Proposal Tesis Bahasa Indonesia Pengembangan Bahan Ajar Kurikulum 2013
Judul: Pengembangan Bahan Ajar Menggali Informasi Dari Teks Narasi Sejarah Bermuatan Nilai-nilai Karakter Pada Peserta Didik Kelas V SD
Oleh INDAH PINTA SARI 0103513009
Pendidikan Dasar Konsentrasi Bahasa Indonesia Program Pascasarjana Universitas Negeri Semarang 2015
BAB I
PENDAHULUAN
A Latar Belakang Masalah
Bahan ajar merupakan informasi, alat dan teks yang diperlukan guru/instruktur untuk perencanaan dan penelaahan implementasi pembelajaran. Bahan ajar adalah segala bentuk bahan yang digunakan untuk membantu guru/instruktur dalam melaksanakan kegiatan belajar mengajar di kelas. Bahan yang dimaksud bisa berupa bahan tertulis maupun bahan tidak tertulis. Pada dasarnya bahan ajar berisi tentang pengetahuan, nilai, sikap, tindakan, dan ketrampilan yang berisi pesan, informasi, dan ilustrasi berupa fakta, konsep, prinsip, dan proses yang terkait dengan pokok bahasa tertentu yang diarahkan untuk mencapai tujuan pembelajaran.
Dilihat dari aspek fungsi, bahan pembelajaran dapat dibedakan menjadi dua kelompok, yaitu sebagai sumber belajar yang dimanfaatkan secara langsung dan sebagai sumber belajar yang dimanfaatkan secara tidak langsung. Sebagai sumber belajar yang dimanfaatkan langsung, bahan pembelajaran merupakan bahan ajar utama yang menjadi rujukan wajib dalam pembelajaran. Contohnya adalah buku teks, modul, handout, dan bahan-bahan panduan utama lainnya. Bahan pembelajaran dikembangkan mengacu pada kurikulum yang berlaku, khususnya yang terkait dengan tujuan dan materi kurikulum seperti kompetensi, standar materi dan indikator pencapaian. Sebagai sumber belajar yang dimanfaatkan secara tidak langsung, bahan pembelajaran merupakan bahan penunjang yang berfungsi sebagai pelengkap. Contohnya adalah buku bacaan, majalah, program video, leaflet, poster, dan komik pengajaran. Bahan pembelajaran ini pada umumnya disusun di luar lingkup materi kurikulum, tetapi memiliki keterkaitan yang erat dengan tujuan utamanya yaitu memberikan pendalaman dan pengayaan bagi siswa.
Hasil analisa terhadap buku guru dan buku siswa yang penulis lakukan pun masih menemukan substansi materi yang belum sesuai dengan kurikulum 2013. Jenis teks yang digunakan belum sesuai dengan kompetensi dasar. Para guru mengakui bahwa kedalaman materi yang ada masih belum mendalam. Oleh sebab itu, maih diperlukannya pengembangan buku pengayaan yang dapat dipakai pada kurikulum 2013.
Buku ajar berdasarkan kurikulum 2013 memiliki karakter berbasis teks menggunakan pendekatan terintegrai. Pembelajaran Bahasa Indonesia pada kurikulum 2013 berorientasi pada pembelajaran berbasis teks. Hal ini terlihat pada komptensi inti maupun kompetensi dasar, khususnya pada kompetensi dasar kelas V yang menyajikan empat jenis teks, yaitu teks laporan buku, teks penjelasan, teks paparan iklan, serta teks narasi sejarah.
Berdasarkan hasil observasi yang dilakukan di SDN 02 Ngadisepi Temanggung yang telah menerapkan kurikulum 2013, guru mengaku kesulitan dalam mengajarkan materi berbentuk teks, khususnya dalam menggali informasi dari teks cerita narasi sejarah. Guru mengeluhkan bahwa buku pegangan guru ataupun buku siswa belum memberikan kemudahan kepada guru dan siswa dalam belajar. Oleh sebab itu, perlu adanya bahan ajar yang mampu memperkaya materi tentang teks narasi sejarah.
Sekolah sebagai lembaga kedua setelah keluarga berperan penting dalam menanamkan nilai-nilai kehidupan kepada individu. Di sekolah individu belajar bagaimana nilai-nilai kehidupan harus direalisasikan dalam kehidupan sehari-hari. Peserta didik lebih banyak menghabiskan waktunya di sekolah dari pada di tempat lain, oleh sebab itu sekolah menjadi tempat pembentukan karakter bagi para peserta didik. Pendidikan karakter merupakan suatu sistem penanaman nilai-nilai karakter kepada warga sekolah. Komponennya berupa pengetahuan, kesadaran atau kemauan dan tindakan untuk melaksanakan nilai-nilai tersebut. Pendidikan karakter harus disosialisasikan sejak dini pada semua jenjang pendidikan. Lembaga pendidikan harus tampil sebagai pionir pendidikan dalam membangun karakter peserta didik yang bermoral dan berakhlak, dinamis serta visioner.
Menurut N. A. Putri (2011) pendidikan karakter adalah suatu sistem penanaman nilai-nilai karakter kepada warga sekolah. Komponennya berupa pengetahuan, kesadaran, dan tindakan untuk melaksanakan nilai-nilai tersebut. Pendidikan karakter tidak hanya diberikan ketika proses pembelajaran, namun dapat juga diberikan melalui kegiatan ekstrakurikuler. Pendidikan di sekolah dapat menggunakan berbagai cara dan media, dan salah satunya dengan mengembangkan bahan ajar cerita petualangan bermuatan pendidikan karakter yang bertujuan membentuk penerus bangsa yang berkarakter dan berbudi pekerti luhur.
Tantangan pendidikan dewasa ini untuk menghasilkan SDM yang berkualitas dan tangguh semakin berat. Pendidikan tidak cukup hanya berhenti pada memberikan pengetahuan yang paling mutakhir, namun juga harus mampu membentuk dan membangun sistem keyakinan dan karakter kuat setiap peserta didik sehingga mampu mengembangkan potensi diri dan menemukan tujuan hidupnya. Pendidikan di sekolah tidak lagi cukup hanya dengan mengajar peserta didik membaca, menulis dan berhitung, kemudian lulus ujian dan nantinya mendapatkan pekerjaan yang baik. Sekolah harus mampu mendidik peserta didik untuk mampu memutuskan apa yang benar dan salah, serta sekolah juga perlu membantu orang tua untuk menemukan tujuan hidup peserta didik. Upaya pendidikan dan penanaman nilai moral sejak dini dalam rangka mengembangkan karakter anak merupakan upaya yang perlu melibatkan semua pihak, baik keluarga inti, sekolah, masyarakat maupun pemerintah. Jika antar berbagai unsur lingkungan pendidikan tersebut tidak harmonis maka pembentukan karakter pada anak tidak akan berhasil dengan baik.
