Electronic Theses and Dissertation

ABSTRACT

Nasriati. 2016. The Implementation of Scientific Approach Based on 2013 Curriculum (Classroom Research at SMA Negeri I Bireuen) Thesis, Graduate Program in English Language Education of Syiah Kuala University.

Pembimbing : (1) Prof. Dr. Usman Kasim, M. Ed.
(2) T. Zulfikar, M. Ed, Ph. D.

Key Words : 2013 Curriculum, Scientific Approach.

This study was intended the implementation of scientific approach based on 2013 Curriculum. The subjects of this research were two English teachers of second year class at SMA Negeri 1 Bireuen. The implementation of scientific approach occurs through five learning experience which is called observing, questioning, associating, experimenting, and communicating. The activities in the classroom should accomodate all of mentioned items. Actually, the teaching and learning process include three main dimensions, they are: dimension of teaching plan, dimension of teaching process, and dimension of teaching evaluation. The whole dimensions are followed the rule of Permendikbud no.81.A. 2013. The data were collected through classroom observation and interview. The findings related to the dimension of Teaching Plan; the teacher did not prepare well before ran the teaching process, the writer says that is based on the result of analysis toward the lesson plan of the teachers. Their lesson plan was not suitable with the frame work of proper lesson plan which recommended by the rule of Minister of Education and Culture/Permendikbud no.81.A 2013, as demanded by 2013 curriculum. The findings related to the dimension of Teaching Process: The teacher organized the teaching learning process was not based on the lesson plans that have been prepared. The teacher had used the step of scientific approach covered: observing, questioning, associating, experimenting, and communicating. But the whole step was not perfect, the teacher missed some aspects, and they ran the teaching process out of the rule that is recommended by the rule of Minister of Education and Culture/Permendikbud no.81.A 2013, as demanded by 2013 curriculum. The findings related to the dimension of evaluation; The portion of evaluation is using non-authentic assessment that also gives the biggest emphasis on cognitive domain. It is not same as the mandate of 2013 curriculum in permendikbud to use authentic assessment.







ABSTRAK

Nasriati. 2016. Penerapan Metode Ilmiah Berbasis Kurikulum 2013 di Sekolah Menengah Atas (Penelitian Kelas di SMA Negeri I Bireuen) Thesis, Program Pasca Sarjana Pendidikan Bahasa Inggris Universitas Syiah Kuala.

Pembimbing : (1) Prof. Dr. Usman Kasim, M. Ed.
(2) T. Zulfikar, M. Ed, Ph. D.

Kata Kunci: Kurikulum 2013, Pendekatan Ilmiah
Penelitian ini bertujuan untuk mengetahui pelaksanaan pembelajaran guru dalam menggunakan pendekatan ilmiah berdasarkan Kurikulum 2013. Subyek penelitian ini adalah guru bahasa inggris kelas XI di sekolah SMA Negeri I Bireuen yang berjumlah dua orang. Penerapan pendekatan ilmiah dilakukan melalui lima pengalaman belajar yang dikenal dengan sebutan: mengamati (observing), menanya (questioning), mengasosiasi (assosiation), mencoba (experimenting) dan mengkomunikasikan (communicating). Kegiatan belajar mengajar harus menyertakan kelima item tersebut yang kemudian diwujudkan dalam tiga dimensi utama pembelajaran yakni: dimensi rencana pembelajaran, dimensi proses, dan dimensi evaluasi. Data dikumpulkan melalui observasi kelas dan wawancara, kemudian data tersebut dianalisis secara deskriptif. Terkait dengan dimensi rencana pembelajaran ; guru tidak mempersiapkan diri dengan baik sebelum menjalankan proses pembelajaran. Rencana pelaksanaan pembelajaran mereka tidak sesuai dengan ketentuan yang direkomendasikan oleh Menteri Pendidikan dan Kebudayaan / Permendikbud no.81.A 2013 seperti yang dituntun oleh kurikulum 2013. Terkait dengan dimensi Proses Pembelajaran : Guru menggunakan langkah-langkah pendekatan ilmiah yang meliputi: mengamati, menanyakan, mengasosiasikan, mencoba, dan mengkomunikasikan. Tapi seluruh langkah tersebut kurang sempurna, guru melewatkan beberapa aspek, proses yang mereka jalankan tidak sesuai dengan aturan yang dianjurkan dalam Permendikbud no.81.A 2013. Terkait dengan dimensi evaluasi; Penilaian atau evaluasi, guru menggunakan penilaian non-otentik yang memberi penekanan terbesar pada ranah kognitif saja. Itu juga berbeda dan tidak sesuai dengan amanat yang terkandung dalam Permendikbud Kurikulum 2013.

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