Pelajaran Seni Budaya Dan Keterampilan Kelas 5
ABSTRAK Handayaningrum, W. P engembangan M odel M anajemen P elatihan P endidikan S eni B udaya bagi G uru SD. Disertasi, Program Studi Manajemen Pendidikan, Program Pascasarjana, Universitas Negeri Malang. Pembimbing (1) Prof. Willem Mantja, M.Pd, (II) Prof. Hendyat Soetopo, M.Pd, (III) Prof.
Demikianlah rangkuman atau ringkasan materi pelajaran Seni Budaya dan Keterampilan (SBK) kelas 5 SD/MI semester ganjil dan genap yang bisa kami bagikan untuk sahabat. Contoh RPP SBK Kelas 5 SD semester 1. Mata Pelajaran: Seni Budaya Dan Keterampilan. Seni Budaya Dan Keterampilan.
Ali Imron, M.Pd, M.Si Kata kunci: model manajemen pelatihan, pendidikan seni budaya, guru SD kelas awal Berdasarkan penelitian awal di SD saat pelatihan seni di Batu serta angket yang diisi oleh guru SD saat PLPG tahun 2011di Tuban, ditemukan adanya permasalahan pembelajaran seni budaya saat ini dari aspek guru: tidak semua sekolah memiliki guru seni, tidak semua guru seni budaya mempunyai latar pendidikan seni. Dari paradigma guru ada mis konsepsi terhadap pendidikan seni yaitu pendidikan seni dianggap mendidik anak jadi seniman. Mata pelajaran seni budaya tidak dianggap penting dan sebagai pelengkap pengalaman di lapangan. Masih berpusat pada guru karena referensi terbatas, belum mengoptimalkan lingkungan dan belum mengembangkan kreativitas anak. Akhirnya out put hanya aspek kognitif, berorientasi hasil bukan proses, kreativitas siswa rendah. Dari permasalahan di atas Dinas Pendidikan kota maupun Provinsi telah mengadakan pelatihan. Namun ada permasalahan dalam penyelenggaraan pelatihan yaitu dari paradigma bahwa pelatihan untuk meningkatkan keterampilan mencipta karya seni, sehingga fokus pelatihan adalah keterampilan seni, rekrutmen guru SD juga yang mempunyai keterampilan seni, guru SD yang demikian jumlahnya terbatas, out put menguasai keterampilan seni dan bisa mencipta seni, yang diperuntukkan lomba atupun festival, bukan membelajarkan seni budaya di SD.
Pelajaran Seni Budaya Dan Keterampilan Kelas 5
Berangkat dari sinilah diperlukan adanya pengembangan model pelatihan. Berdasarkan hasil penelitian awal, maka pengembangan produk awal dalam penelitian ini menghasilkan buku model manajemen pelatihan, buku materi pelatihan pendidikan seni budaya bagi guru SD Menurut Borg dan Gall dan Puslitjaknov ada lima langkah untuk menghasilkan produk, sebagai berikut: (1) Melakukan analisis produk dengan mengadakan penelitian dan pengumpulan data awal, (2) Mengembangkan produk awal, (3) Validasi ahli dan revisi, (4) Uji coba lapangan skala kecil dan revisi produk (4) Uji coba skala besar dan produk akhir. Produk divalidasi oleh ahli pelatihan yaitu Prof. Mundzir, M.Pd Guru Besar Pendidikan Luar Sekolah UM, Prof. Roesminingsih M.Pd Guru Besar Pendidikan Luar Sekolah Unesa.
Validasi ahli bidang seni yaitu Dr. Djuli Djatiprambudi, M.Sn dosen seni Unesa dan Drs. Hadjar Pamadhi, M.A, dosen seni UNY. Validasi ahli pembelajaran. I Nyoman Sudana Degeng, M.Pd Guru Besar Teknologi Pembelajaran UM dan Prof.
Muhamad Nur Guru Besar Pembelajaran Unesa. Pada validasi putaran 1 difokuskan pada kualitas isi tulisan sehingga revisi produk berdasarkan masukan ahli. Validasi pada putaran 2 difokuskan pada tingkat kemanfaatan, sistematika, tingkat kejelasan, tingkat keterbacaan, tingkat kemudahan, kemutakhiran keenam ahli memberikan penilaian dikategori tinggi dan sangat tinggi. Ujicoba penggunaan produk manajemen pelatihan skala kecil dilakukan oleh 5 kepala UPT, hasil uji coba menunjukkan tingkat kemanfaatan, sistematika, tingkat kejelasan, tingkat keterbacaan, tingkat keterlaksanaan model, kategori tinggi dan sangat tinggi.
