PENERAPAN PEMBELAJARAN TEMATIK TERPADU DI KELAS IV SD INPRES BERTINGKAT KELAPA LIMA 2 KOTA KUPANG

Abstract

ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan penerapan pembelajaran tematik terpadu di kelas IV SD Inpres Bertingkat Kelapa Lima 2 Kota Kupang dalam hal perencanaan, pelaksanaan, dan penilaian pembelajaran. Jenis penelitian ini adalah penelitian kualitatif deskriptif. Subjek dari penelitian ini berjumlah 6 orang yang terdiri atas Kepala Sekolah, 2 orang guru kelas IV, 2 orang peserta didik kelas IV, dan pengawas pembina SD Inpres Bertingkat Kelapa Lima 2 Kota Kupang. Teknik pengumpulan data dalam penelitian ini adalah observasi, wawancara mendalam, dan pengecekan dokumen. Instrument yang digunakan yakni pedoman observasi, pedoman wawancara, dan ceklist dokumen. Teknik analisis data menggunakan model Miles dan Huberman yang terdiri atas reduksi data, penyajian data, dan penarikan kesimpulan. Untuk menguji keabsahan data, peneliti mengguakan teknik perpanjangan pengamatan, meningkatkan ketekunan, triangulasi, diskusi dengan teman sejawat, analisis kasus negatif dan pengecekan anggota. Hasil analisis data menunjukkan bahwa 1) pada tahap perencanaan, komponen dalam RPP yang disusun oleh guru belum semuanya dibuat secara lengkap; 2) pada tahap pelaksanaan, pembelajaran tematik terpadu di kelas IV SD Inpres Bertingkat Kelapa Lima 2 Kota Kupang sudah dilaksanakan sesuai dengan ciri–ciri dari pembelajaran tematik terpadu dengan menggunakan pendekatan saintifik; 3) Pada tahap penilian, guru belum menerapkan penilain sikap melalui penilaian diri peserta didik dan penilaian antar peserta didik. Penilaian sikap dilaksanakan oleh guru melalui pengamatan menyangkut sikap teliti, bertanggungjawab, disiplin, kreatif, dan percaya diri. Penilaian pengetahuan dilakukan oleh guru melalui penugasan pekerjaan rumah. Penilaian keterampilan dilakukan oleh guru melalui penilaian kinerja, penilaian proyek, dan penilaian portofolio. Selain itu belum semua guru menyusun kisi-kisi soal ulangan. Berdasarkan hasil penelitian tersebut, peneliti merekomendasikan beberapa hal anatara lain, 1) Dalam penyusunan RPP, guru hendaknya melakukan pengembangan silabus dan mencantumkan komponen-komponen RPP secara lengkap. 2) Guru hendaknya selalu melakukan penilaian sikap melalui penilaian diri peserta didik dan penilaian antar peserta didik. 3) Guru hendaknya melakukan penyusunan kisi-kisi soal. Abstract This research is aimed to describe the implementation of Integrated Thematic Learning to the fourth grade students of Elementary School of Inpres Kelapa Lima 2 Kupang Municipal in designing, implementing, and evaluating the learning. The subjects of this research are the principal, 2 class teachers, 2 students of the fourth grade, and the supervisor of Elementary School of Inpres Kelapa Lima 2 Kupang Municipal. The data collection techniques are observation, deep interview, checking document with observation guided, interviewing guided, and document check list as the instrument of this research. The data analysis technique of this research use Miles and Huberman's model of data analysis which consists of data reduction, data presentation, and data conclusion. The validity techniques of this research are long term technique, observation, increasing diligent, triangulation, pair discussion, negative case analysis, and rechecking member. The population of this research is the fourth grade students of Elementary School of Inpres Kelapa Lima 2 Kupang Municipal. The results of the data analysis show that 1) at the planning stage, not all of the components in the lesson plan prepared by the teacher are fully prepared; 2) at the implementation stage, integrated thematic learning in grade IV of SD Inpres Multilevel Kelapa Lima 2, Kupang City has been carried out in accordance with the characteristics of integrated thematic learning using a scientific approach; 3) At the assessment stage, the teacher has not implemented attitude assessment through student self-assessment and assessment between students. The attitude assessment is carried out by the teacher through observations regarding conscientiousness, responsibility, discipline, creativity, and self-confidence. Knowledge assessment is carried out by the teacher through the assignment of homework. Skills assessment is carried out by teachers through performance assessment, project assessment, and portfolio assessment. In addition, not all teachers compile a review question grid. Based on the results of this research, the researcher recommends several things, among others, 1) In preparing the lesson plan, the teacher should develop the syllabus and include the complete components of the lesson plan. 2) Teachers should always carry out attitude assessments through student self-assessments and assessments between students. 3) The teacher should do the preparation of the question grid