Nurhayati, Ai (2014) ANALISIS KEMAMPUAN GURU DALAM MENGELOLA PEMBELAJARAN IPS UNTUK MENGEMBANGKAN BERPIKIR KRITIS SISWA SEKOLAH DASAR. S2 thesis, Univeritas Pendidikan Indonesia.
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Abstract
Penelitian ini didasarkan pada permasalahan rendahnya kemampuan siswa dalam berpikir kritis. Tujuan penelitian ini adalah untuk menganalisis kemampuan guru dalam mengelola pembelajaran IPS untuk mengembangkan berpikir kritis siswa di sekolah dasar, dilihat dari kemampuan guru dalam merencanakan pembelajaran, melaksanaan pembelajaran, dan melakukan penilaian pembelajaran. Metode penelitian yang digunakan adalah analisis deskriptif yang dilakukan di lima buah sekolah dasar di Gugus II Kecamatan Cipongkor, Kabupaten Bandung Barat. Subyek penelitian adalah lima orang guru kelas VI. Teknik pengumpulan data melalui observasi, wawancara, studi dokumentasi, dan studi pustaka. Hasil penelitian adalah kemampuan guru dalam merencanakan pembelajaran secara keseluruhan mampu mengembangkan berpikir kritis, melalui kemampuan dalam merumuskan komponen-komponen yang ada dalam RPP yaitu; indikator, tujuan pembelajaran, langkah-langkah pembelajaran, dan juga dalam menentukan metode dan media pembelajaran. Sedangkan dalam pelaksanaan pembelajaran baru sebagian kecil guru yang mampu mengembangkan berpikir kritis, melalui kegiatan tanya jawab dan kemampuan menerapkan keterampilan mengajar yang dilaksanakan dengan baik selama proses pembelajaran. Penilaian yang dilaksanakan dalam kegiatan pembelajaran belum sepenuhnya dapat mengembangkan berpikir kritis. Penilaian proses yang dilakukan guru selama kegiatan pembelajaran melalui tanya jawab mampu mengembangkan berpikir kritis siswa. Sedangkan penilaian hasil yang dilaksanakan di akhir kegiatan pembelajaran melalui evaluasi secara individual, belum mampu mengembangkan berpikir kritis, dikarenakan soal-soal yang diberikan baru sebatas ingatan saja. Reinforcement, dan juga waktu yang diberikan baik untuk bertanya ataupun menjawab pertanyaan merupakan upaya-upaya yang dilakukan guru dalam mengembangkan berpikir kritis. Adapun hambatan-hambatan yang dihadapi guru dalam mengembangkan berpikir kritis siswa berasal dari guru itu sendiri, siswa, dan juga lingkungan sekitar. Berdasarkan hasil penelitian, direkomendasikan untuk lebih memotivasi guru agar dapat meningkatkan kemampuan dan keterampilan dalam merancang dan melaksanakan penilaian dalam kegiatan pembelajaran yang dapat mengembangkan berpikir kritis dalam rangka meningkatkan diri sebagai guru profesional. The research was based on the issue of students’ low ability in critical thinking. The aim of this research is thus to analyze teacher’s ability in the management of Social Studies Education teaching and learning to develop students’ critical thinking in elementary schools, viewed from teacher’s ability in planning, conducting, and assessing the teaching and learning. The method employed for the research was descriptive analysis, conducted at five elementary schools in the Cluster II of Cipongkor District, Bandung Barat Regency. The subjects consisted of five sixth grade teachers. The data were collected through observation, interview, documentary study, and literary study. The results of the research demonstrated that in general the teachers were able to plan the teaching and learning to develop students’ critical thinking through the ability of formulating the components of a lesson plan, namely indicators, teaching and learning objectives, teaching and learning stages; and also the ability of determining teaching and learning method and media. Meanwhile, in conducting the new teaching and learning, only a minority of the teachers were able to develop critical thinking through question-answer activity and the ability of implementing good teaching skills during the teaching and learning process. The assessment done in the teaching and learning activities had not fully developed critical thinking. On the other hand, the assessment conducted during the process of teaching and learning through question and answer could develop students’ critical thinking. Meanwhile, the assessment of learning results at the end of teaching and learning activities through individual evaluation could not develop critical thinking skill because the questions given by teachers were only at the level of memorization. Reinforcement and time given for asking or answering questions were some of the attempts made by the teachers to develop critical thinking. The obstacles faced by the teachers in developing students’ critical thinking came from the teachers themselves, the students, and the surrounding environment. Based on the outcomes of the research it is recommended that teachers be more motivated to improve the ability and skills of planning and conducting the teaching and learning activities that can develop students’ critical thinking in an attempt of improving themselves as professional teachers.
| Item Type: | Thesis (S2) |
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| Additional Information: | No Panggil: T PD ATI A-2014 |
| Uncontrolled Keywords: | kemampuan guru, berpikir kritis |
| Subjects: | L Education > L Education (General) |
| Depositing User: | Mr. Hada Hidayat |
| Date Deposited: | 06 Mar 2015 02:39 |
| Last Modified: | 06 Mar 2015 02:39 |
| URI: | http://repository.upi.edu/id/eprint/13745 |
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