PENGEMBANGAN MODEL PEMBELAJARAN IPS BERBASIS MULTIKULTUR DI SEKOLAH DASAR : Studi Pengembangan Model Pada Siswa Kelas V SD di Kota Singaraja Provinsi Bali

• Main Author: Suastika, I Nengah (Author)
• Format: Book
• Published: 2013-09-02.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/1315/1/D_IPS_1007243_Title.pdf; http://repository.upi.edu/1315/2/D_IPS_1007243_Abstract.pdf; http://repository.upi.edu/1315/3/D_IPS_1007243_Table%20Of%20Content.pdf; http://repository.upi.edu/1315/4/D_IPS_1007243_Chapter1.pdf; http://repository.upi.edu/1315/5/D_IPS_1007243_Chapter2.pdf; http://repository.upi.edu/1315/6/D_IPS_1007243_Chapter3.pdf; http://repository.upi.edu/1315/7/D_IPS_1007243_Chapter4.pdf; http://repository.upi.edu/1315/8/D_IPS_1007243_Chapter5.pdf; http://repository.upi.edu/1315/9/D_IPS_1007243_Bibliography.pdf; http://repository.upi.edu/1315/10/D_IPS_1007243_Appendix.pdf
• Keywords: Pendidikan IPS S-3

Penelitian ini dilatar belakangi lemahnya pembelajaran IPS berbasis multikultur pada siswa SD, terjadinya konflik kultural, kurangnya internalisasi kompetensi multikultur di sekolah, globalisasi, urgensi pendidikan yang demokratis serta urgensi multikulturalisme pada masyarakat multikultur. Tujuan penelitian ini adalah untuk mengembangkan model pembelajaran IPS berbasis multikultur. Secara metodologis penelitian ini menggunakan model penelitian dan pengembangan pendidikan. Adapun tahapan penelitian dan pengembangan ini adalah melakukan analisis kebutuhan (define) melalui studi pustaka dan studi empirik, desain model (design), uji coba model (development) melalui adaptasi penelitian tindakan kelas dan eksperimen. Pada tahap define dan design teknik pengumpulan datanya dilakukan dengan observasi, studi dokumentasi dan wawancara. Sedangkan pada tahap development teknik pengumpulan datanya dilakukan dengan memberikan tes pengetahuan multikultur, inventori sikap multikultur dan observasi keterampilan multikultur. Hasil penelitian menunjukkan pentingnya pengembangan model pembelajaran IPS berbasis multikultur yang sejalan dengan nilai-nilai budaya Bali seperti toleransi, empati, cinta damai dan hukum karma. Kompetensi multikultur yang relevan dikembangkan adalah kemampuan mengemukakan ide dan gagasan, keterampilan bekerjasama dan keterampilan untuk menyelesaikan masalah-masalah kultural. Sintaks model pembelajaran IPS berbasis multikultur diawali dengan inisiasi, individual opinion, kelompok multikultural, multicultural opinion, implementasi dan refleksi. Pengembangan model pembelajaran IPS berbasis multikultur ini tetap mengacu pada Permendiknas No. 41 Tahun 2007 tentang standar proses yang terdiri dari lima fase, yaitu fase apersepsi, eksplorasi, elaborasi, konfirmasi dan penutup. Implementasi sintaks model pembelajaran IPS berbasis multikultur yang dilangsungkan selama tiga kali siklus menunjukkan terjadinya peningkatan pengetahuan, sikap dan keterampilan multikultur siswa untuk tiap siklusnya. Eksperimentasi model menujukkan kompetensi siswa yang mengikuti model pembelajaran IPS berbasis multikultur lebih baik dibandingkan dengan kompetensi multikultur siswa yang mengikuti model pembelajaran kooperatif tipe STAD. Penelitian ini merekomendasikan model pembelajaran IPS berbasis multikultur dapat dijadikan sebagai alternatif bagi guru dan siswa dalam melangsungkan proses pembelajaran dan mengembangkan kompetensi multikulturnya. Bagi peneliti, yang akan melakukan penelitian sejenis dapat menjadikan model ini sebagai salah satu acuan dalam mengembangkan pembelajaran yang berbasis pada nilai-nilai budaya. Kata Kunci: Model pembelajaran, keterampilan multikultur The background of the research is students' low multicultural skills, the occurrence of cultural conflicts, a lack of internalization of multicultural attitude and skills in school, globalization, and the urgency for democratic education and multiculturalism in a multicultural society. The research aimed to develop a multicultural-based social science instructional model. Methodologically, the research employed a model of education research and development. The results of the research show the importance of developing a multicultural-based social studies instructional model that is in line with Balinese cultural values, such as tolerance, empathy, peace-loving, and belief in karma law. Relevant multicultural skills developed are the skills of expressing ideas and thoughts, cooperating, and solving cultural issues. The condition of elementary school social science instruction in Singaraja City demonstrated that until today there have not been any strategic attempts to integrate knowledge, values, and multicultural skills in the practice of elementary school social science instruction. This can be observed from the analysis on the teaching-learning instrument used by teachers. The syntax of multicultural-based social studies instruction is started with initiation, continued with individual opinion, multicultural group, multicultural opinion, implementation, and reflection. The development of the model still references the Regulation of the National Education Minister number 41 of 2007, consisting of four phases, apperception, exploration, elaboration, confirmation and conclusion. The implementation of the model was conducted for three cycles, and improvements in students' knowledge, attitude, and skills were achieved in each cycle. Moreover,in the third cycle, the level of students' completion reached 93.3%. The multicultural knowledge, attitude, and skill of students taught with multicultural-based instructional model were better than those treated with STAD cooperative learning method. The average score of multicultural knowledge was 25.60, multicultural attitude 147.95, and multicultural skill 121.05 for students taught with multicultural-based instructional model. The scores were higher compared to those who were taught using STAD cooperative learning method, with an average score of 22.99 for multicultural knowledge, 128.08 for multicultural attitude, and 114.27 for multicultural skills. Based on the research results, it is apparent that multicultural-based social studies instructional model is very strategic to be used and disseminated in the teaching-learning of social studies, of which the standard competence and basic competence contain multicultural contents. Keywords: models of learning, multicultural skills