Wahyudin (2008: 9.32) menyatakan pentingnya inovasi dalam bidang pendidikan, guru merupakan salah satu agen pembawa perubahan. Melalui gurulah, suatu inovasi dapat disebarluaskan dan dilaksanakan. Guru dituntut untuk menemukan dan menerapkan suatu inovasi, khususnya dalam bidang pendidikan, dalam rangka memperbaiki dan meningkatkan kualitas pembelajaran sehingga proses dan hasil belajar siswa menjadi optimal.
Bacaan anak tidak terbatas pada hal-hal yang bersifat fantasi atau sastra, tetapi juga bacaan yang bersifat pengetahuan, keterampilan khusus, komik atau cerita bergambar, cerita rakyat dan sebagainya. Sifat dan hakikat sastra anak harus sesuai dengan dunia dan alam kehidupan anak-anak yang khas milik mereka dan bukan milik orang dewasa. Karakteristik cerita untuk anak yang sudah disesuaikan untuk anak indonesia oleh Musfiroh (2008: 33-45) dijelaskan dalam tujuh karakteristik. Karakteristik tersebut yaitu tema, amanat, plot, tokoh dan penokohan, sudut pandang, latar, dan sarana kebahasaan. Sarana kebahasaan cerita untuk anak harus disesuaikan dengan tahap perkembangan bahasa anak dalam hal kosakata, dan struktur kalimat sesuai dengan tingkat perolehan anak. Kosakata untuk anak berisi kata-kata yang mudah, berisi beberapa konsep numerik dasar, beberapa kata sifat, kata adverb, kata rujukan orang preposisi, kata sambung. Kosakata sebaiknya tidak bermakna ganda dan tidak konotatif, kata sering diulang-ulang, terutama kata yang penting, sederhana, tepat, mudah dicerna dan diingat anak.
Postholm (2011) menyatakan bahwa istilah R & D kerja (penelitian dan pengembangan) menunjukkan bahwa terdapat setidaknya dua proses yang terjadi pada saat yang sama, praktik baik dieksplorasi dan dikembangkan. Pendekatan sistematis berarti bahwa wawasan peneliti difokuskan pada kegiatan dalam praktek, itu adalah wawasan yang mewakili bagian sistematis dari pembelajaran.
Perkembangan minat pada anak dapat dilihat dari pengamatan pada saat melakukan kegiatan, pertanyaan anak yang diberikan terus menerus, pokok pembicaraan yang mengarah pada minat anak, pilihan buku bacaan, hasil menggambar spontan, jawaban atas pertanyaan spontan yang diutarakan orang dewasa kepada anak, dan segala bentuk hasil karya anak. Berdasarkan hasil penelitiannya, Hurlock (1979: 116-143) mengidentifikasi beberapa minat yang umum pada anak-anak yaitu minat terhadap tubuh manusia, penampilan, pakaian, nama, lambang ststus, agama, jenis kelamin, dan pekerjaan di masa mendatang.
Dantes (2008) dalam Workshop Pengembangan Bahan Ajar menyatakan bahwa pengembangan materi ajar berbasis tematik didasarkan beberapa prinsip yaitu: sesuai dengan potensi peserta didik; relevansi dengan karakteristik lingkungan (kontekstual), sesuai dengan tingkat perkembangan fisik, intelektual, emosional dan sosial peserta didik; bermanfaatan bagi peserta didik; bersifat riil/aktual. Kegiatan pembelajaran dirancang untuk memberikan pengalaman belajar yang melibatkan proses mental dan fisik melalui interaksi antar peserta didik, peserta didik dengan guru, lingkungan, dan sumber belajar lainnya dalam rangka pencapain kompetensi dasar. Pengalaman belajar yang dimaksud dapat terwujud melalui penggunaan pendekatan pembelajaran yang bervariasi dan berpusat pada peserta didik. Pengalaman belajar memuat kecakapan hidup yang perlu dikuasai peserta didik.
Suhartiningsih (2012) menyatakan bahwa tujuan khusus penelitiannya untuk mengetahui kemampuan siswa dalam menemukan unsur-unsur yang membentuk cerita, nilai-nilai yang terkandung dalam cerita dan memberikan tanggapan tertulis tentang isi cerita. Setelah tindakan dilakukan dengan menerapkan pendekatan area isi dalam pembelajaran apresiasi sastra, hasil yang diperoleh adalah sebagai berikut: (1) 80% dari siswa dapat menemukan unsur-unsur yang membentuk cerita dengan benar, (2) 75% dari siswa dapat menemukan nilai-nilai yang terkandung dalam cerita dengan benar, dan (3) 80% dari siswa bisa memberikan tanggapan tertulis tentang isi cerita dengan bahasa kronologis yang mudah dipahami.
Berdasarkan pemaparan di atas, maka peneliti mengambil judul “Pengembangan Bahan Ajar Menggali Informasi dari Teks Narasi Sejarah Bermuatan Nilai-nilai Karakter pada Peserta Didik Kelas V Sekolah Dasar”.
B Identifikasi Masalah
Berdasarkan pengamatan terhadap proses pembelajaran, menunjukan bahwa:
Bahan ajar yang digunakan hanya buku edaran dari pemerintah dan buku lain yang masih mengacu pada KTSP.
Guru kesulitan dalam penyediaan bahan ajar menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter.
C Pembatasan Masalah
Pembatasan masalah dalam penelitian ini yaitu:
Keterbatasan bahan ajar menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter yang sesuai dengan kebutuhan guru dan peserta didik.
Keterampilan membaca peserta didik masih relatif rendah dan masih kurang tertanamnya nilai-nilai karakter pada peserta didik.
D Rumusan Masalah
Permasalahan penelitian dapat dirumuskan sebagai berikut:
Bagaimanakah karakteristik bahan ajar menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter bagi peserta didik kelas V SD?
Bagaimanakah prototipe bahan ajar menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter bagi peserta didik kelas V SD?
Bagaimanakah keefektifan bahan ajar menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter yang sesuai dengan kebutuhan guru dan siswa kelas IV SD?
E Tujuan Penelitian
Tujuan penelitian ini adalah melakukan kajian dalam rangka memperoleh deskripsi dan mengembangkan hal-hal sebagai berikut:
Mendeskripsikan karakteristik bahan ajar menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter bagi peserta didik kelas V SD.
Mengembangkan prototipe bahan ajar menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter bagi peserta didik kelas V SD.
Menguji keefektifan bahan ajar menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakte yang sesuai dengan kebutuhan guru dan siswa kelas V SD.
