jawab individu, dan tanggung jawab sosial. Tekhnik Pengumpulan dan Analisa Data Tekhnik pengumpulan data aktivitas pembelajaran mahasiswa dilakukan pada setiap pelaksanaan open class. Sedangkan tekhnik analisa data menggunakan analisis deskriptif kulitatif.
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Hasil dan Pembahasan
Tabel 1 Jadwal Pelaksanaan Open Class Mata kuliah Perkembangan Hewan No
Kegiatan
Tahapan
1.
Open class
Plan I
I
2.
Open class
Open class
Materi
Kamis, Oktober Pancor
Gametogene sis
10 2013;
Do I
Sabtu, 19 Oktober 2013; ruang A220
See I
Sabtu, 19 Oktober 2013; Sekretariat Prodi. Biologi
Plan II
II
3.
Hari, Tanggal dan Tempat
Kamis, 10 Okt 2013; Sekretariat Prodi. Biologi
Do II
Sabtu, 2 Nopember 2013; Ruang A220
See II
Sabtu, 2 Nopember 2013; Sekretariat Prodi. Biologi
Plan III
III
Kamis, 7 Nopember 2013; Sekretariat Prodi. Biologi
Do III
Sabtu, 9 Nopember 2013; ruang A220
See III
Sabtu, 9 Nopember 2013; Sekretariat Prodi. Biologi
Aktivitas belajar Simulasi Simulasi dilakukan dengan cukup baik, hanya saja apa yang disampaikan pada saat simulasi bukan merupakan hasil pemahaman namun merupakan hasil hafalan Diskusi dilakukan cukup baik, namun masih ditemukan dominansi oleh mahasiswa tertentu Rekomendasi; menggunakan model atau metode yang mampu mengakomodir kemampuan semua mahasiswa, sehingga tidak terjadi lagi dominansi
Fertilisasi pada hewan Vertebrata
JIGSAW Diskusi kelompok asal, berjalan cukup baik dan sesuai dengan apa yang diharapkan Diskusi kelompok ahli, masih ditemukan beberapa mahasiswa yang tidak mempresentasikan tema yang menjadi keahliannya, hal ini dikarenakan dalam 1 tema dibahas oleh lebih dari 1 orang. Rekomendasi; menggunakan metode atau model pembelajaran yang memungkinkan semua mahasiswa menyampaikan pertanyaan, jawaban maupun pendapatnya
Segemntasi (pembelaha n zigot) dan Blastulasi
TPS Dalam pelaksanaannya berjalan lancer dengan hasil yang cukup baik Hanya saja, media gambar yang digunakan oleh dosen model tidak cukup membantu mahasiswa dalam melakukan pemahaman Rekomendasi; menggunakan media yang lebih riil, sehingga mahasiswa akan lebih mudah memahaminya
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Peningkatan Aktivitas Pembelajaran Perkembangan Hewan Setelah dilakukan 3 kali open class, selanjutnya dilakukan perhitungan terhadap persentase jumlah mahasiswa yang melakukan aktivitas pembelajaran pada setiap kali open class. Tujuannya adalah untuk mengetahui apakah ada peningkatan aktivitas pembelajaran mahasiswa dari pelaksanaan pembelajaran yang dilakukan oleh dosen model. Hasil perhitungan persentase jumlah mahasiswa yang terlibat aktif dalam pembelajaran pada tiap-tiap open class dapat di lihat pada Tabel 1 berikut. Tabel 2. Persentase Jumlah Mahasiswa yang Melakukan Aktivitas Pembelajaran pada Tiap-tiap Open class Aktivitas pembelajaran
Open class
Sebelum Class
1
2
3
Bertanya
8
28
100
5
Menjawab
20
48
100
4
berpendapat
24
80
92
4
Tanggung jawab individu
80
100
100
10
Tanggung jawab sosial
88
92
100
12
Open
Berdasarkan Tabel 1 di atas, terjadi peningkatan aktivitas pembelajaran. Hal tersebut dapat dilihat dari open class ke-1 sampai open class ke-3. Aktivitas bertanya dan aktivitas menjawab mengalami peningkatan yang sangat signifikan, terutama pada open class ke-3. Hal ini disebabkan karena pada open class ke-3 menggunakan metode TPS (think phair share), dimana dalam pelaksanaan pembelajaran TPS sangat memungkinkan semua mahasiswa untuk melakukan aktivitas bertanya dan menjawab terutama pada tahap phair dan Share. Pada tahap Phair, mahasiswa secara berpasang-pasangan melakukan diskusi tentang LKM yang dibagikan oleh dosen model. Selanjutnya pada tahap Share, mahasiswa melakukan diskusi kelas yang dipimpin oleh salah satu kelompok berpasangan. Demikian juga halnya dengan aktivitas berpendapat. Aktivitas berpendapat juga mendapatkan skor tertinggi pada open class ke-3. Aktivitas berpendapat banyak terlihat pada tahap Share yakni diskusi kelas. Sejalan dengan hasil penelitian Purwati dan Farida (2008), pembelajaran TPS berpeluang untuk mengembangkan kompetensi siswa. Imkari (2012) juga menyatakan bahwa pembelajaran TPS berpengaruh terhadap aktivitas dan kemampuan metakognisi siswa. Aktivitas tanggung jawab individu dan tanggung jawab sosial pada semua open class hampir mendominasi perolehan skor aktivitas. Hal ini disebabkan karena pada setiap open class pembelajaran dilakukan dengan coopratif learning. Dimana dalam pembelajaran ini mahasiswa diharuskan untuk menyelesaikan setiap permasalahan yang diberikan secara berkelompok, sehingga sangat memungkinkan untuk menumbuhkan aktivitas tanggung jawab individu dan tanggung jawab sosial. Peningkatan persentase jumlah mahasiswa pada masingmasing indicator aktivitas pembelajaran di tiap-tiap open class dalam bentuk histogram dapat dilihat pada Gambar 1 berikut. 254
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Gambar 1. Grafik persentase jumlah mahasiswa pada masing-masing indikator aktivitas pembelajaran di tiap-tiap open class dan sebelum open class Berdasarkan Gambar 1. di atas, dapat dilihat bahwa pembelajaran yang dilakukan melalui kegiatan Lesson Study (OC I s/d OC III) memiliki persentase indikator aktivitas pembelajaran yang lebih tinggi bila dibandingkan dengan pembelajaran tanpa melalui LS (sebelum LS). Hal ini disebabkan karena pembelajaran melalui kegiatan LS memberikan kesiapan yang cukup matang bagi pengajar dalam melaksanakan pembelajaran. Kesiapan ini tentunya diperoleh dari kegiatan plan yang merupakan tahapan pertama dari kegiatan LS. Pada tahapan ini, pengajar tidak hanya menuangkan idenya sendiri melainkan ide dari tim-tim LS lainnya yang memungkinkan untuk memperbaiki kualitas pembelajaran. Seperti yang disampaikan oleh Susilo (2010), bahwa LS merupakan wadah untuk mengembangkan kompetensi tenaga pendidik dalam meningkatkan kualitas pembelajaran. Selain tahap plan, tahap do juga memegang peranan penting dalam pelaksanaan LS. Pada tahap ini memungkinkan pengajar untuk melakukan observasi ke siswa terkait dengan keterlaksanaan pembelajaran yang sebelumnya sudah dirancang pada tahap plan. Kegiatan pada tahapan ini dibantu oleh observer. Tahapan berikutnya adalah see, pada tahap ini dilakukan refleksi terhadap temuantemuan yang diperoleh observer maupun pengajar selama proses pembelajaran. Temuan yang dimaksud adalah permasalahan-permasalahan yang dialami oleh siswa yang menyebabhkan siswa tidak bisa mengikuti pembelajaran secara maksimal. Hasil dari tahapan ini selanjutnya akan dijadikan rujukan pada plan berikutnya. Demikian juga seterusnya. Sehingga pada akhirnya nanti kegiatan LS ini akan berdampak pada peningkatan kualitas pembelajaran. Hasil yang sama ditunjukkan juga oleh Lepiyanto (2012) yang menyatakan bahwa implementasi kegiatan Lesson Study mampu meningkatkan aktivitas pembelajaran biologi secara bertahap. Sementara itu, pada pembelajaran tanpa LS (sebelum LS), pembelajaran dilakukan seperti biasanya yakni menggunakan metode ceramah dipadu diskusi dan tanya jawab. Persiapan dilakukan oleh pengajar tanpa melibatkan pengajar lainnya. 255
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Kesimpulan
Berdasarkan hasil dan pembahasan dapat disimpulkan bahwa melalui Lesson Study terjadi peningkatan aktivitas pembelajaran perkembangan hewan mahasiswa semester III STKIP Hamzanwadi Selong.Selong.
Daftar Rujukan
Lepiyanto, Agil. 2012. Implementasi Lesson study Pada Metode Numbered Heads Together Dipadu Dengan Team Games Tournament Untuk Pengembangan Karakter, Peningkatan aktivitas, Motivasi, dan Hasil Belajar Biologi siswa SMA Negeri 1 Kepanjen. Thesis. Tidak diterbitkan. Universitas Negeri Malang. Malang. Syamsuri, I., Ibrohim. 2011. Lesson Study (Studi Pembelajaran). Universitas Negeri Malang (UM Press). Malang. Hendayana, dkk. 2007. Lesson Study Suatu Strategi Untuk Meningkatakan Keprofesionalan Pendidik (Pengalaman IMSTEP-JICA). Bandung: UPI Press. Imkari, Sarty. 2012. Pengaruh model pembelajaran think pair share dan pola pemberdayaan berpikir melalui pertanyaan terhadap kemampuan berpikir kritis, hasil belajar kognitif dan retensi mahasiswa biologi di IAIN Ambon. Thesis. Tidak diterbitkan. Universitas Negeri Malang. Malang. Mahmudi, A. 2009. Mengembangkan Kompetensi Guru Melalui Lesson Study. Jurnal Forum Kependidikan FKIP UNSRI Volume 28, Nomor 2, Maret 2009. Parmin. 2007. Strategi Meningkatkan Kualitas Pembelajaran Melalui Lesson Study. Jurnal Lembaran Ilmu Kependidikan Jilid 36, No. 2. Purwati, T. Dan Farida,L. 2008. Penerapan Metode Think Pair Share Untuk Menigkatkan Ketuntasan Belajar Siswa Kelas X APK Pada Mata Pelajaran Ekonomi Di SMK NU Bululawang Malang. Jurnal Paradigma, Nomor 26. Susilo, Herawati. 2009. Lesson Study Berbasis Sekolah: Guru Konservatif menuju Guru Inovatif. Bayumedia. Malang.
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Etnomatematika: Matematika dalam Perspektif Budaya Sasak Sri Supiyati Universitas Hamzanwadi, Indonesia [email protected]
Abstrak
Kehadiran inovasi pembelajaran sangat diperlukan sehingga pembelajaran matematika dapat menjadi lebih menyenangkan. Menurut salah satu tujuan belajar matematika adalah membentuk schemata baru dalam struktur kognitif dengan mempertimbangkan skemata yang ada dalam diri anak sehingga terjadi asimilasi. Oleh sebab itu, dalam mengajarkan matematika formal (matematika sekolah), guru sebaiknya memulainya dengan menggali pengetahuan matematika informal yang telah diperoleh siswa dari kehidupan masyarakat di sekitar tempat tinggalnya. Hal-hal yang konkret dan berhubungan dengan pengalaman siswa sehari-hari dapat dijadikan sebagai sumber belajar yang menarik. Salah satu aspek yang dapat dikembangkan untuk inovasi pembelajaran tersebut adalah budaya lokal setempat.. Pikiran matematika dalam interaksi dengan budaya masyarakat, bersama-sama membentuk suatu keseluruhan yang tak terpisahkan. Oleh karena itu, Ethnomathematics baik membantu kita memahami sifat matematika dan kontribusi untuk memahami diri sendiri serta orang lain. Ethnomathematics mencerminkan studi pemikiran matematika dari masyarakat multikultural atau tradisional. pemikiran matematika adalah sebuah pendekatan di mana orang mencoba untuk menemukan solusi cepat dan sistematis untuk masalah dalam banyak cara. Peran Ethnomathematics, yang mempelajari pemikiran matematika, tidak bisa diabaikan dalam konteks historis-budaya. Makalah ini membahas beberapa refleksi dari Ethnomathematics dalam sosiokultural masyarakat sasak melalui persepsi matematika di bidang seni, arsitektur, dan permainan tradisional. Kata kunci: ethnomathematics, pembelajaran matematika, budaya sasak
Pendahuluan
Bangsa Indonesia adalah bangsa yang terkenal dengan kemajemukannya, dimana terdapat beraneka ragam suku, budaya, agama maupun ras. Meskipun demikian kemajemukan ini tidak menjadi penghalang bagi terciptanya persatuan bangsa, tetapi menjadi kekayaan bangsa yang harus dilestarikan. Pemahaman tentang kebudayaan adalah persoalan yang sangat dalam dan luas. Menurut Marvin Harris dalam (spardley, 2007: 5), konsep kebudayaan ditampakkan dalam berbagai pola tingkah laku yang dikaitkan dengan kelompok-kelompok masyarakat tertentu seperti adat atau cara hidup masyarakat, bidang cakupannya meliputi seluruh, pikiran, rasa, karsa dan hasil karya manusia. Kebudayaan selalu menunjukkan adanya derajat menyangkut tingkatan hidup dan penghidupan manusia. Terdapat hubungan timbal balik antara manusia dengan kebudayaan, yakni manusia menciptakan budaya kemudian budaya memberikan arah dalam hidup dan tingkah laku manusia. Kebudayaan merupakan hasil dari ide-ide dan gagasan-gagasan yang akhirnya mengakibatkan terjadinya aktivitas dan menghasilkan suatu karya (kebudayaan fisik) sehingga manusia pada hakekatnya disebut makhluk sosial. Kebudayaan juga mencakup aturan, prinsip, dan ketentuan-ketentuan kepercayaan yang terpelihara rapi yang secara turun temurun diwariskan kepada generasi ke generasi. Hal ini juga tampak dalam masyarakat Sasak, kebudayaan yang dibina, dikembangkan, diketahui dan diakui pihak 257
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lain secara nyata akan menunjukkan adanya proses pewarisan budaya dari para leluhur masyarakats Sasak. Kebudayaan tersebut dibangun berdasarkan asas, prinsip-prinsip, aturanaturan, ketentuan-ketentuan, dan strategi tertentu yang berbasis mitologi, seni, arsitektur, dan ritual-ritual adat lainnya. Shirley (2014) berpandangan bahwa sekarang ini bidang etnomatematika, yaitu matematika yang tumbuh dan berkembang dalam masyarakat dan sesuai dengan kebudayaan setempat, dapat digunakan sebagai pusat proses pembelajaran dan metode pengajaran, walaupun masih relatif baru dalam dunia pendidikan. Etnomatematika membutuhkan interpretasi yang dinamis. Sebagaimana dikemukakan oleh D'Ambrosio (1987) bahwa "The term requires a dynamic interpretation because it describes concepts that are themselves neither rigid nor singular-namely, ethno and mathematics". Istilah etno menggambarkan semua hal yang membentuk identitas budaya suatu kelompok, yait u bahasa, kode, nilai-nilai, jargon, keyakinan, makanan dan pakaian, kebiasaan, dan sifatsifat fisik. Sedangkan matematika mencakup pandangan yang luas mengenai aritmetika, mengklasifikasikan, mengurutkan, menyimpulkan, dan modeling. Etnomatematika berfungsi untuk mengekspresikan hubungan antara budaya dan matematika. Dengan demikian, etnomatematika adalah suatu ilmu yang digunakan untuk memahami bagaimana matematika diadaptasi dari sebuah budaya.
Pembahasan
Pengertian Etnomatematika Istilah 'Ethnomathematics' yang selanjutnya dikenal dengan Etno-Matematika diperkenalkan oleh D'Ambrosio, seorang matematikawan Brasil pada tahun 1977. Definisi EtnoMatematika menurut D'Ambrosio adalah “The prefix ethno is today accepted as a very broad term that refers to the socialcultural context and therefore includes language, jargon, and codes of behavior, myths, and symbols. The derivation of mathema is difficult, but tends to mean to explain, to know, to understand, and to do activities such as ciphering, easuring, classifying, inferring, and modeling. The suffix tics is derived from techné, and has the same root as technique (Rosa & Orey 2011)”. Secara bahasa, awalan “ethno” diartikan sebagai sesuatu yang sangat luas yang mengacu pada konteks sosial budaya, termasuk bahasa, jargon, kode perilaku, mitos, dan symbol. Kata dasar “mathema” cenderung berarti menjelaskan, mengetahui, memahami, dan melakukan kegiatan seperti pengkodean, mengukur, mengklasifikasi, menyimpulkan, dan pemodelan. Akhiran “tics “berasal dari techne, dan bermakna sama seperti teknik. Sedangkan secara istilah etno-matematika diartikan sebagai: "The mathematics which is practiced among identifiable cultural groups such as national-tribe societies, labour groups, children of certain age brackets and professional classes" (D'Ambrosio, 1985). Artinya: “Matematika yang dipraktekkan di antara kelompok budaya diidentifikasi seperti masyarakat nasional suku, kelompok buruh, anak-anak dari kelompok usia tertentu dan kelas profesional" (D'Ambrosio, 1985). Istilah tersebut kemudian disempurnakan menjadi: "I have been using the word ethnomathematics as modes, styles, and techniques ( tics ) of explanation, of understanding, and of coping with the natural and cultural environment ( mathema ) in distinct cultural systems ( ethnos )" (D'Ambrosio, 2006). Artinya: "Saya telah menggunakan kata etno-matematika sebagai mode, gaya, dan teknik (tics) menjelaskan, memahami, dan menghadapi lingkungan alam dan budaya (mathema) dalam sistem budaya yang berbeda (ethnos)" (D'Ambrosio, 2006). 258
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Berdasarkan definisi D'Ambrosio tersebut, etno-matematika dapat diartikan sebagai matematika yang dipraktekkan oleh kelompok budaya seperti masyarakat perkotaan dan pedesaan, kelompok buruh, anak-anak dari kelompok usia tertentu, masyarakat adat, dan lainnya. D'Ambrosio (1993) menyatakan bahwa tujuan dari program etno-matematika adalah untuk mengakui bahwa ada cara-cara berbeda dalam melakukan “matematika” dengan mempertimbangkan pengetahuan matematika secara akademik yang dikembangkan oleh berbagai sektor masyarakat serta mempertimbangkan modus berbeda dengan budaya berbeda merundingkan praktek matematika mereka. Ethnomathematika merupakan bidang penyelidikan yang mempelajari ide-ide matematika dalam konteks kebudayaan-sejarah mereka. Seorang peneliti mungkin tertarik untuk memahami peran dan perwujudan dari pemikiran matematika baik dalam penemuan dan menghasilkan pola-pola dekoratif. Jika tidak ada dialog langsung, secara fisik atau secara historis dengan penemu, memungkinkan kita (sebagai peneliti) untuk mencoba merekonstruksi unsur-unsur dari pemikiran matematika dengan terlibat dalam proses penemuan dan pembuatan. Etnomatematika muncul sebagai suatu kategori baru dalam wacana konseptual pendidikan matematika. etnomatematika muncul sebagai interaksi antara matematika dengan budaya, matematika dengan politik dan bidang sosial. Jadi, definisi etnomatematika dapat diturunkan berdasarkan perspektif terkait.Etnomatematika merupakan matematika yang berhubungan dengan latar belakang sosial, ekonomi dan budaya (Orton, 1992) yang dipraktikan oleh masyarakat tertentu (Shirley, 1995). Pengelompokkan dapat didasarkan pada keetnisan, jenjang pekerjaan, usia, jenis kelamin dan sebagainya (D’ Ambrosio dalam Gerdes, 1994) Jadi etnomatematika dalam kajian ini adalah suatu cara dimana masyarakat dari budaya tertentu menggunakan ide dan konsep dan hubungan antara matematika dan budaya. Etnomatematika dipandang sebagai matematika, bentuk matematika yang berbeda dengan matematika sekolah dan muncul akibat pengaruh budaya atau kegiatan dalam lingkungan atau kelompok masyarakat tertentu. Peran Etnomatematika dalam Pembelajaran Matematika Etnomatematika hanyalah relevan untuk pembelajaran matematika dengan ranah Matematika Sekolah. Ebbutt dan Straker (1995) mendefinisikan Matematika Sekolah sebagai suatu kegiatan: Penelusuran pola dan hubungan, Intuisi dan investigasi, Komunikasi, dan Pemecahan masalah. Matematika sebagai kegiatan penelusuran pola dan hubungan Pembelajaran matematika berbasis etnomatematika akan memberi implikasi bagi siswa: 1) memperoleh kesempatan untuk melakukan kegiatan penemuan dan penyelidikan pola- pola untuk menentukan hubungan matematika, 2) memperoleh kesempatan untuk melakukan percobaan matematika dengan berbagai cara, 3) memperoleh kesempatan untuk menemukan adanya urutan, perbedaan, perbandingan, pengelompokan, dalam matematika, 4)memperoleh kesempatan untuk menarik kesimpulan umum (membuktikan rumus), 5) memahami dan menemukan hubungan antara pengertian matematika yang satu dengan yang lainnya. Matematika sebagai kreativitas yang memerlukan imajinasi, Pembelajaran matematika berbasis etnomatematika akan memberi implikasi bagi siswa: 1) mempunyai inisiatif untuk mencari penyelesaian persoalan matematika, 2) mempunyai rasa ingin tahu, keinginan bertanya, kemampuan menyanggah dan kemampuan 259
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memperkirakan, 3) menghargai penemuan yang diluar perkiraan sebagai hal bermanfaat, 4) berusaha menemukan struktur dan desain matematika, 5) menghargai penemuan siswa yang lainnya, 6) mencoba berfikir refleksif, yaitu mencari manfaat matematika 7) tidak hanya menggunakan satu metode saja dalam menylesaikan matematika Matematika sebagai kegiatan pemecahan masalah (problem solving) Pembelajaran matematika berbasis etnomatematika mempunyai sifat-sifat: 1) menyediakan lingkungan belajar matematika yang merangsang timbulnya persoalan matematika, 2) memberi kesempatan kepada siswa memecahkan persoalan matematika menggunakan caranya sendiri dan juga bersama-sama. 3) Memberi kesempatan kepada siswa untuk mengumpulkan informasi yang diperlukan untuk memecahkan persoalan matematika, 4) Memberi kesempatan menggunakan berbagai alat peraga matematika seperti : jangka, kalkulator, penggaris, busur derajat, dsb. Matematika sebagai alat berkomunikasi Pembelajaran matematika berbasis etnomatematika akan memberi implikasi bagi siswa: 1) berusaha mengenali dan menjelaskan sifat-sifat matematika, 2) berusaha membuat contohcontoh persoalan matematika sendiri, 3) mengetahui alasan mengapa siswa perlu mempelajari matematika, 4) mendiskusikan penyelesaian soal-soal matematika dengan teman yang lain. Tabel 1. Menggali, Menidentifikasi Etnomatematika dari Konteks Budaya Sasak No. 1.
2.
Artefak
Nama : Lumbung Padi tempat menyimpan hasil panen. Lokasi : Lombok Bahan : Atap Ilalang dan Kayu
Aspek Matematika Lumbung padi ini memiliki bentuk unsur-unsur persegi panjang, persegi, penyangganya berbentuk lingkaran dan alasnya berbentuk persegi. Materi matematika terkait; Menentukan luas permukaan bangun datar seperti, persegi panjang dan setengah lingkaran, untuk SMA pinggir lumbung terkait dengan fungsi dan panjangnya menggunakan integral.
Penyangga lumbung terkait dengan konsep tabung (gabungan 2 tabung). Jika diketahui massa jenis kayunya, bisa menghitung berat penyangga lumbung.
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3.
Nama : Penyangga (Jelepeng) Lokasi : Lombok Bahan : Kayu
Lumbung
Bale belek ini memiliki atap yang bentuk segi tiga dalam rumah ada bangun ruang.dan memiliki tangga yang membentuk pola. Keliling dan Luas Segitiga Keliling segitiga K = a + b + c Luas segitiga L = ½ x a x t 2. Perbandingan dan Skala Memahami konsep perbandingan dengan menggunakan tabel, grafik, dan persamaan 2. Menggunakan konsep perbandingan untuk menyelesaikan masalah nyata dengan menggunakan tabel, grafik, dan persamaan
Nama : Bale Beleq Lokasi : Lombok Utara Bahan : Atap Ilalang dan Pagar Bedek 4.
Selain konsep keliling dan luas persegi, segitiga, limas, (untuk atapnya untuk media dalam menghitung luas permukaan dan volume dan bagian bawah berbentuk limas terpancung dan alasnya berbentuk persegi)
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Nama : Masjid Kuno Bayan Lokasi : Lombok Utara Bahan : Bambu, Kayu, Ilalang 5.
6.
Gendang belek ini berbentuk tabung, penutup gendang berbentuk lingkaran. Mengidentifikasi unsur, keliliing dan luas dari lingkaran Volume Benda Putar Menentukan luas permukaan dan volume , tabung, lingkaran mengidentifikasi sifat fundamental kalkulus dalam integral tentu fungsi sederhana serta menerapkannya Nama : Gendang Beleq di tampilkan dalam pemecahan masalah. Materi pada saat masyarakat sasak Pokok Penggunaan Integral Untuk mengadakan pesta perkawinan, Menghitung Luas Daerah dan Volume Benda Putar a. Luas daerah menyambut panen padi. yang dibatasi oleh kurva dengan Lokasi : Lombok sumbu Bahan : Kayu dan Kulit Sapi b. Volume benda putar dari daerah yang diputar terhadap sumbu c. Volume benda putar dari daerah yang diputar terhadap sumbu d. Volume benda putar dari daerah anatar dua kurva yang diputar terhadap sumbu e. Volume benda putar dari daerah anatar dua kurva yang diputar terhadap sumbu Ende (tameng ) berbentuk persegi panjang dan hitungan dalam permainan ini berkaitan dengan aritmatika.
Nama : Peresean, dilakukan untuk 262
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menguji nyali pemuda sasak Lokasi : Lombok Bahan : Rotan, Kayu, Kulit Sapi 7.
Terdapat berbagai bentuk dari cukli ini ada kubus, balok , prisma dll. tentang Volume Benda Putar Menentukan luas permukaan dan volume kubus, balok, prisma segi empat dan lingkaran Materi Pokok : Luas permukaan dan volume
Nama : Kerjinan Tangan Cukli Lokasi : Lombok Barat Bahan : Kayu dan Ampas Kerang 8.
Untuk gerabah ini memiliki bentuk yang sangat banyak, seperti lingkaran, tabung,kerucut dan bisa untuk alat peraga menentukan integral.
Nama : Gerabah Lokasi : Penakak, Lombok Timur Bahan : Tanah Liat
Kesimpulan Makalah ini menggambarkan bahwa ethnomathematics memiliki tempat yang penting dalam pendidikan matematika dalam perspektif budaya sasak. Hal ini dimungkinkan untuk menyadarkan siswa untuk mendapatkan bagaimana masyarakat melakukan aktivitas matematika dalam budaya mereka sendiri dan pikiran matematika mereka terutama dengan mengembangkan model kurikulum ethnomathematica dalam program pendidikan. Ide 263
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matematika yang akan diperoleh dengan cara ini akan bisa membantu siswa untuk belajar matematika formal dan untuk memberikan keterampilan matematika untuk menghadapi masa depan mereka. Siswa yang memiliki sikap negative terhadap matematika memandang bahwa belajar matematika itu membosankan, oleh karena itu etnomatika hadir untuk mengubah sikap negative tersebut. Etnomatematika memberikan pengalaman belajar yang menyenangkan karena pembelajaran matematika berkaitan dengan kehidupan nyata mereka dan menciptakan sikap positif untuk siswa serta siswa lebih memahami metematika dengan lebih baik.
Daftar Pustaka D‟Ambrosio, U.: 1994. Cultural framing of mathematics teaching and learning‟, in R. Biehler, R.W.Scholz, R. Sträßer and B. Winklelmann (eds.). Didactics of Mathematics as a Scientific Discipline. Kluwer Academic Publishers. Dordrecht. pp. 443–455. D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44-48. D'Ambrosio. 1999. Literacy, Matheracy, and Technoracy: A Trivium for Today. Mathematical Thinking and Learning 1(2), 131-153. Depdiknas. 2003. Kegiatan Belajar Mengajar yang Efektif; Pelayanan Profesional Kurikulum Berbasis Kompetensi. Jakarta: Puskur Balitbang ________. 2003. Penilaian Kelas; Pelayanan Profesional Kurikulum Berbasis Kompetensi. Jakarta: Puskur Balitbang. _________. 2006. Kurikulum yang Disempurnakan. Bandung : P.T. Remaja Rosdakarya Ebbutt, S and Straker, A. 1995. Children and Mathematics: A Handbook for Teacher, London: Collins Educational. Gerdes, P. 1994. Reflection on Ethnomatematics. For the Learning of Mathematiccs, 4(2), 1921. Marsigit. 2014. Akses: http://powermathematics.blogspot.com dan https://uny.academia.edu/ MarsigitHrd Marsigit. 2016. Makalah etnomatematika, publikasi di seminar nasional, etnomatika: pembelajaran matematika. Kucuk, A. Ethnomathematics in Anatolia (In Turkey): Mathematical Thoughts in Multiculturalism. Revista Latinoamericana de Etnomatemática, 7(1), 171-184. Reys, Robert E., et.al. 1998. Helping Children Learn Mathematics. 5th Edition. USA: Allyn & Bacon. Rosa, M. & Orey, D. C. 2011. Ethnomathematics: the cultural aspects of mathematics. Revista Latinoamericana de Etnomatemática, 4(2). 32-54.
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Implementasi Contextual Learning melalui Debat terhadap Pemahaman Konsep Dan Berpikir Kritis Pada Perkuliahan Psikologi Pendidikan Andi Sulastri Universitas Hamzanwadi, Indonesia [email protected]
Abstract The study aims to determine the effect Contextual learning through debate on the understanding of concepts and critical thinking skills in the course of Educational Psychology. Quasi-experimental research methods. The research design used Post-Test Only Control Group Design. The research sample of students the first semester that administer courses Educational Psychology 2015/2016 academic year consists of 60 students, instruments used: 1). Syllabus, SAP and textbooks, 2). Test conceptual understanding and critical thinking skills. Test Hipotesis1 and 2 used Independent Sample T-Test, the PC SPSS 16.0 for windows.uji Hypothesis 3 used test hypotheses Manova From the test results, the significant level of 5% (1.232 <2.000), which means that Ho received, meaning there is no difference H1 understanding of the concept among the students who attend Contextual learning through debate and the students who attend the Learning Conventionally, while H 2: at t = 5.297, the significant level of 5% (5.297> 2.000) which means Ha accepted, meaning differences in Critical Thinking Skills significant among the students who follow Contextual learning through debate and the students who attend the Learning Conventional. And 3 simultaneous hypothesis testing using current values obtained Multivariate statistical Pillai's Trace, Wilk's lambda, Hotelling's Trace, and Roy's Largest Root each with F = 14.304 with significance = 0.00. so it can be concluded that the adoption of Contextual learning through debate there is a significant influence on the understanding of concepts and Critical Thinking Skills students. Keywords: contextual learning, debate, understanding concepts, critical thinking skills
Pendahuluan Sebagai lembaga pendidikan, maka sudah semestinya LPTK mengetahui dan melakukan inovasi-inovasi untuk mempersiapkan sistem pendidikan yang memenuhi persyaratan kompetensi dan kualifikasi di era globalisasi. Untuk mengantisipasi ini, maka para pengajar harus memahami tentang berbagai pendekatan, metode, strategi, model, teknik pembelajaran serta berbagai sumber belajar dalam mencapai tujuan pendidikan, terutama meningkatkan kompetensi paedagogik para calon guru yang merupakan salah satu kompetensi yang harus dikuasai oleh mahasiswa pendidikan guru sekolah dasar. Psikologi Pendidikan sebagai mata kuliah dasar kependidikan sangat penting dan wajib diikuti oleh para mahasiswa di Lembaga Pendidikan Tenaga kependidikan karena berkontribusi besar dalam membekali pengetahuan dan pemahaman kepada calon guru tentang aktifitas umum jiwa peserta didik dalam proses belajar mengajar dikelas. Mengingat besarnya kontribusi mata kuliah Psikologi Pendidikan bagi calon guru/mahasiswa, maka diharapkan pada dosen pengampu untuk mengelola pembelajaran dengan berinovasi dengan memilih dan menentukan model pembelajaran agar mahasiswa dapat memahamai konsep-konsep dalam materi perkuliahan dan mampu untuk berpikir secara kritis dalam menyelesaikan masalah yang timbul dalam proses belajar mengajar. Model pembelajaran yang biasanya digunakan dalam pembelajaran Psikologi Pendidikan adalah metoda ceramah dan tanya jawab, disertai dengan tugas individu. Proses pembelajaran 265
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selalu dimulai dari posisi pilihan dosen dan tidak pernah dimulai dari prior knowledge mahasiswa. Mahasiswa hampir tidak pernah diajak untuk memahami konsep-konsep, prinsipprinsip, dan struktur Psikologi Pendidikan dan berpikir kritis dengan beranjak dari masalah riil disekitarnya, mahasiswa selama ini memahami konsep hanya sebatas apa yang disampaikan oleh dosen dan mereka cukup puas dengan informasi dosennya dan tidak memaksimalkan pemikiran kritis yang dimiliki mahasiswa. Ketrampilan berpikir kritis sangat dibutuhkan dalam rangka memenangkan kesempatan dalam persaingan yang ketat di era globalisasi. Ketrampilan berpikir kritis terus berkembang dan dapat dilatih dengan memilih model pembelajaran yang mampu membangkitkan kreativitas, aktivitas dan ketrampilan berpikir mahasiswa dalam menyelesaikan masalah. Berpikir baru dikatakan kritis manakala si pemikir berusaha menganalisis argumen secara cermat, mencari bukti yang sah, dan menghasilkan kesimpulan yang mantap untuk mempercayai dan melakukan sesuatu. Seorang pemikir kritis mempunyai kecendrungan batin untuk: (1) Mencari kejelasan atau masalah. (2) Mencari alasan. (3) Berusaha mendapatkan informasi sebanyak mungkin. (4) Menggunakan dan menyebutkan sumber yang handal. (5) Memperhatikan situasi keseluruhan. (6) Berusaha konsisten dengan pokok permasalahan. (7) Berpegang teguh akan dasar permasalahan. (8) Mencari alternatif. (9) Berpikiran terbuka. (10) Mengambil atau berganti posisi karena bukti dan alasan yang cukup. (11) Mencari ketepatan secermat mungkin. (12) Memecahkan persoalan secara teratur pada bagian-bagian keseluruhan. (13) Menggunakan ketrampilan berpikir kritis. (14) Sensitif terhadap perasaan, tahap pengetahuan, dan derajat kecanggihan pihak lain (Marzano, 1988). Berdasarkan uraian diatas maka perlu adanya pembelajaran yang menjadikan mahasiswa lebih bermakna dan dapat meningkatkan ketrampilan berpikir mahasiswa yang mengarah pada berpikir kritis dan meningkatkan pemahaman konsep. Model pembelajaran yang sesuai dengan paradigma konstruktivistik sehingga mampu meningkatkan keterlibatan Mahasiswa dalam pembelajaran adalah Contextual learning (CTL) yang dirancang berdasarkan masalah riil kehidupan yang bersifat tidak tersetruktur (ill-struktured) dan terbuka. Contextual learning sangat tepat diterapkan dipadukan dengan metode debat diharapkan memberikan pengaruh terhadap pemahaman konsep dan melatih mahasiswa dalam berpikir kritis pada pembelajaran Psikologi Pendidikan. Program pembelajaran ini mengutamakan rencana kegiatan kelas yang dirancang oleh dosen dan berisi skenario tahap demi tahap tentang apa yang akan dilakukan bersama mahasiswa sehubungan dengan topik yang akan dipelajari bersama. Dengan Contextual learning (CTL) melalui debat mahasiswa pada matakuliah Psikologi Pendidikan diharapkan mampu untuk: 1) Memperoleh pengetahuan dan menganalisa permasalahan-permasalahan yang sedang hangat yang berkaitan dengan konsep dalam Psikologi Pendidikan, 2) Menghasilkan ide-ide kreatif, 3) Berfikir kritis dan logis, dan 4) Mempresentasikan ide dengan jelas dan sistematis serta mengeluarkan pendapat atau argumen dalam diskusi dengan konsep yang jelas dengan pemikiran yang kritis yang berwawasan luas tentang Psikologi Pendidikan. Contextual learning yang digunakan untuk meningkatkan pemahaman konsep mahasiswa mengenai materi Psikologi Pendidikan ,diperlukan juga metode debat yang dapat merangsang mahasiswa untuk berdiskusi secara aktif dan berpikir kritis. Hal ini disebabkan karena matakuliah Psikologi Pendidikan merupakan salah satu kompetensi yang harus dikuasai oleh guru atau calon guru yaitu kompetensi Paedagogik, dalam hal ini terdapat perbedaan kemampuan dan pengetahuan awal yang dimiliki oleh mahasiswa merupakan tantangan tersendiri bagi dosen agar pembelajaran tidak membosankan. Proses diskusi sangatlah penting untuk membentuk kemampuan mahasiswa dalam berkomunikasi dan berpikir lebih kritis dengan pemahaman konsep yang jelas. 266
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Contextual learning (CTL) adalah konsep belajar yang membantu guru mengaitkan antara materi yang diajarkannya dengan situasi dunia nyata mahasiswa dan mendorong Mahasiswa membuat hubungan antara pengetahuan yang dimilikinya dengan penerapannya dalam kehidupan mereka sehari-hari (Dinas Pendidikan , 2005). Proses pembelajaran berlangsung secara alamiah dalam bentuk kegiatan mahasiswa bekerja dan mengalami, bukan transfer pengetahuan dari dosen ke mahasiswa. Sesuai dengan karakteristiknya, Contextual learning memiliki tujuh komponen utama yaitu konstruktivisme (Constructivism), inkuiri (Inquiry), bertanya (Questioning), masyarakat belajar (Learning Community), pemodelan (Modeling), refleksi (Reflection), penilaian sebenarnya (Authentic Assesment,) Trianto, (2008). Dibandingkan dengan pembelajaran tradisional, Contextual learning memiliki banyak keunggulan, bukan hanya untuk mengajar matakuliah Psikologi Pendidikan tetapi juga mata kuliah lainnya. Secara garis besar, debat adalah sesuatu yang berkaitan dengan: 1).pengembangan keahlian berkomunikasi secara lisan, 2). memunculkan dan mengatur argument secara efektif, 3) mengajak dan menghibur audience, 4) meyakinkan adjudicator (juri) bahwa argument yang disampaikan lebih baik dari argument Yang disampaikan lawan, Depdiknas , (2005). Dalam suatu debat, manfaat yang bisa diambil adalah mahasiswa memiliki kemampuan untuk: 1) Memperoleh pengetahuan dan menganalisa permasalahan-permasalahan yang sedang hangat, 2) Menghasilkan ide-ide kreatif, 3) Berfikir kritis dan logis, dan 4) Mempresentasikan ide dengan jelas dan sistematis. Pemahaman konsep adalah tingkat penguasaan kognitif Mahasiswa terhadap konsep-konsep, prinsip-prinsip dan struktur dari Psikologi Pendidikan yang telah dipelajari. Menurut Anderson and Krathwohl (2001), indikator-indikator yang digunakan sebagai acuan dalam proses memahami konsep-konsep yaitu: 1) Menginterpretasi (interpreting), 2) Memberikan contoh (examplifying), 3) Mengklasifikasikan (classifying), 4) Menduga (inferring), 5) Membandingkan (comparing), 6) Menjelaskan (explaining).
Metode Penelitian
Penelitian ini merupakan penelitian quasi eksperimen dengan non equivalent control group design. . Rancangan penelitian yang digunakan adalah Post-Test Only Control Group Design. Populasi penelitian ini adalah mahasiswa PGSD semester I (ganjil) yang mengampu mata kuliah Psikologi Pendidikan tahun pelajaran 2015/2016 yang terdiri dari 60 mahasiswa, yang tersebar dalam 2 kelas yaitu I C, dan I D. kemudian diuji dengan menggunakan uji t. Dari empat kelas yang setara, I C dan I D diambil ke 2 kelas yang diundi secara random, untuk menentukan kelas yang mendapatkan perlakuan kelas I D Contextual learning melalui debat dan kelas I C model pembelajaran konvensional. Penelitian ini melibatkan dua variabel yaitu: (1) variabel bebas adalah Contextual learning melalui debat (X1), dan pembelajaran konvensional (X2), (2) variabel terikat adalah pemahaman konsep (Y1)dan ketrampilan berpikir kritis (Y2). Instrumen yang digunakan dalam penelitian ini meliputi: (a) Instrumen yang berfungsi sebagai pendukung pembelajaran dalam kelas yaitu Silabus / satuan acara pembelajaran (SAP), dan buku ajar, (b) Instrumen yang digunakan untuk mengukur pemahaman konsep dengan tes pemahaman konsep (c) Instrumen yang digunakan untuk mengukukur keterampilan berpikir kritis adalah test keterampilan berpikir kritis. Ada beberapa asumsi yang harus dipenuhi dalam melakukan analisis multi variann adalah :(1) data berdistribusi normal, (2) varian dalam kelompok homogen .Uji normalitas dilakukan 267
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
terhadap data pemahaman konsep dan keterampilan berpikir kritis. Uji normalitas sebaran data tersebut mengunakan Kolmogrov Testdan Shapiro-Wilks Test. Uji homogenitas varians antar kelompok digunakan untuk meyakinkan bahwa perbedaan yang terjadi pada uji hipotesis benar-benar terjadi akibat adanya perbedaan dalam kelompok yang menggunakan Levene’s test of Equality of Error Variance.Uji homogenitas matriks-matriks varian-kovarian menggunakan Box’s Test of Equality of Covariance Matrices (Hair et al., 1995; Santoso, 2002).Kriteria pengujian: data memiliki varians yang sama (homogen) jika angka signifikansi yang diperoleh lebih besar dari 0,05 dan dalam hal lain varians sampel tidak sama (tidak homogen). Untuk menguji hipotesis 1 dan 2 digunakan Uji t atau Independent Sample T-Test, dengan bantuan SPSS PC 16.0 for windows, Dengan berpedoman pada nilai t tes dengan membandingkan nilai t hitung dengan t tabel, dimana dengan df = 57 diperoleh angka = 2,000 dengan taraf signifikan 5% Sedangkan untuk menguji hipotesis ketiga menggunakan teknik multi analisis of variance (MANOVA) karena melibatkan lebih dari satu variable terikat dengan menbandingkan dua atau lebih kelompok. Manova tepat digunakan kalau ada lebih dari satu vaniabel tak bebas yang berkorelasi (Sugiono ,2009) dianalisis dengan SPSS 16, kriteria pengujian adalah jika Hotelling ‘strace menghasilkan angka signifikansi kurang dan 0,05, maka hipotesis nol ditolak dan sebaliknya jika Hotelling ‘s Trace menghasilkan angka signilikansi lebih dari 0,05, maka hipotesis nol diterima (Sugiono,2009).
Hasil dan Pembahasan Obyek dalam penelitian ini adalah perbedaan pemahaman konsep dan Keterampilan Berpikir kritis sebagai hasil tindakan antara penerapan Contextual learning melalui debat dengan pemebelajaran konvensional. Penelitian ini menggunakan rancangan Posttest Only Control Design. Deskripsi data dengan bantuan program SPSS 16,0 For Windows, Penghitungan ukuran sentral (rerata, modus, median) dan ukuran penyebaran data (standar deviasi) dapat dilihat seperti yang tercantum pada Tabel 1. Tabel 1. Rekapitulasi Hasil Analisis Deskriptif Statistik N Mean Modus Median Standar Deviasi Varians Skor Minimum Skor Maksimum Rentangan
A1 Y1 Y2 26 26 73,885 77,615 70 88 78 77 11.5111 11,114 132,506 123,526 50 48 90 90 40 42
A2 Y1 33 71,818 65 71 9,907 98,153 50 90 40
Y2 33 74,667 72 74 7,205 51.917 62 90 28
Uji Normalitas dalam penelitian ini menggunakan statistik Kolmogorv-Smirnov yang dikenakan keempat kelompok data dengan Bantuan SPSS 16,0 Windows yaitu: Kelompok A1Y1: data Pemahaman Konsep pada kelompok mahasiswa yang mengikuti Contextual learning melalui Debat 268
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Kelompok A1Y2:
data Keterampilan Berpikir Kritis pada kelompok mahasiswa yang mengikuti Contextual learning melalui Debat Kelompok A2Y1: data Pemahaman konsep pada kelompok mahasiswa yang mengikuti Pembelajaran Konvensional, Kelompok A2Y2: data Keterampilan Berpikir Kritis pada kelompok mahasiswa yang mengikuti Pembelajaran Konvensional. Penghitungan dengan statistik Kolmogorov-Smirnov menunjukkan bahwa angka signifikansi dari statistik Kolmogorov-Smirnov lebih besar dari 0,05 untuk semua kelompok data seperti pada Tabel 2. Sajian hasil pengujian normalitas data secara lengkap dapat dilihat pada tabel 2 sebagai berikut: Tabel 2 Hasil Uji Normalitas Sebaran Data Kelompok Data A1Y1 A1Y2 A2Y1 A2Y2
Jumlah KolmogorovAngka Simpulan sampel Smirnov Z Signifikansi 26 0,715 0,676 Normal 26 0, 875 0,428 Normal 33 1,098 0,179 Normal 33 0,853 0,460 Normal
Berdasarkan tabel tersebut di atas, dapat disimpulkan bahwa semua unit analisis untuk data pemahaman konsep dan Keterampilan Berpikir Kritis baik kelompok eksperimen maupun kelompok kontrol berdistribusi normal dengan nilai statistik Kolmogorov-Smirnov menunjukkan angka signifikansi lebih besar dari 0,05. Uji Homogenitas Varians antar kelompok juga digunakan untuk meyakinkan bahwa perbedaan yang terjadi pada uji hipotesis benar-benar terjadi akibat adanya perbedaan dalam kelompok. Uji Homogenitas Varians antar kelompok menggunakan Levene’s test of Equality of Error Variance (Candiasa, 2004; Hair et al., 1995; Santoso, 2002). Hasil uji homogenitas varians dengan SPSS disajikan seperti berikut.: Tabel 3. Uji Homogenitas Variant Variabel
Levene Statistic
df1
df2
Sig.
Pemahaman Konsep Keterampilan Berpikir Kritis
4,990 1,162
1 1
57 57
.286 .029
Berdasarkan tabel test tersebut, tampak bahwa semua nilai-nilai statistik Levene Statistik menunjukkan angka signifikansi lebih besar dari 0,05 baik data Keterampilan Berpikir Kritis dan data Pemahaman konsep Mahasiswa. Hal ini menunjukkan bahwa hipotesis nol yang menyatakan “varians antar kelompok eksperimen dan kelompok kontrol tidak berbeda”, diterima. Dengan kata lain, bahwa varians antar kelompok eksperimen dan kelompok kontrol adalah Homogen, baik untuk data pemahmaan konsep maupun Keterampilan Berpikir Kritis. Di samping itu, hasil pengujian secara individu dengan Levene test juga menunjukkan adanya kesamaan varians antar variabel pemahaman konsep dan Keterampilan Berpikir Kritis. Karena sudah memenuhi uji prasyarat baik Uji Normalitas Sebaran data dan Uji Homogenitas Varians maka Uji Hipotesis dengan menggunakan Independent-Sample t-tes dan Multivariate Data Analysis dapat dilanjutkan. 269
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Perbedaan Pemahaman Konsep antara Kelompok Mahasiswa Yang Mengikuti Contextual learning melalui debat dan Kelompok mahasiswa yang Mengikuti Model Pembelajaran Konvensional Dari hasil analisis untuk pengujian hipotesis 1 diperoleh beberapa hal, yaitu pertama, untuk kelompok Mahasiswa yang mengikuti Contextual learning melalui debat, memiliki rata-rata pemahaman konsep sebesar X1 = 77,615 dengan standar deviasi sebesar S1 = 1,1114. Kedua, untuk kelompok Mahasiswa yang mengikuti Pembelajaran konvensional, memiliki rata-rata Pemahaman konsep sebesar X 2 = 74,6667 dengan standar deviasi sebesar S2 = 7,2053. Nilai ttabel diperoleh dari harga ttabel pada taraf signifikansi 0,05 dengan df = n1 + n2 - 2 =26 + 33 - 2 = 57 yaitu sebesar 2,000. Karena nilai t-hitung > t-tabel maka H0 ditolak atau Ha diterima sehingga dapat dinyatakan bahwa terdapat Perbedaan pemahaman konsep yang signifikan antara kelompok Mahasiswa yang mengikuti Contextual learning melalui debat dan kelompok Mahasiswa yang mengikuti Pembelajaran konvensional. Rata-rata Pemahaman konsep pada kelompok Mahasiswa yang mengikuti Contextual learning melalui debat ( X 1 = 77,615) lebih tinggi dari rata-rata Pemahaman konseppada kelompok Mahasiswa yang mengikuti Pembelajaran konvensional ( X 2 = 74,667). Untuk menguji hipotesis 1 digunakan Independent Sample T-Test, dengan bantuan SPSS PC 16.0 for windows, Dengan berpedoman pada nilai t tes dengan membandingkan nilai t hitung dengan t tabel, dimana dengan df = 57 diperoleh angka = 2,000 dengan taraf signifikan 5% . Dengan t hitung = 1,232 berarti t hitung < t tabel pada taraf signifikan 5% (1,232 < 2,000) yang berarti Ho di terima, maka dapat disimpulkan: tidak Terdapat perbedaan Pemahaman konsep yang signifikan antara kelompok Mahasiswa yang mengikuti Contextual learning melalui debat. dengan Mahasiswa yang mengikuti Pembelajaran konvensional. Perbedaan Keterampilan Berpikir Kritis antara Kelompok Mahasiswa yang Mengikuti Contextual learning melalui debat dan Kelompok Mahasiswa yang Mengikuti Model Pembelajaran Konvensional Dari hasil analisis untuk pengujian hipotesis 2, yaitu pertama, untuk Mahasiswa yang mengikuti Contextual learning melalui debat, memiliki rata-rata Keterampilan Berpikir Kritis sebesar X1 = 73,884 dengan standar deviasi sebesar S1 =11,5111, Kedua, untuk Mahasiswa yang mengikuti Pembelajaran konvensional, memiliki rata-rata Keterampilan Berpikir Kritis sebesar X 2 = 71,818 dengan standar deviasi sebesar S2 = 9.9072 . Nilai ttabel diperoleh dari harga ttabel pada taraf signifikansi 0,05 dengan df = n1 + n2 - 2 =26 + 33- 2 = 57 yaitu sebesar 2,000. Karena nilai t-hitung > t-tabel maka H0 ditolak atau Ha diterima sehingga dinyatakan terdapat perbedaan Keterampilan Berpikir Kritis yang signifikan antara Mahasiswa yang mengikuti Contextual learning melalui debat dan Mahasiswa yang mengikuti Pembelajaran konvensional. Rata-rata Keterampilan Berpikir Kritis pada Mahasiswa yang mengikuti Contextual learning melalui debat ( X 1 = 73,884) lebih tinggi dari rata-rata Keterampilan Berpikir Kritis pada Mahasiswa yang mengikuti Pembelajaran konvensional ( X 2 = 71,818). Untuk menguji hipotesis 2 digunakan Independent Sample T-Test, dengan bantuan SPSS PC 16.0 windows , dengan berpedoman pada nilai t tes dengan membandingkan nilai t hitung dengan t tabel, dimana dengan df = 57 diperoleh angka = 2,000 dengan taraf signifikan 5% . Dengan t hitung = 5,297 berarti t hitung > t tabel pada taraf signifikan 5% (5,297 > 2,000) yang berarti Ho di tolak, maka dapat disimpulkan : Terdapat perbedaan Pemahaman konsep yang signifikan antara kelompok Mahasiswa yang mengikuti Contextual learning melalui debat dan kelompok Mahasiswa yang mengikuti Model Pembelajaran Konvensional. Harga thitung (5,297) > t-table (2,000) . 270
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Berdasarkan hasil Uji Multivariat diperoleh nilai-nilai statistik Pillai’s Trace, Wilk’s Lambda, Hotelling’s Trace, dan Roy’s Largest Root masing-masing dengan F = 14,304 dengan signifikansi = 0,00. Hasil ini dijadikan dasar dalam mengambil keputusan. Karena angka signifikansi lebih kecil dari 0,05 (F= 14,304; p < 0,05) maka adapun keputusan yang dapat diambil adalah H0 ditolak atau H1 diterima. Hasil ini menyatakan terdapat perbedaan Pemahaman konsep dan Keterampilan Berpikir Kritis secara bersama-sama antara Mahasiswa yang mengikuti Contextual learning melalui debat dan Mahasiswa yang mengikuti Pembelajaran konvensional. Sehingga dapat di simpulkan bahwa Contextual learning melalui debat dapat berpengaruh secara signifikan terhadap Pemahaman konsep dan Keterampilan Berpikir Kritis Mahasiswapada perkuliahan Psikologi Pendidikan. Tabel 6. Analisis Variant Multivarian ( MANOVA) Hipotesis Tiga
Pillai's trace Wilks' lambda Hotelling's trace Roy's largest root
Value
F
.306 .694 .440 .440
14.304a 14.304a 14.304a 14.304a
Hipotesis df 2.000 2.000 2.000 2.000
Error Df 65.000 65.000 65.000 65.000
Sig. .000 .000 .000 .000
Partial Eta Squared .306 .306 .306 .306
Secara operasional, kedua model pembelajaran, yang menggunakan Contextual learning melalui debat dan model pembelajaran konvensional pada materi yang sama mencakup pokok bahasan pada perkuliahan Psikologi Pendidikan. Perbedaannya terletak pada cara mahasiswa dalam melaksanakan proses pembelajaran dan menyelesaikan permasalahan yang diberikan serta melibatkan Keterampilan Berpikir Kritis yang berbeda yang mahasiswa miliki. Pada Contextual learning , pembelajaran bertujuan untuk membantu mengembangkan belajar mahasiswa tentang pengetahuan prosedural dan deklaratif yang terstruktur dengan baik dan dapat dipelajari selangkah demi selangkah. Kegiatan pembelajaran Konvensional masih terpusat kepada dosen sebagai pusat informasi ( teacher centered), dimana semua petunjuk sudah disediakan secara rinci dan terstruktur oleh dosen. Model Pembelajaran konvensional melalui tahapan-tahapan instruksi tanpa mempertimbang Keterampilan Berpikir Kritis mahasiswa. Kegiatan Pembelajaran seperti ini tidak banyak membantu dalam mengembangkan aktivitas belajar mahasiswa akan menimbuklan karakteristik siswa yang pasif, karena pembelajaran masih didominasi oleh dosen dan tidak membiarkan mahasiswa mengalami konflik kognitif sehingga pencapaian kemandirian belajar mahasiswa tidak optimal. Berbeda dengan Contextual learning dimana pada pembelajaran menuntut mahasiswa untuk mengembangkan aktivitas belajarnya. Siswa dituntut untuk bertanggungjawab terhadap belajarnya sendiri dan meningkatkan berpikir kritisya. mahaiswa diberikan otonomi dalam belajar yang nantinya dikembangkan sesuai dengan karakteristik mahasiswa masing-masing dan pengembangan beragam keterampilan berpikir kritis dengan dukungan dari dosen sebagai konsultan dalam pembelajarnya. Contextual learning merupakan salah satu model pembelajaran yang digunakan untuk merangsang berpikir kritis mahasiswa dalam situasi yang berorientasi pada masalah dunia nyata ,termasuk di dalamnya belajar bagaimana belajar menyelesaikan masalah dan memberi solusi yang tepat. Disamping itu Contextual learning juga merupakan suatu model pembelajaran yang menggunakan masalah dunia nyata sebagai konteks bagi siswa untuk belajar tentang berpikir kritis dan keterampilan memecahkan masalah serta untuk memperoleh pengetahuan dan pemahaman konsep yang esensial dari materi pelajaran. 271
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Sehingga Penerapan Contextual learning melalui debat terletak pada pendayagunaan kemampuan berpikir dalam sebuah proses kognitif yang melibatkan proses yang dihadapkan pada kompleksitas suatu permasalahan yang ada di dunia nyata. Dengan demikian mahasiswa diharapkan memiliki pemahaman yang utuh dari sebuah materi/konsep yang diformulasikan dalam masalah, penguasaan sikap positif dan keterampilan secara bertahap dan berkesinambungan. Contextual learning melalui menuntut aktivitas mental yang kreatif mahasiswa dalam berpikir kritis dalam memahami suatu konsep, prinsip, dan keterampilan melalui situasi atau masalah yang di sajikan awal pembelajaran pada perkuliahan Psikologi Pendidikan . Dan dengan penerapan Contextual learning melalui debat ini proses pembelajaran lebih bermakna dan niscaya Hasil Belajar dan pemahaman konsep mahasiswa menjadi lebih Baik di tambah lagi dengan terlatihnya kemampuan dalam berpikir kritis . Perkuliahan Psikologi Pendidikan dengan Contextual learning bukan pembelajaran yang hanya menggunakan kemampuan mengingat fakta-fakta melalui teori-teori semata, tetapi belajar memahami makna dari apa yang mahasiswa alami dan temukan dilapangan yang dikaitkan dengan konsep dalam materi perkuliahan. Belajar dengan proses yang ilmiah , aktif dan kreatif seperti inilah yang diarahkan dan diberdayakan kepada mahasiswa dalam Contextual learning melalui debat tersebut. Dengan demikian , model ini berbeda dengan Pembelajaran konvensional dimana pembelajaran terpusat pada dosen. Contextual learning melalui debat yang menekankan Keterampilan Berpikir Kritis mahasiswa akan sangat membantu dalam menentukan informasi yang penting didapatkan, diubah, ditransformasi dan dipertahankan, ada beberapa keuntungan yang diperoleh dari proses belajar mengajar yang memberi penekanan pada kemampuan berpikir yaitu 1) belajar lebih ekonomis, artinya bahwa apa yang diperoleh dari proses pembelajaran akan bertahan lama dalam benak mahasiswa, 2) cenderung menambah semangat belajar, gairah belajar (antusias) baik pada dosen maupun mahasiswa, 3) Mahasiswa diharapkan mempunyai sikap ilmiah, aktif dan kreatif , 4) mahasiswa mempunyai kemampuan memecahkan masalah, memberikan pendapat yang berbeda ,berbicara yang logis baik pada saat pembelajaran di kelas maupun dalam menghadapi permasalahan nyata dalam kehidupan sehari-hari. Contextual learning dengan suasana debat pada perkuliahan Psikologi Pendidikan ini dilakukan dengan memilih Tema atau topik yang menjadi bahan perbicaraan dalam dunia pendidikan saat ini yaitu dengan Tema “ Menghukum Siswa, apa biasa ?” yang dikaitkan dengan beberapa konsep yang ada pada matakuliah Psikologi Pendidikan, Dimana pelaku debat adalah mahasiswa yang belum banyak menguasai konsep atau argumentasi yang kuat untuk mempertahankan pendapatnya yang ada pada kelompok Pro(pendukun) dan Kontra (tidak mendukung). Strategi pembelajaran dalam bentuk debat dilakukan dengan memberikan suatu isu yang sedapat mungkin kontroversial sesuai tema sehingga akan terjadi pendapatpendapat yang berbeda dari mahasiswa. Dalam mengemukakan pendapat mahasiswa dituntut untuk menggunakan argumentasi yang kuat yang bersumber pada materi-materi/konsep. Dosen pengampu harus berusaha mengarahkan debat ini pada inti materi perkuliahan Psikologi Pendidikan yang ingin dicapai pemahamannya. Jadi dari hasil penelitian ini menunjukkan bahwa memang terbukti Contextual learning melalui debat cocok diterapkan pada perkuliahan Psikologi Pendidikan, khususnya di Program studi Pendidikan Sekolah Dasar (PGSD) yang merupakan matakuliah wajib dipelajari oleh para calon guru di lembaga pendidikan berupa STKIP,IKIP dan FKIP . Dengan diterapkannya Model pembelajaran ini oleh dosen ,dapat diperkirakan akan terjadi peningkatan pemahaman konsep , Keterampilan Berpikir kritis, pembelajaran lebih bermakna, suasana belajar yang hidup, mahasiswa lebih berani mengemukakan pendapat dalam menyelesaikan suatu masalah, mahasiswa mempunyai kemampuan untuk berargumentasi, 272
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mendengarkan pendapat yang berbeda, menyanggah, dan menyampaikan kritik, mahasiswa lebih bertanggungjawab, dan lebih termotivasi dalam meningkatkan Keterampilan Berpikir Kritisnya sesuai dengan tingkat Intelengensinya masing-masing. Penerapan Contextual learning melalui debat pada perkuliahan Psikologi Pendidikan berpengaruh positif terhadap pemahaman konsep dan kemampuan berpikir kritis mahasiswa, sehingga para calon pendidik guru sekolah dasar dapat lebih menguasai salah satu kompetensi yaitu kompetensi paedagogik. Psikologi pendidikan merupakan pengetahuan psikologi terapan yang erat kaitannya dengan proses belajar mengajar peserta didik, dimana para calon guru harus memahami dan menguasai secara teoritis dan praktis psikologi pendidikan dalam melaksanakan tugasnya sebagai pendidik ataupun calon pendidik dan harus memiliki kemampuan berpikir secara kritis untuk menciptakan suasana hubungan antarmanusia dan menyelesaikan masalah-masalah yang timbul dalam proses belajar mengajar, khususnya dengan para peserta didik yang ada di sekolah dasar sehingga dapat mencapai tujuan Pendidikan Nasional.
Kesimpulan Adapun beberapa simpulan yang dapat ditarik dari hasil penelitian ini antara lain sebagai berikut: 1. Berdasarkan hasil analisis data Hipotesis pertama : tidak terdapat Terdapat perbedaan pemahaman konsep yang signifikan antara kelompok mahasiswa yang mengikuti Contextual learning melalui debat dan mahasiswa yang mengikuti Model Pembelajaran Konvensional. 2. Berdasarkan hasil uji hipotesis kedua : Terdapat perbedaan Keterampilan Berpikir Kritis yang signifikan antara kelompok mahasiswa yang mengikuti Contextual learning melalui debat dan kelompok mahasiswa yang mengikuti Model Pembelajaran Konvensional. 3. Berdasarkan hasil uji hipotesis ketiga menggunakana Uji Multivariat diperoleh nilai-nilai statistik Pillai’s Trace, Wilk’s Lambda, Hotelling’s Trace, dan Roy’s Largest Root masingmasing dengan F = 14,304 dengan signifikansi = 0,00. jadi dapat disimpulkan bahwa Penerapan Contextual learning melalui debat terdapat pengaruh yang signifikan terhadap pemahaman konsep dan Keterampilan Berpikir Kritis mahasiswa..
Daftar Pustaka
Dinas Pendidkan Kabupaten Badung. 2005. Materi Pelatihan Debat Bahasa Inggris SMA/SMK. Mukiatna, I Made Rai. 2011. Pengaruh Implementasi Contextual learning Melalui Debat Terhadap Pemahaman konsepDalam Bahasa Inggris Ditinjau Dari Tingkat Kecemasan Mahasiswa. (Jurnal I Pendidikan dan Pembelajaran vol.8No.3, Juni 2013,hal.2309). Sadia, I. W. dan Subagia, I.W.2008. Pengembangan Model dan Perangkat Pembelajaran Untuk meningkatkan Ketrampilan Berpikir Kritis (Critical Thinking) Mahasiswa Sekolah Menengah Pertama (SMP) dan Sekolah Menengah Atas ( SMA ) Penelitian, FPMIPA, IKIP Negeri Singaraja. Sanjaya, Wina. 2007. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. (Edisi Pertama). Jakarta: Fajar Interpratama Offset. Santoso, Singgih. 2000 Buku SPSS Statistik Parametrik. Jakarta , Elex Media Komputindo kelompok Gramedia. Snider, Alfred C. Speech & Debate. Sponsored by the Open Society Instituti, the World Debate Institute, and the Univ.of Vermont. Trianto, 2007. Model-model pembelajaran inovatif berorientasi konstruktivistik. Jakarta: Prestasi Pustaka. 273
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Pengaruh Pembelajaran Inovatif Berbasis Deep Dialog/Critical Thinking (DD/CT) Terhadap Kemampuan Berpikir Kritis Dan Hasil Belajar Siswa Pada Mata Pelajaran Ekonomi Di MA NW Keruak Tahun 2015/2016 Susilawati Universitas Hamzanwadi, Indonesia [email protected]
Abstract This study aims to determine the effect of the innovative learning-based deep dialogue / critical thinking (DD / CT) against critical thinking skills and student learning outcomes in economic lesson in MA NW Keruak year 2015/2016. This type of research using a quasiexperimental methods (quasi experimental) research design Non-Equivalent Control Group Design. The sampling technique is cluster random sampling. The study population was all students of class X in the MA NW Keruak. X Class B as an experimental class, while the class X C as the control class. The instrument used in this study is the observation sheet and tests. The results of calculations prerequisite test data analysis done by the normality test results homogeneity test using the test of Bartlet, while the hypothesis test result obtained t between models of deep dialogue / critical thinking (DD / CT) with the critical thinking skills of students at 4:18, while t table on significance level α = 0.05 (5%) is 2.098, whereas the t between models of deep dialogue / critical thinking (DD / CT) with the learning outcomes of 7.9 and t table of 2.098. Because t count> t table means H0 rejected and Ha accepted. Thus, the results of this study indicate that the use of models of deep dialogue / critical thinking (DD / CT) effect on critical thinking skills and student learning outcomes MA NW Keruak. Keywords: learning model deep dialogue/critical thinking (dd / ct), critical thinking and learning outcomes student
Pendahuluan Pembangunan nasional dibidang pendidikan merupakan bagian dari upaya mencerdaskan kehidupan bangsa dan meningkatkan kualitas manusia indonesia. dalam rangka mewujudkan visi pendidikan nasional tersebut diperlukan peningkatan dan penyempurnaan penyelenggaraan pendidikan nasional, yang sesuai dengan kebutuhan dan perkembangan masyarakat, serta perkembangan ilmu pengetahuan dan teknologi. Sedangkan menurut undang-undang no. 20 tahun 2003 tentang sistem pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan bangsa yanga bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab. Pelaksanaan proses pembelajaran sangat diperlukan berbagai teknik-teknik serta strategi pembelajaran yang tepat untuk menunjang keberhasilan suatu pembelajaran seperti memilih metode yang relevan, proses pembelajaran yang dilakukan oleh guru cenderung menekankan pada aspek pengetahuan dan pemahaman, salah satu masalah yang dihadapi dunia pendidikan adalah masalah lemahnya proses pembelajaran. Dalam proses pembelajaran, anak kurang didorong untuk mengembangkan kemampuan berpikir. Proses pembelajaran didalam kelas diarahkan kepada kemampuan anak untuk menghafal informasi, otak anak dipaksa untuk mengingat dan menimbun berbagai informasi tanpa dituntut untuk memahami informasi yang diingatnya itu untuk menghubungkannya dengan kehidupan sehari-hari. Akibatnya, ketika 274
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anak didik lulus dari sekolah, mereka pintar secara teoritis, tetapi mereka miskin aplikasi. Guru selama ini lebih banyak memberi ceramah dan latihan mengerjakan soal-soal dengan cepat tanpa memahami konsep secara mendalam. Hal ini menyebabkan siswa kurang terlatih untuk mengembangkan daya nalarnya dalam memecahkan permasalahan dan mengaplikasikan konsep-konsep yang telah dipelajari dalam kehidupan nyata. sehingga kemampuan berpikir kritis siswa kurang dapat berkembang dengan baik. Berdasarkan observasi dan wawancara serta dokumen yang peneliti dapatkan yang biasa digunakan adalah metode konvensional seperti ceramah dan tanya jawab, dimana guru masih mendominasi kegiatan pembelajaran, dan siswa selalu pasif. Siswa hanya mendengarkan ceramah dan mencatat, sehingga informasi dan pemahaman yang didapatkan oleh siswa hanya sebatas pada penjelasan yang diberikan oleh guru. Pembelajaran seperti ini menyebabkan siswa tidak aktif di kelas dan siswa jarang mengeluarkan pendapat/ideide/gagasan, sehingga siswa belum mampu berpikir kritis dalam menemukan solusi pemecahan masalah yang berkaitan dengan materi yang diajarkan oleh guru tersebut. Salah satu akibat dari kondisi tersebut adalah rata-rata hasil ulangan semester untuk pelajaran Ekonomi yang dicapai siswa di kelas X masih rendah, kriteria ketuntasan minimum (KKM) mata pelajaran Ekonomi X di MA NW Keruak adalah 70. Berdasarkan kondisi di MA NW Keruak, diperlukan suatu pendekatan pembelajaran dengan melakukan tindakan yang melibatkan seluruh siswa untuk lebih aktif dalam kegiatan pembelajaran. Adapun pendekatan yang dimaksud adalah dengan melakukan pembelajaran inovatif dengan menerapkan pembelajaran berbasis dialog/mendalam dan berpikir kritis (deep dialog/critical thinking) dalam meningkatkan kemampuan berpikir kritis dan hasil belajar siswa. Menurut Arthana (2010:17) model pembelajaran berbasis deep dialog/critical thinking adalah suatu pendekatan pembelajaran yang mengakses paham konstruktivis dengan menekankan dialog mendalam dan berpikir kritis dalam mendapatkan pengetahuan dan pengalaman. adapun kelebihan dan kekurangan dari model pembelajaran deep dialog/critical thinking antara lain : kelebihan deep dialog/critical thinking yaitu (1) dapat digunakan melatih peserta didik untuk berpikir kritis dan imajinatif, menggunakan logika, menganalisis fakta-fakta dan melahirkan imajinatif atas ide-ide lokal dan tradisional. sehingga peserta didik dapat membedakan mana yang disebut berpikir baik dan tidak baik, (2) deep dialog/critical thinking menekankan pada nilai, sikap, kepribadian, mental emosional dan spiritual sehingga peserta didik belajar dengan menyenangkan dan bergairah, (3) deep dialog/critical thinking merupakan pendekatan yang dapat dikolaborasikan dengan berbagai metode yang telah ada dan dipergunakan oleh dosen selama ini. selanjutnya kekurangan dari model pembelajaran deep dialog/critical thinking secara umum adalah pada tahap persiapan awalnya karena pada tahap persiapan awal akan digunakannya pendekatan ini karena seorang guru harus mempersiapkan dengan persiapan yang lebih matang sehingga siswa mampu menerapkan pendekatan deep dialog/critical thinking ini. selain itu mempersyaratkan siswa memiliki latar belakang yang cukup tentang topik atau masalah yang didiskusikan, apatis bagi siswa yang tidak terbiasa berbicara dalam forum selain itu juga akan menyita waktu lama dan juga kurang tepat jika digunakan pada tahap awal proses belajar bila siswa baru diperkenalkan kepada bahan pembelajaran baru. Berdasarkan uraian di atas maka perlu kiranya diadakan suatu penelitian untuk mencari alternatif pemecahan permasalahan tersebut di atas. Adapun judul yang diangkat dalam penelitian ini adalah “Pengaruh pembelajaran inovatif berbasis deep dialog/critical thinking (dd/ct) terhadap kemampuan berpikir kritis dan hasil belajar siswa kelas X pada mata pelajaran ekonomi di MA NW Keruak Tahun Pelajaran 2015/2016”. 275
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Metode Penelitian Jenis penelitian yang digunakan adalah jenis penelitian eksperimen semu (quasi experiment), bentuk desain eksperimen ini merupakan pengembangan dari true eksperimen design yang sulit dilaksanakan. Desain ini mempunyai kelompok kontrol, tetapi tidak dapat berfungsi sepenuhnya untuk mengontrol variable-variabel luar yang mempengaruhi pelaksanaan eksperimen. Kemudian pendekatan yang digunakan adalah pendekatan kuantitatif. Penelitian ini didahului dengan penentuan kelompok eksperimen dan kelompok kontrol melalui pengacakan kelas karna tidak dapat mengubah kelas yang telah terbentuk sebelumnya. Pre-test digunakan untuk menyetarakan pengetahuan awal kedua kelompok, sedangkan post-test digunakan untuk mengukur hasil belajar siswa setelah diberi perlakuan. Sampel penelitian ini diambil dari populasi sebanyak 3 kelas dengan jumlah siswa 64 orang yaitu X A sebanyak 25 orang, X B sebanyak 21 orang dan X C sebanyak 18 orang. Hasil teknik cluster random sampling diperoleh kelas X B sebanyak 21 orang dan X C sebanyak 18 orang sebagai sampel, kemudian kelas tersebut diundi untuk menentukan kelas eksperimen dan kelas kontrol. Hasilnya diperoleh kelas X B sebagai kelas eksperimen dan kelas X C sebagai kelas kontrol. Untuk memperoleh data sesuai dengan tujuan penelitian dengan menggunakan teknik pengumpulan data sebagai berikut: Lembar observasi Observasi merupakan cara mengumpulkan data berdasarkan pengamatan yang berlangsung pada saat proses pembelajaran dengan menggunakan lembar observasi Berpikir Kritis siswa. Dalam penelitian ini untuk mengukur Berpikir Kritis siswa menggunakan lembar observasi kegiatan yang diamati, Jumlah petugas yang terlibat dalam pengumpulan data adalah 3 orang yaitu peneliti, guru dan teman. Guru dan teman disini bertugas untuk membantu peneliti dalam melakukan proses pembelajaran yang sedang berlangsung dan membantu peneliti untuk mengisi lembar observasi yang sudah ada untuk mencapai hasil yang harapkan. Tes Hasil Belajar Hasil belajar aspek kognitif dipilih melalui pemberian pre-test dan post-test. t. Pre-test (tes awal) adalah tes yang dilaksanakan sebelum kegiatan belajar mengajar dengan suatu perlakuan yang diberikan tes ini digunakan untuk mengetahui hasil belajar awal siswa sebelum perlakuan. Post-test (tes akhir) adalah tes yang diberikan setelah pembelajaran selesai, tujuannya untuk mengetahui hasil belajar siswa setelah perlakuan baik pada kelas eksperimen maupun kelas control. Alat yang digunakan dalam mengumpulkan data dalam penelitian ini adalah instrument. Instrumen Variabel Bebas. Intrumen yang digunakan untuk mengukur variabel bebas dalam penelitian ini terdiri dari: Silabus, RPP dan lembar kerja siswa. Intrumen Variabel Terikat Lembar observasi Pada penelitian ini observasi digunakan untuk megumpulkan data tentang segala sesuatu yang terjadi selama berlangsungnya kegiatan melalui metode deep dialog/critical thinking, antara lain proses belajar mengajar dan kemampuan berpikir kritis siswa. Hal ini bertujuan untuk mengetahui sejauh mana tingkat kemampuan siswa tentang materi yang telah di sampaikan dengan penerapan metode deep dialog/critical thinking dan tingkat kemampuan berpikir kritis siswa pada mata pelajaran ekonomi selama proses pembelajaran. Lembar observasi ini merupakan penilaian terhadap pelaksanaan diskusi kelompok yang terdiri dari 17 aspek kemampuan berpikir kritis yang akan di amati. Pengamatan dilakukan dengan memberikan skor pada aspek-aspek indikator berpikir kritis yang sesuai, yaitu skor 5= selalu, Skor 4= sering, skor 3= jarang, skor 2= hampir tidak pernah, dan skor 1= tidak pernah. 276
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Tes Hasil belajar siswa diperoleh melalui tes hasil belajar (THB) setelah mengikuti pembelajaran ekonomi menggunakan model pembelajaran deep dialog/critical thinking Uji Coba Instrument Uji coba instrumen ini akan dilakukan di kelas X MA NW Keruak dengan pertimbangan bahwa mereka mempunyai karakteristik yang sama antara kelas kontrol dengan kelas eksperimen, selain itu juga mereka telah mempelajari materi yang akan diujikan. Sebagai alat pembuktian hipotesis. Benar tidaknya data, sangat menentukan bermutu tidaknya data, tergantung dari baik tidaknya instrumen pengumpulan data Untuk menjamin tes yang disusun dapat menggambarkan siswa dengan tepat, maka terlebih dahulu melakukan pengujian sebagai berikut : Validitas Tes, reliable tes, tingkat kesukaran butir soal, dan daya beda Teknik Analisis Data Uji Persyaratan Analisis Data Dalam penelitian ini, teknik analisis data yang digunakan adalah analisis statistik parametrik. Teknik ini dipilih didasarkan atas tujuan penelitian diatas. Statistik parametrik digunakan untuk menguji parameter populasi melalui data sampel (data yang diperoleh dari sampel). Statistik parametrik mensyaratkan bahwa data setiap variabel yang akan dianalisis harus berdistribusi normal. Uji Normalitas Data Uji normalitas adalah suatu uji atau cara untuk mengetahui apakah data yang kita peroleh sudah normal atau belum. Pengujian normalitas data dimaksudkan untuk mengetahui apakah yang akan dianalisis dengan statistik berdistribusi normal atau tidak. Uji Homogenitas Data Pengujian homogenitas data ini, penjelasan didasarkan atas asumsi bahwa apabila varian yang dimiliki oleh sampel-sampel yang bersangkutan tidak jauh berbeda maka sampel tersebut cukup homogen dan barulah sisa sam pel tersebut digeneralisasikan. Teknik yang peneliti gunakan untuk menguji homogenitas sampel ini adalahmenggunakan uji barlet Teknik Uji Hipotesis Uji hipotesis merupakan kegiatan pengujian dugaan sementara yang telah dirumuskan sebelumnya pada bab II. Istilah hipotesis berasal dari bahasa yunani, yaitu hupo dan thesis. Hupo berarti lemah, kurang, atau di bawah dan thesis berarti teori, proposisi, atau pernyataan yang disajikan sebagai bukti.Berdasarkan tujuan tersebut, maka teknik yang paling tepat digunakan adalah teknik analisis uij-t. Uji-t dilakukan untuk mengetahui apakah ada pengaruh model pembelajaran Deep Dialog/Critical Thinking terhadap kemampuan berpikir kritis dan hasil belajar siswa.
Hasil Penelitian dan Pembahasan Penelitian eksperimen ini dilakukan untuk mengetahui tingkat kemampuan berpikir kritis siswa pada mata pelajaran ekonomi siswa kelas X MA NW Keruak, dengan penerapan pembelajaran model pembelajaran Deep dialog/critical thinking (dd/ct). Dari hasil observasi memberikan gambaran tentang kemampuan berpikir kritis siswa selama proses belajar mengajar dan dari hasil evaluasi memberikan gambaran tentang hasil belajar siswa terhadap model pembelajaran deep dialog/critical thinking. Adapun hal-hal yang perlu dipersiapkan peneliti sebelum melaksanakan observasi di kelas eksperimen dan kontrol: Membuat rencana pelaksanaan pembelajaran (RPP), Membuat lembar observasi untuk mencatat kemampuan berpikir kritis siswa selama proses pembelajaran berlangsung. Membuat alat evaluasi untuk hasil belajar siswa Dari hasil analisis data hasil observasi tingkat kemampuan berpikir kritis siswa selama proses belajar mengajar berlangsung pada kelas eksperimen tercantum pada pengelompokan skor kemampuan berpikir kritis siswa pada tabel 3.7. Berdasarkan acuan ini nilai rata-rata skor 20277
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34 dikategorikan sangat kurang, 35-49 dikategorikan kurang, 50-59 dikategori cukup, 60-74 dikategorikan tinggi, dan 75-100 dikategorikan sangat tinggi.Rata-rata skor tingkat kemempuan berpikir kritis siswa untuk kelas eksperimen pre-test dikategorikan cukup dan post-test dikategorikan tinggi,dan untuk kelas kontrol pre-test dikategorikan cukup dan post-test dikategorikan cukup. Adapun rata-rata skor tingkat kemampuan berpikir kritis siswa dapat dilihat pada tabel berikut ini.
Dengan penggunaan model pembelajaran deep dialog/critical thinking tingkat kemampuan berpikir kritis siswa dijabarkan ke dalam beberapa indikator diantaranya yaitu memberikan penjelasan secara sedaerhana, membangun keterampilan dasar, menyimpulkan, memberikan penjelasan lanjutan, dan mengatur strategi dan taktik. Rata-rata skor kemampuan berpikir kritis dari pre-test post-test siswa Pada kelas eksperimen dengan penggunaan model pembelajaran deep dialog/critical thinking tingkat kemampuan berpikir kritis siswa tersebut mengalami peningkatan yaitu : untuk pre-test memberikan penjelasan secara sedaerhana dengan skor rata-rata 58,6 dikategorikan cukup dan untuk post-testnya dengan skor rata-rata 62,4 dikategorikan tinggi, untuk pre-test membangun keterampilan dasar dengan skor ratarata 36,5 dikategorikan kurang dan untuk post-testnya dengan skor rata-rata 40,7 dikategorikan kurang, untuk pre-test menyimpulkan dengan skor rata-rata 50,2 dikategorikan cukup dan untuk post-testnya dengan skor rata-rata 52,7 dikategorikan cukup, untuk pre-test memberikan penjelasan lanjutan dengan skor rata-rata 58,1 dikategorikan cukup dan untuk post-testnya dengan skor rata-rata 62,5 dikategorikan tinggi, dan untuk pre-test mengatur strategi dan taktik dengan skor rata-rata 57,1 dikategorikan cukup dan untuk post-testnya dengan skor rata-rata 68,8 dikategorikan tinggi .Pada kelas kontrol dengan penggunaan model Talking Stick tingkat kemampuan berpikir kritis siswa dijabarkan dalam indikator tingkat kemampuan berpikir kritis siswa tersebut yaitu: untuk pre-test memberikan penjelasan secara sedaerhana dengan skor rata-rata 48,1 dikategorikan kurang dan untuk post-testnya dengan skor rata-rata 51,2 dikategorikan cukup, untuk pre-test membangun keterampilan dasar dengan skor rata-rata 32,7 dikategorikan kurang dan untuk post-testnya dengan skor rata-rata 35,9 dikategorikan kurang, untuk pre-test menyimpulkan dengan skor rata-rata 50,8 dikategorikan cukup dan untuk post-testnya dengan skor rata-rata 53 dikategorikan cukup, untuk pre-test memberikan penjelasan lanjutan dengan skor ratarata 56,8 dikategorikan cukup dan untuk post-testnya dengan skor rata-rata 61,9 dikategorikan tinggi, dan untuk pre-test mengatur strategi dan taktik dengan skor rata-rata 66,2 dikategorikan tinggi dan untuk post-testnya dengan skor rata-rata 68,8 dikategorikan tinggi. Adapun penjabaran per indikator dapat dilihat pada tabel berikut:
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Penelitian ini dilakukan pada kelas X dalam tiga kali pertemuan pada pokok bahasan ketenagakerjaan. Siswa kelas X B sebanyak 21 orang belajar dengan model pembelajaran DD/CT sebagai kelas eksperimen dan siswa kelas X C sebanyak 18 orang belajar dengan menggunakan metode Talking Stick sebagai kelas kontrol. Metode pembelajaran yang biasa digunakan oleh guru di MA NW Keruak pada pelajaran Ekonomi adalah metode pembelajaran yang biasa digunakan adalah metode konvensional seperti ceramah dan tanya jawab, dimana guru masih mendominasi kegiatan pembelajaran, dan siswa selalu pasif. Siswa hanya mendengarkan ceramah dan mencatat, sehingga informasi dan pemahaman yang didapatkan oleh siswa hanya sebatas pada penjelasan yang diberikan oleh guru dan minat siswa untuk belajar materi pelajaran Ekonomi masih rendah. Pembelajaran seperti ini menyebabkan siswa tidak aktif di kelas dan siswa jarang mengeluarkan pendapat/ideide/gagasan, sehingga siswa belum mampu berpikir kritis dalam menemukan solusi pemecahan masalah yang berkaitan dengan materi yang diajarkan oleh guru. Di samping itu, sarana dan prasarana untuk memudahkan pembelajaran Ekonomi di sekolah seperti buku LKS dan media pembelajaran lainnya masih kurang memadai. Hal ini berdampak pada hasil belajar siswa yang masih banyak dibawah KKM.
Salah satu upaya yang harus dilakukan untuk meningkatkan kemampuan berpikir kritis dan hasil belajar siswa adalah dengan menerapkan model pembelajaran yang tepat. Menerapkan 279
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model pembelajaran yang tepat berpengaruh dalam peningkatan kemampuan berpikir kritis dan hasil belajar siswa, diperlukan suatu pendekatan pembelajaran dengan melakukan tindakan yang melibatkan seluruh siswa untuk lebih aktif dalam kegiatan pembelajaran. Adapun pendekatan yang dimaksud adalah dengan melakukan pembelajaran inovatif dengan menerapkan pembelajaran berbasis dialog/mendalam dan berpikir kritis (deep dialog/critical thinking) dalam meningkatkan kemampuan berpikir kritis dan hasil belajar siswa. yang digunakan pada mata pelajaran ekonomi khususnya pokok bahasan kebijakan pemerintah dalam bidang ekonomi. Deep dialog/critical thinking adalah suatu pendekatan pembelajaran yang mengakses paham konstruktivis dengan menekankan dialog mendalam dan berpikir kritis dalam mendapatkan pengetahuan dan pengalaman. Model Pembelajaran dengan pendekatan deep dialogue/critical thinking merupakan model pembelajaran yang membantu guru untuk menjadikan pembelajaran bermakna bagi peserta didik. Dalam pendekatan ini pembelajaran sedapat mungkin mengurangi pengajaran yang terpusat pada guru (Teacher Centered) dan sebanyak mungkin pengajaran yang terpusat pada peserta didik (Student Centered), namun demikian guru harus tetap memantau dan mengarahkan untuk mencapai tujuan pembelajaran. Fokus utama dari deep dialogue/critical thinking dapat digunakan melatih peserta didik untuk mampu berpikir kritis dan imajinatif, menggunakan logika, menganalisis fakta-fakta dan melahirkan imajinatif atas ide-ide lokal dan tradisional. Sehingga peserta didik dapat membedakan mana yang disebut berpikir baik dan tidak baik, mana yang benar dan tidak benar. Sebelum melakukan penelitian, peneliti terlebih dahulu mengadakan pre-test. Hasil pre-test pada kelas X B diperoleh nilai tertinggi 78, nilai terendah 52, mean 62.5, median 61, modus 65 dan standar deviasi 7.13. Sedangkan pada siswa kelas X C di peroleh nilai tertinggi 74, nilai terendah 52, mean 62.6, median 63, modus 65 dan standar deviasi 5.93. Setelah dilaksanakan penelitian, kemudian pada pertemuan terakhir peneliti melaksanakan post-test. Pada siswa kelas X B didapat nilai tertinggi 87, nilai terendah 52, mean 72.9, median 74, modus 78 dan standar deviasi 10,25. sedangkan pada siswa kelas X C diperoleh nilai tertinggi 74, nilai terendah 52, mean 67.4, median 67.5, modus 61dan standar deviasi 7.98 . Berdasarkan analisis, peneliti memberikan kesimpulan bahwa data pada masing-masing kelompok baik kelas eksperimen maupun kelas kontrol berasal dari sampel yang berdistribusi normal dan homogen. Maka jika dilihat dari segi pemenuhan persyaratan analisis bahwa tidak adapun dari hasil pengujian persyaratan analisis yang menyatakan bahwa adanya persyaratan analisis yang dilanggar, ini menunjukan bahwa penggunaan uji normalitas dan homogenitas sudah tepat. Berdasarkan hasil perhitungan melalui uji hipotesis menggunakan lembar observasi dan tes, dimana dari hasil analisis lembar observasi Berdasarkan hasil uji Hipotesis dengan poled varian untuk variabel kemampuan berpikir kritis siswa di peroleh thitung =4.18 dengan derajat kebebasan dk = n-2– 1 = 17 dan dk = n1– 1 = 20. Dengan taraf kesalahan 5%. diproleh diperoleh t tabel =2,098. Karena thitung sebesar 4.18 dan t table sebesar 2.098 dengan taraf uji 5% maka t tabel lebih kecil dari t hitung sehingga hipotesis nihil (Ho) yang diajukan di tolak dengan kata lain hipotesis alternative (Ha) diterima. Hipotesis alternative (Ha) diterima artinya bahwa dengan menerapkan pembelajaran model Deep Dialog/Critical Thinking (dd/ct) terdapat pengaruh terhadap kemampuan berpikir kritis siswa pada mata pelajaran ekonomi kelas X di MA NW Keruak Tahun Pelajaran 2015/2016. Dari hasil analisis tes berdasarkan hasil uji hipotesis variabel hasil belajar diperoleh t hitung = 7.9 dengan derajat kebebasan dk = n1– 1 = 21 – 1 = 20 dan dk = n2– 1 = 18 – 1 = 17 Dengan taraf kesalahan 5%, maka t table =2.098, Karna thitung = 7.9 dan t table = 2.098 280
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dengan taraf uji 5% maka t tabel lebih kecil dari t hitung, sehingga hipotesis nihil (Ho) yang diajukan di tolak dengan kata lain hipotesis alternative (Ha) diterima. Hipotesis alternative (Ha) diterima artinya bahwa dengan menerapkan pembelajaran model deep dialog/critical thinking terdapat pengaruh terhadap hasil belajar siswa pada mata pelajaran ekonomi kelas X di MA NW Keruak Tahun Pelajaran 2015/2016. Dari hasil pengujian hipotesis, dapat dibuktikan bahwa hipotesis alternatif (Ha) yang diajukan pada BAB II didukung oleh data. Artinya teori yang menyatakan Terdapat peningkatan kemampuan berpikir kritis siswa pada mata pelajaran ekonomi siswa kelas X MA NW Keruak setelah menggunakan pembelajaran deep dialog/critical thinking terbukti signifikan. Dan Terdapat peningkatan hasil belajar siswa pada mata pelajaran ekonomi siswa kelas X MA NW Keruak setelah menggunakan pembelajaran deep dialog/critical thinking terbukti signifikan
Kesimpulan Berdasarkan data analisis yang terkumpul yang dilakukan maka dapat ditarik kesimpulan : Bahwa dengan menggunakan pembelajaran inovatif berbasis deep dialog/critical thinking (dd/ct) terdapat pengaruh yang positif dan signifikan terhadap kemampuan berpikir kritis siswa pada mata pelajaran ekonomi kelas x di MA NW Keruak tahun pelajaran 2015/2016. Bahwa dengan menggunakan pembelajaran inovatif berbasis deep dialog/critical thinking terdapat pengaruh yang positif dan signifikan terhadap hasil belajar siswa pada pelajaran ekonomi kelas X tahun pelajaran 2015/2016. Hal ini dapat kita lihat dari nilai yang diperoleh antara t-hitung dengan t-tabel, dimana t-hitunglebih besar dari t-tabel (7.9 > 2.098) pada taraf signifikan 5%.
Daftar Pustaka Arthana ketut p, 2010. Jurnal Teknologi Pendidikan, Vol.10 No. 1, tersedia pada http://jurnalteknologi-pendidikan.tp.ac.id Asri budiningsih, 2010. Jurnal penelitian ilmu pendidikan, tersedia pada eprints.uny.ac.id Cindy Febry Kostantia, 2014. Pengaruh Pendekatan Deep Dialogue Critical Thinking Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Ekonomi di SMAN 6 Tangerang Selatan. Tidak diterbitkan. Dimyanti dan Mujdiono. 2006. Belajar dan Pembelajaran. Jakarta: Rineka Cipta Djamarah, Syamsul Bahri & zain, Aswan. 2010. Strategi BelajarMengajar. Jakarta: Rineka Cipta.Eka Triana Sari, 2011. Penerapan model deep dialogue and critical thinking (ddct) dengan strategi problem solving dalam pembelajaran fisika di SMA Negeri Rambipuji. Tidak diterbitkan Fisher alec, 2008. Berpikir kritis sebuah pengantar. Jakarta: erlangga Hamalik, Oemar. 2002. Pengembangan Kurikulum Dasar. Bandung: Remaja Rosdakarya. Hasanah Niswatul, 2012. Efektivitas Penerapan Model Pembelajaran Berbasis Deep Dialogue/Critical Thinking (DD/CT) Terhadap Prestasi Belajar Siswa Kelas VIII B pada Mata Pelajaran Pendidikan Agama Islam di SMP Negeri 2 Tanggulangin Kabupaten Sidoarjo”. Tidak diterbitkan Http://rianamuslikhah.blogsot.co.id/2013/07/berpikir-kritis-danpengambilan.html Iqbal hasan, 2008. Pokok-pokok materi statistik 2. Jakarta: Bumi Aksara Liberna hawa, 2010. Peningkatan kemampuan berpikir kritis matematis siswa melalui penggunaan metode improve pada materi sistem persamaan linear dua variabel. Jurnal formatif 2(3): 190-197 ISSN: 2088-351x.
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Pengaruh Pendidikan Karakter terhadap Prestasi Belajar Siswa pada Mata Pelajaran Ekonomi di MA NW Majidi Tahun Pelajaran 2015/2016
Abstract
Farhana Muhammad Universitas Hamzanwadi, Indonesia [email protected]
This Research aim to to know influence of education of character to achievement learn student [at] Economic subject [in] MA NW MAJIDI Study tahuan 2015 / 2016. This Research type [is] research of facto post ex. Population in this research [is] all class student of XI and of XII MA NW MAJIDI amounting to 61 people and becoming its [of] him [is] the overall of from class population of XI and of XII. Determination of sampel use student character that is pursuant to overall of population taken as sampel. Technique data collecting use and documentation of kuesioner. Technique analyse data use deskriptik stasistik, test hypothesis test and normalitas use test of t. Pursuant to from result of test of t which have [in] lakukakan in hypothesis test can know [by] t [count/calculate] > t of[is tables of that is ( 2,467 > 1,664) hence Ho refused and [Is] ha accepted and can be concluded that there are influence of education of character to achievement learn student. Keywords : education of character, achievement learn
Pendahuluan Ada beberapa permasalahan di Indonesia yang sampai saat ini belum terselesaikan secara tuntas antara lain: masalah pemerataan pendidikan, mutu pendidikan, efisiensi pendidikan dan masalah relevansi pendidikan. Memang diakui bahwa secara umum manusia Indonesia kurang dapat menggunakan kemampuan dan bakat yang dimilikinya. Hal ini kemungkinan dikarenakan kurang sadarnya masyarakat akan pentingnya ilmu pengetahuan dan betapa pentingnya mengoptimalkan sumber daya manusia untuk meningkatkan kesejahteraan kehidupan. Berbicara mengenai mutu pendidikan, sangat erat hubungannya dengan bagaimana proses belajar mengajar berlangsung. Dan bagaimana output pendidikan tersebut bisa berkiprah. Pendidikan memegang peranan penting dalam kehidupan manusia karena dengan pendidikan manusia bisa berfikir menjadi lebih baik dan berguna. Pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, keperibadian, kecerdasan, ahlak mulia serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara (Undang-undang sisdiknas tahun 2003). Menurut Sugiono (2006:42) pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta ketrampilan yang diperlukan dirinya, masyarakat, bangsa, dan negara. Ahli lain menyatakan pendidikan merupakan hasil atau prestasi yang dicapai oleh perkembangan manusia dan usaha lembaga-lembaga tersebut dalam mencapai tujuan pendidikan yang ditetapkan dan dicita-citakan baik secara efektif maupun secara efisien (Hasbullah, 2005: 4).
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Pendidikan merupakan hasil atau pretasi yang dicapai oleh perkembangan manusia dan usahausaha lembaga tersebut, dalam mencapai tujuan pendidikan secara efektif maupun secara efisien. Oleh sebab itu tugas pendidikan sekolah yang utama sekarang adalah menanamkan motivasi yang kuat dari anak untuk belajar terus menerus sepanjang hidupnya, memberikan ketrampilan pada peserta didik untuk secara cepat dan mengembangkan daya adaptasi yang besar dalam diri peserta didik.Semua itu perlu dikondisikan agar peserta didik termotivasi, karena bagaimanapun juga motivasi merupakan faktor yang sangat menentukan dan berfungsi menimbulkan, mendasari dan mengarahkan perbuatan belajar. Tujuan pendidikan adalah menciptakan insan yang cerdas, namun juga menciptakan insan yang berkarakter kuat sehingga mencapai potensi yang mereka miliki dan mendapatkan kesuksesan mereka dalam prestasi belajar mereka. Dalam undang-undang nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional pada pasal 3, yang menyebutkan bahwa pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk karakter serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa. Pendidikan Nasional bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta tanggung jawab. Dalam rangka menghasilkan peserta didik yang unggul dan diharapkan proses pendidikan juga senantiasa dievaluasi dan diperbaiki. Salah satu upaya perbaikan kualitas pendidikan adalah munculnya gagasan mengenai pentingnya pendidikan karakter dalam dunia pendidikan di Indonesia. Pendidikikan karakter disekolah seharusnya dapat membawa peserta didik pada pengenalan nilai secara kognitif, penghayatan nilai secara afektif, dan akhirnya sampai pada pengenalan nilai secara nyata.Pendidikan karakter perlu diterapkan lebih efektif untuk meningkatkan mutu penyelenggaraan dan hasil belajar disekolah yang mengarah pada pencapaian pembentukan karakter dan akhlak mulia peserta didik secara utuh, terpadu, dan seimbang sesuai standar kompetensi lulusan. Melalui pendidikan karakter diharapkan peserta didik mampu secara mandiri meningkatkan dan menggunakan pengetahuannya untuk mengkaji dan menginternalisasikan serta mempersonalisasikan nilai-nilai karakter dan akhlak mulia sehingga terwujud dalam prilaku sehari-hari. Menurut Kemendiknas sebagaimana disebutkan dalam buku induk kebijakan nasional pembangunan karakter bangsa tahun 2010-2025 pembangunan karakter yang merupakan perwujudan amanat Pancasila dan Pembukaan UUD 1945 dilatar belakangi oleh realita permasalahan kebangsaan yang berkembang saat ini, seperti : diorientasi dan belum dihayatinya nilai-nilai Pancasila, keterbatasan perangkat kebijakan terpadu dalam mewujudkan nilai-nilai pancasila, bergesernya nilai dalam kehidupan bangsa dan bernegara, memudarnya kesadaran terhadap nilai-nilai budaya bangsa, ancaman disintegrasi bangsa, dan melemahnya kemandirian bangsa. Pendidikan berbasis karakter yang secara sistematis diterapkan dalam pendidikan dasar dan menengah merupakan sebuah daya tawar berharga bagi seluruh komunitas. Para peserta didik mendapat mamfaat dengan memproleh prilaku dan kebiasan positif yang mampu meningkatkan rasa percaya diri mereka, serta membuat hidup mereka lebih bahagia dan lebih produktif, tugas-tugas guru juga menjadi lebih ringan dan lebih memberikan kepuasan ketika para peserta didik memiliki disiplin saat pembelajaran kelas, luar kelas, bahkan di lingkungan masyarakat tanpa pantauaan guru. Untuk mensukseskan penerapan pendidikan karakter disekolah diperlukan sosok guru professional yang mampu membuat model dan perencanaan pembelajaran berbasis pendidikan karakter. Prasyarat guru yang diharapkan dapat mendukung proses internalisasi nilai-nilai pendidikan karakter tersebut dapat mengacu pada prinsip profesionalitas guru yang telah diterapkan dalam undang-undang nomor 14 tahun 2005 bab III pasal 7 antara lain 283
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memiliki bakat, minat, panggilan jiwa dan idealisme, memiliki komitmen untuk meningkatkan mutu pendidikan, keimanan, ketakwaan, dan akhlak mulia. Memiliki tanggung jawab atas pelaksanaan tugas keprofesionalan. Pendidikan selama beberapa dekade belakangan ini bertumpu hanya pada aspek intelektualitas. Hal ini tampak pada berbagai kasus remaja yang diangkat oleh media massa, seperti kecenderungan dalam pelaksanaan ujian nasional, minum-minuman keras, penggunaan narkoba, dan pergaulan bebas. Realitas yang terjadi dimasyarakat menunjukkan bahwa penguasaan intelektual tidak menjadi faktor tunggal dalam menunjang kesuksesan seseorang. Aspek kecerdasan emosi dan spiritual justru lebih besar pengaruhnya terhadap kebahagiaan dan keberhasilan seseorang. Disinilah tampak pengaruh pendidikan karakter. Pendidikan karakter sangat penting diimplementasikan dalam ranah pendidikan, khususnya disekolah untuk merubah akhlak siswa yang kurang baik menjadi akhlak yang mulia. Keluarga berperan penting bagi perkembangan pribadi anak, baik sosial, emosional maupun intelektualnya. Pada diri anak akan tumbuh motivasi, kesadaran dirinya, dan identitas skill serta kekuatan/kemampuankemampuannya sehingga memberi peluang untuk sukses belajarnya, identitas gender yang sehat, perkembangan moral dengan nilainya dan sukses lebih primer dalam keluarga dan kerja/ kariernya kelak. Terhadap semua itu pengaruh peran keluarga yang paling kuat adalah terhadap prestasi belajar anak dan hubungan sosial yang harmonis. Agar tujuan pendidikan dapat tercapai sebagaimana yang diamanatkan dalam sistem pendidikan nasional sekiranya perlu didukung oleh beberapa komponen atau unsur-unsur sehingga tercapainya tujuan pendidikan yang telah diamatkan oleh undang-undang tentang pendidikan. Pendidikan berkualitas dapat tercapai apabila dilakukan melalui proses pembelajaran yang efektif. Pembelajaran yang efektif ditandai dengan sifatnya yang menekankan pada pemberdayaan siswa secara aktif. Pembelajaran menekankan pada penguasaan pengetahuan tentang apa yang dikerjakan, tetapi lebih menekankan pada internalisasi, tentang apa yang dikerjakan sehingga tertanam dan berfungsi sebagai muatan nurani dan hayati serta dipraktekkan dalam kehidupan oleh siswa. Penelitian yang dilakukan oleh Ahmad (2012) pengaruh “Pendidikan Karakter Terhadap Prestasi Belajar Siswa Kelas XI IPS SMA Negeri 1 Lawang”. Penelitian ini merupakan jenis penelitian kuantitatif dengan rancangan penelitian explanasi yang bertujuan untuk mengetahui pengaruh, baik secara parsial maupun simultan antara pendidikan karakter yang terdiri dari disiplin, percaya diri dan mandiri terhadap prestasi belajar siswa kelas XI IPS SMA Negeri 1 Lawang. Populasi dalam penelitian ini adalah seluruh siswa kelas XI IPS SMA Negeri 1 Lawang yang berjumlah 151 siswa dengan jumlah sampel sebanyak 76 siswa yang diambil dengan menggunakan metode proportional random sampling. Teknik pengumpulan data menggunakan dokumentasi dan kuesioner. Teknik analisis data menggunakan analisis deskriptif dan analisis regresi linier berganda. Hasil penelitian menunjukkan bahwa secara parsial maupun simultan pendidikan karakter yang terdiri dari disiplin, percaya diri dan mandiri berpengaruh terhadap prestasi belajar siswa kelas XI IPS SMA Negeri 1 Lawang. Seperti pengalaman yang dirasakan oleh penulis selama melakukan observasi pada waktu PPL-KKN DI MA NW Majidi masih ada siswa yang merokok di sekolah tanpa sepengetahuan guru-guru ketika jam keluar main, siswa yang melanggar aturan-aturan yang di buat di sekolah tersebut seperti siswa yang kadang tidak membawa kitab untuk belajar di pagi hari sebelum memulai proses belajar, siswa yang datang terlambat, juga siswa yang tidak mengikuti kegiatan shalat berjamaah dan siswa yang tidak mengerjakan tugas yang di berikan oleh ibu/bapak guru. Hal ini membuktikan walaupun banyak siswa yang menguasai teknologi belum bisa menjadi jaminan siswa tersebut bisa lebih baik sehingga dari hal tersebut penulis 284
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tertarik ingin melakukan sebuah penelitian yang berjudul “Pengaruh Pendidikan Karakter Terhadap Prestasi Belajar Siswa Pada Mata Pelajaran Ekonomi di MA NW MAJIDI Tahun Pembelajaran 2015/2016”.
Metode Peneletian Penelitian ini termasuk penelitian kuantitatif, pendekatan yang digunakan ini adalah pendekatan ex post facto. Ex post facto memiliki arti yaitu “dari apa dikerjakan setelah pernyataan. Penelitian ini disebut sebagai penelitian sesudah kejadian. Penelitian ini juga sering disebut after the fact atau sesudah fakta dan ada pula peneliti yang menyebutnya sebagai retrospective study atau studi penelusuran kembali (Sukardi 2012: 165). Dengan kata lain, penelitian ex post facto adalah penelitian yang diarahkan untuk menyelidiki hubungan sebab-akibat berdasarkan pengamatan terhadap akibat yang terjadi dan mencari faktor yang menjadi penyebab melalui data yang dikumpulkan. Populasi penelitiaan ini adalah seluruh siswa kelas XI dan XII MA MW Majidi tahun pembelajaran 2015/2016 yang berjumlah 61 siswa. Jumlah siswa yang di jadikan sampel penelitian ini berjumlah 61 siswa. Pada penelitian ini, peneliti menggunakan analisis regresi linier sederhana dan dokumentasi dan angket sebagai instrumen pengumpulan data.
Hasil dan Pembahasan Sikap disiplin, mandiri dan percaya diri ketiga aspek tersebut merupakan bagian dari pendidikan karakter jika pendidikan karakter tersebut dimiliki oleh setiap peserta didik maka bisa menjadikan mereka sumber daya manusia yang unggul dan mampu bersaing dengan bangsa lain. Sumber daya manusia yang unggul dan mampu bersaing bagi seorang siswa adalah siswa yang memiliki prestasi belajar yang baik. Prestasi belajar yang baik diperoleh dari pendidikan yang menanamkan karakter yang baik kepada siswa yaitu melalaui pendidikan karakter. Pendidikan karakter yang ditanamkan akan membuat siswa memiliki karakter yang baik diantaranya karakter disiplin, percaya diri dan mandiri. Penelitian ini dilakukan pada kelas XI dan XII yang dijadikan sampel penelitian dan penelitian ini di fokuskan pada pokok bahasan pendidikan karakter, dimana siswa kelas XI sebanyak 30 orang dan kelas XII sebanyak 31 orang. Pada penelitian ini hanya menggunakan angket dan dokumentasi untuk mendapatkan hasil belajar siswa dimana dari hasil angket yang diberikan diperoleh sekorr tertinggi 80 dan skor terendah 50 dengan nilai rata-rata 68 dari hasil perolehan skor angket yang diberikan pada siswa menunjukkan pendidikan karakter berpengaruh positif signfikan terhadap prestasi belajar siswa karena sudah mencapai KKM dan hasil uji hipotesis yang sudah dilakukan dimana t hitung < t tabel yaitu (2,467 < 1,664) sehingga dapat disimpulkan bahwa hipotesis yang diajukan dapat diterima karena hal ini sesuai dengan keriteria. Jika t hitung> t tabel maka hipotesis Ho ditolak dan Ha diterima dan jika t hitung< t tabel maka hipotesis Ha ditolak dan Ho diterima. Sesuai dengan hasil uji hipotesis yang telah disajikan ternyata ada pengaruh positif dan signifikan dengan menerapkan pendidikan karakter, artinya hipotesis yang diajukan didukung oleh data-data yang ada. Sehingga dapat disimpulkan bahwa pendidikan karakter berpengaruh positif dan negatif terhadap prestasi belajar siswa.
Simpulan dan Saran Berdasarkan data yang terkumpul dari analisis yang telah dilakukan maka dapat ditarik kesimpulan sebagai berikut, bahwa terdapat pengaruh pendidikan karakter yang positif dan signifikan terhadap prestasi belajar siswa pada mata pelajaran Ekonmi di MA NW Majidi tahun pembelajaran 2015/2016. Berdasarkan hipotesis penelitian dengan menggunakan uji hipotesis adalah t-hitung = 2,467. Apabila t-hitung dikonsultasikan dengan t-tabel dk = n-2 = 285
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59 pada taraf signifikan 5% adalah 1,664 ternyata t-hitung > t-tabel (2,467>1,664), maka Ho ditolak t-hitung t-tabel.
Daftar Pustaka
Hasbullah (2005). Diktat PengantarPendidikan, Bima. Sugiyono (2006). Metodelogi Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R &D ). Bandung: Alfabeta. Undang-undang SISDIKNAS (UU RI TH.2003). Jakarta: Sinar Grafika.
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The Implementation of the Islamic Faith and Obedience with Collaborative Design on the First Students of Karangjangkong Mataram in The School Year 2015/2016 Hartini Haritani Universitas Hamzanwadi, Indonesia [email protected]
Abstract This study aimed at descripting the investment of islamic faith and obedience with collaborative design at SDN 1 Karangjangkong Mataram by applying qualitative descriptive methode. The subjects of this study are school principal, teachers, the administration staff, parents, students, and school commitee. The results of the study are: (1) the purpose of the investment of the values of islamic faith and obedience, that is about how is the implementation of islamic faith and obedience in the daily attitude of of the students either at school or at home; (2) applied methods are playing, telling storty, and singing by using the the media of equipment, human, social condition; and story of visual model; (3) parents participation by giving the same material, observed, eveluated, and suggested together to find solution when it is found some obstacles in implementing the islamic faith and obedience ; (4) adjustment of the understanding between parents and school about the values of islamic faith and obedience without concerning the religion diversity; (5) students attitude at school and at home is getting better after the investment of faith and obedience value. Keywords: faith and obedience, attitude, sdn 1 karangjangkong mataram
Pendahuluan Eksistensi suatu bangsa sangat ditentukan oleh karakter yang dimiliki. Hanya bangsa yang memiliki karakter kuat yang mampu menjadikan dirinya sebagai bangsa yang bermartabat dan disegani oleh bangsa-bangsa lain. Oleh karena itu, menjadi bangsa yang berkarakter adalah keinginan kita semua. Keinginan menjadi bangsa yang berkarakter sesunggungnya sudah lama tertanam pada bangsa Indonesia. Para pendiri negara menuangkan keinginan itu dalam Pembukaan Undang Undang Dasar 1945 alinea ke-2 dengan pernyataan yang tegas,. . .mengantarkan rakyat Indonesia ke depan pintu gerbang kemerdekaan negara Indonesia yang merdeka, bersatu, berdaulat, adil dan makmur. Para pendiri negara menyadari bahwa hanya dengan menjadi bangsa yang merdeka, bersatu, berdaulat, adil dan makmur, bangsa Indonesia menjadi bermartabat dan dihormati bangsa-bangsa lain. Disisi lain, dinamika perkembangan dunia pendidikan nasional lima tahun terakhir diwarnai oleh lahirnya Undang-Undang No 14 Tahun 2005 tentang Guru dan Dosen yang disusul dengan lahirnya PP No 74 tahun 2008 tentang Guru. UU tersebut lahir dengan pertimbangan bahwa pembangunan nasional dalam bidang pendidikan merupakan upaya mencerdaskan kehidupan bangsa dan meningkatkan kualitas manusia Indonesia yang beriman, bertakwa dan berakhlak mulia serta menguasai ilmu pengetahuan, teknologi dan seni dalam menuju masyarakat yang maju, adil, makmur dan beradab berdasarkan Pancasila dan Undang-Undang Dasar 1945. Selian itu, dalam rangka menjamin perluasan dan pemerataan akses bidang pendidikan, peningkatan mutu dan relevansi serta tata pemerintahan yang baik dan akuntabilitas pendidikan yang mampu menghadapi tantangan sesuai dengan tuntutan perubahan kehiudupan ditingkat lokal, nasional maupun global perlu dilakukan pemberdayaan 287
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tenaga pendidik dan kependidikan dan peningkatan mutu guru dan dosen secara terencana, terarah dan berkesinambungan. Dalam konteks universal pendidikan karakter muncul dan berkembang awalnya dilandasi oleh pemikiran bahwa sekolah tidak hanya bertanggung jawab agar peserta didik menjadi sekedar cerdas, tetapi juga harus bertanggung jawab untuk memberdayakan dirinya agar memiliki nilai-nilai moral yang memandunya dalam kehidupan sehari-hari. Pendidikan karakter itu sendiri pada prinsipnya merupakan tujuan akhir pendidikan, dimana individu peserta didik memiliki kepribadian yang dicita-citakan oleh bangsa, agama, dan masyarakat kita. Pendidikan karakter ini identik dengan penguatan dan pengembangan nilai-nilai agama kepada peserta didik sehingga memiliki keyakinan dan kepastian yang kuat dalam melaksanakan segala perintah Tuhan Yang Maha Esa dan meninggalkan laranganlarangannnya. Dengan demikian, pendidikan karakter ini dapat pula disebut pendidikan iman dan taqwa. Pengertian dan batasan usia anak sering digunakan untuk merujuk anak yang belum mencapai usia sekolah, kemudian bagi masyarakat dipergunakan sebagai dasar menentukan tipe sekolah. Masa usia dini merupakan masa kanak-kanak yang identik dengan masa spesial tumbuh dan berkembang (Sudjud, 1998, p.17). Wujud pertumbuhan adalah perubahan fisik dari kecil menjadi besar, wujud perkembangan dari belum mengetahui apa-apa menjadi mengetahui berbagai hal, belum dapat berbicara dengan bahasa tertentu menjadi dapat berbicara dengan bahasa tertentu. Sochiler dan Spenser (Martuti, 2008, p.3) menjelaskan bahwa perkembangan bahasa anak usia dini sangat menakjubkan, tidak hanya untuk berkomunikasi dalam bermain, tetapi juga untuk pemahaman, pengorganisasian, dan pemeranan dalam aturan permainan. Meyke S.T (Martuti, 2008, p.39) menguraikan manfaat bermain bagi anak adalah: (1) mengembangkan fisik, karena bermain melibatkan gerakan tubuh, maka fisik anak menjadi sehat, otot-otot menjadi kuat, energi berlebihan tersalurkan, anak menjadi lebih tenang; (2) mengembangkan kepribadian, dengan bermain anak menyalurkan tenaga, menyalurkan ketegangan, hatinya menjadi puas, lega, dan lebih rileks; (3) menyadari kelebihan dan kekurangan diri, timbul harga diri, karena merasa memiliki kompetensi tertentu; (4) mengembangkan aspek kognitif, anak belajar mengenal warna, ukuran, bentuk, arah, dan sebagainya; (5) mengembangkan kreativitas dan daya cipta, karena bermain merupakan sumber pengalaman dan uji coba; (6) berlatih bahasa tubuh dan kata-kata yang diucapkan temannya, sekaligus mengungkapkan keinginannya, dan (7) untuk mengasah ketajaman indera penglihatan, pendengaran, penciuman, pengecapan, dan perabaan. Permainan menggembirakan anak, karena tidak mempunyai tujuan ekstrinsik, motivasi anak dalam bermain subjektif dan tidak mempunyai tujuan praktis, karena permainan dilakukan anak secara spontan, suka rela, dipilih secara bebas. Peserta didik sekolah dasar yang berada pada kelas 1 merupakan strata peralihan dalam pendidikan formal jika dibandingkan dengan TK/ Paud/ Raudatul Atfal, sehingga dalam proses pengenalan nilai dan pengetahuan masih sama dengan proses yang dilakukan di taman kanak-kanak, yaitu dengan pendekatan yang lebih pada belajar sambil bermain dalam hal ini sambil bermain, bercerita dan bernyanyi. Kurikulum sekolah berdasarkan UU RI Nomor 20 Tahun 2003 pada Bab x pasal 36 ayat 3, yaitu kurikulum disusun sesuai dengan jenjang pendidikan dalam kerangka Negara Kesatuan Republik Indonesia dengan memperhatikan antara lain: peningkatan iman dan taqwa serta peningkatan akhlak mulia, sehingga pendidikan nilai, melalui implementasi nilai-nilai iman dan taqwa secarainformal memang menjadi kewajiban keluarga dalam bentuk sosialisasi primer, secara umum berlangsung sejak anak lahir hingga masuk SD. Penanaman nilai-nilai iman dan taqwa yang fungsinya mendasari perilaku anak di luar rumah telah dilaksanakan 288
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oleh keluarga. Pendidikan nilai di keluarga didasari cinta kasih dan ikatan batin orang tua dengan anaknya. Anak yang fitrahnya suci dalam keluarga merupakan amanah Allah Swt kepada orang tuanya. Sebagai khalifah Allah di bumi anak harus cerdas dan berakhlak mulia, karena itu membutuhkan pendidikan nilai untuk mengembangkan akhlak, iman, keilmuan, dan keterampilan sosialnya. Sebagai khalifah Allah yang dipercaya mengatur dunia dan seisinya, anak sejak lahir sudah membawa potensi untuk dididik, dalam bahasa agama dikatakan sebagai fitrah, tentang fitrah, Allah Swt berfirman yang artinya adalah: Maka hadapkanlah wajahmu dengan lurus kepada agama (Allah); (Tetaplah atas) fitrah Allah yang telah menciptakan manusia menurut fitrah itu. Tidak ada perubahan pada fitrah Allah. (Itulah) agama yang lurus; tetapi kebanyakan manusia tidak mengetahui (QS Al-Rum (30): 30). AlQuran dan terjemahannya (2001: 901) Pengenalan nilai-nilai iman dan taqwa tidak cukup di sekolah karena minimnya waktu belajar di sekolah yaitu sejak jam 07.00 sampai jam 10.00, waktu 3 jam sangat minim untuk mengenalkan nilai-nilai iman dan taqwa, oleh sebab itu diperlukan peran serta orang tua dalam membentuk watak anak melalui pengenalan nilai-nilai iman dan taqwa di rumah dengan pola bermain, bercerita dan bernyanyi. Dalam proses implementasi nilai-nilai iman dan taqwa perlu adanya sistem pengendalian dalam hal pola/ teknik pengenalan, alat yang digunakan serta proses evaluasi dalam perilaku dan pergaulan anak baik di dalam rumah maupun ketika anak bermain dengan teman sebaya atau dengan kata lain melakkukan kontak sosial. Proses pengendalian harus melibatkan seluruh elemen keluarga dan lingkungan. Proses pendidikan anak di rumah secara informal yang dilakukan secara terus menerus dan dibawah pengawasan akan membawa kesuksessan dalam menanamkan nilai-nilai iman dan taqwa kepada peserta didik, dan proses akademik akan memantau perkembangan anak tersebut. Tabel 1 Kisi-Kisi Keberhasilan Nilai-Nilai Iman dan Taqwa No.
Jenis data
1. 2.
Mampu menghafal surat-surat pendek Mampu berdoa dengan benar Mampu mempraktekkan cara berwudhu dengan benar Mampu mempraktekkan shalat lima waktu Terwujudnya sikap jujur Memiliki sikap toleransi Disiplin menghargai lingkungan Memiliki sikap mandiri Memiliki sikap demokratis Memiliki rasa ingin tahu Patuh pada guru Mampu menghargai teman Terwujudnya sikap bersahabat Terwujudnya sikap cinta damai
3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
Sumber Data Siswa Siswa
Teknik Pengumpulan Data Observasi Observasi
Siswa
Observasi
Siswa Siswa Siswa Siswa Siswa Siswa Siswa Siswa Siswa Siswa Siswa Siswa
Observasi Observasi Observasi Observasi Observasi Observasi Observasi Observasi Observasi Observasi Observasi Observasi
Pendidikan berlandaskan konsep dasar Islam, menggunakan metode dan media yang dianggap telah sesuai dengan pertumbuhan dan perkembangan anak, sehingga kemajuan akademik anak seperti kemandirian dalam belajar, produktivitas dalam kerja, dan pengendalian emosi/ rasa percaya diri, sehingga anak diperhatikan aspek kognitifnya, seperti: sikap; bakat; minat; 289
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motivasi; empati; toleransi; kecerdasan spiritual (SQ), dan kederdasan emosional (EQ). Hal ini dilakukan untuk menjawab kekhawatiran orang tua terhadap kemajuan teknologi yang telah banyak mempengaruhi anak melalaui tontonan di televisi dengan berbagai materi tayangan yang beresiko besar bagi pembentukan kepribadian dan perilakunya. Hasil penelitian Chairen (Masruri, 2011, p.89) menunjukkan bahwa tidak banyak hal lain dalam kebudayaan yang mampu menandingi kemampuan TV dalam menyentuh hati anakanak, mempengaruhi cara berpikir, dan berperilaku mereka, selain itu mudahnya mengakses informasi melalui internet dengan menggunakan gadget,yang akan memberikan pengaruh yang sangat besar kepada anak dan lambat laun akan menyebabkan perilaku anak tidak sesuai dengan yang diharapkan seperti nilai-nilai kejujuran semakin mengkabur, anak berbicara dan berperilaku tidak jujur, berani membantah nasihat yang diberikan orang tua dengan sikap dan ucapan yang tidak sepantasnya, memaksakan kehendak serta ingin menang sendiri, semua itu cenderung menjadi biasa. Sistem pendidikan yang mampu mengembangkan pribadi yang memiliki karakter terpuji, yang secara sosial siap memasuki dunianya, seharusnya menjadi tujuan utama setiap institusi pendidikan di Indonesia (Zuchdi, dkk, 2013, p.1), khususnya pada institusi pendidikan formal terendah khususnya pada kelas 1 sekolah dasar yang merupakan masa peralihan TK dan SD, yang rata-rata telah menempatkan karakter terpuji sebagai tujuan utama pendidikan, dalam kenyataan belum semua guru SD khususnya kelas 1 melaksanakannya secara maksimal, ini disebabkan karena tidak sebandingnya rasio guru dan peserta didik dalam hal membina dan mendidik anak dengan kondisi masa perkembangan yang sangat membutuhkan perhatian personal secara utuh, disisi lain sebagian besar orang tua lebih cenderung berharap anaknya memiliki keunggulan intelektual, berprestasi secara akademik daripada unggul karakternya. Fenomena tersebut semakin memperlemah keberadaan pendidikan nilai yang salah satu pelaksanannya melalui penanaman nilai-nilaiiman dan taqwa oleh sebab itu sangat dibutuhkan pola pendidkan yang kolaboratif. Nilai dasar moralitas/akhlaqul karimah merupakan inti ajaran Islam yang dibawa oleh Rasulullah Saw, yang tidak lain untuk membentuk akhlak manusia menjadi mulia. Rasulullah bersabda, yang artinya: “Sesungguhnya aku diutus tidak lain dalam rangka menyempurnakan akhlaqul karimah”. Akhlak mendasari semua perbuatan, aktivitas, kreasi, dan karya manusia. Sebagai orang tua tetap mendambakan anaknya berkepribadian Islami (shalih-shalikah). Menurut Mudjib (1999, p.133) kepribadian dalam studi Islam lebih dikenal dengan istilah syakhshiyah, berasal dari kata syakhshun yang artinya kepribadian. Kepribadian menurut Islam adalah integrasi sistem kalbu, akal, dan nafsu manusia yang menimbulkan perilaku (beriman dan beramal shalih) (QS. Asy-Syamsu: 8). Yusuf (2008, p.218) menegaskan bahwa manusia dapat berkembang menjadi seorang yang berkepribadian mulia (shalih) atau berkepribadian buruk (dolim/fasik/munafik). Kepribadian yang mana yang akan mewujud pada diri seorang anak tergantung pada kualitas pengalaman hidup sebagai hasil interaksi dan sosialisasi anak, termasuk pengalamannya di sekolahpemberian penekanan pada penanaman nilai sosial dalam diri peserta didik, tujuannya diterimanya nilai-nilai sosial tertentu oleh peserta didik, berubahnya nilai-nilai peserta didik yang tidak sesuai dengan nilai-nilai sosial yang tidak diinginkan. Namun disadari atau tidak pendekatan penanaman nilai telah digunakan secara meluas dalam berbagai masyarakat Indonesia, terutama untuk penanaman nilai-nilai agama dan nilainilai budaya. Nilai dalam ranah pendidikan membantu peserta didik untuk mengembangkan pribadi yang lebih manusiawi sesuai kodrat manusia, berguna dan berpengaruh dalam masyarakatnya, bertanggung jawab dan bersifat proaktif, serta kooperatif. Penanaman nilai-nilai iman dan taqwa yang di dalamnya memuat berbagai aspek life skills yang merupakan empat pilar pendidikann yang sangat fundamental yaitu: (1) belajar 290
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mengetahui (learning to know), (2) belajar berbuat (learning to do), (3) belajar menjadi diri sendiri (learning to be), dan (4) belajar hidup bersama (learning to live together).
Metode Penelitian ini menggunakan pendekatan kualitatif yakni menjelaskan permasalahan penelitian tanpa menggunakan data-data numerik dan dilakukan secara natural (alamiah). Metodologi kualitatif menunjuk pada prosedur-prosedur riset yang menghasilkan data kualitatif berupa ungkapan atau catatan orang sendiri atau tingkah laku mereka yang terobservasi.Menurut
Nasution, hanya manusia sebagai instrumen yang dapat memahami makna interaksi antar manusia, membaca gerak muka, menyelami perasaan dan nilai-nilai yang terkandung dalam ucapan 2 rensponden. Dalam penelitian kualitatif kedudukan peneliti sangat penting, karena peneliti sekaligus sebagai perencana, pelaksana pengumpul data, analis dan penafsir data, dan juga sebagai pelapor hasil penelitiannya.
Prosedur penelitian dilaksanakan dengan pentahapan sebagai berikut. Tahap pertama, melakukan studi pendahuluan pada seluruh orang tua kelas satu denganpendekatanpersonal dan diperkuat dengan menggunakan instrumen angket, hasilnya dianalisis untuk menentukan sepuluh orang tua sebagai fokus penelitian. Tahap kedua, pengumpulan data dengan teknik: (1) observasi partisipasi; (2) wawancara mendalam dengan informan, dengan pola snowball; (3) studi dokumen, yaitu mengkaji berbagai dokumen prangkat pembelajaran yang digunakan. Keabsahan data dicapai dengan triangulasi sumber dan triangulasi teknik pengumpulan data. Tahap ketiga, analisis data yang dilakukan dilapangan dan setelah dokumen terkumpul, penarikan kesimpulan, dilakukan dengan cara mengamati perilaku peserta didik yang disesuaikan seluruh catatan lapangan, dan disesuaikan dengan kisi-kisi hasil implementasi nilai-nilai iman dan taqwa dan dikembangkan menjadi kesimpulan.
Hasil dan Pembahasan Hasil penelitian ini adalah: (1) tujuan implementasi nilai-nilai iman dan taqwauntuk mewujudkan agar perilaku peserta didik berkarakter dan berakhlak mulia sehingga mampu menyeimbangkan kemampuan intlektualnya; (2) metode yang digunakan adalah bercerita, bermain dan bernyanyi yang pelaksanaannya dilakukan secara kolaboratif antara guru dan orang tua; (3) meningkatkan kepedulian dan partisipasi orang tua secara perorangan dengan sistem pengendalian dalam hal pola/ teknik pengenalan, alat yang digunakan serta proses evaluasi dalam perilaku dan pergaulan anak baik di dalam rumah maupun ketika anak bermain dengan teman sebaya atau dengan kata lain melakkukan kontak sosial dengan melibatkan seluruh elemen keluarga; (4) ada kesepahaman dan komitmen yang sama antara orang tua dan guru; (5) dengan implementasi nilai-nilai iman dan taqwa maka akan terjadi perubahan perilaku anak lebih baik di sekolah dan di rumah. Pendidikan berlandaskan Islam adalah suatu proses menuju terciptanya kualitas dan kejayaan generasi Islami masa depan. Konsep dasar yang melandasi penanaman nilai-nilai iman dan taqwa berfungsi sebagai dasar dalam praktik pendidikan Islam guna mewujudkan generasi berkarakter dan sebagai penyeimbang perkembangan intlektual dan keilmuannya. Ilmu adalah syarat mendapatkan kesuksesan dunia akhirat, hal ini sesuai dengan sabda Rasulullah Saw, yang artinya: “Barang siapa yang menghendaki dunia, maka baginya ilmu. Barang siapa yang menghendaki akhirat baginya ilmu. Dan barang siapa menghendaki kebahagiaan dunia dan akhirat baginya ilmu.” Iman dan ilmu tidak dapat dipisahkan satu sama lain. Siswa kelas 1
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SDN1 Karangjangkong Mataram mengimplementasikan nilai-nilai iman dan taqwa secara kolaboratif antara guru dan orang tua dengan sistem pengendalian baik alat maupun teknik pembelajaran yaitu memadukan nilai-nilai iman dan taqwa melalui bercerita, bernyanyi dan bermain sesuai ajaran Islam. Materi cerita yang digunakan adalah ketokohan Nabi Muhammad SAW dan para sahabat yang dapat diteladani oleh peserta didik, sehingga akan muncul sosok idola yang baik dan islami dalam diri peserta didik sehingga mampu mengembangkan watak idolanya dalam pergaulan sehari-hari, yang disertai dengan sistem pengawasan dan pengendalian terhadap perilaku anak yang meliputi menghafal surat-surat pendek, bisa berdoa dengan benar, mampu mempraktekkan cara berwudhu dengan benar, bisa mempraktekkan shalat lima waktu, jujur, toleransi, disiplin, menghargai lingkungan, mandiri, demokratis, memiliki rasa ingin tahu, patuh pada guru, menghargai teman, bersahabat, dan sikap cinta damai Anak kelas 1 masih dalam katagori anak usia dini dan memiliki perkembangan yang unik, kritis, dan sibuk, membutuhkan berbagai kegiatan mental dan fisik untuk mengembangkan semua potensi kognitif, afektif, dan psikimotoriknya. Kepedulian dan partisipasi orang tua dalam memenuhi kebutuhan pengetahuannya dan pola pembinaan penenanaman nilai-nilai dasar keimanan melalui pengenalan nilai-nilai iman dan taqwa yaitu dengan mempraktekkan bagaimana cara bersuci dengan benar, menghafal surat-surat pendek, memahirkan pembacaan Al-qur’an dengan metode iqra’, mengimplementasikan cerita ketokohan Nabi Muhammad SAW dan para sahabat beliau dalam perilaku sehari-hari baik disekolah maupundi rumah dengan penuh pengawasan guru dan orang tua.Hal ini selaras dengan menu pembelajaran generik yang digagas Siskandar (2003, p.25) bahwa orang tua terlibat kegiatan di sekolah anak sebenarnya untuk keuntungan mereka sendiri, untuk anak-anaknya sendiri, dan untuk keuntungan mereka sendiri. Keselarasan pemaknaan orang tua dengan sekolah tentang nilainilai yang berubah menjadi lebih baik di sekolah dan di rumah setelah mendapatkan pembelajaran akhlak mulia dari lingkungan, hal ini sesuai dengan teori Bloom (1956) yang menyatakan bahwa perilaku manusia dapat berubah setelah adanya pembelajaran. Pembelajaran akhlak mulia merubah perilaku anak menjadi lebih baik. Perubahan perilaku meliputi kawasan (domain) kognitif, afektif, dan psikomotor. Domain kognitif terdiri dari aspek intelektual atau pikiran yang merupakan domain dasar, terdiri dari pengetahuan, bentuknya pada anak adalah mengetahui hal-hal yang berkaitan dengan Allah SWT, Kitab Alquran, Malaikat, Nabi dan Rasul, shalat wajib, shalat sunnah, shalat berjama’ah, dan seterusnya. Domain afektif mengait dengan aspek emosional, minat dalam berkomunikasi sosial, santun saat bicara, mau meminta maaf jika berbuat salah, mau memberi maaf jika ada teman yang berbuat salah pada dirinya. Domain psikomotor, mengait dengan perkembangan keterampilan fisik (menggambar, mewarnai, menggunting, menempel, dan sebagainya). Untuk mengetahui ada atau tidak adanya perubahan perilaku anak setelah mendapat penanaman nilai-nilai dasar humanis religius, perlu adanya evaluasi pendidikan nilai. Hal ini sesuai dengan pernyataan Zuchdi (2010, p.51) bahwa evaluasi pendidikan nilai perlu dilakukan untuk mengetahui ketercapaian tujuan. Evaluasi yang dimaksudkan mencakup tiga ranah: penalaran moral, evaluasi karakteristik afektif, dan evaluasi perilaku. Dari hasil penelitian yag dilakukan langsung oleh peneliti sebagai instrumen tunggal diperoleh hasil bahwa dari 22 siswa kelas 1 Karangjangkong Mataram terhadap implementasi 15 macam kisi nilai iman dan taqwa sebagian besar siswa telah mampu menunjukkan hasil implementasi nilai iman dan taqwa melalui perilaku keseharian mereka baik di sekolah maupun di rumah, yang perlu mendapat perhatian khusus adalah pada aspek menghargai lingkungan, mandiri, demokratis, menghargai teman, bersahabat, dan sikap cinta damai yang masih belum maksimal dapat diimplementasikan oleh peserta didik, dan hal ini sangat sesuai dengan teori perkembangan anak sehingga perlu kesabaran dan ketekunan dalam pembinaan dan pemantauan. 292
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Simpulan 1. Tujuan implementasi nilai-nilai iman dan taqwa di kelas 1 SDN Karangjangkong Mataramadalah untuk mewujudkan peserta didik yang berkarakter dan berakhlak mulia yang seimbang dengan perkembangan intlektualnya yang diperlihatkan dengan perilaku yang sesuai dengan ajaran Islam. 2. Metode/ teknik yang digunakan untuk mengimplementasikan nilai-nilai iman dan taqwa adalah Bermain, Bercerita, dan Menyanyi, dengan sistem pengendalian dengan pemantauan perilaku peserta didik, media yang digunakan adalah beruapa barang, orang, situasi sosial, dan cerita ketokohan nabi Muhammad SAW. 3. Meningkatkan kepedulian dan partisipasi orang tua secara perorangan dengan sistem pengendalian dalam hal pola/ teknik pengenalan, alat yang digunakan serta proses evaluasi dalam perilaku dan pergaulan anak baik di dalam rumah maupun ketika anak bermain dengan teman sebaya atau dengan kata lain melakkukan kontak sosial dengan melibatkan seluruh elemen keluarga; 4. Ada kesepahaman dan komitmen yang sama antara orang tua dan guru; 5. Dengan implementasi nilai-nilai iman dan taqwa terjadi perubahan perilaku anak menjadi lebih baik di sekolah dan di rumahdalam hal: menghafal surat-surat pendek, bisa berdoa dengan benar, mampu mempraktekkan cara berwudhu dengan benar, bisa mempraktekkan shalat lima waktu, jujur, toleransi, disiplin, memiliki rasa ingin tahu, patuh pada guru, sedangkan sikap menghargai lingkungan, mandiri, demokratis, menghargai teman, bersahabat, dan sikap cinta damai masih membutuhkan bimbingan secara khusus agar pada kelas berikutnya hal ini dapat menjadi perhatian wali kelasnya. Implikasi Implikasi hasil penelitian adalah: (1) pada teoretis, agar makna implementasi nilai-nilai iman dan taqwa yang tergolong konsep abstrak tentang perilaku Islami bagi anak menjadi lebih jelas, maka memerlukan penjelasan teoretis secara gamblang dan detail, pada setiap dimensi nilai-nilai iman dan taqwa yang dikembangkan agar lebih realistik sehingga dapat dirasakan langsung maknanya oleh peserta didik dalam kehidupan sehari hari baik di sekolah maupun di rumah. Penanaman nilai ini agar dilakukan secara terus menerus dan menciptakan lingkungan yang dapat membenarkan nilai-nilai yang dikembangkan tersebut, sehingga dibutuhka komitmen yang kuat oleh seluruh elemen yang berada dilingkungan peserta didik guna mewujudkan tujuan yang diharapkan; (2) pada metodologi penelitian, yaitu menawarkan satu alternatif dalam proses implementasi nilai-nilai iman dan taqwa yaitu pendidikan dengan pola kolaboratif antara guru dan orang tua dan keluarga peserta didik; (3) pada praktis, perlu penyusunan silabi yang dapat dipergunakan oleh orang tua dalam mengimplementasikan nilai-nilai iman dan taqwa yang akan dikembangkan di rumah; (4) perlunya dukungan pihak dinas Dikpora Kota Mataram untuk memfasilitasi sekolah-sekolah dalam mengimplementasikan nilai-nilai iman dan taqwa pada sekolah lain sehingga terbangun kerjasama yang baik antara pengelola satuan pendidikan yang berpotensi untuk pelaksanaannya terutama di daerah perkotaan..
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Impelementasi Metode Pembelajaran Berbasis Masalah (PBL) dalam Meningkatkan Motivasi Belajar melalui Lesson Study Lalu Muhammad Fauzi Universitas Hamzanwadi, Indonesia [email protected]
Abstract The main objective of this study was to determine the extent to which the effectiveness of the implementation of lesson study with the application of problem-based learning methods, in increasing motivation to learn in preparation instruments and quality nalysis instruments. The research conducted a study in ‘Evaluasi Hasil Belajar Matematika’ subject at mathematics education department of STKIP Hamzanwadi Selong. This study used a model of action research through lesson study. The subject of this study was the fifth semester of preservice students consisting of 28 students. Data collected used observation and field notes. Data processing techniques used qualitative descriptive technique. Lesson study research results as a model of collaborative coaching educator and collegative can be used as a model for teaching faculty guidance to students. Implementation of lesson study consisted of four cycles and three stages namely plan, do and see. At each cycle of increased student motivation to learn both individually and in groups. Students gain knowledge and experience of the planning and implementation of innovative learning. Keywords: lesson study, methods of problem based learning, learning motivation
Pendahuluan Sebuah fakta yang tak dapat dipungkiri bahwa SDM (Sumber Daya Manusia) yang berkualitas hanya dapat diperoleh melalui pendidikan yang bermutu unggul.1 Karena itulah pendidikan menjadi agenda prioritas kebangsaan yang tidak bisa ditunda-tunda lagi untuk diperbaiki seoptimal mungkin, sebab pendidikan yang berkualitas sekaligus sebagai starting point (titik tolak) lahirnya peradaban yang maju dan unggul. Tepat sekali kalau kemudian Alvin Toffler merekomendasikan, ”education must shift into the future tense” (pendidikan harus berorientasi pada perubahan masa depan) A. Malik Fajar (1999;213). Atau, dengan meminjam pernyataan Juan de Bonifacio, pendidikan adalah cara merubah dunia. Kebutuhan akan orientasi baru dalam pendidikan terasa begitu kuat dan nyata dalam berbagai aspek dan bidang kajian, baik eksakta maupun ilmu-ilmu sosial. Para pendidik dan praktisi pendidikan sudah seyogyanya harus dan mampu merespon perubahan yang terjadi dengan mengubah paradigma pendidikan. Salah satu cara untuk menjawab dan mengatasi perubahan yang terjadi secara terus-menerus adalah dengan mengimplementasikan berbagai modelmodel pembelajaran inovatif, yang diharapkan mampu mendongkrak kualitas proses pembelajaran. Proses belajar mengajar merupakan bagian dari kegiatan dosen dikampus. Proses belajar mengajar atau yang sering disebut dengan PBM berguna untuk menyampaikan informasi, pengetahuan, pengalaman kepada peserta didik. Menurut Krisna (2009:2) Pembelajaran adalah usaha sadar dari dosen untuk membuat mahasiswa belajar, yaitu terjadinya perubahan tingkah laku pada diri mahasiswa yang belajar, dimana perubahan itu dengan didapatkannya kemampuan baru yang berlaku dalam waktu yang relative lama dan karena adanya usaha. Dengan demikian dapat diketahui bahwa kegiatan pembelajaran merupakan kegiatan yang 296
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melibatkan beberapa komponen: 1) Mahasiswa : Seorang yang bertindak sebagai pencari, penerima, dan penyimpan isi pelajaran yang dibutuhkan untuk mencapai tujuan. 2) Dosen : Seseorang yang bertindak sebagai pengelola, katalisator, dan peran lainnya yang memungkinkan berlangsungnya kegiatan belajar mengajar yang efektif. 3) Tujuan: Pernyataan tentang perubahan perilaku (kognitif, psikomotorik, afektif) yang diinginkan terjadi pada mahasiswa setelah mengikuti kegiatan pembelajaran. 4) Isi Pelajaran: Segala informasi berupa fakta, prinsip, dan konsep yang diperlukan untuk mencapai tujuan. 5) Metode: Cara yang teratur untuk memberikan kesempatan kepada mahasiswa untuk mendapat informasi yang dibutuhkan mereka untuk mencapai tujuan. 6) Media: Bahan pengajaran dengan atau tanpa peralatan yang digunakan untuk menyajikan informasi kepada mahasiswa. 7) Evaluasi: Cara tertentu yang digunakan untuk menilai suatu proses dan hasilnya. Kenyataan yang ada pada saat ini bahwa dalam komunikasi sering terjadi penyimpangan sehingga proses belajar mengajar menjadi tidak efektif dan efisien. Keadaan tersebut disebabkan oleh beberapa hal diantaranya : ada kecenderungan verbalisme, ketidaksiapan peserta didik, kurang minat peserta didik, kurangnya sarana dan prasarana pembelajaran. Untuk mengetahui sejauhmana efektifitas pelaksanaan lesson study dalam meningkatkan motivasi belajar , maka kami melakukan penelitian yang dilakukan terhadap mahasiswa pendidikan matematika pada matakuliah Evaluasi Hasil Belajar Matematika. Rumusan masalah dalam penelitian ini adalah “ Bagaimana Lesson Studi dan implementasinya dalam meningkatkan motivasi belajar dalam memahami perencanaan dan analisis butir soal pada matakuliah Evaluasi Hasil Belajar Matematika?” Lesson Study bukanlah suatu strategi atau metode dalam pembelajaran, tetapi merupakan salah satu upaya pembinaan untuk meningkatkan proses pembelajaran yang dilakukan oleh sekelompok dosen secara kolaboratif dan berkesinambungan, dalam merencanakan, melaksanakan, mengobservasi dan melaporkan hasil pembelajaran. Lesson Study bukan sebuah proyek sesaat, tetapi merupakan kegiatan terus menerus yang tiada henti dan merupakan sebuah upaya untuk mengaplikasikan prinsip-prinsip dalam Total Quality Management, yakni memperbaiki proses dan hasil pembelajaran mahasiswa secara terusmenerus, berdasarkan data. Lesson Study merupakan kegiatan yang dapat mendorong terbentuknya sebuah komunitas belajar (learning society) yang secara konsisten dan sistematis melakukan perbaikan diri, baik pada tataran individual maupun manajerial. Slamet Mulyana (2007) memberikan rumusan tentang Lesson Study sebagai salah satu model pembinaan profesi pendidik melalui pengkajian pembelajaran secara kolaboratif dan berkelanjutan berlandaskan pada prinsip-psrinsip kolegalitas dan mutual learning untuk membangun komunitas belajar. Sementara itu, Catherine Lewis (2002) menyatakankan bahwa: “lesson study is a simple idea. If you want to improve instruction, what could be more obvious than collaborating with fellow teachers to plan, observe, and reflect on lessons? While it may be a simple idea, lesson study is a complex process, supported by collaborative goal setting, careful data collection on student learning, and protocols that enable productive discussion of difficult issues”. Pendapat ini dapat dimanai sebagai lesson study adalah ide yang sederhana. Jika kita ingin meningkatkan kualitas sebuah pembelajaran hendaknya dilakukan secara kolaborasi, dengan teman sejawat untuk merencanakan, mengamati dan merefleksi hasil dari proses pembelajaran tersebut. Ide sederhana yang dimaksudkan disini bahwa lesson study merupakan proses yang kompleks yang didukung oleh penetapan tujuan kolaboratif, dan pengumpulan data sebagi bagian dari proses yang dimaksud. Sementara itu, menurut Lesson Study Project (LSP) beberapa manfaat lain yang bisa diambil dari Lesson Study, diantaranya: (1) dosen dapat mendokumentasikan kemajuan kerjanya, (2) 297
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dosen dapat memperoleh umpan balik dari anggota/komunitas lainnya, dan (3) dosen dapat mempublikasikan dan mendiseminasikan hasil akhir dari Lesson Study. Dalam konteks pendidikan di Indonesia, manfaat yang ketiga ini dapat dijadikan sebagai salah satu Karya Tulis Ilmiah dosen. Menurut Woolfolk (Ratumanan, 2004: 84) motivasi biasanya didefinisikan sebagai suatu keadaan internal yang mendorong seseorang untuk mempertahankan suatu perilaku. Motivasi dipandang sebagai dorongan mental yang menggerakan dan mengarahkan perilaku manusia, termasuk perilaku belajar. Dalam motivasi terkandung adanya keinginan yang mengaktifkan, menggerakan, menyalurkan, dan mengarahkan sikap dan perilaku individu belajar, (Dimyati & Mudjiono, 2006: 80). Dalam proses pembelajaran, motivasi merupakan salah satu aspek dinamis yang sangat penting. Sering terjadi siswa yang kurang berprestasi bukan disebabkan oleh kemampuannya yang kurang tetapi dikarenakan tidak adanya motivasi untuk belajar sehingga ia tidak berusaha untuk mengerahkan segala kemampuannya. Dengan demikian, bisa dikatakan siswa yang berprestasi rendah belum tentu disebabkan oleh kemampuannya yang rendah pula, tetapi mungkin disebabkan oleh tidak adanya dorongan atau motivasi, (Sanjaya, 2008: 28). Motivasi tidak hanya penting untuk menjadikan seseorang siswa terlibat dalam kegiatan belajar. Tetapi juga penting dalam menentukan seberapa jauh siswa tersebut akan belajar dari suatu kegiatan pembelajaran atau seberapa siswa tersebut memperoleh pengetahuan dalam suatu kegiatan pembelajaran. Siswa yang termotivasi untuk belajar sesuatu, akan menggunakan proses kognitif yang lebih tinggi dalam belajar, sehingga pengetahuan yang diperolehnya juga akan lebih baik, (Ratumanan, 2004: 84). Belajar Menurut Oemar Hamalik (2001: 28), belajar adalah “Suatu proses perubahan tingkah lakuindividu melalui interaksi dengan lingkungan”. Aspek tingkah laku tersebut adalah: pengetahuan,pengertian, kebiasaan, keterampilan, apresiasi, emosional, hubungan sosial, jasmani, etis ataubudi pekerti dan sikap. Sedangkan, Sardiman A.M. (2003 : 22) menyatakan: “Belajar merupakan suatu proses inte raksiantara diri manusia dengan lingkungannya yang mungkin berwujud pribadi, fakta, konsep ataupun teori”. Dapat disimpulkan bahwa motivasi belajar merupakan segala kegiatan yang dilakukan dalam proses interaksi (dosen dan mahasiswa) dalam rangka mencapai tujuan belajar. Motivasi yang dimaksudkan di sini penekanannya adalah pada mahasiswa, sebab dengan adanya aktivitas mahasiswa dalam proses pembelajaran terciptalah situasi belajar aktif, seperti yang dikemukakan oleh Rochman Natawijaya dalam Depdiknas(2005 : 31), belajar aktif adalah “Suatu sistem belajar mengajar yang menekankan keaktifan mahasiswa secara fisik, mental intelektual dan emosional guna memperoleh hasil belajar berupa perpaduan antara aspek koqnitif, afektif dan psikomotor”. Keaktifan mahasiswa selama proses belajar mengajar merupakan salah satu indikator adanya keinginan atau motivasi mahasiswa untuk belajar. Mahasiswa dikatakan memiliki keaktifan apabila ditemukan ciri-ciri perilaku seperti : sering bertanya kepada dosen atau mahasiswa lain, mau mengerjakan tugas yang diberikan dosen, mampu menjawab pertanyaan, senang diberi tugas belajar, dan lain sebagainya. Keaktifan mahasiswa dalam proses pembelajaran akan menyebabkan interaksi yang tinggi antara dosen dengan mahasiswa ataupun dengan mahasiswa itu sendiri. Hal ini akan mengakibatkan suasana kelas menjadi segar dan kondusif, dimana masing - masing mahasiswa dapat melibatkan kemampuannya semaksimal mungkin. Motivasi yang timbul dari mahasiswa akan mengakibatkan pula terbentuknya pengetahuan dan keterampilan yang akan mengarah pada peningkatan prestasi. 298
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Metode Penelitian
Metode yang digunakan dalam penelitian ini adalah lesson study yang dapat dikategorikan sebagai kajian dalam proses pembelajaran. Berdasarkan pelaksanaannya lesson study dilaksanakan dalam tiga tahapan yaitu Plan (perencanaan), Do (melakukan) dan See (merefleksi) yang berkelanjutan. Pelaksanaan Lesson Study dilakukan secara partisipatif, kolaboratif dan kolegatif antara dosen dan mahasiswa. Dosen yang terlibat dalam Lesson Study ini adalah tim pengkaji dari program studi. Pelaksanaan Lesson Study dimaulai pada bulan September – Desember 2014 dan mahasiswa yang menjadi subjek dalam Lesson Study ini adalah mahasiswa Program Studi Pendidikan Matematika Semester VD, STKIP Hamzanwadi Selong. Kajian ini dilaksanakan dengan menggunakan model Penelitian Tindakan sekaligus dalam bentuk Lesson Study. Jumlah siklus tindakan atau siklus Lesson Study direncanakan sebanyak 4 siklus. Alur penelitian secara umum adalah: (1) perencanaan, (2) pelaksanaan dan (3) refleksi. Teknik pengumpulan data yang digunakan dalam kajian ini adalah teknik observasi dan teknik catatan lapangan dan data yang sudah dikumpulkan kemudian dianalisis dengana menggunakan teknik deskriptif kualitatif.
Hasil Penelitian Peneliitan ini dilaksanakan dalam 4 siklus yang terdiri dari tahapan pada pelaksanaan Lesson Study yaitu Plan (perencanaan), Do (pelaksanaan) dan See (refleksi) berdasarkan hasil observasi yang dilakukan pada saat pelaksanaan Do, motivasi mahasiswa meningkat pada setiap siklus. Pelaksanaan Lesson Study Siklus 1 Perencanaan Tahap perencanaan Lesson Study Siklus 1 ini dilaksanakan tanggal 2 Oktober 2014 di ruang kelas. Diskusi dilaksanakan dengan melibatkan tim Lesson Study program studi yang telah bersedia mengikuti kegiatan Lesson Study. Diskusi itu bertujuan untuk mengungkap berbagai permasalahan dalam mata kuliah Evaluyasi Hasil Belajar Matematika. Salah satu masalah yang terungkap adalah kemampuan mahasiswa dalam menyelesaikan menyusun dan menganalisis instrumen. Metode yang digunakan adalah metode berbasis masalah dan diskusi kelompok yang di pandu oleh dosen model. Strategi eksplorasi dapat berupa aktivitas mahasiswa dengan mencatat dan membuat coretan dalam merencanakan dan menganalisis kualitas soal. Pelaksanaan Pelaksanaan pembelajaran dilakukan pada tanggal 3 November 2014 mulai jam 10.00 Wita selama 2 jam pelajaran. Para observer duduk di bagian belakang kelas serta sebagiannya berdiri. Proses pembelajaran yang berlangsung adalah sebagai berikut : 1. Dosen melakukan apersepsi melalui pengajuan pertanyaan-pertanyaan sebagai upaya pemusatan konsntrasi. 2. Dosen menjelaskan tujuan pembelajaran kepada mahasiswa. Saat itu mahasiswa sudah terbagi menjadi 6 kelompok. Dosen memberikan penjelasan bagaimana aturan main kelompok serta hal-hal yang sebaiknya dilakukan dalam kelompok seperti bekerja sama dan pembagian tugas serta tugas ketua kelompok.
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3. Dosen menjelaskan isi dari LKM secara bertahap dimulai dari penyajian ilustrasi masalah sampai dengan tugas yang harus dikerjakan oleh mahasiswa. 4. Dosen membagikan LKM. 5. Dosen menjelaskan kembali tugas yang harus dikerjakan mahasiswa. 6. Dosen memantau aktifitas kelompok dan merespon dan membimbing aktivitas mahasiswa. 7. Dosen memberikan arahan kepada mahasiswa bahwa jika ada kelompok yang sudah selesai diminta maju ke depan untuk mempresentasikan hasilnya. 8. Dosen mengajukan pertanyaan kepada mahasiswa yang maju ke depan tentang hasil pekerjaannya dan memberikan alasan. 9. Dosen menyimpulkan proses dan hasil pembelajaran sebelum akhirnya menutup kegiatan pembelajaran. Refleksi 1. Dosen dan para observer bersama di kelas untuk mengadakan refleksi dari semua rangkaian kegiatan Lesson Study sebelumnya yaitu tahapan perencanaan dan pelaksanaan pembelajaran. 2. Kekurangan yang terdapat dalam proses pembelajaran akan diperbaiki pada pertemuan berikutnya atau plan yang berikutnya sebagai sebuah perbaikan sehingga proses open class 2 dapat berjalan dengan baik sesuai dengan rencana. 3. Kelompok-kelompok yang penyebarannya tidak merata diupayakan di tinjau ulang sehingga kelompok-kelompok diskusi yang berikutnya dapat berjalan dengan baik. 4. Pada pertemuan berikutnya akan diupayakan diberikan umpan balik dari presentasi hasil diskusi kelompok untuk dijadikan sebagai sebuah kesimpulan akhir. Pelaksanaan Lesson Study Siklus 2 Perencanaan Kegiatan Lesson Study selanjutnya dilakukan pada hari kamis tanggal 7 November 2014 sesuai dengan kesiapan semua pihak. Waktu ini ditentukan saat refleksi siklus 1. Pada saat refleksi siklus 1 juga dilakukan perencanaan pelaksanaan siklus 2 termasuk inventarisasi masalah serta penentuan alternatif masalah. Akhirnya, dari masalah-masalah yang telah diungkap kemudian dianalisis untuk menentukan fokus pembelajaran. Terdapat beberapa perbaikan yang dilakukan pada saat diskusi diantaranya adalah: 1. Penyempurnaan SAP yang masih dianggap kuarang pada penentuan tujuan 2. Melengkapi LKM sehingga lebih jelas. 3. Pemerataan kelompok. Pelaksanaan Pelaksanaan pembelajaran dilakukan pada tanggal 9 November 2014 mulai jam 10.00 WITA selama 2 jam pelajaran. Proses pembelajaran yang berlangsung adalah sebagai berikut: 1. Dosen melakukan apersepsi dan mengingatkan kembali pelajaran atau materi yang telah dipelajari sebelumnya yaitu merencanakan dan menyususn instrumen. 2. Kemudian dosen menyampaikan tujuan pembelajaran. 3. Dosen membagikan LKM. 4. Saat mahasiswa mulai bekerja, dosen memantau aktifitas kelompok dan merespon dan membimbing aktivitas mahasiswa. 5. Setelah mahasiswa selesai bekerja, perwakilan masingmasing kelompok maju ke depan untuk menyajikan hasil pekerjaannya di depan. 6. Dosen menyampaikan kesimpulan tentang materi yang dipelajari yaitu menganalisis daya pembeda dan indek kesukaran soal. 7. Dosen menutup pembelajaran. 300
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Refleksi Dosen terlebih dahulu mengungkapkan kesannya setelah menjalani proses pembelajaran. Dalam proses pembelajaran telah berjalan sesuai dengan yang diharapkan akan tetapi masih ada anggota kelompok yang belum aktif, waktu masih belum terkontrol dan diskusi masih didominasi oleh beberapa mahasiswa yang berada pada masing-masing kelomok. Berikut ini adalah intisari dari beberapa hasil refleksi. 1. Pembelajaran telah berjalan dengan baik dan aktivitas kelompok meningkat dari siklus 2. 2. Waktu untuk diskusi kurang. Berdasarkan hasil refleksi di atas maka melalui diskusi dihasilkan beberapa rekomendasi sebagai berikut. 1. Persiapan harus lebih matang terutama mengenai gambaran proses pembelajaran, hal ini dapat dilakukan melalui simulasi terlebih dahulu. 2. Tujuan pembelajaran harus disampaikan terlebih dahulu dengan jelas. 3. Dosen harus memberikan penguatan kepada mahasiswa yang menjawab pertanyaan dan mengajukan pertanyaan. 4. Perumusan waktu untuk diskusi harus lebih di kontrol. 5. Bahan yang akan didisksusikan lebih disederhanakan lagi Pelaksanaan Lesson Study Siklus 3 Perencanaan Tahap perencanaan Lesson Study Siklus 3 ini dilaksanakan tanggal 15 November 2014 di Sekretariat Program Studi Pendidikan Matematika. Diskusi dilaksanakan dengan melibatkan tim Lesson Study program studi yang telah bersedia mengikuti kegiatan Lesson Study. Diskusi itu bertujuan untuk mengungkap berbagai permasalahan dalam mata kuliah Evaluyasi Hasil Belajar Matematika. Salah satu masalah yang terungkap adalah kemampuan mahasiswa dalam menyelesaikan menyusun dan menganalisis instrumen. Metode yang digunakan adalah metode berbasis masalah dan diskusi kelompok yang di pandu oleh dosen model. Strategi eksplorasi dapat berupa aktivitas mahasiswa dengan mencatat dan membuat coretan dalam merencanakan dan menganalisis kualitas soal. Pelaksanaan Pelaksanaan pembelajaran dilakukan pada tanggal 16 November 2014 mulai jam 10.00 Wita selama 2 jam pelajaran. Para observer duduk di bagian belakang kelas serta sebagiannya berdiri. Proses pembelajaran yang berlangsung adalah sebagai berikut : 1. Dosen melakukan apersepsi melalui pengajuan pertanyaan-pertanyaan sebagai upaya pemusatan konsntrasi. 2. Dosen menjelaskan tujuan pembelajaran kepada mahasiswa. Saat itu mahasiswa sudah terbagi menjadi 6 kelompok. Dosen memberikan penjelasan bagaimana aturan main kelompok serta hal-hal yang sebaiknya dilakukan dalam kelompok seperti bekerja sama dan pembagian tugas serta tugas ketua kelompok. 3. Dosen menjelaskan isi dari LKM OC 3 secara bertahap dimulai dari penyajian ilustrasi masalah sampai dengan tugas yang harus dikerjakan oleh mahasiswa. 4. Dosen membagikan LKM. 5. Dosen menjelaskan kembali tugas yang harus dikerjakan mahasiswa. 6. Dosen memantau aktifitas kelompok, merespon dan membimbing aktivitas mahasiswa. 301
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7. Dosen memberikan arahan kepada mahasiswa bahwa jika ada kelompok yang sudah selesai diminta maju ke depan untuk mempresentasikan hasilnya. 8. Dosen mengajukan pertanyaan kepada mahasiswa yang maju ke depan tentang hasil pekerjaannya dan memberikan alasan. 9. Dosen menyimpulkan proses dan hasil pembelajaran sebelum akhirnya menutup kegiatan pembelajaran. Refleksi Dosen dan para observer bersama di kelas untuk mengadakan refleksi dari semua rangkaian kegiatan Lesson Study sebelumnya yaitu tahapan perencanaan dan pelaksanaan pembelajaran. Kelebihan: 1. Terjadi perubahan proses diskusi dari OC sebelumnya 2. Perubahan terjadi karena masukan dari observer Kekurangan: 1. Terdapat mahasiswa yang tidak hadir 2. Ketidak merataan kelompok itu sulit dihindari karena proses tersebut tidak direkayasa 3. Motivasi mahasiswa tidak stabil dari setiap OC. 4. Waktu tidak terkontrol 5. Diskusi tidak selesai Rekomendasi/tindak lanjut: 1. Melakukan perbaikan pada plan keempat 2. Perbaikan kelompok akan diupayakan sesuai dengan harapan observer 3. Akan memperbaiki semua masukan yang diberikan oleh dan menindak lanjutinya pada pelaksanaan OC berikutnya Pelaksanaan Lesson Study Siklus 4 Perencanaan Kegiatan Lesson Study selanjutnya dilakukan pada hari kamis tanggal 15 November 2014 sesuai dengan kesiapan semua pihak. Waktu ini ditentukan saat refleksi siklus 1. Pada saat refleksi siklus 1 juga dilakukan perencanaan pelaksanaan siklus 2 termasuk inventarisasi masalah serta penentuan alternatif masalah. Akhirnya, dari masalah-masalah yang telah diungkap kemudian dianalisis untuk menentukan fokus pembelajaran. Terdapat beberapa perbaikan yang dilakukan pada saat diskusi diantaranya adalah: 1. Penyempurnaan SAP yang masih dianggap kuarang pada penentuan tujuan 2. Melengkapi LKM sehingga lebih jelas. 3. Pemerataan kelompok. Pelaksanaan Pelaksanaan pembelajaran dilakukan pada tanggal 2 Desember 2014 mulai jam 10.00 WITA selama 2 jam pelajaran. Proses pembelajaran yang berlangsung adalah sebagai berikut : 1. Dosen melakukan apersepsi dan mengingatkan kembali pelajaran atau materi yang telah dipelajari sebelumnya yaitu merencanakan dan menyususn instrumen. 2. Kemudian dosen menyampaikan tujuan pembelajaran. 3. Dosen membagikan LKM. 4. Saat mahasiswa mulai bekerja, dosen memantau aktifitas kelompok dan merespon dan membimbing aktivitas mahasiswa. 302
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5. Setelah mahasiswa selesai bekerja, perwakilan masingmasing kelompok maju ke depan untuk menyajikan hasil pekerjaannya di depan. 6. Dosen menyampaikan kesimpulan tentang materi yang dipelajari yaitu menganalisis daya pembeda dan indek kesukaran soal. 7. Dosen menutup pembelajaran. Refleksi Dosen terlebih dahulu mengungkapkan kesannya setelah menjalani proses pembelajaran. Dalam pelaksanaan proses pembelajaran terdapat beberapa kendala yang masih perlu diperbaiki diantaranya adalah: 1. Masih ada mahasiswa yang aterlambat sehingga menggangu jalannya kegiatan belajar kelompok. 2. Masih ada mahasiswa yang tidak masuk sehingga pemerataan jumlah anggota kelompok masih belum maksimal sehingga terdapat jumlaha anggota kelompok yang tidak seimbang. 3. Tidak seluruh mahasiswa aktif dalam diskusi kelompok. Berikut ini adalah intisari dari beberapa hasil refleksi. 1. Pembelajaran telah berjalan dengan baik dan aktivitas kelompok meningkat dari siklus 3. 2. Waktu untuk diskusi kurang. Berdasarkan hasil refleksi di atas maka melalui diskusi dihasilkan beberapa rekomendasi sebagai berikut. 1. Persiapan harus lebih matang terutama mengenai gambaran proses pembelajaran, hal ini dapat dilakukan melalui simulasi terlebih dahulu. 2. Tujuan pembelajaran harus disampaikan terlebih dahulu dengan jelas. 3. Dosen harus memberikan penguatan kepada mahasiswa yang menjawab pertanyaan dan mengajukan pertanyaan. 4. Perumusan waktu untuk diskusi harus lebih di kontrol. 5. Bahan yang akan didisksusikan lebih disederhanakan lagi.
Kesimpulan Secara umum pelaksanaan dalam tahapan-tahapan atau siklus telah mengalami peningkatan mtivasi belajar, namun masih terdapat kendala atau kekurangan yang terjadi pada tiap tahapan yaitu: 1. Diskusi yang dilakukan oleh mahasiswa pada tiap-tiap kelompok belum maksimal karena masih didominasi oleh beberapa anggota kelompok yang merasa mampu. 2. Waktu belum dimanfaatkan secara maksimal dan sering kali waktu kurang dalam pelaksanaan diskusi kelomok. 3. Karena pada setiap pertemuan terdapat beberapa mahasiswa yang tidak hadir sehingga mengakibatkan jumlah anggota kelompok tidak merata. Lesson Study sebagai model pembinaan pendidik yang bersifat kolaboratif dan kolegaliatif dapat dimanfaatkan sebagai model bimbingan mengajar dosen terhadap mahasiswa. Untuk menjadi seorang dosen yang profesional, tidak hanya berbekal terhadap pemahaman mengajar secara akadenik saja tetapi membutuhkan pengalaman berupa kegiatan praktek terbimbing. Melalui kegiatan Lesson Study, dosen melakukan pembelajaran yang tidak hanya melibatkan dosen yang bersangkutan tetapi tim yang menjadi observer. Mahasiswa mendapatkan 303
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pengetahuan dan pengalaman tentang perencanaan dan pelaksanaan pembelajaran yang inovatif. mahasiswa juga mendapatkan feed back langsung dalam kegiatan refleksi. Untuk melaksanakan kegiatan Lesson Study memerlukan persiapan-persiapan, yaitu : 1. Penetapan program bimbingan oleh dosen yang terintegrasi dalam mata kuliah tertentu dan diikuti oleh mahasiswa yang mengambil matakuliah tersebut. 2. Penetapan kerja sama. 3. Penetapan jadwal kegiatan. Pada pelaksanaannya, dosen, observer, dan dosen berkolaborasi dalam perencanan, pelaksanaan dan refleksi pembelajaran sehingga muncul sikap kolegalitas untuk meningkatkan mutu pembelajaran di perguruan tinggi. Sementara Faktor penghambatnya adalah : pertama, penetapan waktu pelaksanaan Lesson Study yang tidak leluasa menurut pertimbangan semua partisipan sehingga persiapan belum melibatkan dosen secara optimal tetapi hanya sebatas koordinasi saja; dan kedua, persiapan untuk pelaksanaan kurang matang sehingga berpengaruh terhadap penentuan waktu pembelajaran.
Daftar Pustaka
A Malik Fadjar. (1999), Reorientasi Pendidikan Islam, Bandung : Remaja Rosda karya Dimyati dan Mudjiono. 1999. Belajar dan Pembelajaran. Jakarta : Rineka Cipta Hamalik, Oemar. 2004. Proses Belajar Mengajar. Jakarta: Bumi Aksara Hambali, Julius dkk. 1996. Pintar Matematika. Jakarta : Dunia Pustaka jaya Jabrohim. 2003. Metodologi Penelitian Sastra. Yogyakara: Hanindita GrahaWidya Nasution,S. 1995. Berbagai pendekatan Dalam Proses Belajar dan Mengajar. Jakarta: Bumi Aksara Natawijaya,Rochman.2005.Aktivitas Belajar. Jakarta: Depdiknas Ratna, Kutha I Nyoman.2004. Teori Metode dan Tehnik Penelitian. Yogyakarta: Pustaka Pelajar Ratumanan, T.G. 2004. Belajar dan Pembelajaran. Surabaya: Unesa. Universitas Press. Roji, Imam.1997. Belajar Matematika. Bandung: Yayasan Nuansa Cendikia. Roseffendi,dkk.2000.Pendidikan Matematika 3. Jakarta: Aji Cakra Sadiman,Arief S. 2007. Interaksi Belajar Mengajar. Jakarta: PT Raja Grafindo Persada Slameto. 2003. Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta : PT Rineka Cipta Soetarno. 2001. Pembelajaran Efektif. Bandung: Dunia baru Sudjana, Nana. 2000. Dasar-Dasar Proses Belajar Mengajar. Bandung : Sinar Baru Sukmadinata. 2006. Jenis-Jenis Penelitian. Surabaya: PT. Bina Ilmu. Usman, Moh.Uzer. 2000. Menjadi Dosen Profesional. Bandung. Remaja Rosdakarya.
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The Usage of Skimming Technique in Increasing Fast reading Skills With Subjects Indonesian for the Fifth Grade Elementary School Students Titin Ernawati Universitas Hamzanwadi, Indonesia
Abstract This research aimed at knowing the empirieal evidence about the increase in speed reading skills through skimming technique at the fifth grade elementary school students. Classroom Action Research (CAR was the research design used in this research which was conducted in two cycles , each cycle consisting of four stages, namely: planning ,action, observation and reflection. Instrument used in this study is the observation sheet, test and field notes. Observation sheet used to determine student learning activities. While the end of each cycle tests were conducted to determine the increase in speed of reading skills with skimming technique. Based on the observation of the lessons learned in the first cycle and second cycle students already participating in learning in according with the stages of learning are planned. Test results of the learning cycle 1 known out of 17 of 22 stude haven’t reached the KKM 70. In the second cycle of learning outcomes 14 of 22 students have reached the KKM. It can be concluded that the learning speed reading skills can be enhanced through the skimming technique. Keywords: reading skills, reading faster, skimming techniques
Pendahuluan Dalam bahasa Indonesian dikenal empat keterampilan berbahasayaitu keterampilan menyimak (listening skills), keterampilan berbicara (speaking skills), keterampilan membaca (reading skills), dan keterampilan menulis (writing skills). Keempat keterampilan tersebut pada dasarnya merupakan suatu kesatuan yang hanya dapat diperoleh dan dikuasai dengan jalan praktik dan banyak pelatihan. Keterampilan membaca dapat dipelajari dengan berbagai cara sesuai dengan tujuan yang hendak dicapai dalam kegiatan membaca sesuai standar kompetensi dan kompetensi dasar. Keterampilan membaca idealnya dimiliki oleh setiap orang. Oleh sebab itu, pembelajaran membaca perlu dilaksanakan dengan seefektif agar dapat meningkatkan keterampilan membaca. Untuk meningkatkan keterampilan membaca efektif secara cepat dan memiliki pemahaman yang kuat dapat dilakukan dengan pembelajaran membaca cepat yang didapatkan hanya dengan cara berlatih. Keberhasilan dalam menguasai dan mempraktikkan membaca cepat tergantung pada sikap, tingkah keseriusan, dan kesiapan untuk berlatih. Terkadang guru jarang meminta peserta didik untuk membaca teks bacaan, menyebabkan peserta didik kurang dilatih untuk membaca teks sehingga siswa kurang menguasai kemampuan membaca teks secara cepat. Kecepatan membaca sangat terkait dengan kemampuan memahami bacaan. Ada peserta didik yang mampu membaca dengan cepat juga memiliki pemhaman yang cepat juga atau pun sebagian peserta didik membaca dengan lambat juga memahami isi bacaan dengan lambat atau sebaliknya. Hal ini disebabkan oleh banyak faktor, diantaranya dapat terganggu ingatannya, sehingga harus berjuang keras untuk mengingat paragraf, kalimat, dan kata-kata yang telah dibacanya. Oleh karena itu, guru diharuskan sekreatif mungkin untuk bisa menggunakan sebuah teknik pembelajaran agar peserta didik dapat memahami suatu wacana 305
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yang sedang diajarkan. Adapun teknik yang dipilih harus sesuai dengan kebutuhan, agar pembelajaran dan penggunaan teknik tersebut berjalan sesuai tujuan pembelajaran. Salah satu teknik pembelajaran yang bisa digunakan adalah teknik skimming yang khusus digunakan dalam membaca cepat dan efektif. Teknik ini merupakan kegiatan membaca yang lebih menyeluruh dan memerlukan kompetensi yang khusus. Manfaat dari penggunaan teknik skimming ini yaitu peserta didik dapat lebih mudah untuk memahami isi teks dari suatu bacaan dan dapat menghemat waktu karena dalam menggunakan teknik skimming ini peserta didik hanya perlu mencari topik yang mereka cari di dalam daftar isi kemudian melihat sub bab lalu membacanya dengan cepat dengan menggunakan teknik skimming setelah menemukan topik yang dicari peserta didik dapat menormalkan kembali bacaan agar dapat memahami isi topik tersebut. Berdasarkan hasil wawancara yang peneliti lakukan dibeberapa sekolah dasar khususnya untuk kelas lima dalam mata pelajaran Bahasa Indonesia, mereka memiliki keterampilan membaca yang rendah dikarenakan dalam melakasanakan proses pembelajaran guru menggunakan teknik pembelajaran yang kurang efektif sehingga dalam proses pembelajaran terlihat monoton ini terjadi akibat kurangnya kreativitas guru dalam menggunakan teknik pembelajaran membaca, kemudian terlihat rendahnya keterampilan peserta didik dalam membaca cepat karena peserta didik jarang berlatih untuk membaca sehingga masih banyak peserta didik yang membacanya kurang lancar. Hal inilah yang mendorong peneliti mencoba untuk memperbaiki proses pembelajaran yang selama ini dilakukan dengan memberikan teknik pembelajaran skimming agar peserta didik tidak merasa jenuh dan dapat membangun semangat peserta didik dalam belajar.
Kajian Pustaka Dunnette mendeskrepsikan keterampilan sebagai kapasitas yang dibutuhkan untuk melaksanakan beberapa tugas yang merupakan pengembangan dari hasil training dan pengalaman yang didapat. Sedangkan Menurut Nadler dalam Shvoong Business Management memberikan pengertian keterampilan dengan kegiatan yang memerlukan praktek atau dapat diartikan sebagai implikasi dari aktivitas. Sehingga dengan kata lain dapat dikatakan bahwa keterampilan adalah cara seseorang untuk memahami apa yang ingin diketahui dengan proses membaca, menyimak, menulis, dan berbicara. Sedangkan membaca merupakan salah satu proses usaha manusia untuk mengetahui suatu hal yang bekerja secara terpadu dan mengarah pada satu tujuan yaitu memahami makna paparan tertulis secara keseluruhan. Hal ini ditegaskan oleh Soedarso yang menyatakan bahwa membaca adalah aktivitas yang kompleks dengan mengarahkan sejumlah besar tindakan yang terpisah-pisah, meliputi: orang harus menggunakan pengertian dan khayalanmengamati dan mengingat-ingat, kita tidak dapat membaca tanpa menggerakkan mata atau tanpa menggunakan pikiran kita (Soedarso, 4: 1999). Sedangkan menurut Grellet yang dikutip oleh Harras membaca adalah kegiatan berinteraksi dengan teks dan menerka apa kira-kira isi teks yang dibaca. Untuk dapat melaksanakan proses interaksi dan menerka isi teks secara efektif dan efisien, diperlukan sejumlah pengetahuan berkaitan dengan teks yang hendak dibaca (Harras, 35: 2007). Dari konsep dan teori yang disampaikan dapat dikatakan bahwa membaca merupakan suatu proses keterampilan yang sering dilakukan untuk berinteraksi atau memperoleh pesan yang hendak dicapai dengan menggunakan suatu wacana atau bacaanbacaan lainnya. Keberhasilan pengajaran membaca dalam tugas binanya ditentukan oleh beberapa faktor termasuk yang dominan dalam hal ini ialah (1) faktor dari dalam diri peserta didik sendiri, seperti minat, perhatian, kematangan jiwa, dan sikap sosial, dan (2) faktor dari luar peserta 306
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didik, seperti lingkungan sekitarnya, situasi, kondisi sosial, ekonomi keluarga, kondisi sekolah, dan kondisi program pengajaran membaca (Silitonga, 8: 1984 ). Dari pernyataan tersebut maka kedua faktor di atas perlu dikembangkan dengan sebaik-baiknya untuk dimanfaatkan dengan tepat untuk mengembangkan atau meningkatkan mutu kemampuan membaca peserta didik. Sedangkan tujuan yang ingin dicapai oleh keterampilan berbahasa ini adalah untuk menambah pengetahuan dan wawasan peserta didik. Secara khusus Tarigan menyatakan tujuan membaca sebagai a) membaca untuk memperoleh perincian-perincian atau fakta-fakta (reading fordetails or facts) b) membaca untuk memperoleh ide-ide utama (reading for main ideas) c) membaca untuk mengetahui urutan atau susunan, organisasi cerita (reading for sequence or organization) d) membaca untuk menyimpulkan e) membaca inferensi (reading for inference) f) membaca untuk mengelompokkan g) membaca untuk mengklasifikasikanm(reading to classify) h) membaca menilai, membaca evaluasi (reading to evaluate) i) membaca untuk membandingkan atau mempertentangkan (reading to compare or contrast). Sehingga dapat dinyatakan bahwa tujuan membaca adalah untuk mengetahui, membandingkan, menilai, mengelompokkan, menyimpulkan, memperoleh ide, memperoleh fakta dari isi atau cerita disetiap wacana sehingga pembaca dapat menyimpulkan cerita tersebut. Pada dasarnya membaca adalah melihat dan memahami tulisan, dengan melisankan atau hanya dalam hati. Dimana dalam kegiatan membaca terdapat beberapa aspek yang terkandung. Menurut Prambudi dalam Nuryani menyatakan bahwa proses membaca meliputi sembilan aspek, yaitu aspek-aspek: sensori, perceptual, urutan, pengalaman, berfikir, pembelajaran, asosiasi, afektif, dan aspek pemberian gagasan (Prambudi, 5-6: 2006). Seperti yang telah disampaikan membaca merupakan sebuah proses dalam rangka pencarian informasi yang berasal dari sebuah teks wacana. Membaca terdiri dari berbagai jenis, yaitu: membaca intensif, kritis, cepat, untuk keperluan praktis, dan membaca untuk keperluan studi. Sementara itu keterampilan membaca dibedakan menjadi beberapa klasifikasi: 1) membaca pemahaman; 2) membaca ekstensif; 3) membaca cepat. Secara praktis, membaca juga dapat dibedakan menjadi: 1) membaca lisan; dan 2) membaca dalam hati (Alek dan Ahmad, 74: 2010). Membaca cepat adalah sebuah teknik dalam membaca, artinya sebuah teks wacana yang panjang, dapat diambil intisarinya tanpa harus membaca teks tersebut secara keseluruhan. Dalam kajiannya, membaca cepat memiliki 2 macam yaitu teknik skimming dan teknik scanning. Menurut Farida Rahim, skimming (membaca layap) ialah membaca dengan cepat untuk mengetahui isi umum atau bagian suatu bacaan. Membaca dengan cepat sering dibutuhkan ketika sedang membaca skimming dimulai dengan previewing yaitu membaca cepat judul, subjudul, lalu membaca kalimat pertama atau terakhir dari setiap paragraf karena biasanya ide pokok ada pada posisi itu. Pembaca menggunakan skimming untuk mencari informasi khusus, bukan pemahaman secara menyeluruh. Ide pokok juga akan tergambar pada fakta yang diberikan pada tabel, grafik atau bagan. Pembaca yang efisien mempunyai kecepatan membaca yang bermacam-macam, sesuai dengan bahan yang dihadapi dan keperluannya umumnya dapat dirinci sebagai berikut: 1) membaca secara skimming dan scanning (kecepatan lebih 1.000 kpm) 2) membaca dengan kecepatan yang tinggi (500-800 kpm) 3) membaca secara cepat (350-500 kpm) 4) membaca dengan kecepatan rata-rata (250350 kpm) 5) membaca lambat (100-125 kpm). Berdasarkan teori di atas keterampilan membaca cepat untuk peserta didik SD termasuk ke dalam kategori membaca dengan kecepatan rata-rata yakni 250-350 kpm yang dapat digunakan untuk membaca fiksi dan nonfiksi. Oleh karena itu, pada penelitian ini akan digunakan acuan kecepatan membaca untuk kelas V SD, yakni 250-350 kata per menit. 307
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Bagi bangsa Indonesia, bahasa Indonesia tidak hanya sekedar merupakan alat komunikasi atau alat penyerap berbagai informasi. Bahasa itu juga merupakan kekayaan nasional yang sangat berharga yang mempersatukan suku-suku bangsa, serta menunjukkan jati diri bangsa Indonesia. Dengan demikian bahasa Indonesia peranannya sangat penting, yaitu sebagai sarana komunikasi juga berperan sebagai alat untuk mengantar dan menyampaikan berbagai ilmu pengetahuan disemua jenjang pendidikan. Dan peran penting yang diemban oleh bahasa Indonesia itu dapat terlaksana dengan sedari dini membiasakan peserta didik untuk cinta membaca karena hanya dengan cinta membaca peserta didik kita dapat menyerap dan mengantarkan ilmu pengetahuan disemua lini pendidikan. Keterampilan membaca merupakan peran yang sangat penting dalam pembelajaran berbahasa. Membaca adalah modal utama keberhasilan peserta didik dalam pembelajaran. Dengan memiliki kemampuan membaca yang baik, peserta didik bisa memperoleh informasi dan menambah pengetahuan yang ada.
Metode
Sifat Penelitian Penelitian ini adalah penelitian yang menggunakan metode penelitian tindakan kelas yang dilaksanakan di SDN 3 Batuyang Kecamatan Pringgabaya dengan fokus penelitian adalah siswa kelas V SDN 3 Batuyang dengan jumlah siswa 22 orang. Waktu penelitian dilaksanakan pada bulan Maret sampai April tahun 2015/2016. Sumber Data Penelitian Data dalam penelitian ini adalah hasil pretest, hasil observasi terhadap kolaborator dan peserta didik. Sedangkan sumber data dalam penelitian ini adalah peserta didik dan peneliti. Pengumpulan Data Instrument pengumpulan data yang digunakan dalam penelitian ini terdiri dari tes, lembar observasi, dan catatan lapangan. Penganalisisan Data Proses analisis data terdiri dari hasil data saat pelaksanaan kegiatan. Data yang terkumpul dari hasil penelitian adalah data yang terdiri dari observasi aktivitas peserta didik, hasil observasi guru dan hasil belajar yang berupa nilai tes setiap akhir siklus.
Pembahasan
Gambaran awal penilaian pretest kemampuan siswa pada pembelajaran keterampilan membaca Pada pertemuan ini guru memberikan sebuah cerita dan soal pretest kepada peserta didik, guru meminta peserta didik untuk membaca cepat dengan cerita yang sudah disediakan dan setelah peserta didik selesai membaca cepat guru memberikan pertanyaan mengenai cerita yang sudah dibaca. Tindakan ini dilakukan untuk meningkatkan keterampilan membaca cepat peserta didik. Penelitian dilakukan di kelas VA yang berjumlah 22 siswa yang terdiri dari 11 perempuan dan 11 laki-laki. Pada pertemuan ini peneliti ingin mengetahui kemampuan peserta didik dalam keterampilan membaca cepat. Hasil Siklus I Tahap Perencanaan Dalam kegiatan tahap perencanaan ini kegiatan yang dilakukan dimulai dengan menyusun rancangan pelaksanaan pembelajaran (RPP) bahasa Indonesia dengan Kompetensi Dasar (KD), menyiapkan bahan cerita, dan soal test. Adapun peneliti membuat instrument sendiri dari lembar observasi peserta didik, lembar observasi guru, dan soal test. Perangkat lain yang perlu disiapkan adalah teknik skimming atau teknik membaca cepat agar dapat 308
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menunjang kelancaran pelaksanaan pembelajaran yaitu membaca cepat dengan teknik skimming. Pada siklus I ini peneliti ingin mengetahui apakah pembelajaran dengan menggunakan teknik skimming dapat meningkatkan keterampilan membaca cepat bahasa Indonesia peserta didik. Sedangkan target yang ingin dicapai pada siklus 1 ini yaitu peserta didik mampu membaca cepat dengan memahami dan menjawab pertanyaan dari cerita tersebut. Tahap Pelaksanaan Tindakan pembelajaran siklus I dilaksanakan dalam dua pertemuan dengan alokasi waktu (2x35 menit) tiap pertemuannya. 1) Pertemuan Pertama (Selasa, 19 Maret 2015) Pertemuan pertama berlangsung selama 2x35 menit (2 jam pelajaran) yang dimulai dari pukul 07.30 sampai dengan 08.30 WIB, yang dihadiri 22 orang peserta didik. Pada pertemuan pertama ini guru memulai belajar dengan menjelaskan tujuan pembelajaran dan pendekatan yang akan digunakan selama pembelajaran berlangsung. Pokok bahasan yang disampaikan adalah pengertian teknik skimming, cara-cara penggunaan teknik skimming, dan bagaimana cara membaca cepat menggunakan teknik skimming. Guru mata pelajaran bahasa Indonesia selaku guru kelas hadir sebagai observer untuk mengamati dan memberikan penilaian terhadap aktivitas peserta didik dan melakukan penelitian pada peneliti ketika proses pembelajaran berlangsung kemudian dicatat pada lembar observasi. Hal ini dilakukan untuk mendapatkan informasi bagi perbaikan pengajaran pada pertemuan selanjutnya. Kegiatan pembelajaran selanjutnya peneliti menyampaikan tujuan pembelajaran, guru memberikan materi yang sesuai dengan topik pembelajaran, yaitu menjelaskan teknik skimming, memberitahukan cara penggunaan teknik skimming dan menjelaskan cara membaca cepat dengan teknik skimming. Peserta didik memperhatikan pembelajaran yang guru sampaikan. Pada siklus I ini masih ada peserta didik yang belum bisa menggunakan teknik skimming didalam membaca cepat ini sehingga keterampilan membaca peserta didik masih kurang entah mereka yang masih belum mengerti cara membaca cepat atau memang peserta didik tersebut lambat untuk membaca sehingga untuk mendapat pemahamannyapun kurang. Tetapi ada beberapa peserta didik yang bisa menggunakan teknik skimming di dalam membaca cepat sehingga pemahaman mereka bisa tercapai. Pertemuan kedua dilaksanakan tes keterampilan membaca cepat dengan teknik skimming peserta didik siklus I. Guru meminta mereka maju kedepan meja guru secara berpasangan untuk membaca cepat menggunakan teknik skimming dengan cerita yang sudah disediakan oleh guru, kemudian guru mengambil nilai membaca cepat peserta didik dari masing-masing siswanya. Berdasarkan hasil observasi dari seluruh siswa masih ada siswa yang belum mengerti cara menggunakan teknik skimming, dan siswa yang belum mengertipun malu untuk bertanya kembali kepada guru. Hal inilah yang perlu diperhatikan sebagai bahan perbaikan pada siklus II. Pembelajaran masih harus dilanjutkan karena baru beberapa siswa yang sudah dikatakan baik aktivitasnya. Sedangkan siswa yang lainnya masih perlu diperhatikan agar aktivitas pada siklus II menjadi lebih baik. Tahap Observasi Tahap observasi dilakukan bersamaan dengan tahap pelaksanaan pengamatan dilakukan oleh peneliti, untuk mengamati keaktifan siswa dalan pembelajaran. 1) Hasil observasi aktivitas siswa
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Hasil observasi aktivitas pembelajaran siswa pada siklus I sudah baik, hanya saja pada kegiatan disaat peserta didik belum mengerti tentang materi yang disampaikan guru, guru memberikan kesempatan untuk peserta didik bertanya tetapi mereka kurang antusias dan memilih diam, sehingga pada kegiatan ini masih dikatakan cukup. Dan pada saat peserta didik diminta untuk menyampaikan kembali atau mencontohkan kembali materi tersebut hanya beberapa peserta didik saja yang antusias dan pada kegiatan ini masih dikatakan cukup. Tetapi pada kegiatan pembelajaran yang lain sudah termasuk baik. 2) Hasil observasi aktivitas guru Hasil observasi aktivitas guru pada siklus I ini sudah baik, tetapi pada kegiatan menjelaskan materi guru tidak menjelaskan secara detail sehingga pada kegiatan ini penyampaian tujuan pembelajaran masih dikatakan cukup. Dan pada kegiatan guru mencontohkan materi sudah dikatakan baik karena pada saat itu guru mudah menjelaskan apa tujuan pembelajaran tersebut. Sehingga peserta didik yang belum mengerti materi yang disampaikan guru sudah bisa langsung mencontohkan kembali materi tersebut, dan kegiatan pembelajaran ini sudah dikatakan baik. 3) Hasil belajar Hasil belajar peserta didik siklus I rata-rata hasil tes kemampuan membaca adalah 75,4 dengan nilai terendah 40 dan nilai tertingginya 100. Peserta didik yang mendapat nilai dibawah KKM 9 orang, peserta didik yang mendapat nilai Standar KKM 8 orang, dan peserta didik yang mendapat nilai tertinggi 5orang. Tahap Refleksi Tahap ini dilakukan oleh peneliti pada siklus I. Pada siklus ini, masih banyak kekurangankekurangan yang harus diperbaiki ketika memberi tindakan pada siklus II. Adapun kegagalan yang terjadi pada siklus I ini adalah sebagai berikut; 1) Banyak peserta didik yang belum berani bertanya tentang hal yang tidak mereka mengerti 2) Masih ada beberapa peserta didik yang malu untuk membaca cepat didepan kelas 3) Masih ada beberapa peserta didik yang belum lancar saat membaca 4) Masih ada beberapa peserta didik yang tidak dapat memahami sehingga mereka tidak dapat menjawab pertanyaan dari cerita tersebut. Berdasarkan hasil observasi, masih banyak yang harus diperbaiki dalam pemberian tindakan guru kepada peserta didik. Untuk memperbaiki kelemahan dan mempertahankan keberhasilan yang telah dicapai pada siklus I, maka pada siklus II perlu dibuat pengembangan perencanaan pemberian tindakan berdasarkan hasil refleksi dari siklus I. Hasil Siklus II Tahap Perencanaan Pada tahap perencanaan siklus II ini secara garis besar sama dengan pertemuan pertama yaitu menyiapkan rancangan pelaksanaan pembelajaran (RPP), menyiapkan materi ajar, menyiapkan soal (post-test), dan menyiapkan lembar observasi peneliti dan peserta didik. Berdasarkan hasil dari refleksi dari siklus I, pada siklus II ini proses pembelajaran harus lebih diarahkan kepada peningkatan pemahaman peserta didik dalam membaca cepat melalui teknik skimming. Guru pun harus lebih bisa memberikan suasana pembelajaran yang santai tetapi serius agar peserta didik lebih mudah untuk berkonsentrasi dan memahami cerita yang diberikan. Materi yang akan dibahas pada siklus ini sama halnya dengan siklus I yakni bagaimana cara membaca cepat menggunakan teknnik skimming dan memahami cerita tersebut, tetapi hanya saja cerita yang diberikan oleh guru berbeda pada siklus I. Target pada siklus II ini pemahaman peserta didik semakin baik dalam 310
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meningkatkan keterampilan membaca cepat dengan teknik skimming dan pemahaman membaca cepat semakin meningkat dibandingkan dengan siklus I yaitu sesuai dengan target pencapaian penelitian ini yakni di atas Keriteria Minimum yang ditentukan 70. Tahap Pelaksanaan Tindakan pembelajaran siklus II dilaksanakan dalam dua pertemuan dengan alokasi waktu 2x35 menit tiap pertemuanya. 1) Pertemuan ke tiga (kamis, 22 Maret 2015) Pertemuan di siklus ke II berlangsung selama 2x35 menit (2 jam pelajaran)yang dimulai dari pukul 07.30 sampai dengan 08.30 WIB. Kegiatan pembelajaran diawali dengan membuka pembelajaran dengan apersepsi dan ice breaking, untuk membangkitkan semangat belajar peserta didik. Pada pertemuan ketiga ini semua peserta didik yang berjumlah 22 orang hadir semua. Sebelum guru menyampaikan kembali tujuan pembelajaran dari materi siklus II ini guru terlebih dahulu mengkondisikan kelas agar lebih kondusif. Kemudian guru menjelaskan kembali bagaimana cara membaca cepat menggunakan teknik skimming agar peserta didik dapat memahmi apa yang telah mereka baca. Pada pertemuan ketiga ini, peserta didik terlihat lebih memperhatikan penjelasan guru untuk mengetahui yang dimaksud teknik skimming, karena terlihat mereka sudah tidak asing lagi mendengar kata-kata seperti teknik skimming dan keingintahuan mereka sangat besar untuk bisa membaca cepat dengan teknik skimming. Pada tahap ini terlihat dari 22 orang peserta didik yang mengikuti pembelajaran keterampilan membaca cepat dengan teknik skimming, ternyata hampir semua peserta didik dapat memahami cerita yang diberikan guru. Selama proses pembelajaran berlangsung, peneliti dan observer memberikan penilaian terhadap pembelajaran yang telah berlangsung dan menyimpulkan apa yang telah dilaksanakan dan memberi saran agar pertemuan selanjutnya peserta didik lebih mahir lagi dalam melaksanakan pembelajaran keterampilan membaca cepat dengan teknik skimming. Sebagai penutup, peneliti meminta peserta didik untuk membaca cerita pendek di rumah yang ada dalam LKS mereka yang bertujuan agar mereka rajin belajar di rumah. 2) Pertemuan Keempat (23 Maret 2015) Pertemuan keempat sama halnya dengan pertemuan sebelumnya. Guru memeriksa absensi atau kehadiran peserta didik, dan seluruh peserta didik yang berjumlah 22 orang hadir semua. Pertemuan ini guru menyiapkan beberapa cerita pendek yang nantinya akan dibaca oleh seluruh peserta didik secara bergantian. Tes ini dimaksudkan untuk mengetahui sejauh mana tingkat pemahaman keterampilan membaca cepat menggunakan teknik skimming dalam pembelajaran bahasa Indonesia terhadap materi yang telah diberikan pada pertemuan sebelumnya. Sebelum dilaksanakannya tes, guru meminta 2 orang perwakilan untuk menjelaskan kembali penggunaan teknik skimming didalam membaca cepat lalu peserta didik yang lain memperhatikan. Tes ini dilaksanakan selama 45 menit, selama proses berlangsung suasanapun sangat kondusif. Tahap Observasi 1) Hasil Observasi Aktifitas Siswa Pada tahap observasi ini dilakukan untuk mengetahui ketercapaian pada setiap kegiatan pembelajaran. Tahap observasi dilakukan bersamaan dengan tahap pelaksanaan. Tindakan pembelajaran siklus II ini dapat dikatakan sudah baik, karena dari pertemuan ketiga pembelajaran sudah berjalan dengan tertib dan lancar. Dan semangat peserta didik untuk menjadi yang terbaik diantara peserta didik lainnya terlihat lebih meningkat dibandingkan siklus I. Pada siklus II keberanian peserta didik dalam bertanya atau menjelaskan sudah lebih baik, jadi pada siklus ini siswa mulai terbiasa dengan pembelajaran keterampilan membaca cepat dengan teknik skimming dan 311
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menjalankannya dengan baik. Walaupun tentunya masih ada kekurangan kekurangan yang terjadi. Aktivitas pada lembar observasi peserta didik pada siklus II ini sudah baik, sudah banyak mengalami peningkatan dari siklus sebelumnya, setiap kegiatan peserta didik sudah bisa dikatakan sangat baik. 2) Hasil Observasi Aktivitas Guru Aktivitas pembelajaran pada lembar observasi aktivitas guru pada siklus II ini sudah baik, banyak peningkatan dari setiap kegiatan pembelajaran yang dilakukan guru atau peneliti, kegiatan peneliti sudah bisa dikatakan sudah baik. 3) Hasil Belajar Siswa Hasil belajar dalam proses pembelajaran pada pertemuan ketiga siklus II didapat ratarata hasil tesnya adalah 86,36 dengan nilai terendahnya 60 dan nilai tertingginya 100. Hampir semua peserta didik sudah di atas KKM yang ditentukan oleh peneliti yaitu 70, dan peserta didik yang mendapatkan nilai 40: 1 orang, yang mendapatkan nilai 60: 1 orang, yang mendapatkan nilai 80: 11 orang, dan peserta didik yang mendapatkan nilai 100: 9 orang, nilai siklus II sudah terlihat banyak peningkatan dibanding dengan siklus I, pada siklus II ini peserta didik yang mendapatkan nilai dibawah KKM hanya 2 orang saja, selebihnya sudah mendapatkan di atas KKM. Tahap Refleksi Pada siklus II ini sudah banyak terlihat peningkatan dalam proses pembelajaran diantaranya: 1) Banyak peserta didik yang sudah berani bertanya kepada guru mengenai materi yang belum dipahami 2) Banyak peserta didik yang ingin membaca cepat kedepan kelas menggunakan teknik skimming 3) Banyak peserta didik yang sudah lancar membaca sehingga tercapainya pemahaman dari cerita tersebut Teknik skimming dalam proses belajar dapat meningkatkan keterampilan membaca cepat dalam pembelajaran bahasa Indonesia. Peningkatan keterampilan membaca cepat dalam kegiatan belajar mengajar pada pokok bahasan membaca cepat dengan teknik skimming dapat memberikan pengalaman baru kepada peserta didik dalam belajar bahasa Indonesia. Proses pembelajaran membaca cepat dapat menghilangkan kejenuhan membaca pada peserta didik karena dengan menggunakan teknik skimming peserta didik dapat memperoleh pengetahuan dan informasi yang diperlukan dengan cepat dan tepat, sehingga tidak menimbulkan kejenuhan pada saat belajar, kemudian peserta didik bisa menggunakan waktunya dengan baik untuk membaca karena dengan banyak membaca, maka banyak pula pengetahuan dan informasi yang diperoleh dengan cepat, hal tersebut dapat meningkatkan keinginan peserta didik untuk membaca. Pengaruh peningkatan keterampilan membaca cepat dengan teknik skimming terhadap keterampilan membaca cepat bahasa Indonesia peserta didik kelas V sangat berpengaruh, hal ini dapat terbukti dengan hasil tes keterampilan membaca cepat dengan teknik skimming yang selalu meningkat dari mulai skor rata-rata 75,45 pada siklus I dan 86,36 pada siklus II. Peningkatan keterampilan membaca cepat dengan teknik skimming dalam kegiatan belajar mengajar dapat meningkatkan keterampilan membaca peserta didik, hal ini terbukti dengan meningkatnya aktivitas peserta didik mulai dari siklus I ke siklus II yang diukur melalui lembar observasi aktivitas peserta didik dan hasil tes setiap siklus.
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Berdasarkan hasil tes keterampilan membaca cepat dengan teknik skimming peserta didik siklus II di atas dapat diketahui kondisi akhir keterampilan membaca cepat dengan teknik skimming semua peserta didik mencapai KKM yang ditentukan oleh sekolah yakni 70.
Simpulan Berdasarkan hasil penelitian kelas yang telah dilaksanakan dalam dua siklus disimpulkan bahwa terjadi peningkatan kemampuan membaca cepat dengan teknik skimming pada siswa kelas VA SDN 3 Batuyang Kecamatan Pringgabaya. Hal tersebut di atas dapat dilihat dari aktivitas peserta didik dalam proses pembelajaran yang semkin meningkat dalam setiap siklusnya, dari aktivitas siswa yang cukup menjadi baik dan sangat baik hasil tes kemampuan membaca cepat dengan mengguinakan teknik skimming juga menunjukkan bahwa pada siklus 1 diketahui 13 dari 22 peserta didik telah mencapai KKM (70) dengan nilai rata-rata 75,45 kemudian meningkat pada siklus 2 diketahui 20 dari 22 peserta didik telah mencapai KKM (70) dengan nilai rata-rata kelas 86,36. Berdasarkan hasil penelitian tindakan kelas di atas, hipotesis yang dirumuskan ternyata terbukti kebenarannya bahwa keterampilan membaca melalui dengan teknik skimming pada siswa kelas V A SDN 3 Batuyang Kecamatan Pringgabaya Tahun 2015/2016 dapat ditingkatkan.
Daftar Pustaka
Ahmad, Listiyanto. 2010. Speed Reading, Jogjakarta A+Plus Books Alek dan Ahmad H.P. dkk. 2010. Bahasa Indonesia Untuk Perguruan Tinggi, Jakarta: Prenada Media Grup Arifin, Zaenal, dkk. 1988. Cermat Berbahasa Indonesia, Jakarta: Mediyatama Sarana Perkasa ____________. 2011. Penelitian Pendidikan, Bandung: PT Remaja Rosdakarya Arikunto, Suharsimi, dkk. 2009. Penelitian Tindakan Kelas, Jakarta: PT. Bumi Aksara, _____________. 2006. Prosedur Penelitian, Jakarta: Rineka Cipta. Cahyani, Isah dan Hodijah. 2007. Kemampuan Bahasa Indonesia di Sekolah Dasar, Bandung: Upi Press Finoza, Lamuddin. 2001. Komposisi Bahasa Indonesia, Jakarta: Insan Mulia Harras, Kholid, dkk. 2007. Membaca 1, Jakarta: Universitas Terbuka Henry Guntur Tarigan. 1979. Membaca Sebagai Suatu Keterampilan Berbahasa, Bandung: Angkasa Kunjana Rahardi. 2002. Bahasa Indonesia Untuk Perguruan Tinggi, Jakarta: Erlangga Laksono, Kisyani, dkk. 2007. Membaca 2, Jakarta: Universitas Terbuka Muslich, Masnur. 2010. Bahasa Indonesia Pada Era Globalisasi Kedudukan, Fungsi, Pembinaan, dan Pengembangan, Jakarta: Bumi Aksara. Rahim, Farida. 2008. Pengajaran Membaca di Sekolah Dasar, Jakarta: Bumi Aksara,. Saadie, Ma’mur, dkk. 2007. Strategi Pembelajaran Bahasa Indonesia. Jakarta: Universitas Terbuka Silitonga, M. Dkk 1984. Kemampuan Berbahasa Indonesis Siswa Kelas III SMP Sumatra: Membaca dan Menulis, Jakarta; Pusat Pembinaan Dan Pengembangan Bahasa Soedarso. 1999. Speed Reading, Sistem Membaca Cepat danfektif, Jakarta: Gramedia. Subana, dkk, Strategi Belajar Mengajar BAHASA INDONESIA. 2000. Bandung: Pustaka Setia. Subyantoro. 2006. Membaca Cepat dan efektif, Jakarta: Gramedia. Sugiyono. 2010. Metode Penelitian Kuantitatif, Kualitatif dan R&D, Bandung: pustaka Cendikia Utama Sugono, Dendy. 2005. Buku Praktis Bahasa Indonesia, Jakarta: Departemen Pendidikan nasional Suhendar, dd. 1992. MKDU Bahasa Indonesia pengajaran dan Ujian Keterampilan Membaca& Keterampilan Menulis, Bandung: Pionir Jaya, 1992. 313
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Tristono, Prambudi Angga. 2006. “Peningkatan Kemampuan Membaca Cepat pada Mata Pelajaran Bahasa Indonesia Siswa Kelas V SD Negeri Siliwangi 01Kecamatan Semarang Barat, Program D2 PGKSD”, Skripsi pada UNES. tidak dipublikasikan.
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The Effectiveness of Structure Dyadic Method In Teaching Reading Comprehension of Narrative Text Selamet Riadi Jaelani Universitas Hamzanwadi, Indonesia [email protected]
Abstract Structure dyadic method was one of appropriate method in teaching reading of narrative text. In this method, each member of the group will be as teacher and students. After reading both of narrative text, they taught each other upto they got an understanding of the text. The purpose of this study were aimed at: 1) determining the effectiveness of Structure Dyadic method in teaching reading comprehension of narrative text for the tenth graders of SMA Negeri 1 Keruak in the school year 2014-2015 and 2) determining the extent of the effectiveness of the Structure Dyadic method in teaching reading comprehension of narrative text for the tenth graders of SMA Negeri 1 Keruak in the school year 2014-2015. In this study, researcher used a Static Group Comparison. In gathering of data, the researcher conducted the treatment in the experimental class and used the control without treatment. Then, the researcher gave a post-test in both. The results of t-test = 0.544 and t-table = 0.388. It can be concluded that the Structure Dyadic method had significantly effective in teaching reading comprehension of narrative text. Keywords: structure dyadic method, reading, narrative text
Introduction English language is one of Internasional language. It is used in the world. Indonesian goverment decides that English is the foreign language. English language is the first compulsary subject in SMP, SMA, or University. In language learning, there are four skills that must be mastered by the students, such as listening, speaking, reading, and writing. Those four skills should be involved by the teacher in teaching and learning process in the classroom. Speaking and writing refers to the productive skills while reading and listening refers to the receptive skills (Harmer, 2003). Reading is one of the most important language skills to be learned by the students. Through these activities, students can improve their language and their own experience. They will get the information and ideas needed to know. In addition, they will be able to know what they did not know before. According to Tarigan (2008), by reading some information given by the teacher through the text, students will find general information and experience which they can improve their language skills such as listening, speaking, writing, and reading. In reading, there are many types of reading text, such as narrative, recount, report, descriptive, description, analytical exposition, exposition hortatory, procedures, discussions, news, and so on. Narrative text is a genre (kinds of the text) that should be taught to the senior high school, especially in the tenth grade.
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Teaching reading is very important for students. There were several reasons for this. The first reason is that many students need to read English texts for their career, to study or just for fun. The second reason is to read text will also help the students when they are learning to write. In teaching reading, teachers use some methods related to the senior high school. In addition, some methods in cooperative learning can be a good method in teaching and learning such Student Team Learning (STL), Student Team Achievement Division (STAD), Team Games Tournament (TGT), Learning Together, Complex Instruction, and Jigsaw. The method involves small groups of four to six members. There is a method which consists of only two members in the group (Dyad) and the technical implementation of highly structured. It is called Structure Dyadic method (Slavin, 2005). Structure dyadic method is one effective method in teaching narrative text. In this method, each member of the group will be as teacher and students. After reading both narrative texts, they will teach each other upto they get an understanding of the text. According to Slavin (2005), students who understand of narrative text through Structure Dyadic method can understand the text better than students who did not use it. Their memories can be the last a long time in the narrative text. Based on the above statement, the purpose of this study was aimed at: (1) determining the effectiveness of Structure Dyadic method in teaching reading comprehension and (2) determining the extent of the effectiveness of Structure Dyadic method in teaching reading comprehension. The teaching steps of structure dyadic method in students’ reading comprehension for the tenth graders are as follows: Researcher divided students into several groups by means dyad (group pairs). He gave students a narrative text by using the print media containing fairy tales, difficult words, and six questions. Then each student tried to understand the text with reading activities. Finally, after reading the narrative text, each member of the group was as teacher and students. The teacher asked some questions to the students based on the text given. If the student answered questions, the students got the point. However, if the student answered questions, the teacher explained the students the right answers and the students wrote answers to three times. Every ten minutes the teacher and students were combined. The groups that got a lot of points would be recognized in the classroom in every meeting. It can be seen the figure of teaching and learning process as follow: From the implementation of teaching methods above, the hypothesis can be formulated as follows: "There was the effectiveness of Structure dyadic method in teaching reading comprehension of narrative text for the tenth graders of SMA Negeri 1 Keruak in the school year 2014-2015" and there was a significant extent of the effectiveness of Structure dyadic method in teaching reading comprehension of narrative text for the tenth graders of SMA Negeri 1 Keruak in the school year 2014-2015.
Research Method
Research Design In this study, researcher used a Static Group Comparison. Ary, Jacobs, and Sorensen (2010) explained that the static group comparisons using two or more preexisting or intact group (static), only one was exposed to treatment that was experimental class. Although this design used two groups for comparison, because the subjects were not randomized assigned to a group and no pretest be used. 316
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Tabel 01 One-Group Pretest–Posttest Design Class E C
Treatment X -
Post-test Y2 Y2
Note: E : Experiment Class C : Control Class X: Independent Variable (Structure Dyadic Metode) Y2: Post-test. (Ary et al., 2010) Time and Place of the Study This research was conducted at SMA Negeri 1 Keruak and it was conducted in the school year 2014-2015. Population and Sample This study described the population and sample: Population The population of this study was all of the tenth graders of SMA Negeri 1 Keruak in the school year 2014-2015. The population was consisted of four classes with total number of 107 students. Sample In taking of the sample, this study used cluster random sampling. The researcher took Xa class consisted of 26 students and Xb class consisted of 26 students as the sample of this research. Data Collection Variables Identification In this study, researcher determined the effectiveness of Structure dyadic method in teaching reading comprehension of narrative text. This research was an experimental research that has two variables were independent variables and the dependent variable. The independent variable of this study was a Structure dyadic method and the dependent variable was the reading comprehension of narrative text. Variable Definitions Structure dyadic method was a method in teaching reading comprehension of narrative text. This method was part of a cooperative learning. This method was unlike others in cooperative learning method in which each group had a structure more than four or five students Dyad method had only two members in the group (Slavin, 2005). Reading comprehension is the ability of students to understand the text. They can respond and change the information presented in the written text. Instrument Try-out In this study, researcher wanted to use the instrument in the form of test. According to Suharsimi (2010, p.67), "test is a set of questions and exercises or other device used to measure the skills, knowledge, and intelligence". Therefore, researcher wanted to use an objective test in the form of a multiple choice test to measure students reading comprehension of narrative text so that they found; the main idea, word reference, 317
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implicit and explicit information, and the similarities and differences in the meaning of the word. The try-out was conducted in the tenth graders of SMA Negeri 1 Jerowaru in the school year 2014-2015. Meanwhile, the try-out test was conducted for students consisted of 60 questions in five options, namely; a, b, c, d, and e. Validity Validity refered to the content of tests that measure what should be measured. The results were appropriate, meaningful, and useful in terms of objective assessment (Brown, 2003). The formula used for validity to calculate the index items were: r1
Xi Xt St
pi qi
Where: = The mean of correct answer for item no i Xi Xt = The mean of total score
St pi qi
= The standard deviation = The proportion of students who respond correctly for the item no i
= The proportion of student who responds in correctly for the item no i Ngadiso (2009, p.1) Reliability To determine whether the instruments used in this study are reliable or not the researchers want to use the following formula:
Where: rkk = = k = p = q
St
2
2 k si rkk 1 2 k 1 st
The estimated reliability or coefficient of reliability The number of valid items on the test The proportion of student who responds correctly of each item 1 p
= Observed score variance Ngadiso (2009, p.2-3)
Data Collection In collecting data, researcher took data from the post-test into two classes. Posttest was given after applying the Structure dyadic method in reading comprehension of narrative texts for experimental class and control class did not. Then, the test given to both classes was same test. They were different only in treatment. Test performed on post-test in both classes were taken from the try-out consisted of 60 form of multiple choice test. Therefore, this test was valid and reliable. Finally, from the 60 items already known were 40 valid items. Then, researcher used it as a matter of valid test in the post-test which included the steps as follows:
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Treatment Researcher was as teacher treating the students by applying Structure dyadic method on reading comprehension of narrative text in the experimental class. Here, he took the story up (fairy tale) for treatment. Post-test Post-test was given to the both classes after applying the treatment in the experimental class and control class. Researcher provided a reading test which consisted of 40 valid items for experimental class and control class. Both classes answered the test in 90 minutes. Post-test was aimed at determining students' reading comprehension after using Structure dyadic method. Data Analysis Descriptive Statistic Before testing the hypothesis, researcher calculated the mean score and standard deviation for each test from the experimental class and control class. Furthermore, to determine mean score and standard deviation, researcher used the formula below:
Note: : The mean score : Total score N: Students Meanwhile, to determine the standard deviation, researcher used formula below:
Note: SD : Standard Deviation N : Sample Σx ² : Result of total square (Suharsimi, 2010) Testing Hypothesis To test this hypothesis, researcher used a t-test formula: t=
Mx My
x y 2 1 1 ( )( ) Nx Ny 2 N Y Where: M = the mean deviation of each groups N = the total number of samples or subjects X = the deviation between pre-test and post-test score (the experimental group) Y = the deviation between pre-test and post-test score (the control group) df = a-b. Nx + Ny – 2 (degree of freedom). (Suharsimi, 2010) 319 2
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Result and Discussion
Result Descriptive Statistic a. The result of students post-test for control class The result of descriptive analysis of of students post-test in control class showed that the mean score was 49.35 and the standard deviation was 10.67. b. The result of students post-test for experimental class The result of descriptive analysis of students post-test in experimental class showed that the mean score was 52.92 and the standard deviation was 11.14. c. The result of Normality and Homogeneity Test The normality and homogeneity test should be performed before testing the hypothesis. In analyzing data, the researcher used inferential analysis. The normality test functions to know whether the sample was in normal distribution or not and the homogeneity test was to know whether the data were homogeneous or not. Both normality and homogeneity tests were listed in the following section: Normality Test Table 02. The Result of Normality Test No
Students
Sample
L Obtained (Lo)
L Table (Lt)
Alfa (α)
Status
1 2
Control Experimental
26 26
0.16 0.15
0.16 0.16
0.05 0.05
Normal Normal
Homogeneity Test This test was performed to determine the data that was homogeneous. If χo2 was lower than χt2 at a significance level α = 0.5 (0.05), it can be stated that the data was homogeneous. To more clearly the data can be seen in Table 03 as follows: Table 03. The Result of Homogeneity Test 1
2
3
4
28623.1 45135.08 26055.7 37800.08 726.923 1442.923 860.308 1442.923 si
2
60.5769 120.2436 71.6923 120.2436 726.923 1442.923 860.308 1442.923 4473.07692 93.1891026 1.96936513
χo2
χt2
94.5295262 0.954 2.198 7.81
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1/(df)
si 2
log si2
(df) log si2
Sample
Df
1
12
0.083333 60.5769 1.782307 21.3876865
2
12
0.083333 120.244 2.080062 24.9607432
3
12
0.083333 71.6923 1.855473 22.2656707
4
12
0.083333 120.244 2.080062 24.9607432 93.5748436
Based on the above data, it can be seen that χo2 (2.198) was lower than χt2 at a significance level α = 5% (7.81). So χo2 <χt2 (2.198 <7.81). Thus, it can be stated that the data was homogeneous. Statistic for Testing Hypothesis After the results of normality and homogeneity were performed, then the hypothesis test was done. Data analysis was performed using the t-test with the score 0.544 and compared with the score of t-table 0.388 then Ho was rejected. If the t-test > t-table. (t-test was higher than t-table). Therefore, there was significantly effective of Structure Dyadic method on students' reading comprehension of narrative texts.
Discussion According to Joseph (2007), Structure Dyadic method ensures the active involvement of all students simultaneously. Teacher uses that method to engage students, such as in making questions and discussion. In addition, because each student in the class is the same and also involved in the learning process, the structure of sending a strong message to all students that they are expected to take personal responsibility for their own learning. Structure emphasizes and encourages: (a) an independent student-centered learning of the instructor, (b) positive interdependence among group members, and (c) individual accountability for each member of the group. Reading is a process which is done by the readers to get the message or information from the author through the print media. This is a very complex process in recognizing and understanding written symbols influenced by perceptual ability, decoding, experience, language background, thinking and reasoning reader (Tarigan, 2008). Based on the above theories, it can be concluded that there was significantly effective of Structure Dyadic method on the students’ reading comprehension of narrative text.
Conclusion Referring to the results of the study, the researcher concluded briefly some conclusions as follows: The mean score of students experimental class was 49.35 higher than the mean score for control class was 52.92. After calculating and comparing the results between the t-test was 0.544 and t-table was 0.388 in the degree of freedom (df) = 31 at 0.05 significant level, it showed that the result of t-test was higher than t-table. It can be stated that there was significantly effective of Structure Dyadic method on the students’ reading comprehension of narrative text.
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References
Ary, D., Jacobs, L. C., Sorensen, C. (2010). Introduction to research in education (8thed.). USA: Word worth, Thomson Learning. Harmer, Jeremy. (2003). The practice of english language teaching. London: Longman. Joseph, B. Cuseo. (2010). Igniting student involvement, peer interaction, and teamwork: a taxonomy of specific cooperative learning structures and collaborative learning strategies. Retrieved May, 19, 2013 from http//www.urban.org/url.cfm/. (Internet). Ngadiso. (2009). Statistics: A course book for post grade students. Surakarta: Unpublihed. Tarigan, H. G. (2008). Membaca sebagai suatu keterampilan berbahasa. Bandung: Angkasa. Slavin, R. E. (2005).Cooperative learning: teori, riset, dan praktik. Bandung: Nusa Media. Suharsimi, Arikunto. (2010). Manajemen penelitian. Yogyakarta: PT. Rineka Cipta.
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Implementasi Pembelajaran IPS melalui Klarifikasi Nilai/VCT untuk Meningkatkan Proses dan Hasil Belajar Siswa Kelas VIII Ruang D Sekolah Menengah Pertama Negeri 1 Suralaga Kabupaten Lombok Timur Tahun Ajaran 2012/2013 Zidni Universitas Hamzanwadi, Indonesia [email protected]
Abstrak Penelitian ini bertujuan untuk Meningkatkan Proses dan Hasil Belajar dengan menggunakan model pembelajaran klarifikasi nilai/VCT pada Pembelajaran IPS Siswa kelas VIII ruang D Sekolah Menengah Pertama Negeri 1 Suralaga Kabupaten Lombok Timur Tahun Ajaran 2012/2013. Metode Penelitian yang dipergunakan dalam penelitian ini adalah Penelitian Tindakan Kelas. Prosedur penelitian melalui empat tahap yaitu, perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian ini adalah siswa kelas VIII Ruang D Sekolah Menengah Pertama Negeri 1 Suralaga Kabupaten Lombok Timur dengan jumlah siswa 29 orang yang terdiri dari siswa laki-laki sebanyak 15 orang dan siswa perempuan 14 orang. Penelitian ini berlangsung selama 2 siklus dengan jumlah tatap muka pada siklus 1 sebanyak dua kali dan siklus 2 sebanyak 2 kali tatap muka. Tehnik pengumpulan data menggunakan tehnik wawancara, untuk mengetahui kondisi awal siswa sebelum melakukan tindakan, observasi, untuk mengamati proses belajar mengajar berlangsung, tes untuk mengetahui data hasil belajar siswa kelas VIII ruang D dan Angket untuk mengetahui tanggapan siswa setelah menggunkan model pembelajaran klarifikasi nilai /VCT dengan masing-masing tanggapan yaitu positif dan negatif. Kesimpulan dari penelitian ini adalah bahwa melalui model pembelajaran klarifikasi nilai/VCT dengan metode percontohan dapat meningkatkan proses belajar IPS siswa kelas VIII ruang D SMPN 1 Suralaga, kecamatan Suralaga, Kabupaten Lombok Timur tahun ajaran 2012/2013. Hal tersebut terbukti dari 29 siswa pada siklus 1 mencapai nilai rata-rata 7,92 (62,1% ) dengan jumlah siswa yang mendapat nilai di atas 60 sebanyak 18 orang dan 11 siswa yang mendapat nilai kurang dari 60. Sisklus II meningkat dengan jumlah nilai rata-rata siswa mencapai 8,21 (85,65%). Model pembelajaran klarifikasi nilai/VCT dapat meningkatkan hasil belajar IPS pada siswa kelas VIII ruang D SMPN 1 Suralaga, kecamatan Suralaga, Kabupaten Lombok Timur tahun ajaran 2012/2013. Hal tersebut terbukti dengan adanya peningkatan nilai rata-rata siswa pada pra tindakan mencapai 58,48 dengan persentase ketuntasan klasikal 48,27%. Pada siklus 1 Meningkat menjadi 74,4 dengan persentase ketuntasan klasikal 93,10% , hingga pada siklus ke II meningkat rata-rata 89 dengan persentase ketuntasan klasikal (100%) tuntas. Kata kunci: proses, hasil belajar, model pembelajaran klarifikasi nilai/vct
Pendahuluan Salah satu masalah pokok dalam pembelajaran pendidikan formal dewasa ini adalah masih rendahnya daya serap peserta didik. Hal ini nampak pada rerata hasil belajar peserta didik yang senantiasa masih sangat memperhatinkan. Prestasi ini tentunya merupakan hasil kondisi pembelajaran yang masih bersifat konvensional dan tidak menyentuh ranah dimensi peserta didik itu sendiri, yaitu bagaimana sebenarnya belajar itu sendiri. Dalam arti yang substansial, bahwa proses pembelajaran hingga dewasa ini masih memberikan dominasi guru dan tidak memberikan akses bagi anak didik untuk berkembang secara mandiri melalui penemuan dan proses berpikirnya. 323
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Ilmu Pengetahuan Sosial merupakan salah satu mata pelajaran yang diberikan di sekolah menegah yang mengkaji seperangkat peristiwa, fakta, konsep dan generalisasi yang berkaitan dengan isu sosial. Mata pelajaran ilmu pengetahuan sosial bertujuan agar peserta didik memiliki kemampuan, pertama; mengenal konsep-konsep yang berkaitan dengan kehidupan masyarakat, kedua; memiliki komitmen dan kesadaran terhadap nilai-nilai sosial dan kemanusiaan, ketiga; memiliki kemampuan berkomonikasi, berkerja sama dan berkompetensi dalam masyarakat yang majemuk, tingkat lokal, nasional dan global. Mata pelajaran IPS adalah mata pelajaran yang memiliki peranan penting dalam membentuk warga negara yang baik. Dengan tujuan, membelajarkan IPS kepada peserta didik, adalah agar setiap peserta didik menjadi warga negara yang baik, melatih peserta didik berkemampuan berfikir matang untuk menghadapi dan memecahkan masalah sosial, dan agar peserta didik dapat mewarisi dan melanjutkan budaya bangsanya (Direktorat, 2004:15). Ilmu pengetahuan sosial merupakan pelajaran yang memiliki peranan penting dalam mengembangkan pengetahuan nilai, sikap, dan keterampilan sosial. Dengan pengembangan pelajaran IPS yang tepat maka dapat mengarahkan siswa menjadi warga negara yang baik Mengingat ilmu pengetahuan sosial adalah sarat akan nilai-nilai yang menyumbangkan keberhasilan sesorang baik dalam lingkungan keluarga dan masyarakat. Untuk mencapai tujuan tersebut di perlukan suatu pendekatan untuk merangsang dan menanamkan nilai kepada peserta didik agar tidak terjerumus kepada hal yang negatif. Proses belajar tidak sekedar menghafal konsep atau fakta belaka, tetapi lebih merupakan kegiatan internalisasi antar konsep guna menghasilkan pemahaman yang utuh agar tercapai pembelajaran bermakna. Guru harus berusaha mengetahui dan menggali konsep-konsep yang telah di miliki siswa dan memadukannya dengan pengetahuan baru. Pembelajaran merupakan suatu proses perubahan tingkah laku baik aspek kognitif, afektif, maupun psikomotorik. Proses pembelajaran di pengaruhi oleh faktor intren dan faktor ektern. Faktor intern berasal dari diri siswa mencakup minat, keinginan, dan kecakapan belajar. Faktor ektern di antaranya guru dengan segala starateginya. Dalam mengemban tugas, guru menjadi kunci utama dalam proses pembelajaran karenanya ia selalu di tuntut melakukan inovasi baru agar siswa menjadi lebih semangat dalam belajar. Inovasi tersebut mencakup pemanfaatan media, model pembelajaran, pengelolaan kelas, merencanakan dan mengatur strategi dan metode yang tepat. Keberhasilan proses pembelajaran akan tercermin dari hasil belajar siswa. Berdasarkan observasi di ketahui bahwa faktor yang menyebabkan kurang aktifnya siswa dan rendahnya prestasi siswa adalah karena faktor intern dan faktor ekstren. Faktor intern, siswa kurang menyenangi pelajaran IPS, kesannya IPS hanya pelajaran hafalan dan membosankan. Faktor ekstern guru kurang memaksimalkan media dan strategi, lebih dominan menggunakan metode konvensional. Metode cermah bisa saja salah satu alternatif untuk membangkitkan semangat dan gairah siswa dalam proses belajar tetapi lebih mendominasi kepada guru sehingga kesannya siswa ngantuk dan jenuh. Apa yang diharapkan untuk meningkatkan prestasi belajar siswa tidak mencapai target yang di harapkan. Guru mempunyai tugas untuk mendorong, membimbing, dan memberi fasilitas belajar bagi siswa untuk mencapai tujuan (Slameto, 2010:97). Guru mempunyai tanggung jawab untuk melihat segala sesuatu yang terjadi dalam kelas untuk membantu proses perkembangan siswa. Diantaranya tugas guru adalah menerapkan metode yang tepat sehingga tercipta suasana yang menyenangkan selama proses pembelajaran atau dengan menggunakan model pembelajaran yang dapat meningkatkan kualitas proses pembelajaran. Model pembelajaran klarifikasi nilai adalah salah satu pendekatan dalam upaya meningkatkan gairah dan semangat siswa dalam 324
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proses belajar-mengajar dan hasil belajar siswa agar tercapai target yang di harapkan sekolah dan siswa sendiri. Menurut Kosasih Djahiri (1992), dianggap unggul untuk pembelajaran afektif karena; pertama, mampu membina dan mempribadikan nilai dan moral; kedua, mampu mengklarifikasi dan mengungkapkan isi pesan materi yang disampaikan; ketiga mampu mengklarifikasi dan menilai kualitas nilai moral diri siswa dan nilai moral dalam kehidupan nyata; keempat, mampu mengundang, melibatkan, membina dan mengembangkan potensi diri siswa terutama potensi afektualnya; kelima, mampu memberikan pengalaman belajar dalam berbagai kehidupan; keenam, mampu menangkal, meniadakan mengintervensi dan menyubversi berbagai nilai moral yang ada dalam sistem nilai dan moral yang ada dalam diri seseorang; ketujuh, menuntun dan memotivasi untuk hidup layak dan bermoral tinggi. Klarifikasi nilai (VCT) adalah nama dari suatu strategi pembelajaran atau pendekatan yang di gunakan untuk pendekatan nilai dan afektif. VCT dikenal sebagai tehnik pembinaaan nilai pada kurikulum tahun 1975. Teori klarifikasi nilai merupakan teori yang menempatkan pada suatu persamaan individu dalam mengambil suatu keputusan tentang nilai. VCT juga diartikan sebagai suatu pendekatan yang dimana bertujuan untuk membantu mendapatkan kesadaran tentang nilai-nilai. Proses klarifikasi nilai atau VCT di ajarkan dalam bentuk simulasi dan seperangkat aktivitas. Strategi ini dapat memberikan anak didik suatu alternaif dan mendorong mereka bertindak secara sadar dan menemukan nilai-nilai mereka. Melalui pendekatan ini di harapkan siswa aktif serta kreatif dalam menemukan masalah-masalah sosial. Di lihat dari prosesnya VCT berfungsi untuk: (a) mengukur atau mengetahui tingkat kesadaran siswa tentang suatu nilai; (b) membina kesadaran siswa tentang nilai-nilai yang dimilikinya baik yang positif maupun yang negatif untuk kemudian dibina kearah peningkatan atau pembetulannya; (c) menanamkan suatu nilai kepada siswa melalui cara yang rasional dan diterima siswa sebagai milik pribadinya. Oleh karena itu, peneliti mencoba untuk melakukan penelitian yang berkaitan dengan penggunaan pendekatan klarifikasi nilai yaitu sebagai pendekatan untuk meninggkatkan proses dan hasil belajar siswa. Dengan topik penelitian: meningkatkan proses dan hasil belajar pada siswa kelas VIII D SMPN 1 Suralaga Kabupaten Lombok Timur dengan menggunakan model/ pendektan klarifikasi nilai (VCT). Penelitian ini merupakan jenis penelitian tindakan kelas yang kembangkan oleh Kurt Lewin yang terdiri dari empat komponen yaitu perencanaan (planning), tindakan (acting), pengamatan (observing) dan refleksi ( reflecting). Tujuan penelitian ini adalah untuk meningkatkan proses dan hasil belajar siswa pada pembelajaran IPS melalui klarifikasi nilai vct kelas VIII ruang D sekolah menengah pertama negeri 1 Suralaga.
Metode Penelitian Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan sebanyak dua siklus yaitu siklus 1 dan siklus II. Penelitian ini di berlokasi di SMPN 1 Suralaga di Kecamatan Suralaga Kabupaten Lombok Timur. peneliti mengambil subjek penelitian Siswa kelas VIII ruang D SMPN 1 Suralaga Kecamatan Suralaga, Kabupaten Lombok Timur. Penelitian tindakan ini dianalisis dengan analisis intraktif yaitu reduksi data, penyajian data dan kesimpulan. Data atau sumber data dalam penelitian ini adalah informasi yang penting untuk di kumpulkan dan di kaji. Dalam penlitian ini sebagian besar berupa data kualitatif. Data kuantitatif dimanfaatkan sebagai pendukung simpulan penelitian menurut Sutopo (2006: 57) bahwa jenis 325
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sumber data secara menyeluruh di gunakan dalam penelitian kualitatif berupa manusia dengan tingkah lakukannya, peristiwa, dokumen dan benda lain. Informasi tersebut akan di gali dari yang beragam sumber data yang akan di manfaatkan dari penelitian ini adalah: 1. Informan atau narasumber yaitu kepala sekolah, guru, dan peserta didik kelas VIII D SMPN 1 Suralaga Kabupaten Lombok Timur. 2. Tempat dan aktivitas yaitu kegiatan pembelajaran IPS dan siswa kelas VIII D SMPN 1 Suralaga di Kecamatan Suralaga Kabupaten lombok timur 3. Dokumen berupa data siswa, silabus, RPP, nilai ulangan, Buku-buku pelajaran IPS perogram tahunan, semester dan media pembelajaran IPS kelas VIII ruang D sekolah menengah pertama negeri 1 Suralaga, Kecamatan Surlaga, Kabupaten, Lombok Timur. Tehnik pengumpulan data dalam penelitian ini adalah menggunakan tehnik 1. Observasi; Tehnik observasi di gunakan untuk menggali data dari sumber data yang berupa peristiwa, aktivitas, perilaku, tempat atau lokasi, dan benda serta rekaman gambar Sutopo (2006: 75). Hal-hal pengamatan yang diamati pada penelitian ini adalah (a) Keaktifan siswa pada saat mengikuti pelajaran IPS dengan menggunakan model klarifikasi nilai vct metode percontohan (b) Kegiatan guru dalam melaksanakan tindakan kelas dengan menggunakan model pembelajaran klarifikasi nilai vct metode percontohan 2. Tes; digunakan untuk mengetahui peningkatan hasil belajar siswa kelas VIII ruang D. Bentuk tes yang digunakan adalah bentuk pilihan ganda dan bentuk uraiyan yang di berikan kepada siswa kelas VIII ruang D. Tes diberikan pada setiap kegiatan akhir tindakan pembelajaran IPS dengan materi pelajaran yang berbeda. Menggunakan tes, tentunya bertujuan untuk mengetahui peningkatan hasil belajar siswa setelah melakukan tindakan baik siklus I dan siklus II. dokumen; Tehnik dokumen di lakukan untuk memperoleh data sekolah yakni berupa profil sekolah secara keseluruhan dan khusus data siswa kelas VIII ruang D pelajaran IPS yakni berupa absensi siswa, buku paket, arsip. Dokumen tersebut akan menunjang keberhasilan penelitian ini untuk di jadikan bukti bahwa peneliti pernah melakukan penelitian disekolah menengah pertama negeri 1 Suralaga di Desa Bagek Payung, Kecamatan Suralaga, Kabupaten Lombok Timur Nusa Tenggara Barat. Wawancara; di gunakan oleh peneliti untuk menggali informasi tentang proses dan hasil belajar siswa. 3. Wawancara dengan wakil kepala sekolah, kepala sekolah dan guru kelas IPS VIII ruang D Sekolah menengah pertama negeri 1 Suralaga. Kuesioner; merupakan daftar pertanyaan bagi pengumpulan data dalam penelitian. peneliti memberikan angket setelah melakukan tindakan. Angket diberikan secara tertulis dengan ketentuan (S) setuju, tidak setuju (TS), sangat setuju (SS), sangat tidak setuju (STS). Angket di berikan dengan tujuan untuk mengetahui keberhasilan model pembelajaran klarifikasi nilai vct dengan metode percontohan baik siklus 1 dan siklus II.
Hasil penelitian Dalam penelitian ini di peroleh hasil penelitian sebagai berikut: Pada kondisi awal sebelum di berikan tindakan. Nilai hasil belajar siswa setelah di berikan post tes menunjukkan nilai ratarata 58,48 kategori lemah dan belum tuntas sesuai dengan keteria ketuntasan minimal (KKM) 70. Setelah dilakukan tindakan dari siklus 1 sampai siklus II. Penerpan model klarifikasi nilai VCT dengan model percontohan, di lihat pada siklus 1 proses pembelajaran dengan partisifasi dengnan rincian; keterlibatan siswa mnecapai 72 %, bertanya 44%, berpendapat 41%, klarifikasi 37%, tepat waktu 60% sedangkan pada siklus ke II meningkat menjadi 92% aktif, 82% bertanya, 62% berpendapat, 59% klarifikasi dan 80% tepat waktu. Dengan demikian dari pra tindakan sampai pada tindakan siklus terakhir meningkat. Dengan meningkatnya proses pembelajaran dan kaktifan siswa di dalam proses belajar-mengajar otomatis pada hasil belajar siswa akan meningkat dengan menunjukkan nilai rata-rata pada masing-masing siklus. Pra tindakan atau sebelum dilaksanakan tindaknan hasil nilai siswa 326
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kelas VIII ruang D mencapai rata-rata 58,48 kategori lemah dan belum mencapai ketuntasan Keteria Ketuntasan Minimal (KKM) 70. Tetapi setelah dilakukan tindakan pada siklus 1 mencapai nilai rata-rata 74.4 meningkat pada siklus II dengan rata-rata nilai 89. Jadi dari kondisi awal atau pra tindakan sampai dengan tindakan ada peningkatan hasil belajar siswa. Dengan demikian penerapan model pembelajaran klarifikasi nilai VCT dengan model percontohan pada pembelajaran IPS, dapat meningkatkan peroses dan hasil belajar siswa kelas VIII ruang D sekolah menengah pertama negeri 1 Suralaga. Tabel 1. Peningkatan hasil belajar siswa kelas VIII D sebelum tindakan, sesudah tindakan siklus I dan siklus II. Nilai Persentase rata-rata Ketuntasan klasikal
Jumlah siswa Dengan nilai ≥ 60
Jumlah Siswa Dengan nilai ≤ 60
48.27%
14
15
74,4
93.10%
27
89
100%
29
No
Pelaksanaan
1
Sebelum tindakan
58,48
2
Siklus 1
3
Siklus II
3 _
Dari tabel diatas kemudian dapat dibuat grafik untuk melihat perbandingan nilai rata-rata kelas dan ketuntasan klasikal sebelum tindakan dan sesudah tindakan. Perbandingan nilai rata-rata kelas dapat di lihat pada grafik di bawah ini.
Grafik 1. Perbandingan persentase ketuntasan klasikal sebelum tindakan dan sesudah tindakan siklus 1 dan siklus II
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Grafik 2. Perbandingan hasil pengamatan nilai rata-rata kelas sebelum tindakan dan sesudah siklus 1dan sesudah siklus II Tabel 2. Hasil pengamatan proses pembelajaran siklus I dan I No Pelaksanaan
Nilai rata-rata
Persentase Ketuntasan Klasikal
Jumlah siswa dengan nilai ≥ 60
Jumlah siswa dengan nilai ≤ 60
1
Siklus I
7,92
62,1%
18
11
2
Siklus II
8,21
89,65%
26
-
Gambar 3. Nilai rata-rata keaktifan siswa.
Gambar 4. Nilai rata-rata keaktifan siswa. Sumber , observasi, oktober 2012
Kesimpulan Berdasarkan hasil penelitian yang sudah dilaksanakan pada siklus 1 dan siklus II. Penerapan model pembelajaran klarifikasi nilai/VCT dengan metode percontohan pada pembelajaran IPS kelas VIII ruang D SMPN 1 Suralaga Kecamatan Suralaga, Kabupaten Lombok Timur tahun ajaran 2012/2013 dapat di simpulkan: 1. Dengan model pembelajaran klarifikasi nilai/VCT dapat meningkatkan proses belajar IPS siswa kelas VIII ruang D SMPN 1 Suralaga, kecamatan Suralaga, Kabupaten Lombok Timur tahun ajaran 2012/2013. Hal tersebut terbukti dari 29 siswa pada siklus 1 mencapai nilai rata-rata 7,92 (62,1% ) dengan jumlah siswa yang mendapat nilai di atas 60 sebanyak 328
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
18 orang dan 11 siswa yang mendapat nilai kurang dari 60. Sisklus II meningkat dengan jumlah nilai rata-rata siswa mencapai 8,21 (85,65%). 2. Dengan model pembelajaran klarifikasi nilai/VCT dapat meningkatkan hasil belajar IPS pada siswa kelas VIII ruang D SMPN 1 Suralaga, kecamatan Suralaga, Kabupaten Lombok Timur tahun ajaran 2012/2013. Hal tersebut terbukti dengan adanya peningkatan nilai ratarata siswa pada pra tindakan mencapai 58,48 dengan persentase ketuntasan klasikal 48,27%. Pada siklus 1 meningkat menjadi 74,4 dengan persentase ketuntasan klasikal 93,10% , hingga pada siklus ke II meningkat rata-rata 89 denga persentase ketuntasan klasikal (100%) tuntas.
Daftar Pustaka Ahmadi, Lif Khoiru. Amri, Sofan. 2011. Mengembangkan Pembelajaran IPS terpadu, penerbit: Prestasi Pustaka Jakarta Candi, 2010. Jurnal Pendidikan dan Penelitian Sejarah, Program Studi Pendidikan Sejarah Fakultas Keguruan dan Ilmu Pengetahuan Unuversiatas Sebelas Maret. Surakarta. Safriya. 2011. Pendidikan IPS Konsep dan Pembelajaran.Penerbit; PT Remaja Rosdakarya Elmubarok, Zaim. 2009. Membumikan Pendidikan Nilai, Alfabeta Bandung Satrio Wibowo. Penanaman Nilai Dalam Pemebelajaran IPS Melalui Pendekatan Value Clarification Technique Di sekolah, 2009 (htt://isjd.pdii.lipi.go.id/admin/jurnal/112091421-0216-3854.pdf) Hill, Winfred. 2009. Theories Of Learning Teori-Teori Pembelajaran. Penerbit; Nusa Media Muslich, Masnur. 2009. Melaksanakn PTK penelitian tindakan kelas itu mudah , classroom Action Resear: Bumi Aksara Suharsimi, Arikunto. 2010. Penelitian Tindakan Aditiya Media Arnie Fajar (2004).Portofolio dalam Pembelajaran IPS. Bandung: Remaja Rosda Karya. Numan Somantri, (2001),Menggagas Pembaharuan Pendidikan IPS, Rosda,Bandung Daljoeni, (992), Dasar-dasar IPS, Alumni, Bandung Noeng Muhadjir, 200, Ilmu Pendidikan dan Perubahan Sosial, Rake Sarasin, Yogyakarta Widiawati, Sumiah. 2005. Kemampuan Guru Dalam Implementasi Pengajaran Value Clarification Technique (VCT) Terhadap Pembelajaran PPKn SD (htt://www.malang.ac.id./jurnal/fip/ilpen/2005a.htm yaang di akses tanggal 1 juli 2012). Hadi,Tiasto Subroto .2002 . Pembelajaran Terpadu. Jakarta: pusat penerbitan universitas terbuka Kartawisastra. (1980). Strategi Klasi fikasi Nilai. Jakarta: P3G. Depdikbud. Mawardi Lubis. (2008). Evaluasi Pendidikan Nilai. Yogyakarta; Pustaka Pelajar Suharsimi, Arikunto. Prosedur Penelitian suatu pendekatan Praktik, Rineka Cipta, Jakarta 2010. Sugiyono, Metode. Peneltian Kuantitatif Kualitatif dan R D, Alfabeta, Bandung, 2009. Furhan, Arif. Pengantar penelitian Dalam Pendidikan, Pustaka Pelajar,Yogyakarta, 2004. Suharsimi, Arikunto. Prosedur Penelitian suatu pendekatan Praktik, Rineka Cipta, Jakarta,1993 Soeprapto, Gerdjito. 2010. Pembelajaran IPS terpadu. Universitas Sebelas Maret, Surakarta Mulyasa, 2009. Peraktik Penelitian Kelas. Penerbit; PT Remaja Rosdakarya, Bandung Muhibbin Syiah, 2006. Psiikologi Pendidikan; Penerbit; PT Raja Grafindo Persada, Jakarta Ida Herlina, 2007. Pengembangan Model Pembelajaran VCT PPKn di Sekolah Lamjutan Pertama (htt://pk.sps.upi.edu/abstrakpk/abstrapk02.html yang di akses 2 juli 2012) Asri Budiningsih, 2005. Belajar dan Pembelajaran; Rineka Cipta.Jakarta Suparno Setianingsih. 2001. Menuju Pembelajaran Aktif ; Universitas Sanata Dharma Yogyakarta. Suharsimi Arikunto, 2009. Dasar-Dasar Evaluasi Pendidikan; PT Bumi Aksara.Jakarta. 329
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Ratna Wilis Dahar, 2002. Teori-Teori Belajar&Pembelajaran ; Penerbit; Erlangga Jakarta. Ratna Julianti, 2011. Penerapan Model Pembelajaran VCT Untuk Meningkatkan Proses dan Hasil Belajar Siswa kelas IIIB pada mata pelajaran IPS di SDN Purwantoro 2 Kota Malang / year: Univesitas Negeri Malang. Soedarsih dan Rr.Nanik, 2010. Sosialisasi Jender Melalui Model Pembelajaran PPKN Dengan Menggunakan Strategi Klarifikasi Nilai Pada Siswa Sekolah Dasar.; FIS Universitas Negeri Surabaya.
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The Efeectiveness of Panauricon Technique in Teaching Speaking Skill for Efl Learners Maman Asrobi Universitas Hamzanwadi, Indonesia [email protected]
Abstract This study aims at investigating the effectiveness of panauricon technique on teaching speaking skill for EFL learners. Designed as pre-experimental research with pretest-posttest design, it examined a sample of eight graders of SMP NW Wanasaba in the school year 20162017. Random sampling technique was used in determining the sample of the study. Speaking test and analytical scoring rubric were the instruments used to collect the data. Then the data were analyzed by using descriptive statistic and paired sample t-test to test the hypothesis. The result of descriptive statistics analysis revealed that panauricon technique is effective for teaching speaking for EFL learners since the mean score of posttest 66.30 was higher than mean score of pretest 49.69. While for hypothesis testing by using paired sample t-test at significance (2-tailed) value level was .001, it was lower than .05. So, it means that the null hypothesis of this study was accepted. In other word, panauricon technique was significantly effective in improving students’ speaking ability of the eight graders of SMP NW Wanasaba in the school year 2016-2017. Keywords: panauricon technique, and speaking ability
Introduction In learning the English language, there are four skills that should be mastered by students, namely: listening, speaking, reading, and writing. The fourth skill is regarded as the dominant language aspect that needs serious attention, especially when they are confronted by a situation which requires the ability to communicate verbally to express messages or their ideas. Richards and Rodgers (2001: 153) says that students should learn how to use spoken language spontaneously and flexibly to express the message and should be placed in a situation where they have to use language as a tool to satisfy communicative needs, where the criterion of success is emphasized more on effectiveness functional rather than structural accuracy. Speaking as one of the basic skills of language requires communicative competence including pronunciation (intonation, stress, and pitch), grammar, vocabulary, fluency, accuracy, and comprehension skills needed to build good communication. These elements are necessary to measure the student's ability to speak using proper technique. However, students in Indonesia are still finding difficulty in mastering conversational skills. In line with this, Richards and Renandya (2002: 204) states that speaking a foreign language is difficult for foreign language learners for effective oral communication requires the ability to use language appropriately in social interaction. Furthermore, Richards and Renandya (2002: 201) states that in order to speak the good use of a second language or a foreign language is a very complex task if we try to understand the nature of what is involved. For example, when communication is used for various purposes, and each goal involves different skills. Each of these different objectives requires knowledge of the rules that describe how the spoken language reflect the context or situation in which the conversation going. 331
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In line with Richards and Renandya described above, research conducted by Klanri (2012), Asrobi (2013) and Dance (2013) showed that many complaints were raised by teachers of English as a second language or foreign language regarding the level of student ability is low in talk. This proves that the English language is really difficult for a lot of EFL students who try to use and understand. Therefore, students need to be given more opportunities to practice using it to communicate both within and outside the classroom. As researchers have found in the observations during the learning process of speaking skills in junior NW Wanasaba during pre-observation, the same problem in the ability to speak is also faced by the students. The students still find it difficult to express their ideas verbally in English spontaneously. Some of them tend to be quiet when the teacher invites them to interact using English in the classroom. The students seemed unmotivated and have unfavorable attitude towards the English language. These problems can not be simply attributed to students' personal factors but also the kind of teaching techniques used by teachers in presenting the material which remains centered on the teacher. This technique fails to make the students feel confident enough to express their ideas orally while class was dominated by the teacher. Therefore, to make students more interested in teaching and learning, especially in teaching speaking skills, teachers must use the most appropriate teaching techniques appropriate to the students' level. To assist them in teaching speaking to students, English teachers should use teaching techniques that interesting to present their teaching materials are expected not only able to improve students' skills in English but also to assist them in creating a pleasant atmosphere in the classroom. In this case, one of the alternative techniques are techniques panauricon. Panauricon technique is a technique of teaching which regulate students to speak in class in a spinning circle that allows them a chance to practice speaking with many different friends (Kelen, 2006). Panauricon technique aims to help learners improve their competence in social communication skills. Mechanical panauricon also provide many opportunities as possible for students to speak the language of the target where the use of language is applied in a real and students can express their ideas freely with her friends. Based on the above, the researchers believe the teaching of speaking using panauricon technique can overcome weaknesses and difficulties of students in mastering the skills to speak or even to improve their speaking skills. Thus, this study to investigate the effectiveness bertujukan panauricon techniques in teaching speaking on EFL students in the academic year 2015-2016. The results of this study are expected to contribute positively to the reader. First, for junior high school teachers, this research is expected to contribute in the form of information about teaching techniques and it is expected that this study provides some evidence on the implementation of techniques panauricon in teaching speaking so that teachers can use this technique properly in the teaching of speaking so the atmosphere classroom talk not monotonous and auto students will have a high spirit in learning. Second, for further research, the results of this study are expected to contribute more information to solve the same problem in different fields.
Method This study used pre-experimental research with pretest-posttest design since this study concerns with investigating the effectiveness of panauricon technique on teaching speaking skill for EFL learners. 332
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The population of this study was all of the eight grade students of SMP NW Wanasaba in the school year 2016-2017. The total numbers of population were 53 and they were separated into two classes. Then, the researcher took one class as the sample. In this case, cluster random sampling technique was used to determine the class as the sample of this study. To obtain the data, the researcher used a speaking test in form of performance test and the scoring system was determined by an analytical scoring rubric. The criteria of evaluation used the scale (1-5) by Brown (2007: 172-173) in which speaking ability was valued from 5 variables, namely fluency, grammar, vocabulary, pronunciation, and comprehension. In detail, the criteria of evaluation are as follows: Table 01 Scoring Rubric of Student’s Speaking Ability Elements Fluency
Grammar
Score 5 4 3 2 1 5 4 3
Vocabulary
2 1 5 4 3 2 1
Pronunciation
5 4 3 2 1
Comprehension
5 4 3
Criteria Speak very fluently, native-like fluency. Speak less fluently due to few problems of vocabulary. Occasionally have problems in speaking due to selection of words, so that there are several pauses during speaking. Regular pauses and hesitancy. Very slow speaking due to serious language problems. Very few mistakes without deducing the meaning of information. Occasionally making mistakes, e.g. order of words, but the meaning can be understood. Making several mistakes, thus repetition is necessary to strengthen meaning. Making many mistakes, so that meaning is unclear. Making regular mistakes so that it is difficult to understand. Accurate selection of words, native speaker-like. Very few mistakes in word selection, but it does not deduce the meaning. Occasionally uses inaccurate words, so that clarification of meaning is necessary. Regular wrong uses of words which make meaning difficult to understand. Serious problems in using accurate words, so that it is unable to understand. Accurate pronunciation with native-like accent. Accurate pronunciation with mother tongue accent. Good pronunciation with one or two mistakes. Having problems in pronunciation, thus it is difficult to comprehend. Having problems in pronunciation, thus it is unable to comprehend. Very good understanding of the material so that the story could be expresses nicely. Good understanding of the material, but occasionally make repetitions in expressing the story. Having comprehension problems, but not serious and directly understand after having some repetitions so that the story could be expressed. 333
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2
Having difficulties to comprehend the material so that unable to express the story. Unable to comprehend the material so that unable to express the story. Adopted from (Brown, 2007: 172-173)
1
The minimum criterion of success which is required in this research is 65, in which the achievement of the speaking ability using the proposed technique is categorized as good. Table 02 Score Interpretation Score
Category
85 – 100
Very Good
65 – 84
Good
55 – 64
Sufficient
45 – 54
Insufficient
0 – 44
Very Insufficient
Furthermore, in order to evaluate the students’ speaking ability more detail and objective, their speaking performence in pretest and posttest were recorded by using video record. Based on the topic of oral test or speaking, the samples were asked to introduce their selves or others maximally 5 minutes. Then, the data obtained from pretest and posttest were analyzed using descriptive statistics and paired-sample t-test to test the hypothesis. The result of descriptive statistics and summary of the students’ speaking ability can be seen in the table 03 and 04 as follows: Table 03 the result of descriptive statistics Pretest Posttest Mean
46,69
66,31
Median
52,00
64,00
Standard Deviation 13,15
14,36
Largest(1)
76
90
Smallest(1)
40
40
Table 04 summary of students’ speaking abilty Pre-Test Aspect
Total
Post-Test
Mean Total
Mean
Score Score Score Score Pronunciation
57
2,2
81
3.1 334
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Grammar
64
2.5
81
3.1
Vocabulary
56
2.2
82
3.2
Fluency
60
2.3
82
3.2
Comprehension 86
3.3
105
4.0
Findings and Discussion
Findings Of the 26 subjects studied, the pre-test to prove that they have problems in speech. Data show that the ability to speak before being given treatment at the level of "No Good" can be seen from the average value obtained (49.69) are categorized into "Not Good". Detailed data on student achievement in a pre-test can be shown as follows: 3 students (11.53%) were categorized into the "Good", 6 students (23.1%) fall into the category of "Enough", 9 students (34.61%) were categorized to "not Enough", and 8 students (30.76%) were categorized into the "Very No Good" and none of the students who enter the category of "Very Good". Therefore, from the above data it can be concluded that the majority of students (65.37%) still have problems in speech and they need to be helped to improve their oral communicative competence. In addition, the post-test results further demonstrate that their speaking ability improved significantly, it can be proved with a total average score (66.31%) were categorized into "good". Detailed data on students in the posttest can be displayed as follows: 0 students (0%) that goes into the category of "It's No Good", 7 students (26.92%) obtained a score of 48-52 and categorized into "No Good", 8 students (30.76%) obtained a score of 56-64 and categorized in the "Simply", 6 students (23.1%) obtained a score of 68-76 and categorized into "good" and 5 students (19,23) obtain values between 88-96 and are categorized as "Very Good". Therefore, from the above data it can be concluded that the majority of students (73.09%) have achieved a standard score success (60). Furthermore, to test the hypothesis of this study, the researcher used Paired Sample T-test. Hypothesis testing results show that the significance (2-tailed) level of the value of the data being analyzed is 0.01, it is lower than 0.05, it means that the research hypothesis is accepted. Therefore, panauricon technique is significantly effective for improving speaking skills for EFL learners.
Discussion The purpose of this study was to find out the effectiveness of panauricon techniques in teaching speaking skills for EFL learneres. Based on the observations during the use of this technique in the learning process, there are several things that make this technique is very effective in improving students' speaking ability. Panauricon technique gives the students opportunities to practice speaking as much as possible with different friends. Because students have the opportunity to talk a lot in class, this then allows students to speak more fluently. Then, by practice speaking with different friends, students can exchange ideas so that they can develop a topic of their conversation. This is evident from the results of the pretest when students were asked to introduce themselves, most of them used the language and about the same topic. They struggle to make innovation or developing a topic that is different from the student judgments. However, after treatment using the panauricon technique where students are trained to talk with friends who 335
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are different, they become more creative and able to develop their own topic of their conversation, especially in terms meperkenalkan introduce themselves or others. Furthermore, through practice speaking with different friends, students appear to enjoy the learning process. They look happy and not afraid to speak the English language because they are not under pressure of the teachers and other students. This means that each student just focus on talking with his partner without fear of mistakes they might make. Moreover, by applying this technique, during the learning process students are required to be active learners rather than being passive. This can be seen when they are more likely to ask the teacher vocabulary and expressions that they do not know they need to keep their communication remains smooth. This then gives them new knowledge that they can use to innovate and be more creative and varied in introducing themselves and introduce others.
Conclusion and Suggestion Based on the analysis, findings and discussion in the previous chapter, we can conclude that the use of techniques panauricon in teaching speaking skills in EFL students is significantly effective in improving students' speaking ability. So, teachers should revise their teaching techniques in order to improve communication skills develop. In addition, teachers can also benefit by applying this technique, which can save energy and time to improve their speaking ability by applying techniques that are powerful practices improve their speaking ability. Replication of similar study will reinforce the findings. Some suggestions for teachers, students, and future researchers can be listed as follows: For the teachers, in developing their skills in teaching, they can use various techniques of teaching or strategies in teaching speaking, so that the class will not run in boring atmosphere and the students will enjoy learning English. The more the students enjoy learning English, the more easily they understand the material. Moreover, the English teacher should try to use the media in order to help the students with low motivation to be more active and more interested in learning English. Besides, the teacher should also use the best and the most appropriate way of their own personal creations, the teacher can use panauricon technique to teach speaking since the result of this study; quantitatively and qualitatively mutually revealed the significance effect of this technique to increase students’ speaking ability. For the Students, the use of panauricon technique is not the only way of solving the students’ problems in learning speaking. However, it can be said that there are many meaningful techniques to overcome their problems in improving their speaking ability. For the future researchers, a replication of this research design using panauricon as teaching techniques in teaching speaking can be done with some revision. A similar research to different population characteristic is also possible.
References
Ary, D., Jacobs, L. C., Sorensen, C. (2010). Introduction to Research in Education (8thed.). USA: Word worth, Thomson Learning. Brown, D. H. 2007. Principles of Language Learning and Teaching: Fifth Edition. San Francisco. Pearson Education Inc. Christensen, L. B. 1997. Experimental Methodology. London. Allyn and Bacon Inc. Dantes, N. 2011. Metodologi Penelitian: Seri Analysis Varians dan Validitas Instrumen. Program Pascasarjana Universitas Pendidikan Ganesha. Unpublished. Djiwandono, M. S. 1996. Tes Bahasa Dalam Pengajaran. Bandung: Penerbit. ITB. Gay, L. R. Mills, G. E, Airasian, P. W. 2009. Educational Research: Competencies for Analysis and Applications. Ninth Edition. Ney Jersey: Pearson Education, Inc. Harmer, J. 2004. How to Teach English. Harlow: Longman Group UK Limited 336
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Johnson, Burke and Christensen, Larry. 2000. Educational Research. Quantitative and Qualitative Approach. USA: A Pearson Education Company. Kelen, C. 2006. Perpetual Motion: Keeping the Language Classroom Moving. Retrieved on July, 12th 2012. Moedjito. (2014). Basic Statistic for Research in Language Education. Unpublished Modul: STKIP Hamzanwadi Selong, Nusa Tenggara Barat, Indonesia. Richards, J. C. and Rodgers, T. S. 2001. Approaches and Methods in Language Teaching. 2nd ed. New York: Cambridge University Press. Richards, J, C. Renandya, W. A. 2002. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press. Suharsimi, A. (2010). Prosedur Penelitian, Suatu Pendekatan Praktek. Yogyakarta: PT. Rineka Cipta.
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The Correlation Between Students’ Reading Habit and Their Writing Ability In Producing Descriptive Text (A Correlational Study At The Second Grade Of Mts Darul Muttaqien NW Perian) M. Adib Nazri Universitas Hamzanwadi, Indonesia
Abstract Writing is one of language skills used as media to communicate indirectly by the reader. Writing can be started by reading habit. By reading the students will get: knowledge, new information, the ideas, sensitivity of language sense, enriching of vocabularies and language structure, writing style and then flow it into their writing. This research belongs to correlational study. The aim of the research was to find out the correlation between the students’ reading habit and their writing ability in descriptive text. The population was second grade of MTsDarul Muttaqien NW Perian in the academic year 2015/2016 consisting 120 students. The Sample was 35 students of class VIII A, taken by cluster random sampling technique. In collecting the data, the researcher used questionnaire and test. The hyothesis of this research was there is a positive correllation between the students’ reading habit and their writing ability in descriptive text. The result pointed out that Fobserved(38.22) >Ftable (4.21) orFobserved > Ftablebysignificance level 5%. Meanwhile, the correlation coefficient between the students’ reading habitand their writing ability is medium, 0.76.Thus, the hypothesis is accepted. It means that there is a positive correlation between the students’ reading habit and their writing ability in producing descriptive text. Moreover, the more students frequently read the more fluently their writing ability will be. Keywords: reading habit, writing abiity, correlational study
Introduction English is International language becausethis language is used as a means of communication all over the world. The use of English is more extended recently because the increased of shophisticated tool of communication such as computer, faximile and internet networks. It makes the role of English has became very important. In accordance with these developments, the necessity of English mastery is increasing more and more. Writing is one of language skills which have to be mastered by the students. In general, writing can be interpreted as a way of expressing feelings, ideas and others in the form of written language. According to Olson, Miles C., et. al. (I982: 4), “Writing is turning your mind inside out. When we put our thoughts and feelings into words and put those words into paper we are writing. Writing is more than that, however. Those thoughts on paper must make a sense to someone else-a reader. Writing is communication: communicating thoughts and ideas to another.” By writing, the students can express their problem through their writing, but in fact, almost all of the students have difficulty in writing a composition. The students’ difficulties are, in expressing their ideas, in determining the theme, making lead, writing development and in quoting the reference. Writing, on the other hand, has some advantages as a medium: to communicate an idea to other people, to release themselves from the problems and also to overcome the trouble in the past. There are several kinds of writing text in English called text genres, those are: 338
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description, report, explanation, exposition, discussion, procedure, review, narrative, spoof, recount, anecdote and news item text. One of them is descriptive text, descriptive text is text which describes particular person, place and things. Every text has different generic structure and content, for example generic structure of descriptive are: 1. Identification, identifies phenomenon to be described. 2. Description, describes parts, qualities, characteristic. Writing skill in descriptive text is needed by students because it can give some advantages. By having writing skill in descriptive text, the students will be creative and expressive in expressing their ideas, be able to describe something or be able to identify kind of descriptive text, and also able to make descriptive text based on generic structure and lexicogrammatical. Writing basically is making a reading text. Reading and writing are two language skills that have close relation each other. According to Elley and Manghubai as quoted by Sukino (2010:13), “Anak-anak yang berpartisipasidalam program membacabebas, dapatmenulisdenganbaik.” It means, children who participate in the free reading programme are able to write better. Therefore, reading activity will give a great influence on the students by expressing their ideas in making descriptive text. Studying writing can be started by reading habit because by reading a lot of reading materials on students will get knowledge, new information, the ideas, sensitivity of language sense, enriching of vocabularies and language structure, writing style and then flow it into their writing. According to Kimberling quoted by Sukino (2010:13), “Semakin banyak anak-anak membaca maka akan semakin baik tulisannya.” It means, the more frequently the children read, the more fluently their writing ability will be. Research Design The research belongs to the correlational design. According to Best, John W. (1981:285), “Correlation is the relationship between two or more sets of paired variables.” Therefore, the writer uses the correlational method to find out the relationship between students’ reading habit and their writing ability in descriptive text.To collect the data, the writer uses questionnaire and test. According to Best, John W. (1981:167), “Questionnaire is administered personally to groups of individuals have a number of advantages.” Firstly, to obtain the data of students’ reading habit the writer gives the questionnaires. The questionnaire consists of twenty questions. Every statement is given score based on Likert Method criteria. According to Best, John W. (1981:181), “Likert type is used it may be possible to report percentage responses by combining the two outside categories: strongly agree and agree; undecided, disagree and strongly disagree.” So, for a positive statement: “strongly agree” score 5, “agree” score 4, “undecided” score 3, “disagree” score 2, “strongly disagree” score 1. Whereas, for negative statement: “strongly agree” score 1, “agree” score 2, “undecided” score 3, “disagree” score 4, “strongly disagree” score 5. The questions concern on the students’ reading habit and their writing ability in descriptive text.Secondly is performative test. The writer gives writing test to find out the students’ ability in making descriptive text. The writer uses two instruments of this research, they are questionnaire and performative test. Firstly, questionnaire consists of twenty questions, it is used to know the students’ reading habit. While, performative test, it is used to know the students’ writing ability in making descriptive text. 339
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Results Based on the result of calculations above, it shows that the value of F observed (38.22) is higher than the value of Ftable (4.21) or Fobserved>Ftable, so the hypothesis of this research there is a positive correlation between students’ reading habit and their writing ability in descriptive text. Therefore, the hypothesis in this research is accepted. While, the result value of correlation coefficient of the second grade of MTs Darul Muttaqien NW Perian is 0.76. It shows that there is medium correlation between two variables. It is based on the category of correlation coefficient in 0.600-0.800 is medium. The result of the research proves that the hypothesis is accepted because the value of F observed (38.22) is higher than the value of Ftable (4.21) or Fobserved>Ftable. It shows there is a positive correlation between two variables. While, result value of correlation coefficient is in medium (0.76). It means there is medium correlation between students reading habit and their writing ability in producing descriptive text. The students can improve their writing ability, through improving their reading habit. Because reading habit will help students to find out the ideas, writing style, knowledge and enriching their vocabulary. According to Kimberling quoted by Sukino (2010:13), “Semakinbanyakanak-anakmembacamakaakansemakinbaiktulisannya.” It means, the more frequently the children read, the more fluently their writing ability will be. However, the students’ reading habit can not rise suddenly. It needs process, and it should be done repeatedly. To solve this problem, the English teacher should encourage and motivate the students to read a lot of reading materials for getting their better writing ability especially in making descriptive text.
Discussion and Conclusion Writing is one of language skills which have to be mastered by the students because writing can be interpreted as a way of expressing feelings, ideas and thoughts to others in the form of written language.Reading is one of the most important skills in learning because it is recognizing the symbols or the letters printed in the text. It is also as vital medium in seeking sciences. Reading and writing are two language skills that have close relation each other. By reading a lot of reading materials, the students will get knowledge, new information, the ideas, sensitivity of language sense, enriching of vocabularies and language structure, writing style and then flow it into their writing. Furthermore, the more frequently the students read, the more fluently their writing ability will be Based on the result of the data analysis, the writer obtains the value of Fobserved(38.22) >Ftable (4.21) or Fobserved>Ftable, so, the hypothesis is accepted. It means that there is a positive correlation between the students’ reading habit and their writing ability in producing descriptive text. After making the conclusion of the research, the writer would like to give some suggestions to the English teachers and students, particularly at MTs Darul Muttaqien NW Perian. For the teachers, they should encourage the students reading assignment to build students reading habit and motivate the students to learn English hard, especially about writing ability in composing descriptive text.For the students, they should aware of the importance and the advantages of reading. They also need to read a lot of reading materials because the ideas will be written is usually obtain by reading habit. Finally, they have to practice more and more to improve their writing ability, especially in making descriptive text. 340
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Reference
Best, John W. (1981).Research in Education-Fourth Edition. New Jersey: Prentice-Hall, Inc., Englewood Cliffs. Olson, Miles C., et. al. (1982).The Writing Process.Boston: Allyn and Bacon Inc. Sukino.(2010). Menulis itu Mudah Panduan Praktis Menjadi Penulis Handal. Yogyakarta: Pustaka Populer.
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Membangun Karakter Bangsa melalui Permainan Tradisional Gasing Lombok dalam Menemukan Konsep Matematika Rifaatul Mahmudah Universitas Hamzanwadi, Indonesia [email protected]
Abstrak Penelitian ini bertujuan menganalisis serta mendeskripsikan hasil percobaan permainan tradisional gasingLombok dalam menemukan konsep matematika untuk membangun karakter kerjasama dan saling menghormati. Analisis data penelitian dilakukan melalui pendekatan kualitatif dari hasil eksplorasi anak bermain gasing, sehingga Pengumpulan data dari Multi methods (pengamatan, studi dokumenter, diskusi kelompok , dan indepth interview. Subyek penelitian berjumlah 25 orang . Data yang diperoleh dianalisis secara simultan dengan terlebih dahulu melakukan pemilahan data yang sejenis. Selanjutnya dilakukan reduksi data, penyajian, dan kesimpulan serta verifikasi terhadap hasil. Peranan dari permainan tradisional gasing adalah untuk menggali materi matematika dibalik permainan gasing. Hasil penelitian menunjukkan selama proses bermain gasing dapat ditemukan konsep bilangan, pengukuran waktu dan operasi bilangan. Selain itu mulai terbangun karakter bangsa saling menghormati dan kerjasama yang tepat ditanamkan sejak dini di sekolah dasar, sehingga dapat disimpulkan permainan tradisional gasing Lombok dapat membangun karakter budaya dalam menemukan konsep matematika. Kata Kunci: karakter bangsa, permainan gasing lombok tradisional, dan konsep matematika.
Pendahuluan Indonesia adalah negara kepulauan yang memiliki keanekaragaman budaya diantaranya; musik, tarian , permainan dan lain lain. Keanekaragaman budaya tersebut dapat diaplikasikan dalam kegiatan pembelajaran, salah satu adalah lewat permainan tradisional. Permainan tradisional diintegrasikan ke dalam mata pelajaran matematika. Tujuannya untuk mebangun pendidikan karakter. Pendidikan karakter adalah sebuah sistem yang menanamkan nilai-nilai karakter pada siswa melalui pengembangan potensi yang dimiliki serta adanya kemauan dan tindakan untuk melaksanakan nilai-nilai (Aunillah, 2011: 18). Sejalan dengan itu Berkowitz (2005:2) yakni pendidikan karakter mengajarkan siswa tentang nilai dasar manusia, diantaranya jujur, ramah, murah hati, keteguhan hati, kebebasan, persamaan, kerjasama dan saling menghormati. Pendidikan moral dan karakter sangat penting untuk perkembangan moral siswa di dalam melakukan interaksi sosial sebagai identitas tujuan lingkungan pendidikan yang afektif (Narvaez dan Nucci, 2012). Ini disebabkan pembelajaran nilai-nilai karakter tidak hanya pada tataran kognitif, tetapi menyentuh internalisasi dan pengalaman nyata siswa. Nilai-nilai matematika yang dimaksud terkait dengan hakikat matematika yang berangkat dari bagaimana para matematikawan yang berbeda budaya mengembangkan matematika (Bishop, 1999). Pada hakekatnya matematika merupakan teknologi simbolis yang tumbuh pada ketrampilan atau aktivitas lingkungan yang bersifat budaya (Pinxten, 1994). Dengan budaya akan mempengaruhi perilaku individu dan mempunyai peran yang besar pada perkembangan pemahaman individual, termasuk dalam pembelajaran matematika (Bishop, 1991). Oleh 342
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karena itu melalui budaya anak perlu diberikan aktivitas belajar menyenangkan yang dapat memberikan rangsangan. tujuannya untuk memberikan pemahamannya dalam pemecahan masalah menggunakan apa yang ada di sekitarnya dan apa yang telah dikenalnya. Hal ini sejalan dengan Freudental (1991) yang menyatakan bahwa matematika harus dihubungkan dengan masalah dari situasi yang dekat dengan anak. Anak bangku sekolah dasar sangat efektif dalam mendukung kegiatan pembelajaran untuk mengkonstruk pemahaman matematis anak melalui apa yang sering dikenalkan dan dimainkan. Salah satu situasi yang dikenal oleh anak adalah permainan. Norvell (2007) berpendapat bahwa anak dapat belajar konsep materi matematika melalui permainan. Permainan yang dikenal oleh anak Lombok adalah gasing atau disebut dengan begasingan. Begasingan merupakan salah satu dari permainan yang mempunyai unsur seni dan olah raga, dan merupakan permainan yang tergolong cukup tua di masyarakat Sasak. Begasingan ini berasal dari dua suku kata yaitu Gang dan Sing yang artinya ; Gang adalah lokasi lahan / lorong, Sing artinya suara. Permainan ini biasanya dilaksanakan pada tempat atau lokasi yang kosong dimana saja bisa dilaksanakan atau diadakan tidak seperti permainan lain. Seni tradisional ini mencerminkan nuansa kemasyarakatan yang tetap berpegang kepada petunjuk dan aturan yang berlaku di tempat permainan itu. Nilai – nilai yang berkembang di dalamnya selalu mengedepankan rasa saling menghormati dan rasa kerjasama (kebersamaan) yang cukup kuat serta utuh dalam melaksanakan suatu tujuan dan selalu menjunjung tinggi nilai-nilai luhur yang menjadi kebanggaan jati diri. Permainan ini biasanya dilakukan oleh semua kelompok umur dan jumlah pemain tergantung kesepakatan kedua belah pihak di lapangan. Gasing yang besar namanya pemantok, khusus dipakai memukul. Gasing yang kecil dinamai pengorong atau pelepas, khusus untuk diputar atau dipasang untuk segera dipukul. Gasing ini berasal dari desa Semaya, Kecamatan Sikur, Kabupaten Lombok Timur. Bahannya terdiri dari kayu asam dan besi pinggirnya dari beji baja kolaher yang dipande. Besinya dirawat dengan menggunakan Autosol yang sebelumnya dibersihkan dengan amplas terlebih dahulu. Pembelajaran yang bermakna tidak terlepas dari unsur budaya yang merupakan ranah aktivitas kehidupan sehari-hari yang tidak bisa dihindari dan dipisahkan. Permainan tradisional gasing di harapkan mampu mengenalkan matematika dasar siwa yang mudah diserap dan diterima, karena pembelajarannya tidak abstrak. Anak lebih aktif tidak berpusat pada guru, sehingga tidak membosankan dan menegangkan. Terbentuknya pembelajaran yang bermakna disebabkan anak menemukan sendiri konsep materi matematika yang ingin dicapai. Semua hasil tersebut ditemukan melalui permainan tradisional gasing. Dimana tidak mengandalkan aspek koghnitif saja, melainkan afektik dan psikomotornyapun ikut berkembang. Permainan gasing merupakan salah satu permainan tradisional Lombok yang sering dimainkan oleh anak bahkan orang dewasa. Sayangnya banyak yang tidak menyadari betapa bermanfaatnya ragam budaya yang bias diintegrasika melalui pelajaran khusunya matematika. Dengan beragamnya budaya yang dimiliki, maka akan semakin luas pula ranah matematika yang dibicarakan. 343
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Tekhnik bermain sangat berperan untuk membantu guru dalam memperkenalkan konsep matematika pada sekolah dasar. Bermain adalah alternatif yang digunakan untuk mendorong minat dalam mengenal konsep matematika di kelompok bermain dengan menekankan pada proses pembelajaran aktif kreatifsupaya dapat mengekspresikan kemampuannya dengan baik. Berdasarkan uraian yang telah disebutkan di atas, maka peneliti tertarik untuk melakukan analisis permainan tradisional gasing Lombok untuk menemukan konsep materi matematika dalam membangun karakter bangsa, sehingga terciptanya nilai karakter saling menghormati dan memliki kerjasama yang baik.
Metode Penelitian Penelitian ini bertujuan menganalisis serta mendeskripsikan hasil percobaan permainan tradisional gasingLombok dalam menemukan konsep matematika untuk membangun karakter kerjasama dan saling menghormati. Penelitian ini termasuk dalam jenis penelitian analisis atau eksploratif karena sesuai dengan namanya, merupakan penelitian penggalian, menggali untuk menemukan dan mengetahui suatu gejala atau peristiwa (konsep atau masalah) dengan melakukan penjajakan atau percobaan terhadap gejala (permainan gasing) tersebut (Gulo: 2000). Analisis data penelelitian dilakukan melalui pendekatan kualitatif dari hasil analisis atau eksploratif, sehingga Pengumpulan data dari Multi methods (pengamatan, studi dokumenter, diskusi kelompok terfokus, indepth interview. Pendekatan ini memusatkan usaha untuk menemukan bagaimana masyarakat mengorganisasikan budaya mereka untuk diintegrasikan ke pelajaran matematika secara kontekstual. Tugas etnograf adalah menemukan dan menggambarkan organisasi pikiran tersebut (Spradley, 2006). Subyek penelitian berjumlah 25. Data yang diperoleh dianalisis secara simultan dengan terlebih dahulu melakukan pemilahan data yang sejenis. Selanjutnya dilakukan reduksi data, penyajian, dan kesimpulan serta verifikasi terhadap hasil.
Hasil Penelitian Bermain gasing menunjukkan bahwa anak dapat dengan mudah memahami materi matematika. Melalui permainan tradisional gasing juga Dari sini, anak mulai belajar memahami masalah informal yang ada di dalam permainan gasing tradisional.Dari hasil analisis penelitian yang didapatkan terdapat beberapa materi matematika yang ditemukan melalui permainan tradisional gasing diantarnya, bilangan, pengukuran waktu, dan operasi bilangan. Membilang Melalui permainan gasing tradisonal siswa belajar mengenal bilangan secara langsung dengan makna lambang angka tersebut sekaligus sebagai pemecahan masalah dalam kehidupan sehari-hari, sehingga anak menganggap belajar matematika itu ternyata menyenangkan dan tidak susah. Dampak inilah yang mengantar siswa selanjutnya akan cita terhadap matematika dan budaya permainan tradisonal yang dimiliki. Mengingat bilangan merupakan materi dasar dan paling utama untuk dikenalkan pada anak. Ketika bermain gasing anak menghitung dengan menyebutkan satu, dua …, sepuluh,.., dua puluh, …, dua lima dst. Ini merupakan hitungan lisan secara informal. Kemudian dibimbing menulis angka ke dalam matematika formalnya yakni. 1, 2,…, 10,…..20,…, 25 dst.
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Pengukuran Waktu Permainan tradisional gasing merupakan salah satu sarana bagi anak untuk mendapatkan kesenangan dalam belajarnya. Antusiasme anak dalam bermain dan menyaksikan pertandingan gasing menunjukkan bahwa permainan ini merupakan suatu hal yang menarik bagi anak. Ketertarikan anak terhadap permainan tradisional gasingpada awal pembelajaran merupakan modal yang sangat berharga bagi anak untuk mendapatkan pengetahuan yang ada di dalamnya. Permainan tradisional gasingmempunyai situasi dan kondisi yang dapat menguji dan menumbuhkan kepekaan anak terhadap waktu. Pengukuran Waktu meliputi (membandingkan waktu, bekerja dengan satuan pengukuran waktu, dan bekerja dengan alat ukur waktu) Menyajikan pembelajaran yang dapat yang menyenangkan seperti ini sulit didapatkan dari sebuah konteks yang berupa permainan tradisional yang mempunyai nilai -nilai budaya tinggi seperti permainan tradisional gasingyang diterapkan. dibawah ini merupakan penjelasan penukuran waktu yang didapatkan Membandingkan Waktu Anak diberikan gasing untuk dimainkan secara bersama dan bergantian. Tujuannya menstimulasi anak untuk membandingkan durasi waktu dari kejadian-kejadian yang berlangsung . Dan anak akan melakukan perbandingan langsung untuk menentukan pemenangnya yang dilihat dari lama putaran gasing yang dimainkan dengan hitungan lisan. Permainan ini dianggap tidak adil, karena anak menyadari bahwa hitungan lisan tidak akurat untuk mengukur waktu, sehingga permainan dilanjutkan untuk menjawab permasalahan tersebut. Walaupun ada kesepakatan serentak dan sama cepat dalam menghitung secara lisan. Bekerja dengan satuan pengukuran waktu Anak diminta untuk bertanding gasing bergantian dengan mengukur waktu putarnya menggunakan jam. Tujuan dari aktivitas ini adalah untuk mengenalkan anak melakukan pengukuran menggunakan satuan standar (baku). Dan anak mengukur waktu putar gasing dengan cara menghitung lisan bersamaan dengan bergeraknya jarum jam, sehingga anak menemukan kriteria satuan yang dapat digunakan secara refresentatif dan dipertanggungjawabkan secara logis untuk mengukur waktu. Dengan diukurnya waktu putar gasing menggunakan jam, maka masalah dalam cara menentukan waktu putaran gasing telah terselesaikan. Bekerja dengan alat ukur waktu melalui dua cara: 1) Menentukan Waktu Dalam Satuan Detik Anak diminta membuat tali gasing dari bahan yang disediakan dan mengukur waktu yang dibutuhkan dalam satuan detik. Tujuannya adalah untuk mengembangkan strategi anak mengukur waktu dalam satuan detik menggunakan jam. Hasilnya anak menentukan durasi waktu dengan pengalaman yang sudah ada, yakni mengukur lama berputarnya gasing dengan cara melakukan hitungan lisan bersamaan dengan bergeraknya jarum detikan. Dengan arahan guru sebagian anak paham mengukur dengan mengingat posisi awal dan akhir jarum jam dengan cara yang lebih mudah, kemudian mengkalkulasikan interval yang dilaluinya. 2) Menentukan Waktu Dalam Satuan Menit Anak diminta membuat gasing secara bertahap dari bahan yang sudah disediakan dan mengukur waktu yang dibutuhkan dalam satuan menit. Tujuannya adalah untuk mengenalkan satuan menit. beberapa siswa mengambil pengalaman sebelumnya juga mengukur dengan mengingat posisi awal dan akhir jarum jam dari awal pembuatan 345
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gasing tahap pertama pada pembuatan tali. Dan pada tahap kedua yakni membuat gasing yang membutuhkan waktu yang cukup lama, sehingga anak mulai bingung dan menghentikan hitungannya. anak mulai berfikir menuliskan jumlah putaran penuh menggunakan satuan detik untuk digeneralisasikan pada satuan menit. Secara tidak langsung anak menggunakan satuan menit dengan mengembangkan satuan detik pada jam. Operasi Bilangan Operasi Penjumlahan. Dari bermain gasing anak banyak menemukan konsep operasi bilangan. Ketika anak mengukur waktu putaran gasing anak akan berhitung secara lisan diikuti dengan pergerakan jarum jam, baik menggunakan satuan detik maupun satuan menit, kemudian dikalkulasikan dari awal dimulainya permainan sampai berhentinya gasing berputar. Jadi anak mendapatkan hasil jumlahan lama berputarnya gasing yang dimainkan. Operasi Pengurangan Dari bertanding gasing bersamaan dan bertanding gasing bergantian didapatkan operasi pengurangan. Dimana diberikan kasus berapa perbedaan kekalahan atau beda kemenangan dari masing-masing anak yang bertanding. Hasilnya anak mulai sibuk mengurangkan antara jumlah lama durasi putaran gasing yang menang dengan jumlah durasi yang kalah. Hasil pengurangan tersebut yang disimpulkan sebagai jumlah lama perbedaan durasi antara kalah dengan yang menang. Perkalian Dalam kegiatan menentukan waktu dalam satuan detik dan satuan menit anak dapat menggunakan operasi perkalian untuk mengukur dan menghitung durasi waktu yang cukup lama, sehingga lebih mudah dan cepat dalam menghitung jumlah durasi lamanya suatu gejala atau kegiatan berputarnya gasing maupun pertandingan membuat gasing.
Simpulan dan Saran
Simpulan Permainan tradisional gasing memberikan peran yang sangat efektif dalam mengenalkan konsep dasar matematika yang menarik dan menyenangkan bagi anak-anak. Anak tidak lagi menggap matematika momok yang selama ini ditakutkan, karena jauh dari kontekstual kehidupan anak. Dan tidak mampu menjawab tantangan hidup dimasa sekarang dan masa yang akan datang. Untuk mengubah mindset anak terhadap matematika tersebut mampu dijawab permasalahannya melalui budaya khusunya dengan permainan-permainan tradisonal yang dimiliki. Output yang didapatkan tidak hanya pengaruhnya dalam matematika, melainkan karakter seperti kerjasama dan saling menghormatipun akan terbangun. Dan permasalahan pendidikan yang dikedepankan tentang nilai- nilai moral atau karakter anak yang jauh dari harapan kita semua tertanggulangi sedikit demi sedikit. Dalam matematika formal banyak ditemukan konsep matematika melalui permainan tradisional gasing, seperti; membilang, pengukuran waktu dan operasi bilangan. Dalam implementasi atau matematika informalnya terbangun keinginan anak dalam mengeksplor dan mengenal keragaman budaya yang dimilki untuk diintegrasikan ke dalam matematika formal. Saran 1. Guru diharapkan lebih mengembangkan secara mendalam materi yang akan ditemukan dalam permainan gasing, karena masih banyak yeng perlu diteliti dan digali untuk menemukan konsep materi lainnya. 346
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2.
3. 4.
Bagi pendidik diharapkan menggunakan hasil temuan ini untuk digunakan dalam mengajar bilangan, pengukuran waktu dan operasi bilangan yang lebih menarik dalam bermain dan belajar. Anak diharapkan lebih kritis dalam pemecahan masalah dari apa yang sudah didapatkan sebelumnya. Bagi sekolah untuk lebih memperhatikan keragaman budaya lainnya guna memudahkan siswa untuk belajar matematika.
Daftar Pustaka
Aunillah, N. I. 2011. Panduan Menerapkan Pendidikan Karakter Disekolah. Jogjakarta: Diva Press. Berkowitz, M. W. & Bier, M. C. 2005. What Work In Carachter Education: A ResearchDriven Guide For Education. Character Education Parthenership. Bishop,J.A.(1991). The Simbolic Technology Calet Mathematics its Role in Education. Bullatin Gulo, W. 2000. Metodologi Penelitian. Jakarta: Grasindo. Koetjaraningrat. 1985. Pengantar Ilmu Antropologi. Jakarta: Aksara Baru. Freudenthal, Hans. (1991). Revisiting Mathematics Education. Dordrecht: Kluwer Academic Publisher. Narvaez, D. & Nucci, L.P. 2012. “Handbook Of Moral And Character Education”. International Journal of Instruction, 4 (2), 212-214. Norvell, Barbie. (2007). Have We Been To Launch Yet? Helping Young Children Conceptualize Time. Research Brief of Coastal Carolina University November 2007. Retrieved July , 2016 from http://www.coastal.edu/education/research/time.pdf Pinxten, R. (1994). Ethnomathematics and Its Practice. For the Learning of Mathematics Vol. 14 No. 2. Spradley, James P. 2006. Metode Etnografi.Yogyakarta: Tiara Wacana.
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Pengembangan Bahan Ajar Bahasa Indonesia Berbasis Pendekatan Komunikatif Materi Dialog Berpasangan Siswa Kelas V SDN 04 Lenek Lauk Kecamatan Aikmel Tahun Pelajaran 2015/2016 Saprudin Jauhari Universitas Hamzanwadi, Indonesia [email protected]
Abstract This Research aimed at developing a valid and effective communicative approach-based Indonesian languange teaching material for grade V of elementary school and finding out the result of developing the commnicaative approach conducted at SDN 4 Lenek Lauk-Aikmel which consisted of 26 students: 11 male and 15 female students. This research was a research and development adopting Borg and Gall model which consisted of 6 simplified step: need analysis, design, teaching material prototype, product revision, field try out, final revision. The subject of the research was the V graders of SDN 4 Lenek Lauk-Aikmel. The try out was conducted at SDN 4 Lenek Lauk-Aikmel in 26 students. The data gathered in this were qualitative and quantitative data. The instrument of collecting data was test, validation sheet, and students’ response questionnaire. The technique analysis was four scale for the validation and mean score for the learning achievement to see the improvement. The Result of the research showed that there was improvement compared to the time before implementation of the communicative approach-based Indonesia languange teaching material for the V grade of elementary school. It was categorized good with the completeness percentage 70,9%. The student’ response to the Indonesian teaching material was categorized good with the mean 79% after the questionnaire was given to the 26 students of SDN 4 Lenek Lauk-Aikmel. Keywords : developing teaching material, communicative approach, peer dialogue
Pendahuluan Bahasa Indonesia merupakan mata pelajaran pokok yang wajib diajarkan di Sekolah Dasar. Dalam pembelajaran tersebut memerlukan suatu upaya yang perlu dilakukan sebagai alat penunjang pembelajaran. Salah satu upaya yang dapat dipilih oleh guru adalah dengan menghadirkan bahan ajar yang sesuai dengan kebutuhan, karakteristik dan tingkat perkembangan intelektual peserta didik yaitu dengan merekonstruksi dan mengorganisasi materi pelajaran mulai dari apa yang ada disekitar atau yang familier dan diminati serta diperlukan oleh peserta didik. Secara psikologis, anak usia Sekolah Dasar berada dalam dunia bermain. Tugas guru adalah menciptakan dan mengoptimalkan suasana bermain tersebut dalam kelas sehingga pembelajaran bahasa Indonesia menjadi efektif. Dalam pembelajaran bahasa Indonesia terdapat beberapa kendala yang terjadi, adanya kesalahan persepsi dari banyak kalangan, termasuk guru SD yang menganggap bahwa pelajaran bahasa indonesia sudah selesai ketika siswa telah selesai mengerjakan soal, pembelajaran bahasa Indonesia di SD pada umumnya cenderung statis dan rutin, seperti siswa diminta mengerjakan soal yang terdapat di dalam buku pegangan siswa atau LKS, dan guru hanya memberi nilai berdasarkan jawaban yang dikerjakan siswa tanpa mengetahui pemahaman siswa. Hal tersebut menyebabkan pembelajaran kurang menarik dan membosankan sehingga secara tidak langsung siswa menjadi lemah dalam memahami materi dan ketercapaian hasil pembelajaran kurang maksimal .
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Sesuai dengan fungsi bahasa yaitu menyampaikan ide atau gagasan bahasa Indonesia di komunikasikan kepada orang lain baik dalam bertutur kata baik lisan maupun tulisan. Dalam mengkomunikasikan bahasa diperlukan pengetahuan dan keterampilan menggunakan berbagai ragam bahasa yang dapat mendukung pengembangan pengetahuan, keterampilan, pemikiran dan sikap yang hendak dikomunikasikan sehingga Ide-ide atau gagasan akan muncul dalam proses kegiatan belajar mengajar. Berdasarkan hasil observasi dan wawancara dengan Kepala sekolah SDN 04 Lenek Lauk kecamatan Aikmel, diperoleh informasi bahwa guru belum terbiasa mengembangkan bahan ajar berbasis pendekatan komunikatif yang sesuai dengan kebutuhan peserta didik, Guru masih menggunakan bahan ajar yang sudah ada dan disusun pihak lain yang mungkin kurang sesuai dengan karakteristik, minat, dan kebutuhan peserta didik. Dalam proses pembelajaran guru hanya terpaku pada satu buku paket sehingga pembelajaran kurang variatif dan menarik, Peserta didik kurang tertarik membaca buku paket sebelum materi dibahas sehingga peserta didik cendrung tidak nyambung dalam proses pembelajaran, dan peserta didik cenderung menunggu penjelasan dari guru. Dalam pembelajaran bahasa, banyak pendekatan yang dapat digunakan. Salah satu pendekatan yang dapat digunakan pada pelajaran bahasa Indonesia adalah pendekatan komunikatif. Pendekatan komunikatif dalam pembelajaran bahasa mengarah pada pencapaian tujuan yang mengutamakan pemerolehan keterampilan berbahasa dalam berkomunikasi. Dalam Pendekatan komunikatif, siswa diajarkan bagaimana memperoleh informasi yang dibutuhkan dalam hidup sehari-hari. Dengan pendekatan ini siswa lebih memahami makna arti bahasa Indonesia yang sesungguhnya, sehingga dapat diaplikasikan pada kehidupan nyata. Disamping itu, dengan pendekatan komunikatif ini juga dapat menggali potensi siswa dan guru untuk sama-sama berkembang dan berbagi pengetahuan, keterampilan, serta pengalaman. Pada pendekatan komunikatif ini merupakan cara penyajian pelajaran dengan berdialog berpasangan antar siswa. Pada metode komunikatif, siswa dilibatkan langsung dalam situasi yang nyata. Misalnya, siswa melakukan kegiatan bermain peran. Dengan bermain peran tersebut siswa akan memperolah pemahaman yang lebih jelas tentang diri orang yang diperankannya, sehingga siswa dapat mengekspresikan perannya itu ke dalam nada bicaranya, suaranya, maupun ekspresi wajahnya. Di dalam materi dialog berpasangan siswa secara mandiri mengetahui informasi yang di dapat dari dialog yang diperagakan dan mengetahui isi, tema bahkan watak dari lawan bicaranya. Pemberian materi ini di latar belakangi oleh suatu kenyataan bahwa berbicara sebagai suatu keterampilan berbahasa diperlukan untuk berbagai keperluan. Berdasarkan alasan tersebut, penulis ingin memecahkan masalah dengan pemanfaatan bahan ajar Bahasa Indonesia. Dalam bahan ajar tersebut di konsepkan suatu materi yang khusus mengenai dialog berpasangan dan digunakan pendekatan komunikatif karena dengan bahan ajar yang berbasis pendekatan komunikatif siswa akan mampu berdialog secara aktif dan mengetahui informasi apa saja yang didapatkan dalam dialog tersebut.
Metode Penelitian Penelitian ini mengembangkan produk berupa bahan ajar bahasa Indonesia materi dialog berpasangan siswa kelas V Sekolah Dasar. Produk yang akan dikembangkan sesuai dengan tujuan, maka penelitian pengembangan ini mengadaptasi model pengembangan Borg And Gall. Model ini terdiri dari 10 (sepuluh) tahapan. Berdasarkan kebutuhan pengembangan yang peneliti lakukan sampai tahap ke 6 yaitu analisis kebutuhan, desain, pembuatan prototype, revisi bahan ajar, uji coba lapangan, revisi akhir bahan ajar. 349
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Uji coba produk dimaksudkan untuk mengumpulkan data yang dapat digunakan sebagai dasar untuk mengumpulkan data yang dapat digunakan sebagai dasar untuk menetapkan keefektifan, efisiensi, daya tarik produk yang dihasilkan untuk siswa kelas V SDN 04 Lenek Lauk Kecamatan Aikmel. Subjek uji coba dalam penelitian pengembangan ini adalah siswa Kelas V dan jumlah subjek uji coba secara keseluruhan sebanyak 26 siswa yang representative (representative of the target population) pada saat uji coba lapangan (field trial). Instrument pengumpulan data adalah cara-cara yang dapat digunakan oleh peneliti untuk mungumpulkan data. 1. Lembar validasi ; a) Validasi ahli tampilan: Validasi ahli tampilan ini bertujuan untuk mendapatkan data yang berupa penilaian, komentar dan saran terhadap penyusunan bahan ajar berupa modul yang dilihat dari segi variasi, tata letak, pilihan warna, variasi huruf yang disesuaikan dengan kebutuhan dan karakteristik peserta didik sehingga menarik untuk di pelajari. b). Validasi ahli materi :Validasi ahli materi ini dimaksudkan untuk mendapatkan data berupa penilaian, komentar dan saran terhadap ketepatan dan kesesuaian materi yang ada dalam pengembangan bahan ajar 2. Angket respon siswa; Angket adalah daftar pertanyaan yang akan diberikan kepada siswa untuk memberikan respons sesuai dengan permintaan pengguna. 3 Tes Adapun tes digunakan untuk mengetahui ketuntasan hasil belajar siswa setelah menggunakan produk yang dikembangkan. Teknik analisis data pada penelitian ini antara lain: 1. Hasil validasi tim ahli berupa tanggapan para ahli mengenai tampilan dan isi materi bahan ajar yang dikembangkan. Untuk mengetahui valid dan tidaknya bahan ajar yang dikembangkan diperoleh dengan menggunakan rumus skala lima. Tabel 1: Konversi Data Kuantitatif ke Data Kualitatif Nilai
Interval Skor
Kategori
A
Sangat Baik
B
Baik
C
Cukup
D
Kurang
E
Sangat Kurang
Keterangan: = Rerata skor ideal = ½ (skor maksimal ideal+ skor minimal ideal).
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= Simpangan baku ideal = 1/6 (skor maksimal ideal –skor minimal ideal).
X = Skor Aktual. 2. Respon aktivitas siswa dianalisis menggunakan persentasi jawaban responden yaitu siswa terhadap bahan ajar bahasa Indonesia berbasis pendekatan komunikatif materi dialog berpasangan Kelas V sekolah dasar yang digunakan dalam proses pembelajaran. Respon siswa dikatakan baik apabila persentasi siswa yang menjawab “ya” lebih besar dari siswa yang menjawab “tidak”. c ) Tes, Bentuk tes yang digunakan, yaitu tes objektif (Multiple choice). Tes digunakan untuk mengukur kemampuan siswa terkait dengan aspek kognitif. Hasil tes siswa berupa hasil pretes dan postes yang dikumpulkan sebelum dan sesudah belajar menggunakan bahan ajar bahasa Indonesia.
Hasil dan Pembahasan Pengembangan produk pembelajaran pada penelitian ini berupa modul, materi dialog berpasangan. Target pengguna produk ini yaitu siswa kelas V Sekolah Dasar. Proses pengembangan Bahan Ajar bahasa Indonesia ini dirancang dan disesuaikan dengan karakteristik perkembangan pengguna yaitu siswa kelas V sekolah dasar dengan langkahlangkah sebagai berikut: 1. Pembuatan rancangan pembelajaran berdasarkan Standar Kompetensi dan Kompetensi Dasar yang sudah ditetapkan. 2. Pengumpulan gambar dilakukan melalui browsing internet dan buku-buku penunjang mata pelajaran bahasa Indonesia sekolah dasar. 3. Pembuatan produk, rancangan bahan ajar, semua gambar serta konsep yang sudah dikumpulkan dimasukkan ke dalam program Microsoft Word. Setelah produk awal selesai dikembangkan, selanjutnya agar produk yang dihasilkan menjadi lebih jelas, terlebih dahulu bahan ajar diprint out sebelum divalidasi oleh expert judgement dan uji coba kepada siswa. Sebagai upaya untuk mengetahui kelayakan dan kelemahan produk bahan ajar, dilakukan validasi oleh tim ahli yang terdiri dari 2 orang yaitu 1 orang sebagai ahli materi dan 1 orang lagi sebagai ahli tampilan. Data hasil validasi terhadap bahan ajar bahasa Indonesia digunakan sebagai dasar penyempurnaan produk sebelum dilakukan uji coba. Pengembangan produk pembelajaran pada penelitian ini berupa modul bahan ajar bahasa Indonesia berbasis pendekatan komunikatif materi dialog berpasangan. Target pengguna produk ini yaitu siswa kelas V Sekolah Dasar. Data uji coba data didapatkan dengan dua tahap yaitu data hasil validasi ahli dan hasil uji coba lapangan, sedangkan data respon siswa diperoleh dari penyebaran angket respon siswa. Data hasil validitas ahli validasi tim ahli pertama (validator 1) terhadap produk yang dikembangkan adalah untuk menggali komentar, saran baik secara tertulis maupun lisan dengan cara melakukan diskusi tentang produk yang dikembangkan. Validasi dari ahli tersebut digunakan untuk mengetahui kualitas produk yang dikembangkan dan digunakan sebagai dasar untuk mengadakan perbaikan atau revisi agar dapat memperoleh produk yang berkualitas. Data Hasil Validitas ahli materi terhadap produk yang dikembangkan adalah untuk menggali komentar dan saran, baik secara tertulis maupun lisan dengan cara melakukan diskusi tentang 351
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produk yang dikembangkan. Pada tahap ini dilaksanakan dengan menyerahkan produk pembelajaran yang dikembangkan untuk dievaluasi dengan instrumen penilaian. Validasi ini dimaksudkan untuk mengetahui aspek kebenaran dan kelayakan baik dari semua sisi materi. Validasi oleh praktisi pendidikan tersebut digunakan untuk mengetahui kualitas produk dan perangkat pembelajaran yang dikembangkan dan digunakan sebagai dasar untuk mengadakan perbaikan atau revisi agar dapat memperoleh produk yang berkualitas. Uji coba dilakukan setelah validitas produk dan dilakukan revisi. Pada tahap uji coba ini, produk yang dikembangkan digunakan dalam pembelajaran, hal ini dilakukan untuk mengetahui kesiapan produk bahan ajar dalam kegiatan belajar mengajar. Uji coba lapangan ini diawali dengan pemberian pretes kepada siswa. Setelah pembelajaran dilakukan, siswa diberikan tes untuk mengetahui ketercapaian tujuan pembelajaran. Validitas dilakukan untuk mengetahui kevalidan produk yang dikembangkan. Hasil dari validitas terhadap produk yang dikembangkan dianalisis menggunakan rumus skala empat. Dengan demikian koefisien validitas isi (Content Validity) bahan ajar bahasa Indonesia berbasis pendekatan komunikatif materi dialog berpasangan = 67. Nilai 67 berada pada rentang 58,8 – 71,4 yang berarti validitas isi dalam kategori baik. Uji coba lapangan data yang diperoleh menunjukkan bahwa dari 26 siswa, terdapat beberapa siswa yang tidak tuntas dalam pembelajaran. Siswa yang tidak tuntas diketahui setelah dilakukan analisis data, dari 26 siswa yang mengikuti pembelajaran sekaligus tes terdapat 6 orang siswa yang tidak mencapai KKM yang telah ditetapkan yakni 65. Secara klasikal, skor rata-rata yang diperoleh siswa adalah 70,9 ,Sedangkan persentase kelulusan dengan 76,9%. Dari hasil uji coba ini disimpulkan bahwa pembelajaran dengan menggunakan bahan ajar bahasa Indonesia berbasis pendekatan komunikatif materi dialog berpasangan dapat dikatakan berhasil. Angket respon siswa berdasarkan angket yang disebarkan kepada 26 responden di sekolah yaitu di SDN 04 Lenek Lauk Kecamatan Aikmel. Angket respon siswa dianalisis dengan menggunakan rumus jumlah siswa yang menjawab “ya” dibagi dengan jumlah seluruh siswa kemudian dikali 100% . diperoleh rata-rata responden yang menjawab “ya”di sekolah sekitar 79% sampai 100%, dibandingkan dengan siswa yang menjawab “tidak” yaitu sekitar 0% sampai 21%. Berdasarkan hasil analisis validasi tim ahli terhadap kualitas produk yang dikembangkan yaitu berupa bahan ajar bahasa Indonesia berbasis pendekatan komunikatif berkategori baik. Berdasarkan hasil pengamatan selama proses uji coba juga menunjukkan bahwa siswa begitu antusias dalam pembelajaran ketika menggunakan bahan ajar bahasa Indonesia berbasis pendekatan komunikatif yang dikembangkan. Materi pembelajaran yang disaikan dalam bahan ajar dapat dengan mudah dipahami oleh siswa. Ditinjau dari hasil belajarnya penggunaan bahan ajar ini juga berdampak terhadap hasil belajar siswa. Berdasarkan hasil postes yang diberikan kepada 26 siswa hasil uji coba lapangan di sekolah SDN 04 Lenek Lauk Kecamatan Aikmel, terdapat 6 orang siswa yang tidak tuntas dan 20 orang siswa yang tuntas. Hal ini menunjukkan bahwa bahan ajar bahasa Indonesia berbasis pendekatan komunikatif sebagai hasil pengembangan mampu membantu memudahkan siswa dalam belajar. Berdasarkan hasil validitas, revisi dan evaluasi menunjukkan bahwa terjadi peningkatan penilaian terhadap produk yang dikembangkan. Hal ini dapat diartikan bahwa revisi terhadap 352
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produk yang dikembangkan membawa hasil yang positif terhadap produk perangkat yang dikembangkan. Dengan demikian evaluasi dan revisi sangat diperlukan untuk meningkatkan kualitas produk bahan ajar bahasa Indonesia berbasis pendekatan komunikatif yang dikembangkan sehingga menghasilkan bahan ajar yang berkualitas baik dari semua aspek.
Kesimpulan dan Saran Berdasarkan hasil penelitian dari pengembangan bahan ajar ini, dapat disimpulkan beberapa hal yaitu: Pembelajaran dengan bahan ajar bahasa Indonesia untuk siswa sekolah dasar dikembangkan dengan metode Research and Development. Tahapan Research yaitu studi pendahuluan yang meliputi studi pustaka dan survei lapangan. Tahapan development meliputi desain produk, validasi ahli, dan uji coba. Bahan ajar bahasa Indonesia berbasis pendekatan komunikatif dikembangkan layak digunakan berdasarkan hasil validasi ahli. Bahan ajar bahasa Indonesia berbasis pendekatan komunikatif berdasarkan hasil validasi ahli tampilan, dan ahli materi berkategori baik. Pada uji coba bahan ajar bahasa Indonesia berbasis pendekatan komunikatif sudah memenuhi kriteria efektif dilihat dari aktivitas siswa dalam proses pembelajaran dan respon siswa yang positif terhadap bahan ajar yang dikembangkan. Berdasarkan kesimpulan hasil penelitian, maka perlu disampaikan beberapa saran antara lain: Tujuan penggunaan bahan ajar bahasa Indonesia berbasis pendekatan komunikatif adalah untuk menciptakan bahan ajar yang valid dan efektif dalam meningkatkan pemahaman siswa SD terhadap materi pembelajaran. Dengan penggunaan pengembangan bahan ajar bahasa Indonesia berbasis pendekatan komunikatif ini dapat memudahkan siswa dalam memahami materi pembelajaran, menjadikan pembelajaran lebih menyenangkan, siswa lebih aktif, maka produk ini perlu dimanfaatkan dalam proses belajar mengajar. Mengingat bahwa produk hasil studi pengembangan dapat memberikan dampak yang baik bagi proses dan hasil belajar siswa, kiranya guru-guru dapat mengembangkan studi pengembangan yang lebih luas, pada kompetensi-kompetensi dasar yang lain.
Daftar Pustaka
Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik Edisi Revisi VI. Jakarta:PT Rineka Cipta. Aziez, Furqanul dkk. 1996. Pengajaran Bahasa Komunikatif teori dan parktik.Bandung :PT Remaja Rosdakarya Bahan Ajar Cetak. 2007. Kapita Selekta Pembelajaran. Jakarta : Direktororat Jenderal Pendidikan Tinggi Departemen Pendidikan Nasional. Belawati, Tian. 2003. Pengembangan bahan ajar. Jakarta : Universitas Terbuka Budiningsih, Asih. 2003. Desain Pesan Pembelajaran. Yogyakarta : Fakultas Ilmu Pendidikan Univesitas Negeri Yogyakarta Chaer, Abdul. 2007. Tata Bahasa Praktis Bahasa Indonesia. Jakarta : Rineka Cipta. Djuanda, Dadan. 2006. Pembelajaran Bahasa Indonesia yang Komunikatif dan Menyenangkan. Jakarta : Departemen Pendidikan Nasional. Ghazali,Syukur H.A. 2010. Pembelajaran Keterampilan Berbahasa Dengan Pendekatan Komunikatif- Interaktif. Bandung: PT Refika Aditama. Majid, Abdul. 2011. Perencanaan Pembelajaran.Bandung: PT.Remaja Rosdakarya Sukmadinata ,Nana Syaodih. 2011. Metode Penelitian Pendidikan. Bandung: PT Remaja Rosdakarya.
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Syafi’ie, Imam dkk. 1991. Pendekatan Pembelajaran Bahasa Indonesia. Jakarta : Universitas Terbuka Tarigan, Henry Guntur.2008. Berbicara Sebagai suatu Keterampilan Berbahasa. Bandung: Percetakan Angkasa.
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Pengaruh Media Lantai Pelangi Berbasis Permainan Bedengklek terhadap Hasil Belajar Matematika Kelas Iv Sekolah Dasar Rohini Universitas Hamzanwadi, Indonesia [email protected]
Abstrak Penelitian ini bertujuan untuk mengetahui Pengaruh Media Lantai Pelangi Berbasis Permainan Bedengklek terhadap Hasil Belajar Matematika Kelas IV sekolah dasar. Jenis penelitian yang digunakan adalah eksperimen dengan True Eksperiment Design dalam bentuk desain Posttest Only Control Design. Populasi dalam penelitian ini berjumlah 65 orang siswa adalah siswa kelas IV SDN 1 Aikmel tahun pelajaran 2015/2016. Jumlah kelas IV SDN 1 Aikmel. Teknik pengambilan sampel yang digunakan adalah teknik random sampling, dimana kelas IV A sebagai kelas eksperimen dan kelas IV B sebagai kelas kontrol. Teknik yang digunakan untuk pengumpulan data adalah tes. Data dianalisis dengan menggunakan Uji-t. Hasil analisis data menunjukkan ada pengaruh penggunaan media lantai pelangi berbasis permainan bedengklek terhadap hasil belajar matematika siswa kelas IV sekolah Dasar dengan sebesar 2,767 dan sebesar 1,684 dengan taraf signifikan 5% dengan
dk=21+21-2=40. Kata Kunci: media lantai pelangi, bedengklek, hasil belajar
Pendahuluan Perkembangan ilmu pengetahuan dan teknologi (IPTEK) dewasa ini menuntut dan mendorong perkembangan yang cukup pesat pada sistem pendidikan Indonesia, terlebih sekarang dengan semakin beragamnya metode dan media pembelajaran yang dirancang sedemikian rupa sehingga menarik minat belajar siswa terutama bagi peserta didik yang memiliki kemampuan rendah dalam belajar. Untuk itu dalam rangka meningkatkan kualitas pendidikan, maka tidak bisa terlepas dari proses belajar mengajar, terlebih bagi seorang guru memiliki tugas yang tidak mudah yaitu memberikan pelajaran yang bisa memudahkan siswa dalam menerimanya dan meningkatkan pengetahuan siswa demi tercapainya tujuan pendidikan. Untuk mencapai tujuan tersebut tentu tidaklah mudah, bahkan sampai saat ini banyak permasalahan-permasalahan yang menjadi kendala sehingga mutu pendidikan kita belum bisa mencapai target yang diharapkan. Salah satu permasalahan pendidikan yang sampai saat ini masih dihadapi oleh bangsa Indonesia adalah rendahnya mutu hasil belajar siswa, disebabkan karena metode mengajar serta penggunaan media yang kurang memadai untuk menunjang penjelasan materi sehingga siswa mengalami kesulitan dalam memahami pelajaran. Metode serta media yang digunakan secara tidak tepat akan berdampak pada motivasi belajar yang membuat siswa tidak tertarik dengan materi pelajaran yang dijelaskan guru. Berakar pada kurangnya motivasi yang diterapkan dalam proses belajar mengajar, pendidikan sebagai salah satu wadah yang dapat dijadikan sebagai landasan atau patokan kemajuan suatu bangsa sewajarnya harus mampu ditingkatkan, maka dari itu elemen-elemen yang bernaung dalam wadah pendidikan harus mampu mempersatukan tujuan mereka agar pendidikan di Indonesia dapat bersaing dengan 355
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pendidikan di negara lain. Salah satu tingkat kemajuan dari suatu negara yaitu mutu pendidikan yang baik dan mampu bersaing di kancah dunia. Guru sebagai pelaku dalam kegiatan belajar mengajar juga tentu harus menguasai beberapa kompetensi salah satunya adalah kompetensi mengatur dan mendesain pembelajaran yang efektif yaitu meminimalisir waktu dan dapat membelajarkan siswa dengan menggunakan metode, model dan media pembelajaran yang tepat dan sesuai dengan konsep mata pelajaran yang disampaikan yang diharapkan mampu memotivasi siswa sekaligus akan mampu meningkatkan hasil belajarnya yang juga akan berdampak baik pada peningkatan mutu pendidikan. Untuk itu diperlukan suatu upaya untuk meningkatkan mutu pendidikan dan pengajaran salah satunya adalah dengan memilih metode, model ataupun media dalam penyampaian materi pembelajaran yang dipadukan dengan penanaman sikap, agar siswa bisa termotivasi sehingga diperoleh peningkatan hasil belajar dan memberikan kesan yang menyenangkan bagi siswa serta perubahan sikap sehingga makna pendidikan itu dapat terpenuhi. Metode, model dan media pembelajaran sekiranya dapat membimbing para siswa terlibat aktif dalam proses belajar mengajar sehingga dapat memotivasi mereka dalam memperoleh peningkatan hasil belajar dan berkembang secara optimal sesuai taraf intelektualnya akan menguatkan pemahaman siswa terhadap konsep-konsep yang diajarkan. Pemahaman ini memerlukan minat dan motivasi untuk belajar, untuk itu guru harus memberikan suntikan semangat dalam bentuk motivasi sehingga dengan bantuan tersebut anak didik dapat keluar dari kesulitan belajar yang akan berdampak pada hasil belajar yang memuaskan dan kesenangan siswa dalam belajar. Masalah yang penting dan mendesak untuk segera dipecahkan adalah kurangnya kreativitas guru dalam membuat dan memanfaatkan media pembelajaran yang berdampak pada ketidakaktifan, rendahnya motivasi belajar, serta kurangnya kemampuan siswa dalam menerima dan memahami materi yang pada akhirnya akan berdampak pada rendahnya hasil belajar siswa. Untuk mengatasi hal tersebut Media lantai pelangi berbasis permainan bedengklek dipilih karena sesuai diterapkan pada materi penjumlahan dan pengurangan bilangan bulat, selain itu materi tersebut merupakan materi yang tergolong sulit dalam matematika. Melaui media dan permainan ini, siswa yang memiliki kemampuan kurang dalam memahami konsep penjumlahan dan pengurangan bilangan bulat akan bisa lebih mudah dalam memahami materi karena semua siswa bisa terlibat aktif di dalamnya yaitu sebagai pemain dan sebagai bilangan dengan bantuan media lantai pelangi, maka dengan sendirinya akan tercipta suasana belajar yang saling menguntungkan, saling membantu, aktif, kreatif dan menyenangkan. Sedangkan guru berperan sebagai mediator, fasilitator dan motivator. Selain itu, media pembelajaran tersebut dapat mengkondisikan para siswa terbiasa berfikir dan memecahkan permasalahan secara mandiri.
Hasil dan Pembahasan Data prestasi belajar berdasarkan kelas eksperimen dan kelas control dapat dilihat pada tabel berikut: Tabel 1 Pengkategorian Mean pada Kelas Eksperimen dan Kontrol Jumlah Nilai Nilai Standar Kelompok Rata-rata Siswa Tertinggi Terendah Deviasi Eksperimen 21 100 50 81,16 15,29 Kontrol 21 100 40 64,76 13,45 356
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Untuk data tersebut, berikut disajikan distribusi frekuensi nilai prestasi dalam bentuk tabel dan histogram berikut ini: Tabel 2 Distribusi Frekuensi Nilai Post-Test Kelas Eksperimen Interval Nilai 50-59 60-69 70-79 80-89 90-99 100-109
Jumlah
Titik Tengah 54,5 64,5 74,5 84,5 94,5 104,5
Frekuensi 2 2 5 6 4 2 21
Untuk lebih jelasnya data tersebut disajikan dalam bentuk histogram berikut: 7 6 5 F. Absolut
4 3
49,5 - 59,5 59,5 - 69,5 69,5 - 79,5 79,5 - 89,5 89,5 - 99,5 99,5 - 109,5
2 1 0 49,5 59,5
59,5 69,5
69,5 79,5
79,5 89,5
89,5 99,5
99,5 109,5
Bagan 1. Histogram Data Post-Test Kelas Eksperimen Selanjutnya data distribusi frekuensi nilai pada kelas kontrol disajikan dalam bentuk tabel dan dalam bentuk histogram berikut ini: Tabel 3 Distribusi Frekuensi Nilai Post-Test Kelas Kontrol Interval Nilai 40-51 52-63 64-75 76-87 88-99 100-111
Jumlah
Titik Tengah 45,5 57,5 69,5 81,5 93,5 105,5
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Frekuensi 1 2 9 6 2 1 21
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Untuk lebih jelasnya data tersebut disajikan dalam bentuk histogram berikut: 10 9 8 7 F.Absolut
6 5 4
39,5 - 51,5 51,5 - 63,5 63,5 -75,5 75,5 - 87,5 87,5 - 99,5 99,5 - 111,5
3 2 1 0 39,5 51,5
51,5 63,5
63,5 75,5
75,5 87,5
87,5 99,5
99,5 111,5
Bagan 0.2 Histogram Data Post-Test Kelas Kontrol Berdasarkan analisis di atas, dapat dilakukan uji normalitas kelas eksperimen dan kelas kontrol menggunakan Chi-kuadrat (χ2) seperti terlihat pada tabel di bawah ini: Tabel 4 Hasil Uji Normalitas Data Hasil Belajar Kelas eksperimen Interval nilai 50-59 60-69 70-79 80-89 90-99 100-109 ∑
Fo 2 2 5 6 4 2
Fh 0,712 2,252 4,366 5,47 4,238 2,052 19,09
X2 hitung = X2-hitung =
(fo-fh) 1,288 -0,252 0,634 0,53 -0,238 -0,052 1,91
(fo-fh)² 1,6589 0,0635 0,4020 0,2809 0,0566 0,0027 2,4647
(fo-fh)²/fh 2,3300 0,0282 0,0921 0,0514 0,0134 2,5150 5,0299
= 0,129
Untuk lebih jelasnya dapat dilihat pada kurva normal berikut:
f.xi 600 500 400 300
f.xi
200 100 0 0
20
40
60
80
100
120
Bagan 3. Histogram Data Uji Normalitas Kelas Eksperimen
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Tabel 5 Hasil Uji Normalitas Data Hasil Belajar Kelas Kontrol Interval nilai
Fo
Fh
(fo-fh)
(fo-fh)²
40-51 52-63 64-75 76-87 88-99 100-111 ∑
1 2 9 6 2 1
2,404 4,958 5,79 3,99 1,616 0,368 19,126
-1,404 -2,958 3,21 2,01 0,384 0,632 1,874
1,971 8,750 10,304 4,040 0,147 0,399 25,612
X2 hitung = X2-hitung =
(fofh)²/fh 0,820 1,765 1,780 1,013 0,091 1,085 6,554
= 1,339
Untuk lebih jelasnya dapat dilihat pada kurva normal berikut: 700.00
f.xi
600.00 500.00 400.00 f.xi
300.00 200.00 100.00 0.00 0
20
40
60
80
100
120
Bagan 4. Histogram Data Uji Normalitas Kelas Kontrol Uji homogenitas kelas eksperimen dan kelas kontrol menggunakan Uji Bartleth seperti terlihat pada tabel di bawah ini: Tabel 6 Hasil Uji Homogenitas Data Hasil Belajar No
Kelas
n
Varian (
1
Eksperimen
21
203,33
2
Kontrol
21
156,19
)
2 hitung
0,299
2 tabel
1,725
Berdasarkan analisis data yang telah diuraikan pada tabel di atas menunjukkan bahwa hasil uji normalitas data, sampel berdistribusi normal dan dari hasil homogenitas menunjukkan bahwa sampel yang diambil homogen. 359
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Selanjutnya untuk hasil uji hipotesis menggunakan Uji-t dapat dilihat pada tabel berikut: Tabel 7 Hasil Uji Hipotesis Jumlah siswa (n)
Sampel
X
Eksperimen 21 Kontrol 21 Ket : X : rata-rata : varians kelas eksperimen
76,66 64.76
203,33 156,19
thitung
ttabel
2,767
1,684
: varians kelas kontrol
Berdasarkan tabel di atas, thitung = 2,767 dan ttabel = 1,684 dengan derajat kebebasan dk = n1 + n2 – 2 = 21 + 21 – 2 = 40 pada taraf siginifikansi 5%. Dalam hal ini berlaku ketentuan bahwa, bila thitung ≤ ttabel, maka Ho diterima, dan apabila thitung ≥ ttabel maka Ha diterima dan Ho ditolak. Perbandingan menunjukkan bahwa yaitu 2,767 > 1,684, maka H0 ditolak dan
Ha diterima. Hal ini berarti bahwa ada pengaruh penggunaan media lantai pelangi berbasis permainan bedengklek terhadap hasil belajar matematika siswa kelas IV sekolah dasar. Terdapat pengaruh pada kemampuan menghitung di kelas eksperimen dengan penggunaan media lantai pelangi berbasis permainan bedengklek pada materi penjumlahan dan pengurangan bilangan bulat dibandingkan dengan kelas kontrol yang tidak diberikan perlakuan. Telah dilakukan uji analisis data untuk mengetahui apakah kelas eksperimen dan kontrol berdistribusi normal dan didapatkan hasil bahwa kedua data pada bagian ini akan dibahas hasil yang diperoleh pada penelitian.
Simpulan
Pembelajaran dengan menggunakan media lantai pelangi berbasis permainan bedengklek pada materi penjumlahan dan pengurangan bilangan bulat merupakan media pembelajaran yang berupaya menanamkan kemandirian serta keaktifan siswa dalam belajar, sehingga dalam proses pembelajaran siswa lebih bersemangat dan mampu menyelesaikan masalah sendiri. Siswa benar-benar ditempatkan sebagai subjek yang belajar, peranan guru dalam pembelajaran dengan media lantai pelangi adalah sebagai pembimbing dan fasilitator. Berdasarkan analisis data didapatkan hasil uji persyaratan analisis yaitu menentukan data normalitas dan homogenitas. Hasil perhitungan uji normalitas data pada kelas eksperimen didapat nilai hitung == 0,129 dan tabel = 11,070, ini menunjukkan bahwa data dari kelas eksperimen berdistribusi normal. Selanjutnya hasil hitung pada kelas kontrol didapat 2
2
nilai hitung = 1,339 dan tabel = 11,070, ini menunjukkan bahwa kelas kontrol juga berdistribusi normal. Selanjutnya perhitungan analisis homogenitas dilakukan menggunakan 2
2
2 2 rumus Uji Barlet dari hasil perhitungan didapat tabel = 0,299 dan tabel = 1,725 karena
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harga hitung < tabel maka dapat dinyatakan kedua kelompok eksperimen dan kontrol memiliki varian yang homogen. 2
2
Pengujian yang terakhir yaitu uji hipotesis untuk menentukan apakah ada pengaruh dari media lantai pelangi berbasis permainan bedengklek pada materi penjumlahan dan pengurangan bilangan bulat. Pengujian dilakukan secara statistik terhadap hasil post-test masing-masing kelompok dengan menggunakan Uji-t menunjukkan nilai thitung = 2,767 dan ttabel = 1,684 yang berarti thitung ≥ ttabel. Maka hasil pengujian hipotesis adalah Ho ditolak dan Ha diterima, menunjukkan ada pengaruh yang signifikan antara kelas yang menggunakan media lantai pelangi berbasis permainan bedengklek dan yang tidak menggunakan media lantai pelangi berbasis permainan bedengklek.
Saran Hasil penelitian ini dapat digunakan sebagai acuan penelitian yang sejenis dengan materi dan konsep yang berbeda. Bagi peneliti selanjutnya dapat mencari faktor-faktor lain yang dapat dijadikan bahan penelitian dengan mencari berbagai metode dan media pembelajaran yang relevan. Pembelajaran matematika dengan media lantai pelangi berbasis permainan bedengklek pada materi penjumlahan dan pengurangan bilangan bulat perlu dilaksanakan oleh guru sebagai salah satu variasi dalam pembelajaran, karena siswa akan lebih aktif dan kreatif dalam poses pembelajaran karena siswa belajar secara bertahap dari kerja mandiri. Guru dalam mengajar hendaknya melibatkan siswa secara aktif agar siswa merasa lebih dihargai dan diperhatikan sehingga akan meningkatkan hasil belajar dan perilaku belajar yang baik. Dalam kegiatan pembelajaran hendaknya siswa dimotivasi untuk mampu mengungkapkan pengalamannya dalam kehidupan sehari-hari, sehingga siswa akan mampu mengkonstruksikan pengalamannya ke dalam konsep pelajaran yang dipelajarinya.
Daftar Pustaka
Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT Rineka Cipta. -------------------------. 2006. Prosedur Penelitian Suatu Pendekatan Peraktik. Jakarta: PT Rineka Cipta. Daryanto. 2010. Belajar dan Mengajar. Bandung: CV. Yrama Widya. Dirawat. 1993. Sistem Pembinaan Profesional dan Cara Belajar Peserta didik Aktif. Jakarta. Grasindo. Sugiyono. 2010. Statistika Untuk Penelitian. Bandung : Alfhabeta. Sugiyono. 2013. Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: CV Alfabeta. Usman, Ahmad. 2008. Mari Belajar Meneliti. Yogyakarta: Printika. Wahyuni, Nur Esa. 2010. Teori Belajar dan Pembelajaran. Jogjakarta: Ar-Ruzz Media.
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Implikasi Kualitas Self-Efficacy Guru Terkait Profesi Guru terhadap Kualitas Pendidikan di Sekolah Dasar M. Syahruddin Amin Universitas Hamzanwadi, Indonesia
Abstrak Perkembangan dunia yang terjadi kian cepat menghadirkan tantangan kehidupan yang semakin berat bagi individu maupun bangsa. Tantangan tersebut mengharuskan kita untuk senantiasa melakukan ”update” terhadap kapasitas dan kompetensi kita agar mampu menghadapi tantangan dan mempertahankan eksistensi diri kita dalam kancah persaingan global. Cara utama yang harus ditempuh guna menggapai tujuan tersebut ialah pendidikan yang berkualitas, dimana hal tersebut menjadi jaminan bagi tersedianya sumber daya manusia yang mumpuni secara keilmuan, emosional, skill, spiritual, dan moral. Jalan utama proses pendidikan ialah pembelajaran. Pembelajaran hakikatnya merupakan wahana bagi setiap pembelajar untuk tahu dan paham tentang nilai-nilai kehidupan, pengetahuan, nilai-nilai ilmiah, nilai-nilai moral, globalisasi, etika, bekerjasama, dan sebagainya,. Salah satu kunci utama keberhasilan sebuah proses pendidikan ialah kualitas seorang guru sebagai aktor utama proses pembelajaran. Sosok guru merupakan tokoh sentral yang menjadi panutan bagi para siswa baik dalam segala hal baik yang sifatnya formal maupun informal. Sehingga sosok seorang guru diwajibkan memiliki kompetensi yang paripurna. Posisi guru tidak hanya agen pengetahuan, namun yang lebih penting ia juga merupakan agen sosial yang bertanggung jawab terhadap kelestarian nilai-nilai moral, spiritual, dan akhlakul karimah dalam diri generasi muda. Sosoknya merupakan parameter bagi siswa untuk memilah baik dan buruk, benar dan tidak benar dalam segala aspek kehidupan mereka. Pemahaman yang tinggi dan mendalam akan tanggung jawabnya sebagai seorang guru oleh para guru tentu akan melahirkan integritas, disiplin, komitmen, optimimisme, daya juang yang tinggi, dan motivasi yang tinggi dalam menjalankan tugas profesinya sebagai seorang guru. Sebaliknya jika kualitas pemahaman guru akan tanggung jawabnya rendah dan dangkal, tentu ini juga akan berimplikasi pada rendahnya kualitas kinerja maupun komitmen guru dalam menjalani profesinya.
Pendahuluan Globalisasi merupakan fenomena yang tidak terelakkan dalam era milenium ketiga saat ini. Perubahan dan kemajuan dunia berjalan dengan sangat cepat. Digitalisasi berkembang sangat cepat memasuki seluruh aspek kehidupan, pembangunan berlangsung sangat pesat, ekonomi terus tumbuh dengan tensi persaingan yang kian ketat, arus barang dan jasa mengalir dengan sangat cepat tanpa mengenal batas teritorial, informasi dan budaya menyebar dengan sangat mudah tanpa terhalang oleh batas geografis, tingkat persaingan antar individu dan bangsa menjadi kian kompetitif. Fenomena globalisasi ini menghadirkan tantangan yang semakin berat bagi setiap bangsa, termasuk Indonesia. Bangsa Indonesia adalah bangsa yang besar. Indonesia, adalah negara kepulauan yang terdiri dari 18.108 pulau (Agus, 2004: 338), 340-an juta penduduk, memiliki ratusan suku, dan ribuan budaya serta adat istiadat tentunya tidak luput dari tantangan global tersebut. Kemampuan kita dalam mengikuti setiap arus perubahan dan kemajuan, serta kemampuan untuk mempertahankan identitas diri kita sebagai bangsa, akan sangat menentukan kekuatan kita untuk bersaing dan bertahan di era persaingan global saat ini. Untuk itu, memiliki sumber 362
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daya manusia yang memadai baik dari kuantitas terlebih lagi kualitas merupakan sebuah keharusan. Pendidikan merupakan jalan utama dan satu-satunya untuk mampu mewujudkan harapan itu. Ki Hadjar Dewantara mengatakan bahwa pendidikan merupakan kunci pembangunan sebuah bangsa. Ini isyarat betapa pentingnya posisi pendidikan dalam menopang sebuah bangsa. Sejalan dengan itu, Rochmat Wahab dalam Rohman (2009: v) menyatakan bahwa kunci pembangunan sumber daya manusia adalah melalui penyelenggaraan pendidikan bermutu, karena itu menentukan daya saing suatu bangsa. Hal ini sudah dibuktikan oleh bangsa Jepang yang kenal sebagai salah satu negara paling maju dan paling berpengaruh di dunia saat ini (Cummings, 1984: 4-7). Pendidikan adalah proses mewujudkan manusia seutuhnya secara akal, emosi, spiritual, dan kepribadian. Esensi sebuah proses pendidikan adalah adanya interaksi antara pendidik dengan peserta didik dalam upaya membantu peserta didik mencapai tujuan-tujuan pendidikan. Dengan kata lain, pembelajaran merupakan kunci dari kesuksesan proses pendidikan. Pembelajaran merupakan sebuah sistem yang menjadi sarana untuk terjadinya proses transfer dan transformasi pengetahuan, ide, dan nilai-nilai positif dalam diri peserta didik. Keberhasilan proses belajar-mengajar ditentukan oleh banyak faktor, salah satu yang utama adalah guru. Guru atau pendidik merupakan sosok kunci yang akan mempengaruhi siswa agar mampu mengenali, mengolah, serta mengembangkan segenap potensi yang ada pada dirinya. Dengan kata lain, tingkat kompetensi guru akan berpengaruh secara langsung pada kemampuan siswa.
Pembahasan Pendidikan merupakan proses berpikir secara sadar dan terencana guna mengembangkan potensi dirinya agar memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya dan masyarakat untuk mampu menjalani kehidupan yang baik dan meraih masa depan yang lebih baik. Pada hakekatnya pendidikan bukan sekedar menciptakan manusia yang tahu dan terampil akan tetapi mampu untuk berpikir secara sistematis, bisa memilih mana yang baik dan buruk, bisa memilah mana yang benar dan salah. Dan tidak bisa kita pungkiri, diakui atau tidak pendidikan merupakan motor penggerak utama dalam perubahan peradaban manusia. Kunci sukses sebuah proses pendidikan adalah proses pembelajaran. Pembelajaran berasal dari kata dasar belajar. Istilah pembelajaran merupakan padanan kata instruction dalam bahasa Inggris yang artinya proses membuat orang belajar. Tujuan utamanya adalah membantu orang belajar, atau memanipulasi lingkungan sehingga memudahkan orang untuk belajar. Menurut Gage (1984), belajar adalah suatu proses dimana organisme berubah perilakunya sebagai akibat pengalaman. Namun belajar dalam arti luas dapat diartikan sebagai proses perubahan tingkah laku yang dapat dinyatakan dalam bentuk penguasaan, penggunaan dan penilaian atau mengenai sikap dan nilai-nilai pengetahuan serta kecakapan dasar yang terdapat dalam berbagai aspek kehidupan. Secara yuridis, Undang-undang Sisdiknas pasal 1 ayat 20 mengungkapkan bahwa yang dimaksud dengan pembelajaran adalah proses interaksi peserta didik dengan pendidik dan sumber belajar pada suatu lingkungan belajar. Belajar merupakan suatu proses yang dilakukan seseorang untuk memperoleh suatu perubahan tingkah laku yang baru secara keseluruhan, sebagai hasil pengalamannya sendiri dalam interaksi dengan lingkungannya (Slameto, 2003). Dengan kata lain, suatu kegiatan belajar adalah upaya perubahan tingkah laku, baik yang mencakup aspek pengetahuan, keterampilan, maupun aspek sikap. Pembelajaran pada dasarnya merupakan upaya untuk menciptakan iklim dan pelayanan terhadap kemampuan, potensi, minat, bakat, dan kebutuhan peserta didik yang beragam, agar terjadi interaksi 363
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optimal antara guru dengan siswa, serta antara siswa dengan siswa. Menurut Slamet (2004), proses pembelajaran merupakan kegiatan memberdayakan siswa yang dilakukan melalui interaksi perilaku guru dan siswa, baik diruang kelas maupun diluar kelas. Pada proses pemberdayaan siswa, penekanannya bukan sekedar penguasaan pengetahuan yang diajarkan (logos), tetapi juga merupakan internalisasi tentang apa yang diajarkan sehingga tertanam dan berfungsi sebagai muatan nurani dan dihayati serta dipraktikkan oleh siswa (etos). Steven (1970), mengatakan bahwa pembelajaran mengandung dua hal, yaitu formation dan information. Pembelajaran bukan hanya mengusung informasi, tetapi juga membangun watak dan identitas personal. Guru Sebagai Profesi Profesional berasal dari akar kata profesi yang berarti karier atau pekerjaan. Mc Cully mengartikan profesi adalah ”a vocation in which professed knowledge of some department of learning or science is used in its application to the affair of others or in the practice of an art founded upon it”. Secara umum dapat dimaknai bahwa dalam suatu profesi terdapat prosedur atau teknik yang mengacu landasan intelektual yang memang harus dipelajari untuk kemudian diaplikasikan bagi kemaslahatan orang lain. Secara lebih spesifik Schein dan Kommers mendefinisikan bahwa profesi merupakan seperangkat keterampilan, dalam hal ini keterampilan spesifik yang tidak semua orang bisa, yang dikembangkan secara khusus melalui seperangkat norma yang dianggap cocok untuk tugas-tugas khusus di masyarakat (Rohman, 2009: 159). Terdapat banyak jenis profesi dan setiap profesi pasti mengharuskan adanya seperangkat keterampilan khusus yang menuntut keahlian, ketekunan, integritas, dan komitmen yang tinggi, demikan juga halnya dengan profesi guru. Beberapa prinsip dasar profesionalisme guru antara lain: 1. Profesi guru merupakan profesi yang berdasarkan bakat, minat, panggilan jiwa dan idealisme. 2. Menuntut komitmen tinggi khususnya dalam upaya peningkatan kualitas pendidikan, moral, dan akhlak. 3. Mengharuskan adanya latar belakang dan kualifikasi akademik yang relevan. 4. Memiliki kompetensi yang sesuai dengan bidangnya di sekolah. 5. Menuntut tanggung jawab yang tinggi atas tugas profesinya. Profesi guru merupakan pekerjaan yang tidak mudah dan tidak sederhana. Siswa sebagai sasaran proses pembelajaran merupakan individu yang kompleks dan unik, hal ini yang menjadikan mengajar menjadi sebuah proses yang juga kompleks. Pembelajaran merupakan sebuah proses yang rumit dan kompleks serta terintegrasi antara subyek; dalam hal ini pendidik, obyek; dalam hal ini peserta didik, prosedur, ide, dan media. Hasil yang diharapkan dari proses pembelajaran adalah tidak hanya pengetahuan dan pola pikir ilmiah, namun yang juga tidak kalah pentingnya ialah terbentuknya mental, moral, dan budi dalam diri peserta didik. Dengan demikian tugas profesi seorang guru tidak berhenti hanya pada mengajar saja. Seorang guru tidak hanya berurusan dengan aspek kognitif semata, namun juga bertugas menanamkan nilai-nilai moral, spiritual, etika, dan nilai sosial-kemanusiaan ke dalam jiwa para siswanya. Seorang ulama, Abdurrahman Al-Nahlawi mengklasifikasi tugas utama guru ada dua yakni pertama, tugas penyucian, pengembangan, pembersihan, dan pengangkatan jiwa kepada penciptanya, menjauhkannya dari kejahatan dan menjaganya agar selalu berada dalam fitrahnya. Kedua, tugas pengajaran, yakni terkait dengan transfer pengetahuan dan akidah kepada akal dan hati para siswanya untuk mereka realisasikan dalam tingkah laku dan kehidupan keseharian mereka. Profesi guru merupakan tugas yang mulia yang tidak mampu dan tidak boleh dilakoni oleh setiap orang. Dalam bahasa yang lebih sederhana, dapat dikatakan bahwa seorang guru merupakan orang pilihan yang mendapat kepercayaan oleh bangsa ini untuk mendidik dan 364
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menghasilkan generasi bangsa yang berkualitas untuk membangun Indonesia di masa yang akan datang. Oemar Hamalik (Naim, 2009: 51) mempersyaratkan bagi setiap orang yang ingin menjadi seorang guru harus memenuhi beberapa kriteria, yaitu: 1. Harus memiliki bakat sebagai guru, 2. Harus memiliki keahlian sebagai guru, 3. Memiliki kepribadian yang baik dan terintegrasi, 4. Memiliki mental yang sehat, 5. Berbadan sehat, 6. Memiliki pengalaman dan pengetahuan yang luas, 7. Guru adalah manusia berjiwa Pancasila, 8. Guru adalah seorang warga negara yang baik Kualitas mumpuni dari seorang guru secara keilmuan, emosi, mental, kepribadian, dan spiritual merupakan sesuatu yang mutlak. Seorang guru haruslah memiliki kepribadian yang baik karena ia merupakan panutan bagi siswanya dalam segala hal. Kepribadian guru ikut menentukan apakah ia akan menjadi pendidik dan pembina yang baik bagi siswanya, ataukah ia akan menjadi perusak dan penghancur masa depan siswanya. Oleh karena itu dibutuhkan adanya kualitas pribadi yang mumpuni dan komprehensif bagi seseorang yang ingin menekuni profesi sebagai guru atau pendidik. Self Efficacy dalam Menjalani Profesi Guru berada pada posisi sentral dalam proses pengembangan potensi peserta didik melalui pendidikan. Dengan kata lain masa depan siswa juga tergantung pada guru. Totalitas dan kebersihan hati seorang guru dalam menjalani profesinya akan berdampak pada siswa yang dibinanya. Pemahaman dan penghayatan guru terhadap hakikat tugas dalam profesinya ini pasti akan ikut menentukan kualitas kinerja seorang guru dalam menjalani tugasnya. Salah satu yang dibutuhkan untuk sampai pada jenjang kualitas tersebut ialah self efficacy yang baik. Self efficacy secara sederhana dapat diartikan sebagai keyakinan seseorang terhadap kemampuannya dalam mengorganisir langkah-langkah untuk mengatasi kesulitan yang dihadapinya. Self efficacy merupakan salah satu aspek pengetahuan tentang diri atau self knowledge yang paling berpengaruh dalam kehidupan manusia sehari-hari karena efikasi diri yang dimiliki ikut mempengaruhi individu dalam menentukan tindakan yang akan dilakukan untuk mencapai suatu tujuan, termasuk didalamnya perkiraan terhadap tantangan yang akan dihadapi. Self efficacy merupakan sebuah konstruk yang diajukan oleh Albert Bandura berdasarkan pada teori sosial kognitif. Ia manyatakan self efficacy merupakan salah satu potensi yang ada pada faktor kognitif manusia, self efficacy ini berpengaruh besar terhadap perilaku manusia. Konsep self efficacy berhubungan dengan pendapat seseorang tentang kemampuannya untuk bertindak pada tugas dan situasi tertentu. Dengan kata lain bahwa self efficacy dapat dipandang sebagai keyakinan seseorang dan kemampuan melakukan serangkaian tindakan dalam situasi tertentu. Dalam sudut pandang yang berbeda, beberapa ahli mengemukakan bahwa self efficacy merupakan keyakinan diri (sikap percaya diri) terhadap kemampuan sendiri untuk menampilkan tingkah laku yang akan mengarahkannya kepada hasil yang diharapkan. Keyakinan seseorang dalam self efficacy tidak terkait dengan seberapa banyak kemampuan yang dimiliki seseorang, namun terkait dengan keyakinan apa yang dapat dilakukan dengan kemampuan yang dimiliki dalam berbagai kondisi. Dari beberapa pendapat diatas dapat 365
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disimpulkan bahwa self efficacy adalah keyakinan yang dimiliki seseorang bahwa dia mampu melakukan sesuatu untuk mencapai sebuah tujuan dan mengatasi hambatan. Self efficacy atau keyakinan kebiasaan diri itu dapat diperoleh, diubah, atau ditingkatkan, melalui salah satu atau kombinasi empat sumber, yakni pengalaman menguasai suatu prestasi (performance accomplishment), pengalaman vikarius (vicarious experience), persuasi sosial (social persuation) dan pembangkitan emosi (emotional physiological states). Self efficacy dibagi menjadi 2 yaitu self efficacy tinggi dan rendah. Menurut Robert Kreitner & Angelo Kinicki ada beberapa perbedaan pola perilaku antara seseorang yang mempunyai self efficacy tinggi dan rendah. Self efficacy tinggi a. Aktif memilih peluang terbaik b. Mampu mengelola situasi, menghindari atau menetralisir hambatan c. Menetapkan tujuan, menetapkan standart d. Membuat Rencana, persiapan dan praktek e. Bekerja keras f. Kreatif dalam memecahkan masalah g. Belajar dari kegagalan h. Memvisualisasikan keberhasilan i. Membatasi stress Self efficacy rendah a. Pasif b. Menghindari tugas yang sulit c. Aspirasi lemah dan komitmen rendah d. Fokus pada kekurangan pribadi e. Tidak melakukan upaya apapun f. Berkecil hati karena kegagalan g. Menganggap kegagalan adalah karena kurangnya kemampuan atau nasib buruk h. Mudah khawatir, stress dan menjadi depresi i. Memikirkan alasan untuk gagal Pendidikan adalah dunia yang dinamis. Tantangan yang dihadapinya pun senantiasa berkembang dan kian berat dari masa ke masa. Namun demikian, tantangan yang berat tersebut tentu tidak akan berarti apa-apa ketika seluruh komponen pendidikan khususnya guru memiliki keyakinan yang kuat akan mampu menghadapi dan mengatasi kesulitan tersebut. Disinilah kualitas self efficacy guru terhadap profesinya dipertaruhkan. Self efficacy akan mempengaruhi cara seseorang bereaksi terhadap pilihannya, seberapa banyak upaya yang mereka lakukan, seberapa lama mereka akan tekun dan gigih dalam menghadapi rintangan dan kegagalan, seberapa kuat ketahanan mereka menghadapi kemalangan, dan seberapa ulet mereka ketika menghadapi situasi yang tidak cocok. Dengan bahasa yang lebih sederhana, kualitas self efficacy seseorang akan menentukan kualitas kinerja yang ditunjukkan seseorang dalam menjalani profesinya. Kualitas kinerja seorang guru juga ikut dipengaruhi oleh self efficacy-nya terhadap profesinya. Pada situasi seperti saat ini, dimana tantangan yang kita hadapi dalam dunia pendidikan terus bertambah seharusnya guru menjadi garda terdepan dalam proses evaluasi diri dan perbaikan terhadap praktik yang selama ini keliru ataupun sudah tidak sejalan lagi dengan konteks saat ini. Guru yang memiliki self efficacy yang tinggi pasti akan memperlihatkan kinerja yang baik misalkan disiplin dalam menjalankan tugas, komitmen yang tinggi, optimis dalam menghadapi tantangan, mengajar dengan penuh dedikasi, tetap sabar menghadapi kenakalan siswa, ulet 366
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dan kreatif dalam membina siswa, berpikir positif ketika menghadapi masalah, dan sebagainya. Sebaliknya guru dengan self efficacy yang rendah akan menjalani tugas profesinya hanya sebatas menggugurkan kewajiban. Datang terlambat, mengajar hanya sekedar mengisi jam pelajaran, mudah emosi menghadapi kenakalan siswa, takut dengan tantangan baru, mudah tergoda dengan aktifitas lain diluar sekolah, dan sebagainya. Banyak fakta yang ditunjukkan oleh stake holder pendidikan kita khususnya para guru disekitar kita yang mengisyaratkan bahwa kualitas self efficacy para guru masih harus lebih ditingkatkan lagi.
Kesimpulan
Seluruh stake holder pendidikan khususnya guru dinegeri ini sebenarnya sadar bahwa dunia profesi yang kita tekuni saat ini sudah banyak berubah dan tantangan yang kita hadapi juga sudah semakin berat. Namun demikian, tidak semua komponen mau bergerak untuk melakukan perbaikan terhadap dunia pendidikan. Tidak semua guru juga mau bergerak untuk melakukan evaluasi dan meningkatkan kinerja mereka dalam upaya meningkatkan kualitas proses dan hasil pendidikan. Hal ini tanpa disadari dipengaruhi oleh kurangnya efikasi mereka terhadap profesi guru yang mereka jalani. Banyak guru yang beranggapan bahwa profesi guru selesai mereka jalankan ketika mereka sudah masuk kedalam kelas dan memberi pelajaran sesuai dengan mata pelajaran yang dibebankan pada mereka walaupun dengan kualitas seadanya. Dengan kondisi seperti itu, dapat diidentifikasi bahwa kuallitas self efficacy guru terhadap profesinya masih rendah. Hal inilah yang menjadi sumber dari rendahnya kualitas kinerja dari para guru baik dari segi kedisiplinan, komitmen terhadap tugas, ketahanan mental menghadapi tantangan, kreatifitas mencari solusi, keuletan dan kesabaran dalam menghadapi perilaku nakal siswa, mudah menyerah ketika mendapati rintangan, mudah saling menyalahkan, dan malas. Dengan self efficacy yang rendah, individu dalam hal ini guru kesulitan untuk meningkatkan kinerjanya tetapi bukan karena mereka tidak dapat melakukannya, namun lebih karena mereka tidak memiliki kemauan dan keyakinan bahwa mereka mampu melakukan hal tersebut. Namun demikian, self efficacy bukanlah sesuatu yang bersifat mutlak dan baku, tapi sebaliknya self efficacy adalah konstruk yang dinamis. Kualitas self efficacy yang rendah masih sangat mungkin untuk ditingkatkan menjadi lebih baik. Kondisi ini merupakan peluang sekaligus juga tantangan bagi seluruh stake holder pendidikan khususnya guru untuk mau dan mampu meningkatkan kualitas self efficacy mereka terkait dengan profesi guru yang dijalaninya. Hanya dengan cara itulah mereka akan mendapatkan passion mereka dalam menjalani profesi ini, dan mereka akan memiliki dorongan untuk melakukan evaluasi serta perbaikan diri dan meningkatkan kinerjanya.
Daftar Pustaka
Albert Bandura. (1997). Self-efficacy; The exercise of control. New York: W.H. Freeman and Company. Alwisol. (2006). Psikologi kepribadian. Malang: UMM Agus S. Djamil. (2004). Alqur’an dan lautan. Bandung: Penerbit Arasy. Arif Rohman. (2009). Memahami pendidikan dan ilmu pendidikan. Yogyakarta: LaksBang Mediatama. Cummings, William. (1984). Pendidikan dan kualitas manusia di jepang. Yogyakarta: Gadjah Mada University Press. Furqon Hidayatullah. (2009). Guru sejati; membangun insan berkarakter kuat dan cerdas. Surakarta: Yuma Pustaka. 367
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Ngainun Naim. (2009). Menjadi guru inspiratif; memberdayakan dan mengubah jalan hidup siswa. Yogyakarta: Pustaka Pelajar. Oemar Hamalik. (2004). Psikologi belajar dan mengajar. Bandung: Sinar Baru Al Gesindo. Slameto. (2003). Belajar dan faktor-faktor yang mempengaruhinya. Jakarta: Rineka Cipta. Warni Djuwita. (2011). Psikologi perkembangan. Mataram: LKIM Mataram.
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Brain-Based Learning Using Problem Based Learning to Improved Ability of Critical Thingking and Life Skills Learners STKIP Hamzanwadi Selong 1
Mutia Tuti, 2Agustina Sri 1 Universitas Hamzanwadi, Indonesia, 2Universitas Hamzanwadi, Indonesia 1 [email protected], 2 [email protected]
Abstract The purpose of this study is to determine that: the ability of the brain-based learning using problem based learning can improve the ability of critical thinking and life skills learners STKIP Hamzanwadi Selong. This type of research is a classroom action research. In this classroom action research, researchers directly involved in the whole process from planning, implementation and reporting of data. The learning activities are planned 2 cycles, each cycle consisting of planning, implementation, observation and reflection. The collection of data through observation, interviews, documentation, and testing. Research conducted at STKIP Hamzanwadi Selong. The results showed that an increase in critical thinking skills and life skills though not significantly. The average value of 62.1% of students in the first cycle increased to 82.8% in the second cycle in addition to the increase in critical thinking is also an increase of learners life skills, namely 66.2% in cycle 1 to be 85.3% in cycle 2. Keywords: brain based learning, pbl, critical thinking, life skills
Pendahuluan Sumber daya manusia yang berkualitas merupakan salah satu produk dari keberhasilan pendidikan. Namun pendidikan masih menjadi permasalahan yang pelik, Salah satu permasalahan pendidikan yang dihadapi oleh bangsa Indonesia adalah rendahnya mutu pendidikan Indonesia (Nurhadi, 2004). Berbagai usaha telah dilakukan oleh Depdiknas untuk memperbaiki mutu pendidikan di Indonesia, mulai dari penyempurnaan kurikulum sampai dengan pembaharuan dalam proses pembelajaran yang dianggap memiliki peranan yang cukup penting dalam usaha meningkatkan mutu dan kualitas pendidikan nasional. Dalam hal ini, pendidikan seharusnya menyiapkan generasi yang dapat menjawab tantangan dan problema yang dihadapinya, yakni menyiapkan generasi yang memiliki potensi dan berkepribadian, cakap, terampil, kritis, dan kreatif. Sesuai dengan tujuan pendidikan yang diungkapkan oleh (Sanjaya, 2004) yaitu “Tujuan pendidikan nasional mampu menghasilkan manusia Indonesia yang cerdas untuk mengembangkan potensi dan karakter peserta didik, sehingga memiliki kemampuan berpikir memecahkan masalah hidup yang dihadapi serta dapat membentuk manusia yang mampu berpikir kritis, kreatif, dan inovatif. Untuk mengembangkan potensi dan karakter tersebut diperlukan pembaharuan dengan mengaktualisasikan semua potensi yang dimiliki peserta didik menjadi kemampuan yang dapat dimanfaatkan dalam kehidupan sehari-hari. Adapun pembaharuan dalam mengaktualisasikan potensi tersebut di antaranya adalah ”pembaharuan kurikulum, peningkatan kualitas pembelajaran, dan keefektifan metode pembelajaran” (Nurhadi dkk, 2004). Salah satu peningkatan kualitas pembelajaran sangat tergantung pada pemilihan model pembelajaran yang diterapkan oleh guru. Hal ini dikarenakan model pembelajaran merupakan bagian yang terintegrasi dalam kegiatan pembelajaran yang dilakukan oleh guru secara berkelanjutan. Pemilihan model pembelajaran yang tepat akan memperbesar peluang 369
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pencapaian keberhasilan belajar. Pemilihan model pembelajaran harus memperhatikan karakteristik peserta didik yang secara umum tidak sama antara peserta didik yang satu dengan yang lain. Hal ini dikarenakan dalam satu kelas terdiri dari berbagai macam karakteristik peserta didik yang berbeda-beda berkaitan dengan penyerapan informasi yang mereka terima, sehingga jika tidak memilih model atau metode yang tepat dalam pembelajaran akan berpengaruh terhadap kemampuan berpikir peserta didik yang berdampak terhadap hasil belajar peserta didik. Berdasarkan hasil observasi dan wawancara peserta didik kurang terlibat aktif dalam proses pembelajaran, terlihat peserta didik hanya duduk, mendengarkan, mencatat bahkan ada sebagian peserta didik yang diam dengan keadaan mengantuk. Peserta didik juga masih kesulitan dalam mengemukakan pertanyaan, pendapat, mengolah informasi, mengambil keputusan, memecahkan masalah, kemampuan berfikir, bekerjasama dalam kelompok dan kecackapan hidup. Peningkatan kualitas pembelajaran dalam hal kemampuan berpikir kritis dan kecakapan hidup dapat dilakukan dengan berbagai cara yaitu dengan menggunakan model pembelajaran yang dapat memfasilitasi kemampuan tersebut. Salah satu model pembelajaran yang memberdayakan kemampuan berpikir adalah model pembelajaran Problem Base Learning (PBL).Para ahli berpendapat yang sama bahwa PBL dikembangkan dengan tujuan ”untuk membantu peserta didik mengembangkan kemampuan berpikir kritis, memecahkan masalah dan keterampilan intelektualnya. PBL dapat meningkatkan kemampuan berpikir kritis dan analisis serta menghadapkan peserta didik pada keterampilan untuk memecahkan masalah”(Hastings, dalam Mahanal 2007). Selain dapat meningkatkan kemampuan berpikir, PBL juga memiliki beberapa kelebihan di antaranya adalah dapat meningkatkan pemahaman atas materi pembelajaran, meningkatkan fokus pada pengetahuan yang relevan, membangun kerja tim, kepemimpinan dan keterampilan sosial, membangun kecakapan belajar (life-long learning skill) dan memotivasi pembelajar (Amir, 2010). Salah satu kunci keberhasilan pencapaian kelebihan PBL adalah terletak pada permasalahan. Permasalahan baik adalah permasalahan yang disajikan masih baru, menuntut perhatian, dan kontekstual. Permasalahan seperti ini akan memotivasi peserta didik untuk belajar dan berpikir. Selain model PBL, pembelajaran berbasis kemampuan otak (Brain Based Learning) juga dapat meningkatkan kemampuan berpikir peserta didik (Septia, 2011). Brain Based Learning merupakan pembelajaran yang diselaraskan dengan kemampuan otak yang didesain secara alamiah untuk belajar, sehingga tercipta suasana kegiatan pembelajaran yang rileks, menyenangkan dan mendukung dilakukannya kegiatan belajar yang optimal. Sapa’at (2009) juga mengungkapkan bahwa ”Brain Based Learning menawarkan sebuah konsep untuk menciptakan pembelajaran yang beroriantasi pada upaya kemampuan otak peserta didik”. Menurut Jensen (2008) dalam bukunya ”Brain Based Learning otak kita unik”. Setiap otak tidak hanya unik, namun berkembang dengan caranya sendiri yaitu salah satunya dengan menggunakan kreativitas peserta didik dalam menyelesaikan soal tanpa terlepas dari konten jawaban yang diinginkan guru. Pembelajaran berbasis kemampuan otak (brain based learning) berorientasi pada upaya pemberdayaan kemampuan otak peserta didik dengan cara belajar alamiah melalui tahapannya, sehingga dapat mengubah kecerdasan peserta didik dalam berpikir. Brain based learning menekankan pada bagaimana peserta didik belajar dengan senang, sehingga mereka dapat termotivasi untuk belajar. Pembelajaran berbasis kemampuan otak perlu diterapkan melalui model yang sesuai. Salah satu model yang memenuhi tuntutan tersebut adalah pembelajaran berbasis masalah (Problem Based Learning). Model Pembelajaran berbasis masalah (PBL) ini sesuai karena tidak hanya 370
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memperhatikan produk tetapi juga memperhatikan proses pembelajaran sehingga dapat meningkatkan kemampuan berfikir kritis dan kecakapan hidup. Berdasarkan uraian pada latar belakang masalah, maka rumusan masalah yang dapat dikemukakan dalam penelitian ini adalah: 1. Apakah pembelajaran berbasis kemampuan otak dengan menggunakan problem based learning dapat meningkatkan kemampuan berfikir kritis peserta didik STKIP Hamzanwadi Selong? 2. Apakah pembelajaran berbasis kemampuan otak dengan menggunakan problem based learning dapat meningkatkan kecakapan hidup (life skill) peserta didik STKIP Hamzanwadi Selong?
Metode Penelitian
Penelitian ini merupakan Penelitian Tindakan Kelas (Classroom Action Research). Dalam pelaksanaanya, penelitian tindakan kelas terdiri dari beberapa siklus. Dan masing-masing siklus selalu terdiri dari 4 langkah yaitu (1) perencanaan; (2) pelaksanaan; (3) observasi; dan (4) refleksi. Selama perbaikan kualitas pembelajaran belum tercapai, maka pelaksanaan tindakan kelas akan terus dilaksanakan dari siklus pertama ke siklus kedua, dari siklus kedua ke siklus ketiga dan seterusnya. Penelitian ini menggunakan sumber data primer yang langsung diperoleh dari subjek penelitian. Adapun data dalam penelitian ini yaitu kemampuan berfikir kritis dan kecakapan hidup. Teknik pengumpulan data dalam penelitian ini yaitu observasi, tes, dan dokumentasi. Teknik analisis data yang digunakan dalam penelitian ini secara deskriftif kualitatif. Semua data yang diperoleh akan diolah melalui kategori data, validasi data dan interpretasi data, langkah tersebut untuk mengklasifikasi data dan penyajian data sehingga data terlihar jelas.
Hasil dan Pembahasan
Deskripsi Pelaksanaan Penelitian Pra Tindakan Sebelum pelaksanaan penelitian dimulai, terlebih dahulu dilakukan pemilihan kelas yang akan dijadikan subjek untuk penelitian. Pemilihan ini dilihat dari hasil observasi awal peneliti. Dari hasil observasi tersebut diperoleh gambaran kondisi mahasiswa sebagai berikut: Kecakapan hidup personal berupa pengerjaan tugas-tugas yang diberikan oleh dosen kurang terlihat. Hasil tugas yang diberikan sering sekali sama persis diantara mahasiswa di dalam kelas maupun antar kelas. Pada saat ujian pun, hasil ujian mahasiswa pada semester 6 ini pun terkadang sama persis. Rata-rata mahsiswa pada semester 6 masih kurang mampu berpikir kritis ketika diberikan persoalan guna menganalisis dan memecahkan persoalan tersebut. Jikapun ada yang bisa hanya skitar 6 orang saja yang mampu berpikir kritis sisanya masih kurang. Mahasiswa semester 6 ini juga jarang memiliki inisiatif dalam memberikan tanggapan, pertanyaan, ktitik atau saran pada saat diskusi kelompok begitu juga ketika dosen telah selesai memberikan materi. Pelaksanaan Tindakan Perencanaan Tindakan Berdasarkan hasil observasi awal, maka peneliti merencanakan tindakan kelas dengan model pembelajaran berbasis kemampuan otak dengan PBL. Adapun perencanaan tindakan siklus I dan II sebagai berikut: Menyusun RPP dengan berpedoman pada silabus yang sudah ada, Menyusun lembar observasi keterlaksanaan pembelajaran, Menyusun lembar observasi kecakapan hidup, Menyusun soal dan lembar penilaian tes kemampuan 371
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berpikir kritis untuk mengukur kemampuan berpikir kritis mahasiswa mengenai materi pelajaran., Mempersiapkan penghargaan berupa hadiah untuk kelompok yang kecakapan hidupnya tinggi dan kelompok yang skor kemampuan berpikir kkritisnya tinggi. Pada Perencananaan pelaksanaan pembelajaran siklus II dilaksanankan berdasarkan hasil refleksi siklus I dengan melakukan perbaikan pada pembelajaran berikutnya (siklus II). Adapun perbaikan pembelajaran pada siklus II dapat dilihat dibawah ini: Dosen menekankan kepada mahasiswa agar mahasiswa membaca terlebih dahulu hand out yang telah diberikan, membaca kembali isu-isu global mengenai Negara-negara yang akan dipelajari. Lebih memotivasi mahasiswa tentang pentingnya kecakapan hidup dan berpikir kritis. Dosen juga menegaskan akan ada pengurangan penilaian bagi mahasiswa maupun kelompok yang tidak aktif dalam kegiatan pembelajaran Rancangan waktu pelaksanaan di revisi kembali agar kegiatan pembelajaran berjalan dengan baik dan tepat waktu. Lebih memilih isu-isu terkini untuk meningkatkan motivasi belajar mahasiswa pda saat pra pemaparan Pada tahapan inkubasi, pilihan break tidak monoton dan yang disukai oleh mahasiswa. Pemutaran musik klasik juga dilakukan pada saat kerja kelompok dengan volume yang sangat rendah Pelaksanaan Tindakan Pertemuan Pertama Pelaksanaan tindakan siklus I dan II masing-masing dilaksanakan tiga kali pertemuan dengan alokasi waktu 3 x 50 menit untuk setiap pertemuan. Pelaksanaan tindakan siklus I pertemuan pertama dilaksanakan pada Senin, 21 Maret 2016. Pada siklus I pertemuan pertama semua tahapan pembelajaran dapat dilaksanakan namun ada kelebihan waktu sekitar 20 menit. Siklus II dilaksanakan pada hari Senin, 9 Mei 2016. Pada pertemuan pertama pada siklus I dan II, semua mahasiswa hadir dalam kegiatan pembelajaran. Handout dibaca dan peneliti mempertegas agar mahasiswa membaca artikel-artikel terkini mengenai Negara-negara yang ada di dunia. Pada pelaksanaan tindakan, peneliti bertindak sebagai dosen yang ditemani oleh 3 orang teman sejawat peneliti yang bertindak sebagai observer. Pelaksanaan pembelajaran berlangsung pada kelas semester 6. Pelaksanaan tindakan pada pertemuan pertama dilakukan kegiatan yaitu pra pemaparan. Pemaparan dan orientasi terhadap masalah, mengorganisasikan mahasiswa untuk belajar, membimbing penyelidikan individual dan kelompok, inkubasi. masing masing kegiatan pada siklus 2 dilakukan perubahan-perubahan treatmen untuk meningkatkan kemampuan berpikir mahasiswa. Perubahan tersebut diantaranya yaitu pada saat pra pemaparan dan pemaparan ditayangkan slide K-pop dan materi korea selatan yang cukup terkenal saat ini, persiapan pembagian kelompok sampai pada persiapan pembagian materi dilakukan lebih dahulu dibandingkan pada siklus I sehingga waktu menjadi semakin dapat diminimalisir dan kesiapan peserta didik menjadi semakin matang dalam pembelajaran. Pada tiap inkubasi pun tidak monoton pemutaran music saja namun juga video lucu, video motivasi, dan video teka teki yang ditayangkan kepada mahasiswa. Kegiatan penutup pertemuan pertama pada siklus I dan II tidak jauh berbeda. perbedaanya terletak hanya pada penekanan tugas yang akan dilaksanakan. Pada siklus I tugasnya membuat makalah dari hasil diskusi sedangkan pada siklus II membuat buku semenarik mungkin tentang permasalahan Negara tersebut yang dianalisis berdasarkan pendekatan regionalisasi dan karakteristik fisik dan sosial penduduk.
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Pertemuan Kedua Siklus I pertemuan ke dua dilaksanakan pada Senin, 28 Maret 2016. Pada pra pemaparan siklus I pertemuan kedua mahasiswa cukup antusias. Hal ini karena pertanyaan yang diajukan peneliti sangat sering ditanyakan yaitu mengenai permasalahan kemiskinan di Indonesia. Beberapa mahasiswa mencoba untuk menganalisis hal tersebut dari berbagai pandangan baik secara fisik wilayah maupun sosial. Kemudian peneliti meminta mahasiswa untuk berkumpul sesuai dengan kelompoknya masing-masing. selain itu peneliti memberikan motivasi mahasiswa untuk bertanya, menanggapi dan menyanggah pada saat diskusi kelompok dengan memberitahukan penilaian kecakapan hidup yang akan diberikan sehingga mahasiswa akan termotivasi untuk bertanya. Siklus II pertemuan ke dua dilaksanakan pada hari senin tanggal 16 Mei 2016. Pada tahap ini mahasiswa sangat tertarik ketika peneliti menjelaskan tingkat kriminalitas Negara adidaya yaitu Amerika yang sangat tinggi. Mahasiswa menjadi termotivasi belajar terbukti dengan beberapa orang mahasiswa bertanya terkait masalah tersebut. Kegiatan inti yang dilakukan dalam penelitian ini yaitu mengembangkan dan menyajikan Hasil karya, inkubasi, menganalisis dan mengevaluasi proses pemecahan masalah. Perbedaan tahapan ini pada siklus I dan II yaitu pada tugas yang diberikan. Adapun tugas yang diberikan pada siklus I yaitu membuat makalah sedangkan pada siklus II membuat materi. Judul yang dipilih yaitu judul bebas namun sesuai tema sedangkan pada siklus I judul sudah ditentukan. Perbedaan yang lain terletak pada saat Inkubasi siklus I break diberikan dengan memutarkan musik selama 5 menit. Sementara pada siklus II breaknya yaitu tentang video lucu. Pertemuan Ketiga Pertemuan ketiga siklus I dilakukan pada hari Senin tanggal 16 Mei 2016 sedangkan pada siklus II dilaksanakan pada hari Senin tanggal 23 Mei 2016. Adapun jabarn kegiatan selama penelitian sebagai berikut: Kegiatan awal dilakukan dengan mengulas kembali pertanyaan pertanyaan yang sering muncul, memberikan kesempatan kepada mahasiswa yang ingin bertanya tentang materi yang kurang dipahami. sedangkan kegiatan Inti dalam penelitian ini yaitu Verifikasi dan Pengecekan Keyakinan yaitu pemberian tes dalam bentuk essay kepada mahasiswa. Pada siklus I mahasiswa masih terlihat melihat jawaban teman sehingga pada siklus II mahasiswa diberikan peringatan agar tidak bekerjasama jika bekerjasama pada saat tes maka akan berpengaruh dalam penilaian kecakapan hidup personalnya dan tentunaya akan berpengaruh pada nilai akhir mahasiswa. Kegiatan yang kedua yaitu Perayaan dan Integrasi . Pada siklus I tahap ini, hanya ada 1 hadiah bagi kelompok yang mendapatkan nilai tertinggi baik dari segi kecakapan hidup maupun kemampuan berpikir kritis. Semantara untuk siklus II ada 2 hadiah untuk 2 kelompok yang tertinggi nilainya dan 2 hadiah lagi untuk 2 mahasiswa yang tertinggi nilai kecakapan hidup dan kemampuan berpikir kritis. Penutup pada siklus I dan II penutupnya berupa pembahasan soal yang telah dikerjakan oleh mahasiswa sehingga mahasiswa menjadi tahu kesalahan-kesalahan dalam pengisian soal.
Hasil Penelitian dan Pembahasan. Hasil Penelitian
Kemampuan Berfikir Kritis Mahasiswa
Data penelitian ini berupa hasil tes uraian yang mengukur kemampuan berfikir kritis mahasiswa. Analisis data tes kemampuan berfikir kritis mahasiswa langkahnya dari hasil nilai diperoleh dibagi dengan skor maksimal dikali 100%. Jadi nilai kemampuan berfikir 373
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kritis dipaparkan dalam bentuk persentase. Hasil analisis kemampuan berfikir kritis mahasiswa dengan membandingkan nilai pada siklus I dan II dengan tujuan untuk mengetahui peningkatan kemampuan berfikir kritis mahasiswa. Perbandingan nilai ratarata hasil kemampuan berfikir kritis mahasiswa dapat dilihat pada tabel 5.5 dibawah ini Tabel 5.5 Perbandingan Kemampua Berfikir Kritis Mahasiswa Antara Siklus I dan Siklus II Persentase Motivasi Siklus I Siklus II 62,10 82,80
Selisih
Keterangan
20,7
Meningkat
Berdasarkan tabel 5.5 dapat diketahui nilai hasil kemampuan berfikir kritis mahasiswa pada siklus I sebesar 62,10% dan pada siklus II nilai kemampuan berfikir kritis mahasiswa sebesar 82,80%. Dari hasil perbandingan tersebut kemampuan berfikir kritis mahasiswa pada siklus I dan II terdapat peningkatan sebesar 20,7%. Dengan demikian hasil perbandingan kemampuan berfikir kritis pada siklus I dan II berdasarkan kriteria penggolongannya terdapat peningkatan dari baik menjadi sangat baik. Kecakapan Hidup Mahasiswa
Data penelitian ini berupa hasil lembar observasi yang mengukur kecakapan hidup mahasiswa. Analisis data kecakapan hidup mahasiswa langkahnya dari hasil nilai observasi dari lembar observasi kecakapan hidup diperoleh dibagi dengan skor maksimal dikali 100%. Jadi nilai kecakapan hidup dipaparkan dalam bentuk persentase. Hasil analisis kecakapan hidup mahasiswa dengan membandingkan nilai pada siklus I dan II dengan tujuan untuk mengetahui peningkatan kecakapan hidup mahasiswa. Perbandingan nilai rata-rata hasil kecakapan hidup mahasiswa dapat dilihat pada tabel 5.6 dibawah ini Tabel 5.6 Perbandingan Kecakapan Hidup Mahasiswa Antara Siklus I dan Siklus II Indikator Kecakapan Hidup % Kecakapan Personal Kecakapan Sosial Kecakapan Akademik Rata-rata
Persentase Motivasi Siklus I Siklus II 59 94 80 98 63 75 66 85
Selisih
Keterangan
35 18 12 19
Meningkat Meningkat Meningkat Meningkat
Berdasarkan tabel 5.6 dapat diketahui nilai hasil kecakapan hidup mahasiswa dari semua indikator kecakapan hidup dari jumlah keseluruhan siswa pada siklus I sebesar 66% dan siklus II nilai kecakapan hidup mahasiswa sebesar 85%. Dari hasil perbandingan tersebut kecakapan hidup mahasiswa pada siklus I dan II terdapat peningkatan sebesar 19%. Dengan demikian hasil perbandingan kecakapan hidup pada siklus I dan II berdasarkan kriteria penggolongannya terdapat peningkatan dari baik menjadi sangat baik. Pada semua indikator kecakapan hidup tmengalami peningkatan, peningkatan paling tinggi terdapat pada kecakapan personal dengan peningkatan sebesar 35% dengan persentase pada siklus I sebesar 59% meningkat menjadi 94% pada siklus II. Pembahasan Adapun yang akan dibahas dari hasil penelitian tentang penerapan pembelajaran berbasis otak dengan PBL untuk meningkatkan kemampuan berfikir kritis dan kecakapan hidup peserta didik adalah sebagai berikut.
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Peningkatan Kemampuan berfikir kritis Melalui Pembelajaran Berbasis Otak dengan Problem Based Learning
Penerapan model pembelajaran berbasis otak dengan PBL dapat meningkatkan kemampuan berfikir kritis mahasiswa. Hal ini dibuktikan dengan hasil analisis data nilai kemampuan berfikir kritis mahasiswa yang diperoleh melalui tes selama tindakan pelaksanaan siklus I dan II. Berdasarkan hasil analisis data kemamapuan berfikir kritis mahasiswa meningkat dari siklus I ke siklus II. Ketercapaian dalam penelitian ini karena dalam pembelajaran mahasiswa terlibat dalam pembelajaran. Keterlibatan mahasiswa dalam pembelajaran dalam pembelajaran berbasis otak dengan PBL ini memberikan keuntungan kepada mahasiswa untuk aktif dalam pembelajaran dan memahami suatu materi secara kontekstual. Sesuai dengan kelebihan dari PBL yang menggunakan kondisi nyata sebagai konteks bagi mahasiswa untuk belajar tentang cara berfikir kritis dan keterampilan memecahkan masalah serta untuk memperoleh pengetahuan dan konsep mendasar dalam materi pembelajaran (Nurhadi, 2004) Selama proses diskusi dengan pembelajaran berbasis otak dengan PBL kegiatan di dominasi mahasiswa karena mereka diberikan kebebasan mencari informasi sebanyak mungkin. Dengan kebebasan tersebut membantu mahasiswa menggunakan dasar analisis dan dialog untuk mengembangkan kemampuan berfikir dan keterampilan sosialnya (Arend, 2004). Selain itu mahasiswa diberikan waktu untuk mendiskusikan hasil pemikira mereka di depan kelas sehingga akan terjadi interaksi yang baik antar siswa untuk lebih kritis dalam memecahkan masalah. Hal ini sesuai dengan pendapat Sapaat (2009) brain based learning memberikan kesempatan kepada mahasiswa untuk belajar aktif sesuai dengan konsep diri yang ada pada mereka. Tes uraian untuk mengukur kemampuan berfikir kritis pada siklus I menunjukkan adanya peningkatan pada siklus II. Pada siklus I menunjukkan rata-rata kemampuan berfikir kritis sebesar 62,10% secara keseluruhan termasuk kategori baik. Sedangkan pada siklus II menunjukkan rata-rata kemampuan berfikir kritis sebesar 82,80% dengan kategori sangat baik. Adanya peningkatan kemampuan berfikir kritis mahasiswa dikarenakan mahasiswa termotivasi dalam proses pembelajaran, senang saat menyampaikan ide dalam diskusi, terlihat ketika ada perbedaan pendapat di antara mereka, mereka berusaha mempertahankan pendapatnya sehingga proses berfikir dapat diperdayakan. Pada proses diskusi mahasiswa yang sebelumnya ragu dalam menjawab atau mengajuka pertanyaan menjadi lebih aktif karena dosen selalu memberikan motivasi kepada mahasiswa untuk bersikap kritis terhadap permasalahan yang dihadapi. Perbedaan pembelajaran berbasis kemampuan otak dengan diskusi kelompok biasa yaitu tampak pada tahapan persiapan, verifikasi dan memasukkan memori, dan integritas dan perayaan yang pada tahapan diskusi biasa tidak ada. Pada tahapan persiapan, dosen menyesuaikan penjelasan awal mengaitkan materi yang akan dipelajari dan mengaitkan materi tersebut dengan kehidupan sehari-hari, tahapan persiapan dilakukan dosen dengan pembelajaran diluar kelas. Tahapan inkubasi dan memasukkan memori, pada tahapan ini mahasiswadiberikan waktu untuk melakukan peregangan atau waktu istirahat sambil mendengarkan musik atau video yang dapat memberikan motivasi mereka untuk belajar. Kegiatan mendengarkan musik dilakuan setiap waktu, ketika mahasiswa sudah tampak jenuh, bosan dan mulai tidak konsentarasi. Sehigga otak mahasiswa fres kembali atau siap kembali untuk menerima pelajaran berikutnya. Tahapan verifikasi, pada tahapan ini dosen memberikan soal-soal latihan yang berkaitan dengan materi yang baru saja dipelajari. Hal ini dilakukan untuk melihat pemahaman mahasiswatentang materi yang telah dipelajari, sehingga mahasiswasudah terbiasa dalam 375
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
mengerjakan soal dan mahasiswa siap untuk menerima tahapan berikutnya yaitu integritas dan perayaan dengan kegiatan tes akhir kemampun berpikir tingkat tinggi. Peningkatan Kecakapan Hidup Melalui Pembelajaran Berbasis Otak dengan Problem Based Learning
Berdasarkan analisis data diketahui bahwa aspek kecakapan hidup mahasiswa sudah mulai nampak. Munculnya aspek kecakapan hidup pada siklus I menunjukkan adanya peningkatan dibandingkan pra tindakan. Peningkatan tersebut merupakan peningkatan yang signifikan, mengingat pada pembelajaran pra tindakan kecakapan hidup siswa masih kurang atau hampir tidak ada. Peningkatan kecakapan hidup siswa tersebut terjadi karena pada siklus I menerapkan pembelajaran dengan menggunakan pembelajaran berbasis otak dengan Problem Based Learning. Sedangkan pada siklus II menunjukkan adanya peningkatan dibandingkan siklus I. Peningkatan ini terjadi karena perbaikan yang dilakukan pada siklus II. Dalam pembelajaran ini, mahasiswa menjadi pebelajar yang otonom dan mandiri sehingga setiap mahasiswa mempunyai tanggung jawab dalam mengajukan pertanyaan, mencari penyelesaian terhadap masalah yang disajikan dan belajar untuk dapat menyelesaikan tugas-tugasnya secara mandiri (Ibrahim dan Nur, 2005). Selain itu, tahapan dalam pembelajaran ini juga menuntut adanya kerjasama antara orang lain. Pada siklus I meskipun terjadi peningkatan, tetapi taraf keberhasilannya masih berada diabwah taraf yang diinginkan. Pertama, pembelajaran ini baru pertama kali diterapkan di STKIP Hamzanwadi Selong sehingga mashasiswa masih bingung dengan pembelajaran berbasis otak dengan PBL.
Kesimpulan dan Saran
Kesimpulan 1. Penerapan pembelajaran berbasis otak dengan problem based learning dapat meningkatkan kemampuan berfikir kritis mahasiswa STKIP Hamzanwadi Selong pada mata kuliah Geografi Regional. Hal ini dapat dilihat dari meningkatnya hasil tes kemampuan berfikir kritis mahasiswa pada siklus I dan siklus II. Siklus I dengan rata-rata kemampuan berfikir kritis 62,10% dan siklus II 82,80% terjadi peningkatan sebesar 20,7%. Perbaikan kategori kemampuan berfikir kritis dari siklus I dan II yaitu Siklus I dengan kategori baik menjadi sangat baik pada siklus II. 2. Penerapan pembelajaran berbasis otak dengan problem based learning dapat meningkatkan kecakapan hidup mahasiswa STKIP Hamzanwadi Selong pada mata kuliah Geografi Regional. Hal ini dapat dilihat dari meningkatnya hasil observasi kecakapan hidup mahasisswa dari aspek kecakapan personal, social, dan akademik dalam mengikuti pembelajaran. Pada siklus 1 kecakapan hidup66% dan pada siklus 2 meningkat menjadi 85% dari kategori baik pada siklus I menjadi sangat baik pada siklus II. Saran 1. Bagi dosen , disarankan untuk melibatkan mahasiswa secara aktif didalam kelas yang memungkinkan mengasah kemampuan berfikir mahasiswa. 2. Bagi dosen disarankan agar dapat mengimplementasikan model pembelajaran berbasis otak dengan PBL pada materi yang sesuai untuk menciptakan suasana belajar yang menyenangkan. 3. Dosen perlu mengatur pengelolaan waktu yang tepat sehingga semua kegiatan pembelajaran model pembelajaran berbasis otak dengan problem based learningdapat terlaksa dengan baik.
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4. Bagi peneliti selanjutnya dapat melakukan penelitian tentang penerapan pembelajaran berbasis otak dengan PBL pada pokok bahasan yang lain untuk meningkatkan kemampuan berfikir kritis dan kecakapan hidup mahasiswa.
Daftar Pustaka
Amir, M. Taufik. 2010. Inovasi Pendidikan Melalui Problem Based Learning. Jakarta: Kencana. Arends, R.I. 2004. Learning to Teach. Six Edition. New York: McGraw Hill Companies. Given, Barbara K. 2002. Brain Based Teaching. Terjemahan oleh Taufik Pasiak. 2007. Bandung: Kaifa. Ibrahim, M dan M. Nur. 2005. Pengajaran Berdasarkan Masalah. Surabaya: PusatSainsdanMatematikaSekolah, Program Pascasarjana UNESA, University Press. Jensen, Eric. 2008. Brain Basid Learning: pembelajaran Berbasis Kemampuan Otak edisi Revisi. Yogyakarta: Pustaka Pelajar Mahanal, Susriyati dkk. 2007. Penerapan Pembelajaran Berdasarkan Masalah Dengan Strategi Kooperatif Model STAD Pada Mata Pelajaran Sains Untuk Meningkatkan Kemampuan Berfikir Kritis. (Online).(http://www.duniaguru.com - Portal Duniaguru Powered by Mambo Generated, DiaksesMinggu, 27November 2011). Nurhadi. 2004. Kurikulum 2004 Pertanyaan dan Jawaban. Jakarta: PT Gramedia. Nur, Muhammad. 2011. Model Pembelajaran Berdasarkan Masalah. Surabaya: Pusat Sain Dan Matematika Sekolah UNISA. Sanjaya, W. 2006. Strategi Pembelajaran: Berorientasi Standar Proses Pendidikan. Jakarta: Kencana Prenada Media. Sapa’at. 2009. Bagaimana Cara Matematika Meningkatkan Kemampuan berfikir Tingkat Tinggi Para Siswa?, (Online), (http://www.scribd.com/login/, diakses 27 November 2011). Sapa’at, asep. (2009). Dalam Pembelajaran Matematika Untuk Meningkatkan Motivasi Belajar dan Kemampuan Koneksi Matematis Siswa Kelas IX Suatu SMP Negeri di Kabupaten Bandung. (Online), (http://matematika.upi.edu/index.php/brain-basedlearning/, diakses 28 Agustus 2011). Septia, Irma. 2011. Peningkatan Kemampuan Berpikir Tingkat Tinggi (Higher Order Thinking) dan Hasil Belajar Melalui Pembelajarn Berbasis Kemampuan Otak (Brain Based Learning) Bagi Siswa Kelas XI IPA-2 SMA Negeri 1 Malang. Tesis tidak diterbitkan. Malang: Prodi Fisika (PPS) Universitas Negeri Malang.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Developing Auxanometer-Simple Machine Media in Teaching IPA at V Grade of MI NW No.5 Pancor in the school Year 2015-2016 Mijahamuddin Alwi Universitas Hamzanwadi, Indonesia [email protected]
Abstract This research purposed at knowing the steps of developing IPA teaching material and knowing the result of developing teaching material for elementary school. The development model used was Borg and Gall simplified into 6 steps including observation , analysis, design, design validation, try out, and revision. After being analyzed, teaching material was designed as the reference for making product in form of auxanometer teaching media about simple machine material. The material expert and the media expert validated the teaching material; it was knowing whether the media was suitable or not for taking the data. The students’ questionnaire response was used for knowing the students’ response to the IPA teaching material developed. The learning achievement after using auxanometer-simple machine media in teaching IPA. The result of layout expert validation mean score was 70 in valid category. The material expert validation mean score was 73 showing that IPA teaching material could be used in teaching process, the students’ response after using teaching media was that 90% students answered yes to the media, 87.5 students participated in the teaching process, and 92.85% students were able to answer the test. The students’ learning achievement test showed that 16 students reached the KKM and 4 students did not reach the KKM yet in mean score 75.75 in classical compliteness 80%. These result showed that the auxanometer-simple machine media could be used in teaching IPA at elemetary school. Keyword: developing, media, borg and gall
Pendahuluan Pendidikan adalah bimbingan atau pertolongan yang diberikan oleh orang dewasa kepada anak dalam perkembangannya untuk mencapai kedewasaannya dengan tujuan agar anak cukup cakap melaksanakan tugas hidupnya sendiri tidak dengan bantuan orang lain (Rudi Gunawan, 2011: 30). Pendidikan yang berkualitas tidak bisa terlepas dari peranan guru yang merupakan tombak dari proses pendidikan. Tanpa guru, tidak mungkin ada generasi yang berkualitas.Selain itu, guru juga memiliki peranan yang sangat penting dalam menentukan kualitas dan kuantitas pembelajaran yang dilaksanakan.Oleh sebab itu, guru harus memikirkan dan membuat perencanaan secara baik dalam meningkatkan kesempatan belajar bagi siswa dan memperbaiki kualitas mengajar sehingga bisa tercipta generasi yang berkualitas. Untuk memperbaiki kualitas mengajar sehingga terciptanya generasi yang berkualitas tentunya guru harus menyiapkan perencanaan yang memuat semua kebutuhan dalam proses belajar mengajar. Saat ini pada pembelajaran IPA di kelas, guru sering tidak melibatkan media atau alat peraga yang ada.Hal ini menyebabkan siswa kurang bersemangat untuk membangun pengetahuannya sendiri berdasarkan pengetahuan awal yang dimiliki sebelumnya. Siswa hanya menerima apa yang disampaikan oleh guru sebagai suatu pengetahuan baru yang tidak mempunyai korelasi dengan pengetahuan sebelumnya, sehingga siswa kurang mampu memahami apa yang disampaikan oleh guru dan tidak mampu mengembangkan kemampuan berpikir kritisnya. 378
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Berdasarkan hasil pra penelitian yang dilakukan di MI NW No 5 Pancor, dapat dikatakan bahwa media pembelajaran masih sangat kurang di pergunakan. Kebanyakan guru hanya menggunakan metode konvensional dalam proses pembelajaran. Padahal apabilapenggunaan suatu media pembelajaran di pakai sesuai dengan tujuan pembelajaran maka proses belajar akan berhasil dan siswa akan menjadi lebih aktif dalam kegiatan pembelajaran. Untuk mengatasi permasalahan-permasalahan di atas, salah satu langkah yang harus ditempuh oleh guru adalah guru harus menguasai teknik-teknik penyajian (metode mengajar) dan bisa mengembangkan variasi mengajar dengan memanfaatkan berbagai media pembelajaran. Selain itu, pembelajaran yang dirancang lebih mengarah kepada pelibatan siswa secara aktif di dalam proses pembelajaran, dan juga hendaknya memanfaatkan pengetahuan awal siswa untuk mengkonstruksi pengetahuan sendiri sesuai dengan materi pembelajaran sehingga akan tercipta suasana belajar mengajar yang efektif, efisien, dan menyenangkan sehingga berdampak pada peningkatan hasil belajar siswa. Berdasarkan uraian di atas terlihat jelas betapa penting Pengembangan media pambelajaran pesawat sederhana auksanometer terhadap peserta didik, hal ini membuat penulis tertarik dalam mengadakan penelitian untuk mengetahui ‘‘Pengembangan Media Pembelajaran Pesawat Sederhana Auksanometer Pada Mata Pelajaran IPA Kelas V MI NW No 5 Pancor Tahun Pelajaran 2015/2016’’. Undang-undang No.20 Tahun 2003 tentang sistem pendidikan Nasional, menyatakan pendidikan sebagai usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan,akhlak mulia,serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara. Terkait dengan hal tersebut, pendidikan adalah bimbingan atau pertolongan yang diberikan oleh orang dewasa kepada anak dalam perkembangannya untuk mencapai kedewasaannya dengan tujuan agar anak cukup cakap melaksanakan tugas hidupnya sendiri tidak dengan bantuan orang lain (Rudi Gunawan, 2011: 30). Pendidikan terdiri atas unsur-unsur yang saling berinteraksi, saling berhubungan dan interdependensi untuk mencapai tujuan pendidikan. Artinya bahwa proses pembelajaran didalam kelas merupakan suatu sistem yang meliputi banyak komponen antara lain: guru, sisws, tujuan, materi pelajaran, strategi pembelajaran, media pembelajaran, evaluasi dan lainlain, dan yang tidak dapat dipisahkan adalah media yang digunakan dalam proses pembelajaran. Meningkatkan mutu pendidik menjadi tanggung jawab semua pihak yang terlibat dalam pendidikan terutama bagi guru sekolah dasar, yang merupakan ujung tombak dalam pendidikan dasar. Guru Sekolah Dasar adalah orang yang paling berperan dalam menciptakan sumber daya manusia yang berkualitas yang dapat bersaing dizaman pesatnya perkembangan tekhnologi modern. Untuk memenuhi hal tersebut, guru dituntut mampu mengelola proses pembelajarn yang memberikan rangsangan kepada siswa sehingga siswa termotivasi untuk belajar, karena siswa merupakan subyek utama dalam proses belajar (Muhammad Ali, 2014: 10-28). Salah satu mata pelajaran yang mutunya harus ditingkatkan adalah pembelajaran ilmu pengetahuan alam.Ilmu pengetahuan alam adalah salah satu mata pelajaran yang diajarkan pada setiap jenjang pendidikan.Ilmu pengetahuan alam adalah suatu bidang ilmu yang melatih siswa berfikir secara sistematik dalam menyelesaikan masalah. Dalam metode khusus pengajaran ilmu pengetahuan alam menyatakan “ kemajuan ilmu pengetahuan dan tekhnologi membuat pengembangan siswa sekolah dasar dalam bidang ilmu pengetahuan alam yang amat diperlukan untuk melanjutkan belajar ke sekolah yang lebih tinggi maupun untuk 379
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mengembangkan bakat, (Depdiknas,2007: 7 ).
minat
dan
menyesuaikan
diri
dengan
lingkungannya,”
Menurut Carin dan Sund (dalam Puskur, (2007: 3), Ilmu pengetahuan alam merupakan pengetahuan yang sistematis dan tersusun secara teratur, dan dirumuskan, dimana berhubungan dengan benda-benda atau gejala-gejala yang ada di alam semesta ini, serta berlaku umum (universal). Ilmu pengetahuan alam juga berupa kumpulan data hasil penyusunan teori, penyimpulan, observasi dan eksperimen yang saling berkesinambungan antara proses yang satu dengan proses yang lainnya. Alat peraga dalam mengajar memegang peranan penting sebagai alat bantu untuk mengoptimalkan pemahaman dan keterampilan siswa, disamping itu juga untuk menciptakan proses belajar mengajar yang menarik, efektif dan menyenangkan. Proses belajar mengajar ditandai dengan adanya beberapa unsur antara lain tujuan , bahan, metode dan alat, serta evaluasi. Unsur metode dan alat merupakan unsur yang tidak dapat dilepaskan dari unsur lainnya yang berfungsi sebagai cara atau teknik untuk mengantarkan pembelajaran agar berjalan dengan baik. Dalam pencapaian tersebut, peranan alat bantu atau alat peraga memegang peranan yang penting sebab dengan adanya alat peraga ini materi akan dengan mudah dapat dipahami oleh siswa serta dapat menanamkan konsep dasar yang benar, nyata dan tepat. Alat peraga sering disebut audio visual, dari pengertian alat yang dapat diserap oleh mata dan telinga ( Sudjana, 2002: 62). Berdasarkan hasil observasi awal yang dilakukan oleh peneliti di MI NW 5 Pancor ditemukan beberapa fakta bahwa nilai ilmu pengetahuan alam siswa kelas V khususnya masih relatif rendah dibandingkan dengan mata pelajaran yang lain. Data yang diperoleh dari siswa kelas V untuk mata pelajaran IPA yaitu data siswa pada UAS semester II nilai tertinggi siswa adalah 65, sedangkan nilai rata-rata terendahnya adalah 35 pada tahun 2015/2016. Artinya dari 20 orang siswa hanya 9 orang yang tuntas pada mata pelajaran IPA, sedangkan jika dibandingkan dengan nilai rata-rata IPS adalah 80, dan nilai rata-rata Matematika 75, dapat dilihat perbandingan nilai rata-rata IPA dengan IPS dan Matematika lebih rendah. Hal lain yang membuat rendahnya pemahaman dan keterampilan belajar ilmu pengetahuan alam siswa yaitu cara guru dalam mengajar. Guru masih menggunakan sistem atau metode konvensional, yaitu cukup menyampaikan materi kemudian siswa disuruh untuk mengerjakan soal. Sementara belajar ilmu pengetahuan alam bisa dibuat menyenangkan apabila guru mampu menciptakan suasana belajar dan pengadaan alat bantu yang menyenangkan juga supaya anak termotivasi dalam belajar sambil bermain.
Metode Penelitian
Model Pengembangan Menurut Nana Syaodih (2005: 263) penelitian dan pengembangan yang dalam Bahasa Inggrisnya Research and Development adalah suatu proses untuk mengembangkan suatu produk baru atau menyempurnakan produk yang telah ada, yang dapat dipertanggung jawabkan. Brog and Gall dalam setyosari (2010:194), menambahkan bahwa penelitian pendidikan dan pengembangan Research and Development adalah proses yang digunakan untuk mengembangkan dan memvalidasi produk pendidikan, langkah-langkah dari proses ini biasanya disebut sebagai siklus (research and development) yang terdiri dari mempelajari temuan penelitian yang berkaitan dengan produk yang akan dikembangkan, mengembangkan produk berdasarkan temuan bidang pengujian dalam pengaturan dimana ia akan digunakan dan merevisinya untuk memperbaikai kekurangan yang ditemukan dalam tahap mengajukan pengujian. Berdasarkan menurut para ahli tersebut metode penelitan dan pengembangan adalah metode penelitian yang digunakan untuk menghasilkan produk tertentu dan menguji keefektifan 380
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produk tersebut,untuk dapat menghasilkan produk tertentu. Yang dimaksud dengan produk dalam konteks ini adalah tidak selalu berbentuk hardware (buku,modul,alat bantu pembelajaran dikelas dan laboratorium), tetapi bisa juga perangkat lunak (software) seperti program pengolahan data, pembelajaran dikelas, perpustakaan atau laboratorium, ataupun model-model pendidikan, pembelajaran, bimbingan, dan evaluasi. Penelitian ini mengembangkan produk media pembelajaran pesawat sederhana auksanometer pada mata pelajaran IPA untuk siswa kelas V Sekolah Dasar. Agar produk yang akan dikembangkan sesuai dengan tujuan maka penelitian pengembangan ini mengadaptasi model pengembangan Borg and Gall yang terdiri dalam 10 langkah yang disederhanakan menjadi 6 tahap yaitu : (1) penelitian dan pengumpulan data informasi awal, (2) perencanaan, (3) pengembangan format produk awal, (4) uji coba awal, (5) revisi produk , (6) uji coba lapangan, (7) revisi produk, (8) uji lapangan, (9) revisi produk akhir, (10) desiminasi dan implementasi. Kesepuluh komponen model tersebut dapat dilihat pada gambar sebagai berikut: Survey/ analisis SWOT
1.Analisis kebutuhan Merumuskan:
media
2. Desain pembelajarn, tujuan dan 3. Pembuatan prototype media pembelajaran kegiatan. 4. Uji coba kelompok kecil
5. Revisi media pembelajaran 6. Uji coba lapangan
8. Uji pelaksanaan lapangan
7. Revisi produk operasional
9. Revisi final/akhir
10. Deseminasi dan Implementasi
Gambar.2 Skema model pengembangan media pembelajaran menurut Borg and Gall sampai tahap 10 (Endang Mulyatiningsih, 2011: 147) Dari 10 langkah model pengembangan Borg and Gall inidapat disederhanakan oleh peneliti yang dilakukan dalam skala kecil. Model pengembangan Borg and Gall disederhanakan menjadi 6 (enam) tahapan yaitu, Penelitian dan pengumpulan data, Perencanaan,Pengembangan daraf paroduk, Uji coba lapangan, Penyempurnaan atau Revisi paroduk. 381
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Prosedur Pengembangan Prosedur pengembangan diadaptasi dari model pengembangan Borg & Gall. Dalam penelitian ini, peneliti merancang dan memodifikasi model pengembangan tersebut ke dalam 6 tahap yaitu: Pra penelitian Pada tahap pra penelitian ini, peneliti melakukan pengamatan terlebih dahulu di MI NW 05 Pancor mengenai masalah-masalah yang terdapat di dalam kelas, tepatnya di kelas V pada mata pelajaran IPA. Masalah yang peneliti temukan yakni mengenai kurangnya semangat serta pemahaman dan keterampilan siswa dalam mengikuti proses pembelajaran IPA, sehingga hasil belajar siswa menjadi rendah. Analisis Pada tahap ini, dilakukannya analisis mengenai masalah yang telah peneliti temukan pada tahap pra penelitian, yakni mengenai apa penyebab dan bagaimana mengatasi permasalahan tersebut, sesuai dengan materi pelajaran IPA tentang pesawat sederhana.Analisis yang dilakukan mencakup keseluruhan dari komponen pembelajaran tersebut, yakni mulai dari analisis perangkat pembelajaran yang digunakan oleh guru baik itu dari segi silabus dan RPP, dan analisis dari segi siswa itu sendiri.Adapun salah satu alternatif yang peneliti rekomendasikan untuk dapat mengatasi permasalahan di atas, yakni dengan mengembangkan media pembelajaran pesawat sederhana auksanometer. Desain Tahap desain ini merupakan tahap perancangan produk awal,.rancangan awal dalam desain ini berupa media pesawat sederhana auksanometer., buku pedoman pesawat sederhana auksanometer, dan instrumen pengumpulan data. Validasi Desain Tahap validasi desain merupakan tahap penilaian produk awal yang dilakukan oleh peneliti dengan melibatkan tim ahli, dalam hal ini adalah ahli materi, dan ahli tampilan media. Tahap ini bertujuan untuk mengetahui kelayakan produk yang dikembangkan sebelum dilakukannya uji coba skala kecil media pembelajaran pesawat sederhana auksanometer. Produksi Tahap produksi merupakan tahap pengembangan produk atau perbaikan produk awal menjadi produk yang lebih baik dari sebelumnya berdasarkan hasil analisis data yang diperoleh dari validasi desain oleh tim ahli. Pada tahap produksi ini, produk yang berupa mediapembelajaran sudah siap untuk di uji cobakan. Uji Coba dan Revisi Tahap uji coba dan revisi merupakan tahap pengujian produk yang dilakukan di lapangan. Uji coba dilakukan setelah ada review dari tim ahli, sedangkan revisi dilakukan berdasarkan data yang diperoleh dari uji ahli dan uji coba lapangan.
Hasil Penelitian dan Pembahasan
Data Hasil Uji Coba Hasil Pra Penelitian Pra penelitian merupakan tahapan awal yang peneliti lakukan untuk dapat memulai penelitian ini. Pada tahap pra penelitian ini, peneliti telah melakukan pengamatan mengenai proses belajar-mengajar yang biasanya terjadi di dalam kelas. Selain itu, peneliti juga melakukan wawancara kepada guru kelas V untuk mendapatkan berbagai macam informasi mengenai proses belajar-mengajar. 382
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Hasil yang peneliti dapatkan pada saat melakukan pengamatan proses belajar-mengajar merupakan hasil yang sesuai peneliti lihat secara langsung di kelas dan mencatatnya, terdapat beberapa problem yang peneliti temukan. Adapun permasalah tersebut sebagai berikut: Awal pembelajaran 1) Siswa kurang bersemangat memulai pembelajaran, terlihat dari sikap mereka yang biasa saja merespon guru. 2) Siswa tidak fokus dalam memulai pembelajaran, terlihat dari banyaknya siswa yang tidak mendengar penjelasan guru untuk membuka buku paket IPA, banyak siswa yang masih memegang buku lain selain IPA di meja, terlebih dengan siswa yang duduk pada bangku belakang. Inti pembelajaran 1) Pada saat pembelajaran berlangsung, siswa hanya diam mendengarkan penjelasan guru, tanpa terlibat aktif dalam merespon pembelajaran tersebut. 2) Setelah satu jam pelajaran, banyak siswa terlihat sangat bosan dan mengantuk, sekitar 15 siswa dari 20 siswa. Hasil Validasi Desain Validasi desain merupakan tahap penilaian produk awal dengan melibatkan tim ahli, dalam hal ini adalah ahli materi dan ahli tampilan media. Validasi desain ini selesai dilakukan pada tanggal 25 November 2015. Adapun sebagai validator untuk ahli materi adalah Subhanuddin,S.Pd.I dan validator untuk ahli tampilan media adalah bapak Suhirman, M.Pd. Tahap ini bertujuan untuk mengetahui kelayakan produk yang dikembangkan sebelum dilakukannya uji coba lapangan, yakni mengenai kelayakan media pembelajaran, buku pedoman mediapesawat sederhana auksanometer. Adapun hasil validasi desain sebagai berikut: Hasil validasi dari ahli tampilan Tabel 1 Kriteria validasi media dari ahli tampilan NO
PERNYATAAN
1
4
Tampilan media pesawat sederhana auksanometer Pemilihan warna pada media pesawat sederhana auksanometer Kualitas bahan media pesawat sederhana auksanometer Bahan mudah didapatkan
5
Cocok untuk digunakan di SD
6
Sesuai dengan karakter siswa SD
7
Menarik untuk diterapkan dalam proses pembelajaran IPA Mampu menciptakan pembelajaran yang menarik bagi siswa Dapat meningkatkan minat dan antusiasme belajar siswa
2 3
8 9
PENILAIAN 1
2
3
4 √
5
√ √ √ √
383
√ √ √ √
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
10
Dapat membuat siswa lebih memahami materi yang diajarkan
11
Pemilihan media cocok untuk dunia anak-anak
12
Tampilan bentuk media pesawat sederhana auksanometer TOTAL Kriteria
√ √ √ 53 Sangat baik
Hasil validasi buku pedoman media pesawat sederhana auksanometer (BP) dari ahli tampilan Tabel 2 Kriteria validasi buku pedoman (BP) dari ahli tampilan NO 1 2 3 4
PERNYATAAN Petunjuk penggunaan media auksanometer Kejelasan langkah-langkah penggunaan media auksanometer Kesesuaian media auksanometer dengan materi yang dikembangkan Kejelasan informasi yang disampaikan TOTAL Kriteria
1
√ √ 17 Sangat baik
PENILAIAN
NO
PERNYATAAN
1 2
Cakupan materi yang disajikan Penggunaan media auksanometer dalam penyampaian konsep Kesesuaian contoh dengan materi/konsep Kejelasan ma√teri yang disampaikan Kesesuaian SK/KD indicator dan tes TOTAL Kriteria
4 5
5
√
Hasil validasi dari ahli materi Tabel 3 Kriteria validasi media dari ahli materi
3
PENILAIAN 2 3 4 √
1
384
2
3
4 √ √
5
√ √ √ 21 Sangat baik
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Hasil validasi buku pedoman media pesawat sederhana auksanometer (BP) dari ahli materi Tabel 4 Kriteria validasi buku pedoman (BP) dari ahli materi NO
PERNYATAAN
1
Petunjuk penggunaan media auksanometer Kejelasan langkah-langkah penggunaan media auksanometer Kesesuaian media auksanometer dengan materi yang dikembangkan Kejelasan informasi yang disampaikan TOTAL Kriteria
2 3 4
1
PENILAIAN 2 3 4 √
5
√ √ √ 16 Baik
Hasil Produksi Tahap produksi merupakan tahap pengembangan produk atau perbaikan produk awal menjadi produk yang lebih baik dari sebelumnya berdasarkan hasil analisis data yang diperoleh dari validasi desain oleh tim ahli. Pada hasil produksi ini, media pembelajaran pesawat sederhana auksanometer yang dikembangkan yaitu sebuah media yang terbuat dari papan berbentuk persegi yang berukuran 13x18 cm, yang memiliki tiang pengukur berbentuk siku-siku dengan ukuran 11x18, yang berada diatas papan persegi tersebut, dimana dalam papan pengukur tersebut mempunyai 3 buah katrol, dan benang pengukur, serta mempunyai penggaris pada tiang, yang berfungsi untuk mengetahui pertumbuhan panjang suatu tumbuhan. Analisis Data Hasil Uji Coba Data hasil validasi desain Media pesawat sederhana auksanometer Tabel 5 Hasil Validasi Materi Media Pembelajaran NO 1 2 3 4 5 6 7 8 9
PERNYATAAN 1 Petunjuk penggunaan media auksanometer Kejelasan langkah-langkah penggunaan media auksanometer Kesesuaian media auksanometer dengan materi yang dikembangkan Kejelasan informasi yang disampaikan Cakupan materi yang disajikan Penggunaan media auksanometer dalam penyampaian konsep Kesesuaian contoh dengan materi/konsep Kejelasan materi yang disampaikan Kesesuaian SK, KD, Indikator dan tes Jumlah Skor 37 Rata-rata 4,11 Kriteria Baik 385
PENILAIAN 2 3 4 5 √ √ √ √ √ √ √ √
√
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Perhitungan untuk menghitung jumlah auksanometer menggunakan rumus:
persentase
validasi
pesawat
sederhana
Kategori baik (dapat digunakan) Buku pedoman media pembelajaran Tabel 6 Hasil Validasi Tampilan Media Pembelajaran NO
PERNYATAAN
PANDUAN PENGGUNAAN MEDIA 1 Petunjuk penggunaanmedia pesawat sederhana auksanometer 2 Kejelasan langkah-langkah penggunaan media pesawat sederhana auksanometer 3 Kesesuaian media dengan materi yang dikembangkan 4 Kejelasan informasi yang disampaikan TOTAL 1 Tampilan media pesawat sederhan auksanometer 2 Pemilihan warna pada media pesawat sederhana auksanometer 3 Kualitas bahan media pesawat sederhana auksanometer 4 Bahan mudah didapatkan 5 Cocok untuk digunakan di SD 6 Sesuai dengan karakter siswa SD 7 Menarik untuk diterapkan dalam proses pembelajaran IPA 8 Mampu menciptakan pembelajaran yang menarik bagi siswa 9 Dapat meningkatkan minat dan antusiasme belajar siswa 10 Dapat membuat siswa lebih memahami materi yang diajarkan 11 Pemilihan media cocok untuk dunia anak-anak 12 Tampilan bentuk media pesawat sederhana auksanometer TOTAL Skor Rata-rata Kriteria 386
PENILAIAN 1
2
3
4
5
√ √
17
√
√ √ √
√ √
√
√ √
√ √ √ √
53 70 4,37 Baik
√
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Perhitungan untuk menghitung jumlah persentase validasi tampilan media sirkuit matematika menggunakan rumus:
Kategori baik (dapat digunakan)
Kajian Produk Akhir Dalam kajian produk akhir ini, didasari dari adanya revisi produk akhir yang telah peneliti lakukan, sehingga akan diperoleh hasil akhir dari produk yakni media pembelajaran pesawat sederhana auksanometer. Hasil kajian produk akhir tersebut antara lain : Kriteria Media Pembelajaran pesawat sederhana auksanometer a. Media pembelajaran pesawat sederhana auksanometer Suatu media pembelajaran sederhana yang berbentuk persegi dengan memiliki tiang pengukur, dimana media pesawat sederhana auksanometer ini digunakan untuk mengukur pertumbuhan memanjang ke atas dari tumbuhan, sehingga kita bisa mengetahui berapa panjang pertumbuhan atau perubahan yang terjadi pada tumbuhan tersebut. b. Buku pedoman media pembelajaran pesawat sederhan auksanometer Pada buku pedoman atau buku panduan media ini tidak jauh berbeda dengan buku panduan pada media lainnya, dimana dalam buku panduan ini berisi tentang cara membuat media, langkah dalam mengoperasikan media, berisi tentang materi yang berkaitan dengan media dan SK/KD dalam proses pembelajaran, serta bagaimana penyimpanan media yang baik. Sehingga media dapat digunakan secara terus menerus atau tidak cepat rusak. Keterlaksanaan pembelajaran dengan menggunakan media pembelajaran pesawat sederhana auksanometer ini dapat dilihat dari hasil tes evaluasi siswa setelah mengikuti proses pembelajaran yaitu Data hasil tes belajar siswa memperoleh skor nilai 1515 dengan nilai ratarata yaitu 75,75 dengan memperoleh nilai persentase perolehan yaitu 80% , sehingga dengan menggunakan media pembelajaran pesawat sederhana auksanometer ini dapat dikatakan efektif untuk mengoptimalkan pemahaman belajar siswa.
Kesimpulan Berdasarkan hasil penelitian pengembangan media pembelajaran pesawat sederhana auksanometer pada mata pelajaran IPA kelas V MI NW No 5 Pancor, dapat diambil kesimpulan sebagai berikut: 1. Telah dihasilkan media pembelajaran untuk siswa, yang meliputi media pesawat sederhana auksanometer, buku pedoman penggunaan media pesawat sederhana auksanometer yang sudah memenuhi kategori baik untuk dapat digunakan, dan efektif dalam penggunaannya. 387
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Proses pengembangan media pembelajaran ini mengacu pada model Borg and Gall yang hanya dengan melalui enam tahap setelah dilakukannya modifikasi, yaitu tahap pra penelitian, tahap análisis, tahap desain, tahap validasi desain, tahap produksi, tahap uji coba dan revisi. 2. Media pembelajaran pesawat sederhana auksanometer yang dikembangkan dalam penelitian ini telah dinilai baik oleh para validator. Adapun persentase nilai yang diperoleh dari tampilan media pembelajaran dan buku pedoman pesawat sederhana auksanometer yaitu 70 dari 16 kriteria penilaian dan persentase nilai yang diperoleh dari materi media pesawat sederhana auksanometer yaitu 42 dari 9 kriteria dan semua dalam kategori baik dan dapat dipergunakan. Sehingga dapat dinyatakan bahwa semua perangkat model pembelajaran sudah baik untuk dapat digunakan. 3. Pemahaman dan keterampilan siswa setelah melakukan tes evaluasi menggunakan media pembelajaran pesawat sederhana auksanometer ini memperoleh hasil yang sudah baik.
Daftar Pustaka
Alwi, Mijahamuddin. dkk. 2013. Penelitian Pendidikan. Pancor: Pada NW. Azhar Arsyad. 2011. Media Pembelajaran. Jakarta: PT. Rajagrafindo Persada. Carin dan Sund. 1993. IPA dan Pendidikan IPA. (Online), dalam (http://Forumguruhebat.Blogspot.com, diakses tanggal 21 April2014. Depdiknas. 2007. Dasar-dasar Evaluasi Pendidikan. Jakarta: Depdiknas. Dimyati dan Mudjiono. 2002. Belajar dan Pembelajaran. Jakarta: Depdikbud dan Rineka Cipta. Hamzah, Amir. 1981. Media Pembelajaran Audio-visual. Jakarta. Gramedia Anggota IKAPI. Hamdani, 2011.Dasar-dasar Kependidikan. Bandung: CV Pustaka Setia. Hakim. (2014). Skripsi pengembangan media pembelajaran ipa melalui alat peraga sirkuit matematika untuk mengoptimalkan pemahaman dan keterampilan siswa kelas v di sdn 1 labuhan haji .STKIP hamzanwadi selong. Nasution. 1985.Alat Peraga dalam Pembrlajaran. Jakarta: Rineka Cipta. Prasetyo Zuhdan Kun (2011). Pengembangan Perangkat Pembelajaran Sains Terpadu untuk Meningkatkan Kognitif, Keterampilan Proses, Kreativitas serta Menerapkan Sikap Ilmiah Peserta Didik SMP. Universitas Negeri Yogyakarta. Setyosari, Punaji. 2010. Metode Penelitian Pendidikan dan Pengembangan. Jakarta: kencana Sudjana, N. dan Rivai, A. 2002.Media Pengajaran.Bandung : Penerbit C.V.Sinar Baru. Syaodih, Nana. 2005. Landasan Psikologi Proses Pendidkan. Bandung: PT Remaja Rosdakarya. Sugiyono. 2010. “Metode Penelitian Kuantitatif Kualitatif dan R&D”. Bandung: Alfabeta. Sukmadinata, NanaSyaodih. 2013. Metode PenelitianPendidkan. Bandung: PT Remaja Rosdakarya. Sudjana, Nana. 2003. Media Pengajaran. Surabaya: Pustaka Dua. Winataputra. 2005. Strategi Belajar Mengajar. Jakarta: UT. Wijaya dan Rusyan.1994. Kemampuan Dasar Guru Dalam Proses Belajar Mengajar.Bandung: http://www.scribd.com/doc/100781986/Auksanometer-Adalah-Suatu-Alat-Untuk-MengukurPertumbuhan-Memanjang https://laurahasiel.wordpress.com/2009/06/19/modifikasi-auksanometer-sederhana/ (http://www.scribd.com/doc/10078198.
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The Influence Of Guided Learning Teaching Models Against Outcomes Studied Mathematics On The Subject Of Quadratic Equations Grade VIII SMP Negeri 1 Sambelia Learning Year 2014/2015 Nila Hayati and Rizki Amalia Universitas Hamzanwadi, Indonesia [email protected]
Abstract Teachers have their own way to do their duty as educators. A good strategy in learning process is useful in order students learn effectively and efficiently to pertinent aims. One of the models that can be done in learning is guided teaching. This research was aimed at knowing the effect of guided teaching on the studens’ mathematic learning achievement about square equation material for the VIII grade of SMP Negeri 1 Sambelia in the school year 2014-2015. This research was true experimental research utilizing one-shot cas study. The population of this research was all students of the VIII grade of SMP Negeri 1 Sambelia in the school year 2014-2015 consisted of 25 student that was determined using simple random sampling. The data collection used was test and questionnaire, meanwhile the data analysis used was statistic utilizing simple linier regression. Based on the data analysis, it can be concluded that there was a positive effect of guided teaching on the students’ mathematic learning achievement about square equation of the VIII grade of SMP Negeri 1 Sambelia in the school year 2014-2015. The data gained using t-test. The data analysis gained thit 3.21 which was higher than ttab 1.714 in significant rank 5%. It means, the Ho was rejected and the Ha was accepted. Based on these data, it can be concluded that there was effect of guided teaching on the students’ mathematic learning achievement about square equation material for the VIII grade SMP Negeri 1 Sambelia in the learning year 2014-2015. Keywords: guided teaching, learning achievement
Introduction The development of science and technology and social change in this century so rapidly so that demanded an increase in the quality of education that is applied with a variety of strategies, approaches and learning methods. The legislation of the Republic of Indonesia No. 8 article 3 of 2003 on the national education goals. The purpose of national education serves to develop the ability to form character and the civilization of the peoples dignity in the framework of the intellectual life of the nation, aimed at the development of potential learners in order to become a man of faith and piety to God Almighty, precious, healthy, have learned, accomplished, creative, independent and become citizens of a democratic and responsible. However, the purpose of education is not yet fully realised until now, because there are still many problems in education. One of the problems of education in Indonesia is the low quality of education. It can be seen from the results of learning to learners who are still relatively low. Where the results of the study were "patterns of deeds, values, understanding-understanding, attitudes, skills and appreciation" (Agus Suprijono, 2009:5). According to Abdurrahman (Asep Abdul Haris & Jihad, 2008:14) that the results of the study is "the ability of the child obtained through learning activities". Meanwhile, according to Anthony (2009:45), the results of the study are "changes that result in a change in human attitudes and the vagaries of the Act". From some of the opinions above, it can be concluded that the results of the study are the results that have been achieved or real skills possessed by the individual learning process after experiencing 389
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
the particular learning math in a specified time expressed with numbers or score in accordance with the result set. There are two factors that affect the results of the study are: internal factors and external factors. Internal factors in the form of physical health, intelligence, attention, interest, talent, motivation, readiness and fatigue. While external factors stemming from the family environment in the form of how parents educate, relationships between family members, home atmosphere, and cultural background. From the school environment in the form of a teaching method, curriculum, teacher teacher's relationship with learners, learners relationship with other learners, school discipline, and faculty, and the community in the form of environmental activities of learners in the community, the media, friends and hang out with other forms of community life. The whole of these factors influence on the results of the study, so that needs to be attempted in order to lead to an increase in the results of the study. One of the factors that need to be attempted by the teacher is to improve teaching methods. If its scrutiny of education happens in Indonesia, one of which is the process of teaching and learning provided in class is generally only a fringe concepts in a given material. The process of teaching and learning that many learning lecture model is done by means of a one-way communication (teaching selfdirected) where 90% are active teachers. Whereas learners are usually just enable the senses of vision and hearing senses. The knowledge of this concept does not mean it is not required but will usually happen only limited understanding of concepts without continued on the application. The learning model above, considered less explored insight knowledge learners, the attitude and behaviour of the students. Because of this learning model is likely to generate learning activities are boring and not much opportunity to learners. Based on observations made in SMPN 1 Sambelia found that does away with the phenomenon is above where it was revealed that: (1) is still low interest learners primarily on mathematical subjects. (2) Still lack an understanding of learners towards the concept of quadratic equations. (3) the conventional Learning has not been able to create a learning process. (4) the learning methods used in the learning process less varied and tend to be dominated by the method of lectures. (5) the learning process is still centered on the teacher. (6) in the activities of the learning learners tend to be passive. Guidance on subjects of mathematics that takes practice and analysis is not enough if the students only learning passively follow. Instead it should actively undertake activities that are necessary to be able to understand and master the materials studied. Learners should gain exercise ways of thinking are needed to be able to apply the theories that have been obtained. So not much talk methods bring disadvantages for learners then researchers tried to use the learning model guided teaching or learning model of social interactions, in which models learning guided teaching or learning model of social interactions more directing and motivating learners to learn on and find yourself a new concepts so that they are able to resolve the problems encountered. In general the process of learning by using guided teaching can follow the steps as follows: (1) Grouping: teachers classify students into several small groups with each group member, 4 – 5 people. (2) the submission of the question: the teacher determine some questions to the learners to know his mind and ability they have. Use questions that have several possible answers. (3) Discussions: teacher give a few minutes to give the opportunity to students to answer the questions. (4) Communicate: learners convey the results of their answers. (5) concluded: Teachers convey the main learning points which would like delivered. The teacher
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
asked the students to compare their answers, does fit with the learning points will be taught (Hisham Zaini, 2008:37). Teachers should build the attraction first, to maximize understanding and recollection, involves students directly and do exercise in social interactions so that errors can be shown and the learners can learn from the mistakes that have been made. Then the researchers try to implement new innovations in the form of guided learning model teaching to see the effect on the results of the study. This research aims to know the influence of guided learning teaching models against outcomes studied mathematics on the subject of quadratic equations grade VIII SMP Negeri 1 Sambelia Learning Year 2014/2015.
Research Methods The methods used in this research is a method of experimentation with the design of the research One-Shot case Study. The population used in this research is grade VIII SMP Negeri 1 Sambelia, with a sample of students of class VIII as many as 25 students. The instruments used in this study was the evaluation of learning tests by using the test multiple choice question form sheets and responsiswa. Scoring for the evaluation of learning activities and student response based on scoring using numbers (0 to 100) with the maximum score of 100 is ideal and the ideal score of at least 0. Designation criteria score of students can be seen in the following table: Table 1. Designation score Interval Mi + 1 SDi ≤ A ≤ Mi + 3 SDi Mi - 1 SDi ≤ A < Mi + 1 SDi Mi - 3 SDi ≤ A < Mi - 1 SDi
Designation Score 66,67 ≤ A ≤ 100 33,33 ≤ A < 66,67 0 ≤ A < 33,33
Category High Medium Low
Results and Discussion The research was done starting on May 5, 2015 until June 5, 2015, the learning process is carried out as many as 6 times. The learning process from the first meeting until the fourth meeting of the guided learning model using teaching material on quadratic equations, at the fifth meeting was held, and on evaluation of the sixth meeting of the awarding of the question form on the students to know the perception of students toward learning guided teaching model. The form of the instruments used in the evaluation that is using the test to measure student learning outcomes. Based on the research results obtained average value (a mean) student learning outcomes is 73.08 and standard deviation (SD) of 12.55. This data can be inferred that the data belongs to the category of student learning outcomes. While the data research results obtained average value (a mean) for the question form students is 61.1 and standard deviation (SD) of 8.49. This data can be inferred that the results of measurements of the now students belong to the category of being. Tabel 2. Mean and Standar Deviation of Instrumen Instrumen Tes Angket
Mean 73.08 61.1
Standar Deviation 12.55 8.49 391
Keterangan High Medium
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The result of the above designation then it can be inferred the influence model of learning guided teaching against the results of the study of mathematics on the subject of quadratic equations grade VIII SMP Negeri 1 Sambelia year 2014/2015 learning belongs to the category of being. Test Requirements Analysis Test the Normality of the Data Evidentiary data normality meant to test whether the score that has been explored approaches a normal distribution or not. Proof that normality can be done by using the formula of chi-square (x 2) contained in chapter III. Tabel 3. Hasil Uji Normalitas Data Soal dan Angket No 1 2
Instrumen Tes Angket
Harga X2Hit 10.54 8.1
Harga X2tab 11.070 11.070
Ket Normal Normal
From the table above, it can be concluded that the end of the ability test of Gaussian as all prices x2hitung < x2tabel for dk = (n – 1) and 5% significance level. Test Linieritas Linieritas test aims to find out that your data is linear or not. Prior to testing the hypothesis first conducted the testing means to know the means or whether the regression that is significant. As for the linieritas for testing can be seen in the table below. Table 4. summary results Anava to test means and Linieritas Regression Sumber Varian Total Koefisien a Regresi (b/a) Sisa Tuna Cocok Galat
JK 130800 126736 2585.02 1478.98 1262.31 216.67
DK 25 1 1 23 20
MK 5232
3
2585.02 64.303 63.116 72.223
Fhitung
Ftabel
15.733
4.12
0.783
8.66
In the table above, the obtained F-female (regression) = 15.733 on dk 1:23 and the significance level of 5%. Because F-female (regression) F-table (15.73 4.12), then price Fhitung (regressions) significant, which means that the regression coefficient is meaning (meaningful). The table above also obtained the price of the F-female (Tuna) = 0.783 and F-price table = 8.66 on dk = 20:3 and 5% significance level. Thus Fhitung (Tuna) ˂ F-table (8,66 ˂ 0.783), then the price of F-female (Tuna) non significant, which means that the zero hypothesis was accepted and the alternative hypothesis is rejected, so the regression of Y over X is linear or linear regression in the form of a statement that was received. Test the hypothesis Hypothesis testing techniques used is statistical analysis test-t to know the influence of use of model learning guided teaching mathematics learning outcomes against on the subject of quadratic equations in grade VIII SMP Negeri 1 Sambelia Learning Year 2014/2015. 392
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The hypothesis that already filed chapter II namely positive and significant influence on the use of model learning guided teaching against the results of the study of mathematics on the subject of quadratic equations grade VIII SMP Negeri 1 Sambelia Learning Year 2014/2015. To find out the relationship between the two variables used the formulas t-one sample. Based on the analysis of observations and data analysis, price acquired t-count = 3.21 and t-table = 1.714 criteria: a) If thit ˂ ttab then zero accepted hypothesis and alternative hypothesis was rejected. b) If hit > ttab the zero hypothesis is rejected and the alternative hypothesis is accepted. thit > t-table (1.714 > 3.21) significance level at 5% and dk = 25 – 2 = 23, then it can be inferred that the zero hypothesis test is rejected and the alternative hypothesis is accepted, which means there is the influence of the use of the model results against Teaching Guided learning, learning math on the subject of quadratic equations grade VIII SMP Negeri 1 Sambelia Learning Year 2014/2015.
Discussion The purpose of this research is to know the influence of the use of the model results against teaching guided learning, learning math on the subject of quadratic equations grade VIII SMP Negeri 1 Sambelia Learning Year 2014/2015. Where the research sample is 25 people with details of the boy amounted to 10 people and female students amounted to 15orang. As for the activities of the students found while learning process is implemented by using the learning model guided teaching or learning model of social interactions as follows: a. their students enthusiastic and participated actively in the process of teaching and learning b. interactions between students with students or between students with teachers are going well. c. Student response towards the subject matter very well. d. Cooperation between groups is running smoothly. e. they look striking with the learning model used, because they can learn on their own can also find their own concept of the materials studied. Based on the above description, using the model of learning guided teaching in the process of learning can help students improve their learning activities, enhance the understanding of the material presented and to assist students in applying the concepts learned. But in the process of teaching and learning issues or constraints such as the existence of some students who are not particularly respond to her friends to another, rarely want to ask either to the teacher or friends group. Based on the results of the descriptive analysis, the results show that students learn math results subject quadratic equations by using the learning model guided teaching in grade VIII SMP Negeri 1 Sambelia belongs in the category. This shows that the quality of the results of learning math class VIII on the subject of quadratic equations in SMP Negeri 1 Sambelia Year 2014/2015 Learning belongs to the category of medium, such things should be retained and enhanced especially by field of study mathematics teachers, so students have a level of optimal learning math results. In accordance with the results of a test of the hypothesis that has been presented above, it turns out that the results of testing hypotheses suggested by the data, also supported thus obtained the conclusions stated that there is a significant and positive influence on the use of model learning guided teaching against the results of the study of mathematics on the subject 393
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of quadratic equations are indeed true. That is, the hypothesis used in this thesis can be used to describe the quality of the learning of mathematics, especially at the subject of quadratic equations in students of SMP Negeri 1 Sambelia Learning Year 2014/2015, means the alternative hypothesis is accepted.
Conclusions and Suggestions
Conclusions Based on the research results and discussion conclusion obtained as follows: 1. The quality of the results of learning math class VIII on the subject of quadratic equations in SMP Negeri 1 Sambelia Year 2014/2015 Learning belongs to the category of being. 2. There is the influence of the use of the model results against teaching guided learning, learning math on the subject of quadratic equations grade VIII SMP Negeri 1 Sambelia Learning Year 2014/2015. Suggestions 1. Expected to educators (teachers) to be able to choose the right method in learning activities in schools so that students can study results continue to rise. 2. Expected use of model learning guided teaching can continue to be used in teaching and learning activities in the classroom not only on the subject of quadratic equations but on other subjects.
References
Agus Suprijono. (2009). Cooperative Learning. Surabaya: Pustaka Pelajar Anas Sudijono. (2012). Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada Anisah Basleman & Syamsu Mappa. (2011). Teori Belajar Orang Dewasa. Bandung: PT. Remaja Rosdakarya Asep Jihad & Abdul Haris. (2008). Evaluasi pembelajaran. Yogyakarta: Multi Pressido Dimyati & Mudjiono. (2009). Belajar dan Pembelajaran. PT. Rineka Cipta Eveline Siregar & Hartini Nara. 2010. Teori Belajar dan Pembelajaran. Bogor: Ghalia Indonesia Hisyam Zaini. dkk. (2008). Strategi Pembelajaran Aktif. Yogyakarta: Pustaka Insan Madani http://forum.detik.com/metode-active-learning-dalam-kegiatan-belajarmengajarkbmt298652.html Selasa,24 Februari 2015.16.43 http://guided%20teaching/Model%20Pembelajaran%20Guided%20Teaching%20%20%20Il mu%20&%20Pendidikan.html, selasa 24 Feb 2015 16.47 Muhibbin Syah. (2010). Psikologi Pendidikan. Bandung: PT. Remaja Rosdakarya Purwanto. (2007). Instrumen Penelitian Sosial dan Pendidikan. Yogyakarta: Pustaka Pelajar Purwanto. (2009). Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar Slameto. (2010). Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta: PT. Rineka Cipta Sugiyono. (2012). Statistika untuk Penelitian. Bandung: Alfabeta Sukardi. (2003). Metodologi Penelitian Pendidikan. Jakarta: PT. Bumi Aksara Syaiful Bahri D & Aswan Zain. (2006). Strategi Belajar Mengajar. Jakarta: PT. Rineka Cipta Zainal Arifin. (2011). Penelitian pendidikan. Bandung: PT Remaja Rosdakarya.
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The Efect Of Talking Stick Method-Based Gassing Physics Concept On Students’ Physics Learning Achievement Considering On Physics Learning Motivation 1
Tarpin Juandi, 2 Itma’ul Jihan Universitas Hamzanwadi, Indonesia 1 [email protected], [email protected]
Abstract The objectives of this research were 1) to know the effect of talking stick method-based gassing physics concept on students’ physics learning achievement; 2) to know the effect of students’ physics learning motivation; 3) to know the interaction between talking stick-based gassing physics concept on students’ physics learning achievement. This research was experiment. The population of this research was whole students at VIII class of SMP NW Kalijaga even semester in the school year 2015-2016. The sample was taken using sampling jenuh; VIIIA class as the experiment group and VIIIB class as the control group. The research design used was 2x2 factorial. The data collections technique used were motivation questionnaire and learning achievement test. The data was analyzed using two-way ANAVA. The result of the research showed 1) there was effect of talking stick method-based gassing physics concept on students’ physics learning achievement because F Acount > Ftable = 2,23 >2,08; it means H0a were rejected. The Scheffe testing showed tcount > ttable = 2,22 > 2,08; it means talking stick more influential than coventional teaching. 2) there was effect of students’ high motivation than students’ low motivation on students’ physics learning motivation FBcount> Ftabel = 2,85 > 2,08; it means H0B were rejected. The Scheffe testing showed tcount > ttable = 2,89 > 2,08; it means students’ high motivation more influential than students’ low motivation. 3) there was no interaction between talking stick-based gassing physics concept on students’ physics learning achievement because FAcount> Ftabel = 0,06 < 2,08; it means H0AB were accepted. Keyword: gassing physics, talking stick, learning achievement, learning motivation
Pendahuluan Pendidikan pada dasarnya merupakan salah satu faktor penentu kelestarian dan kemajuan bangsa. Pendidikan bukan sekedar media dalam menyampaikan dan meneruskan kebudayaan dari generasi ke generasi, melainkan dapat menghasilkan sumber daya manusia yang berkualitas dalam pengembangan kemajuan kehidupan bangsa. Pendidikan merupakan suatu proses pengembangan potensi individu. Melalui pendidikan, potensi yang dimiliki oleh individu akan diubah menjadi kompetensi. Kompetensi mencerminkan kemampuan dan kecakapan individu dalam melakukan suatu tugas atau pekerjaan. Upaya peningkatan mutu pendidikan antara lain dengan mengusahakan penyempurnaan proses pembelajaran, proses pembelajaran adalah suatu proses yang dapat mengembangkan potensi-potensi siswa secara menyeluruh dan terpadu (Aunurrahman, 2009:28). Dengan demikian terjadi proses komunikasi antara guru dengan peserta didik dalam pembelajaran. Terkait dengan hal tersebut guru harus mampu memberikan suatu alternatif pembelajaran bagi siswanya agar dapat memahami konsep-konsep dengan baik. Ilmu Pengetahuan Alam (IPA) termasuk didalamnya adalah fisika sebagai salah satu ilmu yang berkembang pesat, baik materi atau kegunaannya. Pendidikan IPA (fisika) diharapkan 395
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mampu menumbuh kembangkan kemampuan-kemampuan dan membentuk pribadi siswa dalam mempelajari berbagai ilmu pengetahuan. Namun, dibalik peranan dan manfaatnya, tidak sedikit siswa yang masih menganggap bahwa fisika sebagai ilmu yang tidak menarik, rumit, dan membosankan. Siswa memahami fisika hanya penuh dengan angka-angka dan rumus-rumus. Begitu banyak rumus yang harus dihafal, tetapi siswa tidak banyak yang memahami konsep yang diturunkan dalam rumus tersebut. Ketika siswa mengetahui ada pelajaran fisika, maka siswa sudah takut dan tidak senang terhadap pelajaran tersebut. Mencermati hal itu, harus ada inovasi dalam menciptakan suasana pembelajaran sebagaimana yang dinyatakan dalam Undang-Undang Sistem Pendidikan Nasional pasal 40 ayat (2) bahwa pendidik dan tenaga kependidikan berkewajiban menciptakan suasana pendidikan yang bermakna, menyenangkan, kreatif, dinamis, dan dialogis, jadi seorang guru harus dapat menciptakan suasana belajar yang menyenangkan. Salah satu upaya yang dapat digunakan sebagai solusi untuk mengubah anggapan siswa mengenai pelajaran fisika yaitu dengan menerapkan konsep pembelajaran GASING (Gampang, Asyik, dan Menyenangkan) yang dikenalkan dan dikembangkan oleh Yohanes Surya. Dalam konsep Gasing ini, siswa tidak belajar materi fisika dengan menghafal rumusrumus pembelajaran seperti yang ada dalam buku, namun siswa belajar bermain logika dan hitungan yang bermodalkan kemampuan dasar hitung siswa yaitu tambah, kurang, kali, dan bagi dalam menyelesaikan soal-soal fisika (Suryani, 2014: 1). Dengan kata lain pembelajaran Gasing menjembatani fisika yang dulunya merupakan suatu hal yang menakutkan menjadi tidak menakutkan, bahkan menyenangkan. Konsep pembelajaran Gasing melatih siswa mengungkapkan atau memecahkan berbagai persoalan fisika dengan logika kata-kata, sementara rumus bisa menyesuaikan setelahnya. Agar pembelajaran fisika gasing lebih terarah dalam penerapannya maka dibutuh metode pembelajaran. Metode yang dianggap mampu untuk membuat pembelajaran fisika menjadi lebih menarik adalah metode pembelajaran Talking Stick. Metode pembelajaran Talking Stick merupakan metode pembelajaran yang memanfaatkan tongkat sebagai media pembelajarannya. Guru memberikan tongkat pada salah satu siswa dan siswa yang memegang tongkat wajib menjawab pertanyaan yang diberikan oleh gurunya. Metode pembelajaran Talking Stick ini dapat melatih anak didik berbicara. Selain untuk melatih berbicara, metode pembelajaran ini akan menciptakan suasana yang menyenangkan, melatih mental anak didik dan membuat siswa lebih aktif dalam peroses pembelajaran pada situasi dan kondisi apapun. Prestasi belajar siswa dipengaruhi oleh dua faktor yaitu faktor internal dan faktor eksternal. Faktor eksternal berkaitan dengan faktor dari luar siswa seperti buku pelajaran, ruang kelas, kelengkapan media dan alat belajar, guru, dan lain-lain. Sedangkan faktor internal adalah faktor dari dalam siswa sendiri seperti motivasi belajar, perhatian, bakat, emosi, dan minat belajar. Salah satu faktor internal yang dapat mempengaruhi proses pembelajaran dan prestasi siswa adalah motivasi. Motivasi belajar adalah proses yang memberi semangat belajar, arah, dan kegigihan perilaku (Agus Suprijono, 2013:163). Dalam hal ini ada siswa yang memiliki motivasi belajar fisika tinggi dan ada pula yang motivasi belajar fisika rendah. Adapun tujuan dalam penelitian ini adalah untuk mengetahui :1) Pengaruh penerapan konsep fisika gasing melalui metode pembelajaran Talking Stick terhadap prestasi belajar fisika siswa; 2) Pengaruh motivasi belajar tinggi dan motivasi belajar rendah terhadap prestasi belajar fisika siswa; 3) Interaksi antara konsep fisika gasing melalui metode pembelajaran Talking Stick dengan motivasi belajar siswa terhadap prestasi belajar siswa.
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Metode Penelitian Penelitian ini menggunakan desain 2x2 faktorial. Populasi dalam penelitian ini seluruh siswa kelas VIII SMP Nahdlatul Wathan Kalijaga kabupaten Lombok timur, pengambilan sampel menggunakan teknik simple randon sampling. Teknik pengumpulan data menggunakan angket dan tes. Analisis data menggunakan analisis variansi (Anava), kemudian dilanjutkan dengan uji komparasi ganda menggunakan metode Scheffe untuk komparasi rerata antar kolom.
Hasil dan Pembahasan
Tabel 1 Data prestasi belajar siswa Kelompok
Js
Nt
Ntr
Total skor
Eksperimen 20 100 48 1466 73,3 Kontrol 24 95 43 1590 66,3 Keterangan: Js: jumlah siswa, Nt: nilai tertinggi, Ntr: nilai terrendah, : rata-rata Tabel 2 Data prestasi belajar siswa berdasarkan motivasi belajar Kategori
Js
Nt
Ntr
Total skor
Tinggi 20 100 43 1476 73,8 Rendah 24 95 43 1580 65,8 Keterangan: Js: jumlah siswa, Nt: nilai tertinggi, Ntr: nilai terrendah, : rata-rata
Berdasarkan hasil uji hipotesis maka dapat diambil keputusan terhadap hipotesis yang diajukan sebagai berikut: Ada pengaruh penerapan konsep fisika gasing melalui metode pembelajaran talking stick terhadap prestasi belajar fisika siswa dengan metode konvensional. Konsep fisika Gasing merupakan konsep pembelajaran yang diciptakan oleh Yohanes Surya dengan pendekatan logika dan hampir tanpa rumus berdasarkan konsep dasar fisika. Sehingga membuat pelajaran fisika menjadi lebih gampang, asyik, dan menyenangkan. Dengan diterapkannya konsep fisika Gasing diharapkan siswa menjadi termotivasi untuk belajar fisika, sehingga hasil yang diperoleh lebih optimal dan siswa dapat merasakan sendiri bahwa belajar fisika itu sangat menyenangkan. Untuk lebih membuat pembelajaran fisika menjadi lebih menyenangkan lagi, maka konsep fisika Gasing ini diterapkan melalui salah satu metode pembelajaran koopertif yakni metode talking stick. Pembelajaran kooperatif adalah model pembelajaran yang memberikan kesempatan siswa belajar dalam kelompok kecil yang bersifat heterogen. Siswa dapat berdiskusi dan bertukar pikiran dalam menyelesaikan masalah. Metode talking stick adalah metode pembelajaran yang memberikan kesempatan kepada peserta didik untuk betanggung jawab atas belajar mereka sendiri dan berusaha menemukan informasi untuk menjawab pertanyaan-pertanyaan, yang diberikan kepada setiap kelompok. Selain itu metode talking stick sebuah metode pendidikan 397
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yang dilaksanakan dengan cara memberi kebebasan kepada peserta didik untuk menumbuhkan dan mengembangkan rasa percaya diri. Berdasarkan data hasil perhitungan uji hipotesis dengan menggunakan uji anava dua jalur didapatkan nilai FA hitung > Ftabel yaitu 2,23 > 2,08 yang berarti ada pengaruh penerapan konsep fisika gasing melalui metode pembelajaran talking stick terhadap prestasi belajar fisika siswa. Selanjutnya untuk mengetahui metode mana yang lebih baik pengaruhnya terhadap prestasi belajar siswa, maka perlu uji lanjut menggunakan uji Scheffe. Hasil perhitungan uji Scheffe adalah thitung ˃ ttabel yaitu 2,22 > 2,08, sehingga dapat disimpulkan pembelajaran dengan menggunakan metode talking stick lebih baik dalam meningkatkan prestasi belajar dari pada pembelajaran dengan metode konvensional. Hal-hal yang menyebabkan pembelajaran kooperatif menggunakan metode talking stick lebih baik dalam meningkatkan prestasi belajar dibandingkan pembelajaran yang menggunakan metode konvensional yaitu dikarenakan penggunaan metode talking stick ini memberikan pengalaman belajar yang menyenangkan karena metode ini diterapkan dengan menggabungkan konsep fisika gasing dalam penyampaian materi dan dalam proses pembelajaran disajikan instrumen musik sehingga meningkatkan motivasi siswa dan kepercayaan diri. Pendekatan tersebut ditujukan untuk memunculkan emosi dan sikap positif belajar dalam proses pembelajaran yang berdampak pada peningkatan kecerdasan otak. Selain itu siswa lebih tertarik, senang dan tertantang karena metode ini termasuk metode pembelajaran yang baru bagi siswa. Seperti penelitian yang dilakukan oleh Sukarpiani, penelitiannya menunjukkan bahwa adanya pengaruh metode pembelajaran talking stick yang signifikan dibandingkan dengan pembelajaran konvensional. Demikian juga dengan penelitian yang dilakukan oleh Karnia Yaberdak Gintoe, Yusuf Kendek dan Amiruddin Hatibe, penelitiannya menunjukkan bahwa siswa yang mengikuti pembelajaran kooperatif tipe talking stick lebih baik daripada siswa yang mengikuti pembelajaran menggunakan model pembelajaran konvensional, Jurnal Pendidikan Fisika Tadulako (JPFT) Vol. 3 No. 4. 2015. ISSN 2338 3240. Ada pengaruh motivasi belajar tinggi dan motivasi belajar rendah terhadap prestasi belajar fisika siswa. Motivasi belajar siswa merupakan dorongan internal dan eksternal pada siswa-siswa yang sedang belajar untuk mengadakan perubahan tingkah laku, pada umumnya dengan beberapa indikator atau unsur yang mendukung. Hal itu mempunyai peranan besar dalam keberhasilan seseorang dalam belajar. Motivasi pada dasarnya dapat membantu dalam memahami dan menjelaskan perilaku individu yang sedang belajar. Pada penelitian ini motivasi dikategorikan menjadi dua yaitu motivasi belajar fisika tinggi dan motivasi belajar fisika rendah. Motivasi belajar siswa yang tinggi mengakibatkan kesadaran tentang tanggung jawab yang dimiliki juga tinggi. Cenderung siswa yang memiliki motivasi belajar tinggi akan lebih terpacu dalam belajar untuk mendapatkan nilai yang tinggi. Siswa yang memiliki motivasi belajar tinggi lebih memperhatikan materi yang dibelajarkan dengan baik. Sebaliknya siswa yang memiliki motivasi belajar rendah cenderung tidak memperhatikan pembelajaran dengan baik. Dalam proses pembelajaran terlihat beberapa siswa antusias mengikuti proses pembelajaran, berdiskusi dengan baik, memperhatikan penjelasan guru dengan seksama, dan bersemangat untuk menjawab soal-soal yang diberikan. Motivasi belajar berpengaruh terhadap prestasi siswa. Baik motivasi belajar tinggi maupun motivasi belajar rendah. Hal ini terlihat dari hasil perhitungan uji hipotesis yaitu F B hitung > Ftabel yaitu 2,85 > 2,08 yang berarti ada pengaruh motivasi belajar fisika tinggi dan motivasi belajar fisika rendah terhdap prestasi belajar fisika siswa. Untuk dapat mengetahui kategori 398
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motivasi mana yang lebih berpengaruh terhadap prestasi belajar fisika siswa, maka dilakukan uji lanjut menggunakan uji Scheffe. Hasil perhitungan uji Scheffe adalah thitung ˃ ttabel yaitu 2,89 > 2,08 sehingga disimpulkan bahwa pengaruh motivasi belajar tinggi lebih baik terhadap prestasi belajar fisika siswa dari pada motivasi belajar rendah. Berpengaruhnya motivasi belajar tinggi pada penelitian ini disebabkan oleh beberapa hal yaitu: 1) siswa memperhatikan penyampaian guru dan memahami sepenuhnya materi yang sedang dibelajarkan; 2) hanya siswa yang memperhatikan dengan sungguh-sungguh yang mampu memahami materi pembelajaran dengan baik; 3) siswa mempunyai pengetahuan dasar yang berhubungan dengan materi yang dibelajarkan; 4) pada saat menerapkan metode talking stick sebagian besar siswa termotivasi karena mereka dibelajarkan dengan metode baru dan sungguh-sungguh memperhatikan pertanyaan yang disampaikan oleh guru; 5) adanya keinginan untuk berhasil; 6) adanya dorongan dari diri sendiri; 7) adanya harapan dan cita-cita untuk masa depan; 8) adanya dukungan dari lingkingan seperti keluarga dan lingkungan sosial. Tidak ada interaksi antara konsep fisika gasing melalui metode pembelajaran talking stick dengan motivasi belajar siswa terhadap prestasi belajar siswa. Hasil perhitungan uji hipotesis yang ketiga ini adalah Fhitung< Ftabel yaitu 0,06 ˂ 2,08 maka diterima. Hipotesis yang ketiga ini dapat diartikan bahwa tidak terdapat perbedaan prestasi yang signifikan antara siswa yang belajar dengan konsep fisika gasing melalui metode pembelajaran talking stick dengan siswa yang belajar konsep fisika gasing melalui metode konvensional asalkan sama-sama memiliki motivasi belajar tinggi atau rendah. jadi siswa yang memiliki motivasi belajar fisika tinggi dibelajarkan dengan motode apapun akan memiliki prestasi belajar yang baik. Hal ini sesuai dengan hasil uji hipotesis kedua bahwa siswa yang memiliki motivasi belajar fisika tinggi memperoleh prestasi belajar lebih baik dari siswa yang memiliki motivasi belajar fisika rendah.
Simpulan Berdasarkan hasil analisis data prestasi belajar siswa dengan menggunakan uji anava dua jalur, dan uji komparasi ganda menggunakan uji Scheffe maka dapat ditarik kesimpulan sebagai berikut: 1) Ada pengaruh penerapan konsep fisika gasing melalui metode talking stick terhadap prestasi belajar fisik siswa, dikarenakan hasil uji hipotesis FA hitung > Ftabel yaitu (2,23 > 2,08) sehingga hipotesis H0A ditolak. Kemudian berdasarkan hasil perhitungan uji Scheffe thitung ˃ ttabel yaitu (2,22 > 2,08). Jadi disimpulkan bahwa pembelajaran dengan menggunakan metode talking stick lebih berpengaruh dibandingkan dengan metode konvensional; 2) Ada pengaruh siswa yang memiliki motivasi belajar tinggi dan siswa yang memiliki motivasi belajar rendah terhadap prestasi belajar fisika siswa, dikarenakan hasil uji hipotesis nilai F B hitung > Ftabel yaitu (2,85 > 2,08) sehinggga hipotesis H0B ditolak. Kemudian berdasarkan hasil perhitungan uji Scheffe thitung ˃ ttabel yaitu (2,89 > 2,08). sehingga disimpulkan bahwa motivasi belajar tinggi lebih berpengaruh terhadap prestasi belajar fisika siswa dibandingkan dengan motivasi belajar rendah; 3) Tidak ada interaksi antara konsep pembelajaran fisika gasing melalui metode talking stick dengan motivasi belajar siswa terhadap prestasi belajar fisika siswa, dikarenakan hasil uji hipotesis menunjukkan FAB hitung < Ftabel yaitu (0,06 < 2,08) sehinggga hipotesis H0AB diterima.
Daftar Pustaka
Agus Suprijono (2013). Cooperative Learning, Teori dan Aplikasi PAIKEM. Yogyakarta: Pustaka Pelajar. Aunurrahman. (2009). Belajar dan Pembelajaran. Bandung: Alfabeta. 399
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Gintoe, Yaberdak, dkk. (2015). Pengaruh Model Pembeajaran Kooferatif Tipe Talking Stick Terhadap Hasil Belajar IPA Fisika Pada Siswa Kelas VII SMP Negeri 9 Palu. Jurnal Pendidikan Fisika Tadulako (JPFT). Vol. 3, No 4, Halaman 11. Suryani, Tika. 2014. Metode Pembelajaran Gasing untuk Belajar Fisika. Diunduh di http://tikasuryani.weebly.com/metode-pembelajaran.html tanggal 10 Januari 2015). Uno, Hamzah B. (2012). Teori Motivasi dan Pengukurannya. Jakarta: PT Bumi Aksara.
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The Development of Elementary School Education Based on the Rural Community Aswasulasikin Universitas Hamzanwadi, Indonesia [email protected]
Abstract The education development in rural community of Lombok can't be separated from the three essential elements; they are Tuan Guru (religious leaders), the community itself, and the village government. The three elements are very important and responsible role in supporting and developing education in this rural areas. People have become a very central role in the development of education, especially in the support and development of elementary schools in the rural. The development of elementary school-based rural communities is the sense of the importance of community participation in education development. In the implementation of elementary education, the society should participate involved in education program of planning, implementation, and evaluation. The participation of rural communities in the development of elementary school is consultation and partnership level. The consultation level, they are invited to deliver directly of their ideas about the planning, implementing, and evaluating educational programs. In the partnership level, their participation can be done by negotiation of the education program itself, because society in rural community and the teacher has a same responsibility in the development of education in elementary school. Keywords: the development of education, primary schools, rural communities
Introduction Autonomy in the field education gives flexibility to schools and communities to develop education in accordance with social capital and culture capital of each. Educational autonomy demands of management education in order to accommodate the needs and to empower communities to effectively support the development of education. Decentralization of education in the implementation is in need of community participation to improve the quality and output of education, especially in the development process of education in rural areas. Efforts to the development of education in Indonesia is experiencing a lot of problems and obstacles, the problems of the most fundamental in the development of education in Indonesia is low quality of education in the educational unit primary and secondary. The low quality of education occurs in nearly all areas, especially in global developing regions and areas newly bloomed. Various problems of education in Indonesia is more common in rural areas. The quality of education in rural areas is in fact lower than the urban areas. Educational development process still requires a maximum effort in order to benefit the quality of education can be distributed equitably in accordance with the purpose of education legislation Indonesian education. Education in rural areas still has a lot of challenges with a variety of issues that must be addressed. Education in rural areas must be corrected immediately so that the government's plan in the equity of education quality and educational goals can be achieved. Enterprises in the development of education and quality improvement can be done in various ways, such as doing research about the problems experienced in the development process of education in rural areas. The study could be useful find at oncebarriers and can provide solutions in the development of rural education. 401
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Education problems often arise as a result of their lack of education equalization, differences in the quality of education in urban and rural. The low quality of education in the rural background of the low interest of parents to educate their children, social and cultural conditions related to public culture in the form of people's views of education, customs, and habits. Most rural people perceive that formal education is not so important, they feel useless because the school will only be too costly and will not produce anything beneficial for them. In addition, the awareness of parents on low education also become an obstacle to the advancement of education in rural development. The mindset of rural people who think that children are required to help to ease the burden on parents, so the school is not an obligation for the child. The development of education in West Nusa Tenggara (NTB) is the authority and responsibility of the government and citizens. The government has been working to improve the quality of education in NTB with functional literacy program, until 2015, the quality of education is still relatively low, this is evidenced by the level of Human Development Index (HDI) NTB still ranks 30 out of 34 provinces, although these data indicated that there was a significant enhancementwhen viewed the data in 2009, namely IPM NTB is second from the bottom is 33 out of 34 provinces (Source: BPPS 2011-2015). Index Human development in the province of NTB. 2015 marked to progressthe increasing IPM from 64.31 in 2014 to 65.19 yrs in 2015, an increase of 1.36 percent above the national HDI growth which grew by 0.4 percent. The high growth of IPM province NTB as a result of increasing all components of the HDI period of 2014 and 2015. These components include; 1. Opportunities life newborn babies reached 65.38 years. Increased by 0.48 years or 5.8 months compared to the previous year. 2. Anak2 ages 7 yrs had chances For school for 13.04 yrs. Increased 0.33 yrs compared in 2015. 3. The population aged 25 years and above are Rata2 been studying for 6.71 yrs or similar 7th grade junior high, rising 0.4 percent in 2015. 4. Expenditure per capita reached Rp. 9.4 million in 2015, an increase of Rp. 254 compared to the previous yr Improved IPM in NTB, especially in the field of education is influenced by Are Some factors, one of which is the people's active participation in supporting development in the field of education. Development of education opportunities to the wider community to be active in the management of education because the government is not the only education provider. Fasli Jalal et al (2001: 72) says that the figure of the future society is a society that has its own ability to assign future, choose the alternative policies that will be pursued, manage their nets, life, and hold social control. All that grows not from the top down,but the from bottomup.Improvements in community empowerment as a basic policy which is described next. In the era of autonomy, family and community is no longer a passive party, just accept decisions in education. Communities must be proactive, decisive, and create educational programs with schools and government Nurkholis, (2006: 125). The participation of families and communities in education has many advantages, as stated Rhoda (1986). First academic achievement and cognitive development of students evolved significantly, both parents can know the progress of their children in the educational process in the school, a third of parents would be a good teacher in the house and can apply formulas Positive to educate their children, the four finally parents have positive attitudes toward school, community participation in education development has many definitions. Davis (2002: 279) explains that the participation DEFINE a mental and emotional Involved at a person in a group situation roomates encourager then contribut to group goals and share responsibility in them. 402
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The meaning of community participation is also expressed by Dwiningrum (2011: 56), namely, the involvement community in the development and execution (implementation) program or development projects undertaken in local communities (rural). Community involvement is proactive and even reactive (it means is that people come to reason or act), there is a chance that done by all involved, no action was filling in the agreement, and the division of authority and responsibility in equal footing. In the context of socio-cultural, community characteristics countryside has a culture of mutual respect, mutual cooperation, help each other, to have a simple life, uphold the prevailing norms, religious, family-friendly. But with the change in social and cultural conditions as well as technology and information, some of these characteristics start to fade and there's even missing. While rural communities how to adapt is very simple, namely to uphold it’s fraternal and mutual help among others. The above conditions encourage researchers to examine more deeply the phenomenon of the development of education in rural primary schools. The study was based on the participation of communities in the rural areas, so the title of this study; primary school education development of rural-based society.
Methods Research
Type study of this of research is a qualitative research phenomenological perspective aims to assess the development of primary education based rural communities related to the views and experiences of the community as the subject of research. Researchers reveal the essence experiences-meaning people's experiences in the development of education in rural primary schools. The Phenomenological approach used to study events culture that makes the outlook on life, experiences, meanings, attitudes and behavior of research subjects. Time and Place Research research was This conducted in the village Jerowaru East Lombok West Nusa Tenggara. The village Jerowaru the chosen as a place to research, because the phenomenon of education development is very interesting to study. Target/ Subject Research subject of research as informants in this study consist of several elements, namely: 1) Tuan Guru amounted to 3, 2) rural communities that are considered able to provide information 25 people, 3) the village head, 4) public schools (principals, teachers and school employees), 5) the school committee. Informants above were selected based on the needs of data are explored and explored by researchers is related to how the role of Tuan Guru in education with establishment. Selection of informants done by snowball.To avoid the fallacy in the data analysis, the triangulation as reinforcement was data obtained previously. Procedure Research Blunting Data data were collected through observation, interview and documentation study. The observations were made as the initial data collection process to be used as a reference in the interview process and documentation. While in-depth interviews and documentation conducted to collect data that will support the data obtained from the observation. PresentationData Data presented systematically reduced further so easily mastered so easily in drawing conclusions or verification. 403
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Verification In the final phase of this research, the data that has been analyzed and then summarized and verified. Engineering Data analysis Data Analysis in this research is done through the stage-namely the following stages: preparing the raw data obtained in the form of data field observation, interviews, and documentation, then the data is processed and prepared for analysis. The next stage is to establish the general sense of the information that has been obtained by researchers and reflect on its meaning as a whole. In the process of more detailed analysis carried out coding data. This process aims to process the information into segments written before interpret. Data that has been segmented into the text later described the themes that will be presented in a narrative report on the results of research through narrative approach. Narrative discussesevents, certain themes, through tables and figures. Lastly is the interpretation of the data. The interpretation is based on the theory and experience of researchers, resulting in the meaning that comes from comparison of the results of research and literature.
Result of Research The educational elementary school with all the problem may not be solved only by the school institutions, to carry out a variety of school education programs need to be supported by various parties among the public and stakeholders to participate actively in the various development programs of education. society participation needs to be managed and coordinated to make it more meaningful for the school. Community participation such community is the community participation in planning, implementation, and evaluation of education, Community participation in education development is based on three key factors, namely: 1. Trust, attitudes and public confidence in the school either internal community schools (teachers, students, and school employees) and external communities (communities, parents, agencies, and stakeholders). Trust will make people active in educational praxis; 2. community leaders, public figures existence as a spur participation. Public figure referred to in this study was Tuan Guru. Tuan Guru activity in the development of education greatly affects attitudes and beliefs about society on the implementation of education. The community Jerowaru village will be active and motivated to participate if in the process of education there is a role Tuan Guru, so the role of Tuan Guru in encouraging community participation are central; 3. The level of understanding of parents and the community, comprehension the public the importance of education and educational benefits to the lives of children future would come to one important factor in the development of education. The results of the study in the village Jerowaru showed that the level of understanding of the public the importance of participation varies, 50% of people understand that education is very important for the future of their children, so that they actively participate in educational praxis, 30% of people to participate if there is a push, and if people are asked to participate in the educational program of activities, this group would participate if there were giving understanding and encouragement. Recently 20% of people do not care about the existence of schools, communitythis class do not understand and do not understand the benefits of participation in education. They do not actively participate in spite of given the support by whoever. Community group prefers to focus on the job every day, they do not want to care about the condition of the schools that are nearby.
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These three factors above are the main factors the formation of attitudes and behavior of the community to participate in educational praxis both with regard to the participation of academic or non-academic. The trust will be formed properly if there is a good interaction is done by community leaders. needed social capital both in encouraging the participation of society due to the presence of Tuan Guru in the village Jerowaru formed a trust through social capital that will create a culture of mutual understanding, mutual understanding, and mutual need. The development education can not be removed from social interaction with community because the community the school is a relationship of mutual giving, mutual support and mutual benefit between the community and educational institutions. Thus, in the educational praxis of society should be included in school management in order to more easily conduct intensive interaction with the school. In educational praxis, people enter education management structure in the form of school committees. The existence of the school committee as a representative of parents and the community is very important and it is set in the law on the National Education System 20 of 2003. Then the school committee to perform its functions regulated by the Government Regulation (PP) Number 17 of 2010 on the management and delivery of education contained in 196 clause namely improving the quality of education, independent and professional, and incorporated in the educational unit. to perform its functions, the school committee has a role that is stipulated in the Decree of the Minister of National Education (Kepmendiknas) No. 044 / U / 2002, dated 2 April 2002 on the establishment of the Board of Education and the School Committee. In the decision described the role of the school committee in the development of education, namely: the school committee acts as an advisory agency (giving consideration), supporting agency, Controlling agency, and mediators agency. The four role of the school committee must still pursue, because if one of the school committee is not implemented eating education development will not run properly. The existence of the school committee gives people an opportunity to give due consideration to plan a program of activities designed by the government or the school, the school committee has the right to provide input and ideas for the improvement of the programs according to the needs of society. If planning educational programs according to the needs of society and community were consider then automatically people will come to give full support. The support given by the people in both the moral and material support, The support of the community is a form of social responsibility in the implementation of educational programs that have been agreeing so that people will come to control those programs. Besides, if people are given responsibility in a program, then the public will give space to the school to interact directly with the public. The role of the school committee as a mediator provides an opportunity society as a school liaison with parents, schools and other agencies, the public and the government, schools, and the government. Closing the school community should continue to be done. Then the necessary alliances with stakeholders,either individually or institutionally. The scope of performed focused on improving the quality of educational achievement academically and non-academic. Schools have been seeking social interaction with various elements of society, for example by inviting Pour Teachers, parents, community, government at events held by the school, for example in the event the increase in grade students in grade 1 to grade 5, graduating exercises 6th grade, warning the days of Islam, and sometimes schools invite Tuan Guru to give recitals. Community participation in education development consists of three main components, namely Tuan Guru as a public figure acts as a driving force of development of education 405
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provides motivation or encouragement to the community and the school committee to participate in educational development. In the process of educational interaction between Tuan Guru, school committees, parents and the community. The simple interactions can be described as follows:
Picture 1: interaction of participation in education development The development of education is always followed by the development of behavior and character of the community in every action. The existence of social capital in a community participation is the basis of the success of the development of education. Development of rural community-based education on the basis of trust,values, and social norms are the source of power of community participation in education development. the presence of community leaders as the driving community participation further strengthens the role of social capital in a community participation so asbuild participation in the network so that people become proactive in participating. Process Development of education occurs when the community figure establish communication with the community and school committees are functional in a unified integrated , Then the school committee and the community is a central component of community participation in the development of education in the village Jerowaru. in the development process of education between school committees and communities have the same goal in achieving the development goals of education. All three participation actors community in the development of education over always associated in achieving educational goals. The development process of education primary school education occurs when there are interaction and communication between these three components. That is interconnected to improve community participation in the development of primary education in rural.
Conclusions The society the most important element in the development of the elementary school, so they should be optimalized. The failure of community empowerment is a failure in the development of education. Because in education management implementation requires the involvement of elements-elements society. Government and society have a common interest to develop education towards a developed nation and ready to compete on a global level.
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Inequality concept of education development multidimensional require handlers more comprehensives were able to put education as a cultural force and not imprisoned in the capitalization process of education, where the participation necessary for strengthening public education development process in order to achieve goodgovernance.Society's ability to systematically understand the issues of education will form the critical thinking skills needed to form a community awareness that education is a shared responsibility. education is a common good, so that education should be oriented on the community, by the community, for the community.
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Pengembangan Bahan Ajar Berbasis Ahklak Mulia dalam Meningkatkan Mutu Pembelajaran di Sekolah Dasar Dukha Yunitasari Universitas Hamzanwadi, Indonesia
Abstrak Penelitian ini bertujuan untuk mengembangkan bahan ajar PKn berbasis ahklak mulia di sekolah dasar. Bahan ajar PKn berbasis akhlak mulia diharapkan akan memberikan dampak positif dalam meningkat kualitas pembelajaran pada tingkat sekolah dasar. Melalui model pengembangan yang diadopsi dari tulisan Borgand Gall yang terdiri dari tujuh tahapan pengembangan yang disederhanakan yaitu need asessement (analis kebutuhan), design (desain), prototype bahan ajar, ujicoba, revisi, implementasi, dan revisi. Model Pengembangan ini menggunakan desain uji coba one group pretest - post test design. Hasil penelitian menunjukan bahwa model bahan ajar PKn berbasis akhlak mulia mampu meningkatkan kualitas pembelajaran di sekolah dasar. Kualitas pembelajaran yang dimaksud adalah salah satunya ditunjukan dengan peningkatn hasil belajar dan kualitas pembelajaran. Kata kunci: bahan ajar, akhlak mulia
Pendahuluan Sekolah merupakan sebuah instatusi yang akan mengangkat harkat dan martabat bangsa kita dengan baik. Melalui sekolah masyarakat akan mendapat pendidikan dengan baik, sehingga akan mendapatkan pencerahan hidup dan menjadi manusia sejati.Sekolah sebagai salah satu institusi yang dihormati oleh masyarakat karena sekolah merupakan tempat menempa ilmu pengetahuan sebagai bekal dalam menjalani hidup menuju masa depan yang lebih sejahtera. Pendidikan merupakan proses sekaligus sistem yang bermuaran dan berujung pada pencapaian kualitas manusia yang dianggap ideal. Selain itu pendidikan diyakini mampu mengubah pranata sosial, budaya dan politik, bahkan peradaban sebuah bangsa. Beberapa negara maju seperti Amerika, Jepang, Thailand, dan Malaysia, pendidikan merupakan prioritas utama.Amerika Serikat misalnya; pada era kepemimpinan George W. Bush, sangat gigih memperjuangkan pendidikan, dalam penganggaran pendidikan, presiden Bush menegaskan; “As a nation, we now invets more in education then in deference”.Kebijakan yang dicontohkan di atas nampaknya tidak berlaku di Indonesia. Pemerintah Indonesai sampai saat ini masih sibuk dengan persoalan perebutan kekuasaan, urusan partai, kepentingan kelompok, dan bahkan kepentingan pribadi sehingga kepentingan pendidikan tidak menjadi perhatian yang serius. Manajemen pendidikan yang semrawut ini berujung pada rendah sumber daya manusia (SDM) bangsa.Kondisi ini sangat bertolak belakang dengan harapan masyarakat dan cita-cita bangsa, yaitu mencerdaskan kehidupan bangsa yang tertuang dalam Undang-undang dasar RI tahun 1945. Kondisi pendidikan di Indonesia saat ini masih membutuhkan perubahan besar, karena pendidikan masih menghasilkan generasi muda yang sebagian sudah melupakan akar budaya bangsanya sehinggamorailtas bangsa kita semakin merosot. Pendidikan di Indonesia belum mampu membuat masyarakat kita menjadi manusia sejati,belum mampu untuk memperbaiki lingkungan hidup, lingkungan sosial, politik dan budaya. Pendidikan menjelma menjadi suatu institusi yang lemah dan tidak mampu berbuat banyak dalam mencapai cita-cita bangsa. Sudah terjadi perubahan moral dan budaya pada setiap 409
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aspek kehidupan masyarakat. Misalnya pada aspek politik, sebagian besar politikus memiliki moral yang bertentangan dengan budaya bangsa, sehingga banyak terjadi korupsi.Mereka tanpa merasa berdosa mengkorupsi dan menghabiskan uang rakyat, atau mereka membuat kebijakan-kebijakan yang menyengsarakan rakyatnya, dan menguntungkan oknum-oknum tertentu atau kelompok tertentu. Untuk memperbaiki kondisi bangsa Indonesia yang sudah sudah carut marut akibat kondisi moral yang merosot maka diperlukan pendidikan yang berkualitas dari segi perbaikan moral dan akhlak bangsa. Pendidikan yang berkualitas tidak bisa terlepas dari peranan guru yang merupakan ujung tombak dari proses pendidikan tersebut.Tanpa guru, tidak mungkin ada generasi yang berkualitas. Selain itu, guru juga memiliki peranan yang sangat penting dalam menentukan kuantitas dan kualitas pembelajaran yang dilaksanakan.Oleh sebab itu, guruharusmemikirkan danmembuatperencanaan secara seksama dalam meningkatkan kesempatan belajar bagi siswa dan memperbaiki kualitas mengajar sehingga bisa tercipta generasi yang berkualitas. Untuk memperbaiki kualitas mengajar sehingga terciptanya generasi yang berkualitas tentunya guru harus menyiapkan perencanaan yang memuat semua kebutuhan dalam proses belajar mengajar terutama proses pendidikan disekolah dasar. Pengembangan Pendidikan di sekolah dasar Sekolah dasar sebagai bagian dari sistem pendidikan nasional mempunyai peranan yang sangat penting dalam meningkatkan sumberdaya manusia, karena pendidikan pada dasarnya merupakan usaha mengembangkan sumberdaya manusia.Sekolah dasar diharapkan dapat menghasilkan manusia yang berkualitas.Dalam konteks pembangunan bangsa dan negara pendidikan peranan yang sangat penting dalam pembangunan dan kemajuan negara dan bangsa.Sebagaimana dijelaskan oleh Suharjo (2006: 1) maju mundurnya negara dan bangsa tergantung dari maju mundurnya pendidikan.Dengan demikian pendidikan itu berfungsi untuk mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa. Sekolah sebagai komponen sistem pendidikan nasional, mengembangkan banyak fungsi.dalam undang-undang RI no 20 tahun 2003 tentang sistem pendidikan nasional pasal 3 menyebutkan fungsi dan tujuan sekolah adalah mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa. Tujuan yang ingin dicapau adalah berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertaqwa Kepada Tuhan Yang Mahas Esa, berkhlak mulia, sehat berilmu, cakap, kreatif, mandiri, mandiri dan menjadi warga negara yang demokratis serta bertanggung jawab. Suyata, dalam makalahnya yang disampaikan dalam konsultasi semlok pengembangan pendidikan dasar (JFPR CDBEP) kawasan miskin di bali pada tanggal 26-28 April 2006, menjelaskan; idealnya setiap pribadi itu cerdas, baik dan terampil. Untuk itu suatu keharusan diciptakanya pendidikan dasar bermutu bagi semua warga negara antara lain membangun sekolah-sekolah bermutu di tingkat pendidikan dasar. Dominasi otak perlu diimbangi dengan hati dan tangan.Pendidikan watak, moral, nilai serta pendidikan keterampilan menempati posisi lemah disekolah dalam urusan tersebut. Pembahsan lebih populer tentang fungi pendidikan akan mempermudah pemahaman, terutama fungsi sekolah. Di mana saja sekolah membawa misi membangun pribadi dan membangun bangsa, secara lebih luas fungsi ini berupa (1) mengembangkan warga negara yang baik, (2) mengembangkan pribadi yang utuh, (3) menyiapkan pemimpin disemua urusan dan tingkat, (4) membangun watak dan menyatukan bangsa, dan (5) mematuhi pemerintah yang syah. Mengutip pendapat (Jhon Goodlad, dalam Suyata, 2006). Dalam konteks membangun pribadi utuh, dimensinya meliputi kesemuanya: akademik (berfikir), sosial, personal (moral-spiritual), dan vokasional. Sistem 410
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pendidikan nasional kita nampaknya kedodoaran alam fungsi dan tujuan tersebut. Peran serta masyarakat secara luas akan memberdayakan sekolah dan warganya. Mengacu pada fungsi pendidikan nasional di atas maka standar yang perlu dirujuk untuk pendidikan dasar perlu dicermati dalam Peraturan Pemerintah (PP) nomor 19 tahun 2005 tentang Standar Nasional Pendidikan, misalnya tentang standar kompetensi lulusan untuk pendidikan dasar termuat dalam pasal 26 ayat (1) meletakkan dasar kecardasan, pengetahuan, kepribadian, akhlak mulia, serta keterampilan hidup untuk mandiri dan mengikuti pendidikan lebih lanjut. Hal ini perlu menjadi pengetahuan dan pemahaman dari berbagai pihak.Sekolah tidak dapat berhasil mencapai tujuan pendidikan dengan standar yang ada tanpa dukungan keterlibatan orang tua dan masyarakat.pentingnya peran serta masyarakat telah dituangkan dalam pasal 54 yang mengatur siapa saja yang adpat berperan dalam pendidikan untuk apa saja serta bentuknya. Sebalum undang-undang nomor 20 tahun 2003 ini keluar, PP tentang peran serta masyarakat dalam pendidikan nasional no 39 tahun 1992 telah ditetapkan namun kurang efektif, fokus peran serta cendrung pada orang tua siswa. Standar pendidikan nasional tidak menyinggung peran serta masyarakat dalam pendidikan. Menurut Zamroni (2000: 105), usaha untuk meningkatkan mutu sekolah dasar sudah sangat mendesak. Tanpa ada peningkatan kualitas sekolah dasar, usaha peningkatan kualitas sekolah lanjutan tidak akan berhasil dengan maksimal. Peningkatan kualitas sekolah dasar menurut Beeby, 1983 (Zamroni, 2000: 106) mengidentifikasi dua bentuk usaha peningkatan kualitas sekolah.Bentuk pertama adalah peningkatan kualitas sistem dan manajemen sekolah.Hal ini berhubungan dengan “the floe of students”. Kedua, peningkatan kualitas berkenaan dengan proses belajar mengajar di ruang kelas. Dua bentuk peningkatan kualitas pendidikan di sekolah dasar yang dikemukanan oleh Beeby di atas, peningkatan kualitas sekolah dasar juga dipengaruhi oleh orang tua dan masyarakat.Hasil pendidikan di sekolah dasar juga dipengaruhi oleh lingkungan keluarga.Bantuan dan petunjuk bagi anak sekolah dasar dalam kegiatan belajar sangat diperlukan, selain itu orang tua perlu memberikan support dan dorongan agar anak tetap bisa interest dan senang dalam belajar. Perlu dipertegas bahwa orientasi tujuan pendidikan nasional menjadi sangat penting sebagaimana diamanatkan oleh konstitusi dasar 1945.Yamin (2013: 251-268) menjelaskan beberapa tujuan yang bisa disampaikan yang meliputi tujuan pendidikan yang berorientasi pada bangsa yang berkualitas, bangsa mandiri, bangsa beradab, dan bangsa berdaya saing tinggi. Sekolah Dasar (SD) yang Berkualitas Untuk menghasilkan pendidikan yang berkualitas maka program pendidikan harus dipersiapkan dengan baik.Untuk menghasilkan pendidikan yang baik dan bermutu maka sistem pendidikan harus direformasi secara besar-besaran baik dari perencanaan, pelaksanaan dan lain-lain.Program pendidikan yang berkualitas harus menarik atau atraktif bagi siswa, orangtua dan masyarakat.Untuk menjadi atraktif maka program pendidikan harus responship terhadap kebutuhan dan keterlibatan masyarakat dan orangtua. Untuk menciptakan sekolah diperlukan pula iklim sekolah yang demokratis dan memiliki kepemimpinan yang demokratis pula. Kepemimpinan sekolah yang demokratis akan mengembangkan siswa intra sekolah yang mandiri dan banyak menimbulkan dikalangan siswa “moral participation”. Sebaliknya kepemimpinan yang otoriter menjadikan organisasi sekolah tidak mandiri dan mengembangkan partisipasi “terpaksa” dari kalangan siswa.
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Atas dasar pemikiran di atas sekolah dasar yang bermutu baik adalah sekolah dasar yang mampu berfungsi sebagai wadah proses edukasi, proses sosialisasi dan proses transformasi, serta mampu mengantarkan anak didik menjadi seorang yang terdidik, memiliki kedewasaan mental dan sosial, serta memiliki ilmu pengetahuan dan teknologi (IPTEK), termasuk kebudayaan bangsa. Dengan demikian sekolah dasar dikatakan baik apabila menghasilkan lulusan yang berbudi luhur, memiliki kedewasaan mental dan sosial serta memiliki ilmu pengertahuan dan teknologi (IPTEK). Peranan dan fungsi pendidikan di sekolah dasar Pendidikan di sekolah dasar (SD) sebagai bagian dari sistem pendidikan nasional mempunyai peranan yang sangat penting dalam meningkatkan sumberdaya manusia, karena pendidikan pada dasarnya merupakan usaha mengembangkan sumberdaya manusia.Pendidikan sekolah dasar diharapkan dapat menghasilkan manusia yang berkualitas.Dalam konteks pembangunan bangsa dan negara pendidikan peranan yang sangat penting dalam pembangunan dan kemajuan negara dan bangsa.Maju mundurnya negara dan bangsa tergantung dari maju mundurnya pendidikan.Dengan demikian pendidikan itu berfungsi untuk mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa.
Metode Penelitian Penelitian pengembangan ini bertujuan untuk menghasilkan produk berupa bahan ajar PKn berbasis ahklak mulia, agar produk yang akan dikembangkan sesuai dengan tujuan maka penelitian pengembangan ini mengadopsi model pengembangan Borg and Gall dengan tujuh tahapan pengembangan yang disederhanakan yaitu need asessement (analis kebutuhan), design (desain), prototype bahan ajar, uji coba, revisi, implementasi, dan revisi. Model Pengembangan ini menggunakan desain uji coba one group pretest - post test design. Data yang dikumpulkan pada penelitian ini adalah berupa tanggapan ahli materi terhadap kualitas produk yang dikembangkan ditinjau dari aspek pembelajaran berbasis ahklak mulia yang dikembangkan. Data berupa komentar, saran revisi, maupun saran tim ahli pada saat validasi produk dianalisis secara deskriptip selanjutnya didapatkan diolah menggunakn rumus Gregory dan disimpulkan sebagai masukan untuk merivisi produk yang dikembangkan. Analisis bahan ajar PKn dilakukan secara kualitatif dengan teknik daftar cek.bentuk daftar cek digunakan dengan menguraikan pertanyaan dalam betuk daftar dengan responden hanya membubuhi tanda cek sesuai petunjuk yang diberikan oleh peneliti yaitu responden cukup memberi jawaba “ya”atau “tidak” sesuai pertanyaan yang diberikan. Dalam peneliti ini angket menggunakan presentasi jawaban responden. Respon dikatakan baik apabila presentase siswa yang menjawab ”ya” lebih besar dari siswa yang mejawab “tidak”. Dalam penelitian ini, ditetapkan nilai kelayakan produk dengan kategori baik, sehingga hasil penilaian dari ahli materi, dan ahli bahasa jika sudah memberikan hasil penilaian akhir (keseluruhan) dengan nilai minimal (baik), maka produk bahan ajar hasil pengembangan dalam penelitian ini sudah dianggap layak digunakan.
Pembahasan Bahan ajar yang dikembangkan dalam penelitian ini adalah bahan ajar PKn berbasis ahklak mulia. Pengembangan bahan ajar PKn ini dilakukan dengan menggunakan model dari Borg and Gall yang sudah disederhanakan menjadi 7 tahapan. Pengembangan bahan ajar dalam penelitian ini hanya sampai tahap revisi terakhir aspek kelayakan isi yang divalidasi ahli media. 412
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Berdasarkan hasil validitas, revisi, dan evaluasi menunjukan bahwa terjadi peningkatan penilaian terhadap produk yang dikembangkan. Hal ini dapat diartikan bahwa revisi terhadap produk yang dikembangkan membawa hasil yang positif terhadap produk bahan ajar yang dikembangkan. Dengan demikian evaluasi dan revisi sangat diperlukan untuk peningkatan kualitas produk bahan ajar berbasis ahklak mulia yang dikembangkan sehingga menghasilkan bahan ajar yang berkualitas baik dari semua aspek. Bahan ajar PKn berbasis ahklak mulia dikembangkan untuk meningkatkan hasil belajar siswa Sekolah Dasar telah selesai dikembangkan dan divalidasi. Berdasarkan hasil analisis validasi tim ahli terhadap kualitas produk yang dikembangkan yaitu berupa buku bahan ajar PKn berbasis ahklak mulia berkategori baik dengan validitas isi sangat tinggi. Berdsarkan hasil pengamatan selama proses uji coba juga menunjukan bahwa siswa begitu antusias dalam pembelajaran ketika menggunakn bahan ajar berbais ahklak mulia yang dikembangkan. Materi pembelajaran yang disajikan dalam bahan ajar dapat dengan mudah dipahami oleh siswa.
Kesimpulan Berdasarkan hasil penelitian dari pengembangan baham ajar PKn berbasis akhlak mulia, dapat disimpulkan bahwa pengembangan bahan ajar PKn berbasis ahklak mulia yang telah dikembangkan sesuai dengan prosedur pengembangan meliputi tahap a) melakukan penelitian pendahuluan (kajian pustaka dan pengamatan kelas), b) menganalisis pembelajaran, c) melakukan pengembangan desain berupa pembuatan draft model, pengumpulan bahan-bahan, proses pembuatan produk, d) evaluasi produk, e) melakukan revisi. Evaluasi terhadap model pembelajaran PKn untuk siswa SD melalui tahap review tim ahli dan uji coba lapangan, serta analisis dan revisi sehingga menjadi produk akhir yang layak digunakan sebagai perangkat pembelajaran maupun sumber belajar. Kelayakan bahan ajar PKn berbasis ahklak mulia untuk siswa SD ditinjau berdasarkan hasil belajar siswa, bahwa hasil postest siswa meningkat dalam proses pembelajaran. Kemudian Respon siswa terhadap bahan ajar berbasis ahklak mulia dapat dikatakan siswa memiliki samangat yang tinggi dalam mengikuti proses pembelajaran berbasis akhlak mulia, hal ini ditunjukkan dengan rata-rata persentase keseluruhan komponen.
DaftarRefrensi
Abdul Majid.2011. Perencanaan Pembelajaran Mengembangkan StandarKompetensi Guru.Bandung:RemajaRosdakaryaOffset. Abu Ahmadi dan Supatmo. 2008.IlmuAlamiah Dasar. Jakarta: RinekaCipta. DEPDIKNAS (2007) Pemberdayaan dewan pendidikan dan komite sekolah.Kegiatan pembinaan dewan pendidikan dan komite sekolah. Jakarta: Departemen pendidikan nasional, direktorat jendral manajemen pendidikan dasar dan menengah. EkoPutroWidoyoko.2011.EvaluasiProgramPembelajaran(PanduanPraktisBagi PendidikDan Calon Pendidik.Yogyakarta:PustakaPelajar. E n d a n g Mulyataningsih.2011.MetodePenelitianTerapanBidangPendidikanYogyakarta:Alfab eta. Kartono K. (1977). Tinjauan politik mengenai pendidikan nasional: beberapa kritik dan sugesti. Jakarta: Pridnya Paramita Kneller, G.F. (1967). Philosophy and education, in George F Kneller (ed), Foundations of education. New York. John Wiley and Sons, Inc. Kuntowijoyo (2000) Budaya dan masyarakat. Yogyakarta: Tiara Wacana Mulyasa, E., 2011, Manajemen Berbasis Sekolah: Konsep, Strategi, dan Implementasi. Bandung. Remaja Rosdakarya. 413
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Mundilarto (2007) Konsep dasar manajemen peningkatan mutu berbasis sekolah, Pascasarjana Universitas Negeri Yogyakarta.www.dikdasmen.Depdik nas.go.id/html/plp/01 PLP_MPMBS_KONSEP.htm Nurkholis (2006).Manajemen berbasis sekolah. Jakarta: Grasindo Republik Indonesia (2003).Undang-undang RI no 20 tahun 2003 tentang sistem pendidikan nasional. Jakarta Sam M.C.,& Tuti T.S. (2008). Analisis SWOT: kebijakan pendidikan era otonomi daerah. Jakarta: PT Raja Grafindo Persada. Soetrisno, L ((1995). Menuju masyarakat partisipatif.Yogyakarta: Kanisius Subakir S. & Sapari A. (2001) Manajemen berbasis sekolah. Surabaya: SIC S u g i yo n o .2010. Metode PenelitianKuantitatif Kualitatifdan R&D.Bandung: Alfabeta. Suharjo (2006).Mengenal pendidikan sekolah dasar. Jakarta: Departemen pendidikan nasional direktoran jendral pendidikan tinggi direktorat ketenagaan. Suyata (2006).Meningkatkan peran serta masyarakat dalam menciptakan pendidikan dasar bermutu. Makalahnya yang disampaikan dalam konsultasi semlok pengembangan pendidikan dasar (JFPR CDBEP) kawasan miskin di bali pada tanggal 26-28 April 2006. Zamroni (2001) Pendidikan untuk demokrasi (tantangan menuju civi society). Yogyakarta: BIGRAF Publishing. Zamroni (2011).Pendidikan demokrasi pada masyarakat mutlikultural. Jakarta: Gavin Kalam Utama. Zubaidi.(2006). Pendidikan berbasis masyarakat. Yogyakarta: Pustaka Pelajar.
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Pengaruh Media Gambar terhadap Kemampuan Memahami Kenampakan Alam Pada Pembelajaran IPS Kelas IV SDN 1 Kalijaga Selatan Zohrani Universitas Hamzanwadi, Indonesia [email protected]
Abstract Target of which wish in reaching from this research is to know the make-up of result learn IPS with influence of exploiting of media draw map in study of fundamental IPS sub of discussion Vasible Naature of class student nature of IV SDN 1 Kalijaga South. While research internal issue formula is How influence of exploiting of media draw map in course of study of fundamental IPS sub of discussion kenampakan of class student nature of IV SDN 1 Kalijaga South. Research type which is used in this research that is research of Sham experiment. Population in this election is the overall of student of SDN 1 Kalijaga South. In this research of used population at the same time become sampel. As for research sampel is class of IV SDN 1 Kalijaga South amounting to 25 student. Technics of data collecting the used is and observasi,angket of tes. Technical of data analysis which is used in this research is analysis test t-hitung, from result of data analysis by using t-hitung where value of thitung=2,633, while value of table t at level of signifikan 0,05 with db=n-2 obtained by value of t table=2,069 meaning value of big hitunglebih t of value of t table ( t [count/calculate] > table t) hence can be taken [by] arternatif kesimpulanhipotesis ( Ha) accepted and hypothesis of nihil (Ho) refused meaning there [is] influence of media draw to ability comprehend kenampakan of nature [at] study of IPS class of IV SDN 1 Kalijaga South. Keyword : media picture, comprehending vasible nature
Pendahuluan Pendidikan merupakan salah satu wahana untuk mencapai salah satu tujuan nasional, yakni untuk mencerdaskan kehidupan bangsa. Sebagai salah satu wahana, pendidikan tentunya tidak terlepas dari tanggung jawab bersama. Sebagai bentuk perwujudan tanggung jawab bersama itu, pendidikan tentunya harus didukung oleh berbagai pihak baik dari pihak pemerintah dan masyarakat maupun pihak-pihak yang akan menjalankan pendidikan itu sendiri. Itulah sebabnya, pendidikan secara umum terklasifikasi menjadi dua bagian yakni, pendidikan formal dan nonformal. Pendidikan formal inilah yng diharapkan untuk mencapai tujuan nasional itu karena sistem penjalanannya lebih terarah dan yang paling penting mempunyai kurikulum. Dalam Sistem Pendidikan Nasional (Sisdiknas) yang menyatakan: Pendidikan merupakan salah satu upaya untuk membina mental dan sikap peserta didik ke arah yang lebih baik. Pada era globalisasi, tuntunan dunia Pendidikan terus berkembang. Tidak sekedar hanya menguasai hal-hal yang teoritis saja, tetapi harus memiliki kecakapan hidup. Salah satu tujuan pendidikan adalah terwujudnya manusia yang mandiri dan terampil dalam kehidupan seharihari. Tujuan pendidikan tersebut sejalan dengan undang-undang sistem pendidikan nasional nomor 20 tahun 2003 bahwa pendidikan nasional bertujuan untuk mengembangkan potensi peserta didik agar menjadi manusia yang beriman dan bertaqwa kepada Allah SWT, memiliki pengetahuan dan keterampilan, mandiri dan memiliki rasa tanggung jawab. Hasil observasi memperlihatkan Sebagian besar siswa kelas IV SDN I Kalijaga Selatan tingkat kemampuan memahami konsep materi pembelajaran kenampakan alam dapat 415
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dikatakan masih rendah, bahkan ada sebagian anak yang berada pada tingkatan sangat rendah. Hal itu ditunjukkan dengan gejala awal seperti berikut: dari hasil tes awal yang diberikan kepada siswa kelas IV SDN I Kalijaga Selatan yang berjumlah 25 anak, sebanyak 15 anak atau 65% tidak mampu mendapatkan nilai 60 sebagai batas nilai ketuntasan. Hal itu diduga disebabkan pembelajaran IPS sub pokok bahasan kenampakan alam masih mengacu pada model pengajaran lihat, dengar, dan catat (LDC) yang masih berpusat pada guru dan yang terpenting adalah guru tidak mengikutsertakan media dalam proses pemahaman atau transformasi pembelajaran IPS. Yang menjadi fokus kajian dalam penelitian ini adalah proses pembelajaran dan hasil belajar. Dari segi proses, permasalahan yang dibatasi adalah pemanfaatan media gambar peta mempengaruhi proses pembelajaran IPS sub pokok bahasan kenampakan alam. Sedangkan dari segi hasil belajar, permasalahan yang dibatasi adalah pemanfaatan media gambar peta berpengaruh dalam meningkatkan kemampuan memahami pembelajaran IPS sub pokok bahasan kenampakan alam.
