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Widyani, Ni luh Sadewi
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PENINGKATAN SIKAP ILMIAH MATEMATIKA MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING DI SDN 3 BANJAR JAWA Widyani, Ni luh Sadewi
Journal of Education Action Reseach Vol 2 No 1 (2018): February 2018
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v2i1.12286

Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan sikap ilmiah siswa kelas IVA Semester I di SD Negeri 3 Banjar Jawa, Tahun Pelajaran 2017/2018 pada mata pelajaran Matematika setelah penerapan model pembelajaran Inkuiri Terbimbing bermediakan benda konkret. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Subyek penelitian adalah siswa IVA SD Negeri 3 Banjar Jawa, sebanyak 32 orang. Pengumpulan data dalam penelitian ini dilakukan dengan metode (1) angket/kuesioner, dan (2) observasi. Data yang didapatkan dari metode angket dianalisis dengan teknik analisis statistik deskriptif dan deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa pada refleksi awal rata-rata persentase sikap ilmiah siswa pada mata pelajaran Matematika hanya mencapai 62,41% dan berada pada kategori kurang, meningkat pada siklus I menjadi 73,25% dan berada pada kategori cukup. Setelah dilaksanakan perbaikan tindakan pada siklus II, rata-rata persentase sikap ilmiah siswa pada mata pelajaran Matematika pada siswa semakin meningkat mencapai 84,63% dan berada pada kategori baik. Indeks peningkatan sikap ilmiah siswa pada mata pelajaran Matematika dari refleksi awal menuju siklus I yaitu 0,29 termasuk pada kategori rendah dan dari siklus I menuju siklus II meningkat menjadi 0,43 termasuk pada kategori sedang, maka peningkatan sikap ilmiah siswa pada mata pelajaran Matematika sudah mencapai predikat yang telah ditetapkan. Dengan demikian model pembelajaran Inkuiri Terbimbing dengan bermediakan benda konkret dapat meningkatkan sikap ilmiah pada mata pelajaran Matematika siswa kelas IVA Semester I di SD Negeri 3 Banjar Jawa, Tahun Pelajaran 2017/2018.
The Discrepancy of Curriculum 2013 in Teaching and Learning Process Based on Permendikbud No 65 of 2013 in SD Laboratorium Undiksha Widyani, Ni Luh Sadewi; Suwatra, Ign. I Wyn.; Widiana, I Wayan
Journal of Education Reseach and Evaluation Vol 1 No 2 (2017): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (418.531 KB) | DOI: 10.23887/jere.v1i2.9840

Abstract

This research aimed to determine how large the discrepancy between the ideal condition and the implementation of 2013 curriculum in teaching and learning process at SD Laboratorium Undiksha reviewed from the lesson plan, teaching learning process, assessment and learning outcomes, and the monitoring of learning process. This study was evaluative research which apply discrepancy model. Measurement of the program effectiveness was done by comparing the ideal conditions, based on Permendikbud No. 65 of 2013, with the real conditions on the implementation of 2013 Curriculum at SD Laboratorium Undiksha. Lesson plan, assessment process, and learning outcomes variable, were measured by the study documentation sheets. Meanwhile, the teaching and learning process variable was measured by observation sheets, and the monitoring of learning process variable was measured by questionnaire. Sample of the study consisted of 4 teachers of SD Laboratorium Undiksha. The scores form for all variables were analyzed using the Wilcoxon’s signed rank test. The sign difference and score difference were calculated with a predetermined standard. The result of the analysis showed that the large of discrepancy between ideal conditions (based on Permendikbud No. 65 of 2013) and the implementation of 2013 Curriculum at SD Laboratorium Undiksha in terms of lesson plan is 17,90%, teaching and learning process is 12,11%, assessment and learning outcomes is 6,67%, and the monitoring of learning process is 10,95%. The discrepancy is generally due to the difficulty in changing the mindset of most education staff, tardiness of the books’ distribution, and uneven training programs for educators. 
Co-Authors I Wayan Widiana Suwatra, Ign. I Wyn.