F Manfaat Penelitian
Hasil penelitian diharapkan dapat bermanfaat bagi semua pihak yang terlibat dalam penggunaan bahan ajar menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter bagi peserta didik kelas V SD. Adapun manfaat yang ingin dicapai meliputi:
Manfaat Teoretis
Penelitian ini diharapkan dapat memberi sumbangan pemikiran bagi pengembangan bahan ajar menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter bagi peserta didik kelas V SD.
Manfaat Praktis
Manfaat bagi Peserta Didik
Hasil penelitian berupa bahan ajar dapat mengakomodasi keterbatasan bahan ajar menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter bagi peserta didik kelas V SD.
Manfaat bagi Guru
Sebagai bahan informasi bagi guru dalam keterampilan pengembangan bahan ajar menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter bagi peserta didik kelas V SD.
Manfaat bagi Sekolah
Sekolah dapat meningkatkan mutu dan hasil belajar siswa, dengan bertambahnya pengetahuan guru-guru tentang cara pengembangan bahan ajar yang memberikan kontribusi positif dalam perbaikan pembelajaran.
Manfaat bagi Peneliti
Memberikan sebuah pengalaman yang menjadi motivator dalam mengembangkan bahan ajar sesuai dengan kompetensi dasar yang hendak dicapai guna menerapkannya dalam proses pembelajaran.
BAB II
LANDASAN TEORI DAN KAJIAN PUSTAKA
Bahan Ajar
Pengertian Bahan Ajar
Prastowo (2012: 17), mengatakan bahwa bahan ajar adalah segala bahan baik informasi, alat, ataupun teks yang disusun secara sistematis dan menampilkan secara utuh kompetensi yang dapat dikuasai siswa untuk digunakan dalam pembelajaran dengan tujuan perencanaan dan telaah implementasi pembelajaran.
Majid (2007: 174) berpendapat bahwa bahan ajar adalah segala bentuk bahan, informasi, alat, dan teks yang digunakan untuk membantu guru/instruktur dalam melaksanakan kegiatan belajar mengajar. Menurut Widodo dan Jasmadi (2008: 40) bahan ajar adalah seperangkat alat pembelajaran yang berisi materi pembelajaran, metode, batasan-batasan, dan cara mengevaluasi yang disusun secara sistematis dan menarik dengan tujuan mencapai kompetensi atau subkompetensi dengan segala komplesitasnya. Bahan ajar dapat berbentuk buku teks, modul, handout, LKS, dan dalam bentuk lainnya.
Lebih lengkap Muslich (2010: 198) menjelaskan bahwa bahan ajar harus disesuaikan dengan kurikulum, sumber belajar, dan karakter siswa. Bahan ajar berfungsi sebagai sumber dalam pembelajaaran. Maka bahan ajar harus disesuaikan dngan seluruh komponen pmbelajaran termasuk kurikulum.
Buku teks pelajaran dibedakan menjadi dua jenis (Mohammad dalam Prastowo, 2012:168), yakni: buku teks utama dan buku teks pelengkap. Dari pembagian buku teks pelajaran tersebut, maka pengembangan bahan ajar yang digunakan dalam penelitian ini yaitu buku teks pelengkap yang sifatnya membantu atau tambahan bagi buku teks utama. Buku teks pelengkap ini disusun dalam bentuk bacaan nonfiksi untuk anak.
Berdasarkan pemaparan tentang pengertian bahan ajar di atas, dapat disimpulkan bahwa bahan ajar adalah seperangkat materi yang disusun secara sistematis baik tertulis maupun tidak sehingga tercipta lingkungan/suasana yang memungkinkan siswa untuk belajar.Bahan ajar atau materi pembelajaran (instructional materials) adalah pengetahuan, keterampilan, dan sikap yang harus dipelajari siswa dalam rangka mencapai standar kompetensi yang telah ditentukan. Secara terperinci, jenis-jenis materi pembelajaran terdiri dari pengetahuan (fakta, konsep, prinsip, prosedur), keterampilan, dan sikap atau nilai.
Tahapan Pembuatan Bahan Ajar
Pembuatan bahan ajar menurut Prastowo (2011: 49) terdiri atas tiga tahapan yaitu sebagai berikut:
Melakukan analisis kebutuhan, langkah-langkahnya meliputi menganalisis:
Kurikulum (KI, KD, indikator, materi pokok, pengalaman belajar);
Sumber belajar (ketersediaan, kesesuaian, kemudahan);
Memilih dan menentukan bahan ajar.
Memahami kriteria pemilihan sumber belajar;
Kriteria umum (ekonomis, praktis, mudah didapat, dan fleksibel);
Kriteria khusus (memotivasi peserta didik dalam belajar, mendukung KBM, penelitian, memecahkan masalah, dan presentasi).
Menyusun peta bahan ajar, bertujuan untuk mengetahui jumlah bahan ajar yang harus ditulis, urutan bahan ajar, dan menentukan sifat bahan ajar.
Dari uraian di atas dapat disimpulkan bahwa dalam membuat bahan ajar harus berdasarkan struktur masing-masing bentuk bahan ajar. Dengan adanya petunjuk dan panduan tersebut maka akan lebih mudah dalam mengembangkan bahan ajar.
Komponen Penilaian Bahan Ajar
Komponen buku teks pelajaran meliputi empat komponen, dijelaskan dalam rincian berikut:
Kelayakan isi, komponen kelayakan isi ini diuraikan menjadi beberapa sub komponen atau indikator berikut:
Alignmentdengan KI dan KD mata pelajaran, perkembangan anak, kebutuhan masyarakat;
Substansi keilmuan dan life skills;
Wawasan untuk maju dan berkembang;
Keberagaman nilai-nilai sosial.
Kebahasaan, komponen kebahasaan ini diuraikan menjadi beberapa subkomponen atau indikator berikut:
Keterbacaan;
Kesesuaian dengan kaidah bahasa Indonesia yang baik dan benar;
Logika berbahasa.
Penyajian, komponen penyajian ini diuraikan menjadi beberapa subkomponen atau indikator berikut:
Teknik;
Materi;
Pembelajaran.
Kegrafikan, komponen kegrafikaan ini diuraikan menjadi beberapa subkomponen atau indikator berikut:
Ukuran/format buku;
Desain bagian kulit;
Desain bagian isi;
Kualitas kertas;
Kualitas cetakan;
Kualitas jilidan.