Ujicoba penggunaan produk materi pelatihan skala kecil dilakukan oleh 5 guru SD, hasil uji coba menunjukkan tingkat kemanfaatan, kejelasan, tingkat kemudahan, keterbacaan, kemenarikan pada kategori tinggi. Ujicoba pengguna produk materi pelatihan juga dilakukan, pada 4 pelatih, hasil uji coba menunjukkan tingkat kemanfaatan, kejelasan, kemudahan, keterbacaan, kemenarikan kategori tinggi dan sangat tinggi. Ujicoba penggunaan produk manajemen pelatihan skala besar dilakukan oleh 9 kepala UPTD, hasil uji coba menunjukkan tingkat kemanfaatan tinggi, tingkat kejelasan tinggi, kemudahan tinggi, tingkat keterbacaan tinggi, tingkat kemenarikan model cukup. Ujicoba materi pelatihan dilakukan oleh 29 guru SD, hasil pretes terhadap tingkat penguasaan materi pelatihan rata-rata skor 3,23 setelah diadakan pelatihan skor rata-rata hasil postes meningkat menjadi 3,79. Berdasarkan skor rata-rata tingkat menguasaan materi pelatihan sebelum dan setelah pelatihan masuk kategori tinggi dan mengalami peningkatan 0,56.
Berdasarkan hasil analisis angka t- test pada post test didapat signifikansi 0,00 yang berarti lebih kecil dari 0,05. Dengan demikian berarti hipotesis penelitian (H0) ditolak dan (Ha) diterima.
Jadi ada perbedaan yang signifikan penguasaan materi seni budaya setelah dilakukan pelatihan. Adapun hasil Bloxpot for pretest postes menggambarkan materi pelatihan seni budaya bisa diserap sangat baik oleh peserta pelatihan, tetapi masing-masing individu mempunyai kemampuan yang berbeda untuk menyerapnya. Sedang penilaian peserta terhadap fasilitator pada aspek pengelolaan interaksi, pelaksanaan kegiatan pelatihan, sikap terhadap peserta, penggunaan bahasa, penguasaan materi rata-rata skor 4,23 pada kategori sangat tinggi. Demikian juga penilaian peserta terhadap proses pelatihan pada aspek kondisi tempat pelatihan, interaksi antar peserta, konsumsi, sarana prasarana, pelayanan panitia, rata-rata skor yang diberikan 4,32 maka skor proses pelaksanaan pelatihan pada kategori sangat tinggi. Saran bagi Bagi UPT perlu komitmen untuk melaksanakan pelatihan yang efektif. Dengan melakukan analisis kebutuhan terlebih dahulu. Evaluasi ditindak lanjuti untuk perbaikan, kepala UPTD bisa menggunakan pedoman ini menyesuaikan dengan sumberdaya yang ada.
Bagi guru SD kelas rendah dapat mengajar seni budaya dengan menggunakan buku materi pelatihan sebagai pedoman. Untuk guru SD kelas lanjut buku paket materi pelatihan bisa menjadi inspirasi untuk mengajar mata pelajaran Seni Budaya.
Bagi sanggar seni, buku model manajemen bisa digunakan untuk menyelenggarakan pelatihan dengan penyesuaian karakteristik dan sumberdaya yang ada karena sifat model sangat fleksibel. Bagi MGMP buku model bisa digunakan untuk menyelenggarakan pelatihan seni budaya.
Saran Diseminasi, model dan materi, bisa dilanjutkan dengan pelatihan yang lebih luas pada tingkatan provinsi. Saran Pengembangan, perlu dilakukan penelitian dan pengembangan model manajemen pelatihan dengan materi untuk guru SD kelas lanjut, serta pengembangan masing-masing bidang studi seni, agar banyak guru SD yang bisa mengajar seni budaya. Perlu dilakukan penelitian dan pengembangan dengan mengaplikasikan hasil penelitian dan pengembangan ini di SD guna mengetahui efektivitas materi pelatihan pada siswa. ABSTRACT Handayaningrum, W. Developing Training Management Model In Art and Culture Education for Elementary Teachers. Dissertation,Department of Education Management, School of Graduate Studies, State University of Malang. Advisors: (I) Prof.
Willem Mantja, M.Pd, (II) Prof. Hendyat Soetopo, M.Pd, (III) Prof. Ali Imron, M.Pd., M.Si. Keywords: training management model, art and culture education, early-classes elemntary teachers Based on a preliminary study conducted in elementary schools through observation, interviews with the teachers during the art workshop in Batu, and a questionnaire distributed to the teachers during Teacher Training (called PLPG) in 2011, it was revealed that there were problems in the teaching and learning of art and culture from the teachers' point of view: not every school had art teachers, limited capability of the available teachers, and not all teachers had an art background. Furthermore, there was a misconception of what an art education truly is, that is, it was assumed that art education was only related to how to teach students to dance, sing, and draw.
This school subject was seen through one eye and considered merely as a complementary for their whole life experience as teachers. Teachers also did not do their job completely, while the time for teaching this subject was limited with an abundance of materials to bring about (dances, music, and drawings) in the class. The teaching and learning was teacher-centered due to the limited references, plus the unoptimized use of the surrounding environment which led to failure in developing students' creativity. As a consequence, the best cognitive result laid upon cognitive area alone and it was result-oriented instead of process-oriented.
