STUDI NARATIF MANAJEMEN KELAS PEMBELAJARAN MENULIS DI SEKOLAH DASAR

Dina Dinaryanti, - and Heri Yusuf Muslihin, - and Dian Indihadi, - (2025) STUDI NARATIF MANAJEMEN KELAS PEMBELAJARAN MENULIS DI SEKOLAH DASAR. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Pembelajaran menulis di sekolah dasar merupakan fenomena pendidikan yang tidak muncul secara tiba-tiba, melainkan dibentuk oleh pola kausalitas antara perencanaan, pelaksanaan, dan penilaian yang dikelola guru dalam konteks kelas. Fenomena ini senantiasa berubah mengikuti dinamika kurikulum, karakter peserta didik, serta kemampuan profesional guru. Namun, praktik pembelajaran menulis di sekolah dasar masih menghadapi tantangan, terutama pada perencanaan yang cenderung administratif, pelaksanaan yang berfokus pada produk, serta penilaian yang dominan sumatif. Kesenjangan inilah yang menjadi landasan penelitian ini. Penelitian bertujuan mendeskripsikan secara naratif manajemen pengelolaan kelas dalam pembelajaran menulis di sekolah dasar, mencakup tahap perencanaan, pelaksanaan, dan penilaian, dengan memposisikannya dalam kerangka teoritis dan temuan penelitian terdahulu. Metodologi yang digunakan adalah penelitian kualitatif dengan pendekatan studi naratif, melalui wawancara, observasi, dan analisis dokumen. Hasil penelitian menunjukkan bahwa (1) perencanaan pembelajaran menulis telah dilakukan tetapi lebih bersifat administratif ketimbang inovatif, (2) pelaksanaan pembelajaran cenderung menekankan hasil tulisan akhir tanpa mengintegrasikan seluruh tahapan proses menulis, dan (3) penilaian masih terfokus pada aspek sumatif, sedangkan penilaian formatif dan diagnostik belum optimal. Temuan ini berimplikasi pada pentingnya peningkatan kapasitas guru dalam menyusun perencanaan yang kreatif, menerapkan pendekatan proses menulis secara konsisten, dan memperkuat penilaian autentik yang memadukan aspek proses dan produk. Dengan demikian, penelitian ini menegaskan bahwa fenomena pembelajaran menulis di sekolah dasar harus dipahami sebagai suatu dinamika yang terus berubah, yang menuntut inovasi pedagogis serta dukungan kebijakan pendidikan. Writing instruction in primary schools is an educational phenomenon that does not occur in isolation but is shaped by causal patterns among planning, implementation, and assessment carried out by teachers within classroom contexts. This phenomenon is dynamic, constantly changing along with curriculum shifts, learners’ characteristics, and teachers’ professional capacity. However, challenges remain, particularly in lesson planning that tends to be administrative, teaching practices that focus on products rather than processes, and assessment that is predominantly summative. These gaps underpin the rationale for this study. The objective of this research is to narratively describe classroom management in writing instruction at the elementary level, focusing on planning, implementation, and assessment, while situating the findings within theoretical frameworks and prior studies. A qualitative narrative study approach was employed, using interviews, observations, and document analysis. The findings indicate that: (1) writing lesson planning is carried out but tends to be administrative rather than innovative, (2) teaching practices emphasize final products without fully integrating the stages of the writing process, and (3) assessment remains dominated by summative approaches, with formative and diagnostic assessments underutilized. These findings imply the need to enhance teachers’ capacity in designing creative lesson plans, consistently applying the process approach to writing, and strengthening authentic assessment that values both process and product. Accordingly, this study highlights writing instruction in primary schools as a dynamic phenomenon, demanding pedagogical innovation and educational policy support.

	Text T_PGSD_2308546_Title.pdf Download (547kB)
	Text T_PGSD_2308546_Chapter1.pdf Download (269kB)
	Text T_PGSD_2308546_Chapter2.pdf Restricted to Staf Perpustakaan Download (730kB)
	Text T_PGSD_2308546_Chapter3.pdf Download (405kB)
	Text T_PGSD_2308546_Chapter4.pdf Restricted to Staf Perpustakaan Download (453kB)
	Text T_PGSD_2308546_Chapter5.pdf Restricted to Staf Perpustakaan Download (291kB)
	Text T_PGSD_2308546_Chapter6.pdf Download (203kB)
	Text T_PGSD_2308546_Appendix.pdf Restricted to Staf Perpustakaan Download (3MB)

Item Type:	Thesis (S2)
Additional Information:	ID SINTA Dosen Pembimbing: Heri Yusuf Muslihin: 6118136 Dian Indihadi: 6014404
Uncontrolled Keywords:	studi naratif, fenomena pendidikan, manajemen kelas, pembelajaran menulis, sekolah dasar. narrative study, educational phenomenon, classroom management, writing instruction, primary school.
Subjects:	L Education > L Education (General)
Divisions:	UPI Kampus Tasikmalaya > PGSD S2 UPI Kampus Tasikmalaya
Depositing User:	Dina Dinaryanti
Date Deposited:	02 Oct 2025 07:34
Last Modified:	02 Oct 2025 07:34
URI:	http://repository.upi.edu/id/eprint/141470

Actions (login required)

View Item