Pelaksanaan Pembelajaran Berpola Paradigma Pedagogi Reflektif (PPR) di SMP Strada Santa Anna Jakarta

Manalu, Lusia Wiwi (2021) Pelaksanaan Pembelajaran Berpola Paradigma Pedagogi Reflektif (PPR) di SMP Strada Santa Anna Jakarta. S2 thesis, Universitas Kristen Indonesia.

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Abstract

Paradigma Pedagogi Reflektif (PPR) adalah pendekatan pembelajaran yang digunakan di SMP Strada Santa Anna. PPR diintegrasikan dengan Kurikulum 2013 untuk menguatkan pendidikan karakter di sekolah. Hasil monitoring dan evaluasi menunjukkan bahwa proses pembelajaran belum maksimal. Selain itu, guru mengalami masalah-masalah dalam proses pembelajaran. Oleh karena itu, perlu dilakukan penelitian mengenai pelaksanaan pembelajaran berpola Paradigma Pedagogi Reflektif (PPR). Penelitian ini bertujuan untuk menggali secara mendalam mengenai tahap perencanaan, tahap pelaksanaan, dan hasil pelaksanaan pembelajaran berpola Paradigma Pedagogi Reflektif (PPR). Jenis penelitian ini adalah studi kasus deskriptif, dengan pendekatan kualitatif. Subyek penelitian terdiri 15 orang. Teknik pengumpulan data melalui wawancara mendalam, kuesioner, dan observasi. Data yang diperoleh dianalisis dengan pendekatan triangulasi dengan metode gabungan (multiple sources & multiple methods). Pembelajaran Paradigma Pedagogi Reflektif (PPR) dilaksanakan dengan baik oleh guru dan murid memahami inti dari refleksi. Perfomance pembelajaran menunjukkan bahwa nilai-nilai kemanusiaan yang menjadi prioritas mulai tampak pada perilaku murid. Hasil kuesioner menunjukkan tahap perencanaan PPR 72% baik, pelaksanaan PPR 63% baik, dan hasil pelaksanaan 58% baik. Hambatan yang muncul dalam pelaksanaan adalah keterbatasan pemahaman, minimnya sosialiasi, jam mengajar, dan proses monitoring dan evaluasi yang belum ditindaklanjuti secara serius. Perlu dilakukan sosialisasi PPR, pemberian umpan balik terhadap hasil monitoring dan evaluasi dalam berbagai hal misalnya seminar dan diklat. Selain itu, hendaknya ada koordinasi tim di tingkat unit sekolah untuk meningkatkan kinerja guru dalam proses pembelajaran. Kata Kunci: paradigma pedagogi reflektif, pendidikan karakter, pembelajaran. / Reflective Pedagogy Paradigm is a learning approach used in SMP Strada Santa Anna. Reflective Pedagogy Paradigm is being integrated with the 2013 Curriculum to strengthen character education in school. After the monitoring and evaluating activity are taken, the result shows that the learning process is not optimal yet. Besides, teachers experience problems in the learning process. Therefore, it is necessary to conduct research on the implementation of the learning activities with a Reflective Pedagogical Paradigm pattern. This study aims to explore in-depth the planning stage, the implementation stage, and the results of the implementation of the Reflective Pedagogical Paradigm Learning pattern. This is a descriptive case study research, with a qualitative approach. The research subjects consist of 15 people. In-depth interviews, questionnaires, and observations are being used by the researcher for the data collection technique. The data were analyzed using a triangulation approach with a combined method (multiple sources & multiple methods). Learning activity using Reflective Pedagogy Paradigm is carried out well by teachers and students who understand the essence of reflection. Performance of the learning shows that the human values that are the priority, found in the behavior of the pupils. The result of the Reflective Pedagogy Paradigm’s questionnaire shows that seventy-two percent (72%) of the planning stage are good, sixty-three percent (63%) of the implementation stage are good, and fifty-eight percent (58%) of the result of the implementation are good. The obstacles that arise in the implementation are the lack of understanding, the lack of socialization, the teaching hours, and the monitoring and evaluating activities that have not been followed up seriously. It is necessary to conduct the socialization of the Reflective Pedagogy Paradigm, providing feedback on the results of the monitoring and evaluating activity in various matters, such as seminars and training. In addition, there should be team coordination at the school level to improve the teacher performance in the learning process. Keywords: reflective pedagogy paradigm, character education, learning

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