Abstract
This study aims at generating possible thematic Subject Specific Pedagogy (SSP) based on local wisdom and examining the results teachers and students perception on the pedagogical approach developed in the preliminary field testing. Drawing upon the notion of research and development by Borg & Gall, this research was conducted through different stages involving information gathering, planning, developing preliminary product, preliminary field testing, and revising. The subjects were a small group of second grade students of SD Muhammadiyah Bodon and SD Muhammadiyah Sidoarum Yogyakarta. Each consists of 10 students. The data gathering instrument consists of product validation, character observation sheets, and teacher assessment sheets. The data gathering instrument consists of product validation tool, character observation sheets, and teachers’ assessment sheets. The SSP product generated in this study consists of lesson plans, teaching materials, worksheets, and expert perception. According to the experts of media, materials, and evaluation, the SSP product is in good categories. First grade teachers result a good score to the syllabus and lesson plans, while the worksheets and evaluation are in very good category. The results from the students responses to the textbooks is 78, which is in very good category, while the students worksheets score 71 which includes in excellent category. Therefore, the developed thematic SSP based on local wisdom can be declared appropriate for use in learning.
Highlights
Masalah pendidikan di Indonesia muncul dari segala aspek baik internal maupun eksternal
This study aims at generating possible thematic Subject Specific Pedagogy (SSP) based on local wisdom and examining the results teachers and students perception on the pedagogical approach developed in the preliminary field testing
The data gathering instrument consists of product validation tool, character observation sheets, and teachers’ assessment sheets
Summary
SSP dikenalkan pertama kali oleh Shulman sebagai PCK (Pedagogical Content Knowledge). Secara umum PCK menitikberatkan pada kemampuan dan keahlian guru untuk menciptakan pembelajaran yang efektif dan bermakna sesuai dengan karakteristik materi yang akan diajarkan. Menurut Permendiknas No 8 Tahun 2009 Pasal 1 Ayat 6 Subject Specific Pedagogy atau SSP adalah pengemasan materi bidang studi menjadi perangkat pembelajaran yang komprehensif, mencakup standar kompetensi, materi, strategi, metoda, media, dan evaluasi. Sukini juga menjelaskan beberapa karakterisik pembelajaran tematik yaitu 1) berpusat pada siswa (student centered), 2) memberikan pengalaman langsung, 3) pemisahan mata pelajaran tidak begitu jelas, 4) menyajikan konsep dari berbagai mata pelajaran dalam suatu proses pembelajaran, 5) bersifat luwes/fleksibel, 6) hasil pembelajaran sesuai dengan minat dan kebutuhan siswa. Agar pembelajaran tematik lebih efektif, maka harus dirancang dengan baik secara mendidik melalui SSP yang menggunakan strategi-strategi, metode, media, dan prinsipprinsip tertentu yang disesuaikan dengan karakteristik siswa serta content atau isi materi yang akan diajarkan. Teknik analisis data dilakukan dengan langkah-langkah sebagai berikut: 1) Mentabulasi semua data yang diperoleh dari para validator, 2) Melakukan konversi skor total actual menjadi data kuantitatif skala lima menurut Sukardjo (2005: 55)
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