Apakah Pembelajaran Ipa Di Smp Sudah Terpadu


PENERAPAN Penelaahan IPA TERPADU DI SMP MENJELANG IMPLEMENTASI KURIKULUM 2022

Noeraida Noeraida(1),

(1) Pendidikan IPA, SPS Universitas Pendidikan Indonesia (UPI)

Abstract

Pengkhususan ini bertujuan untuk memperoleh gambaran penerapan pengajian pengkajian IPA Terpadu di SMP menjelang implementasiKurikulum 2022. Penelitian ini adalah pengkhususan kasus tentang penerapan pembelajaran IPA Terpadu di salahsatu SMP di Ii kabupaten Bandung. Obyek pengkajian terdiri semenjak 1 cucu adam guru IPA SMP dan 75 siswa kelas IX (2 inferior). Data pendalaman yang dikaji pemeriksa terdiri atas perangkat penataran (silabus, RPP, target ajar) yang dibuat, proses pembelajaran IPA di kelas bawah, serta tanggapan hawa dan siswa terhadap pembelajaran IPA. Berdasarkan eksplorasi ini diperoleh keterangan bahwa pelaksanakan pembelajaran IPA Terpadu belum dilaksanakan dengan optimal. Sementara itu siswa makin berminat melaksanakan pembelajaran IPA secara kontekstual dan terpadu dengan metode eksperimen/praktek.Guru abnormal siap melaksanakan pembelajaran IPA Terpadu pada Kurikulum 2022 karena beberapa faktor adalah terbatasnya kognisi hawa tentang pendedahan IPA Terpadu dan model penataran yang sesuai dengan pembelajaran IPA Terpadu; bahan ajar IPA Terpadu (buku dan LKS) nan belum menunjukkan keterpaduannya; dan ki dorongan suhu nan cacat. Berpokok hasil temuan tersebut terlazim dilakukan suatu tindak lanjur tercalit dengan pelaksanaan pembelajaran IPA Terpadu di SMP yaituberupa pelatihan bagi guru IPA SMP tentang penelaahan IPA Terpadu dan model-transendental pembelajaran nan sesuai dengan penataran IPA Terpadu, dan perlu adanya alat angkut pendukung penataran IPA Terpadu berupa media dan bahan pelihara IPA Terpadu yang fertil mengembangkan 4 kompetensi inti dalam Kurikulum 2022.

This research aims to get the description of implementing of integrated science learning in junior high school in facing of Curriculum 2022. This is a case study about integrated science learning implementation in a Junior High School in Bandung. The object of study is 1 junior high science teacher and 75 ninth junior high students (in 2 classes). The collected data as follow: syllabi, lesson plans, learning materials (textbook and worksheet) which conducted by the teacher, science learning process in class, and the opinion of the teacher and the students related to science integrated learning. Based on this study, the science integrated learning in junior high school has titinada been implemented well, yet. While the students are more interested to contextual and integrated science by experiments or practical exercises. The teacher is less ready to implement the integrated science learning in Curriculum 2022. It is because of such factors: the teacher’s understanding of integrated science learning is low; the current learning material of integrated science which has not showed the integrity; and teacher’s motivation is weak. Based on this results, it is needed to conduct an action plan related to implementation of integrated science in junior high school, i.e. conducting of teacher training of integrated science learning and the suitable models of integrated science learning; the need for developing supporting learning material of integrated science which able to develop the 4 Core Competences in Curriculum 2022.

Keywords

Curriculum 2022; Integrated Science; Learning Material

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Source: https://journal.unnes.ac.id/nju/index.php/LIK/article/view/3168