Metode Penelitian Metode penelitian pada dasarnya merupakan cara ilmiah untuk mendapatkan data dengan tujuan dan kegunaan tertentu. Penelitian ini menggunakan penelitian eksperimen Semu. Menurut Suryabata (2004 : 110) tujuan penelitian eksperimen semu adalah untuk memperoleh informasi yang merupakan perkiraan bagi informasi yang dapat diperoleh dengan eksperimen yang sebenarnya dalam keadaan tidak memungkinkan mengontrol atau memanipulasi semua variabel yang relevan. Bentuk penelitian ini dipilih karena objek penelitian ini adalah siswa, sehingga tidak mungkin kondisi objek dari kedua kelompok sama. Artinya ada variabel yang kondisinya tidak mungkin dibuat sama, diantaranya tingkat kecerdasan siswa, keadaan sosial ekonomi dan tingkat kecerdasan siswa. Dalam Penelitian eksperimen semu ini dapat diungkap pengaruh pemanfaatan media gambar peta dalam proses pembelajaran dan hasil belajar pada konsep dasar kenampakan alam siswa kelas IV SDN 1 Kalijaga Selatan tahun pelajaran 2015/2016. Dari segi proses pembelajaran, hal yang diungkap dan dibahas dalam penelitian ini adalah respon atau tanggapan dan sikap siswa terhadap pengaruh pemanfaatan media gambar peta dalam proses pembelajaran konsep dasar kenampakan alam yang diperoleh dari hasil analisis lembar bservasi (pengamatan) dan lembar angket. Sedangkan dari segi hasil belajar, hal yang diungkap dan dibahas dalam penelitian ini adalah pengaruh pemanfaatan media gambar peta terhadap hasil belajar konsep dasar kenampakan alam siswa kelas IV SDN 1 Kalijaga Selatan yang diperoleh dari hasil analisis nilai tes siswa dengan menggunakan statistik. Subyek penelitian ini adalah siswa kelas IV SDN 1 Kalijaga Selatan. Jumlah siswa yang dijadikan sebagai subyek penelitian sebanyak 23 anak dengan rincian 12 laki-laki dan 13 perempuan.
Hasil Penelitian dan Pembahasan Dalam penelitian ini digunakan dua bentuk metode penelitian, pertama: menggunakan metode libray research yaitu mengkaji buku-buku serta tulisan ilmiah yang berkaitan dengan masalah yang dibahas dalam penelitian ini. Sedangkan yang kedua adalah: penelitian field research (penelitian langsung) yaitu penelitian yang dilakukan secara langsung di SDN 1 Kalijaga Selatan. Teknik pengumpulan data dilakukan menggunakan test yang terdiri dari pree test dan post test, melalui angket dan observasi yang diberikan kepada peserta didik kelas IV SDN 1 Kalijaga Selatan yang dijadikan sebagai sampel.
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Dari penelitian yang dilakukan, dapat diketahui bahwa terdapat pengaruh media gambar terhadap kemampuan memahami pelajaran pada mata pelajaran IPS kelas IV SDN 1 Kalijaga Selatan Tahun Pelajaran 2015/2016, hal ini terlihat dari hasil tes yang diberikan didapatkan bahwa skor tertinggi untuk post test di kelas eksperiman 90 di peroleh 3 orang dan skor terendah 60 di peroleh 1 orang, dengan nilai rata-rata 78,07 dan standar deviasi 6,93, kemudian di kelas kontrol skor tertinggi 80 diperoleh 3 0rang dan terendah 60 diperoleh 2 orang, dengan nilai rata-rata 71,25, dengan standar deviasi 6,07. Sedangkan hasil deskripsi data hasil angket tentang asumsi peserta didik dalam menggunakan media gambar sebagai proses pembelajaran tergolong dalam kategori interprestasi yang tinggi sebasar 64,6%. Selanjutnya dari hasil pengamatan observasi , aktivitas siswa tergolong talam interval aktif dengan nilai rata-rata 3,9. Hasil pengujian hipotesis dengan menggunakan t hitung dengan taraf signifikan 5% dan taraf kebebasan (dk) n-2= 25 – 2 = 23 sehingga didapat t tabel sebesar 2,069 , kemudian t hitung 2,633 dalam hal ini t hitung > dari t tabel maka Ha d terima dan Ho ditolak artinya bahwa pembelajaran dengan menggunakan media gambar berpengaruh terhadap kemammpuan memahami kenampakan alam pada pelajaran IPS kelas IV SDN 1 Kalijaga Selatan Tahun Pelajaran 2015/2016.
Kesimpulan Dengan skala pengukuran untuk prestasi memahami kenampakan alam kelas eksperimen dan kelas kontrol masing-masing diperoleh nilai rata-rata yaitu78,07(rata-rata kelas eksperimen), dan 71,25 (rata-rata kelas kontrol) dapat disimpulkan bahwa terdapat pengaruh pembelajaran dengan menggunakan media gambar terhadap kemampuan memahami kenampakan alam pada pelajaran IPS kelas IV SDN 1 Kalijaga Selatan tahun pelajaran 2015/2016. Dari hasil penyebaran angket tentang asumsi siswa terhadap pembelajaran menggunakan media gambar di kategorikan tinggi. kemudian hasil pengamatan observasi kelas eksperimen dan kelas kontrol termasuk dalam kategori aktif dengan interval 3,9. Sedangkan Hasil penguji hipotesis dengan menggunakan uji t, menyatakan bahwa pembelajaran dengan menggunkan media gambar berpengaruh signifikan terhadap kemampuan memahami kanampakan alam pada pembelajaran IPS kelas IV SDN 1 Kalijaga Selatan.
Daftar Pustaka
Depdiknas. 2003. Undang-undang SISDIKNAS (Sistem Pendidikan Nasional) 2003. Jakarta: Sinar Grafika. Depdiknas. 2007. Kurikulum Tingkat Satuan Pendidikan (KTSP) Mata Pelajaran Bahasa Indonesia SD/MI 2004. Jakarta: Puskur, Depdiknas. Djamarah, Syaiful Bachri dan Aswan Zain. 2010. Strategi Belajar Mengajar (Cet. Ke-4). Jakarta: Rineka Cipta. Nana Sudjana. 2011. Dasar-dasar Proses Belajar Mengajar. Bandung: Sinar Baru Algensindo Offset. Sugiono. 2012. Metode Penelitian Pendidikan (Pendekatan Kuantitatif, kualitatif, dan R&D). Bandung: Alfabeta. S Nasution. 2004. Metode Research: Penelitian Ilmiah (Edisi I, Cet. Ke-7). Jakarta: Bumi Aksara. Trianto. 2009. Mendesain Model Pembelajaran Inovatif-Progresif: Konsep, Landasan, dan Implementasinya pada Kurikulum Tingkat Satuan Pendidikan (KTSP) (Edisi I, Cet. Ke-3). Jakarta: Kencana Prenada Media Group. Wisnu Andang DKK.2011. Saran Belajar Kreatif dan Inovatif. Bogor : CV Bina Pustaka.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Fostering Students' Constructive Understanding through Children's Literature Appreciation Activity in Primary Schools Nurul Mu’minin MZ Universitas Hamzanwadi, Indonesia [email protected]
Abstract This research is aimed at exploring the effectiveness of the influence of children’s literature works in an integrative thematic learning for the grade V of primary school students in Selong district, East Lombok. Experimental research used was a quasi-experimental research with experimental design Nonrandomized Control Group Pretest-Posttest Design (Pretest-posttest control group was notinrandom). The number of participants was 102 students consisting of four classes in two different schools, namely SD Negeri 3 Pancor as primary school pilot project of the curriculum of 2013 in the area, and SD Negeri 4 Pancor, East Lombok. On the SD Negeri 3 Pancor by the 24 number of students for experimental classroom and by the 24 number of students for controlled classroom, and on the SD Negeri 4 Pancor by the 26 students for the experimental classroom and by the 28 number of students for controlled classroom. Data collection was done with an interview protocol and paper test. Data analysis used wasusing Paired Sample T Test, and Independent Sample T Test with significances 0,05. The finding shows that the use of children's literature work in the thematic integrative learning process in the V grade of the Primary School has been proved improving the student achievements. It can be seen from the different marks of the final examination result achieved between the Control and Experiment schools. This was evidenced from the difference in the value of the final results achieved between control and experiment classroom with p <0.05; a significant improvement with p = 0.002. Keywords: integrative thematic, learning literature’s based
Pendahuluan Siswa sebagai peserta didik merupakan generasi penerus yang diyakini akan menjadi faktor dominan bagi tumbuh kembang bangsa dan negara Indonesia sepanjang zaman. Pendidikan menjadi jalan yang paling baik untuk mengembangkan potensi yang dimiliki oleh siswa. Undang-Undang tentang Sistem Pendidikan Nasional Nomor 20 Tahun 2003 mengamanatkan penyelenggaraan pendidikan yang diharapkan dapat mewujudkan proses berkembangnya kualitas pribadi siswa sebagai generasi penerus bangsa pada masa mendatang. Saat ini telah diberlakukan Kurikulum 2013 dengan pembelajaran yang berbasis tematikintegratif, setiap mata pelajaran menjadi semakin tidak terlihat kekhasannya. Guru bahkan sulit mengidentifikasi dan merumuskan tujuan pembelajaran masing-masing mata pelajaran. Hal ini menjadi tantangan baru bagi guru dan harus dapat diatasi dengan baik. Penggunaan berbagai metode, model, dan strategi pembelajaran yang bervariasi menjadi salah satu alternatif yang dapat dilakukan sebagai jalan pemecahan masalah. Media karya sastra anak melalui kegiatan apresiasi dapat menjadi salah satu pilihan untuk diujicobakan penerapannya dalam kegiatan pembelajaran. Melalui kegiatan apresiasi sastra anak diharapkan dapat membantu meningkatkan pemahaman siswa dan mampu membantu siswa untuk mengkonstruksi pemahaman mereka terhadap materi pembelajaran yang diajarkan. Kegiatan pembelajaran dimaknai secara umum sebagai proses interaksi siswa dengan guru dan sumber belajar. Seorang ahli psikologi Slavin (2011: 177) menyebutkan bahwa dalam 418
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kegiatan pembelajaran akan memunculkan perubahan dalam diri seseorang yang disebabkan oleh pengalaman. Pengalaman yang dimaksudkan adalah pengalaman yang bersifat holistik, mulai dari pengalaman dalam aspek kognitif, efektif, dan psikomotor. Pada penelitian ini pengalaman belajar didapatkan melalui kegiatan mengapresiasi karya sastra. Apresiasi merupakan kegiatan menyadari dan menghargai (Ismawati, 2013: 62). Karya sastra yang digunakan adalah karya sastra anak yang menurut Sarumpaet (2010: 2) merupakan sastra yang dibaca oleh anak-anak melalui bimbingan dan arahan orang dewasa dalam suatu lingkungan masyarakat yang penulisannya dilakukan oleh orang dewasa. Pemilihan sastra didasarkan pada pengertian etimologi yang berasal dari kata sas- yang berarti mendidik, dan –tra yang menunjukkan alat. Jadi, sastra dapat disimpulkan sebagai alat untuk mendidik, mengajar, dan member petunjuk
Metode Metode yang digunakan dalam Penelitian ini adalah Penelitian Eksperimen Semu dengan desain eksperimen Nonrandomized Control Grup Pretest-Posttest Design (Pretes-Postes Grup Kontrol Tidak Secara Random). Pada penelitian eksperimen desain Nonrandomized Control Grup Pretest-Posttest Design (Pretes-Postes Grup Kontrol Tidak Secara Random) ini diberlakukan satu kelas eksperimen yang diberikan treatment (perlakuan) tertentu, dan satu kelas kontrol yang tidak diberikan treatment dan dibiarkan melakukan kegiatan pembelajaran seperti biasa. Subjek dalam penelitian ini tidak diambil secara acak (random) melainkan telah ditentukan oleh peneliti yaitu seluruh siswa yang terdapat di dalam kelas. Peneliti juga telah menentukan subjek yang bertindak sebagai kelas eksperimen dan kelas kontrol. Penentuan yang dilakukan tidak lantas mengurangi subjektivitas hasil penelitian, karena hasil kajian yang telah dilakukan dapat dipastikan faktor-faktor dalam subjek penelitian telah diseragamkan. Subjek penelitian berjumlah 102 orang siswa yang terdiri atas 4 kelas di dua sekolah yang berbeda. Sekolah yang dipilih adalah sekolah sebagai pilot project kurikulum 2013, dan sekolah yang menerapkan kurikulum 2013 di tahun berikutnya. Penelitian dilakukan di Kecamatan Selong dengan sekolah yang dipilih adalah SD Negeri 3 Pancor sebagai pilot project dan SD Negeri 4 Pancor sebagai sekolah yang menerapkan kurikulum 2013 pada tahun berikutnya. SD Negeri 3 Pancor dengan jumlah siswa 24 orang untuk kelas eksperimen dan 24 orang untuk kelas kontrol, dan SD Negeri 4 Pancor dengan jumlah siswa 26 orang untuk kelas eksperimen dan 28 orang untuk kelas kontrol. Pengumpulan data dilakukan dengan menggunakan instrument berupa pedoman wawancara, dan soal tes. Teknik analisis data menggunakan Paired Sample t Test (Uji Sampel Berhubungan), dan Independent Sample t Test dengan taraf signifikansi 0,05. Hipotesis nol (H0) dan Hipotesis alternatif (Ha) yang termasuk hipotesis komparatif dan variabel dalam penelitian ini adalah: H0 : Tidak terdapat perbedaan yang signifikan tes hasil belajar antara siswa yang mengikuti pembelajaran dengan kegiatan apresiasi sastra anak dengan siswa yang melakuka pembelajaran seperti biasa. Ha : Terdapat perbedaan yang signifikan tes hasil belajar antara siswa yang mengikuti pembelajaran dengan kegiatan apresiasi sastra anak dengan siswa yang melakuka pembelajaran seperti biasa.
Hasil dan Pembahasan Setelah dilakukan penelitian didapatkan data kuantitatif yang dianalisis menggunakan SPSS (Statistical Product and Services Solutions) 16.0 for Windows. Data pada tahap pertama 419
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dianalisis menggunakan teknik uji Paired Sample t Test. Uji ini dilakukan untuk mengetahui tingkat perbedaan skor pretest dan posttest kelas kontrol, dan pretest dan posttest kelas eksperimen. Selanjutnya dilakukan uji menggunakan Independent Sample t Test. Uji ini dilakukan untuk mengetahui tingkat perbedaan pretest kelas kontrol dengan kelas eksperimen, dan perbedaan posttest kelas kontrol dengan kelas eksperimen. Pada uji paired sample statistics terlihat bahwa rata-rata pretest kelas Eksperimen adalah 60,55 dan rata-rata posttest kelas eksperimen adalah 78,59. Secara absolut jelas terdapat perbedaan rata-rata pretest dan posttest pada kelas eksperimen. Untuk melihat apakah perbedaan itu signifikan (nyata secara statistik) maka diadakan uji bagian kedua (independent sample t-test). Pada uji bagian kedua didapatkan nilai t -10,930 dengan probabilitas 0,000 (two tail) kurang dari 0,05. Jadi dapat disimpulkan bahwa Ho ditolak dan Ha diterima atau hasil posttest kelas eksperimen lebih baik dibandingkan hasil pretest kelas eksperimen pada taraf signifikansi 0,05. Selanjutnya dilakukan uji hasil posttest kelas eksperimen dan posttest kelas kontrol. Berdasarkan uji yang dilakukan terlihat bahwa rata-rata posttest kelas kontrol adalah 72,46 sedangkan untuk kelas eksperimen adalah 78,59. Secara absolute terdapat perbedaan yang jelas antara hasil posttest kelas kontrol dengan kelas eksperimen. Namun, untuk melihat apakah perbedaan itu signifikan (nyata secara statistik) maka harus dilakukan uji tahap kedua (independent sample t-test). Pada uji tahap kedua (independent sample t-test) didapatkan nilai t pada equal variance assumed adalah -3,239 dengan probabilitas 0,002 (two tail). Jadi dapat disimpulkan bahwa terdapat perbedaan yang signifikan antara rata-rata hasil posttest kelas kontrol dan rata-rata skor posttest kelas eksperimen. Jadi dapat disimpulkan bahwa Ho ditolak dan Ha diterima atau hasil posttest kelas eksperimen lebih baik dibandingkan hasil posttest kelas kontrol pada taraf signifikansi 0,05.
Simpulan Berdasarkan uji terhadap data hasil penelitian yang telah dilakukan didapatkan rata-rata posttest kelas kontrol didapatkan 72,46 dan posttest kelas eksperimen 78,59 secara absolute jelas terdapat perbedaan. Uji t nilai hasil belajar kelas kontrol dan kelas eksperimen didapatkan nilai t -3,239 dengan probabilitas 0,002 (two tail). Jadi dapat disimpulkan terdapat perbedaan yang signifikan hasil posttest kelas eksperimen dan posttest kelas kontrol.
Daftar Rujukan
Ismawati, Esti. (2013). Pengajaran sastra. Yogyakarta: Ombak. Sarumpaet, R. K. T. (2010). Pedoman penelitian sastra anak, (edisi revisi). Jakarta: Pustaka Obor Indonesia. Slavin, R. E. (2011). Psikologi pendidikan teori dan praktik edisi kesembilan jilid 1. Jakarta: Indeks. (Judul asli: Educational Psychology: Theory and Practice, 9th ed.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Teachers’ Professionalisms and Ethics in Reducing the Students’ Maladaptive Behavior at Primary Schools M. Deni Siregar Universitas Hamzanwadi, Indonesia [email protected]
Abstract The problem of primary school is very complex, the educational problems in question are students who play truant, do not respect the teachers, parents, peers, smoke, wear clothing that slang Westernized style, blond hair, not noted the lessons, not discipline, underachievement, and so forth. This is due to lack of teacher professionalism, ethics and learning strategies. Those problems must finish all teachers in educational institutions of primary school, because the teacher is one of the important elements that must exist after the students. If a teacher does not have a professional attitude in the learner, the student will be difficult to grow and develop properly. This is because the teacher is one of the foundation for the country in terms of education. With the teachers' professional and ethical then it will be able to print quality of the nation as well. The key that must be owned by every teacher is a competence is a set of knowledge and teaching skills of teachers in performing his professional duties as a teacher so that the goal of education can be achieved with either. Besides professional teacher should set a good example for his students. Exemplary embodiments realization of a teacher is teaching and learning activities and instilled confidence in the pupils. Teachers who look good and courteous will affect the attitude of students and vice versa. Teachers must be able to influence and control the pupil. Personal behavior and teachers will be part of the powerful to change the behavior of pupils. Teachers should appreciate the potential that exists in the diversity of students. A teacher in the education should not only give priority to science or intellectual development, but also should pay attention to the personal development of their students either physical or spiritual development. This study aims to identify and analyze the extent to which professional and ethical contribution in alleviating the negative behavior of teachers to students in primary schools. This study uses a phenomenological which is an order of thinking philosophically against the object studied. Data were collected by using observation and interviews, and documentation. The study states that there is a very large contribution of professional and ethical teachers in alleviating the negative behaviors in students. This means that the higher the level of professional and ethical teachers to education, the lower the level of negative behaviors in students in elementary school. Keywords: professional, ethical teacher, and negative behavior
Pendahuluan Pendidikan yang maju dan berkwalitas akan tampak pada majunya perkembangan lembaga, seluruh civitas serta tampak pada output hebat yang hasilkannya. Hasil pendidikan tersebut akan bisa terlaksana apabila segala bentuk permasalahan pendidikan bisa di tuntaskan oleh semua manajemen sekolah terutama guru. Karena permasalahan pada sekolah dasar sangat kompleks, permasalahan-permasalahan pendidikan dimaksud yaitu siswa yang sering membolos, tidak menghargai guru, orang tua, sesama teman, merokok,memakai pakaian yang gaul ala kebarat-baratan, rambut pirang, tidak mencatat pelajaran, tidak disiplin,prestasi rendah, dalain sebagainya. Hal ini dikarenakan kurangnya profesionalisme guru, etika dan strategi pembelajaran. dapat dilihat secara eksternal dan internal. Hal ini dikarenakan oleh kenyataan kompleksnya dimensi-dimensei eksternal pendidikan itu sendiri meliputi dimensi sosial, politik, ekonomi, budaya, dan bahkan juga dimensi global. Serta permasalahan internal 421
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yang di pandang cukup menonjol, yaitu permasalahan sistem kelembagaan, profesionalisme guru, dan strategi pembelajaran. Dengan berbagai masalah yang terjadi pada lembaga pendidikan menuntut bagaimana guru harus memiliki sikap penting dalam menyelesaikan permasalahn terebut. Guru yang professional disertai etika tinggi sangat menentukan kwalitas pendidikan anak dimasa mendatang. Oleh karena itu sikap tersebut perlu dipupuk dan dikembangkan oleh semua guru, baik di kelas, lingkungan sekolah bahakan di social masyarakat, supaya guru yang selama ini di kenal siswa dapat diteladani dengan sebaikbaiknya yang dengan hal itu dapat berdampak pada kwalitas pendidikan dan stika setiap peserta didik. Apa yang dilihat siswa dari setiap sosok guru merupakan hal terbaik dan perlu di gugu yang walau guru memperlihatkan etika kurang baik bagi siswa. Penerimaan oleh siswa dari guru selalu mengalir apa adanya tanpa ada penyaring ke memori otak siswa. Oleh karena itu tidak heran banyak siswa yang kurang dalam meraih prestasi, baik prestasi rohani maupun jasmani. Prestasi rohani bisa dilihat bagaimana adab-adab setiap anak sangat jauh dari ajaran agama, seperti tidak melalaikan sholat, busana yang tidak syar’I, serta banyak siswa tidak ada adabnya terhadap guru, teman bahkan orang tua. Sedangkan prestasi yang berhubungan dengan jasmani adalah bisa dilihat dari prestasi belajar di sekolah, kedisiplinan serta kebersihan yang ada pada diri dan lingkungan tempatnya hidup maupun sekolah yang merupakan bagian dari tanggungjawab siswa. Itulah permasahan yang selalu terjadi disekolah, dan menjadi urusan terpenting bagi dalam menyikapinya dengan penuh kesungguhan dan tanggungjawab. Lantas apa yang menjadi jalan dalam mengentaskan permasalahan tersebut ?. Salah satu cara dalam mengentaskan permasalahan tersebut adalah guru harus meningkatkan profesionalisme dan etika guru dalam menjalankan tugasnya sebagai guru yang patut untukdi tiru dan di teladani. Oleh karena itu, guru harus bisa memperbaiki semua kekurangan yang dimiliki,baik dari segi profesi dan etika yang selama ini dianggap sepele namun besar dampaknya di hadapan para siswa. Kelancaran proses seluruh kegiatan pendidikan terutama disekolah, sepenuhnya berada dalam tanggung jawab para guru. Guru adalah seorang pemimpin yang harus mengatur, mengawasi dan mengelola seluruh kegiatan proses pembelajaran di sekolah yang menjadi lingkup tanggung jawabnya. Dalam menghadapi tuntunan situasi perkembangan zaman dan pembangunan nasional, sistem pendidikan nasional harus dapat dilaksanakan secara tepat guna dan hasil guna dalam berbagai aspek dimensi,jenjang dan tingkat pendidikan. Keadaan semacam itu pada gilirannya akan menuntut para pelaksana dalam bidang pendidikan diberbagai jenjang untuk mampu menjawab tuntutan tersebut melalui fungsi-fungsinya sebagai guru. Guru memegang peranan yang sangat penting dan strategis dalam upaya membentuk watak bangsa dan mengembangkan potensi siswa dalam kerangka pembangunan pendidikan di Indonesia. Tampaknya kehadiran guru hingga saat ini bahkan sampai akhir hayat nanti tidak akan pernah dapat digantikan oleh yang lain, terlebih pada masyarakat Indonesia yang multikultural dan multibudaya, kehadiran teknologi tidak dapat menggantikan tugas-tugas guru yang cukup kompleks dan unik. Oleh sebab itu, diperlukan guru yang memiliki kemampuan yang maksimal untuk mewujudkan tujuan pendidikan nasional dan diharapkan secara berkesinambungan mereka dapat meningkatkan kompetensinya, baik kompetensi pedagogik, kepribadian, sosial, maupun profesional. Profesional artinya dilaksanakan secara sungguh- sungguh dan didukung oleh para petugas secara profesional. Petugas yang profesional adalah petugas yang memiliki keahlian, tanggung jawab, dan rasa kesejawatan yang didukung oleh etika profesi yanng kuat. Untuk menguji kompetensi tersebut, pemerintah menerapkan sertifikasi bagi guru khususnya guru dalam jabatan. Adapaun rumusan masalah dalam penelitian ini adalah apakah ada kontribusi profesionalisme dan etika guru dalam mengentaskan permasalahan dalam pendidikan sekolah dasar ?. Tujuan yang ingin dicapai 422
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dalam penelitian ini adalah: untuk mengetahui kontribusi profesionalisme dan etika guru dalam mengentaskan permasalahan dalam pendidikan sekolah dasar. Profesionalisme Guru Ahmad Tafsir mendefinisikan bahwa profesionalisme adalah paham yang mengajarkan bahwa setiap pekerjaan harus dilakukan oleh orang yang profesional. Undang – undang No.14 tahun 2005 tentang guru dan dosen, yakni sebagaimana tercantum dalam bab 1 ketentuan umum pasal 1 ayat 1 sebagai berikut guru adalah pendidik profesional dengan tugas utama, mendidik, mengajar, membimbing, mengarahkan, melatih menilai, dan mengevaluasi peserta didik pada pendidikan dasar dan menegah. Di dalam UU sistem pendidikan nasional tahun 2003 pada pasal 39 ayat 2 menjelaskan: Pendidik merupakan tenaga profesional yang bertugas merencanakan dan melaksanakan proses pembelajaran,menilai hasil pembelajaran, melakukan pembimbingan dan pelatihan serta melakukan penelitian dan pengabdian kepada masyarakat. Profesionalisme guru merupakan kondisi,arah, nilai, tujuan, dan kualitas suatu keahlian dan kewenangan dalam bidang pendidikan dan pengajaran yang berkaitan dengan pekerjaan seseorang yang menjadi mata pencaharian. Nana Sudjana ( 2002 : 16 ) menyatakan :Tanggung jawab dalam mengembangkan profesi pada dasarnya ialah tuntunan dan panggilan untuk selalu mencintai, menghargai , menjaga , dan meningkatkan tugas dan tanggung jawab terhadap profesi . Guru harus sadar bahwa tugas dan tanggung jawabnya tidak bisa dilakukan oleh orang lain kecuali oleh dirinya sendiri. Adapun guru yang profesional itu sendiri adalah guru yang berkualitas, berkompeten, dan guru yang dikehendaki untuk mendatangkan prestasi belajar serta mampu mempengaruhi proses belajar siswa yang nantinya akan menghasilkan prestasi belajar siswa yang lebih baik. Secara sederhana pekerjaan yang bersifat profesional adalah pekerjaan yang hanya dapat dilakukan oleh mereka yang secara khusus disiapkan untuk itu dan bukan pekerjaan yang dilakukan oleh mereka yang karena tidak dapat atau tidak memperoleh pekerjaan yang lainnya. Profesionalisme yang berdasarkan keterbukaan dan kebijakan terhadap ide – ide pembaharuan itulah yang akan mampu melestarikan eksistensi madrasah atau sekolah kita, sebagaimana dalam hadits nabi Muhammad SAW bersabda: ”Jika suatu urusan diserahkan kepada orang yang bukan profesinya (ahlinya) maka tunggulah kehancurannya.” (H.R. Bukhari). Juga firman Alloh yang mengingatkan kita semua seperti yang tercantum dalam surat Al-an’am ayat 135 adalah Katakanlah: "Hai kaumku, berbuatlah (bekerjalah) sepenuh kemampuanmu(menurut profesimu masing- masing, Sesungguhnya akupun berbuat (bekerja pula). kelak kamu akan mengetahui, siapakah (di antara kita) yang akan memperoleh hasil yang baik di dunia ini. Sesungguhnya orang-orang yang zalim itu tidak akan mendapatkan keberuntungan. Peran guru profesionalisme dalam proses belajar mengajar. Proses merupakan serangkaian aktivitas dalam memberlangsungkan sesuatu dari awal sampai akhir, maka suatu proses merupakan suatu rangkaian yang tidak terpisah dari fungsi dan proses manajemen. Dengan pandangan tersebut, maka guru yang profesional dituntut harus mampu berperan selaku manajer yang baik yang didalamnya harus mampu melangsungkan seluruh tahap –tahap aktivitas dan proses pembelajaran dengan manajerial yang baik sehingga tujuan pembelajaran yang diharapkan dapat diraih dengan hasil yang memuaskan. Aqib Zainal. 2002 mengatakan peran guru profesional atau tenaga kependidikan adalah : a). Tenaga kependidikan sebagai pendidik dan pengajar yakni tenaga kependidikan yang harus memiliki kesetabilan emosi, ingin memajukan peserta didik, bersifat realistas, bersikap jujur dan terbuka, peka terhadap perkembangan,terutama inovasi pendidikan. b). Tenaga kependidikan sebagai anggota masyarakat,untuk itu harus menguasai psikologi sosial, memiliki pengetahuan tentang hubungan antar manusia dan sebagai anggota masyarakat harus memiliki keterampilan membina kelompok, keterampilan bekerja sama. c). Tenaga kependidikan perlu memiliki 423
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kepribadian menguasai ilmu kepemimpinan menguasai prinsif hubungan manusia, tekhnik berkomunikasi serta menguasai berbagai aspek kegiatan organisasi yang ada di sekolah. d). Tenaga kependidikan sebagai pengelola proses belajar mengajar yakni tenaga kependidikan yang harus mampu dan menguasai berbagai metode mengajar dan harus mampu menguasai situasi belajar mengajar didalam kelas maupun di luar kelas. Dihadapan anak, guru dianggap sebagai orang yanng mempunyai kelebihan dibanding dengan orang – orang yanng dikenal oleh mereka. Oleh sebab itu guru harus mampu bertindak sesuai dengan kedudukannya seperti yang dinyatakan oleh Soetjipto. (2007) yaitu: Sebagai hakim, wakil masyarakat, narasumber, wasit, penolong siswa, objek identifikasi, pereda ketegangan atau kecemasan, pengganti orang tua, objek penumpahan masalah dan kekecewaan. Rusyan Tabrani, (1999:24) mengatakan guru sebagai pelaksana proses pendidikan, perlu memiliki keahlian dalam melaksanakan tugasnya. Oleh karenanya keberhasilan proses belajar mengajar sangat tergantung kepada bagaimana guru mengajar. Agar guru dapat melaksanakan tugasnya dengan efektif dan efisien, maka guru perlu memiliki kompetensi yang dapat menunjang tugasnya. Nurdin, Syafruddin (2002) menyatakan kompetensi tersebut antara lain : kompetensi pribadi, memiliki pengetahuan tentang adat istiadat baik sosial maupun agama, memiliki pengetahuan tentang budaya dan tradisi, memlki pengetahuan tentanng demokrasi, memiliki pengetahuan tentang estetika, setia terhadap harkat dan martabat manusia. sedangkan kompetensi lebih khusus pribadi adalah bersikap simpati, empati, terbuka, berwibawa , bertanggunng jawab, dan mampu menilai diri sendiri. Kompetensi profesional, mencakup kemampuan dalam hal : mengerti dan dapat menerapkan landasan kependidikan baik filosofis dan psikologis, mengerti dan dapat menerapkan teori belajar sesuai dengan tingkat perkembangan perilaku peserta didik, mampu menangani mata pelajaran atau bidang studi yang ditugaskan kepadanya, mengerti dan dapat menerapkan metode mengajar yang sesuai, mampu menggunakan berbagai alat pelajaran dan media serta fasilitas yang lain : mampu mengorganisasikan dan melaksanakan program pengajaran, mampu melaksanakan evaluasi belajar, mampu menumbuhkan kepribadian peserta didik, kompetensi sosial. Kemampuan sosial tenaga kependidikan adalah salah satu daya atau kemampuan tenaga kependidikan untuk memperiapkan peserta didik menjadi anggota masyarakat yang baik serta kemapuan untuk mendidik, membimbing masyarakat dalam menghadapi kehidupan yang akan datang. Etika Guru Guru adalah agen pembelajaran yang harus memiliki empat jenis kompetensi, yaitu, kompetensi pedagogik, kepribadian, profesional dan sosial. (bunyi Pasal 28 PP No. 19 Tahun 2005, tentang Standar Nasional Pendidikan). Penguasaan empat kompetensi tersebut mutlak harus dimiliki setiap guru untuk menjadi tenaga pendidik yang profesional seperti yang disyaratkan Undang-Undang Guru dan Dosen. Kompetensi guru dapat diartikan sebagai kebulatan pengetahuan, keterampilan dan sikap yang ditampilkan dalam bentuk perilaku cerdas dan penuh tanggung jawab yang dimiliki seorang guru dalam menjalankan profesinya. Mengacu kepada standar nasional pendidikan, kompetensi kepribadian guru meliputi, (1) Memiliki kepribadian yang mantap dan stabil, yang indikatornya bertindak sesuai dengan norma hukum, norma sosial. Bangga sebagai pendidik, dan memiliki konsistensi dalam bertindak sesuai dengan norma. (2) Memiliki kepribadian yang dewasa, dengan ciri-ciri, menampilkan kemandirian dalam bertindak sebagai pendidik yang memiliki etos kerja. (3) Memiliki kepribadian yang arif, yang ditunjukkan dengan tindakan yang bermanfaat bagi peserta didik, sekolah dan masyarakat serta menunjukkan keterbukaan dalam berpikir dan bertindak. (4) Memiliki kepribadian yang berwibawa, yaitu perilaku yang berpengaruh positif terhadap peserta didik dan memiliki perilaku yang disegani. (5) Memiliki akhlak mulia dan menjadi teladan, dengan menampilkan tindakan yang sesuai dengan norma religius (iman dan 424
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takwa, jujur, ikhlas, suka menolong), dan memiliki perilaku yang diteladani peserta didik (Sagala, Syaiful. 2006). Esensi kompetensi kepribadian guru semuanya bermuara ke dalam intern pribadi guru. Kompetensi pedagogik, profesional dan sosial yang dimiliki seorang guru dalam melaksanakan pembelajaran, pada akhirnya akan lebih banyak ditentukan oleh kompetensi kepribadian yang dimilikinya. Tampilan kepribadian guru akan lebih banyak memengaruhi minat dan antusiasme anak dalam mengikuti kegiatan pembelajaran. Pribadi guru yang santun, respek terhadap siswa, jujur, ikhlas dan dapat diteladani, mempunyai pengaruh yang signifikan terhadap keberhasilan dalam pembelajaran apa pun jenis mata pelajarannya. Mengacu kepada standar nasional pendidikan, kompetensi kepribadian guru meliputi, (1) Memiliki kepribadian yang mantap dan stabil, yang indikatornya bertindak sesuai dengan norma hukum, norma sosial. Bangga sebagai pendidik, dan memiliki konsistensi dalam bertindak sesuai dengan norma. (2) Memiliki kepribadian yang dewasa, dengan ciri-ciri, menampilkan kemandirian dalam bertindak sebagai pendidik yang memiliki etos kerja. (3) Memiliki kepribadian yang arif, yang ditunjukkan dengan tindakan yang bermanfaat bagi peserta didik, sekolah dan masyarakat serta menunjukkan keterbukaan dalam berpikir dan bertindak. (4) Memiliki kepribadian yang berwibawa, yaitu perilaku yang berpengaruh positif terhadap peserta didik dan memiliki perilaku yang disegani. (5) Memiliki akhlak mulia dan menjadi teladan, dengan menampilkan tindakan yang sesuai dengan norma religius (iman dan takwa, jujur, ikhlas, suka menolong), dan memiliki perilaku yang diteladani peserta didik. Esensi kompetensi kepribadian guru semuanya bermuara ke dalam intern pribadi guru. Kompetensi pedagogik, profesional dan sosial yang dimiliki seorang guru dalam melaksanakan pembelajaran, pada akhirnya akan lebih banyak ditentukan oleh kompetensi kepribadian yang dimilikinya. Tampilan kepribadian guru akan lebih banyak memengaruhi minat dan antusiasme anak dalam mengikuti kegiatan pembelajaran. Pribadi guru yang santun, respek terhadap siswa, jujur, ikhlas dan dapat diteladani, mempunyai pengaruh yang signifikan terhadap keberhasilan dalam pembelajaran apa pun jenis mata pelajarannya. Oleh karena itu, dalam beberapa kasus tidak jarang seorang guru yang mempunyai kemampuan mumpuni secara pedagogis dan profesional dalam mata pelajaran yang diajarkannya, tetapi implementasinya dalam pembelajaran kurang optimal. Hal ini boleh jadi disebabkan tidak terbangunnya jembatan hati antara pribadi guru yang bersangkutan sebagai pendidik dan siswanya, baik di kelas maupun di luar kelas. Kesalahan guru dalam memahami profesinya akan mengakibatkan bergesernya fungsi guru secara perlahan-lahan. Pergeseran ini telah menyebabkan dua pihak yang tadinya sama-sama membawa kepentingan dan salng membutuhkan, yakni guru dan siswa, menjadi tidak lagi saling membutuhkan. Akibatnya suasana belajar sangat memberatkan, membosankan, dan jauh dari suasana yang membahagiakan. Dari sinilah konflik demi konflik muncul sehingga pihak-pihak didalamnya mudah frustasi lantas mudah melampiaskan kegundahan dengan cara-cara yang tidak benar. Peranan guru ditempatkan pada posisi yang sangat mulia sesuai dengan profesinya. Oleh karena itu cara yang baik agar guru dapat memiliki kepribadian luhur dapat dilihat dari sebuah indikator yaitu dia itu sebagai sosok riil atau sebagai sosok yang bertopeng dalam penampilannya. Sebuah topeng akan muncul untuk menutupi keburukan dari pribadinya yang sesungguhnya, namum bilamana sosok guru sudah berkepribadian baik, dia akan lebih jelas dalam pola menampakan pribadinya yang nyata secara utuh tanpa harus melahirkan topengtopeng untuk menutupi kekurangannya. Adalah bukan lagi tantangan untuk mengetahui dan memiliki kepribadian yang mantap, tetapi sudah merupakan tututan bagi seorang guru di era ilmu pengetahuan ini. Permasalahan Pendidikan di Sekolah Dasar Permasalahan dalam pendidikan saat ini adalah permasalahan tanggunganjawab siswa pada kewjibannya sebagai peserta didik, profesionalisme serta etika guru yang tertanam pada 425
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sisiwa. Semua sudah mengetahui guru yang profesional itu tidak hanya bisa menyampaikan materi, tapi guru gharus bisa memiliki etika terbaik di depan mata siswanya. Coba kita melihat beberapa kasus secara jelas guru berdiri makan, merokok sembarangan, datang dan pulang tanpa alasan yang jelas, tidak disiplin dalam urusan pendidikan, berpakaian tidak sesuai dengan aturan agama. Dengan hal inilah, maka pantas siswa memiliki perilaku yang kurang dalam menjalankan kehidupannya sebagai siswa yang bertanggungjawab. Salah satu komponen penting dalam kegiatan pendidikan dan proses pembelajaran adalah pendidik atau guru. Betapapun kemajuan taknologi telah menyediakan berbagai ragam alat bantu untuk meningkatkan efektifitas proses pembelajaran, namun posisi guru tidak sepenuhnya dapat tergantikan. Itu artinya guru merupakan variable penting bagi keberhasilan pendidikan. Menurut Suyanto (2006: 1), “guru memiliki peluang yang amat besar untuk mengubah kondisi seorang anak dari gelap gulita aksara menjadi seorang yang pintar dan lancar baca tulis alfabetikal maupun fungsional yang kemudian akhirnya ia bisa menjadi tokoh kebanggaan komunitas dan bangsanya”. Tetapi segera ditambahkan: “guru yang demikian tentu bukan guru sembarang guru. Ia pasti memiliki profesionalisme yang tinggi, sehingga bisa “digugu lan ditiru”. Lebih jauh Suyanto (2006: 28) menjelaskan bahwa guru yang profesional harus memiliki kualifikasi dan ciri-ciri tertentu. Kualifikasi dan ciri-ciri dimaksud adalah: (a) harus memiliki landasan pengetahuan yang kuat, (b) harus berdasarkan atas kompetensi individual, (c) memiliki sistem seleksi dan sertifikasi, (d) ada kerja sama dan kompetisi yang sehat antar sejawat, (e) adanya kesadaran profesional yang tinggi, (f) meliki prinsip-prinsip etik (kide etik), (g) memiliki sistem seleksi profesi, (h) adanya militansi individual, dan (i) memiliki organisasi profesi. Dari ciri-ciri atau karakteristik profesionalisme yang dikemukakan di atas jelaslah bahwa guru tidak bisa datang dari mana saja tanpa melalui sistem pendidikan profesi dan seleksi yang baik. Itu artinya pekerjaan guru tidak bisa dijadikan sekedar sebagai usaha sambilan, atau pekerjaan sebagai moon-lighter.
Metode Penelitian Metode yang dipakai dalam penelitian ini adalah fenomenologi yang merupakan suatu tatanan berpikir secara filosofi terhadap obyek yang diteliti (Endraswara, 2003:38). Dalam penelitian sastra, fenomenologi tidak mendorong kertelibatan subyektif murni, melainkan ada upaya memasuki teks sastra sesuai kesadaran peneliti. Otoritas peneliti sebagai pemberi makna memiliki peranan penting dalam pelaksanaan penelitian. Hal ini yang kemudian menghendaki pengungkapan sebuah gejala didasarkan pada penjelasan dan pengertian gejala tersebut. Penangkapan gejala dalam penelitian ini berusaha mengungkap pengertian objek sastra yang didasarkan pada kajian bahasa, yang meliputi kajian makna dari fenomena yang diamati, kemudian dipilah, disaring, dan ditemukan gambaran pengertian murni. Berdasarkan landasan pemikiran dengan dasar filosofi dalam fenomenologi maka peneliti menyusun rancangan penelitian ini dengan menggunakan metode deskriptif dalam bentuk kualitatif. Menurut Moleong (2007:6) penelitian kualitatif adalah penelitian yang bermaksud untuk memahami fenomena tentang apa yang dialami oleh subjek penelitian misalnya perilaku, persepsi, motivasi, tindakan, dan lain-lain; secara holistik, dan dengan cara deskripsi dalam bentuk kata-kata dan bahasa, pada suatu konteks khusus yang alamiah dan dengan memanfaatkan berbagai metode alamiah. Penelitian kualitatif digunakan untuk mendeskripsikan fenomena sosial yang terdapat dalam subjek penelitian ini, yang membahas mengenai profesionalisme dan etika dalam mengentaskan permaslahan pendidikan di Sekolah Dasar. Subjek penelitian ini adalah guru yang berkaitan dengan profesional dan etika dalam mengentaskan permaslahan pendidikan, dan unsur-unsur pada pofesional, etika dan permasalahan pendidikan merupakan objek analisis penelitian yang akan dibahas pada bagian hasil penelitian dan pembahasan. Sumber data dalam penelitian ini adalah guru dan kepala sekolah serta dokumen keadaan siswa sekolah dasar. 426
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Teknik Pengumpul Data Teknik yang digunakan dalam pengumpulan data penelitian adalah teknik tidak langsung, artinya peneliti mengumpulkan data melalui catatan-catatan pribadi atau hasil karya seseorang, teknik ini disebut juga sebagai studi dokumenter. Teknik ini digunakan karena peneliti melakukan penelitian dengan menggunakan dokumen, yaitu keadaan siswa melalui raport, catatan wali siswa dan guru BK. Alat pengumpul data yang digunakan adalah peneliti sendiri sebagai instrumen kunci. Peneliti sebagai perencana, pelaksana pengumpul data, analisis data, dan pada akhirnya menjadi pelapor dari hasil penelitian yang dilakukan. Dalam penelitian ini, peneliti sendiri atau dengan bantuan orang lain merupakan alat pengumpul data utama. Peneliti (manusia) sebagai intrumen utama dalam pengumpulan data, sebab sifatnya yang responsif dan dapat menyesuaikan diri dengan lingkungan sekitar, menekankan keutuhan dalam mengembangkan imajinasi dan kreativitasnya pada situasi yang dipelajarinya, mendasarkan diri atas perluasan pengetahuan, berupaya memroses data secepatnya, dapat memanfaatkan kesempatan untuk mengklarifikasi dan mengikhtisar pada saat terjadi perubahan situasi, dan memiliki kemampuan dalam memanfaatkan kesempatan untuk mencari respons yang tidak lazim dan idiosinkratik. Data-data yang telah dikumpulkan akan melalui proses pengujian keabsahan data tersebut. Peneliti menggunakan beberapa teknik dalam menguji keabsahan data-data tersebut, yaitu dengan ketekunan pengamatan, dan triangulasi.
Hasil Penelitian dan Pembahasan Hasil penelitian ini menemukan banyak sekali gejala yang ditemukan dalam pendidikan di sekolah dasar. Penemuan yang didapatkan dilapangan, masalah prestasi, kesopanan, menghargai sesama, hormat pada guru, membolos, tidak disiplin, merupakan penomena yang banyak terjadi hampir di seluruh sekolah dasar, namun itu bisa terjadi di sebagian sekolah yang sebagian guru dalam menjalankan tugas dan tanggungjawabnya tidak profesional dan tidak menjalankan etika dalam mengajar. Gejala-gejala negatif tersebut merupakan permasalahan yang tidak boleh dibiarkan, karnena hal tersebut menunjukkan cerminan guru yang sebenarnya. Guru yang profesional akan senantiasa menjadi contoh yang bisa diteladani dalam segala segi kehidupan siswa. Baik dari segi cara bertutur, menjelaskan, menyapa, mempersiapkan proses pembelajaran, dan akhlaq yang tercermin pada semua sendi kehidupan guru. Etika guru wajib ada ada secara lahir maupun batin. Rusyan Tabrani, (1999:24) mengatakan guru sebagai pelaksana proses pendidikan, perlu memiliki keahlian dalam melaksanakan tugasnya. Oleh karenanya keberhasilan proses belajar mengajar sangat tergantung kepada bagaimana guru mengajar. Agar guru dapat melaksanakan tugasnya dengan efektif dan efisien, maka guru perlu memiliki kompetensi yang dapat menunjang tugasnya. Nurdin, Syafruddin (2002) menyatakan kompetensi tersebut antara lain : kompetensi pribadi, memiliki pengetahuan tentang adat istiadat baik sosial maupun agama, memiliki pengetahuan tentang budaya dan tradisi, memlki pengetahuan tentanng demokrasi, memiliki pengetahuan tentang estetika, setia terhadap harkat dan martabat manusia. sedangkan kompetensi lebih khusus pribadi adalah bersikap simpati, empati, terbuka, berwibawa , bertanggunng jawab, dan mampu menilai diri sendiri. Kompetensi profesional, mencakup kemampuan dalam hal : mengerti dan dapat menerapkan landasan kependidikan baik filosofis dan psikologis, mengerti dan dapat menerapkan teori belajar sesuai dengan tingkat perkembangan perilaku peserta didik, mampu menangani mata pelajaran atau bidang studi yang ditugaskan kepadanya, mengerti dan dapat menerapkan metode mengajar yang sesuai, mampu menggunakan berbagai alat pelajaran dan media serta fasilitas yang lain : mampu mengorganisasikan dan melaksanakan program pengajaran, mampu melaksanakan evaluasi belajar, mampu menumbuhkan kepribadian peserta didik, kompetensi sosial. Secara lahiriah gurumemperlihtkan keprofesinalannya melalu akhlaq yang tampak oleh peserta didik, seperti berpakaian, betutur, dan bertingkah sesuai dengan ajaran agama. Secara rohaniah guru banyak 427
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mengamalkan ajaran agama seperti menyangi siswa, memperhatikan penuh kasih sayang, serta menjalankan perintah dan menjauhi larangan Alloh SWT. Siswa sekolah dasar merupakan manusia yang sedang-sedangnya menerima dengan penuh kesungguhan tanp memandang apakah itu baik atau buruk asalkan itu tercermin dari guru maka itulah yang terbaik menurut siswa. Kita melihat bagaimana sekarang ini siswa kecendrungan kehal-hal yang ngeatif seperti membantah orang tua, merokok saat di luar sekolah, membolos, tidak mencatat pelajaran, memakai pakaian yang tidak sesuai dengan etika agama. Hal ini terjadi karena kurang ditanamkan etika dalam kehidupan guru baik di sekolah maupun di lingkungan keluarga dan sosial masyarakat. Etika merupakan cermianan guru yang profesional.
Kesimpulan Berdasarkan hasil pembahasan tersebut dapat disimpulkan bahwa, dengan profesionalisme dan etika yang dimiliki guru dapat berkontribusi dalam mengentaskan perilaku negatif pada siswa di sekolah dasar. Karena dengan adanya guru yang professional serta etika yang ditanamkan guru pada siswa akan menyebabkan siswa mematuhi semua aturan sekolah, serta siswa mampu bersikap lebih baik kearah akhlaq yang terpuji.
Daftar Pustaka Al-Qur’an. 2012. Kementerian Agama Republik Indonesia. Aqib Zainal. 2002. Profesionalisme guru dalam pembelajaran. Insan Cendikia Surabaya. Endraswara. 2003. Metodologi penelitian sastra : Niaga Swadaya. Fakih, Mansour, 2000. Runtuhnya Teori Pembangunan dan Globalisasi. Yogyakarta: Insist Press dan Pustaka Pelajar. Lexy J.Moleong. 2010. Metodologi Penelitian Kualitatif . Rosda Karya. Nurdin, Syafruddin. 2002. Guru Professional Dan Implementasi Kurikulum. Jakarta : Ciputat Pers Rusyan Tabrani. 1999. Profesionalisme tenaga kependidikan.Nine Karya Jaya Departemen Pendidikan dan Kebudayaan. Sagala, Syaiful. 2006. Administrasi Pendidikan Kontemporer. Bandung : CV Alfabeta Soetjipto. 2007. Profesi Keguruan. Jakarta : Rineka Cipta Suyanto, 2006. Dinamika Pendidikan Nasional (Dalam Percanturan Dunia Global). Jakarta: PSAP Muhammadiyah Undang – undang No.14 tahun 2005 tentang guru dan dosen UU sistem pendidikan nasional tahun 2003.
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Developing Communication Guidance Module toward Introverts Students’ Personality at MTs. Mu’allimat NW Kelayu in the School Year 2015-2016 1
Marfuatun, 2 Nispu Laili Hubbi, 1 Universitas Hamzanwadi, Indonesia, 2Universitas Hamzanwadi, Indonesia 1 [email protected], 2 [email protected]
Abstract The objective of this research was to produce communication guidance module toward introverts students’ personality at MTs. Mu’allimat NW Kelayu in the school year 2015-2016 at VIII grade students. The problems were formulated: 1). How is the development of communication guidance module toward introverts students’ personality at mts.mu’allimat nw kelayu in the school year 2015-2016; 2). How effective is communication guidance module toward introverts students’ personality at mts.mu’allimat nw kelayu in the school year 20152016. This research was a research and development applied Borg and Gall appropriated into 6 steps including 1). Praresearch , 2) Analyzing 3) Designing, 4) Validating design, 5) Product, 6) Try out and revising. The data gained were quantitative data and qualitative data. The qualitative data was gained from the result of the research, response, crtic, and suggestion using statement questionnaire. Meanwhile, quantitative data was gained from questionnaire of pre-test and post-test of communication ability of introverts students’ personality. Based on the expert validation, it can be known that the product was categorized “good” (37,381.771). It means that Ha for ”communication guidance module was effective to improve communication ability on introverts students’ personality. Keyword: communication guidance module, introverts student’s personality
Pendahuluan Salah satu yang mendasari interaksi sosial adalah kemampuan manusia itu untuk berkomunikasi. Dalam pergaulan sehari-hari sering ditemukan bahwa kemampuan berkomunikasi dapat memperlancar atau sebaliknya dapat pula menghambat hubungan itu. Pada dasarnya setiap manusia itu memiliki kemampuan untuk berkomunikasi hanya saja ada beberapa hal yang membuat manusia itu sulit untuk berkomunikasi dan cendrung menjadi seorang yang pendiam. Menurut Ridwan (2011: 15) anak cenderung menjadi seorang yang pendiam kemungkinan disebabkan karena mengalami kesulitan berbahasa, malu atau takut pada orang lain, merasa tidak perlu atau tidak ada gunanya berbicara, mengalami gangguan organ bicara serta kemungkinan anak tersebut berkepribadian introvert. Menurut Jung (dalam Sarlito, 2010: 181) ” intovert yaitu orang dengan kepribadian yang cenderung untuk menarik diri dan menyendiri, terutama dalam keadaan emosional, sedang mengahadapi masalah atau konflik. Ia pemalu dan lebih suka menyendiri daripada bergabung dengan orang banyak”. 429
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Bimbingan dan konseling merupakan kegiatan penting dalam pendidikan. Kegiatan membimbing sangat menentukan arah perkembangan dan kemunduran peserta didik di sekolah baik pada kemampuan akademik maupun non akademik serta prilaku-prilaku sosial lainnya, termasuk pula dalam hal potensi dan kemampuannya dalam berinteraksi dan berkomunikasi dengan orang lain. Dalam kegiatan belajar mengajar hendaknya guru mampu memahami karakter siswanya, pemahaman ini menjadi dasar pengembangan strategi dan proses pembelajaran yang membantu siswa mengembangkan prilaku-prilaku baru. Dalam segi pergaulan sehari-hari siswa-siswa MTs. Mu’allimat NW Kelayu yang pendiam atau berkepribadian introvert cenderung dijauhi dan tidak disukai oleh teman-temannya, karena dianggap kurang nyambung, pasif, pemalu, membosankan, susah dimengerti dan sering dibully. Guru pembimbing dalam menerapkan program bimbingan diharapkan mampu menerapkan program bimbingan yang lebih menekankan pada pembentukan perkembangan karakter siswa atau lebih mengarah dalam melatih siswa untuk berkomunikasi. Berdasarkan uraian tersebut di atas penulis mencoba menerapkan sebuah pengembangan modul bimbingan berkomunikasi siswa berkepribadian introvert. Diharapkan modul pengembangan tersebut mampu meningkatkan kemampuan berkomunikasi siswa berkepribadian introvert untuk membantu siswa agar bisa berkomunikasi dengan baik. Berkomunikasi adalah suatu hubungan komunikasi yang tercipta antara dua pihak atau lebih sehingga pesan yang dimaksud dapat dipahami, dimana pihak pertama sebagai penyampai pesan (komunikator) dan pihak kedua sebagai penerima pesan (komunikan). Jenis-jenis komunikasi: 1. Komunikasi Verbal mendefinisikan komunikasi verbal merupakan suatu proses pertukaran pengertian yang menggunakan kata-kata (Sutrisno (2010: 45)). Komunikasi verbal adalah komunikasi dengan menggunakan lambang bahasa yaitu bahasa lisan atau bahasa tulisan (Harun dan Ardianto (2011: 56)). Dari uraian tersebut dapat disimpulkan bahwa komunikasi verbal merupakan proses pertukaran pengertian dengan menggunakan kata-kata atau lambang bahasa baik lisan maupun tulisan; 2. Komunikasi nonverbal merupakan proses penyampaian informasi dari seseorang kepada orang lain tanpa mempergunakan bahasa (lisan maupun tulisan), tetapi dilakukan melalui sikap badan, ekspresi wajah, gerak isyarat, pandangan (tatapan), sentuhan, penampilan dan sebagainya. Tujuan berkomunikasi antara lain: untuk berhubungan dengan orang lain dan untuk meyakinkan kita agar mengubah sikap dan prilaku kita. Proses berkomunikasi adalah suatu proses (kegiatan) penyampaian pesan/informasi dari seseorang (sender) kepada orang lain (receiver) dengan menggunakan cara/teknik/sarana penyampaian pesan/informasi tertentu. Selanjutnya pesan/informasi itu diterima oleh penerima pesan/informasi yang kemudian menafsirkannya dan selanjutnya mengirimkan balikan. Struktur Jaringan Komunikasi menurut Devito (2011: 382-384) jaringan komunikasi merupakan jenis umum pola komunikasi kelompok dan dapat dijumpai pada umumnya dalam kelompok dan organisasai, lima jaringan komunikasi pokok, tanda panah menunujukkan arah pesan itu mengalir: 1. Pola lingkaran
Struktur lingkaran tidak memiliki pemimpin. Semua anggota posisinya sama. Mereka memiliki wewenang atau kekuatan yang sama untuk mempengaruhi kelompok. Setiap anggota bisa berkomunikasi dengan dua anggota lainnya disisinya. 430
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2. Pola Roda
Struktur roda memiliki pemimpin yang jelas, yaitu yang posisinya di pusat. Orang ini merupakan satu-satunya yang dapat mengirim dan menerima pesan dari semua anggota. Oleh karena itu, jika seorang anggota berkomunikasi dengan anggota lain, maka pesannya harus disampaikan melalui pemimpinnya. 3. Pola Y
Struktur Y relatif kurang tersentralisasi dibanding dengan struktur roda, tetapi lebih tersentralisasi disbanding dengan pola lainnya. Pada struktur Y juga terdapat pemimpn yang jelas (orang ketiga dar bawah pada gambar). Tetapi satu anggota lain berperan sebagai pemimpin kedua (orang kedua dari bawah). Anggota ini dapat mengirimkan dan menerima pesan dari dua orang lainnya. Ketiga anggota lainnya komunikasinya terbatas hanya dengan satu orang lainnya. 4. Pola Rantai D
D
D
D
D
Struktur rantai sama dengan struktur lingkaran D D D kecuali D bahwa para anggota yang paling ujung hanya dapat berkomunikasi dengan satu orang saja. Keadaan terpusat juga terdapat disini. Orang berada di posisi tengah lebih berperan sebagai pemimpin dari pada mereka yang berada D D D D di posisi lain. 5. Pola Semua Saluran D D
D D D
D D D D
D
D
D
D
D
Struktur semua saluran atau polaD bintang Dhampir sama dengan struktur lingkaran dari arti semua anggota adalah sama dan semuanya juga memiliki kekuatan yang sama untuk mempengaruhi anggota yang lainnya. Akan tetapi, dalam struktur semua saluran setiap D D anggota bisa berkomunikasi dengan setiap anggota lainnya. Pola ini memungkinkan adanya partisipasi anggota secara optimum. Faktor-faktor yang mempengaruhi komunikasi menurut Hartinah (2009: 67) beberapa faktor yang harus diperhatikan dalam berkomunikasi adalah: a. tingkat Kecerdasan, tingkat kecerdasan seseorang dapat berperan dalam mengolah dan mengubah ide ke dalam ide yang dapat digunakan dalam situasi berkomunikasi yang sedang berlangsung; b. kepribadian, faktor kepribadian salah satunya adalah motivasi. Motivasi dan sebagainya turut mempengaruhi 431
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dalam berkomunikasi sehingga pengolahan terhadap ide dan pesan dapat sesuai dengan situasi komunikasi; c. latar belakang pendidikan, tingkat pendidikan juga akan mempengaruhi bagaimana seseorang dapat mengolah simbol-simbol komunikasi; d. pengalaman masa lalu, pengalaman masa lalu sangat berperan dalam berkomunikasi karena dengan pengalamannya, ia dapat menggunakan simbol-simbol yang sesuai dalam komunikasi; e. sosial-budaya, faktor sosial-budaya akan memengaruhi pula proses dan situasi komunikasi. Pada situasi tertentu atau pada suatu organisasi, ditentukan pula cara berkomunikasi yang seharusnya dilakukan. Hambatan dalam berkomunikasi: 1.dari pihak pengirim pesan: berbicara terlalu cepat, dalam satu pesan terdapat banyak gagasan yang kadang-kadang tidak berhubungan sama sekali, pernyataan yang terlalu pendek sehingga sulit dipahami, pesan yang disampaikan tidak sesuai dengan sudut pandang si penerima pesan, kemampuan berbahasa yang kurang baik; 2. dari pihak penerima pesan: tidak memerhatikan pesan yang disampaikan oleh pengirim pesan, sudah merumuskan jawaban sebelum mendengarkan semua pesan yang hendak disampaikan oleh pengirim pesan, terlalu memperhatikan detail-detail, seperti kata, intonasi, dan sebagainya, bukan mendengarkan pesan secara keseluruhan, memberi penilaian benar atau salah sebelum memahami sepenuhnya pesan yang disampaikan, bukan pendengar yang baik. Kepribadian adalah ciri atau karakteristik atau gaya atau sifat khas dari diri seseorang yang bersumber dari bentukan-bentukan yang diterima dari lingkungan, misalnya, keluarga pada masa kecil, dan juga bawaan seseorang sejak lahir (Sjarkawi (2009:11)). Seorang ahli psikiatri berkebangsaan Swiss yang dianggap sebagai seorang pertama yang mengklasifikasikan manusia termasuk kepada jenis introvert dan ekstrovert: (a) Introvert : menyendiri, berkonsentrasi, bersahaja, refleksi, merenung, cool, memendam berfikir sebelum bertindak, ke dalam, tenang; (b) Ekstrovert : antusias, bicara sebelum berpikir, bergaul, berdiskusi, aktif, ke luar, ramah, ekspresif, berteman, cenderung berkomunikasi verbal dan emosi (Jung (dalam Taufik, 2009: 96)) Seorang dengan gaya introvert cenderung menyimpan banyak rahasia tentang persoalan dirinya, juga banyak menjaga rahasia persoalan orang lain. Seorang dengan gaya introvert dikenal sebagai sosok pendiam dan sukar diduga, serta sering manarik diri dari suasana yang ramai. Seorang dengan gaya introvert juga lebih memikirkan resiko yang akan terjadi sebelum mengambil tindakan. Dalam menyelesaikan pekerjaan, ia lebih suka melakukan dengan diri sendiri dari pada berkelompok. Kesendirian baginya akan mendatangkan ide-ide. Kesendirian baginya adalah sumber dari energi, kepuasan, dan keselamatan, dan untuk menikmati segala kejadian. Seorang dengan gaya introvert menemukan energi pada gagasan-gagasan, konsepkonsep, dan abstraksi-abstraksi. Mereka harus berpikir dengan keras sebelum mereka mengambil resiko menjawab dihadapan orang lain (Zaman dan Abdillah, 2009). Bila semua pelajar di kelas diberi kesempatan untuk mengutarakan pendapat oleh guru, maka seorang dengan gaya introvert sering lambat dibanding yang gaya ekstrovert kecuali mereka memang telah yakin pengetahuan mereka dapat mengejutkan semua orang dengan tanggapantanggapan yang keras dan yang tak diduga. Modul merupakan bahan ajar cetak yang dirancang untuk dapat dipelajari secara mandiri oleh peserta pembelajaran. Modul disebut juga media untuk belajar mandiri karena didalamnya telah dilengkapi dengan petunjuk untuk belajar sendiri. Artinya pembaca dapat melakukan kegiatan belajar tanpa kehadiran pengajar secara langsung (Syamsudin, 2005: 168). Bimbingan adalah proses pemberian bantuan yang dilakukan oleh orang yang ahli kepada seorang atau beberapa orang individu, baik anak-anak, remaja, maupun dewasa agar orang yang dibimbing dapat mengembangkan kemampuan dirinya sendiri dan mandiri dengan
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memanfaatkan kekuatan individu dan sarana yang ada dan dapat dikembangkan berdasarkan norma-norma yang berlaku (Prayitno & Amti ()). Pengembangan modul bimbingan berkomunikasi siswa berkepribadian introvert adalah kegiatan program bimbingan yang dikembangkan atau dihasilkan untuk membantu meningkatkan kemampuan berkomunikasi siswa berkepribadian tertutup (introvert) agar mampu mengoptimalkan perkembangan dirinya dengan fasilitas (bantuan) minimal dari guru BK. Bimbingan klasikal merupakan salah satu layanan yang diterapakan di dalam kelas dengan siswa berisi antara 20-25 siswa dengan tujuan untuk meningkatkan pemahaman diri dan orang lain serta perubahan sikap dengan menggunakan berbagai media dan dinamika kelompok. Menurut Linda D Webb ; Greg A Brigman (dalam Hartanto: 2006) terdapat beberapa langkah yang perlu diperhatikan sebagai berikut:1. melakukan pemahaman peserta didik (menetukan kelas layanan, menyiapkan instrument pemahaman peserta didik, pengumpulan data, analisis data, dan merumuskan pemahaman); 2. menentukan kecenderungan kebutuhan layanan bimbingan klasikal bagi peserta didik/konseli atas dasar hasil pemahaman peserta didik; 3. memilih metode dan teknik yang sesuai untuk memberian layanan bimbingan klasikal (ceramah-diskusi; atau ceramah-simulasi-diskusi, atau ceramah-tugas-diskusi); 4. persiapan pemberian layanan bimbingan klasikal dapat disiapkan secara tertulis merupakan suatu bukti administrasi kegiatan, dengan demikian materi layanannya disajikan secara terencana dengan harapan mencapai hasil yang optimal, sebab disusun atas dasar kebutuhan dan literature yang relevan; 5. memilih sistematika persiapan yang dapat disusun oleh Guru Bimbingan dan Konseling atau Konselor, dengan catatan telah mencerminkan adanya kesiapan layanan bimbingan klasikal dan persiapan diketahui oleh Koordinator Bimbingan dan Konseling dan atau Kepala sekolah; 6. mempersiapkan alat bantu untuk melaksanakan pemberian layanan bimbingan klasikal sesuai dengan kebutuhan layanan; 7. evaluasi pemberian layanan bimbingan klasikal perlu dilakukan untuk mengetahui bagaimana proses, tepat tidaknya layanan yang diberikan atau perkembangan sikap dan prilaku atau tingkat ketercapaian tugastugas perkembangan. Secara umum aspek yang dievaluasi meliputi: kesesuaian program dalam pelaksanaan, keterlaksanaan program, hambatan-hambatan yang dijumpai, dampak terhadap kegiatan belajar mengajar, dan respon peserta didik personal sekolah, dan orang tua serta perubahan perkembangan peserta didik (tugas-tugas perkembangan) atau perkembangan belajar, pribadi, sosial, dan karirnya; 7. tindak lanjut, perlu dilakukan segi upaya peningkatan pemberian layanan bimbinagn kelas. Kegiatan tindak lanjut senantiasa mendasarkan pada hasil evaluasi kegiatan yang telah dilaksanakan.
Metode Penelitian ini menggunakan model pengambangan yang didefinisikan sebagai kajian secara sistematik untuk merancang, mengembangkan dan mengevaluasi program-program, proses dan hasil-hasil pembelajaran yang harus memenuhi keriteria konsistensi dan keefektifan secara internal. Dilaksanakan mulai bulan April sampai dengan Mei 2016. Prosedur pengembangan mulai pra penelitian, analisis, desain, validasi desain, produk, ujicoba dan revisi. Pengumpulan data menggunakan lembar validasi ahli materi dan tampilan, angket pre-test dan post-test dan angket respon siswa. Semua data penelitian akan dianalisis menggunakan rumus t-test t-test polled varian adalah sebagai berikut:
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t=
(Sugiyono, 2012: 273)
Hasil dan Pembahasan Hasil angket terhadap 13 siswa yang menjadi sampel penelitian kemampuan berkomunikasi siswa berkepribadian introvert yang dijadikan kelas eksperimen setelah diberikan pre-test terdapat skor tertinggi adalah = 72 dan skor terendah adalah = 41 dengan jumlah skor keseluruhan = 688 dan nilai rata-rata =52,92. Secara spesifik terlihat bahwa jumlah siswa yang kategori tinggi sebanyak 1 orang (7,69%), jumlah siswa yang kategori sedang 5 orang (38,46%), sedangkan jumlah siswa yang kategori rendah 7 orang (53,85%). Jadi hasil pengukuran pre-test dengan membandingkannya menggunakan pengkategorian, dapat dikatakan hasil pengukuran pre-test berkategori rendah dengan nilai pengkategorian 30-50. Sedangkan hasil data post-test diperoleh sekor total = 859, dengan nilai rata-rata = 66,07, dengan skor tertinggi = 80, dan sekor terendah = 50. Secara spesifik terlihat bahwa jumlah anak yang kategori tinggi sebanyak 3 siswa atau (23,07%), jumlah siswa kategori sedang adalah sebanyak 9 siswa atau (69,23%), sedangkan jumlah siswa kategori rendah adalah sebanyak 1 siswa atau (7,69%). Jika dilihat perbandingan dari skor sebelum diberikan perlakuan (pre-test) dengan jumlah skor 688, dan skor setelah diberikan perlakuan pos-test yaitu kegiatan bimbingan melalui modul dengan jumlah skor 859. Dari hasil skor tersebut dapat kita lihat perbandingan skor antara hasil pre-test dan post-test yaitu 171 dan hasil dari pengkategorian meningkat, yaitu 8 orang atau 61,53%. Jadi hasil pengukuran post-test dengan membandingkannya dengan menggunakan pengkategorian, dapat dikatakan berkategori sedang, dengan nilai pengkategorian 50-70. Berdasarkan hasil validasi yang telah dilakukan maka dapat diketahui bahwa produk berupa modul bimbingan berkomunikasi dari segi materi/isi dapat dikategorikan “Baik” 37,38x46,14 dengan jumlah skor 45. Sedangkan hasil validasi ahli tampilan dengan menggunakan rumus konversi data kuantitatif ke data kualitatif maka dapat diketahui bahwa produk berupa modul bimbingan dari segi tampilan dapat dikategorikan “Baik” (51x63) dengan jumlah skor 56. Angket respon siswa terhadap kegiatan bimbingan adalah 95% maka respon siswa terhadap kegiatan bimbingan yang beracuan pada modul bimbingan berkomunikasi dapat dikategorikan 81% - 100% (sangat merespon) dengan jumlah skor 65. Hasil hipotesis menggunakan rumus t-test diperoleh t = 6.14 dengan kriteria apabila t-hitung >t-tabel, maka Ha diterima dan Ho ditolak, t-hitung < t-tabel, maka Ha ditolak dan Ho diterima. Berdasarkan hasil hipotesis, penyusunan tabel kerja, dan hasil dari rumus t-test di atas yang diperoleh dalam penelitian ini adalah 6,14 berdasarkan taraf signifikasi 5% dan dengan mencari nilai t-tabel dk = 13 = 1,771 menunjukkan bilangan 1,771 berarti t-hitung>ttabel (6,14>1,771) jadi Ha diterima dan Ho ditolak. Artinya pernyataan yang menyatakan “modul bimbingan berkomunikasi efektif untuk meningkatkan kemampuan berkomunikasi siswa berkepribadian introvert pada kelas VIII di MTs. Mu’allimat NW Kelayu tahun pelajaran 2015/2016” diterima. Sedangkan hipotesis nol (Ho) yang menyatakan ‘’modul bimbingan berkomunikasi tidak efektif untuk meningkatkan kemampuan berkomunikasi siswa berkepribadian introvert pada kelas VIII di MTs. Mu’allimat NW Kelayu tahun pelajaran 2015/2016” ditolak. Pembahasan hasil penelitian bahwa bimbingan dan konseling merupakan kegiatan penting dalam pendidikan. Kegiatan membimbing sangat menentukan arah perkembangan dan 434
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kemunduran siswa di sekolah, baik pada kemampuan akademik maupun non akademik serta prilaku-prilaku sosial lainnya, termasuk pula dalam hal potensi dan kemampuannya dalam berinteraksi dan berkomunikasi dengan orang lain. Salah satu yang mendasari interaksi sosial adalah kemampuan manusia itu untuk berkomunikasi. Kemampuan berkomunikasi pada dasarnya merupakan kompetensi paling penting dalam kehidupan. Kemampuan berkomunikasi secara efektif penting dikuasai karena peranannya yang sangat vital dalam hubungan antarmanusia. Dalam pergaulan sehari-hari sering ditemukan bahwa kemampuan berkomunikasi dapat memperlancar atau sebaliknya dapat pula menghambat hubungan itu. Hasil penelitian ditemukan di lingkungan MTs. Mu’allimat NW Kelayu khususnya pada kelas VIII, bahwa sejumlah siswa terlihat menunjukkan pribadi introvert dengan ciri-ciri pendiam, kurang bergaul (bersosialisasi), kurang berkomunikasi, nada suaranya kecil, tidak bersemangat, cenderung menyendiri apalagi ketika proses belajar-mengajar berlangsung. Sebaliknya siswa yang berkepribadian ekstrovert lebih dominan di dalam kelas, antusias, semangat dan komunikasinya lancar. Dari masalah yang muncul ini peneliti tergugah untuk membuat modul agar siswa yang introvert atau pendiam, lebih aktif dan semangat untuk mengikuti pelajaran terutama dalam hal berkomunikasi. Modul bimbingan ini dibuat untuk guru BK sehingga dapat dipraktikan kepada siswanya yang berkepribadian introvert agar dapat membantu meningkatkan kemampuan berkomunikasi siswa, karena komunikasi itu penting dalam kehidupan seharihari.
Referensi
Arikunto, Suharsimi. (2006). Prosedur Penelitian Suatu Pendidikan Praktik. Jakarta: Rieneka Cipta. Devito, Josep A. (2011). Komunikasi Antar manusia. Tangerang: Karisma Publishing Group. Febrini, Deni.(2011). Bimbingan Konseling. Bengkulu: Teras Gufron, M. Nur & S. Rini Risnawati. (2012). Gaya Belajar Kajian Teoritik. Yogyakarta:Pustaka Pelajar. Hartinah, Sitti. (2009). Konsep Dasar Bimbingan Kelompok. Bandung: PT Refika Aditama. Harun, Rochajat & Ardianto, Elvinaro. (2011). Komunikasi Pembangunan dan Perubahan Sosial. Jakarta: Raja Grafindo Persada. Http://journal.uny.ac.id/index.php/cp/article/viewFile/1472/pdf diakses tanggal 18 Maret 2016. Kamus Besar Bahasa Indonesia. (2008). Edisike-empat. Mulyana, Dedy. (2012). Ilmu Komunikasi Suatu Pengantar. Bandung: Remaja Rosdakarya. Mulyana, Dedy & Rakhmat, Jalaluddin. (2010). Komunikasi Antar Budaya. Bandung: Remaja Rosdakarya. Naim, Ngainun. (2011). Dasar-Dasar Komunikasi Pendidikan. Jogjakarta: Arruz Media. Nurihsan, Achmad Juntika. (2006). Bimbingan dan Konseling dalam Berbagai Latar Kehidupan. Bandung: PT Refika Aditama. Ridwan. (2011). Studi Kasus Anak TK-SD. Pancor: UD. HR Sarwono, Sarlito W. (2009). Pengantar Psikologi Umum. Jakarta : PT Raja Grafindo Persada. Sedanayasa, Gede. (1985). Bahan Ajar: Keterampilan Komunikasi antar Pribadi dan kelompok. Universitas Udayana. Setyosari, Punaji. (2012). Metode Penelitian Pendidikan dan Pengembangan. Jakarta :Kencana Pramedia Group. 435
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Sjarkawi. (2006). Pembentukan Kepribadian Anak Peran Moral Intelektual, Emosional, dan Sosial Sebagai Wujud Integritas Membangun Jati Diri. Jambi: Bumi Aksara. Sudjana, Nana. (2011). Penilaian Hasil Proses Belajar Mengajar. Bandung: PT Remaja Rosdakarya. Sugiyono. (2012). Metode Penelitian Pendidikan. Bandung: CV. Alfabeta Sukmadinata, Nana Syaodih. (2011). Metode Penelitian Pendidikan. Bandung PT Remaja Rosdakarya. Sutrisno, Edy. (2010). Budaya organisasi. Jakarta: Kencana Prenada Media Group. Tea, Taufik. ( 2009). Inspiring Teaching Mendidik Penuh Inspirasi. Jakarta: GemaInsani Trianto. (2007). Model Pembelajaran Terpadu dalam Teori dan Praktik. Jakarta: Prestasi Pustaka. Triyono & Mastur. 2014. Materi Bimbingan Layanan Klasikal Bimbingan dan Konseling. Yogyakarta: Paramitra Publishing. Winkel & Hastuti, Sri. (2006). Bimbingan dan Konseling di Institusi Pendidikan. Yogyakarta: Media Abadi. Yusuf, Syamsu & Nurihsan, Juntika. (2007). Teori Kepribadian. Bandung: PT. Remaja Rosdakarya.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Meningkatkan Keterampilan Motorik Halus Dengan Melipat Kertas Sederhana Melalui Metode Demonstrasi Di PAUD Barokatuzziyadah Najamuddin1, sahrif 2 1 Universitas Hamzanwadi, Indonesia, 2Universitas Hamzanwadi, Indonesia [email protected]
Abstract Aims of this study are to determine the increase in fine motor skills of kindergarten children in PAUD Barokatuzziyadah Pedandan after application demonstration method simple paper folding.The subject of this action research is kindergarten children PAUD Barokatuzziyadah Pedandan second semester of academic year 2015/2016 with a total 20 research subjects. This action research using quantitative descriptive analysis method to collect data from observations during the learning process in the classroom. This study was conducted with 2 cycles. The results showed that in the first cycle the percentage of fine motor skills is 50% at the pretty category. There was an increase in cycle II to 80% with either category, it indicates that there is an increase in fine motor skills in children kindergarten PAUD Barokatuzziyadah Pedandan in the first cycle and second cycle of 30%. So the application demonstration method simple paper folding leaf activities can improve fine motor skills in kindergarten children PAUD Barokatuzziyadah Pedandan. Keywords : demonstration method, paper media, fine motoric skill.
Pendahuluan Program Pendidikan Anak Usia Dini (PAUD) direncanakan, dikelola, dikembangkan dan dievaluasi dengan model dan pendekatan yang sangat khusus disesuaikan dengan karektaristik subyek didiknya, dalam hal ini anak. Paraahli banyak yang mengemukakan pendapatnya bahwa sesuai dengan karektaristik anak yang unik, maka program pendidikan yang digunakannya pun harus dirancang secara khusus. Hal lain juga yang menjadi bagian penting dalam mendukung diterapkannya program pendidikan anak usia dini adalah tersedianya pasilitas pendukung sehingga hal hal yang merupakan tuntutan program dapat dilaksanakan dengan sebaik baiknya. Apabila kita mengamati anak usia dini secara seksama umumnya mereka memiliki cirri khas atau karakteristik yang sangat beragam dan bervariasi baik dalam hal kemampuan, sikap dan minat minatnya. Anak usia dini sosok individu yang sedang menjalani suatu proses perkembangan dengan pesat dan fundamental bagi kehidupan selanjutnya. Pada masa ini pertumbuhan dan perkembangan dalam berbagai aspek sedang mengalami masa yang cepat dalam rentang perkembangan hidup manusia. Pendidikan anak usia dini adalah jenjang pendidikan sebelum jenjang pendidikan dasar yang merupakan suatu upaya pembinaan yang ditujukan bagi anak sejak lahir sampai dengan usia 6 tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut (UU nomor 2 tahun 2003 tentang pendidikan nasional bab 1 pasal 1 butir 14 ). Pendidikan anak usia dini diselenggarakan sebelum jenjang pendidikan dasar (Pasal 28 UU nomor 20 tahun 2003 tentang system pendidikan nasional). Masa usia dini (0-6 th) merupakan masa keemasan (golden age ) pada masa itu stimulasi seluruh aspek perkembangan berperan penting untuk tugas perkembangan selanjutnya. Oleh 437
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Karen itu masa kehidupan anak merupakan masa terpenting dalam rentang kehidupan seorang anak. Pada masa ini pertumbuhan otak sedang mengalami perkembangan yang sangat pesat. Taman kanak kanak merupakan salah satu bentuk pendidikan anak usia dini yang bertujuan untuk membantu meletakkan dasar dasar kearah perkembangan sikap, pengetahuan, keterampilan dan daya cipta diperlukan anak didik dalam menyesuikan diri dengan lingkungan dan untuk pertumbuhan dan perkembangan selanjutnya. Aspek perkembangan anak yang dikembangkan di pendidikan anak usia dini meliputi moral dan nilai nilai agama, sosial, emosional, kemandirian, bahasa, kognitif, fisik, motorik. Aspek aspek tersebut dikembangkan sehingga menjadi kebiasaan yag positif. Seluruh aspek perkembangan tersebut dikembangkan melalui pembelajaran sehari hai dipendidikan anak usia dini dengan cara yang menyenangkan. Pendidikan yng diberikan pada anak usia dini berupa permainan permainan yang meransang tumbuh kembang anak melalui beberapa aspek perkembangan diantaranya fisik,kognitif, sosial emosional, spiritual, bahasa dan seni. Perkembangan kemampuan yang diwujudkan dalam pemberian stimulus yang tepat mengacu pada tahap masa perkembangan anak usia dini, seperti yang dijelaskan oleh pieget, bahwa pada usia dini (0-7 tahun ) anak berada pada tahap perkembangan sensori motor dan praoprasional. Tahap sensori motor yang berlansung dari kelahiran sampai kira kira 2 tahun, dalam tahap ini bayi memperoleh pengetahuan tentang dunia melalui tindakan, fisik yang mereka lakukan dan bayi mengkoordinasikan pengalaman sensorik dengan tindakan fisik. Secara tidak langsung stimulus yang diberikan kepada anak usia dini akan mempengaruhi aspek aspek perkembangan yang ada pada diri anak, perkembangan tersebut terjadi pada perkembangan jasmani yaitu motorik anak. Kemampuan motorik terbagi menjadi dua kelompok, yaitu motorik kasar dan motorik halus. Motorik kasar adalah gerak tubuh yang menggunakan otot otot besar yang meliputi gerak dasar lokomotor, nonlokomotor dan manipulatif. Sedangkan motorik halus adalah kemampuan anak prasekolah beraktifitas menggunakan otot otot halus. Beberapa bagian yang berkaitan dengan motorik halus anak minslnya, menulis,menggambar, menggunting, meronce, melipat dan lain sebagainaya. Pendidikan Anak Usia Dini mulai diberi pendidikan secara berencana dan sistematis agar lebih bermakna dan berarti bagi mereka. Namun demikian, Pendidikan Anak Usia Dini tetap menarik bagi anak didik serta mendorong keberanian aktivitas. Di Pendidikan Anak Usia Dini diupayakan dapat merangsang anak untuk bereksplorasi atau menyelidiki serta mencari pengalaman baru untuk perkembangan dirinya secara optimal. Pendidikan anak usia dini merupakan salah satu bentuk penyelenggaraan pendidikan yang menitikberatkan pada peletakan dasar kearah pertumbuhan dan perkembangan fisik (koordinasi motorik halus dan kasar), kecerdasan (daya pikir, daya cipta, kecerdasan emosi, kecerdasan spiritual), sosio emosional (sikap dan perilaku serta agama) bahasa dan komunikasi, sesuai dengan keunikan dan tahap-tahap perkembangan yang dilalui oleh anak usia dini. Kegiatan pembelajaran sebagai sistem, pada dasarnya merupakan proses yang sistematis dan sinergis dari berbagai komponen, seperti bahan kegiatan, prosedur didaktik (penggunaan metode), pengelompokkan anak didik dan media pengajaran yang berupa sarana atau alat peraga bermain yang digunakan. Kegiatan di Pendidikan Anak Usia Dini (PAUD) lebih dikenal sebagai bermain. Bermain adalah kegiatan yang menyenangkan, anak-anak merasa gembira dan bahagia dalam melakukan aktivitas bermain tersebut, bukan menjadi tegang atau stress. Bermain yang menyenangkan merupakan syarat mutlak dalam melakukan kegiatan di Pendidikan Anak Usia Dini (PAUD). Salah satu kemampuan anak yang sedang berkembang saat usia dini yaitu kemampuan motorik. Pada anak-anak tertentu, latihan tidak selalu dapat 438
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membantu memperbaiki kemampuan motoriknya. Sebab ada anak yang memiliki masalah pada susunan syarafnya sehingga menghambatnya keterampilan motorik tertentu. Ada beberapa penyebab yang mempengaruhi perkembangan motorik anak yaitu faktor genetik, kekurangan gizi, pengasuhan serta latar belakang budaya. Perkembangan motorik terbagi atas dua yaitu motorik kasar dan motorik halus. Motorik kasar memerlukan koordinasi kelompok otot-otot anak yang tertentu yang dapat membuat mereka melompat, memanjat, berlari, menaiki sepeda. Sedangkan motorik halus memerlukan koordinasi tangan dan mata seperti menggambar, menulis, menggunting. Menurut Susanto (2011 : 164) motorik halus adalah gerakan halus yang melibatkan bagian-bagian tertentu saja yang dilakukan oleh otot-otot kecil saja, karena tidak memerlukan tenaga. Namun begitu gerakan yang halus ini memerlukan koordinasi yang cermat. Semakin baik perkembangan motorik halus membuat anak dapat berkreasi, seperti melipat kertas kertas sederhana. Berdasarkan pengamatan yang peneliti temui dilapangan, tepatnya dalam proses pembelajaran di Pendidikan Anak Usia Dini (PAUD) Barokatuzziyadah pedandan, Dalam pelaksanaan kegiatan belum berkembangnya motorik halus anak seperti memegang pensil, menggunting dan melipat. Hal ini disebabkan kurangnya alat/media dalam pengembangan motorik halus anak. Motivasi yang diberikan guru kepada anak dalam melaksanakan kegiatan yang berhubungan dengan motorik halus juga belum maksimal. Untuk itu, ini merupakan tantangan bagi guru untuk meningkatkan motorik halus anak, salah satu alternatif yaitu dengan menerapkan metode demonstrasi dalam pengembangan motorik halus anak dalam melipat kertas. Menurut Djamarah dan Zain (2010:90) menyatakan bahwa metode demonstrasi adalah cara penyajian pelajaran dengan meragakan atau mempertunjukkan kepada siswa suatu proses, situasi, atau benda tertentu yang sedang dipelajari, baik sebenarnya ataupun tiruan, yang sering disertai dengan penjelasan lisan. Salah satu kelebihan metode demonstrasi adalah Siswa dirangsang untuk aktif mengamati, menyesuaikan antara teori dengan kenyataan, dan mencoba melakukannya sendiri. Identifikasi Area dan Fokus Penelitian Agar anak lebih meningkat keterampilan motorik halus dengan melipat kertas diperlukan adanya kreatifitas yang membuat anak semangat untuk belajar. Misalnya dengan membuat permainan berupa alat transportasi dengan kertas, sehingga anak akan melakukan percobaan dan mengamati dengan sendiri sehingga kemampuan motorik anak dapat meningkat secara logis. Berdasarkan latar belakang tersebut, peneliti terdorong untuk melakukan penelitian tindakan kelas dengan judul “ Meningkatkan Keterampilan Motorik Halus dengan Melipat Kertas Sederhana Melalui Metode Demonstrasi”.
Kajian Pustaka
Pengertian Pengembangan Motorik Halus Menurut Mahendra (dalam Sumantri, 2005:143) “ keterampilan motorik halus (fine motor skill) merupakan keterampilan-keterampilan yang memerlukan kemampuan untuk mengontrol otot-otot kecil atau otot halus untuk mencapai pelaksanaan keterampilan yang berhasil”. Sedangkan Menurut Magil (dalam Sumantri, 2005:143) “ keterampilan ini melibatkan koordinasi (neoro muscular) syaraf otot yang memerlukan ketepatan derajat tinggi untuk berhasilnya keterampilan ini”. Keterampilan jenis ini sering disebut sebagai keterampilan yang memerlukan koordinasi mata tangan (hand-eye coordination). Menurut Widodo (2008) perkembangan motorik adalah gerakan yang menggunakan otot-otot halus yang berkoordinasi dengan otak dalam melakukan sesuatu kegiatan. Motorik merupakan perkembangan pengendalian gerakan tubuh melalui kegiatan yang terkoordinir 439
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antara susunan saraf otot, otak, dan spinal cord. Motorik halus adalah gerakan yang menggunakan otot- otot halus atau sebagian anggota tubuh tertentu, yang dipengaruhi oleh kesempatan untuk belajar dan berlatih. Kemampuan motorik halus menjadi salah satu aspek kemampuan yang penting, yang harus mendapatkan stimulus yang tepat dan sesuai dengan tahap perkembangan usianya karena sebagai bekal untuk kesiapan anak dalam memasuki jenjang sekolah selanjutnya. Dengan keterampilan motorik halus yang optimal anak dapat dengan mudah mengikuti setiap kegiatan pembelajaran yang harus dilakukan di pendidikan berikutnya. Berbagai penelitian menunjukkan bahwa bermain memungkinkan anak bergerak secara bebas sehingga anak mampu mengembangkan kemampuan motoriknya. Pada saat bermain anak berlatih menyesuaikan antara pikiran dan gerakan menjadi suatu keseimbangan. Gerak pada anak usia dini merupakan aktivitas yang tak kunjung habis dan sekaligus sebagai cirri masa pertumbuhan dan perkembangan anak secara normal. Gerak bagi anak usia dini juga merupakan bagian yang sangat penting dalam pertumbuhan yang terbebas dari intervensi. Menurut marison, gerak akan memberikan kontribusi terhadap perkembangan intelektual dan keterampilan anak di masa kehidupan selanjutnya. Sebab gerak dalam perkembangan anak merupakan aktifitas yang saling terkoreksikan dengan sensori lainnya. Bermain bagi anak meliputi koordinasi antara keterampilan motorik dengan hal hal terkait dengan indera. Tumbuh kembangnya anak ditentukan oleh beberapa prinsip dasar, seperti; 1. Skuensial atau urutan pokok berdasarkan kejadian penting. 2. System kematangan motorik dari motorik kasar ke motorik halus 3. Pengembangan motor dari kepala ke kaki dan 4. Pengembangan motor dari proximal ke distal. Denga demikian, pengembangan motorik ini sangat memerlukan bantuan orang tua atau pembimbing untuk melatih dalam pertumbuhannya, sehingga potensi motorik anak bisa berkembang secara optimal. Setiap pengulangan dalam keterampilan baru memerlukan konsentrasi untuk melatih konektisitas dan koordinasi gerak dengan indera lainnya. Sementara fine motor skills seperti: a. Menyentuh b. Menggemgam c. Menggunting dan d. Meronce Keterampilan motorik halus tersebut memerlukan latihan yang terbimbing dari orang tua maupun guru. Orang tua dan guru harus membimbing dan menyediakan paduan khusus untuk membantu pengembangan motorik. Dan perkembangan motorik ini juga dipengaruhi oleh perkemgangan aspek lainya sepertinya; Cognitive, bahasa, sosial, emosional, proses maturasi dan genetik. Dengan demikia perkembangan motorik (gross motor and fine motor) pada anak usia dini dan taman kanak kanak juga harus memperhatikan aspek kesehatan, nutrisi, lingkungan, kultur masyarakat. Aktivitas perkembangn grass motor skills dan fine motor skills pada anak usia dini 4 sampai 6 tahun. Untuk itu, model bermainya adalah untuk melatih konsentrasi kemampuan motorik, sehingga mereka memiliki keterampilan yang mapan sebagai akibat dari latihan konsentrasi berbuat. Tujuan dan Fungsi Pengembangan Motorik Halus Menurut Sumantri (2005:146) menyatakan bahwa tujuan pengembangan motorik halus di usia anak 4-6 tahun adalah: a) Anak mampu mengembangkan kemampuan motorik halus yang berhubungan dengan keterampilan gerak kedua tangan. 440
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b) Anak mampu menggerakan anggota tubuh yang berhubungan dengan gerak jari jemari: seperti kesiapan menulis, menggambar dan memanipulasi benda-benda. c) Anak mampu mengkoordinasi indra mata dan aktivitas tangan. d) Anak mampu pengendalikan emosi dalam beraktivitas motorik halus. Sedangkan fungsi pengembangan keterampilan motorik halus adalah mendukung aspek pengembangan aspek lainnya seperti kognitif dan bahasa serta social karena pada hakekatnya setiap pengembangan tidak dapat terpisah satu sama lain. Pemamfaatan Bahan Bekas Alat peraga yang akan digunakan dalam kegiatan pembelajran tidak harus membeli dengn harga mahal. Namun di sini inovasi dan kreativitas dari guru sangat penting. Guru dapat memanfaatkan bahan bahan yang ada di lingkungan maupun bahan bekas yang dapat dimanfaatkan. Dalam ksmu bahasa indonesia,bahan bekas diartikan sebagai benda benda yang pernah dipakai. Bahan bekas disebut juga sebagai limbah adalah bahan sisa yang dihasilkan dari proses produksi baik dari pabrik maupun rumah tangga. Bahan bekas adalah benda benda yang tidak berguna lagi jika sudah dibuang, namun masih bisa dipakai lagi dengan diolah menjadi barang baru untuk dijadikan sesuatu yang berguna atau dapat dimanfaatkan untuk meningkatkan kemampuan motorik halus dengan menggunting, menempel, melipat, menjahit menjadi alat peraga ti tman kanak kanak. Pengertian Melipat Kegiatan melipat seringkali bahan yang digunakan adalah kertas.Bahan kertas mudah didapat serta kertas yang dipakai biasanya kertas karton, biar tidak mudah kusut. Menurut Sumantri (2005:151) melipat pada hakekatnya merupakan kegiatan keterampilan tangan untuk menciptakan bentuk-bentuk tertentu tanpa menggunakan bahan perekat (lem). Keterampilan ini membutuhkan keterampilan koordinasi tangan, ketelitian dan kerapihan serta kreativitas kegiatan melipat jika disajikan sesuai dengan minat anak, akan memberikan keasikan dna kegembiraan serta kepuasan bagi anak. Melipat kertas (origami) merupakan salah satu pengembangan motorik halus yang membutuhkan keterampilan, ketelitian, dan bimbingan. Kemudian Hajar dan Sukardi (2010) menyatakan kegiatan melipat kertas merupakan salah satu pengembangan motorik halus yang membutuhkan ketelitian, keterampilan dan pengembangan seni. Kegiatan ini juga salah satu media untuk membantu melenturkan otot motorik halus, daya piker, perasaan sensitive, dan keterampilan yang tingkat kesulitannya dapat disesuaikan dengan usia anak. Teknik Melipat Kertas Teknik dalam kegiatan melipat merupakan kegiatan tersendiri dan sebainya kegiatan ini dipandu oleh dua orang pendidik, satu orang pendidik mengajak kapada anak untuk melipat kertas dengan langkah satu persatu secara keseluruhan, sedangkan pendidik lainnya membimbing anak satu-persatu dengan cara ikut bekerja dengan anak bagaimana cara melipatnya sambil ikut memegangi. Setiap anak memegang kertas masing-masing satu lembar.Langkah demi langkah sambil dibantu pendidik melipat kertas sesuai dengan peragaan pendidik didepan kelas (Hajar dan Sukardi, 2010). Manfaat Melipat Kertas Sederhana Melipat kertas memiliki beberapa manfaat, yaitu: 1) Sebagai Alat Komunikasi Melipat kertas bisa menjadi alat komunikasi dua arah. Jika selama ini anak kerap melihat berbagai jenis satwa melalui buku duadimensi orang tua bisa membuat bentukan lipatan agar anak punyabayangan tiga dimensi terhadap jenis satwa yang dimaksud. 441
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2) Melatih Ketekunan dan Konsentrasi Siapapun bisa menghasilkan sebuah karya origami. Apresiasi dan imajinasi anak dibangun melalui kegiatan seni tersebut. 3) Anak Belajar Berkarya (Seni) Origami adalah seni melipat kertas, sehingga ketika seorang anak membuat origami berarti ia telah belajar berkarya (seni). Seni di sini bisa diartikan dalam dua hal, yakni seni melipatnya (teknik dan cara melipatnya, prosesnya pada setiap tahapan, dan sebagainya) dan modelnya itu sendiri yang menjadi karya seni. 4) Anak Belajar Membuat Mainannya Sendiri Banyak model origami yang dapat digunakan untuk bermain anak misalnya kodok lompat, piring terbang, bola besar, pesawat terbang, perahu, kuda berputar, suara tembakan, baling-baling, model peralatan rumah mulai lemari, kursi, meja dipan, dan lain-lain. Model-model itu umumnya dapat cukup dibuat dari selembar kertas saja.Untuk model tertentu yang berukuran besar bisa menggunakan kertaskoran seperti untuk membuat topi, bola besar, pesawat, dan lain-lain. 5) Memanfaatkan Kertas Bekas Bagi anak-anak atau penggemar origami segala jenis kertas bisadigunakan sebagai media melipat seperti kertas putih polos, kertas berwarna, kertas kado, hingga kertas koran yang sudah tidak terpakai bisa dimanfaatkan untuk membuat origami. Kegiatan melipat selain melatih keterampilan juga melatih imajinasi, karena anak membentuk kertas dari berbagai lembaran dijadikan bentuk figure bahkan karya tiga dimensi. Pengertian Metode Demonstrasi Menurut Djamarah dan Zain (2010:90) menyatakan bahwa metode demonstrasi adalah cara penyajian pelajaran dengan meragakan atau mempertunjukkan kepada siswa suatu proses, situasi, atau benda tertentu yang sedang dipelajari, baik sebenarnya ataupun tiruan, yang sering disertai dengan penjelasan lisan. Dengan metode demonstrasi, proses penerimaan siswa terhadap pelajaran akan lebih berkesan secara mendalam, sehingga membentuk pengertian dengan baik dan sempurna. Juga siswa dapat mengamati dan memperhatikan apa yang diperlihatkan selama pelajaran berlangsung. Penggunaan teknik demonstrasi sangat menunjang proses interaksi mengajar belajar di kelas. Keuntungan yang diperoleh ialah: dengan demonstrasi perhatian siswa lebih dapat terpusatkan pada pelajaran yang sedang diberikan, kesalahan-kesalahan yang terjadi bila pelajaran itu diceramahkan dapat diatasi melalui pengamatan dan contoh kongkrit. Sehingga kesan yang diterima siswa lebih mendalam dan tinggal lebih lama pada jiwanya (Roestiyah, 2005:84). Kelebihan dan kelemahan metode demonstrasi menurut Djamarah dan Zain (2010:91) adalah sebagai berikut: Kelebihan metode Demonstrasi 1. Dapat membuat pengajaran menjadi lebih jelas dan lebih konkret, sehingga menghindari verbalisme (pemahaman secara kata-kata atau kalimat). 2. Siswa lebih mudah memahami apa yang dipelajari. 3. Proses pengajaran lebih menarik. 4. Siswa dirangsang untuk aktif mengamati, menyesuaikan antara teori dengan kenyataan, dan mencoba melakukannya sendiri. Kekurangan metode Demonstrasi 1. Metode ini memerlukan keterampilan guru secara khusus, karena tanpa ditunjang dengan hal itu, pelaksanaan demonstrasi akan tidak efektif. 2. Fasilitas seperti peralatan, tempat, dan biaya yang memadai tidak selalu tersedia dengan baik. 3. Demonstrasi memerlukan kesiapan dan perencanaan yang matang di samping memerlukan waktu yang cukup panjang, yang mungkin terpaksa mengambil waktu atau jam pelajaran lain. 442
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Langkah-langkah pembelajaran dengan metode Demonstrasi yang akan digunakan dalam penelitian ini, adalah sebagai berikut: 1. Guru menyampaikan kompetensi yang akan dicapai. 2. Guru menjelaskan garis besar yang akan di Demonstrasikan dan memulai memberikan pertanyaan-pertanyaan yang ringan kepada siswa. 3. Guru menjelaskan materi dengan menggunakan/ mendemonstrasikan alat peraga. 4. Guru memberikan tugas kepada siswa. “Penerapan Metode Demonstrasi Berbantu Media Daun Pisang untuk Meningkatkan Keterampilan Motorik Halus Anak Melalui Kegiatan Menganyam Pada Anak PAUD ” menyimpulkan bahwa bahwa penerapan metode demonstrasi dengan berbantuan media daun pisang dapat meningkatkan keterampilan motorik halus anak melalui kegiatan menganyam pada siswa PAUD Barokatuzziyadah pedandan, desa tanpak siring kec. Batukliang kab. Lombok tengah. Hal tersebut dapat dilihat dari peningkatan rata-rata persentase keterampilan motorik halus anak klasikal yang dicapai dari siklus I dengan persentase klasikal 61,37%, dan siklus II dengan persentase keterampilan motorik halus anak secara klasikal 83,65% dan mengalami peningkatan sebesar 22,28%. Peningkatan keterampilan motorik halus anak secara klasika l yang dicapai dari siklus I ke siklus II sudah menunjukkan peningkatan yang signifikan. Keberhasilan pencapaian keterampilan motorik halus anak pada siklus II sudah memenuhi kriteria yang ditetapkan, sehingga penelitian dihentikan pada siklus tersebut. Hal ini menandakan bahwa penerapan metode demonstrasi dengan berbantuan media daun pisang terbukti dapat meningkatkan keterampilan motorik halus anak melalui kegiatan menganyam pada siswa kelompok B PAUD Barokatuzziyadah pedandan, desa tanpak siring kec. Batukliang kab. Lombok tengah. Tahun Pelajaran 2015/2016.
Pengembangan Konseptual Dalam rangka menghadapi era globalisasi, program pendidikan harus mampu memberi bekal kepada peserta didik untuk memiliki daya saing yang tangguh. Hal ini dapat terwujud jika peserta didik memiliki kreatifitas, kemandirian, kemampuan dasar dan mudah menyesuaikan diri terhadap perubahan-perubahan yang terjadi pada bidang kehidupan di masyarakat. Pembelajaran persiapan di PAUD merupakan landasan terpenting bagi perkembangan anak selanjutnya. Landasan tersebut sesuai dengan hakikat pendidikan anak usia dini PP Nomor 27 Tahun 1990 Pasal 3 tentang pendidikan pra sekolah bertujuan untuk membantu meletakkan dasar kearah perkembangan sikap, pengetahuan, keterampilan, dan daya cipta yang diperlukan oleh anak didik dalam menyesuaikan diri dengan lingkungan dan untuk pertumbuhan dan perkembangna selanjutnya. Dalam mengembangkan keterampilan motorik anak usia dini bisa melalui tindakan didaktif, memotivasi dalam pembelajaran keterampilan motorik, bisa juga dengan memperkenalkan keterampilan sesuai dengan tingkatan usia anak 6 tahun atau anak usia dini. Keterampilan merupakan salah satu komponen kecerdasan kinestetik yang terkait juga dengan pengembangan visual spasial. Keterampilan sebagai kecakapan motorik halus pada anak dapat dirangsang dengan berbagai kegiatan yang menekankan kemampuan menangani benda-benda, membuat bentuk tertentu,seperti kolase, mencocok, menebalkan, meronce atau menata. Media yang paling baik dalam pemberian instruksi adalah alat bentuk visual, seperti gambar atau peragaan keterampilan yang benar, video atau demonstrasi oleh teman sebaya atau oleh guru sendiri (modeling). Informasi tentang keterampilan dengan cara ini tidak terbatas oleh penggunaan kata-kata saja, tetapi dibuatkan dengan gambaran nyata tentang gerakan yang akan di pelajari.
Kesimpulan Berdasarkan deskripsi hasil datapenelitian yang dilaksanakan pada siklus I dan II dapat disimpulkan bahwa: 443
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Pelaksanaan metode demonstrasi dalam penigkatan kemampuan motorik halus anak melalu pemanfaatan bahan bekas padakelompok B PAUD Barokatuzziyadah di laksanakan 2 siklus pertama terlaksana pada tanggal 24 februari 2015. Siklus kedua terlaksana pada tanggal 3 maret 2015. Secara keseluruhan pelaksanaan tindakan berjalan dengan lancar, sesuai dengan rencana yang telah disusun dan dilakukan refleksi disetiap siklusnya. Peningkatan kemampuan motorik halus anak pada peserta didik dalam pengembangan pemanfaatan bahan bekas cukup signifikan. Penigkatanmotorik halus pada peserta didik terlihat pada kemampuan dalam menciptakan sesuatu melalui bahan bekas. Peningkatan kemampuan motorik halus anak/peserta didik dalam menciptakan sesuatu melalui bahan bekas. Hal tersebut dapat dilihat dari peningkatan rata-rata persentase keterampilan motorik halus anak klasikal yang dicapai dari siklus I dengan persentase klasikal 61,37%, dan siklus II dengan persentase keterampilan motorik halus anak secara klasikal 83,65% dan mengalami peningkatan sebesar 22,28%. Peningkatan keterampilan motorik halus anak secara klasika l yang dicapai dari siklus I ke siklus II sudah menunjukkan peningkatan yang signifikan.
Saran Berdasarkan hasil penelitian dan pembahasan pelaksanaan tindakan dan analisis penelitian terkait dengan peningkatan kemampuan motorik halus anak melalui pemanfaatan bahan bekas dengan metode demonstrasi, perlu adanya perbaikan dan saran yang membangun. Adapun saran saran tersebut antara lain. Guru/pendidik hendaknyasenatiasa meningkatkan kualitas pembelajaran yang dilaksanakan dengan metode/media bervariasi dan cocok dalam pelaksanaan pembelajaran keterampilan sehingga dapat menumbuhkan semangat peserta didik dalam mengikuti kegiatan pembelajaran. Selain itu guru/pendidik hendaknya senantiasa dapaty menciptakan suasana pembelajran yang kondusif dan menyenagkan serta nyaman bagi anak serta menjalin komunikasi yang baik. Metode demontrasi sebagai salah satu metode Pembelajran untuk mendorong kemampuan peserta didik dalam pemanfaatan bahan bekas serta dapat menjadikan peserta didik lebihfokus dalam mengikuti pembelajaran.
Daftar Pustaka
Arikunto Suharsimi, penelitian tindakan kelas. PT Bumi Aksana, 2006. Harus Rasyid, M.Pd. Asesmen Perkembangan Anak Usia Dini. Yogyakarta:multi pressindo 2009. Moeslichatoen, Metode Pengajaran Di Taman Kanak Kanak. Jakarta: Rineka Cipta 2004 Rika Eka Izzaty, Perkembangan Peserta Didik. Fakultas Ilmu Pendidikan UNY 2006. Suyanto selamat, Dasar Dasar Pendidikan Anak Usia Dini. Yogyakarta hikayat Publishing 2005. Sdono Anggani, Sumber Belajar Dan Alat Permainan Anak Usia Dini. Jakarta: Grasindo 2004. Soegeng santoso, Pendidikan Anak Usia Dini. Jakarta: Yayasan Citra Pendidikan Indonesia (CPI) 2002. Syaodih Ernawulan Dan Mebiar Agustin, Bimbingan Konseling Untuk Anak Usia Dini. Jakarta: universitas terbuka 2011.
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Problem Based Learning Model Application Of Learning (PBL) Increase In Creative and Critical Thinking Skills Students Through The Lesson Study on Course Geometry Semester II B STKIP Hamzanwadi Selong Academic Year 2014/2015 Neny Endriana Universitas Hamzanwadi, Indonesia
Abstract The purpose of this study is to describe the application of learning model of problem-based learning , describing the creative and critical thinking skills of students in the second semester B of the course Geometry 2014/2015 academic year . This type of research used in this study is the PTK through Lesson Study activities which consists of three phases : planning ( Plan) , implementation ( Do) and reflection ( See). Data collection techniques used is a test, questionnaire , observation , field notes and documentation , as well as data analysis is qualitative description of the data collected. Results of the research is expected is an increase in creative and critical thinking abilities of students in the subject of geometry through problem based learning application that consists of four lesson study activities . The results showed that on average the ability to think creatively to the first lesson study is 65.25, while the average critical thinking skills was 65.75 . In the second lesson study , an average of creative thinking ability of students is 63.12, while the average critical thinking skills was 64.45. In the third lesson study , an average of creative thinking ability of students is 64.21 , while the average critical thinking skills was 67.45 . In the fourth lesson study , an average of creative thinking ability of students is 72.31 , while the average critical thinking skills was 80.25 . Both the average ability of creative thinking and critical thinking of students increased in the fourth lesson study activities . Therefore , the ability of creative thinking and critical thinking skills of students in the subject of geometry can be improved by using a model of problem -based learning through lesson study activities . Keywords : problem based learning , creative thinking skills , critical thinking skills , and lesson study
Pendahuluan Pendidikan merupakan salah satu Tridarma perguruan tinggi yang harus dilakukan oleh seorang Dosen dalam melaksanakan kewajibannya sebagai tenaga pendidik di perguruan tinggi. Tingkat keberhasilan pendidikan di perguruan tinggi sangat dipengaruhi oleh rasa peduli, tanggungjawab, dan kompetensi dosen dalam melaksanakan suatu pembelajaran. Oleh karena itu, dosen dituntut untuk mengembangkan kompetensinya secara terus menerus dalam meningkatkan kualitas pembelajaran. Salah satu kompetensi yang harus ditingkatkan oleh dosen adalah kompetensi pedagogik, yaitu kompetensi dalam merencanakan, melaksanakan, mengevaluasi, dan menindaklanjuti hasil evaluasi suatu pembelajaran. Ada beberapa kriteria yang perlu diperhatikan oleh dosen dalam menerapkan kompetensi pedagogik pada suatu pembelajaran, di antaranya: (1) mampu mengembangkan kurikulum atau silabus; (2) mampu merencanakan pembelajaran; (3) mengerti dan dapat menerapkan metode pembelajaran yang bervariasi; (4) mampu mengembangkan dan menggunakan berbagai alat, media dan sumber belajar yang relevan; (5) mampu memanfaatkan teknologi pembelajaran; (6) mampu melaksanakan pembelajaran yang 445
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konstruktif dan dialogis; (7) mampu melaksanakan evaluasi hasil belajar dengan efektif dan efesien. Berdasarkan pengalaman mengajar mata kuliah Geometri semester genap tahun akademik 2013/2014, dosen belum mampu merencanakan, melaksanakan pembelajaran dengan maksimal sehingga proses pembelajaran tidak begitu bermakna bagi mahasiswa. Hal ini disadari bahwa pembelajaran yang digunakan cenderung berpusat pada dosen (lecturer centered), Dalam proses pembelajaran Geometri, mahasiswa cenderung tidak mampu berpikir kritis secara optimal, hal ini dapat dilihat dari kemampuan dalam menyampaikan pendapatnya baik itu secara lisan maupun tulisan. Disamping itu, kemampuan berpikir kreatif Mahasiswa masih rendah, ini dapat dilihat dari jawaban Mahasiswa yang tidak adanya kebaruan dan fleksibelitas serta kefasihannya. Jawaban Mahasiswa hanya terfokus pada contoh soal saja tanpa mampu mencari alternatif penyelesaian dengan cara yang berbeda sehingga jika ada permasalahan lain yang diberikan, maka siswa akan mengalami kesulitan untuk mencari penyelesaiannya. Untuk mengatasi permasalahan di atas, perlu diusahakan proses pembelajaran berpusat pada mahasiswa (student centered) serta bisa menggali kemampuan berpikir kreatif dan berpikir kritis matematis mahasiswa. Di samping itu, Committee on the Undergraduate Program in Mathematics (CUPM) juga merekomendasikan bahwa pembelajaran matematika di kelas harus melibatkan aktivitas yang mendukung semua mahasiswa untuk meningkatkan dan mengembangkan keterampilan penalaran analitis dan kritis, pemecahan masalah, dan komunikasi, serta mencapai kebiasaan (habit) berpikir matematis. Oleh karena itu, salah satu model pembelajaran yang tepat untuk mengatasi permasalahan tersebut adalah model pembelajaran Problem Based Learning yang diterapkan melalui kegiatan Lesson Study. PBL merupakan pembelajaran yang menggunakan masalah dunia nyata sebagai suatu konteks bagi mahasiswa untuk belajar tentang cara berpikir kritis dan keterampilan pemecahan masalah, serta untuk memperoleh pengetahuan dan konsep yang esensial dari materi pelajaran (Nurhadi,dkk. 2004). PBL dilakukan dengan membentuk kelompok-kelompok kecil, banyak kerjasama dan interaksi, mendiskusikan hal-hal yang kurang dipahami. Alasan utama diterapkannya metode PBL pada mata kuliah Geometri Transformasi adalah karena adanya keunggulan PBL itu sendiri, kunggulan-keunggulannya menurut Harsono dan Dwiyanto, D. (2005) serta menurut Panen, dkk. (2001) adalah: (1) mahasiswa memperoleh pengetahuan dasar (basic sciences) yang berguna untuk memecahkan masalah-masalah yang dijumpainya; (2) student-centered yaitu mahasiswa belajar secara aktif dan mandiri (sebagai adult learner) dengan sajian materi terintegrasi (horisonal dan vertikal) dan relevan dengan real setting (profesionalism); (3) mahasiswa mampu berpikir kritis, mengembangkan inisiatif; (4) terjadi perubahan paradigma pengajar sebagai fasilitator; (5) pembelajaran berfokus pada kebermaknaan, bukan fakta (bukan sekedar menghafal tetapi menggunakan informasi untuk memecahkan masalah sehingga informasi tersebut lebih bermakna); (6) meningkatkan kemampuan mahasiswa untuk berinisiatif (karena ada kesempatan untuk belajar mandiri dan kerja kelompok dan diskusi); (7) mengembangkan ketrampilan dan pengetahuan mahasiswa baik dalam mencari informasi maupun keterampilan menyelesaikan masalah dengan menggunakan pengetahuannya untuk mengkonstruksi pengatahuan yang baru; (8) pengembangan keterampilan interpersonal maupun dinamika kelompok melalui diskusi kelompok dan kerja sama kelompok; dan (9) peningkatan jenjang pencapaian jenjang pembelajaran dengan adanya keterampilan dan pengetahuan lain yang diperoleh selain pada
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pencapaian pemahaman materi seperti; kerja sama, kemandirian, ketrampilan berpendapat dan rasa percaya diri. Penerapan PBL dilaksanakan melalui kegiatan Lesson study, sebab Lesson study dipercaya berhasil dalam meningkatkan praktik pembelajaran. Menurut Sparks (1999), lesson study merupakan proses kolaboratif yang dilakukan oleh sekelompok dosen/guru dalam mengidentifikasi masalah-masalah pembelajaran, merencanakan perbaikan pembelajaran, melaksanakan pembelajaran dengan salah satu guru membelajarkannya sementara guru lain sebagai pengamat, mengevaluasi dan merevisi pembelajaran, melaksanakan pembelajaran yang telah direvisi berdasarkan hasil evaluasi, mengevaluasi lagi, dan berbagi (menyebarluaskan) hasilnya kepada dosen-dosen lain. Lesson study secara lebih lengkap dapat diartikan sebagai suatu proses kolaboratif dari sekelompok guru untuk secara bersama-sama: (1) mengidentifikasi masalah pembelajaran yang dirasakan oleh dosen/guru (salah satu atau sekelompok guru) (2) merencanakan langkahlangkah pembelajaran (sebagai upaya pemecahan masalah yang terdidentifikasi), (3) melaksanakan pembelajaran yang dilakukan oleh salah satu guru yang dipilih (disepakati), sementara guru lain mengobservasi proses pembelajaran, (4) mengevaluasi proses pembelajaran yang telah dilakukan (5) memperbaiki perencanaan pembelajaran berdasarkan hasil evaluasi (6) melaksanakan pembelajaran lagi, (7) mengevaluasi kembali pembelajaran yang telah dilaksanakan, dan (8) membagi (menyebarluaskan) pengalaman dan temuan dari hasil evaluasi tersebut kepada guru lain. Adapun kemampuan yang ingin ditingkatkan dalam pembelajaran ini adalah kemampuan berpikir kreatif dan kemampuan berpikir kritis matematis mahasiswa. Indikator kemampuan berpikir kreatif menurut Silver (1997:76) bahwa tiga kunci komponen kreativitas dinilai oleh Torrence Test of Creativite Thinking (TTCT) adalah kefasihan, fleksibel, dan kebaruan. Tingkat berpikir kreatif ini menekankan pada pemikiran divergen dengan urutan tertingga (aspek yang paling penting) adalah kebaruan, kemudian fleksibelitas dan yang terendah adalah kefasihan. Kebaruan ditempatkan pada posisi tertinggi karena merupakan ciri utama dalam menilai suatu produk pemikir kreatif, yaitu harus berbeda dengan sebelumnya dan sesuai dengan permintaan tugas. Fleksibelitas ditempatkan pada posisi penting berikutnya karena menunjukkan pada produktivitas ide (banyak ide-ide) yang digunakan untuk menyelesaikan tugas. Selanjutnya kefasihan lebih menunjukkan pada kelancaran mahasiswa memproduksi ide yang berbeda dan sesuai tugas. Sedangkan kemampuan berpikir kritis matematis mahasiswa, dalam berpikir kritis matematis pada pembelajaran matematika menurut NCTM (1989: 214) dapat dilihat dari : (1) Kemampuan mengekspresikan ide-ide matematika melalui lisan, tertulis, dan mendemonstrasikannya serta menggambarkannya secara visual; (2) Kemampuan memahami, menginterpretasikan, dan mengevaluasi ide-ide matematika baik secara lisan maupun dalam bentuk visual lainnya; (3) Kemampuan dalam menggunakan istilah-istilah, notasi-notasi Matematika dan struktur-strukturnya untuk menyajikan ide, menggambarkan hubungan-hubungan dan model-model situasi. Oleh karena itu, tulisan ini membahas tentang bagaimana model pembelajaran problem based learning diterapkan pada mata kuliah Geometri melalui kegiatan Lesson Study untuk meningkatkan kemampuan berpikir kreatif dan kemampuan berpikir kritis matematis mahasiswa.
Metode
Pendekatan dan Jenis Penelitian Penelitian ini dilakukan pada mata kuliah geometri di semester II B program studi pendidikan matematika STKIP Hamzanwadi Selong tahun akademik 2014/2015 dengan menggunakan pendekatan deskriptif kualitatif. Deskriptif maksudnya untuk menggambarkan keadaan atau 447
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status fenomena kelompok tertentu atau gambaran tentang suatu gejala atau hubungan antara dua gejala atau lebih. Sedangkan, jenis penelitian yang digunakan adalah penelitian tindakan kelas (PTK) melalui kegiatan lesson study yang terdiri dari empat siklus (open class) yang teridiri dari empat tahapan yaitu: Setiap siklus terdiri dari 3 tahapan, yaitu tahap perencanaan (Plan), pelaksanaan (Do) dan refleksi (See). Tahapan pelaksanaan penelitian Tahap Perencanaan (Plan) 1) Pembentukan kelompok/tim lesson study dan penentuan dosen model. 2) Menentukan kelas sebagai tempat untuk pelaksanaan lesson study dan pembentukan kelompok yang masing-masing terdiri dari 4-6 orang. 3) Mempersiapkan perangkat pembelajaran diantaranya adalah silabus, Rencana Pelaksanaan Perkuliahan (RPP), Lembar Kerja Mahasiswa (LKS) 4) Mempersiapkan instrument penelitian seperti lembar observasi, angket, kamera video, LCD, dsbnya. Tahap pelaksanaan tindakan (Do) Berdasarkan rencana pembelajaran yang telah disusun, dosen model melaksanakan pembelajaran di kelas yang telah ditentukan, sementara anggota lain bertindak sebagai observer, yang mengamati proses pembelajaran dengan menggunakan instrumen penelitian yang telah dikembangkan. Dengan demikian, bersamaan dengan dilaksanakannya proses pembelajaran, dilakukan pengambilan data yang diperlukan untuk kepentingan refleksi. Tahap Refleksi (See) Segera setelah proses pembelajaran berakhir, dilakukan postclass discussion atau kegiatan refleksi. Refleksi diikuti oleh semua anggota kelompok/obserber yang dimaksudkan untuk mengkaji hasil pengamatan setiap anggota kelompok dan hasil rekaman proses pembelajaran, pada tahap refleksi ini adalah secara bersama-sama menemukan solusi untuk masalah yang muncul agar pembelajaran berikutnya dapat dipersiapkan dan dilaksanakan dengan lebih baik. Teknik Pengumpulan dan Analisis Data Teknik pengumpulan data yang digunakan adalah observasi, catatan lapangan, dokumentasi, angket dan tes. Sedangkan, teknik analisis data menggunakan deskriptif kualitatif. Semua data yang diperoleh ditelaah dan diolah melalui kategori data, validasi data dan interpretasi data, langkah tersebut untuk mengklasifikasi data dan penyajian data sehingga data terlihat jelas.
Hasil dan Pembahasan
Deskripsi pelaksanaan plan, do dan see untuk setiap materi yang digunakan dalam open class Perencanaan Pada siklus I. dosen model menyusun skenario pembelajaran problem based learning, Membentuk anggota kelompok dengan kemampuan yang heterogen yang masing-masing terdiri dari 4-6 orang, Menyiapkan masalah atau topik yang akan digunakan dalam pembelajaran yakni tentang Kekongruenan dua segitiga. Scenario pembelajaran disampaikan secara terbuka sebelum pelaksanaan open class untuk mendapatkan masukan, kritik dan saran dari dosen yang lain selaku observer sebagai masukan untuk perbaikan. Langkah seperti itu dilakukan juga pada siklus berikutnya. Pada Siklus II tentang ketaksamaan dua segitiga, siklus III tentang luas segitiga dan segi empat dan siklus IV tentang kesebangunan. Pelaksanaan Pada siklus I, dosen model melaksanakan pembelajaran (do) dengan indikator mahasiswa mampu menemukan postulat/teorema kekongruenan dua segitiga, membuktikan 448
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postulat/teorema kekongruenan dua segitiga dan menerapkan kekongruenan segitiga dalam kehidupan sehari-hari. Langkah pembelajaran yang dilakukan disesuaikan dengan model pembelajaran Problem Based Learning. Pada siklus II dosen model melaksanakan pembelajaran (do) dengan indikator mahasiswa mampu menentukan ketaksamaan pada sebuah segitiga dan menentukan ketaksamaan dalam dua segitiga. Langkah pembelajaran yang dilakukan disesuaikan dengan model pembelajaran Problem Based Learning seperti pada siklus I. Pada siklus III dosen model melaksanakan pembelajaran (do) dengan model pembelajaran Problem Based Learning seperti pada siklus I dan siklus II. Indikator yang dikaji adalah Mendefinisikan secara deduktif luas segitiga, mendefinisikan secara deduktif luas segi empat, mengaplikasikan konsep luas segi tiga dalam kehidupan sehari-hari dan mengaplikasikan konsep luas segi empat dalam kehidupan sehari-hari Sedangkan pada siklus IV dosen model melaksanakan pembelajaran (do) dengan model pembelajaran Problem Based Learning seperti pada siklus I, siklus II, dan siklus III. Indikator yang dikaji adalah Menjelaskan definisi kesebangunan dua segitiga, Membuktikan postulat kesebangunan dua segi tiga dan Megaplikasikan konsep kesebangunan Refleksi Refleksi pada siklus I, II, III dan IV dilakukan untuk mendiskusikan proses pembelajaran yang telah berlangsung dan mengupayakan peningkatan kualitas untuk siklus berikutnya sesuai dengan fokus masalah yang diangkat dalam lesson study mata kuliah geometri. Proses pelaksanaan refleksi mengikuti pedoman standart yang diberikan oleh Dirjen Dikti. Dipimpin oleh seorang moderator dan dibantu oleh sekretaris sidang. Dosen atau guru model diberi kesempatan terlebih dahulu untuk menyampaikan persepsinya selama proses pembelajaran, kemudian observer diminta menyampaikan hasil observasinya, dan dosen model diminta memberikan tanggapan kembali terhadap komentar yang diberikan oleh observer. Dalam refleksi ini dibahas dan dikaji ulang tentang pencapaian target pembelajaran sebagaimana yang menjadi fokus dalam pelaksanaan lesson study pada matakuliah geometri. Data Hasil Belajar Mahasiswa dan Pembahasannya. Berdasarkan hasil evaluasi pada siklus I diperoleh gambaran tentang kemampuan berpikir kreatif dan kritis mahasiswa pada materi Kekongruenan dua segitiga, nilai rata-rata dari 30 orang mahasiswa yang hadir untuk kemampuan berpikir kreatif adalah 65,25 termasuk pada kategori kreatif dan rata-rata kemampuan berpikir kritis adalah 65,75 termasuk pada kategori kritis. Berdasarkan temuan pada kegiatan ini, secara umum kegiatan pembelajaran sudah berjalan dengan baik, akan tetapi masih ditemukan masalah terkait dengan sejumlah mahasiswa yang kurang aktif dalam kegiatan pembelajaran. Aturan pembuatan gambar pada LKM, serta waktu yang kurang tepat. Oleh karena itu, untuk selanjutnya perlu ada perhatian khusus kepada mahasiswa yang kurang terlibat dalam kegiatan belajar, dan pembuatan LKM serta pemanfaatan waktu yang sebaik-baiknya. Pada siklus II materi yang diajarkan adalah ketaksamaan dua segitiga. Nilai rata-rata dari 29 orang mahasiswa yang hadir untuk kemampuan berpikir kreatif adalah 63,12 termasuk pada kategori cukup kreatif dan rata-rata kemampuan berpikir kritis adalah 64,45 termasuk pada kategori cukup kritis. Berdasarkan temuan pada kegiatan ini, secara umum kegiatan pembelajaran sudah berjalan dengan baik, akan tetapi masih ditemukan masalah terkait dengan sejumlah mahasiswa yang kurang aktif dalam kegiatan pembelajaran. Oleh karena itu, untuk selanjutnya perlu ada perhatian khusus kepada mahasiswa yang kurang terlibat dalam kegiatan belajar. 449
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Pada siklus III dengan materi Luas segitiga dan segi empat. Nilai rata-rata dari 30 orang mahasiswa yang hadir untuk kemampuan berpikir kreatif adalah 64,21 termasuk pada kategori cukup kreatif dan rata-rata kemampuan berpikir kritis mengalami peningkatan yakni 67,45 termasuk pada kategori kritis. Berdasarkan temuan pada kegiatan ini, secara umum kegiatan pembelajaran sudah berjalan dengan baik, akan tetapi masih ditemukan masalah terkait dengan pengalokasian waktu serta struktur pemberian masalah. Oleh karena itu, untuk selanjutnya perlu pengalokasian waktu yang tepat sesuai dengan penyelesaian dari masalah yang diberikan. Pada siklus ke IV dengan materi tentang kesebangunan. Nilai rata-rata dari 30 orang mahasiswa yang hadir untuk kemampuan berpikir kreatif mengalami peningkatan yakni 72,31 termasuk pada kategori kreatif begitu juga rata-rata kemampuan berpikir kritis juga mengalami peningkatan yakni 80,25 termasuk pada kategori sangat kritis. Berdasarkan temuan pada kegiatan ini, secara umum kegiatan pembelajaran sudah berjalan dengan baik, akan tetapi masih ditemukan masalah terkait dengan sejumlah mahasiswa yang kurang aktif dalam kegiatan pembelajaran. Oleh karena itu, untuk selanjutnya perlu ada perhatian khusus kepada mahasiswa yang kurang terlibat dalam kegiatan belajar.
Gambar 1. Data Angket Respon Mahasiswa terhadap Pembelajaran yang Sudah Dilakukan Melalui Lesson Study Berdasarkan data pada gambar 1 yaitu butir instrumen no 1-6 menyimpulkan bahwa pembelajaran yang dilaksanakan tergolong menarik, menyenangkan, mudah dimengerti, membuat mahasiswa termotivasi, menciptakan kerjasama dan mendorong kemandirian belajar. Begitu pula respon terhadap media dan bahan ajar (LKM) yang digunakan (butir 711) tergolong menarik, dapat membantu untuk memahami konsep materi yang diajarkan serta dapat memberikan tantangan untuk belajar. Sedangkan respon terhadap asesmen dan evaluasi yang digunakan (butir 12-15) menurut sebagian mahasiswa kurang dipahami. Hal ini disebabkan karena mahasiswa belum mengerti istilah asesmen itu sendiri, sehingga mereka kurang yakin dalam memebrikan respon terhadap butir 12 dan 14.
Penutup
Kesimpulan Berdasarkan hasil pelaksanaan lesson study dengan menggunakan model pembelajaran model pembelajaran Problem Based Learning pada mata kuliah geometri di Program Studi Pendidikan Matematika dapat disimpulkan sebagai berikut: Penggunaan lesson study dengan menggunakan model pembelajaran Problem Based Learning pada mata kuliah geometri dapat meningkatkan kemampuan berpikir kreatif dan kritis mahasiswa. 450
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Saran 1. Sehubungan dengan manfaat yang dapat diperoleh dari penerapan model pembelajaran Lesson Study pada perkuliahan geometri dalam rangka menyiapkan calon guru profesional maka perlu terus dikembangkan implementasinya untuk matakuliah keilmuan lainnya. 2. Matakuliah selain geometri sangat disarankan untuk menerapkan lesson study agar terjadi pembinaan profesi secara serentak dan peningkatan kualitas proses dan hasil perkuliahan dapat segera menyebar dan lebih terasakan manfaatnya.
Daftar Pustaka
Ali Mahmudi (2009). Mengembangkan Kompetensi Guru melalui Lesson Study. Jurnal Forum Kependidikan FKIP UNSRI Volume 28, Nomor 2, Maret 2009, ISSN 0215-9392 Harsono & Dwiyanto, D. (2005). “Pembelajaran Berpusat Mahasiswa”. Kumpulan Naskah Pembelajaran Pusat Pengembangan Pendidikan UGM. Yogyakarta: Aditya Media Yogyakarta Bekerjasama dengan PPP UGM. NCTM. (1989). Curriculum and Evaluation Standard for School Mathematics. Virginia: The NCTM Inc. Nurhadi, dkk. (2004). Pembelajaran Kontekstual dan Penerapannya Dalam KBK. Malang: UM Press. Silver, E.A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing (Versi Elektronik). Diambil tangal 11 Nopember 2010, dari http://www.jstor.org/stable/40248099 Sparks, Dannis (1999) Overview of Lesson Study. [Online]. Tersedia: http://www.nwrel.org/msec/lessonstudy/overview.html. [27 Juni 2006].
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Kreativitas Menggunting Bebas melalui Layanan Penguasan Konten pada Kelompok B Taman Kanak-Kanak Hamzanwadi Pancor Suhartiwi Universitas Hamzanwadi, Indonesia [email protected]
Abstract This research was aimed knowing the improvement of free snipping creativity through the content comprehension service at B Group level of Hamzanwadi Pancor Kindergarten. This research was action research conducted in 2 cycles each of which was involving planning, observation and reflection. The subject of this research was B group consisting 11 children, 4 boys and 7 girls. The data gained were free snipping creativity data and content comprehension service data taken from the assessment of free snipping creativity and content comprehension service. Based on the data gained, it can be concluded that the used of content comprehension service could improve the free snipping creativity of B group students at Hamzanwadi Pancor Kindergarten. At the first cycle of using content comprehension service, there was a good improvement where 4 children with a good category and 3 of them with low category ; 32,90 in average. Meanwhile, at the second cycles, there was also improvement with 9 children in high category and 3 children with enough category with 42,71 in average in a good category. Keywords: free snipping creativity, content comprehension service
Pendahuluan Pendidikan dapat berlangsung secara formal di dalam keluarga dan lingkungan masyarakat serta dapat dilakukan secara formal yaitu berstruktur dan berjenjang di sekolah. Pendidikan yang pertama dialami manusia adalah di dalam keluarga, karena keterbatasana kemampuan orang tua dalam mendidik anak kemudian orang tua mempercayakan perkembangan anak pada lembaga pendidikan. Dengan demikian pada hakekatnya masalah pendidikan adalah masalah setiap orang dan merupakan kegiatan manusia, bagaimanapun sederhananya peradaban yang ada pada suatu masyarakat manusia di dalamnya pasti berlangsung proses pendidikan sehingga pendidikan merupakan kebutuhan batiniah yang berperan penting dalam usaha mengembangkan kualitas manusia, Undang-undang Republik Indonesia Nomor 20 Tahun 2003 tentang system pendidikan nasional dinyatakan sebagai berikut. “Pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kecerdasan ahlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan Negara”. Peningkatan mutu pendidikan yang ditetapkan oleh pemerintah untuk mengahasilkan siswasiswa bermutu tinggi dan berdaya jual handal memerlukan modal dasar dalam dalam pembelajaran yang kuat dalam menghasilkan kwalitas siswa yang unggul. Taman kanakkanak sebagai lembaga pendidikan anak pra sekolah dituntut untuk memberikan pemahaman dasar pendidikan yang berkualitas dan baik sebelum anak masuk sekolah dasar. Pendidikan anak usia 4-6 tahun merupakan pondasi penting bagi perkembangan anak selanjutnya. Berbagai kegiatan dilakukan di taman kanak-kanak seprti melipat kertas, menggunting kertas, merajut atau meronce benang, bernyanyi sambil menggerakkan badan sebagai bagian dari senam kesehatan, permainan yang bertujuan menyatukan dirinya baik 452
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secara motorik kasar maupun motorik halus. Gerakan-gerakan pada anggota tubuh anak usia 4-6 belum sempurna, hal ini dapat dilihat pada waktu anak melipat kertas hasilnya masih belum baik, pada saat menggunting kertas walau sudah ada garis-garisnya tetapi ahsilnya masih saja keluar dari garis yang sudah ditentukan demikian juga pada waktu menulis karena belum terkoordinasinya gerak motorik dengan baik hasil tulisannya juga masih belum baik dan masih lama mengerjakannya. Kesulitan-kesulitan yang dialami anak taman kanak-kanak bila tidak ditangani dengan baik dapat menyebabkan terjadinya kesulitan-kesulitan akademik bila anak sudah melanjutkan sekolah pada tingkat sekolah dasar, seperti menulis membaca dan berhitung. Untuk mencapai tujuan pendidikan diperlukan sarana dan prasarana yang dapat mendukung tercapainya tujuan dimaksud. Selain itu terdapat beberapa faktor yang diperlikan untuk mencapai keberhasilan pendidikan antara lain peserta didik, fasilitas termasuk alat dan biaya, ataupun faktor guru/pendidik. Guru sebagai salah satu faktor yang berperan dalam proses pendidikan anak haruslah mempunyai kemampuan profesional yang dapat menunjang keberhasilan dalam proses pendidikan. Semiawan (1984) menjelaskan bahwa kreativitas ialah kemampuan untuk memberikan gagasan-gagasan baru dan menerapkannya dalam pemecahan masalah. Dengan demikian suatu sekolah yang menginginkan kemajuan, maka harus mengadakan inovasi atau pembaharuan yaitu suatu kondisi yang lebih baik dari keadaan sebelumnya. Guna dapat mengadakan pembaharuan diperlukan kreativitas oleh semua unsur yang terlibat dalam proses pendidikan di sekolah, yaitu: kepala sekolah, guru dan siswa. Guna mendukung tujuan pendidikan di sekolah dalam mengajar guru dituntut lebih kreatif hal ini dilakukan untuk memudahkan siswa menangkap pokok materi yang diberikan oleh guru. Anak kaya akan daya khayal, pikir, rasa ingin tahu dan kreativitas yang tinggi. Para ahli psikologi anak menggatakan bahwa kreativitas anak dimulai sejak usia 3 tahun dan mencapai puncaknya sampai berumur 4, 5 tahun Setiap anak mempunyai kreativitas. Dengan kreativitas anak dapat berkreasi dan dapat mewujudkan dirinya pada perwujudan diri termasuk salah satu kebutuhan pokok dalam kehidupan manusia, kreativitas perlu dipupuk dan dikembangkan, khususnya kreativitas yang dimulai anak dapat dirangsang melalui permainan. Permainan yang disediakan di taman bermain dapat digunakan untuk melakukan berbagai macam kegiatan untuk menciptakan anak yang kreatif, diantara kegiatan yang menciptakan kreatif antara lain: menggambar, menggunting, melipat, menyusun bangunan/balok, meronce manik-manik, berhitung & membaca dengan menyusun bentuk huruf dan angka dan lain sebagainya. Dari data hasil kerjasama dengan salah satu guru yang bertanggung jawab di kelompok B peneliti menemukan bahwa kreativitas anak, khususnya dalam hal mengunting dan melipat kertas. Hal ini terlihat dari masih rendahnya minat anak dalam permainan tersebut, hamper 50% anak masih sibuk sendiri dan masih menggantung pada orang tua. Menurut peneliti, hal ini antara lain disebabkan oleh peran orang tua yang masih kurang, atau masih kurangnya model bimbingan dan pembelajaran di taman kanak-kanak yang dapat meningkatkan minat anak untuk berkreativitas.
Landasan Teori
Kreativitas Menggunting Bebas Sebenarnya ada banyak definisi mengenai kreativitas, namun tidak ada satu definisi pun yang dapat diterima secara universal. Munandar (1999: 56 dalam Mikarsa dkk, 2007: 325) mengatakan bahwa kreativitas adalah kemampuan untuk membuat kombinasi baru, 453
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berdasarkan data, informasi dan unsur-unsur yang ada. Sedangkan Mikarsa dkk (2007: 326) menyatakan bahwa kreativitas adalah merupakan kemampuan yang mencerminkan kelancaran, keluwesan dan orisinalitas dalam berpikir, serta kemampuan untuk mengelaborasi (mengembangkan, memperkaya dan merincikan) suatu gagasan. Harris (2009: 13) menyatakan bahwa kreatvitas adalah suatu kemampuan, yaitu kemampuan untuk membayangkan atau menciptakan sesuatu yang baru, kemampuan untuk membangun ide-ide baru dengan mengkombinasikan, merubah, menerapkan ulang ide-ide yang sudah ada. Kreativitas adalah juga merupakan suatu sikap, yaitu kemampuan menerima perubahan dan pembaruan, kemauan untuk bermain dengan ide dan kemungkinan untuk fleksibilitas pandangan, kebiasaan menikmati sesuatu dengan baik, ketika mencari cara untuk mengimprovisasi ide tersebut; suatu proses, yaitu orang kreatif bekerja keras dan terus menerus, sedikit demi sedikit membuat perubahan dan perbaikan terhadap pekerjaannya. Adapun ciri-ciri orang kreatif menurut Harris (2009:16) adalah ingin tahu, selalu mencari masalah, menyukai tantangan, optimis, menunda keputusan, senang bermain dengan imajinasi, melihat masalah seperti kesempatan, melihat masalah sebagai sesuatu yang menarik, masalah dapat diterima secara emosional, asumsinya hebat, gigih dan bekerja keras. Conny R Semiawan (dalam Akbar, 2001: 4) mengemukakan bahwa kreativitas merupakan kemampuan untuk memberikan gagasan-gagasan baru dan menerapkannya dalam pemecahan masalah. Kreativitas meliputi, baik ciri seperti kelancaran (fluency), keluwesan (flexibility) dan keaslian (originality) dalam pemikiran maupun ciri-ciri lain, seperti rasa ingin tahu, senang mengajukan pertanyaan dan selalu ingin mencari pengalaman-pengalaman baru. Utami Munandar (Akbar, 2001: 4), dalam uraiannya tentang pengertian kreativitas menunjukkan ada tiga tekanan kemampuan, yaitu yang berkaitan dengan kemampuan untuk mengkombinasi, memecahkan/menjawab masalah dan cerminan kemampuan operasional anak kreatif. Ketiga tekanan kemampuan tersebut adalah sebagai berikut. a. Kemampuan untuk membuat kombinasi baru bedasarkan data, informasi atau unsur-unsur yang ada b. Kemampuan berdasarkan data atau informasi yang tersedia, menemukan banyak kemungkinan jawaban terhadap suatu masalah, dimana penekanannya pada kuantitas, ketepatgunaan dan keragaman jawaban. c. Kemampuan yang secara operasional mencerminkan kelancaran, keluwesan dan orisinalitas dalam berpikir, serta kemampuan untuk mengelaborasi (mengembangkan/memperkaya/memerinci) suatu gagasan. Berdasarkan uraian definisi diatas dapat dikemukakan bahwa kreativitas pada intinya merupakan kemampuan seseorang untuk melahirkan sesuatu yang baru, baik berupa gagasan maupun karya nyata, baik dalam bentuk ciri-ciri aptitude maupun non aptitude, baik dalam karya baru maupun kombinasi dengan hal-hal yang sudah ada, yang semuanya itu relatif berbeda dengan yang telah ada sebelumnya. Kreativitas Menggunting Bebas pada Anak TK Kreativitas pada anak TK, menurut Kurikulum 2004 termaktub dalam bidang seni, yang kompetensi dasarnya berbunyi “anak mampu mengekspresikan diri dengan menggunakan berbagai media/bahan dalam berkatya seni melalui kegiatan eksplorasi.” Dalam kurikulum tersebut juga diperlihatkan hasil belajar yang harus dicapai siswa adalah: 1) Dapat mennggambar sederhana 2) Dapat mewarnai sederhana 454
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3) Dapat menciptakan sesuatu dengan berbagai media. Pada item yang ketiga tersebut, salah satu indikator yang harus dicapai anak didik adalah membuat mainan dengan teknik menggunting, melipat dan menempel. Cara Menstimulasi Anak dalam Kegiatan Menggunting Ada beberapa cara dalam menstimulus anak dalam kegiatan menggunting yaitu sebagi berikut. 1. Berikan contoh memegang gunting yang aman dengan posisi benar. Jelaskan jari mana yang harus masuk ke lubang bagian bawah dan jari yang harus masuk ke lubang bagian atas. Lalu praktekkan cara menggunting dengan belajar menggerak-gerakkan jari tangan dari atas ke bawah. Dengan memiliki dasar yang benar setidaknya anak akan lebih mudah melakukannya. 2. Ulangi contoh dengan kata-kata halus jika anak memegang gunting dengan cara yang masih salah. Dengan begitu ia masih mau mencobanya kembali. 3. Perhatikan keamanan anak dan orang-orang di sekitarnya. Cegahlah jika anak akan melakukan hal-hal yang berbahaya, misal mengacung-acungkan gunting ke sana ke mari, membawa gunting sambil berlari, atau memasukkan gunting ke dalam mulut. 4. Mulailah dengan menggunting bebas. Setelah anak mampu melakukannya tingkatkan dengan mencoba hal-hal yang lebih sulit, seperti menggunting dengan mengikuti garis lurus, lingkaran, kotak, dan sebagainya. Setelah makin mahir, ajaklah si kecil menggunting gambar dengan mengikuti alurnya. 5. Kelima jari si kecil harus digunakan saat berlatih menggunting Jangan hanya menggunakan jari telunjuk atau ibu jari saja, misalnya. Bila perlu, pakailah kedua tangan secara bergantian agar terjadi keseimbangan antara tangan kanan dan kiri sehingga kerja otak pun menjadi lebih baik. 6. Jika hasil guntingan belum memuaskan tak perlu memberikan komentar negatif, namun arahkan ia kembali. Sebaliknya, bila si kecil sukses melakukan latihannya, berikan reward berupa pujian yang sewajarnya. http://bundadanaku.wordpress.com/2015/02/24/kreatif-dengan-gunting/ diunduh tanggal 29 Desember 2015. Tahap Kecakapan Menggunting Usia 3-4 Tahun Anak sudah bisa dilatih memegang gunting dan dapat menggunting dengan cara yang benar. Usia 4-5 Tahun Sanggup menggunting dengan mengikuti garis lurus atau melengkung. Usia 5-6 Tahun Bisa menggunting bentuk lingkaran, segi tiga, atau segi empat. Tak lupa mengingatkan agar orang tua jangan mengharapkan hasil instan. Anak 5 tahun yang baru pertama kali dilatih menggunting, misalnya, tentu belum sanggup menggunting bentuk bulatan atau kotak. Bahkan sangat wajar jika ia malah kebingungan dan mengalami kesulitan saat memegang gunting. Nah, tugas orang tualah untuk memberikan arahan. http://bundadanaku.wordpress.com/2015/02/24/kreatif-dengan-gunting/ diunduh tanggal 29 Desember 2015. Tips Aman Belajar Menggunting Bebas Jika anak dilarang melakukan sesuatu, biasanya menumbuhkan rasa penasaran dan keingintahuan yang besar. Bahkan, mereka akan mencoba melakukannya tanpa sepengetahuan orang lain. Daripada itu terjadi, lebih baik ajari anak menggunakan gunting 455
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dengan cara yang benar. Namun mengingat bahaya yang bisa ditimbulkan dari penggunaan benda tajam seperti gunting, pisau, cutter, maka berikan penjelasan juga mengenai resiko yang bisa terjadi jika gunting digunakan dengan cara yang tidak benar. 1. Berikan sesuai dengan usia. Menurut Tara Colder OTR/L dalam Developong Coordination for Scissors Skills, perkembangan kemampuan menggunting dimulai dari usia 1,5 tahun. Untuk tahap awal, berikan gunting plastik yang tidak tajam, namun bisa memotong kertas. Namun seiring dengan usia, gunting plastik menjadi tidak menarik karena kurang menantang. Berikan gunting tajam yang ujungnya tumpul dan tetap berikan pengawasan saat memakainya. 2. Ajarkan cara memegang gunting yang benar. Tunjukkan jari apa saja yang bekerja dan bagaimana cara menggerakkan gunting supaya bisa memotong yang benar. Dasar pengetahuan ini sangat penting untuk menghindari kecelakaan saat menggunakannya. 3. Berikan teknik menggunting dari yang paling dasar. Mulailah dari menggunting garis lurus, kemudian meningkat dengan garis lengkung dan mengikuti alur serta bentuk gambar. 4. Ajarkan sikap yang benar saat memegang gunting. Mintalah si kecil untuk selalu duduk saat menggunting, mematikan televisi supaya tidak mengganggu konsentrasi pandangan mata, dan tidak berlarian membawa gunting sambil mengacung-acungkan pada orang lain. 5. Sampaikan bahwa dia hanya diijinkan menggunting kertas, bukan uang, rambut, taplak maupun sprei. Letakkan kertas-kertas yang boleh digunting di tempat yang mudah dia jangkau. 6. Berikan pjian pada setiap kemajuan yang dialami anak. Meskipun hasil guntingan anak belum rapih, berikan pujian sebagai penghargaan atas usahanya. Dorong dan berilah motivasi bila anak masih mengalami kesulitan. 7. Simpanlah gunting maupun benda tajam yang lain di tempat yang aman supaya tidak mudah dijangkau anak-anak tanpa sepengetahuan kita. 8. Mengingat banyaknya manfaat yang akan diperoleh, latihlah si kecil menggunakan gunting sejak dini untuk meningkatkan ketrampilan motorik halus dan juga kemampuan intelektualitasnya. Jangan tunda-tunda atau anak Anda akan terhambat perkembangannya. http://bundadanaku.wordpress.com/2015/02/24/kreatif-dengan-gunting/ diunduh tanggal 29 Desember 2015. Pengukuran Kreativitas Ada lima pendekatan dalam menilai kreativitas, yaitu analisis obyektif terhadap produk kreatif, pertimbangan subyektif, inventori kepribadian, inventori biografis, dan tes kreativitas, yang dalam hal ini peneliti menilai kreativitas berdasarkan pendekatan inventori kepribadian (Saputro, 2006: 17). Inventori kepribadian ditujukan untuk mengetahui kecenderugan-kecenderungan kepribadian kreatif seseorang atau korelat-korelat yang berhubungan dengan kreativitas. Diartikan secara luas kepribadian kreatif meliputi sikap, motivasi, minat, gaya berpikir kreatif. 1) Sikap Kreatif Munandar (dalam Saputro, 2006: 18) mengemukakan tujuh sikap, kepercayaan, nilainilai yang melekat pada orang-orang yang kreatif, yaitu terbuka terhadap pengalaman baru dan luar biasa, luwes dalam berpikir dan bertindak, bebas dalam mengekspresikan diri, dapat mengapresiasi fantasi, berminat pada kegiatan-kegiatan kreatif, percaya pada gagasan sendiri, dan mandiri. 2) Motivasi 456
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Dikemukakan adanya beberapa ciri motivasi yang ada pada diri setiap orang yaitu sebagai berikut. a. Tekun menghadapi tugas (dapat bekerja terus menerus dalam waktu yang lama, tidak pernah berhenti sebelum selesai). b. Ulet menghadapi kesulitan (tidak lekas putus asa). Tidak memerlukan dorongan dari luar untuk berprestasi sebaik mungkin (tidak cepat puas terhadap prestasi yang telah dicapainya). c. Menunjukkan minat terhadap bermacam-macam masalah. d. Lebih senang bekerja mandiri. e. Cepat bosan pada tugas-tugas yang rutin (hal-hal yang bersifat mekanis, berulangulang begitu saja, sehingga kurang kreatif). f.Dapat mempertahankan pendapatnya (kalau sudah yakin akan sesuatu). g. Tidak mudah melepaskan hal yang diyakininya itu. h. Senang mencari dan memecahkan masalah soal-soal (Saputro, 2006: 28). 3) Minat Dalam Kamus Umum Bahasa Indonesia (Poerwadarminta, 1999: 650) didapatkan bahwa minat kesukaan kepada sesuatu hal. Rasyid dan Mansur (2008: 207) mengemukakan bahwa minat adalah watak yang tersusun melalui pengalaman yang mendorong individu mencari objek, aktivitas, pengertian dan keterampilan untuk tujuan perhatian atau gagasan. Dalam penelitian ini dimaksudkan sebagai kesukaan terhadap kegiatan pembelajaran. Indikator yang digunakan dalam pengukuran minat adalah minat siswa terhadap: (a) manfaat belajar, (b) usaha memahami, (c) membaca buku, (d) bertanya di kelas, (e) bertanya kepada teman, (f) bertanya kepada orang lain dan (g) mengerjakan soal/tugas (Ryasid dan Mansur, 2008: 207). 4) Kemampuan berpikir Guilford (dalam Saputro, 2006: 25) dengan analisis faktornya menemukan lima ciri yang menjadi sifat kemampuan berpikir kreatif sebagai berikut. a) Kelancaran (fluency) adalah kemampuan untuk memproduksi banyak gagasan . b) Keluwesan (fleksibility) adalah kemampuan untuk mengajukan bermacammacam pendekatan dan atau jalan pemecahan terhadap suatu masalah. c) Keaslian (originalitas) adalah kemampuan untuk melahirkan gagasan-gagasan asli sebagai hasil pemikiran sendiri dan tidak klise. d) Penguraian (elaboration) adalah kemampuan untuk menguraikan sesuatu secara terperinci. e) Perumusan kembali (redefinition) adalah kemampuan untuk mengkaji/menilik kembali suatu persoalan melalui cara dan perspektif yang berbeda dengan apa yang sudah lazim. Layanan Penguasaan Konten sebagai Bagian dari Layanan Bimbingan di Taman Kanak-kanak Layanan Bimbingan di TK Kebutuhan akan layanan bimbingan di taman kanak-kanak muncul dari karakteristik dan masalah-masalah perkembangan yang terjadi pada masa kanakkanak. Pada masa perkembangan anak taman kanak-kanak, masalah dapat menghambat pencapaian perkembangan masa berikutnya, dan juga mempengaruhi aspek-aspek perkembangan lainnya. Proses pendidikan dapat dilakukan melalui tiga bentuk kegiatan, yaitu bimbingan, pengajaran dan latihan. Melalui proses bimbingan anak dibantu untuk dapat 457
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mengembangkan berbagai aspek kemampuan yang dimilikinya, dan bilamana anak mengalami kesulitan atau hambatan dalam proses perkembangannya, maka layanan bimbingan juga perlu membantu agar permasalahan yang dihadapi tidak menghambat proses tumbuh kembang anak. Pengajaran juga menjadi suatu kegiatan yang dilakukan dalam upaya menyiapkan anak didik untuk dapat berperan di masa yang akan datang, karena melalui suatu proses kegiatan yang terencana dan ditangani oleh pihak yang berkompeten dapat terselenggara suatu proses pendidikan yang bermutu dan dapat dipertanggungjawabkan sehingga apa yang dicita-citakan diharapkan dapat tercapai. Kegiatan bimbingan, pengajaran dan latihan dalam pelaksanaannya tidak berjalan sendirisendiri, tetapi kegiatan ini dilakukan secara terintegrasi yang bermuara pada tercapainya penyiapan peserta didik yang bermutu. Terintegrasi dalam pemahaman di atas dimaksudkan bahwa kegiatan bimbingan, pengajaran dan latihan dilaksanakan secara bersama-sama dan saling melengkapi untuk mencapai tujuan pendidikan yang diharapkan. Bantuan diberikan kepada individu dalam arti individu yang sedang berada dalam proses perkembangan, baik perkembangan fisik, intelektual, sosial maupun emosi. Sementara bantuan yang diberikan dimaksudkan agar individu dapat berkembang secara optimal yaitu tercapainya proses perkembangan yang sesuai dengan karakteristik dan kemampuan yang dimiliki oleh masing-masing individu. Pendidikan dapat dilakukan dalam berbagai jenjang dan jenis, salah satunya adalah pendidikan taman kanak-kanak. Taman kanak-kanak merupakan salah satu bentuk pendidikan prasekolah yang menyediakan program pendidikan dini bagi anak usia empat tahun sampai memasuki pendidikan dasar. Pendidikan prasekolah adalah pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani anak didik di luar lingkungan keluarga sebelum memasuki pendidkan dasar, yang diselenggarakan di jalur pendidikan sekolah atau di jalur pendidikan luar sekolah (PP No. 27 tahun 1990). Proses pembelajaran di taman kanak-kanak juga dapat dilakukan melalui kegiatan bimbingan, pengajaran dan latihan yang semua kegiatan itu dilakukan secara terintegrasi. Artinya, dalam proses pembelajaran di taman kanak-kanak, kegiatan bimbingan, pengajaran maupun latihan dilakukan secara bersama-sama dan saling terkait satu sama lain, walaupun dalam pelaksanaannya, kadangkala sulit dibedakan mana yang termasuk bimbingan, pengajaran atau latihan. Anak taman kanak-kanak adalah sosok individu yang sedang berada dalam proses perkembangan, yaitu berkembangnya berbagai aspek kepribadian anak baik fisik, intelektual, sosial, emosional maupun bahasa. Berbagai aspek perkembangan ini dapat berkembang normal manakala lingkungan juga turut memberikan kontribusi positif bagi tumbuh kembangnya anak. Namun kadangkala dalam proses perkembangannya, anak juga mengalami beberapa hambatan/kesulitan yang mempengaruhi proses perkembangannya. Dalam Program Kegiatan Belajar Taman Kanakkanak (PKBTK) 1994 diungkapkan bahwa bimbingan di taman kanak-kanak merupakan proses bantuan khusus yang diberikan oleh guru atau petugas lainnya kepada anak didik dalam rangka memperhatikan kemungkinan adanya hambatan/kesulitan yang dihadapi anak dalam rangka mencapai perkembangan yang optimal. Dari penjelasan di atas, guru perlu memiliki kemampuan untuk mengetahui berbagai hambatan/kesulitan yang dihadapi anak didiknya dan berupaya untuk membantunya semaksimal mungkin. Selain dari itu, guru juga perlu berorientasi pada upaya membantu perkembangan anak sesuai dengan karakteristik dan kemampuan yang dimiliki anak. Artinya, bahwa proses bantuan yang dilakukan guru di taman kanak-kanak bukan semata-mata membantu mengurangi atau 458
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menghilangkan berbagai hambatan yang dihadapi anak, akan tetapi lebih dari itu yakni membantu proses perkembangan anak sehingga anak dapat mengembangkan dirinya seoptimal mungkin tanpa mengalami hambatan. Tujuan bimbingan di taman kanak-kanak juga secara khusus bertujuan untuk: 1) Membantu anak lebih mengenal dirinya, kemampuannya, sifat-sifatnya, kebiasaannya dan kesenangannya. Setiap anak didik di taman kanak-kanak memiliki karakteristik masing-masing baik sifat, kemampuan, kebiasaan bahkan kesenangannya. Karakteristik setiap anak berbeda satu sama lain. Bimbingan di taman kanak-kanak berupaya membantu anak didik untuk mengenali berbagai karakteristik yang dimilikinya. 2) Membantu anak mengembangkan potensi yang dimilikinya. Setiap anak didik di taman kanak-kanak memiliki berbagai potensi dan potensi ini perlu dikembangkan seoptimal mungkin. Bimbingan di taman kanak-kanak berupaya membantu anak mengembangkan berbagai potensi yang dimilikinya. 3) Membantu anak mengatasi kesulitan-kesulitan yang dihadapinya. Walaupun usia anak taman kanak-kanak masih tergolong relatif muda, tetapi tidak menutup kemungkinan anak di usia itu juga mengalami berbagai kesulitan, misalnya anak dikucilkan oleh teman-temannya, anak cepat marah dan sebagainya. Kesulitan yang dihadapi anak membuat anak tidak dapat mengembangkan diri dan bila dibiarkan begitu saja anak akan semakin mengalami kesulitan dalam memasuki lingkungan yang lebih luas 4) Membantu anak menyiapkan perkembangan mental dan sosial untuk masuk ke lembaga pendidikan selanjutnya. Taman kanak-kanak berfungsi sebagai peralihan dari lingkungan keluarga ke lingkungan sekolah dasar. Sekolah dasar adalah lingkungan yang baru bagi anak. Di sekolah dasar anak akan menemukan situasi yang berbeda dengan lingkungan rumah. Anak akan berhadapan dengan sejumlah anak lain yang berlatar belakang keluarga yang berbeda, berhadapan dengan guru dan berbagai aturan yang cenderung akan menuntut anak untuk mentaatinya. Bimbingan di taman kanak kanak membantu kesiapan anak baik fisik, mental maupun sosial untuk dapat memasuki lingkungan sekolah yang lebih luas 5) Membantu orang tua agar mengerti, memahami dan menerima anak sebagai individu. Orang tua pada dasarnya adalah pendidik dan peletak dasar yang utama bagi anaknya, namun kadangkala orang tua kurang memahami karakteristik dan potensi yang dimiliki anak-anaknya, sehingga ada orang tua yang cenderung menuntut anaknya untuk memenuhi segala harapan orang tuanya atau orang tua bersikap tidak peduli dengan kondisi anaknya. Pemahaman orang tua dan sikap menerima anak apa adanya akan turut membantu proses perkembangan anak. 6) Membantu orang tua mengatasi gangguan emosi anak yang ada hubungannya dengan situasi keluarga di rumah Emosi adalah bagian dari kepribadian anak yang perlu dikembangkan secara wajar. Terhambatnya perkembangan emosi anak akan mewarnai perkembangan aspek kepribadian lainnya. Orang tua adalah orang yang kerap berhubungan dengan anak, karena waktu interaksi anak banyak berhubungan dengan orang tuanya. Iklim kehidupan yang diciptakan orang tua di rumah apakah menyenangkan atau tidak, akan mempengaruhi bagaimana sikap anak ketika belajar di taman kanak-kanak. 7) Membantu orang tua mengambil keputusan memilih sekolah bagi anaknya yang sesuai dengan taraf kemampuan intelektual, fisik dan sosial emosionalnya. Memilih sekolah tidak semata-mata dilihat dari harapan orang tua untuk menyekolahkan anaknya di sekolah yang terbaik, tetapi pertimbangan pemilihan sekolah anak perlu disesuaikan dengan taraf kemampuan anak. Guru taman kanak-kanak dapat memberikan pertimbangan pemilihan sekolah bagi anak didiknya berdasarkan perkembangan kemampuan yang ditunjukkan anak selama belajar di taman kanak-kanak. Melanjutkan belajar di sekolah dasar tidak hanya memerlukan kesiapan kemampuan intelektual saja, 459
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kemampuan fisik-motorik, sosial dan emosionalnya perlu juga dipersiapkan supaya anak dapat mengikuti proses pembelajaran secara baik dan dapat terkembangkannya berbagai aspek kemampuan anak secara keseluruhan. 8) Memberikan informasi pada orang tua untuk memecahkan masalah kesehatan anak. Kesehatan anak merupakan masalah penting yang harus diperhatikan baik oleh guru maupun orang tua. Kesehatan anak sangat menunjang proses tumbuh kembangnya anak. Anak yang sehat akan berkembang lebih baik dibandingkan dengan anak yang tidak sehat, karena dengan badan yang sehat aktivitas dan kemampuan anak dapat berkembang secara baik. Guru taman kanak-kanak perlu memberikan berbagai informasi sekaitan dengan perkembangan kesehatan anak. Tugas guru dan orang tua untuk membantu memecahkan berbagai masalah kesehatan anak. Layanan Penguasaan Konten di TK Pengertian Layanan Penguasaan Konten Menurut Prayitno (2004) dalam Tohirin (2007: 158), layanan penguasaan konten adalah suatu layanan bantuan kepada individu (siswa) baik sendiri maupun dalam kelompok untuk menguasai kemampuan atau kompetensi tertentu melalui kegiatan belajar. Adapun Marsudi (2010: 95) menyebut layanan penguasaan konten sebagai layanan pembelajaran, yang memungkinkan siswa memahami dan mengembangkan sikap dan kebiasaan belajar yang baik, kesulitan belajarnya serta tuntutan kemampuan yang berguna dalam kehidupan dan perkembangan dirinya. Jadi, layanan penguasaan konten adalah layanan bantuan kepada indv (sendiri-sendiri atau secara kelompok) untuk menguasai kemampuan atau kompetensi tertentu melalui kegiatan belajar. Layanan konten adalah upaya untuk memberikan pemahaman siswa akan proses belajarnya melalui serangkaian tahapan bimbingan terkait materi yang belum dikuasainya. Dengan demikian, layanan penguasaan konten adalah jenis layanan yang mirip dengan proses pembelajaran pada umumnya. Hanya saja, dalam tradisi bimbingan, layanan ini mengutamakan penguasaan materi tertentu yang pada pembelajaran klasikal belum bisa dikuasai oleh siswa. Kemampuan atau kompetensi yang dipelajari merupakan satu unit konten yang di dalamnya terkandung fakta dan data, konsep, proses, hukum dan aturan, nilai, persepsi afeksi, sikap dan tindakan. Dengan penguasaan konten individu diharapkan mampu memenuhi kebutuhannya serta mengatasi masalah-masalah yang dialaminya. Oleh sebab itu, layanan konten juga bermakna suatu bantuan kepada individu agar menguasai aspekaspek konten tersebut di atas secara terintegrasi. Tujuan Layanan Penguasaan Konten Tohirin (2007: 159) menyebutkan beberapa tujuan layanan penguasaan konten, yaitu: Pertama, agar siswa memahami berbagai konten tertentu yang mencakup fakta-fakta konsep, proses, hukum dan aturan, nilai-nilai, persepsi, afeksi, sikap dan tindakan. Kedua, membantu individu agar tercegah dari masalah-masalah tertentu terlebih apabila kontennya terarah kepada terhidarnya individu atau klien dari mengalami masalah tertentu. Ketiga, berujuan mengentaskan atau mengatasi masalah yang sedang dialami siswa. Keempat, untuk mengembangkan potensi diri individu (siswa) sekaligus memelihara potensi-potensi yang telah berkembang pada diri siswa. Uraian tersebut berimplikasi bahwa layanan penguasaan konten sejalan dengan tujuan umum dilaksanakannya bimbingan di sekolah. Jika dikaitkan dengan pola pembelajaran di Taman Kanak-kanak, dapatlah dimengerti bahwa layanan penguasaan konten erat sekali dengan proses pembelajaran yang sejalan dengan perkembangan peserta didik di Taman 460
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Kanak-kanak, proses belajar semestinya lebih banyak dilakukan dengan strategi bimbingan. Langkah – Langkah LPKO Fokus dari layanan penguasaan konten adalh dikuasainya konten oleh klien atau peserta didik. Langkah –langkah yang perlu dilakukan untuk keberhasilan penguasaan konten agar tertib dan akurat adalah: 1. perencanaan, meliputi : menetapkan peserta layanan, menetapkan konten yang akan dipelajari atau dilatihkan, menetapkan proses atau langkah layanan menyiapkan fasilitas layanan dan menyiapkan administrasi. 2. Pelaksanaan meliputi: melaksanaan kegiatan dan mengimplementasikan high-teouch dan high-tech dalam proses pembelajaran. 3. evaluasi meliputi :menetapkan materi evaluasi prosedur evaluasi, instrumen penilaian dan mengolah hasil data instrumen. 4. analisis hasil evaluasi, meliputi: menetapkan stsndar penilaian, melakukan analisis dan menafsirkan hasil penilaian. 5. tindak lanjut, meliputi: menetapkan jenis dan arah, mensosialisasikan rencana tindak lanjut. 6. laporan, meliputi: menyusun laporan pelaksanaan layanan, menyampaikan laporan pada kepala sekolah dan mendokumenkan laporan. Pendekatan dan Teknik LPKO Pendekatan High-touch, yaitu sentuhan-sentuhan tingkat tinggi yang mengenai aspek-aspek kepribadian dan kemanusiaan peserta layanan (efektif, semangat, sikap, nilai, dan moral), melalui implementasi oleh konselor yang meliputi: - Kewibawaan - Kasih sayang dan kelembutan - Keteladanan - Pemberian penguatan - Tindakan tugas yang mendidik High-tech, yaitu teknologi tingkat tinggi untuk menjamin kualitas penguasaan konten, melalui implementasi oleh konselor yang meliputi - Materi pembelajaran (konten) - Metode pembelajaran - Alat bantu pembelajaran - Lingkungan pembelajaran - Penilaian hasil pembelajaran (Prayitno, 2004: 9) Metode dan teknik a. Penguasaan konten Seorang konselor menguasai konten dengan berbagai aspeknya yang akan menjadi isi layanan. Hal yang paling penting adalah daya inprovisasi konselor dalam membangun konten yang dinamis dan kaya. b. Teknik oPenyajian, konselor menyajikan pokok konten setelah para peserta disiapkan sebagaimana mestinya. oTanya jawab dan diskusi, konseor mendorongpartisipasi aktif dan langsung peserta didik. oKegiatan lanjutan, sesuai dengan penekanan aspek tertentu dari konten dilakukan berbagai kegiatan lanjutan berupa : - Diskusi kelompok 461
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Penugasan dan latihan terbatas Survey lapangan, studi keputusan Percobaan Latihan tindakan
Media Pembelajaran Penggunaan media akan lebih meningkatkan aplikasi High-tech dalam layanan PKO. Waktu dan tempat Layanan PKO dapat dilaksanakan kapan saja dan dimana saja sesuai dengan kesepakatan konselor dengan peserta layanan, makin besar paket konten semakin banyak waktu yang diperlukan. Penilaian Secara umum penilaian terhadap hasil layanan PKO diorientasikan yang akan diperolehnya UCA (Understanding – pemahaman, Confort – perasaan lega, dan Action – rencana kegiatan pasca layanan). Secara khusus, penialaian layanan PKO ditekankan kepada penguasaan peserta atau klien atas aspek-aspek konten yang dipelajari. Penilaian hasil layanan diselenggarakan dalam tiga tahap : Penilaian segera (laiseg), penilaian yang diadakan segera menjelang diakhirinya setiap layanan kegiatan Penilaian jangka pendek (laijapen), penilaian yang diadakan beberapa waktu (satu minggu sampai satu bulan) setelah layanan kegiatan. Penilaian jangka panjang (laijapan), penilaian yang dilakukan setelah satu bulan atau lebih pasca layanan. Laijapen dan laijapan dapat mencakup penilaian terhadap konten untuk sejumlah sesi layanan PKO, khususnya untuk rangkaian konten-konten yang berkelanjutan. Format dan penilaian dapat tertulis maupun lisan. Keterkaitan Diantara berbagai layanan konseling, layanan PKO dapat berdiri sendiri. Selain itu layanan PKO dapat menjadi isi layanan-layanan konseling lainnya. Dengan demikian, upaya penguasaan konten tertentu dapat di integrasikan ke dalam layanan orientasi, informasi, penempatan, dan penyaluran, konseling perorangan, bimbingan kelompok, konseling kelompok, konsultasi dan mediasi. Bentuk keterkaitannya dapt berupa integrasi, dan juga tindak lanjut. Dalam menangani seseorang atau sejumlah klien, konselor perlu mencermati kebutuhan klien dalam penanganan masalahnya.
Metode Penelitian Adapun metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK).. Untuk itu, di dalam pelaksanaannya nanti akan ditemukan beberapa karakteristik PTK, penelitian dilakukan dalam rangka meningkatkan kualitas pembelajaran, dan dilaksanakan dalam beberapa siklus. Untuk mencapai tujuan yang telah direncanakan, diperlukan serangkai tindakan, yang dalam PTK dikenal dengan nama Siklus. Siklus adalah rangkaian tindakan yang terdiri dari beberapa tahap, yaitu Perencanaan (planning), tindakan (acting), evaluasi (evaluating) dan atau observasi (observing) dan refleksi (reflecting) (Aqib, 2009: 14). Instrumen Pengumpul Data Lembar observasi penelitian Alat pengumpulan data yang digunakan untuk mendapatkan gambaran peningkatan prilaku hidup sehat pada anak didik melalui layanan penguasaan konten adalah menggunakan pedoman observasi. Pedoman observasi digunakan untuk mengungkapkan peningkatan 462
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kreativitas pada anak. Pengertian observasi dikemukakan oleh (Arikunto, 1999: 45), yang menyatakan bahwa observasi adalah teknik pengumpulan data dengan melakukan pengamatan dan pencatatan langsung terhadap subjek penelitian. Dalam metode ini, tahap yang terpenting yang harus dilalui adalah pengamatan dan pencatatan. Lembar observasi yang digunakan untuk mengumpulkan data kualitatif mengenai kreativitas pada anak didik kelompok B TK Hamzanwadi Pancor Lembar unjuk kerja (Performance). Lembar unjuk kerja yang digunakan adalah lembar kegiatan hasil menggunting bebas siswa untuk melihat tingkat kreativitas siswa yang meliputi bagaimana kegiatan dan hasil menggunting siswa . Adapun bentuk dari lembar unjuk kerja kegiatan menggunting bebas siswa siswa adalah sebagai berikut. Tabel 1. Format Penilaian Krativitas Menggunting Bebas Siswa Nama Aspek yang dinilai anak Keberhasilan Kerapian Banyaknya Hasil Menggunting √ √ √
Jumlah yang diperoleh
(Depdiknas, 2007: 12)
Pembahasan Penelitian tindakan kelas ini bertujuan untuk meningkatkan kreativitas menggunting bebas siswa kelompok B TK melalui penggunaan layanan penguasaan konten. Hasilnya penelitian sangat signifikan pada setiap siklus yang dilaksanakan oleh guru, diman guru lansung bertindak sebagai peneliti dan merasa semakin tertantang untuk mengembangkan profesinya dalam bidang pengajaran dan penelitian. Sebelum dilakukan tindakan pada siklus I dan II, pada pengkajian awal menunjukkan kreativitas menggunting bebas siswa masih rendah. Setelah dilaksanakan tindakan pada siklus I dan II terdapat perubahan dimana skor dan rata-rata mengalami peningkatan dan berada pada kategori cukup dan baik. Artinya dengan dilaksanakannya tindakan kelas baik siklus I dan siklus II, kreativitas menggunting bebassiswa dapat ditingakatkan. Guru melihat peningkatan siswa dari kemampuan siswa menggunting bebas. Antusias belajar siswa terlihat tingi sehingga hasil belajarnyapun memuaskan. Perubahan kreativitas menggunting bebas siswa sejak pengkajian awal, siklus I dan siklus II dapat dilihat pada tabel 8 berikut ini. Tabel 2. Data Perbandingan Skor Tingkat Kreativitas Menggunting Bebas Siswa Kelompok B TK Hamzanwadi Pancor No
Nama siswa
Pengkajian awal Skor
1. 2. 3. 4. 5.
Novita Lestari M. Diky Kurnia Yuspita Bahtiar Hidayat L. Aldi Hidayat
25 30 10 30 30
Kategori Kurang Cukup Kurang Cukup Cukup 463
Siklus I Skor 30 45 23 30 30
Kategori Cukup Baik Kurang Cukup Cukup
Siklus II Skor 45 45 34 45 45
Kategori Baik Baik Cukup Baik Baik
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
6. Dea Maya Safitri 7. Aulia Meilina 8. Ana Maria 9. L. Rifki Pirdaus 10. Ersa Mayori 11. Kiki Maulana Jumlah Rata-rata Kategori
40 15 10 15 40 30 275 25,00
Baik Kurang Kurang Kurang Baik Cukup
Kurang
45 20 24 30 40 45 362 32,90
Baik Kurang Kurang Cukup Baik Baik
Cukup
45 40 40 45 40 45 469 42,63
Baik Baik Baik Baik Baik Baik
Baik
Secara kuantitatif, angka-angka dalaam tabel tersebut menunjukkan bahwa tingkat kreativitas menggunting bebas siswa dari siklus I ke siklus II meningkat. Besarnya peningkatan tersebut masing-masing 25,00 (kategori kurang) dari kondisi awal ke siklus I menjadi 32,90 (kategori cukup) meningkat menjadi 42,63 pada siklus II dengan kategori baik. Peningkatan tersebut terjadi karena adanya perbaikan-perbaikan yang dilakuakan oleh peneliti melalui layanan penguasaan konten yang diberikan pada setiap siklusnya. Dari hasil tersebut dapat diketahui bahwa penggunaan layanan penguasaan konten dapat meningkatkan kreativitas menggunting bebas siswa kelompok B TK Hamzanwadi Pancor
Kesimpulan Berdasarkan uraian hasil penelitian dan pembahasan sebagaimana telah dijabarkan pada bab IV, dapat disimpulkan bahwa penggunaan layanan penguasaan konten dapat meningkatkan kreativitas menggunting bebas siswa kelompok B TK Hamzanwadi Pancor. Hal ini terlihat dari peningkatan jumlah anak didik yang berkategori baik atau cukup dari sebelum melakukan tindakan sampai setelah dilakukan tindakan pada siklus I ke siklus II serta rata-rata siswa secara keseluruhan. Sebelum dilakukan tindakan terdapat jumlah siswa dengan kategori baik sebanyak 2 orang siswa, 4 orang masuk kategori cukup dan 5 orang siswa berkategori baik dengan rata-rata siswa 25,00 termasuk dalam kategori kurang. Setelah diberikan tindakan melalui layanan penguasaan konten pada siklus I, terjadi peningkatan dimana jumlah siswa dengan kategori baik sebanyak 4 orang siswa, kategori cukup sebanyak 4 orang siswa dan 3 orang siswa masuk dalam kategori kurang dengan rata-rata 32,90 termasuk dalam kategori cukup. Pada siklus II terjadi peningkatan yang lebih signifikan dibandingkan pada siklus I yaitu dimana jumlah siswa dengan kategori tinggi sebanyak 10 orang siswa, 1 orang siswa masuk dalam kategori cukup dan tidak ada siswa memiliki kategori kurang dengan rata-rata 42,63 termasuk dalam kategori baik.
Pustaka
Arikunto, 1999. Prosedur Penelitian:Sebuah Pendekatan Praktik. Jakarta: Penerbit Rineka Cipta Arikunto, 1999. Dasar-dasar Evaluasi Pendidikan. Jakarta: Penerbit Bumi Aksara Aqib, Zainal. 2009. Penelitian Tindakan Kelas. Bandung: CV. Yrama Widya Depdiknas, (2004). Kurikulum Berbasis Kompetensi untuk TK. Jakarta Djamarah, Syaiful Bahri dan Aswan Zain, 2002. Strategi Belajar Mengajar. Surabaya: Usaha Nasional Marsudi, Saring dkk., (2010). Layanan Bimbingan Konseling di Sekolah. Surakarta: Muhammadiyah University Press Poerwodaminto, W.J.S. 1999. Kamus Umum Bahasa Indonesia. Jakarta: Balai Pustaka Solehudin dan Ihat Hatimah (2009), “Pendidikan Anak Usia Dini”. Dalam Ali, M. dkk. (Ed), Ilmu dan Aplikasi Pendidikan. Bandung: IMTIMA 464
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Semiawan, Conny R., 2002. Belajar dan Pembelajaran Prasekolah dan Sekolah Dasar. Jakarta: PT. Indeks Semiawan, Conny R. 2008. Penerapan Pembelajaran pada Anak. Jakarta: Penerbit Indeks Supriadi, Dedi. 1997. Kreativitas, Kebudayaan, dan Perkembangan Iptek. Bandung: CV ALFABETA Tohirin, (2007). Bimbingan dan Konseling di Sekolah dan Madrasah. Jakarta: Raja Grafindo Persada Prayitno (2004) Seri layanan L1-L9, Padang FIP UNP. Pres. Wardhani, IGKA, (2007). Penelitian Tindakan Kelas. Jakarta: Penerbit UT Tim STKIP Hamzanwadi Selong, 2008. Belajar dan Pembelajaran. Selong.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The Effects of Character Education on Student Behavior In SDN 2 Tembeng Putik Yuniar Lestarini Universitas Hamzanwadi, Indonesia [email protected]
Abstract This study is an experimental study involving all students of the fifth grade with the number of 48 students in the Academic Year 2016/2017. This study aims at exploring the effect of character education learning model on the behavior of students in Civic education subject. The research design used in this study is True experimental design in the type of pretestposttest control group design. Based on the results of data analysis showed that the test of students’ learning behavior in the control class achieve an average score that is not much different from the experimental class with a range of scores 33 to the experimental class, and 30.75 for the control class. Influential treatment is also strengthened by the results of hypothesis exam where the obtained t value is greater than t table value, so there is effect of character education learning model on the behavior of students in Civics education subject. Keywords: character education, student behavior
Pendahuluan Undang-undang No. 20 tahun 2003 tentang Sistem Pendidikan Nasional menyatakan bahawa pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spritual keagamaan, pengendalian diri, kepribadian, kejujuran, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara. Dalam pelaksanaan proses pembelajaran perlu dibutuhkan kompetensi guru yang baik, standar kompetensi guru adalah suatu ukuran yang ditetapkan atau dipersyaratkan dalam bentuk penguasaan pengetahuan dan berperilaku layaknya seorang guru untuk menduduki jabatan fungsional sesuai bidang tugas, kualifikasi dan jenjang pendidikan. Standar kompetensi guru bertujuan untuk memperoleh acuan baku dalam pengukuran kinerja guru untuk mendapatkan jaminan kualitas guru dalam meningkatkan kualitas proses pembelajaran. Dalam pelaksanaan proses pembelajaran seorang guru harus mampu menyelenggarakan kegiatan pembelajaran secara interaktif, inspiratif, menyenangkan, menantang, memotivasi peserta didik untuk berpartisipasi aktif, serta memberikan ruang yang cukup bagi prakarsa, kreatifitas dan kemandirian sesuai dengan bakat, minat, dan perkembangan fisik serta psikologis peserta didik. kemampuan menanamkan pendidikan karater pada peserta didik sangat penting supaya peserta didik bisa bersikap baik dan berahlak mulia dalam kehidupan sehari-hari. Dengan menanamkan pendidikan karakter juga akan melahirkan generasi bangsa yang cerdas secara akal, namun juga cerdas secara moral. Dari uraian diatas pelajaran PKn dapat dijadikan sebagai wadah untuk memberikan pembelajaran karakter terhadap siswa karena pelajaran PKn merupakan salah satu pelajaran wajib bagi peserta didik yang harus di tempuh dan dikuasai oleh setiap siswa itu sendiri. Dari observasi awal yang peneliti lakukan terlihat bahwa kondisi rill yang terjadi dalam pembelajaran PKn, minat siswa kelas V SDN 2 Tembeng Putik masih rendah. Hal ini 466
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
disebabkan karena metode guru dalam mengajar masih bersifat monoton hanya menggunakan satu metode saja yakni hanya menggunakan metode ceramah, sehingga proses pembelajaran menjadi kurang menarik karena siswa kurang aktif dalam kegiatan pembelajaran. Selain itu sarana dan prasarana dalam pembelajaran masih kurang memadai seperti media pembelajaran yang digunakan pada pelajaran PKn hanya berupa gambar tokoh pahlawan yang tertempel di dinding yang mengakibatkan siswa merasa cepat bosan dalam belajar. Hal ini tentu akan memberikan pengaruh terhadap hasil belajar siswa pada mata pelajaran PKn. Sementara dalam penelitian ini PKn dijadikan sebagai wadah untuk memberikan pendidikan karakter. Pendidikan karakter diharapkan dapat membantu memperbaiki akhlak dan sikap siswa dalam proses belajar di kelas. Kemampuan menanamkan pendidikan karater pada peserta didik sangat penting agar peserta didik bisa bersikap baik dan berahklak mulia dalam kehidupan sehari-hari. Dengan menanamkan pendidikan karakter juga akan melahirkan generasi bangsa yang cerdas secara akal, namun juga cerdas secara moral. Oleh karena itu dipandang perlu melakukan penelitian tentang “Pengaruh pendidikan karakter terhadap sikap siswa pada pelajaran PKn kelas V SDN 2 Tembeng Putik Tahun Ajaran 2016/2017”.
Metode Penelitian Jenis penelitian yang dilakukan dalam penelitian ini adalah penelitian eksperimen, yaitu penelitian yang digunakan untuk mencari pengaruh perlakuan tertentu terhadap yang lain dalam kondisi yang terkendalikan (Sugiyono, 2013: 107). Maka jenis penelitian yang digunakan adalah true–experimental design bentuk pretest-posttest control group design. Pretes
Kelompok Penelitian Treatment
Postest
(Sugiyono, 2012: 112). Keterangan: = Tes awal (pre tes) sebelum materi diberikan (kelas kontrol dan kelas eksprimen).
=
treatment 1 yaitu melakukan pembelajaran dengan model pembelajaran
Pendidikan Karakter (kelas eksprimen). = treatment 2 yaitu melakukan pembelajaran dengan metode lain (kelas kontrol).
= tes akhir (posttest) setelah diberikan perlakuan (kelas control dan kelas eksprimen).
Dalam penelitian ini instrumen penelitian yang digunakan yaitu Observasi 467
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Observasi dalam penelitian ini dimaksudkan untuk mengamati secara langsung pelaksanaan proses belajar mengajar yang dilakukan guru di kelas. Di samping itu juga, peneliti mengadakan pengamatan secara langsung terhadap gejala-gejala subjek yang diselidiki. Dalam tahap ini, peneliti tidak ambil bagian dalam kegiatan belajar mengajar. Peneliti hanya berperan mengamati dalam pelaksanaan kegiatan belajar mengajar. Metode ini digunakan untuk mengetahui proses pembelajaran kaitannya dengan pendidikan karakter di kelas V (Lima) SDN 2 Tembeng Putik. Pengamatan dilakukan dalam kelas, meliputi proses pembelajaran sebagai tujuan utama yang dilakukan guru di kelas. Tes Untuk mengukur sikap siswa instrumen yang digunakan tersebut berupa soal-soal pilihan ganda (multiple choice tes) yang berjumlah 10 butir soal. Soal-soal dibuat sendiri oleh peneliti didasarkan pada silabus dan RPP. Dengan demikian instrumen penelitian tentang sikap siswa setelah mengikuti proses pembelajaran menggunakan teknik pengumpulan data berupa tes. Angket Cara pengerjaan dari angket sikap siswa yakni responden diminta untuk memberikan tanda silang (X) didepan alternatif jawaban yang telah tersedia yang sesuai dengan pengetahuan dan pengalaman pribadinya baik masa kini maupun masa yang lampau. Angket ini terdiri atas sejumlah pertanyaan atau pernyataan dengan empat kemungkinan jawaban yang menggunakan skala likert. Skala likert merupakan salah satu skala pengukuran yang mempunyai gradasi dari sangat positif sampai sangat negatif (Sugiyono, 2013: 134). Teknik Analisis Data Dalam memperoleh secara jelas mengenai data dari masing-masing variabel serta untuk mengkaji hipotesis penelitian maka dilakukan analisa data dan dibagian ini akan dibahas berturut-turut: Uji Normalitas Data Pengujian normalitas data dimaksudkan untuk menguji apakah data yang telah terkumpul dan skor dalam variabel yang diteliti telah menghampiri distribusi normal atau tidak. Varibel-variabel yang akan diuji normalitasnya adalah variabel tentang kemampuan siswa menyelesaikan soal baik yang berkaitan dengan motivasi siswa menggunakan rumus chi kuadrat. Uji normalitas data dilakukan dengan menggunakan rumus Chi-Kuadrat yaitu sebagai berikut: fo fh 2 X 2 fh Keterangan: X2= Harga Chi kuadrat fo = Frekuensi observasi fh = Frekuensi harapan. Keputusan uji (taraf signifikansi 5 %):
2 hitung < dari 2 = data terdistribusi normal 2 hitung > dari 2 = data tidak terdistribusi normal (Riduwan, 2010: 132). Uji Homogenitas Varian Uji homogenitas data dilakukan untuk membuktikan bahwa kedua sampel homogen yang dilakukan setelah pengambilan data, dari hasil ini dapat ditentukan langkah selanjutnya 468
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
yaitu apakah sampel tersebut dapat selanjutnya diperlakukan atau tidak. Uji homogenitas data dapat dicari dengan menggunakan uji-F, yaitu sebagai berikut: Varian terbesar F= Varian terkecil Kriteria data homogen adalah: Data homogen jika Fhitung > dari Ftabel pada taraf signifikansi 5 % dengan Ftabel F0 , 95 (v 1 ,v 2 ) . Dimana v 1 menyatakan derajat kebebasan pembilang dan v 2
menyatakan derajat kebebasan penyebut, dengan v n 1 (Riduwan, 2010: 120). Uji Hipotesis Penelitian ini menggunakan teknik analisis data yaitu analisis statistik parametrik, teknik ini dipilih didasarkan atas tujuan penelitian yang dilakukan. Berdasarkan tujuan tersebut, dalam penelitian ini teknik uji persyaratan analisis yang digunakan adalah uji hipotesis data. Dengan demikian persyaratan analisis yang perlu dibuktikan untuk data hasil penelitian adalah uji hipotesis. Menurut Sugiyono (2012: 96), hipotesis adalah jawaban yang bersifat sementara atau kesimpulan yang diambil untuk menjawab permasalahan yang diajukan dalam penelitian. Sedangkan menurut Ridwan (2010: 37), hipotesis merupakan jawaban sementara terhadap rumusan masalah atau sub masalah yang diajukan oleh peneliti, yang dijabarkan dari landasan teori dan masih harus diuji kebenarannya Dengan demikian untuk menguji hipotesis yang dikemukakan pada bab sebelumnya digunakan uji-t dengan rumus sebagai berikut:
t
X1 X 2
S1 S 2 n1 n2 Keterangan: t = Koefisien t X 1 = Rata-rata kelompok eksperimen 2
2
X 2 = Rata-rata kelompok kontrol S 1 2 = Varian kelompok eksperimen S 2 2 = Varian kelompok kontrol n1 = Jumlah sampel kelompok eksperimen n2 = Jumlah sampel Kelompok kontrol (Ridwan, 2010: 165). Kriteria pengujian adalah sebagai berikut: jika t-hitung lebih besar dari t-tabel dengan taraf signifikan 5% maka Ho ditolak dan Ha diterima. Sebaliknya jika t-hitung lebih kecil dari ttabel maka Ho diterima dan Ha ditolak.
Hasil Penelitian Berdasarkan hasil analisis data menunjukan bahwa tes sikap belajar siswa pada kelas kontrol mencapai skor rata-rata yang tidak jauh berbeda dengan kelas eksperimen dengan rentangan skor 33 untuk kelas eksperimen, dan 30,75 untuk kelas kontrol. Berpengaruhnya perlakuan juga diperkuat oleh hasil uji hipotesis dimana nilai t hitung yang didapat lebih besar dari niali 469
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
t tabel, sehingga Ha yang menyatakan bahwa ada pengaruh model pembelajaran pendidikan karakter berpengaruh terhadap sikap siswa pada pelajaran PKn Uji hipotesis untuk tes sikap belajar siswa dengan menggunakan analisis statistik uji-t. Setelah dilakukan uji hipotesis uji-t diperoleh nilai dan pada
derajat kebebasan atau db = n1 + n2 – 2 = 24 + 23 – 2 = 45. Berdasarkan kriteria pengambilan keputusan menunjukkan bahwa ) sehingga Ho
ditolak dan Ha diterima. Sehingga penelitian yang telah dilaksanakan mendapatkan hasil, bahwa model pembelajaran pendidikan karakter memberikan pengaruh terhadap sikap siswa kelas V SDN 2 Tembeng Putik. Perhitungan pengujian hipotesis yang menyatakan bahwa Ha diterima yang berarti model pembelajaran pendidikan karakter memberikan pengaruh terhadap sikap siswa pada pelajaran PKn kelas V SDN 2 Tembeng Putik. Hal ini dipertegas dengan hasil perhitungan pada uji-t dengan menggunakan t.tes yang diperoleh sebesar 2,74.
Simpulan Berdasarkan hasil penelitian dan hasil analisis data tentang Pengaruh Pendidikan Karakter Terhadap Sikap Siswa Pada Pelajaran PKn Kelas V SDN 2 Tembeng Putik Tahun Ajaran 2016/2017, maka dapat ditarik kesimpulan sebagia berikut: Dari perhitungan pengujian hipotesis untuk data Pree Test sikap siswa yang menyatakan bahwa Ha ditolak yang berarti model pembelajaran pendidikan karakter tidak berpengaruh terhadap sikap siswa pada pelajaran PKn kelas V SDN 2 Tembeng Putik. Hal ini dipertegas dengan hasil perhitungan pada uji-t dengan menggunakan ( yakni -1,38
), sehingga dapat disimpulkan bahwa hipotesis Ho diterima dan Ha ditolak. Sedangkan
pengujian hipotesis untuk data post tes sikap siswa yang menyatakan bahwa Ha diterima yang berarti model pembelajaran pendidikan karakter berpengaruh terhadap sikap siswa pada pelajaran PKn kelas V SDN 2 Tembeng Putik. Hal ini dipertegas dengan hasil perhitungan pada uji-t dengan menggunakan ( yakni ), sehingga dapat
disimpulkan bahwa hipotesis Ho ditolak dan Ha diterima.
Daftar Pustaka
Abdul majid. 2011. Perencanaan Pembelajaran. Bandung: PT. Remaja Rosdakarya Agus Zainul Fitri. 2012. Pendidikan Karekter Berbasis Nilai dan Etika di Sekolah. Perpustakaan Nasional: Katalong Dalam Terbitan (KDT) Alex Sobur.2003. Psikologi Umum. Bandung: Pustaka Setia. Arnie Fajar. 2002. Portofolio Dalam Pelajaran IPS. Bandung: PT Remaja Rosdakarya Offset. Jamal Ma’mur Asmani. 2011. Buku Panduan Internalisasi Pendidikan Karakter Di Sekolah. Yogyakarta: Diva Press 470
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Muchlas Samani dkk. 2011. Konsep dan Model Pendidikan Karakter. Bandung: PT Remaja Rosdakarya Riduwan. 2010. Belajar Mudah Penelitian untuk Guru Karyawan dan Peneliti Pemula. Bandung: Alfabeta Sugiyono. 2012. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta Sugiyono. 2013. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Implementation Of Problem Based Learning (PBL) Model Based On Lesson Study To Improve Student’s Critical Thinking Skills Zaotul Wardi Universitas Hamzanwadi, Indonesia [email protected]
Abstract This study aimed to describe the application of problem based learning models, describing the critical thinking skills of students in the subject of Basic Algebra IB semester of academic year 2015/2016. This type of research used in this study is the PTK through Lesson Study activities which consists of three phases: planning (Plan), implementation (Do) and reflection (See). Technique of data collecting used is a test, questionnaire, observation, field notes and documentation, with data analysis techniques are qualitative description of the data collected. The result of the research is expected is an increase in critical thinking skills of students in the course Algebra Elementary through the application of problem based learning that consists of four stages of lesson study activities. The results showed that the classification of critical thinking skills of students in the first and second open class is quite good with a percentage of 67.33% and 68.56%. On the third and fourth open class, critical thinking ability of students has increased with the percentage of 74.22% and 77.78% with a good classification of critical thinking. From the results of each open class can be seen that the critical thinking skills of students has increased in the lesson study activities. Therefore, the critical thinking skills of students in algebra Basic can be improved by using problem based learning through lesson study activities. Keywords: problem based learning, critical thinking skills, and lesson study
Pendahuluan Pendidikan merupakan salah satu Tridarma perguruan tinggi yang harus dilakukan oleh seorang Dosen dalam melaksanakan kewajibannya sebagai tenaga pendidik di perguruan tinggi. Tingkat keberhasilan pendidikan di perguruan tinggi sangat dipengaruhi oleh rasa peduli, tanggungjawab, dan kompetensi dosen dalam melaksanakan suatu pembelajaran. Oleh karena itu, dosen dituntut untuk mengembangkan kompetensinya secara terus menerus dalam meningkatkan kualitas pembelajaran. Salah satu kompetensi yang harus ditingkatkan oleh dosen adalah kompetensi pedagogik, yaitu kompetensi dalam merencanakan, melaksanakan, mengevaluasi, dan menindaklanjuti hasil evaluasi suatu pembelajaran. Ada beberapa kriteria yang perlu diperhatikan oleh dosen dalam menerapkan kompetensi pedagogik pada suatu pembelajaran, di antaranya: (1) mampu mengembangkan kurikulum atau silabus; (2) mampu merencanakan pembelajaran; (3) mengerti dan dapat menerapkan metode pembelajaran yang bervariasi; (4) mampu mengembangkan dan menggunakan berbagai alat, media dan sumber belajar yang relevan; (5) mampu memanfaatkan teknologi pembelajaran; (6) mampu melaksanakan pembelajaran yang konstruktif dan dialogis; (7) mampu melaksanakan evaluasi hasil belajar dengan efektif dan efesien. Berdasarkan pengalaman mengajar mata kuliah Aljabar dasar semester ganjil tahun akademik 2015/2016, dosen belum mampu merencanakan, melaksanakan pembelajaran dengan maksimal sehingga proses pembelajaran tidak begitu bermakna bagi mahasiswa. Hal ini disadari bahwa pembelajaran yang digunakan cenderung berpusat pada dosen (lecturer centered), Dalam proses pembelajaran Aljabar dasar, mahasiswa cenderung tidak mampu 472
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
berpikir kritis secara optimal, hal ini dapat dilihat dari kemampuan dalam menyampaikan pendapatnya baik itu secara lisan maupun tulisan. Untuk mengatasi permasalahan tersebut, perlu diusahakan proses pembelajaran berpusat pada mahasiswa (student centered) serta bisa menggali kemampuan berpikir kritis matematis mahasiswa. Di samping itu, Committee on the Undergraduate Program in Mathematics (CUPM) juga merekomendasikan bahwa pembelajaran matematika di kelas harus melibatkan aktivitas yang mendukung semua mahasiswa untuk meningkatkan dan mengembangkan keterampilan penalaran analitis dan kritis, pemecahan masalah, dan komunikasi, serta mencapai kebiasaan (habit) berpikir matematis. Penguasaan kemampuan berpikir kritis tidak cukup dijadikan sebagai tujuan pendidikan semata, tetapi juga sebagai proses fundamental yang memungkinkan mahasiswa untuk mengatasi ketidaktentuan di masa mendatang (Cabrera, 1992). Menurut Elaine (2007:187), Berpikir kritis adalah berpikir untuk menyelidiki secara sistematis proses berpikir itu sendiri, maksudnya tidak hanya memikirkan dengan sengaja, tetapi juga meneliti bagaimana kita dan orang lain menggunakan bukti, asumsi dan logika. Bepikir kritis memungkinkan mahasiswa untuk menemukan kebenaran dari suatu informasi. Tujuan dari berpikir kritis adalah untuk mencapai pemahaman yang mendalam. Pemahaman membuat mahasiswa mengerti maksud di balik ide sehingga mengungkapkan makna di balik suatu kejadian. Perlunya upaya untuk memfasilitasi agar kemampuan berpikir kritis mahasiswa lebih berkembang menjadi sangat penting, mengingat beberapa hasil penelitian masih mengindikasikan rendahnya kemampuan berpikir kritis mahasiswa di Indonesia. Berdasarkan hasil penelitian Suryanto dan Somerset (dalam Fachrurazi, 2011) terhadap 16 Sekolah Lanjutan Tingkat Pertama pada beberapa provinsi di Indonesia menunjukkan hasil tes mata pelajaran matematika sangat rendah, utamanya pada soal cerita. Dalam kasus di atas menjelaskan bahwa kemampuan aplikasi merupakan bagian dari domain kognitif yang lebih rendah daripada kemampuan analisis, sintesis, dan evaluasi. Ketiga kemampuan tersebut digolongkan oleh Bloom (Duron, dkk., 2006) dalam kemampuan berpikir kritis. Berpikir kritis dalam penelitian ini adalah proses terorganisasi yang melibatkan aktivitas mental yang mencakup kemampuan merumuskan masalah, memberikan argumen, menyusun laporan, melakukan deduksi, induksi, evaluasi, memutuskan kemudian melaksanakan, dan berinteraksi dengan yang lain untuk memecahkan suatu masalah. Selain mengembangkan kemampuan berpikir kritis, mengembangkan ketrampilan memecahkan masalah bagian yang tidak dapat terpisahkan. Menurut Sutarmo (2012: 94) “Kemampuan berpikir kritis, otak dipaksa berpikir serius untuk memecahkan masalah yang dihadapi individu yang berpikir atau memikirkan tindakan yang akan dilakukan nanti”. Setiap orang memiliki masalah yang bukan untuk dihindari melainkan untuk dipecahkan, maka seharusnya mereka juga memiliki kemampuan berpikir kritis dan keterampilan memecahkan sehingga dapat memikirkan langkah apa yang harus ditempuh untuk memecahkan masalah serius yang mereka hadapi. Hal ini mempunyai implikasi dalam pembelajaran Aljabar Dasar dimana memberikan pemahaman pada mahasiswa bahwa dalam kehidupan berorganisasi manusia tidak akan terlepas dari permasalahan-permasalahan yang ada. Mahasiswa yang terbiasa dihadapkan pada masalah dan berusaha memecahkannya akan cepat tanggap dan kreatif apalagi bila masalah yang diciptakan itu bersentuhan dengan kehidupannya maka mereka akan bersemangat untuk memecahkannya dalam waktu singkat. Jadi keterampilan memecahkan masalah sangat penting artinya bagi anak didik dan masa depannya. Berdasarkan hasil penelitian Ni Wyn (2014), menunjukkan bahwa rata-rata hasil belajar matematika mahasiswa yang diberikan pembelajaran dengan menggunakan metode 473
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keterampilan pemecahan masalah lebih baik daripada mahasiswa yang diberikan pembelajaran dengan menggunakan metode konvensional. Hal ini tentunya signifikan pada usaha meningkatkan keterampilan memecahkan masalah dengan tujuan pembelajaran Aljabar Dasar yaitu selain melatih mahasiswa untuk berpikir logis mengkaji tentang bagaimana mengelola manusia dengan segala karakter dan permasalahan-permasalahan yang ada. Selain itu juga keterampilan memecahkan masalah diharapkan mampu meningkatkan hasil belajar mata kuliah Aljabar Dasar. Branca (Krulik dan Reys, 1980) mengemukakan bahwa pemecahan masalah memiliki tiga interpretasi yaitu: (1) sebagai suatu tujuan utama; (2) sebagai sebuah proses; dan (3) sebagai keterampilan dasar. Ketiga hal itu mempunyai implikasi dalam pembelajaran Aljabar Dasar. Pertama, jika pemecahan masalah merupakan suatu tujuan maka ia terlepas dari masalah atau prosedur yang spesifik, yang terpenting adalah bagaimana cara memecahkan masalah sampai berhasil. Dalam hal ini pemecahan masalah sebagai alasan utama untuk belajar perilaku dalam lingkungan organisasi. Kedua, jika pemecahan masalah dipandang sebagai suatu proses maka penekanannya bukan semata-mata pada hasil, melainkan bagaimana metode, prosedur, strategi dan langkahlangkah tersebut dikembangkan melalui penalaran dan komunikasi untuk memecahkan masalah. Ketiga, pemecahan masalah sebagai keterampilan dasar atau kecakapan hidup (life skill), karena setiap manusia harus mampu memecahkan masalahnya sendiri. Jadi pemecahan masalah merupakan keterampilan dasar yang harus dimiliki setiap mahasiswa. Melihat permasalahan yang ada dan agar orang-orang terdidik kelak mempunyai kemampuan dan keterampilan seperti yang dikemukakan, diperlukan sistem pendidikan yang berorientasi pada pemecahan masalah, kemampuan berpikir kritis, kreatif, sistematis dan logis (Depdiknas, 2003). Oleh sebab itu perlu diterapkan model Problem Based Learning berbasis Lesson Study guna untuk merangsang berpikir tingkat tinggi dalam situasi yang berorientasi masalah. Sesuai dengan tujuan Problem Based Learning yaitu membantu mahasiswa mengembangkan kemampuan berpikir kritis, memecahkan masalah, dan keterampilan intelektual, maka mahasiswa diharapkan dapat menggali dan menemukan sendiri dari pemecahan masalah yang diberikan dosen sehingga dapat memancing proses belajar mereka. Dalam konsepnya mahasiswa bukan lagi obyek namun sebagai subyek belajar. Menurut Punaji Setyosari (2006: 1) menyatakan bahwa Probelem based learning berbasis Lesson study adalah suatu metode atau cara pembelajaran yang ditandai oleh adanya masalah nyata, areal-world problems sebagai konteks bagi mahasiswa untuk belajar kritis dan keterampilan memecahkan masalah dan memperoleh pengetahuan. Menurut Ward (dalam I Wayan Dasna dan Sutrisno: 2007) menyatakan bahwa Probelem based learning berbasis Lesson study adalah suatu model pembelajaran yang melibatkan mahasiswa untuk memecahkan suatu masalah melalui tahap-tahap metode ilmiah sehingga mahasiswa dapat mempelajari pengetahuan berdasarkan masalah dan memiliki keterampilan untuk memecahkan masalah. Dengan Probelem based learning berbasis Lesson study mahasiswa mampu berfikir kritis dan mengembangkan inisiatif. Dosen mempunyai peran untuk memberikan inspirasi agar potensi dan kemampuan mahasiswa dimaksimalkan. Melalui pengembangan kemampuan tersebut diharapkan mahasiswa akan dapat menyelesaikan permasalahan yang muncul di lingkungannya dengan baik. Berdasarkan hasil penelitian Fachrurazi (2011), Terdapat perbedaan peningkatan berpikir kritis antara mahasiswa yang belajar matematika menggunakan model Probelem based learning berbasis Lesson study dengan mahasiswa yang memperoleh pembelajaran konvensional. Mahasiswa pada kelas Probelem based learning berbasis Lesson study mengalami peningkatan kemampuan berpikir kritis yang lebih tinggi daripada mahasiswa pada kelas konvensional. Senada dengan penelitian Herman (2007), menyatakan bahwa Probelem based learning berbasis Lesson study (PBL) terbuka dan PBL terstruktur secara 474
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signifikan lebih baik dalam meningkatkan kemampuan berpikir matematis tingkat tinggi mahasiswa dibanding pembelajaran konvensional (biasa). Hal ini juga menguatkan pentingnya penerapan Probelem based learning berbasis Lesson study guna meningkatkan kemampuan berpikir kritis dan keterampilan memecahkan masalah pada pembelajaran Aljabar Dasar. Dimana diharapkan mahasiswa dapat meningkatkan pemahaman kehidupan berorganisasi dengan cara menggali dan menemukan sendiri dari pemecahan masalah yang diberikan dosen sehingga dapat memancing proses belajar yang aktif dan kreatif. Penerapan PBL dilaksanakan melalui kegiatan Lesson study, sebab Lesson study dipercaya berhasil dalam meningkatkan praktik pembelajaran. Menurut Sparks (1999), lesson study merupakan proses kolaboratif yang dilakukan oleh sekelompok Dosen/Guru dalam mengidentifikasi masalah-masalah pembelajaran, merencanakan perbaikan pembelajaran, melaksanakan pembelajaran dengan salah satu guru membelajarkannya sementara guru lain sebagai pengamat, mengevaluasi dan merevisi pembelajaran, melaksanakan pembelajaran yang telah direvisi berdasarkan hasil evaluasi, mengevaluasi lagi, dan berbagi (menyebarluaskan) hasilnya kepada dosen-dosen lain. Lesson study secara lebih lengkap dapat diartikan sebagai suatu proses kolaboratif dari sekelompok guru untuk secara bersama-sama: (1) mengidentifikasi masalah pembelajaran yang dirasakan oleh Dosen/Guru (salah satu atau sekelompok dosen/guru) (2) merencanakan langkah-langkah pembelajaran (sebagai upaya pemecahan masalah yang terdidentifikasi), (3) melaksanakan pembelajaran yang dilakukan oleh salah satu Dosen/Guru yang dipilih (disepakati), sementara Dosen/Guru lain mengobservasi proses pembelajaran, (4) mengevaluasi proses pembelajaran yang telah dilakukan (5) memperbaiki perencanaan pembelajaran berdasarkan hasil evaluasi (6) melaksanakan pembelajaran lagi, (7) mengevaluasi kembali pembelajaran yang telah dilaksanakan, dan (8) membagi (menyebarluaskan) pengalaman dan temuan dari hasil evaluasi tersebut kepada Dosen/ Guru lain. Penelitian ini bertujuan untuk mendeskripsikan penerapan pembelajar dengan Problem Baset Learning berbasis Lesson Study untuk meningkatkan kemampuan berpikir kritis mahasiswa program studi pendidikan matematika dalam matakuliah Aljabar Dasar, sehingga dapat digunakan sebagai variasi dalam pembelajaran, dan dimanfaatkan untuk memperbaiki mutu dan keefektifan perkuliahan.
Metode Penelitian Jenis penelitian yang digunakan adalah penelitian tindakan kelas dengan pendekatan deskriptif kualitatif. Untuk mencapai tujuan yang diharapkan yaitu meningkatkan kemampuan berpikir kritis mahasiswa, maka pembelajaran dilaksanakan dengan Lesson Study (LS) dengan tiga tahapan plan, do dan see. Ketiga tahapan tersebut dilaksanakan dalam 4 (empat) siklus perkuliahan LS. Untuk mendapatkan bukti-bukti empirik terhadap fokus kajian tersebut maka subyek yang dikaji sebagai sumber data adalah dosen dan mahasiswa yang terlibat dalam kegiatan LS. Dosen yang terlibat adalah L. Muhammad Fauzi, M.Pd.Si., Shahibul Ahyan, M.Pd,. Muhammad Gazali, M.Pd., Fahrurrozi, M.Pd., Nila Hayati, M.Pd., Abdul Azis, M.Pd., Neni Endriyana., M.Pd. dan L. Saparwadi, M.Sc sedangkan kegiatan lesson study dilakukan pada mahasiswa semester IB mata kuliah Aljabar Dasar. Lesson study pada matakuliah Aljabar dasar dirancang dalam empat siklus. Setiap siklus dilaksanakan dalam tiga tahapan yaitu : (1) perencanaan (plan) dalam menyusun teaching plan dan teaching materials, (2) melakukan perkuliahan berdasarkan SAP yang telah disusun (do) dan diobservasi oleh anggota tim lesson study dan observer serta (3) melakukan diskusi refleksi (see) berdasarkan hasil observasi.
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(1) Pada tahapan plan, dilakukan pengkajian secara bersama-sama terhadap teaching plan dan teaching material yang telah direncanakan yang meliputi silabus matakuliah, materi yang akan diajarkan, dosen model yang akan berperan, lembar kegiatan mahasiswa dan instrumen evaluasi yang diperlukan. Hasil pengkajian digunakan untuk perbaikan yang diperlukan terhadap rancangan pembelajaran yang disusun Tahap pelaksanaan tindakan (Do). (2) Pada tahapan pelaksanaan (do) dosen model melaksanakan pembelajaran sesuai dengan rencana pembelajaran yang sudah mendapatkan pengkajian secara bersama dan perbaikan (revisi) sesuai dengan saran dan masukan. Sementara itu timmatakuliah bertindak sebagai observer (selain dosen model). Dalam melaksanakan observasi pelaksanaan pembelajaran, juga diundang dosen diluar kelompok matakuliah Aljabar Dasar untuk ikut melakukan observasi pembelajaran. Observasi didasarkan pada lembar observasi terstándar yang sudah disiapkan. Observasi ditujukan terhadap aktivitas belajar mahasiswa selama perkuliahan. Untuk memperkuat hasil observasi juga dilakukan dokumentasi melalui rekaman foto dan video (audio-visual). Dokumentasi ini dilakukan terhadap perilaku dan kejadian yang umum maupun khusus selama proses pembelajaran dan berharga sebagai bukti authentik kejadian selama pembelajaran untuk memperkuat kegiatan refleksi. (3) Pada tahap Refleksi (See) Segera setelah proses pembelajaran berakhir, dilakukan post class discussion atau kegiatan refleksi. Refleksi diikuti oleh semua anggota kelompok/observer yang dimaksudkan untuk mengkaji hasil pengamatan setiap anggota kelompok dan hasil rekaman proses pembelajaran, pada tahap refleksi ini adalah secara bersama-sama menemukan solusi untuk masalah yang muncul agar pembelajaran berikutnya dapat dipersiapkan dan dilaksanakan dengan lebih baik. Teknik Analisis Data Teknik pengumpulan data yang digunakan adalah observasi, catatan lapangan, dokumentasi, angket dan tes. Sedangkan, teknik analisis data menggunakan deskriptif kualitatif. Semua data yang diperoleh ditelaah dan diolah melalui kategori data, validasi data dan interpretasi data, langkah tersebut untuk mengklasifikasi data dan penyajian data sehingga data terlihat jelas. Indikator ketercapaian kemampuan berpikir kritis mahasiswa dianalisis secara deskriptif kualitatif berdasarkan persentase sesuai dengan rumus:
Keterngan P : persentase kemampuan berpikir kritis F : jumlah skor tiap mahasiswa pada masing-masing indikator N : jumlah mahasiswa Sebagai pedoman dalam mengambil keputusan/kesimpulan dari hasil analisis data dengan menggunakan persentase (%) ditetapkan klasifikasi yang juga mengacu pada pendapat Arikunto (2002) sebagaiberikut. Tabel 1. Kriteria Persentase dan Kemampuan No 1 2 3 4
Persentase 92%-100% 75%-91% 50%-74% 25%-49%
Klasifikasi Baik sekali Baik Cukup baik Kurang baik 476
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
5 0%-24% Tidak baik Sumber: Arikunto (2002)
Hasil dan Pembahasan
Deskripsi pelaksanaan plan, do dan see untuk setiap materi yang digunakan dalam open class Perencanaan Pada siklus I dosen model menyusun skenario pembelajaran problem based learning, Membentuk anggota kelompok dengan kemampuan yang heterogen yang masing-masing terdiri dari 4-6 orang, Menyiapkan masalah atau topik yang akan digunakan dalam pembelajaran yakni tentang persamaan kuadrat. Scenario pembelajaran disampaikan secara terbuka sebelum pelaksanaan open class untuk mendapatkan masukan, kritik dan saran dari dosen yang lain selaku observer sebagai masukan untuk perbaikan. Langkah seperti itu dilakukan juga pada siklus berikutnya. Pada Siklus II tentang fungsi kuadrat, siklus III tentang konsep barisan dan deret aritmetika dan siklus IV tentang Barisan dan Deret Geometri Pelaksanaan Open Class Pada siklus I, dosen model melaksanakan open class (do) dengan indicator menjelaskan model matematika dari masalah yang berkaitan dengan persamaan kuadrat dan penafsirannya. Langkah pembelajaran yang dilakukan disesuaikan dengan model pembelajaran Problem Based Learning. Pada siklus II dosen model melaksanakan pembelajaran (do) dengan indikator mahasiswa mampu menyimpulkan model matematika yang berkaitan dengan fungsi kuadrat dan penerapanya dengan langkah pembelajaran yang dilakukan disesuaikan dengan model pembelajaran Problem Based Learning seperti pada siklus I. Pada siklus III dosen model melaksanakan pembelajaran (do) dengan model pembelajaran Problem Based Learning seperti pada siklus I dan siklus II. Indikator yang dikaji adalah Membedakan dan memahami pengertian deret aritmetika, bentuk umum dan jenis deret aritmetika dan menganalisis konsep barisan dan deret aritmetika dan penerapannya. Sedangkan pada siklus IV dosen model melaksanakan pembelajaran (do) dengan model pembelajaran Problem Based Learning seperti pada siklus I, siklus II, dan siklus III. Indikator yang dikaji adalah Membedakan dan memahami pengertian deret aritmetika, bentuk umum dan jenis deret aritmetika dan menganalisis konsep barisan dan deret aritmetika dan penerapannya. Refleksi Refleksi pada siklus I, II, III dan IV dilakukan untuk mendiskusikan proses pembelajaran yang telah berlangsung dan mengupayakan peningkatan kualitas untuk siklus berikutnya sesuai dengan fokus masalah yang diangkat dalam lesson study matakuliah Aljabar Dasar. Proses pelaksanaan refleksi mengikuti pedoman standar yang diberikan oleh Dirjen Dikti. Dipimpin oleh seorang moderator dan dibantu oleh sekretaris sidang. Dosen atau guru model diberi kesempatan terlebih dahulu untuk menyampaikan persepsinya selama proses pembelajaran, kemudian observer diminta menyampaikan hasil observasinya, dan dosen model diminta memberikan tanggapan kembali terhadap komentar yang diberikan oleh observer. Dalam refleksi ini dibahas dan dikaji ulang tentang pencapaian target pembelajaran sebagaimana yang menjadi fokus dalam pelaksanaan lesson study pada matakuliah Aljabar Dasar. Data Hasil Belajar Mahasiswa dan Pembahasannya. Tabel 2. Skor Perolehan Pada Masing-Masing Indikator Berpikir Kritis 477
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Siklus 1 Siklus 2 Siklus 3 Siklus 4
Indikator Kemampuan Berfikir Keritis Nerumuskan Mengungkap Memilih Mendeteksi Masalah Fakta Argumen Bias 16 19 24 22 20 23 23 55 19 18 23 73 27 22 24 65
Mengambil Keputusan 20 37 54 44
Berdasarkan pada Tabel 2 diatas maka diperoleh persentase kemampuan berpikir kritis pada masing-masing indikator pada setiap siklus seperti pad tabel 3 berikut Tabel 3 Persentase Kemampuan Berpikir Kritis Mahasiswa Tabel 3 Persentase Kemampuan Berpikir Kritis Mahasiswa pelaksanaan Siklus 1 Siklus 2 Siklus 3 Siklus 4
53.33% 66.67% 63.33% 90.00%
Kemampuan berpikir kritis 63.33% 80.00% 73.33% 76.67% 76.67% 61.11% 60.00% 76.67% 81.11% 73.33% 80.00% 72.22%
66.67% 61.67% 90.00% 73.33%
Rata-rata 67.33% 68.56% 74.22% 77.78%
Adapun grafik kemampuan berpikir kritis mahasiswa pada masing-masing open class dapat diliahat pada gambar 1 berikut.
Gambar 1. Ketercapaian Berpikir Krtis Mahasiswa Berdasarkan tabel 3 dan gambar 1, diketahui bahwa pada kemampuan berpikr kritis dalam merumuskan pokok masalah pada siklus 1,2, cendrung mengalami peningkaatan dengan presentasi 53,33% pada siklus 1, 66,67% pada siklus 2, sedangkan diperoleh 63,33% pada siklus 3 dan 90% pada siklus 4. Dengan rata-rata 68,33%. Ini berarti kemampaun berpikir kritis mahasiswa dalam merumuskan masalah tergolong baik. Pada kemampuan berpikir kritis mengungkapkan fakta dalam menyelesaikan masalah pada siklus 1,2,3 dan 4 diperoleh presentasi 63,33%, 76,67%,60% dan 73% dengan rata-rata 68,33%. Ini memberikan gambaran bahwa kemampuan berpikir kritis mengungkapkan fakta dalam menyelesaikan masalah tergolong baik. Pada kemampuan berpikir kritis dalam memilih argument logis, relevan dan akurat pada sisklus 1,2,3 dan 4 diperoleh prosenatasi 80%,76,67%,76,67% dan 478
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80% dengan rata-rata 78,33%, yang berarti bahwa kemampuan berpikir kritis mahasiswa dalam memilih argument yang tepat termasuk dalam kategori baik. Selanjutnya Pada kemampuan berpikir kritis mendeteksi bias pada sudut pandang yang berbeda pada sisklus 1,2,3 dan 4 diperoleh prosenatasi 73,33%, 61,11%, 81,11% dan 72,22% dengan rata-rata 71,94%, yang berarti bahwa kemampuan berpikir kritis mahasiswa dalam memilih mendeteksi bias pada sudut pandang yang berbeda termasuk dalam kategori baik. Kemampuan berpikir kritis dalam menagmbil keputusan pada sisklus 1,2,3 dan 4 diperoleh prosenatasi 66,67%, 61,67%, 90% dan 73,33% dengan rata-rata 72,92%, yang berarti bahwa kemampuan berpikir kritis mahasiswa dalam mengambil keputusan termasuk dalam kategori baik. Berdasarkan hasil pengamatan yang dilakukan, maka kemampuan berpikir kritis pada siklus I diperoleh gambaran bahwa kemampuan berpikir kritis mahasiswa dalam pemecahan masalah pada materi fungsi permintaan, fungsi penawaran dan keseimbangan pasar yang terdiri dari 30 orang mahasiswa tergolong pada kemampuan berpikir kritis cukup baik, dengan persentase 67,33%. Selanjutnya pada siklus II dengan materi pengaruh pajak terhadap keseimbangan pasar. Prosentasi kemampuan berpikir kritis mahasiswa adalah 68,56%, dengan kategori kemampauan berpikir kritis cukup baik. Pada siklus III dan IV terdapat peningkatan yang dialami mahasiswa, pada materi apliakasi konsep barisan dan deret, dengan prosentasi 74,22% pada siklus III dan 77,78% pada siklus IV, yang termasuk pada kategori kemampuan berpikir kritis baik.
Kesimpulan
Berdasarkan hasil pelaksanaan Lesson Study dengan menggunakan model pembelajaran Problem Based Learning pada matakuliah Aljabar Dasar di Program Studi Pendidikan Matematika dapat disimpulkan sebagai berikut: Penggunaan Lesson Study dengan menggunakan model pembelajaran Problem Based Learning pada matakuliah Aljabar Dasar dapat meningkatkan kemampuan berpikir kritis mahasiswa. Saran a. Sehubungan dengan manfaat yang dapat diperoleh dari implementasi model pembelajaran Lesson Study pada perkuliahan Aljabar Dasar dalam rangka menyiapkan calon guru profesional maka perlu terus dikembangkan implementasinya untuk matakuliah keilmuan lainnya. b. Matakuliah selain Aljabar Dasar sangat disarankan untuk menerapkan lesson study agar terjadi pembinaan profesi secara serentak dan peningkatan kualitas proses dan hasil perkuliahan dapat segera menyebar dan lebih terasakan manfaatnya.
Daftar Pustaka
Arikunto, Suharsimi. (2002). Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: PT Rineka Cipta Arikunto, Suharsimi, (2007). Penelitian Tindakan Kelas. Jakarta: PT Bumi Aksara. Cabrera, G.A. (1992). A Framework for Evaluating the Teaching of Critical Thinking. Dalam R.N Cassel (ed). Education. 113 (1). 59-63. Depdiknas. (2003). Standar Kompetensi Mata Pelajaran Matematika SD dan MI. Jakarta: Depdiknas. Duron, R., dkk. (2006). Critical Thinking Framework for Any Discipline. International Journal of Teaching and Learning in Higher Education Vol. 17: 160-166 Elaine, Johnson. (2007). Contextual Teaching & Learning, Bandung: MLC Fachrurazi, (2011). Penerapan Probelem based learning berbasis Lesson studyuntuk Kemampuan Berpikir Kritis, dan Kemampuan Komunikasi Matematis Mahasiswa Sekolah Dasar. Edisi Khusus No. 1. ISSN 1412-565X. Gunawan, Adi W. 2003. Genius Learning Strategy Petunjuk Praktis untuk 479
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Menerapkan Accelarated Learning. Jakarta. Gramedia Pustaka Utama Herman, Tatang. (2007). Probelem based learning berbasis Lesson studyuntuk Meningkatkan Kemampuan Berpikir Matematis Tingkat Tinggi Mahasiswa Sekolah Menengah Pertama. EDUCATIONIST No. I Vol. I Januari. ISSN: 1907 – 8838 I Wayan Dasna & Sutrisno. (2007). Problem Based Learning. Diambil tanggal 1 desember 2015, dari http://lubisgrafura.wordpress.com Krulik, S. dan Reys, R.E. (1980). Problem Solving in School Mathematics. Reston, Virginia: NCTM Marpaung, Rini Rita T. (2005). Penggunaan Lembar kegiatan Berbasis Masalah (LKBM) Sebagai Assesmen Alternatif Untuk Meningkatkan Kemampuan Berpikir Kritis Dan Hasil Belajar Biologi Mahasiswa Kelas VII SMP Laboratorium Universitas Negeri Malang. Tesis tidak diterbitkan. Malang: Program Pasca Sarjana Universitas Sebalas Maret. Mulyasa, E. (2009). Kurikulum Tingkat Satuan Pendidikan (KTSP). Bandung: Remaja Rosdakarya Mulyasa, E. (2003). Kurikulum Berbasis Kompetensi. Bandung: Remaja Rosdakarya. Ni Wyn. Sriasih, dkk. (2014). Pengaruh Ketrampilan Pemecahan Masalah Terhadap Hasil Belajar Matematika Mahasiswa Kelas III SD Negeri Banyuning. e-Journal Mimbar PGSD Universitas Pendidikan Ganesha Jurusan PGSD (Vol: 2 No: 1) Nurhadi, dkk. (2004). Pembelajaran Kontekstual dan Penerapannya dalam Kurikulum Berbasis Kompetensi. Malang: UM Press. Punaji Setyosari (2006). Belajar berbasis masalah (Problem based learning). Makalah disampaikan dalam pelatihan dosen-dosen PGSD FIP UNY di Malang. Ruseffendi, E.T., (1991), Pengajaran Matematika Modern dan Masa Kini, Tarsito, Bandung Setiadji, V. Sutarmo. (2012). Otak dan Beberapa Fungsinya. Fakultas Kedokteran UI: Jakarta. Sparks, Dannis (1999) Overview of Lesson Study. [Online]. Tersedia: http://www.nwrel.org/msec/lessonstudy/overview.html. [27 November 2015].
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Pengembangan Media Pembelajaran Penjaskes Guna Meningkatkan Perilaku Bersih Sehat pada Siswa Kelas IV Madrasah Ibtidaiyah (MI) Hislul Wathoni NW Batu Galang Tahun Ajaran 2015-2016 Karno Dinata Universitas Hamzanwadi, Indonesia [email protected]
Abstrak Permasalahan saat ini pada siswa Sekolah Dasar maupun Madrasah Ibtidakyah (MI) adalah kesadaran dalam menjaga kebersihan lingkungan sekolah maupun kebersihan diri. informasi tentang kebersihan pada siswa MI serta nilai KKM 75% masih kurang. Tujuan penelitian ini adalah mengembangkan media kebersihan melalui pembelajaran guna meningkatkan perilaku bersih sehat pada siswa kelas IV MI Hislul Watoni NW Batugalang, Desa Semoyang Kecamatan Praya Timur, Lombok Tengah. Metode yang digunakan adalah metode kualitatif dengan pendekatan penelitian tindakan kelas, dengan dua siklus, masing-masing siklus memperolah perkembangan media pembelajaran penjas pada materi keberishan dan kesehatan. Subjek penelitian adalah siswa kelas IV MI sebanyak 40 siswa. Teknik pengumpulan data melalui tes unjuk kerja dan lembaran observasi. Analisis data menggunakan teknik analisis deskriptif. Hasil penelitian menunjukan siswa antusias dalam proses pembelajaran melaui media poster dan film kebersihan dan kesehatan. Persentse nilai siswa mencapai KKM 75 (40%) pada siklus pertama dan pada siklus kedua mencapai 90% dari keseluruhan responden. Kata kunci : Media penjaskes, perilaku bersih dan sehat.
Pendahuluan Pembelajaran adalah sebuah proses intraksi antara peserta didik dengan pendidik dan sumber belajar dalam lingkungan belajar.(UU No.20, 2003). Pembelajaran merupakan aspek kegiatan manusia yang konpleks, yang tidak sepenuhnya dapat dijelaskan. (Trianto, 2010:17). Berdasarkan beberapa pendapat para ahli di atas, pembelajaran yaitu kegiatan yang dilakukan antara peserta didik dengan pendidik sehingga terjadi intraksi antara keduanya. Media ialah alat yang digunakan untuk menyampaikan pesan dari komunikator kepada khalayak,(Cangara, 2006 :119). Sedangkan menurut Association Of Education and Comunication Teknology (AECT), media merupakan segala bentuk dan saluran yang digunakan untuk menyampaikan pesan dan informasi. Pendidikan Jasmani merupakan suatu proses melalui aktivitas jasmani, yang dirancang dan disusun secara sistematis untuk merangsang pertumbuhan dan perkembangan, jasmani, meningkatkan keterampilan dan pembentukan watak perilaku bersih dan sehat. (Aip Syarifudin, dkk dalam buku Nurhani Santoso, 2009:3). Kendala pembelajaran penjaskes di Sekolah Dasar atau Madrasah Ibtidakyah masih kurangnya media sehingga kualitas pembelajaraan dalam pencapaian pemahaman materi pada siswa rendah. Sebagai seorang guru agar supaya lebih proaktif dalam mengembangkan keterampilan pembelajaran yaitu dengan media, salah satunya media kebersihan dan kesehatan. Salah satu yang menjadi pokok bahasanya adalah perilaku bersih sehat. Perilaku bersih sehat merupakan sekumpulan perilaku yang dipraktikkan atas dasar kesadaran sebagai hasil pembelajaran, yang menjadikan seseorang, keluarga, kelompok atau masyarakat mampu menolong dirinya sendiri (mandiri) di bidang kesehatan dan berperan aktif dalam mewujudkan kesehatan masyarakat.(Depkes RI, 2010: 36). Indikator PHBS terdiri dari kebersihan lingkungan, cuci tangan pakai sabun, kebersihan kuku, membuang sampah pada 481
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tempatnya, Buang Air besar pada tempatnya, dll. Sekolah memiliki peran yang besar dalam menerapkan perilaku bersih dan sehat pada anak didiknya. Sekolah Dasar atau Madrasah Ibtidakyah (MI) Bersih Sehat adalah sekolah dasar yang warganya secara terus-menerus membudayakan perilaku hidup bersih dan sehat, dan memiliki lingkungan sekolah yang bersih, indah, sejuk, segar, rapih, tertib, dan aman. SD Bersih Sehat mengutamakan pentingnya pembangunan kesehatan melalui kegiatan yang bersifat promotif dan preventif, sehingga dapat mendorong kemandirian semua warga sekolah dan masyarakat di lingkungan sekolah untuk berperilaku hidup sehat, memelihara dan meningkatkan kesehatannya. Survei awal di MI Huslul Watoni NW Batugalang diperoleh hasil pembelajaran siswa masih kurang dari nilai rata-rata Kriteria ketuntasan Minimal (KKM) 75 sebagaimana yang di tentukan guru. Beberapa faktor yang menjadi hambatan dalam pencapaian KKM ialah pembelajaran yang tidak dimodifikasi dengan media (poster, penulisan ayat-ayat suci al quran tentang kebersihan dan kesehatan, pengetahuan yang kurang, dan kurangnya antusias pada materi kebersihan dan kesehatan. Upaya mewujudkan SD Bersih Sehat dapat dicapai melalui strategi penyediaan sarana dan prasarana, manajemen yang baik, penyebarluasan pengetahuan, penciptaan kondisi ideal dengan melibatkan partisipasi semua pihak seperti warga sekolah, komite sekolah, puskesmas, dan masyarakat, (Kemendikbud, Dirjen Pendas, 2015 :4) Dari penjelasan di atas peneliti tertarik untuk mengetahui lebih mendalam mengenai . pengembangan pembelajaran penjaskes dalam meningkatkan perilaku bersih sehat pada siswa kelas IV di MI Hislul Watoni NW Batugalang. Berdasarkan observasi tersebut perlu didasari atas kesadaran sebagai hasil pembelajaran, sehingga warga sekolah mampu menolong dirinya sendiri di bidang kesehatan dan berperan aktif dalam mewujudkan kesehatan masyarakatnya, (Kemendikbut, Dirjen Pendas, 2015 :4).
Metode Penelitian Metode penelitian adalah cara ilmiah untuk mendapatkan data dengan tujuan dan kegunaan tertentu (Sugiyono, 2008: 78). Metode yang digunakan dalam penelitian ini adalah metode kualitatif dengan pendekatan penelitian tindakan kelas (PTK). PTK ialah suatu kegiatan penelitian secara rasional, sistematis dan empiris terhadap berbagai tindakan olrh guru pada siswa untuk memperbaiki dan menningkatkan kondisi pembelajaran yang dilakukan, (Agus K. 2010:31). Subyek penelitian adalah siswa kelas IV MI sebanyak 40 siswa. Teknik pengumpulan data melalui tes dan observasi. Tes digunakan untuk mendapatkan data hasil pembelajaran materi kebersihan dan kesehatan. Sedangkan observasi ditujukan untuk mengumpulkan data tentang pengembangan media kebersihan dan kesehatan dalam meningkatkan sikap dan perilaku siswa sehari-hari. observasi ialah suatu usaha sadar untuk mengumpulkan data yang dilakukan secara sistematis dengan prosedur yang terstandar, (Suharsimi A, 2010:265). Analisis data dalam penelitian ini menggunakan analisis kualitatif yang bersifat terbuka dan pengolahan data berupa tes hasil belajar dan lembar observasi. Bilamana hasil belajar pada siklus satu mencapai KKM 70% dan pada siklus kedua mencapai 95%.
Hasil Penelitian
Keadaan awal hasil belajar melalui media kesehatan Keadaan awal hasil belajar keberishan dan kesehatan siswa kelas IV MI Huslus Watoni NW Batugalang Semoyang, dapat diperoleh melalui tes tentang kebersihan dan kesehatan. proses kegiatan pembelajaran penjaskes dilakukan dengan pendekatan pengembangan media dengan 482
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teknik menampilkan gambar-gambar tentang bersih sehat dan pemutaran video tentang kebersihan lingkungan dan kesehatan diri (Health Personal). Hasil penelelitian pada pra siklus satu persentase hasil belajar kebersihan dan kesehatan pada kelas IV sangat kurang yaitu 35% atau rata-rata siswa mencapai KKM 65%. Berdasarkan hasil tersebut menunjukkan bahwa mutu pembelajaran masih kurang sekali atau rendah, artinya guru didalam proses kegaiatan pembelajaran tidak berhasil, untuk itu perlu menyusun perencanaan yang lebih baik lagi atau modifikasi pembelajaran. Untuk itu dalam mencapai KKM maka menyusun perencanaan melalui tindakan kelas yang dilaksankan dengan 2 (dua) siklus, yang masing-masing siklus terdiri dari tahap perencanaan (plening), pelaksanaa (action), observasi (observation), analisa dan refleksi. Komparatif kemajuan hasil belajar kebersihan dan kesehatan dari keadaan awal siklus 1 (satu). Implementasi tindakan kelas pada siklus 1 yang dilakukan oleh peneliti adalah mengambil data melalui nilai ketuntasan hasil belajar pada materi kebersihan dan kesehatan melalui media dan pemutaran video, kemudian di analisa pencapaian dari sub materi. dari perbandingan tersebut menunjukan bahwa terdapat peningkatan pengetahuan dengan pencapaian ketuntasan belajar sebesar 69% sampai 81%. sebagaimana yang tertera pada tabel dibawah ini : Tabel 1. Komparatif kemajuan hasil belajar kebersihan dan kesehatan siswa kelas IV MI Huslul Watoni NW Batugalang pada kondisi awal ke siklus 1 Nilai terendah kebersihan dan kesehatan pada keadaan awal pra siklus 69 Nilai tinggi kebersihan dan kesehatan pada keadaan awal pra siklus 79
Nilai terendah pada siklus 1 71 Nilai tinggi pada siklus 1 81
Peningkatan mutu belajar kebersihan dan kesehatan 2 Peningkatan mutu belajar kebersihan dan kesehatan 2
Berdasarkan tabel diatas menunjukan bahwa terdapat kemajuan hasil belajar pengembangan media dengan materi kebersihan dan kesehatan pada siswa kelas IV MI Huslul Watoni NW Barugalang, Desa Semoyang, Kecamatan Praya Timur Kabupaten Lombok Tengah, NTB Tahun Ajaran 2015/2016. Kemajuan hasil belajar ini karena sebagian besar siswa memperoleh nilai diatas KKM dari kondisi awal pra siklus ke siklus I. Jumlah keseluruhan ketuntasan belajar pada siklus I sejumlah 23 siswa yang menjawab dengan benar dan 17 siswa dengan jawaban salah, dari sebanyak 40 siswa. Artinya terdapat peningkatan dari pra siklus 1. Komparatif Pengembangan Media Pembelajarn dalam Meningkatkan Hasil Belajar Kebersihan dan Kesehatan dari Siklus 1 ke Siklus 2. Pada kegiatan tindakan siklus 1 masih mengalami permasalah atau belum kondusif, diantaranya sebagaian siswa masih belum konsen masih suka bercanda dalam pelaksanaan pembelajaran, yang tentunya dapat mengakibatkan siswa yang serius terganggu, tentunya berdampak pada proses pembelajaran tidak epektif. kejadian-kejdian tersebut menjadi baromenter pengembangan dan peningkatan pembelajaran pada siklus 2. startegi yang akan di gunakan oleh peneliti adalah menyuruh duduk di depan kemudian memberikan stimulius serta memberikan motivasi agar sadar akan sikapnya, kemudian memberikan applause. 483
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Observasi dan hasil refleksi selama pelaksanaan siklus I akan diidentifikasikan bila mana belum tercapai sebagaimana target yang direncanakan, yang kemudian akan dilanjutkan ke siklus 2. sebagaimana terlihat pada tabel di bawah ini, sebagai berikut : Tabel 2. Komparatif pengembangan media pembelajarn dalam meningkatkan hasil belajar kebersihan dan kesehatan dari siklus 1 ke siklus 2. Nilai terendah perilaku bersih sehat siklus 1 71 Nilai tertinggi perilaku bersih sehat siklus 1 82
Nilai terendah perilaku bersih sehat siklus 2 73 Nilai tertinggi perilaku bersih sehat siklus 2 84
Peningkatan perilaku bersih sehat 2 Peningkatan mutu perilaku bersih sehat 3
Dari tabel di atas dapat di deskrifsikan bahwa terdapat perkembangan nilai perilaku dari metode pengembangan media dengan materi kebersihan dan kesehatan pada siswa kelas IV MI Huslul Watoni NW Barugalang, Desa Semoyang, Kecamatan Praya Timur Kabupaten Lombok Tengah, NTB Tahun Ajaran 2015/2016. Perkembangan perilaku bersih sehat di kategorikan meningkat artinya sebagian besar siswa memperoleh nilai perilaku diatas KKM dari kondisi awal pra siklus ke siklus I. Jumlah keseluruhan ketuntasan belajar pada siklus I terdapat peningkatan menuju siklus 2. Selama kegiatan proses siklus I diperoleh kelebihan yang dijadikan sebagai barometer ketercapaian untuk di pergunakan sebagai bahan tindakan pada siklus 2, adapun kelebihannya adalah sebagai berikut : a). terdapat perkembagan siswa sudah mulai menerapkan perilaku bersih sehat seperti buang sampah pada tempatnya, mencuci tangan pakai sabun sebelum makan. b). Pembuatan poster kebersihan dan ditempel di setiap ruangan dapat menjadikan siswa lebih bergairah, segar, dan bugar sehingga lebih fress dann semanagt dalam mengikuti proses pembelajaran. Perbandingan Pengembangan media pembelajaran dalam peningkatan perilaku bersih sehat dari keadaan awal menuju siklus 2 Pelaksanaan pada siklus 2 ini, selalu mengacu pada hasil dari silkus 1 dan mengambil data yang dibutuhkan sebagai bahan evaluasi. Data peningkatan nilai hasil belajar kebersihan dan kesehatan pada siswa kelas IV MI dari siklus 1 ke siklus 2 memperlihatkan ada peningkatan nilai 3. Tabel 3. Komparatif pengembangan media pembelajarn dalam meningkatkan hasil belajar kebersihan dan kesehatan dari keadaan awal ke siklus 2. Nilai terendah kebersihan kondisi awal
Nilai terendah pada siklus 2
78 Nilai tertinggi kebersihan keadaan awal
81 Nilai tertinggi pada siklus 2
83
87
484
Peningkatan mutu belajar kebersihan siklus 2 3 Peningkatan mutu belajar kebersian siklus 2 5
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Dari tabel di atas sangat jelas terlihat perbandingan jumlah siswa yang memperoleh nilai diatas KKM sebelum diadakan tindakan dengan setelah diadakan tindakan, sehingga nilai hasil belajar kebersihan siswa kelas IV MI Huslul Watoni NW Batugalang Semonyang terjadi peningkatan yang signifikan, dengan nilai capaian pada siklus 2 sebesar 5. Berdasarkan hasil penelitian yang telah dilakukan pada siklus I jumlah siswa yang mendapatkan nilai diatas KKM semakin bertambah, sehingga pada siklus II jumlah tersebut sudah melebihi target. Kemajuan ini terjadi karena siswa merasa senang dengan penerapan media dan pembuatan poster kebersihan dan ayat-ayat al,quran. Hal ini lah yang membuat para siswa lebih bersemangat dan aktif mengikuti proses pembelajaran serta peneliti selalu memberikan dorongan dan motivasi belajar. Hal ini seiring dengan adanya perubahan perilaku bersih sehat dalam kehidupan sehari-hari. Dapat disimpulkan bahwa penerapan dan pengembangan media pembelajaran penjas pada pokok kebersihan dan kesehatan dalam meningkatkan perilaku sehat dapat meningkatkan hasil belajar siswa, meningkatkan kualitas pembelajaran, meningkatkan ketuntasan hasil belajar serta menciptakan pembelajaran yang aktif, inovatif, kreatif, efektif dan penerapan perilaku bersih dan sehat sepertin buang sampah pada tematnya, cuci tangan pakai sabun sebelum makan, memotong kuku dll.
Simpulan Dengan pengembangan media pembelajaran penjas dapat merubah secara bertahap perilaku siswa kelas IV MI Huslul Watoni NW batugalang Desa Semoyang kecmatan Praya Timur Kabupaten Lombok Tengah tahun ajaran 2015-2016 dalam menanamkan hidup bersih sehat meningkatkan dan mencapai ketuntasan KKM. Sesuai dengan hasil tersebut didapat hasil data penelitian pada keadaan awal dari siklus 1 (satu) sampai akhir siklus 2 (dua). persentase hasil nilai ketuntasan hasil belajar siswa kelas IV MI Huslul Watoni keadaan awal pada pra siklus sebesar 40% atau siswa yang 20 mencapai ketuntasan dari 40 siswa. Kemudian pada siklus 1 terdapat peningkatan 75% atau siswa 27 mencapai ketutasan keteria minimal, selanjutnya pada akhir siklus kedua capainan ketuntasan kerteria minimal sebesar 90%. Prestasi belajar adalah kesempurnaan yang dicapai seseorang dalam berfikir, merasa dan berbuat. Prestasi belajar dikatakan sempurna apabila memenuhi tiga aspek yakni: kognitif (pengetahuan), afektif (sikap) dan psikomotor (keterampilan), sebaliknya dikatakan prestasi kurang memuaskan jika seseorang belum mampu memenuhi target dalam ketiga kriteria tersebut, (Nasution dalam Sunarto :2005). Keseluruahan dari responden atau siswa kelas IV MI Huslul Watoni NW Batugalang mencapai KKM yang memuaskan dan dapat merubah sikap dan perilaku bersih sehat atau peduli dengan lingkungan serta terhadap dirinya sendiri. Pengembangan dan Penerapan pembelajaran melalui media akan berdampak dalam menumbuhkan minat, meningkatkan kepercayaan diri siswa, meningkatkan kemampuan motorik anak (Sugiyanto dan Suryo, 1992:127-128).
Daftar Pustaka Permendiknas. tentang sisdiknas pasal 1 ayat 20. Undang-undang No.20 tahun 2003. Cangara. Pengantar Ilmu Komunikasi. Rineka cipta, Jakarta, 2006. Aip Syarifudin, dkk dalam buku Nurhani Santoso, Pendidikan Jasmani tingkat sekolah. 2009. Departemen Kesehatan RI. Pedoman Program Perilaku Hidup Bersih dan Sehat. Jakarta. 2010. Mendikbut Dirjen Pendas Dir Pembina SD, Panduan Pelaksanaan Sekolah Dasar Bersih Dan Sehat. Jakarta 2015. Suharsimi Arikunto,. Prosedur Penelitian Suatu Pendekatan Praktek. Rineka Cipta. 2010. Jakarta. Sunarto,. Pengertian Hasil Belajar dan Pembelajaran. Tersedia pada. 2005. Suryo,(1992). Psikologi Belajar. Jakarta: Universitas Terbuka. 485
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Pengembangan Bahan Ajar Berkarakter pada Mata Pelajaran Matematika Kelas IV SDN 1 Tebaban Tahun Pelajaran 2015/2016 Musabihatul Kudsiah Universitas Hamzanwadi, Indonesia [email protected]
Abstract The purpose of this research for result matter hermit matematich character activity which can progress the result of studying science at students of fourth grade. This research develop research. The subject of this research is the students of elementary school 1 Tebaban at fourth grade with twenty one students, they are fourteen girls and seven boys. The kind of this research is research and develop. This research and develop consist of five steps, that is : first analysist, design, product, experiment and revision. Based on the result validation of master team material, master team language, master team to appear and the result show progress of result studying students after applicat matter hermit science character. Based on encode analysist, it can conclude that complity presentation rich 81,25%. So, it can conclud that be producted matter hermit science chaeacter which valid, practical dan effective. Keyword: matter hermit mathematich, character, elementary school
Pendahuluan Pendidikan menjadi kebutuhan utama dalam kehidupan seseorang, hal ini disebabkan karena tingkat pendidikan dapat menunjukkan kualitas sumber daya yang dimiliki oleh bangsa yang bersangkutan. Dewasa ini, pendidikan telah mengalami perkembangan yang semakin pesat, hal ini mengakibatkan adanya persaingan yang sangat ketat di dunia pendidikan, karena itu untuk menghadapinya diperlukan kualitas pendidikan yang bermutu dan semakin meningkat. Matematika mengandung banyak konsep yang sifatnya abstrak. Oleh karena itu dalam pembelajaran matematika diperlukan sesuatu untuk menjembatani daya pikir siswa yang masih bersifat konkrit agar dapat memahami konsep yang sifatnya abstrak. Dalam menyampaikan materi pelajaran, seorang guru harus mampu menggunakan berbagai sumber belajar yang pariatif agar siswa lebih termotivasi namun tidak merugikan anak didik. Tidaklah cukup bagi guru hanya menggunakan satu sumber belajar saja, tetapi guru dapat memilih berbagai macam sumber belajar untuk mencapai tujuan pengajaran tertentu dalam proses belajar mengajar. Berdasarkan hasil observasi awal, pembelajaran matematika belum mampu mewujudkan hasil belajar matematika siswa yang baik. Alasan rendahnya hasil belajar matematika siswa kelas IV SDN 1 Tebaban disebabkan oleh kegiatan belajar mengajar masih berfokus pada guru sebagai sumber utama, dan kurangnya sumber belajar sebagai acuan dalam proses pembelajaran. Tugas pendidik tidak hanya memberikan sejumlah informasi kepada siswa, tetapi mengusahakan agar konsep-konsep penting tertanam kuat ke dalam benak siswa. Siswa akan benar-benar mengerti dan dapat menerapkan ilmunya, jika mereka bekerja memecahkan masalah, menemukan sesuatu bagi dirinya sendiri dan selalu bergulat dengan ide-ide. Sesuai dengan teori kontruktivisme yang lahir dari gagasan piaget. Menurut teori kontruktivisme guru tidak dapat hanya semata-mata memberikan pengetahuan di dalam benaknya sendiri. Guru dapat membantu proses ini dengan cara-cara mengajar yang membuat informasi menjadi sangat relevan bagi siswa, yaitu dengan memberikan kesempatan kepada siswa untuk menemukan atau menerapkan sendiri ide-ide, dan dengan mengajak siswa untuk 486
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memanfaatkan berbagai sumber belajar untuk belajar. Atau dengan kata lain guru memberikan tangga untuk membantu siswa mencapai tingkat pemahaman yang lebih tinggi tetapi tetap siswa itu sendiri yang memanjat tangga tersebut. Problem-problem pendidikan perlu diatasi dengan peningkatan kualitas program pendidikan yang lebih tepat guna dan efektif dalam mempersiapkan lulusan sebagai generasi yang berkepribadian tangguh, memiliki kemandirian, keberanian, dan kemampuan mencari alternatif dan memecahkan permasalahan hidup secara bertanggungjawab. Peningkatan kualitas program pendidikan ini harus dilakukan secara menyeluruh yang mencakup pengembangan dimensi manusia Indonesia seutuhnya baik jasmani maupun rohani, dengan mengembangkan aspek-aspek spiritual, moral, akhlak, budi pekerti, pengetahuan, keterampilan, seni, olah raga dan perilaku. Sehubungan dengan hal tersebut peneliti akan mengembangkan bahan ajar berkarakter pada mata pelajaran matematika yang dimaksudkan untuk mengatasi kesenjangan antara kondisi ideal dengan kondisi riil yang ada. Kondisi ideal yang dimaksud adalah: (1) Tersedianya bahan ajar berkarakter untuk mata pelajaran matematika sesuai dengan karakteristik konsep bidang matematika untuk meningkatkan hasil pendidikan yang terpadu tidak hanya dari segi kognitif (pengetahuan), afektif (sikap), maupun psikomotorik akan tetapi ada berbasis karakter. (2) Hadirnya bahan ajar matematika yang mengakomodir faktor-faktor yang diharapkan ada dalam sebuah bahan ajar yang baik dan efektif. (3) Mengatasi kondisi pembelajaran matematika melalui ketersediaan bahan ajar yang dapat meningkatkan keefektifan, efisiensi, dan kemenarikan pembelajaran di sekolah. Berangkat dari kenyataan tersebut, maka peneliti mengkaji penerapan bahan ajar matematika berkarakter dalam proses pembelajaran. Menurut Daryanto (2012) Belajar pada hakikatnya adalah proses interaksi terhadap semua situasi yang ada disekitar individu. Belajar sebagai proses yang diarahkan kepada tujuan dan proses berbuat melalui berbagai pengalaman. Belajar juga merupakan proses melihat, mengamati dan memahami sesuatu, indikator belajar ditunjukkan dengan perubahan dalam tingkah laku sebagai hasil dari pengalaman. Menurut Hamdani (2011) pembelajaran adalah usaha guru membentuk tingkah laku yang diinginkan dengan menyediakan lingkungan atau stimulus. Aliran kognitif mendefinisikan pembelajaran sebagai cara guru memberikan kesempatan kepada siswa untuk berpikir agar mengenal dan memahami sesuatu yang sedang dipelajari. Menurut Nana Syaodih (2010) pengembangan adalah suatu proses atau langkahlangkah untuk mengembangkan suaru produk baru atau menyempurnakan produk yang telah ada yang dapat dipertanggungjawabkan. Menurut Andi Prastowo (2011) bahan ajar merupakan segala bahan (baik informasi, alat, maupun teks) yang disusun secara sistematis, yang menampilkan sosok utuh dari kompetensi yang akan dikuasai peserta didik dan akan digunakan dalam proses pembelajaran. Menurut Thomas Lickona (2013) Karakter, menurut pengamatan filosof kontemporer Michael Novak adalah perpaduan harmonis seluruh budi pekerti yang terdapat dalam ajaran-ajaran agama, kisah-kisah sastra, cerita-cerita orang bijak dan orang-orang berilmu. Karakter terdiri atas nilai-nilai operatif, nilai-nilai yang berfungsi dalam praktik. matematika merupakan cara berpikir (a way of thinking) untuk memperoleh pemahaman tentang konsep dan sifat-sifatnya, cara untuk menyelidiki (a way of investigating), sebagai batang tubuh pengetahuan (a body of knowledge) yang dihasilkan dari keingintahuan. Berdasarkan uraian tersebut, maka tujuan penelitian pengembangan ini adalah untuk menghasilkan bahan ajar berkarakter pada mata pelajaran matematika terhadap hasil belajar siswa kelas IV sekolah dasar. 487
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Asumsi pengembangan yang dapat dipetik melalui bahan ajar berkarakter tersebut, antara lain sebagai berikut. 1) Meningkatkan taraf kecakapan berpikir peserta didik. 2) Motivasi belajar peserta didik dapat diperbaiki dan ditingkatkan. 3) Bahan ajar berkarakter dapat membantu menciptakan struktur kognitif yang dapat menjembatani antara kemampuan awal peserta didik dengan pengalaman belajar terkait, 4) Akan terjadi peningkatan kerja sama antara guru dan peserta didik, peserta didik dengan peserta didik, sehingga belajar lebih menyenangkan, belajar dalam situasi nyata, dan dalam konteks yang bermakna. Keterbatasan pengembangan dalam penelitian ini adalah: (1) penentuan kelayakan produk dalam studi pengembangan ini sebatas melalui validasi ahli dan uji coba lapangan, belum sampai pada tingkat membandingkan dengan produk lain, (2) tempat uji coba, baik uji coba satu-satu, uji coba kelompok kecil, maupun uji coba lapangan yang dilakukan pada sekolah yaitu pada SDN 1 Tebaban, (3) bahan ajar ini memuat materi matematika semester I (ganjil).
Metode Penelitian
Penelitian ini menggunakan pendekatan penelitian dan pengembangan atau Research and Development (R&D). Borg & Gall (1983:772) memberikan definisi penelitian dan pengembangan pendidikan sebagai berikut: “Educational research and development is a process used to develop and validate educational products”. Penelitian dan pengembangan pendidikan adalah proses yang digunakan untuk mengembangkan dan memvalidasi produkproduk pendidikan (Punaji S, 2010: 194). Penelitian ini mengembangkan produk berupa bahan ajar matematika untuk siswa kelas IV SD yang disesuaikan dengan tingkat perkembangan anak usia sekolah dasar. Produk yang dikembangkan agar sesuai dengan tujuan maka penelitian pengembangan ini mengadaptasi beberapa model. Model pengembangan Borg & Gall (1983:774-786), dan Dick & Carey (2005:282-291) disederhanakan menjadi lima tahapan agar lebih mudah di pahami. 1. Analisis: pada tahap ini kegiatan yang dilakukan adalah menganalisis kebutuhan dan karakteristik siswa kelas IV sekolah dasar, menganalisis kurikulum untuk menentukan kompetensi hasil belajar, memilih dan menetapkan materi pokok yang akan dikembangkan, serta mengembangkan alat evaluasi yang sesuai dengan kompetensi dan materi pembelajaran. 2. Desain: digunakan sebagai bahan panduan membuat alur pembelajaran yang akan dilaksanakan menggunakan bahan ajar matematika. 3. Produksi: pada tahap ini bahan-bahan pembuatan bahan ajar matematika seperti misalnya materi-materi matematika kelas IV semester ganjil, gambar, kertas ukuran A4, dan bahan lainnya dikumpulkan dan diintegrasikan ke dalam bahan ajar matematika. 4. Uji coba: uji coba dilaksanakan setelah ada review dari ahli materi matematika dan ahli bahan ajar terhadap produk bahan ajar matematika yang dikembangkan. 5. Revisi: dilakukan berdasarkan saran dan masukan dari subyek uji coba dan validator. Selanjutnya beberapa model pengembangan tersebut dikombinasikan untuk melakukan penelitian pengembangan ini. Hasil kombinasi beberapa prosedur pengembangan tersebut, langkah-langkah pembelajarannya sebagai berikut: 1. Melakukan penelitian pendahuluan dan pengumpulan informasi (pengamatan kelas dan lingkungan,wawancara, dan kajian pustaka); 2. Menetapkan materi pokok 3. Melakukan analisis pembelajaran 4. Mengembangkan produk 5. Mengemas produk awal ke dalam pembelajaran 488
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6. Melakukan uji coba 7. Membuat produk akhir Subjek uji coba lapangan (field trial) pada penelitian ini adalah siswa Kelas IV SDN 1 Tebaban pada tahun pelajaran 2014/2015. Jumlah subjek uji coba secara keseluruhan sebanyak 21 orang siswa. Jenis Data Data yang diperoleh dalam penelitian ini merupakan data kualitatif dan data kuantitatif. Data kualitatif dalam penelitian ini adalah data yang diperoleh dari tanggapan mengenai aspek pembelajaran, materi, dan bahan ajar dari berbagai sumber yaitu ahli materi, ahli produk dan siswa. Data kualitatif ini diangkakan (scoring) sehingga data kualitatif dalam penelitian ini berubah menjadi data kuantitatif. Data kuantitatif lainnya diperoleh dari hasil nilai evaluasi siswa pada proses pembelajaran.
Hasil Penelitian dan Pembahasan
Pengembangan Bahan Ajar matematika Berkarakter Bahan ajar matematika berkarakter disusun untuk menambah sumber belajar, menambah pengetahuan dan meningkatkan hasil belajar siswa. Bahan ajar matematika berkarakter dikembangkan berdasarkan hasil analisis kebutuhan yang disimpulkan setelah mendapatkan berbagai informasi di sekolah. Pengumpulan informasi dilakukan melalui studi pustaka dan studi lapangan. Studi lapangan dilakukan melalui pengamatan terbatas pada SDN 1 Tebaban. Pada tahap pengembangan produk awal ini, yang dikembangkan adalah Bahan ajar matematika berkarakter. Dimana target dari bahan ajar matematika berkarakter ini akan di gunakan dalam proses belajar mengajar di kelas IV Sekolah Dasar. Penyusunan bahan ajar matematika berkarakter ini mempunyai langkah-langah yaitu pembuatan draf bahan ajar bahan ajar, mengumpulkan semua materi dan gambar-gambar yang dibutuhkan dalam penyusunan sumber belajar, pembuatan produk berupa bahan ajar matematika berkarakter. Setelah produk awal selesai dikembangkan, maka terlebih dulu dilakukan pengetesan sebelum produk awal divalidasi oleh expert judgement dan uji coba kepada siswa. Pengetesan dilakukan dengan cara diprint agar produk yang dihasilkan jelas, penataan warna, dan penempatan gambar tepat serta menarik. Sebagai upaya mengetahui kelayakan dan kelemahan pemakaian produk bahan ajar matematika berkarakter dilakukan validasi oleh ahli materi, ahli bahasa, dan ahli tampilan. Kemudian dilakukan uji coba lapangan kepada 21 siswa. Data hasil uji coba digunakan sebagai dasar penyempurnaan produk. Hasil Uji Coba Pada pengembangan bahan ajar matematika berkarakter diperoleh data uji coba yang dilakukan melalui dua tahapan, yaitu tahap pertama dilakukan validasi ahli, sedangkan tahap kedua dilakukan uji coba lapangan. Hasil Validasi Ahli Sebelum dilaksanakan uji coba untuk mengetahui kelayakan produk bahan ajar matematika berkarakter mendapatkan validasi dari ahli materi, ahli bahasa, dan ahli tampilan. Validasi ahli terhadap produk yang dikembangkan adalah untuk menggali komentar, saran baik secara tertulis maupun lisan dengan cara melakukan diskusi tentang produk yang dikembangkan. Pada tahap ini dilaksanakan dengan menyerahkan draf produk bahan ajar yang dikembangkan untuk dievaluasi dengan instrumen penilaian materi, bahasa maupun tampilan. Validasi ini dimaksudkan untuk mengetahui aspek kebenaran dan kelayakan baik dari sisi materi, bahas maupun tampilan. Validasi dari ahli tersebut digunakan untuk mengetahui kualitas produk yang dikembangkan dan digunakan sebagai dasar untuk 489
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mengadakan perbaikan atau revisi agar dapat memperoleh produk yang berkualitas. Penilaian, komentar, dan saran revisi dari ahli digunakan sebagai acuan untuk merevisi produk awal sebelum di ujicobakan kepada siswa. Berdasarkan data dari hasil penilaian validasi tim ahli terhadap kualiitas produk ditinjau dari aspek materi, bahasa, dan tampilan, menurut tabel konversi data kuantitatif ke data kualitatif skala 5 bahwa produk dinyatakan valid dengan jumlah rata-rata skor pada aspek materi 3,4 dinyatakan valid, aspek bahasa 3,4 dinyatakan “valid” dan aspek tampilan 3,3 dinyatakan “valid”. Uji coba lapangan dilakukan setelah revisi produk bahan ajar. Pada tahap uji coba, produk yang telah dikembangkan digunakan dalam proses pembelajaran. Uji coba dilakukan untuk mengetahui hasil belajar dan aktifitas siswa dengan menggunakan bahan ajar matematika Berkarakter. Data hasil belajar siswa diperoleh dengan memberikan lembar tes. Sedangkan data aktifitas belajar siswa diperoleh melalui lembar observasi aktifitas siswa. Data hasil perolehan nilai siswa terhadap aspek pembelajaran menunjukkan bahwa skor yang diperoleh oleh masing-masing siswa setelah dilaksanakan proses pembelajaran dengan menggunakan bahan ajar matematika berkarakter menunjukkan hasil yang baik yaitu dari 21 siswa 18 orang yang memenuhi standar nilai ketuntasan minimal segingga persentase ketuntasan belajar siswa mencapai 86 %, dengan demikian ada peningkatan hasil perolehan nilai siswa. Hasil yang diperoleh menunjukkan bahwa produk bahan ajar yang dikembangkan memudahkan siswa dalam memahami materi bacaan, menarik, dan lebih menyenangkan. Berdasarkan evaluasi, masukan dan saran dalam uji coba, produk ini sudah layak digunakan untuk pembelajaran di kelas. Dari hasil penilaian dari uji coba lapangan yang menyatakan bahwa dilihat dari aspek materi, bahasa dan tampilan memperoleh skor penilaian dengan kategori baik. Hasil diskusi dengan ahli materi, ahli bahasa dan ahli tampilan yang menyatakan produk ini sudah bagus dan memenuhi standar kualitas. Berdasarkan hasil penilaian pada uji coba lapangan maka disimpulkan bahwa produk yang dikembangkan layak digunakan. Berdasarkan hasil validasi tim ahli dan hasil uji coba lapangan menunjukkan bahwa terjadi peningkatan penilaian terhadap produk yang dikembangkan. Hal ini dapat diartikan bahwa revisi terhadap produk yang dikembangkan membawa hasil yang positif terhadap produk bahan ajar yang dikembangkan. Dengan demikian evaluasi dan revisi sangat diperlukan untuk meningkatkan kualitas produk bahan ajar yang dikembangkan sehingga menghasilkan sumber belajar yang berkualitas baik dari aspek materi, bahasa dan tampilan. Bahan ajar matematika berkarakter untuk meningkatkan hasil belajar siswa SD telah selesai dikembangkan dan divalidasi. Langkah-langkah pengembangan bahan ajar ini melalui lima tahapan, yaitu analisis kebutuhan, desain, produksi, uji coba dan revisi. Berdasarkan komentar ahli materi, ahli bahasa, ahli tampilan dan hasil uji coba lapangan terungkap bahwa proses pembelajaran dengan menggunakan bahan ajar matematika berkarakter yang dikembangkan ternyata memudahkan siswa dalam memahami materi bacaan, menarik, dan lebih menyenangkan. Berdasarkan hasil pengamatan selama proses ujicoba juga menunjukkan bahwa siswa begitu antusias dalam pembelajaran dengan menggunakan bahan ajar matematika berkarakter yang dikembangkan. Materi pembelajaran dapat dengan mudah dipahami oleh siswa. Ditinjau dari hasil belajar, penggunaan bahan ajar matematika berkarakter ini juga 490
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mempunyai dampak yang baik terhadap ketuntasan belajar siswa. Berdasarkan hasil evaluasi tampak bahwa dari 21 siswa, terdapat 18 siswa (86 %) yang tuntas, termasuk dalam katagori ketuntasan belajar “Sangat Baik”. Hal ini menunjukkan bahwa bahan ajar matematika berkarakter hasil pengembangan mampu membantu memudahkan siswa dalam belajar secara efektif.
Kesimpulan dan Saran Berdasarkan hasil penelitian ini dapat disimpulkan sebagai berikut: 1. Bahan ajar matematika berkarakter untuk meningkatkan hasil belajar siswa sekolah dasar dikembangkan dengan metode research and development. Tahapan research yaitu studi pendahuluan yang meliputi studi pustaka dan survei lapangan. Tahapan development meliputi desain produk, validasi ahli, dan uji coba lapangan. 2. Bahan ajar matematika berkarakter yang dikembangkan layak digunakan berdasarkan hasil validasi ahli. Bahan ajar matematika berkarakter berdasarkan hasil validasi ahli materi, ahli bahasa, dan ahli tampilan berkategori valid. 3. Pada uji coba bahan ajar matematika berkarakter sudah memenuhi kriteria efektif untuk pembelajaran pokok bahasan energi. Hal ini dilihat dari satu aspek kriteria keefektifan yang terpenuhi yaitu ketuntasan belajar untuk kemampuan memahami materi mencapai ketuntasan 86 % dan kriteria yang lain yaitu aktivitas siswa dikategorikan cukup degan jumlah skor 620 dan nilai rata-rata 37, 95 Berdasarkan hasil penelitian dapat disarankan hal-hal berikut: 1. Bahan ajar IPA berkarakter ini sudah diuji kelayakan dan keefektifannya, maka disarankan kepada guru untuk menggunakan bahan ajar ini sebagai alternatif dalam mengajarkan mata pelajaran IPA di kelas IV SD. 2. Informasi tentang keefektifan bahan ajar IPA berkaarakter masih sangat terbatas, maka terbuka peluang untuk peneliti yang lain untuk mengkaji lebih jauh tentang keefektifan bahan ajar IPA berkarakter. 3. Diharapkan kepada peneliti yang lain untuk melakukan penelitian yang lebih luas dan mendalam terkait dengan bahan ajar IPA berkarakter yang lebih baik lagi untuk penyempurnaan bahan ajar IPA berkarakter yang telah ada.
Daftar Pustaka
Arismantoro. 2008. Character Building. Yogyakarta: Tiara Kencana. Lickona, Thomas. 2013. Pendidikan Karakter Panduan Lengkap Mendidik Siswa Menjadi Pintar dan Baik. Bandung: Nusa Media. Muslich, Masnur. 2011. Pendidikan Karakter Menjawab Tantangan Krisis Multidimensional. Jakarta: PT Bumi Aksara. Nana Syaodih, S. (2010). Metode penelitian pendidikan. Bandung: Remaja Rosdakarya. Pribadi, Beni A. 2009. Model Desain Sistem Pembelajaran. Jakarta: Dian Rakyat. Setyosari, Punaji. 2010. Metode Penelitian dan Pengembangan. Jakarta: Kencana Prenada Media Group. Sumantri, Mulyani. 2008. Perkembangan Peserta Didik. Jakarta: Universitas Terbuka. Trianto. 2010. Model Pembelajaran Terpadu. Jakarta: PT Bumi Aksara.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Developing Teaching Material Based Local Wisdom of Social Sciences Subject of the III Grade Students of Madrasah Ibtidaiya NW Toya In The School Year 2016/2017 Burhanuddin Universitas Hamzanwadi, Indonesia [email protected]
Abstract The objective of this research was to develop teaching material based on local wisdom in the form of students’ book about knowing the types of occupation of Social Sciences subject at the III grade of elementary school/Madrasah Ibtidaiyah. This research was research development referring to Borg and Gall model consisted of 7 steps in the implementation. The steps included 1) need analysis, 2) product design, 3) creating prototype, 4) validation product, 5) product revision, 6) field try out and the last revision of product, and 7) utilization. The try out design was through expert team validation, both of the displayer, language expert, and material expert and also field trial. The research subject was student of Madrasah Ibtidaiya NW Toya, consisted of 25 students. The data were gained in the form of qualitative data and quantitative data. The data of expert validation and field trial were used as revision material of teaching material based local wisdom. Technique of data analysis was 4 scale of conversion for expert validation sheet of teaching material based wisdom, multiple choices tes, and tcount formula to know the effect of teaching material based local wisdom on students’ learning achievement. The result of assessment of display expert, language expert, and material expert showed that well qualification in mean score of display expert was 3, the mean score of language expert was 3.3 and mean score of material expert was 3,33. Based on the field trial data was gained students’ mean score was 85 in posttest. So that, classical the percentage of students’ learning completeness was 88 %. From the result of try out data was the data of students’ learning achievement in post-test was gained tcount > ttable. tcount as 3,67 and ttable in significant rank 5% in dk=n-1 = (25-1) as 1,71 so it can be said that there was the effect of learning achievement after applying of teaching material development, so that the teaching material affected of students’ learning achievement. From the result of mean score of students’ response questionnaire was 93,6 % student response in positive category on component and learning activity through teaching material developed. It showed that teaching material based local wisdom of Social Sciences subject of III grade in teaching process. Keywords: developing, teaching material based local wisdom, social sciences.
Pendahuluan Ki Hadjar Dewantoro mengemukakan bahwa pendidikan adalah upaya untuk memerdekakan manusia dalam arti bahwa menjadi manusia yang mandiri agar tidak tergantung kepada orang lain baik lahir maupun batin. Selanjutnya, dijelaskan bahwa, pendidikan harus selaras dengan penghidupan bangsa (Ihat Hatimah, 2007: 1.35). Disamping itu, pendidikan merupakan suatu sistem yang terdiri dari komponen-komponen yang saling berinteraksi, yakni salah satunya dalam kegiatan proses pembelajaran. Proses pembelajaran di dalam kelas merupakan suatu sistem yang melibatkan banyak komponen antara lain: guru, siswa, tujuan, materi pelajaran, strategi pembelajaran, media pembelajaran, evaluasi, dan salah satu komponen yang tidak dapat dipisahkan adalah bahan ajar yang digunakan dalam proses pembelajaran. Sebagai fasilitator seorang guru memiliki 492
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
wewenang dan bertanggungjawab menentukan bahan ajar yang sesuai dengan karakteristik dan cara belajar peserta didik. Pengembangan bahan ajar penting dilakukan guru agar pembelajaran lebih efektif, efisien, dan tidak melenceng dari kompetensi yang ingin dicapai, sehingga hasil belajar peserta didik dapat mencapai hasil yang optimal. Bahan ajar adalah segala bentuk bahan yang digunakan untuk membantu guru atau instruktur dalam melaksanakan kegiatan belajar mengajar di kelas. Bahan ajar yang dimaksud bisa berupa bahan ajar tertulis maupun bahan ajar tidak tertulis (Abdul Majid, 2008: 173). Selain itu bahan ajar adalah segala bentuk bahan atau materi yang disusun secara sistematis yang digunakan untuk membantu guru atau instruktur dalam melaksanakan kegiatan belajar mengajar sehingga tercipta lingkungan atau suasana yang memungkinkan siswa untuk belajar Menurut Hamdani (2011: 120). Dari definisi tersebut dapat dipahami bahwa bahan ajar merupakan materi pelajaran yang harus dipelajari oleh siswa. Menurut Andi Prastowo (2013: 298) mengemukakan bahwa “bahan ajar pada dasarnya merupakan segala bahan (baik informasi, alat, maupun teks) yang disusun secara sistematis, yang menampilkan sosok utuh dari kompetensi yang akan dikuasai siswa dan digunakan oleh guru dalam proses pembelajaran dengan tujuan perencanaan dan penelaahan implementasi pembelajaran”. Dari pendapat ini dapat dipahami bahwa bahan ajar merupakan segala bahan atau materi yang disusun secara prosedural dalam rangka membantu guru maupun siswa dalam proses pembelajaran. Unsur-unsur bahan ajar yang perlu dipahami menurut Andi Prastowo (2011: 28) paling tidak mencakup antara lain: 1. Petunjuk belajar (petunjuk siswa/guru) 2. Kompetensi yang akan dicapai 3. Informasi pendukung 4. Latihan-latihan 5. Petunjuk kerja, dapat berupa Lembar Kerja (LK) 6. Evaluasi Unsur-unsur bahan ajar tersebut menjadi sebuah acuan dalam membuat bahan ajar yang baik, yakni sebuah bahan ajar yang disusun secara sistematis dari berbagai sumber yang digunakan. Menurut Abdul Majid (2008: 174) bentuk bahan ajar dapat dikelompokkan menjadi empat, yaitu: 1. Bahan cetak (printed) antara lain handout, buku, modul, lembar kerja siswa, brosur, leaflet, wallchart, foto/gambar, model/market. 2. Bahan ajar dengan audio seperti kaset, radio, piringan hitam dan compact disk audio. 3. Bahan ajar pandang dengar atau audio visual seperti video compact disk, film. 4. Bahan ajar interaktif (interactive teaching material) seperti compact disk interaktif. Peran bahan ajar menurut Tian Belawati (2003: 1.4) dapat dikelompokkan menjadi lima yaitu: 1. Peran bahan ajar bagi guru a. Menghemat waktu guru dalam mengajar b. Mengubah peran guru dari seorang pengajar menjadi seorang fasilitator. c. Meningkatkan proses pembelajaran menjadi lebih efektif dan interaktif. d. Memperoleh bahan ajar yang sesuai dengan tuntutan kurikulum dan sesuai dengan kebutuhan belajar peserta didik. e. Dengan adaya bahan ajar guru tidak lagi tergantung kepada buku teks yang terkadang sulit dipahami oleh peserta didik. f. Memperkaya pengetahuan karena bahan ajar yang dikembangkan dengan berbgai referensi, serta menambah kemampuan dan pengalaman guru dalam menulis bahan ajar. 493
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
2. Peran bahan ajar bagi siswa a. Siswa dapat kesempatan untuk belajar mandiri dan mengurangi ketergantungan terhadap kehadiran guru atau teman siswa lain. b. Siswa dapat belajar kapan saja dan di mana saja ia kehendaki. c. Siswa dapat belajar sesuai dengan kecepatannya sendiri. d. Siswa dapat belajar menurut urutan yang dipilihnya sendiri. e. Membantu potensi siswa untuk menjadi pelajar yang mandiri. f. Kegiatan pembelajaran menjadi lebih manarik bagi siswa. g. Siswa mendapat kemudahan dalam mempelajari setiap kompetensi yang harus dikuasainya. 3. Peran bahan ajar dalam Pembelajaran Klasikal yakni a. Dapat dijadikan sebagai bahan yang tak terpisahkan dari buku utama b. Dapat dijadikan pelengkap/suplemen buku utama. c. Dapat digunakan untuk meningkatkan motivasi belajar siswa. d. Dapat dijadikan sebagai bahan yang mengandung penjelasan tentang bagaimana mencari penerapan, hubungan, serta keterkaitan antara satu topik dengan topik lainnya. 4. Peran bahan ajar dalam Pembelajaran Individual yakni: a. Sebagai media utama dalam proses pembelajaran b. Alat yang digunakan untuk menyusun dan mengawasi proses siswa memperoleh informasi. c. Penunjang media pembelajaran individual lainnya. 5. Peran bahan ajar dalam Pembelajaran Kelompok yakni: a. Sebagai bahan terintegrasi dengan proses belajar kelompok. b. Sebagai bahan pendukung bahan belajar utama. Menurut Edi Sedyawati (2007: 382), kata “kearifan” dalam arti luasnya, yaitu tidak hanya berupa norma-norma dan nilai-nilai budaya, melainkan juga segala unsur gagasan, termasuk yang berimplikasi pada teknologi, penanganan kesehatan, dan estetika. Dalam arti yang luas itu, maka diartikan bahwa “kearifan lokal” itu terjabar ke dalam seluruh warisan budaya, baik yang tangible maupun intangible. Dengan demikian dapat dipahami bahwa kearifan lokal merupakan pola perilaku dan hasil budaya suatu masyarakat setempat. Kearifan lokal yang merupakan manifestasi dari ajaran-ajaran budaya yang dihidupi oleh suatu masyarakat lokal, dapat digunakan sebagai filter untuk menyerap dan mengolah kebudayaan asing sesuai watak dan kemampuan sendiri. Artinya, nilai-nilai budaya serta kearifan lokal yang dimiliki oleh masyarakat dapat digunakan sebagai dasar untuk menginterpretasikan pengalaman yang mereka proleh dari media massa (Rahardjo, dkk, 2012: 65). Berdasarkan definisi tersebut dapat dipaham I bahwa kearifan lokal dalam hal ini diartikan sebagai perilaku masyarakat lokal. Menurut Keraf adalah semua “bentuk pengetahuan, keyakinan, pemahaman, atau wawasan, serta adat kebiasaan atau etika yang menuntun perilaku manusia dalam kehidupan komunitas ekologi (Hamzah, 2013: 15). Kearifan sebagaimana dimaksudkan, pada umumnya telah dimiliki dan mentradisi pada banyak masyarakat lokal. Kearifan-kearifan tersebut terwujud dalam prilaku masyarakat lokal ketika berinteraksi dengan lingkungan hidupnya yang diwarisi dari para pendahulunya. Dengan demikian, kearifan lokal dalam hal ini dapat dipahami sebagai perilaku masyarakat dalam berinteraksi dengan lingkungannya.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Dari beberapa pengertian tersebut di atas dapat disimpulkan bahwa Kearifan lokal merupakan manifestasi dari ajaran-ajaran budaya yang dihidupi oleh suatu masyarakat lokal baik pola tindakan dan hasil budaya materialnya dalam berinteraksi dengan lingkungan hidupnya yang dapat digunakan sebagai filter untuk menyerap dan mengolah kebudayaan asing sesuai watak dan kemampuan sendiri atau masyarakat lokal (setempat). Sebagaimana dijelaskan Sartini (2004: 112-113), bahwa fungsi kearifan lokal adalah sebagai berikut: 1. Berfungsi untuk konservasi dan pelestarian sumber daya alam. 2. Berfungsi untuk pengembangan sumber daya manusia. 3. Berfungsi untuk pengembangan kebudayaan dan ilmu pengetahuan. 4. Berfungsi sebagai petuah, kepercayaan, sastra dan pantangan. 5. Bermakna sosial misalnya upacara integrasi komunal/kerabat. 6. Bermakna sosial, misalnya pada upacara daur pertanian. 7. Bermakna etika dan moral 8. Bermakna politik, misalnya upacara ngangkuk merana dan kekuasaan patron client.
Metode Penelitian Jenis penelitian yang digunakan pada penelitian ini adalah penelitian dan pengembangan (Research and Development). Penelitian ini mengembangkan produk bahan ajar IPS berbasis kearifan lokal berupa buku siswa untuk kelas III Madrasah Ibtidaiyah (MI)/SD. Model pengembangan yang digunakan merupakan adaptasi dari model Borg and Gall yang terdiri dari 10 langkah penelitian dan pengembangan model Borg and Gall yaitu (Endang Mulyatiningsih, 2013: 163-165): 1) Penelitian dan pengumpulan informasi awal, 2) Perencanaan, 3) Pengembangan format produk awal, 4) Uji coba awal, 5) Revisi produk, 6) Uji coba lapangan, 7) Revisi produk, 8) Uji lapangan, 9) Revisi produk akhir, 10) Serta desiminasi dan implementasi. Namun dalam penelitian ini disederhanakan menjadi 7 tahapan sesuai dengan kebutuhan dan cakupan dalam penelitian ini. Ketujuh tahapan tersebut yaitu analisis kebutuhan, desain, pembuatan prototype, validasi produk dan revisi, uji coba lapangan, revisi terakhir, dan pemanfaatan. Adapun instrumen yang digunakan berupa lembar observasi aktivitas siswa, lembar validasi, kuesioner (angket) respon siswa, dan tes. Data yang berupa skor tanggapan ahli yang dikumpulkan melalui lembar validasi, dianalisis secara deskriptif kualitatif dan disimpulkan sebagai masukan untuk merevisi produk yang dikembangkan. Sedangkan, data yang berupa hasil tes siswa dianalisis secara deskriptif kuantitatif. HASIL PENELITIAN Deskripsi Analisis Kebutuhan Pengembangan bahan ajar ini ditujukan untuk meningkatkan hasil belajar siswa kelas III dalam pembelajaran IPS. Bahan ajar ini dikembangkan berdasarkan hasil analisis kebutuhan yang disimpulkan setelah mendapatkan berbagai informasi di antaranya tentang kondisi pembelajaran di sekolah. Pengeumpulan informasi dilakukan melalui studi lapangan (observasi dan wawancara) dan studi pustaka. Data yang diperoleh dari kegiatan ini adalah: a. Studi pustaka dilakukan untuk mengumpulkan materi yang diperlukan dalam menyusun produk pengembangan bahan ajar berbasis kearifan lokal. Studi pustaka dilakukan terhadap kurikulum, buku-buku pelajaran, penggunaan media, dan lain-lain. b. Studi lapangan dilakukan untuk melihat fasilitas, sarana, dan kondisi lingkungan pendukung proses pembelajaran di MI NW Toya. Dari hasil studi lapangan, dapat diketahui (a) fasilitas sekolah seperti buku pembelajaran masih kurang bervariasi atau kurang lengkap untuk menunjang pembelajaran siswa (b) Penggunaan metode pembelajaran di sekolah pada mata pelajaran IPS masih kurang bervariasi. 495
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Deskripsi Analisis Pembelajaran Saat observasi dilakukan dalam proses pembelajaran di sekolah Madrasah Ibtidaiyah (MI) NW Toya menggunakan kurikulum KTSP. Proses pembelajaran, masih terfokus menggunakan satu atau dua buku paket saja yang dikolaborasikan, karena materi yang disajikan dalam buku paket tersebut sering tidak sesuai dengan kehidupan nyata siswa, kebutuhan siswa, maupun karakteristik siswa. Partisipasi siswa juga masih sangat minim dalam proses pembelajaran di kelas karena proses pembelajaran yang digunakan tidak bervariasi. Berkaitan dengan pembelajaran kurikulum KTSP, guru kelas III Madrasah Ibtidaiyah (MI) NW Toya dalam pembelajaran di kelas terbiasa dengan menggunakan atau berpedoman pada satu atau dua buku paket yang ada saja. Perangkat pembelajaran pun jarang sekali dipersiapkan sebelum mengajar sehingga proses pembelajaran berjalan sesuai keinginan guru. Berdasarkan informasi tersebut, maka dalam penelitian ini produk yang dikembangkan bukan hanya bahan ajar tetapi juga sekaligus dilengkapi dengan perangkat pembelajaran berupa Rencana Pelaksanaan Pembelajaran (RPP). Dengan demikian, diharapkan pembelajaran bisa lebih menyenangkan dan memotivasi siswa untuk belajar, pembelajaran bisa lebih bermakna, dan dapat meningkatkan hasil belajar siswa. Deskripsi Pengembangan Produk Awal Pengembangan produk pembelajaran pada penelitian ini adalah bahan ajar berupa buku siswa. Subjek penelitian menggunakan produk ini yaitu siswa kelas III Madrasah Ibtidaiyah (MI) NW Toya. Proses pengembangan bahan ajar ini dirancang dan di sesuaikan dengan karakteristik perkembangan siswa kelas III dengan langkah-langkah sebagai berikut: a. Pembuatan rancangan pembelajaran berdasarkan standar kompetensi dan kompetensi dasar yang disesuaikan dengan yang ada pada silabus pembelajaran agar proses pembelajaran yang dilakukan sesuai dengan kurikulum yang berlaku. b. Menetapkan materi pokok dalam menyusun bahan ajar yang dikembangkan. c. Menyusun RPP yang bertujuan agar indikator pencapaianan dan tujuan pembelajaran yang sudah dirancang dapat tercapai. Data Uji Coba Pada pengembangan media pembelajaran diperoleh data uji coba yang dilakukan melalui dua tahapan, yaitu tahap pertama dilakukan validasi ahli dan tahap kedua dilakukan uji coba lapangan. Validasi terhadap produk pengembangan bahan ajar berbasis kearifan lokal dilakukan oleh dosen ahli tampilan dan bahasa, serta guru kelas III Madrasah Ibtidaiyah (MI) NW Toya sebagai praktisi dengan memberikan data kualitatif berupa lembar validasi. Data hasil validasi tim ahli 1) Validasi oleh Ahli Tampilan Data hasil validasi oleh tim ahli tampilan dikonversikan menjadi data kualitatif skala empat. Berdasarkan rumus tersebut, terdapat empat kategori yang dapat dijadikan acuan pada bahan ajar berbasis kearifan lokal, yaitu: a) x ≥ 3,92 (sangat baik); b) 3,92 > x ≥ 3 (baik); c) 3 > x ≥ 2,08 (kurang); d) x < 2,08 (sangat kurang). Berdasarkan hasil validasi yang telah dilakukan maka dapat diketahui bahwa produk bahan ajar berupa buku siswa dapat dikategorikan “baik” ( dengan jumlah skor 24.
2) Validasi Ahli Bahasa Berdasarkan hasil validasi dari ahli bahasa yang telah dilakukan maka dapat diketahui bahwa produk bahan ajar berupa buku siswa, yaitu: a) x ≥ 3,87 (sangat baik); b) 3,87 > x 496
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
3,3 (baik); c) 3,3 > x 2,73 (kurang); d) x < 2,73 (sangat kurang). Dengan demikian, dari aspek bahasa dapat dikategorikan “baik” (3,87 > x 3,3) dengan jumlah skor 33. 3) Validasi Ahli Materi Berdasarkan hasil validasi yang telah dilakukan praktisi maka dapat diketahui bahwa produk bahan ajar berupa buku siswa, yaitu: a) x ≥ 3,9 (sangat baik); b) 3,9 > x ≥ 3,3 (baik); c) 3,3 > x ≥ 2,7 (kurang); d) x < 2,7 (sangat kurang). Dengan demikian, dari aspek bahasa dapat dikategorikan “baik” (3,9 > x ≥ 3,3) dengan jumlah skor 30. Data hasil uji coba Ujicoba dilaksanakan di Madrasah Ibtidaiyah (MI) NW Toya dengan Subjek uji coba adalah siswa kelas III dengan jumlah siswa sebanyak 25 orang. Uji coba lapangan ini diawali dengan pemberian pre-test kepada siswa. Data yang diperoleh sebelum uji coba diperoleh dari 25 orang siswa sebagai subjek uji coba terdapat 7 siswa yang tuntas dan 18 siswa tidak tuntas dengan nilai rata 51,2 dan nilai ketuntasan klasikal pada pretes mencapai 28%, sedangkan nilai persentase ketidaktuntasan mencapai 72%. Adapun nilai tertinggi pada pretes adalah 90, sedangkan nilai terendah pada pretes adalah 25. Setelah pembelajaran dilakukan, siswa diberikan tes yaitu berupa postest untuk mengetahui ketercapaian tujuan pembelajaran. Tes hasil belajar diberikan kepada 25 siswa. Berdasarkan hasil uji coba setelah pembelajaran dilakukan, diperoleh 3 orang siswa yang tidak tuntas dan 22 orang siswa yang tuntas dengan nilai mencapai KKM yaitu diatas 65 dengan nilai rata-rata 75 dan nilai ketuntasan klasikal mencapai 88%, sedangkan nilai persentase ketidaktuntasan pada postes mencapai 12%. Adapun nilai tertinggi pada postes adalah 95, sedangkan nilai terendah pada postes adalah 40. Data hasil Pre-test dan Pos-test siswa disajikan dalam tabel 1. Tabel 1. Hasil Pretes dan Postes siswa di SDN 1 Lenek Daya No DATA Hasil Petes 1 Nilai rata-rata 51,2 2 Skor tertinggi 90 3 Skor terendah 25 4 Ketuntasan klasikal 28% 5 Persentase ketuntasan 28% 6 Persentase ketidaktuntasan 72%
Hasil Postes 75 95 40 88% 88% 12%
Analisis Data Analisis data validasi tim ahli 1) Validasi oleh ahli tampilan Data validasi ahli tampilann terhadap produk bahan ajar berupa buku siswa menunjukkan bahwa dari 8 aspek indikator mendapatkan skor rata-rata 3. Ada 3 aspek indikator yang mendapat kategori sangat baik, 2 aspek indikator yang mendapat kategori baik, dan 3 aspek indikator mendapat kategori kurang baik. Sehingga, dari 8 aspek indikator skor yang diperoleh mencapai 24. Dari data tersebut dapat diketahui bahwa produk bahan ajar berupa buku siswa tersebut termasuk dalam kategori “baik”.
2) Validasi oleh ahli bahasa Data validasi ahli bahasa terhadap produk bahan ajar ini menunjukkan bahwa dari 10 aspek indikator mendapatkan skor rata-rata 3,3. Sehingga, jumlah skor yang diperoleh 497
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mencapai 33. Dari data tersebut dapat diketahui bahwa produk bahan ajar yang dikembangkan termasuk ke dalam kategori “Baik”. 3) Validasi oleh ahli materi Data validasi ahli materi terhadap produk bahan ajar ini menunjukkan bahwa dari 9 aspek indikator mendapatkan skor rata-rata 3,3. Sehingga, jumlah skor yang diperoleh mencapai 30. Dari data tersebut dapat diketahui bahwa produk bahan ajar yang dikembangkan termasuk ke dalam kategori “Baik”. Kajian Produk Akhir Berdasarkan hasil validasi, revisi, dan evaluasi menunjukkan bahwa terjadi peningkatan penilaian terhadap penggunaan produk yang dikembangkan. Hal ini dapat diartikan bahwa revisi terhadap produk yang dikembangkan membawa hasil yang positif terhadap produk bahan ajar yang dikembangkan. Dengan demikian, evaluasi dan revisi sangat diperlukan untuk meningkatkan kualitas produk yang dikembangkan sehingga menghasilkan bahan ajar yang berkualitas baik dari semua aspek. Bahan ajar IPS berbasis kearifan lokal berupa buku siswa yang dikembangkan untuk meningkatkan hasil belajar siswa Sekolah Dasar/ Madrasah Ibtidaiyah (MI) kelas III telah selesai dikembangkan dan di validasi. Pengebangan bahan ajar ini menggunakan model pengembangan Borg and Gall yang sudah disederhanakan menjadi 7 tahap. Adapun tahaptahap pengembangan model ini terdiri dari analisis kebutuhan, desain, pembuatan prototype, validasi produk, revisi produk, uji coba lapangan, revisi terakhir dan pemanfaatan. Ditinjau dari hasil belajarnya penggunaan bahan ajar ini berdampak terhadap hasil belajar siswa. Berdasarkan hasil belajar yang diberikan kepada 25 siswa, terdapat 22 siswa (88%) yang tuntas dan 3 orang yang tidak tuntas (12%) termasuk dalam kategori ketuntasan belajar “Sangat Baik”. Hal ini menunjukkan bahwa bahan ajar berbasis kearifan lokal sebagai hasil pengembangan mampu meningkatkan hasil belajar siswa kelas III Madrasah Ibtidaiyah (MI) NW Toya.
Kesimpulan Pembelajaran IPS dengan bahan ajar yang telah dikembangkan sesuai dengan prosedur pengembangan meliputi tahap analisis kebutuhan, desain, pembuatan prototype, validasi produk, revisi, uji coba lapangan, revisi terakhir dan pemanfaatan. Kelayakan ajar ditinjau setelah pembelajaran dilakukan menggunakan bahan ajar berbasis kearifan lokal. Hasil belajar siswa meningkat dibandingkan hasil sebelumnya yaitu sebelum menggunakan bahan ajar dalam pembelajaran. Berdasarkan hasil belajar siswa pada uji coba lapangan yang dilaksanakan di Madrasah Ibtidaiyah (MI) NW Toya diperoleh rata-rata nilai siswa 75, dengan persentase kelulusan 88%. Sedangkan hasil belajar siswa sebelumnya diperoleh nilai rata-rata 51,2%. Hal ini menunjukkan bahwa bahan ajar berbasis kearifan lokal dapat meningkatkan hasil belajar siswa kelas III Madrasah Ibtidaiyah (MI) NW Toya.
Daftar Pustaka
Abdul Majid. 2008. Perencanaan Pembelajaran Mengembangkan Standar Kompetensi Guru. Bandung: Rosda Andi Prastowo. 2011. Panduan Kreatif Membuat Bahan Ajar Inovatif. Jogjakarta: Diva Press Andi Prastowo. 2013. Pengembangan Bahan Ajar Tematik Panduan Lengkap Aplikatif. Jogjakarta: Diva Press Edy Sedyawati. 2007. Buaya Indonesia Kajian Arkeologi, Seni, dan Sejarah. Jakarta: PT. RajaGrafindo Persada 498
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Endang Mulyatiningsih. 2013. Metode Penelitian Terapan Bidang Pendidikan. Bandung: Alfabeta Hamdani. 2011. Strategi Belajar Mengajar. Bandung: CV Pustaka Setia Sartini. 2006. Menggali Kearifan Lokal Nusantara Sebuah kajian Filsafati. http:// filsafat.ugm.ac.id, diakses tanggal 23 Maret 2015. Syukri Hamzah. 2013. Pendidikan Lingkungan Sekelumit Wawasan Pengantar. Bandung: Refika Aditama Tian Belawati. 2003. Pengembangan Bahan Ajar. Jakarta: Pusat Penerbitan Universitas Terbuka Turnomo Rahardjo, dkk. 2012. Literasi media & Kearifan Lokal ‘Konsep dan Aplikasi’. Jakarta: Mata Padi Perssindo.
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The Profile of the Students Phisical Fitness of MI NW Keruak Herman Afrian Universitas Hamzanwadi, Indonesia [email protected]
Abstract This research is purposed to describe the level of the students phisical fitness of MI NW Keruak. The population of this research is the students of MI NW Keruak. This research is included population reseach taking all the fourth graders of MI NW Keruak in the school year 2014-2015 as the sample consists of 30 students. The instrument used is TKJI test for the 1012 year old students consist of 5 items. These items include running 40m, pulling up for 60 seconds, sitting up 30 seconds, vertical jumping, and running 600m. The analysis is done through descriptive statistical analysis using percentage. Based on the result of the analysis, the level of the students phisical fitness of MI NW Keruak is generally average which is 73.33%, the good condition is 20%, and the low condition is 6.67%. In addition, the very good the low condition is 0%. The highest frequency is the average category which is 22 students (73.33%). Thus, it can be concluded that the level of the students phisical fitness of MI NW Keruak is in average category. Keywords: phisical fitness, students
Pendahuluan Kesehatan olahraga merupakan segala bentuk aktivitas fisik yang dilakukan secara terstruktur dan terencana, dan berkesinambungan dengan mengikuti aturan-aturan tertentu bertujuan untuk meningkatkan kebugaran jasmani dan prestasi. Kesehatan olahraga pada siswa di sekolah pelaksanaannya melalui kegiatan intrakurikuler dan ektrskurikuler. Pembinaan kebugugaran jasmani melalu intrakurikuler terigerasi dengan mata pelajran di sekolah lebih menekankan pada pengenalan dan kemampuan gerak dasar dan ketrampilan dasar cabangcabang olaharga. Sedangkan ekstrakurikuler pembinaan yang dialkukan di luar jam pelajaran yang lebih mengembagkan skill salah satu cabang yang diminati siswa. Pelaksanaan upaya kesehatan olahraga bagi peserta didik pada intitusi sekolah, karena menjadi salah satu indikator derajat kesehatan masyarakat sekolah. Upaya kesehatan olahraga bertujuan untuk mempertahankan dan meningkatkan kesehatan serta kebugaran jasmani siswa yang merupakan upaya dasar guna meningkatkan prestasi belajar, motivasi kerja, dan olahraga peserta didik. Upaya kesehatan olahraga pada tataran sekolah lebih mengutamakan pendekatan preventif dan promotif, tanpa mengabaikan pendekatan kuratif dan rehabilitatif (UU No. 39 Tahun 2009). Pembinaan kebugaran jasmani juga merupakan salah satu tujuan pendidikan nasional yang tertuang dalam UU No. 20 Tahun 2003 untuk menciptakan generasi bangsa yang bertakwa kepada Tuhan YME, bermartabat, berpotensi, cerdas dan sehat secara utuh. Tingkat kesegaran jasmani sangat penting bagi seseorang maka segala sesuatu yang mendukung tingkat kesegaran jasmani yang baik, diharapkan sudah diterapkan sejak anak usia dini. Oleh karena itu pemerintah telah mewajibkan setiap jenjang pendidikan formal wajib memasukan mata pelajaran pendidikan jasmani dalam kurikulum sekolah, baik itu dari tingkat Sekolah Dasar, Sekolah Menengah Pertama, bahkan Sekolah Menengah Atas. Pendidikan jasmani di sekolah harus benar-benar mendapatkan perhatian yang intensif. Hal ini perlu di lakukan karena siswa usia sekolah dasar atau sederajat masih dalam taraf 500
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pertumbuhan dan perkembangan, sehingga dengan status kesegaran jasmani yang baik maka mereka akan tumbuh dan berkembang dengan optimal. Lutan, (2002) menyatakan bahwa pembinaan kesegaran dan kesehatan di tingkat SD atau sderajat sangat penting artinya untuk meningkatkan kapasitas belajar siswa, meningkatkan ketahanan terhadap penyakit, dan menurunkan angka tidak masuk sekolah. Guru pendidikan jasmani mempunyai peranan penting untuk membantu tercapainya kesegaran jasmani siswa, karena itu guru pendidikan jasmani harus mampu membawa siswa ke dalam situasi menyenangkan dalam setiap pembelajaran. Program pendidikan jasmani dan kesehatan yang dilakukan di sekolah merupakan program dalam rangka meningkatkan kesegaran jasmani para siswa. Siswa SD pada umumnya terdiri dari anak-anak usia 6-12 tahun yang secara fisiologis masih dalam taraf pertumbuhan dan perkembangan. Melalui aktivitas program pendidikan jasmani dan kesehatan diharapkan mampu memberikan sumbangan terhadap proses pertumbuhan dan perkembangan anak pada siswa sekolah dasar, Pendidikan jasmani olahraga dan kesehatan mempunyai peran terhadap keberhasilan pendidikan. Disamping itu Pendidikan jasmani dapat pula mengembangkan aspek individu yang meliputi : fisik, mental, kognitif, sosial,moral, spiritual, dan lain-lain.
Metode Penelitian Jenis penelitian yang digunakan adalah pendekatan kuantitatif dengan mengguanakan metode penelitian deskriptif (Maksum, 2012). Pendekatan deskriptif ini menggambarkan kesegaran jasmani yang dimiliki siswa MI NW Keruak pada usia 10-12 tahun. Populasi penelitian ini adalah semua siswa MI NW Keruak kelas IV Kecamatan Keruak Lombok Timur (Arikunto, 1998). Jumnlah sampel total siswa yakitu 30 orang siswa. Pengumpulan data menggunakan instrument tes TKJI usia 10-12 tahun, dan analisa datanya adalah analisis statistik deskripif dengan persentase.
Hasil dan Pembahasan Penelitian ini bertujuan untuk mengetahui gambaran profil tingkat kebugaran jasmani siswa kelas IV MI NW Keruak tahun pelajaran 2014/2015 di Kecamatan Keruak kabupaten Lombok Timur. Berdasarkan hasil penelitian yang dilakukan tentang tingkat kebugaran jasmani yang diukur dengan item tes pengukuran yang meliputi: (1) Tes lari 40 meter (sprinting speed), (2) Tes gantung siku tekuk (pull up), (3) Tes baring duduk (sit up) 30 detik, (4) Loncat tegak (vertical jump), dan (5) Tes lari (running) 600 meter diperoleh hasil sebagai berikut.
Grafik 1. TKJI MI NW Keruak
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Berdasrakan grafik diatas dari hasil penelitian dapat dideskripsikan bahwa tingkat kebugaran jasmani siswa kelas IV MI NWA Keruak tahun pelajaran 2014/2015 sebagian besar berada pada kategori sedang yakni sebanayak 22 siswa (73,33%) dari 30 peserta tesrer, sebanyak 6 orang atau 60 % dalam kategori baik dan 2 orang peserta (6,66%) pada kategori kurang. Dan untuk kondisi fisik tester dengan kategori baik sekali dan kurang sekali tidak ada. Dari 5 item yang diukur secara detail akan disajikan melalui grafik berikut ini.
Grafik 2. Hasil tes lari 40 meter (sprinting speed) Grafik tersebut mendideskripsikan bahwa tingkat jasmani siswa kelas IV MI NWA Keruak tahun pelajaran 2014/2015 untuk tahapan lari 40 meter umumnya besar berada pada kategori sedang baik sebesra 18 siswa (60%) dari 30 peserta tesrer, dan 6 orang (20 %) nya dalam kategori sedang dan dan kurang. Untuk kategori baik sekali dan kurang sekali tidak ada (0%).
Grafik 3. Hasil tes gantung siku (pull up) Grafik TKJI pada tes gantung siku siswa kelas IV MI NWA Keruak tahun pelajaran 2014/2015 paling banyak berada dalam level baik, kemudian level sedang dan kurang yakitu sebesar 14 siswa (46,66 %), 9 siswa (30%) dan 7 siswa (23,33%). Sedangkan pada kategori baik sekali dan kurang sekali tidak ada (0%).
Grafik 4. Hasil tes Baring duduk (sit up) 502
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Grafik TKJI untuk item baring duduk (sit up) pada siswa kelas IV MI NW Keruak tahun pelajaran 2014/2015, 15 orang (50%) berada dalam kategori baik, 10 orang 33,33% pada kategori sedang dan kurang sebanyak 5 orang (16,66 %), Sedangkan pada kategori baik sekali dan kurang sekali tidak ada (0%) dari 30 siswa peserta tes TKJI.
Grafik 5. Hasil tes loncat tegak (vertical jump) Grafik TKJI untuk tes loncat tegak pada siswa kelas IV MI NW Keruak tahun pelajaran 2014/2015, 15 peserta (50%) berada dalam kategori sedang, 8 siswa (26,66%) berada pada kategori baik dan dan 7 siswa (23,33%) termasuk kategori kurang. Dan untuk kategori baik sekali dan kurang sekali tidak ada (0%) dari 30 siswa peserta tes TKJI.
Grafik 6. Hasil tes lari 600 meter (running) Grafik TKJI pada tes lari 600 meter siswa kelas IV MI NW Keruak tahun pelajaran 2014/2015, menjukan bahwa sebanyak 14 siswa (46,66%) dalam kategori sedang, untuk kategori baik 11 siswa (36,66%) dan dan 5 siswa (16,66%) termasuk dalam kategori kurang. Sedangkan kategori baik sekali dan kurang sekali tidak ada (0%) dari 30 siswa peserta tes TKJI. Berdasarkan hasil penelitian tentang tingkat kesegaran jasmani siswa kelas IV MI NW Keruak Kecamatan Keruak kabupaten Lombok Timur tahun 2014/2015, bahawa status kebugaran jasmani siswa secara umum diperoleh hasil sebanyak 22 siswa (73,33%) termasuk dalam kategori baik, sebanyak 6 siswa (20,00%) termasuk dalam kategori baik, sebanyak 2 siswa (6,66%) termasuk dalam kategori kurang dan tidak ada siswa yang termasuk dalam kategori baik sekali maupun kurang sekali. Hal ini memberikan gambaran bahwa masih perlunya peningkatan tingkat kesegaran jasmani siswa. Pembinaan kebugaran jasmani di MI NW Keruak masih terbatas pada kegitan belajar mengajar sebagai rutinitas. Lutan (2002) menyatakan bahwa pembinaan kesegaran dan kesehatan di SD sangat penting artinya, dengan ketentuan meningkatkan kapasitas belajar siswa, meningkatkan ketahanan terhadap penyakit, menurunkan angka tidak masuk sekolah. 503
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Kebugaran jasmani dapat meningkatkan kondisi fisik dan daya tahan tubuh seseorang baik aktivitas berat maupun ringan, di samping itu juga kesegaran jasmani yang baik dapat menigkatkan aktivitas belajar. Berbagai upaya telah dilakukan pemerintah dalam meningkatkan kesegaran jasmani baik di sekolah maupun di lingkungan masyarakat. Salah satu upaya yang dilakukan pemerintah dalam hal ini adalah dengan adanya materi pendidikan jasmani di sekolah-sekolah baik dari tingkat sekolah dasar sampai ke tingkat sekolah menengah atas. Hasil beberapa kajian yang telah dilakukan bahwa tingkat kebugaran jasmani berkorelasi positif terhadap aspek lain misalnya kondisi pasikis dan tingkat kemapauan belajar siswa. Penelitian yang telah dialakukan terkait tingkat kebugaran jasmani siswa dapat berpengaruh terhadap prestasi belajar siswa oleh Bugiatro (2009) misalnya bahwa tingkat kebugaran jasmani juga berkorelasi positif terhadap peningkatan prestasi belajar siswa pada siswa kelas VI SDN Pakahan I Jogonalan Klaten. Penelitian lain menunjukan juga bahwa prestasi belajar IPS dan MIPA pada siswa kelompok perlakuan yang tingkat kebugaran jasmani mengalami peningkatan dan berada pada kategori sedang menunjukkan peningkatan prestasi belajar secara signifikan prestasi belajar IPS dan MIPA, sebaliknya pada siswa kelompok kontrol yang tingkat kebugaran jasmani berada pada kategori kurang tidak menunjukkan peningkatan prestasi belajar (Soetopo, 200).
Kesimpulan dan Saran Tingkat kebugaran jasmani siswa kelas IV MI NW Keruak tahun pelajaran 2014/2015 sebagian besar berada dalam kategori sedang yakitu sebanyak 22 siswa (73,33%) dari 30 peserta tesrer, sedangkat untuk kondisi fisik dengan kategori baik sekali dan kurang sekali belum ada. Berdasarkan hasil penelitian ini maka peneliti menyarakankan untuk menlakukan upaya peningkatan kebugaran jasmani melalui beberapa kegiatan yakni pembinaan kegiatan eksternal sekolah melalui kegiatan ekstrakurikuler secara sistematis, terprogram dan berkelanjutan disamping kegiatan intrakurikuler yang ada di MI tersebut.
Referensi
Arikunto, S. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta : PT. Rineka Cipta ________ . 2007. Tes Kesegaran Jasmani Indonesia untuk siswa SD umur 10-12 Tahun. Jakarta : Pusat Pengembangan Kualitas Jasmani. Depdiknas Bugiarto, Sigit. 2009. Hubungan anatar Tingkat Kebugaran Jasmani dengan Prestasi Belajar PAI Diwa Kelas VI SDN Pakahan I Jogonalan Klaten. Fakultas Tarbiyah UIN Kalijaga:Yogyakarta. Depdiknas.2010. Tes Kebugaran Jasmani:Jakarta Lutan, Rusli dkk. 2002. Pendidikan Kesegaran Jasmani : Orientasi Pembinaan di Sepanjang Hayat. Jakarta: Depdiknas Lutan, Rusli.(2001). Asas-Asas Pendidikan Jasmani. Jakarta: Depdiknas. Maksum, Ali. 2012. Metodologi Penelitian dalam Olahraga : Unesa University Press. Surabaya. Soetopo, 2000. Pengaruh Kebugaran Jasmani terhadap Prestasi Belajar IPS dan MIPA Siswa SDN 3, 4 dan 7 Banjar Jawa Singaraja. Jurusan Ilmu Keolahragaan IKIP Negeri Singaraja. Undang-undang Republik Indonesia Nomor 39 tahun 2009 tentang Kesehatan.
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The Use of Think-Talk Write Strategy to Improve Students Writing Skill for Junior High School Students Ari Prasetyaningrum Universitas Hamzanwadi, Indonesia [email protected]
Abstract The research purpose was to find out the effectiveness of think – talk write strategy in writing skill for Junior High School students. The writer limited the explanation by offering two research questions: Is the use of think, talk, write strategy effective in writing skill for Junior High School students? and How effective is think talk write strategy in students ‘ writing at Junior High School ? The writer used quantitative method, and used pre – experimental design with single group pre test post test design. The population of this research was 120 Junior High School students. The writer took 30 students as sample. The technique of collecting data was done in three steps, namely pre test in which the students got written text on recount text. The treatment was conducted by teaching writing using think talk write strategy and finally the students had post test to measure the effectiveness of think, talk and write strategy. The data was collected from the result of pre test and post test. Having conducted the research, the writer got the result from the statistic calculation and SPSS as the research finding. The test results showed that the students’ score in post test was higher than in pre test. Based on the analysis of students’ score the writer found the result of was higher than
(5,79 > 2.042) which meant that null hypothesis was rejected and
alternative hypothesis was accepted. This strategy was significantly effective in improving the students’ writing skill for junior high school students Keywords: think-talk-write, writing skill.
Introduction Writing is a powerful instrument for students to use to express their thought, feelings, and judgments about what they have read, seen or experienced. One of the language skills that can encourage students to be more productive and creative is writing skill. Therefore, students need comprehension to be able to write in English to internalize the English they learn. According to Harmer (2009:241) “Writing in any language is difficult skill to acquire. Therefore, students should approach writing in English carefully. In order to write well, you want to first have an understanding or grammatical structure, vocabulary, and tense usage”. Writing actually is an interesting and enjoyable activity if the teacher can create interesting learning processes and challenging activities. It is enjoyable part of the foreign language lesson, as it provides students a space to express their personalities. Writing has been characterized as written thinking. Students should be encouraged to express their idea through experience and feeling. According to Huinker and Laughlin ( 1996:82 ) “The think-talk-write strategy builds in time for through and reflection and for the organization progresses from student engaging in through or reflective dialogue with themselves, to talking and sharing ideas with one another, to writing”. Thinking and talking are important steps in the process of bringing meaning into students writing. Due to the above statement and reference, the writer intends to conduct a study to help the students in order that they are able to write in English 505
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correctly and appropriately then the writer intends to ask the students to write collaboratively. The strategy used will be think talk write. This will be done to improve students writing skill. By using this strategy, The students will be asked to write a short recount text. Based on the explanation above, the writer tried to focus on teaching writing use think – talk – write strategy to improve students’ writing skills. Based on the background of the research, the problems of the research can be formulated as follow 1) How is the implementation of think talk write strategy in teaching writing? 2) What are the students score think talk write strategy in students writing skill? The objectives of doing this research are to find out the implementation of teaching writing, to show the students’ score using think talk write strategy in learning writing and to find out the students response of the think talk write strategy.
Theoritical Review This learning strategy is based on a talk writing to understand that learning is a social behavior. In this learning strategy, learners are encouraged to think, talk and then write down related to a topic. According Huinker and Laughlin (1996:82) say “The think talk write strategy build in time for thought and reflection and for the organization of ideas and the testing of those idea before students are expected to write. The flow of communication progresses from student engaging in thought or reflective dialogue with themselves, to talking and sharing ideas with one another, to write”. Based on the statement above, the think talk write strategy presented here allows all students to talk out the ideas behind their thoughts before they write. Talking encourages the exploration of words and the testing of ideas. Talking promotes understanding, when students are given numerous opportunities to talk, the meaning that is conducted finds its way into students’ writing. According Huinker and Laughlin There are three stages in think talk write : Think : Thinking is a process that produces knowledge. This process is set in motion following the part of thinking that eventually came to the conclusion in the form of knowledge. Giving the time for students to construct ideas and experiences in writing. Talk : Talk is an integral part of writing process. With the talking something the students can get ideas for revealing something in write. And also talk provides the opportunity for students to provide ideas in group discussion activities. Write : Writing is an activity where a person can express and express feelings through writing, and also writing can help students to express their knowledge and ideas that are stored to be more visible. Based on explanation above, the applications of think talk write strategy, Are: Think : This strategy seems to be particularly effective when students, working in heterogeneous group of two to six students. The students in group discussion working exchange ideas and experiences. Talk : In this stage, one of the group explaining recount text from activities discussion result, when one group is talking the others are listening. Write : The students write result from discussion activities in writing. Teaching Writing in Junior High School The term of teaching writing come from the word ‘teach’ and write’. Teaching is a process of communicating a particular subject or lesson in contrast writing is about expressing ideas in writing from. Writing actually is an interesting and enjoyable activity if the teacher can create interesting learning processes and challenging activities. According to Ozan (2004:1), “Writing is a process so it needs time and some techniques to develop it”. Based on explanation above, in teaching writing, we needs time for thinking what should we write and to developed our written we can used think talk write strategy in writing. According 506
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to Harmer (2007:112), “ There are four main elements of writing: planning, drafting, editing, and final version”. In this case, students are given time to think and conceptualize what they would write in the paper. The Material of Writing In this research the writer takes the material of writing according syllabus semester 1 of eighth grade students. For process of teaching writing in the classroom, the writer will use the material of recount text as media of teaching writing to improve students writing skill in from written test. According to Gilang (2011), recount text is a text which list and describe past experience by retelling events in the order in which they happened (chronological order). The writer suggested the basic recount consists of three parts, the setting or orientation, events, and re-orietation The lexico grammatical features of recount are focus on specific participants, use of past tense, use of material processes, circumstances of time and place, and focus on temporal sequence.To prepare for each meeting, we read materials related tosuch discussion topics as engaging students in learning (Scherer,2003:171). In the teaching process of writing. Students work with pair work in a smooth learning process, so that the goal of the learning process can be realized.
Methods
Research Methodology In this research, the writer uses pre-experimental method to know the relationship between dependent variable and independent variable before and after treatment, and also to get the result of the data. McMillan and Schumacher (2001:329) state that:“As consequence, few threats to internal validity are controlled. This does not mean that these designs are always uninterpretable, nor does it mean that the designs should not be used. There are certain cases in which the threats can be ruled out on the basic of accepted theory, common sense, or other data. Because they fail to rule out most rival hypothesis, however, it is difficult to make reasonable causal inferences from these designs alone. They are best used, perhaps, as a way of generating ideas that can be tested more systematically”. Research Design A research design is essentially a plan or strategy aimed to crabbing answer the research question. In this research, the writer applied one group pre-test and post test design. The research design as follows stated by McMillan (2008:228): A → O1 → X → O2 Where A = Group O1 = Pre-test X =Treatment O2 =Post-test Procedure of the research The writer uses kind of test. They are pre-test and post-test. The pre-test and post-test were given to the students of experimental class. Pre-test will be given before the experience is run. While post test will be given to students after receiving treatment. The experimental class was taught to teach writing on recount text using think talk write strategy. In experimental class, the teacher assigns the students of pair work. Then the teacher give explains their pair work about the material of recount text. The students should write the recount text. By using think talk write (TTW), helping the students easier to make recount text. 507
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Subject of the Research The large group to which one hopes to apply the result (fraenkel, et.el, 2012:91).Based on the stated above, the writer takes the population to do the experiment and the population of this research is students of one classes of the eighth grade of Junior High School. A sample in a research study is the group on which information is obtained (fraenkel, et.al, 2009:91). For sample, this research used simple random sampling, class VIII A consisted of 30 students at eighth grade of Junior High School as sample.
Collecting Data Instrument According to Fraenkel et, al. (2011:111), “An instrument is the device (such as pencil and paper test, a questioner, or a rating scale) the researcher uses to collect data”. In addition, the writer uses some instruments in collecting the data to answer the research questions, it consists of tests (Pre- test and Post- test). To know whether write ability has been understood by the students, the writer uses test as one of the instruments for collecting the data of the research. Test is a method of measuring a person’s ability or knowledge in given domain (Brown,2001:384). The function of the test is to measure individual ability as a uses kind of test. There are pre-test and post-test. The test used in this study was written test. The pre-test is given before the treatment in the form of teaching the content. This is carried out in order to gain the data of students’ entry in mastering writing ability. And the post-test is given at the end of the time after the writer gives the new technique to the students. The teacher gave the students the second test. Each students was asked to make recount text. To get the score, the writer uses the scoring guide chosen as the criteria of scoring represents the basic aspect of writing. Students’ pieces of writing were analyzed using “Writing English language test. (See table 2.3 Weigle, Sara Chusing., 2002:11).
Technique of Collecting the Data In collecting the data, the writer administered three writing test to the students. They are: Pre-test It was aadministered to a group at the beginning of the research. The test is proposed to obtaining the data of the students’ basic writing skill and to ascertain that the students from one group have the same capability and the same English proficiency before they receive the treatment. Treatment In this study the writer uses some think talk write strategy in teaching writing. Post-test This test is distributed to the group to find out the research of the whole treatment. The procedure of doing post-test is similar to pre-test. The purpose of this test is to find out whether or not there any differences the score of pre-test and where the students have not get the treatment after the score of post-test where the students had got the treatment.
Data Analysis
The writer uses the t-test formula stated by James H. McMillan (2001) as follow :
Where: t : The value of t-test D : the main difference for all pair of score 508
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: the same of squares of the differences : the square of the sum of the difference N : the number of pairs of squares, and N-1 : the degrees of freedom (one lest than the number of pairs of squares).
Research Findings and Discussion After the writer get the data, the writer start to analyze the data using following steps describing the score on the table. And then, finding the result of the data. Next, finding the difference result between the pre-test, treatment 1 and 2, and post-test. The last, the writer analyze the data. Data analysis is needed to show the result of the test. Table 1. The Gain of Pre-test and Post-test No Students Pre-Test Post-Test Gain (D) Gain Square ( ) 1 2
Student 1 Student 2
35 30
65 70
30 40
900 1600
3
Student 3
25
55
30
900
4 5
Student 4 Student 5
40 35
60 60
20 25
400 625
6
Student 6
55
70
15
225
7
Student 7
40
75
35
1225
8
Student 8
30
65
35
1225
9
Student 9
60
80
20
400
10
Student10
30
65
35
1225
11
Student 11
25
60
35
1225
12
Student 12
30
65
35
1225
13 14
Student 13 Student 14
35 65
65 80
30 15
900 225
15
Student 15
35
65
30
900
16
Student 16
30
70
40
1600
17
Student 17
40
70
30
900
18
Student 18
55
70
15
225
19
Student 19
35
65
35
1225
20 21 22
Student 20 Student 21 Student 22
25 35 50
75 65 70
40 30 20
1600 900 400
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23 24
Student 23 Student 24
50 35
90 65
40 30
1600 900
25
Student 25
40
65
25
625
26
Student 26
30
65
35
1225
50 35 35 45 1160
70 60 80 75 2030
20 25 45 30 990
400 625 2025 900 28350
27 Student 27 28 Student 28 29 Student 29 30 Student 30 Total N = 30
The writer used the mean of data to find the average of the all scores on pre-test and post-test. To calculate the data average of pre-test and post-test scores, the mean (symbolized X1 and X2 ) is simply the arithmetic average of all the scores. Here, the writer had to divide the sum of the data with the total scores. Here the writer had to find the mean of the pre-test and post test Table 1 shows that sum of data is 30 (N), ∑X1 = 1160 and ∑X2 = 2030, after calculating the writer got that X1 (pre-test) = 39.7 and X2 (post-test) = 68.7. According to the result of the mean, it presented that the post-test average is higher than pre-test. The writer conclude that the treatment in this study can help the students to develop their writing skill.In this study, the number of students who followed the observation was 30 students (N= 30). To determine the degree of freedom of data, the writer used formula dƒ = N- 1. So the degree of data is 29. Critical value of (t) at 0,05 significant level from taccount 12,63, so ttable = 2.042 from the calculation and looked the table T, it can be seen that value of t account is 5.79, it means taccount higher than ttable 2.042. Based on the data above, it showed that there was an influence of the students result. ttable as the result of pre-test and post-test in experiment and ttable as significant level for educational research. The writer compared ttable and taccount to accept the hypothesis. If taccount > ttable, the hypothesis has accepted, or the other words the hypothesis was accepted. The data that had been obtained from studies using software SPSS version 16 with a mean 38.67, minimum 25 and maximum 65. For more details see the data for analysis in the table 2. The data that had been obtained from studies using software SPSS version 16 with a mean 68.50, minimum 55 and maximum 90. Table 2 The difference between pre-test and post-test Paired Samples Statistics Mean Pair 1
pre_test post_test
N
Std. Deviation
Std. Error Mean
38.67
30
10.581
1.932
68.50
30
7.445
1.359
Paired Samples Correlations N Pair 1
pre_test & post_test
Correlation 30
Sig.
.576
.001
Paired Samples Test Paired Differences
Mean
Std. Std. Error Deviation Mean
95% Confidence Interval of the Difference
510
t
Df
Sig. (2-tailed)
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9 Lower Pair 1
pre_test post_tes t
-29.833
8.758
1.599 -33.103
Upper -26.563 -18.659
29
.000
Hypothesis H0 : the average of ability to writing using Think talk write strategy before and after treatment is the same. H1 : the average of ability to writingusing think talk write strategy before and after treatment is the different. Look at the table 4.8 output sig = 0.01 < 0.05, then H0 is rejected and H1 accepted the average ability to pre-test before and after is different and look at the table 4.6 this means that averaging the two is different. But can see reinformance by the mean pre-test is 39,7 and posttest is 68,7 which means the value of pre-test is greater than the average value of both the post-test is different.It means in the result of every test there is an increase indicated by the higher average of post-test than pre-test. Therefore, it can be conclude that the students’ writing skill using think talk write strategy.
Conclusion This study has come to several conclusions. First, think talk write as strategy could be used as an alternative way in teaching writing. This could be seen in the previous chapter that the implementation of the use of contextual video as a strategy in teaching writing, it was analyzed used observation and classroom activities. Second, the use think talk write strategy can help the students in improving their writing skill. It is showed by the result of the student’s writing test. The students have been able to develop the content, organization, and vocabulary properly but sometimes they have not been able to use the grammar and the punctuation correctly. Third, based on the questionnaire’s result, the students responses toward the use of think talk write strategy in writing recount text was positive, one of the advantages of think talk write strategy related to the students’ psychology is improving the student’s motivation. The result of the questionnaire also showed that think talk write strategy could help the students to be more focused during writing, think talk write strategy can make the students more interested and motivate them to learn in the language learning.
Referrences
Brown, H. Douglas. 2001. Teaching by principle: an interactive approach to language pedagogy. California : longman Chris, Horner . 2007. Creative Teaching English. New York: Routledge Crawford Alan, Saul Wendi, et al. 2005. Teaching and Learning Strategies for the Thinking Classroom. New York: RWCT International Consortium Depdiknas. 2003. Standard Competency in English Learning for Junior High School and MTs. Jakarta: Depdiknas. Fraenkel, et al. 2011. How to design and evaluate research in education. New york : MC Grow- hill Harmer, Jeremy. 2007. How to Teach writing. England : Pearson Longman Heaton, J.B . 2007. Writing english language tests. Pearson longman Hinkel, Eli. 2004. Teaching Academic ESL Writing New Jersey: Lawrence Erlbaum Associates Publishers Hudson, David. 2009. Good Teacher, Good School. How to Create a Successful School. Routledge. New York. Gilang. 2001. Recount text.WebQuest. Semarang. 511
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Lansen, et al. 2011. Techniques and Principles in Language Teaching. London: Oxford University Press. Muijs, daniel. 2004. Doing quantitative research in education with SPSS london: Sage publication McMillan, H. James and Schumacher. 2001. Research in Education. New York: Longman. Nunan, David. 2003. Language Teaching Methodology. Sydney: Longman Patel et al. 2008. English Language Teaching. Sunrise Publisher & Distributor: Jaipur. Pollard, Lucy. 2008. Guide to Teaching English. All Rights Reserved. Richard, et al. 2001. Longman Dictionary of Applied Linguistics. Hallow, Essex Longman Group UK Limited. Richards, et al. 2002. Methodology in Language Teaching. New York: Cambridge University Press. Ruis, nuhung et al, 2009. Instructional media jakarta: ministory of nasional education. Weigle. 2002. Assesing Writing English Language Test. University Press.
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Critical Thinking Ability To Increase Use Guided Inquiry Method Study Through The Lesson In The Course Of Vertebrate Zoology (Lesson Study On Course Vertebrate Zoology) Wawan Muliawan Universitas Hamzanwadi, Indonesia [email protected]
Abstract This study aims to improve the quality of learning through Lesson study, which is to increase students' critical thinking skills through the application of Guided Inquiry. Implementation Lesson study carried out in four cycles. Each cycle consists of three stages, namely stage Plan (planning), Do (execution), and See (reflection). Data obtained in the form of data execution Lesson study, the data of students' critical thinking skills and data to the learning results of questionnaires that have been done. LS execution data were analyzed descriptively qualitative. Critical thinking ability of students is measured using a test which refers to the taxonomic SOLO. Based on this research, the data obtained by the students' critical thinking skills are at a stage prastruktural 87.5%, and stage unistruktural 12, 5%. It can be concluded that there was an increase of 8.4% on the critical thinking skills of students after application Guided Inquiry. While data on the results of questionnaires, the lesson is displayed as a percentage. The conclusion is 100% of the students to give an opinion that the implementation of learning interesting and make the students motivated but 60% of students questioned the instruments are poorly understood. Keywords : critical thinking, guided inquiry, vertebrate zoology.
Preliminary Progress in education is one of the parameters progress of a nation . Good quality education will produce good human resources as well as to achieve the required progress of a nation's human resources are of good quality . Various efforts have been made by the government to improve the quality of education , inter alia by improving the curriculum . Completion of Competency Based Curriculum ( CBC ) with the Education Unit Level Curriculum ( SBC ) is an effort to improve student achievement in the advancement and guidance of the times , so that the national education goals can be achieved . Education Natural Sciences (IPA), especially biology relates to a way of knowing (inquiry) about the nature systematically, so that the IPA is not only a mastery of body of knowledge in the form of facts, concepts, or principles, but also a process of invention. Science education emphasizes providing direct experience to develop competencies so that learners can explore and understand the universe around scientifically. Science education is directed to seek out and doing so can help learners to gain a deeper understanding of himself and the nature around (Candy Diknas No. 22 of 2006). Achievement of quality in teaching and learning is the professional responsibility of a lecturer, while at the macro level, LPTK as an institution largely responsible for the formation of qualified teaching staff, which can contribute to developmental intellectual, attitude and morale of each individual learner as members of the community ( MONE Directorate General of Higher Education, 2005). Referring to the statement, such as STKIP universities have a very important role in building a quality learning system because it is through this institution will be set up prospective educators who will jump into the schools for various levels of 513
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education. One of the steps taken to improve the quality of learning is to design a curriculum or develop a learning device in accordance with regional potential through Lesson Study (LS). Ibrahim and Syamsuri (2010), Lesson Study or the study of learning is not a method of learning, but it is a model professional guidance for educators through collaborative learning assessment and sustainable based on the principles of collegiality and mutual learning to build a learning community. Study Learning Lesson Study is an effective way to improve the quality of teaching faculty and students learning activities, for development studies and learning is done based on the "Sharing" professional knowledge that is based on the practice and teaching results conducted by the lecturers. The fundamental emphasis is done on the quality of student learning, learning objectives serve to focus and point of major concern in the classroom, because it is based on real experiences in the classroom and could become the foundation for the development of learning, and the role of professors placed as learning researchers. Susilo et al (2011), if we look closely in the definition of Lesson Study can be found seven key words, namely professional guidance, assessment of learning, collaborative, sustainable, collegiality, mutual learning, and the learning community. Lesson Study aims to conduct coaching educator profession on an ongoing basis thereby increasing the professionalism of educators continuously. Learning undertaken collaboratively through Lesson Study can provide more input sihingga improvements can improve the quality of learning. Observations from education study program Biology (2014), learning still tends to be centered on the faculty as a source of information (lecture centered), while also learning to use methods of lecture, discussion, question and answer, practical work and assignments. During the learning activities learning motivation of students trgolong still low, this can be seen when students attend lectures, namely: 1) there are students who do not pay attention to the explanation of lecturers in front of the class, 2) when there are students who answered the question the other students do not want to listen but to speak with his own, 3) students are less active in asking that student participation in the learning activities are still lacking, 4) there are students who do not do MFIs given by the lecturer. This is probably due to the use of learning methods that are static, so that students are not interested in learning that followed. The material in the course of Vertebrate Zoology include: analyzing and various systems superclass Pisces, Amphibians, Reptiles, Aves and Mammals. When students take these courses ever asked about the problems of the various super kelaas analysis, the students did not know the reasons were never taught. This also results in lower students' critical thinking skills because it is not accustomed to be trained to find information and solve problems related to the problem in analyzing the problem. Inquiry learning strategy is one of the strategies that can reduce student reliance on the information submitted by the lecturers, through learning strategies that students are actively in the organization and discovery of information (knowledge). According Nurhadi (2004), the process of finding the strategy of inquiry learning is a core part of learning in science contextual. The knowledge and skills acquired Students are expected not result given set of facts, but the result of finding themselves. Lecturers should always design the program refers to the activities of finding, any content to be studied. One motode learning is expected to train critical thinking skills are guided inquiry. The use of guided inquiry is expected to train students' ability to solve problems such as that experienced in the real world. Pemilihian level inquiry in the form of guided inquiry for students at universities are given the experience to carry out such an inquiry, which mahaiswa designing 514
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the proceedings but the identification of the problem based on guidance from the lecturers. Implementation of learning starts from a core question to be answered by the student so on. Based on the answers proposed by students, faculty ask some questions to the track, with the aim of directing students to a point that the expected conclusion. According Corebima (2006), among the learning strategies that direkomendasikanuntuk contextual learning or the associated, potentially empowering ability to think is authentic instruction, learning-based inquiry, problem-based learning, learning that encourages students to monitor and direct their own learning (self-regulated learning ), cooperative learning, project based learning.Inkirimerupakan one of the most effective ways to encourage thinking skills of students (Chenoweth, 1995 in Tiwari et al., 1999). Further disclosed again by Corebima (2010) found a significant optimization of science as science studied as much and deeply through the empowerment of thinking during the learning process, so that the information disclosed is believed to be a potentially large empower manusia.Dengan thus expected through Guided pembelajaranInkuiri can enhance students' critical thinking skills. According to Slavin ( 2005 ) , the cooperative method Guided Inquiry going communication and teamwork were excellent . Each group performs investigations with different themes from common problems given by the lecturer . In addition , this method can train students of various abilities such as the ability to perform analysis , synthesis and gathering information to solve the problem . This will support high-level thinking skills such as critical thinking and creative thinking.
Research Methods This study is a qualitative study used to examine natural objects where researchers as a key instrument, done by purposive sampling, collecting these techniques in combination (triangulation) and the findings further emphasize the significance rather than generalizations (Sugiyono, 2010). In this case carried out the study of learning (Lesson Study) carried out consisting of four (4) cycles or four (4) times the open lesson. Each cycle consists of three stages, namely the planning stage (Plan), implementation (Do) and reflection (See). The review of studies conducted study aims to improve students' critical thinking skills are carried out through inquiry learning strategies Terbimbing.Lesson study carried out in the second semester of school year 2014-2015. Subjects of study is the semester IVA (empata) who are taking the course of Vertebrate Zoology. The number of students consisted of 34 students. The instruments used consist of observation sheets, questionnaires and tests critical thinking skills. Observation sheet used to determine the activity of students during the learning takes place while the questionnaire used to determine student opinion about the learning process that is already underway, including learning tools that have been developed through Lesson Study.Analisis data used is descriptive statistical techniques. Data obtained in the form of quantitative data and qualitative data. Descriptive statistical techniques are used to describe the data collected from each study variable. Data analysis results described in the form of tables and graphs. Qualitative descriptive analysis technique used to analyze the enforceability of learning through lesson study. As for knowing Guided Inquiry learning strategy use of the ability to think critically, use tatistik quantitative descriptive.
Results and Discussion Lesson Study in the course of Vertebrate Zoology carried out by a team of eight people, among them : Henry Muliawan , M.Pd ( as a lecturer model) , and as an observer is : Dra . Hj . Hartini Haritani , M. Pd , Nurul Fajri , M.Pd. , Husnayati Hartini , M.Sc. , Indra Himayatul Asri , M.Pd , Nunung Ariandani , M. Pd . , Nur'aini , M.Pd. , Sarwati , M.Pd. and Dr. Bq . Fatmawati M.Pd. 515
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Implementation Lesson study consisted of four (4 ) cycles and each cycle comprising the steps of Plan, Do and See. The model of the design can be seen in Figure 1.
DO
PLAN
DO
PLAN
SEE
SEE SIKLUS Ii
SIKLUS I
PLAN
DO
PLAN
DO
SEE
SEE
SIKLUS Iii
SIKLUS IV
Figure 1. Model Design Implementation of Lesson Study in Subjects of Vertebrate Zoology. Cycle I Lesson Study LS comprises the first cycle of Plan, Do and See. The details of each stage can be described as follows. Plan I (Planning) held on Wednesday, March 25, 2015, at 10:30 to 12:30 housed in the Secretariat Prodi. Biology Education STKIP Hamzanwadi Selong. Pelaksanaanplan I of LS stages starting from the introduction presented by study Biology Education Program Coordinator is Mrs. Nurul Fajri, M.Pd. and continued by the moderator to open the event Plan. Plan first discuss about the Syllabus, RPS, and Competency Standards, the results obtained PLAN Competency Standards is Analyzing Concepts and Principles of Vertebrate Zoology and apply it in daily life. And basic competence: Analyzing the characteristics of the various systems in animals super class Pisces While indicators of competence are: (1) analyze the topography of internal organs in animals kelasm surgery pisces through practical activities, (2) Identify the various organ systems in pisces class and its functions. The exposure of lecturers models regarding syllabus, SAP, MFI and the rubric is followed by a discussion with Tim Lesson Study, which is guided by a moderator who also became the coordinator Tim Lesson Study, The Question of each observer that is: a) Adjustment Standard Competencies contained in the syllabus, in order to adapt to the expected. b) Indicators of each super class improved, because the indicator is a derivative of Competence Standard and Basic Competence. c) On the SAP when using tricks and Tak Tik (Talking Stick) in the teaching process, will lead to a shortage of time. d) the learning objectives, needs to be repaired. The input of Tim Monevin related 516
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Syllabus, SAP, MFI, and the rubric is: "In the Pre-Test assessment does not need to be assessed in the classical or group because critical thinking assessed throughout the implementation of the Critical Thinking Assessment Rubric". Based on input from the observer, Syllabus, SAP, MFI, and rubric, fixed together with Tim Lesson Study, where Tricks and Tactics with Sticks Estapet (Talking Stick), is used, and the time and penilainnya was adjusted, then for the allocation of time agreed on the initial activity 10 minutes, then 80 minutes of core activities and the activities of the final 10 minutes. Do (execution). Do the first phase (open class) held on Wednesday April 15, 2015. Based on the results of the implementation there is an inactivity beberapamahasiswa in the lab and is still confused in the observation of super class Pisces, it is because students do not learn the MFIs that have been granted by the lecturers models, after lecturer model of directing the student, the student is not confusion in the lab, at the final stage of learning students are motivated by their tricks and tactics, stick estapet (talking stick), where students asked questions, from the observations that have been passed by the student, and students are motivated and more courage in answering, and the condition of the classroom come alive, which originally were no students were sleepy, tired, and not bersemangangat, but lecturers model using tricks and tactics with a stick estapet (Talking stick) so as to make the students become eagerly return. See I (reflection). Stage reflection I held Wednesday, March 25, 2015, at 1:00 p.m. to 3:00 p.m. housed in Lab. PendidikanBiologi STKIP Hamzanwadi Selong. Reflection attended by LS team include: Henry Muliawan, M. Pd, (Lecturer Model), Nurul Fajri, M.Pd. (Moderator as well as a coordinator), Dra. Hj. Hartini Haritani, M Ed (Member), Indra Himayatul Asri, M Ed (Member), Husnayati Hartini, M.Sc. (Member), Sarwati, M Ed (Member), Nunung Ariandani, M Ed (Member), Dr. Bq. Fatmawati, M.Pd (Member), Nuraini, M. Pd (Member), and Marhamah, M. Pd (Member),, Padlurrahman, M Ed (Monevin). At the time of execution See (reflection) on the first open class is led by a moderator, namely Nurul Fajri, M Ed, where the moderator invited lecturers models to convey messages and impressions and experiences during melakasanakan learning. As a matter delivered by lecturers models are Implementation during the learning in accordance with what is desired by faculty model, where students become motivated in the learning process because at the end of the students' learning berkumpulkan and wands estapet (talking strick), but in the learning process takes time , where the SAP time 10 minutes already allocated more than expected. While in the practicum students are not focused on MFIs, as directed by lecturers models, eventually the students actively in the process of praktikum.namun there are some students who are not in the spirit of the lab, after lecturer model using tricks and tactics, the student eventually became active in learning process. After the lecturers models of explaining the results during the learning process, then the moderator provides an opportunity for the observers to convey its observations during mengobserver during the learning process conducted by lecturers models, while the opinion of the observer is: 1. Nuraini, M. Pd, a) process pembelajaranSudah passable, because the class can live, b) at the initial activity and the core, do not refer to SAP, because lecturers models inquire directly to the student, c) Prior to lab equipment and materials have not been prepared should be prepared in advance, d) at its core activities: errors along , because students do not perform as keseluruahan plan, e) At its core activities as a student doing a practicum no 1 and 4 are not observed and only draw and padamengamati purpose is not clear. Is there no 517
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connection with analyzing, if in the indicators to analyze the objectives must also be analyzed, f) On estapet stick should be included in the learning syntax, g) In the final stage, a lecturer model does not draw conclusions directly. 2. Husnayati Hartini, M. Si, a) At the lab, there are students who are not active in the lab, including endang rudati, wedi, and rizal, b) At the time of measurement fins on the fish can spend, c) in the group two students less skilled in the surgery, d) specimen fish bleak need anesthetized first, then observed, and the interaction between students and professors is still lacking. 3. Nurul Fajri, M. Pd, a) Overall active students in a process of learning, but learning to stretch time, or overtime, b) core activities, the students did not formulate the problem, but directly to the lab. 4. Dra. Hj. Hartini Haritani, M. Pd, a) Measurement, and questions are raised, does not fit, so it can not be compared with the other classes, b) student interaction with students by lecturers models before practicum, as the records could not be given much earlier so that learning not the maximum, c) lecturer has been setting up a model of learning, from early learning and trakhir, d) learning sukses.5. Indra Himayatul Asri, M. Pd, a) Implementation of the lab is already active, b) In the MFI are specified, and how to work more detailed procedures, c) Materials discussions, carried out once the action is completed and the students do not do that, and students ignore the matter of discussion, d) Must be the same as there are in the learning steps to those in LKM.6. Dr. Baiq. Fatmawati, M. Pd, a) Technical problems: there is confusion in the form of scales were observed, but the professor tells the student models, b) Thalking sticks, should provide an assessment to anyone who answers, and lecturer models bring the assessment sheet, c) Technical , use sarug hand, need to be taught the use of gloves, d) Lecturer models, examining the lecture in the lecture ends examined. 7. Padlurrahman, M. Pd (M & E), a) No need to correct rubric, b) very good activity, c) Input to the next Plan, when using MFI, the MFI do occasionally diberikutnya it off, so it was necessary for the assessment ratings , d) Thalking Stik, the hexagon-shaped formations 4 u leter offer, so do not bother. Based on input from the observer, and Monevin , students are less familiar with MFIs in the lab , it is because students lack the skills and students are less zealous in the lab , whereas in the MFI working steps in the process of the lab has been very clear , to serve as a guide in the process of lab , but with the tricks and tactics that students be in the spirit of learning, so time is more than that in the joint observer PLAN. Cycle II Lesson Study The description of the implementation of Lesson Study in cycle two is as follows. Plan II ( Planning ) held on Wednesday 22 April 2015, at 10:30 to 12:30 housed in the Secretariat Prodi . Biology Education STKIP Hamzanwadi Selong . I plan the implementation of LS stages starting from the introduction presented by study Biology Education Program Coordinator is Mrs. Nurul Fajri , M.Pd. and continued by the moderator to open the event Plan. The first discusses the Plan , RPS , MFI , and Competency Standards , the results obtained PLAN Competency Standards is Analyzing Concepts and Principles of Vertebrate Zoology and apply it in daily life . And basic competence : Analyzing the characteristics , and the various systems on the class of amphibians , while indicators of competence are : ( 1 ) Medeskripsikan about the characteristics, and reproductive system , digestive system , respiratory system, the class of amphibians. The exposure of lecturers model for SAP, the MFI and the rubric is followed by a discussion with the Lesson Study Team, which is guided by a moderator who also became the coordinator of Lesson Study Team, The Question of the observer each are: 1. Nuraini, M. Pd, a) the purpose of learning needs to be corrected, 2. Husnayati Hartini, M. Si, a) In the event Apersepsi in SAP, Video replaced by Pictures on pembelajaran. 3 activities. Nurul Fajri, M. Pd, a) At SAP, which is at the core activity, which distinguished between classes namely class 518
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amphibious Pisces with no need frogs and toads, b) What is observed is not necessary to observe the integument system, nerves and blood circulation, c) Yang observed that external morphology, reproductive system and digestive system. 4. Dra. Hj. Hartini Haritani, M. Pd, a) Emphasizing the characteristics of the class Amphibious, b) Corrects differences Frogs Toads, c) The nervous system does not need to observe, d) Provide structured tasks outside of learning, e) material can be entered from the indicators, f) Adjust with indicators such as the reproductive system materials, g) on learning activities on Apersepsi lecturer does not give an answer between pictures toads with frogs image. 5. Indra Himayatul Asri, M. Pd, a) In the MFI in observing the anatomy of the Class Amphibious, so that in his observations meching goals., B) In the MFI, Formalin ingredients are not listed, c) In Step Work is in MFIs In section D, should be attached image how to dissect, d) If one observes two groups of specimens, then the time will not be enough. 6. Padlurrahman, M. Pd (M & E), a) At SAP, indicators, should be based on basic competencies and refer to the Competency Standards, b) What kind of frog to frog when assessed in terms of integument, so that he can be distinguished, c) On Amphibious surgical process with Pisces can be seen partially in advance, d) at this Amphibious class, can not be eliminated in all systems so that students can understand everything. Based on input from the observer, SAP, MFI, and rubric, fixed together with Lesson Study Team, where the MFI fixed so that, in the practical steps in more detail, so that students are not confused in carrying out practical work. used, and the time and penilainnya was adjusted, then for the allocation of time agreed upon initial activity 10 minutes, then 80 minutes of core activities and the activities of the final 10 minutes. Do the second (Implementation). Do the second phase (open class 2) held on Saturday April 25, 2015. Based on the results of the implementation of the learning process is known that there are still some students who did not attend, and some students are less active in the learning process, and there are some concepts that are still lacking studied by students. See II (reflection). Phase II of reflection held on Saturday, 25th April 2015, at 10.15 - finish, housed in the Secretariat Prodi. Pend. Biology STKIP Hamzanwadi Selong. Reflection attended by LS team include: Henry Muliawan, M. Pd, (Lecturer Model), Nurul Fajri, M.Pd. (Moderator as well as a coordinator), Dra. Hj. Hartini Haritani, M Ed (Member), Indra Himayatul Asri, M Ed (Member), Husnayati Hartini, M.Sc. (Member), Sarwati, M Ed (Member), Nunung Ariandani, M Ed (Member), Dr. Bq. Fatmawati, M.Pd (Member), Nuraini, M. Pd (Member), and Marhamah, M. Pd (Member), Padlurrahman, M. Pd(Monevin). At the time of execution See (reflection) on the first open class is led by a moderator, namely Nurul Fajri, M Ed, where the moderator invited lecturers models to convey messages and impressions and experiences during the learning melakasanakan, As a matter delivered by lecturers models is on open Class this second, lecturer model does not use tricks and tactics of learning, the learning process, the time may temenej of the open Class the first, in the open Class this second student use a lot of MFIs in the lab, and on this occasion the students are very enthusiastically in the learning process, but there are some students who are not active and there bebebrapa students who are not present in the learning or the Open Class, lecturer models realize that every action there must be a shortage, and lecturer models realized, that lecturers models forward to feedback and suggestions to observers, in order to better learning. But overall learning process as desired by the lecturers models. In the implementation of this pembelajaran lecturers models showed images of the difference between a frog with the frog. 519
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
After the lecturers models of explaining the results during the learning process, then the moderator provides the opportunity for observers in submitting observations conducted by lecturers models, while the opinion of the observer is: 1. Nuraini, M. Pd, a) at the time of the observation specimen, students are very active, besides students lecturer model is also very akti guide students in the process of observation, 2. Husnayati Hartini, M. Si, a) pembelajaranperkuliahan process has been running smoothly, b) through Guided Inquiry method can integrate existing students in the theory and original specimen in the lab, .3. Indra Himayatul Asri, M. Pd, a) methods used by lecturers determine the model of learning objectives are achieved, the student spirit in the learning process, 4. Sarwati, M. Pd, a) Students active in working on MFIs but with a better understanding of the tools and materials still less to the importance of ensuring the students to understand the working procedures. Based on input from the observer , very active and enthusiastic students in the learning process , as for a time in the learning process termenej well , but it is also very necessary suppression of students in the use of MFIs at the lab , where students were already familiar in the process of surgical specimen . Cycle III Lesson Study Cycle III Lesson study phase consists of Plan, Do and See described as follows. Plan I (Planning) held on Tuesday, May 5, 2015, at the Secretariat Prodi. Biology Education STKIP Hamzanwadi Selong. Implementation of the plan of the phase III LS starts from the introduction presented by study Biology Education Program Coordinator is Mrs. Nurul Fajri, M.Pd. and continued by the moderator to open the event Plan. Plan first discuss about RPS, MFI and Competency Standards, the results obtained PLAN Competency Standards is Analyzing Concepts and Principles of Vertebrate Zoology and apply it in daily life. And basic competence: Analyzing the characteristics, and the various systems on the class of reptiles. While indicators of competence are: (1) Find the general characteristics of the reptile class, (2) Describes the reproductive system of the reptile class. (3) Describes the digestive system of the reptile class. (4) Describes the respiratory system of the reptile class. The exposure of lecturers model for SAP, MFIs, followed by a discussion with the Lesson Study Team, which is guided by a moderator who also became the coordinator of Lesson Study Team, as for the exposure of the model is lecturer; on the implementation of Lesson Study is the third, I showed a video about the class of reptiles, the lizards and the lizards, and time allocation offered by lecturers models is 10 minutes in initial activity, 80 minutes of core activities and 10 minutes of the final activity, after lecturers models expose SAP and MFI further question from each of the observer is: 1. Nuraini, M. Pd, a) proposal from me, In the Indicators: 1, Finding a common characteristic of the class of reptiles, 2. Outlining Reproductive system, and 3. Elaborate on the digestive system and pernapasan.2. Nurul Fajri, M. Pd, a) SAP and MFI have been nice .. 3. Husnayati Hartini, M. Si, a) Indicators adjusted to SK and KD. Based on input from the observer, SAP, MFI, improved together with Tim Lesson Study, where the MFIs should be tailored to SAP, whereas the SAP improvements in indicators, especially in the editorial, then for the allocation of time agreed upon initial activity 10 minutes, then 80 minutes core activities and activities of the final 10 minutes. Do III (Implementation). Do Phase III held on Saturday, May 9, 2015. Based on observations in mind that 95% of the students have been really active in the learning process although there are still some people who are not present in the learning process. 520
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See III (reflection). Phase III reflection held Saturday, May 9, 2015, at 10:00 to 12:00, at the Secretariat Prodi. Pend. Biology STKIP Hamzanwadi Selong. Reflection attended by LS team include: Henry Muliawan, M. Pd, (Lecturer Model), Nurul Fajri, M.Pd. (Moderator as well as a coordinator), Dra. Hj. Hartini Haritani, M Ed (Member), Indra Himayatul Asri, M Ed (Member), Husnayati Hartini, M.Sc. (Member), Sarwati, M Ed (Member), Nunung Ariandani, M Ed (Member), Dr. Bq. Fatmawati, M.Pd (Member), Nuraini, M. Pd (Member), and Marhamah, M. Pd (Member), Padlurrahman, M Ed (Monevin). At the time of execution See (reflection) on three open class is led by a moderator, namely Nurul Fajri, M Ed, where the moderator invited lecturers models to convey messages and impressions and experiences during melakasanakan learning. As a matter delivered by lecturers models are Implementation during the learning in accordance with what is desired by faculty model, where students become motivated in the learning process, the learning time is right and the time allocation contained in SAP, and students actively in the learning process. After the lecturers models of explaining the results during the learning process, then the moderator provides an opportunity for the observers to convey its observations during mengobserver during the learning process, while the opinion of the observer is: 1. Nunung Ariandani, M. Pd, a) In the event a student apersepsi make a statement hypotheses and final time in a very precise pembelajran process and in accordance with the allocation of time in the SAP. 2. Husnayati Hartini, M. Si, a). The learning process goes smoothly, and at the very time majemen continue to students need to be reminded that the time allocation has been agreed with the Lesson Study Team, in accordance with SAP, b) Interaction models with very student lecturer active so that students learn well. 3. Nurul Fajri, M. Pd, a) overall mahasisw aterlibat aktiff in the learning process, b) interactive student and cooperate in completing the lab, c) an interesting learning where students are motivated and active in the learning process. 4. Dra. Hj. Hartini Haritani, M. Pd, a) Planning time will determine the activity of students during the learning process and lecturers active models in motivating students to complete the steps pembelajaran..5. Indra Himayatul Asri, M. Pd, a) method Guided Inkuiru very accord with the characteristics of the material being taught will certainly support the achievement of learning goals to be achieved, b) students in the process praktikum.6.Dr.Baiq akrif. Fatmawati, M. Pd, a) sngat learning process effective and active student cooperation in this case because lessson Study Team is active, b) Lecturer active models in guiding students in the learning process. 7. Sarwati, M. Pd, a) Management of the right time is crucial to successful learning, b) students are motivated and spirit in the learning process. Based on input from the observer, the students are accustomed to using the MFI in the lab, so the learning process is achieved and in line with expectations of Lesson Study Team, but it is also the spirit and motivated students in the learning process so that the classroom atmosphere becomes alive. Cycle IV Lesson Study Cycle IV Lesson Study can be described as follows. Plan IV (Planning) held on Wednesday, May 20, 2015, at the Secretariat Prodi. Biology Education STKIP Hamzanwadi Selong. I plan the implementation of LS stages starting from the introduction presented by study Biology Education Program Coordinator is Mrs. Nurul Fajri, M.Pd. and continued by the moderator to open the event Plan. Plan first discusses the MFI, RPS, and Competency Standards, the results obtained PLAN Competency Standards is Analyzing Concepts and Principles of Vertebrate Zoology and apply it in daily life. And basic competence: Analyzing the characteristics, and the various systems on the class Aves. While indicators of competence are: (1) Finding common characteristics of the class Aves. (2) 521
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Describes the class Aves reproduksi.dari system. (3) Describes the digestive system of the class Aves. (4) Describes the respiratory system of the class Aves. (5) Distinguishing between the morphology and anatomy aves who can fly with aves who can not fly. He exposure of lecturers model for SAP, the MFI and the rubric is followed by a discussion with Tim Lesson Study, which is guided by a moderator who also became the coordinator Tim Lesson Study, The results of the exposure of lecturers models is on pembelajaraan this, lecturers models featuring video between classes aves which can fly higher and class aves who can not fly high, the kind that is aves birds and bird Kecial Lathe, because kecial constitute a class aves much-loved by the people sasak. The next question from each of the observer is: 1. Nuraini, M. Pd, a) the purpose of learning needs to be corrected, 2. Husnayati Hartini, M. Si, a) In the event Apersepsi in SAP, Video replaced by Pictures on learning activities. 3. Indra Himayatul Asri, M. Pd, a) The editorial is repaired, and the Guided Enquiry, which are in parentheses, deleted the word Praktikumnya, b) To the specimen praktikumnya, kecial replaced with less pigeons because kecial too small, c) At Event Recap , do not serve Fucking but serve gambara ntara bird difference Lathe / quail with birds pigeons, d) Basis Theory on MFIs reduced. e) In the rubric, the form of the test, and create questions, but measured beyond learning. 4. Dra. Hj. Hartini Haritani, M. Pd, a) On Learning Model, are more likely to Discovery Learning, b) In addition to the discussions, which are in the MFI, Is there a different kind of bird feathers on a lathe with a dove. 5. Dr. Baiq atmawati, M. Pd, a) In the MFI should be observed reproductive system, whether the bird is male or female, b) Methods of Learning was changed to Discovery Learning because at this lab, found that there was, c) In the MFI is not too detailed, use an image on the Basis Theory. Based on input from the observer, SAP, MFI, improved together with Tim Lesson Study, where the learning method is set using the Guided Inquiry, it is because in the process of student practicum must be guided so that the lab can be done well, then the change in specimen , which was originally a bird kecial transformed into a dove., then for the allocation of time agreed upon initial activity 10 minutes, then 80 minutes of core activities and the activities of the final 10 minutes. Do IV (Implementation). Do Phase IV held on Saturday May 23, 2015. Based on observations in mind that all students actively in the learning process. See IV (reflection). Phase IV reflection held Saturday, May 23, 2015, at Mikroteaching 2 STKIP Hamzanwadi Selong. Reflection attended by LS team include: Henry Muliawan, M. Pd, (Lecturer Model), Nurul Fajri, M.Pd. (Moderator as well as a coordinator), Dra. Hj. Hartini Haritani, M Ed (Member), Indra Himayatul Asri, M Ed (Member), Husnayati Hartini, M.Sc. (Member), Sarwati, M Ed (Member), Nunung Ariandani, M Ed (Member), Dr. Bq. Fatmawati, M.Pd (Member), Nuraini, M. Pd (Member), and Marhamah, M. Pd (Member), Padlurrahman, M Ed (Monevin), and Dr. Ibrahim, M. Si (Companion of Higher Education). At the time of execution See (reflection) on the first open class is led by a moderator, namely Nurul Fajri, M Ed, where the moderator invited lecturers models to convey messages and impressions and experiences during melakasanakan learning. As a matter delivered by the lecturer during the implementation of the model is learning according to what is desired by the lecturers models and Lesoon Study Team, and students actively in the learning process as well as the time in accordance with SAP Yang has been drawn up. After the lecturers models of explaining the results during the learning process, then the moderator provides an opportunity for the observers to convey its observations during 522
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
mengobserver during the learning process conducted by lecturers models, while the opinion of the observer is: 1. Nuraini, M. Pd, a) Open Class has been good in the activities of the Open Class, b) in the lab activities are all active and Mufidatul Hasanah just write it, c) experience is invaluable in this day, at the very baik.2 practicum. Husnayati Hartini, M. Si, a) Overall 5 active members of the group, b) the critical student in the lab one of them is a student asked the professor models, the students asked about the presence of bile, where students find the pigeons no bile organ while at bird lathe / quail have empedu.3. Nunung Ariandani, M. Pd, a) From my own observations, on the 4th Do this, an increase from the first DO, b) Students are accustomed to distinguish and constraints in the laboratory where the obstacles is the lack of practical tools. 4. Indra Himayatul Asri, M. Pd, a) In the practical implementation of management professors timing of the model is good, b) The purpose of learning is in conformity with the wishes of the Lesson Study Team Pend Prodi. Biology, 5. Dr. Ibrahim, M. Si (Companion of Higher Education), a) In the lab of Vertebrate Zoology has competence over surgery, where the school is needed about how the competencies required in dissecting and also a rigor, b) Where the comparison of laboratory work in this DO, has a comparative to two different objects, namely among the pigeons that can fly freely, with bird lathe / quail that can not fly freely or higher. Based on input from the observer, and the companion of Higher Education, students are very active in learning, and very rarely students and students who dissect class aves who can fly high with aves who can not fly high. Guided Inquiry overall method is suitable for use in the lab or process implementation pembelajaran.Berdasarkan Lesson study which has been done to create collaboration between teams. Furthermore, from the observations that have been implemented to learning, lecturers which an observer can learn from the learning process is observed. This is in line with the statement of Lewis (2002) that the ideas contained in the LS is actually short and simple, that is, if a teacher wants to improve learning, one of the most obvious ways is to collaborate with other teachers to design, observe and reflect on their learning do. Results of Critical Thinking Ability Based learning has been carried out described data from the students' critical thinking skills ( Graph 2 ) . Below this : Graph 2. Data Critical Thinking Skills Students Referring to the SOLO taxonomic
Based on data in graik 2, above note that the critical thinking skills of students 89, 5% at the stage of prastruktural, 14.5% were in stage unistruktural and no one has reached the stage multistruktural, relational and extended abstract. This is most likely due to the understanding of the concept of beginning students is still low and is unable to associate the concept that one 523
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with another concept in giving arguments, formulate problems, analyze problems and provide solutions to the problems are given, and the lack of students get information or find out inpormasi of a problem. Nevertheless, there was an increase from stage to stage unistruktural prastruktural by 8.6%.Questionnaire results of the Learning through Lesson Study. Based on the study conducted through Lesson Study obtained data on student opinion to the learning process as well as devices that have been developed. The data can be seen in Figure 3. Graph 3. Student Questionnaire Results Data , learning already Through Lesson Study Guide
Information: A = Learning has implemented interesting . B = Learning fun C = Learning is easy to understand D = Students are motivated to learn E = Learning encourages students to work together with friends F = Learning encourages students in independent learning . G = Media used interesting H = The media used to help students to understand the material that learned I = teaching materials were written in the MFI help in learning J = teaching materials written in easy to understand MFI . K = Tasks in the MFI provide learning challenges . L = assessment and evaluation is done in a transparent manner M = Assessment in accordance with the material that learned . N = the assessment instrument is easy to understand his point. O = The questions in the test in accordance with the competencies required . Based on data in chart 3 above is known that the learning has been done by the lecturers using guided inquiry method through Lesson Study conducted an interesting , fun , easy to understand , to make students motivated , creating cooperation and encourage independent learning . While assessments are used by most of the students are still poorly understood , so many students are unclear about such an assessment, even from a questionnaire completed by students, there are still many students who do not understand or do not understand the concept of such an assessment, where after the questionnaire compiled by students , many students who asked about the assessment.
Conclusions And Recommendations Based on the results of research and discussion we concluded that the application of Guided Inquiry learning can enhance students' critical thinking skills by 8.6 % . Contextual learning 524
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process that involves students in real issues that are going to make learning more meaningful and motivating students in learning . It is suggested to be a lecturer in particular the LS team can apply contextual learning in other subjects so that learning more meaningful for students , especially learning that can train students' critical thinking skills.
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Arnyana I.B., 2004. Pengembangan Perangkat Model Belajar Berdasarkan Masalah Dipandu Strategi Kooperatif Serta Pengaruh Implementasinya Terhadap kemampuan Berfikir Kritis Dan Hasil Belajar Siswa Sekolah Menengah Atas Pada Pelajaran Ekosistem. Disertasi tidak diterbitkan. Malang: PPs UM. Corebima A.D., 2006.Pembelajaran Biologi yang Memberdayakan Kemam-puan Berpikir Siswa.Makalah disajikan pada Pelatihan Strategi Metakognitif pada Pembelajaran Biologi untuk Guru-guru Biologi SMA di Kota Palangkaraya, 23 Agustus 2006. Corebima A.D., 2010. Optimalisasi Sains untuk Memberdayakan Manusia. Makalah disajikan pada Seminar Nasional Sains, Universitas Negeri Surabaya, Surabaya, 16 Januari 2010. Depdiknas, Dirjen Dikti, 2005. Peningkatan Kualitas Pembelajaran. Jakarta: Direktur Pembinaan Tenaga Kependidikan dan Ketenagaan Perguruan Tinggi. Lewis C., 2002. Lesson Study: A Handbook of Teacher-Led Instructional Change. Philadelphia: Published by Research for Better Schools Inc. Masek A. & Yamin S., 2011. The Effect of Problem Based Learning on Critical Thinking Ability: A Theoretical and Empirical Review.International Review of Social Sciences and HumanitiesVol.2, No.1 (2011), pp. 215-221. www.irssh.com. ISSN 2248-9010 (Online), ISSN 2250-0715 (Print), diakses 5 Pebruari 2012. Nurhadi, Yasin B., dan Senduk A.G. 2004. Pembelajaran Kontekstual dan Penerapannya dalam KBK. Malang: Penerbit Universitas Negeri Malang. Slavin, 2005. Cooperative Learning. Terjemahan Yusron N. Bandung: Penerbit Nusa Indah. Sugiyono, 2012. Metode Penelitian Kuantitatif, Kualitatif dan R & D. Bandung: Penerbit Alfabeta. Syamsuri & Ibrohim, 2008. Lesson Study (Studi Pembelajaran). Malang: Penerbit Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Malang. Tiwari, A., Chan, S., Sulliva, P.l., Dixon, A.S., & Tang, C., 1999.Enhancing Students’ Critical Thinking Through Problem Bassed Learning. In J. Marsh (Ed). Implementing Problem Based Leraning Project: Proceedings of the First Asia Pasicic Conference on Problem Based Learning (pp. 75-86). Hong Kong: The University Grants Committee of Hong Kong. Teaching Development Project.
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Pengembangan Media Kids and Kits Berbasis Edutainment pada Mata Pelajaran IPA Kelas III SDN Sangi Tahun Pelajaran 2015/2016 1
Arif Rahman Hakim, 2Jumeda Universitas Hamzanwadi, Indonesia 1 [email protected]
Abstrak Penelitian ini merupakan penelitian pengembangan dengan mengadopsi model pengembangan Borg and Gall yang telah disederhanakan menjadi tujuh tahap yaitu tahap pra penelitian, tahap analisis, tahap desain, tahap validasi desain, tahap produksi, tahap uji coba, dan tahap revisi. Dalam penelitian ini, peneliti mengembangkan media kids and kits berbasis edutainment pada mata pelajaran IPA khusus tentang materi penggolongan hewan pada kelas III sekolah dasar berupa media. Adapun tujuan pengembangan media pembelajaran tersebut adalah untuk mengetahui bagaimana pengaruh hasil pengembangan media Kids and Kits berbasis Edutaintment pada mata pelajaran IPA. Berdasarkan validasi oleh tim validator terhadap produk yang dihasilkan menunjukkan bahwa, dari ahli materi terhadap media, skor aktual 156 dan berada pada rentang skor 139,99 179,99 dengan kategori baik. Hasil dari ahli tampilan terhadap media, skor aktual 48 dan berada pada rentang skor 40,8 < X 50,4 dengan kategori baik. Setelah produk tersebut divalidasi, kemudian diuji cobakan pada subyek penelitian yaitu siswa kelas III SDN Sangi yang terdiri dari 29 siswa selama 3 kali pertemuan. Adapun data hasil uji coba antara lain: hasil belajar siswa menunjukkan bahwa 93,1 %siswa mendapat nilai diatas KKM yaitu ≥ 60 dan rata-rata hasil respon siswa 69,65 dengan rentang skor 73,04 > X 69,65 kategori tinggi. Berdasarkan perhitungan menggunakan uji t nilai thitung = 8,39, sedangkan diketahui ttabel dengan dk = n – 2 = 29 – 2 = 27, dengan taraf signifikan 5% diperoleh ttabel = 1,703. Sehingga thitung > ttabel, yaitu 8,39 > 1,703 dan dapat disimpulkan bahwa produk yang dikembangkan ada pengaruhnya terhadap hasil belajar siswa pada mata pelajaran IPA. Kata Kunci : pengembangan media pembelajaran berbasis edutainment, IPA.
Pendahuluan Pendidikan dasar merupakan pondasi dasar dari semua jenjang pendidikan, sehingga sudah seyogyanya penanaman konsep dasar diberikan dengan semaksimal mungkin demi tercapainya tujuan pembelajaran yang telah ditentukan. Tujuan pembelajaran adalah terwujudnya efesiensi dan efektivitas kegiatan belajar yang dilakukan siswa. Untuk mencapai tujuan tersebut tidak cukup dilakukan hanya melalui transformasi ilmu pengetahuan dan teknologi yang canggih. Akan tetapi seorang guru harus kreatif dalam mendesain pembelajaran dalam sebuah proses pembelajaran. Dalam proses pembelajaran guru berperan sebagai pemegang peran utama, jadi hasil belajar siswa ditentukan oleh peran guru. Apabila guru bisa melaksanakan peran/tugasnya dengan baik maka hasil belajar siswa akan baik, jadi seorang guru harus melaksanakan tugasnya dengan baik.
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Menurut Suryosubroto (2009: 3-4) untuk dapat melaksanakan peran/tugas mengajar dengan baik, guru harus memiliki kemampuan profesional, yaitu terpenuhinya 10 kompetensi guru, yang meliputi: 1) Menguasai bahan; 2) Mengelola program belajar mengajar; 3) Mengelola kelas; 4) Penggunaan media atau sumber; 5) Menguasai landasan-landasan pendidikan; 6) Mengelola interaksi-interaksi belajar mengajar; 7) Menilai prestasi siswa untuk kepentingan pelajaran; 8) Mengenal fungsi layanan bimbingan dan penyuluhan di sekolah; 9) Mengenal dan menyelenggarakan administrasi sekolah; 10) Memahami prisip-prinsip dan menafsirkan hasil penelitian pendidikan guna keperluan pengajaran (Depdikbud, 1984/1985: 25-26). Guru dalam proses pembelajaran berperan sebagai pengajar merupakan pencipta kondisi belajar siswa yang didesain secara sengaja, sistematik dan berkesinambungan. Sedangkan siswa berperan sebagai subyek pembelajaran yakni merupakan pihak yang menikmati kondisi belajar yang diciptakan guru. Adapun yang terlibat dalam proses internal tersebut adalah seluruh mental yang meliputi ranah kognitif, afektif, dan psikomotorik. Agar memenuhi ketiga aspek tersebut (kognitif, afektif, dan psikomotorik) dalam pembelajaran tidak cukup dengan siswa hanya mendengar dan membaca tetapi juga tindakan sederhana yang mampu mewakili kegiatan yang mengarah pada penguatan materi yang sudah didapatkan. Jadi seorang guru dituntut untuk lebih kreatif dalam menciptakan suasana belajar yang kondusif dalam proses pembelajaran. Untuk menciptakan suasana belajar yang kondusif guru harus bisa memilih strategi dan metode yang tepat dalam mengajar. Sehingga guru tidak cukup mengajar dengan hanya menggunakan buku saja, akan tetapi selain guru dan siswa serta buku, media juga memiliki peran yang sangat penting. Media adalah wahana penyalur informasi belajar atau penyalur pesan. Dalam proses belajar mengajar kehadiran media mempunyai arti cukup penting. Karena dalam kegiatan tersebut ketidakjelasan bahan yang disampaikan dapat dibantu dengan menghadirkan media sebagai perantara. Kerumitan bahan yang akan disampaikan kepada siswa dapat disederhanakan dengan bantuan media. Media dapat mewakili apa yang kurang mampu guru ucapkan melalui kata-kata atau kalimat tertentu. Bahkan keabstrakan bahan dapat dikonkretkan dengan kehadiran media. Dengan demikian, siswa lebih mudah mencerna bahan dari pada tanpa bantuan media, lebih-lebih pada mata pelajaran Ilmu Pengetahuan Alam (IPA). Aspek pokok dalam pembelajaran IPA adalah siswa dapat menyadari keterbatasan pengetahuan mereka, memiliki rasa ingin tahu untuk menggali berbagai pengetahuan baru dan akhirnya dapat mengaplikasikannya dalam kehidupan mereka. Ini tentu saja sangat berkembang dan meningkatkan rasa ingin tahu siswa, cara siswa mengkaji informasi, mengambil keputusan, dan mencari berbagai bentuk aplikasi yang paling mungkin diterapkan dalam dirinya dan masyarakat. Bila pembelajaran IPA diarahkan dengan tujuan seperti ini, dapat diharapkan bahwa pendidikan IPA di sekolah dasar dapat memberikan sumbangan yang nyata dalam memberdayakan siswa (Usman Samatowa, 2006: 5). Akan tetapi dalam hal ini masih banyak sekolah dasar yang belum bisa mengarahkan siswa pada tujuan pembelajaran yang sesungguhnya, salah satunya yaitu di SDN sangi. Berdasarkan hasil observasi dan wawancara dengan wali kelas III di SDN Sangi bahwa pada kenyataannya terdapat kesenjangan antara harapan dengan yang ada di lapangan, dimana dalam pelaksanaan pembelajaran keaktifan guru masih mendominasi sedangkan siswa hanya menerima apa yang disampaikan oleh guru. Dalam proses pembelajaran guru hanya menggunakan buku paket saja serta dengan metode yang monoton yaitu metode ceramah sedangkan siswa hanya medengar penjelasan dari guru. Setelah itu, siswa disuruh mencatat, oleh karena itu siswa merasa jenuh dan ngantuk. Sehingga pembelajaran terkesan kurang melibatkan siswa dalam proses pembelajaran yang dapat berpengaruh terhadap motivasi belajar siswa. Hal ini juga sangat berdampak pada hasil belajar siswa. 527
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Pembelajaran IPA dianggap sebagai mata pelajaran yang membosankan. Hal ini disebabkan oleh penerapan metode pembelajaran yang masih monoton seperti ceramah, berdiskusi dan mencatat dikarenakan kurangnya referensi dan pengetahuan untuk memvariasikan strategi atau metode dalam proses pembelajaran. Hal ini juga diakibatkan oleh fasilitas yang kurang mendukung, dimana media atau alat peraga dari pemerintahan juga sudah banyak yang rusak dan ada juga yang hilang. Selain itu juga kurangnya kemampuan guru untuk membuat dan mengembangkan media pembelajaran. Melihat paparan masalah di atas, peneliti berinisiatif membuat alternatif untuk menyelesaikan masalah tersebut dengan cara mengembangkan sebuah media pembelajaran. Oleh karena itu peneliti menganggap masalah ini sangat penting untuk diteliti, mengingat bahwa siswa sekolah dasar masih senang belajar sambil bermain. Maka peneliti mengangkat judul : “Pengembangan Media Kids and Kit Berbasis Edutaintment Pada Mata Pelajaran IPA Kelas III SDN Sangi Tahun Pelajaran 2015/2016”.
Metode Penelitian
Jenis penelitian ini adalah penelitian pengembangan (Research and Development). Sedangkan model pengembangan yang digunakan dalam penelitian ini mengadopsi model pengembangan Borg and Gall. Berdasarkan kebutuhan pengembangan yang dilakukan, maka model ini peneliti sederhanakan menjadi 7 tahapan yaitu tahap pra penelitian, tahap analisis, tahap desain, tahap validasi desain, tahap produksi, tahap uji coba, dan tahap revisi. Berikut ini merupakan bagan tahap pengembangan yang digunakan dalam penelitian ini:
Gambar 1. Skema Desain Penelitian Menurut Disederhanakan
Borg and Gall
yang
Subyek Uji Coba Subyek uji coba pada penelitian ini adalah siswa kelas III SDN Sangi Tahun Pelajaran 2016/2017 dengan jumlah siswa sebanyak 29 orang. Instrumen Pengumpulan Data Instrumen untuk mengumpulkan data pada penelitian ini terdiri dari: lembar validasi, lembar tes hasil belajar dan angket respon siswa. Lembar validasi digunakan untuk mengumpulkan data tentang kevalidan desain awal produk. Hasil validasi tersebut menjadi acuan untuk merevisi media kids and kits berbasis 528
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edutainment. Instrumen ini terdiri dari lembar validasi ahli media dan lembar validasi ahli materi. Tes hasil belajar digunakan untuk mengumpulkan data tentang hasil belajar siswa pada saat uji coba lapangan menggunakan media kids and kits berbasis edutainment. Tes yang digunakan dalam penelitian ini adalah pilihan ganda. Untuk penskorannya, diberikan nilai 1 (bagi item yang dijawab benar) dan 0 (bagi item yang dijawab salah). Angket respon siswa digunakan untuk mendapatkan informasi tentang pendapat atau komentar dari siswa terkait dengan media kids and kits berbasis edutainment dan kegiatan dalam proses pembelajaran. Tekhnik Analisis Data Dalam penelitian ini teknik analisis data yang digunakan adalah data hasil validitas tim ahli dapat dianalisis dengan melihat skor perolehan hasil penilaian yang dilakukan tim ahli terhadap produk yang dikembangkan berdasarkan instrumen yang telah ditentukan. Analisis terhadap data penilaian dari ahli media dan ahli materi adalah dengan menggunakan teknik analisis deskriptif. Penilaian untuk tiap-tiap indikator diberikan dengan rentangan sebagai berikut: sangat baik (5), baik (4), cukup (3), kurang (2) dan sangat kurang ( 1). Selanjutnya skor data kuantitatif yang diperoleh diubah menjadi data kualitatif menggunakan acuan konversi data berikut : Tabel 1. Rumus konversi data Interval Skor X>
i
+ 1,80 SBi
Data Kuantitatif 5
Data kualitatif Sangat baik
0,60 SBi < X ≤
i+
1,80 SBi
4
Baik
i – 0,60
SBi < X ≤
i+
0,60 SBi
3
Cukup
i – 1,80
SBi < X ≤
i-
0,60 SBi
2
Kurang
1
Sangat kurang
i+
X≤
i
+ 1,80 SBi
Keterangan : i = rerata skor ideal = (skor maks + skor min)
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SBi = simpangan baku ideal =
(skor maks - skor min)
X = skor aktual Hasil angket respon siswa digunakan untuk mengukur pendapat siswa terhadap ketertarikan, perasaan senang dan keterkinian, serta kemudahan belajar dengan menggunakan media Kids and Kit IPA berbasis edutainment. Angket respon siswa diberikan pada siswa setelah seluruh kegiatan belajar mengajar selesai dilaksanakan dengan menggunakan lembar angket siswa. Angket yang deberikan kepada siswa dilengkapi dengan tujuan dan petunjuk pengisiannya. Selanjutnya skor data kuantitatif yang diperoleh diubah menjadi data kualitatif menggunakan acuan konversi data sebagai berikut : Tabel 2. Konversi data kualitatif ke data kuantitatif Data Kuantitatif 4 3 2 1
Interval Skor X
+1. SBx
X + 1. SBx > X X
- 1. SBx - 1 . SBx
Data Kualitatif Sangat Tinggi Tinggi Rendah Sangat rendah
Keterangan : = Rerata skor keseluruhan siswa dalam satu kelas. SBx X
= Simpangan baku skor keseluruhan siswa dalam satu kelas = Skor yang dicapai siswa
Data tes hasil belajar siswa dianalisis dengan statistik deskriptif yaitu dengan mencari ketuntasan belajar. Suatu kelas dikatakan tuntas belajarnya (ketuntasan klasikal) jika dalam kelas tersebut terdapat ≥80% siswa yang telah tuntas belajarnya. Untuk mengetahui ketuntasan klasikal kelas, dihitung dengan rumus sebagai berikut : KK = ×100
Keterangan: KK = Ketuntasan klasikal = Banyak siswa yang tuntas belajar z
= Banyak siswa keseluruhan 530
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Hasil Penelitian
Data Uji Coba Data hasil pennelitian didapatkan dari tahap validasi ahli, angket respon siswa dan uji coba lapangan dalam pengembangan media kids and kits berbasis edutainment pada mata pelajaran IPA kelas III SD. Validasi Ahli Sebelum uji coba dilakukan untuk mengetahui kelayakan media yang dikembangkan dari sisi media/tampilan dan materi. Pada tahap validasi materi dilakukan dengan cara memberikan produk media pembelajaran kepada ahli materi untuk mengetahui tingkat kelayakan produk pada pembelajaran dari segi sajian materinya. Sedangkan pada tahap validasi media dilakukan dengan cara memberikan produk media pembelajaran kepada ahli media/tampilan untuk mengetahui tingkat kelayakan produk pada pembelajaran dari segi tampilan media. Tes Hasil Belajar Uji coba lapangan dilakukan setelah revisi produk. Pada tahap uji coba, produk yang telah dkembangkan digunakan dalam pembelajaran. Uji coba dilakukan untuk mengetahui hasil belajar siswa setelah belajar menggunakan media kids and kits berbasis edutainment. Angket Respon Siswa Setelah belajar menggunakan produk yang dikembangkan maka peneliti memberikan lembar angket respon kepada siswa guna untuk mengetahui respon siswa terhadap produk yang dikemnangkan dalam proses pembelajaran.
Analisis Data
Analisis Data Ahli Berdasarkan hasil validasi oleh ahli materi yang telah dilakukan diketahui bahwa produk berupa media pembelajaran dari aspek materi memiliki tingkat kevalidan kategori baik. Sedangkan hasil validasi oleh ahli media/tampilan yang telah dilakukan diketahui bahwa produk berupa media pembelajaran dari segi aspek media/tampilan memiliki tingkat kevalidan kategori baik. Analisis Data Tes Hasil Belajar Dari hasil uji coba lapangan diperoleh data berupa data kuantitatif dan selanjutnya data tersebut dianalisis. Dari hasil analisis diketahui bahwa dari 29 siswa yang mengikuti tes, siswa yang mencapai nilai KKM sebanyak 27 siswa dan 2 siswa mendapat nilai dibawah KKM. Secara klasikal, persentase ketuntasan belajar siswa setelah di analisis mencapai 93,1%. Jadi secara klaksikal dinyatakan tuntas karena pembelajaran dikatakan tuntas apabila terdapat 80% telah tuntas belajarnya. Terkait dengan pengaruh hasil pengembangan yang dilakukan terhadap hasil belajar siswa, maka dilakukan analisis data menggunakan uji t dengan hasil perhitungan yaitu thitung = 8,39, sedangkan ttabel dengan dk = n – 2 = 29 – 2 = 27, taraf signifikan 5% = 1,703. Sehingga thitung > ttabel, dan disimpulkan bahwa produk yang dikembangkan ada pengaruhnya terhadap hasil belajar siswa. Analisis Data Respon Siswa Berdasarkan hasil analisis menunjukkan bahwa dari 29 siswa diantaranya 5 orang kategori “sangat tinggi”, 12 orang kategori “tinggi”, 6 orang kategori “rendah” dan 6 orang kategori “sangat rendah”. Berdasarkan data yang diketahui 12 diantara siswa yang kategori responnya diatas rendah dan cukup memberikan respon positif, maka produk yang dikembangkan dianggap layak dan efektif untuk digunakan. Setelah dianalisis skor yang diperoleh berada pada kategori tinggi. 531
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Kesimpulan
Berdasarkan hasil penelitian pengembangan media kids and kits berbasis edutainment pada mata pelajaran IPA dengan materi penggolongan hewan di kelas III SDN Sangi, dapat diambil kesimpulan bahwa: Proses pengembangan media Kids and Kits berbasis Edutainment pada mata pelajaran IPA mengacu pada model Borg and Gall. Model pengembangan tersebut terdiri dari 10 tahapan yang disederhanakan menjadi 7 tahapan yaitu: Tahap pra penelitian, Tahap analisis, Tahap desain, Tahap validasi desain, Tahap produksi, Tahap uji coba lapangan, dan Tahap revisi. Pengembangan media pembelajaran ini menghasilkan media Kids and Kits berbasis Edutainment yang penyusunannya disesuaikan dengan tahapan peengembangan yang digunakan serta basisnya. Sehingga media pembelajaran tersebut dapat digunakan secara maksimal, khususya di kelas III pada materi penggolongan hewan. Berdasarkan penilaian dari validator produk tersebut valid, praktis dan layak digunakan.
Daftar Pustaka
Abu Ahmadi & Supatmo. 2008. Ilmu Alamiah Dasar. Jakarta: Rineka Cipta Dina Indriana. 2011. Ragam Alat Bantu Media Pengajaran. Jogjakarta: DIVA Press Eko Putro Widoyokoko. 2011. Evaluasi Program Pembelajaran. Yogyakarta: Puataka Belajar Hamdani. 2011. Strategi Belajar Mengajar. Bandung: Pustaka Setia Karuniawati Agni Nurani. 2011. Pengembangan Media Berbasis Edutainment pada Pembelajaran IPA Materi Sistem Pernafasan Kelas V SDN Madyopuro 6 Malang. di akses pada tanggal 20 Maret 2016. http://karyailmiah.um.ac.id/index.php/KSDP/article/view/17141 Nana Syaodih Sukmadinata. 2015. Metode Penelitian Pendidikan. Bandung: Remaja Rosdakarya Ratna Pangastuti. 2014. Edutainment Paud. Jogjakarta: Pustaka Belajar Roudlotul Fitria. 2013. Pengembangan media science circuit berbasis edutainment pada pembelajaran IPA tema optik untuk meningkatkan minat dan hasil belajar siswa SMP Negeri 2 Magelang. di akses pada tanggal 20 Maret 2016. http://journal.unnes.ac.id/artikel_sju/usej/4986 Sugiyono. 2015. Metode Penelitian Pengembangan. Bandung: Alfabeta. Trianto. 2007. Model Pembelajaran Terpadu dalam Teori dan Praktek. Jakarta: Prestasi Pustaka Usman Samatowa. 2006. Bagaimaa Membelajarkan IPA di Sekolah Dasar. Jakarta: Lembaga Pendidikan Tenaga Kependidikan. Wina Sanjaya. 2009. Perencanaan dan Desain Sistem Pembelajaran. Jakarta: Kencana Sri Anitah. 2012. Media Pembelajaran. Kadipiro Surakarta: Yuma Pustaka Syaiful Bahri Djamarah. 2011. Psikologi Belajar. Jakarta: Renika Cipta Djemari Mardapi. 2008. Teknik Punyusunan instrumen Tes dan Non Tes. Jakarta: Mitra Cendikia Offset Purwanto. 2011. Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar.
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Transformation of Cultural Values Through Education to Build The Future Childrents Character Suhirman Hamzanwadi University, Indonesia [email protected] Abstract Culture is not something that is transmitted genetically, but rather something that is produced through the learning process. Culture is the uniquely human creation and not created by other beings. Animals will not possibly create a culture because they can not learn, as for the behavior displayed just above the instinctive impulse, such as eating behavior of tigers or other, the animal's behavior so until now is so-so alone. Unlike the man in the civilized way of eating, starting from selecting which foods can be eaten and which ones should not, processing of foodstuffs into shaped dishes, food equipment, feeding schedule, and so forth are all learned and become a culture. Culture in which has many positive values that could be developed to strengthen the character of the child in later life. Culture and education have a relationship that can not be separated. In cultures there is the educational process of planting a wide range of knowledge, skills, values politeness or behavior and religious teachings, which in the process of cultural values transfer is done through the education process. In the process of education or more familiar with the learning process then we are confronted with the view that in the educational process that happens of cultural values transfer such as; character value, the value of divinity, social values, and so on. Transmission or inheritance of culture as an attempt to impart some knowledge or experience with the intention of being relied upon in the continuing cultural relay and became the child's character. In this case there is not a society that did not venture to pass culture. These inheritance businesses not just convey or give something that is material, but the most important thing is to convey the values that are considered the best that has become the standard guidelines in the community. Transfer of business cultural values can involve a variety of existing social institutions such as; family, community, schools, government agencies, associations, other official institutions, and the media. Keywords: cultural values, education, children’s character
Pendahuluan Indonesia merupakan negara kepulauan yang terdiri dari banyak suku, agama, ras, dan golongan yang hidup rukun berdampingan walaupun sekitar enam tahun terakhir banyak terjadi konflik, antara lain seperti di daerah Ambon, Poso, dan Kalimantan yang berbau suku, agama, dan ras (SARA). Suku di Indonesia menurut Junus Melalatoa (Koentjaraningrat, 2004: viii) menyebutkan; jumlah suku terdiri dari 931 suku. Setiap suku bangsa mempunyai kebudayaan yang berbeda-beda namun tetap saling mendukung disetiap aspek kehidupan bangsa Indonesia termasuk dalam bidang pendidikan. Suku-suku bangsa di Indonesia yang sangat beragam ini merupakan karunia Allah Swt dan menunjukkan kekayaan budaya yang harus dikembangkan dan dilestarikan sebagai ciri khas bangsa Indonesia. Pengembangan dan pelestarian budaya ini tidak cukup hanya dengan menampilkannya di panggung-panggung pentas pertunjukan yang sesaat saja, tapi pengembangan dan pelestarian diartikan bagaimana mengambil ilmu pengetahuan dan nilai533
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nilai serta makna yang terkandung di dalam isi kebudayaan itu untuk diamalkan dalam kehidupan sehari-hari. Kebudayaan bukanlah sesuatu yang diturunkan secara genetis, melainkan sesuatu yang dihasilkan melalui proses belajar. Kebudayaan adalah ciptaan khas manusia dan tidak diciptakan oleh makhluk hidup lainya. Binatang tidak akan mungkin menciptakan kebudayaan karena tidak bisa belajar, adapun perilaku yang ditampilkan hanyalah atas dorongan instingtif saja, seperti perilaku makan pada harimau atau lainya, binatang tersebut perilaku makanya sampai sekarang begitu-begitu saja. Berbeda dengan manusia dalam cara makannya yang dibudayakan, mulai dari pemilihan makanan mana yang boleh dimakan dan mana yang tidak boleh, pengolahan bahan makanan menjadi berbentuk masakan, peralatan makanan, jadwal makan, dan sebagainya semua dipelajari dan menjadi kebudayaan. Setiap kebudayaan senantiasa mengalami perkembangan sejalan dengan perkembangan masyarakat pendukungnya. Pergantian generasi dalam suatu masyarakat dan perluasan interaksi keluar lingkungan masyarakat dapat merangsang perkembangan kebudayaan tersebut. Demikian pula kemajuan teknologi yang memperlancar mobilisasi penduduk dan kemudahan komunikasi, telah mempercepat penyebaran unsur-unsur kebudayaan melintasi batas-batas kebudayaan masing-masing.
Kebudayaan
Konsep kebudayaan Di dalam masyarakat orang-orang yang hidup bersama menghasilkan kebudayaan. Sehingga masyarakat sebagai pendukung, pemelihara, pengembang, dan mewariskan kebudayaanya kepada generasi-generasi selanjutnya. Manusia membuat aturan bagi terjadinya proses interaksi diantara sesama anggota masyarakat, akhirnya manusia tidak dapat melepaskan diri dari aturan-aturan yang dibuatnya. Hal ini secara ekstrim disebut cultural determinism; dimana kebudayaan bersifat superorganik, walaupun kebudayaan ciptaan manusia namun tidak sedikit cara berfikir, bersikap, dan berperilaku ditentukan atau dipengaruhi oleh kebudayaanya. Peran kebudayaan seperti ini tidak hanya berlaku pada generasi tertentu melainkan secara turun temurun setiap organisasi, yang disebut sebagai tradisi. Kata kebudayaan berasal dari Bahasa Sansekerta yaitu budhayah, bentuk jamak dari budhi, maka budaya artinya akal, sehingga kebudayaan diartikan sebagai hal-hal yang bersangkutan dengan akal atau budi. Kebudayaan adalah segala yang dihasilkan manusia berdasarkan kemampuan akalnya. Sedangkan ahli antropologi yang memberikan definisi tentang kebudayaan secara sistematis dan ilmiah adalah E. B Taylor dalam bukunya yang berjudul “Primitive Culture”, bahwa kebudayaan adalah keseluruhan kompleks yang didalamnya terkandung ilmu pengetahuan lain, serta kebiasaan yang didapat manusia sebagai anggota masyarakat (Sukidin, 2003: 4). Kebudayaan menurut Keesing (dalam Soekadijo, 1981: 147) adalah suatu sistem pengetahuan, yang sedikit banyak sama-sama dimiliki individu-individu, yang menyebabkan mereka dapat saling komunikasi, memberi makna yang sama, dan mengerjakan sesuatu bersama-sama untuk mencapai tujuan bersama. Selanjutnya Ihromi (1990: 18) kebudayaan adalah seluruh cara kehidupan dari masyarakat yang manapun dan tidak hanya mengenai sebagian dari cara hidup itu yaitu bagian yang oleh masyarakat dianggap lebih tinggi atau lebih diinginkan. Dalam arti cara hidup masyarakat itu kalau kebudayaan diterapkan pada cara hidup kita sendiri, maka tidak ada sangkut pautnya dengan main piano atau membaca karya sastrawan. Menurut Story (1998: 48) ada tiga kategori umum dalam definisi kebudayaan, yaitu; 534
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(1) the “ideal”, in which culture is a state or process of human perfection, in terms of certain absolute or universal values; (2) the “documentary”, in which culture is the body of intellectual and imaginative work, in which, in a detailed way, human thought and experience are variously recorded; (3) the “social”, definition of culture, in which is a description of a particular way of life, which expresses certain meanings and values not only in art and learning but also in institutions and ordinary behaviour. Dapat dijelaskan ketiga kategori umum difinisi kebudayaan itu adalah; (1) keadaan kesempurnaan proses manusia dalam hubunganya dengan nilai-nilai universal atau ketentuan absolut; (2) bentuk pekerjaan intelektual dan imajinasi, yang mana secara rinci, berbagai macam pengetahuan dan pemikiran manusia terekam; (3) sebuah gambaran fakta sistem kehidupan, yang menyatakan makna-makna dan nilai-nilai tertentu tidak hanya dalam seni dan pembelajaran tetapi juga dalam kelembagaan dan tingkah laku yang umum. Lebih jelasnya pengertian kebudayaan itu adalah sebagai keseluruhan pengetahuan manusia sebagai makhluk sosial yang digunakan untuk menginterpretasikan dan memahami lingkungan yang dihadapi dan untuk menciptakan serta mendorong terwujudnya kelakuan. Dengan demikian, menurut Suparlan (dalam majalah ilmu-ilmu sastra, 1981/1982: 3) bahwa “kebudayaan mencakup pengetahuan atau satuan ide (gagasan); sedangkan kelakuan dan hasilnya termasuk kategori kebudayaan; hanya saja antara kebudayaan (satuan ide) dengan kelakuan dan hasilnya saling berkaitan dan saling mempengaruhi dalam setiap kegiatan manusia”. Kebudayaan adalah keseluruhan pengetahuan manusia yang digunakan untuk menginterpretasi dan memahami lingkunganya. Bagaimana corak dan (isi) pengetahuan (kebudayaan) sehingga dapat berfungsi dan bagaimana operasionalnya dalam menginterpretasi dan memahami lingkungan itu. Corak (isi) setiap kebudayaan pada dasarnya adalah sistem kategorisasi atau penggolongan semua benda, peristiwa, manusia, dan fenomena-fenomena lainya yang ada dalam lingkungan hidup manusia dipilah-pilah kedalam kategori-kategori. Dasar pengkategorian adalah penggolongan kedalam dua bagian yang saling mempengaruhi; dengan kata lain jika tidak ada yang satu maka tidak ada yang lain. Beberapa hal yang dihasilkan dari syistem pengkategorian, antara lain: 1. Keragaman unsur lingkungan dapat disederhanakan kedalam sejumlah kategori-kategori kebudayaan; 2. Mengidentifikasi berbagai unsur dan menempatkan masing-masing unsur tersebut berdasarkan sistem pengkategorian; 3. Mengurangi proses belajar yang terus-menerus tentang unsur-unsur yang berkembang dalam lingkungan, karena dengan mudah unsur-unsur yang baru bisa dimasukkan ke dalam sistem pengkategorian untuk pemahamanya; 4. Secara instrumental dapat dipahami kaitan antara dua kategori atau lebih; 5. Dapat menata berbagai kategori kebudayaan ke dalam suatu keteraturan dan setiap individu dapat menempatkan dirinya dalam keteraturan tersebut, sehingga memungkinkan kehidupan sosial yang penuh keteraturan dan ketertiban; dan 6. Memungkinkan manusia mampu meramalkan (mengantisipasi) peristiwa-peristiwa yang bakal terjadi dimasa mendatang berdasarkan pada kaitan berbagai kategori dalam perspektif ruangan dan waktu. Melalui sistem pengkategorian tersebut menjadikan pengetahuan manusia memuat seperangkat model-model pengetahuan yang akan menjadi pegangan. Untuk memahami 535
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berbagai masalah, fenomena dan kategori tertentu yang berkaitan dengan kategori-kategori lainya. Dengan demikian, penggunaan kebudayaan dalam kehidupan manusia tidak selalu keseluruhan, namun dapat deseleksi melalui model-model pengetahuan yang lebih efektif atau paling cocok terhadap tantangan dan tujuan yang hendak dicapainya. Keseluruhan model-model pengetahuan (kebudayaan) tersebut terikat oleh etos (sistem etika) dan pandangan hidup. Etos dan pandangan hidup nampaknya berdiri sendiri-sendiri, namun dalam kenyataanya sulit dibedakan karena berupa nilai-nilai atau ide-ide tentang prinsipprinsip hidup dan kehidupan. Nilai-nilai atau ide-ide yang menjadi isi dari etos dan pandangan hidup tadi walaupun bertentangan, namun memiliki keterkaitan. Setiap kebudayaan memiliki suatu model pengetahuan yang memberikan kemampuan kepada manusia untuk meramu sejumlah model pengetahuan yang efektif untuk memahami lingkungan dan menciptakan model serta simbol baru yang relevan sesuai dengan tantangan lingkungan. Pengetahuan yang memberikan kemampuan untuk meramu model-model tersebut dinamakan kode kebudayaan. Analogi kode kebudayaan ini sebagai resep untuk mengkombinasikan atau menyewakan beberapa macam obat atau unsur-unsur kimia bagi seorang ahli obat-obatan melalui kode kebudayaan secara keseluruhan dapat berkembang (Mutakin & Pasya, 2003: 100). Model-model pengetahuan (kebudayaan) selalu digunakan untuk menginterpretasi dan memahami lingkungan, yang difungsikan juga untuk mendorong terciptanya kelakuan. Seleksi model-model pengetahuan yang cocok didasarkan pada etos dan pandangan hidup untuk menciptakan suatu kelakuan. Menurut Kneller (Imran Manan, 1989: 14) ada tiga pandangan tentang kebudayaan, yaitu; (1) menurut pandangan superorganis, kebudayaan adalah realitas super dan ada diatas dan diluar pendukung individualnya dan kebudayaan punya hukum-hukumnya sendiri; (2) menurut pandangan konseptualis, kebudayaan bukanlah suatu entitas sama sekali, tetapi sebuah konsep yang digunakan antropolog untuk menghimpun/meunifikasikan serangkaian faktafakta yang terpisah-pisah; (3) menurut pandangan realis, kebudayaan adalah kedua-duanya, yaitu sebuah konsep sebab ia bangunan dasar dari ilmu antropologi. Kebudayaan merupakan sebuah entitas empiris sebab konsep ini menunjukkan cara sebenarnya penomena-penomena tertentu diorganisasikan. Kebudayaan dapat terbentuk karena didasari oleh adanya wujud dari kebudayaan itu sendiri. Koentjaraningrat (2004: 5) menyatakan bahwa kebudayaan paling sedikit memiliki tiga wujud; yaitu: 1. Wujud kebudayaan sebagai suatu kompleks dari ide-ide, gagasan, nilai, norma-norma, peraturan, dan sebagainya; 2. Wujud kebudayaan sebagai suatu kompleks aktivitet kelakuan berpola dari manusia dalam masyrakat; 3. Wujud kebudayaan sebagai benda-benda hasil karya manusia. Ketiga wujud kebudayaan tersebut dimasyarakat tidak dapat dipisahkan satu sama lain, sehingga sebagai kesatuan yang utuh, memberikan arah terhadap pikiran, tindakan, dan hasil karya masyarakat, maka dapat diketahui wujud kbudayaan itu adalah: (1) Bersifat abstrak sehingga tidak dapat dilihat, difoto, atau difilmkan karena berada didalam benak atau kepala masing-masing manusia pemilik kebudayaan; (2) Memungkan terjadinya interaksi diantara anggota masyarakat yang sifatnya lebih nyata, sehingga dapat diamati, difoto, dan difilmkan, dan (3) Berupa hasil dari tindakan manusia berupa komunikasi, kerja sama, dan konflik
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menggunakan berbagai sarana dan melahirkan berbagai bentuk karya yang menghasilkan beranekaragam benda. Peran budaya dalam pendidikan Menurut Young Pai (1990: 21) budaya secara umum dipandang sebagai: “...pattern of knowledge, skills, behaviors, attitudes, and beliefs, as well as material artifacts, produced by a human society and transmitted from one generation to another”. Dijelaskan bahwa budaya itu secara umum dipandang sebagai pola pengetahuan, skill, tingkah laku, sikap dan kepercayaan sebagaimana peninggalan material yang dihasilkan oleh masyarakat dan dipindahkan dari generasi satu ke generasi yang lain. Dalam kebudayaan terdapat proses pendidikan penanaman berbagai macam ilmu pengetahuan, keterampilan, nilai-nilai kesopanan atau tingkah lakudan ajaran agama, dimana dalam proses pentransperan nilai-nilai budaya di lakukan melalui proses pendidikan. Jadi proses pendidikan bukan terjadi secara pasif atau cultur determined tetapi melalui proses interaktif antara pendidik dan peserta didik. Tilaar (2002: 70) mengatakan, kebudayaan merupakan dasar dari praksis pendidikan maka bukan saja seluruh proses pendidikan berjiwakan kebudayaan nasional, tetapi juga seluruh unsur kebudayaan harus diperkenalkan dalam proses pendidikan. Hal ini berarti kesenian, budi pekerti, syarat-syarat agama (nilainilai agama), sastra (dongeng, babat, ceritra-ceritra rakyat dan sebagainya), juga pendidikan jasmani. Budaya merupakan pegangan untuk masyarakat dalam melakukan aktifitasnya sehari-hari, karena dalam kebudayaan itu sendiri telah tertanam nilai-nilai yang mencegah perbuatan menyimpang masyarakat dari nilai-nilai budaya. Selanjutnya Young Pai (1990: 21) menjelaskan kebudayaan adalah: “...whole of humanity’s intellectual, social, technological, political, economic, moral, religious, and aesthetic accomplishments”. Dijelaskan bahwa kebudayaan itu adalah keseluruhan intelektual kemanusiaan, sosial, tekhnologi, politik, ekonomi, moral, agama dan perpaduan estetika. Oleh sebab itu kebudayaan pendidikan tidak terlepas dari keseluruhan elemen-elemen kebudayaan seperti; filsafat, ilmu pengetahuan, adatistiadat, dan cara hidup lainya. Transmisi budaya dalam pendidikan Dalam proses pendidikan atau yang lebih kita kenal dengan proses belajar mengajar maka kita dihadapkan dengan suatu pandangan bahwa dalam proses pendidikan itu terjadi pentransperan nilai-nilai budaya, seperti; nilai budi pekerti, nilai ketuhanan, nilai sosial dan sebagainya. Salah satu proses yang luas dikenal mengenai kebudayaan adalah transmisi kebudayaan. Artinya kebudayaan itu ditransmisikan dari satu generasi kepada generasi berikutnya. Bahkan banyak ahli pendidikan yang merumuskan proses pendidikan tidak lebih dari proses transmisi kebudayaan, seperti yang diungkapkan oleh Kneller (Imran Manan, 1989: 139) mengatakan; manusia sendiri yang mempengaruhi kebudayaan dan menghasilkan kebudayaan baru juga dibentuk oleh kebudayaan: dan mereka dibentuk melalui intervensi orang lain yang dibudayakan dan dengan demikian merupakan hasil dari kebudayaan yang terdahulu. Ada tiga variabel transmisi kebudayaan yang dikemukakan oleh Fortes dalam (dalam Tilaar, 2002: 54) yaitu: (1) unsur-unsur yang ditransmisi; (2) proses transmisi; dan (3) cara transmisi. Unsur-unsur yang ditransmisi a. Nilai-nilai budaya, adat-istiadat masyarakat, pandangan mengenai hidup serta berbagai konsep hidup lainya yang ada didalam masyarakat. b. Kebiasaan sosial yang digunakan dalam interaksi atau pergaulan para anggota didalam masyarakat tersebut. 537
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c. Berbagai sikap serta peranan yang diperlukan di dalam dunia pergaulan dan akhirnya berbagai tingkah laku lainya termasuk proses fisiologi, refleks dan gerak atau reaksireaksi tertentu dan penyesuaian fisik termasuk gizi dan tata-makanan untuk dapat bertahan hidup. Proses transmisi Proses transmisi meliputi proses-proses imitasi, identifikasi dan sosialisasi. a. Imitasi adalah meniru tingkah laku dari sekitar. Pertama-tama tentunya imitasi dari dalam lingkungan keluarga dan semakin lama semakin meluas terhadap masyarakat lokal. Yang diimitasi adalah unsur-unsur yang telah dikemukakan di atas. Transmisi unsur-unsur tidak dapat berjalandengan sendirinya. Seperti telah dikemukakan manusia adalah aktor dan manipulator dalam kebudayaan. b. Proses identifikasi itu berjalan sepanjang hayat sesuai dengan tingkat kemampuan manusia itu sendiri. Seorang bayi, seorang pemuda, seorang dewasa mempunyai kemampuan yang berbeda-beda dalam mengidentifikasi unsur-unsur budaya tersebut. c. Nilai-nilai dan unsur-unsur budaya tersebut haruslah disosialisasi artinya harus diwujudkan dalam kehidupan yang nyata di dalam lingkungan yang semakin lama semakin luas. Cara transmisi Ketiga proses transmisi tersebut yaitu imitasi, identifikasi, dan sosialisasi, berkaitan dengan cara mentransmisikanya. Ada dua bentuk cara, yaitu; a. Peran serta, caranya antara lain; dengan perbandingan. Demikian pula peran-serta dapat berwujud ikut serta di dalam kegiatan sehari-hari di dalam lingkungan masyarakat. b. Bimbingan, dapat berupa instruksi, persuasi, rangsangan dan hukuman. Dalam pelaksanaan bimbingan tersebut melalui pranata-pranata tradisional seperti inisiasi, upacara-upacara yang berkaitan dengan tingkat umur, sekolah agama, dan sekolah formal yang sekuler.
Sarana Pewarisan Kebudayaan Pewarisan kebudayaan dapat disamakan dengan istilah “transimisi kebudayaan”, yakni suatu usaha untuk menyampaikan sejumlah pengetahuan atau pengalaman dengan maksud dijadikan sebagai pegangan dalam meneruskan estafet kebudayaan. Dalam hal ini tidak ada suatu masyarakat yang tidak melakukan usaha mewariskan budayanya. Usaha pewarisan ini bukan hanya sekedar menyampaikan atau memberikan sesuatu yang bersifat material, melainkan yang terpenting adalah menyampaikan nilai-nilai yang dianggap terbaik yang telah menjadi pedoman yang baku di masyarakat. Usaha pewarisan budaya dilakukan dengan sungguh-sungguh dengan cara melibatkan berbagai institusi sosial yang ada. Menurut Suryatna (1996: 63) ada 4 (empat) pendukung pewarisan kebudayaan, yaitu: Lingkungan Keluarga Lingkungan keluarga adalah unit sosial yang paling kecil tetapi memiliki peranan yang besar bagi kehidupan kebudayaan suatu masyarakat. Dalam lingkungan keluarga terdapat tiga fungsi utama keluarga yaitu: a. Adanya tempat fungsi seksual dalam keluarga, yakni melalui perkawinan b. Keluarga juga berfungsi sebagai pusat perekonomian. Dalam fungsi keluarga sebagai pusar perekonomian, senantiasa ada pembagian tugas antara suami, istri, dan anak-anak yang sudah besar. c. Fungsi edukasi 538
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Keluarga bukan hanya sebagai tempat melahirkan anak saja tetapi sekaligus dengan pemeliharaanya. Anak dalam lingkungan keluarga mulai belajar berbahasa, mengumpulkan berbagai pengertian, serta belajar menggunakan nilai yang berlaku dalam kebudayaanya.
Lingkungan Masyarakat Sistem pewarisan budaya lewat lingkungan masyarakat berlangsung dalam berbagai pranata sosial, di antaranya pemilahan hak milik, perkawinan, religi, sistem hukum, sistem kekerabatan, dan sistem edukasi. Sebagai suatu komunitas yang lebih luas, masyarakat pun memiliki struktur yang sudah baku yang dibuat dalam rangka untuk pemenuhan kebutuhan hidup. Struktur juga mempunyai fungsi, di antaranya fungsi untuk pewarisan kebudayaan. Sekolah, Lembaga Pemerintahan, Perkumpulan, dan Institusi Resmi Lainya Sekolah adalah sarana yang disediakan oleh lingkungan, yang khusus bertugas melaksanakan pendidikan. Pendidikan di sini ialah tidak hanya menyampaikan pengetahuan saja yang berupa latihan untuk kecerdasan melainkan untuk menghaluskan moral dan menjadikan akhlak yang baik. Sekolah dalam masyarakat dikategorikan sebagai pendidikan formal. Sedangkan dalam keluarga disebut pendidikan informal, dan di masyarakat disebut pendidikan non-formal. Pendidikan di sekolah dalam rangka pewarisan budaya jelas sekali arahnya. Para pendidik yang bertugas sebagai guru melakukan penyampaian pengetahuan dan interaksi moral itu berdasarkan rancangan atau program yang disesuaikan dengan sistem pengetahuan dan nilai-nilai yang dianut oleh masyarakat yang bersangkutan. Media Massa Media massa atau mass media, adalah suatu bagian dalam masyarakat yang bertugas menyebarluaskan berita, opini, pengetahuan, dan sebagainya. Sifat media massa adalah mencari bahan pemberitaan yang aktual (hangat), menarik perhatian, dan menyangkut kepentingan masyarakat. Berdasarkan sifatnya, media massa berfungsi sebagai alat kontrol bagi terjadinya berbagai penyimpangan dari nilai dan norma yang berlaku di masyarakat. Fungsi lainya dari media massa yakni sebagai sarana edukasi yaitu media pendidikan masyarakat. Dengan banyaknya informasi yang dibaca dan opini atau pendapat-pendapat para pakar dibuat tentang berbagai masalah di lingkunganya, maka secara tidaklangsung akan memperluas wawasan para pembacanya. Hal ini berarti terjalin suatu kontak dengan masyarakat yang ada di luar lingkungannya.
Pendidikan dan Kebudayaan
Hubungan Pendidikan dan Kebudayaan Antara pendidikan dan kebudayaan terdapat hubungan yang saling berkaitan. Tidak ada kebudayaan tanpa pendidikan dan begitu pula tidak ada praksis pendidikan didalam lingkup kebudayaan yang kongkrit. Apabila kita ingin membangun kembali masyarakat Indonesia dari krisis, maka tugas tersebut merupakan suatu tugas pembangunan kembali kebudayaan kita. Pendidikan kita dewasa ini telah terlempar dari kebudayaan dan telah menjadi semata-mata alat dari suatu orde ekonomi atau alat sekelompok penguasa untuk mewujudkan cita-citanya yang tidak selalu sesuai dengan tuntutan masyarakat. Selain itu, perubahan kebudayaan tanpa didukung oleh praksis pendidikan, akan menyebabkan berbagai bentuk reformasi kebudayaan akan sia-sia. Reformasi yang berkesinambungan adalah reformasi yang didukung oleh proses pendidikan sebagai proses pembudayaan (Tilaar, 2004: 6). Pendidikan yang tidak mempunyai budaya dalam lingkunganya berarti pendidikan itu kehilangan nilai-nilai di dalamnya. Pendidikan merupakan bagian integral dari kebudayaan. 539
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Pendidikan merupakan proses penerusan nilai-nilai luhur budaya (Depdikbud, 1997: 20). Jadi apabila suatu institusi pendidikan tidak memiliki budaya dalam hal ini budaya mengajar, kedisiplinan siswa, kedisiplinan guru, dan seluruh yang ada di dalam lingkungan institusi pedidikan itu maka pola kelakuanya akan tertinggal dari nilai-nilai luhur budaya. Hasilnya anak tidak menghormati guru, tidak menghormati orang yang lebih dewasa atau orang tua, karena dalam jiwa anak tidak tertanam nilai-nilai budaya yang positif. Sebuah kebudayaan juga mungkin melakukan antisipasi masa depan dengan menyiapkan generasi muda dengan informasi, sikap-sikap, dan keterampilan tertentu yang dirancang untuk menghadapi situasi tertentu yang diramalkan. Selanjutnya, pendidikan mungkin secara tidak sengaja bisa menjadi sumber perubahan kebudayaan. Dengan menganggap bahwa kita dapat menggunakan pendidikan untuk bekerja sama dengan perubahan kebudayaan, dapatkah kita juga menggunakan pendidikan untuk mempengaruhi dan mengontrol kebudayaan?. Menurut Kneller (Imran Manan; 1989: 64) ada tiga aliran pendidikan untuk menjawab pertanyaan diatas, yaitu; 1. Aliran Progresif, yang biasa dikenal pendidikan progresif, menawarkan sebuah via media antara dua pandangan yang mengatakan bahwa perubahan pendidikan seluruhnya tergantung pada perubahan kebudayaan dan pendidikan dapat merubah dirinya sendiri dan masyarakat tanpa perlu bekerjasama dengan kekuatan-kekuatan sosial. 2. Aliran Konservatif, menurut para pendidik konservatif (seperti perenialis dan essentialis), sekolah tidak dapat memaksakan gerak perubahan sosial tanpa mengkorup fungsi pendidikan yang sebenarnya, yaitu melatih intelektual. Sekolah bukanlah sebuah lembaga perubahan yang tepat, tetapi sebuah pranata belajar. 3. Aliran Rekonstruksionis, inti dari paham rekonstruksionis adalah bahwa para pendidik sendiri musti membangun kembali masyarakat dengan mengajarkan kepada generasi muda sebuah program perubahan sosial secara serentak baik detail maupun secara keseluruhan. Peran pendidikan dan kebudayaan Sebagai kerangka untuk menyimak keterkaitan proses pendidikan dan proses kebudayaan dalam peranya, menurut Tilaar (2002: 39-40) adalah; 1. Kebudayaan merupakan suatu keseluruhan yang kompleks. Hal ini berarti bahwa kebudayaan merupakan suatu kesatuan dan bukan jumlah dari bagian-bagian. Keseluruhanya mempunyai pola-pola atau desain tertentu yang unik. Setiap kebudayaan mempunya mozaik yang spesifik. 2. Kebudayaan merupakan suatu prestasi kreasi manusia yang a material artinya berupa bentuk-bentuk prestasi psikologis seperti ilmu pengetahuan, kepercayaan, seni dan sebagainya. 3. Kebudayaan dapat pula berbentuk fisik seperti hasil seni, terbentuknya kelompokkelompok keluarga. 4. Kebudayaan dapat pula berbentuk kelakuan-kelakuan yang terarah seperti hukum, adatistiadat, yang berkesinambungan. 5. Kebudayaan merupakan suatu realitas yang objektif, yang dapat dilihat. 6. Kebudayaan diperoleh dari lingkungan. 7. Kebudayaan tidak terwujud dalam kehidupan manusia yang soliter atau terasing tetapi yang hidup di dalam suatu masyarakat tertentu. Selain butir-butir tersebut, juga memberikan penekanan kepada faktor manusia yang memperoleh nilai-nilai tersebut dari masyarakat. Hal ini berarti betapa pentingnya masyarakat manusia di dalam perkembangan manusia itu sendiri. Selain itu, juga menyebutkan berbagai kebiasaan lainya yang diperoleh manusia sebagai anggota masyarakat. Dalam kaitan ini 540
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manusia bukan sekedar pasif memperoleh nilai-nilai serta kebiasaan tersebut tetapi juga sikapnya yang kreatif dan reaktif. Begitu pula Redcliffe-Brown dan Malinowsky dalam Tilaar (2002: 40) melihat fungsional dari kebudayaan termasuk di dalamnya proses pendidikan. Dalam pandangan Ki Hajar Dewantara (Tilaar, 2002: 56) tugas lembaga pendidikan bukan hanya mengajar untuk menjadikan orang pintar dan pandai berpengetahuan dan cerdas, tetapi mendidik berarti menuntun tumbuhnya budi pekerti dalam kehidupan agar supaya kelak menjadi manusia berpribadi yang beradab dan bersusila. Selanjutnya dalam pidatonya pada Kongres Pendidikan Antar Indonesia tahun 1949 Ki Hajar Dewantara mengatakan bahwa; pendidikan dan pengajaran adalah usaha kebudayaan semata-mata, bahwa perguruan itu ialah taman persemaian benih-benih kebudayaan bagi suatu bangsa. Selanjutnya Depdikbud (1997: 1) pendidikan merupakan sarana formal dalam bentuk manusia Indonesia yang bersifat utuh, yakni manusia yang bertaqwa, cerdas, terampil, berbudi luhur dan berkepribadian Indonesia. Disamping kegiatan belajar mengajar yang menjadi tugas utama dalam lembaga pendidikan, maka pendidikanpun seyogyanya berfungsi selaku pusat penembangan kebudayaan. Pusat penembangan kebudayaan diartikan sebagai tempat pencerminan dan pertumbuhan nilai-nilai baru yang tercermin dalam sikap dan perbuatan manusia dan masyarakat Indonesia, maka pendidikan dan kebudayaan merupakan agen perubahan dalam masyarakat. Pendidikan juga berfungsi sebagai pelestarian kebudayaan (enkulturasi) dan pengembangan kebudayaan (akulturasi). Pelestarian kebudayaan (enkulturasi) Istilah enkulturasi dapat diartikan sebagai proses pembudayaan, khususnya yang berkaitan dengan pewarisan budaya oleh suatu masyarakat. Seorang anak yang dibesarkan dalam suatu masyarakat tertentu ditentukan oleh pengalaman budaya yang diterimanya. Seberapa sering dan dalam situasi bagaimana seorang anak disuapi dan dimandikan, bagaimana dan kapan dia disapih dan diajari menggunakan kamar kecil dan bergantung pada budaya masyarakat tertentu. Pendidikan merupakan bentuk dari enkulturasi, seperti yang dikatakan oleh Young Pai (1990: 38) pendidikan adalah: “...a form of enculturation, the process of learning one’s own culture. When this process occurs formally in an institutional setting, it is called schooling”. Pendidikan adalah bentuk dari enkulturasi, yaitu proses belajar pada kebudayaan itu sendiri. Ketika proses terjadi secara formal dalam setting institusional, ini disebut sekolah. Hal senada di ungkapkan oleh Haviland (1983: 135) enkulturasi adalah: “ ...the process by which a society’s culture is transmitted from one generation to the next”. Enkulturasi adalah proses dimana kebudayaan masyarakat ditransmisikan dari satu generasi ke generasi selanjutnya. Dalam kamus ilmiah populer, enkulturasi adalah penyerapan kebudayaan; proses dimana orang secara sadar maupun tidak mempelajari seluruh kebudayaan masyarakat. Selanjutnya Herskovits (Bakker, 2003: 103) mengatakan enkulturasi adalah; ...esence a process of conscious or unconscious conditioning, exercised within the limits sanctioned by a given body of customs. From this process not only is all adjustment to social living achieved, but also all those satisfactions that, though they are of course a part of social experience, derive from individual expression rather than association with others in the group. Every human being goes through a process of enculturation, for without the adaption it describes he could not live as a member of society. Proses pengkondisian sadar atau tidak sadar, digunakan dalam batas yang disetujui oleh pemberian badan (kelompok) adat. Dari proses ini tidak semua persetujuan yang dicapai 541
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pada kehidupan sosial, tetapi merupakan semua bentuk kepuasan, meskipun tentu saja mereka adalah bagian dari pengalaman sosial, berasal dari ekspresi individual lebih dari sekedar penggabungan dengan yang lainya dalam sebuah kelompok. Setiap manusia mengalami proses enkulturasi, yang tanpa adaptasi menggambarkan bahwa dia tidak dapat hidup sebagai anggota masyarakat. Pengembangan kebudayaan (akulturasi) Definisi akulturasi oleh Herskovits (Bakker, 2003: 115) berbunyi; “Aculturation comprohends those phenomena which result when groups of individuals having different cultures come into continous first-hand contact, with subsequent changes in the original cultural patterns of either or both groups”. Akulturasi mencakup keseluruhan fenomena yang dihasilkan ketika kelompok-kelompok individu yang mempunyai kebudayaan berbeda datang pada kontak tangan pertama (first-hand) secara terus-menerus, dengan perubahan-perubahan berikutnya dalam pola-pola kebudayaan yang asli dari kedua kelompok. Tetapi pokok yang disepakati menurut Bakker (2003: 115) adalah; dua kebudayaan bertemu muka, terdapat penerimaan dari nilai-nilai kebudayaan lain, nilai baru diinkorporasi dalam kebudayaan lama. Rumusan ini tampak amat sederhana di atas kertas, namun dalam pelaksanaanya tampillah segala macam resistensi, reaksi negatif ataupun penerimaan gegabah tanpa kritik. Syarat-syarat keberhasilan akulturasi menurut Bakker (2003: 116-117) adalah; 1. Syarat persenyawaan (affinity) Majundar menulis tentang rencana “community develovment” karena metode development baru lebih memperhatikan penjiwaan (animation) tradisi dari pada penghapusanya. Tradisi sebagai dasar organisasi. 2. Syarat keseragaman (homogenety) Nilai baru harus dapat diolah, dicernakan sampai jangan tinggal “corpora alienea”. Semakin serupalah taraf dan corak peradaban, semakin lancarlah peminjaman unsur baru. 3. Syarat fungsi Syarat itu dibuktikan adanya dari pengalaman sekarang. Unsur-unsur asing yang hanya diimport untuk gengsi dan kementerengan, tidak tahan lama. 4. Syarat seleksi Seleksi ditentukan oleh kebutuhan jasmani dan rohani, objektif dilaksanakan menurut batas-batas habitat dan biome dan selera subjektif. Bila dipilih tanpa pertimbangan matang, keutuhan kebudayaan terancam. Pendidikan merupakan salah satu wadah atau media dalam mengembangkan kebudayaan. Karena dalam pendidikan sebagai sebuah proses dalam penyeleksian, modifikasi kebudayaan yang baru. Sebagaimana yang dikatakan oleh Young Pai (1990: 39) yaitu; “Education as an acculturative process can also be viwed as the modification of one culture through continuous contact with another”. Pendidikan sebagai sebuah proses akulturatif bisa juga di pandang sebagai modifikasi dari sebuah budaya melalui kontaknya yang secara berkesinambungan dengan budaya yang lain.
Kesimpulan Kebudayaan dan pendidikan tidak dapat dipisahkan dalam konteks pewarisan atau penanaman nilai-nilai budaya kepada anak-anak. Fenomena-fenomena yang terjadi sekarang ini pada anak-anak tidak terlepas dari kesadaran akan nilai-nilai moral yang tidak ditransformasikan oleh orang tua, guru di sekolah, dan orang dewasa. Pentingnya pewarisan budaya kepada 542
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anak-anak bisa dilakukan oleh orang tua, guru, orang dewasa dengan banyak cara. Walaupun kesadaran akan pentingnya penanaman nilai-nilai budaya ada pada setiap orang akan tetapi harus punya kemauan dari seluruh lapisan masyarakat untuk bisa menanamkan kepada anak dan juga bisa melestarikan serta mengembangkan kebudayaan itu sendiri. Apabila anak-anak sudah tidak mengenal akan budayanya sendiri yang positif cepat atau lambat akan terputus generasi muda Indonesia yang selalu menjunjung tinggi nilai-nilai luhur budayanya dalam setiap langkah kehidupannya.
Daftar Pustaka
Bakker, SJ. (2003). Filsafat kebudayaan; sebuah pengantar. Yogyakarta: Kanisius. Depdikbud. (1997). Peranan pendidikan dalam pembinaan kebudayaan daerah Bali. Haviland, William. A. (1983). Cultural anthropologi. (4th ed). New York:CBS COLLEGE PUBLISHING. Ihromi, T. O. (1990). Pokok-pokok anthropologi budaya. Jakarta: Gramedia. Kneller, Goerge. F. (1989). Anthropologi pendidikan. (Terjemahan Imran Manan) New York: Jhon Wiley dan Sons, Inc. (Buku asli diterbitkan tahun 1965). Koentjaraningrat. (2004). Manusia dan kebudayaan di Indonesia. Jakarta: Jembatan. -----------. (2004). Kebudayaan mentalitas dan pembangunan. Jakarta: Gramedia Pustaka Utama. Keesing, R.M. (1981). Anthropologi budaya, suatu perspektif kontemporer. (Terjemahan R. G. Soekadijo) Canberra: CBS College Publishing. (Buku asli diterbitkan tahun 1981). Keesing, R.M. (1981). Anthropologi budaya, suatu perspektif kontemporer. (Terjemahan R. G. Soekadijo) Canberra: CBS College Publishing. (Buku asli diterbitkan tahun 1981). Mutakin, A & Pasha, G. K. (2003). Dinamika masyarakat Indonesia. Depdiknas. Pai, Young. (1990). Cultural foundation of education. Columbus: Merrill Publishing Company. Story, Jhon. (1998). Cultural theory and popular culture. London: Printice Hall. Suryatna, Ayat. (1996). Antropologi. Bandung: Ganeca Exact Bandung. Tilaar, H. A. R. (2004). Paradigma baru pendidikan nasional. Jakarta: Rineke Cipta. -----------. (2002). Pendidikan, kebudayaan, dan masyarakat madani Indonesia. Bandung: Remaja Rosdakarya.
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E-learning System Development with Moodle Based as Learning Tool in STKIP Hamzanwadi Selong 1
Yosi Nur Kholisho, 2Baiq Desi Dwi Arianti 1 Universitas Hamzanwadi, Indonesia, 2Universitas Hamzanwadi, Indonesia 1 [email protected], [email protected]
Abstract The purpose of this research are for building and developing e-learning system base on Moodle as a learning tool at STKIP Hamzanwadi Selong with the result that can improve the efficiency and effectiveness of teaching performance and also student’s understanding about leaning material will be increased. E-Learning is learning utilizing electronic technologies to access educational curriculum outside of a traditional classroom. It is a teaching technique transform, from traditional classroom to totally online use technology of internet. As a collage that has a good accreditation, STKIP Hamzanwadi Selong doesn’t have elearning system as a tool for learning activities, that’s why it is proper to using e-learning system. The result of this research : this e-learning system software who based on Moodle is eligible to apply as supporting tool on teaching and learning activities in STKIP Hamzanwadi Selong. Keyword : e-learning, moodle, learning tool
Pendahuluan Kemajuan ilmu pengetahuan dan teknologi saat ini, perlu didukung dengan adanya media pembelajaran yang berbasis teknologi informasi. Media pembelajaran berbasis teknologi informasi dapat menjadikan mahasiswa memiliki pengetahuan yang luas dalam bidang ilmu pengetahuan dan teknologi khususnya bidang IT. Mahasiswa yang terbiasa menggunakan media berbasis IT, secara tidak langsung telah mengembangkan kemampuan yang dimiliki dibidang tersebut dan dapat mengembangkan kualitas sumber daya manusia dari mahasiswa tersebut. Selain itu, pemanfaatan teknologi informasi pada bidang pendidikan dapat memberikan kemudahan di dalam kegiatan belajar mengajar, baik bagi pengajar maupun bagi pelajar. Pemerintah dalam Peraturan Pemerintah No. 17 Tahun 2010 pasal 48 yang menyatakan bahwa satuan pendidikan yang didirikan masyarakat berbasis teknologi informasi dan komunikasi, yang merupakan subsistem dari sistem informasi pendidikan nasional, sistem tersebut memberikan akses informasi administrasi pendidikan. Salah satu media pembelajaran berbasis teknologi yang dapat dijadikan sebagai penunjang media pembelajaran yang telah ada yaitu dalam bentuk e-learning. E-learning merupakan salah satu model pembelajaran yang difasilitasi dan didukung pemanfaatan teknologi infomasi dan komunikasi. E-learning mempunyai ciri-ciri, antara lain: (1) memiliki konten yang relevan dengan tujuan pembelajaran; (2) menggunakan metode instruksional, misalnya penyajian contoh dan latihan untuk meningkatkan pembelajaran; (3) menggunakan elemen-elemen media seperti kata-kata dan gambar-gambar untuk menyampaikan materi pembelajaran; (4) memungkinkan pembelajaran langsung berpusat pada pengajar (synchronous e-learning) atau didesain untuk pembelajaran mandiri (asynchronous e-learning); (5) membangun pemahaman dan keterampulan yang terkait 544
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dengan tujuan pembelajaran baik secara perseorangan atau meningkatkan kinerja pembelajaran kelompok (Clark & Mayer 2008:10). E-learning dapat didefinisikan sebagai bentuk teknologi informasi yang diterapkan di bidang pendidikan dalam bentuk dunia maya. Istilah e-learning lebih tepat ditujukan sebagai usaha untuk membuat sebuah transformasi proses pembelajaran yang ada di sekolah atau perguruan tinggi ke dalam bentuk digital yang dijembatani oleh teknologi internet (Munir, 2009:169). E-learning sebagai media pembelajaran dalam pendidikan memberikan peran sangat penting dan fungsi yang besar bagi dunia pendidikan yang selama ini dibebankan dengan banyaknya kekurangan dan kelemahan pendidikan, seperti keterbatasan ruang dan waktu dalam proses belajar mengajar, mengedepankan keefisienan dalam belajar agar mendapat pengajaran yang penuh meski tidak harus bertatap muka dan bisa di akses di mana saja, kapan saja dan sesuai dengan tugas yang di berikan pengajar biasanya terjadwal dengan batas waktu yang ditentukan. Pengembangan pendidikan menuju e-learning merupakan suatu keharusan agar standar mutu pendidikan dapat ditingkatkan, karena e-learning merupakan satu-satunya penggunaan teknologi internet dalam penyampaian pembelajaran serta jangkauan luas yang berlandaskan tiga kriteria yaitu: (1) e-learning merupakan jaringan dengan kemampuan untuk memperbaharui, menyimpan, mendistribusi serta membagi materi ajar atau informasi; (2) pengiriman yang sampai dengan ke pengguna terakhir melalui komputer dengan menggunakan teknologi internet yang standar; (3) memfokuskan pada suatu pandangan yang paling luas tentang pembelajaran di balik paradigma pembelajaran tradisional (Rosenberg 2001; 28). Manfaat dari penggunaan media pembelajaran di dalam proses belajar mengajar dapat mengarahkan perhatian siswa sehingga menimbulkan motivasi untuk belajar dan materi yang diajarkan akan lebih jelas, cepat dipahami sehingga dapat meningkatkan prestasi siswa. Dengan demikian dalam urgensi teknologi informasi dapat dioptimalkan untuk pendidikan. Penerapan e-learning untuk pembelajaran online pada masa sekarang ini sangatlah mudah dengan memanfaatkan modul Learning Management System yang mudah untuk diinstalasi dan dikelola seperti Moodle, Claroline, dotLRN, Blackboard, Sakai, dan Dokeos. Salah satu program aplikasi e-learning yang dapat mengubah suatu media pembelajaran menjadi bentuk web yaitu dengan menggunakan Moodle. Suatu Produk e-learning berbasis Moodle dapat membuat mahasiswa untuk masuk ke dalam sebuah kelas virtual/digital. Moodle sebagai singkatan dari Modular Object-Oriented Dynamic Learning Environment yang berarti tempat belajar dinamis dengan menggunakan model berorientasi objek Cole dan Foster (2008). Moodle merupakan platform perangkat lunak pembelajaran elektronik (elearning) yang bersifat gratis dan open source, juga dikenal sebagai Sistem Manajemen Kursus/Kuliah (Course Management Courses), Sistem Manajemen Pembelajaran atau Virtual Learning Environment (VLE). Moodle merupakan paket perangkat lunak yang diproduksi untuk kegiatan belajar berbasis internet dan website. Fokus proyek Moodle adalah menyediakan bagi pendidik alat (tool) terbaik untuk mengelola dan mempromosikan kegiatan belajar. Kelebihan Moodle dari perangkat lunak yang lain adalah sebagai berikut: (1) Moodle memiliki fitur yang memungkinkan untuk skala penyebaran yang sangat besar dan ratusan ribu mahasiswa, namun juga bisa digunakan untuk sekolah dasar atau kegiatan belajar skala kecil lainnya; (2) banyak institusi menggunakannya sebagai platform mereka untuk melakukan kursus yang sepenuhnya online, sementara beberapa menggunakannya hanya untuk menambah kursus tatap muka (dikenal sebagai blended learning); (3) banyak pengguna Moodle suka menggunakan modul kegiatan (seperti forum, database dan wiki) untuk membangun komunitas kolaboratif untuk belajar intensif sekitar materi pelajaran (dalam tradisi 545
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konstruksionis sosial), sementara yang lain lebih suka menggunakan Moodle sebagai cara untuk menyampaikan konten untuk mahasiswa dan menilai pembelajaran menggunakan tugas atau kuis. Pembelajaran inovatif dapat menyeimbangkan fungsi otak kiri dan kanan apabila dilakukan dengan cara mengintegrasikan media/alat bantu terutama yang berbasis teknologi baru/maju ke dalam proses pembelajaran tersebut (Syah dan Kariadinata (2009: 16)). Penggunaan bahan pelajaran, software multimedia dan Microsoft Power Point merupakan salah satu alternatif. Pembelajaran yang inovatif diharapkan mampu membuat siswa yang mempunyai kapasitas berpikir kritis dan terampil dalam memecahkan masalah. Informasi yang diperolehnya akan dikerangkakan dan dianalisis sehingga akan dapat menjawab pertanyaan-pertanyaan tersebut dengan baik. Sebagai satu-satunya perguruan tinggi swasta yang telah terakreditas, STKIP Hamzanwadi Selong telah memiliki website sebagai sarana penyebaran informasi dan komunikasi berkaitan dengan seluruh kegiatan yang terdapat di STKIP Hamzanwadi Selong, akan tetapi portal pembelajaran yang terkoneksi pada website tersebut belum bekerja (belum ada). Portal yang dimaksudkan disini adalah penggunaan situs khusus pemanfaatan e-learning, sudah selayaknya STKIP Hamzanwadi Selong menggunakan e-learning dalam kegiatan pembelajaran. Oleh sebab itu perlu dibangun sebuah sistem prangkat lunak khusus untuk elearning. Dengan adanya pengembangan sistem e-learning berbasis Moodle sebagai media pembelajaran di STKIP Hamzanwadi Selong, diharapkan dapat meningkatkan efisiensi dan efektivitas kinerja pengajar dan pemahaman pembelajaran para peserta didik terhadap materi pembelajaran akan lebih meningkat.
Metode
Penelitian ini berjenis penelitian pengembangan (Research and Development) merupakan metode penelitian yang digunakan untuk mengembangkan (menghasilkan) produk tertentu, dan menguji kefektifan produk tersebut. Rancangan penelitian yang digunakan adalah metode penelitian pengembangan dengan menghasilkan produk baru berupa e-learning berbasis Moodle. Penelitian ini dilakukan pada bulan desember hingga bulan maret 2016. Sumber data dan metode pengumpulan data 1 Sumber data: dosen dan mahasiswa, ahli media dan ahli materi 2 Jenis data: data kualitatif dari efektivitas e-learning Moodle oleh dosen dan mahasiswa, serta validitas e-learning Moodle dari ahli materi dan ahli media. 3 Cara pengambilan data: a. Data validitas e-learning Moodle diperoleh dari angket penilaian/validasi e-learning Moodle oleh ahli materi dan ahli media. b. Data efektivitas e-learning Moodle: berupa tanggapan efektivitas penggunaan elearning Moodle diperoleh dari hasil angket. Metode analisis data Data Validitas e-learning Moodle Data validitas e-learning Moodle oleh ahli materi dan ahli media dianalisis secara kuantitatif. Hasil skor instrument penilaian dari ahli materi dikonversikan menjadi kriteria: skor1 = tidak layak sampai dengan skor4 = sangat layak
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Data efektivitas e-learning Moodle Data efektivitas e-learning Moodle dari mahasiswa diperoleh melalui angket dan dianalisis dengan rumusan analisis deskriptif presentase, sedangkan dari dosen menggunakan deskriptif kualitatif. Jawabanya mendapat skor 1 dan jawaban tidak skor 0. Selanjutnya skor yang diperoleh dijumlahkan. Data skor dari angket tanggapan mahasiswa dikonversi menjadi kriteria: Skor 6-13 = Tidak layak Skor 14-21 = Kurang layak Skor 22-29 = Cukup layak Skor 30-37 = Layak Skor 38-45 = Sangat layak
Hasil dan Pembahasan
Hasil Peneltian Validasi Produk Validasi produk dilakukan oleh 2 orang ahli pada bidang teknologi informasi yaitu ahli materi dan ahli media. Hasil validasi yang dilakukan oleh kedua ahli tersebut secara umum menunjukkan hasil yang layak. Adapun hasil detailnya dapat dilihat pada penjabaran berikut ini : Validasi oleh ahli materi Aspek rekayasa perangkat lunak Pada aspek rekayasa perangkat lunak memiliki 5 instrumen. Hasil validasi kelima instrument tersebut memiliki skor 3. Ini berarti perangkat lunak e-learning berbasis Moodle ini layak untuk ketahap selanjutnya, yaitu uji coba produk Aspek desain pembelajaran Pada aspek desain pembelajaran memiliki 16 instrumen. Hasil validasi meunjukkan bahwa dari 16 instrumen pertanyaan 4 instrumen menunjukkan kurang layak, 10 instrumen menunjukkan layak dan 2 instrumen menunjukkan hasil yang sangat layak. Dari hasil tersebut dapat ditarik kesimpulan bahwa untuk aspek desain pembelajaran produk perangkat lunak e-learning berbasis Moodle ini layak untuk ketahap uji coba produk Aspek komunikasi visual Pada aspek komunikasi visual memiliki 6 instrumen. Hasil validasi untuk keenam instrument tersebut memiliki skor 3. Ini berarti perangkat lunak e-learning berbasis Moodle ini layak untuk ketahap uji coba produk Untuk validasi oleh ahli media memperlihatkan bahwa ketiga aspek yang digunakan sebagai variabel penguji menunjukkan kelayakan produk untuk ke tahap selanjutnya, yaitu uji coba produk Validasi oleh ahli media Aspek rekayasa perangkat lunak Pada aspek rekayasa perangkat lunak memiliki 5 instrumen. Hasil validasi kelima instrument tersebut memiliki skor 3. Ini berarti perangkat lunak e-learning berbasis Moodle ini layak untuk ketahap selanjutnya, yaitu uji coba produk Aspek desain pembelajaran Pada aspek desain pembelajaran memiliki 16 instrumen. Hasil validasi menunjukkan bahwa dari 16 instrumen pertanyaan 3 instrumen menunjukkan kurang layak, 11 instrumen menunjukkan layak dan 2 instrumen menunjukkan hasil yang sangat layak. Dari 547
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
hasil tersebut dapat ditarik kesimpulan bahwa untuk aspek desain pembelajaran produk perangkat lunak e-learning berbasis Moodle ini layak untuk ketahap uji coba produk Aspek komunikasi visual Pada aspek komunikasi visual memiliki 6 instrumen. Hasil validasi untuk keenam instrument tersebut memiliki skor 3. Ini berarti perangkat lunak e-learning berbasis Moodle ini layak untuk ketahap uji coba produk. Untuk validasi oleh ahli media memperlihatkan bahwa ketiga aspek yang digunakan sebagai variabel penguji menunjukkan kelayakan produk untuk ke tahap selanjutnya, yaitu uji coba produk. Uji Coba Produk Setelah dilakukan validasi produk langkah selanjutnya yang dilakukan adalah uji coba produk. Pada tahap ini produk yang sudah direvisi atau diperbaiki akan diuji coba pemaikannya pada 10 orang yang diambil secara random. Terdiri dari 2 orang dosen dan 8 orang mahasiswa. Adapun hasil uji coba produk pada tahap ini menunjukkan hasil yang layak. Maka produk siap untuk ke tahap selanjutnya, yaitu uji coba pemakaian Uji Coba Pemakaian Setelah dilakukan uji coba produk, langkah selanjutnya yang dilakukan adalah uji coba pemakaian. Pada tahap ini produk yang sudah direvisi atau diperbaiki akan diuji coba pemakainnya pada 45 responden yang terdiri dari 15 orang responden dari kalangan dosen dan 30 orang responden dari kalangan mahasiswa. Pada uji coba pemakain terdapat 3 variabel sebagai instrument utama kuesioner yaitu: Desain Variabel desain pada kuesioner diwakili oleh pertanyaan nomor 4 sebagai indikator kemenarikan desain, nomor 8 indikator keterbacaan, nomor 9 indikator kelengkapan isi dan nomor 10 sebagai indikator keterfahaman isi. Hasil kuesioner dapat dilihat pada tabel berikut ini: Variabel Desain No. Pertanyaan Indikator Skor Keterangan 4 Kemenarikan 33 Layak 8 Keterbacaan 34 Layak 9 Kelengkapan 27 Cukup layak 10 Keterfahaman konten 30 Cukup layak Fasilitas Variabel fasilitas pada kuesioner diwakili oleh pertanyaan nomor 1 sebagai indikator interaktif, nomor 2 dan 5 indikator kemudahan penggunaan, nomor 7 sebagai indikator kelengkapan menu, nomor 14 sebagai indikator ketersediaan fasilitas di kampus dan nomor 15 sebagai indikator perangkat lunak alternative. Hasil kuesioner dapat dilihat pada tabel berikut ini: No. Pertanyaan 1 2 5 7 14 15
Variabel Fasilitas Indikator Interaktif Kemudahan penggunaan Kemudahan penggunaan Kelengkapan menu Ketersediaan fasilitas Dapat dijadikan alternatif 548
Skor 32 30 31 25 32 39
Keterangan Layak Layak Layak Cukup layak Layak Sangat layak
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Manfaat Variabel manfaat pada kuesioner diwakili oleh pertanyaan nomor 3 sebagai indikator memudahkan dalam proses belajar mengajar, nomor 6 sebagai indikator meningkatkan hasil belajar, nomor 11 indikator dukungan, nomor 12 sebagai indikator dukungan kampus dan nomor 13 sebagai indikator penerapan aplikasi di kampus. Hasil kuesioner dapat dilihat pada tabel berikut ini : No. Pertanyaan 3 6 11 12 13
Variabel Fasilitas Indikator Memudahkan dalam proses belajar mengajar Meningkatkan hasil belajar Dukungan dari dosen Dukungan dari kampus Penerapan aplikasi (setuju/tidak)
Skor
Keterangan
40 39 36 37 36
Sangat layak Sangat layak Layak Layak layak
Pembahasan Dari data hasil penelitian yang telah disajikan di atas, dapat dilihat bahwa : 1. Untuk variabel desain terdapat 2 indikator dengan hasil skor yang cukup layak yaitu indikator kelengkapan isi dan keterfahaman konten isi serta 2 indikator dengan hasil yang layak yaitu indikator kemenarikan desain dan keterbacaan desain 2. Untuk variabel fasilitas terdapat 1 indikator dengah hasil cukup layak yaitu indikator kelengkapan menu, 4 indikator dengan hasil layak, yaitu indikator interaktif, kemudahan penggunaan dan ketersediaan fasilitas e-learning di kampus serta 1 indikator sangat layak yaitu alternative pembelajaran. 3. Untuk variabel manfaat terdapat 3 indikator dengan hasil layak yaitu dukungan dosen dan kampus dalam penerapan e-learning berbasis Moodle dalam kegiatan belajar mengajar dan tingkat ketersetujuan penerapan aplikasi ini di lingkungan kampus, serta 2 indikator sangat layak yaitu memudahkan dalam proses belajar mengajar dan meningkatkan hasil belajar. Hasil desain perangkat lunak e-learning berbasis Moodle dapat dilihat pada beberapa gambar berikut ini:
Gambar 1 Tampilan hala
Gambar 1. Tampilan halaman muka
Gambar 2. Tampilan menu login
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
References Aguirre S. & J Quemada. (2012). e-learning systems support of collaborative agreements: a theoretical model. Educational Technology & Society Journal, 15 (4):279–295. Amiroh. 2012. Membangun e-learning dengan Learning Management System Moodle. Sidoarjo: PT BerkahMandiriGloballindo. Amiroh. 2012. Membangun e-learning dengan Learning Management System Moodle. Sidoarjo: PT BerkahMandiriGloballindo. Anfidz. (2010). DefinisicPaneldan Cara Login cPanel. Online at http://wartawarga.gunadarma.ac.id/2010/01/step2-%E2%80%93-definisicpaneldan-cara-login-cpanel/.[diakses tanggal 15 oktober 2015]. ANTA. (2003). Definition of key terms used in e-learning (version 1.00). From http:/flexiblelearning.net.au/guides/keyterms.pdf. . Diaksespadatanggal 15 oktober 2015 Arif S, Sadiman. (2003). Media Pendidikan: Pengertian, PengembangandanPemanfaatannya. Jakarta PT. GrafindoPersada Arsyad,A. (2002). Media Pembelajaran, Jakarta: RajawaliPers Arsyad,A. (2008). Media Pembelajaran, Jakarta: Raja Grafindo Persada Asnawir, dan Basyiruddin Usman. (2002). Media Pembelajaran Jakarta: Ciputat Pers. Briggs, L.J and Gagne, R.M. (1979). Principles of Instructional Design. New York: Holt, Rinehart and Winston. Callahan, Joseph F and Clark, Leonardo H. (1988). Planning for Competance. New York: Macmillan Publishing Co Clark, R.C. & Mayer, R.E. (2008). E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning, second edition.San Francisco: John Wiley & Sons, Inc. Cole J & H Foster. (2008). Using Moodle. San Fransico: O‟Reilly Media. Gadsden. (2010). Classroom Management- Creating a Learning Environment, Setting Expectations, Motivational Climate, Maintaining a Learning Environment, When Problems Occur Gagne. (1977). The Conditioning of learning. New York: Holt Rinehart and Wiston. Gerlach, V.G. dan Ely, DP. (1971), Teaching and Media, A Systematic Approach, PrecticeHall, Englewood Cliffs Gilbert, & Jones, M.G. (2001). E-learning is e-normous. Electric Perpectives, 26(3), 66-82 Hamalik, Oemar. (1994). Media Pendidikan (Cetak ke-7). Bandung: Citra Aditya Bakti Ibrahim, R. dan Nana Syaodih. (2003). PerencanaanPengajaran. Jakarta: RinekaCipta. ILRT. (2005). Institute for learning & research technology of Bristol University. From http:/www.ilrt.bris.ac.uk/projects/learning. Diaksespadatanggal 15 oktober 2015 Khan, Badrul. (2005). Managing E-Learning: Design, Delivery, Implementation and Evaluation. Hershey, PA: Information Science Publishing Munir. (2009). Pembelajaranjarakjauhberbasisteknologiinformasidankomunikasi. Bandung: Alfabeta. Nana Sudjanadan Ahmad Rivai. (1991). Media Pengajaran. Bandung: SinarBaru Prawiradilaga DS. (2004). MozaikTeknologiPendidikan. Jakarta: KencanaPrenada Media Group Purwanto E. (2010). Pengantar World Wide Web. Online at elearning.amikom.ac.id [diaksestanggal 15 oktober 2015]. Rosenberg, M. J. (2001). E-Learning: Strategis for delivering knowledge in the digital age. NewYork: McGraw-Hill Sohn, B. (2005). E-Learning and primary and secondary education in korea. KERIS Korea Education & Research Information Service, 2(3), 6-9 Sugiono. (2010). MetodePenelitianKuantitatifKualitatifdan R&D. Bandung:Alfabeta 550
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Sujono, Herman. (2006). Development and evaluation of an adaptive hypermedia system based on multiple student characteristics. Unpublished doctoral dissertation. Southern Cross University Suyatno. (2009). MenjelajahPembelajaranInovatif. Sidoarjo: MasmediaBuanaPustaka. Syah ,MuhibbindanKariadinata, Rahayu. (2009). PembelajaranAktif, Inovatif, Kreatif, EfektifdanMenyenangkan (PAIKEM). PendidikandanLatihanProfesi Guru(PLPG) Rayon FakultasTarbiyahdanKeguruan UIN SunanGunungDjati Bandung Urdan, T.A., &Weggen, C. C. (2002). Corporate e-learning: exploring a new frontier, from http://www.spectrainteractive.com/pdfs/corporateElearningHamrecht.pdf. Diaksespadatanggal 15 oktober 2015.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The Implementation of Cooperative Learning Model With Numbered Heads Together Type (NHT) In Improving Math Learning Outcomes on The same Subject of One Variable Linear Equations (PLSV) at Seventh Grade Students Of SMP N I Janapria on Academic Year 2014/2015 1
Muh. Yazid, 2Sri Andayani 1Universitas Hamzanwadi, Indonesia, 2SMP N I Janapria, Indonesia 1 [email protected]
Abstract This study aims to improve the learning outcomes of mathematics on the subject of linear equations in one variable at SMPN I Janapria in Learning Years 2014-2015 by implementing cooperative learning model Numbered Heads Together (NHT) type. This research used the method of classroom action research ( PTK) with two cycles. Based on the first cycle research and the second cycle that the data obtained in the first cycle is students’ average rate activity is 8.64 less classified as active and mastery learning students is 51.8%, while in the second cycle obtained 9:34 is quite active and student learning outcomes obtained 89.47%. From the first and the second cycle there are progress were due to the good efforts of teachers and students. Key words: cooperative, NHT, learning outcomes
Pendahuluan Berbagai upaya pembenahan sistem pendidikan dan perangkatnya di Indonesia terus dilakukan, sehingga muncul beberapa peraturan pendidikan untuk melengkapi dan menyempurnakan peraturan-peraturan yang sudah tidak relevan lagi dengan kebutuhan saat ini. Hal ini dilakukan untuk meningkatkan produktivitas kerja para guru dalam menyongsong era tinggal landas dan memberikan kemampuan dasar serta konsep-konsep yang kuat kepada siswa tentang berbagai disiplin ilmu sebagai bekal bagi mereka di jenjang pendidikan yang lebih tinggi. Syarat utama dalam mengukur tercapainya tujuan pembelajaran adalah “hasilnya”, tetapi harus diingat bahwa dalam menilai atau menerjemahkan hasil itupun harus secara cermat dan tepat dengan memperhatikan bagaimana “prosesnya”. Untuk itu tenaga pendidik khususnya guru sangat memerlukan aneka ragam pengetahuan, keterampilan, dan metode yang memadai yang sesuai dengan kemajuan sains dan teknologi. Oleh sebab itu, perlu dikembangkan strategi pembelajaran yang dapat melibatkan siswa secara aktif dalam proses pembelajaran. Pembelajaran kooperatif adalah konsep yang lebih luas meliputi semua jenis kerja kelompok termasuk bentuk-bentuk yang lebih dipimpin oleh guru atau diarahkan oleh guru (Suprijono,2009:54). Pembelajaran kooperatif (cooperative learning) merupakan pendekatan dalam proses belajar mengajar yang berbasis kelompok. Dalam (Isjoni, 2007:12) Slavin menjelaskan bahwa Kooperatif Learning (Pembelajaran Kooperatif) adalah suatu model pembelajaran dimana siswa dapat belajar dan bekerja dalam kelompok-kelompok kecil secara kolaboratif yang heterogen. Model pembelajaran ini sangat berguna untuk membantu siswa menumbuhkan kemampuan kerja sama, berpikir kritis dan kemampuan membantu teman. Pembelajaran ini akan menciptakan siswa untuk berpartisipasi aktif dan turut serta bekerja sama sehingga siswa akan berpikir bersama, berdiskusi bersama, melakukan penyelidikan bersama dan berbuat ke arah yang sama. 552
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Dengan menggunakan pembelajaran kooperatif tipe Numbered Heads Together (NHT) diharapkan dapat tercipta suasana belajar yang lebih menarik, menyenangkan bagi siswa ataupun guru, lebih efektif dan menggugah siswa untuk membangkitkan prestasi belajarnya. Penelitian ini bertujuan untuk mengetahui apakah penerapan model pembelajaran kooperatif learning tipe Numbered Heads Together (NHT) dapat meningkatkan hasil belajar matematika siswa pada materi kelas VIIF SMP N I Janapria tahun pembelajaran 2014/2015
Metode Penelitian Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK). Dimana PTK adalah sebuah proses investigasi terkendali yang berdaur ulang dan bersifat reflektif mandiri yang dilakukan oleh guru/calon guru di dalam kelas yang memilik tujuan untuk melakukan perbaikan-perbaikan terhadap sistem, cara kerja, proses, isi, kompetensi, atau situasi pembelajaran demi meningkatkan kualitas pembelajaran. Untuk mendapatkan hasil yang maksimal dalam penelitian ini, maka diperlukan adanya desain penelitian yang efektif. Desain penelitian tindakan kelas ini terdiri dari beberapa siklus. Tiap siklus mempunyai materi masing-masing dan setiap siklus dilaksanakan dalam beberapa tahap pelaksanaan sebagai berikut: SIKLUS I Perencanaan Refleksi Tindakan
Observasi Pelaksanaan
SIKLUS II Tindakan Refleksi
Rencanaan
Observasi
Tindakan (Revisi) Hasil penggunaan
Pelaksanaan
metode NHT
Tindakan
Gambar 1. Siklus penelitian Populasi dalam penelitian ini adalah kelas VII SMP N I Janapria tahun pembelajaran 20142015. Sampel dalam penelitian ini adalah siswa yang berada dalam kelas VIIF MTs N Model Selong tahun peembelajaran 2014/2015. Dalam penelitian ini, peneliti menggunakan dua buah variabel yaitu variabel independen dan variabel dependen. Variabel independen adalah variabel yang mempengaruhi atau yang menyebabkan timbulnya variabel dependen. Variabel ini sering dikenal sebagai variabel bebas. Sedangkan variabel dependen (terikat) merupakan variabel yang dipengaruhi atau yang menjadi akibat karena adanya variabel bebas.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Dalam penelitian ini, teknik pengumpulan data dengan menggunakan tes. Data hasil belajar diambil dengan pemberian tes pada siswa pada akhir siklus penelitian. Bentuk soal tes adalah essay. Setiap tes sudah valid dan reliable. Tes ini dipergunakan untuk mengambil data secara kuantitatif. Untuk analisis data yang telah diperoleh dari hasil penelitian tindakan kelas adalah sebagai berikut: Indikator Keberhasilan Belajar Siswa Indikator keberhasilan penelitian tindakan kelas adalah tercapainya ketuntasan belajar dengan rumus sebagai berikut: n x100% P= N Di mana: P= Persentase Ketuntasan Belajar Klasikal n = Jumlah seluruh siswa yang memperoleh nilai tes keatas. N = Jumlah seluruh siswa yang mengikuti tes. Jika P ≥ 85% maka belajar dikatakan tuntas secara klasikal Jika P ≤ 85% maka belajar belum dikatakan tuntas Indikator Aktivitas Belajar Siswa Peningkatan aktivitas belajar siswa dapat diketahui melalui hasil observasi terhadap prilaku siswa selama menikuti proses pembelajaran. Aktivitas belajar siswa diamati dan dicatat dengan menggunakan lembar observasi. Data yang diperoleh kemudian dianalisis dengan menggunakan rumus: x A= N .i Dimana A = Rata-rata skor siswa untuk setiap aktivitas ∑ x = Jumlah skor yang diperoleh seluruh siswa N = Banyak Siswa I = Banyak Item
Hasil Penelitian dan Pembahasan
Hasil Penelitian Siklus I Penelitian Tindakan Kelas ini dilakukan sebagai upaya meningkatkan hasil belajar matematika siswa pada pokok bahasan Persamaan Linear Satu Variabel (PLSV)di Kelas VIIF SMP N I Janapria dengan penerapan model pembelajaran kooperatif learning tipe Numbered Heads Together (NHT). Penelitian ini dilaksanakan dari bulan Agustus s/d Oktober 2015 yang terdiri dari 2 (dua) siklus yang dilakukan dengan pembelajaran kooperatif (kelompok). Data yang didapat dari hasil obsevasi dan evaluasi pada tiap siklus dianalisa dengan metode yang telah diterapkan pada sebelumnya. Berikut hasil aktivitas siswa pada siklus pertama. Tabel 1. Hasil belajar siswa Pertemuan
I II III Rata-rata
Kelas VIIF
Skor yang diperolah 1 2 3 4 5 94 74 38 76 59 102 59 40 46 37 117 61 51 47 50 104 65 43 56 49
554
Total Skor 343 278 326 316
Rata-Rata 9,3 7,8 8,81 8,64
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Dari tabel diatas, rata-rata dari aktivitas belajar siswa pada siklus I terletak pada interval 7.495 < A ≤ 9.165 adalah kriteria tergolong kurang aktif. Data yang diperoleh pada siklus ini dapat dilihat dari banyak siswa yang mengikuti tes evaluasi yaitu 36 dari 38 siswa (Lampiran 13), yang tuntas dengan ketuntasan belajar pada siklus I adalah 51,8 % Tabel 2. Hasil belajar siswa pada siklus I Jumlah skor per Item soal Siklus I
1
2
3
4
Jmlh Skor
5
380 375 450 290 370
1865
Jmlh Ketunta san
% Ketunt asan
19 dari 36 siswa
51,8%
Dari data diatas, menunjukan bahwa ketuntasan belum memenuhi kereteria ketuntasan secara klasikal sehingga perlu adanya perbaikan pada siklus berikutnya. Siklus II Data yang diperoleh selama proses belajar mengajar dengan menerapkan metode kooperatif tipe NHT pada siklus II ini dianalisa dengan metode yang sudah ada, berdasarkan hasil obsevasi kegiatan siswa dari 2 (dua) kali pertemuan (Lampiran 21 dan 22) diperoleh skor total aktivitas SMP N I Janapria adalah 342, dan 344 sehingga terdapat rata-rata 9.24 dan 9.44 dengan jumlah rata-rata keseluruhan adalah 9.34 Tabel 3. Ringkasan dari hasil obsevasi siklus II Pertemuan
Kelas
V VI Rata-rata
VIIF
1
Skor yang diperolah 2 3 4
117 119 118
61 67 64
59 60 59.5
47 50 48.6
5
Total skor
Rata-rata
53 48 50.5
342 344 343
9.24 9.44 9.34
Dari tabel diatas, rata-rata dari aktivitas belajar siswa pada siklus II terletak pada interval 9.165 < A ≤ 10.835 adalah keriteria tergolong cukup aktif Data hasil belajar siswa siklus II Data yang diperoleh pada siklus ini dapat dilihat dari banyak siswa yang mengikuti tes evaluasi yaitu 38 siswa yang tuntas dengan ketuntasan belajar pada siklus II adalah 89.47 % Tabel 4. Hasil belajar siswa pada siklus II Jumlah skor per item soal Siklus II
1
2
725 665
Jmlh skor
3
4
5
63
250 635 555
2905
Jmlh Ketuntasan
% Ketuntasa n
34 dari 38 siswa
89.47%
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Dari data diatas, menunjukan bahwa hasil analisa yang diperoleh pada siklus II ini lebih besar dari ketuntasan kelasikal yang diperoleh adalah 89.47% sedangkan ketuntasan kelasikal yang haarus dicapai adalah 85 %. Maka tujuan penelitian ini tercapai sehingga hipotesis diterima dan penelitian dihentikan.
Pembahasan Penelitian ini dilakukan sesuai dengan prosedur yang sudah ditatapkan sebelumnya yaitu diawali dengan menyiapkan perencanaan (RPP), pelaksanaan obsevasi, dan evluasi sampai refleksi yang telah dipaparkan pada hasil penelitian diatas. Model pembelajaran yang digunakan adalah kooperatif tipe NHT Penerapan model pembelajaran koperatif tipe NHT ini diterapkan didalam kelas, sebelum menerapkan model pembelajaran ini, dibuat dulu kelompok belajar dengan membagi siswa secara merata meskipun ada kelompok yang tidak sama anggotanya dengan kelompok lain. Setelah kelompok terbentuk guru mengajukan beberapa pertanyaan yang harus dijawab oleh tiap-tiap kelompok. Diberi kesempatan kepada tiap-tiap kelompok menemukan jawaban. Pada kesempatan ini tiap-tiap kelompok menyatukan kepalanya “Heads Together” berdiskusi memikirkan jawaban atas pertanyaan dari guru. Langkah berikutnya adalah guru memanggil peserta didik yang memiliki nomor yang sama dari tiap-tiap kelompok. Mereka diberi kesempatan memberi jawaban atas pertanyaan yang telah diterimanya dari guru. Hal itu dilakukan terus hingga semua perserta didik dengan nomor yang sama dari masing-masing mendapat giliran memaparkan jawaban atas pertanyaan guru. Berdasarkan jawaban-jawaban itu guru dapat mengembangkan diskusi lebih mendalam, sehingga perserta didik dapat menemukan jawaban pertanyaan itu sebagai pengetahuan yang utuh. (Suprijono, 2009 : 92). Dari hasil obsevasi, siswa terlihat cukup aktif untuk berdiskusi. Hal ini disebabkan karena siswa dengan penerapan metode kooperatif tipe NHT dapat berintraksi secara langsung dan bertukar pikiran dengan teman-teman mereka. Setiap kelompok bekerja sama dengan kelompoknya meskipun ada kelompok yang kurang kompak dengan anggotanya ini disebabkan karena siswa kurang berkomunikai dengan temen-temannya. Setiap proses belajar mengaja (PBM) belangsung siswa dikasih permasalahan yang akan diselesaikan dengan anggota kelompoknya, kemudian siswa mempersentasekan hasil kelompoknya masingmasing didepan kelas, ini berlangsung selama penelitian berlangsung. Dalam proses belajar mengajar (PBM) dengan menerapkan metode kooperatif tipe NHT terjadi perubahan pada siswa dan guru, saat PBM berlangsung perubahan ini terjadi pada siswa yaitu siswa lebih giat dalam belajar, siswa lebih antusias dalam mengikuti pembelajran karena siswa dengan kelompoknya senang dan bangga bisa menemukan sendiri jawaban dari persoalan yang dikasih oleh guru sedangkan perubahan yang terjadi pada guru adalah guru tidak monoton menjelaskan didepan kelas. Sesuai dengan penerapan yang sudah dilakuka pada siklus I dan siklus II terdapat peningkatan dan hasil belajar matematika siswa, ini terlihat dari aktivitas belajar siswa dari kategori kurang aktif pada siklus I menjadi cukup aktif pada siklus II demikian juga dengan hasil belajar siswa dari yang belum tuntas pada siklus I menjadi tuntas pada siklus II Pada siklus I diperoleh rata-rata aktivitas belajar siswa yaitu 8.64 dan ketuntasan kelasikal yang diperoleh adalah 51.8 % ini dikarenakan oleh beberapa faktor yaitu kurang siapnya siswa dalam mengikuti pembelajaran kooperatif tipe NHT, minat belajar siswa masih kurang dan lain sebagainya. Sedangkan pada siklus II terlihat adanya kemajuan yang diperoleh siswa dilihat dari proses pembelajaran maupun ketuntasan yang diperoleh. Rata-rata aktivitas belajar siswa yang diperoleh adalah 9.34 dan Ketuntasan belajar yang diperoleh siswa adalah 89.47%. Berdasarkan uraian diatas, dimana siswa yang sudah tuntas lebih dari 85% dan aktifitas tergolong aktif maka pembelajaran dihentikan sampai siklus II . Siswa dengan hasil 556
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
tersebut dapat dinyatakan bahwa Penerapan Model Pembelajaran Kooperatif Tipe Numbered Heads Together (NHT) dapat meningkatkan hasil belajar siswa pada materi pokok persamaan linier satu variabel (PLSV) siswa kelas VII SMP N I Janapria.
Kesimpulan Tercapainya ketuntasan belajar ini dikarenakan adanya usaha baik dari siswa maupun untuk memperbaiki proses belajar mengajar menjadi lebih epektif sehingga minat dan kemampuan belajar siswa dalam menyelesaikan soal-soal persamaan linear satu variabel dapat menjadi lebih mudah. Didalam proses belajar mengajar ini salah satu metode yang dianggap cocok untuk melibatkan siswa secara aktif adalah metode Kooperatif tipe Numbered Heads Together (NHT). Dan ini terlihat dari hasil rata-rata aktifitas belajar siswa dan ketuntasan belajar siswa secara kelasikal, dimana ketuntasan rata-rata aktifitas belajar siswa pada siklus I adalah 8.64 dan ketuntasan belajar secara kelasikal adalah 51.8 % yang diikuti oleh 36 dari 38 siswa sedangkan pada siklus II terdapat peningkatan baik dari aktifitas belajar siswa maupun dari hasil belajar siswa dimana pada siklis ini rata-rata aktifitas belajar siswa adalah 9.34 dan ketuntasan yang dicapai adalah 89.47% yang diikuti oleh 38 siswa. Melihat keberhasilan yang dicapai dalam proses belajar tersebut maka dapat disimpulkan bahwa penerapan model pembelajaran kooperatif tipe Numbered Heads Together (NHT) dapat meningkatkan hasil belajar matematika pada pokok bahasan Persamaan Linier Satu Variabel (PLSV) siswa kelas VIIF SMP N I Janpria tahun pembelajaran 2014-2015
Daftar Pustaka
Suprijono. A. 2009. Cooperatif learning Teori dan aplikasi PAIKEM. Yokjakarta : Pustaka Belajar Isjoni. 2007. Cooperative Learning (Efektifitas Pembelajaran Kelompok). Bandung: Alfabeta.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The Use of Abaca English Flashcard Series 1 and its Effect On Students’ Vocabulary Mastery 1
1
Yulia Agustina, 2Zuhud Ramdani Universitas Hamzanwadi, Indonesia, 2Universitas Hamzanwadi, Indonesia 1 [email protected], [email protected]
Abstract The golden period is precise time to accustom listening and increasing the early childhood students’ vocabulary. The main focus on learning English is comprehend the vocabulary. The more students comprehend the vocabulary the more fluency their communication will be. The aim of this research was to find out the significant difference of using Abaca English Flascard series 1 and its effect on the students’ ability of vocabulary mastery. This research was experimental study two groups design, this technique used two tests: test before treatment (pre-test) and test after treatment (post-test). The instrument of this research used multiple choice. The population of this research was class B TK Terpadu Darul Muttaqin NW Perian consisting 20 students:10 students belong to sample class and 10 students belong to control class. The researchers used cluster random sampling. In analyzing the data, the researchers used t-test. Based on the research results, tobserve is 2.18 and tcritical 2.101 or to> tc (2.18 > 2.101) with α 5%. It means, Ho was rejected and Ha was accepted. In the other hand, there was significant difference of using Abaca English Flascard series 1 and its effect on the students’ ability of vocabulary mastery of class B TK Terpadu Darul Muttaqin NW Perian. It can be inffered, the hypothesis was accepted. Keywords: abaca english flashcard, vocabulary, and experimental research
Introduction There are four aspects in mastering English among others : listening, speaking, writing, and reading. Those aspects will not be mastered effectively if the students still lack on vocabulary mastery. Vallete, R (1997: 35) pointed out vocabulary is a word or group of words that has certain meaning. By mastering enough vocabulary will construct the efective communiction and able to express the ideas either orally or writing. Mastering vocabulary is the basic matter in learning English. Hence, the main focus on learning English is comprehend the vocabulary. The more students comprehend the vocabulary the more fluency their communication will be. It is very important introducing vocabulary to the early childhood. Steinberg said in Fauziati (2010:64) the children have a great memory specially for 5-6 years. The golden period is precise time to accustom listening and increasing the early childhood students’ vocabulary. However, almost all students have constraint: to remember vocabulary because of its writing and pronounciation then not understanding the meaning well, definitely the students feel bored and feel difficult on remembering vocabulary. Introducing vocabulary in TK/ RA is still low because of lacking knowledge of teacher in her/his expert. Infact, the instructional process still used conventional media, as a consequence, make the students passive and feel surfeited in joining the class. One of the efforts in increasing students’ vocabulary mastery is a teacher properly has good ways like: approach, metode, technique, strategy, or istructional media. One of media used in increasing students’ vocabulary mastery is flashcard. Arsyad, Azhar (2009: 120) stated that the standard flashcard is about 8 x 15 cm or it can be appropriated with class size, the cards 558
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
contain of pitures (animals, things, fruits, ect) purposing for spelling exercise and enriching vocabulary. This research used Abaca English Flashcard series 1 in applying media to increase students’ vocabulary. Abaca English Flashcard series 1 is an educative card and game that capable to stimulate children’s brain for instructional English quickly. The founder of Abaca English Flashcard series 1 was Diena Ulfaty. She was scientist. So, she likes something sistematically and designed. Discovering Abaca Flashcard derives from her daughter’s attitude. Her daughter was not able to read carefully. Hence, she tried out to make flashcards that sistematically and designed. As a result, her daughter was able to read in 30 minutes. There many kinds of Abaca Flascards series, they are: Abaca Flashcard series 1, 2, 3 for learning reading, Abaca English Flashcard series 1 for practicing new English vocabulary, and Abaca Hijaiyah Flashcard for practicing letters of Arabic. Abaca English Flashcard series 1 completed by: game toys island for boys and delicious cake for girls. It consists of 64 colourful cards of 5 vocabulary categories (bedroom:16 cards, kitchen: 16 cards, livingroom: 7 cards, dinningroom: 9 cards, and bathroom: 16 cards) , a piece of rainbow coin, a piece of board reward, a piece of toys island or delicious cake reward, and the guidance game book of Abaca English Flashcard series 1 (Ulfaty, Diena. 2014: 2).
Figure 1: Abaca English Flashcard series 1 Regarding to the benefits of Abaca English Flashcard series 1 are: colourful card, the children in 4-7 years old are able to answer the interrogative sentence “what is it?” and “is it?” completely and remember 16 new vocabulary, the game toys island and deliciuos cake attract students to fight in collecting rainbow coin to visit the island game, completed by fonetic, help the students practicing new vocabulary, and ect. In short, Abaca English Flashcard series 1 is educative game cards containing interesting pictures, words, and sentence that completed by fonetics and provides by a great game for instructional process feels like playing.
Research Design The researcher applied an experimental study of this research. Fraenkel and Wallen (1993: 240) state that experimental study is one of the most powerful research methodologies, because it is the best way to establish cause and effect relationship between variables. The research took place at TK Terpadu Darul NW Perian. According to Best (1981: 8), a population is any group of individuals that have one or more characteristics in common that are of interest to the researcher. The population of this research was the whole of class B TK Terpadu Darul Muttaqien NW Perian periode 2015– 2016 consisting 20 students. Subsequently deciding the sample, sample is a subgroup of the target population that the researcher plans to study for the purpose of making generalizations about the target 559
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
population (Creswell, 2008: 152). To decide a sample from a population, the classes: class B as experimental class consisting 10 students and class B as control class consisting 10 students, were chosen randomly using lottery by using cluster random sampling. A test used to measure the students’ vocabulary in an experiment after giving some treatments. After the data collection, the next step is analysing the data by using t-test. This analysis intended to know whether there is significant difference of using Abaca English Flashcard series 1 toward the students’ vocabulay mastery.
Results There are two requirements: normality test and homogenity test, to ascertain the statistical test used to examine the hypothesis. Normality test done by comparing L observed with L critical by the rule: H0 is rejected if Lobserved > Lcritical. The normality result of experimental group showed that Lobserved (0.2557) > Lcritical (0.2580). While, control group showed that Lobserved (0.1794) > Lcritical (0.258). The both of result, experimental and control group, showed that Lobserved is smaller that Lcritical. Hence, H0 is accepted. It means, the data have normal distribution. Tabel 1 Normality Test Group
Sample
Lo
Lt
Data
Experiment
10
0.2557
0.258
Normal
Control
10
0.1794
0.258
Normal
Meanwhile, homogenity test done by comparing Fobserved with Fcritical. The homogenity result of experimental group showed that Fobserved (2.94) > Fcritical (3.18). While, control group showed that Fobserved (1.18) > Fcritical (3.18). The both of result, experimental and control group, showed that Fobserved is smaller than Fcritical. Thus, H0 is accepted. It means, both variances are homogeneous. Tabel 2 Homogenity Test Group
Sample
Fo
Ft
Data
Experiment
10
2.94
3.18
Homogeneous
Control
10
1.18
3.18
Homogeneous
Then, dependent sample t-test used to know the influence of each media toward the students’ vocabulary mastery in each class. Moreover, an independent sample t-test was carried out to examine the hypothesis of this research. Testing the hypothesis by comparing the observed t value (to) with the critical t value (tc). It can be seen in the graphic bellow:
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-tc = -2.101
tc = 2.101
to = 2.18
Graphic 1: An Independent Sample t-test Reffering to the graphic above, the observed t value (to = 2.18) falls in the region of H0 rejection or to > tc (2.18 > 2.101). Therefore, the nul Hypothesis (Ho) was rejected and the Alternative Hypothesis (Ha) was accepted. It means that there is a significant difference of students’ vobulary mastery between the students who give the treatment using Abaca English Flashcards series 1 and those without it. The gain mean of the experimental group (43.75) is higher than the gain mean of the control group (31.25). These results explained the treatment using Abaca English flashcards series 1 have better vocabulary mastery than those without it.
Discussion and Conclusion Conventional media is still used widely used by many teachers in the classroom. Conventional media that used in instructional process are: blackboard, paper, hanbook, pencil, chalk, and ect. The teacher presents material or teach students about particular subject then write them in the blackboard. Automatically, the students have no chance to be active, creative, and interactive because only the teacher becomes the decision maker, as a consequence, the students are passive and feel bored in joining instructional process because they only listen to the teacher’s information and explanation. Teaching vocabulary used convensional media, blackboard, take the students become followers during instructional process, it because of the teacher only presents information to the students then write them on blackboard. Simply, teaching vocabulary used convensional media make the students not interest in joining intrutional process. The profesional teacher must be handle their class and their students. At least, the teacher have to contribute their innovation in influencing students’ interest in instructional process. Moreover, the teachers have to know more about teaching media. Teaching media gives equality of experience to the students about events in their environment and enrich students’ attention in joinning the class. According to Hamalik as quoted by Arsyad, Azhar (2009:15), using teaching media in teaching learning process can motivate desire and new interest, motivation and learning activity stimulation, and it carries out psychological effects to the students. Generally, the students early childhood need more media to help their understanding on the material that given in the class. There are three kinds of instructional media: audio, visual, and audio visual media Kardijan, Dian (2010:8). Abaca English Flashcard series 1 includes visual media that only produce the pictures. Abaca English Flashcard series 1 provides: an educative colourful cards, the game toys island and deliciuos cake, fonetics and facilitate the students practicing new vocabulary. 561
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
This media is able to helps students in: comprehending easier than use convensional media, instructional prosess feels like playing, and building students’ passion and antusiasm in joinning the class. It is indicated by increasing students’ enjoyment and their passion and antusiasm in joinning instructional process. As compare to these results, those allow English teacher to use Abaca English Flashcard series1 in teaching vocabulary to increase students’ early childhood vocabulary mastery. The findings showed that teaching vocabulary by using Abaca English Flashcard series 1 is better than using convensional media at class B TK Terpadu Darul Muttaqin NW Perian. In otherwords, there is a significant difference by using Abaca English Flashcard series 1in teaching vocabulary.
References
Best, John W. 1981. Research in Education-Fourth Edition. New Jersey: Prentice-Hall, Inc., Englewood Cliffs. Creswell, John W. 2008. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 2nd Ed. New York: McGraw-Hill College. Fraenkel and Wallen. (2000). How to Design and Evaluate Research in Education. Boston: McGraw Hill Companies. Kardijan, Dian. (2010). Teaching Media. Tasikmalaya: Unpublished. Valette, R. 1997. Modern Languange Testing Second Edition. San Diego: Harcourt Brace Jovanovich. Ulfaty, Diena. 2014. Abaca Flash Card English Series 1 dengan Game Toys Island (delicious Cake). Bandung: Rumah Abaca.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Authentic Assessment Model to Assess Junior High School’s Mathematic Learning Accoplishment 1
Syukrul Hamdi, 2Badrun Kartowagiran, 3Helmiah Suryani 1 Universitas Hamzanwadi, Indonesia, 2Univeristas Negeri Yogyakarta, Indonesia, 3Dinas Pendidikan Kota Samarinda, Indonesia 1 [email protected], [email protected], [email protected]
Abstract The purpose of this research is to develop authentic assessment model that is used to assess mathematic learning result at Junior High School in Daerah Istimewa Yogyakarta (DIY). Specifically, the purpose of this research is to develop an authentic assessment model draft to mathematic subject that us built upon authentic assessment design, accurate and reliable tool, scoring guide, and graduation scheme. This research is included in Research and Development department (R &D). This research involves two experts from UniversitasNegeri Yogyakarta (UNY), and one teacher as a reviewer of the tool. This research result is a model draft of authentic assessment model in mathematic that consists of authentic assessment design, tool that is accurate and reliable, scoring guide, and graduation scheme. The assessment conduct that is design in RP must be combined and written in Learning Action Plan - RencanaPelaksanaanPembelajaran (RPP). The activities that have to be done to arrange Mathematic RP are: (1) to map basic competencies, (2) to count effective week, and (3) to arrange mathematic RP in one semester. After RP is arranged, then the arranging mathematic RPP followed by assessment tool’s arrangement that is written in RP or RPP which is completed by scoring guide and graduation scheme to attitudinal competencies, knowledge and skills. Keywords: authentic assessment, learning accomplishment, junior high school mathematic.
Introduction The educational problem that Indonesians face is now really complex. This is caused by the educational system management hindered by the change of curriculum from time to time. In other words, the stress point of learning activities are overlapping on each other and tend to forget the peculiar values which characterize Indonesian educational system management. Because of that, Indonesian education must return to maximize student’s habituation and understanding to values without leaving knowledge and skills behind so they can reduce immoral cases that happen in Indonesian educational world such as murdering their own friends, harassment to teachers, et cetera. All those events directly indicated the failure of curriculum that we need to perfect. The perfection of curriculum basically will be adjusted with subject’s material and substantive component that characterize that subject. One of the most important indicators in the success of its implementation is assessment proses or assessment as the final proses to determine educator’s / teacher’s next step.Facts that are found on the field now show that the assessment model that is usually used in few schools still centered to the application of Kurikulum Tingkat SatuanPendidikan (KTSP 2006). That surely shows if the assessment proses stresses more to knowledge aspect instead of attitude. According to Government (Tim SosialisasiKurikulumTahun 2013), 2006 Curriculum (KTSP 2006) has a few weaknesses, such as:
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1. The content of curriculum is still to dense with many subjects and materials that wide and the level of difficulty is beyond student’s age comprehension. 2. The curriculum is not fully based by competencies according to its function and purpose of national education. 3. The competencies have not yet holistic with attitude, skill, and knowledge. 4. Few competencies that are needed according to the necessity of development (for example: character education, active learning methodology, the balance of soft skills and hard skills, entrepreneurship) have not accommodated yet in curriculum. 5. Curriculum is not responsive to social change that happen in local, national, and global level. 6. The standard of learning process have not yet describing specific learning sequences so it is open to varied interpretation of it and ends to teacher’s centered learning. 7. Evaluation standard has not yet aiming to competencies based assessment (attitude, skills, and knowledge) and not firm enough it is demanding time to time remediation. 8. With KTSP, it requires specific documents to avoid multi interpretation. 9. Not fully emphasize character education and do not produce skills according to necessities. Based on findings on the field, since 2013 curriculum 2013 has been enacted to students level I, IV, VII, and X. On 2014 it was applied to students level I, II, IV, V, VII, X, and XI. On 2015 and 2016, they targeted all schools have applied 2013 curriculum. With the implementation of 2013 curriculum, Bahrul Hayat who was Indonesian Chief of Educational Evaluation (HimpunanEvaluasiPendidikan Indonesia – HEPI) said that 2013 curriculum has two weaknesses, in idealistic and practice aspects. In Idealistic aspect, 2013 curriculum always loaded historical material, not forward based material. By that, we are always lacked behind in developing curriculum. Bahrul Hayat further explained, the weakness on practice aspect is in its way doing assessment. With thematic integrative approach, a teacher can teach many things at a time, but in evaluation a teacher has to look to more specific substance to assess. Meanwhile, BadrunKartowagiran’s (2013) research to 15 junior high schools in Daerah Istimewa Yogyakarta (DIY) shows that most of (82%) the schools are not ready to implement 2013 curriculum. That explanation propels researchers to do research on Junior High Schools’ student learning mathematic accomplishment that implements 2013 curriculum.
Research Methodology This research is a Research and Development type of conduct. The purpose is to develop authentic assessment model that is accurate and reliable to assess Junior High School’s mathematic learning accomplishment that implement 2013 curriculum. This research involves two experts from UniversitasNegeri Yogyakarta (UNY), and one teacher as a tool’s reviewer, and twelve FGD participants ranging from students of undergraduate and doctorate programs. The method of data collecting is through FGD, questionnaire, and interview. The instruments used arequestionnaires, and interview guide. Data analytic technique that is used in this research is percentages of agreements because the data are only two categories: yes and no. The formula used is that proposed by Grinnell (1988: 160), as follows.
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Discussion Assessment explained by Sttigins (2012) is a process of data collection about student’s learning needed to improve learning process. Wright and Stones (1992) descripted that:“Assessment provides an accounting of how much student learn in school and what resources are expended on achieving those learning outcome”.That description means if assessment can explain how far student learn in school and what resources are required to achieve those outcomes. Meanwhile, DjemariMardapi (2008) explained that assessment consists of data collection about students learning outcome. These evidences are not always acquired through test, but also can be collected through observation and self-report. By that, assessment is interpretation of information or result of measurement and its outcome can be addressed to individuals. One of the assessments, which is authentic assessment or performance based assessment, according to AsmawiZainul (2001), authentic assessment or performance based assessment is multidimensional student behavioral assessment on the real world. In practice, assessment process or evaluation not only paper and pencil or written test, but also using several methods such behavioral test, assignments, and portfolio. Because of that, experts named Hargreaves and Lorna Earl (2002) explained that authentic assessment is capable to motivate students to be more responsible on their own learning process due to the condut of assessment is an integral part of learning process. Beyond that, authentic assessment also capable to propel students to be more creative and practical to their knowledge instead of only just memorizing it. Hargreaves and Lorna Earl (2002) also described their research result that shows: (1) teachers prefer to use authentic assessment since the test didn’t have to go through test-retest process; (2) through authentic assessment, it builds collaborative understanding between teachers, students, and parents since the grading is involving those three stakeholders; and (3) authentic assessment also capable of giving feedback to teachers. One of the things to remember from authentic assessment is the weakness that it has. One of the weaknesses is its validity, but there is a way to overcome that, with aligning assignments the teachers give to their students (Kennedy, 2013). On that weakness, points are made on the assessments in Evaluation Standard Number 23 year 2016 that states: 1. Valid, means the evaluation is based on data that reflects the competencies being measured. 2. Objective, means the evaluation is based on clear procedure and criteria, not affected by evaluator’s subjective judgment. 3. Fair, means the assessment is not putting students at advantage nor weak side due to their special needs, religions, tribe, culture, social status, and gender. 4. Integrated, means assessment by educator is a component that cannot be separated from learning process. 5. Open, means assessment procedure, assessment criteria, is given to the relevant personnels. 6. Holistic and Longitudinal, means assessment includes all competencies’ aspects by using varied assessment technique to monitor students’ skill development. 7. Systematic, means assessment is done with plan and sequential following its firm steps. 8. Criterion based means assessment is based on competencies assessment accomplishment that is set before. 9. Accountable, means assessment can be count accountable, in terms of technique, procedure, and its results.
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Principals that are used in authentic assessment shows its complexity in practice. For that, this model is needed, one of them in mathematics, especially in High School Level. That condition is caused by mathematics has different characteristics than any other subjects. Haylock and Thangata (2007:176) depicts the use and practice of mathematics in three flows: (1) learning to solve problems in real life or in mathematics itself; (2) developing communication skill in language and mathematical symbols, and (3) developing skill to think mathematically. Using and practicing mathematics is one of seven majors in learning mathematics in which now is presented in five themes: solving problems, interpreting problems, asking questions, and communicating it. Those five themes sure can be acquired depends on students and teacher’s creativity. Those things have to do with the assumption Sriraman (2008) said that mathematical creativity is needed in mathematical development. On order to experts’ presumption to be true those aspects have to be accomplished, as follows: Aspect Number
Mathematic Competencies Junior High School SMP/MTs Using integers, fractions, roots, patterns and rank numbers, rows and rows of problem-solving in everyday life Algebra Algebraic expressions, using assemblage, relations and functions, comparison, arithmetic, social inequality and linear equations of one variable, systems of linear equations two variables, the equation of a straight line, equation and quadratic function in daily life problem solving Geometry and Use the lines and the corners, woke up flat (square and triangle), flat-sided measurement room wake up, wake up the flat sides of the arch, circle, and the Pythagorean theorem, transformation in problem solving of everyday life Statistic and Process, presenting and interpreting the data, and use the Change opportunities (empirical and theory) in problem solving of everyday life Mathematic authentic assessment model consists of RP, RPP, instrument tool, scoring guide, and graduation determination guide. Explanation of each components are as follow: Designing Scoring Guide (Rancanangan Penilaian – RP) Scoring Guide (RP) is a scoring guide that will be used by teachers in a semester. By that, in the design, Designing Team (Tim Penyusun) must conduct the mapping of basic competencies (KompetensiDasar – KD) and indicators that are included in odds or even semester in accordance with 2016 Kemendikbud syllable. Steps in designing basic competencies mapping are: ) preparing syllable, 2) determining Basic Competencies in a semester to be put in Scoring Guide (KP), 3) developing indicators from basic competencies which are chosen, and 4) Designing Basic Competencies, learning materials, and learning activities in a format that is easily understood. The result of Basic Competencies mapping and its indicators to Mathematics subject, class VIII, semester one, consists of twelve basic competencies, in which six basic competencies for knowledge, and another six for skills. Next, those twelve basic competencies are learned in effective weeks in a semester. A semester in 2016/2017 has 26 weeks with 9 non effective weeks consists of Idulfitri, Orientation, INdependece Day Celeberation, Final School Tests (UAS / UKK), Sports and Arts Week (Porsenitas), Acceptance of LHB, so that effective week in a semester is 17 week. The sum of effective hours for mathematics is 17 times by 5 hours/week so that mathematic has 85 effective hours in 34 meetings. After determining effective hours we continue to arrange RP and its steps are specified as follows: 1). Determining the purpose of assessment; 2). Determining assessment technique based on knowledge, skills, and attitude competencies 566
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
in every meeting; 3). Making assessment design consists of: identity of assessment design which is subjects, school’s name, school’s address, name of teachers involved; and table of assessment design in a table as follow:
Assessment Design Table Subject/Code : Matematika School Name : School Address / Phone No. : Teacher : Meetin g No.
No. KD
Indicato r No.
