ANALISIS BUKU: RAGAM KEGIATAN MENANYA DI BUKU SISWA KELAS 1,2,4, DAN 5 KURIKULUM 2013

This research aimed to understand the variety of questioning activity in student books. This research was descriptive. The objects analyzed were the elementary students books grade 1, 2, 4, and 5. The analysis was done by matching the questioning activity in student books with the indicator of questioning activity. From the analysis, it was found in the student books that there have been any instruction or task for the students to make a question. The dominant instruction found in the book was to make a question based on the pictures and texts provided, while the task questioning based on the observed real object/phenomenon was only in 5th grade book. In the student book, there was no task/command/instruction that leads the students to make a scientific question, to ask about the possibility that make happen if an object was given particular treatment, or to discuss and think about how to answer the question they asked. Therefore, additional steps were needed by teacher when they using the 2013 curriculum student book.Keywords : questioning, student book, science

ANALISIS BUKU: APAKAH KEGIATAN DI BUKU SISWA KELAS IV SD KURIKULUM 2013 TELAH MENDUKUNG PEMBELAJARAN IPA DENGAN PENDEKATAN SAINTIFIK?

Telah dilakukan analisis kegiatan di buku siswa kelas IV SD Kurikulum 2013. Penelitianini bertujuan mengetahui kesesuaian kegiatan di buku siswa kelas IV dalam mendukungpembelajaran IPA dengan pendekatan saintifik. Penelitian ini merupakan penelitian deskriptif.Analisis pendekatan saintifik dilakukan dengan mengidentifikasikan kegiatan-kegiatan dibuku siswa dengan indikator mengamati, menanya, mencoba, mengasosiasi, danmengomunikasikan (5M) menurut Harlen dan Qualter (2004). Dari hasil analisis, diperolehinformasi bahwa kegiatan di buku siswa kelas IV SD Kurikulum 2013 belum secara optimalmendukung pembelajaran IPA dengan pendekatan saintifik. Kegiatan 5M di buku bersifatparsial atau terpisah-pisah, artinya satu tahapan tidak berhubungan dengan tahapan lainnya.Kegiatan mengamati tidak dilanjutkan dengan menanya, kegiatan menanya tidak dilanjutkandengan mencoba, dan seterusnya hingga mengomunikasikan. Tahapan pendekatan saintifik dibuku siswa kelas IV khusus bidang IPA didominasi oleh kegiatan mengamati (sebanyak 22kegiatan). Sedangkan untuk kegiatan menanya dan mencoba tidak ada yang merupakanlanjutan dari kegiatan mengamati (0 kegiatan). Kegiatan mengasosiasi ada 3 kegiatan danmengomunikasikan ada 16 kegiatan. Tidak ada materi di bidang IPA yang dipelajari dengantahapan pendekatan saintifik secara utuh (5 tahapan). Maka guru perlu melakukan kegiatantambahan agar pembelajaran IPA dengan pendekatan saintifik dapat terlaksana denganmaksimal. Pelaksanaan pembelajaran dengan pendekatan saintifik yang maksimal diharapkanmampu melatih siswa kritis, kreatif, mampu menyelesaikan masalah, berpendapatberdasarkan fakta sehingga karakter siswa dapat berkembang dengan baik.Kata kunci: pendekatan saintifik, buku siswa, IP

ANALISIS BUKU : BAGAIMANA KURIKULUM 2013 MEMFASILITASI BERKEMBANGNYA KETERAMPILAN MENGAMATI PADA SISWA KELAS 1,2,4 DAN 5?

We analyzed the activities in the student books Curriculum 2013.This research was to understand the development of observation skills in the student book.  This research was analyzed student books for grade 1, 2, 4, and 5. From the analysis, obtained information that in the student books have contained instructions or assignments for students to observe objects / events / real phenomenon that results are in keeping with the facts (appearing in grades 1, 2, 4, and 5), use a variety of senses (appearing in grade 1, 2, 4, and 5), determine similarities or differences (appearing in grades 1, 2, 4, and 5), and repeated observations to obtain accurate results (appearing in grade 1 and 4). But in the book there are no clues student or assignment for the students to use the tools of observation so the range of observation and no further details are also instructions for preparing the observation stage. In addition, the activity observed in the students' books are dominated by observing the images so that the information obtained by the students is limited

Analisis Kesesuaian Kegiatan di Buku Siswa SD Kurikulum 2013 dalam Mendukung Pembelajaran IPA dengan Pendekatan Saintifik