Membaca
Hakikat Membaca
Dari segi linguistik, membaca adalah suatu proses penyandian kembali dan pembacaan sandi (a recording and decoding process), berlainan dengan berbicara dan menulis yang justru melibatkan penyandian (encoding). Sebuah aspek pembacaan sandi (decoding)adalah menghubungkan kata-kata tulis (written word) dengan makna bahasa lisan (oral language meaning) yang mencakup pengubahan tulisan/cetakan menjadi bunyi yang bermakna ( Anderson 1972 : 209-210 ). Membaca adalah merupakan kegiatan intelektual yang positif dalam rangka mencari dan mendapatkan informasi yang dibutuhkan. Membaca pada dasarnya mengoptimalkan daya nalar kita, sehingga pikiran kita berjalan sesuai alurnya.
Pengertian membaca menurut Pratiwi (2008:10-12) adalah kegiatan berbahasa yang aktif menyerap informasi atau pesan yang disampaikan melalui media tulis. Melalui membaca, pembaca dapat memperoleh banyak informasi, gagasan, pendapat, pesan, dan lain-lainnya yang disampaikan penulis melalui lambang-lambang grafis yang sudah dikenal. Membaca dibagi menjadi dua, yaitu membaca ekstensif dan intensif.
Membaca pemahaman menurut Somadayo (2011:10) adalah proses pemerolehan makna yang secara aktif melibatkan pengetahuan dan pengalaman yang telah dimiliki oleh pembaca serta dihubungkan dengan isi bacaan. Sedangkan menurut Abidin (2012: 60) membaca pemahaman diartikan sebagai proses sungguh-sungguh yang dilakukan pembaca untuk memperoleh informasi, pesan, dan makna yang terkandung dalam sebuah bacaan.
Membaca merupakan kemampuan mutlak harus dimiliki oleh setiap individu dalam rangka pengembangan diri secara berkelanjutan. Dalam pembelajaran formal di SD, membaca dibagi menjadi dua bagian, yaitu membaca permulaan dan membaca lanjut. Membaca permulaan dilaksanakan pada SD kelas rendah (I dan II). Dalam membaca permulaan, siswa diharapkan dapat mengenali jenis-jenis huruf, suku kata, kata dan kalimat serta mampu membaca dalam berbagai konteks. Membaca lanjut mulai diterapkan pada SD kelas III. Terdapat berbagai jenis membaca lanjut, yaitu:
Membaca Teknik;
Membaca dalam Hati;
Membaca Pemahaman;
Membaca Indah;
Membaca Cepat;
Membaca Pustaka;
Membaca Bahasa.
Keterampilan-keterampilan mikro yang terkait dengan proses membaca antara lain yaitu pembaca harus:
Mengenal sistem tulisan yang digunakan;
Mengenal kosakata;
Menentukan kata-kata yang mengidentifikasikan topik dan gagasan utama;
Menentukan makna kata-kata, termasuk kosakata sulit dari konteks tertulis;
Mengenal kelas kata gramatikal, yaitu kata benda, kata sifat, dan sebagainya;
Menentukan konstituen-konstituen dalam kalimat seperti subjek, predikat, objek, preposisi, dsb;
Mengenal bentuk-bentuk dasar sintaksis;
Merekonstruksi dan menyimpulkan situasi, tujuan-tujuan, dan partisipan;
Menggunakan perangkat kohesif leksikal dan gramatikal guna menarik kesimpulan-kesimpulan;
Menggunakan pengetahuan dan perangkat-perangkat kohesif leksikal dan gramatikal untuk memahami topik utama atau informasi utama;
Membedakan ide utama dari detail-detail yang disajikan;
Menggunakan strategi membaca yang berbeda terhadap tujuan-tujuan membaca yang berbeda, seperti skimming untuk mencari ide-ide utama atau melakukan studi secara mendalam.
Berdasarkan uraian di atas dapat disimpulkan bahwa membaca pada hakikatnya adalah suatu proses yang bersifat fisik dan psikologis. Proses yang berupa fisik berupa kegiatan mengamati tulisan secara visual dan merupakan proses mekanis dalam membaca. Proses mekanis tersebut berlanjut dengan proses psikologis yang berupa kegiatan berpikir dalam mengolah informasi. Proses psikologis itu dimulai ketika indera visual mengirimkan hasil pengamatan terhadap tulisan ke pusat kesadaran melalui sistem syaraf. Melalui proses decoding gambar-gambar bunyi dan kombinasinya itu kemudian diidentifikasi, diuraikan, dan diberi makna. Proses decoding berlangsung dengan melibatkan knowledge of the world dalam skemata yang berupa kategorisasi sejumlah pengetahuan dan pengalaman yang tersimpan dalam gudang ingatan. Jadi pada hakikatnya aktivitas membaca terdiri atas dua bagian, yaitu membaca sebagai proses dan membaca sebagai produk. Membaca sebagai proses mengacu pada aktivitas fisik dan mental, sedangkan membaca sebagai produk mengacu pada konsekuensi dari aktivitas yang dilakukan pada saat membaca.
Terdapat dua jenis membaca, yaitu membaca bersuara dan membaca tidak bersuara. Membaca bersuara meliputi: membaca nyaring, membaca teknik, dan membaca indah. Membaca membaca tidak bersuara (membaca dalam hati) meliputi: membaca teliti, membaca pemahaman, membaca ide, membaca kritis, membaca telaah bahasa, membaca skimming (sekilas), dan membaca cepat.
Menurut Nurhadi (2010: 126) membaca memiliki beberapa manfaat, diantaranya yaitu sebagai berikut:
Menambah kosakata, tatabahasa, dan sintaksis;
Mengalami perasaan dan pemikiran yang paling dalam;
Memicu imajinasi;
Memaksa nalar, pengurutan keteraturan dan pemikiran logis untuk dapat mengikuti jalan cerita atau memecahkan suatu misteri.
Tujuan Membaca
Tujuan membaca mempunyai kedudukan yng sangat penting dalam membaca karena akan berpengaruh pada proses membaca dan pemahaman membaca (Kementerian Pendidikan dan Kebudayaan, 2012a). Tarigan (2008: 9-10) menyebutkan tujuan utama dalam membaca adalah untuk mencari serta memperoleh informasi, mencakup isi, memahami makna bacaan. Berikut ini merupakan beberapa rincian tujuan membaca menurut Anderson (1972: 214) yaitu:
Membaca untuk memperoleh perincian-perincian atau fakta-fakta (readingfor details or facts);
Membaca untuk memperoleh ide-ide utama (reading for main ideas);
Membaca untuk mengetahui urutan atau susunan, organisasi cerita (reading for sequence or organization);
Membaca untuk menyimpulkan, membaca inferensi (reading for inference);
Membaca untuk mengelompokkan, membaca untuk mengklasifikasikan (reading to classify);
Membaca menilai, membaca mengevaluasi (reading to evaluate);
Membaca untuk membandingkan atau mempertentangkan (reading to compare or contrast).