Assessment Knowledge
Skill
Attitude
Designing Learning Action Plan (Rancangan Pelaksanaan Pembelajaran) The design of RPP is conducted after RP done. RPP is arranged in accorandce with RP. RPP consists of assessment that are in line with technique and tools of assessment that are determined before. Based on Permendikbud RO Nomor 23 year 2016 on Standardized Process of Junior High and Elementary School, Learning Action Plan (Rancangan Pelaksanaan Pembelajaran – RPP) is a face-to-face learning application plan for one meeting or more. RPP is developed from syllable to direct learning process of students in order to achieve basic competencies (KD). Steps in designing RPP is as follows: First, to put school’s identity on time allocation to be in one unity with free form which is resumed in identity parts in which consist five parts. The second lists the learning objectives; Learning objectives are formulated based on the KD with using operational verb that can be observed and measured, which includes attitude, knowledge and skills. Learning objectives at each meeting can be different so in writing in the RPP can be written based on the meetings that were held. the following examples are presented to the meeting:-2 x: Meeting I (2 x 40 minutes): Students can understand the Pythagorean theorem and Pythagorean triple Students can determine the relation between lengths on sides of triangle Meeting II (3 x 40 minutes): Students can prove the truth of phytagoras theorem and tripel. The third outlines the basic competence (KD) and indicators of achievement of competence. At this stage it was matched with KD and indicators already developed and can be made in the form of a table. The four include the learning material that contains facts, concepts, principles, and procedures that are relevant and are written in the form of grains in accordance with a formula of competence achievement indicator. Every KD can be more than 1 x the meeting so that in formulating the learning material in accordance with specification of the meeting so that it more clearly in preparing teachers for effective learning. The five include 567
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the learning methods; learning methods used by educators to bring about an atmosphere of learning and the learning process so that learners reach KD characteristics are tailored to learners and KD to be accomplished. Learning media includes the sixth form the process of learning tools to convey the subject matter. Seven lists learning resources; learning resources include books, print and electronic media, nature around or the relevant learning resources. The eight steps of the learning is done through the stages of introduction, core and cover. and the last one is listing the assessment of learning outcomes. RPP developed is expected to display a complete model to the assessment instruments and guidelines for scoring used. For the assessment of competencies, knowledge, attitudes and skill refers to the design of assessment already developed before putting together a RPP. Instrument Arrangement that is used in RP or RPP Assessment of learning outcomes is divided into three competencies, namely: assessment of competencies, knowledge, attitudes and skills. Example of assessment of learning outcomes for the RPP Pythagoras on the competencies assessed is confident attitude, commitment/responsibility, courtesy and honesty. Careful attitude in mathematics can be seen every learning and using a model or any learning method. The attitude of commitment and manners more used in the appraisal assignment if there is attitude, both groups and individuals and discussion or presentation. One of the aspects which become criteria for assessment of the attitudes of commitment is collecting or reporting assignments in a timely manner while polite can be seen from how to deliver opinions in discussions or in collaboration with a group of friends. Next is the honest attitude referred to in are the honesty level learning students at the time of carrying out of Deuteronomy, which daily and the assessment criteria is not cheating when daily exam occurred.. Limit assessment on competency of attitude to facilitate teachers in carrying out an assessment of the competence of the attitude of every meeting. Competency assessment skills tailored to KD 2.9 shaped portfolio for students. Portfolio assessment instrument on the material aims to strengthen the theory that is already in the get in learning so that students are able to solve the problem related with the Pythagorean theorem and Pythagorean triple in everyday life. In addition, a given portfolio can improve students ' mathematical communication skills through writing. Examples of competency skills portfolio for material Pythagoras is as follows. 1. Make a paper/article biography of Pythagoras and examples of everyday problems related to the Pythagorean Theorem and include answers to the following problems in Your paper. Problem: Lumberjack is about to pull the tree trunk as high as 10 m still standing along the rope 13 m. Rope tied in a tree trunk is 4 m from the ground. Tree trunks are drawn towards the loggers and loggers do not move a. Will the tree fall on lumberjack? b. What is the minimum length of the rope for the lumberjack to be safe? 2. Submit your writing with: a.Relevant pictures b. Reference c.Schedule d. Answer of the problem e.Any other thing that is relevant to the case 3. Submit your report within two weeks. 568
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Assessment of the competence of the knowledge in the form of: (a) multiple choice test to repeat daily, (b) test descriptions to the task group at the first meeting, and (c) the performance containing a set of reserved and made props for proving the Pythagorean Theorem. An example of a test group for the task description is as follows. The length of the sides of a rectangle equals hipotenusa of a right triangle. One of the angles of a right triangle 30 degree and length side before 6 cm. specify: a. Length of sides b. wide square and the area of a triangle, c. round of square and triangle Rubric and Scoring Guide Rubrics or scoring guide aims to provide convenience for teachers in providing an assessment of the instrument that was made to the three competencies. Each instrument has a different rubric. For competence in mathematics learning attitude focused on four of the attitude: the attitude of scrupulous, the attitude of responsibility/commitment, attitude, manners and attitude honestly. Attitudes were assessed as contained in the draft judgment or RPP and should not be that entire attitude exists. For clearer rubric assessment of attitude can be seen in table below. Tabel 1. Rubric of Attitude Assessment in Every Learning Process Attitude Criteria Actualization Score (1) Not rushing Fulfils all criteria 4 Conscientious (C) (2) Recorrecting Fulfills three criteria 3 (3) Critic Fulfills two criteria 2 (4) Asking logical question Fulfills one criteria 1 Fulfills criteria (1), (2) 4 Reonsible / (1) Submitting reports on time (2) Maximizing learning hours at and (3) Commitment class with friends Fulfills criteria (1) and 3 (3) Finishing assignments in group (2) or (1) and (3) Fulfills criteria (2) and 2 (3) Fulfills one criteria 1 (1) Delivering opinion in a decent, Fulfills criteria (1), (2) 4 Decent clear manner and (3) (2) Able to discuss well Fulfills criteria (1) and 3 (3) Able to cooperate well (2) or (1) and (3) Fulfills criteria (2) and 2 (3) Fulfills one criteria 1 (1) Not cheating Fulfills criteria (1), (2) 4 Honesty (2) Alignment between words and and (3) deeds Fulfills criteria (1) and 3 (3) Do not want to copy other’s (2) or (1) and (3) work without authorization Fulfills criteria (2) and 2 (3) Fulfills one criteria 1
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Next for competence of knowledge there are three different instruments, i.e. multiple choice tests to daily test, the test description for group work, and performance to prove the Pythagorean theorem. Each instrument has a different rubric. Multiple choice tests provide enough answer keys so as to get the number of correct answers and the number of wrong answers. As for test/problem description and performance every step of the assessment so that should have given the rubric that is clear and easy to understand the teacher. The following is example of rubric assessment of problem descriptions and performance. Table 2. Rubric example and description test in instrument Answer Key Sides comparation
a. ΔABC AB : AC = 1 :
Score 1
Determining BC length AB : BC = 1 : 2 BC = x AB = 2 x 6 = 12 cm
1 1 1 1
Length of BC = 12 cm. b.
1 1 1
= 1 =
= 144 cm
1 1
Determining AC length AB : AC = 1 :
1 1 1
AC =
=
1
x AB
x6=6
ABC = x AB x AC = x 6 x 6 3
= 18
c.
Square round = 4 x BC 570
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= 4 x 12 = 48 cm. Triangle round = AB + BC + AC = 6 + 12 + 6
= (18 + 6
) cm
Total Score
15
Scoring Guide / Graduation Requirement Determination of scoring/passing is a follow-up of the scoring was implemented to learners over the achievement of three competencies i.e. competence of attitudes, knowledge and skills.Example of determination of competency for graduation/scoring attitude and performance/skill: Table 3. Attitude Score General Interval Score Interval X > Xi + 1,8 Sbi X >3,4 Xi + 0,6 SBi< X ≤ X i + 1,8 Sbi 2,8< X ≤3,4 Xi – 0,6 SBi< X ≤ X i + 0,6 Sbi 2,2< X ≤ 2,8 Xi – 1,8 SBi< X ≤ X i – 0,6 Sbi 1,6< X ≤ 2,2 X ≤ Xi – 1,8 Sbi X ≤ 1,6 Table 4. Conversion of Performance Scoring Table
Value A B C D E
Category Very Good Good Pretty Good Not Good Bad
General Interval Score Interval Value Category X > Xi + 1,8 Sbi X >37,4 A Very Good Xi + 0,6 SBi< X ≤ X i + 1,8 Sbi 30,8 < X ≤37,4 B Good Xi – 0,6 SBi< X ≤ X i + 0,6 Sbi 24,2 < X ≤ 30,8 C Pretty Good Xi – 1,8 SBi< X ≤ X i – 0,6 Sbi 17,6 < X ≤ 24,2 D Not Good X ≤ Xi – 1,8 Sbi X ≤ 17,6 E Bad Explanation: Xi : average of ideal score = ½ (max. score + minimum score) SBi: Standard Deviation of ideal score = 1/6(max. score – minimum score) X : score achieved Sample of scoring of knowledge competencies Table 5. Knowledge Competency Assessment Table (Daily Test/Task Group) Score By Alphabet KKM*) 90-100 A 75 75-89 B 75 50-74 C 75 0-49 D 75 *) Scoring Criteria is adjusted according to each school’s KKM 571
Information Passed Passed Failed Failed
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Table 6. Scoring Sheet per meeting Subject Time Allocation KD Number School Name Teacher’s Name No.
Student’s Name
Scoring Sheet : Mathematics : 2 x 40 minutes : KD 3.6 : SMP Maju Yogyakarta : Scoring Knowledge
Skill
Attitude C S K J
1 Student_1 2 Student_2 3 Student_3 4 Student_4 5 Student_5 6 Student_6 7 Student_7 8 Student_8 Teacher’s note: ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________________ Column Explanation: 1) The teacher fill out any assessment of the meeting in accordance with the assessment which was carried out at the meeting (competencies, knowledge, skills, and competencies or attitude) 2) Teachers provide an assessment of the attitudes that appear in learning by providing appropriate guidelines assessment score. As for the attitude in the learning of mathematics focused on: incredible detail (C), Manners (S), commitments/responsibilities (K) and/or Honesty (J) 3) Instrument of knowledge, skills and attitude assessment guidelines already provided 4) Teacher's note filled findings in class and attitudes were assessed at the meeting in accordance with the draft assessment. Guide implementation consists of authentic assessment scoring guides and guides the determination of graduation. The guide is divided into two scoring guide scoring a test instrument and instrument in non-test. Determination of graduation Guide for competence of knowledge based on the value of the minimum graduation criterion (KKM) each school and attitude competencies to use five categories namely (A), (B) Good, quite good (grade of C), Less good (D Values), and it is not good (E Value). In addition, this research also produced a rubric for assessment and portfolio performance.The results of FGD participants consisting two experts from UniversitasNegeri Yogyakarta (UNY), and one teacher as a tool’s reviewer, and students of undergraduate and doctorate programs.are assessed based on the analysis of results of participants' responses using the test to get the percentages of agreements amounted to 91.56%, which means the results of the development has been very good and it can be
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concluded that draft authentic assessment model that is accurate and reliable to assess Junior High School’s mathematic learning accomplishment that implement 2013 curriculum. The assessment conduct that is design in RP must be combined and written in Learning Action Plan - RencanaPelaksanaanPembelajaran (RPP). The activities that have to be done to arrange Mathematic RP are: (1) to map basic competencies, (2) to count effective week, and (3) to arrange mathematic RP in one semester. After RP is arranged, then the arranging mathematic RPP followed by assessment tool’s arrangement that is written in RP or RPP which is completed by scoring guide and graduation scheme to attitudinal competencies, knowledge and skills. This stage is called authentic assessment model drat.
Conclusion Based on the results of the research, it can be inferred that. 1). authentic assessment Design consists of the identity of the draft assessment and design of customized assessment table by the number of weeks is effective and mapping KD as well as indicators in one semester. 2). authentic assessment device consists of Learning implementation plan (RPP) and instrument rating. Assessment and instrument used in the RPP to define learning outcomes refer to the draft judgment that's been compiled before compiling a RPP. 3) Guide implementation consists of authentic assessment scoring guides and guides the determination of graduation.The results of FGD participants' responses using the test to get the percentages of agreements amounted to 91.56%, which means the results of the development has been very good and it can be concluded that draft authentic assessment model that is accurate and reliable to assess Junior High School’s mathematic learning accomplishment that implement 2013 curriculum
References
Asmawi Zainul. 2001. Alternative Assessment, Jakarta: Proyek Pengembang UT Ditjen Dikti Depdiknas. Badrun Kartowagiran, Amat Jaedun, dan Heri Retnowati. 2013. Evaluasi kesiapan SMP di D.I. Yogyakarta dalam mengimplementasikan kurikulum tahun 2013. Laporan Penelitian. Yogyakarta: tidak diterbitkan Djemari Mardapi. 2008. Teknik penyusunan instrumen: tes dan non tes. Yogyakarta: MITRA CENDIKIA. Earl, L; Hargreaves, A; dan Schmidt, M. 2002. Perspective on Reform. American Educational Research Journal, Spring 2002, Vol. 39. No. 1. Grinnell, R.M.Jr.1988. Social work research and evaluation (3rded). Itasca, Illionis:F.E. Peacock Publisher, Inc. Haylock, D., &Thangata, F. 2007. Key concept in teaching Primary Mathematics. London: SAGE Publication. Kennedy, K. 2013. High Stakes Scool-based assessment and Cultural values: beyond issues of validity: International conference: School-based assessment, Kuala Lumpur, 3 June 2013) Stigin, R. And Chapuis, J. 2012. Introduction to student involved assessment for learning, 2 nd edition. Boston: Addison Wesley. Sriraman, B., (2008). The characteristics of mathematical creativity.Journal of ZDM Mathematics Education. Vol. 41 (pp. 13-27) July 2008 Accepted: 8 July 2008 / Published online: 29 July 2008_ FIZ Karlsruhe 2008 Wright, B. D., & Stone, M. H. 1992. Best test design. Chicago: Mesa Press.
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Improving Tekke Smart Media in Math of Penjumlahan for the Fisrt Grade of SDN 2 Rumbuk in the School Year 2015/2016 1
Atiaturrahmaniah, 2Hardiansyah Universitas Hamzanwadi, Indonesia 1 [email protected], [email protected]
Abstract The aimed was to develope Tekke Smart media in math of penjumlahan for the first grade of SDN 2 Rumbuk in the school year 2015/2016. The developing model has devided into five steps those were 1) First Investigation Phase 2) Design Phase 3) Construction Realization Phase 4) Test Phase, Evaluation, and Revision, 5) Implementation. In this present research, the product validation has conducted by expert team to know the validity before try out by a using finite try out and the subject was the first grade students of SDN 2 Rumbuk. The data showed quantitative and qualitative. The Instrument was media validation expert team papers, questionarries, and students’ evaluation. Based on the analysis data, the result of this present research were, 1) Research step was the opening of need analysis, reference, and survey, 2) Developmet step was product design, expert validation, and try out, The tekke smart media was postivily proper to apply based on media validation expert result that the media got a proper category to collect data with revison and suggestion, 3) Tekke Smart try out has gotten effective category based on students’ learning activities and positive response toward the develoving media. Keywords : tekke smart, media, penjumlahan.
Pendahuluan Matematika merupakan mata pelajaran yang penting untuk diajarkan di Sekolah Dasar, karena matematika sangat berguna dalam kehidupan sehari-hari siswa dan diperlukan sebagai dasar untuk mempelajari matematika lanjutan dan mata pelajaran lain. Dalam kegiatan proses pembelajaran, banyak masalah yang muncul sehingga berdampak pada hasil yang tidak memuaskan dan tidak tercapainya tujuan pembelajaran, seperti metode pembelajaran yang kurang variatif, kurangnya pemanfaatan media dan lain sebagainya sehingga siswa menganggap pelajaran matematika itu adalah pelajaran yang sulit yang berpengaruh pula pada hasil belajar siswa. Selain penggunaan metode mengajar yang baik, media pembelajaran merupakan salah satu faktor penentu keberhasilan pembelajaran karena dapat membangkitkan keinginan dan minat yang baru, membangkitkan motivasi, dan rangsangan kegiatan belajar, bahkan membawa pengaruh-pengaruh psikologi terhadap siswa. Salah satu media pembelajaran yang digunakan dan perlu dikembangkan adalah media tekke smart. Media pembelajaran tekke smart merupakan suatu media yang dapat digunakan untuk mengajarkan siswa tentang penjumlahan dengan cara bermain. Media tekke smart memberikan pembelajaran yaitu dengan melemparkan gelang ke papan media untuk dapat menjumlahkan di angka berapa gelang pertama dan kedua tersangkut, dengan permainan ini maka siswa dapat beraktivitas dalam kegiatan proses pembelajaran. Berdasarkan masalah-masalah di atas, akan melakukan penelitian dengan tujuan untuk dapat mengembangkan media pembelajaran tekke smart pelajaran Matematika pokok bahasan penjumlahan pada siswa Kelas 1 SDN 2 Rumbuk Tahun Pelajaran 2015/2016. 574
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Metode Penelitian
Model pengembangan Penelitian ini menggunakan pendekatan penelitian dan pengembangan atau Research and Development (R&D). Penelitian pendidikan dan pengembangan adalah suatu proses yang digunakan untuk mengembangkan dan memvalidasi produk-produk yang digunakan dalam pendidikan. (Sugiyono. 2009: 297). Penelitian ini mengembangkan produk berupa media pembelajaran yaitu media tekke smart pada siswa kelas 1 Sekolah Dasar yang disesuaikan dengan tingkat perkembangan anak usia Sekolah Dasar. Produk yang dikembangkan agar sesuai dengan tujuan maka penelitian pengembangan ini menggunakan model pengembangan Plomp. Prosedur pengembangan Adapun bagan prosedur pengembangan yang digunakan pada penelitian pengembangan ini digambarkan sebagai berikut: Preliminary investigation/ Investigasi Awal Design/ DEsain
Realization construction/ Realisasi Konstruksi Tes, evaluation, and revision/ Tes, evaluasi dan revisi Implementation/ Implementasi
Uji coba produk Uji coba produk dilakukan bertujuan untuk mengumpulkan data yang bisa digunakan sebagai acuan untuk menetapkan keefektifan produk media pembelajaran tekke smart yang dihasilkan. Adapun produk media pembelajaran tersebut perlu diuji dan divalidasi terlebih dahulu oleh ahli media sebelum diujicoba di lapangan dengan subjek uji coba yaitu siswa kelas 1 SDN 2 Rumbuk Tahun Pelajaran 2015/2016. Jumlah subjek uji coba secara keseluruhan sebanyak 10 siswa.( uji coba terbatas/skala kecil) Jenis data Data yang diperoleh dalam penelitian ini berupa data kualitatif dan data kuantitatif. Data kualitatif diperoleh dari tanggapan ahli mengenai keberhasilan dan kelayakan media pembelajaran, tanggapan guru, serta respon siswa. Data kualitatif yang diperoleh kemudian diangkakan (scoring), sehingga data kualitatif dalam penelitian ini berubah menjadi data kuantitatif.
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Instrument pengumpulan data Dalam pengembangan ini instrument pengumpulan datan yaitu lembar validasi dari ahli media dan ahli materi serta angket respon siswa. Lembar validasi ini diperoleh dari ahli media dan ahli materi yang berisikan aspek-aspek yang berhubungan dengan media dan materi pembelajaran meliputi, desain tampilan dan desain pembelajaran, kesesuaian materi pembelajaran. Sementara itu, untuk angket respon siswa berisikan daftar pertanyaan untuk mengetahui aktivitas siswa yang menggambarkan responnya terhadap produk yang dikembangkan dalam proses uji coba produk. Teknik analisis data Data dianalsis dengan cara menganalisis tes hasil belajar dan angket respon siswa. Adapun teknik dalam menganalisis hasil tes belajar siswa dilakukan secara deskriptif dengan menentukan: a. Ketuntasan individu. Ketuntasan individu tercapai apabila siswa memperoleh nilai ≥65 b. Ketuntasan klasikal. Kriteria keefektifan dikatakan tercapai jika paling sedikit 80% subjek uji coba mencapai tingkat hasil belajar minimal tinggi. Apabila kriteria tersebut belum dicapai, maka perlu dilakukan peninjauan ulang dengan tujuan untuk mendapatkan media pembelajaran yang efektif ditinjau dari hasil belajar siswa. Sementara, untuk analisis data hasil respon siswa terhadap produk yang dikembangkan dapat dilakukan dengan membandingkan jumlah perolehan antara jawaban “ya” dan “tidak”. Perhitungan persentase tersebut dapat dilakukan dengan menggunakan rumus sebagai berikut.
Keterangan: P = Persentasi pilihan siswa M = Frekuensi pilihan siswa T = Total siswa yang mengisi angket Berdasarkan perhitungan di atas maka dapat dilihat perbedaan jumlah persentase jawaban “ya” dan jawaban “tidak”. Jika jawaban “ya” lebih besar daripada jawaban “tidak” maka produk yang dihasilkan cocok digunakan oleh siswa.
Hasil Penelitian dan Pembahasan
Hasil penelitian Sebelum melakukan penelitian, peneliti melakukan tahapan-tahapan pengembangan yakni analisis kebutuhan, analisis pembelajaran, dan pengembangan produk media. Data uji coba dari ahli media dilakukan dengan cara memperlihatkan media tekke smart beserta instrument validasi kepada ahli media, validator tersebut memberikan penilaian dan saran terhadap produk yang dikembangkan, sehingga dapat disimpulkan bahwa media tersebut layak digunakan atau tidak. Media tekke smart yang sudah divalidasi oleh ahli kemudian diujicobakan. Uji coba ini dilakukan pada 10 orang siswa kelas 1 SDN 2 Rumbuk pada hari kamis tanggal 12 Mei 2016. Adapun lebih jelasnya dapat dilihat pada tabel di bawah ini. 576
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Tabel 3 Rincian Waktu Kegiatan Pengembangan Media Tekke Smart No Hari/Tanggal Nama Kegiatan Hasil yang Diperoleh 1 Senin, 02 Mei 2016 Fase Investigasi Awal Mengetahui masalah dalam pembelajaran Matematika yang selama ini ada di SDN 2 Rumbuk melalui diskusi dan penyebaran angket analisis kebutuhan siswa. 2 Senin, 02 Mei 2016 Fase Perancangan Mendesain media tekke smart dan Desain Instrumen 3 Selasa, 03 Mei Fase Realisasi Menghasilkan produk awal berupa 2016 Realisasi media tekke smart Realisasi media tekke Menyusun media tekke smart smart 4 Rabu, 04 Mei 2016 Fase Validasi,Uji Coba Meminta pertimbangan, penilaian dan Revisi para ahli media terhadap media tekke smart serta buku petunjuk penggunaan media. Merevisi media tekke smart dan buku petunjuk media tekke smart. 5 Jum’at, 06 Mei Desain Awal Menghasilkan media tekke smart 2014 dan angket penelitian 6 Rabu, 04 Mei 2016 Validasi media tekke Mengetahui penilaian validator smart terhadap media tekke smart yang dikembangkan peneliti 7 Selasa, 10 Mei Revisi Melakukan perbaikan dari hasil 2016 validator Mengujicobakan tekke smart 8 Kamis, 12 Mei Uji Coba dengan obyek penelitian 2016 Memperoleh data mengenai data Sabtu, 14 Mei 2016 hasil belajar dan respon siswa terhadap media tekke smart
Analisis data Analisis hasil belajar dengan menggunakan media pohon matematika Data hasil belajar diperoleh dengan melakukan uji coba setelah pembelajaran dengan menggunakan media tekke smart pada materi penjumlahan. Tes hasi belajar ini diberikan kepada 10 siswa kelas SDN 2 Rumbuk. Adapun data menunjukkan hasil tes pada 10 orang siswa , 8 siswa tuntas dan 2 orang lainnya tidak tuntas. Penggunaan media tekke smart menunjukkkan hasil yaitu 80% tuntas. Untuk lebih jelasnya dapat dilihat di bawah ini. No Kriteria Jumlah siswa Presentase 1 Tuntas (T) 8 80 % 2 Tidak Tuntas (TS) 2 20 % Total 10 100% Keterangan: Ketuntasan Individual tercapai apabila siswa memperoleh nilai ≥ 65 Ketuntasan Klasikal
[ KB =
P x 100 % N
] 577
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= 8 x 100 % 10 = 80 % (Tuntas)
Angket respon siswa terhadap media pohon matematika Adapun hasi angket respon siswa sebagai berikut : Penilaian/respon siswa No Asfek Yang di Respon Senang Tidak Jumlah Persentase Jumlah Persentase
1
2
3
4
5
Apakah kamu merasa senang atau tidak terhadap komponen pembelajaran berikut ini? a. Materi Pembelajaran b. Media Tekke Smart c. Lembar Soal Tes Hasil Belajar d. Suasana Pembelajaran di Kelas e. Cara Guru Mengajar Persentase Apakah komponen pembelajaran berikut ini bagimu, baru atau tidak? a. Materi Pembelajaran b. Media Tekke Smart c. Lembar Soal Tes Hasil Belajar d. Suasana Pembelajaran di Kelas e. Cara Guru Mengajar Persentase
10 10 10 10 10 10
100% 100% 100% 100% 100% 100%
0 0 0 0 0 0
Baru 10 10 10 10 10 10
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Apakah kamu dapat memahami dengan jelas atau tidak bahasa yang digunakan dalam: a. Media Tekke Smart b. Lembar Soal Tes Belajar Siswa Persentase Apakah kamu dapat mengerti atau tidak maksud dari setiap soal/ masalah yang disajikan dalam: a. Media Tekke Smart b. Lembar Soal Tes Belajar Siswa Persentase
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Apakah kamu tertarik atau tidak dengan penampilan (tulisan, gambar dan waarna), yang terdapat dalam: a. Media Tekke Smart b. Lembar Soal Tes Belajar Siswa Persentase
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Dari data respon siswa terhadap kegiatan pembelajaran bahwa rata-rata 100% siswa senang terhadap pembelajaran dengan menggunakan media tekke smart, 100% menyatakan bahwa pembelajaran dengan media tekke smart ini baru bagi mereka, 100% menyatakan bahwa berminat untuk mengikuti pembelajaran dengan media tekke smart, 100% menyatakan jelas bahasa yang digunakan, dan 90% diantaranya mengerti dan memahami pembelajaran dengan media tekke smart. Selain itu, rata-rata 100% siswa mengakui tertarik dan menyukai penampilan media tekke smart beserta, buku petunjuk penggunaan mdia tekke smart dan dapat memahami bahasa yang digunakan. Data tersebut menunjukkan bahwa lebih dari 100% siswa merespon positif media tekke smart, sehingga respon siswa dapat dikatakan positif terhadap pembelajaran dengan media tekke smart. Revisi produk Produk media tekke smart secara umum dinyatakan “baik” oleh tim ahli (validator), yang artinya produk yang dikembangkan layak digunakan, namun ada beberapa saran perbaikan dari validator. Media tekke smart yang direvisi pada tahap ini adalah dari aspek desain pembelajaran, yaitu: a. Pembuatan nama pada papan media TEKKE SMART b. Warna dari angka 1 sampai 9 harus jelas perbedaannya c. Banyak penulisan yang salah pada materi d. Cover buku terlalu ramai dan warna harus di ganti Kajian produk akhir Tahap Uji Ahli Berdasarkan hasil validasi ditemukan bahwa media tekke smart sudah memenuhi kriteria kelayakan untuk digunakan. Hasil penilaian dari ahli menunjukkan bahwa media tekke smart berada pada kategori “baik” dengan melakukan revisi berdasarkan saran dan masukan dari tim ahli, sehingga media dapat digunakan. Tahap Uji Coba Dari respon siswa pada uji coba 100% siswa senang dengan media pembelajaran pohon matematika dan menyatakan bahwa media pohon matematika termasuk baru. Sebagian besar siswa senang dengan cara guru mengajar, materi pelajaran, suasana belajar, dan media yang digunakan. Siswa memberikan respon yang positif dengan melihat komentar-komentar siswa, dan melihat keaktifan siswa dalam proses pembelajaran. Dari hal tersebut dapat ditarik kesimpulan bahwa media tekke smart dapat menarik minat belajar siswa.
Simpulan Media tekke smart untuk siswa kelas 1 Sekolah Dasar dikembangkan dengan metode research and development. Berdasarkan hasil kajian pengembangan di atas, maka dapat kita kesimpulan sebagai berikut. 1. Tahapan research yaitu studi pendahuluan yang meliputi analisis kebutuhan, studi pustaka dan survei lapangan. 579
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2. Tahapan development meliputi desain produk, validasi ahli, dan uji coba,Media tekke smart yang dikembangkan layak digunakan berdasarkan hasil validasi ahli yakni hasil validasi ahli media dan materi yang berkategori baik. 3. Pada uji coba media tekke smart sudah memenuhi kriteria efektif dilihat dari aktivitas belajar siswa dalam proses pembelajaran, tes hasil belajar, dan respon siswa yang positif terhadap media yang dikembangkan. Saran Saran-saran yang dapat diberikan penulis sebagai sumbangan pemikiran terhadap pemanfaatan pengembangan media tekke smart khususnya dalam pembelajaran Matematika kelas I Sekolah Dasar sebagai berikut: 1. Sehubungan dengan hasil penelitian, maka hendaknya para pengguna media tekke smart yang dikembangkan di dalam penelitian ini sebagai referensi pengembangan berikutnya. 2. Pengembangan media smart ini bisa dikembangkan pada pokok bahasan yang lain. 3. Pengembangan media tekke smart ini mudah-mudahan bisa dikembangkan pada materi yang lain pada Sekolah Dasar.
Daftar Pustaka
Sugiyono, 2009. Metode Penelitian Kuantitatif, Kualiatatif dan R&D : Bandung Alfabeta Sanjaya, Wina, (2008). Perencanaan dan Desain Sistem Pembelajaran. Jakarta : Kencana Prenada Media Group. Ali , Muhammad. (2009). Ilmu dan Aplikasi Pendidikan. Bandung: Imperial Bhakti Utama.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Pengaruh Metode Lightening The Learning Climate terhadap Motivasi dan Hasil Belajar Siswa Kelas VIII Pada Mata Pelajaran IPS di Smpn 4 Aikmel Tahun Pelajaran 2015/2016 Isfi Sholihah Universitas Hamzanwadi, Indonesia
Pendahuluan Pendidikan memegang peranan penting dalam kehidupan manusia karena dengan pendidikan manusia bisa berfikir menjadi lebih baik dan berguna. Pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, keperibadian, kecerdasan, ahlak mulia serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara (Sisdiknas, 2008). Pembangunan nasional dibidang pendidikan telah banyak dilakukan oleh pemerintah yaitu dengan peningkatan, penyempurnaan dan penyelenggaraan pendidikan nasional yang disesuaikan dengan perkembangan ilmu pengetahuan dan kebutuhan masyarakat pada masing-masing daerah. Disamping itu lembaga pendidikan seperti sekolah juga telah diberikan wewenang atau kesempatan yang seluas-luasnya untuk mengembangkan berbagai aktivitas pembelajaran termasuk strategi pembelajaran Lightening The Learning Climate yang di terapkan pada siswa untuk meningkatkan motivasi dan hasil belajar siswa, sehingga diperoleh pengetahuan, pada mata pelajaran yang diajarkan disekolah. Salah satu faktor eksternal yang dapat mempengaruhi proses belajar adalah peran guru sebagai pengampu mata pelajaran. Peran guru sebagai pengampu mata pelajaran sudah beralih fungsi sebagai fasilitator dalam pembelajaran. Sehingga pada saat ini siswa dituntut aktif dalam proses belajar mengajar, karena sistem pembelajaran yang ada adalah pembelajaran berpusat pada siswa ( Student Center learning) pendekatan SCL (Student Center Learning) menuntut partisipasi yang tinggi dari siswa, karena siswa menjadi pusat perhatian selama proses pembelajaran berlangsung. Berdasarkan hasil observasi yang dilakukan di SMP Negeri 4 Aikmel dengan mewawancarai guru mata pelajaran IPS dan melihat suasana proses pembelajaran dikelas VIII A diketahui bahwa pembelajaran IPS yang berlangsung selama ini dilakuakan dengan pembelajaran konvensional atau menggunakan Strategi ceramah, guru aktif menyampaikan informasi didepan kelas sedangkan siswa hanya mendengar dan mencatat penjelasan dari guru. Siswa hanya duduk tenang dikelas namun ada saja yang tidak memperhatikan dan mendengarkan apa yang disampaikan oleh guru. Sehingga siswa terlihat kurang bergairah, kurang aktif, merasa bosan dan kadang-kadang ada yang bermain-main sendiri didalam kelas tampa menghiraukan apa yang disampaikan oleh guru. Selain itu motivasi dan minat siswa dalam belajar IPS terlihat kurang dan salah satu penyebabnya adalah guru memberikan materi masih bersifat hafalan, dan setelah proses pembelajran selesai guru hanya memberikan siswa tugas rumah (PR). Hal ini mengakibatkan siswa kurang dapat mengoptimalkan kreativitas yang dimilikinya dan ketuntatasan belajar siswa kurang tercapai secara maksimal. Kebanyakan guru dalam menyampaikan materi pelajaran IPS masih menggunakan Strategi ceramah. Penyampaian materi dengan Strategi ceramah membuat siswa secara umum menganggap bahwa materi pelajaran IPS adalah materi yang membosankan kurang menarik dan sulit untuk dipahami hal ini menyebabkan siswa kurang aktif, kurang motivasi dalam proses pembelajaran sehingga aspek pemahaman, sikap dan keterampilan siswa tidak optimal 581
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sehingga masih banyak siswa yang hasil belajarnya tiadak dapat mencapai Kriteria Kelusasan Minimal (KKM) yaitu 70. Salah satu faktor eksternal yang dapat mempengaruhi proses belajar adalah peran guru sebagai pengampu mata pelajaran. Peran guru sebagai pengampu mata pelajaran sudah beralih fungsi sebagai fasilitator dalam pembelajaran. Sehingga pada saat ini siswa dituntut aktif dalam proses belajar mengajar, karena sistem pembelajaran yang ada adalah pembelajaran berpusat pada siswa ( Student Center learning) pendekatan SCL (Student Center Learning) menuntut partisipasi yang tinggi dari siswa, karena siswa menjadi pusat perhatian selama proses pembelajaran berlangsung. Berdasarkan hasil observasi yang dilakukan di SMP Negeri 4 Aikmel dengan mewawancarai guru mata pelajaran IPS dan melihat suasana proses pembelajaran dikelas VIII A diketahui bahwa pembelajaran IPS yang berlangsung selama ini dilakuakan dengan pembelajaran konvensional atau menggunakan Strategi ceramah, guru aktif menyampaikan informasi didepan kelas sedangkan siswa hanya mendengar dan mencatat penjelasan dari guru. Siswa hanya duduk tenang dikelas namun ada saja yang tidak memperhatikan dan mendengarkan apa yang disampaikan oleh guru. Sehingga siswa terlihat kurang bergairah, kurang aktif, merasa bosan dan kadang-kadang ada yang bermain-main sendiri didalam kelas tampa menghiraukan apa yang disampaikan oleh guru. Selain itu motivasi dan minat siswa dalam belajar IPS terlihat kurang dan salah satu penyebabnya adalah guru memberikan materi masih bersifat hafalan, dan setelah proses pembelajran selesai guru hanya memberikan siswa tugas rumah (PR). Hal ini mengakibatkan siswa kurang dapat mengoptimalkan kreativitas yang dimilikinya dan ketuntatasan belajar siswa kurang tercapai secara maksimal. Kebanyakan guru dalam menyampaikan materi pelajaran IPS masih menggunakan Strategi ceramah. Penyampaian materi dengan Strategi ceramah membuat siswa secara umum menganggap bahwa materi pelajaran IPS adalah materi yang membosankan kurang menarik dan sulit untuk dipahami hal ini menyebabkan siswa kurang aktif, kurang motivasi dalam proses pembelajaran sehingga aspek pemahaman, sikap dan keterampilan siswa tidak optimal sehingga masih banyak siswa yang hasil belajarnya tiadak dapat mencapai Kriteria Kelusasan Minimal (KKM) yaitu 70. Berkaitan dengan hal tersebut, dibutuhkan strategi pembelajaran aktif untuk memeperbaiki rendahnya ketertarikan siswa dalam belajar IPS serta kurangnya kerjasama siswa untuk belajar aktif dalam kelompok. Tingginya ketertarikan siswa untuk belajar IPS akan menciptakan suasana yang menyenangkan dalam belajar serta meningkatkan kerja sama kelompok. Penggunaan strategi belajar aktif akan meningkatkan hasil belajar keseluruhan baik ranah kognitif, psikomotor maupun afektif. Strategi pembelajaran Lightening The Learning Climate merupakan salah satu pembelajaran aktif yang baik untuk meningkatkan motivasi dan hasil belajar baik pada ranah kognitip. Psikomotor, maupun afektif siswa. Strategi pembelajaran tersebut dapat menciptakan suasana belajar yang menyenangkan dan mengesankan, sehingga pada akhirnya akan dapat meningkatkan motivasi dan hasil beljar siswa. Strategi Pembelajaran Lightening The Learning Climate bertujuan untuk mengurangi suasana belajar formal, maksudnya strategi ini lebih santai dalam penyampaian proses pembelajaran sehingga siswa tidak merasa tegang ataupun bosan saat proses pembelajaran berlangsung. Berdasarkan latar belakang yang telah diuraikan diatas maka akan dilakukan penelitian dengan judul : “Pengaruh Strategi Pembelajaran Lightening the Learning Climate Terhadap Motivasi dan Hasil Belajar Siswa Kelas VIII Pada Mata Pelajaran IPS di SMPN 4 Aikmel. Dengan tujuan untuk meningkatkan motivasi dan hasil belajar siswa.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Metode Penelitian Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian eksprimen dengan ranncangan penelitian quasi eksperimen dan bentuk desain yang digunakan yaitu Nonequivalent Control Group Design. Waktu penelitiannya adalah semester ganjil pada tanggal 16 september 2015 sampai 16 oktober 2015 . Tempat penelitiannya adalah di SMP Negeri 4 AIKMEL, Desa kalijaga Kecamatan Aikmel Lombok Timur. Adapun populasi penelitian ini yaitu keseluruhan siswa kelas VIII dan adapun sampel penelitian ini yaitu sebanyak dua kelas yang berjumlahkan 42 orang siswa.
Hasil dan Pembahasan Motivasi belajar diukur dengan lembar pedoman observasi di mana di dalam lembar observasi ada 7 indikator motivasi belajar yang di ukur. Penilaian diberikan sesudah proses pemebelajaran, dimana pada kelas kontrol model pembelajaran yang diterapakan yaitu ceramah dan diskusi sedangkan pada kelas eksperimen menggunakan penerapan Strategi pembelajaran lightening the learning climate. Berdasarkan hasil pengumpulan data pada kelas eksperimen diperoleh nilai tertinggi sebesar 30 dan nilai terendah sebesar 23 dan nilai skor sebesar 3,8 dan pada kelas kontrol diperoleh nilai tertinggi sebesar 24 dan nilai terendah sebesar 11, dan nilai skor sebesar 2,3. Dari data tersebut terlihat bahwa adanya peningkatan motivasi belajar siswa setelah diterapkannya Strategi pembelajaran lightening the learning climate. Berdasarkan hasil pengumpulan data preetest hasil belajar siswa pada kelas eksperimen diperoleh nilai tertinggi 75 dan nilai terendahnya 45, dari perhitugan tersebut diperoleh Mean (M) 65,85 . Sedangkan pada kelas kontrol nilai tertinggi 75 dan terendahnya 40, diperoleh Mean (M) 56,295. Untuk lebih jelasnya dapat dilihat pada tabel berikut ini. (lampiran 15-16) Sedangkan hasil pengumpulan data posttest pada kelas eksperimen diperoleh nilai tertinggi 95 dan nilai terendahnya 50, dari perhitugan tersebut diperoleh Mean (M) 70,02 . Sedangkan pada kelas kontrol nilai tertinggi 80 dan terendahnya 45, diperoleh Mean (M) 60,659 . Dari data tersebut terlihat bahwa adanya peningkatan hasil belajar siswa setelah diterapkannya Strategi pembelajaran lightening the learning climate. Pada saat melakukan penelitian dimana kelas VIIIA sebagai kelompok eksperimen yang diberikan perlakuan dengan menggunakan Strategi pembelajaran lightening the learning climate dengan kelas VIIIB sebagai kelompok kontrol tidak diberikan perlakuan hanya menggunakan Strategi biasa yakni konvensional, dari hasil penelitian kita dapat mengetahui bahwa Strategi pembelajaran lightening the learning climate pada mata pelajaran IPS lebih baik daripada metode konvensional dapat dilihat dari data motvasi belajar dan hasil belajar yang diperoleh pada waktu melakukan penelitian. Data Motivasi Belajar Berdasarkan hasil pengumpulan data pada kelas eksperimen diperoleh nilai tertinggi sebesar 30 dan nilai terendah sebesar 23 dan nilai skor sebesar 3,8 dan pada kelas kontrol diperoleh nilai tertinggi sebesar 24 dan nilai terendah sebesar 11, dan nilai skor sebesar 2,3. Dari data tersebut terlihat bahwa adanya peningkatan motivasi belajar siswa setelah diterapkannya Strategi pembelajaran lightening the learning climate. Data Hasil Belajar Berdasarkan hasil pengumpulan data preetest pada kelas eksperimen diperoleh nilai tertinggi 75 dan nilai terendahnya 45, dari perhitugan tersebut diperoleh Mean (M) 65,85 . Sedangkan 583
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
pada kelas kontrol nilai tertinggi 75 dan terendahnya 40, diperoleh Mean (M) 56,295. Untuk lebih jelasnya dapat dilihat pada tabel berikut ini. (lampiran 15-16). Sedangkan hasil pengumpulan data posttest pada kelas eksperimen diperoleh nilai tertinggi 95 dan nilai terendahnya 50, dari perhitugan tersebut diperoleh Mean (M) 70,02 . Sedangkan pada kelas kontrol nilai tertinggi 80 dan terendahnya 45, diperoleh Mean (M) 60,659 . Dari data tersebut terlihat bahwa adanya peningkatan hasil belajar siswa setelah diterapkannya Strategi pembelajaran lightening the learning climat. Banyak faktor yang saling berpengaruh terhadap berhasil tidaknya suatu proses belajar mengajar diantaranya adalah faktor guru. Kompetensi guru dalam berkomunikasi merupakan faktor yang tidak dapat dianggap biasa saja. Dalam interaksi belajar mengajar, seorang guru dituntut untuk mampu menerjemahkan nilai-nilai yang terdapat pada kurikulum dan mampu menyampaikannya dengan jelas dan cara yang tepat. Sehingga apa yang disampaikan dapat diterima dengan baik oleh peserta didik. Selain faktor guru, sarana dan prasarana yang memadai dalam hal ini keberadaan buku teks merupakan unsur penunjang yang tidak kalah pentingnya dibandingkan dengan sarana dan prasarana lainnya. Adapun yang dimaksud dengan buku teks dalam hal ini adalah buku pelajaran dalam bidang studi pendidikan IPS. Efektif tidaknya suatu Strategi pembelajaran, dalam hal ini Strategi pembelajaran lightening the learning climate diipengaruhi oleh beberapa unsur yaitu siswa, guru, ketersediaan alat bantu seperti media pembelajaran dan kondisi lingkungan sekolah. Usnur-unsur tersebut saling mendukung dan saling berpengaruh terahadap tingkat efektivitas suatu Strategi mengajar. Efektif tidaknya Strategi mengajar dapat dilihat dari tingkat hasil yang diperoleh siswa. Semakin tinggi yang diperoleh siswa maka tingkat efektivitas suatu Strategi mengajar pun semakin tinggi. Hasil belajar dapat diketahui melalui hasil evaluasi yang biasanya dilakukan setelah kegiatan pembelajaran. Kegiatan pembelajaran tersebut merupakan suatu proses belajar yang melibatkan interaksi guru dengan siswa baik didalam maupun diluar ruangan. Selain itu, dalam pembelajaran juga melibatkan alat dan sarana pembelajaran, serta penerapan Strategi pemelajaran yang digunakan oleh guru dalam menyampaikan materi kepada siswa. Sesuai dengan hasil uji hipotesis yang telah disajikan ternyata ada pengaruh positif dan signifikan dengan menggunakan Strategi pembelajaran lightening the learning climate, artinya hipotesis yang diajukan pada bab II didukung oleh data-data yang ada. Sehingga dengan menggunakan Strategi pembelajaran lightening the learning climate lebih baik dibandingkan dengan metode pembelajaran yang sering digunakan yaitu metode konvensional/ceramah.
Kesimpulan Hasil yang telah dilaksanakan di SMP Negeri 4 Aikmel dapat menjawab hipotesis alternative yang dirumuskan peneliti, hal ini dapat dibuktikan sebagaimana yang terdapat dalam penelitian ini diperoleh harga fhitung = 19,5 dan ftabel = 14,44 dan ternyata fhitung>ftabel (19,5>14,44). Maka dapat disimpulkan bahwa penggunaan Strategi pembelajaran Lightening The Learning Climate berpengaruh signifikan Terhadap Motivasi dan Hasil Belajar Siswa Kelas VIII Pada Mata Pelajaran IPS Di SMP Negeri 4 Aikmel Tahuan Pelajaran 2015/2016.
Daftar Pustaka
Arikunto suharsimi. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT. Rineka Cipta 584
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Arikunto Suharsimi. 2008. Dasar-Dasar Evaluasi Pendidikan. Jakarta :PT Bumi Aksara Aunurrahman. 2012. Belajar dan Pembelajaran.Bandung: ALFABETA Dimyati Dkk. 2006. Belajar dan Pembelajaran. Jakarta: RINEKA CIPTA Gunawan Rudy. 2011. Pembelaajaran IPS di SMP/MTs. Jakarta : Gran Media Pustaka. http://beruangmadu.blog.com/2013/04/28/metode-metode-pembelajaran.html, diakses pada 11 juni 2015, pukul 10:35 http://irwansahaja.blogspot.com/2014/08/karakteristik-tujuan-dan-ruang-lingkup.html, di akses pada 11 juni 2015, pukul 10:52 http://www.wikipendidikan.tk/2015/03/pengertian-implementasi-kelebihan-dan-kekuranganstrategi-lightening-the-learning-climate.html, di akses pada 11 juni 2015, pukul 11:12 Hamdani. 2011. Strategi Belajar Mengajar. Bandung: CV Pustaka Setia Margono, S. 2010. Strategi Penelitian Pendidikan. Jakarta: PT. Rineka Cipta. Mel silberman. 2009. Active Learning 101 Strategi Pembelajaran Aktif . Yogyakarta Sanjaya wina. 2008. Kurikulum dan Pembelajaran: Teori dan Praktik Pengembangan Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Kencana Sugiyono. 2012. Strategi Penelitian Kuantitatif, Kualitatif dan Kombinasi (Mixed Methods). Bandung: Alfabeta. Sugiyono. 2012. Statistik untuk Penelitian. Bandung: Alfabeta. Sardiman.2011.interaksi & motivasi belajar mengajar.jakarta:rajawali pers. Sisdiknas. 2008. Undang-Undang RI Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional . Jakarta : Depdiknas Ditjen Dikdasmen. Winarno.2013. Metodologi Penelitian Dalam Pendidikan Jasmani. Malang: Universitas Negeri Malang.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Implementasi Model Two Stay Two Stray pada Mata Kuliah Strategi Pembelajaran di Universitas Hamzanwadi Selong 2016 Dina Apriana Universitas Hamzanwadi, Indonesia [email protected]
Abstract This study aims at implementing two stay two stray (henceforth: TSTS) model to improve the activeness and the achievement of students in the Strategi Pembelajaran (Learning Strategy) course. The TSTS model may lead the students to be active in the learning activities. Besides, the TSTS model is well-structured as well. This research is a classroom action research with 35 students as research subjects in one semester. This classroom action research was done in three cycles. Each cycle has four stages, namely, planning, acting, observing, and reflecting. In cycle 1 there were some failures in the planning, so, it could not meet the criteria of success and should be revised in cycle 2. In the cycle 2, there was a failure regarding the activeness of the students, so that, optimal action is necessary in the implementation of the TSTS in cycle 3. Based on the analysis conducted through tests and observation, the criteria of success can be achieved. In the cycle 1, the average score of the students’ achievement was 53 with FAIR qualification, while the average score of their activeness was 34.8% with POOR qualification. In the cycle 2, the average score of the students’ achievement was 65 with GOOD qualification, while the average score of activeness was 53.3% with FAIR qualification. Furthemore, in the cycle 3, the average score of the achievement was 75 with GOOD qualification, while the average score for the activeness was 79.3% with GOOD qualification. Keywords: two stay two stray model, achievement, activeness
Pendahuluan Paradigma pembelajaran saat ini mengarahkan peserta didik untuk aktif dalam proses pembelajaran. Keaktifan peserta didik dipandang sebagai keberhasilan pembelajaran, dimana proses itu lebih dihargai dibandingkan dengan hasil. Perubahan terhadap paradigma pembelajaran ini diharapkan dapat meningkatkan motivasi belajar dan lebih menyenangkan. Iklim belajar yang menyebabkan peserta didik pasif hanya akan membuat proses pembelajaran menjadi monoton dan tidak menarik. Sebagai upaya dalam meningkatkan keaktifan siswa dalam proses pembelajaran, pendidik berperan penting dalam memilih dan menentukan metode yang tepat. Metode yang sesuai dalam hal itu adalah penerapan metode kooperatif. Metode kooperatif merupakan strategi pembelajaran yang melibatkan partisipasi peserta didik dalam satu kelompok kecil untuk saling berinteraksi (Nurulhayati, 2002:25). Sedangkan Tom V. Savage (Rusman, 2014: 203). Metode kooperatif memiliki unsur pokok dalam penerapannya, antara lain: saling ketergantungan positif, tanggung jawab individual, interaksi personal, keahlian bekerja sama, dan proses kelompok. Metode kooperatif berbeda dengan strategi pembelajaran yang lainnya. Dimana perbedaan tersebut tampak pada proses pembelajaran yang menekankan pada proses kerjasama dalam kelompok. Metode ini banyak digunakan dan menjadi perhatian para ahli serta sangat dianjurkan dalam proses pembelajaran. Hal ini merujuk pada beberapa hasil penelitian yang memberikan kesimpulan bahwa (Rusman, 2014:206): 1) penggunaan pembelajaran kooperatif dapat meningkatkan hubungan sosial, menumbuhkan sikap toleransi, dan menghargai pendapat orang lain, 2) pembelajaran kooperatif dapat memenuhi kebutuhan peserta didik dalam berpikir kritis, memecahkan masalah, dan mengintegrasikan
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
pengetahuan dengan pengalaman. Untuk mencapai keefektifan dalam penerapan pembelajaran kooperatif perlu menekankan hal beikut, yaitu menekankan pentingnya usaha bersama, adanya pemerataan perolehan hasil belajar, menanamkan tutor sebaya, adanya partisipasi secara aktif dari seluruh anggota kelompok, dan meningkatnya kemampuan peserta didik dalam memecahkan masalah. Hasil pengamatan yang dilakukan peneliti selama beberapa semester sebelumnya, peneliti menemukan beberapa permasalahan yang harus diselesaikan melalui proses pembelajaran. Adapun masalah tersebut, yaitu: 1) pada beberapa perkuliahan yang menekankan teori, proses pembelajaran cenderung lebih sering bersifat satu arah dengan mengutamakan pengampu mata kuliah sebagai satu-satunya pusat informasi, dan 2) model pembelajaran diskusi kelompok yang sering dilakukan oleh mahasiswa di dalam kelas tampak monoton, karena diskusi kelompok yang dilakukan kurang dapat berinteraksi secara bebas dan aktif dengan kelompok lainnya sehingga informasi yang didapatkan hanya pada kelompoknya saja. Kedua masalah tersebut menjadi hal yang dipandang masalah yang dapat mengganggu keaktifan dan rendahnya hasil belajar mahasiswa. Masalah dalam pembelajaran di atas menjadikan proses pembelajaran tidak dapat berjalan dengan baik sehingga tujuan pembelajaran tidak dapat tercapai secara maksimal. Pola pembelajaran satu arah dapat menimbulkan ketidakaktifan mahasiswa dalam melakukan kegiatan pembelajaran. Selain itu, dengan model pembelajaran diskusi kelompok yang hanya terbatas dengan anggota kelompoknya saja dapat mempengaruhi bentuk interaksi yang kurang luas. Dampak lain yang terjadi, maka kondisi pembelajaran dapat menjadi tidak menyenangkan bagi mahasiswa. Memandang permasalahan di atas dan dampak yang dapat muncul dalam proses pembelajaran, peneliti mengupayakan bentuk pemecahan masalah melalui penerapan metode pembelajaran kooperatif dengan model pembelajaran two stay two stray. Rancangan model pembelajaran two stay two stray membuka peluang besar bagi keseluruhan komponen yang terlibat dalam kegiatan pembelajaran untuk dapat berinteraksi. Penerapan model pembelajaran ini diharapkan dapat menjadi pemecahan masalah yang baik untuk meningkatkan keaktifan belajar mahasiswa dan hasil belajar mahasiswa dalam mata kuliah strategi pembelajaran. Model pembelajaran merupakan konsep dalam mewujudkan proses belajar mengajar sebagai perencanaan yang dilakukan dalam pembelajaran. Struktur model pembelajaran two stay two stray memberikan kesempatan kepada kelompok untuk membagikan hasil dan informasinya kepada kelompok lainnya (Miftahul, 2011:140). Kondisi belajar yang dilangsung dalam suasana terbuka dan demokratis akan memberikan kesempatan yang optimal kepada peserta didik untuk memperoleh informasi yang banyak. Selain itu, melalui model pembelajaran two stay two stray ini dapat melatih peserta didik dalam bersikap dan memiliki keterampilan sosial untuk dapat melakukan interaksi yang baik dengan orang lain. Model pembelajaran two stay two stray menekankan pada pemberian kesempatan kepada kelompok dalam membagikan hasil dan informasi kepada kelompok lain. Model pembelajaran two stay two stray diterapkan dengan menggunakan kelompok-kelompok kecil beranggotakan empat orang. Dimana secara prosedural dua orang berperan sebagai tuan rumah yang memberikan informasi terkait materi yang dibahas kelompoknya kepada anggota dari kelompok lain yang berperan sebagai tamu. Sedangkan dua orang lainnya berperan sebagai tamu yang bertugas untuk mencari informasi dari kelompok-kelompok lainnya. Menurut Kagan (Miftahul, 2013) model pembelajaran two stay two stray dapat digunakan dalam semua pelajaran dan untuk semua tingkat usia peserta didik. Pandangan Hamiddin (2012:104), menyatakan implementasi model pembelajaran two stay two stray dapat digunakan untuk meningkatkan prestasi belajar peserta didik. Dari pandangan di atas dapat disimpulkan bahwa penerapan model pembelajaran two stay two stray dapat meningkatkan keaktifan dan hasil belajar.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Metode Penelitian ini dilakukan hanya pada 1 kelas sebagai kelas model dengan jumlah subjek penelitian sebanyak 35 orang. Penerapan model pembelajaran two stay two stray dilakukan melalui penelitian tindakan kelas. Penelitian tindakan kelas merupakan satu rancangan penelitian yang dirancang khusus untuk meningkatkan kualitas praktek pembelajaran di kelas. Pelaksanaan penelitian dilakukan dalam tiga siklus selama satu semester. Setiap siklus memiliki empat tahapan, yaitu: perencanaan, pelaksanaan, observasi, dan refleksi. Sebagai tindakan awal, peneliti melakukan studi pendahuluan untuk menemukan masalah yang sedang dihadapi dan mencari bentuk pemecahannya. Dalam menemukan masalah peneliti menggunakan tehnik wawancara dan pemberian tes awal pada subjek penelitian. Hasil wawancara dan tes awal digunakan untuk mengukur kemampuan awal siswa sebelum penerapan model pembelajaran two stay two stray. Tahap selanjutnya, sebelum pelaksanaan penelitian dan pengambilan data dilakukan, peneliti melakukan persiapan dengan penyusunan perangkat pembelajaran. Dalam penyusunan perangkat pembelajaran, peneliti merumuskan beberapa hal yang tergambarkan dalam satuan acara perkuliahan yaitu: tujuan pembelajaran, langkah-langkah model pembelajaran two stay two stray, mengurutkan kegiatan pembelajaran, media pembelajaran, menyusun alat evaluasi, dan penentuan kriteria keberhasilan. Persiapan yang dilakukan oleh peneliti digunakan untuk melanjutkan pada tahap pelaksanaan. Pada tahap pelaksanaan, peneliti melaksanakan kegatan pembelajaran berdasarkan satuan acara perkuliahan yang telah di rancang. Tahap pelaksanaan bertujuan untuk menerapkan model pembelajaran two stay two stray yang sudah ditentukan. Pada tahap ini, peneliti melakukan modifikasi dengan beberapa metode lainnya, akan tetapi pada intinya model pembelajaran two stay two stray dilaksanakan sesuai dengan urutan kegiatan pembelajaran yang telah tersusun dalam satuan acara perkuliahan. Tahapan berikutnya yaitu tahap observasi. Setelah penerapan model pembelajaran two stay two stray, peneliti memberikan alat evaluasi berupa tes untuk mengukur ketercapaian pembelajaran. Tes yang dilakukan berupa soal essai terkait dengan materi pembelajaran yang dibahas. Hasil tes akan dikualifikasikan berdasarkan pada kriteria penilaian. Sedangkan untuk mengukur keaktifan siswa dalam penerapan model pembelajaran two stay two stray dilakukan dengan menggunakan lembar observasi dan catatan lapangan. Setelah dilakukannya observasi, maka peneliti melakukan refleksi untuk mengevaluasi tahapan sebelumnya, yaitu perencanaa, pelaksanaan, dan observasi. Tahapan ini digunakan menarik kesimpulan dari kegiatan pembelajaran yang dilakukan dalam penerapan model pembelajaran two stay two stray. Dalam menarik kesimpulan, peneliti menetapkan kriteria keberhasilan penelitian dalam pencapaian siklus yaitu tes hasil belajar dan observasi keaktifan belajar. Apabila tes hasil belajar menunjukkan kriteria rendah dan atau observasi keaktifan juga memiliki nilai rendah, maka peneliti melanjutkan ke siklus berikutnya. Tujuannya untuk melakukan perbaikan terhadap setiap tahapan pada siklus. Sedangkan jika tes hasil belajar dan observasi keaktifan memiliki nilai tinggi, maka siklus dapat dihentikan pada siklus tersebut.
Pembahasan Pada siklus pertama, hasil penelitian yang diukur melalui tes hasil belajar dan observasi keaktifan mahasiswa dalam proses pembelajaran belum dapat memenuhi kriteria keberhasilan yang baik. Oleh sebab itu, konsekuensinya peneliti melakukan analisis penyebab kegagalan. Analisis ini digunakan untuk merevisi perencanaan pembelajaran yang dilakukan. Kemudian peneliti melanjutkan penerapan model pembelajaran two stay two stray dalam proses pembelajaran pada siklus kedua dan siklus ketiga. 588
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Peneliti melanjutkan pada siklus kedua, karena ditemukannya beberapa kegagalan pada siklus pertama. Beberapa faktor kegagalan yang ditemukan dalam siklus pertama dapat dirincikan secara tepat dan jelas untuk dapat dilakukan secara prosedural yaitu: 1) pembagian kelompok yang dilakukan kurang tepat, 2) pemberian materi pada setiap kelompok kurang lengkap, 3) kesiapan mahasiswa dalam pemahaman materi masih kurang, 4) penerapan model pembelajaran kurang maksimal, dan 5) keaktifan mahasiswa dalam berdiskusi kurang. Hal ini menjadi hambatan yang menunjukkan tidak tercapainya kriteria keberhasilan penelitian. Analisis penyebab kegagalan dalam siklus pertama menunjukkan adanya keharusan dalam melaksanakan revisi. Adapun bentuk revisi sebagai evaluasi dalam penelitian ini yaitu: 1) pembagian kelompok dilakukan secara acak, 2) melengkapi materi pembelajaran, 3) memberikan waktu yang cukup bagi mahasiswa untuk mempelajari materi dengan baik, 4) memberikan penjelasan lengkap dan membimbing mahasiswa dalam setiap tahapan pelaksanaan model pembelajaran, dan 5) memberikan motivasi dan mengawasi kegiatan diskusi. Pada siklus kedua, faktor kegagalan yang ditemukan pada hasil refleksi yaitu: 1) terdapat beberapa mahasiswa belum dapat menguasai materi dengan baik sehingga menyebabkan kurang mampu memberi penjelasan dan menjawab tes, 2) masih terdapat mahasiswa yang kurang baik dalam berkomunikasi pada saat berdikusi, dan 3) beberapa mahasiswa masih kurang aktif untuk mencari informasi dari kelompok lainnya. Untuk mengatasi hal tersebut, peneliti melakukan revisi terhadap pencapaian kriteria keberhasilan melalui hal berikut: 1) mengarahkan mahasiswa dalam membuat peta konsep dan mencari berbagai referensi yang mendukung, 2) memberikan motivasi dan memberikan arahan dalam melakukan diskusi yang benar, dan 3) memberikan pengawasan dan urutan dalam melakukan kunjungan pada kelompok lainnya. Permasalahan dan bentuk revisi yang terjadi pada siklus kedua mengarahkan peneliti melanjutkan pada siklus ketiga. Pada siklus ketiga, pelaksanaan pembelajaran mencapai kriteri keberhasilan yang baik sehingga siklus dapat dihentikan pada siklus ini. Meskipun terjadi beberapa kegagalan baik dalam siklus pertama dan siklus kedua, namun secara umum pelaksanaan proses pembelajaran dengan penerapan model pembelajaran two stay two stray sudah dilaksanakan dengan baik, ini dapat ditunjukkan dengan pelaksanaan pembelajaran sesuai tahapan rencana pembelajaran dan langkah-langkah model pembelajaran yang ditetapkan di satuan acara perkuliahan. Dalam prosedur penelitian antara siklus pertama kedua, dan ketiga tidak memiliki perbedaan yang signifikan, tetapi pada siklus 3 prosedur pembelajarannya lebih dioptimalkan kembali untuk meningkatkan keberhasilan mahasiswa pada siklus pertama dan kedua.
Kesimpulan Berdasarkan dari hasil analisis data melalui tes hasil belajar dan lembar observasi keaktifan mahasiswa pada siklus pertama yaitu rata-rata nilai yang diperoleh sebesar 53 sehingga dikonversikan hasil yang diperoleh cukup, sedangkan hasil pengisian lembar observasi keaktifan menunjukkan 34,8% dengan kualifikasi rendah. Pada siklus kedua terjadi peningkatan melalui perolehan tes hasil belajar dengan rata-rata 65 termasuk dalam kategori baik dan hasil observasi keaktifan diperoleh 53,3% dengan kualifikasi cukup. Setelah terjadi revisi pada siklus pertama dan kedua, maka kriteria keberhasilan dapat dicapai pada siklus ketiga. Dimana perolehan pada siklus ketiga tes hasil belajar memperoleh rata-rata nilai 75 dengan kualifikasi baik. Sedangkan hasil observasi keaktifan menunjukkan 79,3% menunjukkan kualifikasi baik.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Daftar Pustaka
Hamiddin. 2012. Improving Student Comprehension Of Poem Using Two Stay Two Stray Strategy. Jurnal Vidya Karya. Vol.27 (1) Miftahul Huda. 2011. Cooperatif Learning. Yogyakarta: Pustaka Pelajar Rusman. 2014. Model-model Pembelajaran (mengembangkan profesionalisme guru). Jakarta: Rajawali Pers.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Pengembangan Media Kartu Herbarium Berbasis Jigsaw Pada Pembelajaran IPA Kelas IV SDN 2 Rensing Tahun Pelajaran 2015/2016 Dina Fadilah, Asma’ul Husna Universitas Hamzanwadi, Indonesia [email protected], [email protected]
Abstract The development of jigsaw based herbarium card media in learning IPA at IV grade of SDN 2 Rensing in the school year 2015/2016. This research was aimed at knowing the development of jigsaw based herbarium card media in learning IPA at IV grade of SDN 2 Rensing. This research was a research and development applied Borg and Gall simplified into seven steps: those were (1) Analyzing need, (2) Planning, (3) Making prototype, (4) Field try out, (5) Revising, (6) Field try Out, and (7) completing the product. The subject of research try out were media expert, material expert, educational practitioner and 16 students at class IV of SDN 2 Rensing. The data collection instrument applied were validation sheet , media validator, material as well as educational practitioner, learning achievement test, and students questionnaire response. The expert validation sheet was applied five scales formula. Meanwhile, the students questionnaire response was applied four scales formula. The data were analyzed descriptive qualitatively using categorization. The data form of students’ learning achievement test were analyzed descriptive qualitatively. The mean score of the learning achievement try out in small scale was 80. Classically, the completeness percentage score was 66,66%. Meanwhile, the mean score of the learning achievement try out in big scale was 79. Classically, the completeness percentage score was 87,5%. It can be concluded that there was effect of the product develop on the students’ learning achievement Keyword: the development of herbarium card media, jigsaw, IPA Subject
Pendahuluan Proses pembelajaran yang baik diharapkan dapat membuat komponen utama dalam suatu pembelajaran tersebut berinteraksi satu sama lain yakni antara siswa dengan guru; siswa dengan siswa; siswa, guru dan media pembelajaran. Interaksi tersebut sangat berpengaruh dalam hal keberhasilan sebuah pembelajaran, karena tanpa adanya interaksi antar komponen tersebut maka pembelajaran akan menjadi kurang efektif, sehingga proses pembelajaran terasa membosankan, serta hasil belajar siswa akan menurun. Sebaliknya, apabila komponen tersebut dapat berinteraksi dengan baik maka proses pembelajaran bisa dikatakan berhasil, dan hasil belajar siswa meningkat. Untuk membuat komponen dalam suatu pembelajaran semakin efektif yaitu dengan pemanfaatan media yang ada disekolah, dan guru harus bisa menciptakan media pembelajaran sehingga tercipta proses belajar yang baru. Pendidikan IPA (sains) di sekolah dasar bermanfaat bagi siswa untuk mempelajari diri sendiri dan alam sekitar. Pendidikan sains menekankan pada pemberian pengalaman secara langsung untuk mengembangkan kompetensi agar siswa mampu menjelajahi dan memahami alam sekitar secara ilmiah. Pendidikan sains diarahkan untuk “ mencari tahu” dan “berbuat”, sehingga bisa membantu siswa memperoleh pemahaman yang lebih mendalam tentang alam sekitar.Tapi kenyataannya dalam kegiatan pembelajaran masih berpusat pada guru, sedangkan siswa hanya sebagai objek pembelajaran. Sehingga menyebabkan siswa kelas IV menganggap bahwa pembelajaran IPA (sains) adalah pembelajaran yang membosankan, karena pembelajaran yang dilakukan guru masih bersifat tradisional dan kurang memanfaatkan media yang ada.Hal ini menyebabkan pandangan siswa tentang pembelajaran IPA sangat tidak baik dan hasil belajar siswa pada pelajaran IPA menurun. Rendahnya nilai siswa tersebut dapat 591
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
dilihat pada tabel nilai rata-rata ulangan semester I dan II siswa kelas IV SDN 2 Rensing dalam 2 tahun yaitu sebagai berikut: Tabel 1 Rata-rata nilai ulangan mata pelajaran IPA semester I dan II SDN 2 Rensing No Mata pelajaran
Nilai rata-rata 2013/2014
1
IPA
2014/215
2015/2016
Smt 1
Smt 2
Smt 1
Smt 2
Smt 1
60,55
71,5
66,41
60,7
52,05
Berdasarkan pada tabel 1 dapat diketahui bahwa nilai rata-rata IPA siswa kelas IV SDN 2 Rensing hanya dua kali mencapai ketuntasan belajar yaitu pada semester II tahun pelajaran 2013/2014 dan semester I tahun ajaran 2014/2015, nilai rata-rata ulangan siswa mencapai ≤65. Sesuai dengan permasalahan tersebut maka akan dilakukan penelitian dengan judul” Pengembangan Media Kartu Herbarium berbasis Jigsaw pada pembelajaran IPA kelas IV SDN 2 Rensing tahun pelajaran 2015/2016”.
Metode Penelitian
Penelitian ini menggunakan jenis penelitian pengembangan (Research and Development).Model pengembangan yang digunakan dalam penelitian ini adalah model pengembanganBorg and Gall, adapun komponen-komponen prosedur dalam pengembangan ini sebagai berikut: 1. Analisis Kebutuhan Pada tahap pra penelitian ini, peneliti melakukan pengamatan di SDN 2 Rensing tahun ajaran 2015/2016 mengenai masalah-masalah yang ada didalam kelas terutama dikelas IV pada pembelajaran IPA. Masalah–masalah yang ditemukan peneliti adalah siswa kurang paham dengan apa yang dijelaskan oleh gurunya, karena metode yang digunakan bersifat tradisional sehingga menyebabkan hasil belajar siswa pada kelas IV rendah. Berdasarkan permasalahan tersebut maka solusi yang ditawarkan peneliti adalah mengembangkan media IPA berupa kartu herbarium pada mata pelajaran struktur dan fungsi tumbuhan. 2. Perencanaan Pada tahap ini peneliti membuat rancangan media yang sesuai dengan masalah yang ditemukan. Hal-hal yang direncanakan adalah menetapkan media kartu herbarium yang akan dikembangkan dan model jigsaw yang sesuai dengan media. 3. Pembuatan Prototype Pada tahap ini peneliti mulai menyusun bentuk awal media yang akan dikembangkan. Bentuk pertama dari media kartu herbarium yang di kembangkan adalah hanya menggunakan kertas bufallo, tumbuhan yang diawetkan kemudian ditempel pada kertas bufalo dengan menggunakan selotif bening. Kemudian dilakukan validasi oleh ahli media, ahli materi dan ahli praktisi 4. Uji Coba lapangan skala kecil Pada uji coba lapangan skala kecil dilakukan pada tanggal 10 juni 2016 pada jam pertama. Tahapan dalam proses pembelajaran pada skala kecil adalah setelah siswa masuk ke dalam kelas, siswa berdo’a terlebih dahulu. Kemudian guru menjelaskan cara belajar dengan menggunakan media kartu herbarium. Pada tanggal 11 juni pada jam pertama, siswa belajar dengan menggunakan media kartu herbarium, kemudian memberikan tes evaluasi. 592
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Setelah siswa selesai menyelesaikan soal, kemudian guru memberikan angket respon terhadap media kartu herbarium. 5. Revisi Setelah melakukan uji coba lapangan pada skala kecil, berdasarkan hasil analisis dan evaluasi, maka perlu dilakukan revisi untuk memperbaiki hal-hal yang masih kurang baik hasilnya terhadap media yang dikembangkan 6. Uji coba lapangan Pada tahap selanjutnya adalah melakukan uji coba lapangan dalam skala besar dengan melibatkan 17 siswa kelas IV SDN 2 Rensing yang dilakukan pada tanggal 20 juni 2016 pada jam pertama, siswa berdo’a, kemudian siswa belajar dengan menggunakan media kartu herbarium. Pada tanggal 21 juni pada jam pertama peneliti membagikan tes evaluasi, kemudian memberikan angket respon siswa. Untuk memperbaiki segala kekurangan dalam media kartu herbarium.. 7. Penyempurnaan Produk Setelah melakukan uji coba lapangan dalam skala kecil dan skala besar, dapat diketahui segala kekurangan-kekurangan pada penerapan media, sehingga dilakukan penyempurnaan produk. Pada skala kecil revisi yang dilakukan adalah laminating kartu herbarium dan membuatkan album tempat menaruh kartu herbarium. Sedangkan revisi produk pada skala besar adalah dengan menambahkan tumbuhan yang diawetkan terutama pada bagian batang tumbuhan untuk memberikan penjelasan yang lebih terperinci terhadap materi yang disampaikan dalam media kartu herbarium Dengan adanya penyempurnaan produk, media pembelajaran sudah layak untuk digunakan sesuai dengan persyaratan penggunaan pembelajaran media pembelajaran. Uji coba dilakukan untuk melihat kualitas dari produk yang dihasilkan dengan mengumpulkan data.Instumen pada penelitian ini terdiri dari: (a) lembar validasi(b) angket respon siswa dan (c) Tes hasil belajar. Teknik pengumpulan data yang digunakan dalam penelitian pengembangan ini adalah sebagai berikut: a. Data Hasil Validitas Tim Ahli Data hasil validasi tim ahli dapat dianalisis dengan melihat skor perolehan hasil penilaian yang dilakukan tim ahli terhadap produk yang dikembangkan berdasarkan instrumen yang telah ditentukan. Analisis terhadap data penilaian dari ahli media dan ahli materi adalah dengan menggunakan teknik analisis deskriptif. Penilaian untuk tiap-tiap indikator diberikan dengan rentangan sebagai berikut: sangat baik (5)X˃ +1,8 Sbi , baik (4) + 0,6 SBi ˂ X ≤ + 1,8 Sbi, cukup (3) – 0,6 SBi ˂ X≤ + 0,6 Sbi, kurang (2) – 1,8 SBi˂ X≤ – 0,6 Sbidan sangat kurang (1)X ≤ – 1,8 Sbi. Selanjutnya skor data kuantitatif yang diperoleh diubah menjadi data kualitatif menggunakan acuan konversi data dan untuk mengetahui kelayakan produk digunakan skala lima sebagai acuan penelitian data yang dihasilkan dari validasi ahli materi, media dan praktisi. b. Angket respon siswa Data hasil angket respon siswa dapat dianalisis dengan melihat skor proses hasil angket respon siswa terhadap media yang digunakan berdasarkan instrumen yang ditentukan. Skala yang digunakan pada angket respon siswa adalah skala Likert dengan 4 (empat pilihan) untuk mengukur respon siswa: sangat setuju (4) X ≥ + 1.SBx, setuju
(3)
≥ X, tidak setuju (2)
≥
593
-1.SBx, sangat tidak setuju (1) X < -
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
1.SBx. Selanjutnya skor data kuantitatif yang diperoleh diubah menjadi data kualitatif menggunakan acuan kategori respon siswa. c. Tes hasil belajar Bentuk tes yang peneliti gunakan adalah tes pilihan ganda. Selanjutnya untuk analisis hasil tes siswa dilakukan sebagai berikut: 1) Ketuntasan hasil belajar Untuk menentukan ketuntasan belajar siswa (individual) dapat dihitung dengan menggunakan persamaan sebagai berikut : KB= X 100%
Dimana : KB = ketuntasan belajar T = jumlah skor yang diperoleh siswa Tt = jumlah skor total Setiap siswa dikatakan ketuntasan belajarnya (ketuntasan individu) jika proporsi jawaban benar siswa ≥65%. 2) Untuk mengetahui ketuntasan nilai kelas, akan dihitung dengan rumus: KK = x 100
Keterangan : KK = Ketuntasan klasikal X = Banyak siswa yang tuntas belajar Z = Banyak siswa keseluruhan
Hasil Penelitian
Data Pra Pengembangan Produk Berdasarkan kepada model dan prosedur pengembangan yang telah dibahas, berikut ini akan dijelaskan tentang hasil yang diperoleh sebelum melakukan pengembangan: a. Deskripsi Analisis Kebutuhan Setelah peneliti melakukan observasi ke sekolah yang menjadi lokasi penelitian yakni SDN 2 Rensing khususnya kelas IV pada mata pelajaran IPA. Berdasarkan observasi tersebut peneliti memperoleh informasi bahwa saat mengajar guru hanya menggunakan buku paket yang disediakan oleh sekolah sebagai sumber pembelajaran dan tidak dibantu dengan media pembelajaran lainnya. Dari hasil penelitian yang didapatkan oleh peneliti tersebut, disimpulkan bahwa pembelajaran IPA di kelas IV SDN 2 Rensing, penggunaan media dalam proses pembelajaran masih kurang sehingga berdampak terhadap hasil belajar siswa rendah. b. Deskripsi Analisis Perencanaan Setelah melakukan analisis kebutuhan, pada tahap perencanaan ini dilakukan untuk merencanakan secara umum produk yang dihasilkan yaitu sintaks pembelajaran media kartu herbarium berbasis jigsaw. Sintaks pembelajaran berbasis jigsaw ini kemudian digunakan dalam proses pembelajaran dengan menggunakan media kartu herbarium. Selain itu disusun rencana bentuk-bentuk instrumen untuk penelitiannya, seperti lembar validasi oleh ahli materi, ahli tampilan, dan praktisi pendidikan, serta angket respon siswa. c. Deskripsi Analisis Prototype Prototype dilakukan sebagai realisasi dari analisis tahap perencanaan yaitu terbentuknya media pembelajaran kartu herbarium berbasis jigsaw. Selanjutnya pada tahap pembuatan prototype setelah produk awal telah selesai dikembangkan, maka mulai disusun bentuk media pembelajaran kartu herbarium dan buku penggunaanya serta instrumen untuk 594
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d.
e.
f.
g.
menilai produk tersebut. Sebelum dilakukan uji coba, terlebih dahulu produk yang dihasilkan harus divalidasi. Validasi yang dilakukan bertujuan agar produk yang telah dikembangkan diketahui letak kekurangan dan kelemahannya. Setelah di validasi oleh tim ahli kemudian produk di revisi berdasarkan saran dan komentar dari tim ahli. Deskripsi Uji Coba Lapangan Pada tahap uji coba lapangan skala kecil yang dilakukan pada tanggal 10-11 juni 2016 dengan melibatkan 6 siswa kelas IV SDN 2 Rensing. Dalam proses pembelajaran dengan menggunakan media kartu herbarium berbasis jigsaw, menunjukkan siswa yang tuntas hanya 4 siswa dan 2 siswa tidak tuntas. Sehingga peneliti melakukan perbaikan pada penerapan media kartu herbarium untuk selanjutnya. Deskripsi Revisi Pada tahap revisi pada uji coba, setelah melakukan proses pembelajaran dengan menggunakan media kartu herbarium berbasis jigsaw, ada beberapa hal yang kurang baik yang harus diperbaiki pada saat pengimplementasian media dengan berbasis jigsaw. Deskripsi Uji Coba Lapangan Pada tahap uji coba lapangan skala besar yang di laksanakan pada tanggal 20-21 juni 2016 melibatkan semua siswa kelas IV SDN 2 Rensing. Proses pembelajaran menggunakan media kartu herbarium berbasis jigsaw, sehingga mengetahui kelayakan serta kekurangan dari media kartu herbarium. Deskripsi Penyempurnaan produk Berdasarkan hasil validasi dari tim ahli dan hasil uji coba lapangan skala kecil dan skala besar dapat diketahui segala kekurangan-kekurangan pada media kartu herbarium sehingga perlu melakukan penyempurnaan produk pada tahap akhir.
Data coba Pada pengembangan media kartu herbarium berbasis jigsaw diperoleh data uji coba yang dilakukan melalui dua tahapan yaitu melalui validasi dari tim ahli dan praktisi pendidikan, sedangkan tahap kedua dilakukan uji coba lapangan. Validasi terhadap produk pengembangan media dilakukan oleh dosen PGSD STKIP Hamzanwadi selong dengan memberikan data kualitatif berupa lembar validasi ahli media dan ahli materi. Sedangkan untuk ahli praktisi pendidikan adalah guru kelas IV SDN 2 Rensing dengan memberikan data kualitatif berupa lembar validasi ahli praktisi pendidikan. a Data hasil validasi 1) Validasi oleh ahli media Hasil validasi oleh ahli media menunjukkan bahwa kualitas media kartu herbarium adalah memenuhi kriteria atau kategori sangat baik dengan jumlah nilai 61 dan nilai rata-rata 3,8. Skor perolehan berjumlah 61 tersebut terletak pada interval 54,36 < X ≤ 67,08 2) Validasi oleh ahli materi Hasil validasi ahli materi menunjukkan bahwa kualitas dari produk dari segi materi memenuhi kriteria cukup baik dengan jumlah nilai 46 dan nilai rata-rata 3,28. jumlah nilai 46 tersebut terletak pada interval data 36,42 < X ≤ 47,58. 3) Validasi oleh ahli praktisi Hasil validasi ahli praktisi menunjukkan bahwa kualitas dari produk memenuhi kriteria “baik” dengan jumlah nilai 24 dan nilai rata-rata 4. jumlah nilai 24 tersebut terletak pada interval data 20,4 < X ≤ 25,2. b Data hasil uji coba lapangan 1) Hasil uji coba lapangan skala kecil Tahap uji coba lapangan skala kecil dilaksanakan pada tanggal 10dan 11 juni 2016. Data hasil belajar pada skala kecil diperoleh dengan pemberian lembar tes evaluasi yang diberikan pada akhir pembelajaran pada pertemuan ke II dengan menggunakan media kartu herbarium berbasis jigsaw. Tes hasil belajar pada skala kecil melibatkan 6 siswa 595
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kelas IV di SDN 2 Rensing, sebanyak 20 butir soal pilihan ganda. Hasil yang diperoleh total nilai 480 dengan nilai rata-rata 80, nilai tertinggi 95, nilai terendah 60, dan ketuntasan klasikalnya 66,66%. Maka tes hasil belajar siswa pada skala kecil dikatakan tuntas, karena berada diatas nilai KKM 65. 2) Hasil uji coba lapangan skala besar Tahap uji coba lapangan skala besar dilaksanakan pada tanggal 20 dan 21 juni. Data hasil belajar pada skala besar diperoleh dengan memberikan tes evaluasi pada pertemuan ke IV. Tes hasil belajar pada skala besar melibatkan 16 siswa kelas IV SDN 2 Rensing, sebanyak 20 butir soal pilihan ganda. Hasil yang diperoleh total nilai 1,270 dengan nilai rata-rata 79, nilai tertinggi 95, nilai terendah 60, dan ketuntasan klasikalnya 87,5 %. Maka tes hasil belajar siswa dikatakan tuntas. c Data hasil angket respon Data yang diperoleh dari angket respon siswa terhadap media kartu herbarium yang menunjukkan bahwa dari 16 siswa diantaranya 4 siswa dalam kategori “sangat tinggi”, 9 siswa dalam kategori “ tinggi”, 2 siswa dalam kategori “ sangat rendah”, maka produk yang dikembangkan dianggap layak dan efektif untuk digunakan. Sedangkan secara keseluruhan respon siswa masuk dalam kategori “tinggi” dengan rata-rata 53,62. Analisis Data Adapun analisis data berdasarkan teknik pengumpulan data yang telah dipaparkan pada bab tiga dapat dijelaskan sebagai berikut: a. Data hasil validasi tim ahli 1) Validasi oleh ahli media Komponen yang akan dinilai untuk mengetahui kevalidan dari produk berupa media ini meliputi kelengkapan media pembelajaran, tampilan, bentuk/ukuran serta bahan penyusun produk media pembelajaran kartu herbarium tersebut. Data hasil validasi oleh ahli media dikonversikan menjadi data kualitatif skala lima dengan acuan rumus yang dikutip dari Eko putro widoyo. Terdapat lima kategori kevalidannya yang dijadikan acuan pada media kartu herbarium, yaitu: 1) X> 67,08 (sangat tinggi); 2) 54,36 < X ≤ 67,08(tinggi); 3) 41,64 < X ≤ 54,36 (cukup baik); 4) 28,92 < X ≤ 41,64 (kurang baik); 5) X < 28,92. Hasil validasi oleh ahli media menunjukkan bahwa kualitas media kartu herbarium adalah memenuhi kategori “ sangat baik” dengan jumlah nilai 61 dan nilai rata-rata 3,8. Skor perolehan berjumlah 61 tersebut terletak pada interval X < 52,1. 2) Validasi oleh ahli materi Komponen yang akan dinilai untuk mengetahui kevalidan meliputi bahasa, penyajian informasi serta tampilan. Data hasil validasi oleh ahli media dikonversikan menjadi data kualitatif skala lima dengan acuan rumus yang dikutip dari Eko putro widoyo.Terdapat lima kategori kevalidannya yang dijadikan acuan pada buku pedoman penggunaan media kartu herbarium, yaitu: 1) X > 58,7 (sangat tinggi); 2) 47,58 < X ≤ 58,7 (tinggi); 3) 36,42 < X ≤ 47,58 (cukup baik); 4) 36,42 < X ≤ 25,3 (kurang baik); 5) X < 25,3. Hasil validasi oleh ahli materi menunjukkan bahwa kualitas materi adalah memenuhi kategori “ cukup baik” dengan jumlah nilai 46 dan nilai rata-rata 3,28. Skor perolehan berjumlah 46 tersebut terletak pada interval 36,42 < X ≤ 47,58. 3) Ahli praktisi Validasi ini dilakukan untuk mengetahui kualitas produk yang dikembangkan sebagai dasar untuk melakukan revisi dan untuk dilakukan perbaikan. Terdapat lima kategori kevalidannya yang dijadikan acuan pada produk, yaitu: 1) X > 25,5 (sangat tinggi); 2) 20,4 < X ≤ 25,2 (tinggi); 3) 15,6 < X ≤ 20,4 (cukup baik); 4) 10,8 < X ≤ 15,6 ( kurang baik); 5) X < 10,8. Hasil validasi oleh ahli praktisi menunjukkan bahwa kualitas dari produk adalah memenuhi kategori “baik” dengan jumlah nilai 24 dan nilai rata-rata 4. Skor perolehan berjumlah 24 tersebut terletak pada interval 20,4 < X ≤ 25,2. 596
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b. Data hasil Uji coba lapangan Uji coba lapangan merupakan tahap yang dilakukan oleh peneliti untuk menguji produk yang telah dihasilkan, yakni di kelas IV SDN 2 Rensing. Tahap uji coba peneliti ini dilakukan pada tanggal 10, 11, 20 dan 21 juni 2016. Uji coba lapangan dilakukan pada dua tahap, yaitu pada uji coba skala kecil dan skala besar. Pada tanggal 10-11 juni peneliti melakukan uji coba skala kecil. Data hasil belajar pada skala kecil ini diperoleh dengan melakukan uji coba berupa pemberian lembar soal tes evaluasi hasil belajar yang dilakukan pada akhir pembelajaran dengan menggunakan media kartu herbarium. Adapun data dari hasil belajarsiswa dalam skala kecil dapat dikatakan tuntas dengan nilai ketuntasan klasikal 66,66%. Jumlah siswa yang mengikuti tes pada skala kecil yaitu 6 siswa, dengan jumlah nilai keseluruhan 480 dan memperoleh nilai rata-rata 80. Pada tanggal 20-21 juni peneliti melakukan uji coba skala besar, data hasil belajar pada skala besar ini diperoleh dengan melakukan uji coba berupa pemberian lembar soal tes evaluasi hasil belajar yang dilakukan pada akhir pembelajaran dengan menggunakan media kartu herbarium. Adapun data pada skala besar dikatakan tuntas dengan nilai ketuntasan klasikal 87,5%. Jumlah siswa yang mengikuti tes pada skala besar yaitu 16 siswa, dengan jumlah nilai keseluruhan 1,270 dan memperoleh nilai rata-rata 79. c. Angket Respon Siswa Berdasarkan angket respon siswa pada skala kecil yang disebarkan kepada 6 responden mengenai responnya terhadap media kartu herbarium berbasis jigsaw, diperoleh data bahwa 3 siswa kategori sangat setuju, 2 siswa kategori setuju dan 1 siswa kategori sangat tidak setuju. Berdasarkan data tersebut, diketahui 3 siswa yang kategori responnya setuju dan cukup memberikan respon positif karena persentase respon siswa mencapai 50 %, maka produk yang dikembangkan dianggap layak dan efektif untuk digunakan. Dan berdasarkan angket respon siswa pada skala besar yang diberikan kepada 16 responden mengenai produk yang dikembangkan, diperoleh data bahwa 4 siswa kategori sangat setuju, 10 siswa kategori setuju, dan 2 siswa kategori kurang setuju. Berdasarkan data tersebut, diketahui 10 siswa kategori responnya setuju dan cukup memberikan respon positif karena persentase respon siswa mencapai 62,5%, maka produk yang dikembangkan dianggap layak dan efektif untuk digunakan dalam proses pembelajaran. Revisi Produk Revisi produk dilakukan dua kali tahap revisi, revisi pertama dilakukan setelah tim ahli memvalidasi produk awal media kartu herbarium, kemudian revisi ke dua dilakukan setelah dilakukan uji coba lapangan. Dasar melakukan revisi pertama adalah hasil validasi berupa skor, saran, dan masukan baik secara tertulis maupun diskusi dengan validator. Sedangkan revisi kedua atau revisi akhir dilakukan setelah produk yang dikembangkandigunakan oleh siswa dalam pembelajaran pada saat uji coba skala kecil berdasarkan hasil belajar dan respon siswa. a. Revisi pertama Dari hasil validasi, masukan, dan saran dari validator, media kartu herbarium yang dikembangkan sudah bisa digunakan dalam uji coba di kelas. Akan tetapi ada beberapa hal yang perlu direvisi sebelum digunakan dalam uji coba yaitu pada media kartu herbarium, ditambahkan cover + album media kartu herbarium, pada revisi ahli materi hal yang perlu diperbaiki adalah buku pedoman dilengkapi dengan cara pemberian nilai kepada siswa agar lebih lengkap, sedangkan pada ahli praktisi menyarankan agar materi pada buku pedoman pembuatan dan penggunaan lebih dilengkapi lagi. Namun secara keseluruhan media kartu herbarium yang dikembangkan sudah bisa diuji cobakan kepada siswa. b. Revisi ke dua Revisi produk tahap ke dua dilakukan setelah dilaksanakan uji coba lapangan berdasarkan data-data yang diperoleh yaitu berupa hasil belajar siswa dan hasil angket respon siswa. Berdasarkan data-data yang diperoleh, maka setelah uji coba dilakukan ada beberapa hal 597
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yang perlu diperbaiki dan diubah cara penyampaiannya dengan menggunakan model jigsaw, supaya siswa lebih mudah lagi memahami materi yang ingin disampaikan oleh guru. Dari hasil tersebut, dijadikan sebagai dasar untuk penyempurnaan produk media kartu herbarium yang dikembangkan supaya menjadi lebih baik lagi dan layak untuk dimanfaatkan dalam proses pembelajaran. Kajian Produk Akhir Berdasarkan hasil validasi dan uji coba lapangan menunjukkan bahwa adanya perubahan peningkatan penilaian terhadap produk yang dikembangkan. Revisi yang disarankan oleh validator memberikan hasil yang positif terhadap penyempurnaan produk yaitu buku pedoman penggunaan dan media kartu herbarium. Revisi dan evaluasi sangat bermanfaat dalam upaya meningkatkan kualitas produk dalam upaya meningkatkan hasil belajar siswa. Penilaian dari validator, hasil tes belajar siswa dan angket respon siswa menyatakan bahwa produk media kartu herbarium layak dan efektif digunakan dalam proses pembelajaran. Berdasarkan penelitian yang telah dilaksanakan, ditemukan beberapa kekurangan dan kelebihan dari pengembangan media kartu herbarium berbasis jigsaw. Kelebihan dari produk ini antara lain: mampu mengefektifkan waktu pembelajaran, siswa antusias melakukan diskusi dan kerja kelompok, siswa bisa belajar mandiri, siswa lebih terlibat dalam proses pembelajaran sehingga pembelajaran tidak berpusat pada guru, mengajarkan siswa untuk saling menghargai pendapat temannya dan guru lebih mudah menyampaikan materi pembelajaran. Adapun kekurangannya adalah perlu adanya persiapan sebelum proses pembelajaran, seperti menyiapkan media pembelajaran dan mengatur tempat duduk berdasarkan sintak model pembelajaran jigsaw, siswa sulit diatur ketika proses pembagian kelompok diskusi. Setelah menggunakan media kartu herbarium berbasis jigsaw dalam kegiatan belajar mengajar, siswa menjadi lebih aktif, siswa mampu menjalin kerjasama antar siswa yang satu dengan siswa yang lainnya, meningkatkan rasa tanggung jawab siswa dalam proses pembelajaran, dan menumbuhkan rasa percaya diri dengan adanya persentase materi yang dilakukan oleh siswa.
Simpulan dan Saran
Simpulan Dari hasil analisis data berupa validasi, dinyatakan layak untuk diterapkan di Sekolah Dasar. Tes hasil belajar setelah menerapkan media kartu herbarium dalam proses pembelajaran ini yaitu dengan nilai rata-rata 79, persentase ketuntasan klasikalnya mencapai 87,5 % dan dari hasil analisis menggunakan uji t maka dinyatakan berpengaruh terhadap hasil belajar. Respon siswa terhadap pembelajaran menggunakan media kartu herbarium yang dikembangkan menunjukkan bahwa rata-rata secara keseluruhan 90 % merespon dalam kategori positif. Dengan demikian dapat dikatakan bahwa siswa merespon positif terhadap penggunaan media kartu herbarium berbasis jigsaw yang dikembangkan dalam pembelajaran. Saran Saran-saran yang diberikan penulis sebagai sumbangan pemikiran terhadap pengembangan media pembelajaran khususnya dalam IPA Sekolah Dasar, yaitu: 1.
Mengingat pembelajaran IPA Sekolah Dasar membutuhkan kondisi yang konkrit, sehingga perlu mempertimbangkan pengetahuan dasar yang dimiliki siswa untuk dibangkitkan dan dibenahi guna menciptakan pemahaman baru yang relevan dengan karakter mereka, maka media kartu herbarium berbasis jigsaw dapat digunakan dalam pembelajaran di sekolah dasar. 598
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
2.
Melihathasil pengembangan media kartu herbarium berbasis jigsaw dapat memberikan dampak baik bagi kualitas pembelajaran di sekolah, maka para praktisi pendidikan hendaknya melakukan pengembangan terhadap media pembelajaran yang lain yang lebih luas. Sehingga hasilnya dapat berpengaruh terhadap hasil belajar siswa serta menciptakan proses pembelajaran yang menyenangkan.
Daftar Pustaka
Djamari Mardapi. 2008. Teknik Penyusunan Instrumen Tes dan Nontes. Jokjakarta: Mitra Cendikia Press Eko Putro Widoyoko. 2011. Evaluasi Program Pembelajaran (Panduan Praktis Bagi Pendidik Dan Calon Pendidik. Yogyakarta: Pustaka Pelajar. Sugiyono. (2013). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Komparasi Model Pembelajaran Kooperatife Learning dengan Metode Team Quiz terhadap Prestasi Belajar IPA pada Siswa Kelas V Sekolah Dasar Muhammad Sururuddin Universitas Hamzanwadi, Indonesia [email protected]
Abstract This research is the research involves experiments with all the students in order to know the comparison of models of learning kooperatife learnig method team quiz against the learning achievements of natural sciences (IPA) on the grade V primary school. The design of the experimental design used was a true experimental design with type posttest-only control design. Sampling technique used is a non probability sampling with this type of sampling is saturated i.e. VA class as a group of experiments and class VB as a control group with a number of students each of 24 students. As for the instruments for data collection are multiple choice tests to measure learning achievement of students. The data collected from the results of the evaluation of the experimental and the control group were analyzed with normality test and the test with its homogeneity. Hypothesis testing using the test-t. Based on the data analysis of student learning achievements acquired thitung 2.259 this value is higher than the ttabel i.e. other words 2.013 hypothesis H0 is rejected and the Ha received so it can be inferred that the model of learning kooperatife learning methods team quiz to learn IPA achievement grade V primary school. Keywords :
kooperatife learning and Team Quiz, Learning Achievements
Pendahuluan Pendidikan merupakan kegiatan yang kompleks, dan meliputi berbagai komponen yang berkaitan erat satu sama lain. Oleh sebab itu, tugas pendidikan harus dilaksanakan secara terencana dan teratur sehingga berbagai faktor yang terlibat dalam pendidikan harus dipahami terlebih dahulu. Berbagai komponen dalam pendidikan dikenali secara mendalam sehingga komponen-komponen tersebut dapat difungsikan dan dikembangkan guna mengoftimalkan tugas pendidikan tersebut ke arah pencapaian tujuan pendidikan yang telah ditetapkan Tuntutan pendidikan sudah banyak berubah. Pendidik perlu menyusun dan melaksanakan kegiatan belajar mengajar dimana anak dapat aktif membangun pengetahuannya sendiri. Hal ini sesuai dengan pandangan kontruktivisme yaitu keberhasilan belajar tidak hanya bergantung pada lingkungan atau kondisi belajar, tetapi juga pada pengetahuan awal siswa. Belajar melibatkan pembentukan “makna” oleh siswa dari apa yang mereka lakukan, lihat, dan dengar. Dalam proses pembelajaran khususnya pembelajaran IPA masih banyak dijumpai kesulitankesulitan dalam menyampaikan materi pelajaran agar dapat diterima dengan baik oleh siswa. IPA memegang peranan penting dalam mengantarkan pemikiran-pemikiran manusia kepada suatu logika berpikir ilmiah. Dalam kehidupan nyata tidak sedikit juga IPA di pandang sebagai salah satu pelajaran yang lumayan sulit dan membosankan, sehingga hasil belajarnyapun masih dapat dikatakan jauh dari apa yang diharapkan. Oleh karena itu IPA di samping sebagai sarana berfikir ilmiah juga sebagai penunjang keberhasilan belajar dalam menempuh pelajaran yang lebih tinggi kelak, lebih lanjut Usman Samantowa (2006: 102) 600
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
mengemukakan bahwa: Ilmu Pengetahuan Alam merupakan hasil kegiatan manusia berupa pengetahuan, gagasan, dan konsep yang terorganisasi tentang alam sekitar yang diperoleh dari pengalaman melalui serangkaian proses ilmiah antara lain pengamatan, identifikasi, penyusunan dan pengujian gagasan serta penyelidikan. Mata pelajaran Ilmu Pengetahuan Alam (IPA) biasanya dianggap pelajaran yang sulit. Pada saat proses pembelajaran siswa kelihatan pasif, mereka hanya sebagai pendengar sulit menerima pelajaran. Kenyataan yang ada, penggunaan model dan metode pembelajaran di sekolah tidak di terapkan sebagaimana mestinya, dalam arti tidak semua guru IPA menggunakan strategi dan metode dalam mengajar. Hal ini disebabkan belum timbul kesadaran akan pentingnya menggunakan strategi dan metode serta pengaruhnya dalam kegiatan proses belajar mengajar. Untuk mengatasi hal tersebut diharapkan seorang guru mampu mengkondisikan pembelajaran agar siswa merasa lebih senang dan termotivasi. Penggunaan model dan metode pembelajaran bisa menjadi salah satu alternatifnya. Upaya peningkatan prestasi belajar siswa tidak terlepas dari berbagai faktor yang mempengaruhinya. Dalam hal ini di perlukan guru kreatif yang dapat membuat pembelajaran menjadi lebih menarik dan di sukai oleh peserta didik. Suasana kelas perlu di rencanakan dan di bangun sedemikian rupa dengan menggunakan model pembelajaran yang tepat agar siswa dapat memproleh kesempatan untuk berintraksi satu sama lain sehingga pada gilirannya dapat di proleh prestasi belajar yang optimal. Untuk menciptakan suatu pembelajaran yang lebih menarik dan dapat meningkatkan motivasi belajar peserta didik di perlukan suatu model pembelajaran yaitu model pembelajaran Kooperatife dimana model pembelajaran kooperatif dikembangkan untuk mencapai hasil belajar berupa prestasi akademik, toleransi, menerima keragaman dan pengembangan keterampilan sosial. Untuk mencapai hasil belajar itu model pembelajaran kooperatif menuntut kerja sama dan interdependensi peserta didik dalam struktur tugas, struktur tujuan, dan struktur reward-nya. Struktur tujuan dan reward mengacu pada derajat kerja sama atau kompetensi yang di butuhkan untuk mencapai tujuan atau reward. Cooperative learning merupakan kegiatan belajar siswa yang di lakukan dengan cara berkelompok. Model pembelajaran kelompok adalah rangkaian kegiatan belajar yang di lakukan oleh siswa dalam kelompok-kelompok tertentu untuk mencapai tujuan pembelajaran yang telah di rumuskan (Sanjaya 2010 : 239). Untuk menciptakan suatu pembelajaran aktif dibutuhkan suatu metode. Adapun metode yang memungkinkan terciptanya pembelajaran aktif adalah metode team quiz. Metode ini dapat membuat siswa menjadi aktif, sebab siswa termotivasi untuk belajar karena siswa harus menyiapkan jawaban yang akan dilontarkan oleh teman untuk mengawali pembelajaran. Metode team quiz merupakan bagian dari pembelajaran aktif, dimana metode team quiz adalah suatu metode pembelajaran aktif yang mengawali pembelajaran dengan beberapa pertanyaan yang diberikan oleh temannya. Pertanyaan ini bertujuan untuk mengetahui tingkat pemahaman atau kemampuan siswa pada materi yang sudah disampaikan, (di akses tanggal 17 februari 2016). Penerapan metode team quiz dalam menyampaikan pembelajaran IPA akan membuat siswa menjadi lebih aktif dalam belajar. Metode team quiz memberikan kebebasan dalam menggunakan gagasan, jawaban yang tepat. Metode ini juga berfungsi untuk mengubah pola pembelajaran konvensional yang seluruh rangkaian belajar mengajar berpusat pada guru tanpa memberikan kesempatan pada siswa sehingga kadang-kadang siswa terbelenggu oleh aturan dan penggunaan strategi yang monoton dan membosankan. 601
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Berdasarkan permasalahan yang telah diuraikan diatas peneliti ingin mengadakan penelitian yang berjudul “Pengaruh model pembelajaran kooperatife learning dengan metode team quiz terhadap prestasi belajar IPA pada siswa kelas V sekolah dasar”. Berdasarkan batasan masalah di atas dapat dikemukakan rumusan masalah sebagai berikut: “Apakah terdapat pengaruh model pembelajaran kooperatife learning dengan metode team quiz terhadap prestasi belajar IPA pada siswa kelas V sekolah dasar?” Berdasarkan rumusan masalah di atas, adapun tujuan penelitian sebagai berikut: Untuk mengetahui pengaruh model pembelajaran kooperatife learnig dengan metode team quiz terhadap prestasi belajar IPA pada siswa kelas V Sekolah Dasar.
Metode Penelitian
Jenis Penelitian Dalam penelitian ini jenis penelitian yang digunakan adalah penelitian eksperimen dimana penelitian eksperimen merupakan metode penelitian yang digunakan untuk mencari pengaruh perlakuan tertentu terhadap yang lain dalam kondisi yang terkendalikan (Sugiyono, 2011; 72). Metode penelitian eksperimen merupakan bagian dari metode kuantitatif yang mempunyai ciri khas tersendiri, terutama dengan adanya kelompok kontrolnya. Desain Penelitian Dalam suatu eksperimen kita ingin meneliti pengaruh variabel tertentu terhadap suatu kelompok dalam kondisi yang dikontrol secara ketat. Dalam desain eksperimen terdapat kelompok yang disebut kelompok eksperimen, yaitu kelompok yang sengaja dipengaruhi oleh variabel-variabel tertentu. Disamping itu ada pula kelompok kontrol, yaitu kelompok yang tidak dipengaruhi oleh variabel-variabel tersebut. Adanya kelompok kontrol dimaksud sebagai pembanding hingga manakah terjadi perubahan akibat variabel-variabel eksperimen tersebut (Nasution, 2009: 29). Adapun desain yang digunakan dalam penelitian ini adalah true eksperimental design dengan jenis post test-only-control Design. Adapun desain penelitiannya sebagai berikut: R R
X
02 04
Bagan 1 Desain Eksperimen Desain penelitian post test-only-control design Desain ini terdapat dua kelompok yang masing-masing dipilih secara random (R). Kelompok pertama diberi perlakuan (metode team quiz) dan kelompok yang lain tidak. Kelompok yang diberi perlakuan disebut kelompok eksperimen dan kelompok yang tidak diberi perlakuan disebut kelompok kontrol. Pengaruh adanya perlakuan (treatment) adalah (O1:O2) (Sugiyono, 2011: 75). Instrumen Pengumpulan data Instrumen adalah alat ukur yang digunakan untuk mengukur dalam rangka mengumpulkan data (Purwanto, 2011; 56). Instrumen pengumpulan data bertujuan agar pekerjaan peneliti lebih mudah dan hasilnya lebih baik, dalam arti lebih cermat, lengkap dan sistematis sehingga lebih mudah di olah. Adapun jenis instrumen yang akan di gunakan dalam penelitian ini adalah observasi dan soal tes.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Lembar Observasi Observasi yaitu melakukan pengamatan secara langsung ke objek penelitian untuk melihat dari dekat kegiatan yang dilakukan (Riduwan, 2012 : 76). Lembar observasi merupakan sebuah alat ukur yang digunakan untuk mengukur hasil belajar siswa selama proses pembelajaran dari penggunaan suatu metode tertentu. Lembar observasi berisi indikatorindikator yang harus dicapai oleh siswa dalam proses pembelajaran hingga penerapan metode yang diterapkan dapat dikatakan berhasil atau tidak. Berikut adalah kisi-kisi instrumen dari lembar observasi yang akan digunakan dalam penelitian untuk mengukur hasil belajar siswa. Tes Tes hasil belajar dilakukan untuk mengukur hasil belajar yakni sejauh mana perubahan perilaku yang diinginkan dalam tujuan pembelajaran telah dapat dicapai oleh para siswa (Purwanto, 2011:67). Adapun bentuk tes yang akan diberikan kepada siswa adalah soal test berbentuk pilihan ganda (multiple choise items), dan jumlah tes yang akan diberikan adalah 25 nomer. Tes pilihan ganda adalah bentuk tes yang mempunyai satu jawaban yg benar atau paling tepat serta memilki struktur yang terdiri atas stem, option, fungsi, kunci dan pengecoh (Nana Sudjana, 2006 : 48). Teknik Analisis Data Teknik Statistik Deskriptif Statistik deskriptif adalah statistik yang berfungsi untuk mendeskripsikan atau memberi gambaran terhadap obyek yang diteliti melalui data sampel atau populasi sebagaimana adanya, tanpa melakukan analisis dan membuat kesimpulan yang berlaku untuk umum. Analisis data dilakukan untuk memberikan gambaran yang jelas tentang masing-masing variabel, serta untuk menguji hipotesis penelitian. Data yang diperoleh dideskripsikan dengan menggunakan statistik deskriptif. Statistik deskriptif ini meliputi penentuan skor rata-rata atau mean ( X ) dan standar deviasi (SD). Angka Mi dan SDi diperoleh dengan cara : 1 Mi = (Skor Maks+ Skor Min.) 2 1 SDi = x (Skor Maks – Skor Min.) (Wayan Nurkancana, 1990 : 100) 6 Hal ini dilakukan untuk mempermudah pendeskripsian data. Dalam mendeskripsikan data adapun beberapa kategorinya adalah sebagai berikut: Tabel 1. Kriteria untuk menentukan aktivitas belajar siswa berdasarkan skor standar Interval Interval skor Kategori Mi + 1,5 SDi < X ≤ Mi + 3,0 Sdi 12,25< X ≤ 16 Sangat tinggi Mi < X ≤ Mi + 1,5 Sdi 8,5< X ≤ 12,75 Tinggi Mi – 1,5 Sdi < X ≤ Mi 4,75< X ≤ 8,5 Rendah Mi – 3,0 Sdi < X ≤ Mi – 1,5 Sdi 1 < X ≤ 4,75 Sangat rendah Uji Persyaratan Analisis Untuk menentukan statistik mana yang akan digunakan maka diajukan uji persyaratan analisis yaitu uji normalitas data dan uji homogenitas data.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Uji Normalitas Data Uji normalitas data adalah untuk mengetahui apakah data yang kita peroleh sudah normal atau belum. Uji normalitas data yang digunakan adalah chi-kuadrat X 2 sebagai berikut:
f 0 f h 2 X f h ( Sugiyono, 2011: 171) Keterangan: X 2 chi-kuadrat. f 0 frekuensi yang ada 2
f h frekuensi yang diharapkan Kriteria pengujian normalitas data ini adalah x 2 hitung < x 2 tabel pada taraf signifikansi 5% dan derajad kebebasan (k-2), maka data yang diperoleh berdistribusi normal. Uji Homogenitas Data Untuk menguji homogenitas data dalam penelitian ini digunakan rumus F sebagai berikut: F
var ians terbesar var ians terkecil
(sugiyono, 2011; 199) Apabila harga Fhit Ftab maka hipotesis homogenitas data diterima, pada taraf signifikan 5%. Apabila harga Fhit Ftab maka hipotesis homogenitas data tidak diterima, pada taraf signifikan 5%. Uji Hipotesis Ha : Terdapat pengaruh model pembelajaran kooperatife learning dengan metode team quiz terhadap prestasi belajar IPA. Ho : Tidak terdapat pengaruh model pembelajaran kooperatife learning dengan metode team quiz terhadap prestasi belajar IPA. Atau Hipotesis statistiknya dalam bentuk: Hi : µ¹
µ²
Ho : µ¹ = µ² Terdapat tiga macam pengujian hipotesis yaitu uji dua pihak, uji pihak kiri, dan uji pihak kanan. Disini pengujian hipotesis yang digunakan adalah uji dua pihak yang dapat digambarkan sebagai berikut:
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Daerah Daerah Penerimaan Ho Penolakan Ho
Daerah Penolakan Ho
(Sugiyono, 2010: 229) Untuk keperluan pengujian hipotesis digunakan Uji Statistik yaitu Uji-t sebagai berikut: Jika varians homogen maka digunakan t-test dengan pooled Varians dengan rumus sebagai berikut: t
x1 x 2
n1 1s1
n 2 1s 2 n1 n 2 2 2
2
1 1 n1 n 2
(Sugiyono,2011: 197) Keterangan:
t t-test X1 = nilai rata-rata kelas eksperimen X2 = nilai rata-rata kelas kontro S1 = standar deviasi kelas eksperimen S2 = standar deviasi kelas kontrol n1 = jumlah sampel kelas eksperimen n2 = jumlah sampel kelas kontrol Jika t-hitung lebih besar dari t-tabel dengan taraf signifikan 5%, maka Ha diterima dan Ho ditolak. Jika t-hitung lebih kecil dari t-tabel maka Ha ditolak dan Ho diterima.
Hasil dan pembahasan Pada bagian ini akan dibahas hasil yang diperoleh dalam penelitian. Dalam penelitian ini, peneliti menggunakan dua kelompok yaitu kelompok eksperimen dan kelompok kontrol, dimana kelas V.A adalah kelompok eksperimen dan kelas V.B adalah kelompok kontrol. Pada kelompok eksperimen peneliti menerapkan model pembelajaran kooperatife learning dengan metode team quiz. Berdasarkan data yang diperoleh, terlihat bahwa nilai yang diperoleh pada kelompok eksperimen lebih baik dibandingkan dengan kelompok kontrol baik untuk rata-rata prestasi belajar siswa pada mata pelajaran IPA. Jadi dapat dilihat bahwa model pembelajaran kooperatife learning dengan metode team quiz memberikan pengaruh terhadap prestasi belajar IPA siswa. Hal ini disebabkan karena metode team quiz merupakan suatu metode pembelajaran aktif di mana guru dalam mengajar dan menanamkan pemahaman kepada siswa pembelajaran diawali dengan guru memilih topik yg dapat di sampaikan dalam 3 bagian kemudian membagi siswa menjadi 3 kelompok kemudian di 605
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
jelaskan kepada masing-masing kelompok selanjutnya siswa saling bertanya jawab mengenai materi yang sudah di jelaskan. Dalam penerapan metode ini guru membagi siswa secara kelompok, dalam hal ini siswa bersama anggota kelompoknya masing-masing dituntut untuk aktif dan membangun kerjasama yang baik, berdiskusi dan merencanakan bagaimana menjawab pertanyaan yang diberikan kelompok lainya. Adapun beberapa kelebihan yang dimiliki oleh metode team quiz adalah yang pertama berpusat pada peserta didik, kedua penekananan pada menemukan pengetahuan bukan menerima pengetahuan, ketiga sangat menyenangkan, ke empat memberdayakan semua potensi dan indera peserta didik, kelima menggunakan metode yang bervariasi, ke enam menggunakan banyak media, ke tujuh di sesuaikan dengan pengetahuan yang sudah ada. Pada kelompok kontrol menggunakan pembelajaran konvensional, berdasarkan data yang diperoleh, kegiatan proses belajar mengajar lebih sering diarahkan pada aliran informasi dari guru ke siswa. Dalam model pembelajaran konvensional, guru di sekolah umumnya memfokuskan diri pada upaya penuangan pengetahuan kepada para siswa tanpa memperhatikan gagasan-gagasan yang telah ada dalam diri siswa sebelum mereka belajar secara formal di sekolah. Pola mengajar lebih baku, yakni menjelaskan sambil memperlihatkan beberapa gambar kepada siswa tanpa melibatkan siswa secara langsung dalam proses pembelajaran. Kegiatan pembelajaran cenderung pasif dan berlangsung satu arah dan siswa cenderung bersifat individual, sehingga aktivitas belajar siswa berkurang yang mengakibatkan menurunnya prestasi belajar IPA. Berdasarkan hasil penelitian menunjukkan bahwa terdapat perbedaan prestasi belajar IPA dalam proses pembelajaran antara siswa yang diajar dengan menggunakan model pembelajaran kooperatife learning dengan metode team quiz dibandingkan dengan siswa yang diajar dengan model pembelajaran konvensional. Siswa yang diajar dengan menggunakan model pembelajaran kooperatife learning dengan metode team quiz memiliki rata-rata skor yang lebih tinggi dibandingkan dengan siswa yang diajar dengan model konvensional yakni 75,5 dan 69. Selanjutnya berdasarkan hasil uji hipotesis untuk prestasi belajar siswa, setelah dilakukan uji hipotesis dengan uji-t diperoleh nilai dan . Hal ini
menunjukkan bahwa
), dengan kata lain Ha
diterima dan Ho ditolak, sehingga dapat disimpulkan bahwa model pembelajaran kooperatife learning dengan metode team quiz berpengaruh terhadap prestasi belajar IPA siswa kelas V sekolah dasar. Berdasarkan pengujian analisis data dengan teknik uji homogenitas dan uji normalitas data kemudian dilanjutkan dengan uji-t, maka dapat disimpulkan bahwa terdapat pengaruh metode team quiz terhadap aktivitas dan hasil belajar IPA pada siswa kelas V SDN 1 Kelayu Utara.
Penutup Berdasarkan hasil penelitian dan pembahasan dapat disimpulkan bahwa : Terdapat perbedaan prestasi belajar IPA dalam proses pembelajaran antara siswa yang diajar dengan menggunakan model pembelajaran kooperatife learning dengan metode team quiz dibandingkan dengan siswa yang diajar dengan model pembelajaran konvensional. Siswa 606
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
yang diajar dengan menggunakan model pembelajaran kooperatife learning dengan metode team quiz memiliki rata-rata skor yang lebih tinggi dibandingkan dengan siswa yang diajar dengan model konvensional yakni 75,5 dan 69. Jadi model pembelajran kooperatife learning dengan metode team quiz berpengaruh terhadap prestasi belajar IPA siswa SDN 1 Kelayu Utara, hal ini dibuktikan berdasarkan hasil perhitungan dari harga thitung diperoleh 2,259 nilai ini lebih tinggi dibandingkan dengan harga ttabel yaitu 2,013 dengan kata lain hipotesis Ho ditolak dan Ha diterima.
Daftar Pustaka
Agus Suprijono. (2012). Koopertaif learning.Yogyakarta: Pustaka Pelajar. https://www.google.com/search?q=team+quiz&oq=team+quiz&aqs=chrome..69i57j0l3j69i61 .11473j0j9&sourceid=chrome&ie=UTF-8#q=pengertian+metode+team+quiz. Di Akses Tanggal 17 Februari 2016. Nana sudjana, (2006). Penilaian hasil proses belajar mengajar. Jakarta: Pustaka Pelajar. Nasution. (2009). Metode Research. Jakarta: PT. Bumi Aksara. Nurkancana, Wayan (1990). Evaluasi Hasil Belajar. Surabaya: Usaha Nasional. Purwanto. (2011). Evaluasi hasil belajar. Yogyakarta: Pustaka Pelajar Riduwan. (2012). Belajar Mudah Penelitian. Bandung: Alfabeta. Sugiyono. (2011). Metode Penelitian Kuantitatif, Kualitatif Dan R&D. Bandung: Alpabeta (2010). Statistik Untuk Penelitian. Bandung: Alpabeta Usman Samatowa. (2006). Bagaimana membelajarkan IPA di sekolah dasar . Jakarta: Dikti. Wina Sanjaya. 2010. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Prenada Media.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Developing Multicultural Instruction Based Illustrated Module In Ips Subject For The V Graders Of SDN 2 Suralaga in The School Year 2015-2016 1.
Yul Alfian Hadi, 2. Aidatul Fitri 1. Universitas Hamzanwadi, Indonesia 1. [email protected], 2. [email protected]
Abstract This research and development aimed at knowing how multicultural instruction-based illustrated module is in teaching. This research a research and development applied Borg and Gall consisted of 5 steps simplified; those are need analysis, design, making prototype, limited group try out, last revision. The subject of this research was students at V class of SDN 2 Suralaga consisted of 31 students. The data gained in this research were qualitative an quantitative data. The data collections instrument used were validation output, tes, and students’questionnaire response. Based on the product validation resulted, the score of media expert was 3.4 in good category, 3.8 for material expert in good category. The students’ posttest mean score in field try out was 77; it means students’ learning achievement was improved and teaching material used can help students in teaching. The students’ questionnaire response showed most of students had positive response with percentage 92%. Keyword : teaching materials, module, illustrated, based multicultural
Pendahuluan Undang-Undang Sistem Pendidikan Nasional Pasal 4 UU No. 20 Tahun 2003 (Departemen Pendidikan Nasional, 2011: 8-9) menjelaskan bahwa pendidikan diselenggarakan secara demokratis, tidak diskriminatif dengan menjunjung tinggi HAM, nilai keragaman, nilai cultural, dan kemajemukan bangsa. Dasar perundangan ini selain memberi arahan pendidikan di Indonesia juga mewajibkan bahwa pendidikan di Indonesia harus dikembangkan berdasarkan nilai-nilai keragaman, cultural, dan kemajemukan bangsa. Kualitas proses pendidikan menggejala pada dua segi, yaitu kualitas komponen dan kualitas pengelolaannya. Kedua segi tersebut satu sama lain saling bergantung. Walaupun komponenkomponennya cukup baik, seperti tersedianya prasarana dan sarana serta biaya yang cukup, jika tidak ditunjang dengan pengelolaan yang andal maka pencapaian tujuan tidak akan tercapai secara optimal. Demikian pula dengan pengelolaan baik tetapi didalam kondisi serba kekurangan, akan mengakibatkan hasil yang tidak optimal (Tirtarahardja dan Sulo, 2010: 41). Dalam kegiatan belajar mengajar dikelas unsur utama dalam pelaksanaannya adalah adanya peserta didik, pendidik, interaksi antara peserta didik dengan pendidik, tujuan pendidikan, materi pendidikan, alat dan metode mengajar, serta lingkungan pendidikan. Semua unsur tersebut dikatakan penting karena mendukung berlangsungnya proses pembelajaran didalam kelas. Banyaknya sumber belajar tidak menjamin seorang guru akan menggunakan sumber belajar tersebut. Hal ini dikarenakan melihat kenyataan yang ada guru masih minim dalam menggunakan sumber belajar. Yang berkembang disekolah saat ini untuk pembelajaran IPS khususnya sumber belajar yang digunakan disekolah kebanyakan mengacu pada Buku Sekolah Elektronik (BSE) dan Lembar Kerja Siswa (LKS). Sebenarnya, jika seorang guru 608
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mampu membuat dan mengembangkan sumber belajar sendiri, tentu kegiatan pembelajaran dikelas tidak hanya terfokus pada penggunaan satu buku saja. Salah satu mata pelajaran yang dianggap penting disekolah dasar adalah mata pelajaran IPS. Mata pelajaran ini dikatakan penting karena merupakan mata pelajaran yang memberikan pengetahuan dan keterampilan kepada siswa. Oleh karenanya, bahan bacaan dan sumber belajar yang bervariasi sangat diperlukan dalam proses pembelajaran, agar tujuan pembelajaran dapat tercapai dengan maksimal. Disinilah kompetensi pedagogis guru untuk mengembangkan materi pelajaran sangat diperlukan untuk mampu menunjang pencapaian tujuan belajar. Berdasarkan hasil observasi kelas dalam kegiatan pembelajaran dikelas V SDN 2 Suralaga tahun pelajaran 2015/2016 diperoleh hasil, bahwa kegiatan pembelajaran khususnya pada mata pelajaran IPS yang berlangsung dikelas guru hanya menggunakan buku paket. Penggunaan buku paket sebagai satu-satunya sumber belajar dikarenakan kurangnya sumber belajar yang dapat dimanfaatkan. Dengan melihat permasalahan tersebut, maka peneliti mengajukan suatu alternatif pemecahan masalah yakni dengan melakukan inovasi pembelajaran melalui pengembangan bahan ajar modul bergambar. Bahan ajar yang akan dikembangkan oleh peneliti berupa bahan ajar modul bergambar berbasis Multikultural pada mata pelajaran IPS kelas V sekolah dasar. Peneliti melakukan pengembangan bahan ajar modul bergambar berbasis Multikultural ini sebagai alternatif pemecahan masalah dalam pembelajaran IPS dikelas V untuk menunjang kebutuhan sumber belajar mengajar didalam kelas. Penyisipan multikultural dalam penyusunan bahan ajar ini merupakan suatu upaya untuk memupuk rasa kesatuan dan persatuan bangsa. Pendidikan yang berbasis multikultural akan mampu mengarahkan siswa untuk bersikap dan berpandangan toleran terhadap realitas masyarakat yang beragam, baik dalam hal budaya, suku, ras, etnik maupun agama.
Metode Penelitian
Model Pengembangan Penelitian ini mengembangkan produk berupa bahan ajar IPS modul bergambar berbasis multiultural untuk siswa kelas V Sekolah Dasar. Jenis penelitian yang digunakan pada penelitian ini adalah penelitian dan pengembangan (Research and Development). Penelitian dan pengembangan merupakan metode penelitian yang digunakan untuk menghasilkan produk tertentu dan menguji keefektifan produk tersebut. Agar produk yang akan dikembangkan sesuai dengan tujuan maka penelitian pengembangan ini mengadaptasi model pengembangan Borg and Gall, model ini terdiri dari 10 (sepuluh) tahapan yaitu: 1. Anallisis kebutuhan/ penelitian dan pengumpulan data 2. Desain/perencanaan 3. Pembuatan protytipe /pengembangan produk awal 4. Uji coba kelompok terbatas 5. Penyempurnaan produk awal 6. Uji coba lapangan lebih luas 7. Revisi hasil ujian lebih luas 8. Uji coba produk akhir 9. Revisi/penyempurnaan produk akhir 10. Desiminasi dan implementasi produk akhir
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Berdasarkan kebutuhan pengembangan yang peneliti lakukan maka tahapan ini disederhanakan menjadi 5 tahapan yaitu analisis kebutuhan, desain, pembuatan prototype bahan ajar, uji coba kelompok terbatas dan revisi terakhir. Desain Desain penelitian yang telah dilakukan meliputi dua langkah sebagai berikut: 1. Validasi Tim Ahli Validasi tim ahli dilakukan sebelum uji coba lapangan dilakukan. Pada tahap ini produk awal divalidasi oleh ahli media dan ahli materi.Ahli-ahli tersebut melakukan penilaian terhadap produk sesuai dengan kriteria-kriteria yang telah ditetapkan dalam instrumen uji coba baik dari segi materi, kebahasaan maupun segi kegrafisan dari produk tersebut. 2. Uji Coba Lapangan Setelah desain awal produk telah dinyatakan valid oleh tim ahli, maka selanjutnya adalah melakukan uji coba lapangan. Uji coba lapangan dilakukan untuk mengetahui kualitas dari produk yang dihasilkan apakah dapat digunakan secara efektif dan efisien dalam proses pembelajaran. Uji coba lapangan dilaksanakan hanya satu tahap yakni uji coba kelompok terbatas dengan mengambil sampel uji coba kelas V SDN 2 Suralaga dengan jumlah siswa sebanyak 31orang. Instrumen Pengumpulan Data Untuk memperoleh data kuantitatif yang dibutuhkan, maka instrumen yang digunakan untuk mengumpulkan data tersebut adalah: 1. Lembar validasi, digunakan untuk mengumpulkan data tentang kevalidan desain awal produk. Lembar validasi terdiri dari dua komponen yaitu lembar validasi bahan ajar modul bergambar berbasis multikultural pada materi keragaman suku bangsa dan budaya di Indonesia oleh ahli media dan ahli materi. 2. Tes,digunakan untuk mengetahui pengaruh bahan ajar modul bergambar berbasis multikultural pada materi keragaman suku bangsa dan budaya di Indonesia terhadap hasil belajar siswa dan keefektifan produk dalam proses pembelajaran. Adapun tes yang digunakan pada penelitian ini adalah tes dalam bentuk pilihan ganda (multiple choice) yang berjumlah 20 soal. 3. Angket respon siswa. Angket atau kuisioner merupakan suatu teknik atau cara pengumpulan data secara langsung (peneliti tidak bertanya jawab dengan responden). Angket berisi sejumlah pertanyaan atau pernyataan yang harus dijawab atau direspon oleh responden. Adapun angket yang digunakan dalam penelitian ini adala angket tertutup. Teknik Analisis Data Data yang diperoleh dari hasil uji ahli dan uji coba lapangan akan dianalisis dan ditujukan untuk menjawab pertanyaan-pertanyaan penelitian. Data-data tersebut berupa data kualitatif dan kuantitatif. Data kuantitatif berupa hasil uji tes pilihan ganda serta hasil validasi oleh tim ahli dan guru kelas. Data kualitatif diperoleh dari hasil konversi data kuantitatif tersebut dengan menggunakan metode konversi skala lima. Langkah-langkah analisis data yang diperoleh melalui uji ahli dan uji coba lapangan tersebut adalah: Analisis lembar validasi oleh tim ahli Untuk menentukan dan mengetahui kualitas produk, maka data kuantitatif yang didapatkan dari uji ahli dan guru kelas melalui lembar validasi tim ahli dan guru akan dikonversikan ke dalam data kualitatif dengan metode konversi skala lima. Tabel tersebut dapat dilihat dibawah ini: Tabel 1 Konversi data kuantitatif (skor aktual) ke data kualitatif dengan skala lima. 610
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Interval Skor i
Rerata Skor
Kategori
X > 4,21
Sangat Baik
i + 1,80 SBi
3,40 < X < 4,21
Baik
+ 0,60 SBi
2,60 < X < 3,40
Cukup
1,79 < X < 2,60
Kurang
X< 1,79
Sangat Kurang
+ 1,80SBi
i
+ 0,60 SBi
i
0,60 SBi
i
i
1,80 SBi
i
i
1,80 SBi
0,60 SBi
Analisis tes hasil belajar siswa Untuk mengetahui keefektifan produk dalam proses pembelajaran maka digunakan rata-rata kelas dari hasil uji coba lapangan untuk tes hasil belajar siswa (postes). Alat yang digunakan untuk mengukur hasil belajar siswa yaitu tes pilihan ganda. Analisis skor tes hasil belajar dapat dihitung dengan menggunakan persamaan sebagai berikut: KB= × 100 %
Keterangan: KB = ketuntasan belajar = jumlah skor yang diproleh siswa
= jumlah skor total
Analisis data respon siswa Respon siswa yang tertuang dalam angket yang telah disebarkan bertujuan untuk mengetahui respon siswa mengenai bahan ajar modul bergambar berbasis multikultural. Angket ini dianalisis secara kualitatif dengan teknik daftar cek (). Bentuk daftar cek digunakan dengan 611
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menguraikan pernyataan dalam bentuk daftar dan tugas responden hanya memberi tanda cek “ya” atau “tidak” sesuai dengan pernyataan yang diberikan. Presentase siswa dihitung dengan menggunakan rumus sebagai berikut: Presentase respon siswa =
Keterangan: = proporsi siswa yang memilih
= jumlah siswa (responden)
Hasil Penelitian dan Pembahasan
Pada penelitian ini menggunakan model pengembangan Borg and Gall yang terdiri dari sepuluh tahapan. Berdasarkan kebutuhan pengembangan maka peneliti menyederhanakan menjadi 5 tahapan yaitu analisis kebutuhan, desain, pembuatan prototype bahan ajar, uji coba kelompok terbatas dan revisi terakhir. Sebelum dilakukan uji coba terlebih dahulu bahan ajar divalidasi oleh dua orang ahli yaitu ahli bahasa dan ahli tampilan. Hasil validasi dari kedua ahli ini dianalisis sehingga menghasilkan nilai 3,4 untuk ahli media yang berarti validitas isi berkategori baik dan 3,8 untuk ahli materi yang berarti validitas bahan ajar IPS modul bergambar berbasis multikultural dapat dikatakan “Baik”. Setelah diperoleh hasil validasi selanjutnya dapat dilakukan uji coba lapangan. Pada penelitian ini hanya dilakukan coba lapangan. Uji coba lapangan ini dilakukan di kelas V SDN 2 Suralaga dengan 31 orang siswa. Berdasarkan hasil post-test yang telah dilakukan terdapat 5 orang siswa yang tuntas dan 6 orang siswa yang tidak tuntas dengan perolehan nilai rata-rata 77 dan persentase klasikal 80%. Sementara hasil analisis untuk lembar angket respon siswa diperoleh 92,6% siswa yang merespon positif. Angket respon siswa menjadi acuan untuk peneliti dalam membuat inovasiinovasi baru sehingga proses belajar mengajar tidak membosankan dan berlangsung menyenangkan. Proses belajar mengajar dengan menggunakan bahan ajar IPS yang telah dikembangkan tidak selamanya berjalan dengan lancar. Ada beberapa hambatan yang dapat muncul dan sering terjadi, diantaranya siswa tidak terbiasa belajar dalam kelompok, sehingga ketika proses pembelajaran adanya kelompok yang dibentuk siswa kurang efektif dalam menggunakan waktu, dalam kelompok ada yang belum serius dalam berdiskusi. Selain itu kendala lain muncul dari luar kelas, terdapat beberapa siswa yang terkadang ribut sehingga siswa di dalam kelas tidak fokus untuk belajar.
Kesimpulan Pembelajaran IPS dengan bahan ajar IPS yang telah dikembangkan sesuai dengan prosedur pengembangan meliputi tahap analisis kebutuhan, desain, pembuatan prototype bahan ajar, uji coba kelompok terbatas dan revisi terakhir. Evaluasi terhadap model pembelajaran IPS untuk siswa SD melalui uji coba lapangan serta analisis dan revisi sehingga menjadi produk akhir yang layak digunakan sebagai perangkat pembelajaran maupun sumber belajar.Kelayakan bahan ajar IPS untuk siswa SD ditinjau setelah pembelajaran dilakukan menggunakan bahan ajar dan hasil validasi untuk produk yaitu 3,4 untuk ahli media dan 3,8 untuk ahli materi. Berdasarkan hasil post-test siswa pada uji coba lapangan yang dilaksanakan 612
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di SDN 2 Suralaga diperoleh ketuntasan klasial 80%. Sedangkan respon siswa terhadap bahan ajar IPS modul bergambar berbasis multikultural dikatakan sangat merespon dengan hasil analisis 92,6%.
Daftar Pustaka
Departemen Pendidikan Nasional. (2011). Undang-undang Sistem Pendidikan Nasional. Yogyakarta: Pustaka Pelajar Endang Mulyatiningsih. (2013). Metode Penelitian Terapan Bidang Pendidikan. Bandung: Alfabeta Eko Putro Widoyoko, 2011. Evaluasi Program Pembelajaran. Yogyakarta: Pustaka Pelajaran. Trianto. (2011). Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta: Kencana Predana Media grup Umar Tirtarahardja dan S. L. La Sulo, 2010. Pengantar Pendidikan. Jakarta: PT Rineka Cipta.
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Determination of Conflict Resolution Learning Model to The Six Grade Students’ Civics Learning Achievement of Korleko Elementary School Based on Students’ Learning Motivation Muhammad Husni Universitas Hamzanwadi, Indonesia [email protected]
Abstract The purpose of this study was to examine the effect of conflict resolution learning model on learning achievement in terms of motivation to learn civics on six grade student of Korleko elementary school. This study is an experimental design with Post-Test Only Control Group Design with a 2x2 factorial. The subject were 88 students of korleko elementary school selected by random sampling technique. The data collected by learning motivation questionnaires and objective tests. Data were analyzed with variance two lanes. The results showed that: (1) there are differences in Civics learning outcomes on students who learned with conflict resolution learning model and with conventional models (FAcount=9.119>Ftable=3,96). (2) there is an inflence on the interaction of learning model and motivation to the students’ Civics learning achievement (FAXBcount=68.252>Ftable=3,96). (3) student learning outcomes that have a high motivation to learn and who learn with conflict resolution learning model is better than the conventional models (Qcount=12.22>Qtable=2,94). (4) student learning outcomes that have a low learning motivation and learned with the conventional model is better than the conflict resolution learning model (Qcount = 4.90>Qtable=2.94). Keywords: conflict resolution, civics learning achievement, motivation to learn
Pendahuluan Era globalisasi yang dikenal dengan dunia tanpa batas memberikan dampak yang cukup luas dalam berbagai aspek kehidupan khususnya dalam dunia pendidikan. Dunia pendidikan dihadapkan pada tantangan yang sangat kompleks dimana peningkatan sumber daya manusia menjadi hal utama agar siap bersaing dalam tataran masyarakat lokal, nasional dan global. Menyikapi kondisi tersebut, maka lembaga pendidikan, khususnya jenjang pendidikan formal harus mampu dan berani melakukan upaya perbaikan dan terobosan kearah peningkatan kualitas baik proses maupun produknya secara berkesinambungan sejalan dengan dinamika perkembangan Ilmu Pengetahuan dan Teknologi (IPTEK) serta dinamika perubahan masyarakat di era globalisasi. Pendidikan memiliki peranan yang sangat strategis dalam membangun serta mengembangkan insan yang cerdas, kompetitif, kreatif, berdaya saing dan mampu mengikuti perkembangan dan kemajuan ilmu pengetahuan dan teknologi. Untuk menghadapi dan menyesuaikan diri dengan tuntutan perkembangan dunia yang sangat cepat, UNESCO tahun 1996 merumuskan empat pilar belajar. Empat pilar belajar tersebut yaitu belajar mengetahui (learning to know), belajar berkarya (learning to do), belajar hidup bersama (Learning to life together) belajar berkembang secara utuh (learning to be) sebagai landasan pendidikan di era global. Selain itu, pendidikan menjadi usaha manusia untuk menyiapkan diri dalam perannya dimasa yang akan datang. Pendidikan dilakukan tanpa ada batasan usia, ruang dan waktu yang tidak dimulai atau diakhiri di sekolah, tetapi diawali dalam keluarga dilanjutkan dalam lingkungan sekolah dan diperkaya oleh lingkungan masyarakat, yang hasilnya digunakan untuk 614
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membangun kehidupan pribadi agama, masyarakat, keluarga dan negara yang sering disebut dengan Tri Pusat Pendidikan. Terkait dengan hal tersebut, dalam proses belajar mengajar guru harus memiliki strategi agar siswa dapat belajar secara efektif dan efisien, mengena pada tujuan yang diharapkan. Salah satu langkah untuk memiliki strategi itu ialah harus menguasai teknik penyajian, atau biasanya disebut metode mengajar. Teknik penyajian pelajaran adalah suatu pengetahuan tentang cara-cara mengajar yang digunakan oleh guru. Di dalam kenyataan cara atau metode mengajar atau teknik penyajian yang digunakan guru untuk menyampaikan pesan kepada siswa berbeda dengan cara yang ditempuh memantapkan siswa dalam menguasai pengetahuan, keterampilan serta sikap. Metode yang digunakan untuk memotivasi siswa agar mampu menggunakan pengetahuannya untuk memecahkan suatu masalah yang dihadapi ataupun untuk menjawab suatu pertanyaan akan berbeda dengan metode yang digunakan untuk tujuan agar siswa mampu berfikir dan mengemukakan pendapatnya sendiri di dalam menghadapi segala persoalan. Metode mempunyai andil yang cukup besar dalam kegiatan belajar mengajar. Kemampuan yang diharapkan dapat dimiliki anak didik, akan ditentukan oleh kerelevansian penggunaan suatu metode yang sesuai dengan tujuan. Itu berarti tujuan pembelajaran akan dapat dicapai dengan penggunaan metode yang tepat, sesuai dengan standar keberhasilan yang tepat di dalam suatu tujuan. Metode yang dapat digunakan dalam kegiatan belajar mengajar bermacam-macam. Penggunaannya tergantung dari rumusan tujuan. Dalam mengajar, jarang ditemukan guru menggunakan suatu metode. Penggunaan metode dimaksudkan untuk menggairahkan belajar anak didik. Dengan bergairahnya belajar, anak didik tidak sukar untuk mencapai tujuan pengajaran. Karena bukan guru yang memaksakan anak didik untuk mencapai tujuan tetapi anak didiklah dengan sadar untuk mencapai tujuan. Selain metode pembelajaran, terdapat juga model-model pembelajaran yang dapat digunakan untuk memperbaiki hasil belajar siswa. Salah satu model pembelajaran yang dapat digunakan yaitu model pembelajaran resolusi konflik. Model pembelajaran Resolusi Konflik merupakan model pembelajaran yang didasari oleh suatu pandangan bahwa ada hubungan kausalitas antara penomena sosial, budaya, dan kemampuan serta tanggung jawab sosial individu bagi kehidupan masyarakat. Model pembelajaran Resolusi Konflik menjadi penting karena model pembelajaran ini menawarkan sejumlah solusi kepada guru untuk menjadikan pembelajaran di kelas menarik, berkualitas secara proses maupun produknya, dan bermakna bagi peserta didik. Dalam model pembelajaran Resolusi Konflik, belajar dan membelajarkan merupakan dua sisi yang saling melengkapi satu sama lainnya. Hal yang dimaksud adalah dalam proses belajar mengajar, dimana titik tolaknya adalah bagaimana guru mampu membelajarkan siswa. Model Pembelajaran ini menawarkan solusi praktis bagi guru dengan menjadikan kelas menyerupai suatu masyarakat riil sebagaimana yang dialami oleh siswa dalam kehidupan sehari-hari Kelebihan dari model pembelajaran Resolusi Konflik yaitu siswa bukan saja dapat mempelajari materi pelajaran secara maksimal, tetapi mereka juga secara otomatis melatih dan mengembangkan keterampilan-keterampilan sosial dan etika multikultur. Hal tersebut tentu sangat sesuai dan menjanjikan suatu solusi praktis untuk mencairkan berbagai masalah yang ada dalam pembelajaran PKn. Melalui model pembelajaran Resolusi Konflik pembelajaran yang dikembangkan oleh guru akan menarik motivasi siswa untuk belajar. Jika pembelajaran sudah terasa menyenangkan maka siswa akan lebih cepat mengerti dan memahami apa yang telah mereka pelajari, sehingga prestasi belajar pun nantinya diharapkan dapat meningkat khususnya pada pelajaran PKn. 615
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Pembelajaran PKn menekankan pada unsur pendidikan dan pembekalan pada siswa. Penekanan pembelajaran bukan hanya sebatas pada upaya menjejali siswa dengan sejumlah konsep-konsep yang bersifat hafalan, melainkan pada upaya agar mereka mampu menjadikan apa yang telah dipelajari sebagai bekal dalam memaknai dan ikut serta dalam melakoni kehidupan bermasyarakat, serta sebagai bekal peserta didik untuk melanjutkan pendidikan kejenjang pendidikan yang lebih tinggi. Disinilah sebenarnya penekanan pendidikan kewarganegaraan, oleh karena itu dalam rancangan pembelajaran hendaknya guru mengarahkan dan memfokuskan pembelajaran sesuai dengan kondisi dan perkembangan potensi peserta didik agar dapat berguna dan bermanfaat bagi siswa. Rendahnya hasil belajar siswa pada mata pelajaran PKn disebabkan antara lain karena siswa merasa bosan dan tidak tertarik dengan pelajaran tersebut. Permasalahan tersebut dirasakan oleh guru kelas IV khususnya di SDN 6 Korleko. Penggunaan model pembelajaran yang monoton atau berpusat pada guru menjadikan siswa acuh terhadap pelajaran PKn pada saat proses pembelajaran yang berdampak terhadap prestasi belajar siswa. Hasil observasi di kelas terhadap proses pembelajaran PKn kelas IV SDN 6 Korleko Kabupaten Lombok Timur, menunjukkan bahwa dalam menyampaikan materi pelajaran khususnya PKn metode ceramah masih mendominasi. Sehingga hal tersebut menyebabkan siswa hanya menjadi objek bukan menjadi subjek dalam proses pembelajaran. Hal tersebut menjadikan siswa kesulitan untuk dapat menguasai materi pelajaran yang disampaikan oleh guru. Ini menyebabkan hasil belajar siswa pada mata pelajaran PKn cukup rendah. Rendahnya hasil belajar PKn siswa juga dipicu oleh motivasi belajar yang rendah, karena pembelajaran masih bersifat monoton yaitu hanya berpusat pada guru. Selain itu, ada beberapa masalah yang dapat diidentifikasi seperti, 1) masih rendahnya mutu pendidikan pada setiap jenjang dan satuan pendidikan; 2) pengaturan lingkungan belajar masih kurang sehingga siswa tidak terdorong untuk terlibat secara fisik, emosional, dan mental dalam proses belajar; 3) pengelolaan kelas yang kurang baik yang dapat melahirkan interaksi belajar mengajar yang kurang baik pula; 4) materi pelajaran yang disampaikan guru kurang dapat dikuasai oleh anak didik secara tuntas; 5) metode yang digunakan dalam proses belajar mengajar kurang bervariasi; 6) masih banyaknya guru yang kurang atau tidak melibatkan siswa secara aktif dalam proses pembelajaran; dan 7) Guru masih memposisikan dirinya sebagai subyek pembelajaran sementara siswa sebagai obyek pembelajaran. Pendidikan kewarganegaraan secara teori dapat dinyatakan sebagai seleksi dan adaptasi dari lintas disiplin ilmu-ilmu sosial, ilmu kewarganegaraan, humaniora dan kegiatan dasar manusia yang diorganisasikan dan disajikan secara psikologis dan ilmiah untuk mencapai salah satu tujuan IPS (Soemantri, 2001:159). Pendapat lain tentang PKn dijelaskan Sanusi (1999) dengan menawarkan model pendidikan yang didasarkan pada sepuluh pilar demokrasi yaitu sebagai berikut: (1) Ketuhanan Yang Maha Esa, (2) Hak Asasi Manusia, (3) Kedaulatan rakyat, (4) Kerakyatan yang cerdas, (5) Pembagian kekuasaan Negara, (6) Otonomi Daerah, (7) Rule of law, (8) Pengadilan yang merdeka, (9) Kemakmuran umum dan (10) Keadilan Sosial. Sementara dalam Kurikulum 2004 disebutkan bahwa Pendidikan Kewarganegaraan (citizenship), adalah merupakan mata pelajaran yang memfokuskan pada pembentukan diri yang beragam dari segi agama, sosiokultural, bahasa, usia dan suku bangsa yang menjadi warga negara Indonesia yang cerdas, terampil dan berkarakter yang diamanatkan dalam Pancasila dan UUD 1945 (Depdiknas, 2003:7). Berdasarkan beberapa uraian di atas, dapat disimpulkan bahwa Pendidikan Kewarganegaraan adalah merupakan bagian dari Ilmu Pendidikan Sosial (IPS) yang dipersiapkan untuk membekali peserta didik dengan pengetahuan dan keterampilan dasar yang berkenaan dengan hubungan antara warga Negara dengan Negara yang dilaksanakan dengan proses pembinaan 616
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dan pembelajaran agar menjadi warga Negara yang baik, beriman, dan bertaqwa kepada Tuhan Yang Maha Esa, memiliki nasionalisme (rasa kebangsaan) yang kuat atau mantap, sadar serta mampu melaksanakan hak dan kewajiban dirinya sebagai manusia, warga masyarakat dan bangsa negaranya, taat asas (rule of law), demokratis dan partisipatif, aktif serta kreatif dalam kebhinekaan kehidupan masyarakat madani yang menjunjung hak asasi manusia serta kehidupan yang terbuka, mendunia (global) dan modern tanpa melupakan jati diri masyarakat bangsa dan negaranya. Berdasarkan kajian dan analisis di atas, maka tujuan dari penelitian ini adalah: untuk mengetahui pengaruh model pembelajaran resolusi konflik terhadap prestasi belajar PKn di tinjau dari motivasi belajar siswa.
Metode Penelitian Penelitian ini dilaksanakan melalui eksperimen dengan menggunakan Post-Test Only Control Group Design dan dengan desain faktorial 2 x 2. Variabel bebas dalam penelitian ini adalah penilaian yang terdiri atas model pembelajaran resolusi konflik yang dikenakan pada kelompok eksperimen, dan model konvensional yang dikenakan pada kelompok kontrol. Motivasi belajar merupakan variabel moderator yang terdiri atas motivasi belajar tinggi dan motivasi belajar rendah. Variabel terikat pada penelitian ini adalah prestasi belajar Pendidikan Kewarganegaraan. Subjek penelitian adalah siswa kelas IV SDN 6 Korleko sebanyak 88 orang. Penelitian ini menggunakan beberapa instrumen pengumpul data. Data tentang motivasi belajar siswa diukur dengan inventori motivasi belajar yang telah diuji validitas dan reliabilitasnya. Uji validitas isi dilakukan dengan bantuan expert judges. Uji berikutnya dilakukan dengan uji empiris. Hasilnya dihitung dengan rumus Korelasi Product Moment sehingga dapat diketahui tingkat validitas butir motivasi belajar. Di samping itu, reliabilitas inventori motivasi belajar juga dapat dihitung dengan menggunakan rumus Alpha Cronbach. Data tentang prestasi belajar Pendidikan Kewarganegaraan diukur dengan tes prestasi belajar Pendidikan Kewarganegaraan. Data yang diperoleh dari tes prestasi belajar Pendidikan Kewarganegaraan selanjutnya ditabulasi menjadi delapan kelompok data. Kedelapan kelompok data tersebut adalah sebagai berikut : (1) data kelompok siswa yang mengikuti pembelajaran dengan model pembelajaran resolusi konflik, (2) data kelompok siswa yang mengikuti pembelajaran dengan model konvensional, (3) data kelompok siswa yang memiliki motivasi belajar tinggi, (4) data kelompok siswa yang memiliki motivasi belajar rendah, (5) data kelompok siswa yang memiliki motivasi belajar tinggi dan mengikuti pembelajaran dengan model pembelajaran resolusi konflik, (6) data kelompok siswa yang memiliki motivasi belajar rendah dan mengikuti pembelajaran dengan model pembelajaran resolusi konflik, (7) data kelompok siswa yang memiliki motivasi belajar tinggi dan mengikuti pembelajaran dengan model konvensional, dan (8) data kelompok siswa yang memiliki motivasi belajar rendah dan mengikuti pembelajaran dengan model konvensional. Data-data tersebut diuji terlebih dahulu normalitas sebaran datanya, dan homogenitas variansnya. Setelah uji persyaratan analisis ini terpenuhi, selanjutnya dilakukan pengujian dengan menggunakan ANAVA dua jalur.
Hasil dan Pembahasan Pada penelitian ini, pengujian terhadap hipotesis penelitian yang telah dirumuskan dilakukan melalui metode statistika dengan formula statistik ANAVA dua-jalur yang dilanjutkan dengan uji Tukey. Sebelum dilakukan uji hipotesis dengan metode statistika tersebut, maka terlebih dahulu harus dilakukan uji persyaratan analisis yang meliputi uji normalitas data, dan uji homogenitas varians. Uji normalitas sangat perlu dilakukan untuk meyakinkan bahwa uji statistik yang digunakan dalam pengujian hipotesis benar-benar dapat dilakukan. Adapun uji 617
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normalitas dalam penelitian ini menggunakan Chi-kuadrat (X2) yang dilakukan pada delapan kelompok data. Hasil penghitungan dengan menggunakan uji Chi-kuadrat (X2) menunjukkan bahwa harga X2hitung lebih kecil X2tabel untuk kesemua kelompok sehingga dapat dinyatakan kedelapan kelompok data berdistribusi normal. Uji homogenitas varians dilakukan untuk memperoleh suatu keyakinan bahwa perbedaan yang diperoleh melalui uji ANAVA dua-jalur memang benar-benar berasal dari perbedaan antar kelompok, bukan disebabkan oleh perbedaan yang terjadi di dalam kelompok. Pengujian homogenitas varians dalam penelitian ini dilakukan dengan menggunakan statistik uji Bartlett. Dari perhitungan uji homogenitas varians didapat X2 sebesar 4.05. Sedangkan X2tabel (0.05;3) = 7,82. Berdasarkan hasil tersebut, dimana X2hitung < X2tabel. Ini berarti semua kelompok data homogen. Berdasarkan dari hasil uji normalitas dan homogenitas data prestasi belajar Pendidikan Kewarganegaraan tersebut, maka dapat dikatakan bahwa uji persyaratan analisis untuk pengujian hipotesis dengan ANAVA dua-jalur telah dapat terpenuhi. Hasil penelitian menunjukkan data sebagai berikut: Tabel 1. Data Hasil Penelitian Data Statistik Mean Mode Median SD Varians Skor Min Skor Max Rentangan
A1
A2
B1
B2
A1B1
A1B2
A2B1
A2B2
71.50 76.00 70.00 10.98 131.34 48 92 44
65.91 72.00 66.00 8.91 72.76 48 80 32
70.77 64.00 68.00 11.49 141.35 48 92 44
66.73 68.00 68.00 8.64 68.84 48 80 32
79.82 76.00 76.00 8.32 71.10 64 92 28
62.23 56.00 62.00 7.52 54.44 48 76 28
60.32 64.00 60.00 6.56 48.62 48 76 28
70.05 72.00 72.00 6.59 49.87 52 80 28
Mengacu pada tabel 1, rata-rata prestasi belajar PKn siswa yang mengikuti pembelajaran dengan model pembelajaran resolusi konflik (71,50) lebih baik dibandingkan dengan siswa yang dibelajarkan dengan model pembelajaran konvensional (65,91). Untuk siswa yang memiliki motivasi belajar tinggi, rata-rata prestasi belajar PKn siswa yang mengikuti model pembelajaran resolusi konflik (79,82) lebih baik dibandingkan dengan siswa yang mengikuti model pembelajaran konvensional (60,32). Sedangkan untuk siswa yang memiliki motivasi belajar rendah, rata-rata prestasi belajar PKn siswa yang mengikuti model pembelajaran konvensional (70,05) lebih baik dibandingkan dengan siswa yang mengikuti model pembelajaran resolusi konflik (62,23). Berdasarkan hasil perhitungan Anava dua jalur dengan bantuan SPSS 16.0 for windows diperoleh hasil sebagai berikut. Tabel 2. Ringkasan ANAVA Dua-Jalur Sumber Varians Antar A Antar B Inter AB Dalam Total
Dk 1 1 1 84 88
JK 510.727 248.909 3822.727 4704.727 412400.000
RJK 510.727 248.909 3822.727 56.009 618
Fhitung 9,119 4,444 68,252
Ftabel 3,96 3,96 3,96
Keterangan Signifikan Signifikan Signifikan
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Hasil uji hipotesis dalam penelitian ini menunjukkan bahwa: Pertama, nilai FA(hitung) = 9.119 sedangkan Ftabel dengan dbA = 1 dan dbdalam = 84 untuk taraf signifikansi 5 % = 3,96. Ini berarti, nilai Fhitung lebih besar dari pada Ftabel (Fh =.9.119 > Ftabel (1:84) =3,96. Ini berarti bahwa terdapat perbedaan yang signifikan antara prestasi belajar Pendidikan Kewarganegaraan kelompok siswa yang mengikuti pembelajaran dengan model pembelajaran resolusi konflik dan kelompok siswa yang mengikuti pembelajaran dengan model konvensional. Hasil penghitungan ANAVA juga menunjukkan bahwa kelompok siswa yang mengikuti pembelajaran dengan model pembelajaran resolusi konflik (Kelompok A1) memiliki skor ratarata prestasi belajar Pendidikan kewarganegaraan sebesar 71.50, sedangkan kelompok siswa yang mengikuti pembelajaran dengan model konvensional (Kelompok A2) memiliki skor ratarata prestasi belajar Pendidikan Kewarganegaraan sebesar 65.91. Oleh karena itu dapat disimpulkan bahwa prestasi belajar Pendidikan Kewarganegaraan kelompok siswa yang mengikuti pembelajaran dengan model pembelajaran resolusi konflik lebih tinggi daripada prestasi belajar Pendidikan kewarganegaraan kelompok siswa yang mengikuti pembelajaran dengan model konvensional. Hasil di atas, sekaligus membuktikan bahwa terdapat pengaruh yang sangat signifikan antara penerapan model pembelajaran resolusi konflik dan penerapan model konvensional pada proses pembelajaran terhadap prestasi belajar Pendidikan Kewarganegaraan. Hasil uji hipotesis kedua, menunjukkan bahwa prestasi belajar Pendidikan Kewarganegaraan kelompok siswa yang memiliki motivasi belajar tinggi dan mengikuti pembelajaran dengan model pembelajaran resolusi konflik lebih baik dari pada prestasi belajar Pendidikan Kewarganegaraan kelompok siswa yang memiliki motivasi belajar tinggi dan mengikuti pembelajaran dengan model konvensional. Uji hipotesis ketiga, menunjukkan bahwa prestasi belajar Pendidikan Kewarganegaraan kelompok siswa yang memiliki motivasi belajar rendah dan mengikuti pembelajaran dengan model konvensional lebih baik daripada prestasi belajar Pendidikan Kewarganegaraan kelompok siswa yang memiliki motivasi belajar rendah dan megikuti pembelajaran dengan model pembelajaran resolusi konflik. Hasil uji hipotesis kedua dan ketiga menunjukkan adanya pengaruh interaksi antara jenis model pembelajaran dan motivasi belajar terhadap prestasi belajar Pendidikan kewarganegaraan. Interaksi ini dipertegas oleh hasil uji ANAVA 2 x 2 yang menghasilkan nilai Fhitung sebesar 68.252 yang lebih besar dibandingkan dengan nilai Ftabel sebesar 3,96 untuk taraf signifikansi 0,05. Sehingga hasil tersebut membuktikan bahwa terdapat pengaruh interaksi yang signifikan antara jenis model pembelajaran dan motivasi belajar terhadap prestasi belajar Pendidikan Kewarganegaraan. Hasil uji hipotesis ketiga, terdapat perbedaan prestasi belajar antara siswa yang dibelajarkan dengan model pembelajaran resolusi konflik dengan siswa yang mengikuti pelajaran dengan model pembelajaran konvensional pada siswa yang memiliki motivasi belajar tinggi, menunjukkan bahwa rata-rata skor prestasi belajar Pendidikan Kewarganegaraan kelompok siswa yang memiliki motivasi belajar tinggi dan mengikuti pembelajaran dengan model pembelajaran resolusi konflik (Kelompok A1B1) adalah sebesar 79.82. Rata-rata skor prestasi belajar Pendidikan Kewarganegaraan kelompok siswa yang memiliki motivasi belajar tinggi dan mengikuti pembelajaran dengan model konvensional (kelompok A2B1) adalah sebesar 60.32 sedangkan rata-rata jumlah kuadrat dalam (RJKD) adalah sebesar 56.009. Penghitungan dengan uji Tukey menunjukkan nilai Qhitung sebesar 12.22, sedangkan nilai Qtabel pada taraf signifikansi 0,05 sebesar 2,94. Hasil tersebut menunjukkan nilai Qhitung lebih besar daripada Qtabel pada taraf signifikansi 5 %. Hal itu berarti untuk kelompok siswa yang memiliki motivasi belajar tinggi, terdapat perbedaan yang signifikan pada prestasi belajar Pendidikan kewarganegaraan antara kelompok siswa yang mengikuti pembelajaran dengan 619
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model pembelajaran resolusi konflik dan kelompok siswa yang mengikuti pembelajaran dengan model konvensional. Pengujian terhadap hipotesis keempat, yang menyatakan bahwa terdapat perbedaan prestasi belajar antara siswa yang dibelajarkan dengan model pembelajaran resolusi konflik dengan siswa yang mengikuti pelajaran dengan model pembelajaran konvensional pada siswa yang memiliki motivasi belajar rendah, menunjukkan bahwa rata-rata skor prestasi belajar Pendidikan Kewarganegaraan kelompok siswa yang memiliki motivasi belajar rendah dan mengikuti pembelajaran dengan model pembelajaran resolusi konflik (Kelompok A1B2) adalah sebesar 62.23. Rata-rata skor prestasi belajar Pendidikan Kewarganegaraan kelompok siswa yang memiliki motivasi belajar rendah dan mengikuti pembelajaran dengan model konvensional (kelompok A2B2) adalah sebesar 70.05. Sedangkan rata-rata jumlah kuadrat dalam (RJKD) adalah sebesar 56.009. Penghitungan dengan uji Tukey menunjukkan nilai Qhitung sebesar 4.90, sedangkan nilai Qtabel pada taraf signifikansi 0,05 sebesar 2,94. Hasil tersebut menunjukkan nilai Q hitung lebih besar daripada Qtabel pada taraf signifikansi 5 %, Hal itu berarti untuk kelompok siswa yang memiliki motivasi belajar rendah, terdapat perbedaan yang signifikan pada prestasi belajar Pendidikan kewarganegaraan antara kelompok siswa yang mengikuti pembelajaran dengan model pembelajaran resolusi konflik dan kelompok siswa yang mengikuti pembelajaran dengan model konvensional. Penghitungan dari hasil uji hipotesis yang telah dilakukan terhadap data yang diperoleh dalam penelitian ini, maka ditemukan adanya efek utama (main effect) yang menunjukkan bahwa jenis penilaian yang digunakan memberikan pengaruh yang signifikan terhadap prestasi belajar Pendidikan Kewarganegaraan. Efek utama ini dapat dilihat dari besaran koefisien ANAVA (F) yaitu 9.119 yang signifikan. Selanjutnya, terbukti bahwa besaran skor rata-rata prestasi belajar Pendidikan Kewargenegaraan kelompok siswa yang mengikuti pembelajaran dengan model pembelajaran resolusi konflik yaitu 71.50 yang lebih besar daripada skor ratarata prestasi belajar Pendidikan kewarganegaraan kelompok siswa yang mengikuti pembelajaran dengan model konvensional yaitu sebesar 65.91. Hasil di atas menunjukkan bahwa secara keseluruhan, dengan tidak mempertimbangkan variabel moderator motivasi belajar, prestasi belajar Pendidikan Kewarganegaraan kelompok siswa yang mengikuti pembelajaran dengan model pembelajaran resolusi konflik lebih tinggi dibandingkan dengan prestasi belajar kelompok siswa yang mengikuti pembelajaran dengan model konvensional. Temuan ini membuktikan bahwa penerapan model pembelajaran resolusi konflik dalam pembelajaran Pendidikan Kewarganegaraan dapat meningkatkan prestasi belajar siswa kelas IV SDN 6 Korleko. Model pembelajaran resolusi konflik memberi siswa kesempatan untuk bekerja sendiri serta bekerja sama dengan orang lain. Hal lain yang didapatkan dari pembelajaran ini adalah optimalisasi partisipasi siswa dalam menanggapi isu-isu permasalahan sosial. Masyarakat dan kebudayaan (dimensi sosial) merupakan dua dimensi yang saling berkaitan dan bersifat kausal. Kebudayaan berperan dalam menjadikan kehidupan manusi dalam masyarakat lebih baik, baik dalam kapasitasnya sebagai makhluk individu maupun sebagai makhluk sosial, sehingga pengembangan kebudayaan secara substansial diarahkan pada upaya perbaikan kehidupan masyarakat secara menyeluruh. Model Resolusi Konflik sebagai sebuah model pembelajaran pada dasarnya merupakan suatu gerakan revolutif yang interdisipliner dalam pembelajaran, yang dikembangkan untuk menstimulisasi dan eksplorasi hubungan antara masa lalu, sekarang, dan masa yang akan datang dalam balutan konflik yang multidimensi sehingga setiap orang berkewajiban memiliki pengetahuan dan keterampilan menyelesaikan konflik yang ada di masyarakatnya bagi kesejahteraan umat manusia.
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Model pembelajaran resolusi konflik, lebih menekankan pada terpolanya dialog yang kolaboratif dan demokratis antara peserta didik dengan guru. Mereka ada dalam posisi sama dengan visi yang tunggal dalam menyikapi dan menelaah objek atau situasi masyarakat sekitar. Melalui model ini, pendidikan menjadi media yang strategis dan efektif dalam mengembangkan dan melatih peserta didik menjadi warga negara yang sadar akan eksistensi diri dan masyarakatnya. Disamping itu, Konsep-konsep dasar yang ada dalam model pembelajaran resolusi konflik memungkinkan setiap siswa untuk berkembang sesuai dengan kemampuan masing-masing dalam menanggapi isu-isu permasalahn sosial yang semakin kompleks. Sementara model pembelajaran konvensional tidak banyak memberikan efek positif bagi prestasi belajar Pendidikan Kewarganegaraan pada siswa kelas IV SDN 6 Korleko. Model pembelajaran konvensional tidak memberikan kesempatan kepada siswa untuk lebih aktif dalam proses pembelajaran. Di samping itu siswa kurang memiliki kesempatan untuk memberikan pendapat. Guru lebih mendominasi proses pembelajaran sehingga siswa kurang tertarik dalam proses pembelajaran. Dalam model konvensional, siswa yang memiliki motivasi belajar tinggi kurang mendapat kesempatan untuk memperoleh feed back yang dibutuhkannya sebagai bahan pertimbangan untuk untuk meningkatkan prestasi belajarnya.
Penutup Berdasarkan hasil pengujian hipotesis, maka dapat tarik kesimpulan sebagai berikut: (1) hasil belajar PKn siswa yang mengikuti pembelajaran dengan model pembelajaran resolusi konflik berbeda secara signifikan dengan hasil belajar siswa yang dibelajarkan dengan model konvensional. Hasil belajar siswa yang dibelajarkan dengan model pembelajaran resolusi konflik lebih baik dibanding dengan hasil belajar siswa dengan model konvensional. (2) terdapat interaksi antara model pembelajaran dengan motivasi belajar dalam pengaruhnya terhadap prestasi belajar PKn siswa. Hasil belajar siswa yang dibelajarkan dengan model pembelajaran resolusi konflik dan memiliki motivasi belajar tinggi lebih baik dibanding dengan siswa yang dibelajarkan dengan model konvensional dan memiliki motivasi belajar tinggi. Sedangkan siswa yang memiliki motivasi belajar rendah dan dibelajarkan dengan model pembelajaran resolusi konflik, hasil belajarnya lebih rendah dibanding dengan siswa yang dibelajarkan dengan model konvensional dan memiliki motivasi belajar rendah. (3) hasil belajar kelompok siswa yang memiliki motivasi belajar tinggi dan dibelajarkan dengan model pembelajaran resolusi konflik lebih baik dibandingkan dengan siswa yang dibelajarkan dengan model konvensional. (4) hasil belajar kelompok siswa yang memiliki motivasi belajar rendah dan dibelajarkan dengan model konvensional lebih baik dibandingkan dengan siswa yang dibelajarkan dengan model pembelajaran resolusi konflik. Berdasarkan beberapa temuan yang diperoleh dari penelitian ini, maka ada beberapa saran yang dapat dikemukakan, yaitu: (1) kepada para guru kelas maupun pengampu mata pelajaran Pendidikan Kewarganegaraan khususnya guru kelas IV SDN 6 Korleko, disarankan agar menggunakan model pembelajaran resolusi konflik sebagai alternatif model pembelajaran, khususnya bagi siswa yang memiliki motivasi belajar tinggi. (2) bagi para pemegang kebijakan di Lembaga Pendidikan dan Tenaga Kependidikan (LPTK), yang mengemban misi sebagai lembaga pencetak para calon guru disarankan untuk menjadikan model pembelajaran resolusi konflik sebagai salah satu alternatif yang digunakan dalam proses pelaksanaan pembelajaran. (3) bagi para peneliti yang berminat untuk melakukan verifikasi terhadap hasil penelitian ini, atau berminat untuk melakukan penelitian lanjutan dalam Pembelajaran Pendidikan Kewarganegaraan atau pada mata pelajaran lain, maka disarankan agar melakukan penelitian dengan melibatkan model pembelajaran resolusi konflik, serta dapat melibatkan atribut psikologis lain selain motivasi belajar, seperti minat, bakat, konsep diri dan lain lain. 621
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Daftar Pustaka
Arikunto. Suharsimi. (2002). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Dantes. Nyoman. (2012). Metode Penelitian. Yogyakarta: Penerbit Andi Departemen Pendidikan Nasional Republik Indonesia. Undang-undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional. Jakarta: 2003. Fajar, M. (2004). “Pendidikan Kewarganegaraan Menuju Nation and Character Building, Semiloka Nasional tentang Revitalisasi Nasionalisme Indonesia Menuju Character and National Building”. 18 Mei 2004. Lasmawan, Wayan. (2010). Menelisik Pendidikan IPS. Singaraja. Mediakom Indonesia Press Bali Numan Soemantri (2001). Menggagas Pembaharuan Pendidikan IPS. Bandung: PT. Remaja Rosdakarya Sanusi. 1999. Belajar dan Pembelajaran. Jakarta: Rineka Cipta Slavin, R.E. (1995). Cooperative Learning Theory, Research and Practice. Second Edition. Boston: Allyn and Bacon. Suprijono Agus. (2009). Cooperatif Learning Teori dan Aplikasi PAIKEM. Yogyakarta: Pustaka Pelajar Purwanto. (2008). Evaluasi Hasil Belajar. Surakarta: Pustaka Pelajar. Usman Husaini dan Akbar Setiady Purnomo R. (2006). Pengantar Statistika. Jakarta: Bumi Aksara Wahab Abdul Azis. (2007). Metode dan Model-Model Mengajar Ilmu Pengetahuan Sosial. Bandung: Alfabeta Bandung.
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Improved Understanding Of Science Development Through Media Animation Learning For Students Prodi PGSD STKIP Hamzanwadi Selong Academic Year 2015/2016 1
Doni Septu Marsa Ibrahim, 2Yuyun Febriani Hamzanwadi University, Indonesia 1 [email protected], [email protected]
Abstract The purpose of this study is to develop an animation medium of learning the material basics of anatomy and physiology of plants and animals. Media-based computer animation can be used to show movements which depict anatomy animal and plant cells to clarify the concept of understanding the basics of anatomy and physiology of plants and animals with characteristics in accordance with the curriculum with an attractive appearance. The method used is a development method Borg and Gall modified phases All 7 Development Procedure in this study broadly divided into three stages, namely: (1) planning, (2) design, and (3) The floating Media is validated by two phase two trials are testing alpha and beta trials. Alpha trials consist of subject matter experts and media experts while beta trials using students as the User. Data were analyzed using qualitative descriptive qualitative data is then converted into a 5-point scale by referring to the conversion of Sukardjo (2010: 101). The trial results obtained (1) The results of the assessment of the subject matter experts on the feasibility of interactive multimedia on alpha test achieved a score of 4.8 with excellent category that is worth learning animation media as a medium of learning science. (2). Results of the assessment of media experts on the feasibility of animation media learning in alpha test achieve a score of 4.5 with the category very well that media learning animation based on an assessment of media experts is decent as a medium of learning science. (3). Results of the assessment of learners for the feasibility study of animation media in beta test achieved a score of 4.3 with very good categories that media learning animation developed based on the assessment of learners is feasible as a learning medium Sain. The first revision of media experts who advised the media to put forward views, especially in terms of color selection more diverse. While the subject matter experts add the number to shine presented in the media based on data validation results media experts, subject matter experts and users of the media animation learning the material Fundamentals of Anatomy and Physiology of Plants and Animals, it can be concluded that the media interactive animations in the field of cognitive theme of transport this attractive, efficient, and effective and declared valid. Keywords: development, media animation education and science
Pendahuluan Tujuan pendidikan secara universal adalah pembentukan manusia secara utuh, baik pembentukan jasmani maupun pembentukan rohani yang terdiri dari aspek kognitif, afektif, dan psikomotorik. Sehingga peran utama seorang guru adalah mendidik, bukan hanya mengajar. Untuk itu tentunya guru tidak hanya harus memahami dengan baik materi yang akan disampaikan, mengerti keluasan materi yang diajarkan, memiliki ketrampilan dalam menyampaikan materi pembelajaran, namun juga berkewajiban untuk memahamkan anak didik terhadap apa yang mereka pelajari, mengarahkan, membimbing, dan membentuk karakter serta kepribadian yang baik pada anak didik (Djamarah, 2006 dan Sudjana, 2000). 623
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Dalam pembelajaran sains, pembelajaran adalah pemahaman dan pengetahuan yang didapatkan dari sebuah observasi dan hasil eksperimen, bukan sebuah pemahaman dan pengetahuan yang didapatkan dengan membaca atau menghafal pengetahuan berdasarkan buku-buku dan teori tertentu (Abruscato, 1997). Pemahaman dan pengetahuan yang didapatkan hanya dengan membaca atau menghafal tentunya sangat jauh dari konteks lingkungan. Guru menguraikan pelajaran dengan sedikit atau tidak berhubungan sama sekali dengan diri siswa itu sendiri dan lingkungan. Masalah-masalah yang diberikan oleh guru dalam proses evaluasi pembelajaran adalah soal-soal yang sifatnya hanya hafalan dan cenderung hanya menetukan tingkat pengetahuan siswa serta bukanlah masalah yang dekat dengan lingkungan. Sehingga saat belajar, kelas dengan lingkungan sekitar adalah dua dunia yang berbeda. Akibatnya anak didik tidak mengetahui manfaat apa yang didapatkan dari proses pembelajaran, dalam menyelesaikan masalah-masalah mereka, dan pengetahuan mereka hanya digunakan untuk menjawab soal. Untuk itu, sains berperan dalam menggambarkan bahwa teori bukan hanya kata-kata yang dihafal dari buku tetapi harus dapat diintegrasikan dengan bagian dari anak didik dan lingkungan mereka. Kemudian dalam proses pembelajarannya, tentunya juga haruslah sesuai dengan hakikat ilmu sains seperti sains sebagai cara berpikir, sains sebagai cara untuk menyelidiki, sains sebagai batang tubuh pengetahuan, dan sains sebagai nilai baik nilai sosial dan nilai humaniora (Ann & Jones, 1993 dan Samantowa, 2006). Sains merupakan salah satu mata kuliah wajib yang harus ditempuh oleh mahasiswa khususnya di Prodi PGSD. Mata kuliah Sains yang diajarkan di Prodi PGSD STKIP Hamzanwadi Selong terdistribusi dalam bebera mata kuliah seperti konsep dasar sains SD, sains SD, pengembangan pendidikan sains SD, dan pengembangan konsep dasar sains SD yang ditempuh secara berurutan berdasarkan tingkat semester (II-V). Mata kuliah konsep dasar sains SD dan sains SD adalah mata kuliah yang berisi konsep-konsep dalam pembelajaran sains yang dirancang sebagai bekal mahasiswa di tingkat konsep dan pemahamn sains. Sedangkan pengembangan pendidikan sains SD berisi teknik dan metode dalam pengajaran sains di tingkat sekolah dasar dan pengembangan konsep dasar sains SD berisi konsep dan pemahaman yang lebih mendalam dan luas dalam pengembangan konsep-konsep dan teknologi sains di kehidupan sehari-hari. Di tingkat sekolah dasar, sains atau IPA menjadi salah mata pelajaran inti yang harus diajarkan kepada peserta didik. Oleh karena itu, mahasiswa sebagai calon guru SD tentunya harus dibekali dengan pemahaman yang komprehensif dan mendalam tentang materi-materi dalam sains dan kemampuan untuk mengajarkan sains atau IPA kepada peserta didik nantinya. Dengan mempertimbangkan kemampuan yang harus dimiliki oleh mahasiswa sebagai calon guru SD dan karakteristik dalam pembelajaran sains seperti dijelaskan di atas, tentunya sangatlah penting untuk mengembangkan sebuah media pembelajaran terutama untuk materimateri yang bersifat abstrak, memerlukan analisis yang mendalam, dan kurangnya sarana (peralatan laboratorium). Untuk itu, materi-materi tersebut dapat divisualisasikan. Dengan dikembangkannya media pembelajaran dalam sains ini, pemahaman mahasiswa terhadap materi-materi sains dapat ditingkatkan. Media ini berupa animasi komputer yang dapat memvisualisasikan materi yang akan dijelaskan. Animasi komputer adalah rangkaian gambar visual yang memberikan ilusi gerak pada layar komputer. Efek gerak suatu objek yang dihasilkan melalui animasi komputer dapat dimanfaatkan untuk menunjukkan gerakan-gerakan yang menggambarkan suatu objek lengkap dengan karakteristiknya. Dengan demikian, pembelajaran yang menggunakan media animasi komputer sangat efektif untuk membantu siswa memvisualisasikan karakteristik objek, proses gerak, dan memanipulasi objek agar lebih mudah di pahami (Sanger dan 624
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Badger, 2001) dan meningkatkan ingatan tentang fakta, konsep, atau prinsip (Rieber dalam Ardac dan Akaygun, 2004). Hal ini menunjukkan bahwa animasi komputer dapat meningkatkan efektifitas pembelajaran berupa pengetahuan tentang fakta, konsep, atau prinsip. Selain itu, animasi memiliki kemampuan untuk dapat memaparkan sesuatu yang rumit atau kompleks atau sulit untuk dijelaskan dengan hanya gambar dan kata-kata saja. Dengan kemampuan ini maka animasi dapat digunakan untuk menjelaskan suatu materi yang secara nyata tidak dapat terlihat oleh mata, dengan cara melakukan visualisasi maka materi yang dijelaskan dapat tergambarkan. Selain itu, animasi dapat dilengkapi dengan audio sehingga dalam pembelajarannya siswa dapat memaksimalkan gaya belajar mereka masing-masing seperti gaya visual, auditori, dan kinestetis. Menurut Good dan Brophy (1986) dalam Ghufron dan Risnawati (2012) menyatakan bahwa setiap individu belajar dengan cara yang berbedabeda dan baik diterapkan dalam literature pendidikan. Selain itu, Kozma (1991) menyebutkan bahwa hal yang terpenting yang harus diperhatikan dalam pengembangan sebuah media adalah teknologi yang berupa sistem simbol (gambar, suara, warna, bentuk, dan lain-lain) dan kemampuan peserta didik dalam memproses media tersebut. Solomon, 1979 (dalam Kozma, 1991) menambahkan bahwa antara sistem simbol yang dimiliki oleh sebuah media berhubungan erat dengan sikap mental yang akan ditunjukkan oleh peserta didik yang akan menunjukkan bagaimana mereka memproses dan merepresentasikan informasi dari sebuah media. Karena itu, pengembangan media dalm sebuah proses pembelajaran menjadi penting untuk dikembangkan. Berdasarkan observasi yang dilakukan dan pengalaman pribadi peneliti sebagai staf dosen sains, didapatkan beberapa hal seperti: 1) kurangnya pemahaman mahasiswa terhadap mata kuliah sains terutama kuliah yang menekankan pada pemahaman konsep-konsep sains seperti mata kuliah konsep dasar sains SD dan sains SD; 2) kurangnya keberanian mahasiswa dalam mengungkapkan pendapat dan pemikiran mereka terhadap materi yang sedang di pelajari; 3) kurangnya keaktifan mahasiswa dalam proses pembelajaran; 4) mahasiswa susah memahami mater-materi sains yang membutuhkan analisis yang lebih mendalam, materi yang abstrak, dan cenderung hanya menerima saja apa yang dijelaskan oleh dosen tanpa membandingkannya dengan pengetahuan awal yang sudah mereka miliki; 5) mahasiswa susah mengaitkan materi yang mereka pelajari dengan materi sains yang lain yang sudah mereka pelajari sebelumnya dan terhadap masalah yang ada di lingkungan; dan 6) kurangnya pengetahuan mahasiswa akan aplikasi dari materi yang mereka pelajari dalam kehidupan sehari-hari sehingga terkesan pembelajaran hanya membaca, mendengarkan, dan menghafal saja yang berakibat pada kurangnya pemahaman yang mendalam terhadap suatu hal. Dalam proses pembelajarannya pada dasarnya sudah dilengkapi dengan beberapa sumber belajar seperti buku, hand out, dan power point yang berisi gambar-gambar. Namun jika hanya gambar tentunya tidaklah bisa memberikan penjelasan tentang proses-proses yang terjadi dan setiap orang juga memiliki gaya belajar yang berbeda seperti gaya visual, auditori, dan kinestetis. Karena itu tentunya sangat penting untuk mengembangkan media pembelajaran untuk dapat meningkatkan pemahamaman sains mahasiswa. Media animasi pembelajaran yang akan dikembangkan akan memuat komponen-komponen kurikulum yang tertuang dalam rencana program semester yang berisi materi yang akan dipelajari, penggambaran objek yang lebih nyata yang dilengkapi dengan proses, sehingga diharapkan mahasiswa akan lebih aktif dan lebih memahami konsep dan dapat mengembangkan konsep tersebut dalam pemecahan masalah dalam kehidupan sehari-hari.
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Berdasarkan yang telah dipaparkan di latar belakang, maka dapat diidentifikasi beberapa masalah seperti: Kurangnya pemahaman mahasiswa terhadap materi kuliah sains yang menekankan pada pemahaman konsep; Kurangnya keaktifan dan keberanian mahasiswa dalam proses pembelajaran; Kesulitan mahasiswa dalam memahami mater-materi sains yang abstrak dan membutuhkan analisis yang lebih mendalam; Kecenderungan mahasiswa yang hanya menerima saja apa yang dijelaskan oleh dosen tanpa membandingkannya dengan pengetahuan awal yang sudah mereka miliki; Kesulitan mahasiswa dalam mengaitkan materi yang mereka pelajari dengan materi lain yang sudah mereka pelajari sebelumnya dan aplikasi dari materi yang mereka pelajari dalam kehidupan sehari-hari; Setiap orang memiliki modalitas belajar yang berbeda-beda seperti visual, auditori, dan kinestetis Dari uraian di atas, maka akan dilakukan penelitian dengan judul “Peningkatan Pemahaman Sains Melalui Pengembangan Media Animasi Pembelajaran Untuk Mahasiswa Prodi PGSD STKIP Hamzanwadi Selong Tahun Akademik 2015/2016”.
Metode Penelitian Dalam penelitian ini akan dikemukakan model pengembangan sebagai dasar pengembangan media pembelajaran berbasis komputer. Peneliti menggunakan model pengembangan (research and development) Borg and Gall yang terdiri dari sepuluh langkah penelitian. Model pengembangan tersebut oleh peneliti dimodifikasi sesuai dengan kebutuhan perencanaan penelitian dengan mempertimbangkan waktu, biaya dan cakupan area penelitian. Pada penelitian ini peneliti membuat model pengembangan tersebut menjadi 7 tahapan pengambangan yang akan diterapakan pada prosedur pengembangan. Prosedur penelitian dan pengembangan bukanlah merupakan suatu prosedur yang baku dalam sebuah penelitian. Hal ini sesuai dengan pernyataan Ardhana bahwa “setiap pengembang tentu saja dapat memilih dan menentukan langkah-langkah yang paling tepat bagi peneliti dengan mempertimbangkan kondisi yang dihadapi dalam proses pengembangan” (Ardhana, 2002:9). Penelitian pengembangan ini dilakukan pada mahasiswa PGSD STKIP HAMZANWADI Selong. Tahapan pengembangan yang akan dilakukan adalah tahap satu sampai dengan langkah tujuh, sedangkan untuk langkah kedelapan sampai dengan kesepuluh tidak dilaksanakan dikarenakan keterbatasan sumber daya dan waktu penelitian. Untuk itu tahapan penelitian dan pengembangan dalam penelitian ini dimodifikasi menjadi : Penelitian dan pengumpulan data (research and information collecting), Tahapan ini diataranya dengan melakukan analisis kebutuhan, studi literatur, dan observasi. Pada tahapan ini peneliti hanya melakukan observasi untuk mencari informasi kompetensi mahasiswa dalam bidang sain yang dilakukan baik pada saat proses perkuliah maupun di luar dengan mewawancara mahasiswa secara langsung. Temuan temuan tersebut dijadikan landasan untuk membuat perencanaan dalam menentukan solusi tepat sasaran dalam mengembangan produk pembelajaran yang sesuai dengan kebutuahan mahasiswa. Temuan tersebut diatarannya adalah pemahaman konsep sain khususnya pada kompetensi Dasar-Dasar Anatomi dan Fisiologi Tumbuhan dan Hewan diporoleh mahasiswa secara 626
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keseluruahan masih kesulitan membedakan sel pada bentuk aslinya dengan visualitas yang saat ini di ketahui dari buku buku ajar yang beredar saat ini. Kesulitan tersebut wajar karena pada semester tersebut mereka belum melaksanakan praktektikum pengamatan sel. Pengembangam media ini dapat menjadi pekenalan awal dalam memahami konsep tersebut sain khususnya pada kompetensi kompetensi Dasar-Dasar Anatomi dan Fisiologi Tumbuhan dan Hewan dengan mengembangakan media berbasis flash untuk meningkatkan pemahaman sains melalui pengembangan media animasi pembelajaran untuk mahasiswa prodi pgsd stkip hamzanwadi selong tahun akademik 2015/2016. Perencanaan (planning), dilakukan penyusunan rencana penelitian untuk mendesain materi pembelajaran dan dilanjutkan dengan merancang desain tampilan dan storyboard. Langkah desain produk media dilakukan dengan menyusun flowchart, menyusun storyboard, dan pemilihan bahasa, serta pengumpulan bahan-bahan yang terkait seperti; teks, gambar, animasi dan sebagainya. Flowchart dan storyboard Setelah semua kebutuhan akan produksi media telah dikumpulkan, maka tahap selanjutnya adalah pembuatan produk media pembelajaran. Pembuatan produk media dilakukan dengan memasukkan bahan-bahan dan materi yang telah tersedia dalam software media yang dikembangkan dan mengacu pada flowchart dan storyboard yang telah dibuat sebelumnya. Produk media pembelajaran ini dibuat dengan menggunakan program Macromedia Flash Pro 8 dibantu dengan program penunjang lainnya.. Produk media pembelajaran ini merupakan produk awal atau prototype karena belum dilakukan validasi oleh ahli materi, ahli media dan belum diujicobakan kepada kelompok sasaran dalam hal ini mahasiswa PGSD Hamzanwadi Selong. Berikut adalah tampilan awal media yang belum validasi oleh para ahli, baik ahli materi maupun ahli media, serta belum diujicobakan pada kelompok sasaran, maka produk masih terbuka dan belum dilakukan revisi dan perbaikan. Tahapan berikutnya yaitu tahap 3 sampai dengan 7 pada penelitian ini tertuang pada Desain Uji Coba Produk meliputi: (3) Pengembangan draft produk (develop preliminary form of product), pada tahapan ini media di validasi oleh tim ahli (ahli media dan materi), penyempurnaan media sebelum diujicobakan;(4) Uji coba lapangan awal (preliminary field testing), dilakukan uji coba di lapangan sampel 1 kelas dengan 6 subjek uji coba. Selama uji coba diadakan pengamatan, wawancara dan pengedaran angket; (5) Merevisi hasil uji coba (main product revition) dengan memperbaiki atau menyempurnakan hasil uji coba; (6) Uji coba lapangan (main field testing), dilakukan dengan melakukan uji coba yang lebih luas pada 3 kelas dengan 35 orang subjek uji coba. Selama uji coba diadakan pengamatan, wawancara dan pengedaran angket, serta analisis terhadap data yang dukumpulkan; (7) Penyempurnaan produk hasil uji coba lapangan (operasional product revision) dengan menyempurnakan produk hasil uji lapangan. Desain Uji Coba Desain uji coba dilakukan untuk memperoleh data yang digunakan untuk menyempurnakan produk yang akan dibuat, desain uji coba ini melalui 2 tahap, yaitu uji alfa terdiri dari para ahli (ahli materi dan ahli media), uji coba beta (uji kelompok kecil dengan menggunakan 6 mahasiswa sebagai subjek), dan uji coba lapangan (uji kelompok besar dengan menggunakan 35 sebagai subjek). Penjelasan desain uji coba tersebut sebagai berikut: Uji Alpha Pengambilan data dari para ahli akan sangat berguna dalam penyempurnaan produk yang akan dibuat mengingat mereka sudah berpengalaman di bidangnya masing-masing.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Adapun pengambilan data dilakukan terhadap: (1) satu ahli materi sains; (2) satu ahli media pembelajaran. Uji Beta Uji coba ini di tujukan kepada pengguan yaitu mahasiswa bertujuan untuk mengetahui sejauh mana produk yang telah dihasilkan, sejauh mana kelayakan produk ini untuk digunakan sebagai media pembelajaran, dan kekurangan-kekurangan apa yang harus ditambahkan agar produk ini dapat disempurnakan sehingga layak untuk dijadikan sebagai media pembelajaran. Subjek Penelitian Subjek penelitian yang terlibat dalam pengambilan data untuk pengembangan ini adalah: Penelitian awal sebagai analisis kebutuhan dilakukan terhadap dosen sains dan mahasiswa PGSD STKIP Hamzanwadi Selong semester III. Subjek evaluasi terdiri dari 1 (satu) ahli media pembelajaran dan 1 (satu) ahli materi sains Subjek uji coba kelompok kecil adalah mahasiswa perwakilan dari semester 3 yang memiliki tingkat kognitif yang berbeda sebanyak 6 siswa. Jenis Data Jenis data yang diperoleh merupakan data kualitatif dan data kuantitatif. Data kualitatif diperoleh dari hasil tinjauan para ahli yang berupa saran dan masukan, serta hasil wawancara pada penelitian awal (need assessment) terhadap dosen sains dan mahasiswa sebagai subjek penelitian, sedangkan data kuantitatif diperoleh dari data uji coba kelompok kecil dan uji lapangan (kelompok besar) melalui observasi oleh peneliti pada saat kegiatan pembelajaran berlangsung dengan mengamatidan mengevaluasi mahasiswa baik pemahaman dan aktifitas mereka. Instrumen Pengumpulan Data Instrumen pengumpulan data yang digunakan di dalam penelitian ini adalah pendekatan kualitatif yang berupa kuesioner. Kuisioner ini digunakan untuk mengumpulkan data dari penelitian awal (analisis kebutuhan) dan evaluasi ahli berupa saran dan masukan terhadap rancangan produk. Untuk pendekatan kuantitatif akan diberikan angket dalam tiga aspek penilian terhadap media pembelajaran yaitu aspek kemenarikan, efektifitas, dan efisiensi media serta persentase ketuntasan pada pemahaman mahasiswa. Jenis instrumen yang digunakan pada penelitian pengembangan media animasi Instrumen pengumpulan data berupa kuisioner untuk ahli materi dan ahli media dan pengguna yang digunakan unutk memperoleh data sesuai dengan tujuan peneliti. Data yang diperoleh tersebut untuk menggambarkan secara detiail kualitas kelayakan media pembelejaran animasi secara keseluruhan meliputi aspek materi, media, dan pembelajaran. Kisi-Kisi Instrumen pengumpulan data Kisi-kiri instrumen untuk ahli materi, media dan pengguna (mahasiswa) dapat dilihat pada tabel berikut Kuisioner untuk ahli media meliputi aspek pemrograman dan tampilan.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Tabel 1. Kisi-kisi angket ahli media NO. Aspek Penilaian 1 Pemrograman
Indikator Interaktivitas Tombol navigasi Petunjuk penggunaan Efisiensi
Jumlah Butir 1 1 1 1
2
Jenis huruf Ukuran huruf Penggunaan jarak (baris,alenia dankarakter) Keterbacaan teks Musik Tata letak Latarbelakang Penyajian antar halaman
1 1
Tampilan
1 1 1 1 1
Kuisioner untuk ahli materi meliputi aspek pembelajaran dan isi/materi Tabel 2. Kisi-kisi angket ahli materi NO. Aspek Penilaian 1 Pembelajaran
2
Isi/Materi
Indikator Tujuan pembelajaran Motivasi Materi Petunjuk penggunaan Contoh Latihan Penguatan Umpan balik Petunjuk pengerjaan latihan dan evaluasi Latihan dan evaluasi akhir Kompetensi dasar Standar Kompetensi Indikator Keterbacaan teks Gambar dan animasi Penggunaan bahasa
629
Jumlah Butir 1 1 1 1 1 1 1 1 1 1 1 1
1 1
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Kuisioner untuk penguna mahasiswa meliputi aspek pembelajaran. materi dan media Tabel 3.Kisi-kisi angket pengguna NO 1.
Aspek Pembelajaran
2.
Materi
3.
Media
Indikator Petunjuk Penggunaan Memulai program Mengakhiri program Memilih menu program Menggunakan program Penggunaan tomnol animasi Petunjuk pengerjaan latiahn dan evaluasi Kompetensi dasar Indikator Materi Keterbacaan teks Pemberian contoh Butir latihan soal dan evaluasi akhir Umpan balik Tampilan layar Warna latar belakang Desain latar belakang Tombol navigasi Tata letak teks Jenis tulisan (jenis huruf.ukuran,spasi) Warna huruf Gambar animasi Music
Jumla Butir 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Teknik Analisis Data Teknik analisis data yang digunakan di dalam penelitian ini dan evaluasi para ahli untuk uji produk adalah data kualitatif dan data kuantitatif yang berupa persentase dengan rincian sebagai berikut: Data kualitatif berupa saran dan masukan dari para ahli yang digunakan untuk melakukan revisi terhadap rancangan produk Data kuantitatif berupa persentase tiga aspek media yaitu aspek kemenarikan, efektifitas, dan efesiensi, serta persentase hasil evaluasi tim ahli. Data tersebut digunakan untuk mempersentase hasil pengumpulan data tahap uji alpha evaluasi tim ahli, data uji beta oleh mahasiswa Data kuatitatif dianalisis menggunakan statistik deskreptif kulititatif. Teknik analisis data menggunakan deskriptif kuliatatif kemudian dikonversi menjadadi data kulitatif skala 5 dengan menggunakan acuan konversi dari Sukardjo (2010:101)
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Tabel 4. Kriteria kelayakan
Keterangan: Rerata skor ideal (Xi)
: 1/2 (skor maksimal + skor minimal)
Standar Deviasi ideal (SDi)
: 1/6 (skor maksimal – skor minimal)
X : Skor empiris
Hasil Penelitian Dan Pembahasan Penelitian ini merupakan penelitian pengembangan multimedia pembelajaran bagi mahasiswa PGSD STKIP H yang dikembangkan dalam bentuk multimedia, di mana mahasiswa dapat menggunakan media ini sebagai sumber belajar untuk mencapai tujuan belajar. Studi pendahuluan diperoleh informasi yang berkaitan dengan masalah belajar yang dialami oleh mahasiswa selama mengikuti perkuliah Sain. Studi pendahuluan dilakukan melalui pengamatan (observasi) dan wawancara mahasiswa. Observasi dilaksanakan pada saat proses pembelajaran berlangsung sedangkan wawancara dilakukan terhadap mahasiswa yang sudah pernah menempuh mata kuliah Sain. Tujuan dari pemilihan mahasiswa yang sudah menempuh mata kuliah sain sebagai subjek wawancara, agar data yang diberikan sesuai dengan masalah yang dirasakan oleh mahasiswa. Asumsinya bahwa mahasiswa dapat merasakan kelebihan dan kekurangan serta masalah belajar yang dihadapi. Deskripsi Perencanaan Melakukan observasi untuk mencari informasi kompetensi mahasiswa dalam bidang sain yang dilakukan baik pada saat proses perkuliah maupun di luar dengan mewawancara mahasiswa secara langsung. Temuan temuan tersebut dijadikan landasan untuk membuat perencanaan dalam menentukan solusi tepat sasaran dalam mengembangan produk pembelajaran yang sesuai dengan kebutuahan mahasiswa Deskripsi Desain Pembuatan desain dokumen pembelajaran Dokumen pembelajaran tersebut adalah silabus. Silabus digunakan sebagai pedoman dalam proses pembelajaran yang dituangkan ke dalam multimedia pembelajaran interaktif yang dikembangkan. Membuat storyboad Langkah terakhir yang dilakukan dalam proses desain adalah mendesain stroryboard sebagai pedoman untuk membuat multimedia pembelajaran yang dikembangkan.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Deskripsi Pengembangan Proses pengembangan multimedia pembelajaran dengan target pengguna adalah mahasiswa PGSD Hamzanwadi Selong pada matakuliah Sain. Dalam pengembangan ini topik yang dirumuskan kemudian dikembangkan menjadi dua materi pokok yaitu jarak dan sudut dan dari materi pokok itu kemudian dirumuskan indikator-indikator. Langkah selanjutnya adalah membuat teks dan bahan ajar, kemudian menggabungkan bagian-bagian tersebut, (gambar, animasi dan musik) ke dalam program Macromedia Flash 8 yang mengacu pada flowchart dan storyboard. Pada setiap langkah pengembangan, peneliti secara intensif dibantu oleh dosen yang ahli dalam media pebelajaran khusunya macromedia flash. Uji coba media pembelajaran dilakukan sebagai bagian dari proses pengmbangan produk yaitu proses memvalidasi produk (Gall) dan untuk mengetahui kelayakan media yang telah dikembangkan. Uji coba ini meliputi uii alpha dan uji beta, uji alfa dilakukan oleh validasi oleh ahli media dan ahli materi sedangakan uji beta meliputi uji validasi oleh peserta didik dalam hal ini mahasiswa. Uji Alpha Validasi Ahli Media Ahli media pada penelitian pengembangan ini adalah dosen teknologi pembelajaran yang ada di program studi PGSD pertimbangan nya karena baliau memiliki kompetensi dan pengalaman dalam media pembelajaran. terdapat dua aspek yang dinilai oleh ahli media dalam uji alpha ini yaitu: aspek program dan aspek tampilan. Rekap hasil penilaian ahli media dapat dilihat pada tabel di bawah. Tabel 6.Rekap rerata skor validasi ahli media No
Aspek
Skor
1
Pemrograman
4,3
2
Tampilan
4,6
Rata-rata
4,5
Berdasarkan penilaian ahli media terhadap dua aspek yaitu pemrograman dan tampilan pada Tabel 6 diperoleh rerata penilaian sebesar 4,5 (kategori sangat baik) sehingga, dari sisi media dinya takan “layak” sebagai media pembelajaran. Adapun beberapa saran perbaikan dari ahli media yaitu perubahan warna adalah tombol, dan dalam evaluasi akhir tidak usah ada tombol next. Validasi Ahli Materi Ahli materi pada penelitian pengembangan media animasi pembelajaran ini Adalah dosen sain pada program studi PGSD. Pertimbangan dipilihnya sebagai ahli materi karena memiliki kompetensi dan pengalaman mengajar sain di program studi PGSD. Terdapat dua aspek penelaian dalam uji alpha ini yaitu: aspek pembelajaran dan aspek materi/isi. Adapun rekap hasil penilaian akhli media dapat dilihat pada tabel di bawah. Tabel 7. Rekap rerata skor validasi ahli materi No 1 2
Aspek Pembelajaran Materi/isi Rata-rata
Skor 4,9 4,6 4,8 632
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Berdasarkan penilaian ahli m edia terhadap dua aspek pada Tabel 7 diperoleh rerata penilaian sebesar 4,8 (kategori sangat baik) sehingga, dari sisi materi dinyatakan “layak” sebagai media pembelajaran Adapun saran perbaikan dari ahli m ateri yaitu materi dari makro (umum ) ke m ikro (khusus ) yaitu dari tum buhan/hewan menuju ke bagian sel, dan m ateri disesuaikan dengan lokasi subjek belajar. Hasil penilaian uji alpha secara umum terhadap multimedia interaktif dapat dideskripsikan rerata penilaian dari ahli m ateri dan ahli m edia seba sar 4,7 (kategori sangat baik) dengan demikian m ultimedia interaktif dinyatakan “layak” sebagai dan dapat diujicobakan pada tahap berikutnya yaitu uji beta dengan revisi sesuai saran. Uji Beta Uji coba beta pada penelitian pengembangan media animasi pembelajaran ini diuji cobakan pada pengguna yaitu mahasiswa setelah melakukan revisi pada uji coba alpha sesuai dengan sara dari ahli materi an ahli media. Prosedur pada uji coba beta ini terdapat 3 aspek yang dinilai oleh peserta didik yaitu aspek pembelajaran, materi dan aspek media. secara lengkap hasil penilaian uji beta dari pesertadidik dapat dilihat tabel di bawah. Tabel 8.Rekap rerata skor validasi oleh pesertadidik No
Aspek
Skor
1
Pembelajaran
4,4
2
Materi/isi
4,3
3
Media
4,2
Rata-rata
4,3
Hasil penilaian peserta didik terhadap ketiga aspek yaitu aspek pem belajaran, asp ek m ateri dan aspek m edia pada tabel 8 diperoleh rerata hasil penilaian dari peserta didik sebesar 4,3 (kategori sangat baik). sehingga, dari sisi penilaian oleh peserta didik dinyatakan “layak” sebagai media pembelajaran dan siap untuk digunakan dalam Adapun komentar yang diberikan peserta didik terhadap media animasi pembelajaran pada uji beta diantaranya adalah memudahkan dalam pemahaman belajar. Analisi data validasi ahli media Hasil penilaian dari ahli media terhadap kualitas kelayakan media animasi pembelajaran pada uji alpha ditinjau dari aspek pem rograman diketahui bahwa rerata skor penila ian ahli media adalah 4,3 (sangat baik). Sedangkan kualitas media animasi pembelajaran ditinjau dari aspek tampilan diketahui bahwa rerata skor penilaian ahli media adalah 4,6 (sangat b aik). Jadi penilaian ahli media terhadap kualitas kelayakan media animasi pembelajaran yang dikembangkan secara keseluruhan dapat disimpulkan sangat baik. Hal ini dapat dilihat dari rerata skor validasi ahli media sebesar 4,5 (sangat baik). Dengan rincian rerata dari setiap aspek yaitu aspek pem rograman atau usability memperoleh rerata sebesar 4,3 (s angat baik), dan aspek tampilan memperoleh rerata sebesar 4,6 (san gat baik). Berdasarkan data tersebut dapat diketahui bahwa pada aspek pemrograman dan aspek tampilan, produk pengembangan yang berupa media animasi pembelajaran “layak ” sebagai media pembelajaran sain dan siap untuk diujicobakan pada tahap berikutnya yaitu uji beta dengan terlebih dahulu melakukan revisi sesuai dengan saran perbaikan dari ahli media yang dapat dilihat pada bagian revisi produk. 633
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Analisis data validasi ahli materi Hasil penilaian dari ahli materi terhadap kualitas kelayakan media animasi pembelajaran pada uji alpha ditinjau dari aspek pembelajaran diketahui bahwa rerata skor penilaian ahli materi adalah 4,9 (sangat baik). Sedangkan kualitas kelayakan m ultimedia interaktif ditinjau dari aspek isi atau materi diketahui bahwa rerata skor penilaian ahli materi adalah 4,6 (sangat baik) Jadi pen ilaian ahli materi terhadap kualitas kelayakan media animasi yang dikembangkan secara keseluruhan dapat disimpulkan sangat baik. Hal ini dapat dilihat dari rerata skor validasi ahli materi sebesar 4,8 (sangat baik). Dengan rincian rerata dari setiap aspek yaitu aspek pe mbelajaran memperoleh rerata sebesar 4,9 (sangat baik), dan aspek isi atau materi memperoleh rerata sebesar 4,6 (sangat baik). Berdasarkan data tersebut dapat diketahui bahwa pada aspek pembelajaran dan as pek isi atau m ateri, produk pengembangan yang ber upa multimedia interak tif “layak” sebagai media media pembelajaran sain dan siap untuk diujicobakan pada tahap berikutnya yaitu uji beta dengan terlebih dahulu melakukan revisi sesuai dengan saran perbaikan dari ahli m ateri yang dapat dilihat pada bagian revisi produk. Analisi data validasi pengguna Hasil penilaian dari peserta didik terhadap kualitas kelayakan media media pembelajaran pada uji beta ditinjau dari aspek bembelajaran diketahui bahwa rerata skor penilaian oleh peserta di dik a dalah 4,4 (sangat baik). Kualitas kelayakan media media pembelajaran ditinjau dar i aspek isi atau m ateri diketahui ba hwa rerata skor penilaian oleh peserta didik adalah 4,3 (sangat baik). Kualitas kelayakan media media pembelajaran ditinjau dari aspek media diketahui bahwa rerata skor penilaian oleh peserta didik ad alah 4,2 (baik). Jadi penilaian oleh peserta didik terhadap kualitas kelayakan multim edia interak tif yang dik embangkan secara keseluruhan dapat disimpulkan sa ngat baik. Hal ini dap at dilihat dari rerata skor validasi peserta didik sebesar 4,3 (sangat baik). Dengan rincian rerata dari setiap aspek yaitu aspek pembelajaran memperoleh rerata sebesar 4,4 (sangat baik), aspek isi atau materi memperoleh rerata sebesar 4,3 (sangat baik), dan aspek media memperoleh rerata sebesar 4,2 (baik). Berdasarkan data tersebut dapat diketahui bahwa pada aspek pembelajaran, aspek isi atau materi dan aspek media, produk pengembangan yang berupa media media pembelajaran layak sebagai media pembelajaran sain dan siap untuk divalidasi pada pembelajaran yang sebenarnya.
Kesimpulan Dan Saran Produk media animasi pembelajaran ini telah dibuat dengan berpedoman pada prosedur pengembangan yang di modifikasi dari model pengebangan Borg dan Gall. Produk media ini telah melewati proses validasi alpha dan beta dengan tahapan penyempurnaan berdasarkan kaijian ahli media dan ahli materi yang diperkuat dengan respon mahasiswa sebagai validator pengguna. Penggunaan media animasi dalam proses pembelajaran dapat mendorong siswa untuk lebih memperhatikan pembelajaran dan yang terpentingn dapat memberikan pemahaman konprehensip terhadap materi Dasar-Dasar Anatomi dan Fisiologi Tumbuhan dan Hewan penyajian dengan multimedia dapat mendorong pebelajar untuk terlibat secara aktif dalam belajar, yaitu melalui representatif secara mental bahan-bahan baik menggunakan katakata maupun gambar-gambar. Bukti empirik hasil penelitian komparasi menunjukkan bahwa pebelajar yang dibelajarkan melalui multimedia yang memuat kata-kata dan gambar memperoleh unjuk kerja lebih baik daripada pebelajar yang hanya dibelajarkan melalui informasi kata-kata. Berdasarkan data hasil validasi ahli media, ahli materi dan pengguna terhadap media animasi pembelajaran pada materi Dasar-Dasar Anatomi dan Fisiologi Tumbuhan dan Hewan , maka dapat disimpulkan bahwa media animasi interaktif pada bidang kognitif tema transportasi ini menarik, efisien, dan efektif serta dinyatakan valid dengan jabaran hasil sebagai berikut: 634
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Hasil penilaian dari ahli materi te rhadap kelayakan multimedia interaktif pada uji alpha m encapai skor rerata 4,8 dengan kategori sangat baik sehingga media animasi pembelajaran ini layak sebagai media pembelajaran sain. Hasil penilaian dari ahli media terhadap kelayakan media animasi pembelajaran pada uji alpha mencapai skor rera ta 4,5 dengan kategori sangat baik sehingga media animasi pembelajaran berdasarkan penilaian dari ahli media adalah layak sebagai media pembelajaran sain Hasil penilaian dari peserta didik terhadap kelayakan media animasi pembelajaran pada uji beta mencapai skor rerata 4,3 dengan kategori sangat baik sehingga media animasi pembelajaran yang dikembangkan berdasarkan penilaian dari peserta didik adalah layak sebagai media pembelajaran Sain Pengembangan media ini membutuhkan sumberdaya dan fasilitas program yang lebih baik. Penggunan komputer dan software terbaru menjadi tantangan dalam pengembangan media animasi media pembelajaran terutama dalam hal kompatibilitas dan support hardware dalam menjalankan program. Kebutuhan tersebut harus didukung dengan peningkatan kempuaan dalam memodifikasi animasi dan teknik sehingga media pembelajaran akan lebih menarik sesuai dengan perkembangan pendidikan dan kebutuhan pembelajaran saat ini. Pengembangan produk ini masih jauh dari kata sempurna. Oleh karena itu peneliti menyerankan untuk dapat mengembangakan lagi media animasi pembelajaran ini agar dapar digunakan sesui dengan kebutuhan pembebelajaran Dalam mengembangkan penelitian ini lebih lanjut, peneliti mempunyai beberapa saran, antara lain: Bagi Peneliti Selanjutnya Penelitian ini dapat dilakukan pada subjek yang lebih luas, dengan memperhatikan usia, dan fasilitas yang menunjang. Bagi Mahasiswa Mahasiswa dapat menggunakan media animasi ini dalam memahami konsep Dasar-Dasar Anatomi dan Fisiologi Tumbuhan dan Hewan.
Daftar Pustaka
Abruscato, J. (1997). Teaching childern science. London: Allyn & Bacon. Ann, C. Howe & Jones. (1993). Engaging children in science. California State University Noryhridhe. Ardac, D., Akaygun, S. (2004). Effectiveness of Multimedia-Based Instruction That Emphasizes Moleculer Representations on Students’ Understanding of Chemical Change. Journal of Research in Science Teaching, 41 (4): 317-337. Ardhana,W. (2002). Konsep Penelitian Pengembangan Dalam Bidang Pendidikan Dan Pembelajaran. Malang: Lokakarya Nasional Universitas Negeri Malang. Ariani, N. (2010). Pembelajaran Multimedia Di Sekolah.Jakarta :PrestasiPustaka Publisher. Bates, A. W. T. (1995).Technology Open Learning and Distance Education. New York : TJ Press Ltd. Borg, W. R., & Gall, M. D. (1983). .Educational Research: An Introduction, Fourth edition, chapter 18: Educational research and development. New York: Longman. Carin, A.A. & Sund, R. B. (1980). Teaching modern science (3rd ed). Columbus: Charles E Merrill Publishing Company. Daniel, M. & David, R. (2008). Effective teaching; teori dan aplikasi. Yogyakarta: Pustaka Pelajar. 635
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Djamarah, S. B. (2006). Strategi Belajar Mengajar. Jakarta: Rineka Cipta. Ghufron, M. N., & Risnawita, R. (2012). Gaya Belajar Kajian Teoritik. Yogyakarta: Pustaka Pelajar. Jihad, A. & Haris, A. (2008). Evaluasi pembelajaran. Yogyakarta: Multi Pressindo. Kozma, R.B. (1991). Learning With Media Review of Educational Reserch American Educational Research Assosiation. 61 (12): 179-211. Kemp, J. E. & Morrison, G. R. & Ross, S. M. (1994). Designing effective instruction. New York: Macmillan College Publishing Company. Mayer. R.E., & Moreno. R. (1999). Cognitive Principles Of Multimedia Learning: The Role of Modality and Contguity. Journal of Educational Pyschology. 91 (II): 358-368. Purwanto. (2009). Evaluasi hasil belajar. Yogyakarta: Pustaka Pelajar Rencana Program Semester Mata Kuliah Sains Prodi PGSD STKIP Hamzanwadi Selong TA 2015/2016. Samantowa, Usman. (2006). Bagaimana Membelajarkan IPA di Sekolah Dasar. Jakarta: Departemen Pendidikan Nasional. Sudijono, A. (2009). Pengantar Statistik Pendidikan. Jakarta: PT Raja GrafindoPersada. Sudjana, N. (2000). Dasar-Dasar Proses Belajar Mengajar.Bandung : PT Sinar Baru Algensindo.
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Pengaruh Pembelajaran Interaktif Model Kelompok Aplikasi Terhadap Hasil Belajar Siswa Pada Pokok Bahasan Sistem Informasi Akuntansi Rohaeniah Zain Universitas Hamzanwadi, Indonesia [email protected]
Abstract The purpose of this study was to determine the influence of interactive learning applications group model to student achievement on the subject of the accounting information system of class XI IPS SMAN 1 Sikur the academic year 2014/2015. This type of research is experimental. Class population and sample research is class XI IPS SMAN 1 Sikur using random sampling to measure the level of student understanding by using the instrument in the form of multiple choice objective test consists of 45 items. Judging from the results of the average value of the experimental group standard deviation of 67.50 and 11.89. in the control group the average value of 62.15 and a standard deviation of 14.75. From the data processing is done by the formula r product moment turns obtained count r 0.97 at a significance level of 5% and 16 different power obtained r 0.497 tables, so there proved positive influence of interactive learning applications group model to student learning outcomes in basic discussion of the accounting information system of class XI IPS SMAN 1 Sikur the academic year 2015/2016. Keywords: Interactive Learning Model Application Group, Student Learning Outcomes.
Pendahuluan Pada pasal 3 Undang-Undang pendidikan nasional menjelaskan bahwa pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia sehat jasmani dan rohani, berilmu, cakap, kreatif, mandiri dan menjadi warga negara yang demokratis dan bertanggung jawab. Dari pengertian tersebut maka masing-masing pihak sekolah melakukan berbagai macam metode baru dalam meningkatkan prestasi anak didiknya. Dalam hal ini setiap guru diminta menguasai metode pembelajaran dalam menciptakan kelas yang kondusif saat proses pembelajaran. Pembinaan kelas yang kondusif bagi proses pembelajaran tergantung pada unsur-unsur sistem pembelajaran yang dikelola dengan baik. Unsur-unsur tersebut antara lain: guru, fasilitas belajar, pralatan dan perlengkapan, serta kelompok atau individu-individu dan siswa lainnya. Untuk mengaplikasikan semua ini harus melakukan penerapan-penerapan pembelajaran baru. Tetapi pendidikan kita sekarang masih didominasi oleh pandangan bahwa sifat aktif siswa di kelas masih berfokus pada guru sebagai sumber utama penyampaian pelajaran kemudian ceramah menjadi pilihan utama dalam pembelajaran sehingga sebagian besar siswa cendrung menganggap bahwa belajar itu hanya sekedar menerima pelajaran dan tidak ada motivasi yang mendorong siswa mengkontruksikan sifat aktifnya dibenak mereka sendiri. Para ahli pendidikan menyatakan bahwa di dalam proses belajar mengajar guru seharusnya memilih strategi yang tepat agar dapat belajar secara efektif dan efesien sehingga tujuan pembelajaran dapat dicapai dengan optimal. Untuk dapat menerapkan strategi yang tepat 637
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maka guru harus menguasai teknik pengajaran atau beragam metode mengajar dimana metode adalah suatu cara yang dipergunakan untuk mencapai tujuan yang ditetapkan. Dalam kegiatan belajar mengajar guru tidak harus terpaku dengan menggunakan satu metode, guru sebaiknya menggunakan metode bervariasi agar jalannya pengajaran tidak membosankan, tetapi menarik perhatian anak didik. Tetapi juga menggunakan metode bervariasi tidak akan menguntungkan kegiatan belajar mengajar bila penggunaannya tidak tepat dan sesuai dari situasi yang mendukungnya dan dengan kondisi psikologis anak didik. Rendahnya hasil belajar siswa tidak bisa semata-mata dilimpahkan pada siswa itu sendiri karena rendahnya hasil belajar ini disebabkan beberapa faktor internal dan eksternal. Faktor internal berasal dari dalam diri siswa berupa kesehatan, intelegensi dan bakat, minat, motivasi dan cara belajar, sedangkan faktor eksternal datang dari luar siswa baik itu dari lingkungan belajar siswa termasuk dari cara guru menyampaikan materi, dalam hal ini termasuk metode yang digunakan yakni metode cceramah yang masih bersifat monoton sehingga siswa sangat kesulitan bahkan tidak mampu menghubungkan antara apa yang mereka pelajari dengan bagaimana pengetahuan tersebut akan digunakan atau dimamfaatkan. Salah satu upaya yang dilakukan adalah menggunakan pembelajaran interaktif model kelompok aplikasi terhadap prestasi belajar siswa agar menjadi aktif apabila hendak mengaktifkan siswa dalam kegiatan belajar mengajar. Terkait dengan prestasi belajar siswa kelas XI SMA Negeri I Sikur sebagian siswa nampak kesulitan memahami mata pelajaran Ekonomi khususnya pokok bahasan sistem informasi akuntansi yang diajarkan dengan pendekatan konvensional yaitu pembelajaran yang menggunakan metode ceramah. Indikasi ini dapat dilihat dari nilai rata-rata ulangan harian yang diproleh pada tahun pelajaran sebelumnya yaitu tahun pelajaran 2014/2015 adalah dengan nilai rata-rata 5,60 dengan ketuntasan 55%. Kalau dilihat dari nilai rata-rata tersebut maka prestasi ulangan siswa tergolong masih rendah. Salah satu cara terbaik untuk meningkatkan belajar aktif adalah dengan memberikan tugas belajar yang dilakukan dalam kelompok aplikasi dengan dukungan sesama siswa dan keragaman pendapat, pengetahuan dan keterampilan mereka akan membantu mereka menjadikan belajar sesama sebagai bagian berharga dari iklim belajar di kelas agar dapat memiliki informasi dari sesama siswa tersebut. Sebagian pakar percaya bahwa mata pelajaran yang diajarkan oleh guru baru benar-benar dikuasai oleh siswa ketika pembelajaran mampu mengajarkan para siswa, memberikan kepada siswa kesempatan untuk mempelajari sesuatu dengan baik dan sekaligus menjadi nara sumber bagi satu sama lain. Strategi ini juga memungkinkan guru untuk memberikan tambahan pada pelajaran yang dilakukan oleh siswa. Kaitannya dengan pelajaran Ekonomi, banyak masalah yang mengharuskan siswa untuk terampil, aktif dan berkomunikasi dengan kelompok untuk membuat konsep-konsep dalam menguasai pokok bahasan khususnya materi sistem informasi akuntansi yang didalamnya masih banyak hal yang perlu dikaji.
Kajian Pustaka Pembelajaran interaktif merupakan suatu kegiatan guru secara terprogram dalam desain intruksional untuk saling melakukan aksi antara guru dan siswa untuk saling mengenal, merasakan dan saling mempengaruhi agar siswa tetap aktif dalam proses pembelajaran. Dalam perencanaan pembelajaran interaktif, seorang guru harus menggunakan teori-teori dan prinsip-prinsip belajar tertentu agar bisa bertindak secara tepat. Prinsip-prinsip belajar tersebut berkaitan dengan:
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Perhatian dan Motivasi Menurut Gagne dan Berliner (dalam Dimyati, 2006:42) perhatian mempunyai peranan penting dalam kegiatan belajar, tanpa adanya perhatian tidak mungkin terjadi belajar. Apabila bahan pelajaran itu dirasakan sebagai sesuatu yang dibutuhkan untuk belajar lebih lanjut atau diperlukan dalam kehidupan sehari-hari akan membangkitkan motivasi untuk mempelajarinya, apabila perhatian alami ini tidak ada maka siswa perlu dibangkitkan perhatiannya. Motivasi juga mempunyai peranan penting dalam kegiatan belajar. Motivasi adalah tenaga yang menggerakkan dan mengarahkan aktivitas seseorang Keaktifan Menurut teori kognitif dari Gage dan Berliner (dalam Dimyati, 2006:44) belajar menunjukkan adanya jiwa yang aktif, jiwa yang mengolah informasi yang kita terima, tidak sekedar menyimpannya saja tanpa mengadakan transformasi. Torndike (dalam Dimyati, 2006:45) mengemukakan keaktifan siswa dalam belajar hukum ”low of exercise”nya yang menyatakan bahwa belajar memerlukan adanya latihan-latihan. Individu merupakan manusia belajar akif yang selalu ingin tahu. Dalam setiap proses belajar, siswa menampakkan keaktifan yang beraneka ragam bentuknya mulai dari pihak yang mudah kita amati sampai kegiatan fisik yang susah kita amati. kegiatan fisik berupa; membaca, mendengar, menulis, berlatih keterampilan-keterampilan dan lain sebagainya. Keterlibatan Langsung Keterlibatan siswa dalam belajar jangan diartikan keterlibatan fisik semata, namun lebih dari itu terutama adalah keterlibatan mental emosional, keterlibatan dengan kegiatan kognitif dalam pencapaian dan perolehan pengetahuan, dalam penghayatan dan internalisasi nilai-nilai dalam pembentukan sikaf dan nilai jaga pada saat mengadakan latihan-latihan dalam pembentukan keterampilan. Edgar dale dalam penggolongan pengalaman belajar yang dituangkan dalam kerucut pengalamannya mengemukakan bahwa belajar yang paling baik adalah belajar melalui pengalaman langsung. Pengulangan Dalam teori psikologi daya belajar adalah melatih daya-daya yang ada pada manusia yang terdiri atas daya mengamat, menanggap, mengingat, menghayal, merasakan dan lain sebagainya Dengan melakukan pengulangan maka daya-daya tersebut akan berkembang. Teori psikologi asosiasi atau koneksionisme menurut Torndike terjemahan Munandir (Dimyati, 2006:46) mengemukakan bahwa belajar ialah pembentukan hubungan antara stimulus, respon dan pengulangan terhadap pengalaman-pengalaman itu memperbesar peluang timbulnya respon benar. Kelompok aplikasi merupakan suatu kelompok yang dibuat berdasarkan ketentuan yang sudah ditentukan dan akan diaplikasikan dengan sebaik-baiknya dengan tujuan untuk membangkitkan interaksi yang efektif antara anggota kelompok dengan kelompok, siswa dengan siswa dan meningkatkan emosional setiap siswa. Dalam pelaksanaan pembelajaran interaktif model kelompok aplikasi menurut Djamarah (2006: 17) perlu memperhatikan 5 hal yaitu: 1. Penyajian kelas: Guru menyajikan materi secara klasikal, selanjutnya siswa bekerja kelompok untuk menyalesaikan permasalahan yang diberikan. 2. Kelompok: Siswa melaksanakan diskusi kelompok, dan saling membantu dalam melaksanakan permasalahan. 3. Kuis: Berupa tes formatif untuk mengetahui keberhasilan siswa secara kelompok maupun individual. 4. Skor kemajuan individu: Membandingkan hasil tes awal dan tes akhir siswa. 639
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5. Pengakuan kelompok: Pemberian predikat sesuai skor kemajuan kelompok. Dalam pengajaran interaktif menurut Ibrahim (dalam Djamarah, 2006: 14) diperlukan tugas perencanaan seperti: a. Pembentukan kelompok dan menyiapkan LKS/panduan belajar. b. Mengenalkan siswa kepada tugas dan perannya dalam kelompok. c. Merencanakan waktu dan tempat duduk yang akan digunakan. d. Mengenalkan pengaplikasian dalam kelompok yang akan digunakan. Pada prinsipnya, pengungkapan hasil belajar idealnya meliputi segenap ranah psikologi yang berubah sebagai akibat pengalaman proses belajar siswa. Namun demikian pengungkapan perubahan tingkah laku seluruh ranah itu khususnya ranah murid sangat sulit. Hal ini disebabkan perubahan hasil belajar itu ada yang bersifat intangible (tidak dapat diraba), oleh karena itu yang dapat dilakukan guru dalam hal ini adalah hanya mengambil cuplikan perubahan tingkah laku yang dianggap tidak penting dan diharapkan mencerminkan perubahan yang terjadi sebagai hasil belajar siswa baik yang berdimensi cipta dan rasa maupun yang berdimensi karsa. Melalui pembelajara interaktif model kelompok aplikasi siswa didorong untuk bekerja sama secara maksimal sesuai dengan kelompok belajar dalam kelompok. keuntungan yang ditunjukkan terutama menyangkut siswa agar dapat berkembang sesuai dengan tingkat kemampuan dan potensi yang mereka miliki maka perlu dipikirkan ketetapan penempatan siswa pada kelompok, guru dapat menggunakan hasil belajar sebagai dasar pertimbangan (Arikunto, 2003:10). Dengan demikian, dalam belajar kelompok siswa akan mencurahkan segenap kemampuan yang dimiliki dan mengembangkan kemampuan pada setiap anggota kelompok dalam pemecahan masalah kelompok pada saat kegiatan belajar mengajar maupun dalam penyesaian soal-sial latihan kelompok dapat meningkatkan prestasi belajar dalam akuntansi.
Metode Penelitian Populasi dan sampel dalam penelitian ini adalah seluruh siswa kelas XI SMAN 01 Sikur tahun pelajaran 2014/2015 yang berjumlah 34 orang dengan jumlah laki-laki 15 orang dan perempuan 19 orang. Penelitian ini dilakukan terhadap sampel yang dipilih menggunakan “Random Sampling”. Desain eksperimen yang digunakan adalah quasi eksperimental dengan jenis rancangan non equivalen control group design (pre-test pos- test). Dalam desain ini penelitian dirancang untuk mengungkapkan sebab akibat dengan cara melibatkan kelompok kontrol disamping kelompok eksperimen (Sugiyono, 2012: 43), akan tetapi kelompok eksperimen tidak dapat berfungsi sepenuhnya untuk mengontrol semua variable-variabel luar. Subyek penelitian diberikan kuisioner model pembelajaran dan diberikan tes hasil belajar Ekonomi untuk mengetahui hasl belajar siswa. Pada penelitian ini variabel bebasnya adalah model pembelajaran Interaktif Model Kelompok Aplikasi dan variabel terikatnya adalah hasil belajar siswa, Adapun teknik pengumpulan data dalam penelitian ini menggunakan (1) instrument angket untuk mendapatkan data model pembelajaran, (2) tes hasil belajar untuk mendapatkan data hasil belajar Ekonomi siswa. Untuk pengujian hipotesis adanya pengaruh model pembelajaran interaktif kelompok aplikasi terhadap hasil belajar digunakan analisis uji t satu jalan.
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Hasil Penelitian Berdasarkan interpretasi hasil analisis pada tarap signifikansi 5 %, diperoleh hasil penelitian sebagaimana data-data yang akan disajikan pada tabel-tabel berikut ini: Tabel 1. Ringkasan Statistik Deskriptif Statistik Mean
Kelompok
Skor Skor Maksimal Minimal Eksperimen 89 47 67,50 Kontrol 84 40 62,15
SD
Ket.
11,89 14,75
Tinggi Sedang
Berdasarkan tabel 1, hasil pengumpulan data pada kelas eksperimen diproleh nilai tertinggi 89 dan nilai terendah 47, dari nilai tersebut diproleh rata-rata (mean) 67,50 dan standar deviasinya 11,89. Sementara berdasarkan data penerapan pembelajaran interaktif model kelompok aplikasi terhadap prestasi belajar siswa pada pokok bahasan system informasi akuntansi, dihasilkan data mean untuk kelompok ekperimen yang termasuk dalam kategori tinggi. Sementara pada kelas control nilai tertingginya 84 dan nilai terendahnya 40, dari data tersebut diperoleh nilai rata-ratanya 62,15 dan standar deviasinya 14,75, yang artinya data mean untuk kelompok control yang tercantum termasuk dalam kategori sedang. Tabel 2. Hasil Uji Normalitas Statistik x Tabel Keterangan
x Hitung Eksperimen 17,07 26,296 Normal Kontrol 8,78 26,296 Normal Tabel di atas menunjukkan bahwa harga x² hitung < x² tabel, sehingga data hasil pengukuran dalam penelitian ini dapat dikatakan berdisteribusi normal.
Kelompok
2
2
Tabel 3. Hasil Analisis Linieritas No Variabel X2 Hit X2 Tab Ket. 1 Model interaktif kelompok 0,23 3,32 Linier aplikasi dan Hasil Belajar Ekonomi Tabel 4. Hasil Analisis Hipotesis t=
=
=
x1 x 2 1 S 2 n1 n 2 67,50 62,15
13,320,12 5,35 1,26
= 4,25
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Data dari penerapan pembelajaran Interaktif Model Kelompok Aplikasi memiliki rentang dengan kategori tinggi, dengan skor rata-rata 67,50, standar deviasi sebesar 11,89, frekuensi tertinggi sebesar 89 dan terendah sebesar 47. Sesuai dengan kriteria deskriptif maka pembelajaran interaktif model kelompok aplikasi tergolong pada kategori tinggi. Sementara nilai hasil belajar Ekonomi memiliki rentang antara 55 sampai dengan 85, dengan skor rata-rata sebesar 70,5, standar deviasi sebesar 7,90, skor median sebesar 72,00, sedangkan frekuensi tertinggi sebesar 75,75. Sesuai dengan kriteria statistik deskriptif maka hasil belajar ekonomi kelas kontrol tergolong pada kategori sedang. Berdasarkan hasil analisis menggunakan Uji t diperoleh t hitung sebesar 5,25 dan t tabel 2,042 dengan taraf uji 5% maka t table lebih kecil dari t hitungnya sehingga Ho yang diajukan di tolak dengan kata lain hipotesis alternative (Ha) diterima. Artinya bahwa ada pengaruh yang positif dan signifikansi pengaruh pembelajaran interaktif model kelompok aplikasi terhadap prestasi belajar siswa pada pokok bahasan system informasi akuntansi. Pada pembelajaran Ekonomi ada pengaruh model pembelajaran kelompok aplikasi yang positif dan signifikan terhadap hasil belajar siswa kelas XI SMAN 01 Sikur tahun pelajaran 2014/2015. Berdasarkan hasil analisis, besarnya pengaruh antara variabel model pembelajaran (X1) terhadap hasil belajar (Y) yang dihitung dengan uji t sebesar 4,25. Nilai thitung 5,25 yang lebih besar dari ttabel, 2,042 menunjukkan bahwa terdapat pengaruh positif dan signifikan dari pembelajaran Interaktif Model Kelompok Aplikasi terhadap hasil belajar Ekonomi. Hal ini menunjukkan bahwa terdapat pengaruh yang kuat antara pembelajaran interaktif model kelompok aplikasi terhadap hasil belajar Ekonomi pada pokok bahasan sistem informasi akuntansi. Model pembelajaran interaktif model kelompok aplikasi yang komprehensif ternyata memperolehkan hasil belajar yang tinggi. Upaya untuk memantapkan kondisi pembelajaran yang baik dan komprehensif sangat diperlukan, baik dari pihak pengajar dan para siswa yang belajar. Model pembelajaran dapat menggerakkan daya yang dimiliki para siswa untuk menjamin kelangsungan dan memberikan arah pada kegiatan belajar, sehingga tujuan yang diinginkan dapat tercapai. Banyak faktor yang tentunya saling berpengaruh terhadap berhasil tidaknya suatu proses belajar mengajar. Satu diantaranya adalah factor guru, kompetensi guru dalam berkomunikasi kiranya merupakan factor yang tidak biasa dianggap biasa-biasa saja. Dalam interaksi belajar mengajar seorang guru dituntut mampu menterjemahkan nilai-nilai yang terdapat dalam kurikulum sekaligus harus mampu menyampaikan dengan baik, sehingga apa yang disampaikan dapat diterima dengan baik oleh peserta didik. Selain faktor guru sarana dan prasarana yang memadai, dalam hal ini keberadaan buku teks merupakan unsur penunjang yang tidak kalah pentingnya dibandingkan dengan sarana dan prasarana lainnya. Adapun yang dimaksud dengan buku teks dalam hal ini adalah buku pelajaran dalam bidang studi pendidikan ekonomi. Efektif tidaknya suatu metode mengajar, dalam hal ini pembelajaran interaktif model kelompok aplikasi dipengaruhi beberapa unsur yaitu siswa, guru, ketersediaan alat bantu, dan kondisi lingkungan sekolah. Unsur-unsur tersebut saling mendukung dan mempengaruhi terhadap tingkat efektifitas suatu metode mengajar. efektif tidaknya metode mengajar dapat dilihat dari tingkat hasil yang diproleh siswa. Semakin tinggi hasil yang diproleh siswa maka tingkat efektifitas suatu metode mengajar pun semakin tinggi. Hasil belajar dapat diketahui melalui hasil evaluasi yang biasanya dilakukan setelah kegiatan pembelajaran dilakukan terlebih dahulu. Kegiatan pembelajaran tersebut merupakan suatu peruses belajar yang melibatkan interaksi guru dengan siswa, baik itu di luar maupun di 642
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
dalam ruangan. Selain itu dalam pembelajaran juga melibatkan alat dan sarana pembelajaran, serta menerapkan model pembelajaran yang digunakan oleh guru dalam menyampaikan materi pada siswa. Ada beberapa yang menarik dari pembahasan di atas yaitu : 1. Kemampuan metode pembelajaran interaktif model kelompok aplikasi yang tepat dalam meningkatkan prestasi belajar siswa pada pokok bahasan system informasi akuntansi pada kelompok eksperimen rata-ratanya dalam kategori tinggi, begitu juga pada kelompok control rata-ratanya dalam kategori sedang. 2. Pada pengujian hipotesis alternative (Ha) yang ternyata diterima, artinya pembelajaran interaktif model kelompok aplikasi lebih efektif dari pembelajaran yang biasa dilakukan dalam meningkatkan prestasi belajar siswa pada pokok bahasan system informasi akuntansi.
Kesimpulan Kesimpulan yang dapat diperoleh dari penelitian ini adalah: pembelajaran dengan menggunakan pembelajaran interaktif model kelompok aplikasi efektif dapat meningkatkan pemahaman materi ekonomi kelas XI IPS SMA Negeri 1 Sikur Kecamatan Sikur tahun pelajaran 2015/2016 termasuk kategori tinggi dengan nilai rata-rata 67,50, standar deviasi 11,89 dan skor maksimal 89, skor minimal 47 sedangkan pembelajaran yang biasa dilakukan di sekolah yaitu pembelajaran dengan menggunakan metode ceramah termasuk dalam kategori sedang dengan nilai rata-rata 62,15 dan standar deviasinya 14,75 dengan nilai maksimal 84 dan nilai minimal 40. Sehingga dapat dikatakan bahwa terdapat pengaruh positif dan signifikan dari pembelajaran interaktif model kelompok aplikasi terhadap hasil belajar mata pelajaran Ekonomi pokok bahasan Sistem Informasi Akuntansi siswa kelas XI SMAN 01 Sikur Kabupaten Lombok Timur tahun pelajaran 2015/2016. Hasil penelitian ini memberikan informasi bahwa pembelajaran interaktif model kelompok aplikasi memberikan pengaruh yang kuat terhadap hasil belajar. Pemantapan model pembelajaran oleh guru dan meningkatnya motivasi belajar yang tinggi dari dalam diri siswa akan memberikan hasil belajar yang tinggi sesuai tujuan pembelajaran.
Daftar Pustaka
Arikunto, Suharsimi. 2003. Dasar-dasar Evaluasi Pendidikan. Jakarta: PT Rineka Cipta Bahri Djamarah, Syaiful.Aswan Zain. (2006). Strategi Belajar Mengajar Jakarta: Rineka Cipta Mujiono, Dimyati. (2006). Belajar Dan Pembelajaran. Jakarta; Rineka Cipta Sugiono. (2012). Metode Penelitian Pendidikan R&D. Bandung: Alpabet.
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Improving Learning Activity and Learning Achievement by Implementing Demonstration Learning Method with Multimedia Assisted 1
Ida Fitriani, 2Gatot Isnani 1 Universitas Negeri Malang, Indonesia, 2Universitas Negeri Malang, Indonesia 1 [email protected], [email protected]
Abstract The purpose of this study is to acknowledge the effect of implementing demonstration learning method with multimedia assisted towards students’ learning activity and learning achievement. This study is categorized as classroom action method (CAR) with 30 respondents who are students of XI grade of office administration class in Cendika Bangsa Vocational School Kepanjen, Malang, Indonesia. The data gathered by observation, interview, documented pictures, and test. The result of this study shows that the implementation of demonstration learning method with multimedia assisted runs well as arranged on lesson plan and can improve the learning activity and learning achievement on document reduplication section. Keywords: demonstration learning method, multimedia, learning activity, learning achievement
Introduction Teaching is not only about transferring the knowledge; it is like learning process that needs the involvement of students’ mental and attitudes. Oral explanation from teachers could not result the optimum learning achievement. It would be acquired if teaching and learning process got the involvement actively from students. Active teaching and learning process would be reached if students directly got in touch in solving the problems given by teachers. This also would be gained if students listen, see, ask questions, and directly practice the competences they got. Teachers’ method in fixing teaching and learning process in class may be in the form of having Classroom Action Research (CAR). CAR is a reflective study by applying certain actions in order to fix or improve learning practices in class professionally (Basrowi & Suwandi, 2008:28). Having CAR in order to fix teaching and learning process and also improve learning achievement could be by implementing certain learning method that is suitable with the materials given by teachers. Sugiarta, et al. (2015:3) explained that “the knowledge given by teachers would be less motivating to students if the way to deliver it uses inappropriate method”. There is no teaching and learning process that uses no method. This study is applied in document reduplication section in which students are expected to acknowledge the way to operate tools/ machines of document reduplication. One of the methods that could be used on document reduplication section is demonstration learning method in which students not only listen to teachers’ explanation, but also see teachers’ practices directly, ask questions and practice individually. Sanjaya (2011:152) stated that demonstration learning method is the method that is used to present materials by modeling and showing actions about certain process, situation, or things to students. Sanjaya (2011:153) explained the steps of applying demonstration learning method; arranging students seats so that all students are able to pay attention the demonstration well, stating learning purposes that need to be reached during the teaching and learning process, stating 1
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
kinds of assignments that needs to be finished by students during the teaching and learning process, and having demonstration process. The demonstration process begins with asking interesting questions that can attract students’ attention and creating conducive situation and finally giving assignment to students related to the materials given before. By having demonstration learning method in class, students will have better learning achievement than just having a note, remembering, and listening to teachers’ explanation. Sanjaya (2011:152) give explanation about positive sides of demonstration learning method that the existence of verbalism could be avoided as the students are asked to focus on the certain materials; teaching and learning process would be more attracted because students do not just listen to the explanation, but also see the incident happened and observe it directly so students are having opportunity to compare the theory and reality. Furthermore, demonstration learning method affects students learning achievement in cognitive aspect, affective aspect, and psychomotor aspect. Suryawan, et al. (2015:5) said that learning achievement is the change of students’ ability as the result of experience and training. The change could be in the form of the change of knowledge, understanding, attitudes, behavior, qualification, and also ability, Suyono (2012:18) explained that teaching is a process of activity to help other people to reach an optimum progress based on cognitive, affective and psychomotor aspect of their potential ability. Implementing demonstration learning method would improve students’ learning activities in which students would be more active in observing, listening,seeing, and also writing. Erlangga, et al. (2014:4) stated that “,,, activity is a active behavior in doing actions as the realization of feeling”. Teachers could use learning media to help them to deliver learning materials to students; one of learning media is multimedia. Sutirman (2013:18) explained that multimedia consists of components in the form of text, pictures, sound, animations, and videos. Dolars and Melinda in Goh and Wai (2012:22) give explanation that “Video demonstration is globally recognized as an interactive teaching aid to promote effective teaching and learning”. Demonstration method with multimedia assisted could be used as alternative way of interactive teaching in teaching and learning process.
Methodology Subject of this study is 30 students of grade XI regular of office administration class in Cendika Bangsa Vocational School Kepanjen, Malang, Indonesia on document reduplication course. Data collecting in this study employed some ways that are (1) observation, used for obtaining data about students’ and teachers’ activity during teaching and learning process using observation sheet and field note; (2) interview, used for collecting information about learning methods that is applied by teachers and also the students learning achievement from applying the methods; (3) documents, in the form of students learning result and some pictures and also videos during teaching and learning process; and (4) test, used for measuring students understanding y using certain learning method in the form of posttest given to students at the end of cycle I and cycle II. Questions used on posttest are well qualified by having difficulty level test and distinctive capacity test. Data analysis that is applied in this study is data reduction, data display, and concluding data. Data conclusion for students’ and teachers’ activity is gotten from observation sheet that is processed by the following formula (Sugiyono, 2011:95).
Indicator of success: 2
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
80% - 100%
= very good
60% - 79%
= good
40% - 59%
= fair
20% - 39%
= not good
0% - 19%
= failed
Taking conclusion for studnts’ passing grade is called Minimum Passing Grade that is 75 with the following indicators: 90-100
: very good
75-89
: good
69-74
: fair
0-69
: not good
This study is conducted in two cycles in which each cycles has two meetings with time allotment 2x40 minutes. If the result is under expected, it may go to the additional cycle, it means cycle III. However, if it is not needed, at the end of cycle II, the researcher would take the conclusion based on the result gotten with noting the obstacle or any difficulties that causing students activity and achievement cannot be improved. This study focused on four steps, (1) planning, (2) implementing, (3) observing, and (4) reflecting. the following explanation is about the four core steps. Planning Reflecting
Cycle I
Implementing
Observing Planning Reflecting
Cycle II
Implementing
Observing ?
Picture 1. Model of Classroom Action Research (Source: Arikunto, dkk. 2010:16) Planning Classroom action research begins with planning step. It consists of field observation, having research permission letter, making syllabus, arranging lesson plans, preparing lesson handout, preparing tools and the needs for demonstration, making posttest and try it out, making attendance list, arranging observation sheet and field note, preparing assessment result sheet, preparing peer feedback sheet, making multimedia, and coordinating action planning program with observer. 3
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Implementing This step begins with opening teaching and learning process with greetings, praying, taking students’ attendance and having apperception. Teachers implement demonstration learning method by observing students’ seat, stating learning purposes, stating assignments to students, practice how to operate tools/ machine of document reduplication, and finally giving task related with the materials given before. Teachers also give posttest at the end of cycle. Teachers use multimedia to deliver materials about operating photocopy machine because they cannot bring it right into the class. Observing In this step, the researcher observe teaching and learning process by using observation sheet and field note prepared before to get deeper information about students’ and teachers’ activity during teaching and learning process. Reflecting This step is carried out after teachers analyze learning process with the observer. Data analysis gotten from peer feedback sheet of cycle I could be used as the reference to fix any mistakes and failing points for the next cycle. Findings Result of the observation had by the researcher is teachers’ activity result in implementing demonstration method, students’ learning activity and schievement in cognitive aspect, affective aspect, and psychomotor aspect. The researcher involved two observers to observe teaching and learning process in class by filling out the observation sheet and field note prepared before. Teachers’ Activity Result of teachers’ activity is done by the observer by having observation sheet and field note. Picture 2 showed the graph about the increasing points of teachers’ activity.
95,00%
92,60%
90,00% 85,00%
82,23%
80,00% 75,00% cycle I
Picture 2. Graph
cycle II
Average percentage of activity the teachers
about the increasing
points of teachers’ activity Result of observation meeting I in cycle I showed that total score is 210 from maximum score 260, and the percentage of the progress 80,76% with the indicator “very good”. Result of observation meeting II in cycle I showed that total score is 226 from maximum score 270, and the percentage of the progress 83,70% with the indicator “very good”. The previous result shows that the percentage of progress in teachers’ activity in cycle I is 82,23%. 4
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Result of observation meeting I in cycle II showed that total score is 235 from maximum score 260, and the percentage of the progress 90,38% with the indicator “very good”. Result of observation meeting II in cycle I showed that total score is 256 from maximum score 270, and the percentage of the progress 94,81% with the indicator “very good”. The previous result shows that the percentage of progress in teachers’ activity in cycle II is 92,60%. Students’ Activity Result of students’ activity is done by the observer by having observation sheet and field note. Picture 3 showed the graph about the increasing points of students’ activity. 90,00% 80,00% 70,00% 60,00% 50,00% 40,00% 30,00% 20,00% 10,00% 0,00%
I cycle The cycle II
Picture 3. Graph about the increasing points of students’ activity Based on Picture 3, students’ activity is increasing after cycle II with significant improvement in each indicator. Based on the observation sheets, the average point of students’ activity on cycle I is 70,28% and in cycle II is 86,13%. Learning Achievement Cognitive Aspect Result of cognitive aspect progress can be taken from the result of posttest that is held at the end of each cycle. Picture 4 shows the graph about the progress of students’ learning achievement in cognitive aspect.
95,00% Percentage of cognitive aspects of learning achievement
90,00% 85,00% 80,00% 75,00% cycle I
cycle II
Picture 4. Graph about the progress of students’ learning achievement in cognitive aspect 5
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Result of cognitive aspect progress in cycle I shows 9 students pass the grade and 17 students do not pass the grade. The percentage of success on cycle I is 34,62% with the indicator “not good”. Result of cognitive aspect progress in cycle II shows 27 students pass the grade and 2 students do not pass the grade. The percentage of success on cycle II is 93,10% with the indicator “very good”. Affective Aspect Affective aspect progress is taken from the observation done by teachers during teaching and learning process. Indicators of affective aspect are the willingness to join the process of demonstration, cooperation, responsibility, disciplinary, and active contribution. Picture 5 shows the graph about the progress of students affective aspect. 100,00% 80,00% 60,00% 40,00% 20,00% 0,00%
I cycle The cycle II
Picture 5. Graph about the progress of students affective aspect Based on Picture 5, students’ affective aspect has been improving after cycle II with significant change. The percentage of success on cycle I is 56,05% and on cycle II is 82,93%. Psychomotor Aspect Psychomotor aspect progress is taken from practice task from teachers. Picture 6 shows the graph about the progress of students’ psychomotor aspect. 100,00% 80,00% 60,00% 40,00% 20,00% 0,00%
I cycle The cycle II
Picture 6. Graph about the progress of students’ psychomotor aspect Based on Picture 6 there is significant progress in psychomotor aspect after cycle II. The researcher do not take the result in cycle I because it is the time to use the machine manually. The percentage of success on cycle I is 83,33% with the indicator “good” and on cycle II is 94,48% with the indicator “very good”. For knowing the comparison among all result, Table 1 is delivered.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Table 1. Comparison Cycle Data I and II Cycle No. The variables Cycle I 1. Teacher Activities 82,23% 2. Student Activities 70,28% 3. Learning results a. Cognitive 34,62% b. Affective 56,05% c. Psychomotor 83,33%
Cycle II 92,60% 86,13%
Increase 10,37% 15,85%
93,10% 82,93% 94,48%
58,48% 26,88% 11,15%
Difficulty Level and Distinctive Capacity Based on difficulty level and distinctive capacity, there are 15 questions are qualified well from 22 questions in posttest cycle I. For cycle II, there are 15 questions are qualified well from 20 questions in posttest.
Discussion Implementation of Demonstration Learning Method with Multimedia Assisted on Document Reduplication Section The implementation of the cycle I still there are some disadvantages that teachers would not be able to position the sitting students, teachers need to walk around to give attention to the comprehensive, students are still visible passively and only a few students are actively asking questions and answers the question. The students are still visible to operate the appliance communication in the learning process. The existence of the shortage, then researchers with diary of a decided to continue on the cycle II. The implementation of the cycle II had been according to the implementation plan (Learning) RPP and X.509 or the procedure of the method demonstrations, and deficiencies at cycle I can already be repaired. On the implementation of the metode demonstration students are required to be active, with demonstration method will be easier for students to compare between the theory and reality for the students to observe directly. Goh & Wai (2012:24) explained that "students were actively participating in discussions after the display assembly; they frequently asked questions in relation to these instruments and their usage, and responded to questions aggressively". Students have become more interested in participating in the learning process because the students directly notice teaching materials that explained the students not only heard but also see the events that occurred so that the students become active in participating in class. This is in line with the opinion of Sanjaya (2011:152) which explains that the demonstration method is a method of the presentation of the lessons to demonstrate and reveal to the students about a process, the situation or specific objects either in fact or simply counterfeit. Students’ Activity after Implementation of Demonstration Learning Method with Multimedia Assisted on Document Reduplication Section Assessment of the activity of the students in this research obtained from the results of these observations diary through observation sheet. The result of observation of the students at cycle I shows the average percentage of success in the criteria of "good". Based on the calculation of the average each known indicators that the highest student activity indicator is able to listen to the purpose of the lesson that will be achieved while the lowest indicator is able to be quiet when following the learning process. Based on the results of these observations, it happens because the demonstration methods make the learning process become more interesting by presenting the appliance/engines directly multiplier so that the taste want to know the students were very great and make the students pay attention to the learning process from the beginning. But the students can not be calm when following the learning process because the student seating position is yet to be formed into the letter "U" 7
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
which cause students dideretan back cannot see and observe the demonstration process so that the students are not able to follow the learning process with calm. This is in line with the opinion of Suryawan, dkk (2015:4) that explained that "... apply this demonstration method, teaching process will become more clear and more concrete steps, besides teaching process become more interesting". At cycle II shows the average percentage of the success of the activity the students located on the criteria of "good". The highest indicator on the student activity II is able to consider cycle or observing the process of demonstration, to listen to the purpose of the lesson that will be achieved, able to follow and listen to the demonstration process with enthusiastic, able to write a summary or notes during the demonstration in progress, capable of doing an experiment or operate machinery multiplier, and able to remember the material or process demonstrations, while the lowest indicator is able to be quiet when following the learning process. Based on the results of these observations, happened significant enhancements to the student activity cycle I and the cycle II. Each of the indicators have increased in the cycle II, because students begin to be familiar with the activities of the demonstration, students can observe the video that is presented in an orderly manner and the students can ask questions and enthusiastic to answer the question the teachers and the students can listen to the explanation of the teachers with calm, students can record the things that are not in handouts and work with posttest orderly and the students can operate machinery according to the procedure, but students indicator calm attitude is still low because students compete to be immediately operate the appliance/engines multiplier, but the indicator is better than at cycle I. This is in line with the opinion of Sugiarta, dkk (2015:4) stating that "Method demonstration will help the students to more easily understand what learn because in this method the students designed to actively observe, adjust the theory with reality and try to do it yourself". It is also in line with the opinion of Rahyubi (2012:6) stating that "Learning is the process of the interaction of learners with educators and learning resources on a learning environment". Students’ Achievement after Implementation of Demonstration Learning Method with Multimedia Assisted on Document Reduplication Section The results of student learning cognitive aspects in this research obtained from the results of posttest students performed on each end of the cycle. The results of student learning cognitive aspects experienced a significant increase compared with the value of the preaction. On the value of the pre-action obtained the percentage of success with the criteria "less", increase on the results of posttest cycle I, but still on the criteria "less", and increase on the results of posttest cycle II with the criteria "Very Good", only 2 students who get the value under 75 on posttest II. improvements that happen cycle on cognitive aspects, because with the method demonstration students will experience of learning directly. Students are not the only writing, hear and see, but students can experience or demonstrate the appliance directly to help the students in remembering the materials. This is in line with the results of research done Afriyie (2013:186) with the title of Using Heading Demonstration Method to enhance the performance of First Year High National Diploma (HND) Secretarial Students of Accra Polytechnic in Typewriting which shows that "Involvement of students in the teaching and learning process through discussions method enable students acquire knowledge, technical skills and the development of interest in the secretarial program". The use of multimedia in learning methods this demonstration also helps in the improvement of cognitive, because the multimedia experience that contains the video, exercise questions and materials to help students in remembering the material learned. Students see directly the process of operations through videos and can answer the question through the exercise 8
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
questions given, so that the ability of students to remember the material become higher and make the students cognitive increased. This is in line with the results of research done Mahajan (2012:11) with Multimedia title in Teacher Education: Perceptions & Uses that shows that "The power of a multimedia to bring reality into the learning environment makes it one of the most useful tools of cognitively intact processing and memory". The results of student learning in the affective aspects of this research obtained from the results of observation of the attitude of the students during the learning process takes place. Pengamatan affective aspects in this research covers the interest to follow the process of demonstration, cooperation, responsibility, discipline, and activeness. At cycle I the percentage of success in the criteria "less", has increased at cycle II with the criteria of "good". Cycle I on the implementation of the highest indicator is the cooperation of the students are able to share their tasks in groups, can perform the process of discussion with the orderly, complete tasks with good, and help one another. The cooperation can be done with good because on the implementation of the first, students requires the adaptation to new methods so that students motivate one another. This is in line with the Sugiharto (2015:6) that explained that "This cooperative type emphasizes the activity and interaction among learners to motivate other shipbuilders and help other shipbuilders in mastering the subject matter in order to achieve optimal performance was much bigger to cope with the tests, performance level the final test". On the implementation of the cycle II, the highest indicator is of interest to follow the process of demonstration, because the students have to know the procedure demonstration method, the students were very enthusiastic and visible happy because they can operate the appliance/engines directly multiplier, students can pay attention to the process of demonstration with good. This is in line with the opinion of Adenan & Budihardjo (2015:51) stating that " ... the interest is interest in what to expect so that will cause the urge to dominate it". The results of student learning psychomotor aspects in this research obtained from the results of the assessment of practice operate the appliance/engines multiplier. Assessment of psychomotor aspects in this research include how to turn the engine how to replace paper, how to perform the multiplication, how to remove the paper and how to turn off the machine. At cycle I the percentage of success in the criteria of "good", has increased at cycle II with the criteria "Very Good". Cycle I on the implementation of the highest indicator is how to replace paper and how to perform the multiplication, while the lowest indicator is how to produce paper. This happened because the position of the hands of the students less accurate when took the paper from the machine type. On the implementation of the cycle II the highest indicator is how to turn the engine, how to remove the paper and how to turn off the machine. This happened because of how to turn on and off the machine scanner and the printer has an easy steps to be remembered by the students. The lowest indicator is how to replace paper and how to perform the multiplication, because students often replacing paper with reverse position on the machine scanner and when replicating the students need to follow the procedure is good. But as a whole the demonstration method can improve learning results psychomotor aspect, because the students can directly observe a process and can compare the theory with the reality. This is in line with the opinion of Sanjaya (2011:152) stating that one of the advantages of the demonstration method is "with how to observe directly the students will have the opportunity to compare between the theory with reality".
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The achievement of the highest percentage of success at the beginning of the implementation of the demonstration method is on psychomotor aspects to achieve the criteria of "good" compared with the cognitive and affective aspects that reach the criteria "less", on psychomotor aspect the students are able to practice or operate the appliance/engines document multiplier with good. At the beginning of the implementation of the demonstration method learning results psychomotor aspect has reached a significant percentage of success, until there is a small rise in the cycle II. This is due to the implementation of the method demonstration students not only read, listen, view, but students can be directly involved in the appliance operates/engines document multiplier (doing real). This is in line with the opinion of Wyat and Looper in Akbar (2013:114) on the cone of experience that explains that "Learning with the highest kebermaknaan is when the students have to do and involved". On the cone the experience explained that students involved in doing real have kebermaknaan higher percentage of 90% than students who only read and hear. This research on learning results seen from the cognitive aspects (knowledge), affective aspects (attitudes), and psychomotor aspect (skills). This is in line with the opinion on top (2012:18) which explains that " ... teaching is a process of activities to help others achieve optimum progress in accordance with the level of development of cognitive potential, affective or psikomotornya". Reflection above shows that the demonstration method can improve the results of student learning. This is also proven previous research by Sugiarta, dkk (2015:9) which shows that the implementation of the demonstration method learning experiences increase the results of student learning (cognition, affective and psychomotor). The results of the previous research by Suryawan, dkk (2015:9) also shows that the implementation of the demonstration method learning experiences increase the results of student learning (cognition, affective and psychomotor).
Closing Conclusion Based on the result of this research, it can be concluded that: (1) the implementation of demonstration learning method runs well based on lesson plan; (2) there is significant progress in students’ activity in which the students are more active in asking questions and sharing ideas, focus more on learning process, and also having the practices in the right order; (3) there is significant progress in students’ learning achievement in which in cognitive aspect, almost all students got the upper score, in affective aspect, students are able to build good behavior such as calmness, disciplinary, active in class, and in psychomotor aspect, students are able to reduplicate documents in the right order. Suggestions Based on the result of this research, the researcher proposes some suggestions: (1) students can see others when doing the direct practice and becomes more enthusiastic because of it; (2) demonstration method could be used as alternative learning method; (3)the condition of class is essential to consider before implementing demonstration method because multimedia or other needs for demonstrating something is important to make the lesson plan runs well.
References Adenan, R. & Budihardjo. 2015. Penerapan Metode Pembelajaran Demonstrasi pada Kompetensi Menggerinda Pahat Siswa Kelas XI TPM 3 di SMK Antartika 1 Sidoarjo. Jurnal Jurusan Pendidikan Teknik Mesin, (Online), 3 (2): 49-55, (http://ejournal.unesa.ac.id/index.php/jurnal-pendidikan-teknikmesin/article/view/10306/13439), accessed 16th June 2016. Afriyie, E.O. 2013. Using Demonstration Method to Enhance the Performance of First Year High National Diploma (HND) Secretarial Students of Accra Polytechnic in 10
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Typewriting. Journal of Education and Practice, (Online), 4 (23): 180-188, (http://iiste.org/Journals/index.php/JEP/article/view/8434), accessed 3th September 2016. Akbar, S. 2013. Instrumen Perangkat Pembelajaran. Bandung: PT Remaja Rosdakarya. Arikunto, S., Suhardjono & Supardi. 2010. Penelitian Tindakan Kelas. Jakarta: PT Bumi Aksara. Basrowi & Suwandi. 2008. Prosedur Penelitian Tindakan Kelas: Referensi Utama PTK untuk Guru serta Mahasiswa Keguruan dan Ilmu Pendidikan. Bogor: Ghalia Indonesia. Erlangga, A., Dantes, K.R. & Nurhayata, I.G. 2014. Pengaruh Metode Pembelajaran Demonstrasi Terhadap Minat Belajar Siswa Kelas X Teknik Instalasi Tenaga Listrik Pada Sub Kompetensi Melakukan Pekerjaan Mekanik Dasar Di SMK Negeri 3 Singaraja. Jurnal Pendidikan Teknik Elektro, (Online), 3 (1): 1-10, (http://ejournal.undiksha.ac.id/index.php /JJPTE/article/download/4399/3398), accessed 16th June 2016. Goh, B.H. & Wai, Y.T. 2012. Innovative Teaching: Using Video Demonstration for Classroom Teaching and Learning Engineering Surveying. Journal of Education and Practice, (Online), 3 (11): 22-26, (http://iiste.org/Journals /index.php/JEP/article/view/2539), accessed 19th August 2016. Mahajan, G. 2012. Multimedia in Teacher Education: Perceptions & Uses. Journal of Education and Practice, (Online), 3 (1): 5-13, (http://iiste.org/ Journals/index.php/JEP/article/view/1136), accessed 3th September 2016. Rahyubi, H. 2012. Teori-Teori Belajar dan Aplikasi Pembelajaran Motorik: Deskripsi dan Tinjauan Kritis. Majalengka: Referens bekerjasama dengan Nusa Media. Sanjaya, W. 2011. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana Prenada Media. Sugiarta, I.N.A., Gitakarma, M.S. & Nugraha, I.N.P. 2015. Penerapan Metode Demonstrasi Berbantuan Alat Peraga Kelistrikan Untuk Meningkatkan Aktivitas dan Hasil Belajar Prakarya dan Kewirausahaan Siswa Kelas X MIA 1 SMA Negeri 2 Singaraja Tahun Ajaran 2014/2015. Jurnal Jurusan Pendidikan Teknik Elektro, (Online), 4 (1): 1-10, (http://ejournal.undiksha. th ac.id/index.php/JJPTE/article/view/5676), accessed 21 December 2015. Sugiharto. 2015. The Effect of Cooperative Learning Model and Kolb Learning Styles on Learning Result of The Basics of Politics. Journal of Education and Practice, (Online), 6 (21): 1-12, (http://iiste.org/Journals/index.php /JEP/article/view/24206), accessed 3th September 2016. Sugiyono. 2011. Metode Penelitian Kuantitatif, Kualitatif dan R & D. Bandung: Alfabeta. Suryawan, D.P., Gitakarma, M.S. & Santiyadnya, N. 2015. Penerapan Metode Demonstrasi Untuk Meningkatkan Hasil Belajar Mata Pelajaran Prakarya Dan Kewirausahaan Pada Siswa Kelas X MIA 3 SMA Negeri 1 Singaraja Semester II Tahun Pelajaran 2014/2015. Jurnal Jurusan Pendidikan Teknik Elektro, (Online), 4 (1): 1-10, (http://ejournal.undiksha.ac.id/index.php /JJPTE/article/view/5404/4044), accessed 3th November 2015. Sutirman. 2013. Media & Model-Model Pembelajaran Inovatif. Yogyakarta: Graha Ilmu. Suyono & Hariyanto. 2012. Belajar dan Pembelajaran: Teori dan Konsep Dasar. Bandung: PT Remaja Rosdakarya.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
A Critical Discourse Analysis On Socio-Economic And Socio–Cultural Status Representations in SMA/SMK ELT Textbooks Using Fairclough’s Three-Dimensional Model Akhmad Ripai Subroto University of Mataram [email protected],
Abstract This study aimed to examine socio-economic and socio-cultural status representations in Indonesian SMA/SMK ELT textbooks. Data for this study were purposively collected from data corpus that included 5 (five) English textbooks used in SMA/SMK. Data were analyzed by employing Fairclough’s three dimensional model, including textual analysis (description) using Halliday’s transitivity system and Kress and van Leuwen’s multimodal analysis; processing analysis (interpretation), and social analysis (explanation). Findings of the study show that a significant portion of the texts still show inaccurate, inappropriate socio-economic and socio-cultural status representations of the students in all aspects under study, namely education, occupation, social class, and lifestyle, with pervasive presence of Western representations in the texts. Results of analyses of the texts using Fairclough’s three dimensional model show that the texts use all types of processes and multimodal features; while contextual analyses show varieties in the time and place of the text production and the texts being referred to. Interpretation of the texts also shows producer’s and interpreter’s divergent, even conflicting perceptions of students’ status representations. Finally, analysis of the power behind discourse that shaped and influenced presentation of the interpreter’s (student’s) status representations in the textbooks icludes institutional agents, namely, the government, the publisher, the recipient schools, and societal agents, namely, globalization of Western culture (and English as a global language), Indonesian culture and values, ICT (Internet), mass media, and the market. Keywords: critical discourse analysis, socio-economic and –cultural representation, ELT textbooks.
Introduction RI Minister of Education Regulation No. 2 of 2008 concerning Books sets forth that textbooks shall contain learning materials that enhance faith, religiosity, noble character, personality, mastery of sciences and technology, esthetical sensitivity and capacity, and kinesthetic and health capacity that are prepared based on educational national standards. Tomlinson (1998: 8-10) asserts that good ELT textbooks have several characteristics including learner’s cultural inclusion, while Dey (2015) stresses that textbooks should be useful for the students and teachers and represent the background of the students. Although the government has set standards for publication or production of textbooks and the criteria for good textbooks as provided above, studies still identify multiple issues in Indonesian ELT textbooks. Recent studies on ELT textbook analysis in Indonesia have mainly focused on analysis of textbooks in relation to teaching activities. Only several studies have been conducted on representational issues, mainly gender and cultural representationsm with a limited numberof Only several studies have been conducted on representational issues, mainly gender and cultural representations. So far, very few studies have examined socioeconomic or socio-cultural status representations in textbooks. Jazadi (2008: 187-198), first, partly examines cases of socio-economic and socio-cultural representations identified in 12
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Indonesia’s senior and junior school EFL textbooks. A study by Candrawati et al. (2014), next, discusses on socio-cultural aspects representations in EFL textbook published by Indonesia’s Ministry of Education. Finally, Ena (2013) examines socio-economic diversity in Indonesian e-textbooks. Research on socio-economic and socio-cultural status representations in ELT textbooks is very important to do. Ena (2013: 79) argues appropriate inclusion of socio-economic and socio-cultural status backgrounds of the students in the textbooks will increase their motivation that will consequently facilitate them in learning the materials and increase the chance for them to succeed in learning. Ena (2013: ibid) further states that imbalanced or irrelevant representation of socio-economic and socio-cultural status would demotivate students who feel to be not represented in the textbooks. On the other hand, relevant and accurate description of their socio-economic and socio-cultural status representations increases their motivation in learning and augments their performance and achievements. In view of the above, this study therefore focused on the socio- economic and socio-cultural status representations as identified in Indonesian Senior High School (SMA)/Vocational High School (SMK) textbooks used by the local schools in Indonesia, particularly in West Lombok, West Nusa Tenggara (NTB) Province. This study specifically aimed to answer the following questions: 1) What are the socio-economic and socio-cultural status representations contained in Indonesian SMA/SMK (Senior High School/Vocational High School) ELT textbooks? 1) What are the pedagogical implications of the findings of the study, especially on textbook writing and English language teaching with regard to socio-economic and socio-cultural status representations?
Methods Data for this study were purposively collected from data corpus that included 5 (five) English textbooks used by SMA/SMK students in West Lombok, NTB, namely, Look Ahead: An English Course for Senior High School Students Grades X and XII by Th. M. Sudarwati and Eudia Grace, published by PT Erlangga, 2007, and Essential English for Vocational Schools for Novice, Elementary, and Intermediate (1, 2, 3) Levels of SMK and MAK by Rudi Sarjito and Endar Yuniarti, published by PT Tiga Serangkai Pustaka Mandiri, 2012. Data for the study were collected through documentation. The socio-economic and socio-cultural status representation aspects examined included education, occupation, social class, and lifestyle. The study employed Critical Discourse Analysis, herein Fairclough’s three-dimensional model (1989:109-168) in analyzing the status representations. Fairclough claims that discourse comprises three elements, namely, text, interaction, and social context. A critical discourse analysis therefore aims to analyze the discourse through three stages, namely “description of text (text analysis), interpretation of the text and interaction (process analysis), and explanation of the relationship between interaction and social context” (social analysis). Analysis of texts in the form of written texts in the textbooks used Halliday’s Systemic Functional Grammar, specifically transitivity as a system construes experiences into a set of process types (Halliday and Matthiesen (2004: 170), including material, mental, relational, verbal, behavioral and existential. Meanwhile, the study employed Kress and van Leeuwen’s multimodal analysis was used for analyzing visual images, which includes analysis vector, gaze, pose, framing, for the three major metafunctions of visual semiosis, including 13
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
representational metafunction, interpersonal metafunction, and textual metafunction (Koradzi, 2012: 62-63). Interpretation of the socio-economic and socio-cultural status representations in textbooks using Fairclough’s model included interpretation of the text as well as its situational and intertextual contexts (Fairclough, 1989: 141-3). Interpretation of text in the textbooks should cover meanings of the processes, multimodal features and other linguistic features (if any) in the texts with regard to socio-economic and socio-cultural status representations. Meanwhile, interpretation of context of the texts concerns with two domains, namely situational (social orders) and intertextual contexts (interactional history). In other words, it “refers to the situational context [questions about time and place] and the intertextual context [additional texts/information about or from producers and their product] as central for the process of interpretation” (Janks in Hoepfner, 2006: 5). Qiu (2013: 1879) asserts that interpretation concerns with analysis of the discourse practice or interpretation of the relationship between the discursive processes in the production and interpretation and the text. Finally, explanation (social analysis) of the texts in the textbooks concerned with the ‘power behind discourse’ that shaped and influenced the producer’s (publisher/textbook authors’) interpretation about students’ representation, including ideologies (assumptions about culture, social relationships, social identities) and “the societal bodies, institutions, organizations, and cultural norms that govern the process of “text” production”, herein institutional and societal agents (Baig, 2013: 129, 132). Pedagogical implications were derived from analysis and interpretation of the results of the data analysis using Fairclough’s three-dimensional model, which includes description, interpretation, and explanation. The three-dimensional model is shown in the chart below.
(Source: Janks, 1997: 330)
Findings and Discussion Findings A sample of analysis on excerpts of texts in the textbooks for each of the aspects is as provided below: a) Education
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
(Source: essential english for vocational schools for novice level (1) of smk and mak, page 11) Description: The verbal text of the figure shows a conversation between a school boy and school girl (Monica) that employs entirely relational processes. In simple present tense, the participants greet and ask each other about their wellbeing, addressing themselves in pronouns “you, I” and proper noun “Monica”. Both participants sport Senior High School uniforms with the girl holding a thick book. Situated against a realistic background of a natural environment, most possibly the school yard garden, the boy greets the girl by waving his left hand while his right hand was into his trousers’ pocket. Their posture is salient with vectors directed at each other with angles being frontal. Their gazes are away from the viewers, expressing that they are on offer to the viewers. The framing of shot is clearly public as their body is displayed fully at a distance. Interpretation: The text and image illustrate what would happen when two high school Indonesian students would do when they meet with each other. They would usually greet each other, waving their hand and asking the other’s wellbeing. The above text however presents a representational issue to Indonesian students. The school boy greets the girl by waving his left hand, a thing which may be considered a cultural offense among Indonesians. Culturally, Indonesian students are taught to use their right hand when greeting somebody else and use their left hand for such activities as cleaning oneself in private places like toilets. Moreover, when doing so the boy puts his right hand into his trousers’ pocket, which may be interpreted as a show of arrogance. Despite of the book authors may just want to show a simple way of greeting, it may be interpreted by students as an English way of greeting others. The submissive position of the girl by not directly looking at the boy’s face when replying to him but instead looking at the ground, as the vector indicates, may raise a gender issue of male domination over female in that men may just speak to women regardless of the cultural norms prevailing. No intertextual context reference is available in any part of the book and that the text was apparently just made by the publisher to meet the guideline (curriculum). Explanation: Using the picture, the book authors mistakenly present interpreters (students) with an example of cultural norms in violation of their own and tacit assumption or ideology about male domination (arrogance). This phenomenon supports a claim by Damayanti (2013: 110) that the party (herein the male student) who initiates a discourse is usually more powerful than their (female) counterpart. This kind of gender stereotype where men is presented as more power is often found in the textbooks examined by Lee and Collins (2010: 130). The authors’ position of male domination may probably come from the patriarchal nature of Indonesian society, where male has more authority and power over female, as the power behind discourse. b) Occupation
(Source: look ahead: an english course for senior high school students grade x, page 194) 15
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Description: As the title suggests, the above news story is about the incarceration of a Singaporean man who was convicted of having beaten Winarti, his household assistant (maid), who came from Indonesia. A process analysis of the text shows that Muhammad Shafiq Woon Abdullah, the Singaporean employer, is depicted in material, mental, verbal, and relational processes. A relational process refers to his “unhappy” relationship with the maid, while mental processes point to what he saw and thought the maid did to his daughter, making him to lose sense. This resulted in his accusation of the maid’s misconduct and admission of his guilt, showing verbal processes. Material processes describe how he struck, abused, hit, and punched the maid, resulting in his jailing. The maid however is presented only in material processes of working and putting the child in harm, in contrast to the lawyer who is just presented in verbal processes of defending the employer. Interpretation: These processes as provided above imply that while the maid was just performing her regular jobs as a maid, the employer went through negative thoughts about the maid that made him abused and beat her. The text clearly shows how an Indonesian national (a maid) is powerless before her master (employer), who is a foreign personality. While the text appropriately represents the socio-economic background of the students, especially the case in Lombok with the outflow of a large number of local people working as low-paid workers overseas (especially in Malaysia, Singapore), it only reinforces the image that the local people (Lombok) can only work as low-paid laborers in foreign countries and are often the object of intimidation, bullying, humiliation, even torture by their foreign hosts. The textbook authors possibly chose to take the passage as a reading material as a demonstration of empathy for fellow citizens working as overseas workers due to mass media coverage on matter. The text however loses its educational value that instead of nurturing pride in the country and nation, it instills and strengthens an inferiority complex among the students. An intertextual context search of the text at the producer’s (DPA) website yielded no research, yet found out that the text is pervasively used as reading materials. A reference search in the Internet with key search words “Indonesian maid abuse in Singapore” yields 149,000 hits with a lot of stories about the matter. An article by Pneah entitled “Why is Maid Abuse so Prevalent in Singapore?” asserts that such mischief happens because many Singaporeans view the worth of a person merely on how much they earn; perceive the employer (‘boss’) to be much superior to the maid (‘worker’); are not happy; and release their stress on the maid as the easy target. The text was apparently taken by the textbook authors to fulfill the requirement of the guideline (curriculum) about the matter. Explanation The above description mirrors the book authors’ assumption (ideology) that Indonesians (especially overseas workers (locally known by the abbreviation TKI or Tenaga Kerja Indonesia)) cannot compete overseas and often become victims of their employers’ abuse. Indonesian socio-economic phenomenon and mass media were apparently the power behind the discourse that shaped the textbook authors about Indonesia’s overseas workers. With regard to the students’ socio-economic status representation, it should be acknowledged that the above text has accurately represented their status representation. Unfortunately, the presentation of their status representation as above would not increase students’ motivation in learning as claimed by Ena (2013: 79). To the contrary, since the text portrays the negative aspects of students’ status representation, it would definitely demotivate students in their learning as the negative aspect of their socio-economic status representation is presented as such in the textbook. c) Social Class (Source: Essential English for Vocational Schools for Novice Level (1) of SMK and MAK, page 25)
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Description: The above text portrays a person who introduces himself as Walter Sullivan. The verbal text depicts attributes of the narrator (I), his sister (Margaret), his sister’s friend (Danny), and his little brother (Leo). The text is dominated by relational processes of the narrator, which includes his name, birthday, his house, information technology devices, and his mastery of languages. He also relates about his sister’s attributes that are more dominated by material processes depicting her attributes and linguistic skills, as well as of Danny using relational and material processes. His little brother however has more relational processes. Standing foregrounded against an abstract background, the narrator introduces himself to the viewers, with a vector heading to the viewers thus demanding their attention. His posture is the most salient aspect of his appearance: folding hands and gazing at vertical angle looking down to the viewers. Himself a Caucasian, the narrator wears a sports suit displaying “Washington” inscription on it. Interpretation: The verbal text clearly depicts children of an ideal middle class American family. This is identified from the narrator’s claim of his “small but nice” house, the family’s ownership information and communication technology (ICT) devices (computer, printer, etc.) and the family members’ education and mastery of multiple languages. The narrator introduces himself by folding his hands and looking down at the readers while wearing a sports suit displaying “Washington”. Indonesian viewers would generally consider such a posture as a manifestation of arrogance and underestimation of the background of the students who are Easterners. The larger portion the narrator allocates to tell about himself, while very few about others especially his little brother, implies the individualistic tendency of Westerners. Thus, in the eyes of Indonesians, the text represents “an arrogant, proud, individualistic Westerner (American)”, which only further reinforces Indonesian people’s stereotypes of an American. The authors of the textbook were apparently motivated to use the text as authentic materials for introducing someone, yet were not aware of the representational consequence of the matter in the eyes of the readers (students). The text clearly does not represent the students’ socioeconomic backgrounds in terms of social class. No intertextual analysis could be made since the provided link was not accessible at the time of the writing of this analysis. Daily Mail is “a British daily conservative, middle-market tabloid newspaper owned by the Daily Mail and General Trust” (Wikipedia), yet no reference to the text is available. The text was just probably taken to fulfill the requirement of the guideline (curriculum) for such topic (introducing oneself). Explanation: The textbook authors’ use out of the text apparently originates out of an assumption (ideology) that a Western (English) material makes it valid to be used in Indonesian context, regardless of the representational effects. It appears that globalization (superiority of authentic English materials) and the ICT (Internet) were apparently the power behind the discourse that influenced use of the text by the authors. Jamalvandi (2013: 98) studying Chinese textbooks found out that the textbooks made general cultural references that include family relationships, which as a result present aspects that are more specific to certain cultures. Jamalvandi’s claim is echoed by Jamalvandi that textbook production was still 17
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
“stubbornly Anglo-centric” that failed to represent local cultures and was often the cultural target that the world should aspire to, imitate, and follow. d) Lifestyle (Source: Look Ahead: An English Course for Senior High School Students Grade X, page 20)
Description: As suggested by its title, the above text is a brief obituary about Johnny Ramone, a famous punk musician, who died due to prostate cancer. A process analysis shows that the article writer uses existential processes to refer to Johnny’s death, relational processes about his age and attributes as one of the founders of “The Ramones”, and material processes about what Johnny did, including battling against the cancer, reaching the Hall of Fame, and founding the Ramones. Standing against a realistic background, Johnny himself is shown to hold a banner reading “Ramones”, which refers to the band as a family of musicians. Growing long hair and bespectacled, Johnny gazes at the viewers, thus demanding their attention of him. With a medium (social) framing of shot, Johnny wears a black shirt. A phrase “Hey Ho” is apparently visible on Johnny’s right hand, which is an expression of disappointment. Interpretation: The text is clearly a veneration of a punk legend, Johnny Ramone. A story about a punk legend might resonate with school students who love a punk music, specifically Johnny Ramone’s songs, as they feel to be represented by the text. It is however doubtful that Indonesian school students, especially those living on the island of Lombok, would really know him, who died a dozen of years ago (2004). An intertextual context search on the website of the newspaper did not return any results. However, a Wikipedia search on punk as a subculture shows that it is known as a movement that is antiestablishment, anarchistic, anti-capitalism, anti-nationalism, drug-consumption, etc. even to include sex promiscuity among its members. Besides, punk is a sub-culture that ‘promotes’ anti-establishment or rebellion. Moreover, many of the punk sub-cultural traits diametrically contradict the educational values promoted by the Indonesian government. Explanation: The textbook authors’ use of the text was probably based on assumption (ideology) that including the text would empathize with punk fans among students. Globalization of English culture (especially punk) was probably the power behind discourse. This fact validates a claim by Yuen (2011: 463) that representation of Western cultures especially entertainment in local textbooks occur very frequently. This phenomenon was noted by Arngungu, whose study was cited by Shah et al (2014: 91-92), who evaluated a number of English textbooks in Malaysia on issues relating also alcoholism or drunkenness, sexual deviation and pro-Western culture and identified that foreign language textbooks contain a lot of instances of foreign culture that contradict the local cultural values and morals. 18
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Discussion A general scrutiny of the types of representations shows that the texts in the two ELT textbooks under study can be categorized into two: written texts and visual images. Written texts take the form of reading passages, conversations, titles and subtitles. By genres, the written texts are in the form of author-made stories, newspaper articles, diaries, postcards, website pages, and emails. By authenticity, the texts are comprised of author-written texts, adapted texts (usually by local newspapers from foreign newspapers), and authentic texts taken from foreign sources (including newspapers, websites). Meanwhile, visual images take the form of author/publisher-made drawings (drawings, comical pictures) and photographs (either colored or black and white) of humans, objects, animals, places, and sceneries. Despite of many of the texts in the textbooks contain relevant students’ socio-economic and socio-cultural status representations, a large number of the texts still show inaccurate, inappropriate socio-economic and socio-cultural status representations of the students in all aspects under study, namely education, occupation, social class, and lifestyle. Inaccurate education representations include superiority of Western education, stereotyping of students up to tolerance of bullying and violence at school. Next, occupational representation issues include ineffective workplace communications, paternalistic culture at work, fate of Indonesian overseas workers, even occupations contrary to local students’ status representations. Meantime, social class representation issues include promotion of America’s middle class life, arrogance of higher class to lower class, and foreign setting of occupation. Finally, lifestyle representation issues include promotion of Western (American) way of living, including living out-of-wedlock, same-sex (gay) living, adoration of punk sub-culture, and Indonesians’ preference of Western cultural products (movies, foods) over local products.. In all of the aspects studied, there was a pervasive presence of Western representations in the form of visual images (photographs) of Caucasian men and women, Western (English) persons or names, and even places (cities). They were so ubiquitous that almost no single chapter was free from this phenomenon. Moreover, there were no consistent patterns in their usage, i.e., they were used arbitrarily by the textbook authors just for the purpose of text production. The rationale for doing so was apparently because the discourses on preference and favoritism of Western representations that “truly” represent English have already been there in the social practices. Another possibility is that it was done out of commercial motives. Results of analyses of the texts using Fairclough’s three-dimensional model can be elaborated as follows: a) Analysis of the written texts using Halliday’s transitivity system shows that the texts employed all types of processes, including material, relational, mental, verbal, behavioral, and existential processes. The texts also contain linguistic features, including specific pronouns, speech acts, technical terms, metaphors, and use of several adjectives expressing feelings. Meanwhile, analysis of the visual images using Kress and van Leuwen’s multimodal perspectives shows that images were used to convey the meanings as intended by the textbook authors in terms of ideas, backgrounds, salience, color, gazes, vectors, and framing of shots, although interpretation of the images may contradict the objectives of the textbook authors; b) Analysis of situational and intertextual contexts of the texts shows varieties in the time and place of the text production and the texts being referred to. These include the fact that some of the texts were intentionally created or made by the publishers for the purpose of the textbook writing; some were clearly authentic materials as evidenced by the intertextual context references provided, some were materials adapted from other sources 19
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c)
d)
e)
f)
and were simplified for the purpose of fulfilling the objectives of the learning assignments; and some were authentic materials apparently taken arbitrarily by the textbook authors for the purpose of fulfilling the learning assignments; Analysis of the producer/publisher/book authors’ perceptions of the students’ socioeconomic and socio-cultural status representations shows that Indonesian school students have lack of exposure to the target (Western or English) cultures, hence they need to be exposed to Western cultures; students are in the fragile state of development or in a problematic period, hence tolerance of their expressions of negative feelings; and students (particularly SMK students) are undergoing training before they start their jobs, hence they should be exposed to workplace issues; Analysis of the interpreter/students’ interpretations of their status representations, however, shows the students may feel that they are being fed to learn a foreign (Western) culture and way of life so different from their socio-cultural backgrounds; the students may view that the texts just promote negative assumptions, feelings, and beliefs about school, subjects, or teachers and promote stereotypes about what a “good” student mean; the students may think that workplaces often have lack of ethics, do not respect workers’ human rights, promote paternalistic environment, and that they are powerless in the eyes of their superiors; Analysis of interpretation and explanation of the ideologies of the producer (book authors/publisher) shows that their ideologies can be classified into three domains: first, cultural domain, including Western hegemony over other cultures and peoples, superiority of native English over ‘local’ English; Western way of living such as allowing mature children leaving home, commitment to monogamous marriage, tolerance of living out-ofwedlock, preference of Western (American) cultural products, such as foods, movies over local ones; male domination over female; second, educational domain, including commercialism in the production of teaching materials, preference to use authentic materials to local ones, preference to use Western cultural representations, tolerance of minor bullying and violence at schools, acknowledgement of adolescence being a fragile, problematic, emotional period for students, and yet also commitment to traditional values/assumptions about morality; third, social domain, including paternalism at workplaces, underestimation of lower class by higher class, lack of confidence in Indonesian/local products, and powerlessness of Indonesian’s overseas workers; Analysis of the power behind discourse that shaped and influenced the producer (textbook authors/publisher) on presentation of the interpreter’s (student’s) status representations as identified in the textbooks shows that the power was exercised by both institutional agents, which include the government, the publisher, the recipient schools, and societal agents, which include globalization of Western culture (and English as a global language), Indonesian culture and values, Information and Communication Technology (Internet), mass media, and the market. The power relations among these agents determine what texts to be used for the textbooks and how they should be presented.
The findings of the study as described above have several pedagogical implications on ELT textbook writing and language teaching, as follows: firstly, ELT textbook writing should always put importance on socio-economic and socio-cultural status representations of the students being interpreters of the texts; secondly, textbook writing should at the most extent as possible use students’ local socio-economic and socio-cultural status representations on grounds that their use would facilitate the students in learning English by using representations that are close or familiar to them; thirdly, textbook authors should ensure that authentic texts that contain representations of target (Western or English) cultures that are aimed for cultural awareness should be those that are not against the stated objectives of the textbooks; fourthly, teachers should always adopt critical thinking perspectives in scrutinizing especially authentic or adapted texts that contain target culture representations and be able to 20
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
grasp the textbook authors’ ideologies; and, finally, students should be taught to adopt critical thinking to texts in their textbooks that especially contain representations of target cultures.
Conclusions and Recommendations The study found out that there were a large number of inaccurate, inappropriate socioeconomic and socio-cultural status representations of the students in the texts all aspects under study, namely education, occupation, social class, and lifestyle, which were marked by pervasive presence of Western representations that were apparently used arbitrarily by the textbook authors just for the purpose of text production. Using Fairclough’s three-dimensional model, the study found out that in terms of Halliday’s transitivity system the texts employed all types of processes and contained specific linguistic features and multimodal characteristics as analyzed from Kress and van Leuwen’s multimodal perspectives. The situational and intertextual contexts of the texts showed varieties in the time and place of the text production and the texts being referred to, while interpretation of the texts also shows producer’s and interpreter’s divergent, even conflicting perceptions of students’ status representations. Next, the study identified that the producer’s ideologies were within cultural, educational and social domains. Finally, analysis of the power behind discourse that shaped and influenced presentation of the interpreter’s (student’s) status representations in the textbooks includes institutional agents, namely, the government, the publisher, the recipient schools, and societal agents, namely, globalization of Western culture (and English as a global language), Indonesian culture and values, ICT (Internet), mass media, and the market. Based on the findings, this study provides the following recommendations: a) RI government, herein Ministry of National Education, should establish a team that is tasked to perform evaluation and analysis on socio-economic and socio-cultural representations in the textbooks that are going to be published by Indonesian publishers; b) Education stakeholders, especially education observers, teachers, parents, should always monitor and scrutinize representations of students’ socio-economic and socio-cultural backgrounds in their ELT textbooks; c) ELT textbook authors, in particular, should always take students’ socioeconomic and socio-cultural status representations as among the primary considerations in addition to linguistic and content aspects in writing ELT textbooks for the students; d) It is highly necessary to have ELT textbooks that contain local students’ socio-economic and socio-cultural status representations in that local education stakeholders need to collaborate to write, prepare, and produce ELT textbooks that contain local (NTB) socio-economic and socio-cultural backgrounds; e) Given the current status of NTB as a national tourist destination, more local contents focusing on tourism are necessary; and, f) For theoretical purposes, further studies employing Fairclough’s three dimensional model on students’ socioeconomic and socio-cultural status representations in ELT textbooks used at the lower (junior middle school/SMP) level and that using quantitative as well as the qualitative analysis be conducted.
Bibliography Baig, M. 2013. Analyzing the Advertising Discourse- A Journey from Sight to Mind. International Journal of Applied Linguistics & English Literature. Vol. 2 No. 1; January 2013, 126-35. Candrawati, P., Nitiasih, P.K., Seken, I.K. 2014. Sociocultural Aspects Representation: A Content Analysis on An EFL E-Textbook for the Twelfth Graders in Indonesia. In e-Journal Program Pascasarjana Universitas Pendidikan Ganesha. Vol 2. (no. page mentioned). Damayanti, I.K. 2014. Gender Construction in Visual Images in Textbooks for Primary School Students. Indonesian Journal of Applied Linguistics, Vol. 3, No. 2, 100-116. 21
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Dey, A. 2015. 15 importance characteristics and qualities of a good text-books. http://www.publishyourarticles.net/knowledge-hub/geography/15-importancecharacteristics-and-qualities-of-a-good-text-books/5733/, Retrieved on 1 March 2016. Ena, O. 2013. Visual Analysis of E-Textbooks for Senior High School in Indonesia. Unpublished Dissertation. Loyola University Chicago Fairclough, N. 1989. Language and Power. UK: Longman Group Limited Halliday, M.A.K, Matthiessen, C. 2004. An Introduction to Functional Grammar. London: Hodder Arnorld. (3rd Ed.) Hoepfner, Y. 2006. Critical Discourse Analysis: Analyzing the Beauty Advertisement Discourse: Dove’s Campaign for Real Beauty. Europa Universität Viadrina Jamalvandi, B. 2013. Realization of Culture in English Textbooks in Chinese High School Level. Pan-Pacific Association of Applied Linguistics, Vol. 16, No. 2, 89-101. Janks, H. 1997. 'Critical Discourse Analysis as a Research Tool', Discourse: Studies in the Cultural Politics of Education, Vol. 18, No. 3, 329-342. Koradzdi, Z. 2012. Images Matter: A Semiological Content Analysis of Gender Positioning in Contemporary English-learning Software Applications. Novitas-ROYAL (Research onn Youth and Language), Vol. 6, No. 1, 59-30. Lee, J.F.K., and Collins, P. 2010 Construction of gender: a comparison of Australian and Hong Kong English language textbooks, Journal of Gender Studies, Vol. 19, No. 2, 121-137. Qiu, J. 2013. A Critical Study of English Eco-hotel Profiles— Based on Fairclough‟s Threedimensional Model. Theory and Practice in Language Studies, Vol. 3, No. 10, 1879-86 Shah, S.K., Ahmed, M., Mahmood, R. 2014. Representation of Target Culture in the ELT Textbooks in Pakistan: Evaluation of “OXFORD PROGRESSIVE ENGLISH” for Cultural Relevance. Journal of Education and Practice. Vol.5, No.13, 89-102. Tomlinson, B. 1998. Materials Development in Language Teaching. Cambridge: Cambridge University Press Wikipedia. Daily Mail. https://en.wikipedia.org/wiki/Daily_Mail, Retrieved on 16 May 2016 Wikipedia. Punk subculture. https://en.wikipedia.org/wiki/Punk_subculture, Retrieved on 4 May 2016. Yuen, K-M. 2011. The representation of foreign cultures in English textbooks. ELT Journal. Vol. 65, No. 4, 458-466.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Enterpreneurship Development Training Needs for Indonesian Workers Post-Migration to Enhance the Independence business in the Eastern Lombok District Muh. Fahrurrozi Universitas Hamzanwadi, Indonesia [email protected]
Abstract The aimed of this study is (1) to produce enterpreneurship training needs such as, syllabus, tutor guides and enterpreneur modul to enhance independence business of Indonesian workers post-migration in the Eastern Lombok district by using 4-P models (adapted from Thiagarajan et al (1974) cited in Ibrahim 2009). (2) to explain the effectiveness of the independence business of Indonesian workers post-migration in the Eastern Lombok district. The method used in this research was research development model 4-P (adapted from Thiagrajan et al (1974) cited in Ibrahim 2009). The results of this research showed that (1) implementing education and training has not been optimally implemented by the labor offices in the Eastern Lombok district, even in the training is attending to be conventional. (2) the result of test product showed that overall the sets or the aparatures of enterpreneurship training, syllabus, tutor guides and enterpreneur modul produced well or adequate. The result of the field test can be shown while measuring the effectiveness of enterpreneurship training sets trhough pre test and post test that the enterpreneurship independence workers has significant difference between before and after the enterpreneurship training was given, so that the enterpreneurship business training is fit to use by the district lobar offices of West Nusa Tenggara. Keywords: enterpreneurship development training needs, independence business
Inroduction The condition of education development in Indonesia influenced by the economic development which is not good after monetary crisis which hit almost all the countries, and enlarge amount of the unemployment. In line with the growht of Indonesian population impact on the unemployment problems, deprivation, migration, and other sector population especially on the labor factor. With the high growth rate, will directly affect on the growth of workforce development and work opportunity. Based on the workfoce statistic, the crucial promblem which has been faced by Indonesia’s economic problem is unployment. It is not only about amount of the big unemployment, but also the high range of the unemployment itself. Job opening suplied by Indonesia is less, which means that job opening cannot balance the increasing of workforce. This is happening because the sector industry could not accomodate all the workforce in Indonesia, so it affects on the amount of unemployed or jobless. This kind of condition trigger them to immigrate abroad by becoming Indonesian workers (TKI/Tenaga Kerja Indonesia) as the alternative or the solution of the height amount of jobless in order to save their family’s life. This time, Indonesian workers (TKI/Tenaga Kerja Indonesia) post –migration has not optimally be noticed by the government. It caused there is no properity transition on the Indonesian worker life after or before the migration happen. Whereas they chose to be an Indonesian worker to save their family’s life. According to Bank Indonesia (2008) report that the result or the salary they got used to fulfill their consuming needs and did not used as a modal capital to continuance their life. The salary got from their work only resist two to three 23
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
years, after that their life will be back to normal, which means that their life will be back as before they work as Indonesian worker (TKI). Based on the result of survey which was conducted in Social Service Workforce and Transmigration in Eastern Lombok district that 90 percent Indonesian worker post-migration have not be able to have the independence business, whereas 95 percent of Indonesian worker post-migration having venture capital. Independence business is not owned because the government has not optimally give the productively program trough the enterpreneurship training given by the government, LSM (public interest group), other private (swasta) regarding to Indonesian worker post-migration. Enterpreneurship independence was not born and owned alike with the human character, but independence gained from stimulation process did in a scheme which is designed. Therefore, independence efforts of Indonesian workers business is very important to do through the enterpreneurship training activities. Training program is a program to educate, to teach and to train individual or group packet knowledge, attitude, and skills in a specific content (Burhan, 2012). Meanwhile, survey showed that empowering independence efforts for Indonesian workers post-migration is not optimally enaugh. This condition caused Indonesian workers did not have ability to create new livelihood as sustainability is the life of himself and his family. Based on preliminary survey, found that enterpreneurship manager program have not had sets of training as a guiding and supporting program. Sets of training is a plan for learning activities which consisted of syllabus, tutor guides, training modul, and assesment. Enterpreneurship sets of training for Indonesian workers post-migration can be shown from syllabus, tutor guides, training modul, and assessment. Whereas the existence of training sets is have an important role that is to support the performanced and to achieve the aimed of the training because the sets of training as the basic for the training organizer, tutor, and participant in creating independence effort. And then, sets of training also became a strategy and content of training. Sets of training designed with vary nuances based on the objectives of enterpreneurship training.
Method This research consisted of two research steps, they are 1) analyzing pre or before survey and 2) developing research. Pre-survey was done to find out the illustration of empowerment condition of Indonesian workers post-migration in the East Lombok district. Research development is aimed to produce sets of training based on tridaya as an empowerment of independence effort for Indonesian workers post-migration. Pre-survey The aimed of pre-survey is to find out general illustration of implementing empowerment of Indonesian workers post-migration in the district of West Lombok, trough this pre-survey will also illustrated the profile of them. Pre-survey activity was done to Indonesian workers which scattered throughout the East Lombok district which consists of 20 sub-district. Research Subject Subjects of this research was entirely or whole Indonesian workers in the Eastern Lombok district. The respondents determined from five sub-districts (20%) from amount of sub-district at Eastern Lombok district. And then, every sub-district determined three (3) village (20%) from amount of the villages in each sub-district. And then, the respondent has been chosed from each village, so that the number of respondents which obtained were 33 of Indonesian workers post-migration. 24
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Research Instrument Research instruments survey was in form of interview which was used to filter the data profile of Indonesian workers post-migration in Eastern Lombok district. Interview guides used was open-ended question or unstructured question which is not provides the desired answer. Interview guides developed by the researcher and validated by the promoter. The information filtered by interview guides were: 1) Indonesian workers post-migration pofile in Eastern Lombok district, and 2) Independence efforts. Data collection Stages of research conducted in this steps is: 1) questionnaire arrangements, 2) expert alidation, 3) interviewing the respondents of Indonesian workers post-migration in Eastern Lombok district, 4) the social services workforce and transmigration. Data analysis Collected data will be processed using descriptve analysis techniques such as frequency distribution, average, and percentage. Research Depelovement Exploration Research developmen is aimed to produce sets of enterpreneur independence effort for Indonesian workers post-migration training in Eastern Lombok district. The sets of training consisted of: 1) training syllabus, 2) tutor guides, and 3) training modul. Procedure of sets develovement The development of training tools developed in this study refers to 4D model of procedure development by Thiagarajan, et all (1974). Models of tools or sets developed consisted of four steps, they are Define, Design, Develop, and Disseminate or adapted become 4-P, they are defining, planning or designing, and developing. Steps of defining This step follows Thiagarajan idea (1974) that there are five basic steps in defining steps, they are 1) analysis of downstream and upstream, 2) analysis of respondents training, 3) job analysis, 4) and the formulation of training objectives. The aimed of this steps is to determine and define training requirement. Analysis of downstream and upstream Analysis of downstream and upstream was aimed to arouse the basic problem which is used to improve sets of training. The activity begun with the analysis of training curriculum, analyzed the relevance with learning theory, analyzed future challenges. And carried out the analysis regarding to the attitude knowledge and character in achieving final training objectives. Analysis of training respondents In this steps, the focus of analysis was on the characteristic, ability, and respondents training experience whether individual or in a group. Training characteristic analysis of respondents covers; academic ability, age and maturity, motivation, experience, ability in colaborating. Data source came from training respondents, The Social Services Workforce and Trasmigration and the relevant documents. Job analysis Job analysis was a procedure collection to determine the content of trainings’ material done by planing or specifying them in general. Analyzed the process of information. Analyzed the content structure of independence efforts. Concept analysis Analysis concept done by identifying main concept which is taught, arranged the relevance concepts systematically and specifically. 25
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Formulating of learning objectives This steps was done to convert the result from job analysis and concept analysis be the main learning objective. This obejectives as the basis in arranging the syllabus, tutor guides, and training modul. Curriculum analysis Defenition Analysis training respondents Job Analysis
Concept analysis
Formulating training objectives
Planning The initial design of training device
Draft I
Development
Expert validation
Draft II
Experiment I (limited)
Revision
ENTERPRENEURSHIP MODUL
Draft
Picture 1. Development Sets Training 4-P Model (adapted from Thiagarajan, et al. (1974) cited in Ibrahim. 2009)
Result and Discussion Based on the analysis which had been done to the result of finding while identification, in preliminary study which was done by looking at the documentation and interview the district labor offices eastern Lombok is as follows. Table 1. the result of exploratory study analyzes enterpreneurial training device Components Sets of training
Problems (Documen, Observation) The syllabus adapted from a wide range of existing enterpreneurship and some enterpreneurship books. Lack of workforce effort eastern Lombok district in enterpreneurial training to develop their own capital, based on the needs or interests of citizens studying of Indonesian worker post-migration, so inappropriate or unsuitable with learner needs and the result of training was not appropriate with the target wanted. There are no standard guidance tutor in directing learner/Indonesian worker post-migration, so the process of raining is not guided enaugh and less focus with the training objectives. 26
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Components
Procedure of enterpreneurship training
Problems (Documen, Observation) Enterpreneurship modul is sourced from the tutor. Conventional, the material in form of power point, and the common text books aranged by the tutor. Specially, the social workforce in eastern Lombok district did not use enterpreneurship modul as a guidance or basis in enterpreneurship training. Planing Problems Th eprocess of activity peparation did not involve the learners’ or the learners’ need. Do not hold the test needs of the learners, so it is unknown skills of the learners. The materials developed was systematically unplaned. Do not formulate the objective of training activity. The informant did not prepare a lesson plan in writing, wheter it is in form of modul or article. There are no tutor guidance/instructures in the process or learning activity. Operating/Implementing Problem The informant in every meeting did not explain the learning objectives in detail, it caused less response or the learners’ curiosness is also less. The materials was not in form of modul. Learning activity is based on practice, but the knowledge of practice itself was not gained yet. The learning process did not used creative and inovative learning method.
Unsur Manusia (Orang)
Media
Environmental elements (business world)
Evaluation Evaluation activities were integrated comprehensively was not good planed, so the benchmark used as a criteria for assessment of learning is not clear. Tutor educational qualifications are adequate and relevant to what is required residents to learn, but not fully utilized by the district labor office of eastern Lombok to develop training modules that to the learners need. Learners motivation and enterpreneurship wilingness or Indonesian post-migration is high enaugh, but the resource possed and the ability in managing the business is low enaugh. Besides, educating and training is exceedingly need in beeing business. Education building and training was sufficient, but the agency was not maximized in the use of empowerment of Indonesian worker post-migration in eastern Lombok district. Department of trade, department of eduacation, department of business, University, and Stakeholders have a big role in empowering Indonesian workers postmigration. The problem is, support and external potency 27
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Components
Problems (Documen, Observation) was not used maximaly related with the improving enterpreneurship sets of training.
Special findings related with the mechanism used by the social empowerment in improving sets of enterpreneurship training indicates a quite diverse situation. Research finding showed that the social empowering was adopting a wide range of training, as stated on the table 1 thething showed in sets of training components. Need analysis is reuired steps to determine the material or competency needed by the learners. This prelimineraly study seeks to reveal the need of enterpreneurship development training devices. It increases Indonesian workers enterpreurship knowledge post-migration in eastern Lombok district. Based on the discussion and interview about training needs gained the resul, that the learner or Indonesian worker post-migration needs educating and training. Training materials can be shown in table 2 as follows. Table 2. Training needs of Indonesian worker post-migration No 1 2 3 4 5 6 7
Training needs of Indonesian worker post-migration Understanding the enterpreneurship characteristics Capable in creating business idea Market research and business entity form Product marketing and marketing mix small business Submission procedures modal UMKM Practicing the budget registration UKM simply Arranging business plan
Data independence stance residents learned after using the device enterpreneurial training is a very good result against the independence of the learners. Completely displayed in detail in table 3 as follows. To clarify the result of analysis of business attitude independence people learn to use the frequency distribution in the form of percentage by seeing the highes score and divided by the 60 number of classes 80 – 20 = 60 15 . 4 Table 3. The Frequency Distribution Of Independence Business Attitude No Interval Class Frequency Percentage Clarification 1 20 – 34 0 0 Less independence 2 35 – 49 0 0 Independence Enaugh 3 50 – 64 0 0 Independence 4 65 - 80 33 100 Very Independence Sum/Total 33 100% Based on table 3 can be shown that the frequency data distribution of self-reliant attitude of business people learn from the 33 respondents showed that independence of people learn is very high. It shows from the result of frequency distribution of self-reliant attitude of business people learn. By those results it can be said that people learn or the learner which follows enterpreneurship training already has their independence attitude which is arise because the impulse itself 28
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
through educating and training which finally to take the inisiative in improving their ebusiness, full of confidence and effort, and got the satisfaction from their business and tries to operate their business without assistance of others as the characteristics of independence (Spencer & Kass, 1970).
Conclusion The result of experiment on components product development shows the percentage content of expert assessment result on (a) syllabus percentage of an assessment of enterpreneurship syllabus 21/24 x 100% = 87,5%, (b) percentage of assessment result on tutor guides 37/44 x 100% = 84,9%, (c) enterpreneurship modul 80/88 x 100% = 90,9% after converted with table convertion showed that enterpreneurship modul in suficient quaification. Whereas for the expert design (a) precentage of an assessment on the enterpreneurship syllabus 23/24 x 100% = 95,8% after converted with the table convertion showed that enterpreneurship syllabus in sufficient qualifications, (b) percentage result of the assesment on enterpreneurship tutor guidance for tutor 40/44 x 100% = 90,9% after converted with the table convertion showed that enterpreneurship modul guidance is in sufficient qualification. (c) percentage result of assement on enterpreneurship modul 43/44 x 100% = 97,7% after converted with the table convertion showed that enterpreneurship modul is in sufficient qualification. Assessment of the head of training manpower eastern Lombok district, the percentage result of the assessment of the enterpreneurship modul 80/88 x 100% = 90,9% after converted with the table convertion showed that enterpreneurship modul and tutor guidance are in suficient qualification. Individual test result of the assessment percentage is 405/440 x 100% = 92%, after converted showed that that enterpreneurship modul is in suficient qualification. Small group test, the result of percentage assessment is 642/704 x 100% = 91%, after converted showed that enterpreneurship modul is in sufficient qualification. Field test, percentage result of assessment is 2654/2904 x 100% = 91,39%, after converted showed that enterpreneurship modul is in sufficient qualification and tutor assessment percentage result of assessment on enterpreneurship modul 83/88 x 100% = 94,3% after converted with table convertion showed that enterpreneurship modul is in sufficient qualification, the percentage result of enterpreneurship modul sets entirely subject attain or achieve 91,47% (4047/4424) x 100 = 91,47. These result is in sufficient criteria. Suggestion Based on the result of research and development of this product, then there are some beneficial suggestions to those side: a. Policy taker (The Social Workforce District / City and Province as well as The Ministry of Workforce). This sets of training gave an alternative to enterpreneurship skills in increasing Indonesian workers post-migration and be able to increase learning independence or Indonesia workers post-migration. b. Workforce district / City and Province as well as The Ministry Workforce. This sets of training can be used as guidances or references in education and training by Indonesian workers post-migration. Besides, this sets of planning can be used as reference in education and enterpreneurship training by formal and informal institute. c. For Workforce Eastern Lombok district guidance to residents to learn or Indonesian workforce post-migration as enterpreneur a novice. A guidance can involve some suadaya institute which is proceed in the field of the empowerment. d. The learning (Indonesian wokrforce) post-migration. The enterpreneurship modul can be used as learning source or as a guidance in enterpreneurship learning or develop their business to be better. Thus, this sets of training can be used as a guidance or inspire them in their busines ot develop their business to be better.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
References Bank Indonesia. Kajian Ekonomi Regional Provinsi Nusa Tenggara Barat Triwulan II 2008: Bank Indonesia Mataram Burhan. 2012. Pemberdayaan Partisipasi dan Masyarakat. Hmaniora: Bandung Dinas Tenaga Kerja Dan Tranmigrasi/Disnakertran NTB, 2010. Data Dan Informasi Keteanga Kerjaan. Mataram: Disnakertrans Provinsi NTB. Dick, Walter, Lou Carey, & James O. Carey 2009. The Systematic Design of Instructional (7th ed). Upper Saddle River, New Jersy: Pearson Education, Inc. Sugiyono. 2012. Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta. Suryana. 2008. Kewirausahaan, Pedoman Praktis, Kiat dan Proses Menuju Sukses. Jakarta: Salemba Empat. Ibrahim. 2009. Pengaruh Model Implementasi Lesson Study Dalam Kegiatan MGMP Terhadap Peningkatan Kompetensi Guru dan Hasil Belajar Biologi Siswa. Disertasi Tidak Diterbitkan . PPs: Universitas Negeri Malang. Thiagarajan, S., Semmel, D.S. & Semmel, M.I. 1974. Instructional Development For Training Teachers Of Exceptional Children. Indiana: Indiana University Bloomington.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Developing Language Learning Material-Based On Literature Juanda Samawa University, Indonesia [email protected]; [email protected]
Abstract Important issues in teaching is to develop learning material in order to help students’ achievement and get objective. In curriculum and syllabus, it is justwritten in the form of subject matter. Thus, teacher needs to develop such subject matter. How to develop and utilize the learning material is also a problem. There is a tendency that learning materialfocuses on the book. Many sources can be used and exploited. Any book should not be a kind and should not be changed as often occurs during this time. Various books can be selected as a source of learning material, such prose, poetry, and drama.In Indonesian language, literature has not been so widely used in learning. So, learning material is linguistics oriented, although literature can be useful. An article shows, such as: (1) alternative model; (2)syntax of learning material based on literature. Keywords: model, material, and syntax of learning
Introduction Learning is acquisition or getting and a change in behavior... (Brown, 2007: 8). The goal is very closely to selection or determination of appropriate materials in order to help students to achieve the learning objectives. One reason is spelled out or written material is not specifically addressed in the curriculum or syllabus. Selection of materials including the type of material, depth, scope, presentation, treatment, and so on. Another problem relating to the material is to select the source of where the material was obtained (Henry Guntur Tarin, 2008). There is a tendency of the material resources focused on the book. Though many sources of material, for example, newspapers, pictures, prose, poetry, drama, songs, videos, and others. It is a thing that is presented in the learning process. In presentation that contains a description of the facts and principles or norms, which deals with rules, values, and attitudes as well as a set of actions skills. They are basically lists of cognitive, affective, and psychomotoric containing messages, information, and illustrations in the form of facts, concepts, principles, and processes to achieve the learning objectives (Iskandarwassid & Sunendar, 2013). Supporting learning material serves as a complement. Examples are books, magazines, video programs, leaflets, posters, comics, proses, poetries, dramas, and so on. These learning materials are generally arranged outside the scope of curriculum, but have a close relationship with its main purposes, namely to provide the deepening and enrichment for students. Teaching Indonesian also need material. Learning materials can take advantage of a literary work for the four skills. Receptive skills (listening and reading) and productive skill (speaking and writing) can be learned through proses, poetries, and dramas. This article discusses two things. Firstly, alternative learning models. Secondly, learning Indonesian -based on literary.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Review Literature The learning model has five basic elements (Joyce, Weil, & Calhoun, 1980), namely (1) syntaxs or steps of learning; (2) social system, is the atmospheres and norms in learning; (3) the principles of reaction, described how teachers should look, treat, and respond to students, (4) supporting system, all the facilities, materials, tools, or a learning environment, and (5) instructional and nurturant effects-learning outcomes obtained directly by the targeted objectives (instructional effects) and the results of learning outside the targeted (nurturant effects). The fithth constructivism learning model must be supported by good material.Material occupies an important position in learning (Tomlinson, 1984). Learning materials are the core of the curriculum that serves as a means of achieving the goal of learning process. The role of learning material for teachers, students and other parties is different (Iskandarwassid & Sunendar, 2013). Learning materialis well qualified and presented substantial (Henry Guntur Tarin, 2008). Substantially,they must meet the criteria, namely: (1) vision and mission of the school; (2) curriculum; (3) scientific principle; (4) needs of students. Meanwhile, to meet the criteria of presentation, include: (1) legibility; and (2) physically attractive. The sequence of techniques can be used in the decomposition of materials, such as: (1) chronological; (2) a causal; (3) structural; (4) logical; and (5) spiral. As support learning, materials would have to be established by considering the various principles in order to attract student interest. Materials are also prepared based on: (1) principles of scholarship, (2) principles of usability, (3) principlesof properly, (4) principles of presentation, (5) principles of integration, (6) principles of attractiveness.Learning materials developed through several steps: (1) preparation; (2) examining the sources; (3) studying the environment; (4) determination of learning materials; and (5) the preparation of learning materials.
Discussion Alternative Learning Model Here are 5 models of learning based on constructivism, namely: (1) reasoning and problem solving model, (2) inquiry training model, (3) problem-based instruction model, (4) learning conceptual exchange model, and (5) group investigation model(Joyce, Weil, & Calhoun, 1980). First, reasoning and problem solving model. The issue of education paradigm shift has been heavily touted, both concerning content and pedagogy. These changes include curriculum, learning, and assessment. The changes were recommended model of reasoning and problem solving as a constructivism learning alternatives. The ability of reasoning and problem solving is a major skills students need to have when they leave the class to enter and carry out activities in the real world. Reasoning and problem solving model has five steps, such as: (1) to read and think (to identify the facts and problems, to visualize the situation, to describe the setting solution; (2) to explore and plan (organizing information, described the diagram solving, create tables, graphics, or images), (3) to select the strategy (set pattern, test pattern, simulations or experiments, reduction or expansion, and logical deduction), (4) to find the answer (estimate, using computing skills, algebra, and geometry) , (5) to reflect and extend (to correct answers, to find another alternative, to extend the concepts and generalizations, to discuss solutions, formulate the problems varied original). 32
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Second, inquiry training model. There are three principles, namely: knowledge is tentative, humans have a natural curiosity, and they develop indivuality independently. Inquiry training model has five steps, such as: (1) to expose problems (to explain sprocedures, to present a situation); (2) to findproblems (to check the nature of the object and the conditions); (3) to review data and experimentation; (4) to organize, formulate, and explained; and (5) to analyze the process of research to obtain more effective procedures. Third, problem-based instruction model. This model accommodate constructivism involvement in learning and solving authentic problems. In getting information and developing an understanding of the topics, students learn how to construct a framework of issue, to organize and investigate the problem, collecting and analyzing data, preparing fact, constructing an argument, and working individually in problem solving. This model has five steps, namely: (1) teacher defines or presents problem or issue related, (2) teacher helps students to clarify the issue and determine how the problem is investigated, (3) teacher helps students to create meaning associated with the breakdown of the matter to be reported, (4) the organization of the report, and (5) the presentation (in the classroom involving all students, teachers, if necessary involving administrators and community members). Fourth, conceptual learning exchange model. The knowledge that has been owned by someone.It comes from the interaction with the environment. While the new knowledge can be sourced from intervention in schools that both can be conflict and congruent. This model has six steps, such as: (1) to serve problem conceptual and contextual, (2) to confrontate misconceptions associated with these issues, (3) to confrontate rebuttal following strategies demonstrations, and analogies, (4) to confrontate the proof of concept and scientific principles, (5) to confrontate the materials and examples of contextual, (6) to confrontate the questions to broaden the understanding and application of knowledge significantly. Fifth, group investigation model. It stems from the philosophical to the concept of learning. To be able to learn, one must have a partner or a friend. In 1916, John Dewey wrote a Democracy and Education. He initiated the concept of education that the class should be a mirror of society and serves as a laboratory for learning real life. He thought that primary education, are: (1) students should be active (learning by doing); (2) it should be on the intrinsix motivation to learn; (3) knowledge is growing; (4) learning activities should be appropriate to the needs and interests of students; (5) education should include learning activities with the principle of mutual understanding and respect for one another; and (6) learning activities should relate to the real world. With this contextual learning (early 20th century) followed by Katz (1918) and Howey & Zipher (1989). It is learning that helps teachers to connect the subject to real life that motivate their students to relate knowledge and the impmentation to a member of the family and society. Group-investigation model has six steps, namely: (1) grouping (to specify the number of the group, determine the sources, choose a topic, and formulate problems); (2) planning (to define what to learn, how to learn, who did, and what goal); (3) investigation (to exchange information and ideas, discussion, clarification, gather information, analyze the data, and make inferences); (4) organizing (to make group members to write reports, plan presentation reports, determination of the presenter, moderator and reporter); (5) presenting (one of the groups present, other groups observe, evaluate, clarify, questions or feedback); and (6) evaluating (each student to make corrections to each report based on the results of a class 33
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
discussion, students and teachers collaborated evaluate their lessons, assessment of learning outcomes that focused on achieving understanding. Learning Indonesian-Based onLiterature Learning Indonesian-based literature can be done in two ways. First, the core competency mapping (KI). It begins with mapping the basic competence to be achieved. The mapping will be known what the core competencies that are relevant to literature, then followed with a set of literary genres (poetry, prose, or drama) will be used. Second, starting from the determination of themes/issues. Organizing is not preceded by a mapping core competencies, but instantly determine the theme. Determination of the theme can be done by the teacher or the student. Once the themes discussed and agreed upon, then brainstorm. Teachers guide students to explore themes and classify with core competencies. The syntax of learning, especially for listening skills are: (1) to listen story, (2) to note exciting things, (3) to find the topic and theme, (4) to the make question, (5) to retell the story, and (6) to write the story. The following examples are presented ajarnya material. Step 1 to listen story
PINANG MASAKPRINCESS Once upon a time there was a great king in the area, which is now named Jambi. The king was very rich, but her face was very bad. There is not a single hair on his head grow. The King had been married a lot, but no one has pretty in sight. Therefore, he sent some people to other countries to see if there is a beautiful woman who deserves to be the queen. The armiesarrived in Minangkabau. In the country there is a girl who is very famous, child customary high head position. She was named Pinang Masak Princess. Her skin was yellow like a nut sunlit, stature, and her movements are very interesting. But her heart and willingness is hard as a rock. She wants to have a colony that can be governed and mastered. Many young people have proposed to marry her, but all were declined. But his engagement was accepted by Pinang Masak Princess as long as the king is willing to build a huge palace. The palace was to be prepared in time and the morning before sunrise.The King granted Pinang Masak Princess request. He gathered carpenters, masons, and aides to many thousands of people. Dusk was the right person to work. Did not stop all night. All got a very high wage. According to the agreement, the palace will be used if the chicken have been crowing. Roughly four in the morning, the palace is almost ready. Probably completed before the stipulated time. Actually Pinang Masak Princess dosen not like to be a queen and king scarred bald. She just wants to gain wealth and power. The wily daughter then went to the chicken coop and lamp brought and placed near a sleeping chicken. Rooster thought it was already noon, and then he crowed. Craftsmen stopped working. King was defeated and Princess do not marry to The King. Pinang Masak Princess is given half kingdom by him, while his property was also divided into two lots. Princess had not been satisfied yet. Greed arises in her heart. Then gathered soldiers and gave arms to fight The King who had given wealth. Therefore, the attack came suddenly, and The King was conquerred by The Princess. 34
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Pinang Masak Princess recognized by the people as a king. In vernacular language,Pinang means Jambe. The New King was named Princess of Jambe. This name gradually became Jambi.
Step 2 to note exciting things Step 3 to find topic and theme
Source: KTSP for Class 6 - To read the folklore! - To record the important things that contained in the text and give the reason! -
Step 5 to write story Step 4 to make question Step 5 to retell story
To read the folklore! To look for major basic thoughts that exist in each paragraph of the story above. To read the folklore! To make it a question sentence at least 10 questions! To change with mutual friends to work! To read the folklore! To recount according to his/her own language! To note the writing! To make a short story based on your idea! To write down the communicative language! To note the writing and development of the sentence!
The material serves as the means of achieving learning goals. The role of material for teachers, students and other parties is different (Iskandarwassid & Sunendar, 2013). For teachers, it could play a role, namely: (1) to add insight the substance in a comprehensive manner; (2) to support the learning process; (3) to facilitate teachers in organizing learning; (4) to facilitate teachers in determining appropriate learning methods and according to the needs of students; (5) to be a means/media learning; and (6), to enables teachers to plan learning assessment/evaluation. For students, material could play a role, namely: (1) can be hold students in the mastery of the subject matter to achieve competence proclaimed; (2) can provide information or add insight independently outside by the teacher; (3) can give you a real impression with regard to the material to be controlled; (4) can be a motivator to learn more about the matter; and (5) be able to measure the success of mastery learning material independently. Meanwhile, the relevant parties and the material could play a role, namely: (1) to encourage the parties concerned to facilitate the provision of learning materials required of teachers and students in the school; (2) to give feedback to teachers or authors of learning materials in order to study materials in accordance with the needs of students; (3) can assist in the selection of the media as well as other learning tools that support the success of mastery of learning by students; and (4) can be the means of reward (award) for teachers who creatively formulate and develop learning materials.
Conclucion 1. Constructivist learning model, such as: (1) reasoning and problem solving model, (2) inquiry training model, (3) problem-based instruction model, (4) learning conceptual exchange model, and (5) group investigation model. 2. Syntax of learning, including: (1) to listen story, (2) to note exciting things, (3) to find the topic and theme, (4) to the make question, (5) to retell the story, and (6) to write story. 35
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
References
Brown, H. D. (2007). Principle of language and teaching (5th Ed.). New York: Pearson Education. Henry Guntur Tarigan. (2008). Menyimak sebagai suatu keterampilan berbahasa. Bandung: Angkasa. Iskandarwassid & Dadang Sunendar. (2013). Strategi pembelajaran bahasa. Bandung: Rosda Karya. Joyce, B., Weil, W., & Calhoun, E. (1980). Models of teaching. New York: Prentice-Hall Inc.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The Startegy of Marketing Management of Cake Industry Through Social Media Instagram 1
Amiruddin, 2Nurul Faudiah, 3Mutia Ulfa University of Syiah Kuala, Indonesia Email: [email protected]
Abstract Technology of information can give a positive effect in the system of marketing by utilizing the social media marketing. The social media which mostly used as the alternative for bussiness is social media instagram. In Banda Aceh, it has been found that many young bussinessmen use social media as the facilitation of marketing. One of them is Ami Zaharau who use the social media Instragram by using an account in istagram as CakebyAmizaharau. The aim of this study is to know the strategy of marketing management conducted by Ami Zaharau in developing and promoting her bussiness of making cake through social account of istagram at her account. This study applied the method of kwalitative. Data and information was obtained by interviewing the key informan as the owner of the business. Before the interview was done, the researcher conducted non-participatory observation by using smartphone and documented the data from instagram at CakebyAmizaharau account. This was done to gather the information about the strategy of marketing management toward the posted pictures of the cake by the owner of the business. The result of the research showed that the business namely CC become famous because of the use of the media of istagram. Ami Zaharau as the business owner keep trying to inovate to promote and get reputation of her cake business by applying various strategy that was fixed with the on going condition as an effort to improve the reputation of the business. To deliver the information of asking and answering, Instagram is connected to social website namely LINE which is tagged in the column of the biodata of the Instagram. LINE is used as the connection for the information of the price, the system of ordering, choosing the kinds of cake, cake decoration, and the process to pay the ordered cake until the way to take or receive the ordered cake. This strategy is done as manifestation that prioritize service and confort done by the owener of the business for the candidate consumer and the consumer of CC. Keywords: strategy, marketing management, instagram
Introduction In this global era, in which the business is getting more competitive, every business conductor is expecting that their business can be run very well in accordance with the development of the era. The marketed products previously had been made through the quality process and its specialty that is able to improve the satisfaction of the consumen. Consequently, the customers are willing to return enjoying what is offered by the owener of the business so that they become the permanent customer. In order to be able to compete, the businessmen should pay their attention to the system of distributing their product. This is not easy to do since for distributing a product, it is needed marketing management that is suited with the development of the era, as a result, the production can be quickly known by the market. One of the main problem that become the obstacle in marketing is there are many competitors in the market itself, not only from the similar business butalso the other kind of business. This should be seen as the responsibility that must be concidered by a business if it is expected that to be exist in the the business competition. The sharpening competition and the changes become the issue that need to be learned in the case of marketing management in order that it 37
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
can proactively anticipate the changes happening at the present as well as in the future. In connection with this issue, Kotler (2007:4) assert that “monetary success is frequently depended on the competence of marketing. A company frequently posite the Chief Marketing Officer (CMO) as the same level of the other chiefs. The good marketing is not an insidentical, but the result of thorough plan. The practice of marketing is improved and renewed at all over industry to improve the success opportunity. The system of the marketing is devided into two kinds: traditional marketing and social media marketing. Traditional marketing is a system used at the first time tend to be used by a businessmen to market their products. In traditional marketing, people applied some kinds of promotions such as in the form of brochure, flyer, tv/radio, people networking, directmail, seminar/workshops, tradeshows/events. Since the development of technology and information, it has been found a system of marketing by using social media which is so called social media marketing. Social media marketing or social media for business is the first choice that is used in term of marketing management. This is well-known as online shop marketing. This system contributes such benefit especially in term of time and monetary. Compared to the conventional business which identic as a shop or warung. In this system, the way to promote is by sharing flyer, flyer, brosur, banner or even paying entertainment at radio or television. Along the development of the system of marketing through website, blogger, margin advertisement, the marketing using ssocial media is mostly used by the businessmen in marketing their products which is known as the system of online shop marketing. Social media has been a routine activity of its user to see their timeline in their account. The social media that is usually used for marketing is Facebook, Twitter, Instagramdan Path. But at present, Istagram is mostly used to promote a bussiness. Instagram is a social media which is different from the other types of social media as it is only posting the pictures with the caption for describing the posted pictures. Moreover, in this social media, the account of national and international celebraty is free for the promotion. This will make the name of a bussiness is easily spread out to the national and international scoupe if it is used very well. The kinds of bussiness that usually use social media is the bussiness of good and services. The products that usually is found marketed in socoial media of instagram is ladies and gentlemen fashion, beauty products, household products, wedding souvenir, food, drink, and the other service bussiness such as wedding organizer, travel, photograph, etc. One of the popular brand Nike also use Instagram as one alternative of its marketing management in which its followers has been 14,4 billion by April 21 in 2015 with 781 postings. In Banda Aceh, it is found some owner of the instagram account use it as promoting and promoting their bussiness. For example, Rachmeemakeup is the account that offer the service of make up, wedding equipment rental, wedding dress, graduation celebration dress. This account has 450 followers from 175 posting pictrures by April 21 2015. Another example of instagram accout used as management marketing in Banda Aceh is Artfanisme which is used for maketting a bussiness on logo design owned by a studnet of law faculty of Law Faculty of University of Syiah Kuala registered in 2011 that has 148 followers with 31 posted pictures. From those various kinds of business that apply the marketing management using the social media of Instagram, the bussiness of food also offer many kinds of food and drink, one of them is the business of cake. Cake is a kind of unique food where its development is very 38
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
fast, not only the development of the kind of cake, but also its decoration. This kind of business is frequently found in Instagram. For example, in the island of Java, it is found an Instagram account which promote a kind of cake where, on 21 April 2015 with high number of followers is an account namely Dulcetpatisserie with 445.000 followers 709 posting of pictures. While in the area of Banda Aceh account of CakebyAmizaharaudengan reach 7.993 followers and 3.297 posting pictures, Maroon_CP with 3.508 followers and 891 posting pictures, and Delicia Cakes with 2.758 followers and 489 posting pictures. On the account of CakebyAmizaharau gave the name of the business as CC is a business of cake that offer various kinds of cake, with typical decoration using icing. The success of this business is not only caused by the highest rating of the followers of she has gained, but also since this is a home industry business. Moreover, it is owned by a young business lady. For this reason, the present researcher is interested to do a reseach. It is expected that it will be able to motivate the present researcher to do further research. Furthermore, it is also expected that this study can be as reference for the youth of Indonesia especially those who major the program of food speciality in the faculty of Teacher Tarining and Paedagogik.
Methode This study is descriptive study with the qualitative method that give a description about an upto-date phenomena. The object of this study is the strategy of marketing management of cake business through social media of Instagram. The marketing management covers the variable of marketing mixture so called 4 P: Product, Price, Place, and Promotion. These variable will be seen from the application in the social media of Instagram at CakebyAmizaharau account which become a reference in the variable of promotion that is used in the business of cake. Data was collected by using the technique of observation, interview, and documentation. Data analysis was done by applying a technique such as data reduction, data presentation, and conclusion drawning (revealing by Miles and Huberman in Yuddi, 2008:37).
Strategy of Marketing Management Marketing management run by the CC business is adjusted with the concept and the development of the age. In the beginning of the business, it applied the marketing strategy by using the social media web namely Blackberry Massanger (BBM). By the end of 2013 the owner started using the social media of Instagram, as her private account. In the private Instagram, the owner of the business uses her name as the account itself that is Ami Zaharau. As the time progress, the business owner started posting the production of cake at her own account of Istagram. Hoever, the owner finally changed her account that is used for her business from Amizaharau to become CakebyAmizaharau. As the increasing of the posted pictures, the owner of the business felt that her business account had no specific use. Therefore, the business owner deleted the pictures which were not in line with the production of cake and created an album in the account of CakebyAmizaharau namely CC. Furthermore, Ami Zaharau reveals that using the management strategy of marketing through social media give more benefit viewed from cost and time, because it can be done whenever and wherever by using the android/Ios with the internet package. This also become the reason of the business owner to only choose to use one management strategy of marketing in running her business eventhough there are many other kinds of management strategy of marketing. Besides the business owner only need android/Ios and internet package, the business owner also have other reason in choosing Istagram as the strategy of marketing management.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The result of interview of the researcher to Ami Zaharau, the reason Zaharau (2015) chose Instagram as the marketing management was “because we need the pictures and the process is not very difficult. At the first time, if there was an order, a customer came directly to the house where it is produced for only making an order and asking about cake price, size, decoration and the system of payment. It has ever happened that the condition of the cake industry house was full of people who made long queue for looking at the pictures of the sample cake and waiting for their order. This really made the customer as well as the business owner were very busy since I was still as student and it was imposible for me to stay all the time to serve the customers”. Furthermore, the positive effect of using social media of Instagram in the strategy of marketing management according to Zaharau (2015), is ”beside it can be used as a photo album of the cake production, it can also make the customers get easy to decide a choice in choosing the cake which is matched with the price without directly coming to the house of cake production”. The function of the marketing management is to communicate a value of the businessman for the customer. This was later mixed with the decisions about the marketing activities. To inprove the value in marketing management that is frequently called marketing mixis used 4 group revealed by P. Robert Lauterborn in Kotler dan Kevin LaneKeller (2007:24) stated that, “four P seller related to four C costumer, those are: Product, Price, Place, Promotion”. Product The Concept of Cake that is Offered by the Business of CC At the begining of opening a business, the product offered by CC only the kind of cup cake with the decoration made of buttercream with the decoration of rose flower made from the butter cream which has been colored by using the food colour. As the progress of the business, variation and decoration increase with the inovation of reciepe and technique of decoration which is learned by the owner of the business from internet. This was done in order that the customers are not getting bored with the product offered by cake CC and to make the cake busines is different from the other cake business. In term of the business, CC cake has high esthetic value, it can be seen from the products that are posted at CakebyAmizaharau account in social media Instagram, as follows.
The ScreenShoot taken from Instagram at CakebyAmizaharau account Viewed from the variety and quality of the product, Ami Zaharau prioritize the taste and kinds of cake such as blackforrest, cheesecake, rainbowcake, ombrecake, oreocake, cup cake, etc.. The cake business namely CakebyAmizaharau has special characteristic that is from the icing, it use fondant which is adjusted based on the customer order. Ami Zaharau use the simbol CC at every cake as the identuty of her product which is clipped on the cake botton layer. 40
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Two of ten in “P1” noted in the marketing mixproduct in the business of CC is the service and guarantee. In term of the service, Ami Zaharau doesn’t serve the delivery order, but the consumers take the cake by themselves in the house of CC industry. In addition, Ami Zaharau doesn’t give any guaree on the customer order. The customer must take their own order to the house of CCindustry to avoid the demage of the cake. Price The prices of the cake is listed by Ami ZaharauCC at the autotext at her Ios. This is to make easy for the costumer to ask the price. Autotext is the text that is set using specific keyword. To install the outotext, the android/ios users must download at Playstore/Appstore namely the aplication of SmartKeyboardTrial. Ami Zaharau as the owner of this business also use the aplication of autotext. This can be seen when someone ask about the price, it will display a long explanation automatically as a respond to the customer. The list of the price of CC has been writen with the kind and design of the cake. List of CC Cake (2015) No. 1.
2.
Kind of the Cake Black Forrest/ CheeseCake
Tiramisu
Spesifikation
Shape
Fullfondant/ Cream/ Coklat
Round
15 cm 20 cm
150k/135k/150k 230k/230k/230k
Square
20x10 cm 15x15 cm 20x20 cm 30x30 cm 15 cm 20 cm 30 cm
150k/135k/150k 180k/180k/180k 230k/230k/230k 400k/350k/350k 135k/150k/170k 230k/250k/320k 400k/450k/600k
20x10 cm 20x20cm 30x30 cm 15 cm 20 cm
135k/150k/170k 230k/250k/320k 400k/450k/600k 230k 380k
20x10cm 20x20cm 15 cm 20 cm
230k/150k/150k 380k/300k/300k 150k/180k 230k/300k
20x10cm 20x20cm 18 cm 20 cm
150k/180k 230k/300k 200k/280k 250k/330k
6 cups 9 cups 12 cups
85k 125k 180k
Ordinary/ Chocolate edge / Fulltopingstra wberry
Round
Square
3.
Rainbow and OmbreCake
Fullfondant/ TopFondant / Coklat topping
Round
Square 4.
Green tea/ Strawbery /Milk Chocolate
Ordinary/ Fulltopingstra wberry
Round
Square 5.
Oreo
6.
Cup Cake
Ordinary/ Fulltopingstra wberry Creamrose
Round
Cup cake round
41
Size
Price
Note Tis price include 2 fondant dolls
Strawberry Decoration (fruite), chocolate
The price include 2 dolls
-
-
Minimal order 6 cups Only available 2
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
taste: Cheese/Cho cochip 7.
Cup cakeClasic
Taste choices: Oreo, cheese, strawberry, blueberry, greentea, kitkat, chocochip
Cup cake
6 cup 9 cup 12 cup
125 k 185 k 245 k
Notes - Doll addition for the cake : *Ordinary 15 k/doll *Special T-shirt 25 k/doll *Cartoon 25k/doll - The price can be modified depend on the size of decoration and the taste of the cake.
In the languange od social media, “k” refers to the number of digit 0 for 3 times. Fo example, 150k means 150.000. While “m” refers to 6 times 0 for example, 1m means 1.000.000. Promotion The promotion of CC industry only use the social media Instagram. From the result of the promotion using the up-to-date technology, Ami Zaharau can get high omzet as seen from the number of the in three months in 2025 (May, Jun, and July) as noted in the following table. Table of CC Cake Sale in 2015 No. Date and Month Total Days Total Order Note 1. 11 May to 31 Mei 21 days 97 cake 2. 4 June to 27 June 24 days 75 cake 3. 2 July to 11 July 10 days 27 cake Looking at the result of selling the CCcake for three months, it was found that the sale decrease in every month. It can be calculated that in may, an open order was started on May 11 until May 31 or for 21 days, with total order 97 cake. While in June, there was 75 cake during the open order for 3 days. Total cake sold in May and June seems decrease about 23 cake. In June, the open order was opened for 10 days. This is because in Jun was the time for the moslem to do fasting in Ramadhan. Since the owner of the business is also a student, she spent most of her time for studying. So, the total of order in that month was 27 cake. Viewed from the number of followers at the social media of Instagram was 9.180 (29 Juli 2015), the number of selling should be increasing. But it was shown that the result of selling decrease in last three months. The following is the result of interview with the owner of the business Ami Zaharau (2015) revealing that “actually, the number of the order was stable, I dicided myself the number of the cake that is sold. For example, in this month I only open until May 11 because of the Ramadan month. Moreover, I must take a special course in the college where I study, so I could not make mauch cake. In other words, if I wanted to accept the order of customer, the number of selling would increase. I had ever sold 150 cake for one month. In the other hand I had ever sold only 12 cake in a month in which my condition that I have to focus on my study. So, in ordering cake, I decided how much cake can be ordered.”
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Place(Distribution) The business of CC cake use the address of the house of the business owner as the address of the industry of the cake. The costumer came directly to the house to take their order. Ami Zaharau use her house as an alternative for the location of her business because she does not need to rent a shop. Furthermore, Ami Zaharau does not provide ready stok cake in the house of cake industry, because the cake has a limitation for the duration of storage, moreover, the customer order is different from time to time. So, Ami Zaharau makes thre cake based on the customer order.
Conclusion There are some benefits as well as obstacles in appying the strategy of marketing management on the business of CC. The benefit that influence the success of this busuness is the personality of the business owner and the choice of marketing management system that is siutable with the development of the era that use the social media, especially Instagram. However, it is still found some obstacle in the business of the cake, that is the seond P system in marketing mix that is the Price related to the way of ordering and the period of payment. It is caused by the problem in the payment transaction process. Besides, it is found that some customers who have paid for an advance but they didn’t pay the rest of the payment and didn’t take the cake either.
References Kotler, Philipdan Kevin Lane Keller. 2007. ManajemenPemasaran.PT. Macanan Jaya Cemerlang. Jilid 1 edisi 12. Alma, Buchari. 2005. Manajemen Pemasaran dan Pemasaran Jasa. Bandung: Penerbit Alfabeta. Cetakan Keempat. Ami Zaharau. 2015. Wawancara: 15 Juli 2015. Faridah. 2008. Cake Decorating UntukPemuladanMenengah. Jakarta: PT. Elex Media Komputindo. Keegan, Warren J. 2004. ManajemenPemasaran Global, EdisiKeenam, JilidSatudanJilidII, Jakarta: Prenhallindo. Kotler, Philipdan Kevin Lane Keller. 2008. ManajemenPemasaran. PT. Macanan Jaya Cemerlang. Jilid 2 edidi 12. Kotler, Philipdan Kevin Lane Keller. 2005. ManajemenPemasaran. EdisiKesebelas, Jilid I. Alih Bahasa: Benyamin Molan; Editor: YennaWaldemasJakarta: Indeks. Kriyantono,Rachmat. 2007. TeknisPraktisRisetKomunikasi. Jakarta: KencanaPrenada Media Grup. Lauterborn, Robert F dkk. 1993. IntergratedMarketingCommunications. Lincolnwood: NTC Publishing Group. Miles, Mattew B dan A. Michael Huberman. 2007. Analisis Data Kualitatif. Jakarta: Universitas IndonesiaPress. Moleong, Lexy. 2010. Metode Penelitian Kualitatif. Bandung: PT. Remaja Rosdakarya. Mulyana, Deddy. 2006. Metode Penulisan Kualitatif. Jakarta: PT. RemajaRosdakarya. Prakoso, Aldiandkk. 2014. Mobile Mantra Uang. Jakarta: PT. Gramedia. Trezise, EthaMargaretha. 2013. Cake Decorating. Jakarta: PT. Gramedia. Usman, Husaini. 2009. ManajemenPraktek Dan RisetPendidikan. Jakarta: PT. BumiAksara. Zerella, Dan. 2010. The social Media Marketing Book. Jakarta: PT. Serambi Ilmu Semesta.
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Curriculum Of Elementary Teacher Education: a Study at Kochi University and Sriwijaya University 1
Yosef, 2Masayuki Kato, 3Azizah Husin, 4Sri Sumarni 1, 3, 4 Sriwijaya University, Indonesia, Kochi University [email protected]
Abstract This study aims at comparing elementary teachereducation curriculum at Kochi University and Sriwijaya University. To achieve this aim, this study chooses interview, observation, and document analysis as methods of gathering data. Respondents involved in this research are Dean of both faculty, heads of study program, lectures, principals of affiliated schools. The study finds some similarities and differences system between both universities in preparing prospective teachers in term of formal curriculum. Such system is developed as response faced each country where both universities areoperated. Keywords: elementary school, teacher education, formal curriculum
Introduction Elementary school is positioned as basic education around the world. Children who are successful academically, personally and socially in elementary school tend to bear the similar success to the next level or even their satisfactions in the adulthood live. Concerning high academic performance in some countries and vise versa in other countries there are a number of facts to be noted. In a number of student assessments, Japanese students’ achievement on mathematics, reading, and science as indicated in Programme for International Student Assessment (PISA) 2012 (OECD, 2013) is the highest among 65 countries in the world. The success of Japan in educating children cannot be separated from its effort to prepare prospective teachers. More clearly, the preparation of teacher candidatesin Japan has positive effecton establishing effective school in which its characteristics are identified by Sammons, Hillman, and Mortimore (1995). This in turn gives significant impact to students’ achievement. A big question addressed in preparing prospective teachers is why Japan’s universities are successful and other countries are not. Teacher education is important business for many countries. To support this importance, many countries improve their prospective teacher education at higher level. It is in college or faculty of education.For example, responding to a report of International Education News (February 2015) showing low performance of Norwegian students on PISA, Norway acknowledges that weak system of teacher education is considered to be one of the key problems. Closed to Norway’s teacher preparation, Finland was not succeeding educationally in the 1970s. To catch up its unsuccessful Finland calls for change to teacher education, both in terms of curriculum and pedagogy (Shalberg, 2011; Darling-Hammond, 2015). In addition, Sahni (2015) has reported that although primary school enrollment increases significantly in India, the dropout rates continue to be high and the quality of learningchildren are not achieving class-appropriate learning levels. To solve the problem India call for change to teacher education, both in terms of curriculum and pedagogy. Every country develops a system of teacher preparation that is suitable to its own needs. At 44
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higher education level, some countries appoint to a two-years or three-years diploma’s degree. Others required to teacher candidates to have bachelor’s degree. According to FeimanNemser (2011) recently most teachers enter teaching by means of a four-year, undergraduate program, with its curriculum focuses on educational and professional subjects (Ingersoll, 2007) or general education and professional education in Cruickshank’s terminology (1985). In context of educating prospective teachers, one of national universities that have contributed to such successful in Japan is Kochi University. Located in Kochi Prefecture and established 1949, Kochi University has well reputation in higher education among national universities in Japan. Its faculty of education (Kyouiku Gakubu) has obligation to prepare prospective teachers in all school levels. As national university it has developed teacher preparation system that fulfills Japan education standard.Tied by the Japan educational system regulation,this faculty has developed elementary education teacher preparation system where its graduates are accepted in labor market locally and nationally. In line with its current position quality and an eager to increase itsservice quality and reputation in international level and to answer the above big question, Sriwijaya University,a national university that also offers elementary school teacher education, needs to study the successfulstory of elementary school teacher education of other countries. This initiative is not to degrade its image butmerely to learn from the best practice of their teacher education counterparts. Kochi University is chosen since its offer better education for prospective teachers and its graduates has well reputation in teaching children. Studies in Japanese teacher education pertaining its system have been done by researchers. Some of them, too few to mention, are English education (Mizuno, 2004), teacher education (Aakre, 2013), and in-service teaching training (Bayracki, 2009). In term of system perspective, Sriwijaya University can consider many aspects of elementary teacher education in Kochi University to compare.The study may be focused on comparing raw input (children), instrumental inputs (e.g. teacher, parent, curriculum, management), or environmental input (safety, weather). The current study is focus on describingformal curriculum of elementary teacher educationof both universities in assumption that it is importantpart of education system that determine process and output of teacher preparation.
Methods To achieve the objective, the study adoptsqualitative research where the researchers interview the participants of both faculties.The participants of the research arethe Deans and Vise Deans who lead each faculty, the head of study program, and principals of affiliated elementary school at both universities. Researchers use in depth interviewto gather data from the respondentboth at Kochi University and Sriwijaya University. The questions in the interview focused on the formal curriculum. The researchers also use document analysis as method of collecting data. In addition, the researchers observe the facilities and affiliated schools. Data analysis of this study areorganized by following steps: (a) determining suitable type of analysis, (b) categorizing data according to the results of interview, observation, and available documents, (c) making connection between different data, and writing the results based on theme and research questions.
Results Japanese education currently is regulated according to Basic Act on Education (Act No. 120 of December 22, 2006). Chapter 1 of the Act stipulated aims and principles of education in 45
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Japan. Article 1 states that “Education shall aim for the full development of personality and strive to nurture the citizens, sound in mind and body, who are imbued with the qualities necessary for those who form a peaceful and democratic state and society.”Meanwhile, in Indonesia, education is regulated by Act of The Republic of Indonesia Number 20, Year 2003
on
National Education System. Article 3 clearly stipulates the aims of education. “The National Education functions to develop the capability, character, and civilization of the nation for enhancing its intellectual capacity, and is aimed at developing learners’ potentials so that they become persons imbued with human values who are faithful and pious to one and only God; who possess morals and noble character; who are healthy, knowledgeable, competent, creative, independent; and as citizens, are democratic and responsible.” The authorization of education in Japan is under a ministry. The ministry does not only manage education from kindergarten, primary school, middle and high school, and higher education, but also encompasses culture, science, and sport. So that it is named Ministry of Education, Culture, Science and Sport (MEXT). Indonesia is a little bit different compared to Japan. Under the 2015 regulation it has two ministries of education: Ministry of Education and Culture and Ministry of Research and Technology and Higher Education. The former manages education in kindergarten, elementary school, secondary level, non-formal education, and culture matter. Meanwhile the latter specifically coordinates higher education and research and technology. Overall both countries have formal education where basic school is one of the streams beside secondary education and higher education. Japan names the first parts of basicschool as “Shogakko” (elementary school and Indonesia has “Sekolah Dasar” and Madrasah Ibtidaiyah (Article 17). Elementary school together with junior high school in both countries is compulsory education. To support education at elementary education level, either Japan or Indonesia prepares their prospective teachers at higher educationlevel (Japan: Daigaku; Indonesia: Universitas, Institut, or Sekolah Tinggi). Education Act of each country permits community to participate in preparing prospective teacher through private university. In Japan such institution is named Faculty of Education as part of a university. In Indonesia most universities have Faculty of Teacher Training and Education (FTTE) or Faculty of Education Science (FES).Another institution that has teacher education is Higher School of Teacher Training and Education (STKIP). This institution may havea study program of elementary school teacher education. Kochi University and Sriwijaya University have developed teacher preparation education system that although both are categorized as national university, they still have their own uniqueness. So that it is important to describe more deeply teacher preparation in general at each university before analyzing further elementary school teacher education. Faculty Aims Faculty of Education at Kochi University---based on liberal and creative education and research policies through collaboration with the local community---aims to produce outstanding teachers who can nurture the infinite potentials of human beings. It also aims to send forth graduates equipped with high degrees of specialized knowledge of their subjects and teaching skills based on extensive knowledge of their specialized fields. At Sriwijaya University, the aims of FTTE are to produce (a) qualified and professional graduates;(b) research in education science, technology, art, and information applied to increase education quality and used as information sources in education field; (c) improving education quality that is suitable to society needs through community services; (d) good 46
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governance directed to promote professionalism in supporting three pillars of tertiary education activities, (e) and collaboration with other institution that supports its vision attainment. If each aims are compared it seem that both faculties have similar goals in common. Kochi University and Sriwijaya University intend to have graduates who have outstanding competencies in teaching students. They also define research and collaboration with community as integral part of its effort to prepare prospective teachers. The differences are the former defines its aims directly and clearly meanwhile the former define its aims in more general terms. Courseworks Curriculum of elementary school teacher education (ESTE) at Kochi University is developed based on regulation stipulated by MEXT. Every studentenrolled in Faculty of Education has to take course 149 credit hours in order to graduate and have bachelor’s degree in ESTE. A student must study for at least 4 years. Its curriculum consists of general (common) education subjects and education (professional) subjects. The subjects follow "Education officials license Law" and "Child Welfare Law”. Specifically, students who are enrolled in education science course (former regulation) should take 12 credit hours of first-year courses, 18 credit hours of liberal arts, 34 common specialized courses, and 85 specialized subjects. Total of taken courses by students is 149 credit hours. All students who want to enroll in elementary school teacher education at Kochi University must take the first year courses. TheseCourses have transformation of learning and career formation characters. In general the aim of the first year courses is to introducestudents to university learning and task-based practical seminar. The purposes of the first are (a) to transform approaches in learning from teacher-orientated to student-orientated instruction, (b) to help students envisage their employability for their future careers and what abilities they need to acquire by the time they graduate, (c) to help student to raise their understanding of the significance of universities and academe especially with regard to Kochi University. First year subjects are addressed to freshman and sophomore students. There are two kinds of subject in the area of basic skills. The former is First-year English focusing English Conversation and the second Information Processing. The first is intended to (a) help students to learn practical English skills at level appropriate for university students; motivate them to acquire throughout their academic career the capacity to learn independently; stimulate their interest in language and culture, and help them to gain and develop the basic know-how; and develop awareness necessary for cross-cultural understanding and international coexistence. For this purpose the students are streamed into classes with students of similar ability based on the results of a placement test and provide English language classes taught by native speaker (i.e. English conversation classes). Meanwhile, Information Processing is intended to help students gain necessary abilities to handle information, i.e. to acquire information literacy. The next is motivation for university research: content of the subject is introduction to university research. This subject intended to (a) provide instruction to help students prepare for specialized education, (b) motivate students for acquiring and developing a prospective view of specialized education, (c) to help students to develop a particular identity appropriate for each faculty and department, (d) to help students to develop proficiency in Japanese language skills through oral presentation and class summary reports. Meanwhile the latter subjects are intended to (a) promote and develop students’ initiative and self-motivated learning, (b) to help students understand differences of opinion and viewpoints, to know themselves, and find their own space for improvement, and (c) to help 47
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them understand the significance and method of learning through communication in small group. Courses categorized to liberal arts are subjects considered essential for students to know in order to take an active part in civic life. Students who are enrolled at Faculty of Education should take liberal arts courses consisted of 18 credit hours. Liberal arts and science subjects comprises of Humanities, Social sciences, Life and medical science, Natural science and Foreign languages. Common specialized subjects are subjects of general education.It consists of foundation courses and career support courses.Examples of courses are teaching introduction, curriculum theory, moral teaching. Meanwhile at specialized courses students who are enrolled in ESTE have to take 85 units of the specialized subjects opened by the Faculty of Education.Examples of courses are elementary social studies, elementary science or elementary mathematics. At Sriwijaya University, every student enrolled in ESTE Study Program has to take course 144 credit hours in order to graduate and have bachelor’s degree (S1=Sarjana). Curriculum 2015 of ESTE has graduate profile that pictures what competencies graduates have after they complete course works. They are expected to be educators, researchers, as well as educational practicians and consultants at elementary school level. Based on this profile, ESTE develops course works that help students to master them. Courses are grouped according to their characters and related to competencies have to be mastered. They are: (a) Personality developing courses (10 credit hours): the subjects aim at developing citizenry who believe and have faith in one God and noble,have good personality, independent, and responsible to society and the nation. (b) Educational knowledge and skills courses(13Credit hours): the subjects aim at preparing students to master the basics of certain knowledge and skills. (c) Working skills courses (76 credit hours): the subjects aim at facilitating students to have outstanding skills needed to work according to chosen knowledge and skills. (d) Working behavior courses (21 credit hours): the subjects aim at building attitudes and behavior needed to work according to certain knowledge and skills. (e) Community-oriented courses (12 credit hours): the subjects are intended to facilitate students to understand principles of community living according to their chosen competency. (f) Optional skill courses (12): the subjects aims at facilitating students to mastery specific knowledge or skills Students’ teaching practicum experiences Kochi University gives its students an opportunity for practicing teaching at affiliated schools. Belonging to Kochi Prefecture, Affiliated school is located atOzu Campus, Kochi.These schools consist of Affiliated Elementary School, Affiliated Special Education School (elementary and junior), and Affiliated Kindergarten. Particularly Affiliated Elementary School has 708 children capacities but currently it has 680 children as of May 1, 2015. The school has 21 classes encompassing 1st grade to 6th grade. Under the regulation of MEXT, children of 1st – 3rd grade are named lower grade students and children of 4th – 6th grade are named upper grade students. Since the number of students of ESTE at Kochi University is not many, all of students’ teaching experiences are only conducted at this school. Every student having practicum experience has to attend at Affiliated Elementary School according to schedule provided by classroom teachers. Since the school is tied by Kochi 48
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
University strictly, staff faculty are not involved directly in student practicing teaching in the classroom. Teachers have authority to guide students to have teaching experience in their classroom. Agenda of practicum experience are following the schedule of subject matters at this school. The subjects that are taught at Affiliated Elementary School consist of Japanese Language, Social Studies, Mathematics, Science, Living, Music, Draft, Household, and physical education In addition to these subjects, Affiliated Elementary School also teach specific subject that consists of Ethics, Special Activities, Integrated Activities, and Foreign Language. However, English is only in 5th and 6th grade and will not be practiced by the students. In average number of hours yearly from 1st grade to 3th grade 850 hours, 910 hours, 945 hours, and 980 hours for 4th, 5th, and 6th grade. Sriwijaya University on the other hand has many affiliated elementary schools for practicing student teaching skills. However, the relationship between Sriwijaya University and those schools is not very intensive, limited to supporting teaching practice. According to recent data of 2014/2015, Sriwijaya University has eight affiliated elementary schools in Palembang Campus and Indralaya Campus. They are public and private elementary schools. Different from Kochi University and its affiliated elementary school where the relationship is tied designedly and institutionally, collaboration between Sriwijaya University and the schools is not always permanent. It depends ona consideration to the quality of the schools in serving the students at certain time or school’s willingness to joint such program. For example, when their services and following agreement are satisfied, Sriwijaya University will continue the collaboration or vise versa. Teaching experience recently at Sriwijaya University is named Instructional Design and Development (Pengembangan dan Pengemasan Perangkat Pembelajaran). Student practicing teaching are integrated activities that consist of (a) basic teaching skill practice, (b) orientation to schools, (c) guided teaching and non-teaching practice, (d) independent teaching and nonteaching practice, and (e) teaching examination. Sriwijaya University has developed teaching practicum that consists of two kinds of teaching activities in campus and out of campus. The first is teaching practicum experience conducted in campus. It has two teaching experiences named microteaching and peer teaching. The former, microteaching is a teaching experience that gives students an opportunity to practice eight teaching skills. Microteaching activity is arranged in 6th semester for four weeks. It requires participation of elementary school children. They are invited to ESTE Campus. The latter teaching experience in campus is peer teaching. The practicing teaching is also conducted in 6th semester on campus. A student has to have teaching practice 8 times on campus by involving other students, at least 5-10 students. The second teaching experience is teaching practicum at elementary school. It is conducted in 7th semester for eight weeks.There are four activities in assigned school. A student has to do teach elementary school children in class under supervision of classroom teacher. A student has to observe and help teacher to do non-academic activities such as classroom management. A student assists teacher to provide extra-curricula activities to children, such as sport, music, dance. The successful of teaching practicum experience at Kochi University and Sriwijaya University are assessed accordingly, however there is slight different. At Kochi University students’ teaching practice performance are evaluated by classroom teachers. In this respect the classroom teachers have full responsibility to assess students performance. Meanwhile at 49
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Sriwijaya University classroom teachers and students’ advisors share responsibility in assessing students performance. The similarity of both university is they apply the similar measurement to evaluate student achievement: A= excellent, B= Good, C=Fair, and D=Fail. Student who is fail has opportunity to have teaching practice in next semester according schedule arranged by Affiliated Elementary School.
Discussion Comparing education system particularly in elementary school teacher preparation between two or more countries is not an easy task since each country has different educational system. Each country has to develop strategies to prepare elementary school teachers. In line with this respect, the objective of this research is to describe similarities or dismilarities elementary school teacher preparation at Kochi University and Sriwijaya University in terms of curriculum and teaching practice. Research activities have been done and its results indicate that the objectives of study have been achieved as shown by some findings. To the findings it is important to discuss them accordingly. In term formal curriculum, there are lightdissimilarities between Kochi University and Sriwijaya University in preparing prospective elementary school teacher. Students at first university have to take at least 149 credit hours of courses to pursue bachelor’s degree. It is not quiet different from Sriwijaya University where students are required to finish 144 credit hours. It means that students of elementary school teacher education at Kochi University have more learning than its counterpart. As continuing discussion of graduate requirements, both elementary school teacher education students at Kochi University and Sriwijaya University have course works that must be done in classroom or out classroom. At Kochi University course works or subjects are divided into four classes: the first year courses, liberal arts courses, common specialized courses, and specialized courses. In the mean time, at Sriwijaya University, curriculum of elementary school teacher education have six categories of courses, they are personality developing courses, educational knowledge and skills courses, working skills courses, working behavior courses, community-oriented courses, and other optional courses.In closer look, both universities have developed similar courses, common to course at other countries. The first year courses at Kochi University are intended to introduce students to university learning. They are different from Sriwijaya University where the first year courses labeled as personality developing courses are intended to build solid citizenry of the students. It is understandablesince as a whole education system Japan promotes strongly civic and moral education, so that at higher education level such issues are not so important as in Indonesia. Some parts of liberal arts courses at Kochi University are related to first category of courses at Sriwijaya University. The subjects classified as humanities field, social sector, life and health field, nature areas, and foreign language field are parallel to the first year subjects at Sriwijaya University. Overall, the scope of liberal arts at Kochi University are wider that its counterpart. Next, at Kochi University, all students enrolled at Teacher Training Division have to take common specialized courses. These courses contain foundation of education in general. Since they are belong to this division, students who choose courses related to elementary school education have to take common specialized courses, too. These courses are rather similar to the working course category at Sriwijaya University. For example, the teaching introduction subject at the first university is also attached at the second university labeled as introduction to education. When contents of the courses are analyzed further at both universities, such as common specialized courses and specialized courses at Kochi University and working skills courses and working behavior courses at its counterpart, the differences are merely in 50
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categorizing matter. However, to answer the question factors influencing Japanese teacher education in term of its strengths it is beneficial to understand them from other perspectives. Cochran-Smith (2004) has identified problems to conceptualize and define teacher education where her identification seems related to teacher preparation in many countries and has impact in teacher education research. Two of them are training problem and learning problem. The first is conceptualizing teacher education as a formal educational process intended to ensure that the behaviors of prospective teachers matched those of “effective” teachers. The second is teacher education as learning problem works based on assumption that excellent teachers are professionals who are knowledgeable about subject matter and pedagogy and who make decisions, construct responsive curriculum, and know how to continue learning throughout the professional lifespan. From Cochran-Smith’s perspective inconceptualizing and defining training problem and learning problem, it seems that either Kochi University or Sriwijaya University has tried to solve both problems by developing a suitable curriculum. Each formal curriculum has lead students to have competencies mastered by the end they are graduation. In this sense they are ready to be effective teachers.The collected data indicate that there are slight differences between curriculums of elementary school teacher preparation at both universities.In addition to explaining the curriculum of both universities, in other countries, such as South Korea,teacher preparation at elementary school level involves four years of coursework, with a curriculum that is made up of both subject-area content and pedagogical theory (Center on International Education Benchmarking, 2015). This coursework is quite similar to Kochi University or Sriwijaya Univeristy. Overall the discussion of data shows that in term of formal curriculum there are many similarities between curriculum of teacher preparation at Kochi University and Sriwijaya University. Without admiring Japanese’s teacher education system excessively, it seems that the strength of its educating prospective teachers beside its curriculum are influenced by its culture, academic atmosphere, competitiveness, awareness of students to teaching profession, and availability of labor market to teacher candidates. In such, this study has been focused on aspects of elementary school teacher education that is necessary to compare. However, due some obstacles or barriers, this comparative study has limitations either both methodically or substantially. Methodically the study is lack of comprehensiveness especially due to language barriers as well as respondents at Kochi University. Since education in Japan at all level solely uses Japanese as national and education language, the communication between researchers to respondents need interpreters. In qualitative sense this barriers havelessened the meaning of portrayed data. Meanwhile, substantial limitation is addressed to the study program at Kochi University and Sriwijaya University that have not been stable yet. The new regulation at Kochi University is take one academic years. So, at this time, the research would not fully get the comprehensive data of how the system is successful. Similar to Sriwijaya University, the new regulation of educating prospective elementary school teachers post bachelor’s degree has not been running. Another substantial limitation of this study is only focusing formal curriculum and has not been addressed to instructional, operational, and experiential curriculum in Klein’s perspective (1983). Considering some limitations of this research, it is suggested that the future research will focus more deeply on teaching in the classroom both in university classroom as well as 51
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affiliated elementary school (instructional, operational, and experiential curriculum) in order to have more understanding. The argumentation of this focus is based on some survey that Japanese education are excellent in facilitate student learning as proved by students outstanding achievement although its teachers still implement traditional methods in teaching.
Conclusion This study focuses on how Kochi University and Sriwijaya University prepare their prospective elementary school teachers at higher education level. Overall the finding show that there are similarities as well as differences between each designed system. Each university has study program that prepare the students to be prospective teachers in elementary school. Both have developed curriculum that although literally different but in closer look the formal curriculum essentially similar which contains academic domain and professional domain. Both universities honor similar degree to after completing 4 academic years to the students that mean the graduates attain competencies required to teach elementary school after some additional training. Both Kochi University and Sriwijaya University have gives the students opportunity for practicing teaching at affiliated schools. This practicing, although will not be the end of becoming prospective teaching requirement since according to the system there are additional professional training, at least give impression to students that become a professional teacher is not one short effort.In wider context of curriculum meaning, differences that color the quality of graduates would be academic atmosphere, national culture, as well as awareness of students to teaching profession at both universities. Concerning the limitation this research it isadvisable that the next research will focus on instructional, operational, as well as experiential curriculum.
References Aakre, B.M. (2013). Teacher Education in Contemporary Japan: A Norwegian Perspective. Retrieved October 15th from https://brage.bibsys.no/xmlui/bitstream/id/104778/aakreteacher%20educationincont emporaryjapan.pdf. Bayrakcı, M. (2009). In-service training in Japan and Turkey: A comparative analysis of institutions and practice. Australian Journal of Teacher Education, 34(1). Cochran-Smith, M. (2004). The problem of teacher education. Journal of Teacher Education, 55(4) pp. 295-299. California Council on Science and Technology California Council on Science and Technology (2010). The preparation of elementary school teachers to teach science in California: Challenges and opportunity impacting teaching and learning science. Sacramento, California: California Council on Science and Technology. Center on International Education Benchmarking. (2015). Teacher and principal quality. http://www.ncee.org/programs-affiliates/center-on-international-educationbenchmarking/top-performing-countries/south-korea-overview/south-koreateacher-and-principal-quality/ Cruickshank, D.R. (1985). Models for the preparation of America’s teachers. Bloomington, Indiana: The Phi Delta Kappa Educational Foundation. Darling-Hammond, L. (2015).What we can learn from Finland’s successful school reform. Retrieved October 15th from http://www.nea.org/home/40991.htm. Feiman-Nemse, S. (2015). Teacher preparation: Structural and conceptual alternatives. Retrieved October 12th 2015 fromhttp://education.msu.edu/ncrtl/pdfs/ncrtl/issuepapers/ip895.pdf. Ingersol. R.M., (2007). A comparative study of teacher preparation and qualification in six nations. CPRE. Retrieved September 12th from http://www.cpre.org/comparative52
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study-teacher-preparation-and-qualifications-six-nations-0 International Education News. (2015). Improving teacher education in Norway. Retrieved August 12th from https://internationalednews.com/2015/02/25/improving-teachereducation-in-norway/ Klien, M.F. (1983) The use of research model to guide curriculum development. Theory into Practice, Vol. XXII, Number 3, Summer, 1993. Mizuno, C. (2004). A comparative study of teacher education in Japan, Korea, and Australia. Retrieved October, 15th from http://www.paaljapan.org/resources/proceedings/PAAL8/pdf/pdf024.pdf. OECD. (2013). Programme for international student assessment (PISA) results from PISA 2012. Retrieved October 12th from https://www.oecd.org/pisa/keyfindings/PISA2012-results-japan.pdf. Sahni, U. (2015). Primary education in India: Progress and challenges. Retrieved October 12th 2015 from http://www.brookings.edu/research/opinions/ 2015/01/20- primaryeducation-in-india-progress-challenges-sahni. Sammons, P., Hillman, J., & Mortimore, P. (1995). Key characteristics of effective schools. London: International School Effectiveness & Improvement Centre Institute of University of London. Shalberg, P. (2011). The Professional educator: Lessons from Finland. American Educator, Summer 2011, p. 34038. Retrieved October 21th 2015 from http://www.aft.org/sites/default/files/periodicals/Sahlberg.pdf.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
An Analysis of Management In Pondok Pesantren (Madrasah Aliyah Nurul Yaqin Nw Genteng) Hamzani Wathoni Universitas Hamzanwadi, Indonesia [email protected]
Abstract This study was designed to analyze how knowledge management performed in pondokpesantren especially in madrasah aliyahNurulYaqin, the study design used in this study was a qualitative with self-study design. The data collection technique used was library research and self-perspective. Based on the study conducted, it was clear that a professional learning, organizational learning that promote a learning community in the institution can be perform in a better way if the leader of Madrasah Aliyah, school teachers and school staff do not hold their ideas and knowledge inside their head but share it to others. They should be able to actively respond the current issue in Madrasah Aliyah. Madrasah Aliyah also should recognize this issue and try to propose some strategies to manage the issue. If the knowledge management is appropriatelyimplemented, Madrasah Aliyah will be able to promote a professional learning and a better service for the community in rural area. Keyword: knowledge management, knowledge creation,knowledge sharing, knowledge retention
Introduction The development of science and technology has becoming the big challenge for the organization in this modern era since it comes with the increasing demands of knowledge and skills for the organization. Also, a rapid development of knowledge and technology has created more competition for organizations and individuals. As a result of this, the change of management form resource-based management to the knowledge-based management seen to be essential to survive in the local, national and global competition. Therefore, the depth understanding and implementation of knowledge management in organization such school is alsobecome urgent for the development of leader, staff, and organizational members in school. However, even the importance of knowledge management has been widely promoted and recognized in the area, it seems that there are not many schools are truly qualifiedin managing knowledge as a main capital or asset in their educational organizations.The ability to manage, organize and controlling the availability of knowledge in the school is vital in order to keep stability and the integrity of organization’s performance in the future. The knowledge-based concept includes knowledge generation or acquisition, knowledge sharing and knowledge retention in the organization.This essay will discuss about how knowledge generated/acquired, shared and retained in Madrasah Aliyah (Senior High School) where I worked in particular, analyze its strength and weaknesses and then recommend the improvement of knowledge management understanding and implementation in Madrasah Aliyah for the future strategies. Understanding Knowledge Management Knowledge which is according to Toffler in (Girard & Girard, 2012) defined as a combination of experiences and contextual information that provides a framework for the evaluation and incorporation of new experiences and information, which are not only in documents, repositories but also in organizational routines, practices, process and norms, is the essential 54
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
factor for building organizational memories in the organization. Further, they describe the relationship of knowledgeand knowledge management analogically as the building material such as bricks that arranged in building, while knowledge management as the glue that holds this together as the integrity of the structure. Furthermore, (Davenport & Pruzak, 2000) explains that even many people confused about the differentiation of data, information and knowledge, understanding data, information and knowledge as not interchangeable concept, understanding what those three things are, how you get from one to another is essential in doing knowledge management successfully. They viewed the three terms as three levels of the knowledge pyramid that each of which can be defined as follows:Data is a set of discrete, objective facts about events that in organizational context mostly describe as structured records of transaction.Information refers to the message (which is assuming should have sender and receiver) that is commonly appears in form of a document, an audible or visible communication. Meanwhile, knowledge determined as: “A fluid mix of framed experience, values, contextual information, and expert insight that provides a framework for evaluating and incorporating new experiences and information. It originates and is applied in the minds of knowers. In organizations, it often becomes embedded not only in documents or repositories but also in organizational routines, processes, practices, and norms” (Davenport & Pruzak, 2000). In addition, after defining the knowledge, it is important to see the two types of knowledge that are common in knowledge management theory and practice to familiarize another aspect of knowledge in organization. (Nonaka, 1995)describes knowledge as tacit and explicit knowledge. Tacit knowledge is a kind of knowledge that is difficult to be expressed, highly personal, hard to formalize also consist of technical skill and cognitive dimension, therefore, this kind of knowledge is difficult to communicate to others. For example, a master of craftsman who is wealth of expertise and experiences at his fingertips, often unable to explain and articulate the principles behind what they know scientifically and technically. Different from tacit, explicit knowledge is a kind of formal and systematic knowledge that is viewed as a result of specifications for bread-making machine, scientific formula or computer program, which can be easily to communicate and shared to others. There are three main focus that are important to be understood in regards to the knowledge management process in the organization including; knowledge creation, knowledge sharing and knowledge retention. Knowledge Creation, Knowledge Sharing and Knowledge Retention Knowledge Creation According to (Nonaka, 1995) new knowledge always began with individual, an individual’s knowledge is transformed into organizational knowledge valuable to the company as a whole. For example, the innovation process in the organization is often coming from the experience of individual in the organization such as a shop-floor workers, leaders, managers, etc. Meanwhile, the creation of knowledge might take one of four forms: from tacit to tacit, from explicit to explicit, from tacit to explicit and or from explicit to tacit.(Davenport & Pruzak, 2000)Five models of knowledge generation are: acquisition; dedicating resources; fusion; adaptation; and building knowledge networks. Hiring individuals, buying another organization, or renting external knowledge are some alternatives for organization to acquire knowledge. As it mentioned by (Popadiuk & Choo, 2006), knowledge generation is an outcome of organizations adapting to significant competitive, economic, or technological changes; and the most significant adaptive resources are employees who can acquire new knowledge quickly and who have the openness to learn new skills. In addition, research also confirms that knowledge acquisition and learning are greatly facilitated by interaction and collaboration with others.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Knowledge Sharing Many organizations put emphasis their effort on how knowledge that is exists in organization can be transferred these days. They believe that sharing the knowledge within the organization will help to distribute the knowledge to the others and to create the longterm value of organization. Johnson, 2005 in (Akhavan & Mehralian, 2013) Creating and managing knowledge as the modern economics pivot, is the only way for organizations to create value in the long term. (Akhavan & Mehralian, 2013)viewed the knowledge sharing as the behavior by which individual voluntarily provide some access for to the other organization’s members to gain other knowledge and experiences. Meanwhile, Lin (2007) defines knowledge sharing as “the activities of how to help groups of people working together, facilitating the exchange of their knowledge, enhancing organizational learning capacity, and increasing their ability to achieve individual and organizational goal”. Knowledge sharing also can be defined as the behavior when an individual disseminates his acquired knowledge to other members within an organization (Hsu, Ju, Yen, & Chang, 2007).The knowledge sharing process in organization is important since it is one of the strategies to promote the integrity and stability in the organization. The theory defines human behavior as a triadic, dynamic, and reciprocal interaction of personal factors, behavior, and the social network system(Chiu, Hsu, & Wang, 2006). However, share knowledge in organization also difficult for some people since they think that if they share their knowledge, somebody might take and change their position. So, paying attention to some factor that might stop people from sharing the knowledge is important, (Chen & Hung, 2010) defined some factors that might affect an individual’s willingness to share knowledge are; its costs and benefits, incentive systems, extrinsic and intrinsic motivation, social capital, social and personal cognition, organization climate, and management championship. Knowledge Retention According to (Levy, 2011) knowledge retention is a sub-discipline of knowledge management that deals with cases where expert workers leave organizations after long periods of time, and their knowledge needs to be retained, knowledge retention offers a set of activities which help to made expert knowledge an organizational asset in a limited period of time. Retaining knowledge in organization is can be done by putting the knowledge into practice in the organization because by practicing the knowledge in daily practice might help the organization retaining the knowledge for a long period, (Marsh & Stock, 2006) Stated that to store the knowledge, it is important for the organization to engage the prior knowledge into a formal routines in order to retain the knowledge and able to use in the future.Meanwhile, this retaining process appears in explicit and implicit structure as (O'Toole, 2011) states that the structure of knowledge retention also can become both explicit and implicit, and a good example for that is an internal telephone directory use in organization which shows the extensions of people and also information relating to hierarchy, position and authority structures. Organisation Preview Madrasah Aliyah (Senior High School) NurulYaqin is a private school similar to the Senior High School in Public School, it is one of the educational term for the education provided by PondokPesantren (Muslim Boarding School), which is administered by the Ministry of Religious Affair in Indonesia. The school is located in rural area in East Lombok, West Nusa Tenggara. Madrasah AliyahNurulYaqin has three classes with more than 40 students in each class, 21 teachers, and 5 staffs. This school is led by the principal helped by four main division namely Curriculum Division, Student Division, Human Resources Division and School Facilities and Equipment Division, each of which are responsible to manage and get involved in selecting, planning, organizing, managing and controlling school program to 56
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
promote a better education service for the communities in the area. The purpose of this school are to develop capacity of rural communities in the area, developing the society in order to be a good citizen that show a high understanding in terms of Islamic belief, science and technologies. There are three area of development in Madrasah Aliyah such as the development of cognitive, affective and psychomotor skills (Saleh, et. al., 1985: 66). Specifically the aims of Madrasah Aliyah are; 1. Enhancing students to be a good Muslim with a good character, academic skills, affective skill and psychomotor skill. 2. Preparing students to be a strong generation that are capable to maintain, develop and apply the Islamic culture dynamically. 3. Enhancing students to be independent people, which are responsible to the development of societies and nation in general. Furthermore, as the educational institution, Madrasah Aliyah becomes the central of teaching and learning process for thesocieties in the area, which provides development program for the communities such as general discussion, study club andpengajian(that is similar to stadium general) for the whole communities in the area, especially in terms ofIslamic education development. So, understanding and implementing knowledge management concept in Madrasah Aliyah is urgent in order to be able to provide a better service for the community especially for those who live in rural area. However, the author will only discuss the principal, schoolteachers, school staff and students as the main stakeholders in the school in details since the knowledge management activities mainly held here. Knowledge Creation, Knowledge Sharing and Knowledge Retention in Madrasah Aliyah Nurul Yaqin Knowledge management activities are not only limited to human resource management practices of the organization. There are other activities in Madrasah Aliyah that can be linked to knowledge management process. In this section, I identify these some activities occurred in Madrasah Aliyah viewed as knowledge management activities. Knowledge acquisition. Consistent with the work of Davenport and Prusak (2000, pp. 52-67), Madrasah Aliyah makes various attempts in order to acquire knowledge from stakeholders, consultants, peers, research and development, and teamwork. Newell, et al. (2002, pp. 46-66) discussed thoroughly the importance of teamwork in creating knowledge. In this regard, some knowledge acquisition activities in Madrasah Aliyah including; Madrasah Aliyah, school committee and society holds an annual meeting in order to obtain suggestions and critics from stakeholders regarding its performance during the previous year. With this forum, Madrasah Aliyah acquires knowledge about what should be done and improved regarding its performance in order to fulfill the stakeholders’ expectation. Madrasah Aliyahactively cooperates with its peers through KKG(KelompokKerja Guru/Teachers’ Teamwork) and MGMP (Musyawarah Guru Mata Pelajaran/Deliberation Subject Teachers) program. From this cooperation and membership, Madrasah Aliyah is expected to gain a benefit from the sharing of knowledge and experiences among members of those organizations. This teamwork is administered by the Ministry of religious department in regency to improve school performance by sharing the current system among the school in the region. Every three months, the school leader reviews teachers, school staff and students. Meanwhile, generally the school also reviewed by the representative of Ministry of 57
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Education in the regency. In this program Madrasah Aliyah is acquiring feedback and knowledge from the review result about how to manage the school performance in order to be in line with the current demands. Madrasah Aliyah also actively engages in development programs for the leader, school teachers and school staff like teaching, coaching programs administered by the Ministry of education representative, colleagues in order to give the opportunity to the leader, school teachers and staff to gain a new knowledge especially knowledge which is closely connected with the teaching and learning process. Madrasah Aliyahproposes to the Ministry of education to recruit the public school teachers to obtain the need and acquire knowledge from professionals. However, being public school teachers is not a guarantee to be professional teachers and staff. Knowledge retention. Referring to O'Toole (2000)who points out that knowledge must be stored in a medium that allows individuals or group of individuals to access it. In line with this, Madrasah Aliyah publishes documents containing knowledge about school standard based on MONE (Ministry of National Education) standards, how to arrange school programs, curriculum and curriculum development, how to mange the school programs as well as the teaching method and strategy for the teacher bothin hardcopy and softcopy. Madrasah Aliyah also record and documented the school agenda in order these documents can be accessed easily through the computer and Internet access.On the other hand,Tulving’s model of knowledge retention structures, O’Toole (2011) discussed procedural, episodic, and semantic knowledge retention structures. In Madrasah Aliyah context, the protection of knowledge retention structures includes rooms designed exclusively for storing various important documents that applies limited access to the documents in order to prevent undesirable consequences. Madrasah Aliyah also provides incentive programs for those who have a high skilled in terms of teaching and learning strategy. The aim of this program is to keep the teachers from finding another job outside the organization. This highly qualified teachers than given the opportunity to train and share their knowledge in a training program for the preparation of candidate of teachers that are recruited from the alumni of school as the process of regeneration within the school. Knowledge sharing. Refers to(Nonaka, 1995) sharing knowledge from tacit to tacit is expected to occur during the process of coaching as discussions and two-way communication between the leader and the other organization’s members such as teachers, school staff, and students, as well as the school committee and school society as the main stakeholder of Madrasah Aliyah.Sharing knowledge from explicit to explicit process is can be seen through the teaching and learning procedures, assessment methods, as well as the process of making lesson plan that can be access easily by the teachers in the school. Meanwhile, after all process of teaching and learning process during each semester, schoolteachers and staff are demanded to documenting their activities and stored them in the file as the school documentation. This, if referring to Nonaka’s theory can be seen as the sharing knowledge from tacit to explicit. Finally, the process of sharing knowledge from explicit to tacit occurs commonly through teaching and learning process in the classroom. In this regard, students receive explicit knowledge through the teaching modules that are taught to them. As they internalize this explicit knowledge into their mind, explicit knowledge becomes tacit knowledge. 58
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Furthermore, the medium transfer of knowledge in Madrasah Aliyah can be described as follows: daily teaching and learning process in the classroom, annual meeting agenda with the staff and schoolteachers, teachers’ forum, where each teacher in the school have opportunity to share ideas, knowledge and information to other teachers in the school. Also, there is a special medium called “pengajian”, where the teachers of school deliver speech to the all school members and society orally that is recorded and then through the radio to other society. This process include to the face-to-face interaction, training, and knowledge transfer forum. Analysis of Strengths and Weaknesses Knowledge management performed in Madrasah AliyahNurulYaqin, its strengths and weaknesses can be stated as follows. Strengths The strengths of knowledge management in Madrasah Aliyah are discussed as follows. Although there are no documents or procedures that describe or govern the knowledge management in Madrasah Aliyah, various activities included have implications to knowledge management appear to have theoretical support. In this regard, theoretical support provides a particular strength to that various activities. The spirit of sharing knowledge and experiences among School members such as Principal, Schoolteachers and School staffare relatively high. So, the leader of school might take advantage from this by acquiring, utilizing, and adapting knowledge and experiences from the school members’ discussion. The strong motivation of school leaders to improve the school performance by joining the school networks like KKG and MGMP, giving the opportunity to school teachers and staff to join the development programs outside the school is the best way to keep the school in line with the current issue, current knowledge and the current demand for the Madrasah Aliyah. Weaknesses. The weaknesses of knowledge management in Madrasah Aliyah are discussed as follows. Since there are no documents or procedures that describe or govern knowledge management in Madrasah Aliyah, some activities, which have implications to knowledge management in the school are going without direction. For example,the recruitment of public school teachers does not give a significant improvement for Madrasah Aliyah since mostly public school teachers are under the control of government not a principal of school as the honorary teachers did.Madrasah Aliyahmight imply the recruitment of public school teachersfor a short period for giving the refreshment to the teachers, and give the opportunity to learn from other teachers. The knowledge sharing activities are relying too much on the classical classroom interaction. I believe thatschoolteachers, school staff and the students need another systems of education such as doing research on the laboratory and other school environment to refresh their mind. Teacher also need to browse the material in the internet, build a network with the other teachers nationally and internationally in order that the teacher might be able to widen their horizon, experiences and the other material in relation to the pedagogy and education. The current knowledge sharing activities are too monotonous. Although the KKG and 59
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
MGMP programs for the school improvement conducted by the ministry of education representative in the regency, this process is commonly using the standards of urban school that have more facilities, human resources capital, infrastructure capital and better teachers’ qualification. As a result of this, this program is followed just for fulfilling prophecy and is not applicative for the development of teachers in rural area such Madrasah AliyahNurulYaqin. Future strategies to overcome the weaknesses in Madrasah AliyahNurulYaqin. To overcome such weaknesses mentioned, the following are some strategies that should be undertaken by the future leader in order to be able to address weaknesses described in the previous section. The principal, schoolteachers and staff of Madrasah Aliyah needs to arrange the framework about how the knowledge management activities in the institution in order the activities might help the school in promoting organizational learning for the communities. The leader should lead both teachers and staff in order that they might contribute to the formulation of knowledge management activity for organizational learning. The principal, schoolteachers and staff of Madrasah Aliyah also should take the advantage of the advances in the information technology in order to improve its organizational learning. In the same time, the superintendents of Madrasah Aliyah should be able to combine between a classical training programs and self-paced learning in order to reduce its severe dependence on classical training programs. Implementing e learning in Madrasah Aliyah is becoming one alternative to solve these problems because the use of e learningmight facilitate self-paced learning (Noe and Winkler, 2009). Moreover, the implementation of e learning might save a lot of money for Madrasah Aliyah. Instead of inviting the professionals to come to the rural area. It is important for the Madrasah Aliyah to use the information technology to build a virtual community of practice in order to solve the problems of how information and knowledge are exchanged. The need to build a virtual community of practice is also coming from the fact that Madrasah Aliyah is geographically dispersed across the region. In this way, the principal, schoolteachers, school staff could meet virtually(Cox, 2005) to share their knowledge, experiences andto get feedback from their fellows immediately.
Conclusion It is hard to maintain and imply the knowledge management in organization if the employer and the employee have less knowledge to analyze the important use of the knowledge management. To sustain the knowledge, the organizationsuch Madrasah Aliyahshould analyze where they actually gain the knowledge, how they gain the knowledge, how to retain the knowledge and how to develop or to share the knowledge. In author experience inMadrasah Aliyah, a professional learning, organizational learning that promote a learning community in the institution can be perform in a better way if the leader of Madrasah Aliyah, school teachers and school staff do not holding their ideas and knowledge inside their head. They should be able to actively respond to the current issue in Madrasah Aliyah.Madrasah Aliyah also shouldrecognize this issue and try to propose some strategy to manage the issue. If the knowledge management is implemented appropriately, Madrasah Aliyah will be able to promote professional learning and a better service for the community in rural area.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
References Akhavan, Peyman, & Mehralian, Gholamhossein. (2013). Developing a model for knowledge sharing in research centers. VINE, 43(3), 5-5. Chen, Chih-Jou, & Hung, Shiu-Wan. (2010). To give or to receive? Factors influencing members’ knowledge sharing and community promotion in professional virtual communities. Information & Management, 47(4), 226-236. doi: http://dx.doi.org/10.1016/j.im.2010.03.001 Chiu, Chao-Min, Hsu, Meng-Hsiang, & Wang, Eric T. G. (2006). Understanding knowledge sharing in virtual communities: An integration of social capital and social cognitive theories. Decision Support Systems, 42(3), 1872-1888. doi: http://dx.doi.org/10.1016/j.dss.2006.04.001 Cox, Andrew. (2005). What are communities of practice? A comparative review of four seminal works. Journal of Information Science, 31(6), 527-540. Davenport, Thomas H, & Pruzak, Laurence. (2000). Working knowledge: How organizations manage what they know: Harvard Business Press. Girard, John, & Girard, JoAnn. (2012). Leading Knowledge A leader guide to Knowledge Management Hsu, Meng-Hsiang, Ju, Teresa L., Yen, Chia-Hui, & Chang, Chun-Ming. (2007). Knowledge sharing behavior in virtual communities: The relationship between trust, selfefficacy, and outcome expectations. International Journal of Human-Computer Studies, 65(2), 153-169. doi: http://dx.doi.org/10.1016/j.ijhcs.2006.09.003 Levy, Moria. (2011). Knowledge retention: minimizing organizational business loss. Journal of Knowledge Management, 15(4), 582-600. Marsh, Sarah J., & Stock, Gregory N. (2006). Creating Dynamic Capability: The Role of Intertemporal Integration, Knowledge Retention, and Interpretation. Journal of Product Innovation Management, 23(5), 422-436. doi: 10.1111/j.15405885.2006.00214.x Nonaka, Ikujiro. (1995). The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation: How Japanese Companies Create the Dynamics of Innovation: Oxford university press. O'Toole, Paddy. (2011). How organizations remember: Retaining knowledge through organizational action (Vol. 2): Springer. Popadiuk, Silvio, & Choo, Chun Wei. (2006). Innovation and knowledge creation: How are these concepts related? International Journal of Information Management, 26(4), 302-312. doi: http://dx.doi.org/10.1016/j.ijinfomgt.2006.03.011.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The Relationships Between the Parenting Model of the Parents, The Emotional Quotient, and The Spiritual Quotient and The Hindu Religious Behaviour of the Junior High School Students in Central Java Province Heny Perbowosari Institut Hindu Dharma Negeri Denpasar [email protected]
Abstract The standard quality improvement of the education is undertaken for the purpose of advancing the better growth and building of the human behaviour. The better education is given in the family itself the better behaviour will develop. Thus, the good parenting model of the parents would seemingly grow the children to have good behaviour, as well as good emotional and spiritual quotient. Both are also likely to have a role in building the behaviour and the personality of the children. This study aims at describing the parenting model of the parents, the emotional quotient, and the spiritual quotient and the Hindu religious behaviour of the Junior High School students in the province of Central Java. In addition, it is also conducted to know whether there are relationships between those variables or not. The approach applied in this study was the quantitative designed for a correlation research as in this study the causal relationships emphasized on the correlated variables were tried to be understood. The variables of the study were one dependent variable, the Hindu religious behaviour (Y), and three independent variables, namely, the parenting model (X1), the emotional quotient (X2), and the spiritual quotient (X3). The population of this study were all the Hindu students of the Junior High Schools, both of the public and private schools in Central Java province. According to the analysis, the results of the study are as follows. (1) There is a relationship between the parenting model of the parents and the Hindu religious with the correlation value of 0.509 and significance level of 0.05 where 0.000 < 0.05 hence the null hypothesis is rejected and the alternative hypothesis is accepted. (2) There is a relationship between the emotional quotient and the Hindu religious behaviour with the correlation value of 0.286 and the significance level of 0.05 in which 0.000 < 0.05 thus the null hypothesis is rejected and the alternative hypothesis is accepted. (3) There is a relationship between spiritual quotient and the Hindu religious behaviour with the correlation value of 0.424 and the significance level of 0.05 where 0.000 < 0.05 therefore the null hypothesis is rejected and the alternative hypothesis is accepted. And (4) there are relationships between the parenting model of the parents, the emotional quotient, and the spiritual quotient and the Hindu religious behaviour with the correlation value of 0.622 and the significance level of 0.05 in which 0.000 < 0.05 that means the null hypothesis is rejected and the alternative hypothesis is accepted. Keyword: parenting model of the parents, emotional quotient, and the spiritual quotient
Introduction Background The standard quality improvement of the education is undertaken for the purpose of supporting the conception of holistic and integral human being. Through their teaching and education, both the teachers and the parents grow their children (students) to be good individuals who are considered having holistic and integral quality as human beings. They also prepare the children to deal with the challenging future where they will be actively 62
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
involved in making and organizing the community better with a hope that the children shall become wise individuals, have a better understanding about the world and able to solve the problems they face in their lives (DoniKusuma, 2009:16). One of the recent problems gone through by the world of education is the declining of good manners, moral ethics, and religious behaviour in the social life practice at school which lead to the rampant irregularities in the implementation of the standard norms both of the religious and socio-cultural life of the community. This assessment emerges partly by considering the negative attitude and behaviour demonstrated in the everyday life of the children. According to the Java community in general, those who behave badly (violating the code of ethics, good manners) is often said to be oranjawani or durungnjawani. Based on the field studies conducted, it can be identified some problems as follows: the parenting models of the parents, the behaviour or way of life, the public mindset, the physical and mental changes, the intellectual quotient, the emotional quotient, and the spiritual quotient. These problems can influence upon the religious behaviour. In conformist with these earlier explanations, the focuses of this study include the parenting model of the parents, the emotional quotient, and the spiritual quotient. These provide important roles in building the religious behaviour. Problems of the Study 1. How are the descriptions of the parenting model of the parents, the emotional quotient, the spiritual quotient, and the Hindu religious behaviour of the Junior High School students in Central Java Province? 2. Is there a relationship between the parenting model of the parents and the Hindu religious behaviour of the Junior High School students in Central Java Province? 3. Is there a relationship between the emotional quotient and the Hindu religious behaviour of the Junior High School students in Central Java Province? 4. Is there a relationship between the spiritual quotient and the Hindu religious behaviour of the Junior High School students in Central Java province? 5. Is there a simultaneous relationship between the parenting model of the parents, the emotional quotient, and the spiritual quotient and the Hindu religious behaviour of the Junior High School students in Central Java province? Aims of the Study This study is conducted due to specific aims to understand: (1) the descriptions of the parenting model of the parents, the emotional quotient, the spiritual quotient, and the Hindu religious behaviour of the Junior High School students in Central Java province; (2) relationship between the parenting model of the parents and the Hindu religious behaviour of the Junior High School students in Central Java province; (3) relationship between the emotional quotient and the Hindu religious behaviour of the Junior High School students in Central Java province; (4) relationship between the spiritual quotient and the Hindu religious behaviour of the Junior High School students in Central Java province; and (5) simultaneous relationship between the parenting model of the parents, the emotional quotient, and the spiritual quotient and the Hindu religious behaviour of the Junior High School students in Central Java province. Significances of the Study This study is intended to have significances both theoretically and practically. The earlier deals with the expectation that this research would be beneficial information for the school as well as other parties who are involved in the field of religion education to enhance the emotional quotient and the spiritual quotient regarded having tight relation with the religious behaviour of the school students. This also could be a reference to developing both quotients 63
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
mentioned earlier through conducting a research to investigate variables that influence on the enhancement of the religious behaviour of the school students. Practically, this study is hoped to have significances for (1) the students, to improve their emotional quotient and the spiritual quotient as well as the religious behaviour, (2) the school party, in particular the school principals and the Hindu religion teachers of the Junior High Schools in the province of Central Java, to have the insight and experience in educating the students for the sake of building their behaviour concerning the religious teaching, (3) the parents, to provide information about how to develop the emotional quotient, the spiritual quotient, the good parenting model, and to enhance the religious behaviour of their children.
Literature Review and Hypothesis Religious behaviour is the reflection of the attitudes or the behaviours of someone toward the religion and the belief he follows. The form of the religious attitude can be observed on how far the association between such components as cognition, affection, and conation are made and the issues concerning religion. Kohn (Monks, Knoers, and Haditono, 1994) states that parenting is the attitudes of the parents interacting with their children. This attitudes include (1) the way the parents in providing rules, rewards, and or punishments; (2) how the parents show their authority; (3) the way the parents in giving attention and response to their children. Emotional quotient requires the efforts to learn how to recognize and appreciate the feelings of self and others as well as how to handle them appropriately, to apply the effective energy of emotions in life and daily activities. Spiritual quotient is a concept related to how smart someone is in managing and utilizing the meanings, the values, and the qualities of his spiritual life. In this research, the hypotheses proposed can be observed in more detail as follows. 1. There is a significant relationship between the parenting model of the parents and the religious behaviour of the Junior High School students in Central Java Province. 2. There is a significant relationship between the emotional quotient and the religious behaviour of the Junior High School students in Central Java Province. 3. There is a significant relationship between the spiritual quotient and the religious behaviour of the Junior High School students in Central Java Province. 4. There is a significant relationship between the parenting model of the parents, the emotional quotient, and the spiritual quotient simultaneously and the religious behaviour of the Junior High School students in Central Java Province.
Research Method Research Design This research was designed as a correlational research. The independent variables studied were the emotional quotient (X1), the spiritual quotient (X2), the parenting model of the parents (X3). And the dependent variable is the religious behaviour (Y). Research Population and Sample The population in this study were all the Junior High School students who follow the Hindu religion in Central Java Province. The total number of the sample was of 177 people. The sampling technique utilized in this research was the proportional area sampling. It means that the sampling was based on the comparison of the classes found in the population (Hadi, 1980). 64
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Methods of Collecting the Data and Research Instrument In order to collect the data of the variables of the parenting model of the parents, the emotional quotient, the spiritual quotient, and the Hindu religious behaviour, the questionnaire and the interview methods were applied. The trial made to the instrument was conducted by involving forty samples of the Hindu students. Some tests were done to ensure that questionnaires composed met with the requirements of validity and reliability. After the validity test had been conducted, it was found that all of the items of the questionnaires were valid. Whereas regarding the questionnaires related to the variables of the parenting model of the parents, it was obtained that the alpha coefficient was of 0,864, of the emotional quotient, the alpha coefficient was of 0,914, of the spiritual quotient that the alpha coefficient was of 0,893, and of the religious behaviour, the alpha coefficient was of 0,902. Research Procedure In order to define the tendency levels of the emotional quotient, of the spiritual quotient, of the parenting model of the parents, and of the religious behaviour, the mean of the ideal score of all research subjects was compared with the mean score of the fact. Method of Analyzing the Data The requirement of the data analysis method must be proven analytically. There were steps of the analysis requirement testing as follows: 1. Data Distribution Normality Testing The data distribution normality testing was conducted to determine whether the score frequency distribution of each variable score was normally distributed or not. Therefore, the Kolmogorov – Smirnov test may be applied with the criteria: if p > 0,05, it means that the data distribution was normally distributed. 2. Line of Regression Linearity Testing The linearity testing was performed to determine the relationship between the dependent variable and each independent variable. The directive to consider the linearity was the path of Dev. Fromlinearity examination from the module of MEANS, whereas to consider the significance of the direction of the regression, the linearity path was the directive. 3. Multicollinearity Testing Multicolinearity test was utilized to the independent variables. Multicolinearity means that between the independent variables, there is no factor of loading that is too high simultaneously. 4. Heteroscedasticity Testing The heteroscedasticitytesting was conducted to test the difference in the residual variance of an observation period to another. The heteroscedasticity of the residual variance that is not constant in the regression so that the accretion of the result prediction is doubt/ as the inequality variation of the variables emerges on all of the observations. There were several steps to test the hypothesis as mentioned below. 1. First, Second, and Third Hypothesis Testing 65
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
a) To find the correlation of x and the criterion of y based on the technique of the product moment correlation by Pearson. b) To test the hypothesis, if rxy›rt, then there is a relationship between x and y, and vice versa. 2. Fourth Hypothesis Testing To test the fourth hypothesis, the technique of correlation and multiple regression analysis was applied.
Discussion Data Description Based on the calculations, it can be concluded that the variable of the parenting model of the parent of the Junior High School students in Central Java Province, 117 respondents or 66,1% tent to be in the good category, the rest of 52 respondents or 29,4% were in the very good category, and those which in the average category were 8 respondents or 4,5%. According to the calculation, it may be concluded that the variable of the emotional quotient of the Junior High School students in Central Java Province, 145 respondents or 81.9% were in the good category, the rest of 25 respondents were in the very good category, and in the average category there were 7 respondents or 4,0%. Based on the calculation, it is concluded that the variable of the spiritual quotient of the Junior High School students in Central Java Province, 103 respondents or 58,2% were likely in the good category, while the rest of 74 respondents or 41.8% were in the very good category. By the calculation conducted to the variable of the Hindu religious behaviour of the Junior High School students in Central Java Province, 104 respondents or 58.8% were in the good category, then 72 respondents or 40,7% were in the very goof category, and in the average category, there were only 1 respondent or 0,6%. Analysis Requirements Testing Based on the result, the data distribution normality testing obtained from the parenting model of the parents variable was statistically of 0,061 and its significance was of 0,200. Then, the emotional quotient variable was statistically of 0.053 and the significance was of 0,200. Afterward, the spiritual quotient variable statistically was of 0,062 and its significance was of 0,090. And the Hindu religious behaviour variable was statistically of 0,061 and the significance was of 0,200. Thus, it was regarded that to all the variables, the KolmogorovSmirnov significance number was greater than 0,05. This means that the scores of the parenting model of the parent, the emotional quotient, the spiritual quotient, and the Hindu religious behaviour of the Junior High School students in Central Java Province underwent normal distribution. Based on the result of the analysis conducted to the line of regression linearity testing, it was indicated that the Fcalculation linearity of the parenting model of the parents (X1), the emotional quotient (X2), and the spiritual quotient (X3) and the Hindu religious behaviour (Y) was with p = 0,000. This means that the three independent variables (X1, X2, dan X3) and the dependent variable (Y) obtained the Fcalculation linearity that p < 0,05. In contrast, based on the result of the FcalculationDeviation from Linearity on the parenting model of the parents and the Hindu religious behaviour it was obtained that p = 0,295. Then the emotional quotient and the Hindu religious behaviour variable was of p = 0,297. And the spiritual quotient and the Hindu religious behaviour variable was of p = 0,482. These results indicate that the Fcalculation Deviation from Linearity was with p > 0,05. Thus, it can be concluded that there was a linear 66
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
relationship between the parenting model of the parents, the emotional quotient, and the spiritual quotient and the Hindu religious behaviour of the Junior High School students in Central Java Province. The analysis result of the multicollinearity testing, as which can be observed on the Table 4.7 above, shows that: (1) between the X1 and X2, the result of rcalculation = 0,126, = 0.126, (2) between the X1 and X2 the result of the rcalculation = 0,243, and (3) between the X1 and X2 the result of the rcalculation = 0,181. This indicates that all the correlations of the independent variables were smaller than 0,800. Thus, between the independent variables themselves the multicollinearity problem did not occur. The heteroscedasticity testing was done by using the graphic of the heteroscedasticity result. By the result of heteroscedasticity testing using SPSS for Windows 17,00 version there were points spreading randomly. They did not form a specific clear and scattered pattern, both above and below the 0 on the Y-axis. This means that there was no heteroscedasticity on the regression model so that the regression model was reliable to be used to predict the Hindu religious behaviour in accordance with the input of the independent variables. Hypothesis Testing The null hypothesis proposed was there is no relationship between the parenting model of the parents and the Hindu religious behaviour of the Junior High School students in Central Java Province. To test this hypothesis, the simple correlation technique supported by the SPSS for Windows of 17,00 version was applied. Based on the simple correlation analysis, it was obtained the correlation value of (rx3y) was of 0,509 and the significance was of 0,000. By using the significance level of 0,05 (0,000 < 0,05) with the effective contribution of 21,2%, then the null hypothesis that there is no relationship between the parenting model of the parents and the Hindu religious behaviour of the Junior High School students in Central Java province was rejected. Thus, it can be concluded that there is a relationship between the parenting model of the parents and the Hindu religious behaviour of the Junior High School student The null hypothesis proposed says that there is no relationship between the emotional quotient and the Hindu religious behaviour of the Junior High School students in Central Java Province. To test this hypothesis, the simple correlation technique was utilized with the support of the SPSS for Windows of 17,00 version. Based on the simple correlation analysis, it was obtained that the correlation value (rx1y) was of 0,286 and the significance was of 0,000. By using the significance level of 0,05 (0,000 < 0,05) with the effective contribution of 5,2%, then the null hypothesis which says there is no relationship between the emotional quotient and the Hindu religious behaviour of the Junior High School students in Central Java province was rejected. Thus, it can be concluded that there is a relationship between the emotional quotient and the Hindu religious behaviour of the Junior High School students in Central Java Province. The null hypothesis proposed states that there is no relationship between the spiritual quotient and the Hindu religious behaviour of the Junior High School students in Central Java Province. To test this hypothesis, the simple correlation technique with the SPSS for Windows of 17,00 version was applied. Based on the simple correlation analysis, it was obtained the correlation value (rx2y) was of 0,424 and the significance was of 0,000. By using the significance level of 0,05 (0,000 < 0,05) with the effective contribution of 12,3%, then the null hypothesis which says there is no 67
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
relationship between the spiritual quotient and the Hindu religious behaviour of the Junior High School students in Central Java Province was rejected. Thus, it can be concluded that there is a relationship between the spiritual quotient and the Hindu religious behaviour of the Junior High School students in Central Java Province. The null hypothesis proposed states there is no relationship between the parenting model of the parents, the emotional quotient, and the spiritual quotient and the Hindu religious behaviour of Junior High School students in Central Java Province. To test this hypothesis, the multiple correlation technique with the SPSS for Windows of 17,00 version was applied. Based on the analysis, the result obtained by applying the multiple correlation value (R) was of 0,622, the significance was of 0,000, the Fcalculation was of 36.405, and the F significance was of 0,000. By using the significance level of 0,05 (0,000 < 0,05), the null hypothesis which says there is no relationship of the emotional quotient, the spiritual quotient, and the parenting model of the parents and the Hindu religious behaviour of the Junior High School students in Central Java Province was rejected. Thus, it can be concluded that there is a relationship between the emotional quotient, the spiritual quotient, and the parenting model of the parents and the Hindu religious behaviour of the Junior High School students in Central Java Province. Descriptive Analysis First, descriptively the result obtained was that 117 respondents or 66.1% gave the good assessment to the variable of the parenting model of the parents. It means that the Junior High School students in Central Java Province had felt that the parenting model given by the parents was regarded in conformity with the desired expectations. In addition, the parents have understood and paid attention to the personality, the temperament, and the character of their children. Second, the emotional quotient of Junior High School students in Central Java Province, particularly those who follow the Hinduism indicated good results based on 145 respondents or 81,9%. This result means that the Hindu students in the Junior High School in Central Java Province had good emotional quotient. This fact will support the improvement of the religious behaviour. With such quotient, a person can control over his emotion, satisfaction, and mood. Third, related to the spiritual quotient the data descriptively indicates, through 103 respondents or 58,2%, that this quotient had good result, while the remaining or 74 respondents or 41.8% said it was very good. It means that the level of the spiritual quotient of the Junior High School students in Central Java Province, especially those who follow Hinduism, was likely good. It means that the students imposed positive thinking upon their life, heightened awareness, establishing good tolerance, and able to deal with suffering. Fourth, the Hindu religious behaviour of the Junior High School students in Central Java Province, in particular those who follow Hinduism, tends to indicate that the 58,8 % respondents had good assessment and 40,7% of very good assessment. Relationship between the Variables By the simple correlation analysis, it was obtained that the correlation value (rx3y) was of 0,509 and the significance was of 0,000. Thus, it can be concluded that there is a relationship between the parenting model of the parents and the Hindu religious behaviour of the Junior High School students in Central Java Province. This finding confirms the research conducted by Lafore (in John W. Santrock, 2008) which suggests that the democratic parenting model is characterized by highlighting the relation and the cooperation between the children and the parents, the parent-friendly attitude, being aware about the children, and the mutual openness. 68
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
By applying the simple correlation analysis, the correlation value (rx1y) was of 0,286 and the significance was of 0,000. Thus, it can be concluded that there is a relationship between the emotional quotient and the Hindu religious behaviour of the Junior High School students in Central Java Province. The students who have higher emotional quotient were able to have self-awareness, understanding about the suffering of others, the control of their attitude and behaviour or self-restraint, the patience and strength to deal with suffering, high motivation, and able to maintain good relationships with others. This finding is in line with of Mayer (1993; in Goleman, 2002) who found that the self-awareness is the sensitivity regarding the mood, their clear thought concerning the emotion that they make as the foundation of their personality, such as being soulful, positive argument about their own life. By the utilization of the simple correlation analysis, the correlation value (rx2y) was of 0,424 and the significance was of 0,000. Therefore, it can be concluded that there is a relationship between the spiritual quotient and the Hindu religious behaviour of the Junior High School students in Central Java Province. It means that the students who have higher spiritual quotient would be able to foster themselves to behave positively because this is emanated by their power of faith. This study is in line with the research of Gina (2001) who found that the spiritual quotient is the quotient to establish the behaviour and life. In addition, it is also the ability to give the spiritual meaning to the thought, behaviour, and activities. The result of the multiple analysis correlation confirms that the value (R) was of 0,622, the significance was of 0,000, the Fcalculation value was of 36,405, and the significance of the F was of 0,000. Then, the conclusion can be drawn that there is a relationship between the emotional quotient, the spiritual quotient, and the parenting model of the parents and the Hindu religious behaviour of the Junior High School students in Central Java Province. Here, it is found that if the parenting model of the parents is better, the emotional quotient and the spiritual quotient are higher, then, the religious behaviour of the students would be fostered to be better. This study confirms the research by Gina (2001), that the in order to grow excellent generation, the intellectual, emotional, and spiritual quotient must be well combined. The emotional quotient and the spiritual quotient can synergize the heart, the mind, and physical greatness in an integral unity.
Closing Conclusions According to the results of the descriptive analysis towards the variables, the research conclusions can be drawn as follows: 1. The variable of the parenting model of the parents of the Junior High School students in Central Java Province includes 117 respondents or 66.1% tend to be in the good category, the rests, 52 respondents or 29,4%, are in the very good category, and those who are in the average category are 8 respondents or 4,5%. 2. The variable of the emotional quotient of the Junior High School students in Central Java Province is considered mostly in the good category that consists of 145 respondents or 81.9%, then the rests are in the very good category of 25 respondents or 14,1%, and 7 respondents or 4,0% are in the average category. 3. The variable of the spiritual quotient of the Junior High School students in Central Java Province is also likely to be in the good category of 103 respondents or 58,2%, and the rests, 74 respondents or 41,8%, are in the very good category. 4. The variable of the Hindu religious behaviour of the Junior High School students in Central Java Province consists of 104 respondents or 58,8% are likely in the good category, then the rests are in the very good category consists of 72 respondents or 40.7%, and only 1 respondent or 0,6% is considered in the average category. 69
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The conclusions of the study related to the analysis of the relationship are as follows: 1. There is a significant relationship between the parenting model of the parents and the Hindu religious behaviour of the Junior High School students in Central Java Province. This result indicates that the better parenting is given by the parents, the better religious behaviour the students would develop. 2. There is a significant relationship between the emotional quotient and the Hindu religious behaviour of the Junior High School students in Central Java Province. This indicates that the higher the emotional quotient the students has the better religious behaviour would be built. 3. There is a significant relationship between the spiritual quotient and the Hindu religious behaviour of the Junior High School students in Central Java Province. It implies that the higher the spiritual quotient the students have, the better the religious behaviour would be established. 4. There is a significant relationship between the parenting model of the parents, the emotional quotient, and the spiritual quotient and the Hindu religious behaviour of the Junior High School students in Central Java Province. This implies that if the parenting is better, the level of the emotional quotient and the spiritual quotient is higher hence the better religious behaviour would be achieved Implications of the Research Findings 1. The results of this study imply that the parenting model of the parents can improve the Hindu religious behaviour. Therefore, it has to be well maintained and improved, either through the parenting given in the nuclear family as well as the extended family. As for the parenting to be done in the nuclear family are: 1) increasing the intensity of direct face to face communication. The communication is made directly with full of warmth, sense of openness, and mutual sense. This may greatly influence on the development of the children; 2) the parents should instil their hope through heart-to-heart communication with their children. By this way the children will be grown and trained to be honest, critical, and open. Moreover, encouraging children to behave nicely and protecting their children from the effects of bad values are the other responsibilities of the parents; 3) providing religious education for their children, as it is another duty beard by the parents i.e. teaching the doctrines about God as well as telling them to pray. 2. The results of this study indicate that the emotional quotient may improve the students’ religious behaviour. Therefore, the emotional quotient of students need to be kept and maintained in the family environment (at home) through such ways as: 1) teaching the children to socialize, 2) engaging children in some home-activities i.e. giving a chance for the children to give their opinion in the decision-making process. This will bring them to have the sense of responsibility; 3) training the children to be able to control their emotions, although this is difficult but should be emphasized to children so that by controlling their emotions the wrong way of life can be avoided; 4) Giving reward if the children behave well; 5) giving advice if the children do the wrong thing. In addition, the schools also must keep and maintain the emotional quotient of students through some ways as: 1) promoting the extracurricular activities, because this will assist the children in the real-life interactions between the students and their peers; 2) accustoming to teach using methods so that good behaviour may be built. 3. The results of this study give the sense that the spiritual quotient can enhance the religious behaviour. The spiritual quotient thus needs to be maintained and improved. This condition must be made goodly conducive within the family, the schools, and the society. Some duties borne by the family are: 1) directing the children to think positively that will continuously stimulate their motivation and optimism in dealing with everything; 2) involving the children in the ritual activities, telling the children to pray before doing their 70
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activities, doing charitable activities (yadnya); 3) training them to be patient and grateful, in this case, patiently withstanding in difficult situations (do not easily feel irritable, desperate, or broken heart, but keep calm) and to be grateful or thankful in every condition and situation. Meanwhile, the improvement of the spiritual quotient in schools include: 1) Creating religious culture in schools. Making religion as a tradition, in particular by carrying out religious activities, instilling religious values into the students to enhance their attitude and behaviour. 2) Attempting to integrate the religious values into each subject. In addition to customizing religious behaviour both at home and school, in this case, for the sake of improving the religious behaviour the emotional quotient and the spiritual quotient are necessary.
Daftar Pustaka Ary Ginanjar Agustian. 2001. ESQ Emotional Spiritual Quotient The ESQ Way 165. Jakarta : PT ArgaTilanta. Augusto Cury. 2007. Brilliant Parent Fascinating Teachers. Jakarta : PT. Gramedia Pustaka Utama. Azzet, Akhmad Muhaimin. 2010. Mengembangkan Kecerdasan Spiritual Bagi Anak.Yogyakarta : Katahati. Buzan, Tony. 2003. Sepuluh Cara Jadi Orang yang Cerdas Secara Spiritual. Jakarta : PT. Gramedia Pustaka Utama. Bruner, Jerome S. 1974. Relevance of Education. Harmonsworth, Midlesex: A Davidson of Penguin Book Ltd. Cooper, Robert K dan Ayman Sawaf. 1998. Executive EQ :Kecerdasan Emosional Dalam Kepemimpinan dan Organisasi. Jakarta : PT. Gramedia Pustaka Utama. Endraswara, Soewardi. 2012. Falsafah Hidup Jawa. Yogyakarta : Penerbit Cakrawala Goleman, D. 2002. EmotionalIntelegent (KecerdasanEmosional). Alih bahasa T. Hermaya. Jakarta : Gramedia. JalaluddinRakhmat. 2002. Psikologi Agama. Jakarta : Pt. Grafindo Persada. Kajeng, I Nyoman, dkk. 1994. Sarasamuccaya, Jakarta : Hanuman Sakti Kerlinger, Fred. N. 1985. Asas-Asas Penelitian Behavioral. Yogyakarta : Gajah Mada University Press. Manah Rosmanah. 2005. Hubungan Religiusitas dengan Kecerdasan Emosinal. Jurnal Mimbar Akademik IAIN Raden Fatah Palembang. Shochib. Moh, 2000. Pola Asuh Orang Tua Untuk Membantu Anak Mengembangkan Disiplin Diri. Jakarta : PT. Rineka Cipta. Zohar, Danah . 2000. SQ, Spiritual Inteligence, The Ultimate Intelligence. Boston : Kent Publishing company.
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Teacher Guidance System in Improving Primary School Teacher Professional Skills in Tabanan Regency Ni Nengah Selasih IHDN Denpasar, Indonesia [email protected]
Abstract Developing the professionalism of primary school teachers is pursued through the teacher professional development system in a form of a coaching system that is given to teachers by emphasizing the assistance of professional services based on the needs of teachers in the field through professional community in order to improve the quality of education. The improvement of teachers’ professional skills is interpreted as an attempt to help teachers who are not professional to be professional, in which it is the duty and authority of the Lembaga Pendidikan Tenaga Kependidikan (LPTK)/Teacher Training Department to provides a professional assistance in the form of competence and commitment coaching. In the process of improving the quality of school-based education, teacher is required, either individually or collaboratively to do something, to change the “status quo” so that, education and learning would be more qualified. The qualified education and learning are not depending on a single component but as a system of mutual support in achieving educational goals. Moreover, the primary school is the forerunner to lead to higher education, so that the high human resources quality is necessary. However, teachers as HR will only work professionally if teachers have the ability and high motivation. The rules and regulation of Minister of Education and Culture, Number 54 in 2013 on the competency standards of primary and secondary education, and in the GBHN (Nation Guidelines) states that the system and the climate of national education is in form of a democratic and qualify education, in order to strengthen a noble, creative and innovative character, national insight, intelligence, health, discipline and responsibility, skill and master of science and technology in order to improve the quality of Indonesian people. Direction of the policy in the field of education, namely: improving academic skills and professionals as well as improving the welfare of education personnel, so that educators were able to function optimally, especially in improving education and moral character in order to restore the prestige of the educational institution and personnel. The national education system contained in the law No. 20 in 2003 stated that the National Education serves to improve the ability and developing character and also national civilization, so that, teacher should possess a high commitment in carrying out the functions and duties. Without a strong commitment, a goal cannot be achieved optimally and even commit failure. Moreover, if teachers do not have a strong commitment, they will do bad things, such as; broke their promises. This can result in a failure and also collapse. Keywords: coaching system, professional ability, elementary school teacher
Introduction Referring to Law No.14 of 2005 and the National Education Law No. 30 of 2003, in particular article 14 and 15 of the teachers and lecturers, about fundamental change, namely the change in welfare and recognition of the work of teachers as a profession. The article 14, paragraph 1 states that “every teacher has the right to earn above the minimum living needs and social welfare guarantee”. Teacher is a professional position, so that a teacher should be able to carry out their duties professionally. The law stipulates that teachers and lecturers are required to have academic qualifications, competence, teaching certificate, physically and mentally 72
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healthy and have other qualifications required by the education unit where they are in charge, and have the ability to achieve national education goals. The publication of this teachers and lecturers law cause various implications associated with the improvement of teacher quality. As the main agent of the educational process, the teacher is the person who responsible for the improvement of the quality of the learning process in the classroom. Therefore, improving the quality of teachers should be a major concern in improving the quality of education in Indonesia. Professional teachers are required to try the new instructional models and suitable teaching media that would builds on the students’ and teacher’s excitement, that is based on the accountable reference. A person is considered professional if she/he is able to do the work by always sticking to the ethics of the profession, independent, productive, effective, efficient and innovative, and also based on the principles of excellent service that is based on the elements of knowledge or a systematic theory, the professional authority, community recognition, regulatory and ethical code. New changes of policy direction in Indonesia on teachers and lecturers has brought a number of significant wind of changes that is important for their lives, especially regarding the issue of the qualifications, competence, and professionalism. These three issues are then rolled and coloring the policy at all levels of education in Indonesia. The teacher has also experienced a number of serious treatments related to these issues. Nonetheless, each institution has a strategy and patterns that vary in response to the new policy direction. Cultural and structural flexibility of each school institution is playing a significant role in terms of giving awareness for the teachers to constantly innovate in every aspect of education. The innovative attitude are needed by each teacher as a form of obligation to increase the standard of competence, both in the aspect field of study mastery, students understanding, encompassing understanding of the learners’ characteristics and stages of development in the aspects of intellectual, personal, and spiritual. Moreover, the development of personality and professionalism of the teachers are also important, including the development of religious intuition, nationality and personality, and having the attitude and the ability to actualize themselves in developing their educational professionalism. The awareness for teacher’s development is absolutely necessary, because the teacher's job is not a job that can be done by the reckless and ordinary people. Teacher is a profession that requires certain and special skills. Therefore, a teacher is required to improve their competence and expertise in order to really become an expert and professional teacher. If the teachers’ self-awareness in developing their competency and professional has been internalized, it will boost the quality of human resources in Indonesia and the National Education Goals will also be realized. In addition to these reasons, the importance of improving the professionalism of teachers is urgently needed in order for them to always be able to survive in the midst of socio-cultural struggle in modern society. Moreover, the role and image of teacher is symbolized as Semar (Javanese culture) who always serves the country selflessly. However, with their professionalism, teacher eventually could soon be transformed into a figure that is recognized in the state structure. The ideology manipulation of teacher as an unsung hero, that set forth in “Hymne Guru” (teacher’s anthem in Indonesia) is identified as receiving poverty. Therefore, improving the competence and professionalism of teachers could be resuscitated and transformed their existence. Thus, the teacher will always be serious and critical in responding everything that is faced. Especially concerning to the improvement of the welfare and dignity, so that the teaching profession is no longer regarded as second-class profession by the public. 73
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Discussion Teacher Guidance System Ibrahim Bafadal (1992: v) explains that various efforts has been done in order to improve the quality of education, which include curriculum development as the overall program of learning experience, procurement of textbooks along with teacher handbooks, the teachers procurement and upgrading, and schools’ library development as a center or learning resources. However, whatever may have been done to improve the quality of education, it is certain that an increase in the quality of education is not likely to happen without the performance of the teachers. The teacher is human resources (HR) that determine the success of the education program. The teacher is a human element who has a very close relationship with the students in the implementation of education in schools and lots to determine the success of their students in achieving educational goals, thus improving the quality of teacher performance must be absolutely done continuously in order to improve the quality of education, such as; is through supervision. Maarif (2011: vii) states that the new policy change in Indonesia about teachers and lecturers has brought a number of winds of change that are significant and important for their lives, especially regarding the issue of the qualifications, competence, and professionalism. The third issue then rolls and colors a number of policies at all levels of education in Indonesia. Teachers are now experiencing a number of serious treatments related to this issue. Nonetheless, each institution has a strategy and patterns that vary in response to the direction and the new policy. Every school in this case managers and teachers have tried with a variety of creative ways to translate new policies for the teacher competence development. Based on this reason, things that is required by every educational institution is actually the emphasis on the need for open management aspects, infrastructure and superstructure that enables teachers to be freely and feel challenged to constantly improve their professionalism. Cultural and structural flexibility of each school institution is playing a significant role in terms of giving awareness for teachers to constantly innovate in every aspect of education. This kinds of innovation is needed the most by each teacher as a form of obligation to increase the standard of competence, both in the mastery of the field of study, students understanding, encompassing understanding of the characteristics of learners and stage of development in the intellectual, personal, and spiritual aspects. Moreover, the development of teachers’ personality and professionalism, including the aspects of religious intuition, religious nationality and personality, attitude and the ownership of self-actualization attitude and ability, and also professional development. Maarif (2011: 132) one of the efforts to improve the teachers’ competency and professionalism is through PLPG (Teacher’s Professional Training and Education). This training is deliberately designed to produce teachers who master various skills such as teachers who maintain their professional development through research. The core of the government's policy is requiring teachers to perform four activities: (1) education; (2) the learning process; (3) professional development; and (4) supporting the learning process. Conducting research is a form of professional development for teachers, besides finding appropriate technology, making the teaching media, creating artwork, and follows the curriculum development. Based on this phenomenon, we should be proud with several serious attempts that were encouraged by many parties, especially the government in improving the competence of teachers. One example is through the certification exams and portfolios. In other hand, the 74
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teachers who do not pass the exams should follow a specific training and qualification improvement, which is known as PLPG (Pendidikan & Latihan Profesi Guru) / (Teacher’s Professional Training and Education). Moreover, a strategic curriculum has designed for the implementation of PLPG, which is believed to be able to improve the competency of the teachers, such as the competency in conducting classroom action research (CAR). In order to succeed the program in improving the teachers competency, PLPG in every LPTK (Lembaga Pendidikan Tenaga Kependidikan) / Teacher Training Department have designed a curriculum that is based on the implementation of PLPG rules and regulation in accordance with the provisions of Dirjen Dikti / General Director of Higher Education / Chairman of the Consortium for Teacher Certification. One of them is the classroom action research material. Various efforts then is made by each training department in collaboration with the professionals speakers who are able to transfer knowledge to the participants of the training about classroom action research where this is actually aimed at convincing them that CAR is suitable for teachers, which ultimately by learning CAR, teachers is expected to improve their research skill. Then, it was recognized that there is a number of serious problems that hinder the learning process, as many teachers are seemed to pursue a certification only and forget about the substance of the training. It was found that many old training participants (less than one or two years to retirement) and not able to follow the training seriously and optimally, besides there are many new material for teachers which taught in brief only, and much more. All of these obstacles should be evaluated and resolved for the sake of success for teachers to become more professional and competent and able to do researches in the future. CAR is the scientific work that is essential activity for a professional teacher. This activity is not only necessary in order to obtain the number of credits for a promotion or for the purposes of certification through portfolio, but even more needs to be done in order to improve the quality of classroom management, quality of service to the students, and also improving the professionalism of teachers. Scientific papers which contain research results, the results of the assessment, the result of thought, and the work of other teachers, can be potentially used as a means of communication and dissemination of works and ideas to peer teachers or others. Professional teachers does not only perform functions related to the pedagogical competence (in particular to plan, conduct, evaluate and administer learning), but also functions associated with personal competence, social, and professionalism, which among other things is characterized by elevated themselves through writing scientific papers. Therefore, every teacher should already want, able, and regularly conducts scientific writings. Problems Faced by Teachers It is not an easy matter to implement the Law No.14 of 2005 and the National Education Law No. 30 of 2003, particularly the article 14 and 15 of the teachers and lecturers, because in reality there are various problems that hinder the implementation of the researching skill upgrade for teachers through teacher training. The relevance result of these laws is a teacher can earn a promotion from IVa to IVb (levels of state employee, e.g. teacher) with the requirement that the teacher should be able to write a scientific paper. The problem is, the ability to write a scientific paper for teachers is not as easy as imagined, because for the teachers, research paper is a scourge that is feared and became a burden. The term research is often perceived as an activity that is hard and heavy. The shadow that arises then is to complete a study, researcher should master statistics and methodology that is confusing. Finally, a simple research paper is considered something which is beyond his ability. Facts on the field of education show how rare teachers who are willing, able, and regularly 75
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conduct scientific writings. Among thousands teachers, there are only dozens who have demonstrated their ability, willingness, and habit of writing. It is marked on their ability to achieve IVb level and the emergence of several articles in magazines or other publications. The vast majority of teachers still feel heavy and difficult to write. Some observations and interviews to teachers, provides a reason why many teachers have not been able, willing, and having the habit to do scientific writing. Two aspects or factors that emerged from observations and interviews are motivation and substance. Motivation aspect is associated with the absence of interest, passion and strong desire of teachers to start writing scientific papers. Even explicitly, most teachers said that they were satisfied with the IVa level only, because if they need to improve to IVb they should write scientific papers. Some of the reasons for the low motivation to write scientific paper is the fear and anxiety in writing or associated with the procedure and criteria of article that can be accepted and valued as a scientific work. The majority of teacher stated that the procedures and criteria in composing a scientific writing is too difficult for them to fulfill or follow. In other hand, the aspect of substance is related to content or writing materials. Most of the teachers are not willing, able, and used to write due to the lack or absence of material to be written. They claimed that they do not have time to do the research and find sources of literature to be written. The lack of experience in writing for teachers is very noticeable. Many teachers are not fully understood the so-called scientific writings that must follow the rules and scientific way of thinking. A number of teachers who have followed teacher training are in fact teachers who have little research experience. In broad outline, the inhibiting factors in improving teachers’ research skill are as follows: 1. Teachers have lack of passion in conducting research. It is proved by a number of teachers who state that writing a scientific paper or CAR is a big matter. There is no intention to investigate or to master the CAR. Following these materials are only considered abandoning teachers’ main responsibility, as long as they can pass the teacher training examination and pocketed the certificate of professional teachers then it is all done. But in fact the teachers forget that one of the indicators of professional teachers is the ability to do research. 2. The un-supported culture of research. One reason for the lack of passion I doing research among teachers is the lack of cultural awareness of the importance of research for improving the quality of science for teachers. The absence of academic culture that became the pride of the teachers, leading to the development of science. Oddly, things that become the pride of the teachers are away from the field of research, such as social status and wealth. 3. Very limited time. In addition to a culture that is not effective in doing research, teacher training duration that is provided in the teacher training program is considered very short. During the available 6 hours in a meeting, 2 hours are used for the introduction of material and 4 hours for drafting CAR practice, so the time available is not effective to achieve the target of research ability for teachers. 4. Teachers are pursuing certification only. This is a phenomenon that is quite alarming, haunting and still be a bad image of education in general, that the reality of the educational process is only used as a means of pursuing certificate and predicate, not as a means to improve the quality and professionalism of teacher and science. Efforts Done in Solving Teachers’ Problem Hindu Dharma State Institute Denpasar as teacher training institution for Hinduism Teachers is responsible to do an effort in improving the professionalism of teachers. Various attempts 76
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were made already, namely implementing guidance through teacher training and conducting training through community service. In the teacher training program, one of the materials provided are classroom action research materials. The purpose is to encourage the teachers about the importance of increasing professionalism, so that teachers would always be able to survive in the midst of socio-cultural struggle in modern society today. Besides, the goal of teacher training is eliminating the role and image of teachers who had only stopped on the symbol of Semar that is always serving the country selflessly. Teachers could eventually turn into a figure that is recognized and honored within the state structure with the professionalism. The government has made the effort to revamp the teacher by issuing Law No.14 of 2015 on Teachers and Lecturers, which can be used as evidence that teachers expressed as a dignified profession and is considered a learning agent that serves to improve the National Education Goals. Referring to such recognition, it must always be a figure that can foster inspiration and creativity of their students, by making himself as a pilot model, implement the four core functions, namely educating, teaching, training and research. Maarif (2011: 129) explains that due to the need of human ware in higher education levels, the birth of the Republic Law No. 14 of 2005, has hinted about the function, role and position of teachers and lecturers which are highly strategic in the development of national education, which empower all citizens to develop into human beings required by the Indonesian nation. In realizing the mandate of the law, then the numbers of programs are designed to enrich the knowledge of teachers with better personal character and competence. It is expected that during the execution of the program, trainer can foster the passion of entirely participant to constantly improve their research skill. This is due to teachers should have awareness that the institution / school should go towards teaching school, school research, and entrepreneurial school. Teacher should be able to brought up orientation towards teaching school, school research, and entrepreneurial school with the ability of soft skills possessed by its academic community. Each school needs to prepare infra-structure and super-structure that supports them, namely reliable management systems. In this context, every school must reformulate a public education system that is required in the future, accompanied by a change in strategy and operational tactics that are effective and efficient, in terms of pedagogical, sociological and cultural aspects. So that, the school must reflect itself synergistically as educational & research institutions which is; showing quality service, credible, relevant, insightful ethical, aesthetic, and humanistic. Schools must immediately respond to the development of science and technology and integrate it into everyday life with religious ethics, education innovation efforts, upholds the quality and independence. For that reason, the government implemented programs such as Teacher Training (PLPG), in which teach CAR for teachers, which can be regarded as an attempt to bring about change in the system of education in the school and gave birth to reliable human resources and the achievement of objectives expected. In addition, for the achievement of reliable human resources, It needs a typology of teacher who have certain characteristics, which in the present so-called competent teacher. Competent Teacher illustrates that teachers should have / displays the figure of the personal qualities (personality) and professional in carrying out their social duties. Maarif (2011: 131) explains that the qualified research ability that is conducted by every teacher would change the world’s impression toward the school, that teacher can only transfer the knowledge, concepts, theories and others that are expired and never touch the reality of life which is essential for life, so that the educational process that is based on the results of the study would be more meaningful, real-time, and are able to solve problems in your life. Therefore, through the results of a study, a teacher would be able to transfer of technical 77
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knowledge, skill, and expertise from the researcher to the student. CAR training for teachers are specifically helping teachers to improve the learning process, because through CAR result teachers are able to identify and explain the problems that might become an obstacle to the learning process and to be able to solve it based on the results of research that has been done. Therefore, teachers would be able to plan and design the learning process professionally and confidently based on his expertise, and solve all of the problems that possibly will be faced independently. CAR training also allows teachers to actively develop their knowledge and skills, improve the process / outcomes of learning and help schools to develop their promotion / advancement for the teachers and education. Evidences show that the easiest way to write a scientific article is written from the research results. Of all the types of researches, Classroom Action Research (CAR) is a type of research that the most likely and appropriate for teachers. CAR is a special icon of the government’s programs in improving the quality of teachers and educators in general. Portfolio for certification and the number of credits promotion of teachers, in particular also provide space for the loading of the results of CAR from teachers. The government also specifically annually provides funds for teachers who are able to plan and perform CAR well. CAR increasingly gains the priority to be done by teachers, because they are given double benefit by CAR. First, the implementation of the CAR that is planned and controlled properly will improve the performance of teachers in managing quality learning. In other words, the implementation of CAR will increase the competence of teachers, which is currently a major issue in improving the quality of National Education. Second, problem solving in the class or instructional process will provide improvements to the quality of the learning process. Third, the improved role of teacher will be able to contribute in improving the quality of education nationwide.
Closure The publication of teachers and lecturers law has promoted various implications which is associated with improving the quality of teachers, as the main agent of the educational process. The awareness of the teacher development has to be conducted, because teacher is a profession that requires certain and special skills. One of the efforts to boost the competence and professionalism of teachers is through PLPG training. The core of the government’s policy is requiring the teachers to perform four activities: (1) education; (2) the learning process; (3) professional development; and (4) supporting the learning process. Professional teachers do not only perform the function that is associated with pedagogical competence, but also the functions which is associated with personal, social, and professionalism competence, which is characterized by improving their ability through writing scientific papers. In a broad outline, the factors that become the obstacle for teachers’ research capacity improvement are as follows 1) the lack of passion of teachers in conducting research; 2) the culture of research that does not support; 3) very limited time; 4) pursuing teacher certification only. The government has made the effort to revamp the teacher by issuing the Law No.14 of 2015 on Teachers and Lecturers, it can be used as evidence that teachers is expressed as a dignified profession and is considered an education agent that serves to improve the National Education Goals. In order to succeed the mandate of the law, then the number of programs are designed to enrich the knowledge of teachers with superior personal character and competence, toward the teaching school, research school, and the entrepreneurial school with the soft skills ability possessed the academic community. Each school needs to prepare its infra-structure and super-structure that supports them, namely reliable management systems. 78
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Bibliography Bafadal, Ibrahim, Drs., M.Pd. 1992. Supervisi Pengajaran. Teori dan Aplikasinya Dalam Membina Profesional Guru. Jakarta: Bumi Aksara. Hasan. S.H. (1993). “Tujuan Kurikulum Pengetahuan Sosial”. Jurnal Pendidikan Ilmu Sosial (JPIPS). (1). _______. (1996). Pendidikan Ilmu Sosial. Jakarta: depdikbud Dirjen Dikti PPTA. _______. S.H. (2004) Inovasi dalam Kurikulum Pendidikan Dasar dan Menengah. Bandung: PPS UPI Bandung. Kemmis, S and R. Mc Taggart. (1990). The Action Research Planner. Victoria: deakin University Press. Miles, Mathew B and A Michael Huberman. (1992). Qualitative Data Analysis: A Sources Book of New Method. London: Sage Publication. Susilo, (2007). Panduan Penelitian Tindakan Kelas. Penerbit: Pustaka Book Publisher Yogyakarta Syamsul Ma’arif, M.Ag (2011). Guru Profesional Harapan dan Kenyataan. Penerbit: Walisongo Press Semarang.
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Peningkatan Pemahaman Guru Pondok Pesantren Tentang Formative Assessment Melalui Training Pengembangan Professi Mohammad Arsyad Arrafii1,Dedi Sumarsono2 IKIP Mataram, Indonesia [email protected]
Abstract Literature on Formative Assessment (FA) suggests that FA is worldwide initiatives and has benefitted students to improve their learning (Black & Wiliam, 1998, 2009). However, in spite of ubiquitous discourse of FA implementation around the globe, evidence of implementation and discourse in Indonesian context remain neglected.Further, little is known about teachers’ understanding offormative assessment in Indonesia (Arrafii & Suhaili, 2015).The professional learning development training was conducted to address the issue. During 5 day intensive professional development training program, 15 teachers had been introduced the concepts, principles, notions and some classroom strategies of formative assessment implementation. The output of the program was formative based lesson plans, designed and implemented by teachers in their authentic classroom with assistance from the training facilitators. To measure the effect of the training programs, two measures were used, namely pre and post-test and interview. The analysis of pre and posttest reveals that significant differences are found between teachers’ understanding of formative assessment before and after the training. This finding was triangulated by the interview results by which teachers reported that they have clearer insight about the different functions of varied classroom assessment methods and that the importance of formative assessment in promoting opportunity for students to learn. Some considerations and recommendations were elaborated Keywords: formative assessment, secondary school teacher, teacher understanding, professional training
Pendahuluan Makalah ini merupakan tulisan yang diintisarikan dari laporan pelaksanaan dan evaluasi program pelatihan dalam rangka pengabdian kepada masyarakat pada skim Ipteks bagi Masyarakat (IbM) yang dilakukan di Pondok Pesantren di Lombok Tengah. Ada dua pondok pesantren/madrasah yang menjadi mitra program pengabdian IbM ini, yaitu Pondok Pesantren Fajrul Hidayah Batujai dan Pondok Pesantren Darul Mukhlisin NW Keluncing. Dipilihnya kedua pondok pesantren tersebut karena kedua pondok pesantren mitra merupakan pondok pesantren dengan jumlah santri yang banyak. Masing-masing pondok pesantren memiliki setidaknya tiga jenjang pendidikan yaitu madrasah ibtidaiyah, tsanawiyah, dan aliyah. Hal itu berarti, target peserta dari program pelatihan ini adalah guru-guru bahasa Inggris yang mengajar di kedua pondok pesantren/madrasah tersebut. Tiap madrasah mitra memiliki guru bahasa Inggris yang cukup banyak yang bisa direkrut sebagai peserta program IbM ini. Sebanyak 15 guru bahasa Inggris di kedua pondok pesantren mitra terlibat pada program pelatihan ini. Guru-guru di pondok pesantren/madrasah pada umumnya memiliki status kepegawaian yang tidak tetap dan bukan dari golongan pegawai negeri sipil. Hal ini secara langsung berdampak pada keadaan ekonomi dan financial guru-guru tersebut. Dapat dikatakan bahwa keadaan ekonomi guru-guru madrasah jauh di bawah garis kelayakan karena sebagian besar dari mereka mendapat gaji/honor mengajar sekitar Rp. 150.000-500.000/bulan, tanpa tunjangan apapun. Meskipun program sertifikasi untuk guru tetap madrasah telah diimplementasikan, tidak semua guru madrasah mendapatkan tunjangan sertifikasi. Selain itu, bagi mereka yang mendapat tunjangan sertifikasi, tunjangan yang mereka dapat tidaklah memadai karena selain 80
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jumlahnya yang terbatas (lebih kurang Rp.1.500.000/bulan setelah pemotongan administrasi), dana sertifikasi diterima oleh guru per semester (6 bulan), bahkan ada yang mendapat satu kali setahun. Melihat keadaan itu, sangat mustahil para guru di madrasah bisa memberikan pelayanan dan pengajaran yang berkualitas pagi para siswanya dan meningkatkan profesionalisme sebagai guru. Banyak penelitian telah menunjukkan bahwa kualitas pengajaran di pondok pesantren dan madrasah masih sangat rendah (World Bank, 1998).Seringkali pondok pesantren dianggap, oleh sebagian masyarakat, sebagai sekolah kelas dua pada system pendidikan nasional Indonesia. Sebagian orangtua murid menyekolahkan anaknya ke pondok pesantren karena tidak mampu menembus criteria standard untuk masuk sekolah umum (Parker, 2008). Selain itu, guru-guru di pondok pesantren/madrasah memiliki sedikit peluang dibandingkan dengan guru-guru di sekolah negeri untuk mendapatkan pelatihan lanjut tentang metode dan keterampilan mengajar. Sepengetahuan penulis, selain program Language Assistance Program for Islamic Schools (LAPIS), belum ada lagi program pelatihan untuk meningkatkan kemampuan mengajar guru-guru madrasah, baik yang dilakukan oleh pemerintah maupun lembaga-lembaga donor lainnya. Sehingga seringkali ditemukan pengajaran di pondok pesantren dan madrasah masih memakai metode pengajaran konvensional dan tradisional. Dalam konteks pengajaran bahasa Inggris sebagai bahasa asing, guru bahasa Inggris terutama guru-guru di pondok pesantren dan madrasah memiliki keterbatasan dalam penguasaan metode, teknik, strategi dan penilaian pengajaran. Pada aspek penilaian, para guru belum memiliki pengetahuan dan skill yang memadai untuk memberikan penilaian terhadap pekerjaan siswa. Praktek penilaian selama didominasi oleh penilaian konvensional tanpa mempertimbangkan pengajaran. Dengan kata lain pengajaran dan penilaian terkesan dua construct yang terpisah dan berdiri sendiri. Selain itu, praktek penilaian lebih cenderung bersifat sumatif di mana kemampuan siswa hanya diukur oleh tes akhir yang berakhir pada pemberian peringkat dan rangking tentang kemampuan siswa. Sedangkan penilaian (assessment) yang ditujukan agar dapat membantu siswa meningkatkan prestasi belajar mereka dan terjadi pada proses belajar mengajar (formative assessment), seringkali diabaikan (Arrafii dan Suhaili, 2015).Hal ini disebabkan oleh pemahaman guru tentang dan untuk melakukan formatif assessment sangat rendah. Padahal, menurut beberapa penelitian pengajaran berbasis formative assessment dapat meningkatkan prestasi belajar siswa (Black & Wiliam, 1998, Stiggins, 1995, Wiggins, 1997). Keadaan ini tentu saja sangat mengkhawatirkan karena kemampuan guru untuk melakukan formative assessment akan sangat berpengaruh terhadap prestasi siswa. Oleh karena itu, meningkatkan pengetahuan dan kemampuan guru tentang formative assessment pada pengajaran bahasa Inggris di pondok pesantren sangat penting dilakukan. Program IbM pengajaran bahasa Inggris berbasis formative assessment bagi pondok pesantren/madrasah ini merupakan salah satu upaya untuk meningkat pengetahuan dan kemapuan guru, terutama yang mengajar di madrasah, mengajar bahasa Inggris dengan basis formative assessment. Lebih jauh, masih banyak guru bahasa Inggris terutama di kedua pondok pesantren mitra belum menyelesaikan pendidikan jenjang sarjana dan minim pengalaman mengajar. Hal ini tentu saja akan mempengaruhi kualitas belajar mengajar di dalam kelas. Dari perspektif ini, kita bisa mengukur sejauh mana pemahaman mereka tentang formatif assessment yang tentu saja masih kurang Secara ringkas, permasalah khusus yang dihadapi guru adalah sebagai berikut: 1. Guru-guru bahasa Inggris di kedua pondok pesantren mitra, sebagaimana di pondok pesantren lainnya, memiliki pengetahuan dan kemampuan yang terbatas tentang penilaian formatif (formative assessment). Hal ini disebabkan oleh sedikitnya kesempatan yang dimiliki untuk mengikuti pelatihan-pelatihan pengembangan skill tentang pengajaran dan penilaian. 81
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2. Baru-baru ini kurikulum 2013 disahkan sebagai kurikulum baru di Indonesia, walaupun implementasinya diserahkan pada kesiapan masing-masing sekolah. Kurikulum 2013, dalam konteks penilaian (assessment), ada perubahan dari penilaian yang bersifat pengujian (test) pada kurikulum sebelumnya ke penilaian yang bersifat formatif. Namun, penilaian formatif tidak akan bisa terlaksana dengan baik kalau para guru tidak memiliki pengetahuan yang baik tentang penilaian formatif. Dalam hal ini, kedua madrasah mitra memiliki kendala mengenai pengetahuan dan kemampuan pengajaran berbasis formatif assessment. Program pengadian IbM ini berkontribusi untuk meningkatkan pengetahuan dan kemampuan guru dalam penilaian formative. 3. Kualitas pendidikan di Indonesia menurut beberapa penelitian masih sangat rendah. Hal ini juga terjadi pada level pondok pesantren, terutama di kedua pondok pesantren mitra. Proses pembelajaran di dalam kelas pada kedua pondok pesantren mitra memiliki kualitas yang tidak memuaskan, termasuk proses penilaian. Padahal penilaian (assessment) memiliki andil yang besar terhadap rendahnya kualitas lulusan. Dengan memberikan pelatihan tentang pengajaran bahasa Inggris berbasis formative assessment, diharapkan pengetahuan dan kemampuan guru tentang penilaian formatif semakin meningkat. Semakin tercerahkannya guru dalam penilaian formatif, besar kemungkinan kualitas pendidikan di kedua pondok pesantren mitra khususnya akan semakin baik 4. Guru-guru bahasa Inggris di kedua pondok pesantren mitra memiliki kemampuan yang sangat terbatas dalam membuat rencana pengajaran (lesson plan) yang berbasis formatif assessment. Lesson plan yang ada saat ini adalah lesson plan hasil jiplakan yang tidak menggambarkan bagaimana proses pengajaran, pembelajaran dan penilaian berlangsung di dalam kelas. Program pengabdian ini akanmelatih guru merancang rencana pembelajaran yang lebih aplikatif dan mengintegrasikan formative assessment dalam proses pembelajaran di dalam kelas. Diharapkan, pendekatan ini akan meningkatkan semangat mengajar guru dan semangat belajar siswa yang pada akhirnya bisa meningkatkan kualitas lulusan. Mengingat kompleksitas permasalahan yang dihadapi guru, maka diperlukan upaya untuk mengatasi permasalahan tersebut, salah satunya adalah dengan pelatihan formative assessment.
Formative assessment Program pengabdian Ipteks bagi Masyarakat (IbM) ini merupakan program pelatihan tentang formative assessment untuk guru-guru bahasa Inggris di pondok pesantren/madrasah di kabupaten Lombok Tengah sebagai salah satu upaya untuk meningkatkan pengetahuan, pemahaman, dan keterampilan guru bahasa Inggris di pondok pesantren tentang formative assessment yang menurut penelitian sangat membantu siswa meningkatkan prestasi belajar. Secara teoritis, formatif assessment dapat diartikan sebagai:the process of monitoring student knowledge and understanding during instruction in order to give useful feedback and make timely changes in instruction to ensure maximal student growth” (Noyce and Hickey, 2011, p. 1) Mengingat formative assessment berkaitan langsung dengan proses belajar mengajar di dalam kelas dan bertujuan untuk memperbaiki kualitas pengajaran dan pembelajaran, formative assessment memiliki beberapa prinsip-prinsip pelaksanaannya, yaitu: 1. Focus pada peningkatkan kualitas pembelajaran siswa 2. Penggunaan aktivitas belajar yang beragam 3. Peran guru dan siswa dalam belajar bersifat dinamis 4. Focus pada proses pembelajaran daripada produk pembelajaran 5. Siswa belajar secara mandiri Dalam pelaksanaannya, formative assessment dapat dilakukan dalam beberapa tahap dalam proses pembelajaran dalam kelas, yaitu: 82
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1. Siswa dan guru berdiskusi tentang tujuan dan standard capaian pembelajaran pada setiap pertemuan (sharing learning expectation) 2. Guru dan siswa terlibat aktif dan interaktif pada proses pengajaran dan pembelajaran (questioning and engaging learning) 3. Guru memberikan beragam jenis umpan balik yang membangun (constructive feedback) 4. Proses belajar memberikan kesempatan kepada siswa untuk melakukan koreksi mandiri (self-correction) 5. Proses belajar memberikan kesempatan kepada siswa untuk melakukan pemeriksaan teman sejawat (self-correction) Senada dengan ETS, OECD (2005) mengidentifikasi enam elemen dari formatif assessment, termasuk 1) terbangunnya Susana kelas yang interactif yang mendorong penggunaan beragam alat/bentuk penilaian; 2) terbentuknya tujuan pembelajaran dan pengecekan terhadap kemampuan/capaian siswa terhadap tujuan belajar; 3) penggunaan metode pengajaran yang beragam untuk mengakomodasi perbedaan kebutuhan siswa; 4) penggunaan beragam pendekatan pembelajaran untuk menilai pemahaman siswa; 5) pemberian umpan balik terhadap kemampuan siswa dan pengubahan instruksi pembelajaran agar sesuai dengan kebutuhan siswa; 6) siswa berperan aktif dalam proses belajar mengajar. Penelitian telah mencatat banyak bukti tentang peranan formatif assessment yang sangat bermanfaat dalam meningkatkan kualitas pembelajaran siswa, termasuk dalam meningkatkan prestasi belajar siswa, memperbaiki kualitas pengajaran guru, dan pengaruh penilaian guru terhadap prestasi belajar siswa (Black & Wiliam, 1998; 2009; Bennet, 2010) serta berkurangnya tingkat putus sekolah setelah formative assessment diimplementasikan(Broadfoot, 2007). Oleh karena itu, peningkatan pengetahuan dan kemampuan guru tentang formative assessment mutlak diperlukan.
Metode Pelaksanaan Minimnya pengetahuan dan keterampilan guru-guru bahasa tentang assessment terutama formative assessment dan terbatasnya pelatihan pengembangan pengetahuan dan skill dalam assessment menjadi salah satu sebab rendahnya kualitas pendidikan di Pondok Pesantren/Madrasah. Untuk mempersempit gap yang ada, kegiatan IbM formative assessment untuk guru di pondok pesantren mutlak diperlukan. Metode pelaksanaan Iptek bagi Masyarakat (IbM) ini dibagi menjadi beberapa tahap antara lain: Desk Study dan survey a. Desk study menelusuri dan mengevaluasi data sekunder dan studi yang terkait. b. Survei dan analisis Lokasi kedua mitra IbM sebagai bentuk persiapan pelaksanaan dari IbM. Survey dilakukan untuk menjaring permasalahan-permasalahan yang dihadapi oleh kedua mitra terutama tentang pengajaran bahasa Inggris. Diskusi dilakukan secara intensif dengan beberapa stakeholder kedua mitra dan menghasilkan kesepakatan untuk menyelenggarakan pelatihan formative assessment bagi guru-guru bahasa Inggris. Diskusi dengan guru-guru bahasa Inggris di kedua pondok pesantren mitra juga dilakukan. Para guru menyambut baik program pelatihan formative assessment dan meminta program ini segera dilakukan. Persiapan Alat dan Bahan Pada tahap ini, persiapan meliputi koordinasi, mobilisasi sumber daya, penyediaan perangkat, penyediaan bahan diklat pelatihan dilakukan. Kegiatan ini dilakukan untuk mendaftar kebutuhan-kebutuhanatau sarana prasarana yang diperlukan untuk pelatihan dan pendampingan formative assessment. Dalam proses ini tim IbM dibantu oleh para anggota 83
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
mitra sebagai bentuk partisipasinya. Pada tahap ini pula, materi, modul pelatihan dan segala sesuatu yang bersifat administrative untuk kelangsungan dan kelancaran pelatihan dilakukan. Output dari kegiatan ini adalah tersusunnya scenario pelatihan, tersedianya sarana prasarana yang dibutuhkan dalam workshop, dan tersedianya bahan untuk materi workshop Pelatihan dan pendampingan Pada fase pelatihan, guru-guru bahasa Inggris di pondok pesantren mitra akan mendapat pelatihan tentang teori formative assessment selama satu minggu (lima hari) secara intensive untuk meningkatkan pengetahuan mereka tentang formative assessment, termasuk bimbingan untuk membuat RPP pengajaran bahasa Inggris berbasis formatif assessment. Output dari pelatihan ini adalah peserta memahami hakikat (konsep dan ciri) formative assessment, peserta megetahui tujuan dan komponen serta langkah-langkah melaksanakan formative assessment, dan tersusunnya RPP pembelajaran bahasa Inggris berbasis formative assessment untuk 12 kali pertemuan. Kemudian, guru bahasa Inggris tersebut akan mendapatkan pendampingan dalam mengimplementasi RPP berbasis formatif assessment pada pengajaran bahasa Inggris dalam kelas. Pendampingan ini akan dilakukan sekali seminggu selama tiga bulan. Output kegiatan pendampingan berupa terlaksananya RPP dan adanya feedback pelaksanaan RPP serta pelaksanaan pembelajaran mencapai indikator yang ditetapkan, dan masalah pembelajaranyang dihadapi masing-masing guruterpecahkan. Akan tetapi, pada artikel ini, hasil pendampingan implementasi tidak disertakan. Evaluasi kegiatan IbM Evalusi kegiatan IbM mencakup evaluasi terhadap seluruh rangkaian kegiatan IbM yang meliputi pra-pelatihan, pelatihan, pendampingan dan paca pelatihan. Dengan kata lain item yang dievaluasi adalah perencanan, proses, dan produk IbM. Untuk mengevalusi perencanaan, tim pelaksana kegiatan IbM dan mitra akan dilibatkan untuk mengevaluasi perencanaan program. Untuk kegiatan pelatihan dan pendampingan, selain tim pelaksana dan mitra, peserta pelatihan dan siswa akan dilibatkan untuk mengevaluasi pelaksaanan pelatihan dan pendampingan. Tujuan dari evaluasi pelaksanaan adalah untuk mengetahui persepsi semua stakeholder yang terlibat dalam kegiatan IbM ini tentang effektifitas program. Evaluasi produk dan efek program akan dilakukan melaui sebaran angket tentang kepuasan dan tanggapan tentang proses IbM yang diadakan. Hasil Pelatihan Pelaksanaan kegiatan pelatihan formative assessment bagi Pondok Pesantren dilakukan ini dalam tiga tahapan, meliputi pra-pelatihan, pelatihan, dan pasca pelatihan. Berikut diuraikan detail kegiatan pada setiap tahapan Pra-pelatihan Kegiatan pada pra-pelatihan lebih banyak dipusatkan pada pengembangan modul pelatihan yaitu buku pegangan peserta tentang prinsip, konsep dan strategi-strategi formative assessment yang diperoleh dari hasil kajian pustaka tentang formative assessment. Modul pelatihan terdiri 7 bab. Karena tujuan pelatihan lebih menekankan pada aspek praktis implementasi formative assessment dalam kelas, sebagian besar bab-bab tersebut membahas strategi strategi dalam formative assessment. Pada tahapan ini pula dirancang roundown program, materi di setiap sesi dan pembagian topik oleh masing-masing pelaksana. Dua orang tenaga teknisi dari mahasiswa FPBS IKIP Mataram juga direkrut untuk membantu pelaksanaan program, terutama yang berhubungan dengan administrasi pelatihan, surat menyurat dan publikasi. Surat pemberitahuan dan ijin pelaksanaan program pelatihan juga dilayangkan kepada masing masing kepala Madrasah mitra dan kepada kepala Desa Batujai sebelum program dimulai.
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Pelatihan formative assessment dilaksanakan pada tanggal 15-19 Agustus 2016, bertempat di Pondok Pesantren Pajrul Hidayah, Batujai Lombok, melibatkan 20 guru Bahasa Inggris yang diundang untuk mengikuti pelatihan. Akan tetapi dari 20 guru yang diundang, hanya 15 peserta pelatihan yang aktif datang. Lima belas peserta tersebut berasal dari beberapa pondok pesantren mitra IbM, di sekitar wilayah kecamatan Praya Barat. Fase Pelatihan Hasil utama yang ingin dicapai oleh program pelatihan ini adalah peningkatanpengetahuan, pemahaman tentang dan kemampuan menjalankan formative assessment pada pengajaran bahasa Inggris di dalam kelas. Hasil tersebut dapat dilihat dari luaran yang dicapai dalam pelatihan ini yaitu berupa tersusunnya rencana pembelajaran (RPP) berbasis formative assessment yang diimplementasikan oleh peserta pelatihan dalam pengajaran Bahasa Inggris dalam kelas.Untuk mencapai tujuan tersebut, pelatihan intensif selama 5 hari dilaksanakan. Materi pelatihan mencakup konsep teoritis dan aplikatif dari formative assessment serta hasilhasil penelitian yang relevan tentang efektifitas formative assessment untuk meningkatkan kualitas pembelajaran yang dilakukan siswa. Mengingat formative assessment merupakan topik yang tidak banyak diketahui oleh guru di Indonesia, pembahasan tentang formative assessment dimulai dari sejarah perkembangan formative assessment di konteks luar negeri, terutama di Inggris, dan proses pengadopsiannya di berbagai negara di luar Inggris, termasuk di kawasan Asia. Pasca pelatihan Untuk mengetahui sejauh mana peserta pelatihan mendapatkan manfaat pelatihan ini pada proses pembelajaran dalam kelas, pendampingan terhadap implementasi RPP yang dibuat guru merupakan langkah strategic berikutnya. Pendampingan ini dilakukan sekali pada setiap peserta pelatihan. Waktu pendampingan disesuaikan dengan kesediaan dan waktu yang ada berdasarkan kesepakatan dengan peserta pelatihan.
Hasil Pelatihan Untuk mengetahui ketercapain dari tujuan pelatihan ini, ada duacara yang ditempuh yaitu dengan membandingkan nilai rata-rata peserta pelatihan pada pre-tes dan post-tes tentang konsep, prinsip dan strategi dalam formative assessment, dan dengan memberikan kesempatan kepada peserta pelatihan untuk memberikan evaluasi terhadap proses dan pelaksanaan program pelatihan. Pre-tes tentang konsep dan aplikasi formative assessment diberikan pada hari pertama pelatihan (15 Agustus 2016), sebelum pelatihan dimulai. Tujuannya adalah untuk mengetahui tingkat pemahaman peserta tentang formative assessment sebelum pelatihan diberikan. Pre-tes terdiri dari 30 pernyataan tentang formative assessment di mana peserta diminta untuk menjawab dengan mencentang kolom YES atau NO pada lembar tes, sejauh mana pernyataan itu berkaitan dengan formative assessment. Pada post tes pernyataan yang sama diberikan dengan formasi dan urutan pernyataan yang sudah diacak. Perbedaan nilai rata-rata peserta pada pre-test dan post test menjadi bukti empiris apakah pelatihan memilik efektifitas untuk meningkatkan pemahaman peserta tentang formative assessment. Untuk menguji apakah perbedaan tersebut (nilai pre test dan post test) signifikan, maka uji perbedaan menggunakan teknik statistic, yaitu uji nilai t (t-test satu sample), dilakukan. Alat kedua yang dipakai untuk mengukur efektifitas adalah lembar evaluasi peserta terhadap pelaksanaan pelatihan. Lembar evaluasi meminta pendapat peserta tentang efektifitas, konten, sampai administrasi pelatihan, serta pesan, rekomendasi dan kesan peserta untuk meningkat kualitas pelatihan sejenis di masa yang akan datang.
Table 1 contoh pernyataan yang digunakan dalam pre-tes 85
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Based on your current knowledge, do the following statements constitute Yes No formative assessment? 1. What makes an assessment “formative” is not the design of a test, but the way it is used 2. Formative assessment is deliberately set apart from classroom instruction 3. Students are encouraged to contribute to discussion about learning expectation and criteria for success 4. Teachers use a variety of methods to evaluate student comprehension and academic progress 5. Classroom questionings in formative assessment are mainly used to elicit factual knowledge from students Perbedaan nilai rata-rata peserta pada pre dan post tes Sejumlah 15 peserta pelatihan mengisi lembar pre test tentang formative assessment. Dengan menjawab pertanyaan “apakah penyataan-pernyataan berikut termasuk dalam formative assessment?”, kita bisa mengetahui level pemahaman peserta pelatihan tentang konsep dan aplikasi formative assessment. Apabila peserta memberikan respon yang benar maka nilainya 1, apabila salah maka nilainya 0 sehingga nilai terendah adalah 0 dan nilai tertinggi adalah 30. Kriteria penilaian seperti ini diadopsi dari Metler, et al (2009). Hasil pre test menunjukkan bahwa pengetahuan guru tentang formative assessment masih rendah dan pemahaman mereka tentang perbedaan antara formative assessment dengan summative assessment masih rancu. Nilai rata-rata pre test peserta adalah 13 dari 30, nilai terendah adalah 9 dan nilai tertinggi adalah 28. Pada posttest, nilai rata-rata peserta meningkat menjadi 15, dengan nilai terendah yaitu 11 dan nilai tertinggi yaitu 28. Untuk menguji apakah perbedaan nilai rata-rata peserta pada pre dan psot test itu signifikan, maka uji statistic dengan t-test dilakukan. Dari uji statistic tersebut didapatkan bahwa terdapat perbedaan signifikan antara nilai rata-rata peserta pelatihan pada pre dan psot test (t= 2.32, p= 0.04). Akan tetapi, mengingat nilai t test sangat rendah, maka hal ini dapat disimpulkan bahwa meskipun perbedaannya signifikan,practicality dari efek pelatihan ini bagi peserta di luar pelatihan ini kecil. Hal ini bisa saja disebabkan oleh instrument yang masih perlu diperbaiki. Lembar evaluasi program pelatihan Peserta pelatihan memberikan evaluasi yang positif terhadap pelaksanaan pelatihan dan menyatakan bahwa pelatihan ini telah dilakukan sesuai dengan perencanaan dan pelaksanaannya telah mencapai tujuan yang hendak dicapai. Hal ini dibuktikan dengan response peserta terhadap pertanyaan dalam lembar evaluasi program di mana seluruh peserta berpendapat bahwa materi pelatihan pada setiap sesi informatif dan relevan dengan topik pelatihan (80.6 persen), Materi disampaikan secara jelas dan dapat dimengerti dengan baik (79 persen), Administrasi dan perlengkapan pelatihan memuaskan (98 persen), Pelatihan secara umum memenuhi tujuan pelatihan (90 persen), Peserta mendapat pengetahuan baru tentang prinsip, strategi dan cara membuat RPP berbasis formative assessment (78 persen). Selain itu, sebagian peserta menyatakan bahwa program pelatihan ini sangat bermanfaat bagi mereka karena mereka mendapatkan informasi dan ilmu baru tentang formative assessment dan informasi tentang isu-isu terbaru dan perkembangan penelitian dan implementasi formative assessment di luar negeri terutama di Eropa dan wilayah Asia timur seperti di Cina dan Hongkong. Mereka juga berharap bahwa pelatihan serupa, terutama yang berhubungan dengan strategi-strategi pembelajaran dan penilaian berbasis pembelajaran (assessment for learning) akan banyak dilaksanakan di masa yang akan datang, mengingat pentingnya pelatihan tersebut di satu sisi dan minimnya pengetahuan peserta tentang assessment secara umum dan pengadaan pelatihan serupa di sisi yang lain. 86
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Kesimpulan dan Saran Kegiatan IbM ini bertujuan untuk meningkatkan pemahaman guru bahasa Inggris tentang formative assessment dan kemampuan guru dalam melaksanakan formative assessment pada pengajaran bahasa Inggris di pondok pesantren. Secara spesifik, kegiatan ini bertujuan untuk (1) memberi pelatihan kepada guru bahasa Inggris di kedua pondok pesantren mitra tentang hakekat, penggunan, aspek, prosedur formative assessment, (2) membimbing guru bahasa Inggris menyusun rencana pembelajaran (RPP) bahasa Inggris berbasis formative assessment, dan (3) mendampingi mereka dalam mengimplementasi RPP yang telah dibuat pada pengajaran bahasa Inggris dalam kelas. Untuk mencapai tujuan tersebut, kegiatan IbM ini berlangsung selama 1 tahun dengan beberapa fase pelaksanaan. Pada fase awal, guru-guru bahasa Inggris di pondok pesantren mitra akan mendapat pelatihan tentang teori formative assessment selama satu minggu (lima hari) secara intensive untuk meningkatkan pengetahuan mereka tentang formative assessment, termasuk bimbingan untuk membuat RPP pengajaran bahasa Inggris berbasis formatif assessment. Kemudian, guru bahasa Inggris tersebut akan mendapatkan pendampingan dalam mengimplementasi RPP berbasis formatif assessment tersebut pada pengajaran bahasa Inggris dalam kelas. Pendampingan implementasi ini dilakukan sekali untuk setiap guru. Pendampingan ini akan dilaksanakan selama lebih kurang satu bulan. Pelatihan formative assessment dilakukan di Pondok Pesantren Fajrul Hidayah Batujai dari tanggal 15-19 Agustus 2015, melibatkan 15 guru bidang study Bahasa Inggris dari beberapa Pondok Pesantren. Materi pelatihan meliputi Pengenalan tentang formative assessment, strategi-strategi dalam formative assessment, teori-teori pembelajaran yang melandasi formative assessment, dan design RPP berbasis formative assessment. Pasca pelatihan, tahapan program berikutnya adalah pendampingan implementasi. Para guru peserta pelatihan akan mendapatkan pendampingan dari pelaksana program untuk mengimplementasikan RPP yang mereka buat. Pendampingan implementasi dilakukan sekali terhadap setiap peserta. Program pendampingan direncanakan akan selesai di akhir bulan Oktober 2016. Hasil analisis terhadap nilai pretest dan post test peserta tentang pemahaman mereka mnegenai formative assessment menunjukkan bahwa ada peningkatan pemahaman guru tentang konsep dan aplikasi formative assessment. Hal ini dibuktikan dengan adanya peningkatan nilai rata-rata dari pre test dan postes yang dilakukan secara significan meskipun secara praktis peningkatan itu dapat dikategorikan masih lemah. Akan tetapi, lembar evaluasi program yang diisi guru/peserta pelatihan menunjukkan tingkat kepuasan yang cukup tinggi dari peserta tentang kualitas dan kedalaman materi pelatihan serta administrasi pelatihan. Hal ini dapat dibuktikan dengan response peserta yang sebagian besar memilih opsi “sangat setuju” dan “setuju” untuk mengukur kualitas pelaksanaan program dan kedalaman pemahaman mereka tentang materi pelatihan. Di samping itu, meskipun response peserta cendrung positif, mereka juga memberi masukin konstruktif terhadap proses pelatihan yang menurut sebagian mereka tidak memberikan kesempatan untuk melakukan peer teaching yang bisa dijadikan ajang untung memberi dan menerima umpan balik (feedback) terhadap performa mereka dalam implementasi strategistrategi formative assessment selama waktu pelatihan. Jadwal pelatihan yang bersamaan atau berdekatan dengan perayaan hari kemerdekaan 17 Agustus juga dianggap sebagai kendala yang perlu diperhatikan mengingat agenda guru dan sekolah pada momen-momen tersebut cukup padat sehingga guru tidak bisa berkonstentasi maksimal untuk menuaikan tugas-tugas yang dibebankan selama pelatihan.
Daftar Pustaka 87
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Arrafii, M. A. & Suhaili, M. (2015). Formative assessment literacy and practice: A study of English teaching in Indonesian secondary school: Preliminary finding. Report paper prepared for Directorate General of Higher Education, Ministry of National Education Bennet, R. E. (2010). Cognitive base assessment of, for and as learning: A preliminary theory of action for summative and FA. Measurement: Interdisciplinary Research and Perspectives, 8(2-3), 389-407 Black, P. & Wiliam, D (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 7-74 Black, P. & Wiliam, D. (2009). Developing the theory of Formative Assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31 Broadfoot, P. (2007). An introduction to assessment. New York: Continuum ETS (Educational Testing Service). (2010). About the KLT program. Princeton, NJ. Author. http://www.ets.org/Media/Campaign/12652/about.html (Access March 10, 2014) Noyce, P. E., & Hickey, D. T. (Eds.). (2011). New frontiers in formative assessment. Cambridge, MA: Harvard Education Press. OECD. (2005). Formative assessment: improving learning in secondary classroom. OECD Publishing. Stigins, R. J. (2001). The unfulfill promise of classroom assessment. Educational Measurement: Issues and Practice, 20(3), 5-15 Wiggins, G. P. (1998). Educative assessment. Designing assessment to inform and improve student performance. San Francisco; Jossey-Bass.
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Improving Civics Education Learning Outcomes Of The Fifth Grade Pupils Of Sdn 1 Baiya Through Jigsaw Cooperative Learning Model 1
Rizal, 2Arif Firmansyah 1,2 FKIP Tadulako University, Indonesia, 1 [email protected], [email protected]
Abstract The purpose of this research is to improve studens’t learning outcomes in learning civics using cooperative learning model jigsaw at SDN 1 Baiya. Research Subjects of the research is the fifth grade students at SDN 1 Baiya consisting of 25 pupils (9 men and 16 women). Data collection techniques used were observation, interview and a test to measure learning outcomes. Analysis of the data in this study is quantitative and qualitative techniques, the quantitative data that can be taken from the test, while Qualitative data derives from observation of teachers and students. The results of research indicated that jigsaw cooperative learning model can improve student learning outcomes in learning civics class V SDN 1 Baiya academic year of 2015/2016 1. In the first cycle, the application od cooperative learning model jigsaw was successful because students’ scores have slightly increased,there were four student who got a highest score (80), 4 students got the lowest score of 40, and the average score of 62.8. 15 students succeeded in the first cycle of action but they have not achieved the passing grade of 70. Therefore the action is continued to the second cycle. In the second cycle the students had better achievement with the average score of 82.4 and only one pupil who got the lowest score of 50. There were 4 students who got the highest score of 100. The number of the students in this stage who satisfied the passing grade was 23 out of 25 total number of students. Keywords: learning outcomes, cooperative learning jigsaw
Pendahuluan Masa kini arus globalisasi semakin pesat. Perkembangan ilmu dan teknologi modern telah menjamur di mana-mana, dan kebutuhan pun semakin banyak. Seiring dengan berkembangnya ilmu pengetahuan dan teknologi pendidikan menjadi prioritas utama dan menjadi kebutuhan pokok masyarakat. Melihat fenomena tersebut, tidaklah jarang orang tua yang berjuang agar anaknya bisa menempuh jenjang pendidikan dari jenjang pendidikan paling dasar sampai perguruan tinggi. Pada tingkatan-tingkatan pendidikan ini terdapat berbagai bidang ilmu yang harus diperoleh oleh para pembelajar, salah satunya adalah Pendidikan Kewarganegaraan (PKn). Sejalan dengan hal tersebut, Pendidikan Kewarganegaraan (PKn) sangat penting untuk diajarkan pada peserta didik karena PKn merupakan pelajaran yang memberi pengetahuan tentang kepribadian bangsa yang akan mencerminkan karakter suatu bangsa. PKn mengajarkan tentang bagaimana hidup saling berdampingan di tengah-tengah masyarakat dalam perbedaan suku, agama, dan budaya. Berdasarkan observasi awal, penulis menemukan fakta bahwa pada proses pembelajaran khususnya pelajaran PKn umumnya guru hanya menggunakan metode ceramah dalam mengajar, siswa cenderung menunjukkan sifat kurang bergairah dan pasif dalam menerima pelajaran tersebut sehingga mengakibatkan hasil belajar siswa kurang maksimal. Hal ini dapat dilihat dari hasil belajar siswa semester genap mata pelajaran PKn kelas V SDN 1 Baiya pada 89
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
tahun ajaran 2015/2016 belum sesuai dengan kriteria ketuntasan minimal (KKM) di sekolah tersebut yang ditentukan yakni sebesar 70. Permasalahan tersebut tentunya tidak dapat dibiarkan begitu saja, harus ada langkah kongkrit untuk memperbaiki pembelajaran di kelas sehingga hasil belajar siswa dapat meningkat dengan menerapkan model pembelajaran yang tepat. Oleh karena itu, dibutuhkan model pembelajaran yang dapat menanamkan pemahaman siswa secara lebih bermakna serta dapat membantu siswa berpikir kritis, kreatif dan membangun sendiri pengetahuannya lewat pengalaman belajar secara langsung agar dapat mengaitkan materi yang dipelajari dan menghubungkannya dengan situasi kehidupan nyata. Harapan tersebut dapat terwujud apabila pembelajaran dilaksanakan melalui model pembelajaran kooperatif tipe Jigsaw dengan tujuan agar siswa lebih memahami materi pelajaran dan hasil belajar siswa pada pembelajaran PKn dapat meningkat. Selain itu, model pembelajaran kooperatif tipe Jigsaw memiliki kelebihan bagi siswa untuk menghubungkan materi dengan kondisi yang sebenarnya, melatih siswa untuk berani menyampaikan pendapat, bertanya serta menyampaikan hasil pemikiran mereka selain itu siswa juga dilatih agar tidak tergantung pada menghafal materi. Berdasarkan latar belakang yang telah diuraikan di atas maka penulis tertarik untuk melakukan penelitian tindakan kelas dengan judul “Meningkatkan Hasil Belajar PKn Siswa Kelas V SDN 1 Baiya melalui Model pembelajaran kooperatif Tipe Jigsaw”. Model pembelajaran kooperatif Tipe Jigsaw Menurut Arends dalam Sumiati (2008:67) model pembelajaran kooperatif tipe jigsaw adalah : “Suatu tipe model pembelajaran kooperatif yang terdiri beberapa anggota dalam suatu kelompok yang bertanggung jawab atas penguasaan materi belajar dan mampu mengajarkan bagian tersebut kepada anggota lain dalam kelompoknya”. Selanjutnya dikatakan bahwa model pembelajaran kooperatif tipe jigsaw merupakan model pembelajaran kooperatif dengan siswa belajar dalam kelompok kecil yang terdiri dari 4-6 orang secara heterogen dan bekerja sama saling ketergantungan yang positif dan bertanggung jawab atas ketuntasan bagian materi pelajaran yang harus dipelajari dan menyampaikan materi tersebut kepada anggota kelompok lain. Pada model pembelajaran kooperatif tipe jigsaw, terdapat kelompok asal dan kelompok ahli. Kelompok asal, yaitu kelompok induk siswa yang beranggotakan siswa dengan kemampuan, asal, latar belakang keluarga yang beragam. Kelompok asal merupakan merupakan gabungan dari beberapa ahli. Kelompok ahli, kelompok siswa yang terdiri dari anggota kelompok asal yang berbeda yang ditugaskan untuk mempelajari dan mendalami topik tertentu dan menyelesaikan tugas-tugas yang berhubungan dengan topiknya untuk kemudian dijelaskan kepada anggota kelompok asal. Hubungan antara kelompok asal dan kelompok ahli digambarkan sebagai berikut (Rusman, 2010:69) sebagaimana terlihat dalam gambar berikut:
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Kelompok Asal
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Kelompok Ahli Teknik Pengumpulan Data Dalam penelitian ini, pengumpulan data dilakukan dengan cara: a. Pemberian tes awal dan tes pada setiap akhir tindakan. Tes awal diberikan sebelum tindakan dengan tujuan untuk mengumpulkan informasi tentang pemahaman awal siswa pada pengenalan materi pelajaran PKn , sedangkan tes pada akhir tindakan dilakukan untuk memperoleh data tentang peningkatan hasil belajar yang dicapai oleh siswa. b. Observasi Observasi yang dilakukan selama proses pembelajaran berlangsung dengan menggunakan lembar observasi. Tujuannya untuk mengamati aktivitas guru (peneliti ) dan siswa, yang melakukan observasi atau observer adalah teman sejawat. Teknik Analisis Data Data Kuantitatif Menurut Suryanto (2009:67) Data kuantitatif diperoleh dari tes awal dan tes akhir Data tersebut kemudian diolah dan dinyatakan dalam bentuk persentase yang dihitung dengan menggunakan rumus sebagai berikut Persentase daya serap individu = x 100% Siswa dikatakan tuntas belajar secara individu jika persentase daya serap individu > 70%. Ketuntasan belajar secara Klasikal = x100% Suatu kelas dinyatakan tuntas belajar secara klasikal jika > 80% siswa yang telah tuntas. Data Kualitatif Data yang dikumpulkan kemudian diolah, dimulai dengan menelaah seluruh data yang tersedia dari berbagai sumber yaitu dari hasil observasi catatan lapangan dan pemberian tes. Menurut Depdiknas (2004: 37), bahwa pengelolaan data kualitatif diambil dari data hasil aktivitas guru dengan siswa yang diperoleh melalui lembar observasi dianalisis dan dinyatakan dalam bentuk persentase yang dihitung dengan menggunakan rumus: Persentase nilai rata-rata = x 100% >NR 90% sangat baik
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
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Adapun kegiatan-kegiatan dalam setiap siklus terdiri dari empat tahap sebagai berikut: Perencanaan; Kegiatan yang dilakukan pada tahap ini adalah: 1) Membuat Rencana Pelaksanaan Pembelajaran (RPP) mata pelajaran PKn yang akan diajarkan dengan menggunakan model pembelajaran kooperatif tipe JIGSAW, 2) Membuat lembar observasi terhadap guru dan siswa selama proses belajar mengajar di kelas, 3) Membuat lembar kegiatan dan menyiapkan peralatan yang dibutuhkan untuk melaksanakan pembelajaran dan 4) Menyiapkan tes akhir tindakan. Pelaksanaan Tindakan; Kegiatan yang diiaksanakan pada tahap ini didasarkan pada rencana pelaksanaan pembelajaran yang telah disiapkan, yaitu dengan menggunakan model pembelajaran kooperatif tipe JIGSAW. Observasi; Pada tahap ini dilaksanakan proses kegiatan pembelajaran di kelas dengan menggunakan lembar observasi untuk mengamati kegiatan siswa maupun peneliti yang akan dilakukan oleh teman sejawat dari SDN 1 Baiya. Refleksi; Pada tahap ini seluruh hasil dan data yang diperoleh dari beberapa sumber dianalisis dan direfleksikan, apakah kegiatan yang dilakukan dapat meningkatkan hasil belajar siswa pada mata pelajaran PKn di kelas V SDN 1 Baiya. Hasil refleksi akan digunakan sebagai acuan untuk merencanakan tindakan yang lebih efektif pada siklus berikutnya.
Hasil Penelitian Pra Tindakan Sebelum penelitian kelas, telebih dahulu dilakukan tes awal untuk mengetahui kemampuan siswa pada materi menunjukan sikap positif terhadap norma-norma yang berlaku dalam kehidupan bermasyarakat, berbangsa dan bernegara. Dari hasil analisis tes pra tindakan diperoleh dapat dilihat pada tabel berikut:
Tabel 1: 92
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Rekapitulasi Hasil Tes Awal Pra Tindakan No Aspek perolehan 1 Skor tertinggi 2 Skor terendah 3 Skor rata-rata 4 Banyak siswa yag tuntas 5 Persentase ketuntasan klasikal 6 Persentase daya serap klasikal
Hasil 70 (10 0rang) 30 (2 orang) 54 10 orang 40 % 56,6 %
Berdasarkan tabel di atas, diketahui bahwa hasil tes awal yang diperoleh dengan skor tertinggi 70, skor terendah 30 dan skor rata-rata yang diperoleh 54 yang terdiri dari 25 siswa. Banyaknya siswa yang tuntas yakni 10 orang dengan persentase ketuntasan klasikal 40% dan daya serap klasikal 54%. Berdasarkan hasil analisis data tersebut, dapat disimpulkan bahwa kemampuan siswa dalam memahami konsep masalah-masalah sosial masih sangat rendah. Dari 25 siswa yang mengikuti tes, hanya 10 orang siswa yang tuntas belajar atau mencapai minimal daya serap 70% yang ditetapkan sekolah. Tes awal pratindakan ini dilakukan karna dijadikan sebagai pembanding sebelum dan sesudah menggunakan metode jigsaw, artinya kita akan mengetahui aktivitas siswa, kemampuan siswa sebelum menggunakan model pembelajaran jigsaw. Perencanaan Tindakan Siklus 1 Pada siklus 1, rencana tindakan yang dilakukan untuk meningkatkan hasil belajar siswa adalah sebagai berikut: 1. Membuat skenario pembelajaran dengan menggunakan model koperatif tipe jigsaw. 2. Mempersiapkan sumber ajar 3. Menyusun rencana pembelajaran (RPP) untuk setiap pertemuan 4. Menyusun format lembar observasi aktifitas guru dan siswa 5. Membuat alat evaluasi berupa tes hasil belajar siswa setelah mengikuti materi pembelajaran. Pelaksanaan Tindakan Siklus 1 Pelaksnaan tindakan siklul I dilaksanakan 2 kali pertemuan proses belajar mengajarya, sedangkan pertemuan kedua yaitu pemberian tes hasil belajar dengan alokasi waktu 2 x 45 menit untuk tiap pertemuan. Pada siklus ini diterapkan pembelajaran kooperatif tipe jigsaw dimana siswa dibentuk kedalam kelompok asal dan kelompok ahli dan pelaksanaan pembelajaran mengacu pada rencana pembelajaran. Hasil Observasi Tindakan Siklus I Observasi merupakan satu pengmatan yang dilakukan secara langsung kelokasi penelitian untuk mengamati pelaksanaan setiap tindakan yang dilakukan oleh guru PKn dan siswa dalam kaitannya dengan model pembelajaran kooperatif tipe jigsaw. Berdasarkan hasil data observasi aktivitas guru, dalam menerapkan model kooperatif tipe jigsaw pada pertemuan pertama jumlah skor yang dilaksanakan ada 10 yaitu (1) guru telah membuka pelajaran dengan mengucap salam, (2) menyampaikan indikator pembelajaran, (3) mengorganisasikan siswa kedalam kelompok secara heterogen, (4) membagi LKS yang berada pada tiap-tiap kelompok, (5) memberikan bimbingan pada setiap kelompok yang mengalami kesulitan, (6) memberikan kesempatan kepada siswa untuk mengemukakan pendapatnya, (7) guru meminta setiap kelompok ahli kembali dengan kelompok asal untuk, (8) mendiskusikan hasil dari kelompok ahli, (9) mengarahkan siswa untuk membuat kesimpulan, (10) memberikan tes berdasarkan topik pembelajaran dan menutup pembelajaran. 93
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Sedangkan yang tidak di laksanakan ada 5 yaitu (1) menyediakan sumber belajar, (2) menyajikan informasi tentang kegiatan pembelajaran jigsaw, (3) menjelaskan tanggungjawab kelompok asal dan kelompok ahli, (4) diskusi kelompok ditetapkan dengan memberikan penilaian terhadap proses diskusi dan (5) memberi penghargaan. Pada pertemuan kedua jumlah skor yang dilaksanakan ada 12 yaitu (1) guru telah membuka pelajaran dengan mengucap salam, (2) menyampaikan indikator pembelajaran, (3) menyediakan sumber belajar, (4) mengorganisasikan siswa kedalam kelompok secara heterogen, (5) membagi LKS yang berada pada tiap-tiap kelompok, (6) memberikan bimbingan pada setiap kelompok yang mengalami kesulitan, (7) memberikan kesempatan kepada siswa untuk mengemukakan pendapatnya, (8) guru meminta setiap kelompok ahli kembali dengan kelompok asal untuk, mendiskusikan hasil dari kelompok ahli, (9) diskusi kelompok ditetapkan dengan memberikan penilaian terhadap proses diskusi, (10) mengarahkan siswa untuk membuat kesimpulan, (11) memberikan tes berdasarkan topik pembelajaran dan (12) menutup pembelajaran. Sedangkan yang tidak di laksanakan ada 3 yaitu, (1) menyajikan informasi tentang kegiatan pembelajaran jigsaw, (2) menjelaskan tanggungjawab kelompok asal dan kelompok ahli dan (3) memberi penghargaan. Melihat kriteria taraf keberhasilan tindakan pada siklus I, maka aktivitas guru berada dalam kategori baik. Hasil Tes Siklus I Setelah pelaksanaan tindakan siklus I yang dilakukan selama I kali pertemuan dengan alokasi waktu 2 x 45 menit, maka kegiatan selanjutnya adalah memberikan tes akhir. Soal tesnya berjumlah 5 nomor, waktu yang diberikan untuk menyelesaikan soal ini adalah 2 x 45 menit, hasil analisis siklus I dapat dilihat pada tabel berikut: Tabel 2: Rekapitulasi Hasil Tes Belajar Siklus I No Aspek Perolehan 1 Skor tertinggi 2 Skor terendah 3 Skor rata-rata 4 Banyaknya siswa yang tuntas 5 Persentase ketuntasan belajar 6 Persentase daya serap klasikal
Hasil 80 (4 orang) 40 (2 orang) 62,8 15 orang 60 62,8%
Berdasarkan table di atas, diketahui bahwa hasil tes yang diperoleh pada siklus I yakni dengan skor tertinggi 80, skor terendah 40 dan skor rata-rata yang diperoleh 62,8 yang terdiri dari 25 siswa. Banyaknya siswa yang tuntas belajar yakni 15 orang siswa dengan persentase ketuntasan belajar 60% dan daya serap klasikal 62,8%. Berdasarkan hasil analisis data tersebut. Dapat disimpulkan bahwa pemberian tindakan dengan model pembelajaran kooperatif tipe jigsaw dinyatakan tidak tuntas karena belum mencapai indikator kinerja yang telah ditetapkan yakni 70%. Pelaksanaan Tindakan Siklus II Pelaksanaan tindakan siklus II dilakukan 2 kali pertemuan proses belajar mengajar, sedangkan pertemuan kedua yaitu pemberian tes hasil belajar dengan alokasi waktu 2 x 45 menit untuk tiap pertemuan. Pada siklus ini diterapkan pembelajaran kooperatif tipe jigsaw dan pelaksanaan pembelajaran mengacu pada rencana pembelajaran. Hasil Observasi Siklus II Observasi terhadap aktivitas siswa dan guru dilakukan pada saat kegiatan pembelajaran berlagsung guru yang ditunjuk sebagai mitra bertindak sebagai observer untuk mengamati 94
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
aktivitas siswa dan guru dengan menggunakan lembar observasi kooperatif yang telah disediakan. Hasil observasi aktivitas guru, dalam menerapkan model kooperatif tipe jigsaw pada pertemuan pertama jumlah skor yang dilaksanakan ada 14 yaitu (1) guru telah membuka pelajaran dengan mengucap salam, (2) menyampaikan indikator pembelajaran, (3) menyediakan sumber belajar, (4) mengorganisasikan siswa kedalam kelompok secara heterogen, (5) menyajikan informasi tentang kegiatan pembelajaran jigsaw, (6) membagi LKS yang berada pada tiap-tiap kelompok, (7) menjelaskan tanggungjawab kelompok asal dan kelompok ahli, (8) memberikan bimbingan pada setiap kelompok yang mengalami kesulitan, (9) memberikan kesempatan kepada siswa untuk mengemukakan pendapatnya, (10) guru meminta setiap kelompok ahli kembali dengan kelompok asal untuk, mendiskusikan hasil dari kelompok ahli, (11) diskusi kelompok ditetapkan dengan memberikan penilaian terhadap proses diskusi, (12) mengarahkan siswa untuk membuat kesimpulan, (13) memberikan tes berdasarkan topik pembelajaran dan (14) menutup pembelajaran. Sedangkan yang tidak di laksanakan yaitu, memberi penghargaan. Pada pertemuan kedua, aspek yang diamati dari kegiatan guru sudah dilaksanakan semuanya. Dengan demikian, aktifitas guru pada siklus I sampai siklus II terjadi peningkatan yang sangat signifikan, apabila melihat kriteria taraf keberhasilan tindakan pada siklus II maka aktifitas guru berada pada kategori sangat baik dan guru menangani siswa dengan serius. Berdasarkan hasil observasi, dalam menerapkan model pembelajaran kooperatif tipe jigsaw telah meningkatkan aktivitas siswa terbukti dari hasil observasi pada pertemuan pertama siklus II ada 13 aspek yang sudah dilaksanakan yaitu, (1) kesiapan siswa mengikuti pembelajaran , (2) antusias siswa mengikuti pembelajaran, (3) mendiskusikan hasil yang diperoleh dari kelompok ahli yang dijadikan sebagai laporan dan dipersentasekan, (4) menyampaikan pendapat, (5) mengajukan pertanyaan, (6) memberikan kritikan, (7) saling membelajarkan antar teman dalam kelompok asal, (8) membuat laporan / mempersentasekan hasil laporan, (9) melakukan diskusi dalam mengerjakan LKS, (10) menyelesaikan LKS dengan benar dan tepat waktu, (11) kekompakan kelompok dalam mengerjakan LKS, (12) mencatat soal yang diberikan guru, dan (13) siswa mengucap salam penutup. Sedangkan yang tidak dilaksanakan yaitu menerima penghargaan. Pada pertemuan kedua, semua aspek pengamatan aktivitas siswa sudah terlaksana dengan baik. Dari hasil observasi tersebut sudah dapat dikategorikan bahwa keaktifan diskusi siswa sudah meningkat dan semakin baik. Hasil Tes Siklus II Setelah pelaksanaan tindakan siklus II yang dilakukan selama I kali Pertemuan dengan alokasi waktu 2 x 45 menit, maka kegiatan selanjutnya adalah memberikan tes akhir, tes ini berupa tes essay dengan jumlah 5 nomor. Waktu yang diberikan untuk menyelesaikan soal ini adalah 2 x 45 menit. Hasil analisis siklus II dapat dilihat pada tabel berikut : Tabel 3: Hasil Tes Siklus II No Aspek Perolehan Hasil 1 Skor Tertinggi 100 (4 orang) 2 Skor terendah 50 (1 orang ) 3 Skor Rata-Rata 82,4 4 Banyaknya siswa yang tuntas 22 orang 5 Persentase Ketuntasan belajar 88 6 Persentase daya serap klasikal 82,4% 95
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Berdasarkan tabel di atas, diketahui bahwa hasil tes yang diperoleh pada siklus II yakni dengan skor tertinggi 100, skor terendah 50 dan skor rata-rata yang diperoleh 82,4 yang terdiri dari 25 siswa. Banyaknya siswa yang tuntas belajar yakni 22 siswa dengan persentase ketuntasan belajar klasikal 88% dan daya serap klasikal 82,4%. Berdasarkan hasil analisis data tersebut, dapat disimpulkan bahwa pemberian tindakan dengan model pembelajaran Kooperatif Ttipe Jigsaw dinyatakan tuntas dan mencapai indikator kinerja yang telah ditetapkan yakni 70%.
