Penerapan strategi inkuiri terbimbing dalam pembelajaran bahasa dan matematika kelas k-3

Gaol, Nella Sari Lumban (2024) Penerapan strategi inkuiri terbimbing dalam pembelajaran bahasa dan matematika kelas k-3. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Kelas K-3 memiliki siswa dengan kebutuhan dan keunikan yang berbeda-beda. Salah satunya adalah anak dengan kebutuhan khusus seperti speech delay dan tingkat konsentrasi yang cukup rendah. Sehingga guru merancangkan pembelajaran dengan strategi inkuiri terbimbing untuk memenuhi kebutuhan setiap siswa karena adanya peran guru sebagai penuntun dan fasilitator. Guru menuntun siswa untuk mengetahui bahwa Allah adalah pencipta tumbuhan dan menghendaki manusia untuk memelihara ciptaan-Nya sesuai dengan poin penting yang dituangkan dalam enduring understanding. Strategi pembelajaran inkuiri terbimbing diaplikasikan melalui metode copy the master, cerita, dan tanya jawab. Hasil belajar siswa akan dievaluasi menggunakan rubrik dengan skala penilaian baik, cukup baik, dan perlu bantuan. Murid akan dianggap tercapai (‘L’) apabila berada dalam skala baik, ada kemajuan (‘AK’) dengan skala cukup baik, dan tidak tercapai (‘TL’) dengan skala perlu bantuan. Berdasarkan hasil rekapan nilai siswa, didapatkan bahwa sebagian besar siswa berada pada skala penilaian baik (‘L’) hal ini menunjukkan bahwa tujuan pembelajaran dan permasalahan kelas dapat dijawab melalui penerapan strategi inkuiri terbimbing. Begitu juga dengan siswa yang memiliki kebutuhan khusus seperti speech delay dan konsentrasi rendah juga mengalami peningkatan hasil belajar yaitu berada pada skala baik dan cukup baik, walaupun pada beberapa penilaian siswa terkadang masih memerlukan bantuan. Selama proses praktik mengajar ini berlangsung, penulis menyadari bahwa proses mengulang adalah kunci utama dalam pembelajaran anak usia dini. Sehingga saran bagi guru adalah metode copy the master dapat diaplikasikan pada anak usia dini dengan tetap menekankan pada pengulangan akan setiap pengetahuan baru yang diterima siswa. / The K-3 class has students with different needs and uniqueness. One of them is a child with special needs such as speech delays and low levels of concentration. So, the teacher designs learning with guided inquiry strategy to meet the needs of each student because of the teacher’s role as a guide and facilitator. Teacher guides students to know that God is the creator of plants and wants humans to maintain His creation according to the important points outlined in enduring understanding. The guided inquiry learning strategy is applied through the copy the master method, 2 stories, and questions and answers. Students' learning outcomes will be evaluated using a rubric with a rating scale of good, good enough, and needs help. Students will be considered achieved ('L') if they are on the good scale, progressed ('AK') on the good enough scale, and not achieved ('TL') on the need help scale. Based on the recapitulation of students’ scores, it is found that most students are on the good (‘L’) rating scale, showing that the learning objectives and classroom problems can be answered through the application of guided inquiry strategies. Similarly, students with special needs such as speech delay and low concentration also experienced an increase in learning outcomes, which were on the good and good enough scale, although in some assesments students sometimes still needed help. During this teaching practice process, the author realised that repetition is the key in early childhood learning. So, the suggestion for teachers is that the copy the master method can be applied to early childhood while still emphasising repetition of any new knowledge received by students.

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