IMPLEMENTASI KEMANDIRIAN BELAJAR DALAM PEMBELAJARAN IPS PADA PESERTA DIDIK KELAS VII DI SMPN 8 SEMARANG

Abstract

Permasalahan di SMPN 8 Semarang yaitu kurangnya kemandirian belajar peserta didik kelas  VII pada mata pelajaran IPS. Tujuan penelitian yaitu: (1) Menganalisis implementasi  kemandirian belajar dalam pembelajaran IPS pada peserta didik kelas VII di SMPN 8 Semarang. (2) Menganalisis peran guru IPS dalam menanamkan kemandirian belajar peserta didik pada pembelajaran IPS kelas VII di SMPN 8 Semarang. (3) Menganalisis kendala dan upaya dalam menanamkan kemandirian belajar peserta didik pada pembelajaran IPS kelas VII di SMPN 8 Semarang. Menggunakan pendekatan kualitatif deskriptif. Metode wawancara, observasi, dan dokumentasi. Hasil penelitian: (1) Implementasi belum optimal karena kurangnya rasa minat peserta didik terhadap IPS, ditunjukkan dengan minimnya rasa percaya diri dan inisiatif diri. (2) Peran guru sebagai pembimbing, teladan, motivator, dan 
fasilitator. (3) Kendala meliputi aspek psikologi peserta didik (minat) dan aspek lingkungan (lingkungan pertemanan dan keluarga). Upaya yang dilakukan meliputi pengadaan program 18-21 dan ekstrakurikuler KIR, serta pengoptimalisasi peran guru sebagai pendidik, motivator, dan fasilitator.

The problem at SMPN 8 Semarang is the lack of learning independence of class VII students in social studies. The objective of the study are: (1) To analyze the implementation of learning independence in social studies learning for class VII students at SMPN 8 Semarang. (2) To analyze the role of social studies teachers in instilling learning independence in students in social studies learning for class VII at SMPN 8 Semarang. (3) To analyze the obstacles and efforts in instilling learning independence in students in social studies learning for class VII at SMPN 8 Semarang. Using a descriptive qualitative approach. Interview, observation, and documentation methods. Research result: (1) Implementation is not optimal due to the lack of interest in social studies among students, indicated by minimal self-confidence and self-intiative. (2) The role of teachers as guides, role models, motivators, and facilitators. (3) Obstacles include aspects of student psychology (interest) and environmental aspects (friendship and family environment). Efforts made include the provision of the 18-21 program and KIR extracurricular activities, as well as optimizing the role of teachers as educators, motivators, and facilitators.