Pembahasan Mencermati hasil pelaksanaan penelitian tindakan kelas yang dilakukan di SDN 1 Baiya di atas pada dasarnya bahwa penelitian yang dilakukan ini bertujuan untuk memperoleh gambaran kualitas proses belajar mengajar dan kualitas belajar siswa dengan menerapkan dan mengimplementasikan model pembelajaran kooperatif tipe jigsaw untuk pengajaran pokok memahami Hakikat dan Menunjukan Sikap Positif Terhadap Norma-norma yang Berlaku Dalam Kehidupan Bermasyarakat, Berbangsa dan Bernegara. Kualitas proses belajar mengajar dalam penelitian ini akan tergambar dari; 1) kemampuan guru mengelola ketuntasan belajar mengajar, 2) aktivitas siswa dan guru selama proses belajar mengajar berlagsung, 3) keterampilan kooperatif siswa, dan 4) respon siswa dan kesan guru terhadap peragkat dan model pembelajaran kooperatif tipe jigsaw yang diterapkan. Sedangkan kualitas hasil belajar akan tergambar dari ketuntasan individual, dan ketuntasan klasikal siswa dengan berpedoman pada standar ketuntasan yang ditetapkan. Hasil penelitian tindakan kelas dengan menggunakan metode kooperatif tipe jigsaw yang dilaksanakan sebanyak dua siklus dan setiap siklusnya dilakukan sebanyak dua kali tatap muka tersebut menunjukan bahwa di dalam pembelajaran PKn terjadi peningkatan hasil belajar siswa dalam pembelajaran ini, hal itu dapat dilihat melalui hasil evaluasi perolehan nilai setiap tes tindakan baik dari hasil tes tindakan awal siswa sampai pada nilai hasil tes tindakan akhir pada siklus I dan siklus II sebagaimana diuraikan pada bagian hasil diatas. Terlihat pada hasil tes awal siswa menunjukkan bahwa hasil yang diperoleh dengan skor tertinggi 70, dengan jumlah siswa 10 orang, skor terendah 30 dengan jumlah siswa 2 orang dan skor rata-rata yang diperoleh 54 yang terdiri dari 25 siswa. Banyaknya siswa yang tuntas yakni 10 orang dengan persentase ketuntasan klasikal 40% dan daya serap klasikal 54%. Berdasarkan hasil analisis data tersebut, dapat disimpulkan bahwa kemampuan siswa dalam memahami materi masih sangat rendah. Dari 25 siswa yang mengikuti tes, hanya 10 orang siswa yang tuntas belajar atau mencapai minimal daya serap 70% yang ditetapkan oleh sekolah. Berdasarkan hasil tes penilaian pada siklus I diketahui bahwa skor yang diperoleh pada siklus I yakni dengan skor tertinggi 80 dengan jumlah siswa 2 orang, skor terendah 40 dengan jumlah siswa 2 orang, dan skor rata-rata yang diperoleh 62,8 yang terdiri dari 25 siswa. Banyaknya siswa yang tuntas belajar yakni 15 orang siswa dengan persentase ketuntasan klasikal 60% dan daya serap klasikal 62,8%. Berdasarkan hasil analisis tersebut, dapat disimpulkan bahwa pemberian tindakan dengan model pembelajaran kooperatif tipe jigsaw dinyatakan tidak tuntas karna belum mencapai indikator kinerja yang telah ditetapkan yakni 70%. Ketika dibandingkan antara siklus I dan II tes hasil belajar siswa sudah mencapai ketuntasan karna siswa yang memperoleh skor tertinggi 100 terdapat 4 orang siswa sementara pada siklus I hanya terdapat 2 orang siswa dengan perolehan skor 80. Pada siklus kedua ini terdapat skor terendah 50 dan skor rata-rata yang diperoleh 82,4 yang terdiri dari 25 jumlah siswa. Banyaknya siswa yang tuntas belajar yakni 22 siswa dengan persentase ketuntasan klasikal 96
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88% dan daya serap klasikal 82,4%. Berdasarkan hasil analisis data tersebut, dapat disimpulkan bahwa pemberian tindakan dengan model pembelajaran kooperatif tipe jigsaw dinyatakan tuntas dan mencapai indikator kinerja yang telah ditetapkan yakni 70% pada siklus kedua ini. Berdasarkan hasil wawancara yang diperoleh penulis dalam penelitian ini sebagaimana diuraikan pada bagian hasil penelitian diatas, dapat ditarik suatu kesimpulan bahwa penerapan metode pembelajaran kooperatif tipe jigsaw itu nampak sangat disukai oleh siswa, karena dalam pembelajaran kooperatif tipe jigsaw ini siswa mudah dalam memahami isi materi yang diajarkan dan sikap saling tanggungjawabnya yang kuat.
Kesimpulan Berdasarkan hasil penelitian sebagaimana diuraikan pada bab IV di atas, dapat ditarik suatu kesimpulan yaitu bahwa hasil penelitian tentang upaya peningkatan hasil belajar siswa melalui metode pembelajaran kooperatif tipe jigsaw di SDN 1 Baiya dapat meningkatkan hasil belajar siswa, dan proses yang diterapkan oleh peneliti telah tuntas dikuasai oleh siswa, baik secara individual maupun secara klasikal. Hasil penelitian menunjukkan bahwa indikator kinerja telah tercapai pada siklus II yakni dengan skor tertinggi 100, skor terendah 50 dan skor rata-rata yang diperoleh 82,4 yang terdiri dari 25 siswa. Banyaknya siswa yang tuntas belajar yakni 22 siswa dengan persentase ketuntasan klasikal 88% dan daya serap klasikal 82,4%. Saran Berdasarkan kesimpulan tersebut, peneliti menyarankan; 1. Guru mata pelajaran PKn di SDN 1 Baiya kiranya agar metode pembelajaran kooperatif tipe jigsaw dilakukan secara kontinyu karena penerapan metode pembelajaran kooperatif tipe jigsaw dalam pembelajaran PKn ini dapat meningkatkan hasil belajar siswa. 2. Kepala sekolah perlu mencari informasi lebih dalam tentang metode pembelajaran kooperatif tipe jigsaw yang baik dan benar Untuk lebih mengefektifkan upaya peningkatan hasil belajar siswa melalui metode pembelajaran kooperatif tipe jigsaw.
Daftar Pustaka Dahlia. (2012). Penelitian Tindakan Kelas. Palu: Edukasi Mitra Grafika Depdiknas. (2004). Pedoman Penilaian Hasil Belajar. Jakarta. Dimyati dan Modjiono. (2009). Belajar dan Pembelajaran. Jakarta: Rineka Cipta. Hamalik. (2009). Proses Belajar Mengajar. Jakarta: Bumi Aksara. Ibrahim. (2004). Aspek-aspek dalam Tujuan Pembelajaran. Jakarta: Kencana Kurikulum Tingkat Satuan Pendidikan (KTSP). (2006). Muatan Kurikulum. Jakarta: Depdiknas Muslich. (2010). Melaksanakan PTK itu Mudah (Clasroom Action Research). Jakarta: Bumi Aksara. Rusman. (2010). Model-model pembelajaran (mengembangkan profesionalisme guru). Jakarta: PT Raja Grafindo Slameto. (2005). Cara Belajar Siswa Aktif dalam Proses belajar Mengajar. Bandung: Sinar Baru Algesindo. Sumiati. (2008). Metode Pembelajaran. Bandung: CV Wacana Prima Suryanto. (2009). Evaluasi Pembelajaran di SMP. Cetakan Kedua. Jakarta: Universitas Terbuka. Trianto. (2011). Mengembangkan Model Pembelajaran Tematik. Cetakan Kedua Jakarta: PT Prestasi Pustakaraya. Tukiran. (2011). Model-model Pembelajaran Inovatif. Bandung: Alfabeta. 97
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Winataputra. (2010). Model Pembelajaran IPS. Cetakan Kelima. Jakarta: Universitas Terbuka.
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Lavarsida Test for Ethanol Extract of Purple Basil Leaf (Ocimum Sanctum L) on Mosquito Larvae Anopheles Aconitus L Yunita Sari Islamic University of Sultan Agung Semarang, Indonesia [email protected]
Abstract This study aimed to determine the ability of ethanol extract of purple basil leaves (Ocimum sanctum L) as larvicides on larvae of Anopheles aconitus, knowing the time of total mortality of larvae of Anopheles aconitus and determine the concentration of ethanol extract of purple basil leaves (Ocimum sanctum L) which effectively kill mosquito larvae Anopheles aconitus. This study used a completely randomized design (CRD) with one factor which is concentration of ethanol extract of purple basil leaves (Ocimum sanctum L) and the concentrations were 3% w / v, 6% w / v, 9% w / v, 12% w / v with four times repetition in each treatment. The parameters which observed was the number of cumulative mortality of larvae of Anopheles aconitus L and a total mortality of larvae of Anopheles aconitus L. The data analysis was one way Anova and continued with the least significant difference test (BNT). The results showed that the ethanol extract of purple basil leaves (Ocimum sanctum L) can be used as larvicides on larvae of Anopheles aconitus L and a total mortality of larvae of Anopheles aconitus L is at the 20th hour. The most effective concentration to kill larvae of Anopheles aconitus L was 12% w / v. Keywords: ethanol extract of purple basil leaves (Ocimum sanctum L), the larvae of Anopheles aconitus L.
Preliminary Aconitus Anopheles mosquitoes are the main vectors of malaria in the area of Java and Bali. Anopheles aconitus has breeding sites such as irrigations, river sides, and fish ponds (Gandahusada, 1990). Malaria disease is caused by blood parasites (not a bacteria or virus) named Plasmodium sp. (P. falciparum, P. Virax, P. ovale, and P. malariae). The disease is spread by mosquitoes, when it sucks the blood of the sick people, that can pass it on when sucking the blood of others. In the body of the mosquitos, parasites develop during the week. Symptoms of this disease are such as flu, chills, fever, headache, aches, and fatigue which appear 10 days to 4 weeks later. When someone are inficted by two types of malaria (P. vivax and P. ovale), they could have malaria anymore because there are parasites which left behind in their liver of several months to 4 years, although it is not bitten by another mosquito (Kirniwardoto, 1992). According to Brown (1979), the control attempt to break the life cycle of the vector, both at the larva and adult stage can be done chemically and biologically. Chemical control can be performed using chemical insecticides. The usage of chemical insecticides to control Anopheles aconitus which has done is controling the larva by using a 1% Abatte Temefos and use 4% Malathion in the form of smoke to the adult stage. In Indonesia fumigation (fogging) with Melation have been carried out within a radius of 100 m in the area around the house with malaria sufferer. And then, to control the larva , we use Abatte which have been conducted in various cities where malaria is endemic. Fumigation and abate usage action indeed managed to suppress the Anopheles aconitus population, but it is not possible to be done continuously because of high operational costs. 99
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The usage of chemical insecticides also has effected in mosquito resistance to chemical insecticides which is used. In addition, it also will cause environmental pollution. The effort for searching another safer chemical compound is still carried out because we know about how huge the negative impact of sintetic insecticide usage. Natural compounds insecticides which are found in some plants actually have long been used by humans. The active compounds from plants not only have toxic characteristic, but it can affect the life cycle of insects and it is safe for the environment. That is because the active compounds from natural ingredients easily decompose in nature, accesible and cheap. Plant extracts can be used as an insecticide, especially for the larva stage. One of the botanical insecticides that can be used is purple basil leaves (Ocimum sanctum L;). Purple basil leaves (Ocimum sanctum L), if it is distilled, can produce essential oils containing eugenol, geraniol and linalool which are smelly and extremely disliked by mosquitoes and have been known as an insect repellent. Beside containing eugeol, geraniol and lonalool, purple basil leaves (Ocimum sanctum L), it also contains saponins, flavonoids and tannins. Purple basil leaves is used as ethanol extract , because it contains substances that can work as a poison to insects. Based on the characteristic owned by the purple basil leaves, it is expected to be used as a natural insecticide to kill insects (Kardian, 2003). From the above, it can be formulated as follows: 1. Are the ethanol extract of purple basil leaves (Ocimum sanctum L) able to be used as larvicides for larva of Anopheles aconitus mosquitos? 2. What is the total time of the death of larva of Anopheles aconitus mosquitos? 3. What is the concentration of ethanol extract of purple basil leaves (Ocimum sanctum L) which effectively kill the larva of Anopheles aconitus mosquitos?
Literature Review Purple Basil Plant (Ocimum sanctum) Purple basil or scientific name (Ocimum sanctum L) is a one year old herbaceous plant with 30-150 cm of height; vertical herba; very fragrant; 03-06 m; stems with rather purple colors; the hair changes sometimes; leave rod is 0.5-2 m; the leaves are elliptical ovale with a pointed end; mottled similar to the prior contiguous bone mother 3-6 bones branches; 3,5 - 7.5 times 1,5 - 2,5 cm, bouquet of artificial flowering 5, gathered into bunches tip. Bract elliptical / oval, length of 0.5 to 1 cm, outer side of the petal-haired, with a smaller edge along the tube, next to the small pointed teeth, attaches the lower teeth into the lower lip cleft-lipped 2. 2 lips crown, length 8 - 9 mm from the outer-haired, top seed titled 4, the lower lip average, the stem of the upright and lean on the axis of the wreath, with the tip of circle hooks, as if seated and with the mouth directed tilted modestly. Fruit petals 6-9 mm long, dark brown hard fruits, bald, when wetted swell once, often planted but more often so wild, growing at an altitude of between 1-450 m. Beside containing essential oil, purple basil leaves also contain saponins, flavonoids and tannins. And the seeds contain saponins, flavonoids, and polyphenols. Essential oil is usually contained within the oil glands, secretion vessels or hair glandular from aromatic glands (Hutapea and Syamsuhidayat, 1991) Essential oil which is produced by purple basil is often called stale oil. Essential oil has distinctive aroma. Essential oil is fungtioned as fragrances, include perfumes, cosmetics, soaps, toothpaste and flavors for food. Randeman Essential oil from purple basil is about 0.08% -0.38% which contain euganol, geraniol and linalool (Kardinan, 2003). 100
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Saponins are glycosides triterpena and sterols. Saponin is an sueface active compound and the characteristics are resembling soap, and can be detected by the ability to form foam and menghemolisis(?) cells. Saponin has a bitter taste, usually cause sneezing or irritation of mucous membranes. For the body, Saponin affects to the red blood cells that can make it shattering and the protoplasma is out, thus can be toxic to the blood (Robinson, 1995). Flavonoid is compound containing 15 carbon atoms in the core arranged in the configuration of C6-C3-C6 which is two aromatic rings linked by 3 units of carbon that may or may not form a third ring. Flavonoid is in all parts of the plant (Robinson, 1995). Flavonoid contains aromatic konjugusi system, flavonoid can work as a powerful inhibitor on breathing. The fungtions of Flavonoid for plants are for the regulation of the body, the setting of photosynthesis, anti microba, anti-virus for insects (Robinson, 1995). Flavanoida can be used as anti-inflammatory, anti-allergic and inhibition of tumor promoter, and it is also used to shield the gastric mucosa. Some flavonoids have antifugal power and anti microba. Tannin is almost in all plants worldwide. Tannin is found in all parts of the plant from the roots to the leaves, branches, until the raw fruit. In plants, tannins can be functioned to kill bacteria and other harmful micro orgamism which are able to harm the plant. Some tanins is proved having antioxidant activity and able to inhibit the growth of tumors (Robinso, 1995). Larvicides and Insecticides Insecticide is a material that has deadly effect for insects. It is usually used to kill insects which are nuisance or harmful for plants and human life such as: mosquitoes, flies, fleas, termites, etc (Sastroutomo, 1992). Larvicide is chemical used to kill larva. Larvicides can eradicate a disease transmitted by Anopheles aconitus L mosquitoes, which until now human has not found a cure or vaccine yet, so one way of preventions is to eradicate the vector. This malaria vector has limited breeding sites in the human living environment both inside and outside the home. Therefore, the eradication of Malaria vector before-adult phase is easier than when it reached adult phase. Eradication stadium pradewasa do biologically or chemically. Insecticide Botanists Botanical insecticides /natural insecticides are toxic compounds derived from plants. Based on the history, ingredients derived from plants have been used before the insecticide from other factions exists. Part of the plant which is used as insecticides are flowers, leaves, and roots, which are immediately destroyed and used directly or through an extraction first (Sastroutomo, 1992). Some plants secrete toxin that poisons the consumen, while others produce complex compounds that the growth cycle, the attacker (mimics hormones, antagonists hormones) or produce chemical compounds that modify insect behavior (repellant, attractant). So these compounds can be classified as toxic substances (toxicant) (Santoso, 1997). Benefits of Purple Basil (Ocimum sanctum L) Almost all types of basil can be used as drug, including purple basil Ocimum sanctum L. Basil has function to increase appetite, aid digestion, nourish the heart, treat coughs, lower the heat, eliminates shortness of breath, cure gout, shed menstruation, shed breast milk, mouth sores, thrush fighting malaria, shed sweat, shed urine, speed up blood circulation, treat snake bites and insect, as well as treating eczema and sores. All parts of the plant, include seeds, leaves, twigs, stems, even root are useful as medicines (Kardinan, 2003).
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Basil can be used as an botanical insecticide, that is a mosquito and other insect pests repellent. Beside, it is also effective in controlling pests of warehouse (Collosbrocus SPP, SPP Sitophillus, or Stegobium Panicum). Basil is also able to suppress the population of insect pests in the field. For the other insects, basil can be used as an attractant / decoy like fruit Bactocera and Dacus genus. It can be used in tackling the fruit flies pest (Kardinan, 2003). Purple basil is a fungicide for controlling pcycularia oryzae which is a cause of blat disease / spotting and attacking blight of rice plants, especially upland rice. In addition, basil is also used to control Thizotoniz solani fungus and Fusarium fungus attact that cause stem rot disease on vinili. Phytoprhro, Rigidoporus and Sclerotium active ingredient that functions as a fungicide is eugenol (Kardinan, 2003). The results of several research studies from research centers, spices and medicinal plants (Balittro) showed that eugenol can suppress the growth of the hematoda of the pepper plant. The active ingredient that functions as a nematicide is eugenol (Kardinan, 2003).
Extract Method Extraction is a liquid preparation made by extracting the botanicals with room temperature and 70% ethanol for 24 hours. Extraction is generally used to integrate active substances which is soluble in water from plant-based ingredients with a few modifications. This method is often used to make an extract. The process of making extracts are: 1. Raw materials are dried in dryer cabinet and then pollinated using a blender. 2. Raw materials are soaked with chemicals (70% ethanol) with room temperature for 24 hours and filtered with a funnel bucher thus obtained filtrate and the residue. 3. Filtering is done with evaporation using a rotary evaporator to obtain a thick extract. Anopheles aconitus Anopheles aconitus mosquitos have morphological characteristics as follows: 1) The wings with white spots 2) Proboscis approximately has the same length as the palpi. 3) In the first sequence costa and there are four or more stains pale 4) At the connection of libia - hind leg tarsus, there are no bracelet as mentioned above. 5) The fifth Tarsus of hind legs is partially or completely dark 6) Femur and libiado are not spotted 7) Tarsi of the front legs are not flanged or with narrow bracelets 8) Half of the probosic pennisula ussually has pale there are stained pale tassels at the end of uric 6on the wing. 1a - 5b - 7b - 26b - 27b - 35b - 42a - 43a - 43b (DG PPM and PLP, 1979) Aconitus Anopheles mosquitoes resting places in the wild are on a cliff, ditch, at the bottom of the damp surface, pit. Those are good places the mosquitos to rest. But there are some which choose a cage or a house with a cage inside as a resting place. Inside the cage or home, most of the Anopheles aconitus perched at a height of approximately 80 cm from the floor. Their light distance is limited which is usually not more than 2-3 km from the place for breeding (Santoso, 1997). The main breeding places of Anopheles aconitus is rice field with irrigation, river sides, and fish ponds (Gandahusada, 1990). Mosquitoes experience perfect metamorphosis: egg-larva-cocoon-adult mosquitoes. Stadium eggs, larva, and cocoon live in water whereas the adult stage flies (Gandahusada, et al, 1988). 102
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Anopheles aconitus are anthropophilic (delighted in humans) and only female mosquitoes bite and suck blood. At night, the mosquitoes rest in the house and hung objects such as clothing, mosquito nets, walls, and usually in a dark place. This mosquito has a repeating habit (multiple biters), which is bitting a person in a short time. This is because the Anopheles aconitus is sensitive and easily distracted (Kirniwardoyo, 1992). Female mosquitoes suck blood in order to obtain food substances which is necessary for the forming of the egg (ovulation) (Brown, 1997). While male mosquitoes with a weak mouth parts are not able to penetrate human skin, so that the life of a male mosquito is depend on liquid honey and herbs (Levine, 1994). Mosquitoes are attracted to the bright light, dark clothing and the presence of humans and animals. The appeal of such a long distance is caused by the stimulation of the smell of substances released by animals, especially CO and some amino acids, and a location near the warm temperature and humidity (Brown, 1997). In water temperatures of 27.2 to 31.2oC, time of developing the egg to adult is 9 to 12 days. Male mosquitos after the age of 1 day are ready to do copulation with female mosquitos. After copulation is done, then the female mosquitoes search for human or animal blood as food which is be required for the forming of eggs. After 3 to 4 days suck the blood, a female mosquito can lay as many as 80 to 125 eggs with an average of 10 eggs (Service, 1986).
Research Methods Study Design This study used a completely randomized design (CRD) with one factor which is the concentration of the ethanol extract of purple basil leaves (Ocinum sanctum, L), that consists of four levels of concentration of 12% w / v; 9% w / v; 6% w / v; 3% w / v with repetition of each treatment is four times. As a negative control, it is used distilled water in order to determine whether the distilled water used as a ethanol extract diluent of purple basil leaves can be used as larvicides against larva of Anopheles aconitus. As positive control, it is used 1% SG abate because the concentration is commonly used to eradicate mosquito larva. Data Analysis The analysis of the data was one way analysis of variance (ANOVA) to determine differences among treatments of purple basil leaf extract (Ocinum sanctum, L) toward the death of larva of Anopheles aconitus. If there is a significant difference between couples group, then followed by LSD test (Pack, 2003).
Results and Discussion Based on the research that has been conducted, it is found the average number of cumulative mortality of larva of Anopheles aconitus L. On the negative control by using distilled, it has been seen that the larva of Anopheles aconitus is not death, but the treatment using abate 1% SG (positive control), the larva of Anopheles aconitus experienced rapid death compared with teh treatment using the ethanol extract of purple basil leaves (Ocimum sanctum L). This is because abate is commonly used to eradicate mosquito larva. In the treatment using ethanol extract of purple basil leaves (Ocimum sanctum L), it showed the difference of the total number of deaths. It it was seen from the number of dead larva of Anopheles aconitus L at observation on second hour, ethanol extract of purple basil leaves with concentration of 12% w / v can kill larva of Anopheles aconitus L to 17.5%, this was because existing active substances in the ethanol extract of purple basil leaves was more concentrated compared with other concentration, so it was causing toxic effects or posoning 103
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on larva of Anopheles aconitus L, and with the ethanol extract of basil leaves purple with a concentration of 9% w / v and 6% w / v, total number of deaths of Anopheles aconitus mosquito larva was less than the other. This is because the active substance contained in the ethanol extract of purple basil leaves is lower in its density. At the ethanol extract of purple basil leaves with a concentration of 3% w / v, it did not indicate the presence of death, it is because the active substance contained in the ethanol extract of purple basil leaves has low levels, compared with other concentration. This is reinforced by the statement Mutschler (1991), that if the higher the concentration, the stronger the toxins that contain so that it worked more intense. From the research period about total mortality of Anopheles aconitus L larva, it is appeared that control by using distilled water used as a diluent in the producing of the concentration of the ethanol extract of purple basil leaves did not cause death, so it can be stated that the distilled water does not have the effect of larvicides. In the treatment using ethanol extract of purple basil leaves indicate the difference of total time of death. With the treatment of the ethanol extract of purple basil leaves with a concentration of 12% w / v, the fastest time in total mortality is 12.75 hours. This is probably because the ethanol extract of purple basil leaves (Ocinum sanctum) at concentration of 12% contains much active substances such as essential oils, saponins and flavonoids that can kill larva of Anopheles aconitus quickly. Compounds contained in the ethanol extract of purple basil leaves that have the effect of mortality for Anopheles larva aconitus L is the volatile oil, flavonoids and saponins. This is in accordance with the opinion (Kardinan, 2003) that purple basil leaves contain substances such as essential oils, saponins and flavonoids which can be used as a botanical insecticide. Substances contained in the ethanol extract of purple basil leaves (Ocimum sanctum L), which may have the effect of mortality for larva of Anopheles aconitus are: (?) Essential oil has a distinctive aroma that contains eugenol, geraniol and linalool. Essential oils can inhibit metamorphosis of mosquito (Sudarsono, 2000). Flavonoids contain aromatic conjugation system, flavonoids can be a powerful inhibitor to the respiratory system of tubes called trachea, trachea have estuary on the walls of stigma or body called spiracles. The trachea is always open and there is a spiral ring inside called chitin. Small branches trachea is called tracheola and able to reach the larva body system. Oxigen mixed with flavonoids shaped gas will go through the body system so it will damage it, while the flavonoids in the form of fine granules will enter into the trachea that will seal the hole spiracles, which is an exit and entry hole of air into the trachea, so the larva difficult to breathe because of lack of oxygen and it will cause death of the larva of Anopheles aconitus (Sastroutomo, 1992). Saponins have a bitter taste which are able to cause sneezing or irritation of the mucous membranes. Saponins likely to go through the skin, and cause irritation of the mucous membranes in the skin so that it can damage the skin and causes the cells undergo plasmolysis so that the larva of Anopheles aconitus is dead (Robinson, 1995). Anopheles aconitus larva mortality is marked by the body becomes pale, less active respond from the touch of the object, its movement is weak and eventually the larva will die (Sastroutomo, 1992). The entry mechanism of toxins into the body of the insects includes several phases: exposition which is the entry of insecticidal toxins that are dissolved in the water with food when the larva take food by mouth and then forwarded to the next bowel midgut. In the middle intestine toxin will be absorbed into the blood of larva (hemolinfe), toksokinetic phase includes the absorption spread to organs and system of the body via the circulatory system of larva, toxin move or dissoleve, penetrate the plasma membrane. With those ways, the 104
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substances contained in purple basil leaves could possibly get into the body of larva of Anopheles aconitus L which are able to cause death in larva of Anopheles aconitus L.
Bibliography Agusta, A. 2000. Minyak Astiri Tumbuhan Obat Indonesia. Bandung: ITB Bandung, 1986. Sediaan Galenik. Jakarta: Departemen Pendidikan Nasional Jakarta. Ansel, H.C, 1989. Pengantar Bentuk Sediaan Farmasi. 412-416. ed. IV, Diterjemahkan oleh Ibrahmi dan Farida. Jakarta: UI Press. Arief, M. 1994. Farmasetika. Yogyakarta: Gadjah Mada Universit Press. Brown, H.W. 1997. Basic Clinical Parasitology. Diterjemahkan oleh Bintari Rukmana, dkk. Jakarta: Gramemdia. Ditjen P2M dan PLP, 1991. Pengendalian nyamuk Anopheles. Malaria 4, 1997. Pemberantasan Vektor dan Evolusinya, Jakarta: Depkes RI., 1983, Penuntun Kegiatan Entomologi, Jakarta: Depkes RI, 1993, Entomologi Malaria, Jakarta: Depkes RI, 1973, Kunci Bergambar Untuk Nyamuk Anopheles Betina dari Indonesia, Jakarta: Depkes RI. Ekha, I. 1988. Dilema Pestisida Tragedi Revolusi Hijau. Yogyakarta: Kanisius. Gandahusada, S., 1990. Parasitologi Kedokteran. Edisi 111. Jakarta: Fakultas Kedokteran Universitas Indonesia. Gordon, R, M. anda M,M,J, Lavoiperre. 1978. Entomology for Studen of Medicine. Fifth Printing. Bleckweed Scientific Publication. Melburne: Oxford London Edinburg. Harijanto, P.N. 2000, Malaria (Epidemologi, Patologenesis, Manifestasi Klinis dan Peranannya), Jakarta: Penerbit Buku Kedokteran, EGC. Hutapea, D.R. dan Syamsuhidayat, S.S. 1991. Inventarisasi Tanaman Obat Indonesia. Bandung: Departemen Kesehatan Huda, A.H., 2004. Penyakit-penyakit yang Ditularkan oleh Nyamuk di Pulau Jawa, Jakarta: Ditjen PPM&PL Depkes RI Iskandar, A., 2000, Pemberantasan serangga dan binatang penggangu, APKTS Pusdiknakes. Depkes RI. Jakarta. Kardinan, A. 2003. Selasih Tanaman Keramat Multi Manfaat. Bogor: Agromedia Pustaka. 2005. Pestisida Nabati Ramuan dan Aplikasi. Jakarta: Penebar Swadaya. Kemas, A, Hanafiah. 2003. Rancangan Percobaan (Teori Aplikasi) Edisi Ketiga. Jakarta: PT Raja Grafindo Persada Kirniwardoyo, S. 1992. Pengamatan dan Pemberantasan Vektor Malaria, Jakarta: Sanitas. Puslitbang Kesehatan Depkes RI. 1985. Vektor Malaria di Indonesia dan Status Kerentanannya terhadap Insektisida, Kumpulan Makalah dan Diskusi Panel Malaria, Semarang: UNDIP Levine, D, Norman. 1994. Parasitologi Veterner. Yogyakarta: Gadjah Mada University Press. Robinson, T. 1991. Kandungan Organik tumbuhan Tinggi. Bandung: ITB Bandung Sagala. S. 2005. Konsep dan Makna Pembelajaran. Alfabeta. Jakarta. Sastroutomo. 1992. Pestisida. Jakarta: Penerbit Swadaya. Santoso, L., 1997. Pengantar Entomologi Kesehatan Masyarakat, Jilid II, FKM, Semarang: Undip. Service, W. 1986. Blood sucking Insecr (Vektor of Disease), London: The Institute of Biology’s Edwars Arnold Ltd. Soedarmo, S, SP. 1988. Penyakit Malaria pada Manusia. Jakarta: Universitas Indonesia. Steenis. 1997. Flora (Untuk Sekolah). Jakarta: Pradya Paramita. Sudarsono, 2000. Tumbuhan Obat 2. Pusat Study Obat Tradisional. Universitas Gajah Mada, Yogyakarya. Utomo, dkk. 1997. Pestisida Alami dan Peluang Penggunaannya dalam Pengembangan yang Berwawasan. Kumpulan Makalah Kongres Entomologi IV. Yogyarkata: Perhimpunan Entomologi Indonesia. 105
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Learning Process to Create Teacher Professional Competence Sutrisno University of Malang, Indonesia [email protected]
Abstract Peraturan Menteri Pendidikan Nasional (Permendiknas No 16 Tahun 2007) regulates Academic Qualification Standards and Teacher Competence. The Regulation confirms the competence of theteacher, that the standard of teacher competence is developed in their entirety from the four core competencies, namely pedagogical, personality, social, and professional. The fourth competency integrated into teacher performance. Competency standards developed based on education level. Appendix of Permendiknas confirms that the professional abilities of teachers associated with the ability to develop lesson material in a creative and reflective action. The development of learning materials in a creative and reflective action, basically inseparable with pedagogical, the learning process will involve aspects of preparation, implementation and follow-up study of learning outcomes. Preparation involves learning core competencies and core competencies of the material to be taught (curriculum 2003), learning process should be concerning the principle of learning (JereBrophy; Mehay, Ramesh; Hill, Peter).Follow-up activities are part of a reflection of the learning activities. Keywords: learning process, professional competence of teachers
Introduction The Educational Cycle has been drawn by Mehay, Ramesh consist of 4(four) interrelated components. Four of these components are Set Objectives, Methods Decide, Design Assessment, and Assess Needs. The learning process is basically indeed there are four (4) main components. Aspects of objectives to be achieved in learning, the use of the methods in the learning process, the evaluation design we prepare to determine the success of teaching and learning outcomes to be obtained by the students. Four components are already contained in the planning of the learning process. Mehay explain on his statement “What are we trying to teach?” From the preparation of aspects to be considered are the three major components that need to be outlined in the plan. As we know the three main components are Knowledge (factual; evolving; evidence base, evaluating and using 'knowledge' - critical appraisal; application of knowledge; Skills & Competencies (Communication, Problem Solving, Research and audit (evaluating and doing), Attitudes (ethics; Personal care; Practice context).The ability to preparations made by teachers, professional competence development is a process. Experience in planning, experience in implementing activities, and the ability to draft reflections will provide a new experience for teachers. The addition of experience, the establishment of the competency of teachers by trying to reflect on the experience at the time of becoming an apprentice teacher candidates. Nicette N. Ganal, at all (2015) formulate limitation experienced teachers on the implementation of the internship. The problems and difficulties encountered by student teachers: (1) Teaching Challenges, challenges as they begin their role as an academic mentor, talk with colleagues, check on campus policies, brainstorming with students, a sense of humour. (2) Resource 106
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Availability. The resources may include technology, space, laboratory supplies, library materials, support for writing/math technology skills, and many others. Know the budget available to support your teaching and how to order needed materials. (3) Student Skills. Being aware of the range and how to support students to help them each learn is a characteristic of an accomplished instructor. Some skills are discipline specific and need to be explicit. (4) Student Behavior. Most often appropriate behaviour is addressed in the form of policies outlined in the course syllabus and discussed when going over the syllabus. Challenges in teaching for example, what should be done by the teacher to dig in order to engage students in the learning process. Creating an atmosphere of humour is also a challenge. Utilisation of existing resources at the school at one with the possibility of limited resources and on the other possible limitations in the use of existing resources. Understanding the behaviour of students is also a challenge. Teachers have the learning experience will enhancement the ability of teachers in performing their duties. Having competencies (pedagogical, professional, social and personality) to create amaximum role in the learning process. Teaching competencies (European commission: 2013) are thus complex combinations of knowledge, skills, understanding, values and attitudes, leading to effective action in thesituation. The question of teachers’ competencies needs to be set in the wider context of the European Union’s work to ensure that all citizens have the competencies (knowledge, skills and attitudes) they require. Recommendation on Key Competences for Lifelong Learning; including the eight key competencies, the importance of transversal competences (digital, learning to learn, civic competences). Teachers should understand, deploy and assess key competencies; this entails interdisciplinary collaboration skills. Developing competencies are many things that need attention. The knowledge to be able to be implemented in the learning process. The learning process is carried out also taking into account the ownership competence of learners in accordance with the level of education, or the needs of learners. Finalising of competence in line with the acquisition of the teacher in the learning process.
Discussion Learning Plan The good planning system (Nuh, kompas .com 8 Maret 2013), the curriculum should be included four aspects. First, the end result of education is to be achieved learners (output) and formulated as competencies of graduates. Second, the content of the material to be taught and learned by learners (input / content standards), in forming a desirable graduate competence. Third, implementation of learning (process, including teaching methodology as part of the standard process) so that third desirable competencies formed in self-learners. Fourth, conformity assessment processes and achievement of learning goals as early as possible to ensure that input, process and output in accordance with the plan. The professional competence of teachers as an answer to meet the second and fourth. The content of the material as part of the creative learning process. Creativity in the planning process involves learning material that will be taught as well as the planning of learning activities (of planning methods and media). Planning material was also associated with the necessary competence possessed by the students. Curriculum 2013 that stated as the competency-based curriculum so that the curriculum includes learning methodologies. The use of appropriate learning methodologies, it will form 107
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expected competence. The next statement (Noah: 2013) that teachers also need to understand the interrelatedness of Core Competence and Basic Competence. The core competence is not to be taught, but to be formed through studying relevant subjects. Each subject should be subject to the core competencies that have been formulated. In other words, all the subjects taught and learned in the class must contribute to the formation of core competence. Furthermore, to support the core competencies, learning outcomes subjects broken down into basic competencies are grouped into four basic.This is in accordance with the formula that supports core competencies, namely the spiritual attitude of the group competence, competence social attitudes, the competence of knowledge, skills and competence. As detailed description basic competence is to ensure the achievement of learning does not stop until the knowledge alone, but must continue to skills, and leads to the attitude. The core competence as a handbook for educators attitude, that in teaching these subjects there are messages of social and spiritual contained in the material. Learning plan cannot be separated from the formulation preparation Rencana Pelaksanaan Pembelajaran (RPP). Principles of preparation of the RPP (Rianawaty: 2011). 1) Pay attention to individual differences of learners. 2) Encourage the active participation of learners. 3) Developing a culture of reading and writing. The first principle until all three have a close connection. Teachers in the learning process need to start from the assumption that the learners faced heterogeneous characteristic. Heterogeneous characteristic will be shown by the student in the form of learning difficulties. The principle encourages the active participation of learners in an attempt to explore heterogeneity. Excavation of potential students as part of learning to formulate activities to achieve basic competency. Excavation of these competencies and skills aspects of knowledge will be excavated when the learning process creating a cultural atmosphere to read and write. The fourth principle to provide feedback and follow-up. 5) Linkage and integration, 6) Applying information and communication technology. The principles have relation to the professional competence of teachers in the planning aspects of teaching. The principle of the fourth and fifth can demonstrate mastery of the material in a teacher's ability to teach. Capabilities are also associated with the ability to reflect on what has been done. The sixth principle shows continuing efforts by teachers to create a learning environment that educates the spirit of learning learners. Attachment Rules Menteri Pendidikan dan Kebudayaan No. 65 Tahun 2013 about formulated Standard Process, 1) Standard Process is a criterion regarding the implementation of learning in the educational unit to achieve Competency Standards Graduates. 2)The process of learning in the educational unit organised in an interactive, inspiring, fun, challenging, motivating the students to actively participate and provide enough space for innovation, creativity, and independence in accordance with their talents, interests, and physical and psychological development of learners. Formulated 14 (fourth teen) learning principles which used, that are 1) from learners given knowledge till the learners find out the knowledge; 2) from the teacher as the one source of learning processes become learning based on the many sources.; 3) from textual approach become strengthening theprocess. 108
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Plan the learning activities are 4 (four) components related each other. First planning component, second implementing acomponent, third evaluation component, and fourth feedback and reflection from planning and learningoutcomes. Feedback and reflection are the aspect of the openness teacher to evaluate learning process that done. Implementation of Learning There are many factors that the possibility of changes in the planning that has been prepared, in the implementation of learning. Possible changes can be caused by factors teacher, student factor or factors outside the student and teacher. A simple example of the factors of teachers, teacher psychological atmosphere will affect the learning process will be done. Roads were jammed causing late teacher teaching, health conditions of teachers, other duties besides teaching will change the learning environment. Learning previously students participated in sports lessons, learning in the last hour, will be effect to change the planning. Coordination needs to be done by the school to prep school exam, national exam, apossibility the limitations of teachers in the learning process. These factors as part of factors outside the teacher and the student. Heterogeneity learners faced by teachers, that teacher in the learning process will be faced with some learning difficulties. Learning difficulty (Blassicdan Jones in Ariefdkk:2012) there is a gap between achievement expected with the achievement obtained. They further state that people with learning difficulties are a normal individual intelligence, but show one or several significant gaps in the learning process, whether perception, memory, attention, or motor function. The introduction of learners that a more comprehensive which doing by the teacher with the expectations that teacher can explore the factors both internal and external factors that cause a learning difficulties. Family environment likely to bring learning difficulties. Learners who lacked concentration in the study could have been influenced by the family environment, for example, the workload in the family. Possible external factors, such social environment learners. The observation about student activities in the classroom as the effort to attention on learning difficulties that should be needed intention (Shifrer,Dara : 2010), the classic model of diagnosis, the ability-achievement discrepancy model, aligns with the archetypal notion of learning disabilities. Once a student is identified as exhibiting low achievement, without a discern¬ible outside factor (behaviour, family background, etc.), a “specific degree of difference between intellectual ability and performance” must be documented to classify that student with a learning difficulities. This statement explained that there are many factors to be anintention on the diagnose learning difficulty of learners. Another aspect to consider is the understanding of the principles of learning will support the learning process.In the previous sections have been presented as part of the learning principles that need to be done by the teacher. Other Standart process explains that learning process creating process of given knowledge become find out the knowledge for the learner. This learning process influence to change the mindset of teachers in learning. Change the learning environment of students to find out, it means the teacher must be able to shift its role as a central figure in the class, then shift its role by always trying to explore the potential of students. Explore the potential of students with the development of cooperative learning model (cooperative learning). Principles of learning that needs to be done in the implementation of learning teacher (Jeered Brophy ) that are: A supportive classroom climate (Students learn best within cohesive and 109
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caring learning communities); Opportunity to learn (Students learn more when most of the available time is allocated to curriculum-related activities and the classroom management system emphasizes maintaining their engagement in those activities): Establishing learning orientations (Teachers can prepare students for learning by providing an initial structure to clarify intended outcomes and desired learning strategies). The first principle in line with the competence of graduates according to thelevel of education. Learning in the classroom is expected to create an atmosphere of learning so that students can explore their potential. Ownership of knowledge and skills of students by embedding aspects of the attitudes of students in the social community. The learning process will be attractive to learners for associating knowledge possessed by students with new knowledge. Lessons will also be interesting if the students were given ample opportunity to share their thoughts. Other principles that need to be considered, that are; Cooperative learning (Students often benefit from working in pairs or small groups to construct understandings or help one another master skills); Goal-oriented assessment (The teacher uses a variety of formal and informal assessment methods to monitor progress towards learning goals); Achievement expectations ( The teacher establishes and follows through on appropriate expectations for learning outcomes). The three principles above as part of the principles of learning (Jere Brophy) are complementary.The learning by use a model of cooperative learning will improve the knowledge and skills of learners. Assessment conducted by the teacher, the ability of students in the learning process as a part aspects of evaluation. The learning that doing which haveresulted the possession of student competence both aspects of attitudes, knowledge and skills. Reflection of Learning The professional competence of teacher will be tested after the end of learning activities. The simple question that may arise in the minds of teachers “ what did the material that gets the learners from previous learning activity”. The question possible appeared after the teacher leaves the classroom, go to the staff room to prepare for the next lesson or enjoying time off.The answer to the question which can be returned to the creation of new learning atmosphere takes place. Teachers reflect the learning process by trying to refer back to the principles of learning (Jeered Brophy ). What can be done by teachers to support learning atmosphere? Curriculum 2013 for example there needs to be a change in the learning process which creates an atmosphere of learners wants to know. Attempted cooperative learning developed by teachers, is expected to answer, whether that be known to the students in the learning process. Engage learners in the learning process, students are expected to gain direct experience. The experience might be excavated in communication with other learners. Reflection is the end teaching cycle. Planning has been prepared, the planning carried out in learning activities and the acquisition of learning outcomes need to be done Feedbacks and Reflection.The capability of professional competence is a process. The learning process performed by the teacher will provide a new experience. New experiences and gain prior experience are feedback. Feedback should be followed by reflection. Feedback that positive or negative by putting on a positive reflection willeducatethe responsibility of teachers as a profession.
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The implementation of curriculum 2013 as anew challenge for the teachers. The learning process shouldbe changed. Change of mindset that expected (attachment Permendikbud No.69 Tahun 2013 about curriculum material for SMA/MA) 1) The pattern of teacher-centered learning into learning centred on the learner. Learners must have the choices of the material being studied to have the same competence; 2) Learning patterns in one direction (teacher interaction-learner) into an interactive learning (interactive teacher-learners-social-natural environment, source / other media); 3) Learning isolation pattern become networking learning ( the learners can find out the knowledge from many sources that can access through the internet); 4) learning patterns passive to active learning want to know (students learning actively seeking further strengthened by learning model approach to science); 5) Learning individual pattern become group learning (team-based); 6) Learning one media pattern become multimedia based learning; Change of mindset is basically an attempt to change the learning process and to improve the competence of teachers.Professional competence and pedagogical is the responsibility of the teacher in the development. A change of mindset in each item requires professional competence development of teachers. For example the first point, the opportunity students have a choice of material, the consequences teachers need to have extensive knowledge about the material being taught. The second point, teachers besides having extensive knowledge, also need to have knowledge and skills in developing the media.The third point, the ability of teachers to master the material to be taught, by utilising the internet. Others point require the teacher to improve their capability.
Conclusion Referring back Attachment Peraturan Menteri Pendidikan dan Kebudayaan No 17 Tahun 2007, professional competence of teacher associated with the ability to develop subject materials in a creative and reflective action; This capability needs to be realised in the planning, implementation and follow-up of learning activities. Planning Activity An understanding of the Standards Process related to the learning process, need to be considered in the preparation / planning of the learning program plan. The formulation is already contained in the curriculum include core competencies, basic competencies, materials, time allocation and suggested resource books. Formulation planning plan learning programs that need to be developed by teachers including the formulation of objectives, learning programs, related to the use of methods and media development, design evaluation related to the achievement of competence from the aspect of attitude, knowledge and attitudes. There is a close relationship to the components that need to be designed by the teacher. Achievement of the objectives (the formulation of learning objectives) should be supported by the application of methods and media development and formulation evaluation. The important aspect that also needs attention by teachers is a management allocation time of learning theprocess. The process of learning that become the foundation of the curriculum 2013 essentially requires changing the mindset of teachers.Principles of learning that will be implemented provide maximum opportunities to the students involved in the learning poses. The 111
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involvement of students in the learning process with the expectation formulation of competence can be realised after the learning process. Implementation of Learning Assumptions heterogeneity of the student's ability as a reference in the learning process. Appearance students' learning difficulties needs to be managed so that the learning process can take place as planned. The application of the principles of learning with regard to education learners. Development of professional competence of teachers, the implementation of learning activities will not be released with other competencies. Development of pedagogical competence is very close in the development of professional competence. Implementation of teachers learning also needs to have an understanding that the plan that has been prepared possible changes in the learning process. In connection with the capability professional competence of teachers needs to be balanced with pedagogical competence.Changes in the learning atmosphere are very likely there will be changes to the application of the method, which also directly affects the changes in media usage. The ability to anticipate changes in the learning process there is a close relationship with the teacher's ability to manage the class. Understanding learning difficulties need to be considered or explored the possible causes of students' learning difficulties (Shifrer,Dara : 2010). Difficulty learning made possible by internal and external factors learners. Extracting information by approaching the students as one of the alternatives. Approach the teacher Counselling as another alternative. Teachers Counseling possible already has special notes about the students' learning difficulties. Creation of learning environment (Jere Brophy) will support the learning process. Possible learning difficulties students will be helped by the pleasant atmosphere of the learning process. Professional competence and pedagogical challenged to be realised at this stage. Follow-up of learning activities Feedback and Reflection as part of the learning process that is expected to be used as input for the improvement of future learning. The ability of teachers to explore and assess feedback, basically there is also an element of openness teacher. The professional competence of teachers will develop the openness of teachers in accepting or obtaining feedback.Questions attached to the teacher on each completed the learning process, “What did accepted by learners in the learning process that doing” an indication of the openness of the teacher. Reflection is one of processcompleteness professional competence. Reflection is an important part of the planning process for further learning. Reflection is also a teacher's ability to explore their potential.Feedback and reflection into one unit. The openness of teachers in receiving input and ability of teachers to explore the potential will finalise the professional capabilities of teachers. completeness professional capabilities will support the completeness pedagogic competence, social and personality. The completeness of competence is expected to answer the demands of the curriculum in 2013, changes the mindset of teachers in the learning process.
References Arief Meizuwan Khoirul dkk (2012) Identifikasi Kesulitan Belajar, Studi Kasus pada Siswa RSBI se Kota Semarang,Unnes Physics Education Journal http://journal.unnes.ac.id/sju/index.php/upej, accessed September 11th, 2016 Brophy Jere, Principles of Effective Teaching (A summary of research in K-12 classrooms http://www.ibe.unesco.org, accessed February 9th, 2016 112
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European Commision, Educational and Training (2013). Supporting teacher competence development for better learning outcomes, http://ec.europa.eu/education/schooleducation/teacher-cluster_en.htm, accessedOctober 29th, 2015 Ganal,Nicette N; Isabela,Alicia; Andaya,Olive Joy F;Guiab,Marissa R. (2015) Problems and Difficulties Encountered by Student Teachers of Fhilipine Normal University Isabela Campus, International Journal of Science and Engineering Hill, Peter, Principles of Learning and Their Implications, AZLEADS Bailey/Lauffer, accessedSeptember2nd, 2016 Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No.69 Tahun 2013 Tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Atas/Madrasah Aliyah Mehay, Ramesh,How can we teach effectively?Course Organiser, Bradford VTS, accessed January5th, 2016 Nuh, Mohammad (2013), Kurkulum 2013, Kompas .com 8 Maret 2013, accessed Oktober 22th, 2014 Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 65 Tahun 2013 Tentang Standar Proses Pendidikan Dasar dan Menengah Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 16 Tahun 2007 Tentang Standar Kualifikasi Akademik dan Kompetensi Guru. Rianawaty, Ida (2011), Menyusun RPP (Rencana Pelaksanaan Pembelajaran), Education information inblog of biology teacher, Juli 11th, 2011, accessedOktober 22th, 2014 Shifrer, Dara; Muller,Chandra and Callahan, Rebecca (2010) Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language , Journal of Learning Disabilitieshttp://ldx.sagepub.com/, accessedSeptember 11th, 2016.
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The Role of School Administrators in Motivating High School Teachers: Exploring Teachers’ Perspective 1
Jafar Paramboor, 2Mohd Burhan Ibrahim, 3Lokman Tahir, 4Hamdan Said Universiti Teknologi Malaysia, International Islamic University Malaysia, Universiti Teknologi Malaysia, Universiti Teknologi Malaysia
Abstract This study investigates the perceptions of high school teachers on the role of school administrators in motivating them. The study used survey method and distributed questionnaires to teachers of ten aided high schools in Malappuram Educational District of Kerala, India, using quota sampling technique. Descriptive statistics, independent sample ttest, ANOVA, correlation, and multiple regression analysis were performed to analyze the data. The findings demonstrate that while the level of motivation received by teachers was low, their job satisfaction was found to be moderate. Only two age groups differed in their job satisfaction level while there were no significant differences found among gender and academic qualifications. The findings also revealed a significant relationship between job satisfaction of the teachers and their perceived level of motivation received from the authority. Instructional field was the largest contributor to teachers’ job satisfaction followed by the welfare and career progression aspects. These findings imply that the District level school administrators, as well as the state Ministry of Educationshould cultivate proper awareness among the school administrators about their role in motivating their teachers being cognizant of at least the three dimensions on which this study focused.
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Scaffolding in Guided Oral Practice Carly Klein [email protected]
Abstract A scaffold is a kind of a technique which is used to move students toward stronger understanding and greater independence in the learning process. This term is used for educational purposes to show that students need steps in between in order to be able to fulfill certain tasks. Having dialogues is the ultimate tool to develop thinking skills. Students have to be stimulated to thinking out loud, to have exploratory talks. Oral practice ought to focus on developing scaffolds, environment and expectations to support students in using language. Intention is that teachers deliberately use strategies that both guide students and provide opportunities to take risks, use of academic language increases. The types of strategies teachers use are extremely important in order to scaffold student learning, understanding, and provide opportunity for critical thinking, analysis and synthesis. Teachers need to be aware of the levels of Bloom’s Taxonomy and the Depth of Knowledge levels when they ask content questions and listen for language production. Teachers have to ask for critical thinking regardless of the proficiency level. We will look into techniques and strategies to stimulate critical thinking. Keywords: scaffolds, vygotsky, strategies, guided oral practice, and deep level learning Scaffolding means to support by a scaffold. Builders use temporary scaffolds to support a building construction. Once the building can stand alone, the scaffold is removed. In the classroom students can be helped by the teachers. A scaffold is a variety of instructional techniques used by the teachers to move students toward stronger understanding and greater independence in the learning process. The term scaffolding is used for educational purposes to show that students use temporary steps during the learning process in order to be able to fulfill certain tasks and to help learners move forward in their learning and understanding. Teachers, the experts, build a scaffold on which students, the novices, can rest to achieve higher goals. This metaphor has been derived from the work of Lev Vygotsky, a Russian psychologist. Vygotsky introduced the “zone of proximal development”. Vygotsky says that students can be helped to learn in areas just beyond those they can reach alone. He called the distance between their original level and new, potential level of development the “zone of proximal development”. Scaffolding is used to help students move into their zone of proximal development.
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A student has a certain level of current ability, as to evolve to reach the next level, teacher need to establish which steps the student must take to optimize the learning process. Teachers need to provide students with a great deal of understandable input at the right level. Students who interact and engage with such input also learn to process it more effectively. However Vygotsky’s theory does not only deal with development and how to achieve the next level, the manner in which the levels can be reached is as important. Scaffolding tools need to be provided for learners to process the material they are working on. These tools provide direction and purpose, and focus learners on the material to be learned. Three different types of scaffolds can be described to aid students in understanding and processing input. Reception scaffolds help direct students’ attention to what is important in information sources and helps them to organize, understand and record what they observe. A good example of a reception scaffold is a writing frame. By completing the frame students understand the content better and by providing the frame the teacher organizes the important information for the students.
Example of a writing frame
Transformation scaffolds help students change information into another form, and require higher thinking skills. A transformation scaffold is more challenging than a reception scaffold, whereas receptive scaffolds help students to process and re-organize information transformation scaffolds requires students to work with the information and change it in a different form. A good example of a transformation scaffold is a Venn diagram. A Venn diagram is known as a cognitive organizer and help students to become aware of the text and information.
Example of a Venn diagram
Production scaffolds help students produce or create something new, which shows their understanding, these scaffolds also require a higher level thinking than reception or transformation scaffolds. Teachers can use these scaffolds to help students from basic language skills in informal communication to a more formal, academic language which students need at school. A good example of a production scaffold is a story map. It includes oral presentation, it reports writing, organizes exhibition. 116
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Example of a story map
Having dialogues or any other oral practice task is the ultimate production scaffold tool to develop thinking skills and producing more formal output. It also helps students to structure their thoughts and language. Students have to be stimulated to thinking out loud, to have presentational talks and exploratory talks. Presentational talks mean that students mainly focus on language and the manner in which a speech is delivered and received. In exploratory talks students are encouraged to exchange ideas in a critical manner. The classroom is the place where understanding and development flourishes and develop, teacher and student can collaborate, group work can create opportunities for students to use formal and informal language. This tool is often referred to as interactional scaffolding. Research has often shown the importance of language acquisition through interaction. Especially in interaction, students are asked to explain in detail what they mean, to elaborate on the given statements, to rephrase the answer or to negotiate with other students or the teacher. These factors are important and one could say vital for language acquisition. We have seen that guided oral practice is a strategy. The word guided is intentional in order to show the role of the teacher who has to offer support. Being productive in speech needs to be planned systematically. Most students lack vocabulary to get messages across to other students or to teachers in dialogues, presentations and interviews. Other issues which play a role in language acquisition are, what kind of group work is organized, how are tasks designed, what types of questions are asked, what kind of higher thinking skills are needed to perform well, how will reactions and utterances of the teacher influence language development and acquisition. Oral practice ought to focus on developing scaffolds, environment and expectations to support students in using language. Intention is that teachers deliberately use strategies that both guide students and provide opportunities to take risks in order to use academic language. Academic vocabulary will then increase. During guided oral practice teachers need to think about the balance between display questions and questions for which students will be able and allowed to negotiate about their thoughts. Another issue to be taken into account is slowing down the pace of the dialogue. This does not mean that teachers need to speak very slowly, the complete train of thought needs to be slower so students have more time to think about what to say and how to utter the expressions. Teachers can make use of several strategies to slow down the pace of the dialogue. First of all they can extend the response time for students. Sometimes waiting for a response a few seconds longer can make a huge difference. Another simple strategy is asking for clarification. Have students take responsibility in explaining in different ways what they have just said. These types of interventions slow down the pace of the dialogue and give students ample time to think about their word choice. Last significant issue is the importance of focusing and reacting on content. 117
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Teachers really need to listen to the student, asking for clarification of the meaning. Think about positive and constructive feedback given by the teacher. Speaking and listening demands of the 21st century require all students to be able to participate in academic discussions. Furthermore students need to be able to collaborate to develop answers, create understanding and solve problems, therefore deeper learning is essential for developing 21st century skills. How can using scaffolds help students to get ready for the 21st century? Scaffolds include accessing prior knowledge, modelling academic language, building schema, metacognitive development, use of experiences and contextualization. The types of questions teachers ask students are extremely important in order to scaffold student learning, understanding, and provide opportunity for critical thinking, analysis and synthesis. Questioning is recursive. Each question builds on the next. Teachers need to move up and down the levels of Bloom’s Taxonomy and across the Depth of Knowledge levels as they ask content questions, make appropriate tasks and listen for language production. Teachers have to ask for critical thinking regardless of the proficiency level. Questions need to encourage students to show more language and content output. What is effective questioning? Skinny questions produce limited output of up to five words, most of the time Yes/No answers while fat questions require answers of more than five words, generating more complex language and content output. Depth of Knowledge categorizes tasks according to the complexity of thinking required to successfully complete them. The question is defined by the cognitive effort it takes to answer, rather than the verb in the question. Depth of Knowledge levels are not sequential or developmental. Students do not need to fully master content before moving from Level 1 to another level. All students, even the youngest, are capable and should have opportunities to do complex reasoning.
Bloom’s Taxonomy classifies types of questions into different categories. It is a useful tool to plan questioning or tasks. Answering questions at the higher level is dependent upon attaining the knowledge and skills at the lower levels. Questions are categorized according to the type of verb used in the question. The taxonomy is divided into six categories from easy to more difficult. Analysis has shown that 80% of the questioning and tasks in classrooms fall within the first two categories: remembering and understanding (Wragg and Brown). To challenge students more, teachers need to use the taxonomy to create more difficult tasks and questions that require higher level thinking and language skills.
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References Cummins, J. (2000) Language power and pedagogy; Bilingual children in the crossfire. Barnes, D. (1992)Thinking voices; the work of the National Oracy Project, London De Bot, K., Lowie, W., & Verspoor, M., (2007) Language learners strategies; Thirty years of research and practice, Oxford, UK Echeveria, J., & Graves, A., (2007) Sheltered content instruction; Teaching students with diverse abilities, Sacramento, CA. Ellis, R (2005), Principles of instructed language learning. Gibbons, P. (2002) Scaffolding language, scaffolding learning. Portsmouth Krashen, S.D., (1988), Second language acquisition and second language learning, New York, NY Marzano, R.J., Gaddy, B.B. & Dean, C. (2000) What works in classroom instruction, Aurora Swain, M. (2005), The role of output and feedback in second language acquisition Vaughn, S., Martinez, L.R., Linan-Thompson, S., Reutebuch, C.K., Carlson, C.D., & Francis, D.J. (2009) Enhancing social studies vocabulary and comprehension for seventh grade English language learners; Findings from two experimental studies. Journal of Research on Educational Effectiveness Vygotski, L., (1962), Thought and language, Cambridge, MA Wragg, E.C.& Brown, G. (2001), Questioning in the primary school, Abingdon.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Music-Based Diversity Learning Locality: Strengthening Multicultural Education Efforts In Elementary School Sularso Ahmad Dahlan University, Yogyakarta [email protected]
Abstract The local music is an implemented of cultural music which come and develop in Indonesia. The local musical culture based on locality. In this context include traditional music rooted in the locality. All of the local music cultures is the reality of cultural music diversity. in the perspective of cultural diversity, the local music can be used to support the multicultural education. the goal was to increase appreciation because of different music all country. The study of music culture on localities to give live experience for the students of the primary school and to understand the differences and cultural diversity. The review was expected to answer the question why to study the local music of culture based on locality which is used as a multicultural education. Keywords: locality, music education, multicultural education
Background Indonesia consists of many different tribes, each tribe is different in many ways, including in this context is the music. The difference in the musical diversity does not only give pride and uniqueness but more than that as capital for the establishment of the identity of each area. This hardness, presented by Tilaar. According to him, every culture will continue to change and flow in a globalising world. But in those changes always shove off from a point is the identity of the people who have it (Tilaar, 2015:52). This interesting diversity issues to be analysed, if the difference in musical diversity is viewed positively then can be used as a capital improvement of welfare, i.e. through the optimisation of the potential of the creative industries sector through tourism. Through this strategy expected the nation's aspiration to become a nation of Indonesia is peaceful, prosperous, and democratic can be realised. By the diversity of learning music-based locality is expected also can provide educational tolerance for learners to be able to appreciate the differences and diversity. Multiculturalism education by learning music is important to study the matter on the basis of sentiment, selfishness in religion, ethnicity, races, tribes and classes do not occur. Enter the era of this global, learners in compulsory primary school fosters an attitude of tolerance in order to make himself ready to face and even adapt to multiple communities. On the implementation level, strategically tolerance education can be done in the elementary school education. This is important given the level of elementary school education, cultivation of the character and formation of the learner's personality slowly formed. By consideration of the reasons, a music-based diversity learning locality in an effort to strengthening the multicultural education in primary school is done. This study understands that the fundamental things attached to the locality are the value of local wisdom. Learning music in this context as well as efforts to build the values of local wisdom as main capital to implement character education of personality based on its cultural background. Questions that can be asked is why did the efforts of strengthening the 120
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
multicultural education in primary schools by music-based diversity learning locality? This issue based on review in this article.
Discussion The purpose of education is a combination of educational goals is the development of personal skills optimally with the social objectives that are a whole person who could play the role of citizens in a variety of environmental and social groups living Fellowship (Redja Mudyahardjo, 2014:12). Learning in our live based the cultural environment (Mudyahardjo Redja, 2014: 11). Cultural life is the life of the community that cannot be detached from the interactions between them in building cultural environment. This is confirmed by the plundering of Sutomo, thinks people's lives including the life of the community is the process of interaction between citizens and interaction to the environment (Sutomo, 2012:122). Cultural in life has three various types of cultural, one of three activity is traditional music. Traditional music in it contains local wisdom. In this study serve as a further perspective to look at the reasons why traditional music functioned in the context of diversity education for students in elementary school. The authors assume that the music tradition, the relationship with the people's life is two things that are interesting to scrutiny. Basically, it was this relationship that caused the presence of music, as well as other human activities, can appear in various human activities, such as for entertainment, education, ritual, and others (1983:94). This reality shows that music its presence cannot be detached from human life. Thus the music as a cultural product is an entity which can not be released from factors that are outside of himself. On this side of the Merriam asserted that music is highly associated with human life, it was argued in the context of the relationship of music and music befitting a man learned in the totality of culture (Merriam, 1964:33). Traditional music is studied in this study is based on locality. It means music that contains the values of local wisdom. Local wisdom is the result of learning society in question in a long time. Considering the entire culture is great, then the learning process in the field of Arts (music), humans are constantly looking for new forms of expression (Van Peursen, 1988:144). The emergence of these new expressions has the privilege over the emergence of new works which contributed to increasing diversity. The knowledge and Local wisdom as the result of a long process of learning that can also be a means of maintaining the balance and harmony of the internal and external relations. Internally, this means that the local wisdom can be adhesive social cohesion which on many occasions has the potential of stretchable in line with socio-economic living conditions change. Externally, local wisdom will serve local exclusivity precisely control can be detrimental to the development of society itself. Many elements of local wisdom containing values of openness, tolerance in the framework of relations with external parties. It is this element that can be capital essential for the community in building a network (Sutomo, 2012:124). Following the arguments into a basic foothold over doing this study. Elementary school students are members of the public that the early stages of learning to know the environmental culture. The musical tradition in the context of this being a medium is important enough to be taught as the early stages of getting to know the diversity of musical traditions and customs. Radcliffe for example, explaining that customs and traditions taught as a prelude towards the understanding of the entire human race (Radcliffe, 1987:209). When elementary school students given music learning based locality, the students are encouraged to give appreciation even capable of creating top of the diverse music. 121
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Policy regarding mental revolution program initiated by the Government of President Joko Widodo was mainly in the field of human development in this context is quite relevant and contextual if children take program in primary school and was seen as effective to attach local wisdom values so that students can learn early on the importance of tolerance and cultural diversity one of them learning through music. If this effort Is successful then it will be able to assist the Government in facing the challenges of the demographic bonus is estimated to occur in the year 2020 time frame until the year 2035. The bonus is the period in which the demographic numbers load dependence between productive age population by age population decline is not productive so as to reach the figure of below 50. This means that every working-age have unproductive population (www.bkkbn.go.id). Demographic bonus if not addressed seriously then it can be a burden on the State. Potential blast demographic become a real challenge that must be addressed seriously. Education is thus an absolute requirement in order to prepare the quality of human resources in order to be able to realise the human quality of Indonesia. Learning by music-based locality, the efforts of multicultural education becomes important when the Government is being carried out in an intensive human development programme. Education Multicultural becomes the main requirement to reform human development. This is because had to keep the stability national security, which is currently developing also patterned radicalism issue SARA. Multicultural education through music-based learning locality explicitly to human development by making musical culture as a basic foothold. The process of learning musicbased locality as well as efforts to build the community's cultural identity is concerned. Tilaar said that the progress of development gained the pride of nation identity of its owner (Tilaar, 2015:198). Music learning occurs through the verification process as well as the mechanism of transformation of the work through the education system. The process of the multicultural education system through the music required enter values of local wisdom possessed by each community so that togetherness and harmony can keep awake. This is caused, the local wisdom owned community does not become the drivers of awareness of these common needs (Sutomo, 2012:117). As for the function of knowledge and local wisdom which is (1) play a role in keeping the existence of life together, keeping its identity in the midst of a community association with a macro. This is because local wisdom can serve to keep harmony in the relations of the community, while maintaining the community insight and control to keep it oriented in the interests of a particular party; (2) The knowledge and local wisdom can be a bring force of change and development efforts, especially in the improvement of the living conditions of society (Sutomo, 2012:124). Learning music through local wisdom can thus be used to build a human while upholding the values of community and respected as well as avoiding the loss of desire to live together as currently occurs in urban areas. It is also stated by Kuntowijoyo, in his opinion in the city environment is not seen as a place for the community, but as a place to work. Man City has lost the desire to live a life of the community, the desire to be responsible, and the desire to interdependent (Kuntowijoyo, 1987:105). The granting of the learning material tolerance through music-based locality for elementary school students is substance to prepare students to avoid the anomie of values so that they can live in togetherness and difficulties in which both are basic principles in society.
Conclusion Music tradition as one of the cultural product is the work of a human presence was able to build the collective power of the public. The reasons why learning music taught in locality122
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
based elementary school because the music tradition contained the value of local wisdom. Local wisdom values inherent in music traditions such as tolerance,mutuality, and the award is quite potential to teach at a basic level in order to further the State can take positive values over bonus demographics. Practically, the value of local wisdom can rub off on students and implement in everyday life whereas the educational system through the learning-based music education system in the locality. The music on this perspective can be said to have a considerable influence on the formation of life, behaviour and human activity. This is contextual, recalling music education is part of educational value then the aspects inherent in the music cannot be detached from the values concerned. As for this study expressly concluding that the core of the musical diversity of the locality-based learning as a multicultural education strengthening efforts in primary school is located on the implementation of the values education through learning music. The values music in education is a process which is always trying to improve the dignity and the dignity of the human being, education' humanising ' of man and education in the humanities, which results in the form of harmonious human good-quality superior, morally and intellectually.
Reference Kuntowijoyo, 1987. Budaya dan Masyarakat. Yogyakarta: Tiara wacana. Merriam, Alan P. 1964. The Antropology Of Music. Chicago North: Western University Press. Redja Mudyahardjo. 2014. Pengantar Pendidikan Sebuah Studi Awal Tentang Dasar-Dasar Pendidikan Pada Umumnya dan Pendidikan di Indonesia. Jakarta: Rajawali Press. Soetomo, 2012. Keswadayaan Masyarakat, Manifestasi Kapasitas Masyarakat untuk Berkembang secara Mandiri. Yogyakarta: Pustaka Pelajar. Suka Hardjana. 1983. Estetika Musik. Jakarta: Proyek Pengadaan Buku Pendidikan Menengah Kejuruan. Van Peursen, 1988. Strategi Kebudayaan. Yogyakarta: Kanisius.
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The Use of Realistic Approach to Enhance Students’ Mathematical Problem Solving Skills Ekasatya Aldila Afriansyah STKIP Garut, Indonesia [email protected]
Abstract Mathematical problem solving skill is one of mathematical skill that needs to be owned by students. By having this skill, students can be more creative in expressing ideas by connecting the knowledge that they held previously. But in reality, there are some students who arelack of problem solvingskill;thereforeit is really important to improve learning through appropriate approach. Realistic approach had been chosen as the learning theory to be applied in the class. This study has the objective to find outwhether the use of realistic approach enhances students’mathematical problem solving skill. The research methodology used in this study is a quantitative research. The instrument used diagnostic tests (pre-test and post-test). The results of this study, the mathematical problem solving skill students tend to increase. Recommendations for other researchers are do the research of mathematical problem solving skill in other populations, as an example of prospective teachers. Keywords: mathematical problem solving skill, realistic approach, mixed method, concurrent embedded strategy type.
Introduction G. Thompson (Mikarsa, et al, 2005) states that "Education is the environmental influences on individuals to make permanent changes in habits, thoughts, attitudes and behavior." Similarly, Crow and Crow (Mikarsa, et al, 2005) suggest "the primary function of education is guidance to individuals in an effort to meet the needs and desires according to its potential." In “Kurikulum Tingkat SatuanPendidikan” (KTSP), mathematics has an important role in shaping the mindset as well as in solving the problem. The purpose of learning mathematics contained in KTSP, among others, that students have the skill to: 1) Understand the concepts of mathematics, 2) Using reasoning on the pattern and nature, 3) Solve problems that include the skill to understand the problem of designing a mathematical model, 4) Communicate ideas with symbols, and 5) Have respect for the usefulness of mathematics in life. Based on the goal in mathematics education, problem-solving skill is indispensable student. In the process of solving problems, students can find the problems that are based on observations, identify problems which will then link the information obtained by the information that has been obtained previously. However, in fact, it seen from several previous studies, problem solving skills still low. All of that is a result of the habit of lecturers to do the lessons that still conventional as follows: (1) the lecturer to explain a concept or skill demonstrated by means of lectures, and students are given the opportunity to ask; (2) the lecturer gives examples of the use of concepts and procedures in solving problems; (3) students to practice solving problems individually or seatmate, and a bit in doing a question and answer; (4) students are taught to record material and homework problems.
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To overcome these problems needs to be a change in the approach of learning. Researcher looked at the appropriate approach to be used, the approach Realistic or commonly known by the name of “PendidikanMatematikaRealistik Indonesia” (PMRI). The approach of allowing students can increase creativity in solving mathematical problems. Based on the above explanation, the researcher plans to conduct research with the title "Mathematical Problem Solving Skill through Realistic Approach" The research questions of this study are: a. Does Realistic approach can enhance mathematical problem solving skills of students? b. What is the interpretation of mathematical problem solving abilities students’ enhancement through Realistic and traditional approaches? Sumarmo (Darta, 2004) suggests that the view of problem solving as a process, an activity that more emphasis to the importance of procedures, steps, strategies and heuristics are taken by students in solving problems, so as to find answers to the questions and not just the answer itself,while solving a basic capability is a response to a very complex, even more complex than understanding the problem solving itself. In solving the problem the students should be able to understand the problem, so as to make a plan and process in solving the problem appropriately. Maher (Chamberlin, 2008) explained that one component of the problem solving is a representation, which represent mathematical ideas related to the problem in brief and simple, so easy to be processed and operated and look for a solution. According to Gagne (Kirkley, 2003) problem solving is a process of synthesizing a variety of concepts, rules or formulas to find the solution of a problem. Meanwhile, an expert on mathematics, Polya interpretproblem solving as an attempt to find a way out of a difficulty to achieve a goal that is not easily achievable (Noordyana, 2012). Furthermore Polya stated that solving the problem focuses on the use of specific turnaround strategies such as search patterns, use of tables, use a simple example, and identification of sub-objectives. The stages of problem solving by Polya include: 1) Understanding the problem, 2) Choose the completion strategy, 3) Implement the strategy, and 4) Check the correctness of results. In this step the students are required to re-examine the results of his work from the beginning to the end of the problem-solving activities. In learning, activities are important for students to have problem-solving abilities. Branca (Kesumawati, 2010) revealed the reasons for the importance of problem solving, among others: (1) The skill to problem-solving is a general purpose of teaching mathematics, even as the heart of mathematics, (2) solving the problem can include methods, procedures and strategies or methods used are core processes and major in mathematics curriculum, and (3) solving the basic skills in mathematics. By learning through solving math students will have the skill to analyze and design strategies for the completion of further problems. Realistic approach that is intended in this research is the “PendidikanMatematikaRealistik Indonesia” (PMRI). PMRI an adaptation of the RME (Realistic Mathematics Education) is a learning theory that was developed in the Netherlands since the 1970s by Hans Freudhental. In PMRI, realistic problems are used as the foundation for building a mathematical concept. Significance of mathematical concepts is a key concept of PMRI. Student learning will only occur if the knowledge that is meaningful for students to learn. There are two important views of Freudhental namely (1) mathematics must be connected to reality; and (2) mathematics as human activity (Afriansyah, 2012b). The first view that 125
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
mathematics is to be close to students and in accordance with the circumstances of everyday life are experienced by students. The second view has meaning that mathematics is a human activity in which students are given an opportunity to learn in math activities. The Principles of PMRI In Afriansyah (2012a), according Freudhental there are three principles in mathematics realistic used as a basis in designing learning (instructional design) which is then adopted as the main principle PMRI, namely: 1) discovery guided and mathematization progressively, 2) The phenomenon of educating, and 3) an independent development model. The characteristic of PMRI Gravemeijer stated that there are five characteristics of RME are adopted as characteristic PMRI (Afriansyah, 2013), namely: 1) The use of contextual problem, 2) Use of the model, 3) Use of the product answers from the students themselves, 4) Interactivity, and 5) Integrated with topics more.
Research Method This type of research is quantitative, quasi-experimental design shaped "Non-Equivalent Control Group". Where subjects are not grouped randomly, receive state what their subject. The study was conducted in a class that had students with heterogeneous capabilities. The group was called the group class experimental class; given learning by using Realistic approach to the design of the study as follows: Experiment: O X O with, O: Pretest and Posttest mathematical problem solving abilities X: Treatment with Realistic approach Subject in this study was the first year students, Department of Civil Engineering in the subject of Mathematics 1 (Calculus) at the National Institute of Technology (ITENAS). The research method of this research methods of this research were: (a) research approach, (b) data collection including preparation phase, pre-teaching experiment, teaching experiment, post-test, validity and reliability; and (c) data analysis including pre-test, pre-teaching experiment, teaching experiment, and post-test.
Result and Analysis The Beginning of Mathematical Problem Solving The implementation of the pre-test had been administered to the experimental class and control class. The pre-test which had to be conducted in 60 minutes and consisted of three questions, was intended to measure students’ mathematical problem solving skill before treatment was given. Students worked individually and once they completed the test they submitted the answer. Analysis of the test data baseline (pre-test) obtained from the experimental class and control class aims to determine the skill of students before the beginning of the treated or learning. Data pre-test results that had been collected in both research classes, namely the class A as an experimental class and control class B as obtained from the data presented in Table 1 below:
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Table 1. Descriptive Statisticsof Pre-Test Data Kelompok Eksperimen Kontrol
Jumlah Peserta Tes 40 40
Skor Skor Skor Rata- Standar Ideal Maksimum Minimum rata Deviasi 60 40 0 38,42 21,35 60 41 0 27,75 19,72
From table 1, it appeared that the average value of the pre-test between the experimental class and control class did not differ too much. The average gap experimental class and control class approximately at 10.69. It could be predicted that there were no differences in the skill of pre-test between the experimental class and control class. Meanwhile, the standard deviation of the pre-test scores in the experimental class was 21.35, also higher than the control class that was equal to 19.72. This means that the score of pre-test experimental class is more varied than the pre-test score of control class. Normality test From the pre-test data results obtained from the experimental class and control class. In this case because both class of data distribution both experimental class and control class total number of participants <50 people, and therefore the researcher used a Liliefors test. Testing data using Liliefors test calculation results were obtained as shown in table 2 below: Tabel 2 The Normality Test Result of Pre-Test L Value Pre-Test Eksperiment Class Control Class
Lmax 0,97
Ltable 0,14
Criteria Not Normally Distributed
0,97
0,14
Not Normally Distributed
Based on calculations, the Lmaks experimental class and control class, respectively 0.97 and 0.97. While Ltable experimental class and control class with a degree of freedom 5% was 0.14 and 0.14. Thus, because Lmax>Ltable, it means that the two classes of both the experimental class and control class in the initial capability data which has a distribution data that was not normally distributed. Because the distribution of pre-test data from the experimental class and the control class was not normal, then the test the average difference in statistical testing was performed using Mann Whitney test. Mann Whitney test The results of the normality test process, the data experimental class and the control class generating distribution data were not normally distributed. Then the subsequent statistical test using Mann Whitney test was used to test differences in the average of two independent sample groups. The formulation of two-tailedhypotheses test of pre-test scores is as follows: Ho: There is no difference in student’s skill of early mathematical problem solving between classes who willobtain Realistic approach and who willobtain the traditional approach. Ha: There is difference in student’s skill of early mathematical problem solving between classes whowill obtain Realistic approach and who willobtain the traditional approach. 127
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After determining the formulation of the hypothesis, using a significance level of 5%, then the decision-making criteria is ztable z count ztable if then Ho is accepted, but if z count z table so Ho was rejected.Thus the calculation of the pre-test between the experimental class and control class using test two parties and the significant level of 0.05 was obtained value Zcount = 2.06 and Ztable= 1.96. Because it was in the reception area of Ho namely: Zcount>Ztable, then Ho was accepted and Ha was rejected. Thus, it could be concluded that the data of pre-test results from both classes showedthat Ho was accepted the classes that wouldobtain Realistic approach and wouldobtain the traditional approach, in other words there were no differences in the students’ early mathematical problem solving skill between class which obtained learning with realistic approach and class which obtained learning with realistic approach and class which obtained learning with traditional approach. The End of Mathematical Problem Solving In the pre-test, resultwas known that between the experimental class and control class did not have a different starting skill. Based on this, the final data analysis test (post-test) which aimed to determine the end of the problem solving skill of students after a given treatment or learning. Once the data was collected, the researcher conducted a structured data processing in the tables as follows: Table3 The Descriptive Statisticsof Post-Test Class Eksperiment Control
Number of Students 40 40
Ideal Score 60 60
Maximum Score 60 59
Minimum Score 20 6
Mean Standard Deviation 42,25 14,19 32,93 16,05
Based on the data in table 3, showed that the average score Post-test experimental class and control class, respectively 42.25 and 32.93. Whereas the standard deviation obtained each class of experimental and control group was 14.19 and 16.05. For subsequent statistical test, the test of normality. Normality test From the post-test results obtained from the experimental class and control class, the first statistical testing phase was to test the normality of the distribution of data in the two-class research. Calculation of normality test using test Liliefors. Calculation results could be seen in table 4 below: Table4 The Result of Normality Data Test Class L Value Criteria Lmax Ltable 0,105 0,168 Normal Distributed Eksperiment Class 0,092 0,164 Normal Distributed Control Class According to the table above, obtained Lmax experimental class and control class, respectively 0.105 and 0.092. While Ltable experimental class and control class with a degree of freedom 5% was 0.168 and 0.164. Thus, because Lmax
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
then further testing homogeneity of the data from the experimental class and control class using two variances homogeneity. Homogeneity of Variance Test The next testing phase was homogeneity of variance data from the experimental class and control class. This was done in order to determine whether the two classes of samples having variances homogeneous or not. Recapitulation data obtained homogeneity of variance test data in table 5 below: Table 5 The RecapitulationCalculationofVarianceHomogeneityTest Class Eksperiment Control
Variance 125,94 281,99
Fcount 0,44
Ftable 1,84
From Table 5, it appeared that the experimental class variance values greater than the control class variance. Thus homogeneity of variance test results of the experimental class and control class was Fcount = 1.39. Then Ftable value obtained by db1 and db2 = 39 = 32 as well as the significant level of 5% was obtained Ftable = 1.84. It could be concluded Fcount = 1.44
Number of Students 40 40
Variance 125,94 281,99
tcount 3,03
ttable 1,66
From table 6 obtained t = 3.03 and by using test one hand, db = 78 and a significant level of 5% table = 1.66 to tcount = 3.03>ttable = 1.66. This showed Ho was rejected. Thus from both tests could be concluded that the mathematical problem solving skill of students whoobtained Realistic approach were better than those who obtained a traditional approach. The Indicator of Mathematical Problem Solving Improvement The normalized gain data analysis aimed to determine indicators of improvement of mathematical problem solving skill of students. The amount of the increase before and after the learning gain was calculated by formula normalized. 129
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To find out how big the indicator improvement mathematical problem solving skill of students from the calculation results could be seen in the table below 7below: Table 7 N-Gain Data Description Class
Number of Students
The Biggest Score
Mea n
40
The Smalle st Score 0,25
Eksperime nt Control
0,57
The Improving Interpretatio n Moderate
Standar d Deviatio n 0,19
0,94
40
0,00
0,73
0,40
Moderate
0,18
From the results above data showed that the normalized gain obtained from the experimental class, namely the large number of students of 40 people with a score of 0.25 and the smallest gain normalized biggest score of 0.94, in order to obtain the average value of the normalized gain of 0.57, standard deviation 0.19 and interpretation of the increase is moderate. While the results of the control class that was large number of students of 40 people with a score of 0.00 and the smallest gain normalized biggest score of 0.73, in order to obtain an average gain of 0.40 normalized standard deviation of 0.18 and interpretation of the increase is moderate.
Conclusion and Suggestion Based on the results of the analysis of research data that had been presented in the previous section obtained mathematical problem solving for students to obtain a traditional approach to the material Realistic and area and volume of objects rotate against freshmen, one of the private institutions in Singapore. The conclusion is a mathematical problem solving skill of students who received Realistic approach is better than the skill of problem solving mathematical students who received traditional approaches. Because using the t test by testing one party obtained the value t = 3.0325> table = 1.6704 so Ho rejected. In addition to the conclusion that has been stated previously, other conclusions in this study are as follows: 1. Mathematical problem solving skill of students who received Realistic approach is better than the traditional approach, because by using the t test by testing one party obtained that value zcount = 2.01 ≥ ztable= 1.96. So Ho was rejected. 2. Interpretation of the increase in mathematical problem solving skill of students with moderate to say Realistic approach and the traditional approach was said to be moderate. It is obtained from the analysis of the normalized gain mathematical problem solving skill of students who obtained Realistic approach to obtain an average value of 0.57. While the results of the analysis of the normalized gain mathematical problem solving skill of students who received traditional approach obtain an average value of 0.40. Acknowledgements This work was carried out with some people involvement. As a researcher, I thank to students who participated. Thanks are also due to DIKTI for the grant. Thanks to my big family for the support.
References
Afriansyah, E.A. (2012a). Design Research: Konsep Nilai Tempat dalam Operasi Penjumlahan Bilangan Desimal di Kelas V Dekolah Dasar. Tesis Magister pada SPS UNSRI-UTRECHT: Tidak diterbitkan. 130
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Afriansyah, E.A. (2012b). Implementasi PMRI dalam Materi Sifat Komutatif dan Asosiatif pada Bilangan Bulat untuk Level Siswa SD/MI. Jurnal Pendidikan Matematika Musharafa Edisi 11 Tahun Ke-III: 19-25. Afriansyah, E.A. (2013). Design Research: Place Value in Decimal Numbers Using Metric System. International Seminar on Mathematics, Science, and Computer Science Education MSCEIS.UniversitasPendidikan Indonesia (UPI) Bandung. Chamberlin, S.A. (2008). What is Problem Solving in the Mathematics Classroom?.[online]. Tersedia: http://people.exeter.ac.uk/PErnest/pome23/Chamberlin%20What20is%20Prob%20s olving.doc. [20 Februari 2015] Darta. (2004). Pembelajaran Matematika Konstekstual Dalam Upaya Mengembangkan Kemampuan Pemecahan Masalah dan Komunikasi Matematik Mahasiswa Calon Guru. Tesis Magister pada Sps.UPI: Tidak diterbitkan. Kesumawati, N. (2010). Peningkatan Kemampuan Pemahaman,Pemecahan Masalah, Dan Disposisi Matematik Siswa SMP Melalui Pendekatan Pendidikan Matematika Realistik. Disertasi Doktor pada SPs. UPI: Tidak diterbitkan. Kirkley, J (2003). Principles for Teaching Problem Solving. [online]. Tersedia: http://www.plato.com/downloads/papers/paper_04.pdf. [20 Februari 2015] Mikarsa, H.L.dkk (2005). Pendidikan Anak Di SD. Jakarta: Universitas Terbuka. Noordyana, M.A. (2012). Meningkatkan Kemampuan Pemecahan Masalah dan Berpikir Kritis Matematis Siswa melalui Pendekatan Metacognitive Instruction. Tesis Magister pada SPS UPI: Tidakditerbitkan.
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The Strategy to Build Lifelong Learning In School Analysis School Development in Elementary School of Qurrota A’yun Yogyakarta Nur Hidayah Ahmad Dahlan University, Yogyakarta [email protected]
Abstract Basically, the study is building experience. Education process doing awareness and had planned to build lifelong learning to achieve the goals. How to build experience process for lifelong provisions? And does school formal department have a contribution to finding lifelong learning?. This is the interesting topic to be discussing and analysing to build lifelong learning in school formal department in elementary school stage. Lifelong learning is not separated by habit positive process in learning processes. Collecting data in this paper used management school observation and took literature from several support references. Analysing data used descriptive and analysing content that was provided by habit positive in lifelong learning processes at students in Qurrota A’yun elementary school. The result of observation and analysing to build experience in Qurrota A’yun elementary school, there are; 1) PPA systems; 2) Full day school systems; 3) Tahfid systems. Three model systems guidance have goals to engage and to guide awareness religiosities learning and developing knowledge to achieve a future life that prosperous in the world and in the heaven. Finally, learning orientation is a character building to be good students have insight in science, knowledge, and technology in the future for self-competent in society. Keywords: strategy development lifelong learning
Background Education as a process of changing the attitudes and behaviour of a person takes place through teaching and training. Teaching and training process in Indonesia can be experienced on the three sectors namely: formal, non formal and informal. The third of these sectors must be a very strong network and closely, so that educationchange human culture, the knowledge and skills. Education has a dynamic force in people's lives in the future. Education can develop variety of potential assets optimally. The development of individualpotentialextended inthe aspect of physical, intellectual, emotional, social, and spiritual,in accordancewith the stage of development as well as the characteristics of the physical environment and sociocultural environment in which human lives. The article of the national education system Number 1 of 2003 noted that "education is a conscious effort to prepare learners through guidance, teaching, and/or the exercises for the role in the days to come". If examined more deeply, the limitations of education contains a few things, namely: 1. Education was a conscious effort, it means the Act of educating is not an action that is reflex or spontaneous without a clear purpose, rather it is the Act of a rational, intentional, prepared, planned to achieve a particular goal. The Act of educating should be based upon the objectives and with the reasons clear and rational, not haphazard or random action. 2. The Education program is implemented by three basic efforts, namely teaching and guidance or training. Education efforts not merely teach or convey certain knowledge 132
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material to the students, but also guiding and training, even the guide is an attempt the precedence of the two other activities 3. That the purpose of education is to prepare learners to be able to play a role in their life in the future. This means that the efforts of the Guide, teach and train the learners must be oriented, so that the learners have the capacity, the knowledge, the attitude and the variety of skills that it needs so that they can later play a significant role in their life better as a person, as a citizen of the community, as a citizen and as a citizen of the world. It is not good if students are being educated now is not able to achieve competency which is a decision by the government of the education in the future.
Discussion The article of the national education system number 20 of 2003 noted that "education is a conscious effort to prepare learners through guidance, teaching, and/or the exercises for his role in the days to come". If examined more deeply, the limitations of education contains a few things, namely: Education in school has a great contribution towards the creation of human ability and experience. School or educational unit is often called is a group which organises education. services education on the formal, non-formal, and informal at every type of education. The school has two important aspects, namely individual and social aspects. On the one side, the existence of the school in charge of influence and creating a condition that facilitates the child's personal development optimally. And then, on the other sides, the school is in charge of educating the children in order to devote himself to the community. Choice and the proper balance between these two kinds of tasks that are a source of conflict of opinion from time to time. Hughes and Hughes (2012: 307) said that there are three main types of condition or observable social condition at school and in the classroom. First, the condition created by the strong personality of the educator who championed. As a result, children become obedient and submissive outwardly, but could also spread the hidden shapes and is not desired, such as the Stakeholder make to interfere within persecute. From the point of view of learning and teaching, the condition is nice for the teaching of dogmatic and the result is often a good deal. However, in reality, learning generally make and less entrenched. Very little direct interest arising on a subject of instruction. Moreover, learners only showed little, if any, effort or initiative. Second, the condition created by educators an easy subject to weak personality. As a result, children become too aperitif and this could be the seed of shared quarrels a State which clearly do not support, either for learning or teaching. Finally, the condition created by educators who, though admittedly ruled the State, but not of being master and submission. The atmosphere is not mastery or imposition, but friendship. In a way, a great many relationships "mutual give and take" that support among educators and learners, among each student of the class. In the long life learning the social condition of the school is very influential with the achievement of the objectives of education. The school is expected to provide a set of knowledge and skills to learners. Through knowledge and skills, that will form behaviour of the educator. The behaviour of the educator will provide corridors how to behave and act in accordance with the existing rules. While each individual can behave and act in accordance with the existing rules, the coveted social integration will occur. Formal education at primary school level in Indonesia, the purpose of education is to found the Foundation of intelligence, knowledge, personality, attitudes, and noble, as well as the skills to live independently and follow further education. In Qurrota A’yun elementary school it's been applied to all children of class 1 for which the latter case can be seen in the school 133
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curriculum. Curriculum about lifelong learning is the "ongoing, voluntary, and selfmotivated"pursuit of knowledge for either personal or professional reason. Therefore, it not only enhances social inclusion, public, and personal development but also self-sustainability, as well as competitiveness and employability The concept of lifelong learning can be seen as something that takes place on an ongoing basis from our daily interactions with others and with the world around us. It can take the form of formal learning or informal learning or self-directed learning. In Qurrota A’yun elementary school is on of the many schools implemented lifelong learning. In addition, lifelong learning requires self-motivation. You need to feel positive about learning and about your ability to learn. If you struggle to see the point of learning what you are learning, you are unlikely to do well. The Process of Building Experience to Prepare A Long Life The Method of Modelling and The Good Ethics Among the methods which are very pressing matters and factual travelled in Qurrota A’yun elementary school, the process of teaching is a method of modelling (example) and good ethics. In this context, teachers always do something before asking students to do something that as a form of modelling, so that students will be able to follow and Digest by digitally as easy as they watch from them. The advantages of modelling method are giving easily to remember and to understand. in addition, this method is also very effective and efficient to help instructor and educator when they teaching students. This method is very appropriated to teaching and learning students. Aqidah Akhlaq Method Which Is Coherent and Students Competencies In Qurrota A’yun elementary school is noticed the competencies which are having each student in teaching and learning. In this school are always giving material to them in accordance with the level of understanding and their position. In addition, the school also added characters to students in learning by a good example. It is Rasulullah and Tibbun Nabawi to be model their characteristic. Video playback for the lower classes also often showing them to give cognitive competence and afective competence. Interactive methods The other methods that are often implemented in Qurrota A’yun elementary schoolis an interactive method. This method implemented in the school in order to give the impression of attention to students, as well as to provide the motivation and to explain again what they already know. Spiritual Guiding Methode and Pondok Pesantren Program Every two months, This guidance method invite the parents to report the development and achievement their children. It is also invited Ustadz or Kyai to give advice or ceramah. This is done in order for parents so that expected with this activity became more steady and sure to bring their students and take full day school in pondok pesantren programs. Further, the students whose house far away from school is also provided by the schools. The curriculum in Qurrota AyunSchool to build Long Life Education 1. Character-Based Education The implementation of the activities: a. Daily activities 1) Pickets class 2) Sholat five time 134
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3) dhuha Sholat 4) Memorizing Al Quran. b. Spontaneous Activities. 1) Take the crap that is under the table 2) Visiting friend that sick 3) Attending people who died/interment 4) shake hands on teachers when met and will wrench c. Good exampleActivities 1) Being on time to School. 2) eat and drink by sitting and using the right hand 3) Enter the classroomand greetings “Assalamu Alaikum” d. ActivitiesProgram 1) Kemah 2) Outdoor activity 3) Latihan berqurban 4) Latihan manasik haji 5) Pesantren kilat 6) Out bond 7) Carrier day 8) Mukim Programs Self-Development Self-development is carried by extracurricular activities. It have the goals to develop the potential of students, based on their talents and interests. It also suited by the needs of students and the school condition. The Obligation Extracurricular (e.g. Pramuka Education) Based on the material developed by the Balit Bang team about the implementationGuidelines Pramuka in the elementary school. It is carried in three blocks, namely: blocksystems, self-actualization systems and regular system. Selection Extracurricular Programs An increase believed in the one Supreme God a. Islamic education No 1 2 3 4
Activity The study read Alquran Read art Al Quran Try to habit for dhuha Sholat Together Dzuhur and Ashar Sholat
5
Shodaqoh habitual -Infak -Qurban The strong believed - Romadhon activity - Celebrating moslim day (Idul Fitri and Idul Adha) Thoharoh Tahfidz Manasik haji Tryout Pesantren kilat
6
7 8 9 10
Class I-VI IV – VI I-VI I-VI
135
Time Every day Saturday Every day Monday Thursday Each Friday
I-VI I-VI
Romadhon month
1 I-VI I-VI IV-VI
Every day Every day Haji Month Romadhon
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11
Zakat Fitrah
I-VI
12
Pramuka
IV-VI
month Romadhon month Morning Saturday
Improvement of discipline, fitness, and potential academic and non-academic 1) An increase in discipline and fitness No
Activity
Object
1
Communicating cult ural manners
All people in school
2
The ceremony
3
Dispose of All people in school the waste in place
All people in school
2) An increase the potential academic No Program Class 1
Mathematics
I – VI
2
IPA Indonesia language
I – VI
3
Time 06.00-16.00 Every time Monday and national day
celebrating
Every time
Activity Remedial Teaching Mathematics Remedial Teaching IPA Remedial Teaching Indonesia language
I – VI
3) An increase appreciation and art inovation No Activity Class Time Guidance 1 Read art Al-Qur’an Kelas III- V Saturday GPAI 2
Art and fine art
Kelas I-II
4) UKS No Activity 1 hygiene and healthy 2 Keep health each student 3 Keep clean each student 4 Cleaning environment
Saturday Agus W
Time Every day Every day Every day Every day
Guidance Teacher in their class Teacher in their class Teacher in their class Teacher in their class
5) PMR No. Activity Time Guidance 1 The first action Teacher in their class 2 The Anatomyof human body Muh Ma’ruf, Surati 3 Find more inform about disease Muh Ma’ruf, Surati 4 Identify fractures of human Muh Ma’ruf, Surati Guidance and Counselling Guidance counselling very important in the process of education. Most of the students' failure following the instruction. There are some students who have learning difficulties. The students having difficulties need assistance to guide counselling. The guidance counselling provides four types of services: 136
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1. Personal Guidance 2. Social Guidance 3. The Tutoring, and 4. Career Guidance Tutoring and career guidance is always explained about extracurricular activities, while the personal and social guidance usually dealt with specifically. Guidance technique can be implemented individually, in small groups, and classical.
Conclusion The strategy to build lifelong learning in schoolis using the method of modelling and the good ethics, aqidah akhlaq method which is coherent and students competencies, interactive methods , spiritual guiding methode and pondok pesantren program, giving students activity extracurricular (e.g. pramuka education) keep discipline, fitness, and potential academic and non-academic in school, and the last using guidance and counselling.
Reference Ghuddah, Abdul Fattah Abu.(2009). Pendidikan & Pengajaran Rasulullah. Bandung : Irsyad Baitus Salam. Mikarsa, Hera Lestari, Agus Taufik, danPuji Lestari Prianto. (2007). PendidikanAnak Di SD. Jakarta :Universitas Terbuka. Kurikulum SD Qurrota Ayun Yogyakakarta. (2016) Triwiyanto, Teguh. 2014. PengantarPendidikan.Editor : Yayat Sri Hayati. Jakarta :BumiAksara. https://en.wikipedia.org/wiki/Lifelong_learning.
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The correlation between Using Technology and Cross-Cultural Understanding of Well-Being within Educational System Satrianawati Ahmad Dahlan University, Indonesia [email protected]
Abstract This Research aimed to analyse the correlation between using technology and cross-cultural understanding of well-being within the educational system. This analysis will be concerned with two fundamental issues: the first, how using technology in the educational system changed cultural of human habit, the second what is the relation between using technology and cross-cultural understanding of well-being within the educational system. The method in this research used mix method. The result of this research had inform and giving comprehensive to analysis about the correlation between using technology and cross-cultural understanding of well-being within the educational system. It had three established, such as: (1) learning in globalisation were faced two challenge, the first about study perception and the second about ICT and its development had influenced human study. (2) learn in school began to involve using instructional media interactive. (3) globalisation era and using technology had connected to the cross-cultural understanding of well-being within the educational system. Based on that result known that it had the correlation between using technology and cross-cultural understanding of well-being within the educational system. Keywords: using technology and cross-cultural understanding
Introduction Cross-cultural understanding of well-being was not the first change that habitual human different than before. All people had a brain to think about how to made something be simple and easy to have. Like and dislike, people have to have a skill and using their thinking to do something that they can get when they implemented or took things in life around. Consequently, using technology is not separated with the cross-cultural understanding of well-being. As we know, using technology had a positive and negative effect. Technology has the large meaning and the large perception. Within educational system using technology have taken important aspects. The problem presented in society using technology having accepted and refused many people because, they have perception using technology make their child was not creative and only enjoying the technology, in other reason that accepted technology have perception technology can make them solve the problem easily and quickly. This perception changed habitual that formed by culture long time in society. It can show to us how crosscultural accepted and giving understanding in society. Cross-cultural within educational system can be shown using technology in learn. Especially in the educational system, using technology not only was used by the teacher when they learn but also was used a subject matter. Educational technology influenced many systems. Educational technology hegemony had the perception that there were software and hardware is everything. It was hegemony in our habit and forgetting about what we had since we were born. This is also the problem in using technology because software and hardware were in technology. It made many people forgotten what they have “a brain” to think about what they can do. Many people trapped in 138
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using technology and it was cross-cultural of well-being understanding that humanly has. Using technology in life made a simple thing and made it easy to solve problems. It was not hegemony because using technology many works that they can finish it with different one was not using technology. All problem can be solved by using technology. In education took advantage technology like learning multimedia to solve study problem. Alike using technology, the public had a cross-cultural understanding of well-being. To simple this explains can be drawn in figure 1.
Figure 1. The correlation between using technology and cross-cultural understanding of well-being within the educational system In figure 1, using technology is not separated with habitual human life. All aspects can change. The correlation between using technology and cross-cultural understanding of wellbeing within educational system always discussed all people. This case never ends. Crossculture understanding is known by people because using technology. Culture in society was changed by using technology like handphone. Using handphone change communication someone with her/his friend from far away and estranged someone with her/his friends from friends that sit down together. How about education? In history, an educational technology programme had explained technology change mindset and work teacher and students. Habituality in teaching and learning make easy to teacher and students to accomplish their work. Educational systems also to effort gives understand to cross-habitual in teaching and learning. The students take this moment with a different condition. Based on the explain, the analysis in this paper will be concerned with two fundamental issues: (1) How using technology in the educational system changed cultural of human habit? (2) what is the relation between using technology and cross-cultural understanding of wellbeing within the educational system?
Methods Research Methods used is mix method. Collecting data used documentary study and questionnaire. It was used to see the correlation between using technology and cross-cultural understanding of well-being on the educational system. Population data was taken students in college four semesters or they have 18-20 years old. The sample in this research had 88 students. The male was 22 of students and the female was taken 64. The questionnaire had valid 10 of 15. Thus, questionnaire consists of 10 questions. The question in this questionnaire had answered “yes” and “no” scale. Analysis data used Gutman scale. The data used for substantiating the documentary study. The qualitative method used documentary study for several journals and analysing answer interview of students.
Result and Discussion Using Technology in Educational System Changed Cultural of Human Habit The students learn in class always using technology. It hopes by educational technology which is a complex, integrated process, involving people, procedures, ideas, devices, and organisation, for analysing problems and devising, implementing, evaluating, and managing 139
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solutions to those problems, involved in all aspects of human learning (Januszewski & Molenda, 2008). It also was influenced by cross-cultural in human life. In globalisation era, cross-cultural presented on the educational system. Thus, using technology helps us to be better than before. The questionnaire consists of how students learning in this era and how their culture or their habit influence their study which is using technology. The result in questionnaire had informed that: Table 1. Questionnaire Result SAMPLE/QUESTIONS Answer Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Yes 43 43 29 31 10 43 17 3 43 43 Class F No 0 0 14 12 33 0 26 40 0 0 Yes 45 45 20 40 45 4 29 44 45 45 Class G No 0 0 25 5 0 41 16 1 0 0 All Sample 88 88 88 88 88 88 88 88 88 88
The result on the table consists of yes and no answer from two class and all sample is 88. It can be showed in figure 1. 50 40
Class F
30 20
Class G
10 Answer Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
0
Figure 2. Questionnaire Result Based on the table and figure 1, most of all students showed that they change their learning because using technology. Using technology changes their ways of learning, although they prefer manual writing to typing whereas using technology make it easier for them to understand the material. The students have also preferred the new method to understanding their lesson involving technology to manually such as read the books. The result showed cross-cultural influenced their learning. Cross-cultural was influenced by using technology. Using technology in education and it is the subject matter and form life pattern of students. The female was consisting 64 of students almost said that life needs technology. Using technology in learning represented their self-respecting and can not be changed. Using technology seceded their habitual which is want to help by other ones. Using technology was diminish dependence to other people. In humanistic theory was explained by Maslow, using technology in the educational system changed cultural of human habit, because technology giving easy and can connect selfactualisation in social media. In humanistic theory called Maslow’s Hierarchy of Needs.
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Figure 3. Hierarchical Levels Within A Pyramid This five stage model can be divided into basic (or deficiency) needs (e.g. physiological, safety) and growth needs (e.g. love, and esteem) which relate to fulfilling our human potential (self-actualization). The deficiency or basic needs are said to motivate people when they are unmet. Also, the need to fulfil such needs will become stronger the longer the duration they are denied. For example, the longer a person goes without food the more hungry they will become. One must satisfy lower level deficit needs before progressing on to meet higher level growth needs. When a deficit need has been satisfied it will go away. However growth needs continue to be felt and may even become stronger once they have been engaged. Once these growth needs have been reasonably satisfied, one may be able to reach the highest level called self-actualization. Every person is capable and has the desire to move up the hierarchy toward a level of self-actualization. Unfortunately, progress is often disrupted by a failure to meet lower level needs. Life experiences, including divorce and loss of a job, may cause an individual to fluctuate between levels of the hierarchy. Maslow noted only one in a hundred people become fully self-actualized because our society rewards motivation primarily based on esteem, love and other social needs. in social needs like FB, Twitter, path, etc to actualisation their self. The young generation shared their self like photos and videos in social media given happiness in their self. Information also was given by the internet, so nothing to say difficult about a study, exercises because of all of their finds, there is on the internet. Collecting data was also Continued by interview, 80% of students said using technology like handphone make them was not concentration to study and only active to open the social media. Although, using technology can not separate from their habit. Find information, and make them be lazy to find references in books, journal, etc. And the more negative effect many students said lazily to study and using technology like handphone or computer which they can access the internet, they open social media like facebook, twitter, line, etc. When they open social media they interesting to write what they mind. Therefore, using technology made cross-cultural understanding of well-being on educational system seemed in their ways of learning was not effectiveness. Using technology is also a part of the social interaction. (Schunk, 2008: 428) Recall that Vygotsky believed that people and their cultural environments constituted an interacting social system. Through their communications and actions, people in children’s environments taught children the tools (e.g., language, symbols, signs) they needed to acquire competence. Using these tools within the system, learners develop higher-level cognitive functions, such as concept acquisition and problem-solving. As Vygotsky used the term higher mental function, he meant a consciously directed thought process. In this sense, self-regulation may be thought of as a higher mental function. the social system, tools, and using technology is coherent in 141
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that statement. Using these tools within the system like technology should be made students active and creativity. The Correlation Between Using Technology and Cross-Cultural Understanding of WellBeing within The Educational System The correlation between using technology and cross-cultural understanding of well-being within the educational system. It can be seen by cross-curricular theme human being and technology (Jarvinen & Rasinen, 2015). It was established by implementing technology education in Finland, what the majority of young people understood the connection between technology and manual skills. Therefore, human skills must be prepared their life skill start now. Because social systems made different culture, so cross-cultural well being on the educational system had influenced by technology that used in school. It was fundamental to establish three points in some journals and textbook which was analysed in this research. Thus, the correlation between using technology and cross-cultural understanding of well-being on educational system had been established the big three information, such as: 1. Learning in globalisation were faced two challenge, the first about study perception and the second about ICT and its development had influenced human study Learning in this era faced two challenge. The first about change perception in learning and the second about information technology and communication (ICT) had big development. Public perception about the study in school had up and down. It about curriculum always changed when changed minister education: in Indonesian (Satrianawati, 2014). Public perception was different where they lived, as an example rural community and capital city. Society in a rural community part of them had primitive thinking about educational development in our country, exactly in Indonesia. Society lived in a rural community only continue what they had a habit for time to time and had little influence on change curriculum. The second was about ICT and its development had influenced our study. Pupils in class studied large subject matter that to form how their thought, how they spoke, and how matter they did. Wallach (2015) had researched about measuring the influences that affect technological literacy using ICT in school, such as: a. The technological literacy based on gender, race, and socio-economic status showed that the male students, the men also more interested in fixing, assessing, or analysing technology than women. By race showed the weakness research, because the small number of minorities group scored slightly lower than nonminorities group. however, the sample of minorities groups it is smaller than nonminorities group. By economic status about this research showed the weakness because the high economy had a higher mean than a low economy. However, socio-economic status (SES) was determined by students’ self-reporting of free and reduced-price lunch qualification. It is possible students could have been embarrassed to answer thoughtfully or may not have known whether they qualified or not. b. The factors are common among the technologically literate students showed that father’s and mother’s education was divided into three larger subgroups, consist of high school or less, some college, masters or higher have the big effect. It means common factors had effect technologically literate students.
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c. The common factors exist among students who struggle to achieve technological literacy showed performance by grade level and standards performance by gender. In a performance by grade level 9th – 14th years old have equal exposure to technology education classes, but students have the option to take or not take technology courses at the high school level. In standards performance by gender showed males performed better than females in all areas; however, differences were not significant for all areas. In attributes of design, power, and energy, information and communication, transportation, and manufacturing, the males mean score were statistically significantly higher than females. It had meant the common factors exist among students had the effect to achieve technological literacy. 2. Learning in school began to involve using interactive instructional media Using technology as media to interactive instructional to helping problem study that student was faced. Many researchers had explained that growing appreciation and supporting students to know about the majority that they have. In school always using technology to make active learning in their activities. Kuswandari & Suryanto (2015), Elpira & Gufron (2015), Dewi et.al (2014) also had been established instructional multimedia development can use to individual learning and group learning anywhere and anytime. 3. Globalisation era and using technology had connected to cross-cultural understanding of well-being on educational system It is the big established in this research. Globalisation era made many different situations. Many countries urged to develop their country to be a popular country with the well-being of cultural on the educational system. To know about this established, it was explained, started by a negative and positive effect on human life when they using technology. Because At issue appears if something can change to be better than before and to be a advances have to have a positive and negative effect. That is, an effect being moulded, by instructional on educational systems. The positive effect had about educational technology which was the student always used technology to have extraordinary benefit. It was started by exploration high quality of subject matter, such as literature, journal, e-book, and have a scientific discussion until had the consultation to expert science. It was simple and easy to do it. It did by e-mail, facebook, twitter, blog, etc. Negative effect educational technology in our country was less awareness from people to access information although the information is not used in their life. Knowing everything particular object (KEPO) was known in young generation. It was familiarity used strengths technology to know about something less important. Finally, young generation wasting time to play games and they were not studying. It was dangerous to the young generation. Based on explained, using technology in education system had changed human life pattern. However, using technology in education system the 'big idea' of teaching and learning to make easy and simple or it lacks precise definition to said that. More than this, it is in danger of school in the rural community, if it has not already become yet. Nonetheless, the term using technology captures elements of a widespread perception that there is a broadening, deepening and speeding up of understanding of student about matters because it had interconnectedness in all aspects of life, from the cultural to the criminal, the financial to the environmental.
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Using technology can change human life pattern. Work something took time before or wasting time only explain one matter. By technology, students can know everything that they want to know. Accordingly the statement, the correlation between using technology and cross-cultural understanding of well-being on educational system has answered two fundamental issues: 1. Using technology in learning was a part cross-cultural in globalisation era that changes the human habit. It explaining that using technology was not separated in our life. 2. Using technology help students to finish their task, find information, self-taught, selfmade, and made students self-confidence. 3. The students feel comfortable learning using technology and its well-being to their self. 4. Using technology in their learn made life pattern in their activities. Based on the discussion in the previous section, illustrated and analyzed by journal had accreditation to be describe later, the following conclusion may be made: not only were using technology in educational system, but cross-cultural understanding of well-being can change habitual human life, in school used multimedia interactive for instructional and helping students to understand the subject matter. Thus, the correlation between using technology in the educational system made cross-cultural understanding of well-being.
Conclusion and Suggestion The correlation between using technology and cross-cultural understanding of well-being on the educational system had been answered two fundamental issues: the first using technology on educational system changed cultural of human habit and the second using technology and cross-cultural giving the understanding to students. The students can not separate by educational systems. Thus, Literacy of technological literacy based on gender, race, and socio-economic has giving comfortable to the male and the female students. The aforementioned, well-being cross-cultural in the education system can be seen by student activities in globalisation era always using ICT in daily activities, learn in school had been involving using instructional media interactive. Accordingly, the result and discussion using technology were not separated in our life and using technology change human life pattern and influence culture in human life. The suggestion to a reader and future researcher please find the different development pattern in a rural and capital city.
References McLeod,
S. A. (2014). Maslow's Hierarchy of Needs. Retrieved from www.simplypsychology.org/maslow.html Januszewski, Alan & Molenda, Michael. 2008. Educational technology: a definition with commentary. Madison Avenue, NY: Lawrence Erlbaum Associates. Isro’i Nurul Faqih & Ghufron Anik. 2015. Keefektifan metode brain-based learning terhadap motivasi dan prestasi belajar siswa pada mata pelajaran matematika. Jurnal Inovasi Teknologi Pendidikan Volume 2, No 2, Oktober 2015 (201-211). http://journal.uny.ac.id/index.php/jitp. Diakses tanggal 22 Maret 2016. Satrianawati. 2014. Public perception of changes in the curriculum. Proceeding International seminar: Social, Politics, History, and Education. Yogyakarta state University. ISBN 978-602-1586-27-3 Schunk, D.H. (2008). Learning theories an educational perspective. Upper Saddle River, NJ: Pearson Education. Wallach, Michael. 2015. Measuring the influences that affect technological literacy in Rhode island high schools. Journal of technology education. Vol. 27 No.1. Eastern Kentucky University.
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Evaluation of the Implementation of the Quality Improvement Programs for Teachers and Principles at Elementary school level in Palu City Nashrullah University of Tadulako, Indonesia [email protected].
Abstract This study aims to evaluate the implementation of quality improvement programs for teachers and principals in Madrasah Ibtidaiyah in Palu City in terms of: (1) the MKKM program, (2) the KKGA program, (3) the supervision training program, (4) the development program for madrasah principals to present madrasah vision and mission, (5) the program for the selection of madrasah teachers and principals with achievement, and (6) the academic writing competition program. The evaluation aspects include: (1) the program relevance to the teachers’ and principals’ needs, (2) the teachers’ and principals’ educational backgrounds, (3) the materials of the programs, (4) the feasibility of the locations for the activities, (5) the availability of the infrastructure facilities, (6) the funds to support the programs, (7) the teachers’ and principals’ activities (8) the teachers’ and principals’ motivations, (9) the constraints in the activities, and (10) the outcomes that the teachers and principals obtain. This study was an evaluation study employing the CIPP (Context, Input, Process, and Product) evaluation model by Stufflebeam. The research subject comprised the heads and staff members of the section mapenda of the Department of Religious Affairs in Palu City, the heads of MKKM, and the heads of KKGA. Meanwhile, additional information resources included madrasah ibtidaiyah principals and teachers in Palu City. The data were collected through observations, interviews, documents, and questionnaires. The data were analyzed by the qualitative and quantitative techniques. The results of the study show that: (1) quality improvement programs for teachers and principals are relevant to the teachers’ and principals’ needs; (2) educational background shows 39.91 % of the teachers are S1 graduates, 48.93 % are diploma graduates, and 11.16 % are senior high school graduates; (3) the materials of the programs are relevant to the teachers’ and principals’ needs; (4) the locations for the activities are in the good category; (5) the availability of the infrastructure facilities is in the good enough; (6) the funds for the programs of MKKM, KKGA, madrasah principal development, and selection of madrasah teachers and principals with achievement are adequate but the supervision training and academic writing competition programs are still poor; (7) the teachers and principals are in the active category; (8) the teachers’ and principals’ motivations are in the high category; (9) the constraints in the implementation of the programs include the teachers’ and principals’ absence and lateness in the activities, lack of principals’ participation in implementation of MKKM program, insufficient funds for the activities, and unskilled principals of madrasah in development of technology; and (10) the results of joining the programs include improving the teachers’ capability in the teaching and learning process, improving the madrasah principals to lead madrasah, improving the madrasah teachers’ and principals’ knowledge and skills, and improving the madrasah teachers’ and principals’ personality. Key Words: program evaluation, quality improvement program, teacher and principals.
Introduction Improving the quality of education, today is a necessity that can not be delayed any longer. Various efforts have been undertaken to improve the quality of national education, among 145
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others through the development and improvement of curriculum, evaluation system improvements, the development of learning materials, procurement of books and teaching tools, improved educational infrastructure, improving teacher competence, as well as improving the quality of school management. The condition of most madrassas are facing the problem seriously enough. According to Yahya Omar as Director General of the Islamic Educational Affairs said that the madrasah is like the old car laden. Madrasah curriculum is 130% of the school curriculum because of the composition of the curriculum 70:30 (common: religion) and general subjects madrasah same as the one in the school. In any effort to improve the quality of education such as curriculum renewal, development of teaching methods, providing educational facilities, as well as the development of evaluation of learning outcomes, will only be meaningful if it involves a teacher and headmaster as spearhead the implementation of education in the field. Therefore, efforts to improve the quality of education broadly, cannot be removed completely from the existence of a teacher and headmaster. This research was conducted to gain an overview of the relevance of the program to the needs of teachers and principals, input is involved, and the process of implementation of the quality improvement program madrasah teachers and principals in the city of Palu. Based on the importance of the position of teacher and headmaster in the world of education, the department of religious town of Palu perform a variety of ways to improve the distribution of the professionalism of teachers and head madrasah with through the establishment and development of Working Group Principals (MKKM), the formation and development of the Working Group Religion Teacher ( KKGA), held a supervisory training and testing system for the heads of madrassas, guidance to the headmaster both in describing the vision, mission, goals and targets to be achieved by the madrassas, through exposure to the curriculum each include analytics programs MKKM, implement selection of teachers and the headmaster of achievement, and held a writing competition. In this case, do a study on the evaluation of the quality improvement program madrasah teachers and principals in the city of Palu so unknown relevance, character input, process implementation, as well as the results of the implementation of the program. Policy implementation Nichols (Syafaruddin, 2008: 76) states that the policy is a decision that is thoughtful and careful decision-making by the peak and not repetitive activities and routines are programmed or associated with decision rules. According Tilaar & Riant (2008: 16) that the main basis underlying a policy is reasonableness. Although a policy is not merely the result of the consideration of human reason but reason is the dominant element in the decision-making. Furthermore, the implementation of policy can indeed be influenced by various factors. According to George C. Edwards (Subarsono, 2008: 90-92) policy implementation is influenced by four variables, namely (a) communication, (2) resources, (3) disposition, and (4) a bureaucratic structure. Four variables are related to one another. Improving the Quality of Teachers Professionalism Teachers and Principals have an important role in education. Teachers are adults who consciously take responsibility for educating, teaching and guiding learners (Hamzah, 2008: 15). The teacher is a position or profession that requires specialized skills as a teacher. This job can not be done by just anyone without expertise. The profession of a teacher one of which is teaching. Teaching is an art to transfer knowledge, and values that guided by the values of education, the needs of individual students, environmental conditions, and the belief held by the teacher in the learning process.
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The process of knowledge transfer could take place if the teacher did some things as predetermined by Zamroni (2000: 62), namely: 1) move, raise and combine all the capabilities of learners; 2) make what is transferred into something that challenges students' self-motivation that appears intrinsic to learn; and 3) examine in depth the material being transferred, causing linkages with other knowledge. In addition, to become professional teachers according to Arif Rohman (2009: 160) need to pay attention to the following principles. 1) Professional teachers must have the talents, interests call the soul, and idealism. 2) Teachers should have a strong commitment to improving the quality of education, faith taqwa, and akhlakul karimah. 3) The teacher must possess academic competence and relevant educational background. 4) Teachers are required to have a high responsibility on professional duty to enhance national development. Based on these principles, the professionalism of a teacher is considered adequate. In addition to teachers, principals also demanded professionalism of the eight groups include the superintendent, school board, peers, parents, community, teachers, students and outsiders. Evaluation program Kaufman, R & Thomas, S (1980: 9) defines evaluation as "a process of helping to the make things better then they are, of improving the situation" that the evaluation is a process to make something better than it already is. Furthermore Kaufman states that evaluation can be to answer three questions, namely whether an act to make changes? is worth an effort? What should be changed to achieve the objectives ?. According Suharsimi Arikunto (2015: 291) is defined as the program of activities planned carefully. Evaluation of the program in this case is intended to see how high the level of success of the planned activities. Evaluation of a program is also meant to gather information about how the program runs, on the impact that may occur, or to answer questions (Farida Joseph Tayibnapis, 2008: 9). The collected information will be used to make a decision. The decision on whether the program will continue or be terminated. Above understanding provide understanding program evaluation is used to measure adherence to a program. Suharsimi Arikunto & CEPI. S (2008: 40-41) suggests there are 8 models of evaluation includes evaluation model, goal oriented, goal free evaluation model, the model-summatif formative evaluation, evaluation model countenance, responsive evaluation model, evaluation model UCLA, CIPP evaluation model and evaluation model discrepancy. In addition, please also note the purpose of implementation of program evaluation. This is supported by also by Posavac and Carey (1985: 18) as follows. The rational procesess of assessing needs, measuring the implementation of programs to meet those needs, evaluating the achievement of carefully formed goals and objectives, and comparing the degree of achievement and the costs involved with those of similar programs serves to improve the use of human and material resources organizations. Posavac and Carey in this statement reveals that the ultimate purpose of the evaluation is to improve resource use organizations. Improvements in the context of this evaluation can be divided into two evaluations, the first is used to improve the plan, to raise the outcome, or to menikkan efficiency of services. The second fix is aimed to consider whether the program started, or have two alternative options. The benefits of this research to the religious department of Palu can be a reference to determine and improve the quality of education in madrasah with formulating policy recommendations to improve the quality madrasah, Educational institutions as a base 147
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material, for the reader could be additional resources in developing insight on improving the quality of madrasah education ibtidaiyah.
Research Methods This study is an evaluation study by using one of the evaluation model, the model CIPP developed by Stufflebeam and used descriptive qualitative approach, incorporating quantitative approach. The subjects in this study is the section head office Mapenda Palu MORA, MORA Mapenda staff Palu, MKKM chairman, and chairman KKGA. The source of the supporting information is headmaster and teachers madrasah in the city of Palu. The data collection is done by using observation, interviews, documentation, and questionnaire. In qualitative research, his main instrument is the researchers themselves. Quantitative data analysis techniques used in this research is descriptive quantitative analysis, namely process and analyze quantitative data collected in descriptive form. To determine the tendency of each of the components is done by categorizing the level of propensity model "Evaluation of Reference Benchmark (EAP)" (Sukardjo, 2005: 53-54). In this regard, it is necessary mean ideal (Mi) and the standard deviation of the ideal (SBI), the highest score and the lowest score that can be achieved by an instrument in accordance with the criteria. This tendency level used as criteria to assess the implementation of the program depag Palu. Step analysis of research data is based on qualitative data analysis model of Miles and Huberman (Sugiyono, 2007: 337) that starts with data reduction, data presentation, and conclusion / verification. Data analysis was performed at the time of data collection took place.
Results and Discussion Aspects of evaluation in the study include evaluation aspects context, input, process, and product. Furthermore, an overview of the facts or is happening in the field that is the result of data collection in this study, can be presented as follows: Containers Working Group Principals (MKKM) Principals' Working Group (MKKM) is a forum for discussion between headmaster. Implementation of the program Principals' Working Group (MKKM) is carried out every month once the implementation is usually housed in MIN Model Palu, however, did not rule where the activities carried out in other ibtidaiyah madrasas. The element of the implementation of the activities is the management MKKM MKKM itself along with the heads of other madrasas as a member. While the city of Palu depag role in facilitating and coordinating the implementation and or as a resource. MKKM is a container meetings or gatherings of heads of madrassas that are in one area, city / county that serves as a means of communication, consultation and exchange of experience. Empowerment MKKM demanding headmaster to improve professionalism. Religion Teacher Working Group (KKGA) Religion Teacher Working Group (KKGA) is a forum for discussion among teachers. Implementation of the program of Religious Teachers Working Group (KKGA) is carried out every month once / twice a month whose implementation is usually housed in MIN Model Palu, however, did not rule where the activities carried out in other ibtidaiyah madrasas. An element of the activities is the management KKGA KKGA itself along with other madrassa teachers as members. While the city of Palu depag role in facilitating and coordinating the implementation and or as a resource. KKGA is a container meetings or gatherings of madrasah teachers who are in the area, city / county that serves as a means of communication, consultation and exchange of experience. KKGA empowerment requires teachers to improve professionalism. Supervisory training and testing system for the headmaster 148
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Supervisory training program and test systems for the headmaster at this time has not been done, and is still in the stage of socialization, this is due to lack of funds and time has not been allowed to be held this activity. Implementation of the program is planned to be held on 3-8 July 2009 the implementation of which is housed in the town of Palu pilgrim hostel. Organizing element in supervision activities are Depag Palu city along with the heads of other madrasas as a participant. Coaching headmaster in describing the vision, mission, goals, and targets to be achieved madrassas Implementation of development programs in the headmaster explained the vision, the mission is carried out every second week running that implementation at the hall of religious affair Palu. Organizers of this activity is the city of Palu depag along with the heads of madrassas as participants. Implementation of selection of teachers and the headmaster of achievement Implementation of the program selection of teachers and headmaster achievement is central depag program implemented after the first semester runs. The enforcement procedure depag Palu city spread form that contains the conditions that must be met by prospective teachers and headmaster achievement. For outstanding teacher candidates recommended by the head of madrassas, while for prospective headmaster recommended by the monitoring team achievement. Organizing a writing competition Program implementation is also a writing competition depag program will center but implementation is yet to be realized. Before writing competition held by, first the selection file for teachers who follow the race. Time and place will be determined after the activity is collected and selected file. While the material is adopted in the writing competition is about learning innovation.
Conclusion Based on the discussion in this study, it can be concluded as follows. 1. The program to improve the quality of teachers and headmaster relevant to the needs of teachers and head madrasah in the city of Palu. Relevance of the program: as many as 16 people or 84.2% stated need MKKM program, 50 people or 87.7% of the stated need KKGA program, 17 people or 89.5% states require supervisory training program, 16 people or 84.2% expressed need coaching program headmaster in describing the vision and mission, 70 people or 92.1% said the election program requires teachers and headmaster of achievement, and 45 people or 78.9% stated that require writing competition program. 2. Characteristics of input in the program to improve the quality of teachers and headmaster like; educational level of teachers and headmaster mostly background Diploma which is equal to 48.93%, the program material which is implemented in accordance with the needs of teachers and headmaster, a program of activities in terms of distance, ambience, and comprehensive on-site activities are not eligible to use, infrastructure activities adequate namely tables, chairs, sound system, and the administration is available, and funds activities MKKM, KKGA, coaching headmaster and selection of teachers and the headmaster of achievement sufficient that the funds available for the implementation of program activities, while funding training supervision and writing competition yet adequate namely insufficient funds available for the implementation of the program. 3. The process of program implementation MKKM, KKGA, and coaching headmaster is good enough where teachers and headmaster active in attending activities as well as highly motivated in following the activities. While supervisory training program, selection of 149
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teachers and the headmaster of achievement and writing competition has not been implemented. Furthermore, the obstacles that arise in the implementation of the program is the absences and tardiness teacher and headmaster when the activities, the lack of participation of the head of the madrassa in the program implementation MKKM, the allocation of funds is still limited, the place and the infrastructure is inadequate, the time allocation has not been possible, and the lack of skills headmaster in following the development of technology. 4. The results of the implementation of programs to improve the quality of teachers and head madrasah in Palu city quite well. Implementation of the program is very useful for teachers and headmaster, improve the ability of teachers to teach, improve the ability to lead a madrasah, improve knowledge and skills of teachers and headmaster, and improving the personality of the teacher and headmaster
References Abdullah Munir. (2008). Menjadi kepala sekolah efektif. Yogyakarta: Ar-ruzz Media. Alwasilah, C.A. (2003). Pokoknya kualitatif: dasar-dasar merancang dan melakukan penelitian kualitatif. Jakarta: Pustaka Jaya. Anwar Arifin. (2003). Memahami paradigma baru pendidikan nasional dalam undangundang sisdiknas. Jakarta: Ditjen Kelembagaan Agama Islam Depag. Ani Uslima. (2005). Evaluasi program Musyawarah Guru Mata Pelajaran (MGMP) biologi SMA. Tesis: Program Pascasarjana. UNY. (tidak diterbitkan). Arif Rohman. (2009). Memahami pendidikan dan ilmu pendidikan. Yogyakarta: LaksBang Mediatama. Budi Winarno. (2002). Teori dan proses kebijakan publik. Yogyakarta: Media Pressindo. Departemen Pendidikan Nasional. (2001). Manajemen peningkatan mutu berbasis sekolah. Djuju Sudjana. (2006). Evaluasi program pendidikan luar sekolah. Bandung: Remaja Rosdakarya. Farida Yusuf Tayibnapis. (2008). Evaluasi program dan instrument evaluasi untuk program pendidikan dan penelitian. Jakarta: Penerbit Rineka Cipta Fiedler, F. E. (1967). A theory of leadership effectiveness. New York: McGraw Hill. Hamzah B. Uno. (2008). Profesi kependidikan, problem, solusi, dan reformasi pendidikan di Indonesia. Jakarta: Bumi Aksara. Ibrahim Bafadal. (2006). Manajemen peningkatan mutu sekolah dasar. Jakarta: PT Bumi Aksara. Kaufman, R & Thomas, S. (1980). Evaluation without fear. New york: new viewpoins. Law, S., & Glover, D. (2000). Educational leadership and learning practice, policy and research. Philadelphia: Open University Press. Lunenburg, F. C. & Ornstein, A. C. (2000). Educational administration concepts and practices. Belmont: a division of Thomson Learning. Madyo Ekosusilo. (2003). Kontribusi jenjang pendidikan, penataran, dan kegiatan KKG terhadap peningkatan kemampuan professional guru. Jurnal ilmu pendidikan. Feb. 2003. Jilid 10 Nomor 1 Mulyasa. (2005). Menjadi kepala sekolah professional, dalam konteks menyukseskan MBS dan KBK. Bandung: Remaja Rosdakarya Nelson, S.B., & Stein, K.M., (2003). Leadership content knowledge. Diambil pada tanggal 29 Juli 2009 dari http://epa.sagepub.com/cgi/abstract/35/4/423 Oemar Hamalik. (2006). Pendidikan guru berdasarkan pendekatan kompetensi, Jakarta: Bumi Aksara. Peraturan pemerintah nomor 19 tahun 2005 Tentang standar nasional pendidikan. Possavac. E.J. & Carey (1985). Programme evaluation, methods and case studies. New Jersey: Prentice-Hall. 150
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Program Evaluation. Diambil pada tanggal 13 april 2016 dari http://en.wikipedia.org/ wiki/Program_evaluation Robbins, Stephen P. (1993). Organizational behavior. New Jersey: Prentice-Hall. Rockwell, K., Furgason,J., & Mark, D.B. (2000). Research and evaluation needs for distance education: A Delphi Study. Journal of distance learning administration. Volume III, Number III. Diambil pada tanggal 5 mei 2009 dari http://www.westga.edu/~ditance/ojdla/fall33/rockwell33.html. Sax, G. (1980). Principles of educational and psychological measurement and education. Wadsworth Publishing Company Belmont, California: A Division of Wadsworth, Inc. Stufflebeam, D. L. & Shinkfield, A. J. (1985). Systematic evaluation. Boston: Kluwer-Nijhoff publishing. Subarsono A.G (2010). Analisis kebijakan publik: Konsep, teori dan aplikasi. Yogyakarta: Pustaka Pelajar. Sugiyatno. (2002). Evaluasi pelaksanaan MGMP bahasa Indonesia guru SLTP di kota samarinda. Tesis: Program Pascasarjana. UNY. (tidak diterbitkan). Sugiyono. (2015). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta Suharsimi Arikunto. (1988). Penilaian program pendidikan. Jakarta: Depdikbud ________________. (2015). Dasar-dasar evaluasi pendidikan. Jakarta: Bumi aksara. Suharsimi. A. & Cepi S. (2008). Evaluasi program pendidikan. Jakarta: Bumi Aksara. Syafaruddin. (2008). Efektifitas kebijakan pendidikan. Jakarta: Rineka Cipta. Tilaar. H.A.R., & Riant Nugroho. Kebijakan pendidikan. Yogyakarta: Pustaka Pelajar. Tobroni. (2007). Percepatan peningkatan mutu madrasah. Artikel internet diambil pada tanggal 10 februari 2016 dari http://re-searchengines.com/drtobroni5-07.html. Undang-undang republik Indonesia nomor 14 tahun 2005 tentang guru dan dosen. (2006). Jakarta: Laksana Mandiri Uzer Usman. (1992). Menjadi Guru Profesional. Bandung: Remaja Rosdakarya. Wahjosumidjo. (2002). Kepemimpinan kepala sekolah tinjauan teoritik dan permasalahannya. Jakarta: PT RajaGrafindo Persada. Worthern. B.R.. & Sanders. J.R. (1973). Educational evaluation : theory and practice. ohio : Publishing Company Zamroni. (2000). Paradigma pendidikan masa depan. Yogyakarta: BIGRAF Publishing. Laporan Kantor Wilayah Departemen Agama Kota Palu, Tahun 2015.
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Actualizing Strategy for Social Reconstruction-Oriented Learning Management: The Application on the Craftmanship and Entrepreneurship Subject at Senior High School Level 1
Sukardi, 2M. Zulfikar Syuaib, 3M. Ismail
Faculty of Teachers Training and Education, University of Mataram, [email protected]
Abstract This study is part of research conducted by Sukardi et al., (2015) on the model of Craftmanship and Entrepreneurship education on the basis of creative economy in the dimension of industry's local advantage utilizing the social reconstruction as its base. One of the goals is to gain the management model/strategy of social reconstruction oriented management of Craftmanship and Entrepreneurship learning to create the learners’ creative and inovative skill in producing local products/services. This study uses the model of Borg and Gall’s research and development (1983) which is combined with constructivistic design principles. The stages are: (1) preliminary study; (2) learning management strategy of design and product development followed by initial product test through experts’ validation test and formative test; (3) limited test conducted in cycles followed by revision; (4) final product test, through field test on all clusters in the form of experimental quation; and (5) desimination and implementation. The study results in learning management strategy that consists of: (1) prior knowledge activation; (2) new knowledge presentation; (3) comprehension exercise; (4) outclass practice with craftsman/DU/DK; and (5) the reflection on process and training result. The experts’ validation and formative test results from the teachers showed that the model/strategy of social reconstruction oriented management of craftmanship and entrepreneurship learning is considered to be very good and suitable to use. Keyword: learning management, social reconstruction, craftmanship and entrepreneurship
Introduction The subject of Craftmanship and Entrepreneurship in the curriculum 2013 emphasizes to produce productive, creative, and innovative outputs (The Ministry of Education and Culture, 2013). This is in line with those thinkers or the entrepreneurship experts who put the competence as the main goal (Zimmerer et al., 2008). The creative thinking basically uses the thinking process basis to develop or determine the original, aesthetic and constructive ideas relating to the perspective and concept (Karli, 2003). Munandar (1999) argues that creative thinking (creativity) is the ability to make a new combination based on data, information, or the existing elements. Furthermore, Munandar (1999) defines the creativity as the ability reflecting fluency, flexibility, and originality of thinking, also the ability to elaborate (to develop, enrich, and specify) an idea. In addition to the creativity, the innovative skill is also the objective of this subject. The innovation in the context of entrepreneurship is indeed the ability to apply the creativity in solving the problems and finding the opportunity (Suryana, 2003). Hence, if the creativity is considered as the ability to think of something new and different, then the innovation is supposed to be the ability to do something new and different. The new and different thing could be in the form of results like goods and services, and in the form of process like idea, methods, and ways. One of which is the industry's local advantage products (Sukardi et al., 2012). To achieve the profound ability of learners who think creatively and act innovatively based on the demand of the curriculum 2013, especially in craftmanship and entrepreneurship subject that will surely bring the essential implication on learning management (learning design) in 152
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the classrooms. The appropriate model/approach of learning is the most important and urgent thing in the craftmanship and entrepreneurship learning process that should be interesting, fun, pleasure and easy to be learnt by the learners. This is in accordance with Martens and Prosser’s research (1998) that emphasized the importance of quality learning that is focusing on fundamental of meaning development, not on reproduction. More specifically, Bloom (1979) showed the characteristic which is “the extend which the cues, practice, and reinforcement of the learning are appropriate to the needs of the learner’. In other words, there must be a learning management that puts learners as the actors who must plan, explore, interprete and evaluate their own outputs. Therefore, learning management strategy is the instrument to manage the interaction between learners and other learning sources, in addition to learning strategies, such as materials organization and presentation (Reigeluth & Merrill, 1978; 1979). The adjustment of the Craftmanship and Entrepreneurship requirement based on the 2013 curriculum above is urgent, since the fact in the field showed that the quality of craftmanship learning process is still low as found in this study and the previous researches (Sukardi et al., 2012; Sukardi, 2014; Sukardi et al., 2015; Sukardi, 2016a; dan Sukardi, 2016b). The process of entrepreneurship learning shows that the learners’ participation, creativity, and innovative skill are still low. The indicators are: learners are passive; their curiosity toward the subject material is still low; learners’ independence to achieve the competence is low; their initiative to finish the assignment is not optimum; etc. Besides, the entrepreneurship materials are not sufficiently contextual to keep up with the latest demand, like the demand of global creative economy (Sukardi et al., 2015; Sukardi, 2016a). Many parameters influence the achievement of the learners’ creative and innovative competence such as intelligence, instruments, teachers’ mastery, etc. The most important thing to do is to improve the quality of learning like what is expected by Bloom (1979) above. The low creativity and innovation are caused by the low quality of learning management. This assumption is strengthened by the experts’ studies claiming that the learning management tends to be text books minded and is not related to the environment where the learners live (Suderadjat, 2004; Suwarman, 1991; Sumantri, 2001). A quality learning is achieved when all or at least most of learners (75%) are involved actively, either physically, mentally, or socially in the learning process, beside the high creativity and motivation in learning (Mulyasa, 2002). This will be achieved if in the learning process, the teachers are able to organize learners to construct the knowledge through a series of activities to simultaneously explore, find, and analize all information sources which are related to the learning materials that suit the social reconstruction theory (McNeil, 2006). This theory emphasizes the learners’ participation to explore, arrange and report from various sources used to analyze the learning object based on the basic competence through cooperation, mutual activity and social interaction (Depdiknas, 2003). With the social reconstruction-based learning management, teachers’ task is to facilitate learners to learn and to be the learning promotor that will encourage learners to participate actively in the learning process for the improvement of the quality of learning outcomes. Referring to the requirement of Craftmanship and Entrepreneurship subject under the 2013 curriculum, the problems in the learning management, with the consideration on the theoretical framework, this study is therefore conducted to solve the said learning problems. Besides, it is also expected to be an attempt to solve the problems of Senior High School outputs through the craftmanship and entrepreneurship education. As such, as part of the research on Craftmanship and Entrepreneurship developmment with creative economy based with in the dimension of industry's local advantage (Sukardi et al., 2015; Sukardi, 2016a). The objective of the study is to gain the model/strategy of social reconstruction oriented 153
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management of Craftmanship and Entrepreneurship learning which is effective to establishthe learners’ ethos of entrepreneurship (especially the creative and innovative skills to produce local goods/services).
Research Method Since this study is part of the research on model development of Craftmanship and Entrepreneurship education with creative economy based with local quality product dimension (Sukardi et al., 2015). This study employs research and development model which refers to Borg and Gall (1983) as quoted in Sukardi’s paper (2016a). In its implementation, the steps of this model are modified and combined with constructivistic oriented design principles (Willis, 2000). The stages are: (1) Preliminary study; (2) Design and product development of learning management strategy followed by preliminary product test through experts’ validation test and formative test for teachers of Craftmanship and Entrepreneurship; (3) Limited test conducted in cycles with revision; (4) Final product test, through the field test on all clusters in the form of experimental quation; and (5) Dissemination and implementation. In the stage of preliminary study, the problems and needs are analyzed by collaboratively involving the main subject through interviews and Focus Group Discussion (FGD) then they are analyzed qualitatively. In the stage of development, model design and product prototype preparation are made. The design preparation is undertaken using reversed design as suggested by Gagne et al., (1992) as quoted in Sukardi’s papers (2016a), which determine the learning outcomes first. The prepared design would become a basis to set a product prototype in the form of guideline textbook for Craftmanship and Entrepreneurship learning with social reconstruction oriented. The main personnel involved are the Craftmanship and Entrepreneurship teachers, principals or deputy principals for curriculum in each cluster (Regency/City). The textbook test for Craftmanship and Entrepreneurship with social reconstruction oriented is administered in two ways, namely the experts’ validation test and limited test. Unlike the model test and the overall product test (Sukardi et al., 2015; Sukardi, 2016a), validation test for learning guideline reflects the learning management strategy which is conducted by involving one learning technology expert and one Indonesian language expert. So, this product validation test does not involve practitioner (like DU/DK/local craftman) because it does not represent the material substance. The instrument for the validation test uses questioner adapted from the indicators developed by the Directorate of Development for High School (2007a; 2007b). Furthermore, the formative test is conducted by the teachers of Craftmanship and Entrepreneurship in two trial schools. The test is conducted to find out the attractiveness, legibility, and practicality of the guideline textbook for learning (Directorate of Development for High School, 2007b). The assessment and input at the stage of experts’ validation and formative tests for teachers of Craftmanship and Entrepreneurship become the foundation to make revision on the social reconstruction oriented learning guideline.
Results and Discussion Results The results presentation covers the description of the preliminary study, developed model, and the initial product test. The Description of Preliminary Study Result The real problem faced by the school in the process of Entrepreneurship education learning (including Craftmanship and Entrepreneurship) at Senior High School level is that the learning process is still conventional without conducting field practice. This finding is similar to Sukardi et al., finding (2012) and Sukardi et al., (2015), seen through: (a) the learning process which is mostly classical and face to
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face method with the comparison of face to face learning spends about 80% and 20% direct practice. The teaching employs lecturing method, question and answer, and discussion as the main methods. Besides, the learning process through learners grouping for certain assignments is still not frequently used; (b) there is no special guideline for teachers in performing teaching and learning process. The guideline from many sources like Directorate for Middle Education of Ministry of Education and Culture which is universal in nature and has no specialty to meet the condition and need of Entrepreneurship Education; and (c) the Lesson Plan (RPP) used as the reference in the process of learning of Entrepreneurship Education is still conventional, undetailed, and unintegrated. The quote of the FGD result confirms as follows:
”we still apply the learning through the direct presentation of material....face to face method is still dominant....we have yet to apply the learning that allow leaners to do their own construction....”(SL: The teacher of Craftmanship and Entrepreneurship of SMAN 4 Mataram). ”The face to face method of learning is still the main method and sometimes gives assignments....the active learning application is still low might be caused by the limitedness....the teachers need workshop to improve the learning that leads to skill establishment.” (HK: The teacher of Craftmanship and Entrepreneurship of SMA Negeri 1 Narmada). ”The target to pass the National Examination is considered to be the hindrance to the improvement of learners’ talent, life skill, teaching of values and character cannot be undertaken yet by the schools....” (TQ: Board of Education of Mataram). The above condition is assumed to occur because of: (a) the schools’ policies that do not provide the same spaces for the Craftmanship and Entrepreneurship subject, whether in the form of local content of entrepreneurship or craftmanship and entrepreneurship; (b) teachers’ capacity and competence in developing the constructive learning are low; (c) lack of materials and facilities that support the learning. Therefore, the main problem is that the learning of Craftmanship and Entrepreneurship does not meet the learners’ need. The record of interview with learners showed that the learning of Craftmanship and Entrepreneurship is inspiring, activating, and fun. The learners expect to make a field practice. The result of this analysis is in accordance with the goal of the subject of Craftmanship and Entrepreneurship as one of the local contents. The goal of the learning is to provide learners with the skill through the utilization of the local advantages” (Kemendikbud, 2013). If we refer to this, the learning through the active process and field practice is urgent. The establishment of the entrepreneurship competence, especially the ability to think creatively and act innovatively can only be achieved through a field practice. The Description of the improvement result of learning management strategy aspect The main factor in determining the learning management strategy is the output of learning. Since the model developed has an output of the learners who have competence, creativity and innovation in producing the industry's local advantage, the learning management strategy leads to the form of a cooperative activity, altogether, and interaction as the social reconstruction’s way of thinking (McNeil, 2006) and field practice like the finding of Sukardi et al., (2014), Sukardi (2014), Sukardi et al., (2015), and Sukardi (2016a). The Design of the strategy of social reconstruction oriented management of Craftmanship and Entrepreneurship learning is presented in the Table 1. The Design produced is equipped with the product prototype in the form of learning guideline.
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Table 1.
Design of the Strategy of Social Seconstruction Oriented Learning for Craftmanship and Entrepreneurship Learning Management No
Component
1
The prior knowledge activation
2
The new knowledge presentation
Remarks Focus on the learners’ concentration, to improve the learning motivation, the learning goal articulation and the key question. The key question presentation is the effort to direct the learners’ mind during the learning process
Includes the learning guide and presentation activity to enable the learners to obtain the learning capabilties determined in the learning objectives. According to the principles of social reconstruction, the learning is applied using various methods that activate the learners, like: brainstorming, students have question, snowball throwing, games, and the like. 3 The training of In the form of learners’ works through the action that can comprehension supervised. According to the principles of social reconstruction, the training of comprehension is conducted in the form of flash card game, finding the pair, and the like. 4 Practice Opportunities were given to gain direct experience. Practice or outclass exercise has been done out of school hours (out class) which was actualized in the form of project-based learning / structured assignment in practicing/training with craftsmen / DU / DK for each subject. 5 Reflection Opportunities were given to gain direct experience. Practice or exercise has been done out of school hours (out class) which was actualized in the form of project-based learning / structured assignment in practicing / training with craftsmen / DU / DK for each subject. Source: Primary Data Processing Preliminary Product Test Results The first validation test was completed to assess appropriateness and delivery that involves the experts of technology learning (Table 2). Data in Table 2 shows that the yielded product models have already been excellent, and are ready to be used. Table 2. Result of Worthiness and Presentation of Handbook Guidance for Social Reconstruction Oriented Craftmanship and Entrepreneurship Learning No.
Product Components Handbook
Score*
Grade**
1
Clarity of Title
5
Very good
2
Clarity of General Instructions
4
Good
3
The order and systematic Guidance
4
Good
4
Consistency of KD and indicators to syllabus
5
Very good
5
Clarity of preliminary
4
Good
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6
Clarity of Key Questions
4
Good
7
Clarity of Instructions for Teachers
4
Good
8
Clarity of Materials and Equipment
4
Good
9
The accuracy of Learning Implementation Summary
4
Good
10
Clarity of Learning Details
5
Very good
11
Clarity of Learning Guided Description
5
Very good
12
Clarity of Learning Evaluation
5
Very good
13
The accuracy in Writing References
5
Very good
14
The accuracy of Glossary
5
Very good
4.5
Very good
Whole * Scores and ratings are in the intervals 1-5
** Criteria: tp> 4 (Very Good); 3 4 (Very Good); 3
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The results above showed that the learning handbook produced was appropriate from aspects of materials delivery, the feasibility and the accuracy of language use. Two experts gave excellent grades. In general, learning handbook as a yielded product of social reconstruction oriented Craftmanship and Entrepreneurship Learning strategies was good enough to be examined for further assessment. After correcting the results of expert validation test, a limited test in the form of a formative test was done. Formative test was conducted by involving four Craftmanship and Entrepreneurship teachers from two operational trial schools. This test was carried out to determine the attractiveness, the legibility, and the ease of understanding of learning handbook (see Table 4). Table 4 Limited Test Results (Formative) of the Handbook for Social Reconstruction Oriented Craftmanship and Entrepreneurship Learning No. 1 2 3 4 5
Aspects of Assessment Attractivity in cover design Interesting pictures Appropriate font type and display Language can easily be understood Interesting content design Coherent and detailed learning 6 steps The contents can easily be 7 understood 8 Detailed learning steps Overall Notes:
Range * 4.5 4.3 4.0 3.8 5.0 5.0 3.8 4.3 4.3
Grade** Very good Very good Good Good Very good Very good Good Very good Very good
* **
Assessment score is in the interval 1-5 Criteria: GPK> 4 (Very Good); 3
Discussion Learning management strategy is basically a method for managing interaction among learners in addition to other strategic teaching variable (such as: organization and presentation of the materials). All management strategies were related to scheduling, making note of students' progress, and motivational management, in which Degeng (2013) added them with control study. Uno (2007) explains that "the management of learning involves learning sequences done in presenting the materials". Later, Uno (2007) also provided an example of the use of nine steps in Gagne learning (1977) which are: giving motivation or attracting attention, describing aims, reminding prerequisite competencies, giving stimulus, offering learning instructions, motivating students’ performance, providing feedback, assessing performance, 158
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and concluding. Based on these notions, the learning management is related to learning paths used according to chosen methods or chosen approaches. Because it was suitable with the produced design models, learning management strategies reflected in the products of learning handbook for teachers were developed based on the principles of social reconstruction. In its theory, the principles of social reconstruction learning were carried out by joining activities, interaction, and collaboration (McNeill, 2006) applied by using Vigotsky’s theory (Schunk, 2012). Those principles, then, became references in conducting researches (Deulen, 2013; Hung, 2002). The strategies led to some processes creating social interaction among students and students with their environment in order to acquire entrepreneurial competencies, especially creative thinking and innovative action in producing the products / providing services in industry's local advantage. Vygotsky (Good & Brophy, 2003; Schunk, 2012) emphasized on the importance of interaction in learning processes. Some key ideas from Vygotsky (Schunk, 2012) are: Learning requires cooperative classroom setting, so students can interact with each other in addition to bring problem-solving strategies that are effective for learners’ zone of proximal development; and (b) Learning approaches focus on scaffolding providing assistance for children in their early stages of learning in which teachers, later, reduce learning assistance after learners are able to be independent. Hence, Vygotsky learning theory is a theory of social constructivist learning that promotes social interaction in learning processes. There are at least five stages of social constructivist learning proposed by Zahorik (1995) which later adopted by the Ministry of Education (2003): activating prior knowledge, acquiring knowledge, understanding knowledge, using knowledge and reflecting on knowledge. To apply these stages, the whole process of learning from the guidelines concentrated on using active learning and cooperative, such as brainstorming, student have question, snowball throwing, inquiring minds what to know, project based learning, practice, and presentation / discussion accompanied by examples and notes from the teacher. The results of expert test and formative test to the learning handbook as the learning management strategies showed excellent grades. The results were influenced by social reconstruction theory as the basic development. Moreover, the results supported the findings of previous studies that put social reconstruction learning as a process of interaction and cooperation (Breithorde & Swiniarski, 1999; Jha, 2012; Joyce et al., 2001). The process of learning management using social reconstruction principle did not only change the way observing learners’ improvement (progress student), but also affect the presentation system following the rhythm of learners’ psychological development and their behavior. Management processes in the Craftmanship and Entrepreneurship Learning on social reconstruction orientation had participatory process and dialogue patterns by implementing active learning, practice, and cooperative, so that children felt happy to learn. It also helped to facilitate the achievement of key competencies, such as creative thinking and innovative action in providing products / services in the industry’s local advantage. In its implementation, social reconstruction oriented Craftmanship and Entrepreneurship Learning provided project tasks that promoted learners to work together and practice in groups as it was the result of a study by Karahoca Keser (2010). Giving authentic tasks become one of theory social reconstruction applications (Mukromin, 2011) to help learners find problems and their solutions. Through this pattern, it has encouraged togetherness that supported solidarity, sharing, tolerance, praising each other, appreciation, giving contribution, etc. This condition allowed learners to compete fairly, so they realize that work alone is impossible. 159
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The results of preliminary test gave consistency to the findings and opinions of the previous authors who put social reconstruction in entrepreneurship learning and education, even though there were some revision by putting direct practical activities as an integral part in its implementation (Sukardi et al., 2014; Sukardi, 2014; Sukardi et al., 2015; Sukardi, 2016a; Sukardi, 2016a). One of the examples was Sukardi’s writing (2016a) that concentrated on the importance of upgrading social reconstruction orientation learning through direct practice. Direct practice became an important part of management strategy in the Craftmanship and Entrepreneurship Learning by using creative economy industry's local advantage as the substance. This practice was done outside the classroom aiming students to learn entrepreneurship from others, such as craftsmen (environment). Vigotsky (Schunk, 2012) mentioned that helps are given, and will be slowly reduced as learners are able to practice or to produce their own products. There are several reasons why outside the classroom should be applied, as written by Sukardi (2014). Those reasons are: (a) the demands of learning outcomes leading to the establishment of local-based skills (including competencies and innovative creativity) that encourage learners to practice with experts, such as craftsmen or entrepreneurs; (B) the ability of teachers to train learners about the benefits of local production skills; (C) the lacks of facilities in the classroom/school, such as manufacture equipment that make students learn and practice using the available resources and equipments only; and (d) the use of environment potential as a learning resource to improve relevancy of the materials learned in the classroom with realities of field setting. Thus, learning facilities, teachers, and material resources became major parts of management strategies of Craftmanship and Entrepreneurship Learning with creative economy-based in industrial dimension of local advantages.
Conclusions and Suggestions Based on the above discussion, it can be concluded that: (a) the management of Craftmanship and Entrepreneurship Learning has not led to the implementation of Curriculum 2013 requiring the student-centered learning. The indications include: there was conventional learning without direct practice; there were no specific guidelines for teachers to be implemented in the learning process; and the lesson plans (RPP) used as references were still in conventional ways and have not focused on the actualization of active learning; (B) management strategies of Craftmanship and Entrepreneurship Learning on social reconstruction orientation were developed based on five (5) major components. They were: activating prior knowledge, presenting new knowledge, understanding practices, practicing out of school hours (out class) together with craftsmen / DU / DK, and reflecting on the process and results of the practices. The test results related to the presentation of expert validation, appropriateness, and accuracy of language use has showed excellent scores and grades. As a result, Management strategies of Craftmanship and Entrepreneurship Learning on social reconstruction orientation were ready to be used, and to be tested in the future. Furthermore, formative test results conducted by Craftmanship and Entrepreneurship teachers in terns of attractiveness, legibility and understanding or use also gave excellent scores and grades in each category. It is recommended to all craft and Entrepreneurship teachers at school (SMA) to implement Curriculum 2013 including policies to be adopted / adapted in social reconstruction oriented learning management strategies. For other researchers, this study can be a reference in conducting further research by expanding the scope, subjects, research method and development, the substances, the closest theoretical backgrounds, entrepreneurship, and other aspects relevant to the results of this study. It is also suggested to extend non-formal education and levels of higher education
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Bloom, B.S. 1979. Taxonomy of Educational Objectives: Book 1 Cognitive Domain. London: Longman Group Limited. Borg, W.R. & Gall, M.D. 1983. Educational Research: an Introduction (4th ed.). New York: Longman, Inc. Breithorde, M.L. & Swiniarski, L. 1999. Constructivisme and Reconstructionism: Educating Teachers for World Citizenship. Australian Journal of Teacher Education, 24 (1): 1-16. Degeng, I.N.S. 2013. Ilmu Pembelajaran: Klasifikasi Variabel untuk Pengembangan Teori dan Penelitian. Bandung: ARAS MEDIA. Departemen Pendidikan Nasional/Depdiknas. 2003. Pendekatan Kontekstual (Contextual Teaching and Learning (CTL)). Jakarta, Dikdasmen Depdiknas. Deulen, A.A. 2013. Social Constructivism and Online Learning Environments: Toward a Theological Model for Christian Educators. Christian Education Journal, 10 (1): 90-98. Direktorat Pembinaan SMA. 2007a. Panduan Umum Pengembangan Mulok. Jakarta: Direktorat Pembinaan SMA Depdiknas. Direktorat Pembinaan SMA. 2007b. Panduan Umum Pengembangan Bahan Ajar. Jakarta: Direktorat Pembinaan SMA Depdiknas. Gagne, R.M. 1977. The Conditions of Learning (4th ed.). New York: Holt, Rinehart, and Winston, Inc. Gagne, R.M., Briggs, L.J. & Walter, W.W. 1992. Principles of Instructional Design (4th ed.). Fort Worth, TX: HBJ College Publishers. Good, T.L. & Brophy, J.E. 2003. Looking in Classrooms (9th ed). New York: Allyn and Bacon. Hung, D. W. 2002. Metaphorical Ideas as Mediating Artifacts for The Social Construction of Knowledge: Implications from The Writings of Dewey and Vigotsky. International Journal of Instructional Media, 29 (2): 197-114. Jha, A. K. 2012. Epistemological and Pedagogical Concerns of Constructionism: Relating to the Educational Practices. Creative Education, 3 (2): 171-178. Joyce, B., Elizabeth, S., & Judy, F. 2001. Social Reconstruction through Video Art: a Case Study. Transformations, 12 (1): 93-105. Karli, H. 2003. Head, Hand, Heart dalam Kurikulum Berbasis Komptensi. Bandung: Bina Media Informasi. Kementerian Pendidikan dan Kebudayaan/Kemendikbud. 2013. Peraturan Menteri Pendidikan dan Kebudayaan Nomor 54 Tahun 2013 Tentang Standar Kompetensi Lulusan Pendidikan Dasar dan Menengah. Jakarta: Kemendikbud. Keser, H. & Karahoca, D. 2010. Designing a Project Manajement E-Course by Using Project Base Learning. Procedia Social and Behavioral Sciences 2: 5744-5754. Martens, E. & Prosser, M. 1998. What Constitutes High Quality Teaching and Learning and How to Assure It. Journal Quality Assurance in Education, 6 (1): 28-36. McNeil, J.D. 2006. Contemporary Curriculum: In Thought and Action. NJ: John Wiley and Sons, Inc. Mukromin, N. 2011. Mengingat Kembali: Filsafat Pendidikan Rekonstruk-sionisme. (Online), (www.mtsfoundation.org/.../Social-Reconstruction. pdf), diakes 2 Desember 2015. Mulyasa, E. 2002. Kurikulum Berbasis Kompetensi (Konsep, Karakteristik Dan Implementasi). Bandung: PT. Remaja Rosdakarya. Munandar, S.C.U. 1999. Mengembangkan Bakat dan Kreativitas Anak Sekolah: Petunjuk Guru dan Orang Tua. Jakarta: Gramedia. Reigeluth, C.M. & Merrill, M.D. 1978. A Knowledge Base for Improving Our Methods of Instructional. Educational Psychologist, 13: 57-70. Reigeluth, C.M. & Merrill, M.D. 1979. Classes of Instructional Variables. Educational Technology, 19 (3): 5-24. 161
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The Implementation of SAD Kertih Teaching in Actualizing Environment Cultured Primary School 1
1
Kadek Aria Prima Dewi PF, 2 Heny Perbowosari Institut Hindu Dharma Negeri Denpasar, Indonesia, 2 Institut Hindu Dharma Negeri Denpasar, Indonesia 1 [email protected] , 2 [email protected]
Abstract School culture is an important factor in developing students’ positive attitude. In connection with the issue of global environmental crisis, it is important to develop a school culture that always takes care of the environment, which is based on the religious values and local wisdom. In connection with these conditions, the school strives to develop environmentally friendly school culture based on the teachings of Sad Kertih. Sad Kertih is a Hindu religious teaching that is written in Purana Bali scripture. The implementation of Sad Kertih teachings have been carried out in the primary school in Karangasem regency, which is aimed at developing students’ awareness to be more concerned about the development that has an environmental concept. The school communities should have knowledge and understanding about the environment in order to maintain the school environment properly. Based on this understanding, it is expected that the sustainability, hygiene and environmental balance can be realized around the school environment. In addition to the understanding above, a similar perception about the attitude of the school community in preserving the environment is necessary. Keywords: sad kertih, school culture, environmental culture, primary school.
Pendahuluan Sekolah memiliki tanggung jawab dalam mengembangkan kapasitas individu untuk peduli dan dapat berpartisipasi dalam pembangunan bangsa. Pada proses pembangunan baik senantiasa disertai dengan perubahan sumber alam dan lingkungan hidup. Untuk itu pengembangan kapasitas individu yang bijak dalam mengelola dan menyiapkan berbagai kapasitas pembangunan menjadi bagian terpenting dalam kesuksesan pembangunan bangsa. Pengembangan sikap yang positif dari masyarakat dapat meningkatkan kualitas lingkungan hidup. Misalnya perkembangan fisik kota yang memerlukan sumber daya ruang dan menyebabkan terjadinya perekayasaan fisik lingkungan sampai ke rumah penduduk. Dengan makin tidak harmonisnya hubungan manusia dengan alam akan mengakibatkan keadaan lingkungan perkotaan maju di bidang ekonomi namun mundur di bidang ekologi. Oleh karena itu dengan terganggunya kestabilan ekosistem perkotaan, maka alam akan menunjukkan reaksi berupa meningkatnya suhu udara perkotaan, pencemaran air, penurunan debit air tanah, banjir dan lain-lain (Dahlan, 1992:19). Begitu juga dengan kondisi alam lingkungan yang terjadi di daerah Bali terutama Kabupaten Karangasem sudah mengalami percemaran lingkungan terutama masalah sampah, dimana bertambahnya volume timbunan sampah yang dihasilkan oleh penduduk semakin meningkat. Selain itu terjadi penurunan kemampuan pengelolaan sampah dan kepedulian masyarakat dalam menjaga kebersihan lingkungan. Hal inilah yang menjadikan salah satu penyumbang terjadinya pencemaran lingkungan. Apabila kita menilik dari upaya Pemerintah Provinsi Bali dalam upaya menjaga keseimbangan lingkungan pada 22 Pebruari 2010 telah mendeklarasikan Program Bali Green Province dimana bekerjasama dengan Pemerintah 163
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Kabupaten/Kota, LSM, unsur pendidikan dan masyarakat. Dalam hal ini unsur pendidikan memberikan andil yang cukup besar, karena warga sekolah diharapkan untuk menjaga keseimbangan lingkungan dan menjaga kelestarian lingkungan tidak hanya di sekolah saja tetapi di lingkungan sekitar dan lingkungan rumah. Agar kelestarian lingkungan di sekolah dapat terjaga dengan baik diperlukan adanya pengetahuan dan pemahaman warga sekolah. Dengan adanya pemahaman ini diharapkan kelestarian, kebersihan dan kesimbangan lingkungan dapat terwujud pada lingkungan sekolah. Selain pemahaman, perlu adanya persamaan persepsi warga sekolah tentang sikap melestarikan lingkungan. Akan tetapi pada kenyataannya masih terdapat perbedaan persepsi pada warga sekolah tentang sikap melestarikan lingkungan. Pada masyarakat Hindu Bali mengenal ajaran Sad Kertih yang memuat nilai-nilai pelestarian lingkungan yang dapat tujuannya mengembangkan karakter positif individu atau sisswa di sekolah siswa untuk lebih peduli kepada lingkungan. Ajaran ini telah diimplementasikan pada salah satu Sekolah Dasar di Kabupaten Karangasem.
Implementasi Implementasi bisa diartikan pelaksanaan atau penerapan. Majone dan Wildavsky (dalam Nurdin dan Usman, 2002), mengemukakan implementasi sebagai evaluasi. Browne dan Wildavsky (dalam Nurdin dan Usman, 2004:70) mengemukakan bahwa ”implementasi adalah perluasan aktivitas yang saling menyesuaikan”. Pengertian implementasi sebagai aktivitas yangsaling menyesuaikan juga dikemukakan oleh Mclaughin (dalam Nurdin dan Usman, 2004). Berbicara tentang Implementasi pembahasannya akan mengarah pada masalah penerapan/pelaksanaan suatu aturan atau keputusan. Definisi tentang implementasi dapat dilihat dalam kamus besar bahasa Indonesia yang mengartikan implementasi sebagai 1), Pelaksanaan 2), Penerapan. Jika dipandang maka implementasi kebijaksanaan dapat dipandang sebagai suatu proses melaksanakan keputusan. “Implementasi adalah bermuara pada aktivitas, aksi, tindakan, atau adanya mekanisme suatu sistem. Implementasi bukan sekedar aktivitas, tetapi suatu kegiatan yang terencana dan untuk mencapai tujuan kegiatan” (Usman, 2002:70). Ajaran Sad Kertih Alam semesta ini termasuk manusia menurut Veda terdiri dari unsur Panca Maha Butha. Usaha memelihara kelimam unsur dalam Panca Maha Butha dilakukan melalui ajaran Sad Kertih, yakni enam jenis upacara yang bertujuan untuk menjaga keharmonisan alam beserta isinya atau enam konsep dalam melestarikan lingkungan. Konsep Sad Kertih merupakan ajaran Hindu di Bali yang dapat ditelusuri sumbernya dalam lontar Purana Bali (Wiana, 1999 – hal 48; 2007 – hal 14). Adapun bagian dari Sad Kertih dapat diuraikan sebagai berikut: Atman Kertih Atman Kertih yaitu upaya menjaga agar kesucian Atma sebagai bagian dari Paramaatma yang berada pada setiap Bhuwana alit (microcosmos) dapat menyinari perilaku manusia menjadi baik, benar dan suci. Serta berupaya untuk melakukan pelestarian untuk menyucikan Sang Hyang Atma dari belenggu Tri Guna.. Untuk menegakkan kesucian Atma membutuhkan ruang , sarana, perhatian dan waktu tersendiri dalam kehidupan di dunia. Dari Atma Kertih inilah lahir tempat-tempat suci seperti tempat pemujaan Dewa Pitara (Dewa Pratista dan Atma Pratista). Disamping itu juga dilakukan usaha untuk melindungi dan memelihara berbagai tempat yang dipakai dalam upacara penyucian Atman. Inti Atma Kertih adalah mengupayakan tetap tegaknya fungsi kawasan suci,tempat suci dan kegiatan suci sebagai media untuk membangun kesucian Atman. Pelestarian alam yang terdapat disekitar kita yang nantinya bermanfaat untuk kemajuan spiritual. 164
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Samudra Kertih Samudra Kertih upaya sistematis untuk menjaga kelestarian laut atau samudra dan berbagai sumber-sumber alam yang ada didalamnya. Pelestarian itu dalam wujud skala dan niskala. Di laut itulah diadakan upacara nanggluk merana, upacara melasti, nganyut abu jenazah, nganyut sekah, upacara mapekelem dan lain-lain. Upacara tersebut bermakna untuk memotivasi umat agar memelihara kelestarian laut Dalam kehidupan modern sekarang ini banyak sekali ada usaha perusakan laut seperti pembuangan limbah industri kelaut. Ternyata sudah sejak dari dulu Hindu memperhatikan laut dan menerapkan sebuah ajaran untuk menjaga kelestarian laut agar tetap dapat memberikan kesejahteraan untuk umat manusia. Wana Kertih Dalam tataran filosofi Hindu, prinsip perlindungan hutan dapat dilihat pada sejumlah pustaka suci. Upacara Wana Kertih adalah merupakan bagian dari Sad Kertih, yang bermakna menjaga keharmonisan hidup manusia dengan Tuhan, keharmonisan hidup antara sesama umat manusia dan menjaga keharmonisan umat manusia dengan lingkungannya. Di hutan umumnya di bangun pura Alas Angker (hutan lindung) untuk menjaga kelestarian hutan secara niskala, di hutan juga ada upacara pakelem ke hutan atau ke gunung. Danu Kertih Danu Kertih yaitu upaya untuk menjaga kelestarian sumber-sumber air tawar didaratan, seperti mata air, danau, sungai dan lain-lain. Di danau ini juga diadakan upaya keagamaan yang berbentuk ritual sakral. Ada upacara mapakelem ke danau, ada juga umat melasti ke danau. Jagat Kertih . Jagat Kertih yaitu usaha untuk melestarikan bumi dalam hal ini tanah yang menjadi sumber kehidupan hingga tanah menjadi produktif dan menghasilkan suatu yang berguna untuk manusia dari sini terjadi suatu hubungan timbal balik antara bumi dan manusia sehingga manusia tidak lagi hanya menjadi benalu seperti yang dominan terjadi pada saat ini. Saat ini bumi benar telah dirusak oleh manusia, banyak masalah yang terjadi dari ulah manusia itu sendiri. Konsep Cakra Yajna sangat diperlukan dalam kondisi yang seperti ini karena dengan adanya konsep ini akan terjadi suatu suasana yang dapat menumbuhkan suasana harmanonis dimana semua manusia, ciptaan dan alam. Serta Jagat Kertih berupaya untuk melestarikan keharmonisan hubungan sosial yang dinamis dan produktif berdasarkan kebenaran. Wadah kehidupan bersama mewujudkan kebenaran membangun keharmonisan sosial yang dinamis dalam masyarakat Hindu di Bali adalah desa pakraman. Di desa pakraman ini dikembangkan suatu keharmonisan antara hubungan manusia dengan Tuhan, antara sesama manusia, dan antara manusia dengan alam lingkungan berdasarkan kasih sayang, Tiga hubungan ini disebut Tri Hitakarana. Jana Kertih Jana kertih lebih pada individu dalam membangun sebuah lingkungan spiritual hingga tercipta suasana religius di sekitar individu tersebut ini sangat berguna dalam membina hubungan sosial hingga tercipta suatu hubungan yang harmonis antar individu, hubungan ini tidak lagi memandaang perbedaan sebagai hambatan suatu kedekatan, karena pada dasarnya semua manusia itu bersaudara. Artinya mengupayakan kualitas manusia individu yang ideal. Manusia sebagai individu ideal akan dapat dikembangkan dalam wadah lingkungan alam dan lingkungan sosial yang kondusif. Peluang bagi setiap orang untuk mengembangkan diri secara individual harus mendapatkan perhatian yang seimbang dengan kehidupan manusia sebagai mahluk sosial.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Sekolah Berbudaya Lingkungan Sekolah Berbudaya Lingkungan merupakan salah satu program pemerintah terutama program Kementerian Negara Lingkungan Hidup. Program ini mendorong agar terwujud adanya pengetahuan, pemahaman serta kesadaran warga sekolah dalam mengupayakan pelestarian lingkungan hidup (Martiman,2013). Program Sekolah Berbudaya Lingkungan ini mengajak warga sekolah untuk melaksanakan proses belajar tentang materi lingkungan hidup dan turut berpartisipasi melestarikan serta menjaga lingkungan hidup di sekolah dan sekitarnya. Tujuan Sekolah Berbudaya Lingkungan Sekolah Berbudaya Lingkungan ini memiliki tujuan untuk menciptakan kondisi yang sehat, rapi dan indah bagi sekolah untuk menjadi tempat belajar dan memberikan penyadaran bagi warga sekolah akan pentingnya pelestarian lingkungan. Sehingga warga sekolah akan bertanggung jawab terhadap upaya-upaya pelestarian lingkungan dan akan terwujud sekolah yang peduli dan berbudaya lingkungan. Manfaat Sekolah Berbudaya Lingkungan Sekolah Berbudaya Lingkungan ini memiliki beberapa manfaat antara lain: a. Terwujudnya lingkungan yang bersih, asri, nyaman dan menyenangkan sehingga dapat mendukung proses pembelajaran di sekolah b. Tumbuhnya kesadaran dan tanggung jawab di kalangan warga sekolah dalam pemeliharaan lingkungan. c. Sekolah dan lingkungan merupakan satu kesatuan yang terintegrasi sebagai suatu habitat ilmiah
Metode Penelitian Penelitian ini mempergunakan pendekatan kualitatif. Metode penelitian kualitatif adalah metode penelitian yang berlandaskan pada filsafat postpositivisme, digunakan untuk meneliti pada kondisi obyek yang alamiah, dimana pengambilan sampel sumber data dilakukan secara purposive dan snowball, teknik pengumpulan dengan trianggulasi (gabungan), analisis data bersifat induktif/kualitatif, dan hasil penelitian kualitatif lebih menekankan makna dari pada generalisasi (Sugiyono, 2010: 15). Ardika dalam makalahnya tentang metode penelitian kualitatif menyatakan bahwa metode penelitian kualitatif mengacu pada strategi penelitian yang menghasilkan data atau bahan keterangan deskriptif mengenai makna dari suatu benda, tindakan, dan peristiwa-peristiwa yang terkait dalam kehidupan sosial masyarakat. Mengacu pada pengertian tersebut, maka jenis pendekatan penelitian yang digunakan dalam penelitian ini adalah penelitian deskriptif kualitatif, mengingat permasalahan yang ingin diangkat merupakan masalah lingkungan. Penelitian ini dilaksanakan di Sekolah Dasar Gugus Inti I Kecamatan Karangasem Kabupaten Karangasem sebagai lokasi penelitian melihat dari warga sekolah dalam obyek (lokasi) tersebut yang dapat dalam lingkungan perkotaan yang berkembang. Untuk mendapatkan data dipergunakan beberapa metode pengumpulan data yakni wawancara, observasi, dan studi dokumen. Kegiatan wawancara dilakukan dengan sistem wawancara tidak berstruktur yakni wawancara yang bebas dimana peneliti tidak menggunakan pedoman wawancara yang telah tersusun secara sistematis untuk memperoleh informasi yang lebih mendalam tentang implementasi ajaran Sad Kertih dalam mengembangkan sekolah berbudaya lingkungan. Kegiatan observasi dilaksanakan dengan teknik observasi nonpartisipan, dalam hal ini peneliti langsung terjun ke lokasi penelitian dan warga sekolah sebagai pelaku utama dalam pelaksanaan penelitian ini. Teknik pengumpulan data dengan studi dokumen dilaksanakan dengan membaca dokumen-dokumen sekolah yang berkaitan dengan implementasi ajaran sad kertih yang telah dilaksanakan sebelum peneliti 166
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melakukan aktivitas penelitian di sekolah tersebut. Data yang diperoleh kemudian dianalisa dengan teknik analisis kualitatif deskriptif,
Implementasi Ajaran Sad Kertih Dalam Mewujudkan Sekolah Dasar Berbudaya Lingkungan Lontar Purana Bali menyebutkan enam usaha yang harus dilakukan oleh seorang raja bersama rakyatnya untu kesejahteraan hidup manusia yang disebut dengan Sad Kerti (Wiana, 1998: 23). Adapun bagian dari Sad Kertih adalah (1) Atma kertih, yaitu usaha untuk menyucikan atma, yang dapat dilakukan dengan melaksanakan tapa brata, makna ini dapat ditafsirkan dengan membangun lingkungan rohani agar setiap orang mampu menegakkan hati nuraninya dalam hidup dan tidak dipengaruhi oleh hawa nafsu. Atma dapat dibersihkan dengan terus menerus mempelajari pengetahuan-pengetahuan yang penuh dengan kebajikan. (2) Danu kertih, yaitu usaha untuk melindungi dan melestarikan danasu sebagai sumber air dan sumber mata pencaharian. (3) Wana kertih, yaitu usaha melsetarikan hutan sebagai sumber kehidupan mahluk hidup. (4) Samudra kertih, yakni usaha menjaga kelestarian laut yang juga merupakan sumber mata pencaharian dan tempat hidup berbagai species mahluk hidup. (5) Jagat kertih, yaitu usaha untuk melestarikan jagat yang mengandung pengertian kesatuan lingkungan hidup yang utuh dengan segala totalitasnya. (6) Jana kertih, yaitu usaha membangun kepribadian manusia sebagai individu yang utuh, sehat lahir dan bathin. Keenam ajaran tersebut menunjukkan bahwa konsep pengembangan karakter peduli lingkungan sangat holistik dan terpadu, lingkungan dalam konsep Hindu merupakan totalitas keberadaan. Manusia sebagai individu yang utuh dan merupakan bagian dari masyarakat, bagian dari alam semesta senantiasa berinteraksi dalam lingkungan rohani, lingkungan sosial dan lingkungan alam. Berdasarkan uraian tersebut di atas, jika dihubungkan dengan teori pengembangan moral Lickona yang menguraikan tiga komponen karakter yang harus diperhatikan dalam pengembangan karakter. Maka dapat ditemukan benang merah dari ajaran Sad Kertih dan teori karakter Lickona yakni berusaha membangun karakter dengan mengembangkan pengetahuan yang baik (moral knowing), kemudian mengembangkan perasaan moral dan tindakan moral, yang dalam ajaran sad kertih dikembangkan melalui empat usaha pembiasaan (moral acting) seperti yang terurai dalam konsep danu kertih, wana kertih, samudra kertih, dan jagat kertih. Kelima usaha tersebut membantu manusia memiliki kepribadian yang utuh, yakni individu yang memiliki kepekaan terhadap lingkungan sosial, rohani serta lingkungan alam yang disebut jana kertih. Sehingga dapat disimpulkan, dalam upaya mengembangkan individu yang paripurna dan utuh, maka pembangunan kepekaan terhadap lingkungan merupakan salah satu faktor yang tidak bisa diabaikan, mengingat manusia memiliki ketergantungan hidup terhadap lingkungan sekitarnya. Implementasi ajaran Sad Kertih sebagai salah satu ajaran agama Hindu idealnya dapat dikembangkan sejak dini, baik itu dalam lembaga pendidikan formal, in formal maupun non formal. Sekolah Dasar sebagai salah satu lembaga formal memiliki peranan penting dalam pengembangan karakter pada tahapan tersebut, untuk itu penting bagi sekolah mengembangkan strategi dalam upaya mewujudkan individu yang peka terhadap masalah lingkungan serta masalah-masalah social. Mengingat Sekolah Dasar merupakan lembaga pendidikan yang meletakan pondasi dasar pendidika pada anak setelah keluarga. Di Sekolah Dasar dapat secara sengaja melakukan rekayasa dalam mewujudkan harapan dan cita-cita bangsa. Usia anak yang duduk di Sekolah Dasar rata-rata berada pada rentang usia 7-12 tahun. Piaget (dalam Adisusilo, 2013: 19) menguraikan bahwa pengetahuan pada anak usia sekolah dasar memasuki tahap perubahan pada aspek kognitif. Pada masa ini, terjadi perkembangan daya berpikir ke arah konkrit, rasional serta objektif, oleh Piaget tahapan ini disebut pemikiran operasional kongkrit yaitu aktvitas mental yang difokuskan pada obyek167
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obyek yang konkrit. Dalam masa ini terjadi 3 macam proses yakni 1) negasi (negation): anak memahami hubungan antara benda atau keadaan yang satu dengan benda atau keadaan yang lain, 2) hubungan timbal balik: anak memahami hubungan sebab akibat dalam suatu keadaan, 3) identitas: anak sudah mengenal obyek yang ada disekitarnya. Untuk itu maka usaha pengembangan karakter positif utamanya yang berkaitan dengan kepedulian siswa terhadap lingkungan memerlukan aktifitas nyata yang dapat memberikan gambaran dan pemahaman kepada siswa untuk dapat secara sadar terlibat dalam gerakan-gerakan peduli lingkungan. Pengembangan sekolah yang berbudaya lingkungan merupakan satu strategi tepat untuk mengkondisikan anak dalam kegiatan-kegiatan yang peduli lingkungan secara sengaja, terencana dan berlanjut. Berikut akan diuraikan implementasi ajaran Sad Kertih dalam mengembangkan sekolah berbudaya lingkungan: Implementasi Ajaran Atma Kertih dalam Mengembangan Sekolah Berbudaya Lingkungan Implementasi ajaran Atma Kertih di SDN 1 Karangasem dilaksanakan dengan mengintegrasikan nilai-nilai peduli lingkungan pada semua mata pelajaran. Integrasi nilai peduli lingkungan pada mata pelajaran merupakan tahapan penting dalam menciptakan sekolah berbudaya lingkungan. Bila dikaitkan dengan tiga wilayah pengembangan karakter maka tahap ini disebut sebagai tahap pengembangan karakter pada ranah moral knowing (pengetahuan moral). Artinya siswa tidak akan melakukan tindakan yang bernilai baik jika dia tidak mengetahui, memahami dan mampu membedakan perbuatan yang bernilai baik dan buruk. Oleh sebab itu maka praktek pendidikan senantiasa mengembangkan ranah kognitif sebagai langkah awal dalam proses pembelajaran, dengan tujuan dapat memberikan informasi dan pemahaman untuk pengantar siswa dalam berperilaku. Implementasi Ajaran Danu Kertih dalam Mengembangan Sekolah Berbudaya Lingkungan Danau dalam ajaran agama Hindu memegang peraan penting dalam kegiatan ritual. Danau dan laut juga disebut YONI, sebagi simbul pradana diyakini sebagai tempat berstananya Dewi Danu/ Dewi Uma (Dewi Kemakmuran). Simbol Dewi Uma pada Danau/Sungai merupakan sebuah konsep tentang bagaimana menjaga kelestarian sumber air tawar yang ada di daratan baik yang berupa mata air danau, sungai dan lain-lain. Dalam Manawa Dharmasastra IV.52 dan 56 ada dinyatakan bahwa tidak boleh mengotori sungai Sloka tersebut adalah sbb: Pratyagnim pratisuryam ca, pratisomodaka dvijan, pratigam prativatam, ca prajna nasyati mehatah. yang artinya kecerdasan orang akan sirna bila kencing menghadapi api, mata hari, bulan, kencing dalam air sungai (air yang mengalir),menghadapi Brahmana, sapi, atau arah angina (Manawa Dharmasastra .IV.52). Sloka ini menunjukkan pentingnya air tawar untuk dijaga kebersihan dan kesuciannya, mengingat air merupakan sarana terpenting dalam kehidupan manusia dalam pemenuhan hal-hal mendasar, utamanya bahan pangan. Nyaris tidak ada satu manusia yang dapat hidup tanpa hidup tanpa air. Bahwakan 80% tubuh manusia terdiri atas air. Implementasi ajaran ini di SDN 1 Karangasem dilaksanakan dengan melarang anak untuk membuang sampah ataupun kotoran lainnya ke sungai yang ada di sekitar sekolah, menggunakan air dengan hemat, baik air untuk dikonsumsi ataupun air yag dipergunakan untuk sarana kebersihan. Hal sekecil-kecilnya diatur oleh sekolah dimulai dari aturan menggunakan kran air, menggunakan air di bak mandi serta bekal air minum yang dibawa ke sekolah. Apabila di sekolah sedang melakukan kegiatan, dan siswa memperoleh minuman dalam kemasan, jika air minum yang diperoleh tidak habis diminum, airnya wajib dibuang atau dipakai untuk menyiram tanaman yang ada di halaman sekolah. Sehingga air yang diperoleh tidak akan sia-sia, serta kemasan air minum dapat segera dipisahkan dari jenis sampah organikk lainnya. Sekolah juga 168
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menyiapkan sebuah kolam sebagai sebuah gambaran kecil dari sebuah danau, dan di dekat kolam dibangun tempat pemujaan untuk menstanakan Dewi Uma, strategi ini dianggap efektif diterapkan bagi anak usia sekolah dasar yang pikirannya sedang dalam tahap operasinal konkrit. Implementasi Ajaran Wana Kertih dalam Mengembangan Sekolah Berbudaya Lingkungan Wana Kertih adalah upaya untuk melestarikan hutan. Dalam Pancawati diajarkan tentang tiga fungsi hutan hingga dapat membangun hutan yang lestari yang disebut Wana Astri yang dibagi menjadi maha wana, tapa wana dan sri wana. (1) Maha wana adalah hutan belantara sebagai sumber kehidupan manusia dan pelindung berbagai sumber hayati didalamnya. Maha wana juga sebagai waduk alami yang akan menyimpan dan mengalirkan air sepanjang tahun. Air dalam ajaran Hindu seperti dinyatakan dalam Bhagawad Gita III. 14 bahwa makanan berasal dari air atau hujan. Munculnya hujan dari yadnya dan yadnya itu adalah karma.Dari ajaran Bhagawad Gita itu dapat kita ambil maknanya marilah kita berkarma nyata untuk memelihara hutan yang kita miliki ini.Karena tanpa hutan yang lestari kita akan mengamali krisis air ini sama dengan krisis kehidupan. Ini mengajarkan kita agar kita mengetahui fungsi penting dari hutan dan berusaha untuk menjaganya. (2) Tapa wana merupakan fungsi hutan sebagai sarana dalam spiritual yang menggemakan ajaran spiritual dimana di hutan para pertapa mendirikan asram dan memanjat doa serta mengajarkan ajaran-ajaran suci ke dalam setiap hati umat manusia. Disini tersirat ajaran bahwa manusia harus menjaga tingkat kesucian dari hutan hingga orang tidak dengan seenaknya menebang pohon yang terdapat di hutan. (3) Sri wana adalah hutan sebagai sarana ekonomi masyarakat karena dari hutanlah sebagian hasil bumi dapat dihasilkan, dengan merusak hutan berarti merusak salah satu penunjang ekonomi masyarakat. Ketiga konsep ini sama dengan pola pikir modern dimana orang modern juga memiliki pemikiran bahwa hutan merupakan paru-paru dunia yang menjaga keseimbangan alam dan tempat menyimpan air yang mnjadi sumber air tanah, hutan juga dapat menjadi tempat rekreasi untuk menenangkan diri setelah jenuh menjalani rutinitas yang hanya menghasilkan stress dan ketegangan jiwa dan hutan pula yang menjadi tempat penghasil komoditi yang bisa meningkatkan tarap ekonomi masyarakat. Hindu memiliki memiliki konsep yang luar biasa tentang hutan. Budaya lingkungan di SDN 1 Karangasem yang dibangun sebagai pengembangan konsep dari ajaran wana kertih ini adalah dengan cara membuat kebun sekolah pada halaman sekolah baik yang letaknya di depan masing-masing kelas ataupun, di sekitar lapangan/halaman bermain, juga di luar pagar sekolah. Tanaman yang ditanam merupakan tanaman pilihan, yang memiliki fungsi dalam kegiatan ritual, seperti pohon kelapa, buah-buahan, bunga dan rumput-rumputan. Jenis tanaman ini ditanam dengan teknik pengaturan tersendiri, untuk bunga dan rumput di tanam di kebun depan sekolah, tanaman buah seperti mangga ditanam di tengah-tengah halaman, tanaman kelapa di tanam di luar pagar sekolah. Kebun sekolah dipelihara oleh siswa dibawah bimbingan wali kelas, yang mekanisme pembangiannya telah di atur oleh sekolah. Setiap kelas bertanggung jawab pada kebunnya sendiri dan pada akhir tahun kebun tersebut dinilai untuk dilombakan guna memperebutkan predikat sebagai kebun yang terbaik. Implementasi Ajaran Samudra Kertih dalam Mengembangan Sekolah Berbudaya Lingkungan Samudra Kertih merupakan upaya untuk menjaga kelestarian samudra sebagai sumber alam yang memiliki fungsi yang sangat komplek dalam kehidupan umat manusia. Laut 169
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dalam ajaran agama Hindu memegang peranan penting pada proses ritual seperti Upacara Nanggluk Merana, Upacara Melasti, Nganyut Abu Jenazah, Nganyut Sekah,Upacara Mapekelem di laut dan lain-lain. Semua Upacara tersebut bermakna untuk memotivasi umat agar memelihara kelestarian laut. Implementasi ajaran Samudra Kertih di SDN 1 Karangasem dilaksanakan dengan mengajak siswa berkemah pada jeda semester melalui ektrakurikuler pramuka. Pada kegiatan tersebut siswa diajar untuk mengenal lautaan serta manfaatnya dan menjaga lautan dengan hal-hal kecil seperti tidak membuang sampah ke laut. Dalam kehidupan modern sekarang ini banyak sekali ada usaha perusakan laut seperti pembuangan limbah industri ke laut. Implementasi Lingkungan
Ajaran Jagat Kertih dalam Mengembangan Sekolah Berbudaya
Jagat Kertih adalah usaha untuk melestarikan bumi dalam hal ini tanah yang menjadi sumber kehidupan hingga tanah menjadi produktif dan menghasilkan suatu yang berguna untuk manusia dari sini terjadi suatu hubungan timbale balik antara bumi dan manusia sehingga manusia tidak lagi hanya menjadi benalu seperti yang dominan terjadi pada saat ini. Saat ini bumi benar telah dirusak oleh manusia, banyak masalah yang terjadi dari ulah manusia itu sendiri. Implementasi ajaran jagat kertih dalam mengembangkan sekolah berbudaya lingkungan di SDN 1 Karangasem dilakukan dengan pengaturan pembangunan yang tidak menggunakan beton di halaman sekolah. Halaman sekolah masih menggunakan tanah yang rutin disiram agar tidak berdebu ketika siswa bermain di halaman. Siswa dilarang membuang sampah sembarangan, sehingga tanah tidak tercemar dari kotoran-kotoran utamanya yang berbahan plastic. Implementasi Ajaran Jana Kertih dalam Mengembangan Sekolah Berbudaya Lingkungan Jana kertih adalah usaha membangun kepribadian manusia sebagai individu yang utuh, sehat lahir dan bathin. Guna dapat mengembangkan kapasitas siswa yang peduli terhadap lingkungan, maka siswa harus diberdayakan dalam komunitas-komunitas yang cinta lingkungan. Sosialisasi dalam komunitas cinta lingkungan akan memberi pengaruh pada siswa dalam melakukan aktivitas yang ramah lingkungan. Dalam perspektif Lickona, kondisi ini disebut sebagai pengembangan karakter pada ranah moral feeling dan moral acting. Perasaan moralnya dikembangkan melalui interksi dalam aktivitas cinta atau peduli lingkungan, tindakan moralnya dikembangkan dengan usaha siswa untuk meniru kegiatan-kegiatan yang dilakukan pada komunitas cinta lingkungan. Implementasi ajaran ini pada SD 1 Karangasem dilaksanakan dengan mengenalkan komunitas Bank Sampah di sekolah, dan mengajak siswa aktif dalam kegiatan tersebut. Pada setiap kelas/depan kelas disediakan tempat sampah dengan dua kategori yakni kategori sampah organic dan anorganik. Sekolah juga mengupayakan agar siswa membawa bekal dari rumah, dan kantin sekolah menyediakan makanan yang dikemas dengan kemasan yang ramah lingkungan.
Referensi Ali, Muhammad, & Asrori Muhamad. (2010). Psikologi Remaja: Perkembangan Peserta Didik. Jakarta: Bumi Aksara Alwi, Dahlan. (1992). Menjabarkan Kualitas Manusia dan Masyarakat dalam Membangun Martabat Manusia, Yogyakarta: Gajahmada University Press. Gerungan. (1996). Psikologi Sosial. Bandung : Eresco. 170
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Hasan, M. Iqbal. (2002). Pokok-pokok Materi Penelitian dan Aplikasinya. Bogor: Ghalia Indonesia. Kadjeng, I Nyoman. (1971). Sarasamuccaya. Jakarta : Departemen Agama R.I. Martiman, S, Sarumaha & Deti Mulyanti. (2013). Implementasi Pendidikan Lingkungan. Online diakses dari http://guruidaman.blogspot.com/2013/11/Implementasi Pendidikan Lingkungan diunduh pada tanggal 20 Januari 2016. Mujiono, Abdilah. (2001). Agama Ramah Lingkungan Perspektif Quran. Jakarta: Paramadina. Mustofa, A. (2000). Kamus Lingkungan. Jakarta: Gelora Aksara Pramana. Rambo. (1989). Cultural Ecology in Socioculture Development. London: tp. Salim, Emil. (1985). Lingkungan Hidup dan Pembangunan. Jakarta : Mutiara. Soegito, Dibyo. (1988). Pembangunan dan Dampaknya. Bandung : Alumni. Soerjani, M. Ahmad, & Rofig Munir. (1987). Lingkungan Sumber Daya Alam dan Kependidikan dalam Pembangunan. Jakarta: UI Press. Soemarwoto, Otto. (1997). Ekologi Lingkungan Hidup dan Pembangunan. Bandung : Penerbit Djambatan. Suharsini, Arikunto (1998). Prosedur Penelitian. Jakarta : PT. Rineka Cipta. Sugiyono. 2006. Metode Penelitian Pendidikan Kuantitatif, Kualitatif dan R&D. Bandung : Alfabeta.
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Implementation of Direct Instruction Learning Method to Increase Student’s Understanding and Learning Outcome for Company Budgeting Course 1
Trisetia Wijijayanti, 2Yuli Agustina Universitas Negeri Malang, Indonesia [email protected]; [email protected]
Abstract The aim of this study is to discover the implementation of direct instruction learning method to increase students’ understanding and learning outcome for budgeting course. This study is using qualitative method that explains the description of implementation direct instruction learning method and its development. The researchers stated that the practice of certain learning method in particular course utilizing the calculation skill - in this term is budgeting course – is needed, so that it can increase students’ understanding and learning outcome not only before but after the learning method has already implemented also. This study indicated that students’ comprehension and learning outcome increased after this learning method applied and reasonable to be implemented in budget course. Keywords: direct instruction, increase of understanding, students’ learning outcome, budgeting course.
Introdution The main goal of teaching and learning process is students’ understanding toward the material that has been taught. The various researches to discover suitable methods for the given material have frequently and continuously been done to reach its maximum result, both for students and teachers. It still becomes a great issue to find the most suitable combination between the material given and the learning method used. In the context of learning and teaching, the using of learning method in teaching certain topic is necessary since it is able to make the understanding process easier for the students. However, in real situation, there are several problems happen from the method given in learning process. It occurs not because teacher gives inappropriate method, but for the unsuitable between the material given and method characteristics applied in the teaching learning process. In addition, it is important to choose compatible method for psychological development level of students. Direct instruction method is a learning model designed especially for supporting students’ learning process related to declarative and procedural knowledge that are well-structured and can be taught in steps by steps fashions (Arends, 2001). It also can be called as training model, active teaching model, mastery teaching and explicit instruction. In this method students are expected to completely engage in learning process. Besides that, teacher is expected to give the entire guidance for the students and there is final evaluation to monitor students’ level of understanding. This method is developed by Engelmann and friends in 1960 at University of Illinois, Champagne-Urbana. The background of this method is to eliminate the errors of the concept happened during learning process and to permit the learning process happened naturally and efficiently. This method is organized, and using the direct approach by teachers in which the 172
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students’ skill are divided to be small units/groups, they are given the instructions in order and teacher is expected to teach explicitly (Carnine, 2000). The research conducted by McDonald & Elias (1979) and Rosenshine & Stevens (1986) stated when the teacher decides to implement direct learning method, the topic given has to be structurally arranged. It is suggested that teacher has to use the steps to teach as follows: 1. Giving short explanation about the previous material in the beginning of meeting, 2. Giving the objectives of learning, 3. Giving the new material gradually and also the exercise for each stages explained, 4. Giving detailed instructions and explanation briefly, 5. Giving exercises for the whole students, 6. Giving the various questions to evaluate students’ understanding and responses, 7. Giving feedbacks and correction systematically, 8. Giving explicit instructions and final exercise to monitor student. Based on Crane dan Brannen, the effective direct instructions are divided into several stages called effective Direct Instruction: A Model for Explicit Instruction.
Budgeting course is a course that is aimed for students to arrange some budgets correctly. When teacher used the conventional method that was lecturing, the exercise and homework were well-done. However, when students took some tests to evaluate their learning process, the outcomes were not quite satisfying. Most students got below standard results, opposite from their work from exercises and homework. The researchers assumed that most of students do not understand about the given material, and they rely only on their recitation of the material of company budgeting. The previous learning method implemented to give the lecturing about company budgeting course to students is not running smoothly and effectively. Arranging and making a budget needs a “semi” practice system to make students easier to understand the material. Students’ participation in each steps of learning process is essential to get better understanding and learning outcome for this course.
Learning Outcome Learning outcome is one of significant parts of learning process. It is defined as the change of behavior as the result of learning in a broader sense related with cognitive, effective and psychomotor (Sudjana, 2009). It also is a result of certain interaction of learning and teaching activities (Dimyati and Mudjiono, 2006). 173
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Benjamin S. Bloom (Dimyati dan Mudjiono, 2006: 26-27) described six cognitive behaviors as follows: 1. Knowledge, including the ability to memorize things that have been learned and stored in memory. That knowledge related to facts, events, understanding the rules, theories, principles, or methods. 2. Understanding, including the ability to grasp the meaning and significance of things learned. 3. Application, including the ability to apply the methods and rules to deal with real and new problems. For example, using the basic principle. 4. Analysis, including the ability to specify a whole into parts so that the whole structure can be well understood. For example, solving the problem into several segments to make it easier to be solved. 5. Synthesis, includes the ability to form a new pattern. For example, the ability of arranging a certain program. 6. Evaluation, including the ability to form an opinion about several things based on certain criteria. For example, the ability to assess test results. Learning outcomes are not necessarily influenced only by the intelligence or the ability of learners, but also influenced by other things. Factors that influence learning outcomes (Sugihartono, 2007) are: a. Internal factors, are factors exist within the learner. It includes physical and psychological factors. b. External factors, are factors exist outside the learner. External factors include family factors, school factors, and community factors.
Direct Instruction Direct Instruction was specifically designed to promote student learning of procedural knowledge and declarative knowledge that is well structured and can be taught in a step-bystep fashion (Arends, 1997). It also can be called as training model, active teaching model, mastery teaching & explicit instruction (Arends, 2001). Characteristics of this method (Kardi dan Nur, 2000) are: 1. The purpose of learning and the influence of the model on students including learning assessment procedures are stated, 2. The syntax or the overall pattern and flow of learning activities, 3. The environmental management system and learning models are required. In this case, method of learning is influenced by environmental variables, those are the academic focus, direction and control of teachers, high expectations for student progress, time, and a neutral impact on learning. In direct instruction method there are five important phases. Syntax model are presented in five stages; those are: 1. Stage 1: Orientation/Stating the objectives 2. Stage 2: Presentation/Demonstration 3. Stage 3: Advised Practicing 4. Stage 4: Evaluate the understanding and giving feedbacks 5. Stage 5: Individual exercise The strengths of using this method are described as follow: a. Teachers can control the content of the material and the order of information received by the students so teacher is able to maintain the learning focus that students have to achieve. b. It is the effective way to teach explicit concepts and skills. 174
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c. Emphasizing of listening (through lectures) and the observation activity (with demonstration). d. It gives challenges to consider the gap between theory and observation. e. It can be applied effectively in either big or small classes. f. Students clearly know the learning objectives. g. Time to share the learning activities can be strictly controlled. h. This method emphasizes on academic achievement. i. Student performance can be monitored carefully. j. Feedbacks for students with academic oriented. k. It can be used to emphasize important points or difficulties that may be faced by students. l. It can be an effective way to teach and inform factual and structured knowledge. Meanwhile, the weaknesses of this method are: a. Since teacher plays a central role, the success of this study depends on the image of teachers. b. Highly depends on the communication style of teacher. c. If the material given is more complex, detailed or abstract, direct instruction learning method may not be able to give students quite opportunity to process and understand the information conveyed. d. If this method is overused, direct instruction learning method will make students believe that teachers will tell students all there is to know. This will eliminate a sense of responsibility regarding student learning itself.
Company Budgeting Course Company budgeting course elaborates on the basic concepts of budgeting, planning and control basic profit, profit planning and control process, the process of preparing a comprehensive budget (overall) as well as the analysis of the difference in the budget. Target competency this course is students have competence skill to arrange and analyze the certain budget of a business entity. The objective of this course is students are able to understand: (1) the basic concepts of budgeting system; (2) the concept of a comprehensive budget; (3) to conduct the practice of arranging comprehensive budget; (4) to conduct the practice of arranging sales budget; (5) to conduct the practice of arranging production budget; (6) to conduct the practice of arranging general costs and administrative costs budget; (7) to conduct the practice of arranging raw material budget; (8) to conduct the practice of arranging labor budget; (9) to conduct the practice of arranging overhead cost budget (10) to conduct the practice of arranging variable cost budget; (11) to conduct the practice of arranging capital budget; (12) to conduct the practice of arranging cash and account receivable budget; and (13) to conduct the practice of arranging budget for trade & services company. Delivering of materials of budgeting course does not rely only on teaching skill, because the content of learning company budgeting is more inclined to "create" a company budget, therefore it requires practice to understand the material thoroughly. This "semi" practice is expected to increase the understanding and learning outcomes of students in the subject of company budgeting.
Method The approach used in this study is a qualitative approach. A qualitative approach is a method to explore and understand the meaning which - by individuals or group of people – is expected derived from social or humanitarian problems (Creswell, 2016). Most of qualitative 175
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research emphasizes on the process rather than the results, since in the process of relations the investigated sections are clearer and it is carried out in stages. This study is expected to describe direct instruction method in company budgeting course. Researchers collected data in form of descriptions or phrase and not the numbers in which the data gathered will be presented in accordance with the actual events. In addition, researchers are the main instruments since they plan, implement, collect data, analyze, draw conclusions, and make a final report. This research was conducted at the Faculty of Economics, University of Malang, and samples of this study are two classes consist of 104 students with research period for one semester from January to May 2016. The subjects were university students majoring in management economics in fifth semester taking company budgeting as one of their compulsory course. During this certain period the research was divided into two sub-stage periods, described as follows: a. Stage 1: before direct instruction method was implemented This phase is conducted over two months by applying conventional learning methods in the classroom, the material source comes from the teacher (by lecturing), doing exercises in the classroom and giving homework. b. Stage 2: after direct instruction method was implemented The second stage is also carried out for two months, in contrast to previous stage, this stage implemented direct instruction learning method. Teacher performs learning stages based on the guidance of using direct instruction method. At the end of each phase of the study, final evaluation was done to determine students level of understanding and learning outcomes. The final test was conducted to measure students’ outcomes in “Following the Working Rules in Accordance with the Work Environment” training. The level of concept mastering from test score can be known by using this formula Level of concept mastering =
ObtainedSc ore x100 MaximumScore
Result And Discussion Result Table 1 describes the results obtained from phase 1 and 2 research for 104 data during a period research of one semester (six months). Table 1. Learning Outcomes from stage 1 and 2 Components Classroom Exercises Homework Final Evaluation (Test)
Stage 1 Mean Maksimal 296,837 400 203,817 300 38,36 100
Stage 2 Mean Maksimal 296,62 400 222,12 300 85,82 100
Discussion One semester of courses consists of 16 meetings, especially in this study was divided into phase 1 and 2 each stages consists of 8 meetings. In first stage of research teacher used a 176
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conventional learning method to deliver the material to students, while in the second phase teacher implemented direct instruction learning method in teaching learning process. Conventional learning method consists of: a. Delivering the material by lecturing, b. Giving the examples of problem and exercises in the classroom, c. Giving homework related to the material discussed, in which it usually is submitted in the next meeting. After performing conventional learning method, it has found that the average score of the research sample for exercises in the classroom is 296.836 (of a total score of 400), homework is 203.817 (out of a total score of 300), and learning outcomes is 38.365 (out of a total score of 100). The average score of exercises in the classroom is quite satisfying, that is in the range score B, whereas for other aspects (homework and final test) disclosed low scores (range score of B- for homework and E mark for final test). Generally, it can be concluded that the students understand and absorb all the material presented was limited only when learning process takes place in the classroom. In the other word, when students are not engaged in classroom activities, they tend to forget the material they already studied in class. The results of the overall evaluation of the material presented in 8 sessions (stage 1) through a final test showed unsatisfying score, it also can be concluded that students do not clearly understand the material presented during the time they study outside the class. Stage 2 of this research is implementing direct instruction learning method after stage 1 is completely done. Direct instruction method in this research consists of: a. Explaining the learning objectives, b. Dividing students into several presentation groups, c. Giving the different material from one group to another, d. Students discuss the exercises given by their teacher when they do presentation, it is expected that the whole students are participated in this discussion e. After the material presentation is done, teacher gives new exercises to evaluate the understanding of presented material f. During those stages teacher is still the main controller related to the additional situation inside and outside the class. The averages obtained after implemented stage 2 are 294.62 (for doing exercises in class), 222.12 (for homework) and 85.82 (for a final evaluation/test at the last meeting of the course). The converted score of those are B, B and A-. Table 4. Score Range Differences between Stage 1 and Stage 2 Components Stage 1 Classroom Exercises B Homework BFinal evaluation (Tests) E
Stage 2 B B A-
According to Table 4 it can be seen that the replacement of learning method is influential for students’ understanding and learning outcomes. Significant outcomes can be seen clearly on homework and final evaluation. This is consistent with research and surveys conducted by Baltimore Curriculum Project for more than 20 years, in which direct instruction learning method creates interaction and energetic bonding between teachers and students since its applies the same level of learning - a bond that is organized, directed and guided in careful manner, so that students feel included and participated individually and by group during the whole of learning process. 177
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Conclusion and Suggestion Conclusion This study is aimed to define the suitable method to teach and deliver the material of company budgeting course. Both conventional and direct learning methods were implemented and compared to find its effectiveness in increasing students understanding and learning outcomes. In first and second stages this research was surveyed based on three components: classroom exercises, homework, and final evaluation in form of tests. The result showed that there is significant increase in understanding and learning outcomes of students. The significant average can be seen in final evaluation (tests), from stage 1 it resulted as E to be increased as A- after stage 2 was done and learning method was implemented to them. Suggestion Researchers suggest for every teacher to discover the effective learning methods to each of the material. The suitable learning method will result the maximum feedbacks both from students and teacher. Direct instruction learning method has already been used to primary and secondary level students (Kindergarten, elementary, junior and senior high schools) but is rarely used to university students, therefore there are several adaptations that has to be taken into account when teacher implements it in teaching learning process.
References Arends, R.I. 2001. Exploring Teaching: An Introduction to Education. New York: McGrawHill Companies. Blik, H., Harskamp, E.G. & Naayer, H.M. 2014. The Effects of Strategy Instruction versus Direct Instruction for the Education of Young Adults with Limited Intelligence. University of Groningen (GION). Carnine, D. (2000). Why Education Experts Resist Effective Practices. Washington, DC: Thomas B. Fordham Foundation. Cohen, Marisa T. 2008. The Effect of Direct Instruction versus Discovery Learning on The Understanding of Science Lessons by Second Grade Students. NERA Conference Proceedings. Collum, Sharon P. 2012. The Impact of Teacher Attitudes and Perceptions of Direct Instruction on Student Achievement in Reading. Liberty University: Dissertation for the Doctor Degree of Education. Crane, Mary & Brannen, Tanja. 2008. Effective Direct Instruction: A Model for Explicit Instruction. Creswell, John W. 2016. Research Design: Pendekatan Metode Kualitatif. Kuantitatif dan Campuran. Pustaka Pelajar. Dimyati dan Mudjiono. 2006. Belajar dan Pembelajaran. Jakarta: PT Rineka Cipta. Gujjar, Aijaz A. 2007. Direct Instruction and Appropriate Intervention for Children with Learning Problems. The Turkish Online Journal of Educational Technology (TOJET). Kardi, Soepraman dan Nur, Mohammad. 2000. Pengajaran Langsung. Surabaya: Universitas Negeri Surabaya University Press. McDonald, F & Elias, P. 1976. The Effects of Teacher Performance on Pupil Learning. Beginning Teacher Evaluation Study: Phase II Final Report Vol.1 Princeton New Jersey: Educational Testing Service. Rosenshine, B., & Stevens, R. (1986). Handbook of research on teaching (3rd ed). New 93 York, NY: Macmillan. Shoimin, Aris. 2014. 68 Model Pembelajaran Inovatif dalam Kurikulum 2013. ArRuzzMedia. Sudjana. 2009. Penilaian Hasil Proses Belajar Mengajar. PT Remaja Rosdakarya: Bandung. 178
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Sugihartono. 2007. Psikologi Pendidikan. Yogyakarta: UNY Press. Universitas Negeri Malang. 2014. Katalog Fakultas Ekonomi. Wenno, Hendrik. 2014. Direct Instruction Model to Increase Physical Science Competence of Students as One Form of Classroom Assesment. International Journal of Evaluation and Research in Education (IJERE). http://www.baltimorecp.org/docs/DI_FACT_SHEET.pdf
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Interaction between Students’ Creativity and their Speaking Skill Eka Wulandari Malang, Indonesia [email protected]
Abstract This research aims at finding out whether students with high creativity have better speaking skill than those with low creativity. This research is an experimental research. It was carried out in State Health Polytechnic of Malang from March to May 2015. The data were taken from the second semester students of Nutrition Department State Health Polytechnic of Malang in the 2014/2015 Academic Year which consist of 128 students. Cluster random sampling technique was employed to get the sample. The samples used in this research were 64 students from class B. Prior to data collection, a test was conducted to both classes to measure the students’ level of creativity. But, before it was used to test both of the groups, the researcher tried it out to another class which did not belong to control or experimental group to find out its readability, validity and reliability. At last, a post-test was conducted to the two groups. The post-test was in the form of a speaking test. Before it was used to both of the groups, it was also tried out to another class which did not belong to control or experimental group to find out its readability, validity and reliability. The data from the post-test were described using descriptive statistics and their normality and homogeneity were also tested. The finding showed that the data were in normal distribution and homogeneous. Finally, the data were analyzed using ANOVA and Tukey test and the data analysis showed the finding that students with high creativity have better speaking skill than those having low creativity. Keywords: interaction, speaking skill, creativity
Background of the Study Learning foreign language, especially English, becomes a necessity. English is considered as one of the most important languages all around the world. It is said so because English is a universal language that links the world. It is used as the first international language spoken by the majority of people around the world. Harmer (2007: 13) states that English was already well on its way to becoming a genuine liangua franca. It means that English is a language used widely for communication between people who do not share the same first (or even second) language. A person will obtain many advantages if s/he is able to get in touch with people all around the world by using English. Mastering English will ease someone to grasp any information and knowledge. Thus, it is undeniable that English is a global language having a very important role in many aspects of life, including education, trading, diplomacy, and so on. In order to achieve the success of English mastery, teaching English must focus on the four basic skills: listening, speaking, reading, and writing. Students must develop ability in English communication both in oral and written modes in order to achieve functional literacy level. One of the skills that must get primary consideration is speaking skill. Thornbury (2006: iv) states that speaking is interactive and requires the ability co-operate in the management of speaking turns. It is mostly a part of daily life. In these circumstances, speaking fluency is required. Besides, it also takes place in real time, with little time for detailed planning. Trully, speaking represents a real challenge to most language leaners. Therefore, mastering speaking skill is a compulsory matter for the students. 180
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Shumin in Richards (2007: 204) states that speaking a language is especially difficult for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interaction. Speaking is the most difficult skill to master. The difficulty lies not only in pronouncing and choosing appropriate vocabulary, but also in organizing ideas into an understandable comprehension. The skills involved in speaking are highly complex. The learners have to consider to higher level skill of organizing ideas fluently as well as lower skills of pronunciation, vocabulary, and grammar. Due to the learners’ difficulties, teaching speaking is not an easy task to do. Many learners tend to feel fearful of saying things in foreign language and make error. This condition will gradually make them fossilized. Their interest becomes less and they begin to create negative attitude toward speaking activity. This situation drives the learners to assume that speaking is not interesting and a very difficult task to do. The problem emerges as students are not familiar yet with the types of spoken language due to the lack of exposure. Consequently, they are not able to express their thought and feeling and speak spontaneously in English. They tend to formulate their ideas in Indonesian and afterward try to translate it into English. Teaching speaking skill, especially in a foreign language, will be more fruitful if they are supported by the students’ creativity. Without creativity in speaking, the students will be passive in joining the class. Creativity plays an important role in producing spoken language since it can ease the learners to express their thought and feeling freely. Creative learners tend to be enthusiatically in speaking foreign language, therefore, they do not hesitate to communicate in the target language. Teacher may use creativity as a means to promote critical thinking and discovery. Creativity not only stimulates learners’ curiousity to understand the learning materials, but also makes personal contribution to whatever subjects they undertake. This is an important dimension of learning. Creative ideas are often generated when someone discards previous assumptions and attempts a new approach or method that seem to others unthinkable. The creativity that has a very influential factor in speaking skill is verbal creativity. It is an ability to think creatively and to measure someone’s fluency, flexibility, and originality of a verbal form, which deals with word and sentences. Moreover, verbal creativity is an ability to form and create new ideas and combine them into something new referring to the previous information. The new ideas reflect fluency, flexibility, and originality that can be seen in divergent thought revealed verbally.
Research Method The method used in conducting this study is an experimental method.A factorial design is also used in this research to analyze the main effect of both experimental variables and attributive variable as well as an analysis of the interaction between the treatments. This experimental research is aimed at observing whether there is an interaction between students’ creativity and their speaking skill. The research is carried out at Nutrition Department, Health Polytechnic of Malang, in the second semester of the 2014/2015 academic year. The target population of the study includes all students of second semester students of Nutrition Department in the academic year of 2014/2015. The total number of the target population is 128 students and divided into two classes. Therefore, each class consists of 64 students. The sample of this research comes from one class out of two classes of the second semester at Nutrition Department, Health Polytechnic of Malang, in the academic year of 2014/2015 where the number of the students is 64. Therefore, the total number of the sample is 64 students. 181
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In determining the sample, the writer uses cluster random sampling technique. Cluster random sampling is a form of sampling in which groups rather than individuals are randomly selected (Fraenkel and Wallen, 2000: 73). Gall et al. (2007: 173) state that in cluster random sampling, the unit of sampling is a naturally occuring groups of individuals. The major concern in determining the cluster random sampling is that every class has an equal chance of being selected. In this study, the writer takes one class randomly. Then, the class is divided into two groups, namely students who have high creativity and those who have low creativity. To collect the data for this research, the writer uses tests. These tests were used to obtain the data about the level of students’ creativity and the students’ speakingskill.The data of the study are obtained by using verbal creativity test which is developed by Munandar (2009: 100). This kind of test consists of 24 items. There are six types of tests in which each type contains four items. Before conducting the verbal creativity test, the readability of the instruction must be checked to know whether the instructions are understandable or not. The test is successful if the students can understand it, read it at an optimum speed, and find it interesting. It means that if the test is tested to some student out of the sample group, they understand the instruction of the test and are able to do them as what has been instructed. The result will clasify the sample into two groups, they are the students with high creativity and the students with low creativity. Then to guarantee the readability of the test instruction, it must be tried out to the students to check whether they can understand the instruction well or not. Besides, the validity and realibility of the verbal creativity test must be analyzed. The validity test is analyzed by using Pearson Correlation Analysis, while the reliability is determined through alpha formula.Speaking test is also given to measure the students’ speaking skill. The elements of the test are arranged based on the indicators of speaking skill including pronunciation, grammar, vocabulary, fluency, and comprehension. In this test, the writer also assesses the readability of the test instruction in order to now whether the test instruction are readable to the students. The test will also be tried out to know whether the test instruction is clear for the students to understand or not.
Result of the Study The goal of this study is to find out the interaction between students’ creativity and their speaking skill. Creativity test was conducted before the treatment to measure the level of students’ creativity and then at the end of the treatment they were given a post test in speaking. Based on the group analyzed, the description of the data is as follows: Table 01 The Data of the Students Having High Creativity 65
66
66
66
67
67
67
69
69
69
69
69
70
70
70
70
71
73
73
73
74
74
75
75
76
77
77
78
81
82
82
86
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The descriptive analysis of the data shows that the total number of the students is 32 and the students’ creativity score range from 65 to 86. It means that the highest score is 86 and the lowest score is 65, while the range is 23. The number of classes used is 6, and the class width (interval) is 4. From the calculation result of statistics, the mean score achieved is 74, the mode is 70.68, the mode is 72.50, and the standard deviation is 5.90. Then, the frequency distribution can be seen in Table 1.1. and histogram/polygon in Figure 1.1
Table 02 Frequency Distribution of Data 1 Class
Class
Midpoints
Percentage Tally
Frequency
Limits
Boundaries
(Xi)
(%)
65 – 68
64.5 – 68.5
66.5
IIII I
5
16
69 – 72
68.5 – 72.5
70.5
IIII IIII I
11
34
73 – 76
72.5 – 76.5
74.5
IIII III
6
19
77 – 80
76.5 – 80.5
78.5
IIII I
6
19
81 – 84
80.5 – 84.5
82.5
III
3
9
85 – 88
84.5 – 88. 5
86.5
III
1
3
32
100
12
Frequency
10 8 6 4 2 0 64,5 68,5 72,5 76,5 80,5 84,5 88,5 Class Boundaries
Figure 1.1. Histogram and Polygon of Data 1 Table 03 The Data of Students Having Low Creativity
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43
47
47
48
49
49
49
50
50
50
51
52
54
56
57
57
58
58
58
59
60
60
60
62
62
63
64
66
67
67
67
67
The descriptive analysis of the data of shows that the total number of the students is 32 and the students’ creativity scores range from 43 to 67. It means that the highest score is 67 and the lowest score is 43 while the range is 24. The class number used is 6, and the class width (interval) is 4. From the calculation result of statistics, the mean score achieved is 55.75, the mode is 48.79, the median is 56.50, and the standard deviation is 6.22. Then, the frequency distribution can be seen in Table 2.1. and hstogram/polygon in Figure 2.1. Table 04 Frequency Distribution of Data 2 Class
Midpoints Class Boundaries
Limits
Percentage Tally
Frequency
(Xi)
(%)
43 – 46
42.5 – 46.5
44.5
I
1
3
47 – 50
46.5 – 50.5
48.5
IIII IIII
9
28
51 – 54
50.5 – 54.5
52.5
III
3
9
55 – 58
54.5 – 58.5
56.5
IIII
5
16
59 – 62
58.5 – 62.5
60.5
IIII II
7
22
63 – 67
62.5 – 66.5
64.5
IIII II
7
22
32
100
Frequency
10 8 6 4 2 0 42,5 46,5 50,5 54,5 58,5 62,5 66,5 Class Boundaries
Figure 1.2.
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Histogram and Polygon of Data 2
Because Fo between rows (15.9703) is higher than Ft(.05) (4.00), Ho is rejected and the difference between row is significant. Then, because the mean of the students who have high creativity (71.94) is higher than the mean of the students who have low creativity (60.06), it can be concluded that the the students with high creativity have better speaking skill than the students with low creativity.
Discussion Creative individuals have excessive amounts of energy. This great deal of energy makes them enthusiastic and always eager to do activities. They will view any kind of things as challenges to conquer. They like to explore their ideas and imagination and to think freely. Besides, creative individuals are deeply passionate about their work. Creative people only ever do work that they enjoy doing. Sullivan (2014: 178) states that the unknown challenges them. They have a huge amount of resolve to make sense their own world. Generally, it is the process that they find challenging rather than the final, finished product. Although they are passionate about their work, they maintain the ability to be objective and open to new and differing elements. They seek and accept constructive criticism and response. Their ego does not inhibit their focus or attitude. They are known for their endurance, perseverance and general dedication to hard work. In addition, creative people are highly open and sensitive, which allow them to feel higher values of joy and happiness. They are always willing to listen to new ideas from the others. They will never look down on others, they will always make others feel as equal. They just mean to accept other people as they are. Besides, they will not pass judgment without having a real reason. Therefore, they will give comment to the others with appropriate expression, not to underestimate the others. These characteristics lead the students with high creativity have better score since they have better flexibility, fluency, elaboration, and originality of thinking which are important in speaking skill. Csikszentmihalyi (1996: 558-73) proposes the characteristics of the creative individuals as follows: a. Creative individuals have a great deal of energy, but they are also often quiet and at rest. This restful period can lead others to think that they are not feeling well or that they are unhappy, when the truth is they are fine. b. Creative folks tend to be both highly intelligent and naïve at the same time. c. Creative people are disciplined and playful simultaneously. In some creative people, this can mean that they are responsible and irresponsible at the same time. d. Creative minds move between a spectrum of fantasy and imagination and a firm grounding in reality. They understand the present and need to keep in touch with the past. e. Creative individuals seem to be both introverted and extroverted, expressing both traits at once. An image to explain this might be that they are shy showoff. f. Creative people are sincerely humble and extremely proud in a childlike way. It requires ego to have a risky, fresh idea. g. Creative folks do not feel as tied to gender roles. They feel distinctly individual. They do not feel the barriers of authority or the rules of what they are “supposed to do”. h. Creative individuals are thought to be rebellious and cutting edge. i. Creative people are deeply passionate about their work. j. Creative people are highly open and sensitive, which exposses them to pain and suffering, but also allows them to feel higher values of joy and happiness.
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On the other hand, according to the statement stated by Csikszentmihalyi (1996: 58-73) about the characteristics of creative individuals above, it can be inferred that students with low creativity tend to be passive. The students who have low creativity tend to express their ideas based on the what they see, read, and listen without any additional valuable ideas. They are unable to come up with their own fresh ideas and opinions when learning. They like something simple and like being guided. They usually view challenge as burdens. They do not really like many activities since they prefer simple, guided, and straightforward activities which in turns make the teacher should control them intensively. In addition, Munandar (1999: 25) states that everyone has different degree of creativity which affects their ways of thinking, behavior, and competences in all aspects. In fact, their low creativity makes them unable to express their ideas better in speaking skill. These are some of the reasons for their less score in speaking skill than those with high degree of creativity.Based on the above discussion, it can be concluded that students with high creativity have better speaking skill than students with low creativity.
Conclusion and Suggestion The finding of the research shows that there is an interaction between students’ creativity and their speaking skill. Therefore, creativity also influences the success of learning a language. The students who have high creativity have better speaking skill than the students who have low creativity. Students’ creativity differs significantly from one another in their effect in speaking skill of the second semester students of Nutrition Department, Health Polytechnic of Malang in the Academic Year of 2014/2015. In teaching speaking, teachers should consider the creativity level as one of the factors that can influence the students’ language mastery. A teacher must also be creative, innovative, and able to understand the students’ condition, and apply the suitable ways affecting the students’ achievement optimally. Finally, students who have relatively low creativity must encourage themselves to participate actively in classroom activities and not only depend on the teacher because it will bring maximum achievement in speaking skill.
References Csikszentmihalyi, M. 1996. Creativity: Flow and the Psychology of Discovery and Invention. New York: Harper Collins. Fraenkel, Jack C. Wallen, Norman E. 2000. How to Design and Evaluate in Education Research. McGraw-Hill Publishing Company. Harmer, Jeremy. 2007. The Practice of English Language Teaching. Pearson Education. Munandar, Utami. 2009. Pengembangan Kreativitas Anak Berbakat. Jakarta: Penerbit Rineka Cipta. Richards, J.C. and Rodgers, T.S. 2001. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. Sullivan, Colleen. 2014. Charting Your Course to New Horizons. USA: Balboa Press. Thorbury, Scott. 2006. How to Teach Speaking. Pearson Education.
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The Dynamics Of Economic Resources Management Of Traditional“Lantung” Miners Community In Kedewan-Bojonegoro Wiwik Retnoningsih Economic Education Program, Graduate University of Malang [email protected]
Abstract The phenomenon of “lantung” mining (crude oil) by traditional mining community in the village Wonocolo and Hargomulyo Kedewan District of Bojonegoro has been done since decades ago. Business great potential mining of oil in the traditional way has been able to utilize existing resources so that more economic value. Oil fields have become the lifeblood of society Wonocolo and Hargomulyo, “lantung” traditional mining community that utilize old oil wells former Dutch heritage. Although the oil producing areas but still found many people who live below the poverty line, this is reflected in the condition of the house is still a dirt floor and or stucco, high income is not balanced with the welfare achieved. Qualitative research with phenomenological approach aims to: (1) understand how the dynamics of the management of economic resources mining community “lantung” traditional in District Kedewan based on the perspective of economic efficiency, the advantages and benefits of social capital, (2) determine the behavior of miners “lantung” in managing economic resources are already done wisely in order to benefit as much as possible without compromising the natural environment. (3) find aspects of what can be used as an input to develop educational models on the development of the economy and local government policies. Based on field data obtained that the dynamics of the mining community “lantung” in managing economic resources experienced some future developments, both in managing and marketing system. Judging from the success rate of the miners “lantung” divided into three levels, namely a successful, medium and failed. Mining is done by traditional mining community “lantung” have noticed economic efficiency. In terms of profits, mining traditional “lantung” not only economically profitable but also socially and culturally. The role and benefits of social capital is very large on the existence and success of the putrid miners because mining communities can only be done together, both in terms of capital (= system wool) and labor. The principle of life "now is now think about tomorrow is tomorrow" has affected the lifestyle of a community of miners and their families, including excessive consumption, not saving money and have no investment. The behavior that needs to be invested is preserving the environment in the mining area by means of post-mining land reclamation and preserve the environment of the house. Some aspects that need to be taken into consideration in the preparation of educational model of economic development is by paying attention to cultural aspects, economic aspects of sustainable and environmental aspects. Non-formal economic education materials that need to be given is a wise way to consume, create a simple financial reporting, investments and maintain environmental sustainability. Due to time owned more miners used to work, then the goal of economic nonformal education is the wife mining community as the manager of the family income. Some threats to watch is the phenomenon of fault mining drill / cutting increasingly widespread and uncontrolled. The threat of the entry of foreign investors, the emergence of local capitals as well as environmental degradation. Form people who are traditional mining with norms based on unity must be maintained as a populist economic capital in the field of mining. To modernize the mining system is necessary development, both technical and non-technical, non-formal economy where the role of education for traditional mining community “lantung” Keywords : traditional“lantung” miners, crude oil resources, environmental conservation 187
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Pendahuluan Negara Indonesia memiliki sumber daya alam yang sangat berlimpah, sehingga dalam pepatah Jawa dikatakangemah ripah loh jinawi, toto tentrem kerto raharjo, woh tanpo tinandur murah tanpo tinuku, maksudnya alam kita ini kaya raya, damai sejahtera, berbuah tanpa menanam, memiliki tanpa membeli.Bahkan ada yang menyebut wilayah Indonesia adalah Zamrud Katulistiwa, dengan demikian hidup di Indonesia sungguh sangat membanggakan, dengan kekayaan alam yang begitu melimpah, tanahnya subur serta budayanya yang luhur, rukun dan damai. Namun pada kenyataannnya jumlah rakyat miskin masih mencapai 10,96% dari jumlah penduduk Indonesia sebesar 27,73 juta jiwa (www.Merdeka.com), ternyata sumber daya alam yang melimpah tanpa dibarengi dengan pengelolaan yang benar tidak mampu membuat negara Indonesia menjadi makmur sentosa toto tentrem kerto raharjo. Pada pra survey ditemukan bahwa ketika Belanda menjajah Indonesia masyarakat Wonocolo dan Hargomulyo telah mengoperasikan Sumur-sumur minyak di daerah Bojonegoro, setelah Belanda kalah perang dengan Jepang kemudian sebelum meninggalkan Indonesia, mereka menimbun sumur-sumur minyak , dengan tujuan agar Bangsa Indonesia tidak bisa memanfaatkan sumur-sumur minyak tersebut.Empat batang kayu jati gelondongan yang dirangkai berbentuk menara segitiga digunakan sebagai penyangga pipa timba, kemudian untuk menarik pipa timba diikat dengan sling baja. Proses pengolahan atau penyulingan dilakukan dengan cara sederhana, cukup memanaskan minyak mentah atau “lantung” dengan cara dibakar menggunakan rencek jati (= kayu jati yang telah dibelah-belah dan digunakan sebagai bahan bakar) kemudian akan terpisah antara air dan hasil sulingan. Hasil pemasakan/sulingan ada dua jenis, yaitu solar dan minyak tanah. Minyak mentah yang disebut “lantung” berwarna coklat pekat ditimba dengan menggunakan sling baja dan timba besi yang disebut timbel, kemudian ditarik dengan menggunakan tenaga mesin dari kendaraan truk bekas yang telah dimodifikasi. Keberadaan komunitas penambang minyak mentah ini sesuai dengan amanat UUD 1945 pasal 33 ayat (1 ), bahwa perekonomian disusun sebagai usaha bersama atas azas kekeluargaan, serta setelah diamandemen yang keempat pada tahun 2002, ayat (4) : Perekonomian nasional diselenggarakan berdasar atas demokrasi ekonomi dengan prinsip kebersamaan, efisiensi, berkeadilan, berkelanjutan, berwawasan lingkungan, kemandirian serta dengan menjaga keseimbangan. Prinsip kebersamaan ini sejalan dengan tujuan dan sistem kerja komunitas penambang yang bekerjasama bergotong royong berat sama dijinjing ringan sama dipikul demi mencapai kesejahteraan bersama. Prinsip berkeadilan komunitas penambang tercermin pada pembagian keuntungan, dimana pembagian keuntungan dibagi secara proporsional dan adil pada seluruh anggota kelompok. Prinsip efisiensi tercermin pada penggunaan alat-alat yang serba sederhana dan dengan menggunakan bahan bekas yang dimodifikasi menjadi barang yang bernilai ekonomis. Beberapa hal penting yang menyebabkan peneliti tertarik untuk mengkaji lebih dalam penambangan minyak mentah tradisional, yaitu bagaimana dinamika pengelolaan sumber daya ekonomi komunitas penambang minyak mentah, bagaimana dinamika para penambang dalam mengekonomikan sumber daya yang ada sehingga memiliki nilai yang lebih ekonomis, apakah sudah mengelola sumber daya ekonomi tersebut secara bijak dan apa dampak terhadap lingkungan sekitar terutama pada lahan penambangan, adakah perilaku penambang yang kurang memperhatikan kelestarian lingkungan disekitar penambangan, seperti menebang jati secara liar untuk digunakan sebagai bahan bakar dalam memasak minyak mentah. Selain itu bagaimana nilai-nilai kerjasama dan kekeluargaan yang masih sangat kental mewarnai dari sistem mereka menambang, satu sumur biasanya dikelola antara 30 sampai dengan 50 orang, 188
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dimana masing-masing anggota memiliki tugas dan peran sendiri-sendiri, keunikan yang terjadi dilokasi.
serta segala
Metode Penelitian Fokus penelitian Berdasarkan latar belakang diatas maka fokus penelitian ini adalah : (1) Bagaimanakah dinamika komunitas penambang “lantung” tradisional di Kecamatan Kedewan berdasarkan perspektif efisiensi ekonomi, keuntungan dan manfaat modal sosial. (2) Bagaimanakah perilaku penambang minyak mentah dalam mengelola sumber daya ekonomi yang ada apakah sudah dilakukan secara bijak dan berwawasan lingkungan sehingga memperoleh manfaat yang sebesar-besarnya dengan tidak mengorbankan kelestarian alam sekitar area penambangan. (3) Aspek-aspek apa sajakah yang dapat dijadikan sebagai bahan masukan untuk penyusunan rekomendasi pengembangan model pendidikan ekonomi, sehingga dapat member rekomendasi untuk pengembangan suatu model pendidikan ekonomi yang cocok untuk komunitas penambang “lantung”. Penelitian ini termasuk penelitian kualitatif yang dilakukan dengan menggunakan pendekatan fenomenologi yaitu dengan mengamati fenomena-fenomena yang ada di lingkungan sekitar, konseptual subjek yang diamati melalui tindakan pemikirannya guna memahami makna yang disusun oleh subjek sekitar kejadian sehari-hari dengan segala keunikan yang terjadi pada komunitas penambang.Titik utama perhatian dalam penelitian ini adalah permasalahan yang esensi dan struktur pengalaman dari fenomena-fenomena (gejalagejala) yang ada dalam kehidupan masyarakat dalam hal ini adalah komunitas penambang minyak mentah (“lantung”) tradisional . Latar Setting Informan Kunci Dalam penelitian ini ada dua informan kunci, yaitu Mbah Tomo (MT) salah satu informan kunci yang telah bekerja sebagai penambang sejak usia remaja, merupakan informan kunci yang mewakili penambang golongan tua. Mbah Tomo salah satu penambang telah menambang sejak era kekuasaan Mbah Lurah Fatah, kemudian di era KUD Bogosasono hingga sekarang, sehingga pengalaman Mbah Tomo sebagai seorang penambang sudah cukup banyak. Sedangkan informan kunci yang kedua adalah Luluk Dwi Cahyono (LDW) merupakan perwakilan penambang dari generasi muda, LDW merupakan putra dari Mbah Tomo yang telah mewarisi sumur milik Mbah Tomo. Karir LDW diawali sebagai penyuling “lantung” dan sekaligus sebagai pengantar “lantung” (Perengkek) ke konsumen, saat ini LDW dipercaya sebagai koordinator penambang. Lokasi Penelitian Penelitian ini mengambil lokasi di Desa Wonocolo dan Hargomulyo kecamatan Kedewan Kabupaten Bojonegoro-Jawa Timur. Dimana pada dua desa tersebut terdapat ladang sumur minyak mentah (“lantung”) yang sampai saat ini menjadi tumpuhan kehidupan masyarakat, khususnya masyarakat Desa Wonocolo dan Hargomulyo. Desa Wonocolo dan Hargomulyo merupakan dua buah desa yang secara administratif merupakan bagian dari Kecamatan Kedewan yang memiliki ladang sumur minyak, oleh sebab itu mayoritas masyarakat dari kedua desa tersebut bermatapencaharian sebagai penambang. Batasan Masalah Berbicara tentang dinamika memiliki persepsi yang sangat luas dan kompleks, oleh sebab itu agar lebih terfokus dan tidak mengembang terlalu jauh, dan karena adanya beberapa keterbatasan yang dimiliki peneliti, maka terdapat beberapa batasan didalam penelitian ini, sebagai berikut : (1) Pengamatan pada fenomena-fenomena yang ada di lingkungan sekitar, kejadian sehari-hari dengan segala keunikan komunitas penambang “lantung” tradisional, (2) 189
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Yang dimaksud dengan dinamika dalam penelitian ini adalah gerak dalam arti perilaku ekonomi yang dilakukan secara berkelompok oleh komunitas penambang “lantung” tradisional dalam mengelola sumber daya yang ada sehingga memiliki nilai ekonomi yang lebih tinggi (meng-ekonomikan sumber daya), (3) Pada penelitian ini terbatas pada pengamatan secara mendalam, bagaimana perilaku penambang dalam mengelola sumber daya yang telah ada serta tidak melakukan intervensi terhadap subjek. Teknik Analisa Data Analisis data menggunakan tiga alur kegiatan yang terjadi secara bersamaan yaitu : reduksi data, penyajian data, penarikan kesimpulan/verifikasi. (Miles & Huberman, 1992 :16).Analisa data selama dilapangan yang akan dipakai pada penelitian ini adalah analisa model Miles dan Huberman yang menyangkut empat komponen, yaitu 1) Data Collection (pengumpulan data) yang diperoleh dari catatan, observasi dan wawancara di lapangan, 2) Data reduction (reduksi data) yaitu memilih data yang penting dan membuat kategori, 3) Data Display atau menyajikan data kedalam pola, 4) Verifikasi yaitu memilih yang penting, membuat kategori, membuang yang tidak penting, menginterprestasi dan menyimpulkan (sugiyono, 2005). Keempat komponen tersebut bersifat interaktif terus menerus dan bersiklus.
Hasil dan Pembahasan Sejarah keberadaan ladang minyak Keberadaan ladang minyak di wilayah Jawa Tengah dan Jawa Timur berawal dari ditemukannya sumur minyak oleh Adrian Stoop, seorang sarjana pertambangan lulusan Sekolah Tinggi Teknik Delft Belanda pada tahun 1893, yaitu di Ledok, Desa Wonocolo Kecamatan Kedewan Kab. Bojonegoro yang berbatasan dengan Cepu - Jawa Tengah.Pada tahun 1987, berdasarkan SK Menteri Pertambangan dan Energi No. 0177/K/1987 tanggal 5 Maret 1987, Wilayah Kuasa Pertambangan (WKP) seluas 973 km2 yang semula dikelola oleh PPT Migas diserahkan kepada Pertamina UEP III lapangan Cepu. Wilayah tersebut terletak di 4 kabupaten, yaitu Grobogan, Blora, Bojonegoro dan Tuban. Kebijakan pemerintah tersebut bersumber pada Undang – Undang No. 44 tahun 1960 jo UU No. 8 tahun 1971. Dalam UU tersebut ditetapkan bahwa kuasa pertambangan minyak dan gas di Indonesia diberikan kepada Pertamina sebagai satu-satunya BUMN yang mengelola Migas. Perkemabangan Penambangan “lantung” Tradisional Perjalanan penambangan “lantung” di Desa Wonocolo dan Hargomulyo mengalami tiga periodesasi, yaitu : (1) Pengelolaan tambang minyak era Kolonial Belanda (1893-1942) Setelah bertahun-tahun masyarakat memanfaatkan rembesan minyak mentah atau “lantung”, kemudian Adrian Stoop melakukan pengeboran sumur minyak di kawasan tersebut. dan sejak saat itu ladang minyak di desa Wonocolo dan Hargomulyo diambil alih oleh Belanda. Berkat menjadi buruh tambang maka masyarakat menjadi mengerti cara-cara menambang yang selama ini belum diketahui. (2) Penglolaan tambang minyak dibawah kekuasaan Kepala Desa (1945 -1987).Setelah Belanda kalah perang dengan Jepang pada tahun 1942, Belanda menerapkan Bumi Hangus oleh sebab itu sumur-sumur bekas pertambangan milik Belanda ditutup dan diratakan dengan tanah, dengan tujuan Bangsa Indonesia tidak bisa memanfaatkan sumur-sumur tersebut.Karena tuntutan ekonomi dan kondisi alam yang tidak mendukung untuk bercocok tanam, maka setelah bangsa Indonesia merdeka, oleh masyarakat setempat sumur-sumur tersebut dibuka kembali dibawah kepemimpinan kepala desa selaku penguasa. Pada era ini penambang mulai mengenal kerja secara berkelompok atau bersama-sama, karena penambangan minyak tidak bisa dilakukan secara sendiri. (3) Pengelolaan minyak dibawah kekuasaan Pertamina Unit Ekonomi Produksi III Lapangan Cepu ( Maret 1987- 2012).Setelah turun Surat Keputusan Menteri Pertambangan dan energi Nomor.0714.K/30/M.PE/1988 tentang tata kelola tambang minyak di Desa Wonocolo dan Hargomulyo Kecamatan Kedewan Kabupaten Bojonegoro, maka penguasaan 190
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
atas pengelolaan sumur minyak oleh mbah lurah berakhir dan diganti oleh Pertamina, sebagai satu-satunya BUMN yang berhak mengelola sumur minyak. Sejak saat itu lantung hasil penambangan komunitas penambang tradisional dijual ke pertamina melalui KUD yang telah ditunjuk oleh pertamina.(4) Pengelolaan minyak di era 2012 sampai dengan sekarang. Sejak pertengahan tahun 2012 fenomena pengeboran bor patahan/cutting mulai menjamur, di samping sumur-sumur tua yang tidak bisa dibuka mulai dibor baru. Karena pengeboran sumur baru membutuhkan biaya yang cukup besar, satu titik sumur membutuhkan biaya berkisar antara Rp 300.000.000,- s/d Rp 400.000.000,- tergantung dalamnya pengeboran dan tingkat kesulitannya proses pengeboran. jumlah tersebut bagi penambang sangatlah besar dan diluar kemampuan mereka, agar biaya dapat tercukupi dan pekerjaan lebih ringan, muncullah ide untuk membentuk sebuah kelompok penambang, dengan membentuk konsep wul untuk mengumpulkan modal, wul merupakan istilah pengumpulan modal dari anggota. Dalam kelompok tidak terdapat aturan tertulis secara jelas, baik hak maupun kewajiban masingmasing anggota, namun karena kuatnya rasa kebersamaan, saling percaya, saling membutuhkan, rasa senasip sepenanggungan serta rasa memiliki bersama maka kerja komunitas penambang berjalan dengan baik dan tidak terjadi perselisihan antar anggota. Fokus Pertama Dinamika pengelolaan sumber daya ekonomi komunitas penambang “lantung” di kecamatan Kedewan berdasarkan perspektif efisiensi ekonomi, keuntungan dan manfaat modal sosial. Secara konfiguratif dinamika pengelolaan sumber daya ekonomi komunitas penambang “lantung” disintesiskan dalam peta Dinamika Pengelolaan sumber daya ekonomi komunitas penambang “lantung” ( Gambar 1.1) sebagai berikut ini Diagram 1 dinamika pengelolaan sumber daya ekonomi komunitas penambang “lantung”
Berdasarkan gambar 1.1 diatas dapat dijelaskan bahwa keberadaan sumur minyak yang telah ada sejak puluhan tahun lalu ketika Belanda masih berkuasa merupakan berkah tersendiri bagi masyarakat Wonocolo dan Hargomulyo. Pasca ditutupnya sumur minyak oleh Pemerintah, serta adanya kemiskinan yang melanda di dua desa tersebut telah memunculkan gagasan baru dari masyarakat Wonocolo dan Hargomulyo untuk memanfaatkan sumber daya alam yang telah lama terbengkalai. Dengan segala kearifan lokal yang mereka miliki serta kentalnya modal sosial yang telah tertanam sejak lama seperti kepercayaan, kejujuran, Toleransi, Norma, Kerjasama, Partisipasi, Keahlian, budaya setempat maupun modal nyata seperti uang untuk wul, Pipa, Sling baja, mesin truk bekas, tong bekas, bul bekas, gembes, kayu jati, 191
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
ember bekas, serta seng yang dimodifikasi menjadi alat penyiduk “lantung”, serta karena kondisi tanah yang gersang dan tandus serta berbatu, lingkungan, situasi serta suasana yang mendukung, akhirnya terbentuklah komunitas penambang “lantung” tradisional. Komunitas penambang berdasarkan tingkat kesuksesannya dibedakan menjadi tiga tingkat yaitu, komunitas penambang yang sukses, komunitas penambang sedang dan komunitas penambang yang gagal. Perbedaan tingkat kesuksesan ini bukan sebagai akibat dari kurangnya keahlian dalam menambang, modal sosial kurang efektif maupun besarnya wulwulan tetapi lebih karena faktor alam yaitu jumlah kandungan minyak dari sumur yang digali, atau lebih tepat karena faktor nasib. Keahlian dan peralatan yang dimiliki oleh seluruh komunitas penambang di Desa wonocolo dan Hargomulyo adalah sama, teknis pengerjaan dari masing-masing kelompok juga sama yang membedakan hanya faktor nasib. Berdasarkan data Statistik Desa Wonocolo dan Hargomulyo tidak ditemukan warga yang memiliki latar belakang pendidikan penambangan dan sejenisnya, tetapi atas kerja keras dan kemauan yang tinggi secara outodidak mereka mampu melakukan penambangan secara tradisional dengan biaya yang murah, serta mampu mengalihfungsikan barang-barang yang tidak bernilai ekonomis menjadi lebih bernilai ekonomis, sehingga mampu menghidupi keluarganya dan keluar dari garis kemiskinan. Kerja sama dan saling percaya antar komunitas merupakan modal penting dalam kelancaran proses penambangan. Kegiatan penambangan “lantung”tradisional yang dilakukan oleh komunitas penambang di Desa Wonocolo dan Hargomulyo telah mencapai titik efisiensi, baik efisiensi teknis maupun efisiensi ekonomis. Efisiensi teknis dan ekonomis yang telah dicapai oleh komunitas penambang “lantung”tradisional secara konkrit dapat dilihat dari keterangan berikut. Berdasarkan data sumur 118D yang telah beroperasi selama 14 bulan , dapat penulis analisis sebagai berikut : Modal wul satu anggota : Rp 12.000.000,Penghasilan anggota atas wul : Rp 450.000,- x 4 x 14 = Rp 25.200.000,Satu sumur rata-rata mampu berproduksi normal selama tiga tahun, maka penyusutan modal setiap satu bulan sebesar Rp 333.400,- jadi keuntungan bersih anggota dari kegiatan penambangan “lantung” atas wul selama 14 bulan sebesar Rp 20.532.400,-. Jika dibandingkan dengan nilai suku bunga deposito saat ini Senin, 3 Nopember 2014 deposito berjangka satu tahun di Bank Rakyat Indonesia (BRI) sebesar 7% (www.pusat.data .kontan.co.id), jika modal yang disetor Rp 12.000.000,- maka selama satu tahun menjadi Rp 12.840.000,-. Jika kita bandingkan dengan keuntungan sebagai petani penggarap, yang dimaksud dengan petani penggarap adalah seseorang yang bekerja sebagai petani tetapi tidak memiliki sawah, sawah yang dikerjakan (digarap) milik orang lain, sehingga penghasilan yang diperoleh nantinya harus dibagi dua dengan pemilik tanah (sawah), sedangkan petani pengggarap mengeluarkan biaya dan tenaga kerja. Disini penulis asumsikan dengan luas lahan 1 Ha sawah, sedangkan alasan penulis membandingkan dengan petani adalah karena mayoritas masyarakat yang hidup di desa bermatapencaharian sebagai petani. Setiap 1 Ha sawah ratarata menghasilkan 5 ton gabah, harga gabah pada saat ini ( Nopember 2014) Rp 3.500/Kg maka penghasilan yang diperoleh petani sebesar Rp 17.500.000,-. Dikarenakan petani penggarap maka penghasilan tersebut tidak semua diterima tetapi dibagi dua, sehingga Rp 17.500.000 : 2 = Rp 8.750.000,- Angka Rp 8.750.000,- tersebut bukan keuntungan bersih karena belum dikurangi biaya produksi. Rata-rata biaya produksi setiap 1 Ha sawah membutuhkan biaya Rp 4.950.000,- dengan demikian keuntungan bersih dari seorang petani penggarap setiap 1 Ha sawah adalah ± Rp 8.750.000,- – Rp 4.950.000,- = Rp 3.800.000,- . 192
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Agar lebih jelas perbandingan keuntungan antara sebagai penambang dengan wul, deposito di Bank dan sebagai petani penggarap bisa dilihat pada tabel berikut : Tabel 1.1 Keuntungan Bersih selama 1 tahun besar modal Rp 12.000.000,Wul pada Deposito Petani Penambangan Penggarap Rp 17.599.200,Rp 840.000,Rp 11.181.120,Manfaat modal sosial Terbentuknya komunitas penambang “lantung”tradisional sangat tergantung dengan kuatnya modal sosial yang dimiliki, karena kegiatan penambangan “lantung”pada prinsipnya membutuhkan biaya dan tenaga cukup besar, oleh sebab itu tanpa didukung dengan modal sosial yang kuat maka komunitas penambang tidak akan mampu melakukan penambangan. Adanya pemahaman dan kesadaran yang tinggi atas Keragaman yang dimiliki oleh masingmasing anggota komunitas penambang, seperti perbedaan pendapatan, keahlian, pendidikan, status sosial, gender, serta adanya rasa saling menghormati, rasa memiliki, rasa kepercayaan, saling memberi satu sama lain dan bersikap proaktif tertuju pada satu tujuan yang sama yaitu melakukan kegiatan penambangan minyak mentah demi kesejahteraan anggota, menyebabkan modal sosial yang ada pada komunitas penambang “lantung” tradisional tetap terjaga dengan baik dan dijunjung tinggi. Adanya penambangan telah menimbulkan persekutuan didalam masyarakat (berupa kelompok komunitas penambang “lantung” tradisional) untuk mencapai tujuan bersama atas dasar kebersamaan, dan didalamnya diatur oleh nilai-nilai dan norma yang dipatuhi oleh seluruh anggota kelompok tanpa ada unsur pemaksaan. Hal ini sesuai dengan pendapat Fukuyama (2002) menekankan pada dimensi yang lebih luas yaitu segala sesuatu yang membuat masyarakat bersekutu untuk mencapai tujuan bersama atas dasar kebersamaan dan didalamnya diikat oleh nilai-nilai dan norma-norma yang tumbuh dan dipatuhi. Dengan demikian maka penggunaan modal sosial pada komunitas penambang “lantung” tradisional di Desa Wonocolo dan Hargomulyo sudah sangat efektif, bahkan menjadi modal utama terciptanya sebuah komunitas. Nilai-nilai, norma, kepercayaan, saling kerja sama, rasa saling memiliki, bersikap proaktif, saling menghormati sangat dipatuhi oleh seluruh anggota komunitas penambang “lantung”, bahkan tidak ada satu anggota pun yang berani melanggar. Fokus penelitian yang kedua Bagaimanakah perilaku penambang “lantung” dalam mengelola sumber daya ekonomi yang ada, apakah sudah dilakukan secara bijak agar memperoleh manfaat yang sebesar-besarnya dengan tidak mengorbankan kelestarian alam? Keberadaan sumur minyak di kawasan hutan jati wilyah Desa Wonocolo dan Hargomulyo Kecamatan Kedewan Kabupaten Bojonegoro menjadi tumpuhan harapan bagi masyarakatnya, kegiatan penambangan telah menimbulkan berbagai akibat, baik secara positif maupun negative. Terlepas dari segala manfaatnya, perlu kita cermati efek negatif dari kegiatan tersebut. Kegiatan penambangan “lantung” secara tradisional ini sebenarnya telah dilakukan sejak puluhan tahun lalu dengan tetap menjaga kelestarian dan keseimbangan alam jumlah “lantung” yang diambil secukupnya saja selama kebutuhan makan satu hari tercukupi bagi mereka sudah sangat bersyukur, namun sejak pertenghan tahun 2012 kegiatan penambangan justru dilakukan secara besar-besaran tanpa memperhatikan kelestarian alam. Komunitas penambang tidak menyadari akan kerusakan alam yang terjadi jika melakukan eksploitasi secara besar-besaran. penambang hanya berpikir bagaimana cara agar memperoleh “lantung” 193
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
sebanyak-banyaknya, tidak pernah memahami akibat tindakannya tersebut akan merusak alam dan lingkungan. Komunitas penambang “lantung” tradisional akan terus melakukan pengeboran sumur baru jika memiliki modal. Komunitas penambang tidak memikirkan akibat negatif yang akan ditimbulkan dari pengeboran yang terlalu banyak. Fenomena pengeboran sumur baru dimana antar titik sumur saling berdampingan tampak pada gambar berikut:
Gambar 1.2 Titik sumur minyak yang saling berdekatan antara sumur satu dengan sumur lainnya. Tampak pada gambar bahwa menara-menara sumur minyak saling berdekatan antara sumur satu dengan sumur lainnya, hal ini terjadi karena selama memiliki modal komunitas penambang akan terus melakukan pengeboran baru, komunitas penambang beranggapan bahwa semakin banyak sumur maka semakin banyak pendapatan yang akan diperoleh, tanpa memikirkan efek samping dari tindakan tersebut. Oleh sebab itu dibutuhkan peran serta pemerintah guna memberikan penyadaran pada komunitas penambang “lantung” agar memperhatikan kelestarian alam dan lingkungan. Recovery Cost Lahan Pasca Tambang Setiap satu titik sumur minyak minimal membutuhkan lahan untuk digunakan tempat kuen, menempatkan mesin truk bekas dan sopir serta tempat penimbel , rata-rata membutuhkan lahan 98M2.Lahan yang dibutuhkan untuk satu titik sumur adalah sebagai berikut (a) Lahan yang digunakan untuk tempat mesin truk bekas yang akan diopeasikan oleh seorang sopir adalah 3M x 4M. (b) Titik sumur dan tiang penyangga pipa membutuhkan lahan 4M x 4M. (c) Kuen yang digunakan untuk menampung “lantung” sebelum dimasukkan kedalam bul sebanyak 3 kuen dengan ukuran masing-masing kuen 2M x 3M. (d) Sisi kanan dan kiri masing-masing ukuran 3M x 14M digunakan untuk tempat bul dan peralatan yang lain. Tabel 1.2 Perincian anggaran biaya pemulihan lahan pasca tambang/titik sumur : NO 1.
Keterangan
Jml
Pembongkaran kuen- 7 kuen dan batang penyangga . 5 orang pekerja
satuan Hr
194
Hrg sat ( Rp ) 275.000
Total Harga ( Rp ) 1.925.000,-
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
2.
Penimbunan tanah 117.6 M3 dengan ketebalan 1,2M
69.500
3.
Bibit jati
Btg
5.000
980.000,-
4.
Pupuk kompos 3.920 Kg selama satu Bulan.
1.000
3.920.000,-
5.
Upah Tanam Jati
196
Btg
7.500
1.470.000,-
6.
Biaya perawatan 196 selama satu Bulan pertama
Btg
15.000
2.940.000,-
196
TOTAL Opportunity cost
8.173.200,-
19.408.200,-
Tabel 1.3 Total pendapatan dari seluruh sumur minyak/bulan Penghasilan No. Keterangan satu bulan 1 Sopir Rp 15.000.000,2 Penimbel dan penyiduk Rp 15.000.000,3 Pengajok Rp 4.500.000,4 Tukang masak (Penyuling) Rp 9.000.000,5 Perengkek Rp 7.200.000,6 Penjaga sumur Rp 750.000,7 Petugas pencatat Rp 1.500.000,8 Bayaran/bagi hasil Rp 60.000.000,9 Pembladok 10 Penjual kayu bakar/rencek TOTAL
Total pendapatan dari seluruh sumur (224) Rp 3.360.000.000,Rp 3.360.000.000,Rp 1.008.000.000,Rp 2.016.000.000,Rp 1.612.800.000,Rp 168.000.000,Rp 336.000.000,Rp 13.440.000.000,Rp 45.000.000,Rp 42.000.000,Rp 25.387.800..000,-
Berdasarkan perhitungan diatas tampak jelas bahwa akan terjadi opportunity cost yang sangat tinggi apabila terjadi pengalihan pertambangan ke sektor ekonomi lain. Pertanyaan yang mendasar adalah apakah pemerintah daerah setempat mampu mengganti opportuny cost sebesar Rp Rp 25.387.800.000,- setiap bulan. Berdasarkan penelitian ini dapat diambil kesimpulan bahwa penutupan serta pengalihan pertambangan ke sektor ekonomi lain sangat sulit untuk dilakukan, dengan demikian pemerintah daerah setempat perlu lebih meningkatkan perhatiannya terhadap komunitas penambang, terutama dalam hal memberikan pendidikan dan pelatihan tentang cara menambang yang baik, tentang cara-cara penangan lahan pasca tambang agar mampu meminimalkan kerusakan lingkungan serta memberikan pendidikan ekonomi agar mampu menggunakan pendapatan dari menambang dengan lebih tepat dan bermanfaat. Selain opportunity cost yang tinggi, pertimbangan lain yang juga perlu diperhatikan adalah : (1) pemerintah harus mampu menyediakan atau memberikan tawaran pekerjaan lain yang hasilnya minimal sebanding dengan hasil menambang. Berdasarkan kondisi dilapangan, baik dari segi alam maupun skill yang dimiliki komunitas penambang hal tersebut sulit untuk 195
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dipenuhi. (2) Ancaman investor asing, bahwa keberadaan sumber minyak akan menarik investor asing untuk menanamkan modalnya, jika hal tersebut terjadi maka ekonomi rakyat akan terancam dan dikuasi oleh kapital asing dan kedaulatan ekonomi akan terjajah. (3) Kemungkinan menambang dengan sembunyi-sembunyi.Menambang merupakan matapencaharian masyarakat desa Wonocolo dan Hargomulyo yang telah dilakukan sejak puluhan tahun lalu, oleh sebab itu jika pertambangan ditutup, kemungkinan besar masyarakat akan tetap menambang meskipun secara sembunyi-sembunyi. Jika hal ini terjadi justru akan menimbulkan berbagai masalah baru, seperti perselisihan antar warga, penambangan semakin tidak terkontrol dan lain sebagainya. Fokus penelitian yang ketiga. Aspek – aspek apa yang bisa dijadikan sebagai bahan masukan untuk penyusunan rekomendasi pengembangan model pendidikan ekonomi? Bahan belajar pendidikan ekonomi yang diberikan pada komunitas penambang “lantung” mencakup keseluruhan pengetahuan dan keterampilan yang berhubungan dengan aspek kehidupan, dalam hal ini adalah pendidikan ekonomi nonfarmal, diharapkan dengan pemberian pendidikan ekonomi ini mampu meningkatkan kesejahteraan komunitas penambang. Sasaran dari pendidikan ekonomi nonformal ini adalah para istri penambang, dengan alasan para istri penambang merupakan pengelola keuangan rumah tangga serta istri penambang memiliki waktu senggang yang lebih besar dibanding para penambang yang sepanjang hari di area penambangan. Diharapkan setelah para istri memperoleh pengetahuan tentang ekonomi akan terjadi perubahan perilaku ekonomi, dari istri penambang kemudian akan berlanjut kepada para penambang. Materi Pendidikan Ekonomi nonformal yang bisa diterapkan pada Komunitas Penambang “lantung”adalah : (1) Pendidikan ekonomi nonformal tentang Cara Bijak Berkonsumsi.Yang dimaksud bijak berkonsumsi disini adalah, penambang mampu mengetahui dan memilahmemilah mana yang termasuk kebutuhan primer, sekunder dan mana yang termasuk kebutuhan tertier, mengelompokkan kebutuhan yang mendesak dan harus segera dipenuhi serta kebutuhan yang bisa ditunda atau bahkan tidak perlu dilakukan. Dengan mengetahui tingkatan kebutuhan tersebut diharapkan komunitas penambang lebih mampu mengontrol pengeluarannya sehingga mampu menyisihkan sebagian pendapatnnya untuk hal lebih bermanfaat.(2) Pendidikan ekonomi nonformal tentang cara membuat laporan keuangan sederhana.Sampai saat ini komunitas penambang, terutama para istri penambang tidak memiliki kemampuan membuat laopran keuangan. Oleh sebab itu perlu diberikan pendidikan ekonomi nonformal tentang membuat laporan keuangan sederhana, diharapkan setelah para istri penambang mampu membuat laporan keuangan akan mampu mengelola keuangan dengan baik. Membuat laporan keuangan sederhana meliputi mengelompokkan transaksi apa saja yang termasuk pendapatan, mengelompokkan transaksi-transaksi yang termasuk pengeluaran, sehingga akan diketahui jumlah pendapatan dan pengeluaran keluarga dalam satu bulan.(3) Pendidikan ekonomi tentang pentingnya menabung melalui organisasiorganisasi yang ada didesa.Dilatarbelakangi adanya fenomena yang terjadi dikalangan komunitas penambang yang masih menganut pemahaman “sekarang ya sekarang besuk urusan besuk” menyebabkan para penambang “lantung”bergaya hidup hura-hura atau boros, mayoritas komunitas penambang tidak mengenal bank, oleh sebab itu melalui organisasiorganisasi yang ada didesa seperti perkumpulan RT, RW dan kelompok Dasa Wisma dengan bekerja sama dengan Bank daerah setempat memberikan penyuluhan pada komunitas penambang. Selain itu melalui kelompok Dasa Wisma mengadakan unit simpan pinjam yang bertujuan untuk melatih para istri penambang untuk membiasakan diri menyisihkan uang yang didapat agar tidak habis dalam satu hari, sehingga terbentuk paguyupan ekonomi istri penambang. (4) Investasi sebagai upaya meningkatkan kesejahteraan komunitas 196
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penambang.Berdasarkan hasil survey dilapangan diketahui bahwa komunitas penambang belum mengenal investasi, apakah investasi itu dan mengapa seseorang harus melakukan investasi. Oleh sebab itu melalui organisasi-organisasi non formal yang telah ada serta bekerjasama dengan pemerintah daerah setempat dalam hal ini pihak Kecamatan maupun Kabupaten memberikan penyuluhan dan pelatihan tentang investasi. Fenomena lain yang membuktikan bahwa komunitas penambang bersifat konsumtif adalah kebiasaan nyawer pada setiap acara hajatan. Berdasarkan wawancara dengan bapak Camat Kedewan pada hari senin tanggal 9 Juni 2014 didapat keterangan bahwa di Desa Wonocolo dan Hargomulyo terdapat kebiasaan yang telah membudaya yaitu nyawer pada setiap hajatan warga. Jika hal ini dibiarkan akan menimbulkan berbagai masalah, baik masalah sosial maupun ekonomi. Berdasarkan hasil wawancara dengan key person kebiasaan nyawer yang dilakukan oleh para penambang secara umum karena : (a) Merasa mencari uang itu mudah, (b) Kebiasaan hidup hura-hura, (c) Karena ikut temannya, (d) Karena menganut prinsip “sekarang ya sekarang, besuk urusan besuk” . (5) Pendidikan ekonomi berkelanjutan, berdasarkan hasil survey selama penelitian maka pendidikan ekonomi berkelanjutan sangat penting diberikan kepada komunitas penambang. Sebagai upaya untuk memberikan wawasan kepada komunitas penambang “lantung” di Desa Wonocolo dan Hargomulyo tentang pentingnya berperilaku ekonomi berkelanjutan. Betul bahwasanya bahan tambang tidak bisa diperbaharui (unreneable), namun makna keberlanjutan disini bukan dari segi penambangannya, tetapi perilaku-perilaku ekonomi lain sebagai efek turunan akibat dari kegiatan penambangan, contoh melakukan reklamasi pada lahan bekas tambang, penanaman kembali pohon jati yang telah ditebang, serta dengan modal dari pendapatan sebagai pertambangan komunitas penambang bisa membuka lapangan pekerjaan baru seperti membuat kerajinan dari kayu jati dan lain sebagainya, membeli sawah serta membuka usaha-usaha lain yang sekiranya mampu dilakukan oleh komunitas penambang, sehingga kehidupan tidak hanya tergantung pada “lantung”. (6) Pentingnya menjaga lingkungan hidup, berdasarkan hasil survey menunjukkan bahwa perilaku komunitas penambang terhadap kelestarian lingkungan masih sangat minim, baik di lingkungan kerja penambang (area pertambangan) maupun di lingkungan pemukiman penduduk. Seperti yang telah penulis jelaskan pada Bab sebelumnya, bahwa telah terjadi kerusakan di lingkungan area pertambangan, seperti pencemaran tanah, air, udara serta penebangan pohon jati. Sedangkan dilingkungan pemukiman penduduk masih banyak terdapat lahan kosong disekitar rumah serta tampak kotor dan tidak terawat.
Kesimpulan Komunitas penambang “lantung” tradisional yang ada di Desa Wonocolo dan Hargomulyo Kecamatan Kedewan Kabupaten Bojonegoro telah melakukan penambangan sejak puluhan tahun lalu ,diawali diera tahun 1960-an yang diprakarsai oleh Mbah Lurah Fatah, kemudian pada tahun 1965 sudah mulai terbentuk kelompok-kelompok kecil penambang, pada tahun 1988 kelompok-kelompok kecil penambang semakin berkembang menjadi komunitas penambang “lantung” dan pemasaran “lantung” melalui KUD Bogosasono dimana KUD Bogosasono merupakan satu-satunya KUD yang diberi ijin oleh pertamina. Karena kinerja KUD dirasa kurang memuaskan, kemudian pada tahun 2005 peran KUD Bogosasono diganti oleh KUD Sumber Pangan dan KUD Usaha Jasa Bersama. Nilai kepercayaan, kejujuran, toleransi, saling bekerja sama (kebersamaan), merasa senasib, saling menghormati, serta menjunjung tinggi norma dan aturan yang berlaku meskipun tidak secara tertulis merupakan modal dasar terbentuknya komunitas penambang. Ditinjau dari segi manfaatnya, keberadaan modal sosial telah membantu komunitas penambang dalam menjawab kesulitan permodalan untuk menambang, yaitu dengan munculnya sistem wul untuk mengumpulkan modal, kemudian seluruh anggota yang ikut wul pada akhirnya nanti akan memperoleh pendapatan atas “lantung” yang berhasil ditambang oleh kelompok. Pembagian hasil dibagi dengan rata, setelah dipotong biaya produksi. 197
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Minimnya pendidikan ekonomi yang dimiliki oleh komunitas penambang “lantung” serta prinsip sekarang ya sekarang, besuk dipikir besuk menyebabkan komunitas penambang “lantung” tidak mampu mengelola pendapatan secara bijak. Pendapatannya hanya digunakan untuk membeli barang-barang konsumtif tidak dialokasikan menabung maupun investasi. Pemahaman komunitas penambang “lantung” tradisional di Desa Wonocolo dan Hargomulyo akan pentingnya memelihara kelestarian alam dan lingkungan masih sangat minim, sehingga perilaku komunitas penambang dalam melakukan penambangan banyak menimbulkan kerusakan hutan jati serta mencemari tanah dan air sungai. Selain itu komunitas penambang juga tidak menyadari bahwa suatu saat nanti sumber akan habis, sehingga Pengeboran sumur baru dilakukan secara besar-besaran dan tidak terkontrol. Berdasarkan perhitungan diperoleh data bahwa opportunity cost lebih besar dari pada recovery cost atas lahan yang rusak, oleh sebab itu penambangan tradisional komunitas penambang “lantung” di Desa Wonocolo dan Hargomulyo perlu dipertahankan sebagai wujud dari perekonomian demokrasi pancasila. Untuk menjawab semua permasalahan yang terjadi diperlukan peran aktif pemerintah daerah setempat untuk memberikan pendidikan ekonomi kepada komunitas penambang “lantung” tradisional di Desa Wonocolo dan Hargomulyo. Daftar Rujukan Akbar, Sa’dun, 2007. Pembelajaran Nilai Kewirausahaan dalam Perspektif Pendidikan Umum. Universitas Negeri Malang. Amri, Sofan dan Ahmadi, LifKhoiru ,2010. Konstruksi Pengembangan Pembelajaran. Jakarta Baswir, Revrisond, 2009. Manifesto Ekonomi Kerakyatan. Jogyakarta : Pustaka Pelajar. Bogdan, Robert C, dan Biklen, Sari Nop. 1998. Qualitative Research For Education: An Introduction to Theory and Methods, London: Allyn and Bacon.Inc Bogdan, Robert C, dan Steven J, Taylor.1975. Introduction to Qualitative Research Methods: Aphenomenological Approach to the Social Sciences. New York : Willey Badan Pusat Statistik, Bojonegoro Dalam Angka Tahun 2010 Bungin, Burhan.H.M. 2012. Penelitian Kualitatif , Komunikasi, Ekonomi, Kebijakan Publik dan Ilmu Sosial lainnya. Jakarta: Fajar Interpratama Offset Cahyono, Budi & Adiatma, Andrean, 2012. Peran Modal Sosial dalam Peningkatan Kesejahteraan Masyarakat Petani Tembakau di Kabupaten Wonosobo, Unisla.ac.id, Vol.1, No.1 Combs.H.Philip & Ahmed Manzoor.1991. Memerangi Kemiskinan di Pedesaan Melalui Pendidikan Non-Formal.Jakarta : CV Rajawali Collins, Mary and John .1992. Social Skills Training and the professional Helper, John Wiley & Sons Ltd. England Creswell,John.W. 2010. Research Design Pendekatan Kualitatif, Kuantitatif dan Mixed, Yogyakarta : Pustaka Pelajar Djajadiningrat, Tjahja, Surya . 2011. Green Economy. Bandung : Rekayasa Sains Denzin, Norman,K. 2009. Handbook of Qualitative Research. Yogyakarta : Pustaka Pelajar Departemen Pendidikan dan Kebudayaan. 1993. Kearifan Tradisional Masyarakat Pedesaan Pemeliharaan Lingkungan Hidup Daerah Istimewa Yogyakarta, Ygyakarta : P3NB DIY Fatchan, 2013. 10 Langkah Penelitian Kualitatif Pendekatan Konstruksi dan Fenomenologi. Malang : UM Press Fukuyama, Francis, 2005, Memperkuat Negara Tata Pemerintahan dan Tata Dunia Abad 21, Jakarta : Gramedia Pustaka Utama Harian Jawa Pos, Senin 25 2015, Investor Berdatangan, pertaminan Kewalahan, hlm.1 Harian Surya, Rabu 2 September 2015, Berebut Sumur Warisan Belanda 198
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Harian Surya, Kamis 3 September 2015, Ladang Minyak tradisional Bojonegoro (1) Lawan Pertamina dengan Rengkek Harian Surya, Jum’at 4 September 2015, Ladang Minyak tradisional Bojonegoro (3), 6 Jam Terkepung Asap Penyulingan. Harianto. 2009. Meningkatkan Efektifitas Pendidikan Nonformal dalam Pengembangan Kualitas Manusia, PPM , FIP UNY, 2009 (disampaikan dalam seminar peran PKBM dalam Peningkatan Kualitas SDM) Hasbullah, J., 2006. Sosial Kapital: Menuju Keunggulan Budaya Manusia Indonesia. Jakarta: MR-United Press. Husein, Harun M. 1995. Lingkungan Hidup Masalah, Pengelolaan dan Penegakkan Hukumnya. Jakarta : Bumi Aksara Johnson.W.David & Johnson.P.Frank. 2012. Dinamika Kelompok Teori dan Keterampilan. Jakarta : Permata Puri Media Kamil, Mustofa, 2012. Model Pendidikan dan Pelatihan Konsep dan Aplikasi. Bandung : Alfabeta Kantor Menteri Negara Lingkungan Hidup , Penyunting : Johnny Purba .2002. Pengelolaan Lingkungan Sosial, Jakarta : PT.Plaju Kusuma, P. Adang. 2008. MenambangTanpa Merusak Lingkungan. Badan Geologi, Departemen Energi dan Sumber Daya Mineral. Lunandi, 1989. Pendidikan Orang Dewasa. Jakarta : Gramedia Nurami,Meri. Peran Modal Sosial pada Pemberdayaan Ekonomi Masyarakat (Studi pada Usaha Daur Ulang di Desa Kedungwonokerto,Kecamatan Prambon, Sidoarjo), Fakultas Ekonomi dan Bisnis Universitas Brawijaya, Malang, Jawa Timur, Indonesia
Marzuki, Saleh. 2009. Dimensi – Dimensi Pendidikan Nonformal. Malang: Fakultas Ilmu Pendidikan (FIP) Universitas Negeri Malang Mappa, Syamsu, 1994, Teori Belajar Orang Dewasa, Direktorat Pendidikan Tinggi Departemen Pendidikan dan kebudayaan. Munawar dkk. 2005. Bioremediasi Tumpahan Minyak Mentah Dengan Metode Biostimulasi DiLingkungan Pantai Surabaya Timur. Surabaya. Moleong, Lexy J. 2004. Metodologi Penelitian Kualitatif. Bandung : PT. Remaja Rosdakarya. Miles, Matthew.B & Huberman, Michael.A. 1992. Analisis Data Kualitatif. Jakarta : Universitas Indonesia. Mubyarto. 1980. Ekonomi Pancasila, Yogyakarta : BPFE Muspida, Keterkaitan Modal Sosial dalam Pengelolaan Hutan Kemiri Rakyat di Kabupaten Maros Sulawesi Selatan. Jurnal Hutan dan Masyarakat, 2 (3) : 290:302
Mensah,Ofosu. 2010. Ababio Emmanuel, Traditional Gold Mining in Adanse. University Of Ghana, Ghana. Nordic Journal Of African Studies 19 (2) : 124-127 Poerwodarminto, WJS, 1976, kamus Bahasa Indonesia, penerbit PN Balai Pustaka, Jakarta Rahman, Abdul, Rohim. 2013. Ekonomi kerakyatan .Seminar Nasional di Auditorium Alamin Unismus Makasar senin 18 maret 2013. http://www.unismus.ac.id/artikel diakses pada tanggal 14 Januari 2014 Soedomo, 1989. Pendidikan Luar Sekolah ke Arah Pengembangan Sistem Belajar Masyarakat, Jakarta : Departemen Pendidikan dan Kebudayaan Swasono Edi. 2005. Sistem Ekonomi dan Demokrasi Indonesia. Jakarta : universitas Indonesia. Sutedi, Andrian. 2012. Hukum Pertambangan. Sinar Grafika . Jakarta Undang-Undang Republik Indonesia Nomor 32 Tahun 2009 Tentang Perlindungan DanPengelolaan Lingkungan Hidup. 199
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Wahjoedi.2015.Pendidikan Ekonomi Berkarakter Nilai-Nilai Pancasila. Malang: Universitas Negeri Malang Wahjoedi. 2015. Me-Rehabilitasi Pendidikan Ekonomi, Memperkuat jati Diri Perekonomian Indonesia.Pidato pengukuhan Guru Besar dalam Bidang Ilmu Ekonomi dan Pendidikan Ekonomi pada fakultas Ekonomi. Malang : Universitas Negeri Malang. Wahyono, Hari. 2001. Pengaruh Perilaku Ekonomi Kepala Keluarga terhadap Intensitas Pendidikan ekonomi di Lingkungan Keluarga. Disertasi . Universitas Negeri Malang. Wibawa, Budhi dkk. 2011. Social Entrepreneurship Social Enterprise & Corporate Social Responsibility. Bandung : Laboratorium Kesejahteraan Sosial , Fakultas Ilmu Sosial dan Ilmu Politik .Universitas Padjajaran . Witjaksono, Mit. Modal Sosial Dalam Dinamika Perkembangan Sentra Industri Logam Waru Sidoarjo. Jurnal Ekonomi Pembangunan Vol. 11, Nomor 2, Desember 2010 www.pusat.data.kontan.co.id, diakses pada tanggal 3 Nopember 2014 www.wikipedia.org diakses pada tanggal 13 Nopember 2014.
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The Development of Teaching Material Macromedia Flash Based as the Solution of the Low Understanding of Science Concept 1
Syamsu, 2Abdul Rahman 1 FKIP Tadulako University, Indonesia, 2FKIP Tadulako University, Indonesia 1 [email protected], [email protected]
Abstract This research intends to develop the teaching material macromedia flash based as the solution of the low understanding of science concept. This research examines the advantages and disadvantages of teaching material based on the responses of several sources who are lectures, university students, teachers, and students. Teaching material of science is expected to be used by teachers, lectures, and students and also related parties. The teaching material macromedia flash of science was specially designed to reduce the low understanding of science concept. Method used is developmental research. The result of students’ average score achieved based on the identification through science diagnostic test revealed that in category of guessing answer the percentage is 4.65%, correct answer is 18.14%, lack of material understanding is 22.17%, and miss concept is 55.04%. This research was conducted to identify the miss concept in science based on diagnostic test. The result of limited test in some school revealed that the average of students’ score in category of guessing the answer is 2.74%, correct answer is 76.02%, lack of material understanding is 10.89%, and miss concept is 10.35%. Therefore, it can be concluded that there is a reduction in the error rate concept of science after using teaching material macromedia flash based. Keywords: concept understanding, science teaching material, macromedia flash
Introduction Data of cultural and educational ministry 2011/2012 to students who did not pass the national examination shows that the final average score of all subject is >5.5 but <4 on Science. This data placed Central Sulawesi in higher rate among other provinces.Palu17.65% is on top2 after ParigiMautong among other regencies.The research result of national examination revealed thatscore of national examination of junior high school students seen through their achievement in 2008 to 2011 on Science was fewer than 60 or they only can handle 23 questions out of 40 or 58% (Bennu dkk. 2013). Teacher also has low understanding on science concept, as Bennudkk 2013 states that rate of teachers achievement was very low with the average of 39. Based on the result, it found that physic is the most difficult subject to be understood on Science. There is a research done by M. Halomoanabout drawing form on the not moving things on the table and on the floor.There are 40% students’answers the sheets correctly while there rest 60% is not. Data above showed that the low achievement of national examination is caused by lack of understanding of Science. Sharul (2006) explains that Physics materials that often get misconception covers: mechanics, electricity, magnetism, thermodynamics, waves, optics. There has been many effort tried to improve the understanding of Science, such as learning approach and computer simulation. Rahman (2001) about the affectivity of the use of flash media to improve students’ learning achievement particularly elementary school students
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showed the improvement of students on science which is 73.21 in posttest out of 45.21 in pretest. Nursofi at all (2011) identify the amount number of improvement and difference betweencoating and corrosion learning result technique by using macromedia flash based media. Method used was quasi experiment using non randomized control group pretest and posttest design. The improvement was 28.75 (62.5%) through comparing the quarrel data of pretest and posttest between experimental and control group. Nest Demirci (2005) studied about misconception of physics as part of Science by using Force Concept Inventory (FCI) on form and movement. The researcher found that on form and motion material there is a difference between pretest and posttest in a given classlearning interactive media based. Several recommendation suggested by NesetDemirci (2005;47), they are: 1)it needs to find further information of how media program designed and effective to support learning process and able to improve the misconception, 2)enlarging the research by having wider samples to study about misconception of physics. Data above showed that there are lots of studiesabout misconception of physics but not a research about how to overcome the indication of misconception widely. Therefore, it is necessary to improve teaching substance to support the program of government to be better. In accordance with the educational and cultural ministry program that is known as 5 K: availability,affordability, quality, relevancy, equality, and certainty. Macromedia flash is appropriate to be used in learning process. It is easy to develop, and reachable. Macromedia flash is interactive and offer complete teaching material with animation media, and evaluation to provide solution of questions given. Teaching material macromedia flash based is a learning source that can be used to reach the 5 K.The development of teaching material is reachable, qualify, relevant to the needs of society, and can be accessed by many people without differentiating genre, age, religion, race and certainly in accessibility.
Research Methodology This research was conducted by using research and development method. The developed product was macromedia flash based that can be used on Science. The Preliminary Study Stage This is an identification stage of the misconception of Science experienced by students. At this stage, the researcher conducted an assessment of types and levels of students' misconceptions, Science misconception that often occur, and things caused students and teacher misconceptions. Planning Stage Macromedia flash based teaching material will be design in year I. Test planning of teaching material design through layouts (views), materials, effectiveness, flexibility, and others. Development Stage Expert Test and Teaching Material Development The expert test conducted by senior lecturers, they are doctorate lectures who associate professor or expert in instructional media. The tests were done to identify the feasibility content / teaching materials, including the display, the effectiveness, validity and effectiveness: Preliminary investigation phase,inform of identification and study of: 1) Theories about learning model 2) Curriculum applicable 202
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3) Condition of students' abilities in the classroom. 4) Material a. Design phase, such as: Develop a Learning Tool Outline learning model according to competence based curriculum consisted of: learning scenario, lesson plans, worksheets, students’ books, and books teachers. b. Realization phase, such as: Opaque learning devices and instruments. c. The implementation phase, such as the implementation of learning using prototype cooperative learning device. The criteria of qualify learning media based on instruction model refers to Nieven criteria (1999) in the development of curriculum. a. Validity, validity aspects associated with two things: (1) whether the curriculum or the model developed based on strong theoretical rationale, and (2) whether there is consistency internally. b. Practicality, practicality aspect met if (1) experts and practitioners stated that things developed can be applied; (2) the fact shows that what is developed can be applied. c. Effectiveness, effectiveness aspects is fulfilled if: (Ratumanan, 2003) (1) The average of students’ activity at least 85%, (2) the average students’ activity at least 42.5%, (3) The level of students’ activity observed to the minimum desired activity is 85%, (4) there is an increase of formative test scores, (5) more than 50% of students respond positively, and (6) the teacher gives a positive response to this learning model. The limited trial was given to students of Physics and Biology education department also the alumni who have already been teacher. Limited Trials Activity in this stage covers trial of teaching material and comprehensive test, perfecting the design of teaching materials, and identifying the advantages and the disadvantages of teaching material. In this activity, supporting factors will be compiled as well as the obstacle arises when it’s opened. Wider Trial The next research activities aretesting the use of Macromedia Flash-based teaching materials and an overall evaluation of the first phase of the acquisition, and improvement of teaching materials. Supporting and obstacle factors will be compiled when the teaching materials applied. Too identify the disadvantages and the advantages of teaching material development, the researcher will conduct observation and interview to teacher and students. Validation/ Model Test This research plan to test the teaching material in internet world that can be accessed by society, to find out how teaching material improve students’ understanding and minimize the misconception on Science compare to other exist learning model. Research subject The population of this research was students and teachers of elementary school in Palu Central Sulawesi Province. Preliminary study involved students of one elementary school in Palu. Meanwhile, in the limited test/trial there were 5 elementary schools in Palu involved. Furthermore, wider test involved society consisted of university students, students, teachers, and lectures. Test that will be used is accessibility test of teaching material seen through the total number of population that can use the teaching material properly. 203
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Research Instrument Instrument is used to provide data in diagnostic test of the misconception of Science such as: Force Concept Inventory (FCI) on Science, in the other concept, another instrument will be developed by using scale of Certainty Responses Index (CRI), questionnaire, class observation guide, and interview to students and teachers guide.The main instrument used is diagnostic test by considering many types of sample test used that is multiple choice test. Therefore, it needs to do validity test, reliability test, level of difficulties and the differences.
Result and Discussion The Result of Pre-Investigation Activity conducted in pre-investigation in elementary school was teaching and learning process covers implemented curriculum aspect and students’ pre-ability. Curriculum aspect studied was Science material that has been taught while the ability test studied was students’ pre-ability by providing diagnostic test. Diagnostic test is used to identify the level of misconception in understanding Science. It was used as the foundation to develop macromedia flash to overcome students’ misconception. a) Curriculum In 2014, curriculum implemented in every school in Paluwas 2013 curriculum. But along with the regulation of National Education Ministry, number 4 2015 about the equivalency of teaching and learning process to teacher who teaches in elementary school/junior high school/senior high school/vocational school that conducted 2013 curriculum in the first semester to curriculum 2006 in the second semester 2014/2015 academic year. Curriculum implemented at the second semester 2014/2015 academic year was 2006 curriculum. Therefore, the standard content applied is refers to the regulation of National Education Ministry number 22 2006. Standard content of this regulation arrange the minimum accomplishment achieved by students. Standard competence and basic competence of Science in elementary school is a minimum standard that nationally have to be achieved by students, it has to be guidance in curriculum development in each education unit. The accomplishment of standard and basic competence is based on the empowerment of students to develop skill, science work, and knowledge facilitated by teacher. b) The Condition of Students’ Ability in Classroom Diagnostic test of Force Concept Inventory test filled by students is used as instrument to identify students’ ability. This test covers 15 numbers of multiple choice questions and provide column to point out the Certainty Responses Indexto each question answered. In each item of question students were asked to fill the scale of CRI to find the lack of knowledge answer through misconception: 0 to totally guessed answer 1 to almost a guess answer 2 to not sure answer 3 to sure answer 4 to almost certain answer 5 to certain answer Matrix were made through data collected for each question based on the combination of correct and incorrect answer and high or low of CRI. This was conducted to identify students who have misconception. The matrix table of students’ answer can be seen below: 204
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Tablel 1 Students’ who has misconception on Science Type of Answer
Low CRI ( < 2,5)
Correct
Total number of correct answer and low of CRI, guess
Incorrect
Total number of incorrect answer and low CRI, lack of knowledge.
High CRI (> 2,5) Total number of correct answer and high CRI, correct concept knowledge Total number of incorrect answer and high CRI, misconception
Result of students’ pre-diagnostic test to guess question, answered correctly, lack of knowledge, and misconception obtained through CRI scale: Tabel 2 Result of Students’ Pre-Diagnostic Test Students’ Anwers Criteria Guess Correct Lack of Knowledge Misconceptions
Average Score Achieved 4,65 % 18,14 % 22,17 % 55,04 %
Students were very difficult to understand the concept of Science because they were facing the theoritical concept of Science directly without relating it to the practice concept. Therefore, students’ social-cultural environtment need to get a serious attention to develop Science education in School because it contain useful real Science. This research develop learning tools macrimedia flash based to overcome students’ misconception. The Development of Learning Tools The development of learning tools arranged is the outline of learning tool with learning model based on curriculum that consisted of: learning scenario, lesson plan, and students’ work sheet, students’ book, and teachers’ book. The function of learning tool is as a reference for teacher in teaching and learning process. Arranged learning tools based on diagnostic test is materials that often gain misconception. Diagnostic test revealed that almost all material experiencemisconception. Generally, Science material divided into several basic competence, they are 1) comprehend Science procedure to study about nature object by using tools, 2)comprehend the classification substance, 3) comprehend substance form and the motion, 4) comprehend various characteristic of physics and chemistry, 5) comprehend the indication of nature through observation, 6) comprehend the diversity of human, 7) comprehend the interdependent of ecosystem, 8) comprehend various system on human life, 9) comprehend plantation system, 10) explain the particle concept of material, 11) comprehend the use of chemistry material in life, 12) comprehend the role of work, form, and energy in daily life, 13) comprehend the concept and the application of vibration, phase, and optics in daily technology product, 14) comprehend various system on human life, 15) comprehend the directness of human life, 16) comprehend the electricity concept and the application of it in 205
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
daily life, 17) comprehend the concept of magnetism in daily life, and 18) comprehend the solar system and process occur. The Limited Trial Results The limited trial given after the application of macromedia flash based has passthrough the development stage. The result of diagnostic test on Science after giving number guesses teaching material, answered correctly, lack of knowledge, and misconception obtained through CRI showed below: Table 3 Students’ Diagnistic Test Result on Limited Students’ answer criteria guess correct Lack of knowledge misconception
Average Score Achieved 2,74 % 76,02 % 10,89 % 10,35 %
Table above revealed that criteria answered correctly improve to 76.02%. Therefore, students’ difficulties on Science was caused by the direct contact theoritical science concept in school without relating it to the practice, but it can be solved by using macromedia flash.
Conclusion The result of the development of macromedia flash based Science teaching material to overcome the misconcep of Science can be concluded as follows: 1) Most students of elementary school in Palu experience misconceptions on Science, the level of misconception is 55.04%. 2) Developing macromedia flash based can overcome the misconception of Science. 3) Macromedia flash needs to be develop more related to materials to corelate through local culture on society.
Referrencies Bennu, S., Tellu, A.T, Nurdin, M., Haeruddin, Akina. (2013). Pengkajian Kompetensi Profesional Guru Sekolah Dasar di Kota Palu. Jarlit Balitbang, Depdiknas, Jakarta. Dikti. 2012. Pedomanpengembangan e-materi. [on line] tersedia: http://hibahmpnk.dikti.go.id/ [diakses 18/12/2012] Kemdikbud. (2012). Hasil Ujian Akhir (Gabungan UN dan Nilai Sekolah) SMP/MTS tahun ajaran 2011/2012. Bahan materi Jumpa Pers. Jakarta Neşet Demirci .(2005). A Study About Students’ Misconceptions In Force And Motion Concepts By Incorporating A Web-Assisted Physics Program, The Turkish Online Journal of Educational Technology, ISSN: 1303-6521 volume 4 Issue 3 Article 7. Nieven, Nienke, (1999). Prototyping to Reach Product Quality. Netherlands. Nursofi, dkk (2011) Penerapan Media PembelajaranBerbasis Macromedia Flash untukMeningkatkanHasilBelajarTeknikPelapisan Dan Korosi. JurnalpendidikanTeknikMesin, Fakultasteknik, Universitasnegeri Semarang. Semarang. Rahman, Abdul. (2011). KefektifanPembelajaran IPA menggunakan media Flash dan LKS denganPendekatanKonstruktivistikDitinjaudariMinat, Motivasi, danHasilbelajar SD MuhammadiyahJogodayohKabupatenBantul. Tesis Magister, tidakditerbitkan. UniversitasNegeri Yogyakarta. 206
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Sahrul, dkk. (2006). Pemanfaatan Simulasi Komputer Sebagai Media Penbelajaran Untuk Mengatasi Miskonsepsi Mekanika Pada Siswa Kelas XI SMAN 5 Palu.Palu: Lembaga Penelitian UNTAD.
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Peningkatan Hasil Belajar Sains melalui Pendekatan Kontekstual (Penelitian Tindakan pada Siswa Kelas IV SD GMIM IV Tomohon) Jeane Kalengkongan Manado State University, Sulawesi Utara, Indonesia [email protected]
Abstract The process of learning science should be more emphasis on the provision of direct experience so that students can develop competence in exploring and understanding the nature of the natural surroundings. The knowledge gained by direct experience will be more durable than the knowledge that can only by rote. Learning will be more effective if taught through direct experience or through the discovery process is not to memorize. The fact that there is now learning that occurs in teachers tend only to transfer what's in textbooks without involving students directly in order to find knowledge. This leads to an interesting and student learning is not difficult to understand the material being studied. This has an impact on student achievement is low. To overcome this required an approach that involves students directly in the approach where learning can make students can construct knowledge itself. The learning approach should also pay attention to the fit between the subject matter and the real world of students. One approach by linking the subject matter to the students real life everyday is a contextual approach. Contextual approach is the concept of learning that helps teachers link the material being taught with real-life situations students and encourage students to link the knowledge gained with its application in everyday life. The purpose of this study is to demonstrate empirically whether student learning outcomes can be improved through a contextual approach in the Grade 4 rd SD GMIM IV Tomohon. This research was conducted using research methods class, with two cycles, each cycle consisting of four phases: planning, implementation, observation, reflection. The study was conducted in April the second semester of the 2015/2016 academic year. Fourth grade students study subjects with 28 students. The results of the first cycle I obtained through the calculation of the percentage of 42, 86%, the second cycle increased after correcting deficiencies and obtain research results with the percentage of 92.86%. There was an increase in student learning outcomes. The conclusion is a contextual approach can improve student learning outcomes in the Grade 4 rd SD GMIM IV Tomohon.
Pendahuluan Pendidikan mempunyai peranan yang paling besar untuk menciptakan manusia yang berkualitas yang siap dipakai dan menjawab setiap tantangan di era globalisasi. Untuk itu guru sebagai komponen yang sangat penting dalam implementasi pendidikan harus dapat menciptakan suatu pembelajaran yang inovatif. Guru harus memiliki kemampuan merancang dan melaksanakan pembelajaran sesuai dengan tujuan dan kompetensi yang akan dicapai. Salah satu masalah yang dihadapi dunia pendidikan saat ini diantaranya menyangkut lemahnya proses pembelajaran. Berbagai upaya yang dilakukan guru dalam proses pembelajaran pada dasarnya adalah untuk membuat siswa belajar. Muhibbin Syah (2003:64) mendefinisikan belajar sebagai kegiatan yang terjadi yang berproses dan merupakan unsur yang sangat penting dalam penyelenggaraan setiap jenis dan jenjang pendidikan, dimana berhasil dan gagalnya sutau pencapaian tujuan dari pendidikan tergantung pada kegiatan belajar yang terjadi. Artinya belajar merupkan hal yang sangat penting dimana pengetahuan, sikap dan keterampilan, prilaku manusia didapat melalui belajar. 208
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C.T Morgan (1962) (dalam Sutikno Sobri, 2013:3) mengartikan belajar sebagai suatu perubahan yang relatif menetap dalam tingkah laku sebagai akibat atau hasil dari pengalaman yang lalu. Henry E. Garret (dalam S. Sagala, 2014:13), belajar merupakan proses yang berlangsung dalam jangka waktu yang lama melalui latihan maupun pengalaman yang membawa kepada perubahan diri dan perubahan cara mereaksi terhadap sutau perangsang tertentu. Winkel (1996:53), mendefinisikan belajar sebagai suatu aktivitas mental atau psikis yang berlangsung dalam interaksi aktif dengan lingkungan yang menghasilkan perubahanperubahan dalam pengetahuan, pemahaman, keterampilan dan nilai, sikap. Perubahan itu bersifat secara relatif konstan dan berbekas. Menurut Slavin, belajar merupakan proses perolehan kemampuan yang berasal dari pengalaman. Disimpulkan belajar adalah suatu proses yang dilakukan oleh seseorang untuk mendapatkan pengetahuan, keterampilan, yang menyebabkan terjadinya perubahan dalam sikap setelah mengalami proses belajar tersebut. Mudjiono dan Dimiyanti (2006:3-4), berpendapat bahwa hasil belajar merupakan hasil dari suatu interaksi tindak belajar dan tindak mengajar. Menurut Gagne dan Briggs (1979:49-51), hasil belajar adalah kemampuan yang diperoleh seseorang setelah mengikuti proses belajar. Gagne (1992), hasil belajar mencakup : keterampilan inteletual atau keterapilan prosedural, strategi kognitif, informasi, keterampilan motorik, sikap. Menurut Winkel (1983:25), hasil belajar merupakan hasil yang telah dicapai melalui pengalaman belajar. Pendapat senada diungkapkan Sudjana (1990:3) bahwa hasil belajar sebagai kemampuan-kemampuan yang dimiliki siswa setelah ia menerima pengalaman belajar. Hasil belajar adalah tingkat penguasaan yang dicapai oleh siswa dalam mengikuti program belajar mengajar, sesuai dengan tujuan pendidikan yang ditetapkan. Hasil belajar adalah capaian siswa terhadap suatu kegiatan yang dilakukan sesuai dengan kriteria yang telah ditetapkan. Hasil dapat diperoleh melalui alat ukur berupa tes hasil belajar, secara umum tes hasil belajar bertujuan untuk mengetahui : a) taraf keberhasilan siswa; b) tingkat usaha yang dilakukan siswa dalam belajar; c) sejauh mana siswa telah mendaya gunakan kapasitas kognitif (kemampuan kecerdasan yang dimilikinya) untuk keperluan belajar; d) daya guna dan hasil guna metode mengajar yang digunakan dalam proses belajar mengajar; e) posisi atau kedudukan siswa dalam kelompok kelasnya (Muhibbin Syah, 1996). Ilmu pengetahuan alam atau Sains merupakan salah satu disiplin ilmu yang berhubungan dengan cara mencari tahu tentang alam secara sistematik sehingga Sains bukan hanya penguasaan kumpulan pengetahuan berupa fakta-fakta, prinsip-prinsip saja tetapi juga merupakan proses dimana melalui proses tersebut dapat membantu siswa memperoleh pengalaman langsung untuk mengembangkan kompetensinya. Sains merupakan ilmu empirik yang membahas tentang fakta dan gejala alam maka dalam pembelajarannya harus faktual. Hakikat Sains tidak hanya sebagai produk tetapi juga sebagai proses maka dalam pembelajarannya siswa perlu dilatih keterampilan proses, artinya proses begaimana mendapatkan Sains. Keterampilan proses yang perlu dilatihkan meliputi keterampilan proses dasar seperti mengamati, mengukur, mengklasifikasi, mengkomunikasikan, mengenal hubungan ruang dan waktu, mengenal hubungan antar angka, menyimpulkan dan memprediksi, serta keterampilan terintegrasi misalnya merancang dan melakukan percobaan yang meliputi menyusun hipotesis, menentukan variabel, menyusun definisi operasional, menafsirkan data, menganalisis dan mensintesis. Melalui observasi yang dilakukan terhadap pembelajaran Sains yang berlangsung pada Siswa Kelas IV SD GMIM IV Tomohon, proses pembelajaran lebih berpusat pada guru, siswa kurang dilibatkan dalam kegiatan belajar, siswa hanya dijadikan sebagai pendengar saja. Hal ini menyebabkan siswa pada pembelajaran Sains, saat guru menjelaskan materi siswa tidak memperhatikan, siswa hanya sibuk dengan kegiatannya sendiri seperti menggaggu teman sebangkunya, bercerita, melamun, menggambar, dan ada yang sering minta izin keluar kelas. 209
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Penggunaan metode pembelajaran yang kurang tepat sehingga penyajian materi tidak efektif dan siswa tidak dapat menerima dan memahami materi pembelajaran. Dari 28 siswa Kelas IV SD GMIM IV Tomohon, yang berhasil mencapai Kriteria Ketuntasan Minimal (KKM) dengan nilai ≥ 70 hanya 8 siswa (28,57%) dan 20 siswa (71,43%) lainnya mendapat nilai dibawah nilai KKM. Perlu dilakukan upaya untuk meningkatkan hasil belajar Sains. Guru hendaknya mempertibangkan penggunaan metode,pendekatan pembelajaran yang memungkinkan pengembangan potensi siswa secara optimal dan sekaligus didalamnya meningkatkan hasil belajar siswa. Menyikapi permasalahan yang terjadi di sekolah dasar seperti uraian di atas peneliti melakukan usaha dalam memperbaiki proses pembelajaran dan hasil belajar dengan menerapkan pendekatan pembelajaran kontekstual dalam pembelajaran Sains materi benda dan sifatnya. Pendekatan pembelajaran merupakan cara yang ditempuh guru dalam mengelola pembelajaran, menciptakan kondisi supaya pelajar (siswa) dapat melakukan belajar dan tercapainya kompetensi yang diharapkan. Dalam proses pembelajaran guru sebagai pendidik berperan membantu, mengarahkan, memfasilitasi siswa agar memiliki pengalaman belajar. Pengajaran dan pembelajaran kontekstual atau contextual teaching and learning (CTL), merupakan suatu konsepsi yang membantu guru mengaitkan kontent mata pelajaran dengan situasi dunia nyata dan memotivasi siswa membuat hubungan pengetahuan dan penerapannya dalam kehidupan mereka. Pembelajaran kontekstual adalah pembelajaran yang terjadi dalam hubungan yang erat dengan pengalaman sesungguhnya (Balancard, 2001) dalam Trianto (2007:102). Dalam pembelajaran kontekstual, siswa menemukan hubungan penuh makna antara ide-ide abstrak dengan penerapan praktis di dalam konteks dunia nyata. Siswa menginternalisasi konsep melalui penemuan, penguatan dan keterhubungan. Pembelajaran kontekstual menuntut guru mendesain lingkungan belajar yang merupakan gabungan beberapa bentuk pengalaman untuk mencapai hasil yang diinginkan (Kokom Komalasari, 2010:6). Wina Sanjaya (2008:255), mengemukakan bahwa pembelajaran kontekstual adalah suatu pembelajaran yang menekankan pada proses keterlibatan siswa secara penuh untuk dapat menemukan konsep dari materi yang dipelajari dengan menghubungkan situasi kenyataan sehingga mendorong siswa dapat menerapkan dalam kehidupan mereka. Kunandar (2009:293), berpendapat bahwa pembelajaran kontekstual merupakan konsep belajar yang beranggapan bahwa siswa akan belajar lebih baik jika diciptakan secara alamiah, artinya belajar akan lebih bermakna jika siswa bekerja dan mengalami sendiri apa yang dipelajarinya, tidak hanya sekedear mengetahuinya. Pembelajaran tidak hanya sekedar kegiatan mentrasfer ilmu pengetahuan dari guru kepada siswa, tetapibagaimana siswa mampu mengetahui apa yang dipelajari itu dan dapat mengaplikasikannya dalam kehidupan sehari hari. Pembelajaran kontekstual membantu guru menghubungkan antara materi pelajaran yang diajarkan dengan situasi dunia nyata siswa dan mendorong siswa membuat hubungan antara pengetahuan yang dimilikinya dengan penerapannya dalam kehidupan mereka sehari-hari. Langkah-langkah penerapan kontekstual menurut Trianto adalah sebagai berikut : a) kembangkan pemikiran bahwa anak akan belajar lebih bermakna dengan cara bekerja sendiri, menemukan sendiri, dan mengkonstruksi sendiri pengetahuan dan keterampilan barunya; b)laksanakan sejauh mungkin kegiatan inkuiri untuk semua topik; c) kembangkan sifat ingin tahu siswa dengan bertanya; d) ciptakan masyarakat belajar (belajar dengan kelompok-kelompok); e) hadirkan model sebagai contoh pembelajaran; f) lakukan refleksi di akhir pertemuan; g) lakukan penilaian yang sebenarnya dengan berbagai cara.
Metode Penelitian Metode penelitian yang digunakan adalah metode action research atau penelitian tindakan yang dilakukan dalam bentuk spiral. Penelitian tindakan ini dilakukan sebagai upaya perbaikan terhadap proses pembelajaran Sains melalui pemberian tindakan berdasarkan 210
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refleksi dan pemberian tindakan. Bentuk penelitian tindakan ini yaitu dengan memberikan suatu tindakan pada subjek yang diteliti dengan melaluipendekatan kontekstual untuk diketahui pengaruhnya terhadap peningkatan hasil belajar Sains. Rancangan tindakan penelitian yang digunakan adalah Model Kemmis dan Mc Taggart berupa suatu siklus spiral.Pada dasarnya setiap siklus terdiri dari 4 (empat) tahapan yaitu:a) perencanaan (planning); 2) pelaksanaan (acting); 3) pengamatan (observing), dan 4) refleksi (reflecting). Subjek dalam penelitian ini adalah siwa kelas IV SD GMIM IV Tomohon, dengan jumlah 28 siswa yang terdiri dari 12 siswa laki-laki dan 16 siswa perempuan. Penelitian dilakukan pada semester genap tahun ajaran 2015/2016. Teknik pengumpulan data melalui wawancara, observasi, tes. Dalam penelitian apabila pelaksanaan tidakan siklus I belum berhasil maka akan dilanjutkan pada siklus II. Langkah-langkah Penelitian Tindakan Kelas (PTK) dapat diuraikan sebagai berikut :Tahap perencanaan. Pada tahap ini kegiatan yang dilakukan antara lain : menyusun Rencana Pelaksanaan Pembelajaran (RPP) sesuai dengan materi yang akan diajarkan, menyiapkan media dan alat peraga, menyiapkan Lembar Kerja Siswa (LKS), menyiapkan lembar observasi, menyiapkan lembar penilaian. Tahap pelaksanaan. Pada tahap ini tindakan dilakukan sesuai dengan yang direncanakan dengan menerapkan metode eksperimen dalam pembelajran Sains. Dalam pelaksanaan tindakan mengikuti langkah-langkah pendekatan kontekstual. Langkah-langkah pendekatan kontekstual meliputi: persiapan, pelaksanaan, dan tindak lanjut. Tahap persiapan: guru menetapkan tujuan pembelajaran, menyiapkan bahan dan alat. Tahap pelaksanaan : kegiatan awal : mengkondisikan kelas untuk belajar dan mengarahkan perhatian siswa untuk mengikuti materi, menjelaskan langkah-langkah kegiatan yang akan dilakukan selama proses pembelajaran. Melakukan apersepsi. Kegiatan inti : (1) menjelaskan konpetensi yang akan dicapai; (2) guru menjelaskan prosedur pembelajaran kontekstual; (3) tiap kelompok ditugaskan untuk melakukan observasi atau pengamatan sesuai dengan materi yang akan dipelajari; (4) guru melakukan tanya jawab seputar tugas yang harus dikerjakan oleh siswa; (5) siswa dalam kelompok melaksanakan observasi/pengamatan (6) siswa mendiskusikan hasil temuan mereka dalam kelompoknya; (7) siswa melaporkan hasil pengamatan (8) guru membuka ruang tanya jawab; (9) penyimpulan hasil observasi/pengamatan kelompok. Kegiatan akhir: menarik kesimpulan, melakukan evaluasi, meminta siswa membuat rangkuman dan memotivasi siswa untuk terus belajar. Tahap observasi. Sejalan dengan pelaksanaan kegiatan belajar mengajar diadakan obsevasi terhadap pelaksanaan tindakan baik terhadap guru maupun siswa dengan menggunakan lembar observasi, dengan mencatat hal-hal penting seperti cara guru mengajar dengan pendekatan pembelajaran kontekstual dan respon siswa saat belajar juga hasil yang diperoleh siswa. Ini dilakukan dengan bantuan guru kelas dan kepala sekolah. Tahap refleksi. Selesai pelaksanaan kegiatan belajar mengajar, peneliti mengevaluasi dan mendiskusikan dengan tim peneliti hasil dari tindakan yang telah dilakukan. Peneliti mengevaluasi berhasil tidaknya siswa memahami pelajaran melalui pendekatan pembelajaran kontekstual.Selain itu juga peneliti mengevaluasi keberhasilan dalam menerapkan pembelajaran dengan pendekatan kontesktual. Apabila hasil evaluasi pada siklus I belum berhasil maka dilanjutkan pada siklus selanjutnya dengan memperbaiki kekurangankekurangan yang ada pada siklus sebelumnya. Teknik pengumpulan data dalam penelitian ini melalui : wawancara, observasi/ pengamatan, dan melalui tes. Teknik pengumpulan data ini dipilih berdasarkan kriteria data yang diperlukan. Observasi atau pengamatan dilakukan dengan cara mengamati secara langsung pelaksanaan tindakan dengan pembelajaran melalui pendekatan kontekstual. Pengamatan dilakukan pada aktivitas guru dan siswa. Tes dilakukan dengan cara mengajukan sejumlah 211
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pertanyaan secara tertulis kepada siswa untuk mengetahui peningkatan kemampuan siswa dalam mempelajari Sains materi benda dan sifatnya dengan menggunakan pendekatan kontekstual. Tes dilaksanakan setiap selesai tindakan dan dianalisis berdasarkan hasil perhitungan presentase. Apabila hasil perhitungan secara klasikal telah mencapai ≥ 85 % maka penelitian dikategorikan berhasil.
Hasil Penelitian dan Pembahasan Dalam pembelajaran yang berlangsung melalui empat tahap : perencanaan, pelaksanaan tindakan, observasi, refleksi. Deskripsi siklus I. Tahap perencanaan peneliti bekerjasama dengan guru kelas dan kepala sekolah dalam menentukan materi yang akan diajarkan sesuai dengan Kurikulum Tingkat Satuan Pendidikan (KTSP) dan materi yang akan diajarkan yaitu benda dan sifatnya. Selanjutnya dalam tahap perencanaan peneliti menyusun rencana pelaksanaan pembelajaran (RPP) materi benda dan sifatnya, menyiapkan bahan dan alat peraga yang akan digunakan, menyiapkan lembar observasi aktivitas guru dengan pembelajaran melalui pendekatan kontekstual dan aktivitas/respon siswa saat belajar, menyiapkan lembar penilaian. Tahap pelaksanaan tindakan. Pelaksanaan tindakan dilakukan sesuai dengan rancangan pembelajaran yang sudah disusun sebelumnya dengan mengikuti langkah-langkah pembelajaran kontekstual. Kegiatan belajar mengajar yang berlangsung: mengkondisikan kelas terlebih dahulu sebelum proses pembelajaran Sains dimulai. Kegiatan selanjutnya yang dilakukan, guru memberi salam, berdoa, melakukan absensi. Setelah selesai melakukan absensi, guru melanjutkan dengan melakukan apersepsi. Hal ini dilakukan untuk mengetahui pemahaman awal siswa mengenai materi yang akan dipelajari yaitu bendadan sifatnya. Dalam apersepsi guru mengajukan beberapa pertanyaan mengenai benda dan sifat-sifatnya Guru menjelaskan kepada siswa kegiatan yang akan dilakukan dalam pembelajaran Sains. Kegiatan inti : sebelum melanjutkan pelajaran guru menyiapkan dan membagikan bahan dan alat yang akan digunakan dalam pembelajaran dengan pendekatan kontekstual. Kegiatan selanjutnya :1) Menjelaskan kompetensi yang akan dicapai. Pada tahap ini guru menjelaskan materi mengenai benda dan sifat-sifatnya secara sederhana. Guru selanjutnya menjelaskan kompetensi yang akan dicapai dengan siswa dapat menyebuktan sifat-sifat dari benda padat, benda cair dan benda gas. 2) Guru menjelaskan prosedur pembelajaran Kontekstual. Guru menjelaskan prosedur dalam mengikuti pembelajaran, dimana siswa akan dibagi dalam beberapa kelompk untuk kemudian saling bekerja sama dalam kegiatan observasi/pengamatan.3) Tiap kelompok ditugaskan melakukan observasi/pengamatan sesuai dengan materi yang akan dipelajari. Pada tahap ini siswa melakukan observasi/pengamatan melalui percobaan yang dilakukan berkaitan dengan materi yang dipelajari untuk menemukan sifat-sifat dari benda padat, cair dan gas. 4) Guru melakukan tanya jawab seputar tugas yang harus dikerjakan siswa. Pada tahap ini guru memberikan kesempatan kepada siswa untuk bertanya mengenai penjelasan guru tentang langkah-langkah yang harus dilaksanakan. 5) Siswa dalam kelompok melaksanakan observasi/pengamatan.Pada tahap ini siswa melakukan percobaan dan melakukan observasi/pengamatan di dalam kelompok masing-masing. Siswa mencatat hasil pengamatan yang diperoleh melalui percobaan yang dilakukan. Sedangakan guru mengamati dengan membimbing kegiatan yang dilakukan masing-masing kelompok. 6) Siswa mendiskusikan hasil temuan mereka dalam kelompoknya. Pada tahap ini hasil observasi/pengamatan yang diperoleh siswa dianalisis dan didiskusikan dalam kelompok, selanjutnya hasil diskusi kelompok dicatat masing-masing anggota kelompok. 7) Siswa melaporkan hasil pengamatan. Pada tahap ini siswa melaporkan hasil diskusi dalam kelompok yang diwakili salah seorang anggota kelompoknya. Guru membimbing dan mengarahkan siswa ketika siswa hendak mempresentasikan hasil pengamatan kelompokya. 8) Guru membuka ruang tanya jawab. Pada tahap ini guru memberikan kesempatan kepada siswa untuk menanggapi hasil presentasi kelompok lain. Pada tahap ini pembelajaran 212
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diarahkkan untuk membantu siswa membangun pengetahuannya berdasarkan pengalaman yang mereka dapatkan dari kegiatan yang baru saja mereka lakukan. 9) Kesimpulan hasil observasi/pengamatan. Dari kegiatan yang didapatkan melalui kegiatan tanya jawab, guru kemudian memberikan kesimpulan tentang materi yang baru dipelajari. Setelah guru menyimpulkan materi yang telah dipelajari, guru memberi kesempatan kepada siswa untuk bertanya apakah siswa sudah mengerti atau belum mengenai matari yang dipelajari. 10) Evaluasi. Kegiatan ini untuk menguji kemampuan dan pemahaman siswa dan itu dijadikan hasil capaian dari setiap siswa. Guru melakukan evaluasi dengan tes tertulis. Kegiatan akhir: guru meminta siswa membuat rangkuman mengenai materi yang telah dipelajari. Guru meminta siswa untuk mengumpulkan rangkuman tersebut pada pertemuan berikutnya. Guru mengakhiri proses pembelajaran dengan memberikan motivasi dan doronganagar siswa terus belajar. Kegiatan diakhiri dengan doa dan salam. Tahap observasi. Dalam pembelajaran yang berlangsung dengan menggunakan pendekatan kontekstual, melalui observasi ditemukan masih ada langkah-langkah dalam pendekatan kontekstual yang belum diterapkan oleh guru dengan baik seperti : saat guru mengajukan beberapa pertanyaan guru kurang memberikan kesempatan kepada siswa untuk mencoba menjawab pertanyaan guru. Guru tidak menjelaskan prosedur melakukan percobaan sehingga saat melakukan percobaan ada beberapa hal yang tidak dilakukan oleh siswa dengan baik seperti saat mengamati. Pada kegiatan mengumpulkan data dan informasi serta menganalisis data dan informasi tersebut, dalam membimbing hanya dilakukan guru pada beberapa kelompok (tidak menyeluruh). Dalam presentasi hasil, guru kurang memberi kesempatan kepada siswa untuk menanggapi hasil presentasi kelompok. Kegiatan setelah presentasi kelompok guru memberikan evaluasi. Hasil temuan dalam observasi dicatat oleh peneliti. Tahap Refleksi. Data yang diperoleh melalui pengamatan dibahas bersama tim peneliti untuk melihat tingkat keberhasilan yang diperoleh pada siklus I. Dari data yang diperoleh siklus I hasilnya belum memuaskan. Pencapaian hasil evaluasi dari 28 siswa, yang mendapatkan nilai ≥ 70 hanya 12 siswa (42,86%), sedangkan 16 siswa (57,14%) lainnya masih mendapat nilai dibawah 70. Hal ini disebabkan guru kurang maksimal menerapkan langkah-langkah dalam pembelajaran dengan pendekatan kontekstual sehingga respon siswa masih kurang dan berdampak pada pencapai hasil belajar. Ketercapaian dalam siklus I belum sesuai dengan yang diharapkan sehingga dilanjutkan pada siklus II. Deskripsi siklus II. Kegiatan Siklus II merupakan perbaikan dari siklus I. Kekurangankekurangan yang ada pada siklus I diperbaiki pada siklus II. Pelaksanaan kegiatan pada siklus II sama dengan siklus I. Tahap perencanaan: menyusun Rencana Pelaksanaan Pembelajaran (RPP), menyiapkan alat peraga yang dipakai dalam percobaan, menyiapkan Lembar Kerja Siswa (LKS), menyiapkan lembar observasi aktivitas guru dan siswa, menyiapkan instrumen penilaian. Tahap pelaksanaan tindakan. Pelaksanaan tindakan pada siklus II hampir sama dengan siklus I, hanya saja hal-hal yang menjadi penyebab ketidakberhasilan siklus sebelumnya menjadi perhatian penting. Pelaksanaan tindakan dilakukan sesuai dengan rancangan pembelajaran yang sudah disusun sebelumnya dengan mengikuti langkah-langkah pembelajaran dengan pendekatan kontekstual. Kegiatan belajar mengajar yang berlangsung, kegiatan awal: mengkondisikan kelas terlebih dahulu sebelum proses pembelajaran Sains dimulai. Kegiatan selanjutnya yang dilakukan, guru memberi salam, berdoa, melakukan absensi dan selanjutnya guru melakukan apersepsi. Dalam apersepsi guru melakukan tanya jawab. Hal ini dilakukan untuk mengetahui pemahaman awal siswa mengenai materi yang akan dipelajari. Guru menjelaskan dan menulis dipapan tulis kegiatan yang akan dilakukan dalam pembelajaran Sains dan materi yang akan dipelajari juga tujuan yang akan dicapai. Kegiatan inti : Guru 213
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menyiapkan dan membagikan bahan dan alat yang akan digunakan dalam pembelajaran. Setelah itu guru menyajikan materi mengenai bendadan sifat-sifatnya secara sederhana. Guru kemudian mengajukan beberapa pertanyaan dan meminta siswa untuk memberikan jawaban. Beberapa jawaban yang diberikan siswa masih salah. Guru menyampaikan dalam pembelajaran siswa akan melakukan percobaan untuk menemukan jawaban yang benar. Sebelum melakukan percobaan guru membagi siswa menjadi tujuh kelompok. Tiap-tiap kelompok mendapat alat dan bahan yang akan digunakan dalam percoban, LKS yang berisi langkah-langkah percobaan dan beberapa soal yang harus dijawab. Guru menjelaskan terlebih dahulu langkah-langkah dalam percobaan. Setelah selesai menjelaskan guru memberi kesempatan kepada siswa untuk bertanya apabila ada hal yang tidak dimengerti siswa. Kegiatan selanjutnya guru memberikan arahan agar siswa melakukan percobaan dengan benar, mengamati dengan baik, mencatat setiap data yang diperoleh melalui observasi/pengamatan, mendiskusikan dengan teman kelompok dan menjawab setiap pertanyaan yang ada di LKS. Saat siswa melakukan percobaan dan obsevasi/pengamatan terhadap kegiatan yang dilakukan guru memonitor dan membimbing semua kelompok. Setelah selesai guru meminta tiap-tiap kelompok melaporkan hasil kerjanya di depan kelas secara bergantian. Selanjutnya guru memberi kesempatan kelompok lain untuk menanggapi. Selesai siswa melaporkan hasil observasi/pengamatan melalui diskusi kelompok, guru membimbing siswa dalam menarik kesimpulan. Kegiatan akhir guru melakukan evaluasi. Setelah evaluasi selesai guru meminta siswa membuat rangkuman yang nantinya dikumpul pada pertemuan berikutnya, selanjutnya guru memotivasi siswa untuk terus belajar. Tahap observasi. Dalam pembelajaran yang berlangsung dengan menggunakan pendekatan kontekstual, melalui observasi tidak ditemukan kekurangan-kekurangan sebelumnya. Guru menerapkan langkah-langkah pendekatan kontekstual dalam pembelajaran Sains dengan baik dan benar, seperti: sebelum melakukan percobaan terlebih dahulu guru menjelaskan prosedur melakukan percobaan dengan baik, seperti saat mengamati. Pada kegiatan mengumpulkan data dan informasi, menganalisis, dalam membimbing terlihat guru tidak lagi hanya terfokus pada kelompok-kelompok tertentu saja tetapi sudah menyeluruh, sehingga terlihat siswa aktif dalam setiap kegiatan mulai dalam melakukan percobaan, mengamati dan mencatat data/hasil pengamatan, berdiskusi, menganalisis, sampai pada menyiapkan hasil laporan dan mempresentasikan hasil yang diperoleh. Setelah siswa mempresentasikan hasil observasi/pengamatan, guru memberi kesempatan kepada siswa atau kelompok lain untuk menanggapi hasil presentasi kelompok. Terlihat siswa antusias dan tidak malu-malu lagi dalam mempresentasikan hasil dan dalam menanggapi hasil presentasi kelompok lain. Pembelajaran yang berlangsung bagi siswa menarik dan menyenangkan. Guru melakukan evaluasi untuk mengetahui pemahaman siswa terhadap materi yang dipelajari. Hasil temuan dalam observasi dicatat oleh peneliti. Tahap Refleksi. Data yang diperoleh melalui pengamatan dibahas bersama tim peneliti untuk melihat tingkat keberhasilan yang diperoleh pada siklus II. Dari data yang diperoleh siklus II hasilnya memuaskan. Setelah dilakukan evaluasi mengenai materi yang dipelajari, pencapaian hasil evaluasi dari 28 siswa yang mendapatkan hasil belajar yang baik dan memenuhi Kriteria Ketuntasan Minimal (KKM) 26 siswa (92,86%). Keberhasilan siklus II disebabkan guru telah memperbaiki kekurangan-kekurangan dan menerapkan langkah-langkah pembeajaran melaluipendekatan kontekstual dengan benar sehingga respon siswa dalam belajar baik. Hal ini berdampak pada pencapai hasil belajar siswa meningkat. Ketercapaian dalam siklus II sesuai dengan yang diharapkan sehingga penelitian berhenti pada siklus II.
Penutup Berdasarkan hasil penelitian tindakan kelas yang telah dilakukan disimpulkan bahwa: pembelajaran dengan pendekatan kontekstual dapat meningkatkan hasil belajar Sains Siswa 214
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Kelas IV SD GMIM IV Tomohon. Pembelajaran melalui pendekatan kontekstual dapat melibatkan siswa secara langsung pada kegiatan belajar. Siswa memahami konsep yang diajarkan karena siswa sendiri yang menemukan konsep tersebut sehingga pengetahuan yang diperoleh benar-benar diserapnya dengan baik. Dalam pembelajaran yang berlangsung guru berperan sebagai fasilitator atau pembimbing.
Daftar Pustaka Abdullah Sani Ridwan, 2013., Inovasi Pembelajaran. Jakarta : Bumi Aksara. Abidin. Yunus, 2014., Desain System Pembelajaran Dalam Konteks Kurikulum 2013. Bandung: PT Refika Aditama. Aqib Zainal, 2006., Penelitian Tindakan Kelas. Yogyakarta: Yrama Widya. Dimiyanti dan Mudjiono, 2006., Belajar dan Pembelajaran. Jakarta: Rineka Cipta. Gagne, R.M and L.J Briggs, 1979. Principles of Instructional Design. (New York:Holt Rinehart and Winston. _________________________, 1992. Principles of Instructional Design. 4th edition. San Diego. Brace Javonovich College Publisher. Haryanto, 2007., Sains untuk Sekolah Dasar Kelas V. Jakarta: Erlangga. Jufri Wahab, 2012., Belajar dan Pembelajaran Sains. Bandung: Pustaka Reka Cipta. Komalasari Kokom, 2010., Pembelajaran Kontekstual Konsep dan Aplikasi. Bandung : Refika Aditama. Kunandar. 2009., Guru Profesional. Jakarta. Rajawali Persada Grafindo. Leslie Briggs. J, 1979., Instructional Design: Principles and Aplication (New Jersey: Prentice-Hall, Inc. Sadia I Wayan, 2014., Model-Model Pembelajaran Sains Konstruktivistik. Yogyakarta. Samatowa Usman, 2011., Pembelajaran IPA Di Sekolah Dasar. Jakarta: Indeks. Sanjaya Wina. 2006., Strategi Pembelejaran Berorientasi Standar Proses Pendidikan. Bandung: Kencana Prenada Media Group. Siregar Eveline, Nara Hartini, 2010., Teori Belajar dan Pembelajaran. Bogor: Ghalia Indonesia. Soedijarto, 1993., Menuju Pendidikan Nasional yang Relevan dan Bermutu. Jakarta: Balai Pustaka. Sudjana Nana, 1990., Teori-teori Belajar untuk Pengajaran. Jakarta: FE UI. Sugiyanto, 2010., Model-Model PembelajaranInovatif. Surakarta : Yuma Pustaka. Sund, Carin, 1998., Teaching Science Discovery. America: Merill Publishing Company. Sutikno Sobry, 2013., Belajar dan Pembelajaran. Lobok: Holistica. Syah Muhibbin, 1996., Psikologi Pendidikan Suatu Pendekatan Baru. Bandung: Rosdakarya. _____________, 2003., Psikologi Belajar. (Jakarta: PT Grafindo Persada. Trianto, 2007., Model-Model Pembelajaran Inovatif Berorientasi Konstruktivistik. Surabaya: Prestasi Pustaka. Winaputra, Udin S, Delfi Refni dan Munasik, 2007., Belajar dan Pembelajaran. Jakarta: Universitas Terbuka. Winkel. W.S., Psikologi Pendidikan dan Evaluasi Belajar. Jakarta: Gramedia, 1983.
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Models of Teacher’s Roles for Leadership in Teaching Hendra Riofita UIN Suska Riau, Indonesia [email protected]
Abstract The problems faced by Indonesian people keeps going on and like no end. Most experts told that those are caused by leadership problem. In fact, as a religious country, Indonesian people realizes that everybody was born as a leader that must be able to be believed and to take responsibility for welfare of people of this country. So far, it is not the fact because most of Indonesian people are still running their lives in poverty. It is clear that a leader can not lead a country by relying on nature as a leader only, but He or She also needs leadership knowledge. In this case, teachers have important roles to make leadership in teaching success. The objective of this paper was to explain the models of teacher’s roles like motivator, leader, problem solver and friend of students for leadership in teaching. The method applied to discuss was descriptive method. The result of discussion showed that the four models of teacher’s role were positive for students in making the goal of leadership in teaching success. Key words: motivator, leader, problem solver, friend of students, leadership in teaching
Introduction Background The problems faced by Indonesian people keeps going on and like no end either in polical, economic, culture, social or even in religious life. All take turns or or come together attack all aspects of life. Problems are like a must coming day by day as an identity of Indonesia as a big country. Most experts told that those are caused by leadership problem of Indonesian. Strong leadership is believed to be great solution for the problems. Indonesia is suffering crisis of leadership. In fact, as a religious country filled by the majoriy of moslems, leadership is trusted as a human nature. Allah SWT told in Al-Baqarah 30 like below:
Meaning: Just remember when your God told the angels “ Indeed I want to present a leader on the earth” They said “Why do You want to present a leader on the earth, They will destruct the earth and flood it with blood, in fact We always worship and sanctify You?” God said "Indeed I know what You don’t know.” It is clear that, everybody was born as a leader so that in social being context, He should make others properious. However, the verse can not be implemented fully, so that the problems told above are still exist. Hadith from Ibnu Amr R.A, Muhammad SAW said: "To understand, everybody is a leader and everybody will take responsibility for leadership.” (Hadith of Muttafaq Alaih)”.
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In Islam, leadership is a mandate showing person’s quality beside Allah SWT and he will take responsibility. It means, whoever leads Indonesia, it is believed that He knows much about the amanate so that He should take Indonesian people far from problems. But in facet, after 71 years-freedom, Indonesian people still get the fact that their leaders haven’t made them enjoy the freedom meaningfully yet, namely they get physical and spiritual prosperity eventhough the leader of ths country has awalways change from time to time. Allah SWT told in Yunus 14 as below: Meaning: "Then We take You (Muhammad’s People) Kemudian Kami jadikan kamu (Wahai umat Muhammad) leaders on the earth to replace those destroyed in order We cab find what You will do.” Based on what Allah said on the verse, it is understood that those leading Indonesia, He should take responsibility for his mandate to make Indonesian people properious without He has to blame the condition he faces and the former leaders. Based on the phenomenon above the fact showing that Indonesian people are not properius yet, It can be sait that Indonesia is having crisis in leadership that should be overcomed as soon as possible. Indonesian people were born as leaders really but the nature as leader is actually not enough to be able to lead Indonesia having hundred millions-people. That’s why the leadership should be planted as early as possible namely at the young ages. That’s why, teacher’s roles to succeed this idea are vey impotant to build strong pondation of leadership for their students. It means, teachers don’t only play their role as educator in teaching many kinds of subjects but also in building students leadership. Based on the symptoms and problems above, the writer on this occasion wants to discuss 4 roles of teachers that can be implemented in perensing leadership in teaching for students, namely: 1. Teacher as motivator 2. Teacher as leader 3. Teacher as problem solver 4. Teacher as students’ close friend Problem Statement Problem statement can be formulated as below: How are the models of teacher’s roles as motivator, leader, problem solver and students’close friend for leadership in teaching? Objective This paper is written to describe the models of teacher’s roles as motivator, leader, problem solver and students’close friend for leadership in teaching. Benefits 1. To increase teachers’, practician’s and education observers’ knowledge and understanding about the models of teacher’s roles as motivator, leader, problem solver and students’close friend for leadership in teaching. 2. Teachers are motivated to increase their skills to teach leadership for students.
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Discussion Teacher as Motivator Many ways can be applied by teacher in teaching but however, the way chosen should be able to motivate students. That’s why, a teacher should be a motivator that can make students to be interested, happy, amused and serious to learn leadership delivered. It is not difficult to be motivator for students because basically everybody is the best motivator for him/herself and then can of course influence others (read: students) well. Hendra Riofita (2014) told 3 requirements needed by teachers to teach leadership as below: a. Give attention to performance As a motivator, teacher should make his/her performance to be able to be accepted by students. Good performance will help students to be sure on the subjects of leadership taught. However, good performance of teacher’s can be the first seductive effect for students. It will be difficult for students to accept input of leadership education form teacher having bad performance although the input is very good. b. To be known and loved by students very much Based on public relations context, there are three types of students found by teachers in the class, namely: first, the students know the teacher well and like the teacher; second, the students know the teacher well and don’t like the teacher; and third, the students don’t know the teacher and don’t care about the teacher. That’s why, shortly at the begining of teaching leadership, teacher should make ice breaking not only to describe leadership but also to place self in the heart of students’. In fact, students will never be motivated to study by the teacher they don’t like or care. That’s why, communicative games and motivated stories ended by brain storming stressed to leadership taught are ice breaking steps that can be treated by teachers to make their performance to be known and loved students. c. Effectice Communication. Communication is tool used by teacher to teach leadership education to students. Everybody can communicate but in fact most of them can not communicate effectively to others. That’s why, as a person teach about leadership, teacher should can communicate effectively to have the same perception with students, in this case, all materials of leadership delivered to students can be understood by them well. More further, before teaching, teachers should overcome the obstacles that can disturb their effective communication with the students. The factors are: 1). Age Because the students are much younger than their teachers, teachers should communicate by using helpful and lovely vocabulary and intonation. 2). Sex To make decision, women intend to use their hearts but men use their logics. That’s why in communication, teacher should touch heart of women students’ and logic of men students’. It means, teachers should not treat the women and men students at the same way in communication. 3). Culture Teachers should know the students culture well because they can not speak at the same way for students coming from different cultures. 4). Time It is important for teachers to give attention to the time when they communicate. Having communication in the morning is of course different from communication done in the afternoon having sleepy and hungry condition. In this case, teachers should make their teaching fresh, applicative and communicative about the leadership. That’s why, teachers’ ability about time will help them to communicate effectively with students.
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If the factors above have been solved, then teachers communicate as motivator to students to teach leadership. The techniques to communicate as motivator according to Hendra Riofita (2014) are: a. Get students’ attention to learn leadership taugh by saying yell yell or encouraging words. Besides, delivering questions about leadership to invite students’ curiosity can also done by teachers to get their attention . b. Get students’ interest to learn leadership. After teachers get students’ attention, they have to change the attention to be interest to learn leadership by using media, communicative games or telling leadership stories ended with brain storming. If the teachers have got the interest of students’, then they should be able to keep the interest in leaning process by applying teaching method called learning by doing and learning by experience with andragogy approach placing students as active subject to learn the leadership. c. Build students’s desire to learn leadership. After teachers get students interest, they have to increase the intrest to be desire to get more knowledge about leadership discussed by creating situation making the students to ask or to give opinion about leadership. The more questions or opinion given by students, the more teachers know that the students have much desir to learn leadership. d. Ask the students to do action like what material of leadership in learning process want. As motivator, teachers should be able to direct students to do many kinds of action paractically in realtion with materials of leadership taugh. If the first, second and the third steps above can be done well, the last step is a step to prove that teachers are success to teach leadership to students. After requirements and techniques of communication for motivator are mastered by teachers, then they have to pay attention to suitable material of leadership for students. The material must be able to motivate the students to be positive in mind, attitude and mental in relation with competence standard of knowledge, skills and attitude becoming the goal of leadership teaching. Teacher should place him/herself as fasilitors for students to get change by applying inspirative materials from the beginning until the end of teaching. That’s why, teachers must be able to make the students to be active in learning process to know whose characters that change, are changing or can’t change to take treatment then as the result learning process about the leadership. As motivator for students in learning leadership, teachers are models for what they say. They have to be able to give prove nad samples toward what they say to build trust an motivation of students’. Besides, as the result of andragogy approach, teachers may not put themselves cleverer than their students to make the students develop opend mind to them. The students’ openness will make teachers to be easy to input leadership materials for them. Last, as motivator, teachers must have good will and responsibility to deliver material of leadership in many kinds of situation and condition the students have to make them get change like what the objective of teaching of competence of leadership taugh. Teacher as Leader To deliver leadership in teaching, teachers of course act as leader in the class. Ther are many reasons for teachers to be leader in the class, one of them is because the teachers are dirigent in fornt of the class directing and guiding the students to reach the goal of leadership teaching. As leader, teachers must be able to inspirate students to reach competencies of attitude, knowledge and skills of leadership. That’s why, teachers are imitated figures for students so that teachers are not funtuated to change the students but they are agents of change for the students to be able to change themselves as the result of exemplary showed. 219
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More further, as leader, teachers minimize their activities in the class and make the students proactive to express their mastery toward the lessons of leadership. Teachers really are facilitators only taking responsibility to handle their students’ activities to take authentic assessment then during the teaching process in order every step of the objective that will be reached can be measured. There are some characters that should be owned by teachers to be leader in the class that can facilitate and inspirate the students to learn leadership (Hendra Riofita, 2014), namely: a. Visioner. Teachers having great vision will own high commitment and self confidence to bring mission of leadership education in the class and will also be able to identify direction and objective of teaching of leadership so that they can always focus in raching result. Then because teachers are figures of exemplary for students to get change, teachers that are visoners must have competences of attitude, knowledge and skill in teaching leadership. That’s why, a competence teacher must be a suitable model for students to improve their leadership competencies. b. Strongness. Teachers must have strong leadership figures and never give up to succeed their students. It should be able to be described in their accuracies to take action. That’s why, based on their accurate mind and action, teachers will be able to handle and create situation for students in learning leadership. c. Coral Reef. Teachers are strong and patient figures like coral reef so that they can solve all difficulties they find and make the situation as the opportunity to teach leadership to students. It means, teachers can not only stand on the difficulties they find, they can also solve the problems well in order their job as educator can be finished. For this reason, Taechers must love their job. d. Humble. Teachers don’t make students shy to discuss about leadership taugh, that’s why teachers put themselves as partners that are in the same line with their students. e. News Broadcaster. Teachers should be able to be like news broadcaster on television delivering news clearly. That’s why teachers can not only communicate effectively but can also have good knowldges and ideas about leadership education. Besides, like a news broadcaster, teachers should have interesting performance and matrial of leadership. The teachers having uninteresting performance and material will make students boring easily. This situation of course will make teachers fail to get best result in teaching leadership. f. Computer. Teachers should be like computer having fast and accurate ability to think in order all problems that come in teaching leadership can also be solved fast and accurately. g. Red Cross. Teachers should be able to be like red cross that always come to help students out of all difficulties and problems they face when they learn leadership from the teachers. h. Fireworks. Teachers must act like firework lightening the darkness in the night when they teach material of leadership in order the students feel happy during the process of learning. i. Salesman. Teachers must be able to act like salesman that always offer brilliant ideas when they teach leadership to students.
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j. Ant. Teachers must be able to be like ant in style of togetherness and team work. It means, teachers must be able to create team work and good interaction climate with their students when they teach leadership. k. Creative and Innovative. Teachers must have high creativity and innovativity to run their activities as educator for leadership materials because creative and innovative teachers will give new fresh atmosphere so that the students will not feel boring in learning the leadership. l. Waiter. Teachers must act as excellent waiters for students in teaching leadership in order everything needed to learn by the students can be facilitated. Teacher as Problem Solver School is a main environment to grow, to develop and to keep leadership potentials of students’. Teachers as part of school, should play good role to do them toward learning and teaching process in the class. Teachers should continuously build leadership characters of students’ toward creating critical and creative figures when they teach problem solving for leadership material to the students like case study, discussion, debate and brain storming. It means, if teachers teach problem solving, agree or disagree, They also must play role as problem solver to help students to master and to implement result of leadership education taugh. More further, as problem solver, teachers of course can differ characters that must be owned by students with the characters that are running on them, because principally, the characters that are running on them may not be the characters they should have for their development as leaders in the future. That’s why, as problem solvers, teachers will not try to find right or wrong toward the students’ attitude but they will assess and direct the attitudes to be the attitudes that are suitable with the students’ leadership characters. To be problem solver is a must for teachers and they need special skills that can be mastered toward either formal or informal forum. Belowas are some steps for teachers to be problem solver for their students in teaching leadership (Hendra Riofita, 2014): a. Formulate and define students’ problem accurately in learning leadership education. If the teachers are wrong to do it, of course they will find mistake to give solution. If it happens, beside the students’ problems will not be able to solve, it will be possible to be new problem either for students or teachers. That’s why, the unreactive approach to so solve problems must be developed by teachers. Even it is possible for teachers to write down some alternatives of solution for the problems that will be solved. b. Get the same commitment with all persons that are involved to solve students’ problems in learning leadership. Take a role like a doctor getting full trust to heal patients is a muat for teachers in order their legitimation to solve problems will find no resistence. If it is possible, teachers can ask the possible persons to take active role to solve the students’ problems in order their support are real. c. Make a plan to solve problem of leadership education with many kinds of alternatives. The more difficult the problem of students’ in learning leadership that will be solved, them on level of risk the wiser the teachers arrange the steps of solution for each alternative. For the alternatives arranged, teachers should based level of risk taken, cost and time needed and other important things. d. Make simulation toward all arternative of solution. To get solution minimizing risk, having cheap cost, energy and time, solution is accurate and will not cause new problem, teachers should make simulation toward alternatives of solution for stuents’problems in learning leadership. 221
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e. Formulate the solution and implement it on delivering leadership education. The success of solution can not be reached without measuring effectivity of all steps done. That’s why, the willingness of all persons involved to solve the problem to control everything done is a must. The more person given role by teachers to solve the problems, the more persons that will be watched and assessed by teachers toward their effectivities. f. No problem that has no solution. Teachers are sources for students to get knowledges and skills of leadership for their future. If the students find difficulties and problems in learning leadership, teachers must be problem solver for them in all condition and situation. That’s why, the teacher must have good spirit to make their students greater and smarter than them. However, no problem that has no solution, just be problem solver for the students. Teacher as Students’ Close Friend Close friend is a person with whom someone becomes a figure having meaning and mutual sharing. With close friend, someone will feel free to express him/herself although sometimes the freedom has no limit, they can understand each other. To close friend, someone can show the real of him/her without having worries about everything that will decrease his/her integrity. Shortly, a close friend is a trusted person understanding someon in all condition and situation. In all profession, included profession of teacher, it is beautiful to have close friend with many persons, included students. Having close friend with students will make the objective of teaching easy to be reached, included to reach the objective of teaching leadership. Belows are the steps for teachers to be close friend of students in teaching leadership (Hendra Riofita, 2014): a. Know students’ characters. Everybody will only be able to have close friend with someone known and could be accepted his/her characters well. That’s why, for teachers, being figure known and liked their characters by students is a must like when they must know and like their students’ characters. On other hand, by knowing characters each other, the teachers can make their students to be close friend so that delivering leadership education can be done easily. However, it is not easy for teachers to know students’ characters one by one because their backgrounds are not the same that’s why the teachers must master child psychology in order they can teach leadership accurately and suitable with characters of each student’s. b. Ability to communicate effectively. A close friend will always be heard that’s why everything said by a close friend will be effective to accept because a close friend always says something empathically and sympathically. So, because communication is a tool for teacher to interact with their students in teaching leadership, it is better for them to communicate in the class empathically and sympathically. c. Build trust. A close friend can always be trusted and shared for everything even for private things. A close friend will keep integrity built to be keep being trusted. If teachers want to be close friend for their students, they should keep their integrity to be trusted by the students. That’s why, teachers should be sample for what they say, honest in saying words and trusted to manage private things. If teachers can do these things, it can be sure that students will be open to the teachers about everything especially about everything becoming obstacles to reach the objective of leaning leadership to be able to take solution accurately then. d. Buil team work. 222
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Everybody always look for others that can be trusted to work together. The closer someone has relation, the easier he/she is trusted to work together. With a close friend, someone will be ready to work together, to sacrifice and to take risk for common interest. The greater a building of friendship is build, the greater a building of team work will be formed. At school, teachers and students can not take a part to succeed the objective of learning leadership. They have to run their functions anta take responsibility on the patterns set to reach the objective of learning leadership. That’s why teachers and students shoul become in one solid team building. Being visioner, having capable leadership ability and being problem solver are figures that must be teachers’ characteristics as main capital to build, to direct, to keep and to develop team work with students in friendship building to succeed the objective of learning leadership. e. Keeping togetherness with students formally or informally, at school or out of school. Frienship will run forever if everybody involved keep their togetherness. Teachers always having time to interact with their students, always having opportunity to communicate with their students, always plant educative elements in interaction with students will be easy to keep togetherness of friendship with students so that delivering leadership education can be done everytime.
Conclusion and Suggestion Conclusion a. Everybody was born as leader that’s why everybody in this country should be sharpen their leadership as soon as possible and teachers must sharp the leadership. b. Many roles can be applied by teachers to teach leadership to students like of motivator, leader, problem solver and close friend for students. Suggestion a. Teachers shold not make students as object of teaching leadership but make them as partners having same responsibility to succeed the objective of learning leadership. b. As motivator, leader, problem solver and close friend of students in teaching leadership, teachers should apply andragogy, learning by doing and learning by experience approaches in order the students can explore their capabilities to be assessed and to be improved.
References Cambel,Linda, Bruce, Dickinson. 2004, Metode Praktis Pembelajaran.Jakarta: Intuisi Press. Dr yden gordon & Vos Jeannette. 2000. Revolusi Cara Belajar. Bandung: Kaifa. Hendra Riofita. 2014. Padamu Pahlawan Tanpa Tanda Jasa (Menjadi Guru Ideal). Peknabaru: PT. Subentra. James M. Kouzes dan Barry Z. Posner. Leadership Learning. Yogyakarta: Pustaka Baca K.H. Toto Tasmara. 2002. Membudayakan Etos Kerja Islami, Jakarta: Gema Insani Munandar, S. C. U. 1999. Mengembangkan bakat dan kreativitas anak sekolah. Jakarta:PT.Gramedia. Nasution, S. 2003. Berbagai Pendekatan dalam Proses Belajar dan Mengajar. Jakarta: Bumi Aksara. Nugroho, Riant. 2008. Kebijakan Pendidikan yang Unggul. Yogyakarta: Pustaka Pelajar PEGG, Mike. 1994. Kepemimpinan Positif. Jakarta: Pustaka Binaman Pressindo. Ramayulis. 2002. Ilmu Penddikan Islam. Jakarta: Kalam mulia Rohmat. 2010. Kepemimpinan Kependidikan Konsep dan Aplikasi. Purwokerto: STAIN Press. Sukmadinata, Nana Syaodih. 2005. Landasan Psikologi Proses Pendidikan. Bandung: PT Remaja Rosdakarya. Wina Senjaya. 2008. Strategi Pembelajaran; Berorientasi Standar Proses Pendidikan. Jakarta: Kencana Prenada Media Group. 223
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Developing Interactive Fundamental Chemistry Multimedia in Growing Generic Skill for Teacher Training Students 1
Khaeruman, 2Hulyadi 1,2 IKIP Mataram, Indonesia [email protected]
Abstract Chemistry investigates interactions and reactions of particles as atom, ion, molecule, and their tendencies. Interactions occurred are so abstract that make them become difficult to be observed and documented. This becomes a problem in learning chemistry. It happens due to the separation of macroscopic and microscopic concepts. In fact, to be able to obtain the concept of chemistry as whole requires learning model which can integrate three aspects namely macroscopic, symbolic-conducted through practicum, and microscopic-conducted through modeling interactive media. This study aimed to developed interactive learning media for fundamental chemistry class. This study belongs to Educational Research and Development. In general, there were three steps conducted by the researcher namely analyzing, designing, and developing. Data obtained from this study was in the form of qualitative data consisted of suggestions and responses in likert scale. Validations result in interactive multimedia appearance showed that the average 85 was obtained-this was indicated as very good, in materials appropriateness the average 84 was obtained-this was indicated as good, and in programming appropriateness the average 85 was obtained-this was indicated as very good. The result in small group showed that interactive multimedia development was categorized as very good. This proven by the percentage appropriateness was 93.14%. Further, the researcher hopes that the product of this study can be useful in improving interest, motivation, and concept understanding of chemistry teacher training students so that they can relate learning material to real world in order to conduct meaningful learning. Keywords: interactive multimedia, generic science skills
Pendahuluan Guru merupakan komponen pendidikan yang sangat menentukan dalam bentuk wajah pendidikan di Indonesia. Ujung tombak dari semua kebijakan pendidikan adalah guru. Gurulah yang akan membentuk watak dan jiwa bangsa, sehingga baik dan buruknya bangsa ini sangat tergantung pada guru. Karena peran guru yang begitu besar, maka diperlukan guru yang professional, kreatif, inovatif, mempunyai kemauan yang tinggi untuk terus belajar, melek terhadap teknologi informasi, sehingga mampu mengikuti perkembangan zaman. Mereka berharap, untuk meningkatkan mutu dan kualitas pendidikan di Indonesia, diperlukan seorang guru yang profesional dalam mendidik mahasiswa-siswinya di sekolah (Radana, 2013). Kompetensi keguruan, oleh Barlow (Muhibbin Syah; 2005), kompetensi guru merupakan kemampuan guru dalam melaksanakan kewajiban secara bertanggung jawab dan layak. Untuk mendapatkan kompetensi keguruan dapat diperoleh melalui pendidikan yaitu, pendidikan pada Lembaga Pendidikan Tenaga Kependidikan (LPTK), pelatihan dan penataran. Guru yang profesional adalah guru yang mampu membaca alam melalui sumber yang relevan seperti jurnal, media yang terpecaya dan mampu memanfaatkan IT khususnya komputasi pembelajaran bukan hanya buku teks yang masih jarang mengangkat realita yang terjadi 224
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disekitar mahasiswanya, sehingga diharapkan dapat menyatukan tiga level-level representasi kimia untuk menghasilkan konsep kimia yang utuh. Berkaitan dengan level-level representasi kimia, Gilbert dan Treagust (2009) merangkum dari berbagai penelitian mengenai masalah yang dihadapi mahasiswa yaitu: (1) lemahnya pengalaman pada level makroskopik, karena tidak tersedianya pengalaman praktik yang tepat atau tidak terdapatnya kejelasan apa yang harus mereka pelajari melalui kerja laboratorium, (2) terjadinya miskonsepsi pada level submikroskopik, karena kebingungan pada sifat-sifat partikel, materi, dan tidak mampu untuk memvisualisasikan entitas dan proses pada level submikroskopik, (3) lemahnya pemahaman terhadap kompeleksitas proses yang digunakan untuk merepresentasikan level simbolik, (4) ketidak mampuan bergerak antara ketiga level representasi. Oleh karena itu, perlu didesain pembelajaran kimia yang mampu melatih mahasiswa dalam menguasai level-level tersbut untuk menghasilkan lulusan yang berkualitas. Pengalaman empiris peneliti dan hasil komunikasi dengan beberapa dosen kimia cara belajar kimia masih menghafal dalam mempelajari kimia, belum memaksimalkan media pembelajaran kimia dalam menyatukan representasi kimia dan kurang menekankan pada keterampilan berfikir. Guru kedepan diharapkan mampu mencetak mahasiswa yang kereatif, inovatif, produktif, berkarakter dan berjiwa interprener sejalan dengan visi prodi kimia IKIP Mataram. Tujuan mulia ini bisa tercapai dengan merubah pola pembelajaran dengan lebih menekankan pada pengembangan aspek keterampilan dasar sebagai pondasi yang kuat untuk menjawab permasalahan yang dihadapi selama menjadi mahasiswa dan ketika terjun dalam masyarakat. Salah satu solusi yang dapat membantu calon guru kimia dalam upaya melatih keterampilan berpikir dasar adalah melalui pola penggunaan dan pengembangan indikator-indikator keterampilan generik sains dalam pembelajaran (Brotosiswoyo, 2000), serta penggunaan media pembelajaran yang kaya visualisasi konsep-konsep sains berupa multimedia interaktif (Liliasari, 2007). Sudarmin (2012) dalam penelitiannya menemukan bahwa pembelajaran melalui media animasi dengan pendekatan peta konsep dan diaggram V dapat meningkatkat keterampilan generik sains dan kompetensi calon guru kimia. Sudarmin (2009), dalam penelitiannya juga menemukan melalui pembelajaran kimia terintegrasi keterampilan berfikir pada mata kuliah kimia dasar dan kimia organik dapat meningkatkan keterampilan generik sains calon guru kimia. Chandrasegaran et al. (2009) menyatakan salah satu alasan penting kesulitan mahasiswa dalam mempelajari kimia erat kaitannya dengan multipel representasi yang digunakan dalam menggambarkan dan menjelaskan fenomena-fenomena kimia. Penguasaan kompentensi kimia harusnya ditunjukkan oleh kemampuan mentransfer dan menghubungkan tiga level representasi kimia yang terdiri dari level makroskopis, submikroskopik, dan simbolik (Farida, 2012). Johnstone (2000) membangun hubungan kuat antara level ‘‘descriptive and functional’’ dengan level makrochemistry, antara level ‘‘representational’’ dengan bahasa simbolik, serta level ‘‘explanatory’’ dengan teori partikulat dan model materi (pada awalnya merujuk pada microchemistry dan pada akhirnya submicrochemistry). Johnstone menguraikan tiga level pemahaman konseop tersebut melalui Gambar 2.1.
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Makroskopis
Tiga Level
Mikroskopis
Representasi
Simbolik
Gambar 2.1. Tiga Level Representasi kimia. Kimia Berkaitan dengan level-level representasi kimia, Gilbert dan Treagust (2009) merangkum dari berbagai penelitian mengenai masalah yang dihadapi mahasiswa yaitu: (1) lemahnya pengalaman pada level makroskopik, karena tidak tersedianya pengalaman praktik yang tepat atau tidak terdapatnya kejelasan apa yang harus mereka pelajari melalui kerja laboratorium, (2) terjadinya miskonsepsi pada level submikroskopik, karena kebingungan pada sifat-sifat partikel, materi, dan tidak mampu untuk memvisualisasikan entitas dan proses pada level submikroskopik, (3) lemahnya pemahaman terhadap kompeleksitas proses yang digunakan untuk merepresentasikan level simbolik, (4) ketidak mampuan bergerak antara ketiga level representasi. Oleh karena itu, perlu didesain pembelajaran kimia kimia yang mampu melatih mahasiswa dalam menguasai level-level tersebut untuk menghasilkan lulusan yang berkualitas. Bahan ajar yang dengan bantun program komputasi dengan pendekatan ilmiah diharapkan mampu melatih mahasiswa dalam mengkaji konsep kimia dengan menghubungkan level makroskopik melalui praktikum, mikroskopik dan simbolik melalui program komputasi. Dengan demikian penting kiranya dilakukan pengembangan proses pembelajaran dengan memanfaatkan multimedia interaktif yang kaya visualisasi konsep kimia.
Metode Penelitian Penelitian ini termasuk jenis penelitian dan pengembangan pendidikan (Educational Research and Development). Jenis penelitian R&D adalah suatu proses yang digunakan untuk mengembangkan dan memvalidasi produk-produk pendidikan (Gall et al., 2003). Secara umum penelitian dilakukan dalam 3 tahapan, yaitu: tahap analisis, tahap desain, dan tahap pengembangan. Tahap Analisis, Tahap ini disebut tahap praproduksi, pada tahap ini dilakukan studi lapangan tentang pembelajaran kimia. Selain studi lapangan, juga dilakukan studi literatur tentang pembelajaran kimia, analisis konsep kimia, analisis indikator keterampilan generic sains yang bersesuaian dengan karakteristik materi kimia terpilih. Selain itu juga dilakukan analisis pada beberapa penelitian yang relevan dengan topik ataupun media yang akan dikembangkan. Tahap Desain, Pada tahap desain dikembangkan perangkat pembelajaran kimia dan pengembangan draft multimedia interaktif. Dalam penyusunan desain multimedia peserta didik berpartisifasi dalam mengorganisir informasi untuk penyajian yang optimal, menentukan urutan yang paling tepat, dan menguraikan urutan semua komponen media dari teks, grafik audio, video, dan interaktivitas, sehingga dapat memastikan multimedia yang dihasilkan menarik, menyenangkan, bisa memotivasi peserta didik, dengan tetap tidak melupakan kualitas isi yang harus yang harus disampaikan. Tahap Pengembangan, Pada tahap ini dilakukan pengembangan sesuai dengan draf desain yang telah dibuat dimana seluruh komponen baik grafik, animasi, audio, dan file video digabungkan untuk menjadi multimedia yang siap diuji kelayakan (validasi) oleh tim ahli dan dilakukan perevisian selanjutnya diuji pada skala terbatas dan terus disempurnakan sebelum akhirnya dikemas secara utuh. Penggabungan semua komponen berguna untuk menggambarkan dan menyampaikan konsep-konsep abstrak sehingga dapat meningkatkan 226
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literasi visual peserta didik dan kemampuan mereka untuk berfikir, belajar, dan berkomunikasi melalui media visual (Invers & Barron, 2002).
Hasil dan Pembahansan
Sistem Periodik Unsur Struktur Atom Ikatan Kimia Asam Basa Reaksi Redoks
Kelayakan Materi 1
2
Baik
75
98
86
82
Baik
80
86
87
86
Baik
75
85
85
85
Baik
85
85
85
Baik
1
2
% ratarata
88
86
87
80
84
85
Kelayakan pemograman
% ratarata
Kriteria
Judul
% ratarata
Kriteria
kelayakan Tampilan
Kriteria
Produk pengembangan yang dihasilkan pada penelitian ini adalah multimedia interaktif kimia yang membahas konsep materi meliputi Sistem Periodik Unsur (SPU), Ikatan Kimia, Struktur Atom, Reaksi Redoks, dan konsep Asam Basa. Penyajian materi dihubungkan dengan tiga level repsentasi yang dipelajari dalam ilmu kimia yaitu makroskopis, submikroskopis, dan simbolis. Pengembangan multimedia interaktif dilakukan dengan desain R&D (Research and Develovmen) yang melalui beberapa tahapan yaitu tahap analisis, dan tahap pengembangan. Produk pengembagan multimedia interaktif telah diuji kelayakannya melalui beberapa tahan pengujian yaitu uji kelayakan tampilan, kelayakan materi, dan kelayakan pemerograman. Data hasil Uji Ahli disajikan pada tabel 1.1 berikut. Tabel 1.1 Hasil validasi ahli Multimedia Interaktif oleh para ahli
1
2
Baik
86
90
88
Baik
83
Baik
88
82
85
Baik
88
82
Baik
80
84
82
Baik
75
95
85
Baik
88
86
87
Baik
85
87
86
Baik
88
84
86
Baik
Untuk memperoleh nilai rata-rata dari seluruh aspek penilaian yang diberikan oleh ahli Selajutnya hasil penilaian masing-masing kriteria yaitu kelayakan isi dan kelayakan penyajian digabungkan hal tersebut dilakukan untuk mendapatkan gambaran tingkat kelayakan produk berdasarkan kualifikasi penilaian produk multimedia interaktif yang dikembangkan. Berdasarkan hasil analisis seluruh asepek penilaian kelayakan isi dan kelayakan penyajian produk pengembangan multimedia interaktif didapatkan presentase penilaian yang dilakukan oleh para ahli sebesar 85% . Bila angka tersebut dikoversi kedalam tabel kualifikasi penilaian tingkat kelayakan produk pengembangan berada pada interval pertama yaitu 85-100 dengan kriteria sangat baik/sangat menarik/sangat sesuai/sangat efektif dan kategori layak tidak perlu direvisi, secara ringkas hasil temuan tersebut dipaparkan pada tabel 1.2 berikut. Tabel 1.2 Hasil Perhitungan Rata-Rata Aspek Kelayakan Isi dan Kelayakan Penyajian Kriteria Penilaian Kelayakan Tampilan
Kelyakan Materi
Kelayakan Pemograman
Materi Sistem Periodik Unsur Struktur Atom Ikatan Kimia Asam Basa Reaksi Redoks Sistem Periodik Unsur Struktur Atom Ikatan Kimia Asam Basa Reaksi Redoks Sistem Periodik Unsur
227
Persentase Penilaian 87 82 86 85 85 86 83 82 85 86 88
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Struktur Atom Ikatan Kimia Asam Basa Reaksi Redoks Persentase rata-rata penilaian
Data Hasil Uji Coba Kelompok Terbatas Uji kelompok terbatas dialkukan pada 10 orang mahasiswa calon guru kimia untuk mengetahui kelayakan dari multimedia interaktif yang dikembangkan, instrumen yang digunakan untuk mengumpulkan data adalah angket tentang uji kelayakan materi, kebahsaan, kegrafisan dan motivasi. Data hasil penilaian mahasiswa disajikan pada pada Tabel 1.3 Tabel 1.3 Data hasil uji coba Multimedia interaktif Kelompok Terbatas No Pertanyaan Kuisioner Materi 1 Penjabaran materi “Asam dan Basa” dalam media ini sudah jelas 2 Materi “Asam dan Basa” yang disajikan mudah dipahami 3 Soal-soal yang ada dalam media ini sesuai dengan materi Kebahasaan 1 Tulisan yang terdapat pada media ini mudah untuk dibaca 2 Bahasa yang digunakan (mudah dipahami) 3 Kalimat yang digunakan dalam media ini jelas dan tidak rancu Kegrafisan 1 Kemenarikan tampilan gambar dan tata letak 2 Animasi dan video yang disajikan menarik Motivasi 1 Media ini menuntun saya untuk lebih menguasai materi pelajaran dan dapat menumbuhkan rasa keingintahuan saya 2 Media ini menyenangkan dan tidak membosankan untuk belajar kimia 3 Media ini memotivasi saya untuk belajar kimia 4 Latihan dan evaluasi soal yang lada dalam media ini menuntun saya untuk bekerja mandiri Persentase rata-rata hasil penilaian
% rata-rata
89,06 %
Kriteria Penilaian Sangat Layak
97,91 % 94,27 %
Sangat Layak Sangat Layak
98,43 % 96,35 % 90,62 %
Sangat Layak Sangat Layak Sangat Layak
92,70 % 86,97 %
Sangat Layak Sangat Layak
93,74 %
Sangat Layak
90,62 %
Sangat Layak
94,27 %
Sangat Layak
92,70 %
Sangat Layak
93,14%
Sangat Layak
Berdasarkan data pada Tabel 1.3 yang merupakan data hasil uji coba pada kelompok terbatas, menggambarkan bahwa pengembangan multimedia interaktif memenuhi kriteria sangat layak. Sebagaimana terlihat bahwa rata-rata presentase kelayakan yang telah dinilai sebesar 93,14%. Multimedia interaktif ini nantinya akan digunakan sebagai salah satu sumber belajar di IKIP Mataram dan diperguruan tinggi lain yang membahasa tentang perkuliahan kimia dasar. Multimedia interaktif yang telah dikembangkan dan diuji tingkat kelayakannya mengacu pada hasil penilaian validator. Skor rata-rata hasil validasi ahli sebesar 85 dengan kategori sangat layak sedangkan, kemudian hasil uji coba terbatas (siswa) sebesar 93,14% dengan kategori sangat layak. Dengan demikian multimedia interaktif dinyatakan sangat layak digunakan. Diiharapkan nantinya produk ini dapat bermanfaat dalam upaya meningkatkan minat, motivasi dan pemahaman konsep mahasiswa calon guru kimia untuk mengaitkan materi yang dipelajari dengan situasi dunia nyata sehingga pembelajaran menjadi lebih bermakna.
Kesimpulan Multimedia interaktif telah dikembangkan memenuhi kriteria sangat layak untuk digunakan sebagai salah satu media pembelajaran kimia dasar hal ini dilihat dari hasil uji coba produk baik pada tingkat uji ahli di dapatkan rata-rata 85 (sangat layak) dan uji coba kelopok terbatas dengan rata-rata persentase 93.14% (sangat Layak). Namun demikian perlu dilakukan 228
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pengujian lebih lanjut pada skala yang lebih luas guna mengetahui keefektifan dari multimedia interaktif serta implikasinya terhadap keterampilan generik sains dan kompetensi calon guru kimia.
Daftar Pustaka Arsyad, A. 2011. Media Pembelajaran. Jakarta: PT Raja Grafindo Persada. Brotosiswojo, B.S. (2001). Hakekat Pembelajaran MIPA dan Kiat Pembelajaran Kimia di Perguruan Tinggi. Jakarta: PAU-PPAI Brotosiswoyo, B.S. (2000). Hakikat Pembelajaran Fisika di Perguruan Tinggi.Jakarta : Proyek Pengembangan Universitas Terbuka, Direktorat Jendral Pendidikan Tinggi, Depdiknas. Chandrasegaran, A.L., Treagust, D.F., dan Mocerino, M. 2007. The Development Of A Two Tier Multiple-Choice Diagnostic Instrument For Evaluation Secondary School Student Ability to Describe and Explain Chemimical Reaction Using Multi Level Representation. Chemistry Education Research and Practice. 8(3): 203-207. Chittleborough, G., dan Treagust, D.F., 2007. The Modelling Ability of Non-Major Chemistry Student and Their Undestending of The Microscopic. Chemistry Education Research and Practice. 8(3): 203-207 Davidowitz, B dan Chitttleborugh, G.D. 2009. Linking Macroscopic and Sub-mikroscopic Levels: Diagram Gilbert, J.K dan D. Treagust (Eds). Multiple Representation in Chemistry Education: Model and Modelling in Science Education. Dordrecht: Springer. Hal: 169-191. Donlly, O’reilly., Mc Garr. 2013. Enhancing the Student Experiment Experience: Visible Scientific Inquiry Through a Virtual Chemistry Laboratory. Research Science Education. 43: 1571-1592 Gunawan, 2014. Model Pembelajaran Sains Berbasis ICT. FKIP UNRAM Gilbert, J.K. dan Treagust, D.F. 2009. Introduction Macro, Sub-Mikro and Symbolik Representation and Relationship Between Them: Key models in Chemical Education. Multiple Representation in Chemistry Education: Model and Modelling in Science Education. Dordrecht: Springer. Hal: 1-8. Ibrahim, M., dkk. 2010. Dasar-Dasar Proses Belajar Mengajar. Surabaya: Unesa University Press. Khaeruman, 2013. Pembelajaran Berbasis Lesson Study Dengan Media Animasi Sebagai Upaya Meningkatkan Kualitas Pembelajaran Biokimia. Jurnal Hidrogen FMPIA IKIP Mataram Khaeruman, 2014. Pengembangan Medi Animasi Interaktif Pada Materi Laju Rekasi. FPMIPA IKIP Mataram. Jurnal Prisma FPMIPA IKIP Mataram Khaeruman, 2014 Trik-Trik Mengajar. FPMIPA IKIP Mataram Sukiman. 2012. Pengembangan Media Pembelajaran. Yogyakarta: Pedagogia. Jonstone, A.H. 2000. Teching Of Chemistry-Logical Or Psychological. Chemistry Education. 1(1): 9-15. Liliasari. (2007). Scientific concepts and generic science skills relationship in the 21st century Munandar, S.C.U. 2003. Psikologi Belajar. Jakarta: PT Raja Grafindo Persada. Science education. Makalah pada Seminar Internasional I SPs UPI. Bandung : SPs UPI. Sudarmin, 2009. Meningkatkan kemampuan berpikir Mahasiswa melalui pembelajaran kimia Terintegrasi kemampuan generik sains. Prosiding Seminar Nasional Penelitian, Pendidikan dan Penerapan MIPA, Fakultas MIPA, Universitas Negeri Yogyakarta, 16 Mei 2009. Sudarmin, 2011. Keterampilan Generik Sains dan Penerapannya Dalam Pembelajaran Kimia Organik. Semarang. Unnes Press. Sutarno, 2011. Penggunaan Multi Media interaktif Pada Pembelajaran Medan Magnet Untuk Meningkatkan Keterampilan Generik Sains Mahasiswa. Jurnal Exacta, Vol. IX No.1. 229
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Waldrip, B., Prain, V., dan Carolan, J., 2006. Learning Junior Secondary Science Through Multi-Model Representation. Electric Journal Of Science Education. 11(1): 87-107. Widhiyanti, T. (2006). Peran Laboratorium dan Multimedia dalam Pembelajaran Kimia pada Salah Satu SMAN di Kabupaten Bogor. Laporan Studi Lapangan SPs UPI Bandung: Tidak diterbitkan.
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Multicultural Education Model on the Subject of Social Science at Junior High School As an Effort for Reinforcement of Students’ Character 1
Masyhuri, 2Ni Made Novi Suryanti Mataram University, Indonesia [email protected]
Abstract Indonesian society is a multicultural society. Conflicts frequently occur in a multicultural societyifthe society character fails to be built to be tolerant, democratic, peace-loving, social care, friendship, and responsibility. Relating to that, the educational institutions, especially formal education must seek an alternative solution in order to prepare the students as members of the society character in the middle of the multicultural society.Among the efforts that can be done to it is through a multi-cultural education. Multi-cultural education at the education level of a junior high schoolis not a separate subject, but is integrated in the existing range of subjects, including the subject of Social Science. Relating to that, this paper discusses the results of studies on the objective conditions of implementation of multicultural educationin thesubject of Social Scienceat junior high school, the potentials and obstacles of implementation of multicultural education in the subject of Social Scienceat junior high school, and the implementation model of multicultural education in the subject of Social Scienceatjunior high school. The various things are very important to know that the science teachers in junior high school can implement the multicultural education on the subject cultivated effectively and efficiently.Thus,the subject of Social Science at the juniorhigh school contributes toprepare the students as part of members of the society character in the middle of the multi-cultural society. Keywords: multicultural education, students’ character.
Pendahuluan Masyarakat Indonesia adalah masyarakat multikultura. Dalam masyarakat multikultural menurut Sutherland (2000) rawan terjadi konflik sosial jika integrasi sosial gagal diwujudkan. Kebenaran pendapat Sutherland terbukti dengan telah terjadinya berbagai konflik bernuansa SARA (Suku Agama dan Ras) di berbagai wilyah di Indonesia, anatar lain konflik Ambon yang terjadi pada tahun 1998, konflik Posos tahun 1998, konflik Maluku Utara tahun 2000, dan Mataram tahun 2001. Konflik yang terjadi diberbagai wilayah di Indonesia sebagaimana di atas sebagai cerminan kegagalan membangun karakter bangsa yang toleran, demokratis, cinta damai, peduli sosial, bersahabat, serta tanggung jawab dalam masyarakat multikultural. Berkenaan dengan kondisi tersebut maka lembaga pendidikan, khususnya pendidikan formal harus mengupayakan suatu alternatif solusi dalam rangka menyiapkan peserta didik sebagai anggota masyarakat yang berkarakter ditengah masyarakat multikultural. Diantara upaya yang dapat dilakukan untuk itu adalah melalui pendidikan multikultutal. Pendidikan multikultural diberbagai jenjang pendidikan, baik SMP/MTs, maupun SMA/MA/SMK tidak menjadi mata pelajaran tersendiri, tetapi terintegrasi pada berbagai mata pelajaran yang ada, termasuk pada mata pelajaran IPS di SMP. Dalam hal tersebut, pendidikan multikultural dapat dilakukan melalui integrasi materi serta pemilihan strategi pembelajaran yang efektif dalam rangka menanamkan nilai multikultural sehingga pada gilirannya dapat menghasilkan siswa yang berkaraker dalam masyarakat multikultural. Namun demikian, pada kenyataannya tidak semua guru dapat mengimplementasikannya. Oleh 231
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kaera itulah, hasil penelitian dalam tulisan ini sangat penting diketahui agar dapat meningkatkan kontribusi mata pelajaran IPS dalam pembentukan karakter siswa, yakni menyiapkan siswa sebagai bagian dari anggota masyarakat yang berkaraker ditengah masyarakat multikultural.
Metode Tulisan ini membahas tentang berbagai potensi dan hambatan pelaksanaan pendidikan multikultural, khususnya pada mata pelajaran IPS di SMP. Tulisan ini dikembangkan dari hasil penelitian hibah bersaing tahun pertama dan kedua yang berjudul “Pengembangan model pendidikan multikultural pada mata pelajaran IPS sebagai upaya penguatan pembentukan karakter siswa di SMPN Kota Mataram”. Penelitian telah dilakukan di SMPN 2 Mataram, SMPN 6 Mataram, dan SMPN 9 Mataram. Penentuan ketiga sekolah tersebut sebagai sampel lokasi penelitian didasarkan pada kreteria bahwa ketiga sekolah merupakan sekolah yang menerapkan kurikulum 2013 dan memiliki siswa yang multikultur. Subyek penelitian terdiri dari kepala sekolah, guru IPS dan juga siswa yang ada di sekolah sampel. Data dikumpulkan dengan teknik wawancara, observasi, dokumentasi. Data selanjutnya dianalisis menggunakan analisis kualitatif dengan langkah-langkah sebagaimana dikemukakan oleh Milles dan Huberman (1984), yaitu : (1) reduksi data, (2) penyajian data, (3) penarikan simpulan atau verifikasi.
Pembahasan Potensi Pendidikan Multikultural Pada Mata Pelajaran IPS Di SMP Potensi pendidikan multikultural pada mata pelajaran IPS di SMP dapat dicermati dari beberapa hal sebagai berikut: Potensi Pendidikan Multikultural Dari Aspek Kurikulum Potensi pendidikan multikultural pada mata pelajaran IPS di SMP dari aspek kurikulum dapat dicermati dari keberadaan Kompetensi Dasar (KD) mata pelajaran IPS yang berorientasi pada upaya membangun pengetahuan, sikap dan keterampilan berbasis pendidikan multikultural. Sebagai contoh, dapat dicermati dari KD IPS di kelas VII semester 1 sebagaimana pada tabel berikut: No
Kls/SM
1
VII/1
Kompetensi Dasar 1.1. Mensyukuri karunia Tuhan YME yang telah memberikan kesempatan kepada bangsa Indonesia untuk melakukan perubahan dalam aspek geografis, ekonomi, budaya, dan politik. 2.1. Menunjukkan kepedulian dan sikap kritis terhadap persoalan sosial sederhana 3.3. Memahami jenis-jenis kelembagaan sosial, budaya, ekonomi dan politik dalam masyarakat 3.4 Memahami pengertian dinamika interaksi manusia dengan lingkungan alam, sosial, budaya, dan ekonomi. 4.2 Menghasilkan gagasan kreatif untuk memahami jenisjenis kelembagaan sosial, budaya, ekonomi dan politik di lingkungan masyarakat sekitar 232
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4.3
Mengobservasi dan menyajikan bentuk-bentuk dinamika interaksi manusia dengan lingkungan alam, sosial, budaya, dan ekonomi di lingkungan masyarakat sekitar.
Sumber: lampiran Peraturan Menteri Pendidikan dan Kebudayaan No. 68 Tahun 2013). Keberadaan KD mata pelajaran IPS sebagaimana di atas merupakan potensi yang dapat dijadikan dasar/acuan dalam mengintegrasikan pendidikan multicultural pada mata pelajaran IPS di SMP. Hal ini sesuai dengan pendapat Gorsky (2010) dalam (http://www.teknologipendidikan.net), yang mengemukakan bahwa transformasi pendidikan multicultural pada level sekolah antara lain dapat dilakukan melalui integrasi materi. Potensi Pendidikan Multikultural Dari Aspek Siswa Siswa yang ada di SMPN Kota Mataram, khususnya yang menjadi sampel lokasi penelitian menunjukkan kondisi multikultural. Kondisi dimaksud ditunjukkan dengan keberagaman siswa dari berbagai aspek, antara lain jenis kelamin, agama, dan suku. Berikut gambaran kondisi multikultural siswa pada tahun pelajaran 2014/2015 di setiap sekolah sampel sesuai data hasil penelitaian Masyhuri dan Suryanti (2015): a. SMPN 2 Mataram, terdapat 964 siswa. Dari jumlah tersebut 432 (44,81%) siswa berjenis kelamin laki-laki, dan 532 (55,19%) siswa berjenis kelamin perempuan. Dari sisi agama menunjukkan bahwa dari jumlah tersebut terdapat 80% siswa beragama Islam, 15% beragama Hindu, 2,5% beragama Kristen, dan 2,5% beragama Budha. Dari isi suku menunjukkan bahwa 60% siswa suku Sasak, 20% suku Bali, 10% suku Jawa, 5% suku Mbojo, dan 5% suku Samawa. b. SMPN 6 Mataram, terdapat 1039 siswa. Dari jumlah tersebut terdapat 905 siswa (87%) beragama Islam dengan sebaran 412 siswa berjenis kelamin laki-laki, dan 439 siswa berjenis kelamin perempuan. Siswa beragama Hindu berjumlah 106 (10,2%) dengan jenis kelamin laki-laki 48 siswa, dan perempuan 58 siswa. Siswa beragama Kristen berjumlah 21 siswa (2%) dengan jenis kelamin laki-laki 15 orang dan perempuan 6 orang. Siswa beragama Katolik berjumlah 4 orang (0,38%) dengan jenis kelamin laki-laki 3 orang dan perempuan 1 orang. Siswa beragama Budha 3 orang (0,29%) dengan jenis kelamin laki-laki 2 orang dan perempuan 1 orang. c. SMPN 9 Mataram, terdapat 810 siswa. Dari jumlah tersebut terdapat 489 (60,37%) siswa beragama Islam, 310 (38,27%) siswa beragama Hindu, 10 (1,23%) siswa beragama Kristen, dan 1 (0,12%) siswa beragama Budha. Berdasarkan kondisi obyektif siswa yang multikultural sebagaimana terlihat pada data di atas, maka potensi untuk mengembagkan pendidikan multikukltural dari aspek siswa sangatlah besar. Potensi tersebut menjadi pijakan untuk mengembangkan pendidikan multikultural sebagai sebuah kebutuhan siswa, sebagai motivasi untuk menggerakkan minat siswa terhadap pendidikan multikultural, dan sebagai basis untuk mengembangkan berbagai sumber belajar yang sesuai dengan pendidikan multikultural. Hal ini sesuai pendapat Arianto (2011) dalam http://sobatbaru.blogspot.com yang mengemukakan bahwa pendidikan multikultural merupakan suatu hal yang sangat penting bagi bangsa Indonesia di tengah kondisi masyarakat Indonesia yang multikultur (beragam budaya). Potensi Pendidikan Multikultural Dari Aspek Ketersediaan Potensi Lokal Potensi pendidikan multikultural juga ditunjukkan dengan keberadaan berbagai potensi lokal. Potensi lokal adalah sumber daya/kekuatan yang dimiliki oleh masing-masing daerah untuk dapat dimanfaatkan dalam kegiatan-kegiatan tertentu. Potensi lokal 233
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mempunyai kaitan erat dengan masukan lingkungan dalam komponen pendidikan yang mempunyai kontribusi mendukung untuk berlangsungnya proses dalam pembelajaran (Sudjana, 2000). Clifford (Hatimah, 2005). berpandangan bahwa potensi lokal pada intinya merupakan sumber daya yang ada dalam suatu wilayah tertentu. Potensi lokal terdiri dari berbagai jenis. BPPLS dan UNISCO (2001) membagi potensi lokal menjadi tujuh jenis, yaitu: (1) potensi alam, (2) potensi manusia, (3) potensi budaya, (4) potensi teknologi, (5) potensi pasar, (6) potensi kelembagaan keuangan, dan (7) poten//si kemitraan. Terkait berbagai jenis potensi lokal sebagaimana di atas, maka di NTB sesungguhnya terdapat banyak jenis potensi lokal yang dapat dimanfaatkan sebagai bahan ajar terkait pendidikan multikultural pada mata pelajaran IPS antara lain potensi budaya. Hal ini sesuai hasil penelitian Masyhuri dan Yuliatin (2008) menunjukkan bahwa masyarakat Lombok memiliki suatu tradisi yang bernama upacara Perang Topat dan Pujawali yang di dalamnya menunjukkan interaksi sososial serta solidaritas dalam keberagaman agama, yakni agama Hindu dan Islam, dan juga keberagaman suku, yakni suku Sasak dan Bali, serta keberagaman bahasa, yakni bahasa Sasak dan Bali. Keberadaan tradisi masyarakat Lombok sebagaimana hasil penelitian di atas tentunya merupakan suatu potensi yang dapat dimanfaatkan sebagai bahan ajar dalam pendidikan multikultural. Potensi tersebut dapat dtuangkan dalam berbagai jenis bahan ajar, antara lain bahan ajar cetak dalam bentuk foto/gambar, dan juga bahan ajar pandang dengar (audio fisual) dalam bentuk filem. Bahan ajar tersebut dapat dimanfaatkan untuk membantu siswa mencapai KD, antara lain : (1) KD 3.3; memahami jenis-jenis kelembagaan sosial, budaya, ekonomi dan politik dalam masyarakat, (2) KD 3.4; memahami pengertian dinamika interaksi manusia dengan lingkungan alam, sosial, budaya, dan ekonomi.
Hambatan Pelaksanaan Pendidikan Multikultural Hambatan Pelaksanaan Pendidikan Multikultural Dari Aspek Guru Hambatan pelaksanaan pendidikan multikultural dari aspek guru dapat juga dicermati dari kompetensinya. Berdasarkan data yang diperoleh menunujukkan bahwa, kompetensi guru yang menjadi hambatan pelaksanaan pendidikan multikultural adalah yang terkait dengan kompetensi profesional dan pedagogik. Berikut penjelasan terkait keduanya : Kompetensi profesional Dari sisi profesionalitas, seorang guru IPS idealnya menguasai materi IPS yang berasal dari berbagai cabang atau disiplin ilmu sosial yang membentuk IPS. Namun kenyataan yang ada tidaklah demikian. Sebagian besar guru IPS yang ada di SMPN yang menjadi sampel lokasi penelitian menunjukkan bahwa penguasaan materi secara luas dan mendalam hanya pada salah satu cabang dari rumpun IPS, yakni sesuai kualifikasi pendidikannya. Misalnya guru IPS yang kualifikasi pendidikannya S1 geografi, maka penguasaan materi secara luas dan mendalam hanya pada bidang geografi, sedangkan pada bidang lain kurang luas dan kurang mendalam. Kondisi sebagaimaan di atas menunjukkan adanya hambatan dalam penguasaan materi IPS secara terpadu. Hambatan tersebut tentunya juga menjadi bagian dari hambatan pelaksanaan pendidikan multikutural pada mata pelajaran IPS di SMP. Hal tersebut dikarenakan pelaksanaan pendidikan multikultural pada mata pelajaran IPS di SMP antara lain dilakukan dengan melakukan integasi materi, yakni mengintegrasikan berbagai keberagaman budaya untuk mengilustrasikan konsep dasar, prinsip, generalisasi, teori dan lain-lain ketika membelajarkan suatu tema, sub tema, dan sub sub tema tertentu pada mata pelajaran IPS. Misalnya ketika membelajarkan tema dinamika 234
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interaksi manusia, sub tema keragaman sosial budaya sebagai hasil dinamika interaksi manusia, dan sub sub tema keragaman suku bangsa, guru dapat memberikan contoh keberagaman budaya yang dimiliki setiap suku bangsa, terutama suku bangsa yang ada di sekitar siswa. Dalam hal tersebut, guru antara lain dapat mencontohkan tentang keberagaman budaya masyarakat suku Sasak, suku Samawa, dan juga suku Mbojo dengan segala perbedaannya sehingga akhirnya tumbuh kesadaran akan keberagaman budaya yang dimiliki masyarakat serta pentingnya toleransi didalamnya. Untuk mewujudkan hal tersebut maka guru dituntut memiliki pengetahuan atau wawasan yang luas tentang budaya, baik budayanya sendiri, budaya lokal maupun budaya peserta didik. Hal demikian tentunya menjadi kesulitan tersendiri bagi para guru IPS, terlebih dengan kondisinya yang hanya menguasai materi secara luas dan mendalam pada salah satu rumpun IPS saja. Kompetensi Pedagogik Kompetensi pedagogik adalah kemampuan mengelola pembelajaran, termasuk di dalamnya adalah kemampuan guru dalam merancang dan melaksanakan pembelajaran secara efektif dan efisien. Dalam kaitannya dengan pelaksanaan pendidikan multikultural pada mata pelajaran IPS di SMP, maka guru idealnya dapat merancang dan melaksanakan kegiatan pembelajaran yang memungkinkan dapat tumbuhnya kesadaran akan keberagaman budaya serta pentingnya toleransi di dalamnya. Berkenaan dengan hal di atas, maka upaya guru dalam mengembangkan pendidikan multikultural pada mata pelajaran IPS akan terlihat pada RPP yang disusun. Secara spesifik upaya dimaksud akan nampak pada berbagai komponen RPP, antara lain : (1) indikator pencapaian kompetensi, (2) materi pembelajaran, (3) media, alat dan sumber belajar, (4) kegiatan pembelajaran, dan (7) penilaian hasil belajar. Berdasarkan hasil telaah RPP mata pelajaran IPS yang disusun oleh guru di sekolah sampel menunjukkan belum diimplementasikannya secara optimal pendidikan multikultural dalam RPP yang disususn. Selanjutnya, terkait implementasi pembelajaran menunjukkan masih adanya guru yang menggunakan metode pembelajaran konvensional, seperti ceramah dan Tanya jawab secara monoton meskipun dalam perencanaannya menggunakan pendekatan saintifik dengan langkah 5M (Mengamati, Menanya, Mengumpulkan informasi, Mengasosiasi, dan Mengkomunikasikan). Hambatan Pelaksanaan Pendidikan Multikultural Dari Aspek Prasarana dan Sarana Hambatan pelaksanaan pendidikan multikultural pada mata pelajaran IPS di SMP dari aspek prasarana dan sarana ditunjukkan dengan masih terbatasnya prasarana dan sarana yang tersedia guna mendukung lancarnya berbagai kegiatan pembelajaran IPS, khususnya yang berbasis pendidikan multikultural. Hal ini antara lain ditunjukkan dengan : Ketidak tersediaan laboratorium IPS Keberadaan laboratorium IPS menjadi sangat penting dalam krangka menghadirkan miniatur kehidupan masyarakat multikultural. Laboratorium tersebut selanjutnya dapat dimanfaatkan sebagai salah satu sumber belajar. Hal demikian sangat efektif dalam memberikan informasi dan pengetahuan awal serta membangun pemahaman dan kesadaran bahwa diri siswa selalu hidup bersama di tengah manusia lain yang beragam (multikultural). Dengan demikian akan tumbuh nurturant effect pada diri siswa untuk bersedia hidup bersama di tengah perbedaan (multikultural). Hal ini tentu menjadi modal sosial yang sangat strategis dalam rangka membangun kekitaan, saling mengada-kan tidak saling meniadakan di tengah kehidupan bersama yang riil dalam masyarakat multikultural. 235
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Kurangnya ketersediaan alat dan media pembelajaran Dalam pembelajaran IPS di SMP, khususnya dalam pengembangan pendidikan multikultural tentunya harus didukung dengan ketersediaan alat dan media yang diperlukan, seperti LCD, gambar-gambar, video dan lain-lain. Alat dan media tersebut sangat penting dalam krangka membangun pembelajaran yang efektif dan efisien. khususnya dalam mengembangkan pendidikan multikultural. Model Pendidikan Multikultural Pada Mata Pelajaran IPS di SMP Model pendidikan multikultural pada mata pelajaran IPS di SMP, dikembangkan dengan paradigma sebagaimana skema berikut:
Berdasarkan skema di atas dapat dijelaskan bahwa pengembanagn model pendidikan multicultural pada mata pelajaran IPS pada esensinya berorientasi pada pengembangan pembelajaran IPS berdimensi pendidikan multicultural Dimensi pendidikan multicultural dimaksud sebagaimana dikemukakan Banks (1993) meliputi integrasi materi (content integration), proses pembentukan pengetahuan (knowledge construction procwss), reduksi prasangka (prejudice reduction), perlakuan pedagogik tanpa pandang bulu (equity pendagogy). Integrasi materi merupakan upaya guru memberikan atau menggunakan contoh dan materi dari bebagai budaya dan kelompok untuk mengajarkan konsep kunci, prinsip, teori, dan lainlain ketika mengajarkan satu tema tertentu dengan menyisipkan akan adanya kesadaran perbedaan budaya. Contoh: ketika mengajarkan tema 1 kelas IX tentang potensi Indonesia menjadi Negara maju, sub tema B tentang cadangan sumber daya alam yang melimpah, guru menunjukkan berbagai kekayaan alam Indonesia yang tersebar di berbagai wilayah Indonesia, misalnya di Lombok, Sumbawa, Bima, Papua, kemudian dikaitkan dengan bagaimana masyarakat setempat mengelola dan menjaganya sesuai adat/tradisi masing-masing. Selanjutnya dimensi proses pembentukan pengetahuan (knowledge construction procwss) merupakan upaya membantu siswa untuk memahami, mencari tahu, dan menentukan bagaimana suatu pengetahuan atau teori pada dasarnya secara nyata tercipta karena adanya pengaruh budaya, kalangan, dan kelompok tertentu. Sementara itu, reduksi prasangka merupakan upaya guru membantu siswa mengembangkan sifat positif terhadap perbedaan baik dari sisi suku, budaya, ras, gender, status sosial, dan lain-lain. Contoh: tidak benar kalau guru mendorong sikap atau prasangka yang menganggap bahwa orang papua yang berkulit hitam adalah terbelakang, bodoh dan lain-lain dalam proses interaksi di sekolah inilah yang harus dihindari. Guru berkewajiban meluruskan asumsi dan prasangka tersebut. Salah satu cara mengurangi prasangka ini adalah melibatkan siswa melakukan aktivitas bersama dengan orang-orang dari berbagai status sosial, gender, ras, dan lain-lain. Pendidikan atau perlakuan pedagogik tanpa pandang bulu (equity pendagogy) adalah upaya guru memperlakukan secara sama dalam proses pembelajaran di kelas. Kenyataan ini akan 236
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terlihat dari metode yang digunakan, cara bertanya, penunjukan siswa, dan pengelompokan. Contoh: guru tidak hanya menunjuk seorang siswa sebagai ketua kelompok, karena siswa tersebut anak dari kalangan status sosial tertentu lebih tinggi dari yang lain. Selanjutnya, dimensi pendidikan multikultural tersebut idealnya dituangkan oleh guru dalam produk RPP, pengembangan materi dan media pembelajaran. Melalui penanaman semangat multikultural di sekolah-sekolah, akan menjadi medium pelatihan dan penyadaran bagi generasi muda untuk menerima perbedaan budaya, agama, ras, etnis dan kebutuhan di antara sesama dan mau hidup bersama secara damai. paradigma multikultural secara implisit juga menjadi salah satu concern dari Pasal 4 UU N0. 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Dalam pasal itu dijelaskan, bahwa pendidikan diselenggarakan secara demokratis, tidak diskriminatif dengan menjunjung tinggi HAM, nilai keagamaan, nilai kultural dan kemajemukan bangsa.
Kesimpulan Potensi mengembangkan pendidikan multikultural pada mata pelajaran IPS di SMP sebagai upaya penguatan pembentukan karakter siswa sangatlah besar. Potensi tersebut dapat dicermati dari aspek kurikulum, siswa, dan potensi lokal. Dari aspek kurikulum dapat dicermati dari keberadaan sejumlah KD mata pelajaran IPS yang berorientasi pendidikan multikultural. Dari aspek siswa ditunjukkan dengan kondisi obyektif siswa yang multikultural sehingga pendidikan multikultural menjadi kebutuhan. Dari aspek potensi lokal, ditunjukkan dengan keberadaan potensi lokal yang dapat diberdayakan dalam mengembangkan pendidikan multikultural. Terdapat sejumlah hambatan dalam pengembangan pendidikan multikultural pada mata pelajaran IPS di SMP sebagai upaya penguatan pembentukan karakter siswa. Hambatan tersebut dapat dicermati dari aspek guru, serta prasarana dan sarana. Dari aspek guru dapat dicermati dari kompetensi profesional yang menunjukkan bahwa sebagian besar guru IPS di SMPN yang menjadi sampel lokasi penelitian hanya menguasai materi secara luas dan mendalam pada salah satu cabang dari rumpun IPS sesuai latar pendidikannya, yang sangat kontras dengan karakter IPS yang terintegrasi. Selain itu, hambatan dari aspek guru juga dapat dicermati dari kompetensi pedagogik yang ditunjukkan dengan kualitas RPP dan implemnetasinya yang belum berorientasi pendidikan multikultural secara optimal. Dari aspek prasarana dan sarana ditunjukkan dengan kurangnya ketersediaan sarana dan prasarana yang dibutuhkan dalam pengembangan pendidikan multikultural.
Daftar Pustaka Arianto, Sam. 2011. Pendidikan Multikultural. (Online) (http://sobatbaru.blogspot.com, diakses tanggal 12 Desember 2011). BPPLS dan UNISCO. 2001. Standar Minimal Manajemen Pusat Kegiatan Belajar Masyarakat Indnesia. Bandung: BPPLS. Gorski, Paul C. 2010. The Challenge of Defining Multicultur Education. (Online) (http://www.edchage.org/multicultural/initial.html, diakses tanggal 15 Desember2011) James Banks. 1993. Multikultural Education: Historical Development, Dimension, and Practice. Review of Research in Education. USA. Milles, M.S. & Huberman, A.M. 1984. Qualitative Data Analysis : a sourcebook of newsmetode. Beverly Hills. Sage publications. Masyhuri dan Suryanti. 2015. Pengembangan Model Pididikan Multikultural Pada Mata Pelajaran IPS Sebagai Upaya Penguatan Pembentukan Karakter Sisiwa di SMPN Kota Mataram. Mataram, FKIP Universitas Mataram.
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Masyhuru dan Yuliatin, 2008. Solidaritas Sosial Masyarakat Sasak dan Bali dalam Upacara Perang Topat dan Pujawali Pura Lingsar Desa Lingsar Kecamatan Lingsar Kabupaten Lombok Barat-NTB. Mataram, FKIP Universitas Mataram.(Laporan Hasil Penelitian). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 68 tahun 2013 tentang Krangka Dasar dan Struktur Kurikulum sekpolah Menengah Pertama/Madrasah Tsanawiyah. Sudjana, D. 2001. Metode dan Teknik Pembelajaran Partisipatif. Bandung: Falah Production.
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Literacy Development Model in Rural School Area in Indonesia Ahmad Zamzam Mataram University, Indonesia [email protected]
Abstract This study was first year of developmental research which had been focused on the model development of reading and writing literacy for fifth-sixth graders of five rural elementary schools in East Lombok, as the subjects of this research. In this research, literacy basically refers to ability to read and write in a standard Bahasa. At primary education system, it is a core of teaching and learning from the first grade upto secondary school since it is a primary academic tool for a successful student. However, implementation of primary education in rural area is different from urban in some respects. First, most teachers in rural elemantary school area are rarely trained for the professional development in content and classroom management. Second, most learners are less-reading interest because of less supplementary materials to support them as independent learners. Then the school culture as a small community in which students, teachers, and administration staffs meet do not provide a good atmosphere for literacy development. And, an easly accessable library is not ready yet as urban school area where private-learning services outside the schools are also available to promote literate students. Based on the result of this first-year mixed approach method, a prototype model was designed and named with 5P.First P stands for pembiasaan membaca, massive-reading enculturation about fifteen minutes before coming to the classroom; second P stands for pembiasaan berbahasa Inggris di kelas, enculturation of communicating among the teachers and or with the students in English inside the classroom; third P is pembiasaan berbahasa Inggris di luar kelas, enculturation of communicating among the teachers and or with the students in English outside the classroom; fourth P is Penugasanor giving communicative task to the students which is/are completed outside the shool. The last P stands for Perlombaanor literacy competition program followed by the students after final test of each semester to maintain their motivation and promote their literacy progress. Keywords: elementary school, rural area, enculturation, and 5P
Latar Belakang Pendidikan bahasa Indonesia di sekolah dasar pedesaan sangat berbeda dengan pendidikan di sekolah dasar perkotaan. Di sekolah dasar pedesaan di Lombok, murid-muridnya bukan penutur asli bahasa Indonesia, termasuk di desa Teko, Kecamatan Wanasaba, Kabupaten Lombok Timur. Mereka adalah penutur asli bahasa Sasak, baik di sekolah atau pun di luar sekolah. Hal ini berbeda dengan murid-murid sekolah dasar perkotaan, yang sebagian besar penutur asli bahasa Indonesia di dalam atau pun di luar sekolah. Ini tentunya berimplikasi terhadap rendahnya kemampuan berbahasa Indonesia siswa sekolah dasar pedesaan dalam memahami teks-teks bacaan (buku pelajaran) atau pun juga menyelesaikan soal-soal ujian sekolah yang dirancang menggunakan bahasa Indonesia. Mereka mampu membaca tetapi tidak mampu memahami apa yang dibaca dengan baik, salah satunya terkendala dengan kekurangan kosakata. Hasil penelitian yang dilakukan oleh Halimah, dkk (2010), sebagai contoh, menemukan bahwa kemampuan murid-murid sekolah dasar atau madrasah ibtida’iyah di kelas V (lima) MI Miftahul Falah Capang Pasuruan menunjukkan minat dan kemampuan siswa dalam menulis cerita pengalaman mereka masih rendah. Hanya 33,33% dari 30 orang yang dapat mencapai standar ketuntasan belajar minimal 239
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(SKBM) bahasa Indonesia dengan standar 70 (tujuh puluh). Di sisi lain, sebagai alat komunikasi dan juga alat berpikir, kemampuan berbahasa Indonesia menjadi hal yang sangat penting dan strategis dalam pemerolehan dan penguasaan ilmu lain pada mata pelajaran lain, seperti IPA atau IPS yang memanfaatkan bahasa Indonesia sebagai bahasa pengantar. Hasil penelitian Zamzam, dkk. (2011) menunjukkan bahwa ada hubungan yang signifikan antara kemampuan bahasa dengan mata pelajaran lain, seperti Matematika, IPA, atau pun IPS. Ini berarti bahwa kemampuan bahasa Indonesia berkontribusi positif terhadap perkembangan akademik siswa pada bidang yang lainnya. Berdasarkan data dinas Pendidikan dan Olah Raga NTB, tahun 2007/2008, jumlah sekolah dasar di Lombok sebanyak 3,439 dengan jumlah murid sebanyak 618,244. Jika diasumsikan jumlah tersebut setengahnya atau 50% (lima pulu persen) adalah murid sekolah dasar pedesaan, maka terdapat 309,122 orang murid yang berjuang menguasai bahasa Indonesia sebagai alat utama mendapatkan ilmu pengetahuan. Oleh sebab itu, minimal ada empat alasan pentingnya pengembangan kultur sekolah dalam pendidikan bahasa Indonesia, yaitu (1) bahasa Indonesia bukan bahasa pertama (mother tongue) murid sekolah dasar pedesaan; (2) di luar sekolah, seperti di rumah dan tempat pergaulan atau permainan mereka menggunakan bahasa daerah (Sasak) sebagai bahasa pengantar; (3) frekuensi penggunaan bahasa Indonesia di sekolah sangat rendah; dan (4) buku pelajaran dan soal-soal ujian, baik yang diselenggarakan oleh sekolah atau pun ujian nasional, dirancang menggunakan bahasa Indonesia. Bahasa sebagai bagian dari budaya manusia, maka perlu ada upaya yang direkayasa dalam pengembangan kultur sekolah dasar pedesaan untuk menjadikan bahasa Indonesia sebagai bagian dari budaya atau kultur sekolah. Karena peran sekolah sebagai small communityyang menyelenggarakan pengajaran, pembimbingan dan pelatihan untuk mengembangkan potensi peserta didik menjadi kompetensi, maka rekayasa situasi atau atmosfer kultur sekolah tersebut sangat memungkinkan dari berbagai pandangan pemerolehan bahasa.Frymer can Sergiovanni (dalam Sufianto, 2010), seorang ahli pendidikan menyatakan bahwa kultur sekolah mempunyai korelasi positif yang signifikan dengan kualitas lulusan. Artinya, semakin baik kultur sekolah, semakin tinggi kualitas lulusan sekolah tersebut. Sebaliknya, semakin buruk kultur sekolah semakin rendah kualitas lulusannya. Begitu pentingnya kemampuan berbahasa, sehingga masalah kemampuan berbahasa khususnya kemampuan baca-tulis atau literasi menurut Azies dan Alwasilah (1997) dan Akhadiah (1992) di seluruh dunia masalah literasi atau melek huruf ini merupakan persoalan manusiawi sepenting dan semendasar persoalan pangan dan papan. Untuk itu, maka proses pendidikan bahasa sejak di sekolah dasar harus mampu mewujudkan lulusan yang melek huruf dalam arti yang lebih luas yaitu melek teknologi dan melek pikir yang keseluruhannya juga mengarah pada melek kebudayaan. Sementara menurut Brown, dkk (2001) “… themastery of language skills is a prerequisite to over-all academic success at every stage of development from childhood to adult years.” Karena sangat strategisnya usia murid-murid sekolah dasar, yang dikenal dengan critical period(Clark & Clark, 1977), dalam pemerolehan bahasa, maka kultur sekolah yang mampu melayani perkembangan mereka pada dua hal utama, yaitu perkembangan bahasa Indonesia siswa seiring dengan perkembangan mereka pada mata pelajaran lain, menjadi sangat penting. Hal ini juga didasarkan pada hasil penelitian Ajileye (2009) yang menemukan bahwa penggunaan bahasa target (bahasa Indonesia) di luar kelas berpengaruh secara signifikan terhadap perkembangan bahasa siswa pada bahasa target tersebut. Tujuan dan Manfaat 240
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Pengabdian pada masyarakat pada bidang pendidikan ini bermaksud, antara lain: 1. Menerapkan model kultur sekolah dalam pendidikan bahasa Indonesia di sekolah dasar pedesaan, yaitu sekolah dasar yang terdapat di desa Teko, Kecamatan Wanasaba, Kabupaten Lombok Timur, Nusa Tenggara Barat. Model ini merupakan hasil inovasi pendidikan bahasa yang mensinergikan prinsip dasar pemerolehan dan pengajaran bahasa sebagai bahasa sasaran. 2. Bersinergi dengan masyarakat dalam membangun kultur sekolah sebagai small communitydimana siswa mendapatkan pajanan ke dalam bahasa Indonesia secara komprehensif. Masyarakat yang akan dilibatkan, diantaranya yaitu guru, kepala sekolah, komite sekolah di Desa Teko dan Dikpora Kecamatan Wanasaba. Permasalahan dan Solusi Berdasarkan hasil penelitian Zamzam, dkk. (2011) bahwa dari 21 (dua puluh satu) orang guru sekolah dasar pedesaan, hanya 19% setuju bahasa Indonesia dijadikan sebagai bahasa pengatar utama dalam proses pembelajaran dan sebanyak 81% tidak setuju. Guru yang tidak setuju penerapan bahasa Indonesia sebagai bahasa pengatar utama dalam proses pembelajaran memberikan berbagai pertimbangan. Alasan tersebut dapat dikelompokkan menjadi beberapa bagian dan persentasenya dapat dilihat pada tabel 01 di bawah ini. Tabel 1 . Tanggapan guru terhadap penggunaan bahasa Indonesia sebagai bahasa pengantar utama dalam proses pembelajaran Tanggapan
Alasan
Tidak Setuju
Di lingkungan, siswa tidak menggunakan bahasa Indonesia sebagai bahasa pengantar dalam proses interaksi Penggunaan bahasa Indonesia secara totalitas dikhawatirkan tidak dapat mencapai target kurikulum. Kemampuan berbahasa Indonesia siswa masih sangat rendah Sarana tidak mendukung dalam penguasaan bahasa Indonesia sejak kelas awal
Setuju
Bahasa Indonesia merupakan jati diri bangsa Pembiasaan bahasa Indonesia dalam komunikasi interaktif di (lingkungan) keluarga. Adanya peraturan wajib menggunakan bahasa Indonesia di lingkungan sekolah Kerjasama multi pihak dalam kewajiban menggunakan bahasa 241
Persentase (%) 56,25 (%)
15,63 (%)
18,75 (%) 9,38 (%)
40 (%) 20 (%)
20 (%)
6,7 (%)
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Indonesia Sarana pembelajaran harus 13,3 (%) mendukung penguasaan bahasa Indonesia Pada tabel 01 di atas dapat diketahui bahwa kelompok yang tidak setuju penerapan bahasa Indonesia sebagai bahasa pengatar dalam proses pembelajaran di kelas kebanyak (56,25%) beralasan karena pertimbangan siswa tidak menggunakan bahasa Indonesia di lingkungan mereka sehingga itu berdampak terhadap rendahnya kemampuan berbahasa mereka (18,75%) dan juga berpengaruh terhadap rendahnya ketercapain kurikulum (15,63). Hal ini disebabkan juga karena sarana penunjang untuk pemerolehan bahasa tersebut tidak mencukupi (9,38%). Adapun kelompok guru yang setuju (19% dari 21 orang) terhadap penggunaan bahasa Indonesia sebagai bahasa pengatar dalam proses pembelajaran di kelas. Persetujuan mereka sangat nampak sekali lebih pada harapan atau peluang yang dapat dimanfaatkan ke depan. Sebanyak 40% beralasan berbahasa Indonesia sebagai bentuk jati diri masyarakat Indonesia. Masing-masing sebanyak 20% berpikir positif bahwa penggunaan bahasa Indonesia sebagai bahasa pengantar di kelas jika ada peraturan mewajibkan hal itu dan pembiasaan berbahasa Indonesia di luar kelas di samping itu sarana harus memadai. Di sisi lain, ada hubungan yang signifikan antara penguasaan bahasa Indonesia dengan mata pelajaran lain seperti Mata Pelajaran Matematika, Mata Pelajaran IPA, dan Mata Pelajaran IPS (Zamzam, dkk., 2011). Hal ini berarti bahwa kemampuan siswa pada mata pelajaran tersebut seiring dengan perkembangan bahasa mereka. Ini juga dapat dipahami bahwa siswa di sekolah dasar pedesaan seperti di desa Teko, Kecamatan Wanasaba, Kabupaten Lombok Timur juga berjuang menguasai bahasa Indonesia sebagai alat menguasai mata pelajaran yang lainnya. Secara terperinci, permasalahan tersebut dapat disimpulkan dalam table 02 di bawah ini. Tabel 02. Permasalahan dalam Pendidikan Bahasa Indonesia di SD Pedesaan Permsalahan 1. Pajanan pada bahasa Indonesia di dalam kelas rendah 2. Pajanan ke dalam bahasa Indonesia di lingkungan sekolah rendah
3. Pajanan bahasa Indonesia di lingkungan bermain rendah
Indikator Masalah Sebagain besar guru tidak menggunakan bahasa Indonesia di dalam kelas, terutama pada kelas rendah. Siswa sering menggunakan bahasa daerah (Sasak) dalam proses pembelajaran. Interaksi guru-guru lebih sering berbahasa daerah (Sasak); Guru-pegawai lebih sering berbahasa daerah; Guru-siswa sering berbahasa daerah; dan Siswa-siswa lebih sering menggunakan bahasa daerah (Sasak) di lingkungan sekolah. Orang tua (wali siswa) menggunakan bahasa daerah (Sasak) dengan anak di rumah; Siswa berinteraksi dengan sesama teman bermain dengan menggunakan bahasa daerah (Sasak); 242
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Berdasarkan pemetaan masalah tersebut di atas, maka pengabdian masyarakat ini akan diarahkan pada implemntasi program yang direkomendasikan oleh Zamzam, dkk. (2012) sebagai solusi permasalahan tersebut di atas. Mereka merekomendasikan 5P, yaitu Pembiasaan berbahasa di lingkungan sekolah; Pembiasaan berbahasa Indonesia di dalam kelas; Pembiasaan membaca bersama di lapangan 1 – 2 kali seminggu; Penugasan membaca cerita-cerita pendek; dan Perlombaan membaca. 5P ini telah diujicobakan di beberapa sekolah dasar pedesaan di Lombok Timur dengan hasil bahwa ada peningkatan kemampuan berbahasa Indonesia siswa dari dan setelah tindakan 5P diterapkan, baik pada kemampuan reseptif atau pun kemampuan produktif.
Daftar Pustaka Ajileye, S. S.. 2009. The Effect of Exposure to English Language Activities Outside the classroom on written English: A Study of Selected Secondary Schools in Ilorin. Downloaded on 25th Oct. 2009 from http://pdfdatabase.com/download_file_i.php?file=14097613&desc=Language+Acq uisition+in+Different+Situations+.pdf Azies, Furqonul & Alwasilah, A. Chaedar. 1996. Pengajaran Bahasa Komunikatif: Teori dan Praktek. Bandung: Remaja Rosdakarya. Clark, H. Herbert & Clark, V. Eve. 1977. Psychology and Language: An Introduction to Psycholinguistics. United States of American: Harcourt Brace Jovanovich. Depdikbud. 1990. Mengajar Bahasa Indonesia: Untuk Guru Sekolah Dasar. Jakarta: Depdikbud. Dikpora Lombok Timur. 2009. Data Base Pendidikan Kabupaten Lombok Timur. Bappeda. Tidak dipublikasikan. Halimah, dkk.2010. Penerapan Pendekatan Komunikatif Untuk Meningkatkan Kemampuan Menulis Cerita Pengalaman Siswa Kelas V di MI Miftahul Falah Kecamatan Purwodadi Kabupaten Pasuruan. Diambil tgl 15 Mei 2010 dari http://pdflost.com/download/6723952/ Sufianto, Dadang. 2010. Pengembangan Kultur Sekolah yang Dilandasi Nilai-Nilai Akhlaq. Diambil pada tanggal 10 Mei 2010 dihttp://www.priangan20.com/index.php Sumarni, Rita. 2010. Bahasa Sunda sebagai Bahasa Pengantar Pendidikan. Diambil pada tgl 15 Mei 2010 dari http://kickandy.com/index.php/friend/2010/05/04/1358/37/1/4/Bahasa/10 Zamzam, Ahmad. dkk. 2011. Pengembangan Model Kultur Sekolah dalam Pendidikan Bahasa Indonesia di Sekolah Dasar Pedesaan di Lombok Timur. Penelitian Hibah Bersaing Multi Tahun. Dikti.Tahun 2011. ________. dkk. 2012. Pengembangan Model Kultur Sekolah dalam Pendidikan Bahasa Indonesia di Sekolah Dasar Pedesaan di Lombok Timur. Penelitian Hibah Bersaing Multi Tahun. Dikti.Tahun 2012.
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Curriculum Development In Character Student In School Of Natural Bengawan Solo 1
Minsih, 2Hana Navi Muhammadiyah Surakarta Universitity, Indonesia 1 [email protected], [email protected]
Abstract The purpose of this study: 1) to describe the planning, implementation, and evaluation character education contained in the of curriculum of Sekolah Alam Bengawan Solo . 2) to describe the characters developed in the curriculum of Sekolah Bengawan Solo. 3) to describe the role of the curriculum of Sekolah Alam Bengawan Solo to build character education. This study is a qualitative study using an case study design. The technique of collecting data through observation, interviews and documentation. Data validity is tested by triangulation.data analysis technique with an interactive model. The results of this study are: 1) the Sekolah Alam Bengawan Solo has implemented character education that is contained in the curriculum of Sekolah Alam Bengawan Solo. 2) the planning, enforcement, and evaluation of character education in the curriculum of Sekolah Alam Bengawan Solo is integrated in teaching and learning activities, strategy; and learning methods include classroom management; and students, the learning process, learning programs, and extracurricular activities. 3) the character education at the curriculum, developed five main characters are: the love of truth, patience, affection, social instinct and love of each other. 4) the Curriculum of Sekolah Alam Bengawan Solo has an important role to build of students character. Keywords: character education, curriculum
Introduction Basically the character is the basis of the quality of a person to become noble human being. If the quality of the students well and continuously improved, then the student can become a human being beneficial for the environment and the nation's progress. Hidayatullah (2010: 16) argues that "character is a quality or mental strength or morals, morals or manners individual who is a special personality that drives or drive and that differentiates it from other individuals." While character education is everything done by teachers to influence the character of learners (Asmani, 2013: 31). From these explanations, it can be seen character education should be implemented. Implementation of character education in schools, can redirect and strengthen the student's character. Character education can be more meaningful when providing experience and nature, as a source of student learning. As expressed by the Ural (2009: 1253) which states that "primary education shall provide a natural environment and programs, with practice opportunities, given the cognitive, emotional, kinesthetic intelligence for students' character development." Solo Nature School is a private elementary school-based nature. Natural School Solo develop existing curriculum / set the previous government, into the school curriculum-based Natural Solo character education. Referring competency standards set of Indonesia that nature as a medium of learning in order to establish the character of students. Integeration character in the curriculum school, especially in elementary schools, of course, can make students' character. Nature School Curriculum Bengawan Solo, nature as a medium of learning in order to 244
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establish the character of students. The curriculum is based on the experience in the schools meant to develop the personality of students. As disclosed Orlandina and Marin (2014: 207) which states "curriculum related to personal development can be approached discipline a way." Nature School Curriculum Solo diintregasikan through structured experiences for students on nature by learning methods Spiderweb. Nature School Curriculum Solo terintregrasi in morals curriculum, Curriculum Science / Knowledge, Curriculum Leadership / Leadership, and Curriculum Entrepreneurship / Entrepreneurship. Excellence in this curriculum is to utilize the resources the area around the river Bengawan Solo which is a form / form of indigenous culture and local economic potential around. Based on the results of observational data, documentation, and interviews can be seen Sekolah Alam Solo has implemented character education. Character education is specifically carried out since the first establishment of the School. It was motivated by the lack of attention of Indonesian society today against the student's character. Whereas merit, relying heavily on his character. Character education is also carried out to be able to print the generation of quality, so that later can be beneficial for some and advance the nation
Methods This research is descriptive qualitative research. Data collection techniques used in this study was the observation, semistructured interviews and documentation. Observations in this study, focused on the activities of teachers and students in the learning process both during teaching and learning activities in the programs of study at the School. Interviews in this study is a semistructured. Documents used to collect data in this study is a profile document Sekolah Alam Bengawan Solo, teacher data; and students as well as photo documentation and video support. The validity of this research data using triangulation techniques This study uses data analysis techniques interactive models to determine the implementation of character education curriculum implementation case studies Sekolah Alam Bengawan Solo. According Sugiyono (2015: 370-375), "data analysis interactive model consists of three grooves namely data reduction, data presentation and conclusion / verification." Reduction phase is focused on reducing the data from interviews regarding the planning, implementation and evaluation of educational character contained in the curriculum of the School of Natural Bengawan Solo. Presentation of research data described in the form of words. Drawing conclusions / verification is a new finding that had not been there. In this study gives an overview of the curriculum based on the characters that have been implemented Sekolah Alam Solo well. The curriculum of the School of Natural Solo, gradually able to redirect and strengthen the students into a positive character. Teaching and learning activities to process the charge contained pembelajarann subjects; and local content, school programs and extracurricular activities are also arranged to support character education terlaksanannya optimally.
Results and Discussion Results Planning, Implementation, and Evaluation of Character Education in the School Curriculum Nature Bengawan Solo. Planning, Implementation, and Evaluation of Character Education in the School Curriculum Nature Bengawan Solo, consisting of: (1) planning study, which consisted of a charge of learning materials, determining the theme of learning, the charge materials are created by Spiderweb format (a format maps in profit-learning concept profit). (2) 245
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Provision of facilities / devices that support learning, which consists of the preparation of teaching materials that suit the needs of students, the textbooks, the practices and all the ingredients that can support learning. (3) Planning learning program, which consists of determining the procedures in the running learning programs. (4) Characteristics of the students, among other things is to understand each student's personality and character that allows teachers to determine the appropriate learning strategies and best. Implementation of character education in the school curriculum Nature Solo integrated in teaching and learning activities that include strategies; and methods of learning; classroom management and students, the learning process, learning programs and extracurricular activities. Evaluation of character education in the School of Natural Solo, carried out by monitoring first. Monitoring the implementation of character education, carried out directly by the principal to participate actively in the learning process that takes place at the School of Natural Bengawan Solo. In the implementation process of monitoring carried out jointly. That means, the process of monitoring and evaluating the implementation of character education in schools was also carried out based on the relationship of the school with their parents at home. Usually implemented in the event Jagongan together parents, in a night camp program and Jagongan SABS. But besides relationships with parents through group Whats App (WA) each class, as well as direct meetings such as pick up students return in school, and also through short messages that discuss school programs and child development. To investigate the implementation of character education has been running optimally, it needs a way to measure its success. How to measure the success of character education is to give school projects, through programs and activities as well as daily observations carried out by the students at the school. Besides the role of parents and the surrounding community sphere also participated in evaluating the implementation of character education in schools. Values Character Developed Natural School Bengawan Solo. Character education curriculum of the School of Natural Solo emphasis on the eight main characters, namely: Love truth, Strength of will, ambition, patience, affection, social instinct, love others, and Generosity. The values of these characters, a character value interrelated and build on each lain.Berdasarkan observations and interviews that have been done, there are some characters that are developed using the values of love of truth, patience, compassion, social instinct and love for others. In growing and menguatakan character values are developed, implemented analysis of the context of the conditions and potential schools. Role of Natural Solo School Curriculum in Developing Character Students. Nature School Curriculum Solo has an important role in building the character of students. One role of a character-based curriculum can make students' character output. Implementation of character education is inseparable from the role and support of parents and the surrounding community. Discussion Planning, Implementation, and Evaluation of Character Education in the School Curriculum Nature Bengawan Solo. Planning character education curriculum of the School of Natural Solo basically takes place in several stages. These steps can be described below:
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1. Do the analysis of the context of the condition and potential of the School of Natural Solo to implement character education. In this analysis the set of character values that will be developed in the educational unit. 2. Preparation of themes, programs and planning documents in accordance with the teaching of the school curriculum which includes plans for school activities in a range of short and long 3. Socialization good policy to teachers, students, and parents of students. 4. Planning conditioning made in relation to the provision of school facilities, provision of exemplary teachers, and the creation of a comfortable school atmosphere for learning. Implementation of Character Education in the School Curriculum Nature Bengawan Solo, emphasizing the students to experience learning material directly taught. In the character-based curriculum implementation there are some characters that are developed school, include: the love of truth, patience, compassion, social instinct and love for others. Implementation of character education in the curriculum of the School of Natural Solo on implementation, covering all aspects of learning in school, which consists of teaching and learning activities, strategies and methods of learning that includes classroom management and students, the learning process, learning programs which include: program shanties Wednesday legi, green lab, Out Tracking Fun Adventure (OUTFA), Outbound, Night camp, Jagongan SABS, lunch group, have lunch together, janitor, librarian, clerk mysterious inventor goods, and personnel activities and extracurricular activities. Implementation of character education is also inseparable from exemplary and habituation good attitude. Through the integration of character education implementation that is contained in kurikululum and developing a good attitude, certainly can make students' character. Natural School Solo using character-based learning methods and integrated with nature. Exemplary method used is a major aspect in the School of Natural Bengawan Solo in the implementation of character education. Suhendi (2012: 106), revealing that the methods or strategies that are used in the school of nature is to: (1) The exemplary method, (2) methods of affection (ie methods of mother tongue language of love), (3) the method is appropriate, should mean serving children from the holistic aspects of a candidate khalifatullah that includes soul, mind, spiritual, and body / bodies. Exemplary balanced with compassion and totality of educating students, it can automatically build the character of students at the School for the better. In the research entitled Implementation of Character Formation Curriculum in Grade III SD Ta'mirul Islam Surakarta conducted by Warsito and Samino (2015) states that the evaluation of character education is also done through the implementation of activities in the form of characters designed in the supervision and monitoring of activities. Evaluation of character education in the curriculum of the School of Natural Solo to be monitored regularly by the principals and teachers directly. Monitoring is done on the fact the behavior of students in the field, observations and records regarding student behavior in a rapot narrative and direct reports from teachers and students, the implementation of school programs that have been implemented related to student behavior habituation character. The curriculum in addition to forming students become more humane, also emphasizes student learning outcomes in the cognitive, affective, and psychomotor. Values Character Developed Natural School Bengawan Solo Character education curriculum of the School of Natural Solo developed five main characters namely: the love of truth, patience, compassion, social instinct and love for others. The character is implemented through learning activities, strategies and methods of 247
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learning that includes classroom management and students, the learning process, learning programs, and extracurricular activities. Character values that are implemented in the School of Natural Bengaean Solo through habituation and exemplary for students. This is similar to relevant research conducted by Nur Aisyah, Emosda, and Suratno (2009). The study, entitled Implementation of Character Education in SDIT Nurul Ilmi city of Jambi. The results showed character values developed in Nurul Ilmi also implemented through habituation and exemplary for students, teachers and other education personnel by applying the core values of the characters so that the realization of student character in line with expectations. Role of Natural Solo School Curriculum in Developing Character Students Here's role in building the character of students' curriculum, among others: 1. curriculum as a strong base and guidelines for implementing an optimal character education in schools, the curriculum directs all forms of educational activities for the achievement of educational goals. 2. The curriculum can improve the quality of students. Character-based curriculum can produce outputs students in aspects of learning in the cognitive, affective and psychomotor which constituted a strong character, so as to give birth to a superior generation for the advancement of national and state life better in the present and future. 3. Giving a push to create schools that berkakter to strengthen the character within the school community through acculturation good attitude. 4. Play an active role in increasing the power of reason and provide stimulus the school community, to be able to analyze and develop the characters individually or jointly applied in the form of work that can be justified and beneficial for the community as well as the preservation of the natural surroundings. Solo Nature School has implemented character education by involving the scope of the family and the surrounding community. Natural School Solo forming character-based school curriculum so that students automatically acquire character values, when students enter the school environment. Character education should be carried out continuously, from time to time.All school community, both the principal, teachers and students play an active role melaksanaan each character education.
Conclusion Based on the results of research and discussion, it can be concluded are: The planning, execution and evaluation of character education in the school curriculum Nature Bengawan Solo as follows: a. Planning character education curriculum of the School of Natural Solo include: lesson planning, provision of facilities / devices that support learning, planning learning programs, and study the characteristics of the students. b. Implementation of character education in the curriculum of the School of Natural Solo, through integrated teaching and learning activities, strategies and methods of learning that includes classroom management and students, the learning process, learning programs, and extracurricular activities. c. Evaluation of the implementation of character education in the curriculum of the School of Natural Solo monitoring is carried out through first. Monitoring was conducted on the fact data behavior of students in the field, observations and records regarding student behavior in a rapot narrative. Meanwhile, to measure the success of character education in schools, and evaluated in terms of activity during learning, especially school programs by involving parents in controlling the student's character. 248
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Character education in school curriculum Nature Bengawan Solo developed five main characters namely: the love of truth, patience, compassion, social instinct and love of neighbor are integrated into the teaching and learning activities, teaching and learning strategies, learning processes, learning programs and extracurricular activities in school Nature School Curriculum Solo has an important role in building students into character, which is directing the school to become a school of character, the basis for the implementation of character education and provide stimulus to be able to develop the character of the school community.
Bibliography Hidayatullah, Furqon. 2010. Pendidikan Karakter: Membangun Peradaban Bangsa. Jakarta: Gramedia Pustaka Utama. Mudlofir, Ali. 2011. Aplikasi Pengembangan Kurikulum Tingkat Satuan Pendidikan dan Bahan Ajar dalam Pendidikan Agama Islam. Jakarta: PT Rajagrafindo. Noor, M. Rohinah. 2012. Mengembangkan Karakter SiswaSecara Efektif di Sekolah dan di Rumah. Yogyakarta: Pedagogia. Orlandina, Ivan (Bulie) Amelia dan Marin Elena. 2014. “From learning about to learning to be in the National Curriculum for Primary Schools.” Journal of Psychology and The Realities of The Contemporary World 127 204-208. Diakses pada 5 November 2015 (http://www.sciencedirect.com/science/article/pii/S1877042814023325). Samani, Muchlas dan Hariyanto. 2011. Konsep dan Model Pendidikan Karakter. Bandung: PT Remaja Rosdakarya. Sugiyono. 2015. Metode Penelitian dan Pengembangan (Research and Development). Bandung: Alfabeta. Suhendi. 2012. Belajar Bersama Alam (dengan Kurikulum Muatan Lokal yang Hidup). Bogor: Sou Publisher. Ural, Ayhan. 2009. “Good Elementary Education.” Journal of World Conference on Educational Sciences: New Trends and Issues in Educational Sciences 1 (1) 1249-1254. Diakses pada 5 November 2015 (http://www.sciencedirect.com/science/article/pii/S1877042809002262). Warsito dan Samino. 2014. Implementasi Kurikulum dalam Pembentukan Karakter Siswa Kelas III SD Ta’mirul Islam Surakarta. Jurnal Profesi Pendidikan Dasar, Vol. 1, No. 2. Surakarta: Universitas Muhammadiyah Surakarta.
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Mapping of Local Wisdom of West Nusa Tenggara to Developing Ecology Textbook 1
Hunaepi 2Nova Kurnia 3Laras Firdaus 1,3 Dosen Prodi Pendidikan Biologi FPMIPA IKIP Mataram, Indonesia 2Dosen Prodi Pendidikan Kimia FPMIPA IKIP Mataram, Indonesia 1 [email protected]@[email protected]
Abstract West Nusa Tenggara is a province consisting of various tribes including Sasak, Samawa and Mbojo. Various cultures born of the lives of the people who later became a local wisdom. Local wisdom has wise values that can be integrated in learning activities, one of them in the course of ecology. However, based on empirical studies that obtained the integration of local wisdom, especially in the subject of ecology has not been done by the lecturers. To perform such integration, it is necessary to do the mapping of local wisdom which is expected to become the basis of the development of ecology textbook. The results of the mapping that has been done such as in Lombok Island there are habits of the people to take care of rice plants by placing the combustion of worms nyale (Eunica fucata) whose scent to insects, and on Sumbawa Island known tradition keep the forbidden forest by indigenous communities who once held when they hunting and find medicinal plants. The values of local wisdom is very important to be maintained, so values of local wisdom in NTB can be mapped and preserved, that results can be used as the basis of the development of ecology textbooks so that the integration of the local wisdom values in the learning process can be achieved. Keywords: local wisdom, ecology textbook
Pendahuluan Provinsi Nusa Tenggara Barat terdiri atas dua pulau besar yaitu Pulau Lombok dan Pulau Sumbawa. Kedua pulau tersebut dihuni oleh penduduk asli yang berbeda satu sama lain. Suku Sasak mendiami Pulau Lombok dan Suku Sambawa dan Mbojo di Pulau Sumbawa. Kehidupan dari suatu masyarakat melahirkan banyak kebudayaan dalam berbagai aspek. Kebudayaan ini merupakan kearifan lokal yang sanagat berharga dan penting untuk dipertahankan. Kearifan lokal adalah koleksi fakta, konsep, kepercayaan, dan persepsi masyarakat ihwal dunia sekitar. Ini mencakup cara mengamati dan mengukur alam sekitar, menyelesaikan masalah, dan memvalidasi infomasi. Keraf (2002) mengatakan bahwa kearifan lokal adalah semua bentuk pengetahuan, keyakinan, pemahaman atau wawasan serta adat kebiasaan atau etika yang menuntut prilaku manusia dalam kehidupan di dalam komunitas ekologis. Sedangkan Ibrahim (2014) menyatakan kearifan lokal (local wisdom), dapat dipahami sebagai gagasan-gagasan, nilai-nilai, pandangan-pandangan setempat (lokal) yang bersifat bijaksana, penu kearifan, bernilai baik, yang tertanam dan diikuti oleh anggota masyarakat. Singkatnya kearifan lokal adalah proses bagaimana pengetahuan dihasilkan, disimpan, diterapkan, dikelola, dan diwariskan. Ada beberapa ciri kearifan lokal yaitu : (1) berdasarkan pengalaman, (2) teruji setelah digunakan berabad-abad, (3) dapat diadaptasi dengan kultur kini, (4) padu dalam praktek keseharian masyarakat dan lembaga, (5) lazim digunakan oleh individu atau masyarakat secara keseluruhan, (6) bersifat dinamis dan terus berubah, (7) sangat terkait dengan sistem kepercayaan (Al Wasilah et al., 2009).
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Jika mengkaitkan antara ciri-ciri kearifan lokal dengan sains, tampak beberapa poin memiliki kesamaan. Diantaranya ciri kearifan lokal berdasarkan pengalaman dan teruji setelah digunakan beradab-abad. Pengalaman ini bersumber dari kebiasaan orang-orang dulu untuk melakukan sesuatu misalnya pengobatan dengan tanaman tertentu yang efektif meredakan sakit meski saat itu mereka belum memahami ilmu pengetahuan. Hal ini merupakan suatu perilaku sains yang memang harus berdasarkan pengalaman dengan adanya suatu pembuktian, misalnya dalam bentuk eksperimen atau percobaan. Kearifan lokal sebagai sumber pembelajaran sains (biologi, kimia dan fisika) akan lebih bersifat kontekstual. Pengembangan pembelajaran dengan berbasis kearifan lokal sangat membantu proses belajar peserta didik dan mengajar guru (Susanti, 2013). Beberapa penelitian lain yang telah menggunakan kearifan lokal daerahnya diantaranya Suardana (2010) yang mengembangkan suatu model praktikum kimia dasar berbasis budaya Bali untuk mahasiswa pendidikan kimia. Konsep praktikum ini mengacu kepada fenomena budaya Bali seperti: a) penentuan kadar basa dari awon (Bahasa Bali yang artinya abu dapur) sebagai pestisida alami masyarakat Bali dan b) konsep Apah (plasma dasar) dalam Bhuwana Alit (tubuh manusia) sebagai larutan buffer. Selain itu Sudiatmika (2010) juga mengembangkan suatu alat ukur tes literasi sains dalam konteks budaya Bali. Laporan dari Kurnia et al (2016) juga menyebutkan potensi pangan khas Lombok, Nusa Tenggara Barat dapat dijadikan sebagai kasus untuk perkuliahan kimia bahan makanan. Oleh karena itu, potensi kearifan lokal dapat dimanfaatkan untuk topik perkuliahan. Ekologi sebagai salah satu bagian dari ilmu biologi mempelajari tentang bagaimana mahluk hidup dapat mempertahankan kehidupannya dengan megadakan hubungan antar mahluk hidup dan dengan benda tidak hidup di dalam tempat hidunya atau lingkungannya. Haekel (1866) ekologi adalah ilmu komprehensif yang mempelajari hubungan antara organisme dan lingkunganya. Buku ajar merupakan salah satu sumber pembelajaran bagi mahasiswa calon guru. Buku ajar menurut Dick and Carey (1996) merupakan seperangkat materi/substansi pelajaran yang disusun secara sistematis, menampilkan sosok utuh dari kompetensi yang akan dikuasai oleh mahasiswa dalam kegiatan pembelajaran. Buku ajar/bahan ajar yang efektif menurut Gerlach and Ely (1980) harus memenuhi syarat 1) ketepatan kognitif, 2) tingkat berpikir, 3) biaya, 4) ketersedian bahan, dan 5) mutu teknis.
Buku ajar ekologi berbasis kearifan lokal yang dikembangkan merupakan buku ajar yang mengintegrasikan antara nilai-nilai kearifan lokal dengan konten materi ekologi. System nilai budaya tertentu. System nilai budaya itu sendiri menurut Koentjaraningrat (1987) terdiri dari konsep-konsep yang hidup dalam alam pikiran sebagai warga masyarakat menegnai hal-hal yang harus mereka anggap amat bernilai dalam hidup. Hal ini bermakna bahwa system nilai yang ada di masyarakat tersebut akan termanifestasikan dalam prilaku kehidupan masyarakat sehari-hari, baik itu terwujud dalam bentuk kearifan-kearifan lokal maupun tradisi lainnya. Selain itu kearifan lokal yang diintegrasikan ke dalam materi ekologi adalah terkait dengan keadaan ekologi lokal seperti pertanian, perikanan, hutan, dan laut. Kajia empiris ditemukan bahwa, saat ini belum pernah disusun suatu buku ajar ekologi dengan memanfaatkan kearifan lokal Nusa Tenggara Barat. Oleh karena itu, penelitian ini dilakukan untuk memetakan berbagai jenis kearifan lokal dari masyarakat Nusa Tenggara Barat sehingga dapat menjadi dasar untuk mengembangkan buku ajar ekologi.
Metode Penelitian Penelitian ini menggunakan metode deskriptif dengan teknik wawancara terhadap budayawan di Pulau Lombok dan Pulau Sumbawa serta masyarakat setempat. Sebagai informan dari 251
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penelitian ini yaitu budayawan Lombok, antara lain Ketua Pengemban Budaya Sasak Kota Mataram dan Ketua Pengemban Budaya Sasak Kabupaten Lombok Tengah, Budayawan Pulau Sumbawa dan akademisi yang bergerak di bidang kearifan lokal. Adapun instrumen penelitian yang digunakan yaitu pedoman wawancara, catatan lapangan dan kamera untuk alat dokumentasi.Prosedur penelitian dimulai dengan melakukan wawancara terhadap budayawan di Pulau Lombok dan Pulau Sumbawa untuk menggali informasi terkait kearifan lokal daerah. Setelah mendapatkan informasi tersebut, dilakukan pengambilan data berikutnya ke tempat dimana berlangsung kegiatan yang memuculkan kearifan lokal tersebut. Wawancara dilakukan pada bulan April 2016 selama 2 minggu. Lokasi pengambilan data yaitu di Kabupaten Lombok Tengah, Kota Mataram, Kabupaten Sumbawa dan Kabupaten Bima, Provinsi Nusa Tenggara Barat.
Hasil dan Pembahasan Kearifan lokal Pulau Lombok : Pemeliharaan Hutan Adat Desa Bayan Hutan adat di kawasan kaki Gunung Rinjani khususnya di Kecamatan Bayan, Kabupaten Lombok Utara dikelola langsung oleh masyarakat Wetu Telu Bayan. Mereka mempunyai suatu peraturan yang dikenal sebagai awig-awig dan tetap terpelihara hingga sekarang. Bagi mereka yang melanggar awig-awig pemeliharaan hutan, maka akan diberikan sanksi sesuai hukum adat yang telah ada (Jayadi et al., 2014).
Gambar 1. Komunitas Adat Bayan Masyarakat adat suku sasak di lombok memandang hutan pada dasarnya terbagi dalam dua kawasan yakni pawang dan gawah. Pawang merupakan kawasan hutan yang dikeramatkan dimana terdapat sekumpulan pepohonan besar yang biasanya terdapat sumber mata air sehingga tidak dapat diganggu sama sekali. Sedangkan gawah merupakan daerah yang diaman terdapat pepohonan dan aneka satwa sebagai tempat berburu dapat dikelola dan dioetik hasilnya secara kestari atas ijin dari pemangku. Dalam kesederhanaan cara pandang tersebut terkandung kearifan terhadap kelestarian lingkungan. Penggolongan suatu kawasan hutan sebagai pawang merupakan mekanisme untuk melindungi dan melestarian fungsi hutan sebagai daerah tangkapan air yang termasuk sebagai kawasan yang dilindungi. Sedangkan gawah merupakan kawasan hutan yang menjadi salah satu sumber penghidupan yang dimanfaatkan dan diambil hasinya secukupnya sesuai dengan kebutuhan masyarakat dan jauh dari niatan eksploitasi untuk dijual ke pasar dan komoditi. Kearifan lokal ini menggambarkan bagaimana seharusnya menjaga keberlansungan kelestarian hutan, sehingga ekosistem dalam hutan dapat terjaga dan tidak rusak. 252
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Keberadaan awik-awik dalam pelestarian hutan khusnya di daerah Bayan menjadi jaminan kelestaria hutan dan menjaga keseimbangan ekosistem alam. Tradisi Bau Nyale Tradisi “Bau Nyale” merupakan salah satu tradisi turun-temurun yang rutin digelar oleh masyarakat Lombok. Bau berarti menangkap dan Nyale berarti sejenis cacing laut. Nyale yang ditangkap dibungkus dengan daun kelapa dan dibakar untuk dijadikan sayur. Sisa pembakaran ini biasanya oleh masyarakat diletakkan di tengah tanaman sawah untuk mengusir hama karena aromanya yang tidak disukai.
Gambar 2. Nyale (cacing laut) Membersihkan Lantai Rumah dengan Kotoran Sapi Kebiasaan masyarakat Dusun Sade, Lombok Tengah cukup unik yaitu lantai rumahnya yang berbahan dasar tanah sari (tanah gunung) dilumuri dengan kotoran sapi. Hal ini dilakukan oleh masayarakat dengan tujuan agar lantai tanah tidak berdebu dan menyebabkan kotor. Kegiatan mengepel dengan kotoran sapi ini dilakukan bervariasi tergantung kebutuhan, biasanya sekali dalam seminggu. Bagi masyarakat setempat, sapi sangat dekat dengan kehidupan sehari-hari yaitu untuk mengelola sawah. Hal ini karena mayoritas masyarakat Pulau Lombok berprofesi sebagai petani.
Gambar 3. Membersihkan lantai rumah dengan kotoran sapi Penggunaan Daun Mindi sebagai Pestisida Alami Tanaman mindi (Melia azedarach linn.) telah dikenal oleh masyarakat Tete Batu, Lombok Timur sebagai insektisida alami. Aroma dan baunya yang menyengat sangat tidak disukai oleh hama wereng. Sekali penyemprotan membutuhkan 100-200 lembar daun mindi. Tanaman mindi tergolong tumbuhan perdu yang tumbuh liar atau sengaja ditanam sebagai pelindung pada perkebunan kopi dan teh. Hampir seluruh bagian tumbuhan ini telah dimanfaatkan dalam pengobatan berbagai penyakit secara tradisional. Daun, buah, kulit batang dan kulit akar tumbuhan ini dijadikan bubuk kemudian diseduh dengan air panas untuk digunakan sebagai obat diare, cacing, dan penyakit lainnya. Hasil skrining fitokimia 253
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dari daun tanaman ini menunjukkan terdapatnya senyawa metabolit sekunder seperti steroid, alkaloid, fenol, flavonoid, polifenol dan glikosida (Pokhrel et al., 2015).
Gambar 4. Daun Tanaman Mindi Kearifan lokal di Pulau Sumbawa: Aturan Adat Mungka Suku samawa di Sumbawa, menjaga hutan mereka dengan aturan adat yang bernama Mungka. Mungka merupakan kegiatan menjaga hutan larangan oleh masyarakat adat yang sekaligus dilaksanakan ketika mereka mencari nafkah dalam kawasan hutan seperti berburu dan mencari tumbuhan obat. Kegiatan ini diatur dengan aturan adat, yaitu Biat. Bila ditemukan ada yang menebang pohon yang belum cukup umur akan dikenakan sanksi dan denda. Sanksinya berupa orang tersebut harus menanam pohon yang sama sebanyak 3 pohon sedangkan dendanya biasanya harus menyediakan hewan sebagai korban yang nantinya akan dimakan bersama oleh masyarakat dan juga orang tersebut dilarang untuk masuk kawasan hutan selama satu tahun. Kearifan Masyarakat Teluk Saleh Teluk Saleh, salah satu tempat wisata favorit yang ada di Nusa Tenggara Barat tidak hanya menghadirkan pesona alam lewat pasir putih serta biru lautnya, tetapi beragam kekayaan alam yang dapat dimanfaatkan oleh masyarakat Teluk Saleh yang sebagian besar berprofesi sebagai nelayan.atkan waktu surut ar laut untuk menangkap kanjepan Masyarakat pesisir Teluk Saleh biasanya memanfaatkan waktu surut air laut untuk menangkap kanjepang atau kerang berekor. Cara penangkapannya pun terbilang sangat mudah tanpa menggunakan bahan kimia.Cukup bermodalkan cangkul untuk menggali sekitar pesisir pantai yang banyak dihuni oleh kerang berekor yang terkenal memliki sumber protein yang cukup tinggi.
Gambar 5. Menangkap kerang berekor di Teluk Saleh Ketahanan Pangan dalam Tradisi Ampa Fare Tradisi Ampa Fare merupakan sebuah ritual menyimpan padi di uma lengge (rumah kerucut) yang dilakukan oleh masyarakat Desa Maria, Kabupaten Bima, Nusa Tenggara Barat. Ampa Fare diambil dari dua kata yaitu Ampa yang berarti mengangkat, 254
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mengangkut atau menaikkan sesuatu ke atas, dan Fare yang berarti padi atau hasil bumi. Uma lengge berbentuk kerucut, atap dan dindingnya terbuat dari alang-alang, memiliki tiga lantai, diaman lantai 1 merupakan tempat duduk-duduk, lantai 2 tempat menyimpan palawija dan lantai 3 tempat menyimpan padi. Tradisi ini diperkuat dengan adanya legenda Fare Ma Lingi (padi menangis) menunjukkan tingginya penghormatan masyarakat Bima akan padi.
Kesimpulan Kearifan lokal yang terdapat di Nusa Tenggara Barat kaitannya dengan ilmu ekologi khususnya di Pulau Lombok diantaranya pemeliharaan hutan adat Bayan, tradisi Bau Nyale, membersihkan lantai rumah dengan kotoran sapi, dan penggunaan daun mindi sebagai insektisida alami. Sementara di Pulau Sumbawa diantaranya Aturan adat Mungka, Kearifan masyarakat pesisir Teluk Saleh dan ketahanan pangan dalam tradisi Ampa Fare. Nilai kearifan lokal tersebut dapat dijadikan sebagai dasar dalam pengembangan buku ajar ekologi. Ucapan Terima Kasih Ucapan terima kasih untuk Ketua Pengemban Budaya Sasak Kota Mataram dan Lombok Tengah serta Budayawan Pulau Sumbawa dan akademisi yang bergerak di bidang kearifan lokal.
Daftar Pustaka Al Wasilah, A.C., Suryadi, K dan Karyono, T. (2009). Etnopedagogi landasan praktek pendidikan dan pendidikan guru. Bandung: Kiblat. Dick, Walter and Carey. 1996. The Systematic Design of Instructio. New York: Longman. Gerlach, Vernon S. and Donald P. Ely. 1980. Teaching and Media: A Systematic Approach. Second Edition. Englewood Cliffs, New Jersey: Prentice Hall, Inc Ibrahim, M. 2014. Inovasi Pembelajaran Sains Berbasis Kearifan Lokal. Makalah Disampaikan pada Seminar Nasional FPMIPA IKIP MATARAM 2014. Makalah Prosiding hal.xv –xxiv. Jayadi, E. M., Soemarno., Yanuwiadi, B., dan Purnomo, M. (2014). Local wisdom transformation of Wetu Telu community on Bayan forest management, North Lombok, West Nusa Tenggara. Research on Humanities and Social Sciences, 4(2): 109-118. Kurnia, N., Liliasari., Adawiyah, D. R., dan Supriyanti, F. M. T. (2016). Aspek Fungsional dan Keamanan Pangan Khas Lombok Untuk Perkuliahan Kimia Bahan Makanan. Prosiding Seminar Nasional Kimia. FMIPA Universitas Mataram Keraf, S.A. 2002. Etika Lingkungan. Penerbit Buku Kompas. Jakarta Koentjaraningrat. 1987. Kebudayaan, Mentalitas, dan Pembangunan. Jakarta: Gramedia. Pokhrel, B., Raut, S., dan Rijal, S. (2015). Phytochemical screening, antimicrobial and antioxidant activity of Melia azedarach leaves in methanol solvent. World Journal of Pharmacy and Pharmaceutical Sciences, 4(7): 1562-1575. Suardana, I.Y. (2010). Pengembangan model praktikum kimia dasar berbasis budaya Bali untuk meningkatkan keterampilan berpikir kritis mahasiswa calon guru kimia. (Disertasi). Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Bandung. Sudiatmika, A.A.I.R. (2010). Pengembangan alat ukur tes literasi sains siswa SMP dalam konteks budaya Bali. (Disertasi). Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Bandung. Susanti, I.L.M.A. (2013). Developing digital storytelling based local wisdom through blended learning as an innovative media for teaching English at eighth grade students of SMP Negeri 1 Petang in the academic year 2012/2013. Asia-Pasific Collaborative Education Journal, 9 (2), hlm. 95-102. 255
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The Ability Mathematics Connection Through Krulik & Rudnick Matematics Problem Solving Strategy and Problem Based Learning Karlimah Univesitas Pendidikan Indonesia, Indonesia. [email protected], [email protected]
Abstract It is important for every individual to have the ability to connect mathematics. Mathematical connection ability makes it easy to find a solution in solving mathematical problems and also problems of daily life. With the ability to connect mathematics, can show and use the good relationships between concepts, topics, other disciplines, as well as problems of daily life. Mathematics connection ability can be developed through problem-based learning and models problem-solving strategies Krulik and Rudnick. From the model of learning and learning strategies solving the problem, obtained a description of mathematics that can make individuals learn math, so it has the ability to connect math on aspects of linking concepts / topics in mathematics and other disciplines and everyday life. Keywords: Connection Abilities Mathematics, Problem Based Learning, Models
Pendahuluan Lima daya matematika yang harus dipahami para praktisi pendidik yaitu penalaran, koneksi, komunikasi, representasi, pemecahan masalah (NCTM: 2000; NAEP: 2002). Lima daya matematika yang harus dimiliki setiap siswa yang belajar matematika. Banyak ditemui bahwa masih sedikityang dipahami guru dalam memberi pelajaran matematika. Banyak guru kelas di sekolah dasar(SD) bahkan guru matematika yang tidak menargetkan daya matematika ketika membuat rencana pelaksanaan pembelajaran (RPP) maupun ketika melaksanakan pembelajaran matematika. Pembelajaran matematika masih dilaksanakan hanya untuk mencapai keterampilan menyelesaikan soal saja. Apabila hanya keterampilan menyelesaikan soal matematika saja dalam belajar matematika, menandakan para siswa hanya mendapat pengalaman menyelesaikan soal matematika. Suatu pengalaman yang kurang berarti dan tidak bermakna, karena siswa hanya mendapat pengalaman tampak matematika saja sementara esensinya yaitu daya matematika tidak difasilitasi guru untuk dialami hingga dimiliki siswa. Belajar matematika bagi setiap siswa dimulai dari membilang dan menulis lambang bilangannya. Bilangan diperoleh dari membilang setiap himpunan, dapat pula ditentukan dari menggabungkan dua himpunan yang disebut dengan menjumlah. Bilangan dapat pula diperoleh dari menggabungkan beberapa himpunan yang sama secara berulang yang disebut dengan perkalian. Di sini kita dapat melihat terdapat salah satu daya matematika dalam menentukan hasil penjumlahan dan perkalian yang diperoleh dari penggunaan konsep yang sama yaitu menggabungkan himpunan-himpunan. Keterkaitan konsep menjumlah dan mengali ini menunjukkan daya matematika koneksi. Begitu pula kita tahu kalau hasil dari 137 – 45 = 92 adalah benar, melalui cara memeriksa apakah 92 + 45 = 137? Hal ini pun menunjukkan bahwa terdapat koneksi antara penjumlahan dengan pengurangan. Cara belajar matematika yang memberi fasilitas koneksi ini yang memberi pengalaman esensi belajar matematika. Siswa akan memperoleh pemahaman bahwa matematika itu tidak terpartisi melainkan terdapat koneksi. Perolehan pemahaman ini akan membawa siswa menemukan koneksi-koneksi lain baik antar konsep, antar disiplin ilmu, maupun dengan kehidupan seharihari. Tentu pengalaman ini akan menunjukkan bahwa belajar matematika itu tidak perlu 256
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mengingat konsep-konsep atau rumus-rumus melainkan berpikir melalui konsep untuk menyelesaikan soal maupun masalah. Meskipun contoh koneksi dari operasi hitung 137 – 45 = 92 dengan 92 + 45 = 137 sering dikerjakan siswa, namun pembelajaran operasi hitung pengurangan dan penjumlahan dilaksanakan secara terpisah, sehingga memberi kesan operasi hitung pengurangan dan penjumlahan tidak memiliki koneksi. Kondisi ini membuat siswa menerima beban untuk mempelajari banyak materi tunggal yang harus dikuasai. Apabila dalam pembelajaran matematika masih memberikan fasilitas belajar konsep, topik, penentuan rumus, maupun pemecahan masalah secara terpisah baik ditinjau dari antar konsep, topik, maupun dengan mata pelajaran lain, maka sulit bagi siswa untuk memahami dan menyukai matematika. Padahal dengan mengoneksikan konsep-konsep, topik-topik siswa akan memperoleh carabelajar matematika secara berkelanjutan. Dengan demikian, jika siswa memahami satu konsep kemudian dikoneksikan ke konsep lain, maka dengan mudah siswa menguasai konsep-konsep berikutnya. Jelas sudah bahwa kemampuan koneksi matematika sangat perlu dimiliki oleh siswa. Untuk itu, guru sudah selayaknya memberikan fasilitas pembelajaran yang cocok digunakan kepada siswa. Salah satu peran guru sebagai fasilitator adalah memberikan bimbingan, motivasi dan fasilitas belajar bagi siswa untuk mencapai tujuan yang diharapkan. Untuk itu perlu menciptakan pembelajaran yang efektif, yaitu pembelajaran yang mempertimbangkan ketercapaian kemampuan koneksi matematika. Beberapa hasil penelitian menjawab banyak cara untuk memberi fasilitas belajar dan memperoleh kemampuan komunikasi matematika. Diantaranya dua cara yang dapat menumbuhkan kemampuan komunikasi matematika adalah penggunaan strategi pemecahan masalah model Krulik dan Rudnick serta penggunaan model pembelajaran berbasis masalah. Dua cara yang akan dipaparkan dalam artikel ini pula adalah hasil penelitian yang memberikan informasi khusus dalam kemampuan koneksi yang diperlihatkan siswa sekolah dasar (SD) dalam koneksi antar topik dan koneksi dengan kehidupan sehari-hari.
Metode Penelitian Metode penelitian menggunakan metode eksperimen dengan desain quasi eksperimen. Bentuk desain yang digunakan adalah nonequivalent control group design sebagai berikut. E
O1
K
O3
X
O2 O4
Keterangan: E = kelompok eksperimen K = kelompok kontrol X = perlakuan terhadap kelompok eksperimen Sampel yang diteliti adalah siswa kelas V SD di populasi wilayah Barat Kota Tasikmalaya Provinsi Jawa Barat. Perbedaan pencapaian kemampuan koneksi matematika yang diteliti dapat dilihat dari hasil uji beda secara inferensial dari pencapaian hasil tes dan observasi antara kelompok eksperimen (O2 – O1) dan kontrol (O4 – O3).
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Hasil Penelitian dan Pembahasan Kemampuan koneksi matematika yang diperoleh dari hasil penelitian dengan menggunakan strategi pemecahan masalah serta pembelajaran berbasis masalah menunjukkan keberhasilan yang signifikan. Khususnya, perolehan siswa akan kemampuan koneksi matematika dengan kehidupan sehari hari lebih baik dibanding kemampuan koneksi antar topik.Cara untuk meningkatkan kemampuan koneksi matematikatersebut dilaksanakan melalui strategi pemecahan masalah, yaitumengajar bagaimana memecahkan persoalan matematika melalui pemberian arahankepada siswa agar memahami dan menguasai materi dengan menggunakan langkah pemecahan masalah. Sebagai contoh untuk siswa sekolah dasar adalah tentang perbandingan dan skala. Masalah perbandingan dan skala dapat dikoneksikan dengan materi lain dalam matematika, dengan disiplin ilmu lain (misal dengan IPS dalam membuat peta) atau dalam kehidupan sehari-hari (misal menyatakan perbandingan banyak anak laki dan perempuan di suatu wilayah).Dapat pula materi jarak dan kecepatan, karena materi ini merupakan materi yang banyak menggunakan topik lain dalam matematika dan ada dalam kehidupan sehari hari. Strategi pemecahan masalah dalam penelitian ini menggunakan strategi model Krulik dan Rudnick, yang mengenalkan lima (5) tahapan pemecahan masalah yang mereka sebut sebagai heuristik. Heuristik adalah langkah-langkah dalam menyelesaikan sesuatu tanpa harus berurutan. Dalam bukunya “Teaching Reasoning and Problem Solving in Elementary School” mereka mengkhususkan langkah ini diajarkan di Sekolah Dasar. Lima tahap strategi pemecahan masalah yang dimaksud adalah: 1. Tahapan Read and Think (Membaca dan Berpikir) Kegiatan ini meliputi pengidentifikasian beberapa fakta yang terkait dengan permasalahan serta mengidentifikasi pertanyaan dan mendeskripsikan atau memvisualisasikan situasi pada permasalahan agar siswa lebih mudah memahami permasalahan. Selanjutnya adalah menjelaskan setting dan menentukan tindakan selanjutnya. Pada tahap pertama siswa dimungkinkan untuk dapat menyesuaikan kesamaan visualisasi situasi atau bahkan mencari situasi yang serupa yang pernah ia alami atau temukan (koneksi dengan kehidupan sehari-hari) 2. Tahapan Explore and Plan (Ekplorasi dan Merencanakan) Pada tahap ini kegiatan nya meliputi mengorganisasikan informasi, mencari apakah ada informasi yang sesuai/diperlukan, menggambar/mengilustrasikan model masalah, dan membuat diagram, tabel atau gambar. Tahap ini siswa dapat mengeksplor informasi yang diperlukan untuk menyelesaikan permasalahan, dalam hal ini kemampuan yang dituntut adalah kemampuan mengkoneksikan antar topik materi ataupun disiplin ilmu lain. 3. Tahapan Select a strategy (Memilih Strategi) Kegiatan ini meliputi menemukan/membuat pola, bekerja mundur, coba dan kerjakan, simulasi atau eksperimen, penyederhanaan atau ekspansi, membuat daftar berurutan, dedukasi logis, dan membagi atau mengkategorikan permasalahan menjadi masalah sederhana. 4. Tahapan Find an Answer (Mencari Jawaban) Kegiatan ini meliputi memprediksi, menggunakan kemampuan berhitung, menggunakan kemampuan aljabar, menggunakan kemampuan geometris dan menggunakan kalkulator jika diperlukan. 5. Tahapan Reflect and Extend (Refleksi dan Mengembangkan) Kegiatan ini meliputi memeriksa kembali jawaban, menentukan solusi alternatif, mengembangkan jawaban pada situasi lain, mengembangkan jawaban (generaliasai atau konseptualisasi), mendiskusikan jawaban dan menciptakan variasi masalah dari masalah asal. 258
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Keberhasilan yang sama diperoleh dariPembelajaran Berbasis Masalah (PBM) yaitu model pembelajaran yang memiliki lima fase yang memberi peluang untuk mengembangkan keterampilan berpikir (penalaran, komunikasi, dan koneksi) dalam memecahkan masalah. Selain itu, dari segi pedagogiknya PBM didasarkan pada teori belajar konstruktivisme yang menganggap bahwa siswa mengkonstruk pengetahuan secara aktif melalui pemahaman atas pengalaman mereka kini dan masa lalu. Kedua cara mengembangkan koneksi matematika ini, mengharuskan siswa mengambil peran aktif dalam memilih dan mengelola informasi, mengkonstruk hipotesisnya, memutuskan dan kemudian merefleksikan pengalaman mereka untuk menentukan bagaimana pengetahuan ini dapat mereka transfer ke berbagai situasi. PBM yang digunakan dalam penelitian ini berupa pembelajaran yang menyajikan suatu masalah dunia nyata yang relevan dengan pengalaman siswa dan sesuai dengan materi pelajaran yang akan disampaikan, dengan mempertimbangkan kepentingan dan kebutuhan siswa. Masalah yang disampaikan berupa sarana untuk membangun keterampilan berpikir dan memecahkan masalah sehingga memperoleh pengetahuan baru dan pengalaman belajar yang lebih nyata. Masalahnya berupa soal non rutin dan tidak lengkap yang menutut siswa untuk menggunakan daya pikirnya dan mencari informasi atau mengeliminasi masalah yang tidak diperlukan. Selain itu, masalahnya autentik dan melibatkan disiplin ilmu lain. Hal ini untuk membangkitkan pengalaman kognitifnya dan memahami koneksi dari tiap bidang ilmu. PBM yang digunakan dalam penelitian ini mengikuti aliran pikiran utama yang berkembangan pada abad dua puluh, yaitu Dewey, Piaget & Vigotsky, Barret, Ward & Lee, Hmelo & Evensen, Ibrahim & Nur, Liu, Miao Yongwu (Karlimah: 2010, hlm. 32 – 40). Dengan demikian siswa belajar matematika untuk memiliki kemampuan koneksi melalui pengkondisian kelas yang memiliki iklim laboratorium pemecahan masalah terhadap soal unik yang menarik untuk diselesaikan melalui interaksi sosial yang kondusif supaya terjadibrainstorming sehingga soal dapat diselesaikan melalui penemuan sendiri. Di samping itu, dengan konsep scaffoldingguru membantu siswa mengembangkan kapasitas kemampuan melalui pertanyaan-pertanyaan membimbing. Lebih jelas, PBM yang dilaksanakan mengikuti lima indikasi menurut Arend (2012, hlm. 397), yaitu:1).Pengajuan pertanyaan atau masalah yang ada pada kehidupan sehari-hari berupa soal non rutin, sehingga soal tidak dapat dijawab dengan jawaban sederhana dan memerlukan usaha keras untuk dapat menyelesaikannya. 2). Berfokus pada keterkaitan antar disiplin. Meskipun PBM ini dipusatkan pada matematika, tapi masalah dipilih supaya solusinya menghendaki siswa untuk mempelajari banyak mata pelajaran. 3). Memberi fasilitas penyelidikan autentik/investigasi authentic, berupa aktivitasmencari solusi masalah dengan cara menganalisis dan menemukan informasi, mengadakan eksperimen (jika memungkinkan), membuat inferensi dan menarik kesimpulan. 4). Menuntut hasil/produk/karya dan unjuk kerja yang menjelaskan solusi yang diperoleh dan didemonstrasikan pula. Produk berupa proses diskusi mencari solusi dan hasil berupa catatan kerja/jawaban disertai model fisik/ilustrasi yang dibuat. 5) Ada kerjasama dengan teman yang memberi motivasi dan meningkatkan kesempatan penyelidikan dan dialog bersama, serta mengembangkan keterampilan sosial. Dengan demikian, PBM yang digunakan membantu siswa membangun kemampuan berpikir koneksi dalam memecahkan masalah dan keterampilannyamelalui berbagi pengalaman bersama teman. Karena itu dalam PBM penilaian tidak hanya didasarkan pada hasil pembelajaran namun juga pada saat pembelajaran berlangsung. PBM yang dimaksud, dilaksanakan melalui kegiatan sebagai berikut.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9 Fase Fase 1
Kegiatan Orientasi siswa pada situasi masalah.
Fase 2
Mengorganisasikan siswa untuk belajar. Membimbing penyelidikan individual maupun kelompok.
Fase 3
Fase 4
Mengembangkan menyajikan hasil karya.
Fase 5
Menganalisis mengevaluasi pemecahan masalah.
dan
dan proses
Tindakan Guru Menjelaskan tujuan pembelajaran, logistik yang dibutuhkan untuk menyelasaikan tugas, memotivasi siswa agar terlibat pada aktivitas pemecahan masalah yang dipilihnya. Membantu siswa medefinisikan dan mengorganisasikan tugas belajar yang berhubungan dengan masalah tersebut. Mendorong siswa untuk mengumpulkan informasi yang sesuai, melaksanakan eksperimen untuk mendapatkan penjelasan dan pemecahan masalah. Membantu siswa dalam merencanakan dan menyiapkan karya yang sesuai sebagai hasil pelaksanaan tugas, misalnya berupa laporan, video dan model serta membantu mereka untuk berbagi tugas dengan temannya. Membantu siswa untuk melakukan refleksi atau evaluasi terhdap penyelidikan mereka dan proses yang mereka tempuh atau gunakan.
Supinah dan Sutanti, T. (2010, hlm. 21)
Simpulan Kemampuan koneksi matematika dapat ditingkatkan pada siswa SD apabila pembelajaran matematika memberikan fasilitas belajar dengan menggunakan strategi pemecahan masalah model Krulik dan Rudnick atau Pembelajaran Berbasis Masalah (PBM) dalam menyelesaikan soal non rutin (masalah). Masalah yang memunculkan proses penyelesaian dengan koneksi pada konsep atau topik lain dalam matematika masih perlu ditambah intensitasnya, supaya kemampuan koneksi antar konsep atau topik pun menjadi lebih baik lagi. Di samping itu, tindakan guru dirasa penting dalam mengkoordinir dan menuntun siswa belajar secara kooperatif dan aktif dalam menyelidiki untuk mengumpulkan data yang diperlukan, berhipotesis dan menjelaskannya kemudian merencanakan dan memberikan pemecahan bahkan mengembangkan atau menyajikan artefak untuk kemudian dianalisis dan dievaluasi kembali dengan proses pemecahan masalah.
Daftar Pustaka Arend, Richard. (2012). Learning to Teach. McGraw-Hill Companies: USA. NCTM.(2000). Principal and Standards for School Mathematics. Online. Tersedia di http://www.nctm.org/standards/conte nt.aspx?id=16909.pdf [diakses 22 Januari 2015] NAEP.(2002). Mathematics Framework for the 2003 National Assessment of Educational Progress. Washington, DC : National Assessment of Educational Progress. Karlimah. (2010). Mengembangkan Kemampuan Komunikasi dan Pemecahan Masalah serta Disposisi Matematis Mahasiswa PGSD melalui Pembelajaran Berbasis Masalah. Bandung: UPI Pasca. Disertasi Tidak Diterbitkan. Krulik, S. Dan Rudnick, J.A. (1995). The New Sourcebook for Teaching Reasoning and Problem Solving in Elementary School. Temple University: Boston. Supinah dan Sutanti, T. (2010). Pembelajaran Berbasis Masalah di SD. Yogyakarta: PPPTK Matematika.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Role of Mathematics in Education Based Pesantren Kusno Universitas Negeri Yogyakarta, Indonesia [email protected]
Abstract Pesantren is the oldest populist educational institution who has strong roots in the Indonesian Islamic community. With the policy of the boarding school of the roof should receive kahadiran mathematics as a compulsory subject. The presence of mathematics in schools controversy. Some people think that mathematics including lessons 'secular' so that it responds to the cold mathematics, partly responding to the presence of mathematics with a warm yet not understand the substance of mathematical interest in the life of schools, so the presence of the math becomes less meaningful. This study aims to describe the role of mathematics in schools based education. Appraisal method using literature review and hermiunitika. The results showed that the role of mathematics in education schools is very urgent, especially for developing the process of thinking critically and creatively, build akhlakul-karimah, as literacy spiritual, mengeksplanasi Al-Quran and Hadith, serving the implementation of Islamic law in particular charity, Mawaris, and the reckoning, as well as solve social and religious issues. Keyword : education, mathematics, school, spiritual, think.
Pendahuluan Pesantren sebagai lembaga pendidikan populis yang memiliki akar kuat pada masyarakat Islam Indonesia, dalam perjalanannya mampu menjaga dan mempertahankan keberlangsungan dirinya sebagai salah satu pilar pendidikan bangsa.yang khas.Pesantren merupakan lembaga pendidikan tertua dan dianggap sebagai produk budaya Indonesia telah teruji mampu melahirkan tokoh-tokoh bangsa yang handal dalam sejarah nasional Indonesia. Dalam sejarah perkembangannya, pesantren banyak mengalami berbagai perubahan dari salaf (tradisional) menjadi khalaf (modern) karena tuntutan kehidupan, misalnyaadanya kebijakan pemerintah yang memperkenalkan sistem pendidikan dengan memberikan perhatian pada sains dan matematika.Kebijakan ini memunculkan kontroversi bagi sebagian masyarakat. Golongan pertama yang menganggap bahwa matematika merupakan mata pelajaran ‘sekuler’ kurang merespon perubahan. Anggapan tersebut melahirkan sikap apriori terhadaap matematika, sehingga pelajaran matematika menjadi tidak berharga bahkan disia-siakan, pelajaran matematika hanya menjadi ‘momok’ yang menakutkan sehingga kurang diminati siswa. Sedangkan golongan kedua yang menganggap bahwa semua ilmu berasal dari Allah swt., maka cepat merespon perubahan dengan mengubah kurikulumnya, walaupun mereka belum dapat melihat hubungan yang mesra antara matematika dengan pendidikan pesantren. Dengan ini maka kurikulum di pesantrenpun berubah menjadi semakin kaya. Pesantren tidak lagi hanya menyuguhkan pendidikan agama dan pengembangan karakter, namun juga membekali kecakapan bernalar/berpikir untuk pemecahan masalah dan keterampilan kerja. Masuknya sains dan matematika dalam pendidikan pesantren diharapkan dapat menguatkan pesantren sebagai lembaga pengkajian Islam yang memberikan ruang bagi pengembangan pemikiran yang lebih mendalam menuju terwujudnya integrasi islam dan sains.Dalam pandangan Islam sains dan matematika adalah merupakan ayat-ayat kauniyah yang terbentang di alam dan pikiran manusia sebagai bahasa simbolik yang mengungkap rahasia-rahasia alam. Tugas kita adalah menggali dan mentadaburi ayat-ayat tersebut agar dapat bermanfaat bagi 261
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
peningkatan kualitas hidup dan kehidupan yang lebih bermartabat dalam rangka mensyukuri nikmatNya. Masuknya matematika dalam pendidikan pesantren harus memberi aura baru dalam mewujudkan tujuan pesantren. Sekurang-kurangnya matematika mampu berfungsi untuk mendukung kemampuan nalar dan pembentukan kepribadian peserta didik (P4TK: 2011). Hal ini mengandung implikasi bahwa peran matematika dalam pendidikan pesantren tidak hanya untuk membangun cara berpikir yang logis dan sistematis namun juga mampu membangun nilai-nilai postif yang sejalan dengan fitrah manusia sebagai makhluk Tuhan. Dengan kata lain bahwa matematika dalam pendidikan pesantren menjadi dalil aqli yang tidak dapat dipisahkan dari dalil-dalil naqli (Al-Quran dan Sunnah). Sejalan dengan misi Al-Quran yaitu kebenaran itu sendiri, maka matematika harus dapat diterima secara logis, konsisten, dan tidak ada pertentangan satu sama lain sebagaimana sifat dari Al-Quran itu sendiri. Al-Quran bersifat konsisten dan tidak ada kontradiksi sebagaimana Firman Allah swt. “ Apakah mereka tidak memperhatikan Al-Quran? Kalau Al-Quran itu bukan dari sisi Allah, tentulah mereka mendapat pertentangan yang banyak di dalamnya”. (QS: 4: 82). Ayat tersebut secara implisit menegaskan bahwa Al-Quran itu juga bersifat matematis karena terdiri dari proposisi-proposisi yang mutlak kebenarannya dalam kesatuan argumen valid. Dengan demikian matematika dan Al-Quran saling bersinergis untuk membangun peserta didik mewujudkan proses berpikir kritis dan konsiste. Berdasarkan uraian tersebut diatas maka yang menjadi masalah adalah: Bagaimana peranan matematika dalam pendidikan pesantren? Permasalahan tersebut sangat urgen untuk dipecahkan mengingat pentingnya peran pesantren dalam wacana pendidikan nasional yang lebih holistik.
Pembahasan Peranan Matematika Dalam Proses Berpikir Pertanyaan Allah swt, pada Al-Quran Surat Al-Baqoroh ayat 44 yaitu, “ Apakah kalian tidak berpikir?” yang diulangi lagi pada Al-Quran Surat Ali_Imran ayat 65, menunjukkan bahwa berpikir merupakan hal yang sangat penting yang diwajibkan dalam Islam. Dalam matematika prosess berpikir sejalan dengan atribut matematika, yaitu proof, extension, application, characteritation, exixtence, abstraction, dan generalization. (Widodo: 2015). Masing-masing atribut akan memberikan pengaruh terhadap aspek berpikir kritis, kreatif, dan filosofis. Berpikir kritis merupakan proses berpikir yang melibatkan alasan logis, interprstasi, analisis dan evaluasi terhadap suatu informasi agar dapat membuat keputusan yang valid dan reliable. Nelson (2013). Berpikir kritis adalah konsep yang bersifat kompleks karena melibatkan keterampilan kognitif dan disposisi afektif yang dapat dijadikan guru sebagai wahana untuk membelajarkan pemahaman konsep secara efektif.Lebih jauh Nelson mengatakan bahwa berfikir kritis adalah berfikir yang memeriksa, menghubungkan, dan mengevaluasi semua aspek dari situasi atau masalah. Termasuk di dalamnya mengumpulkan, mengorganisir, mengingat, dan menganalisa informasi. Berfikir kritis termasuk kemampuan membaca dengan pemahaman dan mengidentifikasi materi yang dibutuhkan dan tidak dibutuhkan. Ini juga berarti mampu menarik kesimpulan dari data yang diberikan dan mampu menentukan ketidak konsistenan dan pertentangan dalam sekelompok data. Berfikir kritis adalah analitis dan refleksif. MenurutLisa dan Diane (2010) pengembangan keterampilan berpikir kritis sangat penting khususnya dalam pendidikan formal karena selalu digunakan dalam menggapai kesuksesan hidup terutama mengantisipasi perkembangan dunia yang sangat cepat. Kegiatan belajar yang dapat membangkitkan proses berpikir kritis antara lain adalah: 262
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Disajikan soal dan jawabannya Jawaban memuat kesalahan (konsep atau perhitungan) Siswa mencari kesalahan, memperbaiki, dan menjelaskan Contoh: Terdapat sebuah soal matematika sebagai berikut: Jumlah uang yang disedekahkan oleh Ibrahim (dalam jutaan rupiah) untuk pembangun masjid sama dengan jumlah uang yang dimiliki Budi untuk persediaan berangkat haji. Berapakah jumlah uang Ibrahim dan Budi? Lalu siswa mengerjakan sebagai berikut: Misal jumlah uang Ibrahim = a dan uang Budi = b Maka: a = b ..........diketahui a.b = b.b ...........kedua ruas dikalikan bilangan yang sama a.b-a2 = b2-a2............kedua ruas ditambah bilangan yang sama a(b-a) = (b-a)(b+a) ............karena hukum distributif a = b+a ............karena kedua ruas dibagi bilangan b-a a = a + a ............karena nilai b= a seperti diketahui awal a = 2a ............penyederhanaan a+a = 2a 1 =2 ............kedua ruas dibagi dengan a Karena 1 = 2 maka jumlah uang Ibrahim dan Budi adalah 2 atau 4 juta rupiah a. Bagimana pendapatmu terhadap jawaban siswa tersebut? b. Mengapa terjadi jawaban 1 = 2 apakah ada langkah yang salah yang dilakukan oleh siswa tersebut? Berikan alasan selengkapnya. Kreatif merupakan bentuk sinergi antara kecerdasan emosional dan kecerdasan intelektual. Orang yang memiliki kemampuan tertentu tidak cukup untuk menghasilkan karya tanpa adanya kemauan dan sebaliknya.Lee-Kyung Hwa (2005) menjelaskan bahwa ada empat faktor kepribadian kreatif yaitu rasa ingin tahu, kemandirian, tanggungjaawab dan konsisten. Berpikir kreatif terkait dengan gaya berpikir seseorang dalam pemecahan masalah (Karlyn Adams:2005). Berfikir kreatif sifatnya orisinil dan reflektif. Hasil dari keterampilan berfikir ini adalah sesuatu yang kompleks. Kegiatan yang dilakukan di antaranya menyatukan ide, menciptakan ide baru, dan menentukan efektifitasnya. Berfikir kreatif meliputi juga kemampuan menarik kesimpulan yang biasanya menelorkan hasil akhir yang baru. Trevor Davies (2000) menyarankan bahwa untuk pengembangan kreativitas memerlukan media teknologi. Menurut Pratiwi& Ichsan ( 2005), perilaku kreatif seseorang dapat dilihat dari beberapa indikator, yaitu : (1) memiliki rasa ingin tahu yang besar yang ditandai dengan sikap suka bertanya terhadap hal-hal yang belum dipahami, antusias dalam merespon suatu informasi, selalu mencari informasi terbaru, (2) menyukai tantangan yang ditunjukkan dengan perilaku berani mencoba sesuatu yang baru, ulet dan tidak mudah putus asa, (3) selalu optimis, yang ditunjukkan dengan sikap tidak mudah menyerah, yakin dengan kemampuan diri / percaya diri, (4) berpikiran terbuka, yang ditunjukkan dengan sikap mau mendengar nasehat orang lain, mau mendengar saran dari orang lain, (5) senang berimajinasi yang ditunjukkan dengan sikap senang membuat karya tulis, cerpen, puisi dan pintar berkomunikasi, (6) tidak terpaku pada asumsi yang ada misalnya mau mencari ide baru atau solusi baru dari masalah yang dihadapi dan (7) melihat problem sebagai peluang yang ditunjukkan dengan sikap menghadapi masalah dengan pikiran tenang, dan tidak langsung mengambil keputusan dari suatu masalah. Kegiatan yang dapat merangsang creative thinking (Cochran: 2008) antara lain adalah sebgai berikut: Setelah penyelesaian, siswa diminta membuat keputusan. Dasar keputusan: gagasan atau pengalaman pribadi Siswa menjelaskan dasar keputusan Kondisi soal tetap, tidak berubah 263
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Fokus pada problem Fokus pada cara lain Contoh: Jarak rumah Aisyah dengan masjid Agung Baiturrahman 2 km, dan jarak masjid agung Baiturrahman dengan rumah Hasna 7 km. Berapakah jarak dari rumah Aisyah ke rumah Hasna? Ada berapa kemungkinan jawab yang benar? Peranan Matematika Dalam Pembentukan Akhlak Dalam Islam, akhlak merupakan komponen yang sangat penting setelah iman. Bahkan ibadahpu merupakan bagian dari akhlak, yaitu akhlak hamba terhadap kholiqnya. Lebih dari semua itu Rosululloh saw tidak diutus kecuali untuk memperbaiki akhlak (HR. Bukhori) dan kesempurnaan iman seseorang adalah yang baik akhlaknya (HR. Muslim). Adapun akhlak yang dapat dibangun dari sifat matematika antara lain adalah jujur dan kerjasama. Kejujuran merupakan bentuk pengakuan secara terbuka baik secara lisan, tulisan maupun sikap terhadap suatu situasi yang sesui dengan kenyataan yang ada. Kejujuran merupakan bentuk energi perilaku yang mampu mengendalikan keinginan pripadi sesuai dengan tuntutan kebenaran dan keadilan. Kejujuran merupakan sikap ksatria yang harus dijunjung tinggi yang akan membawa seseorang pada kebenaran, dan kesuksesan. Sebaliknya berbohong akan menggelincirkan seseorang kehilangan kepercayaan. (Gottman: 1998). Kejujuran tumbuh sebagai bentuk tanggungjawab yang tidak lepas dari nilai keyakinan dan prinsip hidupnya. Bentuk-bentuk kejujuran yang perlu dikembangkan dalam pembelajaran misalnya: (1) berbicara benar sesui fakta, (2) mengakui karya orang lain, (3) tidak suka mencontek, (4) tidak melakukan plagiat dalam karyanya (5) menerima kebenaran dan berbicara benar sesuai fakta/ orisinalitas dalam setiap karya/pekerjaan. Kejujuran dalam matematika dapat dibangun melalui dua cara yakni pertama embeded dengan sifat material matematika yang selalu taat azas, menghargai proses dan hasil secara cermat; kedua dapat dilatihkan dari kontruksi pembelajaran yang menuntut pengalaman belajar siswa. Kegiatan yang dapat merangsang sifat jujur misalnya menyusun karya ilmiah mandiri, kunjung karya atau karya kunjung, cmmunication skills, dan argumentation skills. Selain itu bisa juga dapat dibangum melalui proses simulasi modelling sebagai berikut: Pada suatu hari Harun pernah mendapat amanah dari ibu guru untuk membagikan uang sebesar Rp 200.000, kepada teman-temannya yang datang ke sekolah sebelum jam 06.00 wib. Sesampainya di sekolah ia menanyakan kepada temannya apakah ada yang datang ke sekolah sebelum jam 06.00 wib? Ternyata tak ada satupun yang datang sebelum jam 06.00 wib. Harun tidak jadi membagikan uang tersebut namun mengembalikannya ke bu guru. Mengapa Harun tidak membagikan uang itu kepada teman-temannya? Apa yang terjadi jika Harun tetap membagikan uang kepada teman dekatnya? Karena tidak ada siswa yang datang ke sekolah sebelum jam 06.00 WIB, maka tidak ada yang berhak menerima sehingga Haruntidak dapat membagikan uang tersebut kepada siapapun dan akhirnya mengembalikauang tersebut kepada ibu guru. Tidak dapat dilakukan operasi pembagian dengan kata lain tidak terdefinisi atau p = 200.000/0 tidak terdefinisi.Permasalahan diatas menunjukkan bahwa proses pembagian mensyaratkan adanya unsur yang dibagi (pembilang) dan yang membagi (penyebut) dengan syarat penyebutnya ada. a Hal ini secara matematis ditulis p = , a,b R, dan b ≠ 0. Bilangan pecahan adalah b a bilangan yang dapat dinyatakan dalam bentuk , a,b R, dan b ≠ 0. Jika ia tetap b 264
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membagikan uang tersebut kepada teman dekatnya ( atau tidak jujur dan amanah) maka akan terjadi kesalahan berantai. Kerjasama merupakan bentuk kecerdasan sosial yang sangat penting untuk membangun kekuatan dan kesempurnaan bersama. Kerjasama dibangun berdasarkan azas heterogenitas dalam kemampuan, karakter, gender, suku, dan budaya agar dapat melatih kemampuan adaptasi ( baik asimilasi maupun akomodasi), toleransi, empati, jiwa penolong, modeling, dan tanggungjawab kelompok. Vygotsky ( dalam Slavin: 2000) menyarankan sikap kerjasama dalam proses belajar sehingga siswa dapat berinteraksi dalam mengerjakan tugas-tugas dan saling memunculkan strategi memecahkan masalah. Bentuk-bentuk kerjasama yang penting dikembangkan dalam proses pembelajaran antara lain adalah: (1) tanggungjawab terhadap tugas individu dalam kelompok, (2) penyesuaian diri dalam kelompok, (3) bekerja dalam kelompok, (4) memberikan usul inisiatif, (5) menjaga kekompakan, (6) pandai menghargai pendapat orang lain, (7) sopan santun dalam setiap perilaku. Untuk membangun perilaku kerjasama dalam pembelajaran matematika dapat dilakukan melalui dua cara juga yaitu melalui sifat material matematika dan kegiatan matematika. Adapun sifat material matematika yang dapat membangun perilaku kerjasama adalah sebagai berikut: Pada pembahasan mengenai jumlah dua bilangan pecahan yang penyebutnya berbeda, siswa ditunjukkan bahwa operasi penjumlahan antara pembilang dengan pembilang hanya dapat dilakukan bila penyebutnya disamakan terlebih dahulu. 1/3 + 1/2 = 2/6 + 3/6 = (2+3)/6 = 5/6 a/b + c/d
= ad/bd + bc/bd = ( ad + bc)/bd
Hal ini dapat digunakan untuk membangun perilaku kerjasama misalnya dengan pesan moral berikut:Kerjasama yang akan kalian jalin dengan orang lain tidak akan berhasil kecuali bermusyawarahlah terlebih dulu untuk menyamakan persepsi. Oleh karena itu Alloh swt berfirman bermusyawarahlah kalian dalam suatu urusan. Kegiatan yang dapat merangsang kerjasama dapat dilakukan melalui penerapan model pembelajaran kooperatif dan kolaboratif. Dapat juga disajikan materi yang dapat membangun filosofi kerjasama.Contoh kegiatan yang dapat membangun kerjasama antara lain: Disediakan sebuah botol, sebuah pensil dan tiga utas benang. Pensil tersebut diikat dengan tiga benang yang masing-masing diikatkan pada tiga kaki siswa yang berbeda. Selanjutnya ketiga siswa diminta memasukkan pensil dengan cara menarik benang masing-masing. Kegiatan ini untuk menentukan resultan dari tiga vektor. Untuk membangun filosofi kerjasama dapat dilakukan kegiatan sebagai berikut: Siswa diminta menyiapkan daerah lingkaran dengan titik pusat di O. Bagilah daerah lingkaran tersebut ke dalam 7 jurung yang kongruen. Masing-masing juring diberi warna merah-jingga-kuning-hijau-biru-nila dan ungu. Berilah semacam as pada pusat daerah lingkarang dengan menggunakan jarum, lalu putarlah dan amati warna yang terjadi. Apakah masih tampak warna-warni daerah lingkaran tersebut? Mengapa terjadi? Dapatkah kalian mengambil faedah dari kejadian ini? Peran Matematika Dalam Literasi Spiritual Matematika sekolah sebagai suatu kegiatan, dapat digunakan untuk literasi spiritual untuk wahana dakwah membangun ketinggian martabat. Untuk menanamkan rasa takut (khauf), rasa cinta (mahabbah), dan harap (roja’) kepada Alloh swt., maka matematika harus diletakkan pada konteks aktivitas atau modelling yang menintegrasikan unsur-unsur matematika dan spiritual. Misalnya ingin mengkonstruksi sifat taqwa dengan indikator takut berbuat dosa 265
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dengan menekankan aspek berpikir kritis dan kreatif dalam melakukan pembagian bilangan pecahan, sebagai berikut: 1 Karena rasa haus yang menimpanya Abubakar pernah minum liter susu pemberian seorang 2 yang tidak dikenal tanpa bertanya terlebih dahulu darimana susu itu berasal. Setelah beliau tahu bahwa ternyata susu yang diminum adalah hasil perdukunan maka beliau spontan merasa begitu gelisah sangat takut kepada Alloh swt, dan bertekad ingin memuntahkannya. Karena kesulitan dalam mengeluarkannya maka beliau minum lagi satu liter air kemudian dengan bantuan jari tangan keluarlah seluruh susu dan air yang diminumnya. Mengapa Abubakar bertekad untuk memuntahkan semua susu dan air yang telah diminumnya? Bagaimana pendapat kalian tentang sikap Abu Bakar? Jika Abubakar menampung susu dan air tadi 1 dalam gelas yang berukuran liter berapakah gelas minimal yang diperlukan ? Adakah cara 4 lain yang dapat dilakukan Abubakar agar ia tidak gelisah? ( Kusno: 2015) Matematika Sebagai Landasan Filosofis Untuk Membangun Karakter Kepemimpinan Pendidikan. Kepemimpinan yang prima Kepemimpinan yang prima adalah kepemimpinan yang digali dari sifat-sifat bilangan prima yaitu: (1) bilangan positif, (tidak nol, dan tidak negatif), (2) hanya memiliki faktor 1 (satu) dan dirinya sendiri. Bila positif melambangkan kebaikan, negatif melambangkan kemungkaran dan nol melambangkan sesuatu yang sia-sia, maka: sifat pertama berarti seorang pemimpin harus mampu menggerakkan kebaikan menjauhkan dari kemungkaran dan meninggalkan yang sia-sia Jika 1 ( satu) menunjukkan sifat ke esaan Tuhan maka sifat dua berarti bahwa seorang pemimpin yang prima hendaknya hanya memiliki rasa takut, tunduk, patuh dan menyembah hanya kepada Alloh karena di dalam dadanya hanya ada sifat-sifat keagungan Alloh swt. Kepemimpinan yang tawadlu (rendah hati) Kepemimpinan yang tawadhu adalah kepemimpinan yang digali dari sifat-sifat perpangkatan bilangan dengan nol. Dalam matematika semua bilangan selain nol jika dipangkatkan dengan nol maka hasilnya satu. Secara matematis hal ini dapat ditulis dalam bentuk umum a0 =1 dengan a ≠ 0. Pernyataan matematis tersebut secara filosofis menggambarkan derajat kehambaan seseorang. Jika a adalah melambangkan hamba Allah swt dengan syarat masih hidup ( tidak nol), dan nol adalah pangkat yang disandangnya maka α0 berarti hamba Allah swt., yang pangkatnya kosong. Biasanya gaya hidup seseorang bergantung dari pangkat yang disandangnya. Biasanya kekayaan, jabatan, kekuasaan, kepandaian yang dimiliki oleh seseorang dijadikan sebagi pangkat yang menyebabkan orang tersebut memiliki gaya hidup tersendiri. Adapun hamba Allah yang pangkatnya kosong adalah manusia yang mampu menempatkan pangkat sebagi amanah mutlak dari Allah swt. Karena hikmah dan kedalaman ilmunya orang tersebut ia meyakini bahwa semua harta kekayaan, jabatan, kekuasaan, kepandaian dan apapun yang ada dalam diri manusia adalah mutlak milik Allah yang dititipkan sementara kepada hambaNya. Jadi orang tersebut dihadapan Allah tidak merasa memiliki pangkat yang pantas dibanggakan karena semua itu hanyalah titipan Allah swt, inilah yang dimaksud pangkatnya kosong yang menggambarkan akan sikap tawadlu atau rendah hati,sehingga menjadi hamba yang berkualitas. Kepemimpinan yang adapted ( luwes-bijaksana) Kepemimpinan yang adapted adalah kepemimpinan yang digali dari sifat-sfiat operasi dalam kesemestaan. Dalam matematika nilai suatu operasi ditentukan oleh semesta pembicaraannya. 266
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Operasi dari suatu bilangan yang sama pada semesta yang berbeda maka hasilnyapun akan berbeda pula. Misalnya operasi 2+ 3 pada S1= R, S2= Bilangan jam empatan dan S3= Bilangan jam limaan hasilnya berbeda-beda masing-masing yaitu pada S1 operasi 2+3 = 5, pada S2 opersi 2+3 = 1 dan pada S3 operasi 2+3 = 0. Jadi operasi yang sama, hasilnya belum tentu sama bila kita berada pada semesta pembicaraan yang berbeda. Kepemimpinan yang adapted selalu melihat permasalahan dari konteksnya sehingga mampu membuat keputusan yang tepat sesuai dengan konteks masing-masing. Rosululloh saw pernah ditanya oleh tiga orang sahabat dengan pertanyaan yang sama yaitu: Ya Rosululloh, amal apa yang paling utama? Ternyata jawaban Rosul pada sahabat pertama jihad fi sabilillah, pada sahabat kedua shalat pada waktunya, dan pada sahabat ketiga berbakti pada orang tua. Kepemimpinan yang adil Kepemimpinan yang adil adalah kepemimpinan yang menjunjung tinggi kebenaran, ketaat azasan diatas segalanya. Sifat-sifat kepemimpinan yang adil digali dari aksioma, pengertian pangkal, definisi, sifat, hukum, teorema, lema, dan akibat. Dalam operasi perkalian berlaku sifat-sifat sebagai berikut: Tabel 1: Sifat-sifat operasi perkalian Positif (+) X Positif (+) Positif (+) Positif (+) X Negatif (-) Negatif (-) Negatif (-) X Positif (+) Negatif (-) Negatif (-) X Negatif (-) Positif (+) Berdasarkan sifat-sifat tersebut perhatikan nasehat ibu kepada anaknya sebagai berikut : Anakku, jaman sekarang semakin banyak fitnah, aku wasiatkan kepadamu beberapa kalimat yang jika kamu indahkan maka kamu akan selamat menghadapinya, yaitu sebagai berikut: (1) Katakan olehmu bahwa yang benar adalah benar jangan ragu membelanya tentu kamu akan selamat (2) Jika telah datang kebenaran jangan sekali-kali kamu ingkari, sebab mengingkari kebenaran adalah kesombongan yang akan membinasakanmu. (3) Jika datang kepadamu kegelapan/fitnah berlindunglah kepada Tuhan, janganlah sekalikali kalian menjadi pembela kebatilan, siapa saja yang membela kebatilan maka ia akan dilaknat Allah swt. (4) Katakanlah olehmu bahwa yang batil adalah batil jangan ragu meninggalkannya pasti kamu akan selamat. Kepemimpinan yang Visioner dan Energik Kepemimpinan yang visioner dan energik adalah kepemimpinan yang visioner adalah kepemimpinan berpandangan jauh ke depan ( Ginanjar Agustian: 2001), sedangkan kepemimpinan yang energik adalah kepemimpinan yang memiliki power. Sifat-sifat kepemimpinan ini digali dari sifat-sifat vektor, yaitu memiliki arah. dan besar (skalar). Arah dalam vektor menunjukkan adanya tujuan yang jelas yang tertuang dalam garis-garis kebijakan yang terrencana, dan sistematis, sedangkan skalar menunjukkan adanya energi amunisi yang bertugas untuk mengeksekusi jalannya peta kebijakan. Dalam konteks yang lebih luas arah menunjukkan niat dan energi menunjukkan usaha. Niat dan usaha harus menjadi satu kesatuan yang bulat dan utuh dalam menjalani suatu kehidupan. Peran Matematika Untuk Mengeksplanasi Ayat Al-Quran Matematika dapat mengeksplanasikan makna suatu ayat Al-quran, hadits, ataupun petuahpetuah dalam Islam yang dapat membantu menjelaskan makna sesuai dengan daya imajinasi siswa. Misalnya dalam Al-Quran Surat Al-Fatihah ayat 5 Allah swt ber firman : IhdinasShirotol Mustaqiem, artinya: Bimbinglah kami ke jalan yang lurus. Dalam tafsir Ibnu Katsir dijelaskan bahwa jalan yang lurus hanya ada satu yaitu jalannya orang-orang yang telah diberi nikmat dari para Nabi, siddiqin, syuhada dan sholihin dan bukan jalannya orang yang 267
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dimurkai (Yahudi) dan jalannya orang-orang yang tersesat (Nasrani). Dalam hal ini matematika dapat berperan untuk mengeksplanasi ketunggalan jalan yang lurus itu melalui konsep/teorema insidensi dalam geometri. Teori insidensi Geometri mengatakan bahwa: Melalui dua titik yang berbeda hanya dapat ditarik satu garis lurus, sedangkan garis lain yang jumlahnya tidak berhingga adalah bengkok. Artinya mencari jalan kehidupan yang bukan dari Alloh swt., dan RosulNya adalah sesat dan tidak akan selamat. Peran Matematika Untuk Mengeksekusi Pelaksanaan Syariat Isla Pelaksanaan syariat Islam yang membutuhkan peran matematika seperti; pembagian harta waris, zakat, penentuan arah kiblat, penentuan waktu shalat, dan sebagainya. Misalnya dalam Al-Quran Surah Annisa Ayat 11 disebutkan bahwa: Bagian laki-laki adalah dua kali bagian perempuan, maka untuk pembagian harta waris konsep bilangan pecahan menjadi penting untuk dasar perhitungan Peranan Matematika Untuk Pemecahan Masalah Sosial Keagamaan Presiden Sukarno pernah menghadapi masalah spiritual yang sangat hebat ketika membaca hadits Rosululloh saw., tentang kisah seorang wanita tuna susila yang meberikan minum kepada anjing yang kehausan dengan melepaskan sepatunya untuk mengambil air dari sumur. Lalu dengan perantaraan amal tersebut Alloh swt mengampuni dosa-dosanya dan akhirnya siwanita tersebutpun dimasukkan dalam sorga. Pak Sukarno merasa bingung memahami hadis ini. Dalam pikirannya untuk menjadi presiden saja memerlukan perjuangan dan pengorbanan yang hebat, bagaimana mungkin wanita tuna susila dapat masuk sorga hanya gara-gara memberikan minum anjing yang kehausan. Untuk memahami proses pemecahan masalah spiritual yang dihadapi oleh presiden Sukarno marilah kita simak dialog antara presiden Sukarno dengan profesor Kadirun sebsegaimana yang dimuat di https://id-id.facebook.com/notes/suara-rakyat/dialog-profdrhss-kadirun-yahyadan-bung-karno/10150235381660487 sebagai berikut: Bung Karno
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Aku dengar tentang anda sejak empat tahun, namun baru sekarang aku bertemu dengan anda, sebenarnya ada sesuatu yang hendak aku tanyakan pada anda "Ya pak, tapi apa gerangan yang hendak anda tanyakan ?" Tetang suatu hal yang kira-kira sudah sepuluh tahun, aku mencaricari jawabannya akan tetapi belum ketemu dengan jawaban yang memuaskan. Aku sudah bertanya kepada para ulama dan intelektual yang aku anggap tahu, namun semua jawaban yang ku peroleh tidak memuaskanku." "Lantas soalnya apa pak ?" Sebelum aku mengajkan pertanyaan yang sebenarnya, aku mau bertanya dahulu tentang yang lain, Silakan Manakah yang lebih tinggi, presiden atau Jenderal atau Profesor dibanding dengan surga Sorga Setuju "Lalu, manakah yang lebih banyak dan lebih lama pengorbanannya antara pangkat-pangkat dunia yang tadi dibanding dengan pangkat surga? "Untuk presiden, Jenderal, dan Profesor harus berpuluh-puluh tahun berkorban dan mengabdi pada negara, nusa dan bangsa atau pada ilmu pengetahuan. Sedangkan untuk meraih surga maka ia harus berkorban untuk Allah segala-galanya. berpuluh-puluh tahun terus
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menerus, bahkan menurut agama Hindu dan Budha harus beribu-ribu kali hidup dan berabadi, baru barangkali dapat masuk Nirwana, Setuju Sekarang aku baru dapat menangkap anda profesor. Saya cerita sedikit dulu. Silahkan "Saya telah melihat, banyak teman-temanku meninggal dunia lebih dulu dari sya, dan hampir semuanya mati jelek karena banyak dosa. Sayapun banyak dosa dan saya takut mati jelek. Maka saya selidiki al-Quran dan al-Hadits bagaimana caranya supaya dengan mudah hapus dosa saya dan dapat ampunan dan bisa mati tersenyum. Lantas saya menemukan satu hadits yang bagi saya berharga. Bunyinya kirakira sebagai berikut, "Rasulullah bersabda, Seorang wanita penuh dosa berjalan di padang pasir, bertemu dengan seekor anjing dan kehausan. Wanita tadi mengambil gayung yang berisikan air dan memberikan minum kepada anjing yang tengah kehausan itu. Rasul lewat dan berkata, "Hai para sahabatku, lihatlah, dengan memberikan minum kepada anjing itu, hapus dosa wanita itu dunia dan akhirat, ia ahli surga." Nah, profesor. Tandi anda katakan bahwa untuk mendapatkan surga harus berkorban segala-galanya, berpuluh-puluh tahun untuk Allah baru dapat masuk surga. Itupun barangkali. Sementara sekarang seorang wanita yang berdosa dengan sedikit saja jasa, itupun pada seekor anjing pula, dihapuskan Tuhan dosanya dan ia ahli surga. How do you explaint it Professor ?" Bapak Presiden, tadi anda mengatakan bahwa dalam 10 tahun tidak menemukan jawabannya, coba kita lihat, mudah-mudahan dengan bantuan Allah dalam dua menit saja saya coba memberikan jawaban yang memuaskan Ya 10/10 = 1 benarkah ? Ya benar 10/100 = 1/10 benarkah ? Ya benar 10/1000` = 1/100 benarkah ? Ya benar 10/10.000 = 1/1000 benarkah ? Ya benar 10 / ∞ = 0 benarkah ? Ya benar 1000.000 … / ∞ = 0 benarkah ? Ya benar (Berapa saja + Apa saja) /∞ = 0 benarkah ? Ya benar Dosa / ∞ = 0 benarkah? Ya benar Nah lanjut 1 x ∞ = ∞ benarkah ? Ya benar ½ x ∞ = ∞ benarkah ? Ya benar 1 zarah x ∞ = ∞ benarkah ? Ya benar "ini artinya, sang wanita tersebut walaupun hanya satu dzarah jasanya, bahkan terhadap seekor anjing sekalipun, mengkaitkan, menggandengkan gerakannya dengan yang Maha Akbar. Mengikutsertakan yang Maha Besar dalam gerakan-gerakannya (amalnya), maka hasil dari gerakannya itu menghasilkan ibadah yang
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Bung Karno Kadirun Yahya
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begitu besar, yang langsung dihadapkan pada dosa-dosanya, yang pada saat itu juga hancur berkeping-keping. Ditorpedo oleh PAHALA yang Maha Besar itu. 1 dzarah x ∞ = ∞ Dan, Dosa / ∞ = 0. Masih ada yang ditanyakan? Bagaimana agar dapat hubungan dengan Tuhan? Dengan mendapatkan frekuensi-Nya. Tanpa mendapatkan frekuensiNya tak mungkin ada kontak dengan Tuhan. Lihat saja, walaupun satu milimeter jaraknya dari sebuah zender radio, kita letakkan radio dengan frekuensi yang tidak sama, maka radio kita itu tidak akan mengeluarkan suara dari zender tersebut. Begitu juga dengan Tuhan, walaupun Tuhan berada lebih dekat dari urat leher kita, tak mungkin ada kontak jika frekuensi-Nya tidak kita dapati. Bagaimana agar dapat frekuensi-Nya, sementara kita adalah manusia kecil yang serba kekurangan? “Melalui isi dada Rasulullah Shallallahu 'Alaihi wa Sallam. “Dalam Hadits Qudsi berbunyi yang artinya : Bahwasanya Al-Quran ini satu ujungnya di tangan Allah dan satu lagi di tangan kamu, maka peganglah kuat-kuat akan dia. Begitu juga dalam QS.Al-Hijr : 29 – Maka setelah Aku sempurnakan dia dan Aku tiupkan di dalamnya sebagian Roh-Ku, rebahkanlah Dirimu bersujud kepada-Nya”. Nur Illahi yg terbit dari Allah sendiri adalah tali yang nyata antara Allah dengan Rasulullah. Ujung Nur Illahi itu ada dalam dada Rasulullah. Ujungnya itulah yang kita hubungi, maka jelas kita akan dapat frekuensi dari Allah SWT". "Lihat saja sunnatullah, hanya cahaya matahari saja yang satu-satunya sampai pada matahari. Tak ada yang sampai pada matahari melainkan cahayanya sendiri. Juga gas-gas yang saringan-saringannya tak ada yg sampai matahari, walaupun ‘edelgassen’ seperti : Xenon, Crypton, Argon, Helium, Hydrogen dan lain-lain. Semua vacuum! Yang sampai pada matahari hanya cahayanya karena ia terbit darinya dan tak bercerai siang dan malam dengannya. Kalaulah matahari umurnya satu juta tahun, maka cahayanya pun akan berumur sejuta tahun pula. Kalau matahari hilang maka cahayanyapun akan hilang. Matahari hanya bisa dilihat melalui cahayanya, tanpa cahaya, mataharipun tak bisa dilihat”. "Namun cahaya matahari, bukanlah matahari – cahaya matahari adalah getaran transversal dan longitudinal dari matahari sendiri (Huygens)", "Dan Rasulullah adalah satu-satunya manusia akhir zaman yg mendapat Nur Illahi dalam dadanya. Mutlak jika hendak mendapatkan frekuensi Allah, ujung dari Nur itu yang berada dalam dada Rasulullah harus dihubungi." Bagaimana cara menghubungkannya, sementara Rasulullah sudah wafat sekian lama ?” Memperbanyak sholawat atas Nabi tentu akan mendapatkan frekuensi Beliau, yang otomatis mendapat frekuensi Allah SWT. –Tidak kukabulkan doa seseorang, tanpa shalawat atas Rasul-Ku. Doanya tergantung di awang-awang – (HR. Abu Daud dan An-Nasai). Jika diterjemahkan secara akademis mungkin kurang lebih : “Tidak engkau mendapat frekuensi-Ku tanpa lebih dahulu mendapat frekuensi Rasul-Ku”. You are wonderful. Profesor, doakan saya supaya dapat mati dengan tersenyum.
