ABSTRAK
Permendiknas Nomor 22 Tahun 2006 tentang Standart Isi bahwa substansi mata pelajaran IPA dan IPS pada SD/MI merupakan “IPA Terpadu dan IPS Terpadu”, demikian pula substansi pelajaran IPA dan IPS pada SMP/MTs juga merupakan “IPA Terpadu dan IPS Terpadu”. Meskipun kurikulum sudah mengalami perubahan, yakni dari Kurikulum 2004 (Kurikulum Berbasis Kompetensi/KBK) menjadi Kurikulum 2006 (Kurikulum Tingkat Satuan Pendididkan/KTSP) yang keduanya bisa disebut dengan Kurikulum berbasis kompetensi, namun pelaksanaan pembelajaran IPS tidak mengalami perubahan. Hal yang tidak berubah atau seringkali tetap sama dilakukan antara lain: cara mengajar guru, materi pelajaran setiap disiplin ilmu yang tergabung dalam mata pelajaran IPS (Terdiri dari kompetensi dasar Sejarah, Sosiologi, Geografi dan Ekonomi) tetap disajikan secara tersendiri tanpa dikaitkan dengan disiplin ilmu yang lain.
Disinilah pentingnya Penelitian dilakukan, Penelitian ini dilakukan dengan judul Problematika Guru IPS Dalam Penerapan Model Pembelajaran Ips Terpadu Di Kelas VIII MTsN Malang 1, dengan Subfokus:1. Bagaimana proses penerapan pembelajaran IPS Terpadu di kelas VIII MTsN Malang 1?, 2. Apa problematika yang di alami guru IPS selama menerapkan model pembelajaran IPS Terpadu di kelas VIII MTsN Malang 1?, 3. Apa saja upaya-upaya yang dilakukan untuk mengatasi problematika guru IPS dalam penerapan model pembelajaran IPS Terpadu kelas VIII di MTsN Malang 1?. Jenis Pendekatan yang dilakukan dalam penelitian ini adalah kualitatif studi kasus. Metode pengumpulan datanya dengan dokumentasi, wawancara, dan observasi.
Hasil penelitian melalui beberapa metode menghasilkan bahwa 1. Pelaksanaan pembelajaran IPS Terpadu strukturnya masih terpisah, sehingga seringkali disebut dengan keterpaduan yang terpecah, karena masih berbentuk disiplin ilmu dalam penerapannya. 2. Problematika yang di alami guru IPS selama menerapkan model pembelajaran IPS Terpadu berlangsung yang ditemui peneliti adalah : a. Kurikulum itu sendiri yang tidak menggambarkan satu kesatuan yang terintegrasi, b. Materi yang sangat banyak sehingga tidak sebanding dengan alokasi waktu. c. Strategi yang harus bervariasi agar siswa tidak bosan dan tujuan pembelajaran bisa tercapai. 3. Upaya-upaya yang dilakukan untuk mengatasi problematika guru IPS terhadap penerapan model pembelajaran IPS Terpadu berlangsung adalah : a. Memaksimalkan MGMP, b. Saling sharing anata guru disiplin ilmu, c. efisiensi waktu. Jika sruktur kurikulum terpadu akan lebih mudah, namun karena struktur kurikulum sendiri yang masih terpecah sehingga dalam penerapannyapun tetap terpisah walaupun disebut dengan terpadu.
ABSTRACT
The Minister Of National Education Rules No. 22 of 2006 on the Standard Contents that the substance of teaching science and social study at SD / MI is " Integrated Science and Integrated Social Study", as well as the substance of science and social lessons at SMP / MTs are also as an "" Integrated Science and Integrated Social Study". Although the curriculum has undergone a change, which is from Curriculum 2004 (Competency-Based Curriculum / CBC) into Curriculum 2006 (Education Unit Level Curriculum), which both can be called with a competency-based curriculum, but the implementation of learning of IPS has not changed. Things have not changed or remained the same is often done include: teachers’ way of teaching, the subject matter of each discipline which incorporated in social studies (Consists of basic competence History, Sociology, Geography and Economics) remained presented separately without being associated with other disciplines.
This is when the importance of research should be done. The research was conducted in titled “Problems of Social Subject (IPS) Teachers against Integrated Learning Model Application in Class VIII of State Islamic Junior High (MTsN), Malang 1, with sub-focuses as follows: 1. How does the application process of Integrated Social learning in class VIII of MTsN, Malang 1 ?, 2. What are the problems experienced by teachers at IPS for implementing Integrated Social learning models in class VIII of MTsN, Malang 1 ?, 3. What efforts are being made to overcome the problems of IPS teachers in the implementation of Integrated Social learning models of class VIII in MTsN 1, Malang ?. The type of approach taken in this study is a qualitative case study. The data collection method is by using documentation, interviews, and observations.
Results of research were conducted through several methods that 1. Implementation of Integrated Social learning was still a separate structure, which was often referred to as the split alignment, because they formed the discipline in its application. 2. The problems experienced by teachers during the implementation of the learning Integrated IPS model on the ongoing research are: a. The curriculum itself does not describe an integrated one for whole, b. Too many materials which are not worth with the time allocation. c. The strategy should be varied so that students do not get bored and so the learning objectives can be achieved. 3. Efforts are being made to overcome the problems of social studies teachers for the implementation of Integrated Social learning models are: a. Maximizing MGMP, b. sharing each other about disciplines among teachers, c. time efficiency. If integrated curriculum would be easier, but because of the structure of the curriculum itself is still fragmented so even in the application will remain separate even though it is so-called integrated
