Transformasi Paradigma Pengajaran di SD lewat Pembelajaran Kontekstual: Kajian Mixed Methods tentang Kesiapan Guru dan Dukungan Ekosistem Sekolah

Farah Falasifah, Yunus Abidin, Yusuf Tri Herlambang

Abstract


Implementasi pembelajaran kontekstual dalam pengajaran ilmu pengetahuan di Sekolah Dasar (SD) dinilai krusial untuk menciptakan pembelajaran yang bermakna. Penelitian ini bertujuan untuk menganalisis secara komprehensif proses, tantangan, dan faktor pendukung implementasi paradigma tersebut di tingkat kelas. Dengan menggunakan pendekatan metode campuran (mixed methods) model eksploratori sekuensial, data dikumpulkan melalui wawancara mendalam dengan guru, kepala sekolah, dan pengawas; observasi partisipatif di dalam kelas; serta kajian dokumen berupa Rencana Pelaksanaan Pembelajaran (RPP), bahan ajar, dan hasil karya siswa. Temuan penelitian mengungkap tiga hal utama: (1) Kesenjangan antara pemahaman konseptual guru dan kemampuan operasional dalam merancang serta menilai pembelajaran kontekstual; (2) Spektrum strategi adaptasi sumber daya oleh guru, mulai dari penggunaan sumber jadi hingga pengembangan bahan berbasis kearifan lokal; (3) Faktor pendukung sistemik yang determinatif, khususnya peran kepemimpinan instruksional kepala sekolah dan kebijakan alokasi sumber daya. Hasil penelitian menunjukkan bahwa meskipun efektif meningkatkan keterlibatan dan pemahaman siswa, keberhasilan pembelajaran kontekstual sangat bergantung pada kapasitas guru dalam mendesain pembelajaran dan adanya dukungan ekosistem sekolah yang memadai. Implikasi dari studi ini menekankan pentingnya pendampingan yang berfokus pada aspek perancangan pembelajaran dan pengembangan instrumen asesmen yang autentik, di samping penguatan kolaborasi seluruh pemangku kepentingan di tingkat satuan pendidikan.

Keywords


Ilmu Pengetahuan Kontekstual, Pembelajaran di Sekolah Dasar, Motivasi Siswa, Strategi Pengajaran

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DOI: http://dx.doi.org/10.25157/jwp.v13i1.23082

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