KESIAPAN CALON GURU SEKOLAH DASAR DALAM MENGIMPLEMENTASIKAN PEMBELAJARAN IPAS BERDIFERENSIASI PADA KURIKULUM MERDEKA: Penelitian dengan Pendekatan Kuantitatif

• Main Author: Irna Nurul Ainie, - (Author)
• Format: Book
• Published: 2023-06-23.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/91629/1/S_PGSD_1901674_Tittle.pdf; http://repository.upi.edu/91629/2/S_PGSD_1901674_Chapter1.pdf; http://repository.upi.edu/91629/3/S_PGSD_1901674_Chapter2.pdf; http://repository.upi.edu/91629/4/S_PGSD_1901674_Chapter3.pdf; http://repository.upi.edu/91629/5/S_PGSD_1901674_Chapter4.pdf; http://repository.upi.edu/91629/6/S_PGSD_1901674_Chapter5.pdf; http://repository.upi.edu/91629/7/S_PGSD_1901674_Appendix.pdf
• Keywords: L Education (General); LB Theory and practice of education; LB1501 Primary Education

Penelitian ini dilatarbelakangi oleh integrasi ilmu pengetahuan alam dan sosial kedalam pelajaran IPAS pada kurikulum merdeka. Perubahan ini tentu berdampak secara signifikan terhadap kesiapan calon guru sekolah dasar dalam mengimplementasikan pembelajaran IPAS di Kurikulum Merdeka. Tujuan dari penelitian ini adalah untuk mendeskripsikan kesiapan calon guru sekolah dasar dalam mengajarkan IPAS pada Kurikulum Merdeka. Penelitian ini merupakan penelitian deskriptif yang melibatkan delapan calon guru sekolah dasar dari salah satu LPTK di Kota Bandung. Delapan calon guru tersebut dipilih berdasarkan teknik purposive sampling. Instrumen yang digunakan dalam penelitian ini adalah kuisoner dan lembar pengamatan video praktik mengajar yang telah tervalidasi. Data yang diperoleh dianalisis menggunakan statistik deskriptif. Temuan dari penelitian ini menunjukan bahwa calon guru sekolah dasar telah memiliki pemahaman dan kesiapan untuk mengimplementasikan pembelajaran IPAS berdiferensiasi pada kurikulum merdeka, tetapi belum sempurna. Selain itu, pelaksanaan praktik pembelajaran juga tidak sesuai dengan rencana pelaksanaan pembelajaran yang telah dibuat sebelumnya oleh calon guru sekolah dasar. Hasil penelusuran lebih lanjut menunjukan bahwa hal ini terjadi karena pemahaman calon guru sekolah dasar yang belum komprehensif terkait aspek pedagogis salah satunya adalah perubahan kurikulum. Selain itu calon guru sekolah dasar juga belum memahami bahwa RPP adalah guidelines dari praktik pembelajaran. Persepsi calon guru sekolah dasar tentang keberagaman karakteristik peserta didik juga masih belum sesuai dengan prinsip pembelajaran berdiferensiasi. Oleh karena itu, konten ini perlu dibelajarkan kepada calon guru sekolah dasar di LPTK. ----- This research is motivated by the integration of natural and social sciences into science lessons in the independent curriculum. The change certainly has a significant impact of readiness of prospective elementary school teachers in implementing science learning in the Independent Curriculum. The purpose of the research was investigation the prospective teachers' readiness of elementary school in teaching natural sciences of Independent Curriculum. This research was descriptive study involving eight elementary school teacher candidates from one of the LPTK in Bandung. The eight prospective teachers were selected based on a purposive sampling technique. The instruments used in this study were questionnaires and video observation sheets of validated teaching practices. The data obtained were analyzed using descriptive statistics. The findings from this study indicated that prospective elementary school teachers did not fully have the understanded and readiness to implement differentiated science learning of independent curriculum. In other hands, the implementation of learning practices was also not in accordance with the learning implementation plans that have been previously made by prospective elementary school teachers. The results of further investigations showed that this was due to the incomplete understanded of prospective elementary school teachers regarding pedagogical aspects, one of which was curriculum changes. In other hands, prospective elementary school teachers also do not understand that lesson plans are guidelines for learning practices. The perceptions of prospective elementary school teachers about the diversity of student characteristics are also not in accordance with the principles of differentiated learning. Therefore, this content needs to be taught to prospective elementary school teachers at LPTK.