Teks Cerita Narasi
Unsur-unsur dalam Cerita Narasi
Cerita Narasi Sejarah
Narasi adalah sebuah bagian dari wacana yang menceritakan sebuah cerita yang diperoleh dari bahasa latin “gnarare” yang berarti untuk mengetahui. Narasi adalah suatu nilai lama yang dibangun di atas kebutuhan manusia untuk membuat makna dan untuk membentuk hubungan antara pengetahuan dan pengalaman dalam kebudayaan manusia (Kelly dalam Nathanson 2009: 2)
Kosasih (2012) mengungkapkan bahwa teks narasi adalah teks yang menceritakan suatu peristiwa atau kejadian. Dengan adanya teks ini maka pembaca seolah-olah mengalami sendiri kejadian yang diceritakan.
Lebih lanjut lagi Storey (2011: 131) mengatakan bahwa narasi sejarah memiliki banyak kesamaan ciri dengan bentuk narasi lain seperti novel maupun cerita kepahlwanan. Teks narasi sejarah memiliki ciri yang sama dengan teks narasi yaitu adanya latar cerita, tokoh, dan disusun berdasarkan kronologi cerita.
Dari uraian tersebut dapat disimpulkan bahwa teks narasi sejarah adalah teks yang berisi tentang kronologis cerita sejarah sebuah peristiwa. Struktur teks narasi sejarah terdiri atas tiga bagian yaitu orientasi, komplikasi, dan resolusi.
Unsur-unsur Intrinsik Cerita Narasi
Tema
Tema adalah gagasan yang menjalin struktur isi cerita. Tema suatu cerita menyangkut segala persoalan, baik itu berupa masalah kemanusiaan, kekuasaan, kasih sayang, kecemburuan dan sebagainya. Tema adalah sesuatu yang menjadi dasar cerita, sesuatu yang menjiwai cerita, atau sesuatu yang menjadi pokok masalah dalam cerita. Tema jarang dituliskan secara tersurat oleh pengarangnya. Untuk dapat merumuskan tema cerita fiksi, seorang pembaca harus terlebih dahulu mengenali unsur-unsur intrinsik yang dipakai oleh pengarang untuk mengembangkan cerita fiksinya.
Alur
Alur adalah rangkaian peristiwa dalam cerita fiksi yang dijalin dalam hubungan sebab akibat. Bagian-bagian alur tidaklah sama, kadang susunannya langsung pada penyelesaian lalu kembali pada bagian pengenalan. Ada pula yang diawali dengan pengungkapan peristiwa, lalu pengenalan, penyelesaian peristiwa, dan puncak konflik.
Tokoh dan Penokohan
Tokoh adalah orang yang mengalami peristiwa-peristiwa dalam berbagai peristiwa cerita. Penokohan yaitu cara kerja pengarang untuk menampilkan tokoh cerita. Penokohan dapat dilakukan menggunakan metode analitik, dramatik, maupun kontekstual. Watak tokoh cerita terdiri atas sifat, sikap, serta kepribadian tokoh. Penokohan dapat dilakukan melalui penggambaran fisik, psikis, dan sosial.
Latar
Latar adalah segala keterangan, petunjuk, pengacuan yang berkaitan dengan waktu, ruang, suasana, dan situasi terjadinya peristiwa dalam cerita.
Sudut Pandang
Sudut pandang (point of view) adalah posisi pengarang dalam membawakan cerita. Posisi pengarang ini terdiri atas dua macam, yaitu berperan langsung sebagai orang pertama dan berperan sebagai pengamat atau orang ketiga.
Amanat
Amanat merupakan ajaran moral yang disampaikan pengarang kepada pembaca melalui karyanya. Amanat tersimpan rapi dan disembunyikan pengarangnya dalam isi cerita.
Unsur-unsur Ekstrinsik Cerita Narasi
Unsur ekstrinsik teks cerita adalah segala faktor luar yang melatarbelakangi penciptaan karya sastra, seperti faktor pendidikan pengarang, faktor kesejarahan dan faktor sosial budaya.
Pendidikan Karakter
Pengertian Karakter
Karakter menurut Kamus Besar Bahasa Indonesia (2008) merupakan sifat-sifat kejiwaan, akhlak atau budi pekerti yang membedakan seseorang dari yang lain. Dengan demikian karakter adalah nilai-nilai yang unik baik yang terpateri dalam diri dan tercermin dalam perilaku. Faktor lingkungan dalam konteks pendidikan karakter memiliki peran yang sangat penting karena perubahan perilaku peserta didik sebagai hasil dari proses pendidikan karakter sangat ditentukan oleh faktor lingkungan. Pembentukan karakter melalui rekayasa faktor lingkungan dapat dilakukan melalui strategi: (1) keteladanan; (2) intervensi; (3) pembiasaan yang dilakukan secara konsisten; dan (4) penguatan. Dengan kata lain perkembangan dan pembentukan karakter memerlukan pengembangan keteladanan yang ditularkan, intervensi melalui proses pembelajaran, pelatihan, pembiasaan terus-menerus dalam jangka panjang yang dilakukan secara konsisten dan penguatan serta harus dibarengi dengan nilai-nilai luhur (Kementerian Pendidikan Nasional, 2010).
Karakter adalah jawaban mutlak untuk menciptakan kehidupan yang lebih baik didalam masyarakat. Karakter merupakan nilai-nilai perilaku manusia yang berhubungan dengan Tuhan Yang Maha Esa, diri sendiri, sesama manusia, lingkungan, dan kebangsaan yang terwujud dalam pikiran, sikap, perasaan, perkataan, dan perbuatan berdasarkan norma-norma agama, hukum, tata krama,budaya,dan adat istiadat.
Pengertian Pendidikan Karakter
Putri, N. A. (2011), menyebutkan bahwa pendidikan karakter mempercayai adanya keberadaan moral obsolute, yakni bahwa moral absolute perlu diajarkan kepada generasi muda agar mereka paham betul mana yang baik dan benar. Contohnya adalah berbuat hormat, jujur, bersahaja, menolong orang, adil dan bertanggung jawab.
Pendidikan karakter adalah suatu usaha yang disengaja untuk membantu seseorang sehingga ia dapat memahami, memperhatikan, dan melakukan nilai-nilai etika yang baik. Ada 18 butir nilai-nilai pendidikan karakter yaitu , religius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat/komunikatif, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, dan tanggung jawab.