Telah dilakukan analisis kegiatan di buku siswa SD Kurikulum 2013. Penelitian ini bertujuan mengetahui kesesuaian kegiatan di buku siswa dalam mendukung pembelajaran IPA dengan pendekatan saintifik. Analisis buku ini didasarkan pada pentingnya pengembangan pendekatan saintifik, pentingnya buku sebagai panduan pembelajaran, dan kesenjangan penelitian yang telah ada sebelumnya. Penelitian ini merupakan penelitian deskriptif di mana peneliti mendeskripsikan kegiatan di buku sesuai dengan fakta yang ada. Buku yang dianalisis adalah buku siswa SD kelas 1, 2, 4, dan 5. Analisis dilakukan menggunakan instrumen rubrik analisis yang telah diolah peneliti. Dari hasil analisis, diperoleh informasi bahwa kegiatan di buku siswa SD Kurikulum 2013 belum mendukung pembelajaran IPA dengan pendekatan saintifik. Secara keseluruhan, tahapan pendekatan saintifik di buku didominasi oleh kegiatan mengamati (sebanyak 79 kegiatan). Sedangkan kegiatan menanya ada 2 kegiatan, mengasosiasi ada 7 kegiatan, dan mengomunikasikan ada 36 kegiatan. Kegiatan-kegiatan yang dimaksud tersebut adalah kegiatan yang sesuai dengan indikator pada instrumen. Di buku siswa tidak terdapat kegiatan mencoba yang sesuai dengan indikator. Selain itu, tidak ada materi di bidang IPA yang dipelajari dengan tahapan pendekatan saintifik secara utuh (5 tahapan). Maka buku siswa perlu diperbaiki oleh pemerintah dan guru. Guru juga perlu melakukan kegiatan tambahan agar pembelajaran IPA dengan pendekatan saintifik dapat terlaksana dengan maksimal. This study aims to determine the suitability of the activities in student handbooks with scientific approach. Books analysis is based on the importance of developing scientific approach, the importance of the book as a learning guide, and previous research gaps. This research is a descriptive research where researcher describes activities in the book in accordance to the facts. The books that analyzed are primary student handbooks grade 1, 2, 3, 4 and 5. The analyses were performed by using the instrument of accession rubric analysis that has been processed by researchers. From the analysis, can be obtained information that the activities in primary student handbooks Curriculum 2013 is not appropriate for supporting the learning process with scientific approach. Overall, the stage of scientific approach in student handbooks is dominated by observation (79 activities), meanwhile, there are 2 questioning activities, 7 assotiating activities, and 36 communicating activities. However, there is no indication according to the indicator on the student handbooks for student to do any experiment. Besides that, there are no activities in science which applies the learning stages with intact scientific approach (5 stages). In conclusion, the book has to be repaired by the government and teacher. Besides, teachers need to do additional activities in order to maximize the student’s learning process with scientific approach

PENGUATAN LITERASI SAINS DAN PENDAMPINGAN PEMBUATAN MODUL AJAR UNTUK GURU SD

The challenge most often faced today is how to make students and teachers aware of the importance of literacy. One of the important literacy is scientific literacy. Scientific literacy is defined as a person's ability to use scientific knowledge and scientific process skills to understand and make decisions about the natural environment. In this community service, strengthening scientific literacy and assisting in the manufacture of teaching modules for elementary school teachers at Kanisius Demangan Baru Elementary School. The implementation of community service is carried out in 3 stages, namely: (1) mapping the teacher's interest in scientific literacy (2) the team prepares training materials based on the mapping (3) strengthening scientific literacy and assisting in making teaching modules. From this community service, teachers can create teaching modules that can train students' scientific literacy skills well

PELATIHAN PEMANFAATAN BENDA-BENDA SEKITAR DAN PERMAINAN UNTUK MEDIA PEMBELAJARAN MIPA DAN IPS DI SD SANJAYA TRITIS PAKEM

The purpose of this training was to facilitate elementary school teachers in Sanjaya Elementary School Tritis, Pakem so that they were able to provide learning media for Natural and Social Sciences. The learning media was a set of equipment that could be used as learning media to help teachers deliver lessons to the students so that students were motivated to learn. Media that could be used should be helpful for the students to understand the concept of learning, be suitable with the characteristics of the students, and facilitate the students to obtain the learning objectives, as well as appropriate with the learning condition, facilities and time availability. This training was directed in such a way that the teachers in that school became creative in utilizing objects around them to teach Natural and Social Sciences. Games were also used to teach Mathematics