Pengelolaan Pembelajaran Kimia Peminatan Dan Lintas Minat Di Tingkat Sma

Abstract

AbstrakPenelitian ini bertujuan untuk mendeskripsikan dan menjelaskan pengelolaan pembelajaran kimia peminatan dan lintas minat di SMA Negeri 1 Seririt. Penelitian ini dilaksanakan menggunakan pendekatan kualitatif dengan jenis penelitian fenomenologis. Subjek dalam penelitian ini yaitu guru kimia peminatan dan lintas minat, kepala SMA Negeri 1 Seririt, wakil kepala sekolah bidang kurikulum, penilai kinerja guru, serta siswa kelas X MIA 3 dan X BABUD 1. Metode pengumpulan data yang digunakan adalah studi dukumen, observasi, wawancara, dan kuisioner. Data penelitian dianalisis menggunakan teknik deskriptif kualitatif. Hasil penelitian ini adalah sebagai berikut. (1) Pemilihan peminatan MIA, IIS dan BABUD ditentukan berdasarkan nilai Raport dan UNBK siswa pada jenjang SMP, angket minat dan tes psikologis, sedangkan mata pelajaran lintas minat ditentukan langsung oleh pihak sekolah. (2) Pengelolaan pembelajaran kimia peminatan dan lintas minat meliputi perencanaan, pelaksanaan, penilaian dan pengawasan dibuat sama tanpa memperhatikan karakteristik siswa. Pengelolaan pembelajaran yang sama berimplikasi terhadap minat, hasil dan kesulitan belajar siswa. Minat belajar siswa kimia peminatan pada aspek sebelum dan saat mendapatkan pembelajaran kimia lebih tinggi dibandingkan kimia lintas minat. Persentase minat belajar siswa kimia peminatan sebelum mendapatan pembelajaran kimia sebesar 63,89% dan kimia lintas minat sebesar 19,4%. Persentase minat belajar siswa kimia peminatan saat mendapatkan pembelajaran kimia sebesar 69,44% dan kimia lintas minat sebesar 33,11%. Hasil belajar kimia peminatan lebih tinggi dibandingkan lintas minatyaitu 8,3% di atas KKM dan di bawah KKM sebesar 91,7%, sedangkan siswa kimia lintas minat yang mencapai KKM sebesar 2,8% dan di bawah KKM sebesar 97,2%.AbstractThis study aims to describe and explain the management of chemistry learning specialization and cross-interest in SMA Negeri 1 Seririt. This research was carried out using a qualitative approach with a type of phenomenological research. Subjects in this study were chemistry specialization and cross-interest teachers, head of Seririt 1 Public High School, deputy headmaster in the curriculum field, teacher performance appraisers, as well as class X MIA 3 and X BABUD 1. Data collection methods used were document studies, observations, interview, and questionnaire. The research data were analyzed using qualitative descriptive techniques. The results of this study are as follows. (1) The selection of specialization of MIA, IIS and BABUD is determined based on the scores of the report cards and UNBK students at the junior secondary level, interest questionnaires and psychological tests, while cross-interest subjects are determined directly by the school. (2) Management of specialization and cross-interest chemistry learning including planning, implementation, assessment and supervision is made equal regardless of student characteristics. The same management of learning has implications for interests, outcomes and student learning difficulties. Interest in specialization chemistry students in the aspects before and when they get chemistry learning is higher than cross-interest chemistry. The percentage of interest in specialization chemistry students before getting chemistry learning was 63.89% and cross-interest chemistry was 19.4%. The percentage of interest in specialization chemistry students when getting chemistry learning was 69.44% and cross-interest chemistry was 33.11%. Chemistry specialization learning outcomes are higher than cross interests, 8.3% above KKM and below KKM 91.7%, while chemistry students across interests reach KKM at 2.8% and below KKM at 97.2%.Keywords: management of learning, specialization, cross interests, learning difficulties and interest in learning.

Curriculum Management and Physics Learning at Madrasah Aliyah (MA) Islamic Modern Islamic Boarding School (PPMI) Assalaam Surakarta

“…Supervision of the implementation of teacher learning is carried out once a semester by the principal of the madrasah and the appointed senior teacher, starting from making supervision schedules, checking lesson plans, observing learning (opening, core, and closing), reflecting on the advantages and disadvantages of learning. This finding supports previous research by Widiawati et al (2019). Supervision of learning outcomes is carried out in the form of examining and analyzing teacher assessment documents including a list of assessment results (UH, PTS, PAS, remedial and enrichment), and analysis of learning completeness.…”

Kinerja Guru dalam Pembelajaran Lintas Minat Kimia Sebagai Implementasi Kurikulum 2013

“…Kurikulum 2013 memberikan kesempatan kepada peserta didik untuk mengembangkan kemampuan, bakat dan minat secara lebih luas serta terbuka sesuai dengan prinsip perbedaan individu (Widiawati, 2019). Berdasarkan buku pedoman peserta didik yang di terbitkan oleh Kemendikbud menyebutkan bahwa struktur Kurikulum 2013 untuk tingkat SMA/MA dikelompokkan menjadi mata pelajaran wajib, peminatan, lintas minat atau antar minat, dan pendalaman minat yang dimulai sejak kelas X.…”

The Implementation of Indonesian Cross-Major Program in The Structuration and Structural Functional Perspective

“…The similar problem occurs in some other schools: (1) (1) SMAN 6 Semarang, the selection of crossmajor subjects is determined by school, thereby making the students less motivated in attending the learning because it is not compatible to their interest and results in hard learning burden (Dewi, 2016). (2) SMAN 1 Seririt of Buleleng Regency, the selection of cross-major subjects is determined by school encouraging the learning management to be made equal regardless the students' characteristics and interest (Widiawati, 2019). (3) SMAN 1 Sungai Ambawang of Kuburaya Regency, the limitation of students' right in choosing the subject compatible to their interest (Wahyudi et al, 2018).…”