Pendidikan karakter adalah suatu sistem penanaman nilai-nilai karakter kepada warga sekolah yang meliputi komponen pengetahuan, kesadaran atau kemauan, dan tindakan untuk melaksanakan nilai-nilai tersebut, baik terhadap Tuhan Yang Maha Esa (YME), diri sendiri, sesama, lingkungan, maupun kebangsaan. Dalam pendidikan karakter di sekolah, semua komponen (stakeholders) harus dilibatkan, termasuk komponen-komponen pendidikan itu sendiri, yaitu isi kurikulum, proses pembelajaran dan penilaian, kualitas hubungan, penanganan atau pengelolaan mata pelajaran, pengelolaan sekolah, pelaksanaan aktivitas atau kegiatan ko-kurikuler, pemberdayaan sarana prasarana dan pembiayaan, dan ethos kerja seluruh warga dan lingkungan sekolah.
Pendidikan karakter mempunyai makna lebih tinggi dari pendidikan moral, karena bukan sekadar mengajarkan mana yang benar dan mana yang salah, lebih dari itu pendidikan karakter menanamkan kebiasaan tentang mana yang baik dan salah, mampu merasakan (domain afektif) nilai yang baik dan biasa melakukanya (domain perilaku). Jadi pendidikan karakter terkait erat dengan kebiasaan yang terus menerus dipraktikkan atau dilakukan.
Kajian Penelitian yang Relevan
Pada bagian ini, dipaparkan mengenai beberapa penelitian yang telah dilakukan sebelumnya yang berkaitan dengan pengembangan bahan ajar dan penanaman karakter dalam pembelajaran, yaitu meliputi penelitian pengembangan yang berkaitan dengan pengembangan bahan ajar, kompetensi membaca, teks cerita, dan nilai-nilai pendidikan karakter.
Putri (2011) menyimpulkan bahwa pendidikan karakter di SMA Negeri 5 Semarang dilaksanakan dengan cara diintegrasikan ke semua mata pelajaran yang ada. Penanaman nilai-nilai pendidikan karakter melalui mata pelajaran Sosiologi dapat ditinjau dari beberapa aspek, diantaranya yaitu: materi Sosiologi yang telah dianalisis nilai-nilai karakternya, RPP dan Silabus Sosiologi yang berkarakter, metode penanaman oleh guru, media pembelajaran berbasis karakter dan evaluasi penanaman nilai-nilai pendidikan karakter.
Untari (2012) menyimpulkan bahwa berdasarkan analisis dan pembahasan dihasilkan materi ajar cerita anak berwawasan budi pekerti yang dinyatakan baik dan layak oleh ahli. Materi ajar cerita anak berwawasan budi pekerti memiliki aspek keberterimaan setelah dilakukan uji coba terbatas pada siswa SD Negeri 2 Gayamsari Semarang dan SD Negeri 4 Kertosari Singorojo Kendal. Keberterimaan materi ajar cerita anak berwawasan budi pekerti dibuktikan dengan peningkatan hasil belajar siswa, kemampuan menceritakan kembali, dan perilaku berbudi pekerti.
Wahyu (2011) melakukan penelitian tentang usaha membangun karakter bangsa. Dari hasil analisis dan pembahasan, didapatkan kesimpulan bahwa pembangunan karakter jika ingin efektif dan utuh mesti menyertakan tiga institusi, yaitu keluarga, sekolah, dan masyarakat.
Sugiyo (2013) memaparkan mengenai perlu adanya upaya konservasi budaya dalam sektor pendidikan dan penanaman nilai moral sejak dini dalam rangka pengembangan karakter anak usia dini. Harapannya anak akan tumbuh menjadi generasi muda Indonesia yang lebih berkarakter, tangguh, jujur, dan memiliki integritas yang merupakan cerminan budaya bangsa dan bertindak sopan santun dan ramah tamah dalam pergaulan keseharian.
Kusdiana (2010) dalam penelitiannya diperoleh data bentuk perencanaan dan proses pelaksanaan pembelajaran yang dipandang efektif dalam pembelajaran apresiasi sastra terpadu model connected untuk meningkatkan kemampuan berbahasa siswa kelas V Sekolah Dasar Negeri 1 Dadaha kota Tasikmalaya. Perkembangan kemampuan berbahasa siswa meliputi beberapa aspek, yaitu: mengidentifikasi unsur-unsur cerita hasil mendengarkan, menyimpulkan dengan bahasa sederhana isi cerita hasil membaca, berbicara memerankan tokoh cerita, dan menulis dialog dua atau tiga tokoh sesuai isi cerita
Berdasarkan pemaparan beberapa penelitian di atas, dapat disimpulkan bahwa karakteristik penelitian pengembangan ini adalah tentang pengembangan Bahan Ajar Menggali Informasi dari Teks Narasi Sejarah Bermuatan Nilai-nilai Karakter pada Peserta Didik Kelas V SD. Penelitian menghasilkan sebuah produk berupa buku cerita yang berisi teks narasi sejarah.
Kerangka Berpikir
Motivasi membaca peserta didik di SD pada umumnya masih rendah, hal tersebut memengaruhi hasil belajar peserta didik. Bahan ajar yang digunakan guru kebanyakan merupakan terbitan ataupun edaran dari pemerintah. Tentu saja bahan ajar haruslah disesuaikan dengan kebutuhan peserta didik, untuk itu dalam penelitian ini penulis hendak mengembangkan bahan ajar untuk menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter yang tentunya dikemas lain dengan bahan ajar yang sudah beredar. Penulis ingin mengembangkan cerita yang sesuai dengan kurikulum 2013, terutama KI 3. Memahami pengetahuan faktual dan konseptual dengan cara mengamati dan mencoba serta menanya berdasarkan rasa ingin tahu secara kritis tentang dirinya, makhluk ciptaan Tuhan dan kegiatanya, dan benda-benda yang dijumpainya di rumah, sekolah, dan tempat bermain, KD 3.5 Menggali informasi dari teks cerita narasi sejarah tentang nilai-nilai perkembangan kerajaan islam di indonesia dengan bantuan guru dan teman dalam bahasa Indonesia lisan dan tulis dengan memilih dan memilah kosakata baku.
Untuk memperjelas kerangka berfikir dapat dilihat dalam gambar berikut:
Kebutuhan pengembangan bahan ajar menurut persepsi guru dan siswa
Kurikulum
Bahan Ajar Cerita Narasi Sejarah
Pendidikan Karakter
Produk Pengembangan
Demikain Alur Kerangka Pikir Bahan Ajar Menggali Informasi dari Teks Narasi Sejarah Bermuatan Nilai-nilai Karakter pada Peserta Didik Kelas V SD
BAB III
METODE PENELITIAN
Bagian ini memaparkan (a) desain penelitian; (b) data dan instrumen penelitian meliputi (1) data, (2) instrumen pengumpulan data; (c) teknik pengumpulan data; (d) metode pengumpulan data; (e) analisis data meliputi (1) analisis data kebutuhan prototipe, (2) analisis data uji validasi ahli bahan ajar dan ahli materi, (3) analisis data aktivitas siswa, (4) analisis data kinerja guru, (5) analisis data angket.
