PCK (Pedagogical Content Knowledge) bagi Mahasiswa S-2 Pendidikan Dasar dalam Rangka Implementasi Kurikulum 2013

Hartati, Tatat

SOSIOHUMANIKA
Vol 9, No 1 (2016)

RESUME: Penelitian ini mengembangkan model pembelajaran PCK (Pedagogical Content Knowledge) berdasarkan Kurikulum 2013, dengan menggunakan pendekatan pembelajaran tematik-integratif, sainstifik, dan PBL (Problem Based Learning). Metode penelitian yang digunakan adalah penelitian pengembangan, dengan subjek penelitian mahasiswa Program Studi Pendidikan Dasar Semester III yang telah memperoleh mata kuliah Pedagogi Pendidikan Dasar pada Semester I di Program Studi Pendidikan Dasar, Sekolah Pascasarjana UPI (Universitas Pendidikan Indonesia) di Bandung. Hasil penelitian berupa program PCK untuk perkuliahan Pedagogi dan mata kuliah Konsentrasi Bahasa, perangkat pembelajaran berdasarkan PCK dan Kurikulum 2013 di Sekolah Dasar. Kesulitan yang dialami guru ketika implementasi PCK dan Kurikulum 2013, antara lain: sulit memadukan KD (Kompetensi Dasar), serta materi ajar sulit dirinci karena KD terlalu luas dan bias. Para guru memerlukan panduan silabus dan RPP (Rencana Pelaksanaan Pembelajaran) yang standar dan panduan pelaksanaan peer-teaching. Di samping itu, guru belum dapat melaksanakan PBL, pendekatan sainstifik, dan PAKEM (Pembelajaran yang Aktif, Kreatif, Efektif, dan Menyenangkan) secara baik, karena pemahaman pendekatan mengajar masih terbatas. Karena itu, perlu sosialisasi, pelatihan, pendampingan, serta monitoring dan evaluasi Kurikulum 2013 berikut perangkatnya, seperti Buku Guru dan Buku Siswa secara menyeluruh bagi Sekolah Dasar.KATA KUNCI: Pedagogical Content Knowledge; Pendidikan Dasar; Kurikulum 2013; Guru Sekolah Dasar; Implementasi Kurikulum. ABSTRACT: “PCK (Pedagogical Content Knowledge) for Graduate Master Students of Elementary Education in the Context of 2013 Curriculum Implementation”. This research develops a model of PCK learning based on 2013 Curriculum by applying thematic-integrative, scientific, and PBL (Problem Based Learning). The method of the research is Research and Development method, with the third semester magister students of Basic Education Program who has complete Basic Pedagogy course at the first semester as the subject of the research at the Post Graduate School, Magister of Basic Education Program UPI (Indonesia University of Education) in Bandung. The result of the study is a PCK learning program of Pedagogy and Language concentration courses, learning instruments based on PCK, and 2013 Curriculum. The obstacles in implementing PCK and 2013 Curriculum are difficulties in combining Basic Competencies, and specified learning materials as the Basic Competencies were too broad and bias. Teachers need a standard sylabus, learning preparation, and peer-teaching guide books. Teachers also still unable to apply Problem Based Learning, Scientific approach, and PAKEM (Learning by Active, Creative, Effective, and Enjoyable) effectively as the lack of teaching approach comprehension. Therefore, information, workshop, mentoring, and monitoring and evaluation of 2013 Curriculum and its instruments, such as Teacher and Student’s Books are required comprehensively in Elementary School.KEY WORD: Pedagogical Content Knowledge; Basic Education; 2013 Curriculum; Teachers of Elementary School; Curriculum Implementation.About the Author: Tatat Hartati, Ph.D. adalah Dosen Senior di Program Studi Pendidikan Dasar SPs UPI (Sekolah Pascasarjana, Universitas Pendidikan Indonesia), Jalan Dr. Setiabudhi No.229 Bandung 40154, Jawa Barat, Indonesia. Alamat e-mail: [e-mail] to cite this article? Hartati, Tatat. (2016). “PCK (Pedagogical Content Knowledge) bagi Mahasiswa S-2 Pendidikan Dasar dalam Rangka Implementasi Kurikulum 2013” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Vol.9(1) May, pp.173-182. Bandung, Indonesia: Minda Masagi Press and UPI Bandung, ISSN 1979-0112. Chronicle of the article: Accepted (February 10, 2016); Revised (April 20, 2016); and Published (May 20, 2016).