PENGEMBANGAN PROGRAM IPA TERINTEGRASI GUNA MEMBEKALI KOMPETENSI PENDIDIK CALON GURU IPA SMP - Wilujeng, Insih (2011)
Penelitian ini bertujuan untuk mengembangkan program perkuliahan yang membekali kompetensi pedagogy-content-knowledge IPA terintegrasi bagi calon guru IPA SMP, memberi contoh-contoh pembelajaran IPA terintegrasi bagi calon guru IPA SMP dan memberi masukan untuk revisi kurikulum program studi S1 pendidikan IPA. Pendekatan Research and Development digunakan untuk mengembangkan program IPA terintegrasi dengan 4-D Models. Subyek penelitian adalah 60 mahasiswa Program Studi Pendidikan IPA semester VI. Instrumen penelitian meliputi tes integrasi IPA dengan metode ilmiah, tes interdisipliner IPA, lembar penilaian analisis kompetensi kurikulum dan pengembangan silabus pembelajaran IPA terintegrasi, lembar penilaian RPP, lembar penilaian peer teaching dan angket respon mahasiswa terhadap perkuliahan IPA terintegrasi. Hasil penelitian meliputi perangkat perkuliahan IPA terintegrasi terdiri dari silabus program, contoh-contoh analisis kompetensi dan silabus pembelajaran IPA terintegrasi, contoh-contoh RPP, contoh-contoh LKS, panduan pengembangan RPP, panduan peer teaching, penugasan mahasiswa dan materi pengayaan aspek content dan pedagogy untuk terapan Pendekatan Keterampilan Proses (PKP), Sains Teknologi-Masyarakatn (STM) dan Inkuiri. Analisis kompetensi materi hasil pengembangan mahasiswa mencakup seluruh interdisipliner bidang IPA (biologi, fisika, kimia, kesehatan, kebumian, astronomi, teknologi dan aplikasi dalam kehidupan sehari-hari); analisis kompetensi pedagogi hasil pengembangan mahasiswa mencakup pemilihan pendekatan, metode, asesmen, keterampilan berpikir dan strategi berpikir sesuai standar pedagogi SMP/MTs. Program IPA terintegrasi mampu mewujudkan kompetensi profesional calon guru IPA SMP/MTs meliputi kompetensi integrasi IPA dengan metode ilmiah (N-gain 0,80) dan kompetensi interdisipliner IPA (N-gain antara 0,63 dan 0,80) serta mampu mewujudkan kompetensi pedagogik dengan persentase ketercapaian analisis kompetensi kurikulum dan pengembangan silabus pembelajaran IPA terintegrasi antara 82,5% dan 87,5%; persentase ketercapaian kompetensi pengembangan RPP antara 77,5% dan 85,0% serta persentase kompetensi peer teaching antara 70,0% dan 76,0%. Program IPA terintegrasi mampu mewujudkan kompetensi pedagogy-content-knowledge IPA terintegrasi karena memiliki model perkuliahan meliputi modeling; diskusi; penyusunan analisis kompetensi kurikulum/standar dan silabus pembelajaran; penyusunan RPP; peer teaching dan pengayaan materi. This study is aimed to develop course program for equipping the candidate of Junior High School (SMP) science teachers with the competence of pedagogy-content-knowledge integrated science; to provide examples of integrated science learning and to give input for the curriculum revision of science education study program. This study used Research and Development approach to develop this program through 4-D models. The subject of this study is the 60 sixth semester students of Science Education Study Program. The Instruments used for this research are test of integrated science with scientific method, test of science interdiciplinare; assesment for analysis competence of curriculum and develompment integrated science learning'syllabus; assesment for RPP'development; assesment for peer teaching and the quetionare of studentn's responses toward the integrated science course. The result of the study are the sets of integrated science course including program syllabus; the examples of analysis competence of curriculum and develompment the integrated science learning'syllabus; the examples of RPP and student job sheet (LKS); the guide of RPP construction; the guide of peer teaching; the student's tasking and the enrichment of content and pedagogy aspects of PKP, STM and Inquiry. The competence analysis developed by the students has covered all science interdiciplinare (biology, physics, chemistry, health, astronomy, earthing, technology and daily life aplication). The result of competence analysis developed by students have covered the choice of approach, method, assesment, thinking and strategy skills base on the pedagogy standard of SMP/MTs. The integrated science program is able to create professional competence of SMP/MTs science teachers for the integrated science competence using scientific method (N-gain 0.8) and science interdiciplinare competence (N-gain among 0.63 and 0.80). This program is also able to create pedagogy competence with the percentage of analysis competence of curriculum and development integrated science learning'syllabus, the result among 82,5% and 87.5%; the percentage of RPP development competence is among 70.0% and 77.5% and percentage of peer teaching among 70,0% and 76,0%. The integrated science program is also able to create pedagogy-content-knowledge integrated science because have course'model is modeling; discuss; analysis competence of curriculum and development integrated science learning'syllabus; development RPP; peer teaching and enrichment for content and pedagogy aspects.