Desain Penelitian
Penelitian ini menggunakan desain penelitian dan pengembangan dengan sepuluh langkah pelaksanaan mengacu pada teori Borg dan Gall (Borg dan Gall dalam Sukmadinata, 2006: 169) dengan langkah pelaksanaan penelitian sebagai berikut: (1) penelitian dan pengumpulan data (research and information collecting); (2) perencanaan (planning), yaitu menyusun rencana penelitian, merumuskan butir-butir materi secara terperinci yang mendukung tercapainya tujuan dan menyusun cerita anak bermuatan nilai-nilai karakter; (3) pengembangan draft produk (develop preliminary from of product), yaitu mengembangkan alat pengukuran keberhasilan dan uji ahli materi; (4) uji coba lapangan awal (preliminary field testing); (5) merevisi hasil uji coba (main product revision); (6) uji coba lapangan (main field testing); (7) revisi terhadap hasil uji coba lapangan (operational product revision); (8) uji pelaksanaan lapangan (operational field testing); (9) penyempurnaan produk akhir (final product revision); (10) desiminasi dan implementasi (desimination and implemantion)..
Penelitian ini akan dilaksanakan dalam tujuh tahap penelitian. Ketujuh tahapan tersebut disusun berdasarkan kesepuluh tahap pengembangan Borg dan Gall dalam bagan sebagai berikut:
Tahap 1 Analisis teoretis dan praktis
Tahap 2 Analisis kebutuhan pengembangan bahan ajar menurut persepsi guru dan peserta didik
Tahap 3 Penyusunan Prototipe
Tahap 4 Uji Ahli
Tahap 5 Revisi Prototipe
Tahap 6 Uji Coba Terbatas
Tahap 7 Revisi Hasil Uji Lapangan
Tahap 8 Produk Pengembangan
Demikain Tahap penelitian berdasarkan kesepuluh tahap pengembangan Borg dan Gall
Tahap I Analisis Teoretis dan Praktis
Tahap analisis teoretis dalam penelitian ini akan menelaah berbagai literatur, laporan penelitian, buku, dan artikel di internet yang berkaitan dengan topik kajian: (1) pembelajaran cerita narasi sejarah bermuatan pendidikan karakter; (2) konsep penelitian pengembangan bahan ajar.
Tahap II Analisis Kebutuhan Pengembangan Bahan Ajar Menggali Informasi dari Teks Narasi Sejarah Bermuatan Nilai-nilai Karakter Menurut Persepsi Guru dan Peserta Didik
Untuk mengetahui kebutuhan pengembangan bahan ajar menurut persepsi guru dan peserta didik dilakukan dengan cara memberi angket yang berkaitan dengan pembelajaran yang sebelumnya telah dikonsultasikan kepada pembimbing. Hal-hal yang disampaikan dalam angket diantaranya yaitu: (1) apakah penggunaan bahan ajar sudah sesuai dengan karakteristik peserta didik; (2) apakah kesulitan guru dalam menggunakan bahan ajar yang sudah ada; (3) apakah guru sudah mendapatkan jawaban atas kesulitan dalam penggunaan bahan ajar yang sudah ada. Angket untuk peserta didik berupa pertanyaan seperti: (1) apakah pembelajaran menggali informasi dari cerita narasi sejarah selama ini menyenangkan; (2) apakah kesulitan peserta didik dalam pembelajaran menggali informasi dari cerita narasi sejarah; (3) apakah penggunaan bahan ajar menggali informasi dari cerita narasi sejarah sangat dibutuhkan.
Tahap III Penyusunan Prototipe
Langkah-langkah yang dilakukan adalah (1) pemilihan topik yang tepat dan sesuai dengan peserta didik, dan juga disesuaikan dengan kompetensi dasar yang ada dalam kurikulum; (2) pembuatan garis besar isi, yaitu rancangan global yang akan ditampilkan dalam pembelajaran menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter, tahap ini menetapkan tujuan, sasaran serta langkah-langkah pembelajaran membaca cerita anak; (3) menentukan bahan yang berupa kumpulan cerita narasi sejarah yang bermuatan nilai-nilai karakter; (4) pelaksanaan produksi; (5) prinsip-prinsip dan tahapan penyusunan bahan ajar menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter. Hasil analisis dijadikan pengembangan bahan ajar menurut persepsi guru dan peserta didik.
Tahap IV Uji Ahli
Setelah bahan ajar menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter tersusun, selanjutnya dinilai oleh ahli berdasarkan format butir penilaian, dengan menggunakan angka skor penilaian, kolom saran, dan saran untuk bahan perbaikan. Penetapan ahli dalam menilai produk pengembangan berdasarkan isi format penilaian.
Tahap V Revisi Prototipe
Revisi dilakukan berdasarkan saran para ahli. Hasil revisi digunakan untuk menyusun kembali prototipe bahan ajar menggali informasi dari teks narasi sejarah untuk menanamkan nilai-nilai karakter.
Tahap VI Uji Coba Terbatas Produk
Setelah dilakukan revisi maka selanjutnya prototipe diujicobakan secara terbatas kepada peserta didik dan guru. Uji coba untuk mengetahui kelayakan bahan ajar yang sudah dikembangkan berkaitan dengan bahan ajar bagi peserta didik kelas V SD.
Tahap VII Revisi Hasil Uji Lapangan
Setelah diujicobakan, bahan ajar tersebut selanjutnya direvisi berdasarkan uji coba terbatas dilapangan sehingga tersusun prototipe bahan ajar yang sesuai.
Data dan Instrumen Penelitian
Data
Data pada penelitian ini ada dua macam, yaitu pertama, data kebutuhan pengembangan bahan ajar menurut persepsi guru dan siswa. Kedua, data penilaian pengguna bahan ajar dan pengguna materi terhadap produk pengembangan berupa bahan ajar cerita narasi sejarah bermuatan nilai-nilai karakter. Data pertama diperoleh dari 95 siswa kelas V dan 20 guru yang berada di kecamatan Gemawang dan kecamatan Ngadirejo kabupaten Temanggung, antara lain yaitu SD Mangunsari 02, SD Ngadisepi 02, SD Katekan 03. Data kedua berupa hasil penilaian ahli bahan ajar dan ahli materi terhadap prototipe bahan ajar cerita narasi sejarah bermuatan nilai-nilai karakter. Ketiga, data hasil belajar siswa.
