PERBANDINGAN PROSES PEMBELAJARAN GEOGRAFI DI SEKOLAH NASIONAL DAN SEKOLAH SATUAN PENDIDIKAN KERJA SAMA (SPK)
COMPARISON OF GEOGRAPHY LEARNING PROCESS IN NATIONAL SCHOOL AND COOP EDUCATION SCHOOL (SPK)
ABSTRAK
Alfatikh. Ebid. 2020. Perbandingan Proses Pembelajaran Geografi di Sekolah Nasional dan Sekolah Satuan Pendidikan Kerja Sama (SPK). Tesis, Program Studi Pendidikan Geografi, Program Pascasarjana Universitas Negeri Surabaya. Pembimbing: (I) Dr. Sri Murtini, M.Si., dan (II) Dr. Sukma Perdana Prasetya, S.Pd., M.T.
Kata-kata Kunci: Proses pembelajaran geografi, standar isi, pendekatan geografi sekolah nasional, sekolah SPK.
Penelitian ini bertujuan untuk menganalisis kesesuaian implementasi pembelajaran geografi di sekolah nasional dan sekolah SPK dengan analisis pendekatan geografi melalui penelitian komparatif yang dipadukan dengan penelitian goal free evaluation model and summative model.
Dari hasil penelitian diketahui bahwa untukstandar isi silabus k13 edisi revisi yang dipakai sekolah nasional mendapatkan 50% sedangkan untuk sekolah SPK 66,7%. Untuk proses pembelajaran guru di sekolah nasional merasa terbebani dengan mepetnya alokasi waktu pada semester dua saat mengajar atmosfer. Sehingga guru yang sebenarnya paham akan analisis pendekatan geografi dengan terpaksa mengalokasikan banyak waktu di klasifikasi iklim yang mana materi ilmu bantu geografi yakni klimatologi. Hal ini menyebabkan timbulnya scientific dignity geografi. Sedangkan di sekolah SPK guru menunjukkan analisis pendekatan geografi melalui studim kasus deforestasi di hutan hujan tropis dan gurun panas sonoran. Sedangkan untuk butir asesmen yang telah dianalisis, sekolah nasional mendapatkan 4 dari 28 butir soal atau 14,2%, sedangkan sekolah SPK 7 dari 37 butir soal atau 18,9%.
Berdasarkan hasil analisis data dapat disimpulkan baik sekolah nasional maupun sekolah SPK belum menunjukkan kemampuan menerapkan analisis pendekatan geografi sebagai fitrah keilmuan geografi untuk menghindari kemarginalan geografi.
ABSTRACT
Keywords: Geography learning process, content standart, geography approach, national school, SPK school.
This study aims to analyze the suitability of the implementation of geography learning in national schools and SPK schools with the analysis of the geography approach through comparative the research combined with the goal free evaluation model and summative model research.
From the results of the study note that for the revised edition syllabus K13 standard used by national schools get 50% while for SPK schools 66.7%. For the learning process teachers in national schools feel burdened by the tight allocation of time in the second semester when teaching the atmosphere. So that teachers who actually understand the analysis of the geographic approach by being forced to allocate a lot of time in the climate classification where geography's auxiliary material is climatology. This led to the emergence of scientific dignity geography. Whereas in the SPK school the teacher shows an analysis of the geographical approach through cases of deforestation in tropical rain forests and Sonoran hot desert. As for the assessment items that have been analyzed, national schools get 4 out of 28 items or 14.2%, while SPK schools 7 out of 37 items or 18.9%.
Based on the results of the data analysis, it can be concluded that both national schools and SPK schools have not demonstrated the ability to apply a geographic approach analysis as a geographic scientific nature to avoid geographic marginalization.