STUDI KASUS KONSTRUKSI PENGETAHUAN (KNOWLEDGE CONSTRUCTION) GURU TERHADAP KONTEN MATERI IPA DALAM PROSES LESSON STUDY DI SMP BPI 1 KOTA BANDUNG

• Main Author: Dessy Norma Juita, - (Author)
• Format: Book
• Published: 2018-09-10.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/46391/1/T_IPA_1605627_Title.pdf; http://repository.upi.edu/46391/2/T_IPA_1605627_Abstract.pdf; http://repository.upi.edu/46391/3/T_IPA_1605627_Table_Of_Content.pdf; http://repository.upi.edu/46391/5/T_IPA_1605627_Chapter1.pdf; http://repository.upi.edu/46391/6/T_IPA_1605627_Chapter2.pdf; http://repository.upi.edu/46391/7/T_IPA_1605627_Chapter3.pdf; http://repository.upi.edu/46391/8/T_IPA_1605627_Chapter4.pdf; http://repository.upi.edu/46391/9/T_IPA_1605627_Chapter5.pdf; http://repository.upi.edu/46391/10/T_IPA_1605627_Bibliography.pdf
• Keywords: Q Science (General)

Salah satu tuntutan kurikulum 2013 adalah kemampuan guru dalam penguasan konsep esensial. Kemampuan guru yang berkaitan dengan konten materi tersebut tidak terlepas dari konstruksi pengetahuan (knowledge construction). Knowledge construction adalah proses kolaboratif dimana di dalamnya terdapat proses menilai, memahami, mengevaluasi, menghubungkan dan menyaring informasi untuk menghasilkan pemahaman pribadi. Knowledge construction sendiri dapat dilihat melalui learning community contohnya Lesson Study. Penelitian ini bertujuan untuk menyelidiki knowledge construction guru terhadap konten materi IPA melalui proses Lesson Study. Studi kasus ini didesain dengan 3 siklus Lesson Study yang masing-masing siklusnya terdiri dari tahap Plan, Do dan See. Penelitian dilakukan di SMP BPI 1 Kota Bandung dengan subyek penelitian 3 orang guru berasal dari sekolah yang sama dan memiliki latar belakang kompetensi IPA berbeda- beda (Fisika, Kimia, dan Biologi). Wawancara, lembar observasi, rekaman video dan transkrip digunakan untuk menyelidiki kecenderungan knowledge construction guru selama proses Lesson Study. Video yang berisi komunikasi verbal antar guru dianalisis untuk mendapatkan klasifikasi knowledge construction-nya. Hasil penelitian menunjukkan kecenderungan tipe respon yang sama untuk kedua orang guru yaitu responsive pada semua siklus Lesson Study. Sementara satu orang guru menunjukkan tipe respon interrogative pada siklus II Lesson Study. Selain itu, terdapat beberapa kategori dalam klasifikasi knowledge construction seperti interrogative (QT,QC,QA.QD), responsive (RU,RA,RY,RR,RS,RE,RC), suggestive (SU,SC), informative (IU,IR,ID), exemplification (EA,EB), elaborative (CC,CP,CR), justificatonal (JU,JE), reasoning (AC), evaluating (FP), judgemental (DU, DE) dan Summarizing (KS,KC) yang cukup beragam pada ketiga orang guru. ;--- One of 2013th curriculum demand to the teacher is mastering the essential concept. Teachers' competency relates with the content is unable to be separated with knowledge construction. Knowledge construction is collaborative process which is consist of assessing, understanding, evaluating, relating and refining the information to produce personal meaning. Knowledge construction itself are able to identify through learning community e.g. Lesson Study. The objective of this research is to identify teachers' knowledge construction to the science context through Lesson Study process. This case study is designed with 3 times cycle of Lesson Study which every single cycle consist of Plan, Do and See Phase. The research is conducted in SMP BPI 1 Bandung with 3 science teacher as participant which comes from various science competencies' background (Physics, Chemistry, and Biology). Interview, observation sheet, video recording and its transcript are used to identify the trend of teachers' knowledge construction during Lesson Study process. Video which consist of verbal communications among science teachers are described to get the classification of knowledge construction. The result of this study shows the same tendency (responsive) for both of teacher during whole cycle of Lesson Study, while the others' responses tend to be interrogative during second cycle of Lesson Study. The trend of each science teachers' monolog relates with knowledge construction and its classification based on type of response during discussion. Moreover, the are various category of knowledge construction classification such as interrogative (QT,QC,QA.QD), responsive (RU,RA,RY,RR,RS,RE,RC), suggestive (SU,SC), Informative (IU,IR,ID), exemplification (EA,EB), elaborative (CC,CP,CR), justificatonal (JU,JE), reasoning (AC), evaluating (FP), judgemental (DU, DE) dan Summarizing (KS,KC) for all science teacher.