Analisis Pelaksanaan Kurikulum 2013 pada Pembelajaran Moda Daring di Sekolah Dasar

Abstract

Peralihan moda pembelajaran tatap muka menjadi moda dalam jaringan (daring) sebagai akibat kebijakan yang ditetapkan pemerintah berdampak luas bagi siswa dan guru. Implementasi pembelajaran moda daring sejak April 2020 hingga Agustus 2021 memiliki beragam dampak bagi siswa dan guru termasuk efektivitas moda tersebut dalam penerapan kurikulum 2013 di sekolah dasar. Penelitian ini bertujuan untuk menganalisis proses pembelajaran kurikulum 2013 pada pembelajaran secara daring di sekolah dasar di masa Covid-19. Metode penelitian yang digunakan yakni deskriptif kualitatif yang dilaksanakan di SD Negeri 14 Gunung Sarik Padang. Pengumpulan data pada penelitian ini dilakukan melalui wawancara dan angket dengan para guru sebagai subjek penelitian. Teknik triangulasi data digunakan untuk mengorganisasian, mengklasifikasikan, mentafsirkan dan memvisualisasikan data. Berdasarkan hasil penelitian, penerapan kurikulum 2013 pada pembelajara daring di SD Negeri 14 Gunung Sarik Padang belum berjalan optimal. Beragam tantangan dihadapi guru, orang tua dan siswa dalam proses pembelajaran secara daring seperti keterbatasan pemahaman guru terhadap perangkat pendukung pembelajaran daring secara sinkron, keterbatasan waktu pendampingan belajar oleh orang tua, dan keterbatasan penyediaan perangkat belajar daring secara sinkron siswa. Proses penilaian aspek koginitif, afektif, dan psikomotor juga terdampak karena kendala-kendala tersebut. Implementasi pembelajaran 2013 secara daring di SD Negeri 14 Gunung Sarik membutuhkan perbaikan agar pencapaian tujuan pendidikan dapat terlaksana lebih optimal

Profile of The Implementation of Online Learning Assessment in Elementary School

“…Affective assessment in grade 5 is carried out by depositing evidence of depositing photos of activities that show the attitude at home that the teacher has scheduled, but the assessment carried out is still not objective because the teacher does not see it directly. This is in accordance with the research results by Nurlaili et al (2021) which explains that affective assessments carried out during online learning are less objective because of the loss of socialization between students in person, and synchronous interaction between teachers and students cannot be carried out.…”

“…The implementation of affective assessment has been carried out by teachers in grades 1, 2, 4, 5, and 6, while grade 3 teachers have not conducted affective assessments during online learning. The implementation of affective assessments that teachers have not fully carried out at SDN Kiduldalem 1 Bangil is in line with the results of research by Nurlaili et al (2021), which shows that some teachers think that attitude-aspect assessments cannot be carried out online learning due to limited direct and synchronous interaction between teachers and students. The affective assessment that the teacher conducts is largely only from the responsibility and discipline of the student in collecting his tasks.…”

“…The affective assessment points that can be carried out are only limited. The limitations of the attitude aspects observed during online learning are because teachers cannot directly observe the activities carried out by students while at home (Dewi, 2020;Nurlaili et al, 2021;Sari, 2021).…”

“…In grade 4, teachers have difficulty determining the skills assessment carried out on students online, while teachers in grades 2 and 5 admitted that they have no difficulty conducting skills assessments. Even so, during online learning, there will be some skills assessments that are difficult to do online because, according to Nurlaili et al (2021) the skills assessment process when online learning has obstacles due to interactions that do not support the direct observation of student psychomotor development.…”