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Daftar Pustaka Agustian,Ginanjar. (2001). Emotional Spiritual Question Jilid 1. PT Arga Tilanta. Jakarta Cochran, M & Smith. (2008). Handbook Of Research On Teacher Education. Routledge, Taylor & Francis Group and The Assosiacion of Teacher Educators. Newyork & London De Porter. (2000) . Kuantum Teaching. Kaifa. Bandung. Departemen Agama RI. (2006). Al-Quranul Karim Terjemahan Bahasa Indonesia. Menara Kudus. Kudus Ghotman, John. (1998). Kiat-kiat Membesarkan Anak yang Memiliki Kecerdasan Emosioanl. Gramedia. Jakarta. https://id-id.facebook.com/notes/suara-rakyat/dialog-profdrhsskadirun-yahya-dan-bung-karno/10150235381660487
Javier Leach. (2008). Mathematics, Logic&Religion. Pensamiento, num 242- pp-639-663 Vol 64 Karlyn Adams. (2005). The Sources Of Innovation And Creativity. NCEE. USA Kusno. (2014). Pendidikan Karakter Religius Berbasis Pengetahuan Matematika. CV. Andi Offset.Jogjakarta Kusno. (2015). Pengembangan Nilai-nilai Religiusitas Dalam Pembelajaran Matematika. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika FKIP UMP. ISBN: 978-602-14377-3-5 Lee-Kyung Hwa (2005). The Relationship Between Creative Thinking Ability and Creative Personality Of Pre Schoolers. International Eduacion Journal, 6(2), 194-1999, ISSN: 1443-1475 , Shamon Research Press Lisa dan Diane (2010). Thinking Skills And Creativity. Journal homepages:http://www.elsevier. com/locate/tsc Nelson, Asuai (2013). Impact of Critical thinking on Performance in Mathematics. IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388,pISSN: 2320–737X Volume 3, Issue 5 (Nov. –Dec. 2013), PP 18-25 P4TK. (2011). Peran, Fungsi, Tujuan dan Karakteristik Matematika Sekolah. Tersedia di http://www.p4tkmatematika.org. diakses 11 Mei 2016 Pratiwi, A, Ichsan. (2005). Sukses Dengan Soft Skills. ITB, Bandung. Slavin, R.E. (2000). Educational Psychology Theory and Practice. Boston: Allin and Bacon. Trevor Davies. (2000). Confidence, Its Roole In The Creative Teaching And Learning of Design and Technology. Journal of technology Education.Vol 12. No 1. Widodo. (2015). Peran Matematika dan Pendidikan Matematika Dalam membentuk Karakter Bangsa Untuk Menghadapi Tantangan Global. Preceeding Seminar Nasional Matematika dan Pendidikan Matematika FKIP Universitas uhammadiyah Purwokerto.
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Analisis Wacana Kritis pada Cerpen Anton Chekov yang Berjudul Pengakuan (Ispoved) Baiq Suprapti Handini Universitas Hamzanwadi, Indonesia [email protected]
Abstract Critical discourse analysis is the process of analyzing a text that examines the issue more complex and put its emphasis on the power constellation involved in the meaning production and reproduction process. This study takes a short story by Anton Chekhov's "confession". These short stories will be analyzed using Van Dijk’s critical discourse analysis approach who put forward the problems of social cognition and social context. Keywords: critical discourse analysis, anton chekov short story
Pendahuluan Karya Anton chekov yang berjudul Confession(ispoved) ini diterjemahkan oleh Koesalah Soebagyo Toer dari bahasa Rusia, merupakan cerita pendek yang menggambarkan tentang kehidupan masyarakat Rusia pada akhir abad 19, dimana korupsi merajalela, terjadinya kemunafikan, hilangnya ikatan batin keluarga hanya karena uang. Penelitian ini menggunakan analisis wacana kritis. Analisis wacana kritis (Critical Discourse Analysis) mempunyai ciri yang berbeda dari analisis wacana yang bersifat “non-kritis”, yang cenderung hanya mendeskripsikan struktur dari sebuah wacana. Analisis wacana kritis (Critical Discourse Analysis) bertindak lebih jauh, diantaranya dengan menggali alasan mengapa sebuah wacana memiliki struktur tertentu, yang pada akhirnya akan berujung pada analisis hubungan sosial antara pihak-pihak yang tercakup dalam wacana tersebut. Peneliti menggunakan pendekatan kognisi sosial Van Dijk, yang berpandangan bahwa wacana tidak bisa hanya memandang teks sebagai ruang yang kosong, karena teks merupakan hasil produksi yang harus diamati (Eriyanto, 2011). Van Dijk melihat suatu teks terdiri atas beberapa struktur/tingkatan yang masing-masing bagian saling mendukung. Kemudia Van Dijk membaginya kedalam 3 tingkatan. Petama, struktur makro yang merupakan makna global/umum dari suatu teks yang dapat diamati dengan melihat topic atau tema yang dikedepankan dalam suatu wacana. Kedua, superstruktur. Ini merupakan struktur wacana yang berhubungan dengan kerangka sutau teks, bagaimana bagian-bagian teks tersusun kedalam wacana secar utuh. Ketiga, struktur mikro. Adalah makna wacana yang dapat diamati dari bagian kecil dari suatu teks yakni kata, kalimat, preposisi, anak kalimat, paraphrase, dan gambar. Serta menganalisa aspek kognisi dan konteks sosialnya.
Metode Penelitian Metode analisis data yang digunakan dalam penelitian ini adalah metode kualitatif dengan menggunakan pendekatan analisis wacana kritis (critical discourse analysis) Teun Van Dijk. Penggunaan metode analisis wacan kritis ini memfokuskan pada aspek kebahasaan dan konteks-konteks yang terkait dengan aspek konteks historis, sosial ,budaya, ekonomi dan politik. Aspek yang esensial dalam pandangan kritis merupakan pemahaman atas suatu kondisi sosial dalam masyarakat sekarang ini yang dihubungkan dengan kondisi sosial pada cerpen karya 272
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Anton Chekov yang berjudul confession dan dialih bahasakan oleh Koesalah Soebagyo Toer dari bahasa Rusia. Studi analisis ini berupaya menggambarkan proses analisis wacana kritis yang melihat berbagai aspek seperti budaya maupun aspek linguistiknya. Alasan menggunakan metode ini dikarenakan permasalahan yang diteliti dinamis, sehingga tidak mungkin data pada aspek kognisi sosial dan budaya dijaring dengan metode penelitian kuantitatif. Analisis Van dijk menggabungkan tiga dimensi wacana dalam satu kesatuan analisis yang digambarkan sebagai berikut: Konteks sosial
Kognisi sosial teks
Gambar 1 dimensi wacana model Van Dijk Adapun penjabarannya adalah sebagai berikut Struktur Wacana Struktur makro Makna global dari suatu teks yang dapat diamati dari topik/tema yang diangkat oleh suatu teks Super struktur Kerangka suatu teks, seperti bagian pendahuluan, isi, penutup, dan kesimpulan Struktur mikro Makna lokal dari suatu teks yang dapat diamati dari pilihan kata, kalimat, dan gaya yang dipakai suatu teks
Hal yang diamati Elemen TEMATIK Tema/topik yang topik /tema dikedepankan dalam suatu wacana SKEMATIK Bagaimana skema bagian dan urutan berita diskemakan dalam teks utuh SEMANTIK Makna yang ingin ditekankan dalam teks . Misal dengan memberi detail pada satu sisi atau membuat eksplisit satu sisi dan mengurangi detail sisi lain SINTAKSIS Bagaimana kalimat(bentuk, susunan yang dipilih. STILISTIKA Bagaimana pilihan kata yang dipakai dalam teks RETORIS Bagaimana dan cara penekanan dilakukan
Latar, detail, maksud, praanggapan, nominalisasi
Bentukkalimat,koherensi,k ata ganti leksikon Grafis,metafora,ekspresi
Diambil dari (eriyanto 2006 dan sobur 2006 273
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Kognisi Sosial Dalam dimensi ini diterangkan bagaimana teks diproduksi oleh pembuat teks, bagaimana cara pandang terhadap suatu realita sosial yang menimbulkan teks tertentu. Pada analisis kognisi sosial penekanan pada suatu peristiwa, bagaimana hal tersebut dipahami, didefinisikan , dianalisis lalu ditafsirkan. Konteks Sosial Konteks sosial adalah bagian dari wacana yang berkembang di masyarakat. Untuk meneliti suatu teks perlu dilakukan analisis intertekstual dengan meneliti bagaimana wacana tentang sesuatu hal dibuat dan dikonstruksi oleh masyarakat. Dalam kerangka van dijk, penelitian terhadap bagaimana wacana diproduksi dalam masyarakat sangatlah perlu untuk mengetahui hubungan lebih jauh antara teks,struktur sosial dengan pengetahuan yang berkembang dewasa ini.
Hasil dan Pembahasan Ada tiga hasil analisis yang akan dipaparkan dalam bab ini berdasarkan permasalahan yang peneliti kemukakan pada bab I yaitu deskripsi situasi masyarakat Rusia pada abad 19, analisis kognisi sosial serta analisis konteks sosial dan budaya (sosiokultural ) secara situasional yang terjadi saat itu. Analisis dengan menggunakan skema van dijk memfokuskan kajian pada peranan strategis wacana dalam proses distribusi dan reproduksi pengaruh hegemoni atau kekuasaan tertentu. Secara teoretis agar hubungan antara suatu hegemoni dengan wacana bisa terlihat, kita membutuhkan hubungan kognitif dari bentuk masyarakat, ilmu pengetahuan ideologi dan beragam representasi sosial lain yang terkait dengan pola pikir sosial, dengan menghubungkan individu dengan masyarakat serta struktur sosial makro dan mikro (teun van dijk, 2002 h 66-67) Sinopsis cerpen Pengakuan Sosok Grigorii Kuzmich, Jaring Korupsi dan “Masyarakat yang Sakit” Grigorii Kuzmich, demikianlah nama tokoh Chekhov kali ini. Seorang pekerja yang sebelumnya jujur, baik-baik dan terhormat di mata orang banyak . Grigorii telah naik pangkat menjadi kasir, posisi yang memungkinkan ia mengakses uang dalam jumlah besar. Saudara lelakinya yang sangat membenci Grigorii tetiba menjadi hangat, menyesali pertengkaran mereka, mengaku mencintainya lalu menutup suratnya dengan permintaan “kirimkan seratus rubel”. Perempuan yang menolak cintanya pun sama. Tiba-tiba saja melihat Grigorii sebagai lelaki rupawan seminggu sesudah pengangkatan. Sebulan kemudian, ibu si perempuan telah menjadi mertuanya. Wahai, hidup lekas sekali berbalik arah Grigorii!! Bahkan di rumah, ibu dan ayahnya pun telah berubah perilaku serupa orang mendadak kaya. Petaka itu akhirnya datang. Sesudah semua pelayanan atas kesenangan terpenuhi, mereka yang menikmati hasil korupsi Grigorii kemudian menggosipkan dirinya. Mereka yang menyanjung dan bermanis-manis kini menyebut dia sebagai koruptor, bajingan. Menjelang bubar pesta, mereka mengatakan jika akan dilakukan inspeksi mendadak pada esok hari. Barulah Grigorii meyakini kalau posisi sebagai kasir hanya dimanfaatkan untuk menikmati perburuan kesenangan. Dirinya hanyalah tumbal. Sungguh ikan kecil yang lalai yang bisa dimangsa oleh orang-orang yang berada disekitarnya. Analisis cerpen Anton chekov “pengakuan” berdasarkan teori van Dijk Struktur makro (tematik) Tema merupakan gagasan initi, ringkasan atau yang utama dari suatu teks. Tema yang terkandung dalam Kumpulan cerita anton chekov yang berjudul pengakuan ini adalah 274
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kemunafikan ,korupsi, dan perilaku masyarakat rusia pada masa itu, dimana pengakuan merupakan pengungkapan dosa seorang koruptor yang menjadi koruptor karena tuntutan orang-orang disekitarnya. Tabel 1 Kerangka data tematik Tema korupsi
Sub tema Munafik
Temuan “korup,bajingan!” bisik mereka sambil menyeringai bergendang paha. Namun jepitan jempol ataupun tarikan nafas itu tidak menghalangi mereka untuk makan minum dan bernikmat-nikmat Istri saya yang berkilauan oleh emas dan berlian mendekati saya, berbisik” Disana orang bilang kamu korup. Kalau itu benar..awas! Aku tak sudi hidup bersama pencuri! Aku akan pergi.
Super struktur (skematik) Hal yang diamati dalam skematik yaitu susunan rangkaian pendapat, seperti judul, lead dan story. Van dijk memasukkan alur sistematis dalam sebuah wacana (sinopsis). Dalam cerita anton chekov , tokoh grigori kuzmich ini pada awalnya seorang pegawai yang jujur dan tidak pernah memiliki pikiran untuk melakukan korupsi, Skema cerita pendek ini dimulai dengan judul pengakuan. Kemudian dilanjutkan dengan paragraf awal yang menceritakan gambaran perasaan seorang grigorii kuzmich yang sangat bahagia karena baru saja diangkat menjadi seorang kasir. Skema yang kedua adalah story yang menguraikan situasi yaitu jalannya suatu peristiwa. Tabel 2 analisis kerangka data skematik Hal yang diamati Judul
Temuan Buku kumpulan cerpen anton chekov berisi 24 judul cerita, tapi hanya 1 judul yang dianalisis yaitu “pengakuan” Lead (teras berita) Kemunafikan merupakan ringkasan suatu cerita Story adalah isi Dalam cerita pendek ini diuraikan bahwa setelah menjabat seorang cerita secara kasir, orang-orang disekitar grigorii menjadi berubah sikap keseluruhan. Proses padanya. jalannya peristiwa. Selanjutnya cerita ini berlanjut pada pernikahan grigorii dengan wanita yang dicintainya yang dahulu bahkan tidak pernah menoleh kepadanya. sekitarnya mulai melakukan korupsi, sehingga pada saat inspeksi, grigorii akhirnya tertangkap kemudian orang-orang disekitarnya justru mencibir, menghujat dan tidak ada yang menolongnya
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Struktur mikro (semantik,sintaksis,stilistik dan retoris) Tabel 3 kerangka data analisis teks semantik Hal yang diamati Latar
Detil
Maksud
Praanggapan
Temuan Latar yang ingin ditampilkan dalam cerita ini adalah kota di rusia pada awal abad 19, dimana perekonomian dan politik di Rusia pada saat itu sedang dalam kondisi yang tidak stabil. Adapun kalimatnya sebagai berikut “hari terang dingin...jiwa terasa merdeka, enak, seperti tukang kereta yang keliru dibayar dengan uang emas, padahal seharusnya hanya dupuluh kopek.” Elemen maksud dalam cerpen ini dapat terlihat pada kalimat “sesudah menjadi kasir, seketika itu juga saya merasa seolah mengenakan semacam kacamata merahmuda. Dalam teks tersebut, penulis menggambarkan secara jelas bahwa perubahan pekerjaan yang berdampak pada gaji yang diterima grigorii membuat semua orang disekitarnya berubah sikap menjadi lebih baik Tidak ada
Sintaksis Tabel 4 Kerangka data analisis teks sintaksis Hal yang diteliti Bentuk kalimat
Koherensi (pertalian antar kata, proposisi )
Kata ganti, ada yang merupakan penggantian
Temuan Ada kalimat langsung dan tidak langsung yang digunakan dalam cerita pendek ini Mengagumkan ! Apa yang terjadi dengannya? Apa ia tidak sinting? Tadinya ia betul-betul pemakan orang, tetapi tiba-tiba,,,,nah! a) Mengapa tak mengambil lagi, kalau kita tahu pasti akan mengembalikannya waktu kita gajian b) Saya tak dapat menghitung berapa orang yang hadir dalam perjamuan itu ,tetapi Saya ingat kesembilan kamar saya waktu itu penulis a) Ibu menoleh kepada saya dengan heran.”Hm.Hendak kamu kemanakan uang itu?”tanyanya.”Apa hendak kamu timbun?”
Stilistik Disini diungkapkan pilihan kata yang digunakan dalam penyampaian suatu teks. Yang menjadi pusat perhatian stilistik adalah style atau gaya bahasa. Tabel 5 Kerangka data analisis teks stilistik Hal yang diamati Temuan Majas, sinonim dan “kalau benar apa yang dikatakan oleh orang-orang itu,”kata antonim kakak saya, si pecinta prinsip itu, sambil mengantongi uang,”...awaslah!.. Pada contoh di atas, kata kakak saya disinonimkan dengan si pecinta prinsip.
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Retoris Pada bagian retoris hal yang diamati adalah bagaiman dan dengan cara apa penekanan terhadap kalimat-kalimat dalam teks dilakukan. Elemen yang berkaitan adalah grafis dan metafora. Berikut penjabarannya dalam tabel Tabel 6. Kerangka Data analisis teks retoris Hal yang diamati Grafis
Temuan Bal Merci Metafora Jiwa terasa merdeka Mengandung kiasan, ungkapan sehari- Rasanya seperti hari keenambelas
dilangit
Kognisi Sosial Ada tiga periode kepengarangan chekov yaitu pada tahun 1880 an, 1890 an dan 1900 an. Tulisan-tulisan pertama muncul di majalah-majalah humor populer tahun 1880 an seperti oskolski (perpecahan) dan strekoza (capung) yang umumnya berisi cerita-cerita lucu mengenai kehidupan sehari-hari di Rusia. Lewat cerita-cerita semacam itu, ia seolah memberikan vonis kepada segala sesuatu yang menurut pendapatnya suatu kejahatan yang harus diberantas. Cerpen pertama muncul pada majalah strekoza dengan judul “pismo donskogo pomeschika stepana vladimirovicha k ucunomu sosedu doktoru Friedrichu (surat tyuan tanah daerah don, stepan vladimirovicha, kepada tetangganya yang terpelajar, dokter Friedrich) dari judulnya saja sudah memperlihatkan sikap penulisnya yang mengejek sikap masa bodoh para tuan tanah penghuni padang rumput di daerah don terhadap kehidupan masyarakat miskin. Chekov terkadang juga membicarakan masalah kemasyarakatan yang menonjol dan penting seperti cerpen Ispoved (pengakuan). disini dia mengecam sistem birokrasi negara dan polisi yang justru semakin menyuburkan korupsi dan praktek penjilatan. Cerita-ceritanya dipengaruhi keadaan Rusia pada saat itu dimana reformasi peter agung di abad 18 memun gkinkan kaum intelektual Rusia berkenalan secara lebih mendalam dengan pemikiran filsafat barat. Kaum bangsawan terpelajar Rusia mulai menggandrungi ide-ide voltaire, Kant dll.Suasana politik pada saat itu sangat tidak stabil. Anton chekov seorang apolitik, dia tidak ingin terjun langsung dalam politik. Pemikirannya lebih banyak dituangkan kedalam cerpencerpen satire yang ditulisnya untuk menyindir pemerintah saat itu. Konteks sosial Pada akhir abad 18 Sebelum terjadi revolusi tahun 1917, Rusia merupakan sebuah negara yang dikendalikan oleh Monarkhi Otokratis, yang tugasnya terpusat pada pemeliharaan tatanan dalam negeri dan penindakan musuh dari luar. Rejim ini sepenuhnya berdasarkan pada negara kekaisaran (Imperial State) yang memiliki hirarkhi militer dan administrasi yang dikoordinasikan secara terpusat di bawah pengawasan monarkhi yang absolut. Kedudukan kaum bangsawan pemilik tanah di Rusia sangat lemah karena secara politis mereka tergantung pada Tsar. Selain itu perbudakan tidak dikonsolidasikan oleh mereka tetapi oleh utusan Tsar untuk menarik sumbersumber dari rakyat guna mendukung militer agar mampu mempertahankan dan memperluas lingkungan geopolitik yang terancam.
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Kesimpulan Berdasarkan hasil analisis data yang peneliti lakukan, maka dapat diambil kesimpulan sebagai berikut: kumpulan cerpen anton chekov ini berisi 24 cerita yang bertemakan masalah-masalah sosial yang terjadi di masyarakat Rusia awal abad 19. Idealisme seorang Anton chekov tertuang dalam karya-karyanya yang mengekspresikan protes pada pemerintah dan masyarakat yang secara sengaja ataupun tidak sengaja membuat praktek korupsi,kolusi, nepotisme serta memanipulasi orang lain merajalela. Penulis menganalisis Pesan yang ingin disampaikan oleh seorang Anton chekov dalam kumpulan cerpennya ini menggunakan enam critical linguistik yaitu tematik, skematik, semantik, sintaksis, stilistik dan retoris. Penulis juga mengetengahkan aspek kognisi sosial anton chekov dalam memahami ,membangun memproduksi teks. Dari aspek kognisi pengarang terlihat bahwa proses produksi karya teksnya merupakan hasil kreatifitas dan pengalaman pengarang dalam melihat dan mengamati gejolak serta peristiwa yang terjadi dalam masyarakat Rusia pada masa tersebut. Apabila dilihat dari segi konteks sosialnya dimana politik Rusia yang tidak stabil membuat pemberontakan bergejolak, kemiskinan merajalela, perbudakan dan kerja paksa masih ada
Daftar Pustaka Bulaeng, Andi. 2004. Metode Penelitian Komunikasi Kontemporer. Yogyakarta : Andi. Eriyanto. 2001. Analisis Wacana, Pengantar Analisis Isi Media. Yogyakarta : LKIS Lull, James. 1998. Media Komunikasi Kebudayaan, Suatu Pendekatan Global. Jakarta : Yayasan Obor Indonesia. Mulyana, Deddy. 2000. Ilmu Komunikasi, Suatu Pengantar. Bandung : PT. Remaja Rosdakarya. Nawawi, Hadari. 1995. Metode Penelitian Bidang Sosial. Yogyakarta : Gadjah Mada University Press. Sobur, Alex .2009. “Analisis Teks Media: Suatu Pengantar Untuk Analisis Wacanaa, Analisis Semiotik dan Analisis Framing”, Bandung, Remaja Rosdakarya, Chekov Anton 2004” Pengakuan sekumpulan cerita pendek. Jakarta. Kepustakaan Populer Gramedia Yoce Aliah Darma, 2009.“Analisis Wacana Kritis” Bandung, Yrama Widya Mashuri mashar www.Qureta.com diunduh 18 maret 2016 Narendra Dewadji. Blogspot.com diunduh tanggal 1 februari 2015.
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The Role of School Culture and Teacher Professionalism of Social Science (IPS) to Develop Student’s Soft Skill in SMPN I Kulon Progo Bambang Eka Saputra Universitas Hamzanwadi, Indonesia
Abstract This study aims to determine how large the role of school culture and teacher professionalism of social studies to develop the student’s soft skill on learning social studies in SMPN I Galur Kulonprogo. This study is a qualitative research. The subject of this study is the Principal, Vice Principal and Teacher at Social Studies Galur Kulonprogo SMPN I. The object of study is the school culture, the professionalism of teacher and student’s soft skill in SMPN I Galur Kulon Progo. The Technique of data collection is used the interview technique, observation,FGD, and documentation. The technique of analysis data is analyzed by the reduction, classification, interpretation, and verification of the data from the field. Meanwhile, the technique of data validity used the technique of data source triangulation. School culture that includes values, beliefs, slogans or motto, customs, and ceremonies in the SMP I Galur Kulonprogo can be implemented by the citizen of the school, Principal, Vicep Principal, Teacher, TU, co-developed with the school culture is continuously so as to affect the soft skill of all students at SMPN I Galur Kulonprogo. Student who have good soft skill will normally be visible from the mind and character. Student who has a high soft skill will be able to control his emotion and mind that reflected in language, in a way to communicate, conduct is not undue haste, and act or integrity, compassion and tolerance. The professionalism of teacher on learning social studies can provide a positive role in developing the soft skill of student through learning activities both inside and outside the classroom in the form of discussion, solve problems, and tasks in groups so as to develop the interaction between a student with other student in subjects IPS. Keywords: school culture, teacher professionalism of social science (ips), development of student’s soft skill.
Pendahuluan Kultur sekolah merupakan nilai-nilai, keyakinan-keyakinan, slogan-slogan, atau moto, kebiasaan kebiasaan, dan upacara-upacara yang telah dikembangkan dalam waktu yang lama dan dipegang teguh oleh warga sekolah dan diturunkan kepada generasi selanjutnya yang dipergunakan sebagai pegangan dalam memajukan pendidikan di sekolah. (Zamroni: 2010, 13). Kultur sekolah sebagai suatu sistem memiliki tiga aspek pokok yang sangat berkaitan erat dengan mutu sekolah, yakni: proses belajar mengajar, kepemimpinan dan manajemen sekolah, dan kultur sekolah. (Moh Yamin, 2009: 208-209). Kultur merupakan pandangan hidup yang diakui bersama oleh suatu kelompok masyarakat, yang mencakup cara berfikir, perilaku, sikap, nilai yang tercermin baik dalam ujud fisik maupun abstrak. Kultur sekolah di SMPN I Galur Kabupaten Kulon Progo perlu ditingkatkan terutama yang berkaitan dengan cara berpikir, perilaku, dan sikap pada semua civitasnya, baik pimpinan sekolah, guru,tata usaha, dan siswanya. Pengaruh kultur sekolah yang baik akan mempengaruhi prestasi siswa. Kultur yang "sehat" memiliki korelasi yang tinggi dengan a) prestasi dan motivasi siswa untuk berprestasi, b) sikap dan motivsi kerja guru, dan, c) produktivitas dan kepuasan kerja guru. Artinya, sesuatu yang ada pada suatu kultur sekolah hanya dapat dilihat dan dijelaskan dalam kaitan dengan aspek yang lain, 279
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seperti, a) rangsangan untuk berprestasi, b) penghargaan yang tinggi terhadap prestasi, c) komunitas sekolah yang tertib, d) pemahaman tujuan sekolah, e) ideologi organisasi yang kuat, f) partisipasi orang tua siswa, g) kepemimpinan kepala sekolah, dan h) hubungan akrab di antara guru. Kultur sekolah yang ada di SMPN I Galur Kulon Progo masih belum berjalan dengan baik, misalkan kultur yang berkaitan dengan motivasi siswa, prestasi, ketertiban, organisasi siswa, partisipasi wali kelas dan lain sebagainya. Untuk mengembangkan profesionalisme seorang guru juga dapat dilihat dari pendapat Kramer: To develop a strong sense of professionalism, a teacher must focus on the critical elements of attitude, behavior, and communication (Kramer, 2003:22). Maksudnya Untuk mengembangkan jiwa profesionalisme yang kuat, seorang guru harus fokus terhadap unsur kritis pada sikap, perilaku dan komunikasi. Jadi seorang guru harus mengasai komunikasi yang baik agar dapat mengembangkan profesionalismenya. Untuk mengembangkan profesionalismenya perlu juga diukur dengan standar yang terbaik dan tertinggi. Hal tersebut sesuai yang dikatakan oleh Phelps: Professionalism is measured by the best and the highest standards. When teachers use excellence as a critical criterion for judging their actions and attitudes, their professionalism is enhanced. Three primary indicators constitute the meaning of professionalism; responsibility, respect, and risk taking. When teachers are committed to these three values, their behaviors will reveal greater professionalism (Phelps, 2006:70). Mencermati pendapat tersebut dapat dikatakan bahwa profesionalisme diukur dengan standar yang terbaik dan tertinggi. Ketika guru menggunakan kreteria terbaik untuk menilai tindakan dan sikap mereka, maka profesionalism mereka meningkat. Tiga indikator utama menetapkan arti profesionalisme; tanggung jawab, peduli, dan pengambilan resiko. Ketika guru komitment terhadap ke tiga nilai ini, maka perilaku mereka akan menampakkan profesionalism yang hebat. Volmer & Mils (Sudarwan Danim, 2011: 102-103). mengemukakan bahwa profesi menunjuk kepada suatu kelompok pekerjaan dari jenis yang ideal, yang sesungguhnya tidak ada dalam kenyataan atau tidak pernah akan tercapai, akan tetapi menyediakan suatu model status pekerjaan yang dapat diperoleh, bila pekerjaan itu telah mencapai profesionalisasi secara penuh. Istilah ”ideal” ini hanya ada dalam kata, tidak dalam realitas, karena sifatnya hanya sebuah abstraksi. Kondisi ideal tidak lebih dari harapan yang tidak selesai, karena penomena yang ada hanya sebatas mendekati hal yang ideal itu. Oleh karena sifatnya demikian maka pengembangan profesi guru agar tidak bermuara pada sisi ideal melainkan harus sejalan dengan kemajuan ilmu pengetahuan, tehnologi, dan seni serta perubahan dinamikan kemasyarakatan. Profesionalaitas guru IPS di SMPN I Galur sangat dibutuhkan dalam rangka meningkatkan kualitas pendidikan siswanya, karena tanpa profesionalitas yang dimiliki oleh seorang guru tidak akan mungkin pendidikan siswa menjadi maju. Guru harus memiliki komitmen untuk meningkatkan mutu pendidikan, keimanan, ketakwaan, dan akhlak mulia pada anak didiknya. Peran guru dalam pembelajaran sangat dibutuhkan karena guru sebagai pendidik merupakan figur yang sangat domonan dalam menentukan majunya mundurnya ataupun baik buruknya kualitas ilmu yang diajarkan. Sedangkan guru IPS di SMPN I Galur Kulon Progo masih perlu meningkatkan ketrampilan dalam mengajar, ketrampilan dalam mendalami materi pelajaran, ketrampilan dalam menjelaskan dan ketrampilan dalam membimbing siswa di dalam klas ataupu di luar kelas.
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Soft skill siswa sebagai kemampuan untuk berkomunikasi, mendengar dan memahami suatu persoalan dan memecahkanya. Kesuksesan siswa tidak ditentukan semata-mata oleh pengetahuan dan kemampuan teknis (Hard skill) saja, tetapi lebih oleh kemampuan mengelola diri dan orang lain (Soft skill). Suatu realita bahwa pendidikan di SMPN I Galur Kulon Progo lebih memberikan porsi yang lebih besar untuk muatan Hard skill, bahkan bisa dikatakan lebih berorientasi pada pembelajaran Hard skill saja. Semestinya muatan Soft skill dalam kurikulum pendidikan harus ada, mengingat bahwa sebenarnya penentu kesuksesan siswa itu lebih disebabkan oleh unsur Soft skillnya.
Metode Penelitian Jenis Penelitian Penelitian ini merupakan penelitian diskriptif kualitatif karena data yang diteliti masih perlu diadakan penggalian secara mendalam. Dengan Pendekatan kualitatif memungkinkan peneliti mengambil data secara mendalam. Dengan harapan peneliti dapat melihat objek yang diteliti dengan secara detail (Mann, 2003:66). Tempat dan Waktu Penelitian Penelitian ini dilakukan di SMPN I Galur, Kulon Progo Daerah Istimewa Yogyakarta. Penelitian direncanakan dilakukan pada bulan November 2011-Maret 2012. Subjek dan Objek Penelitian Penelitian diskriptif kualitatif ini dilakukan dengan pengambilan data di lapangan secara mendalam, dan menyertakan berbagai sumber informasi. Penelitian ini dibatasi oleh waktu dan tempat, dan kasus yang dipelajari berupa program, peristiwa, aktivitas, atau individu. Subjek penelitian ini adalah kepala sekolah, wakil kepala sekolah, guru IPS, karyawan, dan siswa di SMP Negeri I Galur, Kulom Progo. Objek penelitian adalah kultur sekolah, profesionalisme guru dan Soft skill siswa di SMP Negeri I Galur Kulon Progo. Teknik dan Instrumen Pengumpulan Data Beberapa metode pengumpulan data dalam penelitian diskriptif kualitatif, yang dipakai untuk menggali data di SMPN I Galur Kulon Progo yaitu: Wawancara Wawancara merupakan alat re-cheking atau pembuktian terhadap informasi atau keterangan yang diperoleh sebelumnya. Tehnik wawancara yang digunakan dalam penelitian kualitatif adalah wawancara mendalam. Wawancara mendalam (in–depth interview) adalah proses memperoleh keterangan untuk tujuan penelitian dengan cara tanya jawab sambil bertatap muka antara pewawancara dengan informan atau orang yang diwawancarai, dengan atau tanpa menggunakan pedoman (guide) wawancara, di mana pewawancara dan informan terlibat dalam kehidupan sosial yang relatif lama. Penelitian yang dilakukan di SMPN I Galur Kabupaten Kulon Progo juga dilakukan secara mendalam dengan menggunakan wawancara secara langsung kepada Kepala Sekolah, Wakil Kepala Sekolah, Guru-guru IPS, dan sebagian siswa. Selain dengan wawancara secara langsung peneliti juga terlebih dahulu menyiapkan draf wawancara yang berisi tentang hal hal yang berkaitan dengan judul penelitian walaupun dilapangan dapat dikembangkan lagi. Metode wawancara ini dilakukan agar dapat menggali sumber-sumber secara mendalam yang berkaitan dengan penelitian. Beberapa hal yang perlu diperhatikan seorang peneliti saat mewawancarai responden adalah intonasi suara, kecepatan berbicara, sensitifitas pertanyaan, kontak mata, dan kepekaan nonverbal. Dalam mencari informasi, peneliti melakukan dua jenis wawancara, yaitu autoanamnesa (wawancara yang dilakukan dengan subjek atau responden) dan 281
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aloanamnesa (wawancara dengan keluarga responden). Beberapa tips saat melakukan wawancara adalah mulai dengan pertanyaan yang mudah, mulai dengan informasi fakta, hindari pertanyaan multiple, jangan menanyakan pertanyaan pribadi sebelum building raport, ulang kembali jawaban untuk klarifikasi, berikan kesan positif, dan kontrol emosi negatif. Selama pelaksanaan penelitian di SMPN I Galur Kabupaten Kulon Progo juga memperhatikan sikap kepala sekolah, wakil kepala sekolah, dan guru guru IPS. Usaha ini dalam penelitian sangat diperhatikan agar pada saat melakukan wawancara bisa berjalan dengan baik. Observasi Beberapa informasi yang diperoleh dari hasil observasi yaitu: ruang (tempat), pelaku, kegiatan, objek, perbuatan, kejadian atau peristiwa, waktu yang tepat. Alasan melakukan observasi adalah untuk mendapatkan gambaran realistik perilaku atau kejadian, untuk menjawab pertanyaan, untuk membantu mengerti perilaku manusia, dan untuk evaluasi yaitu melakukan pengukuran terhadap aspek tertentu melakukan umpan balik terhadap pengukuran tersebut. Bungin (2007: 115) mengemukakan beberapa bentuk observasi yang dapat digunakan dalam penelitian kualitatif, yaitu observasi partisipasi, observasi tidak terstruktur, dan observasi kelompok tidak terstruktur. Kegiatan observasi dalam penelitian di SMPN I Galur, Kabupaten Kulon Progo juga dilaksanakan, karena dengan observasi ini peneliti akan dapat memperoleh data awal yang berkaitan dengan data penelitian sesuai dengan judul yang telah disetujui. a. Observasi tidak berstruktur adalah observasi yang dilakukan tanpa menggunakan guide observasi. Pada observasi ini peneliti atau pengamat harus mampu mengembangkan daya pengamatannya dalam mengamati suatu objek. b. Observasi kelompok adalah observasi yang dilakukan secara berkelompok terhadap suatu atau beberapa objek sekaligus. Kedua model observasi ini oleh peneliti juga dipergunakan karena akan dapat membantu dalam pengamatan secara mendalam untuk melihat subyek dan obyek yang akan diteliti di SMPN I Galur Kabupaten Kulon Progo. Beberapa hal yang perlu diperhatikan dalam observasi adalah topografi, jumlah dan durasi, intensitas atau kekuatan respon, stimulus kontrol (kondisi dimana perilaku muncul), dan kualitas perilaku. Analisis Dokumen Sejumlah besar fakta dan data tersimpan dalam bahan yang berbentuk dokumentasi. Sebagian besar data yang tersedia adalah berbentuk surat-surat, catatan harian, cenderamata, laporan, artefak, foto, dan sebagainya. Sifat utama data ini tak terbatas pada ruang dan waktu sehingga memberi peluang kepada peneliti untuk mengetahui hal-hal yang pernah terjadi di waktu silam. Secara detail bahan dokumenter terbagi beberapa macam, yaitu otobiografi, surat-surat pribadi, buku atau catatan harian, memorial, klipping, dokumen pemerintah atau swasta, data di server dan flashdisk, data tersimpan di website, dan lain-lain. Dalam penelitian di SMPN I Galur Kabupaten Kulon Progo juga akan mencari dan menanyakan dokumen-dokumen apa yang ada di sekolah tersebut yang berkaitan dengan kultur sekolah dan media ataupun sarana lain yang brerkaitan dengan kegiatan guru dalam meningkatkan Soft skill siswa. Focus Group Discussion (FGD) Focus Group Discussion (FGD) adalah teknik pengumpulan data yang umumnya dilakukan pada penelitian kualitatif dengan tujuan menemukan makna sebuah tema menurut pemahaman sebuah kelompok. Teknik ini digunakan untuk mengungkap pemaknaan dari suatu kalompok berdasarkan hasil diskusi yang terpusat pada suatu 282
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permasalahan tertentu. FGD juga dimaksudkan untuk menghindari pemaknaan yang salah dari seorang peneliti terhadap fokus masalah yang sedang diteliti. (Bungin, 2007: 116). Teknik FGD ini juga dilaksanakan pada waktu penelitian di SMPN I Galur Kabupaten Kulom Progo, yang melibatkan Kepala Sekolah, Wakil Kepala Sekolah, dan guru-guru yang mengajar IPS di SMPN I Galur Kabupaten Kulon Progo.
Pembahasan Kultur sekolah yang dikembangkan oleh SMPN I Galur Kabupaten Kulon Progo, mencakup dua hal yaitu: 1. Unggul Dalam Prestasi, Taqwa terhadap Tuhan yang Maha Esa, Berakhlak Mulia. 2.Mempunyai Daya Kompetitif Secara Internasional. Untuk mengembangkan visi di SMPN I Galur Kabupaten Kulon Progo Kepala Sekolah bersama komponen pimpinan, guru, Tata Usaha dan Pengurus komite Sekolah mengadakan rapat koordinasi untuk menyatukan visi sekolah. Kultur sekolah di SMPN I Galur mengalami perubahan lebih baik karena seluruh komponen yang ada secara bersama sama dapat melaksanakan dengan penuh kesadaran sesuai dengan pembagian tugasnya. Pengembangan Kultur sekolah di SMPN I Galur Kabupaten Kulon Progo yang tercantum dalam konsep visi sekolah unggul dalam prestasi adalah berusaha bagaimana meningkatkan prestasi siswa di bidang kognitif, psikomotorik dan dibidang afektif. Dalam mengembangkan ketiga bidang tersebut siswa dibiasakan dengan model belajar kelompok, tugas kelompok dengan harapan dapat mengembangkan Soft skill siswanya. Kultur sekolah di SMPN I Galur Kabupaten Kulon Progo sudah dikondisikan sejak awal siswa masuk sebagai murid di SMPN I Galur Kulon Progo. Model belajar kelompok dan tugas kelompok akan mempengaruhi perkembangan Soft skill siswa yang menyangkut karakter pribadi siswa dan akan dapat meningkatkan interaksi individu, kinerja pekerjaan dan prospek karir pada siswa di SMPN I Galur Kulon Progo. Siswa di SMPN I Galur Kulon Progo dibudayakan dimana saja, kapan saja kalau bertemu dengan seseorang harus diawali dengan menyampaikan salam, seyum dan sapa. Sejak awal masuk siswa di SMPN I Galur Kulon Progo sudah ditanamkan konsep belajar itu harus dilakukan dengan iklas, sabar, belajar dengan sungguh-sungguh dan hanya mengharap ridho dari Allah swt. Siswa di SMPN I Galur Kulon Progo sejak awal sudah diajak untuk menghargai waktu dan belajar baik dikelas maupun di luar kelas harus dilakukan dengan sungguh-sungguh serta dilakukan dengan cara belajar kelompok, hal ini diharapkan untuk mengembangkan Soft skill siswanya. Kultur di SMPN I Galur Kulon Progo dalam rangka mempertahankan prestasi siswanya untuk mempunyai daya saing dengan sekolah yang lain tidak diperoleh dengan cara yang mudah, tetapi didukung oleh strategi, kebijakan, usaha, dan program-program yang jelas. Program yang dibuat oleh Kepala Sekolah, Guru, Pengurus Komite, dan Karyawan benar benar dibuat secara jelas serta dijabarkan dalam pembuatan beban tugas pada masing-masing bidangnya. Pembagian tugas dari masing masing komponen tersebut selalu berkaitan dengan pengembangan dan kemajuan Soft skill siswanya. Untuk mengetahui peran kultur sekolah di SMPN I Galur Kulon Progo terhadap pengembangan Soft skill siswa dapat dijelaskan melalui kegiatan ataupun pembagian tugas dan kerja dari kepala sekolah, guru, tata usaha,komite sekolah dan siswa itu sendiri. ( Hasil Wawancara, 10 Maret 2012, Edy Suwarno Kepala Sekolah ). Kepala sekolah sebagai pemimpin sangat mempengaruhi maju mundurnya kultur sekolah yang akan mengembangkan kualitas Soft skill siswa di SMPN I Galur Kulon Progo. Kepala Sekolah Di SMPN I Galur Kulon Progo Menerapkan demokratisasi dan eksistensi pembagian tugas serta tanggungjawab terhadap warga sekolah (tugas mengajar, PSB, tugas ensidental). 283
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Kepala Sekolah Berupaya menerapkan konsep pendidikan dan meningkatkan kualitas pendidikan (Guru, Siswa, kurikulum, sarpras, bahan ajar dan proses pembelajaran). Kepala Sekolah Selalu melakukan koordinasi dan Konsulidasi dengan Komite Sekolah. Kepala Sekolah SMPN I Galur Kepala Sekolah mempunyai pemikiran tentang: Memberikan reward/punishment bagi guru/ karyawan yang berprestasi atau in disiplinner. Kepala Sekolah menciptakan suasana pendidikan yang bermakna, menyenangkan, kreatif, dinamis dan dialogis sehingga terwujud iklim akademik. Kepala Sekolah menciptakan kepekaan sosial terhadap sesama guru dan karyawan serta terhadap siswanya, khusus untuk siswa dikembangkan hal hal yang berkaitan dengan pengembangan Soft skillnya. (Hasil wawancara 5 Maret 2012, Edy Suwarno dan Nasrah Latifah) Kepala Sekolah SMPN I Galur Kulon Progo untuk mengembangkan Soft skill siswanya membiasakan diri datang lebih awal dari guru- guru, TU dan siswanya. Kepala Sekolah SMPN I Galur Kulon Progo setiap pagi sudah sampai di sekolah pukul 06.15. untuk menyambut kedatangan guru guru dan TU dan siswa siswanya. Adanya kebiasaan-kebiasaan yang dilakukan oleh Kepala Sekolah SMPN I Galur Kulon Progo ini akhirnya diikuti oleh wakil kepala sekolah, guru-guru, TU dan para siswanya. Uniknya setelah para siswa sampai di pintu gerbang sekolah semuanya turun dan mengucapkan salam dan berjabat tangan dengan kepala sekolah yang telah berdiri di depan pintu gerbang SMPN I Galur Kulon Progo. Kebiasaan-kebiasaan ini belum dijumpai di sekolah-sekolah sederajat di tempat yang lain. Kegiatan yang dilakukan oleh Kepala Sekolah di SMPN I Galur Kulon Progo ini secara langsung mengajarkan dan mempraktekkan dalam mengembangkan Soft skill para siswanya. ( Hasil Wawancara, 10 Maret 2012, Nasrah Latifah, Wakasek Kurikulum ). Kepala sekolah bersama wakil kepala sekolah dan guru membimbing secara bersama-sama mengajak para siswanya setiap jam istirahat pertama belajar siswa diajak melaksanakan sholat dhuha di Mushola sekolah. Kebiasaaan ini secara langsung ataupun secara tidak langsung akan meningkatkan nilai nilai keagamaannya, dan akan dapat mempengaruhi siswa dalam mengembangkan Soft skill siswanya, terutama siswa akan menjadi lebih baik dalam tingkah laku kesehariannya. Kebiasaan-kebiasaan ini akan meningkatkat Soft skill siswa terutama dalam sikap menghargai guru dan pegawai serta teman temannya. (Hasil wawancara 5 Maret 2012, Edy Suwarno) Kepala Sekolah bersama wakil kepala sekolah dan guru setiap waktu sholat dhuhur dalam rangka mengembangkan Soft skill siwa juga mengajak siswa sholat berjamaah di mushola sekolah. Dalam pelaksanaan sholat berjamaah tersebut sebagai imam sholat dilakukan oleh bapak guru secara bergantian. Kebiasaan-kebiasaan dalam rangka pengembangan Soft skill siswa dalam ranga meningkatkan nilai-nilai keagamaan tersebut ternyata dapat berpengaruh secara langsung kepada siswa di SMPN I Galur Kulon Progo. Pengaruh kebiasaan sholat berjamaah ini merupakan usaha untuk meningkatkan Soft skill siswa terutama dalam membentuk karakter pribadi siswa di SMPN I Galur Kulon Progo. Sekolah mengharapkan dengan mengembangkan soft skill siswa secara sungguh-sungguh akan menghasilkan lulusannya menjadi berkualitas dari segi keilmuan tetapi juga mempunyai kepribadian yang baik. Sekolah mengharapkan siswa-sdiswanya dengan mempunyai soft skill dapat mengembangkan pribadi seluruh siswanya dapat meningkatkan interaksi individu, kinerja pekerjaannya dan prospek karir ke depan bagi seluruh siswanya. Harapan sekolah apabila seluruh siswanya mempunyai soft skill yang baik akan meningkatkan kemampuan seseorang untuk berinteraksi secara efektif dengan sesamanya baik di dalam dan di luar sekolah. 284
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Profesionalisme Guru IPS dalam rangka mengembangkan soft skill siswa melalui pembelajaran IPS di SMPN I Galur Kulon Progo tidaklah mudah, karena guru harus mempunyai strategi yang baik dalam rangka mengembangkan soft skill siswanya. Guru merupakan sosok penentu bagi keberhasilan proses pembelajaran yang dilakukan di sekolah. Guru adalah orang dewasa yang secara sadar bertanggung jawab dalam mendidik, mengajar, dan membimbing peserta didik (Hamzah B. Uno, 2008: 15). Untuk mengembangkan soft skill siwa di SMPN I Galur Kulon Progo Guru IPS selalu menunjukkan sikap dan perilaku yang baik sehingga dapat ditauladani oleh siswanya. Guru IPS di SMPN I Galur Kulon Progo dalam mengembangkan soft skill siswanya dapat dilakukan dengan cara menyelipkan materi pembelajaran yang dapat menumbuhkan sikap perilaku kepada siswanya mempunyai kemandirian yang tinggi. Guru IPS di SMPN I Galur Kulon Progo untuk mengembangkan soft skill siswanya dalam proses pembelajaran sering dengan membentuk kelompok-kelompok belajar dalam menyelesaikan materi pelajaran yang diberikan oleh guru. Dalam proses menyelesaikan tugas yang diberikan oleh guru di dalam kelas tersebut siswa dengan sendirinya mempunyai strategi dikelompoknya, ditiap tiap kelompok terjadi interaksi dengan temannya. Proses interaksi secara langsung dengan temantemannya dapat dilihat setiap siswanya secara bersama sama mengeluarkan pendapatnya untuk menyelesaikan tugas yang diberikan oleh guru. Setiap siswa akhirnya berani berbicara dan sekaligus juga dapat saling menghargai dari pendapat teman yang lainnya. Guru IPS di SMPN I Galur Kulon Progo dalam mengembangkan soft skill siswanya yaitu dengan mengintegrasikan materi pembelajaran dikaitkan dengan rasa keimanan dan ketaqwaan kepada peserta didiknya. Disinilah guru dituntut dapat memasukkan nilai nilai keimanan dan ketaqwaan kepada siswanya, baik itu dalam materi pembelajarannya dan kedalam proses pembelajarannya, misalkan pada waktu siswa diperintahkan oleh guru ips untuk membahas suatu materi yang diberikannya. Kiat-kiat sukses untuk menjadi seorang guru yang profesional, yaitu sebagai berikut yang disepakati di dalam rapat di SMPN I Galur Kulon Progo meliputi: 1) Dahulu Guru IPS di SMPN I Galur selalu gandrung meningkatkan IQ (Intellegent Quotient), sekarang dibutuhkan lagi dua jenis kualitas diri. Bukan hanya trend, tapi wajib dimiliki oleh semua insan manusia (terlebih guru), yaitu menerapkan EQ (Emotional Quotient) dan SQ (Spiritual Quotient). Jadi, guru tersebut akan cerdas secara emosional dan spiritual. 2) Guru di SMPN I Galur Kulon Progo selalu meniatkan pada diri sendiri untuk benar-benar mengabdikan diri menjadi guru yang amanah. Kemudian, jadikanlah kritik dari berbagai pihak sebagai dorongan untuk mencari cara baru yang lebih efektif dalam pembelajaran. 3) Seiap Guru di SMPN I Galur Kulon Progo berupaya keras dan pantang menyerah untuk maju dari ketertinggalan pendidikan (pengetahuan) diri pribadi, sekolah, kota, bahkan maju dari ketertinggalan pendidikan bangsa kita, agar mampu bersaing dengan bangsabangsa lainnya 4) Guru di SMPN I Galur Kulon Progo selalu berusaha menghormati pribadi siswa dan menjauhkan mereka dari berbagai keluhan, frustasi dan konflik. Bersikap ramah dan berpikir kritis untuk menyelesaikan masalah mereka, sehingga tidak mengganggu pikiran siswa ketika menerima pelajaran di kelas. Guru dan siswa sebaiknya saling "take and give" (berbagi) dan berperan aktif sesuai "tupoksi" (tugas pokok dan fungsinya) serta kewajibannya masing-masing. 5) Guru IPS di SMPN I Galur Kulon Progo selalu merancang metode pembelajaran lebih awal, sehari sebelum mengajar di kelas. Mengupayakan agar pelajaran yang akan diajarkan telah dikuasai penuh oleh guru, kemudian menyampaikannya dengan cara 285
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6)
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menyenangkan dan tidak menyulitkan para siswa. Makin berharga suatu pelajaran, maka makin banyak kesulitan yang harus dilalui oleh seorang guru dan siswa untuk menguasainya. Hal ini tidak berarti pelajaran harus dibuat sulit agar ada nilainya. Namun, menjadi cara guru untuk mengajarkan kepada siswa agar mempelajari banyak hal dan mampu menghadapi kesukaran-kesukaran yang baru. Saat mengajar, Guru IPS di SMPN I Galur Kulon Progo kepada siswa di kelas, berusaha menciptakan suasana kondusif yang menjadikan siswa itu tertantang dan menyadari pentingnya ilmu-ilmu pelajaran yang guru ajarkan. Sesuaikan kondisi, kapan saat guru harus bercanda (melucu dan mengajak siswa tertawa), dan kapan saat guru harus mengajak siswanya untuk serius di kelas. Jadi, guru tahu benar, cara mengefesiensikan waktu yang ada, dan tidak mengajak ke hal-hal yang merugikan siswanya. Seorang guru di SMPN I Galur Kulon Progo harus mampu rela berkorban, memiliki kedisiplinan diri (self dicipline) agar tepat waktu memasuki kelas untuk mengajar dan dapat saling mengingatkan, menasehati dan share (berbagi) kepada siswanya menuju paradigma pendidikan yang lebih baik dan maju. Segala isi petuah dan nasehat guru di SMPN I Galur Kulon Progo kepada siswasiswanya, harus diaktualisasikan terlebih dahulu oleh guru itu sendiri dalam kegiatan sehari-hari di sekolah. Dengan kata lain, tingkah laku guru yang baik, pasti akan menjadi keteladanan atau contoh yang baik bagi para siswanya. Guru IPS di SMPN I Galur Kulon Progo Tidak hanya menguasai ilmu yang diajarkannya, tetapi juga menguasai ilmu-ilmu penting yang menjadi nilai plus bagi guru, misalnya mempelajari bahasa asing, menguasai IPTEK/TI (dunia komputer dan internet), dan kreativitas lainnya sesuai kemampuan yang ada pada guru tersebut. Dua kegiatan yang tak boleh terlupakan untuk dikembangkan oleh guru, yaitu menulis dan meneliti, sehingga memacu guru akan terus membaca dan melakukan refleksi pada setiap kegiatan pembelajaran. Guru di SMPN I Galur Kulon Progo harus mempunyai sifat tegas, jujur, adil, bijaksana dan memenuhi hak dan kewajiban yang selaras, mendahulukan (memprioritaskan) kepentingan orang banyak, halus dan sopan dalam bertutur kata, kemudian wajah diperamah dengan senyum ketika menatap wajah-wajah yang mengharap perhatian penuh (siswa, red) dari guru tercintanya. Tentu tidak ada seorang pun siswa yang akan menjauhi, menakuti, bahkan membenci gurunya tersebut. (Wawancara dengan Kepala sekolah dan Wakasek Kurikulum 22 April 2012).
Guru IPS di SMPN I Galur Kulon Progo dalam mengembangkan soft skill siswanya sebelum mengajar menyiapkan bahan ajar yang dapat memberikan memotivasi pada siswanya untuk mempraktekkan materi pembelajaran dalam kehidupan sehari harinya. Konsep dan praktek mengajar seperti itu secara langsung ataupun secara tidak langsung akan mempengaruhi soft skill pada siswanya. Motivasi yang diberikan oleh guru IPS di SMPN I Galur Kulon Progo tersebut akan menambah semangat siswanya dalam mengembangkan soft skill pada diri masing masing siswanya. Program guru IPS dalam mengembangkan soft skill siswa juga dapat dilakukan diluar kelas dan di luar sekolah. Diluar kelas misalkan seorang guru IPS yang sedang mengarkan materi lingkungan hidup, siswa disuruh mempraktekkan membersihkan lingkungan disekitar SMPN I Galur, Kulon Progo, yaitu membersihkan sampah yang ada di dalam lingkungan sekolahnya. Siswa selanjudnya disuruh mengumpulkan sampah yang ada dan memisahkan yang organik dan bukan organik. Dari proses pembelajaran seperti itu secara langsung akan menambah kepeduliah siswa terhadap lingkunggannya, kegiatan itu termasuk usaha dalam mengemabangkan soft skill siswa di SMPN I Galur Kulon Progo.
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Dalam materi pembelajaran ekonomi guru IPS dalam rangka mengembangkan interaksi kegiatan ekonomi, siswa disuruh mengamati dan melihat secara langsung bagaimana orangorang melakukan proses jual beli di pasar, sehingga siswa dapat secara langsung mengetahui proses terjadinya jual beli. Program pembelajara seperti itu akan menambah pemahaman siswa tentang interaksi yang terjadi di dalam kegiatan perekonomian, otomatis secara langsung menanamkan interaksi siswa. Proses interaksi tersebut juag merupakan salah satu usaha dalam mengembangkan soft skill siswa di SMPN I Galur Kulon Progo. Siswa selanjudnya mengerti dan memahami sikap dan perilaku yang dilakukan oleh pedagang dan pembeli yang mempunyai karakter yang berbeda beda. Guru IPS di SMPN I Galur Kulon Progo dalam mengembangkan soft skill siswa yang dikaitkan dengan pelajaran sosiologi juga dapat dilakukan di dalam kelas dan di luar kelas. Di dalam kelas guru menyampaikan meteri pembelajaran tetang konflik sosial, supaya siswa ikut aktif dan berani berbicara guru menyampaikan materi konflik sosial kepada siswanya. Dalam proses pembelajarannya guru IPS di SMPN I Galur Kulon Progo menyuruh siswa untuk membahas dan menjelaskan tentang materi yang berkaitan tentang konflik sosial dengan kehidupan yang ada di masyarakat sekitar mereka tinggal. Guru IPS di SMPN I Galur Kulon Progo menyuruh siswanya untuk mencari dampak dari konflik sosial yang ada di dalam masyarakat di sekitar mereka tinggal. Setela selesai siswa mendiskusikan selanjudnya guru menayakan kepada siswa tentang dampak dari konflik sosial tersebut. Diharapkan dengan materi yang berkaitan dengan konflik sosial tersebut siswa di SMPN I Galur Kulon Progo akan tahu mana sikap atau perilaku masyarakat yang baik ataupun yang tidak baik. Akhirnya dengan materi konflik sosial ini guru dapat menyampaikan pesan kepada siswanya untuk menghilangkan sifat negatif karena adanya konflik sosial, dengan pemahaman itu maka soft skill siswa akan menjadi tambah baik, karena siswa tahu dampak dengan adanya konflik sosial tersebut. (Hasil wawancara 6 Maret 2012, Endang Engganiasih Guru sosiologi) Guru IPS di SMPN I Galur dalam mengembangkan kepedulian sosial kepada siswanya yang berkaitan dengan soft skill dikaitkan dengan materi interaksi sosial dan kepedulian sosial. Siswa SPMPN I Galur Kulon Progo diajak mengunjungi ke Panti Asuhan dan sekaligus siswa diajak memberikan santunan secara iuran. Setelah pulang dari kunjungan ke Panti Asuhan tersebut siswa di SMPN I Galur Kulon Progo ditugaskan untuk membuat laporan yang dilaksanakan di Panti Asuhan tersebut. Dengan kegiatan tersebut secara langsung ataupun tiodak langsung akan meningkatkat perkembangan soft skill siswa di SMPN I Galur Kulon Progo. (Hasil wawancara 6 Maret 2012, Wanti Bakti Asih) Guru IPS di SMPN I Galur Kulon Progo dalam mengembangkan soft skill siswanya dalam proses pembelajaran guru mengajak kepada siswanya untuk mengembangkan sikap kejujuran, kerja sama, keteladanan, menghargai orang lain dan mengembangkan toleransi. Proses dalam mengembangkan soft skill siswa ini nampak pada waktu proses pembelajaran siswa dilibatkan secara aktif. Sikap kejujuran siswa di SMPN I Galur Kulon Progo dapat dilihat pada waktu ujian tidak kelihata ada yang menyontek lagi. Proses mengembangkan kerjasama siswa di SMPN I Galur Kulon Progo dapat dilihat dalam kegiatan diskusi dapat berjalan dengan baik, serta siswa dilatih sebagai pemakalah, peserta dan moderator secara langsung, sehingga guru IPS selama proses diskusi sebagai pemantau dan setelah diskusi selesai guru meluruskan apabila ada materi yang kurang tepat. Guru IPS di SMPN I Galur didalam mengajar apabila ada materi yang dapat dipadukan antara mata pelajaran sejarah, geografi, ekonomi dan sosiologi, guru IPS mengajarnya dengan cara bersama sehinnga menggunakan team pengajar dalam satu waktu 3 guru langsung masuk mengajar secara bersama-sama. Dalam proses pembelajaran yang secara bersama sama tersebut masing-masing guru menyampaikan materi secara bergantian, dan masing-masing 287
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guru menjelaskan sesuai dengan materi yang diajarkan. Proses yang dilakukan secara bersama-sama itu secara langsung sudah mengajarkan soft skill pada siswanya. (Hasil wawancara 7 Maret 2012, Sukarsih) Kultur sekolah dan Profesionalisme guru IPS yang baik di SMPN I Galur Kulon Progo dapat memberikan pengaruh terhadap peningkatan soft skill siswanya. Kultur sekolah dan Profesionalisme guru IPS dapat mengembangkan siswa di SMPN I Galur Kulon Progo dalam melakukan interaksi dsengan baik ketika mereka harus bergabung dengan teman-teman lama dan teman barunya baik dari sekolah sekitarnya dan teman yang dating dari luar negeri. SMPN I Galur Kulon Progo sering kedatangan tamu baik itu dari dalam negeri dan dari luar negeri, khususnya pada waktu kedatangan tamu dari luar negeri yang biasa diikuti oleh siswanya, maka siswa di SMPN I Galur Kulon Progo dapat menyambut teman temannya yang berasal dari luar negeri dengan menggunakan bahasa inggris. Kultur sekolah dan profesionalisme guru IPS di SMPN I Galur Kulon Progo dalam mengembangkan soft skill siswanya, hal itu kelihatan pada waktu siswa-siswanya mengikuti lomba apapun, mereka dapat tampil dengan percaya diri. Pada waktu mengikuti lomba yang diadakan oleh instansi manapun siswa yang ada di SMPN I Galur Kulon Progo selalu dapat mengikuti lomba dan dapat dikatakan selalu mendapatkan hadiah. Lomba-lomba yang diikuti lomba yang berkaitan dengan akademik dan lomba non akademik. Berhubung soft skill sudah tertanam pada siswanya maka setiap mengikuti lomba seorang guru dapat dikatakan hanya sebagai pendukung semangat dan sebagai pendamping saja. (Hasil wawancara tanggal 7 Maret 2012, Sukarsih dan Nasrah Latifah). Untuk mengembangkan soft skill siswa di SMPN I Galur Kulon Progo, pihak sekolah melatih siswanya membentuk Organisasi Intra Sekolah (OSIS). Organisasi Sekolah yang dibentuk tersebut secara langsung akan mengembangkan soft skill siswanya, karena dalam organisasi tersebut siswa latihan berdiskusi dan berlatih mengembangkan kreatifitasnya serta akan mendorong untuk berlatih bermasyarakat. Di dalam organisasi tersebut secara jelas dapat mengajarkan bagaimana menjadi anggota pengurus yang tersiri dari ketua, sekretaris, bendahara dan anggota-anggota lainnya. Di dalam organisasi tersebut secara langsung siswa diajarkan bagaimana membuat, melaksanakan, memecahkan dan mengevaluasi program yang ada. (Hasil wawancara tanggal 7 Maret 2012, Edy Suwarno, Sukarsih dan Nasrah Latifah). Kultur sekolah dan profesionalisme guru IPS di SMPN I Galur Kulon Progo ternyata dapat mendorong berkembangnya soft skill siswanya. Guru IPS mengajarkan cara bermusyawarah dalam memecahkan masalah yang dihadapi siswanya, sehingga siswa dapat mengembangkan pemikiran kepeduliannya untuk kerja sama. Guru IPS dalam proses pembelajarannya juga mengembangkan siswanya harus selalu meningkatkan rasa menghargai kepada siapapun juga. Siswa juga dibimbing oleh guru cara menggunakan dan mengakses internet. Guru dalam mengembangkan soft skill didalam penggunakan internet disampaikan baik buruknya data yang ada di internet, dan nilai keagamaan ditanamkan bahwa apabila melihat situs yang porno hukumnya kharam, sehingga secara social mengajarkan tentanpendidikan moral. Dengan kultur sekolah dan profesionalisme guru IPS di SMPN I Galur yang baik terlihat dalam pengembangan soft skill pada siswanya dapat dilihat pada perilaku siswa yang sangat sopan, siswa selalu menyapa bapak ibu guru dimanapun berjumpa dan dengan cara salam dan mencium tangan bapak ibu gurunya. Soft skill yang ada pada siswa di SMPN I Galur Kulon Progo Nampak sekali pada siswa yang jarang terdengar bicara keras dan bicara yang berbau porno. Pengaruh soft skill yang lain Nampak kelihatan keberanianya setiap diskusi berjalan siswa rata rata berani berdebat dan dengan cara yang bagus. Adanya pengembangan soft skill yang baik ini maka para wali murid sangat antusias memasukkan siswanya ke SMPN I Galur 288
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Kulon Progo, dan siswanya ada yang wawancara 6 Maret 2012, Wanti Bakti)
berasal dari luar kabupaten Kulon Progo. (Hasil
Kesimpulan 1. Kultur sekolah yang mencakup nilai-nilai, keyakinan-keyakinan, slogan-slogan atau motto, kebiasaan-kebiasaan, dan upacara-upacara di SMPN I Galur Kulon Progo dapat dilaksanakan dengan baik pada warga sekolah. Siswa yang mempunyai Soft skill baik biasanya akan kelihatan dari budi pekertinya. Siswa yang mempunyai Soft skill tinggi akan mampu mengontrol emosinya dan itu tergambar dalam budi bahasanya, dalam caranya berkomunikasi, perilakunya tidak grusa grusu, dan perbuatan atau berintegritas tinggi, tenggang rasa dan toleransi tinggi. 2. Profesionalisme guru IPS di SMPN I Galur Kul;on Progo didalam mengembangkan soft skill pada siswanya dapat dilakukan dalam kegiatan proses belajar didalam kelas ataupun di luar kelas. Guru IPS di SMPN I Galur Kulon Progo dalam mengembangkan soft skill siswanya kelihatan pada waktu siswa disuruh membuat kelompok untuk memecahkan permasalahan yang berkaitan dengan materi yang disampaikan oleh Guru IPS. Siswa dalam mengembangkan soft skill dalam pembelajaran IPS dilakukan oleh guru IPS melakukan praktek kepasar misalnya melihat interaksi jual beli antara pedagang dan pembeli. Dalam materi social siswa disuruh mencari permasalahan-permasalahan yang ada di masyarakat dan bagaimana cara memecahkan permasalahan tersebut. 3. Adanya kultur sekolah dan profesionalisme guru IPS yang baik akan berpengaruh pada soft skill siswa di SMPN I Galur Kulon Progo. Siswa di SMPN I Galur Kulon Progo diharapkan dapat memiliki sikap mental positif terhadap perbaikan segala ketimpangan yang terjadi, dan terampil mengatasi setiap masalah yang terjadi sehari-hari baik yang menimpa dirinya sendiri maupun yang menimpa temannya. Daftar Informan NO 1. 2. 3. 4. 5. 6. 7.
NAMA Drs. Edi Suwarno, M. Pd Nasrah Latifah S. Pd Dra. Sukarsih Cut Manyak S.Pd Dra. Wanti Baqi Asih Dra. Endang Enganiasih K. Porwo Hadikusumo
JABATAN Kepala Sekolah Wakasek Kurikulum Guru Sejarah Guru Geografi Wakasek Kesiswaan Guru Ekonomi Tokoh Masyarakat
UMUR 56 50 47 46 48 47 75
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Konseling Keluarga Berdasarkan Pendekatan Islam dalam Upaya Pencegahan Tindakan Bunuh Diri Baiq Mahyatun Universitas Hamzanwadi, Indonesia [email protected] ABSTRAK Banyaknya kasus bunuh diri pada masyarakat usia remaja di Indonesia tidak dapat diabaikan begitu saja. Bunuh diri merupakan perbuatan yang diharamkan oleh Allah SWT. Paktor penyebab kenapa masyarakat khususnya remja mau bunuh diri atau mengakhiri hidupnya dengan tragis. Delapan kasus yang diteliti pada umumnya bunuh diri karena persoalan keluarga dan kehilangan anggota keluarga yang dicintainya, masalah pribadi, sosial, ekonomi serta masalah kesehatan. Pelaku tidak siap menerima persoalan-persoalan dalam hidupnya, pelaku tidak siap ditinggalkan oleh orang yang dicintainya, tidak ikhlas dan tidak tabah menghadapi semua bentuk tekanan, kekecewaan, kekurangan dan ketidak bahagiaan baik dari aspek sosial maupun aspek ekonomi. Disinilah peran aktif Konseling Keluarga Berdasarkan Pendekatan Islam sangatlah tepat untuk dilakukan dalam pencegahan tindakan bunuh diri. Kata Kunci : konseling keluarga, pendekatan islam, pencegahan tindakan bunuh diri
Pendahuluan Kematian adalah jalan untuk menuju kekehidupan yang abadi di akhirat, namun masih dianggap sebagai suatu yang menakutkan, yang harus dihindari dan hendaknya jangan sampai terjadi. Proses kematian yang diharapkan dalam Islam adalah “Husnul Khatimah” yaitu proses kematian secara baik dan mati dalam kondisi beriman. Bukan dalam maksiat atau dengan cara bunuh diri. Kematian dengan cara bunuh diri adah merupakan peristiwa yang sangat tidak diharapkan, karena mengakibatkan keluarga pelaku bunuh diri menjadi malu dan muncul rasa bersalah bahwa kenapa bunuh diri bisa terjadi. Individu yang bunuh diri biasanya punya masalah yang dalam pandangan pelaku bunuh diri masalah tersebut sudah titik klimaks atau mencapai titik puncaknya yang tidak dapat dituntaskan dengan jalan apapun selain bunuh diri. Berdasarkan pemberitaan dikoran dan beberapa kasus yang pernah ditangani, kasus bunuh diri lebih dominan terjadi di kalangan remaja dari tahun 2011 – 2015 di Dompu 2 orang gadis mencoba melakukan bunuh diri karena patah hati ( broken heart ), berikutnya di Lombok Timur kasus serupa terjadi pada 3 orang remaja yang mencoba melakukan bunuh diri karena tidak siap ditinggal orangtuanya, 1 orang remaja putri mencoba melakukan bunuh diri karena mengalami broken home dan 2 orang mencoba melakukan bunuh diri karena mengalami tekanan dan kecewa. Dari aspek ekonomi pelaku ada yang sangat mampu, dan sedang. Dari aspek pendidikan pelaku bunuh diri ada yang tamatan sanawiah, tamatan SMA dan ada yang sedang mengikuti pendidikan di Perguruan Tinggi. Dalam Islam diketahui bahwa bunuh diri itu dilarang Alloh dan merupakan perbuatan terkutuk, digolongkan pada dosa besar. Dalam Al-Qur’an, Alloh Swt, secara tegas melarang bunuh diri. Larangan itu antara lain dalam surat An-Nisa’ ayat 29-30 sebagai berikut: Yang artinya: Dan janganlah kamu membunuh dirimu, sesungguhnya Allah adalah Maha penyayang kepadamu, Dan barang siapa berbuat demikian dengan melanggar hak dan aniaya, Maka Kami kelak akan memasukkanya ke dalam api neraka yang demikian itu adalah mudah bagi Allah. 292
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Bunuh diri fenomena bagi pelaku dalam menyelesaikan masalah, fenomena pelaku tidak mampu berkomunikasi secara maksimal dengan individu lain baik dengan keluraga maupun dengan masyarakat. Bunuh diri fenomena berkurangnya kepedulian atau rasa kebersamaan dalam keluarga berkurangnya control prilaku fenomena satu-satunya tindakan yang ampuh untuk keluar dari persoalan yang sedang dihadapi. Hasil penelitian penulis pada kasusu bunuh diri pada usia remaja di NTB tahun 2011-2015 ada 7 kasus yang terjadi, 2 kasus yang di sebabkan konplik keluarga, 3 kasus karena ditinggal orangtuanya, 2 kasus karena perceraian orangtuanya. Pelaku bunuh diri di NTB pada umumnya diusia remaja . remaja memiliki tugas-tugas perkembangan pada masa remaja yang disertai oleh berkembanganya kapasitas intelektual stres dan harapan-harapan baru yang dialami remaja membuat mereka mudah mengalami ganguan baik berupa pikiran, perasaan maupun gangguan perilaku. Stres, kesedihan, kecemasan, kesepian, keraguan pada diri remaja membuat mereka mengambil resiko dengan melakukan kenakalan (Fuhurmann,1990). Pelaku bunuh diri pada usia remaja ( belum berkeluarga ), mereka meningggalkan orangtua keluarga yang sangat menyayanginya, dengan bunuh diri tentu akan memunculkan persepsi negatif bagi orangtua keluarga dan masyarakat atau sebaliknya akan memunculkan rasa bersalah bagi orangtua dan anggota keluarga lainnya. Berkaitan dengan permasalahan di atas agar bunuh diri tidak lagi terjadi perlu ada pencegahan di antaranya melalui konseling Keluarga dengan pendekatan Islam.
Kajian Teori Konsep Dasar Konseling Keluarga Konseling keluarga ( family counseling ) dalam Sofyan S.Wilis (211:88) adalah : Usaha membantu individu, anggota keluarga untuk mengaktualisasikan potensi dirinya atau mengantisipasi masalah yang dialaminya, melalui sistem keluarga, dan mengusahakan agar terjadi perubahan perilaku yang positif pada diri individu yang akan memberi dampak pula terhadap anggota keluarga lainnya. Munculnya kasus bunuh diri karena adanya individu dalam keluarga yang belum memperlihatkan perilaku positif, dan belum terwujudnya potensi individu tersebut yang akan mempengaruhi keluarga yang bersangkutan. Selanjutnya tujuan umum konseling keluarga dalam Sofyan S.Wilis (2011:89) adalah: 1) Membantu anggota-anggota keluarga belajar dan menghargai secara emosional bahwa dinamika keluarga adalah kait-mengait di antara anggota keluarga. 2) Untuk membantu keluarga agar menyadari tentang fakta jika satu anggota keluarga bermasalah, maka akan mempengaruhi kepada persepsi, ekspektasi, dan interaksi anggota-anggota keluarga lainya. 3) Agar tercapai keseimbangan yang akan membuat pertumbuhan dan peningkatan setiap anggota keluarga. 4) Untuk mengembangakan penghargaan penuh sebagai pengaruh dari hubungan yang berkaitan dengan orangtua ( parental ). Adapun tujuan khusus konseling keluarga adalah: 1). Mengembangkan toleransi dan dorongan anggota-anggota keluarga terhadap cara-cara yang istimewa ( idiocineratic ways ) atau keunggulan-keunggulan anggota lain. 2). Mengembangkan toleransi terhadap anggotaanggota keluarga yang mengalami stress/keewa, konflik, dan rasa sedih yang terjadi karena factor system keluarga atau di luar system keluarga. 3). Mengembangkan motif dan potensipotensi setiap anggota keluarga dengan cara mendorong ( men-support ), memberi semangat dan mengingatkan anggota tersebut. 4). Mengembangkan keberhasilan persepsi diri orangtua secara realistis dan sesuai dengan anggota-anggota lain. 293
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Pendekatan Islam Pendekatan Islam dalam kontek tulisan ini merujuk Anwar Sutoyo ( 2014: 22 ) yaitu “Upaya membantu individu belajar mengembangkan fitrah dan atau kembali kepada fitrah, dengan cara memberdayakan ( enpowering ), iman, akal, dan kemauan yang dikaruniakan Allah SWT. Kepadanya untuk mempelajari tuntunan llah dan Rasulnya, agar fitrah yang ada pada individu itu berkembang dan kukuh sesuai tuntunan Allah SWT”. Tuntunan Allah tersebut ada dalam Al-Qur’an dan aplikasinya ada dalam hadis/Sunnah Rasulullah Muhammad Saw. Keberadaan konseling Islam sesuai dengan pendapat Anwar Sutoyo ( 2014:27 ) “Posisi Bimbingan dan Konseling Qur’ani dalam dunia konseling bisa dilihat dari dua posisi: 1). Dilihat dari Al-Qu’an sebagai rujukan dalam membantu mengembangkan potensi individu dan atau membantu menyelesaikan masalah yang dihadapi individu… 2). Dilihat dari Bimbingan Konseling Qur’ani sebagai suatu model yang memiliki pandangan hidup tentang hakekat manusia yang paling komperhensif. Beberapa alasan Al-Qur’an dijadikan rujukan konseling Islam: Pertama: Al-Qur’an adalah kitab Ilahi yang dijamin kebenarannya, yang seratus persen berasal dari Allah baik lafal maupun maknanya. Kedua : Al-Qur’an adalah Kitab Suci yang merupakan sumber utama dan pertama ajaran Islam, petunjuk dan pedoman bagi siapa yang mempercayai dan mengamalkannya. Ke tiga : Al-Qur’an adalah bacaan sempurna ( kandungan, susunan kalimatnya ) Ia dibaca oleh ratusan juta orang sekalipun tidak mengetahui artinya, di hafal oleh puluhan ribu orang, walaupun ia seorang tuna netra. Ke empat: Al-Qur’an adalah sangat terpuji, Ia memiliki keistimewaan yang tidak dimiliki oleh kitab Suci lain, di dalamnya terdapat tuntunan yang jelas, menyeluruh dan dapat titemukan bukti kebenarannya sepanjang zaman. Ke lima: Konselor dan Klien yang dibimbing haruslah muslim ( beragama Islam ). Pandangan Islam tentang Kematian dan Bunuh Diri Berdasarkan istilah yang digunakan Al-Qu’an untuk menunjuk “Kematian” antara lain: kata “al-wafat (wafat)” dan “imsak (menahan)”. Dalam Al-Qur’an pada surat Al-Zumar ayat 42: Allah memegang jiwa (orang) ketika matinya dan memegang jiwa (orang) yang belum mati diwaktu tidurnya: maka Dia tahanlah jiwa (orang) yang telah dia tetapkan kematiannya dan Dia melepaskan jiwa yang lain smapai waktu yang sudah ditetapkan. Sesungguhnya pada yang demikian itu terdapat tanda-tanda kekuasaan Allah bagi kaum yang berfikir. Dalam Al-Qur’an kematian tidak terjadi satu kali saja, melainkan dua kali ( Khairul Anwar, 2013: 22 ) hal ini juga di jelaskan dalam Surat Ghafir ayat 11: “Mereka berkata, Wahai Tuhan kami, Engkau telah mematikan kami dua kali dan telah menghidupkan kami dua kali (pula), lalu kami menyadari dosa-dosa kami maka adakah jalan bagi kami untuk keluar ( dari siksa neraka )?”. Dalam Khairul Anwar (2013:22) dikatakan kematian pertama dialami manusia sebelum kelahirannya, atau saat sebelum Allah menghembuskan ruh kehidupan kepadanya: sedangkan kematian kedua, saat ia meninggalkan dunia ini. Kehidupan pertama dialami oleh manusia pada saat manusia menarik dan menghembuskan nafas di dunia, sedangkan kehidupan kedua saat ia berada di alam barzakh, atau ketika kelak akan hidup kekal di akhirat. Al-Qur’an menilai kematian sebagai jalan menuju perpindahan menuju ke sebuah tempat dan keadaan yang lebih mulia dibandingkan dengan kehidupan dunia. Kematian adalah pintu menuju kekehidupan abadi, dan satu-satunya jalan yang harus ditempuh oleh manusia untuk meninggalkan kehidupan yang singkat menuju kehidupan yang kekal. Kematian juga merupakan satu-satunya jalan untuk mendapatkan kenikmatan dan kesempurnaan itu. Di lain 294
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pihak pembicaraan tentang kematian bukan sesuatu yang menyenangkan . (Zen Muhammad Al Hadi.2013:43); Bunuh diri dilarang Allah, perbuatan terkutuk, termasuk dosa besar, dalam surat An-Nisa’ ayat 29-30 di jelaskan: Dan janganlah kamu membunuh dirimu, sesungguhnya Allah adalah Maha penyayang kepadamu, Dan barang siapa berbuat demikian dengan melanggar hak dan aniaya, Maka Kami kelak akan memasukkanya ke dalam api neraka yang demikian itu adalah mudalah bagi Allah. Dalam hadis yang diriwayatkan oleh Bukhari dan Muslim dari AdDahak disebutkan, “Barang siapa terjun dari sebuah bukit untuk menewaskan dirinya, maka kelak ia akan masuk neraka dalam keadaan terlempar jasatnya, ia uk rackekal dalam neraka selama-lamanya’. “Barang siapa yang meneguk racun dan racun itu menewaskan dirinya, maka racun itu akan tetap dalam genggaman tangannya sambil meneguknya di dalam neraka jahannam, ia juga kekal di dalamnya selama-lamanya. “ Mati dengan cara bunu diri juga termasuk Syu’ulkhatimah. Tipe-Tipe Bunuh Diri Shneidman (dalam Barlow dan Durand, 2002 ) membedakan bunuh diri berdasarkan individunya ke dalam empat tipe : 1. Pencari kematian ( Death Seekers ). Individu-individu ynag termasuk dalam tipe ini adalah individu yang secara jelas dan tegas mencari dan menginginkan untuk mengakhiri kehidupannya. Kesungguhan mereka untuk melakukan tindakan bunuh diri, sudah hadir dalam jangka waktu yang lama, mereka telah menyiapkan segala sesuatunya untuk kematian mereka. 2. Inisiator Kematian (Death Initiator). Inisiator-inisiator mati juga mempunyai keinginan yang jelas untuk mati, tetapi mereka percaya jika kematian mau tidak mau akan segera mereka rasakan. Individu yang tergolong penyakit serius tergolong ke dalam tipe ini. Sebagai contoh beberapa penderita HIV (Human Immunodeficiency Virus), sebelum mereka mendapat perawatan, baik itu perawatan medis atau bukan, terlebih dahulu memutuskan untuk bunuh diri. 3. Pengabai kematian (Death Ignorers). Bersungguh-sungguh untuk mengakhiri kehidupannya, tapi mereka tidak percaya jika keinginan tersebut merupakan akhir dari keberadaan (existence) dirinya. 4. Penentang kematian (Death Darers). Ragu-ragu (ambivalent) dalam memandang kematian, dan mereka bertindak jika kesempatan untuk mati bertambah besar. Tetapi hal tersebut bukanlah suatu jaminan jika mereka akan mati. Orang-orang yang termasuk penentang kematian adalah orang-orang yang membutuhkan perhatian atau membuat seseorang atau orang lain merasa bersalah, dan hal tersebut, melebihi keinginan mereka untuk mati. Dukheim (dalam Lytle, 1986 & Nevid.,dkk.,1997) yang konsern mengkaji bunuh diri dengan menggunakan perspektif sosiologi, menyebutkan bunuh diri terdiri atas beberap prinsif tipe: 1. Anomic Suicide. Kondisi ketidak normalan individu berada pada posisi yang sangat rendah , individu adalah orang yang terkatung-katung secara sosial. Anomic suicide adalah hasil dari adanya gangguan yang nyata. Sebagai contoh: seorang yang tiba-tiba harus kehilangan pekerjaannya yang berharga kemudian melakukan tindakan bunuh diri termasuk tipe ini. Anomie disebut juga kehilangan perasaan dan menjadi kebingungan. 2. Egoistic Suicide. Kekurangan keterikatan dengan komunitas sosial atau masyarakat atau dengan kata lain individu kehilangan dukungan dari lingkungn sosialnya atau masyarakat. Sebagai contoh: orang-orang yang sudah lanjut usia (elderly) yang membunuh didi mereka sendiri setelah kehilangan kontak atau sentuhan dari teman atau keluarganya bisa dimasukkan ke dalam kategori ini.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Faktor-Faktor penyebab Bunuh Diri Menurut Hadriami (2000:4), banyak teori psikologi tentang bunuh diri, namun ada dua pendekatan besar yaitu: a. Pendekatan demokratis sosiologis yang berusaha mengevaluasi sebab-sebab bunuh diri dari tataran tingkat sosial dengan spekulasi bagaimana berkarakteristik sosial menentukan makna bunuh diri. b. Pendekatan penomenologis yang berusaha melihat karakter makna bunuh diri dalam konteks kehidupan pribadi individu. 1) Dalam pendekatan ini, teori psiko amnalisis menekankan ketidak sadaran dan memandang bunuh diri sebagai pemindahan agresi atau agresi yang tertuju ke diri sendiri. 2) Teori psikodinamika menganggap depresi sebagai introyeksi kemarahan karena hilangnya objek cinta. Beberapa penelitian mengenai pelaku bunuh diri: mereka memiliki latar belakang kehilangan orang yang dicintai ( orangtua ), dimasa kanak-kanak diabaikan, situasi keluaga yang kacau yang menyebabkan adanya gangguan kejiwaan dan miskinya keterampilan mengatasi masalah ( problem coping ). Dalam teori cognitive behavioral (Handriami,2004:5), dijelaskan bahwa keputusan memiliki peran penting diambilnya keputusan bunuh diri. Orang yang mempunyai pandangan selalu pesimis terhadap masa depan, pesimis dalam menyelesaikan masalah akan cenderung membesarkan masalah, pola berfikirnya kaku, dan melihat bunuh diri sebagai satusatunya jalan keluar dari masalah yang dihadapinya. Factor lain yang mendorong orang bunuh diri yaitu:tidak adanya dukungan sosial dan peran yang bermakna di lingkungannya. Kalau seseorang memiliki masalah berat dan dia sendirian, tidak ada yang menghiraukan dan dia takut meraih perhatian orang lain karena merasa kecil dan tidak berharga, maka jalan ke arah bunuh diri akan dekat. Adanya relasi dalam keluarg atau perkawinan berkwalitas baik akan sangat membantu menghindarkan tindakan bunuh diri (Hadriami:,2004:5).
Hasil Penelitian Perlu dilaksanakan konseling keluarga dengan keluarga yang rentan dan punya banyak masalah dengan cara: 1. Melakukan pendataan pada kelurahan tentang kondisi keluarga yang rentan dan berpotensi banyak masalah seperti: Keluarga yang kondisi ekonomi pada pra sejahtera, keluarga yang punya anak belum berkeluarga yang di tinggal mati salah seorang atau kedua orangtuanya, keluarga yang orangtuanya sudah terpisah, individu dalam keluarga yang mengalami penyakit yang tidak kunjung sehat. Keluarga yang sering mengalami konflik atau pertengkaran. 2. Sumber data penjaringan sasaran: Ketua RT/RW, Kepala desa/Lurah, pengurus masjid, toko masyarakat, kader PKK, Organisasi pemuda dan lain-lain yang dapat dijadikan sumber data penjaringan. 3. Pelaksanaan konseling kelompok melalui kelompok dasa wisma, kelompok pengajian Yasinan, melalui pertemuan PKK, dan secara langsung pada keluarga sasaran. 4. Bentuk tindakan, Layanan informasi, Layanan Konseling Individual, Layanan Konseling Kelompok, Layanan mediasi dan Layanan Konsultasi. 5. Pemberi Layanan : Konselor, Guru Bimbingan dan Konseling 6. Materi Layanan: Penerapan peran dan tanggung jawab otangtua (Ayah dan Ibu) dalam Islam terhadap anak, seperti pemenuhan kebutuhan fisik dan psikhis. Pemahaman perkembangan anak dan perubahan kondisi anak. Pemahaman dan penyelesaian masalah anak, baik dari asfek fisik, ekonomi, pendidikan, soial budaya dan agama. 296
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7. Metode pendekatan Konseling Islam yang dilakukan adalah dengan metode manidu’I (tematik), yang dirumuskan oleh Nasharuddin Baidan dalam Anwar Sutoyo (2014:40) sebagai membahas ayat-ayat Al-Qur’an sesuai dengan tema atau judul yang telah ditetapkan, semua ayat yang berkaitan dihimpun kemudian dikaji secara mendalam dan tuntasdari berbagai aspek yang terkait dengannya, seperti ahab nuzul, kosa kata dan sebagainya. Semua dijelaskan dengan rinci dan tuntas, serta didukung dengan dalil-dalil atau fakta-fakta yang dapat dipertanggungjawabkan secara ilmiah baik argument itu berasal dari Al-Qur’an, Hadis, maupun pemikiran rasional. Contoh keluarga yang berkonflik, penerapan layanan mediasi dengan tinjauan ayat-ayat yang membahas informasi dari masing-masing pihak dan memusyawarahkan di antara anggota yang berkonflik yang juga merujuk pada penafsiran ayat-ayat Al-Qur’an dan Hadis yang tepat dengan tema pentingnya perdamaian, persaudaraan dan empati.
Daftar Pustaka Al-Qur’an dan Terjemahan, 1995. Semarang : PT. Karya Putra Toha Semarang. Ahmad Rifa’I Rifan, 2014. Hidup Sekali Lalu Mati. Jakarta : Arga Publising. Elizabeth B. Hurlock. 1994. Psikologi Perkembangan . Jakarta: Erlangga H.C.Zen Muhammad. 2014. Agar Hati Selalu Tenang. Jakarta: Zahira. Ivan Taniputra. 2005. Psikologi Kepribadian. Jogjakarta:Ar-Ruz. Khairul Anwar. 2013. Panduan Menggapai Husnul Khatimah. Yogyakarta: Smatr Pustaka. Kamarudin Hidayat. 2014. Psikologi Kematian. Jakarta:Naora Books. Prayitno. 2012. Seri Panduan Layanan dan Kegiatan Pendukung Konseling. (Jenis Layanan dan Kegiatan Pendukung Konseling). Padang:PPK Jurusan BK FIP UNP. Sofyan S. Wilis. 2011. Konseling Keluarga (Femily counseling). Bandung: Alpabeta.
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Efforts to Improve the Productivity of Students Through Independent Business in Shaping the Character of Entrepreneurship in Vocational Danang Prio Utomo Universitas Hamzanwadi, Indonesia email: [email protected]
Abstract The purpose of research is to find out how the students' efforts to increase productivity through independent business in shaping the character of entrepreneurship in vocational.The methods used in this research is a method of mixed methods, this research is a step of research by combining the two forms of existing research i.e. qualitative research and quantitative research. From the results of research conducted through observation and interviews, it can be concluded that the formation of the entrepreneurial character of vocational students through independent business is to expand the practice of directly so they can have the entrepreneurial character and engage all students in the activity of making the product, so that students know and understand patterning according to the needs. In addition the school also seeks to build cooperative / business center in order to accommodate the results of the products made by the students. Keywords: productivity students through independent business, enterprise characters
Pendahuluan Pendidikan dapat diartikan dari berbagai sudut pandang, misalnya pendidikan berwujud sebagai suatu sistem, artinya pendidikan dipandang sebagai keseluruhan gagasan terpadu yang mengatur usaha-usaha sadar untuk membina seseorang mencapai harkat kemanusiaannya secara utuh, pendidikan berwujud sebagai suatu proses, artinya pendidikan dipandang sebagai pelaksana usaha-usaha untuk mencapai tujuan tertentu dalam rangka mencapai harkat kemanusiaan seseorang secara utuh dan pendidikan berwujud sebagai suatu hasil, artinya pendidikan dipandang sebagai sesuatu yang telah dicapai atau dimiliki seseorang setelah proses pendidikan berlangsung. Dalam Undang-Undang No. 20, Tahun 2003. Pasal 3 menyebutkan, “Pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab.” Upaya peningkatan produktifitas yang dilakukan oleh siswa di sekolah tidak semata ditentukan oleh derajat pemilikan potensi siswa yang bersangkutan, melainkan juga lingkungan, terutama guru yang profesional. Ada kecendrungan bahwa sikap menyenangkan, kehangatan persaudaraan, tidak menakutkan atau sejenisnya, dipandang sebagian orang sebagai guru yang baik. Akan tetapi produktifitas diperoleh secara monoton sehingga produktifitas siswa melalui usaha mandiri yang bertujuan untuk membentuk karakter kewirausahaan belum terwujud. Kondisi ini diprediksi karena produktifitas siswa melalui usaha mandiri belum mengarah pada tercapainya karakter kewirausahaan. Jika produktifitas siswa melalui usaha mandiri diarahkan untuk mencapai karakter wirausaha 298
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maka, karakter wirausaha akan mudah dimiliki sebagai alat untuk mengembangkan usaha mandiri yang nantinya dapat bermanfaat bagi siswa untuk menghadapi kehidupan yang nyata. Oleh karena itu diperlukan pembaharuan usaha mandiri yang diharapkan dapat meningkatkan produktifitas siswa agar mengerti pentingnya karakter wirausaha dalam kehidupan sehari-hari. Guru yang profesional dituntut untuk memiliki karakteristik yang lebih dari aspek-aspek tersebut, seperti kemampuan untuk menguasai tehnik dalam usaha, keterampilan usaha, dan analisi perkembangan sebuah usaha. Dengan demikian profesionalitas guru merupakan totalitas perwujudan keperibadian yang ditampilkan sehingga mampu mendorong peningkatan produktifitas siswa melalui usaha mandiri. Proses produktifitas tidak selalu efektif, mengingat setiap siswa mempunyai taraf berfikir yang berbeda dalam memecahkan suatu masalah, maka dengan keterampilan dan keahlian yang dimiliki seorang guru diharapkan mampu memilih model usaha yang tepat agar siswa menguasai usaha sesuai dengan target yang akan dicapai dalam kewirausahaannya. Selain itu memang perlu dilakukannya pembaharuan dalam peningkatan produktifitas siswa sebagai respon melemahnya kualitas proses dan karakter wirausaha yang ditunjukan oleh siswa masih banyak dalam pemahaman, pengetahuan dan pengalaman dalam wirausahanya rendah. Semua itu tidak lepas dari apa yang guru dan sekolah berikan pada siswa baik dari segi sarana dan prasarana, dimana SMK NW Pancor ini masih belum memiliki koperasi sekolah yang mana koperasi tersebut bermanfaat untuk siswa agar bisa berfikir aktif, kreatif dan mandiri. Oleh karna itu, guru dan sekolah harus melihat keaktifan siswa dalam berwirausaha. Dalam pembentukan karakter tidak hanya itu yang harus di siapkan oleh guru dan sekolah, masih banyak lagi sarana dan prasana yang siswa butuhkan, salah satunya yang sangat dibutuhkan oleh siswa adalah lapangan pratek yaitu koprasi/bisnis center, koprasi/bisnis center ini nantinya akan di jadikan tempat pratek wirausaha mereka baik itu dimulai dari paling mendasar dari syarat wirausaha yang akan membentuk karakter kewirausahaan pada siswa yaitu disiplin, aktif, kreatif, mandiri dan dapat melihat peluang usaha. Permasalahan Bagaimana upaya peningkatan produktivitas siswa melalui usaha mandiri dalam pembentukan karakter kewirausahaan di SMK NW Pancor.
Metode Penelitian Metode yang digunakan dalam penelitian ini adalah metode mixed methods. penelitian ini merupakan suatu langkah penelitian dengan menggabungkan dua bentuk penelitian yang telah ada sebelumnya yaitu penelitian kualitatif dan penelitian kuantitatif. Menurut Creswell (2010: 5), penelitian campuran merupakan pendekatan penelitian yang mengkombinasikan antara penelitian kualitatif dengan penelitian kuantitatif. Subjek Penelitian Subjek penelitian ini adalah siswa kelas X SMK NW Pancor yang berjumlah 53 siswa. Teknik Pengumpulan Data Pengumpulan data merupakan suatu proses pengadaan data untuk keperluan penelitian. Dalam buku pengantar metodelogi research di jelaskan bahwa, baik dalam setiap penelitian baik bersifat trahasia (tertutup) untuk kalangan yang sangat terbatas atau yang bersifat umum dipublikasikan selalu digunakan metode dan alat pengumpulan data yang tersusun dengan baik serta disesuaikan dengan tujuan penelitian (Kartono, 1990: 154) 299
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
1. Wawancara dilakukan dengan tanya jawab langsung dengan pihak-pihak yang berhubungan dengan penelitian yang dilakukan. 2. Observasi dilakukan dengan melakukan pengamatan langsung pada obyek yang akan diteliti. 3. Dokumentasi adalah mencari dan mengumpulkan data mengenai hal-hal yang berupa catatan, transkip, buku, surat kabar, majalah, notulen, rapot, agenda dan sebagainya.” Metode dokumentasi ini dimaksudkan untuk memperoleh data berdasarkan sumber data yang ada di sekolah, yaitu berupa a) Profil sekolah b) Struktur organisasi c) Foto-foto kegiatan. Keabsahan Data Untuk menguji keabsahan data yang didapat sehingga benar-benar sesuai dengan tujuan dan maksud penelitian, maka peneliti menggunakan teknik triangulasi. Triangulasi data adalah teknik pemeriksaan data yang memanfaatkan sesuatu yang lain diluar data tersebut untuk keperluan pengecekan atau sebagai pembanding data tersebut (Moleong, 2007: 330). Adapun triangulasi yang digunakan dalam penelitian ini adalah triangulasi dengan sumber dan metode, yang berarti membandingkan dan mengecek derajat balik kepercayaan suatu informasi yang diperoleh melalui waktu dan alat yang berbeda dalam metode kualitatif (Patton dalam Moleong, 2007: 330). Hal ini dapat peneliti capai dengan jalan sebagai berikut: 1. Membandingkan data hasil pengamatan dengan data hasil wawancara. 2. Membendingkan apa yang dikatakan orang didepan umum dengan apa yang dikatakannya secara pribadi. 3. Membandingkan keadaan dan perspektif seseorang dengan berbagai pendapat dan pandangan orang seperti orang yang berpendidikan lebih tinggi atau ahli dalam bidang yang sedang diteliti.
Teknik Analisis Data Menurut Slameto (2001: 43), untuk memberikan makna pada skor yang ada, dibuat bentuk kategori atau kelompok menurut tingkatan yang ada, kategori terdiri dari tiga kategori yaitu sering, jarang dan tidak pernah. Teknik analisis data yang digunakan dalam penelitian ini adalah statistik dekriptif dengan persentase. Statistik deskriptif adalah statistik yang mempunyai tugas mengorganisasi dan menganalisis data angka agar memberikan gambaran secara teratur, ringkas, dan jelas mengenai suatu gejala, peristiwa atau keadaan, sehingga dapat ditarik pengertian atau makna tertentu (Anas Sudijono, 2010: 4). Dalam hal penelitian ini bertujuan untuk mengetahui bagaimana upaya peningkatan produktifitas siswa melalui usaha mandiri dalam pembentukan karakter kewirausahaan di SMK NW Pancor. Analisis data dengan Tiga kriteria skor pernyataan positif: Tabel 1. Skor Pertanyaan Sering Jarang Tidak pernah
Skor 3 2 1 300
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Data yang diperoleh dari tiap-tiap item tes merupakan data kasar dari hasil tiap butir yang dicapai. Selanjutnya hasil kasar tersebut diubah menjadi nilai dengan cara mengkonsultasikan dengan kategori yang telah ditentukan. Penyimpulan tiga kategori dengan teori manajemen penelitian (Suharsimi Arikonto, 2010: 271) Tabel 2. Pengelompokan skor No 1. 2. 3.
Rentan Normal 41 – 60 21 – 40 0 – 20
Kategori Baik Cukup Kurang (Suharsimi arikunto, 2010: 271)
Pembahasan Data Hasil Observasi dan Wawancara I Adapun hasil penelitian yang dilakukan dengan observasi dan wawancara pada SMK NW Pancor untuk mengetahui informasi dan pengumpulan data tentang bagaimana kegiatan pembelajarannya, apakah dalam pemberian materi, siswa bisa menerima materi yang diajarkan oleh gurunya dan bagaimana juga proses pembelajarannya, apakah siswa juga aktif untuk menanyakan apa materi pembelajran yang belum dipahami. Pembuatan distribusi frekuensi dari data hasil observasi I tampak seperti tabel berikut ini: Tabel 3. Distribusi Frekuensi Observasi I Nilai 15 – 20 21 – 26 27 - 32 33 – 38 39 – 44 45 – 50
Nillai Tengah (X) 17,5 23,5 29,5 35,5 41,5 47,5 Jumlah
Frekuensi 3 5 3 3 6 0 20
Dari nilai distribusi frekuensi yang pertama dilakukan dalam kegiatan pembelajaran adalah nilai titik tengahnya 17,5 sebanyak 3 orang, 23,5 sebanyak 5 orang, 29,5 sebanyak 3 orang, 35,5 sebanyak 3 orang, dan nilai titik tengah 41,5 yang paling banyak yaitu 6 orang siswa. 8
4
6
5
6 3
3
3
2
0
0 17,5
23,5
29,5
35,5
41,5
47,5
Gambar 1. Kurva Distribusi Frekuensi Observasi I 301
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Dari nilai kurva distribusi frekuensi yang pertama dilakukan dalam kegiatan pembelajaran dari nilai diatas dapat disimpulkan bahwa masih ada 3 orang siswa yang nilainya masih kurang. KATAGORI HASIL OBSERVASI I BAIK
17% 30,60%
CUKUP
11%
KURANG 72%
RATA-RATA
Gambar 2.Katagori Hasil Observasi I Dari hasil observasi yang pertama yang dilakukan dalam kegiatan pembelajaran terdapat skor baik 17%, cukup 72%, kurang 11% dan sekor rata-rata dari keseluruhan siswa 30,60%, dalam katagori cukup. Data Hasil Observasi dan Wawancara II Hasil penelitian yang dilakukan dengan observasi dan wawancara pada SMK NW Pancor untuk mengetahui informasi dan pengumpulan data tentang bagaimana kegiatan praktik siswa, apakah dalam praktik sarana dan prasana yang disediaka oleh gurunya udah memadai, siswa juga aktif, kreatif dan inovatif dalam kegiatan praktik dan apakah juga melakukan kerja sama dengan pihak lain dalam kegiatan praktik. Pembuatan distribusi frekuensi dari data hasil observasi II tampak seperti tabel berikut ini: Tabel 4. Distribusi Frekuensi Observasi II Nilai
Nillai Tengah (X)
Frekuensi
24 – 29
26,5
4
30 – 35
32,5
4
36 – 41
38,5
8
42 – 47
44,5
1
48 – 53
50,5
3
56,5
0 20
54 – 59 Jumlah
Dari nilai distribusi frekuensi yang kedua dilakukan dalam kegiatan praktik adalah nilai titik tengahnya 26,5 sebanyak 4 orang, 32,5 sebanyak 4 orang, 38,5 sebanyak 8 orang, 44,5 sebanyak 1 orang, dan nilai titik tengah 50,5 sebanyak 3 orang siswa.
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8
8 6
4
4
3
4 1
2
0
0 26,5
32,5
38,5
44,5
50,5
56,5
Gambar 3. Kurva Distribusi Frekuensi Observasi II Dari nilai kurva distribusi frekuensi yang kedua dilakukan dalam kegiatan peraktik dari nilai diatas dapat disimpulkan bahwa rata-rata nilai siswa dalam katagori cukup.
KATAGORI HASIL OBSERVASI II 37,30%
BAIK 46%
CUKUP
0%
KURANG 54%
`
RATA-RATA
Gambar 4. Katagori Hasil Observasi II (Sumber: Data Primer Diolah)
Dari hasil observasi kedua yang dilakukan dalam kegiatan praktik terdapat sekor baik 46%, cukup 54%, kurang 0% dan sekor rata-rata dari keseluruhan siswa 37,30%. Secara spesifik terlihat bahwa semua siswa meningkat, dengan kata lain sebagian besar siswa dalam katagori cukup. Produktifitas Siswa Melalui Usaha Mandiri Pada dasarnya setiap siswa memiliki karakter yang berbeda salah satunya adalah karakter kewirausahaan, dimana karakter kewirausahaan yang siswa miliki saat ini masih sangat jauh dari optimal. Siswa masih sulit dalam mengapreiasaikan gambaran atau inisiatif yang memiliki tentang usaha mandiri khususnya yang ada disekolah, misalnya dalam pemasaran produk, pembuatan pola baju, tehnik menjahit, dan peluang yang tepat. Dari hasil wawancara terhadap informan dapat disimpulkan bahwa pandangan mengenai usaha mandiri dalam pembentukan karakter kewirausahaan belum begitu memadai, faktor pendukung pembentukan karakter kewirausahaan terhadap siswa bisa dikatakan sangat jauh dari harapan. Selain faktor kemampuan yang dimiliki oleh setiap siswa tentang wirausaha, cara pembelajaran dan lokasi tempat mereka mempraktikan jiwa kewirausahaan yang mereka miliki tidak ada. Secara sederhana seorang wirausaha yang mempunyai karakter wirausaha karena adanya fasilitas tempat mereka menyalurkan ilmu atau kemampuan yang dimiliki secara nyata, tidak hanya teori yang di selingi dengan pratikpraktik. Berjiwa berani mengambil resiko adalah salah satu dari karakter wirausaha yang harus dimiliki artinya bermental mandiri dan berani memulai usaha, tanapa diliputi rasa 303
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takut sekalipun dalam kondisi yang kurang mendukung. Seorang wirausaha dapat dilakukan seorang diri atau berkelompok. Seorang wirausaha dalam pikirannya selalau berusaha mencari, memanfaat, serta menciptakan peluang usaha yang dapat memberikan manfaat dan keuntungan. Resiko salah merupakan hal yang biasa karena mereka memegang prinsip, bahwa faktor kesalahan pasti ada. Bahkan semakin besar pula manfaat yang didapat. Tidak ada istilah salah akan mendatangkan kegagalan selama seorang melakukan usaha dengan penuh sungguh-sungguh pasti akan mendapatkan hasil yang baik meski belum sempurna. Itulah yang disebut memiliki karakter wirausaha atau jiwa usaha. Seperti hal yang saya paparkan diatas, karakter seperti itulah yang siswa SMK NW Pancor belum memiliki, meskipun di sekolah ada mata pelajaran kewirausahaan itu hanya meninggalkan dalam kata lain hanya tertanam dalam fikiran mereka karakter wirausaha hanya teori tanpa praktik. Pembentukan Karakter Siswa SMK NW Pancor Untuk mewujudkan tujuan yang direncanakan dalam pembentukan karakter maka sekolah harus berusaha untuk melakukannya dengan mengikutsertakan siswa dalam pengembangannya agar tujuan ini bisa tercapai. Kebanyakan siswa memandang praktik sebagai wadah pembelajaran kewirausahaan. Oleh karna itu bagaimana siswa bisa mengatur kegiatan wirausaha yang berhubungan dalam pembentukan karakter kewirausahaan. Dari hasil penelitian melalui observasi dan wawancara, maka dapat disimpulkan bahwa pembentukan karakter kewirausahaan siswa SMK NW Pancor melalui usaha mandiri adalah dengan memperbanyak praktik secara langsung agar mereka bisa memiliki karakter kewirausahaan dan melibatkan semua siswa dalam kegiatan pembuatan produk, agar siswa mengerti dan faham pembuatan pola sesuai dengan kebutuhan. Selain itu sekolah juga berusaha untuk membangun koperasi/bisnis center agar bisa menampung hasil dari produk yang dibuat oleh siswa.
Kesimpulan Berdasarkan hasil penelitian, maka dapat ditarik kesimpulan sesuai dengan rumusan masalah sebagai berikut: 1. Dalam pembentukan karakter wirausaha, maka sekolah berusaha untuk memperbanyak praktik dan kegiatan atau arahan kepada siswa dalam kegiatan pembuatan produk, agar siswa mengerti dan faham pembuatan pola sesuai dengan kebutuhan. Kegiatan itu meliputi kegiatan-kegiatan tersebut yaitu dengan bagaimana siswa menjahit, mengobras, dan membuat pola. 2. Produktifitas siswa melalui usaha mandiri sangat bermanfaat karena pembentukan karakter kewirausahaan berpusat pada integritasnya, bukan dari luar dirinya. Oleh karena itu, terbentuknya karakter wirausaha tergantung pada potensi yang dimiliki siswa serta didukung oleh fasilitas dari sekolah yang memadai. Yang artinya, selain kreatif dan kemandirian siswa, karakter wirausaha juga miliki sikap aktif dalam berinovasi. Saran Berdasarkan hasil penelitian, maka saran yang diajukan adalah sebagai berikut: 1. Siswa, dalam membentuk karakter wirausaha hendaknya mereka memiliki usaha mandiri demi masa depan. Namun dalam berwirausaha hendaknya yang sesuai dengan produk yang mereka dapatkan di sekolah. 2. Guru, agar dapat membimbing siswa untuk membuat usaha mandiri agar bisa menciptakan lapangan pekerjaan buat dirinya maupun orang lain. 304
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3. Sekolah, berkaitan dengan membentuk karakter kewirausahaan pada siswa, sekolah seharusnya menyediakan fasilitas yang layak, membangun koperasi/bisnis center dan melibatkan siswa dalam pembuatan produk. 4. Pemerintah, diharapkan bisa menyediakan modal usaha dan bekerjasama dalam membangun generasi wirausaha melalui usaha mandiri.
Daftar Pustaka Anas Sudijono. (2010). Pengantar Statistik Pendidikan. Jakarta: Rajawali Press. Creswell, John W. 2010. Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixe.Yogyakarta Pustaka Pelajar Moleong, Lexy J. 2007. Metodologi Penelitian Kualitatif. Bandung : remaja Rosda Karya. Kartini Kartono. (1990). Psikologi Perkembangan Anak. Bandung : CV. Mandar Slameto. (2001). Evaluasi Pendidikan. Jakarta: Bumi Aksara Suharsimi Arikunto, 2010. Manajemen Penelitian. Jakarta; Rineka Cipta. Undang-undang sistem Pendidikan Nasional 2003. Jakarta: Sinar Grafika.
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Strategi Teater Putih Dalam Mengembangkan Komunitas Teater Pelajar Di NTB Dharma Satrya Hd Universitas Hamzanwadi, Indonesia [email protected]
Abstract This research focus on strategic of Teater Putih in developing students community theater in NTB through festival. The theories and methods used is Pierre Bourdieu theory, which is social research with participant active observation as a method of data collection and social analysis in the theater using field and habitus analysis of Pierre. The result is festival as a strategy on developing students theater community. The students theater is increasing until 30 students theater communities in the past five years. The dominant participants of that festival is come of Teater Putih people. Not only the participants, juries and winner of that festival comes of Teater Putih people. The theater field in NTB is under control by Teater Putih. The field is controlled by those who having more accumulated capital. The capital composition in Teater Putih is social capital and culture are greater than economic and symbolic capital. The festival is a strategy to dominate students theater and also as strategy to gained a profit in social and economic. The capital composition made Teater Putih as doksa, so Teater Putih continued his strategy with education strategy as one of his domination mechanism. These conditions gave Teater Putih defending its position in the theater arena in NTB . Keyword: strategy, teater putih, theater community
Pendahuluan Teater Putih sebagai salah satu teater lembaga yang bernaung di bawah FKIP Unram sudah menjadi satu komunitas teater yang mampu menciptakan iklim berteater khususnya dikalangan pelajar. Iklim itu diciptakan melalui salah satu program intinya, yaitu Festival Teater Modern Pelajar (FTMP) se-NTB yang diadakan setiap tahun. Usianya yang sudah cukup lama berdiri, sejak berdirinya FKIP Unram membuatnya memiliki peran yang signifikan dalam mengembangkan teater baik pada ranah kelembagaan maupun pada ranah teater secara konseptual. Kalaupun ada komunitas lain selain Teater Putih, keberadaannya tidak sesignifikan peran Teater Putih baik dalam pembentukan aktor, estetika berteater maupun nilai dan bahkan norma dalam berteater. Melalui program itu, Teater Putih mendidik para pelajar untuk berteater dengan cara yang dianggapnya standar dalam pengertian ilmiah. Di samping itu terjadi komunikasi membangun pemaknaan bahwa teater dalam konteks kekinian hadir dengan kemasan yang modern, yang tentunya berbeda dengan tradisi. Pemaknaan yang demikian diwujudkan dalam suatu konsep penggarapan yang disebutnya sebagai konsep realisme konvensional. Terlepas dari konsep demikian, bahwa kehadiran program festival memberikan nuansa yang berbeda dalam dunia teater di NTB. Teater Putih, secara tidak langsung mempengaruhi siswa-siswa untuk setidak-tidaknya menyukai atau mau bergelut di dunia teater, bahkan lebih dari itu akan mempengaruhinya untuk membuat komunitas di sekolahnya, sebab dari tahun ke tahun jumlah komunitas teater pelajar semakin bertambah. Tahun 2009 jumlah komunitas teater pelajar mencapai 22 sanggar, sedangkan tahun 2013 menjadi 30 sanggar. Artinya, ada peningkatan setiap tahunya. Apakah peningkatan itu sesuatu yang disengaja atau yang dikondisikan atau 306
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memang sesuatu yang begitu adanya. Itulah yang akan dilihat dalam tulisan ini, melihat lebih jauh strategi Teater Putih dalam mengembangkan komunitas dan pembentukan estetika berteater di NTB umumnya dan di Lombok khsusunya. Dengan melihat hal itu Teater Putih secara tidak langsung menunjukkan konstribusinya dalam dunia pendidikan, karena tidak bisa dihilangkan bahwa Teater Putih adalah teater lembaga yang berada di bawah naungan fakultas keguruan yang merupakan instusi yang mencetak tenaga pendidik.
Metode Penelitian Penelitian ini adalah penelitian sosiologi komunitas seni, khususnya teater, sehingga pendekatan dan teorinya menggunakan konsep teori sosial, yaitu teori Bourdieu tentang arena produksi kultural. Teori itu menuntut metode dan teknik penelitian sosial, sehingga penelitian ini dilakukan dengan metode observasi partisipan aktif dan pasif, yaitu peneliti berpartisipasi secara aktif dan pasif dalam kegiatan festival sebagai panitia dan penonton sehingga lebih dekat dengan sumber data. Teater Putih Dalam Arena Teater Di NTB Salah satu cara Teater Putih dalam mengembangkan komunitas dan estetika berteater adalah mempengaruhi masyarakat, khususnya pelajar. Sebagai sebuah teater lembaga yang di dalamnya beranggotakan para calon pendidik, Teater Putih memiliki satu peluang ketika para anggotanya selesai menempuh studi, yaitu menjadi pengajar dan sekaligus pelatih dan bahkan Pembina ekstrakulikuler teater di SMP atau SMA tempatnya mengajar. Munculnya komunitas teater pelajar bukanlah suatu kebetulan, artinya Teater Putih melalui program festival teater menghidupkan suasana berteater di kalangan para pelajar pada tingkat provinsi. Dikatakan demikian karena diantaranya terbangun dialektika yang sangat kuat. Pertama, teater putih menciptakan satu ranah yang di dalamnya pelajar bersaing berebut posisi sebagai pemenang atau sanggar terbaik. Kedua, dalam menciptakannya, yang bersaing adalah para pelajar yang sebagian besar pesertanya adalah alumni Teater Putih, dalam hal ini adalah pelatihnya. Ketiga, jurinya, selalu ada alumni teater putih. Kondisi yang demikian menjadi satu pola yang terpelihara dengan baik dari generasi ke generasi. Tahun 2009, festival teater diikuti oleh 22 sanggar SMA yang terdiri dari 10 SMA dari Mataram, 3 SMA dari Lombok Barat, 4 SMA dari Lombok Tengah, 3 SMA dari Lombok Timur, 1 dari Bima, dan 1 dari Dompu. Jumlah sanggar tersebut terlalu sedikit kalau dilihat dari jumlah SMA yang ada di NTB, khususnya Lombok, tetapi kalau dilihat dari fasilitas yang ada jumlah itu sudah cukup banyak. Dalam setiap lomba yang berlangsung membutuhkan banyak tenaga dan fasilitas yang memadai baik dalam hal teknis maupun yang sifatnya nonteknis. Pada festival berikutnya, tahun 2010, jumlah pesertanya meningkat menjadi 25 sanggar SMA, sedangkan pada tahun 2011 menurun menjadi 23 sanggar. Festival ke sebelas pada tahun 2012 diikuti oleh 23 Sanggar teater pelajar yang diantaranya 10 SMA/SMK dari kota Mataram, 5 SMA dari Lmbok Barat, 5 sanggar dari Lombok Tengah, 1 SMA dari Lombok Timur, 1 SMA dari Dompu dan Sumbawa. Festival tahun 2013, festival dengan jumlah peserta terbanyak yaitu 30 sanggar teater SMA/SMK/MA se-NTB, dianataranya 7 sanggar dari Mataram, 5 sanggar dari Lombok Barat, 6 Sanggar dari Lombok Tengah, 3 sanggar dari Lombok Timur, 3 sanggar dari Sumbawa Besar, 2 sanggar dari Sumbawa Barat, 2 sanggar dari Dompu, 1 dari kota Bima dan Kabupaten Bima. Perkembangan jumlah peserta 5 tahun terakhir sangat pesat dari jumlah peserta 22 sanggar menjadi 30 sanggar. Peningkatan itu bukanlah tanpa usaha, karena sebagian besar pelatihpelatih sanggar ialah anggota aktif dan alumni Teater Putih. Dinamika banyak sedikitnya 307
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peserta tergantung pada usaha Teater Putih, artinya tergantung pada situasi sumber daya Teater Putih. Semakin banyak aggota teater putih maka semakin banyak jumlah peserta yang ikut festival, kalaupun hubungannya tidak bersifat langsung. Artinya, mengalami satu proses seleksi alam dan hasil bentukan alam Teater Putihlah yang kemudian menjadi satu produk yang siap dipakai pada sanggar-sanggar yang ada. Dengan demikian nuansa berteater semakin tercipta. Anggota Teater Putih baik anggota aktif maupun alumni adalah satu aspek yang penting untuk ditinjau, melihat fakta bahwa 5 tahun terakhir, juara umum festival diraih oleh anggota Teater Putih yang menjadi pelatih sanggar. Juara umum festival 2009, diraih oleh Teater Titi SMAN 1 Praya Tengah, yang pelatihnya ialah alumni Teater Putih. Demikian juga pada festival tahun 2010, 2011, 2012, dan 2013 yang juaranya adalah Sanggar-sanggar yang pelatihnya anggota aktif Teater Putih dan alumninya. Bukan saja yang menjadi juara, sebagian besar pelatih sanggar SMA ialah anggota teater putih, sehingga bisa dikatakan bahwa yang melakukan kompetisi adalah orang Teater Putih sendiri. Pelajar hanya dijadikan alat untuk menunjukkan eksistensi dirinya baik dihadapan Teater Putih sendiri maupun SMA, di samping adalah sebuah pekerjaan. Apakah kondisi pelajar yang demikian membuat posisinya yang hanya sebagai pelengkap demi sebuah cita-cita Teater Putih? Pelajar bukanlah semata-mata alat, namun juga adalah tujuan, karena generasi Teater Putih bersumber dari SMA/SMK yang dulunya pernah ikut festival dan tertarik untuk mendalami teater ketika lulus SMA dan kuliah. Sebagai yang dituju, ia adalah bakal-bakal anggota Teater Putih ke depan, karena diantara sekian banyak peserta dari SMA selalu ada yang tertarik masuk Teater Putih. Kondisi yang demikian menjadi satu kelebihan Teater Putih, dibandingkan dengan teater independen dan bahkan institusi yang mencetak tenaga pengajar, seperti FKIP pada umumnya, yang di dalam kurikulumnya diajarkan satu mata kuliah drama dan teater, bahkan dengan aplikasi teoritis dan praktisnya. Teater Putih mampu menciptakan panggung sendiri untuk tempatnya berteater. Festival sebagai sebuah panggung yang di dalamnya para anggota Teater Putih dan alumninya menari dan menjadi aktor. Pesertanya adalah anggota Teater Putih dalam arti menjadi pelatih. Bukan saja peserta, bahkan juara dan jurinya ialah orang Teater Putih. Para siswa hanya dijadikan alat mencapai satu tujuan yakni eksistensi berteater dan bahkan esksitensi kerja teater. Dengan sadar atau tidak, Teater Putih sudah menjadi seorang monologer yang memainkan banyak peran. Peranperan itu dimainkan dengan serius dan bahkan dengan menejemen yang baik dan terkemas dengan rapi. Siapapun, dalam sebuah pilihan akan dihadapkan pada pertanyaan bagaimana ia menunjukkan keteateran dirinya dalam panggung yang sudah ada. Komunitas teater tanpa berteater pantaskah dikatakan komunitas teater? Teater Putih melalui festival dan pentas tunggalnya sudah menunjukkan bahwa ia komunitas yang berteater. Sejak 2013, Teater Putih menambahkan satu kegiatan yang sangat signifikan yang berkaitan dengan festival, yaitu Diklat Teater Pelajar se-NTB. Kegiatan itu dilakukan dengan satu tujuan yaitu memberikan pengetahuan tentang seni teater kepada SMA. Dalam kegiatan itu, pada pelaksanaannya dalam hal pemateri ialah para alumni Teater Putih dan bahkan dua diantara kelima pemateri adalah orang yang sering menjadi juri festival. Berdasarkan pada apa yang tampak dan ditampakkan Teater Putih dapat dilihat beberapa hal. Pertama, Teater Putih adalah salah satu komunitas yang mampu mencipakan satu iklim berteater, yang mampu menghidupkan nuansa teater di NTB umumnya dan di Lombok khususnya. Kedua, Teater Putih mampu menciptakan lapangan sendiri untuk para alumninya, dan bahkan lapangan bagi para alumni pendidikan bahasa dan sastra Indonesia. Ketiga, Teater Putih berhasil membentuk satu norma atau standar dalam perteateran di NTB yang pada level tertentu menjadi satu estetika tersendiri yang diilhami oleh 308
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komunitas teater di NTB. Keempat, Teater Putih sudah menjadi doksa, artinya pandangannya menyatakan diri sebagai pandangan yang universal mengenai sebuah cara berteater, khususnya pelajar. Capain-capaian tersebut mengantarkan pada satu posisi yang bisa dikatakan posisi dominan yang dapat diraihnya. Festival Teater Sebagai Strategi Pengembangan Komunitas Teater Pelajar se-NTB yang bergelut dalam dunia teater identik dengan satu konsep berteater yaitu gaya realisme. Pementasan teater yang dilakukan para pelajar terutama dalam festival teater adalah pementasan dengan gaya realisme. Pembentukan gaya seperti itu tidaklah diilhami begitu saja, artinya sesuatu yang dikonstruksi. Teater Putih secara sadar mengkonstruksi gaya berteater para pelajar SMA dengan menetapkan aturan bahwa pelajar yang ikut sebagai peserta festival harus menggunakan konsep realisme konvensional. Konsep penggarapan yang ditentukan Teater Putih adalah upaya menstrukturasi pelajar yang pada level tertentu akan menciptakan sistem berteater di Lombok khususnya kalangan pelajar. Wacana teater dibangun dan dihidupkan melalui festival tersebut. Festival sebagai sebuah strategi pengembangan komunitas teater. Strategi itu berjalan secara linear ketika antara Teater Putih dan teater pelajar dalam satu ranah atau dunia yang disebut dunia pendidikan. Implikasi dari linearitas tersebut adalah Teater Putih sebagai subjek sekaligus objek. Sebagai subjek, Teater Putih adalah institusi yang menciptakan iklim berteater terutama dikalangan pelajar. Setiap sanggar memprioritaskan diri untuk tetap berpartisipasi dalam festival teater. Artinya, momen festival adalah momen penting yang di dalamnya pelajar SMA merebut posisi sebagai pemenang atau juara festival. Kondisi demikian menjadi nilai tawar bagi SMA untuk sampai pada tingkatan sosial yang tinggi dalam dunia pendidikan khususnya teater. Dalam hal ini, apa yang disebut legitimasi sebagai sebuah tujuan sosial menjadi dasar dari tindakan-tindakan yang diambil. Boudieu mengatakan bahwa gagasan tentang perjuangan meraih pengakuan adalah dimensi fundamental dalam kehidupan sosial, dan apa yang diperebutkan di dalam pengakuan itu adalah akumulasi modal tertentu1. Sanggar teater SMA/SMK berjuang merebut posisi juara umum, hal itu menjadi hal yang penting untuk mengangkat kelas sosial SMAnya. Sebagai objek, Teater Putih secara implisit ada pada sebagian besar peserta atau sanggar SMA, karena pelatih sanggar banyak yang merupakan alumni Teater Putih dan anggota aktifnya, bahkan, juara-juara umunya adalah orang Teater Putih. 2009, Teater Titi (SMA 1 Praya Tengah) meraih juara umum yang dihantarkan oleh Sahirul Alim, 2010 diraih oleh Teater Tujuh (SMA 7 Mataram) yang dihantarkan oleh Mulyadi; 2011 diraih oleh teater DQ (MA AddinulQayyim) dengan pelatih Mulyadi; 2012 diraih oleh Teater Mekar Kusuma (SMK Kusuma) dengan pelatih Helmi Bachtiar; 2013 diraih Teater DQ dengan pelatih Wawan Irawan. Keempat nama pelatih ialah anggota aktif dan alumni Teater Putih. Teater pelajar berjuang meraih satu posisi yaitu sebagai pemenang, teater pelajar terbaik se-NTB. Begitu pula dengan Teater Putih, dengan cara demikian maka akan dapat pengakuan sebagai teater lembaga yang dalam pengertian tertentu mempelopori kemunculan-kemunculan komunitas teater khususnya pelajar. Kondisi yang diciptakan oleh Teater Putih adalah kondisi yang menempuh satu jalan yang bisa dikatakan fenomenologis-eksistensialis. Inilah cara yang relatif baru dalam merealisasikan peran Teater Putih dalam mengembangkan teater dan perteateran di NTB, tidak dengan cara
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ceramah teater ke SMA-SMA. Secara fenomenologis, teater putih terlihat dengan jelas ketika ia sebagai penyelenggara, sebagai peserta, dan bahkan sebagai juri. Entah sadar atau tidak, Teater Putih eksis di dalam dan diluar dirinya. Pelaksana kegiatan ialah Teater Putih, peserta dan bahkan juri di dominasi oleh Teater Putih. Tahun 2009, dua diantara ketiga jurinya ialah Imam Safwan dan M. Fadhilillah yang posisinya sebagai alumni teater putih, juga tahun 2010 ketiga jurinya adalah alumni Teater Putih, yaitu Yusron Hadi, M. Fadhilillah, dan Imam Safwan, sedangkan 2011 juri yang sama dengan yang sebelumnya, yaitu Yusron Hadi dan Imam Safwan. Juri tahun 2012 dua diantara ketiga juri ialah alumni Teater Putih yaitu Imam Safwan dan Usup Mahri. Tahun 2013, juri dari alumni teater putih berkurang menjadi satu orang yaitu Imam Safwan. Ada satu juri yang selalu hadir sebagai wakil dari seniman atau sarjana seni yaitu Saifullah Safturi. Pada aspek juri, pola demikian terpelihara dengan baik dari tahun ke tahun. Satu aturan yang pasti pada aspek itu adalah bahwa setiap festival harus ada juri dari orang Teater Putih sendiri, khususnya alumninya. Kondisi demikian memperjelas eksistensi teater putih dalam percaturan teater di NTB, khususnya pelajar. Fenomena tersebut bukanlah sesuatu yang hadir begitu saja, tetapi sesuatu yang dikonstruksi, yang diciptakan dan bahkan dikondisikan. Konstruksi yang demikan adalah sebuah strategi dominasi teater putih, karena dalam suatu relasi selalu ada hubungan yang sifatnya saling mendominasi. Dalam hal teater pelajar dan pembentukan estetika berteater dikalangan pelajar, Teater Putih menempati posisi yang sentral, baik dalam hubungan yang sifatnya kausalitas maupun hubungan yang sifatnya timbal balik. Hubungan sosial dominasi tersebut hadir sebagai sebuah bentuk penerapan sistem dalam membangun suatu makna mengenai Teater Putih dan teater modern. Teater Putih sebagai teater yang hidup dalam dunia akademik atau yang sifatnya kelembagaan tidak bisa dipisahkan dari apa yang sifatnya modern yang tentunya berbeda dengan tradisi. Beberapa tahun terakhir kalaupun dalam juklak-juknis masih memakai konsep realisme, tetapi dalam penggarapannya pada wilayah isi rupanya menunjukkan sebuah tradisi, namun di lain sisi bentuk masih lebih memilih bentuk teater modern. Persoalan ini mengantarkan pada satu estetika berteater yang diilami oleh Teater Putih dan sanggar teater di SMA dan membutuhkan ulasan yang serius. Di sini, persoalan itu tidak akan dibahas lebih lanjut. Dominasi yang dilakukan Teater Putih adalah salah satu pembentukan sistem dalam membangun makna di dalam masyarakat bahwa Teater Putih identik dengan teater pelajar dan festival. Sistem yang demikian mensakralkan sebuah tatanan. Tatanan itu adalah sebuah struktur ruang yang dilengkapai dengan tempat berkumpul, sumber daya dan media dimiliki oleh Teater Putih. Di sinilah poin penting Teater Putih sebagai teater lembaga yang anggotanya datang dan pergi, selalu berganti. Festival adalah tempat berkumpul, sekaligus sebuah pasar simbolik, yang di dalamnya terjadi pergulatan meraih modal simbolik sebagai juara. Di dalam festival terdapat pembagian jenis juara, yaitu sebagai aktor terbaik, penata artistik terbaik, penyaji terbaik dan sebagainya. Festival bukan saja sebuah strategi dominasi, tetapi juga strategi penyatuan yang sudah terpisah, yaitu para alumni dan anggota lain, baik yang aktif maupun yang tidak, baik secara keanggotaan maupun secara ikatan emosional. Dunia sosial mengkonstruksi teater sebagai sebuah alat mencapai satu posisi terbaik untuk dimiliki oleh satu SMA. Posisi demikian menambah modal sosial bagi SMA, bahkan salah satu strategi SMA dalam mempopulerkan sekolahnya. Proses demikian bisa dikatakan upaya mengakumulasi modal sosial pelajar SMA, begitu juga dengan Teater Putih. Di samping itu juga, adalah merupakan arena yang di dalamnya para alumni meraih posisi dan legitimasi sebagai praktisi teater, baik sebagai seorang sutradara maupun sebagai seorang pelatih teater. Inilah yang bisa dikatakan 310
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sebagai arena pasar simbolik. Di dalamnya, semua pihak, bukan saja alumni Teater Putih dan anggota aktif tetapi juga alumni FKIP Unram yang ketika kuliah mendapat materi teori dan praktik berteater yang kemudian dikembangkan di dalam sanggar sekolah tempatnya mengajar. Artinya, festival bukan hanya sebuah arena untuk para alumni Teater Putih, tetapi juga yang selain Teater Putih. Kondisi yang demikian mengisyaratkan bahwa Teater Putih memberikan ruang bagi masyarakat secara umum. Baik secara sadar ataupun tidak, Teater Putih sudah melakukan upaya mendominasi. Dominasi sebagaimana dijelaskan Haryatmoko sangat bergantung pada situasi, sumber daya, dan strategi pelaku 2. Teater putih sebagai pelaku menciptakan situasi dan sumber daya. Lahirnya festival sebagai sebuah situasi yang menuntut eksistensi, baik pelajar maupun Teater Putih sendiri. Setiap sanggar membutuhkan tempat untuk menunjukkan eksistensinya sebagai sanggar teater dan bahkan membutuhkan legitimasi, terlebih dari sebuah institusi yang levelnya berada di atasnya. Teater Putih dengan sumber dayanya menciptakan dialektika yang sangat kuat antara struktur dan kekuasaan, sehingga menghasilkan apa yang disebut dominasi. Inilah yang disebut dualitas struktur dan agen. Teater Putih tunduk pada sistem yang sudah diciptakan alumni, karena tidak bisa dipungkiri bahwa Teater Putih masih dalam bayangbayang alumni. Apa yang sudah terstruktur sekarang adalah apa yang sudah ditradisikan oleh para alumni sehingga Teater Putih hanya akan melanjutkan tradisi yang sudah lama terbangun. Inilah yang disebut dengan habitus, yang lahir dari sejarah dan praktik-praktik di masa lalu. Teater putih dan festival adalah buah dari sejarah yang sudah lama bertahan dan dipertahankan oleh generasi Teater Putih yang kemudian. Teater putih sebagai sebuah doksa, seperti yang sudah dikatakan di atas, adalah sebuah institusi yang hadir dengan mekanisme dan startegi dominasi, yaitu menampilkan, mendidik, dan melakoni. Pada yang pertama, Teater Putih tampil sebagai komunitas dengan intensitas produksi yang tinggi, dengan setiap tahunnya menampilkan satu garapan. Upaya itu adalah satu cara untuk menunjukan eksistensinya sebagai komunitas yang konsen pada ranah teater, karena tidak semua komunitas teater mampu produksi setiap tahun. Garapan itu adalah salah satu bentuk komunikasi membangun pemaknaan tentang diri Teater Putih. Pada yang kedua, Teater Putih mendidik para pelajar se-NTB tentang bagaimana berteater dan seperti apa yang disebut dengan teater, yang dilakukan melalui festival dan diklat teater pelajar. Apa yang sudah dibangun sekian tahun melalui festival adalah salah satu upaya Teater Putih mendidik pelajar bagaiamana teater semestinya dalam pandangan Teater Putih. Pada poin ini, Teater Putih mendidik anggotanya menjadi aktor dan sutradara, kemudian kemampuan itu dikembangkan di dalam teater putih sendiri dan di luar Teater Putih, yaitu di sekolahsekolah yang ada sanggar teaternya. Pada yang ketiga, Teater Putih melakoni banyak peran, yaitu sebagai penyelenggara, sebagai peserta, pelatih, dan sebagai juri. Strategi tersebut dilakukan dalam waktu yang lama, sejak munculnya festival sampai sekarang. Dengan melihat apa yang sudah dicapai Teater Putih, kalau berbicara tentang dunia teater dan bahkan percaturan teater di NTB maka salah satu komunitas yang paling berkontribusi, tepatnya berjasa menciptakan iklim berteater adalah Teater Putih. Dengan demikian, teater di NTB identik dengan Teater Putih, kalaupun perkembangan mutakhir bahwa ada teater independen yaitu Teater Embrio dan Teater Kamar. Namun, keberadaannya tidak bisa dilepaskan dari Teater Putih teruatama dalam hal sumber daya aktronya. Mengenai hal itu tidak akan dibahas secara detail di sini. Kehadiran kedua komunitas itu menghadirkan konsep garapan yang berbeda dalam menciptakan estetika berteater di NTB. Terlepas dari
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itu, di sini akan ditekankan bahwa Teater Putih adalah teater yang mampu menunjukkan dominasinya, kekuasaannya dalam menciptakan satu iklim berteater melalui festivalnya, dan pada tataran itu itu Teater Putih menjadi teater yang mendidik, kemudian ia menari dengan gagah pada panggung yang diciptakannya sendiri.
Simpulan Teater Putih dalam arena teater di NTB meraih posisi dominan. Posisi tersebut dapat dilihat secara kuantitatif pada jumlah perserta festival lebih dari 50 % adalah anggota Teater Putih, baik yang masih aktif maupun alumninya. Secara kualitatif dalam lima tahun terakhir juara festival teater ialah orang Teater Putih. Posisi demikian menjadikan Teater Putih, yang dalam istilah Bourdieu, sebagai doksa. Artinya keberadaan suatu entitas dan bahkan kebenarannya dikuasai atau dimiliki oleh Teater Putih. Pelatih teater pelajar sebagai peserta festival lebih banyak Teater Putih. Jumlah nominasi lebih banyak diraih Teater Putih. Demikian halnya dengan dewan juri yang lebih banyak dan lebih sering orang Teater Putih. Dengan kondisi demikian, maka Teater Puitih meraih posisi dominan. Menjadi dominan adalah sebuah strategi dalam mengembangkan diri dan komunitasnya di arena teater di NTB. Dominasi Teater Putih melalui festival menjadi strategi mengembangkan komunitas teater pelajar di NTB, karena setiap tahun terjadi penambahan jumlah teater pelajar, baik penambahan oleh orang Teater Putih sendiri maupun orangorang selain Teater Putih. Berkembangnya jumlah teater pelajar dipicu oleh budaya teater melalui festival. Festival ini memperkaya modal sosial dan ekonomi Teater Putih. Artinya, festival menjadi strategi memperbanyak modal sosial yang secara tidak langsung berdampak pada modal ekonomi, karena semakin banyak teater pelajar yang ikut maka semakin banyak modal sosial dan ekonomi Teater Putih. Arena teater dikuasai oleh agen yang memiliki akumulasi modal terbanyak. Teater Putih mempunyai modal yang besar secara kultural, simbolik, sosial dan ekonomi. Kepemilikan modal demikian menjadi modal untuk melegitimasi secara simbolik teater pelajar. Meraih legitimasi sebagai teater pelajar terbaik, sebagaimana dijelaskan Bourdieu (2011), adalah satu prinsip dasar dimensi sosial. Teater pelajar menjadikan festival sebagai arena mendapatkan modal simbolik. Dengan demikian, melalui arena tersebut, Teater Putih menjadikan teater pelajar dan ruang festivalnya sebagai sebuah kenfrontasi, dari aturan menuju setrategi.
Daftar Pustaka Bourdieu, Pierre. 2011. Chose Dites; Urain dan Pemikiran. Rochan Sjams (penerjemah). Yogyakarta: Kreasi Wacana. Yudi Santosa 2012. Arena Produksi Kultural, Sebuah Kajian Sosiologi Budaya. (penerjemah). Yogyakarta: Kreasi Wacana. Haryatmoko. Menyingkap Kepalsuan Budaya Penguasa, Landasan Teoritis Gerakan Sosial menurut Bourdieu. 2003. Basis No 11-12, November-Desember 2003. .............. 2010. Habitus dan Kapital dalam Strategi Kekuasaan, Teori Strukturasi Pierre Bourdieu dengan Orientasi Budaya. Makalah yang dipresentasikan di Pascasarjana Sosiologi, FIB Airlangga, Kajian Budaya dan Media UGM. Jenkins, Richard. 1992. Membaca Pikiran Pierre Bourdieu. Nurhadi (penerjemah). 2004. Yogyakarta: Kreasi Wacana.
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Potential Conditions Geographic and Socio-Cultural Life in the Area Mountain Island Lombok NTB Rinjani As a Breeding and Sports Talent Scouting (Sports Talent Identification Method using Sport Search in Children Age 11-14 Years) Didik Daniyantara Universitas Hamzanwadi, Indonesia
Abstract Background: nursery and sports talent scouting should be done at an early age by using scientific methods, one using methods Sport Search, but the sport talent identification purposes should also be viewed in terms of area of residence, social life in a society that has the potential to give birth to talent certain sports. Objectives: (1) to analyze how the potential of the geographical conditions of Rinjani can be used as a nursery and sports talent scouting. (2) to analyze the social and cultural life in the area of mount Rinjani can be used as a nursery and sports talent scouting. (3) to analyze the sporting talent possessed by children who live in the area of mount Rinjani on the results of applying the method Sport Search. Methods: using two approaches namely qualitative and quantitative approaches .Observation , interviews , document recording and Recall 24 Hours form is the means used in this study to collect qualitative data , whereas to obtain quantitative data is using Sport Search method . Results : The natural condition of residence, social and cultural life of communities living in the area of Mount Rinjani potentially be used as a nursery and talent scouting a branch sports when viewed from the geographical conditions and activities from the people who need a good physical condition. There are indications of the emergence of a talent sport generated from daily activities of people living in mountain areas Rinjani. This of course can be utilized for the development of sports, especially for breeding and sporting talent scouting. Conclusion: (1) the geographical conditions in the area of mount Rinjani in the form of mountainous and hilly areas can basically be used as a nursery and field talent scouting a sport, like rock climbing and mountain biking. (2). Culture of people who live in the area of mount Rinjani have similarities with some sports like nyeran culture (hunting), which is similar to the movement in the sport javelin, so the social and cultural life of communities living in the area of Mount Rinjani potential to serve as a nursery andsports talentscouting that according to custom or culture possessed. (3). From the results of the application of Sport Search application, it can be concluded that sport giftedness possessed by children aged 11-14 years who live in the area of Mount Rinjani have a tendency Athletic talent in sports, especially Sprint Running. Keywords: the geographic, socio-cultural, mount rinjani, nurseries and sports talent scouting, sport search
Introduction One indicator of success in sport is an achievement. The initial stage should be done to obtain the maximum performance in the sport one of which is the breeding and talent scouting exercise in early childhood, which of course will be followed by development in a systematic , hierarchical and continuous , as has been stated in the Law on Sports System No. 3 2005 article 21 paragraph 3 which states that " coaching and sport development is carried out through the introduction stage exercise, monitoring , scouting and talent development and performance improvement . 313
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Sporting achievement is influenced by various factors, among others the suitability or accuracy of potential or talent athletes selected by sports. Attempts to select talented athletes in certain sports required the right approach or method. Often the talent scouting was done by observation or experience coach. This method is not wrong, but do not have an adequate level of accuracy and is not standardized (Furqan, 2002). Many obstacles in sports coaching achievements in Indonesia, one of which is not yet progressed sports talent identification system (the efforts made systematically to identify someone who has the potential in the sport, it is estimated that the person will be successful in practice and can achieve peak performance). Relative to the world of sports there are two methods that are often used as a system for identifying talent, namely (1) the selection with natural selection to develop the ability of a person in the sport by following the natural development. (2) scientific selection is the way to choose candidates for the athletes who have the potential in the sport, and is expected to succeed in the training process and to reach the highest achievement (Infallible, 2008). The number of outstanding athletes in the sport that occupied related to geographical factors, social and cultural. For example, is the athlete brisk walking 3,000 meters Elvi Apriani from North Sumatra who live in mountainous areas Karo, he managed to break the record of National at National championship Athletics Junior and Youth in Jakarta in 2009 with a time of 15 minutes 39.79 seconds, he was was dubbed with the call "mountain athletes". Another example is the athlete who comes from Bali surfing the Koko Mitsua a young Indonesian surfer who has the talent and promising potential. At a young age, he had been able to be coupled with the senior Surfer Surfer-not only from Indonesia, but also from mancanegera. Last Gait Koko is participating in the competition Red Bull Night Riders held at Kuta Beach, Bali on June 29, 2011, for the first time he met his team-mate at Red Bull, Jamie O'Brien 'The Pipeline Master'. Koko Matsua itself is a children who live on the seaside in Bali so it has been accustomed to the atmosphere of the beach, the sea and the waves. Overview sciences sport in the process of developing the talent scouting ( sport search) as an alternative that can be offered at the center of education , coaching and sport development gifted students through the talent scouting , we will identify sporting talent possessed each child so that coaching athletes according to their talents in sports that match the characteristics of each region , so that future athletes will be able to carry the name of the region at the national level and is able to carry the name of Indonesia in the international arena .
Assessment Theory The essence Sports In general , exercise can be defined as an activity that can nourish themselves from the outside or from within , or better known by the name of healthy spiritual body . In harmony with it Giriwijoyo (2005 : 30 ) says that exercise is a series of regular exercise motion and planned that people consciously to improve functional ability . Furthermore Supandi (1990 ), quoted by Kusmaedi (2002 : 1 ) states that the word comes from the sport. Disport , ie, moving from one place to another . Field Sport , activities undertaken by the nobles which consisted of shooting and hunting activities . Desporter , discard tired Sports , gratification or hobby Sports, bodybuilding exercises to strengthen the body , such as swimming , playing ball, in order to grow into healthy 314
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Types of Sports There are several types of sport put forward in the book Law of National Sports System 3, 2005, namely: Education Sport: Sport Education is physical education and sport which are conducted as part of the educational process that regular and sustained to acquire the knowledge, personality, skills, health and physical fitness. Sports Recreation: Recreation Sports is a sport undertaken by the community with the love and ability to grow and develop in accordance with the conditions and cultural values of local communities for health, fitness and fun. Sports Performance Sports Performance is a sport that foster and develop the sportsman in a planned, hierarchical and continuous through the competition to achieve with the support of sports science and technology. Amateur Sports: Olahaga Amateur sport is conducted on the basis of love and exercise craze. Professional Sports: Professional Sport is a sport that is done to earn revenue in the form of money or any other form of exercise based on proficiency. Disabled Sports:sport with Disabilities is a sport that is done in accordance with the conditions and physical disorders / mental or soul. Breeding and Talent Scouting According Adisasmita and Syarifuddin (1996: 53) "talent is generally defined as an innate ability that is a potential that still needs to be further developed and trained, namely that it can terujud talent". The ability of a power or strength to do some action as a result of congenital and exercise. According Adisasmita and Syarifuddin (1996: 53) "pilotage is a process, method, or act in the lead or train (educate, teach, and so on) in order to do the job themselves." From pengerian-that sense, it can be concluded notion talent scouting is the process in an attempt to find or get signs or the basics of a person such as intelligence, skill, and the nature and disposition that is present at birth is done by way of predicting or estimates that the person has the opportunity to be an athlete who has a very high potential, so expect to be successful in following exercises and achieve the desired peak. Talent is the basis of a person. Talent is generally defined as the ability brought by a person from birth. Abilities that someone is down or power to perform an action or deed. By being able to show that the performance can be seen at that time as well, while the talent needs to be developed with the need for training, education and others for the appearance it can be done in the future after receiving training. Talents and abilities will be able to determine one's achievement, which is very prominent achievement in a particular field is reflected superior talent in a particular field. But keep in mind that someone who is gifted not always be able to achieve high performance, it is because there are many factors that influence it. Internal factors and external factors may affect the achievement of one's talent. According Adisasmita and Syarifuddin (1996: 54) "internal factor is the factor that is determined by the state that is in him, such as interest, desire for achievement motivation. While external factors are different factors outside him which is determined by the state of the environment ". Identify Talent According Bompa (1990 : 334 ) " There are two methods in a prospective athlete talent identification , namely ( 1 ) natural selection ; and ( 2 ) scientific selection " . Natural selection is an approach that is normal , and is a natural way of development in certain sports , this selection considers that the athletes follow a particular sport as a result of local 315
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influence , for example, tradition , culture , school , the expectations of parents , peers or friends . Thus the evaluation of the athlete's performance is determined by natural selection depends on several factors . Scientific selection is a method used to select candidates for the athletes who have the potential to be developed . This selection requires less time to achieve high performance when compared with natural selection methods for sports that require high or weight requirements , such as soccer , volleyball , swimming and so forth so that the need to consider scientific selection . In addition to the breeding and talent search candidates gifted athlete tendency of sporting achievement problem is the talent development. After the prospective athlete is found further study the development of talent is also indispensable in addressing the problem of sports achievement. In sports, according Furqan (2002: 24) "identification of sporting talent is very important to 1) enter the prospective athlete talented, 2) selecting the candidate athletes at an early age, 3) to monitor on an ongoing basis and, 4) forming the prospective athletes heading to step supreme mastery ". Identification of talent is the screening of children and adolescents by using tests of physical, physiological, and certain skills to identify potential to succeed in their chosen sport. Involvement in the previous exercise is not a pre-requisite for the identification. talent selection is filtering the young athlete athletes who are participating in the sport by using an experienced coach and or tests of physical, physiological, and skills to identify the best possible talent to succeed in the sport. Sport Search Sport Search is an innovative approach to help steer children ( aged 11- 15 years ) , in order to be able to make decisions that have been realized with information about the world of sport , which is not only attractive but also according to their choice ( translated by Dowes et at 1999) Sport Search is an interactive computer package that allows children to align the physical characteristics and selection of their sporting tastes with sporting potential suitability. The program also comes with information on more than 80 sports along with a detailed explanation of how the way how to look for options sport different in society. Sport search is one of the few programs developed by the Australian Sports Commission as part of AUDDIEN SPORT (an approach ynag konferhensif of countries on the development of the sport among young people). This program is an initiative that contributed to the education and development with an emphasis on fun, games are fair, skills development, quality teaching, skills development, quality teaching, participation and maximum, comparable access and opportunities for leadership in sport (translated by Dowes et at 1999) Geographic Conditions The geographical condition is the location of a region seen from the fact of the earth or the position of the area on the globe compared to the other regions . The geographical position is also determined by the terms of astronomical , geological , physiographic and social culture , Worosuprojo (2007 : 112 ) . Based on the geographical location , the Indonesian archipelago between the Asian continent and Australia , as well as between the Indian Ocean and the Pacific Ocean . Thus , the area of Indonesia is at the intersection , which is of significant importance in relation to the climate and the economy
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Geographical conditions The Mount As explained above that the geographical condition is the state of the earth from the aspect of the location , weather, climate , relief , soil , flora and fauna and natural resources. Based on the terms of layout , is in the mountainous region lying areas tinngi which have an average height above 200-500 meters above sea level . Then the temperature in mountainous areas , including low and varies depending on the altitude , such as the high point of 1500-2500 meters above sea level has a temperature of 11.1 ° C , then an altitude of 2500 meters above sea level has a temperature of 6.2 to 11.1 ° C Geographic and Individual Development Man and nature is related to one and other . Nature is a place of various kinds that have been created by the almighty . The human body can adapt to the existing natural Events . Adaptation allows one to adapt to the environmental conditions and the versatility of this adjustment continues until the accommodation and mixing. Adaptation occurs in the process of complementary accommodation (adjustment) and assimilation (acceptance / fusion ) . Adaptation is also an attribute or part owned by organisms that are useful for the continuation of his life at his life around . Adaptation is a process of adjustment of living creatures with the state of their environment . Each individual has a different way of adaptation to the environment , there is a body shape changes , nothing changes the metabolic processes of the body , and there is also a change of attitude and behavior . Adaptation will be made by living things as environmental conditions surrounding dangerous or unprofitable for him , so it is necessary to save or defend ourselves for survival. These properties allows the creatures to be able to use the elements of nature are better like natural factors .
Socio-Cultural Life Conditions Socio-Cultural Life Basically, humans are social beings , humans have a strong tendency to not live alone . Humans can become a member of several types of groups as well as a member of the group around the neighborhood, be a member in sports clubs , become a member of an animal lover , and as a member of a citizen where the man lived. Humans are driven by naruri to sustain life . Within the group , people are encouraged to maintain the viability of the group. Motivation for survival is an overwhelming urge that dwells within man . To maintain the viability , the human need to meet the basic needs of the spiritual or psychological terms and in terms of material or material Living Condition Culture and Social Development of Individuals Communities around pegungungan also synonymous with rural communities always have the characteristics or in social life, which usually appear in their everyday behavior. In certain circumstances, some characteristics can be generalized to the lives of villagers, Masruri (2002: 37). However, the presence of religious and social change and technological development of the information age, sometimes some of these characteristics has been "not applicable". Rural communities are also characterized by ownership ties inner feeling strong fellow villagers, that feeling every citizen / community members use within a very strong effect, that a person feels a part that can not be separated from the community wherever he lived he loves and has feelings willing to sacrifice every time for the sake of the community or members of the public, because they thought alike sebgai people who love each other mutual respect, has the right of equal responsibility for the safety and happiness together in the community.
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Relevant Research Research relevant to the research that will be conducted by researchers on identifying talent at an early age is the research done Adiyudha Permana, identifying sporting talent among tribes in Kalimantan Barat (Comparison of Sports Talent Age 11-14 Years of Tiga Suku Largest Communities in West Kalimantan ) describes the differences sporting talent possessed by children from the Dayak, Malay and ethnic chinese (china). From the results of these studies that look prbedaan sporting talent possessed between each tribe where the results showed that 80% of a sample of children originating from the Dayak tribe have the talent in the sport of Diving (Diving), results teersebut larger of the two tribes others where the Malays as much as 64% and 50% of the tribe tionghoa yanng each sample studied. Talent oahraga athletics high jump is dominated by tribal tionghoa with the results of 44%, Malay 30% discount and from the Dayak of 20% of each sample. Talent olahrga athletics shot put of the Malays has 3% of the sample, while Dayak and Tionhoa not recommended as a reference nursery cbabng athlete athletics shot put as there was no presentation of results. From the conclusions of these studies indicate that each tribe has a tendency sporting talent that vary based on the rate because each tribe has a geographical location , environment , khidupan social and cultural their berbda depending affecting the talent possessed olaeh children from each of the tribe. Framework for Thinking Potential geographical location and social and cultural life in the region will affect the factor of anthropometric and physiological possessed by each person that will affect giftedness sport that can be known through direct observation to every child to be sampled about HOW the condition of physiology and anthropometry of the child and also the identification sport sporting talent using the Search and the area will be used as a nursery and field sports talent scouting. Based on these descriptions can be drawn to certain statements related to this research. The identification of talented athletes should be the concern of each sport, athletes should choose candidates at an early age, continuously monitor and assist prospective athletes heading to the mastery of the highest step. Then from the Search Sport talent identification used in this research should be no sports related or identical to the regional characteristics, social and cultural life of the community living in the area of Mount Rinjani.
Research Methods The research will be carried out in areas that are considered closest to Mount Rinjani namely District Sembalun . To obtain qualitative data , this research will be conducted in villages in the area Sembalun districts , and to obtain quantitative data , data retrieval test and measurement identifikassi sporting talent will be conducted at SMPN 1 Sembaun Lawang . This study will be carried out for approximately two months , ie from November to December 2104 . Types of Research This research will use two approaches , namely the qualitative research and quantitative research . As noted Satori ( 2009 : 22 ) Qualitative research is research that emphasizes the quality or the most important things about the nature of the goods / services . It could be an event / phenomenon / social phenomena . Thus , the approach kualitataif used in this 318
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research is to want to see the symptoms or phenomena geographic potential , and sociocultural life in the area of Mount Rinjani to obtain data to answer the problem formulation on how the potential geographic and socio-cultural life of the Mountain Rinjani as field seeding and talent scouting sport. While quantitative approaches used to answer ruusan issues related to talent identification olaraga in children aged 11-15 years using Sport Search. Population and Sample People living in villages in the bebeapa Sembalun districts , and for the identification of talent olahrga , the population is children aged 11 to 14 years of age or junior high school 1 Sembalun . Engineering Sample The sampling technique used in this study are engineering samples Region or Area Probability Sample . Area Probability Sample smpling technique is performed by taking a representative from each region contained in the population , Arikunto (2010 : 182 ) . This technique is used considering the sample to be taken in the territory or different villages although overall the villages were arriving in the area of Mount Rinjani which will then be taken from SMPN 1 Sembalun Lawang , Sembalun sub-district , East Lombok , NTB . The samples used in this study were 60 students who came from six villages, the village Sembalun , Sembalun Lawang , Sembalun Bumbung , Biloq Petung , Timba Ivory and villages Sajang in the area gununng rinjani particular districts Sembalun that mnjadi students in SMPN 1 Sembalun , Each village is taken 10 people for concentrated samples represent their village . Engineering Data Collection Data collection techniques in this study by observation , interviews , document recording and test and measurement methods talent scouting Sport Search. Data obtained from field recorded in descriptive form in accordance with what was found by investigators . Note in the descriptive nature of the court record . Instrument Data Collection In this study , to obtain data on how geography and the social and cultural life of communities living in the area of Mount Rinjani is by observation, interview and documentation . Data observation , the data field notes and a list of interview questions is a tool used to obtain these data . Registration document also dilakuakan to obtain data on the food consumed by the sample using a Recall 24 hours followed analyzed using Nutrisurvey application . After obtaining data on geography and the social life of the people living in the area of Mount Rinjani through observation , interviews and documentation , then researchers will conduct tests identifying sporting talent of each sample by using Sport Search
Data Analysis Techniques Data analysis techniques used in this research is the descriptive technique . Then, after obtaining data about the potential of geographic and social life of the people living in the area of Mount Rinjani , then the result will ditunagkan in writing of the results in chapter 4. As to process , analyze and assess the results of tests required such measures , after carrying out 10 test items, then form the measurement results will be processed and analyzed with the help of application sport Search on your computer that automatically from the application will be detected sports talent possessed by each sample . After obtaining the data from the field , then it can be deduced that can answer the problem formulation of this study , where the conclusions that will be presented is the result of the qualitative and quantitative offerings . 319
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Results and Discussion Description The Mountain Rinjani Mount Rinjani is an active volcano in Indonesia on the island of Lombok . Administratively the mountain is located in East Lombok , West Nusa Tenggara ( Indonesian : Nusa Tenggara Barat , NTB ) . Mount Rinjani has an altitude of 3,726 m above sea level making it the third highest mountain in Indonesia after Mount Jaya Wijaya in Papua and Mount Kerinci in Sumatra . Mount Rinjani is located at latitude 8º25 ' LS and 116º28 ' BT and has an average temperature of about 20 ° C ; Lowest 12 ° C . Strong winds in the usual peak occurred in August . Mount Rinjani is part of the Mount Rinjani National Park which has an area of approximately 41,330 ha and will be proposed addition is to be 76,000 ha to the west and east. Discussion Human life can not be separated from the natural, social, cultural and geographical conditions of residence are related to each other. Culture in a society must not be separated from habits carried out by groups of people and individuals, nature is also very instrumental in the establishment of a culture, as well as sporting talent that can be formed from habits that performed in daily life. Mount Rinjani gives a great influence on the lives of people living in the vicinity. Activities of people living in mountain areas rinjani solely based on the needs of their lives. The existence of mountain rinjani very positive impact on society, the benefits are felt to economic growth. Globalization is not too apparent affect indigenous culture of the society, the nature tradsionalisme still inherent in the people who live in mountain areas rinjani. Cultural communities living in the area rinjani or habits they can not be separated from the need the physical strength is strong, it certainly has the potential to lead to a sporting talent. With the condition of geographic area around Mount Rinjani in the form of mountain areas , hills and forests , then the condition can actually be used as a place for breeding and talent scouting sports like rock climbing given some hills in mountain areas rinjai has cliffs that can be used for sport , although the activity of the people there have not fully lead to the sport of rock climbing . However it is not possible rock climbing can be introduced to the people who live in mountain areas rinjani as a sport achievement and not just a recreational sport that is as long as this is mostly done by the climbers. The natural condition of residence , social and cultural life of people living in mountain areas rinjani potentially be used as a nursery field and a branch of the talent scouting olahrga when viewed from the activities of its citizens regardless of need a good physical condition . No indication of the emergence of a talent sport generated from daily activities of people living in mountain areas rinjani . This of course can be utilized for the development of sports , especially for breeding and sporting talent scouting. But it certainly should be included with the support of the parties involved in the world of sport such as KONI and the diaspora that sustainable development programs that can be run systematically and planned The activities undertaken by people living in mountain areas rinjani is likely associated with giftedness someone in sports , such as walking , the road conditions are uneven or hilly course will stimulate the development of the muscles become stronger , with the habit of walking every day , could have the potential to cause sports talents related to the ability of a good footwork as brisk walking exercise . Then the hunting culture is done by the community living in mountain areas rinjani also has led to the sport , running movement is done in true hunting proficiency level equal to athletics run. Thus the geographical
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conditions mountain rinjani unwitting potential to bring a sports talent of the people living in the mountain areas rinjani born of activities or habits everyday . The data found by the researchers showed that the natural conditions of mountain areas rinjani the form of hills and mountains have potential for nurseries and sports scouting yan related to geographical conditions there , and keeping them is olahrag sport rock climbing and mountain biking. Although the activities and sporting talent possessed by citizens living in mountain areas cabng rinjani not lead to the sport of cycling and rock climbing , but the potential geographic area rinjani on dasarnnya mountain terrain can be used as breeding and sport talent scouting Of the many sports, there are indications that athletics is a sport that suits the character of the people there considering the activities of the locals who rely on physical utilization of the natural conditions. Viewed from the activities conducted by the locals both adults and children that are relying on the strength of body or physical, will potentially make the character's body or physical person becomes stronger so indirectly bring the seeds of athletes a sport kemudaian expected to proceed to the stage of the sports talent scouting. Remote areas can be used as a search field talent for sports, including mountain rinjani elapsed areas, with the utilization of natural media such as local peguungan, hills can unwittingly create the seeds of a sports athlete for the perpetrators of activity in the area. But it is certainly the need for awareness of the parties concerned to follow up to the stage of the sports coaching. See activity and habits of everyday society living in mountain areas rinjani , sporting talent that match the habits is sport branch of athletics it is supported by the respondents' statements related to sporting achievements in the area is sprint . Potential natural or geographical and socio-cultural life of the community that there are unwittingly have formed the seeds of a sports athlete .This is also evidenced by the results of tests Sport Search which has diterapkann in children aged 11-14 years living in mountain areas rinjani , test results showed that more than half of the overall sample has particularly talent in sports namely Athletics - Running Sprint. These results can be used as a measure to do seeding and talent scouting exercise based on geography and the social life of people living in mountain areas rinjani although not all community activities and geographical conditions in mountain areas rinjani equal to or associated with sporting talent possessed by children stay there based on the results of the application of the method Sport Search. Potential geographical conditions in mountain areas rinjani basically be exploited or used as a field nursery and pilotage act a sport , especially sport rock climbing and mountain biking because of the geographical conditions in mountain areas rinjani fits perfectly with the sport that has to do with the natural conditions specified . Similarly, the activities of people living in mountain areas rinjani the day-to- day can not be separated from the need of a good condition considering the geographical conditions there of mountains that leads to a sporting talent , for example, culture nyeran ( hunting ) , which is still carried by locals similar to a sports sprint and javelin so that these habits can be directed to the sport sprint and javelin. From the result of applying the method Sport Search performed on children who live in mountain areas rinjani also shows the results pertaining to the activities of everyday people with an average yield has talent athletics sprint . Linkages daily activities with sports talent possessed by children who live in mountain areas rinjani means the potential for
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geographic and social life of the community living in mountain areas can be used as a field rinjani nurseries and sports talent scouting
Conclusion Potential geographical conditions : the geographic conditions in mountain areas rinjani form of mountainous and hilly areas can basically be used as a nursery and field talent scouting a sport especially rock climbing and mountain bikes are suitable to the geographical conditions in mountain areas rinjani although the activities of people in place it has not led to the sport . The potential social and cultural life : social and cultural life of people living in mountain areas rinjani highly dependent on natural conditions and geographic potential . Thus the people who live in mountain areas rinjani have a habit or lifestyle that leads to a sport that potentially give a sporting talent . So that the social and cultural life of people living in mountain areas rinjani potential to serve as a nursery and field sports talent scouting . From eating culture obtained from the recall conducted also showed that energy and protein needs of children living in mountain areas have not been fulfilled rinjani The implementation Sport Search : From the result of applying the Sport application Search among children aged 11-14 years living in mountain areas rinjani have a tendency Athletic talent in sports , especially Sprint Running with the sum of the 35 children of the 60 children sampled , then 14 children have a tendency sporting talent Diving , five children have a tendency sporting talent High Jump , 3 children in sports Gymnastic , 2 children discount tendency of sporting talent Athletics - Long and Triple Jump and 1 children who have a tendency talent olahraa Athletic - Put and Discus . Based on the three points above , it was concluded that the potential of the geographical area of the mountain rinjani can actually be used for breeding and scouting exercise and living conditions of socio-cultural society is dependent on natural conditions in which they live has the potential to bring sporting talent , this is reinforced by the results of the implementation of Sport Search in children aged 11-14 years had a large part of sporting talent associated with everyday activities that society mountain - Sprint Athletics Runing
Implications Potential conditions rinjani mountain area can be used as a nursery and field scouting sporting talent that match the conditions in the area such as rock climbing and mountain bike sport . Now only the role of parties in view of the situation so that although the results of the application of the method Sport Search applied to children who live in the area rinjani not all sporting talent possessed a sport associated with the geographical conditions there , but with the means which has been provided by nature can only be used as a condition of the potential field of breeding and talent scouting exercise , supported by the relevant parties in order to socialize how can dimanfaatka geographic potential as a sports venue that is an achievement. Nurseries and talent scouting sport at an early age should be established based on residence and social life of the community and should be carried out systematically and using a scientific approach that is supported by the participation of the government such as provision of sports facilities and professional personnel for breeding and talent scouting.
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Daftar Pustaka Abdulah, I. 2006. Konstruksi dan Reproduksi Kebudayaan. Yogykarta: Pustaka Pelajar. Adisasmita,Y dan Syarifuddin, A. (1996). Ilmu Kepelatihan Dasar. Jakarta :Depdikbud. Dirjendikti. Proyek Pendidikan Tingkat Akademik. Cholik, M. dan Ali, Maksum, 2009. Metodologi Dalam Olahraga. Surabaya: FIK Universitas Negeri Surabaya. Cholik, M. 1996. Pemanduan Bibit Atlet Berbakat dan Beberapa Tes Lapangan.. Prosiding Seminar Nasional Olahrga Kantor Kementerian Pemuda dan Olahrga dalam Rangka Memperingati Hari Olahraga Nasional XIII. Jakarta Danim, Sudarwan. 2011. Perkembangan Peserta Didik. Bandung: Alfabeta. Daryanto, Agung. S. 2013. Pengantar Pendidikan Lingkungan Hidup. Gava Media: Yogyakarta. Deddy, M, Jalaludin R. 2005. Komunikasi Antar Budaya. Bandung: Remaja Rosjakarya. Deskripsi Wilayah; Situs Pemerintah Kota Nusa Tenggara Barat. Doewes, M, Furqon H M, Heru S. Australian Sport Commission, 1997. Pemanduan Bakat Olahraga Umum, Pusat Peneitian dan Pengembangan Keolahragaan (PULITBANG) Universitas Sebeelas Maret Surakarta. Doewes, M, Furqon H M, Tes Kesegaran Jasmani Dengan Lari Multitahap (untuk Memprediksi Ambilan Oksigen Maksimal). 1999, Pusat Penelitian Dan Pengembangan Keolahragaan (PUSLITBANG) Universitas Sebelas Maret Surakarta. Furqon, H M. Pemanduan Bakat Olahraga Modifikasi Sport Search, 2002. Pusat Penelitian Dan Pengembangan Keolahragaan (PUSLITBANG-OR) Gallahue, David L. 1997. Understanding Motor Development. USA: Library Of Congress Cahaloging-in-Publication Data. Harsuki. 2003. Perkembangan Olahraga Terkini. Jakarta: Rajagrafindo Persada Janatin, Hastuti et al. 2005. Sains Kesehatan. Ciri Antropometris dan Kapasitas Pital Penduduk Dataran Tinggi Kulon Progo. Yogyakarta: UGM Kuntadi D. 1997. Metode Talent Scouting Sport Search dan Kemungkinan Aplikasinya di Indonesia. Komite Olahaaga Nasioanal Pusat Jakarta. Kusmaedi, Nurlan. 2002. Olahraga Rekreasi Dan Olahraga Tradisional. Bandung: POK, UPI Maksum. 2008. Psiklogi Olahraga. Surabaya: Unesa University Press Masruri, Muhsinatun Siasah, Dr, M.Pd, 2002. Pendidikan Kependudukan dan Lingkungan Hidup. Yogyakarta: UPT MKU Universitas Negeri Yogyakarta. Moleong. (2014). Metodologi Penelitian Kualitatif. Bandung: PT. Remaja Rosadakarya. Passau, Anwar. Memilih Atlet Untuk Menghasilkan Prestasi Prima dalam Olahraga, dalam Simposium Olahraga-Menuju Prestasi Berolahraga (Surabaya: IAIFI, 18 Desember 1986). Prabang Setyono. 2008. Cakrawala Memahami Lingkungan. Surkata: UNS Press. Suhendro, A. (2004). Dasar-Dasar Kepelatihan. Jakarta : Universitas Terbuka. Tasdiyanto, T. 2011. Budaya Lingkungan. Ecologica Press: Jakarta Satori M, Komariah. 2013. Metodologi Penelitian Kualitatif,. Alfabeta: Bandug Siahaan, N.H.T, SH, MH, 2004. Huku Lingkungan Ekologi Pembangunan. Jakarta: Erlangga. Sugiyanto. 2013. Belajar Gerak. Surakarta: UNS Press. Sugiyono. (2013). Metode Penelitian Kuatitatif Kualitatif dan R&D. Bandung. Alfabeta. Sunarto, Agung H. 2006. Perkembangan Peserta Didik. Jakarta: Rineka Cipta Universitas Sebelas Maret. 2013. Pedoman Penulisan Thesis. Surakarta: UNS.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The Evaluation Of Students’ Primary School Counseling In Lombok Nusa Tenggara Barat Ridwan Universitas Hamzanwadi, Indonesia [email protected]
Abstract The purpose of this study aimed at examining and describing of the counseling conducted by the teacher in primary education institution (6 counselor of junior high school and 1 teacher of elementary school) in the Selong district. The method used was a case study, which in this study case study was used as an evaluation. Data and information were collected using a qualitative approach, by observation, interview, and documentation. Data analysis was performed with reducing, data display, and conclusion. The results showed that the majority of primary school students required special attention through case study. The attention given by the teacher of junior high school was merely counseling, and needed to be upgraded to a case study. While in primary school counseling was conducted by pressures. The results of this study recommend todo case studies training and to give assignment to the teachers of primary school. Keywords: counseling, case study, primary school students
Pendahuluan Kasus merupakan kesatuan kondisi yang di dalamnya satu atau sejumlah masalah yang dialami oleh seorang individu, atau kelompok, keluarga atau lembaga (Prayitno dan Amti, 2004: 86; Yin, 2004: 6). Dalam Bimbingan dan Konseling, kasus adalah individu yang perlu mendapat perhatian khusus demi kebaikannya; dan ia perlu diselamatkan, karena bila tidak ia akan mengalami kegagalan hidup (Ridwan, 2016: 4). Rolls (2012: xv) mengatakan bahwa kasus tidak hanya berarti negatif; kasus diartikannya sebagai kemampuan atau kesulitan khas (unik) yang dimiliki atau dialami seseorang. Penanganan kasus dalam disiplin ilmu Bimbingan ndan Konseling disebut studi kasus. Akan tetapi, kalau tidak dilakukan dalam bentuk studi kasus, maka ia tetap disebut penanganan kasus. Disebut demikian karena ia tidak melalui proses studi mendalam, tidak melalui prosedur (langkah-langkah) yang jelas, tidak diketahui hasil-hasil penanganan dan tidak ada laporan tertulis. Karena itu, dalam penanganan kasus (tanpa studi kasus) berarti menangani individu yang perlu mendapat khusus melalui proses-proses penanganan tanpa mengkajinya secara mendalam dan tanpa tahapan atau langkah-langkah yang jelas. Sementara itu, istilah studi kasus adalah upaya investigasi mendalam terhadap seorang individu, atau pasangan individu (seperti kembar) atau seluruh keluarga (Gross, 2012: ix). Arti kata investigasi oleh Gross tersebut, dalam Bimbingan dan Konseling kini mungkin lebih tepat digunakan istilah asesmen (penelaahan). Prayitno dan Amti (2004: 38) mengartikan studi kasus sebagai upaya mempelajari kasus dengan mengungkapkan faktafakta yang terkait dengan permasalahan yang ada serta sebab-sebab timbulnya masalah, dan selanjutnya untuk dapat menetapkan langkah-langkah penanganan masalah tersebut. Berdasarkan kedua pendapat tersebut, maka studi kasus adalah upaya mempelajari kasus dengan menggungkapkan fakta sebab-akibat tersebut melalui upaya asesmen mendalam. 325
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Ridwan (2016: 163-166) mengemukakan langkah-langkah dalam studi kasus meliputi mengkaji identitas, latar belakang keluarga kasus, gejala kasus, hasil pengumpulan data, sintesis dan diagnosis, prognosis, treatment, evaluasi dan tindak lanjut. Sementara itu, ahli lain menyatukan sintesis dengan diagnosis. Studi kasus penting dilakukan pada sekolah-sekolah. Hal tersebut tidak terlepas dari adanya isu-isu masalah siswa. Sudarsono (2008: 70) mengkaji secara khusus kenakalan remaja yang dikaitkan dengan pelanggaran hukum. Menurutnya siswa pendidikan dasar termasuk dalam remaja awal (usia 13/14-17 tahun), di mana usia krisis remaja tersebut untuk wanita 15,5-16,5 tahun, dan laki-laki 16-17 tahun. Dalam masa krisis itu, siswa dapat saja melakukan kenakalan-kenakalan. Menurut Sudarsono, kenakalan remaja adalah perbuatan/kejahatan/pelanggaran yang dilakukan oleh anak remaja yang bersifat melawan hukum, anti sosial, anti susila, dan menjauhi norma-norma agama (h. 70). Berdasarkan pendapat ini, berarti penanganan siswa pendidikan dasar yang membutuhkan perhatian khusus sangat penting agar mereka tidak jatuh ke tindak kriminal. Selain itu, Tohirin (2014: 101-111) mengemukakan ada 13 isu masalah siswa, di antaranya isu rendah diri, isu keinginan untuk mencoba, isu mencari identitas diri, isu prestasi belajar, isu gagal ujian, isu karier, isu globalisasi dan perkembangan teknologi. Suhartono dan Hartono (2008: 71-72) mengemukakan masalah-masalah siswa pendidikan dasar, antara lain yang terkait adalah (1) masalah mengubah sikap dan perilaku kekanak-kanakan ke sikap dan perilaku dewasa, (2) kesulitan menerima perubahan fisiknya, (3) perkembangan fungsi seks membingungkannya, sehingga menjadi salah tingkah dan menentang norma, (4) terlalu menekankan kemandirian, menilai diri mampu untuk mengatasi problem kehidupan, sehingga menjadi overacting, dan (5) terjadi pertentangan nilai dan norma diri dengan masyarakat. Di samping itu, hasil-hasil penelitian menunjukkan bahwa sebagian siswa SMP cenderung cemas, prestasi dan motivasinya rendah, kurang terampil dalam mengambil keputusan, korban dan pelaku bullying, berontak pada aturan sekolah, dst. Leksono (2012: 482) mengungkapkan banyak masalah siswa SMP yang mengalami kecemasan berlebihan sehingga tidak mampu mengatasi sendiri. Akibatnya pesimis, harga diri kurang, putus asa, tidak dapat bertindak efektif, dan tidak dapat mencapai prestasi akademik. Ferozin (2012: 601) menunjukkan hasil risetnya bahwa, banyak siswa SMP bermotivasi “rendah.” Mereka menunjukkan motivasi intrinsik hanya 0,9%, sementara ekstrinsiknya 12,4%. Demikian juga dengan motivasi “sedang”, motivasi intrinsiknya 13,3%, sementara ekstrinsiknya 53,3%. Rahardjo dan Zamroni (2014: 241) menunjukkan bahwa, ada 26,9% siswa SMP kurang terampil mengambil keputusan karier, dan 1,5% tidak terampil. Ternyata mereka juga 19% kurang dalam memahami bakat, minat dan kemampuan, dan 4% sangat kurang. Dengan persentase yang sama mereka kurang dan sangat kurang dalam mengidentifikasi pilihan yang tersedia. Akhirnya Fathiyah (2012: 188) mengungkapkan problem yang paling banyak dialami siswa SMP di Yogyakarta, secara berurut (1) problem bullying (kekerasan dari teman sebaya) 42,8%; pemberontakan pada aturan sekolah 22,6%, masalah pribadi, 7,2%, masalah keluarga 7,2%, masalah belajar 6%, merokok 4,8%, masalah seksual 4,8% (h. 188). Temuan tersebut menunjukkan bahwa banyak di antara siswa SMP yang perlu ditangani dan diangkat dalam studi kasus. Berdasarkan kurikulum program studi Bimbingan dan Konseling (BK) di perguruan tinggi, maka guru BK berkompeten melaksanakan studi kasus (STKIP Hamzanwadi Selong, 2013). Kompetensi tersebut antara lain menyangkut: (1) kemampuan mengungkap masalah secara logis, kritis, sistematis, dan inovatif; (2) kemampuan menerapkan langkah326
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langkah studi kasus; (3) kemampuan menyusun program bimbingan pengentasan kasus; (4) kemampuan memberikan layanan bimbingan secara komprehensif; (5) kemampuan menilai dan menindaklanjuti; dan (6) kemampuan melaporkan studi kasus. Pendidikan dasar meliputi pendidikan pada sekolah dasar (SD), madrasah ibtidaiyah (MI), program Paket A, sekolah menengah pertama (SMP), madrasah tsanawiyah (MTs), program Paket B dan pendidikan diniyah dasar dan menengah pertama. Selanjutnya, berdasarkan Peraturan Menteri Pendidikan dan Kebudayaan nomor 111 tahun 2014 diatur tentang Bimbingan dan Konseling pada pendidikan dasar dan pendidikan menengah. Pada Lampiran Peraturan tersebut dikemukakan bahwa kolaborasi dengan guru, kolaborasi dengan orangtua, kolaborasi dengan ahli lain, kolaborasi dengan lembaga lain, konferensi kasus dan kunjungan rumah merupakan enam kegiatan utama dari 22 kegiatan Bimbingan dan Konseling di sekolah. Enam kegiatan tersebut pada dasarnya merupakan kegiatan penanganan kasus dalam studi kasus. Dikatakan demikian karena studi kasus merupakan studi mendalam dan terkait dengan banyak pihak, sesuai dengan masalah yang menjadi perhatian. Kalau masalahnya sederhana, tidak perlu diurai, tidak perlu dikaji secara mendalam dan tidak perlu melibatkan pihak-pihak lain, maka tidak perlu studi kasus (Prayitno, 2006: 1). Dengan demikian, guru BK dituntut mampu melakukan kegiatankegiatan tersebut untuk terentasnya kasus yang ditangani. Sementara ini, khusus untuk SD belum ada guru BK yang diangkat secara khusus meskipun kegiatannya telah diatur dalam Peraturan Menteri tersebut. Untuk menanganinya, dipercayakan kepada guru kelas masingmasing. Dengan demikian, evaluasi penanganan kasus dalam kajian ini ditujukan untuk mengetahui penanganan siswa-siswa oleh guru-guru Bimbingan dan Konseling, yang membutuhkan perhatian khusus. Evaluasi penanganan itu dilaksanakan di SMP dan SD. Ada dua bentuk hasil evaluasi yang dihasilkan. Pertama, melakukan penanganan kasus melalui studi kasus; dan kedua, melakukan penanganan kasus tanpa studi kasus. Ada tiga kategori hasil evaluasi penanganan melalui studi kasus, yakni (a) kategori baik bila melakukan studi melalui prosedur yang jelas, ada penilaian dan tindak lanjut penanganan, ada pelaporan hasil secara tertulis yang ditandatangani kepala sekolah, dan siswa yang dibantu berkembang positif serta diikuti perkembangannya; (b) kategori sedang, bila melakukan studi melalui prosedur yang jelas, ada penilaian dan tindak lanjut penanganan tapi hasilnya kurang diketahui, dan ada pelaporan hasil secara tertulis; dan (c) kategori kurang bila melakukan studi melalui prosedur yang kurang jelas, ada penilaian dan tindak lanjut penanganan tapi tak diketahui perkembangannya dengan baik, dan tidak ada pelaporan hasil secara tertulis. Sementara itu, penanganan tanpa studi kasus tidak memerlukan kategori, dengan argumen bahwa penanganan siswa yang butuh perhatian khusus tersebut perlu melalui studi kasus. Karena bila tanpa melalui studi kasus penanganannya dilakukan tanpa prosedur yang jelas, tanpa penilaian dan tindak lanjut, tanpa pelaporan hasil, dan tanpa tahu hasil-hasil penanganan yang dilaporkan secara tertulis. Penanganan yang demikian sebaiknya dihindari.
Metode Tujuan kajian di atas dicapai dengan menggunakan pendekatan deskriptif kualitatif dengan menggunakan metode penelitian studi kasus. Metode studi kasus telah digunakan untuk banyak kebutuhan. Rolls (2012) merangkum penggunaan studi kasus terhadap sejumlah kasus klasik dalam psikologi; Yin (2004) menggunakannya untuk keperluan riset ilmu327
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ilmu sosial; Roessler dan Rubin (dalam Prayitno, 2004) menggunakan untuk keperluan bimbingan dan konseling; dan Guba & Lincoln (2982) menggunakannya untuk keperluan evaluasi. Dalam kajian ini, studi kasus digunakan sebagai sarana evaluasi yang efektif (Guba dan Lincoln, 1982: 371). Karena itu, MacDonald dan Walker (dalam Guba dan Lincoln, 1982: 371) mengartikan studi kasus sebagai upaya untuk memeriksa sampel kasus yang menjadi perhatian. Kedua ahli tersebut menunjukkan bahwa kegiatan studi kasus sebagai sarana evaluasi termasuk di dalamnya antara lain mengevaluasi sebuah episode atau unit program, memeriksa secara mendalam sebuah sampel program, dan memeriksa secara intensif sebuah unit kegiatan. Pada halaman yang sama disebutkan bahwa sasaran studi kasus dapat berupa individu, organisasi, masyarakat, kultur, kejadian, perlombaan, program dan proyek. Yin (2004) menggunakan studi kasus sebagai upaya penelitian sosial. Selanjutnya, Guba dan Lincoln (1982: 371-372) mengemukakan empat tujuan penggunaan studi kasus untuk evaluasi. Pertama, untuk membuat urutan kejadian; kedua, untuk menggambarkan atau mendeskripsi; ketiga, untuk pengajaran, dan keempat, untuk pengujian, yakni untuk “perbaikan” atau uji coba sesuatu. Kedua ahli tersebut juga mengatakan bahwa sebuah studi kasus dapat untuk mencapai beberapa tujuan. Dalam kajian ini, studi kasus digunakan untuk mengevaluasi penanganan kasus-kasus siswa, dengan menggunakan tujuan kedua, yakni berupaya membuat deskripsi penanganan. Subjek kajian ini adalah level lembaga (organisasi) sekolah. Fokus kajian diarahkan kepada guru-guru bimbingan dan konseling (guru BK) yang diberi tugas, tanggung jawab dan wewenang untuk menangani kasus-kasus. Ada tiga lembaga yang dijadikan subjek penelitian; dua sekolah tingkat menengah pertama (masing-masing dengan 5 dan 1 orang guru BK, dan satu sekolah dasar (1 orang guru kelas). Ketiganya berada di wilayah kecamatan Selong Lombok Timur. Dasar pemilihan lembaga tersebut antara lain untuk membuat perbandingan antara sekolah yang terbaik dan yang belum. Analisis data dilakukan selama pengumpulan data. Pengumpulan data dilakukan dengan observasi dan wawancara. Analisis dilakukan dengan reduksi dan display data serta menarik kesimpulan (Miles dan Huberman, 1984: 21-23). Langkah analisis meliputi: (1) menemukan pola/tema tertentu, (2) mencari hubungan logisnya, (3) mengklasifikasi atau membuat pengelompokkan, dan (3) mencari generalisasi gagasan spesifik (Furchan dan Maimun, 2005: 60-62). Penyajian hasil analisis analisis dalam bentuk narasi dan tabel.
Hasil dan Pembahasan Penanganan Kasus di SMP Negeri X SMP ini beralamat di tengah kota, dan mudah dijangkau oleh siswa (calon-calon) siswa, dan merupakan SMP paling pavorit di kecamatan Selong. Karena itu, para siswanya adalah siswa-siswa terpilih melalui seleksi ketat. Bangunan fisik sekolah ini terbaik, sebagian berlantai 2, dan pada saat pengumpulan data, Sekolah ini sedang membangun masjid sekolah dengan mendapat bantuan dana 2 M dari sebuah bank Internasional. Ada lima (5) orang guru BK-nya, empat sudah lama sebagai pegawai negeri sipil, sudah tersertifikasi sebagai pendidik; dan satu orang baru diangkat (tetapi sudah lama bertugas sebagai guru BK honorer di sekolah ini). Tiga orang berjenis kelamin perempuan dan dua orang laki-laki. Mereka mengasuh lebih dari 820 siswa, dengan masing-masing menangani 150 orang lebih. Jam belajar pagi mulai pukul 7.00 sampai 13.30 Waktu Indonesia Tengah. Pada jam 7.00 pintu gerbang ditutup, dan siswa yang terlambat ditangani khusus. Yang terlambat ini kemudian terkadang perlu mendapat perhatian khusus. Berikut ini adalah hasil wawancara dengan lima orang guru BK, yang hadir 328
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bersamaan saat wawancara, ditambah dengan wawancara khusus dengan beberapa guru BK yang mewakili. Untuk menemukan siswa yang perlu perhatian, guru BK mengidentifikasi melalui kehadirannya di sekolah, dan dari laporan guru mata pelajaran atau wali kelas, serta kumpulan (legger) nilai siswa. Pada awal-awal wawancara, ketika peneliti bertanya, apakah ada yang perlu perhatian khusus, yang perlu penanganan khusus? Mereka mengatakan bahwa dalam pengalaman membimbing, belum ada siswa yang perlu perhatian khusus. “Siswa ditangani dengan biasa-biasa saja”, kata Pak Nas, Pak Nur, dan Ibu Mas mengangguk perlahan. Tapi seorang guru BK yang paling senior mengarahkan pandangan ke arah lain, mungkin ada sesuatu yang menarik perhatiannya. Peneliti mengira ada yang perlu diingatnya. Wawancara kemudian berkembang kepada masalah-masalah apa saja yang sering ditangani. Yang paling sering terjadi adalah siswa datang terlambat, padahal yang terlambat itu adalah siswa yang tidak jauh jaraknya dari sekolah. Jam buka atau kedatangan ke sekolah mulai 6.35 sampai jam 07.00, dan pintu gerbang ditutup. Setelah itu, tidak ada toleransi dan siswa namanya dicatat dan ditangani. Mulai jam 07.15 ada kegiatan imtak. Guru BK-nya sendiri telah menyimpulkan mengapa siswa-siswa banyak yang terlambat. Ada pula siswa yang mem-bully temannya melalui sms dan diketahui oleh orangtua korban. Kemudian orangtua yang bersangkutan datang ke sekolah dan menunjukkan bukti kata-kata bully tersebut, setelah di-print dari handphone anaknya. Dalam diskusi dengan guru-guru BK tersebut, belum terungkap keluhan siswa bahwa ia (mereka) di-bully temanteman mereka. Selain itu, terungkap pula masalah malas belajar beberapa siswa asuhan, dan masalah ini tidak menjadi perhatian utama. Selanjutnya, peneliti menceritakan pentingnya studi kasus untuk siswa, dan dengan studi kasus dapat dibantu siswa yang perlu perhatian khusus. Ketika peneliti melihat ada pemahaman pada mereka, kemudian peneliti mengajukan pertanyaan, apakah ada yang perlu ditangani secara khusus? Pertanyaan ini mengingatkan salah seorang guru BK yang paling senior, bahwa ada seorang siswa, katanya. Menurutnya, ada seorang kelas VIII tahun kemarin, sebut saja siswa Z, mungkin itu perlu studi kasus, dan kini sudah pindah sekolah. “Kalau ditangani dengan studi kasus mungkin ia bisa naik kelas IX dan tidak pindah sekolah,” demikian kata Ibu Haf itu. Empat guru BK lainnya dalam pertemuan itu mengangguk, tidak membantah. Dengan jawaban Ibu Haf, tampak bahwa mereka butuh melakukan studi kasus. Dengan tidak dilakukan studi kasus untuk beberapa siswa lainnya, bukan berarti siswasiswa yang membutuhkan perhatian khusus (selain siswa Z) tanpa mengikuti prosedur penanganan. Peneliti mencermati bahwa pananganannya sudah mulai dengan adanya gejala. Pak Nur mengatakan mengatakan begini. Keterlambatan siswa dalam satu hari dicatat dan ditangani langsung hari itu. Bila tidak kali terlambat, maka orangtuanya diundang ke sekolah. Sebelum bertemu orangtua, guru BK telah menyiapkan data yang diperlukan, misalnya data hubungan sosial siswa di sekolah (yang diperoleh dengan menyebarkan kuis sosiometri), data dari guru mata pelajarannya, dan angket daftar cek masalah (DCM). Pembahasan bersama orangtua biasanya menghasilkan kesepakatan, yang kemudian ditungkan ke dalam perjanjian. Bila kemudian kesepakatan dilanggar, guru BK mengadakan kunjungan rumah (home visit). Biasanya dari hasil kunjungan rumah, masalah siswa dapat diselesaikan. 329
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Penanganan siswa juga dari laporan guru mata pelajaran. “Biasanya kami menangani anakanak yang dikirim oleh gurunya karena 2 sampai 3 kali tidak membuat PR,” kata Pak Nur. “Lima sampai enam orang kami terima dari guru matapelajaran siswa yang tidak mengerjakan PR. Ini kami tangani meskipun tidak setiap hari.” Ketika peneliti bertanya, berapa rata-rata menangani siswa per hari? Ia menjawab sekitar dua orang. “Mereka ini datang ke ruang BK karena kesulitan dalam mempelajari modul pelajaran digital, di samping kesulitan dalam pelajaran manual.” “Apa kesibukan lain yang Bapak kerjakan?” demikian pertanyaan peneliti kepada Pak Nur. “Kami menyampaikan modul bimbingan di kelas, ada lima kelas yang kami asuh, dan tiap kami rata-rata menangani lima kelas.” Guru-guru BK yang lain mengiyakan. Peneliti diberi contoh buku modul yang digunakan. “Banyak ragamnya modul yang ada Pak”, demikian kata Pak Nur. Peneliti mencermati isi modul, mulai dari halaman judul dan ditujukan untuk kelas berapa, daftar isi, sampai kepada materi modul dan daftar pustaka. Isi modul adalah berisi materi 10 tugas perkembangan untuk siswa sekolah menengah pertama. Peneliti mencermati bahwa pemberian materi modul di kelas berupaya memberikan layanan dasar sesuai kurikulum Bimbingan dan Konseling. Ketika ditanya, apakah tidak berupaya menambah informasi, misalnya dengan membaca buku atau lainnya, membuka internet, untuk pengembangan profesi? Pak Nur menjawab, “Sebenarnya kami sempat. Tetapi karena kurang motivasi saja, juga karena sulit mencari buku dan tak tahu apa yang harus dilakukan.” Apakah kalau kemudian Pak Nur harus melakukan studi kasus, adakah waktu untuk itu?, demikian tanya peneliti. “Ada Pak, kami ada waktu, tapi kami perlu ada bimbingan untuk itu,” demikian katanya. Penanganan Kasus di SMP Swasta Y SMP ini adalah sekolah yang berada di sebuah yayasan, yang memiliki empat jenis sekolah/madrasah yang setingkat dengannya, dan jaraknya tidak berjauhan (sekitar 300 meter). Sekolah ini memiliki jumlah siswa paling sedikit di antara tiga sekolah/madrasah setingkat di yayasan tersebut. Semua calon siswa yang mendaftar diterima sebagai siswa baru. Ada seorang guru BK honorer, berjenis kelamin laki-laki, dan baru bertugas kurang lebih dua tahun dan belum bersertifikat sebagai pendidik. Ia mengasuh 206 orang siswa. Jam belajar pagi mulai pukul 7.00 sampai 13.30 Waktu Indonesia Tengah. Mulai jam 7.00 siswa langsung mengikuti kegiatan Imtak, dan siswa yang terlambat dicatat. Yang terlambat ini kemudian terkadang perlu mendapat perhatian khusus. Berikut hasil observasi dan wawancara. Pada awal-awal wawancara, ketika peneliti bertanya, apakah ada siswa yang perlu perhatian khusus, yang perlu penanganan khusus? Ia mengatakan ada. Pada awalnya dikatakan ada seorang siswa, tetapi akhirnya menyebut ada seorang temannya lagi yang memiliki gejala yang sama. Menariknya kedua siswa tersebut adalah karena sejak kelas VII sampai sekarang (kelas VIII) masalahnya belum berhasil diatasi. “Dalam seminggu ada saja bolosnya Pak, dua atau tiga kali”, demikian kata Pak Eka, guru BK-nya. Ketika ditanya, apakah siswa tersebut diangkat sebagai studi kasus? Ia menjawab, “Belum, Pak.” Menurut Pak Eka, masalah siswa tersebut, F dan O, adalah akibat pergaulan bebas. Keduanya berteman akrab. Guru BK-Nya meyakini bahwa kedua siswa tersebut bermasalah akibat pergaulan bebas. Kalimat ini diulang-ulang sampai kurang lebih empat kali. Tetapi, menurut pendapat peneliti, simpulan tersebut mungkin belum merupakan inti masalahnya. Guru BK-nya perlu menerapkan instrumen pengumpul data agar diperoleh data/informasi yang komprehensif. 330
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Dalam menangani siswa F dan O di atas, Pak Eka mengandalkan hasil wawancara, data ketidakhadiran dan informasi dari orangtua siswa. Data absen menjadi data utama, kemudian untuk mengungkap masalah yang terkait, rincian sebab dan akibatnya adalah dari hasil wawancara dengan yang bersangkutan. “Orangtua F sudah kami undang ke sekolah dan bersedia untuk mengawasi anak nya di rumah”, katanya. “Ketika F dan O di kelas VII, pernah dia berjanji tidak mengulangi lagi perbuatannya,” kata Pak Eka. “Ada surat perjanjiannya,” katanya lagi. Ketika peneliti bertanya, ada apa sehingga sekarang F dan O masih sering bolos? Pak Eka memberi isyarat tubuh dan dengan senyuman. “Saya belum lagi ke arah sana Pak”, katanya. “Karena saya terus memantaunya setiap hari dan saya berikan bimbingan lagi.” Peneliti pun memahami bahwa untuk siswa F dan O perlu dipahami secara komprehensif dan mendalam. Tidak seperti di SMP X di atas, di SMP Y ini tidak ada jam masuk kelas. Tidak ada waktu untuk memberikan layanan dasar, dengan masuk kelas, yang dijalankan seperti yang dikehendaki oleh Peraturan Menteri di atas. Ketika ditanya, darimana dapat mengetahui ada siswa yang perlu bantuan khusus? Ia menjawab seperti ini. Pertama, dari data keterlambatan kedatangan siswa ke sekolah setiap hari. Kedua, dari laporan kehadiran (presensi) siswa, di mana pada tiap habis pelajaran sekolah, sebelum pulang, setiap ketua kelas menyerahkan absen ke guru BK. “Saya catat kehadiran siswa pada tiap pelajaran, dan kalau ada yang bolos saya menanganinya besok paginya,” demikian kata Pak Eka. Bentuk bimbingan yang diberikan adalah memanggilnya ke ruang BK dan diwawancarai. Setelah itu, siswa masuk kelas. Di samping itu, guru-guru mata pelajaran juga mengirim siswa ke ruang BK. “Siswa-siswa yang tidak membawa PR terkadang tidak dibolehkan ikut pelajaran, dan disuruh keluar. Ada seorang Ibu U (peneliti rahasiakan namanya) yang tidak membolehkan ikut pelajarannya, Pak.” Terus bagaimana dengan mereka? Tanya peneliti. “Ya, saya datangi mereka dan saya suruh masuk ke ruang bimbingan kelompok.” Peneliti melihat ada sebuah ruangan di sebelah meja kerjanya. Ruangan itu cukup untuk membimbing siswa secara kelompok. Aktivitas Pak Eka hampir sama dengan di SMP X. Tetapi mungkin dari segi kualitas ada perbedaan. Ketika peneliti menemuinya, Pak Eka lagi membaca sebuah buku. Karena tidak ada jam masuk kelas, maka banyak waktu yang dimiliki Pak Eka untuk membimbing siswa di ruangannya. Hanya saja, efektivitas bimbingannya perlu dikaji lebih lanjut. Penanganan Kasus di SD Negeri Z Sekolah dasar ini adalah sekolah pavorit di kecamatan Selong. Pada 2000-an ia termasuk sekolah standar nasional. Guru-guru di sekolah ini semuanya guru kelas ditambah dengan guru matapelajaran (guru agama dan olahraga). Belum ada guru BK di sekolah ini. Karena merupakan sekolah unggul, maka ia tidak hanya menerima calon siswa dari lingkungan setempat, tetapi juga dari kecamatan lain (dengan sistem jatah). Tempat sekolah ini strategis dan tidak jauh dari Dinas Pendidikan setempat. Berikut ini hasil observasi dan wawancara dengan salah seorang guru. Peneliti datang bukan sebagai peneliti, tetapi sebagai seorang yang ingin mengabdikan diri membantu mengatasi (jika mampu). Maka langsung saja guru itu ingat pada salah seorang siswa, sebut saja N namanya, jenis kelamin laki-laki. Ia kelas IV. Menurut kepala sekolahnya, N adalah siswa yang cerdas. Siswa N menurut guru kelasnya punya masalah seperti ini. “Sering tiba-tiba saja teriak di kelas; juga mengeluarkan kata-kata kasar.” 331
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Gurunya sendiri, Ibu D, sering tidak mampu menangani, kualahan menghadapinya. Dimintalah Pak Guru K untuk membantu. Selanjutnya, untuk menangani siswa N, Pak gurunya harus mengunjungi rumah orangtuanya. Dari data kunjungan rumah, Pak gurunya berkesimpulan bahwa N suka ditekan di rumahnya. Ia hidup dalam tekanan keluarganya. Selanjutnya, untuk mengatasi masalahnya, gurunya mengatakan bahwa, “Karena kami tidak memiliki ilmu untuk mengatasi masalahnya, maka kalau muncul masalahnya lagi kami melakukan tekanantekanan.” Kata-kata ini diulang-ulangi sampai kurang lebih tiga kali, “Ya, kalau ada masalah lagi kami lakukan tekanan-tekanan.” “Kami membutuhkan bantuan untuk menangani, karena kami tak punya ilmu untuk itu,” tambah Pak Guru T. “Kasus siswa N juga dibenarnya oleh guru-guru lain, karena masalahnya dibahas dalam rapat”, demikian tambah guru lainnya. Sesaat peneliti ke luar ruangan dan mencoba mengamati siswa-siswa yang beristirahat di luar kelas. Mereka, karena masih anak-anak senang bermain ke sana kemari. Suatu ketika, bertemulah peneliti dengan seorang anak dan ia mengatakan ada sesuatu yang terkait dengan temannya. Peneliti menemuinya, dan menemaninya untuk menceritakan apa yang terjadi dengan dirinya. Dari pembicaraan ini terungkap masalah bahwa ia mengalami tekanan-tekanan dari orangtuanya. Peneliti tahu bahwa orangtua siswa ini cukup terpandang di dunia pendidikan. Masalah siswa SD yang sempat terungkap di atas bisa lebih kompleks lagi bila menggunakan alat ungkap massalah. Semua masalah yang terungkap di atas tidak jauh berbeda dengan temuan-temuan penelitian sebelum ini (Fathiyah, 2012; Ferozin, 2012, dll.), yang telah mengungkapnya dengan instrumen lain. Jenis masalah seperti disiplin, bolos, tindakan kasar (bullying) dan seterusnya yang terungkap sedikit di atas, mungkin lebih jelas bila digunakan pedoman observasi atau angket. Ini dikehendaki dalam studi kasus, agar data atau informasi diungkap secara logis, kritis, sistematis dan inovatif (Ridwan, 2016), sehingga kasus dapat dipahami secara komprehensif dan mendalam (Prayitno dan Amti, 2004). Selanjutnya, penanganan siswa yang perlu perhatian khusus pada sekolah-sekolah di atas perlu ditingkatkan ke studi kasus. Karena, seperti kata Geldard (2014: 8) bahwa, “semua anak remaja seharusnya dipandang ‘sebagai individu-individu beresiko’”; apalagi hasil riset menunjukkan bahwa 20% remaja mungkin didiagnosis sakit mental sebelum usia 18 tahun (Sohchet, Hoge dan Wurfl, 2014: 40), sehingga sebagian mereka gagal menghadapi tantangan (Geldard dan Patton, 2004: 62). Dengan studi kasus, maka ada upaya melakukan pengumpulan data, analisis dan sintesis data, diagnosis dan prognosisnya. Atas dasar langkah-langkah tersebut maka penanganan dapat lebih efektif; kemudian dibuat laporan tertulis penanganannya (Ridwan, 2016). Kebutuhan untuk melakukan studi kasus ini telah disetujui oleh Ibu Haf, Pak Nur, dkk., dan Pak Eka dari SMP swasta. Tujuannya adalah agar siswa tidak gagal studinya (dapat naik kelas, atau tidak pindah sekolah), atau masalahnya dapat diatasi secara komprehensif (tidak berlarut-larut). Kehadiran disiplin ilmu studi kasus antara lain adalah untuk hal tersebut, karena salah satu tujuan ilmu adalah untuk memudahkan hidup manusia (Suriasumantri, 1984). Dengan demikian, studi kasus penting dikuasai untuk memudahkan dalam memberikan layanan bimbingan dan konseling kepada siswa. Akhirnya, bagaimana peluang untuk melakukan studi kasus, sehingga guru BK perlu bekerja secara profesional? Jawabannya, perlu dipertimbangkan segi waktu dan 332
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kompetensi, serta dukungan sistem. Pertama, analisis waktu. Aktivitas harian guru BK SMP X di atas mungkin seperti ini. Pagi hari, siap untuk mengantisipasi siswa yang terlambat datang. Yang terlambat ditangani langsung hari itu. Selanjutnya masuk kelas satu jam pertemuan untuk menyampaikan modul; menangani rata-rata dua orang siswa yang datang ke ruang BK, serta mengadministrasikan kegiatan hari itu. Kira-kira aktivitas tersebut menghabiskan waktu sekitar empat jam. Kalau hari-hari normal jam kerja 6-7 jam, berarti masih ada waktu sekitar jam untuk mengembangkan dukungan sistem (pengembangan jejaring, manajemen, dan pengembangan profesi) untuk meningkatkan kualitas layanan, tiap hari. Sementara untuk SMP Y, dengan tidak ada jam masuk kelas kesempatan untuk membangun dukungan sistem sangat besar. Hanya saja, di SMP Y layanan dasar terbengkalai. Apabila dibandingkan aktivitas di atas dengan alokasi waktu yang perlu dilakukan guru BK berdasarkan Lampiran Peraturan Menteri nomor 111 Tahun 2014 (h. 28) dan Depdiknas (2008: 223), maka untuk tingkat SMP/MTs, layanan dasar (melakukan asesmen kebutuhan, memberikan modul, bimbingan kelompok, pengelolaan media informasi, dst.) berkisar 35-45%; layanan peminatan dan perencanaan individual (untuk memberikan pemahaman akan potensi dan keunikan masing-masing) 15-25%; layanan responsif (memberikan layanan konsultasi atau konseling) 25-35%, dan dukungan sistem (pengembangan jejaring, manajemen dan profesi) 10-15%. Berdasarkan perbandingan kegiatan layanan, aktivitas guru BK di atas telah tersebar pada tiga kegiatan layanan dan dukungan tersebut. Hanya untuk kasus di SMP X dan Y, perlu waktu khusus peningkatan kualitas layanan. Dengan kata lain, perlu waktu khusus untuk membangun dukungan sistem (pengembangan profesi). Kedua, analisis kompetensi. Secara teoretis, guru BK telah dibekali dengan seperangkat kompetensi, antara lain kompetensi profesional di mana guru BK harus menguasai konsep dan praksis asesmen untuk memahami kondisi, kebutuhan dan masalah konseli; dan mengimplementasikan program BK yang komprehensif (Peraturan Menteri Pendidikan Nasional nomor 27 Tahun 2008, h. 7-8; Depdiknas, 2008: 163). Secara empiris, data tingkat kompetensi guru BK bisa diketahui melalui hasil uji kompetensi guru (UKG) yang diselenggarakan oleh Kementerian Pendidikan dan Kebudayaan RI (2016). Informasi tentang hal ini tidak untuk umum, namun dapat diketahui dari masing-masing individu. Tetapi dari informasi, Ibu Haf SMP X di atas mendapat skor tertinggi (83) untuk Kab. Lombok Timur. Di samping itu, dalam pertemuan musyawarah guru-guru BK (MGBK) SMA se Lombok Timur pada 10 September 2016 terungkap bahwa lebih dari 90% kompetensi guru BK di bawah 70, bahkan banyak yang di bawah skor 50. Kompetensi tersebut diukur dengan menjawab soal-soal secara on-line. Namun, bila dilihat dari hasil wawacara di atas, kompetensi untuk melaksanakan studi kasus belum teruji. Artinya, mungkin bila diukur dari ranah pengetahuan maka kompetensi bisa tinggi, tetapi bila dilihat dari terampil melakukan tampaknya perlu perhatian khusus. Hasil wawancara di atas menunjukkan bahwa subjek penelitian belum pernah melakukan studi kasus melalui prosedur yang terencana. Ketiga, dari dukungan sistem. Menurut Lampiran Peraturan Menteri Dikbud tahun 2014 (h. 12) di atas dan Depdiknas (2008: 212) bahwa, dukungan sistem merupakan komponen pelayanan dan kegiatan manajemen, tata kerja, infrastuktur (misalnya teknologi informasi dan komunikasi), dan riset serta pengembangan kemampuan profesional. Kegiatan membangun dukungan sistem tersebut diberi alokasi waktu 10-15% dalam seminggu, 333
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merupakan peluang untuk melakukan manajemen waktu dalam rangka melakukan tata kerja, riset, dan mengembangkan profesi, dst. Sementara itu, untuk guru BK SD/MI kegiatannya secara berturut-turut 45-55%, 5-10%, 20-30%, dan 10-15% (Lampiran Peraturan Menteri nomor 111 Tahun 2014, h. 28). Namun, di SD/MI belum diangkat guru BK. Dengan tidak adanya itu, maka solusi terhadap siswa-siswa yang perlu perhatian khusus dilakukan dengan menekan perilaku negatif mereka, seperti kasus di atas. Mungkin tekanan efektif sementara, namun untuk jangka panjang sungguh berbahaya. Padahal, “tugas guru di sekolah dasar di kelas bukan hanya sebagai pemberi materi/ narasumber atau pengajar saja, akan tetapi lebih dari itu seorang guru kelas juga sebagai motivator dan pemberi bimbingan bagi semangat siswa-siswanya ke arah prestasi yang sangat membanggakan” (Anonim, 2013). Akan tetapi, karena guru kelas SD/MI tidak berkompeten untuk menangani siswa yang perlu perhatian khusus, maka perlu diangkat guru BK; kalau guru kelas dibebankan menangani, maka ia harus mendapat perhatian utama (Prayitno, dkk., 1997: 63). Dengan demikian, hasil pembahasan di atas menunjukkan bahwa, baik dari segi waktu, kompetensi dan dalam rangka membangun dukungan sistem maka kesempatan untuk profesional dalam menangani siswa yang membutuhkan perhatian khusus adalah terbuka untuk SMP/MTs. Oleh karena itu, tepat apa yang mereka (guru-guru BK SMP yang menjadi subjek studi ini) katakan bahwa, mereka membutuhkan bimbingan untuk melakukan studi kasus. Sementara itu, di SD memerlukan perhatian karena belum diangkat guru BK untuk menangani siswa yang membutuhkan perhatian khusus.
Penutup Penanganan kasus guru BK SMP X dan SMP Y dilakukan dengan prosedur: mengidentifikasi siswa yang butuh perhatian khusus (melalui kehadiran di sekolah, laporan guru mata pelajaran, dan kedatangan siswa ke ruang BK), pengumpulan data, analisis data, penetapan masalah, dan pemberian bantuan. Kemudian dilakukan evaluasi dan tindak lanjut. Akan tetapi, penanganan tersebut tidak dimaksudkan sebagai upaya studi kasus, sehingga belum dilakukan dengan prosedur yang jelas, secara mendalam dan komprehensif serta pelaporannya secara tertulis. Penanganan kasusnya tidak termasuk dalam kategori sedang atau kurang dalam studi kasus, karena seperti dikatakan sendiri oleh mereka bahwa mereka tidak melakukan studi kasus. Hasil kajian ini menyarankan perlunya: (1) pelatihan untuk peningkatan kompetensi, dari sebatas menangani kasus untuk meningkat ke studi kasus siswa SMP; (2) pengangkatan guru-guru BK yang menangani rumpun sekolah pada SD-SD terdekat, dan (3) perlu riset pengujian model untuk efektivitas penanganan kasus siswa pendidikan dasar.
Daftar Pustaka Anonim.
(2013). “Pendidikan Dasar.” Tersedia http://www.blogwahyu.com/ 2013/11/pusat-pendidikan-anak.html Depdiknas. (2008). Penataan Pendidikan Profesional Konselor dan Layanan Bimbingan dan Konseling dalam Jalur Pendidikan Formal. Jakarta: Direktorat Jenderal Pendidikan Tinggi Fathiyah, K.N. (2012). “Studi Eksploratif Berbagai Problem Psikologis dan Strategi Koping Remaja di Daerah Istimewa Yogyakarta.” Makalah dalam Proceeding The 1st International Seminar Guidance and Counseling (ISGC). Yogyakarta: FIP Universitas Negeri Yogyakarta 334
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Ferozin, M. (2012). “Develoving Model of Classroom to Improve Learning Motivation Junior High School Student.” makalah pada Prosiding Seminar Internasional Malindo-2 Pelayanan Konseling untuk semua Keberagaman, Prayitno, dkk. (Ed.). Padang: Universitas Negeri Padang –ABKIN Furchan, A., dan Maimun, A. (2005). Studi Tokoh. Metode Penelitian Mengenai Tokoh. Yogyakarta: Pustaka Pelajar Geldard, K. (2014). Melibatkan Remaja secara Kolaboratif.” dalam Konseling Remaja Intervensi Praktis bagi Remaja Berisiko, (Geldard, K., Ed.). Terjemahan Soetjipto, H.P. dan Soetjipto, S.M. Yogyakarta: Pustaka Pelajar Geldard, K., dan Patton, W. (2014). Memperkuat Dukungan Sebaya.” dalam Konseling Remaja Intervensi Praktis bagi Remaja Berisiko, (Geldard, K., Ed.). Terjemahan Soetjipto, H.P. dan Soetjipto, S.M. Yogyakarta: Pustaka Pelajar Gross, R. (2012). “Pengantar”. Dalam Rolls, G. (2012). Studi Kasus Klasik dalam Psikologi. Yogyakarta: Pustaka Pelajar Guba, E.G., dan Lincoln, Y.S. (1982). Effective Evaluation. San Frnacisco: Jossey-Bass Publishers Leksono, T. (2012). “Strategi Intervensi Konseling untuk Mengatasi kecemasan Siswa.” Makalah pada Prosiding Seminar Internasional Malindo-2 Pelayanan Konseling untuk semua Keberagaman, Prayitno, dkk. (Ed.). Padang: Universitas Negeri Padang –ABKIN Miles, M.B. & Huberman, A.M. (1992). An Expanded Source Book: Qualitative Data Analysis. London: Sage Publication Peraturan Menteri Pendidikan dan Kebudayaan RI nomor 111/ 2014 tentang Bimbingan dan Konseling di Pendidikan Dasar dan Pendidikan Menengah. Jakarta. Peraturan Menteri Pendidikan Nasional nomor 27/2008 tentang Pendidikan Akademik dan Profesional Konselor. Jakarta Prayitno dan Amti, E. (2004). Dasar-dasar Bimbingan dan Konseling. Jakarta: Rineka Cipta Prayitno. (2006). “Konferensi Kasus.” P.3. Padang. Jurusan Bimbingan dan Konseling Fakultas Ilmu Pendidikan Universitas Negeri Padang Prayitno, dkk. (1997). Pelayanan Bimbingan dan Konseling Sekolah Dasar (SD). Buku I. Jakarta: Ikrar Mandiriabadi Rahardjo, S dan Zamroni, E. (2014). “Multimedia Interaktif Bimbingan karier untuk Meningkatkan Keterampilan Membuat Keputusan Karier pada Program Peminatan Siswa SMP.” Makalah dalam Proceeding Profesi Konselor Masa Depan. Wibowo, M.E. (Ed.). Semarang: Unnes – ABKIN Ridwan. (2016). Studi Kasus dan Model Bimbingan Transformasi Kasus. STKIP Hamzanwadi Selong. Tidak Diterbitkan Ridwan. (2012). Studi Kasus Anak TK/SD. Teori dan Praktik. STKIP Hamzanwadi Selong. Tidak Diterbitkan Rolls, G. (2012). Studi Kasus Klasik dalam Psikologi. Penerjemah H.P Soetjipto dan S.M. Soetjipto. Yogyakarta: Pustaka Pelajar Salim, M.N. (2006). Mengapa Remaja Cenderung Bermasalah? Sebab-sebab dan Terapinya dalam Islam. Yogyakarta: Inspirasi Shochet, I., Hoge, R., dan Wurfl, A. (2014). “Membangun Resiliensi (Gaya Pegas) untuk Mencegah Masalah Kesehatan Mental pada Remaja: The Resourceful Adolescent Programme (RAP).” dalam Konseling Remaja Intervensi Praktis bagi Remaja Berisiko, (Geldard, K., Ed.). Terjemahan Soetjipto, H.P. dan Soetjipto, S.M. Yogyakarta: Pustaka Pelajar Sudarsono (2008). Kenakalan Remaja. Jakarta: Rineka Cipta 335
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Sunarto dan Hartono, A. (2008). Perkembangan Peserta Didik. Jakarta: Rineka Cipta Suriasumantri, J.S. (1989). Ilmu dalam Perspektif. Sebuah Kumpulan Karangan tentang Hakikat Ilmu. Jakarta: Garmedia Diterbitkan untuk Yayasan Obor Indonesia dan Leknas LIPI Tohirin (2014). Bimbingan dan Konseling di Sekolah dan Madrasah (Berbasis Integrasi). Jakarta: Rajagrafindo Persada.
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The Degree Of Operating Gadget Among Children And Adolescence: Case Study In Jelojok Kopang Lombok Tengah 1
Fitri Aulia, 2Musifuddin Universitas Hamzanwadi, Indonesia [email protected]
Abstract Gadget, also called Smartphone, is a part of computer which has capacity as well as hand phone. Based on the data of operating gadget, it includes adult, adolescence, and children. This research used qualitative method. The subject of the study was token by teorities in which the subject will be enough when he or she is surfieted. The sample of the study used in this study was 36 childreen and adolscense as the object of study on gadget. The methods of qualitative data collection used were interview, focus group discussion, and observation. Based on the result of the study, the usage of gadget among children and adolescence shows that thirty six children and adolescences know and operate gadget. They got information about gadget from their brothers or sister and parents. A few of them got information from their friends and commercial break on television. Some applications which are operated including (1) games, (2) photo and video applications, (3) Internet such as Google, YouTube, Facebook, BBM, Email, Line, WhatApps, Instagram, Opera Mini, and Play Store, (4) music, and (5) gallery. They also stated that they saw porno from the gadget which they used. Most of them declared that they were anxious, and a few of them did not want to open it again, and the rest of them stated they ignored and forgot it. This condition will decrease the improvement of children and adolescence in various aspects. Keywords: gadget, children, adolescence, improvement
Pendahuluan Telepon genggam yang awalnya hanya memiliki fungsi untuk menelfon atau mengirim pesan, sekarang mulai tidak lagi diminati oleh masyarakat. Perkembangan telfon genggam berevolusi dengan sangat cepat. Mulai dari OS (operating system) yang berkembang mengikuti kecanggihan komputer, hingga berbagai fitur yang tersedia. Sampai saat ini, system operasi telfon genggam meliputi java, windows, syambia, IOS, WebOs, Blacberry, Palm OS, Maemo, hingga Android. Fungsi dari OS yang beragam ini adalah untuk memperluas pemiliknya untuk mendownload dan mengakses berbagai aplikasi tambahan yang disediakan oleh developer-developer aplikasi. Telfon genggam dengan kelengkapan OS yang canggih dan terbaru inilah kemudian berubah istilah menjadi smartphone (terfon pintar) atau sering juga dikenal dengan istilah gadget. Berdasarkan hasil penelitian Chuzaimah dkk survey yang dilakukan kepada 132 sampel, diperoleh alasan kepemilikan smartphone yaitu didominasi karena alasan tuntutan gaya hidup (life style) dan trend, yaitu mencapai 69 orang (5,1%) dan 30 orang (2,2%). (Chuzaiman: 2010). Hal ini menunjukkan, bahwa mayoritas masyarakat akan memburu smartphone keluaran terbaru untuk mengejar life style semata. Semakin mahal dan semakin canggih smartphone yang dimiliki, maka akan meningkatkan kelas sosial seseorang di tengah masyarakat.
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Dalam pengertian yang hampir sama, smartphone disebut juga ponsel sederhana dengan fitur canggih dan kemampuan mengirim-menerima e-mail, menjelajah internet, dan membaca e-book, built in full keyboard, atau external USB keyboard atau memiliki konektor VGA. Jadi, smartphone adalah miniatur komputer dengan kemampuan ponsel (Koran Jakarta, 23-11-2009). Menurut Gary B,Thomas J, & Misty E, Smartphone adalah telepon yang internet-enable yang biasanya menyediakan fungsi personal Digital Assistan (PDA) seperti fungsi kalender, buku agenda, buku alamat, kalkulator dan catatan. Smartphone mempunyai fungsi yang menyerupai komputer, sehingga ke depannya teknologi smartphone akan menyingkirkan teknologi komputer desktop terutama dalam hal pengangksesan data dari internet. Berdasarkan pengertian smartphone tersebut, yang menjadi ciri khas keunggulan smartphone adalah tersedianya perangat operating system selengkap komputer yang dapat selalu terhubung ke jaringan internet. Layanan internet inilah yang kemudian menjadi pintu masuk berbagai aplikasi dan fitur-fitur seperti media sosial yang siap menemani aktivitas penggunanya selama 24 jam. Tri Anasari dalam penelitiannya tentang smartphone di kalangan remaja, menegaskan bahwa keberadaan smartphone selain memiliki segi manfaat, juga tidak pernah dapat terlepas dari segi kelemahannya. Diantaranya yaitu melemahnya interaksi pengguna smartphone dengan anggota lingkungan keluarga. Bagi remaja yang sangat aktif di media sosial maupun instant messenger, dengan menggunakan smartphone membuat mereka dapat terus terhubung dengan akun media sosial yang mereka miliki. Para remaja ini berkeinginan untuk sesering mungkin mengecek pemberitahuan yang ada di smartphonenya. Kekhawatiran karena terlambat membalas dan pentingnya info yang disampaikan membuat mereka lebih sering sibuk dengan smartphonenya dari pada dengan anggota keluarganya. (Tri Anasari: 2014). Beauty Manumpil, menjelaskan bahwa gadget atau smartphone tidak hanya digunakan oleh orang dewasa atau lanjut usia (22 tahun keatas) dan remaja (usia 12-21 tahun), namun anak-anak (usia 7-11tahun) juga telah mulai akrab dengan gadget, dan lebih ironisnya lagi gadget digunakan untuk anak usia 3-6 tahun, yang seharusnya belum layak untuk menggunakan gadget (Widiawati & Sugiman: 2014). Anak-anak usia 5-12 tahun menjadi pengguna terbanyak dalam kemajuan teknologi dan informasi. Tidak heran jika anak usia 5-12 tahun dikatakan sebagai generasi multi-tasking (Ameliola & Nugraha, 2013). Dalam penelitiannya, Beauty menemukan data yang cukup mengejutkan, dimana di SMA Negeri 9 Manado siswa terbiasa menggunakan gadget secara diam-diam pada saat jam pelajaran berlangsung, yakni pada jam 10.00- 14.00. Berdasarkan data dari jurnalweb.com dikemukakan, terdapat 3 aplikasi android yang paling banyak didownload dengan pengguna lebih dari 1 miliar, yaitu (1) google, yang memiliki turunan yaitu gmail, google search, google maps. (2) youtube, sebagai tempat platform video nomor satu yang diakuisisi oleh google pada tahun 2006, yang telah dikunjungi oleh 1 miliar pengguna android sejak bulan Juli 2014. (3) facebook, facebook merupakan media social nomor satu milik Mark Zuckerberg yang masuk daftar aplikasi android paling banyak diunduh sejak September 2014.
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Berdasarkan beberapa data yang telah disebutkan, penelitian ini merupakan respon riil terhadap kondisi gawat pencabulan yang banyak melibatkan anak-anak dan remaja, baik sebagai korban maupun pelaku. Menurut pengakuan pelaku, tindakan pemerkosaan ini dipengaruhi oleh informasi dari media social dan youtube. (Pontianakpost.com, youtube.com, surabayaonline.com). Yang ironisnya pada hari ini, berbagai media social ini dapat diakses anak-anak hampir setiap saat melalui gadget yang mereka gunakan. Berangkat dari data inilah, penelitian ini berusaha melihat sejauh mana penggunaan gadget pada anak-anak dan remaja di BTN Kopang. Penelitian ini akan menjadi rujukan dasar dalam melakukan penelitian yang lebih besar dengan tema yang sama. Hurlock menjelaskan bahwa masa usia sekolah- school age (6-12 tahun) dianggap sebagai usia yang paling sesuai dalam menanamkan dan membentuk perilaku positif, karena pada masa itu anak belajar untuk membentuk kepribadian. Pada masa ini anak memasuki masa belajar di dalam dan di luar sekolah. Anak belajar di sekolah, tetapi membuat latihan pekerjaan rumah yang mendukung hasil belajar di sekolah. Banyak aspek perilaku dibentuk melalui penguatan verbal, keteladanan dan identifikasi. Lebih lanjut disebutkan dalam teori tugas perkembangan anak-anak usia 6-12 tahun menurut Hurlock bahwa pada usia ini, anak lebih disibukkan dengan kegiatan di sekolah dan lingkungan sekitarnya. Sejalan dengan itu, ada tiga dorongan yang dialami anak yakni, (1) dorongan untuk keluar dari rumah dan masuk ke dalam kelompok sebaya, (2) dorongan fisik untuk melakukan berbagai bentuk permainan dan kegiatan yang menuntut ketrampilan/gerakan fisik, dan (3) dorongan mental untuk masuk ke dunia konsep pikiran, interaksi dan symbol-simbol orang dewasa. Bagi anak-anak, tugas perkembangan yang harus dipenuhi meliputi beberapa hal yaitu: 1) Belajar memperoleh ketrampilan fisik untuk melakukan permainan; 2) Belajar membentuk sikap sehat terhadap dirinya sendiri sebagai makhluk biologis yang sedang tumbuh dan berkembang; 3) Belajar menyesuaikan diri (bergaul) dengan teman-teman sebayanya; 4) Belajar memainkan peranan sesuai jenis kelaminnya; 5) Belajar ketrampilan dasar untuk membaca, menulis dan berhitung; 6) Belajar mengembangkan konsep pengertian yang diperlukan dalam kehidupan sehari-hari; 7) Mengembangkan hati nurani, pengertian moral, dan tata tingkatan nilai; 8) Belajar memperoleh kebebasan pribadi. Tugas perkembangan masa remaja. Masa ini merupakan masa yang cukup penting dalam siklus perkembangan individu, dan merupakan masa transisi yang dapat diarahkan kepada perkembangan masa dewasa yang sehat. Ericson mengatakan, masa remaja merupakan masa berkembangnya identitas, identitas ini merupakan vocal point dari pengalaman remaja, karena semua krisis normative yang sebelumnya telah memberikan kontribusi kepada perkembangan identitas ini. ia memandang bahwa pada masa ini, remaja berada pada keadaan moratorium, yaitu suatu periode saat remaja diharapkan mampu mempersiapkan dirinya untuk masa depan, dan mampu menjawab pertanyaan “siapa saya?”. Ericson juga mengungkapkan bahwa kegagalan remaja untuk mengisi atau menuntaskan tugas ini akan berdampak tidak baik bagi perkembangan dirinya. Dampak buruk lainnya adalah berkembangnya perilaku menyimpang (delinquent), melakukan kriminalitas atau menutup diri dari masyarakat. Adapun tugas-tugas perkembangan tersebut adalah: Mencapai hubungan yang lebih matang dengan teman sebaya baik pria maupun wanita. Mencapai peran sosial pria dan wanita. Menerima keadaan fisiknya dan menggunakannya secara efektif. 339
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Mencapai kemandirian emosional dari orang tua dan orang dewasa lainnya. Mencapai kemandirian ekonomi Memilih dan mempersiapkan karir Mengembangkan ketrampilan intelektual dan konsep yang diperlukan bagi warga negara Mencapai tingkah laku yang bertanggungjawab secara sosial Memperoleh seperangkat nilai dan system etika sebagai petunjuk atau pembimbing dalam bertingkah laku serta mengembangkan ideology Belajar mempersiapkan diri untuk perkawinan dan hidup berkeluarga.
Metode Penelitian Penelitian ini menggunakan metode kualitatif. Kirt dan Miller, menegaskan bahwa tradisi tertentu dalam ilmu pengetahuan yang secara fundamental bergantung pada pengamatan manusia dalam kawasannya sendiri yang berhubungan dengan orang-orang tersebut dalam pembahasannya dan dalam peristilahannya3 Pendekatan penelitian pada dasarnya merupakan keseluruhan cara serta kegiatan yang dilakukan dalam melaksanakan penelitian Dalam penelitian pendahuluan/kualitatif yang akan dilakukan, pengambilan subjek atau informan, dilakukan dengan sampel teoriris dimana subjek dianggap cukup saat telah mencapai titik kejenuhan. Maka sampel dalam penelitian ini sejumlah 36 anak dan remaja yang memenuhi syarat sebagai objek penelitian tentang gadget. Pengumpulan data kualitatif yang akan digunakan yaitu, wawancara, FGD dan observasi. Analisis data kualitatif bersifat induktif, yakni analisis yang dilakukan berdasarkan data yang diperoleh. Analisis data dalam penelitian kualitatif dilakukan mulai dari awal sebelum memasuki lapangan, selama di lapangan, dan setelah usai penelitian di lapangan. Miles dan Huberman mengemukakan bahwa aktivitas dalam analisis data kualitatif dilakukan secara interaktif dan berlangsung secara terus menerus sampai tuntas, sehingga data yang diperoleh mengalami kejenuhan.4 Fenomena Gadget Di Kalangan Anak-Anak Dan Remaja Btn Kopang Kehadiran gadget di tengah-tengah anak-anak dan remaja BTN Kopang sudah bukan hal lazim. Penelitian ini melibatkan anak-anak dan remaja dari berbagai usia. Dari usia paling kecil yakni 4 tahun yang sedang duduk di bangku sekolah pendidikan Anak Usia Dini (PAUD) hingga remaja berusia 15 tahun yang merupakan siswa kelas X SMK. Berdasarkan jajak pendapat melalui FGD yang telah dilakukan, didapatkan data bahwa 36 subjek mengaku mengetahui dan menggunakan gadget. Seperti gambar berikut ini: 18 16 14 12 10 8 6 4 2 0
umur
mengetahui dan menggunakan gadget 1
2
3
4
5
6
7
8
9
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Gambar 1 Anak dan remaja dari berbagai usia mengaku mengetahui dan mengakses gadget Pengakuan mereka tentang kebiasaan mengenal dan menggunakan gadget merupakan data awal yang turut mempertegas fenomena tentang familiernya gadget di kalangan anak-anak dan remaja di BTN Kopang. Data selanjutnya yang akan menjadi pertimbangan penting dalam penelitian ini adalah, pengakuan tentang dari mana mereka mendapatkan informasi tentang gadget. Berdasarkan data jajak pendapat dari pelaksanaan FGD, mayoritas anak-anak dan remaja ini menerima informasi tentang gadget dari kakak dan orang tua. Sebagian kecil mendapat informasi dari teman dan iklan dari televisi. Seperti gambar berikut ini: 40 35 partisipan ke
30 25
tahu gadget dari kakak dan orang tua
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iklan di TV
15 10
teman
5 0 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35
Gambar 2. mayoritas anak dan remaja mengetahui gadget dari kakak dan orang tua Fenomena di atas, menunjukkan bahwa peran kakak dan orang tua menjadi sumber pertama dan utama bagi anak-anak dan remaja dalam mengenal gadget. Hal ini menggambarkan bahwa rata-rata hampir setiap orang tua memiliki gadget di rumah. Fenomena lain yang juga menjadi perhatian adalah dalam keseharian, anak-anak akan sangat mudah mengakses gadget, bahkan ini membahayakan jika orang-orang dewasa di sekitar anak-anak dan remaja tidak memberikan pendampingan yang baik pada mereka. Albert Bandura mengatakan bahwa, anak-anak selalu belajar dari lingkungan. Mereka melihat dan meniru perilaku orang dewasa dan teman-teman yang mereka anggap patut ditiru. Keberadaan gadget akan memiliki dampak tersendiri pada perkembangan mereka, baik dari segi fisik/ biologis, psikis, emosi dan kognitif. Bahkan dalam satu kesempatan, salah seorang orang tua dari anak-anak ini, mengaku melihat putrinya bermain gadget miliknya sampai larut malam, hingga ia sendiri tertidur lebih dulu. Fakta ini menunjukkan anak-anak mulai tidak mendapatkan kontrol dari lingkungannya. Fenomena selanjutnya yang patut diperhatikan adalah aktifitas apa saja yang dilakukan oleh anak-anak dan remaja ini saat menggunakan gadget. Berdasarkan hasil jajak pendapat dalam FGD diperoleh data bahwa aplikasi yang sering digunakan oleh anak-anak dan remaja saat menggunakan gadget adalah (1) games, (2) aplikasi foto kamera dan video, (3) aplikasi internet: google, youtube, facebook, bbm, email, line, WhatApps, instagram, opera mini, play store, (4) music, (5) gallery. 341
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Adapun games yang sering dilakukan oleh anak-anak dan remaja ini adalah (1) COC, (2) onet, (3) Sepak bola, (4) Pokemon Go, (5) Angri Bird, (6) Class Royale, (7) Stikman Soccer, (8) bike blast, (9) subwah surfers, (10) beach buggy, (11) frozen, (12) memasak seperti restaurant story, ice cream now cooking game, skyburger, cake mania- main street lite, sushi Dash Lite, cook-serve-delicious, stand O’Food 3, cookinggames.com. (13) Lego, (14) Po, (15) Zombi, (16 Marfel buah, (17) Barbie, (18) Naruto Shippuden, (19) Mini Craft, (20) puzzle balon, (21) Top eleven, (22) Drag Racing, (23) Bubu, (24) Palno Teales, (25) Sonic, (26) Sub Waysurf, (27) Piano Teales, (28) Sodoku, (29) Zuma, (30) Happy pet Story, (31) Happy Mall, (32) Hotel Story, (33) Temple Ran, (34) Dokter, (35) Kelly Salon, (36) Tailor Son, (37) make up, (37) hellowin, (38) hello kitty, (39) ninja, (40) teka-teki silang, (41) sovordi go, (42) talking tom. Berikut beberapa gambar aplikasi games yang sering diakses anak-anak dan remaja.
Gambar 3. Macam – macam game online Secara fisik aplikasi games yang banyak diakses oleh anak-anak dan remaja, memiliki beberapa hal yang harus diwaspadai, diantaranya: 1) animasi dengan gambar porno seringkali dijumpai dalam berbagai games seperti COC, subways Surfers, Frozen, dan beberapa games lain. 2) seringkali muncul iklan-iklan yang juga mempromosikan games lain dengan animasi yang mengandung unsur porno. 3) beberapa games ini seringkali mengajarkan jenis tantangan yang ekstrim, seperti bike blast dan beach buggy racing dan berbagai games lainnya. Beberapa games yang dimainkan oleh anak-anak dan remaja di atas, memang tidak semuanya dalam status game on line, ada yang off line, dan harus didownload terlebih dahulu melalui playstore. Namun meskipun games dalam status offline, selama jaringan internet dalam gadget masih tetap terkoneksi, maka iklan-iklan akan tetap bermunculan, baik di tampilan awal games maupun saat permainan sedang berlangsung.
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Feomena selanjutnya yaitu tentang penggunaan media social yang tidak hanya diketahui oleh anak-anak dan remaja, namun juga mereka mula menjadi pengguna dan pemilik akun. Berikut beberapa akun media social yang sering digunakan oleh anak-anak dan remaja ini, (1) facebook, (2) bbm, (3) email, (4) line, (5) WhatAps, (6) instagram. Beberapa akun ini sudah sangat dikenal oleh anak-anak usia 6 tahun yang masih duduk di bangku kelas 1 SD. Akun media social merupakan sarana yang paling mudah untuk masuknya segala macam informasi, termasuk beberapa informasi yang berbau porno baik berupa gambar maupun video. Kenyataan bahwa orang tua tidak memiliki role yang kuat dalam pendampingan pada anak-anak dalam mengakses media social juga menjadi catatan tersendiri. Maraknya iklan-iklan yang tiba-tiba muncul secara otomatis pada beranda-beranda media social ini menjadi hal yang harus diwaspadai. Facebook adalah media social yang paling vulgar menampilkan iklan yang kuat unsur pornografinya. Selanjutnya yaitu Instagram, dan dilanjut dengan bbm. Bahkan dalam room chat pribadi pun, iklan yang menayangkan unsur pornografi dengan mudahnya masuk secara otomatis. Selanjutnya, berdasarkan pengakuan anak-anak dan remaja ini, durasi waktu yang mereka habiskan untuk menggunakan gadget memang berbeda-beda. Dari hasil jajak pendapat yang telah dilakukan melalui FGD diperoleh, durasi minimal yaitu 30 menit sehari. Ratarata mereka menghabiskan waktu 2-3 jam dalam sehari, sedangkan maksimal anak-anak dan remaja ini mengakses gadget sampai hampir 24 jam sehari. Fenomena terakhir yang ditemukan dalam penelitian ini adalah, kenyataan tentang tingkat manfaat yang diperoleh anak-anak dan remaja dalam mengakses gadget. Sebagian besar dari mereka mengatakan bahwa, manfaat dari gadget adalah 1) untuk bermain games, 2) untuk telfon, 3) sms, 4) bermain internet, 5) bisa melihat foto-foto, 6) mencari informasi, 7) bermain media social, 8) untuk berkirim foto, 9) untuk mencari tugas sekolah, 10) untuk mengisi waktu luang. Sederhananya manfaat gadget dalam frame anak-anak dan remaja ini, justru menjadi catatan penting. Mereka hanya berfikir tentang senangnya bermain dan menghabiskan waktu dengan gadget, yang disatu sisi mereka sendiri tidak bisa mengontrol dampak negative yang ditimbulkan oleh gadget. Anak-anak, memiliki tingkat imajinasi yang tinggi dan rasa penasaran yang besar terhadap segala hal. Berawal dari tidak sengaja, satu dua gambar porno mereka lihat dalam iklan-iklan, bisa dipastikan selanjutnya anak akan secara sengaja mengakses hal porno. Kegiatan ini akan berlanjut pada ingin mengulang lagi, hingga dua kali tiga kali, dan berujung pada tingkat kebiasaan. Hal ini sesuai dengan jajak pendapat yang telah dilakukan melalui FGD, dimana 36 anakanak dan remaja ini mengaku pernah secara tidak sengaja melihat gambar porno dari gadget yang mereka mainkan. Sebagian besar mengaku sempat penasaran, sebagian kecil mengaku ingin membuka lagi, dan sisanya mengaku cuek dan lupa. Analisis Perkembangan Anak Dan Remaja Korban Gadget Kehadiran gadget dengan berbagai tayangan yang ditangkap oleh anak-anak akan memiliki pengaruh tersendiri. Nilai-nilai yang diterima dan dikembangkan akan jauh dari kebutuhan yang berlaku di tengah-tengah masyarakat. Dampak yang terlihat adalah lemahnya manajemen waktu yang teralihkan dengan rasa nyaman dan rasa senang saat bermain game.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Dampak negative yang paling berbahaya dari gadget adalah pornografi dan pornoaksi. Anggapan ini dipertegas dengan kenyataan bahwa kemampuan penyampaian informasi yang diperoleh dari internet bisa diakses dengan sangat bebas dan cepat. (alcianno G. Gani: 2015). Berikut beberapa dampak negative pada anak yang terbiasa bermain media social: 1)Malas belajar, 2) Lemahnya kemampuan berkomunikasi di dunia nyata, 3) Lebih mementingkan dirinya sendiri, 4)Sulit membedakan cara berkomunikasi di dunia maya dengan dunia nyata, 5)Maraknya kejahatan, yang berdampak pada penipuan dan penculikan, 6)Ketergantungan, facebook depression. Penyakit ini awalnya terlihat sama seperti kecemasan, kelainan psikis, ketergantungan atau kebiasaan buruk lainnya. Meskipun hanya terlihat di facebook maka penyakit ini pun mendapatkan perhatian serius.8)Tidak bisa mengontrol diri pengguna adiktif media social, dan memiliki kemampuan control diri rendah. Pengguna media social ini sangat peduli dengan citra mereka di media social, khususnya harga diri pada teman-teman terdekat.9)Membuat waktu terbuang sia-sia, merusak kesehatan mata Beberapa analisis perkembangan yang dapat dilakukan terjadi pada anak-anak dan remaja korban gadget ini disandarkan dari tugas perkembangan menurut Havighurts. Yang akan dilakukan dalam dua fase, yakni fase anak-anak dan fase remaja. Kritik pertama dari kehadiran gadget di tengah-tengah anak-anak adalah pertama, dalam segi ketrampilan fisik. Anak-anak yang lebih memilih games online atau off line dari gadget secara fisik tidak akan mampu melatih apapun. Bermain games melalui gadget ini akan menuntut penggunanya hanya untuk diam, dan tidak banyak bergerak, karena daya konsentrasi akan berfungsi penuh. Kedua, kebiasaan hidup sehat akan sangat terganggu. Lemahnya ketrampilan fisik akan berdampak pada pola hidup sehat. Termasuk perilaku yang cukup fatal adalah rusaknya kerja mata karena terlalu dipaksakan untuk memandangi layar gadget. Penggunaan gadget dalam jangka waktu yang panjang dapat menimbulkan gangguan ketajaman, ’sakit kepala dan gangguan pada mata itu sendiri. Keadaan ini oleh The American Optometric Association disebut Computer Vision Syndrome (CVS) disebut bukan tidak mungkin jika kemudian akan menjadi permanen dan akan merusak mata. Namun keadaan ini akan segera berkurang jika penggunaan komputer dihentikan. Sehingga perlu diketahui gejala-gejala yang muncul selama menggunakan gadget. Gejala CVS tersebut antara lain: Myopia sementara, Yaitu ketidakmampuan melihat dengan jelas objek yang jauh untuk beberapa saat sampai beberapa jam setelah menggunakan komputer. 1) Mata lelah, Keadaan mata yang lelah ini dapat disebabkan oleh bahaya dari monitor, koreksi penglihatan yang berkurang, membaca dokumen dengan ukuran huruf yang kecil, keadaan kontras yang tidak seimbang antara teks dan Latar belakang, kejapan pada monitor yang nyata dan mata yang kering. 2) Penglihatan kabur. Penglihatan yang kabur dapat disebabkan oleh perubahan fisilogis (akibat proses penuaan atau penyakit). Hal ini juga dapat diakibatkan karena melihat benda terus menerus dengan jarak 12 inchi dan membaca dengan cahaya yang kurang. 3) Mata kering, iritasi dan mata berair. Keadaan ini terjadi jika kekurangan cairan untuk menjaga kelembaban mata terjaga dengan keadaan refleks kedipan mata. Jumlah kedipan mata bervariasi sesuai dengan aktivitas yang sedang dilakukan dan akan berkurang saat sedang berkonsentrasi. Mata menjadi merah dan berair, disebabkan karena saat menggunakan komputer akan mengurangi jumlah kedipan.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Ketiga, lemahnya kemampuan social. Anak-anak yang terbiasa bermain gadget, seringkali enggan berbagi. Tidak ada komunikasi yang terjalin, tidak ada lawan main, tidak ada lawan bicara, tidak ada interaksi pada benda, lingkungan, dan bagian lain di luar gadget yang menjadi fokus mereka. Keempat, lemahnya kemampuan bermain peran antar jenis kelamin, termasuk kelemahan tentang konsep nilai-nilai dalam kehidupan sehari-hari. Kelima, lemahnya kemampuan mengasah hati nurani, pengertian moral dan tata tingkatan nilai yang berlaku di masyarakat. Adapun pada fase remaja, beberapa analisis yang melemahkan tercapainya tugas-tugas perkembangan adalah: pertama, kurang optimalnya pencapaian hubungan yang lebih matang dengan teman sebaya baik pria maupun wanita. Gadget memang membantu remaja untuk menjalin hubungan social melalui akun media social semisal facebook, twitter, IG, dan beberapa medsos lainnya. Rekayasa social yang terjalin melalui media social, kadang tidak berlaku dalam kehidupan nyata. Dalam penelitian lain juga disebutkan, perilaku cyberbullying juga ditemukan pada perilaku remaja yang menggunakan media social. Perilaku cyberbullying ini berakhir pada tindakan bunuh diri pada remaja, karena tidak bisa menahan caci maki yang ditujukan padanya. (Putri, 2014). Kedua, tidak optimalnya memainkan peran sebagai anak dalam meningkatkan kemandirian emosional dari orang tua dan dewasa lainnya. Hal ini diperkuat dengan mudahnya remaja terlena dalam menggunakan gadget, sebagaimana hasil hasil penelitian Nobel Pardidi yang menunjukkan bahwa diantara empat motiv remaja menggunakan media social, motif hiburan memiliki peran paling penting dalam diri siswa-siswa SMP N 37 Samarinda. (Nobel Pardidi: 2013). Berdasarkan hasil penelitian Jaka Irawan (2013) besarnya tingkat penggunaan internet melalui gadget berpengaruh pada hubungan social remaja. Semakin tinggi penggunaan gadget pada remaja maka semakin rendah kemampuan sosialisasinya. Hal ini karena remaja yang banyak menghabiskan waktu dengan gadgetnya memiliki kesempatan yang sedikit untuk berinteraksi dengan lingkungan sosialnya, sedangkan remaja dengan tingkat penggunaan gadget yang rendah lebih banyak menghabiskan waktu untuk berinteraksi dengan lingkungan sosialnya.
Kesimpulan Berdasarkan hasil penelitian yang telah dilakukan diperoleh fenomena tentang gadget di kalangan anak-anak dan remaja BTN Kopang. Bahwa dari 36 anak–anak dan remaja mengaku telah mengenal dan menggunakan gadget. Mereka menerima informasi tentang gadget dari kakak dan orang tua. Sebagian kecil mendapat informasi dari teman dan iklan dari televisi. Beberapa aplikasi yang banyak digunakan yaitu (1) games, (2) aplikasi foto kamera dan video, (3) aplikasi internet: google, youtube, facebook, bbm, email, line, WhatApps, instagram, opera mini, play store, (4) music, (5) gallery. Mereka juga mengaku pernah secara tidak sengaja melihat gambar porno dari gadget yang mereka mainkan. Sebagian besar mengaku sempat penasaran, sebagian kecil mengaku ingin membuka lagi, dan sisanya mengaku cuek dan lupa. Fenomena ini akan menghambat terpenuhinya tugas perkembangan anak-anak dan remaja pada berbagai aspek.
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Daftar Pustaka Anasari, Tri. 2014. “Dampak Penggunaan Smartphone Pada Remaja Terhadap Interaksi Dalam Keluarga di Kabupaten Sleman”. Skripsi tidak dipublikasikan, Yogyakarta: UNY. Chuzaimah, dkk, 2010. “Smartphone Antara Kebutuhan dan e-lifestye”. Yogyakarta: SemnasIF2010. UPN ”Veteran” Gani, Alcianno G. 2015. “Pengenalan Teknologi Internet Serta Dampaknya”. Journal of information system. Universitas Surya Darma. (vol. 2 No. 2) Hurlock, Elizabeth B. 2000. “Psikologi perkembangan”. Jakarta: Erlangga. Irawan, Jaka, dkk. (2003). “Pengaruh Kegunaan Gadget Terhadap Kemampuan Bersosialisasi Pada Remaja”. An-Nafs, Vol. 08, No. 02. Manumpil, Beauty. 2015. “Hubungan Penggunaan Gadget Dengan Tingkat Prestasi Siswa di SMA NEGERI 9 Manado”. ejoural Keperawatan (e-Kep) Volume 3. Nomor 2. April 2015. Moleong, Lexy J. M.A. 2007. “Metodologi Penelitian Kualitatif”. Bandung: Remaja Rosdakarya. Rochmah, Elfi yuliani. 2005. “Psikologi perkembangan”. Yogyakarta: Teras. Pardidi, Nobel. 2013. “Motif Penggunakaan Facebook di Kalangan Siswa SMP Negeri 37 Samarinda”. Samarinda: eJournal Ilmu Komunikasi, 2013, 1 (3). Putri. 2014. “Opini Siswa Terhadap Tindakan Cyberbullying di Social Media”. Tidak diterbitkan. Medan: Universitas Sumatera Utara. Sugiyono. 2009. “Metode Penelitian”. Bandung: Alfabeta Suryadi, Dedi. 2016. “Pengaruh Radiasi Monitor Terhadap Kesehatan Mata”. Jurnal Nasional ecopedon. Politeknik Pertanian negeri payakumbuh. Vol 3 no 1 2016. Thomas, Gary B, S., J, C., & Misty E, V. 2007. “Discovering Computers, Fundamentals”, 3thed. (Terjemahan). Jakarta: Salemba Infotek, ______. 2016. “Pengaruh Media Social Terhadap Perkembangan Anak Remaja”. Universitas Surya Darma. Volum 7 no 2.
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Effect Of Metal Music On The Behavior Of The Young Generation In Selong City East Lombok Hary Murcahyanto Universitas Hamzanwadi, Indonesia
Abstract This is the result of research by using descriptive qualitative method by interview, observation and documentation. Sample data used was a citizen of Selong consists of teens junior high school, high school, students and young people who are already working. Data were analyzed with methods of analysis of qualitative description. The purpose of this study was to determine the effect of metal music on the behavior of the young generation Selong city, knowing the positive and negative effects listened to heavy metal for the younger generation Selong city. The study concluded that, metal music proved not only have a negative effect, but also has some positive influence on the behavior of the younger generation city Selong, besides metal music has positive and negative effects, among others, (1) As a means to vent emotions / stress way that does not interfere with other people, (2) As a shaper of behavior that is strong and unyielding, (3) As a supporter of the spirit of learning, (4) music metal that tends character hard can be annoying for people who do not like metal music, (5) forming negative behavior for someone to understand metal music in a misconception and negativity boasts metal music. Keywords: metal music, behavior, young generation.
Pendahuluan Sejak zaman dahulu sampai saat ini musik adalah menjadi salah satu sarana hiburan yang sangat digemari berbagai lapisan masyarakat.Hampir semua orang menyukai musik,meskipun dengan aliran atau genre yang berbeda-beda. Ada beberapa orang yang menyukai musik yang lembut, mendayu-ndayu, santai ada pula yang menyenangi musik yang keras,misalnya musik metal. Musik metal sendiri adalah perkembangan sebuah aliran musik rock yang berkembang pada 1970-an, dengan akar dari blues rock dan psychedelic rock. Aliran musik ini ditandai dengan distorsi gitar yang sangat kuat, solo gitar panjang, tempo cepat, baik pada semua instrument alat musiknya. Liriknya berkaitan dengan maskulinitas dan kejantanan. Musik metal telah berkembang menjadi banyak subgenre yang dikembangkan oleh masing-masing musisi dengan gaya mereka sendiri.Musik bergenre metal tidak hanya digemari oleh anak muda saja melainkan orang-orang yang sudah berumurpun masih banyak yang menggemarinya terutama di kota-kota besar. Bahkan Jokowi sebelum menjabat sebagai walikota Surakarta (Solo) sampai sekarang adalah salah satu penggemar musik metal.Hampir disetiap kota di Indonesia kita dapat menemukan komunitas penggemar musik metal. Kota Selong Lombok Timur provinsi Nusa Tenggara Barat adalah salah satu kota kedua setelah Mataram yang banyak penggemar musik metal. Penggemar musik metal,sering disebut dengan metalhead,kerap kali dianggap buruk oleh kebanyakan masyarakat.Hal ini dikarenakan musisi metal seringkali berpenampilan tidak sesuai dengan kebiasaan dan kebudayaan masyarakat Indonesia.Banyak musisi metal yang bertato,berkelakuan tidak pantas,dan masih banyak perilaku yang tidak cocok dengen kebudayaan masyarakat Indonesia.Selain itu,banyak lirik dalam lagunya yang mengandung unsur-unsur pemujaan setan,kekejaman,juga kekerasan.Karena itulah banyak yang menganggap buruk komunitas penggemar musik 347
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metal beserta anggotanya.Padahal banyak juga musik metal yang liriknya mengandung unsur-unsur religi, keilmuan, sejarah, perjuangan, sosial budaya dan sebagainya. Kebanyakan metalhead adalah pemuda,dan banyak yang masih dalam usia sekolah,baik tingkat SMP,SMA maupun mahasiswa.Usia dimana kebanyakan orang sedang dalam pencarian jati diri.Pengaruh dari genre musik dan musisi yang diidolakan tentu mempengaruhi pembentukan perilaku .Misalnya penyuka musik melayu dengan lirik yang mendayu-dayu akan berpotensi membentuk perilaku yang cengeng dan melankolis.Namun hal ini juga tergantung kepada masing-masing individu. Anggapan masyarakat bahwa penggemar musik metal adalah perilaku yang buruk belum tentu benar.Musik metal memang mempunyai dampak negatif,namun juga banyak mempunyai manfaat yang positif bagi penggemarnya. Bagi metalhead yang masih berstatus sebagai pelajar,musik metal juga mempunyai manfaat untuk membentuk perilaku yang baik. Perilaku sendiri saat ini menjadi salah satu hal yang menentukan kesuksesan seseorang dalam hidupnya. Perilaku menjadi hal yang sangat penting karena menjadi penentu bagaimana seseorang mengambil tindakan atau respon terhadap lingkungan,dan tentunya tindakan atau respon tadi berbeda-beda karena memang setiap individu memiliki perilaku yang unik. Para ahli tampaknya masih sangat beragam dalam memberikan rumusan tentang perilaku. Dalam suatu penelitian kepustakaan yang dilakukan oleh Gordon W. Allport (Calvin S. Hall dan Gardner Lindzey, 2005) menemukan hampir 50 definisi tentang kepribadian yang berbeda-beda. Berangkat dari studi yang dilakukannya, akhirnya dia menemukan satu rumusan tentang kepribadian yang dianggap lebih lengkap. Menurutnya, kepribadian adalah organisasi dinamis dalam diri individu sebagai sistem psiko-fisik yang menentukan caranya yang unik dalam menyesuaikan diri terhadap lingkungannya. Kata kunci dari pengertian kepribadian adalah penyesuaian diri. Scheneider (1964) mengartikan penyesuaian diri sebagai “suatu proses respons individu baik yang bersifat behavioral maupun mental dalam upaya mengatasi kebutuhan-kebutuhan dari dalam diri, ketegangan emosional, frustrasi dan konflik, serta memelihara keseimbangan antara pemenuhan kebutuhan tersebut dengan tuntutan (norma) lingkungan. Sedangkan yang dimaksud dengan unik bahwa kualitas perilaku itu khas sehingga dapat dibedakan antara individu satu dengan individu lainnya. Keunikannya itu didukung oleh keadaan struktur psiko-fisiknya, misalnya konstitusi dan kondisi fisik, tampang, hormon, segi kognitif dan afektifnya yang saling berhubungan dan berpengaruh, sehingga menentukan kualitas tindakan atau perilaku individu yang bersangkutan dalam berinteraksi dengan lingkungannya.”Dilihat dari perkembangan usianya,remaja tingkat SMP dan SMA merupakan remaja awal yang sedang berada dalam krisis identitas,cenderung mempunyai rasa keingintahuan yang tinggi,selalu ingin mencoba sesuatu yang baru,mudah terpengaruh dengan teman-teman sebayanya (peer groups),dan juga mulai suka memperluas hubungan antara pribadi dan berkomunikasi secara labih dewasa dengan teman sebaya,baik laki-laki maupun perempuan”(Moenks dan Knoers:2006,dan Sarwono,2004:24). Banyak faktor yang dapat mempengaruhi perilaku,terutama pada diri pelajar yang secara usia masih dalam masa pencarian jati diri.Faktor lingkungan akan sangat banyak berpengaruh dalam pembentukan kepribadian lebih lanjut. Sebagaimana telah penulis sebutkan di atas,bahwa musik metal serta komunitas penggemar musik metal sering dianggap buruk oleh banyak kalangan.Oleh karena itu,penulis ingin mengetahui bagaimana mengetahui pengaruh musik metal terhadap perilaku pemuda kota Selong, mengetahui dampak positif dan negatif mendengarkan musik metal bagi para pemuda kota Selong Lombok Timur. 348
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Tulisan ini merupakan hasil penelitian dengan metode deskriptif kualitatif erdapat dua jenis model penelitian,yaitu penelitian kualitatif dan penelitian kuantitatif menggunkan populasi pemuda dari siswa SMP.SMA, Mahasiswa dan pemuda lainnya di Kota Selong Lombok Timur dengan sampel siswa SMPN 1 Selong, SMPN 2 Selong, SMA 1 Selong, SMA 2 Selong, Mahasiswa STKIP Hamzanwadi Selong, STTH, IAIH, para pemuda komunitas Frontgrave Selong, dan Arka Station Rempung. Karena populasi penelitian ini lebih dari 100 orang, maka sampel yang ditetapkan dalam penelitian ini adalah sebanyak 20 jiwa.Untuk menentukan sampel, maka digunakan teknik acak atau random.Teknik pengumpulan data,yaitu dengan Wawancara, observasi dan dokumentasi kemudian dianalisis secara deskriptif kualitatif menggunakan trianggulasi data untuk validitas datanya.
Pembahasan Dalam menyusun tulisan ini penulis mengadakan penelitian pada rentang waktu bulan Januari Maret 2014.Penelitian ini dilakukan di sekitar kota Selong dengan mendatangi beberapa event musik metal maupun musik non-metal yang diadakan pada saat itu . Selain wawancara langsung pada saat event berlangsung ,penelitian dilakukan kepada siswa dan mahasiswa dari beberapa sekolah dan kampus yang dianggap dapat mewakili. Wawancara dan observasi masing-masing berisi 10 pertanyaan. Dari jawaban tersebut direkam kemudian diproses dan dianalisis lebih lanjut. Berdasarkan data-data yang telah didapatkan akan digunakan untuk menjawab rumusan masalah dari penelitian ini.Dari penelitian yang telah dilakukan,dengan memperhatikan jawaban dari responden bahwa musik metal memberikan pengaruh yang cukup signifikan terhadap perilaku pemuda. Sebagaimana genre musik lain mempengaruhi kondisi psikologis seseorang,musik metal juga mempengaruhi perilaku seseorang,dalam hal ini adalah sebagai pelajar. Dari jawaban responden,banyak yang menyatakan perubahan perilaku menjadi lebih “laki”,maksudnya adalah lebih energik,lebih bersemangat dan lebih “beringas”.Namun dari pengaruh-pengaruh diatas yang mungkin terlihat berkonotasi negatif,sebenarnya pengaruh dari musik metal tetap dapat dilihat dari sudut pandang lain sebagai manfaat yang positif. Saat ini sangat banyak orangtua yang tidak suka jika anaknya menjadi metalhead,karena mereka menganggap bahwa musik metal akan membuat anak-anak muda menjadi pribadi yang rusak,pribadi perusuh,sebagaimana yang sering terlihat dari dandanan luar personel band metal maupun komunitas penggemar musik metal.Namun hal itu tidak sepenuhnya benar,karena hanya dilihat dari satu sudut pandang saja.Sebagaimana pepatah mengatakan “jangan lihat sesuatu dari luarnya saja”,musik metal yang tampak buruk dari luar,sebenarnya mempunyai banyak manfat positif,sebagaimana dinyatakan oleh para responden. Dari hasil penelitian yang telah penulis lakukan,beberapa dampak positif dan negatif dari musik metal bagi kalangan pemuda kota Selong dapat diringkas sebagai berikut: Sebagai sarana meluapkan emosi/stress Dalam kegiatan sehari-hari sebagai seorang pelajar,tentu saja banyak hal-hal yang dapat menyebabkan emosi naik atau menyebabkan amarah,misalnya karena masalah asmara,suatu hal yang biasa bagi kalangan pelajar kadang-kadang merasa galau/marah tanpa sebab yang jelas dikarenakan suatu perasaan terhadap lawan jenis.Hal ini jika terus saja dipendam tentu akan menyebabkan perasaan menjadi selalu terasa terbebani,dan secara langsung akan mengganggu proses pembelajaran Dengan mendengarkan musik metal,maka sedikitnya perasaan emosi tadi bisa disalurkan,contohnya dengan melompat349
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lompat,atau melakukan headbang,serta berteriak sekeras-kerasnya.Setelah melakukan hal tersebut,maka perasaan sedikitnya akan terasa lebih lega. Sebagai pembentuk kepribadian yang kuat dan pantang menyerah Sebagaimana telah disebutkan diatas,bahwa musik metal dapat memperbaiki suasana hati yang sedang buruk menjadi kembali bersemangat.Jika setiap merasa emosi/stress lalu diluapkan dengan cara-cara diatas,maka akan menjadikan seseorang sebagai pribadi yang kuat dan tidak banyak tenggelam dalam kesedihan. Sebagai pendukung semangat belajar Dari hasil penelitian yang telah dilakukan,responden menyatakan bahwa musik metal dapat mendukung semangat belajar.Hal ini disebabkan oleh “kerasnya” musik metal itu sendiri sehingga dapat menimbulkan perasaan semangat tersendiri dan juga menjauhkan diri dari rasa mengantuk saat belajar Berisik dan mengganggu. Tidak dapat dipungkiri bahwa bagi sebagian orang yang seleranya berbeda musik metal terdengar berisik tidak karuan dan dapat mengganggu konsentrasi.Untuk hal ini bahwa semua kembali pada pribadi masing masing sebagai individu yang unik dan berbeda-beda. Membentuk perilaku yang terlalu bersemangat dalam hal negatif. Jika pribadi seseorang kurang dapat melakukan kontrol diri terhadap pengaruh dari musik metal,tentu seseorang dapat berperilaku negatif.hal ini disebabkan karena pemahaman yang salah akan fungsi dari musik yang sebenarnya.
Penutup Berdasarkan hasil penelitian serta pembahasan,dapat ditarik simpulan sebagai berikut: 1)Musik metal terbukti tidak hanya memiliki pengaruh negatif terhadap perilaku pelajar, namun juga memiliki beberapa pengaruh positif. 2)Dampak positif dan negatif dari musik metal yaitu: 1)Sebagai sarana untuk meluapkan emosi/stress dengan cara yang tidak mengganggu orang lain; 2)Sebagai pembentuk perilaku yang kuat dan pantang menyerah,dengan mendengarkan musik metal maka seseorang akan dapat melupakan kesedihan-kesedihanya karena masalah atau; 3)kegagalan,dan bangkit serta berusaha untuk mencoba lagi. 4)Sebagai pendukung semangat belajar,jika seorang pelajar dalam kondisi mentalitas yang bagus,maka proses pembelajaran akan berlangsung dengan lebih efektif,selain itu juga dapat mencegah masalah mengantuk ketika belajar; 5)Musik metal yang cenderung berkarakter keras dapat mengganggu bagi orang yang tidak menyukai musik metal; 6)Membentuk perilaku yang negatif,hal ini dapat terjadi apabila sesorang memahami musik metal dalam pengertian yang salah dan membanggakan kenegatifan musik metal sebagai sesuatu yang baik,padahal sebenarnya tidak. Dari simpulan yang telah dituliskan di atas,beberapa saran yang ingin disampaikan antara lain;(1) Kalangan orang tua hendaknya mengubah pandangan terhadap musik metal yang sering dikonotasikan sebagai penyebar pengaruh buruk.(2)Tidak melarang kalangan pelajar untuk mendengarkan suatu genre musik tertentu,tidak hanya musik metal,karena setiap orang memiliki selera musik yang berbeda-beda.(3) Orang tua tetap perlu melakukan pengawasan apabila terjadi hal-hal yang negatif sebagai pengaruh dari musik metal jika sudah melebihi batas kewajaran/norma-norma.
Daftar Pustaka Arikunto,Suharsimi. 2002. Prosedur Penelitian Suatu Pendekatan Praktek Edisi Revisi V.Jakarta:Rineka Cipta. Departemen Pendidikan Nasional. 2001. Kamus Besar Bahasa Indonesia Edisi Ketiga. Jakarta: Balai Pustaka. 350
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Dorland, Newman. 2002. Kamus Kedokteran Dorland. Edisi 29, Jakarta:EGC,1765. Feist, Jess & Feist, G. J. 2009. Theories of Personality, Seventh ed. Newyork: Mc-Graw Hill. http://belajar.kemdiknas.go.id/index5.php?display=view&mod=script&cmd=Bahan%20Be lajar/Materi%20Pokok/SMA/view&id=283&uniq=2731 diakses pada (08/04/2013-20:01) http://culturalidiot.blogspot.com/2012/06/subkultur-heavy-metal-indonesia-yuka.html . Diakses pada 08/04/2013-21:02 http://id.wikipedia.org/wiki/Heavy_metal .Diakses pada 08/04/2013-19:46 http://jumpingdew.blogspot.com/2010/10/sejarah-musik-metal.html . Diakses pada 08/04/2013-19:54 http://www.rumahbelajarpsikologi.com . Diakses pada 08/04/2013-19:40 Larsen, Randy.J & David M Buss.2009.Personality Psikology:domain of knowledge abaut human nature. Newyork: McGraw-Hill. Nawawi,Hadari. 2005. Metodologi Penelitian Bidang Sosial.Yogyakarta:Gajah Mada Press. Moleong,Lexy. 2002. Metodologi Penelitian Kualitatif,Bandung:Rosda Karya. Wallach, Jeremy. 2008. Modern Noise, Fluid Genres: Popular Music in Indonesia, 19972001. Madison: University of Wisconsin Press.
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Bentuk dan Fungsi Mantra Pelet Dalam Masyarakat Sasak Di Desa Bagik Payung (Kajian Pisikologis) Herman Wijaya Universitas Hamzanwadi, Indonesia [email protected]
Abstract The aim of this research is to know form and physicology aspect of “ Mantra Pelet” in daily life of sasak society at Desa Bagik Payung Selatan. The data in this research is “matra pelet” that was taken from responden (Belian) who has capability in “Mantra Pelet” at that place. The data was gathering from observation, interview, and recording. The validity data was used tringgulation and metod.The data analysis was used interactive technique were data reduction, display and conclusion. Based on the result of the sentence structure or language style that was used in “MantraPelet” like poetry structure were line, rhyme and diction. Besides, there were others aspect in” MantraPelet” such as social culture, esthetic, and believing on mystical and religious. Keywords: mantra pelet, sasak, culture, literature physiology
Pendahuluan Masyarakat sasak yang mrupakan satu kelompok yang memiliki budaya sama seperti kelompok lainnya. Budaya yang dimiliki masing-masing kelompok tersebut sangatlah beragam, begitulah dengan budaya sasak. Masyarakat sasak memiliki budaya yang tidak sedikit mulai dari adat budaya sasak, kesusastraan sasak dan lain sebagainya.Salah satu budaya yang dimiliki oleh masyarakat sasak adalah sastra lisan, di skatakan sastra lisan karena penyampaiannya dari mulut ke mulut dilihat dari medium expresinya sastra lisan merupakan kesustraan tradisional. Keberadaan sastra lisan merupakan asset yang sangat penting bagi masyarakat Indonesia. Sebab keanekaragaman seperti mantra “pelet” jarang sekali dimiliki oleh bangsa lain namun masih banyak sastra lisan yang belum diteliti sehingga belum diketahui corak dan ragamnya. Sastra lisan termasuk dalam bidang seni dan ilmu sebagai sebuah bidang kesenian, sastra lisan dipandang sebagai sebagai hasil kreativitas manusia yang mengandung keindahan. Sastra yang memiliki medium kelisanan itu membawa pesan keharmonisan dari dan untuk masyarakat. Itulah sebabnya, sastra lisan sebagai proyeksi pikiran dan emosi manusia yang paling jujur manifestasinya.Karya sastra merupakan salah satu cerminan nilai-nilai budaya dan tidak terlepas dari sosial budaya serta kehidupan masyarakat yang digambarkannya. Sastra menyajikan gambaran kehidupan, dan kehidupan itu sendiri sebagian besar terdiri dari kenyataan sosial. Dalam pengertian ini, kehidupan mencakup hubungan antarmasyarakat dengan orang-orang, antarmanusia, antarperistiwa yang terjadi dalam batin seseorang. Maka, memandang karya sastra sebagai penggambaran dunia dan kehidupan mausia. Definisi sastra memang dapat dipandang cukup kompleks seperti halnya diri manusia, tetapi cukup menarik dan menyenangkan untuk dibicarakan dan didiskusikan. Hal yang demikian dapat dimaklumi karena sastra berisi segala aspek kehidupan yang dipikirkan, dirasakan, dan dialami oleh manusia (Sangidu, 2004: 37)..Dunia sastra merupakan sumber 352
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inspirasi dari berbagai perubahan dalam aspek kehidupan. Dalam hal ini sastra berfungsi sebagi media yang menampung dan memuntahkan segala bentuk kegelisahan pengarang baik yang dilatarbelakangi oleh berbagai penyimpangan-penyimpangan sosial dalam masyarakat, keadaan suhu politik, ideologi, religi, maupun yang dilatarbelakangi oleh unsur-unsur yang berasal dari dalam diri pengarangnya sendiri. Damono (1984: 1) mendefiniskan sastra adalah lembaga sosial yang menggunakan bahasa sebagai medium, bahasa itu sendiri ciptaan sosial. Sastra menampilkan gambaran kehidupan dan kehidupan itu sendiri adalah kenyataan sosial. Sastra juga mempunyai kemampuan untuk merangsang munculnya gejala masa datang. Jadi seorang pengarang sastra merupakan pemikir sastra juga imaji masa depan. Sastra diciptakan pengarang berdasarkan realitas sosial yang ada dalam masyarakat. Para pujangga dan karya sastra memiliki tugas yang sangat penting, yaitu menyebarkan nilai-nilai pendidikan dan budi pekerti bagi masyarakat (Wardani, 2009: 10). Dalam penelitian ini, peneliti akan menganalisi bentuk dan fungsi mantranya yang tentu saja memiliki makna yang sangat luas dan beranekaragam, namun tida terlepas dari nilai-nilai yg ber manfa’at baik bagi manusia, budaya dan agama yang sejalan denngan pola fikir dan pola hidup masyarakat Sasak, saat mantra itu lahir dan berkembang. Dalam sastra lisan terkandung nilai-nilai yang tidak akan pernah luntur sepanjang zaman walaupun ada bentuk sastra masa kini, hanya perlu diingat tidak semua materinya mengandung nilai-nilai luhur tadi, yang dimaksud bahwa isi pokok dari sastra lisan itulah mengandung nilai-nilai luhur tadi. Dalam karya sastra khususnya mantra “pelet” sudah melekat dengan sendirinya pada karya sastra sehingga suatu yang terpisah tetapi sudah dianggap menyatu dalam tanggapan masyarakat. Oleh karena itu, tidak mengherankan kalau mantra pelet dapat dianalisis. Khususnya mengkaji bentuk-bentuk dan fungsi mantra “pelet” yang terdapat dalam hasil penelitian sastra tersebut berdasarkan pendekatan pragmatis yaitu mengkaji jenis-jenis mantra “pelet” melalui bentuk dan fungsinya dan bagai mana kajian fisikologisnya, jika kita lihat sama-sama memiliki objek yang satu yaitu dari manusia kemanusia. Sehubungan dengan hal tersebut mantra “pelet” merupakan karya manusia yang menarik untuk dikaji, mempunyai keterkaitan dan kepercayaan masyarakat sehingga segala sesuatu aktifitas yang memperharuskan adanya suatu kelompok pada masyarakat yang mempergunakan mantra “pelet” agar semua elmen masyarakat hadir dan memeriahkan suasana. Kondisi masyarakat khususnya di Desa Bagik Payung Selatan masih mempercayai mantra “pelet” untuk memikat keinginan masyrakat agar menjadi girang atau para gadis bias tertarik pada orang yang menggunakannya sehingga apa yang diinginkan bias terpenuhi, mantra “pelet” jugas masih kental terhadap masyrakat di Desa Bagik Payung Selatan yang dipergunakan untuk membuat orang yang ingin segera menikah, atau orang yang sedang bertanding dalam peresean, atau pun perlombaan lainnya menjadi yakin dan bersemangat bahkan pantang menyerah. Adajuga sebagian masyarakat mempergunakan mantra “pelet” untuk membuat orang yang dicintainya senang dan semakin mencintainya serta merangsang keinginan wanita yang dicintainya untuk segera menikah dengannya.Berkaitan dengan uraian diatas, mantra “pelet” adalah sebuah karya sastra yang dihasilkan oleh manusia dan dipergunakan untuk mewujudkan segala keinginan mereka. Mantra pelet di Desa Bagik Payung Selatan sering menjadi sebuah keharusan khususnya pada suatu keadaan yang mendesak pada saat akan segera menikah, dan mantra pelet tersebut dipergunakan untuk membuat lawan jenisnya atau si gadis mudah untuk jatuh hati.
Landasan Teori Pengertian Mantra Pelet 353
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Mantra adalah puisi lama yang berisikan pujian-pujian terhadap sesuatu yang gaib atau yang di keramatkan oleh dewa-dewa, roh binatang atau Tuhan. Dalam penelitian ini akan dianalisis kata-kata, kalimat mantranya dan sekaligus fungsinya, yang tentu saja memiliki makna yang sangat luas dan beraneka ragam, yang sejalan dengan pola pikir kehidupan masyarakat Sasak, saat mantra itu lahir dan berkembang. Menurut Richard dalam Suyasa (2004: 2) bahwa mantra sebagai ekspresi manusia yang diyakini mampu mengubah suatu kondisi karena dapat memunculkan kekuatan gaib, estetik, dan penuh mistis, historis, mantra di samping memiliki konsep acuan yang lain juga pijakannya bersumber pada agama. Lebih lanjut dikemukakan dalam Purwardarminta (1985: 632) bahwa mantra adalah perkataan atau kalimat yang dapat mendatangkan daya gaib, jampi, dan pesona. Pelet merupakan suatu hal mistis dan digunakan bagi mereka untuk mencapai sejumlah tujuan duniawi melalui jalan pintas tanpa adanya usaha dan kerja keras. Caranya pun bermacam-macam, ada yang menjadikan alat perantara ataupun media pendukung sebagai objek nantinya dijadikan sebagai jimat atau perlindungan.Ada pula langsung diberikan semacam wejangan berupa makanan, doa-doa sampai kepada pengaplikasian terhadap mantra dan langsung dilakukan pada tujuan. Menurut, cerita banyak orang, proses dari kegiatan atau ilmu pelet ini kebanyakan memiliki kesamaan. Dibarengi sebuah barang dianggap memiliki kesaktian ghaib, menyusul perlengkapannya seperti dupa, kemenyan layaknya dukun membuka prakteknya. Secara konseptual kegiatan ini jauh dari petunjuk Tuhan bahkan agama mana pun sama sekali tidak membenarkan terhadap adanya praktek ilmu “pellet” tersebut. Selain, ada unsur penipuan juga sangat jauh dari rasionalitas akal sehat manusia. Mantra ‘Pelet’ Dalam Kehidupan Masyarakat Desa Bagik Terlebih dahulu perlu dijelaskan pengertian Mantra. Sebuah uraian yang ringkas dari Dr. L. R. Chawdhri dalam bukunya Secrets of Yantra, Mantra and Tantra, antara lain menguraikan bahwa mantra adalah sebuah pola gabungan kata-kata bahasa Veda yang diidentikkan dengan dewa atau dewi tertentu.Mantra-mantra diwarisi dari para Maharsi, orang suci, sadhu, dan yogi yang telah mempraktekkannya selama ribuan tahun. Mantra digunakan dalam Sadhana Tantra atau ritual, diucapkan atau diulang-ulang dalam berbagai kombinasi dan konteks, yang kemudian membuat pola vibrasi tertentu. Seseorang harus belajar untuk mengucapkannya dengan benar dan juga harus memahami artinya. Mereka yang mengucapkan mantra dengan benar dan meyakininya secara penuh kepercayaan serta sesuai dengan metode aturannya yang murni, akan terpenuhi keinginannya.Oleh karena itu, belajar mengucapkan mantra hendaknya dibimbing oleh seorang Guru (Nabe), setelah memenuhi syarat kesucian lahir-batin sebagaimana yang diatur antara lain dalam Yamabrata dan Niyamabrata. Dalam kaedah Bahasa Sasak, kata mantra sama dengan jampi, khususnya pada mantra “pelet” ini erat sekali kaitannya dengan peransangan terhadap orang yang ingin kita harapkan agar dapat memenuhi keinginan dari yang tidak suka dapat menjadi suka dan sampai saat ini pun mantra pelet masih kental dalam kehidupan sebagian masyarakat sasak khususnya di Desa Bagik Payung Selatan. Ransangan pada mantra “pelet” dapat memberikan pengaruh. Pengaruh merupakan daya yang ada atau timbul dari sesuatu (orang) yang ikut membentuk watak kepercayaan dan perbuatan seseorang. Berdasarkan pengertian mantra “pelet” yaitu perkataan atau ucapan yang memiliki kekuatan gaib untuk membuat orang tertarik atau jatuh cinta. Dengan adanya mantra pelet sebagian masyarakat di Desa Bagik Payung Selatan selalu mencari dan mempergunakan mantra pelet untuk memenuhi segala keinginannya. Masyarakat di Desa Bagik Payung Selatan menempatkan mantra pelet dalam tataran kehidupannya sebagai suatu yang tidak bisa dilupakan dan disepelekan 354
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begitu saja, mereka pecaya bahwa mantra pelet mempunyai kekuatan gaib yang benarbenar mampu merangsang keinginan seseorang dari yang tidak mau menjadi mau, dari yang tidak jatuh cinta menjadi jatuh cinta. Aspek Psikologi Sastra Dalam Mantra Pelet Psikologi merupakan suatu ilmu yang menyelidiki serta mempelajari tingkah laku serta aktivitas itu sebagai manifestasi hidup kejiwaan, maka dari itu seperti yang dinyatakan Koswara (1991:4) bahwa sasaran yang pertama dari psikologi kepribadian itu tidak lain adalah memperoleh tingkah laku manusia. Karya-karya sastra, sejarah, dan agama boleh jadi bisa menyumbangkan informasi yang berharga mengenai tingkah laku manusia.Psikologi tertarik pada functioning human mind ‘pikiran manusia’.Hal ini mempunyai hubungan yang kuat dengan metode-metode psikologi sastra (Segers, 2000: 73). Kemudian, pengertian psikologi sastra adalah sebuah interdisiplin antara psikologi dan sastra (Endraswara, 2008: 16). Selanjutnya, mempelajari psikologi sastra sebenarnya sama halnya dengan mempelajari manusia dari sisi dalam. Mungkin aspek ‘dalam’ ini yang acap kali bersifat subjektif yang membuat para pemerhati sastra menganggapnya berat. Sesungguhnya, belajar psikologi sastra amat indah, karena dalam memahami sisi kedalaman jiwa manusia, jelas amat luas dan amat dalam. Makna interpretatif terbuka lebar (Endraswara, 2008: 14). Ditambahkan Minderop (2011:59)bahwa daya tarik psikologi sastra adalah pada masalah manusia yang melukiskan potret jiwa. Selain itu, tidak hanya jiwa sendiri yang muncul dalam sastra, tetapi bisa juga mewakili jiwa orang lain. Berdasarkan definisi tersebut diatas dapat disimpulkan bahwa pengertian psikologi merupakan ilmu tentang tingkah laku. Pada hakekatnya tingkah laku manusia itu sangat luas, semua yang dialami dan dilakukan manusia merupakan tingkah laku.Semenjak bangun tidur sampai tidur kembali manusia dipenuhi oleh berbagai tingkah laku.Dengan demikian objek ilmu psikologi sangat luas. Psikologi sastra merupakan suatu pendekatan yang mempertimbangkan segi-segi kejiwaan dan menyangkut batiniah manusia. Lewat tinjauan psikologi akan tampak bahwa fungsi dan peran sastra adalah untuk menghidangkan citra manusia yang seadil-adilnya dan sehidup-hidupnya atau paling sedikit untuk memancarkan bahwa karya sastra pada hakekatnya bertujuan untuk melukiskan kehidupan manusia.Tujuan psikologi sastra adalah memahami aspek-aspek kejiwaan yang terkandung dalam suatu karya. Meskipun demikian, bukan berarti bahwa analisis psikologi sastra sama sekali terlepas dengan kebutuhan masyarakat. Sesuai dengan hakekatnya, karya sastra memberikan pemahaman terhadap masyarakat secara tidak langsung melainkan melalui pemahaman terhadap tokohtokohnya. Meskipun karya sastra bersifat kreatif dan imajiner, pencipta tetap sering memanfaatkan hukum-hukum psikologi untuk menghidupkan karakter tokohtokohnya.Pencipta sadar atau tidak sadar telah menerapkan teori psikologi secara diamdiam (Endraswara, 2008:99).Sehubungan dengan kondisi di atas, psikologi sastra sebagai sebuah disiplin ilmu ditopang oleh tiga pendekatan studi, yaitu (1) pendekatan ekspresif yang mengkaji aspek psikologis penulis dalam proses kreatif yang terproyeksi lewat karya ciptaannya, (2) pendekatan tekstual yang mengkaji aspek psikologis tokoh dalam karya sastra, dan (3) pendekatan reseptif pragmatis yang mengkaji aspek psikologis pembaca yang terbentuk setelah melakukan dialog dengan karya sastra yang dinikmatinya, serta proses rekreatif yang ditempuh dalam menghayati teks sastra (Endraswara, 2008:99). Penelitian psikologis sastra mempunyai empat kemungkinan pengertian. Pertama studi psikologi pengarang sebagai tipe atau pribadi. Kedua, studi proses kreatif. Studi ini berhubungan dengan psikologi proses kreatif. Ketiga, studi tipe dan hukum-hukum psikologi yang diterapkan pada karya sastra. Keempat, mempelajari dampak sastra pada 355
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pembaca (psikologi pembaca).Studi ini cenderung kearah aspek-aspek pragmatis psikologis teks sastra terhadap pembacanya (Wellek dan Warren, 1995:90). Senada dengan pendapat tesebut, Ratna (2011: 343) mengungkapkan bahwa ada tiga cara yang dapat dilakukan untuk memahami hubungan antara psikologis dengan sastra, yaitu (1) memahami unsur kejiwaan pengarang sebagai penulis, (2) memahami unsur-unsur kejiwaan tokoh-tokoh fiksional dalam karya sastra, dan (3) memahami unsur-unsur kejiwaan pembaca. Namun, pada dasarnya psikologi sastra memberikan perhatian pada masalah yang kedua, yaitu pembicaraan dalam kaitannya dengan unsur-unsur kejiwaan tokoh-tokoh fiksional yang terkandung dalam karya sastra sebagai dunia dalam kata karya sastra memasukan berbagai aspek kehidupan ke dalamnya, khususnya manusia. Berdasarkan uraian tersebut dapat disintesiskan bahwa penelitian psikologi sastra menekankan pada ekspresif, objektif, dan pragmatis. Dalam hal ini kajian akan mengacu pada temuan yang benar-benar mewakili aspek kejiwaan yang mengacu pada aspek yang kedua dari pengertian Ratna dan berdasarkan pendapat Wellek dan Warren yang mengarah pada pengertian kedua dan ketiga, yaitu proses kreatif dan pendekatan psikologi sebagai studi tipe dan hukum-hukum yang diterapkan pada karya sastra. Secara spesifik dapat dijelaskan, bahwa analisis yang akan dilakukan terutama diarahkan pada aspek kejiwaan tokoh yang berperan dalam cerita, untuk mengungkapkan kejiwaan tokoh dalam memenuhi kebutuhannya, berdasarkan teori hierarki kebutuhan bertingkat Abraham Maslow.
Metodelogi Penelitian Penelitian ini menggunakan pendekatan deskriptif kualitatif, yaitu data yang dikumpulkan berbentuk deskripsi wacana dalam bentuk dan fungsi mantara pelet. Karena objeknya adalah masyarakat Desa Bagik Payung Selatan yang mengunakan mantar pelet maka penelitian ini merupakan penelitian, yakni penelitian yang sistematis, terkontrol, empiris, dan kritis terhadap objek sasaran yang berupa bunyi tutur (bahasa) (Mahsun, 2012:2). Sumber data dalam penelitian adalah mantra pelet pada masyarakat Sasak di Desa Bagik Payung Selatan yang dikumpulkan dari respon (narasumber) yang didapatkan dari beberapa belian dan yang ahli dalam bidang tersebut sesuai dengan objek yang diteliti. Sedangkan teknik pengumumpulan data yaitu teknik observasi, wawancara, dan rekam. Sementara validasi data menggunakan trianggulasi sumber/data dan metode. Teknik analisis yang digunakan dalam penelitian ini adalah teknik analisis interaktif yaitu suatu teknik analisis data kualitatif yang terdiri dari tiga alur kegiatan (reduksi data, penyajian data, dan penarikan simpulan/verifikasi) yang terjadi secara bersamaan (Miles dan Huberman, 1997: 16).Pendapat tersebut sejalan dengan Sugiyono (2012: 92) bahwa pelaksanaan teknik ini dimulai dengan pengumpulan data (data collection), kemudian peneliti bergerak bolak balik di antara kegiatan reduksi data (data reduction), penyajian data (data display), dan penarikan simpulan/verifikasi (conclusions drawing/verifing).
Hasil dan Pembahasan Bentuk Mantra Berdasarkan hasil penelitian di lapangan mantra “pelet” dengan mantra pengobatan sedikit berbeda dalam variasi bunyi. Mantra “pelet” pada masyarakat Desa Bagik Payung Selatan banyak sekali yang menggunakan variasi bunyi bebas (bentuk bebas) umumnya mantra “pelet” yang berbentuk puisi bebas, namun ada juga yang bervariasi, tetapi didominasi oleh puisi bebas. Contoh mantranya: Rokokku berpolas ijo Mendetne mas kumaring Gereng repok tunjang polak 356
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Tejuluk senjangke jelo. Sekilas dalam mantra ini tidak menampilkan tema yang jelas, namun keterangan dari Muhammad Nasir (informan) tema pada mantra ini ada pada niat si pemakai. Dalam versi peneliti fungsi mantra ini supaya hati yang dituju (si gadis) merunduk lemah tak berdaya “gereng repok tunjang polak”.Sesungguhnya dalam bait yang terpenting adalah kesatuan makna, bukan kesatuan baris. Keberadaan bait dalam puisi adalah membentuk satu kesatuan makna dalam rangka mewujudkan ide pokok pikiran tertentu yang berbeda dengan satuan makna dalam kelompok larik lainnya. Pada sisi lain, bait juga berperan menciptakan tipografi puisi serta berperan menekankan atau mementingkan suatu gagasan yang dituangkan penyairnya. Dengan demikian, bait-bait dalam puisi dapat diibaratkan sebagai suatu paragraf atau baitnya telah mengandung pokok-pokok pikiran tertentuseperti mantra berikut ini : Mukaku bulan purnama Cahayaku Nabi yusup Nyerijit ate mele lek aku Kunede berkat lailahaillallah Seperti yang peneliti paparkan sebelum ini, bahwa mantra pelet ini memiliki satu bait dan pendek, walaupun ada juga yang panjang karena menurut informan kalau mantranya kepanjangan dikhawatirkan orang (anak keturunannya) akan kewalahan dalam memperbaharuinya.Bait dalam mantra pelet tidak selalu beraturan boleh dikatakan tidak beraturan, yang paling diutamakan adalah makna serta ritualnya.Selain itu baris dalam puisi (mantra) juga seringkali mengalami pelesapan, yakni pengulangan salah satu atau beberapa bentuk dalam suatu larik untuk mencapai kepadatan dan keefektifan bahasaseperti pada mantra seperti ini “Bayanullah, bayanullah, bayanullah sesembahanku.” Setiap mantra selali memiliki Amanat yaitu pesan-pesan yang hendak disampaikan pengarang melalui karyanya. Amanat pada puisi (mantra) sedikit ada perbedaan.Pesanpesan yang disampaikan pengarang bukan tertuju kepada pembaca tetapi kepada khadam (makhluk gaib) yang mendiami mantra tersebut agar orang yang mau dikenai (target) cepat tunduk dan taklukSeprti mantra berikut: Lidahku mulai allah Gigi putih gigi budi Mata hilang mata serase Ku kadu senggeger minyak duyung. Amanat pada pelet ini terletak pada ku kadu senggeger minyak sduyung, memiliki penunggu (khadam) pemilik dari minyak itu sendiri (makhluk gaib). Jadi, peneliti simpulkan bahwa amanat atau pesan-pesan pada mantra bukan tertuju pada pengguna, tetapi pemilik (makhluk gaib).Selian itu, Mantra “pelet” juga menggunnakan fungsi estetika yang sangat tinggi walaupun hanya menggunakan bahasa Sasak yang tidak halus tetapi dalam bahasa itu mengandung nilai seni yang sangat tinggi. Boleh dikatakan bahwa kata-kata dalam mantra pelet menggunakan bahasa yang sudah jarang digunakan oleh masyaeakat Sasak sendiri, bahkan anak-anak Sasak tidak mengerti arti dari bahasa yang digunakan tersebut. Oleh karena itu, peneliti menganggap itulah fungsi estetikanya, sederhana, kasar, disanalah letak keindahannya. Seorang pengarang memiliki bermacammacam gaya bahasa untuk menyampaikan gagasan dalam kariyanya, sehingga 357
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menimbulkan berbagai penafsiran. Gaya bahasa adalah kata-kata yang dipilih oleh seorang penyair untuk mengindahkan karya sastra tersebutseperti pada mantra di bawah ini. Lidahku mulai Allah Gigi putih gigi budi Mata hilang mata serase Kukadu senggeger minyak duyung Berkat laailahaillallah Aik tama langan bibir Sugul langan tombong Tatolok lek lampak naengku Pas kumenek matangku tindok Pas kutindok matamu Aten ktmu smiring aku Pada mantra di atas sangat jelas sekali bahwa dalam karya sastra (“pelet”) memiliki estetik gaya bahasa yang biasa menggugah minat pembaca, seperti terlihat pada mantra “pelet” diatas “Mata hilang mata serase” memberi keindahan pada kedua mata si pemakai jika dilihat oleh lawan jenisnya.“Pas kumenek matangku tindok” memiliki keindahan tersendiri kepada si pemakai pelet disertai denga keyakinan yang mendalam.Masing-masing orang kaya akan kosa kata yang dimilikinya, akan tetapi untuk menggunakannya sering mengalami kesulitan untuk mencari kata-kata atau ungkapan yang tepat. Kata atau ungkapan yang tepat dalam menyampaikan gagasan disebut diksi, disamping itu diksi juga berarti kemampuan memilih kata dengan cermat sehingga dapat membedakan secara tepat nuansa- nuansa makna gagasan yang ingin disampaikan dan kemampuan untuk menyesuaikan bentuk yang sesuai dengan situasi dan nilai rasa seperti contoh berikut: Bismillahirrahmanirrahim Mukaku bulan purnama Cahyangku nabi Yusuf Nyerijit ate mele lek aku Beras pati beras pale Kalah pasti menang pale Masmulia sutra kencana Purwira seseh who Dejuluk kukurung dasat menimuh “Cahyangku” yang berarti cahayaku oleh pengarang menyebutnya seperti itu karena vocal pengucapannya menggunakan persi orang tua. Meskipun demikian diksi yang tersirat maupun tersurat sudah sangat jelas dalam contoh mantra diatas. Fungsi Mantra Pelet Ada pun fungsi mantra pelet yang di peroleh peneliti, dari beberapa informan berdasarkan bentuk mantra “pelet” yang telah di jelaskan sebelumnya.
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Jejuluk sekebur lindur
Langan besalam
Bismillahirrahmanirrahim Senrung tae’ langit Umbak’ iao segara iao Limping gunung limpung langit
Bismillahhirrohm anirrohim Ayyuhannas roaitu bimahabbataki Kunede berkat lailahaillallah
Tekolah teka geger teka gila Teka momot teka nangis Ingat jejuluk umbak’ segare sekebur lindur Kecial begantung kebangao momot Berkat lailahailallah
Langan Rokok
Bedaitk ance Saingan
Langan galang
Rokokku Aik’ tamak’ Ularku ular berpulas ijo langan biwih ijo burare Pendetne mas Sugul langan tanak kumaring buit Klekangku Gereng repok Tetolok leq malaikat tunjang polak lampak jibril pasuruk Tejuluk naengku nabi senjangke jelo Berkat Muhammad Berkat lailahaillallah Mukaku lailahaillallah muka ali Ku kadu teka gila teka geger Mapan aku ngadu jejuluk sengeger turun tangis Berkat lailahailallah
Mantra pelet bagian a. Jejuluk sekebur lindur berfunsi sebagai memikat hati si gadis lewat suara, baik lagu, mengumandangkan azan dan yang berbau suara lainya. Fungsi mantra bagian b. Langan besalam memikat hati si gadis dengan cara mengucap salam, dengan cara membaca mantra 3x sebelum kita mengucap salam. Fungsi mantra bagian c. Langan Rokok (Lewat rokok)di atas ini merupakan salah satu mantra yang berfungsi untuk memikat hati (si gadis), dengan cara membaca mantra sebelum rokok itu di bakar kemudian meniup-niupkan asapnya kepada si gadis yang di niatkan, Fungsi mantra bagian d. Bedait kanca sainagan, mantra ini di percaya dapan membuat saingan (orang ketiga) pergi dan tidak bias berbuat apa-apa, merasa kaku, setelah bertemu dengan kita mantra ini di baca apa bila sedang berhadapan dengan saingan (orangketiga). Fungsi mantra bagian e. Langan galang di percaya dapan memikat hati si gadis denagan menggunakan media bantal dengan cara membaca mantara dan bantal di tepuk 3x sebelum tidur. Demikianlah beberapa fungsi mantara berdasarkan hasil observasi peneliti yang diporoleh dari imporman Muhammad Nasir mengatakan mantra “pelet” ini sangat ampuh namun tak terlepas dari keyakinan dan niat dari si pengguna mantra “pelet” tersebut. Selanjutnya mantra pelet dari informan atas nama Amaq Rum. a. Langan impi c. pengasihan e. Lupak barang Masku menek matengku kisat mandar nane Padengku rumpa’tidem ngandang rumpa’ Masku tiSSdem matemu kalau sudak ena piuje Jalangku lendet batu Aten ketemu semaring aku piuji maspanji batu lele Atengku lupa’ Berkat lailahaillallah putih pulang-pulang bebada’ b. Langan Pupur balice-balice teka singasihMatangku merenget Mukaku bulan purname asih aku 359
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Cahyengku nabi yusuf Berkat lailahailallah Nyerijit ate mele lek aku d. Jejuluk betoq’ ngoncer Kunede berkat lailahaillallah Ihdaneang da sire’ Buka’ bedong buka emas Mara’ jelo bulan gama’ arik masgendrang sire jejuluk betok ngoncer Fungsi mantara bagian a. Langan tindoq’(lewat tidur)Mantra ni dipercaya mampu memikat hati si gadis dengan teknik mantra di baca sebelum tidur sambil niatkan bahwa gadis itu akan mau dan jatuh hati pada kiata. Fungsi mantra bagian b. Langan pupur (lewat bedak) di percaya dapat memikat hati si gadis dari raut wajah kita dengan cara membaca mantra sebelum memakai bedak atau minyak rambut. Fungsi mantra bagian c. Jejuluk betoq’ ngoncer adalah nmantra yang berfungsi sebagai menarik hati sesorang melalui hati nurani yang merasuk ke jiwa si gadis dengan membaca mantra yang berghelar jejuluk betoq’ ngoncer. Mantra bagian d. Pengasihan berfungsi untuk memikat hati dan meminta belas kasihan dalam keadaan sulit menghadapai masalah. Mantra bagian e. mantra pengingat adalah mantra yang berfungsi untuk menemukan barang yang kita lupa menyimpanya dengan teknik duduk bersila dalam keadaan suci kemudian membaca mantra sambil menginagt-ingatbarang yang lupa dengan sendirinya kita akan akan menemukan barang itu menurut tutur dari seorang informan bernama Amaq Rum.Selanjutnya mantra pelet dari informan Amaq Erma sebagai berikut: a. Langan penggitak Apurku suntiksuntik Buak odak betenggeran Ahjaokku bi tetilek Aku ngernang jareket mala’ Maspangeranku
Bissmillahirrahm anirrahim
b. Langan sisir c. Langan d. Langan e. Lewat Manukku Sengkapek rokok salam takumpungNabisarahar Tembakau kumpung anpenghulum seda’ inem Bayanulla Kurepa’ telaga kamubatu Daunne si h 3X Allah daya Jinjitangentolan raja sesembaha Mampan aku grapuh kurarak nku ngolah Mas Salti Berkatlail punjung otakberputarnel bernama ahaillallah Marak ruan ekaku api bijan datu Berkatlailahaill Tunduk dewa ketara allah asek anak ummat nabi Berkatlailahaila Muhammad llah (nama korban)
Matra bagian a. Langan pengitek (lewat penglihatan) berfungsi menerik hati seseorang lewat penglihatan sehingga orang itu mau, girang kepada kita mantra ini dibacakan sebelum mandi dan dilakukan setelah mau terbenamnya matahari. Fungsi mantra bagian b. langan sisir (Lewat sisir) mampu menarik hati seorang gadis melalui media sisir dengan cara mantra dibaca 3x sebelum kita mulai menyisisr rambut di lakukan kitaka mau menghadap ke rumah seorang baik untuk kaum laki-laki maupun perempuan. Fungsi mantra bagian c. Langan sengkapek diatas adalah untuk menarik hati seseorang dengan teknik menyentuh orang itu atau melempar dengan batu kecil dengan membaca mantra sebelum melempar atau menyentuh orang itu dan dilakukan tiap bertemu sampai ada reaksi 360
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bahwa orang itu jatuh hati kepada anda. Selanjutnya mantra dari Inaq Jaenuddin sebagai berikut: a. Langan bejarup b. Jejuluk Minyak Bissmillahirrahm duyung anirrahim Gelumpangku gelumpang apa Insun buka’ Gelumpang gedah cahaya Cahayaku cahaya Osahakan banyu apa putih Cahayaku Insun junjung bulanpurnama allah Namandi mantraku Berkat Jejuluk minyak lailahailallah duyung Ridho allah
c. Jampi bake’ d. Selae pempang Bismillahirrahmanirra bagek him Arak spok sle’ Jejuluk dandan bate’ Luek-luek Bijan bake Pelisak atas api Adek luek kaca ta Nyamping bodo bake’ bkdek Ku bepisak le inambi Berkat lailahailallah
Fungsi mantra yang di peroleh dari seorang informan bernama Inaq Jenuddin bagian a.Langan bejarup(cuci muka) adalah mantra yang berfungsi untuk menarik hati seseorang dengan meandang kita gagah atau cantik yang luar biasa sehingga mampu menarik perhatian seseoarang dengan cara mantra di bacakan sebelum mandi dan di lakukan tiap mau mandi.Fungsi mantra bagian b. Jejuluk minyak duyung yang masarakat sekitar menuturkan sangat manjur untuk memikat hati seoarang kaum hawa dengan melakukan ritual mandi malam di air sungai yang mengalir. Mantra bagian d. adalah mantra jampi pengobatan yang berfingsi sebagai mengusir mahluk halus yanga telah menganggu seseorang yang telah jatuh sakit dan bentuk gangguan lainya. Kemudian matra dari Ianq Usmawati a. Pengasih-asih lapaq b. Langan tindok c. Langan mandik lembain Gelemperku-gelemper apa Bismillahirrahmanir Embok’ku aik’ segare Gelemperku-gelemper lekok’ rahim engsurarat Sengegerku-sengeger apa Kumandik’ timba Ayo gelis merensu,teka Sengegerku-sengeger tindok gunung rinjani3x geger teka nangis, Marak’ cahaya si baru’ tiwok Berkat lailahaillah Aku pakai sengeger Berkat lailahailallah Pengasih-asih Fungsi mantra bagian a. Pengasih-asih lapaq” lembain mantra ini di percaya dapat merundukkan hati seseorang dalam keadaan sulit sehingga orang merasa kasihan dan berbelas kasihan setelah mantra ini di bacaakan.Mantra b. langan tindok (lewat tidur) menarik hati seseorang pada malam hari dengan mantra dibaca sebelum tidur sambil berniat bahwa seseorang itu akan jatuh hati pada kita. Fungsi mantra bagian c. Langa mandik (Lewat madi) berfungsi sebagai meningkat kan aura wajah kita sehingga orang memandang kita menjadi gagah, tampan sehingga hatinya terpikat. Kajian Psikologis Mantra “Pelet” Berdasarkan pengertianya mantra adalah sebuah pujian yang berisikan doa-doa yang melahirkan kekuatan gaib untuk mewujudkan keinginan pengguna mantra.Berdasarkan pernyataan tersebut sangatlah jelas kajian psikologis yang terdapat pada mantra yaitu adanya gangguan-gangguan reaksi kejiwaan setelah mantra itu dibacakan dan secara tidak sadar seorang yang tidak suka, benci, menjadi suka dan cinta dengan adanya bacaan 361
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mantra “pelet”dan telah dibuktikan. Kajian psikologis dalam mantra adalah suatu hal yang perwatakanya lewat tingkah laku, sikap dan perbuatan dari seseorang yang bersumber dari aspek kejiwaan yang akan melahirkan sifat-sifat yangbaik setelah proses mantra dibacakan berdasarkan bentuk dan fungsi mantra tersebut.Psikologi dalam mntra memiliki hubungan yang bersifat fungsional, keduanya berguna sebagai sarana untuk mempelajari keadaan kejiwaan yang lain. Sebelum adanya nilai sastra khususnya psikologi, karya sastra pada dasarnya merupakan bagian dari ungkapan kejiwaan pengarang. Berkaitan dengan konsep tersebut, ahli psikologi C.G Jung nmengatakan “pengarang adalah manusia biasa, mereka memiliki kepekaan jiwa sangat tinggi sehingga mampu mengungkapkan suasana batin manusia yang paling dalam. Adanya gejala kejiwaan yang bisa ditangkap oleh seseorang pengarag dari manusia lain kemudian yang bisa ditangkap oleh seorang oleh pengarang. Dalam ilmu psikologi dikatakan bahwa kemauan kita tidak bisa melahirkan tindakan lahiriah tanpa bantuan otot-otot tertentu, atau melakukan perubahan-perubahan dalam badan manusia sendiri tanpa melakukan kelenjar-kelenjar, syaraf-syaraf, otot-otot dan sebagainya yang terdapat dalam tubuh manusia. Kiranya perlu kita ketahui setiap orang itu pada dasarnya berbakat paranormal.Berikut peneliti paparkan kajian pisikologis pada mantra pelet berdasarkan tutur dari para informan, pertama berasal dari Muhammad Nasir. a. Jejuluk b. Langan besalam c. Langan sekebur lindur Rokok Bismillahirrah manirrahim Senrung tae’ langit Umbak’ iao segara iao Limping gunung limpung langit Tekolah teka geger teka gila Teka momot teka nangis Ingat jejuluk umbak’ segare sekebur lindur Kecial begantung kebangao momot
d. Bedaitk ance e. Langan Saingan galang
Rokokku Aik’ tamak’ berpulas ijo langan biwih Pendetne mas Sugul langan Ayyuhannas roaitu kumaring buit bimahabbataki Gereng repok Tetolok leq Kunede berkat tunjang polak lampak naengku lailahaillallah Tejuluk Berkat senjangke jelo lailahaillallah Berkat lailahaillallah Bismillahhirrohma nirrohim
Ularku ular ijo burare tanak Klekangku malaikat jibril pasuruk nabi Muhammad Mukaku muka ali Ku kadu teka gila teka geger Mapan aku ngadu jejuluk sengeger turun tangis Berkat lailahailallah
Berkat lailahailallah Kajian fisikologis mantra “pelet” bagian a. Jejuluk Sekebur Lindur yang yangber arti sekali kena akan membuat gempa menurt informan, Muhammad Nasir jika di kaji secara psikologisnya adanya gangguan kejiwaan pada seseorang yang tidak di lakukuan seperti biasanya setelah ritual mantra di bacakan seperti kita mau kepada seorang gadis namun si gadis menolak, malah sebaliknya menghina kita dengan proses mantra di bacakan seperti yang di jelaskan tadi maka gadis itu akan menerima cinta kita tampa dia sadar bahwa dia 362
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sebelumnya telah menolak, dan menghina kita sebelumnya. Mantra bagian b. LanganBesalam memiliki kajian psikologis mantra ini akan membuat pikiran seorang menjadi takluk kepada kita selalu mengingat-ingat dan selalu ingin bertemu setelah kita mengucap salam. Kajian psikologis mantra bagian c. Langan Rokokmantra ini mampu merubah pikiran seorang gadis yang tidak pernah dilakukan sebelumnya meskipun sudah punya pasangan di akan meninggalkan pasanganya itu tampa dia sadari siapa yang dia cintai selama ini. Kajian psikologis mantara bagian d. bedait kance saingan mantara ini mampu merubah jiwa pikir orang ke tiga/saingan dengan kata lain meluluhkan hatinya. Berlandaskan hasil kajian dari aspek psikologi dalam mantra pelet pada masyarakat di Desa Bagik Payung Selatan ditekankan pada perwatakan dan karakter masyakat, sikap masyarakat terhadap penggunaan mantra, sipat-sipat mantra dan jenis-jenis mantra faktorfaktor yang mempengaruhi karakter masyarakat.
Daftar Pustaka Damono, Sapardi Djoko. 1984. SosiologiSastra Sebuah Pengantar Ringkas.Jakarta: P3B Depdikbud. Endawarsa, S. 2008. Metodologi Penelitian Folklor, -cet 1- Yogyakarta: Media Presindo. Koeswara. 1991. Teori-Teori Kepribadian. Bandung: PT Gresco. Mahsun. 2012. Metode penelitian Bahasa Tahapan Strategi, Metode, dan Tekniknya. Jakarta: Rajawali Pers. Minderop, Albertine. 2005. Metode Karakterisasi Telaah Fiksi. Jakarta: YayasanObor Indonesia. Miles, Matthew dan A. Michael Huberman. 1992. Analisis Data Kualitatif. Jakarta : Universitas Indonesia (Terjemahan Tjetjep Rohendi Rohidi). Poerwadarmita, W.J.S. 1985. Kamus umum Bahasa Indonesia. Jakarta: Balai Pustaka. Ratna, N. K. 2007. EstetikaSastradanBudaya. Yoyakarta: Pustaka Pelajar. Sangidu. 2004. Penenlitian Sastra: Pendekatan, Teori, Metode, Teknik, dan Kiat. Yogyakarta: Unit Penerbitan Sastra Asia Barat. Segers, Rien. T. 2000. Evaluasi Teks Sastra. (Diterjemahkan oleh Suminto A Sayuti). Yogyakarta : Adicita. Sugiyono. 2012. Memahami Penelitian Kualitatif.Bandung: Alfabeta Suyasa, M. dan Richad. 2004. Teori Sastra. Mataram. Universitas Muhammadiyah Mataram. Teeuw, A.1995. Sastra Baru indonesia. Nusa Indah: Flores. Wardani, Nugraheni Eko. 2009. Makna Totalitas dalam Karya sastra. Surakarta:LPP UNS dan UNS Press. Wellek, Rane, dan Austin, Warrem. 1997. Teori Kesusastraan. Melani Budianta (penerjemah). Jakarta: Gramedia Pustaka Utama.
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Increasing Science Process Skills On Invertebrate Zoology Courses Through The Lesson Study Husnayati Hartini Universitas Hamzanwadi, Indonesia [email protected]
Abstract The purpose of this study to increasing the quality of learning through Lesson study, which is to increase science process skills with Guided Inquiry method. Implementation Lesson study carried out in four cycles. Each cycle consists of three stages, namely stage Plan (planning), Do (execution), and See (reflection). Data obtained in the form of data execution Lesson study, the data science process skills of students and data results of questionnaires to the learning that has been done. LS execution data were analyzed descriptively qualitative. Based on the research results, data science process skills of students which aspects of observing an increase of 39.70%, interpreting aspects of 42.81%, classifying aspects of 45.09%, and communicate aspects of 42.15%. Forward suggested to lecturers, especially courses in biology that emphasizes learning activities that science process skills so that later the learning process will be more meaningful. Keywords: lesson study, science process skills, guided inquiry
Pendahuluan Lesson study merupakan model peningkatan mutu pembelajaran secara kolaboratif dan berkelanjutan berlandaskan prinsip-prinsip kolegalitas dan mutual learning untuk membangun learning community (Lewis, 2002). Lesson study bukan merupakan metode atau strategi pembelajaran tetapi kegiatan yang menerapkan berbagai metode/strategi pembelajaran yang sesuai dengan situasi, kondisi, dan permasalahan yang dihadapi guru. Pada tingkat mikro, pencapaian kualitas dalam pembelajaran merupakan tanggung jawab profesional seorang dosen, sedangkan pada tingkat makro, LPTK sebagai institusi sangat bertanggung jawab terhadap pembentukan tenaga pengajar yang berkualitas, yaitu dapat berkontribusi terhadap perkem-bangan intelektual, sikap dan moral dari setiap individu peserta didik sebagai anggota masyarakat (Depdiknas Ditjen Dikti, 2005). Merujuk dari pernyataan tersebut, perguruan tinggi seperti STKIP memiliki peran yang sangat penting dalam membangun sistem pembelajaran yang berkualitas karena melalui lembaga ini akan dibentuk para calon pendidik yang nantinya akan terjun ke sekolah-sekolah dalam berbagai jenjang pendidikan. Salah satu langkah yang dilakukan untuk meningkatkan kualitas pembelajaran adalah dengan mendesain kurikulum atau mengembangkan perangkat pembelajaran yang sesuai dengan potensi daerah melalui Lesson Study (LS). Lesson Study merupakan salah satu upaya pembinaan untuk meningkatkan proses pembelajaran yang dilakukan oleh sekelompok guru/dosen secara kolaboratif dan berkesinambungan dalam merencanakan, melaksanakan, mengobservasi dan melaporkan hasil pembelajaran (Syamsuri & Ibrohim, 2008). Diharapkan melalui lesson study, kualitas pembelajaran pada program studi pendidikan biologi yang selama ini masih rendah dapat ditingkatkan. Berdasarkan hasil observasi di program studi pendidikan Biologi khususnya di mata kuliah Zoologi Invertebrata, dosen biasanya menggunakan metode ceramah dalam 364
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menyampaikan materi. Selain itu dosen juga sesekali waktu menggunakan metode praktikum agar pembelajaran menjadi lebih bermakna karena menurut Trianto (2010: 69) belajar bermakna tidak akan terwujud hanya dengan mendengarkan ceramah atau membaca pengalaman orang lain, mengalami sendiri merupakan kunci kebermaknaan. Berdasarkan hasil pembelajaran khususnya dengan metode praktikum tersebut, keterampilan proses sains yang dimiliki mahasiswa rata-rata masih rendah. Proses pembelajaran itu sendiri dipengaruhi oleh berbagai faktor yang nantinya akan mempengaruhi keberhasilan dalam pencapaian tujuan dari proses pembelajaran tersebut. Salah satu metode yang diharapkan dapat meningkatkan keterampilan proses sains mahasiswa adalah metode Inquiri Terbimbing. Dengan pembelajaran inkuiri mahasiswa tidak hanya dituntut agar menguasai materi kuliah yang diberikan, akan tetapi bagaimana mereka dapat menggunakan potensi yang dimilikinya.
Metode Penelitian Penelitian ini merupakan penelitian kualitatif yang digunakan untuk meneliti obyek yang alamiah dimana peneliti sebagai instrumen kunci, pengambilan sampel dilakukan secara purposive, teknik pengumpulannya secara gabungan dan hasil penelitiannya lebih menekankan makna daripada generalisasi (Sugiyono, 2010). Dalam hal ini dilaksanakan studi pembelajaran (Lesson Study) yang dilaksanakan terdiri dari 4 (empat) siklus atau 4 (empat) kali open lesson. Setiap siklus terdiri dari 3 tahapan, yaitu tahap perencanaan (Plan), pelaksanaan (Do) dan refleksi (See). Kajian studi pembelajaran yang dilaksanakan bertujuan untuk meningkatkan keterampilan proses sains mahasiswa yang dilaksanakan melalui metode Inquiry Terbimbing. Lesson study dilaksanakan pada semester ganjil tahun pelajaran 2014-2015. Subyek kajiannya adalah mahasiswa biologi yang sedang menempuh mata kuliah Zoologi Invertebrata yaitu mahasiswa semester III (tiga) A dengan jumlah 34 orang dan mahasiswa semester III B dengan jumlah 36 orang. Instrumen yang digunakan berupa lembar observasi dan angket. Lembar observasi digunakan untuk mengetahui sejauh mana peningkatan keterampilan proses sains mahasiswa selama proses pembelajaran dan angket digunakan untuk mengetahui pendapat mahasiswa tentang proses pembelajaran yang sudah berlangsung, termasuk perangkat pembelajaran yang sudah dikembangkan melalui Lesson Study. Analisis data yang digunakan adalah teknik statistik deskriptif. Teknik statistik deskriptif digunakan untuk mendeskripsikan data yang terkumpul dari setiap variabel penelitian.
Hasil dan Pembahasan Lesson Study pada mata kuliah Zoologi Invertebrata dilaksanakan oleh tim yang terdiri dari 9 orang, diantaranya: Husnayati Hartini, M.Si (sebagai dosen model), Dra. Hj. Hartini Haritani M.Pd, Indra Himayatul Asri, M.Pd, Nurul Fajri, M.Pd, Sarwati, M.Pd, Marhamah, M.Pd, Anas Kurniawan, M.Pd, Khairil Wajni, M.Pd, dan Nur’aini, M.Pd. Pelaksanaan Lesson study terdiri dari 4 (empat) siklus dan masing masing siklus terdiri dari tahap Plan (perencanaan), Do (pelaksanaan), dan See (refleksi). Adapun model rancangannya dapat dilihat pada gambar
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Do
See
siklus I See
Do
Do
Plan
See
siklus II Plan
See
siklus IV
Do
Plan
siklus III
Gambar 1. Model Rancangan Pelaksanaan Lesson Study pada Mata Kuliah Zoologi Invertebrata Perencanaan Dosen model menyusun perangkat pembelajaran yang terdiri dari Silabus dan RPP, menentukan materi perkuliahan yang akan disampaikan, metode dan media yang akan digunakan serta instrumen untuk mengukur penelitian. Adapun materi yang dipilih pada open class 1-2 adalah Filum Protozoa dan pada open class 3-4 adalah filum Annelida. Semua perangkat pembelajaran tersebut diberi masukan oleh tim LS guna menyempurnakan perangkat yang akan digunakan pada saat pelaksanaan Open class. Pelaksanaan Pelaksanaan open class 1 dikelas (3A) dilaksanakan pada tanggal 15 Oktober 2014 di Laboratorium Biologi STKIP Hamzanwadi Selong. Indikator yang ingin dicapai pada saat open class 1 adalah: 1) Mengamati morfologi hewan anggota filum Protozoa, 2) Mendeskripsikan karakteristik, alat gerak dan struktur tubuh kelas Rhizopoda, Flagellata, Ciliata, dan Sporozoa, 3) Membandingkan karakteristik morfologi kelas Rhizopoda, Flagellata, Ciliata, dan Sporozoa, 4) Menyusun tabel kladistik dan kladogram. Pada saat pelaksanaan mahasiswa terlihat sangat antusias untuk mengikuti perkuliahan meskipun pada saat proses pembelajaran berlangsung mahasiswa (kelompok 2 dan kelompok 4) sulit menemukan spesies protozoa pada sampel air kolam, air jerami dan air sawah. Hal ini kemungkinan disebabkan karena sampel air yang dibawa terlalu jenih (terutama air kolam dan air sawah) sehingga sulit ditemukan spesies protozoa. Pelaksanaan open class 2 (OC 2) dilaksanakan pada tanggal 23 oktober 2014 di Laboratorium Biologi STKIP Hamzanwadi Selong. Indikator yang ingin dicapai pada saat open class 2 masih sama dengan open class 1 tetapi pelaksanaannya di kelas yang berbeda (3B). Pada saat pelaksanaan mahasiswa terlihat sangat antusias untuk mengikuti perkuliahan meskipun pada saat proses pembelajaran berlangsung mahasiswa banyak terkendala oleh mikroskop yang kondisinya kurang baik sehingga mempersulit mahasiswa saat pengamatan. Namun dalam hal ketersediaan bahan (sampel protozoa) pada open class 2 ini jauh lebih representatif bila dibandingkan OC 1, sehingga sampel protozoa yang ditemukan juga bervariasi. Masing-masing kelompok mahasiswa juga sudah bisa merumuskan dan menjawab sendiri rumusan masalah yang mereka ajukan. Pelaksanaan open class 3 dilaksanakan pada tanggal 7 November 2014 di Laboratorium Biologi STKIP Hamzanwadi Selong. Indikator yang ingin dicapai pada saat open class 3 adalah: 1) Mengamati morfologi hewan anggota filum Annelida, 2) Mendeskripsikan karakteristik morfologi kelas Polychaeta, Olygochaeta dan Hirudinae, dan 3) Membandingkan karakteristik morfologi antar kelas pada filum Annelida. Pada saat pelaksanaan mahasiswa tetap terlihat sangat antusias untuk mengikuti perkuliahan. Pada OC 3 ini, karena kendala teknis dosen model melewatkan tahap apersepsi (pemutaran 366
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video) sehingga mahasiswa tidak bisa diarahkan untuk merumuskan masalah. Selain itu juga bahan yang digunakan saat praktikum belum lengkap (hanya 2 spesies cacing) yang mewakili kelas Polychaeta dan olygochaeta. Namun bila dibandingkan dengan OC 1 dan OC 2, pada OC 3 ini mahasiswa tidak mengalami banyak kendala khususnya dalam hal penggunaan alat mikroskop dan pengamatan morfologi cacing. Pelaksanaan open class 4 dilaksanakan pada tanggal 24 November 2014 di Laboratorium Biologi STKIP Hamzanwadi Selong. Indikator yang ingin dicapai pada saat OC 4 sama dengan OC ke 3. Pada saat pelaksanaan mahasiswa tetap terlihat sangat antusias untuk mengikuti perkuliahan. Masing-masing kelompok mahasiswa juga dapat merumuskan masalah serta menjawab sendiri rumusan masalahnya masing-masing. Ketersediaan bahan pada OC 4 ini juga sudah lengkap untuk tiap-tiap kelas Polychaeta, Olygochaeta dan Hirudinae dapat terwakili semua. Refleksi Hasil observasi dari para observer untuk Open Class I antara lain: mahasiswa sulit menemukan spesies protozoa karena sampel air terlalu jernih. Berdasarkan hal tersebut, dosen model merasa perlu untuk menyiapkan spesies kontrol filum Protozoa saat open class 2 sebagai bahan persiapan bagi kelompok mahasiwa yang tidak dapat menemukan spesies hewan Protozoa. Selain itu juga berdasarkan hasil observasi para observer, mahasiswa kehabisan waktu untuk melakukan pengamatan sehingga indikator no 4 (menyusun tabel kladistik dan kladogram) belum bisa tercapai. Oleh karena itu saat Open Class 2 dosen model perlu menyederhanakan LKM sehingga management waktu saat praktikum bisa lebih baik. Hasil observasi dari para observer pada OC ke 2 antara lain : beberapa kelompok mahasiswa mengalami kendala pada mikroskop elektron yang digunakan sehingga saat pengamatan struktur tubuh tidak bisa dilakukan. Pengamatan hanya bisa dilakukan hanya pada taraf morfologinya saja. Bila dibandingkan dengan OC 1, pada OC 2 rata-rata tiap kelompok mahasiswa sudah dapat merumuskan masalah dan menjawab sendiri rumusan masalah dengan benar. Pelaksanaan See (refleksi) pada open class 3 ini dipimpin oleh moderator, yaitu M. Khairul Wajni, M.Pd dan hadir pula pendamping dari DIKTI yaitu Prof. Herawati. Hasil observasi dari para observer antara lain: beberapa kelompok mahasiswa kesulitan mengamati struktur morfologi bahan seperti keberadaan tentakel tidak terlihat (pada cacing Nereis sp) serta clitellum juga tidak jelas terlihat (pada cacing Lumbricus sp). Hal ini kemungkinan disebabkan karena bahan tersebut dalam kondisi awetan sehingga beberapa bagian tubuh ada yang hilang dan rusak. Kemudian ada masukan dari Prof. Hera untuk dosen model agar saat Open class berikutnya sebaiknya menggunakan bahan segar (tidak diawetkan) agar karakteristik morfologi terlihat jelas. Selain itu juga bagi dosen model, sebelum melaksanakan praktikum bahan yang dibutuhkan agar lebih dipersiapkan dengan baik agar kegiatan praktikum bisa berjalan dengan lancar dan indikator yang ingin dicapai dapat terlaksana. Hasil observasi pada OC 4 antara lain: secara keseluruhan mulai dari kegiatan awal mahasiswa sudah terlihat siap mengikuti praktikum; Kegiatan apersepsi juga berhasil membuat antusiasme mahasiswa terhadap materi cacing annelida. Saat kegiatan inti, mahasiswa sebagian besar sudah bisa mengamati, menafsirkan dan mengelompokkan spesies dengan benar. Kegiatan akhir juga sudah bagus karena dosen model bersama-sama menyimpulkan dengan mahasiswa. Namun dalam hal management waktu untuk kegiatan 367
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inti tidak sesuai dengan apa yang diplankan. Waktu banyak dihabiskan saat pengamatan cacing nereis, hal ini disebabkan karena sampel Nereis hanya satu sehingga tiap kelompok bergantian mengamati. Berdasarkan pelaksanaan Lesson study yang sudah dilaksanakan tercipta kolaborasi antara tim. Selanjutnya dari observasi yang sudah dilaksanakan terhadap pembelajaran, dosen yang menjadi observer dapat belajar dari proses pembelajaran yang diamati. Hal ini sejalan dengan pernyataan Lewis (2002) bahwa ide yang terkandung dalam LS sebenarnya singkat dan sederhana, yakni jika seorang guru ingin meningkatkan pembelajaran, salah satu cara yang paling jelas adalah melakukan kolaborasi dengan guru lain untuk merancang, mengamati dan melakukan refleksi terhadap pembelajaran yang dilakukan.
Hasil Keterampilan Proses Sains Berdasarkan pembelajaran yang sudah dilaksanakan dideskripsikan data hasil keterampilan proses sains mahasiswa (Gambar 2). 90
persentase (100%)
80 70 60
MENGAMATI
50
MENAFSIRKAN
40
MENGELOMPOKKAN
30
MENGKOMUNIKASIKAN
20 10 0 OC 1
OC 2
OC 3
OC 4
Gambar 2. Data Keterampilan proses sains mahasiswa MK Zoologi Invertebrata Berdasarkan data keterampilan proses pada gambar 2 dapat dilihat bahwa pada OC 1 dan OC 4 terdapat peningkatan keterampilan proses sains untuk aspek mengamati sebesar 39,70%, aspek menafsirkan sebesar 42,81%, aspek mengelompokkan sebesar 45,09%, dan aspek mengkomunikasikan sebesar 42,15%. Aspek menafsirkan mengalami peningkatan yang cukup signifikan pada OC 1 dan OC 4. Pada OC 1 dan OC 2 persentase aspek mengamati masuk dalam kategori rendah (35% dan 47%), hal ini kemungkinan terjadi karena terkendala oleh mikroskop serta bahan yang digunakan belum representatif sehingga pada saat menjelaskan karakteristik hewan yang diamati (aspek menafsirkan) rata-rata kelompok mahasiswa belum maksimal (masuk kategori rendah). Persentase kisaran kategori keterampilan proses sains: 77.77%
100%
Tinggi
55.55%
77.77%
Sedang
33.33%
55.55%
Rendah
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Pada OC 3 dan OC 4 terdapat peningkatan keterampilan proses sains untuk aspek mengelompokkan dan mengkomunikasikan (masing-masing 82,35% dan 83,33%). Sedangkan aspek mengamati dan menafsirkan masuk dalam kategori sedang atau dapat dinyatakan bahwa mahasiswa belum bisa mengamati dan menafsirkan secara maksimal. Hal ini kemungkinan disebabkan oleh penyiapan bahan yang belum maksimal. Namun secara keseluruhan metode inquiry terbimbing dinilai cukup efektif dalam meningkatkan keterampilan proses sains mahasiswa pada mata kuliah Zoologi Invertebrata, hal ini dapat dilihat dari peningkatan keterampilan proses sains pada OC 1 dan OC 4 untuk aspek mengamati sebesar 39,70%, aspek menafsirkan sebesar 42,81%, aspek mengelompokkan sebesar 45,09%, dan aspek mengkomunikasikan sebesar 42,15%. Hal yang sama juga diperolah pada penelitian (lesson study) Asri (2013) pada kelas yang sama (A dan B) namun mata kuliah berbeda (MK. Anatomi Tumbuhan), diperoleh juga peningkatan keterampilan proses sains mahasiswa sebesar 8,51% dengan metode Inquiry terbimbing.
Hasil Angket terhadap Pembelajaran melalui Lesson Study. Berdasarkan proses pembelajaran yang dilaksanakan melalui Lesson Study diperoleh data tentang pendapat mahasiswa terhadap proses pembelajaran serta perangkat yang sudah dikembangkan. Data tersebut dapat dilihat pada gambar di bawah ini. 120 100 80 60 40 20 0 1
2
3
4
5
6
7
YA
8
9 10 11 12 13 14 15
TIDAK
Gambar 3. Data Hasil Angket Mahasiswa terhadap Pembelajaran yang sudah Dilakukan Melalui Lesson Study Keterangan: 1 = Pembelajaran yang telah dilaksanakan menarik. 2 = Pembelajaran menyenangkan 3 = Pembelajaran mudah dimengerti 4 = Mahasiswa termotivasi untuk belajar 5 = Pembelajaran mendorong mahasiswa untuk bekerjasama dengan teman
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6 = Pembelajaran mendorong mahasiswa dalam kemandirian belajar. 7 = Media yang digunakan menarik 8 = Media yang digunakan dapat membantu mahasiswa untuk memahami materi yang dibelajarkan 9 = Bahan ajar yang tertulis dalam LKM membantu dalam belajar 10 = Bahan ajar yang tertulis dalam LKM mudah dipahami. 11= Tugas-tugas dalam LKM memberi tantangan belajar. 12= Asesmen dan evaluasi dilakukan secara transparan 13= Asesmen sesuai dengan materi yang dibelajarkan. 14= Instrumen asesmen mudah dipahami maksudnya. 15= Soal-soal dalam tes sesuai dengan kompetensi yang dituntut. Berdasarkan data pada gambar 3 diketahui bahwa pembelajaran yang sudah dilaksanakan menarik, menyenangkan, mudah dimengerti, membuat mahasiswa termotivasi untuk belajar, menciptakan kerjasama dan mendorong kemandirian belajar, media yang digunakan menarik dan membantu mahasiswa untuk memahami materi yang dibelajarkan, bahan ajar yang tertulis dalam LKM mudah dipahami dan membantu mahasiswa dalam belajar, serta tugas-tugas dalam LKM memberi tantangan belajar bagi mahasiswa, asessmen dan evaluasi dilaksanakan secara transparan dan sesuai dengan materi yang dibelajarkan, instrumen asessmen mudah dipahami maksudnya serta soal-soal dalam tes sesuai dengan kompetensi yang dituntut.
Kesimpulan dan Saran Berdasarkan data keterampilan proses dapat disimpulkan bahwa terdapat peningkatan keterampilan proses sains (OC 1dan OC 4) untuk aspek mengamati sebesar 39,70%, aspek menafsirkan sebesar 42,81%, aspek mengelompokkan sebesar 45,09%, dan aspek mengkomunikasikan sebesar 42,15%. Disarankan kepada dosen khususnya program studi biologi bahwa dalam kegiatan pembelajaran agar lebih mengedepankan keterampilan proses sains mahasiswa sehingga nantinya proses pembelajaran akan menjadi lebih bermakna. Pelajaran berharga bagi dosen model : 1. Melalui LS dosen lebih memahami kemampuan tiap mahasiswa (semua terekam), sehingga dosen bisa memberikan bimbingan dan motivasi bagi mahasiswa yg bermasalah dalam belajar. 2. LS banyak membantu dalam pembuatan perangkat pembelajaran 3. LS dapat membuat dosen model lebih inovatif dalam menentukan metode pembelajaran yg digunakan.
Daftar Pustaka Asri, Indra Himayatul, 2013. Meningkatkan keterampilan proses sains melalui penerapan metode inquiry terbimbing Pada materi jaringan tumbuhan (Lesson Study MK Anatomi Tumbuhan). Selong. STKIP Hamzanwadi Selong Depdiknas, Dirjen Dikti, 2005. Peningkatan Kualitas Pembelajaran. Jakarta: Direktur Pembinaan Tenaga Kependidikan dan Ketenagaan Perguruan Tinggi 370
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Lewis Catherine., 2002. Lesson Study: A Handbook of Teacher-Led Instructional Change. Philadelphia: Published by Research for Better Schools Inc. Sugiyono, 2012. Metode Penelitian Kuantitatif, Kualitatif dan R & D. Bandung: Penerbit Alfabeta. Syamsuri & Ibrohim, 2008. Lesson Study (Studi Pembelajaran). Malang: Penerbit Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Malang.
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Influence Of Media-Based Learning Environment Against Student Results In Economics Lesson In Class X MA NW Kotaraja Learning Year 2015/2016 Huzain Jailani Universitas Hamzanwadi, Indonesia [email protected]
Abstract This study aims to determine the effect of a positive and significant use of Media-Based Learning Environment Against Student Results In Subject IPS economy class X in the MA NW to the capital in the school year 2015/2016. This research was conducted from 13 April to 13 June 2016. This study took place in the Supreme Court NW to the capital in the school year 2015/2016. This type of research is a quasi-experimental research, the population is all students of class X MA NW to the capital, amounting to 107 people consisting of four classes, and the sample in this research is class X.1 as an experimental class with the number of students 24 and X.2 class as a class control the number of students 23 people, so the sample amounted to 47 people.The result showed that the data were normally distributed and homogeneous, X count for data normality test control class is 5.74 and the experimental class of 4.70 x Table of 11.07. Because. Then the existing data were normally distributed, and to test the homogeneity obtained the F-count t-table then H0 is rejected and Ha is received which indicates that the use of media-based learning environment significant positive effect on student learning outcomes in social studies class X in the MA economics NW to the capital in the academic year 2015/2016 Keywords: media based learning environment, learning outcomes
Pendahuluan Pendidikan nasional bertujuan untuk meningkatkan kualitas manusia Indonesia, yaitu manusia yang beriman dan bertakwa terhadap Tuhan Yang Maha Esa, berbudi pekerti luhur, berkepribadian, berdisiplin, bekerja keras, tangguh, tanggung jawab, mandiri, cerdas dan terampil, serta sehat jasmani dan rohani, pendidikan nasional juga harus mampu menumbuhkan dan memperdalam rasa cinta pada tanah air, mempertebal semangat kebangsaan dan rasa kesetiakawanan social, sejalan dengan itu dikembangkan iklim belajar mengajar yang dapat menumbuhkan rasa percaya diri serta sikap dan perilaku yang inovatif dan kreatif. Dengan pendidikan nasional akan mampu mewujudkan manusiamanusia pembangunan yang dapat membangun dirinya sendiri serta bersama sama bertanggung jawab atas pembangunan bangsa (Muhammad,dkk. 1997:79).Salah satu upaya untuk meningkatkan mutu pendidikan adalah dengan memperbaiki proses pembelajaran disekolah dengan menggunakan berbagai metode dan strategi baru serta media pembelajaran yang dapat mendukung aktivitas pembelajaran disekolah, dalam proses pembelajaran guru harus bisa menentukan berbagai strategi dan mampu menggunakan media pembelajaran dengan baik agar siswa dapat belajar secara efektif dan efesien sehingga tercapai tujuan yang diharapkan.
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Berdasarkan observasi awal yang dilakukan peneliti dan informasi yang didapatkan dari guru ekonomi kelas X MA NW Kotaraja bahwasannya hasil belajar siswa kelas X masih rendah, dimana Nilairata-rata ulangan harian siswa pada semester satu kelas X. 1 adalah 5,06 dan kelas X.2 adalah 5,75. Kelas X.3 adalah 5,50. Lebih jelasnya dapat dilihat dalam table berikut: Tabel : 1 Data Hasil Ulangan Harian Pelajaran Ekonomi Siswa Kelas X Semester I Tahun Pembelajaran 2015 / 2016 No Kelas Nilai Rata-rata KKM Jumlah siswa 1 X. 1 5,06 75 24 2 X. 2 5,75 75 23 3 X. 3 5,50 75 29 4 X. 4 5,87 75 31 Sumber : Daftar Nilai Guru Ekonomi MA NW KotarajaTahun Pembelajaran 2015 / 2016 Rendahnya hasil belajar siswa menunjukkan bahwa kemampuan/penguasaan siswa terhadap materi masih kurang, hal ini disebabkan karena beberapa faktor diantaranya yaitu faktor internal siswa seperti kesiapan siswa, minat, motivasi, dan kemampuan awal siswa. kemudian factor eksternal seperti metode dan pendekatan yang diterapkan oleh guru, dimana guru terkadang melupakan metode pembelajaran yang sifatnya mengaktifkan siswa, guru kurang kreatif dalam membuat dan menyediakan media belajar. Pembelajaran berbasis lingkungan adalah suatu pembelajaran yang memanfaatkan lingkungan sebagai sasaran belajar, sumber belajar, dan sarana belajar. Hal tersebut dapat dimanfaatkan untuk memecahkan masalah Karena anak usia sekolah memiliki rasa ingin tahu yang besar, melakukan eksplorasi dan menanggapi rangsangan yang diterima oleh panca indranya. Kecendrungan anak usia sekolah yang senang bermain dan bergerak menyebabkan siswa lebih menyukai belajar lewat ekplorasi dan penyelidikan diluar ruang kelas dalam hal ini lingkungan sekolah.Anshari (1993:43) Tujuan penelitian ini adalah untuk mengetahui pengaruh yang positif dan signifikan penggunaan Media Pembelajaran Berbasis Lingkungan Terhadap Hasil Belajar Siswa Pada Mata Pelajaran IPS ekonomi kelas X di MA NW kotaraja Tahun Pembelajaran 2015/2016 Berdasarkan uraian diatas, peneliti mencoba salah satu metode untuk meningkatkan hasil belajar siswa yaitu dengan menerapkan metode pembelajaran yang dapat memberikan pengalaman, kemampuan dan keingintahuan kepada siswa tentang materi yang diajarkan. Untuk itu peneliti tertarik untuk mengadakan peneitian dengan judul “ Pengaruh Penggunaan Media Pembelajaran Berbasis Lingkungan Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Ekonomi Di Kelas X MA NW Kotaraja Tahun Pembelajaran 2015 / 2016”.
Metode Penelitian Penelitian ini menggunakan pendekatan kuantitatif dengan metode penelitian eksperimen, penelitian eksperimen yang dipakai adalah Eksperimen Kuasi. Adapun jenis design yang digunakan peneliti adalah dengan menggunakan Pretest-Posttest Control Group Design.Populasinya adalah semua siswa kelas X MA NW kotaraja yang berjumlah 107 orang yang terdiri dari empat kelas, dan yang menjadi sampel dalam penelitian ini adalah 373
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siswa kelas X.1 sebagai kelas eksperimen dengan jumlah siswa 24 orang dan kelas X.2 sebagai Kelas kontrol dengan jumlah siswa 23 orang, jadi sampel berjumlah 47 orang. Tehnik pengumpulan data yang dipakai dalam penelitian ini adalah tes hasil belajar yang terdiri dari pre-tes dan post-tes serta observasi yang dilakukan untuk mengamati berlangsungnya penelitian, Untuk menganalisis data peneliti menganalisis data dengan menggunakan uji persyaratan analisis seperti uji normalitas data, uji homogenitas data dan uji hipotesis,
Hasil dan Pembahasan Hasil Dari hasil penelitian yang dilakukan di MA NW Kotaraja diketahui bahwa skor tertinggi, skor terendah dan nilai rata-rata untuk nilai pre-tes dan post-tes siswa pada kelas eksperimen dan kelas kontrol dapat dilihat dalam tabel berikut: Tabel : 2 Deskripsi data Hasil pre-test kelas eksperimen dan control Kelas Eksperimen Control
Jumlah 24 23
Nilai tertinggi 75 75
Nilai terendah 46 46
Rata-rata 63,54 62,86
Tabel : 3 Deskripsi data Hasil post-test kelas eksperimen dan control Kelas Eksperimen Control
Jumlah
Nilai tertinggi
Nilai terendah
Rata-rata
24 23
93 83
63 54
78,25 69,17
Dari hasil pengukuran prestasi belajar siswa pada pelajaran ekonomi, di kelas ekperimen diperoleh nilai rata-rata = 78,25 dan standar deviasi = 6,42. Hal ini berarti bahwa prestasi belajar siswa tergolong sangat tinggi. Agar tampak lebih jelas, hasil pengukuran prestasi belajar siswa disajikan pada tabel berikut. Tabel : 4 Distribusi Frekuensi Prestasi Belajar Siswa pada Kelas Eksperimen No. 1. 2. 3. 4. 5. 6.
Interval 63 - 67 68 - 72 73 - 77 78 - 82 83 - 87 88 - 92 Jumlah
Nilai Tengah 65 70 75 80 85 90 465
Frekuensi Absolut 2 1 5 10 4 2 24
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Frekuensi Relatif 8,3% 4,2% 20,8% 41,7% 16,7% 8,3% 100%
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Tabel 4 memperlihatkan bahwa sebanyak 33,3 % siswa memperoleh nilai di bawah ratarata, sebanyak 41,7% memperoleh nilai di sekitar rata-rata, dan sebanyak 25% siswa memperoleh nilai di atas rata-rata prestasi belajar ekonomi siswa yang mengikuti pembelajaran dengan menggunakan media pembelajaran berbasis lingkungan. Selain itu Berdasarkan tabel tesebut diatas juga tampak bahwa frekuensi tertinggi terletak pada rentang 78-82 dan frekuensi terendah terletak pada rentang 68-72. Dari hasil pengukuran prestasi belajar siswa pada pelajaran ekonomi, di kelas control diperoleh nilai rata-rata = 69,17 dan standar deviasi = 7,04. Hal ini berarti bahwa prestasi belajar siswa tergolong tinggi. Agar tampak lebih jelas, hasil pengukuran prestasi belajar siswa disajikan pada tabel berikut. Tabel : 5 Distribusi Frekuensi Prestasi Belajar Siswa pada Kelas control No. 1. 2. 3. 4. 5. 6.
Interval 54 - 58 59 - 63 64 - 68 69 - 73 74 - 78 79 - 83 Jumlah
Nilai Tengah 56 61 66 71 76 81 411
Frekuensi Absolut 2 3 5 9 1 3 23
Frekuensi Relatif 8,7 13,1 21,7 39,1 4,3 13,1 100%
Tabel 5: memperlihatkan bahwa sebanyak 43,5 % siswa memperoleh nilai di bawah ratarata, sebanyak 39,1% memperoleh nilai di sekitar rata-rata, dan sebanyak 17,4% siswa memperoleh nilai di atas rata-rata prestasi belajar ekonomi siswa yang mengikuti pembelajaran dengan menggunakan pembelajaran konvensional. Berdasarkan tabel prestasi belajar ekonomi siswa yang mengikuti pembelajaran tanpa media berbasis lingkungan, tampak bahwa frekuensi tertinggi terletak pada rentang 69-73 dan frekuensi terendah terletak pada rentang 54-58. Uji Normalitas Pengujian normalitas data dimaksudkan untuk mengetahui apakah data yang akan dianalisis dengan statistika berdistribusi normal atau tidak,
( fo f h )2 2 Dengan menggunakan rumus dari tabel nilai hitung diperoleh 2,30; fh i 1 k
2
sedangkan nilai 2tabel pada taraf signifikan 5% dengan dk = k-1 = 6-1 = 5 adalah 11,07. Jika
2hitung 2tabel , maka data tidak terdistribusi normal, sedangkan jika
2hitung 2tabel , maka data terdistribusi normal. Dari hasil perhitungan ternyata
2hitung 2tabel yaitu 5,74 < 11,07.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Uji Homogenitas Uji homogenitas bertujuan untuk mengetahui seragam tidaknya varians sampel-sampel yang diambil dari populasi yang sama. Pengujian homogenitas sampel menjadi sangat penting apabila peneliti bermaksud melakukan generalisasi terhadap populasi. Adapun hasil uji homogenitas dapat dilihat pada tabel berikut: Tabel :6 Hasil Uji Homogenitas Kelas Eksperimen dan Kelas Kontrol Pre-Test Kelas
Standar deviasi (SD)
Varians ( )
F hitung
F Tabel
Eksperimen 6,70 44,89 1,94 2,04 Control 4,81 23,13 Karena Fhitung < Ftabel maka varians kedua kelompok data adalah homogen. Uji hipotesis Uji hipotesis dilakukan untuk mengetahui ada tidaknya perbedaan setelah diberi perlakuan antara pre-test dengan post-test untuk kelas eksperimen dan kelas kontrol. Adapun hasil uji hipotesis dapat dilihat pada tabel berikut. Tabel :7 Hasil Uji Hipotesis Kelas Eksperimen dan Kelas Kontrol Kelas
Jumlah siswa
Rata-rata
Varians ( )
t hitung
t Tabel
Eksperimen 24 14,71 728,96 3,22 1,68 Control 23 10,17 325,31 Dari tabel diatas menunjukkan t-hitung > t-tabel yakni :3,22 > 1,68 maka Ho ditolak dan Ha diterima. Pembahasan Merujuk pada hasil penelitian, Kegiatan pembelajaran pada kelas eksperimen dengan menggunakan media Pembelajaran Berbasis lingkungan, pada kegiatan awal guru menjelaskan dan memberikan pengarahan tentang cara yang akan digunakan dalam belajar. selanjutnya guru memberikan masalah kepada siswa yang sering kali terjadi dalam kehidupan sehari-hari kemudian guru memberikan materi terkait tentang masalah yang diberikan sebelumnya. dalam pembelajaran ini guru mengenalkan uang dengan memanfaatkan uang rupiah siswa serta mengenalkan uang asing berupa ringgit yang telah disiapkan peneliti, juga sebagai media lingkungannya peneliti juga memanfaatkan lingkungan social berupa siswa sebagai media simulasi dalam perbankan, melakukan apa yang dilakukan seseorang dalam transaksi perbankan. selain itu peneliti juga menugaskan siswa untuk memanfaatkan lingkungan social masyarakat yang telah berhubungan dengan perbankan untuk menanyakan sesungguhnya apa yang di ketahui tentang perbankan bagi masyarakat. Evaluasi dalam penelitian ini peneliti memberikan post-tes kepada siswa sebanyak 10 butir soal essay untuk mengukur sejauh mana hasil belajar siswa, berdasarkan hasil penelitian, yakni untuk hasil pre-test yang telah diberikan kepada siswa sebelum di berikan perlakuan dapat dilihat bahwa nilai tertinggi 75 dan nilai terendah 46 sedangkan nilai rata-rata 63,54
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sedangkan untuk post-tes dapat dilihat bahwa nilai tertinggi 92 dan nilai terendah 63, sedangkan nilai rata-rata adalah 78,25 Kegiatan pembelajaran pada kelas kontrol, siswa diberikan perlakuan dengan menggunakan pembelajaran dengan metode konvensional, dimana peneliti hanya mengajar dengan cara ceramah dan memberikan materi tentang uang dan perbankan. Untuk hasil belajar siswa pre-test dapat dilihat bahwa nilai tertinggi 75, nilai terendah 46 dan nilai ratarata 62,8. untuk pos-tes nilai tertinggi 83, nilai terendah 54, dan nilai rata-rata 69,17. Sedangkan untuk uji hipotesis dilakukan dengan menggunakan uji T yang dilakukan untuk mengetahui perbedaan antara kelas eksperimen dan kelas control dari hasil pre-test dan post-test yang diberikan kepada siswa. setelah selesai dilaksanakan eksperimen, maka hasil kedua kelompok diolah dengan membandingkan kedua mean. Dari perhitungan didapatkan besar thitung> ttabel yakni 3,22 > 1,68sehingga dapat disimpulkan bahwa hipotesis H0ditolak dan Ha diterima. Hal ini berarti bahwa terdapat perbedaan yang signifikan antara kelas eksperimen dengan kelas kontrol, artinyaAda pengaruh yang positif dan signifikan penggunaan Media Pembelajaran Berbasis Lingkungan terhadap hasil belajar siswa pada mata pelajaran ekonomi pada pokok bahasan uang dan perbankan sebagai upaya meningkatkan hasil belajar siswa kelas X di MA NW Kotaraja Tahun Pembelajaran 2015/2016”. Melihat peningkatan hasil belajar yang terjadi sewaktu diberikan pre-test menuju post-tes seperti yang telah diuraikan pada hasil penelitian sebelumnya, menunjukkan bahwasannya hal ini mendukung teori yang disampaikan oleh Sudjana, 2002. tentang faktor-faktor yang mempengaruhi hasil belajar siswa diantaranya : 1). motivasi, 2). waktu yang tersedia untuk belajar dan menjelaskan pelajaran, 3). kualitas pengajaran, 3). kemampuan individu, dalam penelitian ini, factor-faktor tersebut tampak ketika penelitian, Motivasi siswa meningkat ketika diberikan perlakuan pembelajaran berbasis lingkungan, hal ini mendukung teori yang menyatakan : penggunaan motivasi yang tepat akan menimbulkan minat, moral yang baik dan belajar efektif, Teori Sudjana, tentang waktu belajar bahwa: Kapasitas belajar masing-masing individu berbeda-beda, seseorang yang memiliki kapasitas belajar yang lebih tinggi maka hasil yang di peroleh akan tinggi, waktu yang cukup untuk belajar bagi siswa dapat meningkatkan penguasaan terhadap materi yang diajarkan sehingga akan meningkatkan hasil belajar, dalam penelitian ini waktu yang diberikan siswa cukup lues dan baik dalam belajar sehingga siswa dapat berdiskusi dengan baik tidak terburu waktu. Selanjutnya teori sudjana yang menyatakan : hasil belajar siswa akan meningkat jika diberengi dengan system pembelajaran yang berkualitas. terkait dengan penelitian ini media pembelajaran berbasis lingkungan adalah system pembelajaran yang berkualitas karena dapat merubah pola pembelajaran yang monoton menjadi lebih bermakna dan menyenangkan
Simpulan dan Saran Simpulan Tujuan dari penelitian ini adalah untuk mengetahui pengaruh variabel bebas X (media pembelajaran berbasis lingkungan) terhadap varibel terikat Y (hasil belajar siswa) pada kelas X MA NW Kotaraja tahun pembelajaran 2014/2015. Hasil Uji prasyarat analisis untuk Uji Normalitas dilakukan dengan rumus Chi-kuadrat, Hasil perhitungan yang 377
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dilakukan dengan menggunakan rumus chi-kuadrat, ternyata hitung tabel yaitu 5,74 < 11,07. yang menunjukkan data terdistribusi normal. dan untuk uji homogenitas dilakukan dengan uji F, dan berdasar hasil perhitungan, Karena F-hitung < F-Tabel yaitu 1,94 < 2,04 maka varians kedua kelompok data adalah homogen. 2
2
Berdasarkan hasil penelitan dan hasil analisis data didapatkan bahwa Hasil uji hipotesisnya adalah thitung> ttabel yakni 3,22 > 1,68 sehingga dapat dikatakan hipotesis H0 ditolak dan Ha diterima.maka dapat ditarik kesimpulan bahwa : Terdapat pengaruh yang positif dan signifikan penggunaan Media Pembelajaran Berbasis Lingkungan terhadap hasil belajar siswa pada mata pelajaran ekonomi pada pokok bahasan uang dan perbankan sebagai upaya meningkatkan hasil belajar siswa kelas X di MA NW Kotaraja Tahun Pembelajaran 2015/2016 Saran Kepada guru (khususnya guru ekonomi) diharapkan hendaknya membiasakan memperkenalkan danmenggunakan metode pembelajaran baru agar siswa lebih mudah beradaptasi dan tidak merasa bosan serta pelajaran ekonomi khususnya menjadi menyenangkan yakni salah satunya menggunakan media pembelajaran berbasis lingkungan. Kepada siswa disarankan hendaknya berusaha untuk bisa mandiri, kreatif, dapat memecahkan masalah, meningkatkan keterampilan dan berfikir secara logis serta dapat memanfaatkan media media lingkungan sebagai sarana dalam pembelajaran, siswa tidak hanya dapat belajar di lingkungan sekolah tapi siswa juga dapat memanfaatkan lingkungan sekitanya untuk mendukung pemahaman siswa tentang ekonomi. Kepada lembaga sekolah diharapkan untuk lebih memperhatikan metode pembelajaran yang digunakan dalam upaya meningkatkan hasil belajar siswa khususnya pada mata pelajaran ekonomi Kepada peneliti lain yang melakukan penelitian dengan penilitian yang sama disarankan untuk melakukan penelitian lanjutan yang lebih luas dan mendalam serta berusaha untuk mengungkapkan faktor-faktor yang belum ditemukan dalam penelitian ini agar hasil penelitian lebih obyektif karena hasil penelitian masih jauh dari baik. penelitian ini hanya sebatas mencari pengaruh media pembelajaran berbasis lingkungan terhadap hasil belajar siswa, diharapkan peneliti lain lebih menyentuh aspek lain seperti, keaktifan belajar, motivasi belajar, minat belajar, peningkatan hasil belajar, dan aspek-aspek lainnya upaya peningkatan kualitas pembelajaran
Daftar Pustaka Anshari, HM. 1993. Bakat dan LIngkungan dalam Proses Pendidikan. Surabaya: Usaha Nasional. Arikunto, Suharsimi. 2002. Prosedur Penelitian suatu pendekatan praktek. Jakarta : PT. Rineka Cipta ------------------------. 2006. Prosedur Penelitian. Jakarta : PT. Rineka Cipta ------------------------. 2009. Dasar-Dasar Evaluasi Pendidikan. Jakarta : Bumi Aksara Masri Muhammad,Dkk. 1997 Materi Latihan Kerja Guru Pendidikan Pancasila dan Kewarganegaraan. Jakarta: Departemen Pendidikan dan Kebudayaan Nurkencana. 1992. Evaluasi Hasil Belajar. Surabaya : Usaha Nasional
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Oktaria, Renti. 2007. Analisis Model Pembelajaran. Bekasi: sekolah Tinggi Agama Islam Bani Saleh Bekasi. Sanjaya, Wina 2007. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana Sudjana dan Rivai. 2010. Media Pengajaran. Bandung: Sinar Baru Algesindo. Sugiyono. 2010. Statistika Untuk Penelitian. Bandung : Alfabeta Sugiyono. 2011. MetodePenelitian Kuantitatif Kualitatif dan R & D. Bandung : Alfabeta.
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IPA Integrated Development Of Learning Media Web-Based in Class VIII MTs N. Wanasaba Indra Himayatul Asri Universitas Hamzanwadi, Indonesia [email protected]
Abstract This development study aims to develop a Web-based Learning Media in Integrated Science subject is class VIII MTs valid and effective. The development model used is a model development of 4D, see the limitations of time and funds, hence of 4 steps 4D model researchers only until the third phase is in the pilot phase of products, namely: (1) the potentials and problems, (2) collect information, (3 ) the design of the product, (4) design validation, (5) design revisions, and (6) the trial product. From the observations conducted by researchers at the school discovered the problem, which still has not developed a Web-based learning materials in schools, student learning in class VIII MTs. N. Wanasaba still use the lecture method. Results of research development Media WebBased Learning based on the display value with value - average is 3 validation results 48 are in the category of 2.60
Pendahuluan Untuk mewujudkan cita-cita bangsa dan tujuan Pendidikan nasional yang berdasarkan Pancasila dan Undang-Undang Dasar Negara Republik Indonesia Tahun 1945 berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk mengembangkan potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepadaTuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warganegara yang demokratis serta bertanggungjawab. Untuk mengemban fungsi tersebut pemerintah menyelenggarakan suatu system pendidikan nasional sebagaimana tercantum dalam Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Kemajuanteknologimembuatmanusia secara sengaja atau tidak sengaja telah dan akan berinteraksi terhadap teknologi. Media elektronik sebagai akibat dari perkembangan teknologi, mendapat tempat dan perhatian yang cukup besar bagi para peserta didikdanbesarpengaruhnyaterhadapperkembanganpendidikan.
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Namun berdasarkan survey awal di Madrasah Tsanawiah (MTs) Negeri Wanasaba bahwa kegiatan pembelajaran mata pelajaran IPA Terpadu masih belum efektif karena dipengaruhi oleh banyakfactor diantaranya tingkat kecerdasan, sikap, bakat, minat, dan motivasi. Selain itu, faktor non sosial yang meliputi alat-alat belajar, keadaan cuaca, dan waktu belajar yang digunakan siswa dikarnakan tidak adanya sarana pendukung seperti jaringan internet menjadi salah satu sumber belajar yang menarik bagi siswa. Maka salah satu cara untuk mengaktifkan siswa dalam belajar adalah menggunakan Media Pembelajaran Siswa dalam pengembangan berbasis Web, karena mediaWebmenempatkan siswa lebih banyak belajar sendiri, mengembangkan kekreatifan dalam pemecahan masalah secara ilmiah. Rumusan masalah dalam penelitian ini adalah: bagaimanakah pengembangan media pembelajaran berbasis web pada materi struktur fungsi jaringan pada tumbuhan di kelas VIII MTs. Negeri Wanasaba Tahun Pelajaran 2014/2015 ?. Tujuan penelitian ini untuk mengembangkan media pembelajaran berbasis web pada materi struktur fungsi jaringan pada tumbuhan di kelas VIII MTs. Negeri Wanasaba Tahun Pelajaran 2014/2015.
Metode Penelitian Jenis penelitian yang di lakukan oleh peneliti yaitu pengembangan Media Pembelajaran berbasis Web.Thiagarajan (Nawadi, 2012:68) membagi model pengembangan pembelajaran atas empat tahap yang dikenal dengan sebutan model 4D.Melihat keterbatasan waktu dan dana, maka dari 4 langkah model 4D peneliti hanya sampai pada tahap Ketiga yaitu pada tahap ujicoba produk.Jenis data yang diperoleh dari hasil uji coba produk pengembangan Media Pembelajaran IPATerpadu Berbasis Web adalah data kualitatifdan data kuantitatif. Instrumen penelitian yang digunakan berupa lembar validasi dan angket, yang terdiri dari Lembar Validasi (Validasi Ahli Tampilan, Ahli Materi dan Guru Mata Pelajaran) dan angket (Angket Siswa). Data hasil penelitian ini adalah berupa tanggapan tim ahli yaitu ahli materi dan ahli tampilan, guru dan siswa terhadap kualitas produk yang dikembangkan. Data yang berupa skor tanggapan ahli, guru dan siswa dianalisis secara deskriptif kualitatif dengan tekhnik kategorisasi. Skor yang diperoleh, kemudian dikonversikan menjadi data kualitatif skala lima. Tabel 1. Konversi Data Kuantitatif ke Data Kualitatif dengan Skala Lima Rumus
Klasifikasi
X > + 1,8 sbi
Sangat baik
+ 0,6 x sbi < X ≤
+ 1,8 sbi
Baik
- 0,6 x sbi < X ≤
+ 0,6 sbi
Cukup Baik
- 1,8 x sbi < X ≤
- 0,6 sbi
Kurang Baik
X
- 1,8 sbi
Sangat Kurang Baik
Hasil Penelitian dan Pembahasan Penelitian dengan judul “Pengembangan Media PembelajaranIPA Terpadu Berbasis Webpada Siswa Kelas VIII MTs. N. Wanasaba”telah dilaksanakan dan terkumpul berbagai data yang diperlukan dalam penelitian. Data-data ini kemudian dianalisis untuk 381
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mengetahui layak tidaknya Media Pembelajaran digunakan oleh siswa dalam pembelajaran. Pengembangan Media Pembelajaran IPA Terpadu ini dilakukan dengan model pengembangan 4Dmengacu pada langkah-langkah penelitian pengembangan Menurut Thiagarajan (Nawadi, 2012:68) membagi model pengembangan pembelajaran atas empat tahap yang dikenal dengan sebutan model 4D, tetapi peneliti hanya sampai pada tahap ke tiga yaitu uji coba produk terbatas dalam hal ini adalah uji coba dalam kelompok kecil. Dalam proses penelitian pengembangan ini banyak temuan-temuan yang di temukan dari saran dan komentar tim ahli dan guru matapelajaran IPA Terpadu yaitu dengan membuatlebih menarik desain Web, menyesuaikan prangkat pembelajaran dengan judul dan media pembelajaran, materi yang disajikan disarankan lebih banyak menggunakan kalimat sederhana sehingga bahasa yang digunakan lebih mudah di mengerti oleh pembaca. Sesuai saran dan komentar dari guru matapelajaran IPA Terpadu ditemuakan saran dan komentar untuk penambahkan komponen indikator, dan daftar check list untuk mengukur kemampun siswa, dan mengganti gambar-gambar yang disajikan pada Web dengan gambar yang lebih menarik dan lebih jelas, yang biasa dilihat dan mudah dipahami oleh siswa sesuai dengan pengalaman kehidupannya sehari-hari dengan lingkungan. Hasil penelitian pengembangan Media Pembelajaran Berbasis Web berdasarkan nilai tampilan dengan nilai rata – rata yaitu 3 hasil validasi 48 berada di kategori 2.60
∑Per Aspek
Aspek yang Dinilai
1
IlustrasiGrafis
15
2
PengaturanHurufdanParagraf
15
3
Kebahasaan
18
Jumlah
48
Nilai Rata-rata
3
Kategori
CukupBaik (Cukup Valid)
Hasil Validator Ahli Materi Tabel 3. 382
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Hasil Validasi Media Pembelajaran IPA Terpadu Berbasis Web Oleh Ahli Materi Aspek yang Dinilai ∑Per Aspek KualitsWeb 22 Bahasadanpenulisan 21 KepraktisandanKeluasan 8 Evaluasi 8 Jumlah 59 Nilai Rata-rata 4,21 Katagori Cukup Baik (Valid) Hasil Validasi Untuk Guru Mata Pelajaran No 1 2 3 4
Tabel 4. Hasil Validasi Media Pembelajaran IPA Terpadu Berbasis Web Oleh Guru No
Aspek yang Dinilai
∑Per Aspek
1
KelayakaniniWeb
19
2
BahasaPenulisandanEvaluasi
51
Jumlah
70
Nilai Rata-rata
4,2
Kategori
Baik (Valid)
Hasil Angket Untuk Siswa Data angket respon siswa diperoleh dari penjumlahan jawaban yang diberikan keresponden (32 siswa) berada dalam interval 81% - 100% yaitu kategori sangat baik. Sehingga pembelajaran menggunakan Media Pembelajaran IPA Terpadu dikatakan efektif atau layak untuk digunakan.
Kesimpulan dan Saran Dari hasil penelitian pengembangan Media Pembelajaran Berbasis Web berdasarkan ahli tampilan dengan nilai rata-rata yaitu 3hasil validasi 48 berada di katgori 2,60 < x < 3.40 yaitu berarti validasi dari ahli tampilan merespon dengan cukup baik (cukup valid,) ahli materi dengan nilai rata-rata yaitu 4.21hasilvalidasi oleh ahli materi adalah 59 berada di katgori 3.40 < x < 4.21 yaitu berarti ahli materi merespon dengan baik, hasil penelitian pengembangan berdasarkan validasi guru mata pelajaran di peroleh nilai rata-rata 4.2 hasil validasi adalah 63 berada dikategori 3.40 < x < 4.21 bahwa guru menilai Media Pembelajaran Berbasis Web berarti baik (valid) untuk digunakan ke siswa kelas VIII MTs Negeri Wanasaba. Sedangkan hasil angket respon siswa terhadap Media Pembelajaran Berbasis Web diperoleh nilai 292 dengan katagori sangat baik, jika dipersentasekan respon siswa sebesar 86% dengan kategori siswa sangat merespon Media Pembelajaran Berbasis Web. Sehingga pembelajaran menggunakan Media Pembelajaran Berbasis Web dikatakan efektif atau layak untuk digunakan. Penelitian pengembangan modul ini masih memerlukan tindak lanjut agar diperoleh Media Pembelajaran Berbasis Web yang lebih berkualitas dan dapat digunakan dalam pembelajaran IPA Terpadu (biologi) secara efektif
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Daftar Pustaka Aini, Dara. 2012. Definisipelatihandanpengembangan: http://daraainy.blogspot.com. Di akses12/02/2014. Daryanto. 2012. Media Pembelajaran. Bandung: PT. SARANA TUTORIAL NURAINI SEJAHTERA. Ginajar, Anton. 2010. Pengembangan media pembelajaranmodulinteraktif Mata kuliahpemindahantanahmekanik: Di akses10/02/2014. Sadiman, AriefS..dkk., 2011. Media PendidikanPengertian, Pengembanagn, dan Pemanfaatannya.Jakarta: PT. RAJAGRAFINDO PERSADA.
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Penggunaan Media Audio dan Layanan Bimbingan Kelompok dalam Upaya Meningkatkan Kemampuan Berbicara Bahasa Indonesia pada Anak Kelompok B Tk Masbagik Jamali Universitas Hamzanwadi, Indonesia [email protected]
Abstrak Penggunaan Media Audio Dan Layanan Bimbingan Kelompok Dalam Upaya Meningkatkan Kemampuan Berbicara Bahasa Indonesia Pada Anak Kelompok B masbagik. Penelitian ini bertujuan untuk mengetahui penggunaan media audio dan layanan bimbingan kelompok dalam upaya meningkatkan kemampuan berbicara Bahasa Indonesia pada Anak TK masbagik. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK). Alat pengumpulan data yang digunakan untuk mengumpulkan data tingkat kemampuan berbahasa siswa melalui layanan bimbingan kelompok dan media audio adalah menggunakan pedoman observasi. Hasil penelitian disajikan sebagai uraian deskripsi siklus I dan II serta hasil pengujian hipotesis tindakan. Hal ini terlihat dari peningkatan jumlah anak didik yang berkategori baik atau cukup dari sebelum melakukan tindakan sampai setelah dilakukan tindakan pada setiap siklus serta rata-rata siswa secara keseluruhan. Sebelum dilakukan tindakan terdapat jumlah siswa dengan kategori cukup sebanyak 4 orang anak dan 11 orang siswa berkategoti kurang dengan rata-rata siswa 23,26 termasuk dalam kategori kurang. Setelah diberikan tindakan melalui media audio dan layanan bimbingan kelompok pada siklus I, terjadi peningkatan dimana jumlah siswa dengan kategori baik sebanyak 7 orang siswa, kategori cukup sebanyak 6 orang siswa dan 2 orang siswa masuk dalam kategori kurang dengan rata-rata 35,93 termasuk dalam kategori cukup. Pada siklus II terjadi peningkatan yang lebih signifikan dibandingkan pada siklus I yaitu dimana jumlah siswa dengan kategori tinggi sebanyak 13 orang siswa, dan 2 orang siswa dengan kategori cukup dengan rata-rata 50,12 termasuk dalam kategori baik. Kata kunci : media audio, bimbingan kelompok, kemampuan berbicara bahasa Indonesia.
Pendahuluan Pendidikan Taman Kanak-kanak (TK) adalah usaha sadar dalam memfasilitasi pertumbuhan dan perkembangan jasmani dan rohani anak sejak lahir sampai usia 6 tahun yang dilakukan melalui penyediaan pengalaman-pengalaman dan stimulus yang bersifat mengembangkan secara terpadu agar anak dapat berkembang sehat optimal sesuai dengan norma dan harapan. Aspek yang dikembangkan dalam pendidikan TK adalah aspek pengembangan perilaku dengan pembiasaan meliputi sosial, emosi, kemandirian, nilai moral dan agama, serta pengembangan kemampuan dasar, yang meliputi pengembangan bahasa, kognitif, seni, dan fisik motorik. Kemampuan berbahasa anak merupakan suatu hal yang penting karena dengan bahasa tersebut anak dapat berkomunikasi dengan teman atau orang-orang disekitarnya. Bahasa merupakan bentuk utama dalam mengekspresikan pikiran dan pengetahuan bila anak mengadakan hubungan dengan orang lain. Anak yang sedang tumbuh dan berkembang mengkomunikasikan kebutuhan, pikiran dan perasaannya melalui bahasa dengan kata-kata yang mempuyai makna. Pendidikan prasekolah secara formal diwujudkan dalam pendidikan Taman Kanak-Kanak (TK), yang pada hakekatnya 385
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bertujuan untuk membantu meletakkan dasar ke arah perkembangan sikap, perilaku, pengetahuan, keterampilan dan daya cipta yang diperlukan oleh anak didik (Solehudin dan Hatimah, 2009: 98). Pendidikan di Taman Kanak-Kanak dinyatakan berhasil apabila tujuan tersebut dapat dicapai. Kemampuan dasar yang dikembangkan di TK meliputi aspek perkembangan berbahasa, kognitif, fisik motorik, dan juga seni. Pengembangan kemampuan dasar di Taman Kanak-Kanak salah satunya adalah kemampuan bahasa. Kemampuan bahasa sebagai salah satu dari kemampuan dasar yang harus dimiliki oleh anak, yang terdiri dari beberapa tahapan sesuai dengan usia dan karakteristik perkembangannya. Anak dapat mengkomunikasikan maksud, tujuan, pemikiran, maupun perasaannya pada orang lain dengan bahasa. Dalam keadaan ini, guru memerlukan suatu indovasi dalam pembelajaran di Taman Kanak-kanak. Salah satu bentuk inovasi tersebut adalah dengan memanfaatkan media audio dalam pembelajaran anak. Media audi adalah seperangkat media yang dapat didengar oleh anak, sehingga dapat merangsang kemampuan anak dalam berbahasa, khususnya berbahasa lisan atau berbicara. Hasil studi pendahuluan yang peneliti lakukan di TK Masbagik menunjukkan bahwa sebagian besar siswa belum lancar berbahasa Indonesia. Dengan sistem pembelajaran ceramah, hampir 60% (27 siswa dari 45 orang siswa) masih mendapatkan nilai di bawah standar. Dari wawancara dengan guru kelas B, peneliti mendapatkan bahwa pembelajaran berbahasa di kelas tersebut masih terintegrasi dalam pembelajaran satu arah, lebih banyak menggunakan metode ceramah dan pemberian tugas kepada siswa. Strateginya adalah guru menjelaskan kemudian memberikan tugas kepada siswa untuk berbahasa. Menurut peneliti, strategi tersebut akan cenderung melemahkan semangat belajar siswa dan dapat menciptakan rasa jenuh. Berdasarkan latar belakang di atas, maka peneliti tertarik untuk mengkaji tentang “Penggunaan Media Audio dan Layanan Bimbingan Kelompok dalam Upaya Meningkatkan Kemampuan Berbicara Bahasa Indonesia pada Anak Kelompok TK masbagik. Kemampuan Berbicara Kemampuan berbicara adalah kemampuan menyampaikan pesan melalui bahasa lisan kepada orang lain. Penggunaan bahasa secara lisan dapat dipengaruhi oleh beberapa faktor di antaranya: pelafalan, intonasi, pilihan kata, struktur kata dan kalimat, sistematika pembicaraan, isi pembicaraan, cara memulai dan mengakhiri pembicaraan, penampilan, (gerak-gerik, penguasaan diri, dll) (Tarigan, 1975: 13).Kemampuan berbicara adalah salah satu aspek kemampuan berbahasa. Aspek-aspek kemampuan berbahasa lainnya adalah menyimak, membaca dan menulis. Keempat aspek tersebut biasa dikatakan empat tetapi satu, satu tetapi empat. Keterkaitan antar keempat aspek kemampuan berbahasa itu dinyatakan dengan istilah catur tunggal. Ini berarti bahwa ada kaitan yang erat antara berbicara dengan menyimak, berbicara dengan menulis, dan berbicara dengan membaca (Tarigan, 1975 :14). Kemampuan berbicara pada dasarnya harus dimiliki oleh semua orang yang didalam kegiatannya membutuhkan komunikasi, baik yang sifatnya satu arah maupun yang timbal balik ataupun keduanya. Seseorang yang memiliki ketermapilan berbicara yang baik, akan memiliki kemudahan didalam pergaulan, baik di rumah, di kantor, maupun di tempat lain. Dengan kemampuannya segala pesan yang disampaikannya akan mudah dicerna, sehingga komunikasi dapat berjalan lancar dengan siapa saja (Resmini, 2009: 12). Berbicara Sebagai Suatu Kemampuan Berbahasa Linguis berkata bahwa “ speking is language”. Berbicara adalah suatu kemampuan berbahasa yang berkembang pada kehidupan anak yang hanya didahului oleh kemampuan menyimak dan pada masa tersebutlah kemampuan berbicara atau berujar di pelajari . 386
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berbicara berkaiatan dengan penguasaan kosa kata yang di peroleh anak. Ketidak matangan adalah kendala yang di hadapi dalam proses belajar berbahasa. Kemampuan yang di perlukan untuk berbicara efektif banyak persamaannya dengan yang di butuhkan bagi komonikasi untuk terampil berbahasa (Tarigan, 2008: 3).Ada beberapa hubungan antara berbicara dengan menyimak yaitu sebagai berikut: a) Ucapan/ speech bisanya di peroleh dari kemampuan menyimak dan meniru.. Oleh karena itu contoh model yang di rekam sang anak sangat penting untuk perkembangan bahasanya. b) Kata kata yang di pakai serta di pelajarai oleh sang anak biasanya di tentukan oleh peransang /stimilus yang mereka temui, misalnya alam desa atau kota, kata kata berperan penting sebagai alat penyampaikan gagasan dan keinginan sang anak. c) Ucapan atau ujaran sang anak mencerminkan pemakaian bahasa di rumah dan pergaulannya. d) Anak yang lebih muda lebih dapat memahami kalimat yang panjang dan rumit ketimbang kalimat yang biasa di ucapkan. e) Meningkatkan kemampuan menyimak berarti meningkatkan kualitas berbicara seorang. f) Bunyi atau suara merupakan paktor penting dalam meningkatkan cara pemakaian kata kata sang anak. Oleh karena itu sang anak akan tertolong kalau mereka menyimak ujaran ujaran yang baik dari guru, rekan rekan yang bermutu, cerita yang bermutu. g) Berbicara dengan bantuan alat peraga akan menghasilkan penangkapan impormasi yang lebih baik pada pihak penyimak. Umumnya sang anakakan mempergunakan/ meniru bahasa yang di dengarnya (Tarigan, 2008: 4). Berdasarkan uraian di atas kemampuan menyimak seseorang akan dipengaruhi oleh kemampuan berbicaranya. Semakin bagus kemampuan berbicara maka kemampuan menyimaknyapun akan semakin baik. Pembelajaran Bahasa di Taman Kanak-Kanak Syaodih (2010: 12) menyatakan: “Bahasa merupakan sarana berkomunikasi dengan orang lain. Dalam pengertian ini tercakup semua cara untuk berkomunikasi, dimana pikiran dan perasaan dinyatakan dalam bentuk tulisan, lisan, isyarat atau gerak dengan menggunakan kata-kata, kalimat bunyi, lambang, gambar atau lukisan. Dengan bahasa semua manusia dapat mengenal dirinya, sesama manusia, alam sekitar, ilmu pengetahuan dan nilai- nilai moral atau agama”. Hurlock (dalam Taningsih, 2006: 5) menyatakan bahwa bahasa adalah mencakup segala sarana komunikasi dengan menyimbolkan pikiran dan perasaan untuk menyampaikan makna kepada orang lain. Sedangkan menurut Sumiati (1987:1), bahasa adalah ucapan pikiran, dan perasaan seseorang yang teratur dan digunakan sebagai alat komunikasi antar anggota masyarakat. Dengan kata lain bahasa adalah ucapan pikiran dan perasaan untuk menyampaikan makna kepada orang lain yang digunakan sebagai sarana komunikasi.Taningsih (2006: 6) menyebutkan beberapa fungsi bahasa, yaitu: a. Sebagai alat untuk berkomunikasi b. Sebagai alat untuk mengembangkan intelektual anak c. Sebagai alat untuk menyatakan perasaan dan buah pikiran kepada orang lain d. Melalui bahasa, pendengar/penerima akan mampu memahami apa yang dimaksudkan oleh pengirim berita. Secara lebih teoritik, Tarigan (2008: 12-14) merangkum fungsi bahasa sebagai 1) fungsi instrumental, 2) fungsi regulasi, 3) fungsi reperesentasional, 4) fungsi interaksional, 5) fungsi personal, 6) fungsi heuristik, dan 7) fungsi imajinatif. Ketujuh fungsi tersebut tidak dapat dipisah-pisahkan. Beranekaragam ciri dan gaya berbahasa seseorang tidak pernah keluar dari 7 (tujuh) fungsi bahasa tersebut. Konsep Pembelajaran di Taman Kanak-kanak Pembelajaran pada anak usia dini merupakan proses interaksi antara anak, orang tua, atau 387
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orang dewasa lainnya dalam suatu lingkungan untuk mencapai tugas perkembangan interaksi yang dibangun tersebut merupakan faktor yang mempengaruhi tercapainya tujuan pembelajaran yang akan dicapai. Hal ini disebabkan interaksi tersebut mencerminkan satu hubungan dimana anak akan memperoleh pengalaman yang bermakna, sehingga proses belajar dapat berlangsung dengan lancar. Menurut Vigotsky dan Berk (dalam Taningsih, 2006: 17), pengalaman interaksi sosial merupakan hal yang penting bagi perkembangan proses berpikir anak. Aktivitas mental yang tinggi pada anak dapat terbentuk melalui interaksi dengan orang lain. Dalam KTSP Taman Kanak-kanak, disebutkan bahwa aspek pengembangan bahasa merupakan salah satu aspek dari 6 (enam) aspek pengembangan kemampuan anak didik. Pengembangan kemampuan berbahasa meliputi pengembangan Bahasa agar anak mampu berkomunikasi secara aktif dan pasif dengan lingkungan (Depdiknas, 2010: 7). Aspek-aspek berbahasa yang harus dicapai oleh anak didik Taman Kanak-kanak adalah sebagai berikut. 1. Mampu menyebut nama, jenis kelamin, dan umur 2. Mampu berbicara dengan suara yang cukup terdengar 3. Mampu berbicara lancar dengan kalimat sederhana Bimbingan dan Konseling di TK Untuk memperoleh pengertian yang jelas tentang “bimbingan”, berikut dikutipkan pengertian bimbingan (guidance) menurut beberapa sumber. Year Book of Education (1955) menyatakan bahwa: guidance is a process of helping individual through their own ffort to discover d develop their potentialisties both for personal happiness and social usefulness. Definisi yang diungkapkan oleh Miller (dalam Jones, 1987) nampaknya merupakan definisi yang lebih mengarah pada pelaksanaan bimbingan di sekolah (Depdiknas, 2008: 4).Definisi tersebut menjelaskan bahwa: “Bimbingan adalah proses bantuan terhadap individu untuk mencapai pemahaman diri dan pengarahan diri yang dibutuhkan untuk melakukan penyesuaian diri secara maksimum kepada sekolah, keluarga, serta masyarakat.”(Depdiknas, 2008: 4). Dari definisi-definisi di atas, dapatlah ditarik kesimpulan tentang apa sebenarnya bimbingan itu, Bimbingan berarti bantuan yang diberikan oleh seseorang kepada orang lain yang memerlukannya. Perkataan “membantu' berarti dalam bimbingan tidak ada paksaan, tetapi lebih menekankan pada pemberian peranan individu kearah tujuan yang sesuai dengan potensinya. Jadi dalam hal ini, pembimbing sama sekali tidak ikut menentukan pilihan atau keputusan dari orang yang dibimbingnya. Yang menentukan pilihan atau keputusan adalah individu itu sendiri. Bantuan (bimbingan) tersebut diberikan kepada setiap orang, namun prioritas diberikan kepada individu-individu yang membutuhkan atau benar-benar harus dibantu. Pada hakekatnya bantuan itu adakah untuk semua orang. (Depdiknas, 2008: 5). Layanan Bimbingan Kelompok Menurut Gazda (1978) bimbingan kelompok di sekolah merupakan kegiatan informasi kepada kelompok siswa untuk membantu siswa menyusun rencana dan keputusan yang tepat (dalam Prayitno dan Amti, 1999: 309). Pengertian di atas menekankan pada kegiatan pemberian informasi dalam suasana kelompok dan adanya penyusunan rencana untuk mengambil keputusan. Menurut Prayitno (1995: 61) bahwa “Bimbingan kelompok adalah memanfaatkan dinamika untuk mencapai tujuan-tujuan bimbingan dan konseling, bimbingan kelompok lebih menekankan suatu upaya bimbingan kepada individu melalui kelompok”. Prayitno lebih menekankan dinamika kelompok sebagai wahana mencapai tujuan kegiatan bimbingan dan konseling yang muncul pada bimbingan kepada individuindividu melalui kelompok. Sukardi (2002: 48) menjelaskan bahwa: “Layanan bimbingan kelompok adalah layanan yang memungkinkan sejumlah peserta didik secara bersama388
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sama memperoleh bahan dari nara sumber tertentu (terutama guru pembimbing atau konselor) yang berguna untuk menunjang kehidupan sehari-hari baik individu sebagai pelajar, anggota keluarga, dan masyarakat serta untuk mempertimbangkan dalam pengambilan keputusan”. Sedangkan Winkel (1991: 71) mengatakan bahwa “bimbingan adalah proses membantu orang-perorangan dalam memahami dirinya sendiri dan lingkungannya”. Bimbingan kelompok menekankan bahwa kegiatan bimbingan kelompok lebih pada proses pemahaman diri dan lingkungannya yang dilakukan oleh satu orang atau lebih yang disebut kelompok. Apabila konseling perorangan menunjukkan layanan kepada individu atau klien orang-perorang, maka bimbingan kelompok mengarahkan layanan kepada kelompok individu. Bimbingan kelompok bersifat memberikan kemudahan dalam pertumbuhan dan perkembangan individu, dalam arti bahwa konseling kelompok itu memberi dorongan dan motivasi kepada individu untuk mengubah diri dengan memanfaatkan kemampuan yang dimiliki secara optimal, sehingga mempunyai konsep diri yang lebih positif. Bagi siswa, bimbingan kelompok bermanfaat sekali karena melalui interaksi dengan anggota-anggota kelompok mereka dapat memenuhi beberapa kebutuhan psikologis, seperti kebutuhan untuk menyesuaikan diri dengan teman sebaya dan diterima oleh mereka, kebutuhan untuk bertukar pikir dan berbagi perasaan, kebutuhan menemukan nilai-nilai kehidupan sebagai pegangan dan kebutuhan untuk lebih independen serta lebih mandiri. Dengan terpenuhinya kebutuhan-kebutuhan tersebut, maka diharapkan para siswa dapat tumbuh dan berkembang secara maksimal sesuai dengan potensi yang dimilikinya. Media Audio dalam Pembelajaran Media pembelajaran merupakan bagian yang integral dari komponen pembelajaran. Keberadaan media dalam proses pembelajaran adalah mutlak. Media pembelajaran bukan hanya berfungsi sebagai alat bantu. Media adalah medium atau perantara. Adapun manfaat media dalam pembelajaran antara lain : memperjelas penyajian sehingga peserta didik lebih mudah memahaminya, Mengatasi keterbatasan ruang dan waktu, Dapat mengatasi sifat pasif peserta didik,sehingga menimbulkan suatu kegairahan atau semangat, Menggunakan interaksi langsung
Metode Penelitian Adapun penelitian yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK). Penelitian Tindakan Kelas (Classroom Action Researcah) merupakan penelitian dalam bidang pendidikan yang menggunakan refleksi diri sebagai metode utama, dilakukan oleh orang yang terlibat di dalamnya, serta bertujuan untuk melakukan perbaikan dalam berbagai aspek (Wardhani, 2007:1.4). Menurut Aqib (2009: 12), PTK adalah suatu pencermatan terhadap kegiatan yang disengaja dimunculkan, dan terjadi di dalam kelas. Untuk itu, di dalam pelaksanaannya nanti akan ditemukan beberapa karakteristik PTK, yaitu didasarkan pada masalah yang dihadapi guru dalam pembelajaran, peneliti bertindak sekaligus sebagai praktisi yang akan melakukan refleksi, penelitian dilakukan dalam rangka meningkatkan kualitas pembelajaran, dan dilaksanakan dalam beberapa siklus. Dalam penelitian ini, yang menjadi subyek penelitian adalah siswa kelompok B TK masbagik. Untuk mencapai tujuan yang telah direncanakan, diperlukan serangkai tindakan, yang dalam PTK dikenal dengan nama Siklus. Siklus adalah rangkaian tindakan yang terdiri dari beberapa tahap, yaitu Perencanaan (planning), tindakan (acting), evaluasi (evaluating) dan atau observasi (observing) dan refleksi (reflecting) (Aqib, 2009: 14). a. Perencanaan (Planning), b.Tindakan (Acting), c. Evaluasi (Evaluating) dan Observasi (Observing), d. Refleksi (Reflecting). Keempat tahap tersebut dapat dirangkum pada skema atau bagan berikut ini.
389
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9 Perencanaan
Refleksi
SIKLUS I Pelaksanaa n
Observasi Evaluasi Refleksi
Observasi
SIKLUS II Perencanaan Ulang
Evaluasi Pelaksanaa n
Bagan 3.1 Siklus Penelitian Tindakan Kelas (PTK) menurut Aqib (2009: 45) Alat pengumpulan data yang digunakan untuk mengumpulkan data tingkat kemampuan berbahasa siswa melalui layanan bimbingan kelompok dan media audio adalah menggunakan pedoman observasi. Data yang diperoleh di deskripsikan dan dianalisis dengan menggunakan teknik deskriptif kuantitatif. Hal ini meliputi skor maksimal ideal (SMi), Harga rata-rata ideal (Mi) dan simpangan baku atau standar deviasi ideal (SDi), 1 angka-angka Mi dan SDi diperoleh dengan cara Mi = (Smax ideal + Smin ideal) dan 2 1 SIKLUS II SDi = (Smax ideal – Smin ideal). Hal ini dilakukan untuk mempermudah 6 pendeskripsian data dengan cara sebagai berikut: Mi + 1SDi sampai dengan Mi + 3SDi = tinggi Mi - 1SDi sampai dengan Mi + 1 SDi = sedang Mi- 3SDi sampai dengan Mi -1 SDi
= rendah (Nurkencana, 2004: 27).
Pembahasan Penelitian tindakan kelas ini bertujuan untuk meningkatkan kemampuan berbicara anak didik melaui penggunaan media audio dan layanan bimbingan kelompok pada siswa kelompok B TK masbagik. Hasilnya penelitian sangat signifikan pada setiap siklus yang dilaksanakan oleh guru, di mana guru lansung bertindak sebagai peneliti dan merasa semakin tertantang untuk mengembangkan profesinya dalam bidang pengajaran dan penelitian. Sebelum dilakukan tindakan pada siklus I dan II, pada pengkajian awal menunjukkan kemampuan berbicara anak didik masih rendah. Setelah dilaksanakan tindakan pada siklus I dan II terdapat perubahan dimana skor dan rata-rata mengalami peningkatan dan berada pada kategori cukup dan baik. Artinya dengan dilaksanakannya tindakan kelas baik siklus I dan siklus II, kemampuan berbicaraanak didik dapat ditingkatkan. Dimana pada siklus I jumlah siswa dengan kemampuan berbicara yang baik 390
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sebanyak 7 orang siswa (46,67%) , siswa dengan kemampuan bicara cukup sebanyak 6 orang siswa (40%) dan siswa dengan kemampuan berbicara kurang sebanyak 2 orang siswa (13,33%). Sedangkan pada siklus II jumlah siswa dengan kategori kemampuan berbicara yang baik 13 orang siswa (86,67%), dan siswa dengan kategori cukup sebanyak 2 orang siswa (13,33) dan tidak ada siswa dengan kategori kurang. Antusias belajar siswa terlihat tingi sehingga hasil belajarnya pun memuaskan. Perubahan kemampuan berbicaraanak didik sejak pengkajian awal, siklus I dan siklus II dapat dilihat pada tabel 4 berikut ini. Tabel 4 Data Perbandingan Skor Tingkat Kemampuan berbicaraanak didik Kelompok B TK masbagik. No Nama siswa Pengkajian awal Siklus I Siklus II
1. SASKIYA EKA SAFITRI 2. ROSSA 3. ANNISA TARADIVA 4. MOH. ALI MAEMUN 5. M. ARSAL NAJWAN 6. YULITA ZAHRATUL A. 7. FELIK FAOZI 8. FIFIANA ERINA PUTRI 9. PAHMI ILHAM 10. M. NABIL MUZAFFAR 11. AHMAD AZIZ ALI S. 12. M. TORIK MAULANA 13. SITI JUNIARTI M. 14. M. OTHMAN ALGIFARI 15. ANGGUN KURNIA Jumlah Rata-rata Kategori
Skor
Kategori
Skor
Kategori
Skor
Kategori
30 22 20 20 20 20 23 30 22 30 30 23 20 15 24 349 23,26
Cukup Kurang Kurang Kurang Kurang Kurang Kurang Cukup Kurang Cukup Cukup Kurang Kurang Kurang Kurang
45 45 30 30 30 30 24 45 45 45 45 30 30 20 45 539 35,93
Baik Baik Cukup Cukup Cukup Cukup Kurang Baik Baik Baik Baik Cukup Cukup Kurang Baik
45 45 45 45 45 45 30 45 45 43 42 45 45 30 45 640 42,67
Baik Baik Baik Baik Baik Baik Cukup Baik Baik Baik Baik Baik Baik Cukup Baik
Kurang
Cukup
Baik
Secara kuantitatif, angka-angka dalam tabel tersebut menunjukkan bahwa tingkat kemampuan berbicara siswa dari kondisi awal hingga siklus I ke siklus II meningkat. Besarnya peningkatan tersebut masing-masing 23,26 (kategori kurang) dari kondisi awal ke siklus I menjadi 35,93 (kategori cukup) meningkat menjadi 42,67 pada siklus II dengan kategori tinggi. Peningkatan tersebut terjadi karena adanya perbaikan-perbaikan yang dilakuakan oleh peneliti melalui penggunaan media audio dan layanan bimbingan kelompok yang diberikan pada setiap siklusnya. Dari hasil tersebut dapat diketahui bahwa penggunaan media audio dan layanan bimbingan kelompok dapat meningkatkan kemampuan berbicara anak kelompok B TK masbagik.
Kesimpulan Berdasarkan uraian hasil penelitian dan pembahasan sebagaimana telah dijabarkan pada bab IV, Peneliti mendapatkan bahwa penggunaan media audio dan layanan bimbingan kelompok dapat meningkatkan kemampuan berbicara anak kelompok B TK masbagik. Hal ini terlihat dari peningkatan jumlah anak didik yang berkategori baik atau cukup dari 391
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sebelum melakukan tindakan sampai setelah dilakukan tindakan pada siklus I ke siklus II serta rata-rata siswa secara keseluruhan. Sebelum dilakukan tindakan terdapat jumlah siswa dengan kategori cukup sebanyak 4 orang anak dan 11 orang siswa berkategoti kurang dengan rata-rata siswa 23,26 termasuk dalam kategori kurang. Setelah diberikan tindakan melalui media audio dan layanan bimbingan kelompok pada siklus I, terjadi peningkatan dimana jumlah siswa dengan kategori baik sebanyak 7 orang siswa, kategori cukup sebanyak 6 orang siswa dan 2 orang siswa masuk dalam kategori kurang dengan rata-rata 35,93 termasuk dalam kategori cukup. Pada siklus II terjadi peningkatan yang lebih signifikan dibandingkan pada siklus I yaitu dimana jumlah siswa dengan kategori tinggi sebanyak 13 orang siswa, dan 2 orang siswa dengan kategori cukup dengan rata-rata 50,12 termasuk dalam kategori baik.
Daftar Pustaka Anonim.
2011. Bimbingan dan Konseling pada Usia 4-6 Tahun www.diglib.ac.id/bk_tk.pdf. (diakses 17 Oktober 2011). Arikunto, Suharsimi, (1999). Metodologi Penelitian:Sebuah Pendekatan Praktik. Jakarta: Rineka Cipta Aqib, Zainal, dkk, (2009). Penelitian Tindakan Kelas. Bandung: Yrama Widya Bachtiar S, Bachri. 2005. Pengembangan Kegiatan Bercerita, Teknik dan Prosedurnya. Jakarta: Depdikbud Dirjen Pendidikan Dasar dan Menengah Direktorat Pendidikan Umun.1994. Kurikulum SLTP: Petunjuk Pelaksanaan Bimbingan dan Konseling. Jakarta: Depdikbud. Jones, J.J. 1987. Secondary School Administration. New York: Mc Graw Hill Book Company Prayitno. 1997. Seri Pemandu Pelaksanaan Bimbingan dan Konseling di Sekolah Buku II Pelayanan Bimbingan dan Konseling (SLTP). Jakarta: kerjasama koperasi karyawan pusgrafin dengan penerbit Penebar Aksara. Depdiknas. 2002. Paduan Pelayanan Bimbingan dan Konseling Berbasis Kompetensi SMP, Madrasah, Tsanawiyah dan Sederajat. Jakarta: Pusat Kurikulum Balitbang Depdiknas. Hurlock, B Elizabeth. 1997. Perkembangan Anak Jilid I. Jakarta: Erlangga Moleong, Lexi, J., Prof. Dr. 2004. Metodologi Penelitian Kualitatif. Jakarta : Penerbit Rosda Karya Mulyasa, Enco, (2004). Implementasi Kurikulum 2004 Panduan Pembelajaran KBK. Jakarta: Rosda Musfiroh, Tadkiroatun. 2005. Bercerita Untuk Anak Usia Dini. Jakarta: Depdiknas Nur Aeni E. 2000. Metode Pengembangan Kemampuan Berbahasa. Jakarta:Depdiknas Nurkencana dan Sunarthana, 1983. Prosedur Evaluasi Proses dan Hasil Pembelajaran. Jakarta: Rineka Cipta Rasyid dan Mansur, (2009). Penilaian Hasil Belajar. Bandung: Wacana Ilmu Riyanto, Yatim, (2003). Metode Penelitian Pendidikan. Surabaya Penerbit SIC Saleh, Chasimar, dkk. 1991. Pedoman guru Bidang Pengembangan Kemampuan Berbahasa di TK. Jakarta: Depdikbud Soeparmoto, dkk. 2004. Psikologi Perkembangan. Semarang: UNNES Press Widodo, Isye. 2002. Sampai Dimana Kemampuan Anak Prasekolah. Jakarta:Klinik Peka Wardhani, IGKA, (2007). Penelitian Tindakan Kelas. Jakarta: Penerbit UT.
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Penanaman Nilai Pendidikan Kearifan Melalui Media Folklor Lalu Fakihuddin Universitas Hamzanwadi, Indonesia
Abstrak Fokus persoalan yang dikaji dalam tulisan ini adalah penanaman nilai pendidikan kearifan melalui media folklor lisan Sasak. Folklor lisan ini dibatasi pada kepercayaan maasyarakat/mitos. Pemilihan jenis folklor ini tidak lain karena jenis folklor lisan ini lebih memasayarakat dan banyak dijadikan media pendidikan secara tidak langsung kepada generasi berikutnya. Tujuan pembahasan masalah ini, yaitu untuk menunjukkan kepada pembaca bahwa melalui mitos masyarakat kolektif masa lampau dan atau cerita prosa rakyat, generasi terdahulu terbiasa mendidik generasinya berikutnya melalui media tersebut. Kata kunci: penanaman nilai, kearifan lokal, mitos, sasak
Pendahuluan Folklor adalah kepercayaan adat istiadat suatu bangsa yang sudah ada sejak lama, yang diwariskan turun-temurun secara lisan atau tertulis (Sudjiman, 1990:31). Dijelaskan juga, bahwa folkolor bisa berupa nyanyian, cerita, peribahasa, teka-teki, bahkan permainan kanak-kanak. Danandjaya (1991) mendefinisikan Folklor sebagai sebagian kebudayaan kolektif, yang tersebar diwariskan turun-temurun,….secara tradisional dalam versi yang berbeda, baik dalam bentuk lisan maupun contoh yang disertai gerak isyarat atau alat pembantu pengingat (mnemonik device). Shipley (1962:161) menjelaskan, ”folklor until the mid-19thc. Populerantiquites comprised all those intrests and activities now denoted by the term folklore.” Hingga pertengahan abad ke-19 masehi, istilah folklor maknanya lebih mengarah kepada bendabenda pusbakala yang menarik perhatian. Dalam kamus tersebut dijelaskan juga, bahwa Francis dan di Scandinavia, folklore is employed to embarance such matters as traditional house forms, textile methods and other asfect of material cultural usually assigned to anthropologi (1962:161). Berasarkan keterangan tersebut, folklor cakupan pengertiannya meliputi: bentuk-bentuk bangunan atau rumah tradisional atau kuno, praktek-praktek pertanian, cara pembuatan tekstil, dan berbagai peralatan budaya lainnya yang biasanya digunakan dalam antropologi. Di Inggris (dahulu) istilah Folklor biasanya dibatasi pengerian pada “tradisi lisan atau tulisan dari suatu, masyarakat, yang biasanya disebut ungkapan-ungkapan seni tradisional” (spoken or writen traditions of a people, to traditional aesthetic expressions). Dalam pengertian ini, yang termasuk kedalam folklor yaitu “approaches antropology at many points, both in subject matter and in method.” Shipley (1962:162) menjelaskan bahwa esensi dari folklor terletak pada tradisionalannya “the essential qualityof folklore is that it is traditional.” Sebelum perang dumia kedua, para sarjana antropologi Belanda membatasi folklor hanya sebagai kebudayaan petani desa Eropa, sedangkan kebudayaan orang-orang luar Eropa 393
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
dianggap kebudayaan premitif.Hal ini tampaknya disebabkan adanya anggapan sejak zaman kolonial, bahwa meskipun folklor (kebudayaan petani desa Eropa) lebih rendah dari kebudayaan kota atau bangsawan Eropa, namun dianggap lebih luhur jika dibandingkan engan kebudayaan premitif seperti indonesia. Pada masa itu, ilmu folklor di bagi dua, yakni volkskunde untuk menyebut ilmu folklor dan volkenkunde untuk etnologi atau antropologi (Danandjaya,1991). Pasca perang dumia kedua, cakupan pengertian folklor semakin meluas. Menurut Abrams (1988), folklor mencakup hal-hal, seperti legende, kepercayaan masyarakat , nyanyian, dongeng, peribahasa, teka-teki, pantun, budaya ilmiah semua, bintang, tanaman, upacara adat, tarian tradisional yang biasanya diupayakan dalam upacara tradisional. Beberapa penjelasan ahli yang telah dikutip menggambarkan, bahwa folklor mencakup banyak hal, yaitu cerita prosa rakyat/cerita rakyat, legende, kepercayaan masyarakat/mitos , nyanyian, dongeng, peribahasa, teka-teki, pantun, budaya ilmiah semua, bintang, tanaman, upacara adat, tarian tradisional yang biasanya diupayakan dalam upacara tradisional, dan lain-lain. Dalam tulisan ini folklor yang dijadikan fokus/media penanaman nilai-nilai pendidikan dibatasi pada cerita prosa rakyat/cerita rakyat, dan kepercayaan maasyarakat/mitos. Pemilihan jenis ini tidak lain karena kedua jenis folklor lisan ini lebih memasayarakat dan banyak dijadikan media pendidikan secara tidak langsung kepada generasi berikutnya. Tujuan pembahasan masalah ini, yaitu untuk menunjukkan kepada pembaca bahwa melalui cerita prosa rakyat dan mitos masyarakat kolektif masa lampau, generasi terdahulu mendidik generasinya melalui media folklor. Tentu saja karena keterbatasan pengetahuan dan pengalaman penulis apa yang tersaji di sini masih jauh dari memenuhi harapan. Oleh karena itu, penulis mohon maaf atas egala keterb atasan tersebut.
Folklor dan Folklor Lisan Folklor adalah kepercayaan adat istiadat suatu bangsa yang sudah ada sejak lama, yang diwariskan turun-temurun secara lisan atau tertulis (Sudjiman, 1990:31). Dijelaskan juga, bahwa folkolor bisa berupa nyanyian, cerita, peribahasa, teka-teki, bahkan permainan kanak-kanak. Penjelasan lebih rinci mengenai folklor ini diberikan oleh Dundes sebagai berikut. Kata folklor merupakan pengindonesiaan dari kata inggris folk-lore. Folklore terbentuk dari kata folk dan lore. Folk sama artinya dengan kata kolektif (collectivity). Menurut Dundes (dalam Danandjaya, 1991:1) kata folk adalah sekelompok orang yang memiliki ciri-ciri pengenl fisik,sosial, dan kebudayaan sehingga dapat dari kelompok-kelompok lainya. Ciri pengenal itu antara lain bisa berujud: warna kulit yang sama, bentuk rambut yang sama, agama yang sama, Namun ciri yang terpenting menurut Dundes adalah mereka telah memiliki suatu, yakni kebudayaan yang mereka warisi turun-temurun, sedikitnya dua generasi, yang dapat mereka akui sebagai milik bersama dan terpenting juga adalah mereka sadar akan identitas kelompok mereka sendiri. Sedangkan kata lore dijelaskan oleh Dundes sebagai tradisi folk, yaitu sebagian kebudayaan, yang diwariskan secara turun-temurun secara lisan atau melalui suatu contoh yang di sertai gerak isyarat atau alat pembantu pengingat (mnemonik device) (1991:1-2). Berdasarakan pengertian tersebut, Danandjaya mendefinisikan Folklor sebagai sebagian kebudayaan kolektif, yang tersebar diwariskan turun-temurun,….secara tradisional dalam 394
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
versi yang berbeda, baik dalam bentuk lisan maupun contoh yang disertai gerak isyarat atau alat pembantu pengingat (mnemonik device). Untuk mempertegas pemahaman tentang folklor ini, ada baiknya di sajikan sejarah pengembangan pengertian folklor tersebut. Shipley (1962:161), ”folklor until the mid19thc. Populerantiquites comprised all those intrests and activities now denoted by the term folklore.” Hingga pertengahan abad ke-19 masehi, istilah folklor maknanya lebih mengarah kepada benda-benda pusbakala yang menarik perhatian. Dalam kamus tersebut dijelaskan juga, bahwa Francis dan di Scandinavia, folklore is employed to embarance such matters as traditional house forms, textile methods and other asfect of material cultural usually assigned to anthropologi (1962:161). Berasarkan keterangan tersebut, folklor cakupan pengertiannya meliputi: bentuk-bentuk bangunan atau rumah tradisional atau kuno, praktek-praktek pertanian, cara pembuatan tekstil, dan berbagai peralatan budaya lainnya yang biasanya digunakan dalam antropologi. Di Inggris (dahulu) istilah Folklor biasanya dibatasi pengerian pada “tradisi lisan atau tulisan dari suatu, masyarakat, yang biasanya disebut ungkapan-ungkapan seni tradisional” (spoken or writen traditions of a people, to traditional aesthetic expressions). Dalam pengertian ini, yang termasuk kedalam folklor yaitu “approaches antropology at many points, both in subject matter and in method.” Shipley (1962:162) menjelaskan bahwa esensi dari folklor terletak pada tradisionalannya “the essential qualityof folklore is that it is traditional.” Sebelum perang dumia kedua, para sarjana antropologi Belanda membatasi folklor hanya sebagai kebudayaan petani desa Eropa, sedangkan kebudayaan orang-orang luar Eropa dianggap kebudayaan premitif.Hal ini tampaknya disebabkan adanya anggapan sejak zaman kolonial, bahwa meskipun folklor (kebudayaan petani desa Eropa) lebih rendah dari kebudayaan kota atau bangsawan Eropa, namun dianggap lebih luhur jika dibandingkan engan kebudayaan premitif seperti indonesia. Pada masa itu, ilmu folklor di bagi dua, yakni volkskunde untuk menyebut ilmu folklor dan volkenkunde untuk etnologi atau antropologi (Danandjaya,1991). Pasca perang dunia kedua, cakupan pengertian folklor semakin meluas. Menurut Abrams (1988 dalam Fakihuddin, 1998), folklor mencakup hal-hal, seperti legende, kepercayaan masyarakat , nyanyian, dongeng, peribahasa, teka-teki, pantun, budaya ilmiah semua, bintang, tanaman, upacara adat, tarian tradisional yang biasanya diupayakan dalam upacara tradisional. Jenis-Jenis Folklor Menurut Abrams (seperti telah disajikan sebelumnya), folklor mencakup: Legende kepercayaan rakyat, nyanyian rakyat, dongeng, peribahasa, teka-teki, pantun, budayailmiah semua, binatang, tanaman, upacara adat, dan tarian tradisional yang biasanya digunakan dalam upacara tradisional. Shipley (1962:162) menyebutkan, “the would seem to be no disagreement about its use to include all kids of foksong, folktales, supersititions, local legends, proverbs, riddles. Jadi menurut Shipley, tampaknya tidak terdapat ketidak sepakatan mengenai pemakean istilah folklor, yakni termasuk di dalamnya semua jenis nyanyian rakyat, cerita rakyat, takhayul (supersititions), legende, peribahasa, dan teka-teki.
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Brunvand menggolongkan folklor ke dalam tiga kelompok besar, yaitu folklor (1) Lisan (verbalfolklore), (2) sebagian lisan (partly verbalfolklore), dan (3) bukan lisan (non-verbal folklore) (dalam Danandjaya, 1991:21). Folklor lisan adalahfolklor yang berbentuk murni lisan. Yang termasuk kedalam bentuk ini antara lain: (a) bahasa rakyat (folk speeck), sperti logat, julukan, pangkat tradisional, dan titel kebangsawanan; (b) unkapan tradisional, seperti peribahasa, pepatah, dan pemeo; (c) pertanyaan tradisional, seperti teka-teki; (d) puisi rakyat, seperti pantun, gurindam, dan syair; (e) cerita peroses rakyat, seperti mite, legenda, dogeng, dan (f) nyanyian rakyat. Folklor sebagian lisan. adalah folklor yang bentuknya campuran antar unsur lisan dan bukan lisan. Yang bentuk ini antara lain: kepercayaan rakyat, permainan rakyat, teater rakyat, tari rakyat, adat istiadat, upacara, dan pesta rakyat. Sedangkan yang dimaksud folklor bukan lisan, yaitu yang bentuknya bukan lisan walaupun cara pembuatanya diajarkan secara lisan. Folklor bukan lisan ini dibedakan ke dalam dua subkelompok, yakni material dan bukan material. Yang trgolong kedalam material misalnya, arsitektur rakyat,seperti rumah asli daerah, bentuk lumbung padi, dan lain-lain; kerajinan rakyat, seperti pakaian dan perihiasan tubuh, makanan dan minuman rakyat, obat-obatan teradisional. Adapun yang tergolong bukan material antara lain: gerak isyarat tradisional (gesture); bunyi isyarat komunikasi rakyat, seperti kentongan, beduk, kul-kul, dan lain-lain. Ciri-Ciri Folklor Agar pembaca mempunyai gambaran yang jelas mengenai kedudukan cerita prosa rakyat sebagai bagian dari folklor (Lisan), perlu disajikan beberapa ciri utama folklor pada umumnya. Danandjaya (1991) mendeskripsikan beberapa ciri utama folklor, yaitu: 1) penyebaran dan pewarisannya biasanya dilakukan secara lisan. namun kini penyebaran folklor dapat dilakukan dengan bantuan media elektronik atau mesin cetak; 2) folklor bersifat tradisional, yakni disebarkan dalam bentuk relatif tetap atau dalam bentuk standar. disebarkan diatara kolektif tertentu dalam waktu yang cukup lama (paling sedikit dua generasi); 3) folklor ada (exist) dalam versi-versi, bahkan varian-varian yang berbeda-beda. hal ini sebagai akibat logis dari cara penyebarannya, yakni dari mulut ke mulut (lisan), biasanya bulan melalui catatan atau rekaman. 4) folklor bersifat anonim (nama penciptanya sudah tidak diketahui lagi); 5) folklor biasanya mempunyai bentuk berumus atau berpola. cerita rakyat, misalnya selalu menggunakan kata-kata kelise, seperti “bulan empat belas hari” untuk menggambarkan kecantikan seorang gadis; 6) folklor mempunyai kegunaan (function) dalam kehidupan bersama suatu kolektif. misalnya cerita rakyat mempunyai fungsi untuk mendidik, pelipur lara, protes sosial, dan lain-lain. 7) folklor bersifat pralogis, yaitu mempunyai logika sendiri yang tidak sesuai dengan logika umum; 8) folklor menjadi milik bersama (collective) dari kolektif tertentu[; dan 9) folklor pada umumnya bersifat polos dan lugu, sehingga sering tampaknya kasar atau terlalu sopan. hal ini dapat dimengerti karena folklor merupakan proyeksi emosi manusia yang paling jujur manifertasinya. Danandjaya (1991) menjelaskan, ciri-ciri pengenal folklor nomor 1 s.d. 5 di atas diambil dari Brunnvand (1968:4); ciri nomor 6 dan 7 diambil dari carvello-neto (1965:70) dan ciri nomor 8 dan 9 menurut Danandjaya sendiri. 396
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Cerita Rakyat dan Mitos sebagai Bagian dari Folklor Lisan Jika dicermati pengertian folklor dan ciri-ciri utamanya, seperti telah disajikan, maka tidak bisa dipungkiri lagi bahwa cerita rakyat adalah salah satu bentuk folklor lisan. Menurut Danandjaya, dari semua bentuk atau genre folklor yang paling banyak diteliti para ahli adalah cerita prosa rakyat. Menurut Rusyana (1982/1983) cerita rakyat merupakan salah satu bagian dari tuturan lisan.Tuturan lisan (tradisi lisan) ini termasuk kedalam cakupan folklor. Penjelasan Rusyana secara lengkap disajikan sebagai berikut. Tuturan rakyat sebagai bagian folklor merupakan bagian tuturan yang telah lama hidup dalam tradisi suatu masyarakat. Tuturan rakyat itu merupakan tuturan yang telah dituturkan kembali diantara orang-orang yang berada diantara beberapa generasi… Tuturan rakyat sebagai bagian dari folklor mengandung survival, yaitu suatu yang masih terdapat dalam budaya masa kini sebagai peninggalan dari masa sebelmnya (dalm Fakihuddin, 1998)
Penanaman Nilai-nilai Pendidikan Kearifan Melalui Media Folklor Sebelum disajikan secara rinci pembahasan tentang PenanamanNilai-nilai Pendidikan melalui media mitos perlu disajikan hal-hal berikut. Unsur-Unsur Nilai dalam Kebudayaan Unsur-unsur nilai dalam kebudayaan, dipandang perlu disajikan pengertian nilai itu sendiri. Pertwadarminta dalam Kamus Umum Bahasa Indonesia (KUBI) (1986:677), kata nilai diartikan sebagai sifat-sifat atau hal-hal yang penting atau bermanfaat bagi kemanusiaan. “Berbicara masalah nilai sebenarnya melihat suatu dari segi kegunaan (manfaatnya) dalam kehidupan yang menyangkut masalah jasmaniah dan rohaniah” (Manan, 1981:158, dalam Fakihuddin, 2014). Menurut Acuff (dalam Polak, (1985:29) secara sederhana nilai dapat didefinisikan sebagai pola kelakuan yang diinginkan. Polak juga mengutip pendapat Broom dan Selznick mengatakan, nilai bukanlah keinginan, melainkan apa yang diinginkan, apa yang tidak hanya diharapkan, tetapi dirasakan pantas dan benar bagi diri kita dan bai orang lain. Dijelaskan pula, bahwa tujuan adanya nilai adalah sebagai ukuran-ukuran, patokanpatokan, keyakinan, keyakinan yang dianut oleh orang banyak dalam lingkungan suatu kebudayaan tertentu, menganai apa yang benar, pantas, luhur, dan baik untuk dikerjakan, dilaksanakan, atau diperhatikan (Polak, 1985:30). Pengertian yang lebih bernada filosofis diberikan oleh Drijarkara (dalam Hartoko, 1987:38), nilai adalah hakikat suatu yang menyebabkan hal itu pantas dikerjakan oleh manusia, karena nilai itu berkaitan dengan kebaikan yang ada dalam inti sesuatu. Kattasof (dalam Soemargono, 1986) memberikan empat macam arti tentang nilai: pertama, bernilai berarti guna; kedua, merupakan nilaia artinya mengacu kepada baik, besar atau indah; ketiga, mengandung nilai artinya sesuatu sifat yang menimbulkan sikap setuju atau sikap ingin memilikinya; dan keempat, memberi nilai, berarti memutuskan bahwa sesuatu itu menunjukkan kemampuan (kepastian) tertentu. Sedangkan mengenai ciri-ciri nilai, diberikan oleh Sikki, dkk., 1991), dikatakan bahwa setiap nilai mempunyai sanksi, dalam arti bahwa mematuhi nilai dengan segala macam bentuknya menimbulkan penghargaan. Sebaliknya, melangar nilai mengakibatkan hukuman. Karena sifatnya yang sakral, muncul suatu kepercayaan, bahwa pelanggaran terhadap nilai akan membawa akibat yang fatal bagi masyarakat…. 397
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Beberapa kajian terebut menunjukkan bahwa nilai mempunyai makna yang berbeda-beda. Dengan kata lain, istilah yang mengandung relativitas makna. Nilai mempunyai makna yang berbeda-beda, sangat bergantung pada siapa, sudut pandang mana, kapan, dan dimana istilah tersebut digunakan. Jika pengertian-pengertian nilai tersebut dicermati, dapat ditarik beberapa inti (simpulan) mengenai nilai, sebagai berikut. 1) Nilai adalah hal-hal yang bermanfaat atau berguna bagi kemanusiaan. 2) Nilai berkaitan dengan kebaikan dalan inti sesuatu. 3) Nilai merupakan sesuatu diinginkan, dirasakan pantas dan benar bagi diri sendiri dan orang lain. 4) Nilai dijadikan sebagai pola kelakuan, sebagai ukuran, patolan, anggapan, keyakinan (orang banyak) mengenai suatu yang baik, benar, luhur dan pantas untuk diperhatikan atau dikerjakan. 5) Nilai biasanya disertai sanksiatau penghargaan bagi yang mematuhi dan hukuman bagi yang melanggarnya. 6) Nilai mengandung relativitas makna. Penanaman Nilai Kearifan Lokal melalui Mitos Sasak Penanaman Kearifan melalui Nilai Penddikan Keagamaan Nilai pendidikan keagamaan yang dimaksud dalam tulisan ini, dikhususkan maknanya dengan pendidikan Agama Islam. Dalam pandandangan Islam, rezeki akan datang dari arah dan sumber yang tidak diduga-duga. Rizki merupakan rahasia Tuhan yang harus diterima dan dihargai. Oleh karena itu, jika ada rezeki yang diberikan Tuhan melalui sesama, harus diterima. Jika rezeki ditolak, suatu saat nanti Tuhan akan menjauhkan rizki itu dari kita. Mitos-mitos Sasak berikut ini mengandung nilai-nilai pendidikan Islam, yaitu mengingatkan kita untuk senantiasa mensyukuri nikmat pemberian Tuhan. Ndeq kanggo tindoq jeraq suboh, laun tekurangin rezekinte [Nde?]
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[jerΑ?]
suboh laun [tekuraŋІn] [rezekІntε]
‘tidak boleh tidur setelah subuh nanti berkurang rezekinya’ Mitos tersebut digunakan oleh nenek moyang masyarakat Sasak untuk menanamkan pendidikan kepada anak-anak mereka supaya tidak tidur setelah subuh. Dalam agama Islam memang ada petuah dari hadits Nabi Muhammad yang melarang kita tidur setelah subuh. Orang tua dahulu berkayakinan, bahwa rezeki itu diturunkan oleh Allah SWT pada waktu pagi hari dan manusia diminta berlomba-lomba menjemput rezeki itu pagi-pagi, bukan malah tidur. Orang yang suka tidur setelah subuh/waktu pagi, sama artinya dengan kehilangan rizki karena tidak mau berusaha mencarinya. Lamun ndeq mele mate keluarge siq te kangen, dendeq peleng kungku kekelem [nde?] mele mate [keluargε] [sІ?] [tekaŋen] [dende?] [pεlεŋ] [kuŋkU?] [kεkεlεm] ‘Kalau tidak mau ditinggal mati oleh keluarga yang disayang, jangan potong kuku pada malam hari’ 398
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Waktu malam hari (pada zaman dahulu identik dengan kegelapan karena tidak adanya cahaya penerang seperti sekarang. Memotong kuku pada malam hari bisa mengakibatkan luka disebabkan faktor gelapnya malam. Selain itu, waktu malam adalah waktu yang digunakan orang tua Sasak untuk mengajar anak-anak mereka mengaji, belajar, dan dan lain-lain. Orang tua ingin menanamkan ajaran agama, bahwa tidak baik mengerjakan sesuatu ditempat gelap karena gelap identik dengan hal-hal yang kurang baik. Apalagi memotong kuku sangat riskan dan bisa berbahaya dikerjakan di malam hari. Nasihat yang mengandung larangan berikut ini juga mengandung pesan kearifan. Lamun ndeq mele lupaq ingetan, dendeq girang bece mesan kubur Lamun [nde?] mele [lupaq] [iŋεtan] [dende?] [giraŋ] [bǼcǼ] mesan kubur ‘Kalau tidak mau lupa ingatan/pikun jangan suka membaca batu nisan’ Pesan keagamaan yang tertuang dalam mitos Sasak tersebut antara lain kalau kita berziarah ke kubur, maka ucapan yang keluar dari lisan kita adalah zikir dan doa, bukan kata-kata lainnya. Orang tua dahulu ingin mendidik putra putrinya, supaya jangan membaca tulisan yang tertulis di nisan kuburan, tetapi bacalah doa untu penghuni kuburan tersebut. Hingga kini belum ada bukti membaca nisan kuburan punya kaitan langsung dengan hilangnya ingat an. Lamun ndeq mele jogang, dendeq tindoq ngaji magrib lamun [nde?] mele [jogaŋ] [dende?] [tino?] [jera?] magrib ‘Kalau tidak mau gila jangan tidur ketika ngaji magrib’ Maksud dari mitos tersebut adalah waktu magrib waktunya untuk salat dan mengaji, segala aktivitas ditinggalkan untuk sementara. Melalui mitos ini para orang tua berpesan agar dalam kehidupan ini kita hendaknya tidak melalaikan waktu. Artinya ketika waktu salat tiba harus dikerjakan karena itu adalah perintah agama dan kewajiban kita sebagai seorang muslim. Lamun ndeq mele tesebok siq aran makhluk bebodo, dendeq girang bekedeq kejengke sandikele Lamun [nde?] mele [tεsebo?] [sІ?] aran makhluk [bεbodo] [dende?] [giraŋ] [bεkεdε?] [kεjεŋkε] [sandikεlε] (Kalau tidak mau disembunyikan oleh makhluk yang bernama bebodo jangan bermain waktu sandikala). Sandikale adalah waktu menjelang tenggelamnya matahari, tetapi belum tiba waktu magrib. Pada waktu ini langit memancarkan sinar kemerahan. Merupakan saat-saat pergantian dari siang menuju malam. Pada saat ini, segala bentuk permainan kesenangan dilarang terus berlanjut karena diketahui pada waktu itu magrib akan tiba dan waktu untuk mengerjakan salat dan juga mengaji. Penanaman Kearifan melalui Nilai Pendidikan Sosial Ndeq kanggo nyisayang nasi leq piring, laun mate ape siq kangente 399
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
[nde?] [kaŋgo] [ñІsayaŋ] [nasi?] [le?] [pirεŋ] laun mate [Ǽpe] [si?] [kaŋεntε] ‘Tidak boleh menyisakan nasi di piring sebab apa yang disayang akan mati’ Mitos di atas disampaikan oleh orang-orang tua kepada anak-anak mereka untuk menghargai sebuah perjuangan. O rang tua bersusah payah mencari rezeki kemuadian kita sia-siakan. Jadi, melalui mitos ini anak-anak dilatih untuk menghargai rezeki, tidak dibenarkan berperilaku boros, dan jerih payah orang tua harus dihargai. Selain itu, kalau melakukan suatu pekerjaan tidak boleh setengah-setengah. Lamun ndeq mele sial, dendeq lekaq langan bawah jelo’an selene dalem Lamun [nde?] mele [sІΑl] [dende?] [lekΑ?] [laŋan] [bawΑ?] [jelo’Αn] [selεnε] [dalεm] ‘Kalau tidak mau mendapatkan kesialan jangan berjalan di bawah jemuran celana dalam’ Melalui mitos ini para orang tua berpesan bahwa celana dalam dan kepala tentunya memiliki posisi yang berbeda. Kepala merupakan bagian tubuh yang paling atas tentunya sangat dijaga oleh manusia, lain halnya dengan celana dalam yang merupakan hal yang tersembunyi. Maksudnya adalah ketika celana dalam berada di atas kepala tentu hal itu membuat manusia menjadi sial, sama halnya dengan pantat menduduki kepala. Oleh karena itu, para orang tua berpesan supaya ketika ada jemuran, terutama celana dalam tidak boleh dilewati karena anak mendapatkan kesialan. Lamun ndeq mele tedatengin siq selaq, dendeq meok kekelem Lamun [nde?] mele [tedateŋІn] [sІ?] [sela?] [dende?] [mεo?] [kεkεlεm] ‘Kalau tidak mau didatengi hantu jangan bersiul pada malam hari’ Mitos ini disampaikan oleh orang tua kepada anak-anaknya ketika anak-anaknya bermain dan bersiul. Malam hari adalah waktu untuk beristirahat dan waktu yang sangat disukai oleh makhluk halus. Kita sebagai makhluk sosial yang hidup berdampingan satu sama lain harus menghargai sesama yang sedang beristirahat karena rasa capek yang mereka rasakan setelah beraktivitas seharian. Lamun ndeq mele kene seher, bilang kelem nyiram lembur ngadu aiq meniq lamun [nde?] mele [kεnε] [sεhεr] [bilΑŋ] [kεlεm] [ñiram] [lǼmbUr] [ŋadu] [aІ?] [menІ?] ‘Kalau tidak mau terkena sihir setiap malam menyiram halaman rumah dengan air beras ‘ Mitos ini digunakan oleh orang tua untuk berpesan kepada anak- anaknya supaya menyiram halaman rumah setiap malam menggunakan air beras. Sudah menjadi
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kepercayaan Masyarakat Masbagik, agar tidak terkena sihir setiap malam menyiram halaman dengan air beras. Segi sosial/hubungan dengan orang lain, hubungan sosial masyarakat Masbagik didukung dengan berbagai aturan dan hukum yang mengikat mereka semuanya mengacu pada bagaimana sikap seseorang dalam menghadapi orang lain, agar rasa saling menghormati dan menghargai sesamanya dapat terlaksanakan dengan baik. Sehingga aturan dalam kebiasaan mereka itu dianggap sebagai aturan yang sangat kuat. Penanaman Kearifan melalui Nilai Pendidikan Budaya (Daerah) Lamun ndeq mele telang rezekinte, dendeq nyapu kekelem Lamun [nde?] mele [tεlaŋ] [rezεkІntε] [dende?] [ñεpU] [kekεlεm] (Kalau tidak mau rezeki hilang, jangan menyapu pada malam hari) Mitos ini disampaikan orang tua kepada anak-anaknya ketika melihat anaknya menyapu rumah di malam hari. Malam adalah tempat untuk beristirahat dan sudah menjadi warisan budaya dari nenek moyang bahwa menyapu rumah di malam hari dipercayai akan menolak rezeki yang datang. Lamun ne beruq sugul bebeaq, dendeq girang nalik epe-epe sembarang laun sekit ye lamun ne [beru?] sugul [bεbεa?] [dende?] [giraŋ] [nǼli?] [ǼpǼ-ǼpǼ] [sembaraŋ] laun [sεkit] ye (Kalau bayi baru lahir seorang suami dilarang mengikat sesuatu sembarang sebab bayi itu akan sakit) Bayi adalah makhluk ciptaaan Tuhan YME yang senantiasa dijaga oleh para orang tua. Bayi yang baru lahir sangat rentan terhadap berbagai penyakit untuk itu sebagai orang harus betul-betul mengetahui hal itu. Sudah menjadi kepercayaan masyarakat Masbagik bagi para orang tua khususnya seorang bapak untuk tidak sembarang mengingat apa-apa ditakutkan akan berdampak pada si anak. Lamun ndeq mele bejulu giginte, dendeq dendeq girang ngembot gigi aneng julu lamun [nde?] mele [bejulU] [gigІntε] [dende?] [girΑŋ] [ŋembot] [gigІ] [aneŋ] [julU] (Kalau tidak mau gigi tumbuhnya ke depan jangan mencabut gigi ke arah depan ) Mitos ini digunakan oleh para orang tua kepada anak-anaknya ketika melihat anak-anaknya mencabut gigi ke arah depan. Kepercayaan masyarakat Masbagik terhadap mitos ini sangat kuat. Khususnya bagi para gadis tentunya kalau ketika gigi kita tumbuh ke arah depan hal itu kan membuat mental dan kepribadian seseorang bisa menurun. Hal ini akan membuat generasi muda akan lemah dan pergaulan sehari-hari Lamun ndeq mele genit tian waktu betian, dendeq peleng bulu
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
lamun [nde?] mele [gεnit] tian [kεjεŋkε] betian [dende?] [pelεŋ] bulu (Kalau tidak mau perut gatal-gatal ketika hamil jangan potong rambut) Di masyarakat Sasak, seorang wanita ketika sedang hamil dilarang melakukan hal-hal yang sembarangan karena akan membahayakan janin dan si ibu. Para orang tua berpesan supaya tidak melanggar mitos itu ditakutkan akan berdampak negativ bagi janin dan si ibu. Nilai kearifan lokal yang dikandung dalam mitos tersebut adalah seseorang wanita yang sedang mengandung harus lebih berhati-hati bertindak demi keselamatan janin yang dikandungnya. Lamun ndeq mele gitaq bebeaqeloran,dendeq girang bantah kmeleq senine waktu ngidam Lamun [nde?] mele [gita?] [bεbεa?] eloran [dende?] [giraŋ] bantah [kεmεlε?] [seninε] [kεjεŋkε] [ŋІdam] (Kalau tidak mau anak mengeluarkan air liur terus-menerus jangan bantah kemauan istri ketika ngidam ) Mitos ini digunakan para orang tua untuk berpesan kepada anak-anaknya khususnya yang sudah menjadi ayah untuk selalu memenuhi permintaan/keinginan istrinya ketika sedang hamil. Dipercayai semua permintaan dan keinginan itu asalnya dari bayi yang dikandung. Jika tidak dipenuhi maka ketika bayi keluar si bayi akan ngiler terus menerus. Nilai kearifan yang dipesankan, yaitu seorang suami hendaknya memperhatikan kebutuhan istrinya ketika hamil karena wanita yang sedang hamil sangat sensitif. Lamun ndeq mele tetaliq siq puset anakte, dendeq bejait waktu betian Lamun [nde?] mele [tεtali?] [sІ?] [pusεt] [anaktε] [dende?] bejait [kεjεŋkε] [betian] (Kalau tidak mau anak yang dikandung terlilit tali pusar, jangan menjahit ketika hamil) Mitos ini disampaikan oleh orang tua kepada anak prempunnya yang sedang hamil agar tidak melakukan kegiatan menjahit. Menjahit adalah kegiatan melilitkan benang ke pakaian atau kain agar menjadi kuat. Ketika hamil wanita disarankan mengurangi aktivitas demi kesehatan dan keselamatan ibu dan anak Lamun ndeq mele seru penggitaq, dendeq bebece sambil tindoq Lamun [nde?] mele [sεrU] [peŋgita?] [dende?] [bebεcε] [sεmbil [tindo?] (Kalau tidak mau penglihatan berkurang jangan membaca sambil tidur Mitos ini disampaikan oleh orang tua kepada anak-anaknya ketika melihatnya membaca sambil tidur-tiduran. Membaca adalah kegiatan yang bermanfaat, yang harus dilakukan dan hendaklah melakukan sesuatu itu dengan kemauan yang keras 402
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
supaya bisa mencapai hasil yang diinginkan. Mitos ini mengandung pendidikan kearifan, terutama pesan menjaga/memelihara kesehatan organ mata mata. Lamun ndeq mele teme maleng, dendeq girang bolang epe – epe lengan jendela Lamun [nde?] mele [tεmε] [malεŋ] [dende?] [giraŋ] [bolaŋ] [ǼpǼ-ǼpǼ] [lεŋan] [jεndεlǼ] (Kalau tidak mau kemasukan maling jangan membuang apa-apa lewat jendela) Kita semua tahu bahwa rumah memiliki pintu dan jendela yang memiliki fungsi yang berbeda-beda pula. Ketika salah dalam menggunakan fungsinya tentu akan berdampak tidak baik. Mitos ini digunakan oleh para orang tua untuk menanamkan kearifaan lokal, supaya menggunakan sesuatu harus sesuai dengan fungsinya. Kalau tidak digunakan sesuai dengan fungsinya akan terjadi sesuatu yang tidak diinginkan. Mereka secara ltidak langsung ingin berpesan, letakkan sesuatu pada tempatnya, jangan disalahgunakan. Penanaman Nilai Kearifan melalui Pendidikan Moral Lamun ndeq mele tedemenang siq jin, dendeq girang menyenyi leq jading lamun [nde?] mele [tedεmεnaŋ] [sІ?] jin [dende?] [giraŋ] [mεñεñІ] [le?] [jediŋ] (Kalau tidak mau disenangi makhluk halus/jin jangan suka menyanyi di kamar mandi) Mitos ini disampaikan oleh orang tua kepada anak-anaknya ketika sedang berada di kamar mandi. Kita tahu, bahwa kamar mandi merupakan tempat membersihkan diri dan banyak digunakan orang laain. Jika kamar mandi digunakan untuk bernyanyi, dikhawatirkan yang mandi akan berlama-lama di dalam. Melalui Mitos ini para orang tua ingin menanamkan nilai kearifan, kamar mandi fungsinya untuk mandi dan digunakan oleh banyak orang. Kita hendaknya tidak mencampur- adukkan pekerjaan dengan persoalan. Artinya suatu jenis pekerjaan diharapkan telah selesai satu per satu baru beralih pada pekerjaan yang lain yang jenis dan sifatnya berbeda sehingga hasilnya pun akan jelas.. Lamun ndeq mele sekit panoq, dendeq girang nusin dengan lamun [nde?] mele [sεkit] [pano?] [dende?] [giraŋ] nusin [deŋan] (Kalau tidak mau mendapat penyakit panu jangan suka meludahi orang) Kita ketahui bahwa meludahi adalah perbuatan yang tidak sopan. Sebagai makhluk sosial yang tidak bisa hidup tanpa bantuan orang lain tentunya sikap dan prilaku kita harus baik. Masyarakat Sasak sangat menjunjung tinggi kesopanan. Melalui mitos ini para orang tua berpesan untuk saling menghormati dan menghargai antarsesama untuk menciptakan kerukunan dan kedamain masyarakat pada khususnya dan seluruh manusia pada umumnya. Lamun ne betian senine, dendeq girang sembarang matek hewan lamun na betian [seninε] [dende?] [giraŋ] [sembaraŋ] [matε?] hewan 403
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(Kalau istri sedang hamil tidak boleh sembarangan membunuh hewan) Segala perbuatan dan tingkah laku dari orangtua si anak yang sedang dikandung akan menentukan sifat yang dimiliki oleh anak-anaknya. Sebuah pepatah mengatakan buah jatuh tak jatuh jauh dari pohonnya. Setiap perbuatan pasti ada akibat dan hasil yang akan kita dapat. Jadi mitos ini mengajarkan kearifan, bahwa berhati-hatilah dalam bertindak melakukan sesuatu karena setiap berbuatan akan mendapatkan balasan. Lamun ndeq mele bodo anakte, dendeq girang mantok otak lamun [nde?] mele bodo [anaktε] [dende?] [giraŋ] [manto?][ota?] (Kalau tidak mau anak kita menjadi bodoh tidak boleh memukul kepala) Kepala adalah bagian tubuh yang paling atas tempatnya, dan di kepala itu terdapat otak. Otak sangat penting dan diperlukan oleh manusia, kalau otak sudah mengalami kerusakan maka manusia itu seakan sudah tidak ada artinya. Maka dari itu kita harus menghargai kepala kita karena fungsi dan kedudukannya yang sangat penting. Ndeq kanggo ngeraos lamun temangan, ya ino ndeq ne solah [nde?] [kaŋgo] [ŋeraos] lamun [tεmaŋan] ya ino [nde?na] solah (Tidak boleh berbicara ketika sedang makan, itu sangat tidak baik) Mitos di bawah ini biasanya disampaikan orang tua kepada anak- anaknya ketika anak-anaknya sedang duduk di hadapan makanannya. Persoalan yang satu dengan yang lainnya hendaknya tidak dicampur adukkan, walaupun banyak persoalan yang dihadapi diharapkan dapat menyelesaikannya satu per satu supaya hasilnya pun jelas.. Lamun ndeq mele budun, dendeq tokolin galeng Lamun [nde?] mele budun [dende?] tokolin [galeŋ] (Kalau tidak mau bisul jangan menduduki bantal) Bantal berfungsi untuk alas atau penyangga kepala ketika kita tidur. Sementara jika kita duduk, sudah pasti kita akan menggunakan pantat. Kepala dan pantat adalah dua bagian tubuh yang berbeda letak dan fungsinya. Karena bantal sebagai alas kepala tidak boleh digunakan sebagai alas pantat. Pesan kearifan dari mitos di atas, yaitu pengajaran untuk selalu menghargai kepala kita, sekaligus bermakna menghargai diri sendiri.
Simpulan Berdasarkan pembahasan yang telah disajikan dapat ditarik simpulan, bahwa mitos masyarakat Sasak, khususnya hal-hal berupa larangan/pantangan/pamali banyak banyak mengandung nilai pendidikan kearifan lokal. Mitos-mitos tersebut secara implisit dijadikan oleh generasi terdahulu sebagai media pendidikan, khususnya pendidikan kearifan lokal. Nilai kearifan tersebut terkait dengan nilai-nilai keagamaan, sosial, moral, dan nilai budaya lokal masyarakatr Sasak.
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Referensi Brudvand, Jan Harold. 2013. “Pengertian Folklor Lisan” dipublikasikan melalui http://fidanaza.blogspot.com/2012/06/folklor.html (diakses tanggal 13 Desember 2013) Danandjaya,J.1991. Folklor Indonesia, Ilmu Gosip,Dogeng, dan lain-lain.Jakarta:Graffiti. Fakihuddin, Lalu. 1998. “Citra Manusia Dan Nilai Edukatif Dalam Cerita Rakyat Sasak (Kajian Tematis Folklor Lisan yang Telah Didokumentasikan) . Malang. Thesis Pascasarjana IKIP Malang. Fakihuddin, Lalu & Susi Susanti. 2014. Mitos Masyarakat Sasak: Kajian ResepsiPragmatis. (Laporan Penelitaian, STKIP Hamzanwadi Selong). Polak, J.B.A.F. 1985. Sosisologi Suatu Pengantar Ringkas. Jakarta: PT Ichtiar Baru Van Hoeve. Shipley, J.T. 1962. Dictionary of World Literatur. Littlefield, Adams & Co Patterson, New Jersy. Sudjiman, P. 1990. Kamus Istilah Sastra. Jakarta: Penerbit Universitas Indonesia (UIPress).
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Sejarah Masyarakat Jerowaru Dalam Wujud Stratifikasi Sosial 1
Lalu Murdi, 2Badarudin 1 Universitas Hamzanwadi, Indonesia, 2Universitas Hamzanwadi, Indonesia 1 [email protected], [email protected]
Abstract This study focuses on the history of the village community Jerowaru associated with the emergence of social stratification in which vertical layers between ordinary people with aristocratic society. Historical process as well as the arrival of the nobility was tracked to provide a deeper identity. The method used is the method of historical work includes several stages: a) heuristic; b) criticism; c) interpretation; and d) historiography. The results of this study show that: 1) the way historians initially Jerowaru rural communities are not so clear, and colored by mythologies unreasonable; 2) the nobility in the village Jerowaru come from places such as Kopang, Mataram, and others. However, the most obvious, they are highborn kedatuan Pene; 3) social stratification villagers Jerowaru since 1970 has been a lot of shows changes than ever before, ranging from mating systems, customs, language, and in terms of daily life. Keywords: history, society, social stratification
Latar Belakang Gelar Lalu, Raden (laki-laki) ataupun Baiq, Dende, dan Lale (perempuan) adalah gelargelar bangsawan di NTB. Gelar-gelar yang disebut di atas ini merupakan status sosial yang lebih tinggi dibandingkan dengan golongan yang lain, dan khususnya di pulau Lombok ini menunjukkan adanya sertifikasi sosial dalam masyarakat, meskipun secara vertikal untuk saat ini tidak lagi menjadi pembeda dalam masyarakat, namun dalam kelompoknya menjadi kelas atau status sosial yang berbeda dibandingkan dengan masyarakat pada umumnya. Adanya Perwangse dan Jajar Karang merupakan salah satu bukti bahwa di Lombok juga setelah kerajaan-kerajaan yang disebut di atas sudah tidak ada lagi golongan bangsawan ini masih eksis melaksanakan adat-istiadat sesuai dengan golongannya membedakannya dengan golongan di bawahnya. Salah satunya adalah di desa Jerowaru, yang dulunya sebelum tahun 1970-an masih memperlihatkan adanya stratifikasi sosial tertutup. Terkait dengan kedatangan bangsawan di desa Jerowaru dan asal usulnya, seperti banyak informasi mengatakan ada yang menyebutnya sebagai bangsawan pendatang dan bangsawan asli. Adapun oleh masyarakat sering disebut bangsawan pendatang adalah bangsawan yang berasal dari beberapa tempat seperti Kopang, Kediri, Pagutan dan lain sebagainya. Sedangkan yang dikatakan sebagai bangsawan asli Jerowaru adalah bangsawan yang saat ini tinggal di gubuk Tembok, merupakan keturunan bangsawan kerajaan Pene yang satu wilayah dengan desa Jerowaru. Perpindahan bangsawan terutama yang berasal dari kawasan Mataram ini memang secara menyakinkan belum dapat kita pastikan, apakah perpindahannya ke Jerowaru setelah dikuasainya kerajaan-kerajaan Lombok pada umumnya atau sesudahnya. Namun jika setelah penguasaan kerajaan Lombok dikuasai baru mereka pindah maka bisa dikatakan sudah dimulai sejak tahun 1744 (166 saka) setelah puri Karang Asem Mataram berdiri 406
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sebagai pusat pemerintahan dengan Gusti Angluran Karang Asem sebagai rajanya (Muhsipuddin, 2004: 10). Perpindahannya ke desa Jerowaru tujuan utama sebenarnya belum dapat diketahui secara pasti apakah karena keinginan mencari tanah dan tempat tinggal yang baru atau terdesak atau seperti yang dikatakan Lalu Lukman meskipun seluruh kerajaan di Lombok berada dalam kekuasaan kerajaan Karang Asem Bali namun dalam sistem pemerintahannya termasuk cara menjalankan pemerintahan sampai tingkat yang paling bawah diserahkan kepada orang-orang kepercayaan dan petugas Sasak yang pada umumnya merupakan bangsawan ataupun keturunan dari bangsawan-bangsawan yang dulunya menjadi penguasa atau pejabat pemerintah (L. Lukman, 2005:28-29). Oleh karena itu karena tidak adanya bukti yang dapat dirujuk secara pasti maka dapat disimpulkan tujuan kedatangannya ke desa Jerowaru. Kehidupan para bangsawan di desa Jerowaru untuk saat ini atau setidaknya sejak tahun 1970-an cukup berbeda dengan sebagian bangsawan yang masih kental memegang adatistiadat lamanya. Namun yang jelas bisa dikatakan bahwa adat-istiadat bangsawan di desa Jerowaru yang dulunya merupakan kelas tersendiri dalam stratifikasi sosial masyarakat disana yang saat ini mulai hilang dengan sendirinya seiring dengan perkembangan zaman. Umumnya sejak awal kedatangannya sampai kira-kira generasi ketiga dihitung mundur dari sekarang para bangsawan memiliki tanah yang cukup luas sehingga hal ini menunjukkan juga status sosialnya yang cukup tinggi sekaligus ditunjang oleh statusnya sebagai bangsawan yang saat ini sangat dihormati. Namun bagaimanapun dengan proses waktu yang terus berjalan sampai saat ini status kebangsawanan di desa jerowaru yang ditunjukkan dengan adat-istiadat, bahasa, sistem perkawinan maupun kepemilikannya atas tanah sampai saat ini sudah tidak begitu menonjol atau bisa dikatakan sudah terjadi proses pergeseran. Oleh karena adanya proses pergeseran tersebut maka sangat perlu untuk dikaji seperti adat-istiadat, bahasa, sistem perkawinan,dan lain-lain yang diterapkan pada awal kedatangannya. Proses interaksi dengan masyarakat maupun saat ini dalam kedudukannya sebagai golongan bangsawan yang dahulunya merupakan stratifikasi tersendiri dalam kehidupa masyarakat.
Metode Penelitian Metode penelitian yang akan digunakan untuk mencari data dalam penelitian ini adalah metode sejarah. Selain mengkaji masa lalu, sekaligus di dalamnya jelas mengenai konsep “kapan” dan “sampai bila” dari sebuah peristiwa, maka seperti dijelaskan Taufik Abdullah dan Abdurrahman Surjomihardjo (1985), pencariannya harus menggunakan metode sejarah. Landasan utama penggunaan metode sejarah terkait strategi penanganan buktibukti sejarah danbagaimana menghubungkannya (Frederick, 1991). Berikut sistematika metode sejarah yang digunakan dalam penelitian ini: Heuristik Carrad menjelaskan bahwa heuristik adalah merupakan langkah awal sebagai sebuah kegiatan mencari sumber-sumber, mendapatkan data, atau materi sejarah atau evidensi sejarah (Helius Sjamsudin, 2007: 86). Tahap interpretasi penelitian ini diharapkan dapat melakukan penangkapan realitas sosial dari fenomena sejarah di masyarakat desa Jerowaru, maka gambaran prosedur pengumpulan data tergambarkan sebagai berikut:
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Bahan Dokumenter Data dokumen yang dapat digunakan untuk dapat merekonstruksi jejak sejarah masyarakat di Desa Jerowaru, terutama yang berkaitan dengan sistem kekerabatan, sekaligus asal-usul bangsawan jerowaru tidak begitu banyak, hanya saja beberapa jenis dokumen dapat digunakan. Namun apabila memperhatikan banyaknya jenis bahan dokumenter tersebut seperti dijelaskan Sartono Kartodirdjo (1982), mulai dari surat-surat pribadi; catatan atau buku harian dan memoirs; surat kabar; dokumen pemerintah; dan lain sebagainya, hanya beberapa saja yang digunakan dalam tulisan ini. Sumber Lisan Penelitian lisan dirumuskan oleh Morrison sebagai “Pengumpulan bahan-bahan melalui perbincangan atau wawancara dengan satu orang atau lebih mengenai satu masalah yang sedang dipelajarai oleh sang pewawancara” (Asvi Warman A, 2000: xii). Penelitian ini merupakan penelitian kontemporer yang mengambil temporal sejak tahun 70-an, oleh sebaba itu penggunaan sumber lisan dalam hal ini jauh lebih banyak dan penting apabila dibandingkan dengan sumber lainnya. Sumber Lain Adapun sumber lain dalam bentuk dokumen yang dimaksud dalam hal ini seperti hasil penelitian mendalam yang sudah dipublikasikan seperti buku dan jurnal. Beberapa buku hasil penelitian mendalam seperti penulisan beberapa buku yang dilakukan Proyek Inventarisasi dan Dokumentasi Kebudayaan Daerah oleh Depdikbud berkaitan dengan sejarah masyarakat Sasak-Lombok dan lain-lain. Kritik Proses selanjutnya yang dilakukan adalah kritik sumber. Dalam hal ini penulis melakukan beberapa langkah sebagai berikut: 1. Melakukan kritik eksternal. Apabila datanya berupa dokumen maka dalam hal ini penulis akan berupaya melakukan dua hal: a) menegakkan kembali teks yang benar; b) menetapkan dimana, kapan, dan oleh siapa dokumen itu ditulis. Sedangkan data lisan dimana kesaksian tersebut benar-benar diberikan oleh orang tahu mengenai peristiwa tersebut dan yang paling penting adalah kesaksian yang telah diberikan telah bertahan tanpa ada suatu tambahan yang sangat berarti. 2. Melakukan kritik internal. Apabila datanya berupa dokumen maka dalam hal ini penulis melakukan beberapa hal: 1) mengecek keakuratan; 2) membandingkan data dokumen satu sama lain. Apabila data dari sumber, dalam hal ini penulis melakukan beberapa hal: 1) berupaya untuk memahami arti sebenarnya dari kesaksian yang diberikan oleh narasumber; 2) harus diyakini adanya nilai moral dan kejujuran dari saksi bahwa ia sedang mengatakan yang sebenarnya tentang kejadian tersebut. Interpretasi Interpretasi merupakan langkah ketiga setelah data yang didapatkan sudah lolos dari kritik ekstern maupun intern.Dalam tulisan sejarah, digunakan secara bersamaan tiga bentuk teknis dasar tulis-menulis yaitu deskripsi, narasi, dan analisis (Helius Sjamsudin, 2007: 132). Historiografi Penulis dalam hal ini mengikuti apa yang diuraikan Hasan Usman (Dudung Abdurrahman, 1999) dalam melakukan penulisan sejarah perempuan ini coba diperhatikan beberapa hal sebagai berikut: 1. Penulis berusaha untuk mengungkapkan sejarah tersebut dengan ungkapan bahasa sehari-hari untuk dapat dan mudah dimengerti oleh pembaca. 408
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2. Penulis menyajikannya sejarah perempuan ini berdasarkan urutan periodesasi, dengan demikian kesatuan sejarahnya akan dapat terlihat dengan jelas. 3. Penulis menjelaskan sesuai apa yang ditemukan di lapangan dengan menyajikan buktibukti, serta membuat garis-garis umum untuk dapat dengan mudah dipahami oleh pembaca. 4. Keseluruhan pemaparannya penulis mencoba untuk lebih argumentatif meskipun dalam bentuk yang naratif, dan pada akhirnya akan membuat analisis.
Hasil Penelitian Dan Pembahasan Sejarah Singkat Penduduk Awal Desa Jerowaru Menurut penuturan yang beredar pada masyarakat Jerowaru, dan berdasarkan takepan (cerita sejarah yang tertulis/babad) Bale Belek yang ada di Jerowaru Daye (utara) merupakan rumah yang dihuni pertama kali di desa Jerowaru.i Pembuatannya yaitu pada abad ke- XIII yaitu kurang lebih pada tahun 1257 yang lalu, atau sekitar 753 tahun silam. Pembuatan Bale Belek ini menurut takepan tersebut berlangsung satu hari saja yang dimulai dari jam enam pagi dan berahir pada jam enam sore hari yang bersamaan juga dengan dibangunnya Bale Belek yang ada di Senyiur.5 Pemimpin pembuatan Bale Belek ini adalah Datu Dewe Maspanji atau yang dikenal juga dengan nama Dewe Maspanji Raeng Jagat Manujae Lemper Subur Makmur Datu Tunggal Lek Dunie ie Sak Laek ie Sak nani ie Sak Lemak. Kedatangan Datu Dewe Mas Panji dengan rombongannya berasal dari arah selatan Jerowaru tepatnya di pantai Serewe, Desa Pemongkong, Kecamatan Jerowaru sekarang. Sesampainya di painggir pantai, Raden Mas Panji istirahat bersama pengikutnya sebelum melanjutkan perjalanannya. Sebelum berangkat terlebih dahulu Datu Maspanji melepas dua busur panahnya sebagai petunjuk tempat mereka akan membangun tempat tinggal, kedua anak panahnya kemudian jatuh pada tempat yang tidak terlalu jauh, yang satunya jatuh di Jerowaru dan yang satunya lagi jatuh di Senyiur. Arah dan tempat jatuhnya busur panah inilah yang nantinya akan dijadikan patokan untuk membuat tempat tinggal.. Lebih lanjut dari kisah Datu Dewe Maspanji ini tidak terlalu jauh diketahui karena menurut babadnya kemudian dia menghilang. Selanjutnya yang menghuni Bale Belek etelah penghuninya tidak ada lagi adalah Pe Belek, sedangkan yang di Senyiur dihuni oleh kakak dari Pe Belek, yang mana kedua-duanya berasal dari Kerajaan Islam Pena. Sebelum membahas lebih lanjut Pe Belek dan Pe Balak sebelumnya penting untuk dipahami mengenai kerajaan Pena yang merupakan asal usul Pe Belek dan Pe Balak. Disamping cerita rakyat yang beredar di atas, berdasarkan sumber yang lebih meyakinkan diceritakan mengenai asal-usul bangsawan Jerowaru berasal dari Kedatuan Pene. Mastam dalam karangannya yang berjudul“ Peranan Kalangan Istana dalam Perjuangan Adat Agama di Lombok Timur “ mengatakan bahwa secara konkrit Pena lebih tepat di sebut sebagai keulamaan dari pada sebagai kerajaan Islam. Bahkan para budayawan lebih suka menyebutnya sebagai basis penyebaran agama Islam dari pada pusat politik. Hal tersebut didukung dengan peninggalan yang berupa situs Pena yang di dalamnya tidak terdapat benda-benda yang menunjukkan bekas bangunan istana.
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Pena seperti yang dikatakan Mastam diperintah oleh seorang Pemban ( raja kecil, datu ) yang sekaligus menjadi ulama agama Islam. Datu yang terkenal adalah Raden Suryajaya Supeno. Dia digantikan oleh pangeran Mimjimak yang bergelar Pemban Tanggal Peras atau Baru Tanggan. Berbeda dengan Selaparang “ seri kedua “ Pena tidak banyak mendapat perhatian secara langsung dari para ulama di tanah Jawa. Maka kalangan bangsawan banyak yang berguru ke Jawa untuk belajar pada para wali. Mereka mempelajari cara menyebarkan agama Islam yang disesuaikan dengan adat Sasak. Maka peradaban masyarakat Lombok bagian selatan pun lebih bernuansa mengenal budaya leluhur dibandingkan dengan wilayah timur. Misalnya kesesnian wayang, tari-tarian, pakaian dan tata krama. Untuk kepentingan itu, pangeran Tata Samin atau Sangupati sempat belajar ke Solo dan Demak sebagai pusat penyebaran agama Islam yang berbasis budaya Jawa. Kemudian dengan pola yang sama Ia menyebarkan agama Islam di sekitar Sakra. Sebelum akhirnya meninggal dan dimakamkan di Mengkuru, ia mampu mengembangkan tradisi kesenian Sasak. Konon, ia pun berhasil memberantas tradisi main judi dan minum tuak masyarakat sekitar. Meskipun tak sekaliber Selaparang dan Pejanggik, namun kemajuan yang dicapai Pena cukup meresahkan pihak musuh. Pena mengalami kemunduran karena sumber-sumber air di bawah bukit yang dikuasai pasukan Langko. Ketika itu menantu Banjar Getas telah menjadi penguasa di negeri dengan gelar Prabu Anom Langko. Upaya pengisolasian Pena itu terkenal dengan sebutan Politik Rerepik Aik. Akibat langsung dari pemblokadean ini adalah kesulitan mendapatkan air minum bagi para bangsawan yang tinggal di atas bukit. Dalam perkembangannya, terjadi perpindahan pusat kegiatan dari bukit Pena ke Wangkek di desa yang sama maupun ke tempat-tempat lain yang memungkinkan keamanan bagi para bangsawan maupun rakyatnya. Tidak terkecuali desa Jerowaru sekarang merupakan tujuann isolasi dari akibat blokade yang dilakukan oleh kerajaan Langko tersebut. Uraian sejarah singkat di atas memberikan gambaran mengenai asal usul para bangsawan ini, khususnya yang berada di Jerowaru bat (barat) terutama di gubuk Tembok dan Pelambik. Walaupun di tempat yang disebut terakhir terdapat perbedaan dalam implementasi adat-istiadat nenek moyangnya. Adapun persebaran bangsawan ini ke Pelambik bertepatan dengan berpindahnya Raden Panji. Salah satu yang menjadi permas Pedalemaan sekarang adalah asal usul dari bangsawan yang ada di gubuk pedaleman (gubuk Nenek) (wawancara Sinerap dan Marjun, 10 juli 2010). Selain merupakan bangsawan asli, beberapa bangsawan Jerowaru juga mengaku berasal dari beberapa tempat yang ada di Lombok. Mamiq Karniati yang merupakan salah satu dari komunitas bangsawan yang tinggal di gubuk Nenek mengatakan bahwa sampai saat ini masih ada hubungan kekerabatan antara bangsawan yang ada di Jerowaru khususnya di gubuk Nenek dengan bangsawan yang ada di Gerung, Kediri, Pagutan, dan Kopang masih ada. Begitu juga dengan apa yang dikatakan Mamiq Jamudin (80) bahwa asal usul dari bangsawan yang ada di gubuk Pedaleman ini bukan berasal dari satu tempat saja melainkan seperti yang dikatakan Mamiq Karniati di atas. Stratifikasi Sosial Masyarakat Desa Jerowaru Stratifikasi sosial pada masyarakat desa Jerowaru selain berbentuk stratifikasi sosial terututup ( closed sosial setratification ) dari sejarahnya, sekaligus juga terdapat stratifikasi sosial terbuka ( open sosial setratificaation ) untuk saat ini, bahkan menurut sebagian besar 410
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narasumber sudah mulai terasa sejak tahun 1970-1980-an. Stratifikasi sosial tertutup pernah mewarnai kehidupan masyarakat desa Jerowaru pada saaat masih sangat dihormatinya status kebangsawanan, dimana sangat banyak sekali perbedaan antara golongan masyarakat bangsawan dengan golongan biasa baik dalam bidang ekonomi, sosial maupun budaya. Dalam bidang ekonomi misalnya sebelum tahun 1970-1980-an golongan bangsawan ratarata memiliki sawah yang cukup luas bila dibandingkan dengan masyarakat biasa pada umumnya, dalam bidang sosial sudah barang tentu sangat dihormati, bahkan dalam bidang adat-istiadat terdapat juga perbedaan yang dapat dikatakan menonjol, semua ini kata mantan kepala desa Jerowaru yang pernah menjabat selama lima periode, berlaku kurang lebih dari tahun 70-80-an ke bawah. Sementara dari tahun 70-80-an sudah dirasakannya kelonggaran-kelonggaran dalam adat istiadat bangsawan oleh masyarakat biasa yang mana ditunjukkan dengan beberapa sebab seperti berkurangnya kepemilikan atas tanah ynag sangat luas, berkurangnya pendidikan dari golongan bangsawan serta mulai berkembangnya masyarakat biasa baik dalam bidang pendidikan maupun ekonomi, dan juga ditandai dengan berkurangnya adat-istiadat yang dahulunya menjadi aturan yang diharuskan (rit) bagi golongan bangsawan. Golongan bangsawan di desa Jerowaru konsentrasi tempat tinggalnya berbeda dengan masyarakat biasa pada umumnya. Terdapat dua tempat yang dikenal sangat memegang teguh adat-istiadat kebangsawanannya yaitu di gubuk Nenek atau yang biasa dikenal dengan gubuk Pedaleman dan gubuk Tembok di kadus Jerowaru, sedangkan gubuk Nenek berada di kadus Jerowaru bat (barat). Selain itu mereka juga bergaul dengan golongannya untuk sehari-harinya, begitu juga dengan golongan masyarakat biasa yang seolah-olah terdapat sekat yang memisahkan antara golongan bangsawan dengan golongan masyarakat biasa dan sampai saat ini adanya konsentrasi pemisahan tempat tinggal antara golongan bangsawan dengan golongan masyarakat biasa masih bisa ditunjukkan. Pada umumnya dapat dilihat dari masih berkumpulnya tempat tinggal golongan bangsawan di satu tempat meskipun untuk saat ini gubuk yang ditempati golongan bangsawan dan dahulunya hanya ditempati golongannya saja sudah ada masyarakat biasa. Secara sederhana dapat dikatakan bahwa selama tahun 70-an adanya stratifikasi sosial tertutup ini benar-benar dirasakan (wawancara Lalu Abdul Hamid, kamis 15 juli 2010). Ketika kita berbicara mengenai setratifikasi sosial maka sudah barang tentu terdapat beberapa hal yang membedakan dengan golongan yang lain baik di atas golongannya maupun setrata yang berada di bawah golongannya. Di bawah ini akan kita bahas apa saja yang membedakan antara golongan bangsawan dengan masyarakat biasa, khususnya sebelum tahun 1970-an dalam kehidupan bermasyarakat. Sebelum tahun 1960 atau sesudahnya, rata-rata golongan bangsawan memiliki sawah yang cukup luas sebagai sumber mata pencaharian, sedangkan sebagai buruhnya adalah masyarakat biasa. Meskipun seperti yang dikatakan Mamiq Samsumi (60) pada sebelum tahun 1970-an hanya dikenal satu kali panen dalam satu tahun. Namun setidaknya mereka lebih banyak memiliki hasil tanaman untuk dijual maupun untuk keperluan hidup seharihari bila dibandingkan dengan sebagian dari masyarakat biasa yang hanya sebagai buruh atau hanya memiliki sawah yang sedikit. Bisa dikatakan seperti apa yang diinformasikan Mamiq Karniati bahwa para bangsawan ini hanya bekerja menjadi buruh di sawahnya sendiri. Sinerep (51) yang saat ini menjabat sebagai kadus Jerowaru daye (utara) mengatakan ketika masih muda dan memiliki teman yang cukup banyak dari keturunan bangsawan (Lalu) rata-rata tidak ada yang mengambil upah di sawah orang lain seperti 411
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kebiasaan yang dilakukan anak masyarakat biasa yang kebanyakan sebagai buruh di sawah orang lain. Sistem Kekerabatan Masayarakat Bangsawan Desa Jerowaru Sistem Perkawinan Anak-anak perempuan (khususnya perempuan bangsawan) sebelum tahun 1970 -1975an kalaupun tidak kawin dengan keluarga dekatnya, paling tidak mereka harus menikah dengan laki-laki yang golongannya sederajat, yang dalam hal ini tentu adalah anak dari bangsawan juga (wawancara Mamiq Sekar Dan Mamiq Karniati, rabu 11 agustus 2010). Apabila hal tersebut tidak di indahkan dan anak perempuan tersebut kawain dengan cara dilarikan oleh anak dari masyarakat biasa, maka anak tersebut hususnya di Gubuk Tembok dan Gubuk Nenek dilakukan pembuangan (beteteh) oleh keluarganya. Bahkan walaupun yang mengambil anaknya tersebut berasal dari golongan bangsawan namun tempat tinggalnya jauh dari Jerowaru dan keluarga dari pihak perempuan akan mencari tahu tentang kebenaran golongan sosialnya sebelum nantinya diberikan izin untuk dinikahkan. Walaupun di desa Jerowawru dikenal istilah beteteh, namun terdapat perbedaan antara istilah beteteh dengan bangsawan di tempat lain yang sangat kental adat kebangsawanannya dan membuang sama skali anak perempuannya jika kawin dngan bukan sesama bangsawan. Meski di desa Jerowaru dikenal adanya beteteh namun tidak dibuang seumur hidup, artinya jika perempuan tersebut sudah bercerai dengan suaminya yang bukan dari golongan bangsawan bisa saja diterima dalam keluarganya, walaupun secara tidak langsung. Misalnya setelah bercerai ada saja keluarga ibu atau ayahnya yang memberikannya tempat tinggal dan dari sinilah sedikit demi sedikit akan menjadi bagian dari keluarga asalnya (wawancara Marjun, kamis 8 juli 2010). Bahasa Bahasa menunjukkan identitas sebua bangsa, kelompok masyarakat maupun tingkat status sosial. Sesuai juga dengan apa yang dikatakan Mamiq Karniati bahwa bahasa menunjukkan status sosial tersendiri pada masyarakat desa Jerowaru sebelum tanun 1970-an. Bahkan setiap anak dari golongan bangsawan khususnya di gubuk Pedaleman dan gubuk Tembok harus bisa berbahasa halus dan itulah yang diusahakan oleh masingmasing orang tua mereka dalam komunikasi sehari-hari. Bahasa halus bukan hanya digunakan sebagai bahasa dalam wacan saja seperti saat ini, melainkan dijadikan bahasa pergaulan sehari-hari sesama bangsawan. Salah satu sebab juga anak bangsawan cepat menguasai bahasa halus ini karena lingkungan yang menumbuhkannya selalu menggunakan bahasa halus sehingga peroses pembiasaan secara tidak sadar mempengaruhi generasi mudanya dalam hal bahasa. Namun karena semakin terbukanya dari masyarakat yang bisa dikatakan inklusif berubah menjadi eksklusif dan tejadilah kontak sosial yang lebih dominan dengan masyarakat biasa sehingga dengan pergaulan tersebut sedikit demi sedikit berpengaruh terhadap melemahnya bahasa halus (wawancara Mamiq Karniati, 26 agustus 2010). Pembagian Hak Waris Pembagian hak waris di desa Jerowaru hususnya pada keluarga bangsawan tidak terdapat aturan yang tetap. Merupakan kebisaan umum, biasanya dalam pembagian sawah misalnya pembagian sawah biasanya hanya diberikan kepada anak laki-laki saja, sementara anak perempuan pada umumnya tidak mendapatkan bagian namun hanya diberi hasil panen oleh saudara-saudaranya yang laki-laki setelah panen. Namun ada 412
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juga diantara sebagian masyarakat yang memberikan hak waris pada anak perempuan setengah dari bagian laki-laki atau bahkan lebih kurang. Sedangkan untuk rumah yang ditemapat tinggal orang tuanya biasanya menjadi bagian hak waris anak yang paling bungsu. Adapun saudaranya yang lain harus membuat rumah sendiri walaupun kadang-kadang dengan bantuan orang tuanya juga. Barang lain yang biasanya juga menjadi warisan adalah benda-benda pusaka milik keluarga, misalnya keris, tombak (jungkat), cincin dan lainnya serta benda-benda tersebut dipercayai memiliki kekuatan magis, dalam hal pewarisannya juga tidak memiliki peraturan yang tetap dan tergantung dari karakter atau kepribadian dari mereka yang nantinya akan menjadi pewaris benda-benda pusaka tersebut. Tidak menjadi ukuran baik itu anak sulung maupun anak bungsu, yang penting dianggap pantas untuk mewarisinya maka dialah yang akan mewarisi benda pusaka tersebut (wawancara Mamiq Karniati, rabu 11 agustus 2010). Perubahan Sistem Kekerabatan Bangsawan Desa Jerowaru Perubahan yang dimaksud di sini tidak terlepas dari beberapa item yang sudah di sebutkan diatas seperti system perkawinan, bahasa maupun adat-istiadat, beberapa item yang disebut jadi akan di bahas secara satu persatu terkait dengan sejauh mana perubahannya. Sistem perkawinan Salah satu dari kesahan adat-istiadat perkawinwn bangsawan tradisional adahal adanya pembuangan (betelah) jika anaknya kawin dengan bukan sesame bangsawan khususnya bagi anak perempuan. Namun hal ini sudah luntir bahkan golongan bangsawan pada tahun 1975-1980-an masih menerapkannya lama kelamaan semakin tidak kelihatan yang kemudian berubagh menjadi penurunan bangse bagi anak perempuan yang kawin dengan laki-laki dari golongan masyarakat tersebut, adapun penurunan bangse ini suaminya harus membayar sorong serah sesuai dengan aji krame golongan bangsawan. Hal ini berbanding terbalik apabila laki-laki golongan bangsawan mengambil anak perempuan masyarakat biasa maka aji kramenya sesuaai dengan aji krame masyarakat biasa tetapi setatus kebangsawanannya tetap, tidak seperti dari masyarakat biasa yang membayar aji krame untuk menurunkan setatus istrinya. Bahasa Bahasa halus dulunya menjadi identitas tersendiri pada golongan bangsawan, tidak terkecuali pada bangsawan Jerowaru. Namun suatu yang kontras terlihat saat ini jika di Jerowaru, generasi golongan bangsawan ini sudah hampir seperti sikatakan Lalu Abd. hamid tidak ada lagi yang bisa berbahasa halus dengan baik apalagi untuk menjadi bahasa pergaulan sehari-hari. Bahkan bahasa halus ini di Jerowaru bisa dikatakan sudah menjadi bahasa utama yang bukan hanya sebagai tanda dari edintitas kelas sosial, karna banyak dari masyarakat biasa yang menguasai dengan baik bahasa halus ini, bahkan bayak di golongan masyarakat biasa yang mengunakan bahasa halaus walapun secara sederhana. Dalam artian bahasa halus yang digunakan adalah bahasa halus pertangahan sesua dengan kebututuhan percakapan sehari-hari. Pergaulan sehari-hari Mamiq Karniati mengatakan bahwa saat ini telah terjadi erosi kebudayaan dan hal ini tidak bias dibantah, karna adat-adat orang tua terdahulu seolah-olah di telan bumi yang diganti dengan modifikasi yang sesuai daangan perkembangan zaman, walapun dengan secara praktik banyak juga adat-istiadat tesebut yang masis berlaku, khusus bagi golongan bangsawan yang dulu sangat di hormati, seperti yang di katakana Mamiq 413
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Karniati sampai-sampai jarang masyarakat biasa berani bertemu dengan golongan bangsawan karna begitu di hormatinya, begitu juga dengan kebetulan bertemu dijalan harus mengucapkan kata nurge sebagai oenghormatan, yang saat ini sudah tidak ada lagi bahkan dalam pergaulan sehari-harinya tidak ada perbedaan kecuali pada adat-istiadat khusus seperti dalam system perkawinan seperti yang di sebutkan di atas.
Kesimpulan Bangsawan merupakan salah satu tingkatan sosial di Desa Jerowaru dan sudah barang tentu keberadaannya mengindikasikan adanya setratifikasi sosial yang dulunya sangat nyata. Karena perbedaan status sosial antara bangsawan dengan masyarakat biasa maka adat-istiadatnya juga banyak yang berbeda meskipun memiliki juga banyak kesamaan secara geografis tinggal di spasaial yang sama,namun dalam adat istiadat yang berbeda tersebut berbeda juga pewarisannya secara sistem kekerabatan dari generasi ke generasi. Mengenai asal usul dari bangsawan desa jerowaru ada yang sering disebut bangsawan asli dan bangsawan pendatang. Adapun yang disebut sebagai bangsawan asli adalah bangsawan yang tinggal di gubuk tembok karena merupakan keturunan dari bangsawan kerajaan pene, sedangkan yang dikatakan bangsawan pendatang adalah bangsawan yang berada di Gubuk Nenek berasal dari beberapa tempat seperti, Kopang, kediri, Pagutan, rempung dan lain-lain. Stratifikasi sosial di Desa Jerowaru terdapat tiga tingkatan secara close sosial stratification yaitu bangsawan Mamiq pada tingkat sosial yang paling atat, disusun Bangsawan Bape pada posisi kedua dan Jajar Karang pada posisi terkhir. Adapun Bangsawan Bape ini di Jerowaru tidak begitu banyak, hanya terdapat di Gubuk Pelambik. Dalam adat-istiadat antara masyarakat biasa dengan bangsawan terdapat perbedaan yang nantinya inilah yang diwarisi secara turun temurun dalam kekerabatannya. Dalam sistem perkawinan misalnya dalam adat-istiadat bangsawan ada yang dikenal dengan beteteh, selain itu berbeda juga isi dari resepsi adat istiadatnya dalam sebagian prosesi, seperti menggunakan wacan pada saat sorong serah bagi golongan bangsawa. Selain perbedaan dalam sistem perkawinan ini dalam bidang bahasa misalnya sebelum tahun 70-an anakanak bangsawan diharuskan bisa berbahasa halus. Begitu juga dalam pergalan sehari-hari terdapat tata krama yang harus dipatuhi.
Daftar Pustaka Muhammad, Abdulkadir. 2005. Ilmu Sosial Budaya Dasar. Citra Aditya Bakti, Jakarta. May, Abdurrahman dkk. 1989. Tata Kelakuan di Lingkungan Pergaulan di Lingkungan Keluarga dan Masyarakat NTB. DEPDIKBUD, Mataram. Amin, Ahmad dkk. 1978. Adat Istiadat Daerah Nusa Tenggara Barat. DEPDIKBUD. Kran, Alfonso Van der. 1999. Lombok: Penjajahan dan Keterbelakangnnya. Lengge, Mataram. Bungin, Burhan. 2008. Penelitian Kuantitatif. Kencana, Jakarta. Depdikbud. 1983. Geografi Budaya Daerah Nusa Tenggara Barat. Abdurrahman, Dudung. 1999. Metode Penelitian Sejarah. Logos Wacana Ilmu, Jakarta. Budiwanti, Erni. 2002. Islam Sasak. LKIS, Yogyakarta. Sjamsuddin, Helius. 2007. Metodologi Sejarah. Ombak, Yogyakarta. Koentjaraningrat. 1996. Pengantar Antropologi I. Rineka Cipta, Jakarta. Kuntowijoyo. 2003. Metodologi Sejarah. Tiara Wacana Yogya, Yogyakarta. Lukman, Lalu. 2005. Pulau Lombok Dalam Sejarah. Lexy J. Moleong. 2007. Metodologi Penelitian Kuantitatif. Remaja Rosdakarya, Bandung. 414
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Moeis, Syarif. 2008. Modul Struktur Sosial: Stratifikasi Sosial. Bandung: UPI. Muhsipuddin. 2004. Kilas Balik 100 Tahun Pendidikan di Lombok Timur. Tamburaka, Rustam E.. 2002. Pengantar Ilmu Sejarah. Teori Filsafat Sejarah, Sejarah Filsafat dan IPTEK. Rineka Cipta, Sejarah. Kartodirdjo, Sartono. 1993. Pendekatan Ilmu Sosial Dalam Metodologi Sejarah. Gramedia, Jakarta. Soekanto, Soerjono. 1990. Sosiologi Suatu Pengantar. Grafindo Persada, Jakarta. Sudirman dan Bahri. 2014. Studi Sejarah dan Budaya Lombok. Benyer-Lombok Timur: Pusakanda. Salam, Solechin. 1992. Lombok Pulau Perawan. Kuning Mas, Jakarta. Rajasa, Sutan. 2002. Kamus Ilmiah Populer. Karya Utama, Surabaya. Widjaya. 1981. Individu, Keluarga dan Masyarakat. Akademika Pressindo, Palembang.
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Pembelajaran Program Linear Berbasis Ekonomi Kreatif Dengan Pendekatan Konstruktivisme Pada Mahasiswa Pendidikan Matematika Lalu Saparwadi Universitas Hamzanwadi, Indonesia [email protected]
Abstract Linear programming is one of the subjects in mathematics education courses which are widely applied widely in various fields of decision making problems, be it problems in agriculture, economics, and so forth. In mathematics education courses, most of the problems that arise in the course of linear program is a matter of economics, especially in the field of small and medium enterprises. In the field of world business, the linear programming can be used to design a business purpose to be achieved by taking into account the constraints that are likely to occur in the future. Creativity in business is how to apply creativity in the work we are doing in order to bring products, procedures and new structures while improving the way we work towards a better, and thus the concept is called concept of the creative economy. Instill a concept based on creative assets source of students takes a strategic approach to learning. One of the strategic approach to the lessons that can develop knowledge that exists within the student is with a constructivist approach. Keywords: linear program, creative economy, constructivism approach
Pendahuluan Program linear merupakan salah satu mata kuliah wajib dari Program studi Pendidikan Matematika (jurusan Pendidikan Matematika) pada beberapa PTN/PTS di Pulau Lombok yang banyak membahas tentang masalah dikehidupan sehari-hari tentu yang berkaitan dengan perhitungan, seperti dalam berwirausaha. Dalam berwirausaha seorang pasti ingin mendapatkan keuntungan atau laba yang besar (maksimum), maka program linear dapat digunakan untuk menghitung laba maksimum yang bisa diperoleh seorang yang berwirausaha. Selain menguasai teori di bangku kuliah, diharapkan mahasiswa juga bisa memiliki jiwa menciptakan sendiri lapangan pekerjaan. Terbatasnya lapangan pekerjaan membuat kita harus bisa mempunyai jiwa untuk menciptakan lapangan pekerjaan baru. Langkah ini merupakan salah satu cara untuk menumbuhkan jiwa entrepreneurship di kalangan mahasiswa, sehingga akan mendorong tumbuhnya perekonomian indonesia terutama di bidang ekonomi kreatif. Ekonomi Kreatif perlu dikembangkan kususnya didunia akademisi, karena ekonomi kreatif berpotensi besar dalam memberikan kontribusi ekonomi yang signifikan; menciptakan iklim bisnis yang positif; membangun citra dan identitas bangsa; berbasis pada sumberdaya yang terbarukan; menciptakan inovasi dan kreativitas yang merupakan keunggulan kompetitif suatu bangsa; dan memberikan dampak sosial yang positif. Ini merupakan salah satu langkah dalam menumbuhkan jiwa entrepreneurship di kalangan mahasiswa sebagai upaya mendorong pertumbuhan perekonomian di indonesia. Berdasarkan hasil pengamatan dan identifikasi masalah pembelajaran program linear pada beberapa PTN/PTS di Pulau Lombok yang lakukan Lalu Saparwadi dan Qurratul Aini (2016) ditemukan bahwa 1) Dosen pengampu maupun mahasiswa masih sulit menemukan 416
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refrensi yang relevan menyangkut buku teks program linear baik di perpustakaan kampus maupun pada beberapa toko buku di pulau Lombok hampir tidak ada menyediakan buku program linear; 2) sebagian besar mahasiswa sulit memahami materi pemodelan matematika; 3) strategi yang digunakan tidak mendukung kondisi berdasarkan kebutuhan mahasiswa; 4) mahasiswa tidak mengetahui manfaat secara aplikasi terutama yang berkaitan dengan kehidupan nyata dari program linear. Berdasarkan permasalahan yang ditemukan dalam kondisi pembelajaran program linear, dalam tulisan ini peneliti akan membahas strategi awal sebagai rencana awal mengatasi empat masalah pada pembelajaran program linear, yaitu dengan merancang model pembelajaran yang dapat memotivasi mahasiswa dalam belajar berdasarkan kondisi kehidupan mereka. Sebuah strategi pembelajaran yang menyisipkan beberapa pengetahuan dari beberpapa disiplin ilmu lain untuk mengantisipasi kenyataan yang ada karena Program Linear merupakan mata kuliah yang harus diajarkan pada disiplin ilmu lain, selain mata kuliah Statistika, diantaranya pada Fakultas MIPA, Fakultas Ekonomi, dan lain sebagainya. Bentuk model pembelajaran yang dapat diterapkan kepada mahasiswa merupakan model pembelajaran program linear berbasis ekonomi kreatif dengan pendekatan konstruktivisme. Untuk mendalami model pembelajaran ini berikut akan dibahas lebih mendalam strategi, kemudahan, dan manfaat yang dapat diperoleh mahasiswa dari penerapan model pembelajaran program linear berbasis ekonomi kreatif dengan pendekatan konstruktivisme.
