Abstract

Pembelajaran IPA tingkat SMP, menurut Kurikulum 2006 maupun Kurikulum 2013 harus diajarkan secara terpadu. Wawancara awal menunjukkan guru IPA SMP di Wonosobo belum mengajar secara terpadu. Penelitian ini bertujuan untuk mengidentifikasi factor pendukung dan penghambat dari guru dalam mengimplementasikan pembelajaran IPA terpadu tingkat SMP di Kabupaten Wonosobo. Penelitian ini diharapkan dapat memberikan gambaran nyata pelaksanaan pembelajaran IPA terpadu. Metode penelitian yang digunakan yaitu deskriptif kualitatif. Teknik pengambilan data menggunakan wawancara, observasi, dan dokumentasi. Sumber data berasal dari enam sekolahan yang terbagi dalam tiga kelompok sekolah. Data dianalisis menggunakan analisis data model Miles and Huberman. Hasil penelitian menunjukkan bahwa factor pendukung dari guru dalam implentasi pembelajaran IPA terpadu yaitu semua guru aktif meningkatkan kompetensi, guru di kelompok I terbiasa melakukan pembelajaran aktif, dan guru di kelompok II dan III mampu mensiasati keterbatasan sarana prasarana. Faktor penghambat dari guru yaitu semua guru memiliki kualifikasi pendidikan yang bukan IPA terpadu, pemahaman guru terhadap pendekatan terpadu masih rendah, dan guru kesulitan mengelola waktu.


The science learning of Junior High School level, according to Curriculum 2006 and Curriculum 2013 should be taught in an integrated manner. Initial interviews showed that the science teacher of Junior High School in Wonosobo had not taught in an integrated. This study aims to identify the supporting and inhibiting factors of teachers in implementing integrated science learning in junior high school in Wonosobo regency. This research is expected to provide a real condition of the implementation of integrated science learning. The research method used is descriptive qualitative. Techniques of data collection using interviews, observation, and documentation. The data source comes from six schools that are divided into three school groups. Data were analyzed using Miles and Huberman model data analysis. The result of the research indicates that the supporting factor of the teachers in the implementation of integrated science learning is that all teachers actively improve the competence, the teachers in group I are accustomed to active learning, and the teachers in groups II and III are able to anticipate the limitations of infrastructure. The teacher's inhibiting factor is that all teachers have non-integrated educational qualifications, the teacher's understanding of the integrated approach is still low, and the teacher’s has difficulty managing the time.