EVALUATION ON THEMATIC LEARNING IN THE PRIMARY SCHOOL - Sekar Purbarini Kawuryan; Pratiwi Pujiastuti; Unik Ambarwati (Universitas Negeri Yogyakarta, 2017)
EVALUASI PEMBELAJARAN TEMATIK DI SEKOLAH DASARAbstrakPenelitian ini bertujuan untuk mendeskripsikan keefektifan pelaksanaan program pembelajaran tematik ditinjau dari komponen contexts, input, process, dan product (CIPP). Penelitian ini menggunakan rancangan studi ex-post facto.Sampel penelitian ini adalah kepala sekolah, guru, dan siswa kelas III pada Gugus Pakualaman I di Kota Yogyakarta. Data penelitian ini dikumpulkan menggunakan angket, lembar observasi, pedoman wawancara, dan studi dokumen. Data kemudian dianalisis secara kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa pertama, pemahaman kepala sekolah terhadap visi dan tujuan pembelajaran tematik sudah sesuai dengan karakteristik dan hakikat pembelajaran tematik yang tertuang dalam dokumen Kurikulum Tingkat Satuan Pendidikan. Kedua, hasil evaluasi input menunjukkan 90% guru sudah memenuhi kualifikasi S1. Kompetensi pedagogik dan kepribadian mendapat nilai rerata baik, kompetensi profesional dan sosial mendapat nilai rerata cukup. Sarana dan prasarana penunjang pembelajaran secara kuantitatif belum memenuhi standar, dan secara kualitatif penggunaannya belum maksimal. Ketiga, hasil evaluasi komponen proses berada pada kriteria cukup. Keempat, produk belajar siswa mendapat penilaian rerata cukup.Kata kunci: evaluasi, pembelajaran tematik, sekolah dasarAbstractThis study was aimed at describing the effectiveness of thematic learning programs in terms of context, input, process, and product components (CIPP). The study used an ex-post facto research design. The subjects of the study were the principal, teacher, and third-grade students of Pakualaman IElementary School, Yogyakarta. The data were collected using questionnaires, observation sheets, interview guides, and documentary studies. The data were analyzed qualitatively and quantitatively. The results show that first, the school principal's understanding of the visions and objectives of thematic learning is in accordance with the characteristics and the nature of thematic learning contained in the KTSP document. Second, the results of the input evaluation show that 90% of the teachers have met the S1 qualification. Pedagogic and personality competency scores are rated as good, while professional and social competences are rated as fairly. The quantity of the learning facilities and infrastructure as learning aids have not met the standards. Learning aids have not been maximally used. Third, the evaluation results of the process are in the sufficient criteria. Fourth, the students’ learning products are average in rating.Keywords: evaluation, thematic learning, primary school