Instrumen Pengumpulan Data
Instrumen Pengumpulan data yang digunakan dalam penelitian meliputi: (1) instrumen kebutuhan menurut persepsi guru dan siswa terhadap bahan ajar cerita narasi sejarah bermuatan nilai-nilai karakter; (2) instrumen penilaian ahli bahan ajar; dan (3) instrumen penilaian ahli materi; (4) instrumen pedoman wawancara; dan (5) instrumen penilaian hasil belajar siswa.
Teknik Pengumpulan Data
Teknik pengumpulan data yang digunakan berupa angket kebutuhan, wawancara, angket uji produk, dan tes. Angket kebutuhan ditujukan kepada siswa dan guru dengan harapan dapat mengetahui kebutuhan pengembangan bahan ajar. Teknik wawancara dugunakan untuk mengumpulkan data berkaitan dengan kebutuhan pengembangan bahan ajar menurut guru. Angket uji produk ditujukan kepada ahli bahan ajar dan ahli materi dengan harapan dapat mengetahui saran dan perbaikan sehingga bahan ajar tersusun secara sempurna. Teknik tes untuk mengumpulkan data hasil uji coba produk.
Metode Pengumpulan Data
Metode pengumpulan data pada penelitian ini meliputi:
Sumber data
Sumber data penelitian ini adalah siswa, guru, ahli bahan ajar, dan ahli materi.
Jenis data
Jenis data pada penelitian ini adalah data kualitatif dan kuantitatif.
Data kualitatif
Tanggapan siswa dari angket setelah selesai pembelajaran
Tanggapan, pendapat, dan masukan guru observer selama pembelajaran
Tanggapan, pendapat, dan masukan dari ahli bahan ajar dan materi
Data kuantiatif
Hasil belajar siswa
Cara pengumpulan data
Data kualitatif
Tanggapan siswa dari angket, angket diberikan kesemua siswa di akhir pembelajaran,
Tanggapan, pendapat, dan masukan guru observer dari angket dan wawancara.
Tanggapan, pendapat, dan masukan ahli bahan ajar dan materi dari angket penilaian
Data kuantitatif
Data hasil belajar siswa diambil dengan melakukan tes saat pembelajaran berlangsung.
Analisis Data
Analisis Data Kebutuhan Prototipe
Analisis data dilakukan dengan menentukan karakteristik kebutuhan menurut persepsi guru dan peserta didik dengan cara menentukan persentase jawaban setiap item pertanyaan. Adapun rumusnya sebagai berikut:
%f= 
x100
x100Keterangan:
%f = persentase kehendak responden
f = frekuensi jawan dari responden
N = jumlah responden
Artinya dalam setiap item yang akan dihitung frekuensi jawaban responden. Frekuensi paling tinggi dijadikan pertimbangan sebagai gambaran kehendak responden dalam setiap item pertanyaan/pernyataan sehingga dalam pengembangan prototipe bahan ajar harus memperhatikan hasil tersebut.
Analisis Data Uji Validasi Ahli Bahan Ajar dan Ahli Materi
Penilaian ini diperoleh dengan cara menyajikan prototipe bahan ajar kepada ahli dengan dilengkapi lembar penilaian yang telah disediakan. Hasil penilaian yang diperoleh selanjutnya akan dianalisis persentase berdasarkan skor yang diperoleh pada setiap butir penilaian. Caranya, setelah diketahui nilai setiap butir pernyataan, nilai itu diakumulasi serta dicari rata-rata skornya. Skor dan kategori penilaian oleh ahli bahan ajar dan ahli materi dapat dilihat pada tabel berikut ini:
Tabel 1
Skor Penilaian Uji Prototipe Bahan Ajar oleh Ahli Bahan Ajar
|
Skor rata-rata
|
Jumlah Skor
|
Kategori Penilaian Bahan Ajar
|
|
1
|
0-25
|
Kurang
|
|
2
|
26-50
|
Cukup
|
|
3
|
51-75
|
Baik
|
|
4
|
76-100
|
Sangat baik
|
Tabel 2
Skor Penilaian Uji Prototipe Bahan Ajar oleh Ahli Materi
|
Skor rata-rata
|
Jumlah Skor
|
Kategori Penilaian Materi
|
|
1
|
0-20
|
Kurang
|
|
2
|
21-40
|
Cukup
|
|
3
|
41-60
|
Baik
|
|
4
|
61-80
|
Sangat baik
|
Berdasarkan hasil rata-rata dapat diketahui kondisi bahan ajar yang dikembangkan, apabila hasil penilaian kedua ahli menunjukkan bahwa bahan ajar masih berkategori cukup dan kurang, berarti produk pengembangan tersebut harus direvisi sesuai saran penilai. Bahan ajar hasil pengembangan tetap perlu direvisi sesuai dengan saran perbaikan dari ahli bahan ajar dan ahli materi, apabila hasil penilaian itu sudah mencapai baik atau sangat baik, produk tersebut hanya diperbaiki sesuai saran penilai dari aspek yang masih belum baik saja.
Analisis Data Hasil Belajar Siswa
Analisis tingkat keberhasilan dan ketuntasan belajar siswa dilakukan dengan cara membandingkan nilai pre-tes dan pos-tes, serta membandingkan ketuntasan belajar KKM sebagai tolok ukur. Ada dua kategori ketuntasan, yaitu secara perseorangan dan klasikal. Siswa dikatakan berhasil dan tuntas dalam pembelajaran bila nilai hasil belajar siswa telah mencapai KKM.
Analisis Data Angket
Analisi data angket dilakukan dengan beberapa tahap, pertama tahap persiapan, meliputi membuat kisi-kisi soal dan membuat soal, kedua tahap pelaksanaan, ketiga tahap skorig. Metode angket yang digunakan adalah angket langsung dan data yang diperoleh dari angket tersebut berupa skor. Kriteria skor pada alternatif jawaban untuk setiap item adalah sebagai berikut:
skor 4 untuk jawaban paling baik
skor 3 untuk jawaban baik
skor 2 untuk jawaban cukup
skor 1 untuk jawaban kurang
Penilaian angket motivasi belajar, sebagai berikut:
|
Interval Presentase
|
Kriteria
|
|
80%≤ hasil <100%
|
Sangat baik
|
|
60%≤ hasil <80%
|
Baik
|
|
40%≤ hasil <60%
|
Cukup
|
|
20%≤ hasil <40%
|
Kurang
|
|
0%≤ hasil <20%
|
Sangat kurang
|
Hipotesis
Dekripsikan pengembangan bahan ajar menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter bagi peserta didik kelas V SD sesuai dengan kebutuhan guru dan siswa;
Dekripsikan prototipe bahan ajar menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter bagi peserta didik kelas V SD;
Penggunaan bahan ajar menggali informasi dari teks narasi sejarah bermuatan nilai-nilai karakter yang sesuai dengan kebutuhan guru dan siswa kelas V SD efektif untuk digunakan.
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