Desain didaktis berbasis Permainan Tradisional Engklek di Sekolah Dasar

Abstract This research motivated by the findings of learning obstacles experienced students in material around square. This is known based on the results of  test questions conducted during preliminary study to fourth grade elementary school students. To overcome  learning obstacles experienced by students, researchers will design a didactic design. The purpose of this study is to describe the didactic design on the material around square and describe the students' responses the implementation of didactic design. The didactic design can be interpreted  learning design that emphasizes the didactic aspect, namely the teacher's teaching method. This study uses method with a Didactical Design Research (DDR) research design consisting of three research stages, namely a prospective analysis of the didactic situation before learning (prospective analysis) in the form of a Hypothetical Didactic Design including ADP (Pedagogical Didactic Analysis), metapedadidactive analysis, and retrospective analysis (retrospective analysis), with data collection techniques used in the form of interviews, observations, and attitude scales. The research subjects were 26 students in grades IV and VI and 1 teacher for grade IV at SDN 1 Sindangrasa. Based on results of study, through application of the didactic design carried out in stages I and II,   can help overcome learning obstacles experienced by students in the material around a square. This is shown from the students' responses on the attitude scale, results of the LAS (Student Activity Sheet) work and interviews with teachers. In addition,   didactic design is able to create a fun and meaningful learning atmosphere for students. Keywords: learning obstacle, didactical design research, square, meaningful learning, LAS Abstrak Penelitian ini dilatarbelakangi oleh adanya temuan learning obstacle  yang dialami siswa pada materi keliling persegi. Hal ini diketahui berdasarkan hasil soal tes yang dilakukan pada saat studi pendahuluan kepada siswa kelas IV Sekolah Dasar. Untuk mengatasi learning obstacle yang dialami siswa, peneliti akan merancang sebuah desain didaktis. Tujuan dari penelitian ini adalah untuk mendeskripsikan desain didaktis pada materi keliling persegi serta memaparkan respon siswa dan guru terhadap implementasi desain didaktis tersebut. Desain didaktis dapat diartikan sebagai desain pembelajaran yang lebih menekankan pada aspek didaktik yakni cara pengajaran guru. Penelitian ini menggunakan metode Didactical Design Research (DDR) yang terdiri dari tiga tahap penelitian, yakni analisis situasi didaktis sebelum pembelajaran (prospective analysis) berupa Desain Didaktis Hipotesis termasuk ADP (Analisis Didaktis Pedagogis), analisis metapedadidaktif, dan analisis retrospektif (retrospective analysis), dengan teknik pengumpulan data yang digunakan berupa wawancara, observasi, dan skala sikap. Subjek penelitian yaitu 26 siswa kelas IV dan VI serta 1 guru kelas IV SDN 1 Sindangrasa. Berdasarkan hasil penelitian, melalui penerapan desain didaktis yang dilakukan pada tahap I dan II dapat membantu mengatasi learning obstacle yang dialami siswa pada materi keliling persegi. Hal ini ditunjukkan dari respon siswa pada skala sikap, hasil pengerjaan LAS (Lembar Aktivitas Siswa) serta wawancara terhadap guru. Selain itu, desain didaktis mampu menciptakan suasana pembelajaran yang menyenangkan dan bermakna bagi siswa.  Kata kunci : hambatan belajar, desain didaktis, persegi, pembelajaran bermakna, LAS

Study of the Perception of Government School Head Teachers About the Role of Professional Development Teachers

The professional development teachers (PDTs) were expected by their school management and the Aga Khan University, Institute for Educational Development, to work with their headteachers and their colleagues in schools and initiate changes for school improvement. In the Pakistani context the role of headteachers as instructional leader is still not recognized. They are playing their roles as administrators. This is the reason that professional development teachers faced challenges and did not get support and encouragement from the headteachers, in the process of change for school improvement. The study was conducted in two government schools in order to understand the head teacher's perceptions about the role of professional development teachers (PDTs) in school improvement. A case study method was used to gather relevant information within a qualitative paradigm. This method helped to understand the perceptions about the role of the PDTs. A variety of data collection tools were used to triangulate information for reliability and validity purposes. The study findings suggest that in the beginning the PDTs seemed to be ambitious in bringing about change. Therefore, sometimes they did not consult their heads. At the same time, the headteachers were un-clear about the role of PDTs so they resisted the change, and dealt with the PDTs as ordinary teachers. The headteachers did not encourage PDTs to work with the teachers in order to develop their skills. The PDTs were asked to teach the students and prepare them to achieve good results in the examination. But gradually, PDTs learned that without the cooperation of headteachers, they would not be able to initiate change. The study also suggests that there appeared a mismatch between the perceptions of PDTs and of headteachers about school improvement. PDTs saw their role in the professional development of teachers as improving students learning, whereas, the headteachers thought the PDTs should help them in maintaining school discipline. As time passed, the headteachers started appreciating the PDTs role as change agents and facilitators in the teachers' professional development. However, the PDTs' role has not yet been officially recognized by the senior officers in the education department The study proposes some recommendations, which include: (a) recognition of PDTs' role at the government level; (b) school-based professional development programs; (c) strategic school development plan; and (d) professional development of headteachers and supervisory personnel. These recommendations may help headteachers and others to understand the PDTs' role in school improvement.