ABSTRAK

PENERAPAN PEMBELAJARAN FISIK MOTORIK KASAR KELOMPOK A TK AISYIYAH BUSTANUL ATHFAL VIII KEBALANDONO BABAT LAMONGAN

Nama                    : Aini Nur Qoyyimah

NIM                       : 15010684063

Program Studi    : S1

Jurusan                 : S1 Pendidikan Guru Pendidikan Anak Usia Dini

Fakultas               : Ilmu Pendidikan

Nama Lembaga : Universitas Negeri Surabaya

Pembimbing       : Eka Cahya Maulidiyah, S.Pd., M.Pd

                Perkembangan fisik motorik kasar merupakan salah satu aspek perkembangan yang sangat penting bagi perkembangan aspek yang lain. Kenyataan di lapangan tidak semua lembaga di pendidikan anak usia dini menerapkan pembelajaran motorik kasar setiap hari. Permasalahan inilah yang menjadi dasar penelitian untuk mengetahui penerapan pembelajaran fisik motorik kasar yang dilakukan di TK Aisyiyah Bustanul Athfal VIII Kebalandono. Tujuan penelitian ini untuk mendeskripsikan penerapan pembelajaran fisik motorik kasar yang ada di TK Aisyiyah Bustanul Athfal VIII Kebalandono.

                Penelitian ini menggunakan pendekatan penelitian kualitatif dengan jenis penelitian studi kasus. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Subjek penelitian ini adalah guru wali kelas kelompok A TK Aisyiyah Bustanul Athfal VIII Kebalandono. Teknik analisis data dalam penelitian ini menggunakan model Miles and Huberman, yakni reduksi data, display data, dan verifikasi data. 

                Hasil penelitian menunjukkan proses penerapan pembelajaran fisik motorik kasar yang dilakukan memiliki tiga tahap, yakni perencanaan, pelaksanaan dan evaluasi pembelajaran fisik motorik kasar. Pertama, perencanaan dalam pembelajaran motorik kasar meliputi pembuatan perangkat pembelajaran yang meliputi Program Semester (Prosem), Rencana Pelaksanaan Pembelajaran Mingguan (RPPM), dan Rencana Pelaksanaan Pembelajaran Harian (RPPH). Kedua, pelaksanaan dalam pembelajaran motorik kasar dilakukan melalui kegiatan pembiasaan yang dilakukan yaitu melalui kegiatan bermain terpimpin dan senam pagi. Kegiatan motorik kasar dilakukan setiap hari dengan durasi waktu kurang lebih 25 menit. Ketiga, evaluasi dalam pembelajaran motorik kasar dilakukan guru dengan memberikan penilaian kepada anak menggunakan dua teknik penilaian, yaitu observasi dan unjuk kerja. Keseluruhan proses pembelajaran motorik kasar yang dilakukan melalui beberapa tahap, dapat menghasilkan kemampuan motorik kasar anak berkembang dengan optimal sesuai dengan standart tentang tingkat pencapaian perkembangan anak. 

Kata Kunci : program pembelajaran, fisik motorik kasar

ABSTRACT

THE IMPLEMENTATION OF GROSS MOTOR PHYSICAL LEARNING OF GROUP A AT AISYIYAH BUSTANUL ATHFAL VIII  KINDERGARTEN KEBALANDONO BABAT LAMONGAN

Name                                    : Aini Nur Qoyyimah

Student Number                : 15010684063

Study Program                   : S1

Major                                     : S1 Early Childhood Teacher Education

Faculty                                  : Faculty of Education

Institution Name               : State University of Surabaya

Supervisor                           : Eka Cahya Maulidiyah, S.Pd., M.Pd

                The development of gross motoric physics is one aspect of development that is very important for the development of other aspects. The reality in the field is that not all institutions in early childhood education apply gross motoric learning every day. This problem is the basis of the research which is to find out the application of gross motoric physical learning conducted at Aisyiyah Bustanul Athfal VIII Kindergarten Kebalandono. Therefore this study aims to describe the application of gross motoric learning in Aisyiyah Bustanul Athfal VIII Kindergarten Kebalandono.

In this study, qualitative research approach with a type of case study research was used. For collecting data in this research it was used observation, interviews, and documentation. The subjects of homeroom teacher of group A of Aisyiyah Bustanul Athfal VIII Kindergarten Kebalandono. For the data analysis technique in this study, Miles and Huberman model was used, namely data reduction, data display, and data verification.

The results showed that the process of applying gross motor physical learning carried out had three stages, namely planning, implementing and evaluating gross motoric physical learning. First, planning in gross motoric learning includes the making of learning devices which include Semester Program (Program Semester or abbreviated as Prosem), Weekly Learning Implementation Plan (Rencana Pelaksanaan Pembelajaran Mingguan or abbreviated as RPPM), and Daily Learning Implementation Plan (Rencana Pelaksanaan Pembelajaran Harian or abbriviated as RPPH). Second, the implementation of gross motoric learning was carried out through habituation activities which are carried out through guided play and morning exercise. Gross motor activities are carried out every day with a duration of approximately 25 minutes. Third, the evaluation in gross motoric learning was carried out by the teacher by giving an assessment to the child using two technique, namely the observation technique and performance. The whole process of gross motor learning that was carried out through several stages could produce gross motor skills of children to develop optimally in accordance with standards about the level of achievement of child development.

Keywords:  learning program, gross motoric physical