PRIMARY SCHOOL STUDENTS’ PERCEPTION OF ART AND SCIENCE INTEGRATION IN CLASSROOM - Dwi Wulandari (Imaji, 2020)
Karakteristik seni dan sains atau Ilmu Pengetahuan Alam (IPA) yang memiliki kesamaan dan saling melengkapi satu sama lain telah mendorong upaya untuk menghubungkan seni dan sains dalam pendidikan guna mencapai pembelajaran yang lebih berkualitas. Namun dalam penerapannya, khususnya di sekolah dasar (SD), diperlukan pehamaman tentang persepsi peserta didik terhadap keterkaitan antara seni dan sains agar pembelajaran terintegrasi yang dilaksanakan sesuai dengan kebutuhan dan kondisi peserta didik. Tujuan penelitian ini adalah  untuk memahami bagaimana siswa sekolah dasar mengalami dan memahami hubungan antara seni dan IPA dalam konteks pembelajaran di kelas. Penelitian ini merupakan penelitian tindakan yang bersifat etnografis berskala kecil dengan menempatkan peneliti sebagai guru-peneliti. Penelitian ini mengeksplorasi persepsi tiga belas siswa kelas 5 di satu Sekolah Dasar Negeri di Papua Barat, Indonesia. Data dikumpulkan dengan menggunakan metode observasi dan wawancara dengan instrumen berupa catatan lapangan, video, rekaman audio, dan transkripsi. Data kemudian dianalisis menggunakan pendekatan analisis tematik. Ditemukan adanya perubahan persepsi peserta didik yang awalnya mendikotomi antara seni dan sains yang kemudian beralih menjadi menganggap bahwa kedua disiplin ilmu tersebut memiliki kesamaan dan keterhubungan. Persepsi siswa nampaknya dipengaruhi oleh kondisi penelitian yang menciptakan suasana pembelajaran tematik terintegrasi, pengalaman siswa sebelumnya, manajemen jadwal pembelajaran, serta kondisi dan pengaturan kelas, guru dan sekolah. Kata Kunci: persepsi siswa, integrasi seni-sains, STEAM Education  PRIMARY SCHOOL STUDENTS’ PERCEPTION OF ART AND SCIENCE INTEGRATION IN CLASSROOM Abstract        Art and science have been long studied that have commonalities and complementary to each other. Some experts have considered the possibility of connecting these two disciplines in education to achieve higher quality learning. However, in its application especially in primary schools, understanding of students' perceptions toward the interrelationship of art and science is needed so that integrated learning is carried out in accordance with the needs and natural conditions of pupils. Using small scale ethnographic action research in which I took on the principal role as teacher-researcher, the present research aims to understand how primary school students experience and perceive the relationship between art and science within classroom context. The study explored the perception of thirteen Year-5 pupils in one state school in West Papua, Indonesia. Data were gathered using observation and interview methods using field notes, videos, audio recordings, and transcriptions and the analysed using a thematic analysis approach. It is found that there has been a shift of their perceptions from initially dichotomising art and science as two different areas, to seeing similarities and connections between the two disciplines. The pupils’ perceptions are seemingly influenced by the nature of the study which aims to link the art and science, student’s previous experiences, timetable management, teachers, classroom and school settings and conditions. Keywords: Students’ perception; art-science integration, STEAM Education.