Pembahasan Pembelajaran Menurut Nitko (2007: 18) pembelajaran merupakan proses yang dilakukan untuk menyediakan kondisi untuk membantu siswa dalam mencapai tujuan belajar. Siswa sebagai peserta didik yang berada dalam suatu kelompok atau kelas pembelajaran, belum tentu memiliki kemampuan dan karakteristik yang sama. Kegiatan pembelajaran merupakan konteks interaksi yang memungkinkan siswa memperoleh pengalaman belajar dalam rangka menemukan kembali kemampuannya. Tatang Herman (2007: 43) mengungkapkan bahwa pembelajaran merupakan proses transfer gagasan dari guru kepada siswa serta memberikan kesempatan kepada siswa untuk melihat dan memikirkan gagasan yang diberikan. Erman Suherman (2007: 7) berpendapat, pembelajaran merupakan upaya yang bernuansa agar program belajar dapat tumbuh dan berkembang secara optimal. Hal ini berarti pembelajaran merupakan proses, situasi, dan upaya yang dirancang guru sedemikian rupa sehingga membuat siswa belajar. Berdasarkan beberapa pendapat di atas dapat disimpulkan bahwa pembelajaran merupakan sebuah proses kegiatan yang direncanakan oleh guru untuk melakukan interaksi dengan siswa guna membantu siswa mencapai tujuan belajar. Program Linear Salah satu cabang matematika yang saat ini banyak digunakan adalah masalah yang bersifat pengoptimasian, dan salah satu diantaranya adalah masalah program linear. Pengertian program linier itu sendiri berasal dari kata “programing” yang berarti alokasi sumber-sumber yang terbatas untuk memenuhi tujuan tertentu dan kata “Linear” yang menunjukan pengertian bahwa variabel-variabel yang bekerja pada masalah tersebut berpangkat (berderajad) satu. Jadi secara umum dapat disimpulkan bahwa program linear ialah suatu pegoptimalan persamaan linar berkenaan dengan kendala-kendala linear yang dihadapinya. Program linear adalah suatu metode untuk mencari nilai maksimum atau nilai minimum dari bentuk linear pada daerah yang dibatasi oleh grafik-grafik fungsi linear. 417
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Masalah program linear berarti masalah pencarian nilai-nilai optimal (maksimum atau minimum) sebuah fungsi linier pada suatu sistem. Fungsi linear yanng hendak dicari optimumnya adalah berbentuk sebuah persamaan ataupun pertidaksamaan (Sanjoyo, dkk, 2008: 218). Banyak cara untuk menyelesaikan masalah dalam program linear yaitu dengan cara manual yaitu menggunakan perhitungan biasa sampai menggunakan bantuan komputer untuk penyelesaian masalah yang cukup rumit. Apabila banyakanya variabel (peubah) hanya dua buah, maka kita dapat menyelesaikan masalah program linear dengan metode grafik, tetapi dengan keterbatasan metode ini, maka untuk masalah dengan bayaknya variabel yang lebih dari dua, metode ini kurang cocok (Dwiyanto, 2007:12). Dalam program linear dikenal dua macam fungsi, yakni fungsi obyektif dan fungsi-fungsi kendala. Fungsi objektif merupakan fungsi yang menggambarkan tujuan kita di dalam permaslahan program linear yang bersangkutan yakni mengatur secara optimal (untuk memproleh keuntungan yang sebesarbesarnya atau biaya yang serendah-rendahnya). Pada umumnya nilai yang akan dimaksimumkan (atau diminimumkan) dinyatakan dalam Z. Fungsi pembatas (kendala) merupakan bentuk penyajian secara matematis dari batasanbatasan kapasitas yang tersedia yang akan dialokasikan secara optimal kepada berbagai akativitas (Asri dan Widayat, 1986). Kartawidjaja (1983:2) menyebutkan dalam masalah program linear terdapat emapat karaktristik antara lain: (1) harus ada sasaraan tujuan yang hendak dicapai perusahaan; (2) harus ada arah tindakan alternative, satu diantaranya akan mencapai sasaran tujuan; (3) sumber-sumber harus dalam suplai yang terbatas; (4) kita harus dapat menyatakan tujuan perusahaan dan keterbatasannya ke dalam persamaan matematis atau pertidaksamaan, dan ini harus menjadi persamaan atau pertidaksamaan linear. Coburn (2010: 756) menambahkan jika tujuan dari masalah dinyatakan dalam bentuk fungsi linear dua variabel dan kendala-kendala yang dituliskan dalam sistem pertidaksamaan linear, maka maslah tersebut dinamakan maslah program linear. Daerah selesaian dari sistem pertidaksamaan linear merupakan daerah selesaian tertutup (bounded solution region). Selanjutnya solusi optimal dari masalah program linear terdapat pada salah satu titik sudut daerah selesaian. Program linear banyak diterapkan dalam masalah ekonomi, industri, sosial, militer dan lain-lain. Program linear berkaitan dengan penjelasan kasus dalam dunia nyata sebagai suatu model matematika yang terdiri dari suatu fungsi objektif linear dengan beberapa kendala linear. Adapun tahapan dalam menyelesaikan masalah program linear dengan metode grafik menurut Coburn (2010: 816) adalah sebagai berikut: Identify the main objective and the decision variabel (menidentifikasi tujuan den menetapkan variabel) Write the objective function in term of these variables (menulis rumus fungsi tujuan) Organize all information in a table, using the decision variable and constraints (mengorganisasikan semua informasi ke dalam tabel, dan menggunakatan penetapan variabel dan kendala) Fill in the table with the information given and write the constrain inequalities (mengisi tabel dengan informasi yang dibeikan dan menulis kendala pertidaksamaan)
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Graph the sonstraint inequalities and determine the feasible region (gambar grafik kendala pertidaksamaan dan menentukan daerah selesaian) Identify all corner points of the feasible region and test these points in the objective fungtion (mengidentifikasi titik-titik semua daerah selesaian dan menguji titik-titik ke dalam fungsi tujuan). Pada langkah ini termasuk juga penyelesaian sistem pertidaksamaan untuk menentukan titik uji optimumnya. Ekonomi Kreatif Berdasarkan Instruksi Presiden Nomor 6 tahun 2009 tentang pengembangan ekonomi kreatif, mendukung kebijakan pengembangan ekonomi kreatif tahun 2009‐2015, yakni pengembangan kegiatan ekonomi berdasarkan pada aktivitas, keterampilan, dan bakat induvidu untuk menciptakan daya kreasi dan daya cipta individu yang bernilai ekonomis dan berpengaruh pada kesejahteraan masyarakat indonesia, dengan sasaran, arah, dan strategi sebagaimana tercantum dalam lampiran instruksi presiden. Dalam rangka melaksanakan DIKTUM PERTAMA, mengutamakan pengembangan ekonomi kreatif sebagai berikut: 1) periklanan; 2) arsitektur; 3) pasar seni dan barang antik; 4) kerajinan; 5) desain; 6) fashion (mode); 7) film, video, dan fotografi; 8) permainan interaktif; 9) Musik; 10) seni pertunjukan; 11) penerbitan dan percetakan; 12) layanan komputer dan piranti lunak; 13) radio dan televisi; dan 14) riset dan pengembangan. Ekonomi kreatif merupakan gelombang ekonomi baru yang telah lahir pada awal abad ke‐21. Gelombang ekonomi baru ini mengutamakan intelektual sebagai kekayaan yang dapat menciptakan uang, keterampilan kerja, pendapatan, dan kesejahteraan. Inti ekonomi kreatif terletak pada industri kreatif yaitu industri yang digerakan oleh para kreator dan inovator. Rahasia ekonomi kreatif terletak pada kreativitas dan keinovasian. Hakekat kreativitas adalah menciptakan sesuai dari yang tidak atau memperbaharui kembali sesuatu yang sudah ada. Esensi dari kreativitas terletak pada kemampuan menghasilkan gagasan baru, mengerjakan sesuatu dengan cara yang berbeda, dan memiliki pendekatan alternatif baru (Suryana). Konstruktivisme Beberapa pendapat mengenai pendekatan kontruktivisme dapat dipaparkan sebagai berikut. Konstruktivisme menurut Pribadi (2009:157) adalah salah satu aliran filsafat yang mempunyai pandangan bahwa pengetahuan yang kita miliki adalah hasil konstruksi atau bentukan kita sendiri. Mc Cown, Driscoll dan Roop mengemukakan bahwa siswa mengkonstruksikan pengetahuan sebagai usaha mereka untuk memberikan makna terhadap lingkungan mereka (Cruickshank 2006: 256). Perdaarkan beberapa pendapat di atas dapat dikatakan bahwa proses mengkonstruksikan pengetahuan meliputi proses membangun pemahaman dan memberikan makna terhadap informasi atau lingkungan. Hal ini terjadi dalam kognitif mahasiswa sehingga proses mental mahasiswa dilibatkan secara aktif dalam proses belajarnya. Penekanan pembelajaran pada proses penemuan dan belajar bermakna. Karaktristik pembelajaran kontruktivisme menurut Cruickshank (2006:256) meliputi a) belajar aktif (active learning) yaitu siswa terlibat dan menemukan sendiri pengetahuan; b) siswa tertarik dalam aktivitas yang autentik dan situasional (menghadapi tugas-tugas yang lebih kongkrit); c) aktivitas belajar menarik dan menantang; d) siswa harus 419
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menghubungkan informasi baru dengan informasi yang sudah dimilikinya (bridging); e) siswa harus merefleksikan pengetahuan yang dipelajarinya; f) proses belajar berlangsung dalam kelompok (communities of learners). Gagnon & Collay dalam pribadi (2009:156) mengemukakan bahwa pendekatan konstruktivisme merujuk kepada asumsi bahwa manusia mengembangkan dirinya dengan cara melibatkan diri dengan baik dalam kegiatan personal maupun sosial dalam membangun ilmu pengetahuan. Guru dalam pendekatan kontruktivisme lebih banyak berpran sebagai fasilitator. Fassilitator yang baik menurut Cruickshank (2006:258) adalah percaya akan tujuan konstruktivisme, menginginkan siswa menggambarkan kesimpulan dan membentuk pendapat sendiri, menghargai prinsip-prinsip konstruktivisme meliputi belajar aktif, belajar konkrit dan refleksi, rela membantu siswa memaknai dengan ikut terlibat dan memberikan dukungan yang dibutuhkan. Berikut deskripsi dari setiap tahapan pembelajaran konstruktivisme menurut Gagnon dan Collay (2000,35) adalah sebagai berikut. Situasi (situations) Tahap ini menggambarkan pemahaman komrehensif terhadap tujuan aktivitas pembelajaran dan tugas-tugas yang perlu diselesaikan siswa agar mereka memiliki makna dari pengalaman belajarnya. Suatu situasi meliputi pemilihan suatu tujuan dan mengatur suatu tugas dimana siswa menyelesaikan secara bersama-sama sehingga nenenuhi tujuan tersebut. Tugas tersebut dapat berupa masalah untuk diselesaikan, pertanyaan untuk dijawab, suatu keputusan yang akan dibuat, serta menggambarkan kesimpulan. Pengelompokan (Groupings) Menurut Schmuck dalam Gagnon dan Collay (2000:35) bahwa bagaimana mengelompokkan siswa dan mendukung mereka dalam bekerja sama untuk menyelesaikan tugas merupakan sentral dalam mendesain pembelajaran. Pengelompokan dalah proses kedua yang harus diperhatikan guru dalam pembelajaran konstruktivisme. Pengaturan siswa dalam kelompok untuk menyelesaikan tugas yang diberikan pada situasi dan menentukan materi apa yang akan digunakan untuk menjelaskan cara berfikiir mereka. Pengelompokan siswa dan materi yang dihubungkan sebab cara siswa dikelompokkan sering bergantung pada situasi yang telah diatur, materi, lamanya waktu yang dibutuhkan dalam menyelesaikan tugas. Pengelompokan memberikan kesempatan kepada siswa untuk berinteraksi dengan teman sejawat. Teknik pengelompokan yang dapat dilakukan adalah 1) berkomitmen untuk menggunakan pembelajaran berkelompok; 2) mengelompokan secara acak atau berdasarkan kemampuan; 3) menggunakan suatu bahan sehingga terlihatnya hasil berfikir. Pengaitan (bridge) Menurut Shulman dalam Gagnon dan Collay (2000:51) bahwa sebelum memuali suatu proses pembelajaran, guru harus menyelidiki pengetahuan sebelumnya yang siswa miliki. Hal ini sebagai dasar dari pengaitan apa yang telah diketahui siswa dan keterlibatan mereka selama pembelajaan baru yang akan berlangsung. Jika guru mengharapkan untuk mengorganisasikan proses pembelajaran yang efektif, maka ia harus menemukan persepsi-persepsi, konstruksi-konstruksi atau kesalahan-kesalahan konsepyang dimiliki siswa. Guru harus memahami apa yang sebenarnya diketahui siswa selama proses pembelajaran. 420
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Pengaitan tidak harus mendalam melainkan pengalian pengetahuan secukupnya untuk setiap siswa. Pengaitan yang baik akan membuat pengetahuan yang dipelajari siswa dapat dipahami oleh mereka. Semua siswa mendapat keuntungan dari kesempatan meninjau kembali pengetahuan awal ketika mereka belajar hal yang baru. Siswa menghubungkan pengetahuan awal dengan pembelajaran yang baru untuk membuat kedua hal tersebut. Teknik Melakukan Pengaitan: teknik yang dapat dilakukan guru adalah 1) pengaitan dengan teknik tertentu; 2) pengaitan melalui teman sejawat. Pertanyaan (questions) Unsur keempat adalah dengan mengajukan pertanyaan atau pemberian pertanyaan pada siswa.pertanyaan yang baik memberikan kemungkinan luasnya pemikiran. Guru memberikan pertanyaan untuk membantu siswa menjelaskan apa yang dipikirkannya. Disarankan guru mempertimbangkan pertanyaan apa yang mungkin akan mengajak, memberikan inspirasi, dan mengintegrasi pikiran siswa selama episode pembelajaran. Guru harus berhati-hati dalam memberikan pertanyaan. Diposisikan pertanyaan sebagai elemen keempat dalam urutan, maka menjebatani dan situasi adalah sebagai pikiran siswa tentang bagaimana mereka akan menyelesaikan tugas yang disajikan kepada mereka. Teknik Pemberian Pertanyaan Teknik yang dapat dilakukan guru adalah 1) mengajukan pertanyaan dengan tepat; 2) memberikan peringatan 2 menit; 3) memberikan jawaban bila diperlukan. Eksibisi (exhibit) Kita menggunakan gagasan Exhibits untuk menggambaarkan presentase siswa terhadap penyelesaian tugas yang diberikan pada unsur situasi. Pada tahapan ini membutuhkan siswa untuk menunjukkan hasil pekerjaan mereka. Teknik Pada Kegiatan Presentasi yaitu teknik yang dapat dilakukan guru dalam kegiatan presentasi adalah 1) mencatat dan melaporkan hasilpemikiran; 2) menggunakan catatan hasil pemikiran; 3) mengajar untuk belajar; 4) menjaga perkataan yang positif. Refleksi (reflections) Bagian ini mendeskripsikan unsur keenam yang disebut dengan reflections atau merefleksikan. Merupakan bagian akhir dari pembelajaran yang harus memberikan kesempatan untuk siswa dapat berfikir kembali, untuk memulai mengintegrasikan pengetahuan baru, merencanakan untuk mengaplikasikan pengetahuan baru, dan pada banya kasus dapat merancang strategi untuk kegiatan episode pembelajaran selanjutnya. Ketika siswa aktif belajar dengan rencana mereka sendiri, pengetahuan mereka akan mengalir mundur dan maju dalam suatu waktu. Sehingga guru harus mampu menempatkan refleksi sebagai proses untuk mengintegrasikan pengetahuan baru. Teknik kegiatan refleksi yang dapat dilakukan guru selama pembelajaran adalah (1) memberi waktu dan kesempatan siswa untuk merenungkan kembali; (2) lingkungan diambil alih; (3) kartu indeks; dan (4) menyalinkan ke jurnal.
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Dari enam elemen pembelajaran konstruktivisme tipe Gagnon dan Collay maka dalam penelitian ini hanya akan melaksanakan tiga elemen pertama saja yaitu situations, grouping dan bridge. Pengambilan tiga elemen pertama dirasa peneliti lebih realistis untuk dicapai dan agar peneliti dapat lebih fokus dalam pengembangan perangkat pembelajaran karenaa target yang ingin dicapai tidak terlalu luas. Selain itu dalam penelitian ini, tidak semua karaktristik yang ada pada setiap tiga elemen pertama yang dipilih menjadi fokus penelitian. Karaktristik-karak tristik yang digunakan oleh peneliti merupakan karaktristik yang dirasa dapat tercapai dalam waktu terbatas. Pembelajaran program linear berbasis ekonomi kreatif dengan pendekatan konstruktivisme Program linear merupakan salah satu matakuliah di program studi (jurusan) pendidikan matematika yang banyak membicarakan masalah ekonomi terutama di dunia usaha kecil dan menengah. Di dunia usaha program linear digunakan untuk merancang sebuah tujuan usaha yang ingin dicapai dengan memperhatikan kendala-kendala yang kemungkinan akan terjadi dikemudian hari. Seperti meminimumkan kerugian dengan memperhatikan kendalakendala yang ada. Munculnya sebuah kendala dalam menjalankan suatu usaha tidak terlepas dari sebuah persaingan usaha atau tidak bisa memenuhi permintaan yang ada. Untuk mengatasi hal tersebut, maka dibutuhkan sebuah kreativitas dalam berbisnis (berwirausaha). Kreativitas dalam bisnis adalah bagaimana cara menerapkan kreativitas dalam pekerjaan yang sedang kita lakukan agar dapat memunculkan produk, prosedur dan struktur baru sekaligus meningkatkan cara kerja kita kearah yang lebih baik. Konsep yang demikian ini dinamakan konsep ekonomi kreatif. Ekonomi kreatif merupakan pengembangan konsep yang berlandaskan sumber aset kreatif yang telah berfungsi secara signifikan meningkatkan pertumbuhan potensi ekonomi. Menanamkan sebuah konsep yang berlandaskan sumber aset kreatif terhadap mahasiswa dibutuhkan sebuah strategi pembelajaran dalam perkuliahan. Salah satu strategi pembelajaran yang dapat mengembangkan pengetahuan yang ada dalam diri seseorang yaitu dengan pembelajaran konstruktivisme. Di dalam kelas konstruktivisme, mahasiswa diberdayakan oleh pengetahuan yang ada dalam diri mereka. Dosen tidak mengajarkan kepada mahasiswa bagaimana menyelesaikan persoalan, namun mempresentasikan masalah dan mendorong mahasiswa untuk menemukan cara mereka sendiri dalam menyelesaikan permasalahan. Sehingga akan merangsang mahasiswa untuk berfikir secara kreatif dalam menemukan solusi dari permasalahan yang dihadapi. Mengingat Jumlah pengangguran di Indonesia cukup banyak dan cenderung meningkat tiap tahunnya. Ini disebabkan karena lapangan kerja yang minim, jumlah penduduk yang terlalu banyak atau sebab lain. Salah satu usaha untuk mengurangi pengangguran adalah dengan membuka lapangan kerja baru dengan cara berwirausaha. Berdasarkan beberapa pendapat dan pandangan di atas, maka dapat didefinisikan bahwa pembelajaran program linear yang berbasis ekonomi kreatif merupakan pembelajaran program linear yang berbasis pada masalah-masalah ekonomi kreatif yang ada dilingkungan nyata. Untuk mempermudah seorang dosen dalam menjalankan model pembelajaran ini maka dibutuhkan sebuah pendekatan pembelajaran yang sesuai dengan ciri materi mata kuliah yang akan dipelajari dan juga seuai dengan keadaan mahasiswa, yaitu denggan menggunakan pendekatan konstruktivisme.
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Berikut tahapan pembelajaran program linear berbasis ekonomi kreatif dengan pendekatan konstruktivis berdasarkan pendapat pada langkah pembelajaran dengan pendekatan konstruktivis menurut Gagnon dan Collay adalah sebagai berikut. Situasi (situations) Tahap ini dosen memunculkan sebuah gambaran materi yang akan dibahas berdasarkan pemahaman awal mahasiswa menyangkut materi yang akan dibahas, guna mencapai tujuan pembelajaran yang telah direncanakan dosen. Pengelompokan (Groupings) Dalam tahap ini, mahasiswa diarahkan untuk membentu kelompok dalam belajar. Tujuannya untuk mendiskusikan pemecahan dari masalah yang diberikan oleh dosen. Pengaitan (bridge) Dalam proses pemecahan masalah terutama masalah yang berbasis pada ekonomi kreatif melalui kegiatan kelompok, mahasiswa diarahkan untuk mengaitkan semua pengetahuan yang mereka miliki sebelumnya guna mempermudah mereka dalam menemukan cara dalam mencari hasil pemecahan dari masalah yang diberikan. Pertanyaan (questions) Dalam proses pengaitan, dosen mencoba memberikan pertanyaan yang dapat merangsang proses berfikir mereka dalam mencari solusi dari masalah yang sedang dipecahkan mahasiswa melalui diskusi kelompok. Eksibisi (exhibit) Gagasan Exhibits untuk menggambaarkan presentase mahasiswa terhadap hasil temuan dari proses pemecahan masalah (penyelesaian tugas) yang diberikan dosen melalui diskusi kelompok. Mahasiswa mempersentasikan hasil diskusi dari setiap kelompok. Refleksi (reflections) Merupakan bagian akhir dari pembelajaran yang harus memberikan kesempatan untuk mahasiswa dapat berfikir kembali, untuk memulai mengintegrasikan pengetahuan baru, merencanakan untuk mengaplikasikan pengetahuan baru, dan pada banyak kasus dapat merancang strategi untuk kegiatan pembelajaran selanjutnya. Dosen harus mampu menempatkan refleksi sebagai proses untuk mengintegrasikan pengetahuan baru dengan pengetahuan awal mahasiswa. Pembelajaran program linear berbasis ekonomi kreatif dengan pendekatan konstruktivis pada mahasiswa program studi pendidikan matematika dapat digambarkan dalam diagram berikut ini.
Gambar 1: Model pembelajaran program linear 423
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Pembelajaran program linear berbasis ekonomi kreatif dengan pendekatan konstruktivisme merupakan pembelajaran program linear yang berbasis pada masalah-masalah ekonomi kreatif dan dengan pendekatan konstruktivisme, mahasiswa akan mudah mengaitkan pengetahuan yang merka miliki sebelumnya dengan pengetahuan yang baru mereka pelajari. Melalui proses pengaitan pada pendekatan konstruktivisme akan memberikan mahasiswa banyak menggali pengetahuan baru sebagai langkah dalam mempermudah memahami materi terutama pada sub bab pemodelan matematika dalam mata kuliah program linear. Mengingat masalah yang paling banyak dihadapi mahasiswa dalam mata kuliah program linear adalah pemodelan matematika. Pemodelan matematika merupakan syarat utama yang harus dipahami mahasiswa untuk bisa memahami Bab berikutnya dalam mata kuliah program linear. Menginggat mata kuliah program linear selalu mencari fungsi tujuan yaitu maksimum dan minimum. Masalah maksimum dan minimum sebagian besar banyak digunakan dalam masalah prekonomian. Seperti memaksimumkan keuntungan hasil penjualan, meminimumkan biaya pengiriman, dan lain sebagainnya. Oleh karena itu, pengembangan pembelajaran program linear yang berbasis pada masalah-masalah ekonomi kreatif sangat sesuai dilaksanakan. Selain memudahkan mahasiswa dalam memahami materi, juga akan menumbuhkan jiwa entrepreneurship dikalangan mahaisiswa itu sendiri. Hal ini dikarenakan bahwa, mahsiswa akan banyak dihadapkan dengan masalah perekonomian dunia nyata yang sesuai dengan keadaan mereka. Belajar dengan menggunakan kehidupan dunia nyata atau sesuai dengan keadan kehidupan masyarakan sesuai dengan kehidupan mahasiswa akan memberikan makna yang sangat berarti dari pembelajaran tersebut. Mahasiswa akan memahami pentingnya mempelajari program linear, sehingga akan memotivasi mereka dalam belajar. Adanya motivasi yang tinggi dalam belajar akan membuat hasil yang maksimal dan tujuan dari pembelajaran akan tercapai.
Kesimpulan Pembelajaran program linear berbasis ekonomi kreatif merupakan pembelajaran program linear yang berbasis pada masalah-masalah ekonomi kreatif. Melalui pendekatan konstruktivisme mahasiswa dapat mengaitkan pengetahuan yang dimiliki sebelumnya dengan pengetahuan yang akan mereka pelajari, sehingga akan memudahkan mahasiswa memahami materi di mata kuliah program linear. Selain itu, melalui pembelajaran program linear berbasis pada masalah-masalah ekonomi kreatif dengan pendekatan konstruktivisme akan menumbuhkan jiwa entrepreneurship mahasiswa sehingga akan memotivasi mahasiswa untuk belajar di mata kuliah program linear.
DAFTAR PUSTAKA Asri, M. dan Widayat, W. 1986. Linear Programming. Yogyakarta: BPFE Cuk Triono Singgih, 2012. Penerapan Program Sap Modul Purchase Dengan Internal Control pada PT AJBS Swalayan. Jurnal Ekonomi “Ekonom Muda Kreatif” Volume 1 Nomor 1 Agustus 2012 Coburn, John W. 2010. Precalculus. New York: The McGraw-Hill Companies. Cruickshank, D. R., J, D. B & Metcalf, K. K. 2006. The Act Teaching. New York: Mc Graw Hill Departemen Perdagangan RI, 2008, Pengembangan Ekonomi Kreatif Indonesia 2025: Rencana Pengembangan Ekonomi Kreatif Indonesia 2009 – 2015. Dwiyanto. 2007. Program Linear Berbantuan Komputer, Lindo, Lingo, dan Solver. (online), (http://www.masdwijanto. File.wordpress.com) diakses 4 maret 2012.
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Elis Sondayani, 2013. Perencanaan Ekonomi Kreatif Bagi Wirausawan. Jurnal media komunikasi (warta bapeda), volume 21 No. 4 Desember 2013. Erman Suherman, Turmudi, Didi Suryadi, dkk. (2008). Strategi pembelajaran matematika kontemporer. Bandung: Universitas Pendidikan Indonesia Ety Septiati, 2012. Keefektifan Pendekatan Konstruktivisme Terhadap Kemampuan Koneksi Matematis Mahasiswa Pada Mata Kuliah Analisis Real I. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika FMIPA UNY Yogyakarta, 10 November 2012 Gagnon, G. W., Collay, M. 2000. Designing for learning: Six Element in Constructivist Classroom. Thousand Oaks, California: Corwin Press, Inc. Isma Widiaty, 2013. Relevansi Kurikulum SMK Berbasis Industri Kreatif dengan Metode Extrapolation and The Econometric Approach. INVOTEC, Volume IX, No.1, Februari 2013 : 29-42. Kartawidjaja, E., S. 1983. Linear Programming. Bandung: Sinar Baru. Nitko, A. J. & Brookhart, S. M. (2007). Educational assesment of students. New Jersey: Pearson Education. Nora Surmilasari, 2012. Pengembangan LKS Matematika Berbasis Konstruktivisme untuk Pembelajaran Materi Perkalian Dua Matriks di kelas XII SMA. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika FMIPA UNY Yogyakarta, 10 November 2012 Nur Achmad Affandi. 2011. Bagaimana Menjadi Wirausaha Muda yang Sukses. Yogyakarta. Pribadi, B. A. 2009. Model desain Sistem Pembelajaran. Jakarta: Dian Rakyat Puspa Rini & Siti Czafrani, 2010. Pengembangan ekonomi kreatif berbasis Kearifan lokal oleh pemuda dalam Rangka menjawab tantangan ekonomi. Volume 1, Desember 2010. Saparwadi, L. & Qurratul Aini, 2016. Identifikasi permasalahan pembelajaran mahasiswa Pendidikan matematika pada mata kuliah program Linear: studi kasus pada program studi pendidikan Matematika. Jurnal Tatsqif, Jurnal Penelitian Kependidikan FITK IAIN Mataram, Volume 14, No. 1, Juni 2016, pp.32-47, P ISSN: 1829-5940, E ISSN: 2503-4510. Sanjoyo, A.B. Dkk. 2008, Matematika SMK Bisnis dan Manajemen. Jakarta : Departemen Pendidikan Nasional. Sumaryanto, 2012. Pembinaan Mahasiswa Menuju Wirausahawan Yang Unggul. Diklat PMW di Kaliurang Tanggal 29 Mei 2012 Tatang Herman. (2007). Pembelajaran berbasis masalah untuk meningkatkan kemampuan penalaran matematika siswa. Cakrawala pendidikan februari 2007Th XXVI No 1. Diambil tanggal 18 Februari 2011, dari http://eprints.uny.ac.id/398/1/pembelajaran_berbasis_masalah.pdf Wheny Khristianto, 2008. Peluang Dan Tantangan Industri Kreatif Di Indonesia. Jurnal Ilmiah Berkala Empat Bulanan, Volume 5 No.1, September 2008
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Penanda Keakraban Dalam Relasi Keluarga Di Desa Masbagik 1
Muh. Jaelani Al-Pansori, 2Sanudin Universitas Hamzanwadi, Indonesia [email protected]
Abstract The purpose of this study was to reveal the markers form of intimacy that occurs in people Masbagik and knowing marker familiarity can influence attitudes vary speak in communication in society viewed from social factors that influence especially the age factor. This type of research used in this research is descriptive qualitative research, the research procedures produce descriptive data in the form of words written or spoken of people and behavior were observed. Technique data collecting techniques triggulasi were interviews, observation, and documentation. This research was done in three stages of data analysis, namely data reduction, data presentation and draw conclusions for verification. The data in this study comes from informants drawn from Sasak language speakers. Based on the research that familiarity markers that researchers found in the village of Kampung Peratoh South Masbagik vary among other markers of verbal intimacy is like: wet, iti, apak / pak, jeng, icak and anta /kamu. While familiarity non verbal markers namely: Jango, manceng, maulid Nabi Besar Muhammad S.A.W , ngerekeang, yasinan, rokok, begunung, besalaman, betulung, erisan, syarat alis, tangkong, gotong royong/ kebersihan, tuak, ceplok telur, bejurakan, mangan-mangan, bejenggok, bekedek, ngerekeang, bole, , bekalengan, beldokan, dan sepede. Keyword: familiarity-marker, effect, speech attitude
Pendahuluan Bahasa dan masyarakat merupakan dua hal yang tidak bisa dipisahkan, karena bahasa merupakan alat komunikasi yang mutlak. Bahasa memiliki sifat interpersonal dimana bahasa berfungsi sebagai sikap penutur dan sebagai pengaruh pada sikap dan perilaku penutur. Fungsi ini mencakup fungsi ekspresif dan fungsi informatif. Peranan bahasa sebagai alat interaksi sosial yang sangat penting. Hal ini disebabkan tidak ada kegiatan manusia berlangsung tanpa kehadiran bahasa. Blomfield (dalam Sumarsono, 2002:18) mengatakan bahwa bahasa merupakan sistem lambang berupa bunyi yang bersifat sewenang-wenangan (arbitrer) yang dipakai oleh anggota-anggota masyarakat untuk saling berhubungan dan berinteraksi. Bahasa muncul dan diperlukan dalam segala kegiatan. Segala sesuatu yang dilakukan oleh manusia dalam bertutur akan selalu dipengaruhi oleh situasi dan kondisi di sekitarnya. Bahasa adalah kunci pokok bagi kehidupan manusia di atas dunia ini, karena dengan bahasa orang bisa berinteraksi dengan sesamanya dan bahasa merupakan sumber daya bagi kehidupan bermasyarakat. Adapun bahasa dapat digunakan apabila saling memahami atau saling mengerti erat hubungannya dengan penggunaan sumber daya bahasa yang kita miliki. Kita dapat memahami maksud dan tujuan orang lain berbahasa atau berbicara apabila kita mendengarkan dengan baik apa yang dikatakan.
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Bahasa pada hakikatnnya merupakan sistem bunyi. Berdasarkan pernyataan yang sederhana ini, sistem bahasa berupa lambang yang wujudnya berupa bunyi. Bentuk dasar bahasa adalah bunyi yang bersifat simbolik. Bunyi yang bersifat simbolik itu diatur oleh sistem bahasa bersangkutan (Muhammad, 2014:47 ) . Sementara itu, menurut Abdul Chaer dan Agustina (2010:11). Bahasa adalah sebuah sistem, artinya bahasa itu dibentuk oleh sejumlah komponen yang berpola secara tetap dan dapat dikaidahkan. Sistem bahasa bisa berupa lambang-lambang dalam bentuk bunyi. Artinya, lambang-lambang itu berbentuk bunyi, yang lazim disebut bunyi ujar atau bunyi bahasa. Peirce berpendapat bahwa lambang merupakan bagian dari tanda (dalam Puji Santoso, 1993:6). Setiap lambang adalah tanda, dan tidak setiap tanda itu dapat sebagai lambang. Maksud dari Peirce tersebut bahwa lambang sama dengan tanda tetapi belum tentu tanda adalah lambang. Semiotik berobjekkan tanda dan menganalisisnya menjadi ide, objek, dan makna. Ide dapat dikatakan sebagai lambang, sedangkan makna adalah beban yang terdapat dalam lambang yang mengacu kepada objek tertentu . Bahasa merupakan alat komunikasi yang digunakan dalam kehidupan sehari-hari. Sebagai makhluk sosial, manusia senantiasa berhubungan dengan sesamanya menggunakan bahasa lisan maupun non lisan. Interaksi pada segala macam kegiatan dalam masyarakat akan lumpuh tanpa bahasa. Setiap bangsa memiliki suatu bahasa sebagai alat berkomunikasi antar anggota masyarakat. Bangsa Indonesia yang terdiri dari berbagai suku bangsa mempunyai beragam bahasa daerah yang hanya digunakan oleh suku bangsa tertentu. Keseragaman bahasa Indonesia sebagai bahasa nasional atau bahasa resmi yang mengikat dan mempersatukan semua warga Negara Republik Indonesia yaitu bahasa daerah. Dalam kehidupannya, manusia memang selalu menggunakan lambang atau simbol karena manusia tidak bisa lepas dari simbol, tanda, lambang dsb. Tanda merupaka bagian dari ilmu semiotika yang menandai suatu hal atau keadaan untuk menenerangkan atau memberitahukan objek kepada subjek. Dalam hal ini tanda selalu menunjukkan pada suatu hal yang nyata, misalnya, benda, kejadian, tulisan, bahasa, tindakan, peristiwa, dan bentukbentuk tanda yang lain. Perlu kirannya disadari bahwa tanda-tanda yang dibuat oleh manusia menunjukkan pada sesuatu yang terbatas maknanya dan hanya menunjukkan pada hal-hal tertentu. Tanda-tanda tertentu dapat dilaksanakan oleh mahluk lain yang tidak memiliki sifat-sifat kultural (Puji Santoso, 1993:4). Sistem tanda yang dihasilkan oleh manusia berwujud lambang, baik lambang berwujud kata atau kalimat. Contohnya dalam kehidupan sehari-hari manusia menggunakan tanda seperti seseorang tertawa terbahak-bahak, itu tanda orang dalam keadaan bahagia. Tanda juga bisa menandai bekas kejadian. Jika kita melihat wajah seseorang luka babak belur, itu tanda bahwa seseorang itu baru selesai berkelahi tau dipukul orang dan banyak contoh lainnya. Dilihat dari contoh di atas memang benar bahwa manusia tidak bisa lepas dari yang namanya tanda. Teori Saussure (dalam Thomas, 2007:32-33) menyatakan bahwa tiap-tiap pasangan ini menghasilkan sebuah sistem tanda yaitu bahwa di dalam tiap tanda (perhatikan bahwa tanda tidak sama dengan label) ada dua bagian, yaitu penanda (signifier) yaitu yang kita sebut sebagai “label” dengan tertanda (signified) yaitu apa yang kita sebut sebagai “konsep/makna/ide”. Tanda bukan label semata dan juga bukan konsep semata melainkan tanda (sign) adalah gabungan dari keduanya di mana keduanya terikat menjadi satu. Saussure menyatakan bahwa setelah hubungan atau responden antara pertanda dengan 427
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tertanda sudah ditetapkan dalam sebuah bahasa maka para penutur dari bahasa itu akan menggap keduanya sebagai satu dan tak terpisahkan. Dalam bahasa terdapat pula yang namanya fenomena bahasa. Fenomena bahasa merupakan fenomena yang menarik untuk kita kaji lebih mendalam. Hal ini terutama hubungannya dengan bahasa sebagai tindak tutur dalam komunikasi di masyarakat. Tindak tutur merupakan salah satu fenomena dalam masalah yang lebih luas, yang dikenal dengan istilah pragmatik. Pragmatik biasa diberi definisi sebagai “telaah mengenai hubungan di antara lambang dengan penafsiran” (Purwo dalam Chaer dan Agustina, 2010:56). Yang dimaksud dengan lambang di sini adalah satuan ujaran, entah berupa satu kalimat atau lebih, yang “membawa” makna tertentu, yang di dalam pragmatik ditentukan atas hasil penafsiran si pendengar. Fenomena berbahasa tutur untuk generasi saat ini jika kita perhatikan maka akan menemukan ciri-ciri sebagai berikut:1. Lebih terbuka dalam berkomunikasi, 2. Dalam berkomunikasi labih nyaman menggunakan teknologi (HP), 3. Berani mengungkapkan hal-hal yang dalam masyarakat ditabukan.Garis besarnya, anak-anak pada generasi saat ini sangat flexible dalam berkomunikasi. Hal ini bisa kita lihat dari penggunaan bahasa-bahasa “alay”, bahasa-bahasa “gaul”, dsb. Mereka pikir dengan menggunakan cara tersebut mereka akan lebih terterima dalam komunitas mereka, dalam masyarakat yang sedang menyanjung perubahan besar-besaran. Sebagai masyarakat tutur tentunya kita harus jeli untuk memperhatikan fenomena-fenomena bahasa seperti ini. Fenomena bahasa pun terdapat di berbagai daerah tidak terkecuali bahasa daerah Lombok yang menggunakan Bahasa Sasak . Bahasa Sasak merupakan salah satu bahasa Daerah yang ada di Provinsi Nusa Tenggara Barat (NTB) yang masih digunakan oleh penuturnya sebagai alat komunikasi, baik di lingkungan keluarga maupun di lingkungan masyarakat, Bahasa Sasak digunakan oleh suku Sasak yang berada di Lombok. Bahasa Sasak yang merupakan alat komunikasi antar-warga di berbagai sektor kehidupan memiliki penanda di setiap daerah di Lombok. Penanda bahasa di setiap daerah berbeda-beda di Lombok tetapi ada pula yang penanda bahasanya sama di karenakan wilayah atau daerahnya masih berdekatan. Fishman (dalam Chaer, 2010:36) menyebutkan “masyarakat tutur adalah suatu masyarakat yang anggotaanggotanya setidak-tidaknya mengenal satu variasi bahasa beserta norma-norma yang sesuai dengan penggunanya”. Kata masyarakat dalam istilah masyarakat tutur bersifat relatif, dapat menyangkut masyarakat yang sangat luas, dan dapat pula hanya menyangkut sekelompok kecil orang. Dengan adanya penanda bahasa di setiap daerah maka akan menjadi sebuah identitas daerah tersebut. selain mengenal daerah tersebut dari dialegnya. Susan Langer (dalam Vera, 2014:6) mengatakan bahwa seluruh mahluk hidup menggunakan simbol sebagai alat untuk komunikasi. Perbedaan manusia dengan binatang, menurutnya, adalah pada cara memahami simbol-simbol yang diterima. Binatang memang dapat merespon simbol yang diterimanya, tetapi manusia tidak sekedar merespon, melainkan juga menciptakan simbolsimbol bermakna yang digunakan untuk berkomunikasi. Seperti contoh di desa Masabagik Selatan. Terdapat ciri khas tertentu atau sesuatu yang unik dari masyarakat Masbagik salah satunya adalah mancing. Masyarakat Masbagik dikenal dengan keunikannya yang sering mancing ke daerah-daerah tertentu dengan berkelompok.
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Mancing tidak hanya untuk mencari ikan semata melainkan dengan memacing masyarakat bisa mengakrabkan diri dengan keluarga ataupun teman sehingga tercipta hubungan yang baik. Mancig adalah salah satu contoh penanda keakraban dilihat dari non bahasa. Sedang dari segi bahasa dikelompokkan menjadi tiga. Pertama kelompok anak memang jarang menggunakan penanda bahasa sebagai pengakrabannya. Karena, kelompok anak-anak lebih banyak menggunakan penanda keakraban dengan non bahasa. Tetapi, ada pula yang menggunakan kata wet. Kelompok anak-anak banyak menirukan bahasa kelompok remaja. Kelompok kedua yaitu kelompok remaja. Kelompok remaja di desa Masbagik terdapat penanda keakrabannya berupa kata wet dan icak. Kelompok ketiga yaitu orang dewasa. Sedangkan kelompok dewasa menggunakan kata iti. Contoh di atas sebagai salah satu penanda keakraban di desa Masbagik.
Metode Penelitian Jenis penelitian yang digunakan adalah kualitatif deskriptif. Prosedur penelitian menghasilkan data deskriptif berupa kata-kata tertulis atau lisan dari orang-orang berdasarka fakta-fakta dan perilaku yang dapat diamati.. Metode penelitian kualitatif adalah “metode penelitian yang menghasilkan prosedur analisis pada objek yang alamiah dan tidak menggunakan prosedur statistic” (Moleong, 2010:6). Penelitian ini menggunakan pendekatan semiotik yang berfungsi untuk menganalisis bahasa yang merupakan sebuah sistem tanda dan maknanya. Semiotik sebagai pembeda penanda, petanda, ikon, indeks, simbol, lambang dan lain-lain yang ada di lapangan. Semiotik menurut Ferdinan de Saussure menjelaskan bahwa tanda mempunyai dua aspek, yakni penanda (signifier), dan petanda (signified). Penanda adalah bentuk formal yang menandai suatu petanda. Penanda adalah bentuk formal bahasa, sedangkan petanda adalah arti yang ditimbulkan oleh bentuk formal. Abrams (dalam Nurgiyantoro,2007:43) menyatakan wujud signifant (penanda) dapat berupa bunyi-bunyi ujaran atau huruf-huruf tulisan, sedangkan signifie (petanda) adalah konseptual, gagasan, atau makna yang terkandung dalam penanda tersebut. Data yang digunakan dalam penelitian ini berupa data verbal dan non verbal yang ditemukan di kampung Peratoh desa Masbagik Selatan. Peneliti memilih kampung Peratoh karena peneliti dengan mudah bergaul, berintraksi dan berkomunikasi dengan masyarakatnya serta lokasi penelitian dekat dengan rumah peneliti. Sumber data dalam penelitian kualitatif, (Suharsimi, 1998:114) mengatakan, sumber data dalam penelitian adalah subjek dari mana data diperoleh. Sumber data dalam penelitian ini yaitu tokohtokoh masyarakat di kampung Peratoh desa Masbagik selatan kecamatan Masbagik. Teknik pengumpulan data merupakan langkah yang paling strategis dalam penelitian, karena tujuan utama dari penelitian adalah mendapatkan data. Tanpa mengetahui teknik pengumpulan data, maka peneliti tidak akan mendapatkan data yang memenuhi standar data yang ditetapkan (Sugiyono, 2013:62). Teknik pengumpulan data pada penelitian ini menggunakan teknik pengumpulan data triangulasi merupakan gabungan dari teknik pengumpulan data wawancara, observasi dan dokumentasi. Penelitian ini dilakukan dengan tiga tahap, yaitu pengumpulan data, analisis data, dan penyajian hasil analisis data.
Hasil Dan Pembahasan Penelitian ini menggunakan teori Semiotik untuk melihat aspek simbol pada bahan kajiaan penanda keakraban verbal dan non verbal. Aspek simbol adalah simbol-simbol yang dimunculkan oleh masyarakat Masbagik Selatan dalam berkomunikasi dan aspek yang menyertainyapun mempunyai peranan penting sebagai pembongkar makna yang ada 429
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dalam penanda keakrabannya. Semiotik adalah ilmu tentang tanda-tanda. Semiotik mempelajari sistem-sistem, aturan-aturan, dan konvensi-konvensi yang memungkinkan tanda-tanda tersebut mempunyai arti. Penelitian ini menggunakan teori Ferdinand De Saussure karena Saussure mengatankan bahasa sebagai sebuah sistem tanda menurut Saussser memiliki dua unsur yang tak dapat dipisahkan antara penanda dan petanda. Dimana penanda dapat berupa bunyi-bunyi ujaran atau tulisan. Sedangkan petanda adalah unsur konseptual, gagasan atau makna yang terkandung dalam penanda tersebut. Pendapat Saussure sama dengan pendapat Peirce yang mengatakan Penanda adalah yang menandai dan yang sesuatu yang segera terserap atau teramati, mungkin terdengar sebagai bunyi atau terbaca sebagai tulisan, Petanda adalah sesuatu yang tersimpulkan, tertapsirkan, atau terpahami maknanya dari ungkapan bahasa maupun non bahasa. Penanda Keakraban Penanda keakraban yang peneliti temukan di Kampung Peratoh desa Masbagik Selatan sangat beragam antara lain penanda keakraban verbal yaitu seperti: wet, iti, apak/pak, jeng, icak dan anta/kamu. Kata penanda keakraban tersebut biasa digunakan saat berkumpul, bertemu di jalan dan saat berkomunikasi melalui hp. Adapun penjelasan arti kata dalam penanda keakraban bahasa sebagai berikut. Iti merupakan salah satu panggilan pengganti nama seseorang yang berupaka kata kamu namun kata iti tindak menunjukkan kesopanan atau kasar melainkan berupa kata tengah. Bukan kamu atau anda. Kata iti biasa digunakan saat berkumpul dan bertemu di jalan.Contoh:Wah iti mangan ke ?(Kamu sudah makan?). Wet merupakan kata sapaan terhadap teman untuk mengganti nama seseorang yang sudah akrab dalam berkomunikasi. Kata wet biasa digunakan saat berkumpul, bertemu di jalan dan saat berkomunikasi melalui hp. Contoh: mbe lai wet?(Mau ke mana?). Apaka/pak merupakan kata sapaan terhadap teman untuk mengganti nama seseorang yang sudah akrab dalam berkomunikasi. Kata apak/pak biasa digunakan saat berkumpul di sekolah sesama teman namun di luar sekolah jarang menggunakan kata apak/pak. Contoh: ulek bareng bareh apak aok?(Pulang bareng nanti ya?). Icak merupakan singkatan dari kata pisak yang artinya saudara. Digunakan kalangan remaja untuk memanggil teman pengganti nama orang. Kata Icak biasa digunakan saat berkumpul, bertemu di jalan dan saat berkomunikasi melalui hp. Contoh: telang-telang doank icak no. (Hilang-hilang terus saudara ini). Jeng merupakan kata sapaan terhadap teman untuk mengganti nama seseorang yang sudah akrab dalam berkomunikasi. Kata Jeng biasa digunakan saat berkumpul oleh kalangan waria (banci). Contoh: mbe na lai lak jeng (mau kemana kamu itu). Anta/kamu merupakan kata sebutan terhadap teman untuk mengganti nama seseorang yang sudah dianggap akrab namun kata Anta/kamu agak kasar. Kata Anta/kamu biasa digunakan sehari-hari dirumah maupun di luar rumah saat berkumpul dan saat berkomunikasi melalui hp. Contoh: anta lasingan jaok-jaok lai mek (anda perginya jauh-jauh sekali). Penanda keakraban verbal tersebut biasa digunakan masyarakat untuk menandai keakraban seseorang dalam berkomunikasi. Kata wet, icak, apak/pak biasa digunakan kalangan remaja untuk menandai keakraban mereka terkadang kalangan remaja juga biasa menggunakan iti di dalam berkomunikasi namun kata iti biasanya sering digunakan kalangan orang dewasa dalam berkomunikasi untuk menandai keakrabannya. Sedangkan 430
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kalangan anak-anak dalam berkomunikasi sering meniru gaya bicara remaja untuk menandai keakrabannya seperti kata wet dan icak. Dari penjelasan di atas peneliti menyimpulkan bahwa penggunaan penanda keakraban dalam bahasa sasak yang digunakan masyarakat Masbagik sangat beragam dalam melakukan komunikasi lisan. Dalam menyikapi penanda keakraban verbal di atas, masyarakat khususnya kalangan remaja sangat menerima dengan baik penanda keakraban yang digunakan dalam berkomunikasi sehari-hari. Sikap yang ditunjukkan terhadap penanda keakraban dikuatkan dengan dialog di bawah sebagai berikut: Dialog 1 Amin : yoh wet tumben mek penggitan? (yah kemana saja kamu kenapa tidak pernah kelihatan?) Ari : aok angkak (sambil senyum). (ya nih) Amin : mbe doank ke lain mek lok? (kemana saja kamu) Ari : kan wah nulung wayah no begawean. (ya bantu ayah bekerja) Amin : ooooo pacu iti wet kane ah, kenak kah (ooooo rajin sekali sekarang tapi bagus dah) Dialog 2 Dalam bentuk SMS dengan misan. Firman : icak bau ta ngendeng tulung ? (icak boleh gak kita minta tolong?) Amin : yoh bau doank icak. Apa ino? (ya bisa icak, apa itu?) Firman : ta nyinggak sepatu sekali maeh? (kita pinjam sepatu sekali saja) Amin : aok ketek wah icak bale ne taokku. (ya kesini sudah, di rumah saya ini icak) Firman : aok kah lekak ne. (oke jalan sudah ini) Dialog di atas hanya contoh kecil dari sekian banyak percakapan yang bisa peneliti munculkan. Dari dialog 1 dan dialog 2 bisa kita lihat sikap Amin dalam berintraksi dengan teman maupun keluarga yang sudah dianggap akrab sangat netral. Itu menunjukkan bahwa Amin sangat menerima penanda keakraban apa saja yang digunakan lawan bicaranya yang sudah akrab. Sehingga contoh dialog di atas menunjukkan sikap terbuka dan menenerima penanda keakraban yang muncul pada pergaulan. Di atas peneliti menjelaskan penanda keakraban verbal yang digunakan masyarakat desa Masbagik Selatan kampung Peratoh dalam berkomunikasi kemudian penanda keakraban non verbal yang peneliti temukan di dalam masyarakat berbentuk tabel sebagai berikut: No 1
Penanda Keakraban Non Verbal Janggo
2
Manceng
Bahasa Indonesia Berkunjung ke Rumah Pengantin Perempuan Mancing 431
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3 4 5 6 7 8 9 10 11 12 13 14
Tangkong Gotong royong/ Kebersihan Bekedek Maulid Nabi Besar Muhammad S.A.W Ngerekeang Erisan Nongkrong Yasinan Bole Rokok Tuak Ceplok Telok
Pakaian Gotong royong/ Kebersihan Liburan Maulid Nabi Besar Muhammad S.A.W Berebut Uang Arisan Nongkrong Yasinan Bola Rokok Minuman Keras Ceplok Telor
15 16 17 18
Begunung Bejurakan Mangan-mangan Syarat Alis
Begunung Panjat Pinang Makan-makan Syarat Alis
19 20 21 22 23 24
Besalaman Betulung Bejenggok Bekalengan Beldokan Sepede
Berjabat Tangan Menolong Menjengguk Petak Umpet Beldokan Sepeda
Dari tabel di atas peneliti mengelompokkan penanda keakraban non verbal menjadi tiga kelompok seperti: jango, manceng, maulid Nabi Besar Muhammad S.A.W, ngerekeang, yasinan, rokok, begunung, besalaman, betulung, erisan, dan syarat alis. Merupakan penanda keakraban non verbal yang biasa dilakukan kalangan orang dewasa. Kalangan remaja menandai keakrabannya seperti: jango, manceng, tangkong, gotong royong/ kebersihan, maulid Nabi Besar Muhammad S.A.W, ngerekeang, yasinan, nongkrong, bole, rokok, tuak, ceplok telur, begunung, bejurakan, mangan-mangan, betulung, dan bejenggok. Sedangkan kalangan anak-anak menandai keakrabannya seperti: janggo, bekedek, ngerekeang, bole, ceplok telur, bejurakan, bekalengan, beldokan, dan sepede. Penanda keakraban non verbal yang peneliti kemukakan di atas merupakan kegiatan yang mengakrabkan masyarakatnya. Penanda keakraban non verbal tersebut pun ada yang dilakukan secara bersama-sama dengan kalangan anak-anak dengan remaja, kalangan remaja dengan dewasa, dan kalangan dewasa dengan anak-anak. Contohnya saja seperti, maulid Nabi Besar Muhammad S.A.W, jango, manceng, yasinan, rokok, begunung, betulung, bejenggok adalah kegiatan penanda keakraban non verbal yang biasa dilakukan secara bersama oleh kalangan dewasa dan remaja. Sedangkan kalangan remaja dengan anak-anak melakukan penanda keakraban non verbal secara bersama seperti, janggo, bekedek, ngerekeang, ceplok telur, dan bejurakan. Dengan adanya kegiatan penanda keakraban non verbal yang dilakukan semua kalangan baik kalangan anak-anak, remaja, dan dewasa terjadi di masyarakat maka akan terjalin ikatan kekeluargaan yang membangun keakraban sehingga terjadi saling keterbukaan satu sama lain dalam berkomunikasi.
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Sikap Bertutur Masyarakat Kampung Peratoh desa Masbagik Selatan biasa menggunakan kalimat-kalimat yang sopan terhadap lawan bicara yang baru dikenal sedangkan agak kasar dalam berkomunikasi sesama teman yang sudah dianggap akrab. Namun, kalimat yang kasar tidak menimbulkan ketersinggungan antar lawan bicara karena terbiasa dan menganggap hal tersebut sebagai penanda keakrabannya. sikap bertutur yang ditimbulkan terhadap penanda keakraban berbeda-beda namun tidak menimbulkan perselisihan terhadap komunikasinya. Masyarakat kampung Peratoh lebih banyak menunjukkan sikap keterbukaan dengan teman yang sudah dianggap akrab dalam berkomunikasi. Sikap yang ditunjukkan dalam berkomunikasi berbeda-beda misalkan saja, remaja akan lebih sopan dalam berkomunikasi dengan orang yang lebih tua dengannya dibandingkan berbicara sesama remaja ataupun anak-anak akan lebih semaunya dalam berkomunikasi. Walaupun terkadang terjadi perbedaan pendapat dalam berkomunikasi dikalangan orang dewasa namun, sikap yang ditunjukkan masih saling menghormati dan saling menjaga perasaan satu sama lain. Sedangkan perbedaan pendapat yang sering terjadi dikalangan remaja disikapi dengan keterbukaan walaupun terkadang menimbulkan perselisihan namun, tidak mengurangi keakraban mereka dalam berintraksi ataupun dalam kekompakkan mereka. Berbeda dikalangan anak-anak dalam bersikap masih belajar karena cenderungk menggunakan jawaban-jawaban lugas. Anak dianggap belum bisa bertutur yang sopan. Dalam berintraksi akan terjadi perbedaan sikap baik antar anak-anak dengan anak-anak, remaja dengan remaja dan orang dewasa dengan dewasa. Namun, perbedaan sikap tersebut tidak menimbulkan perselisihan yang berarti. Dikuatkan dengan pernyaataan informan yaitu : Informan : aok so, pasti araq perbedaan sikap na dalam berkomunikasi terutama leq kalangan dengan toak kanca bajang. Karena kan kanak bajang bahasa ato komunikasi siq kadu na lebih santai dit lebih bebas, ta banding kanca cara komunikasi dengan toak ya lebih sopan. (ya pasti ada perbedaan sikap dalam berkomunikasi. Terutama dikalangan orang dewasa dengan remaja karena bahasa atau komunikasi remaja lebih santai dan lebih bebas, dibandingkan dengan komunikasi orang dewasa lebih sopan) Contoh: penanda keakraban kata wet akan terdengar biasa-biasa saja atau malah menyenangkan bila di ucapkan sesama remaja. Tetapi akan berbeda sikapnya bila kata wet, remaja gunakan di kalangan orang dewasa, akan kurang enak di dengar dan dianggap tidak sopan karena dianggap bahasa kekanak-kanakan. Kecuali terhadap orang dewasa yang sudah terbiasa menggunakan kata wet dengan kalangan remaja. Berinteraksi atau berkomunikasi dengan sopan terhadap mitra tutur yang baru dikenal sangat biasa dilakukan baik dikalangan remaja maupun orang dewasa untuk menghormati ataupun menjaga perasaan mitra tutur yang baru dikenalnya baik dengan mitra tutur yang lebih tua ataupun sebayanya. Namun, setelah lebih akrab mereka akan lebih terbuka dalam berkomunikasi ataupun berintraksi sehingga timbul saling keterbukaan satu sama lain. Dengan adanya saling keterbukaan satu sama lain terjadi sikap bertutur yang lebih terbuka dan semaunya ataupun kasar terhadap mitra tuturnya namun bahasa yang kasar justru membuat mereka semakin akrab karena terbiasa. Tetapi, terhadap mitra tutur yang lebih tua tetap menjaga kesopanan dalam berkomunikasi. Kalangan Remaja biasa menggunakan 433
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kalimat-kalimat kasar terhadap mitra tutur lebih muda ataupun sebayanya. Kalangan orang dewasa bersikap semaunya dalam berkomunikasi apa lagi terhadap mitra tutur yang lebih muda. Sedangkan anak-anak menggunakan kalimat-kalimat lugas tanpa basa-basi dalam melakukan penolakan terhadap mitra tuturnya karena anak-anak dianggap belum bertutur yang sopan santun terhadap lawan bicara yang lebih tua. Sikap bertutur kalangan remaja memang agak kasar atau biasa-biasa saja dalam berkomunikasi tidak hanya dengan sesama remaja. Namun, dengan kalangan orang dewasa terkadang biasa-biasa pula bila merasa sudah akrab. Tetapi tetap dalam batasan dan cenderung lebih sopan terhadap orang tua (keluarga) atau orang dewasa yang tidak begitu akrab. Sedangkan sikap orang dewasa cenderung lebih semaunya bila berbicara dengan mitra tutur yang lebih muda, baik dengan anak-anak ataupun dengan orang dewasa baik yang sudah akrab ataupun tidak akrab. Tetapi, terkadang dalam bercanda agak kasar sesuai dengan situasinya. Berdasarkan temuan penelitian di atas, beberapa penanda keakraban verbal dan non verbal dapat diungkapkan hal-hal diantaranya, pertama penanda keakraban verbal berbentuk ujaran-ujaran yang digunakan oleh masyarakat kampung Peratoh desa Masbagik Selatan sedangkan penanda keakraban non verbal digunakan pada saat berkumpul.
Simpulan Berdasarkan analisis dan pembahasan di atas, bahwa yang melatarbelakangi munculnya penggunaan penanda keakraban dalam masyarakat berupa kebiasaan dalam berkomunikasi dengan teman yang sudah akrab sehingga muncul kata-kata penanda kearabannya. Penanda keakraban yang peneliti temukan di Kampung Peratoh desa Masbagik Selatan sangat beragam antara lain penanda keakraban verbal yaitu seperti: wet, iti, apak/pak, jeng, icak dan anta/kamu. Kata penanda keakraban tersebut biasa digunakan saat berkumpul, bertemu di jalan dan saat berkomunikasi melalui hp. Kemudian penanda keakraban non verbal yang peneliti temukan di dalam masyarakat seperti: jango, manceng, maulid Nabi Besar Muhammad S.A.W, ngerekeang, yasinan, rokok, begunung, besalaman, betulung, erisan, dan syarat alis. Merupakan penanda keakraban non verbal yang biasa dilakukan kalangan orang dewasa. Kalangan remaja menandai keakrabannya seperti: jango, manceng, tangkong, gotong royong/ kebersihan, maulid Nabi Besar Muhammad S.A.W, ngerekeang, yasinan, nongkrong, bole, rokok, tuak, ceplok telur, begunung, bejurakan, mangan-mangan, betulung, dan bejenggok. Sedangkan kalangan anak-anak menandai keakrabannya seperti: janggo, bekedek, ngerekeang, bole, ceplok telur, bejurakan, bekalengan, beldokan, dan sepede. Sikap yang ditunjukkan dalam berkomunikasi sesama teman yang sudah akrab akan bersikap lebih kasar atau semaunya. Namun, tidak menimbulkan ketersinggungan karena dengan seperti itu mereka akan semakin akrab baik anak-anak, remaja dan orang dewasa. Sedangkan akan bersikap lebih sopan dengan orang yang tidak begitu akrab atau orang yang baru dikenal untuk menghargai perasaan satu sama lain.
Daftar Pustaka Arikunto, Suharsimi. 1999. Prosedur Penelitian. Yogyakarta: Rineka Cipta Chaer, Abdul. 2012. Linguistik Umum. Jakarta: Rineka Cipta. Chaer Abdul And Agustina, Leonie. 2010. Sosiolingustik. Jakarta: Rineka Cipta. Moleong, Lexy J. 2010. Metodologi Penelitian Kualitatif. Bandung: PT. Remaja Rosdakarya 434
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Muhammad. 2014. Metode Penelitian Bahasa. Jogjakarta: Ar-Ruzz. Nurgiyantoro, Burhan. 2004. Teori Pengkajian Fiksi. Yogyakarta: Gadjah Mada University Press. Santosa Puji. 1993. Ancangan Semiotika Dan Pengkajian Susastra. Bandung: ANGKASA. Sumarsono. 2002. Sosiolingustik.Yogyakarta:SABDA Sugiyono. 2013. Memahami Penelitian Kualitatif. Bandung: Alfabeta Thomas, Linda Dan Wareng, Shan. 2007. Bahasa, Masyarakat dan Kekuasaan. Yogyakarta: PUSTAKA BELAJAR. Vera Nawiroh.2014. Semiotika Dalam Riset Komunikasi. Bogor: Ghalia Indonesia.
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Kualitas Kegiatan Apresiasi Karya Sastra Siswa SMP dalam Pembelajaran Bahasa Indonesia di Lombok Timur Mimi Alpian Universitas Hamzanwadi, Indonesia [email protected]
Abstrak Tujuan penelitian ini adalah untuk mendeskripsikan kualitas kegiatan apresiasi karya sastra siswa SMP dalam pembelajaran Bahasa Indonesia di Kabupaten Lombok Timur. Penelitian ini menggunakan pendekatan kuantitatif. Jenis penelitian yang digunakan adalah penelitian survey. Populasi penelitian ini adalah seluruh siswa SMP di Kabupaten Lombok Timur yang berjumlah 34.703 siswa. Sampel berjumlah 383 siswa ditentukan menggunakan teknik cluster sampling. Data dikumpulkan dengan menggunakan angket kegiatan apresiasi karya sastra dan wawancara. Data dianalisis dengan statistik deskriptif dan uji beda. Hasil penelitian ini adalah sebagai berikut (1). rerata kegiatan apresiasi karya sastra siswa SMP di kabupaten Lombok Timur masuk kategori sedang atau tingkat menikmati dan mereaksi karya sastra dengan rerata sebesar 42.76, simpangan baku 6,49, dan varian 42,16; (2). Hasil uji beda dalam penelitian ini adalah tidak terdapat perbedaan yang signifikan dalam apresiasi karya sastra antar sekolah yang berada pada wilayah yang berbeda geografisnya yaitu wilayah pegunungan/pesisir, daerah pedesaan/batas kota dan kota kecamatan; (3) tidak terdapat perbedaan yang signifikan dalam apresiasi karya sastra antara sekolah akreditasi A, B, ataupun C. Kata kunci: kegiatan apresiasi karya sastra, geografis, akreditasi, smp
Pendahuluan Bahasa Indonesia merupakan salah satu mata pelajaran yang dicantumkan pada semua jenjang pendidikan, mulai dari pendidikan dasar, pendidikan menengah sampai pendidikan tinggi. Dalam pelaksanaannya, materi yang dibelajarkan tentunya disesuaikan dengan perkembangan siswa sehingga bisa memberikan perubahan yang positif terhadap kompetensi siswa, baik dari segi kompetensi berbahasa, maupun bersastra. Kompetensi bersastra memiliki ruang ruang lingkup dan standar pencapaian tujuan pembelajaran yang jelas dalam pelaksanaannya. Oleh karena itu, di dalam ujian nasional, terdapat soal-soal yang berkaitan dengan apresiasi karya sastra, mulai dari penentuan tema cerpen atau puisi sampai unsurr-unsur yang membangun karya sastra tersebut. Di luar hal itu, terdapat kelebihan-kelebihan yang bisa diperoleh siswa dari kegiatan apresiasi karya yang dilakukan. Hayati dan Muslih (2012) di dalam bukunya menjelaskan bahwa pengajaran sastra di SMP dan SMA tidak hanya bertujuan agar siswa memiliki keterampilan bersastra, melainkan juga agar siswa gemar mengapresiasi karya sastra Indonesia. Apresiasi dalam arti bukan sebatas menikmati tapi juga mereaksi dan bahkan sampai mencipta. Pada tahap awal memasuki fase apresiasi yang lebih kompleks, khususnya pada jenjang SMP, sebagian siswa tentu memiliki tingkat-tingkat kesulitan tertentu. Hal tersebut diakibatkan oleh usia produktif mereka yang sedang dalam masa perkembangan optimal, dari anak-anak ke dewasa yang tentunya akan disesuaikan dengan materi sastra yang akan ditemukan. Untuk 436
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itu, butuh penanganan yang tepat melalui berbagai proses kajian agar tujuan pembelajaran bahasa Indonesia bisa dicapai dengan optimal. Secara umum, ditemukan informasi dari beberapa sumber yang menunjukkan jika kualitas apresiasi karya sastra yang ada di Lombok Timur masih belum menggembirakan. Hal tersebut dapat dilihat dari nilai ujian nasional bahasa Indonesia yang terkait dengan apresiasi sastra pada tabel 1. Tabel 1 Nilai Ujian Nasional SMP di Lombok Timur Empat Tahun Terakhir Tahun keI II III IV
Bahasa Indonesia 6,78 7,17 7,60 8,17
Bahasa Inggris
IPA
Matematika
7,08 7,48 7,84 7,81
7,21 8,06 7,75 7,69 7,69 7,82 8,24 8,19 Sumber: Puspendik Balitbang Kemendiknas
Data di atas memperlihatkan jika nilai ujian bahasa Indonesia siswa di Kabupaten Lombok Timur masih di bawah nilai ujian nasional mata pelajaran IPA dan mata pelajaran matematika. Selain itu, apabila dibandingkan dengan mata pelajaran bahasa Inggris, nilai bahasa Indonesia lebih tinggi hanya pada tahun ke-IV. Adapun tingkat daya serap siswa sesuai data yang didapatkan`khususnya pada indikator “menentukan sudut pandang pengarang dalam penggalan cerpen” menempati urutan terendah, yaitu 26,43 (skala 100) atau 2,64 (skala 10), begitu juga dengan rata-rata pembelajaran apresiasi sastra secara umum (materi cerpen, puisi, drama, novel dan pantun) untuk dua tahun terakhir rataratanya 62,88 (6,29 skala 10) dan 74,64 (7,46 skala 10) masih dibawah nilai rata-rata ujian nasional Bahasa Indonesia. Data tersebut secara langsung menunjukkan jika kompetensi dan kemampuan siswa dalam mengapresiasi sastra perlu untuk diteliti dan dicari solusinya. Secara umum, data yang tercantum pada tabel di atas menggambarkan jika kualitas apresiasi karya saatra yang ada di kabupaten Lombok Timur masih lebih rendah dibanding dengan yang lain. Di samping itu, permasalahan lainnya juga muncul dari asumsi yang salah pada sebagian orang yang cenderung mengganggap jika terdapat perbedaan yang signifikan terhadap kemampuan atau kompetensi siswa pada sekolah-sekolah tertentu yang termasuk kategori sekolah pavorit berdasarkan sudut pandang masing-masing. Oleh sebab itu, peneliti melakukan obserrvasi dan wawancara dengan guru dan siswa seperti apa yang telah dipaparkan sebelumnya untuk menemukan berbagai masalah sekaligus membuktikan kebenaran akan pandangan tersebut. Kecenderungan lainnya yang berhubungan dengan anggapan masyarakat terhadap kualitas juga disebabkan oleh letak geografis atau lokasi sekolah. Sebagian di antaranya berpikir jika sekolah yang ada di luar kota dan batas kota, khususnya di daerah pesisir atau pantai dan desa (pegunungan) memiliki kualitas pembelajaran yang berbeda. Sebagian di antaranya beranggapan jika sekolah di kota pasti akan menghasilkan out put atau lulusan yang lebih baik dibanding dengan di luar kota termasuk hal yang berhubungan dengan materi pelajaran bahasa Indonesia, khususnya apresisasi karya sastra. Atas dasar hal tersebut peneliti, berkenan untuk melakukan penelitian dengan melihat kondisi rill sekaligus fakta di lapangan untuk menemukan perbedaan yang selama ini diyakini oleh sebagian masyarakat sehingga hasil penelitian ini dapat menjadi dasar untuk melakukan 437
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perbaikan dan menumbuhkan motivasi serta peresepsi yang positif terhadap kegiatan apresiasi karya sastra, khususnya di Kabupaten Lombok Timur. Pengertian Kegiatan Apresiasi Karya Sastra Apresiasi sastra pada dasarnya harus dipahami sebagai sebuah kegiatan yang merupakan bagian dari kesenian. Sebagai sebuah seni, apresiasi sastra lebih bersifat subjektif walaupun tetap berdasar pada teori-teori dan sejarah sastra. Saryono (2009) menjelaskan bahwa sebagai sebuah kesenian kegiatan apresiasi sastra lebih banyak bersangkutan dengan jiwa, nurani, budi, emosi, rasa dan afeksi daripada keterampilan tangan dan keterampilan fisikal serta bergantung pada waktu, suasana, dan konteks peristiwa. Oleh karena itu, bisa dikatakan jika apresiasi sastra lebih bersifat individual dan sangat dipengaruhi oleh pemahaman dan mental yang bersifat individual dan dianut oleh pelaku apresiasi itu sendiri. Pemahaman tentang apresiasi sastra tersebut mengindikasikan jika proses apresiasi harus dilakukan secara tersadar dan berdasar pada kebutuhan akan sastra itu sendiri supaya proses yang dilaksanakan dapat memberikan manfaat bagi pengetahuan, pemahaman dan perbaikan sikap siswa sebagai apresiator. Apabila apresiasi yang dilakukan lebih banyak memberikan dampak positif, maka itu merupakan suatu wujud keberhasilan yang patut disyukuri sekaligus sebagai bukti keberhasilan penulis di dalam menciptakan sebuah karya yang bisa dinikmati oleh orang lain. Untuk dapat menghargai, menilai, dan mengerti karya sastra maka siswa harus memiliki pengetahuan dan pengalaman tentang karya sastra. Hal itu dapat dilakukan dengan memaksimalkan berbagai media yang memiliki fungsi menyampaikan ataupun mempublikasikan berbagai karya sastra yang ada. Salah satu langkah yang bisa dilaksanakan adalah kegiatan membaca karya sastra secara rutin, baik puisi, prosa, drama, kritik, esai dan lain sejenisnya. Pengetahuan dan pengalaman yang diperoleh dari membaca tersebut setidaknya akan membantu siswa mempersiapkan mental untuk memantapkan keyakinan dan persepsi mereka terhadap apresiasi sastra yang akan dilaksanakan, baik di dalam maupun di luar sekolah. Jamaluddin (2003) menjelaskan bahwasannya pembelajaran sastra di sekolah harus diarahkan untuk mengubah sikap siswa terhadap sastra sehingga lebih gemar melakukan apresiasi dan bukan berorientasi pada pengetahuan atau teori kesusastraan saja. Bentuk kegiatan apresiasi bisa dilakukan melalui kegiatan langsung dan tidak langsung. Kegiatan langsung dilakukan dengan membaca atau menikmati karya-karya sastra kreatif secara langsung dengan segala bentuk dan ragamnya. Selanjutnya kegiatan apresiasi yang tidak langsung dilakukan untuk menunjang penikmatan dan pemahaman terhadap suatu karya sastra kreatif misalnya dengan membaca kritik sastra, menonton pagelaran teater, melaksanakan kegiatan baca puisi, mengikuti dan mengadakan lomba cipta karya sastra kreatif dan lain sejenisnya. Apabila konsep di atas di terapkan, maka siswa yang berkedudukan sebagai seorang pembaca memiliki keleluasaan untuk mengungkapkan berbagai pendapat tentang karya sastra sesuai dengan pengetahuan dan pemahaman yang dimiliki. Kemampuan siswa dalam kegiatan apresiasi sebuah karya sastra dapat ditunjukkan oleh kesanggupannya menemukan makna-makna tersirat yang ada di dalam karya sastra itu sendiri. Kegiatan itu sekaligus menjadi petunjuk seperti apa sikap siswa yang sebenarnya terhadap karya sastra.
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Proses Pembelajaran Apresiasi Karya Sastra Proses pembelajaran bahasa Indonesia akan lebih mudah dilaksanakan ketika siswa memiliki kemampuan berbahasa dan bersastra yang memadai. Kondisi itu dibutuhkan mengingat apresiasi terhadap sebuah karya sastra membutuhkan pemahaman bentuk dan struktur yang sebagian besar dilakukan dengan cara membaca. Di samping itu, pemahaman yang memadai tentang sastra itu sendiri akan mempermudah siswa untuk mengaitkan maknanya dengan kehidupan nyata. Apabila keadaan itu terealisasi maka tujuan pembentukan karater siswa akan terlaksana melalui pembelajaran berbahasa dan bersastra. Definisi tentang belajar yang lain juga disampaikan oleh Schunk (2012) dengan menyebutkan bahwa belajar adalah perubahan perilaku yang bertahan lama, atau dalam kapasitas berperilaku dengan cara tertentu, yang dihasilkan dari praktek atau bentukbentuk pengalaman lainnya. Untuk itu, proses pembelajaran sastra sebagai bentuk konkrit kegiatan apresiasi harus dilaksanakan dengan membangun aspek-aspek penting yang mendukung perkembangan kemampuan, baik yang berasal dari dalam diri maupun luar diri siswa sehingga proses belajar yang dilaksanakan benar-benar membantu dan mengarahkan siswa untuk menemukan sikap positif. Penjelasan yang telah dipaparkan tentang pembelajaran dan makna sastra tersebut berhubungan dengan pendapat Darmono (1979) yang menyatakan bahwa sastra menampilkan gambaran kahidupan dan kehidupan itu sendiri sebagai suatu kenyataan sosial. Pemaparan ini mengisyaratkan jika kegiatan bersastra yang dilakukan tidak hanya mengantarkan siswa dalam memahami unsur-unsur sastra yang membantu perkembangan kognitif atau pengetahuan belaka saja, melainkan juga membantu siswa memahami konsep-konsep kehidupan sosial yang ditemukan dalam kehidupan sehari-hari. Kondisi yang tidak sesuai dengan harapan dan tujuan umum pembelajaran berbahasa dan bersastra tentu saja bertolak belakang dengan pengertian apresiasi sastra yang sebenarnya. Keadaan seharusnya yang dilaksanakan oleh guru adalah memberikan pengertian dan membuka pengetahuan serta kesadaran siswa jika sastra adalah salah suatu bentuk dasar keilmuan sekaligus kesenian yang bisa dijadikan sebagai wahana untuk menyampaikan ide dan pemikiran serta menjadi pedoman siswa dalam berprilaku. Untuk mencapai tujuan apresiasi sastra, maka perlu dilakukan penanaman kebiasaan psikologis yang positif di dalam diri siswa. Hal tersebut dapat dilakukan oleh guru dengan melaksanakan proses pembelajaran secara epektif. Pembelajaran yang epektif setidaknya akan bermanfaat bagi siswa untuk membantu meningkatkan kompetensi berbahasa dan bersastra, meningkatkan pengetahuan tentang sejarah dan budaya bangsa, mengembangkan ide dan kreativitas serta menunjang terbentuknya karakter siswa. Kegiatan apresiasi yang dilakukan oleh siswa atau pembaca secara umum dijelaskan oleh Wardani (melalui Sujarwanto & Jabrohim, Ed., 2002) sebagai sebuah kegiatan yang terdiri atas beberapa tingkat, yaitu: 1. tingkat menggemari, ditandai oleh adanya rasa tertarik pada buku-buku serta keinginan untuk membacanya; 2. tingkat menikmati, yaitu mulai dapat menikmati cipta sastra karena mulai tumbuhnya pengertian; 3. tingkat mereaksi, yaitu mulai dari keinginan untuk menyatakan pendapat tentang cipta sastra yang dinikmati; 4. tingkat produktif, yaitu mulai ikut menghasilkan cipta sastra. 439
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Keempat tingkatan yang ada di dalam kegiatan apresiasi sastra tersebut belum tentu dicapai secara menyeluruh oleh siswa. Variasi kemampuan dan pengetahuan siswa tentu menjadi salah satu faktor yang mempengaruhi pelaksanaanya. Untuk mencapainya secara utuh, maka penentu kebijakan dan guru sebagai pelaksananya malakukan berbagai usaha yang bisa mendukung peningkatan apresiasi siswa tentunya dengan memaksimalkan proses pelaksanaanya. Siswa tidak hanya diperkenalkan karya satra melainkan juga diteladani untuk membacanya sehingga tersadar jika sastra itu sangat menarik dan menyenangkan bila dijadikan kebiasaan. Teori-teori tentang apresiasi sastra yang telah dijabarkan menunjukkan jika kegiatan apresiasi sastra merupakan sebuah istilah yang digunakan oleh peneliti untuk mengetahui tingkat apresiasi yang dimiliki oleh siswa, mulai dari tingkat menggemari, menikmati, mereaksi, dan mencipta karya sastra sendiri. Tingkatan apresiasi sastra siswa tersebut akan dilihat berdasarkan sikap siswa terhadap berbagai karya sastra yang ada karena apresiasi lebih mengacu pada sikap dan nilai dimana kedua hal tersebut mengarah pada ranah (domain) afektif. Jadi, kegiatan apresiasi karya sastra dalam penelitian ini adalah sikap positif siswa terhadap karya sastra yang menumbuhkan keinginan mereka untuk menggemari, menikmati, mereaksi, dan mencipta karya sastra.
Metode Penelitian Penelitian ini menggunakan pendekatan kuantitatif. Jenis penelitian yang digunakan adalah penelitian survey. Populasi penelitian ini adalah seluruh siswa SMP di Kabupaten Lombok Timur yang berjumlah 34.703 siswa. Sampel ditentukan menggunakan teknik cluster sampling. Dari masing-masing cluster diambil 4 sekolah berdasarkan tingkat akreditasinya, yakni satu sekolah Akreditasi A, dua sekolah Akreditasi B, dan satu sekolah Akreditasi C untuk masing-masing cluster sehingga ada 12 sekolah yang dijadikan sebagai sampel. Dari masing-masing sekolah diambil 1 kelas secara acak, Total siswa yang dijadikan sampel secara keseluruhan adalah 383 siswa. Jumlah total sampel tersebut didapatkan dari jumlah rombongan belajar dari tiap sekolah dalam satu kelas berbeda yakni antara 20–38 siswa. Sampel yang di dapat sudah memenuhi menurut rumus skala penentuan jumlah sampel yang ditetapkan oleh Issac & Michael (1981: 192) dimana bila jumlah populasi 40000 orang maka jumlah anggota sampel yang refresentatif dibutuhkan 380 orang. Nama sekolah, status akreditasi dan lokasi sekolah berdasarkan kecamatan yang dijadikan sampel disajikan dalam tabel 2 berikut: Tabel 2. Sekolah yang Dijadikan Sampel Penelitian Nama Sekolah SMPN 2 Selong SMPN 5 Masbagik SMPN 2 Sakra SMPN 2 Sukamulia SMPN 2 Labuhan Haji SMP Islam Sirajul Ulum SMPN 1 Sakra Barat SMP Islam Darussalam SMPN 2 Sikur SMPN 1 Pringgabaya
Status Akreditasi A B B C A B B C A B 440
Lokasi Sekolah Kecamatan Kec. Selong Kec. Masbagik Kec. Sakra Kec. Sukamulia Kec. Labuhan Haji Kec. Wanasaba Kec. Sakra Barat Kec. Suralaga Kec. Sikur Kec. Pringgabaya
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
SMPN 3 Aik Mel SDMP Pringgasela
B C
Kec. Aikmel Kec. Pringgasela
Pembahasan Manifestasi sastra sebagai salah satu gambaran kehidupan sosial masyarakat dinilai oleh Sujarwanto (melalui Sujarwanto & Jabrohim, Ed., 2002) sebagai wujud fakta historis yang berisi pemahaman manusia. Oleh karena itu, pendidikan sastra memiliki kedudukan yang penting dalam pembangunan kultural bangsa. Di samping itu, keberadaan sastra dalam kurikulum bahasa Indonesia memungkinkan dilakukannya pengkajian dan pengujian efekefeknya pada diri siswa. Seorang siswa yang menempuh jenjang pendidikan di sekolah menengah pertama (SMP) biasanya akan diberikan materi kesusastraan yang sesuai dengan ketentuan yang telah ditetapkan oleh pemerintah berdasarkan tujuan penyelenggaraan pendidikan nasional. Kondisi itulah yang menjadi landasan penyesuaian materi pada jenjang Sekolah Menengah Pertama (SMP) yang lebih terfokus pada bentuk-bentuk karya sastra dengan sifat isinya yang tergolong sedang. Hal itu disesuaikan dengan kondisi siswa dimana pada jenjang pendidikan ini siswa masih pada tahap mengingat kembali dan menemukan bagian-bagian dari detail sebuah karya yang dibaca. Salah satu usaha yang bisa dilakukan untuk melihat kemampuan awal siswa dalam mengapresiasi sastra adalah dengan memberikan soal-soal yang berhubungan dengan kedua hal tersebut meskipun pada akhirnya disesuaikan dengan kelas yang ditempuh dengan tetap memperhatikan tingkat mencipta siswa sebagai tingkat terakhir untuk mengetahui kemampuan apresiasinya. Pada dasarnya, tahapan yang dilalui oleh siswa dalam pembelajaran sastra dapat membantunya untuk menemukan jawaban dari berbagai tugas dan masalah yang ditemukan. Proses membaca yang dilaksanakan secara terarah dan menjadi runtinitas bisa berfungsi sebagai alat utama pengembangan apresiasi. Kemampuan siswa tersebut akan semakin berkembang apabila didukung oleh kemauan dan kesadaran yang berasal dari siswa itu sendiri serta dukungan para guru. Hal itu sesuai dengan pernyataan “reader not only have knowledge, they have abilities: abilities not only learn new knowledge, but also abilities to process information” yang bermakna pembaca tidak hanya memiliki pengetahuan melainkan juga kemampuan, yakni kemampuan yang tidak hanya bertujuan untuk mempelajari pengetahuan yang baru melainkan juga kemampuan-kemampuan untuk memeroses informasi (Alderson, 2000). Selain kemampuan, fasilitas penunjang berupa buku atau bahan bacaan juga sangat dibutuhkan dan kesesuaian tugas yang diberikan. Selain itu, Nilson & Donelson (2009) menyebutkan jika anak-anak yang berada pada jenjang SMP memiliki kecenderungan untuk membaca buku pada tahap menemukan sendiri unsur-unsur yang membangun karya sastra dengan tema atau bentu-bentuk karya sastra seperti fiksi-fiksi realistis, fiksi-fiksi kontemporer, dan cerita-cerita yang menggambarkan semangat atau perjuangan. Di luar itu, kewajiban jumlah buku bacaan sastra yang dianjurkan oleh para sastrawan untuk siswa SMP masih tergolong sedang. Hal itu sesuai dengan pendapat Ismail (2013) yang menjelaskan jika siswa setingkat SMP seharusnya diwajibkan membaca sembilan buku sastra dengan judul yang berbeda. Kegiatan membaca sastra yang dilakukan secara rutin oleh siswa nantinya akan membantu membuka persepsi siswa itu sendiri tentang sastra dan dunia. Keadaan itu memiliki hubungan dengan sebuah adagium yang menyatakan jika buku adalah jendela dunia dan untuk membuka itu maka harus dilakukan dengan membaca. Esensi membaca menurut Ahuja & Ahuja (2010) adalah pemahaman. Pemahaman ini adalah salah satu kebutuhan 441
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mendasar yang akan mengarahkan siswa untuk melakukan berbagai kegiatan apresiasi karya sastra. Seorang ahli yang bernama Ricoeur (melalui Rafiek, 2010) menyebutkan jika ada tiga ciri utama bahasa sastra yang perlu diperhatikan yaitu : 1) bahasa sastra dan uraian falsafah bersifat simbolik, puitik, dan konseptual; 2) dalam bahasa sastra pasangan rasa dan kesadaran menghasilkan objek estetik yang terikat pada dirinya; 3) bahasa sastra berpeluang menerbitkan pengalaman fiksional dan pada hakikatnya lebih kuat dalam menggambarkan ekspresi kehidupan. Konsep tentang jenis bahan bacaan sastra dan tugas bersastra berhubungan juga dengan sebuah penjelasan yang disampaikan oleh Morton (2010) yang berbunyi “Reading literature standarts range from the ability in the early grades to retell stories with key details and describe characters and setting to the ability in the senior high grades to support analysis of the theme develops over the course of the text”. Intinya adalah standar tugas membaca ataupun bentuk kegiatan apresiasi sastra pada jenjang sekolah menengah pertama masih pada tahap kemampuan menceritakan kembali karya sastra yang dibaca dengan menganalisis dan menggambarkan karakter tokoh dan latar yang ada. Untuk menjamin dan mendorong peningkatan siswa dalam pembelajaran sastra, pemerintah membuat peraturan khusus yang mengatur tentang pengembanagan kemampuan dan kebiasaan membaca dan menulis siswa. Peraturan pemerintah (PP) tersebut tercantum di dalam Pasal 26 ayat 3 dimana disebutkan bahwa “kompetensi lulusan untuk mata pelajaran bahasa menekankan pada kemampuan membaca dan menulis yang sesuai dengan jenjang pendidikan” (melalui Suryaman, 2009). Kemampuan membaca dan menulis sendiri merupakan bagian atau tahapan terakhir keterampilan yang dilaksanakan yang menyebabkabnya harus diteliti dan dianalisis dengan seksama. Salah satunya adalah dengan meneliti dan menganalisis kualitas apresiasi satra berdasarkan data dan fakta yang ditemukan di lapangan. Hasil analisis statistik, data variabel kegiatan apresiasi karya sastra siswa SMP di Kabupaten Lombok Timur yang menjadi sampel penelitian memiliki rentang skor 28 sampai 60. Kegiatan apresiasi karya sastra siswa SMP di Kabupaten Lombok Timur diperoleh dari angket kegiatan apresiasi karya sastra yang diberikan. Hasil analisis diperoleh dengan bantuan SPSS 16.0. Perolehan skor menunjukkan bahwa variabel kegiatan apresiasi karya sastra siswa memiliki rerata sebesar 42.76, simpangan baku 6,49, dan varian 42,16. Distribusi frekuensi perolehan skor kegiatan apresiasi karya sastra siswa tersebut disajikan pada tabel dan gambar berikut ini. Tabel 3 Distribusi frekuensi skor kegiatan apresiasi karya sastra Skor (X) Kategori Sangat tinggi 60 X 75 X 60 Tinggi Sedang X 50 X Rendah Sangat rendah 15 X 30 Jumlah
Frekuensi 0 57 186 134 6 383 442
Persentase 0% 14,9% 48,6% 35,0% 1,6% 100%
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Secara umum kegiatan apresiasi karya sastra siswa termasuk kategori sedang yang ditunjukkan oleh persentase terbesar perolehan skor tesebut. Berikut ini gambar tentang distribusi frekuensi skor variabel kegiatan apresiasi karya sastra yang menjadi sampel penelitian.
Gambar 1 Distribusi Frekuensi Kegiatan Apresiasi Karya Sastra Siswa SMP Perolehan skor kegiatan apresiasi karya sastra siswa SMP di Kabupaten Lombok Timur berdasarkan akreditasi sekolah yaitu sekolah dengan akreditasi A memiliki rerata sebesar 42.3; sekolah dengan akreditasi B memiliki retata sebesar 43,3; dan sekolah dengan akreditasi C memiliki rerata sebesar 41,4. Hasil tersebut dirangkum dalam gambar 2. 50,0 45,0 40,0 35,0 30,0 25,0 20,0 15,0 10,0 5,0 0,0
42,3
43,3
Akreditasi A
Akreditasi B
41,4
Akreditasi C
Gambar 2. Grafik Skor Rata-Rata Kegiatan Apresiasi Karya Sastra Siswa Berdasarkan Akreditasi
Perolehan skor kegiatan apresiasi karya sastra siswa SMP di Kabupaten Lombok Timur berdasarkan letak geografis sekolah yaitu sekolah yang terletak di pegunungan/pesisir memiliki rerata sebesar 42.75; sekolah yang terletak di batas kota/pedesaan memiliki rerata sebesar 42,72; dan sekolah yang terletak di batas kota kecamatan memiliki rerata sebesar 42,8. Hasil tersebut dirangkum dalam gambar 3 berikut.
443
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9 45,00 40,00 35,00 30,00 25,00 20,00 15,00 10,00 5,00 0,00
42,75
42,72
42,80
Pegunungan/ Pesisir
Batas Kota/Pedesaan
Kota Kecamatan
Gambar 3. Grafik Skor Rata-Rata Kegiatan Apresiasi Karya Sastra Siswa Berdasarkan Wilayah Geografis
Tabel 3 Hasil Uji Beda Kegiatan Apresiasi Karya Sastra berdasarkan Akreditasi Sekolah Tests of Between-Subjects Effects Dependent Variable:KKegiatan Apresiasi Karya Sastra Source
Type III Sum of Squares
Df
Mean Square
F
Sig.
Corrected 215.398a 2 107.699 2.575 Model Intercept 504805.219 1 504805.219 1.207E4 Akreditasi 215.398 2 107.699 2.575 Error 15891.980 380 41.821 Total 716470.000 383 Corrected Total 16107.379 382 a. R Squared = .013 (Adjusted R Squared = .008)
.077 .000 .077
Tabel 4 Hasil Uji Beda Kegiatan Apresiasi Karya Sastra berdasarkan Wilayah Geografis Tests of Between-Subjects Effects Dependent Variable:Kegiatan Apresiasi Karya Sastra Source Corrected Model Intercept Wilayah
Type III Sum of Squares
df
Mean Square
.513a
2
681305.245 .513
1 2
.257
F
Sig.
.006
.994
681305.245 1.607E4 .257 .006
.000 .994
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Error 16106.865 380 42.386 Total 716470.000 383 Corrected Total 16107.379 382 a. R Squared = .000 (Adjusted R Squared = -.005)
Penelitian ini menggunakan sampel yang diambil secara random berdasarkan akreditasi sekolah dan sebaran wilayah sehingga perlu analisis uji beda untuk menguatkan hasil penelitian. Dari hasil uji beda pada tabel 3 dan tabel 4 menunjukkan bahwa tidak terdapat perbedaan yang signifikan dalam apresiasi karya sastra antar sekolah yang berada pada wilayah yang berbeda geografisnya yang dalam hal ini dibagi menjadi tiga wilayah, yaitu pertama wilayah pegunungan/pesisir, kedua wilayah pedesaan/batas kota, dan wilayah kota kecamatan. Selain itu, perbedaan tingkat akreditasi yang diraih oleh masing-masing sekolah juga tidak memberikan pengaruh yang tinggi terhadap kegiatan apresiasi karya sastra siswa yang ada di wilayah Kabupaten Lombok Timur terbukti dari hasil analisis yang didapatkan tidak terdapat perbedaan yang signifikan dalam apresiasi karya sastra antara sekolah akreditasi A, B, atau C. Rendahnya pengetahuan dan kurangnya apresiasi karya sastra yang dilakukan oleh siswa ternyata berdampak pula pada rendahnya nilai siswa pada ujian nasional, khususnya pada materi yang terkait dengan apresiasi karya sastra. Untuk memperbaiki dan mengembalikan pembelajaran sastra sesuai dengan apa yang diharapkan, maka sepatutnya tidak lagi dilakukan penilaian prestasi siswa secara sepihak hanya dengan berdasar pada akreditasi sekolah ataupun letak geografisnya. Oleh karena itu, untuk mendukung kegiatan apresiasi karya sastra siswa, sekolah dan pihak lainnya yang ikut bertanggung jawab harus menyediakan dan memfasilitasi siswa atas berbagai penunjang yang dibutuhkan. Salah satunya dengan memberikan fasilitas yang memadai terkait dengan kegiatan apresiasi karya sastra terutama buku penunjang. Selain itu, siswa harus diberikan rangsangan yang bisa mendorong motivasi mereka untuk melaksanakan apresiasi karya sastra. Hal lain yang dibutuhkan adalah usaha yang mendorong penguatan keyakinan siswa untuk melakukan berbagai kegiatan yang berbungan dengan apresiasi karya sastra, mulai dari menikamati, menggemari, mereaksi sampai bagaimana mencipta sendiri karya sastra selain diberikan teori yang menunjang dan bisa mengubah persepsi mereka terhadap apresiasi karya sastra itu sendiri yang pada dasarnya sangat menyenangkan dan meningkatkan pengetahuan. Pendapat tersebut diperkuat oleh hasil penelitian Mimi Alpian & Maman Suryaman (2016:60) yang menyatakan bahwa motivasi, keyakinan diri, dan persepsi siswa memiliki pengaruh yang signifikan terhadap kegiatan apresiasi karya sastra siswa SMP. Oleh karena itu, guru bahasa Indonesia dapat mencari solusi yang efektif untuk meningkatkan motivasi, keyakinan diri dan persepsi siswa pada apresiasi karya sastra.
Simpulan Berdasarkan hasil penelitian dapat disimpulkan sebagai berikut kegiatan apresiasi karya sastra siswa SMP dalam pembelajaran Bahasa Indonesia di kabupaten Lombok Timur masuk kategori sedang atau tingkat menikmati dan mereaksi karya sastra dengan rerata sebesar 42.76, simpangan baku 6,49, dan varian 42,16. Jika dilihat dari tingkat akreditasi sekolah, akreditasi A memiliki skor rerata sebesar 42,3; akreditasi B sebesar 43,3 dan akreditasi C sebesar 41,4. Sedangkan berdasarkan wilayah geografis sekolah yang terletak di pegunungan/pesisir memiliki rerata sebesar 42.75; sekolah yang terletak di batas kota/pedesaan memiliki rerata sebesar 42,72; dan sekolah yang terletak di batas kota 445
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kecamatan memiliki rerata sebesar 42,8. Dari hasil uji beda menunjukkan bahwa tidak terdapat perbedaan yang signifikan dalam apresiasi karya sastra antar sekolah yang berada pada wilayah yang berbeda geografisnya. Selain itu, perbedaan tingkat akreditasi yang diraih oleh masing-masing sekolah juga tidak memberikan pengaruh yang tinggi terhadap kegiatan apresiasi karya sastra siswa yang ada di wilayah Kabupaten Lombok Timur terbukti dari hasil analisis yang didapatkan tidak terdapat perbedaan yang signifikan dalam apresiasi karya sastra antara sekolah akreditasi A, B, atau C.
Daftar Pustaka Alderson, J.C. (2000). Assesing reading. New York, NY: Cambridge university press Ahuja, P & Ahja G.C. (2010). Membaca secara efektif dan efisien. (Terjemahan Tina Martiani). New Delhi: Sterling Publishers Pvt. Ltd. (Buku asli diterbitkan tahun 2004) Darmono & Djoko, S. (1979). Sosiologi sastra (sebuah pengantar ringkas). Jakarta Depdikbud Hayati & Muslih. (2012). Latihan apresiasi sastra: penunjang pengajaran bahasa dan sastra Indonesia di SMP dan SMA. Jakarta: Triana Media Isaac, S & Michael, W.B. (1981). Handbook in research and evaluation: second edition. California: Edits Publishers Ismail, T. (2013). Mendidik anak bangsa cinta membaca buku dan piwai mengarang. Makalah utama seminar nasional “respons kebijakan pembelajaran bahasa dan sastra Indonesia dalam kurikulum 2013”. Jurusan pendidikan bahasa dan sastra Indonesia fakultas bahasa dan seni UNY disampaikan di auditorium UNY tanggal 19 November 2013. Jamaluddin. (2003). Problematika pembelajaran bahasa & sastra. Yogyakarta: Adicita Karya Nusa Mimi Alpian & Maman Suryaman (2016). Pengaruh Motivasi, Keyakinan Diri, dan Persepsi Siswa Terhadap Apresiasi Karya Sastra Siswa SMP. Jurnal LingTera Program Pascasarjana Universitas Negeri Yogyakarta. Volume 3, Nomor 1, Mei 2016 Morton, J.B. (2010). Albama course of study English language arts, English language literacy for college and career readness. Alabama: Alabama Departement of education Nilsen, A.P & Donelson, K.L.(2009). Literature for today’s young adults. eight edition. Boston: Pearson education. Puspendik, ( - ). Laporan hasil dan Statistik nilai ujian nasional. Jakarta: Pusat Penilaian Pendidikan Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional Rafiek. M. (2010). Teori sastra : kajian teori dan praktik. Bandung: Refika Aditama Saryono, D. (2009). Dasar apresiasi sastra. Yogyakarta: Elmatera Publishing Schunk, D. H. (2012). Lerning theories (6thed.). Boston, MA: Pearson Education, Inc. Strickland, DS., Galda, L., & Cullinan, BE. (2007). Language arts: learning and teaching. Mason, OH: Thomson Corporation. Sujarwanto dan Jabrohim, (Ed), (2002). Bahasa dan sastra Indonesia menuju peran transformasi social budaya abad XXI. Yogyakarta: PIBSI XXVIII Universitas Ahmad Dahlan.
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Indonesian University Students’ Voices of English Pronunciation Teaching Moedjito Universitas Hamzanwadi, Indonesia [email protected]
Abstract This study aimed to explore university students’ perception of teaching pronunciation in Indonesian EFL classrooms, particularly on (1) the difficulty of English pronunciation, (2) the reasons for the difficulty, (3) the inclusion of pronunciation in EFL classrooms, (4) the goal of pronunciation teaching, (5) priorities in teaching pronunciation, and (6) techniques for teaching pronunciation. To achieve the purpose, a written questionnaire was distributed to 230 EFL students. The collected data were then submitted to SPSS 22 for Windows to portrait the participants’ opinion on English pronunciation teaching. The results of the study discovered that almost all of the respondents perceived English pronunciation as one of the most difficult areas in English learning. The participants also agreed that two most significant reasons for the difficultly were related to students’ first language (L1). Regarding these results, the participants strongly agreed on the inclusion of pronunciation in EFL classrooms with intelligibility as the goal of teaching pronunciation. Moreover, segmental features such as consonants and vowels as well as enunciation became the priorities in teaching pronunciation for EFL learners. Finally, teacher explanation in students’ first language, followed by demonstration of how to produce the English phonemes, is significantly rated as the better way to teach English pronunciation in EFL classrooms. The finding of the study implies that intelligibility as the goal of teaching pronunciation can be really attained with the consideration of priorities and techniques for teaching pronunciation. Keywords: intelligibility, pronunciation instruction, successful oral communication
Introduction We have seen an advance of globalization in many aspects of our daily lives in the last few decades. This has been accompanied by the upgrade of the status and roles of English as a means of communication. Today English, with around 400 million native speakers, about 400 million English as a second language (ESL) speakers, and 600 million English as a foreign language (EFL) speakers, has really become a global language (Crystal, 1997; Graddol, 2006). A crucial impact of this upgrade of the status and roles of English is that there is a significant increase in oral communication not only between native speakers of English (NS and nonnative speakers of English (NNS), but also among nonnative speakers themselves (Jenkins, 2000; Walker, 2001). A pedagogical implication of this situation for the foreign language (L2) teaching profession is that ESL/EFL researchers and practitioners have come to reappraise the importance of pronunciation for successful oral communication (Setter & Jenkins, 2005). Tudor (2001) claims that "command of phonology of a language [the ability to understand spoken language and to produce a comprehensible version of the language] can play an important affective role in language use" (p. 53). As a consequence, we have to re-examine
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pronunciation teaching for EFL, keeping in mind the importance of pronunciation in oral communication across cultures. In the process of re-examination of pronunciation teaching, instead of working on the technology perspective only, we have to consider another perspective of language teaching, namely an ecological perspective (Tudor, 2001) which offers an alternative way of looking at the contexts in which teaching-learning activities are situated. The relationship between these ecological and technological perspectives of language classrooms should be placed in a proper way. Even though we have an extremely superior technology, there is no guarantee that the language programs will be successful if we never listen to the participants' voices: teachers and students. They are really participants in classrooms and their existence in the classrooms cannot be neglected. Moreover, by positioning the participants as they are and listening to what they say, we can justify and optimize the technology of language classroom so that there is much more chance to effectuate the primary goal of English learning. In short, it is necessary for us to listen to teachers' and students' voices, what they say about their thought and expectation of English language education as a whole, and specifically the teaching and learning process in English language classrooms so that the whole process of EFL learning is not misleading. The fact that we have never involved the participants in classrooms may be one of the reasons for the failure of EFL teaching-learning in some countries. For example, in the context of EFL teaching-learning in Indonesia, although learners have spent at least for six years (three years at junior high schools and three years at senior high schools) to learn English, there is no guarantee that the graduates of senior high schools can show their ability of spoken English. Even, it is still difficult for them to introduce themselves in English. This happens because the curricula have set up reading as the main scope of English teaching-learning. This prescribed goal may be different from the participants (i.e., learners and teachers). For this reason, the present study was conducted to investigate university students' perceptions of English teaching-learning in Indonesia, especially related to pronunciation as one of key elements of successful oral communication. More particularly, the study was conducted to answer the following research question: How is the Indonesian university students’ perception of pronunciation teaching?
Methods Participants This study involved 230 of 423 Indonesian university students majoring in English Language Education at STKIP Hamzanwadi Selong (of university level) in Lombok Timur, the province of Nusa Tenggara Barat. They were selected using a proportional random sampling technique. This author decided 55% of each year enrollment (2011, 2012, 2013, and 2014). The participants had attended the course of English Pronunciation Practice, meaning that they had been introduced to segmental and suprasegmental features of English pronunciation and some techniques in pronunciation teaching. Additionally, there ten participants who were interviewed as the follow up of the questionnaire. These ten interviewees were selected using simple random sampling. Data Collection and Data Analysis In order to collect suitable information on perceptions of pronunciation among Indonesian EFL speakers, the data of the study was collected by means of a written questionnaire. The questionnaire dealt with the participants' perceptions of: (1) the difficulty of English pronunciation, (2) the reasons for the difficulty, (3) the inclusion of pronunciation in EFL 448
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classrooms, (4) the goal of pronunciation teaching, (5) priorities in pronunciation teaching, and (6) techniques in pronunciation teaching. The participants were asked to show their opinions by circling one of the five-point Likert-scale options. All the participants were required to complete the task items 1, 3, 4, 5, and 6. The item 2 was optional and answered by the participants who had chosen "Difficult" or "Very difficult" for the item 1. The primary data were obtained from the questionnaire. These data were then quantitatively analyzed using SPSS 22. The mean scores of the data were used to describe the data and to conclude the findings of the study.
Results Difficulty of English Pronunciation Although there were five options of Difficulty of English Pronunciation in the questionnaire, the responses were classified into three groups: Difficult comprising "Very difficult" and "Difficult" of the options, Undecided for "Undecided" of the options, and Easy comprising "Easy" and "Very easy" of the options. There were 211 (92%) of the participants who claimed that pronunciation was difficult; and only 7 (3%) students who thought that pronunciation was easy. Meanwhile, the rate of Undecided was relatively low, 12 (5%) of students. The collected data indicated that there was a great tendency for the agreement that English pronunciation was an area of difficulty in EFL classrooms. Reasons for the Difficulty of English Pronunciation Table 1 Descriptive statistics of the reasons for the difficulty of English pronunciation No 1 2 3 4 5 6 7 8
Reasons for the Difficulty There is no pronunciation instruction in EFL classrooms. There is no pronunciation assessment in EFL classrooms. The same spelling is not always pronounced in the same way. Teachers are reluctant to teach pronunciation. Some English sounds do not exist in students’ L1. Same sounds have different distribution. Pronunciation is not included in the current curriculum. Students are not so motivated to learn pronunciation.
M
SD
Min
Max
4.15
0.78
1.00
5.00
4.22
0.85
2.00
5.00
4.23
0.92
2.00
5.00
4.35 4.38 4.31
0.77 0.70 0.76
1.00 2.00 2.00
5.00 5.00 5.00
4.20
0.81
2.00
5.00
3.58
1.09
1.00
5.00
Note: n = 211 As indicated in Data Collection and Data Analysis, only those who selected "Difficult" and "Very Difficult" were eligible to share their opinion on the item 2, the reasons for the difficulty of English pronunciation. So, there were 211 participants who provided their perceptions of the reasons for the difficulty. A closer examination to the order, the results disclosed that the eight reasons for the difficulty were classified into two groups. The first group comprised the items 3, 4, 5, and 6 concerning students' native language and teachers' reluctance to teach pronunciation in 449
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EFL classrooms. Meanwhile, the second group consists of the items 1, 2, 7, and 8 dealing with pronunciation teaching in EFL classrooms and students' motivation. Although there were mean differences among the items (items 3, 4, 5, and 6 for the first group and items 1, 2, and 7 for the second group), the differences were not statistically significant. Thus, we come to a conclusion that the participants have shared the same opinion on the reasons for the difficulty of English pronunciation. As all of the mean scores were higher than 3.00, all the investigated reasons may contribute to the difficulty of English pronunciation. Inclusion of Pronunciation in EFL Classrooms The responses to the inclusion of pronunciation teaching in English language classrooms was classified into three groups: Agree for "Strongly agree" and "Agree" of the options, Undecided for "Cannot tell" of the options, and Disagree for "Disagree" and "Strongly disagree" of the options. There were 190 (83%) of the participants who agreed on the inclusion of pronunciation on EFL classrooms; and 17 (7%) who disagreed on the inclusion of pronunciation on EFL classrooms. Meanwhile, 23 (10%) could not decide whether pronunciation should be included in EFL classrooms or not. The data revealed that there was a strong need to include pronunciation in EFL classrooms. Goal of Pronunciation Teaching Comparing the mean scores of the goals of pronunciation teaching, the mean scores of intelligible pronunciation were much higher (M = 4.29) than those of native-like accent (M = 2.42). This implies that intelligible pronunciation is more preferable to native-like accent as the goal of pronunciation teaching in EFL classrooms. Priorities in Teaching English Pronunciation Table 2 Descriptive statistics of the priorities in teaching English pronunciation No 1 2 3 4 5 6 7 8
Priorities in Pronunciation Teaching Consonants Vowels Sentence Stress Rhythm Intonation Word Stress Enunciation IPA-based transcription
M 4.36 4.37 3.78 3.27 3.73 3.95 4.04 3.93
SD 0.65 0.79 0.85 1.04 0.93 0.86 0.81 0.90
Min 4.00 4.00 2.00 2.00 2.00 2.00 2.00 2.00
Max 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00
Note: n = 230 Table 2 presents the mean scores and standard deviations of the priorities in pronunciation teaching. The participants rated vowels as the first priority, followed by consonants, enunciation, word stress, IPA-based transcription, sentence stress, intonation, and rhythm. This implies that the participants definitely valued more positively the segmental features as the most important priorities in pronunciation teaching than other features, including the suprasegmental features.
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Techniques in Pronunciation Teaching Table 3 presents the mean scores and standard deviations of the techniques for teaching English pronunciation. The participants perceived teacher explanation in L1 as the first, followed by teacher demonstration, minimal pairs, communicative practice, sound discrimination, listen and repeat, tongue twister, controlled practice, and drama and role play. Regardless the mean ranks, all the mean scores of the investigated techniques were larger than the mean (M = 3.00 of the five-point scale) implying that they were accepted as a variety of techniques in pronunciation teaching. Table 3 Descriptive statistics of the techniques for teaching English pronunciation No 1 2 3 4 5 6 7 8 9
Techniques in Pronunciation Teaching Explanation in L1 Minimal Pairs Sound Discrimination Listen and Repeat Demonstration Drama and Role Play Controlled Practice Communicative Practice Tongue Twister
M 4.46 4.24 3.90 3.86 4.26 3.51 3.63 4.16 3.73
SD 0.57 0.55 0.83 0.86 0.89 0.99 1.11 0.69 1.04
Min 3.00 3.00 2.00 2.00 3.00 2.00 2.00 2.00 2.00
Max 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00
Note: n = 230
Discussion The results of the difficulty level of English pronunciation have shown that the participants think that English pronunciation is difficult for them. The quantitative data are supported by all the interviewees' agreement showing that pronunciation was one difficult area of English elements. They admitted that grammar might be learnable and teachable while some features of pronunciation were difficult to learn/teach. This finding is consistent with some previous studies (Gilakjani & Ahmadi, 2011; Moedjito, 2008) which indicated that English pronunciation was difficult. As indicated in the results of the item 2, their difficulty in English pronunciation is due to some important issues related to students' L1 and teachers' reluctance to teach pronunciation. This finding corresponds to what Celce-Murcia, Brinton & Goodwin's (1996) conclusion that native language transfer plays a role in a learner’s acquisition of the sounds of second/foreign language learning and Carruthers' (1987) assertion that the absence of English sounds in L1 and the different distribution of the same sounds in English and L1 are the main two factors as the most noticeable reasons for learners' difficulty in pronunciation mastery. Ironically, although English pronunciation is perceived as a difficult but crucial element of oral language, there is no pronunciation instruction and assessment in EFL classrooms. One critical issue on pronunciation teaching is that pronunciation is almost neglected or sidelined in EFL classrooms (Celce-Murcia et al., 1996). Of course, it is not a good situation regarding the difficulty faced by EFL learners. Consequently, pronunciation must 451
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be included in teaching English as a foreign language. This critical issue is in line with the result of the item 3 which indicated that pronunciation should a part of language teaching in EFL classrooms. When this information was confirmed to the interviewees, all of them strongly agreed on the inclusion of pronunciation in EFL classrooms. Al least, they would feel more aware of their pronunciation. This finding is consonant with some previous studies (Levis & Grant, 2005; Macdonal, 2002). Assuming that pronunciation has been included as part of teaching materials in EFL classrooms, the next question is: What is the goal of pronunciation teaching? The result of the study has disclosed that intelligible pronunciation should be the target of pronunciation teaching in EFL classroom. This supports the idea that intelligibility rather than native-like pronunciation has become a legitimate goal of pronunciation teaching (Celce-Murcia et al., 1996; Gimson, 2001; Jenkins, 2000; Munro, 2011). In the case of priorities in teaching pronunciation, the finding of the study is surprisingly the opposite of the priority order proposed by some applied linguists (cf. Florez, 1998; Wong, 1987). However, regarding the reasons for the difficulty of English pronunciation, particularly, related to students' L1, the result of the study is consonant with some studies (e.g., Derwing & Rossiter, 2002; Saito, 2014) which conclude that vowels and consonants are the essential features of pronunciation. Finally, in terms of techniques in pronunciation teaching, the finding of the present study is consonant with the proposal of utilizing a variety of techniques for teaching pronunciation proposed by some applied linguists such as Carruthers (1987), Dalton and Seidlhofer (1994), and Tudor (2001). There is one important things related to the finding of the study is teacher explanation in students' L1 which makes them easier to understand the procedural knowledge of language, particularly the system of English phonology.
Conclusion Regarding the entire procedure of the research, there are three points as the conclusion of the study. First, there is evidence to suggest that school teachers see pronunciation as an essential part of oral language even though they find it difficult to learn. Secondly, their predominant reasons for the difficulty of English pronunciation are related to students' L1. Thirdly, the pronunciation teaching is highly needed in English language classrooms, with the considerations of the local context, especially learners' native language, the balance of fluency and accuracy, the segmental features and suprasegmental features, and a variety of techniques of pronunciation teaching.
References Carruthers, R. (1987). Teaching pronunciation. In M. H. Long & J. C. Richards (Eds.), Methodology in TESOL (pp. 35-44). New York: Newbury House Publishers. Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. New York, NY: Cambridge University Press. Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press. Derwing, T. M. & Rossiter, M. J. (2002). ESL learners' perception of their pronunciation needs and strategies. System, 30(2), 155-166. Florez, M. C. (1998). Improving adult ESL learners’ pronunciation skills. Digest. Retrieved from http://www.cal.org/caela/digests/Pronun.htm
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Gilakjani, A. P., & Ahmadi, M. R. (2011). Why is Pronunciation So Difficult to Learn? English Language Teaching, 4(3), 74-83. Graddol, D. (2006). English next. London: The British Council. Gimson, A. C. (2001). An introduction to the pronunciation of English (3rd ed.). Maryland: Edward Arnold (Publisher) Ltd. Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press. Levis, J. M., & Grant, L. (2005). Integrating pronunciation into ESL/EFL classrooms. TESOL Journal 12(2), 13-19. Macdonald, S. (2002). Pronunciation – views and practices of reluctant teachers. Prospect, 17(3). Retrieved from http://www.nceltr.mq.edu.au/ prospect/17/pros17_3smac.asp Moedjito. (2008). Priorities in English pronunciation teaching in EFL classrooms. k@ta Journal 16(2), 129-142. Munro, M. J. (2011). Intelligibility: Buzzword or buzzworthy?. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference. (pp. 7-16), Ames, IA: Iowa State University. Saito, K. (2014). Experienced teachers’ perspectives on priorities for improved intelligible pronunciation: The case of Japanese learners of English. International Journal of Applied Linguistics 24(2), 250-277. Setter, J., & Jenkins, J. (2005). Pronunciation. Language Teaching, 38, 1-17. Tudor, I. (2001). The dynamics of the language classroom. Cambridge: Cambridge University Press. Walker, R. (2001). Pronunciation for international intelligibility. English Teaching Professional, 21. Retrieved from http://www3. telus.net/linguisticsissues/internationallyintelligibility.html Wong, R. (1987). Teaching pronunciation: focus on English rhythm and intonation. Englewood Cliffs, NJ: Prentice-Hall Regents.
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Evaluasi Pogram Akreditasi Madrasah Aliyah di Kabupaten Lombok Timur Provinsi Nusa Tenggara Barat Mohzana Universitas Hamzanwadi, Indonesia [email protected]
Abstract This study aims to improve the enforceability of the accreditation program Madrasah Aliyah (MA) in the district of East Lombok referring to the Standard Operating Procedures (POS) Implementation Accreditation School / Madrasa, which include (1) the preparation of the accreditation, (2) the implementation process of accreditation, (3) implementation of the determination of accreditation, and (4) the implementation of the follow-up of results of accreditation. This study uses qualitative and quantitative approaches. The method used is the method of evaluative goal oriented model developed by Tyler. Data collected included the evaluation results of the accreditation preparation, the implementation process of accreditation, accreditation results of the implementation of the determination and implementation of the follow-up of results of accreditation. Data were collected using questionnaires, observation, interviews, and documentation. Data were analyzed by comparing data that has been validated with the evaluation criteria that have been set. The results showed that adherence to the preparation of a new accreditation accomplished with a score of 69.79 (Fairly Good), the implementation of the accreditation process has been implemented with a score of 96.67 (Very Good), the implementation of the determination of accreditation results accomplished with a score of 83.34 (Good), and implementation follow up the results of a new accreditation accomplished with a score of 59.09 (Fairly Good). Keywords: program, accreditation, goal oriented model evaluation
Pendahuluan Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional, Pasal 5 ayat (1) mengamanatkan bahwa setiap warga negara mempunyai hak yang sama untuk memperoleh pendidikan yang bermutu. Sistem penjaminan mutu pendidikan di Indonesia saat ini menjadi suatu paradigma yang terus berkembang. Secara teoritis, sistem penjaminan mutu pendidikan menunjuk pada sekumpulan elemen pendidikan yang saling terkait dalam suatu konstruksi fungsional dan diarahkan pada terjaminnya mutu pendidikan. Penjaminan mutu sebagai suatu sistem harus mempunyai sistem perencanaan, pelaksanaan, dan evaluasi yang jelas, sehingga perkembangannya dapat terukur dan memudahkan dalam sistem peningkatannya (Quality Improvement). Penjaminan mutu adalah sebuah cara memproduksi produk yang bebas dari cacat dan kesalahan (Sallis, 2015). Jaminan mutu didesain sedemikian rupa untuk menjamin bahwa proses produksi menghasilkan produk yang memenuhi spesifikasi yang telah ditetapkan sebelumnya. Salah satu realisasi penjaminan mutu pendidikan yang diterapkan di Indonesia melalui program akreditasi. Pada Pasal 35 ayat (1) dan Pasal 60 ayat (1) dan ayat (3) UndangUndang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional, disebutkan akreditasi adalah kegiatan yang dilakukan untuk menentukan kelayakan program dan satuan pendidikan pada jalur pendidikan formal dan nonformal pada setiap jenjang dan jenis pendidikan berdasarkan kriteria yang bersifat terbuka. Kriteria tersebut berbentuk 454
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standar nasional pendidikan yang terdiri atas standar isi, proses, kompetensi lulusan, tenaga kependidikan, sarana dan prasarana, pengelolaan, pembiayaan, dan penilaian pendidikan yang harus ditingkatkan secara berencana dan berkala. Willborn and Cheng (1994) memandang akreditasi sebagai penilaian kelayakan suatu institusi, mereka menyatakan bahwa “accreditation means official recognition by a publicly authorized body and is also defined as a formal recognition that an organization is competent to perform certain specified task”. Akreditasi sekolah/madrasah dilaksanakan oleh Badan Akreditasi Nasional Sekolah/Madrasah (BAN-S/M) yang hasilnya diwujudkan dalam bentuk pengakuan peringkat kelayakan sebagaimana diatur dalam Peraturan Menteri Pendidikan dan Kebudayaan Nomor 59 Tahun 2012 tentang Badan Akreditasi Nasional. Dengan demikian, dapat diartikan bahwa akreditasi lembaga pendidikan merupakan kegiatan penilaian yang dilakukan oleh pemerintah dan/atau lembaga mandiri yang berwenang untuk menentukan kelayakan program dan/atau satuan pendidikan pada jalur pendidikan formal dan nonformal pada setiap jenjang dan jenis pendidikan, berdasarkan kriteria yang telah ditetapkan, sebagai bentuk akuntabilitas publik yang dilakukan dilakukan secara obyektif, adil, transparan dan komprehensif dengan menggunakan instrumen dan kriteria yang mengacu kepada Standar Nasional Pendidikan. Pada Tahun 2014, BAN-S/M telah menerbitkan Prosedur Operasional Standar (POS) yang mengatur mekanisme akreditasi sekolah/ madrasah termasuk wewenang dan tanggung jawab berbagai pihak yang terlibat. Mekanisme pelaksanaan akreditasi sekolah/madrasah meliputi 15 langkah kegiatan. Kelima belas langkah tersebut di atas, terbagi menjadi empat tahap, yaitu: (1) persiapan akreditasi, (2) proses pelaksanaan akreditasi, (3) pelaksanaan penetapan hasil akreditasi, dan (4) pelaksanaan tindak lanjut hasil akreditasi. Keempat tahap pelaksanaan akreditasi sekolah/madrasah ter-sebut, bila dikaitkan dengan klasifikasi sistem yang dikemukakan Amirin (1992) termasuk dalam klasifikasi sistem yang kelima yang menyebutkan bahwa sistem yang dipergunakan dalam arti metode atau tatacara (Mukhtar, 2012). Selanjutnya Mukhtar menyebutkan bahwa sistem sebagai suatu metode atau cara merupakan suatu pendekatan atau prosedur yang dapat digunakan oleh seseorang atau organisasi untuk melakukan suatu kegiatan untuk mencapai tujuan secara efektif dan efisien (Mukhtar, 2012). Kelima belas langkah yang terbagi ke dalam empat tahap pelaksaaan akreditasi tersebut telah diterapkan di semua Badan Akreditasi Provinsi Sekolah/Madrasah (BAP-S/M) maupun Unit Pelaksana Akreditasi Sekolah/Madrasah (UPAS/M) Kabupaten/Kota, namun dalam pelaksanaannya tentu terjadi penyesuaian sesuai dengan kondisi dan situasi lembaga pendidikan yang menjadi sasaran akreditasi di setiap tempat/ wilayah. Data hasil akreditasi pada BAP-S/M Provinsi Nusa Tenggara Barat tahun 2015, menunjukkan bahwa hanya 12,75% Madrasah Aliyah di Kabupaten Lombok Timur yang telah memenuhi standar nasional pendidikan. Hal tersebut antara lain disebabkan oleh kurang konsistennya komitmen pengelola madrasah dalam menjalankan fungsi manajemen, belum sepenuhnya rekomendasi hasil akreditasi ditindaklanjuti oleh Kantor Kemenag, Pengawas Madrasah dan Pengelola Madrasah. Fokus penelitian ini adalah evaluasi program akreditasi Madrasah Aliyah di Kabupaten Lombok Timur. Program akreditasi Madrasah Aliyah di Kabupaten Lombok Timur dilakukan oleh BAP-S/M Provinsi Nusa Tenggara Barat dengan mengikuti lima belas langkah yang terbagi ke dalam empat tahap kegiatan. Apakah semua langkah yang terbagi ke dalam empat tahap tersebut dapat dilaksanakan secara efektif dan efisien? Bila tidak 455
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dapat dilaksanakan secara efektif dan efisien, faktor-faktor apa yang menjadi kendala dalam pelaksanaannya? Berdasarkan fokus penelitian di atas, maka rumusan masalah dalam penelitian ini adalah sebagai berikut: (1) bagaimanakah pelaksanaan persiapan akreditasi Madrasah Aliyah di Kabupaten Lombok Timur? (2) bagaimanakah proses pelaksanaan akreditasi Madrasah Aliyah di Kabupaten Lombok Timur? (3) bagaimanakah pelaksanaan penetapan hasil akreditasi Madrasah Aliyah di Kabupaten Lombok Timur? (4) bagaimanakah pelaksanaan tindaklanjut hasil akreditasi Madrasah Aliyah di Kabupaten Lombok Timur?
Metode Penelitian Tujuan utama penelitian ini adalah untuk meningkatkan: (1) keterlaksanaan persiapan akreditasi Madrasah Aliyah di Kabupaten Lombok Timur, (2) keterlaksanaan proses pelaksanaan akreditasi Madrasah Aliyah di Kabupaten Lombok Timur, (3) keterlaksanaan penetapan hasil akreditasi Madrasah Aliyah di Kabupaten Lombok Timur, dan (4) keterlaksanaan tindaklanjut hasil akreditasi Madrasah Aliyah di Kabupaten Lombok Timur. Pendekatan yang digunakan dalam penelitian ini menggunakan pendekatan kualitatif dan kuantitatif. Data kualitatif adalah data yang berhubungan dengan program akreditasi Madrasah Aliyah (MA) di Kabupaten Lombok Timur. Sementara data kuantitatif adalah data yang berhubungan dengan keberhasilan program akreditasi Madrasah Aliyah (MA) di Kabupaten Lombok Timur. Penelitian evaluasi program ini menggunakan metode evaluatif goal oriented model atau evaluasi berorientasi tujuan yang dikembangkan oleh Tyler dengan langkah-langkah sebagai berikut: (a) menentukan tujuan secara jelas, (b) mengklasifikasikan tujuan-tujuan tersebut, (c) mendefinisikan tujuan-tujuan dalam istilah perilaku terukur, (d) temukan situasi dimana prestasi atau tujuan dapat diperlihatkan, (e) mengembangkan atau memilih teknik-teknik pengukuran, (f) mengumpulkan data, (g) membandingkan data kinerja dengan tujuan-tujuan yang dinyatakan dalam perilaku terukur. Untuk memperoleh data di lapangan peneliti menggunakan beberapa teknik pengumpulan data, yaitu observasi, wawancara, angket, dan studi dokumentasi. Sumber data terdiri atas Ketua BAP-S/M, Anggota BAP-S/M, Asesor 1 dan 2, Koordinator UPA-S/M, Kepala Kantor Kemenag, Pengawas Madrasah, Kepala Madrasah, Ketua Komite Madrasah, dan Ketua Panitia Persiapan Akreditasi. Pemeriksaan keabsahan data dilakukan melalui triangulasi teknik, triangulasi sumber, ketekunan peneliti, serta pengecekan keanggotaan. Kegiatan ini ditujukan untuk mengetahui derajat kepercayaan dari data yang telah diperoleh.
Hasil Penelitian dan Pembahasan Persiapan Akreditasi Penyusunan rencana jumlah dan alokasi madrasah yang akan diakreditasi Pada aspek penyusunan rencana jumlah dan alokasi madrasah yang akan diakreditasi, ada 3 indikator yang dievaluasi. Berdasarkan data angket yang disebarkan kepada 3 orang informan yaitu Ketua BAP-S/M Provinsi Nusa Tenggara Barat, Kepala Kantor Kemenag Kabupaten Lombok Timur, dan Koordinator UPA-S/M Kabupaten Lombok Timur, hasil analisis menunjukkan bahwa keterlaksanaan penyusunan rencana jumlah dan alokasi madrasah yang akan diakreditasi sudah terlaksana dengan skor 100 pada rentangan skor 0100. Demikian pula dengan observasi yang dilaksanakan peneliti, hasil analisis menunjukkan bahwa keterlaksanaan penyusunan rencana jumlah dan alokasi madrasah yang akan diakreditasi sudah terlaksana dengan skor 100 pada rentangan skor 0-100. 456
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Dengan demikian, penyusunan rencana jumlah dan alokasi madrasah yang akan diakreditasi sudah sesuai dengan kriteria evaluasi yakni sudah terlaksana dengan skor 100 pada rentangan skor 0-100 dengan kategori nilai amat baik. Pengumuman pendaftaran akreditasi madrasah Pada aspek pengumuman pendaftaran akreditasi madrasah, ada 4 indikator yang dievaluasi. Berdasarkan data angket yang disebarkan pada 7 orang informan, yaitu Ketua BAP-S/M Provinsi Nusa Tenggara Barat, Kepala Kantor Kemenag Kabupaten Lombok Timur, Koordinator UPA-S/M Kabupaten Lombok Timur, Kepala MAN Selong, Kepala MAN Wanasaba, Kepala MAS NW Pancor, dan Kepala MAS Al-Majidiah NW Majidi, hasil analisis menunjukkan bahwa keterlaksanaan pengumuman pendaftaran akreditasi madrasah sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Sementara itu berdasarkan observasi peneliti, hasil analisis menunjukkan bahwa keterlaksanaan pengumuman pendaftaran akreditasi madrasah baru terlaksana dengan skor 25 pada rentangan skor 0-100. Dengan demikian, pengumuman pendaftaran akreditasi madrasah belum sesuai dengan kriteria evaluasi yakni baru terlaksana dengan skor 25 pada rentangan skor 0-100 dengan kategori nilai kurang. Pengusulan madrasah yang akan diakreditasi Pada aspek pengusulan madrasah yang akan diakreditasi, ada 2 indikator yang dievaluasi. Berdasarkan data angket yang disebarkan pada 4 orang informan, yaitu Ketua BAP-S/M Provinsi Nusa Tenggara Barat, Kepala Kantor Kemenag Kabupaten Lombok Timur, Koordinator UPA-S/M Kabupaten Lombok Timur, dan Ketua Panitia Seleksi Usulan Akreditasi Kabupaten Lombok Timur, hasil analisis menunjukkan bahwa keterlaksanaan pengusulan madrasah yang akan diakreditasi sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Sementara itu berdasarkan observasi peneliti, hasil analisis menunjukkan bahwa keterlaksanaan pengusulan madrasah yang akan diakreditasi baru terlaksana dengan skor 50 pada rentangan skor 0-100. Dengan demikian, pengusulan madrasah yang akan diakreditasi belum sesuai dengan kriteria evaluasi yakni baru terlaksana dengan skor 50 pada rentangan skor 0-100 dengan kategori nilai kurang. Penyampaian perangkat akreditasi ke madrasah Pada aspek penyampaian perangkat akreditasi ke madrasah, ada 2 indikator yang dievaluasi. Berdasarkan data angket yang disebarkan kepada 7 orang informan, yaitu Ketua BAP-S/M Provinsi Nusa Tenggara Barat, Kepala Kantor Kemenag Kabupaten Lombok Timur, Koordinator UPA-S/M Kabupaten Lombok Timur, Kepala MAN Selong, Kepala MAN Wanasaba, Kepala MAS NW Pancor, dan Kepala MAS Al-Majidiah NW Majidi, hasil analisis menunjukkan bahwa keterlaksanaan penyampaian perangkat akreditasi ke madrasah sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Demikian pula dengan observasi yang dilaksanakan peneliti, hasil analisis menunjukkan bahwa keterlaksanaan penyampaian perangkat akreditasi ke madrasah sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Dengan demikian, penyampaian perangkat akreditasi ke madrasah sudah sesuai dengan kriteria evaluasi yakni sudah terlaksana dengan skor 100 pada rentangan skor 0-100 dengan kategori nilai amat baik.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Pengisian instrumen akreditasi dan instrumen pengumpulan data dan informasi pendukung Pada aspek pengisian instrumen akreditasi dan instrumen pengumpulan data dan informasi pendukung, ada 6 indikator yang dievaluasi. Berdasarkan data angket yang disebarkan kepada 16 orang informan, yaitu Ketua BAP-S/M Provinsi Nusa Tenggara Barat, Kepala Kantor Kemenag Kabupaten Lombok Timur, Pengawas Madrasah, Koordinator UPA-S/M Kabupaten Lombok Timur, Kepala MAN Selong, Ketua Komite MAN Selong, Ketua Panitia Persiapan Akreditasi MAN Selong, Kepala MAN Wanasaba, Ketua Komite MAN Wanasaba, Ketua Panitia Persiapan Akreditasi MAN Wanasaba, Kepala MAS NW Pancor, Ketua Komite MAS NW Pancor, Ketua Panitia Persiapan Akreditasi MAS NW Pancor, Kepala MAS Al-Majidiah NW Majidi, Ketua Komite MAS Al-Majidiah NW Majidi, Ketua Panitia Persiapan Akreditasi MAS AlMajidiah NW Majidi, hasil analisis menunjukkan bahwa keterlaksanaan pengisian instrumen akreditasi dan instrumen pengumpulan data dan informasi pendukung sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Sementara itu berdasarkan observasi peneliti, hasil analisis menunjukkan bahwa pengisian instrumen akreditasi dan instrumen pengumpulan data dan informasi pendukung baru terlaksana dengan skor 83,33 pada rentangan skor 0-100. Dengan demikian, pengisian instrumen akreditasi dan instrumen pengumpulan data dan informasi pendukung belum sesuai dengan kriteria evaluasi yakni terlaksana dengan skor 83,33 pada rentangan skor 0-100 dengan kategori nilai baik. Pengiriman isian instrumen akreditasi ke BAP-S/M Pada aspek pengiriman isian instrumen akreditasi ke BAP-S/M, ada 3 indikator yang dievaluasi. Berdasarkan data angket yang disebarkan kepada 7 orang informan yaitu Ketua BAP-S/M Provinsi Nusa Tenggara Barat, Kepala Kantor Kemenag Kabupaten Lombok Timur, Koordinator UPA-S/M Kabupaten Lombok Timur, Kepala MAN Selong, Kepala MAN Wanasaba, Kepala MAS NW Pancor, dan Kepala MAS Al-Majidiah NW Majidi, hasil analisis menunjukkan bahwa keterlaksanaan pengiriman isian instrumen akreditasi ke BAP-S/M sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Sementara itu berdasarkan observasi peneliti, hasil analisis menunjukkan bahwa keterlaksanaan pengiriman isian instrumen akreditasi ke BAP-S/M baru terlaksana dengan skor 33,33 pada rentangan skor 0-100. Dengan demikian, pengiriman isian instrumen akreditasi ke BAP-S/M belum sesuai dengan kriteria evaluasi yakni baru terlaksana dengan skor 33,33 pada rentangan skor 0100 dengan kategori nilai kurang. Evaluasi isian instrumen akreditasi dan audit dokumen Pada aspek evaluasi isian instrumen akreditasi dan audit dokumen, ada 4 indikator yang dievaluasi. Berdasarkan data angket yang disebarkan kepada 4 orang informan yaitu Ketua BAP-S/M Provinsi Nusa Tenggara Barat dan 3 orang Anggota BAP-S/M Provinsi Nusa Tenggara Barat, hasil analisis menunjukkan bahwa keterlaksanaan evaluasi isian instrumen akreditasi dan audit dokumen sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Demikian pula dengan observasi yang dilaksanakan peneliti, hasil analisis menunjukkan bahwa keterlaksanaan evaluasi isian instrumen akreditasi dan audit dokumen sudah terlaksana dengan skor 100 pada rentangan skor 0-100.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Dengan demikian, evaluasi isian instrumen akreditasi dan audit dokumen sudah sesuai dengan kriteria evaluasi yakni sudah terlaksana dengan skor 100 pada rentangan skor 0-100 dengan kategori nilai amat baik. Penetapan kelayakan madrasah untuk divisitasi Pada aspek penetapan kelayakan madrasah untuk divisitasi, ada 3 indikator yang dievaluasi. Berdasarkan data angket yang disebarkan kepada 7 orang informan yaitu Ketua BAP-S/M Provinsi Nusa Tenggara Barat, Kepala Kantor Kemenag Kabupaten Lombok Timur, Koordinator UPA-S/M Kabupaten Lombok Timur, Kepala MAN Selong, Kepala MAN Wanasaba, Kepala MAS NW Pancor, dan Kepala MAS Al-Majidiah NW Majidi, hasil analisis menunjukkan bahwa keterlaksanaan penetapan kelayakan madrasah untuk divisitasi sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Sementara itu berdasarkan observasi peneliti, hasil analisis menunjukkan bahwa keterlaksanaan penetapan kelayakan madrasah untuk divisitasi baru terlaksana dengan skor 66,67 pada rentangan skor 0-100. Dengan demikian, penetapan kelayakan madrasah untuk divisitasi belum sesuai dengan kriteria evaluasi yakni baru terlaksana dengan skor 66,67 pada rentangan skor 0-100 dengan kategori nilai cukup baik. Proses Pelaksanaan Akreditasi Visitasi ke madrasah Pada aspek visitasi ke madrasah, ada 20 indikator yang dievaluasi. Berdasarkan data angket yang disebarkan kepada 15 orang informan yaitu Ketua BAP-S/M Provinsi Nusa Tenggara Barat, Asesor 1 pada 4 Madrasah, Asesor 2 pada 4 Madrasah, Kepala Kantor Kemenag Kabupaten Lombok Timur, Koordinator UPA-S/M Kabupaten Lombok Timur, Kepala MAN Selong, Kepala MAN Wanasaba, Kepala MAS NW Pancor, dan Kepala MAS AlMajidiah NW Majidi, hasil analisis menunjukkan bahwa keterlaksanaan visitasi ke madrasah sudah terlaksana dengan skor 95 pada rentangan skor 0-100. Sementara itu, berdasarkan observasi peneliti, hasil analisis menunjukkan bahwa keterlaksanaan visitasi ke madrasah sudah terlaksana denagn skor 90 pada rentangan skor 0-100. Dengan demikian, visitasi ke madrasah belum sesuai dengan kriteria evaluasi yakni terlaksana dengan skor 90 pada rentangan skor 0-100 dengan kategori nilai amat baik. Validasi proses dan hasil visitasi Pada aspek validasi proses dan hasil visitasi, ada 5 indikator yang dievaluasi. Berdasarkan data angket yang disebarkan kepada 4 orang informan yaitu Ketua BAP-S/M Provinsi Nusa Tenggara Barat, dan 3 orang Anggota BAP-S/M Provinsi Nusa Tenggara Barat, hasil analisis menunjukkan bahwa keterlaksanaan validasi proses dan hasil visitasi sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Demikian pula dengan observasi yang dilaksanakan peneliti, hasil analisis menunjukkan bahwa keterlaksanaan validasi proses dan hasil visitasi sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Dengan demikian, validasi proses dan hasil visitasi sudah sesuai dengan kriteria evaluasi yakni sudah terlaksana dengan skor 100 pada rentangan skor 0-100 dengan kategori nilai amat baik.
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Verifikasi hasil visitasi dan penyusunan rekomendasi Pada aspek verifikasi hasil visitasi dan penyusunan rekomendasi, ada 3 indikator yang dievaluasi. Berdasarkan data angket yang disebarkan kepada 4 orang informan yaitu Ketua BAP-S/M Provinsi Nusa Tenggara Barat, dan 3 orang Anggota BAP-S/M Provinsi Nusa Tenggara Barat, hasil analisis menunjukkan bahwa keterlaksanaan verifikasi hasil visitasi dan penyusunan rekomendasi sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Demikian pula dengan observasi yang dilaksanakan peneliti, hasil analisis menunjukkan bahwa keterlaksanaan verifikasi hasil visitasi dan penyusunan rekomendasi sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Dengan demikian, verifikasi hasil visitasi dan penyusunan rekomendasi sudah sesuai dengan kriteria evaluasi yakni sudah terlaksana dengan skor 100 pada rentangan skor 0100 dengan kategori nilai amat baik. Pelaksanaan Penetapan Hasil Akreditasi Penetapan hasil dan rekomendasi akreditasi Pada aspek penetapan hasil dan rekomendasi akreditasi, ada 20 indikator yang dievaluasi. Berdasarkan data angket yang disebarkan kepada 4 orang informan yaitu Ketua BAP-S/M Provinsi Nusa Tenggara Barat, dan 3 orang Anggota BAP-S/M Provinsi Nusa Tenggara Barat, hasil analisis menunjukkan bahwa keterlaksanaan penetapan hasil dan rekomendasi akreditasi sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Demikian pula dengan observasi yang dilaksanakan peneliti, hasil analisis menunjukkan bahwa keterlaksanaan penetapan hasil dan rekomendasi akreditasi sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Dengan demikian, penetapan hasil dan rekomendasi sudah sesuai dengan kriteria evaluasi yakni sudah terlaksana dengan skor 100 pada rentangan skor 0-100 dengan kategori nilai amat baik. Penerbitan sertifikat akreditasi Pada aspek penerbitan sertifikat akreditasi, ada 3 indikator yang dievaluasi. Berdasarkan data angket yang disebarkan kepada 7 orang informan yaitu Ketua BAP-S/M Provinsi Nusa Tenggara Barat, Kepala Kantor Kemenag Kabupaten Lombok Timur, Koordinator UPAS/M Kabupaten Lombok Timur, Kepala MAN Selong, Kepala MAN Wanasaba, Kepala MAS NW Pancor, dan Kepala MAS Al-Majidiah NW Majidi, hasil analisis menunjukkan bahwa keterlaksanaan penerbitan sertifikat akreditasi sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Sementara itu, berdasarkan observasi peneliti, hasil analisis menunjukkan bahwa keterlaksanaan penerbitan sertifikat akreditasi baru terlaksana dengan skor 66,67 pada rentangan skor 0-100. Dengan demikian, penerbitan sertifikat akreditasi belum sesuai dengan kriteria evaluasi yakni baru terlaksana dengan skor 66,67 pada rentangan skor 0-100 dengan kategori nilai cukup baik. Pelaksanaan Tindak lanjut Hasil Akreditasi Pelaporan data dan hasil akreditasi Pada aspek pelaporan data dan hasil akreditasi, ada 11 indikator yang dievaluasi. Berdasarkan data angket yang disebarkan kepada 7 orang informan yaitu Ketua BAP-S/M Provinsi Nusa Tenggara Barat, Kepala Kantor Kemenag Kabupaten Lombok Timur, Pengawas Madrasah, Kepala MAN Selong, Kepala MAN Wanasaba, Kepala MAS NW 460
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Pancor, dan Kepala MAS Al-Majidiah NW Majidi, hasil analisis menunjukkan bahwa keterlaksanaan pelaporan data dan hasil akreditasi sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Sementara itu, berdasarkan observasi peneliti, hasil analisis menunjukkan bahwa keterlaksanaan pelaporan data dan hasil akreditasi baru terlaksana dengan skor 18,18 pada rentangan skor 0-100. Dengan demikian, pelaporan data dan hasil akreditasi belum sesuai dengan kriteria evaluasi yakni baru terlaksana dengan skor 18,18 pada rentangan skor 0-100 dengan kategori nilai kurang. Sosialisasi hasil akreditasi Pada aspek sosialisasi hasil akreditasi, ada 3 indikator yang dievaluasi. Berdasarkan data angket yang disebarkan kepada 3 orang informan yaitu Ketua BAP-S/M Provinsi Nusa Tenggara Barat, Kepala Kantor Kemenag Kabupaten Lombok Timur, dan Koordinator UPA-S/M Kabupaten Lombok Timur, hasil analisis menunjukkan bahwa keterlaksanaan sosialisasi hasil akreditasi sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Demikian pula dengan observasi yang dilaksanakan peneliti, hasil analisis menunjukkan bahwa keterlaksanaan sosialisasi hasil akreditasi sudah terlaksana dengan skor 100 pada rentangan skor 0-100. Dengan demikian, sosialisasi hasil akreditasi sudah sesuai dengan kriteria evaluasi yakni sudah terlaksana dengan skor 100 pada rentangan skor 0-100 dengan kategori nilai amat baik.
Kesimpulan Penelitian tentang evaluasi program akreditasi Madrasah Aliyah di Kabupaten Lombok Timur Provinsi Nusa Tenggara Barat ini menyimpulkan sebagai berikut: (1) keterlaksanaan tahap persiapan akreditasi Madrasah Aliyah di Kabupaten Lombok Timur baru mencapai kategori cukup baik dengan skor rata-rata 69,79 pada rentangan skor 0-100, (2) keterlaksanaan tahap proses pelaksanaan akreditasi Madrasah Aliyah di Kabupaten Lombok Timur dalam kategori amat baik dengan skor rata-rata 96,67 pada rentangan skor 0-100, (3) keterlaksanaan tahap penetapan hasil akreditasi Madrasah Aliyah di Kabupaten Lombok Timur dalam kategori baik dengan skor rata-rata 83,34 pada rentangan skor 0-100, (4) keterlaksanaan tahap tindaklanjut hasil akreditasi baru mencapai kategori cukup baik dengan skor 59,09 pada rentangan skor 0100.
Daftar Pustaka Badan Akreditasi Nasional Sekolah/Madrasah. 2014. Pedoman Akreditasi Sekolah/ Madrasah. Jakarta: BAN-S/M. Badan Akreditasi Nasional Sekolah/Madrasah. 2014. Prosedur Operasional Standar Pelaksanaan Akreditasi Sekolah/Madrasah. Jakarta: BAN-S/M. Laporan BAP-S/M Provinsi Nusa Tenggara Barat Tahun 2015. Mukhtar, Mukhneri. 2012. Manajemen Sistem. Jakarta: BPJM FIP UNJ. Permendikbud Nomor 59 Tahun 2012 tentang Badan Akreditasi Nasional, Pasal 1 butir nomor 7, Pasal 2 ayat 1, ayat 2. Sallis, Edward. 2010. Total Quality Management in Education terjemahan Ahmad Ali Riyadi. Yogyakarta: IRCSod. Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional, Pasal 5 ayat 1, Pasal 35 ayat 1, Pasal 60 ayat 1 dan 3. Willborn, Walter T.C. Edwin Cheng. Global Management Of Quality Assurance Systems. New York: McGraw Hill, 1994.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Motivasi Lingual Berdasarkan Kekerabatan Dan Nonkekerabatan dalam Variasi Sapaan Versi Masyarakat Desa Sepit Kecamatan Keruak (Kajian Sosiolinguistik) Muh. Irfan Universitas Hamzanwadi, Indonesia [email protected]
Abstract The aim of this research is to describe variation of family call and non family call and the purpose that variation is used by people at Dusun Lokon Desa Sepit Kecamatan Keruak. The type of this research is qualitative. The data was gathering from observation, and interview. The data analysis was used Miles’s and Huberman’s technique. The result of this research is variation of family call and non family call that was used by peolpe of Dusun Lokon. The example of variations family call were amaq, bapak, inaq, inaq tuan, and so on. Meanwhile, the example of variations non family call were papuq + nama anak I, papuq tuan + nama anak I , amaq + nama anak I and so on. The purpose of using variation call are to show sex differences, old, social status, economical status, respect, love, and education. Keywords: family, variation, sociolinguistic.
Pendahuluan Kata sapaan ini merupakan bagian dari tutur sapa dalam masyarakat. Menurut Chaer (2006: 107) kata sapaan ini sendiri dapat diartikan sebagai kata-kata yang digunakan untuk menyapa, menegur, atau menyebut orang kedua, atau orang yang diajak bicara. Penggunaan kata sapaan dalam masyarakat dapat mencerminkan tingkat kesopanan bahasa tutur atau lisan dari berbagai peristiwa tutur misalnya dalam menyapa, menegur, atau memanggil lawan tutur. Dari pengamatan yang dilakukan oleh peneliti, dalam masyarakat dusun Lokon terdapat fenomena yaitu adanya penggunaan sapaan yang berbeda oleh masyarakat dusun Lokon. Hal ini tentunya tidak terlepas dari hubungan antara penyapa dan yang disapa. Hubungan tersebut dapat berupa hubungan kekerabatan dan nonkekerabatan. Jenis hubungan tersebut menentukan pilihan kata sapaan yang digunakan oleh masyarakat dusun Lokon. Dalam penggunaan sapaan kekerabatan dan nonkekerbatan ini sendiri terdapat berbagai macam variasi sapaan. Sebagai contoh yaitu kata sapaan kekerabatan yang digunakan oleh masyarakat dusun Lokon untuk menyapa atau memanggil orang tua mereka yang laki-laki. Ada yang menyapa dengan sapaan amaq, ada juga yang menggunakan sapaan bapak. Contoh lainnya yaitu kata sapaan untuk menyapa saudara dari orang tua, ada yang menggunakan sapaan amaq kake, amaq rari, inaq kake, inaq rari, dan lain-lain. Begitu juga dengan sapaan nonkekerabatan, ada yang menggunakan sapaan papuq + nama anak I, inaq rari + nama anak I, ibu/ bapak + jabatan/ profesi, dan lain-lain. Fenomena penggunaan variasi sapaan oleh masyarakat di atas tentunya tidak terlepas dari motivasi masyarakat pengguna kata sapaan tersebut. Oleh karena itu, peneliti bermaksud
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
untuk meneliti berbagai macam variasi kata sapaan kekerabatan dan nonkekerabatan masyarakat dusun Lokon serta motivasi yang menyertai penggunaan kata sapaan tersebut.
Landasan Teori Kata Sapaan Menurut Kridalaksana (1982: 14) semua bahasa mempunyai apa yang disebut tutur sapa, yakni sistem yang mempertautkan seperangkat kata-kata atau ungkapanungkapan yang dipakai untuk menyebut dan memanggil para pelaku dalam peristiwa bahasa. Kata atau ungkapan yang dipakai dalam tutur sapa disebut kata sapaan (Kridalaksana, 1982: 14). Menurut Chaer (2006: 107) kata sapaan adalah kata-kata yang digunakan untuk menyapa, menegur, atau menyebut orang kedua, atau orang yang diajak bicara. Kata-kata sapaan ini tidak mempunyai perbendaharaan kata sendiri, tetapi menggunakan kata-kata dari perbendaharaan kata nama diri dan kata nama perkerabatan Setiap bahasa tentunya mempunyai sistem sapaan yang digunakan untuk berkomunikasi dan berinteraksi dengan sesama penutur dalam kehidupan bermasyarakat. Dengan adanya sapaan, suatu komunikasi/ tuturan bisa diketahui atau ditujukan kepada siapa tuturan tersebut. Kata sapaan ini juga merupakan salah satu cara untuk menyampaikan maksud dari penyapa kepada yang disapa. Dalam masyarakat dusun Lokon, penggunaan kata sapaan dapat dikatakan menjadi suatu keharusan. Penggunaan kata sapaan ini dapat memperlihatkan hubungan antara penyapa dan yang disapa. Penggunaan kata sapaan juga dapat mencerminkan kesopanan berbahasa tutur atau lisan dari berbagai peritiwa tutur, misalnya dalam menyapa, menegur, atau memanggil lawan tutur. Seseorang yang tidak tepat memakai sapaan untuk menyapa orang lain terutama orang yang lebih tua maka orang tersebut dikatakan “lar” atau tidak beradat atau kuran sopan. Kartomihradjo (dalam Rusbiyantoro, 2011: 60) menyatakan bahwa sapaan merupakan salah satu komponen bahasa yang penting karena dalam sapaan itu ditentukan suatu interkasi tertentu akan berlanjut. Dikatakan pula bahwa setiap kelompok masyarakat mempunyai pedoman yang berupa adat, kebiasaan, norma, nilai, peraturan yang ditetapkan bersama oleh para anggota masyarakat yang bersangkutan untuk mengatur warganya. Pedoman yang digunakan untuk mengatur perilaku masyarakat tersebut juga terdapat pada bahasa yang dimilikinya Variasi Sapaan Penggunaan kata sapaan dalam masyarakat, tentunya tidak terlepas dari faktor sosial. Fishman dalam Suwito (dalam Aslinda dan Syafyahya, 2010: 6) menyatakan bahwa faktor sosial yang memengaruhi bahasa dan pemakainnya terdiri dari status sosial, tingkat pendidikan, umur, jenis kelamin, dan lain-lain. Dengan adanya pengaruh dari faktor sosial ini maka kata sapaan akan memiliki variasi. Variasi dapat diartikan sebagai adanya bentuk yang lebih dari satu (Sumarsono, 2013: 31). Kridalaksana (1982: 15) menyatakan betapa aneka warnanya sistem tutur sapa dalam bahasa. Keanekawarnaan itu ditentukan oleh adanya dialek regional, dialek sosial, variasi situasi, sifat hubungan di antara pelaku (akrab, biasa, formal resiprokal dan non resiprokal). Jadi, timbulnya variasi sapaan ini tidak terlepas dari komponen tutur dan faktor sosial masyarakat. Hal ini senada dengan yang diungkapkan oleh Brown dan Gilman (dalam Rusbiyantoro, 2011: 61) yang menyatakan bahwa sapaan ini sendiri dapat menyatakan kekuasaan dan kebersamaan. Kekuasaan ditentukan dalam setiap budaya berdasarkan status sosial, usia, jenis kelamin, dan sebagainya yang menentukan hubungan antara atasan (superior) dan bawahan (inferior). Hubungan ini menandakan jarak sosial secara vertikal, dan semakin besar pula perbedaan kekuasaan, semakin besar pula jarak sosial itu. 463
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Kebersamaan menentukan jarak psikologis secara horisontal dan memiliki atribut yang sama yaitu keakraban. Sapaan yang dapat menyatakan kekuasaan dan kebersamaan ini menunjukkan perbedaan dalam resiprokalitas bentuk-bentuk sapaan yang digunakan antar penuturur. Variasi sapaan juga tidak terlepas dari bahasa yang digunakan. Antara bahasa yang satu dengan bahasa yang lain tentunya menggunakan bentuk sapaan yang berbeda. Perbedaan bentuk kata sapaan dalam setiap bahasa ini menjadi ciri khas tersendiri dari bahasa tersebut. Sumarsono (2013: 63) menyontohkan beberapa variasi sapaan kekerabatan dalam bahasa yang berbeda. Sumarsono (2013: 63) menyatakan bahwa orang Inggris merasa perlu membedakan jenis kelamin pada tingkat anak, sehingga ada son (anak laki-laki) –daughter (anak perempuan), yang dalam bahasa Melayu dan Jawa hanya disatukan dalam istilah anak. Orang Inggris mengenal brother (saudara laki-laki) dan sister (saudara perempuan). Untuk saudara kandung itu bahasa Melayu mengenal perbedaan jenis kelamin, yaitu abang dan kakak, tetapi untuk saudara kandung yang lebih muda hanya ada adik untuk pembedaan jenis. Bagi orang Inggris, ayah dari ayah digolongkan ayah juga: ada father “ayah” dan ada grandfather “ayah besar” (alias kakek). Orang indonesia membedakan ayah dan kakek. Lebih lanjut lagi Sumarsono menyontohkan orang Jawa membedakan pakde, untuk semua saudara laki-laki yang lebih tua dari bapak dan dari ibu, dan paklik untuk semua saudara laik-laki yang lebih muda dari bapak dan dari ibu; sementara orang Melayu mecakup semua itu dalam satu istilah: paman. Orang Inggris menyapa anaknya dengan nama anaka itu; orang Jawa memanggil dengan nama anak atau le, nang (untuk anak laki-laki) dan wuk, nduk (untuk anak perempuan; orang Bali memanggil dengan de (dari gede), dek (dari kadek), man (dari nyoman), tut (dari ketut), sesuai dengan urutan kelahirannya. Sumarsono (2013: 102) menyontohkan fenomena lainnya juga yaitu bahasa Chiquito, bahasa Indian Amerika di Bolivia, bila seorang wanita ingin mengatakan „kakak saya laki-laki‟ mengatakan icibausi, sedangkan seorang pria mengatakan tsaruki. Perbedaan kosa kata ini jelas bukan hal yang tabu, melainkan akibat dari sistem kekerabatan dan sistem jenis kelamin saja pada orang Chiquito. Perbedaan kata didasarkan atas jenis kelamin dari penutur atau orang yang menyapa. Hubungan antara saudara laki-laki dengan saudara perempuan berbeda dengan atau tidak sama akrab dengan hubungan antara saudara laki-laki dengan saudara laki-laki. Cara seperti ini ditemukan pula pada hubungan lain, misalnya: Penutur Pria
Penutur wanita
„ayah saya‟
ijai
isupu
„ibu saya‟
ipaki
ipapa
Perbedaan ini bertolak belakang dengan yang ada dalam bahasa Indonesia atau bahasa daerah lain di Indonesia, perbedaan didasarkan pada orang yang disapa atau yang disebut bukan kepada orang yang bertutur. Kata paman dan bibi mengacu pada jenis kelamin yang berbeda dari orang yang kita sapa. Yang menyebut paman dan bibi adalah kemenakan oran-orang itu, tidak perduli apakah kemenakan itu laki-laki atau perempuan. Dari beberapa contoh yang diungkapkan oleh Sumarsono di atas dapat dikatakan bahwa dalam satu bahasa tentunya juga memiliki berbagai bentuk variasi kata sapaan. Untuk satu kata sapaan saja dapat memiliki beberapa variasi. Hal ini tidak terlepas dari kaidah alternasi dan kaidah konkurensi yang diungkapkan oleh Ervan-Tripp. 464
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Ervan-Tripp (dalam Rusbiyantoro, 2011: 61) menyatakan bahwa kaidah sapaan sebenarnya berkaitan dengan kaidah alternasi dan kaidah konkuresnsi. Kaidah alternasi megenai bagaimana cara menyapa berkaitan denga unsur-unsur leksikal yang disesuaikan dengan ciri-ciri orang yang disapa, ciri-ciri yang menandai hubungan antar penutur dan sifat situasi yang melatarbelakanginya. Kaidah Konkurensi berkaitan dengan kesertaan bentuk sapaan dengan bentuk yang lain. Penggunaan kata tertentu disesuaikan dengan situasi dan kedudukan orang yang disapa. Dengan adanya variasi-variasi sapaan ini, maka sapaan-sapaan tersebut dapat digolongkan menjadi beberapa jenis. Penggolongan kata sapaan ini tidak terlepas dari kaidah sapaan di atas. Jenis-Jenis Kata Sapaan Dengan adanya variasi sapaan tentunya akan menyebabkan adanya penggolongan atau pembagian dari jenis kata sapaan itu sendiri. Secara umum penggolongan kata sapaan dalam masyarakat sasak di dusun Lokon dibagi menjadi dua yaitu kata sapaan kekerabatan dan kata sapaan nonkekerabatan. Kata sapaan kekerabatan merupakan kata sapaan yang digunakan oleh anggota yang memiliki tali persaudaraan atau ikatan pernikahan. Koentjaraningrat dalam Utama (2012: 34) menyatakan kata sapaan kekerabatan dibagi menjadi dua yaitu keluarga luas dan keluarga inti. Keluarga luas yaitu kelompok kekerabatan yang terdiri dari lebih dari satu keluarga inti, sedangkan keluarga inti merupakan satu keluarga yang terdiri dari seorang suami, istri dan anak-anaknya. Sapaan nonkekerabatan merupakan kata sapaan yang digunakan masyarakat di luar hubungan kekerabatan. Meskipun kata sapaan kekerabatan dan nonkekerabatan dibedakan akan tetapi sebenarnya dalam pemakainnya sehari-hari oleh masyarakat tidak dapat dibedakan begitu saja karena kaata sapaan kekerabatan digunakan juga sebagai kata sapaan nonkekerabatan. Contohnya yaitu penggunaan kata “bapak” selain digunakan untuk menyapa orang tua laki-laki digunakan juga untuk menyapa oarang yang lebih tua, yang tidak mempunyai hubungan kekerabatan dari penyapa.
Metodologi Penelitian Penelitian ini bertujuan untuk mendeskripsikan variasi kata sapaan kekerabatan dan nonkekerabatan yang digunakan oleh masyarakat di Dusun Lokon, Desa Sepit, Kecamatan Keruak serta motivasi penggunaan variasi sapaan tersebut. Jenis penelitian ini ialah penelitian kualitatif. Teknik yang digunakan untuk mengumpulkan data dalam penelitian ini yaitu observasi, wawancara dan triangulasi. Kemudian, cara menganalisis data dalam penelitian ini yaitu menggunakan analisis data menurut Miles and Huberman (1992: 34) yaitu data reduction, data display, dan conclusion yang dikombinasikan dengan analisis data kualitatif.
Hasil dan Pembahasan Variasi Sapaan Kekerabatan Dusun Lokon Sapa-menyapa diantara anggota masyarakat dusun Lokon merupakan hal yang sangat lumrah dilakukan dalam kehidupan mereka sehari-hari. Sapa-menyapa ini terjadi apabila warga berkomunikasi dengan warga lain. Kata sapaan yang digunakan untuk saling menyapa tergantung pada hubungan antara penyapa dan yang disapa. Hubungan tersebut dapat berupa hubungan kekerabatan dan nonkekerabatan. Jenis hubungan tersebut menentukan pilihan kata sapaan yang digunakan oleh masyarakat dusun Lokon. Kata sapaan kekerabatan merupakan kata sapaan yang digunakan untuk menyapa anggota keluarga atau yang memiliki hubungan darah dan ikatan pernikahan. Kata sapaan memiliki variasi tergantung dari jenis hubungan antara penyapa dan yang disapa dan juga motivasi yang melatarbelakangi penggunaan kata sapaan tersebut. Kata 465
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sapaan kekerabatan yang memiliki variasi dan digunakan oleh masyarakat dusun Lokon terbagi dalam 13 kata acuan, dan sapaan- sapaan kekerabatan yang dibahas dalam penelitian ini ialah sapaan yang digunakan penyapa terhadap kerabat yang disapa. Sapaan Terhadap Orang Tua Laki-Laki Sapaan yang digunakan oleh anak untuk menyapa orang tua laki-laki di dusun Lokon adalah amaq dan bapak. “Amaq, wah e ngelor?”. Tuturan ini terjadi ketika ego menanayakan kepada orang tuanya yang laki-laki, apakah dia sudah makan atau belum. Sapaan yang digunakan oleh ego dalam tuturan tersebut untuk menyapa orang tuanya yang laki-laki adalah amaq. Amaq merupakan kata sapaan khas bahasa Sasak. Kata sapaan amaq biasanya digunakan oleh masyarakat dusun Lokon yang latar belakang pendidikan maupun ekonominya menengah ke bawah. “Bapak, mbe wah de lumbar?”. Tuturan ini terjadi ketika ego menanyakan orang tuanya yang laki-laki, dia sudah pergi kemana. Adapun sapaan yang digunakan ego untuk memanggil orang tuanya yang laki-laki dalam tuturan di atas adalah bapak. Penggunaan kata sapaan bapak dalam masyarakat dusun Lokon merupakan pengaruh dari bahasa Indonesia. Hal ini tidak terlepas dari kedwibahasaan yang dikarenakan latar belakang pendidikan masyarakat tersebut. Oleh karena itu, kata sapaan bapak kebanyakan digunakan oleh masyarakat yang memiliki latar belakang pendidikan yang tinggi dan dalam kehidupannya sehari-hari menggunakan dua bahasa. Kata sapaan bapak juga digunakan untuk menyapa orang tua kandung yang laki-laki, yang sudah melakukan ibadah haji. Jika sebelum menunaikan ibadah haji menggunakan sapaan amaq, maka setelah menunaikan ibadah haji menggunakan sapaan bapak. Sapaan tehadap Orang Tua Perempuan Sapaan yang digunakan anak untuk menyapa orang tua perempuan di dusun Lokon adalah inaq, inaq tuan dan mamaq. Contoh 1: “Inaq, melen ko beli jaje.” Tuturan di atas terjadi ketika ego mangatakan kepada orang tuanya yang perempuan bahwa dia ingin membeli jajan. Kata sapaan yang digunakan ego untuk memanggil orang tuanya yang perempuan dalam tuturan tersebut menggunakan sapaan inaq. Kata sapaan inaq merupakan kata sapaan khas bahasa Sasak. Kata sapaan inaq biasanya digunakan oleh masyarakat yang latar belakang pendidikan maupun ekonominya menengah ke bawah. Sapaan inaq ini merupakan sapaan yang digunakan oleh mayoritas masyarakat Sasak di dusun Lokon. Contoh 2: “Mamaq, ndeq ku mele ikut ke rumah papuq” “ Ibu, tidak saya mau ikut ke rumah kakek.” Tuturan di atas terjadi ketika ego mengatakan kepada orang tuanya yang perempuan bahwa, ego tidak ingin ikut ke rumah kakeknya. Sapaan yang digunakan ego untuk menyapa orang tuanya yang perempuan adalah mamaq. Sapaan mamaq digunakan apabila mamaq dalam suatu keluarga tersebut memiliki pendidikan yang tinggi, bisa juga dikarenakan mengikuti kata sapaan yang digunakan untuk menyapa orang tua laki-laki. Jika sapaan yang digunakan adalah bapak (sapaan yang dikarenakan memilki latar belakang pendidikan dan ekonomi tinggi), maka anaknya menggunakan sapaan mamaq untuk menyapa orang tua perempuan mereka. Akan tetapi ada juga yang menggunakan kata inaq meski sapaan untuk orang tua laki-lakinya adalah bapak. Hal ini tidak terlepas dari latar belakang pendidikan orang tua perempuan serta motivasi masyarakat pengguna kata sapaan tersebut. Penggunaan kata sapaan mamaq oleh anak juga tidak terlepas dari kdwibahasaan yang digunakan oleh orang tua mereka. Sehingga anak yang menggunakan kata sapaan mamaq ini, juga tentunya adalah anak yang kesehariannya menggunakan dua bahasa yaitu bahasa Sasak dan bahasa Indonesia.
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Sapaan Terhadap Orang Tua dari Ayah/Ibu Sapaan yang digunakan untuk menyapa orang tua dari Ayah/Ibu adalah papuq (papuq nine/ papuq mame) dan papuq tuan (papuq tuan nine/ papuq tuan mame). Papuq dan papuq tuan merupakan sapaan khas masyarakat sasak dusun Lokon. Contoh 1: “Papuq nine, sik jauk am kandoq ni.” Tuturan di atas terjadi ketika ego mengatakan bahwa, dia membawakan lauk untuk neneknya tersebut. Sapaan yang digunakan ego untuk menyapa neneknya adalah papuq nine. Sapaan yang digunakan masyarakat untuk menyapa orang tua dari ayah/ibu adalah papuq sedangkan papuq nine merupakan variasi dari sapaan papuq itu sendiri. Papuq nine untuk menyapa papuq yang perempuan dan papuq mame untuk menyapa papuq yang laki-laki. Biasanya, sapaan papuq nine dan papuq mame ini digunakan ketika mereka sedang bersama. Sehingga dapat dibedakan mana yang disapa antara yang laki-laki atau yang perempuan. Sedangkan jika mereka sedang sendiri maka cukup menyapa dengan menggunakan sapaan papuq. Sapaan Terhadap Saudara Laki-Laki yang Lebih Tua dari Orang Tua (Ayah/Ibu) Untuk menyapa saudara laki-laki yang lebih tua dari orang tua, masyarakat dusun Lokon menggunakan sapaan amaq kake dan bapak. Contoh 1: “Amaq kake, tesuruk e dateng jok bale siq amaq ko!”. Tuturan ini terjadi ketika ego memberitahu pamannya atau saudara laki-laki yang lebih tua dari orang tuanya bahwa, pamanya tersebut disuruh datang ke rumah ego tersebut oleh ayahnya. Sapaan yang digunakan ego dalam tuturan tersebut untuk memanggil saudara laki-laki yang lebih tua dari orang tuanya adalah amaq kake. Amaq kake digunakan masyarakat dusun Lokon untuk menyapa saudara laki-laki yang lebih tua dari orang tua baik yang sudah menikah maupun belum. Sapaan Terhadap Saudara Laki-Laki yang Lebih Muda dari Orang Tua (Ayah/Ibu) Sapaan yang digunakan untuk menyapa saudara laki-laki yang lebih muda dari orang tua adalah tuaq, amaq rari, paman, dan bapak. Amaq rari, tuaq, paman dan bapak digunakan oleh keponakan untuk menyapa saudara laki-laki yang lebih muda dari orang tua. Contoh 1: “Amaq rari, sempait beli tali mune lalo jok warung jak!” Tuturan ini terjadi ketika ego mengatakan bahwa ia mau titip beli tali kepada pamannya (saudara laki-laki yang lebih muda dari orang tuanya) kalau pamanya tersebut mau pergi ke warung. Sapaan yang digunakan ego dalam tuturan tersebut untuk memanggil saudara laki-laki yang lebih muda dari orang tuanya adalah amaq rari. Amaq rari digunakan untuk menyapa saudara laki-laki yang lebih muda dari ayah/ibu yang sudah menikah dan mempuyai anak. Contoh 2: “Tuaq, arak temoe leq bale”. Tuturan di atas terjadi ketika ego memberitahu pamannya (saudara laki-laki yang lebih muda dari orang tuanya), bahwa ada tamu di rumahnya. Sapaan yang digunakan ego dalam tuturan tersebut untuk memanggil saudara laki-laki yang lebih muda dari orang tuanya adalah tuaq. Tuaq digunakan untuk menyapa saudara laki-laki yang lebih muda dari ayah/ibu yang belum menikah, sudah menikah tetapi belum mempunyai anak, atau sudah mempunyai anak tapi masih tergolong muda. Bapak dan paman digunakan untuk saudara laki-laki yang lebih muda dari ayah/ibu yang memiliki latar belakang pendidikan dan ekonomi tinggi atau memiliki suatu kedudukan di dalam masyarakat. Bapak juga digunakan untuk menyapa saudara laki- laki yang lebih muda dari ayah/ibu yang sudah menunaikan ibadah haji. Sapaan bapak sama fungsi
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penggunaannya nya dengan sapaan amaq rari, sedangkan sapaan paman sama fungsi penggunannya dengan sapaan tuaq. Sapaan Terhadap Saudara Perempuan yang Lebih Tua dari Orang Tua (Ayah/Ibu) Untuk menyapa saudara perempuan yang lebih tua dari orang tua adalah menggunakan sapaan inaq kake dan inaq kake tuan. Contoh 1: “Inaq kake, lawok en ariq ko baruq.” Tuturan di atas terjadi ketika ego memberitahu bibinya (saudara perempuan yang lebih tua dari orang tuanya) bahwa anak dari bibinya tersebut jatuh. Sapaan yang digunakan ego dalam tuturan tersebut untuk memanggil saudara perempuan yang lebih tua dari orang tuanya adalah inaq kake. Inaq kake digunakan masyarakat dusun Lokon untuk menyapa saudara perempuan yang lebih tua dari orang tua baik yang sudah menikah maupun belum. Contoh 2:“Inaq ke tuan, wah tiang kolok an de kandoq baruk to pawon”. Tuturan di atas terjadi ketika ego memberitahu bibinya (saudara perempuan yang lebih tua dari orang tuanya) bahwa dia sudah menaruhkan bibinya lauk di dapur. Sapaan yang digunakan ego dalam tuturan tersebut untuk memanggil saudara perempuan yang lebih tua dari orang tuanya adalah inaq ke tuan. Sapaan inaq ke tuan merupakan kependekan dari inaq kake tuan. Sapaan inaq kake tuan digunakan untuk menyapa saudara perempuan yang lebih tua dari orang tua yang telah menunaikan ibadah haji. Dalam penggunaannya sehari-hari oleh masyarakat dusun Lokon, biasanya sapaan inak kake tuan disingkat menjadi inaq ke tuan atau naq ke tuan. Sapaan Terhadap Saudara Perempuan yang Lebih muda dari Orang Tua. Sapaan yang digunakan masyarakat dusun Lokon untuk menyapa saudara perempuan yang lebih muda dari orang tua adalah inaq rari, saiq dan bibik dan inaq tuan. Inaq rari, inaq tuan, saiq dan bibik digunakan oleh keponakan untuk menyapa saudara laki-laki yang lebih muda dari orang tua. Contoh 1: “ Inaq rari, endeng kepeng seribu.”. Tuturan di atas terjadi ketika ego meminta uang kepada bibinya (saudara perempuan yang lebih muda dari orang tuanya). Sapaan yang digunakan ego untuk menyapa saudara perempuan yang lebih muda dari orang tuanya dalam tuturan tersebut adalah Inaq rari digunakan masyarakat dusun Lokon untuk menyapa saudara perempuan yang lebih muda dari orang tua yang sudah menikah dan mempunyai anak. Sapaan inaq tuan sama fungsi penggunaannya dengan inaq rari. Perbedaanya ialah sapaan inaq tuan digunakan untuk menyapa saudara perempuan yang lebih muda dari orang tua yang sudah melaksanakan ibadah haji. Contoh 2: “Saiq, wah ko beli tangkong wik..” Tuturan ini terjadi ketika ego memberitahu bahwa dia sudah membeli baju kemarin kepada bibinya (saudara perempuan yang lebih muda dari orang tuanya). Sapaan yang digunakan ego untuk menyapa saudara perempuan yang lebih muda dari orang tua dalam tuturan tersebut adalah saiq. Sapaan saiq digunakan oleh masyarakat dusun Lokon untuk menyapa saudara perempuan yang lebih muda dari orang tua yang belum menikah, sudah menikah tetapi belum mempunyai anak, serta sudah menikah dan mempunyai anak tapi masih tergolong muda. Contoh 3: “Bibik, sempait beli postol mun e lalo belanje jak.” Tuturan ini terjadi ketika ego mengatakan kepada bibinya (saudara perempuan yang lebih muda dari orang tuanya) bahwa dia mau titip beli pensil jika bibinya tersebut pergi belanja. Sapaan yang digunakan ego untuk menyapa saudara perempuan yang lebih muda dari orang tua dalam tuturan tersebut adalah bibik. Sapaan bibik digunakan oleh masyarakat dusun Lokon untuk menyapa saudara perempuan yang lebih muda dari orang tua yang sudah menikah ataupun yang belum menikah dan memiliki latar belakang pendidikan dan ekonomi yang tinggi. 468
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Sapaan Terhadap Saudara yang Lebih Tua Sapaan yang digunakan masyarakat dusun Lokon untuk menyapa saudara yang lebih tua baik laki-laki maupun perempuan adalah kakak dan kak tuan. Contoh 1: Kak Aer, ko singgak tangkonge. Tuturan ini terjadi ketika ego mengatakan dia ingin meminjam baju kepada saudaranya yang lebih tua. Sapaan yang digunakan dalam tuturan di atas adalah Kak Aer (kak + nama). Sapaan kak + nama ini biasanya lebih banyak digunakan oleh masyarakat dusun Lokon untuk memanggil saudaranya yang lebih tua sedangkan sapaan kakak digunakan pada saat-saat tertentu, seperti ketika ingin memperlihatkan keakraban diantara saudara. Contoh 2:“Kak tuan, silaq de ngelor juluk!” Tuturan di atas terjadi ketika ego menyilahkan saudaranya yang lebih tua untuk makan dulu. Sapaan yang digunakan dalam tuturan di atas adalah kak tuan. Sapaan kak tuan digunakan untuk menyapa saudara yang lebih tua yang sudah melakukan ibadah haji. Sapaan Terhadap Saudara yang Lebih Muda Sapaan yang digunakan masyarakat dusun Lokon untuk menyapa saudara yang lebih tua baik laki-laki maupun perempuan adalah ariq, adek atau sebut nama. Contoh: “Ariq, alo kembek baitan te samben to balen inaq rari.” “Adek, tolong ambilkan kita sambal di rumahnya bibi.” Tuturan di atas terjadi ketika ego menyuruh saudaranya yang lebih muda untuk mengambilkannya sambal di rumah bibi mereka. Sapaan yang digunakan dalam tuturan di atas adalah ariq. Bentuk sapaan yang paling banyak digunakan untuk menyapa saudara yang lebih muda adalah sebut nama. Sedangkan sapaan ariq digunakan, jika penyapa memiliki motivasi tertentu seperti untuk lebih akrab kedengarannya ketika menyapa. Sama halnya seperti sapaan ariq, sapaan adek juga digunakan oleh penyapa karena adanya motivasi tertentu akan tetapi sapaan adek digunakan oleh keluarga yang memiliki latar belakang pendidikan yang tinggi. Sapaan Terhadap Suami Untuk menyapa suami, masyarakat dusun Lokon menggunakan sapaan nama, amaq + nama anak I, bapak (bapak + nama anak I), kak + nama, kak tuan, dan yang (singkatan dari sayang) Contoh 1: “Yang, nteh bekek te jok peken seberak.” Tuturan di atas terjadi ketika ego meminta suaminya untuk menemaninya pergi ke pasar. Sapaan yang digunakan dalam tuturan tersebut adalah yang yang merupakan singkatan dari sayang.Sebelum mempunyai anak, seorang istri biasanya memanggil suaminya dengan sebut nama, kak + nama, dan yang. Yang menggunakan sapaan kak + nama dan yang sebenarnya adalah pasangan-pasangan muda . Contoh 2: “Meridah, yak e lalo nambah unin amaq baruq.” “Meridah, disuruh pergi mencangkul kata bapak tadi.” Tuturan ini terjadi ketika ego memberitahu suaminya bahwa suaminya tersebut disuruh mencangkul oleh ayahnya. Sapaan yang digunakan dalam tuturan tersebut adalah Meridah (sebut nama). Menyapa suami dengan sebut nama biasanya digunakan oleh pasangan-pasangan dulu ketika mereka belum mempunyai anak. Sedangkan setelah mempunyai anak mereka cenderung memanggil suami mereka dengan sapaan amaq + nama anak I, bapak + nama anak I. Sapaan Terhadap Istri Untuk menyapa istri, masyarakat dusun Lokon menggunakan sapaan nama, inaq + nama anak I, inaq tuan, adek/ dek, yang (singkatan dari sayang). Contoh 1: “Inaq Ika, wah en mangan Ika? Tuturan di atas terjadi ketika ego menanyakan kepada istrinya (Inaq Ika), apakah anaknya (Ika) sudah makan atau belum. Sapaan yang digunakan dalam tuturan tersebut adalah Inaq Ika (inaq + nama anak I). Sapaan inaq + nama anak I digunakan untuk menyapa istri mereka yang sudah memiliki anak. Penggunaan 469
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sapaan inaq tuan sama dengan inaq + nama anak I dan untuk sapaan inaq tuan. Perbedaanya yaitu sapaan inaq tuan digunakan jika istri ego sudah menunaikan ibadah haji. Sapaan nama/ sebut nama biasanya digunakan untuk menyapa istri sebelum memilik anak. Sapaan Dek dan Yang digunakan oleh pasangan muda yang memiliki status sosial yang tinggi. Contoh 2: “Dek, mae juluq pinak an te kupi” Tuturan di atas terjadi ketika ego menyuruh istrinya untuk membuatkannya kopi. Sapaan yang digunakan dalam tuturan di atas adalah dek yang merupakan singkatan dari adek. Sapaan Terhadap Anak Sapaan yang digunakan masyarakat dusun Lokon untuk menyapa anak mereka adalah sebut nama, anaq, baiq, tatiq, adek, dan kakak. Sapaan baiq khusus digunakan untuk menyapa anak perempuan, sedangkan sapaan tatiq digunakan untuk menyapa anak lakilaki. Namun, masyarakat dusun Lokon lebih banyak menyapa anak mereka dengan menggunakan nama anak mereka Contoh 1: “Lia, lalo ke ngaji ton!” “Lia, pergi mengaji sana!” Tuturan di atas terjadi ketika ego menyuruh anaknya (Lia) untuk pergi mengaji. Sapaan yang digunakan dalam tuturan tersebut adalah sebut nama. Contoh 2: “Kakak Iva, baitan mamaq pisau kance maenan Adek Aci to pawon!” Tuturan di atas terjadi ketika ego menyuruh anaknya (Kakak Iva) untuk mengambilkannya pisau dan mainan adiknya (Adek Aci). Sapaan yang digunakan ego dalam tuturan tersebut adalah Kakak Iva (kakak + nama). Penggunaan kakak + nama dalam tuturan tersebut tergantung dari motivasi penyapa yaitu orang tua mereka. Begitu juga dengan sapaan anaq, baiq, tatiq,dan adek. Salah satu motivasi tersebut ialah mendidik. Dalam suatu keluarga, mereka menyapa anak sulungnya dengan menggunakan kakak + nama dan anak bungsunya menggunakan adek + nama. Hal ini dikarenakan untuk mendidik anak bungsunya terbiasa menyapa kakaknya dengan sapaan tersebut begitu juga sebaliknya. Kata Sapaan terhadap Cucu Sapaan yang digunakan masyarakat dusun Lokon untuk menyapa cucu adalah sebut nama, baiq dan tatiq. Sapaan baiq digunakan untuk menyapa cucu yang perempuan sedangkan tatiq untuk cucu yang laki-laki Contoh : “Nane ne dateng, Baiq? Tuturan di atas digunakan ketika ego menanyakan kepada cucunya apakah cucunya tersebut baru datang sekarang. Sapaan yang digunaka ego dalam tuturan tersebut adalah baiq. Penggunaan sapaan baiq karena cucunya tersebut adalah seorang perempuan. Dalam penggunaan sapaan kekerabatan di atas terdapat indikasi bahwa masyarakat yang mempunyai latar belakang pendidikan yang tinggi dan keluarganya tergolong pasangan muda maka mereka lebih dominan menggunakan sapaan di luar bahasa Sasak seperti bapak, mamaq, bibik, paman, adek, dan sayang. Sedangkan masyarakat yang memiliki latar belakang pendidikan menengah ke bawah masih menggunakan sapaan konvensional masyarakat Sasak.
Daftar Pustaka Aslinda dan Syafyahya. (2010). Pengantar Lingiustik. Bandung: Refika Aditama. Chaer, Abdul. (2006). Tata Bahasa Praktis Bahasa Indonesia. Jakarta: Rineke Cipta. Kridalaksana, Harimurti. (1982). Fungsi dan Sikap Bahasa. Flores: Nusa Indah Miles, Matthew dan A. Michael Huberman. 1992. Analisis Data Kualitatif. Jakarta : Universitas Indonesia (Terjemahan Tjetjep Rohendi Rohidi). Rusbiyantoro, Wenni .(2011 . Penggunaan Sapaan Bahasa Melayu Kutai. ejournal.undip.ac.id › index.php › parole › article › download. Diakses tanggal: 15 Maret 2014. 470
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Sumarsono. (2013). Sosiolingusitik. Yogyakarta: Pustaka Pelajar. Utama, Fefriadi Rangga. (2012). Kata Sapaan dalam Bahasa Minangkabau di Kenegarian Tuik IV Koto Mudiak Batang Kapas Kabupaten Pesisir Selatan. ejournal.unp.ac.id › index.php › pbs › article › viewFile. Diakses tanggal: 20 April 2014.
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Pengembangan Program Pendidikan Kewirausahaan Terpadu Berbasis Kegiatan Ekstrakurikuler pada Perguruan Tinggi Di Kabupaten Lombok Timur 1
Muhamad Ali, 2Wahjoedi, 3Bambang Banu Siswoyo, 4Hari Wahyono 1 Universitas Hamzanwadi, Indonesia, 234Universitas Negeri Malang, Indonesia [email protected]
Abstract Penelitian dan pengembangan ini berujuan (1) Mendeskripsikan Potret permasalahan dan kebutuhan akan model program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa pada Perguruan Tinggi di Kabupaten Lombok Timur, (2) Mendesain Program pendidikan Kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa pada Perguruan Tinggi di Kabupaten Lombok Timur, (3) Mengukur Efektivitas hasil pengembangan program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikulier mahasiswa di STKIP Hamzanwadi Selong sebagai sampel. Penelitian pengembangan dalam penelitian ini menggunakan pendekatan Design Based Research (DBR) model 4 fase yang dikembanganoleh Reeves (2006). Hasil penelitian dan pengembangan adalah sebagai berikut: (1) Pelaksanaan pembelajaran kewirausahaan yang dilakukan dengan pendekatan mata kuliah masih belum mampu menumbuhkan minat, membangun sikap dan karakter mahasiswa, pengetahuan serta keterampilan mahasiswa dalam berwirausaha, (2) Berdasarkan
hasil angket, FGD dan wawancara yang dilakukan bersama dengan tim kolaborasi teridentifikasi diperoleh prioritas utama adalah; program diklat kewirausahaan, program magang kerja usaha, program entrepreneurship day sebagai prioritas 1, program seminar kewirausahaan sebagai prioritas 2, program kuliah kunjungan lapangan sebagai prioritas 3. (3) hasil uji coba produk menunjukan bahwa secara keseluruhan pengembangan produk bahan ajar, modul diklat dan pedoman pelaksanaan program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswamasuk kategori sangat layak, (4) Hasil uji efektifitas akhir program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa pada perguruan tinggi yang meliputi uji kelompok kecil, uji lapangan, tanggapan tim kolaborasi, ahli dan praktisi serta tanggapan dari mahasiswa diperoleh hasil yang masuk kategori baik dan sangat baik. Kata Kunci : program diklat kewirausahaan, entrepreneurship day, magang kerja usaha, kuliah kunjungan lapangan dan seminar kewirausahaan.
Pendahuluan Kesadaran tentang bagaimana Peran kewirausahaan yang cukup penting dalam perekonomian suatu negara untuk mencapai sebuah pertumbuhan ekonomi secara maksimal telah mendorong tumbuhnya pendidikan kewirausahaan (entrepreneurship education). Kesadaran tersebut ikut mendorong pemerintah melalui lembaga pendidikan untuk menyandingkan pendidikan dengan kewirausahaan, meskipun banyak kalangan menganggap bahwa kewirausahaan sebagai sebuah keterampilan dan bakat yang tidak bisa diajarkan, akan tetapi berdasarkan hasil beberapa studi menunjukkan bahwa kewirausahaan bisa disandingkan dengan pendidikan.
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Pendidikan kewirausahaa di Perguruan Tinggi secara umum dimaksudkan untuk melahirkan wirausahawan-wirausahawan muda yang mampu memberikan dampak bagi perekonomian nasional. Berbagai upaya dilakukan oleh Perguruan Tinggi untuk melahirkan wirausahawan-wirausahawan muda melalui pendidikan kewirausahaan. Salah satu usaha yang paling umum dilakukan oleh semua jurusan yang menyelenggarakan pendidikan kewirausahaan adalah dengan menyusun kurikulum perkuliahan pendidikan kewirausahaan dengan kemasan tertentu. Shulte (2004); dalam Sukardi, 2014) menyatakan bahwa Universitas/Perguruan Tinggi memiliki tiga peran penting dalam pendidikan kewirausahaan. Pertama, Universtas sebagai fasilitator budaya kewirausahaan, yaitu fokus yang kuat pada pendidikan kewirausahaan serta membatu mempromosikan budaya kewirausahaan. Kedua, Universtas sebagai mediator keterampilan, yaitu mahasiswa mampu mengejar karir kewirausahaannya dengan dilengkapi seperangkat keterampilan yang nantinya bisa membantu mereka dalam mengidentifikasi ide-ide bisnis dan menjalankan praktek bisnis berdasarkan pendekatan kewirausahaan. Ketiga, Universtas sebagai lokomotif pengembangan bisnis regional, yaitu fokus politik yang kuat pada kewirausahaan yang akan mendorong Universtas membangun relasi dengan pemegang kepentingan lainnya dalam lingkup kewirausahaan. Pendidikan kewirausahaan berpengaruh positif terhadap pembentukan sikap kewirausahaan (Packman, dkk, 2010 dalam Sukardi, 2014), menciptakan kesadaran tentang kemungkinan wirausaha, mendorong prilaku yang lebih giat, dan menghasilkan keterapilan pribadi yang penting (Birdthistle, dkk, 2007 dalam Sukardi, 2014), mengarahkan orientasi kewirausahaan dan pengembangan semangat kewirausahaan (Frank, dkk, 2005). Penelitian lain juga menunjukkan bahwa pendidikan kewirausahaan berpengaruh pada keinginan untuk berwirausaha (Jones, dkk, 2008), memiliki sikap positif terhadap kewirausahaan (Sowmya, dkk, 2010) danberdampak positif terhadap kinerja pekerja khususnya keterampilan kerja. Hasil studi pendahulan yang dilakukan pada Mahasiswa Program Studi Pendidikan Ekonomi STKIP Hamzanwadi Selong yang dilakukan dengan memberikan angket berisi pertanyaan terkait dengan manfaat mata kuliah kewirausahaan yang diajarkan dalam meningkatkan kemampuan, pengetahuan dan keterampilan mahasiswa untuk menjadi wirausaha, kemudian dari sisi materi yang diajarkan, komposisi teori dan praktek yang diajarkan menunjukkan bahwa, dari 50 mahasiswa yang menjawab, 45 orang menjawab bahwa mata kuliah kewirausahan yang diajarkan dikelas selama ini, hanya mengajarkan konsep dan teori saja tidak disertai dengan praktek. Selanjutnya berdasarkan hasil obeservasi awal dan diskusi yang dilakukan dengan dosen, mahasiswa serta alumni juga diperoleh bahwa selain soal materi dan sistem pembelajaran, dari sisi alokasi waktu masih sangat kurang. Dukungan sarana yang menunjang mahasiswa untuk belajar tentang prakrek kewirausahaan juga masih sangat kurang, kalaupun ada program seperti program magang, kunjungan ke beberapa lokasi UKM, Program Mahasiswa Wirausaha yang dicanangkan oleh Dikti selama ini, masih berdifat parsial dan tidak komprehensif. Berdasarkan berbagai persoalan diatas, maka perlu dikembangkan sebuah perangkat model program pendidikan kewirausahaan secara terpadu berbasis pada kegiatan ekstrakurikuler mahasiswa untuk mendukung penyelenggaraan pendidikan kewirausahaan yang dilakukan melalui mata kuliah yang digunakan sebagai acuan dalam pelaksanaan pembelajaran berupa silabus, SAP, Buku Ajar dan juga perangkat yang diguanakan sebagai 473
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acuan dalam pelaksanaan program yang dilakukan di luar mata kuliah seperti program diklat kewirausahaan, program entrepreneurship day, program seminar kewirausahaan, program magang kerja usaha, program kuliah kunjungan lapangan berupa modul diklat untuk kegiatan pelatihan dan pedoman pelaksanaan program. Penelitian dan pengembangan ini dilakukan di STKIP Hamzanwadi Selong Kabupaten Lombok Timur Nusa Tenggara Barat sebagai sampel.
Metodelogi Model Penelitian dan Pengembangan Penelitian pengembangan dalam penelitian ini menggunakan pendekatan Design Based Research (DBR) yang dikembanganoleh Reeves. DBR adalah “a systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories” (Wang
danHannafin, 2005) Dalam pelaksanaan penelitian dan pengembangan yang berbasis pada desain riset, pada umumnya menggunakan metode yang sistematis, akan tetapi diperlukan sifat fleksibel yang bertumpu pada hasil pengembangan yang dilakukan bersama dengan timm kolaborasi dan peneliti berdasarkan pada fakta tanpa adanya rekayasa. Langkah operasional dalam riset berbasis desain dan implementasinya, peneliti mengadaptasikan dari model 4 fase yang dikembangkan oleh (Reeves, 2006, Heerington, 2007)
Gambar 1. Design Base Research (DBR) approaches in educational technologi research (Reeves, 2006, Heerington, 2007) Design Based Research (DBR) dijadikan sebagai pendekatan dalam penelitian dan pengembangan program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa karena sifatnya yang pleksibel dimana proses desain dan pengembangan dilakukan berdasarkan kesepakatan antara peneliti dengan tim kolabborasi berdasarkan persoalan (masalah) yang terjadi dilapangan. Hal ini bertujuan untuk memperbaiki praktek-praktek kependidikan yang dilakukan mulai dari analisis, desain, pengembangan dan implementasi yang interaktif, berdasarkan hasil antara tim kolaborasi dan peneliti dalam seting yang bersifat faktual, dan mengarah kepada prinsip-prinsip dan teori-teori desain yang memiliki kepekaan kontekstual. Prosedur Pengembangan Prosedur pengembangan yang digunakan dalam penelitian ini adalah model pengembangan DBR dari Reeves (2006) yang dapat digambarkan sebagai berikut:
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Tahap I Identifikasi kebutuhan program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa di PT
Tahap II Pengembangan Desain dan Prototipe Program Pendidikan Kewirausahaan terpadu Berbasis kegiatan ekstrakurikuler mahasiswa
Tahap III Pengujian dan Penyempurnaan Prototipe Program Pendidikan KWU TerpaduBerbasis kegiatan ekstrakurikuler mahasiswa
Tahap IV Reflekasi Produk Program Pendidikan KWU Terpadu Berbasis kegiatan ekstrakurikuler mahasiswa
Identifikasi & Analisis Masalah
Proses Uji Validasi Identifikasi Masalah
Peenyusunan Tujuan Program Pendidikan KWU Terpadu Berbasis Eko. Kerakyatan
Revisi Uji Coba Terbatas
Uji Coba Terbatas
Analisis Karakteristik dan Demografi
Menyusun Prototipe Desain Program Pendidikan KWUterpadu Berbasis Ek.
Kerakyatan
Revisi (Hasil UjiValidasi Ahli)
Uji ValidasiAhli
Uji Lapangan
Impelement asi hasil Uji coba terbatas
Revisi Hasil Uji Coba Terbatas
Impelenntasi Hasil Uji Coba Lapangan
Revisi AKhir
Berdasarkan hasil Uji Coba Lapangan dilakukan Penyempurnaan Produk Akhir
Gambar 2. Prosedur Pengembangan Tahap I Identifikasi dan Analisis Masalah 1. Identifikasi dan Analisis Masalah a. Proses identifikasi masalah dalam penelitian ini dilakukan melalui angket, FGD dan wawancara yang dilakukan untuk mengetahui persoalan pelaksanaan pembelajaran kewirausahaan yang berlansung serta mencoba mencari alternatif solusi yang bisa dilakukan untuk mengatas persoalan yang terjadi berdasarkan masukan yang diberikan oleh tim kolaborasi termasuk masalah lebih lanjut dari studi pendahuluan yang terbatas sebelumnya dengan melakukan penggalian data dan diagnosis data sampai teridentifikasi masalah yang akurat meliputi; b. Studi kasus untuk eksplorasi fenomena pelaksanaan program pendidikan kewirausahaan baik yang berhubungan dengan mahasiswa, peran dosen kewirausahaan, sarana dan prasarana, potensi lingkungan, program ekstrakurkuler yang mendukung pelaksanan pendidikan kewirausahaan yang selama ini ada tapi bersifat parsial, antara pembelajaran yang dilakukan melalui mata kulah dengan program kewirausahaan yang berbasis pada kegiatan mahasiswa di perguruan tinggi; c. Melakukan diagnosis pelaksanaan prgram ekstrakurikuler yang selama ini ada dan belum ada serta masih dilakukan secara parsial, supaya bisa dilaksanakan secara 475
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terpadu. Untuk melihat tingkat kebutuhan terhadap buku pedoman pelaksanaan program pendidikan yang sesuai dengan kebutuhan guna menunjang pendidikan kewirausahaan pada mahasiswa; d. Diagnosis masalah-masalah (kesenjangan) bersama dengan tim kolaborasi (Dosen, mahasiswa, praktisi/alumni) dalam satu ruangan untuk membasas tentang deskripsi program pendidikan kewirausahaan baik yang dilakukan melalui mata kuliah kewirausahaan maupun melalui program kegiatan entrepreneurs yang berbasis pada kegiatan mahasiswa di Perguruan Tinggi dengan deskripsi harapan dan kebutuhan yang seharusnya ada, dan seharusnya berjalan sesuai dengan tujuan pembelajaran mata kuliah kewirausahaan di Perguruan Tinggi; Tahap II: Pengembangan Desain dan prototipe program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa. 1. Penyusunan Tujuan Program Pendidikan Kewirausahaan Terpadu Berbasis kegiatan ekstrakurikuler mahasiswa Proses pengembangan desain prototipe dimulai dengan menyusun rumusan tujuan program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa pada peguruan tinggi yang dilakukan secara kolaboratif antara peneliti dengan tim kolaborasi yang terdiri atas ketua, sekretaris program studi, dosen, mahasiswa, alumni, parktisi dan juga ahli tekhnologi pembelajaran dan pendidikan ekonomi. 2. Menyusun Prototipe Program Pendidikan Kewirausahaan Terpadu Berbasis kegiatan ekstrakurikuler mahasiswa sebagai sebuah model konseptual dan prosedur Berdasarkan rumusan tujuan yang sudah disepakati, tahap selanjutnya adalah menyusun prototipe draft program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa berdasarkan kesepakatan antara peneliti dan tim kolaborasi untuk selanjutnya dilakukan uji validasi. 3. Tahap III: uji coba terbatas dan Penyempurnaan draft program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa pada perguruan tinggi. Setelah proses penyusunan prototipe awal program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa selesai di validasi secara kolaboratif dan diperkuat oleh pakar, maka tahapan selanjutnya adalah melakukan uji coba terbatas pada kelompok kecil yang dimulai dari subyek uji coba secara terbatas dalam sebuah kelompok kecil (pilot project) dalam hal ini mahasiswa semester yang terdiri atas 4 kelas akan tetapi yang dijadikan sebagai subyek uji coba hanya 2 kelas saja yaitu kelas VI C dan VI D. Bentuk pelaksanaan kegiatan uji coba dilakukan dengan menerapkan kegiatan pembelajaran yang 8menggunakan kurikulum dan program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswaberupa bahan ajar, modul diklat dan pedoman pelaksanan program pada sebuah kelompok “Percontohan” (pilot project) dalam situasi dan kondisi yang sesuai dengan kenyataan atau apa apa adanya dimana mahasiswa dapat langsung merespon kekurangan dari masing-masing perangkat. 4. Tahap IV : evaluasi pelaksanaan uji coba penerapan produk kurikulum dan program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa terhadap feedback yang diberikan dengan mengacu pada 4 tujuan yang sudah dietapkan sebelumnya yaitu, bagaimana minat, sikap dan karakter, pengetahuan dan keterampilan mahasiswa untuk berwirausaha, yang dilakukan.
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Tabel 1. Prosedur penelitian dan uji validitas NO 1
2
3
4
PROSEDUR/TAHAP Identifikasi dan analisis kebutuhan informasi dasar Penyusunan program pendidikan kewirausahaan dan desain konseptual dari tahap 1
BENTUK UJI VALIDITAS Teknik cross validation pada informan
Teknik delphi yang dilakukan secara kolaboratif antara peneliti dengan tim yang terdiri atas Ketua LPM melalui GKP program studi, Ketua Program studi dan sekretaris, Dosen, Mahasiswa, Alumni dan praktisi serta ahli, untuk mencari kesepakatan. Uji coba terbatas Bentuk content validation mengenai kelayakan dan keterpaduan program dalam mencapai tujuan pembelajaran yang sudah ditetapkan. Bentuk construction validation mengenai program pembelajaran Evaluasi terhadap Teknik verifikasi antara akademisi, peneliti, keseluruhan mahasiswa, dosen, ketua program studi, kepala penjaminan mutu, alumni dan praktisi entrepreneuer.
Uji Coba Produk Pada penelitian ini, dilakukan 2 (dua) tahap uji coba yaitu uji coba instrumen penelitian, dan uji coba produk prototipe program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa pada dosen dan mahasiswa perguruan tinggi. Subyek tempat uji coba terdiri atas 3 (tiga) subyek yaitu; mahasiswa semester VIC dan VID yang dipilih oleh peneliti, uji coba pada kelompok kecil, dan uji coba lapangan.
Hasil Analisis dan Pengembangan Fase Identifikasi dan Analisis Masalah Pada fase identifikasi dan analisis masalah merupakan sebuah langkah yang bertujuan untuk menentukan mengungkapkan kebutuhan pengembangan Program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa yang dilakukan baik melalui angket maupun FGD yang melibatkan semua elemen yang menjadi tim kolaborasi. Berdasarkan angket yang sudah disebarkan kepada ketua program studi, sekretaris program studi, dosen, mahasiswa dan alumni, teridentifikasi beberapa kebutuhan program prioritas yang dilakukan dalam mengembangkan program pendidikan kewirausahaan yang sesuai denga kebutuhan mahasiswa untuk menumbuhkan minat, membangun sikap, pengetahuan dan keterampikan untuk menajdi wirausaha di STKIP HAMZANWADI SELONG, sebagaimana tergambar dalam tabel berikut:
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Tabel 2.
No
Kebutuhan Program Pendidikan Kewirausahaan Terpadu Berbasis kegiatan ekstrakurikuler mahasiswa Di STKIP HAMZANWADI SELONG (N: 20)
Kebutuhan Program Kewirausahaan
Jawaban (%)
Prioritas
1
Program diklat kewirausahaan
95,00
1
2
Program magang kerja usaha
95,00
1
3
Program Enterpreneurship Day
95,00
1
4
Program seminar kewirausahaan
90,00
2
5
Program kuliah kunjungan lapangan
85,00
3
6
Program lainnya praktek usaha dll)
10,00
4
(Lab.
Kewirausahaan,
Sumber : Data primer diolah Berdasarkan data pada tabel 2 diatas, terlihat untuk prgram diklat kewirausahaan, program magang kerja usaha, program enterpreneurship day memili nilai prosesntase jawaban yang sama yaitu 95%. Selanjutnya di urutan kedua adalah program seminar kewirausahaan dengan prosentase 90%, kemudian program kuliah kunjungan lapangan dengan prosentase 85%, dan yang terakhir yang menjawab lainnya adalah 10%. Berdasarkan cuplikan hasil FGD diatas, menunjukkan bahwa harapan akan pentingnya sebuah pengembangan program pendidikan kewirausahaan yang dilakukan secara terpadu dengan menjadikan ekonomi kerakyatan sebagai basis pengembangan menjadi sangat penting untuk dilakukan. Hal ini tidak hanya sekedar untuk memperbaiki proses pelaksanaan pembelajaran, yang dilakukan di kelas, tetapi juga dalam rangka membangun kultur akademik yang baik dan kondusif dalam mendukung perkembangan minat dan potensi yang ada pada mahasiswa untuk mengembangkan diri. Pelaksanaan program ini akan mampu menubuhkan minat serta membangun sikap, pengetahuan dan keterampilan mahasiswa untuk mempersiapkan diri tidak hanya sebagai pencari kerja saat lulus, akan tetapi juga bagaimana mereka mampu menjadi pencipta lapangan pekerjaan atau pelaku usaha. Fase Desain Program Pendidikan Kewirausahaan Terpadu Berbasis kegiatan ekstrakurikuler mahasiswa secara Konseptual Pada fase ini, peneliti mulai membangun konstruksi draft awal desain model program pendidikan kewirausahaan terpadu sebagai langkah awal penelitian yang dilakukan berdasarkan hasil studi eksplorasi dan identifikasi masalah yang terkait dengan pelaksanaan pembelajaran kewirauusahaan yang dilakukan di STKIP Hamzanwadi Selong, selanjutnya diikuti oleh validasi teoritik. Desain model program pendidikan kewirausahaan terpadu selanjutnya didiskusikan dengan tim kolaborasi yang terdiri atas LPM, Ketua Pdan Sekretaris Program Studi Pendidikan Ekonomi, Dosen, Mahasiswa, alumni dan Praktisi serta dikonsultasikan dengan promotor untuk justifikasi. Selanjutnya berdasarkan hasil validasi teoritik berupa saran, kritik yang diberikan untuk pengembangan program dilakukan perbaikan dan merekonstruksi desain program 478
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pendidikan kewirausahaan terpadu berbasis ekononomi kerakyatan pada perguruan tinggi khususnya di STKIP Hamzanwadi Selong sebagai sampel untuk selanjutnya digunakan sebagai model yang siap diujicobakan. Penyusunan desain model program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa pada perguruan tinggi di Kabupaten Lombok Timur. Konstruksi desain model program pendidikan kewirausahaan teerpadu berbasis kegiatan ekstrakurikuler mahasiswa pada perguruan tinggi yang dibuat disini, merupakan desain draft awal dari serangkaian desain program pendidikan kewirausahaan terpadu yang disusun dalam bentuk satu kesatuan. Proses ini dilakukan berdasarkan hasil identifikasi dan analisis permasalahan yang dilakukan pada studi pendahulua, selanjutnya berdasarkan hasil temuan temuan yang terjadi pada pelaksanaan pembelajaran kewirauusahaan, peneliti bersama dengan tim kolaborasi melalui FGD melakukan pemetaan untuk merumuskan desain model pengembangan program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa yang terdiri atas; a. Proses dan prosedur penyusunan program pendidikan kewirausahaan yang dilakukan melalui pembelajaran dikelas (mata kuliah) dilakukan dengan mengadopsi tiga komponen utama variabel pembelajaran yang kemukakan oleh Regeluth dan Merril (1979) dan Degeng (2013) yang meliputi Kondisi pembelajaran, metode pembelajaran, dan hasil pembelajaran. b. Proses dan prosedur penyusunan program pendidikan kewirausaha yang dilakukan untuk menunjang pelaksanaan pembelajaran yang dilakukan melalui mata kuliah dalam bentuk program yang dilaksanakan diluar kelas berupa Program entrepreneurship day, program diklat kewiraushaan, program seminar kewirausahaan, program kuliah kunjungan lapangan berupa pedoman pelaksanaan program yang berfungsi sebagai acuan dalam pelaksanaan setiap kegiatan sehingga bisa terlaksana dengan hasil yang terukur. c. Proses dan prosedur penyusunan modul diklat kewirausahaan yang digunakan sebagai pedoman dalam pelaksanaan program pendidikan kewirausahaan sebagai bagian dari program pembelajaran yang dilakukan diluar kelas untuk mendukung pelaksanaan pembelajaran yang dilakukan melalui mata kuliah. Fase uji coba dan validasi protipe program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa; Pelaksanaan uji coba program pendidikan KWU dilakukan secara riil dan obyektif yang dilakukan bersama tim kolaborasi dan uji validasi ahli tekhnologi pendidikan, ahli pendidikan ekonomi dan praktisi. Berdasarkan hasil uji validasi yang dilakukan ahli tekhnologi pendidikan secara keseluruhan desan model yang dikembankan masuk kategori sangat baik (rata-rata 4.19), dan ahli pendidikan ekonomi secara keseluruhan bahwa desain yang dikembangkan termasuk kategori sangat layak (86%). Sementara hasil uji kelayakan isi dan penyajian oleh praktisi masuk kategori sangat layak (84,42%). Fase Refleksi produk akhir program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa Hasil uji efektifitas akhir program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa pada perguruan tinggi yang dilakukan yang meliputi uji kelompok kecil, uji lapangan, tanggapan tim kolaborasi, ahli dan praktisi serta tanggapan dari mahasiswa diperoleh hasil yang masuk kategori baik. Artinya pelaksanaan program pendidikan kewirausahaan terpadu yang dilakukan efektif dalam 479
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menumbuhkan minat, membangun sikap dan karakter, pengetahuan dan keterampilan mahasiswa untuk berwirausaha. Hasil uji efektivitas produk akhir program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa pada perguruan tinggi sebagaimana tersaji dalam tabel 3 berikut. Tabel 3. Hasil uji coba produk akhir program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa pada pergutuan tinggi di Kabupaten Lombok Timur HASIL EVALUASI TAHAPAN NO EVALUASI PRODUK Skor Kategori (%) 1 Uji Coba Kelompok 84,39 Efektif Kecil 2 Uji Coba Lapangan: a. Minat Mahasiswa Berwirausaha; 64,00 Baik b. Sikap Mahasiswa 55,04 Baik c. Pengetahuan Mahasiswa 75,25 Baik d. Keterampilan Mahasiswa 63,21 Baik
3
4
Tanggapan Tim Kolaborasi, Ahli dan Praktisi Tanggapan Mahasiswa
81,00
Sangat Baik
80,73
Sangat Baik
KETERANGAN Analisis Uji Kelompok Kecil dengan N = 20 Berdasarkan hasil uji coba lapangan yang dilakukan maka diperoleh bahwa minat minat mahasisa untuk berwirausaha tumbuh sikap dan pengetahuannya dan keterampilannya terbangun setelah belajar program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa (N: 40) Analisisi Hasil tanggapan tim kolaborasi, ahli dan praktisi masuk kategori sangat baik (N:7) Hasil tanggapan mahasiswa masuk masuk kategori sangat baik (N:40)
Sumber : Data Primer diolah
Simpulan Hasil penelitian dan pengembangan adalah Pelaksanaan pembelajaran kewirausahaan yang dilakukan dengan pendekatan mata kuliah masih belum mampu menumbuhkan minat, membangun sikap dan karakter mahasiswa, pengetahuan serta keterampilan mahasiswa dalam berwirausaha.
Berdasarkan hasil angket, FGD dan wawancara yang dilakukan bersama dengan tim kolaborasi teridentifikasi beberapa kebutuhan program prioritas yang dilakukan dalam mengembangkan program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa pada perguruan tinggi sebagai prioritas utama adalah; program diklat kewirausahaan, program magang kerja usaha, prgram entrepreneurship day sebagai prioritas 1, program seminar kewirausahaan sebagai prioritas 2, program kuliah kunjungan lapangan sebagai prioritas 3. Hasil uji validasi yang dilakukan ahli tekhnologi pendidikan secara keseluruhan desan model yang dikembankan masuk kategori sangat baik (rata-rata 4.19), dan ahli pendidikan 480
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ekonomi secara keseluruhan bahwa desain yang dikembangkan termasuk kategori sangat layak (86%). Sementara hasil uji kelayakan isi dan penyajian oleh praktisi masuk kategori sangat layak (84,42%). Hasil uji efektifitas akhir program pendidikan kewirausahaan terpadu berbasis kegiatan ekstrakurikuler mahasiswa pada perguruan tinggi yang dilakukan yang meliputi uji kelompok kecil, uji lapangan, tanggapan tim kolaborasi, ahli dan praktisi serta tanggapan dari mahasiswa diperoleh hasil yang masuk kategori baik. Artinya pelaksanaan program pendidikan kewirausahaan terpadu yang dilakukan efektif dalam menumbuhkan minat, membangun sikap dan karakter, pengetahuan dan keterampilan mahasiswa untuk berwirausaha
Daftar Pustaka Ciputrea. 2009. Entrepreneurship: Mengubah Masa Depan Bangsa dan Masa Depan Anda. Jakarta: PT. Gramedia. Bogdan, R.C., & Biklen, S.K. 1982. Qualitative Research for Education: an Instroduction to Theory and Methods. Boston: Allyn and Bacon. Drucker, P.F. 1996. Inovasi dan Kewirausahaan: Praktek dan Dasar-dasar. Jakarta: Erlangga Frank, H, Korunka, C., Lueger, M. & Mugler, J. 2005. Entrepreneurial Orientation and Education in Austrian Secondary Schools : Status Quo and Recomendations. Journal of Small Business and Entreprise Development, 12 (2):259-273 Jones, P., Jones, A., Packham, G. & Miller, C. 2008. Student Attitudes Towards Enterprise Education in Poland: a Positive Impact. Education + Training, 50 (7): 597-614 Joyce, B., Weil, M. & Calhoun, E. 2009. Models Of Teaching (8th ed). Upper Saddle River, New Jersey: Pearson Education, Inc. Joyce, B., Elizabeth, S., & Judy, F. 2001. Social Reconstruction Through Vidio Art: a Case Study. Transformations, 12 (1): 93-105 Kemdiknas. 2008. Sosialisasi KTSP : Pengembangan bahan ajar. Jakarta Kemdiknas Nasution, S. 1988. Metodologi Penelitian Naturalistik-Kualtitatif. Bandung: Tarsito Packham, G., Jones, P., Miller, C., Pickernell, D. & Thomas, B. 2010. Attitudes Towards Entrepreneurship Education: a Comparative Analysis. Education + Training, 52 (8): 568-586 Panen, W., Purwanto. 2001. Penulisan Bahan Ajar. Jakarta Dirjen Dikti DepdiknasCleringhouse on Instructional and Technology. Saiman, Leonardus. 2014. Kewirausahaan. Teori, Praktik dan Kasus-kasus.Jakarta. Salemba Empat. Siswoyo, B.b. 2009. Pengembangan Jiwa Kewirausahaan Di Kalangan Dosen Dan Mahasiswa . (Online), (http://fe.um.ac.id/wpcontent/uploads/2009/10),, diakses 12 Nopember 2015. Seel, B. 1995. Instructional Design Competencies: a Recomandation. New Jersy: Educational Technology Publications. Soehadi, A.W., Suhartanto, E., Winardo, V., & Husodo, S.Y. 2011. Prasetya Mulya Edcon Entrepreneurship Education. Jakarta: Prasetya Mulya Publishing. Sowya, D.V., Majumdar, S. &., Gallant, M. 2010. Relevance of Education for Potential Entrepreneurs: an International Investigation. Journal of Small Business and Enterprise Development, 17 (4): 626-640. Sukardi, 2014. Pengembangan Model Mulok Kewirausahaan Berbasis Keunggulan Lokal Untuk Meningkatkan Kecakapan Vokasional Siswa SMA Di Kota Mataram. Malang: Disertasi UM. 481
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Tampubolon, D.P. 2001. Perguruan Tinggi Bermutu:Paradigma Baru Manajemen Pendidikan Tinggi Menghadapi Tantangan Abad Ke-21.Jakarta: PT. Gramedia Pusaka Utama.
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Pengaruh Kompetensi, Potensi Insani dan Iklim Organisasional terhadap Profesionalisme Dosen Studi Pada Perguruan Tinggi Nahdlatul Wathan Di Kabupaten Lombok Timur Muhamad Juaini Universitas Hamzanwadi, Indonesia [email protected]
Abstract The aim of this study is to find out the significant effect of Human Potency, Competency, and Organizational Atmosphere simultaneously and partially as well as to determine which variable most dominantly affects the Professionalism of Lecturers at Nahdlatul Wathan College in Lombok Timur Regency. This is an associative study with 83 samples of the total population of 502 lecturers using proportional simple random sampling. Secondary data was collected through questionnaire and primary data was through questionnaires analyzed with multiple regression analysis. The result shows: 1) Human Potency, Competency, and Organizational Atmosphere significantly and simultaneously affect the Professionalism of Lecturers at Nahdlatul Wathan College in Lombok Timur Regency; 2. Human Potency and Competency significantly and partially affect the Professionalism of Lecturers at Nahdlatul Wathan College in Lombok Timur Regency, while Organizational Atmosphere does not significantly affect the Professionalism of Lecturers; 3. Human Potency variable most significantly affects the Professionalism of Lecturers at Nahdlatul Wathan College in Lombok Timur Regency. This study recommends that the policy makers at Nahdlatul Wathan College to continually consider Human Potency, Competency, and Organizational Atmosphere which may improve the Professionalism of Lecturers. Besides that, it is necessary to consider professional development, communication, human relation, discipline, and the welfare of the lecturers so that the goals of the organization may be achieved as have been planned by setting the organizational strategies, considering the support of the resources, the use of technology, transparent system of management, as well as continually considering the conditions, happenings and situations taking place at the internal environment of the organization. Further researchers are advised to study and broaden the scope of their studies by including more variables, respondents, methods, and research sites. Keyword : human potency, competency, organizational atmosphere
Pendahuluan Perguruan tinggi yaitu menyiapkan peserta didik menjadi anggota masyarakat yang memiliki kemampuan akademik dan atau profesional yang dapat menerapkan, mengembangkan dan/atau memperkaya khasanah ilmu pengetahuan, teknologi dan atau kesenian. Untuk itu perlu kesiapan perguruan tinggi dengan segala perangkatnya termasuk yang utama adalah tenaga akademik (dosen) sebagai penggerak utama pembelajaran, sehingga dosen harus mendapatkan pembinaan dan pengembangan yang terencana baik dalam hal kompetensi, memberikan motivasi, pembinaan karier, kompensasi dan hal-hal lain yang mendukung tercapainya kinerja yang diharapkan. Akan tetapi, tidak kalah pentingnya juga adalah bagaimana seorang dosen memiliki motivasi yang kuat dari dalam dirinya sendiri untuk ingin melaksanakan tugasnya secara optimal. 483
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Dalam meraih mutu pendidikan yang baik sangat dipengaruhi oleh kinerja Dosen dalam melaksanakan tugasnya sehingga kinerja Dosen menjadi tuntutan penting untuk mencapai keberhasilan pendidikan. Kesiapan seorang Dosen dalam meningkatkan kualitas dan intensitas kegiatan akademiknya mutlak menjadi kesadaran dan direncanakan secara komprehensif serta integral. Hal ini terutama yang berkaitan dengan implementasi Tri Dharma perguruan tinggi yakni pendidikan atau pengajaran, penelitian dan pengabdian pada masyarakat. Dosen sebagai tenaga kependidikan mempunyai posisi yang sangat strategis, di mana memiliki pengaruh langsung terhadap proses belajar, mutu lulusan dan pola keluaran yang kompetitif. Ini maknanya adalah bahwa mutu mahasiswa ditentukan bagaimana mutu tenaga dosennya sebagai unsur utama tenaga kependidikan. Istilah pengembangan profesi dosen menunjukkan usaha yang luas dalam meningkatkan pembelajaran dan kinerja di perguruan tinggi. Menurut Gaff (1975), ada tiga usaha lain yang saling berkaitan, yaitu pengembangan instruksional (instructional development), pengembangan organisasi (organization development), dan pengembangan professional (professional development). Bahkan sistem penjaminan mutu yang dikembangkan saat ini, dan telah menjadi acuan baku bagi tiap-tiap perguruan tinggi, menetapkan dosen sebagai sumber daya yang berkorelasi tinggi terhadap kemampuan lulusan untuk competition minded, yakni memiliki keahlian dan keilmuan sesuai dengan disiplin yang ditekuninya. Pentingnya posisi dosen dalam perguruan tinggi menuntut adanya dosen yang profesional, yakni dosen yang mampu menjalankan tugas profesinya dengan baik dan memiliki tanggung jawab atas tugas yang diembannya. Prinsip profesionalisme yang harus dimiliki oleh seorang dosen sebagaimana diatur dalam Undang-Undang Nomor 14 Tahun 2005 tentang guru dan dosen mengandung beberapa prinsip sebagai berikut a) Memiliki bakat, minat, panggilan jiwa, dan idealisme; b) Memiliki komitmen untuk meningkatkan mutu pendidikan, keimanan, ketakwaan, dan akhlak mulia; c) Memiliki kualifikasi akademik dan latar belakang pendidikan sesuai dengan bidang tugas; d) Memiliki kompetensi yang diperlukan sesuai dengan bidang tugas; e) Memiliki tanggung jawab atas pelaksanaan tugas keprofesionalan; f) Memperoleh penghasilan yang ditentukan sesuai dengan prestasi kerja; g) Memiliki kesempatan untuk mengembangkan keprofesionalan secara berkelanjutan dengan belajar sepanjang hayat; h) Memiliki jaminan perlindungan hukum dalam melaksanakan tugas keprofesionalan; dan i) Memiliki organisasi profesi yang mempunyai kewenangan mengatur hal-hal yang berkaitan dengan tugas keprofesionalan guru. Dalam Pedoman Penjamin Mutu Akademik – Universitas Indonesia (PPMA – UI) dinyatakan bahwa profesionalisme adalah nilai kultural, untuk senantiasa menyuguhkan karya terbaik (best practices) secara terus menerus tanpa batas (infinite searching for excellence), sesuai dengan profesinya. Profesionalisme seorang dosen bukan hanya terkait dengan penguasaannya terhadap suatu disiplin ilmu dan keahlian tertentu, tetapi juga dituntut perilaku dan amalan terbaiknya dalam penyelenggaraan pendidikan dan pengajaran, penelitian, dan pengabdian dan pelayanan pada masyarakat. Dengan demikian seorang dosen yang profesional mempunyai peran ganda, yaitu senantiasa memelihara dan mengembangkan profesionalisme dalam bidang keilmuan dan keahliannya, sekaligus berusaha memahami dan meningkatkan kepuasan pelanggannya. Pelanggan utama dosen adalah mahasiswa. Profesionalisme 484
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Dosen hendaknya sesuai dengan harapan para pihak yang tercermin pada kualitas pelaksanaan Tri Dharma Perguruan Tinggi. Perilaku cerdas para dosen yang ditunjukkan dengan Perilaku Profesional para dosen yakni dalam melaksanakan Tri Dharma Perguruan Tinggi dengan sebaik-baiknya dibutuhkan secara mutlak. Hal tersebut dapat dilakukan oleh para dosen yang memiliki kapabilitas insani yang tinggi. Menurut Hartanto (2009:466), bahwa kapabilitas insani merupakan perpaduan dari potensi insani dan kompetensi. Potensi insani dapat diwujudkan dalam berbagai karakteristik insani yang terkait dengan orang. Sedangkan kompetensi merupakan karakteristik insani yang terkait dengan pekerjaan. Potensi insani diartikan sebagai potensi yang tertanam (embadded) dalam diri manusia. Potensi Insani tercermin di dalam keyakinan, sikap, niat dan perilaku kerja yang dapat diaktualisasikan dalam bentuk perilaku cerdas bila mereka yang memilikinya bersedia menggunakannya bagi kepentingan organisasi. Menurut Bagis (2004), Potensi Insani yang utama terdiri dari Semangat Belajar Inovatif, Rasa Kompeten, Etos Kerja, Semangat Kolektif, Wawasan Aspiratif, dan Wawasan Etikal. Keseluruhannya bersifat ”Inside-Out.” Potensi insani sesungguhnya sukar didefinisikan dengan batasan yang pasti, tetapi dapat dimaknakan sebagai kekuatan karakter yang tumbuh dari keyakinan, keimanan, dan emosi seseorang tentang hal yang positif di dalam kehidupan kerja maupun sosial. Bagis (2004), menyatakan dalam konsep Manusia Bersumber Daya (MBD) bahwa Kompetensi adalah tingkat kemampuan seseorang yang dibangun dari Pengetahuan (Knowledge), Keterampilan (Skill), Pengalaman (Experience) dan Kemampuan (ability) Keseluruhannya bersifat ”Out side-In.” Menurut Harris (dalam Tjutju, Y. 2008), bahwa “Competencies are underlying bodies of knowledge, abilities, experiences, and other requirements necessary to successfully perform the job”. Artinya kompetensi merupakan pengetahuan dasar yang pokok, kemampuan, pengalaman, dan persyaratan yang diperlukan untuk melaksanakan pekerjaan dengan sukses. Banyak cara yang dilakukan untuk dapat meningkatkan kompetensi para dosen. Seperti memberikan pelatihan, pendidikan, bahkan pemerintah memberikan program sertifikasi. Program-program tersebut dapat saja meningkatkan kompetensi para dosen, tapi belum tentu memunculkan potensi insani para dosen. Dukungan dari Organisasi berupa penciptaan suasana kerja dalam organisasi atau Iklim Organisasional juga dapat memberikan kontribusi pada terciptanya dosen yang profesional. Iklim organisasional atau iklim kerja ditujukan sebagai media atau katalisator bagi terwujudnya konsolidasi internal dan interaksi profesional yang kreatif dan produktif, yang berlangsung secara berkelanjutan (Hartanto, 2009:275). Interaksi profesional biasanya berlangsung secara lancar apabila dilakukan di dalam suasana kerja yang akrab, bebas dari rasa takut, malu, dan sungkan, serta digerakkan oleh i’tikad untuk mewujudkan masa depan yang lebih baik dengan cara-cara yang etikal. Semua Perguruan Tinggi tentunya selalu menginginkan memiliki dosen yang profesional. Tidak terkecuali dalam hal ini Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur. Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur, sebagai lembaga pendidikan dan tenaga kependidikan (LPTK) merupakan salah satu lembaga pendidikan yang berada di bawah naungan Oraganisasi Nahdlatul Wathan. Lembaga ini 485
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didirikan sebagai wujud social responsibility Nahdlatul Wathan di samping kewajiban keagamaan. Visi Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur adalah ”menjadi Sekolah Tinggi yang unggul dan terdepan dalam penyelenggaraan Tri Dharma untuk menghasilkan lulusan yang berpredikat “Sarjana Pendidikan Santri yang profesional.” Dalam penelitian ini akan melihat profesionalisme dosen Pada Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur sebagai suatu perilaku profesional para dosen dalam hal pelaksanaan Tri Dharma Perguruan Tinggi yang berkualitas baik. Profesionalisme dosen Pada Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur saat ini terindikasi masih rendah. Rendahnya profesionalisme ini ditunjukkan dengan beberapa fenomena yang terjadi diantaranya adalah a) kurangnya disiplin para dosen dalam menjalankan peran mereka; b) kurangnya perhatian terhadap salah satu isi dari Tri Dharma Perguruan Tinggi yakni kegiatan penelitian; c) Para dosen jarang sekali bahkan sangat sedikit melakukan penelitian-penelitian ilmiah yang dapat dimanfaatkan oleh mahasiswa dan masyarakat; d) Masih terdapat dosen yang memiliki kualifikasi pendidikan S1 (Strata 1) sehingga kompetensi yang dimiliki masih rendah; e ) Proses rekrutmen tidak dilakukan sesuai dengan prinsip-prinsip rekrutmen dalam manajemen, seperti penarikan dan seleksi (tes kemampuan akademik, tes wawancara, dan micro teach). Untuk mewujudkan dosen Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur yang memiliki profesionalisme, maka sangat dibutuhkan dosen yang memiliki kompetensi dan mampu memunculkan potensi insani yang dimilikinya. Disamping itu juga, tersedianya iklim kerja yang kondusif sehingga mampu mendukung kearah terciptanya dosen yang profesional.
Metode Penelitian Jenis penelitian yang dipergunakan dalam penelitian ini adalah penelitian asosiatif. Penelitian asosiatif adalah penelitian yang mengkaji hubungan atau pengaruh dari satu atau lebih variabel terhadap variabel lainnya (Sugiyono : 2004 : 11). Penelitian ini adalah penelitian institusional untuk melihat persepsi dosen dalam kaitannya dengan pengaruh dari variabel potensi insani, kompetensi dan iklim organisasional terhadap profesionalisme dosen pada Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur. Populasi adalah wilayah generalisasi yang terdiri atas obyek atau subyek yang mempunyai kualitas dan karakteristik tertentu yang ditetapkan oleh peneliti untuk dipelajari dan kemudian ditarik suatu kesimpulannya. (Sugiyono, 2011 ). Menurut Encyclopedia of Educational Evaluation dalam Arikunto, 2010 mengungkapkan “A population is a set (or collection) of all elements prossessing one or more attributes of interest”. Jumlah Dosen yang ada pada Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur berjumlah 502 Dosen yang terdiri dari 232 Dosen Tetap dan 270 Dosen Tidak Tetap. yang menjadi target populasi pada penelitian ini adalah semua Dosen Tetap yang berjumlah 232 orang dan dosen tidak tetap yang berjumlah 270 orang yang tersebar pada Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur sebagaimana terlihat pada Tabel berikut ini.
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Tabel 1. Dosen PT Nahdlatul Wathan No
Nama Perguruan Tinggi
Tetap
Dosen Tidak Tetap
Jumlah
85 47 39 61 232
68 60 60 82 270
153 107 99 143 502
1 STKIP Hamzanwadi 2 IAIH Pancor 3 IAIH Anjani 4 STMIK Syaih Zainudin NW Anjani Jumlah Sumber : Data Sekunder
Menurut Sugiyono (2011: 62) sampel adalah bagian dari jumlah dan karakteritsik yang dimiliki oleh populasi. Sedangkan penentuan jumlah sampel yang akan diteliti ditentukan dengan rumus Taro Yamane yang dikutip oleh Rakhmat Riduwan (2010), adalah:
Keterangan : n = Jumlah Sampel N = Jumlah Populasi 2 d = Presisi yang ditetapkan (10%) sehingga jumlah sampel yang digunakan pada penelitian ini adalah. N 502 n= = N.d2 + 1 502. 0,12 + 1 502 = (502). (0,01) + 1 502 =
= 83,38 = 83 6,02 Pengambilan anggota sampel dilakukan secara acak sederhana dan proporsional pada setiap Perguruan Tinggi. Jumlah sampel pada penelitian ini sebanyak 83 responden. Untuk penentuan sampel pada Perguruan Tinggin lainnya menggunakan teknik perhitungan yang sama seperti formulasi di atas, dan hasil perhitungannya dapat terlihat pada Tabel berikut. Tabel 2. Tabel Penarikan Responden No 1 2 3 4
Perguruan Tinggi
STKIP Hamzanwadi IAIH Pancor IAIH Anjani STMIK Syaih Zainudin NW Anjani Jumlah Sumber : Data Sekunder diolah
Dosen Tetap 14 8 6 10 38
487
Dosen Tidak Tetap 11 10 10 14 45
Sampel 25 18 16 24 83
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Jenis data yang diperoleh dalam penelitian ini pada dasarnya adalah data kualitatif yang dikuantitatifkan berupa skor atau angka pada kuisioner. Dalam hal ini data tersebut diperoleh dari Dosen di Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur. Sumber Data Terdapat dua sumber data dalam penelitian ini sebagai berikut; a) Data Primer, yaitu data yang diperoleh secara langsung dan bersumber dari responden melalui hasil wawancara, pengisian kuesioner oleh responden yang berkaitan dengan variabel penelitian; b) Data Sekunder, yaitu data yang diperoleh dan bersumber dari naskah tertulis atau dokumen yang meliputi informasi mengenai pengorganisasian pekerjaan, khususnya tugas pokok dan fungsi serta sumber lain yang bersifat melengkapi data primer. Teknik dan Alat Pengumpulan Data Teknik pengumpulan data yang digunakan dalam penelitian ini adalah: Teknik angket yaitu pengumpulan data dengan cara menyebarkan kuisioner pada responden. Alat pengumpulan data yang dipergunakan dalam penelitian ini adalah kuesioner. Kuesioner adalah alat pengumpulan data berupa seperangkat pertanyaan atau pernyataan tertulis yang diberikan kepada responden untuk dijawab atau ditanggapi. Teknik Pengolahan Data Uji Normalitas Uji normalitas berguna untuk mengetahui apakah variabel terikat, variabel bebas, atau keduanya berdistribusi normal atau tidak. Uji kenormalan data bisa dilakukan dengan uji normalitas berdasarkan grafik dengan menggunakan bantuan SPSS 12.00 for windows. (Umar, 2008 : 77). Uji Asumsi Multikolinieritas Uji multikolinieritas berguna untuk mengetahui apakah pada model regresi yang diajukan telah ditemukan korelasi kuat antar variabel bebas. Uji Heteroskedastisitas Uji heteroskedastisitas dilakukan untuk mengetahui apakah dalam sebuah model regresi, terjadi ketidaksamaan varian dari residual suatu pengamatan ke pengamatan lain. Uji Autokorelasi Uji Autokorelasi berguna untuk mengetahui apakah dalam sebuah model regresi linier terdapat hubungan yang kuat baik positif maupun negative antar data yang ada pada variabel-variabel penelitian. Analisis Regresi Linear Berganda Data yang diperoleh melalui angket akan dilakukan analisis dengan menggunakan analisa kuantitatif dengan menggunakan analisa regresi berganda
Pembahasan Untuk memberikan gambaran yang jelas terhadap responden dalam penelitian ini, perlu diberikan gambaran tentang keadaan responden dilihat dari jenis kelamin, umur, status, pendidikan, masa kerja, dan honor. Dilihat dari jenis kelamin responden, maka responden yang dijadikan sebagai anggota sampel penelitian ini adalah.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Tabel 3. Keadaan Responden Berdasarkan Jenis Kelamin No 1 2
Jenis Kelamin Pria Wanita Total Sumber : Data Primer Diolah
Jumlah (org) 44 39 83
Prosentase (%) 53 47 100
Berdasarkan Tabel 3 dapat terlihat bahwa responden yang berjenis kelamin Pria sebanyak 53 orang (53%) lebih besar daripada responden yang berjenis kelamin Wanita yang berjumlah 39 orang (47.%). Keadaan responden dalam penelitian ini dilihat dari umur responden pada Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur dapat terlihat pada Tabel berikut. Tabel 4. Keadaan Responden Berdasarkan Umur No 1 2 3 4 5
Umur (Tahun) < 30 31 – 35 36 – 40 41 – 45 > 45 Total Sumber : Data Primer Diolah
Jumlah (org) 3 42 23 9 6 83
Prosentase (%) 3,6 50,6 27,7 10,8 7,2 100
Berdasarkan Tabel 4 dapat terlihat bahwa sebagian besar responden berumur 31 – 35 tahun berjumlah 42 orang (50,6), umur < 30 tahun berjumlah 3 orang (3,6 %), umur 36-40 tahun berjumlah 23 orang (27,7%) sedangkan responden yang berumur 41 – 45 tahun berjumlah 9 orang (10,8%) dan > 45 tahun berjumlah 6 orang (6,0 %). Dilihat dari tingkat pendidikan responden yang memiliki pendidikan S1 dan S2 dapat terlihat pada Tabel berikut. Tabel 5. Keadaan Responden Berdasarkan Tingkat Pendidikan No 1 2
Pendidikan S1 S2 Total Sumber : Data Primer Diolah
Jumlah (org) 65 18 83
Prosentase (%) 78,3 21,7 100
Dari Tabel 5 dapat terlihat bahwa dari responden yang dijadikan sampel penelitian untuk jenjang pendidikan Strata 1 (S1) memiliki prosentase yang lebih besar yaitu sebanyak 65 orang (78,3%) sedangkan sisanya 18 0rang (21,7%) yang berpendidikan Pasca Sarjana (S2). Keadaan responden dalam penelitian ini dilihat dari masa kerja responden pada Perguruan Tinggi Nahdlatul Wathan dapat terlihat pada Tabel berikut. 489
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Tabel 6. Keadaan Responden Berdasarkan Masa Kerja No Masa Kerja (Tahun) Jumlah (org) 1 <5 3 2 6 – 10 41 3 11 – 15 29 4 > 16 10 83 Total Sumber : Data Primer Diolah
Prosentase (%) 3,6 49,4 34,9 12,0 100
Dari Tabel 6 dapat terlihat bahwa sebagian besar responden, yaitu sebanyak 41 orang (49,4%) memiliki masa kerja 6 – 10 tahun, sebanyak 3 orang (3,6%) memiliki masa kerja < 5 tahun, sebanyak 29 orang (34,9%) memiliki masa kerja 11 - 15 tahun, dan sisanya 10 orang (12%) memiliki masa kerja > 16 tahun. Dilihat dari besarnya pendapatan yang diterima terdapat beragam jumlah pendapatan yang diterima mulai dari < Rp. 500.000 sampai lebih dari Rp. 1.500.000 sebagaimana terlihat pada Tabel berikut. Tabel 7. Keadaan Responden Berdasarkan Pendapatan No 1 2 3 4
Pendapatan (Rp) < 500.000 500.000 - 1.000.000 1.000.000 – 1.500.000 > 1.500.000 Total Sumber : Data Primer Diolah
Jumlah (org) 36 36 8 3 83
Prosentase (%) 43,4 43,4 9,6 3,6 100
Dari Tabel 7 dapat terlihat bahwa responden yang memiliki pendapatan sebesar < Rp. 500.000 dan pendapatan sebesar Rp. 500.000 – Rp. 1.000.000 masing-masing sebanyak 36 orang (43,4%). Sedangkan sebanyak 8 responden memiliki pendapatan Rp. 1.000.000 – Rp. 1.500.000 dan sisanya 3 orang memiliki pendapatan di atas Rp. 1.500.000. Uji Hipotesis Analisa ini dilakukan dengan menggunakan analisa regresi berganda dalam rangka uji model untuk mengetahui apakah variabel Potensi Insani (X1), Kompetensi (X2) dan Iklim Organisasional (X3) berpengaruh signifikan terhadap Profesionalisme Dosen (Y) pada Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur. Analisa ini dilakukan dengan menggunakan program SPSS 12.00 for windows. Tabel 8. t Hitung dan Significant
Model Constant Potensi Insani (X1) Kompetensi (X2) Iklim Organisasional (X3) Sumber : Data Primer Diolah
Unstandardized Coefisients B Std. Error 0.989 0.462 0.594 0.095 0.164 0.066 0.062 0.053 490
Standar Coeficients Beta 0.555 0.221 0.100
t hitung 2.140 6.240 2.485 1.159
Sig 0.035 0.000 0.015 0.250
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Dari persamaan regresi tersebut diperoleh informasi bahwa semua variabel bebas memiliki nilai positif yang meliputi variabel Potensi Insani (X1) sebesar 0.594, Kompetensi sebesar 0.164 dan Iklim Organisasional sebesar 0.062 berpengaruh secara signifikan terhadap Profesionalisme Dosen, sedangkan faktor lain diasumsikan konstan. Uji Hipotesis 1 (Uji F/Simultan) Hipotesis 1 (Uji F /Simultan) merupakan pengujian secara bersama-sama terhadap variabel independen. Untuk melihat pengaruh secara simultan (bersama-sama) dapat dilihat dari nilai F dan R Square pada Tabel berikut. Tabel 9. Hasil Uji F (Uji Simultan) Model
R
Potensi Insani, Kompetensi, .617 Iklim Organisasional Sumber : Data Primer Diolah
R Square
Adjusted R Square
F
Sig
.380
.357
19.468
.000
Pada tingkat kepercayaan 95 % (α = 5%) diperoleh nilai F tabel = 2,05 sedangkan nilai F hitung = 19.468 sehingga F hitung > F tabel dan nilai signifikan 0.000 lebih kecil dari 0,05 maka Potensi Insani, Kompetensi dan Iklim Organisasional berpengaruh secara signifikan secara simultan terhadap Profesionalisme Dosen Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur. Berdasarkan Tabel 9 nilai R Square (model 1) menunjukkan bahwa R Square (koefisien determinasi) untuk model ini sebesar 0.380 ini berarti 38 % Profesionalisme Dosen Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur dapat dijelaskan oleh variabel X yang terdiri dari Potensi Insani, Kompetensi dan Iklim Organisasional, sedangkan sisanya 62 % (100% - 38% ) dijelaskan oleh sebab-sebab atau variabel-variabel lainnya. Uji Hipotesis 2 (Uji T) Uji hipotes 2 ini dilakukan untuk mengetahui pengaruh signifikan secara parsial Potensi Insani, Kompetensi dan Iklim Organisasional terhadap Profesionalisme Dosen pada Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur. Dalam pengujian ini dilakukan dengan uji t test dengan membandingkan antara t hitung dengan t tabel sebagaimana hasil perhitungan terlihat pada Tabel 8. Pengaruh Potensi Insani Terhadap Profesionalisme Dosen Berdasarkan Tabel 8 tersebut di atas bahwa Potensi Insani merupakan variabel yang memiliki nilai T hitung yaitu 6.240 yang lebih besar dari nilai T tabel dengan α 0,05 % = 1.980. Kenyataan ini berarti bahwa hipotesis nihil (Ho) ditolak dan menerima hipotesis alternative (Ha). Konsekuensi dari penerimaan Ha tersebut memiliki makna bahwa Potensi Insani mempunyai pengaruh yang signifikan terhadap Profesionalisme Dosen pada Perguruan Tinggi Nadhlatul Wathan di Lombok Timur. Pengaruh Kompetensi Terhadap Profesionalisme Dosen Berdasarkan Tabel 8 tersebut di atas bahwa Kompetensi merupakan variabel yang memiliki nilai T hitung yaitu 2.485 yang lebih besar dari nilai T tabel dengan α 0,05 % = 1.980. Kenyataan ini berarti bahwa hipotesis nihil (Ho) ditolak dan menerima hipotesis alternative (Ha). Konsekuensi dari penerimaan Ha tersebut memiliki makna bahwa 491
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Kompetensi mempunyai pengaruh yang signifikan terhadap Profesionalisme Dosen pada Perguruan Tinggi Nadhlatul Wathan di Lombok Timur. Pengaruh Iklim Organisasional Terhadap Profesional Dosen Berdasarkan Tabel 8 tersebut di atas bahwa pengembangan profesi merupakan variabel yang memiliki nilai T hitung yaitu 1.159 yang lebih kecil dari nilai T tabel dengan α 0,05 % = 1.980. Berdasaarkan kenyataan tersebut, maka Iklim Organisasional tidak berpengaruh secara signifikan terhadap Profesionalisme Dosen atau dengan kata lain hipotesis alternative (Ha) yang mengatakan terdapat pengaruh yang signifikan Iklim Organisasional terhadap Profesionalisme Dosen ditolak. Dengan demikian dapat disimpulkan bahwa Iklim Organisasional memiliki pengaruh terhadap Profesionalisme Dosen Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur tapi tidak signifikan. Uji Hipotesa 3 Uji ini dimaksudkan untuk mengetahui manakah dari variabel Potensi Insani, Kompetensi dan Iklim Organisasional yang paling dominan pengaruhnya terhadap Profesionalisme Dosen pada Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur. Memperhatikan nilai T hitung pada Tabel 8 Potensi Insani memiliki nilai yang paling besar diantara nilai yang dimiliki oleh variabel bebas lainnya yaitu sebesar 6.240. Berdasarkan hasil perhitungan tersebut ini Potensi Insani merupakan variabel yang paling dominan pengaruhnya terhadap Profesionalisme Dosen pada Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur. Oleh karena itu hipotesis 3 yang berbunyi ; Kompetensi merupakan variabel yang paling dominan pengaruhnya terhadap Profesionalisme Dosen pada Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur, tidak terbukti benar.
Simpulan Berdasarkan hasil penelitian dan pembahasan yang telah disampaikan pada bab sebelumnya, dapat diperoleh suatu simpulan sebagai berikut. 1. Hasil analisa regresi berganda menunjukkan bahwa variabel Potensi Insani, Kompetensi dan Iklim Organisasional berpengaruh secara simultan terhadap Profesionalisme Dosen pada Perguruan Tinggi Nahdlatul Wathan di kabupaten Lombok Timur. Hasil analisa ini mendukung hipotesis 1 yang bermakna bahwa variable Potensi Insani, Kompetensi dan Iklim Organisasional berpengaruh secara simultan (bersama-sama) terhadap Profesionalisme Dosen pada Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur. 2. Berdasarkan analisis data R Square diperoleh hasil 38 % Profesionalisme Dosen itu dipengaruhi oleh Potensi Insani, Kompetensi dan Iklim Organisasional sedangkan 62 % (100 % - 38 %) dipengaruhi oleh variable-variabel lainnya. 3. Secara parsial menunjukkan bahwa variabel Potensi Insani dan Kompetensi berpengaruh secara signifikan terhadap Profesionalisme Dosen pada Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur. Sedangkan Iklim Organisasional tidak mendukung hipotesis alternative (Ha) yang berbunyi terdapat pengaruh yang signifikan Potensi Insani dan Kompetensi terhadap Profesionalisme Dosen pada Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur, dengan kata lain Ha ditolak dan menerima Ho. 4. Variabel Potensi Insani merupakan variabel yang paling dominan mempengaruhi Profesionalisme Dosen pada Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur, terbukti nilai T hitung lebih besar daripada nilai T hitung pada variabel 492
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
lainnya. Hasil analisa ini tidak mendukung hipotesis 3 yang menduga bahwa Kompetensi merupakan variabel yang paling dominan pengaruhnya terhadap Profesionalisme Dosen pada Perguruan Tinggi Nahdlatul Wathan di Kabupaten Lombok Timur.
Daftar Pustaka ______.(2005), Peraturan Pemerintah Nomor 19 Tahun 2005 Tentang Standar Nasional Pendidikan. ______.(2005), Undang-Undang Nomor 14 Tahun 2005 Tentang Guru dan Dosen. ______.(2002), Peraturan Menteri Pemberdayaan Aparatur Negara Tahun 2002 tentang Pedoman Pengembangan Budaya Kerja, Jakarta: BKN. ______.(2006), Himpunan Peraturan Tentang Pola Pembinaan Karier Dosen Perguruan Tinggi Di Indonesia, Direktorat Ketenagaan, Dirjen Dikti, DepDikNas. ______.(2007), Pedoman Penjaminan Mutu Akademik, Badan Penjaminan Mutu Akademik Universitas Indonesia. Bagis, A. A. (2004), Manusia Bersumber Daya, Mataram: Laboratorium Manajemen, Fakultas Ekonomi, Universitas Mataram. Hartanto, F. M. (2009), Paradigma Baru Manajemen Indonesia, Bandung: PT. Mizan dan PT. Integre Quadro. Maister, H. D. (1998), True Profesionalisme Sejati, Jakarta: Gramedia Pustaka Utama Maju. Mulyasa, E. (2007), Kurikulum Tingkat Satuan Pendidikan, Bandung : Cetakan keempat, PT. Remaja Rosdakarya. Nurbahadin (2009), Analisa pengaruh kompetensi dan iklim organsisasi terhadap kinerja pegawai ; studi pada kantor pelayanan pajak pratama praya, Tesis, Program Magister Manajemen, Pasca Sarjana Universitas Mataram. Lombok Tengah, Tesis, Program Magister Manajemen, Pasca Sarjana Universitas Mataram. Riduwan (2010), Pelajaran Mudah Penelitian untuk Guru, Karyawan dan Peneliti Pemula, Bandung : Cetakan keenam, Alfabeta. Ridwan (2006), Metode dan Teknik Menyusun Tesis, Bandung : Alfabeta. Santosa, P. B. (2005), Analisa Statistik dengan Microsoft Execl dan SPSS, Yogyakarta: Penerbit Andi. Suparno (2002), Filsapat Kontruktivisme Dalam Pendidikan, Jakarta : Penerbit Kanisius.
Sedarmayanti (2001), Sumber Daya Manusia dan Produktivitas Kerja, Mandar Maju Bandung. Sudarwan, D. (2002), Inovasi Pendidikan; Dalam Upaya Peningkatan Profesionalisme Tenaga Kependidikan, Bandung: Pustaka Setia. Sudirman (2010), Pengaruh Pendidikan, Pelatihan, Penilaian Kerja, Kemauan Belajar, Dan Disiplin Kerja Terhadap Profesinalisme PNS Sekretariat Daerah Kota Mataram, Tesis, Program Magister Manajemen, Pasca Sarjana Universitas Mataram. Sugiyono (2004), Metode Penelitian Administrasi, , Bandung: Alfabeta. Tjutju, J. (2008), Manajemen Sumber Daya Manusia : Teori, Aplikasi, dan Isu Penelitian, Bandung : Alfabeta. Umar, H. (2008), Metode Penelitian untuk Skripsi Dan Tesis Bisnis, Jakarta : PT. Raja Grafindo Persada.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The Development Of Match Learning Materials Base On Scientific Approach To Increase Students Basic Ability Of Match in X Grade of MA Mu’alimat NW Pancor Muhammad Gazali Universitas Hamzanwadi, Indonesia [email protected]
Abstract This research aimed to know how the development of match learning material base on scientific approach to increase students basic ability of match in X grade of MA Mu’alimat NW Pancor in the school year 2014/2015. The design of this research is research and development (R&D). This research is to develop match learning material product based on scientific approach. To get the worthiness of data product, Nieven criteria used as reference for the worthiness criteria of development model state by Plomp. This experiment conducted at MA Mu’alimat NW Pancor with 30 people students, in conducted the experiment I collaborate with teacher and two observers as an implementer in teaching learning process by scientific approach in case of using match learning material. To collect the data the researcher uses: a) assessment instrument; b) validation; c) observation; d) inquiry and e) learning test result. The data analyzed by determine the normal value afterward conversed to be five scale qualitative data. The research result of Instruments worthiness who conducted by expert founded suitable instruments to used. The researcher found the validation data of this learning design was 4,00 categorized “valid” as a book design and average value 3,88 categorized “valid” for whole learning equipment. The implementation of this learning design refers to feature of practicability and effectiveness based on the expert in operational way in classroom. Practicability data of learning design based on the expert in average value is 4,08 categorized “high” and average value 3,11 categorized “enough” in operational way which was assembled by using observation form of learning design implementation by observer. The data effectiveness of learning design founded average value 3,47 categorized “enough” for the teachers class management ability, time percentage achievement average 33,0%, 17,3%, and 17,2%, which was mention the ideal time achievement was filled from percentage limit ideal time of students activity is 30% - 40% for the 3th criteria and 10% - 20% for the 4th and 5th average 34,0%, 12,0%, and 34,7%, as mentioned ideal time achievement from the limit value of teachers activity is 35% - 45% for the 2nd criteria , 5% - 10% for the 3th criteria, and 25% 35% for the 4th criteria. It can be mention students response about learning design is positive it known from 20 or 84% of 30 students gave good response to the learning design which was used. Finally, from the learning result found 78% students value achievement more than minimal score. Based on the research conducted by the researcher and data testing result, match learning design by using scientific approach can be mention suitable based on the minimum criteria which was considered as “enough”, however there are some version of book design and learning tools which was conducted based on suggestion from expert to get a perfect product which have been developed. Keywords: scientific approach, teaching tool.
Pendahuluan Pendidikan nasional bertujuan membentuk organisasi pendidikan yang bersifat otonomi pendidikan yang mampu memberikan inovasi dalam pendidikan untuk menuju suatu 494
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
lembaga yang beretika, bernalar, dan memiliki sumber daya manusia yang sehat dan tangguh. Secara mikro pendidikan nasional bertujuan membentuk manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, beretika (beradab dan berwawasan budaya bangsa Indonesia), memiliki nalar ( maju, cakap, cerdas, kreatif, inovatif dan bertanggung jawab), berkemampuan komunikasi sosial (tertib dan sadar hukum, kooperatif dan kompetitif, demokratis) dan berbadan sehat sehingga menjadi manusia yang mandiri (Mulyasa, 2006: 19-20). Salah satu kriteria guru yang berpengalaman dan profesional adalah jika guru itu dapat mengenal dan memahami peserta didiknya. Dalam praktek pendidikan di sekolah sering kali kita jumpai sistem pembelajaran maupun tindakan guru yang tidak sesuai dengan situasi dan kondisi serta kebutuhan anak. Penerapan strategi dan media yang selalu sama pada semua materi pelajaran, pembelajaran yang secara rutin didominasi oleh keaktifan guru, tuntutan kurikuler yang terlalu tinggi kepada peserta didik, merupakan beberapa contoh bahwa belum adanya inovasi yang dilakukan guru dalam merencanakan dan melaksanakan pembelajaran. Kondisi tersebut salah satunya bersumber dari kurangnya pemahaman guru terhadap hakekat, sifat, dan karakteristik peserta didik. Oleh karena itu pemahaman guru terhadap peserta didik merupakan salah satu kompetensi yang perlu dikuasai oleh seorang guru. Marsigit (2008: 1) mangemukakan gambaran umum praktek pengajaran sekolah dasar dan menengah di Indonesia adalah peranan guru yang menonjol dalam menentukan segala aktivitas murid (teacher-directed); mereka menggunakan sebagian besar waktunya untuk memberikan (convey) informasi kepada siswa. Penelitian yang dilakukan menunjukkan bahwa guru lebih banyak berfungsi sebagai pemberi perintah/instruksi, mengajukan pertanyaan-pertanyaan, memberikan penjelasan dan tugas-tugas tanpa memperhatikan kebutuhan siswa; siswa kurang didorong untuk saling belajar antara satu dengan yang lainnya. Guru mengalami kesulitan dalam menangani kemampuan siswa yang berbedabeda; mengalami kesulitan dalam menerapkan cara belajar siswa aktif; mengalami kesulitan dalam memanfaatkan sumber ajar khususnya media atau alat-peraga. Faktor utama yang mempengaruhi gaya mengajar adalah beban guru dalam mengantar para siswanya untuk memperoleh hasil akhir sebaik-baiknya dan beban kurikulum untuk menyelesaikan target silabus yang telah ditetapkan. Kesulitan dalam menangani kemampuan siswa yang berbeda-beda dan menerapkan cara belajar siswa aktif juga dialami oleh sebagian besar guru-guru yang MA Muallimat NW Pancor. Hal tersebut terlihat dari gaya mengajar mereka yang masih menerapkan metodemetode konvensional dan tidak memperhatikan kemampuan siswa yang berbeda-beda. Dalam proses pembelajaran, guru cenderung untuk menjelaskan atau memberitahukan segala sesuatu kepada siswa. Mereka kurang memberi tugas yang untuk pemecahan masalah ataupun untuk didiskusikan secara berkelompok. Pertanyaan-pertanyaan yang diajukan guru pada siswa sering kali besifat mengharapkan jawaban ”betul atau salah”, bukan mengharapkan proses. Hal tersebut bisa membuat pelajaran menjadi kurang bermakna dan menjadikan siswa menjadi pasif dalam proses pembelajaran. Padahal dalam pembelajaran seorang guru mengetahui karakteristik peserta didiknya, media dan sumber belajar yang sesuai dengan kondisi siswa dan kompetensi belajar yang ingin dicapai. Namun kenyataannya, dalam kegiatan pembelajaran di kelas sebagian besar guru hanya berpatokan pada perangkat pembelajaran yang sudah tersedia walaupun disesuaikan dengan standar kompetensi yang ada. Hal tersebut membuat guru menjadi malas dan kurang kreatif untuk mengembangkan perangkat pembelajaran sendiri yang 495
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sesuai dengan karakteristik matematika sekolah dan karakteristik peserta didiknya. Seiring diberlakukannya kurikulum 2013 yang lebih mengarahkan kepada saintifik aproach diharapkan guru dapat meningkatkan prestasi siswa khususnya pada pelajaran matematika dengan berkreasi dan berinovasi menggunakan berbagai macam strategi pembelajaran yang berkembang saat ini. Banyak sekali model-model pembelajaran yang bisa di pilih oleh guru, namun dalam memilih strategi pembelajaran diperlukan beberapa pertimbangan antara lain, keadaan siswa, keadaan sekolah, lingkungan belajar yang dapat kemajuan kehidupan sosial di masyarakat, serta tujuan pembelajaran yang ingin dicapai. Dari banyak strategi pembelajaran yang bisa dikembangkan oleh guru dalam proses pembelajaran, diantaranya adalah strategi pembelajaran kooperatif multilevel yang merupakan pengembangan dari belajar kooperatif dengan landasan filosofisnya adalah kontruktivisme. Strategi pembelajaran kooperatif multilevel dipilih sebagai model pembelajaran yang digunakan guru untuk mengajar matematika karena strategi belajar dengan kooperatif multilevel menyajikan pembelajaran yang aktif, kreatif, efektif, dan menyenangkan. Siswa dapat mengaktualkan kemampuannya melalui perannya dalam kegiatan pembelajaran. Siswa juga bekerja dalam kelompok-kelompok yang bisa menumbuhkan rasa sosial mereka.
Kajian Pustaka Pembelajaran Matematika Nyimas Aisyah (2007: 4) menyatakan pada hakikatnya pembelajaran matematika adalah proses yang sengaja dirancang dengan tujuan untuk menciptakan suasana lingkungan yang memungkinkan seseorang (pelajar) melaksanakan kegiatan belajar matematika, dan memberikan peluang kepada siswa untuk berusaha dan mencari pengalaman tentang matematika. Sedangkan pembelajaran matematika di sekolah dimaksudkan sebagai proses yang sengaja dirancang dengan tujuan menciptakan suasana lingkungan sekolah/kelas yang memungkinkan kegiatan belajar matematika siswa. Depdiknas (Fadjar Shadiq, 2004: 8) menyatakan bahwa mata pelajaran matematika di SD, SMP, SMA, dan SMK bertujuan agar peserta didik memiliki kemampuan sebagai berikut: a. Memahami konsep atau algoritma, menjelaskan keterkaitan antar konsep dan mengaplikasikan konsep atau algoritma secara luwes, akurat, efisien, dan tepat dalam pemecahan masalah. b. Menggunakan penalaran pada pola dan sifat, melakukan manipulasi matematika dalam membuat generalisasi, menyusun bukti, atau menjelaskan gagasan dan pernyataan matematika. c. Memecahkan masalah yang meliputi kemampuan memahami masalah, merancang model matematika, menyelesaikan model dan menafsirkan solusi yang diperoleh. d. Mengkomunikasikan gagasan dengan symbol, table, diagram, atau media lain untuk memperjelas keadaan atau masalah. e. Memiliki sikap menghargai kegunaan matematika dalam kehidupan, yaitu memiliki rasa ingin tahu, perhatian, dan minat dalam mempelajari matematika, serta sikap ulet dan percaya diri dalam pemecahan matematika. Pendekatan Saintifik Pembelajaran dengan pendekatan saintifik adalah proses pembelajaran yang dirancang sedemikian rupa agar anak didik secara aktif membentuk konsep, hukum atau prinsip melalui tahapan-tahapan mengamati (untuk mengidentifikasi atau menemukan masalah), merumuskan masalah, mengajukan atau merumuskan hipotesis, mengumpulkan data 496
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dengan berbagai teknik, menganalisis data, menarik kesimpulan dan mengomunikasikan konsep, hukum atau prinsip yang ditemukan. Pendekatan saintifik dimaksudkan untuk memberikan pemahaman kepada anak didik dalam mengenal, memahami berbagai materi menggunakan pendekatan ilmiah. Informasi bisa berasal dari mana saja, kapan saja, tidak bergantung pada informasi yang searah dari guru (Kementrian Malaysia, 2011). Nurul dalam Ali (2013) menyebutkan bahwa “Pendekatan pembelajaran saintifik merupakan pembelajaran yang menggunakan pendekatan ilmiah dan inkuri dalam pelaksanaan pembelajaran. Pendekatan saintifik merupakan pembelajaran yang mengadopsi langkah-langkah saintis dalam membangun pengetahuan melalui metode ilmiah dan inquiri. Kegiatan pembelajaran saintifik dilakukan melalui proses mengamati, menanya, mencoba, mengasosiasi dan mengomunikasikan. Lima pengalaman belajar ini diimplementasikan dalam model atau strategi pembelajaran, metode, teknik, maupun taktik yang digunaka.” Edwerd dan Loviredge, (2011) mengatakan “Pembelajaran saintifik adalah pembelajaran yang mengajarkan tentang pembelajaran yang berdasarkan dari pengalaman yang didapat dari lingkungan dan dikaitkan dengan pembelajaran yang dilalui.” Lebih lanjut Capay (2013) menyebutkan bahwa dalam pendekatan saintifik mengajarkan tentang keaahlian dasar dalam pembelajaran sains yang meliputi: 1) Mengamati, 2) Menyusun hipotesis dan 3) Mengklasifikasi atau menyeleksi. Sedangkan dalam Permendiknas No 81A 2013 menyebutkan bahwa dalam pembelajaran, anak didik didorong untuk menemukan sendiri dan mentransformasikan informasi kompleks, mengecek informasi baru dengan yang sudah ada dalam ingatannya, serta melakukan pengembangan menjadi informasi atau kemampuan yang sesuai dengan lingkungan, zaman, tempat dan waktu ia hidup. Anak didik adalah subjek yang memiliki kemampuan secara aktif mencari, mengolah, mengkonstruksi dan menggunakan pengetahuan. Untuk itu, pembelajaran harus berkenaan dengan kesempatan yang diberikan kepada anak didik untuk menyusun pengetahuan dalam proses kognitif. Untuk benar-benar memahami dan dapat menerapkan pengetahuan, anak didik perlu didorong untuk bekerja memecahkan masalah, menemukan segala sesuatu untuk dirinya dan berupaya keras mewujudkan ide-ide. Depdiknas (2013) menekankan penggunaan pendekatan ilmiah (scientific approach) yaitu pada dimensi pedagogik modern dalam pembelajaran. Hal ini dimaksudkan untuk memberikan pemahaman kepada anak didik dalam mengenal, memahami berbagai materi menggunakan pendekatan ilmiah, bahwa informasi bisa berasal dari mana saja dan kapan saja. Kondisi pembelajaran saat ini diharapkan diarahkan agar anak didik mampu merumuskan masalah (dengan banyak menanya), bukan hanya menyelesaikan masalah dengan menjawab saja. Untuk mewujudkan hal tersebut, kemudian dirancang proses pembelajaran yang terdiri atas lima pengalaman belajar pokok yaitu: Mengamati Dalam kegiatan mengamati, guru membuka secara luas dan bervariasi memberikan kesempatan pada anak didik untuk melakukan pengamatan melalui kegiatan; melihat, menyimak, mendengar dan membaca. Guru memfasilitasi anak didik untuk melakukan pengamatan, melatih mereka untuk memperhatikan (melihat, membaca, mendengar) hal yang penting dari suatu benda atau objek. 497
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Menanya Dalam kegiatan menanya, guru membuka kesempatan secara luas kepada anak didik untuk bertanya yang sudah dilihat, disimak dan dibaca. Guru perlu membimbing anak didik untuk dapat mengajukan pertanyaan,b aik berupa hasil pengamatan objek yang konkrit sampai kepada yang abstrak berkenaan dengan fakta, konsep dan prosedur, maupun yang bersifat faktual sampai kepada pertanyaan yang bersifat hipotetik. Dari situasi ini anak didik dilatih untuk bisa bertanya dengan bimbingan guru sampai mampu mengajukan pertanyaan secara mandiri. Dari kegiatan menanya ini akan dihasilkan sejumlah pertanyaan. Kegiatan menanya dikembangkan rasa ingin tahu anak didik, semakin terlatih dalam bertanya maka rasa ingin tahu semakin dapat dikembangkan. Pertanyaan terebut menjadi dasar untuk mencari informasi yang lebih lanjut dan beragam dari sumber yang ditentukan guru sampai yang ditentukan anak didik, dari sumber yang tunggal sampai sumber yang beragam. Mengumpulkan Informasi Tindak lanjut dari bertanya adalah menggali dan mengumpulkan informasi dari berbagai sumber melalui berbagai cara. Untuk itu, anak didik dapat membaca buku yang lebih banyak, memperhatikan fenomena atau objek yang lebih teliti, atau bahkan melakukan eksperimen. Dari kegiatan tersebut terkumpul sejumlah informasi. Mengasosiasi Informasi tersebut menjadi dasar bagi kegiatan berikutnya yaitu pemerosesan informasi untuk menemukan keterkaitan satu informasi dengan lainnya, menemukan pola dari keterkaitan informasi dan bahkan mengambil berbagai kesimpulan dari pola yang ditemukan. Mengkomunikasikan Kegiatan berikutnya adalah menuliskan atau menceritakan apa yang ditemukan dalam kegiatan mencari informasi, mengasosiasikan dan menemukan pola. Hasil tersebut disampikan di kelas dan dinilai oleh guru sebagai hasil belajar anak didik atau kelompok anak didik tersebut. Hal yang sama juga diungkapkan oleh Almasyah (2013) menyebutkan bahwa langkahlangkah pendekatan pembelajaran saintifik adalah sebagai berikut: a. Mengamati, kegiatan mengamati bertujuan agar pembelajaran berkaitan erat dengan konteks situasi nyata yang dihadapi dalam kehidupan sehari-hari. Proses mengamati fakta atau fenomena mencakup mencari informasi, melihat, mendengar, membaca dan atau menyimak. b. Menanya, kegiatan menanya dilakukan sebagai salah satu proses membangun pengetahuan anak didik dalam bentuk fakta, konsep, prinsip, prosedur, hukum dan terori. c. Mengumpulkan data atau eksperimen atau eksplorasi, kegiatan eksperimen bermanfaat untuk meningkatkan keingintahuan anak didik dalam memperkuat pemahaman fakta, konsep, prinsip ataupun prosedur dengan cara mengumpulkan data, mengembangkan kreativitas dan keterampilan kerja ilmiah. d. Mengasosiasi, kegiatan mengasosiasi bertujuan untuk membangun kemampuan berpikir dan bersikap ilmiah. Informasi (data) hasil kegiatan mencoba menjadi dasar bagi kegiatan berikutnya yaitu memproses informasi untuk menemukan keterkaitan satu
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informasi dengan informasi lainnya, menemukan pola dari keterkaitan informasi dan bahkan mengambil berbagai kesimpulan dari pola yang ditemukan. e. Mengomunikasikan, kegiatan ini adalah menuliskan atau menceritakan apa yang ditemukan dalam kegiatan mencari informasi, mengasosiasikan dan menemukan pola. Adapun menurut Majid (2014) pendekatan saintifik (scientific approach) dalam pembelajaran meliputi: a. Mengamati, kegiatan ini mengutamakan kebermaknaan proses pembelajaran. Metode ini memiliki keunggulan tertentu seperti menyajikan media objek secara nyata yang akan membuat anak didik senang, tertantang dan mudah pelaksanaannya. Metode mengamati sangat bermanfaat bagi pemenuhan rasa ingin tahu anak didik sehingga proses pembelajaran memiliki kebermaknaan yang tinggi. b. Menanya, dalam kegiatan ini guru harus mampu menginspirasi anak didik dalam mengembangkan dan meningkatkan ranah sikap, keterampilan dan pengetahuannnya. Kriteria pertanyaan yang baik antara lain; singkat dan jelas, menginspirasi jawaban, memiliki fokus, bersifat probling atau divergen, bersifat validatif atau penguatan, memberi kesempatan anak didik untuk berfikir ulang, merangsang peningkatan tuntutan kemampuan kognitif dan merangsang proses interaksi. c. Menalar, suatu istilah dalam kerangka proses pembelajaran dengan pendekatan ilmiah yang dianut dalam kurikulum 2013 untuk menggambarkan bahwa guru dan anak didik merupakan pelaku aktif. Dalam pembelajaran menekankan anak lebih aktif dari guru. Penalaran adalah proses berfikir yang logis dan sistematis atas kata-kata empiris yang dapat diobservasi untuk memperoleh kumpulan berupa pengetahuan. Penalaran yang dimaksud adalah penalaran ilmiah, walaupun penalaran nonilmiah tidak selalu bermanfaat. d. Mengolah, pada tahap ini anak didik sedapat mungkin dikondisikan belajar secara kolaboratif, yang menekankan anak didik lebih aktif. Dalam situasi ini, anak didik berinteraksi dengan empati, saling menghormati dan menerima kekurangan atau kelebihan masing-masing. Sehingga akan tumbuh rasa aman yang memungkinkan anak didik menghadapi aneka perubahan dan tuntutan belajar secara bersama. e. Mencoba, anak didik harus mencoba atau melakukan percobaan untuk memperoleh hasil belajar yang nyata atau otentik, terutama materi atau substansi yang sesuai. Agar pelaksanaan percobaan berjalan lancar maka; 1) guru hendaknya merumuskan tujuan eksperimen yang akan dilaksanakan anak didik, 2) guru bersama anak didik mempersiapkan perlengkapan yang digunakan, 3) perlu memperhitungkan tempat dan waktu, 4) guru menyediakan kertas kerja untuk pengarahan kegiatan anak didik, 5) guru membicarakan masalah yang dijadikan eksperimen, 6) membagi kertas kerja pada anak didik, 7) anak didik melaksanakan eksperimen dengan bimbingan guru, dan 8) guru mengumpulkan hasil kerja anak didik dan mengevaluasinya, jika dianggap perlu didiskusikan secara klasikal. f. Menyimpulkan, kegiatan menyimpulkan merupakan kelanjutan dari kegiatan mengolah, bisa dilakukan bersama-sama dalam satu kesatuan kelompok, atau dikerjakan sendiri setelah mendengarkan hasil kegiatan mengolah informasi. g. Menyajikan, hasil tugas yang telah dilakukan bersama-sama dapat disajikan dalam bentuk laporan tertulis dan dijadikan sebagai salah satu bahan fortopolio kelompok dan individu setelah melakukan konsultasi dengan guru. Walaupun kegiatan ini dilakukan secara kelompok, namun setiap individu sebaiknya mencatat hasil pekerjaan sendiri. h. Mengkomunikasikan, pada tahap ini anak didik diharapkan mengomunikasikan hasil pekerjaan yag telah disusun baik secara kelompok maupun individu. Tujuannya untuk diklarifikasi oleh guru dan agar anak didik mengetahui secara benar atau ada yang harus 499
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diperbaiki. Proses pembelajaran diharapkan dan diarahkan untuk melatih berpikir analitis (anak didik diajarkan bagaimana mengembil keputusan) bukan berpikir mekanistis (rutin hanya dengan mendengar dan menghapal semata). Menurut Sudarman, (dalam Majid, 2014), pendekatan saintifik bercirikan penonjolan dimensi pengamatan, penalaran, penemuan, pengabsahan dan penjelasan tentang suatu kebenaran. Dengan demikian, proses pembelajaran harus dilaksanakan dengan dipandu nilai-nilai, prinsipprinsip atau kriteria ilmiah. Proses pembelajaran disebut ilmiah jika memenuhi kriteria berikut: 1. Substansi atau materi pembelajaran berbasis pada fakta atau fenomena yang dapat dijelaskan dengan logika atau penalaran tertentu, bukan sebatas kira-kira, khayalan, legenda atau dongeng semata. 2. Penjelasan guru, respon anak didik, dan intraksi edukatif guru-anak didik terbebas dari prasangka yang serta merta, pemikiran subjektif atau penelaran yang menyimpang dari alur berfikir logis. 3. Mendorong dan menginspirasi anak didik berpikir secara kritis, analistis, dan tepat dalam mengidentifikasikan, memahami, memecahkan masalah dan mengaplikasikan substansi atau materi pembelajaran. 4. Mendorong dan menginspirasi anak didik mampu memahami, menerapkan dan mengembangkan pola berfikir yang rasional dan objektif dalam merespon substansi atau materi pembelajaran. 5. Berbasis pada konsep, teori dan fakta empiris yang dapat dipertanggung jawabkan. 6. Tujuan pembelajaran dirumuskan secara sederhana dan jelas, namun menarik sistem penyajiannya. Osman (2007) menyebutkan bahwa dalam pendekatan pembelajaran saintifik akan membangun sikap yang dapat diukur, adapun sikap yang dimaksud adalah: 1. Berpikir kritis Sikap saintifik ini melihat kepada sikap seseorang untuk menanya. Sifat seseorang yang berpikiran kritis diantaranya sentiasa mencari tentang ketidakseragaman dalam suatu pernyataan, melihat kepada berbagai sumber atau pakar, ataupun mencari bukti empirik untuk menyokong atau sebaliknya bagi sesuatu pernyataan. Apa yang ditanyakan oleh seseorang yang berpemikiran kritis bukan hanya tertumpu kepada persoalan mengapa, bagaimana dan apa semata tetapi turut mencari kesahihan dan kebenaran sesuatu pernyataan yang dikemukakan oleh seseorang. 2. Berpikir logis Sikap saintifik ini merujuk kepada sikap seseorang untuk melakukan analisa dalam melakukan sebuah penilaian dan membuat keputusan. Untuk mencapai tujuan tersebut, seseorang yang melakukan analisa akan senantiasa mengumpulkan data sebanyak mungkin di samping meyakini bahwa sebuah kesimpulan adalah bersifat tentatif. 3. Bersikap Ilmiah Sikap berdasarkan bukti yang merujuk kepada sikap seseorang yang bergantung kepada fakta serta data-data empiris dalam membuat keputusan dan menyelesaikan setiap masalah. Sikap ini akan mendorong seseorang untuk mencari bukti empiris tentang sesuatu pernyataan, memastikan sesuatu penjelasan tentang fakta dan menyediakan bukti empiris untuk membuktikan pernyataan.
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4. Besikap Kejujuran Sikap ini menunjukkan kepada pelajar yang jujur dalam pembelajaran sains, serta melaporkan sesuatu sesuai dengan keaadaan. Walaupun hal itu bertolak belakang dengan hipotesis awal, memberikan laporan kerja orang lain serta memberikan laporan serta kesimpulan sesuai dengan keaadan yang sebenarnya. 5. Objektif Sebagai mana sifat yang mencirikan sikap berdasarkan bukti, pelajar yang bersikap objektif akan menunjukkan sikapnya yang mempertimbangkan kesemua data yang ada sebelum membuat keputusan dan melaporkan pengamatan sesuai dengan keadaan tanpa melakukan manipulasi. Pendekatan pembelajaran ilmiah menekankan pada pentingnya kolaborasi dan kerja sama diantara anak didik dalam menyelesaikan setiap permasalahan dalam pembelajaran. Oleh sebab itu, guru dalam hal ini harus sebisa mungkin untuk menciptakan pembelajaran yang memuat suasana eksplorasi, elaborasi dan konfirmasi, serta mengedepankan kondisi anak didik yang berperilaku ilmiah dengan bersama-sama diajak mengamati, menanya, menalar, merumuskan, menyimpulkan dan mengomunikasikan, sehingga anak didik benar-benar menguasai materi dengan baik. Bahan Ajar Matematika Menurut Chomsin dan Jasmadi dalam Pramudi (2008: 40), bahan ajar merupakan seperangkat sarana atau alat pembelajaran yang berisikan materi pembelajaran, metode, batasan-batasan dan cara mengevaluasi yang didesain secara sistematis dan menarik dalam rangka mencapai tujuan yang diharapkan, yaitu mencapai kompetensi atau subkompetensi dengan segala kompleksitasnya. Nurmilah (2006: 60) mengemukakan bahwa tujuan dari penyusunan bahan ajar adalah: (1) membantu siswa dalam mempelajari sesuatu; (2) memudahkan guru dalam melaksanakan pembelajaran, (3) agar kegiatan pembelajaran menjadi lebih menarik; dan (4) menyediakan berbagai jenis baha ajar. Dari uraian pengertian bahan ajar dan sumber belajar di atas dapat disimpulkan bahwa bahan ajar termasuk sumber belajar yang memuat seperangkat materi yang disusun secara sistematis sehingga memungkinkan siswa untuk belajar. Jenis Bahan Ajar Menurut Direktorat Pembinaan Sekolah Menengah Atas (2008), bahan jar dikategorikan menjadi 4 (empat) yaitu: 1) Bahan cetak (printed), seperti handout, buku, modul, lembar kerja siswa (LKS), brosur, leaflet, wallchart, foto/gambar, model/maket, dsb. 2) Bahan ajar dengar (audio), seperti kaset, radio, piringan hitam, audio compact disk, dsb. 3) Bahan ajar pandang dengar (audio visual), seperti video compact disk, film, dan lainlain. 4) Bahan ajar multimedia interaktif (interactive teaching material), seperti CAI (Computer Assisted Instruction), seperti compact disk (CD) multimedia pembelajaran interaktif. 5) Bahan ajar berbasis web (wweb based learning material). 6) Dari uraian tersebut, dapat disimpulkan bahwa bahan ajar terbagi menjadi bahan ajar cetak dan bahan ajar non cetak.
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Desain pengembangan bahan ajar Dalam menyusun bahan ajar juga harus memperhatikan mekanisme penyusunan (desain pengembangan) bahan ajar. Salah satu desain pengembangan bahan ajar yaitu model pengembangan ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Sesuai dengan namanya, model ini terdiri dari lima fase/tahap yaitu analysis (analisis), design (desain), development (pengembangan), implementation (implementasi), dan evaluation (evaluasi)
Metode Penelitian Penelitian ini merupakan penelitian pengembangan dengan menggunakan model pengembangan Model ADDIE. Model ini digunakan dengan mempertimbangkan alasan sebagai berikut: (1) setiap langkah memiliki kejelasan maksud dan tujuan, (2) model ini merupakan model yang paling lengkap dan dasar untuk mempelajari model lainnya, (3) setiap langkah memiliki hubungan yang sistematis, (4) pada langkah awal yakni mengidentifikasi tujuan sesuai dengan kurikulum yang dikembangkan, dan (5) prosedur dan tekniknya digunakan untuk merancang, memproduksi, menilai, dan merevisi pembelajaran. Prosedur dalam pengembangan bahan ajar melalui delapan tahapan yaitu: menganalisis kebutuhan, mengidentifikasi kompetensi dasar Pembelajaran, melakukan analisis pembelajaran, mengidentifikasi karakteristik siswa , merumuskan indikator Pembelajaran, mengembangkan instrumen penilaian, pengembangan strategi Pembelajaran, dan mengembangkan dan memilih materi pembelajaran yang disesuaikan dengan silabus mata kuliah. Desain ujicoba yang digunakan adalah pre-eksperimen dengan tipe one-shot case study dengan subjek uji coba siswa kelas X SMA NW Tebaban dengan jumlah 38 orang. Jenis data yang diperoleh dari uji coba produk bahan ajar ini bersifat kualitatif dan kuantitatif. Instrumen yang digunakan dalam penelitian terdiri dari: lembar validasi ahli, angket tanggapan subjek uji coba, dan tes kemampuan subjek uji coba. Teknik analisis data yang digunakan untuk mengolah data yang dihimpun dengan menggunakan analisis statistik deskriptif dengan perolehan persentase.
Hasil dan Pembahasan Tahap Perancangan Bahan ajar berupa yang dikembangkan ini merupakan buku pegangan yang digunakan siswa yang mengikuti mata kuliah strategi pembelajaran. Bahan ajar ini terdiri atas 5 tema yaitu: tujuan, prinsip, dan prosedur perencanaan pembelajaran, strategi pembelajaran, keterampilan mengajar sehari-hari, manajemen kelas inovatif, dan model-model pembelajaran. Masing-masing tema tersebut terdiri atas kata kunci, kompetensi dasar, indikator pembelajaran, kerangka isi, uraian materi, kegiatan siswa , rangkuman, latihan soal, umpan balik dan tindak lanjut, glosarium, dan kunci jawaban. Adapun nilai karakter yang disisipkan pada bahan ajar yang dikembangkan ini adalah potensi diri dalam rangka menyiapkan calon guru sekolah dasar yang tidak hanya memiliki kecerdasan intelektual tetapi juga karakter yang sesuai dengan harapan bangsa. Tahap validasi Tahap ini berkaitan dengan validasi hasil produk yang didesain sebelumnya. Pada tahapan ini kegiatan yang dilakukan yaitu validasi prototype awal oleh ahli baik ahli materi maupun ahli media untuk mengetahui kevalidan produk yang dikembangkan. Kegiatan tersebut didahuluii dengan melakukan penilaian terhadap instrument yang akan digunakan untuk menvalidasi bahan ajar yang dikembangkan. Penilaian tersebut dilakukan terhadap format validasi isi bahan ajar.Adapun data yang didapatkan dari tahap validasi dijabarkan 502
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lebih lengkap di bawah ini. Tabel frekuensi dibawah ini memaparkan hasil penilaian ahli isi berdasarkan item pertanyaan angket yang dapat dilihat pada tabel 1 di bawah ini. Tabel 1. Frekuensi hasil penilaian tim ahli materi Frekuensi skala jawaban Banyaknya item Jumlah % pertanyaan 1 2 3 4 5 25 19 6 108 76,4 Komentar/saran: isi materi yang disajikan dalam bahan ajar sudah baik, namun perlu ada pengoreksian sedikit dalam pengetikan dan pemberian sumber gambar. Hasil dari perolehan persentase analisis data, akan dikonversikan dengan kriteria skala penilaian kelayakan produk pengembangan. Persentase masing-masing dari banyaknya item pertanyaan terhadap frekuensi skor yang diperoleh sebagai berikut: 64,4 % (skor 4), dan 12% (skor 5). Sehingga diperoleh total persentase angket penilaian ahli materi mata pelajaran terhadap bahan ajar adalah 76,4% yang artinya bahan ajar berada dalam kualifikasi baik dan tidak perlu dilakukan revisi. Adapun untuk melihat hasil analisis dari data angket yang diperoleh dari hasil penilaian ahli media berdasarkan item pertanyaan angket yang dapat dilihat pada tabel 2 di bawah ini. Tabel 2. Frekuensi hasil penilaian bahan ajar oleh ahli media Banyaknya item pertanyaan 27
Frekuensi skala jawaban 1 2 3 4 5 5 15 7
Jumlah
%
117
81,5
Persentase masing-masing dari banyaknya item pertanyaan terhadap frekuensi skor yang diperoleh sebagai berikut: 11,11% (skor 3), 44,44% (skor 4), dan 25,95% (skor 5). Hasil total persentase yang diperoleh adalah 81,5%. Hasil ini menunjukkan kualifikasi kelayakan produk sangat baik dan tidak perlu direvisi. Tahap Uji Coba a. Respon siswa terhadap produk bahan ajar yang dikembangkan Rata-rata persentase respon siswa pada setiap komponen menunjukkan persentase antara 63,15% - 92,10% untuk respon setuju. Berdasarkan standar kualifikasi yang telah ditetapkan sebelumnya maka dapat diketahui bahwa untuk respon tanggapan siswa terhadap produk bahan ajar berbasis karakter yang telah dikembangkan rata-rata telah memberikan respon positif. b. Hasil tes kemampuan siswa Rata-rata tes kemampuan siswa sebesar 82.90. Persentase siswa yang memperoleh nilai dibawah 75 sebesar 13.33%. Berdasarkan data tersebut dapat diketahui bahwa produk yang dikembangkan dapat dikatakan efektif berdasarkan perolehan tes dengan persentase skor diatas 75 sebesar 86,67%. Kajian Produk Akhir Produk yang dikembangkan merupakan salah satu alternatif pemecahan masalah yang selama ini ada dimata kuliah strategi pembelajaran sehingga secara tidak langsung 503
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mendukung berjalannya proses perkuliahan yang lebih terarah dan teratur. Sebelum produk ini digunakan terlebih dahulu dilakukan validasi. Validasi dilakukan oleh ahli/praktisi yang secara keilmuan dianggap menguasai materi dan secara operasional mereka telah berpengalaman dalam memahami materi yang tercakup dalam bahan ajar yang dikembangkan. Proses validasi ini dilakukan dengan meminta saran serta masukan dari ahli isi dan ahli media. Dalam proses validasi data yang didapatkan tidak hanya dalam bentuk nilai akan tetapi disertai dengan masukan-masukan sebagai bahan pertimbangan untuk melakukan revisi agar didapatkan produk bahan ajar yang lebih baik lagi. Hasil analisis validasi yang dilakukan secara keseluruhan terhadap produk bahan ajar yang dikembangkan dikaegorikan sangat baik yaitu dengan didapatkan rata-rata penilaian ahli/praktisi memberikan nilai tidak perlu direvisi sehingga berdasarkan pemahaman materi dan pengalaman tim ahli bahan ajar tersebut layak digunakan untuk mengetahui membantu keterlaksanaan proses Pembelajaran strategi Pembelajaran yang lebih tetarur dan terarah. Kriteria keterlaksanaan bahan ajar yang dikembangkan diketahui dengan melakukan uji coba (pembelajaran di kelas), uji coba dilakukan untuk mendapatkan data atau informasi tentang respon tanggapan siswa terhadap produk yang dikembangkan serta seberapa jauh penguasaan siswa pada materi yang terdapat dalam bahan ajar tersebut. Dari data yang didapatkan dan telah dianalisis, nilai angket yang diperoleh sebesar 3.15 dan dikategorikan “baik”. Sementara untuk hasil tes kemampuan diperoleh nilai rata-rata sebesar 82.90 dengan perolehan persentase skor diatas 75 sebesar 86,67 %. Berdasarkan hasil tes ini dapat diketahui bahwa produk bahan ajar berbasis karakter yang telah dikembangkan berkategori efektif dalam meningkatkan hasil belajar siswa terutama materi pokok geometri.
Simpulan Berdasarkan pada pembahasan sebelumnya diperoleh kesimpulan sebagai berikut: 1. Bahan ajar berbasis matematika materi pokok geometri berbasis pendekatan saintifik yang dikembangakan efektif dan dapat meningkatkan aktifitas belajar siswa. 2. Hasil akhir produk yang dikembangkan berupa bahan ajar dalam bentuk hand out matematika berbasis pendekatan saintifik pada materi pokok geometri SMA Kelas X. 3. Berdasarkan hasil uji coba produk diperoleh data persentase respon tanggapan siswa terhadap produk yang dikembangkan sebesar 3,15 dan dikategorikan “baik”. Sementara untuk hasil tes hasil belajar diperoleh nilai rata-rata sebesar 82,90 dengan perolehan persentase skor diatas 75 sebesar 86,67%.
Daftar Pustaka Ali. L.U, Suastra, W dan Sudiatmika, A.A.I.A.R. 2013. Pengelolaan Pembelajaran IPA Ditinjau dari Hakikat Sains pada SMP di Kabupaten Lombok Timur. e-Journal Program Pascasarjana Universitas Pendidikan Ganesha. Program Studi IPA. (Volume 3 Tahun 2013) Depdiknas. (2013) Peraturan Menteri Pendidikan Nasional Nomor 41 Tahun 2007 tentang Standar Proses untuk Satuan Pendidikan Dasar dan Menengah. Jakarta: Depdiknas Edwards, J. R., & Bagozzi, R. P. (2011). On the nature and direction of the relationship between constructs and measures. Psychological Methods, 5, 155-174. Diambil pada tanggal 8 September 2009, dari http://public.kenanflagler.unc.edu/faculty/edwardsj/EdwardsBagozzi00.pdf. 504
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Fadjar Shadiq. (2007). Matematika mengapa penting. Yogyakarta : Pusat Pengembangan Dan Pemberdayaan Pendidik Dan Tenaga Kependidikan (PPPPTK) Matematika. Lanjar Pramudi. (2008). Pengembangan bahan ajar. Makalah. Diambil tanggal 29 Desember 2008. http://elpramwidya.wordpress.com/2008/10/14/pengembanganbahan-ajar/ Majid, A. 2009. Perencanaan Pembelajaran: Mengembangkan Standar Kompetensi Guru. Bandung: PT. Remaja Rosdakarya. Marsigit. (2008). Nilai matematika dan nilai luhur bangsa. Diambil tanggal 13 Desember 2015, dari http://pbmmatmarsigit.blogspot.com Mulyasa, E. (2006). Kurikulum yang disempurnakan. Bandung: Remaja Rosdakarya. Nyimas Aisyah, dkk. (2007). Pengembangan pembelajaran matematika SD. Jakarta: Direktorat Jendral Pendidikan Tinggi Rifa Nurmilah. (2006). Pengembangan perangkat pembelajaran kooperatif tipe STAD untuk pokok bahasan system persamaan linier tiga variabel di kelas X SMU AlIslam Krian. Tesis : UNESA. Sugiyono. 2013. Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta
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English Learning Materials for Non-English Education: Need and Solution Muhammad Husnu Universitas Hamzanwadi, Indonesia [email protected]
Abstract Dealing with more important of English mastery in university, English language mastery must be viewed as a strategic opportunity to develop. English language mastery is need and solution for university’s student and university itself. English language is learned by all of the students for all of the faculty or department. English is not only for the english education department but also for non-English department. Teaching English for nonEnglish department hold important role for university because the number of non-English department student is higher than the number of English department student.The importance of English language mastery in university was caused by many aspects: a) English language mastery is a students’ need to do practice teaching or student exchange, b) English language mastery is a main characteristic to get scholarship for furthering study to the upper level in or out of the nation. Both of those importances of english language mastery are the university’s need to compete and existgloballyin the same time.This study investigated the English language material with many problems relating to English language material.It can be concluded that There were no special or recommended English language learning material and syllabusfrom the university used for non-English education department. The learning instruction that employed in the class was not interesting and effective. All of those above effected the motivation of the learners’ in learning and the learning result was not significant. Keyword: learning materials, non-english education
Introduction The internationally competitive ability is the key and measurer to state the prosperous of a nation in the world, which has broad aspects of ranges. It could be a competition in Economic, social, andeducation. It has become widely recognized that the future prosperity of nations will depend on their ability to be internationally competitive (Brown et al. 1997).International competition in this case agreed with the word “globalization” that has covered all aspects of life such as economic global, market global, and furthermore, university global. Globalization forces each of university to compete each other with the other universities locally, nationally, or internationally. The universities in East Lombok have to see it as something inevitable and should be faced by the institution to be a consequence of a university. In the evolving hierarchical and unequal global higher education system, being competitive becomes a key, and global positioning is integral to competing with other nations and institutions (Marginson 2006). Universitieswith thegood management and reputation could survive and kept it existence as stabile university locally among other university competitors surroundsthem. It can be proven with the high enthusiasm of people who enroll in it. The university gets the higher 506
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number of students every year. Frans van Vught (2008) points out that university are currently in a “reputation race,” in which they compete for reputation and academic prestige. It is a good moment for it to grow the competition nationally and internationally if it is possible.Marginson (2006) stated that the more an individual university aspires to the top end of competition, the more significant global referencing becomes.The university with theirhuman capital and specially the leader who brought some of new ideas, innovations, and policies could place him/her as a figure of change successfully. All of her fresh wind proved can trigger all of the management in a color perception and keep the direction to change to the better one in the future. The new leader who mirror a leader with her high thinking, good motivational displacement, and optimistic could change the impossibility to be possibility. Human capital consists of skill, knowledge, and similar attributes that affect particular human capabilities to do productive works (Schultz 1997: 317). The change should be supported with legalization of productive policies and also it has to bring all of the management to the same vision mission that address to what have been agreed together. It triggers all aspects in university management that covers the learning (lectures and students). One of the standards to rank the university level in the world is international student ratio and it can be started with the program that can increase the university students’ engagement. One of the real programs that the university want to do is “student exchange” so in this case English is important and all of the universities’students own strategic role, Not only students in English education department but also students in non-English education department. All of students with all of faculty or field have the same potency to follow the program. If we view it from English language teaching, it means that there are two fields to teach English. The first is teaching English for the English education department in which English language istaughtjust to English education department as compulsory subject and the second is teaching English to non-English departments as additional subject. Quantitatively, the number of non-English departments’ students is higher than English department because the number of non-English departments is more than English departments in the most university. Non-English departments shouldbe considered as an opportunity in teaching English although English language is just additional subject but it is a priority and need to be taught. Because of Trent, theneed of English for universities’ students in all departments rose in time. There was a high intention and optimistic among the students to get education not only for undergraduate but also for postgraduate level in or out of ourcountry via scholarships interestingly. It is possible for the entire departments to follow it. English proficiency is the main characteristic of competition to win those scholarships. In classroom based on the researcher observation, the English learning process to nonEnglish department is not indicate that the learning accommodates the students need in learning English. Unaccommodating the students need gave implication to the curriculum and instruction of learning in the class. English language learning has been developed without conducting a systematic needs analysis from both the students and lecturers’ perspective. Assessment of needs from the individual learner's perspective is an important
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part of any instructional program design and it can benefit both teachers and students alike (Lytle, 1988). The lecture came to the class with the bias, unwell preparation or sometime without preparation. There was no learning material standard and learning target. In verse, the student came just killing the time to complete the credit without getting the exact target that they want to get by English learning. Most of them are more belief to the English teaching out of the academic, such as English Course in or out of the campus. It was an indicator to indicate that the academic learning failed to fill the students need. As the solution for those problems, universities needa Special English learning material for non-English departments, which consist of the university regulation or policies and students need. This study attempts to designan effective English teaching material for nonEnglish education departments, which covers the campus policy and students, voice, needs, and wants as a solution to fill the satisfaction of both parties to win the competition in the future. This study is qualitative research thattries to describe English language learning materials for Non-English Education department.The things that will be problems in this study are: 1).What are the English language learning material used?2). what are the contents of English language learning material. 2).What is the arrangement of the materials?3.how are the instructions of those English language-learning materials. 4). to what extent the instructions can be operated effectively in Non-English Education class. 5). what are the strengths and the weaknesses of currently English language learning materials. 6). in what extent can the English language material help the learners.
Methods The respondents of the study were 200 Non-English departments’ students from the fourth semester of 14 departments. All the participants were selected from 14 departments by using random sampling.The study used three steps, library research, survey, and making the draft of English language learning material for Non-English Education department. The data were collected by using some techniques. They were Interview, class observation (passive participant observation), and documents analyzing.The collected data were then analyzed by content analysis because the collected data were information data.
Findings and Discussion Based on the finding of this study,it can be stated that most of the lectures use many books that was stated by themselves. This condition was caused by two factors. 1) There was no special book recommended by the university. 2) The lectures’ understanding about the syllabus were various.The lectures chose those books based on the aspiration and their competency in developing the language competencies. The criterions choosing the book were a. contents, and b. language quality. There were two ways to use the English material. The first to use all of the book’s content, and the second eclectic way. In the first way, the lectures use the book as the basic to build the learning instruction. The lectures not only use all of the book contents but also use the teaching procedures or the scenarios offered.In the eclectic way, the lectures selected the needed parts, which considered relevant with the syllabus.
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Conclusion and Suggestion There was no special or recommended English language learning material from the university used for non-English education department. The syllabus was not based on the students’ need but stated directly by the lectures. The learning instruction that employed in the class was not interesting and effective. All of those above effected the motivation of the learners’ in learning and the learning result was not significant. University should view teaching English for non-English education department as an important opportunity to develop. It can be realized by creating a special or recommended English language learning materialfor non-English education department which based on the students’ and university’sneed.
References Abbas PourhosseinGilakjani(2011).A Study of Factors Affecting EFL Learners' English Listening Comprehension and The Strategies For Improvement. Journal of Language Teaching and Research, Vol. 2, No. 5, pp. 977-988. HarisonMohdSidek (2012).EFL Reading Instruction:Communicative Task-Based Approach. InternationalJournalof Instruction.Vol.5, No.2. HematPurba (2011). The Importance of Including Culture in EFL Teaching.Journal of English teaching. V.1 no.1. HussainAhmedLiton (2012).Developingeflteachingandlearningpractices in Saudi colleges: a review. International Journal of Instruction. Vol.5, No.2. JackC.Richardsand David Bohlke (2011).Creating Effective Language Lessons. Cambridge University Press. NewYork. JayakaranMukundan (2011).Developing an English Language Textbook Evaluation Checklist: A Focus Group Study. International Journal of Humanities and Social Science. Vol. 1 No. 12 Matthew M. Chingos and Grover J. “Russ” Whitehurst (2012).Choosing Blindly Instructional Materials, Teacher Effectiveness, And the Common Core. The Brookings Institution 1775 Massachusetts Ave. NW Washington Megan Eileen Cooley (2014). The Effect of the Lack of Resources in Spanish for Students in Dual Language Bilingual Education Programs. The College at Brockport: State University of New York. Nasir Ahmad (2013). Factors affecting the learning of english at secondary school level in khyber pakhtunkhwa, Pakistan.International Journal of English Language and Literature Studies, 2(2):95-101. PremyudaBoonroj (2010).Stressing the important of language.The nation,Bangkok Thailand. Rahim Uddin Choudhury (2014). The Role ofCulture in Teaching and Learning of English as a Foreign Language. Express, an International Journal of Multi-Disciplinary Research. Vol. 1, Issue 4 Sulaimain Kamal(2013).TheUse of Instructional Materials for Effective Learning of Islamic Studies.Jihat al-islam Vol.6 No.2 Zhuomin Sun (2010). Language Teaching Materials and Learner Motivation. Journal of Language Teaching and Research. Volume 1, Number 6.
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Model Balanced Scorecard sebagai Sistem Manajemen Sekolah dalam Menghadapi Persaingan Mutu Muhammad Rapii Universitas Hamzanwadi, Indonesia [email protected]
Abstract Model balanced scorecard stressed that all financial and non-financial measures should be part of the personal information system for all levels of school management. Balanced scorecard is more than a tactical or operational measurement system. Innovative schools can use the scorecard as a strategic management system, to manage the long-term strategy. If, schools using the focus measurement scorecard to produce a variety of school management processes in the quality of competition: (1) clarify and translate vision and strategy; (2) communicating and linking of strategic objectives and measures; (3) plan, set goals, and align strategic initiatives; and (4) increasing the strategic feedback and learning. Balanced scorecard must remain focused on results, especially those that are financially namely economic value added (return on capital employed). Keywords : balanced scorecard, management school, and quality competition
Pendahauluan Kualitas manajemen sekolah tentu mengacu pada kemampuannya memenuhi standar kualitas yang dipersyaratkan. Sebagai bahan perbandingan, pengalaman negara-negara maju baik di Eropa, Amerika maupun di Asia yang telah memperoleh keberhasilan dalam berbagai sektor pembangunan perlu disimak dan dicermati secara saksama. Pembangunan negara-negara maju tersebut ternyata tidak dimulai dengan memproduksi berbagai barangbarang dalam jumlah yang besar dan mesin-mesin yang berdaya produktivitas tinggi, tetapi memulai pembangunan seumber daya manusia yang berkualitas melalui jalur pendidikan pada semua jenjang dan jenis pendidikan di negara itu. Pergantian pimpinan negara di negara-negara tersebut, tidaak mengubah prioritas pendidikan pada tingkat negara, siapapun pimpinan negara itu tetap saja pendidikan menjadi prioritas utama, meskipun negara-negara tersebut telah menjadi negara maju tetap saja pendidikan menjadi prioritas utama. Mutu hubungan antarmanausi, suasana dan kenyamanan kerja merupakan faktor-faktor yang turut menciptakan tingkat rasa betah di lingkungan sekolah. Mengingat pentingnya pendidikan, secara konseptual pendidikan dapat dikelompokkan sebagai barang publik (public goods) yang bersifat campuran (mix public goods atau club goods). Pendidikan sebagai barang publik dikarenakan bahwa dampak dari jasa pendidikan dapat dinikmati bersama-sama oleh masyarakat luas dari berbagai status sosial dan kelompok dalam masyarakat tanpa mengurangi tingkat kepuasan pemakainya. Sebaliknya produsen pendidikan seperti pemerintah dan penyelenggara pendidikan lainnya dapat menghalangi konsumen lain untuk memperoleh pendidikan. Namanun tidak dapat menghalangi masyarakat untuk menikmati dampak dari pendidikan tersebut.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Penyelengaraan kegiatan sekolah yang memenuhi persyaratan kualitas dan mampu menjamin kualitas, tentu manajemen sekolah tersebut akan menjaga konsistensi antara visi, misi, tujuan dan target yang berpedoman rencana strategis sekolah. Dengan menggunakan pendekatan perencanaan strategis dalam menyusun rencana sekolah, kebijakan dan keputusannya akan lebih jelas untuk masa depan. Kemampuan kepala sekolah dan unsur sekolah lainnya menyertakan pihak-pihak berkepentingan dalam proses penyusunan perencanaan strategis program-program pendidikan di sekolah, akan memberi arah yang jelas mengenai masa depan kualitas sekolah itu. Implikasi dari pembangunan sumber daya manusia ini membawa keberhasilan pembangunan di berbagai sektor pembangunan pada suatu bangsa dan meningkatkan kualitas kesejahteraan rakyatnya. Pengalaman kemajuan bangsa-bangsa ini tentulah bukan hanya untuk diketahui, melainkan untuk diimplementasikan dan dimanfaatkan bahkan jika mampu kualitas pendidikan di Indonesia melebihi negara-negara maju, sehingga dapat memajukan pendidikan di Indonesia khususnya penyelenggaraan pendidikan melalui jalur sekolah pada semua jenjang dan jenis pendidikan. Oleh karena itu kebijakan pemerintah dalam pendidikan tidak bisa lagi menggunakan pola yang konvensional atau pola yang diterapkan selama ini, tetapi harus membuka ruang kreativitas, inovasi, dan menggunakan strategi yang memadai bagi peyelenggaraan pendidikan di sekolah. Sehingga sekolah mampu berperan membentuk sumber daya manusia yang berkualitas memenuhi kebutuhan pembangunan bangas di berbagai sektor pembangunan yang akhirnya mampu meningkatkan kesejahteraan. Peyelenggaraan kegiatan sekolah memenuhi persyaratan kualitas dan mampu menjamin kualitas, tentu manajemen sekolah tersebut akan menjaga konsistensi antara visi, misi, tujuan dan target yang berpedoman rencana strategis sekolah. Dengan menggunakan pendekatan perencanaan strategis dalam menyusun rencana sekolah, kebijakan dan keputusannya akan lebih jelas untuk masa depan. Kemampuan kepala sekolah dan unsur sekolah lainnya menyertakan pihak-pihak berkepentingan dalam proses penyusunan perencanaan strategis program-program pendidikan di sekolah, akan memberi arah yang jelas mengenai masa depan kualitas sekolah itu. Meski sejumlah ilmuan menolak keras perencanaan pendidikan dengan model perencanaan strategis (maupun perencanaan-perencanaan lain), khususnya pada tingkat makro, atas dasar-dasar filosofis kebanyakan orang akan sepakat bahwa suatu tingkat perencanaan memang dikehendaki. Menghadapi persaiangan yang semakin kuat, sekolah tidak bisa lagi diurus seadanya, karena itu perlu perencanaan strategis. Suatu sekolah tidak bisa diselenggarakan tanpa suatu rencana. Rencana tidak mampu memenuhi tujuan jika tidak menganalisis kebutuhan. Tujuan dicapai atas dasar kebutuhan, dan berbagai ketidaksempurnaan dalam sistem ekonomi. Tidak adanya sistem penetuan harga dalam pendidikan, semua itu menghalangi sistem pendidikan untuk mencapai titik efisiensi maksimum tanpa gangguan eksternal. Seperti yang kita lihat, sumber utama ketidaksepakatan adalah caranya merencanakan, bukan apakah kita harus merencanakan, jadi yang diperlukan modal rencana yang digunakan. Pendekatan kepada perencanaan makro akan membahas agar terinci model perencanaan khusus, yaitu ada yang lebih menyukai sebuah model sederhana sekalipun dengan begitu ada realisme yang hilang dan orang-orang lain lebih menyukai model yang dapat memperkirakan dunai nyata setepat mungkin. Semua ini mendapat kritik, namun umumnya yang terakhir ini tampak sebagai pendekatan yang lebih diinginkan, sampai tingkat bahwa "pembuatan model tersebut menjadi lebih realistis” itu menciptakan pada 511
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waktu yang sama, kebutuhan akan kumpulan data yang lebih cermat. Sekarang mungkin tak ada, maka terapannya bisa tertunda. Sementara itu, bisa dikemukakan bahwa perencanaan tertentu, jika tak sempurna, akan lebih baik daripada tanpa ada perencanaan. Jika demikian masalahnya, model-model yang kurang canggih pun layak dipetimbangkan. Tetapi jika model-model seperti pendekatan prakiraan SDM sederhana itu dipakai, harus hati-hati agar tidak membuat kerusakan yang tak terpulihkan. Misalnya, upayakanlah prakiraan-prakiraan yang bermulti nilai, yang melibatkan sejumlah perangkat asumsi, ketimbang memakai prakiraan-prakiraan tunggal yang berdasarkan suatu perangkat asumsi tunggal. Kemudian, pembuat kebijakan dapat mempunyai ide tertentu mengenai sensitivitas prediksi-prediksi itu terhadap berbagai perubahan dalam asumsi-asumsi. Karenanya, kemungkinan bahwa miskalkulasi akan menimbulkan kesalahan-kesalahan yang harus dihindari. Tidak terelakkan bahwa kita akan terpaksa memakai model-model yang tidak begitu idela, karena tak ada data atau ketakmampuan membangun model-model ideal. Tetapi kelangkaan data jangan mencegah kita untuk mengembangkan model-model yang lebih canggih, yang memungkinkan kita melakukan tugas perencanaan lebih baik. Meskipun, kita telah melangkah jauh, kemajuan dalam pengembangan model dan pengumpulan sumber-sumber data tetap penting. Selain itu, merencanakan sistem-sistem pendidikan secara makro mungkin tak memadai atas dasar bahwa alokasi sumber-sumber daya seperti yang tersirat dalam solusi bagi model yang tersentralisasi itu mungkin tidak sesuai dengan alokasi yang dicapai melalui suatu proses pembuatan keputusan terdesentralisasi.
Pembahasan Salah satu model strategi yang telah mampu meningkatkan kualitas yang diimplementasikan pada berbagai perusahaan bisnis adalah model balanced scorecard yang dikemukakan Kaplan dan Norton (2001: 2-7) mengembangkan seperangkat tujuan unit bisnis melampaui rangkuman ukuran finansial kinerja masa lalu dengan ukuran pendorong (drivers) kinerja masa depan. Tujuan dan ukuran memandang kinerja perusahaan dari empat perspektif yaitu finansial, pelanggan, proses bisnis internal, dan pembelajaran serta pertumbuhan. Para eksekutif perusahaan sekarang dapat mengukur seberapa unit bisnis mereka menciptakan nilai bagi para pelanggan perusahaan saat ini masa yang akan datang. Kemudian seberapa besar perusahaan meningkatkan kapabilitas internal dan investasi dalam sumber daya manusia. Balanced scorecard mencakup berbagai aktivitas penciptaan nilai yang dihasilkan oleh para partisipan perusahaan yang memiliki kemampuan dan motivasi tinggi. Meminjam model balanced scorecard diadaptasikan atau diimplementasikan dalam manajemen sekolah memungkinkan sekolah memberikan pencerahan kepada tim eksekutif yaitu kepada sekolah bersama wakil kepala sekolah, unit-unit pembelajaran yaitu guru, tenaga kependidikan, para wali kelas, konselor dan sumberdaya manusia yaitu seluruh personal yang terkait dengan sekolah, teknologi informasi, dan sumber-sumber finansial untuk strategi sekolah. Pencerahan ini akan mengubah budaya birokratis yang selama ini menjadi budaya sekolah yang mengedepankan kreativitas, inovasi, dan demokrasi, sehingga konsep pemberdayaan dan memanusiakan manusia menjadi penting dalam manajemen sekolah. Kaplan dan Norton (2001: 7-17) mengemukakan bahwa banyak perusahaan yang telah mempunyai sistem pengukuran kinerja yang menyertakan berbagai ukuran finansial dan non finansial. 512
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Apa yang baru dalam model manajemen strategi ini adalah pada apa yang disebut seperangkat ukuran yang seimbang (balanced). Bagaimana sekolah memangun sebuah sistem manajemen strategik perlu memperhatikan kegiatan (1) sebuah kartu catatan seimbang dikembangkan untuk menerjemahkan visi umum sekolah ke dalam sebuah strategi yang dipahami dan dapat dijelaskan. Proses membentuk membangun konsensus dan komitmen terhadap strategi; (2) komunikasi kepada manager tengah, yaitu kepada sekolah dan wakilnya sebagai lapisan manager atas bersama-sama belajar dan berdiskusi tentang strategi baru menggunakan balanced scorecard sebagai sarana komunikasi; (3) mengembangkan unit bisnis scorecard, sekolah menggunakan scorecard sebagai contoh, setiap unit bisnis sekolah menerjemahkan strateginya ke dalam kartu catatannya sendiri; (4) mengurangi investasi non strategic, scorecard dengan menjelaskan prioritas strategic sekolah, mengenalkan beberapa program aktif yang tidak berkontribusi terhadap strategi; (5) peluncuran program perubahan sekolah, scorecard mengenalkan perlunya program perubahan penyilangan bisnis bagi sekolah. Mereka diluncurkan ketika unit-unit bisnis mempersiapkan scorecard mereka; (6) meninjau kembali bisnis unit scorecard tim eksekutif meninjau kembali individu bisnis unit scorecard. Peninjuan kembali mengizinkan para wali kelas sebagai penanggung jawab unit bisnis sekolah untuk berpartisipasi dengan mengerahkan pengetahuan yang banyak dalam menetukan strategi unit bisnis; (7) mendifinisikan kembali visi peninjauan kembali scorecard unit bisnis memperkenalkan beberapa isu penyilangan bisnis yang tidak dikenal termasuk strategi sekolah. Scorecard sekolah diperbaharui; (8) mengkomunikasikan kartu kendali kepada seluruh sekolah, di akhir tahun ketika team manajemen merasa nyaman dengan pendekatan strategik, scorecard disebarkan ke seluruh organisasi; (9) menentukan tujuan penampilan individu manajemen atas menghubungkan tujuan individunya dan kompetensi insentif kepada scorecard mereka; (10) memperbaharui rencana jangka panjang dan anggaran belanja. Tujuan lima tahuan ditentukan setiap ukuran, investasi dibutuhkan untuk menemukan tujuan yang dikenal dan di danai. Tahun pertama dari rencana lima tahuan menjadi laporan tahunan anggaran belanja; (11) beberapa sekolah sejenis mengadakan majalah bulanan dan kuratalan, setelah beberapa sekolah sejenis menyetujui bisnis unit kartu catatan (scorecard), sebuah majalah bulanan diproses, dilengkapi dengan majalah kuartalan yang lebih menitikberatkan pada ius-isu strategik manajemen sekolah di daerah mana sekolah itu berada; (12) mengadakan majalah strategi laporan tahunan, strategi yang dikenal telah diperoleh dan manajemen strategi sekolah membutuhkan pembaharuan. Komite eksekutif sekolah mendaftar sepuluh isu strategis. Setiap unit bisnis diminta untuk mengembangkan sebuah posisi pada setiap isu sebagai pendahuluan untuk memperbaharui strateginya dan kartu catatannya; dan (13) menghubungi penampilan setiap orang untuk kartu catatan kendali. Semua personal diminta untuk menghubungkan tujuan individu ke karta catatan kendali. Seluruh kompensasi insentif organisasi sekolah dihubungkan ke scorecard atau kartu catatan. Sebuah balanced scorecard harus menitik beratkan pada hasil, terutama yang bersifat finansial seperti “return on capital employed” atau nilai tambah ekonomis. Pada saat program perubahan banyak dikembangkan oleh pemerintah lokal seperti kabupaten/kota di Indonesia, adalah mudah menjadi terbuai dengan tujuan seprti mutu, kepuasan pelanggan, inovasi, dan pemberdayaan personal. Tetapi sesungguhnya tujuan peningkatan kinerja unit bisnis tidak akan tercapai, jika semua ini dijadikan tujuan akhir, kerena mutu terus berkembang sesuai tuntutan kompetisi. Dengan mengadaptasikan pola balanced scorecard tersebut dalam manajemen sekolah akan dapat melahirkan sebuah pola yang konsisten untuk mencapai strategi fokus dan 513
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pencerahan. Meskipun setiap organisasi sekolah mempunyai pendekatan perubahan yang berbeda, langkah dan akibat yang berbeda, hal ini menunjuk pada prinsip-prinsip strategi fokus organisasi menjaga konsistensi visi dan misi untuk mencapai tujuan dan terget. Balanced scorecard lebih dari sistem pengukuran tektis atau operasional, perusahaan yagn kreatif dan inovatif menggunakan scorecard sebagai sebuah sistem manajemen strategis untuk mengelola strategi jangka panjang.
Gambar 1. Kartu Catatan Kendali Sebuah Bagian Rutin Proses Manajemen Suatu Kerangka Kerja Tindakan Strategis: Managing Strategy Processes Apabila perusahaan menggunakan fokus pengukuran scorecard untuk menghasilkan sebagai proses manajemen yang penting, maka harus melalui empat proses, yiatu: proses pertama: penerjemahan visi yaitu klarifikasi visi bersama yang hendak dicapai oleh seluruh organisasi. Penerjemah visi, membantu kepala sekolah membangun suatu konsensus dalam bentuk visi dan strategi sekolah. Proses kedua: komunikasi dan jaringan yaitu membiarkan manajer-manajer menyampaikan strategi maju mundurnya organisasi dan menghubungkannya ketujuan-tujuan departemen dan individu. Proses ketiga: perencanaan bisnis yaitu memungkinkan perusahaan menyatukan rencana-rencana bisnis dan finansial. Sekarang hampir semua organisasi sedang menerapkan sejenis program perubahan, masing-masing menemukan kesulitan untuk menyatukan inisiatif yang berbeda untuk mencapai tujuan strategik, sebuah situasi yang membiarkan seringnya kekecewaan, kekecewaan dengan hasil-hasil program. Proses keempat: umpan balik dan pembelajaran memberi sekolah proses kemampuan untuk apa pembelajaran strategik. Keberadaan proses feedback dan review difokuskan pada apakah sekolah itu, departemen-departemennya, atau para guru individunya telah menemukan tujuan-tujuan anggaran belanja finansial yang dapat mendorong terlaksananya lanyanan belajar yang bermutu. Dengan kartu penilaian seimbang pada pusat sistem manajemennya, sekolah dapat memonitor hasil jangka pendek dari tiga perspektif yaitu peserta didik, proses belajar internal, pembelajaran, pertumbuhan dan mengevaluasi strategi di dalam pandangan penampilan saat ini. Kartu peneilaian memungkinkan sekolah memodifikasi strategi dengan merefleksi penggunaan anggaran dengan waktu pembelajaran sesungguhnya serta dukungan fasilitas yang mencukupi. Prosesnya adalah (1) memperjelas dan menerjemahkan visi dan strategi; (2) mengkomunikasikan dan mengkaitkan berbagai tujuan dan ukuran strategis; (3) merencanakan, menetapkan sasasran, dan menyelaraskan berbagai inisiatif strategis; dan (4) meningkatkan umpan balik dan pembelajaran strategis. 514
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Penterjemahan Strategi ke Operasional Dengan menerjemahkan strategi ke dalam arsitektur yang logis dari peta stategi dan balanced scorecard, organisasi sekolah menciptakan angka referensi umum dan dapat dipahami oleh semua unitnya dan para personilnya. pendekatan seperti ini sesuai dengan tuntutan mutu pendidikan dan kemampuan bersaing dalam hal mutu dengan sekolah sejenis. Manerjemahkan strategi ke operasional dalam manajemen sekolah dimulai dengan mengukur investasi, aset, dan komponen lainnya yang diperlukan sekolah untuk melaksanakan tugus pokok dan fungsinya memberikan layanan belajar. Pekerjaan mengukur menjadi tugas pokok dan fungsinya memberikan layanan belajar. Kependidikan di sekolah dengan melakukan needs assessment, menganalisis hasilnya, mengevaluasi, menentukan dan menetapkan prioritas penyelenggaraan program sekolah dengan menentukan biayanya. Menyejajarkan Organisasi Sekolah ke Strategi Penekanan prinsip menyejajarkan organisasi ke strategi adalah menjalankan organisasi sesuai dengan aturan dan disiplin sekolah, sinergi unit bisnis yaitu kelas, dan membagi pelayanan sinergi dalam mendukung kegiatan belajar dan mengajar. Menjaga agar lingkungan tetap bersih adalah penting, perusahaan dalam organisasi bisnsi dan sekolah dalam organisasi jasa harus patuh terhadap hukum dan peraturan, tetapi kepatuhan tersebut tampaknya bukan merupakan dasar dari keunggulan kompetitif. Strategi sekolah adalah beroperasi melampaui apa yang disyaratkan oleh Undang-Undang dan peraturan-peraturan, sehingga sekolah tersebut dapat dilihat masyarakat dimana sekolah itu berada. Taat terhadap aturan dan hukum bukan ukuran dari kualitas atau keunggulan, tetapi apakah seseorang itu melakukan pelanggaran atau tidak. Karena itu menjadi warga sekolah yang istimewa, diukur dari kepedulian sekolah itu terhadap lingkungan maupun dari berbagai sekolah meningkatkan kualitas kinerjanya menghasilkan mutu yang baik, aman, dan produktif. Peraturan boleh saja diperketat dengan maksud untuk tidak melakukan kesalahan dan tidak merugikan masyarakat luas. Strategi Menjadi Pekerjaan Harian Bagi Setiap Orang Setiap personal sekolah perlu ditanamkan strategi kesadaran, scorecard personal, dan pembayaran seimbang. Kepala sekolah bersama wakil kepala sekolah tidak dapat menerapkan strategi baru oleh dirinya sendiri. Mereka memerlukan kontribusi aktif dari setiap orang di sekolah. Fokus strategi sekolah menghendaki seluruh personalnya memahami strategi dan bertingkah laku bisnis sehari-hari dengan cara berkontribusi kepada keberhasilan strategi itu. Hal ini bukan perintah atas bawah secara birokratis, tetapi komunikasi atas kesamaan derajat. Para eksekutif sekolah menggunakan strategi untuk membantu berkomunikasi dan mendidik seluruh personal sekolah tentang strategi baru. Sekolah dapat mendidikan para guru, tenaga kependidikan, dan karyawannya tentang konsep bisnis sekolah yang sangat canggih dan menantang. Memahami scorecard, para personal sekolah harus belajar tentang segmentasik peserta didik, variabel beban biaya, dan tata lapangan kerja. Hal ini dimaksudkan untuk menyusun strategi yang efektif. Sebagai pengganti dari anggapan bahwa membuat upaya-upaya yang diselenggaran dengan tujuan bersama mendidik para pekerja pada semua tingkatan dari organisasi tentang komponen kunci strategis ini. Sekolah kemudian mengalir dari sekolah dan unit bisnis (sekolah) scorecard ke bagian-bagian lainnya dari sekolah. Jadikan Strategi Proses yang Berkelenjutan Keberhasilan balanced scorecard sekolah memperkenalkan sebuah proses untuk memanaj strategi yang disebut sebagai “proses putaran double” salah satunya menggabungkan manajemen taktis dan manajemen strategi ke dalam proses tanpa klaim dan terus menerus. 515
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Banyak perusahaan yang tidak dapat diandalkan dalam menghasilkan produk dan jasa yang bebas kecacatan telah berhenti sebagai pesaing yang serius. Sebab sebuah proses strategi manajemen sebelumnya tidak mempunyai keberadaan, masing-masing organisasi mengembangkan sendiri pendekatan barunya, yaitu mutu telah bergeser dari suatu keunggulan strategis menjadi suatu kebutuhan. Mutu telah menjadi faktor hygine, peserta didik dan orang tua peserta didik merasa sudah selayaknya sekolah menghasilkan produk dan jasa layanan belajar sesuai dengan spesifikasi yang diharapkan. Mutu yang istimewa masih memberi peluang bagi sekolah untuk membedakan dirinya dengan pesaingnya. Perbanyak Perubahan Melalui Pimpinan Eksekutif Pertama kali proses perubahan diluncurkan, kepala sekolah sebagai eksekutif mendirikan sebuah proses pengelolaan atau kebijakan untuk membimbing perubahan. Proses ini menjelaskan, mendemonstrasikan, dan memperkuat nilai budaya baru bagi sekolah sebagai suatu organisasi yagn mempunyai sistem nilai yaitu budaya profesional dan budaya mutu. Menyelesaikan berbagai permasalahan manajerial di sekolah dengan kekuatan berdasarkan struktur tradisional adalah penting. Penciptaan tim strategi penyelenggaran progaram sekolah, ruang pertemuan, jadwal pertemuan, dan komunikasi yang terbuka adalah komponen penting dalam tradisi kepemimpinan. Sebagai proses pengembangn, eksekutif memodifikasi keberadaan sistem manajemennya untuk konsolidasi perkembangan dan memperkuat perubahan. Hal ini akan berimplikasi pada perubahan kualitas manajemen sekolah menjadi lebih responsif terhadap tuntutan pengguna jasa pendidikan. Sistem manajemen dengan budaya mutu, akan mendorong kinerja kepala sekolah, wakil kepada sekolah, guru, tenaga kependidikan, dan personal sekolah lainnya berada pada sistem nilai dengan etos kerja tinggi, lincah, terampil, bertanggung jawab, dan berbudaya mutu. John Kotter menjelaskan bagaimana perubahan transformasi dimulai dari atas, dengan tiga ciri-ciri kegiatan oleh pemimpin (1) membangun sebuah rasa berkepentingan terhadap kemajuan; (2) menciptakan petunjuk koalisi atau membuka komunikasi dengan pihak yang terkait; dan (3) mengembangkan sebuah visi dan strategi.
Kesimpulan Khusus untuk perpektif pelanggan, tim manajemen harus menyatakan dengan jelas pelanggan dan segmen pasar yang diputuskan untuk dimasuki. Dalam konteks manajemen sekolah tentu dirumuskan dengan jelas tujuan finansial manajemen sekolah untuk melayani kebutuhan tenaga pendidikan agar dapat melakukan pelayanan teknis pendidikan, melayani kebutuhan guru dalam tugas pembelajaran agar dapat melakukan pelayanan belajar menggunakan seluruh fasilitas kelas, laboratorium, perpustakaan dan lainnya, kemudian memberikan layanan kepada karyawan sekolah agar dapat melancarkan tugas-tugas ketatausahaan sekolah. Rumusan tujuan finansial dan ketersediaan anggaran yang cukup untuk operasional sekolah, akan memberi jaminan bahwa strategi dapat dijalankan sesuai yang diharapkan, sehingga peserta didik sebagai pelanggan dan orang tuanya mendapat kepuasan yang berarti atas jasa pendidikan yang diperolehnya.
Daftar Pustaka Ansoff, I. and McDonnell, H. (1990). Implanting Strategic Management, Second Edition, Prentice Hall International (UK) Ltd. Bappenas. (1999). School based management. Jakarta: Bappenas bekerjasama dengan Bank Dunia. Tidak diterbitkan. Bowman, Glenn and Avind Phatak. (1990). The Essence Strategic Management, Prentice Hall International (UK) Ltd. 516
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Camillus, John S. (1986). Strategic Palnning and Management Control: Systems for Survival and Success, Lexingotn Books, USA. Certo. C. Samuel & Peter Paul J, Ottermen, Edward. (1995). Strategic Management: Concept and Applications, Chicago, Austin Press. Hax, ArnoldO C., and Nicholas S. Majluf. (1984). Strategic Management: An Integrative Perspective, Prentice-Hal, Inc., USA. Johns, Roe L. dan Morphet, Edgar L. (1975). The Economic & Financing Of Education: A System Aparoach. New Jersey: Prentice Hall Inc. Kaplan, R. S. and Norton, D. P. (1996). Using the Balanced Scorecard as a Strategic Management System, Harvard Business School Press, Product, USA. Kaplan, R. S. and Norton, D. P. (2001). The Strategy Focused Organization: How Balanced Scorecard Companies Thrive in The New Business Enyironment. Boston: Harvard Business School. McCarkle, Jr. Chester O and Archibald Sandra Orr. (1982). Management and Leadership in Higher Education, San Francisco, Jossey-Bass Publisher. Murgatroyd, S. dan Morgan, C. (1993). Total Quality Management and The School. Philadelphia: Open University Press. Slamet, PH. (2000). Menuju Pengelolaan Pendidikan Berbasis Sekolah. Jakarta: Journal Pendidikan dan Kebudayaan Balitbang Depdiknas. Soenarwan. (2001). Pedekatan Sistem dalam Pendidikan. Surakarta: Sebelas Maret University Press.
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Kompotensi Profesional Guru Bimbingan Dan Konseling (Bk) Di Madrasah Aliyah Se-Kabupaten Lombok Timur NTB (Berbasis Permendiknas No. 27 Tahun 2008) Muhammad Ripli dan Himsonadi Universitas Hamzanwadi, Indonesia
Abstrak Mutu kualitas layanan bimbingan dan konseling diruang lingkup pendidikan sangat dipengaruhi oleh kompetensi profesioanal. Adapun Kompetensi profesional menurut Permendiknas No. 27 Tahun 2008 merupakan penguasaan kiat penyelenggaraan layanan bimbingan dan konseling yang memandirikan, yang ditumbuhkan serta diasah melalui latihan dan penerapan secara berkelanjutan (Sampai saat ini guru BK MA yang ada di Kabupaten Lombok Timur belum menguasai komepetensi profesional sepenuhnya. Oleh karena itu, penelitian ini bertujuan; 1) Untuk mengetahui kompetensi profesional guru bimbingan dan konseling di Madrasah Aliyah Kabupaten Lombok Timur; 2) Melihat upaya-upaya guru bimbingan dan konseling dalam mengembangkan kompetensi keprofesionalannya; dan 3) Melihat hambatan-hambatan guru bimbingan dan konseling dalam mengembangkan kompetensi keprofesionalannya. Adapun metode penelitian yang digunakan adalah kualitatif dengan subyek penelitian pengurus MGBK dan guru BK MA yang menjadi anggota MGBK di Kabupaten Lombok Timur. Penelitian ini menggunakan wawancara, observasi, dan dokumentasi sebagai teknik pengumpulan data. Artinya, telah dilakukan wawancara pada pengurus MGBK dan guru BK MA, serta observasi dan dokumentasi pada guru BK MA. Semua data yang didapat akan dianalisis dengan tiga tahapan, yaitu: reduksi data, penyajian, dan penarikan kesimpulan. Hasil yang ditemukan adalah guru BK MA yang menjadi anggota MGBK secara keseluruhan sudah memiliki latar belakang Sarjana Pendidikan (S.1) pada bidang bimbingan dan konseling, serta memiliki pengalaman kerja minimal 5 tahun. Kendati demikian, guru BK MA tersebut belum menguasai semua rumusan kompetensi profesional yang ada pada Permendiknas No. 27 Tahun 2008. Adapun indikator yang belum dimiliki adalah: 1) Menguasai pendekatan-pendekatan praksis bimbingan dan konseling dan 2) Menguasai konsep dan praksis penelitian dalam bimbingan dan konseling. Upaya peningkatan kompetensi profesional yang telah dilakukan berbentuk kegiatan-kegiatan rutin MGBK yang selalu melibatkan guru BK yang menjadi anggota MGBK. Adapun hambatan guru BK MA di antaranya; Tidak adanya jadwal masuk kelas guru BK; Kurangnya dukungan biaya yang diberikan pihak sekolah kepada guru BK; Kurang penguasaan mengenai teori-teori pendekatan yang digunakan, seperti pendekatan psikoanalisis, pendekatan behavior, pendekatan eksistensial humanistik, serta pendekatan-pendekatan lainya. Kata Kunci: kompotensi profesional, guru bk, madrasah aliyah (ma)
Latar Belakang Kualitas layanan bimbingan dan konseling di ruang lingkup pendidikan sangat dipengaruhi oleh kompetensi guru Bimbingan dan Konseling yang menggambarkan sikap profesionalitas dalam menjalankan perananya. Keberadaan layanan bimbingan dan konseling pada satuan pendidikan menjadi suatu yang penting untuk terus dikembangkan. Layanan bimbingan dan konseling merupakan salah satu penunjang keberhasilan program pendidikan di sekolah. Sebagaimana yang terdapat pada landasan bimbingan dan 518
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konseling yaitu landasan paedagogis, pada landasan ini pendidikan ditinjau dari tiga segi: pertama, pendidikan sebagai upaya pengembangan manusia dan bimbingan merupakan salah satu bentuk kegiatan pendidikan, kedua, pendidikan sebagai inti proses bimbingan dan konseling, dan ketiga, pendidikan lebih lanjut sebagi inti tujuan pelayanan bimbingan dan konseling (Prayitno & Erman Amti, 2013: 181) Namun sering terjadi kerancuan dalam pemahaman fungsi dan tugas guru Bimbingan dan Konseling pada masing-masing lembaga pendidikan, khususnya pemahaman kepala sekolah, guru bidang studi, dan wali kelas terhadap konteks tugas guru bimbingan dan konseling, itu merupakan tolak ukur bagi guru Bimbingan dan Konseling dalam mengembangkan kompetensi keprofesionalannya. Dengan demikian, perlu kiranya untuk dilakukan langkah-langkah upaya memberikan pemahaman secara komprehensif kepada kepala sekolah, guru bidang studi, wali kelas, serta staf lainya. Sehubungan dengan penjelasan-penjelasan di atas, ada fenomena menarik yang ditemukan oleh penelitian ini saat melakukan observasi awal di Kabupaten Lombok Timur, Nusa Tenggara Barat (NTB). Ditahun-tahun sebelumnya dibawah tahun 2011 pemerataan guru BK pada Madrasah swasta masih kurang dan mulai tahun 2011 ke atas pemerataan guru BK pada Madrasah swasta sudah mulai dibenahi yang akhirnya di tahun 2015 guru BK yang ada pada Madrasah swasta sudah cukup merata meskipun ada madrasah yang masih belum memiliki guru BK. Dengan melihat hal tersebut peneliti merasa tertarik untuk melakukan penelitian, dengan melihat apakah guru BK yang ada, sudah memiliki kualifikasi akademik Sarjana Pendidikan (S.1) pada bimbingan dan konseling ataukah sekolah sekedar mengada-ada saja sekedar memenuhi syarat dengan menjadikan guru mata pelajaran sebagai guru BK, dan apakah guru BK yang sudah memiliki kualifikasi akademik memiliki kompetensi dalam pelaksanaan layanan bimbingan dan konseling ataukah sebaliknya guru BK memegang mata pelajaran lain selain bimbingan dan konseling. Berdasar pada hasil observasi awal tersebut, penelitian ini tertarik untuk melakukan pengkajian lebih mendalam pada salah satu kompetensi guru Bimbingan dan Konseling, yaitu pada kompetensi profesional guru Bimbingan dan Konseling di Madrasah Aliyah seKabupaten Lombok Timur NTB. Dengan harapan, hasil dari penelitian ini dapat menjadi pertimbangan dan solusi atas permasalahan dan pengembangan yang berkaitan dengan kompetensi profesional guru Bimbingan dan Konseling (BK) pada level Madrasah Aliyah (MA). Rumusan Masalah Dari uraian latar belakang masalah di atas, maka dapat dirumuskan masalah sebagai berikut: 1. Bagaimana kompetensi profesional guru Bimbingan dan Konseling (BK) di Madrasah Aliyah se-Kabupaten Lombok Timur ? 2. Bagaimana upaya-upaya yang dilakukan dalam rangka mengembangkan kompetensi profesional guru Bimbingan dan Konseling (BK) di Madrasah Aliyah se-Kabupaten Lombok Timur ? 3. Apa saja hambatan-hambatan yang ditempuh dalam mengembangkan kompetensi professional guru Bimbingan dan Konseling (BK) di Madrasah Aliyah se-Kabupaten Lombok Timur ?
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Kerangka Teoritik Dalam penelitian ini peneliti mengacu pada rumusan kompetensi profesional yang ada pada Permendiknas No. 27 Tahun 2008 Tentang Standar Kualifikasi Akademik dan Kompetensi Konselor. Dimana salah satu kompetensi guru bimbingan dan konseling/konselor adalah kompetensi profesional yang meliputi; (1) Menguasai konsep dan praksis asesmen untuk memahami kondisi, kebutuhan, dan masalah konseli, (2) Menguasai kerangka teoretik dan praksis bimbingan dan konseling, (3) Merancang program bimbingan dan konseling, (4) Mengimplementasikan program bimbingan dan konseling yang komprehensif, (5) Menilai proses dan hasil kegiatan bimbingan dan konseling, (6) Memiliki kesadaran dan komitmen terhadap etika profesional, (7) Menguasai konsep dan praksis penelitian dalam bimbingan dan konseling.
Landasan Teoritis Kompetensi Profesional Guru Bimbingan dan Konseling Pengertian Guru Bimbingan dan Konseling Istilah bimbingan dan konseling sudah sangat populer dewasa ini, dan bahkan sangat penting peranannya dalam sistem pendidikan pada saat ini, semua terbukti karena bimbingan dan konseling telah dimasukkan dan bahkan merupakan ciri khas dari kurikulum yang ada di Indonesia. Bimbingan dan konseling sebagai bagian integral dari pendidikan adalah upaya memfasilitasi dan memandirikan peserta didik dalam rangka tercapainya perkembangan yang utuh dan optimal (Permendikbud No 111 Tahun 2014) Guru Bimbingan dan Konseling adalah seorang guru yang bertugas memberikan bantuan psikologis dan kemanusiaan secara ilmiah dan professional sehingga seorang guru bimbingan konseling harus berusaha menciptakan komunikasi yang baik dengan murid dalam menghadapi masalah dan tantangan hidup (Dewa Ketut Sukardi, 2008: 6). W.S. Winkel, dalam bukunya menyatakkan Tenaga Pembimbing/Konselor di sekolah, tenaga paraprofesional guru. Guru BK/Konselor sekolah adalah seorang tenaga professional yang memperoleh pendidikan khusus di perguruan tinggi dan mencurahkan seluruh waktunya pada pelayanan bimbingan dan konseling (W.S. Winkel & M.M. Sri Hastuti, 2013: 167). Permendiknas No. 27 Tahun 2008, guru BK/Konselor adalah pengampu pelayanan ahli bimbingan dan konseling, terutama dalam jalur pendidikan formal dan nonformal (Permendiknas No. 27 Tahun 2008). Kemudian dalam Permendikbud No. 111 Tahun 2014, pasal 1 butir 4, Menerangkan bahwa guru BK adalah pendidik yang berkualifikasi akademik minimal sarjana pendidikan (S-1) dalam bidang bimbingan dan konseling dan memiliki kompetensi di bidang bimbingan dan konseling. Berdasarkan pengertian di atas, maka guru BK adalah seorang pendidik yang memiliki kualifikasi akademik minimal Sarjana Pendidikan (S-1) dalam bidang bimbingan dan konseling yang diperoleh khusus pada perguruan tinggi yang menyediakan program study bimbingan dan konseling, pengampu pelayanan ahli bimbingan dan konseling, terutama dalam jalur pendidikan formal dan nonformal, memberikan bantuan kepada peserta didik/konseli untuk mencapai kemandirian, dalam wujud kemampuan memahami, menerima, mengarahkan, mengambil keputusan, dan merealisasikan diri secara bertanggung jawab sehingga mencapai kebahagiaan dan kesejahteraan dalam kehidupannya.
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Kompetensi Profesional Guru Bimbingan dan Konseling Berdasarkan Permendiknas No. 27 Tahun 2008, kompetensi yang harus dimiliki guru BK/konselor mencakup empat kompetensi yaitu kompetensi pedagogik, kepribadian, sosial, dan profesional. Akan tetapi, di sini peneliti ingin menekankan pada salah satu kompetensi saja, yaitu kompetensi profesional yang harus dimiliki seorang guru BK/Konselor dalam menjalankan tugasnya, yaitu memberikan pelayanan kepada peserta didik/konseli. Adapun penjabaran kompetensi professional secara rinci dalam Salinan Lampiran Permendiknas No. 27 Tahun 2008 sebagai berikut: Menguasai konsep dan praksis asesmen untuk memahami kondisi, kebutuhan, dan masalah konseli. Assessment merupakan upaya sistematis pengeidentifikasian karakteristik, potensi serta kebutuhan peserta didik/konseli. Aktivitas ini sering dianggap keterampilan utama guru BK profesional karna menyediakan basis data untuk memahami peserta didik/konseli secara menyeluruh dan sebagai acuan dalam penyusunan program layanan bimbingan dan konseling. Adapun indikator seorang guru BK dalam menguasai konsep dan praksis asesmen untuk memahami kondisi, kebutuhan, dan masalah konseli sebagai berikut: (1) menguasai hakikat asesmen, (2) memilih teknik asesmen, sesuai dengan kebutuhan pelayanan bimbingan dan konseling, (3) menyusun dan mengembangkan instrumen asesmen untuk keperluan bimbingan dan konseling, (4) Mengadministrasikan asesmen untuk mengungkapkan masalah-masalah konseli, (5) Memilih dan mengadministrasikan teknik asesmen pengungkapan kemampuan dasar dan kecenderungan pribadi konseli, (6) Memilih dan mengadministrasikan instrumen untuk mengungkapkan kondisi aktual konseli berkaitan dengan lingkungan, ( 7) Mengakses data dokumentasi tentang konseli dalam pelayanan bimbingan dan konseling, (8) Menggunakan hasil asesmen dalam pelayanan bimbingan dan konseling dengan tepat, (9) Menampilkan tanggung jawab profesional dalam praktik asesmen. Menguasai kerangka teoretik dan praksis bimbingan dan konseling Penguasaan kerangka teoritik bimbingan dan konseling oleh guru BK merupakan hal yang bersifat mendasar dalam memulai pelaksanaan pelayanan bimbingan dan konseling. Namun d a l a m penguasaan pada aspek teoritik ini tidak akan memiliki arti apabila seorang guru BK tidak mengaplikansikannya. Dengan pengaplikasian aspek teoritik bimbingan dan konseling, guru BK akan diketahui tingkat keprofesionalannya dalam melaksanakan pelayanan bimbingan dan konseling kepada peserta didik/konseli. Berikut indikator yang termasuk dalam aspek penguasaan kerangka teoritik dan praksis bimbingan dan konseling sebagai berikut: (1) mengaplikasikan hakikat pelayanan bimbingan dan konseling, (2) mengaplikasikan arah profesi bimbingan dan konseling, ( 3) mengaplikasikan dasar-dasar pelayanan bimbingan dan konseling, ( 4) m engaplikasikan pelayanan bimbingan dan konseling sesuai kondisi dan tuntutan wilayah kerja, (5) mengaplikasikan pendekatan /model/jenis pelayanan dan kegiatan pendukung bimbingan dan konseling, (6) mengaplikasikan dalam praktik format pelayanan bimbingan dan konseling. Merancang program Bimbingan dan Konseling Pelayanan bimbingan dan konseling dapat berjalan secara efektif dan efisien 521
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dengan adanya program yang dibuat oleh guru BK. Dengan adanya program bimbingan dan konseling maka kegiatan yang dilakukan oleh guru BK akan terarah. Oleh karena itu penting adanya program bimbingan dan konseling, seorang guru BK harus mampu merancang program bimbingan dan konseling. Adapun indikator yang perlu dimiliki oleh guru BK pada aspek merancang program bimbingan dan konseling antara lain: (1) menganalisis kebutuhan konseli, (2) menyusun program bimbingan dan konseling yang berkelanjutan berdasar kebutuhan peserta didik secara komprehensif dengan pendekatan perkembangan, (3) menyusun rencana pelaksanaan program bimbingan dan konseling, (4) merencanakan sarana dan biaya penyelenggaraan program bimbingan dan konseling Mengimplementasikan program Bimbingan dan Konseling yang komprehensif Seorang guru BK yang profesional harus mampu melakukan need assement kepada peserta didik/konseli sebagai acuan dalam membuat rancangan program layanan bimbingan dan konseling serta mampu mengimplementasikannya program bimbingan dan konseling secara menyeluruh. Demikian indikator yang perlu dikuasai oleh seorang guru BK pada aspek mengimplementasikan program bimbingan dan konseling yang komprehensif : (1) melaksanakan program bimbingan dan konseling, ( 2) melaksanakan pendekatan kolaboratif dalam pelayanan bimbingan dan konseling, (3) memfasilitasi perkembangan akademik, karier, personal, dan sosial konseli, (4) mengelola sarana dan biaya program bimbingan dan konseling Menilai proses dan hasil kegiatan Bimbingan dan Konseling Penilaian merupakan suatu kegiatan yang memiliki tahapan tertentu (berproses: mekanisme, prosedur, dan instrument yang digunakan), dengan mengetengahkan pengumpulan dan pengolahan akan berbagai informasi. Kegiatan penilaian proses dan hasil kegiatan bimbingan dan konseling pada hakikatnya bertujuan untuk mengetahui atau memperoleh gambaran yang bersifat informasi akurat tentang keefektifan dan efisiensi pelaksanaan layanan bimbingan dan konseling yang diterapkan oleh guru BK kepada peserta didik/konseli. Berikut indikator dalam penilaian proses dan hasil kegiatan bimbingan dan konseling: ( 1) melakukan evaluasi hasil, proses, dan program bimbingan dan konseling, (2) melakukan penyesuaian proses pelayanan bimbingan dan konseling, ( 3) menginformasikan hasil pelaksanaan evaluasi pelayanan bimbingan dan konseling kepada pihak terkait, (4) menggunakan hasil pelaksanaan evaluasi untuk merevisi dan mengembangkan program bimbingan dan konseling Memiliki kesadaran dan komitmen terhadap etika profesional Guru BK merupakan sebuah profesi, dan berkedudukan sebagai tenaga pendidik yang profesional, sebagai sebuah profesi dan tenaga pendidik yang profesional, guru BK h a r u s memiliki sebuah etika profesi. “Etika profesi bimbingan dan konseling adalah kaidah-kaidah perilaku yang menjadi rujukan bagi guru BK dalam melaksanakan tugas atau tanggung jawabnya memberikan pelayanan bimbingan dan konseling kepada peserta didik/ konseli” (Supriatna, Mamat, 2011: 255 (ABKIN, 2009).
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Demikian penjabaran indikator yang perlu dimiliki oleh guru BK pada aspek memiliki kesadaran dan komitmen terhadap etika professional: (1) memahami dan mengelola kekuatan dan keterbatasan pribadi dan professional, (2) menyelenggarakan pelayanan sesuai dengan kewenangan dan kode etik profesional konselor, ( 3) mempertahankan objektivitas dan menjaga agar tidak larut dengan masalah konseli, (4) melaksanakan referal sesuai dengan keperluan, ( 5) p eduli terhadap identitas profesional dan pengembangan profesi, ( 6) m endahulukan kepentingan konseli daripada kepentingan pribadi konselor , ( 7) menjaga kerahasiaan konseli Menguasai konsep dan praksis penelitian dalam bimbingan dan konseling Penelitian dalam bimbingan dan konseling berguna untuk meningkatkan kualitas layanan bimbingan dan konseling, sebagai sumber data bagi kepentingan kebijakan sekolah dan implementasi proses pembelajaran, serta pengembangan program bagi peningkatan unjuk kerja professional guru BK. Oleh karena manfaat tersebut, untuk dapat melakukan penelitian dalam bimbingan dan konseling maka seyogiyanya guru BK menguasai konsep dan praksisnya. Adapun indikator seorang guru BK yang menguasai konsep dan praksis penelitian dalam bimbingan dan konseling: (1) m emahami berbagai jenis dan metode penelitian, ( 2) mampu merancang penelitian bimbingan dan konseling, ( 3) melaksaanakan penelitian bimbingan dan konseling, ( 4) memanfaatkan hasil penelitian dalam bimbingan dan konseling dengan mengakses jurnal pendidikan dan bimbingan dan konseling.
Metode Penelitian Metode adalah suatu prosedur untuk mengetahui sesuatu yang mempunyai langkahlangkah sistematis (Husain Usman & Purnomo Setiyady Akbar, 2000: 47). Sedangkan metode penelitian merupakan sebagai cara ilmiah untuk mendapatkan data dengan tujuan dan kegunaan tertentu (Sugiyono, 2007: 3). Data-data yang digali dalam penelitian ini bersifat deskriptif. Sedangkan maksud dalam penelitian ini adalah ingin menjelaskan tentang bagaimana kompetensi profesional guru bimbingan dan konseling di Madrasah Aliyah se-Kabupaten Lombok Timur-NTB. Jenis Penelitian Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian lapangan (field research). Sedangkan sifat dalam penelitian ini adalah deskriptif-kualitatif, Sukmadinata menjelaskan bahwa, penelitian kualitatif merupakan penelitian deskriptif yang dapat digambarkan dalam bentuk lisan dan tulisan dari individu atau kelompok terhadap perilaku yang sedang diamati (Nana Syaodih Sukmadinata, 2005: 96), dimana metode penelitiannya berusaha mengungkap fakta atau kejadian, objek, aktivitas, proses dan manusia dengan “apa adanya”. Subjek Penelitian Subjek adalah sumber tempat memperoleh keterangan penelitian (Winarno Surakhmad, 1990: 143). Untuk itu, subjek yang peneliti gunakan dalam memperoleh data dalam penelitian ini adalah semua guru BK MA yang menjadi anggota MGBK dan pengurus MGBK SMA/MA yang ada di Kabupaten Lombok Timur. Selain peneliti melakukan penelitian pada saat kegiatan acara MGBK peneliti juga langsung terjun langsung ke beberapa Madrasah Aliyah yang ada di Kabupaten Lombok Timur, yang terdapat di beberapa kecamatan diantaranya: MAN 1 Selong Kecamatan Selong, MAN 2 Wanasaba Kecamatan Wanasaba, MA NW Kotaraja Kecamatan Sikur, 523
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
MA NW Ijobalit Kecamatan Labuan Haji, dan MA UF NW Paok Lombok Kecamatan Suralaga. Objek Penelitian Objek penelitian adalah sesuatu yang hendak diteliti dalam suatu penelitian (Husain Usman & Purnomo Setiyady Akbar, 2000: 100). Dengan demikian, fokus atau arah secara umum dalam penelitian ini ingin mengamati bagaimana kompetensi profesional guru BK MA baik yang terkait dengan upaya yang dilakukan untuk mengembangkan kompetensi profesional yang dimilikinya, dan hambatan yang ditempuh dalam mengembangkan kompetensi profesionalnya. Dengan mengacu pada rumusan kompetensi profesional yang ada pada Permendiknas No. 27 Tahun 2008. Metode Pengumpulan Data Untuk mendapatkan data yang valid, akurat dan mendalam, diperlukan adanya penggalian data yang mendalam, sehingga mampu mengungkap permasalahan yang hendak diteliti: Metode Dokumentasi Metode dokumentasi adalah metode pengumpulan data yang bersumber pada tulisantulisan (Sutrisno Hadi, 1993: 136). Suharsimi Arikunto menjelaskan, metode dokumentasi digunakan untuk mengumpulkan data dalam bentuk catatan, transkip, buku, surat kabar, majalah, notulen, rapat, leger, agenda dan lain sebagainya (Suharsimi Arikunto, 1996: 202). Metode wawancara (Interview) Metode wawancara adalah metode pengumpulan data dengan cara tanya jawab secara sepihak yang dilakukan secara sistematis dan berdasarkan pada tujuan penelitian (Sutrisno Hadi, 1987: 193). Sudijono menjelaskan, metode wawancara merupakan metode pengumpulan data yang diperoleh secara langsung (Anas Sudijono, 1996: 35). Dengan demikian, peneliti melakukan wawancara langsung kepada subjek penelitian yaitu guru BK MA yang menjadi anggota MGBK dan pengurus MGBK yang ada di Kabupaten Lombok Timur. Metode Observasi Metode observasi menjadi salah satu metode yang biasanya digunakan dalam penelitian kualitatif yang bertujuan untuk mengamati secara langsung dinamika atau fenomena subjek dan objek penelitian. Pengamatan ini dilaksanakan secara sengaja dan terencana serta memuat tujuan-tujuan tertentu. Sutrisno Hadi menjelaskan bahwa, observasi dilakukan dengan mengadakan pengamatan secara langsung pencatatan secara sistematis terhadap fokus permasalahan yang diteliti (Sutrisno Hadi, 1998: 193). Metode Analisis data Analisis data dilakukan sebagai proses penyederhanaan data ke dalam bentuk bacaan dan dapat diinterpretasikan (Masri Singarimbun dan Sofian Effendi, 1987: 263). Tujuan dari analisis data adalah menyederhanakan data penelitian yang amat besar jumlahnya menjadi informasi yang lebih sederhana, dan lebih mudah dipahami, serta menarik kesimpulan penelitian yang telah dilaksanakan (Hermawan Warsito, 1992: 89). Adapun data yang akan dianalisis yaitu data diperoleh dengan tehnik pengumpulan data baik dengan dokumnetasi, wawancara, dan observasi, yang kesemua data tersebut dapat digunakan untuk menggali kompetensi profesional guru BK. Adapun langkah-langkah peneliti dalam melakukan analisis data adalah: 524
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Reduksi data (data reduction) Reduksi data yang dimaksud dalam penelitian ini sebagai upaya melakukan pemilihan, pemusatan perhatian atau penyederhanaan data. Sugiyono menjelaskan bahwa, mereduksi data berarti memilih hal-hal pokok, memfokuskan pada hal-hal penting, dicari tema dan polanya, serta membuang yang dianggap tidak perlu (Sugiyono, 2014: 247). Penyajian data (data display) Setelah data direduksi, langkah analisis selanjutnya adalah menyajikan data. Penyajian data diarahkan agar data hasil reduksi terorganisir, tersusun dalam pola hubungan, sehingga makin mudah dipahami dan merencanakan kerja penelitian selanjutnya. Sugiyono menyatakan bahwa, penyajian data merupakan proses pengumpulan informasi yang disusun berdasarkan kategori atau pengelompokan-pengelompokan yang diperlukan (Sugiyono, Sugiyono, 2014: 249). Penarikan kesimpulan (Conclusion/verification) Kegiatan ini merupakan kegiatan terakhir dalam melakukan analisis data, setelah melalui kegiatan reduksi data dan penyajjian data. Penarikan kesimpulan ini dilakukan secara deskriptif, singkat, padat dan jelas. Penarikan kesimpulan tersebut dilakukan berlandaskan pada pokok-pokok pembahasan dalam obyek penelitian. Langkah ketiga dalam analisis data kualitatif menurut Miles and Huberman adalah penarikan kesimpulan dan verifikasi (Sugiyono, Sugiyono, 2014: 252).
Hasil Penelitian dan Pembahasan Keberadaan guru BK pada sekolah dan Madrasah sangat diperhatikan oleh pemerintah guna mewujudkan tujuan pendidikan, itu dapat dilihat dengan adanya Peraturan Pemerintah yang menetapkan serta menjelaskan tugas-tugas guru BK pada sekolah dan Madrasah, sebagaimana yang terdapat pada Permendiknas No. 27 Tahun 2008 Tentang Standar Kualifikasi Akademik dan Kompetensi Konselor, yang selajutnya terdapat pada Permendikbud No. 81A Tahun 2013 Tentang Implementasi Kurikulum yang terdapat pada Lampiran IV Bab VIII Tentang Konsep dan Strategi Layanan Bimbingan dan Konseling, dan Permendikbud No. 111 Tahun 2014 Tentang Bimbingan dan Konseling pada Pendidikan Dasar dan Pendidikan Menengah. Berdasarkan hasil penelitian keberadaan guru BK MA yang ada di Kabupaten Lombok Timur yang ikut bergabung menjadi anggota MGBK secara keseluruhan sudah memiliki kualifikasi akademik Sarjana Pendidikan (S.1) program studi bimbingan dan konseling dan memiliki pengalaman kerja yang cukup memadai. Kemudian selanjutnya kompetensi professional guru BK merupakan salah satu kompetensi yang harus dimiliki oleh guru BK sebagai dasar dalam pelaksanaan pelayanan bimbingan dan konseling profesional yang sesuai dengan arah dan tujuan yang ingin dicapai. Dari hasil penelitian diperoleh bahwa guru BK MA yang menjadi anggota MGBK dalam pelaksanaan layanan bimbingan dan konseling, para subyek sudah melakukan beberapa tahapan-tahapan sebagaimana yang terdapat pada kompetensi profesional yang ada pada Permendiknas No. 27 Tahun 2008 diantaranya : Menguasai konsep dan praksis assessment untuk memahami kondisi, kebutuhan, dan masalah konseli Dengan mengacu pada hasil penelitian, semua guru BK MA yang bergabung menjadi anggota MGBK bisa dikategorikan sudah mampu melaksanakan kegiatan need assessment kepada peserta didik, sebagai bentuk langkah awal dalam penyusunan program dan 525
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
pelaksanaan kegiatan layanan bimbingan dan konseling. Hasil need assessment digunakan untuk memahami kebutuhan dan masalah konseli sehingga kegiatan layanan yang dilakukan oleh guru BK tidak menyimpang dengan kebutuhan peserta didik. Hasil dari kegiatan need asesmen di masukkan ke dalam buku pribadi peserta didik sebagai acuan dalam pemberian layanan selanjutnya. Selain itu juga data-data hasil need asessmen disimpan juga ke dalam map, box file, dan bentuk-bentuk penyimpanan data lainnya. Selain itu juga guru BK MA yang menjadi anggota MGBK sudah bisa menampilkan tanggung jawab dalam melakukan praktik need assessment, hal itu dibuktikan dengan adanya laporan hasil pelaksanaan need assessment yang dibuat oleh guru BK dan hasil kegiatan tersebut juga di imformasikan atau dilaporkan kepada pihak yang terkait dalam proses pelaksanaan pembelajaran. Menguasai kerangka teoritik dan praksis bimbingan dan konseling Dari hasil penelitian yang dilakukan ke beberapa Madrasah Aliyah, guru BK MA yang menjadi anggota MGBK yang ada di Kabupaten Lombok Timur secara keseluruhan sudah bisa dinyatakan sudah mampu membuat program kerja dan perangkat pembelajaran, hal tersebut dapat dilihat dokumen yang dimiliki oleh guru BK MA. Program kerja dan perangkat pembelajaran bimbingan dan konseling yang dimiliki oleh masing-masing guru BK MA yang isinya memuat adanya program tahunan, program semester, program bulanan, program minggunan, program harian, Silabus, SATLAN, jadwal kegiatan layanan, kalender pendidikan. Namun dari hasil wawancara dengan beberapa guru BK MA, “Dalam pemberikan layanan bimbingan dan konseling kepada peserta didik kami sebagai guru BK menggunakan tehnik bimbingan dan konseling apa adanya yang sesuai dengan kenyataan yang ada/permasalahan peserta didik, yang kami utamakan adalah terselesaikannya permasalahan yang dimiliki oleh peserta didik. Namun untuk pendekatan-pendekatan seperti psikoanalisis, eksistennsial humanistik, behavior atau pendekatan yang lainya masih belum kami pahami, akan tetapi tanpa menggunakan pendekatan itu juga kami sudah berhasil dalam memberikan layanan bimbingan dan konseling peserta didik.” Merancang Program Bimbingan dan Konseling Dari hasil pengumpulan data yang peneliti lakukan dengan tehnik dokumentasi dan observasi, peneliti menemukan adanya beberapa dokumen yang tersimpan. Dalam penyusunan program bimbingan dan konseling guru BK MA yang menjadi anggota MGBK dapat dinyatakan sudah mampu dalam penyusunan program, itu dilihat dari dokumen program kerja dan perangkat pembelajaran yang dimiliki oleh guru BK MA yang tidak lain isinya adalah rancangan pelaksanaan layanan bimbingan dan konseling kepada peserta didik, seperti satuan layanan (SATLAN) dan satuan pendukung (PENDUKUNG). Berdasarkan hasil wawancara dengan beberapa guru BK MA, “Dalam penyusunan program bimbingan dan konseling yang berkelanjutan guru BK selalu melihat dokumen-dokumen hasil analisis kebutuhan peserta didik yang sebelumnya yang masih tersimpan, agar dalam penyusunan program bimbingan dan konseling tidak penyimpang dari kebutuhan peserta didik dan sesuai dengan kedaan lingkungan madrasah yang ada.” Mengimplementasikan program bimbingan dan konseling yang komprehensif. Berdasarkan hasil penelitian guru BK MA dalam mengimplementasikan program bimbingan dan konseling yang komprehensif dapat dilihat dari dokumen yang ada seperti 526
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
adaya jadwal kegiatan layanan yang sudah ditentukan pada masing kelas yang menjadi siswa asuhnya, adanya satuan layanan, catatan harian guru BK, catatan konsultasi, hasil observasi, serta catatan dokumen lainnya. Dalam pemberian layanan bimbingan dan konseling kepada peserta didik/konseli secara keseluruhan sudah merata, baik yang dilakukan dengan layanan klasikal, konseling individual, konseling kelompok, maupun dengan layanan lainnya yang ada pada BK pola 17 plus. Dari hasil wawancara, pada setiap semester masing-masing kelas menerima layanan bimbingan dan konseling minimal 10 kali, itu dilakukan dengan berbagai jenis layanan dan satuan pendukung baik yang dilakukan di luar maupun di dalam kelas. Kemudian dari hasil dokumentasi, peneliti menemukan sudah terdapatnya struktur pengorganisasian layanan bimbingan dan konseling di masing-masing madrasah, terdapatnya pembagian tugas yang sudah cukup jelas dan pembagian siswa asuh masingmasing guru BK sudah sesuai dengan aturan yang ada, yaitu satu guru BK memiliki siswa asuh sebanyak 150 peserta didik sehinggga proses pelaksanaan layanan bimbingan dan konseling kepada peserta didik bisa berlangsung efektif dan efisien. Menilai proses dan hasil kegiatan bimbingan dan konseling Dalam penilaian proses dan hasil kegiatan layanan bimbingan dan konseling berdasarkan hasil dokumentasi dan observasi yang peneliti peroleh dilapangan, peneliti menemukan adanya beberapa dokumen yang merupakan panduan penilaian yang gunakan oleh guru BK dalam menilai atau mengevaluasi peserta didiknya. Dalam penilaian proses, kegiatan layanan bimbingan dan konseling dilakukan melalui analisis terhadap keterlibatan unsurunsur sebagaimana yang tercantum di dalam SATLAN dan SATKUNG, untuk mengetahui efektifitas dan efisiensi pelaksanaan kegiatan. Kemudian dalam penilaian hasil dilakukan melalui; 1) penilaian segera (LAISEG), 2) penilaian jangka pendek (LAIJAPEN), dan 3) penilaian jangka Panjang (LAIJAPANG). Kemudian hasil dari penilaian segera (LAISEG), jangka pendek (LAIJAPEN), dan jangka panjang (LAIJAPAN), dari ketiga kegitan penilaian tersebut akan di cantumkan pada laporan pelaksanaan program (LAPELPROG) secara keseluruhan. Dalam penilaian proses dan hasil layanan bimbingan dan konseling guru BK MA yang menjadi anggota MGBK secara keseluruhan, sudah mampu dalam melakukan penilaian/evaluasi. Itu dilihat dari adanya dokumen laporan pelaksanaan program layanan. Hasil penilain ini digunakan untuk mengetahui keberhasilan layanan bimbingan dan konseling yang diberikan kepada peserta didik, sehingga guru BK bisa melakukan tindak lanjut program layanan (merevisi dan mengembangkan program layanan) dan hasil penilaian ini juga selalu diimformasikan kepada pihak-pihak yang terkait baik intern maupun ekstren, dengan tujuan agar semua pihak yang terkait mengetahui dan terlibat dalam kegiatan layanan apabila guru BK membutuhkan. Memiliki kesadaran dan komitmen terhadap etika profesional. Hasil wawancara dengan pengurus MGBK SMA/MA, Secara keseluruhan semua guru BK MA yang menjadi anggota MGBK dalam melaksanakan layanan bimbingan dan konseling selalu mentaati kode etik profesional bimbingan dan konseling dan selalu menjaga asas kerahasiaan. Kemudian hasil wawancara dengan Koordinator guru BK MAN Selong, “Dalam pelaksanaan layanan bimbingan dan konseling selalu dihimbaukan kepada semua guru BK untuk selalu mengedepankan kemaslehatan peserta didik/konseli.” Sehingga, hendaknya guru BK perlu mengadakan kolaborasi dengan berbagai pihak sekolah seperti 527
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
wali murid, wali kelas, guru maple, dan kepala sekolah dalam penentuan program dan penyelesaian masalah. Dari hasil dokumentasi dan observasi langsung ke beberapa Madrasah Aliyah peneliti menemukan adanya fasilitas dan prasarana yang mendukung dalam menunjung kegiatan layanan bimbingan dan konseling yang kesemuanya itu merupakan bentuk kesadaran dari pihak sekolah akan keberadaan layanan bimbingan dan konseling di sekolah. Menguasai konsep dan praksis penelitian dalam bimbingan dan konseling Berdasarkan hasil dokumentasi dan observasi yang peneliti lakukan ke beberapa Madrasah Aliyah yang ada di Kabupaten Lombok Timur, peneliti menemukan tidak adanya dokumen yang berbentuk karya ilmiah baik dalam bentuk jurnal, artikel dan bentuk-bentuk karya ilmiah lainnya, melainkan peneliti hanya menemukan buku panduan dan modul yang digunakan oleh guru BK dalam memberikan layanan bimbingan dan konseling kepada peserta didik. Upaya Peningkatan Kompetensi Profesional Guru Bimbingan dan Konseling di Madrasah Aliyah Kabupaten Lombok Timur Berikut peneliti akan uraikan secara terperinci upaya-upaya yang dilakukan guru BK dalam mengembangkan kompetensi profesional baik data yang diperoleh dari pengurus MGBK dan guru BK MA yang menjadi anggota MGBK, yaitu sebagai berikut : Upaya peningkatan kompetensi profesional yang peneliti peroleh dari pengurus MGBK. Dari hasil penelitian menunjukkan bahwa, bentuk upaya peningkatan kompetensi profesional para guru BK MA yang menjadi anggota MGBK yaitu dengan melakukan kegiatan-kegiatan sebagai berikut : a. Guru BK MA dilatih untuk melaksanakan need assessment dan penyebaran angket kepada peserta didiknya, baik yang berupa tes maupun non tes. b. Guru BK MA dilatih membuat program bimbingan dan konseling yang berdasarkan hasil need assessment yang sudah dilakukan kepada peserta didiknya. c. Guru BK MA dilatih untuk melakukan evaluasi terhadap pelaksanaan layanan bimbingan dan konseling, baik evaluasi proses maupun evaluasi hasil. d. Kunjungan langsung Pembina MGBK ke sekolah/madrasah, terkait dengan membantu guru BK dalam menyelesaikan masalah peserta didik. e. Melaksanakan seminar sebagai penambah pengetahuan tentang bimbingan dan konseling. f. Pertemuan rutin MGBK yang dilakukan dengan cara berpindah-pindah dari satu sekolah ke sekolah yang lain. g. Guru BK dilatih membuat laporan hasil dari pelaksanaan layanan bimbingan dan konseling sebagai bentuk wujud kerja nyata dan sebagai bentuk tanggung jawab terkait dengan pelaksanaan layanan bimbingan dan konseling. Upaya peningkatan kompetensi profesional guru BK di Madrasah Aliyah Kabupaten Lombok Timur yang peneliti peroleh dari hasil dokumentasi, wawancara dan observasi ke beberapa guru BK MA yang menjadi anggota MGBK di antaranya: a. Guru BK selalu mensosialisasikan program bimbingan dan konseling kepada pihakpihak yang terkait dalam proses pembelajaran baik intern maupun ekstren. b. Guru BK mengundang pembina MGBK untuk datang ke madrasah dengan tujuan untuk membantu dalam penyelesain permasalahan peserta didik serta pelatihan guru BK dalam pelaksanaan konseling. 528
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
c. Guru BK selalu dituntut untuk membuat laporan hasil dari pelaksanaan layanan bimbingan dan konseling yang sudah dilakukan, sebagai wujud kerja nyata terhadap pelaksanaan layanan serta sebagai bentuk tanggung jawab pelaksanaan layanan. d. Guru BK melakukan kerjasama dengan pihak-pihak terkait baik intern maupun ekstren seperti guru mapele, wali kelas, orang tua siswa dan pihak-pihak lain yang bisa membantu. e. Guru BK selalu mengikuti kegitan seminar dan wokshop sebagai penambah pengetahuan. f. Mencegah persepsi peserta didik mengenai guru BK sebagai polisi sekolah, yaitu dengan cara melakukan pendekatan langsung kepada peserta didik. Dari semua penjelasan dan uraian di atas baik yang diproleh dari pengurus MGBK maupun guru BK MA, dapat diambil kesimpulan secara keseluruhan guru BK MA yang menjadi anggota MGBK di Kabupaten Lombok Timur, sudah ada upaya untuk meningkatkan kompetensi mengenai pelaksanaan layanan bimbingan dan konseling secara profesional, itu dilihat dari kegiatan-kegiatan rutin MGBK dan kegiatan guru BK. Hambatan dalam Mengembangkan Kompetensi Profesional Guru Bimbingan dan Konseling di Madrasah Aliyah Kabupaten Lombok Timur Berdasarkan hasil penelitian baik yang dilakukan denga dokumentasi, wawancara dan observasi yang peneliti lakukan dengan pengurus MGBK dan guru BK MA yang menjadi anggota MGBK yang ada di Kabupaten Lombok Timur. Hasil penelitian yang diperoleh dari pengurus MGBK. Adapun hambatan-hambatan yang kerapkali dialami oleh guru BK dalam mengembangkan kompetensi profesional adalah sebagai berikut : (Wawancara, dengan Pembina dan Sekertaris MGBK SMA/MA Kabupaten Lombok Timur pada tanggal 15-17 Febuari 2016). a. Tidak adanya jadwal masuk kelas guru BK MA sehingga dalam penyampaian materi layanan agak sulit melainkan hanya dilakukan pada saat jam kosong atau memintak jam guru mata pelajaran. b. Kurangnya dukungan biaya yang diberikan pihak sekolah kepada guru BK dalam mengadakan kegiatan layanan bimbingan dan konseling di Madrasah Aliyah. c. Sarana dan prasarana yang kurang memadai, aspek ini menjadi salah satu aspek penting dalam mendukung dan mengembangkan kompetensi profesionalitas guru BK. Persoalan ini kerapkali menjadi faktor penghambat dalam kelancaran kegiatan pelayanan bimbingan dan konseling, khususnya pada sekolah Madrasah Aliyah swasta yang masih terpencil yang jauh dari perkotaan (Wawancara, Lalu Sukri, Sekertaris MGBK SMA/MA Kabupaten Lombok Timur, pada tanggal 16 Februari 2016). Hasil penelitiam yang peneliti peroleh dari guru BK MA tidak jauh berbeda seperti yang diungkapkan oleh pengurus MGBK. Adapun faktor penghambat guru BK MA dalam meningkatkan kompetensi profesionalnya adalah rata-rata guru BK yang menjadi anggota MGBK menyatakan: (Hasil Wawancara, Koordinator guru BK MAN 1 Selong, guru BK MAN 2 Wanasaba, guru BK MA NW Kotaraja, guru BK MA UF NW Paok Lombok, guru BK MA NW Ijobalit dan guru BK MA NW Ketangga). a. Kurangnya dukungan biaya yang diberikan oleh pihak sekolah guna untuk menunjang kegiatan pelaksanaan layanan bimbingan dan konseling. b. Tidak adanya jadwal masuk kelas guru BK sehingga guru BK merasa kesulitan dalam penyampian materi layanan dan hanya bisa dilakukan diluar kelas. 529
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c. Tidak adanya pengawas yang memiliki kualifikasi akademik pada bidang bimbingan dan konseling yang berasal dari Kantor Departemen Agama (DEPAG).
Kesimpulan dan Saran Berdasarkan hasil penelitian, guru BK MA yang menjadi anggota MGBK sudah memiliki kualifikasi akademik Sarjana Pendidikan (S.1) pada bidang bimbingan dan konseling dan sudah memiliki pengalaman kerjayang cukup memadai. Kemudian untuk kompetensi profesional yang dimiliki oleh guru BK MA, peneliti menemukan dari ketujuh poin yang ada pada kompetensi profesional (Permendiknas No. 27 Tahun 2008) hanya 5 poin sudah bisa dijalankan oleh guru BK MA yang menjadi anggota MGBK dan ada 2 poin yang masih belum dimiliki diantaranya: pendekatan-pendekatan dalam bimbingan dan konseling menurut teori dan penguasaan konsep dan praksis penelitian dalam bimbingan dan konseling. Adapun Hambatan dalam mengembangkan kompetensi profesional guru BK MA Kabupaten Lombok Timur. Berdasarkan hasil penelitian dapat jabarkan hambatanhambatan yang dialami oleh guru BK di antaranya : 1. Tidak adanya jadwal masuk kelas guru BK MA sehingga dalam penyampaian materi layanan merasa kesulitan melainkan hanya dilakukan pada saat jam kosong dan diluar kelas. 2. Kurangnya dukungan biaya yang diberikan pihak sekolah kepada guru BK, dimana kebutuhan guru BK berbeda dengan guru mata pelajaran. 3. Tidak adanya pengawas yang memiliki kualifikasi akademik bimbingan dan konseling dari Depatemen Agama (Depag). Saran Berdasarkan hasil penelitian dan pembahasan yang dikemukakan di atas, maka beberapa saran yang perlu dipertimbangkan untuk peningkatan kompetensi profesionalitas guru Bimbingan dan Konseling pada level pendidikan MA sebagai berikut : 1. Tidak adanya jam masuk kelas, guru BK MA diharapkan dapat melaksanakan atau membentuk kelompok-kelompok diskusi kecil yang aktif seperti, melaksanakan layanan bimbingan dan kelompok, melatih siswa untuk peer counseling (konseling teman sebaya). 2. Untuk guru BK mengalami kekurangan biaya diharap guru BK selalu mencari solusi dan jangan dijadikan sebagai hambatan dalam melaksanakan tugas keprofesionalannya. 3. Kepada pengurus MGBK diharapkan selalau mengembangkan organisasi dan menambah personil anggota. Organisasi MGBK merupakan salah wadah tempat menambah pengetahuan bimbingan dan konseling yang digunakan untuk meningkatkan kompetensi profesional dalam menjalankan profesi BK.
Daftar Pustaka ABKIN, Anggaran Dasar dan Anggaran Rumah Tangga, Kode etik Bimbingan dan Konseling, Standar Kompetensi Konselor, 2005. ABKIN, Panduan Umum Pelayanan Bimbingan dan Konseling pada Satuan Pendidikan Dasar dan Menengah (SD/MI/SDLB, SMP/MTs/SMPLB, SMA/MA/SMALB dan SMK/MAK), 2013. Amin, Samsul Munir, Bimbingan dan Konseling Islam, Jakarta: AMZAH, 2010. Amirin Tatang, Menyusun Rencana Penelitian, Jakarta: PT. Raja Grafindo Persada, 1998. Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta: Rineka Cipta, 1996. 530
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Daryanto, Standar Kompotensi dan Penilian Kinerja Guru Profesional, Yogyakarta: Gava Media, 2013. Eriyono, Marta Eko, Penerapan Kompetensi professional guru BK pasca sertifikasi (Studi Deskriptif guru BK SMP Negeri Se-Kabupaten Rembang. Semarang: Universitas Negeri Semarang, 2013. Geldard, Kathryn dan David Geldard, Konseling Remaja. Yogyakarta: Pustaka Pelajar, 2011. Gibson, Robert L., dan Marianne H. Mitchell, Bimbingan dan Konseling, Yogyakarta: Pustaka Pelajar, 2011. Gladding, Samuel T., Konseling Profesi yang Menyeluruh, Jakarta: PT INDEKS, 2012. Hadi, Sutrisno, Metodelogi Risearch, Yogyakarta: Yayasan Penerbit Fakultas Psikologi UGM, 1987. Hamalik, Oemar, Pendidikan Guru Berdasarkan Pendekatan Kompotensi, Cet. Ke-4. Jakarta: Bumi Aksara, 2006. IKAPI, Anggota, Kamus Bahasa Indonesia untuk Pendidikan Dasar dan Menengah, dan Umum, Bandung: PT Sarana Pancakarya Nusa, 2013. Janawi, Kompotensi Guru Citra Guru Profesional, Bandung: Alfabeta, 2012. Creswell John W., Pendekatan Metode Kualitatif, Kuantitatif, dan Campuran, Yogyakarta: Pustaka Pelajar, 2014, Edisi ke-4 Khoiri, Hoyyima, Jitu dan Mudah Lulus Sertifikasi Guru, Yogyakarta: Bening, 2010. Kunandar, Guru Profesional, Jakarta : PT Raja Grafindo, 2007. Kurniawan, Luky, Pengembangan Program Layanan Bimbingan dan Konseling Komprehensif di SMA, Jurnal Psikologi Pendidikan & Konselin UNY, Vol. 1 No. 1 Juni 2015. Kusnandar. Guru Profesional Implementasi Kurikulum Tingkat Satuan Pendidikan (KTSP) dan Sukses dalam Sertifikasi Guru, Jakarta: PT Raja Grafindo, 2007. Lesmana, Jeanette Murad. Dasar-Dasar Konseling. Jakarta: UPI Press, 2007 Lestari, Mugi, Kompetensi Profesional Guru Bimbingan dan Konseling dalam Pelaksanaan Pelayanan Bimbingan dan Konseling di SMP Negeri se-Kota Cilacap, Universitas Negeri Semarang, 2013. Maleong, Lexy J., Metode Penelitian Kualitatif, Bandung: PT Remaja Rosda Karya, 1994. Mansur, Pendidikan Anak Usia Dini dalam Islam, Yogyakarta: Pustaka Pelajar, 2007. Marno dan M. Idris, Strategi dan Metode Pengajaran, Yogyakarta: Ar-ruzz Media, 2009. Mulyasa, E., Standar Kompetensi dan Sertifikasi Guru, Bandung: PT Remaja Rosdakarya, 2002. Nawawi, Hadari, Metodelogi Penelitian Bidang Sosial, Yogyakarta: GajahMada Univerrsity Pres, 2000. Nikmah, Syifaun, Profesinalisme Guru-Guru PAI Pasca Sertifikasi di Madrasah Aliyah Kabupaten Cilacap, Yogyakarta: PPS UIN Sunan Kalijaga, 2014. Nuroniyah, Wifayatun, Kompetensi Profesional Konselor Madrasah Tsanawiyah di DIY, Yogyakarta: PPS UIN Sunan Kalijaga, 2015. Prayitno dan Erman Amti, Dasar-Dasar BImbingan dan Konseling, Jakarta: PT Rineka Cipta, 2013. Prayitno, Pelayanan Bimbingan dan Konseling Sekolah Menengah Umum (SMU), Padang: PT Bina Sumber Daya MIPA, 1997. Prayitno, Unjuk kerja Guru BK Berbasis Permendiknas No. 27 Tahun 2008, Universitas Negeri Padang, 2012. Prastowo, Andi Memahami Metode-Metode Penelitian: suatu tinjauan teoritis dan praktis, Yogyakarta: Ar-Ruzz Media, 2011. Ridwan, Penanganan Efektif Bimbingan dan konseling di Sekolah, Yogyakarta: Pustaka 531
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Pelajar, 2008. Ridwan, Psikologi Transformasi untuk Guru dan Konselor Islami (Pengembangan Insan Guru), Selong: Bintang Timur, 2010. Sahertian, Piet A, Profil Pendidik Profesional, Yogyakarta: Andi Offset, 1994. Sanjaya, Wina, Strategi Pembelajaran Berorientasi Standar Proses Pendidikan, Jakarta: Kencana, 2009. Sardiman, Interaksi dan Motivasi Belajar Mengajar, Jakarta: PT. Rajagrafindo Persada, 2011. Saudagar, Fahrudin dan Idrus, Ali, Pengembangan Profesionalitas Guru. Jakarta: Garuda Persada, 2009. Singarimbun, Masri dan Sofian Effendi, Metodelogi Penelitian Survey, Jakarta: LP3ES, 1987. Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: Rajawali, 1996. Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D, Bandung: Alfabeta, 2007. Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D, Bandung: Alfabeta, 2014. Sukardi, Dewa Ketut, Pengantar Pelaksanaan Layanan Bimbingan dan Konseling (Buku Panduan untuk Guru Pembimbing/Konseling di SLTP/Sekolah Menengah), Jakarta: PT Rineka Cipta, 2000. Sukardi, Dewa Ketut, Proses Bimbingan Dan Konseling Di Sekolah, Jakarta: Rineka Cipta, 2008. Sukmadinata, Nana Syaodih, Metode Penelitian Pendidikan, UPI Bandung: PT Remaja Rosda Karya, 2005. Supriatna, Mamat. Bimbingan dan Konseling Berbasis Kompetensi (Orientasi Dasar Pengembangan Profesi Konselor). Jakarta: RajaGrafindo Persada, 2011. Surakhmad, Winarno, Pengantar Penelitian Ilmiah Dasar Metode Tekhnik, Bandung: Tarsito, 1990. Tohirin, Bimbingan dan Konseling Sekolah dan Madrasah (Berbasis Integrasi). Jakarta : PT Rajagrafindo Persada, 2011. Triyanto, Titik, Tinjauan Yuridis Hak Serta Kewajiban Pendidik menurut UUGD, Jakarta: Prestasi Pustaka, 2006. Usman, Husain, dan Purnomo Setiyady Akbar, Metodelogi Penelitian Sosial, Jakarta: PT Bumi Aksara, 2000. Uzer Usman, Moh, Menjadi Guru Profesional, Bandung: RemajaRosdakarya, 2009 Wahyudi, M. Agus Slamet, Profesionalisme guru BK di SMP Negeri 3 Depaok Sleman Yogyakarta, Yogyakarta: UIN Sunan Kalijaga, 2014. Warsito, Hermawan, Pengantar Metodelogi Penelitian, Jakarta: Gramedia Pustaka Utama, 1992. Winkel, W.S., dan M.M. Sri Hastuti, Bimbingan dan Konseling di Institusi Pendidikan, Yogyakarta: Media Abadi, 2013. Yusuf, Syamsu & Juntika Nurihsan, Landasan Bimbingan dan Konseling, Bandung: PT Remaja Rosdakarya, 2006.
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The Influence of Teams Games Tournament (TGT) Type of Cooperative Learning Model by Using Crossword Media Towards the Students Achievement in the Chemistry Subject Which is Evaluated from Their Thinking Style Nunung Ariandani Universitas Hamzanwadi, Indonesia [email protected]
Abstract The aim of this study was to produce crossword (TTS) media and evaluate the improvement of students achievement after obtained the lesson by using TGT type cooperative learning which is evaluated from their thinking style. The students thinking styles are differentiated into two phases, they are field dependent and field independent. This research is conducted in two phases, fisrt: the research of developing TTS media by using ASSURE development model. Second: the experiment in identifying the effect of TGT type cooperative learning model by using the TTS media towards the students achievement in studying chemistry subject which is seen from their thinking style. The research was designed by using the randomized pretest-postest control group. The sample was taken randomly in the class of XI IPA and obtained class control sample as much as 40 students and experiment class as much as 40 students. The obtained data were analyzed with the t-tes method when two independent samples. The development result in evaluation crossword media by the validator and decided it suitable to use in learning. An achievement average of the student score in experiment class is 73,45 evev in control class is 67,45. An achievement average of FI student is 78,20 even in FD student is 68,70. Base on statistic analytic, the student achievement in experiment class is better than control class (P<0,05), in other hand the achievement of FI student is better than FD student (P<0,05). Because of there is a relation between the FI/FD student’ thinking style with a model and crossword media that is applied give a positive influence of student’ achievement increase in colloid system subject. As the conclusion, (1) The students achievement in studying chemistry after obtained the TGT type cooperative learning model were increase significantly comparing with their achievement before obtaining the TGT type cooperative learning model without using TTS media in system colloid item of chemistry subject, (2) The field independent (FI) students achievement are increase significantly compared with those who included into field dependent (FD) after obtained the TGT type cooperative studying model in system colloid item of chemistry subject. Keyword: tgt coopertive type model, tts media, thinking style, the students achievement
Pendahuluan Banyak pendapat dari berbagai pihak yang menyatakan bahwa masih banyak siswa yang mengalami kesulitan belajar kimia, yang ditandai dengan rendahnya prestasi belajar pada bidang studi tersebut. Oleh karena itu, peningkatan mutu pendidikan kimia selalu menjadi topik menarik untuk didiskusikan. Berbagai upaya telah dan terus dilakukan untuk mengatasi kesulitan belajar kimia tersebut. Salah satu upaya adalah dengan mengadakan 533
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perbaikan dalam proses pembelajaran dan memperhatikan penyebab kesulitan belajar, baik yang bersumber dari diri siswa sendiri maupun yang bersumber dari luar diri siswa. Selama ini penerapan metode yang monoton dapat menimbulkan kejenuhan pada siswa sehingga menyebabkan kurangnya semangat belajar yang justru berdampak pada rendahnya prestasi belajar siswa. Kenyataan yang ditemui dilapangan, banyak guru menggunakan pembelajaran konvensional (ceramah). Alasan menggunakan pembelajaran konvensional yang dikemukakan oleh beberapa sumber informasi (guru) antara lain: terbenturnya oleh waktu tatap muka di kelas, kesulitan untuk menyusun bahan pelajaran yang menggunakan pendekatan yang menarik, sarana dan prasarana yang kurang mendukung. Alasan tersebut menjadikan guru lebih memilih metode ceramah daripada metode lain. Berdasarkan hasil ulangan harian 2 tahun terakhir pada SMA Negeri 1 Aikmel menunjukkan bahwa hampir 80% siswa mengalami kesulitan dalam belajar kimia. Sebagai contoh salah satu data nilai hasil ulangan harian siswa kelas XI IPA tahun pelajaran 2012/2013 dan 2013/2014 pada pokok bahasan sistem koloid ditinjau dari aspek kognitif terlihat bahwa pada tahun 2012/2013 rata-rata nilai siswa adalah 47,25 dengan nilai terendah 15 dan tertinggi 74, sedangkan tahun 2013/2014 rata-rata nilai siswa adalah 54,05 dengan nilai terendah 35 dan tertinggi 70. Data tersebut mencerminkan bahwa 60 % siswa belum mencapai batas ketuntasan belajar karena nilainya masih dibawah KKM yang dipersyaratkan yaitu 60. Salah satu faktor yang diduga berpengaruh terhadap prestasi belajar siswa adalah gaya berpikir. Gaya berpikir siswa dapat dibedakan menjadi Field Dependent (FD) dan Field Independet (FI). Menurut Witkin dan Goodenough (Altun dan Cakan, 2006) seseorang termasuk dalam kategori Field Independent (FI) jika mereka mampu memisahkan satu unsur dari pada konteknya atau dari wilayah latar belakang dan mereka cenderung mendekati permasalahan lebih analitis. Sebaliknya, seseorang termasuk dalam kategori Field Dependent (FD) jika mereka kesulitan menyusun kembali informasi baru yang dikaitkan dengan pengetahuan sebelumnya dan cara mendekati permasalahan lebih global dengan gambaran keseluruhan dari kontek yang diberikan. Kemampuan siswa untuk memahami dan menyerap pelajaran sudah bisa dipastikan berbeda-beda tingkatannya. Ada yang cepat, sedang, dan ada pula yang lambat. Oleh karena itu mereka seringkali harus menempuh cara yang berbeda untuk bisa memahami sebuah informasi atau pelajaran yang sama. Cara-cara yang dipilih oleh siswa dalam belajar akan menyesuaikan dengan kebiasaan mereka dalam gaya berpikirnya masingmasing. Perbedaan itu menunjukkan cara tercepat, terbaik dan paling seimbang bagi setiap individu untuk bisa menyerap informasi dari luar dirinya. Pemrosesan informasi tersebut perlu dukungan alat bantu agar menghasilkan solusi yang paling efektif. Salah satu jenis alat bantu yang dapat digunakan dalam pembelajaran dan dapat menimbulkan rangsangan kepada siswa yang memiliki gaya berpikir yang berbeda-beda, diantaranya media teka-teki silang. Teka-teki silang merupakan permainan kata yang diisikan baik secara mendatar maupun menurun yang disesuaikan dengan jumlah kolom yang biasanya berbentuk diagram kotak yang dikaitkan dengan materi sistem sehingga belajar siswa akan bergairah, menyenangkan dan tidak mudah jenuh, siswa akan lebih cepat dalam berpikir untuk menjawab pertanyaan, siswa terlatih ketelitian dalam pemecahan masalah dengan cara teka- teki (permainan konsep). Oleh karena itu penggunaan media teka-teki silang 534
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diharapkan dapat mempermudah siswa dalam memahami tentang menghubungkan konsep dasar, mengingat yang lebih lama, ide, pemecahan masalah sehingga tujuan pembelajaran kimia akan bisa tercapai dengan hasil belajar maksimal. Berangkat dari kenyataan di atas, maka peneliti mengkaji penerapan model pembelajaran kooperatif Teams Games Tournaments (TGT) dengan media Teka-Teki Silang (TTS) dalam proses pembelajaran. Menurut Nur (2005) ”Teams Games Tournaments (TGT) adalah salah satu model pembelajaran kooperatif dengan menggunakan permainan akademik”. Menurut Rejeki (2000) suasana permainan dalam pembelajaran akan menarik dan menimbulkan efek rekreatif dalam belajar siswa. Aktivitas belajar dengan permainan yang dirancang dalam model pembelajaran ini memungkinkan siswa dapat belajar lebih rileks disamping menumbuhkan tanggung jawab, kerjasama, persaingan sehat, dan keterlibatan belajar. Tujuan penelitian ini adalah: (1) Mengkaji peningkatan prestasi siswa setelah mendapatkan pembelajaran dengan model pembelajaran kooperatif TGT menggunakan media teka-teki silang, (2) Mengkaji peningkatan prestasi siswa pada materi sistem koloid berdasarkan gaya berpikir (FI/FD) setelah mendapatkan pembelajaran dengan model pembelajaran kooperatif TGT menggunakan media teka-teki silang, (3) Membandingkan peningkatan prestasi siswa pada materi sistem koloid antara siswa Field Independent (FI) yang mendapatkan pembelajaran dengan model kooperatif TGT menggunakan media tekateki silang dan siswa Field Independent (FI) yang mendapatkan pembelajaran dengan model kooperatif TGT tanpa menggunakan media teka-teki silang, (4) Membandingkan peningkatan prestasi siswa pada materi sistem koloid antara siswa Field Dependent (FD) yang mendapatkan pembelajaran dengan model kooperatif TGT menggunakan media tekateki silang dan siswa Field Dependent (FD) yang mendapatkan pembelajaran dengan model kooperatif TGT tanpa menggunakan media teka-teki silang.
Metode Penelitian Penelitian ini merupakan penelitian pengembangan dan penelitian eksperimen. Penelitian pengembangan difokuskan pada kegiatan pengembangan media pembelajaran yang diakhiri dengan uji coba media pembelajaran. Sedangkan penelitian eksperimen difokuskan pada implementasi media pembelajaran di kelas. Oleh karena itu, dalam penelitian ini akan dihasilkan produk media pembelajaran. Tahap pertama dalam penelitian ini adalah tahap pengembangan media teka-teki silang. Pengembangan media teka-teki silang dalam penelitian ini menggunakan model pengembangan ASSURE (Heinich, et al (2005)). Model ASSURE merupakan suatu model yang merupakan sebuah formulasi untuk Kegiatan Belajar Mengajar (KBM) atau disebut juga model berorientasi kelas. Menurut Heinich, et al (2005) model ini terdiri atas enam langkah kegiatan yaitu: (1) analyze learners, (2) states objectives, (3) select methods, media, and material, (4) utilize media and materials, (5) require learner participation, dan (6) evaluate and revise. Desain evaluasi produk menggunakan evaluasi formatif yang meliputi validasi pakar, uji coba perorangan, uji coba kelompok kecil, dan uji lapangan. Tahap kedua dari penelitian ini adalah, tahap eksperimen setelah dilakukan pengembangan media pembelajaran dan diuji cobakan. Tahap ini dilakukan dengan tujuan; menerapkan model pembelajaran kooperatif TGT dan media pembelajaran pada pembelajaran dikelas. Penelitian ini dapat diklasifikasikan sebagai penelitian eksperimental semu (quasi experimental) dengan desain the randomized pre test-post test control group. Penelitian ini menggunakan kelas eksperimen dan kelas kontrol. Variabel bebas dalam penelitian ini 535
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adalah model pembelajaran kooperatif TGT menggunakan media TTS dan gaya berpikir siswa. Sedangkan yang merupakan variabel terikat adalah prestasi belajar. Populasi dalam penelitian adalah siswa kelas XI IPA SMA Negeri 1 Aikmel tahun pembelajaran 2014/2015, sedangkan sampel yang dilibatkan dalam penelitian adalah siswa dari tiga kelas yang dipilih secara simple random sampling sehingga diperoleh 1 kelas eksperimen dan 1 kelas kontrol. Pengelompokkan berdasarkan pada gaya berpikir siswa yang dikategorikan menjadi gaya berpikir field independent dan gaya berpikir field dependent. Kelas eksperimen diajarkan dengan model pembelajaran kooperatif TGT menggunakan media teka-teki silang mempunyai gaya berpikir field independent dan field dependent dengan jumlah sampel 40 orang, dan kelas kontrol diajarkan dengan model pembelajaran kooperatif TGT tanpa menggunakan media teka-teki silang mempunyai gaya berpikir field independent dan field dependent dengan jumlah sampel 40 orang. Teknik pengumpulan data yang dilakukan dalam penelitian ini adalah memberikan tes prestasi belajar kepada siswa untuk memperoleh data prestasi belajar siswa. Sedangkan data tentang gaya berpikir siswa diperoleh melalui tes GEFT. Untuk menguji hipotesis penelitian ini digunakan uji t dua sampel yang tidak saling berhubungan dengan mengambil α = 0,05.
Hasil Penelitian dan Pembahasan Pengembangan produk awal media pembelajaran berupa teka-teki silang diawali dengan pengembangan silabus. Berdasarkan silabus tersebut kemudian dikembangkan media pembelajaran. Setelah produk awal selesai, dilanjutkan pada tahap validasi, yaitu validasi oleh ahli materi dan ahli media dilanjutkan revisi produk tahap pertama, uji coba perorangan dilanjutkan revisi produk tahap kedua, uji coba kelompok kecil dilanjutkan revisi produk tahap ketiga, dan uji coba lapangan dilanjutkan revisi produk akhir. Subjek uji coba penelitian ini terdiri dari 5 siswa untuk uji coba perorangan, 8 siswa untuk uji coba kelompok kecil, dan 25 siswa untuk uji coba lapangan. Hasil validasi oleh ahli menunjukkan bahwa media yang dikembangkan termasuk dalam kategori baik dengan nilai rata-rata 94,10 %. Hasil uji coba perorangan dan kelompok kecil juga menunjukkan bahwa media yang dikembangkan termasuk dalam kategori baik dengan nilai rata-rata 89,49 %. Berdasarkan data uji coba lapangan dapat dikatakan bahwa media pembelajaran yang dikembangkan efektif dan dapat digunakan dalam pembelajaran karena sudah lebih dari 70 % siswa dapat mencapai kompetensi. Contoh media yang dikembangkan sebagai berikut: Pembuatan Koloid
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Mendatar 2. Pembuatan sol Fe(OH)3 dilakukan dengan menambahkan air panas ke dalam larutan FeCl3 4. Pembuatan sol logam dengan cara menghubungkan arus listrik ke dalam larutan KCl 6. Menggumpalkan partikel larutan menjadi partikel koloid 12. Campuran yang bersifat tampak homogen, dua fase, dan stabil 13. Penghalusan (penggerusan) gumpalan yang besar menjadi partikel koloid 14. Campuran yang bersifat homogen, satu fase, dan stabil 15. Menghaluskan partikel kasar menjadi partikel koloid Menurun 1. Sol AgCl dibuat dengan cara mereaksikan AgNO3 dengan NaCl 3. Pembuatan sol belerang dari campuran H2S dengan SO2 5. Sistem yang terdiri dari fase pendispersi dan fase terdispersi 7. Partikel endapan dipecah dan dihaluskan menjadi partikel koloid 8. Pembuatan sol As2S3 dilakukan dengan mengalirkan gas H2S ke dalam larutan H3AsO3 encer 9. Contoh larutan 10. Campuran yang bersifat heterogen, dua fase, dan tidak stabil 11. Contoh koloid 12. Contoh suspensi Sebelum dan setelah seluruh kegiatan pembelajaran dilakukan, diberikan tes pada kelas eksperimen dan kelas kontrol. Siswa kelas eksperimen dan kelas kontrol diberikan tes awal sebelum pembelajaran dan tes akhir setelah pembelajaran, hasilnya dapat dilihat pada Tabel 1 berikut ini: Tabel 1. Skor Rerata Tes Awal, Tes Akhir dan Gain yang Dinormalisasi Pada Kelas Eksperimen dan Kelas Kontrol
Tes Awal
Tes Akhir
Gain
Min Max Rerata St. Dev Min Max Rerata St. Dev Min Max Rerata St. Dev
Kelas Eks. 25 68 53,62 9,00 61 86 73,45 7,74 0 0,69 0,42 0,16
Kelas Kont. 25 64 52,52 9,39 43 82 67,45 8,49 0 0,61 0,30 0,17
FI Eks. 43 68 56,30 6,32 71 86 78,20 5,36 0,19 0,69 0,49 0,13
Kont 43 64 54,60 7,19 64 82 72,30 5,14 0,11 0,61 0,37 0,15
FD Eks. 25 64 50,95 10,56 61 82 68,70 6,84 0,00 0,61 0,34 0,16
Kont. 25 64 50,45 10,97 43 79 62,60 8,48 0,00 0,51 0,23 0,17
Tabel 1 memperlihatkan bahwa peningkatan prestasi kelas eksperimen lebih tinggi daripada peningkatan prestasi kelas kontrol. Gambar 2 menunjukkan perbandingan skor rerata gain yang dinormalisasi antara kelas eksperimen dan kelas kontrol.
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Gain yang dinormalisasi
0,42 0,5
0,3
0,4 0,3 0,2 0,1 0 Kelas Eksperimen
Kelas Kontrol
Kelas Eksperimen
Kelas Kontrol
Gambar 1. Perbandingan Skor Rerata Gain yang Dinormalisasi antara Kelas Eksperimen dan Kelas Kontrol
Gain yang dinormalisasi
Peningkatan prestasi siswa FI lebih tinggi daripada peningkatan prestasi siswa FD. Gambar 3. menunjukkan perbandingan rerata skor gain yang dinormalisasi siswa FI dan siswa FD pada kelas eksperimen. 0,49 0,34
0,6 0,4 0,2 0 FI
FD Gaya Berpikir FI
FD
Gambar 2. Perbandingan Rerata Skor Gain yang Dinormalisasi antara Siswa FI dan Siswa FD Kelas Eksperimen
Gain yang dinormalisasi
Peningkatan prestasi siswa FI kelas eksperimen lebih tinggi daripada peningkatan prestasi siswa FI kelas kontrol. Demikian juga dengan peningkatan prestasi siswa FD kelas eksperimen lebih tinggi daripada peningkatan prestasi siswa FD kelas kontrol. Gambar 4 menunjukkan perbandingan skor rerata gain yang dinormalisasi siswa FI/FD pada kelas eksperimen dan kelas kontrol. 0,49 0,6
0,37
0,34
0,23
0,4 0,2 0 Kelas Eksperimen
Kelas Kontrol FI FD
Gaya Berpikir
Gambar 3. Perbandingan Skor Rerata Gain yang Dinormalisasi pada Kelas 538
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Eksperimen dan Kelas Kontrol berdasarkan Gaya Berpikir Dengan demikian, dari Tabel 4 ini dapat disimpulkan bahwa (1) hasil belajar siswa yang mengikuti kegiatan mengajar belajar dengan model kooperatif TGT menggunakan media TTS lebih baik bila dibandingkan dengan siswa yang mengikuti kegiatan mengajar belajar dengan model kooperatif TGT tanpa menggunakan media TTS, dan (2) siswa FI memiliki hasil belajar kimia yang lebih baik daripada siswa FD. Hasil uji t menunjukkan bahwa rerata skor tes awal kelas eksperimen dan kelas kontrol pada level signifikan 0,05, diperoleh phitung(0,413) > ptabel (0,05). Hal ini berarti tidak terdapat perbedaan yang signifikan antara rerata skor tes awal kelas eksperimen dan rerata skor tes awal kelas kontrol sebelum penerapan pembelajaran dengan model pembelajaran kooperatif TGT menggunakan media teka-teki silang. Hasil uji tes akhir menunjukkan bahwa pada level signifikan 0,05, diperoleh phitung(0,008) < ptabel (0,05). Hal ini berarti terdapat perbedaan yang signifikan antara rerata skor tes akhir kelas eksperimen dan rerata skor tes akhir kelas kontrol setelah penerapan pembelajaran dengan model pembelajaran kooperatif TGT menggunakan media teka-teki silang. Hasil uji t rerata skor gain yang dinormalisasi kelas eksperimen dan kelas kontrol menunjukkan bahwa pada level signifikan 0,05, diperoleh phitung(0,018) < ptabel(0,05). Hal ini berarti bahwa terdapat perbedaan yang signifikan antara peningkatan prestasi antara siswa kelas eksperimen dan kelas kontrol. Peningkatan prestasi kelas eksperimen secara signifikan lebih tinggi daripada peningkatan prestasi kelas kontrol. Hasil uji t menunjukkan bahwa rerata skor tes awal siswa Field Independent (FI) dan siswa Field Dependent (FD) kelas eksperimen pada level signifikan 0,05 diperoleh phitung(0,059) > ptabel (0,05). Hal ini berarti tidak terdapat perbedaan yang signifikan antara rerata skor tes awal siswa Field Independent (FI) dan siswa Field Dependent (FD) sebelum penerapan pembelajaran dengan model pembelajaran kooperatif TGT menggunakan media teka-teki silang. Tes akhir menunjukkan bahwa pada level signifikan 0,05 diperoleh phitung(0,000) < ptabel (0,05). Hal ini berarti terdapat perbedaan yang signifikan antara rerata skor tes akhir siswa Field Independent (FI) dan siswa Field Dependent (FD) setelah penerapan pembelajaran dengan model pembelajaran kooperatif TGT menggunakan media teka-teki silang. Rerata skor tes akhir pada kelas eksperimen secara signifikan lebih tinggi daripada rerata skor tes akhir kelas kontrol. Hasil uji t rerata gain yang dinormalisasi siswa FI dan siswa FD, menunjukkan bahwa pada level signifikan 0,05 diperoleh phitung (0,003) < ptabel (0,05). Hal ini berarti bahwa terdapat perbedaan yang signifikan antara peningkatan prestasi antara siswa FI dan siswa FD pada kelas eksperimen. Peningkatan prestasi siswa FI lebih tinggi secara signifikan daripada peningkatan prestasi siswa FD. Hasil uji t menunjukkan bahwa rerata tes awal prestasi siswa FI kelas eksperimen dan siswa FI kelas kontrol pada level signifikan 0,05 diperoleh phitung(0,432) > ptabel (0,005). Hal ini berarti bahwa tidak terdapat perbedaan yang signifikan antara prestasi awal siswa FI kelas eksperimen dan siswa FI kelas kontrol sebelum pembelajaran sistem koloid. Hasil uji t tes akhir menunjukkan pada level signifikan 0,05 diperoleh phitung (0,001) < ptabel (0,05) yang berarti bahwa terdapat perbedaan yang signifikan antara skor rerata tes akhir prestasi siswa FI kelas eksperimen dan siswa FI kelas kontrol setelah pembelajaran sistem koloid. Rerata tes akhir prestasi siswa FI kelas eksperimen secara signifikan lebih tinggi daripada siswa FI kelas kontrol setelah pembelajaran sistem koloid. Hasil uji t rerata skor gain yang dinormalisasi siswa FI pada kelas eksperimen dan siswa FI pada kelas kontrol menunjukkan bahwa pada level signifikan 0,05 diperoleh phitung (0,011) < ptabel (0,05). Hal ini berarti bahwa terdapat perbedaan yang signifikan antara peningkatan prestasi siswa FI kelas eksperimen dan siswa FI kelas kontrol. Peningkatan prestasi siswa FI kelas 539
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eksperimen secara signifikan lebih tinggi daripada peningkatan prestasi siswa FI kelas kontrol. Hasil uji t menunjukkan bahwa rerata tes awal prestasi siswa FD kelas eksperimen dan siswa FD kelas kontrol pada level signifikan 0,05 diperoleh phitung(0,372) > ptabel (0,05). Hal ini berarti bahwa tidak terdapat perbedaan yang signifikan antara prestasi awal siswa FD kelas eksperimen dan siswa FD kelas kontrol sebelum pembelajaran sistem koloid. Hasil uji tes akhir menunjukkan pada level signifikan 0,05 diperoleh phitung (0,017) < ptabel (0,05) yang berarti bahwa terdapat perbedaan yang signifikan antara peningkatan prestasi siswa FD kelas eksperimen dan siswa FD kelas kontrol setelah pembelajaran sistem koloid. Hasil uji t rerata skor gain yang dinormalisasi siswa FD kelas eksperimen dan siswa FD kelas kontrol menunjukkan bahwa pada level signifikan 0,05 maka phitung(0,036) < ptabel (0,05). Hal ini berarti bahwa terdapat perbedaan yang signifikan antara peningkatan prestasi siswa FD kelas eksperimen dan siswa FD kelas kontrol. Peningkatan prestasi siswa FD kelas eksperimen secara signifikan lebih tinggi daripada peningkatan prestasi siswa FD kelas kontrol. Berdasarkan hasil penelitian di atas, dapat dikemukakan bahwa terdapat perbedaan yang signifikan antara peningkatan prestasi siswa yang mendapatkan pembelajaran dengan model pembelajaran kooperatif TGT menggunakan media teka-teki silang dan siswa yang mendapatkan pembelajaran dengan model pembelajaran kooperatif TGT tanpa menggunakan media teka-teki silang. Peningkatan prestasi siswa yang mendapatkan pembelajaran dengan model pembelajaran kooperatif TGT menggunakan media teka-teki silang lebih tinggi secara signifikan daripada siswa yang mendapatkan pembelajaran dengan model pembelajaran kooperatif TGT tanpa menggunakan media teka-teki silang. Hal ini membuktikan bahwa dalam penelitian ini pembelajaran dengan model pembelajaran kooperatif TGT menggunakan media teka-teki silang mempunyai pengaruh positif terhadap peningkatan prestasi siswa pada materi sistem koloid. Penggunaan media teka-teki silang dalam proses pembelajaran ini guru mencoba membangun pemahaman siswa dari pengalaman belajarnya berdasarkan pengetahuan yang dimilikinya, pembelajaran dikemas menjadi proses mengkonstruksi dan bukan menerima pengetahuan, siswa mencoba menemukan dan mencari sehingga terjadi perpindahan dari mengamati menjadi memahami, menemukan jawaban dengan berpikir kritis melalui keterampilan belajarnya, karena mereka tidak hanya duduk, diam dan mendengarkan ceramah dari guru saja, tetapi mereka akan lebih aktif karena mereka dilibatkan dalam sebuah permainan yang mendidik. Peningkatan aktifitas belajar tersebut akan berdampak pula pada peningkatan prestasi belajar siswa. Hasil penelitian ini relevan dengan penjelasan Sugiartini (2006) yang mengungkapkan bahwa prestasi belajar siswa yang melalui proses pembelajaran dengan menggunakan model pembelajaran kooperatif tipe TGT dengan media TTS lebih tinggi dibandingkan dengan prestasi belajar siswa yang melalui proses pembelajaran dengan menggunakan model pembelajaran kooperatif tipe TGT dengan media kartu pada materi pokok sistem periodik unsur. Hasil penelitian yang dilakukan oleh Safitri (2010) juga menunjukkan bahwa pembelajaran kooperatif TGT dengan media teka-teki silang dapat meningkatkan prestasi belajar kimia siswa.
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Peningkatan prestasi siswa Field Independent (FI) yang mendapatkan pembelajaran dengan model pembelajaran kooperatif tipe TGT menggunakan media teka-teki silang secara signifikan lebih tinggi daripada siswa Field Independent (FI) yang mendapatkan pembelajaran dengan model pembelajaran kooperatif tipe TGT tanpa menggunakan media teka-teki silang. Menurut peneliti, hal ini disebabkan adanya hubungan antara karakteristik kognitif siswa dengan model dan media pembelajaran yang diterapkan. Pada pembelajaran dengan model pembelajaran kooperatif tipe TGT yang menjadi pusat pembelajaran adalah siswa (student center). Siswa secara aktif menemukan sendiri konsep yang dipelajari melalui kegiatan pembelajaran. Sejalan dengan karakteristik siswa FI yang dalam belajar cenderung tidak perlu membutuhkan bimbingan, mereka lebih senang untuk belajar sendiri, dalam membuktikan sesuatu konsep lebih menggunakan keterampilan penalaran dan mempunyai otonomi atas tindakannya (Lin dan Chen, 2008; Nasution 2003). Siswa FI yang diberikan media lebih aktif untuk mengikuti kegiatan pembelajaran karena termotivasi untuk bersaing dalam memecahkan persoalan yang ada dalam media dengan berusaha mencari informasi yang terkait dibandingkan dengan siswa FI yang tidak diberikan media. Peningkatan prestasi siswa Field Dependent (FD) yang mendapatkan pembelajaran dengan model pembelajaran kooperatif tipe TGT menggunakan media teka-teki silang secara signifikan lebih tinggi daripada siswa Field Dependent (FD) yang mendapatkan pembelajaran dengan model pembelajaran kooperatif tipe TGT tanpa menggunakan media teka-teki silang. Perlakuan pembelajaran dengan model pembelajaran kooperatif tipe TGT dalam penelitian ini adalah siswa menemukan konsep tentang koloid secara berkelompok. Perlakuan seperti ini sejalan dengan karakteristik siswa dengan gaya berpikir FD. Pembelajaran dengan model kooperatif tipe TGT, aktivitas yang dilakukan siswa dengan gaya berpikir FD adalah mendengarkan informasi dan mengerjakan latihan-latihan yang diberikan oleh guru. Hal ini juga sedikit memberikan keuntungan bagi siswa FD. Karakteristik siswa FD selain senang belajar dalam kelompok, siswa FD juga dipengaruhi oleh figur tokoh dan memperhatikan orang lain (Lin dan Chen, 2008; Nasution, 2003). Hasil uji hipotesis menunjukkan bahwa terdapat perbedaan yang signifikan antara peningkatan prestasi siswa FI dan siswa FD setelah pembelajaran dengan model pembelajaran kooperatif tipe TGT menggunakan media teka-teki silang. Peningkatan prestasi siswa FI secara signifikan lebih tinggi daripada siswa FD. Menurut peneliti hal ini juga disebabkan adanya kesesuaian antara karakteristik pembelajaran dengan model pembelajaran kooperatif tipe TGT menggunakan media teka-teki silang dengan karakteristik siswa FI. Siswa FI dalam belajar cenderung tidak perlu membutuhkan bimbingan, otonomi atas tindakannya, dan dalam membuktikan sesuatu konsep dapat lebih menggunakan keterampilan penalaran (Lin dan Chen, 2008; Nasution, 2003). Sebaliknya karakteristik siswa FD yaitu walaupun senang belajar berkelompok, karakteritik lain dari siswa FD yaitu membutuhkan bimbingan dan penguatan dari guru saat pembelajaran berlangsung, seperti yang dijelaskan oleh Thomas (Ardhana, 2008) bahwa siswa yang memiliki gaya kognitif Field Dependent (FD) cenderung memilih belajar dalam kelompok dan sesering mungkin berinteraksi dengan guru serta memerlukan penguatan yang bersifat ekstrinsik. Selain itu juga siswa FD dalam membuktikan sesuatu cenderung kurang memiliki kemampuan penalaran, seperti yang dijelaskan oleh Lin dan Chen (2008). Hasil penelitian sebelumnya menunjukkan bahwa terdapat perbedaan hasil belajar antara siswa yang bergaya kognitif Field Independent (FI) dengan siswa yang bergaya kognitif Field Dependent (FD). Hasil penelitian Lin dkk (2009) menunjukkan terdapat perbedaan hasil belajar antara siswa yang bergaya kognitif Field Independent (FI) dengan siswa yang 541
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
bergaya kognitif Field Dependent (FD) yaitu siswa Field Independent (FI) lebih baik dibandingkan dengan siswa Field Dependent (FD). Penelitian Kang dkk (2004) mengungkapkan bahwa terdapat perbedaan hasil belajar antara siswa Field Dependent (FD) dan Field Independent (FI). Ates dan Cataloglu (2007) menemukan terdapat perbedaan yang signifikan dalam hal kemampuan siswa memecahkan masalah antara siswa Field Dependent (FD) dan Field Independent (FI).
Kesimpulan Berdasarkan hasil penelitian ini dapat disimpulkan bahwa peningkatan prestasi siswa yang mendapatkan pembelajaran dengan model pembelajaran kooperatif TGT menggunakan media teka-teki silang secara signifikan lebih tinggi dibandingkan dengan siswa yang mendapatkan pembelajaran dengan model pembelajaran kooperatif TGT tanpa menggunakan media teka-teki silang pada materi sistem koloid. Peningkatan prestasi siswa Field Independent (FI) secara signifikan lebih tinggi dibandingkan dengan siswa Field Dependent (FD) setelah mendapatkan pembelajaran dengan model pembelajaran kooperatif TGT menggunakan media teka-teki silang pada materi sistem koloid. Peningkatan prestasi siswa Field Independent (FI) yang mendapatkan pembelajaran dengan model pembelajaran kooperatif TGT menggunakan media teka-teki silang secara signifikan lebih tinggi dibandingkan dengan siswa Field Independent (FI) yang mendapatkan pembelajaran dengan model pembelajaran kooperatif TGT tanpa menggunakan media teka-teki silang pada materi sistem koloid. Peningkatan prestasi siswa Field Dependent (FD) yang mendapatkan pembelajaran dengan model pembelajaran kooperatif TGT menggunakan media teka-teki silang secara signifikan lebih tinggi dibandingkan dengan siswa Field Dependent (FD) yang mendapatkan pembelajaran dengan model pembelajaran kooperatif TGT tanpa menggunakan media teka-teki silang pada materi sistem koloid.
Daftar Pustaka Altun dan Cakan. (2006). Undergradate Students’ Academic Achivement, Field Dependent/Independent Cogitive Styles and Attitude toward Computers. Educational Technology & Society.9 (1), 289-289 Ardhana, I Made. (2008). Peningkatan Kualitas Belajar Siswa melalui Pengembangan Pembelajaran Matematika berorientasi Gaya Kognitif dan Berwawasan Konstruktivis. Jurnal Penelitian dan Pengembangan Pendidikan 1(1), 1-14 Ates, S dan Cataloglu, E. 2007. The Effects of Students’ Cognitive Styles on Conceptual Understandings and Problem-Solving Skills in Introductory Mechanics. Research in Science & Technological Education. 25, (2), 167–178. Heinich, Molenda, Russell, Smaldino. 2005. Instructional technology and media for learning 8th edition. New Jersey: Pearson Merrill Prentice Hall Kang, S., Scharmann, L. C., dan Noh, T. 2004. Reexamining the Role of Cognitive Conflict in Science Concept Learning. Research in Science Education. 34, 71– 96. Lin, Y.S., Gwo-Jen, H., dan Fan-Ray, K. 2009. Effects on Cognitive Styles in Student Achievement for Context-Aware Ubiquitous Learning. Taiwan: Department of Information and Learning Technology, National University of Tainan.
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Lin, J dan Chen, H. (2008). Discovering Learning In Different Cognitive Style of Learners. Taiwan: Departement of Information Management Chaoyang University of Technology Nana Sudjana. 2001. Media Pengajaran, Bandung: Sinar Baru Algesindo. Mohamad Nur. 2005. Pembelajaran Kooperatif. Surabaya: Pusat Sains dan Matematika UNESA. Nasution.(2003). Berbagai Pendekatan dalam Proses Belajar dan Mengajar. Jakarta: Bumi Aksara Oemar Hamalik, 2008. Proses Belajar Mengajar. Jakarta: Bumi Aksara. Safitri, I.N. 2010. Studi Komparasi Penggunaan Media Komputer dan Teka Teki Silang Pada Pembelajaran Kooperatif Model TGT Terhadap Prestasi Belajar Siswa Pada Materi Pokok Tatanama Senyawa Kelas X SMA Negeri 5 Surakarta. Tesis. Surakarta: Universitas Sebelas Maret Sugiartini. 2006. Studi Komparasi Pengajaran Kimia Menggunakan Metode Pembelajaran Kooperatif Model TGT (Teams Games Tournaments) Dengan Media TTS (TekaTeki Silang) dan Kartu Pada Materi Pokok Sistem Periodik Unsur Kelas X Semester Ganjil SMA Negeri 8 Surakarta Tahun Pelajaran 2005/2006. Tesis. Surakarta: Universitas Sebelas Maret.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The Effects of Teaching Methodology and Attitude Toward Students’ Achievement In Writing Literature Work Padlurrahman Universitas Hamzanwadi, Indonesia
Abstract This research aims to know the effects of teaching methodology and attitude in Indonesian language toward students’ achievement in writing literature work. This teaching methodology comprises of drill, practice and tutorial. This is an experimental research with two factors design. The participants of the research consists of two groups; experimental and control group. The data collected are attitude toward Indonesian language and learning achievement with survey and test. Data is analysed with ANAVA together with F-Test and T- test. The research depicted that there were higher result for those students taught with drill and practice than tutorial. It was also found that there was strong interaction between teaching methodology and attitude in Indoesian language toward learning achievement. There were higher score for those students taught with drill and practice than toturial for those students who have positive and negative toward Indonesian language. Keywords: teaching methodology, attitude toward indonesian language and learning achivement.
Pendahuluan Saat ini, permasalahan utama yang dihadapi oleh mahasiswa STKIP Hamzanwadi Selong khususnya pada program studi Pendidikan Bahasa dan Sastra Indonesia dalam menulis kalimat efektif ragam ilmiah adalah rendahnya kemampuan mahasiswa dalam 1) menuangkan ide, pikiran, dan gagasan dengan menggunakan pilihan-pilihan kata yang tepat; 2) menyatukan ide antara paragraf yang satu dengan paragraf yang lain; 3) menyusun kalimat dengan pola kalimat yang tepat; 4) menggunakan kata penghubung dan penanda formal lainnya secara tepat; 5) menggunakan tanda baca dan ejaan yang tepat; dan 6) menyusun beberapa jenis paragraf yang sesuai dengan kriteria ragam ilmiah. Permasalahan-permasalahan ini berimplikasi pada rendahnya kemampuan mahasiswa dalam berbagai kegiatan menulis, antara lain: 1) menulis surat-surat resmi seperti surat izin tidak masuk kuliah, surat undangan antar unit kegiatan kemahasiswaan, surat permohonan kerjasama ke instansi laindan lain-lain; 2) menulis makalah atau paper untuk bahan presentasi; 3) menulis laporan praktekum; 4) dan menulis tugas akhir. Kesalahan-kesalahan yang teridentifikasi di atas berakibat pada rendahnya hasil belajar pada mata kuliah keterampilan menulis dan teknik penulisan karya ilmiah mahasiswa, dimana hasil belajar saat ini khususnya pada mata kuliah teknik penulisan karya ilmiah mencapai rata-rata 2,2 atau setara C. Hasil belajar merupakan hasil yang diperoleh mahasiswa setelah mereka diberikan materi perkuliahan oleh dosen. Secara umum, kondisi empiris di atas disebabkan karena pemahaman dan penguasaan mahasiswa tentang konsep-konsep kebahasaan dalam bahasa Indonesia khususnya keterampilan menulis masih rendah. Padahal keterampilan menulis dapat disebut sebagai wujud atau penanda intelektual para ilmuan. keterampilan menulis ini bukan diperoleh secara tiba-tiba namun dapat diperoleh melalui latihan-latihan yang sistematis. Lou Russel 544
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
mengatakan para praktisi pembelajaran cepat percaya bahwa para pelajar paling baik belajar dari latihan-latihan, sehingga latihan-latihan merupakan bagian terpenting dalam peristiwa ini ( Russel, 2012:261). Latihan ini dimaksudkan agar pengetahuan dan keterampilan menulis menjadi milik peserta didik dan dapat dikuasai sepenuhnya. Keterampilan menulis merupakan salah satu kecakapan motorik yang memerlukan latihanlatihan yang terstruktur baik yang diperoleh dari latihan yang sesuai, latihan yang sama maupun latihan yang sejenis. Hal ini menunjukkan bahwa latihan-latihan itu dapat dilakukan melalui praktek yang terus-menerus sehingga menghasilkan kebiasaankebiasaan berupa perilaku yang dapat dikontrol. Selain latihan dan praktek, keterampilan menulis dapat juga dicapai melalui bimbingan atau tutorial yang dilakukan oleh tutor. Bimbingan atau tutorial ini dapat dilakukan secara langsung oleh tutor atau melalui modul atau bahan ajar lainnya. Metode tutorial bertujuan untuk memberikan bantuan kepada peserta didik agar dapat mencapai hasil belajar secara optimal. Uraian di atas menunjukkan pentingnya pemberian latihan secara sistematis dan bimbingan kepada peserta didik untuk membangun kecakapan motorik pada pembelajaran menulis khususnya kepada mahasiswa, termasuk pada mata kuliah teknik penulisan karya ilmiah. Namun demikian, keterampilan motorik yang merupakan salah satu aspek hasil belajar diduga tidak mungkin dapat dicapai walaupun peserta didik telah diberikan latihan secara berulang-ulang atau bimbingan secara tersu-menerus. Hal ini diduga disebabkan adanya faktor lain yang dapat mempengaruhi hasil belajar yaitu sikap terhadap bahasa Indonesia itu sendiri. Sikap bahasa termanifestasi dari tindakan atau perilaku para pemakai bahasa itu sendiri yang disebut perilaku tutur. Perilaku tutur ini cenderung merujuk kepada pemakaian bahasa secara konkret dalam kehidupan sehari-hari. Perilaku tutur yang positif menunjukkan sikap positif terhadap bahasa yang digunakan oleh penutur itu sendiri. Sedangkan perilaku tutur negatif menunjukkan sikap negatif terhadap bahasa yang digunakan oleh penutur. Perilaku tutur yang dimaksud bukan saja dilakukan secara lisan tetapi dapat dilakukan melalui tulisan. Dengan demikian keterampilan menulis sebagai salah satu bentuk perilaku tutur melalui media tulis diduga dapat ditentukan oleh sikap penutur terhadap bahasa Indonesia yang digunakan sebagai medium dalam menulis bahasa Indonesia. Berdasarkan uraian di atas dan untuk mewujudkan kemampuan menulis karya ilmiah yang didasarkan atas sikap positif terhadap bahasa yang digunakan maka diperlukan suatu metode pembelajaran yang memungkinkan dosen dapat memacu kemampuan motorik mahasiswa dan memacu kebiasaan serta mental mahasiswa agar materi yang dipelajari dapat lebih berarti dan tepat guna. Permasalahan utama yang akan dibahas dalam kajian ini adalah apakah ada pengaruh metode pembelajaran dan sikap terhadap bahasa Indonesia terhadap hasil belajar mata kuliah teknik penulisan karya ilmiah mahasiswa di program studi Pendidikan Bahasa dan Sastra Indonesia di STKIP Hamzanwadi Selong?
Metode Penelitian Penelitian ini tergolong penelitian kuantitatif komparatif menggunakan metode eksperimen dengan desain true eksperiment yang disebut desain perlakuan dua faktor. Adapun rancangan yang digunakan dalam penelitian ini diadaptasikan dari Geoffrey Marczyk, David DeMatteo and David Festinger (2005:135) sebagai berikut. 545
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Variabel Perlakuan Variabel Atribut Sikap positif terhadap BI (B1)
Sikap negatif terhadap BI (B2)
Metode Pembelajaran (A) Metode drill and Practice (A1) Metode Tutorial (A2) (X, Y)11K
(X, Y)21K
K = 1,2 ....n11
K = 1,2 ....n21
(X, Y)12K
(X, Y)22K
K = 1,2 ....n12
K = 1,2 ....n22
Populasi penelitian ini adalah mahasiswa semester IV program studi Pendidikan Bahasa dan Sastra Indonesia pada tahun akademik 2014/2015 STKIP Hamzanwadi Selong berjumlah 92 orang dan terdiri atas 3 kelas. Adapun sampel penelitian ini diambil dari 2 kelas yang telah ditentukan secara acak dengan menetapkan 1/3 dari jumlah mahasiswa yang memiliki sikap positif dan 1/3 mahasiswa yang memiliki sikap negatif terhadap bahasa Indonesia. Instrumen yang digunakan dalam mengumpulkan data adalah angket sikap terhadap bahasa Indonesia dan tes hasil belajar mata kuliah teknik penulisan karya ilmiah. Data yang telah dikumpulkan dianalisis menggunakan analisis varian (ANAVA) 2 jalur dengan uji F dan dilanjutkan dengan uji efek sederhana (uji-t).
Hasil Penelitian Deskripsi Data Data hasil penelitian ini terdiri atas data tentang hasil belajar mata kuliah teknik penulisan karya ilmiah. Data yang diperoleh dapat diringkas sebagai berikut.
Variabel Atribut
Sikap Positif Terhadap BI (B1)
Sikap Negatif Terhadap BI (B2)
Penilaian Metode Drill and Metode Tutorial Practice A1 A2 nA1B1 nA2B1 11 10 ∑X 855 ∑X 604 ∑X2 66685 ∑X2 37610 S2 20,74 S2 112,84 ẋ 77,73 ẋ 60,40 nA1B2 nA2B2 11 10 ∑X 737 ∑X 607 ∑X2 49753 ∑X2 37535 S2 34,00 S2 69,01 ẋ 67,00 ẋ 60,70 nA1 nA2 22 20 546
Jumlah Baris nB1 ∑X ∑X2 S2 ẋ nB2 ∑X ∑X2 S2 ẋ nt
21 1459 104295 139,49 69,48 21 1344 87288 60,57 64,00 42
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
∑X ∑X2 S2 ẋ
Jumlah Kolom
∑X ∑X2 S2 ẋ
1592 116438 56,14 72,36
1211 75145 90,95 60,55
∑X ∑X2 S2 ẋ
2803 191583 57,64 66,74
Data pada setiap kelompok di atas telah memenuhi uji persyaratan analisis yang meliputi uji normalitas dan homgenitas. Pengujian asumsi distribusi normal menunjukkan bahwa kedelapan kelompok data berasal dari populasi berdistribusi normal pada α = 0,05 karena Lo masing-masing kelompok < Lt pada α = 0,05, sedangkan hasil uji homogenitas menunjukkan bahwa keempat kelompok berasal dari populasi dengan varians yang homogeny karena atau 7,32 < 7,82. Dengan demikian tercapaianya persyaratan analisis sehingga data yang diperoleh dapat dianalisis menggunakan uji-F dan uji-t. Ringkasan hasil uji-F dan uji t dapat diketahui sebagai berikut. Sumber varians
JK
db
RJK
Fhitung
Antar A Antar B Interaksi AxB Dalam Total
1462,08 314,88 318,48 2420,68 4516,12
1 1 1 38 41
1462,08 314,88 318,48 63,70
22,952 4,943 4,999
Ftabel α=0.05
4,1
Hasil analisis di atas menunjukkan bahwa adanya pengaruh interaksi antara metode pembelajaran dan sikap terhadap bahasa Indonesia terhadap hasil belajar mata kuliah teknik penulisan karya ilmiah maka berikutnya dilanjutkan dengan uji-t. Adapun tabel ringkasan uji-t dan kesimpulannya dapat diketahui sebagai berikut. Kelompok
H1
A1B1 – A2B1 A1B2 – A2B2
<
t0
tt
Kesimpulan
4,99
2,423
H0 ditolak
1,81
2,423
H0 diterima
Pembahasan Hasil belajar mata kuliah teknik penulisan karya ilmiah mahasiswa semester IV program studi Pendidikan Bahasa dan Sastra Indonesia STKIP Hamzanwadi Selong yang diajarkan menggunakan metode pembelajaran menunjukkan pengaruh yang signifikan. Hasil ini dapat diketahui dari hasil analisis varians bahwa Fhitung 22,952 > Ftabel 4,17 pada taraf signifikansi 0,05. Hasil ini menunjukkan Ho ditolak dan H1 diterima. Dengan demikian disimpulkan bahwa terdapat pengaruh yang signifikan antara metode pembelajaran terhadap hasil belajar mata kuliah teknik penulisan karya ilmiah pada mahasiswa semester IV program studi Pendidikan Bahasa dan Sastra Indonesia. Jika dibandingkan antara metode pembelajaran drill and practice dengan metode pembelajaran tutorial maka hasil menunjukkan bahwa hasil belajar mata kuliah teknik penulisan karya ilmiah mahasiswa yang diajarkan menggunakan metode drill and practice lebih tinggi daripada metode tutorial. Hal ini dapat dilihat dari hasil uji hipotesis di atas dan secara deskriptif rerata hasil belajar mahasiswa yang diajarkan menggunakan metode drill and practice sebesar 72,36 547
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
lebih besar dari rerata hasil belajar mahasiswa yang diajarkan menggunakan metode tutorial yakni sebesar 60,55. Dengan demikian, selisih rerata yang diperoleh sebesar 11,81 poin. Temuan hasil penelitian yang menunjukkan bahwa hasil belajar mata kuliah teknik penulisan karya ilmiah pada mahasiswa yang diajarkan menggunakan metode drill and practice lebih tinggi daripada metode tutorial memperkuat teori belajar behavioristik yang dipelopori oleh Thorndike, Pavlop, dan Skinner yang menyebutkan bahwa belajar yang terjadi pada setiap individu merupakan tingkah laku yang dapat diamati. Tingkah laku yang dapat diamati ini dapat diketahui dari kegiatan latihan dan praktek yang dilakukan secara langsung oleh setiap peserta didik baik secara individual maupun kelompok. Hasil analisis efek sederhana menggunakan uji-t ditemukan adanya perbedaan hasil belajar mata kuliah teknik penulisan karya ilmiah antara kelompok mahasiswa yang mempunyai sikap positif terhadap bahasa Indonesia dan diajarkan menggunakan metode drill and practice dan tutorial. Perbedaan ini menunjukkan bahwa hasil belajar mahasiswa yang mempunyai sikap positif dan diajarkan menggunakan metode drill and practice lebih tinggi secara signifikan daripada mahasiswa yang mempunyai sikap positif dan diajarkan menggunakan metode tutorial. Temuan ini memperkuat temuan sebelumnya bahwa metode drill and practice lebih efektif dalam mempengaruhi hasil belajar mahasiswa daripada metode tutorial lebih-lebih bilamana mahasiswa memiliki sikap positif terhadap bahasa Indonesia. Temuan ini didasari oleh hasil analisis uji-t yang menunjukkan bahwa thitung sebesar 4,99 > ttabel 2,423 pada taraf signifikansi α=0.01 sehingga Ho ditolak atau H1 diterima. Temuan penelitian yang menyebutkan bahwa hasil belajar mahasiswa yang diajarkan menggunakan metode drill and practice yang memiliki sikap positif terhadap bahasa Indonesia lebih tinggi secara signifikan daripada mahasiswa yang memiliki sikap positif terhadap bahasa Indonesia mendukung model pembelajaran bahasa yang dikemukakan oleh Spolsky. Model Spolsky menyebutkan bahwa hasil linguistik (bahasa) dipengaruhi oleh empat faktor yakni pengetahuan sebelumnya, kemampuan, afektif atau sikap, dan kesempatan belajar. Model ini menunjukkan bahwa hasil belajar bahasa merupakan hasil kegiatan setelah dilakukan kegiatan pembelajaran bahasa dapat ditentukan oleh, diantaranya : afektif atau sikap dan kesempatan belajar. Sikap ini dimaksudkan sebagai kondisi internal atau koordinasi dari perasaan, pemikiran dan tindakan yang dapat menghasilkan respon terhadap objek sikap. Sikap seseorang ditentukan pula oleh stimulus yang diberikan oleh orang lain. Stimulus yang dimaksud dalam penelitian ini adalah metode pembelajaran. Semakin baik metode pembelajaran yang digunakan maka penerimaan peserta didik terhadap materi pembelajaran menulis karya ilmiah akan semakin positif sehingga hasil yang dicapai akan semakin meningkat. Sementara itu, konsep kesempatan belajar yang dikemukakan pada model Spolsky ini menyebutkan bahwa kesempatan belajar seseorang dapat ditentukan oleh cara seorang guru/dosen dalam menyampaikan materi pelajaran. Apabila guru/dosen memberi kesempatan kepada seluruh peserta didik untuk mempelajari sesuatu maka diyakini hasil belajar peserta didik akan baik. Hal ini merupakan salah satu karakteristik pembelajaran dengan menggunakan metode drill and practice dimana peserta didik diberikan kesempatan secara individu untuk memperbaiki kompetensinya secara mandiri melalui latihan-latihan dan praktek yang terstruktur. Berbeda halnya dengan metode tutorial yang mengedepankan peran guru/dosen sebagai tutor dalam mengarahkan kompetensi peserta didiknya. Dengan demikian, model Spolsky yang dikenal dengan istilah Integrated Groupwork Model (IGM) dapat dijadikan sebagai model yang mendukung temuan hasil penelitian. Dapat dikatakan 548
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
bahwa kinerja atau kompetensi seseorang terhadap bahasa sangat dipengaruhi oleh penyatuan faktor-faktor yang disebutkan oleh Spolsky di atas. Hasil penghitungan uji-t membuktikan bahwa thitung 1,81 < ttabel 2,423 pada taraf signifikansi α=0.01 sehingga Ho diterima. Hal ini menunjukkan bahwa hasil belajar mata kuliah teknik penulisan karya ilmiah yang diajarkan menggunakan metode drill and practice dan memiliki sikap negatif terhadap bahasa Indonesia tidak lebih rendah daripada hasil belajar mahasiswa yang diajarkan menggunakan metode tutorial dan mempunyai sikap negatif terhadap bahasa Indonesia. Hal ini dapat diketahui dari rata-rata hasil belajar pada kelompok mahasiswa yang memiliki sikap negatif terhadap bahasa Indonesia dan diajarkan menggunakan metode drill and practice sebesar 67,00 lebih tinggi atau tidak lebih rendah daripada rata-rata hasil belajar kelompok mahasiswa yang memiliki sikap negatif dan diajarkan menggunakan metode tutorial sebasar 60,70. Temuan penelitian yang disebutkan di atas menunjukkan bahwa metode drill and practice memiliki pengaruh secara signifikan terhadap hasil belajar mata kuliah teknik penulisan karya ilmiah walaupun diajarkan pada mahasiswa yang memiliki sikap negatif terhadap bahasa Indonesia. Dapat dikatakan bahwa sikap positif dan negatif mahasiswa terhadap bahasa Indonesia dan diajarkan menggunakan drill and practice tetap berpengaruh terhadap hasil belajar mata kuliah penulisan karya ilmiah. Temuan ini membuktikan bahwa metode drill and practice sangat tepat digunakan pada mahasiswa yang memiliki sikap positif dan negatif terhadap bahasa Indonesia bila dibandingkan dengan metode tutorial. Hal di atas menegaskan bahwa pembelajaran menggunakan metode drill and practice merupakan pembelajaran yang menekankan pada perubahan perilaku menulis melalui pembiasaan-pembiasaan secara mandiri dan didukung pula dengan pemberian penguatan lebih-lebih bilamana mahasiswa memiliki sikap positif terhadap bahasa Indonesia. Dapat dikatakan bahwa semakin meningkat sikap mahasiswa terhadap bahasa Indonesia maka semakin tinggi hasil belajar yang diperoleh. Hal ini dapat dilihat dari perbedaan rata-rata hasil belajar mahasiswa yang diajarkan menggunakan metode drill and practice dengan sikap positif terhadap bahasa Indonesia yakni 77,73 lebih tinggi daripada rata-rata hasil belajar mahasiswa yang diajarkan menggunakan metode driil and practice dengan sikap negatif terhadap bahasa Indonesia yakni 67,00. Temuan ini didukung oleh teori organisasi sikap dari Rosenberg yakni teori konsistensi afektif-kognitif dimana sikap positif yang kuat dan stabil terhadap suatu objek tentu berhubungan dengan adanya kenyakinan bahwa afek positif itu akan membawa manfaat atau nilai tertentu bagi setiap individu. Selain itu, Thorndike dalam teori belajar behavioristik menyebutkan bahwa hukum pembelajaran yang pokok adalah hukum efek (low of effect). Menurut teori ini, hasil belajar yang diperoleh mahasiswa merupakan efek atau dampak dari metode pembelajaran yang digunakan oleh dosen. Hasil belajar adalah perubahan tingkah laku seseorang akibat belajar.(Purwanto, 2011 : 45). Dalam kaitannya dengan penelitian ini, metode tutorial yang digunakan oleh dosen di program studi pendidikan bahasa dan sastra Indonesia STKIP Hamzanwadi Selong khususnya pada pembelajaran menulis merupakan metode pembelajaran yang biasa digunakan baik melalui bimbingan langsung oleh dosen maupun melalui bantuan modul atau bahan ajar tertentu. Metode tutorial ini memiliki kecenderungan bahwa pebelajar membutuhkan bantuan dan bimbingan guru/dosen secara langsung. Belajar dipandang sebagai proses mentransfer pengetahuan atau keterampilan tertentu melalui bimbingan orang lain. Bahkan pembelajaran melalui metode tutorial dipandang sama dengan kegiatan instruksi kelas oleh guru/dosen sehingga penggunaan metode ini dalam pembelajaran tidak 549
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berpengaruh secara signifikan terhadap hasil belajar baik pada mahasiswa yang memiliki sikap positif maupun negatif. Pernyataan ini didukung oleh hasil penelitian terdahulu dari Resien yang dimuat melalui http://digilib.unimed.ac.id/UNIMED-Master-943/943 tentang pengaruh media pembelajaran interaktif model tutorial dan media pembelajaran interaktif model latihan dan praktik terhadap hasil belajar TIK dilihat dari sikap inovatif. Dimana disimpulkan bahwa hasil belajar TIK pada kelompok siswa yang memiliki sikap inovatif negatif dan diajarkan menggunakan media interaktif model latihan dan praktik memiliki rata-rata 34,66 tidak lebih rendah daripada rata-rata hasil belajar TIK pada kelompok siswa yang memiliki sikap inovatif negatif dan diajarkan menggunakan media interaktif tutorial sebesar 28,00. Selain bukti-bukti empiris yang telah disebutkan di atas, temuan hasil penelitian ini mendukung pandangan behavioristik yang menyebutkan bahwa pembelajaran hanya mengakui adanya stimulus dan respon yang dapat diamati, dimana pandangan ini tidak memperhatikan adanya pengaruh pikiran atau perasaan yang mempertemukan unsur-unsur yang diamati tersebut. Para psikolog mengemukakan seruan “cukup sudah kita mengkaji apa yang dipikirkan dan dirasakan oleh manusia; mari kita mulai mengkaji apa yang dilakukan oleh manusia (Hill, 2012: 43). Pandangan ini dikenal dengan behaviorisme Watson. Dapat dikatakan bahwa apapun yang dilakukan atau dihasilkan oleh seseorang merupakan koneksi antara stimulus dan respon. Stimulus-stimulus baru dapat dibentuk melalui pembiasaan-pembiasaan yang diperoleh melalui latihan-latihan dan praktek secara terus-menerus. Latihan-latihan dan praktek yang dialami sendiri oleh peserta didik yakni mahasiswa dapat berperan sebagai stimulus yang mampu membentuk perilaku berupa keterampilan atau kemampuan berbahasa Indonesia. Latihan-latihan dan praktek menggunakan bahasa Indonesia dalam menulis karya ilmiah dapat memberikan pengalaman yang lebih kongkret kepada peserta didik. Lebih-lebih bilamana peserta didik dapat melakukannnya secara mandiri tanpa intervensi orang lain dengan cara mengkonstruksi pengetahuan yang telah dimiliki dengan pengetahuan baru yang sedang dipelajari. Peserta didik termasuk mahasiswa akan lebih mudah mempelajari keterampilan menulis karya ilmiah bila diberikan kesempatan untuk melakukannya secara mandiri. Dosen hanya berperan sebagai motivator dan evaluator yang dapat dilakukan melalui pemberian umpan balik kepada mahasiswa. Hal ini sejalan dengan pandangan konstruktivis yang menyebutkan bahwa pebelajar memiliki tanggungjawab sepenuhnya terhadap pembelajaran. Sedangkan dalam pandangan teori sibernetika menekankan pentingnya umpan balik dilakukan oleh guru/dosen kepada peserta didik. Umpan balik ini sedapatmungkin dilakukan secara langsung sehingga peserta didik dapat memperbaiki perilakunya secara cepat. Berdasarkan pandangan teori di atas maka pembelajaran yang menggunakan metode drill and practice memiliki kelebihan tersendiri jika dibandingkan dengan metode tutorial dimana dalam pembelajaran drill and practice, peserta didik dapat memperoleh keterampilan tertentu secara mandiri sedangkan pembelajaran tutorial, peserta didik memperoleh keterampilan tertentu melalui intervensi atau bimbingan orang lain. Temuan ini sesuai dengan teori belajar konstruktivistik dimana peserta didik dapat mengkonstruksi pengetahuannya secara mandiri. Selain itu, pembelajaran menggunakan metode drill and practice dapat memberikan kesempatan kepada seluruh peserta didik untuk menguji sendiri kemampuannya melalui latihan-latihan yang terstruktur mulai dari matari yang paling sederhana hingga kepada materi yang kompleks. Sedangkan dalam pembelajaran tutorial, guru/dosen memberikan informasi tentang materi pelajaran yang harus dikuasai melalui ceramah dan dilanjutkan dengan bimbingan/tutorial kepada peserta didik yang memiliki 550
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kesulitan tertentu. Kondisi ini berlawanan dengan prinsip belajar konstruktivistik dimana pembelajaran hendaknya berorientasi kepada peserta didik (student oriented) bukan berorientasi kepada guru/dosen (teacher oriented). Dapat dikatakan bahwa pembelajaran itu merupakan tanggungjawab peserta didik lebih-lebih hal ini diajarkan kepada pebelajar dewasa seperti mahasiswa. Di samping itu, materi-materi yang diajarkan merupakan materi ajar yang pernah diperoleh sebelumnya sehingga dimungkinkan pengetahuan itu dapat dikonstruksi sendiri oleh mahasiswa melalui latihan-latihan atau praktek. Dosen hanya berperan memberikan umpan balik dan penilaian kepada mahasiswa. Dengan demikian, metode drill and practice diyakini dapat mempengaruhi hasil belajar mahasiswa secara signifikan pada mata kuliah teknik penulisan karya ilmiah walaupun diajarkan pada kelompok mahasiswa yang memiliki sikap negatif. Lebih-lebih bilamana diajarkan pada kelompok mahasiswa yang memiliki sikap positif terhadap bahasa Indonesia.
Simpulan Kesimpulan penelitian merupakan deskripsi tentang tesis atau hipotesis penelitian yang teruji atau hipotesis yang didukung oleh data-data yang dikumpulkan. Kesimpulan yang dimaksud yakni : 1) Hasil belajar mata kuliah teknik penulisan karya ilmiah mahasiswa yang diajarkan menggunakan metode drill and practice lebih tinggi daripada hasil belajar mahasiswa yang diajarkan menggunakan metode tutorial; 2) Terdapat pengaruh interaksi antara metode pembelajaran dan sikap terhadap bahasa Indonesia terhadap hasil belajar mata kuliah teknik penulisan karya ilmiah mahasiswa; 3) Hasil belajar mata kuliah teknik penulisan karya ilmiah mahasiswa yang diajarkan menggunakan metode drill and practice dengan sikap positif terhadap bahasa Indonesia lebih tinggi daripada hasil belajar mahasiswa yang diajarkan menggunakan metode tutorial dengan sikap positif terhadap bahasa Indonesia; dan 4) Hasil belajar mata kuliah teknik penulisan karya ilmiah mahasiswa yang diajarkan menggunakan metode drill and practice dengan sikap negatif terhadap bahasa Indonesia tidak lebih rendah daripada hasil belajar mahasiswa yang diajarkan menggunakan metode tutorial dengan sikap negatif terhadap bahasa Indonesia.
Daftar Pustaka Azwar., Saifuddin. Tes Prestasi : Fungsi dan Pengembangan Pengukuran Prestasi Belajar . Yogyakarta : Pustaka Pelajar Offset, 2011. Hamalik, O. Media Pendidikan. Bandung:PT Cipta Adiya Bakti, 2003 Hill, Winfred F. Theories of Learning : Teori-Teori Pembelajaran : Konsepsi, Komparasi dan Signifikansi terjemahan M. Khozim. Bandung:Nusa Media, 2012. Marczyk, Geofrey. DeMatteo, David and Festinger, David, Essenstials of Research Design and Methodology. New Jersey : John Wiley & Sons.Inc., 2005. Nitco, Anthony J. Educational Assessement of Students. New Jersey : University of Pittsburg, 1996. Pribadi, Benny A. Model Desain Sistem Pembelajaran. Jakarta : PT Dian Rakyat, 2009. Purwanto. Evaluasi Hasil Belajar. Jakarta : Pustaka Pelajar, 2011. Russel, Lou. Panduan Belajar Cepat untuk Pelajar dan Umum terjemahan M. Irfan Zakkie. Bandung:Nusa Media, 2012. Surapranata, Sumarna. Analisis, Validitas, Reliabilitas dan Interpretasi Hasil Tes : Implementasi Kurikulum 2004. Bandung : Rosdakarya, 2009. Wawan, A dan Dewi M. Teori dan Pengukuran Pengetahuan, Sikap dan Perilaku Manusia. Yogyakarta : Nuha Medika, 2011.
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Pengaruh Penerapan Pembelajaran Kooperatif Tipe NHT (Number Head Together) yang dilengkapi Modul dan Lks terhadap Hasil Belajar Siswa pada Mata Pelajaran Ekonomi Kelas XI di SMA NW Pancor Tahun Pelajaran 2016 1
Qurratul Aini, 2Mawardi 1 Universitas Hamzanwadi, Indonesia, 2Universitas Gunung Rinjani, Indonesia 1 [email protected], [email protected]
Abstrak Penelitian ini bertujuan untuk mengetahui:(1) apakah terdapat pengaruh penggunaan model pembelajaran kooperatif tipe NHT dilengkapi modul terhadap hasil belajar siswa,(2) apakah terdapat pengaruh penggunaan model pembelajaran tipe NHT dilengkapi LKS terhadap hasil belajar siswa, (3) manakah diantara penggunaan model pembelajaran kooperatif tipe NHT yang dilengkapi modul atau LKS yang memberikan hasil yang lebih baik terhadap hasil belajar siswa. Penelitian ini dilakukan di SMA NW Pancor pada bulan Mei hingga bulan juni 2016. Metode penelitian yang digunakan adalah quasi eksperimen, dengan melibatkan 53 siswa kelas XI IPS1 dan XI IPS2 yang ditentukan dengan teknikcluster random sampling. Kelas XI IPS2 sebagai kelas eksperimen pertama dan XI IPS1 sebagai kelas eksperimen kedua. Desain penelitian ini adalah “desain kelompok tunggal pretest dan posttest (One Group Pretest Posttest Design)”.Instrument dalam penelitian ini adalah tes hasil belajar.Untuk menguji validitas instrumen dilakukan dengan rumus Product Moment, sedangkan untuk mengetahui reliabilitas tes digunakan rumus Alpha Cronbach. Data dianalisis dengan uji t. Berdasarkan hasil analisis data diperoleh hasil belajar siswa kelompok eksperimen pertama lebih tinggi yaitu dengan mean 83,54 daripada kelompok eksperimen kedua dengan mean 81,64 dan dari hasil perhitungan uji “t” menunjukkan (1) penggunaan model pembelajaran kooperatif tipe NHT yang dilengkapi modul berpengaruh positif terhadap hasil belajar ekonomi pada siswa kelas XI untuk materi laporan keuangan perusahaan jasa (thitung = 8,962> 2,052 = t(0,005;1;28), (2) penggunaan model pembelajaran kooperatif tipe NHT yang dilengkapi LKS berpengaruh positif terhadap hasil belajar ekonomi pada siswa kelas XI untuk materi laporan keuangan perusahaan jasa (thitung = 2,817 > 2,064 = t(0,005;1;25). Kesimpulan penelitian ini adalah (1) hasil belajar siswa dengan menggunakan metode NHT dilengkapi modul tergolong tinggi dan berpengaruh positif pada materi laporan keuangan perusahaan jasa (2) hasil belajar siswa dengan menggunakan metode NHT dilengkapi LKS juga tergolong tinggi dan berpengaruh positif pada materi laporan keuangan perusahaan jasa (3) hasil belajar yang diberikan oleh penerapan pembelajaran kooperatif tipe NHT dilengkapi modul lebih baik dari penerapan pembelajaran kooperatif tipe NHT dilengkapi LKS. Kata kunci: nht, modul, lks, hasil belajar.
Pendahuluan Berdasarkan kenyatan yang ada dan hasil wawancara disekolah SMA NW Pancor khususnya guru pada mata pelajaran ekonomimasih menggunakan metode yang kurang mampu merangsang siswa untuk lebih aktif dalam proses pembelajaran sehingga hal ini sangat berpengaruh terhadap prestasi belajar siswa. Adapun metode klasik yang digunakan oleh guru yaitu metode ceramah bervariasi, tanya jawab, dan latihan dengan menggunakan 552
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media papan tulis dan buku pelajaran berupa lembar kerja siswa (LKS) ekonomi.Pada proses pembelajaran guru lebih cenderung menjelaskan siswa secara singkat tanpa menanyakan kepada siswa mengenaii pemahaman siswa terhadap materi yang disampaikan dan langsung diberikan latihan-latihan. Hal tersebut menyebabkan siswa tidak dapat mengikuti proses pembelajaran secara maksimal karena untuk siswa yang masih memiliki tingkat pemahaman yang lebih rendah merasa kesulitan untuk menyesuaikan diri dengan materi Ekonomi yang membutuhkan tingkat pemahaman yang lebih tinggi dan cepat misalnya pada sub pokok bahasan “posting ke buku besar” dan “laporan keuangan” yang disampaikan oleh guru. Selain itu, proses pembelajaran hanya melibatkan guru secara aktif yang akhirnya mengakibatkan siswa kurang memahami dan cepat lupa serta kemandirian siswa tidak terbentuk. Konsisi ini tentu akan berdampak pada hasil belajar siswa yang kurang memuaskan. Hal ini dapat dilihat dari hasil ulangan semester ganjil siswa yang ditetapkan oleh sekolah yaitu 72 dan ketuntasan klasikal yaitu 85%. Sesuai dengan latar belakang masalah yang dikemukakan di atas, maka penelitian ini bertujuan untuk mengetahui: 1) Pengaruh penggunaan pembelajaran kooperatif tipe NHT yang dilengkapi modul terhadap hasil belajar aspek kognitif siswa kelas XI SMA NW Pancor semester genap tahun pelajaran 2016, 2) Pengaruh penggunaan pembelajaran kooperatif tipe NHT yang dilengkapi LKS terhadap hasil belajar aspek kognitif siswa kelas XI SMA NW Pancor semester genap tahun pelajaran 2016, 3) Perbedaan hasil belajar yang dihasilkan oleh penerapan pembelajaran kooperatif tipe NHT (Number Head Together) dilengkapi modul dibandingkan dengan penerapan pembelajaran kooperatif tipe NHT (Number Head Together) dilengkapi LKS terhadap prestasi belajar aspek kognitif siswa kelas XI SMA NW Pancor semester genap tahun pelajaran 2016. Model pembelajaran kooperatif tipe NHT pada dasarnya merupakan sebuah variasi diskusi kelompok dengan ciri khasnya adalah guru hanya menunjuk seorang siswa yang mewakili kelompoknya tanpa memberitahu terlebih dahulu siapa yang akan mewakili kelompoknya tersebutsehingga cara ini menjamin keterlibatan total semua siswa.Cara ini merupakan upaya yang sangat baik untuk meningkatkan tanggung jawab individual dalam diskusi kelompok (Arsyad: 2001). Model pembelajaran NHT ini mengajarkan kepada siswa agar dapat bekerja sama dan selalu siap untuk memberikan jawaban terhadap pertanyaan yang diberikan oleh guru. Dengan demikian model pembelajaran NHT dapat meningkatkan minat, motivasi belajar, disiplin, kolaborasi, toleransi, dan urutan pendapat. Model pembelajaran NHT juga membawa siswa menjadi aktif dan bersemangat, baik aktif secara intelektual maupun aktif secara fisik, psikis, dan afeksi, sehingga pembelajaran ini mencerminkan pembelajaran yang aktif (active learning) yang bercirikan student-centered learning (Kunandar, 2011: 164). Modul adalah suatu proses pembelajaran mengenai suatu satuan bahasan tertentu yang disusun secara sistematis, operasional, dan terarah untuk digunakan oleh peserta didik, disertai dengan pedoman penggunaannya untuk para guru. Pada umunya pembelajaran dengan sistem modul akan melibatkan beberapa komponen, diantaranya: (1) Lembar kegiatan peserta didik; (2) lembar kerja; (3) kunci lembar kerja; (4) lembar soal; (5) lembar jawaban dan (6) kunci jawaban. Tugas utama seorang guru dalam pembelajaran sistem modul adalah mengorganisir dan mengatur proses belajar antara lain: (1) menyiapkan situasi pembelajaran yang kondusif, (2) membantu peserta didik yang mengalami kesulitan dalam memahami isi modul atau pelaksanaan tugas, (3) melakukan penelitian terhadap setiap peserta didik (Abdurrahman,2012:68-70). 553
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Secara umum, LKS merupakan perangkat pembelajaran sebagai pelengkap atau sarana pendukung pelaksanaan Rencana Pembelajaran (RP). Lembar Kerja Siswa berupa lembaran kertas berupa informasi maupun soal-soal (pertanyaan-pertanyaan yang harus dijawab oleh siswa). LKS sangat baik dipakai untuk meningkatkan keterlibatan siswa dalam belajar. LKS ini sebaiknya dirancang oleh guru sesuai dengan pokok bahasan dan tujuan pembelajarannya. LKS dalam kegiatan belajar mengajar dapat dimanfaatkan pada tahap penanaman konsep (menyampaikan konsep baru) atau pada tahap pemahaman konsep ( tahap lanjutan dari penanaman konsep) karena LKS dirancang untuk membimbing siswa dalam mempelajari topik (Hamdani, 2010:75).
Metode Penelitian Pada rancangan penelitian ini terdapat dua kelompok yaitukelompok eksperimen I dan kelompok eksperimen II. Untuk kelompok Eksperimen I model pembelajaran yang digunakan dalam pembelajaran ekonomi adalah model NHT dilengkapi dengan modul, sedangkan kelompok eksperimen II menggunakan model pembelajaran NHT dilengkapi dengan LKS. Jenis data yang digunakan dalam penelitian ini adalah data kuantitatif, yaitu data yang berbentuk angka yang didapatkan langsung dari siswa sebagai sumber datanya dengan cara memberikan tes kepada siswa yang menjadi sampel dalam penelitian. Tes yang dimaksud yakni pretest untuk mengetahui kemampuan awal siswa, dan posttest untuk mengetahui akibat dari pemberian tindakan pada sampel yang dieksperimenkan. Adapun langkah-langkah yang dilakukan dalam pengumpulan data dalam penelitian ini adalah : 1. Memberikan pretes O1dan O3pada kelompok eksperimen untuk mengukur rata-rata kemampuan kognitif sebelum obyek diberi perlakuan. 2. Memberikan perlakuan X1 berupa penggunaan metode NHT dilengkapi modul pada kelompok eksperimen 1 dan perlakuan X2 berupa penggunaan metode NHT dilengkapi LKS pada kelompok eksperimen 2. 3. Memberikan postest O2dan O4pada kelompok eksperimen 1 dan kelompok eksperimen 2 untuk mengukur rata-rata ketrampilan kognitif setelah diberi perlakuan X1 dan X2. 4. Menentukan selisih nilai antara O1 dan O2 pada kelompok eksperimen 1 untuk mengukur rata-rata selisih nilai pretest-postest (N1). 5. Menentukan selisih nilai antara O3 dan O4 pada kelompok eksperimen 2 untuk mengukur rata-rata selisih nilai pretest-postest (N2). 6. Membandingkan N1 dan N2 untuk menentukan perbedaan yang timbul jika sekiranya ada sebagai akibat perakuan X1 dan X2. 7. Menerapkan uji statistik yang sesuai untuk menentukan apakah perbedaan tersebut signifikan, yaitu dengan uji-t. Instrumen yang digunakan dalam penelitian ini adalah berupa tes. Jenis tes yang digunakan adalah tes hasil belajar. Tes hasil belajar merupakan tes penguasaan untuk mengukur penguasaan materi yang diajarkan oleh guru atau dipelajari oleh siswa. Untuk mengukur hasil belajar dalam penelitian ini peneliti mengguanakan tes hasil belajar dalam bentuk tes uraian. Tes uraian dengan jumlah soal 3 nomor dan skor untuk soal nomor 1 yaitu 35, soal nomor 2 yaitu 30, dan soal nomor 3 yaitu 35. Tes hasil belajar bentuk uraian sebagai salah satu alat pengukur hasil belajar tepat dipergunkakan apabila pembuat soal (guru, dosen, panitia ujian dan lain-lain) disamping ingin mengungkap daya ingat dan pemahaman testee terhadap materi pelajaran yang ditanyakan dalam tes. Tes 554
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
uraian juga dikehendaki untuk mengungkap kemampuan testee dalam memahami berbagai macam konsep berikut aplikasinya (Sudjana, 1999). Berkaitan dengan hal itu dalam penelitian ini metode tes digunakan untuk mengumpulkan data tentang penguasaan konsep sebelum dan sesudah eksperimen. Tes dilakukan dengan dua tahap yaitu: 1) Tahap pre-test diberikan kepada kelas eksperimen berupa tes kognitif (hasil belajar) untuk mengetahui pengetahuan awal peserta didik terhadap konsep sebelum diberikan perlakuan. 2) Tahap post-test diberikan kepada kelompok eksperimen setelah diberikan perlakuan. Untuk mengetahui validitas instrumen digunakan teknik sebagai berikut : N xy x y rxy 2 2 N x 2 x N y 2 y (Arikunto, 2006 : 72)
Kriteria harga dari rxy adalah sebagai berikut :Item tes dikatakan valid jika rxy-0,65> ry-tabel pada taraf signifikansi 5%. Reliabilitas menunjukkan pada suatu pengertian bahwa instrumen yang disusun dapat dipercaya sebagai alat pengumpul data, instrumen memiliki keajegan dalam menilai apa yang dinilainya. Artinya kemampuan digunakan akan memberikan hasil yang relatif lama. Rumus yang digunakan adalah Alfa Cronbach sebagai berikut :
(Arikunto, 2007 :70) Untuk menghitung tingkat kesukaran soal bentuk uraian, guru dapat menggunakan langkah-langkah sebagai berikut. Menghitung rata-rata skor untuk tiap butir soal dengan rumus rata-rata = Menghitung tingkat kesukaran dengan rumus
(Arifin, 2009 : 135) Untuk mengetahui daya pembeda dari masing-masing item soal digunakan rumus: X KA X KB D skormaks (Arifin, 2009 : 133) Jenis analisis data yang digunakan adalah analisis data deskriptif, adapun teknik analisis data yang akan dilakukan dalam penelitian ini adalah sebagai berikut : 1) Teknik uji prasyarat analisis dan 2) Teknik uji hipotesis. Untuk mengetahui apakah sample dari berasal dari populasi yang berdistribusi normal dengan menggunakan metode uji Lilieforsdengan ketentuan jika nilai Lhitung< Ltabel maka
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
data berasal dari populasi normal. Nilai Ltabel diperoleh dari tabel Uji Liliefors, misal untuk taraf nyata 5 % dan jumlah data lebih dari 30 responden maka nilai Ltabel adalah :
(Sudjana,1996: 467) Data yang diperoleh terlebih dahulu dianalisis dengan uji F untuk mengetahui homogenitas varian dengan rumus menurut (Sugiyono. 2010: 275). var ians terbesar var ians terkecil Varians masing-masig kelas diperoleh dari : 2 X X S2 n 1 F
Adapun kriteria pengujian untuk uji F adalah sebagai berikut: Bila Fhitung > Ftabel tidak homogen
=
data
Sehubungan dengan hipotesis di atas, maka untuk menguji signifikansi perbedaan mean, atau untuk membandingkan kelompok eksperimen 1 dan kelompok eksperimen 2 digunakan Uji t tes . Adapun rumus yang digunakan adalah sebagai berikut
(Arikunto.2006:307-308) Dengan kriteria : Jika t hitung lebih besar dari t tabel pada taraf kesalahan5% dan dk N 1 maka Ha diterima dan Ho ditolak.. Jika t hitung lebih kecil dari t tabel pada taraf kesalahan 5% dan dk N 1 maka Ha ditolak dan Ho diterima.
Hasil dan Pembahasan Pengumpulan data dalam penelitian ini diperoleh dengan cara melakukan eksperimen. Desain eksperimen yang digunakan adalah desain kelompok tunggal pretest dan posttest (One Group Pretest Posttest DesignLangkah pertama dalam pengambilan data adalah melakukan tes awal (pretest). Tes ini dilakukan untuk mengetahui skor siswa sebelum diberi perlakuan (treatment). Setelah dilakukan tes awal, langkah selanjutnya yaitu memberikan perlakuan, dalamjelasnya, ringkasan data hasil penelitian tes awal dan tes akhir dapat dilihat pada table sebagai berikut.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Tabel 1 : Tabel Nilai Hasil Pre-Test (mean, Standar Deviasi dan varians) Kelas
Jumlah Siswa 28
Kelas Eksperimen 1 Kelas 25 Eksperimen 2 (Sumber: lampiran )
Mean Standar Deviasi Varians Nilai Nilai 2 Tertinggi Terendah ( x ) (SD) ( SD ) 85 65 77,107 5,41 39,83 90
60
77,56
7,43
55,26
Berdasarkan tabel diatas, data nilai tes awal pada kelompok eksperimen 1yaitu kelas XI IPS2memiliki nilai tertinggi 85 dan terendah 65, rata-rata 77,107, standar deviasi 5,41, dan varians 39,83.Sedangkan untuk kelompok Eksperimen 2yaitu XI IPS1 memiliki nilai tertinggi90 dan nilai terendah 60, rata-rata 77,56, standar deviasi 7,43 dan varians 55,26.Berdasarkan data dari hasil penelitian yang sudah dilakukan diperoleh kelaseksperimen 1skor tertinggi95 dan skor terendah 72, untuk kelaseksperimen 2 skor tertinggi 95 dan skor terendah 65. Berdasarkan data yang diperoleh nilai rata-rata (mean) adalah 83,536 untuk kelaseksperimen 1 ini membuktikan bahwa ada selisih kenaikan rata-rata sebesar 8,4 dan diperoleh nilai rata-rata (mean) 81,64 untuk kelas eksperimen 2 dimana hal ini juga mengalami kenaikan sebesar 4,08. Sedangkan untuk pengkategorian data-data diketahui skor maksimal tes siswa pada materi laporan keuangan perusahaan jasa yang diajar dengan metode Cooperative Learning Tipe NHT dilengkapi modul dengan metode Cooperative Learning Tipe NHT dilengkapi LKS Skor tertinggi 95 dan skor terendah 65, jika diambil skor maksimal idealnya 100 dan skor minimal idealnya 0, maka diperoleh rata-rata ideal dan standar deviasi ideal sebagai berikut:
1 (skor maksimal ideal + skor minimal ideal) 2 1 = (100 + 0) = 50 2 1 SDi = (skor maksimal ideal – skor minimal ideal) 6 1 = (100 – 0) = 16,67 6 Berdasarkan rata-rata yang diperoleh yaitu, 83,536 untuk kelas eksperimen 1 dengan menggunakan modelCooperative Learning tipe NHTdilengkapi modul secara umum dapat digolongkan pada kategori tinggi, sedangkan untuk kelas dengan modelCooperative Learning tipe NHTdilengkapi LKS yang rata-ratanya 81,64 termasuk kategori tinggi. Maka secara umum dapat digolongkan bahwa data hasil tes pada materi laporan keuangan perusahaan jasa yang diajar dengan modelCooperative Learning Tipe NHT dilengkapi modul dengan modelCooperative Learning tipe NHTdilengkapi LKS di kelas XI di SMA NW Pancor tahun pembelajaran 2016 termasuk kategori tinggi untuk kedua kelas eksperimen. Mi =
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Tabel 2. Nilai Hasil Post-Test (mean, Standar Deviasi dan varians)
Kelas
Jumlah Siswa
Kelas 28 Eksperimen 1 Kelas 25 Eksperimen (Sumber: lampiran )
Varians 2 ( SD )
83,536
Standar Deviasi (SD) 6,664
81,64
8,655
75,04
Nilai Tertinggi
Nilai Terendah
Mean (x)
95
72
95
65
44,63
Uji Persyaratan Analisis Uji normalitas dilakukan untuk menguji apakah data dari variabel-variabel yang diteliti telah mendekati distribusi normal atau tidak. Variabel yang diuji normalitas datanya adalah data hasil tes pemahaman siswa pada laporan keuangan perusahaan jasa. Data hasil perhitungan yang telah dilakukan, untuk kelas Cooperative tipe NHT dilengkapi modul didapat harga Lhitung = 0,04494482 dan Ltabel = 0,173dengan interval kepercayaan 95% (Lampiran 11), sedangkan pada kelas Cooperative Learning tipe NHTdilengkapi LKS diperoleh harga Lhitung = 0,056719724 dan Ltabel = 0,173 untuk interval kepercayaan 95%(Lampiran ).
Tabel 3. Hasil uji normalitas data No Kelas
Ltabel Keterangan 1 Eksperimen 1 0,04494482 0,173 Normal 2 Eksperimen 2 0,056719724 0,173 Normal (Sumber: lampiran) Lhitung
Pada tabel di atas menunjukkan bahwa Lhitung Ltabel , dengan demikian dapat disimpukan data tersebut berasal dari populasi berdistribusi normal. Uji homogenitas data dilakukan untuk mengetahui apakah data diperoleh homogen atau tidak. Untuk menguji homogenitas varians data digunakan uji F (uji varians data). Dari data hasil perhitungan yang telah dilakukan (lampiran) diperoleh nilai Fhitung = 1,6814315 dan Ftabel = 1,96. Karena Fhitung
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
1berdasarkan perhitungan, ternyata t hitung t tabel yaitu 8,962> 2,052 dengan taraf signifikan 5%. Untuk kelas eksperimen 2 di dapat hasil thitung2,817 sedangkan harga ttabel dengan db= n-1 didapat ttabel = 2,064, berdasarkan perhitungan ternyata t hitung t tabel yaitu 2,817> 2,064 dengan taraf signifikan 5% . (lampiran) Kriteria : jika t hitung t tabel Ha diterima dan jika t hitung t tabel Ha ditolak Keputusan : Ho ditolak atau Ha diterima Berdasarkan hasil analisis untuk kedua kelas eksperimen diatas ternyata t hitung t tabel yaitu 8,962> 2,052 untuk kelas eksperimen 1 dan 2,817 > 2,064 untuk kelas eksperimen 2 ini berarti hipotesis yang diajukan dapat diterima kebenarannya. Dengan demikian hipotesis yang berbunyi:” Terdapat pengaruh positif dalam penerapan pembelajaran kooperatif tipe NHT dilengkapi dengan media modul dan media LKS terhadap peningkatan hasil belajar ekonomi siswa pada materi pokok laporan keuangan perusahaan jasa di kelas XI SMA NW Pancor tahun pembelajaran 2016” dapat diterima kebenarannya. Untuk lebih jelasnya dapat dilihat pada tabel berikut : Tabel 4. Hasil Uji Hipotesis Hasil Belajar Siswa Variabel thitung ttabel Keterangan Kelas Eksperimen 1 8,962 2,052 Ha diterima Kelas Ekaperimen 2 2,817 2,064 Ha diterima (Sumber: lampiran ) Berdasarkan hasil analisis datanilai rata-rata pada kelas dengan metode pembelajaran kooperatif tipe NHT dilengkapi modul (eksperimen1)sebesar 83,53571, tingkat ketuntasan kelas 100 %, sedangkan pada kelas dengan metode pembelajaran kooperatif tipe NHT dilengkapi LKS rata-rata nilai siswa sebesar 81,64, tingkat ketuntasan kelas 88% .
Pembahasan Terdapat perbedaan pengaruh penggunaan metode NHT yang dilengkapi modul dengan penggunaan metode NHT yang dilengkapi LKS terhadap hasil belajar aspek kognitif siswa kelas XI SMA NW Pancor semester genap tahun pelajaran 2016 dan hasil belajar yang dihasilkan oleh penerapan pembelajaran kooperatif tipe NHT (Number Head Together) dilengkapi modul lebih besar dibandingkan dengan penerapan pembelajaran kooperatif tipe NHT (Number Head Together) dilengkapi LKS, pernyataan empiris yang mendukung hasil penelitian ini adalah penelitian yang dilakukan oleh Wiji Hastuti (2008), dimana hasil penelitiannya menyatakan bahwa penggunaan metode STAD yang dilengkapi modul dapat memberikan prestasi belajar yang lebih tinggi daripada penggunaan metode STAD yang dilengkapi LKS. Hasil pengujian penelitian ini membawa implikasi praktis, khususnya bagi guru ekonomi di SMA NW Pancor, yakni kedepannya memiliki tugas dan tanggung jawab untuk meningkatkan kualitas pembelajaran akuntansi di sekolah. Beberapa upaya yang dapat dilakukan guru ekonomi dalam meningkatkan kualitas pembelajaran di SMA NW Pancor yakni: (1) guru lebih memperjelas lagi tujuan dari materi yang disampaikan, karena dengan siswa memahami tujuan tersebut maka motivasi belajar siswa akan menjadi semakin kuat. (2) guru hendaknya mampu memilih dan menetapkan metode pembelajaran yang tepat sesuai dengan kemampuan guru dan siswa serta cocok untuk materi yang disampaikan (3) pembelajaran dengan metode NHT dilengkapi modul dan LKS mendorong siswa untuk 559
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lebih aktif dan mampu berfikir kritis dalam berdiskusi, keadaan dimana siswa dilibatkan secara aktif dalam proses pembelajaran akan membuat suasana belajar yang kondusif serta menjadikan masing-masing siswa memiliki sikap kooperatif terhadap sesama siswa dan terhadap guru sehingga tujuan pembelajaran yang telah ditetapkan akan tercapai.
Kesimpulan Secara kuantitatif dapat disimpulkan bahwa penggunaaan pembelajaran kooperatif tipe NHT dilengkapi dengan moduldalam proses belajar mengajar berpengaruh secara positif dan signifikanterhadap hasil belajar pada siswa kelas XI SMA NW Pancor Tahun pelajaran 2016. Hal ini dibuktikan dengan jika t hitung lebih besar dari t tabel ( 8,962>2,052 ) sehingga hipotesis alternatif (Ha) yang diajukan diterima dan hipotesis nihil (Ho) ditolak. Bukti lainnya yaitu kualitas prestasi belajar siswa dengan menggunakan Cooperative Learning tipe NHT dilengkapi modul pada pokok bahasan inflas dan Indeks Harga di kelas XI SMA NW Pancor tahun pelajaran 2016 termasuk dalam katagori tinggi, dengan ratarata yaitu 83,536dengan nilai tertinggi 95 dan nilai terendah 72.Jadi dapat disimpulkan bahwa penggunaan pembelajaran kooperatif tipe NHT dilengkapi dengan modul efektif untuk meningkatkan prestasi belajar akuntansi materi pokok laporan keuangan perusahaan jasa. Pada kelas eksperimen 2 kualitas prestasi belajar siswa dengan menggunakan Cooperative tipe NHTdilengkapi LKS pada pokok bahasan Inflasi dan Indeks Harga di kelas XI SMA NW Pancor tahun pelajaran 2016 termasuk dalam katagori tinggi, dengan rata-rata yaitu 81,64dengan nilai tertinggi 95 dan nilai terendah 65, hal ini dibuktikan dengan hasil uji t pada kelas eksperimen 2 yaitu dengan hasil thitung yang lebih besar dari ttabel (2,817 > 2,064) dimana nilai tersebut membuktikan bahwa penggunaan Cooperative Learning tipe NHT dilengkapi LKS berpengaruh positif terhadap hasil belajar siswa pada materi pokok laporan keuangan perusahaan jasa. Kesimpulan lainnya yaitu didapat juga bahwa penggunaan Cooperative Learning tipe NHT dilengkapi modul lebih sesuai dengan karakter dan keadaan siswa kelas XI SMA NW Pancor tahun pelajaran 2016 dibanding dengan menggunakan Cooperative tipe NHTdilengkapi LKS pada pokok bahasan Inflasi dan Indeks Harga, hal ini terlihat pada hasil belajar yang dihasilkan oleh kedua perlakuan, dimana kualitas prestasi belajar dengan menggunakan Cooperative Learning tipe NHT dilengkapi modullebih tinggi dari pada menggunakan Cooperative Learning tipe NHT dilengkapi LKS yaitu dengan rata-rata pada kelas eksperimene 1 sebesar 83,536 dengan nilai thitung yaitu sebesar 8,962 dan pada kelas eksperimen 2 rata-rata sebesar 81,64 dengan thitung sebesar 2,817.
Daftar Pustaka Abdurrahman, Mulyono.(2012.Anak Berkesulitan Belajar: teori, diagnosis, dan remediasinya. Jakarta: Rineka Cipta. Agus Suprijono, 2009. Cooperative Learning Teori & Aplikasi PAIKEM.. Yogyakarta: Pustaka Belajar. Arifin, Zainal. 2009. Evaluasi Pembelajaran. Bandung: PTRemaja Rosdakarya Offset Arikunto, Suharsimi. 2006. Prosedur Penelitian Suatu Pendekatan Praktik.Jakarta : Rineka Cipta Arikunto, Suharsimi. 2007. Dasar-Dasar Evaluasi Pendidikan. Jakarta : Bumi Aksara. Arsyad, Azhar.2011.Media Pembelajaran. Jakarta: PT. Raja Grafindo Persada. Hamdani. 2010. Stategi Belajar Mengajar.Bandung: CV Pustaka Setia. Ibrahim, M, dkk. 2000. Pembelajaran Kooperatif. Surabaya : University Press. 560
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Lie. 2002. Mempraktekkan Cooperative Learning di Ruang-Ruang kelas. Jakarta: Gramedia. Kunandar, 2011. Guru Profesional Implementasi KTSP. Jakarta: Rajawali Pers Sudjana, Nana. 1999. Penilaian Hasil Proses Belajar Mengajar. Bandung : PT Remaja Rosdakarya. Sugiyono, 2010. Statistika untuk Penelitian. Bandung: Alfabeta. Suwarno, 2008. Pembelajaran Kooperatif Jenis NHT. Available at. http://pdf.search engine.com/(accested 9/08/09).
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Utilazation of E-learning Open Source-Based Training at SMK 1 Sikur East Lombok NTB 1
Rasyid Hardi Wirasasmita, 2Abdurrohman Universitas Hamzanwadi, Indonesia 1 [email protected], [email protected]
Abstract One of the problems of education in the 21st century is still weak human resources in the mastery of technology. The development of information technologies require the education world for innovation in learning. One is the use of e-learning based on open source learning. The purpose of this research is finding out widespread used of e-learning in learning process at school. The target schools in this research is SMK 1 Sikur East Lombok West Nusa Tenggara province. This study used a qualitative approach with descriptive models. Based on the research results, the use of e-learning training based on open source can increase the interest of teachers in implementing e-learning based on open source. based on the result of analysis, among 58 teachers only two teachers who utilize e-learning based on open source learning. After the training was conducted, there was an increase of 15.5% (9 teachers) who are already use e-learning based on open source learning. By using this e-learning based on open source, it lead to the increase of the effectiveness of learning. Keywords : E-learning, open Source, Learning
Introduction The development of information and communication technology continues to rise with the increasing needs of human beings, without exception in the field of education. The role of teachers in applying the utilization of information and communication technology is needed to provide an overview to the students about the use of technology such as elearning. With e-learning interaction is becoming increasingly easy and varied. E-learning technology in question is based on open source like Edmodo, Quipper School and Claroline. Changes in learning patterns is particularly necessary to carry out reform in a conventional learning system that is considered to be irrelevant to the dynamics of the times that is growing increasingly fast and intensive triggered by the development of science and technology. Basori (2013) in his research entitled Use of Social Learning Network "Edmodo" in Class Helps Automotive Body Theory in Prodi PTM JPTK FKIP UNS that by leveraging Edmodo increase students' learning activities. While Rizki Rahmawati, Sudiyanto, and Sri Sumaryati (2015) in his research entitled the effectiveness of the application of learning quipper school in accounting learning in smanegeri 2 Surakarta that contained the effectiveness of the implementation of e-learning - quipper school in accounting learning in sma country 2 Surakarta, it is indicated by learning achievement accounting experimental group was better than the control group accounting learning achievement. Meanwhile Julius Dwi Cahyono (2015) in his research that the E-learning (Edmodo) as seiarah Pembeiaiaran media can change the role of students from inactive to active. 562
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Based on the above description that the utilization of information and communication technology in learning can act as intermediaries in the implementation of the transfer of knowledge without completely eliminating the initial model of learning that takes place face to face in the classroom. Utilization of information and communication technology can ultimately improve the effectiveness in the implementation of the learning process Based on the description above, the writer interested to study related to the use of elearning based on open source in the learning process with research sites in SMK 1 Sikur. This location was chosen because the researchers looked at the number of teachers still in the learning process is still not utilizing e-learning, especially e-learning based on open source in the learning process. Learning Learning is a teaching and learning activities that engage students and teachers using a variety of learning resources, either in a classroom situation and outside the classroom Daryanto (2013: 181). While Supriadie & Darmawan (2012: 131) explains that the process of learning as the teachers to create learning conditions of students in achieving the learning objectives. Second opinions are relevant to the understanding of learning that is listed in the Law of the Republic of Indonesia Number 20 Year 2003 on National Education System, which states that learning is a process of interaction of learners with educators and learning resources in a learning environment. Teachers can implement the learning process effectively when designing and understand in advance learning system that will be used, so that teachers know the learning objectives and expected results (Supriadie & Darmawan, 2012: 126). In addition, teachers more easily set up a process of learning activities to be performed and can utilize any suitable component in the learning process, one of them by utilizing information technology. Currently the development of information technology is one of the innovations in learning activities at school. One product integration of information technology into the learning process of e-learning is based on open source like Edmodo, Quipper School and Claroline. The use of e-learning open source-based learning can support teachers in maximizing the potential of education. The use of e-learning based on open source also provides wider opportunities for learners in utilizing existing facilities, so as to obtain an unlimited source of reference (Darmawan, 2013: 5). Therefore, teachers need to be creative and innovative in making learning design by optimizing the use of information technology so as to create the atmosphere of self-learning and results in a change in the expected (Rusman, 2012: 16). Based on the above discussion, it can be concluded that learning is a process of teaching and learning activities designed by the teacher. Where in learning activities there is interaction between students and teachers and learning resources to assist students in achieving the goal of effective learning through e-learning based on open source. E-Learning E-learning is an innovation in education that has contributed greatly to changes in the learning process, where the learning process is not just limited to the activities of a lecture with media sober but delivery of learning material can be visualized in any format and a more dynamic and interactive so that students will be more motivated. Hamdani (2011: 116), explain the meaning of e-learning as a medium for distance learning (distance learning) using computer technology, computer networks, and / or the internet.
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Media e-learning is a learning resource that has a wide range and is not limited to space and time. Hamdani (2011: 115) also explains that excess use of e-learning, among others: (1) save time of teaching and learning, (2) reducing travel costs, (3) save the cost of education (infrastructure, equipment, books), (4) reach a wider geographic area, (5) train students more independent in getting science. Learning with e-learning media will also enhance the activity and creativity of the students, because they are easier to explore to find teaching materials so the student esier to achieve the goals. At this time the development of e-learning in education in Indonesia is quite rapid, there are a variety of e-learning are used, ranging from the just use of power point in the class up to the Learning Management System or LMS. The learning activities are conducted through e-learning has many advantages. The advantages of using e-learning as follows: 1) Flexibility Time, learning is done through e-learning enables students to customize learning time, the teacher can also set the time when to deliver the material. Currently, many e-learning program that has a bookmark facility, so that teachers and students can access back automatically taken to the last page of the previous lesson. 2) Flexibility place, learning with e-learning is not restricted places, as long as the venue provided the internet connection to do e-learning. 3) Flexibility Speed Learning, the ability of students to understand the material presented by the teacher diverse, there are some students who have the ability understand quickly and there are also students who are slow. E-learning can be tailored to the learning pace of each student. Students can set their own pace of learning, if not understand, he can still learn a specific module and repeat. 4) Teaching Standards, differences in ability and teaching methods applied by teachers, it does not apply in e-learning for e-learning lessons has the same quality every time it is accessed and does not depend on the mood of teachers. 5) The effectiveness of teaching, e-learning is designed with the latest instructional design makes the students more active in understanding the content of the lessons. Submission of the subject matter can be simulated and cases, using a form of the game and apply advanced animation technology that attract students to be more active in learning. 6) Speed of distribution, the Internet as a medium in e-learning, e-learning can make to reach the entire world that has been connected to the Internet so that the distribution of the material more quickly. 7) Availability of On-demand, e-learning, which are accessible at any time, making elearning can be used as "pocket book" to help students at any time. 8) Otomatization Administration Process, e-learning using a Learning Management System (LMS) that serves as a platform for lessons e-learning. NGOs also serves to store students’ data, teaching and learning process that takes place. With the reports in the system, administrators or teachers are very helpful. Time and process administrative task completion reports will be shorter and easier (Effendi and Hartono, 2005: 9-14). Based on some of the above opinion, in order to prepare the media usage of e-learning in an educational institution, there are several options that can be taken: (1) develop their own, (2) purchasing an existing system, (3) using open source e- learning. Currently there are several e-learning system based on open source as Quipper School, Moodle, Edmodo, ATutor, Claroline, and so forth. Educational institutions will use this software free of charge or for free. E-Learning-Based Open Source Edmodo The development of rapid e-learning in education in Indonesia through the use of Learning Management System (LSM) in schools. Today many types of NGOs are offered, each type 564
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has its own advantages NGOs. Edmodo is one of the NGOs that are often used today. In his research, Basori (2013) mentions that Edmodo is an application that resembles facebook but with a high educational value, making it attractive for teachers and students. Suriadhi (2014) defines Edmodo as a social media platform that often described as facebook to school and be able to work more according to the needs of teachers and students. From above opinions, there are similarities in defining Edmodo, ie, Edmodo has similarities with facebook, however Edmodo more instructive and more widely used for the benefit of education. Edmodo can be used as a medium of learning for all subjects except for subjects that require activity and direct observation, for these subjects Edmodo is used as an introduction to the theory before students thrive on activity and direct observation. Quipper School Quipper School is a medium of learning with e-learning system based on open source. Quipper is the name of a company EduTech (educational technology) start-up based in London. Quipper founded by Masayuki Watanabe in 2010, one of the founders DeNA, a provider of gaming and e-commerce in Japan. In Indonesia, the service was launched in January 2014. Quipper School is a platform Learning Management System (LMS) to provide online assignment and access the material include the questions that correspond with K-13 for free, so that teachers can give assignments online to students through student-owned mobile devices (smartphones, tablets, and netbooks) while also able to monitor the development of online learning. Students can learn anywhere. Quipper School is a liaison between students and teachers in subjects division of tasks online and in accordance with the subjects that are adapted from the curriculum is implemented in Indonesia, namely Social Studies, Science, Mathematics and English. Quipper School makes it easy for teachers to send assignments to mobile devices owned by students. In addition, teachers can monitor the students' progress online. Benefits for students that Quipper School can be used as a student to work on the assignment of teachers, access all course materials, and sends a message to the teachers about the learning difficulties encountered. Quipper School can be accessed by students through Internet-connected device that is equipped with a web browser or using a Smartphone, BlackBerry, PC / Computer, Laptop and Tablet. Quipper Schoolkapan students can access anytime and anywhere, either via Wi-Fi or 3G for free. Baskoro (2014) describes Quipper School has two parts Quipper School links are provided for teachers, and also Quipper School Learn accessible for students. Meanwhile, Quipper School Learn supplied as a student to work, to submit the assignment, also able collecting various themes were appreciated in a certain number of coins. Here below are pictures. 2. Quipper School links are provided for teachers and Quipper School Learn accessible for students. (Rumaida, 2014). Based on the above description that with the assistance of students’ communication via social media through Quipper School, teachers can at least note that students spend more time online than they are to learn media socialize for things that are less useful.
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Claroline Gitakarma & Tjahyanti. (2011) explains that Claroline is a platform e-working and elearning management system (LMS) issued under an open source license (GPL). Claroline is generally used by an organization such as universities, schools, companies, associations and so on to create and administer training and media collaboration via the web. This platform is already used in more than 80 countries and available in over 30 languages. In claroline, teacher or tutor can create and manage a website on a particular science. Other capabilities that publish documents in any format (PDF, HTML, Microsoft Office, video, etc.), manage a list of links, running a public discussion forum or private, writing exercises, to create a group of students, the structure of the agenda with tasks and deadlines, to make announcement (also via e-mail), ask students to submit assignments or work, and look at the statistics periodically and the success of the exercise. Claroline can be downloaded for free at www.claroline.net.
Research Methods This study used a qualitative approach. Informants in this study were a school principal, vice principal areas of curriculum, Deputy Head of school infrastructure and facilities, subject teachers and students in SMK 1 Sikur. The data of this study was obtained primary data and secondary data that collected through interviews and observations. Utilization of computers in the learning process in this study can be classified into several forms, including the use of multimedia presentations, and then related to Internet used in learning which includes the used of blogs, e-mail and website. And the used of social networking and e-learning based on open source in the learning system. Munadi (2013)
Results and Discussion Based on observations in schools that the initial conditions before they use of e-learning training based on open source learning at SMK 1 Sikur can be seen in Table 1: Table 1. the Use of e-learning open source-based learning in SMK 1 Sikur before training.
No
teachers
1 2 3 4 5 6 7 8 9 10 11 12
Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5 Teacher 6 Teacher 7 Teacher 8 Teacher 9 Teacher 10 Teacher 11 Teacher 12
Utilazation of E-learning Open Source-Based Training at SMK 1 Sikur Sosial E-learning Berbasis Open Internet network Source Computer (Presentasi Website, Quipper Powerpoint) Blog, Facebook Edmodo Claroline School Email √ √ √ √ √ √ √ √ √ √ √ √ √ √ 566
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13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58
Teacher 13 Teacher 14 Teacher 15 Teacher 16 Teacher 17 Teacher 18 Teacher 19 Teacher 20 Teacher 21 Teacher 22 Teacher 23 Teacher 24 Teacher 25 Teacher 26 Teacher 27 Teacher 28 Teacher 29 Teacher 30 Teacher 31 Teacher 32 Teacher 33 Teacher 34 Teacher 35 Teacher 36 Teacher 37 Teacher 38 Teacher 39 Teacher 40 Teacher 41 Teacher 42 Teacher 43 Teacher 44 Teacher 45 Teacher 46 Teacher 47 Teacher 48 Teacher 49 Teacher 50 Teacher 51 Teacher 52 Teacher 53 Teacher 54 Teacher 55 Teacher 56 Teacher 57 Teacher 58
√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
√ √ √
√
√ √
√ √ √ √
√ √ √
√ √ √
√
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While the used of e-learning graph based on open source learning at SMK 1 Sikur before training as shown in Figure 1. Graph of the use of e-learning open source-based learning in SMK 1 Sikur before training below: Utilazation of E-learning Open Source-Based Training at SMK 1 Sikur 80 60 40 20 0
58
58 10
7
2
0
0
Figure 1. Graph of the use of e-learning open source-based learning in SMK 1 Sikur before training From the graph above shows that the still inadequate number of teachers to use information technology, especially the use of e-learning based on open source. The majority of teachers use information technology by using powerpoint in supporting the learning process in the classroom. While the availability of facilities and infrastructure in schools are very supportive pemaanfaatan e-learning based on open source learning. Here below state facilities and infrastructure at SMK 1 Sikur: Table 2. Condition of Lab. Multimedia
NO
NAMA BARANG
B
1 2 3 4 5 6 7 8 9 10 11 12 13
KOMPUTER SERVER KOMPUTER CLAEN KOMPUTER KETUA JURUSAN MEJA KOMPUTER KURSI LEMARI LCD MICROPHONE KAMERA HD SCANNER PRINTER HANDYCAM Modem, Microtik.
