IMPLEMENTASI KURIKULUM BERBASIS PENDIDIKAN HOLISTIK (HOLISTIC EDUCATION) DALAM MENGEMBANGKAN POTENSI SISWA SEKOLAH DASAR RUMAH BELAJAR SEMI PALAR BANDUNG
ABSTRAK Ira Ari Nuraini, Tesis, 2019, Implementasi Kurikulum Berbasis Pendidikan Holistik (Holistic Education) dalam Mengembangkan Potensi Siswa Sekolah Dasar Rumah Belajar Semi Palar, Bandung. Pendidikan holistik berorientasi pada pengembangan potensi siswa secara utuh yang terdiri atas potensi int...
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Published: |
2019-08-14.
|
| Subjects: | |
| Online Access: | Link Metadata |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | ABSTRAK Ira Ari Nuraini, Tesis, 2019, Implementasi Kurikulum Berbasis Pendidikan Holistik (Holistic Education) dalam Mengembangkan Potensi Siswa Sekolah Dasar Rumah Belajar Semi Palar, Bandung. Pendidikan holistik berorientasi pada pengembangan potensi siswa secara utuh yang terdiri atas potensi intelektual, emosional, fisik, sosial, estetika dan spiritual. Salah satu sekolah yang menerapkan pendidikan holistik ialah Rumah Belajar Semi Palar Bandung (Smipa). Kurikulum yang diimplementasikan pada sekolah ini menjadi kekhasan yang membuat penulis ingin mengkaji lebih dalam mengenai implementasi kurikulum pada sekolah tersebut. Penelitian ini bertujuan untuk memperoleh gambaran implementasi kurikulum pendidikan holistik dalam mengembangkan potensi siswa mencakup pemahaman kepala sekolah, koordinator kurikulum dan guru mengenai pendidikan holistik, analisis perencanaan pembelajaran, pengalaman belajar serta penilaian hasil belajar. Penelitian ini menggunakan metode penelitian dengan pendekatan kualitatif berupa studi kasus. Pengumpulan data dilakukan melalui teknik wawancara, observasi dan studi dokumen. Hasil penelitian menunjukkan a) kepala sekolah, koordinator kurikulum dan guru memandang pendidikan holistik sebagai upaya mengembangkan potensi siswa secara menyeluruh dalam lima aspek; b) perencanaan pembelajaran oleh guru dilakukan dengan tahap analisis kebutuhan, penentuan tema, pemetaan KI-KD, perumusan indikator dan pengorganisasian materi; c) pengalaman belajar diupayakan melalui kegiatan yang dapat mengamati kemampuan siswa dalam lima aspek holistik, seperti membuat karya, produk, proyek, outing dan kegiatan semacamnya; d) penilaian hasil belajar dilakukan melalui penilaian berbasis pengamatan dan penilaian review. Penilaian review tidak diutamakan karena hanya berfungsi untuk mengkonfirmasi pengetahuan. Maka dari itu, bentuk penilaian yang digunakan ialah penilaian autentik melalui pengamatan proses belajar siswa dalam mengembangkan kemampuan nurani, nalar, jasmani, karakter dan proses kreatif. Kata Kunci: Implementasi Kurikulum, Pendidikan Holistik, Pengembangan Potensi, Sekolah Dasar. ABSTRACT Ira Ari Nuraini, Thesis, 2019, Implementation of Holistic Education Curriculum to Develop Student's Potential Learning in Rumah Belajar Semi Palar, Bandung. Holistic education is oriented towards developing the potential of students consisting of intellectual, emotional, physical, social, aesthetic and spiritual. One of the schools that implementing holistic education is Rumah Belajar Semi Palar Bandung (Smipa). The Smipa's curriculum is a distinctive curriculum that makes the author want to explore more deeply about the implementation of a holistic education-based curriculum at the school. This study aimed to describe phenomenon about the implementation of holistic education curriculum including the understanding of holistic education from principal, curriculum coordinator and teachers, analysis of student learning plans, and assessment of learning outcomes. This study used a research method with a qualitative approach in the form of case study. Data collection was carried out by interview, observation and study documents. The results showed that a) school principal, curriculum coordinator and teachers viewed holistic education as an effort to develop student's potential in five aspects ; b) the student's learning plan by teacher was carried out through some phase, include need analysis, determination of themes, mapping of KI-KD, formulate of indicators and organize learning material; c) learning experiences were pursued through activities that can observe students' abilities in five holistic aspects, such as making some artistic work, products, projects, outings and similar activities; d) assessment of learning outcomes were done through observation-based assessment and review assessment. Review assessment wasn't prioritized because only served to confirm knowledge. Therefore, the form of assessment was authentic assessment through observation of student learning processes in developing the ability of conscience, reason, physical, character and creative process. Key words: Curriculum Implementation, Elementary Schools, Holistic Education, Potential Development. |
|---|---|
| Item Description: | http://repository.upi.edu/38206/8/T_PK_1707412_Title.pdf http://repository.upi.edu/38206/2/T_PK_1706647_Chapter%201.pdf http://repository.upi.edu/38206/3/T_PK_1706647_Chapter%202.pdf http://repository.upi.edu/38206/4/T_PK_1706647_Chapter%203.pdf http://repository.upi.edu/38206/5/T_PK_1706647_Chapter%204.pdf http://repository.upi.edu/38206/6/T_PK_1706647_Chapter%205.pdf http://repository.upi.edu/38206/7/T_PK_1706647_Appendix.pdf |