Proceeding Departemen Pedagogik Prodi PGSD
« Proceeding " 6th Pedagogy International Seminar 2015" ISBN 978-979-3786-50-6 JILID II Halaman: 425-829
IMPLEMENTASI SCIENTIFIC APROACH DALAM
RPP KELAS 4 SD SD PERCOBAAN DI KABUPATEN MAGETAN PADA KURIKULUM 2013 TAHUN AKADEMIK 2014/2015Ibadullah Malawi
, Dewi Tryanasari
, & Edy Riyanto
, IKIP PGRI Madiun ............ 556
AbstrakKata kunci : Curriculum, 2013, Scientific approach, High Class, RPP
2013 curriculum emphasizes the scientific approach as the approach used in the study. Scientific approach as the spirit of the 2013 curriculum requires teachers to implement inquiry-based learning and internalization of knowledge in depth and meaningful place gradually. therefore the curriculum in 2013, affective, cognitive and psychomotor students developed holistically and go hand in hand. The impact of the principle of learning in elementary school then must be held thematic integrative both in the early grades and in high class. At KTSP, teachers are already accustomed to carrying out thematic learning in the early grades but thematic integrative high class is something new in the field. For that learning in high-grade curriculum in 2013 needs to get more serious attention. Fourth grade is the first high-level class in elementary school. If learning in this class is guaranteed at least subsequent grade five and six live follow. Focused on the problem we need to hold in-depth research on the scientific aproach in the fourth grade. In this study selected main object is observed RPP generated in the fourth grade teacher in the process of testing the curriculum in 2013. RPP were taken from seven schools designated by the department of education in Magetan as pioneer pilot school curriculum 2013. This study includes qualitative research phenomenology. Data analysis was carried out with compared RPP produced by teachers with one another then check these data with scientific theory approach. The results showed that the lesson plans developed by teachers in the field has not fully representative accommodate the scientific approach as a learning approach to the curriculum of 2013. In addition, the integration between aspects of learning and achievement of each KD as a translator KI less measurable. The impact of these problems is not maximal learning process carried out by the teacher in the classroom.
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