PENGEMBANGAN DESAIN PEMBELAJARAN BERMUATAN SATF (SHIDDIQ, AMANAH, TABLIGH, FATHANAH) DALAM IMPLEMENTASI KURIKULUM 2013 DI MADRASAH IBTIDAIYAH (Penelitian di MI Assakinah Kabupaten Bandung Barat)

• Main Author: Rachmy Aryati Nurdin, - (Author)
• Format: Book
• Published: 2022-01-27.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/73392/1/T_PK_1706643_Title.pdf; http://repository.upi.edu/73392/2/T_PK_1706643_Chapter%201.pdf; http://repository.upi.edu/73392/3/T_PK_1706643_Chapter%202.pdf; http://repository.upi.edu/73392/4/T_PK_1706643_Chapter%203.pdf; http://repository.upi.edu/73392/5/T_PK_1706643_Chapter%204.pdf; http://repository.upi.edu/73392/6/T_PK_1706643_Chapter%205.pdf; http://repository.upi.edu/73392/7/T_PK_1706643_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; LB2361 Curriculum

Penelitian ini berangkat dari keresahan penulis mengenai fenomena penyimpangan karakter peserta didik yang dewasa ini marak terjadi, untuk itu perlu adanya perbaikan karakter melalui pendidikan. Penelitian ini bertujuan untuk menghasilkan desain pembelajaran bermuatan karakter teladan Rasulullah SAW yaitu Shiddiq, Amanah, Tabligh, Fathanah (SATF) dalam implementasi kurikulum 2013 di MI Assakinah. Desain pembelajaran yang dikembangkan berupa RPP (Rencana Pelaksanaan Pembelajaran) yang mengintegrasikan nilai SATF (Shiddiq, Amanah, Tabligh, Fathanah) ke dalam Implementasi Kurikulum 2013 di kelas. Jenis penelitian ini menggunakan Design and Development Research (DDR) yang terdiri dari tiga tahapan: (1) studi analisis; (2) desain dan pengembangan, dan (3) evaluasi. Partisipan dalam penelitian ini adalah 16 orang guru MI Assakinah. Pada tahap studi analisis kebutuhan, data dikumpulkan menggunakan wawancara kepada kepala madrasah dan kuesioner yang disebarkan kepada guru MI Assakinah. Tahap desain dan pengembangan, desain pembelajaran dibangun berdasarkan analisis kebutuhuhan kemudian dikembangkan mengacu pada komponen pembelajaran: tujuan pembelajaran; materi pembelajaran; metode pembelajaran; media pembelajaran; evaluasi pembelajaran. Tahap evaluasi, dilakukan expert judgment terhadap desain pembelajaran berbasis SATF yang telah dikembangkan kemudian diuji cobakan dan dinilai efektifitasnya melalui lembar pengamatan keterlaksanaan desain pembelajaran dan angket respon pendidik. Data yang diperoleh selanjutnya diolah dan dianalisis secara deskriptif kuantitatif. Berdasarkan data hasil penilaian yang dilakukan melalui kuesioner, maka perhitungan presentase kevalidan RPP ketika uji coba oleh guru sebesar 79,6%. Kemudian jika nilai tersebut dikonversikan, hasil tersebut menunjukkan bahwa produk RPP yang dikembangkan masuk dalam kriteria "valid". Selain itu respon peserta didik juga menunjukkan tanggapan yang positif. Rata-rata pendidik sangat mengapresiasi pengembangan desain pembelajaran berbasis SATF ini. This research departs from the author's anxiety regarding the phenomenon of student character deviations that are currently rife, for that it is necessary to improve character through education. This study aims to produce a learning design containing the exemplary characters of the Prophet Muhammad, namely Siddiq, Amanah, Tabligh, Fathanah (SATF) in implementing the 2013 curriculum at MI Assakinah. The learning design developed is in the form of RPP (Learning Implementation Plan) which integrates SATF values (Shiddiq, Amanah, Tabligh, Fathanah) into the implementation of the 2013 Curriculum in the classroom. This type of research uses Design and Development Research (DDR) which consists of three stages: (1) analytical study; (2) design and development, and (3) evaluation. The participants in this study were 16 teachers of MI Assakinah. In the needs analysis study stage, data were collected using interviews with the principal of the madrasa and questionnaires distributed to MI Assakinah teachers. In the design and development phase, the learning design was built based on a needs analysis and then developed referring to the learning components: learning objectives; learning materials; learning methods; learning Media; learning evaluation. In the evaluation stage, expert judgment was carried out on the SATF-based learning design that had been developed and then tested and assessed for effectiveness through observation sheets on the implementation of learning designs and educator response questionnaires. The data obtained were then processed and analyzed quantitatively descriptively. Based on the data from the assessment carried out through a questionnaire, the calculation of the percentage of the validity of the lesson plan when the teacher tried it was 79.6%. Then if the value is converted, the results show that the RPP product developed is in the "valid" criteria. In addition, the response of students also showed a positive response. On average, educators really appreciate the development of this SATF-based learning design.