The responsibility to take care of the problems aforementioned lays on the local and regional Dinas Pendidikan (Education Office), despite the fact the they have attempted to hold some trainings. Nevertheless, there were some problems on the events, one of which was the paradigm that the trainings were meant to increase the skill of creating art, focusing the trainings only in art skills. Other problems were the recruitment of elementary teachers who embody certain art skills which is limited in number. The goal of those trainings was to create teachers who could create certain art products to win competitions and festivals, not on training how to teach art to students. Thus, a need for conducting Research and Development is of necessarily importance.
Pelajaran Seni Budaya Dan Keterampilan Kelas 5 Sd
Stages in Research and Development indicate a full circle in that it begins with identified needs and continues to formulate problems that need to be solved with the use of certain products (Sukmadinata, 2010:164). According to Borg and Gall (1989) and Puslitjaknov (2008), there are five steps in producing a product as follows: (1) analyzing the need by conducting a research and collecting data, (2) developing a prototype of the product, (3) having the prototype validated and revised, (4) small-scaled trial, followed by revising the prototype, and (4) large-scaled trial, resulting in the final product. Based on the results of the preliminary study, this study aims at, at the early stage, developing books on the model of training management, art and culture education for elementary teachers, and guidance for the parties who hold such trainings. The products were validated by experts in trainings such as Prof. Mundzir, M.Pd (a professor in SpecialEducation of UM) and Prof. Roesminingseh, M.Pd (a professor in SpecialEducation of Unesa). In terms of art, the validation was carried out by Dr.
Djuli Djatiprambudi, M.Sn (an art lecturer of Unesa) and Drs. Hadjar Pamadhi, M.A. (an art lecturer of UM).
In terms of the teaching and learning, the validation was carried out by Prof. I Nyoman Sudana Degeng, M.Pd (a professor in Education Technology of UM) and Prof. Muhammad Nur (a professor in Education Technology of Unesa). In the first round of validation, the focus was in the quality of the writings and the revision was carried out with regard to suggestions from the experts.
In the second round, the focus was in the prototypes' usefulness, systematic, clarity, readability, level of difficulty, and recency. All the six experts scored high and very high on the prototypes. Five Heads of UPT had a small-scaled trial on the training management prototype. The result showed that it had high usability, systematization, clarity, readability, and it was easy to implement. Whereas, the small-scaled trial on the training materials was carried out by five elementary teachers. The result proved that the materials had high usability, clarity, readability, and attractiveness as well as easy level of understanding. The materials were also tested by four trainers, all of which indicated that the materials had high usability, clarity, readability, and attractiveness as well as easy level of understanding.
The large-scaled trial on the training management was carried out by 9 Heads of UPTD, the result of which showed that it had high usability, clarity, readability, easy level of understanding, but enough attractiveness level. The training materials were tried out by 29 elementary teachers. Their understanding on the materials in the pre-test was only at the average of 3.23. It increased up to 3.79 after the training was held. Thus, it can be concluded that the average score of level of understanding, in comparison with the pre-test, was significantly high after the training with an increase of.56.
The analysis on the number of t-test on the posttest showed a significant scale of.00 which was lower than.05. Therefore, the research hypothesis (H0) was denied and (Ha) was accepted. In other words, there was a significant increase on their understanding on the art and culture materials after the training. Meanwhile, the result of Bloxpot for pretest-posttest indicated that the materials could be easily understood by the trainees; each trainee, however, had a different ability to absorb the materials.
Furthermore, the trainees' assessment towards the facilitators in terms of their interaction management, event's management, attitudes towards the trainees, language, and understanding on the materials showed the score of 4.23 which was considered high. The trainees were also asked to assess the training process in terms of its place, among-trainees interaction, food service, equipments, and the committee's service showed high satisfaction, reaching the score of 4.32. Some suggestions are, then, made for betterment of future training, that is, the event organizer needs more commitment for more effective training. It could be achieved by first conducting needs analysis to identify what factors needed to highligh within the training.
Evaluation by the Heads of UPTD should be followed by real actions, using this manual as the guidance in accordance with the available human resources. For the art teachers at elementary schools, they may use the training materials as sources of inspiration to be brought about in their teaching and learning in class. For the workshops of art, the management model can be used to hold certain trainings with regard to the characteristics and available human resources since it is flexible. As a dissemination advice, the model and materials, which was only given to the Heads of UPTD in Surabaya, can be held to a wider scale such as the province.
For future development, further research and development needs to be conducted for elementary teachers and for respective school subjects such as dance, music, drama, and drawing classes, so that many more teachers will be able to teach art. Lastly, a research and development by applying the result of the current research needs to be carried out in elementary schools in order to find out the effectiveness of the materials on students.