Abstract

Penerapan pembelajaran IPA Terpadu di SMP menimbulkan persepsi guru yang berbeda. Hal ini dikarenakan guru harus menguasai ketiga bidang ilmu sekaligus (Fisika, Kimia, dan Biologi). Penerapan Pembelajaran IPA di dalam kelas oleh guru akan membentuk persepsi siswa terhadap pembelajaran IPA Terpadu. Tujuan dari penelitian ini adalah untuk 1. Menganalisis persepsi guru dan siswa terhadap pembelajaran IPA Terpadu, 2. Mengajukan suatu desain pembelajaran IPA Terpadu sesuai dengan analisis persepsi yang valid, praktis, dan efektif. Metode yang digunakan pada penelitian ini adalah mixed method diawali penelitian kualitatif untuk mendapatkan data persepsi guru dan siswa dilanjutkan dengan penelitian kuantitatif berupa pengujian desain pembelajaran yang diajukan. Hasil penelitian menunjukkan bahwa menurut persepsi guru penerapan pembelajaran IPA Terpadu belum mendapatkan dukungan yang memadai, diantaranya bahan ajar yang belum sepenuhnya terpadu, guru yang belum menguasai materi ketiga bidang ilmu, serta keterbatasan waktu. Di sisi lain, siswa mempersepsikan pembelajaran IPA Terpadu sudah cukup baik. Berdasarkan persepsi tersebut, diajukan desain pembelajaran Discovery Learning. Berdasarkan analisis secara kuantitatif, hasil uji coba desain pembelajaran tersebut menunjukkan valid, praktis, dan efektif.


 


Application of integrated science teaching in junior high school caused teacher raises a different perception. It is associated with having mastered the three disciplines as well (Physics, Chemistry, and Biology) by teachers. As well as the application of learning in the classroom by the teacher will shape students' perceptions.The objectives of this research are to 1. analyze the perceptions of teachers and students, toward the integrated science learning, 2.  develop the design of integrated science learning as the implication of the perceptions of teachers and students. The method that is used in this research is mixed method, which is started with a qualitative research, and then followed by a quantitative research. The result of teachers perceptions is has not been any well integrated teaching material that connect two or three subjects in science. Teachers still find difficult to deliver the integrated materials and also the limitation of time in delivering integrated science material. In other to, the students' perception toward the integrated science learning has already been good. Whereas the suggested learning design is discovery learning. The results of trials of the learning design show its validity, practicality, and effectiveness.