EVALUASI PROGRAM PEMBELAJARANTEMATIK INTEGRATIF DISEKOLAH DASAR: KOMBINASI MODEL STAKE’S COUNTINANCE DAN CIPP

KHAERUL BUDHY NAGARA, . (2020) EVALUASI PROGRAM PEMBELAJARANTEMATIK INTEGRATIF DISEKOLAH DASAR: KOMBINASI MODEL STAKE’S COUNTINANCE DAN CIPP. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Tujuan Penelitian ini yaitu mengevaluasi sejauhmana program pembelajarantematik integratif di Sekolah Dasar telah dilaksanakan umtuk mencapai standarkompetensi minimal hasil belajar peserta didik kelas I,II dan III Sekolah Dasar kotaprabumulih. Penelitian ini menggunakan pendekatan kualitatif evaluatif dengankombinasi model stake’s contenance dan CIPP, kombinasi saling melengkapi dapatdilihat pada desain evaluasi danperencanaan kegiatan yang dilakukan. Hasil penelitianini menunjukkan bahwapelaksanaan program pembelajaran tematik integratif pada 5Sekolah Dasar kota Prabumulih merupakan kebijakan pemerintah dan masih dalamtahapan pengembangan pada bidang pendidikan di Indonesia, sehingga masih banyakreferensi atau laporan hasil evaluasi yang telah mencoba dan mengukur efektifitasprogram tersebut. Adapun secara rinci dijelaskan sebagai berikut : 1)Aspek Context :Landasanpembelajaran tematik integratif tepat dilaksanakan di kelas rendah karenasesuai dengan perkembangan peserta didik. 2) Aspek antecedent : keadaan pesertadidik 80 % sesuai dengan yang dipersyaratkan yang berarti katagori sangat baik,kepemimpinan kepala sekolah 83,33% sesuai indikator atau katagori sangat baik,sarana dan prasarana yang baik dan lengkap 74,80% yang berarti katagori baik,pembiayaan 100% terpenuhi atau katagori sangat baik, kalender akademik 100%terpenuhi yang berarti katagori sangat baik, persyaratan administrasi guru berdasarkanmasa kerja 100% sesuai standar yang berarti sangat baik, persyaratan administrasi guruberdasarkan kualifikasi pendidikan 53,33% sesuai standar yang berarti katagori cukup,persyaratan administrasi guru berdasarkan lama pelatihan 100% sesuai standar yangberarti sangat baik, ketersediaan buku 100 % terpenuhi yang berarti sangat baik,perencanaan pembelajaran 77,78% sesuai indikator yang berarti dalam katagori baik.3) Aspek transaction: Pelaksanaan pembelajaran tematik integratif 81,66 % sesuaiindikator yang berarti dalam katagori sangat baik, pelaksanaan pembelajaran tematikintegratif dengan pendekatan saintific 78,87% sesuai indikator yang berarti dalamkategori baik. Penilaian autentik 70% dilaksanakan sesuai standar yang berartikatagori baik. 4) Aspek Product : Ketercapaian nilai pengetahuan 88,39 % yangberarti katagori sangat baik , sikap100 % baik dan keterampilan88,21%yangberartikatagori sangat baik. 5) Dampakyang didapatkan peserta didik di kelas IV setelahmenerimapelajaran tematik integratif di kelas I, II dan III adalah sangat baik, siswalebih aktif dan komunikatif dalam belajar. Mata pelajaran matematika yang berdirisendiri di kelas IV mudah dipahami oleh peserta didik karena perserta didik terbiasamelihat matematika sesuatu kongrit. Hasil belajar matematika juga sangat baik.Kesimpulan hasil penelitian in adalah pembelajaran tematik integratif diSekolah Dasarkota prabumulihpada empat aspek yaitu context, anticedent, product, outcomes dalamkategori sangat baik, sedangkan satu aspek yaitu transaction dalam kategori baik. Kata Kunci : Evaluasi Program, Pembelajaran Tematik Integratif, Stake’sCountenance, CIPP ************* The purpose of this study is to evaluate the extent of integrative thematic learningprograms in elementary schools that have been carried out to achieve the minimumcompetency standards of learning outcomes for students in grades I, II and III of Pre-Sumatih elementary schools. This study uses a qualitative evaluative approach with acombination of stakeholder models and CIPP models, the complementary combination canbe seen in the evaluation design and planning of the activities carried out. The results ofthis study indicate that the implementation of integrative thematic learning programs in 5Elementary Schools in Prabumulih city is a government policy and is still in thedevelopment stage in the field of education in Indonesia, so there are still many referencesor evaluation reports thathave tried and measured the effectiveness of the program. Thedetails are explained as follows: 1) Context Aspect: The foundation of integrative thematiclearning is precisely implemented in the low class because it is in accordance with thedevelopment of students. 2) Antecedent aspects: the condition of the students 80%according to the requirements which means the category is very good, the leadership of theprincipal is 83.33% according to the indicator or category is very good, facilities andinfrastructure are good and complete 74.80% which means the good category, 100%financing is fulfilled or the category is very good, the academic calendar is 100% fulfilledwhich means the category is very good, the administrative requirements of the teacher arebased on 100% tenure according to the standard which means very good, theadministrative requirements of the teacher are based on educational qualifications 53.33%according to the standard which means the category sufficient, administrative requirementsof teachers based on 100% training duration according to standards which means verygood, availability of books 100% fulfilled which means very good, learning planning77.78% according to indicators that are meaningful in good categories. 3) Transactionaspects: The implementation of integrative thematic learning is 81.66% according tomeaningful indicators in the very good category, the implementation of integrative thematiclearning with scientific approach 78.87% according to meaningful indicators in goodcategories. 70% authentic assessment is carried out according to standards which meansgood categories. 4) Product Aspect: The achievement of the value of knowledge is 88.39%which means the category is very good, 100% attitude is good and the skill is 88.21%which means the category is very good. 5) The impact obtained by students in class IV afterreceiving integrative thematic lessons in classes I, II and III is very good, students aremore active and communicative in learning. Mathematical subjects that stand alone inclass IV are easily understood by students because students are accustomed to seeingmathematics something congress. The results of learning mathematics are also very good.The conclusion of the results of this research is integrative thematic learning in Pre-Sumatih elementary school in four aspects, namely context, anticedent, product, outcomesin the excellent category, while one aspect is transaction in the good category. Keywords: Program evaluation, integrative thematic learning, the stake'sCountenance, CIPP

Item Type:	Thesis (Doktor)
Additional Information:	1). PROF. DR. YETTY SUPRIYATI, M.SI. ; 2). PROF. DR. BURHANUDDIN TOLA, MA
Subjects:	Pendidikan > Kualifikasi dan Profesionalitas Guru Manajemen > Manajemen Sumber Daya Manusia
Divisions:	PASCASARJANA > S3 Penelitian Dan Evaluasi Pendidikan
Depositing User:	Users 10098 not found.
Date Deposited:	09 Apr 2021 02:27
Last Modified:	09 Apr 2021 02:27
URI:	http://repository.unj.ac.id/id/eprint/15919

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