2 30 1 32 32 3 1 40 3 1 1 3 1
568
RR RS RB JML -
-
-
2 30 1 32 32 3 1 40 3 1 1 3 1
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Tabel 3. The condition of Teknik Komputer labrotary
NO 1 2 3 4 5 6 7 8 9 10 11 12
NAMA BARANG KOMPUTER SERVER KOMPUTER CLAEN LEPTOP MEJA KOMPUTER KURSI LEMARI LCD SCANNER PRINTER TANG CRIMPING TESTER KABEL UTP MODEM DAN MICROTIK
Tabel 4. Electricity sources Sumber Listrik *) PLN
B 1 20 10 30 30 1 1 1 1 5 5 1
RR RS RB JML -
-
Daya Listrik *) 900 - 2200 wat
-
1 20 10 30 30 1 1 1 1 5 5 1
Voltase 2.200 watt
Tabel 5. Bandwith internet access LOKASI Akses Internet Provider Lab. Multimedia *) Wireline (Modem Mobile) * Telkom Lab. Komputer *) Wireline (Modem *) Telkom dan Jaringan Mobile)
Bandwith (MBps) 10 MBps 10 MBps
Based on the results of interviews with 24 teachers that the lack of resources teachers in the mastery of internet technologies when supported by bandwidth internet access was sufficient and at the national exams (UN), SMK 1 Sikur using a computer online through Computer Based Test (CBT), the results of interviews with 35 teachers that the lack of innovation and creativity of teachers take advantage of e-learning as a medium of learning in class while the 56 teacher explains that the motivation of teachers in developing and utilizing e-learning based on open source is still very poor and the lack of training related to the use of e-learning in school learning. Having held training e-learning open source based on the results of interviews with 24 teachers that an increase in the resources of teachers in the use of Internet technology, from the interviews with 35 teachers that there was an increase in the innovation and creativity of teachers take advantage of e-learning as a medium of learning in class, while the 56 teacher explains that there increased motivation of teachers in developing and utilizing elearning based on open source. Here below is a picture 2. The graph utilization of elearning based on open source learning at SMK 1 Sikur: 569
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Utilazation of E-learning Open Source-Based Training at SMK 1 Sikur after training 80 60 40 20 0
58
58 15
12
9
0
0
Figure 2. Graph of the use of e-learning open source-based learning in SMK 1 Sikur after training Based on the chart above it can be seen that after training on the use of e-learning based on open source there is an increasing use of e-learning open source-based learning in SMK 1 Sikur 15.5% (9 teachers).
Conclusion Based on the results of this study, it can be concluded that: E-learning is based on open source can improve the effectiveness of teaching in SMK 1 Sikur. After training there was an increasing use of e-learning open source-based learning in SMK 1 Sikur 15.5% (9 teachers). Completeness of facilities and infrastructure in SMKN1 Sikur Already adequate and support the use of e-learning based on open source.
Suggestion To teachers, in order to develop innovative new learning model based on e-learning in learning. To the school in order to form a development team based learning model of elearning to encourage teachers to continue to utilize the internet in applying new teaching models.
References Baskoro, Avi Tedjo. 2014. Platform belajar online quipper school kini tersedia di Indonesia. diakses pada tanggal 22 Agustus 2016 di : http://dailysocial.net/post/quipper-school Basori. 2013. Pemanfaatan Social Learning Network “Edmodo” dalam Membantu Perkuliahan Teori Bodi Otomotif di Prodi PTM JPTK FKIP UNS. JIPTEK. Vol VI, No. 2. Chaidar Husain . (2014). Pemanfaatan Teknologi Informasi dan Komunikasi dalam Pembelajaran di SMA Muhammadiyah Tarakan. Jurnal Kebijakan dan Pengembangan Pendidikan. Volume 2, Nomor 2, Juli 2014; 184-192. ISSN:2337-7623; EISSN:2337-7615. Daryanto. (2013). Media Pembelajaran. Yogyakarta : Gava Media. Deni Darmawan. (2013). Analisis Tren Teknologi Informasi dan Komunikasi (TIK). Bandung : Remaja Rosdakarya. Didi Supriadie & Deni Darmawan. (2012). Komunikasi Pembelajaran. Bandung : Remaja Rosdakarya. Effendi, Empy dan Hartono, Zhuang. 2005. E-Learning:Konsep dan Aplikasi.Yogyakarta: Andi Offset. 570
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Hamdani. 2011. Strategi Belajar Mengajar. Bandung: Pustaka Setia Made Santo Gitakarma & Luh Putu Sri Tjahyanti.(2011). Modifikasi Claroline dengan metode pembelajaran Computer-Supported Collaborative Learning (CSCL) Berbasis Konstruktivisme. Prosiding Seminar Nasional Pendidikan Teknik Informatika (SENAPATI 2011) ISSN 2087-2658. Singaraja – Bali, 20 September 2011. Munadi, Yudhi. (2013). Media Pembelajaran; Sebuah Pendekatan Baru. Jakarta:Referensi. Rizki Rahmawati, Sudiyanto, dan Sri Sumaryati (2015). Keefektifan Penerapan Learning Quipper School pada Pembelajaran Akuntansi di SMANegeri 2 Surakarta. Jurnal “Tata Arta” UNS, Vol. 1, No. 1, hlm. 1-12.Juli, 2015. Rumaida, Muhammad. Panduan penggunaan quipper school Indonesia untuk siswa. Diakses tanggal 22 Agustus 2016 di : http://www.slideshare.net/alifasya/bukupaduan-untuk-siswa- quipper-school-indonesia-pdf . Rusman. (2012). Belajar dan Pembelajaran Berbasis Komputer. Bandung : Alfabeta. Suriadhi, Gede. 2014. Pengembangan E-learning Berbasis Edmodo pada Mata Pelajaran IPA Kelas VIII di SMPN 2 Singaraja. Journal Edutech. Vol. II No. 1. (Online diakses 15 Desember 2014). Watanabe, Masayuki. (2014). Quipper School Indonesia. Diakses pada tanggal 25 Agustus 2016 pada situs http://indonesia.quipperschool.com Yulius Dwi Cahyono (2015). E-learning (edmodo) sebagai media Pembeiaiaran seiarah. Jurnal Penelitian Universitas Sanata Darma. Volume 18,Nomor 2, Mei 2015, hlm. 102-112. ISSN 1410-5071.
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Scaffolding to Improve the Students’ Critical Thinking Ability through Lesson Study in Physic-Statistic Sapiruddin1, Tarpin Juandi2 Universitas Hamzanwadi, Indonesia [email protected]
Abstract A research was done on the implementation of scaffolding to improve the students’ critical thinking ability through lesson study. The objective of this research was to find out the implementation of scaffolding onthe students’ critical thinking ability. The subject of the research was the fifth graders of the Physics Education Program consisted of 35 students. This research was done in four cycles. Every cycle had plan, do, and see steps. The result of the resaerch showed that there was improvement of the students’ critical thinking ability. The percentage of the students’ critical thinking ability in each cycle was 40% in Cycle I, 52% in Cycle II, 46% in Cycle III, and 58% in Cycle IV. A significant improvement occured in Cycle II and Cycle IV which was categorized good enough. This shows that the implementation of scaffolding could improve the students’ critical thinking ability. Keywords: scaffolding, lesson study, physic-statistic
Pendahuluan Berdasarkan kurikulum berbasis KKNI yang digunakan pada program studi pendidikan Fisika STKIP Hamzanwadi Selong, matakuliah Fisika Statistik merupakan mata kuliah keahlian yang wajib diikuti setiap mahasiswa pada semester V (lima) dengan bobot 3 SKS. Berdasarkan pengalaman dalam mengajar mata kuliah fisika statistik, Masalah utama dalam pembelajaran fisika statistik adalah mahasiswa kesulitan menguasai aspek teoritik dan belum menguasai kompetensi nyata yang diharapkan dalam tujuan mata kuliah tersebut. Kompetensi yang diharapkan dalam mata kuliah fisika statistik adalah mahasiswa mampu mengusai aspek teoritik dan dapat mengaplikasikannya dalam persoalan perhitungan maupun logika penurunan rumus metematik. Ini berarti bahwa pada matakuliah fisika statistik membutuhkan kemampuan berpikir kritis yang baik. Namun kenyataannya mahasiswa cenderung mengahafal materi tanpa memahami konsep–konsep yang diberikan serta kurang ada penambahan pemikiran perkembangan konsep–konsep tersebut. Hal ini membuat kemampuan berpikir kritis mahasiswa menjadi kurang terasah. Kemampuan berpikir kritis sangat penting untuk mahasiswa, karena kemampuan berpikir yang rendah ini berdampak pada kemampuan penguasaan aspek teoritik mahasiswa pada matakuliah tersebut. Indikator rendahnya kemampuan berpikir kritis mahasiswa salah satunya dilihat dari kurangnya kemampuan bernalar mahasiswa dalam pemecahan masalah. Hal ini ditunjukkan dengan fakta bahwa mahasiswa kurang dapat menginterpretasi makna atau arti dari berbagai macam pengalaman atau materi melalui bertanya maupun menjawab pertanyaan. Berkaitan dengan hal di atas, pengertian dari berpikir kritis adalah suatu proses yang bertujuan untuk membuat keputusan-keputusan yang masuk akal tentang apa yang dipercayai atau apa yang dilakukan (Ennis, 1996: xvii), Berpikir kritis membutuhkan banyak keterampilan, termasuk keterampilan mendengar dan membaca dengan hati-hati, mencari dan mendapatkan asumsi-asumsi yang tersembunyi, dan menjajaki konsekuensi dari suatu pernyataan (Moore dan Parker. 1986: 5).Oleh karena itu penting untuk meningkatkan kemampuan berpikir kritis mahasiswa dan hasil belajar 572
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mahasiswa. Salah satu kegiatan dan metode pembelajaran yang dapat digunakan untuk memperbaiki kualitas kemampuan berpikir kritis mahasiswa adalah metode pembelajaran Scaffolding melalui kegiatan Lesson Study. Menurut Katminingsih (2009: 98) menyatakan bahwa “Scaffolding adalah memberikan kepada seorang anak sejumlah besar bantuan selama tahap-tahap awal pembelajaran dan kemudian mengurangi bantuan tersebut dan memberikan kesempatan kepada anak tersebut mengambil alih tanggung jawab yang semakin besar segera setelah mampu mengerjakan sendiri”. Berbagai penelitian tentang metode pembelajaran scaffolding memperlihatkan hasil positif, Penelitian yang dilakukan Verramuthu, et.al (2011) menunjukkan penerapan metode pembelajaran scaffolding mampu meningkatkan keterampilan menulis teksrecount siswa, terdapat kemajuan menulis siswa dari grammatical, jarang terjadi kesalahan penulisan, penulisan kalimat yang lengkap dan terstruktur, berkurangnya kesalahan ejaan dan tanda baca serta siswa sudah dapat menghubungkan ide dalam tiap kalimat dan dapat membentuk tulisan yang utuh. Penelitian lain yang dilakukan Belland,et.al (2007), yang menggunakan pendekatan problem-based learning berbantuan scaffolding untuk membantu siswa membangun keterampilan berpikir kritis dan kreativitas siswa. Lesson Study merupakan model pembinaan profesi pendidik melalui pengkajian pembelajaran secara kolaboratif dan berkelanjutan berlandaskan asas-asas kolegalitas dan mutual learning untuk membangun komunitas belajar (Sumardi Y, 2008).Melalui kegiatan lesson study seorang pengajar dituntut untuk dapat membantu kesulitan mahasiswa agar mahasiswa dapat menguasai materi ajar dengan baik, penguasaan materi ajar dapat diamati ketika mahasiswa mampu menyelesaikan masalah yang berkaitan dengan materi perkuliahan. Dari latar belakang masalah tersebut dapat dirumuskan masalah apakah penerapan metode Pembelajaran scaffolding dapat meningkatkan kemampuan berpikir berpikir kritis mahasiswa?. Adapun tujuan penelitian ini adalah untuk mengetahui penerapan metode pembelajaran scaffolding dapat meningkatkan kemampuan berpikir kritis mahasiswa.
Metode Penelitian Subjek Penelitian Subjek dalam penelitian ini adalah Mahasiswa semester V Program Studi Pendidikan fisika STKIP Hamzanwadi Selong yang berjumlah 35orang. Rancangan pelaksanaan Lesson Study Penelitian ini dilaksanakan dalam empat siklus, yang terdiri dari siklus I, siklus II, siklus III dan siklus IV. Pada setiap siklus memiliki tahap-tahap plane,do, see. Plane Secara kolaboratif dosen merencanakan pembelajaran yang berpusat kepada mahasiswa yang berbasis permasalahan yang ada di kelas. Pada penelitian ini kegiatan Plan dilaksanakan pada bulan Oktober sampai November 2015, adapu n dalam kegiatan plan membicarakan tentang: Materi yang akan di Open lessonkan Dalam kegiatan ini kelompok lesson study dan dosen matakuiah menetapkan materi yang akan di open lessonkan pada tiap- tiap siklus, adapun materi yang diopen lessonkan pada Siklus I adalah Gerak Acak Partikel Satu Dimensi, siklus II adalah Distribusi Energi dari dua sistem, siklus III adalah Ensamble Kanonik (fungsi Partisi). Dan materi siklus IV adalah distribusi statistika maxwell-Boltzman dan aplikasinya. Pembuatan bahan ajar dan memilih media yang digunakan. 573
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Komponen-komponen yang diamati saat melaksanakan observasi (lembar observasi). Do. Pada tahap pelakasanaan (Do) seorang dosen melaksanakan apa yang sudah direncanakan sebelumnya pada kegiatan perencanaan (plan). dosen melaksanakan pembelajaran yang berpusat kepada mahasiswa, sementara dosen lain melaksanakan observasi terkait aktivitas belajar mahasiswa. Pada penelitian ini Open -lesson dilaksanakan pada Tanggal 17 Oktober, 04, 18 dan 23 November 2015. Kegiatan ini berlangsung pada semester genap untuk mahasiswa Program studi pendidikan Fisika. See. Dengan prinsip kolegalitas, secara kolaboratif merefleksikan efektivitas pembelajaran dan saling belajar. Kegiatan see (refleksi) dilaksanakan Sesudah implementasi di kelas selesai, diskusi refleksi dipimpin oleh ketua kelompok. Ketua kelompok memberi kesempatan pertama kepada dosen model untuk menyampaikan refleksi diri yang meliputi: ungkapan perasaan, review terhadap proses/alur pembelajaran, review terhadap pencapaian tujuan pembelajaran. Selanjutnya dosen-dosen lain mengemukakan hasil-hasil observasi disertai analisisnya (didasarkan pada fakta, bukan hanya teori/opini) untuk perbaikan rencana perkuliahan yang telah disusun atau sebagai pertimbangan untuk menyusun rencana perkuliahan berikutnya, pada penelitian ini refleksi dilakukan di setiap Open-Lesson selesai dilaksanakan. Teknik dan Instrumen Pengumpulan Data Jenis data yang diamati dalam penelitian ini adalah data kualitatif yaitu data tentang kemampuan berpikir kritis mahasiswa mahasiswa. Pengambilan data kualitatif dilakukan dengan menggunakan lembar observasi terhadap kemampuan berpikir kritis mahasiswa selama kegiatan pembelajaran berlangsung. Analisis Data Indikator kemampuanberpikir kritis dianalisis secaradeskriptif berdasarkan persentase ketercapaian kemampuan berpikir kritis sesuai dengan pedoman penilaian dengan rumus: Persentase skor tiap mahasiswa=
Jumlah Skor tiap mahasiswa x100% Jumlah skor ideal
Sebagai pedoman dalam mengambil keputusan/kesimpulan dari hasil analisis data dengan menggunakan persentase (%) ditetapkan klasifikasi yang juga mengacu pada pendapat Arikunto (2002) seperti tertera pada Tabel 1 berikut. Tabel 1. Kriteria Persentasedan Kemampuan Berpikir Kritis No. 1. 2. 3. 4. 5.
Persentase 92% - 100% 75% - 91% 50% - 74% 25% - 49% 0% - 24%
Klasifikasi Baiksekali Baik Cukup baik Kurang baik Tidak baik Sumber: Arikunto (2002)
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Hasil dan Pembahasan Hasil penelitian Siklus I Open lesson pada siklus I dilakukan pada tanggal 17 Oktober 2015, dengan membahas materi tentang Gerak Acaka Partikel satu dimensi. Pada materi ini mahasiswa menemukan bentuk distribusi yang dihasilkan dari gerak acak partikel satu dimensi, nilai rata-rata dan standar deviasi dari gerak acak partikel satu dimensi Pelaksanaan pembelajaran ini lebih menitikberatkan pada kemampuan berpikir kritis mahasiswa selama pembelajaran berlangsung aktivitas yang diamati adalah bagaimana mahasiswa dapat merumuskan masalah, memberi argumen, melakukan deduksi, melakukan induksi, melakukan evaluasi memutuskan dan melaksanakan Hasil Observasi Hasil observasi aktivitas mahasiswa selama proses pembelajaran berlangsung pada siklus I dapat diamati pada Tabel 1 di bawah ini: Tabel. 1 Hasil Observasi berpikir kritis mahasiswa pada siklus I No 1 2 3 4 5 6
Aktivitas yang diamati Mahasiswa merumuskan masalah Mahasiswa memberi argumen Mahasiswa melakukan deduksi Mahasiswa melakukan induksi Mahasiswa melakukan evaluasi Mahasiswa memutuskan dan melaksanakan Rata-rata Persentase
Jumlah 10 14 15 13 16
% 29 40 43 37 46
15
43 40
Dari hasil pengamatan terlihat bahwa, kemampuan berpikir kritis mahasiswa pada materi gerak acak satu dimensi masih kurang baik atau rendah. sebab hanya 14(40%) mahasiswa dari 35 mahasiswa yang mampu memenuhi kriteria berpikir kritis. Berdasarkan hasil refleksi rendahnya kemampuan berpikir kritis mahasiswa pada materi tersebut disebabkan karenamahasiswa baru pertama melakasanakan kegiatan open class, Mahasiswa kesulitan memahami materi perkuliahan, kesulian dalam penggunaan bentuk matematis (diferensial parsial) dan mahasiswa masih malu dalam mengemukakan pendapat. Siklus II Open lesson pada siklus II dilakukan pada tanggal 04 November 2015 dengan membahas materi yaitu Entropi dan temperatur dengan pokok bahasan tentang Distribusi Energi dari dua sistem. Pada materi ini mahasiswa menemukan bentuk distribusi dari dua sistem yang berinteraksi termal. Pelaksanaan pembelajaran ini lebih menitik beratkan pada kemampuan berpikir kritis mahasiswa selama pembelajaran berlangsung aktivitas yang diamati adalah bagaimana mahasiswa dapat merumuskan masalah, memberi argumen, melakukan deduksi, melakukan induksi, melakukan evaluasi memutuskan dan melaksanakan Hasil Observasi Hasil observasi aktivitas mahasiswa selama proses pembelajaran berlangsung pada siklus II dapat diamati pada Tabel 2 di bawah ini: 575
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Tabel. 2 Hasil Observasi Berpikir kritis mahasiswa pada siklus II. No 1 2 3 4 5 6
Aktivitas yang diamati Mahasiswa merumuskan masalah Mahasiswa memberi argumen Mahasiswa melakukan deduksi Mahasiswa melakukan induksi Mahasiswa melakukan evaluasi Mahasiswa memutuskan dan melaksanakan Rata-rata Persentase
Jumlah 15 20 18 14 21
% 43 57 51 40 60
21
60 51
Dari hasil pengamatan pada siklus II terlihat adanya peningkatan aktivitas berpikir kritis mahasiswa sebesar 11%, adapun terjadinya peningkatan pada siklus II ada beberapa faktor yang berpengaruh diantaranya penerapan metode pembelajaran scaffolding dimana pada LKM dosen memberikan bantuan berupa langkah-langkah dalam setiap penyelesaian tugas pada LKM, mahasiswa lebih berani dalam mengungkapkan pertanyaan dan mengemukakan pendapat. Siklus III Open lesson pada siklus III dilakukan pada tanggal 18 November 2015 . Pada siklus III ini materi yang dipelajari adalah Bab 4 yaitu Ensambel dan sistem Interaktif dengan pokok bahasan tentang Ensambel Kanonik. Pada materi ini mahasiswa menemukan bentuk distribusi dari dua sistem yang berbeda secara ukuran dan volume. Hasil Observasi Hasil observasi aktivitas mahasiswa selama proses pembelajaran berlangsung pada siklus III dapat diamati pada Tabel 3 di bawah ini: Tabel. 3 Hasil Observasi Aktivitas mahasiswa pada siklus III No 1 2 3 4 5 6
Aktivitas yang diamati Mahasiswa merumuskan masalah Mahasiswa memberi argumen Mahasiswa melakukan deduksi Mahasiswa melakukan induksi Mahasiswa melakukan evaluasi Mahasiswa memutuskan dan melaksanakan Rata-rata Persentase
Jumlah 13 18 15 13 18
% 37 51 43 37 51
19
54 46
Dari Tabel 3 di atas terlihat bahwa terjadi penurunan aktivitas kemampuan berpikir kritis mahasiwa sebesar 5%. Adapun penurunan terjadi karena pola yang diterapkan sama dengan pada siklus I, pemamahan matematis dari mahasiswa rendah sehingga mahasiswa cukup kesulitan dalam menyelesaikan tugas pembelajarannya. Siklus IV Open lesson pada siklus IV dilakukan pada tanggal 23 November 2015. Pada siklus IV ini materi yang dipelajari adalah fungsi distribusi Maxwall-Bolzmann dan 576
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penerapannya. Pada materi ini mahasiswa menemukan bentuk distribusi MaxwellBoltzmann. Pelaksanaan pembelajaran ini masih menitikberatkan pada aktivitas berpikir kritis mahasiswa selama pembelajaran berlangsung, aktivitas yang diamati adalah bagaimana mahasiswa dapat merumuskan masalah, memberi argumen, melakukan deduksi, melakukan induksi, melakukan evaluasi memutuskan dan melaksanakan Hasil Observasi Hasil observasi aktivitas berpikir kritis mahasiswa selama proses pembelajaran berlangsung pada siklus IV dapat diamati pada Tabel 4 di bawah ini: Tabel 4. Hasil Observasi Aktivitas mahasiswa pada siklus III No 1 2 3 4 5 6
Aktivitas yang diamati Mahasiswa merumuskan masalah Mahasiswa memberi argumen Mahasiswa melakukan deduksi Mahasiswa melakukan induksi Mahasiswa melakukan evaluasi Mahasiswa memutuskan dan melaksanakan Rata-rata Persentase
Jumlah 20 19 18 19 22
% 57 54 51 54 63
23
66 58
Dari Tabel 4 dapat dilihat bahwa aktivitas berpikir kritis mahasiswa terjadi peningkatan sebesar 12% dari siklus III. Peningkatan ini terjadi karena penggunaan pola pembelajaran sama seperti pada siklus II yaitu menerapkan metode Scaffolding. Pembahasan Hasil penelitian Dari hasil penelitian yang telah dilakukan diperoleh hasil peningkatan kemampuan berpikir kritis mahasiswa seperti pada Tabel 5 berikut Tabel 5. Peningkatan aktivitas berpikir kritis Mahasiswa dalam pelaksanaan pembelajaran. SIKLUS I Aktivitas yang diamati
Jumlah
SIKLUS II
% Jumlah
SIKLUS SIKLUS III IV % Jumlah % Jumlah %
1. Mahasiswa merumuskan masalah
10
2 9
15
4 3
13
3 7
20
5 7
2. Mahasiswa memberi argumen
14
4 0
20
5 7
18
5 1
19
5 4
3. Mahasiswa melakukan deduksi
15
4 3
18
5 1
15
4 3
18
5 1
4. Mahasiswa melakukan induksi 5. Mahasiswa melakukan
13 16
3 7 4 577
14 21
4 0 6
13 18
3 7 5
19 22
5 4 6
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evaluasi 6. Mahasiswa memutuskan dan melaksanakan Rata-rata aktvitas (%)
6 15
4 3
40
0 21 52
6 0
1 19 46
5 4
3 23 58
Tabel diatas memperlihatkan gambaran secara keseluruhan aktivitas kemampuan berpikir kritis mahasiswa dalam kegiatan pembelajaran. Terjadi peningkatan kemampuan berpikir kritis mahasiswa pada matakuliah fisika statistik, dari siklus I ke siklus II dan dari siklus III ke siklus IV. Pola tren kenaikan yang terjadi proses pembelajaran dikarenakan pada open class yang pertama dan ketiga dalam kegiatan pembelajaran peneliti menggunakan metode kooperatif sedangkan pada siklus II dan IV peneliti menggunakan Metode pembelajaran scaffolding dalam pembelajarannya. Adapaun peningkatan aktivitas bepikir kritis mahasiswa berada pada tingkatan yang cukup baik yaitu 52% dan 58%. Hal ini menunjukkan bahwa penerapan metode pembelajaran scaffolding melalui kegiatan Lesson study dapat meningkatkan aktivitaskemampuan berpikir kritis mahasiswa.
Penutup Kesimpulan Dari hasil penelitian menunjukkan terjadi peningkatan aktivitas berpikir kritis mahasiswa pada matakuliah fisika statistik. Adapun peningkatan terjadi pada siklus ke II dan siklus ke IV. Terjadinya peningkatan pada siklus ke II dan siklus ke IV disebabkan karena pada siklus tersebut menerapkan metode pembelajaran scaffolding. Sehingga metode pembelajaran scaffolding dapat meningkatkan kemampuan berpikir kritis mahasiswa. Saran Diharapkan pola lesson study diterapkan dalam kegiatan belajar mengajar
Daftar Pustaka Arikunto,Suharsimi. (2002).ProsedurPenelitianSuatu Pendekatan Praktek.Jakarta: PT Rineka Cipta Ennis, R.H. 1996. Critical Thinking. University of Illinois Katminingsih, Yuni.2009. Vygotsky dan Teorinya dalam Mempengaruhi Desain Pembelajaran Matematika. Malang: Sekolah Tinggi Keguruan danIlmu Pendidikan PGRI Blitar. Moore, B. N., & Parker, R. (1986). Critical thinking. Los Angeles, CA: Mayfield Sumardi Yosaphat. (2008). Perangkat Pendukung dalam Pelaksanaan Lesson Study. Makalah Pelatihan bagi Dosen UNY. Veeramuthu, A., Veerappan, L., Suan, W. A., & Sulaiman, T. 2011. The effect of scaffolding technique injournal writing among the second language learners. Journal of Language Teachingand Research. 2(4): 934-940.
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Improving Speaking Ability of EFL Students Through Class Survey Activity Siti Maysuroh Universitas Hamzanwadi, Indonesia [email protected]
Abstract The objective of the study was to implement class survey activity to improve the student’s speaking ability. The subject of this study was the eleventh grade students of MA Hamzanwadi NW Pancor consisting of 25 students. This study employed classroom action research conducted in two cycles. Each cycle consisted of four meetings (three meetings for implementing survey activity and one meeting for conducting speaking test).The instruments used to collect the data were observation, note-taking, questionnaire, interview, and speaking test. The result of the research showed that there were two aspects determined as the success criteria; the improvement of student’s speaking score and the improvement of classroom atmosphere. The result of speaking test showed that the students had continuously made some progress from cycle one to cycle two. The average scores increased from 55 in pre-test, 65 in cycle 1 and 70 in cycle 2. Besides, the classroom atmospheres also increased positively. By doing class survey activity, the students could easily express and explore their ideas since the topics were made familiar to them. In addition, the students also had a significant increase in their motivation and engagement in speaking class. Keywords: speaking, class survey activity
Introduction English has spread widely all over the world and become a global language which is spoken in many countries as a native or a second and foreign language. Crystal (1997) in Mappiasse and Johari Bin Sihes (2004) states that the language is now spoken by over two billion people with different assents and competency levels. He observed that the native speakers are now less in number when compared with the non-native speakers because the use of the language has spread beyond the borders of Britain. It is then widely taught in almost all countries in the world including Indonesia since 1914 when junior high schools were established (Dardjowidjojo, 2003,p. 66 in Lauder, 2008, vol.12, no.1) and recognized as the most significant foreign language since 1980s and has witnessed a tremendous growth since the early 1990s (Alwasilah, 1997 in Mappiasse and Johari Bin Sihes, 2004). In Indonesia as a non-speaking country, English has become the main foreign language taught to all levels of educational institution. Renandya, (2000, p.115-116 as cited by Lauder, 2008, vol.12, no.1) states that English has a special status among the foreign languages. It was chosen as the language of wider communication in the immediate post-independence period and is presently the only foreign language which is a compulsory subject in schools. Due to the importance of English in a range of fields such as business, technology, and educational domain, it is introduced early to students along with other subjects. Moreover it also becomes a compulsory in higher levels such as in senior high school.
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Teaching English in senior high schools itself has the competence standard in which the students are expected to be able to communicate in spoken and written English appropriately and accurately. In fact, many designed materials found on the textbooks are focused much on listening, reading and writing, while speaking, on the other hand, is not too much emphasized in the teaching and learning process, yet, according to Nunan (1999, p.225), the ability to function in another language is generally characterized in terms of being able to speak that language. it may be caused by some factors such as the students (1) keep using their L1 during the teaching and learning process, (2) do not know what to say in the classroom, and (3) have low motivation to learn English. It is in accordance with the research result of Padmadewi (1998) in Widiati and Cahyono (2006) that she found out the students attending a speaking class often felt anxious due to pressure from the speaking tasks which require them to present individually and spontaneously within limited time. Besides, large classes are also a common challenge which causes teachers to believe it is difficult or impossible to introduce learner-centered teaching because, for example, they cannot closely monitor students’ language use (Li, 1998 in Copland, Garton, and Burns, 2014). Carless (2004 Copland, Garton, and Burns, 2014) also argues that the noise produced during speaking activities can be problematic when the local preference is for quiet and orderly classrooms. However, these problems might happen in every English class where it is taught as a foreign language. Likewise, they also happen to the eleventh grade students of MA Hamzanwadi where the present researcher conducted a preliminary study. These condition certainly resulted in the students having low score. In this study, the researcher concentrated on speaking activities because she considered that they seemed to be more ignored rather than other skills such as reading, writing, and listening. In contrast with the fact that the students can pass exams more easily but they still find it difficult to use English to communicate, the present researcher offers an approach by implementing survey activity for intermediate speaking class to help the students improve their speaking skill. A class survey it self is an activity where all the learners in the group need to ask each other questions to find information, which they then need to analyze and report back to the class. Furthermore, doing surveys can be a useful way of getting students to interact, produce question forms and collect and analyse real information. (Iturain, n.d). This kind of activity is very student-centered and can be applied in any level as it has functions as ice-breakers for new classes, pre-reading activities, etc. Class survey activity allows the students to interact and communicate to their classmates or other students they may not know to find out the answers of the questions they have prepared previously. If the teachers design and prepare it well, this activity would be very communicative and fun. Thus, considering the positive contribution of class survey activity, the present researcher conducted a research on the implementation of this activity to improve the EFL students speaking ability.
Research Methodology This research belongs to action research which applied two cycles consisting of four processes adapted from Kemmis’ and McTaggart’s model namely planning, action, observation, and reflection (Rossow, 2009). (see figure 1)
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In this case, the participants were the eleventh graders of MA Hamzanwadi consisting of 25 female students. Furthermore, two kinds of data used to examine both students’ improvement in speaking skill and improvement of class atmosphere in this research are namely quantitative and qualitative data. The quantitative data were collected through the test conducted in the first meeting (for pre-test), fifth meeting (for post-test 1), and eighth meeting (for post-test 2). Meanwhile, the qualitative data were collected through observing students activities, note-taking, questionnaire, and also interview with the EFL students and teacher.
Finding and Discussion The research finding showed the improvement of two aspects, they were the improvement of students speaking skill and students’ participation in the classroom. When pre-test was conducted, they were only 10 students (40%) participated in the learning activities, some other students still looked shy or even still had difficulties in expressing their ideas, and then the average score of their speaking performance was 55.00 with highest score is 70.00 and the lowest score is 45.00. Subsequently, in cycle 1, 18 students (72%) actively participated. Some indicators for this improvement are based on the students’ activeness in the learning activities, asking and answering questions, and responding to the teacher’s instruction. Meanwhile, the data concerning the students’ speaking performance shows that the average score of post-test 1 is 65.00 with the highest score is 75.00 and the lowest score is 45.00. This average score, however, has not met the requirements of KKM yet. Then, in cycle 2, 22 students (88%) actively participated while the 3 others were still passive. Compared to the the result of cycle 1, students’ participation in cycle 2 improved better. Meanwhile, the average score of post-test 2 is 70.00 with the highest score is 85.00 and the lowest score is 60.00. The positive impact of the implementation of a class survey activity from cycle 1 to cycle 2 is that most of the students could ask and answer more clearly and accurately besides, they also could express their ideas more easily since the topics of class survey was close to their everyday lives. It is in accordance with the result of interview that the students felt free to make their own conversation since the class survey was implemented in the teaching and learning activities.
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Conclusion Based on the result of findings described previously, the present researcher comes to the conclusion that class survey activity could improved the two aspects, they are students’ speaking score and also students’ participation in the classroom. This activity also gives the students chances to pratice their speaking skill besides they also practice other language skills such as reading the questions they made, asking and answering the questions, listening to their partner, and the last writing or making a note or conclusion about the answer. Finnaly, by making the class fun, students will enjoy learning English.
References Al Hosni, Samira (2014). Speaking Difficulties Encountered by Young EFL Learners. International Journal on Studies in English Language and Literature (IJSELL) Volume 2, Issue 6, June2014, PP 22-30 SSN 2347-3126 (Print) & ISSN 23473134 (Online) www.arcjournals.org Copland, Fiona, & Garton, Sue & Burns, Anne (2014. Challenges in teaching English to young learners: Global perspectives and local realities. - Tesol quarterly, 2014 Wiley Online Library Febriyanti, Emma Rosana. (n.d). Teaching Speaking of English as a Foreign Language: Problems and Solutions. An article retrieved from http://download.portalgaruda.org/article.php?article=96563&val=4806 Lauder , Allan. (2008).The Status and Function of English In Indonesia: A Review Of Key Factors . Makara, sosial humaniora, vol. 12, no. 1, juli 2008: 9-20 Mappiasse1, Sitti Syamsinar & Bin Sihes, Ahmad Johari. (2014). Evaluation of English as a Foreign Language and Its Curriculum in Indonesia: A Review. English Language Teaching; Vol. 7, No. 10; 2014 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education. Mandala, Widya (2014). English in Indonesia: Its Position Among Other Languages in Indonesia Beyond Words Vol.2, No.2, November 2014 Catholic University Surabaya Rossow, Daneel. (2009) Educators as action researchers: some key considerations. South African Journal of Education: EASA Vol 29:1-16 ThiTuyetAnh, M.A , Nguyen. (2015). The Key Principles for Development of Speaking International Journal on Studies in English Language and Literature (IJSELL) Volume 3, Issue 1, January 2015, PP 49-53 ISSN 2347-3126 (Print) & ISSN 2347-3134 (Online) www.arcjournals.org ©ARC Page | 49 Ur, Penny. (1996). A Course in Language Teaching, Practice and Theory. Cambridge: Cambridge University Press. Widiati & Cahyono, The teaching of efl speaking In the indonesian context: The state of the art The Teaching of EFL Speaking Jurnal Bahasa dan Seni 2 (34), 269-292.
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Improved Activity And Geography Learning Outcomes Through Application Model Learning Together And Number Head Together (Lesson Study By Taking Places In The Subject Evaluation Of Learning Outcomes At Semester V) Sri Agustina Universitas Hamzanwadi, Indonesia [email protected]
Abstract Course evaluation of learning outcomes is a course that provides a challenging learning experience for the students, because most evaluations dwell on numbers. This course also requires students to calculate the activity using several formulas in terms of finding a good evaluation tool to the measurement of success in learning. In fact some students in fifth semester B has a liveliness lacking especially on the course evaluation of learning outcomes, so when given the test, the average results of their study less. The purpose of writing this article is to describe the results of the implementation of learning together and head together number in increasing activity and learning outcomes on student of fourth semester of geography education B. This activity takes place within four (4) cycles. Each cycle consists of the activities of Plan, Do and See. At the time lecturer Plan makes the model lesson plan (RPP), discussed together with other lecturers. Do the students carry on learning activities and observed by several lecturers. See on activities, carried reflection on learning has been carried out, led by the moderator. Data on students' learning activities findings after analysis shows that there is increased activity of learning outcomes during the lectures from cycle to cycle even though there was a decline of learning outcomes in cyclones III. By learning together and together they head number conditioned to learn to sincerely and responsibly. It can be concluded that learning together and head number together can enhance the activity and learning outcomes in the subject of geography. Keywords: activity and learning outcomes of geography, learning together, number head together.
Preliminary One of the capabilities that must be owned by the students as a master teacher candidates is the evaluation of learning outcomes. The importance of this evaluation was conducted to determine the extent of learning in developing students' abilities. This success can be known if the student can master the learning evaluation contained in the course Evaluation of Learning. Course evaluation of learning outcomes is a course that provides a challenging learning experience for the students, because most evaluations dwell on numbers. This course also requires students to calculate the activity using several formulas in terms of finding a good evaluation tool to the measurement of success in learning. In fact some students in fifth semester B has a liveliness lacking, especially in the course evaluation of learning outcomes, so when given the test, the average results of their study less. Based on the results of initial observations prior to activity Lesson study conducted showed that the student class VB rarely go to class, less interested in completing tasks, when there are subjects that require calculations there were some students pretend used HP to calculate and in fact were sending SMS , some are not listening to the lecturer or busy with other activities. If the calculated number of active students is 7 out of 21 students. 583
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This effect also on the acquisition of student results. Students who score below the standard (75), which is about 15 people out of 21 Students. Increased activity and possible learning outcomes realized by the implementation of lesson study in the lecture evaluation of learning outcomes are implemented learning model learning together and head number together. The problem in this study can be formulated: What lesson study model number learning together and head together can enhance the activity and the learning outcomes?
Research Methods The method used in this activity are a class act with a form Lesson Study activities through three stages: plan, do and see. The three stages are carried out in 4 (four) times a cycle of lectures. Activity and results of student learning into focus in the implementation of learning evaluation of learning outcomes that are managed through Lesson Study by learning together and learning model number head together. Subjects were studied as a source of data is the faculty and students are involved in activities Lesson Study subjects for evaluation of learning outcomes (EHB). This activity is designed in four cycles. Each round was conducted in three stages: (1) planning (plan) in preparing teaching plan and teaching materials, (2) conduct lectures by SAP which has been prepared (do) and observed by team members Lesson Study and observer of others, and (3 ) a discussion of reflection based on the observation (see). Data collection techniques and instrumentation. Data collected includes data about the activity and results of student learning gained through each test cycle. Data were analyzed using content analysis results of observations on the activities undertaken do and see. In content analysis is then carried out of information collection, reduction, verification and conclusion. To describe the learning outcome.
Results and Discussion Description of the implementation of the plan, do and see for all materials used in the open class. Planning Lecturers prepare learning device models that include syllabi, lecture events unit (SAP), the outline of the lecture material, methods and media are necessary for the implementation of the (do) the first cycle (the material about the level of difficulty). SAP is delivered openly one day prior to the implementation of the open class for feedback, criticism and suggestions of all lecturers in the subject group Evaluation of Learning (EHB). In the discussion of this SAP, lecturers models get feedback and a few notes for improvement. Such a move is made to the preparation and open discussion on the lesson plan for the second cycle (different power objective matter), the third cycle (validity) and cycle IV (Reliabilities). In preparing and doing the open discussion, attention was also focused on the activity and results of student learning. Implementation First cycle lecturer implementing learning models (do) an indicator that students are able to analyze objectively about the level of difficulty. Step learning is done by following the syntax Learning Together. In the second cycle lecturer implementing learning models (do) with the Learning Together method combined with the learning model Number Head 584
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Together. Indicator studied is a matter objectively analyze different power. Steps to be taken in accordance with existing procedures and Number Head Together Learning Together. In the third cycle lecturer implementing learning models (do) learning model Learning Together and Number Head Together. Indicators studied is to analyze the validity of the matter. Steps to be taken in accordance with existing procedures and Learning Together Number Head Together as the second cycle. While in the fourth cycle lecturers implementing learning models (do) with a model Learning Together and Number Head Together. Analyzing the indicators studied were reliabilities matter. Steps to be taken in accordance with existing procedures and Learning Together Number Head Together as in the previous cycle. Reflection Reflections on the cycle I, II, III and IV were held to discuss the learning process that has been underway and work on improving quality for the next cycle in accordance with a focus on the issues raised in the course of lesson study Evaluation of Learning. The implementation process of reflection following the standard guidelines given by the Director General of Higher Education. Led by a moderator and assisted by the secretary of the hearing. A professor or teacher models given the opportunity beforehand to submit his perception during the learning process, then the observer asked to submit observations and models lecturer asked to respond back to comments made by the observer. In this reflection are discussed and reviewed on the achievement of learning as the focus of the implementation of lesson study on the subject Evaluation of Learning. In a reflection of the first cycle, activity and student learning outcomes has yet to show results as expected. This characteristic becomes the input for the next cycle of improvement. Data of Student Learning Outcomes and Discussion. Based on the results of the evaluation cycle I obtained a description of the activity and results of student learning in the material to analyze the level of difficulty about the objective, that of the 19 students who attended last 6 students are less active and students who study results completed as many as 10 people and unresolved as 8 people with an average value of 76.8. In the second cycle the material being taught is a matter of different power objective. Activeness of student learning increased enough students enthusiastically followed the learning of 19 students there are 4 students who are less active, while the results of student learning has increased although the increase is not are too high can be seen from the students who completed as many as 15 people and three people are still not finished with the value an average of 78.9. In the third cycle with the validity of the material there is increased activity of learning. students from 17 students who attended there were three students who are less active but declining student results. Students who complete study results were 13 people who did not complete while as many as five people with an average value of 75. In the fourth cycle with material about reliabilities about students who are less active there are 2 of the 15 people in attendance. Acquisition of learning outcomes in 4 cycles increasing that students achieve mastery learning for 14 people and unresolved as many as one person with an average value of 90. Based on the data activity and learning outcomes of each cycle showed an increase in activity and learning outcomes of the cycle I, II and IV, although not significantly. While there is a decrease in the third cycle of learning 585
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outcomes, it's likely because the matter is too difficult and too many steps in determining the validity of work. But keep in mind until the fourth cycle there are still students who do not achieve mastery learning. But seen as a whole through the lesson study by using model Learning Together and Number Head Together able to enhance the activity and results of student learning in subjects Evaluation of Learning.
Conclusions and Recommendations Conclusions Based on the results of the implementation of lesson study by using model Learning Together and Number Head Together on the course Evaluation of Learning in Education Program Geography can be summarized as follows: Use of lesson study by using model Learning Together and Number Head Together on the course Evaluation of Learning can improve activeness and learning outcomes. Recommendations With respect to the benefits that can be gained from the implementation of the Learning Together and Number Head Together on lectures Evaluation of Learning in order to prepare future teachers professional then needs to be developed for the implementation of other scientific subjects. Course in addition to Evaluation of Learning Outcomes are strongly advised to apply the lesson study to occur simultaneously coaching profession and improve the quality of the process and results of the lecture can be felt immediately spread and more benefits.
References Burton, M. 1981. The International Book of The Forest. London: Mitchell Beazly Publishers. Direktorat Pembelajaran dan Kemahasiswaan. 2011. Pedoman Penulisan Makalah Lesson Study Untuk Seminar Exchange Experience. Jakarta: Dirjen Dikti, Kementrian Pendidikan Nasional. Ibrohim. 2011. Lesson Study untuk Meningkatkan Kompetensi Pendidik, Kualitas Pembelajaran dan Perkembangannya Di Indonesia, Makalah disajikan dalam Seminar Nasional Lesson Study di UNTAD Palu, 28 Oktober 2011. Purwanto, Edy. 2005. Evaluasi Proses dan Hasil Pembelajaran. Malang: UM Press. Arikunto, Suharsimi. 2009. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
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The Role of Learning Strategies for Developing Writing Skills Sri Wahyuni Universitas Hamzanwadi, Indonesia [email protected]
Abstract It is usually assumed that writing in a second language is a complex, challenging, and difficult process. The difficulty of writing basicaly arise from the fact that writing includes discovering a thesis, developing supports for it, organizing, revising, and finally editing it to ensure an effective, error-free piece of writing . In addition, the writer difficulty in jotting down his or her idea in writen form always become one of the main barrier that make them desparate in trouble to yield good writing. These second language (L2) issues usually overwhelm lower proficiency L2 writers, to the point of a complete breakdown in the writing process (Bereiter & Scardimalia, 1987). Relating to the students difficulty in mastering writing skill, teachers are encaoraged to invent strategies which are able to help their students in developing this skill. Therefore, this paper discusses the learning strategies that the English teachers should explain to their students in order they can develop their writing skills. To give a further understanding about the strategies in learning especially in writing and comprehensive picture of this paper, I will ellaborate the terms as follows (1) The Purposes of Introducing Learning Strategies which can help the students develop their writing skills, (2) Intergrating Learning Strategies, which can give them a guideline in using the Learning Strategies, (3) Developing Writing Activities, in which the students can employ their knowledge, skills, and strategies appropriately, (4) Strategies for Developing Writing Skills, which can be used by English learners to sharpen their writing skill so that they can reach their goals in learning English successfully. Key words: writing skills, learning strategies, writing strategies, writing development
The Purposes of Introducing Learning Strategies Intoducing Learning strategies of writing to the students will help them to manage their own ways to undergo the process of writing. More specifically, a learning strategy is an individual's way of organizing and using a particular set of skills in order to learn content or accomplish other tasks more effectively and efficiently in school as well as in nonacademic settings (Schumaker & Deshler, 1992). Cohen (2003,p.1) explains the goals of any strategy training program should be to provide learners with the tools to: Become aware of what helps them to learn the L2 most efficiently Develop a broad range of problem-solving skills Experiment with familiar and unfamiliar learning strategies Make decisions about how to approach a language task Monitor and self-evaluate their performance Transfer successful strategies to new learning contexts. To accomplish the goal of the students in learning language especially on writing, English teachers should pay attention on the students' process of writing. This should be done by the teachers in order they are able to: (1) help the students to develop their awareness of the writing process and writing strategies, (2) guide them to practice all writing strategies by using tasks of writing, (3) introduce them the strategies that will work best to complete the writing purpose and understand the type of text that will be written, (5) lead them practice the strategies of writing in class and ask them to practice outside of class in their 587
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writing assignments, (6) provide the students conscious of what they are doing while they complete writing assignments, (7) assisst them to evaluate their writing performance and to self-report the use of strategies,(8) encourage them to develop their writing skills and to use their writing strategies, and (9) explicitly mention to them how a particular strategy can be aplied in a different type of writing task or with another language skill.
Integrating Writing Strategies After introducing the learning strategies, the English teachers need to explain the students how to integrate writing strategies. English teachers can help their students become effective writer by teaching them how to use the strategies in writing. In this case, teacher provide the students skills to develop the activities in the classroom reflected in the following processes; (1) planning (pr e-writing), (2) drafting (writing), (3) revising (redrafting), and (4) editing. Besides, three other stages externally imposed on students by the teacher namely; (5) responding (sharing), (6) evaluating, and (7) post-writing (Richard and Renandya, 2002: 315). Planning (pre-writing) Pre-writing is any activity in the classroom that encourage students to write. It stimulates thoughts for getting started. In fact, it moves students away from having to face a blank page toward generating tentative ideas and gathering information for writing. The activities provide the learning experiences for students are; group brainstorming, clustering, rapid free writing, and wh-questions (Richard and Renanda, 2002: 316) The following activities provide the learning experience for students at these stages. Group Brainstorming Group members spew out ideas about the topic. Spontaneity in important here, there is no right or wrong answer. Students may cover familiar ground first and then to move or to be more abstract or wild territories. Clustering Students’ form words related to a stimulus supplied by the teacher. The words are circled and then linked by lines to show discernible clusters. It seem that clustering is simple but it is very powerful strategy because it can stimulate the writer to express what to say in writing text. Rapid Free Writing Within a limited time for example 1 or 2 minutes, individual students freely and quickly write down single words or phrases about a topic. The time limits keep the writer minds ticking and thinking fast. Students can do rapid free writing when the other strategy (for example brain storming) is not posible. WH Questions Students generate who, why, what, where, when, and how question about a topic. More such question can be asked of answer to the first string of WH-questions and so on. This can go indefinitely. In addition, ideas for writing can be elicited from multimedia source (e.g. printed material, videos, films). As well as from direct interview, talk, surveys, and questionnaires. Students will be more motivated to write when they are given a variety system of gathering information during pre-writing. Drafting (writing) In the drafting activity the writers are focused on the fluency of writing and are not tied with grammatical accuracy or the neatness of the draft. One dimension of good writing is the writer’s ability to visualize an audience. Beside the teacher as the audience of students writing, the other people can be posibly as the audince who will read their writen product.
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Depending on genre (kind of text) of writing (narrative, expository or argumentative) an introduction to the subject of writing may be a starling statement to be allowed the reader’s attention, a short summary of a rest of the writing, a quotation, a provocative question, general statement, an analogy, a statement of purpose and so on. Such a strategy may provide the lead at the drafting stage. Because when the writer start writing, the task is simplified as the writer lets and disappears into the act of writing. Revising (re-drafting) Students review their texts on the basis of the feedback given in the responding stages for revising. They examine what was written to see how effective they have communicated their meanings to the reader. Revising is not merely checking for language errors, but it is done to improve the content and the organization of ideas, so that the reader can get clarity about the writer’s intents. Another activity for revising may have the students work in pair to read loudly each other draft before they revise. A student listens intently to his or her own writing. They are brought to more conscious level of rethinking and re-seeing what they have written. Revision often becomes voluntary and motivating. Editing At this stage, students are engaged to tidy up their texts as they prepare at the final draft for evaluation by the teacher. They edit their own peer’s work for grammar, spelling, punctuation, diction, sentence structure and accuracy of supportive textual material such as quotations, examples, and the like. A simple check list may be issued to students to alert them to some of common surface error found in students writing. For instance: Have you used your verbs in the correct tense? Do the verbs form correct? Have you checked for subject verb agreement? Have you used the correct preposition? Have you left out the articles where they are required? Have you use all your pronouns correctly? Is your choice of adjective and adverbs appropriate? Have you written complete sentence? Students are not always expected to know where and how to correct every error, but they should do the editing based on their ability as a matter of course, prior to submitting their work for evaluating each time. Responding (sharing) In the successful implementation of process writing, responding to the students’ writing by the teacher (or by peers) has a central role to play. Responding merely exists between drafting and revising. Response can be oral or in writing form, after the students have produced the first draft and just before they begin to revise. Evaluating In evaluating students’ writing, the scoring may be analytical (based on specific of writing ability) or holistic (based on global interpretation of the effectiveness of that piece of writing). In order to be effective, the criteria for evaluation should be made known to students in advance. Post-writing. Post-writing involves any classroom activity where the teachers and students can do it, with the completed pieces of writing. This includes publishing, sharing, reading aloud, transforming texts for stage performances, or merely displaying texts on notice boards. The post-writing stage in platform of recognizing student's works is an important and a worthwhile. It may be used as motivation for writing. Students must be made to feel that 589
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they are writing for a very real purpose. (Richard and Renandya, 2002: 319). Moreover, Andrew and James (1986:11) conclude that writing is a process that yields a product with a definite purpose and audience. What you write must meet your standards as well as those of your readers
Developing Writing Activities As explained above, the writing process usually actuated by planning, drapting, writing, editing and finally publishing. These strategies have been familiar for the writer since they belong to the micro and macro skill of writing. Dvorak in Hadley (1993: 291) states that writing refers to all the various activities that involve transferring thought to paper. While Hadley (1993: 291) states that writing might be best viewed as a continuum of activities that range from the mechanical or formal aspects of “writing down” on the one end to the more complex act of composing on the other. Furthermore, according to Gere (1985: 2) writing is a communication, writing is a self-expression, writing is a public, writing is a rule-governed behavior, and a way to learning. It means that through writing, the writer is engaging a communication by presenting what in his/her mind to the audience or readers. As a self-expression means that the writer may convey her/his intention, ideas or feeling through wiriting. And as the way of learning means through the process of wiring, the writer will always invent to the way to regulate him/herself through the process of writing and make it as his/her own way to develop the strategy in writing as well as in learning. Therefore, in writing process, a writer will experience such strategies and will set a regulation for him/herself in conducting writing by involving their metacognition. Metacognitions consists of knowledge of cognition and regulation of cognition. This concept relates to the way a person learn and acquire certain language skill such as writing by making use of his or her own knowledge to regulate him/herself or so called selfregulated learning. It suits to a definition given by Boekaerts (1999) who explained that self-regulated learning, as “a series of reciprocally related cognitive and affective processes that operate together on different components of the information processing system” (p. 447). Based on her identification on the self-regulation research, she presented a threelayered model: learning style research, metacognition and self-regulation research, and “theories of the self” (p. 455). In accordance to Boekaerts concept, Pintrich (2004) presented a model that breaks self-regulated learning into four distinct phases: 1) forethought, planning, and activation; 2) monitoring; 3) control; 4) reaction and reflection. These theories seems having a relationship to the writing principles which therefore can be transfered in the process of writing. Moreover, Grabe and Kaplan (1996: 6) state that writing is a technology, a set of skills which must be practiced and learned through experience. Defining writing in this way helps to explain why writing of the more complex sorts causes great problems for students; the skills required do not come naturally, but rather are gained through conscious effort and much practice. It is also very likely, for this reason, that numbers of students may never develop the more sophisticated composing skills which transform information into new texts. The purpose of writing according to Ur (1996: 163) is the expressing of ideas, the conveying of message to the reader; so that the ideas themselves should arguably be seen as the most aspects of writing. Some other aspects such as correct spelling and punctuation, acceptable grammar and careful selection of vocabulary are things that need some attention to be paid by a writer. Some skills are needed to produce a clear and understandable writing, such as selecting proper words and arranging the words coherently and know the characteristics of good writing. In more specific, Hayes and Flower’s (1980) model of writing identified three cognitive processes under the writer’s control. The first component, task environment, included 590
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factors external to the writer such as topic, audience, and motivating cues. Second, they described the mental operations used during writing as cognitive processes. Such processes might be deciding what to say and how to say it, putting a writing plan into text, and reviewing what has been previously written to make changes (Graham, in press). During planning a writer sets goals, constructs ideas, and manages ideas into a plan (Hayes and Flower, 1980). Each of these processes is thought to be under the direct control of the writer and each process could interrupt or incorporate any other process. For example, a writer may generate a new goal during the act of revising. Writing is not considered a linear process. The final component, writer’s long term memory, refers to the writer’s knowledge about the topic, audience, and plan for completing the writing task (Graham, in press). For adults as well as children, writing requires a substantial amount of selfregulation and effort (Graham, Harris, & Troia, 1998). Hayes’ and Flower’s model of writing is strongly influenced by self-regulatory behavior.
Learning Strategies for Developing Writing Skills A Learning Strategy is a person’s approach to learning and using information. Students use Learning Strategies to help them understand any information and be able to solve problems. Students who do not know or use good learning strategies often learn passively and ultimately fail in school. Learning Strategy instruction focuses on making students more active learners by teaching them how to learn and how to use what they have learned to be successful. The following are the startegies of learning (Error Monitoring Strategy, Sentence Writing Strategy, Paragraph Writing Strategy, and Theme Writing Strategy) developed by Joseph R. Pearson Hall which explicitely ellaborate the strategies for developing writing skills. Error Monitoring Strategy Students use the Error Monitoring Strategy to independently detect and correct errors in their written work to increase the overall quality of their fnal product. Instruction stresses the importance of proofreading written work for content and mechanical errors and eliminating those errors before work is submitted. This strategy also includes the development of personal strategies to avoid future errors. Research results demonstrated that students who mastered this strategy dramatically increased their ability to fnd and correct errors in their written products. Before instruction, they were making one error in every four words. After instruction, they made only one error in every 20 words. Students use the InSPECT Strategy to detect and correct spelling errors in their documents either by using a computerized spellchecker or a hand-held spelling device. Research results showed that students corrected 41 percent of the errors in their compositions before learning the InSPECT Strategy and corrected 75 percent of the errors in their composition after learning the strategy. Sentence Writing Strategy The Sentence Writing Strategy program comprises two parts: Fundamentals in the Sentence Writing Strategy and Profciency in the Sentence Writing Strategy. Together, these components constitute a strategy for recognizing and writing 14 sentence patterns with four types of sentences: simple, compound, complex, and compound-complex. The program consists of two products for each part (Fundamentals and Profciency): an Instructor’s Manual and a Student Lessons Manual. The Instructor’s Manual features a systematic sequence of instructional procedures; the Student Lessons Manual features exercises that correspond to instructional procedures. Research results showed that students wrote an average of 65 percent complete sentences on the pretest and an average of 88 percent complete sentences on the posttest. 591
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Paragraph Writing Strategy The Paragraph Writing Strategy is a strategy for organizing ideas related to a topic, planning the point of view and verb tense to be used in the paragraph, planning the sequence in which ideas will be expressed, and writing a variety of topic, detail, and clincher sentences. The program consists of two products: an Instructor’s Manual and a Student Lessons Manual. The Instructor’s Manual features a systematic sequence of instructional procedures; the Student Lessons Manual features exercises that correspond to the instructional procedures. Research results showed that students earned an average of 40 percent of the points available when writing a paragraph on the pretest and an average of 71 percent of the points available when writing a paragraph on the posttest. Theme Writing strategy The Theme Writing Strategy focuses on the fundamental skills associated with writing themes and provides learning sheets to accompany instruction. Research studies show the quantity and quality of students’ expression of information greatly improves as a result of instruction in the Theme Writing Strategy. In one study, although experimental students earned pretest scores that were signifcantly lower than those of comparison students, they earned signifcantly higher scores at the end of the semester. In addition, there were no signifcant differences between experimental and comparison groups’ English 101 grades and overall gradepoint averages, even though experimental students entered college with poorer skills.
Conclusion Understanding the strategies in learning will help the learners easily accomplish the goal of learning certain subject. Especially in learning language, learners have to set some strategies which can help them during the process of the learning. Writing is the language skill which absolutely require certain strategies in order to get the successful in completing the tasks. Therefore, by understanding the strategies in learning, it will automatically assist the learner to make the process of the writing easier. In other words, the startegies of learning the students use to play a very important role to develop the language learners especially in learning writing.
Refferences: Andrew W Hart and James A. Reinking. (1986) Writing for Career-Education Students.St. Martin’s Press Badger, R. & G. White. 2000. A Process Genre Approach to Teaching Writing. ELT Journal, 54(2): 153-160. Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum. Boekaerts, M. (1999). Self-regulated learning. International Journal of Educational Research, 31(6), 445-551. Byrne, Donn. 1998. Teaching Writing Skills. London. Longman Group UK. Flower, L., & Hayes, J. R. 1981g. A Cognitive Process Theory of Writing. College Composition and Communication, 32(4), 365-387 Petric and Czárl’s (2003) Gere, Anne Ruggle. 1985. Writing and Learning. New York: Macmillan Publishing Company. Graham, S., & Harris, K. R. 1989. Improving Learning Disabled Students’ Skills at Composing essays: Self-instructional Strategy Training. Exceptional Children 56(3), 201-214. Hadley, A.O. 2001 Teaching Language in Context: London. Thomson Learning. -3rd ed. 592
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Hall, Pearson, J. R. (2009) Learning Strategies. The University of Kansas Center for Research on Learning. Available at http://kucrl.org/sim April 2009 Hyland, K. 2002. Teaching and researching writing. Harlow, Essex: Longman. Muncie, J. 2002. Finding a Place for Grammar in EFL Composition Classes. EFL Journal, 56, p. 407-430. O’Malley, J.M. and Chamot, A.U. 1990 Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press. Pintrich, P. R., & DeGroot, E. V. 2004. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. Richards, J.C. & Renandya, Willy A. 2002. Methodology of Language Teaching; An anthology of Current Practice. United Kingdom: The press syndicate of the University of Cambridge. Richards. Jack.C. and Theodore, Rodgers, S. 1986. Approach and Methods in Language Teaching: A Description and Analysis. Cambridge: Cambridge University Press. Schumaker, J. B., & Deshler, D. D. (1992). Validation of learning strategy interventions for students with LD: Results of a programmatic research effort. In Y. L. Wong (Ed.), Contemporary intervention research in learning disabilities: An international perspective. New York: Springer-Verlag.
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Effect of Hypnotherapy to Learning Disabilities Suryansah Universitas Hamzanwadi, Indonesia [email protected], [email protected]
Abstract Hypnotherapy is a branch of psychology that studies the benefits of suggestions to overcome the ability of listening, speaking, reading, writing, reasoning, or mathematical problem of mind, mental, feelings and behavior of learners in a process of learning in each school as well as athletes who excel in the sport can also called sportsmen. Method of hypnotherapy as a therapeutic technique using hypnosis. Hypnotize is defined as the science to give suggestions or commands to the subconscious mind. Hypnotherapy can be overcome mentally for students and sportsmen to achieve peak performance. The ability of listening, speaking, reading, writing, reasoning, or mathematical and mental person can be trained and developed by the method of hypnotherapy. Hypnotherapy is a safe thing to do in the subconscious mind for positive change orientation in the field of learning disabilities as well as exercise to determine the extent of the learner and help measure the difficulty listening, speaking, reading, writing, reasoning, or mathematical and mentally in order to resolve the problem. Educators and Trainers can use the method of hypnotherapy as an effort in the implementation of the exercise program, as a motivator, counselor and evaluator of all things psychic learners who have learning disabilities. Hypnotherapy as mental handling students who have learning disabilities may change the way of thinking in order to be able to think positively. Keywords : hipnoterapyand learning disability
Preliminary Learning difficulties are difficulties in processing information, particularly in math and language concepts (Hildebrand, 2000) learning difficulties have nothing to do with low intelligence, but a lot of people wrong in understanding it. National Joint Committee on Learning Disability (NCLD), a group comprised of representatives of several professional organizations, define learning difficulties as a general term that refers to a diverse group of disorders seen in difficulties in mastering and using the ability to listen, speak, read, write, thinking, or mathematical abilities (Smith, 2006). Learning difficulties are divided into two, namely general learning difficulties (learning disability) and specific learning difficulties (specific learning disabilities). General learning difficulties is shown by the low learning achievement for all subjects. While specific learning difficulties is shown in a low-achieving students in certain academic areas, such as reading, writing, and mathematical ability. The condition of this disorder can be caused by the barriers of perception (perceptual handicaps), injuries to the brain (brain injury), lack berfungsian as a function of the brain (minimal brain dysfunction), dyslexia or afesia development (development aphasia). (Purwanti, 2012).Progrem, learning, as well as mental training based on hipnotrapi method has been used in various fields of psychology in improving the performance (Cox, 1994; Pate &Meynard, 2000). Treatment with the empowerment of the subconscious mind is useful to solve a variety of cases with regard to a variety of emotional disorders, such as anxiety, tension stress and lack of confidence. Taylor, et al (1993) have suggested hypnosis can be a useful strategy to get through the process of the 594
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subconscious. Pates, et al (2000), hypnosis or hypnosis can be applied to children's mental disabilities. Hypnotize has a positive effect on students' academic performance ( Devos&Louw, 2006). A Learning and mental achievements in children can be achieved not only follow the program, learning and training, but through the exercise we can have a positive thinking mind control their behavior. Sports not only includes physical activity, but involve psychological elements. Mental understanding broadly include: thoughts, views, image and so in essence, is the empowerment of thinking as the controller action function and the body's response (Satiadarma, 2010). Mental strength is essential if one wants to consistently improve his performance to a higher level. In the world of sports, all sports involve mental. Mental acts as a form of mind control.
Discussion Hypnoterapy Hypnotherapy is a process used a hypnotherapist to solve client's problems with the science of hypnosis (Lord, 2013). Hypnotherapy is a method in which the client is guided for relaxation, where after a state of relaxation in this case is reached, then naturally the gates of the subconscious mind someone would be wide open, so that the concerned tend to be easier to accept suggestions given healing. Hypnotherapy is a branch of psychology that studies the benefits of suggestions for troubleshooting thoughts, feelings and behavior. Hypnotherapy can also be regarded as a therapeutic technique using hypnotic mind. Hypnosis can be defined as the science to give suggestions or commands to the subconscious mind. Hypnotherapy uses suggestion or influence the words delivered with certain techniques. The only force in hypnotherapy is communication. In hypnotherapy, clients are invited to relax physically and mentally by focusing through the means of fixation such as voice, gaze and touch repetitive and monotonous (Naidoo, 2013). This makes the client feel more relaxed, positive suggestions invested further arranged in simple sentences. In the world of psychology, hypnosis plays used to cure phobias, traumatic, addiction, eliminate bad habits, boost brain power, memory, creativity and concentration. Hypnotherapy Process. The conscious mind has four ( 4 ) main functions : to recognize the incoming information from the senses, comparing with memory, analyze and then decide specific response to the information . While the subconscious mind serves to process customs, feelings, permanent memory, personality, intuition, creativity and confidence. The subconscious mind is more powerful than the conscious mind. Hypnosis or hypnotic to understand easily and correctly understand that the activities of the human mind is simply grouped into four areas known as Brainwave, namely: Beta, Alpha, Theta, and Delta (Majid, 2010). Beta is the state of mind when someone is very active and alert. This condition is a common condition when someone normal activity. The frequency of thoughts on this condition in about 12-25 Hz. Alpha is a condition when a person is focusing on something such as learning, working on a technical activity, write, or when a person in a state of relaxation. The frequency of thoughts on this condition in about 8-12 Hz. Theta is a state of relaxation, so as if the horse was "asleep", Dominant currently experiencing a deep hypnotic, meditation .Theta waves are also mind when a person is asleep dreaming or condition of REM (Rapid Eye Movement). The frequency of the mind in this condition around 4-8 Hz. Delta is the condition of normal sleep (dreamless). The frequency of the mind in this condition around 0.1 - 4 Hz. 595
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Hypnosis condition is very similar to the conditions Alpha and Theta brain waves. Conditions Beta, Alpha, and Theta, is a common condition that takes place alternately in each person. One time be conditioned Beta, then move on to Alpha few seconds, a few seconds to move to Theta, and back again to the Beta, and so on. By the time everyone toward the natural sleep process, then there is the thought waves is slowly going downhill from Beta, Alpha, Theta, and Delta where we really started to fall asleep. Transfer of this region does not take place quickly, so that in fact although as if someone had seemed to be asleep, he might still be in Theta. In the region Theta person will feel asleep, the noises outside can not be heard properly, but precisely these voices heard with sngat either by the subconscious mind, and tends to be a permanent value, because it is not recognized by "the conscious mind" is concerned, Hypnotherapy can be applied to those who meet the basic requirements, namely: Willing to volunteer, have the ability to focus and understand verbal communication.Tahapan Hipnoterapi During the process of hypnotherapy in progress, the client is only silence. Sit or lie down, busy even her therapist, who acts as a facilitator. However, in the next process, the client hypnotic itself, following a process of hypnotherapy stages: 1) Pre - Induction (Interview) At this early stage hypnotherapist and client for the first time met. After clients fill out a form about the data itself, hypnotherapist open a conversation to build client trust, eliminates fear of hypnosis and explain about hypnotherapy and answered all questions clients. Previous hypnotherapist should be able to recognize aspectspsychological aspects of clients, among other things that interested and not interested in, what is known clients to hypnosis, and so on. Pre-Induction is a very important stage. Because hypnosis can not be forced. 2) Suggestibility Test The purpose of suggestibility test is to determine whether the client goes into people easily accept the suggestion or not. In addition, the suggestibility test also serves as a warm and also to eliminate the fear of the process of hypnotherapy. Hypnotherapist suggestibility test also helps to determine the induction technique is best for the client. 3) Induction Induction is a method used by a hypnotherapist to bring the client's mind moves from the conscious mind (conscious) to the subconscious mind (sub-conscious), to penetrate what is known as the Critical Area. When the body is relaxed, the mind is relaxed, then the frequency of brain waves from the client will descend from beta, alpha, theta later. Getting down brain waves, the client will be more relaxed, so as to be in a trance. This is called a condition ter -hipnotis. Hypnotherapist will know the depth of trance clients by doing Depth Level Test (depth trance client). 4) Deepening (deepeningTrance) If deemed necessary, the hypnotherapist will put the client into a deeper trance. This process is called deepening. 5) Suggestions By the time the client is still in a trance, the hypnotherapist will also provide Post Hypnotic Suggestion, suggestions are given to clients at the time of the hypnotic 596
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process is still ongoing and is expected to continue to be recorded by the subconscious mind the client when the client has come out of the hypnotic process. Post hypnotic suggestion is one of the most important elements in the process of hypnotherapy. 6) Termination Finally, with the right technique, the hypnotherapist will gradually awaken the client from the "sleep" state of hypnosis and bring it to a fully conscious.
Factor Hypnotherapy (1) Hypnotherapy is a safe thing do. It's just a relaxed state where the subconscious mind can be accessible and open to making positive changes, (2) Hypnotherapy is not mind control. Because with the help of mentors, the people who chose the right way to solve the problem and to let this person, (3) The person remains conscious during hypnotherapy. This condition is simply a part of the relaxation, the mind calm and relaxed, (4) Anyone can be in hypnotherapy (for concerned is not torture, and disruptions in communication). Learning Disabilities Understanding learning difficulties can also be called "lerning disability" which means learning disabilities. The word translated disability difficulty "to give the impression optimistic that the child is still unable to learn. Another term is learning disabilities and learning differences. These three words have different shades of meaning. On the one hand, the use of the term learning differences more positive tone, but on the other hand the term learning Difficulties better describe the factual condition. To give a referral bias and differences, it is used the term learning difficulties. Difficulty learning or "lerning disability" is the inability to learn, said the term minimal brain dysfunction there is another term that neurological disorders. According to Hallahan, Kauffman and Lloyd (1985) is a specific learning difficulty is a disruption in one or more psychological processes which include the understanding and use of language speech or writing. The disorder may manifest themselves in the form of difficulty to listen, think, speak, read, menuli, spelling, or math. The limit covers conditions such as perceptual disorders, brain injury, dyslexia, and developmental aphasia. The limit does not covers children who have learning problems that come from their main causes hindrance in vision, hearing, or motor, obstruction due to mental retardation, because of emotional disturbance, or because of poverty environmental, cultural, or economic. According Hammil (1981) learning difficulties are diverse forms of real difficulty in listening activities, conversation, reading, writing, reasoning, and arithmetic. The disorder in the form of intrinsic disorder which presumably because their central nervous system dysfunction. Learning difficulties can occur in conjunction with other disorders eg sensory issues, social barriers, and emotional, could also for example environmental influences or cultural differences that do not fit the learning process. External interruptions are not a factor causing the condition learning difficulties, as well as being fktor which worsen existing learning difficulties. Association Committee for Children and Adult Learning Disabilities (ACCALD) in Lovitt, (1989) said that the difficulty of learning in particular is a condition krois allegedly sourced from a neurological problem, which interferes with the development capabilities and ability to integrate the verbal or nonverbal language. While the National Joint Committee of Learning Disabilities (NJCLD) in Lerner (2000) argues 597
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that learning difficulties is a general term for various types of difficulties in listening, speaking, reading, writing and arithmetic. This condition is not due to physical or mental disability, not because of the influence of environmental factors, but because of the difficulty of the individual's own time to perceive and perform information processing of the object which the child with the ability of average intelligence or above average, but own inability or failure in the study related to obstacles in the process of perception, conceptualization, language, memory, attention and concentration, self-control, and sensory motoric function integrase (Clement, in Wieiner, 2003). From the definition above can be concluded that the difficulties of learning a wide variety of disorders in listening, speaking, reading, writing and arithmetic for the individual's own internal factors, namely minimal brain dysfunction. Learning difficulties are not caused by external factors such as environmental, social, cultural, learning facilities, and others. Unlike physical disabilities, learning difficulties are not visible and is often called "hidden handicap". Sometimes the difficulty is not in the underlying by parents and teachers, as a result of children who have learning difficulties are often identified as child inderachiever, lazy, or odd. These children may experience feelings of frustration, anger, depression, anxiety, and was not required (Harwell, 2011). There are several causes of learning difficulties found in the literature and research results (Harwell, 2001), namely: 1. Heredity / default. 2. Disorders during pregnancy, childbirth or premature. 3. Conditions fetus does not receive enough oxygen, nutrients, mothers who smoke, use drugs (drugs), or meninum alcohol during pregnancy. 4. The post-birth trauma, such as a high fever and had been drowned. 5. Recurrent ear infections in infancy and toddler. Children with learning disabilities usually have a weak immune system. 6. Early childhood is often associated with aluminum, arsenic, markuri / mercury, and neurotoxins. Research shows that what happened during the early years from birth to the age of 4 years are a critical period which is crucial to learning in the future. Stimulation in infancy and cultural conditions also affect children's learning. In the early days of birth to usia3 year, for example, children learn language by listening songs, talking to him, or read a story. In some circumstances, these interactions are less common, which could have contributed to the lack of phonological abilities of children that can make it difficult to read a child (Harwell, 2001). While Kirk &Ghallager (1986) said that the factors that cause learning difficulties ie brain diffusion factors, genetic factors, environmental factors and malnutrition, biochemical factors.
Conclusion The effectiveness of hypnotherapy in learning disabilities is very useful when applied in the learners who require the achievement and develop themselves in speaking, reading, writing, arithmetic and mental. Expected to describe the steps in handling and helping learners with learning disabilities hypnotherapy method for achieving the mentally strong in the face of psychological problems. Hypnotherapy method can be developed for teachers and a coach in a sport achievement in improving mental abilities such as concentration, confidence, semnagt, control emotions, eliminate fear, anxiety and feel more confident in making the motion and action. For the future, hypnotherapy can be developed in an effort to increase individual in a learning in every school and must be adding inspiration to move forward in the achievement. 598
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Daftar Pustaka Barker, J., Jones, M.,Grenless,L. 2010. “Assesing the Immediate and Maintained Effects of Hypnosis on Self-Efficacy and Soccer Wall- Volley Performance”.Journal of Sport & Exercise Psycholgy,32,243-252. Crawford,H.J., Clarke, S.W. and Kitner-Triolo, M. 1996. “Self-Generted Happy and Sad Emotions in Low and Highly Hypnotisable Persons During WakingandHypnosis : Laterality and Regional EEG Activity Differences”. International Journal of Pschophyislogy, 24,239-266. De Vos,H,M., Louw. D,A. 2006.”The Effect of Hypnotic Training Programs on the Academic Performance of Students”.American Journal of Clinical Hypnosis. Dewa,R. 2013. Rahasia Dewa Hipnosis. Jakarta :GramediaPustakaUtama. Gallagher & Kirk. 1986. Educating Exceptional Chi1dren 5 th edition, Boston : Houghton Mifflin Company. Hallhan, D.F.,: Kauffman, J.M.; & Lloyd, J.W., (1985) Introducation to Learning Disabilities, New Jersey: Prentice-Hall Inc. Harwell, Joan M. 2000. Information & Materials for LD, New York: The Center of Applied Research in Education. Harwell, J. M. (2001). Complete Learning Disabilities Handbook: Ready-to-Use Strategies & Activities for Teaching Students with Learning Disabilities. New (2nd ed.).USA: A Wiley Imprint Jalene, S and Wulf,G. 2014.”Brief Hypnotic Internention Increases Throwing Accuracy”.International Journal of Sport Science & Coaching Volume 9.Number 1. Karyadi. 2013.SembuhDenganHipnoterapi. Jakarta :GramediaPustakaUtama. Lerner, Janet. 2000. Learning Disabilities – 9th Edition, Baston: Houghton Mifflin Company. Lovitt, Tc. (1989). Introducation to Learning Disabilities. B0ston: Allyn and Baron Majid, I. 2010. MengenalHipnotis Modern. www.Indramajid.com. McDonald,F. 2006. Hypnotherapy Aplications in Pain Management.www.fmcdonald.com. Maksum,A., Nasution,Y., Rustiana,R.E.,Sudarwati,L.,Rusmi,T.,Ambarukmi,H.T.,Garincha., Bustiana.,Raharjo. 2011. PedomandanMateriPelatihan Mental BagiOlahragawan.Jakarta :DeputiPeningkatanPrestasiOlahraga. Pates, J and Palmi, J.2002.“The Effects of Hypnosis on Flow States and Performance”.Journal of Excellance-Issue No.6. Pates, J., Oliver, R., Maynard, I.2001.“The Effects of Hynosis on Flow States and GolfPutting Performance”. Journal of Aplied Sport Psychologhy, 13: 341-354. Priharjo. 1993. PerawatanNyeriPemenuhanAktivitasIstirahatPasien.Jakarta : EGC. Satiadarma, M. P. 2000. Dasar-dasar psikologi olahraga. Jakarta : Pustaka sinar Harapan. Tamsuri, A. 2006.KonsepdanPenatalaksanaanNyeri.Jakarta : EGC. Taylor, T., Horevitz, R, and Balague, G. 1993.“The Use of Hipnosis in Applied Sport Psychology”. The Sport Psychologist, 7, 58-74. Weiner, IB. (2003). Handbook of Psychology. Vol 7: Educational Psychology. New Jersey: John Wiley & Sons.
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Model Development of Learning and Teaching Materials IPS Integrated In SMP 1
Syahrul Amar, 2 Abdul Rasyad, 3 Andi Sulastri 1 Universitas Hamzanwadi, Indonesia, 2 Universitas Hamzanwadi, Indonesia, 3 Universitas Hamzanwadi, Indonesia 1 [email protected], [email protected], [email protected]
Abstract The study aims to determine the effectiveness of the product model of learning and teaching materials integrated IPS in SMP in integrating teaching material and broaden the scope of science in the study between IPS. Research is a research development. Step 4 stages of research development: 1) a preliminary study; 2) the development of model design and teaching materials, 3) test products; 4) dissemination. Year 2015 produced models and teaching materials IPS and year 2016 test products in the fourth grade at Junior High School (sample) in Kota Selong. Test products implemented by CAR Models. Data were analyzed using descriptive statistics. Signs in the data analysis to produce conclusions refer Huberman models namely the reduction of activities, displays and verification. Results showed activity in the study by using models and teaching materials IPS integrates very well categorized based on data of 20 items were observed to produce 19 items have been implemented teacher. Activities of students 75% of students actively in learning with good categories. The process of testing this product, all teachers (4 teachers) give a positive response to the product. Students provide responses varied but the response analysis showed 30% strongly agree, 70% agree. The work of students also showed increased knowledge and insight linkages answered relevance of teaching materials with real life. Teachers show a good understanding of the linkages between the science with the ability to explain the material well. Product teaching materials is very interesting and there are no similar products. The products are highly relevant to broaden the teachers and students. Keywords: model, teaching materials, integrated
Pendahuluan Salah satu persoalan yang muncul dalam pembelajaran IPS Terpadu pada siswa SMP di Kota Selong Lombok Timur adalah ketidakmampuan guru dan siswa dalam mengintegrasikan materi pelajaran dalam lingkup IPS. Buku paket yang tersedia masih terpisah-pisah antara materi pelajaran Sejarah, Ekonomi, Sosiologi dan Geografi sehingga guru mengalami kesulitan menghubungkan materi IPS secara terpadu. Hal ini berdampak pada siswa di mana siswa tidak memiliki pengetahuan tentang keterpaduan Ilmu Pengetahuan Sosial. Pembelajaran IPS Terpadu memerlukan wawasan dan pengetahuan yang luas untuk mampu mengaitkan antar materi. Pembelajaran IPS terpadu yang terintergrasi memberi harapan kepada siswa untuk memiliki wawasan dan kemampuan menghubungkan antar ilmu Sejarah, Ilmu Ekonomi, Sosiologi dan Geografi karena tidak ada satupun cabang Ilmu yang bisa berdiri sendiri, semua saling terkait dan saling membantu. Dengan pembelajaran IPS yang terintegrasi, siswa bisa berpikir komprehensif tentang kenyataan hidup yang dihadapinya. Kemampuan siswa dalam berpikir komprehensif dalam pemecahan masalah sangat diperlukan oleh siswa ketika
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mereka terjun ke masyarakat dan lebih siap menghadapi permasalahan dalam era globalisasi yang penuh tantangan dan persaingan hidup (Mariawan dkk, 2013) Hasil penelitian tahun pertama (2015) menunjukkan bahwa di SMP Kota Selong Kabupaten Lombok Timur, Guru sebagian besar belum melaksanakan pembelajaran IPS Terpadu secara terintegrasi padahal esensi dari pembelajaran IPS Terpadu adalah integrasi dari berbagai cabang-cabang ilmu Sosial seperti : Sejarah, Ekonomi, Geografi, Sosiologi. Pendekatan interdisipliner mutlak dilakukan agar siswa memiliki wawasan IPS yang tinggi agar bisa memahami persoalan hidup secara komprehensif. Model pembelajaran terpadu pada hakekatnya merupakan suatu pendekatan pembelajaran yang memungkinkan peserta didik secara individual maupun kelompok aktif mencari, menggali dan menemukan konsep serta prinsip secara holistik dan otentik. Hasil penelitian tahun pertama juga menujukkan guru dan siswa belum pernah menggunakan pembelajaran integrasi dan kontekstual dimana siswa belum mampu mengaitkan materi ajar dengan kehidupan nyata siswa. Tidak satupun guru yang pernah membimbing siswanya melakukan kunjungan ke sumber-sumber belajar yang berkaitan langsung dengan kehidupan nyata yang bisa dilihat langsung oleh siswa . termasuk guru belum memiliki model/pedoman obeservasi dan wawancara untuk menggali pengetahuan-pengetahuan baru yang berkaitan dengan materi ajar pada saat melakukan kunjungan pembelajaran di luar kelas. Kunjungan ke lokasi-lokasi belajar sangat penting dalam pembelajaran IPS karena di setiap kunjungan ke lokasi belajar di luar kelas, guru dan siswa dapat mengintegrasikan antara kajian sejarah, ekonomi, sosiologi dan Geografi. Contoh : Kunjungan ke Museum NTB di Mataram. Di Lokasi tersebut siswa dapat menyaksikan peristiwa obyek ekonomi, sejarah, sosiologi dan geogarfi yang ada di Pulau Lombok (NTB). Selama ini guru hanya terfokus pada materi ajar pada buku paket yang diterbitkan oleh pusat. Kondisi di atas membuat proses pembelajaran monoton dan cendrung membosankan. Banyak guru yang mendasarkan pada asumsi salah bahwa IPS adalah pengetahuan yang dapat ditransfer sedemikian rupa dari kepala guru ke kepala peserta didik dengan pola teks book oriented. Dampaknya, mungkin saja guru telah merasa mengajar dengan baik, namun realitasnya peserta didik tidak belajar secara optimal. Pembelajaran IPS harus mampu mengembangkan potensi peserta didik agar peka terhadap masalah sosial yang terjadi di masyarakat, memiliki sikap mental positif terhadap perbaikan segala ketimpangan yang terjadi dan terampil mengatasi setiap masalah yang terjadi sehari- hari baik yang menimpa diri sendiri maupun yang menimpa masyarakat. Pembelajaran pengetahuan sosial memperkaya dan pengembangan kehidupan peserta didik dengan mengembangkan kemampuan (abilities dan power) dalam lingkungannya dan melatih mereka untuk menempatkannya dalam masyarakat demokratis, dimana mereka menjadikan negaranya tempat hidup yang lebih baik. Tujuan tersebut dapat dicapai manakala program-program IPS di sekolah tempat peserta didik dibina dan ditempa diorganisasikan secara baik dan benar. Penelitian tahun pertama telah menghasilkan sebuah produk berupa desain model pembelajaran dan bahan ajar IPS yang terintegrasi. Merujuk dari permasalahan di atas dan hasil penelitian tahun pertama maka pada tahun kedua (2016), produk yang dihasilkan berupa desain model pembelajaran dan bahan ajar IPS terpadu yang terintegrasi dilakukan ujicoba produk untuk mengukur/menguji validitas, realibilitas dan efektifitas produk yang dihasilkan pada tahun pertama. Kegiatan ujicoba ini adalah manifestasi dari sebuah pertanggungjawaban ilmiah sebuah produk 601
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penelitian sebelum dipublikasikan dan digunakan oleh siswa dalam proses pembelajaran IPS Terpadu di SMP. Secara khusus penelitian tahun kedua ini bertujuan untuk mengetahui efektifitas model pembelajaran dan bahan ajar IPS Terpadu pada siswa SMP di Kota Selong. Untuk mengukur/menguji validitas dan realibilitas produk yang dihasilkan maka penelitian tahun kedua (2016) berfokus pada kegiatan ujicoba pada siswa SMP di Kota Selong. Dengan adanya Model Pembelajaran dan Bahan ajar IPS Terpadu yang terintegrasi dihasilkan dalam penelitian pengembangan ini, diharapkan dapat diterapkan di SMP sehingga mampu memperkaya wawasan guru dan siswa.
Metode Penelitian Prosedur penelitian ini mengacu pada penelitian dan pengembangan (research and development) Borg & Gall (1986) dan Sugiyono (2010). Penelitian pengembangan ini direncanakan berlangsung selama 2 tahun dengan langkah-langkah penelitian pengembangan 4 tahapan, yaitu: 1) melakukan studi pendahuluan, 2) pengembangan desain dan penyusunan bahan ajar, 3) uji coba dan validasi dan bahan ajar, 4) Diseminasi. Studi pendahuluan meliputi pengkajian literatur dan mengumpulkan informasi dengan menggunakan metode kuisioner, wawancara dan observasi ke sekolah. Tahap pengembangan adalah kegiatan mengembangkan desain: 1) model pembelajaran IPS Terpadu yang terintegrasi di SMP dan 2) bahan ajar IPS Terpadu yang terintegrasi; tahap ini diikuti oleh evalusi oleh ahli baik secara teoritis secara empiris. Evaluasi pertama dilakukan oleh ahli adalah mengevaluasi substansi isi. Tujuan tahapan ini adalah untuk mendapatkan penilaian, saran, pendapat, dan masukan tentang substansi isi model pembelajaran dan bahan ajar IPS Terpadu. Hasil evaluasi ahli ini kemudian dianalisis untuk dipakai sebagai dasar untuk merevisi sampai menghasilkan Model pembelajaran dan Bahan Ajar IPS Terpadu yang terintegrasi yang siap diuji cobakan. Selanjutnya dan bahan ajar yang sudah dikembangkan dilakukan uji coba empiris secara terbatas yaitu hanya pada sekolah yang dipergunakan sebagai subyek penelitian (Nitiasih dkk, 2013). Hasil dari tahapan ini adalah Model pembelajaran dan bahan ajar IPS Terpadu yang terintegrasi. Tahap ini ujicoba produk ini merupakan tahap evaluasi model pembelajaran berdasarkan hasil yang diperoleh di tahun pertama. Evaluasi ini dilakukan dengan uji coba lapangan lebih luas untuk meyakinkan keefektifan dan ketepatan dan bahan ajar terhadap kebutuhan lapangan. Data yang terkumpul dari instrumen yang diisi oleh responden ditabulasi dan dideskripsikan dalam bentuk tabel dan narasi serta dianalisis secara deskriptif ( Sudiatmika, 2013). Subyek penelitian pengembangan ini adalah guru IPS Terpadu (Sejarah, Ekonomi, Sosiologi, Geografi) dan siswa Kelas VII yang berasal dari SMP di Kota Selong Lombok Timur. Subyek penelitian yang dipilih sebagai sampel penelitian adalah guru dan siswa di 4 (empat) SMP yang berada di Kota Selong dengan klasifikasi 2 (dua) sekolah SMP berakreditasi A; dan 2 (dua) sekolah SMP berakreditasi B. Pemilihan sampel sekolah tersebut sebagai tempat penelitian dengan klasifikasi demikian dimaksudkan agar pengembangan dan bahan ajar IPS Terpadu yang dihasilkan dapat digunakan oleh semua Sekolah Menengah Pertama (SMP). Untuk mengukur keberhasilan rancangan model pembelajaran dan bahan ajar, indikator penelitian menggunakan kisi-kisi dengan butir-butir tujuan pembelajaran, sintask pembelajaran, strategi/proses pembelajaran, bahan ajar, media pembelajaran, dan asesmen. Indikator capaian berdasarkan (1) Data tentang aktifitas pembelajaran, dikumpulkan 602
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dengan menggunakan lembar observasi (Lembar Observasi untuk kegiatan Guru dan lembar obeservasi kegiatan siswa (2) Data tentang hasil belajar kognitif siswa, dikumpulkan dengan menggunakan tes essay (3) Data tentang tanggapan guru dan siswa terhadap model pembelajaran dan bahan ajar, dikumpulkan dengan menggunakan kuisioner dan wawancara. Kegiatan ujicoba produk Model dan bahan ajar IPS yang terintegrasi dilaksanakan dengan model PTK (Penelitian Tindakan Kelas) yang terdiri 2 siklus yang meliputi : 1) Perencanaan; 2) Pelaksanaan Pembelajaran; 3) Observasi dan evaluasi dan 4) Refleksi. (Supardi, 2004). Kegiatan ujicoba dilaksanakan pada tahap 1 pada 2 sekolah yakni; 1) SMPN 2 Selong (Akreditasi Sekolah A) pada Kelas VII 1 dan SMPN 4 Selong (Akreditasi sekolah B) pada kelas VII D. Tahap 2 dilakuk/an ujicoba pada 2 sekolah yakni: 1) SMPN 3 Selong Kelas VII F dan 2) SMPN 5 Selong Kelas VII A. Aktifitas guru dan siswa model pembelajaran dianalisis dengan menentukan jumlah persentase komponen aktifitas yang dilakukan secara individual dan kelompok dengan kriteria keberhasilan rata-rata terkategori baik. Tanggapan Guru terhadap pengembangan model pembelajaran dan bahan ajar IPS terpadu yang terintegrasi dianalisis secara kuantitatif berdasarkan skor Relevan/Tidak relevan dan Tanggapan siswa terhadap pengembangan model pembelajaran dan bahan ajar IPS terpadu yang terintegrasi dianalisis secara kuantitatif berdasarkan skor yang memilih sangat setuju (5), dan setuju (4), lebih besar dari skor yang memilih ragu-ragu (3), tidak setuju (2), dan sangat tidak setuju (1). Subjek Penelitian Penelitian difokuskan pada ujicoba model pembelajaran dan bahan ajar IPS Terpadu yang terintegrasi yang telah dirancang pada tahun pertama meliputi ujicoba validasi dan efektivitas model pembelajaran dan bahan ajar IPS Terpadu. Ujicoba dilakukan dengan Setting PTK (Penelitian Tindakan Kelas) dan quasi eksperimen. Dalam hal ini Populasi penelitian adalah sejumlah: 519 siswa kelas VII yang tersebar di 4 sekolah (SMP). Yang menjadi sampel penelitian adalah siswa dari 4 kelas berjumlah 98 orang ; 2 kelas SMP berakreditasi A dan 2 kelas SMP berakreditasi B, guru IPS Terpadu 4 orang dan seorang ahli isi dan seorang ahli teknologi pembelajaran. Pada ujicoba tahap 1 dilakukan pada 2 Sekolah (SMP) yakni SMPN 2 Selong (Akreditasi A) kelas VII 1 = 28 siswa dan SMPN 4 Selong (Akreditasi B)kelas VII D = 23 siswa (Total siswa = 51 Siswa) Sedangkan pada ujicoba tahap 2 pada 2 sekolah ( SMPN 3 Selong (Akreditasi A) kelas VII F = 25 siswa dan SMPN 5 Selong (Akreditasi B) kelas VII A = 22 siswa (Total siswa = 47 siswa). Semua tahap ujicoba dilakukan dlakukan dalam 2 siklus. Instrumen Pengumpulan Data Instrumen yang digunakan dalam mengumpulkan data hasil ujicoba adalah : (1) Data tentang aktifitas guru dan siswa dalam pembelajaran dengan menggunakan model pembelajaran dan bahan ajar Terintegrasi, dikumpulkan dengan menggunakan lembar observasi (2) Data tentang hasil belajar kognitif siswa tentang pemahaman siswa terkait materi ajar IPS terintegrasi, dikumpulkan dengan menggunakan tes essay (3) Data tentang tanggapan guru dan siswa terhadap model pembelajaran dan bahan ajar, dikumpulkan dengan menggunakan kuisioner dan wawancara
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Teknik Analisis Data Untuk kegiatan penelitian tahun kedua data penelitian berupa data kualitatif dan data kuantitatif. Data penelitian dikumpulkan dengan teknik tes dan non tes berupa observasi, angket dan wawancara. Data yang dihasilkan akan dianalisis menggunakan statistik deskriptif yang kesimpulannya didasarkan pada nilai rerata. Data tentang aktifitas Guru da siswa dalam pembelajaran diukur melalui lembar observasi. Tanggapan guru dan siswa terhadap pengembangan dan bahan ajar IPS terpadu yang terintegrasi dianalisis secara kuantitatif berdasarkan skor yang memilih relevan dan tidak relevan serta sangat setuju (5), dan setuju (4), lebih besar dari skor yang memilih ragu-ragu (3), tidak setuju (2), dan sangat tidak setuju (1). Rambu-rambu yang akan digunakan dalam analisis data penelitian hingga menghasilkan adanya kesimpulan akan dilakukan berdasarkan pada analisis Huberman yakni meliputi kegiatan reduksi data, display data, dan penarikan kesimpulan atau verifikasi..
Hasil dan Pembahasan Hasil pengamatan berdasarkan cek list mengenai keaktifan siswa dalam proses ujicoba produk tahap 1 dan 2 dengan memakai model pembelajaran dan Bahan Ajar terintegrasi sesuai dengan indikator yaitu: (1) Pengetahuan dialami, dipelajari dan ditemukan oleh siswa, (2) siswa melakukan sesuatu untuk memahami materi pelajaran (membangun pemahaman), (3) Siswa mengkomunikasikan sendiri hasil pemikirannya, (4) Siswa berpikir reflektif, (5) Kemampuan mengintegrasikan materi ajar. Hasil penelitian menunjukkan bahwa keaktifan siswa dalam melakukan kegiatan pembelajaran melalui Model dan bahan ajar IPS terintegrasi pada siklus I di seluruh indikator adalah sebagai berikut : siswa kategori kurang aktif 15,69%, cukup aktif 23,53 % ; kategori aktif 49,02 %. sementara yang dikategorikan sangat aktif 11,76%. Rata-rata kelas yang dicapai adalah rentang nilai 5,2 dengan kategori cukup Aktif. Pada aktifitas belajar siklus II aktifitas belajar siswa mengalami peningkatan dimana siswa kategori kurang aktif (0%), kategori cukup aktif 6 orang (5,88%), kategori aktif 73 orang (74,51%) kategori sangat aktif 19 orang (19,61%) Rata-rata nilai skor 7,3 dengan kategoti Aktif. Untuk lebih cermatnya dalam memahami peningkatan aktifitasn siswa dalam memahami memahami materi ajar IPS Terpadu Kelas VII melalui penerapan model pembelajaran dan bahan ajar IPS Terintegrasi dapat dilukiskan pada tabel rekapitulasi seperti pada tabel 01 berikut: Tabel 01 Rekapitulasi Hasil Pengamatan /observasi aktivitas belajar siswa dengan menggunakan model pembelajaran integrasi dan kontekstual berbantuan bahan ajar IPS terintegrasi No 1 2 3 4 Jml
Siklus I Jumlah 12 48 23 15 98
% 11,76 49,02 23,53 15,69 100
Siklus II Jumlah % 19 19,61 73 74,51 6 5,88 0 0 98 100
604
Klasifikasi Sangat aktif Aktif Cukup aktif Kurang aktif
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Berdasarkan tabel 01 di atas dapat dilihat keaktifan siswa dalam kegiatan pembelajaran melalui Model Pembelajaran dan Bahan Ajar IPS Terintegrasi mengalami peningkatan yang sangat baik. Pada Akhir Siklus II tampak adanya peningkatan keaktifan siswa dalam belajar di hampir di semua indikator. Hasil penilaian di atas menunjukkan bahwa aktifitas belajar siswa pada mata pelajaran IPS meningkat cukup signifikan. Hal ini disebabkan pembelajaran dengan model integrasi dan bahan ajar terintegrasi memberikan motivasi siswa untuk terlibat langsung dalam pembelajaran. Mereka bisa menyaksikan materi ajar dalam dunia nyata sehingga masa lampau dalam pembelajaran sejarah tidak dianggap usang tetapi tetap bisa dilihat sampai sekarang. Siswa juga terlibat dalam menggintegrasikan materi ajar dalam lingkup Ilmu IPS. Keaktifan bertanya, mencatat, menjawab dan mengerjakan tugas terlihat pada saat guru menyampaikan materi dan saat presentasi individu dan diskusi kelompok Efektivitas Model Pembelajaran dan Bahan Ajar IPS Terintegrasi berkenaan dengan aktivitas belajar siswa diduga banyak dikontribusi oleh suasana dan pola interaksi belajar yang terjadi dalam hubungannya dengan penggunaan Model dan Bahn Ajar Terintegrasi. Kondisi itu tumbuh dan berkembang, didukung oleh beberapa faktor yang berhubungan dengan proses pelaksanaan tindakan dalam menerapkan Model dan bahan Ajarr. Terutama faktor tampilan guru dalam melaksanakan pembelajaran dalam setiap tindakan dan Bahan Ajar yang sangat membantu guru dan siswa. Beberapa faktor lain yang diduga mempengaruhi terjadinya peningkatan aktivitas belajar siswa. Adapun faktor-faktor tersebut adalah pertama, kualitas pembelajaran Guru dari setiap tindakan, secara kualitas menunjukkan peningkatan. Kedua, Siswa semakin mengerti dan akrab dengan model pembelajaran integrasi yang dilakukan oleh guru dan bahan Ajar IPS yang terintegrasi yang digunakan guru. Ketiga, dengan pola belajar secara kelompok, memungkinkan siswa untuk lebih banyak belajar, lebih bersemangat untuk memecahakan masalah secara bersama-sama sehingga mereka bisa saling menginvestigasi kemampuan mengerjakan tugas, bertanya, menjawab dan menanggapi masing-masing, karena disamping apa yang telah diperoleh dari guru, mereka juga memperkaya wawasan dengan menghubungkan materi ajar dengan Ilmu Pengetahuan sosial lain serta menghubungkannya dengan kehidupan nyata termasuk pengertian dan pemahamannya terhadap materi yang diajarkan dari siswa lainnya pada saat mereka belajar dan bekerja dalam kelompok. Keempat, dengan dijelaskannya tujuan pembelajaran oleh guru sebelum pembelajaran dilaksanakan, siswa dapat memahami tentang target pembelajaran khususnya mengenai materi yang harus dimengerti dan dipahaminya selama pembelajaran. Hasil tes tentang pemahaman siswa terhadap materi ajar terintegrasi pada siklus I dapat dijelaskan bahwa dari 98 orang siswa terdapat sebanyak 5 orang (5,16 %) nilai D (rendah) dalam menyelesaikan tes , sebanyak 19 orang (19,34) mendapatkan nilai C, sebanyak 45 orang siswa (45,91%) nilai B (tinggi) dalam menyelesaikan tes, sedangkan sebanyak 29 orang (29,59%) yang dinyatakan sangat tinggi (nilai A). dengan nilai rata –rata klasikal sebesar 72,73 (B) dalam kategori Tinggi. Sedangkan pada siklus II berdasarkan data hasil belajar siswa dapat dijelaskan bahwa dari 98 orang siswa dalam menyelesaikan tes, sebanyak 15 orang (15,30) mendapatkan nilai C, sebanyak 42 orang siswa (42,86%) nilai B (tinggi) dalam menyelesaikan tes, sedangkan sebanyak 41 orang (41,84%) yang dinyatakan sangat tinggi (nilai A), dengan nilai rata – rata klasikal sebesar 80,55 (B) dalam kategori Sangat Tinggi. Hasil belajar siswa dalam pembelajaran IPS Terpadu melalui penerapan Model Pembelajaran dan bahan ajar IPS terintegarsi juga mengalami peningkatan yang signifikan. 605
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Hal ini ini dapat terlihat dari hasil tes yang dilakukan pada siklus I dan siklus II. Untuk lebih jelasnya dapat dilihat pada tabel 02 berikut : Tabel 02 Rekapitulasi data Hasil Belajar siswa dengan mengggunakan model Integrasi dan bahan Ajar terintergrasi untuk Siklus I dan ll
Interval 80- 100
Siklus I Jumlah % Siswa 29 29,59
Siklus II Jumlah % Siswa 41 41,84
Klasifikasi Sangat tinggi (A)
65 – 79
45
45,91
42
42,86
Tinggi (B)
55- 64
19
19,34
15
15,30
Sedang (C)
45 – 54
5
5,16
0
0
Rendah D)
0 - 44
0
0
98
100%
0 98
0 100%
Nilai Rata-rata
72,73
sangat rendah (E)
80,55
Dari tabel 02 di atas, penerapan Model Pembelajaran dan Bahan Ajar IPS Terintegrasi dapat meningkatkan hasil belajar/pengetahuan dan wawasan dari nilai 72,73 pada siklus I menjadi 80,55 pada siklus II. Terjadi peningkatan pemahaman siswa tentang materi ajar IPS Terpadu dengan materi ajarIPS terintegrasi. Data hasil penilaian di atas menunjukkan peningkatan hasil belajar siswa yang cukup signifikan dimana pada siklus I rata-rata nilai hasil belajar 72,73 (Tinggi) dan pada siklus II mengalami peningkatan menjadi 80,55 (sangat tinggi). Hal ini berarti telah terjadi peningkatan pengetahuan dan wawasan siswa SMP di Kota Selong. Siswa tersebut tergolong aktif dan cepat memahami dan mengerti penjelasan guru dan lebih aktif dalam mencari bahan materi yang terdapat di lingkungan sekitar dan literatur yang mereka bawa /dipinjam di perpustakaan serta mengalami peningkatan kemampuan mengintegrasikan satu materi ajar dengan ilmu Pengetahuan Sosial yang lain. Temuan-temuan dalam penelitian ini, khususnya mengenai peningkatan pengetahuan dan wawasan siswa dalam hubungannya dengan penguasaan selama pembelajaran dengan menggunakan Model Pembelajaran dan Bahan Ajar IPS Terintegrasi tidak bisa dilepaskan dari tampilan guru dalam menerapkan model pembelajar dengan bahan ajar yang sederhana tapi mudah dimengerti oleh siswa. Bahan ajar tersebut juga memudahkan guru menyampaikan materi sehingga siswa dapat mengerti penjelasan guru. Peningkatan hasil belajar ini juga tidak terlepas dari model pembelajaran dan bahan ajar IPS terintegrasi yang digunakan dalam proses pembelajaran. Hal ini terlihat dari data yang diperoleh bahwa dari Guru yang menjadi sampel penelitian yang berjumlah 4 orang dari 4 sekolah : Pada siklus 1 ujicoba produk menunjukkan 5 indikator penilaian yang diobservasi pada kegiatan Guru dalam pembelajaran yang meliputi; (1) Pemberian motivasi dan apersepsi kepada siswa; (2) Penyampaian materi pembelajaran; (3). Membimbing siswa; (4) Melaksanakan Penilaian; (5) Menutup pembelajaran. Datamenunjukkan pada siklus 1,guru yang diobservasi memperoleh nilai 14 berkategori (Baik) dan pada siklus 2 meningkat dengan nilai 19 dengan berkategori (sangat baik). 606
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Penerapan Model Pembelajaran dan Bahan Ajar IPS Terintegrasi menciptakan iklim dan suasana belajar mengajar siswa yang aktif dan interaktif dalam mempelajari dan memahami materi pembelajaran. Semua siswa merespon positif/sangat setuju dengan Model Pembelajaran dan Bahan Ajar IPS Terintegrasi karena model ini memberikan peluang kepada semua siswa untuk mencari sendiri materi pembelajaran dan memberikan motivasi belajar yang dapat meningkatkan aktifitas belajar. Siswa dapat secara langsung melihat hubungan antara materi pembelajaran dengan dunia nyata serta hubungan antara satu materi ajar dengan dengan ilmu pengetahuan sosial yang lain.
Kesimpulan Berdasarkan hasil-hasil yang diperoleh selama pelaksanaan Ujicoba dalam tindakan pengembangan model pembelajaran dan bahan ajar IPS Terpadu yang Terintegrasi dilanjutkan dengan analisis data, dan refleksi terhadap proses pelaksanaan uicoba, dapat disimpulkan beberapa temuan seperti berikut: Pertama, Peningkatan aktivitas belajar siswa dalam proses pembelajaran menggunakan Model Pembelajaran dan Bahan Ajar IPS Terintegrasi sesuai dengan indikator yaitu: (1) Pengetahuan dialami, dipelajari dan ditemukan oleh siswa, (2) siswa melakukan sesuatu untuk memahami materi pelajaran (membangun pemahaman), (3) Siswa mengkomunikasikan sendiri hasil pemikirannya, (4) Siswa berpikir reflektif, (5) Kemampuan mengintegrasikan materi ajar. Pada ujicoba siklus I keaktifan siswa masuk dalam rentang nilai skor 5,2 dengan kategori cukup aktif. Tindakan siklus II mengalami peningkatan aktifitas belajar dengan rata-rata nilai skor 7,3 dengan kategori Aktif. Efektivitas Model Pembelajaran dan Bahan Ajar IPS Terintegrasi berkenaan dengan aktivitas belajar siswa banyak dikontribusi oleh suasana dan pola interaksi belajar yang terjadi dalam hubungannya dengan penggunaan Model Pembelajaran dan bahan ajar IPS terintegarsi. Kondisi itu tumbuh dan berkembang, didukung oleh beberapa faktor yang berhubungan dengan proses pelaksanaan tindakan ujicoba produk Kedua, Hasil belajar siswa mata pelajaran IPS Terpadu melalui penerapan Model Integrasi dan bahan Ajar Terintegrasi mengalami peningkatan dari siklus I ke siklus II. Nilai ratarata hasil belajar siklus I adalah dari 72,73 (tinggi) dan pada siklus II meningkat menjadi 80,55 (Sangat Tinggi). Hal ini berarti siswa telah dapat menyelesaikan tes dalam menjawab pertanyaan secara baik. Siswa mampu memahami dan menjelaskan Keterkaitan antar ilmu dalam lingkup IPS seta dapat menghubungkan materi ajar dengan kehidupan nyata siswa dalam konteks masa kini. Ketiga, Penerapan Model Pembelajaran dan Bahan Ajar IPS Terintegrasi menciptakan iklim dan suasana belajar mengajar siswa yang aktif dan interaktif dalam mempelajari dan memahami materi pembelajaran. Semua guru merespon positif/sangat setuju dengan Model Pembelajaran dan Bahan Ajar IPS Terintegrasi karena model ini memberikan kemudahan kepada guru untuk mnegintegrasikan danmenjelaskan kepada siswa tetntang keterkaitan antar ilmu. Demikian pula dengan siswa menunjukkan setuju dengan model dan dan bahan Ajar IPS terpadu yang terntegrasi diterapkan dalam proses pembelajaran.
Referensi Abdul Majid, 2007. Perencanaan pembelajaran. Bandung : PT Remaja Rosda Karya Ahmadi, Iif Khoiru dan Sofan Amri, 2011. Mengembangkan pembelajaran IPS Terpadu. Jakarta : Prestasi Pustaka Publisher
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Beratha, Dewa Gde, 2012. Pengaruh Model pembelajaran Berbasis Proyek Dipadukan Dengan Kecerdasan Ganda Terhadap Aktivitas & Mahirasi Belajar IPA Siswa SMP . (Jurnal Ilmiah Pendidikan dan Model pembelajaran vol.8 No.3, Juni 2013, hal.2309). Borg, W.R and Gall,M.D. 1989. Educational Research : an Introduction (5th ed) New York: Longman Budhyani, I Dewa Ayu Made ; 2013, Meningkatkan Aktivitas Belajar Mahasiswa Melalui pembelajaran Kooperatif Jigsaw Pada Peerkuliahan Penilaian Hasil Belajar Di Jurusan PKK. Termuat Dalam Kumpulan Abstrak Seminar Nasional Riset Inovatif. Singaraja : Lemlit Undiksha. Isjoni, 2007. IntergratedLearning. Pendekatan pembelajaran IPS di Pendidikan Dasar. Bandung : Penerbit Falah Production. Kosasih H. Djahiri. (1994). Buku Pedoman Guru Pengajaran IPS. Jakarta: Departemen P dan K. Mariawan, I.M. dkk, 2013. Pengembangan Model pembelajaran Pemecahan Masalah Berorientasi Kearifan Lokal Pada Siswa SMP di Kota Singaraja. Termuat Dalam Kumpulan Abstrak Seminar Nasional Riset Inovatif. Singaraja : Lemlit Undiksha. Nitiasih, P.K, dkk. 2013. Pengembangan Model pembelajaran Bahasa Inggris Untuk Percepatan Pendidikan di Sekolah Menengah Pertama (SMP) di Provinsi Bali. Termuat Dalam Kumpulan Abstrak Seminar Nasional Riset Inovatif. Singaraja : Lemlit Undiksha. Piscayanti, Kadek Sonia dkk, 2013. Penelitian Pengembangan Model pembelajaran dan Bahan Ajar Sastra Berbasis Karakter di Jurusan Bahasa Inggris Universitas Pendidikan Ganesha. Termuat Dalam Kumpulan Abstrak Seminar Nasional Riset Inovatif. Singaraja : Lemlit Undiksha. Sanjaya,Wina, 2007. Strategi pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana Predana Media Group. Sudiatmika, A.A. Istri Agung Rai, dkk, 2013. Studi Pendahuluan Pengembangan Model Pendidikan Budi Pekerti Berlandaskan Filosofi Trikaya Parisudha di SMP. Termuat Dalam Kumpulan Abstrak Seminar Nasional Riset Inovatif. Singaraja : Lemlit Undiksha. Sudjana, 2005. Strategi pembelajaran. Bandung: Falah Production. Sugiyono, 2010. Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta. Supardi, 2004. Penelitian Tindakan Kelas. Jakarta : Bumi Aksara.
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Effect Of Experimental Method, Guided Inquiry Scientific And Attitudes Toward Capability Analysis of Student 1
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Tsamarul Hizbi, 2Fartina Universitas Hamzanwadi, Indonesia 1 [email protected].
Abstract This study aims to determine: 1) Influence of experimental methods and guided inquiry to the analytical skills of students, 2) Effect of a scientific attitude towards students 'analytical skills, 3) The effect of the interaction between the learning method with a scientific attitude toward students' analytical skills. This type of research is experimental research design with factorial design. data analysis techniques were used to test the hypothesis is to test the variance of two paths. The test results showed that: 1) There is the influence of experimental methods and guided inquiry to the analytical skills of students., 2) There is no effect of scientific attitude toward analytical skills of students., 3) influences of the interaction between the learning method with a scientific attitude towards students' analytical skills. Keywords: method of guided inquiry, experimentation, scientific attitude, analytical skills.
Preliminary Education is the main capital of a nation in an effort to improve the quality of its human resources. Qualified human resources to be able to manage natural resources and provide services effectively and efficiently to improve the welfare of the community. Therefore, almost all nations trying to improve the quality of the education, including Indonesia. Article 3 of the Law of the Republic of Indonesia Number 20 Year 2003 on National Education System, states that: National education serves to develop the ability and character development and civilization of the nation's dignity in the context of the intellectual life of the nation, is aimed at developing students' potentials in order to become a man of faith and fear of God Almighty, noble, healthy, knowledgeable, skilled, creative, independent and become citizens of a democratic and accountable. In order for the Indonesian nation has a strong character, dignified civilization, and the ability to compete with other nations, the quality of education must be improved. In an effort to improve the quality of education, there has been much improvement and reorientation of the curriculum. This effort would not be meaningful if it is not supported by the teachers that are reliable in their duties. To that end, the professionalism of teachers should be enforced by way of the fulfillment of the terms of competencies that must be mastered by every teacher, whether in the field of mastery of scientific and methodological materials. Peters in Mulyasa (2006: 190) states that "The process and the learning outcomes of students rely on the competence of teachers and teaching skills". Teachers have an important role in improving the process and outcomes of learning, so teachers should strive to improve their competence, good pedagogical, social, personal and professional. So that 609
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the learning objectives can be achieved optimally, then the teachers are required to have skills in managing learning activities taking into account the characteristics of learners and the subject matter and carrying a means of learning. There are several things that affect teachers in managing learning activities. First, it is related to a teacher's ability or mastery of theory, methods and practice of teaching. Secondly, with regard to the motivation and creativity of teachers. Third, related to the availability of facilities and infrastructure is needed. From the third case, the first and the second factor is the main prerequisite. Without the ability, motivation, and creativity, teachers will tend to teach traditionally, ie only convey the material in the textbook with the lecture method. MA Muallimat NW Pancor East Lombok district has implemented a Unit Level Curriculum (SBC), SBC organizers like most schools, keterlaksanaan new curriculum at this school at this stage of the procurement documents SBC alone, while learning the system still does not meet the criteria of the demands of the curriculum. Still learning activities using conventional approach dominated by lecture method. Or in other words, learning activities presented less qualified. As the impact of learning activities that are less qualified, then the analytical skills of students on Static Fluid material is still relatively low. There are two factors that affect poor analytical skills of students in MA Muallimat NW Pancor, namely internal factors and external students. Internal factors of students who do not get the teacher's attention include: interest and motivation, creativity, and scientific attitude of students. While external factors that do not get the teacher's attention is the selection of models, approaches, strategies, methods, and media learning appropriate to student characteristics and learning materials. Based on observations in the field, the process of learning physics in MA Muallimat NW Pancor still tends to be centered on the activity of teachers (teacher centered) which should be transferred to the involvement of the student (student centered). In order for the student activity appeared in learning activities, the teacher must be able to show learning activities interesting and challenging. Sugiyanto (2007: 4) states that "The professionalism of a teacher is not the ability to develop science, but rather on the ability to carry out the learning interesting and meaningful for students." Thus, teachers must be able to manage the learning activities so that students are interested and motivated to learn. Still from the field observations, researchers looked at the character of learning physics that tend to be oriented on the tests and examinations, so that teachers tend to only deliver products and student of physics as memorizing factual information, then reproduced with exercises. Evaluation of learning that teachers tend to be a resultsoriented learning and ignore the learning process evaluation. As a result, the performance and scientific attitude of students teachers have received less attention. Physics Teacher MA Muallimat NW Pancor explained that in learning physics is still rarely used method of demonstration and lab experiments. While the method of projects, assignments and guided inquiry has never been applied. More often organized learning activities in the classroom lecture method. As a result, students tend to get more cognitive learning experience, being a learning experience affective, and psychomotor very low. To improve student achievement, teachers are required to have adequate competence and skills in carrying out its mission, ie to plan, implement, and assess learning outcomes. Skills in planning lessons, such as selecting a model and teaching methods corresponding to the characteristics of learners and subject matter that will be delivered. 610
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Some models of learning that meets the physical characteristics of which is the constructivism learning model or generative, problem based learning, cooperative learning, and the learning model based on observation of physical symptoms. Based learning model developed from the observation of physical symptoms generative learning model and the scientific method-oriented student centered packed into a contextual learning approach. This model has never been applied in MA Muallimat NW Pancor. Judging from the nature of science that includes processes, products, and scientific attitudes, the observation in science learning is something that should be done, because the rapidly developing science through activities including the scientific process of observation of physical symptoms. Thus, material physics is not only delivered in the form of a product in the form of facts, principles, laws and theories, but learning physics must also consider the process to gain knowledge and are expected to develop an attitude of honest, objective, diligent, conscientious, and open. The learning method that can be used in learning based on observation of physical symptoms including the method of demonstration, experimentation and guided inquiry. Application of experimental methods and guided inquiry can help students to discover concepts of physics as a science products through observation of physical symptoms of a phenomenon that occurs on an object or objects. Experimental methods and guided inquiry has close links with the scientific attitude and interests of student learning. Scientific attitude is an attitude that must be developed on students. Scientific attitude include: being honest and objective, high curiosity, openness, tenacious and not easily discouraged, critical of the scientific statement, and can work together with others. Interest in learning is the awareness that encourages interested students to master a certain subject matter, which aspects include: the desire and the will, feelings of pleasure, and the tendency of activity. Reality on the ground, the scientific attitude MA Muallimat NW Pancor students are varied. On the basis of the above description, the study, entitled "Effects of Experimental Method, Guided Inquiry and Scientific Attitude Toward Students analytical skills.".
Methods This study included a quantitative study with experimental method. According Suharsimi Arikunto (2003: 272), an experimental research is research aimed at finding out about whether there is a result of something imposed on subjects investigated or searched, the way is to compare one or more experimental groups were treated with one or more comparison group who did not receive treatment. In this research, there are two groups that are the subject of research, namely the experimental group and the control group. The control group was given preferential treatment of learning using the experimental method, while the experimental group getting treatment study using model-based observation of physical symptoms through guided inquiry method. Manipulation of variables in this study conducted at the independent variable is the learning model based on observation of physical phenomena through guided inquiry method in class experiments and experimental methods in the control class. Other independent variables (moderator variables) that influence the dependent variable in the form of analytical skills is a scientific attitude. The design used in this research is the design of a 2x2 factorial design, which is to determine the effect of three independent variables on the dependent variable (the cognitive ability of analysis). The study design is shown in Table 1 below.
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Table 1. 2x2 factorial design Scientific Attitude (B)
Learning Model (A) Guided Inguiry Method (A1)
Method of Experiment (A2)
Heigh (B1)
A1B1
A2B1
Low (B2)
A1B2
A2B2
Information : A1B1: Data analysis capabilities of student group of high scientific attitude given treatment guided inquiry learning method A1B2: Data analysis capabilities of student group low scientific attitude given treatment guided inquiry learning method A2B1: Data analysis capabilities of student group of high scientific attitude given the experimental treatment of learning methods A2B2: Data analysis capabilities of student group low scientific attitude given the experimental treatment of learning methods. Prior to the study, the researchers first tested the instruments and checking the state of the prior knowledge of the sample to be treated, namely the experimental group and the control group. The trial of instruments intended to determine the validity and reliability of the instrument. While checking the state of the ability of the initial sample, aims to determine whether the initial ability of the two groups of samples are in balance. Data were analyzed in the form of data analysis capabilities of students to the basic competence earlier. Both groups of samples are assumed to be similar in all respects relevant and differ only in the provision of treatment of learning. The control group was given treatment using modelbased observation of physical symptoms experimental method, while the experimental group was given treatment using model-based observation of physical phenomena guided inquiry method. The time required to complete the learning process assumed to be equal. Before starting the learning activities, carried out scientific attitude data collection using the questionnaire in the experimental class and control class. And after the learning process is completed the two groups were measured analysis capabilities with engineering tests on the fluid material specifically on the static analysis capabilities. The measurement results of the two groups were then analyzed manually berbantukan computer Microsoft Office Excel 2010. The results are used to answer a hypothesis that has been formulated.
Results And Discussion Result From the results can post test in the data analysis capabilities for guided inquiry method shown in histogram 1 below:
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Figure 1. Histogram analysis capabilities graders guided inquiry From the histogram above shows that the 35 most widely acquired by the student as many as five people, while a value of 50, 60, 65 obtained by one person each student. To post test experimental method of data obtained seen in the histogram below:
Figure 2. Histogram analysis capabilities experimental class In addition to the data value groups in post test class guided inquiry and experimentation also be based on scientific attitude of high and low, researchers presented data in the histogram below:
Figure 3. Histogram analysis capabilities of students who have high scientific attitude From the histogram above shows students who scored 55 and 60 at most that 8 students for students who have a high scientific attitude, and one person of students scored 65. 613
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Figure 4. Histogram analysis capabilities of students who have low scientific attitude From the histogram above shows students who scored 25 and 35 at most that 8 students for students who have a low scientific attitude, and 3 students scored respectively 45, 50 and 60. Before the hypothesis testing is done, then the prerequisite test is done, the prerequisite test conducted is a test of normality and homogeneity. Of normality test results obtained using the formula Lillifors following data: Table 2. Summary Table Normality Test Data No The Tested 1 class analytical skills guided inquiry 2 experimental class analytical skills Ability analysis of students with high scientific 3 attitude analytical skills of students with low scientific 4 attitude The ability of high scientific analysis of 5 students' attitudes inquiry method Ability analysis of students' attitudes low 6 scientific inquiry method The ability of high scientific analysis of 7 students' attitudes experimental method The ability of high scientific analysis of 8 students' attitudes experimental method
Lobs 0,158 0,109
Ltabel 0,176 0,176
Decision Normal Normal
0,115
0,176
Normal
0,148
0,176
Normal
0,136
0,249
Normal
0,205
0,249
Normal
0,212
0,249
Normal
0,176
0,249
Normal
While the results of the homogeneity test data is shown in Table 3 beikut: Table 3. Summary of data homogeneity test No Yang diuji χ2score 1 Score guided inquiry method and experiment 0,43 2 Data high and low scientific attitude 3,36 high and low scientific attitude guided inquiry 3 -9,65 method 4 of high and low scientific attitude experimental -9,89 614
χ2tabel 3,841 3,841 3,841 3,841
Decision Homogeneous Homogeneous Homogeneous Homogeneous
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
method After testing the above prerequisites are fulfilled, then the test continued to test the hypothesis using analysis of variance test two lanes, and after the test is done obtained a summary of the test as follows: Table 4. Summary analysis of variance Degrees of Source variance Freedom (DK) Inter group A 1 Inter group B 1 Inter group AB 1 In the group (D) residue 40 Total 43
Sum of Squares (JK) 2255,1 355,1 1760,8 5876,1 10247
squares mean (KR) 2255,1 355,1 1760,8 146,9 -
Fscore
Ftabel
15,351 2,417 11,986 -
F(0,05)= 4,08 -
Summary results of the above analysis of variance analysis adopts formula Budiyono (2009: pp. 215-217) with the provisions of Squares Mean between group A (KRA) is calculated with the formula Sum of Squares between group A (JKA) divided by Degrees of Freedom between group A (DKA) , Then Fhitung calculated using quadratic mean of group A (KRA) divided by Total Quadratic Residues (JKD). The results of the analysis FAhitung> F table (0.05), so it was decided There is the influence of guided inquiry method, experiments and scientific attitude towards the subject matter of students' analytical skills static fluid grade XI MA Muallimat NW Pancor learning year 2014/2015. Likewise for FBhitung and FABhitung. Discussion Hypotheses to-1. There is the influence of experimental methods and guided inquiry to the analytical skills of students. The learning method experimentation and guided inquiry is not much different. The second method is to place students at the center of learning (student centered learning). Application of the method of guided inquiry and experimentation is in line with the theory of discovery learning Bruner, where students are guided and given the freedom to build their own knowledge base and not taught by rote process. As noted in the study of the theory that these two methods give students space to arrange their own cognitive structures in accordance with their age who are in the formal operational stage according to Piaget (Trianto, 2012: 71). At this stage the child is able to think of alternative solutions to problems, develop hypotheses, gather information, build an experiment, to experiment systematic activities independently. So that students can find their own concepts, knowledge and facts about creatively that will last much longer and more meaningful. On learning the experimental method, the initial activities undertaken is to motivate and provoke the curiosity of students through animation about Pascal law, the law of Archimedes and surface tension as shown in the slide show. Before the animation aired, the teacher explains the learning method that will be used first, then notify the learning topics. At this stage most of the students were enthusiastic attention and answer the questions of teachers, even some of the students were able to answer questions correctly and draw up hypotheses for experimental activities to be performed. 615
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The next activity, teachers with students to discuss the measures and their experimental tools and materials used. At this stage the teacher is not too much to explain as all are listed on the worksheet and the students just ask the things that have not been understood. The next stage is to conduct experiments, observe and record the results of experiments conducted in accordance with the procedures indicated on the worksheet. At this stage students in total were involved in the learning activities, students do their own, following a process, observing an object, analyze, prove the hypothesis that has been formulated, and draw their own conclusions about an object in the experiments. In this study the object of observation is a miniature hydraulic pump for material pressures and Pascal law, quail eggs with different water conditions for legal material Archimedes, and the needles are placed on the surface of the water to the surface tension of the liquid material. Each student looks actively interact and discuss with the group, the teacher observes and occasionally giving advice to a group of students in the experiment. The last stage is to present a report on these tests have been done. At this stage the students in each group take to heart every group representatives will present the results of his experiments. Not much different from the experimental method, guided inquiry method also invites students to discover the concept of learning through experiments on the same material. But in practice the teachers more involved in providing guidance and direction to students. The first stage on guided inquiry method is orientation. At this stage the teacher delivering learning method that will be used and give an initial knowledge about the topics that will be discussed. Furthermore formulate hypotheses, teacher serving an animation about Pascal law, the law of Archimedes and the surface tension in the slideshow and posed some questions to help students understand the formulation of the problem and devise hypotheses together with each group in accordance with what has been listed on the worksheet. Furthermore, the data collection process, in this process students are required to work together and active in groups to solve problems that have been granted by the teachers through experiments with working procedures that have been listed on the worksheet. At this stage the students actively interact with other students and teachers, but there are some students who do not participate in the group to collect data that do not understand the concept of learning. Teachers provide full guidance in conducting experiments and advising the conclusion after testing the hypothesis, so most students tend to be passive. The last stage, namely the presentation of the results of tests conducted. At this stage most of the students are sometimes noisy and did not pay attention to the results of the reports submitted by other groups. The factors that influence the significance of differences between experimental methods and guided inquiry, namely; 1) The student worksheet (LKS) for both methods is structured the same, the difference is only in the formulation of hypotheses. For experimental learning methods students are given more space to develop their ideas and a freer expression in determining the hypothetical experiment, while for inquiry method students have supplied two alternatives that can be chosen either to enhance the formulation of the hypothesis that students are not required to develop their ideas; 2) experimental learning method makes students more actively exchanging ideas with other
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students and take advantage of all references to collect data and conduct experiments, so that students better understand the concepts acquired and learning more meaningful. This is in line with the results of research Sayekti, Sarwanto and Suparmi (Journal of inquiry; ISSN: 2552-7893, Vol 1, No. 2, 2012; case: 147) states that the experimental method is able to provide a full opportunity for students to develop skills to find concept, or theory being studied. As well as the results of research Saregar, Sunarno and Search (Journal of inquiry; ISSN: 2552-7893, Vol 2, No. 2, 2013; case: 107) states that the experimental method students more easily understand the concept of the material studied by discussing and communicating issues which was met with a group of friends each. In addition, students are more actively involved in collecting facts, as well as the necessary information through interactive multimedia playback is done repeatedly. Students are also trained in proving that science is studied scientifically and enriching experience with things that are objective. So that the learning more meaningful in practice and is able to optimally enhance students' understanding of the material and produce a physics learning achievement better. Hypothesis 2nd. There is no influence scientific attitude toward students' analytical skills. Scientific attitude is an attitude that must be present in a scientist or a scholar when faced with scientific issues, including; attitude of responsibility, honest, curious, rigorous, expression, and others. Each student has a level of scientific attitude is different, but one example of students is more prevalent in most curiously, the students tend to actively ask the teachers and exchange ideas with other students. However, there are some students had a score of scientific attitude as opposed to the value of learning outcomes. This could be caused by the selection of instructional methods used by teachers, for example, a student who has an attitude of curiosity High could lose this position if the instructional methods used by teachers are not able to provoke the curiosity of students, and vice versa if a student have a curious low will enthusiastically follow the learning process if the process is well conditioned by the teacher. It is also influenced by the interests of students vary to a lesson. Therefore, although it has a low scientific attitude but that students obtain a high learning outcomes and vice versa although it has a high scientific attitude but that students acquire analytical skills are low. This is in line with the results of research conducted by Astuti, Sunarno and Sudarisman (Journal of inquiry; ISSN: 2252-7893, Vol 1, No 1, 2012; case: 57) states that the scientific attitude had no effect on cognitive and psychomotor learning outcomes, but have a significant influence on the affective learning outcomes. Students with high and low scientific attitude has a significant influence on the willingness to accept the lesson, the attention to the teacher's explanations, the willingness to learn the subject matter, the willingness to apply the lessons and others. Hypothesis 3rd. There is the influence of the interaction between the learning method with a scientific attitude towards students' analytical skills. The learning method is a learning tool that provides learning strategies in negotiating the individual differences of students, selected and used by teachers to obtain maximum learning results. While the scientific attitude is the attitude of each student in conducting scientific work during the implementation of the learning takes place. So between teaching methods and scientific attitude has been linked to one another against the analytical skills 617
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of students. Not all students are included in the category of high scientific attitude analytical skills students acquire high. As the results of the research that has been done, the experimental class are treated in the form of an experimental method acquire analytical skills of students is high but the average score low scientific attitude. While the control class with guided inquiry method which acquire analytical skills of students is low, it has a mean score higher scientific attitude.
Cover Knot From the data analysis and discussion can be concluded: 1) There is the effect of the use of experimental methods and guided inquiry to the analytical skills of students. 2) There is no effect of scientific attitude toward analytical skills of students. 3) There is an interaction effect between teaching methods with a scientific attitude towards students' analytical skills. Suggestion 1. determine the influence of guided inquiry learning methods and experimental methods, it is advisable to apply this learning method in the learning process with appropriate materials. 2. Teacher mentors advised not pay much attention variable scientific attitudes of students in a static fluid using guided inquiry method, and vice versa.
Bibliography Antomi Saregar, Widha Sunarno dan Cari. 2013. Pembelajaran Fisika Kontekstual Melalui Metode Eksperimen Dan Demonstrasi Diskusi Menggunakan Multimedia Interaktif Ditinjau Dari Sikap Ilmiah Dan Kemampuan Verbal Siswa. Diunduh di http://jurnal.fkip.uns.ac.id/index.php/sains/article/view/3790/2673 Dikutip pada tanggal 12 Juni 2015 Budiyono. 2009. Statistika untuk Penelitian. Surakarta: UNS Press. Erman Mulyasa. (2006). Panduan Praktis Kurikulum Tingkat Satuan Pendidikan. Bandung: Remaja Rosdakarya. Ika Candra Sayekti, Sarwanto dan Suparmi. 2012. Pembelajaran IPA Menggunakan Pendekatan Inkuiri Terbimbing Melalui Metode Eksperimen Dan Demonstrasi Ditinjau Dari Kemampuan Analisis Dan Sikap Ilmiah Siswa. Diunduh di http://jurnal.pasca.uns.ac.id/index.php/ink/article/view/130/121 Dikutip pada tanggal 12 Juni 2015. Rina Astuti, Widha Sunarno dan Suciati Sudarisman. 2014. Pembelajaran Ipa Dengan Pendekatan Keterampilan Proses Sains Menggunakan Metode Eksperimen Bebas Termodifikasi Dan Eksperimen Terbimbing Ditinjau Dari Sikap Ilmiah Dan Motivasi Belajar Siswa. Diunduh di http://lib.unnes.ac.id/19629/1/4301409047.pdf Dikutip pada tanggal 29 Desember 2014. Sugiyanto. 2007. Pendidikan dan Latihan Profesi Guru (PLPG) Model-Model Pembelajaran Inovatif. Surakarta : UNS Press. Suharsimi Arikunto. 2003. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta : PT Rineka Cipta. Trianto. 2012. Model Pembelajaran Terpadu. Jakarta: Bumi Aksara Undang‐Undang Republik Indonesia Nomor 20 tahun 2003 Tentang Sistem Pendidikan Nasional: CV Duta Nusindo. 618
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The Effects On Student’s Cognitive Science Achievment Using Cooperative Learning Methode: Group Investigation With Small Group Learning 1
1
Yuyun Febriani Universitas Hamzanwadi, Indonesia 1 [email protected]
Abstract This research aims to enhance the student’s cognitive science achievement by using group investigation with small group learning of cooperative learning method. Due to the less comprehensive knowledge in science concepts and its application, high volume of content knowledge and student’s misconception, and also limited time in teaching made the appropriate method become an important way to enhance the student’s cognitive achievement. In this research included 56 first-grade students participated in nonequivalent control group quasi-experiment design. Group investigation-small group learning of cooperative method as an experimental group (n=28) was compared to traditional method as a control group (n=28). The data was collected through academic achievement test. The data analysis result demonstrated a significant difference between the experimental group and control group of overall achievement test (t=3,07; p<0,5) and student who work cooperatively give better performance in academic achievement test on posttest. These show that group investigation with small group learning has more positive effects in enhancing the student’s cognitive science achievement and highly recommended to be used in science class. Keywords: student’s cognitive achievement, group investigation with small group learning, science concept
Introduction In science learning, learning is a process to get the comprehensive knowledge by an observation and experiment, not by read or recognize some concepts based on common theories (Abruscato, 1997). The comprehensive knowledge must be integrated to student selves and their environment. Therefore, science learning has a role in explaining the comprehensive knowledge and must appropriate with science fundamental such as science as the way of thinking, the way of investigating, and as body knowledge (Ann & Jones, 1993). In science class, students have difficulties in learning. There are some problems such us: 1) science consist of more abstract concept; 2) inactive students activity for delivering their arguments and thinking of some concepts even though for concept with deeply analyzed; 3) less comprehensive knowledge of science application in their environment; 4) less comprehensive knowledge for connecting their knowledge with their problems in life; 5) student’s misconception of science concept especially in abstract and deeply analyzed concept. Students do not really understand the fundamental ideas or concepts covered in the class. Even though some of the best students give the right answer but are only using the correctly memorized words and do not know how and why. They fail to understand the whole of some scientific concepts. Many researches show that students give better performance in memorized questions and problem-solving skills, but performed poorly on 619
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conceptual questions (Simsek et al, 2013; Akcay & Doymus, 2012, Karafkan & Aghazadeh, 2015). Therefore, teacher must show them the reasoning process to explain whole concept and concept generalizations. Some topic in scientific concept are more difficulty to understand and many misconceptions such us energy, solution, and so on. Because of these difficulties, many studies and researches were conducted to get better understanding and the appropriate method for teaching and learning. Mayer (1987) reports that research on student’s conceptual misunderstanding of natural phenomenon indicated that new concepts cannot be learned if alternative models that explain a phenomenon already exist in teacher’s mind. This must be connected to student’s mind, so they can imagine and describe that phenomenon. Therefore, active learning methods and techniques, based on student-centered are very important and truly needed for thoroughly understanding in science concepts. One of them is cooperative learning. Cooperative learning is a teaching method and strategy in which students work together in structured groups to achieve the common goal. Classroom situations in cooperative learning are students of all levels of performance work together and help each other to learn, as well as other environment. According to Johnson, Johnson and Holubc, (1994) explain that: Cooperative learning is the instructional use of small groups through which students work together to maximize their own and each others learning. In classrooms where collaboration is practiced, students pursue learning in groups of varying size: negotiating, initiating, planning and evaluating together. Incorporating cooperative learning methods in the instructional steps in teaching requires teachers to change their traditional roles as conveyer of information (Sharon & Sharon 1992). Students work together in their groups and social interaction is crucial in this method (Bennett & Dunne, 1991). Social interaction may guarantees engagement student in a lesson, verbally relaying their opinions and ideas. When they are engaged in learning and get their own understanding, they will have own conscience to educate themselves (Huber, 2003). Students that are involved in cooperative learning achieve many social, psychology and academic benefits. Lazarowitz (1995) and Slavin(1995), after reviewing some researches on cooperative learning, concluded that cooperative learning is effective in improving students’ academic achievement, intergroup relations, and self-esteem. Students achieve more and increase their self-confidence as individuals, develop communication skills and participate actively in this method (Doymuş, Şimşek & Şimşek, 2005). Cooperative learning method is applied in varying models. They are : Learning Together, Student Teams, Group Investigation, Let’s Ask and Learn Together, Jigsaw, and the Reading-Writing-Presentation . In this research, Group Investigation (GI) model with small group learning were used. This model is appropriate in science lesson, especially when the subject matter required group discussion and analysis, and when students were able to collectively suggest ideas and examined them empirically in the laboratory or elsewhere because it encourages students to learn and attracts them to scientific research (Sherman, 1994). The Group Investigation (GI) model was developed by Sharan and Sharan in 1989. In this model, there are four components in learning process, such us investigation, interaction, interpretation, and intrinsic motivation. The primary goal of GI was to create conditions that allow students, in collaboration with their classmates, to participate in the steps of scientific method. Implementation of the GI model usually followed these general 620
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guidelines. The first step of this model is class will be divided into several groups that study in a different phase of a general issue. It determines subtopics and organizes into research groups. In the research group, among members of the group will work together. The second step, groups plan their steps for investigation. The third step, groups carry out their investigation. The fourth step, groups plan their presentations. The fifth step, groups make their presentation and the last step, teacher and students evaluate their project. In all the steps, students pair up the information, arrangement, analysis, planning and integrate the data with the students in other groups. The important thing in this process is teacher must be the leader of the class and ensure that students comprehend their explanations presentations (Sharan & Sharan, 1992) Group work is highly influenced by whether or not group members reflect on their work. Group processing occurs when group members think about what they are must do whether cooperative and uncooperative and decide which actions should be continued or changed (Johnson & Johnson, 2009). Providing time for individual and group reflection will increase the quality of learning process by strengthening intrapersonal and interpersonal competencies (Jones & Jones, 2008). When devising a group, a clear understanding of the meaning of a group and its dynamics is very essential in this model. A group is more than a collection of people. Although, there is no ideal size for cooperative learning, the right size of a group depends on each lesson’s objectives, student’s ages, experiences working in teams, and the available curriculum materials and equipment (Holubec, Johnson, & Johnson, 1994). The size of the total group was shown to be important in implementing corporative learning accurately and should also correlate with the time allotted for objectives. The shorter the time the smaller size of the total groups (Johnson et al., 1991, Tabrizi et al., 2016). Based on the previous research in learning process with inquiry method, researcher found the ineffectiveness learning process in discussion steps with the bigger member of groups and lower responsibility of every student when they are work together also shown. Therefore, in this research smaller member of the group will be used. The purpose of this research is to investigate the effects of group investigation (GI) with small group learning of cooperative learning method, specifically to enhance the student’s cognitive science achievement in science lesson. The specific research question posed is: Are there any significant difference in enhance the student’s cognitive science achievement by group investigation (GI) with small group learning of cooperative learning method in science lesson?.
Methods In analyzing the effect of group investigation (GI) with small group learning, we used the quasi-experimental control group design with pre-test and post-test. In truly experiment, participants are designed randomly. But in the education research especially in learning process, research not always probable to select the samples or participants randomly, because they naturally formed intact group or groups to which participants are assigned for reasons, as student in a class (McMillan & Schumacher, 2006). The participants consisted of two different classes of 120 second grade student of STKIP Hamzanwadi Selong in elementary of teacher training and education department in old semester 2015-2016 academic years. They are divided into two groups, experimental groups with group investigation (GI) with small group learning treatment (n=28) and control groups with traditional treatment (n=28). In order to investigate the differences between two groups in their cognitive academic achievement in science course, academic achievement test was 621
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given to both groups before the treatment as pre-test. Both groups were applied in different method for four months and were given academic achievement as post-test at last. Samples This research used a quasi-experimental with non-equivalent control group designed. Posttest were used to explore the differences of cognitive academic achievement. The sample of this research consisted of a total of 56 students in science course of old semester 2015206 academic years. They are divided into two groups, one group (n=28) as experimental groups with group investigation (GI) with small group learning and other group (n=28) as control group with traditional treatment. Before the beginning of the treatment, groups were given prior information about the method, learning objectives, the instruction process, and assessments. Instruments The data in this research included qualitative and quantitative. For qualitative data, data were collected by interviewing students who had been taken science course and investigating their learning activities, while cognitive achievement test was used for quantitative data. The achievement test consists of 5 questions; each question has own point (20-30 point) depend on the difficulty and high volume of content knowledge. This test was created by the author based on the syllabus and was analyzed its validity and reliability. The validity of instruments was analyzed by two techniques, contents validity by comparing the content of test with syllabus and curriculum and construct validity by doing test to students who were not involved in this research but had previously taken the course in which the whole topics had been taught. The result of the reliability test was analyzed based on the correlation degree (r) with alpha test (Arikunto, 2008). For hypothesis research was analyzed by t-test independent sample, while normality and homogeneity sample have been investigated before. Data Collection Procedures For data collection procedures, the data were collected by pre-test and post-test, while ttest was used for hypothesis research. The sample was divided into two groups, one group was instructed via traditional or conventional treatment as control and other group was instructed via group investigation (GI) with small group learning as experimental group. In control group, class enrolled with traditional treatment. In this class, teacher used the individualistic instructional approach and teacher-centered process in learning. Teacher began the class with opening and asking the students with their life and activities. These activities need around 10 to 15 minutes. Then teacher started for delivering and transferring some concept of science as a required knowledge. After that, the teacher asked some of the students to answer the exercises individually. The last of the learning process, the teacher gave the student’s opportunities for asking some questions which have not understood yet. The interaction in the classrooms that had conventional instruction was typically teacher-initiated and the learner-learner interaction was limited. In experimental group there are four components in learning process, such us investigation, interaction, interpretation, and intrinsic motivation. The first step of this model is class was determined subtopics and organized into research group. Class studies in a different phase of a general issue. Teacher presents the general problem and shows a variety of resources. Student also prepare for this resources before class begin. Then students generate questions. After that class determines subtopics and students come into interest groups. 622
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The second step, groups plan their steps for investigation. Groups choose the question they will seek to answer and determine the resources they need divide the work and assign roles. The third step, groups carry out their investigation. In this steps, student locate the information from a variety of resources, organize and record the data, report their findings to their group mates, discuss and analyze their findings, determine if they need more information, and interpret and integrate their findings. The fourth step, groups plan their presentations. The fifth step, groups make their presentation. In these steps, students prepare their group for presentations. For effectiveness time, two or three groups were enrolled their presentations. The last step, teacher and students evaluate their project. This evaluate become important for enhancing learning process in next meeting. In these steps among members of group will work together. Students pair up the information, arrangement, analysis, planning and integrate the data with the students in other groups. The important thing in this method is teacher must be the leader of the class and ensure that students comprehend their explanations presentations.
Result and Discussion In order to determine the differences between two groups, experimental and control groups, an independent t-test was used to determine whether a statistically mean difference existed among the groups, the group investigation (GI) and traditional treatment based on student achievement test. The pretest and posttest were employed in this research and the result of the test was described below: Table 1 The descriptive statistics of the test score of the control group Treatment Before the course After the course
Number 28 28
SD
8,82 21,5
Mean
60,04 65,5
Table 2 The descriptive statistics of the test score of the experimental group (GI) Treatment Before the course After the course
Number 28 28
SD
6,57 13,74
Mean
70,04 80,28
According to the table above, the mean score of the control group before and after course has not changed significantly. For the experimental group, the mean score has more than before. This data describe that group investigation method give positively influences on cognitive science achievement. For the research hypotheses, the findings of the study were investigated and the independent sample t-test has been used. Hypothesis 1: There is not any significant relationship between control group (traditional treatment) and experimental group (group investigation) before the treatment in enhancing the cognitive student science achievement ( that is the two groups are homogeneous)
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Before the treatment, there was a pretest by student achievement test. It show that there is not any significant difference between two groups, so the t-test has been used. The result of the test has described below: Table 3 The descriptive statistics of the test score of two groups before treatment Group Control Experimental
Number 28 28
SD
Mean
8,82 6,57
60,04 70,04
For the normality and homogeneity, two groups show the homogeneous (F=0,41; Ftable=1,88) and based on the table above, the data show that there is not any significant relationship among two groups (control and experimental group). Hypothesis 2: There is a significant relationship between control group (traditional treatment) and experimental group (group investigation) after the treatment in enhancing the cognitive student science achievement In order to determine the differences between two groups, the independent sample t-test has been used. The data of the two groups in pretest and posttest were described below: Table 4 Independent Sample t-test before treatment Test
Group
Pre test
Control Experimental Control Experimental
Post Test
Number
Degree of Freedom (df)
Sig(p)
54
0,496
4,81
54
0,028
3,07
28 28 28 28
Statistic t
Based on the table 4 above, the significant value of the two groups before treatment at the error level of 0,05 is 0,496 which is more than 0,05. So it can be concluded that there was no statistically significant mean difference among two groups before group investigation method were applied. The difference result was show after treatment with the significant value of the two groups is lower than 0,05 (0,028). The data show that there was a significantly difference between control group with traditional treatment and experimental group with group investigation and show that group investigation method give the positively effect in enhancing the student cognitive science achievement. The National Science Education Standards (NSES, 1996) ) characterized that group investigation is one methode which van be develope not only congnitive aspect but also skill of student such as analysis and evaluation, experimentation and discussion, and explaination of knowledge. In this research also observe the learning process especially in student activeness. The result of this observation show the less comprehensive knowledge in science concepts and its application, less confidence of student especially in discussion process, and more student’s misconception in science concept especially in abstract concept. In learning process, this research give some differences of two groups such as: 1) student in control group show more individuality and dominantly in class; 2) they get difficulties in communicating the concept with each other; 3) less activities of student because of teacher 624
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centered; 4) less confidence, socialization, and gatherness of students. In experimental group show better intergroup relations, and self-esteem. Students achieve more and increase their self-confidence as individuals, develop communication skills and participate actively in this method (Doymuş, Şimşek & Şimşek, 2005). Students that are involved in cooperative learning achieve many social, psychology and academic benefits. Lazarowitz (1995) and Slavin(1995), after reviewing some researches on cooperative learning, concluded that cooperative learning is effective in improving students’ academic achievement (Karafkan & Aghazadeh, 2015). This research also showed some difficulties in experimental group like the limited time in learning because we need more time in investigation and interpretation. So the highly time management will be crucially needed. The lower responsibility of student when investigating and interpretation step also show in this research. According to the data analysis, we can conclude that group investigation method give positively effect to enhance the student achievement. In implementation, absolutely we have to concern in some important things such as: 1) the concept must connect to student experiences and intellectual capacity of student, so they need teacher as facilitator (Dewey, 1983 in Barrow, 2006) and comprehensive knowledge of student characterization will be very needed in learning process; 2) we need more time in every step of learning process (Crawford, 2007), especially in investigation and interpretation steps of group investigation, so the highly time and class management will be crucially needed; 3) the diversities of learning media, method, and other so student will be more active in learning.
Conclusion In this section are discussed taking into account the results of the Group Investigation method of the cooperative learning to enhance the student cognitive science achievement in science lesson and also the recommendations developed for applicators of this method. The group investigation method give the positively effect to enhance the student cognitive science achievement. But the limited time and the lower responsibility of student in learning process especially in investigation and interpretation step also show in this research. So the highly time and class management will be crucially needed. It is also important and recommended for other researcher to do research in the comparison of the methods of cooperative learning with each other and other active learning methods.
References Abruscato, J. (1997). Teaching Childern in Science. London: Allyn & Bacon. Ali Tabrizi, Hojjat Hossein Pourfeizi , Hossein Aslani, Asghar Elmi, Fardin Mirza Tolouei, Hassan Taleb, Reza Rikhtegar. (2016). Effect of small group discussion in residency education versus conventional education. Res Dev Med Education, 5(1).47-49 Ann, C. Howe & Jones. (1993). Engaging Children in Science. California State University Noryhridhe. Arikunto, Suharsimi. (2008). Dasar-Dasar Evaluasi Pendidikan (edisi revisi). Jakarta: Rineka Cipta. Barrow, L.H. (2006). A brief History of Inquiry : From Dewey to Standards. Journal of Science Teacher Education. 17: 265-278. Crawford. (2007). Learning to Teach Science as Inquiry in The Rough and Tumble of Practice. Journal of research in science teaching. 44 (4): 613-642. 625
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Doymuş, Şimşek & Şimşek, 2005. Doymuş, K., Şimşek, Ü., & Bayrakçeken, S. (2004). The effect of cooperative learning method on academic success and attitude in science classes. Journal of Turkish Science Education, 1(2), 103-115. Johnson & Johnson, 2009 Johnson, D. W., & Johnson, F. P. (2000). Joining together: Group theory and group skills. (7 ed.) Boston, MA: Allyn and Bacon. Johnson, Johnson and Holubc, (1994). The new circles of learning: Cooperation in the classroom and school.VA: Association for Supervision and Curriculum Development. Jones & Jones, 2008. Jones, R. M., & Steinbrink, J. E. (1991). Home teams: Cooperative learning in elementary science. School Science and Mathematics, 91, 139–143. Lazarowitz (1995) and Slavin(1995. Lazarowitz, R., Hertzlazarowitz, R., & Baird,J. H. (1994). Learning science in a cooperative setting: Academic achievement and affective outcomes. Journal of Research in Science Teaching, 31, 1121-1131. McMillan, J. H. & Schumacher, S. (2006). Research in education: evidence-based inquiry. (Sixth Edition). Boston, MA: Allyn and Bacon. Mohammad Amin Karafkan, Zahra Aghazadeh. Investigating the Effects of Group Investigation (GI) and Cooperative Integrated Reading and Comprehension (CIRC) as the Cooperative Learning Techniques on Learner's Reading Comprehension. International Journal of Applied Linguistics & English Literature ISSN 2200-3592 (Print), ISSN 2200-3452 (Online) .Vol. 4 No. 6; November 2015 Nilüfer OKUR AKÇAY, Kemal DOYMUŞ. (2012). The Effects of Group Investigation and Cooperative Learning Techniques Applied in Teaching Force and Motion Subjects on Students’ Academic Achievements. Journal of Educational Sciences Research, vol.2 no.1 p:110-123. Sharan & Sharan. (1992_. Expanding Cooperative Learning Through Group Investigation. New York, NY: Teachers College Press. Sherman, S. (1994). Cooperative learning, motivation to learn and academic achievement. In S.Sharan, Handbook of cooperative learning methods. Westport: Praeger. Slavin, R. E. (1995). Cooperative learning: Theory,research, and practice. (2nd ed). Boston: Allyn &Bacon. The National Science Education Standars (NSES). (1996). Inquiry, the learning cycle, and the 5E Instructional Model. Electronic Journal of Science Education. Ufuk ŞİMŞEK, Bayram YILAR, Birgül KÜÇÜK, (2013). The Effects Of Cooperative Learning Methods On Students’ Academic Achievements In Social Psychology Lessons. International Journal on New Trends in Education and Their Implications Volume: 4 Issue: 3.
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Interactive Word Walls In Teaching Vocabulary at The Ninth Grade of SMP it Pancor Kopong in Academic Year 2014-2015 Zahratul Fikni Universitas Hamzanwadi, Indonesia [email protected]
Abstract The objective of this research was to find out the whether using interactive word wall for the ninth grade of SMP IT Pancor Kopong in academic year 2014-2015 is effective or not in teaching vocabulary. The research design of this study used pre-experimental in one group pretest – posttest design to know students’ skills in vocabulary. The participants of the research were the ninth grade of SMP IT Pancor Kopong consists of 20 students. The research instrument used by the writer was vocabulary test, the kinds of test were multiple choice, fill the blank, and matching the word. The data of this research were mainly gathered through the test, pre test and post test. The pre test was administrated to see the students’ ability in vocabulary mastery before used interactive word wall strategy. The post test was administrated to see the students’ progress in vocabulary mastery. After the data were collected, the researcher then analyzed them by using t test formula. The finding of the research showed that: mean score of pre test was 60.25, while mean score of post test was 73.45, and observed was 6.94. the table with df=n-1 (20-1=19) and significance level at 0.05 was 2.31. Based on the data analysis, the alternative hypothesis of this research was accepted because tobserved was higher than ttable (6.94>2.31).it can be concluded that teaching vocabulary using interactive word wall was effective to improve the students vocabulary mastery. Keywords: vocabulary, teaching, interactive word wall
Introduction Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write (Hamer, 2002:255). Vocabulary is a necessary part for all communication. Language learners encounter vocabulary on a daily basis, and must be able to acquire and retain it. As a language teacher, especially English language teacher has main task to help students develop a rich and useful vocabulary inventory. Nation (2001) emphasized that learning vocabulary is a cumulative process and that it must be deliberately taught, learned, and recycled. Students need to encounter vocabulary in various contexts in order to remember it and to develop an understanding of the range of usage of a given word. Teacher teaches student how to use vocabulary to convey their ideas, feeling or knowledge, it also means that teaching speaking, writing, reading and listening cannot be separated from teaching vocabulary. In this case vocabulary should become the first target in English language teaching, especially to students in Junior High School. Learning vocabulary for junior high school is necessary since the ability of the students to study English such as to write and read something, as well as to comprehend the subject is determined by vocabulary, if students’ vocabulary mastery is low, their ability communicate with other not well done. Vocabulary is needed to improve four language skills that include listening, speaking, writing and 627
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speaking. The students who are less in vocabulary, will be difficult in understanding the text, unable to speak English, and difficult to write their own idea. Here vocabulary is so important because it will carry the students in learning process. In the learning vocabulary process, students usually have problems in absorbing the new vocabulary and their meaning. Michael J. Wallace argued “Another teaching problem arises with words which are in the same rough area of meaning or semantic field. Allen and Vallete (1997:57) stated that teaching vocabulary can be meaningful if the teacher conducts the teaching process by combining the available techniques of teaching. One of the available techniques is technique which can make students interested in teaching learning process. It is the technique which uses interactive word wall strategy. Teaching vocabulary using word wall help the students to absorb the vocabulary items in more interesting way and increase their vocabulary achievement. According to Cronsberry (2004:3) word wall is collection of words which are displayed in large visible letters on wall, bulletin board, or other display surface in a classroom. The word wall is designed to be an interactive tool for students or other to use, and contains an array of words that can be used to effective the students vocabulary. When vocabulary may be unfamiliar to students, creating a word wall is one way to help them comprehend and interpret ideas in a text or keep track of new term from a unit of study,. Here the procedures using word wall interactive strategy in teaching vocabulary: First: preparation Select a place in the room for students’ word wall. Large sheets of poster paper or a dedicated whiteboard work well. Make words accessible by putting them where every student can see them. Second building students’ word wall Before the students begin a reading a text, watching a video, or studying new material, assign students, possible working in pairs, a term to define for the class word wall. The teacher can also require students to presents an image or graphic that represents the meaning of this word Associating an image with a word is one way to help students remember definition. The students can also write in large black letters using a variety of background colors to distinguish easily confused word. Teacher should be selective about the words that go on the word wall. Try to include words that children use most commonly in their writing. Third: adding students’ word wall Word should be added gradually. New term can be added to the word wall as needed. Students can also update the definition on their word wall as they develop a deeper understanding of key term. A guideline is five to fifteen words per week. Then use the word wall daily to practice word incorporating a variety of activities,. The teacher cal also dictate a sentence using word from wall, then repeat it word by word as students write it down. Remind the students to begin the sentences with a capital letter, and it with the appropriate and mark. Then ask the students to write down a word which rhymes with a word wall word the teacher say, for example “ number 1 begins with a’ g’ and rhymes with ‘ate’. Then, provide enough practice so that words are read and spelled automatically and make sure that word walls are always spelled correctly. Effective words wall is support the teaching of key words and subject-specific terminology, promote independence reading
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and writing by building vocabulary. Building word wall can be easily integrated into daily activities. A word wall should be organized in a way that is useful to students with addition reflecting the skill or concepts being taught. It an organized collection of words prominently displayed in a classroom. By using word wall in teaching vocabulary mastery, the students of junior high school will get new experience in teaching learning process. They prefer to study in an enjoyable situation and more interestingly. The use of word wall in English language learning has special contribution in making students active and the classroom alive Based on the explanation above, this research is very important because the students of ninth grade at SMP IT Pancor Kopong have some weaknesses of vocabulary mastery. Hopefully, the use of interactive word wall strategy will improve students’ vocabulary in order to achieve the teaching objectives. The research question of this research was “will teaching vocabulary be more effective by using interactive word wall? The aim of this research was to find out the effectiveness of using interactive word wall in teaching English vocabulary.
Research Methodology Research design Kinnear in Creswell (1999:35) states that research design is basic plan, which guides the data collection and analysis phases of the project. According to Sugiono (2012, p.108), the experimental design divided into four, namely preexperimental design, true-experimental design, factorial experimental, and quasi experimental. This research was categorized into an experimental research. Creswell (2008) says that experimental is a procedure in quantitative research which the investigator determines whether an activity or material makes a difference in results for participants. The research design of this study used pre-experimental design in one group pretest – posttest design to know students’ skills in vocabulary. It means that the writer examined and analyzed the data, which were obtained after giving the treatment to the subject. In this case, the writer analyzed students’ vocabulary mastery after giving treatment by using interactive word wall strategy. This design is described as follows: Group Pretest Treatment Posttest A
O1
X
O2
Time In this case, the population of this study was all of students the eighth grade of SMP IT Pancor Kopong in academic year 2015/2016 that consisted of 20 students (only one class). Sample is representative amount of a population (Sugiyono 2011:62). Another expert states that sample is some or part of investigated population (Arikunto, 2006: 131). She also states that if the population is less than one hundred, it is better to take all of the population as the sample or subject of the research, but if the number of the population is more than one hundred, it is suggested to take 10 – 15%, 20 – 25% or more. Based on the statement above, the researcher take all of the eighth grade students as the sample because less than one hundred students.
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Instrument Creswell (2008:641) states that instruments are tools for measuring, observing, or documenting quantitative data. These instruments may include a test, a questionnaire, a tally sheet, a log, an observational checklist, an inventory, or an assessment instrument. Research instrument in this study was a set of test on vocabulary. The test items were developed by the researcher based on vocabulary that learnt by students of junior high school. The kinds of test in this research were multiple choices, fill in the blank, and matching the word. The formats were made in the following form: a. Multiple choices tests that consist of 20 items. The students must choose the correct answer. The score of each item was 2, so the total scores was 40 b. Fill in the blank test consist of 10 items. The students must choose the correct answer. The score of each item was 3, so the total scores was 30 c. Matching word test consist of 10 items. The students must choose the correct answer. The score of each item was3, so the total scores was 30. The total score all of the kinds of test was 100 Data collection In data collection, the writer took the data from pre test and post test. A pre-test was used to measure the students’ previous knowledge of vocabulary. A post - test was also used at the end of the study to measure whether there was a significant change on the learners’ vocabulary mastery after receiving the interactive word wall strategy . Data analysis After the data was collected, the data analysis was done to determine the effectiveness of the treatment .The data obtained from research result was the results of students test that were analyzed quantitatively. Quantitative analysis was done using statistics which was called statistical analysis or inferential statistics. The quantitative data of this research was analyzed by using statistical computation. This technique was used to find the significant difference on the students’ vocabulary mastery after being taught by using word wall strategy. After getting the data from pre test and post test, the researcher analyzed the data by using formula of t-test t=
Result In these research results, the writer discusses the result of her research in the field. Those findings include: the result of pretest and posttest which were given to the ninth grade of SMP IT Pancor Kopong which consist of 20 students. After collecting the data from the achievement test of the students, the writer obtained the data of students score as follow: Table 1. The Result of Students’ Scores No 1 2 3 4
Pre test Posttest Difference 51 62 58 74
68 64 63 83
17 2 5 9
Difference squared 289 4 25 81 630
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5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 N=20
61 72 51 51 52 61 51 61 51 61 63 61 68 62 62 72 1205
84 83 51 62 61 69 83 74 59 81 78 82 78 72 90 84 1469
23 11 0 11 11 8 32 13 8 20 15 21 10 10 32 12 Σ 269
529 121 0 121 121 64 1024 169 64 400 225 441 100 100 1024 144 Σ 5046
After the writer knew the result of test which was given to the students, and obtained the result of differences between pretest and posttest, the writer would calculate the score below: Mean Mean is used to find out the average scores. It is the most efficient measurement of central tendency. Mean is calculated by summing all the scores of the comparison between pretest and posttest, and then dividing the sum by the number of scores. To calculate the Mean, the writer used the formula as follow: Σ M = Σx = 269 N = 20 X = = 13,45 Standard deviation Standard deviation is the average variability of all score around the mean. To calculate the standard deviation of the scores result above, the writer used the formula as follow: S ∑ ∑x
= = 5046 = 269
S
= = = = 8.66 631
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
tobserved Based on the result of data analyzed, the writer used the following t-test formula: t x n s
= = 13.45 = 20 = 8.66
t
=
t
=
t t
= = 6.94
Degree of Freedom To calculate degree of freedom, the writer used degree of freedom formula: Df = n-1 n = 20 df = n-1 (20-1)= 19
Discussion From the calculation above, the writer found the result of the pre-tests and post-tests of the result students. The writer made statistical calculation by applying t-Test formula to see the influence the treatment before and after of using interactive word wall strategy. Mean of pretest scores was 60.25 1. Mean of posttest scores is was 73.45 2. Mean of comparison between pretest and posttest was 13.45 3. The standard deviation was 8.66 4. The t observed was 6.94 5. The degree of Freedom was 19 6. The t table from degree of freedom 19 was 2.31 Based on the data analysis above, the writer concluded that tbserved was higher than t table that was 6.94> 2.31 at the significance level 0,05. It means that the alternative hypothesis was accepted. There were significant differences of scores which were gotten by students between pretest and posttest. It means that the treatment given t the students was significant to improve the student’s vocabulary mastery, so interactive word wall strategy effective to improve the student’s vocabulary mastery in learning English.
Conclusion Based on the data analysis above, teaching vocabulary by using interactive word wall strategy to ninth grade of SMP IT Pancor Kopong was effective, it can be seen the students score test after the treatment where they got more improvement, the mean score in pre test 60.25, while in posttest was 73.45. t observed was 6.94. We can see that t observed > t table 6.94>2.31). It means that the hypothesis was accepted. It can be concluded that interactive word wall strategy was effective to improve the student’s vocabulary mastery in learning English. 632
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References Blachowicz, C. L. Z., & Fisher, P. (2000). Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (Vol. III, pp.503-523). Mahwah, NJ: Erlbaum Associates Brown, H. (2001). Teaching by Principles An Interactive to Language Pedagogy. San Francisco:Longman Cameron, L. (2001). Teaching Language to Young Learners: The Edinburg Building. Cambridge: Cambridge University Press Chen, L. (2003). A survey of English vocabulary instruction to nonEnglish majors in Chinese common colleges and universities (Unpublished MA Dissertation). Huazhong Efendi, Erfan, 2013. The Use of Games To Improve Vocabulary Mastery. Malang Harmer, J. (1993). The practise of English Language Teaching.London: LongmanHeinich, McKeown, M. G. & Beck, I. L. (2004). Direct and rich vocabulary instruction. In J. F. Baumann, & E. J. Kame’enui(Eds.), Vocabulary instruction: Research to practice. New York: Guilford Press. Pinter, A. (2006). Teaching Young Language Learners. Oxford: Oxford University Pres. Swan M. and. Walter C. (1984). The Cambridge English course 1. Cambridge University Press, Wallace, Michael, J, 1982. Teaching Vocabulary, Heinemann Education Books
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Digitalisasi Bahasa Sasak: Upaya Edukasi Siswa Tentang Urgensitas Pemertahanan Bahasa Daerah Zainul Muttaqin Universitas Hamzanwadi, Indonesia [email protected]
Abstract As technology advances quite rapidly turned out to have a considerable impact seriously on the shift and the extinction of the local language (Sasak). As for concrete actions that can be done now is give the education perspective to the student with utilize the role of digital media in the middle of the advancement of the technology. Given the digital media is already starting to get into remote areas. Presumably this is considered as a way to maintain proper vernacular (Sasak). Using the concept of digitizing Sasak language as the medium of education are expected to provide solutions to the preservation efforts of the local language (Sasak) which slowly began to be abandoned by its speakers, especially the students. Keywords: digitization, preservation languages, sasak, education languages
Pendahuluan Pesatnya perkembangan bahasa Indonesia menjadi bahasa Nasional dan bahasa resmi Negara kita tentu sangat menggembirakan. Hampir semua generasi terdidik atau terpelajar menjadi penutur bahasa Indonesia dalam kehidupan sehari-hari. Dalam dunia akademis pun bahasa Indonesia telah menjadi bahasa resmi. Pengajaran di sekolah, kampus, lembaga kerja maupun instansi lainnya. Disamping itu juga buku-buku, jurnal, makalah, media massa cetak maupun digital, radio, televisi dan dunia maya marak menggunakan bahasa Indonesia. Sehingga tidak heran kalau banyak orang tua di daerah yang menyikapi hal tersebut dengan membekali anak-anak mereka sedini mungkin dengan penguasaan bahasa Indonesia dengan harapan anak-anak bisa dengan mudah memahami atau mencerna pelajaran serta penyampaian guru yang secara massal menggunakan bahasa Indonesia. Demikian pula interaksi sosial di tempat umum juga mengurangi ruang gerakpenggunaan bahasa Sasak dengan bermunculan pusat belanja yang dahulunya disebut pasar merupakan interaksi warga masyarakat, sekarang telah berganti menjadi pasarmodern (swalayan) yang tidak memberi peluang terjadinya interaksi dalam bentukkomunikasi verbal, bahkan antara pembeli dan penjual/pemilik barang dagangan puntidak terjadi interaksi sosial karena menggunakan sistem komunikasi mesin, sepertikomputer dan sejenisnya. Pemberian nama permukiman, pusat belanja, merek dagang, dan iklan juga memperbesar peluang penggunaan bahasa asing di Lombok. Tidak mengherankan kemudian kalau fenomena ini menimbulkan efek bola salju bagi bahasa daerah yang semakin dimarjinalkan oleh penuturnya sendiri. Dalam interaksi sosial terjadi saling mempengaruhi. Orang yang lebih aktif akan mendominasi interaksi itu. Dengan kata lain, apabila sesuatu bahasa lebih banyak dipakai, maka bahasa itu akan berkembang. Sebaliknya, bahasa yang tidak banyak dipakai, kosakatanya akan terdesak oleh pemakaian bahasa yang lebih dominan. Jikahal ini berlangsung terus, maka kepunahan sesuatu bahasa sudah dapat diramalkan (Pateda, 1987:27). 634
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Sehingga tidak mengherankan kalau Anonby dalam Arka (2004:3) sangat mewanti hal tersebut dengan mengatakan “Rapid change often occurs when there is extensive bilingualism, which can lead to one language being lost altogether” yaitu salah satu bahasa akan menjadi lebih dominan, menjadi bahasa mayoritas sedangkan yang lain akan terancam kepunahan. Memang secara hukum, seperti yang termaktub dalam penjelasan pasal 36 UUD 1945, keberadaan bahasa-bahasa daerah di Indonesia dilindungi dan dipelihara oleh negara. Dalam UUD itu pula tersurat bahwa bahasa daerah merupakan bagian dari kebudayaan Indonesia yang hidup sehingga perlu dibina dan dipelihara. Sehingga, berbagai upaya pemertahanan bahasa daerah pun telah dilakukan. Salah satunya adalah melalui pendidikan yaitu pengajaran bahasa daerah di sekolah-sekolah. Akan tetapi, pemertahanan bahasa melalui pendidikan mengalami kebuntuan. Alasannya, tidak semua orang di daerah bisa mengakses dunia pendidikan. Melihat perkembangan positif dari teknologi komunikasi saat ini yaitu dapat mempermudah relasi dalam masyarakat. Sebagaimana yang terlihat dalam produksi alatalat komunikasi yang canggih, seperti telepon genggam (hand phone), televisi (TV) dan internet. Para pebisnis, pekerja, tokoh masyarakat, civitas akademika, pemuda, kalangan terpelajar bahkan para petani di Lombok banyak menggunakan gadget yang terbilang cukup canggih. Berangkat dari fenomena tersebut. Maka, penulis mencoba menawarkan pola pemertahanan bahasa melalui media digital (digitalisasi bahasa Sasak) dengan beberapa pertimbangan. 1).Analisis lembaga intelijen Amerika Serikat, CIA, menyebutkan bahwa jumlah pengguna ponsel di Indonesia cukup tinggi. Mencapai 236,8 juta pelanggan seluler (www.Inet-detik.com).Bisa dikatakan bahwa 95 % penduduk Indonesia memiliki handphone khususnya suku Sasak. Hal senada juga dilaporkan Jounal Globe bahwa Indonesia berada di urutan kelima sejagat yang warganya gandrung pada ponsel China, India, Amerika, Brazil, Indonesia dan Rusia (www.theglobaljournal.com). Asosiasi Penyelenggara Jasa Internet Indonesia (APJII) juga memproyeksikan jumlah pengguna internet di Indonesia pada 2013 meningkat sampai 30 % (www.tekno-liputan6.com). Sekitar 30-50 % sudah memiliki laptop, tabletdan Komputer. 2). Akses internet yang murah dan bisa dijangkau oleh semua kalangan khususnya kalangan pedesaan. Apalagi di beberapa kecamatan di Lombok sudah bisa menikmati fasilitas dari mobil Internet Keliling secara gratis. Hal ini senada dengan apa yang dikatakan oleh PT. Telekomunikasi Indonesia (Telkom) yang berencana membangun 1 juta jaringan internet nirkabel (WiFi) yang tersebar di seluruh Indonesia pada tahun 2013. Disamping itu, Telkom juga telah menyediakan 100 ribu WiFi di seluruh sekolah di Indonesia, termasuk di sekolah-sekolah agama (www.tekno-liputan6.com) 3). Lebih peraktis, artinya dalam satu gadget masyarakat bisa melakukan banyak hal seperti; membuka kamus offline, membaca cerita rakyat suku Sasak, bermain game Sasak, dll yang bisa dilakukan lewat satu alat yaitu HP atau Tablet, Leptop maupun PC. Oleh karena itu, pertanyaan yang ingin dijawab dalam artikel ini yaitu bagaimana langkahlangkah dan konsep digitalisasi bahasa Sasak dalam upaya memberikan edukasi pada siswa tentang urgensitas pemertahanan bahasa daerah (Sasak)?.
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Kerangka Pikir Digitalisasi Digitalisasi merupakan terminology untuk menjelaskan proses alih format media dari bentuk analog [biasa] menjadi bentuk digital. Secara teknis digitalisasi adalah proses perubahan segala bentuk informasi yang dikodekan ke dalam bentuk bit (binary digital). Dalam peraktiknya, digitalisasi menjadi solusi untuk mengatasi keterbatasan dan ketidakefesienan pada ruang analog. Proses teknologi digunakan untuk memperoleh efesiensi dan optimalisasi dalam berbagai hal terutama dalam kasus digitalisasi bahasa Sasak kali ini. Hal ini bisa dicontoh dalam mega proyek Gutenberg yang mendigitalkan buku-buku bersejarah abad 14-an hingga kekinian semisal buku Republik karya Plato, buku Hamlet karya William Shakespeare (Rita, 2004:1). Dalam kontek digitalisasi bahasa Sasak berarti mengemas bahasa Sasak dengan format digital yang bisa menjadi cawan atau wadah informasi pemertahanan bahasa Sasak. Mengenai teknik dan langkah-langkahnya akan dipaparkan dalam pembahasan. Kenapa harus digitalisasi?. Ada beberapa alasan sebagaimana yang telah dijelaskan di bab pendahuluan, yaitu 1). Merebaknya akses dunia digital dalam kehidupan sehari-hari masyarakat Lombok. 2). Hampir semua orang sudah memiliki handphone dan handphone pintar (Smart Phone) yaitu bisa mengakses internet, multimedia dll dan setengahnya sudah memiliki prangkat seperti PC, Leptop dan Tablet. 3). Naskah penting Lombok yang berbahasa Sasak seiring berjalannya waktu akan lapuk dimakan usia. Melalui digitalisasi ini, setidaknya bisa menyelamatkan warisan leluhur tersebut. 4). Memberikan kemudahan bagi orang Sasak yang berada di tanah rantau untuk tetap bisa mengakses maupun membaca bahasa mereka melalui jaringan online maupun offline. 5). Buku-buku berbahasa Sasak tergolong mahal, susah diperoleh dan cendrung monoton alias cepat membosankan. 6) Praktis, yaitu memudahkan masyarakat untuk belajar dan mengakses bahasa Sasak maupun serba-serbi dunia Sasak cukup lewat HP, Tablet, Leptop dan PC. 7). Mobilitas, artinya membaca cerita rakyat Sasak, jenis permainan tradisional, membaca kamus Sasak, Tebak kata, dll bisa dilakukan di mana saja tanpa harus duduk di satu tempat. Kemudian, digitalisasi seperti apa yang akan dilakukan dalam pemertahanan bahasa Sasak?. Adapun konsep digitalisasi yang akan diupayakan adalah digitalisasi portable dalam bentuk software offline dan online. Kenapa?, digitalisasi software offline akan memerikan kemudahan bagi masyarakat yang memiliki perangkat digital untuk mengakses bahasa Sasak meskipun tidak memiliki pulsa, dengan persyaratan bahwa software tersebut sudah diunduh terlebih dahulu. Kemudian digitalisasi software online bisa digunakan oleh masyarakat yang memiliki pulsa untuk berselancar mengakses bahasa Sasak yang akan diformulasikan dalam bentuk Game, Puzzle, dll. Ada nilai plus jika menggunakan software yang online yaitu orang yang mengakses bisa berintraksi dengan orang lain yang juga sedang mengakses permainan yang sama. Pemertahanan Bahasa Gejala pemertahanan bahasa merupakan salah satu objek kajian dalam Sosiolinguistik. Menurut Fishmen dalam Sumarsono (Sumarsono,1993:1) bahwa pemertahanan bahasa sangat terkait dengan perubahan dan stabilitas penggunaan bahasa di satu pihak dengan proses psikologis, sosial, dan kultural di pihak lain dalam masyarakat multi bahasa. Adalah suatu kenyataan bahasa selalu berubah. Ini adalah hukum alam, dan tidak bisa dicegah. Yang memprihatinkan adalah jika perubahan tersebut bersifat negative, dan
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mengarah pada ke kematian bahasa. Dalam konteks Indonesia, bahasa Indonesia dan bahasa Melayu regional telah terbukti mengancam bahasa daerah minoritas. Karena bahasa memang selalu berubah, yang diharapkan adalah perubahan yang berkelanjutan yang positif dan stabil. Artinya, bahasa tersebut tetap dipergunakan oleh masyarakat tuturnya dan diturunkan kepada generasi berikutnya secara berkelanjutan. Inilah konsep/pengertian pemertahanan. Dalam pengertiannya ini, bahasa bertahan secara dinamis walapun mengalami perubahan (dalam sub-sistemnya, misalnya leksikon, bunyi dan konstruksi-konstruksi tertentu) dari generasi ke generasi. Hal senada juga dikatakan oleh Arka (2004:3) bahwa untuk bahasa minoritas, terpinggirkan, dan terancam punah, masalah pemertahanan bahasa menjadi isu dan mesti dilakukan penuh kesadaran dan dengan berbagai upaya. Karenanya, definisi pemertahanan bahasa yang ada biasanya dikaitkan dengan pemertahanan bahasa untuk bahasa terdesak/minoritas, yang didalamnya terkandung usaha terencana dan sadar untuk mencegah merosotnya penggunaan bahasa dalam kaitan berbagai kondisi tertentu, yang bisa mengarah ke perpindahan bahasa (language shift) atau ke kematian bahasa (language death). Berbicara pemertahanan bahasa tidak bisa dilepaskan dari pembahasaan mengenai pergeseran bahasa. Ada beberapa faktor yang mempengaruhi pergeseran dan punahnya sebuah bahasa yaitu kedwibahasaan, industrialisasi, urbanisasi, jumlah penutur, konsentrasi pemukiman dan kepentingan politik yang sering dianggap sebagai penyebab utama bergeser atau punahnya sebuah bahasa. Hal senada juga dikatakan oleh Chaer dan Agustina (Chaer, 2004:142) bahwa pergeseran bahasa menyangkut masalah penggunaan bahasa oleh seorang penutur atau sekelompok penutur yang terjadi akibat perpindahan dari satu masyarakat tutur ke masyarakat tutur lain. Sedangkan Sumarsono dan Partan (Sumarsono, 2002:124) menjelaskan bahwa pergeseran bahasa berarti suatu komunitas meninggalkan suatu bahasa sepenuhnya untuk memakai bahasa lain. Pristiwa pergeseran tersebut juga disebabkan oleh adanya ketirisan diglosia, dimana bahasa daerah sebagai bahasa R (baca: rendah) tidak lagi digunakan di dalam ranah rumah. Keluarga muda di daerah-daerah pada umumnya sudah enggan menggunakan bahasa daerah masing-masing dalam percakapan sehari-hari karena mereka sudah dikepung oleh berbagai fasilitas seperti TV, radio, internet, telepon, dan media cetak yang sebagian besar menggunakan bahasa Indonesia. Gumperz (1971:101) mengatakan dalam suatu wilayah dimungkinkanhidup beberapa varietas bahasa secara berdampingan, sehingga bentuk interaksinya cenderung bersifat alih kode dan campur kode. Hal tersebut terjadi akibat masyarakat tuturnya berbahasa secara multilingual (Fasold, 1984:235). Oleh karena itu, kelangsungan hidup bahasa-bahasa daerah dapat diwujudkan melalui dua cara, yaitu pemertahanan dan pembalikan pergeseran. Agaknya cara yang kedua itu sulit diupayakan dan biayanya cukup besar. Cara yang pertama, yaitu pemertahanan bahasa masih mungkin dilakukan, yaitu dengan cara mencegah terjadinya ketirisan diglosia dan mempertahankan fungsi bahasa daerah sebagai bahasa R. Upaya ini harus dilakukan oleh semua pihak dan di semua aspek kehidupan. Disamping itu, usaha pemertahanan bahasa agar tetap dipakai dan dihargai, terutama sebagai identitas kelompok, dalam masyarakat bahasa yang bersangkutan yaitu melalui pengajaran, kesusastraan, media massa, dan lain-lain. Secara umum pemertahanan bahasa merupakan keputusan untuk tetap melanjutkan pengunaan bahasa secara kolektif oleh sebuah komunitas yang telah menggunakan bahasa tersebut sebelumnnya (Fasold, 1984:220). Lebih lanjut, Fasold juga menyatakan bahwa pemertahanan bahasa ini merupakan kebalikan atau sisi yang berlainan dari pergeseran 637
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bahasa; yaitu di mana sebuah komunitas memutuskan untuk mengganti bahasa yang telah digunakannya atau memilih bahasa lain sebagai ganti bahasa yang telah digunakannya. Dengan kata lain, dalam pemertahanan bahasa suatukomunitasatau kelompok bahasa secara kolektif memutuskan untuk terus menggunakan bahasa ibu mereka tanpa mau menggunakan bahasa pendatang. Ketika sebuah komunitas tutur mulai memilih bahasa baru dalam daerah sebelumnya dicadangkan untuk yang lama, ini mungkin merupakan tanda bahwa pergeseran bahasa sedang berlangsung. Jika anggota komunitas tutur adalah monolingual dan tidak memperoleh bahasa lain secara kolektif, maka mereka jelas mempertahankan pola penggunaan bahasa mereka. Oleh karena itu, dibutuhkan sebuah komitmen dalam pemertahanan sebuah bahasa. Hal ini dikarenakan tingkat kemajuan ilmu pengetahuan masyarakat yang mengalami progress cukup baik, serta semakin banyak bahasa–bahasa asing masuk ke dalam kehidupan masyarakat. Hal tersebut bisa kita lihat dari maraknya perusahaan yang menyertakan kemampuan bahasa asing sebagai persyaratan utama untuk menjadi pegawai ditempat tersebut. Hal sama juga terjadi di dalam dunia pendidikan, bahasa asing juga menjadi mata pelajaran wajib serta sebagai syarat utama kelulusan. Namun dilain hal, bahasa nasional maupun daerah kurang mendapat perhatian. Berdasarkan pemaparan di atas, penulis melihat ada beberapa pemikiran praktis yang dapat dijadikan dasar untuk mempertahankan bahasa Sasak; Pertama, Loyalitas menggunakan bahasa Sasak dalam berbagai kesempatan, misalnya tetap menggunakan bahasa ibu di dalam rumah baik itu saat makan atau kumpul, di forum pertemuan warga seperti; arisan, yasinan, rapat warga, dan di lembaga pendidikan, instansi pemerintahan dll. Kedua adalah menghidupsuburkan pemakaian bahasa Sasak dimedia massa (cetak dan elektronik), seperti Koran, Buku-buku, Majalah, Radio, dan Televisi. Proses digitalisasi bahasa Sasak ini juga akan selaras dengan salah satu fase teori penyebab terjadinya kedwibahasaan seperti yang diutarakan Moag dalam Pride (1982:90) proses ekspansi dan institusionalisasi. Yaitu bagaimana pemertahanan bahasa Sasak melalui media digital bisa dikonsumsi oleh orang-orang yang berkecimpung dalam dunia institusi dengan aktifitas yang tidak bisa dilepaskan dengan dunia digital. Juga, penyebaran pemertahanan bahasa Sasak akan dirasakan ketika orang-orang kota dan orang desa melakukan perjalanan jauh dengan tetap membawa perangkat digital mereka. Urgensitas Edukasi Pemertahanan Bahasa pada Siswa Sebagaimana yang dipaparkan dalam bab pendahuluan bahwa pemertahanan bahasa daerah sudah ditetapkan dalam UUD’45 pasal 36 yang secara jelas mengatakan bahwa bahasabahasa daerah di Indonesia dilindungi dan dijaga oleh Negara. Kartomihardjo (1988:5) menyatakan bahwa hidup dan berkembangnya budaya akan berjalan seiring dengan perkembangan bahasanya. Budaya yang mapan akan tercermin pada kemapanan bahasanya atau sebaliknya kemapanan bahasa akan menggambarkan kemampanan budayanya. Adapun beberapa alasan kenapa siswa perlu untuk diedukasi tentang urgensitas pemertahanan Bahasa Daerah (Sasak): 1). Maraknya bahasa pendatang yang di tanah Lombok. 2). Penggunaan bahasa Indonesia di institusi pendidikan yang kemudian memaksa para siswa/mahasiswa untuk menggunakan bahasa Indonesia. 3). Banyaknya instansi maupun LPK yang mengadakan kursus bahasa asing. 4). Kontak bahasa masyarakat Lombok dengan dunia luar yang kemudian berdampak pada lebih condongnya menggunakan bahasa luar daripada bahasa daerah sendiri. 5). Mulai menipisnya 638
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pengetahuan siswa Sasak sendiri tentang beberapa dongeng, folklore, pantun, bahkan bahasa Sasak sendiri. 6). Tindakan-tindakan real yang dilakukan pemerintah daerah dalam mencegah pergeseran dan kepunahan bahasa Sasak dianggap masih rendah. 7). Kurangnya kesadaran siswa dan masyarakat Sasak mengenai pentingnya bahasa Sasak. 8). Menipisnya tradisi ritual yang dibarengi dengan mengilangnya bahasa ritual, diperparah lagi oleh faktor hostoris-politis dengan diberlakukannya sistem pemerintahan dan kepemimpinan lokal dan regional. 9). Adanya kecenderungan pemekaran sampai pada tingkat desa, sehingga kesatuan adatnya juga terpecah, dan tidak ada lagi kosolidasi secara bersatu dari satu entis ini untuk memperjuangkan kepentingan bersama dibawah kepemimpinan tunggal adat. 10). Terancam punah, ini adalah alasan yang sangat mendasar perihal kenapa bahasa daerah (Sasak) perlu untuk dipertahankan. Menurut kepala bidang peningkatan dan pengendalian bahasa badan bahasa kementrian pendidikan nasional, Sugiyono mengatakan bahwa di abad 21 ini sekitar 10 % saja dari bahasa Indonesia yang akan bertahan. Dari 746 bahasa Indonesia kemungkinan akan bertahan adalah sekitar 75 saja (www.voaindonesia.com). Untuk mengantisipasi hal tersebut maka perlu dilakukan pemertahanan bahasa daerah dengan cara mengedukasi pelajar tentang pentingnya menjaga bahasa daerah.
Pembahasan Pada bagian ini akan dipaparkan prihal upaya atau langkah-langkah dalam digitalisasi bahasa Sasak, konsep digitalisasi bahasa Sasak dan upaya edukasi siswa dalam mempertahankan bahasa daerah melalui digitalisasi bahasa. Upaya Digitalisasi Bahasa Sasak. Ada beberapa upaya yang bisa ditempuh dalam proses digitalisasi bahasa Sasak yaitu: Document Capture Merupakanperubahan format dari bentuk asli kedigital (PDF). Document Capture dapat diproses dengan dua cara, yaitu 1) dengan proses scaning (untuk jenis format awal yang terdiri dari buku, dokumen, naskah, laporan, foto, gambar yang berbentuk kertas). 2) proses konversi (untukformat awal dalam bentuk file. Adapun jenis-jenis format awal dokumen terdiri dari: Text (buku, dokumen, naskah, arsip surat, laporan) Image (foto, gambar, lukisan, peta) File (MS Word, Excel, Page maker, JPG format) Audio nalog (cassette) Video analog (Video vhs) Document Management Merupakan pengolahan data bibliografi koleksi digital. Dokumen digital bahasa Sasak yang ada, diolah dengan software tersendiri misalnya: Winisis, Acrobat reader search, New Spektra dll. Untuk melakukan digitalisasi diperlukan beberapa perlengkapan /peralatan antara lain komputer yang merupakan salah satu mesin pengolah data mutakhir ( Rita, 2004:2). Upaya Edukasi Siswa Mempertahankan Bahasa Daerah Melalui Digitalisasi Bahasa Jika fokus pembicara adalah isi komunikasi maka lingkungan suatu bahasa itu disebut ilmiah (formal); namun jika jika fokus pembicara adalah bentuk bahasa, maka lingkungan bahasa itu disebut tidak ilmiah. Berangkat dari fenomena tersebut maka digitalisasi bahasa Sasak melalui media online dan software adalah cara untuk menggabungkan kedua lingkungan komunikasi tersebut. Siswa merupakan medium dasar yang bisa dijadikan sebagai segmen awal untuk melakukan edukasi tentang pentingnya menjaga bahasa (Language maintenant) dari kepunahan itu sendiri. Karena siswa juga menjadi salah satu medium perantara pemunahan 639
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bahasa. Hal tersebut terjadi ketika mereka sering berinteraksi dengan dunia digital (Sosmed, SKH Online, dll). Melihat animo siswa sekarang lebih condong menikmati dunia digital dalam kehidupan sehari-hari mereka, entah itu berinteraksi dengan kawan, keluarga, guru melalui sosmed (BBM, WA, Line, Instagram). Perilaku tersebut secara perlahan menggerus pengetahuan mereka tentang bahasa, budaya, kesenian dan adat mereka sendiri. Ketika para siswa tersebut dilarang terlalu dekat dengan dunia digital juga memiliki dampak psikologis tersendiri. Oleh karena mendidik mereka dan mengajak mereka untuk terlibat dalam menjaga bahasa daerah (Sasak) melalui media digital menjadi opsi yang tepat. Adapun proses edukasi ini siswa diajak untuk ikut terlibat (kontribusi) dalam membuat pola dalam digitalisasi bahasa Sasak. Dalam konteks ini siswa akan diajak untuk ikut berkontribusi dalam mendigitalkan bahasa daerah (Sasak). Disamping mendigitalkan bahasa sasak, juga dilakukan pendigitalan jenis permainan tradisional Sasak, nama desa, nama lokasi wisata, makanan khas tiap desa, nama alat musik tradisional Sasak, dll. Oleh karena itu, dalam digitalisasi bahasa Sasak kali ini akan dibagi ke dalam dua katagori yaitu game dan non-game. Katagori game ada dua yaitu game online dan game offline. Kemudian katagori non-game seperti perkamusan, istilah bahasa Sasak, dll. Game Online Permainan tradisional merupakan kegiatan yang dilakukan untuk menyenangkan hati dengan alat-alat yang berasal dari lingkungan sekitar. Permainan tradisional Sasak bisa dilakukan oleh orang dewasa maupun anak-anak. Akan tetapi permainan tradisional ini lebih banyak dilakukan oleh anak-anak. Beberapa manfaat yang bisa diperoleh dari permainan ini yaitu mengembangkan potensi dan kreativitas dan mental. Permainan ini mengajarkan anak untuk bisa menerima kenyataan hidup. Dengan kemenangan tidak mengajarkan anak untuk sombong, takabbur akan tetapi tetap merendah dalam kejayaan. Begitu pula dengan kekalahan tidak mengajak anak-anak untuk pesimis, merendah dan putus asa, akan tetapi ikhlas menerima kenyataan karena hidup pasti ada yang menang dan kalah (Sudirman, 2007:99). Suku Sasak memiliki berbagai jenis permainan tradisional yang membutuhkan teman atau lawan seperti; Prisean, Selodor, Gansing, Bageq-an, tek-tekan, Bageq-an, besiloqan, belanjakan, Cipuci-puci,dll. Permainan tradisional Sasak ini kiranya penting untuk tetap dijaga dan dilestarikan mengingat maraknya serbuan permainan modern yang secara tidak langsung membuat permainan tradisional kian terpinggirkan bahkan terancam punah. Sehingga efeknya adalah anak cucu kita tidak akan pernah tahu jika sukunya memiliki permainan yang sebenarnya tidak kalah menarik dengan permainan modern. Oleh karena itulah, digitalisasi permainan tradisional Sasak tersebut sangat diperlukan sebagai upaya pelestarian dan filterisasi permainan modern (Barat). Dalam digitalisasi permainan ini tidak bisa dilepaskan dari unsur kebahasaan yakni bahasa Sasak. Permainan ini nantinya akan menggunakan bahasa Sasak mulai dari nama pemain, daftar menu permainan, nama baju permainan, nama alat permainan, suara pemain, dll. Konsep digatilisasi game online ini sama seperti permainan pada game online yang lain dimana dibutuhkan rekan atau mitra untuk bisa menjalankannya. Semisal, permainan Selodor yang membutuhkan 6 orang pemain. 3 orang yang berjaga, dan 3 orang yang akan menerobos sang penjaga. Dengan tetap menggunakan suara bahasa Sasak dalam setiap tuturan para pemainnya. Untuk memainkan game Slodor harus dalam keadaan online (terhubung ke jaringan internet) dan para pemainnya bisa berada dimana saja asal mereka terhubung dengan internet. 640
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Game offline Merupakan game yang tidak langsung membutuhkan koneksi jaringan dan lawan permainan.Adapun jenis permainan yang bisa dimainkan semisalkuis bahasa Sasakantara lain: tebak nama desa, nama tempat wisata, makanan khas daerah, nama alat musik, tebak lagu sasak, pantun, nama wayang, lelakak, dll. Konsep permainan ini nantinya adalah menebak gambar, menyusun gambar, atau menebak lagu, melanjutkan pantun, dll. Game offline Aksara Sasak Merupakan game offline yang khusus untuk meningkatkan kemampuan membaca, mengingat dan menyebut Aksara Sasak. Adapun pola permainannya seperti; tebak huruf, tebak kata, tebak suara, rangkai kata, rangkai kalimat, dll. Non-Game Merupakan menu digitalisasi yang tidak masuk dalam katagori permainan dan sifatnya offline. Adapun yang masuk dalam kategori ini adalah Kamus Bahasa Sasak. Dalam menu katagori non-game ini tidak hanya menyajikan menu Kamus Sasak saja, akan tetapiakan disandingkan dengan istilah-istilah dalam Bahasa Sasak. Istilah-istilah yang umum didengar di kalangan masyarakat Sasak baik itu berupa lelakak, selogan, nasihat, dll. Upaya-upaya di atas diharapkan mampu menarik minat siswa untuk tetap percaya diri dalam menggunakan bahasa daerahnya (Sasak) tanpa harus meninggalkan dunia digital kekinian.
Simpulan Zaman yang semakin maju dan canggih tidak bisa kita tolak. Mau tidak mau, suka tidak suka kita akan digiring olehnya. Urbanisasi, kemajuan Iptek dan pernak-perniknya akan menjejal kita dalam konteks kekinian. Pun, tidak luput perihal persoalan bahasa yang kian hari kian mengalami pergeseran akibat merebaknya invasi bahasa pendatang baik itu yang dilakukan secara langsung maupun melalui dunia digital. Kepunahan bahasa daerah (bahasa Sasak) sudah pasti menjadi ancaman serius ditengah maraknya bahasa lain di Gumi Sasak. Oleh karena itu, pemertahanan Bahasa Sasak adalah satu keharusan bahkan kewajiban kita untuk melestarikannya. Sosialiasi dan kebijakan dari pemerintah daerah sangatlah vital dalam hal ini. Tanpa itu, semua usaha di atas akan terasa mustahil direalisasikan. Karena tanpa sosialisasi dan adanya kebijakan atau regulasi yang tegas mengenai pemertahanan Bahasa Sasak, maka secara tidak sadar kita telah merelakan tradisi, budaya, dan bahasa leluhur kita tergilas oleh arus budaya dan bahasa lain. Apalagi Lombok sekarang sudah menjadi tujuan wisata dunia. Singgungan dan percampuran bahasa tidak akan mungkin bisa dielakkan. Memberikan edukasi tentang pentingnya mejaga bahasa melalui media digital kepada siswa merupakan jalan yang tepat.
Referensi Anonby, Stan J. 1999. “Reversing Language Shift :Can Kwak’wala Be Revived” dalam Reyhner, Jon dkk. (ed). Revitalizing Indigenous Languages. Arka, I Wayan. 2004. “Kompleksitas pemertahanan dan revitalisasi bahasa minoritas di Indonesia: Pengalaman Proyek Dokumentasi Rongga, Flores”. London:Seri penelitian ELDF Chaer, Abdul dan Leonie Agustina. 2004. Sosiolinguistik: Perkenalan Awal. Edisi Revisi. Jakarta: PT. Rineka Cipta 641
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Fasold, R. 1984. The Sociolinguistics of Society. Cambridge: Cambridge University Press Gumperz, J.J. 1971. Language in Social Groups. Stanford: Stanford UniversityPress Kartomihardjo, Soeseno.1988. Bahasa Cermin Kehidupan Masyarakat. Jakarta:Depdibud. PT P2PLTK Komalasari, Rita. 2004. Digitalisasi di Perpustakaan IPB. Dalam Dinamika Perpustakaan IPB menuju Universitas Riset. Bogor: IPB Press Moag, Rodney. 1982. “English as a Foreign, Second, Native and Basal Language: A New Taxonomy of English-Using Societies”. Dalam Pride, JB. (ed). Pateda, Mansoer. 1987. Sosiolinguistik. Bandung: Angkasa Sudirman. 2007. Gumi Sasak Dalam Sejarah. Mataram : Yayasan Budaya Sasak Lestari& KSU Prima Guna Sumarsono. 1993. Pemertahanan Bahasa Melayu Loloan di Bali. Jakarta: Pusat Pembinaan dan Pengembangan Bahasa Sumarsono dan Partana. 2002. Sosiolinguistik. Yogyakarta: Penerbit Sabda http://voaindonesia.com/content/jarang-digunakan-ratusan-bahasa-daerah-di-indonesiaterancam-punah-130434473/98538.html diakses 25-6-2016 jam 01.45 WIB. http://inet.detik.com/read/2013/08/21/112207/2336008/398/3/posisi-indonesia-dipercaturan-teknologi-dunia.htm diakses tgl 25-6-2016 pukul 23.24 WIB. http://theglobejournal.com/teknologi/6-negara-ini-penduduknya-pengguna-hp terbanyak/index.php diakses tgl 25-6-2016 pukul 23.24 WIB. http://tekno.liputan6.com/read/467392/pengguna-internet-indonesia-diprediksi-tumbuh-30di-2013 diakses tgl 25-6-2016 pukul 23.24 WIB. http://tekno.liputan6.com/read/466859/telkom-akan-bangun-1-juta-wifi-di2013/?related=pbr&channel=t diakses tgl 25-6-2016 pukul 23.24 WIB.
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Pengembangan Bahan Ajar Berkarakter pada Mata Pelajaran Matematika Kelas IV SDN 1 Tebaban Tahun Pelajaran 2015/2016 Musabihatul Kudsiah Universitas Hamzanwadi, Indonesia [email protected]
Abstract The purpose of this research for result matter hermit matematich character activity which can progress the result of studying science at students of fourth grade. This research develop research. The subject of this research is the students of elementary school 1 Tebaban at fourth grade with twenty one students, they are fourteen girls and seven boys. The kind of this research is research and develop. This research and develop consist of five steps, that is : first analysist, design, product, experiment and revision. Based on the result validation of master team material, master team language, master team to appear and the result show progress of result studying students after applicat matter hermit science character. Based on encode analysist, it can conclude that complity presentation rich 81,25%. So, it can conclud that be producted matter hermit science chaeacter which valid, practical dan effective. Keyword: matter hermit mathematich, character, elementary school
Pendahuluan Pendidikan menjadi kebutuhan utama dalam kehidupan seseorang, hal ini disebabkan karena tingkat pendidikan dapat menunjukkan kualitas sumber daya yang dimiliki oleh bangsa yang bersangkutan. Dewasa ini, pendidikan telah mengalami perkembangan yang semakin pesat, hal ini mengakibatkan adanya persaingan yang sangat ketat di dunia pendidikan, karena itu untuk menghadapinya diperlukan kualitas pendidikan yang bermutu dan semakin meningkat. Matematika mengandung banyak konsep yang sifatnya abstrak. Oleh karena itu dalam pembelajaran matematika diperlukan sesuatu untuk menjembatani daya pikir siswa yang masih bersifat konkrit agar dapat memahami konsep yang sifatnya abstrak. Dalam menyampaikan materi pelajaran, seorang guru harus mampu menggunakan berbagai sumber belajar yang pariatif agar siswa lebih termotivasi namun tidak merugikan anak didik. Tidaklah cukup bagi guru hanya menggunakan satu sumber belajar saja, tetapi guru dapat memilih berbagai macam sumber belajar untuk mencapai tujuan pengajaran tertentu dalam proses belajar mengajar. Berdasarkan hasil observasi awal, pembelajaran matematika belum mampu mewujudkan hasil belajar matematika siswa yang baik. Alasan rendahnya hasil belajar matematika siswa kelas IV SDN 1 Tebaban disebabkan oleh kegiatan belajar mengajar masih berfokus pada guru sebagai sumber utama, dan kurangnya sumber belajar sebagai acuan dalam proses pembelajaran. Tugas pendidik tidak hanya memberikan sejumlah informasi kepada siswa, tetapi mengusahakan agar konsep-konsep penting tertanam kuat ke dalam benak siswa. Siswa akan benar-benar mengerti dan dapat menerapkan ilmunya, jika mereka bekerja memecahkan masalah, menemukan sesuatu bagi dirinya sendiri dan selalu bergulat dengan ide-ide. Sesuai dengan teori kontruktivisme yang lahir dari gagasan piaget. Menurut teori 643
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kontruktivisme guru tidak dapat hanya semata-mata memberikan pengetahuan di dalam benaknya sendiri. Guru dapat membantu proses ini dengan cara-cara mengajar yang membuat informasi menjadi sangat relevan bagi siswa, yaitu dengan memberikan kesempatan kepada siswa untuk menemukan atau menerapkan sendiri ide-ide, dan dengan mengajak siswa untuk memanfaatkan berbagai sumber belajar untuk belajar. Atau dengan kata lain guru memberikan tangga untuk membantu siswa mencapai tingkat pemahaman yang lebih tinggi tetapi tetap siswa itu sendiri yang memanjat tangga tersebut. Problem-problem pendidikan perlu diatasi dengan peningkatan kualitas program pendidikan yang lebih tepat guna dan efektif dalam mempersiapkan lulusan sebagai generasi yang berkepribadian tangguh, memiliki kemandirian, keberanian, dan kemampuan mencari alternatif dan memecahkan permasalahan hidup secara bertanggungjawab. Peningkatan kualitas program pendidikan ini harus dilakukan secara menyeluruh yang mencakup pengembangan dimensi manusia Indonesia seutuhnya baik jasmani maupun rohani, dengan mengembangkan aspek-aspek spiritual, moral, akhlak, budi pekerti, pengetahuan, keterampilan, seni, olah raga dan perilaku. Sehubungan dengan hal tersebut peneliti akan mengembangkan bahan ajar berkarakter pada mata pelajaran matematika yang dimaksudkan untuk mengatasi kesenjangan antara kondisi ideal dengan kondisi riil yang ada. Kondisi ideal yang dimaksud adalah: (1) Tersedianya bahan ajar berkarakter untuk mata pelajaran matematika sesuai dengan karakteristik konsep bidang matematika untuk meningkatkan hasil pendidikan yang terpadu tidak hanya dari segi kognitif (pengetahuan), afektif (sikap), maupun psikomotorik akan tetapi ada berbasis karakter. (2) Hadirnya bahan ajar matematika yang mengakomodir faktor-faktor yang diharapkan ada dalam sebuah bahan ajar yang baik dan efektif. (3) Mengatasi kondisi pembelajaran matematika melalui ketersediaan bahan ajar yang dapat meningkatkan keefektifan, efisiensi, dan kemenarikan pembelajaran di sekolah. Berangkat dari kenyataan tersebut, maka peneliti mengkaji penerapan bahan ajar matematika berkarakter dalam proses pembelajaran. Menurut Daryanto (2012) Belajar pada hakikatnya adalah proses interaksi terhadap semua situasi yang ada disekitar individu. Belajar sebagai proses yang diarahkan kepada tujuan dan proses berbuat melalui berbagai pengalaman. Belajar juga merupakan proses melihat, mengamati dan memahami sesuatu, indikator belajar ditunjukkan dengan perubahan dalam tingkah laku sebagai hasil dari pengalaman. Menurut Hamdani (2011) pembelajaran adalah usaha guru membentuk tingkah laku yang diinginkan dengan menyediakan lingkungan atau stimulus. Aliran kognitif mendefinisikan pembelajaran sebagai cara guru memberikan kesempatan kepada siswa untuk berpikir agar mengenal dan memahami sesuatu yang sedang dipelajari. Menurut Nana Syaodih (2010) pengembangan adalah suatu proses atau langkah-langkah untuk mengembangkan suaru produk baru atau menyempurnakan produk yang telah ada yang dapat dipertanggungjawabkan. Menurut Andi Prastowo (2011) bahan ajar merupakan segala bahan (baik informasi, alat, maupun teks) yang disusun secara sistematis, yang menampilkan sosok utuh dari kompetensi yang akan dikuasai peserta didik dan akan digunakan dalam proses pembelajaran. Menurut Thomas Lickona (2013) Karakter, menurut pengamatan filosof kontemporer Michael Novak adalah perpaduan harmonis seluruh budi pekerti yang terdapat dalam ajaran-ajaran agama, kisah-kisah sastra, cerita-cerita orang bijak dan orang-orang berilmu. Karakter terdiri atas nilai-nilai operatif, nilai-nilai yang berfungsi dalam praktik. matematika merupakan cara berpikir (a way of thinking) untuk memperoleh pemahaman tentang konsep dan sifat-sifatnya, cara untuk 644
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menyelidiki (a way of investigating), sebagai batang tubuh pengetahuan (a body of knowledge) yang dihasilkan dari keingintahuan. Berdasarkan uraian tersebut, maka tujuan penelitian pengembangan ini adalah untuk menghasilkan bahan ajar berkarakter pada mata pelajaran matematika terhadap hasil belajar siswa kelas IV sekolah dasar. Asumsi pengembangan yang dapat dipetik melalui bahan ajar berkarakter tersebut, antara lain sebagai berikut. 1) Meningkatkan taraf kecakapan berpikir peserta didik. 2) Motivasi belajar peserta didik dapat diperbaiki dan ditingkatkan. 3) Bahan ajar berkarakter dapat membantu menciptakan struktur kognitif yang dapat menjembatani antara kemampuan awal peserta didik dengan pengalaman belajar terkait, 4) Akan terjadi peningkatan kerja sama antara guru dan peserta didik, peserta didik dengan peserta didik, sehingga belajar lebih menyenangkan, belajar dalam situasi nyata, dan dalam konteks yang bermakna. Keterbatasan pengembangan dalam penelitian ini adalah: (1) penentuan kelayakan produk dalam studi pengembangan ini sebatas melalui validasi ahli dan uji coba lapangan, belum sampai pada tingkat membandingkan dengan produk lain, (2) tempat uji coba, baik uji coba satu-satu, uji coba kelompok kecil, maupun uji coba lapangan yang dilakukan pada sekolah yaitu pada SDN 1 Tebaban, (3) bahan ajar ini memuat materi matematika semester I (ganjil).
Metode Penelitian Penelitian ini menggunakan pendekatan penelitian dan pengembangan atau Research and Development (R&D). Borg & Gall (1983:772) memberikan definisi penelitian dan pengembangan pendidikan sebagai berikut: “Educational research and development is a process used to develop and validate educational products”. Penelitian dan pengembangan pendidikan adalah proses yang digunakan untuk mengembangkan dan memvalidasi produk-produk pendidikan (Punaji S, 2010: 194). Penelitian ini mengembangkan produk berupa bahan ajar matematika untuk siswa kelas IV SD yang disesuaikan dengan tingkat perkembangan anak usia sekolah dasar. Produk yang dikembangkan agar sesuai dengan tujuan maka penelitian pengembangan ini mengadaptasi beberapa model. Model pengembangan Borg & Gall (1983:774-786), dan Dick & Carey (2005:282-291) disederhanakan menjadi lima tahapan agar lebih mudah di pahami. 1. Analisis: pada tahap ini kegiatan yang dilakukan adalah menganalisis kebutuhan dan karakteristik siswa kelas IV sekolah dasar, menganalisis kurikulum untuk menentukan kompetensi hasil belajar, memilih dan menetapkan materi pokok yang akan dikembangkan, serta mengembangkan alat evaluasi yang sesuai dengan kompetensi dan materi pembelajaran. 2. Desain: digunakan sebagai bahan panduan membuat alur pembelajaran yang akan dilaksanakan menggunakan bahan ajar matematika. 3. Produksi: pada tahap ini bahan-bahan pembuatan bahan ajar matematika seperti misalnya materi-materi matematika kelas IV semester ganjil, gambar, kertas ukuran A4, dan bahan lainnya dikumpulkan dan diintegrasikan ke dalam bahan ajar matematika. 4. Uji coba: uji coba dilaksanakan setelah ada review dari ahli materi matematika dan ahli bahan ajar terhadap produk bahan ajar matematika yang dikembangkan. 645
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5. Revisi: dilakukan berdasarkan saran dan masukan dari subyek uji coba dan validator. Selanjutnya beberapa model pengembangan tersebut dikombinasikan untuk melakukan penelitian pengembangan ini. Hasil kombinasi beberapa prosedur pengembangan tersebut, langkah-langkah pembelajarannya sebagai berikut: 1. Melakukan penelitian pendahuluan dan pengumpulan informasi (pengamatan kelas dan lingkungan,wawancara, dan kajian pustaka); 2. Menetapkan materi pokok 3. Melakukan analisis pembelajaran 4. Mengembangkan produk 5. Mengemas produk awal ke dalam pembelajaran 6. Melakukan uji coba 7. Membuat produk akhir Subjek uji coba lapangan (field trial) pada penelitian ini adalah siswa Kelas IV SDN 1 Tebaban pada tahun pelajaran 2014/2015. Jumlah subjek uji coba secara keseluruhan sebanyak 21 orang siswa. Jenis Data Data yang diperoleh dalam penelitian ini merupakan data kualitatif dan data kuantitatif. Data kualitatif dalam penelitian ini adalah data yang diperoleh dari tanggapan mengenai aspek pembelajaran, materi, dan bahan ajar dari berbagai sumber yaitu ahli materi, ahli produk dan siswa. Data kualitatif ini diangkakan (scoring) sehingga data kualitatif dalam penelitian ini berubah menjadi data kuantitatif. Data kuantitatif lainnya diperoleh dari hasil nilai evaluasi siswa pada proses pembelajaran.
Hasil Penelitian dan Pembahasan Pengembangan Bahan Ajar matematika Berkarakter Bahan ajar matematika berkarakter disusun untuk menambah sumber belajar, menambah pengetahuan dan meningkatkan hasil belajar siswa. Bahan ajar matematika berkarakter dikembangkan berdasarkan hasil analisis kebutuhan yang disimpulkan setelah mendapatkan berbagai informasi di sekolah. Pengumpulan informasi dilakukan melalui studi pustaka dan studi lapangan. Studi lapangan dilakukan melalui pengamatan terbatas pada SDN 1 Tebaban. Pada tahap pengembangan produk awal ini, yang dikembangkan adalah Bahan ajar matematika berkarakter. Dimana target dari bahan ajar matematika berkarakter ini akan di gunakan dalam proses belajar mengajar di kelas IV Sekolah Dasar. Penyusunan bahan ajar matematika berkarakter ini mempunyai langkah-langah yaitu pembuatan draf bahan ajar bahan ajar, mengumpulkan semua materi dan gambar-gambar yang dibutuhkan dalam penyusunan sumber belajar, pembuatan produk berupa bahan ajar matematika berkarakter. Setelah produk awal selesai dikembangkan, maka terlebih dulu dilakukan pengetesan sebelum produk awal divalidasi oleh expert judgement dan uji coba kepada siswa. Pengetesan dilakukan dengan cara diprint agar produk yang dihasilkan jelas, penataan warna, dan penempatan gambar tepat serta menarik. Sebagai upaya mengetahui kelayakan dan kelemahan pemakaian produk bahan ajar matematika berkarakter dilakukan validasi oleh ahli materi, ahli bahasa, dan ahli tampilan. Kemudian dilakukan uji coba lapangan kepada 21 siswa. Data hasil uji coba digunakan sebagai dasar penyempurnaan produk.
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Hasil Uji Coba Pada pengembangan bahan ajar matematika berkarakter diperoleh data uji coba yang dilakukan melalui dua tahapan, yaitu tahap pertama dilakukan validasi ahli, sedangkan tahap kedua dilakukan uji coba lapangan. Hasil Validasi Ahli Sebelum dilaksanakan uji coba untuk mengetahui kelayakan produk bahan ajar matematika berkarakter mendapatkan validasi dari ahli materi, ahli bahasa, dan ahli tampilan. Validasi ahli terhadap produk yang dikembangkan adalah untuk menggali komentar, saran baik secara tertulis maupun lisan dengan cara melakukan diskusi tentang produk yang dikembangkan. Pada tahap ini dilaksanakan dengan menyerahkan draf produk bahan ajar yang dikembangkan untuk dievaluasi dengan instrumen penilaian materi, bahasa maupun tampilan. Validasi ini dimaksudkan untuk mengetahui aspek kebenaran dan kelayakan baik dari sisi materi, bahas maupun tampilan. Validasi dari ahli tersebut digunakan untuk mengetahui kualitas produk yang dikembangkan dan digunakan sebagai dasar untuk mengadakan perbaikan atau revisi agar dapat memperoleh produk yang berkualitas. Penilaian, komentar, dan saran revisi dari ahli digunakan sebagai acuan untuk merevisi produk awal sebelum di ujicobakan kepada siswa. Berdasarkan data dari hasil penilaian validasi tim ahli terhadap kualiitas produk ditinjau dari aspek materi, bahasa, dan tampilan, menurut tabel konversi data kuantitatif ke data kualitatif skala 5 bahwa produk dinyatakan valid dengan jumlah rata-rata skor pada aspek materi 3,4 dinyatakan valid, aspek bahasa 3,4 dinyatakan “valid” dan aspek tampilan 3,3 dinyatakan “valid”. Uji coba lapangan dilakukan setelah revisi produk bahan ajar. Pada tahap uji coba, produk yang telah dikembangkan digunakan dalam proses pembelajaran. Uji coba dilakukan untuk mengetahui hasil belajar dan aktifitas siswa dengan menggunakan bahan ajar matematika Berkarakter. Data hasil belajar siswa diperoleh dengan memberikan lembar tes. Sedangkan data aktifitas belajar siswa diperoleh melalui lembar observasi aktifitas siswa. Data hasil perolehan nilai siswa terhadap aspek pembelajaran menunjukkan bahwa skor yang diperoleh oleh masing-masing siswa setelah dilaksanakan proses pembelajaran dengan menggunakan bahan ajar matematika berkarakter menunjukkan hasil yang baik yaitu dari 21 siswa 18 orang yang memenuhi standar nilai ketuntasan minimal segingga persentase ketuntasan belajar siswa mencapai 86 %, dengan demikian ada peningkatan hasil perolehan nilai siswa. Hasil yang diperoleh menunjukkan bahwa produk bahan ajar yang dikembangkan memudahkan siswa dalam memahami materi bacaan, menarik, dan lebih menyenangkan. Berdasarkan evaluasi, masukan dan saran dalam uji coba, produk ini sudah layak digunakan untuk pembelajaran di kelas. Dari hasil penilaian dari uji coba lapangan yang menyatakan bahwa dilihat dari aspek materi, bahasa dan tampilan memperoleh skor penilaian dengan kategori baik. Hasil diskusi dengan ahli materi, ahli bahasa dan ahli tampilan yang menyatakan produk ini sudah bagus dan memenuhi standar kualitas. Berdasarkan hasil penilaian pada uji coba lapangan maka disimpulkan bahwa produk yang dikembangkan layak digunakan.
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Berdasarkan hasil validasi tim ahli dan hasil uji coba lapangan menunjukkan bahwa terjadi peningkatan penilaian terhadap produk yang dikembangkan. Hal ini dapat diartikan bahwa revisi terhadap produk yang dikembangkan membawa hasil yang positif terhadap produk bahan ajar yang dikembangkan. Dengan demikian evaluasi dan revisi sangat diperlukan untuk meningkatkan kualitas produk bahan ajar yang dikembangkan sehingga menghasilkan sumber belajar yang berkualitas baik dari aspek materi, bahasa dan tampilan. Bahan ajar matematika berkarakter untuk meningkatkan hasil belajar siswa SD telah selesai dikembangkan dan divalidasi. Langkah-langkah pengembangan bahan ajar ini melalui lima tahapan, yaitu analisis kebutuhan, desain, produksi, uji coba dan revisi. Berdasarkan komentar ahli materi, ahli bahasa, ahli tampilan dan hasil uji coba lapangan terungkap bahwa proses pembelajaran dengan menggunakan bahan ajar matematika berkarakter yang dikembangkan ternyata memudahkan siswa dalam memahami materi bacaan, menarik, dan lebih menyenangkan. Berdasarkan hasil pengamatan selama proses ujicoba juga menunjukkan bahwa siswa begitu antusias dalam pembelajaran dengan menggunakan bahan ajar matematika berkarakter yang dikembangkan. Materi pembelajaran dapat dengan mudah dipahami oleh siswa. Ditinjau dari hasil belajar, penggunaan bahan ajar matematika berkarakter ini juga mempunyai dampak yang baik terhadap ketuntasan belajar siswa. Berdasarkan hasil evaluasi tampak bahwa dari 21 siswa, terdapat 18 siswa (86 %) yang tuntas, termasuk dalam katagori ketuntasan belajar “Sangat Baik”. Hal ini menunjukkan bahwa bahan ajar matematika berkarakter hasil pengembangan mampu membantu memudahkan siswa dalam belajar secara efektif.
Kesimpulan dan Saran Berdasarkan hasil penelitian ini dapat disimpulkan sebagai berikut: 1. Bahan ajar matematika berkarakter untuk meningkatkan hasil belajar siswa sekolah dasar dikembangkan dengan metode research and development. Tahapan research yaitu studi pendahuluan yang meliputi studi pustaka dan survei lapangan. Tahapan development meliputi desain produk, validasi ahli, dan uji coba lapangan. 2. Bahan ajar matematika berkarakter yang dikembangkan layak digunakan berdasarkan hasil validasi ahli. Bahan ajar matematika berkarakter berdasarkan hasil validasi ahli materi, ahli bahasa, dan ahli tampilan berkategori valid. 3. Pada uji coba bahan ajar matematika berkarakter sudah memenuhi kriteria efektif untuk pembelajaran pokok bahasan energi. Hal ini dilihat dari satu aspek kriteria keefektifan yang terpenuhi yaitu ketuntasan belajar untuk kemampuan memahami materi mencapai ketuntasan 86 % dan kriteria yang lain yaitu aktivitas siswa dikategorikan cukup degan jumlah skor 620 dan nilai rata-rata 37, 95 Berdasarkan hasil penelitian dapat disarankan hal-hal berikut: 1. Bahan ajar IPA berkarakter ini sudah diuji kelayakan dan keefektifannya, maka disarankan kepada guru untuk menggunakan bahan ajar ini sebagai alternatif dalam mengajarkan mata pelajaran IPA di kelas IV SD. 2. Informasi tentang keefektifan bahan ajar IPA berkaarakter masih sangat terbatas, maka terbuka peluang untuk peneliti yang lain untuk mengkaji lebih jauh tentang keefektifan bahan ajar IPA berkarakter.
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3. Diharapkan kepada peneliti yang lain untuk melakukan penelitian yang lebih luas dan mendalam terkait dengan bahan ajar IPA berkarakter yang lebih baik lagi untuk penyempurnaan bahan ajar IPA berkarakter yang telah ada.
Daftar Pustaka Arismantoro. 2008. Character Building. Yogyakarta: Tiara Kencana. Lickona, Thomas. 2013. Pendidikan Karakter Panduan Lengkap Mendidik Siswa Menjadi Pintar dan Baik. Bandung: Nusa Media. Muslich, Masnur. 2011. Pendidikan Karakter Menjawab Tantangan Krisis Multidimensional. Jakarta: PT Bumi Aksara. Nana Syaodih, S. (2010). Metode penelitian pendidikan. Bandung: Remaja Rosdakarya. Pribadi, Beni A. 2009. Model Desain Sistem Pembelajaran. Jakarta: Dian Rakyat. Setyosari, Punaji. 2010. Metode Penelitian dan Pengembangan. Jakarta: Kencana Prenada Media Group. Sumantri, Mulyani. 2008. Perkembangan Peserta Didik. Jakarta: Universitas Terbuka. Trianto. 2010. Model Pembelajaran Terpadu. Jakarta: PT Bumi Aksara.
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Effectiveness Module of Central Force Toward Students’s Science Process in Physical Education STKIP Hamzanwadi Selong Baiq Aryani Novianti Pendidikan Fisika, STKIP Hamzanwadi Selong [email protected]
Abstract The objective of this research is to know the student’s science process skill through the use of the central force module. This study uses experimental method. The research design was posttest-only control design. The data collection was done through science skill process test (KPS) in form of essay. The normality test was used lilifors test while homogenity tes was used barlett test. The study hypotesis was tested by one tailed test of t. The analysis of data was indicated that mean of test treated by the central force module was 72,44 while mean of test value by convensional was 61,00. The hypothesis test was indicated tcount > ttable that is 2,634 > 1,699, it means that the used of the central force module was effective on the student’s science process skill. Keywords: science process skill, the central force module
Pendahuluan Mekanika adalah mata kuliah wajib yang merupakan pemantapan dan pendalaman materi mekanika dalam kuliah fisika dasar. Mekanika bertujuan untuk memahamkan mahasiswa terhadap konsep dan prinsip mekanika, sehingga mahasiswa memiliki wawasan yang luas dalam menganalisis permasalahan mekanika partikel, sistem partikel, benda tegar, gaya sentral, maupun konsep yang lebih kompleks dalam mekanika Lagrangian dan Hamiltonian. Mahasiswa dalam perkuliahan mekanika banyak dihadapkan pada konsepkonsep fisika dalam bentuk rumusan matematis. Persamaan matematis yang diberikan kepada mahasiswa bertujuan untuk membantu melatih pola pikir mahasiswa agar dapat memecahkan masalah dengan kritis, logis, dan tepat. Akan tetapi dalam kenyataannya, persamaan matematis yang banyak muncul dalam mekanika ini, justru seringkali menjadi hambatan mahasiswa dalam memahami konsep yang ada. Hal ini tidak lepas dari kurangnya pemahaman awal ataupun kemampuan awal mahasiswa dalam menguasai konsep-konsep prasyarat yang harus dikuasai. Dampak lain dari hal ini adalah : (1) kurangnya inisiatif mahasiswa untuk bertanya kepada dosen, (2) mahasiswa cenderung dibuat sibuk untuk menyalin apa yang ditulis dan diucapkan oleh dosen, (3) kurangnya keberanian mahasiswa dalam menjawab pertanyaan-pertanyaan yang diajukan oleh dosen, serta (4) kurang terlatihnya keterampilan proses sains mahasiswa. Disamping itu, pelaksanaan perkuliahan mekanika yang selama ini berlangsung belum menerapkan modul pembelajaran. Sebagai sumber rujukan mahasiswa adalah buku-buku mekanika yang sebagian besar berteks bahasa inggris. Hal ini memberikan pengaruh yang signifikan terhadap proses perkuliahan mekanika. Mahasiswa cenderung hanya fokus menerjemahkan kata per kata dalam buku tersebut, sehingga keterampilan mahasiswa dalam mengamati, menafsirkan, meramalkan, dan menerapkan konsep seringkali terabaikan. Salah satu konsep yang dianggap sulit oleh mahasiswa adalah gaya sentral (central force). Gaya sentral adalah gaya bekerja pada benda, di mana garis kerjanya selalu melalui titik tetap, disebut pusat gaya. Arah gaya sentral mungkin menuju pusat gaya (gaya tarik), dan mungkin meninggalkan pusat gaya (gaya tolak). Gaya sentral yang besarnya hanya 650
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tergantung pada jarak dan pusat gaya (r) disebut gaya sentral isotrop. Selain menjelaskan konsep gaya sentral secara teoritis juga disajikan persamaan matematis yang cukup rumit bagi mahasiswa serta gambar-gambar yang membutuhkan kemampuan mahasiswa dalam mendeskripsikan atau menafsirkan gambar-gambar tersebut dengan kata-kata sendiri. Oleh karena itu, dalam memahami konsep gaya sentral sangat dimungkinkan menerapkan pendekatan ilmiah dalam proses pembelajarannya. Pendekataan ilmiah (scientific approach) yang pada hakekatnya adalah pembelajaran berpusat pada siswa. Siswa mencari pengetahuan bukan menerima pengetahuan. Pendekatan ini mempunyai esensi yang sama dengan Pendekatan Keterampilan Proses (PKP). Kemendikbud (2013) memberikan konsepsi tersendiri bahwa pendekatan ilmiah (scientific approach) dalam pembelajarannya didalamnya mencakup komponen: mengamati, menanya, menalar, mencoba/mencipta dan menyajikan/mengkomunikasikan. Menciptakan pembelajaran yang berkualitas tidak hanya melalui pemilihan pendekatan atau metode yang tepat namun penggunaan ragam media juga sangat mempengaruhi. Antara metode dengan media yang digunakan memiliki keterkaitan yang erat dalam proses pembelajaran yaitu saling mendukung dalam menyukseskan proses pembelajaran di kelas. Sebab pada hakikatnya, pembelajaran merupakan proses komunikasi antara guru/dosen dan siswa/mahasiswa. Fakta-fakta di atas membuat dosen selaku pendidik berupaya keras untuk memberikan cara belajar yang efektif untuk dapat memahamkan mahasiswa terhadap konsep-konsep mekanika yang diajarkan, utdiaamanya pada konsep gaya sentral. Upaya ini dimulai dengan pembenahan proses pembelajaran yang dilakukan dosen dengan menawarkan suatu cara atau metode maupun media yang menarik bagi mahasiswa. Suatu konsep akan mudah dipahami dan diingat oleh mahasiswa bila konsep tersebut disajikan melalui prosedur dan langkah-langkah yang tepat, jelas, dan menarik. Pembelajaran fisika yang selama ini berlangsung di program studi pendidikan fisika STKIP Hamzanwadi Selong masih menganut banking system, artinya pembelajaran masih berpusat pada dosen selaku pemberi infomasi, sedangkan mahasiswa hanya bertugas untuk menerima dan mencatat informasi yang diberikan kepada mereka. Mahasiswa dalam proses belajar mengajar di kelas lebih cenderung belajar sendiri, tanpa mau bekerja sama dengan mahasiswa yang lain, sehingga dikhawatirkan akan terjadi kesenjangan yang tinggi antara mahasiswa yang pintar atau berkemampuan tinggi dengan mahasiswa yang berkemampuan rendah. Aktivitas pembelajaran di kelas berlangsung dalam lingkungan yang heterogen, yaitu setiap mahasiswa tidak sama dalam hal kemampuan dasar yang dimiliki, minat belajar, asal daerah (kota dan desa), jenis kelamin, serta latar belakang keluarga, dan status sosial. Interaksi sosial antar mahasiswa juga masih kurang tercipta, mahasiswa yang cepat dalam belajar enggan bekerja sama dengan mahasiswa yang lamban dalam proses belajar. Mengacu pada permasalahan-permasalahan terebut, salah satu solusi yang tepat mengatasi permasalahan tersebut untuk meningkatkan keterampilan proses sains mahasiswa pada konsep gaya sentral adalah dengan menggunakan modul dalam proses pembelajaran yang dijadikan sebagai pegangan oleh mahasiswa. Adapun kelebihan pembelajaran dengan menggunakan modul adalah mahasiswa dapat bertanggung jawab terhadap kegiatan belajarnya sendiri, pembelajaran dengan modul sangat menghargai perbedaan individu, sehingga mahasiswa dapat belajar sesuai dengan tingkat kemampuannya, maka pembelajaran semakin efektif dan efisien. Modul gaya sentral ini berisi berisi rangkaian 651
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kegiatan, penjelasan materi-materi yang lebih rinci dan latihan-latihan yang harus dilakukan mahasiswa berbasis pada proses sains dengan tujuan untuk meningkatkan keterampilan proses sains mahasiswa sehingga dapat mencapai kompetensi yang diharapkan.
Metodologi Penelitian Populasi dalam penelitian ini adalah semua mahasiswa pendidikan fisika semester IV. Jadi jumlah populasi dalam penelitian ini adalah 1 kelas. Adapun sampel ditentukan dengan teknik sampling jenuh, yang merupakan salah satu dari teknik non probability sampling dimana pengambilam anggota sampel dilakukan secara acak (Sugiono, 2014 : 81). Teknik pengumpulan data yang digunakan adalah teknik pengumpulan data dengan tes keterampilan proses sains. Pemberian tes ini dimaksudkan untuk mengukur prestasi belajar siswa pada keterampilan proses sains. Teknik analisis data yang digunakan menggunakan uji prasyarat analisis yaitu uji normalitas dan homogenitas. Uji normalitas dengan menggunakan rumus Uji Lilifors sedangkan uji homogenitas menggunakan uji Barlett. Uji hipotesis penelitian menggunakan uji t satu pihak (one tail test) (Satutik Rahayu, 2009 : 43).
Hasil Penelitian dan Pembahasan Data keterampilan proses sains kelas eksperimen dan kelas kontrol yang diperoleh dari penelitian ini dapat dilihat pada tabel berikut: Tabel 1. Data Hasil Tes KPS Kelas Modul dan Non Modul Kelompok Modul Non Modul
Jumlah Siswa 16 15
Nilai Tertinggi 96 91
Nilai Terendah 55 50
Rata-Rata Kelas 72,44 61,00
Tabel.1 memperlihatkan bahwa nilai tertinggi dari mahasiswa yang dibelajarkan dengan menggunakan modul adalah 96 dan nilai terendah 55 dengan nilai rata-rata 72,44. Nilai tertinggi mahasiswa yang dibelajarkan tanpa modul adalah 91 dan nilai terendah 50 dengan nilai rata-rata 61,00. Sedangkan untuk distribusi frekuensi nilai tes keterampilan proses sains mahasiswa untuk kelas modul dan non modul disajikan dalam tabel dibawah ini: Tabel 2. Distribusi Frekuensi Nilai KPS Mahasiswa Kelas Modul Interval Nilai 55 - 61 62 - 68 69 – 75 76 – 82 83 – 89 90 - 96
Titik Tengah 58 65 72 79 86 93
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Frekuensi 6 0 6 1 0 3
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Tabel 3. Distribusi Frekuensi Nilai KPS Mahasiswa Kelas Non Modul Interval Nilai Titik Tengah Frekuensi 50 - 56 53 6 67 - 63 70 6 64 – 70 67 1 71 – 77 74 1 78 – 84 81 0 85 - 91 88 1 Pengujian normalitas data kelas modul dan kelas non modul menunjukkan kedua kelompok data berdistribusi normal. Hasil uji normalitas sebaran data dari kedua kelas data tersebut dapat dilihat pada tabel 2. Berikut rangkuman hasil uji normalitas sebaran data prestasi belajar. Tabel 4. Pengujian Normalitas Data Kelas LHitung Modul 0,1801 Non Modul
Ltabel 0,213
0,2141
Keterangan Terdistribusi normal Terdistribusi normal
0,220
Data hasil uji homogenitas, selengkapnya dapat dilihat pada tabel 5 berikut: Tabel 5. Rangkuman Hasil Uji Homogenitas Data Standar Deviasi S2 N
Jenis Variabel Modul Non Modul 2649,94 1586,00 16 15
χ2 hitung
χ2 tabel
Keputusan Uji
0,653
3,841
Homogen
Berdasarkan analisis data yang telah diuraikan pada tabel 4 dan 5 diatas menunjukkan bahwa hasil uji normalitas data untuk kedua sampel berdistribusi normal dan dari hasil homogenitas menunjukkan bahwa kedua sampel yang diambil berdistribusi sama atau homogen. Hal ini menunjukkan bahwa kedua sampel antara kelas modul dan kelas non modul mempunyai kondisi awal yang sama. Setelah terpenuhinya uji persyaratan analisis di atas, maka dapat dilakukan uji hipotesis. Uji hipotesis dilakukan untuk mengetahui apakah hipotesis yang dilakukan ini ingin melihat perbedaan prestasi belajar mahasiswa antar kelas menggunakan modul dengan kelas tanpa modul. Jika thitung ≥ ttabel maka Ho ditolak dan Ha diterima dan sebaliknya (Sudjana, 2001:231) Dari hasil penelitian, diperoleh hasil uji-t sebesar 2,634, sedangkan nilai tabel dengan tarat signifikansi 0,05 dan dk 29 adalah 1,699, sehingga thitung > ttabel, yang artinya Ho ditolak dan Ha diterima. Hal ini membuktikan terdapat pengaruh positif penerapan modul pembelajaran konsep gaya sentral terhadap ketrampilan proses sains mahasiswa pada perkuliahan mekanika mahasiswa program studi pendidikan fisika.
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Modul pembelajaran merupakan salah satu faktor yang berperan penting dalam proses pembelajaran sehingga modul pembelajaran perlu diperhatikan penggunaannya oleh dosen (pendidik). Modul pembelajaran adalah perantara atau pengantar pesan dari dosen selaku pengirim kepada mahasiswa selaku penerima pesan yang dapat digunakan secara mandiri. Media yang baik akan mengaktifkan mahasiswa dalam memberikan tanggapan, umpan balik dan mendorong mahasiswa untuk melakukan praktik-praktik yang benar. Modul konsep gaya sentral yang digunakan ini merupakan modul yang akan membantu mahasiswa dalam meningkatkan keterampilan proses sainsnya. Melalui komponen dari modul ini yaitu komponen metode sains (scientific approach) yang biasa disebut dengan 5M (mengamati, menanya, menalar, mencoba/mencipta dan menyajikan/mengkomunikasikan) mahasiswa akan terbantu dalam meningkatkan keterampilan proses sainsnya. Keterampilan proses sains mahasiswa yang akan diamati yaitu keterampilan mahasiswa dalam mengamati, menafsirkan (menjelaskan), meramalkan (mengajukan hipotesis) dan menerapkan konsep. Dalam modul ini mahasiswa disajikan materi ajar untuk konsep gaya sentral dan beberapa kolom untuk diisi sesuai dengan permintaan atau petunjuk yang diberikan pada bagian atas kolom. Untuk melatih kemampuan mengamati mahasiswa, maka pada modul disajikan gambar dari suatu sistem yang terdiri dari dua partikel bermassa m1 dan m2, yang berjarak r1 dan r2 dari titik asal. Dari gambar tersebut, mahasiswa secara individu terlebih dahulu mengamati gambar kemudian merekam hasil amatannya pada suatu catatan, dan kemudian secara berpasangan (sharing idea) menemukan reduksi massa µ yang diminta pada modul tersebut, sehingga untuk bisa menganalisis gambar tersebut, dibutuhkan kemampuan mengamati yang baik, kegiatan ini akan mampu membantu mahasiswa dalam memiliki keterampilan mengamati. Seperti kegiatan gambar di bawah ini, yaitu mahasiswa diminta mengamati kedua gambar dan menentukan nilai µ. Y
Y
F(r)
m1 µ
m2
r1 r2 O
r X
O
X
Gambar 1. Sistem Partikel Untuk melatih kemampuan menafsirkan dan meramalkan, maka dosen menyediakan atau menyajikan suatu permasalahan pada modul untuk diselesaikan secara individu maupun kelompok. Begitu juga dengan keterampilan dalam menerapkan konsep, mahasiswa disajikan suatu kasus atau permasalahan yang harus dicarikan solusinya, baik dengan penyelesaian secara matematis maupun dengan pembuatan sketsa gambar (plot) dari energi potensial (V(r))dengan posisi (r). Dari penjelasan mengenai penggunaan modul dalam memahamkan mahasiswa tentang konsep gaya sentral tanpa mengabaikan keterampilan proses sains mahasiswa, maka pembelajaran yang berlangsung pada kelas eksperimen dan kelas kontrol nampak berbeda. 654
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Perbedaan yang terjadi antara kelas A semester IV selaku kelas eksperimen dan kelas B semester IV sebagai kelas kontrol tidak lepas dari faktor media atau bahan ajar yang digunakan pada pembelajaran di kedua kelas tersebut yaitu kelas A menggunakan modul dan kelas B tanpa modul (bahan ajar biasa). Pada pertemuan pertama, mahasiswa-mahasiswa di kelas A cukup tertarik belajar menggunakan modul. Mahasiswa di kelas A nampak menyimak penjelasan dosen pada materi-materi tersebut dengan seksama dan tertib sambil melihat modul. Dikarenakan dalam modul tidak hanya disajikan materi, tetapi juga latihan atau aktivitas-aktivitas mengamati, menafsirkan, mengajukan hipotesis, dan menerapkan konsep, maka pembelajaran konsep gaya sentral nampak aktif. Meskipun demikian, masih terlihat beberapa mahasiswa yang meminta penjelasan ulang satu sampai dua kali terhadap materi yang belum dipahami. Hal ini dikarenakan mahasiswa masih asing dengan materi-materi tersebut. Pada pembelajaran di kelas B yaitu tanpa menggunakan modul, mahasiswa nampak pasif untuk belajar, karena bahan ajar yang digunakan masih menggunakan refrensi lama yang masih belum dipahami dan agak sulit untuk dipahami, baik dari konsep maupun bahasa pengantar dalam referensi tersebut. Setelah pembelajaran selesai terlihat lebih banyak yang bingung dan belum faham sehingga dosen tiga sampai empat kali untuk mengulangi materi-materi tersebut. Pada pertemuan kedua, mahasiswa-mahasiswa kelas A sudah lebih mudah untuk belajar dan memahami materi-materi yang disampaikan meskipun masih ada yang masih sedikit belum faham dengan materi-materi tersebut namun lebih baik dari pertemuan sebelumnya. Sedangkan pada kelas B, mahasiswa juga agak sudah sedikit mulai bisa belajar dengan baik dan mulai sedikit memahami materi-materi di sampaikan pengajar. Meskipun demikian mereka masih banyak yang belum faham dengan materi-materi yang disampaikan, bisa dikatakan hanya beberapa persen saja terjadi perubahan dibandingkan hari sebelumnya. Mungkin dikarenakan selain kemampuan mereka yang agak masih kurang dengan materi tersebut, juga referensi yang mereka gunakan masih belum bisa memberikan mereka pembelajaran dan pemahaman yang lebih baik khususnya pada perkuliahan mekanika pada materi gaya sentral. Melihat dari hal-hal tersebut pembelajaran menggunakan modul lebih efektif dibandingkan dengan pembelajaran tanpa menggunakan modul. Dikarenakan selain menggunakan modul sebagai bahan ajar juga modul dapat membantu mahasiswa untuk belajar mandiri, dapat bertanggung jawab dengan mata pelajarannya, dan mahasiswa dapat belajar sesuai dengan kemampuannya. Modul yang digunakan berbasis aktivitas keterampilan proses sains, sehingga secara langsung dapat melatih dan meningkatkan keterampilan proses sains mahasiswa. Selain itu, modul yang digunakan juga cukup representatif, penjelasan yang detail dan lebih rinci tentang materi dan uraian-uraian rumus dapat membantu mahasiswa lebih mudah memahami materi yang disampaikan. Untuk menguji dan melihat sejauh mana keterampilan proses sains mahasiswa sekaligus sebagai bahan perbandingan antara mahasiswa kelas A dengan mahasiswa kelas B, dosen memberikan tes keterampilan proses sains. Nilai rata-rata keterampilan proses sains mahasiswa kelas A dan kelas B pada hasil didapatkan untuk kelas A yang menggunakan modul memiliki nilai rata-rata 72,44 sedangkan nilai rata-rata untuk kelas B tanpa modul memiliki 61,00. Dilihat dari nilai ratarata mahasiswa tersebut, dapat disimpulkan bahwa mahasiswa kelas B memiliki keterampilan proses sains yang relatif rendah. Pembelajaran dengan modul dapat memberikan pengaruh yang positif terhadap hasil belajar mahasiswa. Hal ini dikarenakan mahasiswa memiliki rasa tanggung jawab dalam 655
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
pembelajran dan dapat belajar mandiri. Dengan inilah mahasiswa akan mampu belajar dengan lebih maksimal sehingga akan memberikan kemudahan dalam belajar dan prestasi belajarpun akan lebih baik juga. Belajar tanpa menggunakan modul mahasiswa agak kurang mandiri dalam belajar, memiliki rasa tanggung jawab yang kurang sehingga mahasiswa kurang antusias dalam pembelajaran dan prestasi belajarnyapun menjadi rendah. Perbedaan dari kedua perlakuan itulah yang berpengaruh terhadap keterampilan proses sains mahasiswa kelas eksperimen yang lebih baik dari pada kelas kontrol pada konsep gaya sentral semester IV program studi pendidikan fisika tahun akademik 2014/2015. Sehingga dikatakan terdapat pengaruh positif penerapan modul terhadap keterampilan proses sains pada konsep gaya sentral pada perkuliahan mekanika mahasiswa program studi pendidikan fisika STKIP Hamzanwadi.
Kesimpulan Berdasarkan analisis data dan hasil penelitian yang telah dilakukan, diperoleh kesimpulan sebagai berikut: 1) Ada pengaruh positif penerapan modul pembelajaran terhadap keterampilan proses sains pada konsep gaya sental pada perkuliahan mekanika mahasiswa program studi pendidikan fisika STKIP Hamzanwadi Selong. 2) Berdasarkan dari nilai rata-rata pembelajaran menggunakan modul lebih efektif dibandingkan dengan pembelajaran tanpa modul
Daftar Pustaka Atam P. Arya. Introduction to Classical Mechanics. Prentice Hall, New Jersey second edition, 1998, p.58-100. Ridwan Abdullah Sani. 2014. Pembelajaran saintifik untuk implementasi kurikulum 2013. Jakarta: PT. Bumi Aksara Sugiyono. (2014). Metode Penelitian Kuantitatif Kualitatif dan R & D . Bandung: Alfabeta Trianto. 2009. Model-model pembelajaran inovatif berorientasi konstruktivistik. Jakarta: Prestasi Pustaka.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The Effects Of Learning Strategies and Critical Thinking Toward Students Achivement In Geometry Edy Waluyo Universitas Hamzanwadi, Indonesia [email protected]
Abstract The approach employed in this research is experiment with treatment by level design of 2 x 2. The population of this research is the students of second semester of Mathematic Study Program of STKIP Hamzanwadi Selong in Academic Year 2014/2015. There are 64 participants who become involved in this study. The data gained from this study are critical thinking and students’ achievement in Geometry. These data were analysed by Anova. The research depicted that there was strong relationship between students’ achievement and critical thinking in Geometry. It was also found that students with critical thinking have better achievement with group investigation learning than solving problem. It is also revealed that for those students with low critical thinking has lower achievement with group investigation learning than with solving problem. Keywords: group investigation, problem based learning, critical thinking and achievement
Pendahuluan Hasil belajar merupakan akibat dari pemberian strategi pembelajaran dalam kondisi yang berbeda. Reigeluth berpendapat bahwa : Intructional outcomes are the various effects that provide a measure of the velue of alternative methods under different condition. Outcome may be actual or desired. Actual outcomes are the real-life results for using specific methods under specific condition, Whereas desired outcome are goals, Which often Influence what methodes should be selected. ( Reigeluth : 1999 : 53) Hasil belajar dikategorikan dalam tiga ranah : (1) cognitive domain, (2) affective domain, (3) psychomotor domain (Reigeluth, 1983 : 52). Group Investigasi merupakan strategi pembelajaran dimana siswa bukan hanya bekerja bersama sama tetapi juga membantu merencanakan topik yang akan dipelajari. Pembelajaran group investigasi diawali dengan menyajikan masalah yang memancing perhatian mahasiswa. Joice mengatakan bahwa “ the model begins by confronting the student with a stimulating problem”.(Bruce Joice , 2009 : 281). Sedangkan AnnC. Howe dan Linda Jones mengemukakan bahwa “ Group Investigations is an instructional method that allowss pupil freedom to choose what they will study about a topic that has been chosen by the teacher” (Ann C. Howe, 1993 : 288). Sementara itu Jon E Pederson mengemukakan empat komponen dasar dalam pembelajaran group investigasi antara lain : “ investigation, interaction, interpretation, and intrinsic motivation” (Pederson, 2013 : 253). Menurut Arends, dalam Group Investigasi mahasiswa bukan hanya bekerja bersama sama tetapi juga membantu merencanakan topik yang akan dipelajari maupun prosedur investigatif yang digunakan ( Arends, 2007 : 14). Shlomo Sharon(2013 : 356) mengemukakan enam langkah pembelajaran group investigasi : (1). Class determines subtopics of the problem and organizes into research groups, (2) groups plan their
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
investigation, (3) groups carry out their investigations, (4) groups plan their presentation, (5) groups present their finding, (6) teacher and student evaluate the project. Robyn M. Gilles mengemukakan enam langkah dalam pembelajaran group investigasi antara lain : (1) Class determines sub topic and organizes into research groups, (2) group plan their investigation, (3) group carry out their investigation, (4) group plan their presentation/feedback, (5) group make their presentation, (6) teacher and student evaluate their project ( Giles, 2008 : 41) Slavin menegaskan bahwa dalam Group Investigasi, mahasiswa bekerja melalui enam tahap yaitu : (1) Mengidentifikasi topik dan mengatur siswa ke dalam kelompok, (2) Merencanakan tugas yang akan dipelajari, (3) Melaksanakan investigasi, (4) Menyiapkan laporan akhir, (5) mempresentasikan laporan akhir, (6) Evaluasi ( Slavin, 2009 : 219) Strategi pembelajaran berbasis masalah diawali dengan penyajian kepada siswa sebuah situasi atau masalah yang nyata.Cyndy E. Hmelo ( 2013 : 356) mengemukakan “Problem Based Learning (PBL) is a learner centered pedagogical approach in which student engage in goal directed inquiry”.Linda Top mendefinisikan pembelajaran berbasis masalah sebagai “ Problem based learning is focused, seperimetial learning ( mind-on, hands-on) organized around the investigation and resolution of messy, real world problems”( Linda Top, 2002 : 15). Disisi lain, Oon Seng Tan berpendapat “ in PBL approaches, understanding is derived from interaction with the problem scenario and the learning environment” ( Tan , 2004 : 8). Pembelajaran berbasis masalah menggabungkan dua proses yaitu pengorganisasian kurikulum dan strategi pembelajaran ke dalam tiga karakteristik utama yaitu pelibatan siswa kedalam situasi masalah, pengorganisasian kurikulum secara holistik dan membuat pembelajaran menjadi hidup. Seperti yang dikemukakan oleh Linda Top sebagai berikut : PBL which incorporates two complementary processes, curriculum organization and instructional strategy includes three main caracteristic : engages students as stakeholders in a problem situation, organizes curriculum around a given holistic problem, creates a learning enviroment which teachers coach student thinking and guide student inquiry, facilitating deeper levels of understanding. (Linda Top, 2002 : 150) Sementara itu Oon Seng Tan berpendapat bahwa : PBL approach in a curriculum usually include the following characteristics : the problem is the starting learning; the problem is usually a real world problem that appears unstructured, the problem calls for multiple perspective; the problem challenges students’ current knowledge attitudes, and competencies; self directed learning is primary; harnesting of avariety of knowledge sources; learning is collaborative, communicative, and cooperative; inquiry and problem solving skill; synthesis and integration of learning; evaluation and review of the learner’s experience process ( Tan, 2004 : 9). Paul Eggen mengemukakan bahwa pembelajaran berbasis masalah adalah seperangkat model mengajar yang menggunakan masalah sebagai fokus untuk mengembangkan keterampilan pemecahan masalah, materi dan pengaturan diri ( Eggen, 2012 : 307). Menurut Tan seperti yang dikutip oleh Rusman menyebutkan bahwa : pembelajaran berbasis masalah merupakan inovasi pembelajaran karena dalam proses pembelajaran kemampuan berpikir siswa betul betul dioptimalisasikan melalui proses kerja kelompok atau tim yang sistematis sehingga siswa dapat memberdayakan, mengasah, menguji dan 658
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mengembangkan kemampuan berpikirnya secara berkesinambungan (Rusman, 229).
2012 :
Berpikir kritis adalah proses berpikir yang sistematis dalam mencari kebenaran dan membangun keyakinan terhadap sesuatu yang dikaji.Richard W. Paul(2002 : 15)berpendapat“critical thinking is that mode of thinking about any subyect, content, or problem in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structure inherent in thinking and imposing intelectual standards upon them”. Richard L. Epstein mendefinisikan kemampuan berpikir kritis sebagai “ critical thinking is evaluating wheather we should be convincend that some claim is true or some argument is good, as well as formulating good argument”( Epstein, 2006 : 5).Sementara itu, Richard W. Paul berpendapat bahwa berpikir kritis adalah berpikir tentang pikiran itu sendiri yaitu : Critical thinking is that mode of thinking about any subyect, content, or problem in which the thinker improves the quality of his or her thinking by skillfully taking charge of thu structure inherent in thinking and imposing intelectual standards upon them (Paul 2002 : 15). Disisi lain, Richard W. Paul yang dikutip oleh Kasdin berpendapat bahwa : berpikir kritis adalah proses disiplin secara intelektual dimana seseorang secara aktif dan terampil memahami, mengaplikasi, menganalisis, mensintesakan, dan atau mengevaluasi berbagai informasi yang dikumpulkan atau yang diambil dari pengalaman, dari pengamatan, dari refleksi yang dilakukan, dari penalaran atau dari komunikasi yang dilakukan (Kasdin, 2012 : 5). Muhammad Yaumi menegaskan bahwa berpikir kritis adalah” proses berpikir yang sistematis dalam mencari kebenaran dan membangun keyakinan terhadap sesuatu yang dikaji dan ditelaah secara faktual dan realitis” ( Yaumi, 2013 : 66). Lebih lanjut, Robert Ennis yang dikutip Muhammad Yaumi berpandangan bahwa “ critical thinking is reasonable, reflective thinking that is focused on deciding what to believe and do”( Yaumi, 2013 : 68). Menurut pendapat ini, menentukan keputusan merupakan bagian yang tidak dapat dipisahkan dari berpikir kritis. David A. Hunter mendefinisikan berpikir kritis sebagai “ critical thinking is thinking that is aimed at deciding what the believe or what to do ( Hunter, 2009 : 3). Brooke Noel Moore dan Richard Parker mendefinisikan berpikir kritis sebagai “ critical thinking is simply the carefull, deliberate determination of the whether we should accept, reject, or suspend judgment about a claim and of the degre of confidence with which we accept reject it”( Moore, 1992 : 4).
Metode Penelitian Jenis penelitian yang digunakan adalah quasi eksperimendengan disain treatment by level 2 x 2. Penelitian ini terdiri atas dua variable perlakuan yaitu pembelajaran dengan Group Investigasi dan pembelajaran Berbasis Masalah, satu variabel atribut yaitu kemampuan berpikir kritis, dan satu variable terikat yaitu hasil belajar geometri. Teknik pengambilan sampel dilakukan secararandom sampling. Prosedur dalam pengambilan sampel dilakukan dengan tahapan sebagai berikut : a) Secara random, peneliti memillih dua kelas dari tiga kelas mahasiswa semesterII STKIP Hamzanwadi Selong untuk menetapkan individu yang akan diberikan perlakuan pembelajaran group investigasi dan perlakuan pembelajaran berbasis masalah; b) Dari dua kelas yang berjumlah 64 orang mahasiswa tersebut, ditetapkan satu kelas 659
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
yang berjumlah 32 orang mahasiswa sebagai kelompok eksperimen dan diberikan perlakuan dengan pembelajaran group investigasi dan satu kelas yang brjumlah 32 orang sebagai kelompok kontrol dan diberikan perlakuan dengan pembelajaran berbasis masalah yang dilakukan secara acak; c) Seluruh mahasiswa dari kelompok eksperimen dan kelompok kontrol diberikan instrumen berupa tesuntuk mengetahui mahasiswa yang mempunyai kemampuan berpikir kritis tinggi dan kemampuan berpikir kritis rendah. Selanjutnya ditentukan kelompok mahasiswa yang memiliki kemampuan berpikir kritis tinggi dan mahasiswa yang memiliki kemampuan berpikir kritis rendah. Penentuan kelompok mahasiswa tersebut dengan cara mengambil 33% batas atas skor dari 32 orang mahasiswa untuk menentukan kelompok mahasiswa dengan kemampuan berpikir kritis tinggi dan 33% batas bawah skor dari 32 orang mahasiswa untuk menentukan kelompok mahasiswa dengan kemampuan berpikir kritis rendah. Hal ini sesuai dengan pendapat Anthony J. Nitco yang mengemukakan bahwa besarnya kelompok atas dan kelompok bawah berkisar antara 25% sampai 33%.( Nitco, 2001 : 321) Langkah langkah dalam menetapkan kelompok tinggi dan kelompok rendah adalah sebagai berikut : (1) Menetapkan 33% dari skor total, baik untuk perlakuan pertama maupun perlakuan kedua ; (2) Mengambil urutan mulai dari skor tertinggi hingga jumlah sampel yang dibutuhkan untuk kelompok tinggi dan ambil urutan mulai dari skor terendah hingga jumlah sampel yang dibutuhkan untuk kelompok rendah. Sehingga diperoleh 33% dari 32orang yaitu 11 orang untuk kelompok atas dan 11 orang untuk kelompok bawah dari kedua kelompok perlakuan. Jumlah mahasiswa yang menjadi sampel sebanyak 44 mahasiswa dengan distribusi sebagaimana pada tabel berikut: Tabel 1 : Distribusi Sampel Penelitian
Kemampuan Berpikir Kritis (B) Tinggi (B1) Rendah (B2) Jumlah
Strategi Pembelajaran(A) Grup Investigasi (A1)
Berbasis Masalah(A2)
11
11
11
11
22
22
Hipotesis dalam penelitian ini diuji dengan menggunakan uji Anava Dua Jalan.
Hasil Penelitian Sesuai dengan desain penelitian dalam penelitian ini yaitu desain treatment by level2 x 2, selanjutnya hipotesis yang telah dirumuskan dalam penelian ini diuji dengan menggunakan Anova dua jalan. Kriteria pengujian adalah jika F hitung > Ftabel pada taraf sigifikasi yang dipilih yaitu 5% dengan db pembilang adalah db yang sesuai maka H0 ditolak.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Ringkasan hasil perhitungan dengan anava disajikan seperti pada table dibawah ini. Tabel 2. Ringkasan hasil perhitungan uji Anava Dua Jalan Hasil Belajar Mahasiswa pada matakuliah Geometri Sumber varians
JK
db
RJK
Fhitung
Ftabel α=0.05 4,08 4,08 4,08
Antar A 0,36 1 0,36 0,008 Antar B 3011,27 1 3011,27 65,82 Interaksi AxB 268,09 1 268,09 5,86 Dalam 1763,82 40 45,75 Total 5106,55 43 Berdasarkan hasil analisis pada tabel diatas, dapat disimpulkan sebagai berikut : Perbedaan hasil belajar matakuliah geometri antara mahasiswa yang diajarkan dengan strategi pembelajaran group investigasi dan pembelajaan berbasis masalah Berdasarkan hasil perhitungan anava dua jalan diperoleh F hitung = 0,008 dan Ft(0,05;1/40) = 4,08. Karena F hitung < Ftabel maka H0 diterima. Dengan demikian dapat disimpulkan bahwa hasil belajar matakuliah geometri mahasiswa yang diajarkan dengan pembelajarangroup investigasi tidak berbeda atausama dibandingkan dengan hasil belajar mata kuliah geometri mahasiswa yang diajarkan dengan pembelajaran berbasis masalah. Hal ini berarti, baik strategi pembelajaran group investigasi maupun pembelajaran berbasis masalah tidak berpengaruh terhadap hasil belajar matakuliah geometri. Pengaruh interaksi antara strategi pembelajaran dan kemampuan berpikir kritis terhadap hasil belajar matakuliah geometri. Berdasarkan hasil perhitungan anava dua jalan diperoleh F hitung = 5,86 dan Ft(0,05;1/40) = 4,08. Karena F hitung > Ftabelmaka H0 ditolak. Dengan demikian dapat disimpulkan bahwa terdapat pengaruh interaksi antara strategi pembelajaran dan kemampuan berpikir kritis terhadap hasil belajar matakuliah geometri. Dalam bentuk grafis interaksi antara strategi pembelajaran dan kemampuan berpikir kritis terhadap hasil belajar matakuliah geometri dapat dilihat pada gambar dibawah ini. Hasil Belajar 72,00 66,91 55,27 50,55
Berbasis Masalah Group Investigasi
Rendah
Tinggi Kemampuan berpikir kritis 661
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Gambar 1 Grafik interaksi antara strategi pembelajaran dan kemampuan berpikir kritis terhadap hasil belajar Berdasarkan pengujian pada hipotesis kedua yaitu terdapat interaksi antara strategi pembelajaran dan kemampuan berpikir kritis terhadap hasil belajar matakuliah geometri maka perlu dilakukan uji lanjut dengan meggunakan uji t. Berikut ini disajikan ringkasan perhitungan untuk uji lanjut. Tabel 3. Ringkasan analisis uji lanjut dengan menggunakan t-Dunnet H1 Kelompok t hitung t tabel Keputusan A1B1 - A2B1 1,77 1,684 A1B1>A2B1 Ho ditolak A1B2 - A2B2 -1,64 -1,684 A1B2t tabel maka H0 ditolak. Dengan demikian dapat disimpulkan bahwa untuk mahasiswa yang memiliki kemampuan berpikir kritis tinggi, hasil belajar matakuliah geometri yang mengikuti pembelajaran group investigasilebih tinggi dibandingkan dengan hasil belajar mata kuliah geometri yang mengikuti pembelajaran pemecahan masalah. Hal ini dapat dilihat pada tabel 4.1, untuk mahasiswa yang memiliki kemampuan berpikir kritis tinggi, rata rata hasil belajar matakuliah geometri yang diajarkan dengan group investigasi sebesar 72,00 dan yang diajarkan dengan pembelajaran berbasis masalah sebesar 66,91.Jadi, untuk mahasiswa yang memiliki kemampuan berpikir kritis tinggi, hasil belajar matakuliah geometri yang diajarkan dengan group investigasi lebih tinggi dibandingkan dengan hasil belajar matakuliah geometi yang diajarkan dengan pembelajaran berbasis masalah . Perbedaan hasil belajar matakuliah geometri antara yang diajar dengan strategi pembelajaran group investigasi dan mahasiswa yang diajarkan dengan strategi pembelajaran berbasis masalah untuk mahasiswa yang memiliki kemampuan berpikir kritis rendah. Berdasarkan hasil perhitungan analisis diperoleh t hitung = -1,64 dan ttabel = -1,684. Karena t hitung >ttabelmaka H0 diterima. Dengan demikian dapat disimpulkan bahwa untuk mahasiswa yang memiliki kemampuan berpikir kritis rendah, hasil belajar matakuliah geometri yang mengikuti pembelajaran group investigasi tidak berbeda atau sama dibandingkan dengan hasil belajar mata kuliah geometri yang mengikuti pembelajaranberbasis masalah.Sementara itu darihasil perhitungan pada tabel 4.1, untuk mahasiswa yang memiliki kemampuan berpikir kritis rendah, rata rata hasil belajar matakuliah geometri yang diajarkan dengan group investigasi sebesar 50,55 dan yang diajarkan dengan pembelajaran berbasis masalah sebesar 55,27 ( . Meskipun, untuk mahasiswa yang memiliki kemampuan berpikir kritis rendah, hasil belajar matakuliah geometri yang mengikuti pembelajaran group investigasi lebih kecil dibandingkan dengan hasil belajar mata kuliah geometri yang mengikuti pembelajaran pemecahan masalahnamun secara statistik perbedaan itu tidak berarti. Oleh karena itu, baik 662
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strategi pembelajaran group investigasi maupun pembelajaran berbasis masalah tidak berpengaruh terhadap hasil belajar matakuliah geometri untuk mahasiswa yang dengan kemampuan berpikir kritis rendah.
Daftar Pustaka Ann C. Howe dan Linda Jones, Engaging Children In Science ,New York : Macmilan Publishing Company, 1993 Arends, Richard I. Learning to Teach, New York : McGraw Hill Companies, Inc, 2007 Cindy E. Hmelo Silver, Clark A. Chinn, The International Handbook of Collaborative Learning, New York : Routledge, 2013 Eggen, Paul dan Don Kauchak. Strategi dan Model Pembelajaran, Mengajarkan Konten dan Kemampuan berpikir. Jakarta : Permata Puri Media, 2012 Epstein, Richard L,Critical Thinking, Canada : Thomson Wadsworth, 2006 Gilles, Robyn M The Teacher’s Role in Implementary Cooperative Learning in the Classroom, New York : Springer Science, 2008 Joyce, Bruce,Models of Teaching. Boston : Pearson Education, Inc, 2009 Kelly, Paul J, Ladd, Norman E, Fundamental Mathematical Structures Geometry, Chicago : Eurasia Publishing House, 2000 Linda Torp and Sara Sage, Problem as Possibilities Problem Based learning for K-16 Education. Beauregard St : Assosiation for Supervision and curriculum Development, 2002 Moore, Brooke Noel dan Parker, Richard, Critical Thinking. California : Mayfield Publishing Company, 1992 Nitco, Anthony J, Educational Assessment of Students (New Jersey : Prentice Hall, Inc, 2001 Oon Seng Tan, Enchanging Thinking through Problem Base Learning Approaches.Singapore : a division of, 2004 Paul, Richard W, Critical Thinking. New Jersey : Publishing as Financial Times Prentice Hall, 2002 Rusman. Model Model Pembelajaran. Jakarta ; PT Raja grafindo Persada, 2012 Sharon, Shlomo. Cooperative Learning.Jogjakarta : Istana Media, 2014 Sihotang, Kasdin, Critical Thinking,Membangun Pemikiran Logis. Jakarta : Pustaka Sinar Harapan, 2012 Slavin, Robert E. Coopertive Learning. Bandung : Nusa Media, 2009 Slavin,Robert E. An introduction to cooperative learning research. New York: plenum Press, 1995 Surya, Mohammad. Strategi Kognitif dalam Proses Pembelajaran. Bandung : Alfabeta, 2015 Yaumi, Muhammad . Pembelajaran Berbasis Kecerdasan Jamak. Jakarta : Kencana Prenadamedia Group, 2013.
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The Evaluation of Academic Information System Implementation Success Using ERP Success Model (Case Study at STKIP Hamzanwadi Selong) 1
M. Zamroni Uska, 2G. Rasben Dantes, 3I.M. Candiasa 1 Universitas Hamzanwadi, Indonesia, 2,3Ganesha University of Education, Indonesia 1 [email protected]
Abstract This study aims to evaluation of academic information system using ERP Success Model Dantes and Hasibuan (2012) by analyze: (1) the effect of system quality, information quality, and service quality toward tactical and strategical impact (2) to prove the ERP Success Model using trimming method. This research is a quantitative study using a survey method which was implemented at STKIP Hamzanwadi Selong. The population of this study was 5,022 people and the number of sample was 370 people contain of lecturers, students, and academic administrators. The sampling technique used was a cluster sampling method. While, the data collection used was a questionnaire with Likert scale. Data Analysis used path analysis. The results of this study showed that, (1) system quality and information quality had a significant influence toward tactical impact partially and simultaneous (ρ<0.05), (2) system quality, information quality, and tactical impact influential significant toward strategical impact in partially and simultaneous (ρ <0.05), (3) service quality had not have a significant influence toward tactical and strategical impact (ρ>0.05). The results of the model testing using trimming method had a significant (W-test = 7.598 >
2 table = 5.591), and this model is composed of four variables such as: system
quality, information quality, tactical impact and strategical impact. Key words: evaluation of information system implementation, academic information system success, and erp success model.
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Introduction Information system is a system of an organization which relates daily transactional of product need to support management of organization operation with strategic activity of organization to be supplied to the certain outer source with needed reports (Sutabri, 2005: 42). The information system which was broadly used was the information system based – ERP (Enterprise Resource Planning). Dantes and Hasibuan (2012) claimed that ERP is an integrated system into the information system which was used to support business process and management resources of the organization. While, O'Brien (2005: 699) argues that ERP is integrated cross-functional software reengineering process manufacturing, distribution, finance, human resources, and other business processes of an enterprise to improve efficiency, agility, and profitability. Meanwhile, Monk (2001: 153) states that ERP is a system that helps regulate business processes such as marketing, production, purchasing, and accounting in an integrated whole. ERP system integrates core corporate activities and diverse functions of the enterprise by incorporating best practices in order to facilitate rapid decision-making, and cost reduction. Because of this promise of integration and facilitation on rapid decision-making, more organizations and institutions globally are implementing ERP systems (Wu and Wang, 2007; Markus et al., 2000). Hamzanwadi Selong College of teacher training and education (STKIP Hamzanwadi Selong) is one of the college which use an ERP system. This ERP system had already integrated used with the information system named as Academic information system (SIAKAD). In line, the important of an information system, evaluation to the system seems important to be conducted to know the progress of a working system itself. The evaluation is done to measure the successful of STKIP Hamzanwadi Selong SIAKAD. Dantes and Hasibuan (2012) used 5 construct or variable to measure the successfulness of the information system that are system quality, information quality, service quality, tactical impact, and strategical impact. They are used this model to know to what extent the successfulness of information system or ERP system in various sector of industry in terms of both large and narrow scale. While in this research, the researcher tried to use that measurement model (ERP) in a narrow scale of organization at one of the private college STKIP Hamzanwadi Selong which located at East Lombok, West Nusa Tenggara.
Research Methods This research is categorized as quantitative by using survey method. The population of this research is all the users of SIAKAD at STKIP Hamzanwadi Selong. The total numbers of the users were 5,022, while the total numbers of sample in this research were 370 respondents. The data analysis used in this research was path analysis. The conceptual model of causal correlation of each variable in path analysis could be shown at the following Figure 1.
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ρY1 X1
ε2
ε1
ρY2 X1
System Quality (X1)
ρY2
rx2 x1
rX3 X1
ρY1
Information Quality (X2)
Strategical Impact (Y2)
Tactical Impact (Y1)
ρY1 X2
ρY2 Y1
rx3 x2 Service Quality
ρY1 X3 ρY2 X3
(X3)
ρY2 X2
Figure 1. Conceptual Model of Causal The testing hypothesis used in this research was path analysis which captured correlation and regression analysis. The match of causal model which proposed was tested by using trimming method. This method aimed to examine whether or not the proposed model is fitted.
Result and Discussion The result of testing hypothesis in this research has shown that: First, based on the result of path analysis it was found that ρy1x1 = 0.401. Testing of significant toward coefficient of ρy1x1 path used ttest which the criteria if sig. < 0.05, it meant that Ha was rejected and H0 was accepted mean significant. On the other hand, if sig.> 0.05 meant Ha was accepted and H0 rejected. In fact, the result found that was 7.657 of t-value with Sig. = 0.000, Ha was accepted and H0 was rejected meant significant. Based on the result of the analysis, could be concluded that system quality could affect tactical impact. The extent of system quality toward the tactical impact was 0.160 or (16%). Based on the descriptive analysis, SIAKAD has good system quality, by which bring positive influence to the college internal business. Based on the information gained from some SIAKAD users, the system quality of SIAKAD does not have good enough features, so that it is sometimes found problem or difficulties in operating it. Besides, frequently have no got accurate data. After collecting and analyzing the data, it was found that 50.27% of respondents stated that SIAKAD has accurate dat. Meanwhile, 11.62% of respondents said overlapping. 56.49% of respondents said that SIAKAD is easy to use, around 10.00% of respondents said it was troubles. 48.65% of respondents gave comment that SIAKAD has good features, while 11.08% respondents gave overlapping comments. From the results, the features of the SIAKAD less good. Although the features of the SIAKAD less good, SIAKAD still can increase user productivity, reduce costs academically, and benefit, both individuals and groups. Some negative or unsatisfied responds about SIAKAD was due to the lackness of some users in operating it. Besides that, the problem frequently happened when users use the SIAKAD at the same time and of course could be overloaded against the system. Second, the path analysis result found that ρy1x2 = 0.119 and the value Sig. = 0.039. It meant that Ha was accepted and H0 was rejected means significant. It could also be concluded that information quality could affect tactical impact. While the extent effect of information quality toward tactical impact was 0.014 or (1.4%). So that, information quality on SIAKAD has significant effect toward tactical impact which directly related to internal organization of college itself especially academic program. Based on the information from the SIAKAD users, that is SIAKAD always work low speed and could affect the users can not finish their work on time. After collecting and analyzing data, it was found that 44% of respondents was 666
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agree that SIAKAD has on time information, 44% of respondents were doubtful, and 12% of respondents were not agree. From the result, it was true that SIAKAD does not give accurate information. From that information, the SIAKAD cannot give accurate time information mainly when the students cannot access their score on time as it was scheduled. It was due to most the lecturers upload the students’ score at the end of scheduled and at the period the coincide time. Of course it may cause overloaded of the system. Third, based on the result of path analysis, it was found that ρy1x3 = -0.092 and Sig. = 0.081. Based on the analysis could be concluded that service quality could not affect tactical impact. While, the extent effect of service quality toward tactical impact was 0.014 or 1.4%. So that service quality on the SIAKAD cannot affect tactical impact. By that point, can be concluded that whether service quality good or bad on the SIAKAD, it cannot affect tactical impact in relation to the internal of an organization. Based on the information gained relate to the SIAKAD, some respondents said that SIAKAD was running very slow, the software and the hardware have never been updated. After conducting analysis, 53.51% of the respondents argued that SIAKAD can give quick service, while, 10.00% of the respondents argued on the other hand. 49.73% of respondents argued that the SIAKAD software and hardware is always updated. Meanwhile, 9.73% of the respondents said on the contrary. Then, 55.67% of the respondents stated that the SIAKAD can be relied, meanwhile, 10.00% of the respondents said on the contrary. So, it can be concluded even that the hardware and software on SIAKAD was not updated, not relied, service slow, and does not consider the users need, SIAKAD remains give positive impact to the internal business organization. Since in its purpose, SIAKAD is just utilized at the contemporarily moment. Take for example, lecturers, just use SIAKAD when they input the data or students’ score, validate KRS, and when they are checking the courses schedule. Meanwhile, the students use SIAKAD when they input their KRS and browsing their KHS. Fourth, the result of correlation test and significant test for system quality, information quality, and service quality were found that coefficient correlation RX1X2X3Y1 = 0.445 and coefficient determination R2X1X2X3Y1 = 0.198. Thus, coefficient correlation was significant since 2-tailed test found that the value of sig. = 0.000 and F-test was found that coefficient F was 20.201 with the value of sig. = 0.000, so that Ha was accepted and H0 was rejected. It meant that system quality, information quality, and service quality simultaneously and significant effect toward tactical impact. Meanwhile, the extent effect of system quality, information quality, and service quality toward tactical impact was 19.8%. Based on the results of the descriptive analysis of the tactical impact, the percentage of respondents who stated SIAKAD that can improve customer service and satisfaction by 42.70%, meant that SIAKAD provide services and satisfaction to the user. In a statement that can increase user productivity in using SIAKAD amounted to 52.43%, meant that SIAKAD during this time can improve user productivity. Statement stating that the user has the benefit SIAKAD amounted to 60.81%, meant that SIAKAD have benefits to the user. In statements to make decisions SIAKAD supported by 50.81%, meant that SIAKAD supported in taking decisions during this time. Furthermore, the statement SIAKAD can reduce operating costs in organizations is 50.81%, That is, during this SIAKAD can reduce or save costs in organizations in support of business processes and resource management at the college. So that, overall SIAKAD had a positive impact on the organization and influence the tactical impact. 667
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Fifth, based on the result of path analysis, it was found that ρy2x1 = 0.137 and the value sig. = 0.025, so that Ha was accepted and H0 was rejected, meant significant. Based on the analysis could be concluded that system quality could effect strategical impact. Meanwhile, the extent effect of system quality toward strategical impact was 0.019 or 1.9%. Thus, good or bad system quality on SIAKAD would affect to the external business organization (strategical impact). Sixth, based on the path analysis, it was found that ρy2x2 = 0.213 and the value sig. = 0.001, so that Ha was accepted and H0 was rejected. Based on the result of the analysis could be concluded that information quality could effect strategical impact. Meanwhile, the extent effect of the information quality toward strategical impact was 0.045 or 4.5%. Based on the result of descriptive analysis, wholly, SIAKAD has good information quality, so it has positive impact to the external business organization (strategical impact) at this college. Seventh, the result of the path analysis found that ρy2x3 = -0.630 and the value of sig. = 0.272, so that Ha was rejected and H0 was accepted meant significant. Based on that analysis could be concluded that service quality could effect strategical impact. Meanwhile, the extent effect of service quality was 0.379 or 39.7% According to Dantes and Hasibuan (2011: 4), strategical impacts will affect the strategic level in the sense that ERP implementation will give strategic impacts to the company. These strategic impacts can manifest in the form of innovative business growth, growth business alliance with other organization, create competitive advantage, product differentiation, product leading, and other strategic things that affect the external affairs of the organization instead of its internal affairs. On the other hand, tactical impact will affect the managerial and operational level. The impacts only affect the internal affairs of the organization, such as reduction of operational cost and product cost, increase in productivity, operational efficiency, good time and resource management, and human resource development. So, whether good or bad of service quality that SIAKAD offered to user cannot affect strategical impact in a certain organization. Though, the hardware dan software on was not updated, not relied, service slows, and does not understand what the users wish, SIAKAD remains gives positive impact against the internal business of organization. Eighth, it was found on the path analysis that ρy2y1 = 0.191 and the value sig. = 0.001, so that Ha was accepted and H0 was rejected, meant significant. Based on that analysis could be concluded that tactical impact could affect strategical impact. Then the extent effect of strategical impact toward tactical impact was 0.046 or 3.6%. Based on the descriptive analysis, the respondents percentage which stated that SIAKAD can give profit competitively was 58.11%, and 11.62% on the contrary, it means that SIAKAD, all this time, give profit for the organization. The percentage of the respondents which stated that SIAKAD can give academic innovation was 61.35%, meanwhile, 12.43%, stated on the contrary. It means that SIAKAD in this college can give academic innovation. In the meantime, the respondents’ percentage which stated that SIAKAD can increase the organization or institution growth in this college was 59.46%, meanwhile, 10.54% said on the contrary. So, the conclusion can be made that SIAKAD in the meantime can give positive impact toward college external business.
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Ninth, the result of correlation and significant test that system quality, information quality, service quality, and tactical impact simultaneously on strategical impact was found that coefficient correlation, RX1X2X3Y1Y2 = 0.271 and coefficient determination R2 X1X2X3Y1Y2 = 0.073. That is significant since it was found the value of sig. = 0.000 < 0.05, so Ha was accepted and H0 was rejected, it meant that system quality, information quality, service quality, and tactical impact simultaneously and significant could affect to the strategical impact. Then, the extent effect of that of information quality, service quality, and tactical impact toward strategical impact was 19.8%. Based on the all testing hypothesis has already stated above. Therefore, the result of overall impact and the satisfaction level of the SIAKAD among those are: the positive impact of SIAKAD was 57.03%, meant SIAKAD give positive impact to the users. The positive impact of SIAKAD to the organization was 48.92%, meant that SIAKAD did not give impact to the organization. It was because the users less utilize SIAKAD effectively. In the case of students’ academic data processing which related to the KRS (courses planning), KHS (courses result), and academic data processing for lecturer which captured: input score, courses agenda which was done when it is final bound scheduled. Tenth, the fit model test was conducted to know whether this model or diagram of path analysis proposed was fit to the data by using trimming method. After conducting trimming 2 analysis, the result was W = 7.598, with the criteria when W-test > tabel , it meant the model 2 was significant. So that W-test > tabel (7.598 > 5.591). By that point could be concluded that the given model proposed was significant. So that, the fit model was used on organizational scale with four construct or variable namely: system quality, information quality, tactical impact and strategical impact. To be more clearly about fit model can be seen at following figure 2.
System Quality Tactical Impact
Strategical Impact
Information Quality
Figure 2. Fit Model
Conclusion Due to the fact and the result of the research, can be pulled out some conclusions as follows: (1) system quality and information quality has effect and significant toward tactical impact. Meanwhile, service quality, partially, has no effect and significant toward tactical impact. (2) system quality, information, service quality on SIAKAD, simultaneously, has effect significant toward tactical impact. (3) system quality, information quality, and tactical impact, partially, has effect significant toward strategical impact. Meanwhile, service quality has no any effect significant toward strategical impact. (4) simultaneous, there was effect of system quality, information quality, service quality, and tactical impact toward strategical impact. (5) the result of Model test which implemented by using trimming method recommended that the variable of service quality was deleted from that model.
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There any suggestion to be recommended as the follow up of the result of this research are (1) the next research which will be conducted on the other organization or institution on large to measure the fruitfulness model of ERP system Dantes & Hasibuan (2012). (2) for the SIAKAD users, it would be better to follow the training program of SIAKAD operation, especially to help the users in academic process easily. It is also expected for the users to use the SIAKAD on schedule. (3) for the application developer, it is expected that software and hardware should be paid much attention to be updated. In order that, the accurate and on time information got it easily, not overloaded to the system. So that the updated system an of course will have great and positive impact tactically and strategically for this college.
References Dantes, G. R. & Hasibuan, Z. A. 2011. The Impact of Enterprise Resource Planning (ERP) System Implementation on Organization: Case Study ERP Implementation in Indonesia. IBIMA Business Review. Vol. 2011, Article ID 210664, 10 pages. Dantes, G. R. & Hasibuan, Z. A. 2012. Priority of Key Success Factors (KSFS) on Enterprise Resource Planning (ERP) System Implementation Life Cycle. Journal of Enterprise Resource Planning Studies. Vol. 2012, Article ID 122627, 15 pages. Markus, M. L., Axline, S., Petrie, D., Tanis, C. 2000. Learning from adopters' experiences with ERP: problems encountered and success achieved. Journal of Information Technology, 15(4), pp.245–265. Monk, Ellen; Wagner, Bret. 2006. Konsep Enterprise Resource Planning. Boston: Thomson Teknologi Kursus. O’Brien JA & Marakas G. 2005. Management Information Sistem. Ninth Edition. Boston: Mc Graw Hill, Inc. Sutabri, Tata. 2005. Sistem Informasi Manajemen. Yogyakarta: Andi. Wu, J., Wang, Y. 2007. Measuring ERP success: The key-users' viewpoint of the ERP to produce a viable IS in the organization. Computer in Human Behavior, Vol. 23, pp. 1582–1596.
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Reciprocal Peer Tutoring in Teaching Writing 1
Laila Wati, 2Atika Salman Paris 1 Universitas Hamzanwadi, Indonesia, 2MA Al-Majidiyah NW Majidi, Indonesia 1 [email protected], [email protected]
Abstract This pre-experiment research is purposed to find out the effectiveness of reciprocal peer tutoring technique in teaching writing narrative text at the eleventh graders of MA AlMajidiyah NW Majidi. The sample consists of 24 students taken through random sampling. A pre-test and a post-test are administered to collect the data on the students’ writing ability, and observation list is employed to gather the data on how reciprocal peer tutoring technique involve the students in the instructional process. The collected data are then analyzed using descriptive statistic and paired-sample t-test to answer the hypothesis. Additionally, the students’ involvement is measured through percentage. The result of the analysis entails that reciprocal peer tutoring technique is significantly effective in teaching writing narrative text. This can be seen in the improvement of the students’ mean score in the pre-test and the posttest. The hypothesis testing also results that the alternative hypothesis is accepted. Besides, the students’ involvement improves gradually in each meeting. Thus, it is advisable that teachers apply reciprocal peer tutoring in the instructional process as one of the teaching alternatives. Keywords: reciprocal peer tutoring, writing
Introduction Written communication now becomes more popular as the increase of electronic-social media. It also becomes more popular in line with the needs for academic purposes such as the needs of references, the needs of exploring ideas in written forms, the needs of sharing information of things, and so forth. Besides, writing can be a learning tool for studentsand is considered an indicator toward student’s success in learning English and their future professional careers. Thus, written communication is important and must be one of the focuses taught at schools. Conversely, teaching as well as learning writing is not always as it is expected. It should run smooth, fun, and easy. In fact, writing is the most difficult skill to acquire since it involves many things in it to consider. According to Nunan (1991), writing—among the four language skills—is clearly a complex process. Writing is the most difficult skill because it involves several components which have to be considered while a learner is writing (Cahyono, 2001). The difficulty is generally faced by junior as well as senior high school English learners. In MA Al-Majidiyah NW Majidi, for example, the students mostly think that writing is such a boring and tiring activity. Whenever writing activity is conducted, they easily get stuck and soon enough they lose idea of what to do or write to finish their task. This unfortunately happens so often. This happens due to the monotonous activities experienced by the students. The monotonous activities lead them to being less motivated in learning. As a result, they become lazy and find more and more difficulty in learning writing, and the result of their writing is indeed unsatisfactory due to the difficulties.
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In relation to the difficulties in teaching and learning writing, teachers—students’ learning facilitators—should vary instructional activities they put the students through; this is to avoid students’ boredom. Putting students in activities that lead them to communicate among their peers is a wise choice. These reciprocal activities can free them from being reluctant, bored, worried of mistakes, and silent. Miravet, et.al. (2013) claim that peer tutoring can be either fixed, in which the roles are not exchange, or reciprocal, where peers exchange roles.Peer tutoring can be an alternative for the leading activities, and this is done reciprocally so every student can be responsible for a specific task to complete. Rosenshine and Meister (1994) prove that reciprocal teaching is effective not only for older learners but also for those who show poor comprehension. A series of studies by Palincsar and Brown (1985) also determines the effectiveness of reciprocal teaching for middle school students in pairs and small groups averaging five.Greenwood (1991) defined reciprocal peer tutoring as a student mediated instructional procedure in which small learning groups work together on learning tasks. He believed that peer tutoring has been shown to increase significantly students’ time spent in academic instruction and engagement and student outcome. Reciprocal peer tutoring technique is technique that facilitates group work between teacher and students as well as among students as a means of aiding them to construct meaning from text. Although peer tutoring can appear indifferent formats, but peer tutoring can be applied to different skills; the effectiveness of peer tutoring technique is dependent on similar effective research-based components. These components,according to Hottet. al(2012), include tutor training and preparation, opportunity to practice tutoring skills, highly structured learning format, regular weekly sessions, and continual teacher support and feedback. Reciprocal peer tutoring combines same-age pairs of similar ability and utilizes self-management methods and group interdependent reward contingencies to promote academic and social competency. Reciprocal peer tutoring is one of cooperative techniques which makes students interact to assist each other’s academic achievement by one student adopting the role of tutor and the other the role of tutee. Peer tutoring has been well validated for promoting the development of low-level skills, such as spelling, math, and reading. Thus, thisreciprocal peer tutoring technique is needed to make students learn actively. It can involve students to work together, ask and answer questions amongall, and responsible for their own tasks.
Method Participants The population in this study was the eleventhgrade of MA. Al-Majidiyah NW Majidi in the school year 2015-2016. It consisted of two classes: XI IPS and XI Bahasa. The class taken was XI IPS that consisted of 24 students, and this sample was the experimental group. It was taken through random sampling technique. Treatment Procedure In the treatment, the researcher applied reciprocal peer tutoring techniqueto teach writing by referring to Hott, et.al. (2012).The material deals with narrative text. The writing here deals with defining topic gathering information, ordering information, planning, and editing. The framework in applying reciprocal peer tutoring technique is shown in Figure 1.
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Clarifying specific topic/material Grouping
students Doing reflection and giving feedback
averaging 3 Establishing rules for
Each group presents the material
tutoring: each student
based on their comprehension of
has
what is taught by the members Each group draws conclusion on
one
specific
Choosing tutor in each material to deliver the material within the group group Starting peer tutoring in
Exchanging roles: the first tutor
each group
becomes a tutee and the tutee
Figure 1. Framework of Applying Reciprocal Peer Tutoring becomes the next tutor and vice versa Preparation for Assessment Eventually, after going through the learning process in reciprocal peer tutoring, the students were guide to write a narrative text. The students’ writing product then is the source of the data to see the effectiveness of reciprocal peer tutoring. In assessing the students’ writing, some elements were evaluated: content, vocabulary, organization, and grammar. Those elements were evaluated using analytical scoring rubric adopted from Cohen (1994). It is shown in Table 1. Table 1. Analytical Scheme of the Students’ Writing Skill Element
Score 5 (excellent) 4 (good)
Content
3 (average) 2 (poor) 1 (very poor)
Criteria Main ideas stated clearly and accurately, chance of opinion very clear. Main idea stated fairly clearly and accurately, change of opinion relatively clear. Main ideas somewhat unclear or accurate, change of opinion statement somewhat weak. Main ideas not clear or accurate, change of opinion statement weak. Main ideas not all clear or accurate, change of opinion statement very weak. 673
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Organization
5 (excellent) 4 (good) 3 (average) 2 (poor) 1 (very poor) 5 (excellent) 4 (good)
Vocabulary
3 (average) 2 (poor) 1 (very poor)
Grammar
5 (excellent) 4 (good) 3 (average) 2 (poor) 1 (very poor)
well organized and perfectly coherent fairly well organized and generally coherent loosely organized but main ideas clear, logical but incomplete sequencing ideas disconnect, lacks logical sequencing no organization, incoherent Very effective choice of words and use of idioms and words forms. Effective choice of words and use of idioms and words forms. Adequate choice of words but some misuse of vocabulary, idioms, and words forms. Limited range, confused use of words, idioms, and word form. Limited range, very poor knowledge of words, idioms, and word forms. no errors, full control of complex structure almost no errors, good control of structure some errors, fair control of structure many errors, poor control of structure dominated by errors, no control of structure
Data Collection This research was a pre-experimental research with one investigated variable which was reciprocal peer tutoring technique in teaching writing narrative text. In gaining the data,a pretest and post-test were given to the students. A written test was administered at both the pretest and at the post-test. The data gained werethen analysed by using descriptive statistics and Paired Sample t-test to test the hypothesis. In collecting data, the present researcher took data from pre-test, treatment, and post-test. The pre-test was administered to the subject before applyingreciprocal peer tutoring technique in teaching writing narrative text.The treatment was conducted after conducting the pre-test; the present researcher applied this step to facilitate the students learning activity by usingreciprocal peer tutoring technique in teaching writing narrative textat the experimental group.Finally, the post-test was administered after applying the technique. Data Analysis The data of this study were collected then were analyzed by using descriptive statistic and inferential analysis. Descriptive analysis was used to know the mean, median, mode, and standard deviation of students’ scores in reading test. Inferential analysis was used to know normality and homogeneity previously before the t-test. Normality test was conducted in order to know whether the sample distributed normally or not, while homogeneity test aim at knowing whether the data are homogeneous or not. For this purpose, the researcher performed Frequencies using SPSS 17 for windows. There are two statistics required for testing hypothesis; those are normal distribution test and homogeneity test which are both statistics were analyzed by using SPSS Statistics 17 for Windows. First, normality testing was used to know whether or not the data has normal distribution. To know the data was normal or not, the researcher performed One-Sample K-S 674
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
using SPSS 17 for windows, and the last homogeneity was conducted to know whether the obtained data of the sample was homogenous or not. Homogeneity testing was performed by One-Way ANOVA using SPSS 17 for windows.To know the effectiveness of reciprocal peer tutoring technique in teaching reading comprehension, the present researcher used SPSS Statistics 17 for Windows. As the output, the SPSS statistics showed the result of the procedure which indicated that the hypothesis was accepted or rejected.
Results Based on the data gained, the highest score on the pre-test was 14, the lowest score was 5 with the mean score 8.08, the standard deviation was 1.909, and the variance was 3.645. In the post-test, the highest score was 15, the lowest score was 7 with the mean score 9.88, the standard deviation was 2.213, and the variance was 4.897. The gained data showed that there was an increase in the writing ability of the students after the treatment was given by using reciprocal peer tutoring technique. It was proven by the mean score of the post-test that was higher than the pre-test. This showed that reciprocal peer tutoring technique was effective in teaching writing. Having worked out the normality test by using One-Sample K-S test (SPSS 17 for windows), the result of Kolmogorov-Smirnov showed that the pre-test and post-test were higher than the values of the significance (p) = 0.05. The value of Kolmogorov-Smirnov in the pre-test was 0.934 and in the post-test was 0.910, while the values of the Asymp. Sig. (2-tailed) of pre-test was 0.348 and in the post-test was 0.379. Those all values were higher than the 2-tailed at 0.05. It proved that the data were in normal distribution. Since the sample was in normal distribution, the homogeneity test was proceeded. The homogeneity test was calculated by using One-Way ANOVA test. It was used to find out whether the data was homogenous or not. Respectively, the value of Levene’s Statistic was 1.982 at p = 0.143. The value of p = 0.143 was greater than 0.05; it implied that the data were homogenous. As the data were normal and homogenous, the hypothesis testing was ensued by using Paired Sample t-test. This was meant to get the answer to the hypothesis. After calculating paired sample t-test, the result that value of t (df = 23) was -15.906 at the level significant (2 tailed) p = 0.000. Those result showed that the value of level sig (2 tailed) p = 0.000 was lower than 0.05 while the t-test value was higher than 0.05; this indicated that the alternative hypothesis (Ha) was accepted.
Discussion As writing becomes more important, activities lead students to write the target language should be promoted. The activities promoted in the instructional process are supposed to be non-threatening activities. Reciprocal peer tutoring, based on the finding of this research, is proven to be a non-threatening technique for leading students to write. It was visible that the attitude of solidarity emerged throughout the discussion within each group when they learned to help each other. Besides, the students feel comfortable because of the absence of pressure from the teacher, so it makes it easier for them to ask and answer questions within the groups. Moreover, cognitively, the finding of this research showed that reciprocal peer tutoring technique was significantly effective in teaching writing narrative text. It was proven by the significant different mean score between the pre-test and the post-test. The mean score of the pre-test was 8.08 and the standard deviation was 1.909, whereas the mean score of the post675
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
test was 9.88 and the standard deviation was 2.213. It means, the result of the post-test was higher than the pre-test. This finding is in line with Hott, et.al (2012), who states that reciprocal teaching is supposed to enhance students’ writing skill. Additionally, the teaching and learning process is more active through reciprocal peer tutoring technique in which students help each other in the instructional process. Since everyone has his/her own responsibility, they feel important. The students have the information beforehand, they take turn to being a tutor, and they are constantly in the leading role. This makes them become more independent and responsible for their learning. Thus, it is advisable that English teachers apply reciprocal peer tutoring technique in their classroom teaching.
Conclusion Based on the result of this study, conclusions are drawn. First, dealing with the cognitive, reciprocal peer tutoring technique was effective in teaching writing narrative text. It improves the students’ writing achievement. Additionally, the classroom atmosphere becomes more comfortable since all students see that they are important to each other; they lead, they learn, and they feel free of asking and answering questions.
References Cahyono, B Y. (2001). Second Language Writing and Rhetoric: Research Studies in the Indonesian Context. Malang: State University of Malang. Cohen, A D. (1994). Assessing Language Ability in the Classroom. 2nd Edition. Boston: Heinle&Heinle. Greenwood, C. R. (1991), Longitudinal analysis of time, engagement, and achievement in atrisk versus nonrisk students. Exceptional Children, 57, 521-534. Hott, B., Walker, J., &Sahni, J. (2012). Peer Tutoring. Council for Learning Disabilities. Overland Park. (http://www.council-for-learningdisabilities.org/publications/infosheets). Miravet, L M., Ciges, A S. & Garcia, O M. (2013). An Experience of Reciprocal Peer Tutoring at the University. Procedia: Social and Behavioral Sciences. 116 (2014) 2809-2812. Nunan, D. (1991). Language Teaching Methodology: A Textbook for Teachers. Englewood Cliffs: prentice Hall. Palincsar, A S. & Brown, A L. (1985). Reciprocal teaching: Activities to promote reading with your mind. In T. L. Harris & E. J. Cooper (Eds.), Reading, thinking and concept development: Strategies for the classroom. New York: The College Board.. Rosenshine, B.& Meister, C. (1994). Reciprocal Teaching: A Review of aResearch. Review of Educational Research, 64 (4), 479- 530.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Constructivism Inquiry Based Biology Learning Material Development for Science Skill and Student Achievement at MTs NW Mengkuru Kecamatan Sakra Barat Kabupaten Lombok Timur Nuraini University of Hamzanwadi, Indonesia [email protected]
Abstract This research intends to develop learning material for biology based on constructivismInquiry method to increase the students’ science skill as well as learning achievement in biology, MTs. Mengkuru Kabupaten Lombok Timur. Research design used in this study was plomp development which focuses on four phases put foward by Nieveenter; investigation, planning, realization and validation. There were forty students who participated in this research, ten students for pre-test and thirty ones field test.To collect the data, this research employed survey for need analysis, validation and student response. From the research, it was found that there was high score of 72 of validation category. Beside this, student’s response were very positive about 90% with level of effectiveness of 86, 67%. It was also found that there was 83% of increase in terms of student’s result with mean score of 78. Based on this research result, it can be concluded that a teacher needs practicum module in order to increase the students’ skill and achievement. Kata Kunci : Bahan Pembelajaran, Konstruktivisme, Inquiry Terbimbing, Keterampilan Proses Sains dan Hasil Belajar
Pendahuluan Era globalisasi dalam dunia ini menuntut sistem pendidikan di sekolah untuk menerapkan pembelajaran yang inovatif dan lebih bermakna, agar mutu pendidikan yang dihasilkan selaras dengan kemajuan jaman. Keadaan ini harus disikapi dengan meningkatkan kualitas sumber daya manusia Indonesia agar menghasilkan generasi penerus yang siap menghadapi tantangan jaman. Pendidikan pada dasarnya adalah usaha sadar untuk mengembangkan potensi Sumber Daya Manusia (SDM) khususnya siswa dengan cara mendorong dan memfasilitasi kegiatan belajar mereka. Ilmu Pengetahuan Alam (IPA) merupakan salah satu mata pelajaran yang diberikan di SMP yang mengkaji peristiwa, fakta, konsep, dan generalisasi yang berkaitan dengan alam sekitar. IPA meliputi tiga bidang ilmu dasar yaitu biologi, fisika, dan kimia. Biologi merupakan salah satu cabang dari IPA dan merupakan ilmu yang lahir dan berkembang melalui langkah-langkah observasi, perumusan masalah, penyusunan hipotesis melalui eksperimen, penarikan kesimpulan, serta penemuan teori dan konsep (Trianto, 2010: 137). Biologi merupakan wahana untuk meningkatkan pengetahuan, keterampilan,sikap, dan nilai. Biologi berkaitan dengan cara mencari tahu dan cara memahami alam secara sistematis, sehingga biologi bukan hanya mencakup penguasaan kumpulan pengetahuan yang berupa fakta-fakta, konsep-konsep, dan prinsip-prinsip saja,tetapi juga merupakan suatu proses penemuan.Pembelajaran biologi selama ini masih didominasi proses pembelajaran yang bersifat konvensional sehingga siswa menganggap pengetahuan adalah fakta-fakta yang harus dihafal dan guru sebagai sumber utama pengetahuan. Dalam pembelajaran seperti ini guru tidak banyak melibatkan siswa seperti 677
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tidak membelajarkan siswa berkelompok, tidak melakukan inquiri berkelompok, tidak melibatkan siswa dalam perencanaan pembelajaran, tidak melakukan diskusi kelompok, serta tidak mempresentasikan hasil diskusi ke depan kelas. Pemahaman siswa terhadap materi pelajaran akan dapat diwujudkan jika siswa sendiri terlibat secara langsung memahami materi pelajaran, misalnya melalui kegiatan pelaksananan praktikum, ,membuat kesimpulan, mengkomunikasikan hasil praktikum, tanya jawab. Pembelajaran harus lebih dari sekedar bagaimana menjelaskan konsep namun juga memberikan kesempatan pada peserta didik agar dapat berlatih dalam mengamati dan mempelajari keterampilan proses sains. Pembentukan keterampilan ini sangat menentukan dalam membangun kepribadian dan pola tindakan dalam kehidupan. Semiawan mengatakan dengan mengembangkan keterampilan proses peserta didik akan mampu menemukan dan mengembangkan sendiri fakta dan konsep serta menambahkan dan mengembangkan sikap dan nilai yang. Dalam pelaksanaan pembelajaran dengan Inquiry terbimbing, siswa dituntut untuk menemukan konsep melalui petunjuk-petunjuk seperlunya dari seorang guru. Petunjukpetunjuk itu pada umumnya berupa pertanyaan-pertanyaan yang bersifat membimbing (Wartono 1999). Selain pertanyaan-pertanyaan, guru juga dapat memberikan penjelasanpenjelasan pada saat siswa akan melakukan percobaan, misalnya penjelasan tentang cara-cara melakukan percobaan. Dalam pembelajaran Inquiry terbimbing guru tidak melepas begitu saja kegiatan-kegiatan yang dilakukan oleh siswa (Andriani, 2011). Siswa di tingkat pemula cocok diterapkan pembelajaran dengan Inquiry terbimbing, karena umumnya siswa-siswa pada tingkat pemula tersebut masih banyak memerlukan bimbingan dari guru dalam proses pembelajaran. Sejalan dengan munculnya teori konstruktivisme, menguatnya isu demokratisasi pendidikan, semakin canggihnya teknologi informasi dan komunikasi, semakin dibutuhkannya kemampuan memecahkan masalah dan berinvestigasi, dan semakin banyak dan cepatnya penemuan teori-teori baru sehingga proses pembelajaran nantinya akan diimbangi dengan keterampilan proses sains sehingga pengembangan bahan pembelajaran dipandang perlu dilakukan untuk meningkatan keterampilan proses sains dan hasil belajar siswa yang masih rendah. Dari hasil observasi dilapangan didapatkan bahwa guru cenderung menggunakan metode mengajar konvensional yang didominasi oleh ceramah dan penugasan, sehingga keterampilan proses sains siswa masih belum dapat berkembang maksimal, penerapan metode mengajar dan media yang terlalu monoton akibatnya tingkat pemahaman biologi mereka masih sangat rendah. Oleh karena itu peneliti mencoba melakukan pengembangan pembelajaran biologi beracuan konstruktivisme dengan inquiry terbimbing untuk meningkatkan keterampilan proses sains dan hasil belajar siswa. Tujuan penelitian penelitian ini adalah: (1) mengembangkan Bahan Pembelajaran beracuan Konstruktivisme Dengan Inquiry Terbimbing Untuk Meningkatkan Keterampilan Proses Sain Dan Hasil Belajar siswa di MTs. NW Mengkuru Kecamatan Sakra Barat Kabupaten Lombok Timur. (2) mengetahui kelayakan bahan ajar berupa panduan praktikum, beracuan Konstruktivisme Dengan Inquiry Terbimbing Untuk Meningkatkan Keterampilan Proses Sain Dan Hasil Belajar siswa di MTs. NW Mengkuru Kecamatan Sakra Barat Kabupaten Lombok Timur, (3) mengetahui efektivitas bahan ajar berupa panduan praktikum beracuan Konstruktivisme Dengan Inquiry Terbimbing Untuk Meningkatkan Keterampilan Proses Sain Dan Hasil Belajar siswa di MTs. NW Mengkuru Kecamatan Sakra Barat Kabupaten Lombok Timur
Metode Penelitian 678
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Model pengembangan yang digunakan dalam penelitian ini mengacu pada model Plomp yang dimodifikasi dengan memperhatikan tiga aspek kualitas produk yang dikemukakan Nieveen. Modifikasi pada model Plomp terdiri atas fase-fase yaitu fase investigasi awal, fase perancangan, fase realisasi, fase validasi, uji coba dan revisi. Alasan modifikasi pada fase ini adalah menyesuaikan dengan prosedur penilaian kualitas produk yang dikemukakan Nieveen. Sedangkan pada fase implementasi tidak dilaksanakan dalam penelitian ini, karena capaian hasil penelitian pengembangan ini tidak langsung disebarluaskan. Adapun langkah-langkah yang ditempuh pada masing-masing fasenya antara lain : (1) fase Investigasi Awal, Fase ini merupakan tahapan yang dilakukan sebelum melakukan uji coba produk yang dikembangkan. Pada tahapan ini peneliti mengidentifikasi permasalahan yang timbul dengan melakukan analisis kebutuhan (2) Fase Perancangan, pada fase ini peneliti merancang suatu produk untuk membantu menyelesaikan permasalahan di sekolah tersebut yaitu bahan pembelajaran beracuan konstruktifisme dengan inquiry terbimbing untuk meningkatkan keterampilan proses sains dan hasil belajar siswa, berupa modul praktikum biologi. (3) fase Realisasi, Pada fase ini peneliti menyusun bentuk awal bahan pembelajaran yang akan dikembangkan yaitu bahan pembelajaran berupa modul praktikum biologi beracuan konstruktivisme dengan inquiry terbimbing untuk meningkatkan keterampilan proses sains dan hasil belajar siswa dengan melihat faktor-faktor yang menjadi permasalahan dalam pembelajaran (4) Fase Validasi Ahli, Setelah produk direalisasikan, tim ahli kemudian melakukan validasi terhadap produk yang dihasilkan. Aspek-aspek yang menjadi bahan penilaian tim ahli berupa aspek tampilan dan materi. Hasil validasi tim ahli ini dilakukan untuk mengetahui kevalidan produk sehingga produk nantinya dikatakan layak atau tidak layak digunakan Uji Coba dan Revisi. Studi Pendahuluan meliputi observasi, pemberian angket dan studi pustaka, Pada tahap perencanaan kegiatan yang dilakukan adalah mengidentifikasi materi pokok pembelajaran tujuan kegiatan pembelajaran. Subyek penelitian pada analisis kebutuhan siswa kelas VII . Hasil pengembangan tahap awal berisi daraf bahan ajar biologi berupa panduan parktikum. Produk yang sudah dirancang selanjutnya diujicoba dalam tahap Validasi oleh Tim Ahli (Expert Judgment) , selanjutnya hasil validasi dan saran dari ahli dan praktisi dijadikan dasar revisi terhadap produk pengembangan.tahap selanjutnya uji coba sekala kecil dengan 10 siswa kelas VII yang mempunyai kemampuan akdemik bervariasi, untuk mengetahui kelemahan dan kelebihan produk sebelum digunakan pada uji lapangan, tahap terakhir adalah uji coba lapangan dalam seting eksperimen. Instrumen yang digunakan untuk pengambilan data meliputi intrumen analisis kebutuhan , instrumen validasi ahli,, instrumen uji skala kecil dan instrumen uji coba lapangan. Analisis kebutuhan dianalisis secara deskriftif. Analisis data penilaian dilakukan dengan tekhnik deskriftif presentase. Analisis data hasil observasi tentang respon siswa terhadap produk dianalisis secara deskriptif dengan skala likert.Analisis hasil efektivitas bahan pembelajaran dianalisis menggunakan rumus KK (Ketuntasan Klasikal), Hasil Dan Pembahasan Dalam penelitian ini data yang terkumpul terdiri atas data analisis kebutuhan, data respons siswa terhadap produk, data penilaian penilaian produk dan data hail belajar siswa untuk melihat keefektipan dari produk. Data analisis kebutuhan siswa diperoleh dengan menyebarkan angket analisis kebutuhan siswa terhadap 30 orang seperti berikut ini: Berdasarkan data yang diperoleh presentase 29, 13% guru cenderung menggunakan metode mengajar konvensional belum diterapkannya metode mengajar inquiri sehingga tidak dapat meningkatkan keterampilan proses sains secara optimal. Sedangkan hasil analisis kebutuhan Buku ajar yang sering digunan 50% guru 679
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
cenderung menggunakan buku pelajaran/buku paket dan LKS sebagai media pembelajaran, sehingga hasil belajar siswa dan keterampilan proses siswa tidak dipacu secara maksimal. Sehingga perlu adanya bahan pembelajaran yang mampu meningkatkan keterampilan proses sains dan hasil belajar siswa. Hasil validasi tim ahli ini dilakukan untuk mengetahui kevalidan produk sehingga produk nantinya dikatakan layak atau tidak layak digunakan. adapun daftar validator yang memvalidasikan buku pedoman praktikum biologi beracuan konstruktifisme dengan inquiry terbimbing dapat dilihat pada Berdasarkan data dari kedua validator, peneliti kemudian menganalisis kelayakan produk untuk menentukan validitas isi (CV) menggunakan rumus Rumus Gregory Data hasil tabulasi tersebut kedalam rumus Gregory. Validitas isi (CV) Produk Buku Pedoman Biologi beracuan konstruktivisme dengan inquiry terbimbing dengan nilai 1,0. Dengan demikian Content Validity (CV) produk modul praktikum beracuan konstruktivisme dengan inquiry terbimbing dinyatakan valid dan layak untuk digunaka Setelah diketahui bahwa produk berupa panduan praktikum beracuan konstruktivisme layak digunakan, peneliti kemudian menempuh tahap selanjutnya yaitu melakukan uji coba produk untuk mengumpulkan data respon siswa, hasil belajar dan keterampilan proses sains siswa terhadap produk yang dihasilkaan. uji coba sekala kecil dengan 10 siswa kelas VII yang mempunyai kemampuan akdemik bervariasi, untuk mengetahui kelemahan dan kelebihan produk sebelum digunakan pada uji lapangan, tahap terakhir adalah uji coba lapangan dalam seting eksperimen. Selanjutnya untuk mengetahui keterampilan proses sains siswa menggenuakan lembar observasi untuk mengetahui peningkatan keterampilan siswa setelah menggunakan produk panduan praktikum yang dihasilkan. Adapun data respon siswa terhadap buku pedoman praktikum biologi beracuan konstruktivisme. Tabel 1 Respon Siswa Terhadap Produk
1
Aspek Tampilan
Rata-Rata Persentase Respons Tidak Setuju Setuju 88% 14%
2
Aspek Kebahasaan
88,89%
13,19%
3
Aspek Materi
91,67%
10,88%
No
Aspek Respon
Berdasarkan data respon siswa pada tabel sebanyak 88% responden memberikan respon setuju terhadap tampilan produk yang dihasilkan, 88,89% setuju dengan bahasa yang digunakan, 91,67% mengatakan sesuai dengan materi. Sedangkan hasil analisis data respons siswa terhadap buku pedoman praktikum biologi beracauan konstruktivisme dengan menggunakan skala likers diperolah hasil bahwa responden memberikan rata-rata respon sebesar 90%, hal ini berarti responden memberikan respon sangat baik terhadap buku pedoman biologi beracuan konstruktivisme dengan inquiry terbimbing.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Untuk melihat sejauh mana efektivitas produk terhadap hasil belajar, peneliti melakukan analisis berdasarkan hasil belajar seperti pada Berdasarkan tabel 4.7 diatas, dari 30 siswa setelah dilakukan ujicoba produk, sebesar 13,33% siswa tidak tuntas dan 86,67 % tuntas berdasarkan KKM yaitu 70 dengan rata-rata nilai sebesar 78.Berdasarkan hasil analisis efektifitas menggunakan rumus Kentuntasan Klasikal (KK) (lampiran 4) diperoleh hasil dimana efektifitas produk buku pedoman praktikum biologi beracuan konstruktifisme dengan inquiry terbimbing mencapai 86,67 % dengan demikian produk dikatakan efektif untuk meningkatkan hasil belajar dan keterampilan proses berfikir sains. Untuk mengetahui keterampilan proses sains siswa peneliti melakukan analisis keterampilan proses sains, Dari penelitian yang dilakukan didapatkan data sebagai berikut Tabel 2 Data Keterampilan Proses Sains No Aspek yang dinilai 1 Kemampuan mengamati 2 Kemampuan menapsirkan 3 Kemampuan mengkomunikasikan
Persentase 67,78% 65,56% 73,33%
Berdasarkan tabel diatas sebanyak 67,78 % Siswa mampu melakukan pengamatan, sebanyak 65,56% dan kemampuan menapsirkan sebanyak 73,33% siawa yang memiliki kemampuan mengkomunikasikan hasil praktikum.
Pembahasan Dalam penelitian pengembangan ini, peneliti menggunakan model pengembangan Plomp dengan menempuh beberapa tahapan (fase) antara lain fase investigasi awal, fase perancangan, fase realisasi, fase validasi dan uji coba. Pada fase investigasi awal peneliti menyebarkan angket untuk untuk mendapatkan data analisis kebutuhan, sehingga peneliti mengetahui faktor-faktor yang menimbulkan masalah di sekolah tersebut. Pada fase perancangan, untuk memberikan solusi terhadap permasalahan siswa yang ditemukan pada fase investigasi, peneliti kemudian merancang suatu produk berupa buku pedoman praktikum biologi yang beracuan konstruktifisme dengan inquiry terbimbing. Pada fase realisasi, dengan mengacu kepada permasalahan yang ditemukan peneliti saat investigasi awal dan memperhatikan faktor-faktor kebutuhan siswa yang diperoleh melalui penyebaran angket kebutuhan, peneliti mulai merealisasikan produk berupa buku pedoman praktikum biologi beracuan konstruktifisme dengan inquiry terbimbing. Pada fase validasi produk, setelah rancangan buku pedoman praktikum beracuan konstruktifisme terealisasi, peneliti kemudian melakukan validasi produk untuk mengetahui kelayakan suatu produk. Validasi dilakukan oleh tim ahli sebanyak dua orang yaitu ahli tampilan dan ahli materi. Gambaran respon siswa terhadap produk sebanyak 88% responden memberikan respon setuju terhadap tampilan produk yang dihasilkan, 88,89% setuju dengan bahasa yang digunakan, 91,67% mengatakan sesuai dengan materi. Sedangkan hasil analisis data respons siswa terhadap buku pedoman praktikum biologi beracauan konstruktivisme dengan menggunakan skala likers diperolah hasil bahwa responden memberikan rata-rata respon sebesar 90%, hal ini berarti responden memberikan
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
respon sangat baik terhadap buku pedoman biologi beracuan konstruktivisme dengan inquiry terbimbing. Setelah diketahui buku pedoman praktikum biologi beracuan konstruktifisme dengan inquiry terbimbing dikatakan layak digunakan, selanjutnya peneliti kemudian melakukan ujicoba produk di kalangan terbatas dengan 10 jumlah siswa dan kalangan luas yaitu terhadap 30 orang siswa untuk mendapatkan data respon siswa, data efektifitas produk, serta data hasil belajar. Dari data yang diperoleh respon siswa terhadap buku pedoman praktikum biologi beracuan konstruktifisme dengan inquiry terbimbing dikategorikan memberikan respon sangat baik dengan rata-rata respon sebesar 90%. Sedangkan efektifitas produk setelah data dianalisis menggunakan rumus Ketuntasan Klasikal (KK) mencapai 86,67% dengan nilai rata-rata hasil belajar 78, Sedangkan untuk mengetahui peningkatan keterampilan proses siswa dapat dilihat dimana sebanyak 67,78 % Siswa mampu melakukan pengamatan, sebanyak 65,56% dan kemampuan menapsirkan sebanyak 73,33% siawa yang memiliki kemampuan mengkomunikasikan hasil praktikum hingga produk ini dikatakan efektif digunakan untuk meningkatkan keterampilan proses sains dan hasil belajar.
Kesimpulan Dan Saran Berdasarkan hasil penelitian pengembangan bahan pembelajaran biologi beracuan konstruktivisme dengan inquiry terbimbing telah dihasilkan buku pedoman praktikum biologi SMP kelas VIII sesuai dengan prosedur pengembangan model Plomp dan dinyatakan valid berdasarkan uji validasi oleh tim ahli dengan total skor sebesar 72 sehingga buku pedoman praktikum biologi beracuan konstruktifisme dengan inquiry terbimbing layak untuk digunakan. Hasil respon siswa terhadap buku pedoman praktikum biologi beracuan konstruktifisme dengan inquiry terbimbing rata-rata sebesar 90% dengan efektifitas produk setelah data dianalisis menggunakan rumus Ketuntasan Klasikal (KK) mencapai 86,67%, ini menunjukkan produk yang dihasilkan dikategorikan merespon baik. Tingginya respon siswa dan efektifitas produk berpengaruh juga terhadap peningkatan hasil belajar dan keterampilan proses sains sehingga rata-rata nilai hasil belajar menjadi 78 dan hasil keterampilan proses siswa menunjukkan 67,78 % Siswa mampu melakukan pengamatan, sebanyak 65,56% dan kemampuan menapsirkan sebanyak 73,33% siawa yang memiliki kemampuan mengkomunikasikan hasil praktikum hingga produk ini dikatakan efektif digunakan untuk meningkatkan keterampilan proses sains dan hasil belajar siswa. Berdasarkan hasil penelitian dapat diajukan beberapa saran penulis berikan : (1) Dalam pelaksanaan kegiatan pembelajaran guru maupun siswa diharapkan mempelajari dan memahami terlebih dahulu langkah langkah dalam melaksanakan praktikum dalm panduan praktikum ini, (2) untuk kegiatan belajar mengajar diupayakan seluruh siswa dapat mengoprasikan mikroskop dan alat alat praktikum agar parktikum yang dilaksanakan dapat berhasil dengan optimal, (3) Bahan ajar atau panduan praktikum yang peneliti hasilkan ini sebaiknya digunakan dalam proses pembeljaran karena dapat memudahkan siswa dalam melaksanakan praktikum untuk meteri pembelajaran yang sesuai. .
Daftar Pustaka Ahmadi, Abu. 1991. Psikologi Belajar. Jakarta : Rineka Cipta. Depdikas. 2006. Peraturan Pemerintah Nomor 22 Tahun 2006 tentang Standar Isi Kurikulum Sekolah Dasar. Jakarta: Arikunto, Suharsimi. (1993). Manajemen Pengajaran Secara Manusiawi. Jakarta:Rineka Cipta. 682
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Dahar, R.W. (1996). Teori-Teori Belajar. Jakarta: Erlangga Darsono, M., (2000). Belajar dan Pembelajaran. Semarang: IKIP Semarang Press. Depdiknas. Depdikas. (2003). Pendekatan Kontekstual (Contextual Teaching and Learning (CTL)). Jakarta: Depdiknas. Semiawan Conny. 1992. Pendekatan Ketrampilan Proses: Bagaimana Mengaktifkan Siswa dalam Belajar. Jakarta: Gramedia. Dimyati dan Mudjiono. (2006). Belajar dan Pembelajaran. Jakarta: Rineka Cipta. Dimyati dan Mudjiono. (2009). Belajar dan Pembelajaran. Jakarta: Rineka Cipta Firman, H. (2000). Penilaian Hasil Belajar dalam Pengajaran Kimia. Bandung: Jurusan Pendidikan Kimia FPMIPA UPI http://id.shvoong.com/social-sciences/education/2269336-model-pembelajaran-Inquiryterbimbing/ diakses pada 20 November 2014). Kunandar, (2007). Guru Professional Implementasi Tingkat Satuan Pendidikan (KTSP) Dan Sukses Dalam Sertifikasi Guru. Jakarta: Raja Grafindo. Mulyasa. (2008). Menjadi guru Professional Menciptakan Pembelajaran Kreatif DanMenyenangkan. Bandung: Remaja Rosda Karya. Muslich Masnur. (2008). KTSP Pembelajaran Berbasis KompetensiDan Kontekstual. Jakarta: Bumi Aksara. Nabila Zulfa, (2014). Teori Belajar Kontruktivisme. Universitas Islam Negeri Syarif Hidayatullah:Jakarta Nana Sudjana, (1989). Penilaian Hasil Proses Belajar Mengajar. Bandung: Remaja Rostakarya, Sugiyanto, (2013) Pengembangan Model Berbasis Inkuiri Terbimbing Disertai Multimedia pada Materi Keanekaragaman Mahluk Hidup di SMPN1 Kendal Kabupaten Ngawi, Jurnal Bioedukasio ISSN 1693, Volume 6, No 1, Universitas Sebelas Maret Surakarta Rustaman, N.Y., dkk. (2003). Strategi Belajar Mengajar Biologi. Bandung: Jurusan Pendidikan Biologi FPMIPA UPI Sanjaya Wina. (2006). Strategi Pembelajaran Berorientasi StandarProses Pendidikan. Rawamangun-Jakarta: Kencana Perdana Media Group. Semiawan, Conny. Pendekatan Keterampilan Proses, Jakarata : Gramedia, 1986 Sugiyono. (2011). Metode Penelitian Kualitatif, Kuantitatif, dan RD. Bandung : Penerbit Alfhabeta Sugiyono. (2012). Metode Penelitian Kombinasi. Bandung : Penerbit Alfhabeta Suprijono, A. (2011).Cooperative Learning.Yogyakarta : Pustaka Pelajar Trianto. 2007. Model-model Pembelajaran Inovatif Berorientasi Konstruktivistik. Surabaya: Prestasi Pustaka. White, R. (1997). Trends In Research In Science Education. Research in Science Education, 27(2), 215-222. Widodo, A. 2005. Analisis Pembelajaran Biologi dengan Menggunakan Video. Makalah Seminar Nasional Himpunan Sarjana dan Pemerhati Pendidikan IPA Indonesia, Bandung.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The Effect of Cooperative Learning Student Team Achievement Division (STAD) Through Make A Match Technique Towards Learning Physic Achievement Year X in SMA Negeri 1 Pringgabaya School Year 2014/2015 Fartina Universitas Hamzanwadi, Indonesia [email protected]
Abstract This research was aimed at knowing the influence of cooperative learning “Student Team Achievement Division (STAD)” Through Make a Match Technique Learning Physic Achievement Year X in SMA Negeri 1 Pringgabaya school year 2014/2015. This research was an experiment research with Control Group (Post- Test) design. The population was the whole students in year X SMA Negeri I Pringgabaya school year 2014/2015. Sample was determined using Cluster random sampling technique or random group, where each sample or class has similar opportunityto be elected as a sample member. Mean while, the sample of this research was year X2 IPA as anexperiment class and year X3 IPA as a control class. The data collection techique used was mutliplechoice test method and data analysis used to analysis the hypothesis was t-test Polled Varian. After analysing the data, the hypothesis test was conducted with the t-test result thitung = 3,42 while ttabel was dk = n1 + n2 – 2 = 35 + 35 – 2 = 68 with the significany level 5% the data gained was ttabel = 1,99. Based on the hypothesis, if thitung>ttabel, so Ha was accepted and Ho was rejected. It means that there was effect of cooperative learning “Student Team Achievement Division (STAD)” through make a match technique learning physic prestigious year X in SMA Negeri 1 Pringgabaya school year 2014/2015. . Keyword: cooperative learning model, stad, make a match technique and learning achievement
Pendahuluan Mata pelajaran Fisika merupakan mata pelajaran adaptif, yang bertujuan membekali peserta didik dasar pengetahuan tentang hukum-hukum kealaman yang penguasaannya menjadi dasar sekaligus syarat kemampuan yang berfungsi mengantarkan peserta didik guna mencapai kompetensi program keahliannya. Di samping itu mata pelajaran Fisika mempersiapkan peserta didik agar dapat mengembangkan program keahliannya pada tingkat pendidikan yang lebih tinggi. Penguasaan mata pelajaran Fisika memudahkan peserta didik menganalisis proses-proses yang berkaitan dengan dasar-dasar kinerja peralatan dan piranti yang difungsikan untuk mendukung pembentukan kompetensi program keahlian. Untuk itu dalam pembelajaran fisika guru harus bisa menggunakan pendekatan pembelajaran dan model atau pun model pembelajaran yang lebih baik serta guru harus memperhatikan sikap yang ada pada diri masing-masing siswa. Prestasi belajar siswa di SMA Negeri I Pringgabaya rendah disebabkan oleh faktor internal yaitu faktor yang berasal dari siswa itu sendiri antara lain rendahnya motivasi belajar siswa, kurangnya minat belajar siswa, siswa pasif dalam menerima pelajaran serta kurangnya
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
kreativitas dan aktivitas siswa dalam proses belajar. Dan faktor eksternal berupa kesulitan yang dialami oleh guru dalam memilih model pembelajaran yang tepat. Model pembelajaran yang digunakan oleh guru fisika di sekolah SMA Negeri I Pringgabaya tergolong masih didominasi oleh ceramah, tanya jawab maupun konvensional. Sedangkan dalam pembelajaran fisika siswa itu harus bisa mengembangkan potensi keahlianya, salah satu caranya adalah dengan melibatkan siswa agar lebih aktif dalam pelaksanaan pembelajaran. Menurut Buchori (1995;146) “Masalah model pembelajaran sebenarnya merupakan salah satu dari tiga masalah yang harus diperhatikan seorang guru untuk membimbing siswa untuk memahami situasi-situasi dunia kita”. Tiga masalah tersebut adalah, masalah pendekatan atau approach, masalah susunan substansi dan masalah model. Untuk itu apabila seorang guru fisika terus menerapkan model pembelajaran konvensional maka akan berdampak pada minat siswa yang akan semakin rendah dan akan berpengaruh terhadap prestasi belajar siswa. Untuk itu perlu adanya pemilihan model pembelajaran yang tepat sehingga dapat meningkatkan prestasi belajar siswa. Pemilihan model pembelajaran yang inovatif merupakan salah satu solusi untuk meningkatkan prestasi belajar siswa. Metode pembelajaran inovatif dibutuhkan untuk menyatukan perbedaan dan kekurangan untuk menumbuhkan tanggungjawab individu dalam kelompok. Pembelajaran yang sesuai dalam mengatasi masalah tersebut adalah pembelajaran kooperatif teknik mech a mach. Banyak tipe pembelajaran kooperatif yang dapat diterapkan namun pembelajaran tersebut harus disesuaikan dengan kebutuhan siswa. Salah satu metode yang dapat digunakan untuk dapat meningkatkan hasil belajar iswa adalah metode STAD dengan teknik mech a mach. Dalam STAD siswa dibagi dalam tim belajar yang terdiri atas empat orang yang berbeda-beda tingkat kemampuan, jenis kelamin, dan latar belakang etniknya.guru menyampaikan pelajaran, lalu siswa bekerja dalam tim mereka untuk memastikan bahwa semua anggota tim telah menguasai pelajaran. Selanjutnya semua siswa mengerjakan kuis mengenai materi secara sendiri-sendiri, dimana saat itu mereka tidak diperbolehkan untuk saling bantu, teknik mech a mach atau pencari pasangan merupakan salah satu model pembelajaran yang dimulai dari teknik yaitu siswa di suruh mencari pasangan kartu yang merupakan jawaban dan soal sebelum batas waktunya, siswa yang dapat mencocokan kartunya di beri penghargaan. Berdasarkan Latar Belakang Masalah maka Rumusan Masalah dalam penelitian ini adalah: “ Apakah Ada Pengaruh Model Pembelajaran Kooperatif Tipe Student Team Achievement Division (STAD) Melalui Teknik Make A Match Terhadap Prestasi Belajar Fisika Siswa Kelas X SMA Negeri I Pringgabaya Tahun Pelajaran 2014/2015?. Tujuan dalam penelitian ini adalah untuk mengetahui “Adakah Pengaruh Model Pembelajaran Kooperatif Tipe Student Team Achievement Division (STAD) Melalui Teknik Make A Match Terhadap Prestasi Belajar Fisika Siswa Kelas X SMA Negeri I Pringgabaya Tahun Pelajaran 2014/2015”.
Kajian Teori Model pembelajaran kooperatif STAD, keberhasilan pembelajaran sangat ditekankan pada para anggota kelompok untuk melakukan hal terbaik untuk kelompoknya, seperti saling memberikan semangat, dukungan perhatian dan penghargaan diri untuk keberhasilan belajar; 3) Evaluasi belajar, setelah satu pokobahasan guru mempersentasikan materi pelajaran, maka kemudian dilakukan Evaluasi perseorngan dengan tujuan untuk mengukur pengetahuan yang diperoleh selama kegiatan belajar mengajar; 4) Skor/Nilai Peningkatan Perseorangan; pemberian evaluasi secara indivudu mempunyai tujuan untukmembandingkan Skor/Nilai yang diperoleh pada tes dengan Skor dasar/awal yang dimiliki siswa sebelumnya; 5)
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Rekognisi Tim (Kelompok Belajar), bentuk penghargaan jika tim memeperoleh skor rata-rata mencapai tertentu. Make a Match atau pencari pasangan merupakan salah satu model pembelajaran yang dimulai dari teknik yaitu siswa di suruh mencari pasangan kartu yang merupakan jawaban dan soal sebelum batas waktunya, siswa yang dapat mencocokan kartunya di beri penghargaan. Teknik Make a Match merupakan teknik pembelajaran yang dikembangkan oleh Lorna Curran. Salah satu keunggulan teknik ini adalah siswa mencari pasangan sambil belajar mengenai suatu konsep atau topik dalam suasana yang menyenangkan. Teknik ini bisa digunakan dalam semua mata pelajaran dan semua tingkatan pendidikan. Pembagian kelompok dalam Make a Match ada dua kelompok yaitu kelompok pemegang pertanyaan dan kelompok pemegang jawaban persiapan awal yang harus dilakukan dalam model pembelajaran ini guru harus memberitahuakan materi apa saja yang harus di pelajari dalam pertemuan selanjutnya. Dengan demikian siswa mempunyai modal awal dalam pembelajaran. Dalam penelitian ini yang dimaksud dengan teknik Make a Match adalah teknik pembelajaran dimana siswa mencari pasangan dari kartu yang berisi pertanyaan dan soal, yang telah disebarkan oleh guru kepada seluruh siswa. Secara rinci langkah-langkah dalam teknik pembelajaran Make a Match adalah sebagai berikut: a) Guru menyiapkan beberapa kartu yang berisi beberapa konsep atau topik yang cocok untuk sesi review, satu bagian kartu soal dan bagian lainnya kartu jawaban; b) Setiap siswa mendapat satu buah kartu; c) Tiap siswa memikirkan jawaban atau soal dari kartu yang dipegang; d) Setiap siswa mencari pasangan yang mempunyai kartu yang cocok dengan kartunya (soal jawaban); e) Setiap siswa yang dapat mencocokkan kartunya sebelum batas waktunya habis, diberi penghargaan; f) Setelah satu babak kartu dikocok lagi agar tiap siswa mendapat kartu yang berbeda dari sebelumnya.; g) Kesimpulan; h) Penutup.
Metode Penelitian Penelitian ini dilaksanakan pada siswa semester ganjil kelas X SMA Negeri I Pringgabaya Tahun Pelajaran 2014/2015. Populasi penelitian ini adalah seluruh siswa kealas X SMA Negeri I Pringgabaya yang berjumlah sepuluh kelas. Emapat kelas dengan jurusan IPA dan enam kelas dengan jurusan IPS. Sampel yang digunakan dalam penelitian ini adalah kelas X2 IPA sebagai kelas ekperimen dan kelas X3 IPA sebagai kelas control pemilihan sampel dalam penelitian ini menggunakan teknik Cluster Rodam Sampling. Pada kelas eksperimen diterapkan model pembelajaran STAD dengan teknik MAKe a macht, sementara kelas kontrol diberi perlakuan dengan menggunakan metode STAD saja, kedua kelompok tersebut diasumsikan homogen (memiliki kemampuan awal serta tingkat intelegensi yang sama) dan hanya berbeda dalam penggunaan metode pembelajaran. Hasil dari kedua kelompok tersebut kemudian dibandingkan untuk mengetahui mana yang lebih berpengaruh. Desain penelitian yang digunakan adalah. Control Group (Post- Test). Variabel bebas dalam penelitian ini adalah Model pembelajaran koooperatif tipe Student Team Achievement Division (STAD) melalui Teknik Make a Match. Variabel terikat dalam penelitian ini adalah Prestasi belajar fisika siswa kelas X SMA Negeri I Pringgabaya tahun pelajaran 2014/2015. Dalam penelitian ini teknik yang digunakan peneliti untuk memperoleh data yaitu dengan membeikan post-test (tes akhir) yang bertujuan untuk mengetahui prestasi belajar siswa dari kedua sampel yaitu kelas eksperimen dan kelas kontrol. Instrumen yang digunakan untuk mengumpulkan data dalam penelitian ini adalah soal atau pokok uji berupa multiple Choice test.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Teknik analisis data dalam penelitian ini terdiri dari uji persyaratan analisis dan uji hipotesis. Uji persyaratan analisis terdiri dari uji normalitas data dan uji homogenitas data. Sedangkan uji hipotesis menggunakan statistik parametris, berupa uji t satu pihak.
Hasil dan Pembahasan Penelitian ini menggunakan dua sampel yaitu kelas eksperimen dan kelas kontrol sebagai pembandingnya. Pada kelas eksperimen menggunakan model pembelajaran kooperatif tipe STAD Melalui teknik Make a Match, sedangkan pada kelas kontrol menggunakan model pembelajaran kooperatif Tipe STAD saja. Jumlah sampel yang digunakan secara keseluruhan ada 70 orang siswa, dimana kelas X2 berjumlah 35 orang siswa sebagai kelas eksperimen dan kelas X3 berjumlah 35 orang siswa sebagai kelas kontrol. Setelah diberikan tes akhir (post test) terlihat bahwa hasil belajar siswa pada materi gerak lurus antara kelas eksperimen dan kelas kontrol berbeda. Untuk lebih jelasnya dapat dilihat pada histogram dibawah: 12
Frekuensi
10 8 6 4
2 0 50-56
57-63
64-70
71-77
78-84
85-91
Interval Nilai Gambar 1.1 Histogram Data Post-Tes Kelas Eksperimen Dari histogram di atas terlihat bahwa frekuensi terbesar terletak pada interval nilai antara 7884. Jadi, siswa yang mendapatkan nilai antara 78-84 sebanyak 11 orang siswa.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9 12 10
Frekuensi
8 6
4 2 0 45-52
53-60
61-68
69-76
77-84
85-92
Interval Nilai Gambar 2.2 Histogram Data Post-Tes Kelas Kontrol Dari histogram di atas terlihat bahwa frekuensi terbesar terletak pada interval nilai antara 6976. Ini berarti bahwa siswa yang mendapatkan nilai antara 69-76 paling banyak yaitu 10 orang siswa. Uji Normalitas Untuk mengetahui apakah antara kedua kelompok sampel berasal dari populasi yang berdistribusi normal atau tidak, maka dilakukan uji normalitas data. Uji normalitas data yang digunakan dalam penelitian ini adalah chi- kuadrat. Data yang digunakan untuk uji normalitas diambil dari hasil tes akhir masing-masing kelompok, dari data tersebut dilakukan perhitungan sehingga didapatkan hasil sebagai berikut:
Tabel 1.1 Uji Normalitas Data Tes Akhir Kelas Eksperimen Kontrol
2 hitung
7,96 1,05
2 tabel
Kriteria
11,07 11,07
Normal Normal
2 Dari tabel di atas, untuk kelompok kontrol harga hitung adalah 1,05 sementara harga kritik
2 tabel adalah 11,07 karena 2 tabel > 2 hitung maka dapat disimpulkan bahwa sampel berasal 2 dari populasi yang berdistribusi normal. Sedangkan unutk kelompok eksperimen harga 2 2 2 hitung adalah 7,96 sementara harga kritik tabel adalah 11,07 karena tabel > hitung maka dapat disimpulkan sampel berasal dari populasi yang berdistribusi normal. Uji Homogenitas 688
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Uji homogenitas bertujuan untuk mengetahui apakah kelompok eksperimen dan kelompok kontrol berasal dari sampel yang sama (homogen). Data yang digunakan untuk menentukan homogen atau tidaknya kedua kelompok diambil dari hasil tes akhir untuk masing-masing kelompok.Berdasarkan hasil perhitungan diperoleh Fhitung = 1,248 dan Ftabel = 1,77 yaitu apabila Fhitung < Ftabel maka kedua kelompok tersebut berasal dari sampel homogen. Uji Hipotesis Berdasarkan hasil persyarat analisis tersebut, maka dapat dilakukan uji hipotesis untuk memenuhi apakah hipotesis yang telah diajukan diterima atau ditolak. Rumus yang digunakan untuk menguji hipotesis adalah
Dengan menggunakan t-test untuk sampel yang berdistribusi normal dan homogen, diperoleh harga thitung = 3,42 sedangkan ttabel = 1,99. Pada taraf signifikan 5%. Karena thitung > ttabel yaitu 3,42 > 1,99 maka diperoleh keputusan uji H0 ditolak dan Ha diterima. Berdasarkan hasil uji hipotesis tersebut dapat disimpulkan bahwa “Ada pengaruh model pembelajaran kooperatif Tipe STAD melalui Teknik Make a Match terhadap prestasi belajar fisika siswa kelas X SMA Negeri I Pringgabaya Tahun Pelajaran 2014/2015”. Berdasarkan hasil penelitian dan analisis data yang telah dilakukan, maka dapat ditarik kesimpulan sebagai berikut: Ada pengaruh pembelajaran fisika menggunakan Model Kooperatif tipe STAD Melalui Teknik Make a Match terhadap prestasi belajar siswa kelas X SMAN I Pringgabaya tahun pelajaran 2014/2015. Hal ini ditunjukkan dari hasil nilai rata-rata prestasi belajar siswa dengan menggunakan model pembelajaran kooperatif tipe STAD Melalui Teknik Make a Match lebih besar dari pada nilai rata-rata dengan pembelajaran menggunakan STAD saja dan pada nilai uji-t (thitung > ttabel), maka dapat disimpulkan bahwa model pembelajaran dengan menggunakan STAD Melalui Teknik Make a Match lebih baik dibandingkan dengan pembelajaran menggunakan STAD saja.
Referensi Agus Suprijono. 2010. Cooperative Learning Teori dan Aplikasi PAIKEM. Yogyakarta: Pustaka Belajar Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Subana-Sudrajat. 2009. Dasar-Dasar Penelitian Ilmiah. Bandung: Pustaka Setia. Sugiyono. 2010. Statistik Untuk Penelitian. Bandung: Alfabeta. Sugiyono. 2012. Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung: Alfabeta.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Implementasi Nilai Pendidikan Lelakaq Sasak Dalam Pembelajaran Bahasa Dan Sastra Indonesia Mudarman Universitas Hamzanwadi, Indonesia [email protected]
Abstract Sasak lelakaq is one of literary works belonging to old poetry, pantun. Sasak lelakaq is built on verse, line, rhyme, sampiran (first two lines of a pantun), and content. This study aimed to describe the implantation of education point of Sasak lelakaq as well as the relevance of Sasak lelakaq’s content and meaning to the Indonesian language and letters teaching. This study was a descriptive qualitative research in the form of “content analysis.” The sampling technique used was purposive sampling on. The data of research was Sasak lelakaq existing in Sakra Timur Sub-district, East Lombok Regency. The data source of research derived from informant. Techniques of collecting data used were interview. The data was analyzed using interactive technique with the procedure including data collection, data reduction, data display, and conclusion drawing. The result of research showed that (1) the meaning of Sasak lelakaq contained religion, social, moral, intellectuality, faith, tough personality, discipline, and responsibility values, and (2) the relevance of Sasak lelakaq’s content and meaning to Indonesian language and letters teaching in line with the objective of national education, to establish the human being who believes in the Almighty God, ethical, civilized, has Indonesian cultural insight, has reasoning, advance, competent, smart, creative, innovative, responsible, has social communication ability, discipline, legally aware, and has health physique thereby becoming an independent human. Keywords: sasak lelakaq, implentation of education point
Pendahuluan Karya sastra seperti puisi atau pantun terlahir dari pemikiran dan gagasan pengarang atas fenomena kehidupan dalam konteks lingkungan sosial dengan imajinasi dan gaya bahasa tertentu. Sebuah pantun tidak terlahir dari kekosongan, latar belakang pendidikan pengarang, lingkungan sosial pengarang tinggal, dan bacaan yang pengarang baca memengaruhi pengarang dalam menghasilkan pantun. Di daerah Lombok, Provinsi Nusa Tenggara Barat, pantun lebih dikenal sebagai lelakaq. Lelakaq merupakan pantun yang sering digunakan di dalam kegiatan-kegiatan budaya seperti sebagai lirik lagu atau sebagai bahan pementasan-pementasan kesenian seperti kesenian wayang, upacara bau nyale, dan digunakan oleh para pembayun dalam upacara adat sorong serah. Sebagai salah satu bentuk budaya, lelakaq bertujuan mengkomunikasikan pikiran masyarakat yang tumbuh dan berkembang dari waktu ke waktu. Lelakaq yang hidup dan berkembang di tengah-tengah masyarakat merupakan salah satu media yang efektif untuk menyebarkan nilai-nilai kebaikan kepada masyarakat Sasak.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Kebudayaan merupakan unsur penting dalam proses pembangunan nasional. Secara umum, kebudayaan berisi aspek-aspek kehidupan manusia, baik dalam konteks individu maupun sosial, menyangkut jasmaniah, rohaniah, dan intelektual. Kebudayaan dapat dipandang sebagai alat pengatur dan pengikat masyarakat, pola kebiasaan dan perilaku manusia, sistem komunikasi yang dipakai masyarakat untuk memperoleh kerja sama, kesatuan, dan kelangsungan hidup masyarakat. Sebagai salah satu produk budaya, seni memiliki berbagai bentuk pengungkapan yang pada prinsipnya bertujuan mengkomunikasikan pikiran dan perasaan masyarakat yang tumbuh dan berkembang dari waktu ke waktu. Salah satu bentuk ungkapan yang tumbuh dan berkembang secara turun-temurun dari kebudayaan masyarakat suku Sasak di pulau Lombok, Provinsi Nusa Tenggara Barat, hingga saat ini adalah lelakaq. Lelakaq adalah ungkapan yang menyerupai pantun, paling sedikit dua larik, yang terdiri atas sampiran dan isi, yang dinyanyikan dalam upacara pesta panen padi, pesta perkawinan, dan sebagainya. Seiring dengan perkembangan zaman, lelakaq yang merupakan salah satu bentuk ungkapan suku Sasak di pulau Lombok yang ditaati oleh kolektifnya, akhir-akhir ini banyak masyarakat yang tidak mengetahui tentang keberadaan lelakaq, hingga pada akhirnya budaya lelakaq lambat laun akan tergeser oleh perkembangan ilmu pengetahuan dan teknologi yang semakin pesat. Oleh karena itu, lelakaq harus tetap dilestarikan dengan cara mendalami atau paling tidak mengetahui tentang lelakaq itu sendiri. Mempertahankan lelakaq, salah satunya dengan cara mengembangkan budaya lelakaq tersebut, yang bertujuan untuk menguatkan nilai-nilai budaya bangsa Indonesia. Sebagai warga Sasak pada khususnya dan sebagai warga negara Indonesia pada umumnya, kita wajib melestarikan budaya-budaya negara kita sendiri agar tidak luntur atau hilang. Oleh sebab itu, pemerintah daerah dituntut untuk bergerak lebih aktif melakukan pengelolaan kekayaan budaya, karena budaya tumbuh dan berkembang pada ranah masyarakat pendukungnya. Di samping itu, bagi pemerintah pusat, lembaga swadaya masyarakat, masyarakat sendiri, dan elemen lainnya haruslah menyokong atas keberlangsungan dalam pengelolaan kekayaan budaya kedepan. Kegiatan melaksanakan konservasi kebudayaan meliputi: (1) Perlindungan, yakni merawat dan memelihara aset budaya agar tidak punah dan rusak disebabkan oleh manusia dan alam, (2) Pengembangan, yakni melaksanakan penelitian, kajian laporan, pendalaman teori kebudayaan dan mempersiapkan sarana dan prasarana pendukung dalam penelitian, (3) Pemanfaatan, yakni melaksanakan kegiatan pengemasan produk, bimbingan dan penyuluhan, kegiatan festival dan penyebaran informasi, dan (4) Pendokumentasian, yakni melaksanakan kegiatan pembuatan laporan berupa narasi yang dilengkapi dengan foto dan audio visual. Untuk menanamkan kecintaan masyarakat terhadap lelakaq agar dapat mengerti, memahami, dan mengamalkan ajaran-ajaran yang terkandung di dalamnya. Melalui penelitian ini, lelakaq akan dikenal oleh masyarakat Lombok, Provinsi Nusa Tenggara Barat pada khususnya dan masyarakat Indonesia pada umumnya dan lelakaq akan dapat terdokumentasikan. Pantun adalah jenis puisi lama yang paling terkenal. Jenis-jenis puisi lama lainnya, ialah talibun, gurindam, tersina, dan sebagainya. Jenis-jenis puisi lain selain pantun itu mempunyai struktur yang prinsip-prinsipnya sama dengan struktur pantun. Pantun menunjukkan ikatan yang kuat dalam hal struktur kebahasaan atau tipografik atau struktur fisiknya. Struktur tematik atau struktur makna dikemukakan menurut aturan jenis pantun (Waluyo, 2010: 9). Ikatan yang memberikan nilai keindahan dalam struktur kebahasaan itu, berupa: (1) jumlah suku kata setiap baris; (2) jumlah baris setiap bait; (3) jumlah bait setiap puisi dan (4) aturan dalam hal rima dan ritma. 691
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Zulkarnaini (2003: 67) ciri-ciri pantun dilihat dari dua segi. Pertama, segi bahasa yaitu jumlah kata dalam satu baris berkisar antara tiga sampai lima kata, bersajak ab-ab dan satu bait terdiri dari empat baris atau lebih. Kedua, segi isi yaitu isinya bisa mengandung arti sebenarnya dan arti kiasan, isinya terdapat pada dua baris terkahir pada pantun yang terdiri atas empat baris sebait dan seterusnya. Isinya dapat berupa nasihat, adat, agama, muda-mudi seperti berkasih-kasihan, cinta, duka, dan anak-anak sesuai dengan jenis pantun tersebut. Menurut Gani (2010: 137) peran dan fungsi pantun sebagai berikut: (1) Pantun merupakan salah satu bentuk ungkapan yang berfungsi sebagai sarana berkomunikasi, (2) Pantun merupakan salah satu bentuk ungkapan yang berfungsi sebagai jati diri masyarakat, (3) Pantun merupakan salah satu bentuk ungkapan yang berfungsi sebagai “bunga penghias”, (4) Pantun merupakan salah satu bentuk ungkapan yang berfungsi sebagai sarana untuk berdakwah, sarana untuk menyampaikan pesan-pesan agama, yaitu Islam, (5) Pantun merupakan salah satu bentuk ungkapan yang berfungsi sebagai sarana untuk mendidik, wadah untuk aktifitas kependidikan, (6) Pantun merupakan salah satu bentuk ungkapan yang berfungsi sebagai pengejawantahan adat, (7) Pantun merupakan salah satu bentuk ungkapan yang berfungsi sebagai sarana hiburan, (8) Pantun merupakan salah satu bentuk ungkapan yang berfungsi sebagai simbol-simbol kebudayaan, (9) Pantun merupakan salah satu bentuk ungkapan yang berfungsi untuk membangkitkan dan memotivasi nilai heroik (semangat juang yang tinggi dan kemampuan untuk bekerja keras yang tiada henti) pada masyarakatnya, dan (10) Pantun merupakan salah satu bentuk ungkapan yang berfungsi untuk memanusiakan manusia, yaitu menanamkan nilai-nilai kemanusiaan. Pada prinsipnya, pantun sebagai salah satu bentuk puisi, yang dibangun oleh dua struktur yaitu struktur fisik dan struktur batin. Apa yang kita lihat melalui bahasanya yang tampak, kita sebut struktur fisik puisi (pantun) yang secara tradisional disebut bentuk atau bahasa atau unsur bunyi. Makna yang terkandung di dalam puisi (pantun) yang tidak secara langsung dapat kita hayati, disebut struktur batin atau struktur makna (Waluyo, 1987: 26). Struktur fisik puisi (pantun) disebut juga dengan struktur kebahasaan atau metode puisi (pantun). Struktur fisik puisi (pantun) adalah medium untuk mengungkapkan makna yang hendak disampaikan penyair melalui bahasa. Struktur fisik puisi (pantun) terdiri dari: (1) diksi (diction), (2) imaji (imagery), (3) kata konkret (the concrete words), (4) bahasa figuratif (figurative language), dan (5) rima dan ritme (rhyme and rhytm) (Waluyo, 1987: 71). Struktur batin disebut juga struktur makna. Struktur batin merupakan makna yang terkandung di dalam puisi (pantun) yang tidak secara langsung dapat kita hayati. Struktur batin puisi (pantun) mengungkapkan apa yang hendak dikemukakan oleh penyair dengan perasaan dan suasana jiwanya. Struktur batin tersebut terdiri dari: (1) tema (theme), (2) nada (tone) suasana, (3) perasaan (felling), dan (4) amanat (intention). Pantun dapat dipergunakan untuk menyatakan segala macam perasaan atau curahan hati baik untuk perasaan senang, sedih, cinta, benci, dan dapat juga dipergunakan untuk anak-anak, pemuda maupun orang tua (Natia, 2005: 74). Itulah sebabnya berdasarkan isinya, pantun dibagi atas, yaitu: 1) pantun kanak-kanak; (a) pantun bersuka cita; (b) pantun berduka cita. 2) pantun muda; (a) pantun nasib; (b) pantun perhubungan; (a) pantun perkenalan; (b) pantun percintaan; (c) pantun perpisahan; dan (d) pantun periba hati. 3) pantun orang tua; (a) pantun nasihat; (b) pantun adat; (c) pantun agama. 4) pantun teka-teki; dan 5) pantun jenaka. Menurut bentuknya pantun dibedakan atas, yakni: 1) pantun biasa; (a) setiap bait terdiri atas empat baris; (b) setiap baris terdiri empat kata atau delapan sampai dua belas suku kata; (c) 692
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
baris pertama dan kedua sebagai sampiran, baris ketiga dan keempat sebagai isi; (d) bersajak silang: a-b-a-b. 2) pantun berkait terdiri dari beberapa bait pantun yang bersambungsambung. Baris kedua dan keempat pertama dipakai kembali pada baris pertama dan baris ketiga bait kedua. Demikian seterusnya hubungan antara bait kedua dan ketiga, ketiga dan keempat, dan seterusnya. 3) pantun kilat. Pantun ini terdiri dari dua baris yaitu baris pertama merupakan sampirannya dan baris kedua merupakan isinya (Natia, 2005: 75).
Metode Penelitian Jenis penelitian ini adalah deskriptif kualitatif dengan metode content analysis atau analisis isi. Data dalam penelitian ini adalah lelakaq Sasak. Sumber data penelitian ini adalah informan dan dokumen. Teknik sampling yang digunakan dalam penelitian ini adalah teknik purposive sampling. Teknik pengumpulan data yang digunakan adalah teknik wawancara, rekaman, dan pencatatan. Validitas data yang digunakan dalam penelitian ini adalah dengan cara triangulasi. Triangulasi yang digunakan adalah triangulasi data dan triangulasi sumber. Penelitian ini dilakukan dengan menerapkan model analisis interaktif. Alur analisis interaktif ada empat yaitu, (1) tahap pengumpulan data; (2) tahap reduksi data; (3) tahap penyajian data; (4) tahap penarikan kesimpulan/ verifikasi.
Hasil Penelitian dan Pembahasan Bentuk Lelakaq Sasak Bentuk lelakaq Sasak akan sajikan berdasarkan urutannya, yakni mulai dari lelakaq nomor 1 sampai dengan lelakaq nomor 8. Dari 8 buah lelakaq yang disajikan dalam penelitian ini, 1 buah termasuk ke dalam bentuk lelakaq dua larik, 4 buah termasuk ke dalam bentuk lelakaq empat larik, 1 buah termasuk ke dalam bentuk lelakaq lima larik, dan 2 buah termasuk ke dalam bentuk lelakaq enam larik. Anak kao pondong jagung Sai saq tao jari agung Uraian makna: Orang yang berilmu pengetahuan akan mendapatkan kedudukan yang mulia dan terhormat di mata masyarakat, tanpa melihat apakah ia berasal dari golongan bangsawan atau golongan masyarakat biasa. Barang siapa yang ingin menjadi orang yang mulia dan terhormat hendaknya menuntut ilmu setinggi mungkin. Orang yang berilmu pengetahuan yang tinggi hidupnya akan mulia baik di mata masyarakat maupun di mata Tuhan. Sebaliknya, orang yang tidak berilmu pengetahuan akan dipandang tidak terhormat oleh masyarakat meskipun ia berasal dari golongan bangsawan. Lelakaq ini mendidik masyarakat agar menuntut ilmu pengetahuan secara bersungguhsungguh, agar menjadi manusia yang mulia dan terhormat. Makna yang terkandung di dalam lelakaq ini mempunyai pengaruh yang sangat besar dalam kehidupan masyarakat. Orang semakin menyadari bahwa perkembangan zaman menuntut manusia yang berilmu pengetahuan yang tinggi, cerdas, terampil, aktif, kreatif, dan produktif. Semua itu hanya dapat diwujudkan apabila orang giat belajar dan bekerja. Kadal nongaq leq kesambiq Benang kataq setakilan Teajah onyaq ndeqne matiq Payu salaq kejarian 693
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Uraian makna: Orang yang tidak mau mendengar nasihat atau petunjuk yang baik hidupnya tidak akan selamat. Hidupnya akan menderita. Nasihat atau petunjuk yang baik sangat berguna sebagai pedoman hidup di tengah-tengah masyarakat. Apabila nasihat atau petunjuk yang baik dilanggar maka hidup akan sengsara. Untuk itu, setiap nasihat atau petunjuk yang mengandung kebaikan hendaknya dipatuhi. Apabila nasihat, petunjuk, dan bimbingan yang mengandung kebaikan dipatuhi, maka hidup akan menjadi selamat, aman, dan sejahtera lahir dan batin. Sebagai manusia, kita wajib saling menasihati satu sama lain agar dapat hidup dengan aman dan tenteram. Apabila ada orang yang memberikan nasihat, kita harus memperhatikannya dengan baik dan sungguh-sungguh. Nasihat atau petunjuk dari orang lain yang mengandung kebaikan hendaknya jangan dilanggar tetapi dilaksanakan dengan baik. Lelakaq ini mengandung pelajaran sosial kemasyarakatan. Pengaruhnya masih terasa di tengah-tengah masyarakat. Hal ini dikarenakan isi dan maknanya yang bersifat mendidik masyarakat agar mau memperhatikan nasihat, petunjuk, dan bimbingan yang mengandung kebaikan demi keselamatan hidup di dunia dan di akhirat. Pinaq pendaiq bawaq bageq Gulung benang tali tipah Ndaq merarik masih kodeq Lamun lakar jari penyusah Uraian makna: Kawin pada usia muda jarang mendatangkan kebahagiaan, bahkan lebih banyak menimbulkan beban bagi orang tua. Orang yang kawin masih muda umumnya masih bergantung pada orang lain (orang tua), karena tingkat usia yang belum dewasa dan belum mempunyai kesiapan mental untuk memasuki jenjang perkawinan. Kawin muda lebih banyak dipengaruhi oleh faktor naluriah semata-mata, bukan didasari perasaan tanggung jawab yang besar, sehingga menimbulkan beban bagi orang lain. Pemahaman terhadap maknanya menumbuhkan kesadaran terhadap rasa tanggung jawab yang harus dipikul setiap orang terutama orang yang hendak berumah tangga. Perkawinan bukan untuk memenuhi kebutuhan biologis semata-mata, tetapi yang lebih penting dari itu adalah bagaimana kesiapan seseorang memasuki jenjang perkawinan, sehingga ia mampu hidup mandiri dan mampu berpikir secara matang dan dewasa serta mampu memikul tanggung jawab yang dibebankan kepadanya. Ape awis leq lendang mujur Awis pandan jari langan Ape tangis leq dalam kubur Tangis awak ndaraq amal Uraian makna: Orang yang semasa hidupnya malas melakukan amal ibadah kelak setelah meninggal dunia rohnya akan menderita dan menangis karena menyesal di alam akhirat. Bekal di alam akhirat hanya amal ibadah yang dilakukan semasa hidup di dunia. Orang yang lalai mengerjakan amal ibadah semasa hidupnya berarti tidak mempunyai bekal di akhirat setelah meninggal dunia. 694
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Makna yang dikandung lelakaq ini mendidik masyarakat menjadi manusia yang selalu beriman dan bertaqwa kepada Tuhan Yang Maha Esa. Peruru impan sampi Kelabang injat-injat Lamun tetu kangen Illahi Ndaq lupaq gaweq syariat
Uraian makna: Orang yang menginginkan keselamatan di dunia dan akhirat adalah orang yang mencintai dirinya. Orang yang mencintai dirinya harus mencintai penciptanya (Tuhan). Orang yang mencintai Tuhan harus melaksanakan syariat agama, melaksanakan perintah-perintah-Nya dan menjauhi larangan-larangan-Nya. Hal ini berarti, orang yang mencintai dirinya harus melaksanakan syariat agama yang diperintahkan Tuhan. Lelakaq ini mendidik masyarakat agar menjalankan syariat agama yang diperintahkan-Nya dengan tekun untuk mendapatkan keselamatan di dunia dan akhirat. Dengan memahami dan menghayati makna yang dikandung lelakaq ini, masyarakat akan menyadari kewajibannya sebagai hamba Tuhan untuk melaksanakan syariat agama yang diperintahkan padanya dengan baik dan benar. Maraq tewaran bekelampan boyaq owat Bentek kelingkur berisi benang Beselawat kepeng seketip Tabeq walar tiang nyodoq liwat Ndaq paran tiang ndaraq tertip Uraian Makna Larik Tabeq walar tiang nyodoq liwat// ndaq paran tiang ndaraq tertip merupakan isi lelakaq di atas, yakni mengandung ajaran tentang nilai-nilai etika, sopan santun, dan tata kerama. Makna yang tersirat di dalamnya mengarahkan sikap, tingkah laku dan perbuatan kita untuk menjunjung tinggi nilai-nilai susila, norma-norma kemasyarakatan, dan tata kerama yang sedang berlaku di tengah-tengah masyarakat. Belayang leq tembere Selamet kao isiq tetolang Jari tanden pentun beneq Lamun sembahyang ndeqne mele Santer laloq isiqne jogang Lupaq jari panjak Neneq Uraian Makna Orang yang tidak mau melaksanakan kewajiban yang telah diperintahkan Tuhan kepadanya dikatakan orang yang gila dan orang yang demikian adalah orang yang lupa diri sebagai hamba Tuhan. Sebaliknya, orang yang melaksanakan perintah Tuhan dan menunaikan ibadah shalat adalah orang yang sehat akalnya karena memahami dirinya sebagai hamba Tuhan. Sungguh disayangkan bila seseorang tidak melaksanakan shalat yang merupakan kewajiban bagi seorang hamba kepada Tuhannya. Padahal shalat merupakan kewajiban yang wajib hukumnya atau fardhu ‘ain yang harus ditunaikan bagi manusia sebagai bukti penghambaan diri kepada Yang Maha Kuasa. 695
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Lelakaq ini mendidik masyarakat agar menjalankan syariat agama yang diperintahkanNya, yakni berupa shalat dengan tekun untuk mengharapkan keselamatan baik di dunia maupun di akhirat. Dengan memahami dan menghayati makna yang dikandung lelakaq ini, masyarakat akan menyadari kewajibannya sebagai hamba Tuhan untuk melaksanakan atau menunaikan shalat yang diperintahkan padanya dengan tekun. Bejukung kayuk jati Talet tebu sedin eat Taoqne tindoq anak kerate Pade beguru lalo ngaji Jari sangu lek akhirat Ye adang ape nerake Uraian Makna Kata ngaji pada bagian isi lelakaq di atas, memiliki makna yang tidak hanya mengacu pada kegiatan membaca kitab suci Al Qu’an, tetapi lebih luas dari itu adalah kegiatan menuntut ilmu agama yang dapat dijadikan sebagai pedoman dalam mengarungi lautan kehidupan. Apabila manusia memiliki ilmu agama yang luas dan mendalam serta mengamalkannya dalam kehidupan sehari-hari maka arah kehidupannya menjadi jelas. Ilmu agama adalah penerang yang membimbing manusia untuk mencapai tujuan hidup yang terarah, yakni mencapai kebahagiaan hidup di dunia dan di akhirat. Pendidikan yang tercermin dari kandungan makna lelakaq di atas adalah agar manusia menyadari arti penting ilmu agama untuk dipedomani dalam rangka mencapai tujuan hidup yang sesungguhnya. Implementasi Nilai Pendidikan Lelakaq Sasak dalam Pembelajaran Bahasa dan Sastra Indonesia Isi dan makna yang terdapat dalam lelakaq Sasak sejalan dengan pengajaran bahasa dan sastra Indonesia. Karena isi lelakaq Sasak mengandung peringatan, nasihat, petuah, ajaran, dan bimbingan yang bersifat mendidik bagi peserta didik. Sedangkan, maknanya tentang nilai ketuhanan, nilai moral, nilai sosial, kecerdasan, disiplin, tanggung jawab, kejujuran, kesetiaan, dan lain-lain. Oleh karena itu, kandungan isi dan makna dalam lelakaq Sasak sejalan dengan tujuan pendidikan nasional, yakni bertujuan membentuk manusia yang beriman dan bertaqwa kepada Tuhan Yang Maha Esa, beretika (beradab dan berwawasan budaya bangsa Indonesia), memiliki nalar (maju, cakap, cerdas, kreatif, inovatif dan bertanggung jawab), berkemampuan komunikasi sosial (tertib dan sadar hukum, kooperatif dan komunikatif, demokratis), dan berbadan sehat sehingga menjadi manusia mandiri (Mulyasa, 2002: 21). Secara umum pendidikan bertujuan membawa peserta didik ke arah tingkat kedewasaan, dalam arti membentuk dan mengembangkan kepribadian peserta didik, sehingga dapat hidup mandiri di tengah-tengah masyarakat. Sebagaimana dikemukakan oleh Nurdin (2005: 51), bahwa pendidikan nasional berdasarkan Pancasila bertujuan meningkatkan kualitas manusia Indonesia, yakni manusia yang beriman dan bertaqwa kepada Tuhan Yang Maha Esa, berbudi pekerti luhur, berkepribadian, berdisiplin, bekerja keras, tangguh, bertanggung jawab, mandiri, cerdas dan terampil serta sehat jasmani dan rohani. Makna tujuan umum pendidikan tersebut pada hakikatnya membentuk manusia Indonesia yang mandiri dalam konteks kehidupan pribadinya, kehidupan bermasyarakat, berbangsa dan bernegara, serta berkehidupan sebagai makhluk yang berketuhanan Yang Maha Esa (beragama).
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Dalam Undang Undang Republik Indonesia Nomor 2 Tahun 1989 tentang pendidikan nasional dengan rahmat Tuhan yang Maha Esa, Presiden Republik Indonesia menimbang pada bab II (dasar, fungsi, dan tujuan) pada pasal 4 dijelaskan, bahwa “Pendidikan Nasional bertujuan mencerdaskan kehidupan bangsa dan mengembangkan manusia Indonesia seutuhnya, yaitu manusia yang beriman terhadap Tuhan Yang Maha Esa dan berbudi pekerti luhur, memiliki pengetahuan dan keterampilan, kesehatan jasmani dan rohani, kepribadian mantap dan mandiri serta rasa tanggung jawab kemasyarakatan dan kebanggaan” (Ihsan, 2011: 230). Dalam kurikulum SKKD 2006 dicantumkan bahwa pelajaran bahasa Indonesia pada hakikatnya, yakni belajar bahasa adalah belajar berkomunikasi dan belajar bersastra adalah belajar menghargai manusia dan nilai-nilai kemanusiaannya (Zulela, 2012: 99). Kemudian, dalam Kurikulum Tingkat Satuan Pendidikan (KTSP) bahwa dengan sastra dapat ditanamkan rasa peka terhadap kehidupan. Mengajarkan siswa bagaimana menghargai orang lain, mengerti hidup, dan belajar bagaimana menghadapi persoalan. Selain sebagai hiburan dan kesenangan juga siswa dapat belajar mempertimbangkan makna yang terkandung di dalamnya. Pembelajaran apresiasi sastra dilaksanakan melalui 4 keterampilan berbahasa, ykni “mendengarkan karya sastra, membicarakan unsur yang terkandung di dalam karya itu, membaca aneka ragam karya sastra, kemudian menulis apa-apa yang terkandung dalam pikiran, perasaan, dan sebagainya” (Zulela, 2012: 5). Pada hakikatnya, lelakaq dapat dijadikan sebagai salah satu sumber bahan pengajaran sastra di sekolah, yakni pada mata pelajaran muatan lokal, khususnya pengajaran sastra lama, berdasarkan beberapa pertimbangan antara lain: (1) data yang diperoleh tentang lelakaq menunjukkan bahwa lelakaq mengandung mutiara-mutiara pendidikan yang meliputi; pendidikan keimanan, pendidikan mental dan kepribadian, pendidikan disiplin dan tanggung jawab, pendidikan moral, dan pendidikan kecerdasan; (2) kandungan nilai lelakaq sebagai salah satu bentuk karya sastra daerah sekaligus sebagai salah satu bentuk kebudayaan bangsa fungsinya sejalan dengan fungsi pengajaran sastra di sekolah secara umum. Hal ini berarti kandungan nilai lelakaq sesuai dengan tujuan pendidikan di Indonesia yang berdasarkan pada Pancasila dan Undang-Undang Dasar 1945; (3) dengan mempelajari lelakaq, anak didik akan mengetahui dan mengerti tentang kehidupan masyarakat Lombok pada masa lampau, mengetahui sistem kepercayaan, adat-istiadat, dan pola pikirannya; (4) dengan mempelajari lelakaq, anak didik akan mengetahui tingkat pertumbuhan dan perkembangan sastra daerah Lombok pada masa lampau dan dapat membandingkannya dengan pertumbuhan dan perkembangan sastra pada masa kini; (5) lelakaq sebagai salah satu bentuk karya sastra lama banyak mengandung dan mengungkapkan nasihat-nasihat, petunjuk, bimbingan, dan contohcontoh pertumbuhan yang patut untuk ditiru dan yang tidak patut untuk ditiru; (6) lelakaq banyak mengandung dan mengungkapkan nilai-nilai pendidikan yang secara aktif dapat membantu pertumbuhan dan pembentukan pribadi anak didik; (7) kandungan nilai-nilai lelakaq dapat membantu pembentukan manusia Indonesia seutuhnya yang dapat membangun diri sendiri dan bertanggung jawab atas pembangunan bangsanya. Muatan lokal diartikan sebagai program pendidikan yang isi dan media penyampaiannya dikaitkan dengan lingkungan alam, lingkungan sosial, dan lingkungan budaya serta kebutuhan pembangunan daerah yang perlu diajarkan kepada siswa. Isi dalam pengertian di atas adalah bahan pelajaran yang digunakan untuk mencapai tujuan muatan lokal. Sedangkan, media penyampaian merupakan metode dan sarana yang digunakan dalam penyampaian isi muatan lokal (Nurdin, 2005: 58-59). 697
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Dengan menggunakan lingkungan sebagai sumber belajar, maka besar kemungkinan murid dapat mengamati, melakukan percobaan atau kegiatan belajar sendiri. Belajar mencari, mengolah, menumukan informasi sendiri dan menggunakan informasi itu untuk memecahkan masalah yang ada di lingkungannya merupakan pola dasar dari belajar, belajar tentang lingkungan dalam lingkungannya sendiri mempunyai daya tarik tersendiri bagi seorang anak. Benyamin S. Bloom mengatakan bahwa lingkungan sebagai kondisi, daya dan dorongan eksternal dapat memberikan suatu situasi “kerja” di sekitar murid. Karena itu lingkungan secara keseluruhan dapat berfungsi sebagai daya untuk membentuk dan memberi kekuatan/ dorongan eksternal untuk belajar anak (Nurdin, 2005: 61-63). Dengan demikian, melalui lelakaq dapat ditanamkan kesadaran tentang nilai-nilai dan hakikat kehidupan manusia. Pemahaman dan penghayatan isi dan makna yang terkandung di dalamnya dapat membentuk sikap peserta didik sebagai manusia yang matang, dewasa, dan bertanggung jawab. Hal ini disebabkan karena lelakaq mengandung dan mengungkapkan berbagai macam persoalan manusia, fenomena-fenomena kemasyarakatan, lingkungan, sosial, agama, dan berbagai macam nilai lainnya di dalam kehidupan bermasyarakat.
Simpulan Berdasarkan hasil penelitian dapat disimpulkan sebagai beriku: 1) Lelakaq Sasak mengandung makna, yakni berupa peringatan, nasihat, petuah, ajaran, dan bimbingan yang bersifat mendidik. Peringatan, nasihat, petuah, ajaran, dan bimbingan yang terkandung di dalam lelakaq berhubungan dengan nilai ketuhanan, nilai moral, nilai sosial, disiplin, kejujuran, kecerdasan, kepribadian yang tangguh, kesetiaan, dan tanggung jawab, dan 2) Isi lelakaq Sasak mengandung peringatan, nasihat, petuah, ajaran, dan bimbingan yang bersifat mendidik. Maknanya tentang nilai ketuhanan, nilai moral, nilai sosial, kecerdasan, disiplin, tanggung jawab, kejujuran, dan kesetiaan. Kandungan isi dan makna dalam lelakaq Sasak sejalan dengan pengajaran bahasa dan sastra Indonesia, yakni belajar bahasa adalah belajar berkomunikasi dan belajar sastra ialah belajar menghargai manusia dan nilai-nilai kemanusiaan, serta sejalan dangan tujuan pendidikan nasional, yakni bertujuan membentuk manusia yang beriman dan bertaqwa kepada Tuhan Yang Maha Esa, beretika, berwawasan budaya bangsa Indonesia, memiliki nalar, maju, cakap, cerdas, kreatif, inovatif, bertanggung jawab, berkemampuan komunikasi sosial, tertib, sadar hukum, kooperatif, komunikatif, demokratis, dan berbadan sehat sehingga menjadi manusia mandiri.
Daftar Pustaka Abdullah, Fatimah. 2009. Pantun Sebagai Perakam Norma: Penelitian Awal Terhadap Perkahwinan dan Keluarga Melayu. Journal of the Institute of Asian Studies, Vol. XII, n. 2. Gani, Erizal. 2010. Pantun Minangkabau dalam Perspektif Budaya dan Pendidikan. Padang: UNP Press. Himawan, Yudi Handoko. 2012. Lelakaq Dalam Budaya Sasak (Analisis Etnolinguistik). Jurnal ilmiah UGM. Vol. xii, 125 p., bibl., ills., 29 cm. Ihsan, H. Fuad. 2011. Dasar-dasar Kependidikan. Jakarta: Rineka Cipta. Kartika, Widya dan Metty Agustine Primary. 2011 The Analysis Of Teaching Poetry Steps In Dead Poets Society Film By Peter Weirs. English Department Faculty Of Educational Sciences And Teachers’ Training Siliwangi University. Mulyasa, E.. 2002. Kurikulum Berbasis Kompetensi (Konsep, Karakteristik, dan Implementasi). Bandung: PT. Remaja Rosdakarya. M.S., Zulela. 2012. Pembelajaran Bahasa Indonesia: Apresiasai Sastra di Sekolah Dasar. Bandung: PT. Remaja Rosdakarya. 698
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Nurdin, H. Syafruddin. 2005. Guru Profesional dan Implementasi Kurikulum. Jakarta: PT. Ciputat Press. Waluyo, Herman J.. 1987. Teori dan Apresiasi Puisi. Jakarta: Erlangga. . 2010. Pengkajian dan Apresiasi Puisi. Solo: Widya Sari Press. Zulkarnaini.2003. Budaya Alam Minangkabau untuk SMP. Bukittinggi: Usaha Ikhlas.
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Pengaruh Penggunaan Metode Diskusi Syndicate Group Terintegrasi Mind Mapping terhadap Aktivitas dan Hasil Belajar Mahasiswa Matakuliah Belajar dan Pembelajaran 1
Muhammad Zainul Majdi, 2Baiq Yuliana Rizkiwati 1 STKIP Hamzanwadi Selong, 2STKIP Hamzanwadi Selong 1 [email protected], [email protected]
Abstract The purpose of this study was to analyze the effect of the syndicate group discussion method mind mapping based on the activity and results of student learning course second semester of teaching and learning economics education courses STKIP Hamanwadi Selong academic year 2015/2016. This study is a quasi-experimental research developed with pretest-posttest control group design. This research subject that is the second half as the experimental A class and C class as the second half of the control. The research subject was taken by technique random sampling but previously calculated homogeneity of each class. The instrument used in this study was the observation sheet and an essay test. Data activity and student learning outcomes were analyzed using t test (Independent-Samples t-test) using SPSS 16.0 for Windows. The results showed that a significant difference between the average value of the experimental class and a control class both in activity and learning outcomes. Based on t-test, p-level activity on was 0.011 and the learning outcomes obtained significance on p-level is 0.002. Both p-level of data is smaller than the significance of 0.05 (p <0.05). Upshot: "Methods syndicate group discussions based mind mapping significant effect on the activity and results of student learning in the course of learning and learning economics education courses STKIP Hamzanwadi Selong". Based on the conclusions from the results of this study, the lecturers should be given suggestions for discussion method syndicate group based mind mapping is used as an alternative learning methods to improve students' learning activities, so as to improve the quality of teaching on campus. For researchers who will examine methods syndicate group discussions based mind mapping cultivated in forming groups based on the heterogeneity of students. At the time of learning, further research may also use observer to record the discussions and management grade class to be more conducive. Keywords: syndicate group discussion, mind mapping, activity, learning outcomes.
Pendahuluan Mata kuliah belajar dan pembelajaran merupakan salah satu “mata kuliah keterampilan proses pembelajaran” (MKKPP) yang wajib ditempuh mahasiswa pada semua program studi pendidikan strata satu di STKIP Hamzanwadi Selong. Secara umum Learning outcame dalam mata kuliah belajar dan pembelajaran sesuai kurikulum perguruan tinggi berdasarkan kerangka kualifikasi nasional Indonesia (KKNI) yaitu “Mampu mengembangkan konsep bidang keilmuan dan pendidikan berbagai alternative metode, model, dan strategi pembelajaran sesuai dengan perkembangan IPTEK dalam pembelajaran. Orientasi pembelajaran mahasiswa kependidikan diarahkan pada terbentuknya calon pendidik (guru) yang secara afektif mahasiswa belajar menjadi guru, secara kognitif mahasiswa belajar tentang guru (guru yang cerdas), dan secara psikomotorik mahasiswa memiliki performa yang patut, layak, dan terampil sebagai guru (Hidayatullah, 2007). Atas dasar inilah seorang dosen diupayakan mampu menciptakan kegiatan pembelajaran yang beragam, sehingga 700
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memenuhi berbagai tingkat kemampuan mahasiswa. Proses pembelajaran dikatakan berhasil jika dalam proses belajar mengajar dapat dijalankan dengan baik. Kegiatan belajar mengajar selalu melibatkan dua pelaku aktif, yaitu dosen dan mahasiswa (Fathurrohman dan Sutikno, 2007:8). Dosen sebagai pendidik tidak hanya berperan menyampaikan ilmu kepada peserta didik, tetapi juga menciptakan suasana belajar yang kondusif. Berkaitan dengan hal tersebut, dosen seharusnya mengetahui bagaimana cara mahasiswa belajar dan menguasai berbagai cara membelajarkan mahasiswa. Mahasiswa sebagai peserta didik berperan sebagai subjek pembelajaran dan penikmat kondisi belajar yang diciptakan dosen. Apabila dosen dan mahasiswa bersinergi dalam menjalankan peran masing-masing, maka tujuan pembelajaran dapat tercapai. Salah satu komponen pembelajaran yang dapat menunjang pencapaian tujuan pembelajaran adalah metode. Metode pembelajaran merupakan cara yang digunakan dosen dalam mengadakan hubungan dengan mahasiswa pada saat berlangsungnya kegiatan pembelajaran (Sudjana, 2005:76). Metode merupakan salah satu sarana untuk menyampaikan bahan pelajaran kepada mahasiswa dalam upaya mencapai tujuan pembelajaran. Metode memiliki nilai strategis dalam kegiatan pembelajaran. Hal ini dikarenakan metode dapat mempengaruhi jalannya kegiatan pembelajaran. Dengan adanya metode diharapkan dapat tercipta interaksi yang baik antara mahasiswa dengan dosen atau mahasiswa dengan mahasiswa. Penggunaan metode yang kurang tepat dapat menghambat kegiatan pembelajaran, sehingga tujuan pembelajaran tidak tercapai secara optimal. Dalam hal ini, dosen berperan memilih dan menentukan metode yang tepat sesuai dengan komponen pembelajaran yang telah diprogramkan. Pelaksanaan pembelajaran memiliki proses yang berkesinambungan untuk mencapai tujuan pembelajaran, proses tersebut merupakan aktivitas belajar. Hal ini sesuai dengan pendapat Hamalik (2007: 171) bahwa peserta dididk belajar sambil bekerja, dengan demikian maka peserta didik dapat memperoleh pengetahuan, pemahaman, dan aspek-aspek tingkah laku lainnya, serta mengembangkan keterampilan yang bermakna untuk hidup di masyarakat. Menurut Paul D. Dierich (dalam Hamalik, 2007: 172) aktivitas belajar dapat digolongkan sebagai berikut : 1) kegiatan visual 2) kegiatan lisan 3) kegiatan mendengarkan 4) kegiatan menulis 5) kegiatan menggambar 6) kegiatan metrik 7) kegiatan mental 8) kegiatan emosional. Hasil belajar sering dijadikan tolok ukur utama dalam penilaian prestasi akademik. Hasil belajar merupakan cerminan dari kemampuan yang dimiliki oleh peserta didik (mahasiswa) selama proses pembelajaran. Hasil belajar juga berfungsi sebagai salah satu indikator tercapainya tujuan pembelajaran. Aktivitas dan hasil belajar memiliki peranan yang vital dan saling berhubungan satu sama lain dalam kegiatan pembelajaran di kelas. Aktivitas belajar mahasiswa dinilai sangat vital karena mempengaruhi prestasi akademik yang mengacu pada hasil belajar mahasiswa. Sehingga antara aktivitas, hasil belajar, dan tujuan pembelajaran merupakan hal yang saling berkesinambungan dan saling mempengaruhi. Berdasarkan hasil pengamatan yang dilakukan oleh dosen pengampu matakuliah belajar dan pembelajaran yang sekaligus bertindak sebagai peneliti, terdapat beberapa masalah yang dialami mahasiswa, diantaranya: 1) aktivitas mahasiswa disaat proses belajar mengajar berlangsung masih rendah, dilihat dari keberanian mahasiswa mengungkapkan ide, pendapat, 701
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pertanyaan, dan saran terlihat masih kaku, 2) Hasil belajar mahasiswa dalam mata kuliah belajar dan pembelajaran masih rendah. Hal ini juga dapat dilihat dari hasil ujian mahasiswa masih banyak mendapat nilai C. Metode yang digunakana dosen sebelumnya sudah mengintegrasi berbagai metode belajar, namun belum dapat mengoptimalkan hasil belajar mahasiswa. Sehingga perlu adanya motode pembelajaran yang lebih mampu memicu aktivitas belajar mahasiswa dalam proses pembelajaran (perkuliahan). Salah satu metode pembelajaran yang dapat meningkatkan aktivitas dan hasil belajar mahasiswa adalah metode diskusi syndicate group terintegrasi mind mapping. Metode diskusi syndicate group merupakan cara penyajian materi pelajaran di mana dosen memberi kesempatan kepada mahasiswa untuk berdiskusi guna mengumpulkan pendapat serta menyusun berbagai alternatif pemecahan suatu masalah, di mana setiap kelompok diberikan permasalahan dengan topik yang berbeda (Dimyati dan Mudjiono, 2002:14). Karakteristik diskusi model syndicate group yang telah dikembangkan oleh Center for Advencement of Teaching Macquarie University (dalam Rahman, 2008:15) adalah sebagai berikut: "(1) jumlah anggota kelompok fleksibel, tetapi tidak lebih dari enam orang; (2) kelompok diberi tanggung jawab yang berbeda; (3) setiap kelompok diminta untuk mencari informasi yang relevan dan membuat laporan bersama untuk ditanggapi semua kelompok". Inti pembelajaran dengan metode diskusi syndicate group yaitu, setelah menyampaikan materi pembelajaran dosen membagi kelas menjadi beberapa kelompok kecil beranggotakan 3−6 mahasiswa. Selanjutnya, dosen menyiapkan permasalahan-permasalahan yang berbeda untuk setiap kelompok sebagai bahan diskusi, setelah itu masing-masing kelompok sindikat mendiskusikan permasalahan tersebut, kemudian hasil diskusi dipresentasikan di depan kelas. Menurut Dimyati dan Mudjiono (2002:15), Kelebihan metode diskusi syndicate group yakni materi diberikan sebelum kegiatan diskusi, sehingga mahasiswa dapat lebih memahami konsep serta lebih siap dalam melaksanakan diskusi. Di samping itu, pemberian tugas yang berbeda untuk setiap kelompok menyebabkan munculnya rasa tanggung jawab masingmasing anggota kelompok dalam menyelesaikan tugas yang diberikan. Diskusi syndicate group berbeda dengan diskusi lainnya. Diskusi ini lebih menekankan pada partisipasi masing-masing anggota kelompok untuk mengemukakan ide-ide atau buah pikiran dalam menyelesaikan permasalahan yang diberikan. Selain itu, permasalahan yang diberikan sebagai bahan diskusi untuk masing-masing kelompok berbeda, sehingga seluruh materi yang diberikan dapat tersampaikan dalam waktu yang bersamaan atau dengan kata lain indikatorindikator pembelajaran dapat tercapai. Penggunaan metode diskusi syndicate group dalam kegiatan pembelajaran bertujuan agar mahasiswa dapat saling menghargai pendapat orang lain, sehingga tercipta hubungan yang baik antar mahasiswa serta mereka dapat saling mengemukakan pendapat untuk memperoleh keputusan yang tepat. Selain itu, metode ini dapat mendorong mahasiswa untuk berpikir kritis serta belajar memecahkan dan mempelajari suatu permasalahan secara bersama. Mind Mapping adalah salah satu cara mencatat materi pelajaran yang memudahkan mahasiswa belajar. Menurut Alamsyah (2009:20) “sistem peta pikiran atau Mind Mapping adalah suatu teknik visual yang dapat menyelaraskan proses belajar dengan cara kerja alami
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otak”. Lebih lanjut pembelajaran Mind Mapping adalah suatu pelajaran baru untuk mencatat yang bekerjanya disesuaikan dengan bekerjanya dua belah otak (otak kiri dan otak kanan). Penerapan Mind Mapping di kampus dapat membantu mahasiswa berpikir secara kreatif sekaligus kritis, mengingat dengan baik materi pelajaran di kelas, memahami buku yang dibaca, dan penugasan lain yang diberikan. Kegunaan pembelajaran Mind Mapping dalam bidang pendidikan, khususnya untuk mahasiswa sebagaimana yang dipaparkan oleh Dwijayanti (2011) antara lain: (1) memberi pandangan menyeluruh pokok masalah; (2) memungkinkan kita merencanakan rute atau kerangka pemikiran suatu karangan; (3) mengumpulkan sejumlah besar data disuatu tempat; dan (4) mendorong pemecahan masalah dengan kreatif. Dalam membuat suatu Mind Map diperlukan beberapa alat dan bahan. Menurut Buzan (2009:14), “sarana dan prasarana untuk membuat Mind Map adalah (1) kertas kosong tak bergaris; (2) pena dan pensil warna; (3) otak; dan (4) imajinasi”. Pembelajaran menggunkan metode diskusi sindicate group terintegrasi Mind Mapping adalah pembelajaran yang menggunakan strategi Mind Mapping di dalamnya. Penerapan metode diskusi Syndicate Group terintegrasi Mind Mapping ini memberikan manfaat yang sangat besar pada mahaiswa dalam proses pembelajaran. Di dalam proses pembelajaran mahasiswa memperoleh kesempatan secara luas terlibat secara aktif dalam menambah pengetahuan dan pengalaman. Dengan berbasis mind mapping dosen berusaha merangsang mahasiswa untuk berpikir aktif dan kreatif, mendorong mahasiswa untuk giat dan memungkinkan mahasiswa untuk belajar aktif untuk memahami konsep melaui peta pikir (mind mapping) sehingga dengan demikian dapat melatih dan mengembangkan kemapuan mahasiswa dalam memahami konsep dari setiap materi yang dibahas. Dalam pembelajaran menngunakan metode Sindycate Group menuntut mahasiswa untuk mengemukakan ide-ide atau buah pikiran dalam menyelesaikan permasalaha, disinilah Mind Map (peta pikiran) dapat dimasukkan karena dalam tahapan ini proses membangun atau menyusun pengetahuan baru dalam struktur kognitif mahasiswa berdasarkan pengalaman, sebuah peta pikiran dapat disusun pada komponen ini dengan menggunakan elemen yang dimiliki oleh setiap Mind Map. Dengan menerapkan metode diskusi Sindycate Group terintegrasi Mind Mapping mahasiswa memperoleh kesempatan untuk menemukan konsep matakuliah belajar dan pembelajaran itu sendiri melalui kegiatan mencatat kreatif, Sehingga, mahasiswa menjadi tertarik untuk menguasai konsep dan secara langsung mempengaruhi aktivitas dan hasil belajar mahasiswa dan akan mendapat hasil belajar yang lebih baik dari sebelumnya. Pembelajaran dengan metode diskusi Syndicate Group sudah pernah diterapkan pada mata pelajaran IPS Geografi dan memberikan hasil belajar yang positif sebagaimana penelitian Rahman (2008), yang menyimpulkan bahwa penerapan metode diskusi Syndicate group dapat meningkatkan motivasi dan hasil belajar siswa kelas XI IPS 2 SMA Laboratorium UM. Selain itu, hasil penelitian yang dilakukan oleh Rokhmawati (2010), menyimpulkan bahwa penerapan metode diskusi syndicate group dapat meningkatkan keaktifan belajar siswa Kelas VII A SMPN 24 Malang. Atas dasar temuan dan hasil penelitian tersebut, peneliti tertarik untuk melakukan penelitian mengenai ” Pengaruh metode diskusi syndicate graup terintegrasi Mind mapping terhadap aktivitas dan hasil belajar mahasiswa pada matakuliah belajar dan pembelajaran program studi pendidikan ekonomi STKIP hamzanwadi Selong”.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Penelitian ini bertujuan untuk; 1)Untuk menganalisis pengaruh penggunaan metode diskusi Syndicate Group terintegrasi Mind Mapping terhadap keaktifan belajar mahasiswa pada matakuliah belajar dan pembelajaran program studi pendidikan ekonomi STKIP Hamzanwadi Selong. 2)Untuk menganalisis pengaruh penggunaan metode diskusi Syndicate Group terintegrasi Mind Mapping terhadap hasil belajar mahasiswa pada matakuliah belajar dan pembelajaran program studi pendidikan ekonomi STKIP Hamzanwadi Selong.
Metode Penelitian Jenis penelitian ini adalah Eksperimen semu dalam penelitian ini berarti peneliti tidak dapat mengontrol secara tepat dalam memberikan perlakuan kepada kedua kelompok, yakni kelompok eksperimen dan kelompok kontrol. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan metode diskusi syndicate group terintegrasi mind mapping terhadap aktivitas dan hasil belajar mahasiswa matakuliah belajar dan pembelajaran pada program studi pendidikan ekonomi. Rancangan penelitian ini dikembangkan dengan pretest-posttest control group design. Desain tersebut diterapkan pada kelompok eksperimen dan kelompok kontrol, di mana kelompok eksperimen diberi perlakuan berupa penggunaan metode diskusi syndicate group terintegrasi mind mapping, sedangkan kelompok kontrol diberi diberi perlakuan dengan menggunakan diskusi kelompok disertai ceramah dan berfungsi sebagai pembanding. Penelitian ini dilaksanakan pada program studi pendidikan ekonomi STKIP Hamzanwadi Selong semester II tahun akademik 2015/2016. Mahasiswa semester II terdiri dari 3 kelas. Subjek penelitian untuk (kelas ekperimen, kontrol dan perlakuan) dipilih secara random sampling. Berdasarkan hasil acak, subjek penelitian dari ke tiga kelas ini menggunakan kelas II A sebagai kelas eksperimen, dan kelas II C sebagai kelas kontrol. Sedangkan, untuk kelas ujicoba digunakan kelas II B. Rancangan yang digunakan dalam penelitian ini adalah eksperimental se-mu (quasi experiment) dengan instrumen penelitian yang digunakan adalah lembar observasi dan tes essay. Teknik analisis yang digunakan adalah uji t-test dengan menggunakan bantuan komputer program SPSS 16.0 for Windows. Selanjutnya hasil analisis tersebut digunakan untuk menguji hipotesis penelitian dengan taraf signifikansi 5%.
Hasil dan Pembahasan Data yang diperoleh dari hasil penelitian ini meliputi: (1) data post test aktivitas belajar mahasiswa, (2) data kemampuan awal mahasiswa, yakni skor pre tes kelas eksperimen dan kelas kontrol sebelum diberi perlakuan; (2) data kemampuan akhir mahasiswa, yakni skor post tes kelas eksperimen dan kelas kontrol setelah diberi perlakuan; serta (3) data hasil belajar mahasiswa (gain score) yang diperoleh dari selisih antara skor pre tes dengan skor post tes. Aktivitas Belajar Mahasiswa Data aktivitas belajar mahasiswa kelas eksperimen dan kelas kontrol diperoleh dari skor post test masing-masing kelas. Analisis data aktivitas belajar mahasiswa kelas eksperimen dan kelas kontrol, dapat dilihat pada tabel di bawah ini. Tabel 1 Analisis Data Hasil Observasi Aktivitas Belajar Mahasiswa Kelas Eksperimen dan Kontrol.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
NO
Aspek yang diamati
Persentase Aktivitas Mahasiswa (%) Eksperimen Kontrol 1. Visial Activities 85,71 57,14 2. Oral Activities 77,14 48,57 3. Listening Activities 77,14 54,29 4. Writing Activities 62,86 14,29 5. Mental Activities 88,57 57,14 6. Emosional Activities 82,86 57,14 Jumlah Rata-rata (%) 79,05 48,09 Berdasarkan tabel diatas, menunjukkan bahwa persentase pada kelas eksperimen yang terendah pada tahap writing activities yaitu sebesar 62,86% dan persentase yang tertinggi yaitu pada tahap mental activities, yang persentasenya sebesar 88,57%, sedangkan rata-rata keaktifan belajar mahasiswa pada kelas eksperimen adalah sebesar 79,05%. Data kelas kontrol menunjukkan bahwa persentase aktivitas belajar mahasiswa dari beberapa tahap tersebut menunjukkan bahwa persentase yang terendah pada tahap writing activities yaitu sebesar 14,29% dan persentase yang tertinggi yaitu pada tahap visual activities, mental activities, dan emotional activities yang persentasenya sebesar 57,14%, sedangkan rata-rata aktivitas belajar mahasiswa pada kelas kontrol adalah sebesar 48,09%. Adapun rata-rata skor aktivitas mahasiswa dapat dilihat pada tabel berikut ini. Tabel 2 Rata-Rata Skor Aktivitas Post Tes Mahasiswa Kelas Eksperimen dan Kelas Kontrol Kelas Eksperimen Kontrol
Variabel Pembelajaran Syndicate Group terintegrasi Mind Mapping Ceramah, diskusi kelompok
Post-test 79,05
Kategori Aktif
48,09
Cukup Aktif
Rata-rata skor tingkat aktivitas post-tes untuk kelas eksperimen sebesar 79,05 di kategorikan aktif, rata-rata skor aktivitas post test untuk kelas Kontrol sebesar 48,09% dikategorikan cukup aktif Untuk lebih jelasnya rata-rata skor tingkat aktivitas post test mahasiswa kelas eksperimen dan kelas Kontrol dapat dilihat pada diagram di bawah ini:
EKSPERIMKEN DAN KONTROL 79,05 48,09
Eksperimen
Kontrol
Gambar 1. Rata-Rata Skor Aktivitas Belajar Mahasiswa
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Hasil Belajar Pre test dan Post test Mahasiswa Data kemampuan awal dan kemampuan akhir Mahasiswa kelas eksperimen dan kelas kontrol diperoleh dari skor pre tes dan skor post test masing-masing kelas. Data ringkasan hasil belajar mahasiswa pre-test pos-test pada kelas eksperimen dan kontrol dapat dilihat sebagai berikut: Tabel 3 Hasil Belajar Mahasiswa pada kelas eksperimen dan Kontrol Eksperimen Rata-rata % Pre test Post test 57,06
Kontrol Rata-rata % Pre test Post test
82,86
58,37
78,57
Berdasarkan Tabel 1.3 diketahui bahwa rata-rata skor post tes kelas eksperimen lebih tinggi daripada kelas kontrol atau dapat dikatakan rata-rata skor post tes kedua kelompok berbeda, yakni kelas eksperimen 82,86%, sedangkan kelas kontrol 78,57%.
Skor
Berikut ini disajikan diagram perbandingan rata-rata skor pre tes dan post tes kelas eksperimen dan kontrol. 100 80 60 40 20 0
82.86
78.57
58,37
57,06
Eksperimen
Kontrol Kelas
Pra tes Pasca tes
Gambar 2. Diagram Perbandingan Rata-rata Skor Pre Tes dan Post Tes Kelas Eksperimen dan Kontrol Data Hasil Belajar (Gain Score) Mahasiswa Data hasil belajar (gain score) mahasiswa kelas eksperimen dan kontrol diperoleh dari selisih antara skor post tes dan skor pre tes masing-masing kelas. Berikut ini disajikan data ringkasan hasil belajar (gain score) mahasiswa pada kelas eksperimen dan kontrol dapat dilihat sebagai berikut: Tabel 4. Hasil Belajar (Gain Score) Mahasiswa Eksperimen Gain score (%)
Kontrol Gain score (%)
25,80
20,20 706
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Berdasarkan Tabel 1.4 diketahui bahwa rata-rata skor post tes kelas eksperimen lebih tinggi daripada kelas kontrol atau dapat dikatakan rata-rata skor post tes kedua kelompok berbeda, yakni kelas eksperimen 25,80%, sedangkan kelas kontrol 20,20%.
Skor Hasil Belajar
Berikut ini disajikan diagram perbandingan rata-rata hasil belajar (gain score) kelas eksperimen dan kontrol. 30
25.80
20.20
20 10 0 Eksperimen
Kontrol Kelas
Gambar 3. Diagram Perbandingan Rata-rata Hasil Belajar (Gain Score) Kelas Eksperimen dan Kontrol Hipotesis Hipotesis yang telah dirumuskan kemudian diuji menggunakan uji t (Independent-Samples ttest) dengan bantuan komputer program SPSS 16.0 for Windows. Berdasarkan analisis uji t tersebut, selanjutnya dilakukan pembacaan hasil untuk mengambil keputusan apakah hipotesis penelitian diterima atau ditolak. Analisis uji t menggunakan Independent-Samples ttest berfungsi untuk mengetahui apakah kedua kelompok memiliki rata-rata aktivitas dan hasil belajar yang sama. Berdasarkan hasil uji t aktivitas pada p-level adalah 0,011 dan hasil belajar diperoleh sigifikansi pada p-level adalah 0,002. Kedua data p-level tersebut lebih kecil dari signifikansi yaitu 0,05 (p<0,05). Jadi kesimpulannya; 1)Metode diskusi syndicate group terintegrasi mind mapping berpengaruh signifikan terhadap aktivitas belajar mahasiswa pada matakuliah belajar dan pembelajaran program studi pendidikan ekonomi STKIP Hamzanwadi Selong. 2)Metode diskusi syndicate group terintegrasi mind mapping berpengaruh signifikan terhadap hasil belajar mahasiswa pada matakuliah belajar dan pembelajaran program studi pendidikan ekonomi STKIP Hamzanwadi Selong”.
Pembahasan Penelitian eksperimen ini menunjukkan temuan adanya pengaruh penggunaan metode diskusi syndicate group terintegrasi mind mapping terhadap aktivitas dan hasil belajar matakuliah belajar dan pembelajaran program studi pendidikan ekonomi STKIP Hamzanwadi Selong tahun akademik 2015/2016. Penggunaan Metode Diskusi Syndicate Group Terintegrasi Mind Mapping Berpengaruh Terhadap Aktivitas Belajar Mahasiswa Berdasarkan hasil analisis data observasi terhadap aktivitas belajar mahasiswa matakuliah belajar dan pembelajaran program studi pendidikan ekonomi STKIP Hamzanwadi Selong tahun akademik 2015/2016, menunjukkan bahwa ada terjadi perubahan tingkat aktivitas 707
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
mahasiswa yang di belajarkan dengan menggunakan metode diskusi syndicate group terintegrasi mind mapping. Penerapan pembelajaran metode diskusi syndicate group terintegrasi mind mapping dapat meningkatkan aktivitas belajar mahasiswa karena memberikan pengalaman langsung kepada mahasiswa, sehingga mahasiswa dapat mengerti secara langsung dari teori dan konsep yang dipelajari di kelas. Hal ini selaras dengan hasil penelitian yang dilakukan oleh Rokhmawati (2010:87), penerapan metode diskusi syndicate group dalam pembelajaran geografi dapat meningkatkan keaktifan siswa. Peningkatan keaktifan belajar mahasiswa yang terjadi pada kelas eksperimen menguatkan bahwa pembelajaran menggunakan metode diskusi syndicate group terintegrasi mind mapping dapat dijadikan alternatif untuk pemecahan masalah yang berhubungan dengan topik yang sedang dibahas. Peningkatan aktivitas pada saat pembelajaran berlangsung disebabkan oleh penekanan yang selalu dilakukan dosen kepada individu maupun kelompok agar memiliki rasa tanggung jawab terhadap keberhasilan kelompoknya untuk memahami materi secara untuh. dosen menekankan dan memotivasi mahasiswa bahwa keaktifan belajar mahasiswa sangat diperlukan karena menentukan keberhasilan dalam berdiskusi. Selain itu dengan pembuatan peta pikir (mind mapping) membantu mahasiswa berpikir secara kreatif sekaligus kritis, mengingat dengan baik materi pelajaran di kelas, memahami buku yang dibaca, dan penugasan lain yang diberikan. Keterlibatan mahasiswa cukup besar dalam proses pembelajaran, hal ini karena siswa dituntut melakukan interaksi antar mahasiswa dalam satu kelompok maupun siswa kelompok lain dan dengan dosen. Selain itu, peningkatan nilai rata-rata aktivitas belajar mahasiswa disebabkan oleh kegiatan presentasi dan disertai pembuatan peta pikir (mind map) mengenai materi dan konsep yang sedang dibahas. Pembuatan mind mapp dilakukan oleh setiap mahasiswa di akhir pembelajaran dapat mengajak mahasiswa untuk selalu aktif dalam proses pembelajaran. Hal ini membuat mahasiswa termotivasi dengan adanya tantangan tersebut. Sedangkan Keaktifan belajar mahasiswa pada kelas kontol dengan menggunakan metode diskusi dan ceramah, terlihat aktivitas belajar mahasiswa selama presentasi di depan kelas hasilnya hanya mencapai 48,09% karena masih banyak mahasiswa yang masih kurang percaya diri dan dalam menyampaikan ide hasil diskusi, terdapat beragam tipe cara penyampaian yang digunakan mahasiswa dalam mengemukakan pendapatnya. Ada yang sudah mampu menyampaikan dengan baik, dalam menyampaikan gagasan ada yang masih menggunakan bahasa daerah, ada juga yang menyampaikan gagasan lewat tulisan untuk dibaca karena takut salah menurut mereka. Selain itu, masih kurangnya kerjasama mahasiswa dalam kelompok, hanya mahasiswa tertentu saja yang mendominasi jalannya diskusi, yang lainnya tidak mau bertanya, berpendapat apabila ada hal yang kurang dimengerti, ataupun berdiskusi dalam menyelesaikan tugas dan kebanyakan mahasiswa hanya diam saja dan sebagian ada yang bermain HP (Hand Phone), sehingga mereka merasa bingung untuk bertanya ataupun menjawab. Kurangnya dosen/peneliti mengelola kelas pada saat presentasi di depan kelas dengan baik sehingga pada saat presentasi banyak mahasiswa yang ramai dan kurang menghargai penyaji.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Penggunaan Metode Diskusi Syndicate Group dalam Kegiatan Pembelajaran Berpengaruh Terhadap Hasil Belajar Mahasiswa. Hasil penelitian ini menunjukkan bahwa penggunaan metode diskusi syndicate group terintegrasi mind mapping berpengaruh terhadap hasil belajar mahasiswa. Hasil belajar kelas eksperimen yang menggunakan metode diskusi syndicate group terintegrasi mind mapping dan kelas kontrol yang menggunakan metode ceramah dalam penelitian ini mengalami peningkatan, namun pembelajaran dengan menggunakan metode diskusi syndicate group terintegrasi mind mapping menunjukkan hasil belajar yang lebih baik daripada menggunakan metode diskusi dan ceramah, yakni ditunjukkan dengan rata-rata hasil belajar (gain score) kedua kelas, kelas eksperimen 25,80 sedangkan kelas kontrol 20,20. Hasil belajar yang lebih baik tersebut berarti keberhasilan dalam kegiatan pembelajaran. Salah satu penyebab keberhasilan dalam kegiatan pembelajaran diduga adanya perubahan atau pengalaman belajar yang dialami mahasiswa ke arah yang lebih baik atau positif. Perubahan-perubahan yang diharapkan akan terjadi dalam kegiatan pembelajaran adalah perubahan yang bersifat positif, yaitu perubahan yang senantiasa bertambah dan tertuju untuk memperoleh sesuatu yang lebih baik dari sebelumnya (Sagala, 2009:53). Perubahan atau pengalaman belajar yang dialami oleh mahasiswa ke arah yang lebih baik atau positif dalam penelitian ini terlihat pada hasil belajar subjek penelitian, yakni kelas eksperimen dan kontrol. Kelas eksperimen dan kontrol memiliki kemampuan akademik pada matakuliah belajar dan pembelajaran yang sama atau setara sebelum diberi perlakuan. Hal tersebut ditunjukkan dengan rata-rata skor tes yang relatif sama, yakni kelas eksperimen 57,06 sedangkan kelas kontrol 58,37. Pada saat kegiatan pembelajaran, kedua kelas diberi perlakuan yang berbeda. Kelas eksperimen diberi perlakuan penggunaan metode diskusi syndicate group terintegrasi mind mapping, sedangkan kelas kontrol tidak diberi perlakuan penggunaan metode diskusi syndicate group terintegrasi mind mapping atau pembelajaran dilaksanakan dengan metode ceramah. Setelah kegiatan pembelajaran, kedua kelas diberikan post tes yang bertujuan untuk mengetahui kemampuan akhir masing-masing kelas, selanjutnya dapat diketahui pula hasil belajar kedua kelas. yakni kelas eksperimen 82,86 sedangkan kelas kontrol 78,57. Salah satu faktor yang menunjang ketercapaian tujuan pembelajaran adalah ketepatan dalam memilih metode. Metode memiliki kedudukan sebagai alat motivasi ekstrinsik dalam kegiatan pembelajaran, menyiasati perbedaan individual anak didik, serta untuk mencapai tujuan pembelajaran (Djamarah dalam Faturrohman dan Sutikno, 2007:55). Penggunaan metode diskusi syndicate group terintegrasi mind mapping dalam kegiatan pembelajaran merupakan salah satu faktor yang berpengaruh terhadap hasil belajar mahasiswa. Hasil belajar matakuliah belajar dan pembelajaran mahasiswa kelas eksperimen yang lebih tinggi daripada kelas kontrol diduga karena metode pembelajaran yang digunakan. Penggunaan metode diskusi syndicate group terintegrasi mind mapping dalam kegiatan pembelajaran dapat melengkapi kekurangan dalam kegiatan pembelajaran yang menggunakan metode ceramah. Hal tersebut berarti mendukung hipotesis dalam penelitian ini, yakni ada pengaruh penggunaan metode diskusi syndicate group terintegrasi terhadap aktivitas dan hasil matakuliah belajar dan pembelajaran program studi pendidikan ekonomi STKIP Hamzanwadi Selong tahun akademik 2015/2016. Hal ini selaras dengan hasil penelitian yang dilakukan oleh Rahman (2008:74), yakni penerapan metode diskusi model syndicate group dalam pembelajaran geografi dapat meningkatkan motivasi dan hasil belajar siswa. Selanjutnya penelitian
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Penerapan metode diskusi Syndicate Group terintegrasi Mind Mapping ini memberikan manfaat yang sangat besar pada mahaiswa dalam proses pembelajaran. Di dalam proses pembelajaran mahasiswa memperoleh kesempatan secara luas terlibat secara aktif dalam menambah pengetahuan dan pengalaman. Dengan berbasis mind mapping dosen berusaha merangsang mahasiswa untuk berpikir aktif dan kreatif, mendorong mahasiswa untuk giat dan memungkinkan mahasiswa untuk belajar aktif untuk memahami konsep melaui peta pikir (mind mapping) sehingga dengan demikian dapat melatih dan mengembangkan kemapuan mahasiswa dalam memahami konsep dari setiap materi yang dibahas. Pembelajaran diskusi syndicate group terintegrasi mind mapping yang telah dilaksanakan menunjukkan bahwa di dalamnya mahasiswa dituntut untuk mampu memahami dan memecahkan permasalahan dan berusaha untuk mencari penyelesaian masalah tersebut, serta aktif dalam kegiatan membuat peta pikir (mind mapping) mengenai masalah yang dibahas. Di samping itu, diskusi dan presentasi sebagai bagian dari proses metode diskusi syndicate graup dapat membantu mahasiswa untuk meningkatkan pemahaman tentang materi yang dipelajari, sehingga hasil belajar mahasiswa dapat meningkat. Terlepas dari penggunaan metode diskusi syndicate group yang berpengaruh terhadap hasil belajar mahasiswa yang ditunjukkan dengan rata-rata hasil belajar (gain score) kelas eksperimen yang lebih tinggi daripada kelas kontrol dan dibuktikan dengan ditolaknya hipotesis nol (H0), terdapat beberapa hal yang perlu diperhatikan dalam penelitian ini. Hal tersebut yakni rata-rata hasil belajar kelas eksperimen dan kelas kontrol menunjukkan perbedaan yang tidak terlalu besar, yakni kelas eksperimen 25,80 sedangkan kelas kontrol 20,20. Perbedaan rata-rata hasil belajar kedua kelompok yang tidak terlalu besar tersebut dipengaruhi oleh beberapa hal, salah satunya yakni faktor pengelolaan kelas. "Pengelolaan kelas ialah suatu usaha untuk menciptakan dan mempertahankan suasana (kondisi) kelas sedemikian rupa sehingga kegiatan belajar mengajar dapat berlangsung efektif dan efisien" (Purwanto, 2007:55). Mengelola kelas berarti berusaha untuk mengatasi semua gangguan yang ada yang dapat menghambat kegiatan pembelajaran. Dalam penelitian ini, pengelolaan kelas pada kelompok kontrol relatif lebih mudah. Meskipun menggunakan metode ceramah, namun mahasiswa di kelas kontrol tetap antusias dalam kegiatan pembelajaran dan memperhatikan materi yang disampaikan guru. Sebaliknya, pelaksanaan pembelajaran dengan metode diskusi syndicate group terintegrasi mind mapping di kelas eksperimen mengalami kesulitan dalam hal mengelola kelas, karena mahasiswa di kelas tersebut relatif lebih sulit dikendalikan daripada mahasiswa di kelas kontrol. Hal ini menyebabkan langkah-langkah dalam kegiatan syndicate group tidak dapat terlaksana secara optimal dikarenakan alokasi waktu yang tersedia sedikit tersita untuk mengontrol beberapa mahasiswa yang gaduh saat kegiatan diskusi maupun presentasi. Hal tersebut diduga mempengaruhi rata-rata hasil belajar kelas eksperimen dan kontrol yang tidak berbeda jauh. Permasalahan tersebut secara teori dimungkinkan terjadi karena penelitian ini merupakan penelitian eksperimen semu, di mana peneliti tidak dapat mengontrol secara tepat dalam memberikan perlakuan kepada kedua kelompok, yakni kelompok eksperimen dan kelompok kontrol.
Kesimpulan Berdasarkan hasil penelitian, analisis data, dan pembahasan, maka dapat disimpulkan bahwa penggunaan metode diskusi syndicate group terintegrasi mind mapping berpengaruh terhadap 710
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aktivitas dan hasil belajar matakuliah belajar dan pembelajaran program studi pendidikan ekonomi STKIP Hamzanwadi Selong Tahun akademik 2015/2016. Hal ini ditunjukkan dengan rata-rata aktivitas belajar mahasiswa kelas eksperimen (25,80) yang dalam kegiatan pembelajaran diberi perlakuan penggunaan metode diskusi syndicate group terintegrasi mind mapping lebih tinggi daripada kelas kontrol (20,20) yang tidak diberi perlakuan penggunaan metode diskusi syndicate group atau pembelajaran dilaksanakan dengan metode ceramah. Sedangkan rata-rata hasil belajar (gain score) kelas eksperimen (25,80) yang dalam kegiatan pembelajaran diberi perlakuan penggunaan metode diskusi syndicate group terintegrasi mind mapping lebih tinggi daripada kelas kontrol (20,20) yang tidak diberi perlakuan penggunaan metode diskusi syndicate group atau pembelajaran dilaksanakan dengan metode ceramah.
Saran Saran bagi dosen hendaknya metode diskusi sydicate graup terintegrasi mind mapping ini dijadikan alternatif metode pembelajaran dalam meningkatkan aktivitas dan hasil belajar mahasiswa, sehingga dapat meningkatkan mutu pengajaran di kampus. bagi peneliti yang akan meneliti menggunakan metode diskusi syndicate group terintegrasi mind mapping diusahakan dalam membentuk kelompok berdasarkan pada keheterogenan kemampuan mahasiswa. Pada saat pembelajaran, peneliti selanjutnya juga dapat menggunakan observer untuk mencatat jalannya diskusi kelas dan memanagemen kelas agar lebih kondusif.
Daftar Pustaka Alamsyah, Maurizal. 2009. Kiat jitu Meningkatkan Prestasi dengan Mind Mapping. Jogjakarta: Mitra Pelajar. Buzan, Tony. 2009. E-book Mind Map.Tersedia pada: http://boekoegratis. blogspot.com/2011/08/download-ebook-buku-pintar-mindmap. html (diakses pada: januari 2013) Dwijayanti. 2011. Mind Mapping Untuk Perkembangan Anak. Jogyakarta: Wangun Printika. Hamalik, Oemar. 2008. Proses Belajar Mengajar. Jakarta: PT. Bumi Aksara. Hidayatullah, M.F. (2007). Mengantar Calon Pendidik Berkarakter Dimasa Depan. Surakarta: UNS Press dan Cakra Books. Dimyati & Mudjiono. 2002. Belajar dan Pembelajaran. Jakarta: PT Rineka Cipta. Fathurrohman, Pupuh & Sutikno, M. Sobry. 2007. Strategi Belajar Mengajar Melalui Penanaman Konsep Umum dan Konsep Islami. Bandung: Refika Aditama. Rahman, Beny. 2008. Penerapan Metode Diskusi Syndicate Group untuk Meningkatkan Motivasi dan Hasil Belajar Geografi Siswa Kelas XI IPS 2 Semester II SMA Laboratorium UM Tahun Pelajaran 2007/2008. Skripsi tidak diterbitkan. Malang: FMIPA UM. Rokhmawati, Evy Agustina. 2010. Penerapan Metode Diskusi Syndicate Group untuk Meningkatkan Keaktifan Belajar Siswa Kelas VII A SMPN 24 Malang pada Materi Kaitan Antara Kondisi Geografis dengan Keadaan Penduduk. Skripsi tidak diterbitkan. Malang: FIS UM. Sagala, Syaiful. 2009. Konsep dan Makna Pembelajaran: Untuk Membantu Memecahkan Problematika Belajar dan Mengajar. Bandung: CV Alfabeta. Sudjana, Nana. 2005. Dasar-dasar Proses Belajar Mengajar. Bandung: Sinar Baru Algensindo.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Pengaruh Model Pembelajaran Problem solving Terhadap Kemampuan Berfikir Kritis, Motivasi Belajar, dan Hasil Belajar IPS Siswa Kelas VII SMPN 1 Masbagik Zalia Muspita Universitas Hamzanwadi, Indonesia [email protected]
Abstract The purpose of this study was to determine the effect of simultaneous model of problemsolving on critical thinking skills, motivation and learning outcomes of social studies students of the sevent grade at Junior high school number 1 Masbagik - East Lombok. This study is a quasi-experimental. Data were collected with the critical thinking skills tests, questionnaires, and tests student learning outcomes. Overall the data and hypothesis testing is done using Manova analysis. Based on the above results, the conclusion can be formulated as follows: (1) In a partial implementation of the model problem solving have a relationship with the critical thinking skills of social studies students in the sevent grade at Junior high school number 1 Masbagik - East Lombok. (2) In a partial implementation of the modelsolving have relationship problems with the sevent grade at Junior high school number 1 Masbagik - East Lombok. (3) In a partial implementation of the model-solving have relationship problems with motivation to learn in the sevent grade at Junior high school number 1 Masbagik - East Lombok. (4) In the simultaneous application of problemsolving models have a relationship with the students' critical thinking skills, motivation and learning outcomes of social studies students in the sevent grade at Junior high school number 1 Masbagik - East Lombok. Keywords: model of problem solving, critical thinking skills, motivation, learning outcomes of social studies
Pendahuluan Pendidikan memegang peranan yang sangat penting dalam kelangsungan hidup suatu bangsa. Pada dasarnya pendidikan merupakan “pengubahan sikap dan tingkah laku individu dengan positif pada natural individu yang bersangkutan” (Wingkel, 1999:24). Pendidikan juga merupakan salah satu ukuran kualitas suatu kehidupan bangsa, karena tingkat pendidikan dapat menunjukkan kualitas sumberdaya yang dimiliki oleh suatu bangsa. Dewasa ini, pendidikan telah mengalami perkembangan yang sangat pesat, informasi dan komunikasai juga berkembang setiap saat. Hal itu mengakibatkan adanya persaingan yang sangat ketat di dunia pendidikan, untuk menghadapinya diperlukan kualitas pendidkan yang bermutu dan semakin meningkat. Pembelajaran akan dikatakan berkualitas apabila proses pembelajarannya melibatkan siswa secara utuh. Pemerintah telah melakukan berbagai upaya untuk meningkatkan kualitas pendidikan di Indonesia, salah satunya adalah penyempurnaan kurikulum yang lebih menekankan pada keterlibatan siswa dalam pengembangan kompetensi yang dimiliki oleh siswa, kurikulum yang dimaksud adalah Kurikulum Berbasis Kompetensi (KBK) 2004 sebelum ditetapkannya Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006. Pada pelaksanaan kurikulum ini siswa diharapkan lebih terlibat dalam proses belajar mengajar, guru hanya berperan sebagai fasilitator saja dan siswa dituntut untuk lebih aktif peranannya. Hal tersebut sesuai dengan 712
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
salah satu prinsip pengembangan Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006, bahwa kurikulum dikembangkan berdasarkan beberapa prinsip yaitu: “1) berpusat pada potensi, pengembangan dan kebutuhan, 2) tanggap terhadap ilmu pengetahuan, teknologi, dan seni, kepentingan peserta didik dan lingkungannya. (BNSP, 2006) Sejalan dengan hal tersebut, maka dalam proses pembelajaran diperlukan adanya pembelajaran inovatif yang mampu mengembangkan kemampuan berfikir siswa, meningkatkan motivasi belajar, dan meningkatkan hasil belajar siswa pada mata pelajaran IPS. Akan tetapi, pembelajaran yang inovatif jarang dilakukan. Sering sekali guru hanya menjelaskan, memberikan ceramah, dan memberikan hafalan pada siswa sehingga membuat siswa jenuh pada mata pelajaran IPS. Permasalahan yang sering muncul pada siswa maupun guru di sekolah adalah siswa merasa bosan pada pelajaran IPS karena terlalu banyak materi yang berkaitan dengan hafalan dan siswa tidak mampu memahami materi sepenuhnya. Sehingga kemampuan berfikir siswa terbatas pada hafalan dan siswa tidak mampu memecahkan permasalahan yang ada. Selain itu juga guru seringkali memberikan ceramah satu arah tanpa memberikan kesempatan pada siswa untuk mengemukakan pendapat, berdiskusi dengan temannya, dll. Akibatnya pembelajaran IPS di sekolah hanya bersifat hafalan bukan melatih kemampuan berfikir siswa yang menyebabkan kurangnya motivasi belajar IPS yang ditandai dengan gejala-gejala 1) tidak mengerjakan tugas atau pekerjaan rumah yang diberikan oleh guru,2) siswa tidak memperhatikan guru yang sedang menerangkan pelajaran IPS, 3) siswa sering sekali mengganggu temannya yang sedang mendengarkan pelajaran, 4) siswa mengajak ngobrol temannya yang sedang mendengarkan pelajaran. Sehingga hasil belajar IPS siswa menjadi rendah Berdasarkan uraian di atas, perlu adanya perbaikan dalam proses pembelajaran. Siswa membutuhkan pembelajaran yang lebih inovatif. Bentuk pembelajaran yang mampu membantu mereka dalam proses pembelajaran, oleh karena itu guru perlu memperbaiki pola pembelajaran dan mengupayakan sebuah inovasi dalam pembelajaran. Salah satunya dengan pembelajaran problem solving. Dimana pembelajaran tersebut mampu membawa siswa menggunakan pengetahuan yang diperoleh di kelas untuk menyelesaikan masalah-masalah baru yang belum pernah dihadapi, serta memiliki tanggung jawab yang lebih terhadap belajarnya seiring dengan peningkatan pengalaman dan pengetahuan mereka.. Pembelajaran Problem solving adalah “ suatu pendekatan pengajaran yang menggunakan masalah dunia nyata sebagai suatu konteks bagi siswa untuk belajar tentang cara berpikir kritis dan keterampilan pemecahan masalah, serta untuk memperoleh pengetahuan dan konsep yang esensial dari materi pelajaran” (Nurhadi, dkk. 2004:56). Panen, dkk (2001:85) mengemukakan berpikir kritis merupakan sebuah proses yang terarah dan jelas yang digunakan dalam kegiatan mental seperti memecahkan masalah, mengambil keputusan, membujuk, menganalisis asumsi dan melakukan penelitian ilmiah. Berpikir kritis adalah kemampuan untuk berpandapat dengan cara yang terorganisasi. Menurut Johnson (2002:182) berpikir kritis merupakan “kemampuan untuk mengevaluasi secara sistematis bobot pendapat pribadi dan pendapat orang lain”. Sedangkan berpikir kreatif adalah “kegiatan mental yang memupuk ide-ide asli dan pemahaman-pemahaman baru”. (Johnson 2002:183). Berpikir kritis dan kreatif memungkinkan siswa untuk mempelajari masalah secara sistematis, menghadapi banyak rintangan dengan cara yang terorganisasi, merumuskan 713
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
pertanyaan inovatif, dan merancang solusi yang tepat. Apabila hal tersebut dilatih secara terus menerus,di duga dapat meningkatkan motivasi belajar siswa. Sebagai upaya meningkatkan motivasi belajar siswa sutanto (2005) mengemukakan enam macam tingkah laku yang dapat diamati antara lain: 1) Perhatian, motivasi belajar siswa tinggi apabila mereka memusatkan perhatian pada kegiatan belajar lebih besar daripada tingkah laku yang bukan belajar. 2) Waktu belajar, siswa mempunyai motivasi tinggi jika siswa mengahbiskan waktu yang cukup untuk kegiatan belajar. 3) Usaha, siswa mempunyai motivasi tinggi jika mereka bekerja secara intensif, mengeluarkan banyak energi dan kemampuan untuk menyelesaikannya. 4) Irama perasaaan, siswa mempunyai motivasi tinggi jika siswa merasa gembira, mempunyai keyakinan diri dan tegar pada situasi yang ada. 5) Eksistensi, dalam hal ini motivasi belajar ditandai dengan apakah siswa melakukan kegiatankegiatan belajar pada jam-jam bebas pelajaran. 6) Penampilan, motivasi belajar ditunjukkan dengan diselesaikannya tugas belajar. Motivasi belajar siswa yang akan diamati dan ditingkatkan dalam penelitian ini adalah motivasi ekstrinsik dimana motivasi ekstrinsik merupakan motivasi yang fungsinya dirangsang dari luar diri siswa. Dalam penelitian ini yang merupakan alat perangsang adalah pembelajaran berbasis masalah. Dan diharapkan setelah motivasi ekstrinsik meningkat, dapat pula meningkatkan motivasi intrinsik siswa (motif-motif yang menjadi aktif atau berfungsinya tidak perlu dirangsang dari luar, karena dalam diri setiap individu sudah ada dorongan untuk melakukan sesuatu), sehingga diharapkan mampu meningkatkan hasil belajar IPS siawa. Siswa yang memiliki keampuan berfikir kritis tinggi dan motivasi belajar yang tinggi akan dapat meningkatkan hasil belajar yang baik dan sebaliknya siswa yang kurang motivasi dalam proses pembelajaran akan memperoleh hasil belajar yang tidak baik. Berdasarkan uraian di atas, dibutuhkan pembuktian secara empiris melalui eksperimen mengenai pengaruh model pembelajaran Problem Solving terhadap kemampuan berfikir kritis, motivasi belajar, dan hasil belajar IPS siswa kelas VII SMPN 1 Masbagik.
Metode Penelitian Dilihat dari fokus masalah dan kaitan antar variabel yang dilibatkan dalam penelitian, penelitian ini termasuk dalam kategori penelitian eksperimen menggunakan post test only control group design. Variabel dalam penelitian ini yaitu: pembelajaran Problem Solving dan pembelajaran konvensional sebagai variabel bebas, kemampuan berfikir kritis siswa, motivasi belajar siswa dan hasil belajar IPS sebagai variabel terikatnya Populasi penelitian ini adalah seluruh siswa kelas VII SMPN 1 Masbagik yang berjumlah 324 orang dari sembilan kelas. Dimana dari 9 kelas yang ada semuanya dinyatakan sama setelah dilakukan uji setara. Sampel dalam penelitian ini diambil secara acak (random sampling). Dalam penelitian ini dua kelas diambil sebagai sampel yaitu kelas VII – 4 sebagai kelas eksperimen dan kelas VII – 5 sebagai kelas kontrol. Instrumen penelitian yang digunakan dalam penelitian ini adalah instrumen yang berbentuk tes kemampuan berfikir kritis yang diadaptasi dari California critcal Thingking Skill Test untuk mengukur kemampuan berfikir kritis siswa, angket untuk mengukur motivasi belajar dan tes pilihan ganda yang digunakan untuk mengukur hasil belajar IPS siswa.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Sebelum dilakukan penelitian terlebih dahulu dilakukan uji validitas dan reliabilitas instrumen dengan bantuan SPSS-PC 20.0 for Windows. Hasil validitas tes kemampuan berfikir kritis yang dilakukan pada siswa kelas VII dengan 55 responden dengan 22 butir soal. Setelah dilakukan perhitungan validitas soal dengan menggunakan korelasi produc moment di peroleh 19 butir soal dinyatakan valid dan 3 butir soal tidak valid. Realibiltas tes kemampuan berfikir kritis adalah 0.84 dengan kriteria sangat tinggi. Berdasarkan hasil validitas dan realibilitas tes kemampuan berfikir kritis, dari 22 soal dipilih 19 butir soal untuk mengetahui kemampuan berfikir kritis siswa. validitas tes motivasi yang dilakukan pada siswa kelas VII dengan 55 responden dengan 20 butir soal. Setelah dilakukan perhitungan validitas soal dengan menggunakan korelasi produc moment di peroleh 20 butir soal dinyatakan valid. Realibiltas tes motivasi belajar siswa adalah 0.80 dengan kriteria sangat tinggi. Berdasarkan hasil validitas dan realibilitas tes motivasi belajar siswa, dari 20 soal dipilih 20 butir soal untuk mengetahui motivasi belajar siswa. Uji validitas tes hasil belajar IPS yang dilakukan pada siswa kelas VII dengan 55 responden dengan 30 butir soal. Setelah dilakukan perhitungan validitas soal dengan menggunakan korelasi produc moment di peroleh 30 butir soal dinyatakan valid. Realibilitas hasil belajar IPS siswa adalah 0.98 dengan kriteria sangat tinggi. Berdasarkan hasil validitas dan realibilitas hasil belajar IPS siswa, dari 30 soal dipilih 30 butir soal untuk mengetahui hasil belajar IPS siswa. Hipotesis dalam penelitian ini, yaitu: 1) terdapat pengaruh penerapan model Problem solving terhadap kemampuan berfifir kritis IPS siswa kelas VII SMPN 1 Masbagik, 2). terdapat pengaruh penerapan model pembelajaran problem solving terhadap motivasi belajar IPS siswa kelas VII SMPN 1 Masbagik, 3). terdapat pengaruh penerapan model pembelajaran problem solving terhadap hasil belajar IPS siswa kelas VII SMPN 1 Masbagik, 4). secara simultan terdapat pengaruh penerapan model pembelajaran problem solving terhadap kemampuan berfifir kritis, motivasi serta hasil belajar IPS siswa kelas VII SMPN 1 Masbagik Untuk menguji hipotesis 1.2 dan 3 menggunakan uji T – Tes model Sampel Independen Tes. Sedangkan hipotesis 4 dalam penelitian ini digunakan MANOVA dengan analisis Pillea Trace, Wilk Lambda, Hotelling Trace, Roy’s Largest Root. Hasil analisis menunjukkan harga F lebih kecil dari 0,05 artinya data signifikan. Jadi terdapat pengaruh kemampuan berfikir kritis, motivasi dan hasil belajar IPS antara siswa yang mendapatkan tretmen dan siswa yang tidak. Untuk menganalisis data dalam penelitian ini menggunakan SPSS 20.0 For Windows.
Hasil Penelitian dan Pembahasan Mengacu pada hasil uji prasyarat, yakni uji normalitas dan homogenitas varian dapat disimpulkan bahwa data dari semua kelompok berasal dari data berdistribusi normal dan mempunyai varians yang sama atau homogen. hasil bahwa semua data berdistribusi normal. Hasil penelitian menunjukkan data sebagai berikut. Tabel 1. Rekapitulasi Hasil Perhitungan Skor Kemampuan Berfikir Kritis, Motivasi Belajar dan Hasil Belajar IPS Siswa Kelompok Statistik
Berfikir Kritis
Berfikir Kritis
Motivasi Motivasi Eksperimen Kontrol 715
Hasil Belajar
Hasil Belajar
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
N Mean Median Modus Standar Deviasi Range Maksimum Minimum
Eksperimen Kontrol 30 30 71.8333 64.6667 71.5000 65.0000 a 71.00 54.00
30 71.6667 70.0000 70.00
30 78.6000 78.0000 75.00
Eksperimen Kontrol 30 30 77.0000 81.5333 80.0000 81.0000 85.00 77.00
5.01091
7.54450
6.60895
4.63569
7.61124
4.27288
18.00 81.00 2155.00
23.00 77.00 1940.00
25.00 85.00 2150.00
18.00 88.00 2358.00
20.00 85.00 2310.00
14.00 89.00 2446.00
Mengacu pada tabel 1, tampak bahwa rata-rata kemampuan berfikir kritis pada pembelajaran problem solving adalah 71,83 lebih tinggi dibanndingkan siswa yang mengikuti pembelajaran konvensional dengan rata-rata 64.67. untuk motivasi belajar siswa yang mengikuti pembelajaran problem solving mempunyai nilai rata-rata sebesar 71,67 lebih kecil dari siswa yang mengikuti pemebelajaran konvensional sebesar 78,60. Sedangkan untuk hasil belajar IPS siswa yang menggunakan model pembelajaran problem solving mempunyai rata-rata sebesar 77,00 lebih kecil dari hasil belajar IPS menggunakan pemebelajaran konvensioanl yakni 81,53. Untuk menguji hipotesis 1 dalam penelitian ini menggunakan uji levene model Independent sample tes yaitu diperoleh koefisien F sebesar 6.546 dengan signifikansi 0. 013 dan nilai thitung sebesar 4.334. Apabila ditetapkan signifikansi 0,05, nilai signifikansi jauh lebih kecil dari 0,05. Dengan demikian Ho ditolak dan H1 diterima. Dengan demikian Ho ditolak dan H1 diterima, jadi terdapat pengaruh antara model pembelajaran problem solving dengan kemampuan berfikir kritis. Untuk menguji hipotesis 2 dalam penelitian ini menggunakan uji levene model Independent sample tes yaitu diperoleh koefisien F sebesar 5.341 dengan signifikansi 0.024 dan nilai thitung sebesar 4.704. Apabila ditetapkan signifikansi 0,05, nilai signifikansi jauh lebih kecil dari 0,05. Dengan demikian Ho ditolak dan H1 diterima. Dengan demikian Ho ditolak dan H1 diterima, jadi terdapat pengaruh antara model pembelajaran problem solving dengan motivasi belajar. Untuk menguji hipotesis 3 dalam penelitian ini menggunakan uji levene model Independent sample tes yaitu diperoleh koefisien F sebesar 18.648 dengan signifikansi 0.001 dan nilai thitung sebesar 2.845 Apabila ditetapkan signifikansi 0,05, nilai signifikansi jauh lebih kecil dari 0,05. Dengan demikian Ho ditolak dan H1 diterima. Dengan demikian Ho ditolak dan H1 diterima, jadi terdapat pengaruh antara model pembelajaran problem solving dengan hasil belajar IPS siswa. Uji hipotesis 4 ini dilakukan dengan analisis MANOVA model Pillea Trace, wilk Lambda, Hotelling Trace, Roy’s Largest Root. Hasil analisis data kemampuan berfikir kritis, motivasi dan hasil belajar IPS menunjukkan harga F = 18.401 dengan signifikansi 0.001. Dari hasil tersebut nilai signifikansi lebih kecil dari 0.05 artinya secara simultan terdapat pengaruh antara kemampuan berfikir kritis, motivasi dan hasil belajar IPS antara siswa yang mendapatkan perlakuan pembelajaran problem solving dengan siswa yang menggunakan pembelajaran konvensional
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Pengujian terhadap hipotesis menunjukkan bahwa terdapat pengaruh yang signifikan antara siswa yang mendapatkan perlakuan model pembelajaran problem solving terhadap kemampuan berfikir kritis siswa. Hal ini dapat dilihat dari nilai F sebesar 5.341 dengan signifikansi 0.013 lebih kecil dari signifikansi 0.05. Selain itu analisis data deskriptif menunjukkan bahwa kemampuan berfikir kritis kelas eksperimen yang belajar dengan model pembelajaran problem solving berkategori cukup baik yaitu dengan rata rata skor 71.83, sedangkan kemampuan berfikir kritis siswa yang mengikuti model pembelajaran konvensional memilik rata rata skor sebesar 64.67 masih berkategori cukup baik. Siswa yang mendapatkan perlakuan model pembelajaran berbasisis masalah memiliki nilai rata rata sebanyak 26.67% sedangkan siswa yang mengikuti model pembelajaran konvensional sebanyak 16.67%. Adanya hubungan yang signifikan antara kemampuan berfikir kritis siswa yang mendapatkan model pembelajaran problem solving menunjukkan bahwa model pembelajaran ini sangat baik untuk diterapkan oleh guru dalam proses belajar mengajar di kelas. Tujuan pembelajaran problem solving adalah “membantu siswa mengembangkan kemampuan berfikir, memecahkan masalah, keterampilan intelektual, belajar tentang berbagai peran orang dewasa melalui pelibatan mereka dalam pengalaman nyata atau simulasi, dan menjadi pembelajaran yang mandiri”. (Nurhadi, dkk. 2004:58). Dalam pembelajaran problem solving, sebelum memulai proses belajar mengajar di dalam kelas, siswa terlebih dahulu diminta untuk mengobservasi suatu fenomena. Kemudian siswa diminta untuk mencatat permasalahan-permasalahan yang muncul. Setelah itu, tugas guru adalah merangsang siswa untuk berfikir kritis dalam memecahkan suatu masalah yang ada. Tugas guru adalah mengarahkan perspektif yang berbeda dengan mereka. Berpikir kritis dan kreatif memungkinkan siswa untuk mempelajari masalah secara sistematis, menghadapi banyak rintangan dengan cara yang terorganisasi, merumuskan pertanyaan inovatif, dan merancang solusi yang tepat. Pada definisi lainnya, berpikir kritis adalah berpikir dengan baik, dan merenungkan tentang proses berpikir merupakan bagian dario berpikir dengan baik. Penelitian ini relevan dengan hasil penelitian oleh Sadia, dkk(2009), Ida Bagus Purwata (2009), Lilik Farida (2010). Penelitian tersebut mengidentifikasikan bahwa terdapat pengaruh model pembelajaran problem solving terhadap keterampilan berfikir kritis siswa. Pengujian terhadap hipotesis menunjukkan bahwa terdapat pengaruh yang signifikan antara siswa yang mendapatkan perlakuan model pembelajaran problem solving terhadap motivasi belajar siswa. Hal ini dapat dilihat dari nilai F sebesar 4.704 dengan signifikansi 0.024 lebih kecil dari signifikansi 0.05. Selain itu analisis data deskriptif menunjukkan bahwa motivasi belajar siswa kelas eksperimen yang belajar dengan model pembelajaran problem solving berkategori cukup baik yaitu dengan rata rata skor 71.67, sedangkan motivasi belajar siswa yang mengikuti model pembelajaran konvensional memilik rata rata skor sebesar 78.60 masih berkategori cukup baik. Siswa yang mendapatkan perlakuan model pembelajaran problem solving memiliki nilai rata rata sebanyak 46.67% sedangkan siswa yang mengikuti model pembelajaran konvensional sebanyak 40.00%. Selain kemampuan berfikir kritis, model pembelajaran problem solving juga mempengaruhi motivasi belajar siswa dalam mengikuti pelajaran. Djamarah, (2005:36) mengungkapkan bahwa “siswa yang memiliki motivasi cenderung akan menjadi orang yang terdidik, yang berpengetahuan, yang mempunyai keahlian dalam bidang tertentu”. Dari pernyataan di atas dapat disimpulkan bahwa motivasi belajar sangat penting adanya, karena siswa yang memiliki motivasi belajar yang tinggi membuat siswa lebih fokus pada pelajaran sehingga tujuan pembelajaran dapat tercapai. 717
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Penelitian ini relevan dengan hasil penelitian oleh Ida Bagus Parwata (2009),. Penelitian tersebut mengidentifikasikan bahwa terdapat pengaruh model pembelajaran problem solving terhadap motivasi belajar siswa. Hasil penelitian ini sejalan dengan hasil penelitian yang dilakukan oleh Farida (2010), bahwa model belajar berdasarkan masalah dapat meningkatkan motivasi belajar siswa dan aktivitas belajar siswa yang lebih baik dibandingkan dengan model pengajaran langsung. Pengujian terhadap hipotesis menunjukkan bahwa terdapat pengaruh yang signifikan antara siswa yang mendapatkan perlakuan model pembelajaran berbasis masalah terhadap hasil belajar IPS siswa. Hal ini dapat dilihat dari nilai F sebesar 2.845 dengan signifikansi 0.000 lebih kecil dari signifikansi 0.05. Selain itu analisis data deskriptif menunjukkan bahwa hasil belajar IPS siswa kelas eksperimen yang belajar dengan model pembelajaran problem solving berkategori cukup baik yaitu dengan rata rata skor 77.00 sedangkan hasil belajar IPS siswa yang mengikuti model pembelajaran konvensional memilik rata rata skor sebesar 81.53 erkategori baik. Siswa yang mendapatkan perlakuan model pembelajaran problem solving memiliki nilai rata rata sebanyak 56.67% sedangkan siswa yang mengikuti model pembelajaran konvensional sebanyak 33.33%. Dalam kegiatan pembelajaran atau kegiatan instruksional, biasanya pendidik menetapkan tujuan belajar. Siswa yang berhasil dalam belajar adalah yang berhasil mencapai tujuan pembelajaran. Setiap proses belajar mengajar keberhasilannya diukur dari seberapa jauh hasil belajar yang dicapai peserta didik, disamping diukur dari segi prosesnya, artinya seberapa jauh tipe hasil belajar dimiliki peserta didik (Sudjana,2004). Baik buruknya hasil dapat dilihat dari hasil pengukuran yang berupa evaluasi, selain mengukur hasil belajar, penilaian dapat juga ditujukan untuk mengetahui proses pembelajaran dan keaktifan peserta didik dalam mengikuti pembelajaran, maka seharusnya hasil belajar yang diperoleh peserta didik. dapat diketahui dan telah sesuai dengan tujuan yang telah dirumuskan. Untuk mengetahui hasil belajar IPS Terpadu pendidik seharusnya menggunakan proses pembelajaran yang telah ditetapkan oleh rencana pembelajaran serta mengumpulkan data dan informasi yang sesuai dengan standar kompetensi dan kompetensi dasar mata pelajaran IPS. Hasil penelitian ini sejalan dengan hasil penelitian yang dilakukan oleh Farida (2010), bahwa model belajar berdasarkan masalah dapat meningkatkan motivasi belajar siswa dan aktivitas belajar siswa yang lebih baik dibandingkan dengan model pengajaran langsung.
Penutup Berdasarkan hasil pengujian hipotesis dan pembahasan maka dapat dirumuskan kesimpulan sebagai berikut: 1). Terdapat pengaruh model pembelajaarn problem solving terhadap kemampuan berfikir kritis siswa kelas VII SMPN 1 Masbagik. 2). Terdapat pengaruh model pembelajaarn problem solving terhadap motivasi belajar siswa kelas VII SMPN 1 Masbagik. 3). Terdapat pengaruh model pembelajaarn problem solving terhadap hasil belajar IPS siswa kelas VII SMPN 1 Masbagik. 4). Terdapat pengaruh secara simultan penerapan model pembelajaarn problem solving terhadap kemampuan berfikir kritis siswa, motivasi dan hasil belajar IPS siswa kelas VII SMPN 1 Masbagik. Berdasarkan simpulan penelitian yang telah dipaparkan, maka dapat diajukan beberapa saran sebagai berikut: 1). Bagi guru dapat direkomendasikan menggunakan pembelajaran problem solving untuk meningkatkan kemampuan berfikir kritis, motivasi belajar dan hasil belajar IPS. 2) Bagi siswa untuk mencapai motivasi berprestasi dan hasil belajar dalam pembelajaran IPS, implementasi pembelajaran problem solving dianjurkan menggunakan masalah-masalah yang 718
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
nyata dan masalah-masalah tersebut dikemas dalam bentuk LKS. 3) Bagi masing masing satuan pendidikan disarankan untuk menerapkan pembelajaran problem solving dalam melaksanakan proses pembelajaran agar mendapat hasil yang maksimal. 4)Bagi Kepala Sekolah hendaknya menghibau pada guru untuk menerapkan model pembelajaran yang inovatif salah satunya pembelajaran problem solving.
Daftar Rujukan BSNP. ( 2006). Panduan Penyusunan Kurikulum Tingkat satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah. Jakarta : Badan Standar Nasional Pendidikan. Djamarah, Syaiful Bahri. 2005. Guru dan anak didik dalam interaksi edukatif: suatu pendekatan teoritis psikologis. Jakarta: Rineka Cipta. Farida, Lilik. 2010. Penerapan Model Pembelajaran Problem solving Untuk meningkatkan Motivasi dan Aktivitas Belajar di SMA Negeri 2 Malang. Tesis tidak diterbitkan. Malang: Fakultas MIPA, Universitas Negeri Malang Ida Bagus Parwata. 2009 Pengaruh Pembelajaran problem solving Terhadap Motivasi Berprestasi dan Hasil Belajar Matematika Pada Siswa Kelas VIII SMP Negeri 1 Banjar. Tesis (tidak diterbitkan) Program Pasca Sarjana, Universitas Pendidikan Ganesha. Johnson, Elaine B. 2002. Contextual Teaching and Learning. Menjadikan Kegiatan Belajar Mengajar Mengasikkan dan Bermakna. Bandung: PT. MLC. Nurhadi, dkk. 2004. Pembelajaran Kontekstual dan Penerapannya Dalam KBK. Malang: UM Press. Sadia. 2008 Pengaruh Model Pembelajaran Problem Solving Untuk meningkatkan Keterampilan Berpikir Kritis dan Prestasi belajar Siswa Kelas I-c SMP Negeri 5 Malang. Tesis tidak diterbitkan. Malang: Fakultas MIPA, Universitas Negeri Malang Sujana, N. 2004. Penilaian Hasil Proses Belajar Mengajar. Bandung: PT. Remaja Rosda Karya. Sutanto. 2005. Motivasi belajar Mengajar dalam Berinteraksi. : Raja Grafindo Persada. Winkel, W.S. 1999. Psikologi Pengajaran. Jakarta: Gramedia Widiasarana Indonesia.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Model Balanced Scorecard sebagai Sistem Manajemen Sekolah dalam Menghadapi Persaingan Mutu Muhammad Rapii STKIP Hamzanwadi Selong, Indonesia [email protected]
Abstract Model balanced scorecard stressed that all financial and non-financial measures should be part of the personal information system for all levels of school management. Balanced scorecard is more than a tactical or operational measurement system. Innovative schools can use the scorecard as a strategic management system, to manage the long-term strategy. If, schools using the focus measurement scorecard to produce a variety of school management processes in the quality of competition: (1) clarify and translate vision and strategy; (2) communicating and linking of strategic objectives and measures; (3) plan, set goals, and align strategic initiatives; and (4) increasing the strategic feedback and learning. Balanced scorecard must remain focused on results, especially those that are financially namely economic value added (return on capital employed). Keywords : balanced scorecard, management school, and quality competition
Pendahauluan Kualitas manajemen sekolah tentu mengacu pada kemampuannya memenuhi standar kualitas yang dipersyaratkan. Sebagai bahan perbandingan, pengalaman negara-negara maju baik di Eropa, Amerika maupun di Asia yang telah memperoleh keberhasilan dalam berbagai sektor pembangunan perlu disimak dan dicermati secara saksama. Pembangunan negara-negara maju tersebut ternyata tidak dimulai dengan memproduksi berbagai barang-barang dalam jumlah yang besar dan mesin-mesin yang berdaya produktivitas tinggi, tetapi memulai pembangunan seumber daya manusia yang berkualitas melalui jalur pendidikan pada semua jenjang dan jenis pendidikan di negara itu. Pergantian pimpinan negara di negara-negara tersebut, tidaak mengubah prioritas pendidikan pada tingkat negara, siapapun pimpinan negara itu tetap saja pendidikan menjadi prioritas utama, meskipun negara-negara tersebut telah menjadi negara maju tetap saja pendidikan menjadi prioritas utama. Mutu hubungan antarmanausi, suasana dan kenyamanan kerja merupakan faktor-faktor yang turut menciptakan tingkat rasa betah di lingkungan sekolah. Mengingat pentingnya pendidikan, secara konseptual pendidikan dapat dikelompokkan sebagai barang publik (public goods) yang bersifat campuran (mix public goods atau club goods). Pendidikan sebagai barang publik dikarenakan bahwa dampak dari jasa pendidikan dapat dinikmati bersama-sama oleh masyarakat luas dari berbagai status sosial dan kelompok dalam masyarakat tanpa mengurangi tingkat kepuasan pemakainya. Sebaliknya produsen pendidikan seperti pemerintah dan penyelenggara pendidikan lainnya dapat menghalangi konsumen lain untuk memperoleh pendidikan. Namanun tidak dapat menghalangi masyarakat untuk menikmati dampak dari pendidikan tersebut. Penyelengaraan kegiatan sekolah yang memenuhi persyaratan kualitas dan mampu menjamin kualitas, tentu manajemen sekolah tersebut akan menjaga konsistensi antara visi, misi, tujuan 720
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
dan target yang berpedoman rencana strategis sekolah. Dengan menggunakan pendekatan perencanaan strategis dalam menyusun rencana sekolah, kebijakan dan keputusannya akan lebih jelas untuk masa depan. Kemampuan kepala sekolah dan unsur sekolah lainnya menyertakan pihak-pihak berkepentingan dalam proses penyusunan perencanaan strategis program-program pendidikan di sekolah, akan memberi arah yang jelas mengenai masa depan kualitas sekolah itu. Implikasi dari pembangunan sumber daya manusia ini membawa keberhasilan pembangunan di berbagai sektor pembangunan pada suatu bangsa dan meningkatkan kualitas kesejahteraan rakyatnya. Pengalaman kemajuan bangsa-bangsa ini tentulah bukan hanya untuk diketahui, melainkan untuk diimplementasikan dan dimanfaatkan bahkan jika mampu kualitas pendidikan di Indonesia melebihi negara-negara maju, sehingga dapat memajukan pendidikan di Indonesia khususnya penyelenggaraan pendidikan melalui jalur sekolah pada semua jenjang dan jenis pendidikan. Oleh karena itu kebijakan pemerintah dalam pendidikan tidak bisa lagi menggunakan pola yang konvensional atau pola yang diterapkan selama ini, tetapi harus membuka ruang kreativitas, inovasi, dan menggunakan strategi yang memadai bagi peyelenggaraan pendidikan di sekolah. Sehingga sekolah mampu berperan membentuk sumber daya manusia yang berkualitas memenuhi kebutuhan pembangunan bangas di berbagai sektor pembangunan yang akhirnya mampu meningkatkan kesejahteraan. Peyelenggaraan kegiatan sekolah memenuhi persyaratan kualitas dan mampu menjamin kualitas, tentu manajemen sekolah tersebut akan menjaga konsistensi antara visi, misi, tujuan dan target yang berpedoman rencana strategis sekolah. Dengan menggunakan pendekatan perencanaan strategis dalam menyusun rencana sekolah, kebijakan dan keputusannya akan lebih jelas untuk masa depan. Kemampuan kepala sekolah dan unsur sekolah lainnya menyertakan pihak-pihak berkepentingan dalam proses penyusunan perencanaan strategis program-program pendidikan di sekolah, akan memberi arah yang jelas mengenai masa depan kualitas sekolah itu. Meski sejumlah ilmuan menolak keras perencanaan pendidikan dengan model perencanaan strategis (maupun perencanaan-perencanaan lain), khususnya pada tingkat makro, atas dasardasar filosofis kebanyakan orang akan sepakat bahwa suatu tingkat perencanaan memang dikehendaki. Menghadapi persaiangan yang semakin kuat, sekolah tidak bisa lagi diurus seadanya, karena itu perlu perencanaan strategis. Suatu sekolah tidak bisa diselenggarakan tanpa suatu rencana. Rencana tidak mampu memenuhi tujuan jika tidak menganalisis kebutuhan. Tujuan dicapai atas dasar kebutuhan, dan berbagai ketidaksempurnaan dalam sistem ekonomi. Tidak adanya sistem penetuan harga dalam pendidikan, semua itu menghalangi sistem pendidikan untuk mencapai titik efisiensi maksimum tanpa gangguan eksternal. Seperti yang kita lihat, sumber utama ketidaksepakatan adalah caranya merencanakan, bukan apakah kita harus merencanakan, jadi yang diperlukan modal rencana yang digunakan. Pendekatan kepada perencanaan makro akan membahas agar terinci model perencanaan khusus, yaitu ada yang lebih menyukai sebuah model sederhana sekalipun dengan begitu ada realisme yang hilang dan orang-orang lain lebih menyukai model yang dapat memperkirakan dunai nyata setepat mungkin. Semua ini mendapat kritik, namun umumnya yang terakhir ini tampak sebagai pendekatan yang lebih diinginkan, sampai tingkat bahwa "pembuatan model tersebut menjadi lebih realistis” itu menciptakan pada waktu yang sama, kebutuhan akan kumpulan data yang lebih cermat. Sekarang mungkin tak ada, maka terapannya bisa tertunda. Sementara itu, bisa dikemukakan bahwa perencanaan tertentu, jika tak sempurna, akan lebih baik daripada tanpa ada perencanaan. 721
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Jika demikian masalahnya, model-model yang kurang canggih pun layak dipetimbangkan. Tetapi jika model-model seperti pendekatan prakiraan SDM sederhana itu dipakai, harus hatihati agar tidak membuat kerusakan yang tak terpulihkan. Misalnya, upayakanlah prakiraanprakiraan yang bermulti nilai, yang melibatkan sejumlah perangkat asumsi, ketimbang memakai prakiraan-prakiraan tunggal yang berdasarkan suatu perangkat asumsi tunggal. Kemudian, pembuat kebijakan dapat mempunyai ide tertentu mengenai sensitivitas prediksiprediksi itu terhadap berbagai perubahan dalam asumsi-asumsi. Karenanya, kemungkinan bahwa miskalkulasi akan menimbulkan kesalahan-kesalahan yang harus dihindari. Tidak terelakkan bahwa kita akan terpaksa memakai model-model yang tidak begitu idela, karena tak ada data atau ketakmampuan membangun model-model ideal. Tetapi kelangkaan data jangan mencegah kita untuk mengembangkan model-model yang lebih canggih, yang memungkinkan kita melakukan tugas perencanaan lebih baik. Meskipun, kita telah melangkah jauh, kemajuan dalam pengembangan model dan pengumpulan sumber-sumber data tetap penting. Selain itu, merencanakan sistem-sistem pendidikan secara makro mungkin tak memadai atas dasar bahwa alokasi sumber-sumber daya seperti yang tersirat dalam solusi bagi model yang tersentralisasi itu mungkin tidak sesuai dengan alokasi yang dicapai melalui suatu proses pembuatan keputusan terdesentralisasi.
Pembahasan Salah satu model strategi yang telah mampu meningkatkan kualitas yang diimplementasikan pada berbagai perusahaan bisnis adalah model balanced scorecard yang dikemukakan Kaplan dan Norton (2001: 2-7) mengembangkan seperangkat tujuan unit bisnis melampaui rangkuman ukuran finansial kinerja masa lalu dengan ukuran pendorong (drivers) kinerja masa depan. Tujuan dan ukuran memandang kinerja perusahaan dari empat perspektif yaitu finansial, pelanggan, proses bisnis internal, dan pembelajaran serta pertumbuhan. Para eksekutif perusahaan sekarang dapat mengukur seberapa unit bisnis mereka menciptakan nilai bagi para pelanggan perusahaan saat ini masa yang akan datang. Kemudian seberapa besar perusahaan meningkatkan kapabilitas internal dan investasi dalam sumber daya manusia. Balanced scorecard mencakup berbagai aktivitas penciptaan nilai yang dihasilkan oleh para partisipan perusahaan yang memiliki kemampuan dan motivasi tinggi. Meminjam model balanced scorecard diadaptasikan atau diimplementasikan dalam manajemen sekolah memungkinkan sekolah memberikan pencerahan kepada tim eksekutif yaitu kepada sekolah bersama wakil kepala sekolah, unit-unit pembelajaran yaitu guru, tenaga kependidikan, para wali kelas, konselor dan sumberdaya manusia yaitu seluruh personal yang terkait dengan sekolah, teknologi informasi, dan sumber-sumber finansial untuk strategi sekolah. Pencerahan ini akan mengubah budaya birokratis yang selama ini menjadi budaya sekolah yang mengedepankan kreativitas, inovasi, dan demokrasi, sehingga konsep pemberdayaan dan memanusiakan manusia menjadi penting dalam manajemen sekolah. Kaplan dan Norton (2001: 7-17) mengemukakan bahwa banyak perusahaan yang telah mempunyai sistem pengukuran kinerja yang menyertakan berbagai ukuran finansial dan non finansial. Apa yang baru dalam model manajemen strategi ini adalah pada apa yang disebut seperangkat ukuran yang seimbang (balanced). Bagaimana sekolah memangun sebuah sistem manajemen strategik perlu memperhatikan kegiatan (1) sebuah kartu catatan seimbang dikembangkan untuk menerjemahkan visi umum sekolah ke dalam sebuah strategi yang dipahami dan dapat dijelaskan. Proses membentuk membangun konsensus dan komitmen terhadap strategi; (2) komunikasi kepada manager 722
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
tengah, yaitu kepada sekolah dan wakilnya sebagai lapisan manager atas bersama-sama belajar dan berdiskusi tentang strategi baru menggunakan balanced scorecard sebagai sarana komunikasi; (3) mengembangkan unit bisnis scorecard, sekolah menggunakan scorecard sebagai contoh, setiap unit bisnis sekolah menerjemahkan strateginya ke dalam kartu catatannya sendiri; (4) mengurangi investasi non strategic, scorecard dengan menjelaskan prioritas strategic sekolah, mengenalkan beberapa program aktif yang tidak berkontribusi terhadap strategi; (5) peluncuran program perubahan sekolah, scorecard mengenalkan perlunya program perubahan penyilangan bisnis bagi sekolah. Mereka diluncurkan ketika unit-unit bisnis mempersiapkan scorecard mereka; (6) meninjau kembali bisnis unit scorecard tim eksekutif meninjau kembali individu bisnis unit scorecard. Peninjuan kembali mengizinkan para wali kelas sebagai penanggung jawab unit bisnis sekolah untuk berpartisipasi dengan mengerahkan pengetahuan yang banyak dalam menetukan strategi unit bisnis; (7) mendifinisikan kembali visi peninjauan kembali scorecard unit bisnis memperkenalkan beberapa isu penyilangan bisnis yang tidak dikenal termasuk strategi sekolah. Scorecard sekolah diperbaharui; (8) mengkomunikasikan kartu kendali kepada seluruh sekolah, di akhir tahun ketika team manajemen merasa nyaman dengan pendekatan strategik, scorecard disebarkan ke seluruh organisasi; (9) menentukan tujuan penampilan individu manajemen atas menghubungkan tujuan individunya dan kompetensi insentif kepada scorecard mereka; (10) memperbaharui rencana jangka panjang dan anggaran belanja. Tujuan lima tahuan ditentukan setiap ukuran, investasi dibutuhkan untuk menemukan tujuan yang dikenal dan di danai. Tahun pertama dari rencana lima tahuan menjadi laporan tahunan anggaran belanja; (11) beberapa sekolah sejenis mengadakan majalah bulanan dan kuratalan, setelah beberapa sekolah sejenis menyetujui bisnis unit kartu catatan (scorecard), sebuah majalah bulanan diproses, dilengkapi dengan majalah kuartalan yang lebih menitikberatkan pada ius-isu strategik manajemen sekolah di daerah mana sekolah itu berada; (12) mengadakan majalah strategi laporan tahunan, strategi yang dikenal telah diperoleh dan manajemen strategi sekolah membutuhkan pembaharuan. Komite eksekutif sekolah mendaftar sepuluh isu strategis. Setiap unit bisnis diminta untuk mengembangkan sebuah posisi pada setiap isu sebagai pendahuluan untuk memperbaharui strateginya dan kartu catatannya; dan (13) menghubungi penampilan setiap orang untuk kartu catatan kendali. Semua personal diminta untuk menghubungkan tujuan individu ke karta catatan kendali. Seluruh kompensasi insentif organisasi sekolah dihubungkan ke scorecard atau kartu catatan. Sebuah balanced scorecard harus menitik beratkan pada hasil, terutama yang bersifat finansial seperti “return on capital employed” atau nilai tambah ekonomis. Pada saat program perubahan banyak dikembangkan oleh pemerintah lokal seperti kabupaten/kota di Indonesia, adalah mudah menjadi terbuai dengan tujuan seprti mutu, kepuasan pelanggan, inovasi, dan pemberdayaan personal. Tetapi sesungguhnya tujuan peningkatan kinerja unit bisnis tidak akan tercapai, jika semua ini dijadikan tujuan akhir, kerena mutu terus berkembang sesuai tuntutan kompetisi. Dengan mengadaptasikan pola balanced scorecard tersebut dalam manajemen sekolah akan dapat melahirkan sebuah pola yang konsisten untuk mencapai strategi fokus dan pencerahan. Meskipun setiap organisasi sekolah mempunyai pendekatan perubahan yang berbeda, langkah dan akibat yang berbeda, hal ini menunjuk pada prinsip-prinsip strategi fokus organisasi menjaga konsistensi visi dan misi untuk mencapai tujuan dan terget. Balanced scorecard lebih dari sistem pengukuran tektis atau operasional, perusahaan yagn kreatif dan inovatif menggunakan scorecard sebagai sebuah sistem manajemen strategis untuk mengelola strategi jangka panjang.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Gambar 1. Kartu Catatan Kendali Sebuah Bagian Rutin Proses Manajemen Suatu Kerangka Kerja Tindakan Strategis: Managing Strategy Processes Apabila perusahaan menggunakan fokus pengukuran scorecard untuk menghasilkan sebagai proses manajemen yang penting, maka harus melalui empat proses, yiatu: proses pertama: penerjemahan visi yaitu klarifikasi visi bersama yang hendak dicapai oleh seluruh organisasi. Penerjemah visi, membantu kepala sekolah membangun suatu konsensus dalam bentuk visi dan strategi sekolah. Proses kedua: komunikasi dan jaringan yaitu membiarkan manajermanajer menyampaikan strategi maju mundurnya organisasi dan menghubungkannya ketujuan-tujuan departemen dan individu. Proses ketiga: perencanaan bisnis yaitu memungkinkan perusahaan menyatukan rencana-rencana bisnis dan finansial. Sekarang hampir semua organisasi sedang menerapkan sejenis program perubahan, masing-masing menemukan kesulitan untuk menyatukan inisiatif yang berbeda untuk mencapai tujuan strategik, sebuah situasi yang membiarkan seringnya kekecewaan, kekecewaan dengan hasilhasil program. Proses keempat: umpan balik dan pembelajaran memberi sekolah proses kemampuan untuk apa pembelajaran strategik. Keberadaan proses feedback dan review difokuskan pada apakah sekolah itu, departemen-departemennya, atau para guru individunya telah menemukan tujuan-tujuan anggaran belanja finansial yang dapat mendorong terlaksananya lanyanan belajar yang bermutu. Dengan kartu penilaian seimbang pada pusat sistem manajemennya, sekolah dapat memonitor hasil jangka pendek dari tiga perspektif yaitu peserta didik, proses belajar internal, pembelajaran, pertumbuhan dan mengevaluasi strategi di dalam pandangan penampilan saat ini. Kartu peneilaian memungkinkan sekolah memodifikasi strategi dengan merefleksi penggunaan anggaran dengan waktu pembelajaran sesungguhnya serta dukungan fasilitas yang mencukupi. Prosesnya adalah (1) memperjelas dan menerjemahkan visi dan strategi; (2) mengkomunikasikan dan mengkaitkan berbagai tujuan dan ukuran strategis; (3) merencanakan, menetapkan sasasran, dan menyelaraskan berbagai inisiatif strategis; dan (4) meningkatkan umpan balik dan pembelajaran strategis. Penterjemahan Strategi ke Operasional Dengan menerjemahkan strategi ke dalam arsitektur yang logis dari peta stategi dan balanced scorecard, organisasi sekolah menciptakan angka referensi umum dan dapat dipahami oleh semua unitnya dan para personilnya. pendekatan seperti ini sesuai dengan tuntutan mutu pendidikan dan kemampuan bersaing dalam hal mutu dengan sekolah sejenis. Manerjemahkan strategi ke operasional dalam manajemen sekolah dimulai dengan mengukur 724
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
investasi, aset, dan komponen lainnya yang diperlukan sekolah untuk melaksanakan tugus pokok dan fungsinya memberikan layanan belajar. Pekerjaan mengukur menjadi tugas pokok dan fungsinya memberikan layanan belajar. Kependidikan di sekolah dengan melakukan needs assessment, menganalisis hasilnya, mengevaluasi, menentukan dan menetapkan prioritas penyelenggaraan program sekolah dengan menentukan biayanya. Menyejajarkan Organisasi Sekolah ke Strategi Penekanan prinsip menyejajarkan organisasi ke strategi adalah menjalankan organisasi sesuai dengan aturan dan disiplin sekolah, sinergi unit bisnis yaitu kelas, dan membagi pelayanan sinergi dalam mendukung kegiatan belajar dan mengajar. Menjaga agar lingkungan tetap bersih adalah penting, perusahaan dalam organisasi bisnsi dan sekolah dalam organisasi jasa harus patuh terhadap hukum dan peraturan, tetapi kepatuhan tersebut tampaknya bukan merupakan dasar dari keunggulan kompetitif. Strategi sekolah adalah beroperasi melampaui apa yang disyaratkan oleh Undang-Undang dan peraturan-peraturan, sehingga sekolah tersebut dapat dilihat masyarakat dimana sekolah itu berada. Taat terhadap aturan dan hukum bukan ukuran dari kualitas atau keunggulan, tetapi apakah seseorang itu melakukan pelanggaran atau tidak. Karena itu menjadi warga sekolah yang istimewa, diukur dari kepedulian sekolah itu terhadap lingkungan maupun dari berbagai sekolah meningkatkan kualitas kinerjanya menghasilkan mutu yang baik, aman, dan produktif. Peraturan boleh saja diperketat dengan maksud untuk tidak melakukan kesalahan dan tidak merugikan masyarakat luas. Strategi Menjadi Pekerjaan Harian Bagi Setiap Orang Setiap personal sekolah perlu ditanamkan strategi kesadaran, scorecard personal, dan pembayaran seimbang. Kepala sekolah bersama wakil kepala sekolah tidak dapat menerapkan strategi baru oleh dirinya sendiri. Mereka memerlukan kontribusi aktif dari setiap orang di sekolah. Fokus strategi sekolah menghendaki seluruh personalnya memahami strategi dan bertingkah laku bisnis sehari-hari dengan cara berkontribusi kepada keberhasilan strategi itu. Hal ini bukan perintah atas bawah secara birokratis, tetapi komunikasi atas kesamaan derajat. Para eksekutif sekolah menggunakan strategi untuk membantu berkomunikasi dan mendidik seluruh personal sekolah tentang strategi baru. Sekolah dapat mendidikan para guru, tenaga kependidikan, dan karyawannya tentang konsep bisnis sekolah yang sangat canggih dan menantang. Memahami scorecard, para personal sekolah harus belajar tentang segmentasik peserta didik, variabel beban biaya, dan tata lapangan kerja. Hal ini dimaksudkan untuk menyusun strategi yang efektif. Sebagai pengganti dari anggapan bahwa membuat upaya-upaya yang diselenggaran dengan tujuan bersama mendidik para pekerja pada semua tingkatan dari organisasi tentang komponen kunci strategis ini. Sekolah kemudian mengalir dari sekolah dan unit bisnis (sekolah) scorecard ke bagian-bagian lainnya dari sekolah. Jadikan Strategi Proses yang Berkelenjutan Keberhasilan balanced scorecard sekolah memperkenalkan sebuah proses untuk memanaj strategi yang disebut sebagai “proses putaran double” salah satunya menggabungkan manajemen taktis dan manajemen strategi ke dalam proses tanpa klaim dan terus menerus. Banyak perusahaan yang tidak dapat diandalkan dalam menghasilkan produk dan jasa yang bebas kecacatan telah berhenti sebagai pesaing yang serius. Sebab sebuah proses strategi manajemen sebelumnya tidak mempunyai keberadaan, masing-masing organisasi mengembangkan sendiri pendekatan barunya, yaitu mutu telah bergeser dari suatu keunggulan strategis menjadi suatu kebutuhan. Mutu telah menjadi faktor hygine, peserta didik dan orang tua peserta didik merasa sudah selayaknya sekolah menghasilkan produk dan 725
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jasa layanan belajar sesuai dengan spesifikasi yang diharapkan. Mutu yang istimewa masih memberi peluang bagi sekolah untuk membedakan dirinya dengan pesaingnya. Perbanyak Perubahan Melalui Pimpinan Eksekutif Pertama kali proses perubahan diluncurkan, kepala sekolah sebagai eksekutif mendirikan sebuah proses pengelolaan atau kebijakan untuk membimbing perubahan. Proses ini menjelaskan, mendemonstrasikan, dan memperkuat nilai budaya baru bagi sekolah sebagai suatu organisasi yagn mempunyai sistem nilai yaitu budaya profesional dan budaya mutu. Menyelesaikan berbagai permasalahan manajerial di sekolah dengan kekuatan berdasarkan struktur tradisional adalah penting. Penciptaan tim strategi penyelenggaran progaram sekolah, ruang pertemuan, jadwal pertemuan, dan komunikasi yang terbuka adalah komponen penting dalam tradisi kepemimpinan. Sebagai proses pengembangn, eksekutif memodifikasi keberadaan sistem manajemennya untuk konsolidasi perkembangan dan memperkuat perubahan. Hal ini akan berimplikasi pada perubahan kualitas manajemen sekolah menjadi lebih responsif terhadap tuntutan pengguna jasa pendidikan. Sistem manajemen dengan budaya mutu, akan mendorong kinerja kepala sekolah, wakil kepada sekolah, guru, tenaga kependidikan, dan personal sekolah lainnya berada pada sistem nilai dengan etos kerja tinggi, lincah, terampil, bertanggung jawab, dan berbudaya mutu. John Kotter menjelaskan bagaimana perubahan transformasi dimulai dari atas, dengan tiga ciri-ciri kegiatan oleh pemimpin (1) membangun sebuah rasa berkepentingan terhadap kemajuan; (2) menciptakan petunjuk koalisi atau membuka komunikasi dengan pihak yang terkait; dan (3) mengembangkan sebuah visi dan strategi.
Kesimpulan Khusus untuk perpektif pelanggan, tim manajemen harus menyatakan dengan jelas pelanggan dan segmen pasar yang diputuskan untuk dimasuki. Dalam konteks manajemen sekolah tentu dirumuskan dengan jelas tujuan finansial manajemen sekolah untuk melayani kebutuhan tenaga pendidikan agar dapat melakukan pelayanan teknis pendidikan, melayani kebutuhan guru dalam tugas pembelajaran agar dapat melakukan pelayanan belajar menggunakan seluruh fasilitas kelas, laboratorium, perpustakaan dan lainnya, kemudian memberikan layanan kepada karyawan sekolah agar dapat melancarkan tugas-tugas ketatausahaan sekolah. Rumusan tujuan finansial dan ketersediaan anggaran yang cukup untuk operasional sekolah, akan memberi jaminan bahwa strategi dapat dijalankan sesuai yang diharapkan, sehingga peserta didik sebagai pelanggan dan orang tuanya mendapat kepuasan yang berarti atas jasa pendidikan yang diperolehnya.
Daftar Pustaka Ansoff, I. and McDonnell, H. (1990). Implanting Strategic Management, Second Edition, Prentice Hall International (UK) Ltd. Bappenas. (1999). School based management. Jakarta: Bappenas bekerjasama dengan Bank Dunia. Tidak diterbitkan. Bowman, Glenn and Avind Phatak. (1990). The Essence Strategic Management, Prentice Hall International (UK) Ltd. Camillus, John S. (1986). Strategic Palnning and Management Control: Systems for Survival and Success, Lexingotn Books, USA. Certo. C. Samuel & Peter Paul J, Ottermen, Edward. (1995). Strategic Management: Concept and Applications, Chicago, Austin Press. Hax, ArnoldO C., and Nicholas S. Majluf. (1984). Strategic Management: An Integrative Perspective, Prentice-Hal, Inc., USA. 726
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Johns, Roe L. dan Morphet, Edgar L. (1975). The Economic & Financing Of Education: A System Aparoach. New Jersey: Prentice Hall Inc. Kaplan, R. S. and Norton, D. P. (1996). Using the Balanced Scorecard as a Strategic Management System, Harvard Business School Press, Product, USA. Kaplan, R. S. and Norton, D. P. (2001). The Strategy Focused Organization: How Balanced Scorecard Companies Thrive in The New Business Enyironment. Boston: Harvard Business School. McCarkle, Jr. Chester O and Archibald Sandra Orr. (1982). Management and Leadership in Higher Education, San Francisco, Jossey-Bass Publisher. Murgatroyd, S. dan Morgan, C. (1993). Total Quality Management and The School. Philadelphia: Open University Press. Slamet, PH. (2000). Menuju Pengelolaan Pendidikan Berbasis Sekolah. Jakarta: Journal Pendidikan dan Kebudayaan Balitbang Depdiknas. Soenarwan. (2001). Pedekatan Sistem dalam Pendidikan. Surakarta: Sebelas Maret University Press.
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The Effect of Organizational Climate, Job Satisfaction and Organizational Commitment On Organizational Citizenship Behavior (OCB) of The Teachers On Public Elementary School In Selong District 1
B. Fitri Rahmawati, 2Joni Rokhmat, 3Sukardi 1 Mataram University, Mataram, Indonesia, 2Mataram University, Mataram, Indonesia, 3 Mataram University, Mataram, Indonesia 1 [email protected], [email protected], [email protected]
Abstract This study is aimed to determine the effect of the organizational climate, job satisfaction and organizational commitment on organizational citizenship behavior of the teachers on Public Elementary School in Selong District. This study used a quantitative approach to test the hypotheses by the cluster proportional random sampling with 175 sample, the data collecting used in this study is a questionnaire. The data analysis technique used path analysis. The results showed that the organizational climate have a direct effect on organizational commitment (β = 0,264; Sig.= 0,001), direct effect on OCB (β = 0,206; Sig.= 0,004) and indirect effect on OCB through organizational commitment (z = 2,19 > 1,96). The direct effect of Job satisfaction on organizational commitment (β = 0,129; Sig.= 0,100) and its indirect effect on OCB (z = 1,52 < 1,96) is not significant. While its direct effect on OCB is significant (β = 0,262; Sig.= 0,000). Sementara itu, the organizational commitment have a direct effect on OCB (β = 0,294; Sig.= 0,000). Keyword: organizational climate, job satisfaction, organizational citizenship behavior
organizational
commitment,
Introduction As professionals, teachers have role and responsibility for the implementation of learning programs at once in the achievement of the objectives of education in schools. In fact, according Oplatka, the success of a school basically relies on teachers who are committed to the values and goals of the school (Somech, 2010). Teachers are the determining factor of success in school, because teachers are the central as well as a source of teaching and learning activities. Robbins and Judge (2015: 19) declares that the successful organizations will need employees who do more than their regular duties and is willing to carry out tasks that are not in their job description, which will deliver performance that exceeds expectations. The behavior is called by Organ (1995) as the organizational citizenship behavior (OCB). OCB is " individual behavior that is discretionary, not directly or explicitly recognized by the formal reward system, and that in the aggregate promotes the effective functioning of the organization" (Podsakoff, 1990; Podsakoff et al., 2009; Malik et al., 2012; Ali & Waqar, 2013; Neves et al., 2014; kaswan, 2015: 280). Furthermore, Robbins and Judge (2015: 19) exemplifies the organizational citizenship behaviors like helping others in his team, volunteer work extra jobs, avoiding conflicts that do not need, to respect the rules, and tolerate the imposition and disruption of work at any time.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Referring to the statement of Robbin and Judge (2015) and Organ (1995) above, then the school as an organization need to have teachers who can deliver performance beyond established standards. Penner (Somech, 2010) exemplifies the organizational citizenship behavior of teachers such help colleagues, superiors and students; provide assistance to coworkers who have work hours, helping students improve their ability, give suggestions to overcome learning problems or talk about things that are positive about the school. Organizational citizenship behavior is very important to support the effectiveness of organizational functions, especially in the long term. According to the Organ and Ryan (1995), organizational citizenship behavior affects an organization's effectiveness. The workers who contributed to the organization's effectiveness by doing things beyond their primary task or role is an asset to the organization (Luthans, 2006: 253). Podsakoff et al. (2009) found that organizational citizenship behavior to give effect to both the individual organizations (such as the level of employee performance, decision rewards) or organization (such as productivity, efficiency and customer satisfaction). The emergence of organizational citizenship behavior, can be caused by many factors. Kaswan (2015: 289) states that organizational citizenship behavior is effectd by the characteristics of the job, personality, work attitude, motivation and leadership. Luthans (2006: 251) stated that the motivation, job satisfaction and organizational commitment can affect organizational citizenship behavior. Rahmi (2013) also proved that transformational leadership, job satisfaction and organizational commitment affect organizational citizenship behavior. Shweta and Srirang (2010) also states that the factors affecting organizational citizenship behavior among other disposition of individuals and motives of individuals, group cohesiveness, employee attitudes (organizational commitment and job satisfaction), transformational leadership and organizational justice. Wasdopo and Minadaniati (2012) proved that organizational climate had a significant effect on organizational citizenship behavior. Organizational climate is defined as the perception of the organization's members to the working environment that may directly or indirectly felt the effect and motivate behavior mereka. Wirawan (2015: 276) states that the organizational climate greatly affects attitudes and behavior of the employees to do the job. Likewise POPA (2011) also states that the organizational climate a key element that is used to understand how the internal environment influencing and shaping opinions, attitudes and behavior of members. Research Jyoti (2013) proved that the organizational climate significantly effect job satisfaction and organizational commitment. Meanwhile, according to Robbins and Judge (2015: 53), job satisfaction a key determinant of organizational citizenship behavior of a worker. Job satisfaction is a positive feeling about the work of someone who is the result of an evaluation of its characteristics. Workers who are satisfied tend to speak positively about the organization, helping other people, and pass through the normal expectation in their work. People who feel satisfied with their jobs are more likely to engage in organizational citizenship behavior. Workers who are satisfied are more likely to survive working for the organization. Workers who are satisfied are also likely to engage in organizational behavior that goes beyond their job descriptions and roles, as well as helping to reduce the workload and stress levels of other members in the organization. Workers who are dissatisfied tend to be opposed in relation to leadership and engage in behaviors that are counterproductive. Noe (kaswan, 2015: 75) states that when a person was not satisfied with his work, they will break away from his job, psychologically can cause low commitment to the organization. 729
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Research Sukanti (2010) mentions that teacher satisfaction effect on teachers' work commitments. If teachers are not satisfied with his work, his commitment to be low. So it is not surprising that the loyalty of the teacher becomes low, the lack of discipline in the work, even when there is another profession that is considered more feasible and promising, teachers prefer to leave the profession. The facts show that the salary is deemed not to fulfill the needs of teachers, lead teachers can put aside his teaching duties and perform other jobs to make ends meet. Organizational commitment can be used to predict the behavior of a professional activity and work for the organization's commitment reflects the positive attitude of individuals in the organization. Organizational commitment is defined as someone strong desire to remain a member of the organization. This attitude motivates a person to behave, to be disciplined in work, to abide by the rules and policies of the organization, to maintain good relations with colleagues, and increase a person's level of achievement. In this way, the knowledge and understanding of organizational commitment can be used as a basis for predicting the behavior of individual work (Sahertian & Soetjipto, 2011). Teachers with a high commitment to be more oriented to work. Teachers who have a high organizational commitment is likely to be happy to help and can work together. Rini, et al (2013) showed that organizational commitment affect organizational citizenship behavior. This study will assess the direct and indirect effects of organizational climate, job satisfaction and organizational commitment on organizational citizenship behavior of primary school teachers in East Lombok. As for the issue that will be studied in this research is the effect of organizational climate to organizational commitment, effect job satisfaction to organizational commitment, the effect of organizational climate on the behavior of organizational citizenship, the effect of job satisfaction on the behavior of organizational citizenship, the effect of organizational commitment to the behavior of organizational citizenship, the indirect effect organizational climate to organizational citizenship behavior through organizational commitment, satisfaction and the indirect effect of job satisfaction on organizational citizenship behavior through organizational commitment.
Research Methods The approach in this study using ex post facto approach with quantitative methods. The study population was all teachers of public primary schools in the district Selong totaling 312 people. Digunakann sampling technique is proportional random sampling in order to obtain a sample of 175 respondents. The research instrument used was a questionnaire with Likert scale. Data analysis technique used is the technique of path analysis to determine the direct and indirect effect of the variables studied. Path diagram constructed based on the study of the theory and relevant research in this study is: e2
e1 X1 ρ31
ρy1
r12
X3 ρ32 X2
ρy2
730
ρy3
Y
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Figur 1: Path Diagram To test the hypothesis performed with SPSS 16.0 with the criteria Ha accepted if Sig. <0.05. While to test the significance of indirect effect is using Sobel test Test to see the value of z. Ha accepted if z > 1.96, and here's the formula: z= description of numbers needed =
unstandardized regression coefficient for the independent variable between mediator variable.
=
unstandardized regression coefficient for the mediator variable between independent variable.
=
standard error of .
=
standard error of .
Results Analysis Research hypothesis testing for the direct effect is based on the analysis of causality between research constructs, as presented in the following table: Table 1 Summary results of hypothesis testing direct effect between variables Standardized Coefficient (Beta)
Sig. (p)
Decision
OCl
---> OCm
.264
.001
Significant
JS
---> OCm
.129
.100
Not significant
OCl
---> OCB
.206
.004
Significant
JS
---> OCB
.262
.000
Significant
OCm
---> OCB
.294
.000
Significant
The effect of organizational climate (OCl) to organizational commitment (OCm) The results of the calculations in Table 1 indicate that the coefficent standardized coefficient (Beta) between organizational climate variable with organizational commitment variable is equal to 0.567 with a probability of 0.000 or p <0.05. This means the organizational climate variables affect positively and significantly related to organizational commitment variables on teacher Elementary School in District Selong. Thus, the hypothesis that organizational climate positive and significant effect on organizational commitment is proven. The effect of job satisfaction (JS) to organizational commitment (OCm) The results of the calculations in Table 1 indicate that the coefficent standardized coefficient (Beta) between job satisfaction variable with organizational commitment variable is equal to 0,129 with a probability of 0.100 or p > 0.05. This means the job satisfaction variables affect 731
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positively and significantly related to organizational commitment variables on teacher Elementary School in District Selong. Thus, the hypothesis that job satisfaction positive and significant effect on organizational commitment is not proven. The effect of organizational climate (OCl) to organizational citizenship behavior (OCB) The results of the calculations in Table 1 indicate that the coefficent standardized coefficient (Beta) between organizational climate variable with organizational citizenship behavior (OCB) variable is equal to 0,206 with a probability of 0,004 or p <0.05. This means the organizational climate variables affect positively and significantly related to organizational citizenship behavior (OCB) variables on teacher Elementary School in District Selong. Thus, the hypothesis that organizational climate positive and significant effect on organizational citizenship behavior is proven. The effect of job satisfaction (JS) to organizational citizenship behavior (OCB) The results of the calculations in Table 1 indicate that the coefficent standardized coefficient (Beta) between job satisfaction variable with organizational citizenship behavior (OCB) variable is equal to 0,262 with a probability of 0,000 or p < 0.05. This means the job satisfaction variables affect positively and significantly related to organizational citizenship behavior (OCB) variables on teacher Elementary School in District Selong. Thus, the hypothesis that job satisfaction positive and significant effect on organizational citizenship behavior is proven. The effect of organizational commitment (OCm) to organizational citizenship behavior (OCB) The results of the calculations in Table 1 indicate that the coefficent standardized coefficient (Beta) between organizational commitment variable with organizational citizenship behavior (OCB) variable is equal to 0,294 with a probability of 0,000 or p < 0.05. This means the organizational commitment variables affect positively and significantly related to organizational citizenship behavior (OCB) variables on teacher Elementary School in District Selong. Thus, the hypothesis that organizational commitment positive and significant effect on organizational citizenship behavior is proven. The Indirect Effect between Variables Based on the analysis on the indirect effect between variables in the model is built, the result shown in the following table. Table 2 Summary results of hypothesis testing indirect effect between variables z-value
Decision
OCl
---> OCm
---> OCB
2.19
1.96
Significant
JS
---> OCm ---> OCB
1.52
1.96
Not significant
The efffect of organizational climate (OCl) on organizational citizenship behavior (OCB) through organizational commitment Based of the result of Sobel Test, obtained the value of z is 2,19 > 1,96. This means that organizational climate have an indirect effect on organizational citizenship behavior through organizational commitment. Therefore, the hypothesis that organizational climate have 732
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
indirect effect on organizational citizenship behavior through organizational commitment is proven. The efffect of job satisfaction (JS) on organizational citizenship behavior (OCB) through organizational commitment (OCm) Based of the result of Sobel Test, obtained the value of z is 1,52 < 1,96. This means that job satisfaction have not an indirect effect on organizational citizenship behavior through organizational commitment. Therefore, the hypothesis that job satisfaction have indirect effect on organizational citizenship behavior through organizational commitment is not proven.
Discussion The objective of this study is to analyze the effect of organizational climate, job satisfaction, and organizational commitment on organizational citizenship behavior (OCB) of teachers. The result of the study showed that organizational climate give a positive and significant effect on organizational commitment. This result of this study are consistent with Zhang dan Liu (2010), whict prove that organizational climate have effect on effectiveness of human resourch management (such as turnover intention, job satisfaction and workers eficacy) and organizational effectiveness (such as organizational commitment and collective identity. As well as the result of the research of Suarningsih et.al. (2013) which prove that the organizational climate have a positive and significant effect on organizational commitment. In this study, job satisfaction have not significant effect on organizational commitment, so its not consistent with the research of Setyanto, et.al (2013), which prove that the job satisfaction have a positive and significant effect on organizational commitment, as well as research of Sukanti (2010) is so prove that the teachers’ satisfaction give effect to organizational commitment. Oyewobi et.al (2012) is so prove that the job satisfaction have a positif relation with organizational commitmen. This research have indicate that the someone who have commitment toward his organization, will not be effected by whether or not satisfied at work. As well as the stated of Moorhead and Griffin (2013: 73), if someone is already felt a strong bond to the organization, it will ignore the small discontent and still sees himself as a member of the organization. The result of the study so showed that organizational climate have a positive and significant effect on teachers’ organizational citizenship behavior (OCB). It means that favorable climate will bring organizational citizenship behavior of the teachers. The favorable climate of the school will encourage the teachers to provide the best for their school and work exeeded expectations though not rewarded. The result is consistent with Prihatsanti dan Dewi (2010) is prove that organizational climate have a significant relation with teachers’OCB. As well as Wasdopo and Minadaniati (2012) which prove that organizational climate have effect on employees’OCB. Job satisfaction also significantly effect on OCB of teachers. This signifies that the teachers who are satisfied will give high commitment to the school. According to Robbins and Judge (2015: 53), job satisfaction a key determinant of organizational citizenship behavior of a worker. Workers who are satisfied tend to speak positively about the organization, helping other people, and pass through the normal expectation in their work. People who feel satisfied with their jobs are more likely to engage in organizational citizenship behavior. Workers who are satisfied are more likely to survive working for the organization. Workers who are satisfied are also likely to engage in organizational behavior that goes beyond their job descriptions and roles, as well as helping to reduce the workload and stress levels of other 733
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
members in the organization. Workers who are dissatisfied tend to be opposed in relation to leadership and engage in behaviors that are counterproductive. This study is also similar to the results of research Rahmi (2013) which prove job satisfaction and significant positive effect on organizational citizenship behavior. Organizational commitment also be a determinant of OCB. This study shows the positive and significant effect of to teachers’ OCB. Rini et al. (2013) demonstrate that organizational commitment, organizational culture and job satisfaction have a positive and significant impact on organizational citizenship behavior. Similarly, the study of Purnama (2013) find that organizational citizenship behavior is effectd by the organizational culture, job satisfaction and organizational commitment. Organizational commitment can be used to predict the behavior of a professional activity and work for the organization's commitment reflects the positive attitude of individuals in the organization. This attitude motivates a person to behave, to be disciplined in work, to abide by the rules and policies of the organization, to maintain good relations with colleagues, and increase a person's level of achievement. In this way, the knowledge and understanding of organizational commitment can be used as a basis for predicting the behavior of individual work (Sahertian & Soetjipto, 2011). Teachers with a high commitment to be more oriented to work. Teachers who have a high organizational commitment is likely to be happy to help and can work together. Rini, et al (2013) showed that organizational commitment affect organizational citizenship behavior.
Conclusion Based on the research that has been described above, it can be concluded that organizational climate had a direct effect on teachers’ Organizational Citizenship Behavior (OCB) either directly or through organizational commitment, while job satisfaction just have a direct effect on OCB, because its effect through the organizational commitment is not significant. While the organizational commitment only has a direct effect on Organizational Citizenship Behavior (OCB) at primary school teachers in the district Selong.
References Ali, U. & S. Waqar. (2013). Teachers’ Organizational Citizenship Behavior Working Under Different Leadership Styles. Pakistan Journal of Psychological Research, 28(2), 297-316. Jyoti, J. (2013). Impact of Organizational Climate on Job Satisfaction, Job Commitment and Intention to Leave: An Empirical Model. Journal of Business Theory and Practice, 1(1), 66-82. Kaswan. (2015). Sikap Kerja Dari Teori Dan Implementasi Sampai Bukti. Bandung: Alfabeta. Luthans, F. (2006). Perilaku Organisasi. Yogyakarta: Andi. Malik, M. E., M. M. Ghafoor & H. K. Iqba. (2012). Leadership and Personality Traits as Determinants of Organizational Citizenship Behaviour (OCB) in Banking Sector of Pakistan. World Applied Sciences Journal, 20(8), 1152-1158. Neves, P. C., R. Paixão, M. Alarcão & A. D. Gomes. (2014). Organizational Citizenship Behavior in Schools: Validation of a Questionnaire. Spanish Journal of Psychology, 17(17), 1–8. Organ, D. W. & K. Ryan. (1995). A meta-analytic review of attitudional and dispositional predictors of organizational citizenship behavior. Personnel Psychology, 28, 772802.
