PEMAHAMAN GURU TERHADAP PROBLEM BASED LEARNING KOLABORATIF PADA PEMBELAJARAN IPS SD
DOI:
https://doi.org/10.31764/geography.v11i2.16225Keywords:
Problem Based Learning, Collaborative, Social StudiesAbstract
Abstrak: PBL Kolaboratif merupakan strategi pembelajaran yang mengedepankan analisis permasalahan, penemuan solusi, dan keterlibatan peserta didik. Namun, tidak semua guru memahami prosedur pelaksanaan. Inilah yang melatarbelakangi penelitian untuk mengetahui pemahaman guru terhadap PBL Kolaboratif pada pembelajaran IPS SD yang menggunakan pendekatan kuantitatif non eksperimen (metode survei). Variabel penelitian adalah pemahaman guru terhadap PBL Kolaboratif pada pembelajaran IPS SD. Populasi penelitian adalah guru SDN di Kecamatan Sukodono sejumlah 344 guru. Sampelnya sejumlah 78 guru menggunakan rumus Slovin. Teknik pengumpulan data menggunakan tes sehingga instrumen penelitian menggunakan lembar tes pemahaman PBL Kolaboratif pada IPS SD yang berisi 20 pertanyaan pilihan ganda dan 4 pertanyaan esai mengacu pada indikator penelitian, yaitu: pengertian PBL Kolaboratif; tahap 1: memberikan orientasi permasalahan kepada siswa; tahap 2: mengorganisasikan siswa untuk meneliti (melibatkan dan mengeksplorasi); tahap 3: membantu investigasi mandiri dan kelompok (mengembangkan); tahap 4: mengembangkan dan mempresentasikan hasil (menjelaskan); tahap 5: menganalisis dan mengevaluasi proses mengatasi masalah; dan 4 soal esai tentang penerapan PBL Kolaboratif pada pembelajaran IPS SD. Hasil penelitian adalah pemahaman guru SDN Kecamatan Sukodono tergolong tinggi, dengan skor rata-rata 79,62 yang berada di atas skor mean ideal 62,5. Maka dari itu, diharapkan implementasi PBL Kolaboratif rutin diterapkan sehingga keterampilan berpikir kritis dan kerjasama siswa meningkat.
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Abstract: Collaborative PBL is a learning strategy that emphasizes problem analysis, finding solutions, and student involvement. However, not all teachers understand the implementation procedure. This is the background of the research to find out teachers' understanding of Collaborative PBL in Elementary Social Studies learning using a non-experimental quantitative approach (survey method). The research variable is the teacher's understanding of Collaborative PBL in Elementary Social Studies learning. The study population was elementary school teachers in Sukodono sub-district with 344 teachers. The sample is 78 teachers using the Slovin formula. The data collection technique used tests so that the research instrument used a Collaborative PBL understanding test sheet on Social Elementary Schools which contained 20 multiple choice questions and 4 essay questions referring to research indicators, namely: the meaning of Collaborative PBL; stage 1: provide problem orientation to students; stage 2: organizing students to research (engage and explore); stage 3: assisting independent and group investigations (developing); stage 4: develop and present results (explain); stage 5: analyze and evaluate problem-solving process; and 4 essay questions about the application of Collaborative PBL in learning social studies in elementary school. The results is the teachers' understanding of SDN Sukodono District was relatively high, with an average score of 79.62 which is above the mean ideal score of 62.5. Therefore, it is hoped that the implementation of Collaborative PBL is routinely applied so that students' critical thinking skills and cooperation increase.References
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