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Oyewobi, L. O., B. Suleiman & A. Muhammad-Jamil. (2012). Job Satisfaction and Job Commitment: A Study of Quantity Surveyors in Nigerian Public Service. International Journal of Business and Management, 7(5):, 179-192. Podsakoff, N. P., S. W. Whiting, P. M. Podsakoff & B. D. Blume. (2009). Individual- and Organizational-Level Consequences of Organizational Citizenship Behaviors: A Meta-Analysis. Journal of Applied Psychology, 94(1), 122–141. Podsakoff, P. M., S. B. MacKenzie, R. H. Moorman & R. Fetter. (1990). Transformasional Leadership Behavior, and their effect of followers’ trust in leader, satisfaction, and organizational citizenship behavior. Leadership Quarterly, 1(2), 107-142. POPA, B. M. (2011). The Relationship Between Performance And Organizational Climate. Journal Of Defense Resources Management. 2(2), 137-142. Preacher, Kristopher J. (2016). Calculation for the Sobel Test: An interactive calculation tool for mediation test. quantpsy.org/sobel/sobel.htm (diakses pada 16 Mei 2016). Prihatsanti, U. & K. S. Dewi. (2010). Hubungan Antara Iklim Organisasi Dan Organizational Citizenship Behavior (OCB) Pada Guru SD Negeri Di Kecamatan Mojolaban Sukoharjo. Jurnal Psikologi Undip, 7(1), 11-17. Purnama, C. (2013). Effect Analysis of Organizational Culture Organizational Commitment Job and Satisfaction Organizational Citizenship Behavior (OCB) Toward Improved Organizational Performance. International Journal of Business, Humanities and Technology, 3(5), 86-100. Rahmi, B. M. (2013). Pengaruh Kepemimpinan Transformasional Terhadap Organizational Citizenship Behavior Dan Komitmen organisasi Dengan Mediasi Kepuasan Kerja (Studi Pada Guru Tetap Sma Negeri Di Kabupaten Lombok Timur). (Tesis). Program Pascasarjana Universitas Udayana. Rini, D.P., Rusdarti & Suparjo. (2013). Pengaruh Komitmen Organisasi, Kepuasan Kerja Dan Budaya Organisasi Terhadap Organizational Citizenship Behavior (OCB) (Studi Pada Pt. Plasa Simpanglima Semarang). Jurnal Ilmiah Dinamika Ekonomi Dan Bisnis, 1(1), 69-88. Robbins, S. P., Judge, T. A. (2015). Perilaku Organisasi. Jakarta: Salemba Empat. Sahertian, P., and Soetjipto, B.E. (2011). Improving Employee‟s Organizational Commitment, Self-Efficacy, and Organizational Citizenship Behavior Through the Implementation of Task-Oriented and Relationship-Oriented Leadership Behavior, The Business Review, Cambridge, 17(2), 48-60. Setyanto, A., Suharnomo & Sugiono. (2013). Analisis Pengaruh Kepuasan Kerja Dan Iklim Organisasi Terhadap Keinginan Keluar (Intention To Quit) Dengan Komitmen organisasi Sebagai Variabel Intervening (Pada Perusahaan Perkebunan Kelapa Sawit Teladan Prima Group). Jurnal Studi Manajemen & Organisasi,10(1), 75-81. Shweta, J. & Srirang J. (2010). Determinants of Organizational Citizenship Behaviour: A Review of Literature. Journal of Management & Public Policy, 1(2), 27-36. Somech, Anit & Elena Belogolovsky. (2010). Teachers’ organizational citizenship behavior: Examining the boundary between in-role behavior and extra-role behavior from the perspective of teachers, principals and parents. Teaching and Teacher Education, 26, 914-923. Suarningsih, N. L. P., A. Alamsyah, A. Thoyib. (2013). Pengaruh Iklim Organisasi terhadap Komitmen organisasi dan Kinerja Karyawan di Rumah Sakit. Jurnal Aplikasi Manajemen, 11(2), 233-240. Sukanti, M. D. (2010). Pengaruh kepuasan guru terhadap komitmen kerja guru Akuntansi SMA se Kabupaten Kulonprogo DIY. Jurnal pendidikan akuntansi Indonesia, 8(1), 1-12.
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Waspodo, A.A. & Lussy M. (2012). Pengaruh Kepuasan Kerja Dan Iklim Organisasi Terhadap Organizational Citizenship Behavior (PERILAKU KEWARGAAN ORGANISASI) Karyawan Pada Pt. Trubus Swadaya Depok. Jurnal Riset Manajemen Sains Indonesia (JRMSI), 3(1), 1-16. Wirawan. (2015). Manajemen Sumber Daya Manusia Indonesia: Teori, Psikologi, Hokum Ketenagakerjaan, Aplikasi Dan Penelitian: Aplikasi Dalam Organisasi Bisnis, Pemerintahan Dan Pendidikan. Jakarta: Raja Grafindo Persada. Zhang, J. & Y. Liu. (2010). Organizational Climate and its Effects on Organizational Variables: An Empirical Study. International Journal of Psychological Studies, 2 (2), 189-201.
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The Structuralism Genetic Study And Values Of Education Short Story "Bukan" By Putu Wijaya Hilmiyatun Universitas Hamzanwadi, Indonesia [email protected]
Abstract The purpose of this study are: (1) describe the structure of the text of the short story "instead o fby Putu Wijaya; and (2) educational value (education) is contained in the short story "bukan" by Putu Wijaya. The method used in this study is the qualitative descriptive with analysis interactive technique. Data in this study are the genetic structure and values of education in the short story, the next source of data in this study is the short story "bukan" in the collection of short storie Putu Wijaya Blok work. Data collection technique used in this research is the Library method (Library Research) by focusing on the use of the documentation method and study method. Data analysis technique used in the study is the technical interactive analysis include: redubs stage (selection data), the stage of analysis and drawing conclusion. The conclusion of this research is through genetic structuralism text of the short story "bukan" by Putu Wijaya are found intrinsic elements include: theme, plot, character and characterization, point of view, the background / setting, and mandate. The extrinsic element that is associated with the socio-cultural background that describes the characteristics of urban communities are very individualistic and biography of author. Educational values contained in this short story in the form of the educational values of religion, morals, customs / culture and values of social education. Keywords: studies of genetic structuralism, educational value, short stories.
Pendahuluan Kesusastraan di Indonesia sudah mengalami perkembangan yang cukup pesat. Hal ini dibuktikan oleh munculnya berbagai macam karya sastra dari berbagai genre yang berbeda. Karya-karya yang ditunjukkan memberikan pandangan yang lebih luas terhadap masyarakat. Tidak bisa dipungkiri, karya sastra memang tidak pernah terlepas dari hakikatnya sebagai karya fiksi hasil kreasi pengarang berdasarkan luapan emosi yang hadir secara spontantitas. Seperti yang diungkapkan oleh Wellek dan Warren (dalam Faruk, 2010: 43) menyatakan bahwa karya sastra bukanlah dunia nyata, melainkan dunia fiksi, imajinasi. Oleh karena itu karya sastra merupakan dokumentasi yang melukiskan problematika kehidupan dunia nyata pengarang ataupun masyarakat pada waktu dan zaman tertentu. Selain di pandang sebagai karya fiktif atau rekaan yang dilatar belakangi oleh kejiwaan pengarangnya, karya sastra juga merupakan jembatan perjuangan sosial yang menyuarakan jeritan hati suatu masyarakat yang secara tidak langsung. Kondisi ini dapat penulis jadikan acuan sebagaimana yang diungkapkan oleh Faruk (2010:45) bahwa karya sastra tidak hanya sebagai ekpresi jiwa pengarangnya, melainkan cerminan masyarakat yang merupakan alat perjuangan sosial atau alat menyuarakan aspirasi-aspirasi dan nasip orang yang menderita dan tertindas seperti yang nyata dalam gagasan realisme sosialis. Seiring dengan perkembangan karya sastra muncul juga beberapa pendekatan untuk mengkaji karya sastra. Salah satunya yaitu Kajian Strukturalisme Genetik. Kajian strukturalisme genetik ini mengkaji karya sastra dari unsur intrinsik dan ekstrinsiknya (Ratna, 2010:123). Di mana unsur intrinsik merupakan unsur yang membangun karya sastra dari 737
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dalam karya sastra itu sendiri sedangkan unsur ekstrinsiknya menganalisis unsur-unsur yang berkaitan dengan sosiokultural pengarang yang tidak pernah terlepas dari lingkungannya sebagai masyarakat. Menurut Rene Wellek (1989: 206) menyatakan bahwa unsur terpenting dalam sebuah cerita rekaan (cerpen) adalah: (1) tema, (2) alur, (3) penokohan, (4) Latar. Pandangan ini melihat bahwa unsur-unsur lain seperti gaya, sudut pandang, suasana, dan lainlain yang dikemukakan di depan adalah unsur yang bersifat sekunder.
Selanjutnya Nurgiantoro (2007:68) mendefinisikan bahwa tema adalah makna keseluruhan yang didukung cerita, dengan sendirinya ia akan “tersembunyi “ di balik cerita pendukungnya. Penokohan adalah pelukisan gambaran yang jelas tentang seseorang yang ditampilkan dalam sebuah cerita ( Jones dalam Nurgiantoro 2007: 165). Plot atau alur merupakan urutan peristiwa yang merupakan dasar terciptanya sebuah cerita. Secara sederhana alur dapat didefinisikan sebagai sebuah rangkaian cerita dalam cerita rekaan (cerpen) yang menunjukkan hubungan sebab akibat (Santosa dan Wahyuningtyas, 2010: 4). Latar atau biasa disebut dengan setting merujuk pada pengertian tempat serta hubungan waktu, dan lingkungan sosial tempat terjadinya peristiwa dalam cerita. Dalam sebuah cerita rekaan, latar dapat dikategorikan menjadi latar sosial, tempat atau geografis, latar waktu atau historis (Abrahams dalam Santosa dan wahyuningtyas, 2010:11). Selanjutnya unsur ekstrinsik termasuk di dalamnya adalah latar sosial. Latar sosial mengarah pada hal-hal yang berhubungan dengan perilaku kehidupan sosial masyarakat di suatu tempat yang diceritakan dalam fiksi. Tata cara kehidupan sosial masyarakat mencakup berbagai masalah dalam lingkup yang mencakup kompleks. Ia dapat berupa kebiasaan hidup, adat istiadat, tradisi, keyakinan, pendangan hidup, cara berpikir dan sikap dan lain-lain yang tergolong latar spiritual (Nurgiantoro, 2007: 233-234). Selanin itu biografi pengarang juga menjadi bagian dari unsur ekstrinsik karya sastra. Melalui biografi pengarang kita dapat menangkap bagaimana kondisi sosial masyarakat yang mempengaruhi pengarang pada saat proses penciptaan suatu karya sastra. Hal tersebut sejalan dengan pendapat yang disampaikan oleh Waluyo (2008: 61) yaitu sebuh karya sastra tidak akan terlepas dari pengarangnya. Selain menggunakan pendekatan strukturalisme genetik, penulis ingin mengungkapkan nilai pendidikan apa saja yang terdapat dalam karya sastra (cerpen) yang dianalisis. Berikut ketengahkan nilai pendidikan tersebut: (1) nilai pendidikan agama/religious, yakni lebih menunjukkan pada kelembagaan kebaktian kepada tuhan hukum-hukum resmi. Religius, dipihak lain melihat aspek yang dilubuk hati, riak getar nurani, totalitas ke dalam pribadi manusia Dengan demikian religius bersifat mengatasi lebih dalam dan lebh luas dari agama yang tampak formal dan resmi (mangunwijaya dalam Nurgiantoro, 2010:327); (2) nilai pendidikan moral, yaitu suatu nilai yang menjadi ukuran patut tidaknya manusia bergaul dalam kehidupan bermasyarakat. Moral merupakan tingkah laku perbuatan manusia dipandang dari nilai-nilai baik dan buruk, benar dan salah, dan berdasarkan adat kebiasaan di mana individu berada (Nurgiantoro, 2007: 319); (3) nilai pendidikan adat/budaya mencakup latar balakang sosial individu secara tidak langsung berhubungan dengan status sosial individu yang bersangkutan (Nurgiyantoro, 1995: 233). (4) latar belakang sosial Latar yang secara tidak langsung berhubungan dengan status sosial individu yang bersangkutan (Nurgiyantoro, 1995: 233).
Cerita pendek atau cerpen merupakan salah satu genre sastra yang berbentuk prosa. Sesuai dengan namanya, jenis prosa ini merupakan genre prosa yang lebih singkat tidak seperti novel dan roman. Dengan demikian istilah cerpen dapat diartikan sebagai cerita pendek. Edgar Allan Poe dalam Nurgiantoro (2007:10) menegaskan bahwa cerita pendek adalah sebuah cerita yang selesai dibaca sekali duduk, kira-kira berkisar antara setengah jam sampai 738
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dua jam. Cerpen sebagai suatu jenis karya sastra memiliki ciri-ciri tertentu. Ciri-ciri yang jelas pada sebuah cerpen adalah pendek, padat, dan selesai, Stanton dalam Sentosa dan Wahyuningtyas (2010: 36). Nurgiantoro (2007:11) mengemukakan cerpen memiliki bentuk yang pendek, menuntut penceritaan serba ringkas, tidak sampai pada detil-detil khusus yang kurang penting yang lebih bersifat memperpanjang cerita. Sehubungan dengan pernyataan di atas, penulis tertarik menganalisis cerpen menggunakan kajian strukturalisme genetik dan nilai pendidikan. Pada kesempatan ini penulis memilih salah satu cerpen karangan Putu Wijaya yang berjudul “Bukan” yang merupakan bagian dari kumpulan cerpennya yang berjudul BLOK. Penulis memilih cerpen karya Putu Wijaya disebabkan karena karya-karyanya menarik dan memikat kita untuk terus membacanya.
Metode Penelitian Sumber data dalam penelitian ini adalah struktur genetik dan nilai-nilai pendidikan dalam cerpen, sedangkan yang menjadi sumber data adalah cerpen berjudul “bukan” dari kumpulan cerpen BLOK karya Putu Wijya. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah metode kepustakaan (library research). Teknik analisis data yang digunakan dalam penelitian adalah teknis analisis interaktif melalui tahapan reduksi (pemilihan), tahap analisis dan penarikan simpulan.
Hasil Penelitian dan pembahasan Struktur Cerita Pendek “Bukan” karya Putu Wijaya Berdasarkan hasil analisis cerita pendek yang berjudul “Bukan” karya Putu Wijaya dapat ditemukan struktur cerita pendek tersebut sebagai berikut. Unsur Intrinsik Unsur-unsur intrinsik cerpen akan dianalisis terdiri dari: (1) tema, (2) alur, (3) tokoh dan penokohan, (4) latar atau setting. Penjelasan lebih rinci tentang unsur intrinsik tersebut adalah: Tema Tema dalam cerpen berjudul “Bukan” adalah kesetian. Kesetian dalam cerita pendek ini lebih condong kepada kesetiaan seorang anak kepada ibunya, dalam cerpen ini menceritakan bahwa si anak (Isman Bismantara) setia menunggu kehadiran ibunya yang menghilang semenjak ia masih kecil. Alur Alur yang digunakan dalam cerita pendek berjudul “Bukan” karya Putu Wijaya adalah alur maju -mundur. Sebab, dalam cerpen ini tampak jelas menceritakan perjalan hidup tokoh utama menjadi seorang milyuner yang perjalanan hidupnya dibayangi dengan kehidupan masa lalunya yang berhubungan erat dengan kehidupannya sekarang. Tokoh dan penokohan Tokoh dalam cerita yang terdapat dalam cerpen “bukan” ada 6 tokoh dengan penokohannya sebagai berikut: a. Pak Isman Bismantara: tegas dalam mengambil keputusan dan patuh pada hokum. Berikut kutipan yang menyatakan kalau tokoh Isman Bismantara seorang yang tegas: “Sudah saya bilang dari dulu, tidak boleh ada komunikasi antara orang dalam pagar dan orang di luar pagar. Ini bukan perintah bini-bini kamu yang kamu iyaiyakan tapi kamu langgar di belakang. Ini peraturan perintah!” (Putu Wijaya, paragraf ke-29). Selain itu penyataan tegasnya juga terdapat pada kutipan berikut:
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“Keluarkan semua anjing. Siapkan penjagaan. berjaga-jagalah, tapi jangan ngomong. Aku tidak suka orang ngomong. Kerjakan semuanya dengan bisu. Lalu sediakan sarapan pagi. Lengkap. Siapkan air panas. Siapkan kamar tamu.” (Putu Wijaya, paragraf ke- 24). Selanjutnya kutipan yang menyatakan Isman patuh pada hukum: “Ibu liat sendiri bagaimana hubungan saya dengan petugas. Saya selalu membantu undang-undang. Bahkan saya lakukan juga, tatkala salah seorang pelayan kesayangan saya mencuri. Saya adukan dia kepada polisi. Dia dapat hukuman penjara.” (Putu Wijaya, paragraf ke-45)
b. Ibu pak Isman: Mudah terpengaruh. Hal ini dipertegas dalam kutipan berikut: “Ibu tentunya masih ingat bukan? Peristiwa meninggalnya bapak dan kedua adik saya bertahun-tahun yang lalu. Masih ingat kan? Waktu itu saya masih kecil sekali. Tapi saya ingat jelas. Paras ibu masih sangat cantik. Ada orang menggoda ibu dan menawarkan kekayaan. Ibu mau. Tapi ibu tak mungkin melepaskan bapak dan adikadik. Mereka tidak mau bercerai dengan ibu. Lalu ibu membelikan mereka makanan. Saya ingat sekali hari itu. Hari yang amat na’as! kebetulan perut saya sakit, jadi saya tidak ikut makan. Tanpa setahu ibu, makanan itu saya umpetin. Ini untung sekali. Karena esoknya bapak dan kedua adik saya diketemukan mati. Perutnya bengkak, ibulah yang melakukan pembunuhan itu.” (Putu Wijaya, paragraf ke- 47) c. Otong (satpam): Goblok (bodoh). Berikut kutipannya: “Para babu, pelayan semuanya tercengang. Tapi kemudian cepat bertindak. Otong sebenarnya segan-segan. Tapi babu-babu cepat mendorongnya. “Lhu sih goblok. garagara lhu, jadi begini sekarang!” (Putu Wijaya, paragraf ke- 29) d. Pengemis: mengaku-ngaku menjadi ibunya pak Isman,Berikut kutipannya: “Kamu kok berani bilang Togog. Kamu siapa? Kamu ibunya?” Perempuan itu mengangguk dengan tenang dan mantap. “Ya, aku ibunya. Ibu Togog!”. (Putu Wijaya, paragraf ke- 14)
e. Pegawai lain Pak Isman: patuh, dan ramah. Pernyataan ini didukung oleh kutipan di bawah ini: “Silahkan masuk, Bu.” “ Beliau sedang sakit.” “Aku juga sedang sakit.” “Kami di suruh mempersilahkan ibu.” “Suruh dia sendiri ke mari!” “Pelayan itu kebingungan. Salah seorang yang lain maju. “Mari Bu masuk!”. (Putu Wijya, paragraf ke- 33). f. Polisi: cepat dan tanggap menjalankan tugas. Berikut kutipannya: “Cepat kemudian dia kembali ke loteng, Para polisi segera bertindak. Mereka memborgol wanita itu. Tak tahu bagaimana mereka bisa datang dengan lengkap dengan borgol. Mungkin sudah diatur terlebih dahulu” (Putu Wijaya, paragraf ke- 49). 740
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Latar / setting Latar tempat : Rumah Pak Isman Bismantara di komplek perumahan kota. Latar waktu : Pagi hari, di saat Pak Isman masih tidur. Latar suasana : menegangkan dan penuh rasa penasaran, Latar sosial : dalam lingkungan kehidupan milyuner, kehidupan masyarakat di komplek perumahan kota yang memiliki gaya hidup yang beragam serta individualisme yang tinggi. Unsur Ekstrinsik Latar sosial budaya Latar sosial budaya yang ada di sekitar pengarang sangat mempengaruhi penulisan cerpen “bukan” ini. Hal tersebut dikarenakan cerpen “bukan” hanya sebuah hasil imajinasi saja. Oleh karena itu cerita dalam cerpen ini bertolak belakang dengan kehidupannya sehari-hari. Kemiripan yang ada hanya terletak pada karakteristik masyarakat perkotaan yang digambarkan dalam cerpen yang sangat individualisme. Di dalam cerpen ini menceritakan kehidupan suatu perkampungan masyarakat dimana penghuninya adalah orang-orang kaya yang memiliki individualisme yang cukup tinggi. Biografi Pengarang. Gusti Ngurah Putu Wijaya dilahirkan di Puri Anom Tabanan, Bali pada tanggal 11 april 1944. Beliau adalah putra ketiga dari empat bersaudara. Mendapat pendidikan di sekolah rakyat 1 Tabanan, SMP negeri Tabanan, SMA Negeri Singaraja, Fakultas Hukum Universitas Gajah Mada (tamat jurusan perdata tahun 1969). Putu Wijaya menulis sejak SMP. Tulisan pertamanya sebuah cerita pendek berjudul Etsa dimuat di harian Suluh Indonesia, Bali. Pertama kali main di drama ketika SMA, memainkan naskah badak (Anton Chekov) dengan sutradara Kirjomulyo. Selanjutnya menulis, memainkan sendiri dan menyutradarai drama dengan kelompok yang didirikannya di Yogyakarta. Cerpen “bukan” merupakan salah satu cerpen dari kumpulan cerpen Blok. Blok adalah sebuah kumpulan cerita pendek yang dikumpulkan oleh Dwi Pramunawaty, istri Putu untuk memperingati ulang tahun ke-50 suaminya. Diharapkan restrospeksi dari 500 cerpen Putu yang berserakan di berbagai mass media. Sekaligus sebagai tanda syukur mereka menunggu kehadiran bayi pertama yang mestinya datang bulan September setelah menikah selama 9 tahun tetapi sayang mengalami keguguran pada hari lebaran tahun 1994. Nilai-nilai pendidikan dalam cerpen “Bukan” karya Putu Wijaya. Nilai Pendidikan Agama Nilai pendidikan agama dapat ditemukan dalam cerpen “bukan” karya Putu Wijaya tidak hanya patuh dan taat terhadap perintah Tuhan yang dibuktikan dengan ibadah atau menghadapnya setiap waktu. Namun nilai pendidikan agama juga bisa dibuktikan dengan selalu menghargai orang tua dan tidak durhaka meskipun orang tua seorang pengemis. Tokoh Isman selalu berusaha menemukan ibunya dengan tujuan untuk merawatnya sebagai tanda bakti terhadap ibunya meskipun ibunya telah meninggalkannya ketika masih kecil. Nilai pendidikan agama yang dimaksud dapat dilihat dalam kutipan berikut: “Bertahun-tahun saya menunggu , tapi akhirnya dia datang juga. Mulai sekarang saya tidak akan mencari-cari lagi. Hentikan iklan-iklan itu. Ibu sudah datang. Sudah ketemu. Mulai hari ini disaksikan oleh kalian semua, ibu akan tinggal di sini. Saya akan dengan
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tenang sekarang mencari seorang istri, karena sumpah saya selama ini terkabul. Yaitu menemukan ibu saya”. (Putu Wijaya, paragraf ke-41). Nilai pendidikan Moral Nilai pendidikan moral yang berisi ajaran baik buruk, yaitu kesadaran manusia berbuat baik kepada siapapun tanpa pandang bulu, serta kesadaran akan mengungkapkan kebenaran. Hal ini dapat ditunjukkan dalam kutipan berikut ini: “Ibu lihat sendiri, bagaimana hubungan saya dengan para petugas. Saya selalu membantu undang-undang. Bahkan saya lakukan juga, tatkala salah seorang pelayan kesayangan saya mencuri. Saya adukan dia kepada polisi. Dia mendapat hukuman penjara. Tapi kemudian setelah ke luar, saya terima lagi di sini. Itu semua untuk mengajarkan bahwa hukum harus ditaati, meskipun dalam keluarga. Begitu bukan Otong?” (Putu Wijaya, paragraf ke-45). Nilai Pendidikan Adat/ Budaya Nilai pendidikan adat atau tradisi dapat ditemukan dalam cerpen “Bukan” karya Putu Wijaya. Tradisi atau adat yang ada adalah kehidupan perkotaan dalam lingkugan perumahan yang mencerminkan masyarakat kota yang memiliki individualisme yang cukup tinggi dibandingkan dengan masyarakat desa. Hal ini terlihat dalam cuplikan berikut: “Sudah saya bilang dari dulu, tidak boleh ada komunikasi antara orang dalam pagar dan orang luar pagar. Ini bukan perintah bini kamu dan kamu iya-iyakan tapi kamu langgar di belakang”. (Putu Wijaya, paragraf ke-29) Nilai Pendidikan Sosial Nilai pendidikana sosial yang ditemukan dalam cerpen “bukan” karya Putu Wijaya yaitu gambaran tokoh utama dan tokoh lainnya yang suka berbagi terhadap sesama atas harta melimpah yang dimilikinya. Hal ini terdapat pada cuplikan berikut: “Saya memang pengemis dulu.Tapi tau aturan!Tidak semua pengemis adalah ibuku! Aku tidak ada urusan dengan pengemis sekarang. Aku sudah cukup memberikan mereka perhatian! Teriaknya marah-marah”. Lalu penjaga gerbang dipecatnya. (Putu Wijaya, Pragraf ke-23). Dilanjutkan dengan paragraf berikut: “Itu pelajaran pahit. Masih beberapa orang lagi muncul di depan pintu mengaku Ibu. Mereka semua dapat di usir setelah diberikan sejumlah uang. Ada juga diantaranya memakai surat pengantar, entah dari siapa. Ada yang membawa koper lengkap dengan anak bininya, mengaku di kampungnya kebanjiran lalu minta perlindungan. Semuanya dapat di atasi oleh para penjaga, cukup dengan dermawan. Bahkan pengurus rumah tangga telah menyediakan sedikit biayasetiap bulan untu melayani orang-orang ynag mengaku keluarga Isman Bismantara”. (Putu Wijaya, paragraf ke-24).
Simpulan dan Saran Simpulan Setiap karya sastra pada hakikatnya memiliki struktur yang membangunnya. Pada Cerpen yang berjudul “bukan” karya Putu Wijaya ini memiliki struktur intrinsik dan ekstrinsik yang terdapat di dalamnya. Unsur Intrinsik yang terdapat pada cerpen “bukan” karya Putu Wijaya ini terdiri dari tema, alur, tokoh dan penokohan, sudut pandang, dan latar/setting, dan amanat. Adapun unsur ekstrinsiknya yaitu berkaitan dengan latar sosial budaya dan biografi pengarang yang memiliki andil besar dalam penulisan cerpen ini. Nilai pendidikan pada cerpen yang berjudul “bukan” ini juga memberikan gambaran kepada kita untuk terus berterima kasih terhadap Tuhan yang memberikan kita segala-galanya. Apa 742
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yang kita miliki sekarang bukanlah milik kita semata, melainkan titipan Tuhan yang perlu kita jaga dan merupakan milik sebagian orang yang memiliki hak secara tak langsung atas apa yang kita miliki (harta). Saran Adapun saran yang penulis ajukan dalam hal ini adalah sebagai berikut: 1. Dalam melakukan sebuah kajian atau analisis terhadap sebuah karya sastra baik itu cerpen ataupun karya sastra bentuk lainnya, haruslah menguasai jenis kajian yang digeluti sehingga hasil yang diperoleh sesuai dengan arah dan sasaran dasar kajian tersebut. 2. Dalam memilih karya sastra yang dikaji hendaklah disesuaikan dengan kajian yang diambil agar tidak terjadi timpang tindih antara kajian dengan objek yang diteliti.
Daftar Pustaka Faruk. 2010. Pengantar Sosiologi Sastra dari Strukturalisme Genetik sampai Postmodernisme.Yogyakarta: Pustaka Pelajar. Nurgiantoro, Burhan 2007 . Teori pengkajian Fiksi. Yogyakarta: Gajah Mada University Press. Ratna, Nyoman Kutha. 2010. Teori, metode, dan teknik penelitian Sastra. Yogyakarta : Pustaka pelajar. Rene Wellek dan Austin Warren. 1989. Teori Kesusasteraan. Terjemahan Melani Budianto. Jakarta: Gramedia. Santosa, Wijaya Heru dan Sri Wahyuningtyas. 2010. Pengantar Apresiasi Prosa. Surakarta. Yuma Pustaka. Waluyo, Herman J. 2008. Pengkajian dan Apresiasi Puisi. Salatiga. Widya Sari Press. Wijaya, Putu. 1995. Blok (Kumpulan cerpen). Jakarta: Pustaka Firdaus.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Prediksi Keputusan Muzakki Menyalurkan Zakat, Infaq, Shadaqah melalui Badan Amil Zakat Nasional (Baznas) Kabupaten Lombok Timur menggunakan Algoritma Naive Bayes Berbasis Particle Swarm Optimization 1
L. M. Samsu, 2Muhammad Saiful Universitas Hamzanwadi, Indonesia 1 [email protected], [email protected]
Abstract Zakat is one of the five pillars of Islam, Zakat plays an important role in reducing the level of poverty in the community. The phenomenon that occurred in East Lombok district that zakat can not be optimally managed and disbursed to recipients (Mustahiq) whereas the potential zakat in East Lombok is quite high. This is because the management of zakat which has not been implemented properly and effectively. That requires strong support for the role as well as Amil, Zakat, Infaq and Sadaqoh (BAZNAS) to be able to accommodate and distribute zakat of Muzzaki to Muztahiq appropriately and responsibly. In order to maximize the potential role BAZNAS through Muzzaki are then conducted to predict the decision Muzzaki in distributing zakat through the BAZNAS Institute. In this study tries to make predictions on what attributes that may influence the decision Muzzaki in distributing Zakat, infaq and that Sadaqoh through existing institutions. Never has there been previous studies that discuss the distribution of zakat with the existing classification methods, especially methods in technology infornasi. Therefore in this study attempted Naive Bayes method to be used in the context of the selection of attributes that most influence on the decision muzzaki in distributing Zakat, infaq and sadaqoh through existing BAZNAS Institute. Experiments conducted using Naive Bayes and then tested again using a Naive Bayes based PSO to take the population size 50, max number of generation of 50 and the number of validation 5 to determine whether there is an increase in accuracy between before using PSO with after using the PSO. The result shows that an increase in the accuracy of the previous method of Naive Bayes accuracy rate (92.97%) with AUC 0.969 and after use PSO in Naive Bayes algorithm clasifier obtained accuracy rate (98.5%) and AUC of 0.989 or an increase accuracy amounted to 5.53%, and 0.02 AUC. Selected attributes of the 13 attributes to 7 selected attributes. Keywords: zakat, infak, sadaqah, baznas, muzakki, mustahiq, selection attributes (feature selection), naive bayes algorithm, naive bayes algorithm with pso.
Pendahuluan Zakat adalah salah satu dari lima tiang Islam. Zakat merupakan bagian dari rukun iman dan disebutkan dalam al-qur’an beberapa kali. Zakat adalah sebuah ibadah seperti sholat dan puasa, dan penolakan membayarnya atau pengelakan yang disengaja sama dengan menafikkan iman dalam islam [1]. Zakat merupakan kewajiban ummat Islam yang harus ditunaikan oleh ummat Islam yang dianggap mampu, sehingga zakat dijadikan sebagai salah satu pondasi ajaran Islam yang sangat kokoh dari Aspek hablumminallah maupun hablumminannas. Dalam konteks ibadah, zakat tidak hanya sebagai bentuk pengguguran kewajiban atas perintah Allah swt, namun juga menjadi zakat ditunaikan untuk membersihkan kekayaan masyarakat [2]. Pemberdayaan ekonomi ummat Islam melalui 744
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
pelaksanaan ibadah zakat masih banyak menemui hambatan yang bersumber terutama dari kalangan Umat Islam itu sendiri. Kesadaran pelaksanaan zakat masih belum diikuti dengan tingkat pemahaman yang memadai tentang ibadah yang satu ini, khususnya jika diperbandingkan dengan ibadah wajib lainnya seperti sholat dan puasa. Kurangnya pemahaman tentang jenis harta yang wajib zakat dan mekanisme pembayaran yang dituntunkan oleh syariat Islam menyebabkan pelaksanaan ibadah zakat menjadi sangat tergantung pada masing-masing individu. Hal tersebut pada gilirannya mempengaruhi perkembangan institusi zakat, yang seharusnya memegang peranan penting dalam pembudayaan ibadah zakat secara kolektif agar pelaksanaan ibadah zakat menjadi lebih efektf dan efisien. Berdasarkan kondisi tersebut, maka pemasyarakatan ibadah zakat yang dituntunkan oleh syariat islam perlu ditingkatkan[3]. Kemiskinan menjadi salah satu indikator untuk menilai tingkat kesejahteraan suatu masyarakat atau bangsa, terutama bila dilihat dari komponen Indek Pembangunan Manusia (IPM). Berkurangnya jumlah penduduk miskin dapat diartikan bahwa pendapatan penduduk semakin meningkat. Hal ini dapat dipahami, karena secara konseptual, penduduk miskin adalah penduduk yang pendapatannya lebih kecil dari pendapatan yang dibutuhkan untuk hidup secara layak [6]. Hal yang sama juga terjadi di Provinsi Nusa Tenggara Barat dengan jumlah penduduk 4.500.212 orang dengan jumlah penduduk miskin 21,55% dari jumlah penduduk (BPS NTB tahun 2011). Potensi zakat belum dapat digali dengan baik. Lombok Timur sebagai salah satu daerah yang mayoritas penduduknya beragama Islam, dengan profesi yang cukup variatif, diharapkan dapat mengumpulkan dan menyalurkan zakat secara profesional. Lebihlebih dengan wilayah pertanian yang cukup luas. Zakat pertanian juga dapat menjadi sumber zakat yang cukup signifikan selain zakat profesi dari kalangan PNS maupun kalangan profesional lainnya. Hal ini tentu menjadi potensi yang cukup besar dalam upaya pemberdayaan ekonomi ummat melalui zakat, sehingga kemiskinan dapat dikurangi dari tahun ke tahun. Prediksi potensi zakat tersebut berangkat dari standar minimal, namun sampai saat ini potensi zakat tersebut belum mampu digali dan dikembangkan untuk mendongkrak penerimaan jumlah zakat pada Baznas kabupaten Lombok Timur, Berdasarkan observasi dan wawancara beberapa tokoh seperti wakil ketua Baznas kabupaten Lombok Timur di kantor Baznas, bahwa para muzakki seperti petani maupun pedagang pada prinsipnya telah menyalurkan zakatnya dengan jumlah sebagaimana yang telah disyari’atkan oleh agama, namun para muzakki tersebut langsung memberikannya kepada para mustahiq seolah-olah lembaga pengelola zakat dianggap tidak ada. padahal jika para muzakki mengeluarkan zakat melalui lembaga pengelola zakat yang resmi, maka potensi zakat yang terkumpul akan lebih besar, sehingga dana yang akan disalurkan kepada mustahiq akan lebih besar juga. Oleh karena itu penting artinya untuk dilakukan penelitian khusus dalam rangka mengkaji secara holistik dan komprehensif faktor faktor penting (determinan ) apa saja yang sangat besar pengaruhnya dalam hal memberikan motivasi kepada muzzaki untuk menyalurkan zakatnya kepada para Mustahiq melalui lembaga baziznas yang ada di Kabupaten Lombok Timur. Untuk mengetahui faktor-faktor penting (determinan) apa saja yang sangat besar pengaruhnya dalam hal memberikan motivasi kepada muzzaki dalam menyalurkan zakatnya kepada para Mustahiq melalui lembaga baznas yang ada di kabupaten lombok timur dapat dilakukan dengan metode prediksi Klasifikasi adalah salah satu dari teknik data mining yang termasuk supervised learning. Supervised learning artinya proses pembentukan sebuah korespondensi 745
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
(fungsi) menggunakan sebuah training dataset, dilihat sebagai sebuah "pengalaman masa lalu" dari sebuah model. Tujuannya adalah untuk memprediksi dari sebuah nilai (output) dari sebuah fungsi untuk setiap objek baru (input) setelah menyelesaikan proses training [11]. Naive bayes dapat digunakan dalam pengklasifikasian namun Naive Bayes memiliki kelemahan yaitu attribut atau fitur independen sering salah dan hasil estimasi probabilitas tidak dapat berjalan optimal. Sehingga diupayakan untuk meningkatkan kinerja naive bayes dengan menggunakan Particle Swarm Optimization (PSO). Telah banyak dilakukan penelitian terkait dengan penanganan zakat baik didalam negri maupun diluar negeri. Akan tetapi penelitian yang dilakukan lebih banyak terkonsentrasi pada konteks sosial dan ekonomi. Untuk itu pada penelitian ini akan menggunakan aspek teknologi informasi untuk menghitung tingkat akurasi penangan zakat dengan menggunakan algoritma naive bayes (NB) untuk memprediksi keputusan muzzaki menyalurkan zakat, infaq dan sadaqoh melalui badan amil zakat nasional (Baznaz) Kabupaten Lombok Timur. Selain memprediksi dengan menggunakan algoritma Naive bayes (NB) dalam penelitian ini juga dilakukan perbandingan dengan memasukkan PSO dalam algoritma Naive bayes (NB). PSO akan digunakan untuk seleksi atribut (feature selection) yaitu memilih attribut terbaik dari attribut-attribut yang telah diberikan bobot untuk meningkatkan hasil akurasi dari algoritma Naive Bayes.[13] Hasil dari penelitian ini adalah menemukan tingkat akurasi dengan menggunakan algoritma naive bayes dan membandingkan tingkat akurasi dengan menggunakan algoritma naive bayes tanpa PSO dengan algoritma naive bayes menggunakan PSO dalam rangka menemukan tingkat akurasi terbaik yang akan digunakan untuk memprediksi keputusan muzzaki yang paling potensial untuk menyalurkan zakat, infaq, shadaqoh melalui Badan Amil Zakat Nasional (BAZNAS) Kabupaten Lombok Timur.
Tinjauan Pustaka Tinjauan Studi Sebagai kerangka acuan (Frame Of Refrence) dalam membentuk kerangka berfikur (Frame Of Thinking) terkait dengan obyek yang menjadi sasaran penelitian, ada beberapa penelitian terkait yang dianggap relevan dengan penelitian, diantaranya: Tabel : State of the art Prediksi Keputusan Muzakki Menyalurkan Zakat, Infaq, Shadaqah Melalui Badan Amil Zakat Nasional (Baznas) Kabupaten Lombok Timur Menggunakan Algoritma Naive Bayes Berbasis Particle Swarm Optimization
746
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9 Peneliti L. Kanji, H. Habbe, and J. Vanthienen
Judul penelitian Faktor determinan motivasi membayar zakat, 2008
Masalah Sulit menemukan faktor determinan motivasi membayar zakat
Metode analisis deskriptif dan analisis regresi linier berganda
Syaparuddin
Variabel-Variabel Determinan Pembayaran Zakat Di Lembaga Zakat, 2011
Sulit memilih Variabel-Variabel Determinan Pembayaran Zakat Di Lembaga Zakat
deskriptif kualitatif.
T. Dahlan
Faktor faktor yang mempengaruhi muzakki menunaikan zakat pada baitul Maal Masjid Jami’ An Nur,” 2008
Sulitnya menentukan Faktor faktor yang mempengaruhi muzakki menunaikan zakat pada baitul Maal Masjid Jam
Model statistik, regresi logistik
Kamil Md Idris, Zainol Bidin, Ram Al Jaffri Saad
Ukuran Nilai Keagamaan dalam Islam dan Hubungannya dengan Gelagat KepatuhanZakat Perniagaan), Jurnal Pengurusan 34(2012 Forcasting Zakat Collection Using Artificial Neural Network
Apakah Nilai Keagamaan dalam Islam memiliki Hubungan dengan Kepatuhan Zakat Perniagaan Sulit menemukan faktor determinan motivasi membayar zakat
Model regresi Linear
bahwa nilai keagamaan memainkan peranan penting dalam mempengaruhi gelagat kepatuhan zakat
Neural Network
Weighted Naive Bayes Classification Algorithm Based on Particle Swarm Optimization,2011
Apakah Naive bayes dan PSO cukup efektif digunakan untuk mempertahankan integritas dari setiap attribut data
Naive bayes classifier, weighted Naive bayes dan PSO
Dengan BP ditemukan 2 parameter yang mempengaruhi, sedangkan dengan LM ditemukan enam parameter yang mempengaruhi PSO dapat meningkatkan akurasi dari Naive Bayes Classifier. Akurasi Naive Bayes sebesar 75.1336898% Akurasi PSO WNBC sebesar 77,1390374%
Sh. Hafizah Sy Ahmad Ubaidillah and Roselina Sllehuddin Jie Lin dan jiankun yu
Hasil faktor ibadah, pengetahuan zakat, harta kekayaan atau pendapatan, peran ulama dan kredibilitas lembaga amil zakat secara parsial berpengaruh positif dan signifikan terhadap motivasi membayar zakat faktor-faktor determinan yang mempengaruhi masyarakat mau membayar zakat melalui organisasi zakat, anatara lain: religiusitas, pengetahuan, persepsi, regulasi pemerintah, aksesibilitas, dan popularitas dari organisasi zakat bersangkutan Faktor buku tabungan akherat, kehadiran dalam majelis taqlim, kepercayaan kepada baitul mal, jarak rumah kemasjid, kinerja amil zakat dan distribusi zakat
Dari kesimpulan penelitian terdahulu, dapat diidentifikasi faktor-faktor yang menentukaan muzakki menyalurkan zakat melalui lembaga pengelola zakat, diantaranya: 1. Persepsi 2. Motivasi ibadah 3. Popularitas 4. Pengetahuan dan Pemahaman Tentang zakat 5. Harta kekayaan atau pendapatan 6. Peran pemerintah 7. Peran ulama 8. Kredibilitas lembaga amil Zakat 9. Regulasi pemerintah 10. Aksesibilitas 11. Sikap 12. Kepribadian 13. Kadar religiusitas Namun memang belum ada penelitian-penelitian terdahulu yang menganalisis setiap pemilihan atributnya dengan menggunakan algoritma yang ada di dalam teknologi informasi. Oleh karna itu penulis mencoba untuk melakukan penelitian terkait dengan pemilihan attribut (Feature selection) dengan melakukan pembobotan atribut menggunakan algoritma naive bayes dan meningkatkan akurasiyang lebih baik dengan PSO sebagai (Feature selection). 747
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Kerangka Pemikiran Kerangka pemikiran pada penelitian ini terdiri dari beberapa tahap seperti terlihat pada Gambar 2.3.1 dan 2.3.2. Permasalahan pada penelitian ini adalah banyaknya atribut sehingga akan mengurangi akurasi dan menambah kompleksitas dari algoritma Naive Bayes. Untuk itu digunakan Particle Swarm Optimization untuk memecahkan permasalahan tersebut. Untuk mengembangkan aplikasi berdasarkan model yang dibuat, digunakan RapidMiner 5. Kemudian dilakukan pengujian dengan Cross validation terhadap kinerja dari kedua metode tersebut, hasil ditunjukkan oleh Confusion matrix dan Kurva ROC. Dibawah ini adalah kerangka pemikiran dalam bentuk bagan :
Gambar 2.3.1 Kerangka Pemikiran Makro
Gambar 2.3.2 Kerangka Pemikiran Mikro
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Metode Penelitian Desain Penelitian Penelitian ini menggunakan penelitian eksperimen. Penelitian eksperimen melibatkan penyelidikan perlakuan pada parameter atau variabel tergantung dari penelitinya dan menggunakan tes yang dikendalikan oleh si peneliti itu sendiri. dengan metode penelitian sebagai berikut: Pengumpulan data Pengumpulan data dilakukan melalui dua cara yaitu yaitu pengumpulan data primer dan pengumpulan data sekunder. Data primer adalah data yang dikumpulkan pertama kali untuk melihat apa yang sesungguhnya terjadi. Data sekunder adalah data yang sebelumnya pernah dibuat oleh seseorang baik di terbitkan atau tidak. Pengumpulan data primer didapat dari interview terhadap responden, maupun dengan model observasi langsung ke Institusi yang sedang diteliti. Pada tahap ini ditentukan data yang akan diproses. Mencari data yang tersedia, memperoleh data tambahan yang dibutuhkan, mengintegrasikan semua data kedalam data set, termasuk variabel yang diperlukan dalam proses. Pengolahan awal data Pengolahan awal data meliputi proses input data ke format yang dibutuhkan, pengelompokan dan penentuan atribut data, serta pemecahan data (split) untuk digunakan dalam proses pembelajaran (training) dan pengujian (testing). Model yang diusulkan Model yang diusulkan meliputi pemodelan data dianalisis, dikelompokan variabel mana yang berhubungan dengan satu sama lainnya. Setelah data dianalisis lalu diterapkan model-model yang sesuai dengan jenis data. Pembagian data kedalam data latihan (training data) dan data uji (testing data) juga diperlukan untuk pembuatan model. Eksperimen dan pengujian model Meliputi langkah-langkah eksperimen meliputi cara pemilihan arsitektur yang tepat dari model atau metode yang diusulkan sehingga didapatkan hasil yang dapat membuktikan bahwa metode yang digunakan adalah tepat. Evaluasi dan validasi hasil evaluasi dan validasi hasil penerapan terhadap model penelitian yang dilakukan untuk mengetahui tingkat keakurasian model. Fase Penyebaran (Deployment Phase) Desain Aplikasi Pengetahuan atau informasi yang telah diperoleh akan diatur dan dipresentasikan dalam suatu bentuk sehingga dapat digunakan oleh pengguna. Tahap deployment dapat berupa pembuatan laporan sederhana atau mengimplementasikan proses data mining yang berulang. Dalam beberapa kasus, tahap deployment melibatkan konsumen, di samping analis data, karena sangat penting bagi konsumen untuk memahami tindakan apa yang harus dilakukan untuk memanfaatkan model yang telah dibuat. Pengumpulan Data Proses pengumpulan data dilakukan dengan menentukan populasi yang akan menjadi objek penelitian, teknik penentuan sampel dan sumber data yang digunakan untuk masing-masing proses pengumpulan data.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Populasi Kaitannya dengan judul yang diangkat dalam penelitian ini, maka yang menjadi populasi adalah wajib Zakat (muzakki) yang menyalurkan zakat melalui Baznas Kabupaten Lombok Timur. Yang dimaksud dengan muzakki adalah orang yang wajib mengeluarkan zakat. Sebagaimana yang telah dijelaskan dalam al-qur’an dan hadits, yang disebut dengan muzakki adalah petani, peternak, pedagang, pekerja profesi dan yang memperoleh penghasilan dari barang galian. Teknik Penentuan Sampel Metode sampel yang digunakan penulis dalam penelitian ini adalah metode purposive sampling. Metode ini dilakukan dengan cara mengambil subjek bukan didasarkan atas strata, random, atau daerah tetapi didasarkan atas adanya tujuan tertentu [36]. Sementara itu [37] menegaskan bahwa teknik penarikan sampel purposive ini disebut juga dengan judgment sampling yang digunakan dengan menentukan kriteria khusus terhadap sampel, terutama terhadap orang-orang yang dianggap ahli. Jadi, yang menjadi sampel pada penelitian ini adalah wajib zakat (muzakki) yang diambil berdasarkan pertimbangan: 1. Belum ada data yang valid dan akurat tentang nama-nama muzakki di kabupaten Lombok Timur. 2. Wilayah Lombok Timur cukup luas dengan jumlah penduduk yang relatif tinggi bila di bandingkan dengan wilayah lain yang ada di provinsi Nusa Tenggara Barat, sehingga penentuan sampel menjadi mutlak dibutuhkan untuk mendukung kelancaran proses penelitian. 3. Adanya keterbatasan waktu dan finansial dalam kegiatan penelitian ini. Jumlah sampel dalam penelitian ini adalah 200 muzakki yang diambil dari 20 kecamatan di Kabupaten Lombok Timur, masing-masing kecamatan diambil 10 orang sebagaimana tabel 3.2.2. Tabel 3. 2.2 Rincian Jumlah Responden No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Kecamatan Selong Sukamulia Lb. Haji Suralaga Aikmel Wanasaba Pringgabaya Sambelia Suela Sembalun Jumlah
Responden 10 10 10 10 10 10 10 10 10 10 100
No 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Kecamatan Masbagik Pringgasela Montong Gading Sikur Terara Sakra Timur Sakra Sakra Barat Keruak Jerowaru
Responden 10 10 10 10 10 10 10 10 10 10
Jumlah
100
Dari 200 responden pada tabel 3.2.2 tersebut, responden dari kalangan petani diambil 65 orang, PNS 70 orang dan pedagang 65 orang. Sumber Data a. Data Primer 750
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Data primer yang dibutuhkan dalam penelitian ini adalah data yang berasal dari responden. b. Data Sekunder Data sekunder yang dibutuhkan dalam penelitian ini seperti buku-buku, literatur dan data zakat yang berasal dari Baznas Lombok Timur, seperti laporan penerimaan zakat. Pengolahan data Awal Variabel Penelitian Dalam penelitian ini terdapat dua variabel, yaitu variabel bebas dan variabel terikat. a. Variabel bebas (Independent Variabel) adalah variabel independent merupakan variabel yang dianggap mampu mempengaruhi variabel lainnya. Variabel bebas dalam penelitian ini adalah faktor yang mempengaruhi keinginan muzakki yang terdiri dari : Tabel 3.3.1. Variabel Penelitian
Sumber : Penelitian terdahulu b. Variabel terikat (Dependent Variabel) adalah variabel yang dipengaruhi atau yang menjadi akibat, karena adanya variabel sebab atau peubah bebas. Variabel terikat pada penelitian ini adalah Intensitas muzakki dalam menyalurkan zakat melalui Baznas Kabupaten Lombok Timur. Model yang diusulkan Model yang diusulkan pada penelitian ini adalah menggunakan algoritma Naive bayes classifier(NBC) dan algoritma Naive bayes classifier(NBC) yang dikombinasikan dengan particle swarm optimization (PSO), yang terlihat pada gambar 3.5.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Gambar 3. 5 Model yang diusulkan Tahap Modeling untuk menyelesaikan prediksi keputusan muzzaki dalam menyalurkan zakat, infaq dan sadaqohnya melali badan amil zakat infaq dan sadaqoh nasional (BAZISNAS) di Kabupaten Lombok Timur ini menggunakan dua metode yaitu : Model Naive bayes classifier (NBC) yaitu pengklasifikasian dengan metode probabilitas dan statistic (memprediksikan peluang dimasa depan dengan berdasarkan pengalaman di masa sebelumnya. Particle Swarm Optimization yaitu pencarian solusi optimal secara global dalam ruang pencarian melalui interaksi individu dalam segerombolan partikel dengan cara melakukan seleksi terhadap atribut yang ada. Model Naive bayes classifier (NBC) dihitung secara manual dengan menggunakan exel yaitu perhitungan hasil prediksi dengan menggunakan algorithma naive bayes yang dihitung dengan mengaplikasikan rumus-rumus yang ada dalam algoritma naive bayes.
Hasil Penelitian dan Pembahasan Beberapa hasil penelitian yang dilakukan dengan menggunakan tools rapid miner untuk algoritma naive bayes dan naive bayes dengan PSO dapat dilihat dalam tabel berikut : Tabel 4.1.1.3 Hasil Eksperimen Tiga Type sampling untuk metode Naive Bayes Sampling Type Linear Sampling Shuffed Sampling Stratified Sampling
Stratified Sampling
Number Of Validations
Accuraccy
AUC
10 10 10
91.00% 91,50% 92,00%
unknown unknown 0.960
10 9 8 7 6 5 4 3
92,00% 92.97% 91.00% 91.56% 91.49% 92.50% 91.50% 91.01%
0.960 0.969 0.961 0.962 0.960 0.963 0.961 0.965
Sumber : Hasil Eksperimen
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Tabel 4.1.2.3b Hasil Eksperimen Tiga Type sampling untuk metode Naive Bayes berbasis PSO Sampling Type
Number Of Validations
Accuraccy
AUC
10 10 10
96.50% 96.00% 97.00%
unknown 0.968 0.980
10 9 8 7 6 5 4 3
97.00% 96.99% 97.00% 96.50% 95.47% 97.00% 97.00% 96.51%
0.980 0.981 0.977 0.968 0.969 0.981 0.971 0.966
Linear Sampling Shuffed Sampling Stratified Sampling
Stratified Sampling
Sumber : Hasil Eksperimen Tabel 4.1.2.3c Tabel Peningkatan Akurasi setelah menggunakan PSO Tingkat Akurasi Naive bayes 92,97% Naive bayes with PSO 97,00% Peningkatan Akurasi Peningkatan AUC
AUC 0,969 0,981
4,03% 0,012
Sumber : Hasil Eksperimen Tabel 4.1.3a Hasil Percobaan Naive Bayes berbasis PSO dengan maximum number of generation 3050 dan population size 5-50 menggunakan Rapidminer Percobaan Ke-
Population Size
Max number of generation
Accuracy
Waktu proses
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
5 5 5 10 10 10 15 15 15 20 20 20 25 25 25 30 30 30 35 35 35 40 40
30 40 50 30 40 50 30 40 50 30 40 50 30 40 50 30 40 50 30 40 50 30 40
97.00% 95.50% 95.50% 97.00% 96.50% 96.50% 98.00% 97.50% 97.00% 98.00% 96.50% 97.00% 96.00% 96.00% 96.00% 97.00% 96.50% 98.00% 97.00% 97.00% 97.50% 97.50% 98.00%
2s 4s 5s 6s 8s 11 s 10s 12 s 15 s 12 s 15 s 20 s 19 s 26 s 30 s 18 s 27 s 32 s 25 s 31 s 40 s 25 s 37 s
Jumlah Atribut terpilih 6 8 9 8 8 7 8 10 8 7 6 8 13 13 13 8 9 10 10 9 10 7 8
24
40
50
98.50%
43 s
8
25 26 27 28 29
45 45 45 50 50
30 40 50 30 40
98.00% 97.50% 97.00% 98.00% 97.50%
26 s 38 s 53 s 33 s 38 s
7 8 10 10 6
50
50
98.50%
53 s
7
30
Sumber : Hasil Eksperimen
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Gambar 4.1.3 Tingkat Akurasi pada Naive Bayes berbasis PSO Dari tabel 4.1.3a dapat dilihat bahwa perolehan setting PSO terbaik sebagai pembobot adalah population size 24 dan 30 akan tetapi setelah di uji coba kembali dan melihat nilai AUC maka didapat bahwa nilai AUC pada percobaan 24 sebesar (0.976) dan pada percobaan 30 nilai AUC sebesar (0.989) maka yang diambil settingan terbaik dengan menggunkan PSO untuk percobaan ini yaitu pada percobaan ke 30. Dimana pada percobaan ini dengan population size 50 dan maximum number of generationnya 50 dengan waktu proses selama 53 detik diperoleh tingkat akurasi tertinggi yaitu 98,5 % dengan atribut yang berbobot lebih dari 0 adalah 7 atribut. Jika lebih dari itu maka akan terjadi iterasi yang berlebihan yang berdampak pada bertambahnya waktu eksekusi dan hasil akurasinya yang tidak mengalami peneningkatan. Pernyataan tersebut telah dibuktikkan dengan melakukan percobaan yang sama yang dilakukan pada population size 30 akan tetapi dengan maximum number of generation 100, maka didapat hasil akurasinya lebih rendah dari jika menggunkan maximum number of generation 50 yaitu sebesar 97.50% dengan waktu proses yang lebih lama yaitu selama 1 menit 34 detik. Berikut hasil atribut terpilih hasil percobaan 30 dengan population size 50 dan maximum number of generationnya 50. Tabel 4.1.3b Tabel Hasil Seleksi Atribut
Sumber : Hasil Eksperimen Dari 13 variabel prediktor dilakukan seleksi atribut sehingga menghasikan terpilihnya 7 atribut yang digunakan. Yaitu: Pengetahuan Zakat, Kredibilitas Lembaga Amil Zakat, Regulasi Pemerintah, Aksesibilitas, Sikap Kepribadian dan Kadar Religius. Sedangkan atribut lainnya seperti: Persepsi, Motivasi Ibadah, Harta Kekayaan dan Pendapatan, Peran Pemerintah, Peran Ulama, dan Kadar religius tidak berpengaruh terhadap bobot atribut. Evaluasi dan Validasi Hasil Hasil evaluasi dan validasi hasil diperoleh beberapa nilai antara lain Nilai accuracy, sensitivity, specificity, ppv dan npv untuk masing-masing algoritma yang dieksperimenkan. 754
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Adapun Hasil Evalusi dan Validasi hasil dari eksperimen yang dilakukan untuk algoritma Naive bayes dan Naive bayes dengan PSO serta perhitungan manual adalah sebagai berikut : Tabel 4.2.1.1b Nilai accuracy, sensitivity, specificity, ppv dan npv Metode Naive Bayes NAIVE BAYES Accuracy Precision Recall Sensitivity Specificity PPV NPV Sumber : Hasil Eksperimen
Nilai (%) 0,9300 0,8347 0,9407 0,9784 0,8197 0,9252 0,9434
Tabel 4.2.2.1b Nilai accuracy, sensitivity, specificity, ppv dan npv Metode Naive Bayes berbasis PSO NAIVE BAYES WITH PSO Nilai (%) Accuracy 0,9850 Precision 1 Recall 0,9418 Sensitivity 0,9800 Specificity 1 PPV 1 NPV 0,9434 Sumber : Hasil Eksperimen Tabel 4.2.3.1a Hasil Confusion Matrix untuk Metode Naive Bayes secara Hitungan Manual (Accuracy) True Disarankan True Diharuskan (A) (B) Class Precision Prediksi Disarankan (A) 136 3 97,8% Prediksi Diharuskan (B) 12 49 80,3% Recall 91,9% 94,2% Sumber : Hasil Perhitungan Tabel 4.2.3.1c Nilai accuracy, sensitivity, specificity, ppv dan npv Metode Naive Bayes dengan hitungan manual exel NAIVE BAYES HITUNG MANUAL Nilai (%) Accuracy 0,925 Precision 0,978 Recall 0,94 755
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Sensitivity Specificity PPV NPV
9,066 0,8 0,918 0,942 Sumber : Hasil Eksperimen
Analisa Evaluasi dan Validasi Model Hasil analisis dari Metode Algoritma Naive Bayes dan Naive Bayes berbasis Particle Swarm Optimization dirangkumkan dalam tabel dibawah ini. Tabel 4.2.4a. Perbandingan Nilai Accuracy, Preision, recall dan AUC Pada algoritma naive bayes dan naive bayes berbasis PSO
Tingkat Akurasi
Naive bayes
Naive bayes with PSO percobaan 30 population 50, Max number of generation 50, Number of Validation 5
92,97%
98,50%
5,53%
Peningkatan
Precision
83,47 %
100 %
16,53 %
Recall
94,07 %
94,18 %
0,11 %
AUC
0,969
0,989
0,02
Sumber : Hasil Eksperimen
Tabel 4.2.4a. membandingkan accuracy Precison , Recall dan dan AUC dari tiap metode. Terlihat bahwa nilai accuracy dan AUC Naive Bayes berbasis Particle Swarm Optimization lebih tinggi dibandingkan Naive Bayes tunggal. Penerapan Particle Swarm Optimization untuk seleksi atribut menghasilkan peningkatan akurasi sebesar 5,53 % dan AUC sebesar 0,02.
Gambar 4.2.3a. Grafik Perbandingan Nilai Accuracy, Preision, recall dan AUC Pada algoritma naive bayes dan naive bayes berbasis PSO Sedangkan jika metode naive bayes dengan tools rapid miner tanpa PSO dan dengan PSO dibandingkan dengan perhitungan manual dengan menggunakan exel maka akan diperoleh perbandingan sebagai berikut :
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Tabel 4.2.4b. Komparasi Nilai Accuracy, Precision dan Recall algorithma Naive bayes Tanpa PSO, dengan PSO dengan tools Rapid miner dan Hasil hitungan manual
Tanpa Dengan Algoritma PSO PSO Naïve Bayes Accuracy 92,97% 98,50% Precision 83,47% 100,00% Recall 94,07% 94,00% Sumber : Hasil Eksperimen
Manual Operation 92,5 % 97,8% 94,0 %
Gambar 4.2.4. Grafik Perbandingan Nilai Presicion, Recall dan Accuracy algorithma Naive bayes tanpa PSO, Dengan PSO dan hitungan manual Exel. Tampak bahwa nilai accuracy, precision tertinggi didapatkan jika menggunakan algoritma naive bayes berbasis PSO, sedangkan untuk Recall nilainya hampir sama.
Penutup Kesimpulan Dalam penelitian ini dilakukan pengujian model dengan menggunakan Naive Bayes dan Naive Bayes berbasis Particle Swarm Optimization dengan menggunakan data muzzaki. Model yang dihasilkan diuji untuk mendapatkan nilai accuracy dan AUC dari setiap algoritma sehingga didapat pengujian dengan menggunakan Naive Bayes secara manual diperoleh accuracy sebesar 92,5 % dan setelah dilakukan pengujian dengan tools rapid miner didapat nilai accuracy adalah 92,97% dan nilai AUC adalah 0,969. Sedangkan pengujian dengan mengunakan Naive bayes berbasis Particle Swarm Optimization dilakukan seleksi atribut dan penyesuaian pada parameter Population Size, Max number of generation, dan number of validation. Dari 13 variabel prediktor dilakukan seleksi atribut sehingga menghasikan terpilihnya 7 atribut yang digunakan. didapatkan nilai accuracy 98,5% dan nilai AUC adalah 0,989 Maka dapat disimpulkan pengujian data muzzaki menggunakan Naive Bayes dan penerapan Particle Swarm Optimization dalam pemilihan atribut didapat bahwa metode tersebut lebih akurat dalam penentuan Prediksi muzzaki potensial yang menyalurkan zakat infaq dan sadaqohnya melalui BAZNAS Kabupaten Lombok Timur dibandingkan dengan metode Naive Bayes tunggal, ditandai dengan peningkatan nilai akurasi sebesar
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5,53% dan nilai AUC sebesar 0.02, dengan nilai tersebut masuk kedalam klasifikasi 0.90 1.00 = klasifikasi sangat baik (excellent classification). Saran Dari hasil pengujian yang telah dilakukan dan hasil kesimpulan yang diberikan maka ada saran atau usul yang di berikan antara lain: 1. Untuk meningkatkan hasil optimasi dapat dilakukan metode pemilihan parameter dengan metode Genetic Algorithm dan lain-lain. 2. Untuk mengetahui kehandalan metode maka pada penelitian selanjutnya dapat dilakukan penggunaan data set lebih dari satu. 3. Mencoba menerapkan metode optimasi yang lain sebagai bahan perbandingan, misalkan dengan metode Neural Network, C4.5 dan K- Nearest Neighbor.
Daftar Pustaka P. M. P. M. Rosiady Husaenie Sayuthi, “Revitalisasi Zakat dan Fenomena Kemiskinan di Kabupaten Lombok Timur Rosiady Husaenie Sayuthi, 2007 Pantheon Media Pressindo, Mataram,” p. 2007, 2007. A. Karim, A., “Sejarah Pemikiran Ekonomi Islam,” p. 2001, 2001. Andika Putra, “Optimalisasi Peran Zakat dalam Pembangunan Ekonomi Menuju Indonesia yang Bermartabat,” 2011. T. Dahlan and P. Pascasarjana, “Faktor-Faktor Determinan yang mempengaruhi penyaluran Zakat,” pp. 1–13, 2008. O. Irfan and S. Beik, “Analisis Peran Zakat dalam Mengurangi Kemiskinan : Studi Kasus Dompet Dhuafa Republika,” vol. II, 2009. BPS, “NTB Dalam Angka,” p. 2011, 2011. W. Lokal, “Profil Zakat Lombok Timur,” 2014. Ó. Marbán, G. Mariscal, and J. Segovia, “A Data Mining & Knowledge Discovery Process Model,” no. February, pp. 1–17, 2009. A. Estimasi, “Algoritma Data Mining,” 2011. prasetyo eko, “konsep aplikasi menggunakan matlab,” 2009. J. and micheline kamber Han, “Data Mining: Concepts and Techniques,” 2006. N. A. Zaidi, M. J. Carman, and G. I. Webb, “Alleviating Naive Bayes Attribute Independence Assumption by Attribute Weighting,” vol. 14, pp. 1947–1988, 2013. C. Tu, L. Chuang, J. Chang, and C. Yang, “Feature Selection using PSO-SVM,” no. February, 2007. S. Marthon, S., “Ekonomi Islam Di Tengah Krisis Ekonomi Global,” p. 2007, 2007. M. Hasan, “Manajemen Zakat Model Pengelolaan Yang Efektif,” p. 2011, 2011. M. Irwan, “Pemahaman Dan Kesadaran Muzakki Dalam Pelaksanaan Zakat Infaq Dan Shadaqah (ZIS) Untuk Mencapai Kesejahteraan Ummat Islam di Kota Bima Provinsi Nusa Tenggara Barat.,” p. 2011, 2011. Departemen Agama Republik, “Al- Qur’an dan Terjemahannya,” p. 1999, 1999. Kuncoro and Mudrajat, “Ekonomi Pembangunan, Tiori Masalah dan Kebijakan,” p. 24, 2000. D. Huda N., “Keuangan Publik Islam : Pendekatan Teoritis dan Sejarah,” p. 2012, 2012. D. Hafhiduddin, “Zakat Dalam Perekonomian Modern,” p. 2002, 2002. Alwi Shihab, “Islam inklusif: menuju sikap terbuka dalam beragama,” p. 1999, 1997. A. Lukman, “Kamus Besar Bahasa Indonesia,” p. 1991, 1991. H. Nashar, “Peranan Motivasi Dan Kemampuan Awal,” p. 2004, 2004.
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L. Kanji, H. Habbe, and J. Vanthienen, “Faktor determinan motivasi membayar zakat,” pp. 1–10, 2008. Mangkoesoebroto Guritno, “Ekonomi Publik,” p. 2011, 2011. Syaparuddin, “Variabel-Variabel Determinan Pembayaran Zakat Di Lembaga Zakat,” no. 38, 2011. A. Dwi and R. Prabowo, “Prediksi Nasabah yang Berpotensi Membuka Simpanan Deposito Menggunakan Naive Bayes Berbasis Particle Swarm Optimization,” no. 5. T. Daniel, An Introduction to Data Mining. . P. Chapman, “The CRISP-DM User Guide.” A. Naba, “Penerapan Metode Hybrid Fuzzy C-Means dan Particle Swarm Optimization ( FCM - PSO ) untuk Segmentasi Citra Geografis,” vol. 8, no. 1, pp. 27–32, 2014. N. B. Classifier, “Particle swarm optimization meningkatkan akurasi naïve bayes classifier.” H. Leidiyana, “Penerapan algoritma k-nearest neighbor untuk penentuan resiko kredit kepemilikan kendaraan bemotor,” vol. 1, no. 1, pp. 65–76, 2013. T. Dahlan, “Faktor faktor yang mempengaruhi muzakki menunaikan zakat pada baitul Maal Masjid Jami’ An Nur,” 2008. S. Tesis and P. Pascasarjana, “Pengelolaan Zakat Dalam Pemberdayaan Masyarakat ( Studi Pada LAZ Rumah Zakat Kota Semarang ) Pengelolaan Zakat Dalam Pemberdayaan Masyarakat ( Studi Pada LAZ Rumah Zakat Kota Semarang ),” 2012. Sugiyono, “Metode Penelitian Kuantitatif Kualitatif R & D,” p. 2009, 2011. S. Arikunto, “Prosedur Penelitian Suatu Pendekatan Praktik,” p. 2006, 2006. B. L. M. J. Prasetyo, “Metode Penelitian Kuantitatif, Teori dan Aplikasi,” p. 2012, 2012. G. Nasehudin, T., Syatori, N., “Metode penelitian Kuantitatif,” p. 2012, 2012. J. D. J. ChaBlack, A, James. Dean J. Championmpion, “Metode dan Masalah Penelitian Sosial,” p. 1999, 1999. Riduwan, “Skala Pengukuran Variabel-Variabel Penelitian,” p. 2007, 2007. S. Laten, Hengki, “Analisis Multivariate Teknik dan Aplikasi Menggunakan Program IBM SPSS 20.0,” p. 2012, 2012. Soelistyo, “Dasar-Dasar Ekometrik,” p. 2001, 2001.
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Self-Regulated Learning Based On The School and Homeschooling Education Systems Baiq Shofa Ilhami Universitas Hamzanwadi, Indonesia [email protected]
Abstract The aim of this study was to determine the differences of Self-Regulated Learning skills between school and homeschooling students through controlling the intelligence. The participants were 64 senior high school students, 32 students from school system and 32 students from homeschooling system. All of them got intellectual assessment and SelfRegulated Learning scale. The scale used 4 answers ranging from 1 (strongly inappropriate) to 4 (strongly appropriate). The data was analyzed by using covariant analysis. The results showed that no difference Self-Regulated Learning skills between the school and homeschooling students although after controlling their intelligence, and the mean scores of both education systems were in high average. Keywords: self-regulated learning, self regulation, homeschooling.
Introduction Education aspect plays an important role in human life and it becomes one of the foundations of nation intelligence. Therefore, a good cooperation between central government, local government, and societies is needed to improve and develop the education in Indonesia. Some innovations and changes have been done to improve and develop formal education in Indonesia. Not only the government, but also parents and education observers, who concern with qualities of children’s education, also developed alternatives education to find children education’s needs. Homeschooling is one of the education alternatives which has been developed in Indonesia and based on the particular parents’ reasons (Sumardiono, 2009). Director of Equality Education, Department of National Education, Ella Yulaenawati, stated in an interview with Harian Republik daily newspaper, 21/01/2007; there are 100 homeschooling tunggal and 500 homeschooling majemuk and komunitas homeschooling in Jakarta, and it increases about 15 % per year (Sumardiono, 2007; Kurniasih, 2009). Whereas, for the qualities of the homeschooling, Ray (2009) and Haniar (2009) stated that the results of the test achievement of homeschooling students were higher from the formal education students, they become more independent, discipline, responsible and confident. Besides development of the qualities, effective strategies in the learning process are also much needed to support students’ success, especially for those who follow homeschooling system. Self-Regulated Learning, which implements active learning method, is one of the effective strategies which can be selected. The active learning method is aimed to motivate students to be more responsible for their education. (Machemer & Crawford, 2007). Several researches on the application of self-regulated learning in the learning process showed the positive results. One of the researches wes conducted by Ertmer, Newby, and McDougall (1996), showed that students who use their ability and self-regulation process tend to increase their achievement on using case-based study, they become more confident, use various processes in achieving their goals, more respectful to others’ opinion, and have broader judgment of a response. 760
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Students who have good self-regulation are academically better than students who have low self-regulation even after controlling some influence factors (Zimmerman & Bandura, 1994). In addition, Zimmerman and Pons (1986) in their research showed that students which were categorized as the high-achieving group used more self-regulated learning strategies than students in low-achieving group and self-regulated learning strategies were 93% accurate to determine whether a student include in a group with the higher or lower achievement. Teachers are trying to apply the self-regulated learning strategies to their students in order to improve the quality of their education. This strategy is to train students to be more active in their learning process so they become independent in obtaining information and knowledge.
Review of Literature Self Regulated Learning According to Ogus (1999), Self-Regulation is a behavior which is appropriate with someone’s desire and not a respond of a force from outside. Self-Regulated Learning (SRL) refers to a process of self-directive and self-belief that enables learners to transform their mental abilities into academic achievement abilities. Self-Regulation and Self-Regulated Learning are two areas where some experts of the educational psychology develop students’ ability in controlling their learning process (Garner, 2009). SRL is also considered as a proactive process which is used by the students to obtain their academic ability, such as formulating the goals, selecting the appropriate strategies, and monitoring someone affectivities (Zimmerman, 2008). Kauffman (in Shen, Lee & Tsai, 2008) defined the SRL as a students’ effort in regulate their learning activities and consisted of three main components called the use of cognitive strategies, the metacognitive process, and the motivational belief. In the learning process, a student categorized as a learner with self-regulation was seen from how often they participated metacognitivelly, motivationally, and behaviorally active in the learning process. From some instruments that have been developed, Zimmerman (2008) assessed that selfregulated leaning was formed based on three components and every component has some dimensions, they are: a) metacognitive has three dimensions, planning and determining the goal, monitoring, and evaluation. b) Six dimensions for motivation: intrinsic value, extrinsic value, task value, self efficacy, self-control belief, and anxiety in facing the exam. c) Behavior has combination of components of cognitive strategy and resources control strategy: repetition, organization, elaboration, critical thinking, environment and time management, regulated effort, teamwork and help seeking (Alsa, 2005; Zimmerman, 2008; Pintrich & De Groot, 1990; Zimmerman, 1990). School As stated in the Law of Republic of Indonesia No. 20/2003 on National Education System, school system is included in the formal education, a structured education which consists of elementary education, secondary education, and higher education. The school systems which are generally known by society are designed for students to learn similar things in the same methods (Greene, 2006). Sumardiono (2007) defined a school as a system that used to achieve the educational goals. The goals are adapted from the National Education System to develop students’ potentials, to have a spiritual strength, self-control, personality, intelligence, noble character, and all skills they need for themselves, society, nation, and state.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Homeschooling Mulyadi (2007) said that homeschooling is one of the alternative schools which placed the students as subjects by using educational approach at home. By using this approach, students will feel comfortable in learning, since they can learn anything they want. Moreover, they can learn anytime, anywhere, and with anyone. Kurniasih (2009) stated that one of the common definitions of homeschooling is that a family who chooses to take responsibility of their children’s education and teaches them using home-based education. In the Law of Republic of Indonesia No. 20/2003 on National Education System, homeschooling system is included in the informal education, that is family and environment education. The education is given independently. In the manual issued by Department of National Education which entitled “Komunitas Sekolahrumah Sebagai Satuan Pendidikan Kesetaraan” homeschooling is divided into three formats: homeschooling tunggal, homeschooling majemuk, and komunitas homeschooling (Sumardiono, 2007; Kurniasih, 2009). Intelligence Intelligence is often associated with the someone’s success or failure, especially in academic field. Some communities argued that the level of children intelligence can be used to predict their success in the learning process. Anastasi (1997) stated that intelligence was the ability to adjust with new environment, ability to learn, and ability to think abstractly. Gardner (2004) defined intelligence as the ability to solve problems and to produce the products in various setting and in the real situations. In fact, intelligence not the only one way to predict the students’ success or failure in academic field either in school or in university, but intelligence has a role in our behavior, consciousness, and knowledge because intelligence is closely related to cognitive. Hypothesis Self-regulated learning which applies the active learning method demands the students to be more active in searching and obtaining a lot of knowledge they need. The application of homeschooling learning method is more flexible. Children have a freedom to choose the method, learning time, and material they learned. It insists the children to have a responsibility and autonomy in their learning process so it will give them more chances to develop their self-regulated learning skills in the educational system. Based on the basic theory discussed above, the hypothesis can be formulated that selfregulated learning skills in children who follow the educational system of homeschooling is better than children who follow the formal education in school. Research Method Subject The research participants were 64 students divided into two groups. The number of the students in each group were 32 students who become the representatives of the students who enroll the educational system of homeschooling as level as senior high school. The 21 students were from “Komunitas Homeschooling Pelangi” and 11 students were from “Komunitas Homeschooling Berkemas”. Both communities have cooperated with the public schools in Jakarta.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The other 32 students would be the school educational system students in SMA PKP Jakarta Islamic School which is located in Ciracas, East Jakarta. The participants have been selected randomly from the 572 students’ total population. Self-Regulated Learning Assessment To know the level of students’ Self-Regulated Learning, the researcher used the learning scale of Self-Regulated Learning which was made up of the components in MSLQ, wich was been transelated in Indonesian, and was used in the prior research which had been done by Alsa (2005). The number of the items were 80 items, from total items, 12 items which were failed and 68 items which could be used and divided into 4 components. Each components consisted of: a. Motivational Component which consisted of intrinsic value, eccentric value , task value, self-efficacy and confident control, b. Metacognitive regulation which consisted of planning, observing, and evaluating, c. Cognitive Strategy, consisted of repetition, organization, elaboration, and critical thinking, d. strategy of enviromental management and potential resources which were consisted of time and enviromental management, effort, and help seeking and teamwork. Based on the 68 items of the SRL scale, it was obtained that Alpha was 0.9445 and each Alpha coefisien was ranged from 0.5345 to 0.8353. Intellectual Assessment Intellectual assessment which was used in this research was SPM test (The Standard Progressive Matrics). The questions on the SPM were given in pictures form that were consisted of 60 items and grouped into five series, A, B, C, D, and E. Wirawan (as stated by Wulan, 1994) said that some of the researches which had been done in abroad obtained SPM reliability coefisien which ranged from 0.7 to 0.9. Meanwhile, the validity of the coefisien ranged from 0.4 to 0.75. Masrun (1976) concluded that the items in SPM had Internal consistency validity because most items had r value score 0.30 or more. Although there were two items which had scores under 0.30, it overall did not have the item which had r negative scores. Result The result of the descriptive analysis in SRL scale showed that homeschooling students had minimal empirical score 131, maximum empirical score 206, with the mean score 164. This data showed that homeschooling students in both communities had self-regulated learning upper with the mean of more than 143. While, SMA PKP Jakarta Islamic School students obtained 130 of the minimum SRL empirical score and maximum score 220 with the mean of 165. It showed that the self-regulated learning was above average from the mean of 143. From both data of homeschooling students and SMA PKP Jakarta Islamic School students, it could be concluded that the learning ability based on the self-regulated learning in students who followedthe school education system was higher than students who followed the homeschooling education system. Table 1 Descriptive Data of Self-regulated Learning
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Subject HS School
Scale BBRD
Min
Empirical Value Max Mean
SD
131 130
206 220
12.5 15
164 166
To assess the intelligence level in the homeschooling students and SMA PKP Jakarta Islamic School students was obtained through Raven SPM test. The result of the test was below: Table 2 Descriptive Data of Intelligent Level
No 1 2 3
Subject
Highest 55 55 55
Total Homeschooling School
Lowest 12 12 15
Mean 41.39 40.41 42.38
From the data, it showed that the intelligence level of school and homeschooling education systems was balance. Covariant Analysis. The result of the assessment which used covarian analysis to know the SRL difference of the two type of the school systems was F score 0,150; p>0.05. It meant that there was no significant difference in self-regulated learning between homeschooling students and school students. Table 3 Tests of Between-Subjects Effects Dependent Variable:SRL2 Source
Type III Sum of Squares
df
Mean Square
a
F
Corrected Model 502.352 2 251.176 .598 Intercept 101511.243 1 101511.243 241.490 IQ 469.290 1 469.290 1.116 Sistem_Pendidikan 62.976 1 62.976 .150 Error 25641.585 61 420.354 Total 1769204.000 64 Corrected Total 26143.937 63 a. R Squared = ,019 (Adjusted R Squared = -,013)
Sig. .553 .000 .295 .700
Discussion The research was done in both komunitas homeschooling and SMA PKP Jakarta Islamic School students. The result of the research obtained that the students’ learning ability based on the self-regulated learning in the school system with the mean 166 and homeschooling system which had the mean 164 were in high of average. The result after controlling the students’ intelligence showed that there was no significant difference of Self-Regulated Learning skills between two education systems with F 0,150 and p>0,05. Some factors can be the reasons of inappropriate result of this research with it’s hypothesis. The indicipline factors 764
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of the homeschooling student on their learning process was the first factor. There is no prohibition for students to do another activity beside learning (examples: listening music, and using the phone cell in the class, goin and out in the class for the unimporten reason), however it will be distrubing another students because teaching and learning process was did together. No competitive learning atmosphere, because the learning condition in the komunitas homeschooling just sames to be a teamwork was another reason. All of these condition bave an influences for the students’ environment and motivation on their learning process. Motivation is one of three components of self-regulated learning , so it has an important roles. Wolters, Pitrich and Karanbenick (2003) stated that the students who are more motivated also are more cognitively regulating. Another important role on selfregulated learning is environment to support and to help a good formed of self-regulated learning on the childdren. Bandura (1986) who dwvwlopwd thw social cognitive theory and became the based theory of self-regulated learning said that student’ effort for making some limitation on their learning activity is related to the personal process, environment and behavior. The school students with their full activity, lessons and stuffs, dicipline is a must to be have on all student. Beside dicipline, they have to be independent and responsible on their learning. After interviewing one of teachers in Yayasan PKP Jakarta Islamic School, it could be said that all the teachers are given more effort to make a good relationship with the students. It is intendetd to give a comfortable feeling for students to propose their problems especiallythe problem on the learning. With knowing the problems they faced, the teacher would be able to give the help and the maximum guidance to students.. Based on the gathered data, there were four students who had special needs in the homeschooling system. One from Berkemas community was autistic and two students had an attention deficit, and one from Pelangi community had a down syndrom. The autictic disorder and Attention Deficit Hyperactivity Disorder (ADHD) and mental retardation are included in the category of cognitive and developmental disorders which will certainly be very influential on their development and their teaching and learning process. Hence, this might be one of the reason for the lower result of the learning ability based on the selfregulated learning in the homeschooling system.
References Alsa, A. (2005). Program belajar, jenis kelamin, belajar berdasar regulasi diri dan prestasi belajar matematika pada pelajar SMA negeri di Yogyakarta. Unpublished doctoral dissertation. Yogyakarta: Faculty of Psychology Gadjah Mada University. Anastasi, A. Translation: Iman, R. H. (1997). Psychologycal Testing. (7th ed.). Jakarta: PT Prehalindo. Ertmer, P. A., Newby, T. J., & McDougall, M. (1996). Students' responses and approaches to case-based instruction: the role of reflective self-regulation. American Educational Research Journal. 33 (3), 719-752. Gardner, H. Translation: Suparno, P. (2004). Teori Inteligensi Ganda dan Aplikasinya di Sekolah. Yogyakarta: Kanisius Publisher. Garner, J. K. (2009). Conceptualizing the relations between executive functions and selfregulated learning. The Journal of Psychology. 143 (4). 405-426. Greene, R. Translation: Eric, V. (2006). Belajar Tak Hanya di Sekolah. Jakarta: Erlangga Publisher.
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Haniar, (2009), Suatu studi seputar penyelenggaraan homeschooling di Jabotabek. Thesis. Jakarta: Pelita Harapan University. Retrieved from www.sumardiono.com. Hurlock, E. B. (1984). Child Development. (2nd ed.). Singapore: Mc Graw-Hill, Inc. Kurniasih, I. (2009). Home Schooling Bersekolah di Rumah Kenapa Tidak?. Yogyakarta: Cakrawala Publisher. Masrun. (1975). Validita tes SPM sebagai alat pengukur kecerdasan pelajar-pelajar SMA. Journal of Psychology. Yogyakarta: Faculty of Psychology Gadjah Mada University. Machemer, P. L., & Crawford, P. (2007). Student perceptions of active learning in a large cross-disciplinary classroom. Active Learning in Higher Education. 8 (1), 9-30. Mendiknas. (2003). Undang-Undang Sistem Pendidikan Nasional. Jakarta: Departemen Pendidikan dan Kebudayaan. Mulyadi, S. (2007). Homeschooling Keluarga Kak Seto: Mudah, Meriah, dan Direstui Pemerintah. Bandung: Kaifa. Ogus, A. (1999). Self-Regulation. Manchester: University of Manchester. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology. 82 (1), 33-40. Ray, B. (2009). Homeschooling Across Amerika: Academic Achievement and Demographic Characteristics. National Home Educated Research Institute. Retrieved from www.nheri.org. Shen, P. D., Lee. T. H., & Tsai, C. W. (2008). Enhancing skills of application, software via web-enabled, problem-based learning, and self-regulated learning: an exploratory study. Journal of Distance Education Technologies, 6 (3), 69-84. Sumardiono. (2009). Mengapa Orang Tua Melakukan Homeschooling? Alasan HS-Latar Belakang Praktisi. Retrieved from http://www.sekolahrumah.com. Wulan, R. (1994). Penggunaan SPM untuk mengukur inteligensi. Research Report. Yogyakarta: Faculty of Psychology Gadjah Mada University. Zimmerman, B. J., & Pons, M. M. (1986). Development of structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal. 23 (4), 614-628. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology. 81 (3), 329-339. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: an overview. Educational Psychologist. 25 (1), 3-17. Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal. 31 (4), 845-862. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: historical background, methodological, developemens, and future prospects. American Educational Reasearch Journal, 45 (1), 166-183.
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Implementation Of Lesson Study For Learning Community (LSLC) To Improve Teachers’ Professionalism in Promoting Golden Generation in NTB Shahibul Ahyan Universitas Hamzanwadi [email protected]
Abstract The golden generation of NTB is one of the efforts to achieve the prosperity in a century of in the next Independence Day of Indonesia in 2045. The golden generation can be achieved if the youth is well prepared. One of the institutions who can play a significant role in empowering human resource lies in educational institution. Unfortunately, some educational institutions are relatively exclusive, putting stress on students’ cognitive aspect and school infrastructure. The school pays less attention to developing learning community for students. Lesson Study for Learning Community (LSLC) is one of studies of teaching and learning, pioneered by Prof. Manabu Sato. It is found that there was positive effect of implementing Lesson Study toward educational achievement, especially in developing the professionalism of the educators as well as students’ character building. Therefore, this article focuses on implementation of LSLC to improve the educators’ professionalism in achieving the golden young generation of NTB in 2045. Keywords: lesson study for learning community, teachers’ professionalism, golden generation
Pendahuluan United Nations Development Programme (UNDP) tahun 2014 yang dilaporkan pada Human Development Report (HDR) 2015 mencatat bahwa Human Development Index (HDI) atau Indeks Pembangunan Manusia (IPM) Indonesia berada pada posisi 110. Ini berarti bahwa IPM Indonesia masih pada level menengah. Ada tiga komponen yang menjadi indikator dalam penentuan IPM yaitu lama hidup dan tingkat kesehatan, akses memperoleh pengetahuan, dan standar hidup yang layak. Salah satu yang menjadi komponen penting dalam penentuan IPM adalah akses memperoleh pengetahuan. Komponen ini diukur melalui dua indikator yaitu harapan lama sekolah dan rata-rata lama sekolah. Dari kedua indiator tersebut tidak terlihat ada peningkatan yang sangat signifikan dari tahun sebelumnya yaitu tetap memperoleh poin masing-masing 13 dan 7,6. Organisation for Economic Co-operation and Development (OECD) tahun 2013 pada Programme for International Student Assessment (PISA) 2012 juga mencatat bahwa Indonesia berada pada posisi level bawah dibandingkan dengan 65 negara peserta. PISA mengkaji tiga kemampuan literasi yaitu matematika, membaca, dan sains, dimana Indonesia masing-masing berada pada posisi 64, 61, dan 64. Di sisi lain, siswa Indonesia termasuk siswa paling bahagia ketika berada di sekolah. Hal ini merupakan modal besar yang harus dimaksimalkan, tidak hanya siswa senang berada di sekolah namun siswa juga harus senang dalam proses pembelajaran.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Kedua lembaga tersebut telah membuktikan bahwa pendidikan di Indonesia masih sangat memperihatinkan, butuh penanganan khusus dari semua elemen. Nusa Tenggara barat (NTB) sebagai salah satu dari bagian Negara Kesatuan Republik Indonesia (NKRI) juga harus berupaya maksimal dalam meningkatkan kualitas pendidikan. Tercatat beberapa program pendidikan provinsi NTB seperti Angka Buta Aksara Nol (Absano) dan Angka Drop Out Nol (Adono) sudah berjalan maksimal dan bahkan menuai hasil yang memuaskan. Namun produk dari program tersebut masih bersifat kuantitatif dan belum terlihat sejauhmana kualitas dari kedua program tersebut. Data Badan Pusat Statistik (BPS) provinsi NTB tahun 2015 mencatat bahwa sebanyak 974.678 siswa aktif yang tersebar mulai dari sekolah dasar sampai sekolah menengah atas, baik itu di sekolah negeri maupun swasta. Jika siswa tersebut bisa dikelola dan dibelajarkan dengan baik maka NTB pada masa yang akan datang akan lebih cemerlang dan cita-cita untuk mewujudkan generasi emas NTB tahun 2045 bisa tercapai. Sekolah sebagai salah satu lembaga pendidikan memiliki andil besar dalam mencetak generasi masa depan yang berkualitas dan memiliki daya saing. Jika sekolah tidak sungguhsungguh dalam mengelola dan mendidik siswa, maka generasi tersebut memiliki peluang kecil dalam mensukseskan cita-cita pemerintah. Jepang salah satu contoh negara yang sangat sungguh-sungguh dalam melaksanakan di setiap program terutama dalam bidang pendidikan. Tujuan pendidikan di Jepang tidak menitikberatkan pada kognitif semata namun lebih kepada bagaimana membangun karakter positif siswa, mereka beranggapan bahwa jika karakter siswa sudah bagus maka kemampuan kognitif akan mengikuti. Lesson Study (LS) yang diprakarsai oleh guru-guru di Jepang lebih dari 100 tahun silam telah berhasil mampu meningkatkan kualitas pendidikan baik itu kualitas guru maupun siswanya. Sejak tahun 1980an, tujuan pembelajaran lebih ditekankan kepada bagaimana siswa bisa kerja kolaboratif dan membantu orang lain dengan kesadaran sendiri,sehingga Prof. Manabu Sato memprakarsai LS versi terbaru yang disebut sebagai Lesson Studyfor Learning Community (LSLC). Ada tiga prinsip utama LSLC yaitu collegiality, mutual learning dan learning community (Syamsuri, I. & Ibrohim, 2011). Indonesia sebagai salah satu negara berkembang sudah mengadopsi LSLC sejak tahun 2003 yang lalu melalui beberapa program seperti Indonesian Mathematics and Science Teacher Education Project (IMSTEP) follow up periode tahun 2003 - 2005, Program Strengthening In-Service Teacher Training and Education of Mathematics and Science (SISTTEMS) periode tahun 2006 – 2008, Program for Enhanching Quality of Junior Secondary Education (PELITA) periode tahun 2009 – 2013, dan program Hibah Lesson Study oleh Dirjen Dikti. NTB melalui dua perguruan tingginya yaitu Universitas Hamzanwadi dan Universitas Mataram telah mendapatkan Hibah LS dari Dikti dan menerapkan LS pada sekolah binaan saja. Hasil penelitian Tim LS Unievrsitas Hamzanwadi terhadap siswa di MA Muallimat NW Pancor dan MA MUallimin NW Pancor menunjukkan bahwa kualitas guru dalam pembelajaran meningkat dan tidak ada lagi rasa malu ketika pembelajarannya diamati oleh orang lain. Sedangkan di sisi lain, siswa lebih termotivasi dan memiliki kemampuan untuk berkolaborasi dalam pemecahan masalah baik itu ketika melakukan aktivitas sendiri maupun kelompok. Oleh karena itu, dalam rangka mewujudkan generasi emas NTB tahun 2045, profesionalisme guru harus ditingkatkan terlebih dahulu dengan cara mengadopsi LSLC dalam melaksanakan pembelajaran maupun manajemen secara keseluruhan dalam sekolah. 768
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Lesson Study; sejarah dan perkembangannya di Indonesia Lesson Study (LS) atau dalam bahasa Jepang disebut sebagai jugyokenkyu telah dilaksanakan lebih dari 100 tahun yang lalu oleh guru-guru di Jepang yang bertujuan untuk meningkatkan kualitas pembelajaran. LS merupakan sebuah gerakan pendidikan yang dilakukan oleh para guru dimaksudkan untuk mengimplementasikan “pengajaran yang berpusat pada siswa”. Di Indonesia, LS pertama kali diperkenalkan oleh para tenaga ahli Japan International Cooperation Agency (JICA) dalam rangka kegiatan follow-up program Indonesian Mathematics and Science Teaching and Education Project (IMSTEP) pada akhir tahun 2004. IMSTEP merupakan program kerjasama teknis antara Departemen Pendidikan Nasional Republik Indonesia (Depdiknas RI) dengan pemerintah Jepang melalui lembaga bantuan luar negeri JICA dalamupaya meningkatkan mutu pendidikan matematika dan sains (MIPA) dari sekolah dasar sampai perguruan tinggi, dimana mitra dalam kegiatan ini adalah FMIPA UPI, FMIPA UNY, dan FMIPA UM. Ketiga fakultas tersebut kemudian bermitra dengan guruguru MGMP MIPA SMP dan SMA. Selama tahun 2004-2006, pengembangan LS di MGMP dan di beberapa sekolah rintisan di tiga daerah yaitu Bandung, Yogyakarta, dan Malang mulai menampakkan hasil, sehingga Direktorat Jenderal PMPTK merancang kerjasama dengan JICA untuk melaksanakan suatu program pembinaan guru melalui LS dalam bentuk program Strengthening In-Service Teacher Training and Education of Mathematics and Science (SISTTEMS) di tiga kabupaten yaitu Sumedang, Bantul, dan Pasuruan pada tahun 2006 – 2008. Pada tahun 2009 – 2012, JICA, PMPTK, dan tiga kabupaten tersebut sepakat untuk menyebarluaskan LS melalui Program for Enhanching Quality Junior Secondary Education (PELITA) dengan penambahan daerah sasaran yaitu Kota Padang, Kota Banjarbaru, dan Kabupaten Minahasa Utara. Pada tingkat perguruan tinggi, Direktur Jenderal Pendidikan Tinggi (Dirjen Dikti) sejak tahun 2008 juga sudah menyalurkan Hibah LS untuk perguruan tinggi. STKIP Hamzanwadi Selong sebagai salah satu LPTK di NTB memperoleh hibah tersebut sejak tahun 2013 sampai tahun 2016. Oleh karena itu, implementasi LS di NTB juga sudah dilaksanakan namun masih terbatas pada level perguruan tinggi dan sekolah binaannya saja.
Apa itu LS dan apa manfaatnya? Ada berbagai pengertian LS menurut para ahli dalam bukunya Syamsuri & Ibrohhim (2011) diantaranya adalah: Menurut Lewis (2002), lesson study is a cycle in which teachers work together to consider their long-term goals for students, bring those goal to life in actual research lesson and collaboratively observe, discuss, and refine the lessons. Menurut Garfield (2006) menyatakan bahwa LS sebagai suatu proses sistematis yang digunakan oleh guru-guru Jepang untuk menguji keefektifan pengajarannya dalam rangka meningkatkan hasil pembelajaran. Menurut Walker (2005) menyatakan bahwa LS merupakan suatu metode pengembangan profesional guru. Dari beberapa pendapat tersebut dapat disimpulkan bahwa LS merupakan suatu kegiatan pengkajian pembelajaran yang dilakukan oleh sekelompok guru di kelas nyata (bukan kelas eksperimen) secara kolaboratif dan berkelanjutan untuk meningkatkan profesional guru sebagai tenaga pendidik berdasarkan prinsip kolegalitas dan mutual learning untuk 769
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membangun komunitas belajar. Kegiatan ini awalnya dilakukan oleh para guru di Jepang, namun lambat laun kegiatan ini dilakukan oleh para guru di berbagai belahan dunia termasuk Indonesia. Ada beberapa tahapan kegiatan LS menurut Fernandez dan Yosida (dalam Saito, dkk., 2015): merencanakan pembelajaran secara kolaboratif; mengimplementasikan pembelajaran; mendiskusikan pembelajaran; merevisi rencana pembelajaran; mengajarkan rencana pembelajaran yang sudah direvisi; dan berbagi mengenai pembelajaran yang sudah dilaksanakan. Dari keenam tahapan pembelajaran tersebut dapat disingkat menjadi tiga tahapan yaitu: Plan Pada tahap ini guru bersama kolega merencanakan pembelajaran secara kolaboratif. Ada empat tipe dalam merencanakanpembelajaran menurut Masaaki Sato yaitu: Guru model sendiri yang menyusun desain pembelajaran. Tim LS merancang desain pembelajaran secara bersama-sama Sesama guru mata pelajaran merancang desain pembelajaran secara bersama-sama Beberapa orang menyusun RPP, dilakukan simulasi dulu (peer teaching) sebelum diajarkan di kelas. Do Pada tahapan Do, guru melaksanakan pembelajaran yang sudah direncanakan kemudian guru/observer yang lain mengamati proses pembelajaran. Yang menjadi fokus pengamatan pada kegiatan ini adalah bagaimana siswanya belajar, bukan bagaimana gurunya mengajar. Hal ini menjadi perbedaan ketika mengamati pembelajaran dengan pola yang lain selain LS. Ada beberapa hal yang perlu diamatai oleh observer diantaranya adalah: Identifikasi siswa yang berpotensi tidak dapat mengikuti kerja kelompok atau mengikuti pelajaran; Interaksi siswa dalam kelompok; Siswa yang menjadi “motor” dalam kerja kelompok; Siswa kurang mampu mau bertanya kepada yang lain; Saat-saat siswa tidak berkonsentrasi pada pelajaran; dan memperhatikan pembelajaran.
body
movement
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
See Pada tahap see guru bersama observer melaksanakan refleksi pembelajaran yang sudah dilakukan secara bersama-sama. Kegiatan see ini bertujuan untuk menganalisis temuantemuan observer pada saat pembelajaran. Hasil refleksi ini dijadikan bahan masukan untuk rencana pembelajaran berikutnya. Secara singkat pelaksanakan LS ini dapat digambarkan sebagai berikut:
Gambar 1. Tahapan pelaksanaan LS Adapun manfaat LS menurut beberapa ahli dalam bukunya Syamsuri dan Ibrohim (2011) yaitu: Menurut Lewis (2002) yaitu: Meningkatkan keprofesionalan guru, karena dengan LS guru melakukan pengkajian kurikulum, merumuskan tujuan pembelajaran, menentukan metode pembelajaran yang sesuai, dan menentukan media. Selain itu guru melakukan penelitian terhadap proses pembelajaran dan pencapaian tujuan pembelajaran , serta menganalisis dan melakukan refleksi. Meningkatkan mutu pembelajaran di kelas, karena guru mengembangkan LS berdasarkan “sharing” dan kolaborasi dengan guru lain, melakukan penelitian dengan mengkaji pembelajaran, berdasarkan kelas nyata, memfokuskan pada belajar siswa. Menurut Wang-Iverson & Yoshida (2005) yaitu: Mengurangi isolasi guru Membantu guru dalam belajar mengobservasi dan memebri saran Membuat guru lebih memahami kurikulum, urutan dan kedalaman materi Membantu guru untuk menolong agar semua siswa belajar Memahami bagaimana siswa berpikir dan belajar Meningkatkan kolaborasi antar guru dan menghormati satu sama lain. Menurut para guru pelaksana LS yaitu: Dapat meningkatkan pemahaman dan kepekaan guru terhadap proses belajar siswa. Guru lebih percaya diri 771
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Guru lebih terbuka dan mau menerima pendapat orang lain Kerjasama antar guru menjadi lebih harmonis Siswa merasa lebih diperhatikan Guru terpacu untuk berinovasi mengembangkan proses pembelajaran
Implementasi LSLC Implementasi LSLC tidak lepas dari filosofi LSLC yang dicetuskan oleh Prof. Manabu Sato itu sendiri yaitu filosofi publik (public), filosofi demokrasi (democracy), dan filosofi keunggulan (exellency). Filosofi publik Sekolah merupakan ruang publik yang harus terbuka di dalam maupun luar. Langkah yang harus dilakukan adalah dengan membuka kelas untuk bisa diamati oleh guru lain. Bagaimanapun hebatnya seorang guru melaksankan pembelajaran, namun jika tidak membuka kelasnya untuk diamati oleh orang lain maka guru tidak bisa diakui sebagai guru sekolah publik. Untuk memfungsikan sekolah sebagai ruang publik, maka guru hendaknya membuka kelas minimal dilakukan sekali dalam setahun. Filosofi demokrasi Tidak ada tempat yang lebih penting untuk menekankan demokrasi selain sekolah, namun tidak ada tempat lain pula, selain sekolah, yang tidak menjalankan demokrasi. Demokrasi yang dimaksudkan di sini bukan mayoritas suara terbanyak atau prosedur yang bersifat politis melainkan cara hidup bersama dengan orang lain. Demokratis di sekolah sering kali diabaikan, salah satu contohnya terkadang sekolah hanya menjalankan program berdasarkan ide dari guru yang berpengaruh saja. Untuk mewujudkan demokrasi di sekolah dan ruang kelas, maka harus terbentuk hubungan saling mendengarkan diantara sesama siswa, siswa dan guru, diantara sesama guru, serta diantara siswa, guru dan kepala sekolah. Dengan hanya bermodalkan hubungan saling mendengarkan, kita bisa menyiapkan kalimat untuk dialog, dan melahirkan komunikasi yang dialogis, yang memungkinkan terwujudnya learning community. Filosofi keunggulan Tanpa upaya mencapai keunggulan, pelajaran maupun pembelajaran tidak akan menampakkan hasil yang baik. Keunggulan yang dimaksudkan di sini bukan berarti unggul dibandingkan dengan orang lain, melainkan melakukan yang terbaik dari kondisi yang ada. Jika kita tidak menargetkan yang terbaik dalam pembelajaran, maka pembelajaran yang baik tidak akan dapat terwujud. Level pembelajaran tidak bisa diturunkan semata-mata karena kemampuan siswa yang rendah atau karena lingkungan rumah yang tidak kondusif. Begitu juga guru, level pelajaran tidak bisa diturunkan hanya karena guru merasa tidak enak badan atau sakit. Pembiasaan diri untuk mengupayakan pembelajaran yang maksimal harus dilaksanakan.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Impelementasi LSLC untuk Meningkatkan Profesionalisme Guru dalam Mewujudkan Generasi Emas NTB LSLC sebagai salah satu cara untuk meningkatkan profesionalisme guru harus dilaksanakan secara menyeluruh di sekolah se-NTB mengingat beberapa manfaat yang sudah dirasakan oleh guru pada penjelasan bagian sebelumnya. Ada beberapa tahapan implementasi LSLC yang harus dilaksankan untuk meningkatkan profesionalisme guru dalam mewujudkan generasi emas NTB tahun 2045 yaitu: Sosialisasi dan Workshop Training of Trainer Se-NTB Kegiatan ini bisa diprakarsai oleh Dinas Pendidikan, Pemuda, dan Olahraga (Dikpora) provinsi NTB atau perguruan tinggi dengan dukungan pemerintah yang bertujuan untuk menyiapkan calon trainer di wilayah masing-masing. Kegiatan ini bisa difasilitasi oleh ahli dari Jepang atau ahli LS dari perguruan tinggi. Bahkan kegiatan ini bisa dilaksanakan dengan cara mengirim beberapa orang untuk belajar secara langsung ke Board of Education (BoE) dan beberapa sekolah di Jepang. Sosialisasi dan workshop Training of Trainer di Kabupaten/Kota Kegiatan ini bisa diprakarsai oleh Dikpora Kabupaten/Kota dengan menghadirkan ahli dari perguruan tinggi dan trainer yang sudah ditraining sebelumnya. Membentuk beberapa sekolah piloting sebagai sekolah percontohan kemudian pada tahun berikutnya menambah sekolah piloting secara bertahap sampai semua sekolah di NTB menggunakan LSLC pada tahun 2045. Membentuk LSLC berbasis MGMP atau LSLC berbasis sekolah untuk menjalin networking bersama kolega yang lain. Masing-masing guru harus bersedia membuka kelas minimal sekali setahun. Melaksanakan seminar secara berkala untuk mempresentasikan perkembangan dan kendala LSLCyang sudah dilaksanakan. Kepala sekolah harus melaporkan kepada Kepala Dikpora Kabupaten/Kota mengenai perkembangan LSLC di sekolahnya, kemudian Kepala Dikpora Kabupaten/Kota menyampaikan laporan ke Kepala Dikpora Provinsi NTB secara berkala.
Penutup LSLC sebagai salah satu upaya untuk meningkatkan kualitas pembelajaran terutama kualitas profesionalisme guru dan kualitas siswa menjadi langkah yang sangat strategis untuk mewujudkan generasi emas NTB tahun 2045. LSLC bisa diterapkan jika semua elemen ikut proaktif dalam pelaksanaan LSLC dan menjalankan filosofi LSLC secara penuh.
Referensi Badan Pusat Statistik (BPS). (2015). NTB dalam angka. Mataram: BPS. International Development Center of Japan (IDCD). (2012). Panduan untuk Lesson Study berbasis MGMP dan Lesson Study berbasis Sekolah. Jepang & Indonesia: IDCJ. _____. (2012). Buku petunjuk guru untuk pembelajaran yang lebih baik. Jepang & Indonesia: IDCJ. 773
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_____. (2012). Panduan untuk peningkatan proses belajar mengajar. Jepang & Indonesia: IDCJ. Organisation for Economic Co-operation and Development (OECD). (2013). PISA 2012 results; Snapshot of performance in mathematics, reading and science. Paris. OECD. Sato, Masaaki. (2012). Dialog dan kolaborasi di sekolah menengah pertama; praktek learning community. Jakarta & Tokyo: Pelita. Sato, Manabu. (2014). Mereformasi sekolah; konsep dan praktik komunitas belajar. Tokyo: Iwanami Shoten Publisher. Syamsuri, I. & Ibrohim. (2011). Lesson study (study pembelajaran). Malang: UM Press. United Nations Development Index (UNDP). (2015). Human development report 2015; Work for human development. Diakses dari http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/IDN.pdf pada tanggal 21 Februari 2016.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Critical Thinking Skills Training Students Through The Implementation Of Problem Based Learning Combined Group Investigation (Lesson Study Course In Knowledge Environment) Marhamah Hamzanwadi University, Indonesia Email: [email protected]
Abstract This study aims to train students' critical thinking skills through the application of Problem Based Learning combined Group Investigation. This research was conducted through Lesson Study consisting of 16 cycles, each cycle consisting dai phases of Plan, Do and See. Subject of research is the third semester students numbered 73 people, consisting of two parallel classes. Instruments to measure critical thinking skills using a test essay refers to the indicator: the ability to argue, the ability of deduction, induction capabilities, assessment capabilities, and the ability to formulate the problem. The level of critical thinking refers to the SOLO Taxonomy. Descriptive data were analyzed quantitatively to describe the level of critical thinking of students. The results showed that the combined model of Problem Based Learning Group Investigation can train students' critical thinking skills. Keywords: critical thinking, Problem Based Learning combined Group Investigation, Lesson Study
Introduction Subject knowledge of the environment is one of the compulsory subjects students who have taken a course of biology education. The purpose of this course first of which students are expected to analyze the environmental issues that exist in the vicinity. Referring to the existing goals, the learning process is expected to be contextual, rooted in the problems that exist around the student. The reality is, learning is still only a concept and not yet involves students to interact with their environment. Besides the ability to be expected at the end of the lesson is still limited cognitive ability. This leads to lower students' critical thinking skills. One of the efforts undertaken to train the students' critical thinking skills is through the implementation of combined model of Problem Based Learning Group Investigation. Application of Problem Based Learning can improve critical thinking skills (Arnyana 2004, Corebima 2006, Masek, et al., 2011, Lin et al., 2013, Marhamah, et al., 2015). PBL is learning that uses real-world problems as a context for students to learn about critical thinking and problem-solving skills, as well as to acquire knowledge and essential concept of the subject matter (Nurhadi, et al., 2004, Hmelo Silver, 2004, Masek, et al., 2011). Implementation of the learning is done through the stages of Lesson Study activities. Lesson Study is one of the development efforts to enhance the learning process carried out by a group of lecturers collaborative and sustainable in planning, implementing, observing and reporting the results of learning (Lewis, 2002, Cerbin 2006, Syamsuri, et al., 2008, Cheng, 2011, Miyers 2012, Runesson, et al., 2012), create a relationship of mutual learning between teams (Sato, 2014). The focus of the study in Lesson Study is to improve critical thinking skills. Lesson Study is a way to enhance the learning process together to focus on ways of thinking and learning of students over the course (Ono, et al., 2010, Pelton, 2010). Through Lesson Study activities teachers can together devise learning to improve the quality of learning (Lewis 2004, Cerbin, et al., 2006, Ono, et al., 2010, Ibrahim 2009, Ramdani, 2012). 775
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The focus of each step in the process of LS is how students learn (Cerbin, et al., 2006). Hopefully, through Lesson Study, the quality of learning in education courses in general biology and critical thinking skills of students in particular can be improved.
Method This research method is descriptive, which describes the process of learning environment through the application of PBL models combined GI through Lesson Study activities. Lesson Study conducted as many as 16 cycles. Each cycle consists of stages of Plan, Do and See. The subject of the study was the second semester students, consists of two parallel classes numbered 73 people. The design study shown in Figure 1.
Cycle 1 (class II B)
Plan
Do
See
cycle 2 (class II A)
Do
See
Plan
cycle 3 (class II B)
Plan
Do
See
Next cycle
Post tes
Figure 1. The Planning of the Lesson Study on the Environment Education Subject
Instruments to measure critical thinking skills such as essay writing test wear pattern shaped open-ended assessment to adapt the model instrument developed by Arnyana (2004). Levels of critical thinking that is used refers to the Bigg & Collins (1982). Shape measuring critical thinking skills such as in Table 1. Table 1. Shape Measurement of Critical Thinking Ability Critical thinking indicators
Scoring rubric
Criteria level critical thinking
a. ability to argue 4 =. the information provided in the context not only b. deductive provided but also outside the existing context. In powers addition it also has been able to generalize and c. ability transfer concepts from the specific to the abstract induction d. ability evaluation e. The ability to formulate a 3 = information given to form a comprehensive and problem integrated understanding of the concept
776
Extended abstract
Relational
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9 2 = information given quite a lot but have not yet established a comprehensive understanding.
Multistruktural
1 = information provided forming a simple concept that is not related
Unistruktural
0,5 =. Information provided almost forming a simple concept that is not related
Semitruktural
0 = the information provided does not establish a concept and does not have any meaning or no information at all.
Prestruktural
Source: Adapted from Ennis (1985), Bigg and Collis (1982)
Analysis of data obtained from the critical thinking skills average score of critical thinking skills of students consisting of indicators: the ability to argue, the ability of deduction, induction capabilities, assessment capabilities and the ability to formulate the problem. Score consists of 0-4 with reference to the SOLO taxonomy criteria as in Table 2. Table 2. Criteria Level Critical Thinking By SOLO Taxonomy Average Score
Level Critical thinking
0 ≤ x ≤ 0,4 Prestruktural 0,5 ≤ x ≤ 0,9 Semistruktural 1,0 ≤ x ≤ 1,9 Unistruktural 2,0 ≤ x ≤ 2,9 Multistruktural 3,0 ≤ x ≤ 3,9 Relational 4,0 ≤ x ≤ 5,0 Extended abstract (Source: Adapted from Biggs & Collis, 1982)
Results and Discussion The implementation process of learning environment through the application of PBL models combined GI through Lesson Study activities can in the description at Table 3. Table 3. Implementation Process Learning Environment through LS Events No 1
Cycle toCycle I (Class II B)
Material Ecosystem components
Suggestions and Feedback from Team LS Interest on MFI indicator adapted to learning in the lesson plan. • Allocation of time to present the results of the investigation groups need to be considered, each of 10 minutes. • The concept of "balanced" in MFIs need to be clarified.
2
Cycle II (class II A)
Ecosystem components
Total group reduced from eight to six groups due to insufficient time.
3
Cycle III (class II B)
Relations between Organisms
The number of groups was reduced from seven to six groups
4
Cycle IV (class II A)
Relations between Organisms
Students are asked to keep a journal to learn to be more active in the learning process.
5
Cycle V
Biogeochemistry
• Presentation of carried panel to streamline time.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9 (class II B)
cycles
• It should be assigned to students who ask each group in the group
6
Cycle VI (class II A)
Biogeochemistry cycles
• Presentation of carried panel to streamline time. • It should be assigned to students who ask each group in the group presentation. • The media used for the presentation of all groups was powerpoint.
7
Cycle VII (class II B)
Natural resources
• Allocation of time adapted to the material: the initial activity: 5 minutes, the core activity: 75 minutes, and the final activity 10 minutes. • The word "participate" in the competence indicator no.8 eliminated. • Editors sentence syntax developed into the sixth lesson: guiding students to a group discussion followed by a presentation of the results of the discussion.
8
Cycle VIII (class II A)
Natural resources
• There should be a technique to make the students inactive so active by giving the task to ask.
9
Cycle IX (class II B)
Global Warming
Allocation of time determined by each initial activity 10 minutes, 70 minutes of core activities and activities of the final 10 minutes.
10
Cycle X (class II A)
Global warming
• The next meeting of the class A student takes precedence because it looks less active even been applied engineering assignment to ask. The hope students will be more enthusiasm in the first period.
11
Cycle XI (class II A)
Environmental damage
• Mechanical assignment to ask questions and give opinions applied so that students who have not been actively involved in the learning process
12
Cycle XII (class II B)
Environmental damage
• Mechanical assignment to ask questions and give opinions applied so that students who have not been actively involved in the learning process
13
Cycle XIII (class II A)
Environmental pollution
• Presentation of carried panel, each group was given 15 minutes for presentation. • Student seating position changed to form a "U" that looked more interactive.
14
Cycle XIV (class II B)
Environmental pollution
• Presentation of carried panel guided one moderator. Each group was given 15 minutes for presentation. • Student seating position changed to form a "U" that looked more interactive.
15
Cycle XV (class II A)
Environmental Health
• Editors sentence on competence indicator No. 3: "feel responsible" was changed to "foster a sense of responsibility". • Technical presentation was divided into two sessions. The allocation of time for each session of 35 minutes with the discussion.
16
Cycle XVI (class II B)
Environmental Health
• Technical presentation was divided into two sessions. The allocation of time for each session of 35 minutes with the discussion.
The results of the critical thinking skills acquired by the data pre test and post-test can be seen in Figure 2. 778
Number of student (%)
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100 90 80 70 60 50 40 30 20 10 0
PRATES POSTTES 54,79
52
32,87 15 2,73 A
B
23,28 10,95 C
1,96 D
0 6,84 E
0 0
A. Prestruktural B. Semistruktural C. Unistruktural D. Multistruktural E. Relational F. Extended abstract
F
Critical thinking category
Figure 2 Distribution of Critical Thinking Ability Based on the results of Pre-Test and Post Test (LS II) Figure 2 shows that the data pre-test critical thinking skills of students belonging to the stage of thinking prastruktural as much as 32.87%, 54.79% semistruktural, unistruktural 10.95%, 1.36% multistruktural and no one has reached the stage and extended relational thinking abstract. While the data post-test students' critical thinking skills that are seen on stage prastruktural of 2.73%, 15.06% semistruktural, unistruktural 52.05%, 23.28% multistruktural, and relational 6.84%, meaning that there was an increase of 6.84% at the stage of thinking relational, and 21.91% for multistruktural. Based on these data indicate that learning involves students actively in learning activities, ranging from determining the topics to be discussed, planned investigative activities, conduct direct investigations to determine the environmental problems that exist in the area of East Lombok, make the investigation report, presenting the results of investigations, discussed in the classroom to provide solutions to the problems identified will enhance students' critical thinking skills. This is in line with the opinion of Halpern (1999) Romanowski M.H., and Nasser R. (2012) that the critical thinking skills can be trained and learned when students learn thinking skills that can be applied appropriately and students become better thinkers. Problem Based Learning is one of the most effective ways to encourage thinking skills of students (Chenoweth, 1995 in Tiwari et al. (1999), PBL improve thinking skills high level of students, especially reasoning skills (Savery, 2006, in Masek, et al., 2011 ). Group investigation is cooperative learning methods that trains students to gather information to solve problems and train thinking skills high level students (Konberg and Grifin, 2000), GI emphasis on investigative activities in order to train the various abilities of students such as the ability to perform analysis, synthesis and collect information to solve the problem (Slavin, 2005). the combination model of problem Based Learning and Group investigation strengthen syntax in learning, in which students have directly investigated in groups to find out the environmental issues that exist in the vicinity.
Conclusions and Recommendations 1. critical thinking skills students can be trained continuously to provide opportunities for students to develop these capabilities through learning interesting and challenging, one through Problem Based Learning combined Group Investigation. 779
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2. In the application of PBL models combined GI required careful preparation because it requires quite a long time to implement the measures of learning
References Arnyana I.B., 2004. Software Development Model Guided Problem based learning Cooperative Strategy Implementation And Effect Against ability Critical Thinking And Learning Outcomes of High School Students In Lesson Ecosystem. Unpublished dissertation. Malang: UM PPs. Bigs J. & Collis, K.F., 1986. Using the SOLO Taxonomy. (Online) (http://www.hebes.mdx.ac.uk/teaching), accessed 2 February 2013. Cerbin W., & Kopp B., 2006. Lesson Study as a Model for Building Pedagogical Knowledge and Improving Teaching. International Journal of Teaching and Learning in Higher Education. Vol.18, No.3, 250-257 ISSN 1812-9129. (Online), (http://www.isetl.org/ijtlhe/), accessed March 30, 2015. Corebima A.D., 2006. The Empowered Learning Biology Student KemampuanBerpikir. Papers Presented at Metacognitive Strategy Training in Biology Teaching for High School Biology Teachers in Palangkaraya, August 23, 2006. Ennis R.H., 2011. The Nature of Critical Thinking: An Outline of Critical Thinking dispositions and Abilities. faculty.education.illinois.edu/rhennis/documents/ The nature of Critical Thinking_517_000.pdf. (Online), accessed March 30, 2015. Hmelo Silver, 2004. Problem Based Learning: What and How Do Student Learn? Educational Psycho. Rev., 16 (2004), 235-266. Ibrahim, 2009. Effect Model Implementation Working Group activity Lesson Study in the Improvement of Teacher Competencies and Learning Outcomes Biology Siswa.Disertasi not be published. Malang: UM PPs. Konberg, J & Griffin, M., 2000. Analysis Problem, A means to Developing Student 'Critical Thinking Skills: Pushing the Boundaries of Higher Order Thinking. Journal of College Science Teacher: 24 (5): 348-352. Lewis C., 2002. Lesson Study: A Handbook of Teacher -LED Instructional Change. Philadelphia: Published by Research for Better Schools Inc. Lin Y.M., & Lee, P.C., 2013. The Practice of Business's and Commerce: Perspective from Critical Thinking. International Journal of Business and Commerce, Vol. 2, No. 6, Feb. 2013 (52-58), ISSN 2225-2436, (Online) (www.ijbcnet.com), accessed March 29, 2015. Marhamah, Irawati, M.H., H. Susilo, Ibrahim, 2014. Increases Critical Thinking Skills in Environmental Science Course for Students of Biology STKIP Hamzanwadi Selong through Lesson Study Activity Stages. Proceedings of the National Seminar XI "Biology, Science, Environment and Learning was". Biology Education Studies Program University FKIP March Surakarta, Surakarta, June 7, 2014, ISBN: 978602-7149-70-0, Hal: 674-678. Marhamah, Irawati, M.H., H. Susilo, Ibrahim, 2014. The Development of Learning Devices of the Environmental Science Course Through Lesson Study Activities. Papers Presented at the World Association of Lesson Study, International Conference, University of Indonesia, Bandung Indonesia, 25-28 November, 2014. Marhamah, Irawati, M.H., H. Susilo, Ibrahim, 2014. Improving the Quality of Learning Process on Course for Environmental Science through Lesson Study activities. Seminar & Workshop Proceedings of the National Biological / IPA and Learning was. Department of Biology, State University of Malang, Malang, 1-2 November 2014, ISBN 978-602-72185-0-5, p: 361-367. 780
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Masek A. & S. Yamin, 2011. The Effect of Problem Based Learning on Critical Thinking Ability: A Theoretical and Empirical Review. International Review of Social Sciences and Humanities Vol.2, No.1 (2011), pp. 215-221. www.irssh.com. ISSN 2248-9010 (Online), ISSN 2250-0715 (Print), accessed on 5 February 2012. J. Mayers, 2012. Lesson Study as a Means for Facilitating Preservice Teacher reflectivity. International Journal for the Scholarship of Teaching and Learning. Vol. 6, No.1, January 2012, ISSN 1931-4744. (Online) (http://www.georgiasouthern.edu/ijsotl), accessed 1 March 29, 2014. Nurhadi, Yasin B., and A.G. Senduk 2004 Contextual Learning and Its Application in the CBC. Malang: Publisher State University of Malang. Yumiko Ono and Johanna Ferreira, 2010. A Case Study of Continuing Teacher Professional Development through Lesson Study in South Africa. South African Journal of Education, Vol.30, 2010. Pelton, R.P., 2010. Action Research for Teacher Candidates. Published in the United States of America. Ramdani A., 2012. Software Development Learning Through Inquiry LessonStudy Activity and Effects of Learning Outcomes Implementation of the Biological Science and Critical Thinking Skills Capable Students in Junior High School Academic Different Mataram. Unpublished dissertation. Malang: UM PPs. Romanowski M.H., Nasser R., 2012. How Critical Thinking is Taught in Qatari Independent Schools 'Social Studies Classrooms: Teachers' Perspectives. International Journal of Education, Vol.4, No.1. ISSN 1948-5476. U. Runesson & Gustafsson, 2012. Knowledge Sharing and Developing Products from Learning Study. International Journal for the Lesson and Learning Studies, ISSN 2046-8253, Vol. 1 No. 3, 2012. Sato M., 2014. Gakko O Kaikaku Suru, Manabi Kyodotai No. No. Koso To Jissen. Fatmawati translation Djafri. Tokyo: Publisher PELITA JICA. Slavin, 2005. Cooperative Learning. Translation Yusron N. Bandung: Publisher Nusa Indah. Syamsuri & Ibrahim, 2008. Lesson Study (Study of Education). Malang: Publisher Faculty of Mathematics and Natural Sciences, State University of Malang Tiwari, A., Chan, S., Sulliva, P.l., Dixon, A.S., & Tang, C. (1999),”Enhancing Students’ Critical Thinking Through Problem Bassed Learning”, In J. Marsh (Ed). Implementing Problem Based Leraning Project: Proceedings of the First Asia Pasicic Conference on Problem Based Learning,pp. 75-86.
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The Effect Of Discovery Learning Setting Of Kooperative Murder Toward Critical Thinking Abilityand Students’ Self Confidence Fahrurrozi Universitas Hamzanwadi, Indonesia [email protected]
Abstract This study is designed as quasi-experimental research with pretest-posttest nonequivalent group design. The population was the students of seventh semester of Mathematics Education of STKIP Hamzanwadi Selong in the school year 2016-2017. The samples were two classes, those were VIIa and VIIb and selected randomly. The research instruments used in this study were a questionnaire of self confidence and critical thinking skills tests. The data were analyzed by using multivariate with significance level 5% for the test of similarity group average and followed up by univariate analysis. The result showed that the bemferoni test, the obtained significant was smaller than 0.05, so it can be concluded that the discovery learning setting of kooperative MURDER has positive effect and significant impact on the ability of critical thinking and self confidence of the students. Keywords: discovery learning, kooperative learning, critical thinking skills, and self confidence of students.
Pendahuluan Percaya diri siswa atau mahasiswa merupakan salah satu factor penting penentu prestasi siswa dalam proses belajar mengajar, oleh karena itu percaya diri harus harus diperhatikan oleh guru maupun dosen dalam menentukan perencanaan, pelaksanaan dan evaluasi belajar mengajar. Menurut Lie (2003: 4) percaya diri berarti yakin akan kemampuannya untuk menyelesaikan suatu pekerjaan dan masalah. Dengan percaya diri, seseorang dapat menyelesaikan tugas atau pekerjaan yang sesuai dengan tingkat perkembangannya dengan baik. Orang yang percaya diri juga mempunyai keberanian dan kemampuan untuk meningkatkan prestasi dan tentu saja akan dipercaya oleh orang lain. Peroses penanaman dan pengembangan kepercayaan diri mahasiswa sangat ditentukan oleh bagaimana dosen mendesain proses pembelajaran khususnya bagaimana dosen memberikan peluang sebesar-besarnya kepada mahasiswa untuk dapat mengembangkan kepercayaan diri mereka. Lindenfield (1997: 15-16) mengatakan bahwa untuk mengembangkan rasa percaya diri terhadap segala macam hal, seseorang perlu mengalami dan bereksperimen dengan beraneka ragam hubungan, dari yang dekat dan akrab di rumah sampai ke yang lebih asing. Dengan kepercayaan diri yang baik dapat memungkinkan untuk memenuhi standar kemampuan yang harus direkomendasi dalam buku Principles and Standards for School Mathematics (NCTM, 2000: 29) yaitu: 1) penalaran matematika (reasoning and proof), 2) representasi matematis (representation), 3) komunikasi matematis (communication), 4) koneksi matematis (connections), dan 5) pemecahan masalah (problem solving).
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Selain membangun kepercayaan diri mahasiswa, perlu juga dikembangkan kemampuan berpikir kritis untuk mencapai standar kemampuan di atas. Glazer (2001: 30) mengatakan berpikir kritis dalam matematika adalah kemampuan dan disposisi untuk melibatkan pengetahuan sebelumnya, penalaran matematis, dan menggunakan strategi kognitif dalam menggeneralisasi, membuktikan, atau mengevaluasi situasi matematis yang kurang dikenal dengan cara reflektif. Melihat uraian di atas, dapat disimpulkan bahwa kepercayaan diri dan berpikir kritis sangat penting untuk dikembangkan dan dimiliki oleh setiap mahasiswa. Dosen harus memahami secara mendalam tentang kedua hal tersebut sehingga dapat mendorongnya untuk berkretifitas dalam mengembangkan proses perkuliahan, begitu pula dengan mahasiswa harus memahami pentingnya kedua hal tersbut dengan cara banyak membaca dan bertanya serta bekerja sama dengan dosen sehingga ketika mahasiswa sudah selesai dari kampus dan mendapat gelar sarjana pendidikan yang propesional. Mari kita lihat fakta yang terjadi dilapangan, khususnya di lingkungan Program Studi Pendidikan Matematika STKIP Hamzanwadi Selong. Sejak tahun 2013 peneliti sudah aktif mengajar di kampus ini, diantaranya pernah mengajar mata kuliah mental aritmatia, statistik elementer, analisis kurikulum matematika sekolah, teori graf, aljabar elementer, matematika diskret, analisis variabel kompleks, persamaan diferensial dan sekarang sedang mengajar mata kuliah kalkulus. Dari tahun 2013 peneliti sudah berusaha mempertahankan kretifitas dalam mengajar dan memperhatikan perkembangan mahasiswa dan dapat disimpulkan bahawa kemampuan berpikit kritis dan kepercayaan diri mahasiswa masih tergolong sedang mendekati level rendah. Hal ini ditunjukkan oleh 1) mahasiswa masih bersifat pasif jika diberikan kesempatan untuk bertanya, 2) mahasiswa tidak berani berbeda pendapat dengan dosen dan mahasiswa lainnya jika diberikan permasalah open ended, 3) mahasiswa hanya mengandalkan materi yang diberikan oleh dosen pengampu, 4) mahasiswa sering melakukan kopi paste dari internet ketika diberikan tugas membuat makalah atau menyelesaikan sebuah permasalahan, 5) mahasiswa jarang yang mau membatu mahasiswa yang mengalami kesulitan ini terlihat dari kesenjangan pengetahuan yang dimiliki mahasiswa ketika mengikuti UAS, dan lain-lain. Menyikapi permasalahan-permasalahan yang muncul dalam proses pembelajaran matematika seperti yang diuraikan di atas, maka perlu dilakukan inovasi model perkuliahan atau pembelajaran. Salah satu solusi pembelajaran yang mampu meningkatkan kemampuan berpikir kritis dan kepercayaan diri mahasiswa adalah Discovery Learning. Discovery learning adalah metode mengajar yang mengatur pengajaran sedemikian rupa sehingga anak memperoleh pengetahuan yang sebelumnya belum diketahuinya itu tidak melalui pemberitahuan, sebagian atau seluruhnya ditemukan sendiri (Ruseffendi, 1991: 329). Ini sejalan dengan pendapat Amin (Suriadi, 2006) mengemukakan bahwa suatu kegiatan dicovery ialah suatu kegiatan atau pembelajaran yang dirancang sedemikan rupa sehingga mahasiswa dapat menemukan konsep-konsep dan princip-prinsip melalui proses mentalnya sendiri. Berdasarkan uraian di atas, dianggap penting untuk melakukan kajian tentang bagaimana mendorong dan mengembangkan kemampuan berpikir kritis dan kepercayaan diri mahasiswa Program Studi Pendidikan Matematika STKIP Hamzanwadi Selong Tahun Pelajaran 20152016 dengan penerapan Discovery learning setting kooperatif MURDER. 783
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Perpadukan discovery learning dengan pembelajaran kooperatif MURDER diniatkan agar ada kekhasan dari temuan peneliti sehingga ada nilai kebaruan dibandingkan dengan penelitian yang lain, walaupun ini tidak jauh berbeda, namun peneliti yakin hasil kolaborasi ini akan lebih terfokus dalam mencapai tujuan pembelajaran, karena pembelajaran ini dipadukan secara khusus dan diupayakan akan diuraikan dari landasan teori sampai bagaimana tahapan-tahapan pembelajarannya. Discovery Learning Metode pembelajaran discovery adalah metode mengajar yang mengatur pengajaran sedemikian rupa sehingga anak memperoleh pengetahuan yang sebelumnya belum diketahuinya itu tidak melalui pemberitahuan, sebagian atau seluruhnya ditemukan sendiri (Ruseffendi, 1984:329). Suryobroto (2002:192) menyatakan bahwa metode discovery diarikan sebagai prosedur mengajar yang mementingkan pengajaran perseorangan, manipulasi objek sebelum sampai pada generalisasi. Sedangkan Brunner (Suriadi, 2006:5) menyatakan bahwa anak harus berperan aktif didalam belajar. Lebih lanjut dinyatakan, aktivitasitu perlu dilaksanakan melalui suatu cara yang di sebut dicovery. Discovery yang dilaksanakan mahasiswa dalam proses belajarnya diarahkan untuk menemukan konsep atau prinsip. Metode pembelajaran discovery merupakan suatu metode pengajaran yang menitikberatkan pada aktifitas siswa dalam belajar. Dalam proses pembelajaran dengan metode ini, guru hanya bertindak sebagai pembimbing dan fasilitator. Kemudian tugas gurulah yang mengarahkan siswa untuk menemukan konsep, dalil, prosedur, algoritma dan semacamnya. Binkell-Holmes dan Hoffman (Rochaminah, 2008: 33) menjelaskan tiga ciri utama metode discovery, yaitu: (1) mengeksplorasi dan memecahkan masalah untuk menciptakan, menggabungkan dan menggeneralisasi pengetahuan; (2) berpusat pada siswa; (3) kegiatan untuk menggabungkan pengetahuan baru dan pengetahuan yang sudah ada. Sedangkan Blake et al. (Rochaminah, 2008: 32) membahas tentang filsafat discovery yang dipublikasikan oleh Whewell. Whewell mengajukan metode discovery dengan tiga tahap, yaitu: (1) mengklarifikasi; (2) menarik kesimpulan secara induksi; (3) pembuktian kebenaran (verifikasi). Beberapa keunggulan metode discovery juga diungkapkan oleh Suherman, dkk (2001: 179) sebagai berikut: 1. siswa aktif dalam kegiatan belajar, sebab ia berpikir dan menggunakan kemampuan untuk menemukan hasil akhir; 2. siswa memahami benar bahan pelajaran, sebab mengalami sendiri proses menemukannya. Sesuatu yang diperoleh dengan cara ini lebih lama diingat; 3. menemukan sendiri menimbulkan rasa puas. Kepuasan batin ini mendorong ingin melakukan penemuan lagi sehingga minat belajarnya meningkat; 4. siswa yang memperoleh pengetahuan dengan metode discovery akan lebih mampu mentransfer pengetahuannya ke berbagai konteks; 5. metode ini melatih siswa untuk lebih banyak belajar sendiri. Adapun pembelajaran dengan metode discovery yang dimaksud dalam penelitian ini adalah bentuk pembelajaran dimana konsep, teorema, rumus, aturan dan sejenisnya ditemukan kembali oleh mahasiswa, dalam hal ini dosen hanya bertindak sebagai pasilitator.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Model Kooperatif MURDER Model pembelajaran kooperatif MURDER diperkenalkan oleh Hythecker, Danserau dan Rocklin pada tahun 1988 (Jacobs et al, 1997; Santyasa, 2008). Model ini menggunakan sepasang dyad (pasangan dua orang) dari kelompok beranggotakan empat orang, memiliki enam langkah, yaitu: 1. Mood, mengatur suasana hati (mood) yang tepat dengan cara relaksasi dan berfokus pada tugas yang dipelajari, dilakukan oleh kedua anggota dyad (pasangan). 2. Understand, membaca dan memahami masalah dengan cara membacanya secara perlahan, dilakukan oleh kedua anggota dyad. 3. Recall, menyimpulakn tentang ide-ide utama masalah, dilakukan oleh salah satu anggota dyad. 4. Detect, mendeteksi bila ada kesalahan atau kekurangan dari kesimpulan yang diberikan, dilakukan oleh anggoda dyad yang lainnya. 5. Elaborate, melakukan elaborasi pada ide-ide utama dari masalah, dilakukan oleh kedua anggota dyad. 6. Review, menyimpulkan keseluruhan proses pemecahan masalah dan mentransmisikannya pada dyad yang lain dalam kelompoknya, dilakukan oleh kedua anggota dyad. Hal ini dilakukan setelah semua masalah yang diberikan diselesaikan. Agar keenam langkah tersebut di atas dapat terlaksana, maka penentuan dyads (pasanganpasangan) harus dikondisikan dengan memperhatikan faktor jenis kelamin dan pertemanan, disamping faktor kecerdasan mahasiswa. Untuk itu perlu dilakukan observasi awal tentang jumlah mahasiswa pria dan wanita, pilihan (preference) mahasiswa akan teman sekelasnya, dan kecerdasan mahasiswa berdasarkan hasil belajar sebelumnya, jika jumlah mahasiswa pria atau wanita ganjil maka akan terdapat dyad khusus yang terdiri dari tiga mahasiswa yang harus dibentuk lebih dahulu dengan komposisi tertentu, misalnya satu mahasiswa yang pandai dan dua mahasiswa lainnya dengan kemampuan yang sama (kurang pandai), baru kemudian dyads lainnya dibentuk atau ditentukan. Langkah-langkah pendeteksian, pengulangan dan pengelaborasian dapat berhasil memperkuat hasil pembelajaran karena pasangan dyad harus mengemukakan secara verbal tentang apa yang dipahaminya dalam masalah dan bagaimana masalah itu diselesaikan. Dalam hal ini keterampilan memproses informasi yang menuntut keterlibatan merakognisi berpikir dan membuat keputusan berdasarkan pemikiran lebih diutamakan. Selanjutnya, langkah elaborasi memungkinkan pasangan dyad yang berperan sebagai korektor menghubungkan informasiinformasi yang cukup penting dengan berbekal pengetahuan yang telah dimiliki sebelumnya. Keterampilan kolaboratif sangat penting ditentukan dalam setting MURDER ini. Berikut ini adalah rincian langkah-langkkah dalam model pembelajaran MURDER. 1. Siswa dalam kelompok yang terdiri dari empat orang dibagi menjadi dua pasangan dyad, yaitu dyad-1 dan dyad-2 dan tugas dibagikan pada masing-masing pasangan dyad 2. Setelah penataan suasana hati (mood) dan usaha pemahaman dilakukan oleh kedua anggota dyad-1, salah satu anggota pasangan dyad-1 mengungkapkan pemahamannya terhadap tugas pada pasangannya dan anggota yang lain menulis sambil mengkoreksi jika ada kekeliruan, setelah itu kedua anggota dyad-1 mencoba menyelesaikan tugas bersama-sama. Hal yang sama dilakukan oleh pasangan dyad-2 3. Setelah kedua pasangan dyad selesai mengerjakan tugas masing-masing, pasangan dyad-1 memberitahukan jawaban yang mereka temukan pada pasangan dyad-2, demikian pula pasangan dyad-2 memberitahukan jawaban yang mereka temukan pada pasangan 785
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
dyad-1, sehingga terbentuklah laporan lengkap untuk keseluruhan tugas. 4. Masing-masing pasangan dyad dalam kelompok melakukan elaborasi, inferensi, dan revisi (bila diperlukan) terhadap laporan yang akan dikumpulkan. 5. Laporan masing-masing pasangan dyad terhadap tugas-tugas yang telah dikumpulkan, disusun per-kelompok kolaboratif. 6. Laporan siswa dikoreksi, dikomentari, dinilai dan didiskusikan. Diskusi dapat dilakukan pada hari yang sama atau pada pertemuan berikutnya. Berpikir Kritis Berpikir kritis merupakan suatu proses yang bertujuan agar kita dapat membuat keputusan-keputusan yang masuk akal, sehingga apa yang kita anggap terbaik tentang suatu kebenaran dapat kita lakukan dengan benar (Ennis, 2000: 24). Lebih lanjut dikatakan, terdapat elemen dasar dalam berpikir kritis yang diakronimkan dengan FRISCO, yaitu: 1. Fokus (Focus) terhadap situasi yang menggambarkan masalah utama, dalam hal ini kita dapat mengajukan pertanyaan: apa yang terjadi/diketahui, apa masalah yang sebenarnya, bagaimana membuktikannya. 2. Alasan (Reason), memformulasi argumen-argumen yang menunjang kesimpulan, mencari bukti yang menunjang alasan dari suatu kesimpulan sehingga kesimpulan dapat diterima, mengidentifikasi dan menjustifikasi masalah. Terhadap suatu masalah kita harus menemukan masalah utamnya, memutuskan, mempertimbangkan semua aspek yang mungkin, mempelajari dengan seksama, setrta menyimpulkannya. Hal ini dilakukan tidak hanya pada akhir, tetapi dilakukan sepanjang kita memecahkan masalah tersebut. 3. Inferensi (Inference), apakah alasan yang kita kemukakan sudah tepat, bila ya, seberapa kuatkah alasan itu dapat mendukung kesimpulan yang kita buat. 4. Situasi (Situation), aktifitas berpikir juga dipengaruhi oleh lingkungan atau situasi yang ada disekitar kita. 5. Klarifikasi (Clarify), hal itu dapat dilakukan dengan menanyakan : apa maksudnya, dapatkah memberi contoh lain, dapatkah kamu mencarinya dengan cara lain. 6. Keseluruhan (Overview), memandang secara keseluruhan. Berpikir kritis dapat diinterpretasikan dalam berbagai cara. Menurut Fisher (1995: 65) berpikir kritis adalah menjelaskan apa yang dipikirkan. Belajar untuk berpikir kritis berarti: belajar bagaimana bertanya, kapan bertanya, apa pertanyaannya, bagaimana nalarnya, kapan menggunakan penalaran, dan metode penalaran apa yang dipakai. Seorang siswa dapat dikatakan berpikir kritis bila siswa tersebut mampu menguji pengelamannnya, mengevaluasi pengetahuan, ide-ide, dan mempertimbangkan argumen sebelum mendapatkan justifikasi. Agar siswa menjadi pemikir kritis maka harus dikembangkan sikap-sikap keinginan untuk bernalar, ditantang, dan mencari kebenaran. Paul (Fisher, 1995: 72) membagi strategi berpikir kritis kedalam tiga jenis, yaitu: strategi afektif, kemampuan makro, dan ketrampilan mikro, dimana satu sama lainnya saling berkaitan. Strategi afektif bertujuan untuk meningkatkan berpikir independen, dengan cara menanamkan dan mengembangkan rasa percaya diri tentang apa yang diyakini. Untuk mengembangkan intelektual yang independen, siswa harus melihat bagaimana orang-orang berpikir secara independen, dan bagaimana cara untuk melakukannya. Selanjutnya yang dimaksud dengan kemampuan makro adalah proses yang terlibat dalam berpikir, mengorganisasi pikiran yang ada. Tujuannya adalah agar hasil pemikiran kita padu, dan komprehensif. 786
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Model berpikir kritis yang direkomendasikan oleh O’Daffer dan Thornquist (Suryadi, 2005: 24) meliputi tahapan-tahapan: memahami masalah, melakukan pengkajian terhadap bukti, data, asumsi; menyatakan dan mendukung suatu kesimpulan, keputusan, atau solusi; menerapkan kesimpulan, keputusan, atau solusi. Dari uraian di atas dapat disimpulkan bahwa berpikir kritis adalah kemampuan mengidentifikasi, menghubungkan, mengevaluasi, menganalisis, dan memecahkan masalah. Kepercayaan Diri Anthony (Ghufron dan Rini, 2011: 34) menyatakan bahwa kepercayaan diri merupakan sikap pada diri seseorang yang dapat menerima kenyataan, dapat mengembangkan kesadaran diri, berpikir positif, memiliki kemandirian, dan mempunyai kemampuan untuk memiliki serta mencapai segala sesuatu yang diinginkan. Lebih lanjut Lauster (Ghufron dan Rini, 2011: 34) mengatakan bahwa kepercayaan diri merupakan salah satu aspek kepribadian yang berupa keyakinan akan kemampuan diri seseorang sehingga tidak terpengaruh oleh orang lain dan dapat bertindak sesuai kehendak, gembira, optimis, cukup toleran, dan bertanggung jawab. Selanjutnya, Azmandian (2010: 145-146) juga berpendapat bahwa kepercayaan diri merupakan faktor penting dalam kesuksesan seseorang seperti pernyataannnya berikut. Self-confidence and self-assurance are very important factors in the successful confrontation of life’s problems. People who believe in themselves stand like a mountain in the face of life’s problems and solve them—and they delight in their ability to do so. Pernyataan di atas mengandung makna bahwa kepercayaan diri dan keyakinan diri adalah faktor yang sangat penting dalam kesuksesan hidupseseorang untuk menyelesaikan masalah. Orang yang percaya diri berdiri seperti gunung dalam menghadapi dan menyelesaikan masalah hidupnya, dan mereka senang akan kemampuan dirinya untuk melakukannya. Selanjutnya, berdasarkan penelitiannya tentang kepercayaan diri dan pemahaman dalam matematika, Hannula, Maijala, & Pehkonen (2004: 17 & 23) mengungkapkan bahwa: The learning of mathematics is influenced by a pupil’s mathematics-related beliefs, especially self confidence. Selfconfidenceis another variable that seems to be an important predictor for future development. A pupil’s self-confidence predicts largely the development of self-confidence in the future, but also the development of success orientation and achievement. Maksudnya adalah pembelajaran matematika dipengaruhi oleh keyakinan siswa terkait dengan matematika, khususnya rasa percaya diri. Rasa percaya diri adalah variabel lain yang nampaknya menjadi predictor penting untuk perkembangan masa depan. Rasa percaya diri siswa tidak hanya meramalkan perkembangan rasa percaya diri siswa di masa datang, namun juga perkembangan orientasi kesuksesan dan prestasi. Berdasarkan uraian di atas, dapat disimpulkan bahwa kepercayaan diri adalah keyakinan individu akan kemampuan dirinya sendiri sehingga individu tersebut mampu untuk bersikap tegas (tidak mudah terpengaruh oleh orang lain), berusaha untuk selalu berpikir positif dalam memahami dirinya, dan optimis untuk meraih apa yang diharapkannya. Indikator kepercayaan diri diungkapkan oleh Lie (2003: 4) bahwa ciri-ciri orang yang memiliki rasa percaya diri adalah: (1) Yakin kepada diri sendiri; (2) mandiri; (3) tidak ragu787
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
ragu/optimis; (4) merasa diri berharga; (5) tidak menyombongkan diri; dan (6) memiliki keberanian untuk bertindak. Sedangkan berdasarkan pendapat Lauster (Ghufron dan Rini, 2011: 35-36) aspek-aspek kepercayaan diri meliputi yakin pada kemampuan diri, optimis, objektif, bertanggung jawab, rasional, dan realistis. Selanjutnya, ada pula pendapat dari Iswidharmanjaya, Agung, & Psycholastic (2004: 33-58) yang menyatakan bahwa ciri-ciri orang yang percaya diri di antaranya sebagai berikut. 1. Percaya pada Kemampuan Dirinya Sendiri Kemampuan adalah potensi yang dimiliki seseorang untuk meraih sesuatu. Kemampuan mencakup bakat, kreativitas, kepandaian dan lain sebagainya yang dapat digunakan untuk meraih sesuatu. Setiap orang memiliki kemampuan yang berbeda-beda. Orang yang percaya mengembangkan kemampuan dalam dirinya untuk memperoleh tujuan yang bukan semata-mata berwujud penghargaan, medali emas, atau studi gratis ke luar negeri melainkan utamanya untuk mendapatkan kepuasan diri. 2. Tidak Konformis Orang yang percaya diri tidak konformis terhadap hal-hal yang bertentangan dengan prinsip hidupnya. Sikap konformis adalah sikap atau kecenderungan orang untuk menjadi pengikut saja terhadap apa yang dikatakan orang lain/temannya dan tidak berani menyatakan pendapat dan sikap sendiri karena takut akan ditinggalkan serta dikucilkan oleh teman-temannya. 3. Berani Menerima dan Menghadapi Penolakan Penolakan yang dilakukan orang lain tidak selalu berarti ia tidak suka dengan kita melainkan kadang apa yang kita berikan tidak sesuai dengan harapannya. Bagi orang yang percaya diri, suatu penolakan adalah pelajaran yang berharga untuk menuju kesempurnaan. 4. Maju Terus Orang yang percaya diri adalah orang yang bersemangat dan selalu berusaha bekerja keras, tidak mudah menyerah pada nasib. Bagi orang yang percaya diri, kegagalan dianggap sebagai suatu keberhasilan yang tertunda. Kegagalan dianggapnya sebagai tantangan untuk terus berusaha meraih hasil yang lebih bagus. 5. Berpikir positif Dengan berpikir positif orang selalu berusaha melihat segi positif pada setiap hal yang dihadapi. Untuk berpikir positif orang perlu menerima kekurangan dan kelebihannya. Orang yang berpikir positif sanggup menerima diri dan orang lain apa adanya. Bagi orang yang percaya diri, berpikir positif selalu berperanan penting dalam proses pengembangan diri dan interaksi dengan orang lain. Bertolak dari beberapa pendapat di atas maka aspek-aspek kepercayaan diri yang akan diteliti dalam penelitian ini meliputi 4 aspek yang peneliti tentukan berdasarkan keterkaitan aspekaspek kepercayaan diri yang telah dipaparkan dengan pembelajaran matematika yaitu: (1) yakin pada kemampuan diri; (2) ketegasan; (3) berpikir positif; dan (4) pemahaman diri.
Metode Penelititan Jenis penelitian ini adalah penelitian eksperimen semu dengan desain pretest-posttest only non equivalent group design. Langkah-langkah penelitian ini adalah 1) memilih kelas eksperimen berupa kelompok belajar (kelas) yang ada diambil dua kelas dari tiga kelas secara acak, 2) memberikan tes awal (pretest) pada masing-masing kelompok dalam waktu yang bersama, 3) melakukan pembelajaran dengan model yang akan dieksperimenkan pada kelas eksperimen dan pembelajaran konvensional pada kelas kontrol, 4) memberikan tes akhir 788
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
(posttest) pada kedua kelompok dalam waktu yang bersamaan, dan 5) melakukan analisis data dari hasil pretest dan posttest untuk menguji hipotesis dan mendapatkan kesimpulan dari penelitian. Penelitian ini dilaksanakan di STKIP Hamzanwadi Selong dengan populasi penelitian ini adalah seluruh siswa semester VII program studi pendidikan matematika, sedangkan sampel diambil secara acak dan didapat kelas VIIa sebagai kelas eksperimen, sementara kelas VIIb sebagai kontrol. Intrumen kemampuan berpikir kritis yang digunakan adalah tes uraian yang terdiri dari 5 item. Sedangkan instrumen kepercayaan diri berbentuk angket yang memuat pernyataan-pernyataan yang dikembangkan berdasarkan indikator-indikator pada setiap dimensi kepercayaan diri. Model skala angket yang digunakan dalam penelitian ini adalah skala likert dan terdiri atas empat macam respon yaitu: sangat sesuai (SS), sesuai (S), tidak sesuai (TS), dan sangat tidak sesuai (STS). Kedua instrumen ini telah divalidasi oleh ahli dan khusus instrumen angket kepercayaan diri telah melaui uji validitas konstruk dengan Eksploratory factor analysis. Reliabilitas kedua instrumen didapatkan dengan rumus Alpha Cronbach (Ebel dan Frisbie, 1986: 79). Adapun tahapan-tahapan analisis datanya sebagai berikut. 1. Data kemampuan berpikir kritis akan dibentuk menjadi skala 0 -100 dan skor angket kepercayaan diri mahasiswa yang diperoleh dalam bentuk kategori yang terdiri dari empat pilihan, yaitu sangat sesuai (4), sesuai (3), tidak sesuai (2), dan sangat tidak sesuai (1) dirubah menjadi data interval. 2. Skor kepercayaan diri mahasiswa yang diperoleh kemudian dikonversikan menjadi data kualitatif skala lima, dengan acuan rumus yang dikutip dari acuan rumus yang diadaptasi dari Saifuddin Azwar (2010: 163). Tabel 1. Kriteria Kepercayaan Diri Mahasiswa Interval skor X > i + 1,5 Sbi X i + 0,5SBi i +1,5 Sbi 0,5 SBi X i i + 0,5Sbi X i - 1,5 SBi i - 0,5 Sbi X 1,5 Sbi i
Kriteria Sangat Tinggi Tinggi Sedang Rendah Sangat Rendah
Keterangan: i = rerata skor ideal = ½ (skor maksimum ideal + skor minimum ideal) SBi = simpangan baku ideal = 1/6 (skor maksimum ideal – skor minimum ideal) X = Total skor aktual. 3. Data pretest yang diperoleh dari tes kemampuan berpikir kritis dan angket kepercayaan diri mahasiswa dianalisis secara serentak dengan multivariate two-group test (Hotelling’s T2) (Stevens, 2002: 176) untuk melihat perbedaan mean kedua perlakuan, jika berbeda maka yang digunakan untuk menguji hipotesis adalah nilai Gain tetapi jika sama maka data posttestlah yang digunakan. 4. Hal yang sama diterapkan pada data posttest, jika terdapat perbedaan maka akan diuji lanjut dengan uji t Benferroni (Kirk, 1995: 142). 5. 789
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Hasil Penelitian dan Pembahasan Tabel 2. Hasil Pretest dan Posttest Kepercayaan Diri Mahasiswa Discovery + MURDER pretest Posttest
Pretest
posttest
Rata-rata
66.27
87.17
67.32
79.54
Standar deviasi
9.33
11.35
7.3
8.94
Nilai Maksimum
83
96
84
94
Nilai Minimum
54
65
58
67
Skor masksimum teoritik
100
100
100
100
Skor minimum teoritik
25
25
25
25
Desktipsi
Konvensional
Berdasarkan hasil analisis statistik deskriptif pada Tabel 2 menunjukkan bahwa, pada kelompok pembelajaran discovery leraning setting kooperatif MURDER terdapat peningkatan skor kepercayaan diri mahasiswa sebelum perlakuan dengan setelah perlakuan yaitu sebesar 20,9, sedangkan pada kelompok pembelajaran konvensional terjadi peningkatan sebesar 12,22. Frekuensi dan persentase banyak siswa pada setiap kriteria kepercayaan diri mahasiswa dihitung sebagaimana rentang skor yang telah ditentukan. Distribusi frekuensi dan persentase mahasiswa sebelum dan setelah perlakuan disajikan pada Tabel 3. Tabel 3. Distribusi Frekuensi Kepercayaan Diri Mahasiswa Discovery + MURDER
Skor (X) 81,25 < X < 100 68,75 < X < 81,25 56,25 < X < 68,75 43,75 < X < 56,25 25 < X < 43,75
Kriteria
sebelum
setelah
Konvensional sebelum
setelah
F
%
F
%
F
%
F
%
Sangat tinggi
2
7.69
12
46.15
3
11.11
10
37.04
Tinggi
8
30.77
9
34.62
7
25.93
9
33.33
Sedang
14
53.85
5
19.23
16
59.26
7
25.93
Rendah
2
7.69
0
0.00
1
3.70
1
3.70
Sangat rendah
0
0.00
0
0.00
0
0.00
0
0.00
Dari Tabel 3 dapat diketahui bahwa pada kelompok discovery leraning setting kooperatif MURDER setelah perlakuan secara kumulatif 80,77% siswa memiliki kriteria kepercayaan diri yang tinggi dan sangat tinggi, sedangkan sebelum perlakuan secara kumulatif hanya 38,48%, sehingga dapat dikatakan terdapat peningkatan kepercayaan diri mahasiswa sebesar 42,3%. Pada kelompok pembelajaran konvensional sebesar 70% mahasiswa yang memiliki kriteria kepercayaan diri yang tinggi dan sangat tinggi, sedangkan sebelum perlakuan secara kumulatif sebesar 37% siswa, sehingga dapat dikatakan terdapat peningkatan kepercayaan diri mahasiswa sebesar 33,3%. Dari uraian di atas, sehingga dapat disimpulkan bahwa peningkatan kepercayaan diri pada pada pembelajaran discovery leraning setting kooperatif MURDER lebih tinggi dibandingkan pada pembelajaran konvensional.
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Peneliti fokus mengembangkan kepercayaan diri mahasiswa khususnya melalui tahapan yang dimiliki oleh kooperatif MURDER, saat berada dalam kelompok secara otomatis siswa akan berlatih untuk bersosialisasi dengan temannya, dengan begitu rasa percaya dirinya akan semakin terpupuk dengan baik. Lindenfield (1997: 15-16) yang menyatakan bahwa untuk mengembangkan rasa percaya diri terhadap segala macam hal, seseorang perlu mengalami dan bereksperimen dengan beraneka ragam hubungan, dari yang dekat dan akrab di rumah sampai ke yang lebih asing. Seseorang tersebut juga membutuhkan orang lain untuk menjadi tempat berlatih bagi mereka, agar mereka lebih percaya diri dan terampil. Seperti asumsi awal peneliti bahwa dengan meningkatnya kepercayaan diri mahasiswa, secara tidak langsung akan berpengaruh terhadap kemampuan berpikit kritis, seperti yang tabel di bawah ini. Tabel 4 Hasil Pretest dan Posttest Kemampuan Berpikir Kritis Discovery + MURDER
Desktipsi
Konvensional
Pretest
posttest
pretest
posttest
Rata-rata
45,2
74,32
43,45
70,12
Standar deviasi
7.4
12,4
8.4
9,3
Nilai Maksimum
60
85
65
90
Nilai Minimum
10
20
15
20
Skor masksimum teoritik
100
100
100
100
Skor minimum teoritik
0
0
0
0
Ketuntasan
0%
71,15%
0%
63,12%
Berdasarkan hasil analisis statistik deskriptif pada Tabel 4 menunjukkan bahwa pada kelompok discovery leraning setting kooperatif MURDER, terdapat peningkatan skor kemampuan berpikir kritis sebelum perlakuan dengan setelah perlakuan yaitu sebesar 34,12, sedangkan pada kelompok pembelajaran konvensional sebesar 26,67. Tabel 5 Hasil Uji t Hotelling Deskripsi Sebelum perlakuan Setedlah perlakuan
Value 0.669 0.3
F 1.621 11.46
Hyp.df 4 4
Error df 33,00 33,00
Sig. 0,254 0,000
Berdasarkan Tabel 5 di atas diperoleh nilai F sebelum perlakuan sebesar 1,621 dengan nilai signifikansi 0,254. Dengan taraf signifikansi sebesar 0,05 maka nilai signifikansi yang diperoleh lebih besar dari 0,05 sehingga H0 diterima. Berbeda dengan setelah perlakuan, nilai F yang didapat adalah 11,46 dengan sig 0,000 sehingga H0 di tolak, dengan kata lain setelah perlakuan terdapat perbadaan mean antara kelompok pembelajaran dengan pendekatan discovery leraning setting kooperatif MURDER dan pembelajaran konvensional ditinjau dari kemampuan berpikir kritis dan kepercayaan diri mahasiswa.
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Tabel 6 Hasil Uji Benferroni Perbandingan Kelompok Discovery learning setting koopetarif MURDER dengan Konvensional
Variabel
Sig
Berpikir kritis
0,000
0.05
Kepercayaan diri
0,000
0.05
Dari Tabel 6, dapat diketahui bahwa signifikan lebih kecil dari 0,05 pada perbandingan model pembelajaran, baik dari aspek kemampuan berpikir kritis maupun kepercayaan diri mahasiswa. Simpulan dan Saran Dari hasil analsis data dan penjelasan di atas, dapat dsisimpulkan bahwa pembelajaran dengan pendekatan discovery leraning setting kooperatif MURDER berpengaruh positif dan signigikan terhadap kemampuan berpikir kritis dan kepercayaan diri mahasiswa. Dari hasil penelitian ini, disarankan kepada guru maupun dosen, hendaknya selalu mengembangkan pembelajaran yang diterapkan dalam mengajar, salah satunya adalah model discovery leraning setting kooperatif MURDER.
Daftar Pustaka Azmandian, A. (2010). Think yourself successful. New York: Mc Graw Hill Ennis, R. H. (2000). A super-streamlined conception of critical thingking. http//www.criticalthinking.net/SSConcCTApr3.html. (10 juni 2016) Fisher, R. (1995). Thinking children to think, Cheltenham, United Kingdom : Stanley Thornes Ltd. Ghufron, N. & Rini R.S. (2012). Teori-teori psikologi. Yogyakarta: Ar-Ruzz Media. Glazer, E. (2001). Using web sources to promote critical thinking in high school. Tersedia di http://math.unipa.it/Alglazer. (10 juni 2016) Hannula, M.S., Maijala, H., & Pehkonen, E. (2004). Development of understanding and self confidence in mathematics; grades 5-8. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, Vol 3 pp 17– 24. Diambil pada tanggal 15 Juni 2016, dari http://www.emis.de/proceedings/PME28/RR/RR162Hannula.pdf Iswidharmanjaya, D., Agung, G., & Psycholastic. (2004). Satu hari menjadi lebih percaya diri. Jakarta: PT Elex Media Komputindo. Jacobsen, D. A., Eggen, P., & Kauchak. D. (2009). Methods for teaching, metotde-metode pengajaran maningkatakan belajar siswa TK-SMA. (Terjemahan Achmad Fawaid & Khoirul Anam). New Jersey: Pearson Education,Inc. (buku asli diterbitkan tahun 2009) Kirk, R. E. (1995). Experimental deign: prosedures for the berhavioral sciences. Pacifik grope: Brooks/Cole Publishing Company.
Lie, A. (2003). 101 Cara menumbuhkan percaya diri anak. Jakarta: PT Elex Media Komputindo Lindenfield, G. (1997). Mendidik anak agar percaya diri. (Terjemahan Ediati Kamil). London: Harper Collins Publisher. (Buku asli diterbitkan tahun 1994) NCTM. (2000). Principles and standars for school mathematics. Reston: NCTM. Practice, New York : W. H. Freeman and Company. 792
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Rohchaminah, S. (2008). Pengaruh Pembelajaran Penemuan terhadap Kemampuan Berpikir Kritis dan Matematika Mahasiswa Calon guru. Disertasi UPI Bandung: Tidak diterbitkan. Ruseffendi, S. (1984). Dasar-dasar Matematika Modern dan Komputer untuk Guru. Bandung: Tarsito. Saifuddin Azwar. (2011). Tes prestasi. Fungsi dan pengembangan pengukuranprestasi belajar. Yogyakarta: Pustaka Pelajar. Stevens, J. (2009). Applied multivariate statistics for the social sciences. London: Lawrence Erlbaum Associates, Publishers. Suherman, dkk. (2001). Common TexBook Strategi Pembelajaran Matematika Kontemporer. Bandung: Jurusan Pendidikan Matematika UPI Bandung. Suriadi. (2006). Pembelajaran dengan Pendekatan Discovery yang Menekankan Aspek Analogi Untuk Menigkatkan Pemahaman Matematik dan Kemampuan Berfikir Kritis Siswa SMA. Tesis UPI Bandung: Tidak diterbitkan. Suryadi. (2006). Pembelajaran dengan Pendekatan Discovery yang Menekankan Aspek Analogi Untuk Menigkatkan Pemahaman Matematik dan Kemampuan Berfikir Kritis Siswa SMA. Tesis UPI Bandung: Tidak diterbitkan. Suryosubroto, B. (2002). Proses Belajar Mengajar di Sekolah. Jakarta: Rineka Cipta.
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Academic Advising For The Success Of Student Teachers A Case Study Of Phu Yen University In Vietnam Nguyen Thuy Van1, Hamdan Said2 1,2 Faculty of Education, Universiti Teknologi Malaysia [email protected], Email: [email protected]
Abstract In the current era of economic difficulties academic programs established in higher education need to be prepared to defend their value. Student learning and development outcomes, in relation with career performance are among the clearest indicators of an academic program's value. Academic advising is a valuable contributor to the above indicators, being an essential component of the students’ satisfaction, retention, recruitment and success. This academic service is unique in terms of providing opportunity to students to conduct one to one interaction with academic staff about personal academic issues. Hence, academic advising accounts for the closest formal relationship between students, faculty and stakeholders. It affects students' development prominently by assisting their course selection, educational planning and use of campus resources, as well as by emphasizing their responsibilities as citizens of the university, enhancing their self-discipline and perseverance to reach their own goals in higher education. Academic advising in teacher education is aimed to give the best assistance and motivation to student teachers. This case study offers an insight to the academic advising program employed in Pedagogy of Preschool and Primary School Education, Phu Yen University (PYU), Vietnam. It was found that the main focus of the program is the provision of assistance and motivation to students to attain better teaching performance, by encouraging the development of their academic, personality and career’s skills. This is in accordance with the national teacher standard's measurement of accountability and professional learning. Keywords: academic advising, teacher education, retention of student teachers, higher education in Vietnam
Introduction Phu Yen university (PYU) is a local university in Vietnam, managed by the Phu Yen Province Committee. Teacher training in PYU started in 1970. In the initial 20 years of its existence PYU mainly trained primary and preschool teachers, while in the period between 1990 and 2007 secondary school teachers were trained. Since 2007 all levels of teacher education has taken place in PYU (PYU, 2007). Since the establishment of a credit system in Vietnamese higher education in 2009, students can select those courses that most suit their specific condition. Realizing that student population may experience difficulties with adjustment to the new system, the university has appointed academic staff as academic advisors to the students. In order to implement the teacher training program effectively, the Faculty of Preschool and Primary Education designed an academic advising program with the main aim to promote their students’ performance. This paper aims to introduce this program as a contribution of teacher training in the provision of assistance and motivation to students to attain better teaching performance, by encouraging the development of their academic, personality and career skills. This is in accordance with the national teacher standard's measurement of accountability and professional learning. 794
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Literature review The characteristics of effective academic advising Academic advising plays important roles in students’ learning and development outcomes by assisting students in understanding institutional policies, procedures and regulations; providing information on academic programs, university support services and resources; assisting students in planning, monitoring and evaluating their educational plans towards degree completion; and developing decision making skills, determining their career plans and goals, and assisting students in developing their intellectual, personal, and social development (Crookston, 1972; Gondon, 2001; Habley, 1984; King 2000). Many studies have been conducted to attest what constitutes an effective academic advising (e.g. Bahr, 2008; Light, 2001; Pizzolato, 2008). It is broadly agreed that effective academic advising plays a role in student development (Light, 2001; Pizzolato, 2008; Reinarz & Ehrlich, 2002), is tied to students’ academic success (Bahr, 2008; Campbell & Nutt, 2008; Museus & Ravello, 2010), influences decisions about and attitudes toward lifelong learning (Hunter & White, 2004; Smith & Allen, 2006; Stickle, 1982) and, last but not least, it is associated with students’ satisfaction, recruitment and retention (Elliott & Healy, 2001; Freeman, 2008; Peterson, Wagner & Lamb, 2001).
The academic advising program used in PYU for teacher training Overview The academic advising program (AAP) for PYU’s teacher training program is to provide an integrated array of effective academic advising services between academic advisors and students as well as resources and meaningful educational plans to assist student teachers' development and success. Student teachers are assisted in making a successful transition to, and establish their place in university life; taking responsibility for their learning by setting their academic skills, educational skills and personal goals along with the strategies for achieving them. Additionally, they are provided support to graduate in a timely manner, successfully meeting all requirements of the National Teacher Standards. Objectives The academic advising program is aimed to promote student teachers’ learning and development outcomes, persistence and success. To achieve this goal, a desired competence profile was set for the future student teachers graduates, which addresses academic matters, personal and social skills as well as professional development. The program was structured around a complex pedagogic approach, in accordance with the following main guidelines: To promote student growth and development in a teacher training environment including in and out of class; to reinforce student self-direction and self-sufficiency to become good teachers. To clarify academic and administrative policies and procedures; to discuss and assist students in assessing their interests and abilities, making decisions and developing shortterm and long-term plans to be good teachers and attain the graduation and the national teacher standard requirements. To evaluate and monitor student academic progress, teaching skills practice in schools and student teachers’ morals. To guide students in educational, career and personal matters; to manage skill and/or learning deficiencies; to exploit other resources and programs on the campus when necessary.
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To make students aware of and refer them to educational, institutional and community resources and services.
The competence profile In order to assist student teachers in adapting to degree requirements and acquiring the necessary abilities and competences for career development as set by the National Teacher Standards, the academic advising program is focused on the development of general and specific competences. They involve the acquisition of skills, abilities and specific attitudes, listed by the profile as follows: Academic: - to know the teachers’ degree requirements, - to know the academic and non-academic resources available to support student teachers in their studies and career development, - to know the university’s policies and procedures related to the teacher training program, - to know the courses offered for registration in each semester, the calculation of their GPA and the monitoring of their academic progress for retention and on-time graduation. Personality and social skills - to be aware of the teachers’ responsibilities in educating children about the important task of building and protecting the country, - to be able to develop study plans to manage their academic progress for on-time graduation, - to improve social skills for handling educational relations with young children and groups of children as well as with their parents and community, - to be able to use the online registration, communication and assessment systems, - to obtain the necessary soft skills and critical thinking skills, which includes being able to prepare questions for their advising sessions. Professional development - to appreciate the benefits of educational activities beyond the classroom and improve educational skills in the schools, - to understand the relationship between their personal values and the fulfillment of degree requirements, - to understand the relationship between their personal values, teacher characteristics and life goals. The Assessment system The evaluation of PYU’s academic advising program outcomes is currently performed by the academic advisors. Generally, each academic advisor is responsible for 30 to 45 students. Besides the usual tasks associated with academic advising, the advisors at the educational faculty also serve as supervisors of their advisees’ teaching practice conducted at schools. They cooperate with school teachers in the evaluation of their students’ teaching practice. In the end of each semester academic advisors are in charge of evaluating the progress of their students, the assessment being based on three 796
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components, namely, academic performance, teaching practice and classroom and social activities.
Results of primary student teachers 4.1 Professional ethical qualities of primary student teachers:
Excellent Optimal Total
2009 70 20 90
2010 168 17 285
2011 276 13 289
2012 385 10 395
For 4 years since 2009 the number of undergraduate student teachers had increased more than 4-fold. At the evaluation of their professional ethical qualities, most of them were found excellent, only a small minority of them having been categorized as not excellent, but still optimal performers. 4.2 Satisfaction levels of student teachers with academic advising
Years 2009 2010 2011 2012
No of very students unsatisfied unsatisfied neutral 90 1 1 2 185 2 4 5 289 3 4 4 395 2 3 5
satisfied 13 17 40 20
5.3 Experiences of academic advising program in PYU
797
very satisfied 73 167 238 365
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
To minimize this problem, it is suggested that we follow the academic advising system in teacher training. However, further studies and series of quality trainings on academic advising are needed before embarking to adapt this way of academic advising. For a start, the following process is suggested for the improvement of academic advising systems: • Designing academic advising goals that are on line with the vision of the university • Develop programs that correlate with credit-based training • Determining the roles and functions of all elements in academic advising system • Developing academic advising • Improving the facilities for the implementation of academic advising • Designing the principles and policies of running the academic advising system effectively • Assessment and innovation of the academic advising system • Developing rewards for academic advising champions Explains: Enhancing the awareness of the value of academic advising and invest the rewards assessment According Cuseo (2003), academic advising is powerful because academic advisors take up multiple roles in higher education, such as educator, interpreter, coach, monitor, advocate, networker and consoler. In the primary teacher training course these functions of the academic advisors have strongly impact on the student teachers' learning, practice and development. PYU selected lecturers to do extra work by academic advising. Therefore, academic advisors are usually busy with teaching, research and publication. In order to encourage the academic advisors to work well in the advising process, administrators should invest time and finances to try their staff, improving the facilities as well as established rewards system for excellent advisors. Improving the quality of academic advisors The quality of academic advisors plays an important role in the academic advising process. In order to improveits human resource, PYU have established procedures for staff selection, training, performance planning and evaluation of supervision and performance. In accordance with this policy, some academic advisors express the need for a strong system of criteria: Academic advisors are necessarily people with professional qualifications and experienc, able to advise the students the best way not only for the learning process, course registration and monitoring of academic progress but also to motivate students to cultivate teacher professional ethical quality and teaching practice skills (Mong Lan) The above opinion implies that academic advisors should acquire a comprehensive knowledge of the teacher training programs, academic requirements, policies and procedures. Based on these, they can carry out their advising tasks effectively to assist student teachers in graduate on time and success. Establisment of an effective academic advising program A academic advising programs should correspond with the teacher graduation requirements and the National TeacherCareer standards. In PYU, academic advisors are in charge of the evaluation of the student teachers' professional ethics and the assessment of their teaching practice. That is one of reasons why academic advisors have strong impact on the students' learning and development outcomes.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Conclusion The developmental academic advising approach is one of the dominant strategies that is designed to assist student teachers' graduation on time and successfully. This approach not only enhances the quality of training for student teachers but also reduces attrition, increases retention and promotes motivation. By employing this approach of academic advising, it is hoped that the students will experience the true sense and a meaningful eco-system of their education. PYU's experiences suggest tha academic advising assists student teachers effectively both in professional ethics quality and educational skills.
References Bahr, P. R. (2008). Cooling out in the community college: What is the effect of academic advising on students’ chances of success?. Research in Higher Education, 49(8), 704-732. Campbell, & Nutt (2008). Academic advising in the new global century: Supporting student engagement and learning outcomes achievement. Peer Review, 10(1), 4-7. Crookston, B. B. (1972). A developmental view of academic advising as teaching. Journal of College Student Personnel, volume 13, 12-17. Article reprinted in NACADA Journal, 14 (2), 5-9. Elliott, K. M., & Healy, M. A. (2001). Key factors influencing student satisfaction related to recruitment and retention. Journal of Marketing for Higher Education, 10(4), 1-11. Gordon, Habley, W. R., & Grites, T. J. (2011). Academic advising: A comprehensive handbook: San Francisco: Jossey-Bass. Habley W.R. (1984). Organizational structures for academic advising: models and implications. Journal of College student personnel, 24(6), 535-540. Hunter, M. S., & White, E. R. ( 2004). Could fixing academic advising fix higher education? About Campus, 9(1), 20–25. Freeman, L. C. (2008). Establishing effective advising practices to influence student learning and success. Peer Review, 10(1), 1-12. King, M. C. (2000). Designing effective training for academic advisors. In V. G. Gordon & W. R. Habley (Eds.), Academic advising: A comprehensive handbook (Chapter 20). San Francisco, CA: Jossey-Bass. Museus, S. D., & Ravello, J. N. (2010). Characteristics of academic advising that contribute to racial and ethnic minority student success at predominantly White institutions. NACADA journal, 30(1), 47-58. Peterson, C., & Vaidya, R. S. (2001). Explanatory style, expectations, and depressive symptoms. Personality and Individual Differences, 31(7), 1217-1223. Pizzolato, J. E. (2008). Advisor, teacher, partner: Using the learning partnerships model to reshape academic advising. About campus, 13(1), 18-25. Reinarz, A. G., & White, E. R. (1995). Teaching through academic advising: A faculty perspective: Jossey-Bass Incorporated Pub. Smith, & Allen. (2006 ). Essential function of academic advising. What student want and get. NACADA Journal 26(0), 56-66. Stickle, F. (1982). Faculty and student perceptions of faculty advising effectiveness. Journal of College Student Personnel 23(3), 262-265.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Development assessment rating based on subject Authentic Biology Class X Sarwati, Puspita W. University Hamzanwadi, Indonesia [email protected]
Abstract Ratings are used by teachers usually like using a traditional assessment tests therefore emphasized their students to memorize information without being required to understand the information that is remembered, and get to know new teachers authentic assessment in theory and concepts, whereas the preparation and use of authentic assessment is still not understood. Based on this, the researchers developed a Based Assessment Authentic Assessment in the form guide on Subjects Biology Class X Semester 2. This research is a development (Research and Development). Development procedures adopted are Borg and Gall, include: 1) research and information gathering early, 2) planning, 3) the development of the format of the initial product, 4) the initial trial, 5) product revision, 6) field trials, 7) revision product, 8) field test, 9) revision of the final product, 10) the dissemination and implementation, because of time and cost, the researchers only up to the stage 4. assessment of the feasibility guide authentic assessment given by expert content / materials and experts see as a stage validation. Teachers of biology MA NW Keruak in the early testing phase through a validation guide authentic assessment to determine the feasibility of an authentic assessment guide. Analysis of data using qualitative descriptive. Data analysis techniques for validation guide authentic assessment using a conversion scale ratings of five. The results of this study obtained user guide ratings Authentic In subjects Biology Class X Semester 2. The trial results display experts, expert content / material authentic assessment guide is categorized quite good and well with the average of each in sequence, 3, 3, and 3.8. Ratings given teachers of science 1 IPA 2 studies teachers and teachers of IPA 3 each category both the average value respectively 3.7, 3.6 and 3.5, while based on an interview given researchers found that crave authentic assessment guide that reduces the difficulty in assessing teachers. Keywords: development assessment rating based
Pendahuluan Berdasarkan peraturan pemerintah No 32 tahun 2013 tentang perubahan atas peraturan pemerintah No 19 tahun 2005 tentang standar nasional pendidikan dijelaskan bahwa penilaian hasil belajar oleh pendidik dilakukan secara berkesinambungan untuk memantau proses, kemajuan belajar dan perbaikan hasil belajar siswa secara berkelanjutan yang digunakan untuk menilai pencapaian kompetensi siswa, bahan penyusunan laporan kemajuan hasil belajar dan memperbaiki proses pembelajaran. Berdasarkan studi pendahuluan yang dilakukan di lapangan diperoleh strategi pembelajaran yang diterapkan masih menggunakan diskusi, pemberian latihan soal, permberian tugas rumah dan jarang melakukan praktikum, sistem penilaian yang digunakan dalam pembelajaran biologi masih didominasi dengan paper and pencil yang menekankan pada aspek kognitif saja, sedangkan penilaian pada aspek afektif dan psikomotor kurang mendapat perhatian serius. Para guru mengenal penilaian secara teori dan konsep, sedangkan penyusunan dan penggunaan penilaian autentik masih belum jelas dipahami. Padahal penilaian autentik sebagai salah satu cerminan dunia nyata dalam arti bahwa semua kegiatan 800
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
yang dilakukan oleh siswa pada saat proses pembelajaran berlangsung, sehingga melibatkan semua ranah kompetensi yakni kognitif, afektif dan psikomotor. Berdasarkan paparan di atas peniliti ingin berupaya mengembangkan alat penilian pembelajaran yakni, Pengembangan penilaian assesmen Autentik berupa buku petunjuk penilaian Autentik Pada mata pelajaran biologi kelas X semester 2 yang sesuai dengan syaratsyarat alat penilaian yang baik sehingga diharapkan dapat mendukung peningkatan kualitas dan keberhasilan pembelajaran biologi kelas X khususnya semester 2. Tujuan penelitian pengembangan ini adalah mengembangkan instrumen penilaian assesment autentik yang valid dan reliabel serta praktis.
Metode Penelitian ini menggunakan metode penelitian pengembangan, Rancangan penelitian ini diadaptasi dari model desain pengembangan Borg and Gall, terdiri dari 10 langkah yaitu: 1) penelitian dan pengumpulan informasi awal, 2) perencanaan, 3) pengembangan format produk awal, 4) uji coba awal, 5) revisi produk, 6) uji coba lapangan, 7) revisi produk, 8) uji lapangan, 9) revisi produk akhir, 10) desiminasi dan implementasi. Namun dalam penelitian pengembangan ini hanya sampai pada tahap 4 tahap yakni: (1) Penelitian dan pengumpulan informasi awal; Penelitian dan pengumpulan informasi, terdiri dari 1). Studi literatur meliputi: Standar kompetensi dan Kompetensi Dasar, analisis silabus biologi kelas X semester 2, konsep-konsep materi kelas X semester 2 yang akan di bahas sebagai materi dalam buku petunjuk penilaian autentik guru, dan menganalisis penelitian mengenai pengembangan penilaian autentik, Menganalisis penelitian mengenai pengembangan penilaian, serta studi tentang penilaian yang berbasis asesment autentik dan hasil-hasil penelitian yang terkait dengan penelitian pengembangan penilaian berbasis asesmen autentik. 2). Observasi lapangan meliputi observasi langsung ke sekolah untuk melihat proses pembelajaran dan menanyakan beberapa pertanyaan mengenai penilaiann yang dipergunakan oleh guru dan siswa, serta melihat keadaan lingkungan sekolah. (2). Perencanaan; Pada tahap ini peneliti mulai menyusun draf instrumen yang akan digunakan dalam penelitian, instrumennya berupa buku penilaian autentik, instrument tersebut terdiri dari instrument penilaian unjuk kerja, penilaian produk, penilaian proyek, penilaian tertulis,observasi, dan penilaian portofolio,membuat format penilaian, serta teknik pengolahan nilai sikap, pengetahuan, dan keterampilan. Desain produk ini dilakukan untuk memudahkan dalam pembuatan pedoman penilaian Berbasis assessment autentik, dan angket. Dengan sistematika penulisan modul yaitu: cover, kata pengantar, daftar isi,materi tentang penilaian, asesment autentik, materi penerapan penilaian autentik,cara pengolahan nilai, contoh penerapan penilaian autentik pada materi kelas X semester 2, dan daftar pustaka. Untuk pengukuran validasi dan daya guna buku petunjuk penilaian autentik guru ini maka disiapkan instrumen berupa angket yang akan dipergunakan dalam validasi ahli tampilan, ahli isi/materi dan guru bidang studi biologi yang akan menggunakan buku petunjuk penilaian autentik biologi. (3). Pengembangan format produk awal; Pada tahap ini, mulai disusun bentuk awal buku petunjuk penilaian autentik dan perangkat yang diperlukan. Produk awal berupa buku petunjuk penilaian autentik guru pada materi kelas X semester 2, dan instrumen pengumpulan data yang akan digunakan. Proses penelitian pada tahap ini dilakukan dengan melakukan persiapan instrumen yang akan di validasi oleh validator tampilan dan validator isi/materi dengan mempersiapkan buku petunjuk penilaian autentik guru, dan angket yang akan digunakan dalam kelayakan buku petunjuk penilaian autentik guru untuk di ujicobakan. Hasil validasi oleh tim ahli akan di kaji sebagai acuan untuk merevisi rancangan buku petunjuk penilaian autentik guru sebelum ujicoba awal. (4). Uji coba awal; Pelaksanaan uji coba buku petunjuk penilaian autentik guru akan dilaksanakan ke guru bidang studi biologi untuk menguji keterbacaan dan kelayakan dari buku petunjuk penilaian autentik guru, Selain 801
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
itu, dilakukan wawancara terhadap guru bidang studi biologi untuk mengetahui pengetahuan tentang penilaian autentik.
Hasil Produk pengembangan penilaian Berbasis Assesmen Autentik pada mata mata pelajaran biologi kelas X semester 2 telah melalui tahap uji coba yakni Uji ahli dimaksudkan untuk meguji keterbacaan
dan kelayakan perangkat berupa buku petunjuk penilaian autentik pada materi kelas X semester 2 sesuai dengan tampilan dan isi/materi. Validasi terhadap buku petunjuk penilaian autentik dilakukan untuk melihat penilaian, komentar dan saran baik secara tertulis dan secara lisan oleh tim ahli. Pada tahap ini dilakukan dengan cara menyerahkan produk buku petunjuk penilaian autentik pada materi kelas X semester 2 pada tim ahli yaitu ahli tampilan dan ahli isi/materi untuk mengetahui tingkat keterbacaan dan kelayakan produk. Validasi ini dilakukan untuk mengetahui kualitas produk yang dikembangkan sebagai dasar untuk melakukan revisi dan selanjutnya untuk dilakukan perbaikan. Adapun instrumen yang diuji cobakan keahli berupa. Tampilan ;Tampilan merupakan penilaian dari ahli berdasarkan tampilan penyajian buku petunjuk penilaian autentik yang meliputi aspek pengaturan huruf dan paragraf, dan aspek kebahasaan. Dari hasil validasi ahli, didapatkan skor rata- rata yang dapat diperoleh adalah 3,8 berada di katagori >2,6 – 3,4 yaitu berarti validasi dari ahli desain berada di kualifikasi ”cukup baik” produk yang dikembangkan. Ahli materi; Validasi isi/materi merupakan penilaian yang dilakukan oleh ahli isi/materi terhadap buku petunjuk penilaian autentik berdasarkan isi/materi yang di sajikan, yang meliputi aspek kualitas isi, huruf dan paragraf, dan aspek bahasa. Dari hasil validasi ahli isi/materi. Berdasarkan penilaian validasi ahli materi maka diperoleh hasil skor rata- rata adalah 3,8 berada di kategori >3,4 – 4,2 yaitu berarti validasi dari ahli desain berada di kualifikasi ”baik (valid)”. Validator juga memberikan komentar dan saran yang kemudian dijadikan acuan untuk melakukan revisi. Namun secara keseluruhan validator memberikan kesimpulan bahwa produk buku petunjuk penilaian autentik pada materi X semester 2 ini layak dilanjutkan ke tahap uji coba awal namun dengan melakukan revisi terhadap produk. Uji Coba Awal ;Uji coba awal merupakan tahap pengembangan buku petunjuk penilaian berbasis asesmen autentik yang pada tahap ini buku petunjuk penilaian autentik akan di validasi oleh guru bidang studi dan serta wawancara kepada guru tersebut.Uji coba awal dilaksanakan di MA NW Keruak, dengan memberikan buku petunjuk penilaian autentik dan lembar validasi terhadap guru bidang studi biologi, untuk mengetahui valid/tidaknya buku petunjuk penilaian pada materi kelas X semester 2. Validasi Guru Bidang Studi Biologi; Validasi oleh guru bidang studi biologi dilakukan oleh 3 guru bidang studi biologi di MA NW Keruak. Untuk validasi oleh guru bidang studi Biologi pertama di laksanakan pada tanggal 25 februari 2016 bertempat di MA NW Keruak, dengan hasil validasi guru 1 yaitu; Tabel 4.4 Data Hasil validasi oleh Guru Biologi 1 Terhadap Buku Petunjuk Penilaian Guru
No
Aspek yang di Nilai
Total Nilai Perindikator
1.
Kelayakan isi
25
2.
Bahasa dan penulisan
16
Skor total
41
Rata- rata
3,7
802
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Sedangkan validasi yang dilaksanakan oleh guru bidang studi biologi kedua pada tanggal 26 februari 2016 di MA NW Keruak dengan hasil validasi sebagai berikut: Tabel 4.5 Data Hasil validasi oleh Guru Biologi 2 Terhadap Buku Petunjuk Penilaian Guru Total Nilai No Aspek yang di Nilai Perindikator 1.
Kelayakan isi
25
2.
Bahasa dan penulisan
15
Skor total
40
Rata- rata
3,6
Sedangkan validasi yang dilaksanakan oleh guru bidang studi biologi ketiga pada tanggal 27 februari 2016 di MA NW Keruak dengan hasil validasi sebagai berikut: Tabel 4.6 Data Hasil validasi oleh Guru 3 Terhadap Buku Petunjuk Penilaian Guru Total Nilai No Aspek yang di Nilai Perindikator 1.
Kelayakan isi
25
2.
Bahasa dan penulisan
14
Skor total
39
Rata- rata
3,5
Validasi guru bidang studi biologi bertujuan untuk meihat penilaian keterbacaan dan kelayakan buku petunjuk penilaian guru biologi di gunakan dalam pembelajaran dalam menilai siswa indikator penilaian untuk guru bidang studi meliputi aspek materi/ system penilaian, dan aspek kebahasaan dan aspek tampilan. Dari hasil validasi guru bidang studi biologi 1 dapat diperoleh rata- rata nilai 3,7 dengan kualifikasi “baik”. Untuk guru bidang studi biologi 2 dapat diperoleh rata- rata nilai 3,6 dengan kualifikasi “ baik”. Untuk guru bidang studi biologi 3 dapat diperoleh rata- rata nilai 3,5 dengan kualifikasi “baik”. Analisis hasil koesioner Terhadap guru biologi terhadap penilaian autentik. Dari hasil koesioner/wawancara yang telah dilakukan peneliti, semua guru mengetahui tentang penilaian autentik yang dinyatakan dari berbagai pemahaman, dari pemahaman tersebut maka penilaian autentik dapat dilakukan oleh guru dalam berbagai bentuk penilaian untuk ranah pengetahuan, sikap, dan keterampilan, tapi dari pemahaman tersebut guru mengaku mengalami kesulitan dalam menerapkan penilaian autentik yang harus ada dalam sistem penilaian salah satu penyebabnya adalah pelatihan bagi setiap guru terkait sistem penilaian autentik sangatlah minim padahal dibutuhkan karena penilaian autentik tidak pernah dilakukan oleh guru padahal penilaian autentik adalah penilaian yang sebenarnya tapi jika hanya mengandalkan pelatihan sangat membutuhkan waktu yang lama untuk memahami penilaian autentik, sehingga dari pemaparan para guru biologi sangatlah membutuhkan buku petunjuk penilaian yang akan mempermudah guru biologi dalam menilai, sehingga penilaian terhadap siswa tidak terfokus pada penilaian kognitif saja. Hasil wawancara kepada 3 guru (lihat lampiran 6) Revisi Produk 803
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Revisi Tim Ahli Revisi pertama dilakukan berdasarkan dari hasil saran dan komentar dari ahli isi/materi, ahli tampilan. Revisi terhadap buku petunjuk penilaian autentik pada materi kelas X semester 2, sesuai saran dan komentar dengan menambahkan dan mengurangi beberapa komponen yang terdapat di dalam buku petunjuk penilaian autentik, revisi bertujuan untuk memperbaiki produk sebelum penelitian dilanjutkan ke tahap selanjutnya. Hasil validasi materi/penilaian tentang buku petunjuk penilaian autentik pada materi kelas X semester 2 yang dilaksanakan pada tanggal 1 oktober 2015, Secara garis besar materi yang disusun oleh pengembang sudah baik namun masih banyak yang perlu diperbaiki hal ini terbukti dari komentar dan saran yang diberikan secara lisan terhadap produk yaitu: Rubrik yang dibuat harus disesuaikan dengan tugas, penilaian autentik mengukur kinerja dan aktifitas siswa misalnya keterampilan menggunakan mikroskop bagaimana ketelitian dan sikap siswa. Saran-saran tersebut diperbaiki untuk kesempurnaan produk yang dihasilkan. Setelah diadakan revisi terhadap materi sesuai saran, masukan dan komentar oleh validator ahli maka produk tersebut diserahkan kembali kepada validator ahli untuk divalidasi ulang. dilakukan untuk lebih memantapkan yang ada pada buku petunjuk penilaian autentik agar nantinya dapat digunakan dengan baik. Saran dari para validator ini kemudian peneliti ikuti untuk perbaikan produk yang dikembangkan, ini terbukti dari produk yang dihasilkan peneliti cukup berbeda dari sebelumnya dan hasil validasi dikategorikan “baik” dengan nilai rata –rata 3,8, hal ini berarti produk yang dikembangkan peneliti layak untuk digunakan. Hasil validasi tampilan yang dilaksanakan pada tanggal 18 februari 2016, diproleh produk berupa buku petunjuk penilaian pada materi Biologi kelas X semester 2 layak di gunakan untuk mengambil data ujicoba awal dengan revisi sesuai saran yang diberikan. Validasi tampilan dapat dikategorikan “cukup baik” dengan nilai rata –rata 3,3, dengan memberikan komentar dan saran mengurangi desain dan format yang berlebihan pada produk dan lebih menyederhanakannya. Revisi Ujicoba Awal Revisi ke 2 ini berdasarkan hasil dari penelitian yang dilaksanakan terhadap guru bidang studi IPA, dan merupakan revisi terakhir dalam penelitian pengembangan yang dilaksanakan oleh peneliti. Berdasarkan hasil tahap revisi tim ahli dan dilanjutkan ke uji coba awal yang dilaksanakan dengan memberikan buku petunjuk penilaian autentik terhadap guru bidang studi IPA MA NW Keruak serta wawancara kepada guru tersebut. Buku petunjuk penilaian yang divalidasi oleh guru bidang studi IPA direvisi berdasarkan atas komentar dan saran yang diberikan oleh guru bidang studi IPA 1, guru bidang studi IPA 2, guru bidang studi IPA 3 terhadap produk, guru bidang studi biologi 1 memberikan saran yaitu harus disesuaikan dengan keadaan sekolah. Saran dari guru bidang studi biologi kedua yaitu kalimat yang digunakan lebih dipersingkat agar mudah dipahami. Saran dari guru bidang studi biologi ketiga yaitu harus disesuaikan dengan keadaan/lingkungan sekolah Berdasarkan dari hasil uji coba awal ini didapatkan buku petunjuk penilaian autentik akhir yang merupakan hasil akhir dari revisi buku petunjuk penilaian autentik sebelum disebar secara luas ke guru.
Pembahasan Penilaian memegang peran penting dalam proses belajar mengajar dan untuk pengumpulan informasi tentang siswa tidak dapat dipisahkan keberadaannya dengan pembelajaran. Disinilah sebenarnya peran utama guru sebagai pendidik dibutuhkan. Hal ini sesuai dengan pernyataan Havnes (2008) dalam andra setia bhakti yaitu ketika guru menilai pekerjaan serta kemajuan siswa, guru juga dapat melihat berapa sukses dalam mengajar. Penilaian dalam 804
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
pembelajaran tidak selalu mennggunakan penilaian bentuk tes untuk mengukur ketercapaian siswa. Phopam (2008: 6) dalam andra setia bhakti mengumpulkan informasi tentang siswa dapat dilakukan dengan penilaian formal dan penilaian informal untuk memberikan informasi lebih akurat tentang keterampilan serta sikap siswa, sehiingga diperlukan penilaian yang dapat memberikan informasi yang lebih akurat untuk mengukur ketercapaian siswa Menurut Hart dalam Harun penilaian autentik sebagai salah satu hasil dari pendekatan penilaian dapat dijadikan alternatip solusi dalam menilai perkembangan belajar siswa secara lebih komprehensif dan objektif mengingat penilaian autentik lebih akurat dalam mengukur apa yang dinilai dalam pendidikan. Hasil penelitian ini diperoleh buku petunjuk penilaian Autentik Pada Mata pelajaran Biologi Kelas X Semester 2. Hasil ujicoba ahli tampilan, ahli isi/materi buku petunjuk penilaian autentik ini di kategorikan cukup baik dan baik dengan skor rata- rata masing-masing secara berurutan, 3,3, dan 3,8. Penilaian yang diberikan guru bidang studi IPA 1, guru bidang studi IPA 2 dan guru bidang studi IPA 3 masing-masing berkategori baik dengan nilai rata- rata masing-masing 3,7, 3,6 dan 3,5. Hasil penelitian ini di dukung juga oleh penelitian Andra Setia Bhakti (2013) dengan judul pengembangan model penilaian autentik berbasis kurikulum 2013 yang menyatakan bahwa nilai rata- rata yang diperoleh dari analisis penilaian validator menurut ranah bahasa, konstruksi, dan materi sebesar 3:2,56:3. Setelah merevisi produk peneliti melakukan uji coba lapangan. Subjek uji coba lapangan merupakan lima orang guru fisika yang ada di Malang. Nilai rata- rata yang diperoleh dari analisis penilaian uji coba lapangan awal sebesar 3,4. Nilai tersebut menunjukkan bahwa produk “layak”. Buku petunjuk penilaian berbasis autentik pada materi kelas X semester 2 dimanfaatkan untuk mendorong siswa dalam memecahkan masalah, memungkinkan siswa memanfaatkan pengetahuan siswa secara efektif, meningkatkan kemampuan guru dalam memahami hasil penilaian yang di perlukan untuk meningkatkan kualitas pembelajaran, dan memperbaiki kemampuan guru dalam menggunakan sumber bukti untuk menilai siswa (Arend,2004; Doran, 1998; Suastra, 2005). Dalam proses penelitian pengembangan ini banyak temuan-temuan yang di temukan dari saran dan komentar tim ahli dan guru bidang studi biologi yaitu Dalam aspek tampilan, saran mengurangi desain dan format yang berlebihan pada produk dan lebih menyederhanakannya, materi yang disajikan disarankan harus lebih banyak menggunakan kalimat aktif sehingga bahasa yang digunakan lebih mudah di mengerti oleh pembaca. Komponen- komponen dalam buku petunjuk penilaian autentik dilakukan penambahan sesuai saran ahli tampilan. Dari tim ahli isi/materi didapatkan komentar dan saran dari ahli isi/materi Pada buku petunjuk penilaian autentik KD harus disesuaiakan dengan indikator yang ada, Selain itu petunjuk belajar belum jelas. Rubrik yang dibuat harus disesuaikan dengan tugas. Untuk aspek tugas harus disesuaikan dengan keadaan yang ada supaya tidak sulit untuk dilaksanakan, menambahkan tema pada setiap lembar kerja siswa yang di sajikan sehingga siswa mengerti apa yang akan dilaksanakan pada lembar kerja siswa. Saran dan komentar ahli isi. Sesuai saran dan komentar dari guru bidang studi biologi ditemukan saran dan komentar untuk harus disesuaikan dengan keadaan sekolah. Saran dari guru bidang studi biologi kedua
805
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
yaitu kalimat yang digunakan lebih dipersingkat agar mudah dipahami. Saran dari guru bidang studi biologi ketiga yaitu harus disesuaikan dengan keadaan/lingkungan sekolah. Sesuai dengan saran yang diberikan oleh tim ahli dan guru bidang studi akhirnya dihasilkanlah produk akhir berupa buku petunjuk penilaian berbasis autentik pada materi kelas X semester 2 sistematika penulisan atau komponen-komponen sebagai berikut: Buku petunjuk guru tentang penilaian autentik membahas tentang penilaian, penilaian autentik dan penilaian autentik pada mata pelajaran biologi, Sub bab pertama adalah menjelaskan tentang penilaian dijabarkan tentang pengertian penilaian, tujuan penilaian, dan pentingnya penilaian dalam pembelajaran, Sub bab kedua menjelaskan tentang asesmen autentik. Sub bab ini membahas tentang pengertian asesmen autentik, karakteristik asesmen autentik, prinsip asesmen autentik, kedudukan asesmen autentik, hakikat asesmen autentik, Sub bab ketiga menjelaskan tentang penerapan penilaian autentik dan pengolahan nilai. Sub bab ini membahas tentang pengolahan nilai dan macam- macam penilaian autentik yang terdiri dari penilaian kinerja, penilaian unjuk kerja, penilaian produk, observasi, esai, penilaian portofolio, penilaian proyek, Sub bab keempat menjelaskan tentang instrumen dan rubrik penilaian pada materi biologi kelas X semester 2 yang terdiri dari keanekaragaman gen, jenis, ekosistem, keanekaragaman hayati Indonesia, plantae, animalia, ekosistem dalam aliran energi dan daur biogeokimia, pencemaran lingkungan dan pelestarian lingkungan, jenis limbah dan daur ulang limbah, dan membuat produk daur ulang limbah. Contoh modul yang dihasilkan (dapat dilihat di lampiran 6). Sedangkan berdasarkan wawancara yang diberikan peneliti didapat bahwa sangat mengharapkan buku petunjuk penilaian autentik yang mengurangi kesulitan guru selama ini karena penilaian tersebut sangat membantu guru dalam menilai tidak hanya menilai pengetahuan, tetapi menilai sikap dan keterampilan siswa.
Kesimpulan Berdasarkan hasil pengembangan penilaian berbasis asesmen autentik dengan buku petunjuk penilaian autentik untuk guru yang diterapkan pada materi kelas X semester 2 di MA NW Keruak Tahun Pelajaran 2015/2016, dapat diambil 4 kesimpulan sebagai berikut: 1. Telah dihasilkan buku petunjuk guru berbasis asesmen autentik menjadi pegangan guru untuk menilai pada saat proses pembelajaran materi kelas X semester 2. Proses pengembangan penilaian mengacu pada model Borg and Gall yaitu tahap potensi dan masalah, tahap mengumpulkan informasi, tahap desain produk, tahap validasi desain, tahap revisi desain. 2. Buku petunjuk guru yang berbasis asesmen autentik yang diterapkan pada materi kelas X semester 2 yang dikembangkan dengan penelitian ini telah dinilai layak oleh validator I dengan nilai kevalidan 3,3 dan validator II dengan nilai kevalidan3,8. Sehingga dinyatakan Buku petunjuk guru yang berbasis asesmen autentik dinyatakan valid. 3. Dari hasil wawancara yang dilakukan dengan guru bahwa guru belum memahami dan belum melaksanakan asesmen otentik dalam pembelajaran bahasa di kelas walau asesmen itu menjadi salah satu yang direkomendasikan dalam KTSP. Para guru membutuhkan penataran dan pelatihan penerapan asesmen otentik agar mampu menerapkannya di kelas dan sangat mengharapkan buku yang menggambarkan penilaian autentik.
Daftar Pustaka Arifin, Zaenal. 2009. Evaluasi Pembelajaran. Bandung: PT. Remaja Rosdakarya. Bhakti, Andra Setia dkk. 2013. Pengembangan Model Penilaian Autentik Berbasis Kurikulum 2013. Artikel Pendidikan. Malang 806
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Dantes, N.,dkk, 2004. Pengembangan Perangkat Evaluasi Proses dan Hasil Belajar Kurikulum Berbasis Kompetensi (KBK) Rumpun Pelajaran Sains. Laporan Penelitian Hibah Pasca Sarjana. Tidak Dipublikasikan. IKIP Negeri Singaraja. Depdiknas. 2006. Rancangan Penilaian Hasil Belajar. Jakarta: Depdiknas Hidayah, Arum Nurul. 2013. Pengembangan Penilaian Unjuk Kerja Berbasis Pembelajaran Inkuiri pada Materi Fisika SMP/MTs Pokok Bahasan Suhu dan Pemuaian. Sripsi Menempuh S1. Universitas Islam Negeri Sunan Kalijaga. Nurgiantoro, Burhan & Pujiati Suyata. 2009. Pengembangan Model Asesmen Otentik dalam Pembelajaran Bahasa. Cakrawala Pendidikan. November 2009 Th XXXVIII No 3. Universitas Negeri Yogyakarta Suastra, I Wayan. 2007. Pengembangan Sistem Asesmen Otentik dalam Pembelajaran Fisika di Sekolah Menengah Atas (SMA). Jurnal Pendidikan dan Pengajaran UNDIKSA, No. 1 TH XXXX Januari 2007 Sugiyono. 2013. Metode Penelitian Kuantitatif, Kuantitatif dan R&D. Bandung: Alfabeta Suastra, I.W.,dkk 2003. Implementasi Model-Model Pembelajaran Fisika Berbasis Inkuiri dalam Rangka Mengembangkan Kompetensi Dasar Fisika di SLTP. Laporan Penelitian Research Grand. Tidak Dipublikasikan. IKIP Negeri Singaraja. Suastra,I.W. 2005. Pengembangan Perangkat Penilaian (Asessment) Keterampilan Proses dan Sikap dalam Pembelajaran Sains Berbasis Inkuiri Terbimbing di Sekolah Dasar. Makalah disajikan pada “Seminar Nasional Hasil Penelitian Tentang Evaluasi Hasil Belajar Serta Pengelolaannya”. Yogyakarta, 14-15 Mei 2005 Uno, Hamzah B dan Satria Koni. 2012. Assessment Pembelajaran. Jakarta: Bumi Aksara Warsono dan Hariyanto. 2012. Pembelajaran Aktif Teori dan Assessment. Bandung: Remaja Rosdakarya Widyaningsih, Vera dkk. 2013. Pengembangan Rubrik Penilaian Portofolio Proses Sains Siswa pada Materi Ekosistem. Unnes Journal of Biology Education.FMIPA Universitas Negeri Semarang Wiggins, Grant. 1990. The Case of Authentic Assessment. Eric Identifier Wulan, Ana R. 2008. Permasalahan yang Dihadapi Oleh Para Guru Sains Dalam Melaksanakan Asesmen Kinerja di SMP. Jurnal Pendidikan UPI Bandung, JPP Volume 6 No. 2 Wulan, Ana Ratna. 2008. Penilaian Kinerja dan Portofolio pada Pembelajaran Biologi. Jurnal Pendidikan. FMIPA Universitas Pendidikan Indonesia Yuniarti, Budi dkk. 2014. Pengembangan Instrumen Penilaian Psikomotorik pada Pelaksanaan Praktikum Fisika Siswa Kelas X SMA Negeri Purworejo Tahun Pelajaran 2013/2014. Radiasi Vol. 5 No. 1. September 2014. Universitas Muhammadiyah Purworejo.
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Pengaruh Pendekatan Pembelajaran Dan Sikap Mahasiswa Terhadap Hasil Belajar Matematika Sekolah Muhammad Halqi Universitas Hamzanwadi
Abstrak Penelitian ini akan mengupas beberapa masalah dari sekian masalah yang muncul yakni, pengaruh pendekatan pembelajaran problem solving (A1) dan pendekatan pembelajaran konvensional (A2) serta sikap terhadap matematika (B) terhadap hasil belajar mahasiswa pada mata kuliah matematika sekolah (Y). Kerangka Teoretik Penggunaan pendekatan pembelajaran cukup besar pengaruhnya terhadap hasil belajar yang dicapai mahasiswa. Oleh karena itu, dosen harus mampu memilih dan menggunakan pendekatan pembelajaran yang sesuai dengan materi yang disampaikan. Secara rinci peneliti dapat menjelaskan kerangka teoretik mengenai keterkaitan antarvariabel yang mengarah kepada hubungan sebab akibat antara variabel perlakuan/ variable moderator dan variable terikat sebagai berikut: Perbedaan hasil belajar matematika sekolah mahasiswa antara yang diajar menggunakan pendekatan pembelajaran problem solving dengan yang diajar menggunakan pendekatan pembelajaran konvensional Matematika sekolah merupakan matematika yang diajarkan di sekolah pada semua jenjang pendidikan untuk merangsang daya pikir logis siswa dalam menyelesaikan setiap masalah. Agar pemahaman matematika sekolah khususnya lingkaran, serta capaian hasil belajar sesuai dengan yang diharapkan, diperlukan sikap terhadap matematika dan pendekatan pembelajaran yang sesuai, sehingga mahasiswa dapat mencapai hasil maksimal. Pendekatan pembelajaran problem soving merupakan pilihan yang tepat dipergunakan dosen dalam pembelajaran selain pendekatan pembelajaran konvensional. Sebagaimana telah disampaikan bahwa, pendekatan pembelajaran problem solving merupakan kerangka konseptual yang ditempuh oleh seseorang untuk menyelesaikan masalah dengan menggunakan pengetahuan, keterampilan, dan pemahaman yang dimilikinya sehingga masalah tersebut menjadi bukan masalah lagi baginya yang dilakukan dengan empat tahap, yakni: 1) memahami masalah; hal-hal apa saja yang diketahui, apa yang ditanyakan, membuat notasi dari unsur yang diketahui dan yang ditanyakan. 2) merencanakan penyelesaian masalah; mencoba mencari atau mengingat masalah yang pernah diselesaikan yang memiliki kemiripan dengan masalah yang akan dipecahkan, mencari pola atau aturan, menyusun prosedur penyelesaian. 3) menyelesaikan masalah sesuai rencana; menjalankan prosedur yang telah dibuat pada langkah sebelumnya untuk mendapatkan penyelesaian. Dan 4) memeriksa ulang jawaban yang diperoleh; menganalisis dan mengevaluasi apakah prosedur yang diterapkan dan hasil yang diperoleh benar, apakah ada prosedur lain yang lebih efektif, apakah prosedur yang dibuat dapat digunakan untuk menyelesaikan masalah yang sejenis, atau apakah prosedur dapat dibuat generalisasinya. Sedangkan pendekatan pembelajaran konvensional merupakan pendekatan pembelajaran yang lebih banyak berpusat pada guru, komunikasi lebih banyak satu arah dari guru ke siswa, metode pembelajaran lebih banyak menggunakan ceramah dan demonstrasi. Sumber belajar dalam pendekatan pembelajaran konvensional lebih banyak berupa informasi verbal yang 808
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
diperoleh dari buku dan penjelasan guru atau ahli yang dilakukan dengan memberikan apersepsi, penjelasan konsep, latihan terbimbing, dan memberikan unpan balik (feed back). Pada konteks ini, pendekatan pembelajaran problem solving diduga lebih baik dibandingkan konvensional dalam mencapai hasil belajar matematika sekolah. Pengaruh interaksi antara pendekatan pembelajaran dan sikap terhadap matematika terhadap hasil belajar matematika sekolah mahasiswa Terdapat empat kelompok mahasiswa dalam penelitian ini, yakni: 1) kelompok mahasiswa yang memiliki sikap positif terhadap matematika dan diajar dengan pendekatan pembelajaran problem solving, 2) kelompok mahasiswa yang memiliki sikap positif terhadap matematika dan diajar dengan pendekatan pembelajaran konvensional, 3) kelompok mahasiswa yang memiliki sikap negatif terhadap matematika dan diajar dengan pendekatan pembelajaran problem solving, dan 4) kelompok mahasiswa yang memiliki sikap negatif terhadap matematika dan diajar dengan pendekatan pembelajaran konvensional. Keempat kelompok mahasiswa tersebut memiliki perbedaan yang jelas terutama dalam sikapnya terhadap matematika. Dengan demikian sikap terhadap matematika berpengaruh terhadap hasil belajar belajar matematika sekolah. Pengalaman yang berbeda dalam pembelajaran antara yang diajar dengan pendekatan pembelajaran probem solving dengan pendekatan pembelajaran konvensional dapat juga mempengaruhi hasil belajar matematika sekolah. Secara keseluruhan dapat diduga terdapat pengaruh interaksi secara bersama-sama antara pendekatan pembelajaran dan sikap terhadap matematika terhadap hasil belajar matematika sekolah. Perbedaan hasil belajar matematika sekolah mahasiswa antara yang diajar menggunakan pendekatan pembelajaran problem solving dan memiliki sikap positif terhadap matematika dengan yang diajar menggunakan pendekatan pembelajaran konvensional dan memiliki sikap positif terhadap matematika Hasil belajar adalah tingkat penguasaan materi dan pencapaian standar kompetensi setelah mahasiswa mengalami kegiatan belajar yang diukur dengan menggunakan tes berupa seperangkat soal yang menggambarkan materi dan mencerminkan kompetensi dasar yang dituntut. Untuk mendapatkan hasil belajar yang optimal, maka diperlukan sikap positif. Diduga terdapat perbedaan hasil belajar mahasiswa antara yang diajar dengan pendekatan pembelajaran problem solving dan mahasiswa yang diajar dengan pendekatan pembelajaran konvensional pada kelompok mahasiswa yang memiliki sikap positif. Perbedaan hasil belajar matematika sekolah mahasiswa antara yang diajar menggunakan pendekatan pembelajaran problem solving dan memiliki sikap negatif terhadap matematika dengan yang diajar menggunakan pendekatan pembelajaran konvensional dan memiliki sikap negatif terhadap matematika Sikap negatif mahasiswa dalam pembelajaran akan sangat mempengaruhi keberhasilan belajar menuju yang lebih baik. Pendekatan pembelajaran dan sikap adalah faktor yang berpengaruh terhadap hasil belajar mahasiswa. Diduga terdapat perbedaan hasil belajar mahasiswa antara yang diajar dengan pendekatan pembelajaran problem solving dan mahasiswa yang diajar dengan pendekatan pembelajaran 809
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konvensional pada kelompok mahasiswa yang memiliki sikap negatif.
Metode dan Desain Penelitian Penelitian ini menggunakan metode eksperimen, sebagai variable perlakuan adalah pendekatan pembelajaran, yakni problem solving dan konvensional. Variabel terikat dalam hal ini adalah hasil belajar mahasiswa pada mata kuliah matematika sekolah. Selain pendekatan pembelajaran sebagai variable perlakuan, pada penelitian ini juga menggunakan sikap terhadap matematika sebagai variabel atribut, yang secara teoritik merupakan salah satu faktor yang dapat mempengaruhi terjadinya perbedaan hasil belajar pada mata kuliah matematika sekolah. Sikap terhadap matematika yang dijadikan variabel atribut dibagi menjadi dua kategori yakni sikap positif dan sikap negatif. Marczyk G. et al.,mengungkapkan bahwa, to best examine this hypothesis, the researcher could make use of a factorial design. This specific example would be considered a two-by two (2 × 2) factorial design, because each of the two independent variableshas two levels, as illustrated here.6 Seperti pada tabel 4 berikut: Tabel 1 Disain Treatment by Level 2x2 Variabel perlakuan (A) Pendekatan Pembelajaran (A)
Variabel Atribut (B) Sikap Positif (B1) Sikap Negatif (B2) Variabel Terikat (Y) Variabel Bebas Perlakuan (A)
Atribut
Problem Solving (A1)
Konvensional (A2)
A1B1 {Y}11 k k = 1, 2, 3,...,n11 A1B2 {Y}12 k k = 1, 2, 3,...,n12
A2B1 {Y}21 k k = 1, 2, 3,...,n21 A2B2 {Y}22 k k = 1, 2, 3,...,n22
: Hasil Belajar Matematika Sekolah Mahasiswa. : : PendekatanPembelajaran (A1) : Problem Solving (A2) : Konvensional : Sikap Terhadap Matematika (B1) : Positif (B2) : Negatif
Keterangan : A1B1 : Kelompok mahasiswa yang memiliki sikap positif terhadap matematika yang diajar menggunakan pendekatan pembelajaran problem solving. A2B1 : Kelompok mahasiswa yang memiliki sikap positif terhadap matematika yang di ajar menggunakan pendekatan pembelajaran konvensional. A1B2 : Kelompok mahasiswa yang memiliki sikap negative terhadap matematika yang diajar menggunakan pendekatan pembelajaran problem solving.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
A2B2 : Kelompok mahasiswa yang memiliki sikap negative terhadap matematika yang diajar menggunakan pendekatan pembelajaran konvensional. Peneliti memillih secara acak 1/3 mahasiswa semester IV STKIP Hamzanwadi untuk dijadikan sampel penelitian. Kontrol Validitas Internal dan Eksternal Ada sejumlah ancaman terhadap validitas internal maupun eksternal yang dapat mempengaruhi hasil penelitian.Maka peneliti berusaha mengidentifikasi beberapa hal yang berpotensi mengancam validitas dalam perlakuan eksperimen. Sehingga hasil penelitian menjadi obyektifdan dapat dipertanggungjawabkan serta sesuai dengan perlakuan eksperimen. Ancaman validitas internal yang diidentifikasi berupa prosedur-prosedur eksperimen, treatment, atau pengalaman-pengalaman partisipan/sampel. Hal ini dapat mengancam kemampuan peneliti untuk menarik kesimpulan yang tepat dari data penelitian.Oleh karena itu, peneliti mendeskripsikan setiap ancaman dan tindakan yang dilakukan agar ancaman tersebut dapat diminimalisir. Demikian juga ancaman vadilitas eksternal peneliti indentifikasi dan dirancang sedemikian rupa agar ancaman-ancaman tersebut dapat direduksi sesedikit mungkin. Hasil Penelitian Hasil penelitian menunjukkan bahwa hasil belajar mahasiswa yang diajar dengan menggunakan pendekatan pembelajaran problem solving lebih tinggi dibandingkan dengan mahasiswa yang diajar dengan menggunakan pendekatan pembelajaran konvensional. Terdapat pengaruh interaksi antara pendekatan pembelajaran dan sikap matematika terhadap hasil belajar mahasiswa. Untuk mahasiswa yang memiliki sikap positif maupun negatif terhadap matematika, hasil belajar mahasiswa yang diajar dengan menggunakan pendekatan pembelajaran problem solving lebih tinggi dengan mahasiswa yang diajar dengan menggunakan pendekatan pembelajaran konvensional. Untuk mahasiswa yang memiliki sikap negatif terhadap matematika, yang diajar dengan menggunakan pendekatan pembelajaran problem solving berbeda dengan hasil belajar mahasiswa yang diajar menggunakan pendekatan pembelajaran konvensional. Pembahasan Hasil Penelitian Berdasarkan hasil pengujian hipotesis, peneliti mengkonfrontasikan temuan penelitian. Uraian didasarkan pada hipotesis yang diuji sebagai berikut: Hasil belajar mahasiswa yang diajar dengan menggunakan pendekatan pembelajaran problem solving lebih tinggi dibandingkan dengan mahasiswa yang diajar dengan menggunakan pendekatan pembelajaran konvensional Hasil pengujian hipotesis pertama, diperoleh hasil bahwa secara keseluruhan terdapat perbedaan yang signifikan antara hasil belajar matematika sekolah mahasiswa yang diajar dengan menggunakan pendekatan pembelajaran problem solving dengan yang diajar dengan menggunakan pendekatan pembelajaran konvensional. Hal tersebut juga dilihat dari nilai rata-ratanya bahwa hasil belajar matematika sekolah mahasiswa yang diajar dengan menggunakan pendekatan pembelajaran problem solving lebih tinggi dari hasil belajar mahasiswa yang diajar dengan menggunakan pendekatan pembelajaran konvensional. Terjadinya perbedaan ini disebabkan karena mahasiswa pada kelompok eksperimen diajar dengan pendekatan problem solving, dimana mahasiswa lebih dihadapkan dengan masalah, 811
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sehingga dengan demikian mahasiswa mampu menyelesaikan masalah-masalah yang ada. Dimana kegiatan problem solving meliputi aktivitas keterampilan berpikir tingkat tinggi, seperti bagaimana seorang mahasiswa dalam memahami masalah, membuat rencana penyelesaian masalah, melaksanakan rencana penyelesaian masalah, dan memeriksa ulang jawaban yang diperoleh. Berbeda dengan kelompok kontrol yang diajar dengan menggunakan pendekatan pembelajaran konvensional. Mahasiswa lebih banyak mendengarkan dan menjalankan perintah dari dosen, sehingga sangat dituntut keseriusan mereka dalam belajar saat dosen menjelaskan materi. Mahasiswa lebih menjadi pasif dalam interaksi belajarnya, tidak fokus mendengarkan, dan asyik dengan kegiatan lain. Situasi dan kondisi pemelajaran terkesan membosankan bagi mereka. Pengaruh interaksi antara pendekatan pembelajaran dan sikap matematika terhadap hasil belajar mahasiswa Hasil analisis dalam penelitian ini menunjukkan adanya interaksi yang sangat kuat antara pendekatan pembelajaran dan sikap mahasiswa terhadap matematika. Berdasarkan hasil analisis, diketahui bahwa kedua variabel yaitu variabel bebas dan variabel atribut mempengaruhi variabel terikat yaitu hasil belajar. Hasil analisis data menunjukan rata-rata hasil belajar matematika sekolah mahasiswa yang memiliki sikap positif terhadap matematika dan diajar dengan menggunakan pendekatan pembelajaran problem solving adalah sebesar 84,40, sedangkan rata-rata hasil belajar matematika sekolah mahasiswa yang memiliki sikap positif terhadap matematika dan diajar dengan menggunakan pendekatan pembelajaran konvensional adalah sebesar 69.60. Ini menunjukan bahwa hasil belajar matematika sekolah mahasiswa yang memiliki sikap positif dan diajar dengan menggunakan pendekatan pembelajaran problem solving lebih tinggi. Mahasiswa dengan sikap positif memperoleh hasil belajar matematika sekolah lebih baik jika dalam proses pembelajarannya menggunakan pendekatan pembelajaran problem solving dibandingkan dengan menggunakan pendekatan pembelajaran konvensional. Demikian juga dengan mahasiswa yang memiliki sikap negatif terhadap matematika memperoleh hasil belajar matematika sekolah lebih baik jika dalam proses pembelajarannya menggunakan pendekatan pembelajaran problem solving jika dibandingkan dengan menggunakan pendekatan pembelajaran konvensional. Maka dapat disimpulkan bahwa pendekatan pembelajaran problem solving sangat tepat digunakan bagi mahasiswa yang memiliki sikap positif dan mahasiswa yang memiliki sikap negatif. Untuk mahasiswa yang memiliki sikap positif terhadap matematika; hasil belajar mahasiswa yang diajar dengan menggunakan pendekatan pembelajaran problem solving lebih tinggi dengan mahasiswa yang diajar dengan menggunakan pendekatan pembelajaran konvensional Terdapat perbedaan yang signifikan antara hasil belajar matematika sekolah mahasiswa yang diajar dengan menggunakan pendekatan pembelajaran problem solving dan memiliki sikap positif dibandingkan hasil belajar matematika sekolah mahasiswa yang menggunakan pendekatan pembelajaran konvensional. Analisis data menunjukan rata-rata kelompok mahasiswa yang memiliki sikap positif dan menggunakan pendekatan pembelajaran problem solving yaitu 84,40 lebih besar daripada mahasiswa yang diajar dengan menggunakan pendekatan pembelajaran konvensional yaitu 69,60. Mahasiswa yang memiliki sikap positif, mampu menyelesaikan masalah matematika sekolah yang diberikan, karena bagi mahasiswa sikap positif tersebut dapat menjadi kekuatan awal 812
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yang dapat mempengaruhi kreativitas dalam belajar untuk menyelesaikan masalah-masalah dalam belajar. Sikap sangat erat kaitannya dengan respon seseorang terhadap suatu objek, situasi, konsep, orang lain maupun dirinya sendiri, yang ditunjukkan lewat tiga komponen yaitu, kognitif (pernyataan mengenai apa yang dipercaya atau diyakini tentang objek sikap), afektif (menyangkut perasaan seseorang terhadap objek sikap di lingkungannya), dan konatif (merupakan kecenderungan bertindak sebagai respon terhadap objek sikap di lingkungannya). Matematika adalah ilmu yang diperoleh dari proses pembelajaran. Oleh karena itu matematika dapat merupakan salah satu objek dari sikap. Sikap menjadi faktor penting yang harus diperhatikan dalam proses pembelajaran matematika. Seseorang yang belajar matematika dengan penuh kegembiraan/rasa senang hampir dapat dipastikan akan memperoleh hasil belajar yang memuaskan, sebaliknya seseorang yang belajar matematika dalam suasana yang mencekam sulit untuk mendapatkan hasil belajar matematika yang optimal. Untuk mahasiswa yang memiliki sikap negatif terhadap matematika; rata-rata hasil belajar mahasiswa yang diajar dengan menggunakan pendekatan pembelajaran problem solving lebih tinggi dengan mahasiswa yang diajar dengan menggunakan pendekatan pembelajaran konvensional Tidak terdapat perbedaan yang signifikan antara hasil belajar matematika sekolah mahasiswa yang diajar dengan menggunakan pendekatan pembelajaran problem solving dan sikap negatif dibandingkan dengan hasil belajar matematika sekolah mahasiswa yang diajar dengan menggunakan pendekatan pembelajaran konvensional. Rata-rata nilai mahasiswa yang memiliki sikap negatif dan diajar dengan menggunakan pendekatan pembelajaran konvensional yaitu 69,20 sama dengan rata-rata nilai mahasiswa yang memiliki sikap negatif dan diajar dengan menggunakan pendekatan pembelajaran problem solving yakni 69,60. Persamaan ini dapat dijelaskan bahwa mahasiswa yang memiliki sikap negatif akan merasa bahwa dalam mengikuti atau menyesuaikan diri dengan pola pembelajaran yang menuntut kreatifitas konstruksi pengetahuan/pemahaman baru sebagaimana pendekatan pembelajaran problem solving menuntut mereka lebih giat, sehingga memperoleh hasilnya baik. Sebaliknya lebih sesuai dengan pola pembelajaran yang lebih sederhana sebagaimana pendekatan pembelajaran konvensional, karena pendekatan ini lebih menekankan pada kemampuan mahasiswa dalam kebiasaan melalui latihan terhadap bentuk keterampilan yang diajarkan melalui proses peniruan atas keterampilan yang dicontohkan, mereka merasa kurang tertantang walaupun memiliki sikap negatif. Jadi dapat disimpulkan, bahwa penerapan pendekatan pembelajaran konvensional bagi mahasiswa yang memiliki sikap negatif terhadap matematika justru semakin melemahkan mereka dalam belajar atau dengan kata lain tidak efektif. DAFTAR PUSTAKA Anthoni J. Nitco, Educational Assessment of Students, Third Edition. New Jersey: Meeril Prentice Hall, 2001. Ary D. et al., Introduction to Research in Education, Eighth Edition. Wadsworth: Cengage Learning, 2010. Begle, E. G., Critical Variables In Mathematics Education. Mathematical Association of Amerika, 1979. Boser. R.A. The Development of Problem Solving Capabilities in Pre-service Technology Teacher Education. Journal of Technology Education. Vol. 4, Number 2. Spring, 1993. Begle, E. G.Critical Variables in Mathematics Education. Mathematical Association of Amerika, 1979. 813
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Cohen L. et al, Research Methods in Education, Sixth Edition. London and New York: Routledge Falmer Taylor & Francis Group, 2007. Creswell J.W., Educational Research, Planning, Conducting, and Evaluating Quantitative and Qualitative Research,Fourth Edition. Boston: Pearson Education, 2012. Creswell W. J., Research Design, Qualitative, Quantitative, and Mixed Methods Approaches. Edisi Ketiga terjemahan Achmad Fawaid. Yogyakarta: Pustaka Pelajar, 2010. Dimyati & Mudjiono, Belajar dan Pembelajaran. Jakarta: PT. Rineka Cipta, 2006. Djaali dan Pudji Muljono, Pengukuran dalam Bidang Pendidikan.Jakarta: Program Pascasarjana Universitas Negeri Jakarta, 2004. Djemari Mardapi.Teknik Penyusunan Instrument Tes dan Non Tes. Yogyakarta: Mitra Cendikia, 2008. Ebel, R,L., &Frisbie,D.A., Essentials of Educational Measurement. Fifth Edition. New Jersey: Prentice–Hall.Inc, 1991. Ebel, R.L & Frisbie, D.A. Essentials of Eduacational Measurement, Fourth Edition. USA: Prenctice-Hall, Inc., Englewood Cliffs, New Jersey, 1995. Erman Suherman. Strategi Pembelajaran Matematika Kontemporer. Bandung: JICA. Universitas Pendidikan Indonesia, 2003. _____________, Strategi Pembelajaran Matematika Kontemporer. Bandung: JICA. Universitas Pendidikan Indonesia, 2003.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Students’ Perception of their Lecturer’s Oral grammatical Correction in realation to their English Performance Usuluddin Univesitas Hamzanwadi, Indonesia
Abstracts This research aimed at finding out a scientifically asnswere about students’ perception of their lectures’ oral grammatical correction which was done by their lecturer when they were practising their English in the classroom. In the process of learning the language, classroom interaction gave them much more chance and opportunity to the learners to develope their communication as well as to negotiate meaning which wish to be expressed. In the context of learning the second language (L2), the interaction between students and lecturer when they were in the classroom rather different among speakers from that of outside the classroom. One of linguistic phenomena which differenciate such interaction especially in learning the second language from that of the communicants outsider was the application of corrective feedback on students’ linguistic error. Theoretically, some views about the effectiveness and significnacy of giving corrective feedback againts students’ linguistic error is remain controversion. For that reason, it was important to be deefly conducted to gain the scientifically answer. This research was designed to gain scientific explanatiuon about (1) students’ perception on oral grammatical correction which was done by lecturer towards their grammatical error; (2) the relation between students’ perception on oral grammatical correction and their English performant level. The data had been collected using quissionair, test, interview, and observation. The data was, then analyzed quantitatively, inferential, and qualitatively. The result of the analysis found three findings which were: (1) the perception of the fourth semester students, Study program of English Language Education STKIP Hamzanwadi Selong about their oral grammatical correction. (2) the English lecturer at English language study program would use seven types of oral grammatical corrrection when they correct their students’ grammatical error that were: explicit correction, repetition, recast, elicitation, clarification request, metalinguistic feedback, dan multiple. Six types of correction that were explicit correction, repetition, recast, elicitation, clarification request, and multiple appeared concistenly, meanwhile one type, metalinguistic feedback, inconsistenly appeared. (3) students’ perception about oral grammatical correction which lecturer applied would give significant correlation with the level of their English performance. Keywords: students perception, oral grammartical correction, English performance.
Pendahuluan Tujuan pendidikan adalah memberikan pengalaman belajar yang meliputi ranah (domain) kognitif, afektif, dan psikomotorik secara bermakna yang berfungsi mempersiapkan pebelajar menjalani kehidupan dalam era global yang sangat kompleks ini. Untuk dapat memberikan pengalaman belajar yang mencakup ketiga ranah tersebut, pembelajaran harus dirancang dengan memberikan penekanan kepada keterlibatan pebelajar secara maksimal dalam proses pembelajaran. Oleh karena itu, “pembelajaran tidak hanya sebatas proses transfer of knowledge, melainkan proses yang harus bersandar pada empat pilar pendidikan yaitu belajar mengetahui (learning to know), belajar melakukan (learning, to do), belajar hidup dalam kebersamaan (learning to live together), dan belajar menjadi diri sendiri (learning to be).” (Surya, 2002: 12).
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Learning to know yang juga berarti learning to learn, yaitu belajar untuk memperoleh pengetahuan dan untuk melakukan pembelajaran selanjutnya. Learning to do, yaitu belajar untuk memiliki kompetensi dasar yang berhubungan dengan situasi dan tim kerja yang berbeda-beda. Learning to live together, yaitu belajar untuk mampu mengapresiasi dan mengamalkan kondisi saling ketergantungan, keaneka-ragaman, saling memahami dan perdamaian inter dan antar bangsa dan learning to be, yaitu belajar untuk mengaktualisasikan diri sebagai individu dengan kepribadian yang memiliki timbangan dan tanggung jawab pribadi. Pembelajaran yang bersandar pada empat pilar pendidikan tersebut dimaksudkan agar pembelajaran lebih bertujuan mempersiapkan pebelajar ketika mengabdikan ilmunya sebagai makhluk pribadi dari keluarga, masyarakat dan warga negara, sehingga setelah keluar dari sebuah institusi pendidikan mereka siap menghadapi tantangan hidup, siap untuk memecahkan permasalahan dan dapat berperan serta dalam lingkungan mereka. “Belajar berarti beradaptasi dengan lingkungan yang berarti berhadapan dengan tantangan, pengalaman, gejala yang baru, dan skema pengetahuan yang telah dipunyai.” (Suparno, 2007: 42). Dalam hal pembelajaran bahasa, baik pembelajaran bahasa pertama (B1) maupun pembelajaran bahasa kedua (B2), konsep pemberian pengalaman belajar yang bermakna bagi pebelajar juga harus mengacu kepada prinsip yang bersandar pada keempat pilar pendidikan di atas. Landasan dalam pelaksanaan pembelajaran bahasa yang bermakna bagi pebelajar tentu saja membutuhkan teori-teori pendukung yang relevan, seperti: teori pendidikan, teori belajar dan pembelajaran, linguistik, psikologi, sosiologi, psikolinguistik, dan sosiolinguistik. Berdasarkan kajian terhadap teori-teori yang memiliki antarhubungan tersebut, muncul konsep-konsep pembelajaran bahasa yang menampakkan diri melalui komponen metodologi dan organisasi. Beberapa konsep tentang pembelajaran bahasa yang berkaitan dengan teori-teori tersebut menurut Parera (2007: 8), dapat diikhtisarkan sebagai berikut. 1. Pembelajaran bahasa memerlukan konsep tentang hakikat bahasa. Secara implisit maupun eksplisit pengajar bahasa melaksanakan pembelajaran bahasa berdasarkan teori-teori tentang bahasa dan teori-teori tentang belajar bahasa. Bidang ilmu yang berkaitan dengan teori tentang bahasa adalah linguistik, psikolinguistik, sosiolinguistik, dan kajian khusus tentang bahasa-bahasa tertentu (linguistik deskriptif). Bidang ilmu yang berkaitan dengan pembelajaran bahasa adalah linguistik terapan. 2. Pembelajaran bahasa menuntut pandangan dan konsep yang tepat mengenai pebelajar bahasa dan hakikat pembelajaran bahasa. Bidang ilmu yang secara langsung berhubungan dengan konsep ini adalah psikologi, psikologi pendidikan, psikolinguistik, dan linguistik terapan. 3. Pembelajaran bahasa, dalam pelaksanaannya melibatkan pengajar bahasa dan pebelajar bahasa. Konsep ini membicarakan peran dan tugas pengajar bahasa deskripsi dan analisis fungsi dan tujuan pembelajaran bahasa, serta tujuan belajar bahasa. Teori yang berhubungan langsung dengan konsep ini adalah teori belajar dan teori pembelajaran bahasa. 4. Pembelajaran bahasa berlangsung dalam satu konteks tertentu. Bahasa, belajar bahasa, dan mengajarkan bahasa harus dilihat dalam satu konteks, tempat, dan latar belakang. Konteks bahasa meliputi bahasa pertama dan bahasa kedua yang mengejawantah dalam konteks sosial, kultural, dan politik tertentu. Tempat dan setting meliputi bagaimana pembelajaran bahasa disesuaikan dengan konteks pendidikan yang didukung oleh analisis sosiologi dan 816
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
sosiolinguistik. Latar belakang pembelajaran dilihat secara historis dan secara kontemporer. Dalam pelaksanaannya, pembelajaran bahasa, baik bahasa pertama (B1) maupun bahasa kedua (B2), sangat dipengaruhi oleh bagaimana pandangan dan konsep (teori) yang digunakan para pakar kurikulum, penyusun buku teks, dan para pengajar bahasa mengenai bahasa. Pandangan-pandangan itulah yang melahirkan berbagai macam pendekatan yang digunakan dalam pembelajaran bahasa. Untuk melakukan koreksi terhadap kesalahan linguistik yang dilakukan pebelajar dan memberikan umpan balik korektif dalam pembelajaran B2, pengajarlah yang dianggap sebagai orang yang memiliki tanggung jawab dan wewenang. Hal ini sejalan dengan pernyataan yang dikemukakan oleh Tsang (2004:188), ”one of the main perceived duties of language teacher is to give corrective feedback to students’ work which quite often takes the form of error correction”. Sejauh mana efektivitas dan signifikansi pemberian umpan balik korektif terhadap kesalahan linguistik pebelajar masih menjadi isu krusial dewasa ini. Kajian yang dilakukan oleh para ilmuan di bidang linguistik terapan sebagai payung pembelajaran B2 sampai kepada suatu pandangan yang kontroversi. Kontroversi itu ada pada isu ketidaksamaan persepsi mereka terhadap topik ini. Penganut teori non-interface atau non-interface hypothesis (Krashen, 1981, 1994; Truscott, 1998) berpendapat bahwa pemberian umpan balik korektif sebaiknya dihentikan dalam proses pembelajaran B2, karena aktivitas pedagogis semacam itu tidak menghasilkan kompetensi yang dibutuhkan dalam percakapan spontan. Krashen (1992:411), misalnya, secara konsisten menyatakan bahwa ’the best way of increasing grammatical accuracy is comprehensible input’. Apa yang dimaksudkan oleh Krashen sebagai comprehensible input adalah input yang dapat dimengerti oleh pebelajar tetapi mengandung struktur gramatikal yang sedikit lebih tinggi dari pada sistem interlanguage pebelajar (input i + I dalam istilah Krashen). Sementara ilmuan lainnya seperti De Keyser (1998), Long, et al (1998), dan Schmidt (1995) berpandangan sebaliknya. Mereka meyakini bahwa umpan balik korektif merupakan komponen penting dalam proses pembelajaran B2 meskipun aktivitas pedagogis semacam ini bukan merupakan elemen satu-satunya yang membantu proses pembelajaran B2. Kontroversi semacam ini tentunya akan membawa dampak yang tidak menguntungkan bagi pembelajaran B2. Mengingat adanya kontroversi sebagaimana dikemukakan di atas, efektivitas dan signifikansi pemberian umpan balik korektif terhadap kesalahan linguistik pebelajar menjadi penting untuk diteliti. Penelitian mengenai hal ini penting dilakukan untuk mengetahui secara pasti bagaimana efektivitas dan signifikansi pemberian umpan balik korektif bagi peningkatan kompetensi kebahasaan pebelajar. Penelitian terhadap hal ini penting untuk dilakukan karena memiliki signifikansi secara teoretis dan praktis. Secara teoretis, hasil penelitian terhadap hal ini dapat dijadikan sebagai salah satu sumber informasi mengenai signifikansi umpan balik korektif (corrective feedback) bagi peningkatan kompetensi bahasa Inggris pebelajar. Secara praktis, hasil penelitian terhadap hal ini dapat dijadikan sebagai acuan untuk melaksanakan pemberian koreksi terhadap kesalahan linguistik yang dilakukan pebelajar dalam proses pembelajaran.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Meskipun pemberian umpan balik korektif masih menjadi pandangan yang kontroversi dari penganut dua teori yang berbeda, pemberian umpan balik korektif sebagai aktivitas pedagogis dilaksanakan oleh para pengajar bahasa Inggris dalam proses pembelajaran di Program Studi Pendidikan Bahasa Inggris. Fenomena ini terlihat pada sebagian besar proses pembelajaran bahasa Inggris yang dilaksanakan oleh para pengajar. Aktivitas pedagogis pemberian umpan balik korektif seperti ini tentunya menimbulkan persepsi yang beragam di kalangan mahasiswa. Sejauh mana aktivitas pedagogis yang dilakukan para pengajar bahasa Inggris ini berkontribusi terhadap peningkatan kompetensi bahasa Inggris mahasiswa dan bagaimana persepsi mahasiswa tentang umpan balik korektif yang diberikan oleh pengajar, belum pernah dilakukan penelitian. Sepengetahuan penulis, penelitian-penelitian mengenai umpan balik korektif yang pernah dilakukan selama ini tidak mengkaji secara spesifik persepsi mahasiswa terhadap isu ini. Sejauh mana mahasiswa semester IV Program Studi Pendidikan Bahasa Inggris melihat efektivitas umpan balik korektif sebagai elemen penting dalam proses pembelajaran bahasa Inggris yang mereka ikuti, sampai saat ini belum ada penjelasan ilmiah yang memadai. Dilihat dari sisi pedagogis, hasil penelitian terhadap persepsi mahasiswa mengenai pemberian umpan balik korektif dapat memberikan tuntunan kepada para pengajar bahasa Inggris mengenai bagaimana sebaiknya mereka memperlakukan kesalahan gramatikal yang dilakukan mahasiswa: apakah mereka perlu melakukan koreksi atau tidak. Jika mahasiswa memiliki persepsi bahwa kesalahan gramatikal perlu memperoleh perlakuan dari pengajar (yakni diberikan umpan balik korektif), maka sudah merupakan keharusan bagi para pengajar untuk memberikan umpan balik korektif. Pemenuhan persepsi mahasiswa tentang sesuatu akan mempengaruhi motivasi belajar mereka. Penelitian terdahulu, sebagaimana dikemukakan Ellis (1994: 24), telah membuktikan bahwa hasil pembelajaran (sukses atau gagal) bertalian erat dengan motivasi belajar para pebelajar. Sehubungan dengan isu umpan balik korektif secara oral (lisan), pertanyaan yang muncul adalah ”bagaimanakah efektivitas dan signifikansi pemberian umpan balik korektif oral bagi peningkatan kompetensi bahasa Inggris mahasiswa dan bagaimanakah mahasiswa melihat umpan balik korektif secara oral yang diberikan oleh pengajar mereka?”. Pertanyaan ini muncul karena adanya dua teori yang kontroversi mengenai pemberian umpan balik korektif, termasuk juga umpan balik korektif yang diberikan secara lisan. Pada tataran teoretis, pemberian umpan balik korektif secara langsung dapat menimbulkan dampak positif dan dampak negatif bagi kondisi psikologis mahasiswa. Dampak ini, baik secara eksplisit maupun implisit, dapat dilihat dari bagaimana persepsi mahasiswa terhadap pemberian umpan balik korektif tersebut. Persepsi mahasiswa mengenai umpan balik korektif, baik lisan maupun tertulis, yang diberikan pengajar terhadap kesalahan gramatikal mereka dapat bersifat positif dan dapat pula bersifat negatif. Persepsi yang positif secara psikologis merupakan indikator bahwa pemberian umpan balik korektif berdampak positif bagi peningkatan kemampuan mahasiswa. Sebaliknya, persepsi yang negatif merupakan indikator bahwa umpan balik korektif berdampak negatif. Ditengarai persepsi mahasiswa ini berhubungan dengan tingkat kemampuan mereka berbahasa Inggris. Untuk mendapatkan penjelasan yang ilmiah, penelitian tentang persepsi mahasiswa Program Studi Pendidikan Bahasa Inggris STKIP Hamzanwadi Selong mengenai efektivitas dan signifikansi pemberian umpan balik korektif secara oral terhadap kesalahan gramatikal yang mereka lakukan bagi peningkatan kompetensi bahasa Inggris mereka dirasakan penting untuk 818
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dilakukan. Penelitian ini secara khusus didesain untuk mendapatkan penjelasan ilmiah tersebut. Sepengetahuan penulis, di Prodgram Studi Pendidikan Bahasa Inggris STKIP Hamzanwadi Selong, tidak satu pun penelitian yang pernah dilaksanakan yang secara khusus didesain untuk mengkaji persepsi mahasiswa tentang umpan balik korektif secara oral yang diberikan oleh pengajar pada saat mereka berbicara dalam B2 di dalam kelas. Sekalipun ada penelitian yang telah mengkaji permasalahan ini, hasil penelitian tersebut tidak dapat digeneralisasi pada kelas di mana penelitian ini dilaksanakan, mengingat persepsi mahasiswa bersifat ’context-bound’. 1) (corrective feedback) terhadap kesalahan gramatikal yang dilakukan oleh mahasiswa pada saat mereka berbicara dalam bahasa Inggris yang dipelajarinya. Umpan balik korektif yang dilakukan oleh pengajar tentunya dimaksudkan untuk memperbaiki kesalahankesalahan gramatikal mahasiswa dalam rangka meningkatkan kompetensi bahasa Inggrisnya. 2) Umpan balik korektif dapat diberikan oleh pengajar apabila mahasiswa melakukan kesalahan gramatikal dalam aktivitas berbicara dan menulis. Oleh karena itu, umpan balik korektif dapat diberikan secara oral maupun secara tertulis. Efektivitas dan signifikansi pemberian kedua bentuk umpan balik korektif ini bagi peningkatan kompetensi bahasa Inggris mahasiswa penting untuk diteliti. 3) Umpan balik korektif yang diberikan oleh pengajar ditengarai berkorelasi secara positif dengan tingkat kompetensi bahasa Inggris para mahasiswa. Untuk mendapatkan jawaban secara ilmiah mengenai efektivitas dan signifikansi pemberian umpan balik korektif, baik secara oral maupun secara tertulis, bagi peningkatan kompetensi bahasa Inggris mahasiswa, penelitian tentang hal itu perlu dilaksanakan. 4) Ditengarai mahasiswa mempunyai persepsi yang beragam mengenai efektivitas dan signifikansi pemberian umpan balik korektif secara oral (koreksi gramatikal oral) oleh pengajar bagi peningkatan kompetensi bahasa Inggrisnya. Persepsi mahasiswa mengenai efektivitas dan signifikansi pemberian umpan balik korektif secara oral oleh pengajar diperkirakan berhubungan dengan tingkat kemampuan bahasa Inggrisnya. METODE PENELITIAN Penelitian ini adalah penelitian kuantitatif jenis survei. Yang disurvei adalah persepsi mahasiswa tentang koreksi gramatikal oral yang diberikan oleh dosen terhadap kesalahan gamatikal yang mereka lakukan ketika berbicara dalam bahasa Inggris di kelas, tingkat kemampuan berbahasa Inggris mahasiswa, dan hubungan antara koreksi gramatikal oral yang diberikan oleh dosen dan tingkat kompetensi berbahasa Inggris mahasiswa. Rancangan penelitian ini termasuk penelitian deskriptif-analitis. Yang dideskripsikan adalah persepsi mahasiswa mengenai koreksi gramatikal oral yang diberikan oleh dosen terhadap kesalahan gramatikal yang mereka lakukan pada saat mereka berbicara dalam bahasa Inggris di kelas dan tingkat kemampuan berbahasa Inggris mereka. Di samping itu, dalam penelitian ini dilakukan pula studi analitis, yaitu ”studi korelasional serta melakukan interpretasi terhadap hasil pengujian hipotesis tersebut.” (Nasir, 1999). Pengumpulan data dilakukan melalui penyebaran kuesioner kepada mahasiswa, pelaksanaan tes bahasa Inggris, wawancara, dan observasi. Kuesioner dan wawancara digunakan untuk mengumpulkan data tentang persepsi mahasiswa terhadap koreksi gramatikal oral yang dilakukan oleh pengajar. Tes bahasa Inggris digunakan untuk menjaring data mengenai kemampuan bahasa Inggris mahasiswa. Adapun data tentang jenis-jenis koreksi gramatikal 819
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oral yang dilakukan oleh dosen dijaring dengan menggunakan teknik observasi. Data tentang persepsi mahasiswa terhadap koreksi gramatikal oral dan data tentang kemampuan berbahasa Inggris mahasiswa diolah dengan mengunakan alat analisis deskriptif kuantitatif dengan menggunakan bantuan pengolah data Statistikal Package for Social Science (SPSS) for window versi 15.0. Data yang diolah diinterpretasikan kemudian disimpulkan dan diberikan saran. Data tentang jenis-jenis koreksi gramatikal oral yang dilakukan oleh dosen dideskripsikan secara verbal, diinterpretasikan, dan disimpulkan. Populasi penelitian adalah seluruh mahasiswa semester IV Program Studi Pendidikan Bahasa Inggris tahun akademik 2015/2016. Mahasiswa semester IV dibagi dalam tiga kelas dan ratarata jumlah mahasiswa dalam setiap kelas berjumlah 32 orang. Karena keseluruhan populasi dijadikan objek penelitian, dengan demikian penelitian ini tidak menggunakan wakil atau sampel. Dengan demikian penelitian disebut penelitian populasi. Adapun sebaran mahasiswa yang menjadi populasi penelitian ini seperti tercantum pada tabel 3.1 berikut. Tabel 2.1 Sebaran Mahasiswa Semester IV Program studi Pendidikan Bahasa Inggris STKIP Hamzanwadi Selong No. Kelas Jml Mahasiswa 1 IV A 2 IV B 3 IV C Jumlah
32 orang 32 orang 32 orang 96 orang
Instrumen Penelitian Ada dua jenis data dalam penelitian ini yakni: (1) data kuantitatif dan (2) dan data kualitatif. Untuk data kualitatif (persepsi mahasiswa dan kemampuan bahasa Inggris mahasiswa), instrumen yang digunakan adalah tes dan quesioner. Sedangkan untuk pengumpulan data kuantitatif (jenis-jenis koreksi gramatikal yang digunakan pengajar), instrumen yang digunakan adalah observasi dan wawancara. 1) Tes Pengumpulan data melalui tes dilakukan untuk mendapatkan data mengenai tingkat kemampuan bahasa Inggris semua responden (92 mahasiswa). Model tes yang digunakan untuk mengukur kemampuan berbahasa Inggris responden adalah tes PTE (Proficiency Test of English). Tes ini adalah tes bahasa Inggris yang mengacu pada tes kompetensi standar, yaitu TOEIC (Test of English for International Communication). Tes ini bertujuan untuk mengukur tingkat kemampuan berbahasa Inggris mahasiswa semester IV STKIP Hamzanwadi Selong. Karena bersifat TOEIC-like, format tes tetap mengacu kepada tes standar TOEIC yang ada, yang isinya meliputi Pictures, Question-Answer, Short Conversation, Short Talks, Incomplete Sentences, Error Recognittion, Written Usage, and Reading Comprehension. Data yang didapatkan melalui pelaksanaan tes inilah yang dianalisis dengan menggunakan analisis statistik untuk mengetahui tingkat kemampuan bahasa Inggris mahasiswa. 2) Kuesioner Pengumpulan data melalui penyebaran kuesioner kepada semua responden di empat kelas (96 mahasiswa) dilakukan dalam waktu yang sama. Dalam penyebaran kuesioner, dua orang 820
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dosen diminta bantuannya untuk mengawasi penyebaran dan pengisian instrumen tersebut. Dosen tersebut diminta untuk memastikan mahasiswa tidak meng-copy jawaban kuesioner teman mereka. Hal ini dilakukan untuk memastikan independensi data yang terkumpul yang pada akhirnya mempengaruhi validitas internal penelitian yang dilakukan. Pada saat mengisi kuesioner, mahasiswa tidak diberitahukan bahwa mereka sedang terlibat dalam penelitian, karena hal tersebut akan mempengaruhi validitas data yang terkumpul. Teknik kuesioner ini digunakan untuk mengumpulkan data tentang persepsi mahasiswa mengenai koreksi gramatikal oral yang diberikan oleh pengajar terhadap kesalahan gramatikal yang mereka ujarkan pada saat berbicara dalam bahasa Inggris selama proses pembelajaran di kelas. Data yang didapatkan melalui penyebaran kuesioner ini selanjutnya dianalisis dengan bantuan program pengolah data Statistical Package for Social Science (SPSS) for window versi 17.0 3) Wawancara Pengumpulan data dengan menggunakan metode wawancara mendalam terhadap beberapa subjek dilakukan untuk memperoleh data yang lebih akurat dan lengkap, karena menyangkut penjelasan lebih lanjut dari kuesioner persepsi mahasiswa tentang koreksi gramatikal oral yang diberikan oleh pengajar. Dalam hal ini data yang dikumpulkan berupa data kualitatif. Adapun bentuk atau format wawancara yang dilakukan adalah wawancara tidak terstruktur (unstructured interview). Bentuk ini dipilih karena dapat lebih mengungkapkan fakta maupun fenomena secara mendalam yang berkaitan dengan penelitian yang dilakukan (Borg, 2003). Wawancara dilaksanakan pada saat mahasiswa sedang beristirahat agar tidak menganggu proses pembelajaran di kelas. Untuk merekam hasil wawancara tersebut, penulis menggunakan alat bantu (media) tape-recorder. 4) Observasi Observasi dilakukan di dalam kelas pada saat pembelajaran mata kuliah English for Business sedang berlangsung. Data yang dikumpulkan melalui metode observasi ini adalah data kualitatif yang meliputi: (1) apakah memang benar pengajar memberikan koreksi gramatikal oral terhadap kesalahan gramatikal yang dilakukan mahasiswa pada saat mereka berbicara dalam bahasa Inggris di kelas, dan (2) jenis-jenis koreksi gramatikal oral apa saja yang digunakan oleh pengajar untuk mengoreksi kesalahan gramatikal yang dilakukan mahasiswa pada saat berbicara dalam bahasa Inggris di kelas. Observasi dilaksanakan sekali dalam seminggu mengikuti jadwal perkuliahan English for Business yang dimulai dari bulan Maret hingga bulan Mei 2016. Berdasarkan jadwal perkuliahan tersebut dapat dilakukan 10 kali observasi. Setiap kegiatan observasi durasinya mengikuti sesi perkuliahan, yakni selama 100 menit. Dalam setiap observasi, yang disasar adalah pembelajaran English for Business yang melibatkan seorang pengajar. Observasi dilaksanakan dengan menggunakan teknik non-participant obeservation. Dengan teknik ini, peneliti tidak terlibat dalam proses pembelajaran dan hanya bertindak sebagai pengamat. Peneliti memfokuskan diri untuk mengobservasi proses pembelajaran dan mencatat fenomena pedagogis koreksi gramatikal oral yang muncul selama proses interaksi antara pengajar dan mahasiswa berlangsung. Fenomena pedagogis sebagai data yang diamati dan dicatat adalah jenis-jenis koreksi gramatikal oral yang digunakan pengajar dan frekuensi kemunculannya. Selama melakukan observasi, peneliti memanfaatkan media tape recorder sebagai alat bantu untuk memperkuat hasil observasi. Di samping itu, untuk mencatat data 821
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yang berkaitan dengan fenomena munculnya jenis-jenis koreksi gramatikal oral dan frekuensi kemunculannya, penulis menggunakan alat pencatat (buku dan pensil). Prosedur Pengumpulan Data Metode Analisis Data Untuk mengalisis data penulis menggunakan analisis deskriptif bertujuan menganalisis data yang terkumpul dan dipergunakan untuk menggambarkan persepsi mahasiswa tentang koreksi gramatikal oral yang diberikan oleh pengajar. Variabel persepsi mahasiswa tentang grammar, persepsi mahasiswa tentang koreksi dan persepsi mahasiswa tentang dampak pemberian koreksi digunakan sebagai bahan analisis menggunakan ukuran rata-rata hitung. Untuk memastikan validitas dan reliabilitas instrumen pengumpul data yang digunakan, dalam penelitian ini dilakukan uji validitas dan reliabelitas instrumen, yakni instrumen kuesioner untuk mengumpulkan data persepsi mahasiswa dan instrumen tes untuk mengumpulkan data kemampuan bahasa Inggris mahasiswa. Suharsimi (2002) menjelaskan bahwa validitas adalah suatu ukuran yang menunjukkan tingkat keandalan atau kesahihan suatu alat ukur. Sebuah instrumen dikatakan valid apabila dapat mengungkapkan data dari variabel yang diteliti secara tepat. Untuk menguji validitas alat ukur, terlebih dahulu dicari harga atau nilai korelasi antara bagian-bagian dari alat ukur secara keseluruhan dengan cara mengkorelasikan setiap butir alat ukur dengan skor total yang merupakan jumlah setiap skor butir, dengan rumus Pearson Product Moment. rhitung
n . X
n XY X Y 2
X . n . Y 2 Y 2
2
Keterangan: rhitung = Koefisien korelasi ∑X = Jumlah skor item ∑Y = Jumlah skor total (seluruh item) n = Jumlah responden Untuk menghitung tingkat validitasnya dilakukan dengan menggunakan alat bantu program SPSS for window ver 15,0. Bila nilai r 0,300 maka instrumen dapat dinyatakan valid dan bila nilai r ≤ 0,300 maka butir pernyataan dinyatakan tidak valid. Pengukuran reliabelitas instrumen dalam penelitian ini mempergunakan formula koefisien Alfa Cronbach. Nilai batas yang digunakan untuk menilai tingkat reliabilitas sebuah instrumen yang dapat diterima adalah 0,60. Hal ini berarti bahwa instrumen tersebut dapat digunakan sebagai alat pengumpulan data (Santosa, 2005). Sebelum digunakan analisis regresi linier sederhana untuk menganalisis data, perlu diperhatikan asumsi klasik supaya tidak timbul masalah dalam penggunaan analisis regresi linier sederhana (Gujarati, 1991). Penelitian ini mempergunakan dua uji asumsi klasik yang dianggap penting dalam penelitian, yaitu (1) uji normalitas dan (2) heterokedastisitas. Uji normalitas bertujuan untuk menguji apakah dalam model regresi variabel terikat dan variabel bebas keduanya mempunyai distribusi normal ataukah tidak. Model regresi yang baik adalah mempunyai distribusi data normal atau mendekati normal. Dalam penelitian ini metode yang dipakai adalah dengan melihat grafik histogram (Purbayu,2005) Uji heterokedastisitas digunakan untuk menguji apakah dalam suatu model regresi terjadi ketidaksamaan dari residual dari satu pengamatan ke pengamatan yang lain. Apabila varians 822
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dari residual suatu pengamatan ke pengamatan yang lain tetap sama maka disebut homoskedastisitas dan jika varians berbeda disebut heterokedastisitas (Santosa, 2005). Model regresi yang baik adalah tidak terjadi heterokedastisitas. Alat untuk menguji heterokedastisitas dalam penelitian ini menggunakan metode scatterplot (Purbayu, 2005). HASIL PENELITIAN DAN PEMBAHASAN Hasil Penelitian Hasil penelitian yang disajikan pada bagian ini meliputi hasil analisis data dan deskripsi tentang: (1) persepsi mahasiswa tentang koreksi yang diberikan pengajar (dosen) secara lisan, (2) tingkat kompetensi berbahasa Inggris mahasiswa, dan (3) hubungan koreksi yang diberikan pengajar dengan tingkat kompetensi berbahasa Inggris mahasiswa Program Studi Pendidikan Bahasa Inggris STKIP Hamzanwadi Selong. Hasil analisis dan deskripsi yang dimaksud adalah hasil analisis melalui: Uji validitas dan uji reliabelitas, Uji Normalitas, Uji heteroskedastisitas, Analisis Deskriptif, dan Analisis Statistik Inferensial. Untuk mendapatkan gambaran yang menyeluruh dan komprehensif tentang persepsi mahasiswa Program Studi Pendidikan Bahasa Inggris mengenai koreksi gramatikal oral yang diberikan oleh pengajar terhadap kesalahan gramatikal yang mereka lakukan ketika berbicara dalam bahasa Inggris di kelas. Hasil analisis deskriptif kuantitatif penelitian ini digunakan untuk mendukung hasil analisis kuantitatif mengenai tingkat kemampuan bahasa Inggris mahasiswa dan hasil analisis mengenai hubungan antara persepsi mahasiswa mengenai koreksi gramatikal oral yang diberikan oleh pengajar dan tingkat kemampuan bahasa Inggris mereka. Hasil analisis deskriptif penelitian ini dapat dilihat dari hasil tabulasi data pada tabel 3.2 berikut. menunjukkan 3% atau 6 orang mahasiswa menyatakan baik sekali, 53% atau 48 orang mahasiswa menyatakan baik, dan 44% atau 42 orang mahasiswa menyatakan cukup. Hasil analisis deskripsi kuantitatif selanjutnya adalah tiap-tiap variabel disajikan dalam distribusi frekuensi menurut item-item yang ada. Dari distribusi frekuensi tersebut diketahui nilai skor masing-masing item dan rata-rata skor masing-masing variabel. Berdasarkan hasil analisis data yang diperoleh dari jawaban responden, dapat ditentukan nilai masing-masing variabel persepsi mahasiswa tentang koreksi gramatikal oral yang diberikan oleh pengajar (X), variabel persepsi mahasiswa tentang materi grammar (x1), variabel persepsi mahasiswa tentang koreksi gramatikal yang diberikan secara oral (x2), variabel persepsi mahasiswa tentang dampak pemberian koreksi (x3), dan variabel tingkat kompetensi bahasa Inggris mahasiswa (Y) sebagai dasar untuk mengidentifikasi bagaimana kecenderungan dan variasi tanggapan responden mengenai variabel yang diteliti. Persepsi mahasiswa tentang materi grammar yang diberikan oleh pengajar di STKIP Hamzanwadi Selong diukur dengan 7 (tujuh) butir pernyataan. Pernyataan-pernyataan yang digunakan berhubungan dengan persepsi mahasiswa mengenai materi grammar. Pernyataan diukur dengan skala Likert 1 s/d 5. Deskripsi variabel yang berkaitan dengan persepsi mahasiswa tentang materi grammar mahasiswa dapat dilihat pada tabel 3.4 berikut. Dari hasil analisis yang dapat dijelaskan bahwa secara umum persepsi mahasiswa tentang materi grammar di Program Studi Pendidikan Bahasa Inggris STKIP Hamzanwadi Selong ke dalam kriteria cukup baik dengan skor rata-rata 3.26. Item pernyataan grammar adalah unsur kebahasaan yang penting dalam belajar bahasa Inggris (A1) memiliki skor rata-rata tertinggi dari semua item pernyataan, yakni sebesar 3,88%. Sementara item pernyataan saya mengalami kesulitan pada saat dosen menjelaskan materi grammar (A5) dengan skor ratarata 3,50%. Meskipun demikian masih ada 3 indikator yang mempunyai nilai skor di bawah 823
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rata-rata yaitu saya malu berbicara bahasa Inggris karena tidak begitu menguasai grammar (A3) dengan skor rata-rata 2,63%; menurut saya pelajaran grammar sangat susah dipahami dan membosankan karena terlalu banyak teori untuk dipelajari (A4) dengan skor rata-rata 3,24%; dan saya belum memahami manfaat pelajaran grammar dalam kehidupan seharihari (A6) dengan skor rata-rata sebesar 2,83%. Ketiga indikator yang memiliki skor di bawah rata-rata ini dapat dijadikan sebagai petunjuk mengenai pemahaman mahasiswa yang masih keliru tentang arti penting penguasaan grammar bagi peningkatan kompetensi linguistik dan kompetensi komunikatif mereka. Jawaban yang diberikan mahasiswa terhadap ketiga item pernyataan dengan skor di bawah rata-rata ini dapat dimaknai bahwa mahasiswa menganggap materi grammar sebagai materi yang sulit dan tidak berkontribusi terhadap kompetensi linguistik dan kompetensi komunikatif mereka ketika belajar B2 (bahasa Inggris). Meskipun ada tiga item pernyataan yang memiliki skor di bawah rata-rata, tetapi secara umum skor rata-rata untuk ketujuh item pernyataan termasuk ke dalam kategori cukup baik. Kondisi ini dapat dimaknai sebagai persepsi mahasiswa yang memandang materi grammar sebagai aspek linguistik yang penting untuk dipelajari terkait dengan peningkatan kompetensi linguistik dan kompetensi komunikatif B2 mereka. Analisis deskriptif yang berkaitan dengan persepsi mahasiswa tentang koreksi gramatikal oral yang diberikan oleh pengajar di Program Studi Pendidikan Bahasa Inggris, dalam penelitian ini diukur dengan 14 (empat belas) butir pernyataan. Pernyataan-pernyataan yang dimaksud berhubungan dengan persepsi mahasiswa tentang koreksi gramatikal oral yang diberikan oleh pengajar. Jawaban mahasiswa terhadap keempat belas pernyataan tersebut diukur dengan menggunakan skala Likert 1 s/d 5. Deskripsi variabel yang berkaitan dengan persepsi mahasiswa tentang koreksi gramatikal oral yang diberikan oleh pengajar dapat dilihat pada tabel 34.5 berikut. Tabel 3.5 Distribusi Frekuensi Variabel Persepsi Mahasiswa tentang Koreksi yang diberikan Pengajar (B) No
Butir Petranyaan
1 2 3 4 5 6 7 8 9 10 11 12 13 14
B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 B13 B14
1 F 0 2 0 4 0 0 0 4 0 2 1 1 0 0
% 0.03 0.06 0.06 0.03 0.01 0.01 -
2 F 5 7 6 5 5 3 2 5 3 2 7 28 7 6
% 0.07 0.10 0.08 0.07 0.07 0.04 0.03 0.07 0.04 0.03 0.10 0.39 0.10 0.08
Skor 3 f % 5 0.07 4 0.06 19 0.26 10 0.14 14 0.19 15 0.21 15 0.21 11 0.15 16 0.22 10 0.14 8 0.11 6 0.08 14 0.19 20 0.28
4 f 19 27 21 24 27 22 27 27 23 22 28 18 24 21
% 0.26 0.38 0.29 0.33 0.38 0.31 0.38 0.38 0.32 0.31 0.39 0.25 0.33 0.29
Rata-rata Skor Variabel = 4,01 824
5 f 43 32 26 29 26 32 28 25 30 36 28 19 27 25
% 0.60 0.44 0.36 0.40 0.36 0.44 0.39 0.35 0.42 0.50 0.39 0.26 0.38 0.35
Ratarata 4.39 4.11 3.93 3.96 4.03 4.15 4.13 3.89 4.11 4.22 4.04 3.36 3.99 3.90
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Analisis deskriptif kuantitatif yang berkaitan dengan persepsi mahasiswa tentang dampak pemberian koreksi gramatikal oral oleh pengajar di Program Studi Pendidikan Bahasa Inggris STKIP Hamzanwadi Selong diukur dengan 6 (enam) butir pernyataan. Pernyataan-pernyataan ini diukur dengan skala Likert 1 s/d 5. 1. Analisis Deskriptif Kualitatif 1) Jenis Koreksi Gramatikal Oral yang Dilakukan Pengajar Berdasarkan hasil observasi yang dilakukan terhadap proses pembelajaran bahasa Inggris di kelas terlihat bahwa interaksi yang terjadi selama berlangsungnya proses pembelajaran adalah interaksi dua arah antara mahasiswa dan pengajar. Dalam proses interaksi tersebut pengajar selalu memberikan penguatan atau reinforcement, salah satunya dalam bentuk pemberian koreksi gramatikal oral terhadap kesalahan gramatikal yang dilakukan mahasiswa pada saat berbicara dalam bahasa Inggris yang sedang dipelajarinya. Pemberian koreksi gramatikal oral oleh pengajar bertujuan meningkatkan kemampuan berkomunikasi mahasiswa. Hasil observasi juga memperlihatkan adanya teknik pemberian koreksi gramatikal oral yang bervariasi, baik jenis maupun frekuensi kemunculannya, yang dilakukan pengajar. Pada konteks pembelajaran yang menekankan pada aktivitas pebelajar (task base learning), bentuk materi/aktivitas yang diberikan biasanya menjelaskan atau mendeskripsikan sesuatu (company, jobs, product, dll), merespons/menjawab pertanyaan dosen, membuat dan mempraktekkan dialog/percakapan, serta diskusi (in pair/group). Dalam aktivitas komunikasi di kelas, berdasarkan hasil observasi, ditemukan mahasiswa melakukan kesalahan pada aspek-aspek linguistik, seperti kesalahan fonologi (phonological error), kesalahan leksikal (lexical error), maupun kesalahan gramatikal (grammatical error). Berkaitan dengan kesalahan aspek-aspek linguistik tersebut, dalam fase observasi peneliti hanya mencatat dan mengamati koreksi yang diberikan oleh pengajar terhadap kesalahan gramatikal mahasiswa. Dalam fase observasi penelitian ini, peneliti mengamati dan mencatat jenis-jenis koreksi gramatikal oral yang diberikan oleh pengajar terhadap kesalahan gramatikal yang dilakukan mahasiswa pada saat berbicara dalam bahasa Inggris. Hasil observasi menunjukkan bahwa aktivitas koreksi diberikan secara langsung pada saat pengajar menemukan kesalahan gramatikal yang dilakukan mahasiswa. Koreksi secara langsung ini diberikan oleh pengajar dengan pertimbangan mahasiswa akan sadar tentang kesalahan yang dibuatnya dan paham dengan struktur kebahasaan yang benar. Hal ini akan menyebabkan restrukturasi dalam sistem interlanguage mereka. Dari pengamatan yang dilakukan terhadap pembelajaran di kelas, peneliti menemukan tujuh jenis/tipe koreksi gramatikal oral yang digunakan oleh pengajar untuk merespons kesalahan gramatikal yang dilakukan mahasiswa. Ketujuh jenis koreksi gramatikal oral yang ditemukan selama melakukan pengamatan di kelas, frekuensi kemunculannya bervariasi. Bervariasinya frekuensi penggunaan jenis-jenis koreksi gramatikal oral oleh para pengajar bergantung pada tipe dan karakteristik kesalahan gramatikal yang dilakukan oleh mahasiswa. Jenis-jenis koreksi gramatikal oral dan frekuensi kemunculannya yang ditemukan melalui pengamatan. dalam penelitian ini dapat dicermati pada tabel 3.7 berikut.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Tabel 3.7 Jenis Koreksi Gramatikal Oral No. 1. 2 3 4 5 6 7
Jenis Koreksi Gramatikal Oral Explicit Repetition Recast Clarification request Elicitation Metalinguistic feedback Multiple
Ob 1 X X X X X O
Ob 2 X X X X X X
Ob 3 X X X X X O
Ob 4 X X X X X O
Ob 5 X X X X X O
Ob 6 X X O X X O
Ob 7 X X X X X X
Ob 8 X X X X X O
Ob 9 X X X X X O
Ob 10 X X X X X O
X
X
X
X
X
X
X
X
X
X
Sumber: Data penelitian Catatan : Ob = observasi, X = muncul, O = tidak muncul 2) Frekuensi Pemberian Koreksi Gramatikal Oral Berdasarkan hasil observasi terhadap proses pembelajaran bahasa Inggris di Program Studi Pendidikan Bahasa Inggris didapatkan data tentang frekuensi penggunaan tiap-tiap jenis koreksi gramatikal oral oleh para pengajar. Data tentang frekuensi penggunaan jenis-jenis koreksi gramatikal oral yang didapatkan dari hasil pengamatan (observasi) selanjutnya dicocokkan dengan data yang didapatkan melalui analisis transkripsi hasil perekaman dengan menggunakan tape recorder yang dilakukan selama sepuluh kali (sepuluh sesi perkuliahan). Hasilnya, terdapat kesesuaian antara data hasil observasi dengan data yang ada di transkripsi hasil perekaman. Dari tujuh jenis koreksi gramatikal oral yang digunakan para pengajar yang ditemukan dalam penelitian ini, frekuensi munculnya setiap jenis koreksi gramatikal oral bervariasi antara jenis koreksi yang satu dengan jenis koreksi yang lainnya. Tabel 3.8 berikut menunjukkan data tentang frekuensi kemunculan jenis-jenis koreksi gramatikal oral dalam proses pembelajaran bahasa English for Business di Program Studi Pendidikan Basa Inggris STKIP Hamzanwadi Selong. Analisis Statistik Inferensial Dalam penelitian ini, analisis statistik inferensial yang digunakan untuk mengetahui pengaruh persepsi mahasiswa tentang koreksi gramatikal oral yang diberikan oleh pengajar terhadap tingkat kompetensi bahasa Inggrisnya adalah analisis regresi linear sederhana. Adapun variabel persepsi mahasiswa tentang koreksi gramatikal oral yang diberikan dosen pengajar sebagai variabel bebas (X) dibentuk oleh tiga variabel, yaitu (1) persepsi mahasiswa tentang materi grammar (X1), (2) persepsi mahasiswa tentang koreksi gramatikal oral (X2), dan (3) persepsi mahasiswa tentang dampak pemberian koreksi gramatikal oral (X3). Pengolahan data dilakukan dengan menggunakan bantuan program SPSS for windows versi 15.0. Hasil analisis dengan bantuan program tersebut kemudian disajikan dalam tabel. Hasil pengolahan data dengan bantuan program SPSS dimaksud tersaji pada tabel 4.9 berikut. Tabel 3.9 Hasil Penghitungan Regresi Pengaruh Persepsi Mahasiswa tentang Koreksi Gramatikal Oral Terhadap Tingkat Kompetensi Bahasa Inggrisnya
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9 Variabel Terikat Tingkat Kompetensi Bahasa Inggris Mahasiswa (Y)
Variabel Bebas X1 X2 X3
Konst.
Unstandarized Coeffisien Beta
Standarized Coeffisien Beta
Koef. Determin asi (R2)
t Hitung
Sig.
262,401 192,083
5,636 3,536
0,511
0,261
4,971
0,000
0,495
0,245
4,771
0,000
206,253
10,833
0,693
0,480
8,034
0,000
90,096
3,132 0,708
0,501
8,382
0,000
X
Sumber Hasil Analisis Lampiran. Hasil penghitungan regresi hubungan antara persepsi mahasiswa tentang koreksi gramatikal oral yang diberikan oleh pengajar (X) dengan tingkat kompetensi bahasa Inggrisnya (Y) yang tersaji pada tabel 4.9 di atas selanjutnya dapat digambarkan pengaruh masing-masing variabel pembentuk variabel X, yakni x1, x2, x3 terhadap variabel Y. Hal ini dimaksudkan untuk mengetahui bagaimana hubungan masing-masing variabel X tersebut dengan variabel Y. Hubungan antara masing-masing variabel persepsi mahasiswa tentang koreksi gramatikal oral yang diberikan oleh pengajar (x1, x2, x3) dengan tingkat kompetensi bahasa Inggris mahasiswa (Y) dapat dijelaskan melalui gambar model hubungan berikut. 4) Uji Hipotesis Uji hipotesis dilakukan untuk menjawab permasalahan kedua penelitian ini, yakni “Bagaimanakah hubungan persepsi mahasiswa semester IV Program Studi Pendidikan Bahasa Inggris STKIP Hamzanwadi Selong mengenai koreksi gramatikal oral yang dilakukan oleh dosen pengajar dengan tingkat kemampuan bahasa Inggris mereka?” Untuk membuktikan hubungan variabel x1, x2, x3, dan X dengan variabel Y digunakan uji t (t-test) dengan menggunakan derajat kepercayaan 95% (α =5%). Pengujian ini bisa dilakukan dengan dua cara yaitu dengan membandingkan nilai t-hitung dengan t-tabel dan nilai α dengan nilai sig. Adapun langkah pengujian sebagai berikut : 1. Hipotesis : Ho : tidak terdapat korelasi positif antara (X1) dengan Y Hl : terdapat korelasi antara (X1) dengan Y 2. Ketentuan : Ho : ditolak jika Probabilitas < α 0,05 Ho : diterima jika Probabilitas ≥ α 0,05 3. Simpulan: Dari hasil perhitungan pada table 4.7 tersebut di atas nilai sig. variabel X1, X2, X3 dan X sebesar 0,000 lebih kecil dari nilai α sebesar 0,05 (0,000 < 0,050) yang artinya hipotesis nol (Ho) ditolak dan hipotesis alternatif (H1) diterima. Oleh karena itu, dapat disimpulkan bahwa variable X1, X2, X3, dan X berkorelasi positif dengan variabel Y. Jadi hipotesis yang menyatakan bahwa persepsi mahasiswa tentang koreksi gramatikal oral berkorelasi positif dengan peningkatan kemampuan bahasa Inggris mereka diterima. 2. Pembahasan Persepsi Mahasiswa semester IV Program Studi Pendidikan Bahasa Inggris tahun akademik 2015/2016tentang Koreksi Grammar Berdasarkan penghitungan skor rata-rata setiap variabel persepsi yang dianalisis dengan teknik analisis deskriptif kuantitatif sederhana, didapatkan hasil: 1) persepsi mahasiswa tentang materi grammar (x1) memiliki rata-rata skor 3,26 dengan kriteria cukup positif; 2) persepsi mahasiswa tentang koreksi (x2) memiliki rata-rata skor 4,01 dengan kriteria sangat 827
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
positif; 3) persepsi mahasiswa tentang dampak pemberian koreksi (x3) memiliki rata-rata skor 2,84 dengan kriteria kurang positif. Setelah dirata-ratakan, skor rata-rata untuk variabel ”Persepsi mahasiswa tentang koreksi grammatikal oral (X)” adalah 3,37 yang termasuk ke dalam kriteria cukup positif. Secara umum, berdasarkan skor rata-rata di atas, persepsi mahasiswa tentang koreksi gramatikal oral yang diberikan oleh pengajar terhadap kesalahan gramatikal yang mereka lakukan termasuk ke dalam kriteria cukup positif. Hal ini berarti persepsi mahasiswa mengenai pemberian koreksi gramatikal oral bersifat positif. Hasil temuan ini dapat dimaknai sebagai jawaban atas permasalahan pertama penelitian ini. Di samping sebagai jawaban atas permasalahan pertama, hasil temuan ini juga menjustifikasi temuan dalam penelitian yang dilakukan oleh Allwright dan Bailey (1991), De Keyser (1998), Han (2002), Hendrickson (1978), Long dan Robinson (1998), dan Swain (1995, 2000) yang mengemukakan bahwa umpan balik korektif yang diberikan pengajar memberikan pengaruh yang signifikan terhadap perkembangan interlanguage para pebelajar yang belajar B2. Dengan kata lain pemberian umpan balik korektif memang fasilitatif dalam proses perkembangan sistem interlanguage.Lebih jauh Swain dalam penelitiannya menemukan bahwa teknik prompt adalah teknik pemberian umpan balik yang efektif dalam komunikasi lisan di kelas pembelajaran B2. Pemberian umpan balik ini diyakini mampu memberikan solusi untuk menghasilkan output yang lebih akurat dalam komunikasi lisan. Teknik umpan balik ini memungkinkan pebelajar untuk mengingat (notice) dalam dirinya permasalahanpermasalahan yang ada dalam outputnya dan mendorong dirinya untuk mengadakan atau melakukan analisis untuk memodifikasi output tersebut. Selain itu teknik ini juga dapat mendorong para pebelajar untuk aktif menemukan kesalahan yang dibuatnya sendiri dan memodifikasinya kembali (self repair). Dalam penerapannya, teknik prompt tidak secara langsung menyatakan bahwa ujaran yang dibuat atau yang diucapkan oleh pebelajar adalah salah, karena secara implisit prompt menyatakannya dengan menggunakan frase-frase atau simbol-simbol (misalnya dengan melingkari tulisan yang dibuat oleh pebelajar atau dengan memberikan ungkapan ’good’, ’excellent’, dan sebagainya). Umpan balik korektif seperti Clarification request, repetition, metalinguistic feedback, dan elicitation termasuk ke dalam teknik prompt Penelitian yang dilakukan oleh Tsang (2004:188) juga mendukung temuan sebelumnya. Salah satu hal menarik dari temuan Tsang adalah bahwa Recast (reformulasi korektif terhadap sebagian atau keseluruhan kalimat yang mengandung kesalahan linguistik) merupakan teknik yang paling sering diadopsi oleh pengajar dalam kelas-kelas yang berbasis isi dan komunikasi. Selain itu Tsang juga menegaskan bahwa pengajar berkewajiban mengoreksi setiap kesalahan yang dilakukan pebelajar pada saat belajar bahasa Inggris di kelas karena aktivitas pedagogis semacam ini berkorelasi positif terhadap perkembangan bahasa antara (interlanguage) mereka. Hal senada juga dikemukakan oleh Truscott (1998), yang mengemukakan bahwa ketika pebelajar diberikan umpan balik korektif, perhatian mereka tertuju pada perbedaan antara ucapan mereka yang salah dengan koreksi yang diberikan (versi yang benar). Hal ini akan menyebabkan restrukturasi dalam sistem interlanguage mereka. Truscott juga 828
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
mengemukakan bahwa ketiadaan umpan balik korektif terhadap kesalahan linguistik yang dilakukan pebelajar merupakan salah satu penyebab fenomena fosilisasi atau rule fossilization Telah diasumsikan bahwa para pebelajar memerlukan umpan balik terhadap kesalahan linguistik yang dilakukannya untuk mengembangkan kemampuan penggunaan bahasa keduanya (B2) agar lebih mendekati seperti penutur aslinya. (Nicholas, Lightbown, dan Spada, 2001). Positifnya persepsi pebelajar tentang koreksi gramatikal oral yang diberikan oleh pengajar terhadap kesalahan gramatikal mereka terkait dengan tujuan dan manfaat mata kuliah tersebut. Hal ini sesuai dengan misi Politeknik Negeri Bali yaitu mencetak tenaga handal yang berorientasi pada kebutuhan pasar dalam bidang rekayasa dan tata niaga dengan pariwisata sebagai landasan dan arah pengembangannya, dan salah satu tujuan umum (goal) yang ingin dicapai adalah menyiapkan peserta didik menjadi anggota masyarakat yang memiliki kemampuan profesional di bidang pengetahuan khusus, dalam hal ini kemampuan berbahasa Inggris baik lisan maupun tulisan. (Pedoman Pendidikan PNB, 2007). Berdasar tujuan umum di atas, tujuan khusus (objectives) pembelajaran mata kuliah English for Business pada Program Studi Pendidikan Bahasa Inggris adalah menghasilkan lulusan yang mampu berkomunikasi bisnis baik verbal maupun nonverbal dalam bahasa Inggris. Tujuan umum dan tujuan khusus matakuliah English for Business tersebut dipersepsi positif oleh mahasiswa. Dengan kata lain tujuan-tujuan matakuliah tersebut sesuai dengan kebutuhan mahasiswa; mata kuliah English for Business bermanfaat bagi mereka, baik untuk pendidikannya di STKIP Hamzanwadi Selong maupun di lapangan (dunia kerja); untuk kehidupan di sekolah dan di luar sekolah. Oleh sebab itu, positifnya persepsi pebelajar (mahasiswa semester IV Program Studi Pendidikan Bahasa Inggris STKIP Hamzanwadi Selong) tentang koreksi gramatikal oral yang diberikan pengajar pada setiap proses pembelajaran mata kuliah English for Business sesuai dengan yang diharapkan. 1) Jenis dan Frekuensi Kemunculan Koreksi Gramatikal Oral Temuan ketiga dalam penelitian ini adalah tentang jenis dan frekuensi kemunculan koreksi gramatikal oral dalam proses pembelajaran di kelas. Temuan ini merupakan jawaban terhadap rumusan masalah ketiga penelitian ini, yakni “Apa sajakah jenis-jenis koreksi gramatikal oral yang diberikan pengajar terhadap kesalahan gramatikal yang dilakukan oleh mahasiswa semester IV Program Studi Pendidikan Bahasa Inggris STKIP Hamzanwasi Selong?“ Hasil observasi yang dilakukan terhadap proses pembelajaran di kelas menunjukkan terjadinya interaksi dua arah antara mahasiswa dan pengajar. Dalam interaksi tersebut pengajar selalu memberikan penguatan atau reinforcement, salah satunya dalam bentuk pemberian koreksi gramatikal oral terhadap kesalahan gramatikal yang dilakukan mahasiswa. Koreksi gramatikal oral yang diberikan pengajar bertujuan untuk meningkatkan kemampuan bahasa Inggris mahasiswa. Hasil observasi menunjukkan bervariasinya jenis dan frekuensi koreksi gramatikal oral yang dilakukan pengajar untuk merespons kesalahan gramatikal yang dilakukan mahasiswa dalam aktivitas komunikasi lisan mereka di dalam kelas. Pada konteks pembelajaran yang menekankan pada aktivitas pebelajar (task base learning), bentuk materi/aktivitas yang diberikan biasanya menjelaskan atau mendeskripsikan sesuatu (company, jobs, product, dll), merespon/menjawab pertanyaan dosen, membuat dan mempraktekkan dialog/percakapan, serta diskusi (in pair/group). Dalam kaitannya dengan pembelajaran B2 berbasis task, berbagai penelitian pedagogis menyatakan bahwa berbagai 829
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
macam umpan balik (baik lisan maupun tulis) dapat diterapkan pada pebelajar (Hyland, 2000). Seperti dikemukakan oleh Angelo dan Cross (1993) bahwa siswa memerlukan umpan balik untuk meningkatkan performansi bahasa yang dipelajarinya. Telah diasumsikan bahwa para pebelajar memerlukan umpan balik pada kesalahan yang dibuatnya untuk mengembangkan kemampuan penggunaan bahasa keduanya (B2) agar lebih mendekati seperti penutur aslinya (Nicholas, Lightbown, dan Spada, 2001). Oleh karena itu sangat penting bagi kita untuk mengetahui pendekatan atau teknik mana yang terbaik digunakan untuk mencapai tujuan tersebut (Sheppard, 1992). Sehubungan dengan hal tersebut, dalam penelitian ini, peneliti mengamati jenis-jenis koreksi gramatikal oral yang diberikan oleh pengajar terhadap kesalahan gramatikal yang dilakukan mahasiswa. Hasil pengamatan menunjukkan bahwa aktivitas koreksi diberikan langsung pada saat pengajar menemukan kesalahan gramatikal, dengan pertimbangan mahasiswa akan sadar tentang kesalahan yang dibuatnya dan paham dengan struktur kebahasaan yang benar. Hal ini juga sesuai dengan teori yang dikemukakan oleh Truscot (1998), yang mengemukakan bahwa ketika pebelajar diberikan umpan balik korektif, perhatian mereka tertuju pada perbedaan antara ucapan mereka yang salah dengan koreksi yang diberikan (versi yang benar). Hal ini akan menyebabkan restrukturasi dalam sistem interlanguage mereka. Truscott juga mengemukakan bahwa ketiadaan umpan balik korektif merupakan salah satu penyebab fenomena fosilisasi atau rule fossilization. Dari pengamatan yang dilakukan terhadap pembelajaran di kelas, peneliti menemukan tujuh jenis koreksi gramatikal oral yang digunakan oleh pengajar untuk merespons kesalahan gramatikal yang dilakukan mahasiswa. Ketujuh jenis koreksi gramatikal oral yang ditemukan dalam penelitian ini adalah explicit correction, repetition, recast, elicitation, clarification request, metalinguistic feedback, dan multiple. Dari tujuh jenis koreksi gramatikal oral yang ditemukan dalam penelitian ini, enam jenis koreksi, yakni explicit correction, repetition, recast, elicitation, clarification request, dan multiple muncul secara konsisten dan satu jenis koreksi, yakni metalinguistic feedback yang kemunculannya tidak konsisten. Frekuensi kemunculan koreksi gramatikal oral jenis explicit correction sebanyak 21%. Prosentase kemunculan koreksi gramatikal oral repetition dan clarification request sebanyak 17%. Kemunculan koreksi gramatikal oral elicitation mencapai 18%. Sedangkan kemunculan koreksi gramatikal oral multiple dan recast masing-masing mencapai 13% dan 12%. Frekuensi kemunculan koreksi gramatikal oral metalinguistic feedback hanya mencapai 2%. Fenomena munculnya jenis-jenis koreksi gramatikal oral dan konsistensi kemunculannya dalam penelitian ini tidak bisa dilepaskan dari konteks pendekatan pembelajaran yang digunakan pengajar. Temuan ini dapat dimaknai sebagai implikasi dari tipe/model pembelajaran yang dilaksanakan di semester IV Program Studi Pendidikan Bahasa Inggris tahun akademik 2015/2016 yang lebih menekankan pada kegiatan berkomunikasi dan pemberian latihan/praktis (task base learning) bagi mahasiswa. Dalam konteks pembelajaran yang berorientasi pada task based, interaksi di kelas lebih difokuskan pada pemberian keterampilan kepada mahasiswa melalui latihan: (1) menjelaskan atau mendeskripsikan perusahaan, pekerjaan/profesi, produk/barang, presentasi, berdiskusi, beragumentasi; dan (2) merespon/menjawab pertanyaan yang diajukan pengajar, menyusun dan mempraktekkan dialog/percakapan singkat yang dilakukan baik berpasangan atau berkelompok. Sedangkan pelajaran/materi yang berkaitan dengan penguasaan aspek gramatikal umumnya diberikan secara implisit atau diselipkan pada setiap topik bahasan mata kuliah English for Business (10 topik/semester).
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Di samping sebagai jawaban terhadap rumusan masalah ketiga penelitian, temuan ini juga memperkuat asumsi teoretik Lyster dan Ranta (1997) yang mengemukakan bahwa ada enam tipe umpan balik korektif (corrective feedback) yang dapat dipertimbangkan untuk digunakan oleh para pengajar B2 dalam mengoreksi kesalahan gramatikal yang dilakukan pebelajar. Keenam tipe umpan balik yang dimaksud adalah: (1) explicit correction (2) recast, (3) clarification requests (4) metalinguistic feedback, (5) elicitation, dan (6) repetition. Sejalan dengan Lyster dan Ranta, temuan ini juga sejalan dengan pernyataan Swain (1995) yang menjelaskan bahwa empat dari enam jenis umpan balik tersebut merupakan prompt, yaitu: (1) clarification request, (2) repetition, (3) metalinguistic feedback, dan (4) elicitation. Keenam tipe umpan balik yang dikemukakan Lyster dan Ranta di atas, kesemuanya muncul sebagai aktivitas pedagogis yang dilakukan pengajar dalam penelitian ini. Di samping itu, dalam penelitian ini muncul satu jenis koreksi gramatikal oral di luar jenis-jenis yang dikemukakan Lyster dan Ranta (1997) dan Swain (1995), yakni multiple. 2) Hubungan Variabel Persepsi Mahasiswa (X) Secara Simultan dengan Variabel Tingkat Kompetensi Bahasa Inggris Mahasiswa (Y) Permasalahan kedua yang dijawab dalam penelitian ini adalah “bagaimanakah hubungan persepsi mahasiswa mengenai koreksi gramatikal oral yang dilakukan pengajar dengan tingkat kompetensi bahasa Inggrisnya.” Permasalahan ini dijawab dengan menggunakan analisis statistik inferensial dengan uji t (t-test). Hasil analisis statistik inferensial dengan t-test menunjukkan bahwa variabel persepsi mahasiswa tentang koreksi koreksi gramatikal oral yang diberikan oleh pengajar berkorelasi positif dengan tingkat kompetensi bahasa Inggris mereka. Hal ini diperoleh dari hasil t-test yang menunjukkan bahwa variabel X mempunyai hubungan yang kuat/positif dengan variabel Y, yakni tingkat kompetensi bahasa Inggris, dimana diperoleh nilai t =5,017 dengan taraf Sig. 0,000. Koefisien korelasi (R) yang diperoleh adalah sebesar 0,514 yang berarti bahwa hubungan antara variabel bebas dengan variabel terikat adalah sedang/cukup dengan arah yang positif karena berada pada range 0,40-0,599. Sedangkan tingkat hubungan variabel persepsi mahasiswa tentang koreksi gramatikal oral yang diberikan oleh pengajar dengan variabel tingkat kemampuan bahasa Inggrisnya ditunjukkan oleh nilai koefisien determinasi (R²) sebesar 0,264 atau 26,4%. Artinya, tingkat hubungan variabel bebas dengan varibel terikat sebesar 26,4% sedangkan sisanya sebesar 73,6% dipengaruhi oleh faktor lain yang tidak diteliti dalam penelitian ini. Di samping menjawab permasalahan kedua, temuan melalui analisis statistik inferensial di atas sekaligus menjustifikasi: (1) teori yang dikemukakan Hyland (2000) yang menyatakan aktivitas pedagogis corrective feedback (baik lisan maupun tulis) dapat diterapkan untuk meningkatkan kompetensi linguistik pada pebelajar; (2) teori Angelo dan Cross (1993) yang menyatakan bahwa pebelajar memerlukan umpan balik dalam bentuk koreksi terhadap kesalahan gramatikal yang mereka lakukan untuk meningkatkan performansi bahasa yang dipelajarinya; (3) asumsi teoretik yang dikemukakan Nicholas, Lightbown, dan Spada (2001) yang menyatakan para pebelajar memerlukan umpan balik pada kesalahan gramatikal yang dibuatnya untuk mengembangkan kemampuan penggunaan bahasa keduanya (B2) agar lebih mendekati seperti penutur aslinya; dan (4) teori Lyster dan Ranta (1997) yang menyatakan aktivitas pedagogis koreksi gramatikal diperlukan agar respons para pebelajar bisa menjadi uptake. Uptake didefinisikan sebagai ujaran pebelajar yang segera mengikuti atau meniru umpan balik yang diberikan oleh pengajar.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Dalam berbagai teori tentang belajar bahasa yang bermuara kepada hasil belajar pebelajar disebutkan bahwa hasil belajar dan perilaku belajar di kelas berhubungan dengan faktor karakteristik pebelajar, baik faktor kognitif, afektif maupun psikomotorik. Karakteristik afektif pebelajar meliputi berbagai hal, di antaranya minat, bakat, motivasi, kemampuan, persepsi, dan sikap. Bagaimana perilaku seseorang dalam suatu lingkungannya dipengaruhi oleh bagaimana ia mempersepsi lingkungan tersebut (Lewin dalam Munandir, 2001). Temuan penelitian Brady dan Eisler (1999) juga menampakkan adanya korelasi yang kuat antara persepsi dan perilaku seseorang dalam belajar. Dengan demikian mahasiswa yang mempunyai persepsi positif tentang koreksi gramatikal oral cenderung berperilaku positif dalam belajar atau mengikuti perkuliahan English for Business. Mereka akan senang karena pengajar memperhatikan setiap ucapan mereka, mengerti setiap kesalahan yang mereka ucapkan sekaligus mendapat pengertian tentang struktur yang benar, menjadi termotivasi untuk meningkatkan kemampuan berkomunikasi dalam bahasa Inggris, dan lainlain. Sebaliknya mereka yang persepsinya negatif tentang koreksi gramatikal oral menunjukkan perilaku negatif seperti ketersinggungan dan ketidaknyamanan serta perasaan kesal, malu, pasif, dan lain-lain. Oleh sebab itu, persepsi mahasiswa tentang koreksi gramatikal oral mewarnai perilaku belajarnya. Semakin positif persepsiya tentang koreksi gramatikal oral yang diberikan oleh pengajar cenderung semakin positif perilaku belajarnya. SIMPULAN DAN SARAN Simpulan Berdasarkan deskripsi dan analisis data yang didapatkan melalui penyebaran kuesioner, wawancara, tes kemampuan berbahasa Inggris (PTE), dan observasi, dalam penelitian ini didapatkan tiga temuan. a) Berdasarkan hasil analisis data ditemukan bahwa persepsi mahasiswa semester IV Program Studi Pendidikan Bahasa Inggri STKIP HAMZANWADI Selong tentang koreksi gramatikal oral yang diberikan oleh pengajar terhadap kesalahan gramatikal mereka termasuk ke dalam kriteria cukup baik. Hal ini berarti persepsi mahasiswa mengenai pemberian koreksi gramatikal oral bersifat cukup positif. Hasil temuan ini dapat dimaknai sebagai jawaban atas permasalahan pertama penelitian ini. Di samping itu, hasil temuan ini juga sejalan dengan temuan dalam penelitian yang dilakukan oleh Allwright dan Bailey (1991), De Keyser (1998), Han (2002), Hendrickson (1978), Long dan Robinson (1998), dan Swain (1995, 2000) yang mengemukakan bahwa umpan balik korektif yang diberikan pengajar memberikan pengaruh yang signifikan terhadap perkembangan interlanguage para pebelajar yang belajar B2. b) Hasil observasi menunjukkan pengajar Bahasa Inggris di Program Studi Pendidikan Bahasa Inggris STKIP Hamzanwadi Selong menggunakan tujuh jenis/tipe koreksi gramatikal oral untuk mengoreksi kesalahan gramatikal yang dilakukan mahasiswa pada saat berbicara dalam bahasa Inggris, yakni explicit correction, repetition, recast, elicitation, clarification request, metalinguistic feedback, dan multiple. Dari tujuh jenis koreksi gramatikal oral yang ditemukan dalam penelitian ini, enam jenis koreksi, yakni explicit correction, repetition, recast, elicitation, clarification request, dan multiple muncul secara konsisten dan satu jenis koreksi, yakni metalinguistic feedback kemunculannya tidak konsisten. Fenomena ini dapat diinterpretasikan bahwa keenam tipe yang muncul secara konsisten tersebut dianggap berkontribusi positif sebagai aktivitas pedagogis oleh para pengajar. Hasil temuan ini dimaknai sebagai jawaban terhadap masalah kedua penelitian ini.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Di samping itu, hasil temuan ini menjustifikasi teori Lyster dan Ranta (1997) yang mengemukakan ada enam tipe umpan balik korektif (corrective feedback) yang dapat dipertimbangkan untuk digunakan oleh para pengajar dalam mengoreksi kesalahan gramatikal yang dilakukan pebelajar, yakni: (1) explicit correction (2) recast, (3) clarification requests (4) metalinguistic feedback, (5) elicitation, dan (6) repetition. Selain itu, penelitian ini juga menemukan satu tipe umpan balik korektif di luar enam tipe umpan balik korektif yang dikemukakan Lyster dan Ranta. Tipe/jenis umpan balik korektif tersebut adalah multiple corrective. c) Hasil analisis statistik inferensial dengan t-test menunjukkan bahwa variabel persepsi mahasiswa tentang koreksi gramatikal oral yang diberikan oleh pengajar memiliki hubungan yang bersifat positif dengan tingkat kemampuan bahasa Inggris mereka. Hasil ini diperoleh dari uji t (t-test) yang menunjukkan bahwa variabel persepsi mahasiswa tentang koreksi gramatikal oral yang diberikan pengajar sebagai variabel X mempunyai hubungan yang kuat/positif dengan variabel tingkat kemampuan bahasa Inggris mahasiswa sebagai variabel Y, dengan nilai t =5,017 dan taraf Sig. 0,000. Koefisien korelasi (R) sebesar 0,514 yang diperoleh menyatakan hubungan antara variabel X dengan variabel Y adalah sedang/cukup dengan arah yang positif karena berada pada range 0,40-0,599. Tingkat hubungan variabel persepsi mahasiswa tentang koreksi gramatikal oral yang diberikan oleh pengajar dengan variabel tingkat kemampuan bahasa Inggrisnya ditunjukkan oleh nilai koefisien determinasi (R²) sebesar 0,264 atau 26,4%. Temuan ini dapat dimaknai sebagai jawaban terhadap masalah ketiga penelitian ini. Di samping menjawab permasalahan ketiga, hasil temuan ini sekaligus menjustifikasi: (1) teori yang dikemukakan Hyland (2000) yang menyatakan aktivitas pedagogis corrective feedback (baik lisan maupun tulis) dapat diterapkan untuk meningkatkan kompetensi linguistik pada pebelajar; (2) teori Angelo dan Cross (1993) yang menyatakan bahwa pebelajar memerlukan umpan balik dalam bentuk koreksi terhadap kesalahan gramatikal yang mereka lakukan untuk meningkatkan performansi bahasa yang dipelajarinya; (3) asumsi teoretik yang dikemukakan Nicholas, Lightbown, dan Spada (2001) yang menyatakan para pebelajar memerlukan umpan balik pada kesalahan gramatikal yang dibuatnya untuk mengembangkan kemampuan penggunaan bahasa keduanya (B2) agar lebih mendekati seperti penutur aslinya; dan (4) teori Lyster dan Ranta (1997) yang menyatakan aktivitas pedagogis koreksi gramatikal diperlukan agar respons para pebelajar bisa menjadi uptake. Saran Berdasarkan simpulan di atas dan dalam rangka mencapai tujuan pembelajaran bahasa Inggris yang berujung pada peningkatan kompetensi linguistik dan kompetensi komunikatif mahasiswa dalam bahasa Inggris, baik secara lisan maupun tulis, saran-saran yang dapat dikemukakan dalam penelitian ini adalah sebagai berikut. a) Penerapan teknik koreksi gramatikal oral terhadap kesalahan gramatikal mahasiswa berkontribusi positif dalam meningkatkan kemampuan bahasa Inggris mahasiswa. Untuk itu, pengajar hendaknya memiliki kecermatan memilih teknik koreksi gramatikal oral sebagai aktivitas pedagogis dalam pembelajaran B2 sesuai dengan kebutuhan mahasiswa. b) Mengingat pentingnya manfaat pemberian umpan balik dalam proses pembelajaran bahasa Inggris dan dalam peningkatan prestasi belajar, disarankan kepada para pebelajar agar memanfaatkan umpan balik tersebut untuk meningkatkan motivasi dan prestasi belajar mereka. Umpan balik tidak hanya diberikan oleh pengajar, namun bisa juga datang dari teman-teman sekelas mereka. Hal ini hendaknya dapat meningkatkan aktivitas belajar mahasiswa.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
c) Mengingat ada keterbatasan jumlah variabel dalam penelitian ini dan untuk kesempurnaannya, disarankan pada penelitian lebih lanjut agar menggunakan beberapa variabel sertaan, seperti motivasi dan minat belajar, yang akan memberikan kontribusi terhadap peningkatan prestasi belajar siswa.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Pengaruh Pembelajaran Model Kooperatif Tipe Think Pair Share (TPS) dan Teams Games Tournament (TGT) terhadap Prestasi Belajar Fisika Siswa Kholida Ismatulloh STKIP Hamzanwadi Selong, Indonesia [email protected]
Abstract The aim of this research is to determine of influence using cooperative learning model Think Pair Share’s type (TPS) and Teams Games Tournament’s type (TGT) about physics achievement of 9th grade students at SMP Lab Hamzanwadi Selong. This research is experimental research. The population of this research are 35 persons. The sample research was to determine used Sampling Jenuh which all of population members would make sample, this research was included population research. This research use “Post Test Only Control Design”. For data collecting techniques is using accomplishment test techniques which is multiple choice object test and using Two Sample T-Test for data analysis. The average value of learning achievement tests obtained from TPS class ( ) and TGT class ( . While data analysis technique used to determine the prerequisite test analysis is the normality test (chi quadrate) and homogeneity (F-test) obtained normally distributed data and homogeneous. Results of analysis using t-test criteria of the two sample in this study indicate that the test result data obtained values for physics learning achievement of students while . When inserted in a t-test criteria of the two sample , then obtained the null hypothesis is received and the alternative hypothesis was rejected with a significance level of 5%, with says "There is no th effect of learning TPS and TGT toward physics learning achievement of 9 grade students of SMP Lab Hamzanwadi Selong”. Key word: tps, tgt, listrik statis
Introduction Pendidikan adalah bagian dari proses kehidupan berbangsa dan bernegara, yang mana visi dari pendidikan nasional tersirat dalam sistem undang-undang pendidikan nasional untuk mewujudkan masyarakat Indonesia yang damai, cerdas, demokratis, berkeahlian, berdaya saing tinggi, maju, berkembang, dan sejahtera dalam wadah Negara Kesatuan Republik Indonesia yang bertakwa, menguasai teknologi, mempunyai etos kerja serta disiplin yang tinggi. Kunci sukses suatu bangsa adalah sumber daya manusia yang dimiliki suatu bangsa terutama generasi mudanya. Salah satu upaya meningkatkan kualitas sumber daya manusia adalah dengan cara memperbaiki mutu pendidikan karena merupakan suatu dasar pembangun watak, mental, dan spiritual manusia sehingga dapat dijadikan tolak ukur kualitas bangsa. Dari hasil observasi peneliti dengan guru mata pelajaran fisika di SMP Laboratorium Hamzanwadi Selong. Ternyata dalam proses pembelajaran di kelas, metode yang digunakan oleh para guru kurang variatif yaitu masih menggunakan metode pembelajaran konvensional bahkan hampir pada setiap penyampaikan materi pelajaran para guru masih menggunakan metode ceramah, sehingga suasana kelas cenderung teacher-centered yang menyebabkan siswa menjadi pasif dan hanya menerima umpan dari guru saja. Dalam hal ini, siswa tidak 835
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
diajarkan strategi belajar yang dapat memahami bagaimana belajar berfikir, dan memotivasi diri sendiri (self motivation), padahal aspek-aspek tersebut merupakan kunci keberhasilan dalam suatu pembelajaran. Model pembelajaran kooperatif merupakan suatu model pembelajaran yang mengutamakan adanya kelompok-kelompok. Kelompok-kelompok yang ada memiliki anggota kelompok yang terdiri dari siswa yang mempunyai tingkat kemampuan yang heterogen atau berbeda-beda (tinggi, sedang, dan rendah).
Metode Dari penjabaran di atas peneliti melahirkan gagasan dalam upaya mengatasi permasalahan dalam pembelajaran dengan menggunakan teknik atau pendekatan model pembelajaran kooperatif khususnya metode pembelajaran tipe Think Pair Share (TPS) dan Teams Games Tournament (TGT) untuk mengaktifkan dan memotivasi siswa saat proses pembelajaran berlangsung, sehingga dapat meningkatkan hasil belajar fisika siswa di kelas. Metode pembelajaran tipe Think Pair Share (TPS) merupakan suatu teknik sederhana dengan keuntungan besar. Think Pair Share (TPS) dapat meningkatkan kemampuan siswa dalam mengingat suatu informasi dan seorang siswa juga dapat belajar dari siswa lain serta saling menyampaikan idenya untuk didiskusikan sebelum disampaikan di depan kelas. Selain itu, Think Pair Share (TPS) juga dapat memperbaiki dan meningkatkan rasa percaya diri semua siswa dan semua anggota kelompok diberi kesempatan untuk berpartisipasi dalam kelas. Think Pair Share (TPS) sebagai salah satu pembelajaran kooperatif yang terdiri dari 3 tahapan, yaitu thinking, pairing, dan sharing. Guru tidak lagi sebagai satu-satunya sumber pembelajaran (teacher oriented), tetapi justru siswa dituntut untuk dapat menemukan dan memahami konsep-konsep baru (student oriented). Metode pembelajaran tipe Think Pair Share (TPS) diharapkan siswa dapat mengembangkan keterampilan berfikir dan menjawab dalam berkomunikasi antara siswa yang satu dengan siswa lainnya, serta bekerja saling membantu dalam kelompok kecil. Dalam hal ini, guru sangat berperan penting untuk membimbing siswa melakukan diskusi, sehingga terciptanya suasana belajar yang lebih hidup, aktif, kreatif, efektif, dan menyenangkan. Dengan demikian jelas bahwa melalui metode pembelajaran tipe Think Pair Share (TPS), siswa secara langsung dapat memecahkan masalah, memahami suatu materi secara berkelompok dan saling membantu antara satu dengan yang lainnya, membuat kesimpulan (diskusi) serta mempresentasikan di depan kelas sebagai salah satu langkah evaluasi terhadap kegiatan pembelajaran yang telah dilakukan. Selain menggunakan metode pembelajaran tipe Think Pair Shere (TPS) peneliti juga menggunakan metode pembelajaran tipe Teams Games Tournament (TGT). Metode pembelajaran tipe Teams Games Tournament (TGT) adalah salah satu model pembelajaran kooperatif yang mudah diterapkan, melibatkan aktivitas seluruh siswa tanpa harus ada perbedaan status, melibatkan peran siswa sebagai tutor sebaya dan mengandung unsur permainan dan reinforcement. Aktivitas belajar dengan permainan yang dirancang dalam pembelajaran kooperatif tipe Teams Games Tournament (TGT) memungkinkan siswa dapat belajar lebih rileks disamping menumbuhkan tanggung jawab, kejujuran, kerja sama, persaingan sehat, dan keterlibatan belajar. Teams games tournament (TGT) pada mulanya dikembangkan oleh Davied Devries dan Keith Edward, ini merupakan metode pembelajaran pertama dari Johns Hopkins. Dalam metode ini kelas terbagi dalam kelompok-kelompok kecil yang beranggotakan 3 sampai dengan 5 siswa yang berbeda-beda tingkat kemampuan, jenis kelamin, dan latar belakang etniknya, kemudian siswa akan bekerjasama dalam kelompok- kelompok kecilnya. Pembelajaran dalam Teams games tournament (TGT) hampir sama seperti STAD dalam setiap hal kecuali satu, sebagai ganti kuis dan sistem skor perbaikan individu, Teams Games Tournament (TGT) menggunakan turnamen permainan
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
akademik. Dalam turnamen itu siswa bertanding mewakili timnya dengan anggota tim lain yang setara dalam kinerja akademik mereka yang lalu. Peneliti berharap dengan penggunaan metode pembelajaran tipe Think Pair Share (TPS) dan Teams Games Tournament (TGT) prestasi belajar fisika siswa kelas IX SMP Laboratorium Hamzanwadi Selong bisa meningkat, khususnya pada pokok bahasan listrik statis.
Hasil dan Pembahasan Distribusi frekuensi data prestasi belajar siswa yang diajarkan dengan menggunakan metode Think Pair Share (TPS). Variabel prestasi belajar siswa dalam penelitian ini diukur dengan tes prstasi belajar dengan jumlah 20 butir soal. Data yang terkumpul diperoleh nilai prestasi belajar yang berksar antara 30 sampai 80. Nilai rata-rata ( ) prestasi belajar sebesar 51,5 dan standar deviasi (SD) sebesar 12,91. Berikut ini akan disajikan distribusi frekuensi data dan grafik yang menunjukkan prestasi belajar yang dicapai siswa pada tabel 1.1: Tabel 1.1 Distribusi Frekuensi Data Prestasi Belajar siswa yang diajar dengan menggunakan metode TPS No Interval Frekuensi Mutlak Frekuensi Relatif (%) 1
30 – 38
2
11,76
2
39 – 47
6
35,29
3
48 – 56
4
23,53
4
57 – 65
2
11,76
5
66 – 74
2
11,76
6
75 – 83
1
5,88
17
100
Jumlah
Untuk lebih jelasnya distribusi frekuensi data pada tabel 1.1 di atas dapat dibuat dalam bentuk grafik histogram seperti tampak pada gambar 1.1 berikut
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Gambar 1.1 Distribusi Frekuensi Prestasi Belajar Siswa Dengan Metode TPS Distribusi frekuensi data prestasi belajar siswa yang diajar dengan menggunakan metode Teams Games Tournament (TGT) Hasil belajar siswa berkisar antara 30 samapai 80. Nilai rata-rata ( ) prestasi belajar sebesar 56,5 dan standar deviasi (SD) sebesar 14,56. Berikut ini akan disajikan distribusi frekuensi data dan grafik yang menunjukkan prestasi belajar yang dicapai siswa seperti ditunjukkan pada tabel 1.2: Tabel 1.2 Distribusi Frekuensi Data Prestasi Belajar siswa yang diajar dengan menggunakan metode TGT No
Interval
Frekuensi Mutlak
Frekuensi Relatif (%)
1
30 – 38
3
16,67
2
39 – 47
1
5,56
3
48 – 56
6
33,33
4
57 – 65
2
11,11
5
66 – 74
4
22,22
6
75 – 83
2
11,11
18
100
Jumlah
Untuk lebih jelasnya distribusi frekuensi data dalam tabel 1.2 di atas dapat dilihat dalam bentuk grafik histogram seperti tampak pada gambar 1.2 berikut:
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Gambar 1.2 Distribusi Frekuensi Prestasi Belajar Siswa Dengan Metode TGT
Uji Prasyarat Analisis Uji Normalitas Dari hasil analisis atau perhitungan yang dilakukan, maka di dapatkan nilai dari chi kuadrat masing-masing kelas, kelompok dan sel. Hasil analisis tersebut dapat di lihat dalam tabel rangkuman dibawah ini. Tabel 1.3 Keputusan Uji Chi Kuadrat
Jumlah Kelas
X2hitung
X2tabel
Keputusan
Responden TPS
17
-19,73
11,070
Terdistribusi Normal
TGT
18
-29,87
11,070
Terdistribusi Normal
Uji Homogenitas Data Uji homogenitas bertujuan untuk mengetahui apakah kelas eksperimen dan kelas kontrol berasal dari sampel yang sama (homogen). Data yang digunakan untuk menentukan homogen atau tidaknya kedua kelas diambil dari hasil tes akhir untuk masing-masing kelas diperoleh Fhitung sama dengan 1,27 dan Ftabel sama dengan 2,278. Berdasarkan kriteria yang ada yaitu apabila maka kedua kelompok tersebut berasal dari sampel homogen, artinya kedua kelompok mempunyai kemampuan awal yang sama. Berikut disajikan rangkuman perhitungan dengan menggunakan Uji Varians: Tabel 1.4
X
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Rangkuman Uji Homogenitas Data Hasil Belajar Fisika Siswa NO
Kelas
1
TPS
SD 51,5
Keputusan
12,91
Homogen 1,27
2
TGT
56,5
2,278
14,56
Homogen
Uji Hipotesis Setelah terpenuhi persyaratan analisis tersebut, maka dapat dilakukan uji hipotesis untuk memenuhi apakah hipotesis yang telah di ajukan diterima atau ditolak. Dari perhitungan data diperoleh seperti pada tabel di bawah ini: Tabel 1.5
Hasil Uji Hipotesis Data Hasil Belajar Fisika Siswa No
Kelas
N (Sampel)
Standar Deviasi (SD)
1
TPS
17
12,91
2
TGT
18
14,56
1,079
2,042
Dari tabel diatas dapat diketahui nilai thitung = 1,079 sedangkan ttabel = 2,042 dari hasil perhitungan uji hipotesis hasil belajar fisika siswa didapatkan nilai thitung < ttabel, maka Ho yang berbunyi “tidak terdapat pengaruh pembelajaran model kooperatif tipe TPS dan TGT terhadap prestasi belajar siswa kelas IX SMP Laboratorium Hamzanwadi Selong” diterima. Ini berarti bahwa hipotesis alternatif (Ha) yang berbunyi “terdapat pengaruh model pembelajaran kooperatif tipe TPS dan TGT terhadap prestasi belajar siswa kelas IX SMP Laboratorium Hamzanwadi Selong” ditolak. Pembahasan Hasil Analisis Berdasarkan hasil penelitian yang berlangsung dengan menggunakan metode TPS dan TGT dapat digambarkan kegiatan kelas selama proses pembelajaran adalah sebagai berikut; (1) Semua anggota kelompok dibagikan LKS yang sama, baik pada kelas TPS maupun kelas TGT. (2) Pada kelas TPS guru memberikan batas waktu 15 menit untuk menjawab semua soal pada LKS, 10 menit untuk tahap (think) dan 5 menit sisanya digunakan pada tahap (pair), setelah itu para siswa mempersiapkan diri untuk mempresentasikan hasil diskusi kelompok ke depan kelas (share) secara bergantian. (3) Kelompok terbaik akan diberikan hadiah oleh guru dan ucapan selamat dari masing-masing kelompok. (1) Kelas TGT juga diberikan waktu selama 15 menit untuk menyelesaikan soal LKS yang telah dibagikan kepada masing-masing kelompok. Penentuan anggota kelompok dilakukan dengan memperhatikan tingkat kemampuan akademik para siswa yang berbeda (heterogen). (2) Pada saat pengerjaan LKS masing-masing anggota kelompok harus ikut berfikir dan menjawab bersama sehingga para anggota kelompok bisa menguasai dan mempertanggungjawabkan materi yang di kerjakan khususnya pada saat games berlangsung. Pada saat games turnamen berlangsung perwakilan dari semua anggota kelompok yang memiliki kemampuan sama (homogen) ditempatkan pada meja turnamen yang sama, apabila jumlah siswa dalam kelas 840
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
habis dibagi 3 maka untuk meja turnamen pertama diisi oleh siswa pintar, meja kedua siswa berkemampuan sedang, dan selanjutnya sampai semua siswa memperoleh meja turnamen secara merata. (3) Dan yang lebih penting lagi ketika tournament dimulai setiap kelompok berkompetisi menjadi yang terbaik dalam games dan mempertanggungjawabkan apa yang telah mereka jawab pada saat bertarung dengan kelompok lain. “Tidak terdapat pengaruh pembelajaran model kooperatif tipe TPS dan TGT terhadap prestasi belajar fisika siswa”, berdasarkan uraian langkah-langkah pembelajaran yang sudah dilakukan diduga tidak terdapatnya pengaruh metode pembelajaran TPS dan TGT terhadap prestasi belajar siswa disebabkan beberapa hal (1) penentuan kelompok diskusi yang heterogen, peneliti menentukan anggota kelompok hanya berdasarkan keaktifan siswa dikelas pada saat proses awal pembelajaran berlangsung. Peneliti tidak menguji tingkat kognitif para siswa. Secara teoritisnya siswa yang aktif belum dapat dikatakan sebagai siswa yang pintar, bisa saja karena siswa tersebut memiliki mental yang kuat dibandingkan dengan siswa lainya. (2) Peran guru dalam proses pembelajaran pada kedua metode ini hanyalah sebagai fasilitator. Secara teoritisnya peran guru pada metode TPS dan TGT hanya sebagai fasilitator yang artinya guru hanya memberikan fasilitas berupa LKS saja, sedangkan siswa harus bisa mengkonstruk fikirannya sendiri terhadap materi yang diajarkan. Pada kondisi pembelajaran siswa sebelumnya siswa hanya berpusat pada guru saja (teacher centered) siswa belum terbiasa menerima peran guru sebagai fasilitator yang mengutamakan kemandirian siswa dalam berfikir untuk memecahkan masalah. (3) “Games” pada metode TGT membuat siswa hanya terfokus pada permainan saja sedangkan materi yang mereka terima tidak terekam dengan baik, pada tahapan ini menghafal lebih dominan dilakukan oleh siswa. Pemecahan masalah secara bersama dari apa yang dialami siswa menjadi sesuatu yang sangat bermakna dan kepuasan tersendiri pada diri siswa, hal itu akan selalu diingat dan dikenang oleh siswa tersebut. Pemberian hadiah atau reward kepada mereka yang berprestasi akan merangsang naluri dan pola fikir mereka untuk menjadi pemenang (terbaik), mereka berlomba-lomba untuk mendapatkan hadiah dan skor tertinggi dalam tiap kompetisi. Itu semua bertujuan untuk memupuk motivasi siswa di dalam menerima pelajaran khususnya fisika.
References Abdullah, Mikrajuddin. 2007. IPA Terpadu SMP/ MTs untuk Kelas IX Semester 1. Jakarta: Esis. Arikunto, Suharsimi. 2009. Dasar-dasar dan Evaluasi Pendidikan. Jakarta: Bumi Aksara. Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Hakim, Lukmanul. 2008. Perencanaan Pembelajaran. Bandung: CV Wacana Prima. Hamalik, Oemar. 2009. Proses Belajar-Mengajar. Bandung: Bumi Aksara. Slavin, Robert E. 2005. Cooperative Learning Teori, Riset dan Praktik. Bandung: Nusa Media. Sudjana, 2005. Metoda Statistika. Bandung: Tarsito. Sugiyono. 2011. Statistika untuk Penelitian. Bandung: Alfabeta Suprijono, Agus. 2010. Cooperative Learning Teori dan Aplikasi Paikem. Yogyakarta: Pustaka Belajar. Tarno, dkk. 2002. Panduan Lembar Kerja Siswa Simpati SLTP/MTs. Surakarta: CV Grahadi. Trianto. 2010. Mendesain Model Pembelajaran Inovatif- Progresif. Jakarta: Kencana Prenada Media Group.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Algoritma Support Vector Machines (SVM) Berbasis Particle Swarm Optimization (PSO) Untuk Klasifikasi Kinerja Dosen STT Hamzanwadi Muhammad Saiful Universitas Hamzanwadi, Indonesia 1 [email protected], [email protected]
Abstrak Kinerja dosen merupakan keberhasilan dosen dalam menyelesaikan tugas akademiknya.dosen STT Hamzanwadi lombok harus memiliki kinerja yang baik untuk meningkatkan prestasi mahasiswa dan mutu lulusan. Rumusan masalah dalam penelitian ini adalah bagaimana konsep SVM berbasis pso dapat menghasilkan suatu model klasifikasi yang akurat. Penelitian ini dilakukan dengan menggunakan metode deskriptif. Tujuan penelitian ini untuk mendapatkan rule dalam memprediksi kinerja dosen dan memberikan nilai akurasi yang lebih akurat. Adapun alat analisis yang digunakan dalam penelitian ini adalah dibuatkan model algoritma support vector machines dan model algoritma suppor vector machines berbasis Particle Swarm Optimization. Setelah dilakukan pengujian dengan dua model yaitu Algoritma support vector machines dan support vector machines berbasis Particle Swarm Optimization maka hasil yang didapat adalah algoritma sehingga didapat pengujian dengan menggunakan support vector machines dimana didapat nilai accuracy adalah 99,60 % dan nilai AUC adalah 1.000, sedangkan pengujian dengan menggunakan support vector machines berbasis Particle Swarm Optimization didapatkan nilai accuracy 99,86% dan nilai AUC adalah 0.999 dengan tingkat diagnosa excellent classification. Sehingga kedua metode tersebut memiliki perbedaan tingkat akurasi yaitu sebesar 0,26% dan perbedaan nilai AUC sebesar 0,001. Kata kunci: algoritma, support vektor machine, particle swarm optimization, excellent classification.
Pendahuluan Latar belakang Kinerja adalah tingkat keberhasilan seorang karyawan didalam menyelesaikan pekerjaan. Faktor yang menentukan tingkat kerja (prestasi kerja) seorang karyawan, diantaranya adalah penilaian kinerja (Ratnawati, 2002, 1-6). Penilaian kinerja berkenaan dengan seberapa baik seseorang melakukan pekerjaan yang ditugaskan/diberikan. Penilaian kinerja formal biasanya berlangsung dalam periode waktu tertentu sekali atau dua kali setahun (Simamora, 2004, 50). Kinerja dosen dapat ditunjukkan dengan bagaimana cara dosen dalam melaksanakan tugas sehari-hari serta mengimplementasikan pengalaman dan pendidikan yang mereka dapat dari berbagai pelatihan dan pendidikan yang diikuti, apakah mereka memiliki kinerja yang baik atau tidak, karena kinerja pegawai khususnya dosen dalam memberikan mata kuliah harus mendapatkan perhatian dari para mahasiswa, dengan demikian keberhasilan dalam memberikan perkuliahan dan prestasi yang dicapai oleh mahasiswa dapat mencapai hasil yang baik. Dengan kata lain mencapai kepuasan dari semua pihak yaitu: pemimpin, dosen dan mahasiswa, kepuasan memiliki konotasi yang beraneka ragam. Meskipun demikian tetap relevan untuk mengatakan bahwa kinerja merupan suatu cara pandang seseorang, baik yang bersifat positif maupun yang bersifat negatif tentang pekerjaannya.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Dosen adalah tulang punggung suatu Perguruan Tinggi, apabila kinerja Dosen di suatu Perguruan Tinggi benarbenar bagus maka tentu saja akan mempengaruhi keberadaan Perguruan Tinggi itu sendiri. Dalam menentukan apakah dosen tersebut sudah benar-benar melakukan kewajibannya dengan sungguh-sungguh maka diperlukan suatu evaluasi kinerja dosen. Penilaian kinerja dilakukan untuk memberikan motivasi agar dosen lebih meningkatkan kinerjanya. Dalam penilaian kinerja dosen kali ini aspek yang dinilai adalah aspek kompetensi. Aspek kompetensi yang dinilai meliputi kompetensi pedagogik, kompetensi professional, kompetensi kepribadian, dan kompetensi sosial. Penilaian aspek kompetensi dilakukan dengan melibatkan staf, dua orang teman, mahasiswa, dan dosen yang bersangkutan sendiri. Perilaku individu seorang dosen dalam mencapai prestasi apa yang dikerjakan dipengaruhi oleh faktor individu, psikologi dan organisasi. Adapun faktor-faktor kinerja tersebut antara lain meliputi pengalaman, ketrampilan, usia, jenis kelamin, pendidikan, masa kerja, tanggung jawab, motivasi, kepemimpinan, kompensasi, supervisi, kondisi kerja (Mahmudi, 2005, 101). Beberapa masalah yang dapat berpengaruh atau berhubungan dengan penampilan kinerja pengajaran dosen antara lain: tingkat pendidikan dosen pada akademi-akademi ternyata mayoritas 80 persen dosen STT Hamzanwadi adalah strata satu. Keadaan ini merupakan kesenjangan karena tidak memenuhi standar kualifikasi dosen yaitu tingkat pendidikan pengajar harus satu tingkat lebih tinggi dari lulusan yang dihasilkan perguruan tinggi. Hal ini sangat berpengaruh pada penguasaan materi dan wawasan. Adapun masalah lain adalah ternyata 50% dosen di STT Hamzanwadi ambil bagian sebagai panitia dalam berbagai macam aktifitas dan kegiatan kampus, dimana hal ini menyebabkan kehadiran dosen dalam mengisi perkuliahan menjadi terganggu dan tidak tepat waktu. SVM adalah kasus khusus dari keluarga algoritma yang kita sebut sebagai regularized metode klasifikasi linier dan metode yang kuat untuk minimalisasi resiko (Weiss, Indurkhya, & Zhang, 2010). Dan kelebihan SVM lainnya adalah dapat meminimalkan kesalahan melalui memaksimalkan margin dengan misahkan antara hyper-lane dan satu set data bahkan dengan jumlah sample yang kecil (Chunjiang & Yan, 2009)[2]. Particle swarm optimization (PSO) merupakan teknik komputasi evolusioner yang mampu menghasilkan solusi optimal secara global dalam ruang pencarian melalui interaksi individu dalam segerombolan partikel. Setiap partikel menyampaikan informasi berupa posisi terbaiknya kepada partikel yang lain dan menyesuaikan posisi dan kecepatan masing-masing berdasarkan informasi yang diterima mengenai posisi yang terbaik tersebut (Shuzhou & Bo, 2011)[3]. Particle swarm optimization dapat digunakan sebagai teknik optimasi untuk mengoptimalkan subset fitur dan parameter secara bersamaan (Yun, Qiu-yan & Hua, 2011)[3]. Berdasarkan kenyataan-kenyataan yang telah dipaparkan diatas, dalam penelitian ini berusaha melakukan penilaian terhadap kinerja Dosen di STT Hamzanwadi Lombok Timur(NTB). Namun penelitian ini berusaha menghasilkan suatu model klasifikasi yang akurat tentang kinerja Dosen dengan Algoritma SVM berbasis PSO.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Landasan Teori Pengertian dosen dan kinerja dosen Dosen adalah pendidik profesional dan ilmuan dengan tugas utama mentransformasikan, mengembangkan dan menyebarluaska ilmu pengetahuan, teknologi dan seni melalui pendidikan, penelitian dan pengabdian kepada masyarakat[11].Sebagaimana dijelaskan dalam pasal 45 Undang-Undang Nomor 14 tahun 2005 tentang Guru dan Dosen menyatakan bahwa Dosen wajib memiliki kualifikasi akademik, kompetensi dan sertifikat pendidik, sehat jasmani dan rohani dan memenuhi kualifikasi yang lain yang dipersyaratkan satuan pendidikan tinggi tempat bertugas serta memiliki kemampuan untuk mewujudkan tujuan pendidikan nasional [11].Pasal 46 ayat (1) Kualifikasi sebagaimana dimaksud dalam pasal 45 diperoleh melalui pendidikan tinggi program Pasca Sarjana yang ter akreditasi sesuai dengan bidang keahlian, ayat (2) Dosen memiliki kualifikasi akademik minimum program Magister untuk Program Diploma atau Sarjana. Dosen merupakan kunci utama dalam meningkatkan mutu pendidikan sehingga untuk mewujudkannya harus didukung oleh dosen-dosen yang profesional dan dapat diandalkan. Menurut Slamet PH (1991) bahwa dunia pendidikan tidak akan mengalami perubahan apapun sepanjang para dosen tidak ada kompetensi, tidak adaftif, dan antipatif terhadap perubahan. Dosen merupakan jabatan dan profesi yang memiliki keahlian khusus. Pekerjaan ini tidak bisa dilakukan oleh orang yang tidak memiliki keahlian untuk melekukan kegiatan atau pekerjaan sebagai dosen. Untuk menjadi dosen diperlukan sysrat-syarat khusus, apalagi menjadi dosen profesional yang harus menguasai betul selukn beluk pendidikan dan pengajaran dari berbagai ilmu pengetahuan lainnya yang perlu dibina dan dikembangkan melelui masa pendidikan.bahkan keberadaan dosen tidak dapat digantikan keberadaannya oleh komponen manapun dalam kehidupan bangsa sejak dulu, terlebih-lebih pada era-global seperti sekarang ini. Hal ini sesuai dengan ungkapan Uzer Usman (1998 : 7) bahwa semakin akurat dosen melaksanakan fungsinya, semakin terjamin terciptanya dan terbinanya kesiapan dan keandalan seseorang bagi pembangunan suatu bangsa, atau dengan kata lain potret dan wajah diri bangsa dimasa depan tercermin dari potret dosen masa kini, dan gerak maju dinamika kehidupan Bangsa berbanding lurus dengan citra dosen ditengah-tengah masyarakat. Kinerja (performance) diartikan dengan prestasi kerja, pelaksanaan kerja, pencapaian kerja, hasil kerja, unjuk kerja, dan penampilan kerja (Mitchel, 1978; dan Sedarmayanti, 2001). Kinerja dalam konsep ini juga dapat diartikan sebagai kuantitas dan kualitas pekerjaan yang diselesaikan oleh individu. Menurut Seymour (1991 : 304). Kinerja dosen dapat ditunjukkan dengan bagaimana cara dosen dalam melaksanakan tugas sehari-hari serta mengimplementasikan pengalaman dan pendidikan yang mereka dapat dari berbagai pelatihan dan pendidikan yang diikuti, apakah mereka memiliki kinerja yang baik atau tidak, karena kinerja pegawai khususnya dosen dalam memberikan mata kuliah harus mendapatkan perhatian dari para mahasiswa, dengan demikian keberhasilan dalam memberikan perkuliahan dan prestasi yang dicapai oleh mahasiswa dapat mencapai hasil yang baik. Dengan kata lain mencapai kepuasan dari semua pihak yaitu: pemimpin, dosen dan mahasiswa, kepuasan memiliki konotasi yang beraneka ragam. Meskipun demikian tetap relevan untuk mengatakan bahwa kinerja merupan suatu cara pandang seseorang, baik yang bersifat positif maupun yang bersifat negatif tentang pekerjaannya.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Pengertian Data Mining Data Mining merupakan teknologi baru yang sangat berguna untuk membantu perusahaanperusahaan menemukan informasi yang sangat penting dari gudang data mereka. Beberapa aplikasi data mining fokus pada prediksi, mereka meramalkan apa yang akan terjadi dalam situasi baru dari data yang menggambarkan apa yang terjadi di masa lalu. Kakas data mining meramalkan tren dan sifat-sifat perilaku bisnis yang sangat berguna untuk mendukung pengambilan keputusan penting. Analisis yang diotomatisasi yang dilakukan oleh data mining melebihi yang dilakukan oleh sistem pendukung keputusan tradisional yang sudah banyak digunakan (Moertini, 2002)[2]. Penerapan metode machine learning untuk database besar disebut data mining, dalam data mining volume besar data diproses untuk membangun sebuah model sederhana, misalnya memiliki akurasi prediksi yang tinggi. Area aplikasi data mining berlimpah, selain retail, bank menganalisi data masa lalu untuk membangun model aplikasi kredit, deteksi penipuan dan pasar saham. Dalam manufaktur, model pembelajaran digunakan untuk optimasi, kontrol, dan pemecahan masalah. Dalam pengobatan, program pembelajaran adalah digunakan untuk diagnosis medis. Dalam telekomunikasi, pola panggilan dianalisis untuk optimasi jaringan dan memaksimalkan kualitas layanan. Dalam ilmu pengetahuan, sejumlah besar data dalam fisika, astronomi, dan biologi dapat hanya dianalisis cukup cepat oleh komputer (Alpaydın, 2010).
Gambar 2. 1 Tahapan data mining Tahapan data mining dalam proses penemuan pengetahuan): 1. Pembersihan data (untuk menghilangkan noise dan data tidak konsisten) 2. Integrasi data (di mana beberapa sumber data dapat dikombinasikan) 3. Data seleksi (di mana data yang relevan dengan tugas analisis basis data yang akan diambil) 4. Data transformasi (dimana data diubah atau dikonsolidasikan ke dalam bentuk yang sesuai untuk pertambangan dengan melakukan operasi ringkasan atau agregasi) 5. Data mining (proses esensial dimana metode cerdas diaplikasikan untuk 6. mengekstrak pola data) 7. Pola evaluasi (untuk mengidentifikasi pola yang benar-benar menarik yang mewakili pengetahuan didasarkan pada beberapa langkah-langkah interestingness) 8. Pengetahuan presentasi (dimana visualisasi dan teknik representasi pengetahuan digunakan untuk menyajikan pengetahuan ditambang kepada pengguna). Terdapat empat pelompokan dalam data mining yaitu klasifikasi, asosiasi, clustering dan prediksi: 1. Klasifikasi
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Proses klasifikasi didasarkan: Kelas-variabel dependen dari model-yang merupakan variabel kategori mewakili yang 'label' memakai objek setelah klasifikasi, contohnya loyalitas pelanggan, kelas bintang (galaksi), kelas gempa bumi[4]. 2. Asosiasi Setiap asosiasi antara fitur-fitur yang dicari, bukan hanya satu yang memprediksi nilai kelas tertentu. Pada prinsipnya, penemuan aturan asosiasi/asosiasi mempelajari aturan bagaiman kita memahami proses mengidentifikasi aturan antara ketergantungan yang berbeda dari fenomena kelompok. Dengan demikian, mari kita perkirakan kumpulan set yang kita punya masing-masing berisi sejumlah objek/benda-benda. Jadi tujuan kita untuk mencari peraturan yang menghubungkan (asosiasi), obyek ini berdasarkan peraturan ini, untuk dapat memprediksi terjadinya objek/item, berdasarkan kejadian lain 3. Clustering Cluster adalah menemukan kelompok (kelompok) objek, berdasarkan kemiripan (semacam kemiripan), sehingga dalam setiap kelompok ada kemiripan yang besar, sementara kelompok cukup berbeda dari satu sama lain. 4. Prediksi Prediksi/perkiraan model yang berkaitan dengan kemampuan untuk memprediksi tanggapan terbaik (output), yang paling dekat ke kenyataan, berdasarkan input data.
Support Vector Machine SVM adalah sebuah metode seleksi yang membandingkan parameter standar seperangkat nilai diskrit yang disebut kandidat set, dan mengambil salah satu yang memiliki akurasi klasifikasi terbaik (Dong, Xia, Tu, & Xing, 2007). SVM adalah salah satu alat yang paling berpengaruh dan kuat untuk memecahkan klasifikasi. Support Vector Machines (SVM) adalah seperangkat metode yang terkait untuk suatu metode pembelajaran, untuk kedua masalah klasifikasi dan regresi. Dengan berorientasi pada tugas, kuat, sifat komputasi mudah dikerjakan, SVM telah mencapai sukses besar dan dianggap sebagai state-of-the-art classifier saat ini [2]. Konsep SVM dapat dijelaskan secara sederhana sebagai usaha mencari hyperplane terbaik yang berfungsi sebagai pemisah dua buah class pada input space. Untuk n-dimensional space, input data xi (i=1. . .k), dimana milik kelas 1 atau kelas 2 dan label yang terkait menjadi -1 untuk kelas 1 dan +1 untuk kelas 2. Gambar 1a memperlihatkan beberapa pattern yang merupakan anggota dari dua buah class: positif (dinotasikan dengan +1) dan negatif (dinotasikan dengan –1). Pattern yang tergabung pada class negatif disimbolkan dengan kotak, sedangkan pattern pada class positif, disimbolkan dengan lingkaran. Jika data input dapat dipisahkan secara linear, pemisahan hyper plane dapat diberikan dalam: Proses pembelajaran dalam problem klasifikasi diterjemahkan sebagai upaya menemukan garis (hyperplane) yang memisahkan antara kedua kelompok tersebut. Berbagai alternatif garis pemisah (discrimination boundaries) ditunjukkan pada Gambar 2.2 (Nugroho, 2008)[2].
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Gambar 2. 2 SVM Berusaha Menemukan Hyperplane Terbaik Yang Memisahkan Kedua Class Negatif Dan Positif 2. Hyperplane pemisah terbaik antara kedua class dapat ditemukan dengan mengukur margin hyperplane tsb. dan mencari titik maksimalnya. Margin adalah jarak antara hyperplane tersebut dengan data terdekat dari masing-masing class. Subset data training set yang paling dekat ini disebut sebagai support vector. Garis solid pada Gambar 2.2 menunjukkan hyperplane yang terbaik, yaitu yang terletak tepat pada tengah-tengah kedua class, sedangkan titik kotak dan lingkaran yang berada dalam lingkaran hitam adalah support vector. Upaya mencari lokasi hyperplane optimal ini merupakan inti dari proses pembelajaran pada SVM (Nugroho, 2008). PARTICLE SWARM OPTIMIZATION Algoritma PSO diperkenalkan oleh Kennedy dan Eberhart pada tahun 1995, yang diinspirasi oleh perilaku sosial dari binatang, seperti sekumpulan burung dalam suatu gerombolan (swarm) [6]. PSO terdiri dari sekumpulan partikel yang mencari posisi terbaik, yang merupakan solusi terbaik untuk masalah optimasi dalam ruang fitur pencarian. Pada setiap generasi, setiap partikel bergerak ke arah posisi lokal terbaik dan posisi global terbaik. Beberapa istilah umum yang digunakan dalam particle Swarm optimization adalah: 1. Swarm: populasi dari sebuah algoritma 2. Particle: anggota(individu) daripada suatu swarm. Setiap partikel mempresentasikan setiap solusi yang potensial pada permasalahan yang diselesaikan. 3. Pbest(personal best):posisi pbest suatu particle yang menunjukkan posisi terbaik dari suatu particle. 4. Gbest(Global Best): posisi terbaik dari seluruh particle yang ada pada swarm. 5. Velocity(vektor):vektor yang menggerakkan proses optimasi, perpindahan suatu particle untuk memperbaiki posisi semula.
menentukan
arah
6. c1 dan c2: c1 merupakan pembelajaran konstanta kognitif, c2 merupakan konstanta pembelajaran sosial.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Kelebihan utama algoritma PSO adalah mempunyai konsep sederhana, mudah diimplementasikan, dan efisien dalam perhitungan jika dibandingkan dengan algoritma matematika dan teknik optimasi heuristik lainnya. Particle Swarm Optimization (PSO) merupakan algoritma pencarian berbasis populasi dan diinisialisasi dengan populasi solusi acak dan digunakan untuk memecahkan masalah optimasi. Particle swarm optimization (PSO) dapat diasumsikan dengan sekelompok burung yang secara acak mencari makanan di suatu daerah. Hanya ada satu potong makanan di daerah yang dicari tersebut. Burung-burung tidak tahu di mana makanan tersebut. Tapi mereka tahu seberapa jauh makanan tersebut dan posisi rekan-rekan mereka. Jadi strategi terbaik untuk menemukan makanan adalah dengan mengikuti burung yang terdekat dari makanan. Untuk menemukan solusi yang optimal, maka setiap partikel akan bergerak kearah posisi yang terbaik sebelumnya (pbest) dan posisi terbaik secara global (gbest). Sebagai contoh, partikel ke-i dinyatakan sebagai : xi = (xi,1, xi,2 ... x-i,d) dalam ruang d-dimensi. Posisi terbaik sebelumnya dari partikel ke-i disimpan dan dinyatakan sebagai pbesti = (pbesti,1, pbesti,2, ... pbesti,d). Modifikasi kecepatan dan posisi tiap partikel dapat dihitung menggunakan kecepatan saat ini dan jarak pbesti,d ke pbestd seperti ditunjukkan oleh persamaan berikut: vi,m = w.vi,m + c1 * R * (pbesti,m - xi,m) + c2 * R * (gbestm - xi,m) xid = xi,m + vi,m
(2.9) (2.10)
Dimana: n : jumlah partikel dalam kelompok d : dimensi vi,m : kecepatan partikel ke-i pada iterasi ke-i w : faktor bobot inersia c1, c2 : konstanta akeselerasi (learning rate) R : bilangan random (0-1) xi,d : posisi saat ini dari partikel ke-i pada iterasi ke-i pbesti : posisi terbaik sebelumnya dari partikel ke-i gbest : partikel terbaik diantara semua partikel dalam satu kelompok atau populasi. Persamaan (2.9) menghitung kecepatan baru untuk tiap partikel (solusi potensial) berdasarkan pada kecepatan sebelumnya (Vi,m), lokasi partikel dimana nilai fitness terbaik telah dicapai (pbest), dan lokasi populasi global (gbest untuk versi global, lbest untuk versi local) atau local neighborhood pada algoritma versi local dimana nilai fitness terbaik telah dicapai.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Persamaan (2.10) memperbaharui posisi tiap partikel pada ruang solusi. Dua bilangan acak c1 dan c2 dibangkitkan sendiri. Penggunaan berat inersia w telah memberikan performa yang meningkat pada sejumlah aplikasi. METODE PENELITIAN 3.1. PENGUMPULAN DATA Teknik pengumpulan data ialah teknik atau cara-cara yang dapat digunakan untuk menggunakan data (Riduwan, 2008). Dalam pengumpulan data terdapat sumber data, sumber data yang terhimpun langsung oleh peneliti disebut dengan sumber primer, sedangkan apabila melalui tangan kedua disebut sumber sekunder (Riduan, 2008). Data yang diperoleh adalah data privat hasil angket/kuesioner yang di bagikan kepada mahasiswa. Adapun tahap pengumpulan data yang dilakukan dalam penelitian ini adalah,observasi, kuisioner,wawancara dan dokumentasi. 3.2.SUMBER DATA 1 Data Primer Data primer adalah data yang diperoleh langsung dari sumbernya, diambil serta dicatat untuk pertama kalinya. Data primer yang dibutuhkan dalam penelitian ini adalah data yang berasal dari responden. 2 Data Sekunder Data sekunder merupaka sumber data penelitian yang diperoleh peneliti secara tidak langsung melalui media perantara (diperoleh dan dicatat oleh pihak lain) data sekunder yang dibutuhkan dalam penelitian ini seperti buku-buku, literatur dan data dosen yang berasal dari STT Hamzanwadi Pancor, seperti laporan seperti laporan aktifitas kegiatan KBM dosen. 3.3.PENGOLAHAN DATA Jumlah data awal yang diperoleh dari pengumpulan data yaitu sebanyak 736 data, namun tidak semua data dapat digunakan dan tidak semua atribut digunakan karena harus melalui beberapa tahap pengolahan awal data (preparation data). Untuk mendapatkan data yang berkualitas, beberapa teknik yang dilakukan sebagai berikut (Vercellis, 2009): 1
Data validation, untuk mengidentifikasikan dan menghapus data yang ganjil (outlier/noise), data yang tidak konsisten, dan data yang tidak lengkap (missing value).
2
Data integration and transformation, untuk meningkatkan akurasi dan efisiensi algoritma. Data yang digunakan dalam penulisan ini bernilai kategorikal. Data ditransformasikan kedalam software Rapidminer. Tabel kategorikal atribut terlihat pada table 3.2.
3
Data size reduction and discritization, untuk memperoleh data set dengan jumlah atribut dan record yang lebih sedikit tetapi bersifat informative.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
3.4. METODE YANG DIUSULKAN Pada tahap modeling ini dilakukan pemprosesan data traning sehingga akan membahas metode algoritma yang diuji dengan memasukan data hasil angket kemudian di analisa dan dikomparasi. Berikut ini bentuk gambaran metode algoritma yang akan diuji; Algoritma
Model Klasifikasi
Pengujian Cross Validation
Evaluasi Confusion Matrix
SVM
Komparasi Data Kinerja dosen
kurva ROV
Algoritma
PSO
Model Klasifikasi
Pengujian Cross Validation
Evaluasi Confusion Matrix
Gambar 3. 1 metode yang diusulkan Adapun model Algoritma yang dipakai dalam penelitian ini adalah : 1 Algoritma SVM Yaitu salah satu alat yang paling berpengaruh dan kuat untuk mencegah masalah klasifikasi. 2 Particle swarm optimization yaitu pencarian solusi yang terbaik dengan meningkatkan atribut (weighting), berupa partikel yang bergerak ke arah posisi yang terbaik dari posisi sebelumnya.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
HASIL PENELITIAN DAN PEMBAHASANPENGUJIAN DENGAN MENGGUNAKAN METODE SVM Berikut adalah gambar pengujian algoritma Support Vector Machine menggunakan metode K-Fold Cross Validation dengan menggunakan RapidMiner:
Gambar 4. 1 Pengujian K-Fold Cross Validation algoritma Support Vector Machine Nilai accuracy, precision, dan recall dari data training dapat dihitung dengan menggunakan RapidMiner. Hasil pengujian dengan menggunakan model Support Vector Machine didapatkan hasil pada tabel 4.1 1. Confusion Matrix Tabel 4.2 diketahui dari 250 data, 182 diklasifikasikan ya sesuai dengan prediksi yang dilakukan dengan metode svm, lalu 1 data diprediksi ya tetapi ternyata hasilnya prediksi tidak, 67 data class tidak diprediksi sesuai, dan 0 data diprediksi tidak ternyata hasil prediksinya ya. Tabel 4. 1 Model Confusion Matrik
Berdasarkan Tabel 4.1 tersebut menunjukan bahwa, tingkat akurasi dengan menggunakan algoritma SVM adalah sebesar 99,60%, dan dapat dihitung untuk mencari nilai accuracy, sensitivity, specificity, ppv, dan npv hasilnya dapat dilihat pada persamaan dibawah ini: 851
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Hasil perhitungan terlihat pada tabel 4.4 dibawah ini: Tabel 4. 2 Nilai accuracy, sensitivity, specificity, ppv, dan npv untuk Metode Support Vector Machine Nilai % Accuracy
0,996
Sensitifity
0,9945
Specificity
1
PPF
1
NPF
0,9853
1. Kurva ROC Hasil perhitungan divisualisasikan dengan kurva ROC. Perbandingan kedua metode komparasi bisa dilihat pada Gambar 4.2 yang merupakan kurva ROC untuk algoritma Support Vector Machines. Kurva ROC pada gambar 4.2 mengekspresikan confusion matrix dari Tabel 4.1. Garis horizontal adalah false positives dan garis vertikal true positives.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Gambar 4. 2 Kurva ROC dengan Metode Support Vector Machines Dari Gambar 4.2 terdapat grafik ROC dengan nilai AUC (Area Under Curve) sebesar 1.000 dimana diagnosa hasilnya Excellent classification. 4.2.2 Hasil Pengujian Model Support Vector Machine berbasis Algoritma Particle Swarm Optimization (PSO) Pada penelitian penentuan hasil kinerja Dosen menggunakan algoritma Support Vektor Machine berbasis particle Swarm Optimization (PSO)terlihat pada framwork Rapid Miner sebagai berikut:
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Gambar 4. 3 Pengujian K-Fold Cross Validation algoritma Support Vector Machine berbasis PSO Nilai accuracy, precision, dan recall dari data training dapat dihitung dengan menggunakan RapidMiner. Hasil pengujian dengan menggunakan model Support Vector Machine didapatkan hasil pada tabel 4.2. 1. Confusion Matrix Tabel 4.5 diketahui dari 736 data, 580 diklasifikasikan ya sesuai dengan prediksi yang dilakukan dengan metode SVM berbasis Particle Swarm Optimization (PSO), lalu 1 data diprediksi ya tetapi ternyata hasilnya prediksi tidak, 155 data class tidak diprediksi sesuai, dan 0 data diprediksi tidak ternyata hasil prediksinya ya. Tabel 4. 3 Model Confusion Matrix untuk Metode Support Vector Machine berbasis Particle Swarm Optimization
Berdasarkan Tabel 4.5 tersebut menunjukan bahwa, tingkat akurasi dengan menggunakan algoritma SVM berbasis Particle Swarm Optimization (PSO) adalah sebesar 99,86%, dan dapat dihitung untuk mencari nilai accuracy, sensitivity, specificity, ppv, dan npv hasilnya dapat dilihat pada persamaan dibawah ini:
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Hasil perhitungan terlihat pada tabel 4.6 dibawah ini: Tabel 4. 4 Nilai accuracy, sensitivity, specificity, ppv, dan npv Metode Support Vector Machine berbasis Particle Swarm Optimization. Nilai % Accuracy
0,9986
Sensitifity
0,9983
Specificity
1
PPV
1
NPV
0,9936
2. Kurva ROC Hasil perhitungan divisualisasikan dengan kurva ROC. Perbandingan kedua metode komparasi bisa dilihat pada Gambar 4.4 yang merupakan kurva ROC untuk algoritma Support Vector Machines berbasis Particle Swarm Optimization (PSO). Kurva ROC pada gambar 4.4 mengekspresikan confusion matrix dari Tabel 4.2. Garis horizontal adalah false positives dan garis vertikal true positives.
Gambar 4. 4 Kurva ROC dengan Metode Support Vector Machines berbasis Particle Swarm Optimization (PSO) 855
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Dari Gambar 4.5 terdapat grafik ROC dengan nilai AUC (Area Under Curve) sebesar 0.980 dimana diagnosa hasilnya Excellent classification. 3. Atribute weight Dari 20 variabel prediktor dilakukan seleksi atribut dan hasilnya semua atribut terpilih, dengan demikian penelitian ini menggunakan atribut terpilih sebanyak 20 variabel penelitian antara lain; kesungguhan dalam mempersiapkan perkuliahan, keteraturan dan ketertiban dalam penyelenggaraan perkuliahan, kemampuan mengelola kelas, kedisiplinan dan kepatuhan terhadap akademik, penguasaan media dan teknologi iformasi, kemampuan dalam penilaian prestasi belajar mahasiswa, objektifitas dalam penilaian terhadap mahasiswa, kemampuan membimbing mahasiswa, berpersepsi positif terhadap kemampuan mahasiswa, kemampuan pokok bahasan/ topic secara tepat, mampu memberi contoh yang relevan dari konsep yang diajarkan, mampu menjelaskan keterkaitan topic yang diajarkan, satunya kata da tindakan, menguasai dengan baik bidang yang diajarkan, adil dalam memperlakukan mahasiswa, kemampuan mengendalikan diri dalam berbagai situasi/ kondisi, kemampuan menggunakan beragam teknologi komunikasi, kewibawaan sebagai pribadi dosen, kearifan dalam mengambil keputusan, menjadi contoh dalam bersikap dan berprilaku. KESIMPULAN DAN SARAN KESIMPULAN Dari hasil penelitian dapat disimpulkan bahwa: 1. Penentuan data training dapat mempengaruhi hasil pengujian karena pola data training tersebut akan dijadikan sebagai rule untuk menentukan kelas pada data testing sehingga besar atau kecilnya persentase tingkat precission recall, dan accuracy dipengaruhi juga oleh penentuan data training. 2. Pengujian penilaian kinerja dosen dengan menggunakan algoritma Suport Vektor machine menghasilkan akurasi sebesar 99,60% dan AUC 1.000 dan SVM berbasis Particle Swarm Optimization menghasilkan akurasi sebesar 99,86% dan AUC 0,999. 3. Adanya peningkatan nilai akurasi 0,26% dengan menggunakan SVM basis PSO yaitu SVM tunggal 99,60% dan SVM basis PSO 99,86% maka dengan nilai tersebut masuk kedalam klasifikasi akurasi sangat baik(Excellent Classification) SARAN Dari hasil pengujian yang telah dilakukan dan hasil kesimpulan yang diberikan maka saran yang diajukan penulis adalah agar Dosen STT Hamzanwadi memperhatikan faktor-faktor yang mempengaruhi kinerja dosen dan terus berupaya mengembangkan kemampuan dan bakat yang dimiliki agar tercapai tujuan pendidikan yang sesuai dengan UU Nomor 14 tahun 2005 yang menyatakan bahwa dosen harus memiliki kualifikasi akademik, kompetensi dan sertifikat pendidik.
Referensi Afriaty, Intan.analisis kinerja dosen IAIN Ar-Raniry, vol 1, 2013. Burger, Christhoper. “A Tutorial on Support Vector Machines for Pattern Recognition”.1998, 121-167. Gorunescu, Florin.Data Mining, Concept, Models and Techniques.Intelligent system and library, vol 12. Handayana, Frisma.” Penerapan Particle Swarm Optimization Untuk Seleksi Atribut Pada Metode Support Vector Machine Untuk Prediksi Penyakit Diabetes” Jakarta, STMIK NUSA Mandiri.2012.
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Hastuti, Khafizh. Analisis komparasi algoritma klasifikasi data mining Untuk prediksi mahasiswa non aktif. vol. 2012, no. Semantik, pp. 241–249, 2012. Hiryanto, Lely, dkk. Implementasi vertex graph colouring particle aswarm optimization dan counstraint based reasoning untuk university timetobling problem. Jakarta, Universitas Tarumanegara, 2012. Ian H. Witten & Eibe Frank“Data Mining, Practical Machine Learning Tools and Techniques” pp. 1–21. Justitia, Army, Widiasari, Monica, dkk. Penerapan Particle Swarm Optimization untuk Penentuan Parameter Regularisasi pada Kernel Regularized Discriminant Analysis. Ubaya, 2011. Maharsi, Petrus. “Upaya Peningkatan Kinerja Dosen di Indonesia Masih Terkendala Minimnya Kompensasi”.Semarang, Akutansi Politeknik, 2011. Mundarti. Faktor-Faktor Yang Mempengaruhi Kinerja Dosen Dalam Melaksanakan Proses BelajarMengajar. Semarang, Universitas Diponegoro, 2007. Martono. Faktor-faktor yang mempengaruhi kinerja dosen pada akademi manajemen bumi sebalo bengkayang. Vol 5, 2013. Raharjo, joko. Model Artificial Neural Network berbasis PSO untuk Prediksi laju Inflasi. Jakarta, STMIK Eresha Jakarta.2013. Rinawati.” Penerapan Particle Swarm Optimization Untuk Seleksi Atribut Pada Metode Support Vector Machine Untuk Penentuan Penilaian Kredit”. Jakarta, STMIK Nusa Mandiri. 2012 Sarmadi, Sidri.”Analisis Pengaruh Kompetensi dan Kepuasan Kerja Terhadap kinerja dosen pada jurusan Farmasi politeknik Kesehatan Kemenkes palembang. Palembang, Univ Tridinanti. Syaipulloh muhammad. Penerapan Metode Support Vektor Machine (Svm) Berbasis Particle Swarm Optimization (PSO) Untuk Klasifikasi Kinerja Dosen Di Sekolah Tinggi Teknologi Hamzanwadi. Udinus, 2015. Suhartini. Penerapan Metode Support Vektor Machine (Svm) Berbasis Particle Swarm Optimization (PSO) Untuk Klasifikasi Kinerja Dosen Di Sekolah Tinggi Teknologi Hamzanwadi. Udinus,2015. Trianingsih, Sri, Faktor-Faktor Yang Mempengaruhi Kinerja Dosen Akuntansi,Jawa Timur, UPTN Veteran.2011. Widaningrum, Ida, Evaluasi Kinerja Dosen Menggunakan metode Fuzzymulti Attribut edecision making(Fmadm) Dengan Pengembangan (Studi Kasus: Universitas Muhammadiyah Ponorogo), Yogyakarta:STMIK AMIKOM, 2013.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
The Effect Of Teaching Style (Reciprocal And Inclusion) Kinesthetic Perception On Improvement Of Overhead Lob Forehand Badminton Muhammad Husni Tamim 1, Hari Amirullah Rachman2 PPs UNY, Universitas Negeri Yogyakarta [email protected],
Abstrak The objectives of this research are to know: (1) the effect difference of reciprocal and inclusion teaching method on technique improvement of overhead lob forehand in badminton, (2) the difference of overhead lob forehand technique skill in badminton in high kinesthetic perception and low kinesthetic perception, and (3) there is interaction effect of teaching style (reciprocal and inclusion) and kinesthetic perception on technique improvement of overhead lob forehand in Badminton. The technique used to analyze the data in this research was ANAVA with 5% of significance level. The data analysis test used normality test (Kolmogorov Smirnov) and homogeneity test (Levene) with 5% of significance level. The result of this research shows that: (1) there are significant effect differences between reciprocal and inclusion teaching style on overhead lob forehand technique skill in Badminton, p = 0.010 < 0.05 (2) there are significant differences between technique skill of badminton overhead lob forehand on high kinesthetic perception and low kinesthetic perception, p = 0.001 < 0.05 and (3) there is no significant interaction between teaching style (reciprocal and inclusion) and kinesthetic perception on overhead lob forehand technique skill in Badminton p = 0.435 > 0.05. Keyword: Reciprocal and Inclusion Teaching Style, Kinesthetic Perception, and Overhead Lob Forehand Improvement Technique in Badminton.
Pendahuluan Mengajar merupakan bagian dari proses belajar mengajar sehingga didapatkan situasi belajar yang kondusif, efektif, dan efisien. Dalam proses ini terdapat banyak faktor yang mempengaruhi, salah satunya adalah pengelolaan kelas. Seorang pelatih, dalam hal ini adalah pelatih harus bisa menguasai keterampilan dasar dan mempunyai kreativitas dalam mengajar agar dapat menciptakan suasana kelas efektif, kondusif dan efisien pada saat peroses pembelajaran. Pendidikan pada dasarnya adalah usaha sadar untuk menumbuh kembangkan potensi sumber daya manusia peserta didik dengan cara mendorong dan memfasilitasikan kegiatan belajar. Syah (2003, p.1). Kegiatan belajar adalah suatu kegiatan belajar dimana seseorang mendapat pengetahuan, peroses belajar mutlak yang harus dilakukan setiap orang baik secara sadar maupun tidak sadar. Sebagai salah satu mata pelajaran wajib di sekolah, Lutan (2000, p.1) menjelaskan bahwa pendidikan jasmani merupakan wahana dan alat untuk membina anak agar kelak mampu membuat keputusan terbaik tentang aktivitas jasmani yang dilakukan dan menjalani pola hidup. Di lain pihak, kurikulum 2013 mengharapkan peserta didik agar mampu mempraktikkan variasi dan kombinasi teknik dasar salah satu permainan dan olahraga dengan tepat dan lancar serta nilai kerjasama, toleransi, percaya diri, keberanian, menghargai lawan, 858
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
bersedia berbagi tempat dan peralatan. Harapan lainnya adalah siswa diharapkan mampu menentukan variasi dan kombinasi teknik dasar berbagai permainan dalam pendidikan jasmani. Dilihat dari aspek hasil belajar peserta didik, maka dalam pendidikan jasmani khususnya pada olahraga bulutangkis memerlukan suatu metode pembelajaran yang tepat guna, karena hal ini akan berpengaruh signifikan pada tingkat keberhasilan (tercapainya suatu tujuan pembelajaran). Oleh karena itu metode ini harus dirancang dengan sebaik mungkin dan mengacu pada kriteria yang menjadi acuan ranah penilaian proses pembelajaran atlit yaitu kognitif, afektif, dan psikomotor pada olahraga bulutangkis. Di Indonesia, permainan bulutangkis yang merupakan bagian dari mata pelajaran pendidikan jasmani juga merupakan salah satu cabang olahraga permainan yang banyak diminati oleh masyarakat umum mulai kelompok umur anak-anak, pemula, remaja, hingga kelompok umur taruna. Hal ini terbukti dengan banyak berdirinya klub-klub bulutangkis dan diselenggarakannya berbagai kejuaraan bagi kelompok umur tersebut (rutinitas tahunan) sebagai ajang penyaluran bakat dan pencapaian prestasi. Menurut Herman Subardjah (2000, p.13) permainan bulutangkis merupakan permainan yang bersifat individual yang dapat dilakukan dengan cara satu orang melawan satu orang atau dua orang melawan dua orang. Permainan ini menggunakan raket sebagai alat pemukul dan kok (shuttlecock) sebagai objek pukul, lapangan permainan berbentuk segi emapat dan dibatasi oleh net untuk memisahkan antara daerah permainan sendiri dengan daerah permainan lawan. Tujuan permainan bulutangkis adalah berusaha untuk menjatuhkan kok (shuttlecock) di daerah permaianan lawan dan berusaha agar lawan tidak dapat memukul kok (shuttlecock) dan menjatuhkannya di daerah permainan sendiri. Bulutangkis merupakan olahraga yang dimainkan dengan melewati net menggunakan raket dan kok pada teknik yang bervariasi dari yang relatif melakukan gerakan lambat, gerakan cepat. Permainan bulutangkis adalah permainan yang bersifat individual yang dapat dilakukan dengan cara satu lawan satu atau dua lawan dua dengan menggunakan raket sebagai alat pemukul dan kok sebagai objek pukul. Dalam dunia olahraga bulutangkis, suatu latihan dapat tercapai jika atlit telah menguasai beberapa faktor yang dapat menunjang terhadap pencapaian yang maksimal di antaranya adalah kondisi fisik, teknik, taktik dan mental. Selain faktor-faktor tersebut, untuk suatu pembelajaran puncak dalam olahraga bulutangkis, perlu adanya aplikasi pembelajaran atau program latihan yang dirancang dengan baik, dukungan sarana pembelajaran yang memadai, serta terciptanya suasana yang menyenangkan. Permainan bulutangkis terdapat berbagai macam teknik dasar pukulan dalam permainan bulutangkis yang harus dikuasai oleh seorang pemain, di antaranya adalah long service, short service, lob, smash, drop shot, drive dan netting. Hidayat, Cindar Bumi & Alamsyah (2010, p.140). Sejalan dengan pemikiran tersebut diambil salah satu saja yang merupakan dari teknik dasar bulutangkis, dalam hal ini dipilih teknik dasar lob hususnya pada overhead lob forehand. Pukulan overhead lob forehand merupakan pukulan yang dilakukan dari atas kepala dengan cara menerbangkan kok melambung ke arah belakang (Cometa, 6 Juni 2012). Pukulan overhead clear atau pukulan lob harus benar-benar dikuasai, karena pukulan ini sama dengan beberapa pukulan lainnya. Pukulan lob merupakan pukulan jauh dengan hasil pukulan melambung dengan diarahkan sedekat mungkin pada bagian garis belakang lapangan lawan. Dalam melakukan lob forehand ini menggunakan pegangan forehand dengan cara seperti 859
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
berjabat tangan pada ibu jari dan telunjuk berbentuk huruf "V" posisi tangan diletakkan pada bagian gagang raket. Pada saat dilakukan observasi awal di SMPN 1 Pringgasela dan SMPN 2 Masbagik atlit ratarata kurang termotivasi ketika pembelajaran pada materi bulutangkis. Akibatnya, ketika proses pembelajaran berlangsung siswa cenderung pasif dan sering mengeluh dalam melakukan berbagai kombinasi teknik dasar bulutangkis tersebut. Permasalahan yang muncul adalah bahwa pelatih kurang memiliki pengetahuan dalam pemilihan metode latihan yang cukup dalam mengajarkan teknik dasar bulutangkis, terutama tentang pengetahuan dasar yang mendukung dalam menerapkan metode latihan untuk mempermudah atlit melakukan berbagai kombinasi teknik-teknik dasar yang baik. Untuk itu dibutuhkan metode lain (metode berbeda) yang tepat guna sebagai solusi untuk merangsang atlit agar lebih aktif dalam pembelajaran khususnya materi bulutangkis. Tentunya hal ini menuntun pelatih supaya lebih kreatif dalam hal memilih metode dan tidak terpaku hanya pada satu metode saja. Dalam hal ini dikemukakan suatu metode latihan yang berbeda dengan metode latihan sebelumnya yakni resiprokal dan inklusi yang diasumsikan akan membantu pemecahan permasalahan pembelajaran atlit di atas. Kedua metode latihan ini (resiprokal dan inklusi) masing-masing mempunyai perbedaan. Gaya resiprokal adalah pengembangan dari gaya latihan yang ditingkatkan pelaksanaannya untuk memperbesar hubungan sosialisasi dengan teman serta mengambil manfaat dari adanya umpan balik dengan segera. Mostton & Ashworth (1986, p.62). Gaya mengajar resiprokal yang dijadikan sebagai metode latihan menekankan kepada atlit untuk berperan dalam hal pemberian tanggung jawab yang bergeser dari pelatih ke teman sebaya dalam proses pembelajaran, dalam peran ini atlit dapat dibagi menjadi dua kelompok, ada atlit yang berperan sebagai pelaku, dan atlit lainnya sebagai observer (pengamat) untuk pelatih berfungsi sebagai fasilitator. Melalui upaya mengevaluasi aktivitas temannya, diharapkan atlit juga mengetahui konsep pelaksanaan yang benar, karena setiap atlit akan berperan sebagai observer (pengamat), maka atlit akan berupaya untuk menguasai konsep geraknya yang benar. Untuk pelaksanaan gaya resiprokal, atlit terlebih dahulu harus mempelajari teknik dasar, dan gaya resiprokal ini dilaksanakan pada pembelajaran teknik lanjutan. Gaya mengajar inklusi merupakan gaya mengajar yang memperkenalkan berbagai tingkat tugas yang berbeda. Suryobroto (2001, p.62). Gaya mengajar inklusi yang dijadikan sebagai metode latihan lebih menekankan kepada atlit untuk mencari sendiri tingkat tugas yang berbeda dalam menentukan kegiatan yang sesuai dengan kemampuan atlit sendiri. Dalam metode latihan inklusi atlit diberi kesempatan untuk mengevaluasi kemampuan dirinya, atas dasar lembar kriteria kemampuan yang telah dibuat oleh pelatih dan mengambil keputusan untuk berpindah pada tingkatan yang lebih tinggi. Mostton & Ashworth (Chatoupis, Emmanuel, 2003- 33) adapun tugas pelatih dalam gaya inklusi adalah untuk mempersiapkan tugas-tugas dan tingkat kesulitan dalam setiap tugas. Atlit bebas memilih aktivitas yang mereka anggap sesuai dengan kemampuannya (atlit) sendiri. Atlit diberi kesempatan untuk mengevaluasi kemampuan dirinya atas dasar lembar kriteria kemampuan yang telah dibuat oleh pelatih dan mengambil keputusan untuk berpindah level yang ada diatasnya (yang lebih tinggi). Untuk pelaksanaan gaya inklusi, atlit terlebih dahulu harus pernah melakukan pembelajaran teknik dasar. Gaya melatih inklusi ini memiliki pengaruh besar salah satu keuntungan yang sangat penting dari gaya ini, bisa memperhatikan perbedaan atlit. Mengembangkan konsep sendiri dalam 860
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melakukan berbagi kegiatan yang berkaitan dengan penampilan fisik. Dalam hal ini atlit bisa mengevaluasi kekurangan dan kelebihan yang dimiliki berdasarkan tingkat tugas yang akan dilakukan dengan pengetahuan atlit itu sendiri. Berdasarkan uraian permasalahan, peneliti tertarik untuk memberikan eksperimental berupa treatment dalam bentuk metode latihan yakni resiprokal dan inklusi. Tujuan agar atlit lebih aktif dan kreatif dalam proses pembelajaran terkait materi bulutangkis khususnya pada teknik dasar pukulan overhead lob forehand.
Metode Penelitian Penelitian ini menggunakan desain penelitian eksperimen faktorial. Pada penelitian ini desain eksperimen dengan dua faktor yang masing-masing terdiri dari dua taraf. Data dalam penelitian ini dianalisis dengan desain faktorial 2 X 2. Ini berdasarkan jumlah variabel yang ada, yaitu: (a) Variabel independen yaitu: gaya mengajar (resiprokal dan inklusi) dan persepsi kinestetik. (b) Variabel dependen yaitu: keterampilan teknik pukulan overhead lob forehand pada bulutangkis. Rancangan faktorial 2X2 dapat digambarkan dalam tabel di bawah ini:
Tabel 2. Rancangan faktorial 2x2 Metode Latihan (A) Resiprokal (A1 ) Inklusi (A2 ) Keterangan: A1 B1
A1 B2
A2 B1 A2 B2
Persepsi kinestetik (B) Persepsi Persepsi kinestetik kinestetik tinggi (B1) rendah (B2) A1 B1 A2 B1 A1 B2
A2 B2
: Metode latihan resiprokal dengan persepsi kinestetik tinggi. : Metode latihan resiprokal dengan persepsi kinestetik rendah. : Metode latihan inklusi dengan persepsi kinestetik tinggi. : Metode latihan inklusi dengan persepsi kinestetik rendah.
Penelitian ini dilaksanakan di SMPN 1 Pringgasela dan SMPN 2 Masbagik. Waktu penelitian dilaksanakan mulai dari bulan Februari s/d April 2014. Populasi dalam penelitian ini berjumlah 66 siswa di kelas IX SMPN 1 Pringgasela dan SMPN 2 Masbagik Kabupaten Lombok Timur Nusa Tenggara Barat. Sampel dalam penelitian ini menggunakan purposive random sampling yaitu suatu teknik pengambilan sampel berdasarkan ranking atau sesuai kebutuhan yang diperlukan dalam penelitian ini. Dari masing-masing sekolah diambil satu kelas sebagai kelas eksperimen dimana masing-masing 861
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kelas terdiri dari 33 orang untuk kelas IX5 di SMPN 1 Pringgasela yang diberi perlakuan gaya mengajar inklusi selanjutnya 33 orang untuk kelas IX3 di SMPN 2 Masbagik yang diberi perlakuan gaya mengajar resiprokal. Langkah untuk menganalisis adalah sebagai berikut: (a) mengatur tes dalam rangka menentukan skor tinggi dan skor rendah, (b) menentukan 27% skor tinggi dan 27% skor rendah dengan menempatkan dalam satu kelompok yang sama (Baumgarter, dkk., 2007, p.463). Teknik penentuan sampel diawali dengan tes persepsi kinestetik dengan populasi yang berjumlah 66 orang, siswa SMPN 1 Pringgasela berjumlah 33 orang dan siswa SMPN 2 Masbagik berjumlah 33 orang. Kemudian diujikan kemampuan persepsi kinestetik dari siswa yang berjumlah 66 orang yang berasal dari dua sekolah, yaitu dengan menggunakan tes perception distance jump. Dari hasil tes kemudian dirangking dan diambil 27% subjek yang memiliki kemampuan persepsi kinestetik tinggi dan kinestetik rendah dari 33 orang siswa selanjutnya 27% subjek yang memiliki kemampuan persepsi kinestetik tinggi dan kinestetik rendah dari 33 siswa diambil sebagai sampel. Setelah dilakukan tes, didapatlah sebanyak 9 orang yang memiliki kemampuan kinestetik tertinggi dan 9 orang yang memiliki kemampuan kinestetik terendah. Sedangkan pada rangking tengah tidak digunakan sebagai sampel, yaitu sebanyak 15 orang. Jadi, jumlah sampel yang telah diambil terdiri atas 9 sampel yang memiliki kemampuan kinestetik tinggi dan 9 sampel yang memiliki kemampuan kinestetik rendah, dan keseluruhannya yaitu berjumlah 18 siswa di SMPN 1 Pringgasela dan 18 siswa di SMPN 2 Masbagik. Variabel penelitian ini terdiri dari variabel independen, variabel dependen, dan variabel moderator. Sugiyono (2009, p.39) menjelaskan variabel independen merupakan variabel yang mempengaruhi (memperkuat dan memperlemah) variabel lain, variabel dependen merupakan variabel yang dipengaruhi oleh variabel lain, sedangkan variabel moderator merupakan variabel yang mempengaruhi hubungan antara variabel independen dan dependen. Variabel independen pada penelitian ini, yaitu: Metode latihan (resiprokal dan inklusi). Variabel dependen pada penelitian ini, yaitu: Overhead lob forehand bulutangkis. Variabel atributif pada penelitian ini, yaitu: (a) Persepsi kinestetik tinggi. (b) Persepsi kinestetik rendah. Data yang diperoleh dalam penelitian ini adalah data kuantitatif. Pengumpulan data diperoleh dengan menggunakan teknik tes dan pengukuran. Sedangkan instrument yang digunakan dalam pengumpulan data penelitian ini adalah: (1) Tes persepsi kinestetik yang digunakan untuk mengukur persepsi kinestetik adalah untuk menentukan tingkat persepsi kinestetik siswa kelas IX SMPN 1 Pringgasela dan SMPN 2 Masbagik dalam kategori persepsi kinestetik tinggi dan persepsi rendah dengan melakukan tes perception distance jump (Johnson, B L & Nelson, J. K,1986, p.441). (2) Tes forehand clear (lob) bulutangkis, dalam penelitian ini keterampilan teknik dasar bulutangkis yang diambil adalah overhead lob forehand. Kegunaan utama dari tes ini adalah untuk mengukur kekuatan memukul shuttle cock. Nurhasan (2001, p.182). Validitas adalah sejauh mana ketepatan dan kecermatan suatu alat ukur dalam melakukan fungsi ukurannya atau memberikan hasil ukur yang sesuai dengan maksud dilakukannya pengukuran tersebut keandalan akan tergantung seberapa ketat tes yang dilakukan individu dan tingkat motivasi untuk melakukan tes. Joko Sulistyo (2010, p.40) menyatakan bahwa
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“ketepatan atau kecermatan suatu instrumen dalam pengukuran. Dalam pengujian instrumen pengumpulan data, validitas dibedakan menjadi validitas faktor dan validitas item”. Tes persepsi kinestetik yang diukur dengan tes perception distance jump dengan mempunyai validitas dan reliabilitas sebesar 0,98 yang digunakan untuk mencari dan menentukan sampel yang masuk kategori persepsi kinestetik tinggi dan rendah. Tes pukulan overhead lob forehan yang digunakan Clear tes menurut French (Nurhasan, 2003, p.184) tes ini dengan kriteria rangking tournamens setengah kompetisi mempunyai validitas 0,60 sedangkan reliabilitas 0,96 dengan ood-oven method. Teknik analisis data yang digunakan dalam penelitian ini: (1) Uji normalitas sampel adalah pengujian terhadap normal tidaknya data yang dianalisis. Uji yang digunakan adalah uji kolmogorov smirnov. (2) Uji homogenitas dimaksudkan untuk meyakinkan agar kelompok yang membentuk sampel berasal dari populasi yang sama.Uji homogenitas menggunakan uji Levene’s Test dengan uji F. (3) Pengujian hipotesis penelitian dilakukan dengan menggunakan Analisis Variansi (ANAVA) yaitu dengan menggunakan program software SPSS version 20.0 for windows dengan taraf signifikansi 5% atau 0,05. Uji ini dilakukan untuk mengetahui perbedaan rerata nilai dari variabel antara pre-test dan post-test pada kelompok eksperimen dan mengetahui perbedaan pengaruh antar variabel.
Hasil Penelitian dan Pembahasan Deskripsi hasil analisis data tes hasil Pre-test dan Post-test pada pukulan overhean lob forehand bulutangkis yang dilakukan di SMPN 1 Pringgasela dan SMPN 2 Masbagik diterapakan metode latihan resiprokal dan inklusi berdasarkan persepsi kinestetik. Metode Latihan Resiprokal No
Pre-test
Post-test
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
75 69 70 76 68 74 70 65 70 72 60 65 68 60 66 70 65 60
82 78 80 82 74 86 82 78 84 80 68 76 80 77 76 82 78 74
Persepsi kinestetik Tinggi Tinggi Tinggi Tinggi Tinggi Tinggi Tinggi Tinggi Tinggi Rendah Rendah Rendah Rendah Rendah Rendah Rendah Rendah Rendah
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Metode Latihan Inklusi No
Pre-test
Post-test
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
70 73 75 65 76 78 64 70 75 72 76 70 67 66 62 66 60 60
83 88 78 83 92 91 79 83 89 77 80 80 79 78 80 81 78 80
Persepsi kinestetik Tinggi Tinggi Tinggi Tinggi Tinggi Tinggi Tinggi Tinggi Tinggi Rendah Rendah Rendah Rendah Rendah Rendah Rendah Rendah Rendah
Uji normalitas data dalam penelitian ini digunakan metode Kolmogorov Smirnov. Hasil uji normalitas data yang dilakukan pada seluruh kelompok perlakuan, analisis dilakukan dengan program software SPSS version 20.0 for windows dengan taraf signifikansi 5% atau 0,05. Rangkuman hasil uji normalitas Kelompok Perlakuan A1B1 (KP1) A1B2 (KP2) A2B1 (KP3) A2B2 (KP4) Keterangan: A1 B1
A1 B2
A2 B1
Sig.
0.890
Kesimpulan Normal
: Kelompok yang metode latihan dengan kategori kinestetik tinggi. : Kelompok yang metode latihan dengan kategori kinestetik rendah. : Kelompok yang
mengikuti resiprokal persepsi mengikuti resiprokal persepsi mengikuti 864
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A2 B2
metode latihan inklusi dengan persepsi kinestetik tinggi. : Kelompok yang mengikuti metode latihan inklusi dengan kategori persepsi kinestetik rendah.
Uji normalitas data dilakukan untuk mengetahui data penelitian berdistribusi normal atau tidak. Kriteria pengambilan keputusan adalah apabila p > 0.05 maka H0 diterima dan H1 ditolak, berarti dapat disimpulkan bahwa data sampel tersebut berdistribusi normal. Demikian pula sebaliknya apabila p < 0.05 maka H0 ditolak dan H1 diterima, berarti dapat disimpulkan bahwa data sampel tersebut berdistribusi tidak normal. Berdasarkan analisis statistik uji normalitas yang telah dilakukan dengan menggunakan uji Kolmogorov Smirnov, didapatkan dari hasil uji normalitas data yang dilakukan pada keseluruhan kelompok perlakuan diperoleh nilai sebesar 0.89, di mana nilai tersebut lebih besar dari angka 0.005, dengan demikian dapat disimpulkan data yang di peroleh berdistribusi normal. Artinya data pada tes akhir seluruh kelompok perlakuan terbukti berdistribusi normal dan telah memenuhi uji prasyarat sehingga persyaratan untuk penggunaan statistik parametrik dalam analisis data sudah dipenuhi. Uji homogenitas dimaksudkan untuk menguji kesamaan varians antara kelompok 1 dengan kelompok 2. Uji homogenitas pada penelitian ini dilakukan dengan uji Levene Test. Hasil uji homogenitas data antara kelompok 1 dan kelompok 2 adalah sebagai berikut: (1) Uji homogenitas pada kelompok yang dimaksud kelompok perlakuan adalah uji homogenitas data skor kelompok keterampilan pukulan overhead lob forehand yang diajarkan dengan gaya mengajar resiprokal dan gaya mengajar inklusi. Uji homogenitas pada kelompok perlakuan ini menggunakan uji Levene test. Hasil uji homogenitas varians pada metode latihan.
Kelompok
Laven e Statis tic
Sig.
Ketera ngan
resip rokal 0.1 Homog 2.607 Inklu 16 en si Berdasarkan analisis statistik uji homogenitas yang telah dilakukan dengan menggunakan uji Levene Test, diperoleh nilai signifikansi sebesar 0.116 > 0.05. Hal ini berarti dalam kelompok data memiliki varians yang homogen. Artinya data tes akhir pada kelompok metode latihan yakni resiprokal dan inklusi bertaraf homogen. Hal ini berarti data setiap metode latihan merupakan statistik parametrik. (2) Uji homogenitas antar kelompok perlakuan ini menggunakan uji Levene test. Rangkuman hasil uji homogenitas varians antar kelompok perlakuan adalah sebagai berikut: Kelompo k A1 A2
Hasil uji homogenitas varians antara kelompok latihan
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Kelompok A1B1 A1B2 A2B1 A2B2 Keterangan:
Lavene Statistic
Sig.
Keteranga n
3.891
0.18
Homogen
A1 B1
: Kelompok yang mengikuti metode latihan resiprokal dengan kategori persepsi kinestetik tinggi. A1 B2 : Kelompok yang mengikuti metode latihan resiprokal dengan kategori persepsi kinestetik rendah. A2 B1 : Kelompok yang mengikuti metode latihan inklusi dengan persepsi kinestetik tinggi. A2 B2 : Kelompok yang mengikuti metode latihan inklusi dengan kategori persepsi kinestetik rendah. Berdasarkan analisis statistik uji homogenitas yang telah dilakukan dengan menggunakan uji Levene Test, diperoleh nilai signifikansi sebesar 0.18 > 0.05. Hal ini berarti dalam penelitian ini ke empat kelompok data memiliki varians yang homogen. Artinya data pada tes akhir seluruh kelompok perlakuan terbukti bertaraf homogen dan telah memenuhi uji prasyarat sehingga persyaratan untuk penggunaan statistik parametrik dalam analisis data sudah dipenuhi. Pengujian hipotesis dalam penelitian ini menggunakan analisis varians (ANAVA) dua jalur. Pengujian hipotesis penelitian dilakukan berdasarkan hasil analisis data dan analisis varian. Analisis varians dua jalur digunakan untuk menguji pengaruh utama (main effect) antara variabel bebas gaya mengajar dan persepsi kinestetik (simple effect) terhadap variabel terikat teknik overhead lob forehand. Hasil analisis data yang diperlukan untuk pengujian hipotesis adalah sebagai berikut: (1) Uji hipotesis yang berbunyi Ha: terdapat perbedaan pengaruh metode latihan terhadap peningkatan teknik overhead lob forehand pada bulutangkis, dan Ho: tidak terdapat perbedaan pengaruh metode latihan terhadap peningkatan teknik overhead lob forehand pada bulutangkis. Hasil perhitungan metode latihan terhadap peningkatan pukulan overhead lob forehan bulutangkis.
Source
Sum of df squa res
Mean Squar e
F
Sig.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Metod e
106, 778
106,7 78
1
7,2 48
0,01 0
Dari hasil penelitian menunjukkan bahwa ada perbedaan pengaruh metode latihan resiprokal dan inklusi terhadap peningkatan teknik overhead lob forhean pada bulutangkis. Hal ini dibuktikan dengan nilai sig sebesar Nilai sig sebesar 0,010 < 0,05 artinya Ho ditolak, Ha diterima. Artinya terdapat perbedaan pengaruh metode latihan yakni resiprokal dan inklusi terhadap peningkatan teknik overhead lob forehand pada bulutangkis. (2) Uji hipotesis yang berbunyi Ha: terdapat pengaruh persepsi kinestetik terhadap peningkatan teknik overhead lob forehand pada bulutangkis, dan Ho: tidak terdapat pengaruh persepsi kinestetik terhadap peningkatan teknik overhead lob forehand pada bulutangkis. Berikut ini adalah rangkuman hasil analisis penghitungan persepsi kinestetik tinggi dan persepsi kinestetik rendah terhadap peningkatan teknik overhead lob forehand pada bulutangkis. Data hasil analisis Sourc e
Sum of squar es
Mean d Squar f e
Perse psi kienes tetik
215,1 11
1
215,1 11
F
Sig.
14,9 64
0,00 1
Dari hasil penelitian menunjukkan bahwa ada perbedaan antara persepsi kinestetik tinggi dan persepsi kinestetik rendah terhadap peningkatan teknik overhead lob forehand pada bulutangkis. Hal ini dibuktikan dengan nilai sig sebesar 0,001 < 0,05 artinya Ho ditolak, Ha diterima. Artinya terdapat perbedaan yang signifikan antara persepsi kinestetik tinggi dan persepsi kinestetik rendah terhadap peningkatan teknik overhead lob forehand pada bulutangkis. (3) Uji hipotesis yang berbunyi Ha: terdapat interaksi antara metode latihan (resiprokal dan inklusi) dan pesepsi kinestetik terhadap keterampilan teknik overhead lob forehand pada bulutangkis, dan Ho: tidak terdapat interaksi antara metode latihan (resiprokal dan inklusi) dan pesepsi kinestetik terhadap keterampilan teknik overhead lob forehand pada bulutangkis. Berikut ini adalah rangkuman hasil analisis penghitungan interaksi antara metode latihan (resiprokal dan inklusi) dan pesepsi kinestetik terhadap keterampilan teknik overhead lob forehand pada bulutangkis. Data hasil analisis
Source
Sum of squar es
Mea d n f Squa re
Interaksi metode dengan persepsi
9,000
1
9,00 0
F
Sig.
0,6 26
0,43 5
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kinesteti k Penghitungan interaksi antara metode latihan (resiprokal dan inklusi) dan pesepsi kinestetik terhadap keterampilan teknik overhead lob forehand pada bulutangkis sebesar 9,000. Nilai signifikansi interaksi antara gaya mengajar (resiprokal dan inklusi) dan pesepsi kinestetik terhadap keterampilan teknik overhead lob forehand pada bulutangkis sebesar 0,435 > 0,05, maka Ho yang menyatakan tidak ada interaksi, diterima. Artinya tidak terdapat interaksi antara metode latihan (resiprokal dan inklusi) dan pesepsi kinestetik terhadap keterampilan teknik overhead lob forehand pada bulutangkis. Pembahasan hasil penelitian ini memberikan penafsiran yang lebih lanjut mengenai hasilhasil analisis data yang telah dikemukakan, berdasarkan pengujian hipotesis yang telah dilakukan. Kesimpulan analisis tersebut dapat dipaparkan lebih lanjut sebagai berikut: (1) Dalam rangka mengetahui metode mana yang lebih baik untuk digunakan sebagai metode pembelajaran pukulan overhead lob forehand dalam cabang olahraga bulutangkis, maka diperlukan suatu indikator yang digunakan sebagai pemisah antara tingkat keterampilan dasar yang dimiliki oleh atlit sebelum diberi pembelajaran. Persepsi kinestetik merupakan salah satu bentuk indikator yang dapat memisahkan tingkat keterampilan dasar atlit yang akan diberi pembelajaran, tepatnya adalah keterampilan gerak motorik yang berhubungan dengan panca indra. Pembahasan hasil penelitian ini memberikan penafsiran yang lebih lanjut mengenai hasil-hasil analisis data yang telah dipaparkan. Berdasarkan pengujian hipotesis pertama ternyata ada perbedaan pengaruh yang nyata antara kelompok atlit yang mendapatkan metode latihan resiprokal dan kelompok atlit yang mendapatkan metode latihan inklusi terhadap peningkatan hasil belajar pukulan overhead lob forehand pada bulutangkis. Kelompok atlit yang mendapat metode latihan resiprokal mempunyai peningkatan hasil belajar pukulan overhead lob forehand bulutangkis yang lebih rendah dibandingkan dengan kelompok atlit yang mendapat metode latihan inklusi. Diterimannya hipotesis yang menyatakan bahwa ada perbedaan pengaruh yang nyata antara kelompok atlit yang mendapatkan gaya mengajar resiprokal dan kelompok atlit yang mendapatkan gaya mengajar inklusi terhadap peningkatan hasil belajar pukulan overhead lob forehand bulutangkis dapat dijelaskan dari berbagai teori yang ada dan pengamatan langsung yang dilakukan oleh peneliti. Gaya resiprokal adalah pengembangan dari gaya latihan yang ditingkatkan pelaksanaannya untuk memperbesar hubungan sosialisasi dengan teman serta mengambil manfaat dari adanya umpan balik dengan segera (Mostton & Ashworth 1986, p.62). Berdasarkan hasil pengamatan selama berlangsungnya penelitian bahwa pada pembelajaran pukulan overhead lob forehand bulutangkis yang diajarkan dengan gaya resiprokal terlihat bahwa atlit mudah memahami materi yang di sampaikan, karena dalam metode ini atlit saling berpasangan, satu atlit menjadi pengamat (observer) dan satu atlitmenjadi pelaku. Hal tersebut menyebabkan setiap gerakan yang salah akan lebih mudah terkoreksi, sehingga pembelajaran materi pukulan overhead lob forehand bulutangkis dengan menggunakan metode resiprokal cukup baik dalam meningkatkan ketermpilam siswa. Hipotesis yang menyatakan bahwa ada pengaruh gaya mengajar inklusi terhadap keterampilan teknik dasar bulutangkis diterima, disebabkan karena beberapa hal dan juga dapat dijelaskan dari berbagai teori yang ada dan pengamatan langsung yang dilakukan oleh peneliti. Inklusi merupakan metode pembelajaran yang memperkenalkan berbagai tingkat tugas kepada atlit. Suryobroto (2001, p.62). Gaya mengajar inklusi yang dijadikan sebagai metode latihan, atlit dapat diberi kemudahan dan cepat bisa memahami sekaligus bisa 868
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mengoreksi sendiri tingkat kemampuan yang dimilikinya. Dalam gaya mengajar inklusi lebih menekankan kepada peserta didik untuk mencari sendiri tingkat tugas yang berbeda dalam menentukan tingkat kegiatan yang sesuai dengan kemampuan atlit itu sendiri. (2) Alasan diterimanya hipotesis yang menyatakan bahwa ada perbedaan yang signifikan antara keterampilan teknik dasar bulutangkis pada persepsi kinestetik tinggi dan persepsi kinestetik rendah adalah atlitdengan persepsi kinestetik tinggi mempunyai peningkatan hasil belajar teknik pukulan overhead lob forehand pada bulutangkis lebih baik dibanding kelompok atlit dengan persepsi kinestetik rendah. Atlit yang memiliki persepsi kinestetik tinggi mempunyai potensi yang lebih besar untuk menguasai keterampilan gerak yang baru dipelajari dari pada atlit yang memiliki persepsi kinestetik rendah. Menurut Djayadi (2003, p.12). kinestetik adalah kemampuan seseorang untuk menggerakkan suatu obyek dan keterampilan-keterampilan fisik yang halus. Persepsi kinestetik adalah kemampuan seluruh tubuh selama otot bereaksi dan berhubungan dengan indera (Johnson, B L & Nelson, J. K, 1986 p.440). Kinestetik adalah dapat memberikan kesadaran akan posisi tubuh atau bagianbagian tubuh yang bergerak, juga mengenal kontraksi otot dan keseimbangan tubuh. Dari hal tersebut maka akan mengontrol gerakan-gerakan yang dilakukan lebih akurat. Dengan kemampuan mengontrol yang lebih akurat berarti kondisi gerakan menjadi semakain baik dan gerakan yang dihasilkan akan lebih efektif. Individu dengan tingkat kinestetik yang tinggi akan lebih mudah untuk melakukan gerakan teknik dasar bulutangkis. Pemain akan mampu menuju gerakan yang lebih konsisten. Persepsi kinestetik melaksanakan fungsinya melalui suatu mekanisme perseptual. Persepsi kinestetik merupakan unsur yang sangat penting bagi siswa, sebab persepsi kinestetik merupakan dasar dalam pembentukan keterampilan jadi persepsi kinestetik yang baik dapat menunjang kesiapan atlit untuk melakukan pembelajaran keterampilan. Atlit yang memiliki persepsi kinestetik tinggi memiliki kemampuan untuk beradaptasi terhadap keterampilan gerak pada pukulan overhead lob forehand bulutangkis yang lebih baik, dari pada yang memiliki persepsi kinestetik rendah. (3) Hasil yang telah dikemukankan pada hasil penelitian di atas bahwa tidak terdapat interaksi yang signifikan antara metode latihan (resiprokal dan inklusi) dan pesepsi kinestetik terhadap peningkatan pukulan overhead lob forehand bulutangkis.
Berdasarkan hasil dari profil plots, atlit yang memiliki persepsi kinestetik tinggi yang diajarkan dengan kedua metode latihan yaitu resiprokal dan inklusi tidak menunjukkan perbedaan pengaruh yang mencolok (tidak signifikan), begitu juga dengan atlit yang
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memiliki persepsi kinestetik rendah yang diajarkan dengan kedua metode latihan yaitu resiprokal dan inklusi tidak menunjukkan perbedaan hasil belajar yang signifikan. Jadi dapat di simpulkan bahwa kelompok atlit yang memiliki persepsi kinestetik tinggi diberikan gaya mengajar resiprokal dan inklusi sama-sama mengalami peningkatan pukulan overhead lob forehand pada bulutangkis. Sebaliknya, kelompok yang memiliki persepsi kinestetik rendah peningkatannya akan lebih rendah dengan peningkatan yang terjadi pada kelompok atlit yang memiliki persepsi kinestetik tinggi.
Simpulan dan Saran Simpulan Berdasarkan hasil penelitian yang telah diperoleh dengan analisis data dan pengujian hipotesis, maka dapat ditarik kesimpulan sebagai berikut: (1) Ada perbedaan pengaruh yang signifikan antara metode latihan resiprokal dan inklusi terhadap peningkatan pukulan overhead lob forehand pada bulutangkis. Pengaruh metode latihan inklusi lebih baik dari pada resiprokal. (2) Ada perbedaan terhadap peningkatan pukulan overhead lob forehand pada bulutangkis yang signifikan antara atlit yang memiliki persepsi kinestetik tinggi dan persepsi kinestetik rendah. Atlit yang memiliki persepsi kinestetik tinggi lebih baik daripada yang memiliki persepsi kinestetik rendah pada pukulan overhead lob forehand bulutangkis. (3) Tidak terdapat interaksi yang signifikan antara metode latihanr resiprokal dan inklusi tingkat persepsi kinestetik terhadap peningkatan pukulan overhead lob forehand pada bulutangkis. Saran Dengan mengacu pada hasil penelitian dan keterbatasan-keterbatasan dalam penelitian, peniliti menyarankan: (1) Bagi pelaku bulutangkis (guru dan pelatih), bahwa dalam mengajarkan teknik dasar bulutangkis khusunya pada pukulan overhead lob forehand bulutangkis diperlukan metode latihan yang tepat sehingga mendapatkan hasil yang baik dalam proses pembelajaran. (2) Bagi peneliti selanjutnya, agar hasil penelitian ini dapat dijadikan dasar penelitian lanjutan dengan menghubungkan variabel penelitian dengan variabel lain, dan memperdalam kajian tentang metode latihan untuk meningkatkan keterampilan, baik dari segi fisik maupun teknik.
Daftar Pustaka Baumgarter, T.A. Jackson, A.S. T. Mahar, M.T., et al. (2007). Measurement for evaluation in physical education and exercise science. New York: Avenue of the Americas. Cometa Arena. (Juni 2012). Panduan dan teknik bermain badminton yang benar. Diambil tanggal 25 Agustus dari http://www.cometaarena.com/forum/viewtopic.php?f=7&t=3. Chatoupis, Emmanuel. (2003). Teaching physical education with the inclusion style the case of a greek elementary school. Journal of Physical Education, Recreation & Dance; Oct 2003; 74, 8; ProQuest pg. 33. Djayadi. (2003). Guru dan anak didik dalam interaksi edukatif. Rineka Cipta.
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Herman Subardjah. (2000). Bulutangkis. Jakarta: Dedikbud Direktorat Jendral Pendidikan Dasar Kebudayaan dan Menengah. Hidayat Y, Cindar Bumi S. & Alamsyah R. (2010) Pendidikan jasmani, olahraga, dan kesehatan. Jakarta: Pusat Perbukuan, Kementerian Pendidikan Nasional. Johnson, B L & Nelson, J. K, (1986). Practical measurement for evaluation in physical education. Minnesota: USA Publishing Company. Lutan, R. (2000). Mengajar pendidikan jasmani. Jakarta: Depdiknas. Mostton, M & Ashworth, S. (1986). Teaching physical education. America: A Bell & Howell Company. Nurhasan. (2001). Tes dan pengukuran dalam pendidikan jasmani. Jakarta: Direktorat Jenderal Olah Raga. Syah, M. (2003). Psikologi belajar. Jakarta: PT Rajagrafindo Persada. Sulistyo, Joko. (2010). 6 Hari jago SPSS 17. Yogyakarta: Cakrawala. Suryobroto, A. S. (2001). Teknologi pembelajaran pendidikan jasmani. Yogyakarta: Universitas Negeri Yogyakarta. Sugiyono. (2009). Metode kuantitatif, kualitatif, dan R & D. Bandung: Alfabeta.
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To Be Successful Foreign Language Learners: How To Motivate Language Learners? M. Junaidi Marzuki Hamzanwadi University, Indonesia [email protected]
Abstract Given that motivation can lead to success in language learning, many researchers have focused on finding strategies to learners’ motivation. To keep students motivated to learn language other than their first language is quite difficult and demanding. It is commonly found that some students are self-motivated to learn language while others get bored easily and end up with frustration and failure. This article provides srategies employed to motivate students to succeed in learning foreign language.
Introduction It is undoubtedly that English is global language, meaning that it is widely spoken language in all over the world. With regard to this, many people make a great effort and invest a great amount of time to learn as it is not relatively easy to master, in particular, for foreign language learners. In this case, intrinsic and extrinsic motivations are the most versatile and prevalent terms found in the literature. It is strongly argued that motivation is one of the main factors or issues that lot of people take into consideration when dealing with the success and failure for the second language learning. This paper discusses factors contributing to success in language learning and best way to motivate language learners in order to succeed in their learning.
Discussion Motivation and language learning
There are several opinions put forward by experts with regard to motivation and language learning. Gardner one of the most influential experts in the area of second language learning and motivation, for example, views second language motivation as the extent to which learner’ efforts to learn a second language which includes three components; motivational intensity, desire to learn the language and an attitude toward language learning (1985, p.10). Taking this definition closely, it could be stated that it is basically comprised of individual effort, willingness and active responses to participate in the learning process. One of Gardner’s well-known statements that have attracted many researchers to test his idea in relation to language learning and motivation is stated below: "Attitudes and motivation are important because they determine the extent to which the individuals will actively involve themselves in learning the language. . . . The prime determining factor is motivation" (1985, p. 56). From this statement, it is clear that motivation is the most crucial and deciding factor influencing success in learning a language. Learners will invest more time and energy when she or he is motivated. Beside this, motivated learners will make a great effort and find strategies to facilitate their learning. 872
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In terms of motivation types, intrinsic and extrinsic motivations are the most versatile and prevalent terms found in the literature. In relation to this, Brown (2010, p. 88), for example, makes a distinction between those two terms, arguing that intrinsic motivation inspires feelings of intensity which range from deeply internal and self-generated reward whilst extrinsic motivation offers an externally administered reward from others. This indicates that individuals learning a second language are driven by both internal and external factors. Things that can be included in the internal factors are learners’ feelings, such as curiosity, self-determination and enjoyment. Meanwhile, external factors come from the learners’ environments, and can include rewards in the form of grades and prizes. Dornyei (2011, p. 6-7) uses a word so-called “antecedents” which means pre-existing condition which cause something happen. The researcher claims that motivation plays significant role in terms of an action that people choose, an effort they make and how consistent with it. In relation to second language learning Nunan (1999, p. 232-234) states that motivation is two combined sets of effort and desire in gaining the language learning aims and the approaches used to acquire the language. Research on motivation-based language learning is firs initiated and conducted by Robert Gardner and his associate in Canada, such as Gards and Lambert 1959, Garder and Maclnyre 1991 and Clemen and Garderr 2010 (Shoaib and Dornyei, 2004). Research on motivation has strong relationship with language acquisition. With regard to this, Dornyei and Csizer (1998) Point out that motivation is a deciding factor for the rate and success of the second language achievement. Also, Nair (2011) convincingly argues that even professional and dedicated teachers will find it very challenging and demanding if their students are demotivated in learning the second language. Some strategies to boost students’ motivation in learning english State short-term orientation Short-term orientation is an intended goal that a learner wants to achieve with a language in immediate time. Having goal or expectation will highly like to encourage the student to keep motivated, which in turn results in a higher level of language competence and performance. It is, then, of paramount importance for language teachers to ask their student to set short-term orientation, such as applying for short-term course in English speaking countries or applying for scholarship on completion of the study. Seen this from Gardner’s perspective (Cited in Brown, 2007, p.88), this kind of effort is a part of instrumental orientation. He divided the orientation in second language learning into two part; integrative and instrumental orientation. Integrative orientation pertains to a learner’s desire to learn language as a result of the positive effect of its speakers while instrumental orientation is viewed as a learner’s desire to learn language due to career, educational and financial goals. These two terms basically explain an individual’s reasons for learning a language in the form of values (culture, education and religion) and the goals and materials gained from the mastery of a language Address learning style of the learners in teaching and learning process Student has different way of learning. One student may find learning with audio visual rewarding while other may find it challenging and demanding. In relation to this, it is teachers’ responsibility to facilitate and cater for their learners’ need and style. Student whose
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learning styles are not well met will lead to frustration and end up with failure in acquiring a language Given that it is hard to find students with the same learning strategies or styles in a classroom, then teachers are expected to deploy a wide variety of teaching strategies in order to meet students’ preference of learning. In this case, teacher must use teaching aids, such as video, audio and picture to address different kind of learner type. This way, student will have an opportunity to learn in accordance with their style and lead to better learning achievement. Cooperative learning Before underpinning further how cooperative learning could lead to motivation, it is necessary to explain the concept of the cooperative learning itself in other to have thorough understanding. In this regard, Dotson (2011) states that cooperative learning is teaching methodology which is based on small group in the purpose of gaining a goal. Slavin (cited in Zhou, 2011) points out that cooperative learning is a kind of teaching strategy applied in classroom through with the majority of learning activities are taken over by student in the form of group discussion. Simply, it is teaching strategy-based group work. There are several arguments could explain why cooperative learning could bring about motivation. The underlying reason and the most salient point to note here is that it is one of the best ways to promote relaxing and less pressure learning environment. There are at least three main factors in which cooperative learning can boost motivation. First, tasks that learners doing are scrutinized by their peer; second, students have an opportunity to do practice, so called “learning by doing” as they are required to explain material related topic being discussed, and the last one is the essence of self-confidence in using target language because of enjoyable atmosphere (Zhou, 2011). Several studies have revealed the positive impact of cooperative learning in boosting students’ motivation. A research conducted by Nichols (1996) showed that it is not only fostering motivation, but also resulting in high student’s academic achievement. The researcher reasons that using cooperative learning gives students opportunities to increase self-efficiency, orientation of learning goal and the way they are dealing with learning task. Interestingly, the researchers once did an experiment by using traditional instruction form and found demotivation among students’ response in the classroom practice. Another research relating the use of cooperative learning to motivate student was conducted by Zhou in 2011 in the form of questionnaire with 32 students as a sample. The result of the research revealed that 84.4% of the student opted for cooperative learning due to relaxing and enjoyable learning environment. The percentage of interest and increased confidence was 62.5% and 53.10% respectively. Expose student to English environment Getting student to expose in real English environment is best way to lift students’ motivation. Also, this program could be implemented in various ways, ranging from sandwich program, working holiday, student exchange and even become tourist by using overseas travel agent. These programs could be the best and most powerful way to boost students’ motivation than others since it gives English foreign learner chance to use and experience how and when English is used in communicative and appropriate way in real English context or situation. With respect to research finding, Lim (cited in Shoaib and Dornyei, 2004) used autobiographical approach to gain information about the positive impact of being at English 874
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speaking countries in Australia. The researcher found that perfection in terms of pronunciation and sentence is not important to communicate as many English teacher said because the researcher found that he made a friend easily with simple English. This experience inspires and motivates him to continue his study and find out a way to control his learning behaviour and attitude. Similar study conducted by Tsai (2011) revealed that exposing student in host environment stimulate students’ willingness to speak with English. Also, the researcher found simultaneous integrative motivation (integrate to target culture) and instrumental motivation (practical purpose) among student.
Conclusion and Suggestion In order to succeed in learning a language, teachers are not merely expected to concern with teaching and learning process but also strategies employed to increase learners’ motivation and confidence should be fully understood. With this, students are self motivated and lead successful learning.
References Nunan, D. 1999. Second language teaching and learning. Heinle & Heinle Dornyei, Z. 2011. Motivational strategy in the language classroom. United Kingdom: Cambridge University press Dornyei, Z. 2003. Attitude, orientations in language learning. United Kingdom: Blackwell Dornyei, Z. 1998. Ten commandments for motivating learners: Results of an empirical study.doi: 10.1177/136216889800200303 Chapelle, C.A. 2003. English language learning and technology. Amsterdam: john benjamins co Sakui, K & Cowie, N. 2012. The dark side of motivation: teachers’ perspective on ‘unmotivation’. ELT journanal, 66, 205-213 Nichols, J.D. 1996. The effect of cooperative learning on student achiement and motivation I high school geometry class. Journal of contemporary educational psychology 21, 467-476 Zhou, H. 2011. Enchancing non-english majors EFL motivation through cooperative learning. Procedia environmental science, 12, 1317-1323 Tsai, Y. 2011. Exploring the Role of Motivation in the Reflection of the Effects of Intercultural Learning on Foreign Language Learning. International journal of humanities and social science, (1), 15.
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TRADISI SESENGGAK DALAM MASYARAKAT SASAK Yudi Handoko Himawan Universitas Hamzanwadi, Indonesia
Abstract This study aimed to describe the social system Sasak culture that is reflected in sesenggak and themes raised in sesenggak. The approach used in this study, that approach entholinguistic because it disciplines have an understanding that language is strongly associated with the culture. In the data collection phase, researchers used the method see and interview. Ultimately, this research resulted in the exposure of the system of social culture that is reflected in sesenggak Sasak. In creating sesenggak, Sasak people affected by the experience, namely interaction with the world around you. There are many referansi sesenggak associated with life around, both in terms of interaction with fellow human beings, interacting with God, and the interaction with the surrounding natural environment. Through sesenggak, Sasak various problems and their worldview. Sesenggak can be used as pengandali and assessors of the Sasak people's behavior, which led to the creation of the harmony of life, with God, fellow human beings and the environment. Cognition system on the livelihood of the Sasak people are reflected in sesenggak is a reflection of the agriculture, livestock, fisheries, and crafts. Keywords: entholinguistic, sesenggak, Sasak, cognition system
Pendahuluan Dalam masa tertentu bahasa akan mewadahi apa yang terjadi dalam masyarakat, bahasa akan merekam semua aktivitas masyarakat sehingga dapat dijadikan jalan untuk membuka pemahaman terhadap budaya masyarakat tertentu. Bahasa sebagai hasil budaya atau kultur mengandung nilai-nilai masyarakat penuturnya. Silzer (dalam Chaer, 2004:168) semakin mempertegas bahwa bahasa dan kebudayaan merupakan dua fenomena yang terikat, bagai dua anak kembar siam, atau sekeping mata uang yang pada satu sistem merupakan bahasa dan pada sistem yang lain merupakan budaya, maka segala hal yang ada dalam budaya akan tercermin melalui bahasa, begitu sebaliknya. Bahasa tidak hanya menggambarkan cara pandang manusia tentang dunia dan konsepnya, tetapi juga membentuk visi tentang realitas. Sementara itu, Edward Sapir dan Benjamin Lee Whorf (dalam Soeparno, 2008:3) yang terkenal dengan hipotesis Sapir – Whorf mengemukakan bahwa bahasa bukan hanya menentukan corak budaya, tetapi juga menentukan jalan dan pikiran manusia sehingga mempengaruhi pula tingkah lakunya. Dengan kata lain, suatu daerah yang berbeda bahasanya akan memiliki budaya dan jalan pikiran yang berbeda karena ciri-ciri yang ada dalam bahasa akan tercermin pada sikap dan budaya penuturnya. Memperhatikan berbagai pendapat di atas, menarik untuk ditelaah berbagai aspek kearifan lokal yang tersebar dalam kehidupan masyarakat. Kearifan lokal merupakan ekspresi nyata dari alam pikiran masyarakat yang akan mengabadikan sesuatu yang dianggap penting serta memberikan banyak sumbangan terhadap kehidupan masyarakat, sejarah, dan interpretasinya. Kearifan lokal tersebar di berbagai wilayah nusantara, salah satunya pada masyarakat Sasak yang mendiami Pulau Lombok. Dalam masyarakat Sasak terdapat banyak kearifan lokal di antaranya: ungkapan dalam komunikasi sehari-hari, interaksi dan transaksi-transaksi adat, 876
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bait-bait pantun yang disebut lelakaq, petuah para pengelingsir ‘sesepuh’ yang disebut wadi temah, dongeng-dongeng tradisional yang disebutwaranatau tuaran, perumpamaanperumpamaan yang disebut sesenggak. Dari berbagai bentuk kearifan lokal tersebut, perhatian peneliti dikhususkan pada sesenggak. Sesenggak merupakan pribahasa berbahasa Sasak yang mengadung pesan moral berupa nilai agama, nilai sosial, nilai budaya, serta nilai kearifan lainnya.Sesenggak dianggap sebagai cermin ekspresi pengalaman masyarakat Sasak terhadap kehidupan sehari-hari. Sesenggak memiliki ciri khas kebahasaan dan unsur-unsur tanda atau lambang tertentu yang sesuai dengan latar belakang budaya masyarakat Sasak. Memahami nilai sosial-budaya yang terdapat dalam sesenggak haruslah dilandasi dengan pengertian dan pemahaman terhadap makna dari setiap prangkat tandanya. Foley (1997: 26) menegaskan "A simbol is a sign in which the relationship between its form and meaning is stricly conventional, neither due to physical similarity or contextual constraints". Jadi sebuah tanda adalah sesuatu yang akan memiliki makna apabila sesuatu itu dihubungkan dengan hal yang lain. Pemberian makna ini tentu saja mengacu kepada konteks sosial-budaya masyarakat si pemilik tanda.Tanda tertentu pada sekelompok masyarakat dianggap sebagai sesuatu yang penuh makna, tetapi objek yang sama oleh masyarakat yang lain bisa saja dianggap tidak bermakna. Makna dari suatu tanda menyimpan nilai-nilai budaya sehingga dapat digunakan sebagai acuan dalam kehidupan sehari-hari oleh masyarakat pemilik budaya tersebut. Tanda adalah representasi dari realitas budaya, kemudian setiap kebudayaan telah menetapkan sendiri tanda-tanda yang terkait dengan pengalaman dan persepsinya. Sesenggak merupakan salah satu bentuk kearifan lokal yang menggunakan medium bahasa. Sesenggak merupakan pribahasa atau pepatah yang melandasi pergaulan masyarakat Sasak.Dalam sesenggak banyak terkandung nilai-nilai dan kearifan tradisional. Mengajarkan tentang ketuhanan, pendidikan, moral, hukum dan sebagainya. Beberapa contohnya anatara lain: Adeqta tao jauq aiq, supaya kita dapat membawa air, (maknanya bahwa dalam suatu perselisihan atau pertengkaran yang sedang terjadi dan memanas, kita harus mampu menjadi pendingin), Besual cara anak kemidi, bertengkar cara anak sandiwara atau jelasnya bertengkar seperti cara pemain sandiwara (maknanya boleh saja kita berselisih pendapat, tetapi tidak boleh menyimpan dendam), Aiq meneng, tunjung tilah, empaq bau, Airtetap jernih, terataitetap utuh, ikanpun tertangkap (mengandung makna bahwa dalam mengatasi dan menyelesaikan suatu perselisihan, diupayakan agar suasana tetap tenang, masyarakat tidak panik, lingkungan masyarakat tidak tertanggu, masalah atau perselisihan terselesaikan dengan damai). Bahasa sendiri menurut Kridalaksana (2008:24) adalah sistem lambang bunyi yang arbitrer yang dipergunakan para anggota kelompok sosial untuk bekerja sama, berkomunikasi, dan mengidentifikasi diri. Thomas (2007:8) menjelaskan bahwa salah satu cara dalam menelaah bahasa adalah dengan memandangnya sebagai sebuah cara sistematis untuk menggabungkan unit-unit yang lebih besar dengan tujuan untuk komunikasi. Sebagai contoh, kita menggabungkan bunyi-bunyi bahasa menjadi kata, sesuai dengan aturan dari bahasa yang kita gunakan. Butir-butir leksikal ini kemudian digabungkan untuk membuat struktur tata bahasa, sesuai dengan aturan sintaksis dalam bahasa. Bahasa dapat dipandang sebagai sistem yang dikendalikan oleh aturan semacam ini, tapi sebenarnya masih ada cara-cara lain untuk memahami kerja bahasa, salah satunya dengan pendekatan budaya. Jakobson (dalam Soeparno, 2002:7-8) membagi fungsi bahasa atas enam macam, yakni fungsi emotif, konatif, referensial, puitik, fatik, dan metalingual. Seperti yang diketahui bersama bahwa bahasa memiliki enam aspek, yakni aspek addresser, context, message, contact, code, dan addresce. Fungsi emotif terjadi apabila tumpuannya pada si penutur 877
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(addresser). Fungsi referensial terjadi apabila tumpuan pembicaraan pada konteks (context). Fungsi puitik, apabila tumpuan pembicaraan pada amanat (message). Apabila tumpuan pembicaraan pada kontaks (contact), fungsi bahasanya disebut fatik (phatic). Apabila tumpuan pembicaraan pada kode (code), fungsi bahasanya disebut metalingual. Apabila tumpuan pembicaran pada lawan bicara (addresce), fungsi bahasanya disebut konatif. Menurut Holmes (1995:286), fungsi bahasa terdiri atas fungsi ekspresif, direktif, refensial, metalingual, patik, dan puitik. Masing-masing fungsi bahasa ini akan diuraikan pada bagian berikut. Salah satu cabang dari linguistik kultural adalah etnolinguistik. Sebagaimana telah dikemukakan oleh Duranti (1977:2) bahwa istilah etnolinguistik banyak dipergunakan di Eropa, sedangkan di Amerika lebih sering menggunakan istilah linguistik antropologis atau antropologi linguistis. Berdasarkan makna kata pembentukanya, yaitu etnos yang berarti bangsa dan linguistics yang berarti ilmu bahasa, etnolinguistik adalah studi tentang bahasa pada suku bangsa tertentu yang belum mengenal tulisan. Kridalaksana (2008:59) menjelaskan bahwa etnolingistik adalah cabang linguistik yang menyelidiki hubungan antara bahasa dan masyarakat pedesaan yang belum mempunyai tulisan. Namun, definisi tersebut pada perkembangannya meluas karena studi etnolinguistik tidak hanya dilakukan pada bahasa suku bangsa yang belum mengenal tulisan, tetapi dapat juga dilakukan pada bahasa suku bangsa yang sudah mengenal tulisan. Studi etnolinguistik pada suku yang telah mengenal tulisan ini dipusatkan pada hubungan yang terjalin antara bahasa dengan kebudayaan suku bangsa tersebut. Penelitian terkait sesenggak dengan pendekatan etnolinguistik sampai saat ini belum banyak dijumpai. Kajian sesenggak banyak dilakukan dengan menggunakan pendekatan sastra dan pembelajarn. Sementara itu, kajian etnolinguistik mulai banyak dijumpai seperti yang dilakukan Itaristanti (2008) dalam penelitiannya yang berjudul “Wacana Sonteng: Cermin Pikiran Kolektif Masyarakat Dusun Kemiri, Gunung Kidul (Analisis Semiotik)”. Dalam penelitian ini terungkap bahwa sonteng dibangun oleh beberapa aspek linguistik. Aspekaspek yang dimaksud yaitu aspek fonologi, aspek morfologi, aspek leksikon, aspek kalimat, dan aspek wacana. Sonteng menggambarkan pandangan masyarakat Kemiri terhadap dunia, leluhur, Tuhan, dan keseimbangan alam semesta.Mereka berpandangan bahwa (1) roh leluhur masih tetap berada di sekitar kehidupan mereka. (2) Mereka percaya bahwa makhluk halus dapat mendatangkan kebaikan maupun keburukan, misalnya dapat menyebabkan orang sakit. (3) Untuk menyucikan diri hendaknya jangan hanya menyucikan badan/raga tetapi juga menyucikan hati/jiwa. (4) Tuhan adalah tempat untuk meminta segala sesuatu, termasuk perlindungan, penerang hati ketika mengalami kesusahan, kelancaran segala sesuatu, kesembuhan, keselamtan dan rezeki. (5) Manusia harus selalu bersyukur kepada Tuhan atas anugrah dan rezeki yang diberikan. Penelitian ini bertujuan untuk mendeskripsikan sistem pengetahuan masyarakat Sasak yang tercermin dalam sesenggak dan mendeskripsikan tema yang terdapat dalam sesenggak. Dalam mencapai tujuan tersebut, penelitian ini menggunakan pendekatan etnolinguistik karena disiplin ilmu ini mempunyai pemahaman bahwa bahasa itu sangat terkait dengan budaya. Lokasi yang akan digunakan untuk penelitian ini adalah Pulau Lombok yang merupakan salah satu Pulau di Provinsi Nusa Tenggara Barat. Pengamatan merupakan teknik awal yang harus dilakukan dalam penelitian ilmiah, selanjutnya teknik pengamatan yang digunakan adalah teknik pengamatan berpartisipasi. Dalam tahap pengumpulan data, peneliti menggunakan metode simak dan wawancara.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Dalam analisis data, peneliti menggunakan metode padan dan metode agih (Sudaryanto, 1993:13-15), metode padan yaitu metode yang menggunakan alat penentu di luar atau tidak menjadi bagian dari bahasa (langue) yang bersangkutan sehingga unsur-unsur tidak menjadi penentu mutlak. Sementara metode agih adalah metode yang menggunakan bahasa bersangkutan sebagai alat penentunya. Peneliti menggunakan metode padan untuk mendeskripsikan karakteristik wacana serta sistem pengetahuan budaya yang terungkap dalam sesenggak, sedangkan metode agih digunakan untuk menjelaskan aspek-aspek kebahasaan yang terdapat dalam sesenggak.
Pembahasan Sistem Kognisi Masyarakat Sasak yang Tercermin dalam Sesenggak Pada bagian ini, akan menguraikan sistem kognisi yang terungkap dalam sesenggak. Untuk mempertajam pengungkapan sistem kognisi tersebut, akan dipaparkan terlebih dahulu referensi-referensi yang digunakan dalam sesenggak. Dari sedemikian banyak referensi, dijumpai sejumlah referensi yang merupakan tanda bahasa yang memiliki makna lebih bagi masyarakat Sasak. Referensi dalam Sesenggak Kridalaksana (2008:183) mendefenisikan referensi sebagai hubungan antara arti dan lambang yang dipakai untuk menggambarkannya. Sementara itu, Pateda (2001:53) menggunakan istilah acuan atau rujukan, yaitu sesuatu yang ditunjuk oleh tanda. Tumbuhan Masyarakat Sasak terkenal dengan masyarakat agraris yang dekat dengan alam. Bersumber dari pengalaman tersebut, melahirkan banyak sesenggak yang menggunakan referensi tumbuhan. Pare ‘padi’ Bageq ‘asam’ Komak ‘kecipir’ Puntiq ‘pisang’ Mako ‘tembakau’ Binatang Pengalaman masyarakat Sasak terhadap binatang sebagai sesuatu yang tak terpisahkan dari kehidupan mereka tercermin dalam referensi yang dipakai pada sesenggak. Pepait ‘ikan kepala timah’ Bembeq ‘kambing’ Sampi ‘sapi’ Jaran ‘kuda’ Empaq ‘ikan’ Lindung ‘belut’ Ujat ‘musang’ Geografi Pengalaman terkait interaksi mereka terhadap kondisi lingkungan, tercermin dengan penggunaannya sebagai referensi dalam sesenggak. Lendang ‘ladang’ Bangket ‘sawah’ Gunung ‘gunung’ 879
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Telage ‘danau’ Gawah ‘’hutan’ Aktivitas Referensi ini mencerminkan aktivitas yang sering dijumpai pada masyarakat Sasak.. Ngaro ‘membajak’ Ngawis ‘menyabit’ Betaletan ‘bercocok tanam’ Begawah ‘masuk hutan’ Pancing ‘mancing’ Makanan Masyarakat Sasak juga memiliki banyak pengalaman terkait dengan makanan yang kemudian tertuang sebagai referensi sesenggak. Ada beberapa jenis makanan yang merupakan santapan khas masyarakat Sasak seperti berikut; Sie ‘garam’ Pelecing ‘makanan pedas dari kangkung’ Agama Seperti yang telah dibahas pada bab sebelumnya bahwa sesenggak juga bertemakan agama, sehingga referensi yang dipakai banyak bersumber dari leksikon agama. Agame ‘agama’ Neneq ‘Tuhan’ Akherat ‘akhirat’ Mate ‘mati’ Ngaji ‘mengaji’ Ngulu ‘wudhu’ Kesenian Pengalaman terkait kesenian ini juga menjadi referensi penciptaan sesenggak. Ngibing ‘menjadi pasangan menari’ Maen Ciwa ‘maen batu’ Gansing ‘gasing’ Benda Benda ini selain memiliki peranan yang penting dalam kehidupan sehari-hari masyarakat Sasak, juga mencirikan pola hidup yang mereka jalani. Kandik ‘kapak’ Joman ‘sapu’ Tambah ‘pacul’ Kepeng ‘uang’ Kereng ‘sarung’ Sistem Kognisi Masyarakat Sasak dalam Sistem Mata Pencaharian Terdapat banyak sesenggak yang menggunakan referensi berkaitan dengan matapencaharian, sehingga dari sini dapat dirunut sistem matapencaharian masyarakat Sasak.
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International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Pertanian Dari referensi seperti pare ‘padi’, betaletan ‘bercocok tanam’, bangket ‘sawah’, tambah‘cangkul’ dapat tercermin bahwa masyarakat Sasak memiliki perhatian kuat terhadap dunia pertanian. Lahan pertanian di daerah Nusa Tenggara Barat, khusunya Lombok sangat memadai, terhampar persawahan, ladang, dan hutan yang sangat luas serta subur. Ladang dalam bahasa Sasak disebut lendang atau reu. Aktivitas pertanian di ladang disebut belendang atau ngereu, sedangkan pertanian diladang yang dilakukan dengan cara berpindah-pindah disebut ngome. Pada masyarakat tradisional Sasak, berladang dimulai dengan mempersiapkan lahan garapan. Lahan dibersihkan dari semak belukar dan pohonpohon pengganggu lainnya. Kegiatan menanam dimulai dengan melubangi tanah garapan yang digunakan sebagai tempat untuk menyemai bibit tanaman. Alat yang digunakan untuk melubangi tanah terbuat dari tongkat kayu yang ujungnya diruncingkan atau dalam istilah setempat disebut penajuk. Bercocok tanam dilakukan dengan sangat sederhana, tidak perlu dicangkul atau dibajak, hanya dengan menajuk yaitu melubangi tanah kemudian memasukkan bibit tanaman, setelah itu kembali ditimbun, maka berakhirlah kegiatan penyemaian bibit. Pada perkembangan berikutnya, masyarakat Sasak mulai menerapkan sistem pertanian yang lebih maju, yaitu mengolah persawahan secara lebih efektif. Waduk-waduk didirikan untuk mendukung irigasi pertanian. Setiap kali akan melakukan penanaman, sawah selalu dibajak dengan menggunakan bantuan hewan seperti kerbau dan sapi, bahkan di areal pertanian tertentu sudah menggunakan mesin traktor. Komoditas pertanianpun mulai dipilah semenguntungkan mungkin, banyak lahan-lahan pertanian di Lombok yang ditanami tembakau. Tembakau Lombok dianggap sebagai tembakau terbaik di Indonesia karena memang didukung oleh tanah yang subur dan pengelolaan yang memadai. Masyarakat Sasak dianggap kaya jika memiliki lahan persawahan yang luas dan hewan ternak yang banyak. Petani yang tidak mempunyai lahan garapan sendiri dapat menggarap atau menyewa ladang orang lain yang dalam istilah setempat disebut nanggep. Sistem pembagian nanggep bergantung pada kesepakatan antara tuan tanah dan penggarap, jika hasilnya dibagi dua disebut dengan belah komak. Selain itu, orang-orang biasa nyodoq atau meminjam secara gratis lahan orang lain, tentu saja dalam skala yang kecil, semisal pematangnya. Lahan nyodoq biasa ditanami tanaman sederhana, seperti kedelai, kacang panjang, ataupun singkong. Amin (1997:59) menjelaskan bahwa ada beberapa tahapan yang dilakukan dalam menyiapkan lahan pertanian pada Masyarakat Sasak. a. Nenggala, yakni menghancurkan tanah-tanah yang masih keras dengan menggunakan alat yang disebut tenggala, setelah itu baru sawah diairi. b. Gau, yaitu meratakan kembali tanah yang sudah dibajak dengan alat yang disebut gau. Gau ini maksudkan untuk membuat tanah lebih lumat dan setelah itu biasanya dibiarkan semalam terendam air, dengan maksud agar sari-sari tanah hilang hanyut oleh air. c. Esap-esap, yaitu mengeringkan air. d. Memalik, kembali membajak tanah seperti pada nenggala. e. Gau, untuk kedua kalinya tanah tersebut diratakan kembali dengan alat gau. Gau yang kedua kalinya disebut lampat, gunanya untuk meratakan sawah agar air dapat menggenangi sawah. Dengan berakhirnya lampat ini, maka sawah sudah siap untuk ditanami. 881
International Conference on Elementary and Teacher Education (ICETE) 2016 Lombok, 22-23 October 2016 - ISBN : 978-602-98097-4-9
Sementara itu, ada beberapa istilah yang dikenal masyarakat Sasak dalam tradisi menanam padi. a. Ngampar ialah menanam bibit. Ngampar dimulai dengan membuat tempat persemaian. Bibit padi yang henda disemaikan terebih dahulu direndam selama dua malam kemudian disemaikan di tanah yang sudah disiapkan. b. Ngembot ampar yaitu mencabut bibit padi ketika sudah dirasa siap untuk ditanam. c. Lowong yakni menanam bibit padi. Bibit padi yang sudah diikat sebesar genggaman, kemudian siap disebar di lahan persawahan. d. Ngangkut urut yaitu membersihkan tanaman padi dari rerumputan yang tumbuh bersama padi. e. Mataq yaitu memanen padi yang sudah menguning. Peternakan Referensi seperti sampi ‘sapi’, jaran ‘kuda’, bembeq ‘kambing’ merupakan referensi yang sangat terkait dengan bidang peternakan. Hewan ternak yang dipelihara masyarakat Sasak pada umumnya yaitu sapi, kerbau, kambing, ayam, kuda, kelinci, dan sebagainya. Masyarakat Sasak memelihara sapi di rumah sebagai usaha sambilan. Sapi dan kerbau selain dipelihara untuk diperjualbelikan, juga disiapkan sebagai alat membajak sawah. Dalam hajatan-hajatan besar, seperti pernikahan, sunatan, kematian, menyembelih hewan ternak merupakan hal yang biasa, sehingga masyarakat Sasak juga sengaja beternak untuk persiapan menghadapi hajatan semacam itu. Kandang ternak biasa terbuat dari kayu dan terletak berdekatan dengan rumah pemiliknya. Penggembala ternak yang disebur pengarat, terkadang membawa ternak mereka ke alam lepas untuk mencari makan sendiri, tapi tentu tetap dalam pengawasan. Dalam tradisi masyarakat Sasak dikenal istilah ngadas, yaitu memelihara hewan ternak milik orang lain. Orang yang ngadas akan mendapatkan upah berupa anak ternak yang kelak dilahirkan, tentu dengan kesepakatan yang telah disetujui. Pengadas biasanya mendapatkan anak pertama, kemudian anak kedua untuk si pemilik ternak, begitu seterusnya. Pengadas berkewajiban memelihara, memberi makan, dan jaga hewan yang diadasnya. Jika ternak itu mati atau hilang, tetapi bukan merupakan kesalahan pengadas, maka ia dibebaskan dari ganti rugi. Untuk keamanan hewan ternak, selain ditempatkan berdekatan dengan rumah, ada juga yang membuat kandang secara berkelompok dengan pengarat lainnya. Kandang berkelompok ini dijaga secara bergantian pada malam hari untuk menghindari pencurian. Perikanan Referensi seperti pancing ‘memancing’, empak ‘ikan’, pepait ‘ikan kepala timah’, kokok ‘sungai, tune ‘tuna’, segare ‘laut’ mencerminkan bahwa masyarakat Sasak mengenal perikanan. Masyarakat Sasak menangkap ikan di sungai secara bebas. Alat-alat yang digunakan untuk menangkap ikan darat antara lain kodong, ancok, pancing, seser, set, sorok, sulik dan lain-lain. Kodong adalah alat yang dibuat dari bambu, bentuknya menyerupai sangkar burung. Bagian bawah kodong dibuatkan lubang untuk jalan masuk bagi udang dan ikan yang hendak ditangkap. Set atau semat dibuat dari lidi kecil, ujungnya dibuatkan lingkaran tali dari ekor kuda atau tali lainnya yang halus, berfungsi untuk menangkap udang di air yang jernih. Ancoq terbuat dari benang yang halus dan diberi tangkai bambu, digunakan untuk menangkap ikan kepala timah di air yang tergenang. Sorok ialah pukat kecil terbuat dari benang yang diberi tangkai rotan (Amin, 1997: 87-89). Selain menangkap ikan dengan menggunakan peralatan, masyarakat Sasak juga melakukannya dengan tangan hampa, yang dalam tradisi setempat disebut dengan 882
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begasap. Sungai atau danau yang airnya sudah mulai surut menjadi tempat untuk begasap. Tua ataupun muda langsung menceburkan diri ke air, kemudian meraba sudut demi sudut dengan harapan ada ikan yang tertangkap. Siasat lain yang digunakan masyarakat Sasak ketika akan menangkap ikan juga dikenal dengan istilah nempas, yaitu mengeringkan sungai atau danau dengan mengalihkan aliran air, sungai atau danau yang sudah kering akan memudahkan untuk menangkap ikan. Perikanan air laut juga tidak kalah potensial. Laut di Pulau Lombok menyediakan berbagai jenis ikan laut yang begitu melimpah. Masyarakat pinggir pantai banyak yang berkerja sebagai nelayan. Dengan menggunakan rakit atau perahu kecil mengarungi laut untuk menangkap ikan. Daerah Keruak di Lombok Timur sangat terkenal sebagai tempat pelelangan ikan. Sementara Lombok bagian barat, Tanjung Karang Ampenan menjadi pusat nelayan tradisonal, termasuk juga pelelangan ikan. Kerajinan Tangan Penggunaan referensi pendaiq (wadah untuk membawa air yang terbuat dari buah maja),’ kereng ‘sarung’, penyalin ‘rotan’, joman ‘sapu’ menunjukkan bahwa masyarakat Sasak juga mengenal dan memproduksi kerajinan tangan. Jenis kerajinan tangan yang terdapat di daerah Lombok meliputi barang anyaman bambu, anyaman lontar, kerajinan barang logam, barang dari rotan, ukir-ukiran, grabah, wayang, dan tenunan. Anyaman bambu yang menghasilkan peralatan sehari-hari seperti bakul, nampan, kursi, pagar, keranjang, lemari, banyak dijumpai di daerah Gunung Sari Lombok Barat, dan di daerah Sukamulia Lombok Timur. Kerajinan lontar yang menghasilkan topi, tas, tikar, dan hiasan-hiasan dinding, banyak ditemukan di daerah Suradadi Terara. Daerah Loyok banyak mengahasilkan anyaman rotan. Sementara kain tenun khas Sasak yang disebut songket banyak diproduksi di daerah Sukarara Lombok Tengah. Kerajinan tenun masyarakat Sukarara merupakan kerajinan yang paling berkembang. Hampir setiap rumah di Sukarara memproduksi kain tenun asli Sasak ini. Hasil kerajian masyarakat Sasak selain diperjualbelikan di daerah Lombok, juga disebrangkan ke Pulau Bali, Pulau Jawa, dan Pulau Sumbawa.
Penutup Simpulan Dalam menciptakan sesenggak, masyarakat Sasak dipengaruhi oleh pengalaman, yakni interaksinya terhadap dunia sekitar. Terdapat banyak referensi sesenggak yang berhubungan dengan kehidupan sekitar, baik terkait interaksi mereka dengan sesama manusia, interaksi dengan Tuhan, dan interaksi dengan alam lingkungan sekitar. Referensi yang digunakan bersumber dari tumbuhan, binatang, manusia, aktivitas, makanan, kekerabatan, kepercayaan, benda sekitar, dan kesenian. Masyarakat Sasak yang mayoritas beragama Islam memberikan pengaruh besar pada sesenggak, terutama terkait ajaran dan pesan yang disampaikan. Sistem kognisi masyarakat Sasak pada matapencaharian dalam sesenggak merupakan cerminan bidang pertanian, peternakan, perikanan, dan kerajinan tangan. Saran Mengingat begitu pentingnya peranan pemahaman tentang sistem kognisi masyarakat Sasak, sangat disarankan untuk melakukan penelitian sejenis terhadap bentuk-bentuk kearifan lokal lainnya. Seperti yang diketahui bersama bahwa masyarakat Sasak memiliki berbagai macam bentuk folklor dan naskah lontar. Warisan-warisan budaya tersebut perlu penelitian yang lebih lanjut guna menggali identitas masyarat Sasak, yang berimplikasi pada pengamalan ajaran-ajaran luhur yang terdapat di dalamnya. 883
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Daftar Pustaka Amin, Ahmad. 1997. Adat Istiadat Daerah Nusa Tenggara Barat. Jakarta: Eka Darma. Chaer, Abdul dan Leony Agustina. 2004. Sosiolinguistik Perkenalan Awal. Jakarta: Rineka Cipta. Duranti, Alessandro. 1997. Linguistic Anthropology. Cambridge: Cambridge University Press. Foley, William A. 1997. Anthropological Linguistics: An Introduction. Oxford: Blackwell Published. Holmes, Janet. 1995. An Introduction To Sociolinguistics. London: Longman. Itaristanti. 2008. “Wacana Sonteng: Cerminan Pikiran Kolektif Masyarakat Dusun Kemiri, Gunung Kidul (Analisis Semiotik)”. Tesis. Yogyakarta: Pascasarjana Universitas Gadjah Mada. Kridalaksana, Harimurti. 2008. Kamus Lingusitik. Jakarta: PT Gramedia. Soeparno. 2002. Dasar-Dasar Linguistik. Yogyakarta: Tiara Wacana. Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa. Yogyakarta: Duta Wacana Press. Thomas, Linda. 1999. Bahasa, Masyarakat, dan Kekuasaan. Yogyakarta: Pustaka Pelajar.
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Podcast On Developing Listening Comprehension of EFL Learners Lalu Achmad Nofiyandi Universiats Hamzanwadi, Indonesia [email protected]
Abstract This research is aimed at finding out whether: (1) Podcast is more effective than conventional technique to teach listening skill at the eleventh students of SMAN 1 Sikur in the school years of 2013/2014, (2) In what way does the effect of podcast influence listening comprehension of EFL learners for the eleventh students of SMAN 1 Sikur in the school years of 2013/2014? The method which was applied in this research was experimental study. It was conducted at the eleventh students of SMAN 1 Sikur in the school years of 2013/2014. The population of the research is the IX.A Grade Students of eleventh students of SMAN 1 Sikur in the school years of 2013/2014 . The sample was 1 class. In taking the sample, a cluster random sampling technique was used. Each class was divided into two groups (Experimental and control groups). Then, the techniques which were used to collect the data were an intelligence test for getting the data of the students’ intelligence and a multiple choice test for getting the data of the students’ listening comprehension. The instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and tukey test. Based on the findings, it can be concluded that in general podcast technique is more effective than conventional technique to teach listening. For the students who have high or low intelligence, podcast technique is more effective than conventional technique to teach listening. In accordance with the above result, the English teacher is expected to be able to select the appropriate teaching technique to teach vocabulary for the students who have high or low intelligence. Keywords: podcast, conventional technique, listening
Introduction Listening is one of the most problematic skills for foreign language learners (FLL) since it does not develop easily. In order to develop this skill, many different methods have been applied and various activities have been employed in classrooms. Teachers have sought ways to teach FLL strategies to adopt. Listening has generally been neglected as a skill in the field of English Language Teaching (ELT). This neglect was even more serious in the early period of ELT when the focus was on reading and grammatical skills. With the interest of researchers, it has gained ground in the research field, but formal instruction in the ELT classroom has often failed to act upon this interest. Although being neglected, listening is one of the most important but difficult skills to acquire. In addition to applying strategies, researchers and teachers have designed and tried to follow different techniques such as using visual aids and particular computer programs. With the help of technology, opportunities for classroom instruction arise and teachers try to take advantage of these opportunities. Nevertheless, listening has remained one of the most difficult skills due to certain reasons. For instance, no matter how different the techniques that the teachers employ in classrooms, the materials lack the strength to cover how the real 885
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listening process occurs (Brown & Yule, 1983; Rosa, 2002). The listening texts used in classrooms are usually modified according to the levels of the FLL such that even advanced learners are exposed to reduced language. This causes the FLL to have problems in comprehending “real speech”. Learners may understand what has been uttered in taped recordings, but may miss some important details when they encounter real life communication (Brown, G., 1977; Brown, J.D., 2006; Brown & Yule, 1983). In order to apprehend what is meant thoroughly, one has to be aware of the nature of spoken language which is directly related to the phonological features of the language. Therefore, pronunciation awareness of a foreign language deserves consideration. With respect to this assumption, this study attempts to find if the Web-syndication Podcast of www.breakingnewsenglish.com has any effect on developing listening skill. Learning English is learning four language skills, those are listening, speaking, reading, and writing skills. Listening is assumed as a greater important skill in Foreign language classroom. As Rost (1994, p. 141-142) points out that listening is vital in the language classroom because it provides input for the learners and also it is considered as a necessary skill because of its essential role in facilitating learners to master English Listening proficiency. Listening skill can help learners to participate well in oral communication. But in fact many students consider that listening is one of the most difficult skill because of many students face some of problems in listening practice, mainly the trouble with sounds, and it is the basic problem for the learners besides the learners need to hear things more than once. The learners cannot respond the native speakers directly because of the different voices and accents. It is true that natural speech is hard to distinguish and it is difficult for students to identify the different voices and cope with frequent overlaps. In teaching listening skill, the teacher must be able to prepare the good media that can be used to help students to study listening skill easier. In this research one of the newest media that can be used is web syndication podcast. The researcher will use the podcast of www.breakingnewsenglish.com. www.breakingnewsenglish.com is one of the web syndications that provide the useful news for the world, besides as the tool for studying english as well, it contents of four language skills and american and british pronunciation. And it also as one the media that can motivate the students and reinforce some of language skills. Besides provides the newest news using web syndication podcast of www.breakingnewsenglish.com is very easy and it has a good accurate sound, Web syndication podcast of www.breakingnewsenglish.com can be used to teach some levels of students started from the junior high school level, up to university level. In using the web syndication podcast of www.breakingnewsenglish.com is easier than using the others computer’s software because to operate it, the teacher just browse the situs of www.breakingnewsenglish.com and the teacher just choose one of the news that they want to hear. And the most important things is its sound can help the student to increase their listening comprehension. As discussed by Richard Berry (2005), podcasting is a converged medium bringing together audio, the web and portable media player, and a disruptive technology that has caused some in the radio business to reconsider some of the established practices. And preconceptions about audiences, consumption, production and distribution. (http://en.wikipedia.org/wiki/Podcast) 886
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Based on the above phenomena, the present researcher tries to investigate about “ The effect of podcast on developing listening comprehension of EFL learners for the eleventh students of SMAN 1 Sikur in the school years of 2013/2014?”
Materials and Method This research is experimental study with a quantitative approach. Fraenkel and wallen(1993: 240) state that experimental study is one of the most powerful research methodologies, because it is the best way to establish cause and effect relationship between variables. Besides that, it is the only type of research that directly attempts to influence a particular variable. Referring to this research, the writer chose the experimental research method because this research was related to the effectiveness of teaching techniques used as the independent variables and intelligence as the attribute variable in teaching vocabulary for eleventh students of SMAN 1 Sikur in the school years of 2013/2014,. The research design used in this research was a simple factorial design. This research involved three kinds of variables namely independent variables, dependent variable, and attribute variable. The independent variable of this research is the teaching techniques. The teaching techniques are the factors of this study which are manipulated, measured and selected to know the effect and the relationship to the phenomenon investigated. The teaching techniques used in this study were podcast technique and conventional techniques. These two different techniques were related to two groups of students. In this way, the demonstrating group of students functioned as an experimental group and conventional group of students functioned as a control group. Then, the dependent variable of this research is the students’ listening comprehension of the fourth grade students eleventh students of SMAN 1 Sikur in the school years of 2013/2014,. The attribute variable of this study is students’ intelligence. This variable is also assumed as the secondary independent variable to the phenomenon investigated. In this study the writer is interested in investigating the effect of independent variable (X) or teaching techniques on dependent variable (Y) or vocabulary, in which the relationship between X and Y is influenced by the attribute variable (Z) or students intelligence. Furthermore, this study was conducted at the fourth grade eleventh students of SMAN 1 Sikur in the school years of 2013/2014,. Then, the research was conducted on November up to April 2014. The population of this study was all of the fourth grade students of eleventh students of SMAN 1 Sikur in the school years of 2013/2014,. eleventh students of SMAN 1 Sikur in the school years of 2013/2014, and divided into 1 class; that was which consisted of 38 students. The writer decided to take only 38 students (19 students for each groups for experimental dan 19 students for control group) In dividing each of the class into the group of high and low intelligence, the writer took 19 students who had high intelligence and 19 students who had low intelligence from grade of them (Experimental class). Furthermore, the writer took 15 students who had high intelligence and 15 students who had low intelligence from grade of them (Control class). In this study, the researcher used objective tests in the form of multiple choices related to the material and the topic provided. Intelligence test was conducted by an article that took from podcast. The technique used in analyzing the data of this study was descriptive and inferential analysis. Descriptive analysis was used to know the mean, median, mode, and standard 887
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deviation of students’ scores in writing and questionnaire answered by involving all variables of this study. In this study the researcher applied multifactor analysis of variance (ANOVA). The Design of 2x2 ANOVA Teaching Techniques Podcast Technique A1 Intelligence High Intelligence (B1) Low Intelligence (B2)
First group Students (A1B1) Third group Students (A1 B2)
Conventional Technique A2 Second group Students (A2 B1) Fourth group Students (A2 B2)
Then, Tukey test was used to know the difference between two teaching techniques and the mean score obtained is used to know which technique is more effective to teach vocabulary, whether demonstrating technique or translation technique.
Results and Discussion As the mention above, The design of the study was experimental and the group of the samples, are : experimental group was taught Listening Comprehension by using Podcast while the control group was taught by using the conventional activity. After that, both groups were given a post test. In collecting the data, test that used was consisted of 20 questions of Multiple choice(MC) and 10 Question of dictation. The data of the test which were in the form of the gained score was analyzed by using t-test with the significance level of p=5%. It was found that the mean score of the experimental group was 66.11. Meanwhile, the mean score of the control group was 59.47. Then, the statistical computation on the gained score revealed that the t value based on the independent samples of t-test was 2.55 while the t table value at p = 5% is 2.00. It shows that the obtained t value was much greater than that of the critical one. Thus, it is clear that the difference of the two means gained score was significant. Therefore, it can be concluded that the application podcast on students’ listening comprehension achievement was much more effective than the conventional one. Then, based on the result of this research, it is suggested to the English teachers to apply this method in the listening class. Meanwhile, the researcher hopes that other researchers can use the findings as the basic to conduct other research designs. After knowing the histogram and polygon of each group, the researcher analyzes the normality and homogeneity of the data. The normality of the data is to know whether the sample is in normal distribution and the homogeneity of the data is to know whether data are homogeneous. Data Analysis The data, which have been collected need to be analyzed orderly. It means to answer the problems as follows: (1) Podcast is more effective than conventional technique to teach listening skill at the eleventh students of SMAN 1 Sikur in the school years of 2013/2014, (2) 888
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In what way does the effect of podcast influence listening comprehension of EFL learners for the eleventh students of SMAN 1 Sikur in the school years of 2013/2014?
Conclusion Based on the result of the data analysis presented in this paper, it can be concluded that the finding of the research are: 1. Using podcast technique is better than conventional technique for teaching listening at the eleventh students of SMAN 1 Sikur in the school years of 2013/2014 2. The students having high intelligence have better in listening than the students having low intelligence listenting at the the eleventh students of SMAN 1 Sikur in the school years of 2013/2014. Based on the finding above, it can be concluded that in general Pocdcast technique is an effective teaching technique to teach listening. The level of student listening mastery is determined by the level of student intelligence and teaching technique.
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Rost, M. (1991). Listening in action: Activities for developing listening in language teaching. Englewood Cliffs, NJ: Prentice Hall. Rost, M. 1994. Introducing Listening. London: Penguin Rost, M. (2002). Teaching and Researching Listening. London, UK: Longman Sevil, AK. (1991). Pronunciation Awareness Training as an aid to developing EFL Learners’ listening comprehension skills. (Unpublished Master‟s Thesis). Bilkent University, Ankara. Ur, P. (1984). Teaching Listening Comprehension. Cambridge: Cambridge University Press. Willis, J. (1981). Teaching English through English. London: Longman.
Internet Resources Abdelhafez, A. M. M. (2006) The effect of a suggested training program in some metacognitive language learning strategies on developing listening and reading Comprehension of university EFL students. Online Submission. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED498262 Campbell, G. (2005). There’s Something in the Air: Podcasting in Education. EDUCAUSE Review, vol. 40, no. 6 (November/December 2005): 32–47. [online]. [cit.2008-08-25 URL. Cha, Jae Guk. (2006). A study of listening strategies favored by Korean university students. Modern English Education, 7(2), 39-56. [online]. [cit.2008-08-25] URL Godwin-Jones, R. (2005). Emerging technologies: Skype and podcasting: Disruptive technologies for language learning. Language Learning & Technology, 9(3), 9-12 [online]. [cit.2008-0818] URL Griffiths, C. (2004). Language learning strategies: Theory and Research. Research Paper Series, 1. Centre for Research in International Education [online]. [cit.2008-08-12] URL Hismanoglu, M. (2000). Language Learning Strategies in Foreign Language Learning and Teaching. The Internet TESL Journal, Vol. VI, No. 8. [online]. [cit.2008-03-12] URL History of Podcasting. Podcastblaster. (2005) [online]. [cit.2008-11-17]. URL: Learning Style. (n.d.). Wikipedia. [online]. [cit.2008-03-02]. URL: Nunan, D. (1997). Listening in language learning. [online]. [cit.2008-07-15]. URL Oxford, R. (2003) Language Learning Style and Strategies: An Overview. [online]. [cit.2008-09-08]. URL Oxford, R., & Crookall, D. (1989). Research on Language Learning Strategies: Methods, Findings, and Instructional Issues. “The Modern Language Journal”, Vol. 73, No. 4, JSTOR. [online]. [cit.2008-08-02] URL < http://www.jstor.org/pss/326876> O'Malley, J. Michael, Chamot, Anna U., Stewner-Manzenares, Gloria, Russo, Rocco P., and L. Kupper. (1985). Learning Strategy Applications with Students of English as a Second Language in TESOL Quarterly, Vol. 19, No. 3 (Sep., 1985), pp. 557-584 [online]. [cit.2008-09-24]. URL Podcast. (n.d.) Wikipedia. [online]. [cit.2008-03-28]. URL: Stanley, G. (2005). Podcasting for ELT. [online]. [cit.2008-07-15]. URL
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Thomas, K. (2006). The power of the podcast. Futurelab. [online]. [cit.2008-06-15]. URL Vandergrift, L. (2002). Listening: Theory and practice in modern language listening competence. [online]. [cit.2008-08-02]. URL Van Orden, A. (2005). The History of Podcasting in How to Podcast. [online]. [cit.2008-11-15]. URL: 7 things you should know about…Podcasting. EDUCASE, (2005). [online]. [cit.2008-04-18]. URL:
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Paradigm Civics as the spacecraft Systemic Democracy Education 1
Abdul Hafiz, 2Muhammad Shulhan Hadi universitas Hamzanwadi, Indonesia 1 [email protected], [email protected]
Abstract Paradigm Citizenship Education Forum for Systemic Education For Democracy, specifically regarding research questions, how-systemic conceptual profiles of civic education seen from various thoughts theoreticians and practitioners perception of civic education ?. Based on the results is comprehensive literature study authors build a systemic paradigm of civic education as a vehicle for democratic education. Formulated that as an educational vehicle for democracy, civic education has three main components, namely: as a scientific study of educational discipline citizenship; as a curricular program of civic education in formal and non-formal; and socio-cultural sites citizenship. These three components are synergistically to focus on the development of citizenship competencies in the context of civic culture. Keywords: educational democracy, citizenship competence, civic culture
Pendahuluan Pendidikan kewarganegaraan dalam pengertian sebagai citizenship education, secara substantif dan pedagogis didesain untuk mengembangkan warganegara yang cerdas dan baik untuk seluruh jalur dan jenjang pendidikan. Sampai saat ini bidang itu sudah menjadi bagian inheren dari instrumentasi serta praksis pendidikan nasional Indonesia dalam lima status. Pertama, sebagai mata pelajaran di sekolah. Kedua, sebagai mata kuliah di perguruan tinggi. Ketiga, sebagai salah satu cabang pendidikan disiplin ilmu pengetahuan sosial dalam kerangka program pendidikan guru. Keempat, sebagai program pendidikan politik yang dikemas dalam bentuk Penataran Pedoman Penghayatan dan Pengamalan Pancasila (Penataran P4) atau sejenisnya yang pernah dikelola oleh Pemerintah sebagai suatu crash program. Kelima, sebagai kerangka konseptual dalam bentuk pemikiran individual dan kelompok pakar terkait, yang dikembangkan sebagai landasan dan kerangka berpikir mengenai pendidikan kewarganegaraan dalam status pertama, kedua, ketiga, dan keempat. Dalam status pertama, yakni sebagai mata pelajaran di sekolah, pendidikan kewarganegaraan telah mengalami perkembangan yang fluktuatif, baik dalam kemasan maupun substansinya. Dalam kurikulum tahun 1975 untuk semua jenjang persekolahan yang diberlakukan secara bertahap mulai tahun 1976 dan kemudian disempurnakan pada tahun 1984, sebagai pengganti mata pelajaran Pendidikan Kewargaan Negara mulai diperkenalkan mata pelajaran Pendidikan Moral Pancasila (PMP) yang berisikan materi dan pengalaman belajar mengenai Pedoman Penghayatan dan Pengamalan Pancasila (P4) atau "Eka Prasetia Pancakarsa". Perubahan itu dilakukan untuk mewadahi missi pendidikan yang diamanatkan oleh Ketetapan MPR No. II/MPR/1978 tentang Pedoman Penghayatan dan Pengamalan Pancasila atau P4 (Depdikbud:1975a, 1975b, 1975c). Mata pelajaran PMP ini bersifat wajib mulai dari kelas I SD s/d kelas III SMA/Sekolah Kejuruan dan keberadaannya terus dipertahankan dalam Kurikulum tahun 1984, yang pada dasarnya merupakan penyempurnaan Kurikulum tahun 1975. Di dalam Undang-Undang No 2/1989 tentang Pokok-Pokok Sistem Pendidikan Nasional (UUSPN), yang antara lain Pasal 39, menggariskan adanya Pendidikan Pancasila
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dan Pendidikan Kewarganegaraan sebagai bahan kajian wajib kurikulum semua jalur, jenis, dan jenjang pendidikan. Dalam status kedua, yakni sebagai mata kuliah umum (MKU) pendidikan kewarganegaraan diwadahi oleh mata kuliah Pancasila dan Kewiraan. Mata kuliah Pancasila bertujuan untuk mengembangkan wawasan mahasiswa mengenai Pancasila sebagai dasar negara dan pandangan hidup bangsa Indonesia, sedangkan kewiraan, yang mulai tahun 2000 namanya berubah menjadi Pendidikan Kewarganegaran, bertujuan untuk mengembangkan wawasan mahasiswa tentang makna pendidikan bela negara. Kedua mata kuliah ini merupakan mata kuliah yang wajib diikuti oleh seluruh mahasiswa, yang mulai tahun 2000 disebut sebagai Mata Kuliah Pembinaan Kepribadian atau MKPK. Dalam status ketiga, yakni sebagai pendidikan disiplin ilmu (Somantri:1998), pendidikan kewarganegaraan merupakan program pendidikan disiplin ilmu sosial sebagai program pendidikan guru mata pelajaran pendidikan kewarganegaraan di LPTK (IKIP/ STKIP/ FKIP) Jurusan atau Program Studi Civics dan Hukum pada tahun 1960-an, atau Pendidikan Moral Pancasila dan Kewarganegaraan (PMPKn) pada saat ini. Dalam status keempat, yakni sebagai crash program pendidikan politik bagi seluruh lapisan masyarakat, Penataran P-4 mulai dari Pola 25 jam sampai dengan Pola 100 jam untuk para Manggala yang telah berjalan hampir 20 tahun dengan Badan Pembina Pelaksanaan Pendidikan P-4) atau BP7 Pusat dan Propinsi sebagai pengelolanya, dapat dianggap sebagai suatu bentuk pendidikan kewarganegaraan yang bersifat non-formal Dalam status kelima, yakni sebagai suatu kerangka konseptual sistemik pendidikan kewarganegaraan terkesan masih belum solid karena memang riset dan pengembangan epistemologi pendidikan kewarganegaraan belum berjalan secara institusional, sistematis dan sistemik. Paradigma pendidikan kewarganegaraan yang kini ada kelihatannya masih belum sinergistik. Kerangka acuan teoritik yang menjadi titik tolak untuk merancang dan melaksanakan pendidikan kewarganegaraan dalam masing-masing statusnya sebagai mata pelajaran dalam kurikulum sekolah, atau sebagai program pendidikan disiplin ilmu dan program guru, atau sebagai pendidikan politik untuk masyarakat mengesankan satu sama lain tidak saling mendukung secara komprehensif.
Metode Penelitian Sesuai dengan hakikat masalah dan karakteristik obyek telaahnya, pada dasarnya penelitian itu diterapkan pendekatan eklektik, yakni kombinasi pendekatan kualitatif (utama) dan kuantitatif (pendukung), yang dikemas dalam suatu survey khusus untuk secara kualitatif menggali, mengkaji, memilih, dan mengorganisasikan berbagai pemikiran dan praksis citizenship education, civic education, social studies secara umum, dan pendidikan IPS dan PPKn secara khusus, beserta konteksnya, yang telah terdokumentasikan. Untuk mendapatkan data dan informasi digunakan teknik Studi Dokumentasi, Komunikasi interpersonal melalui diskusi (focus discussion). Asumsi dan Pertanyaan Penelitian Penelitian ini bertolak dari beberapa asumsi sebagai berikut. (1) Belum adanya paradigma yang utuh tentang pendidikan kewarganegaraan yang dapat dijadikan kerangka dasar dan sekaligus sebagai rujukan konseptual dan operasional bagi semua bentuk program tersebut. (2) Kini telah tumbuh kesadaran, semangat dan komitment untuk menemukan kembali dan merevitalisasi pendidikan kewarganegaraan sebagai sistem pendidikan demokrasi. 894
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Sumber Informasi (1) Sumber kepustakaan tentang demokrasi dan pendidikan demokrasi, Social Studies dan Civic Education kurikulum pendidikan IPS dan pendidikan kewarganegaraan. (2) Makalah dalam Conference on Civic Education for Civil Society tanggal 15-16 Maret 1999 di Bandung; dalam CIVITAS International’s World Congress di Palermo, Italia, tanggal 18-24 Juni 1999; Workshop: Civic Education Curriculum Mapping, tanggal 1819 Oktober 1999 di Bandung; UNESCO-ACEID Annual Conference, di Bangkok tanggal 13-18 Desember 1999; Asia Pacific Civic Educators Consortium Workshop, di Penang, Malaysia tanggal 12-15 Maret 2000; dan Seminar on The Needs-Assessment for New Indonesian Civic Education, di Bandung tanggal 29 Maret 2000, dan International Seminar: Education for Active Citizenship: New Approaches to Citizenship Education in Schools, di Warwick, Birmingham,UK, tanggal 4-9 Februari 2001. (3) Para Dosen yang terkait dengan pendidikan kewarganegaraan dan guru inti PPKn SMP/MTs dan SMA/MA Sekabupaten Lombok Timur. Teknik dan Instrumen Pengumpul Data Menggunakan teknik Studi kepustakaan, Analisis konten, Mengakses melalui Internet. Teknik Analisis Data Menggunanakan teknik Verbatim Analysis, dengan cara menangkap makna dari gagasan yang tertulis dan atau terucap, kemudian mengolahnya secara reflektif melalui teknik berpikir deduktif-logis, dan atau induktif-empiris dan analisis komparatif, untuk selanjutnya diadakan rekonseptualisasi.
Hasil dan Pembahasan Istilah civic education cenderung digunakan secara spesifik sebagai mata pelajaran dalam konteks pendidikan formal. Sedangkan istilah citizenship education cenderung digunakan dalam dua pengertian. Pertama, digunakan di UK dalam pengertian yang lebih luas sebagai overarching concept yang di dalamnya termasuk civic education sebagai unsur utama (Cogan,1999; Kerr: 1999; dan QCA:1999) disamping program pendidikaan kewarganegaraan di luar pendidikan formal seperti site of citizenship atau situs kewarganegaraan, seperti juga dikonsepsikan sebelum itu oleh Alleh (1962) dan NCSS (1972). Kedua, digunakan di USA, terutama oleh NCSS, dalam pengertian sebagai the essence or core atau inti dari social studies (Barr dkk:1978; NCSS:1985;1994). Di Indonesia istilah citizenship education belum pernah digunakan dalam tataran formal instrumentasi pendidikan, kecuali sebagai wacana akademis di kalangan komunitas ilmiah pendidikan IPS. Sedangkan negara lain yang diketahui menggunakannya secara adaptif adalah Netherlands. Secara paradigmatik, citizenship education memiliki visi sosio-pedagogis mendidik warganegara yang demokratis dalam konteks yang lebih luas, yang mencakup konteks pendidikan formal dan pendidikan non-formal, seperti yang secara konsisten diterapkan di UK (QCA:1998; Kerr:1999). Sedangkan civic education secara umum memiliki visi formalpedagogis untuk mendidik warganegara yang demokratis dalam konteks pendidikan formal, seperti secara adaptif diterapkan di USA (CCE:1996). Di Indonesia, yakni PPKn memiliki visi formal-pedagogis sebagai mata pelajaran sosial di sekolah dan perguruan tinggi sebagai wahana pendidikan nilai Pancasila. Bertolak dari kajian teoritik dan diskusi reflektif, dirumuskan visi pendidikan kewarganegaraan” dalam arti luas, yakni sebagai sistem pendidikan kewarganegaraan agar berfungsi dan berperan sebagai (1) program kurikuler dalam konteks pendidikan formal dan 895
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non-formal, (2) program aksi sosial-kultural dalam konteks kemasyarakatan, dan (3) sebagai bidang kajian ilmiah dalam wacana pendidikan disiplin ilmu pengetahuan sosial. Visi ini mengandung dua dimensi, yakni (1) dimensi substantif berupa muatan pembelajaran (content and learning experiences) dan obyek telaah serta obyek pengembangan (aspek ontologi), dan (2) dimensi proses berupa penelitian dan pembelajaran (aspek epistemologi dan aksiologi). Khusus dalam visinya sebagai bidang kajian ilmiah pendidikan kewarganegaraan secara epistemologis merupakan synthetic discipline (Somantri:1998) atau integrated knowledge system (Hartoonian:1992), atau cross-disciplinary study (Hahn dan Torney-Purta:1999), atau kajian multidimensional (Derricott dan Cogan:1998). Penulis menempatkan pendidikan kewarganegaraan atau sistem pendidikan kewarganegaraan sebagai kajian lintas-bidang keilmuan, yang secara substantif ditopang terutama oleh ilmu politik dan ilmu-ilmu sosial, serta humaniora, dan secara pedagogis diterapkan dalam dunia pendidikan persekolahan dan masyarakat. Secara filosofik tubuh pengetahuan pendidikan kewarganegaran ini dilandasi oleh tilikan reconstructed philosophy of education yang secara adaptif mengakomodasikan tilikan filsafat pendidikan perennialism, essentialism, progressivism, dan recontructionism (Brameld:1965). Dalam konteks proses reformasi menuju Indonesia baru dengan konsepsi masyarakat madani sebagai tatanan ideal sosial-kulturalnya, maka pendidikan kewarganegaraan mengemban missi: sosio-pedagogis, sosio-kultural, dan substantif-akademis. Missi sosio-pedagogis adalah mengembangkan potensi individu sebagai insan Tuhan dan makluk sosial menjadi warganegara Indonesia yang cerdas, demokratis, taat hukum, beradab, dan religius. Missi sosio-kultural adalah memfasilitasi perwujudan cita-cita, sistem kepercayaan/nilai, konsep, prinsip, dan praksis demokrasi dalam koteks pembangunan masyarakat madani Indonesia melalui pengembangan partisipasi warganegara secara cerdas dan bertanggungjawab melalui berbagai kegiatan sosio-kultural secara kreatif yang bermuara pada tumbuh dan berkembangnya komitmen moral dan sosial kewarganegaraan. Sedangkan missi substantifakademis adalah mengembangkan struktur atau tubuh pengetahuan pendidikan kewarganegaraan, termasuk di dalamnya konsep, prinsip, dan generalisasi mengenai dan yang berkenaan dengan civic virtue atau kebajikan kewarganegaraan dan civic culture atau budaya kewarganegaraan melalui kegiatan penelitian dan pengembangan (fungsi epistemologis) dan memfasilitasi praksis sosio-pedagogis dan sosio-kultural dengan hasil penelitian dan pengembangannya itu (fungsi aksiologis). Perwujudan ketiga missi tersebut akan memfasilitasi pengembangan pendidikan kewarganegaraan sebagai proto science menjadi disiplin baru dan dalam waktu bersamaan secara sinergistik akan dapat meningkatkan kualitas isi dan proses pendidikan kewarganegaraan sebagai program kurikuler pendidikan demokrasi dan kegiatan sosiokultural dalam koteks makro pendidikan nasional. Secara konseptual-paradigmatik citizenship education saat ini mengembangkan strategi dasar learning democracy, in democracy, and for democracy (CIVITAS International:1998; QCA:1999; APCEC;2000). Kemudian strategi dasar ini oleh QCA(1999) dikonsepsikan sebagai suatu kontinum education about citizenship—education through citizenship— education for citizenship yang secara kualitatif bergerak dari titik Minimal (education about citizenship) ke titik Maksimal (education for citizenship). Pendidikan kewargnegaraan di Indonesia yang dalam konteks internasional (Kerr:1999) dikategorikan kedalam kelompok citizenship education Asia-Afrika yang masih berada pada titik Minimal yakni education about citizenship sudah seharusnya menggunakan strategi progresif menuju titik Maksimal, yakni education for citizenship melalui titik median education through citizenship. Untuk itu 896
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pendidikan kewarganegaraan sebagai suatu academic endeavor (CICED:1999) atau sebagai bidang kajian dan pengembangan pendidikan disiplin ilmu seyogyanya memusatkan perhatian pada kajian ilmiah tentang civic virtue dan civic culture (Quigley:1991) atau keberadaban dan budaya kewarganegaraan dalam konteks pengembangan civic intelligence dan civic participation (Quigley:1991, Cogan:1999). Pendidikan Kewarganegaraan sebagai program kurikuler di sekolah atau luar sekolah/di perguruan tinggi di Indonesia, kedudukannya sebagai mata pelajaran/mata kuliah yang berdiri sendiri perlu terus dimantapkan di semua jenjang pendidikan, agar proses education about citizenship terwadahi secara sistimatik dan berbobot. Pertimbangan tersebut juga dimaksudkan bahwa secara perlahan tetapi pasti, melalui pemantapan mata pelajaran/mata kuliah Pendidikan Kewarganegaraan dan penciptaan kehidupan sosila-kultural sekolah/ kampus yang demokratis, taat hukum, religius dan berkeadaban, dapat dijalanai koridor sosial-kultural menuju proses education for citizenship (konsep sekolah/kampus sebagai laboratory for democracy. Dengan cara itu, pada saatnya nanti, para lulusan lembaga pendidikan formal mampu menampilkan dirinya sebagai demokrat muda yang taat hukum, religius dan berkeadaban dalam berbagai konteks kehidupan yang dijalaninya. Namun demikian khusus dalam konteks pendidikan usia dini, yakni di taman kanak-kanak dan sekolah dasar kelas rendah (1-3), karena perkembangan psikososial siswa yang berada pada tarap kognitif concrete operation menuju formal-operation (Piaget:1960) dan moralita preconventional morality yang didominasi oleh punishment and obedience orientation meningkat ke good boy and nice girl orientation menuju instrumental relativist orientation (Kohlberg:1975), yang memerlukan keterpaduan dan kebermaknaan belajar dalam suasana yang otentik atau hands-on experience, pendidikan kewarganegaraan dapat diintegrasikan ke dalam mata pelajaran lain yang relevan dengan pendekatan cross-curriculum, khususnya dalam pendidikan IPS, Bahasa dan kesenian, seperti mata pelajaran Personal, Social, and Health Education (PSHE) di sekolah dasar di UK, Life Orientation di Afrika Selatan dan Social Studies di negara lainnya. Dalam rangka pengembangan sistem pendidikan kewarganegaraan dirumuskan strategi: (1) penegasan kedudukan dan hubungan fungsional-interaktif antar ketiga sub-sistem pendidikan kewarganegaraan (kajian ilmiah, program kurikuler, dan kegiatan sosio-kultural) dan peran interaktif terhadap kompetensi kewarganegaraan; (2) pemanfaatan secara adaptif-fungsional dari sumber-sumber konseptual dan empirik di luar entitas sistem pendidikan kewarganegaraan. Aspek Ontologis Pendidikan Kewarganegaraan Pendidikan kewarganegaraan memiliki dua dimensi ontologi, yakni obyek telaah dan obyek pengembangan. Yang dimaksud dengan obyek telaah adalah keseluruhan aspek idiil, instrumental, dan praksis pendidikan kewarganegaraan yang secara internal dan eksternal mendukung sistem kurikulum dan pembelajaran PKn di sekolah dan di luar sekolah, serta format gerakan sosial-kutural kewarganegaraan masyarakat. Sedangkan yang dimaksud dengan obyek pengembangan adalah keseluruhan ranah sosio-psikologis peserta didik, yakni ranah kognitif, afektif, konatif, dan psikomotorik yang menyangkut status, hak, dan kewajibannya sebagai warganegara, yang perlu dimuliakan dan dikembangkan secara programatik guna mencapai kualitas warganegara yang “cerdas, dan baik, dalam arti demokratis, religius, dan berkeadaban dalam konteks kehidupan bermasyarakat, berbangsa, dan bernegara. Obyek Telaah: Aspek Idiil, Instrumental, dan Praksis Aspek idiil pendidikan kewarganegaraan adalah landasan dan kerangka filosofik yang menjadi titik tolak dan sekaligus sebagai muaranya pendidikan kewarganegaraan di Indonesia yakni landasan dan 897
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tujuan Pendidikan Nasional, sebagaimana tertuang dalam Undang-Undang Dasar 1945, Ketetapan MPR tentang Garis-garis Besar Haluan Negara (GBHN), tahun 1973, 1978, 1983, 1988, 1993, 1998, 1999, dan Undang-Undang No 2 Tahun 1989 Tentang Sistem Pendidikan Nasional, serta perundangan lainnya yang relevan. Aspek instrumental pendidikan kewarganegaraan adalah sarana programatik kependidikan yang sengaja dibangun dan dikembangkan untuk menjabarkan substansi aspek-aspek idiil. Yang termasuk ke dalam aspek instrumental tersebut adalah kurikulum, bahan belajar, guru, media dan sumber belajar, alat penilaian belajar, ruang belajar, dan lingkungan. Praksis atau praxis dalam bahasa latin (Carr dan Kemis:1986) pendidikan kewarganegaraan adalah perwujudan nyata dari sarana programatik kependidikan yang kasat mata, yang pada hakikatnya merupakan penerapan konsep, prinsip, prosedur, nilai, dalam pendidikan kewarganegaraan sebagai dimensi poietike (Carr dan Kemis:1986) yang berinteraksi dengan keyakinan, semangat, dan kemampuan para praktisi, serta konteks pendidikan kewarganegaraan, yang diikat oleh substansi idiil sebagai dimensi pronesis yakni truth and justice (Carr dan Kemis:1986). Yang termasuk ke dalam praksis pendidikan kewarganegaraan adalah interaksi belajar di kelas dan atau di luar kelas, dan pergaulan sosial-budaya dalam kehidupan bermasyarakat, berbangsa, dan bernegara yang memberi dampak edukatif kewarganegaraan. Obyek Pengembangan: Ranah Sosial-psikologis Ranah sosial-psikologis, adalah keseluruhan potensi sosial-psikologis peserta didik yang oleh Bloom dkk (1956), Kratzwohl (1962) dikategorikan kedalam ranah kognitif, afektif, konatif, dan psikomotorik, yang secara programatik diupayakan untuk ditingkatkan kuantitas dan kualitasnya melalui kegiatan pendidikan. Ranah-ranah tersebut, seperti dapat disimak dalam perkembangan citizenship/civic education atau pendidikan kewarganegaraan dikemas dalam berbagai label kompetensi atau kemampuan dan atau kepribadian warganegara. Yang termasuk kategori kompetensi atau kemampuan itu adalah pengetahuan, dan keterampilan (UU 2/1989); kecerdasan aqliyah (otak logis-rasional), kecerdasan membuat putusan dan memecahkan masalah (decision making and problem solving), (Sanusi:1998); memecahkan masalah yang kontroversial atau closed areas. Hunt dan Metcalf:1955); reflective thinking (Engle:1960); mode of inquiry (Bruner:1960 Barr dkk:1977,1978); critical attitudes and analytical perspective (NCSS:1989); ability to make informed and reasoned decision (NCSS:1994); civic knowledge and skills (Quigley:1991), pengetahuan dan kemampuan (Depdikbud:1993). Kesemua itu dapat direkonseptualisasi menjadi pengetahuan kewarganegaraan, keterampilan berpikir kritis/reflektif, keterampilan memecahkan masalah, keterampilan membuat keputusan bernalar, dan keterampilan sosial. Mengenai kepribadian dirumuskan dalam berbagai rincian, seperti beriman dan bertaqwa, berbudi luhur, mantap dan mandiri, bertanggung jawab (UU 2/1989); berahlak mulia (Tap MPR X/MPR/1998); kecerdasan ruhaniyah, kecerdasan naqliyah, kecerdasan emosional, kecerdasan menimbang (Sanusi:1998); democratic (Barr dkk:1977, 1978), conforms to certain accepted practices, hold particular belief, loyal to certain values, conforms to norms, reasoned patriotism, personal identity and integrity, appreciation of the heritage, active democratic participation, awareness of social problems, desirable ideals and attitudes. (Barr dkk:1978); civic responsibility, active civic participation (NCSS:1989); civic competence (Allen:1960); good character, personal ethics and virtues (Best:1960); participatory citizenship (Cogan:1999); competent, confident, and committed (CCE:1999); civic virtue, civic dispositions, and civic participation (Quigley, Buchanan, and Bahmueller:1991), cinta kepada negara, cinta kepada bangsa dan kebudayaan, ikut memajukan negara, keyakinan hidup tak terpisah dari masyarakat, keyakinan untuk tunduk pada tata tertib, jujur dalam pikiran dan tindakan (BP KNIP: 1945), manusia susila yang cakap, demokratis, dan 898
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bertanggung jawab tentang masyarakat dan tanah air (UU No 4/1950); respect and responsibility (Lickona:1992). Kesemua itu dapat direkonseptualisasi bahwa aspek kepribadian warganegara yang perlu dikembangkan adalah keimanan dan ketaqwaan kepada Tuhan Yang Maha Esa/kecerdasan ruhaniyah, kecerdasan emosional sebagai warganegara (a.l. kepekaan sosial, cinta tanah air, tertib, memiliki integritas, partisipatif), keberadaban/ahlak mulia, kepercayaan diri, komitmen terhadap kehidupan berdemokrasi (a.l. sadar akan kewajiban dan hak, menjunjung tinggi hukum, menjunjung tinggi hak azasi manusia, dan terbuka), dan tanggung jawab sebagai warganegara (socio-civic responsibility). Aspek Epistemologi Pendidikan Kewarganegaraan. Aspek epistemologi pendidikan kewarganegaraan berkaitan erat dengan aspek ontologi pendidikan kewarganegaraan, karena memang proses epistemologis, yang pada dasarnya berwujud dalam berbagai bentuk kegiatan sistematis dalam upaya membangun pengetahuan bidang kajian ilmiah pendidikan kewarganegaraan sudah seharusnya terkait pada obyek telaah dan obyek pengembangannya. Kegiatan epistemologis pendidikan kewarganegaraan mencakup metodologi penelitian dan metodologi pengembangan. Metodologi penelitian digunakan untuk mendapatkan pengetahuan baru melalui: (1) metode penelitian kuantitatif yang menonjolkan proses pengukuran dan generalisasi untuk mendukung proses konseptualisasi, dan (2) metode penelitian kualitatif yang menonjolkan pemahaman holistik terhadap fenomena alamiah untuk membangun suatu teori. Sedangkan, metodologi pengembangan digunakan untuk mendapatkan paradigma pedagogis dan rekayasa kurikuler yang relevan guna mengembangkan aspek-aspek sosial-psikologis peserta didik, dengan cara mengorganisasikan berbagai unsur instrumental dan kontekstual pendidikan. Tercatat berbagai kegiatan epistemologis penelitian, pengembangan, dan penelitian dan pengembangan. Yang khusus merupakan kegiatan penelitian antara lain yang dilakukan oleh Capra (1998) tentang titik balik peradaban; Sanusi (1998) tentang 10 pilar demokrasi Indonesia; Bahmueller (1996) tentang perkembangan demokrasi; Welzer (1999) tentang konsep civil society; Gandal dan Finn (1992) tentang education for democracy; Barr, Bart, dan Shermis (1977) tentang konsep social studies; Remmers dan Radles (1960 dalam Shaver 1991) tentang kesadaran politik dan hukum peserta didik; Stanley (1985) tentang perkembangan social studies; Shaver (1991) tentang penelitian dan pembelajaran social studies; Winataputra (1978) tentang pelaksanaan kurikulum PMP, CERP (1972) tentang pemikiran mengenai pendidikan IPS dan kewarganegaraan; Cogan (1996) tentang multidimensional citizenship education, ETS (1991) tentang efektivitas program We the People … The Citizens and Constitution ; Tolo dkk (1998) tentang efektifitas program We the People… Project Citizens; Djahiri dkk (1998) tentang profil kurikulum dan pembelajaran PPKN 1994, dan CICED (1999 dan 2000) tentang konsep civic education for civil society dan tentang the needs for new Indonesian civic education”. Yang bersifat pengembangan kurikulum dan pembelajaran, tercatat antara lain yang dilakukan oleh: Wesley (1937 dalam Barr dkk:1977) tentang definisi awal social studies; Engle (1960 dalam Somantri 1993) tentang decision making dalam social science instruction ; Hanna(1960) tentang pengembangan social studies erdasarkan basic human activities ; Taba dkk (1970) tentang pendekatan spiral of concept development dalam socialstudies; NCSS (1983) tentang scope and sequence dalam social studies; NCSS (1989) tentang paradigma social studies untuk abad e 21; NCSS (1994) tentang standards for social studies; Dunn (1915 dalam Somantri:1969) tentang new civics ; CCE (1991) 899
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tentang dokumen akademis CIVITAS: A Framework for Civic Education ; CCE (1997) tentang Paket Belajar We the People … The Citizens and Constitution ; We the People… Project Citizen; Law in a Free Society Series; Foundations of Democracy; CCE (1998) tentang Paket Belajar Exercise in Participation. Sedangkan di Indonesia, yang termasuk kegiatan pengembangan antara lain yang dilakukan oleh: PPSP IKIP Bandung (1973) tentang kurikulum IPS/PKN, Depdikbud (1974) tentang kurikulum IPS dan PMP 1975, Depdikbud (1983) tentang penyempurnaan kurikulum PMP, Depdikbud (1993) tentang kurikulum Pendidikan Pancasila dan Kewarganegaraan (PPKn), Depdikbud (1999) tentang pengembangan suplemen dan petunjuk teknis PPKn untuk masa transisi; CICED (1999) tentang civic education content mapping. Yang termasuk kegiatan penelitian dan pengembangan antara lain yang dilakukan oleh: Bruner (1967) mengenai model proyek pembelajaran Man: A Course of Study di Amerika Serikat; dan Stenhouse (1975) mengenai humanities curriculum project di Inggris. Aspek Aksiologi Pendidikan Kewarganegaraan Yang termasuk ke dalam aspek aksiologi pendidikan kewarganegaraan adalah berbagai manfaat dari hasil penelitian dan pengembangan dalam bidang kajian pendidikan kewarganegaraan yang telah dicapai, bagi dunia pendidikan, khususnya pendidikan persekolahan dan pendidikan tenaga kependidikan. Hasil-hasil penelitian dan pengembangan social studies, citizenship education dan civic education” dalam dunia persekolahan banyak memberi manfaat dalam merancang program pendidikan guru, meningkatkan kualitas kemampuan guru, meningkatkan kualitas proses pembelajaran, meningkatkan kualitas sarana dan sumber belajar, dan meningkatkan kualitas penelitian dan pengembangan.
Kesimpulan Pertama, Pendidikan kewarganegaraan merupakan suatu tubuh atau sistem pengetahuan yang memiliki: (a) ontologi civic behavior dan civic culture yang bersifat multidimensional (filosofis, ilmiah, kurikuler, dan sosial kultural); (b) epistemologi research, development, and diffusion dalam bentuk kajian ilmiah dan pengembangan program kurikuler, prilaku dan konteks sosial kultural warganegara, serta komunikasi akademis, kurikuler, dan sosial dalam rangka penerapan hasil kajian ilmiah dan pengembangan kurikuler dan instruksional dalam praksis pendidikan demokrasi untuk warganegara di sekolah dan masyarakat; dan (c) aksiologi untuk memfasilitasi pengembangan body of knowledge sistem pengetahuan atau disiplin pendidikan kewarganegaraan; melandasi dan memfasilitasi pengembangan dan pelaksanaan pendidikan demokrasi di sekolah dan luar sekolah; dan membingkai serta memfasilitasi berkembangnya koridor proses demokratisasi secara sosial kultural dalam masyarakat. Kedua, Secara paradigmatik sistem pendidikan kewarganegaraan memiliki tiga komponen, yakni (1) kajian ilmiah pendidikan ilmu kewarganegaraan; (2) program kurikuler Pendidikan Kewarganegaraan; dan (3) gerakan sosial-kultural kewarganegaraan, yang secara koheren bertolak dari esensi dan bermuara pada upaya pengembangan pengetahuan kewarganegaraan, nilai dan sikap kewarganegaraan, dan keterampilan kewarganegaraan. Ketiga, Secara kontekstual logika internal dan dinamika eksternal sistem pendidikan kewarganegaraan dipengaruhi oleh aspek-aspek pengetahuan intraseptif berupa Agama dan Pancasila; pengetahuan ekstraseptif ilmu, teknologi, dan seni; cita-cita, Nilai, konsep, prinsip, dan praksis demokrasi; masalah-masalah kontemporer Indonesia; kecenderungan dan masalah globalisasi; dan kristalisasi civic virtue dan civic culture untuk masyarakat madani Indonesiamasyarakat negara kebangsaan Indonesia yang berdemokrasi konstitusional. 900
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Keempat, Aspek esensial yang menjadi faktor perekat (integrating forces) dari ketiga komponen sistem pendidikan kewarganegaraan sehingga membentuk suatu kerangka paradigmatik yang koheren adalah konsep warganegara yang cerdas, demokratis, taat hukum, beradab, dan religius yang dikristalisasikan menjadi 90 butir perangkat kompetensi kewarganegaraan (pengetahuan kewarganegaraan, ahlak/sikap kewarganegaraan, dan keterampilan kewarganegaraan) yang berkembang secara dinamis.
Referensi Asia-Pacific Civic Education Consortium(APCEC). 2000. Teacher Education for Democratic Citizenship, Penang Bloom, B.S. et al. 1956. Taxonomy of Educational Objectives: Handbook I: Cognitive Domain, London: Longmann Group Bruner, J.1960. The Process of Education, Cambridge: Harvard Universuty Press Carr, W., Kemmis, S. 1986. Becoming Critical : Education, Knowledge and Action Research, Victoria : Deakin University Center for Civic Education (CCE). 1996. Civitas : National Standards for Civics and Government, Calabasas : CCE Center for Indonesian Civic Education. 1999. Democratic Citizen in a Civil Society: Report of the Conference on Civic Education for Civil Society, Bandung:CICED CIVITAS International. 1998. International Partnership for Civic Awareness Conference Report, Strasbourg : Civitas International Cogan, J. J., 1999. Developing the Civic Society : The Role of Civic Education, Bandung : CICED Departemen P dan K. 1975a. Kurikulum Sekolah Menengah Atas 1975 : Buku I Ketentuan Pokok, Jakarta : Balai Pustaka _______ 1975b. Kurikulum Sekolah Menengah Atas 1975 : Buku II B Bidang Studi Pendidikan Moral Pancasila, Jakarta : Balai Pustaka _______ 1993. Kurikulum 1994 Pendidikan Dasar dan Pendidikan Menengah, Jakarta Djahiri, A.K.1998. Analisis Sementara Temuan Penelitian dan Pandangan Guru PPKN SLTP dan SMU Negeri Jawa barat serta Implementasinya Terhadap Pembaharuan Kurikulum PPKN 1994, Bandung: Lab PMPKN IKIP Bandung Echols, J. M. dan Shadily, H. 1975. Kamus Inggris Indonesia, Jakarta : Gramedia Hartonian,H..M. 1992. The Social Studies and Project 2061: An Opportunities for Harmony, dalam The Social Studies, 83;4:160-163 Kerr,D.(1999) Citizenship Education: an International Comparison, London: National Foundation for Educational Research-NFER Kohlberg, L.(1971) Stages of Moral development as a Basis for Moral Education dalam Beck,C.M. et al (1971) Moral Education: Interdisciplinary Approach,Toronto: Oniversity of Toronto Press NCSS (1994) Curriculum Standard for Social Studies : Expectation of Excellence, Washington NCSS (1985) Charting A Course : Social Studies for the 21st Century, Washington : National Commission on Social Studies in the Schools Panitia Seminar Nasional Civic Education-CERP (1972) Laporan Hasil-hasil Seminar Nasional Pendidikan dan Pengajaran Civics, Tawangmanggu Surakarta PPSP IKIP Bandung (1973a) Program Kurikulum Studi Sosial Sekolah Dasar Pembangunan, Bandung PPSP IKIP Bandung (1973b) Program Kurikulum Studi Sosial Sekolah Menengah Pembangunan, Bandung Rahmat, J. (1995) Kamus Filsafat, Bandung : Remaja Rosdakarya 901
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Republik Indonesia (2001) Undang-Undang Dasar 1945, Jakarta _________(1978) Ketetapan MPR No. II/MPR/1978 Tentang Pedoman Penghayatan dan Pengamalan Pancasila, Jakarta: BP7 _________(1989) Undang-Undang No. 2 tahun 1989 tentang Sistem Pendidikan Nasional, Jakarta: Depdikbud _________ (1998) Ketetapan MPR No XVIII/MPR/ 1998 Tentang Pencabutan Tap MPR No II/MPR/1978 tentang P4, Jakarta _________ (1998) Ketetapan MPR No. X/MPR/1998 Tentang Pokok-Pokok Reformasi Pembangunan Dalam rangka Penyelamatan Dan Normalisasi Kehidupan Nasional Sebagai Haluan Negara, Jakarta Sanusi, A.(1998) Pendidikan Alternatif: Menyentuh Azas Dasar Persoalan Pendidikan dan Kemasyarakatan, Bandung: PT Grafindo Media Pratama Shaver J.P (1991) Handbook of Research on Social Studies Teaching and Learning, New York: Colier Macmillan Somantri, N. (1993) Beberapa Pokok Pikiran Tentang : Penelusuran Filsafah Ilmu Tentang Pendidikan IPS dan Kaitan Struktural-Fungsionalnya dengan Disiplin Ilmu-Ilmu Sosial, Ujung Pandang : Panitia Forum Komunikasi IV Pimpinan FPIPS IKIP dan JIPS-FKIP Universitas _______ (1998) Masalah Pendidikan Ilmu Pengetahuan Sosial (PIPS) FPIPS-Pasca Sarjana IKIP sebagai “ Synthetic Discipline”, Bandung : Lembaga Penelitian IKIP Bandung _______ (1969) Pendidikan Kewargaan Negara di Sekolah, Bandung: IKIP Bandung Welzer,M.(1999) Rescueing Civil Society, in Dissent, 46,1 Winataputra,U.S., (1978) A Pilot Study of The Implementation of The SMA PMP Curriculum in Bandung Area, Sydney: Macquarie University (MA.Thesis)
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