The Implementation of Problem-Based Learning in Teaching English in Aura Sukma Insani Kindergarten
DOI:
https://doi.org/10.23887/jpbi.v1i1.5378Abstract
Penelitian ini bertujuan untuk mengetahui pengimplementasian problem based learning dalam pengajaran Bahasa Inggris di TK Aura Sukma Insani yang menggunakan 5 tahapan pembelajaran seperti (1) mengidentifikasi masalah, (2) menggambarkan istilah yang berkaitan dengan masalah, (3) mengumpulkan strategi, (4) memilih strategi yang tepat, dan (5) melihat dampak dari strategi yang digunakan dalam memecahkan suatu permasalahan. Subjek daripenilitian ini adalah guru dan siswa kelas A1, A2, B1, dan B2. Penilitian ini menggunakan pendekatan kualitatif dalam bentuk observasi non-partisipan. Hasil penelitian ini menunjukkan bahwa setiap guru menggunakan rpp yang berbeda dalam mengajar disetiap kelasnya karena guru mengajarkan topik yang berbeda. Mereka memiliki wewenang untuk membuat rpp sendiri berdasarkan topik yang akan mereka ajar. Beberapa aktifitas sudah mengimplementasikan metode problem based learning untuk meningkatkan keaktifan siswa dalam proses belajar. Metode mpembelajaran Problem Based Learning yang diterapkan dalam pembelajaran Bahasa Inggris sangat efektif diterapkan di TK Aura Sukma Insani sehingga dapat meningkatkan kemampuan siswa dalam berfikir yang kritis dan siswa menjadi aktif serta mandiri dalam menerima ilmu dari guru selama proses pembelajaran berlangsung. Guru menilai siswa dari proses dan hasil yang telah dibuatnya dengan menggunakan penilaian secara holistik, dan memberikan penghargaan kepada siswa yang aktif dan memiliki peningkatan dalam proses belajar. Penilaian yang diberikan dalam bentuk sertifikat dengan 14 katagori yang berbeda, cap, stiker, dan kertas yang digulung. Aura Sukma Insani menggunkan penilaian autektik yang terdiri dari penilaian penampilan dan penilaian portofolio.Kata Kunci : problem based learning, pembelajar bahasa inggris usia dini.
This study aimed at finding the implementation of problem based learning in teaching English in Aura Sukma Insani Kindergarten which utilized 5 stages of teaching such as (1) identifying the problem, (2) defining terms, (3) exploring strategies, (4) acting on the strategy, and (5) looking at the effect. The subjects of the study were a teacher and students of A1, A2, B1, and B2 class. This study employed qualitative approach in the forms of nonparticipant observation. The result showed that every teacher used different lesson plan in teaching the students in every class because the teachers taught different topic. They had authority to arrange the lesson plan based on the material taught. Several activities were implemented using Problem Based Learning method (PBL) which increased the students’ activeness in learning. PBL learning method which was implemented in English learning was effectively conducted in Aura Sukma Insani Kindergarten so it could improve the students’ ability in thinking critically, participating actively and independently while following the teaching and learning process with the teachers. The teachers assessed the students by observing the process and final product by giving the score holistically, and the reward were given for those who were active and had improvement in the learning process. Those were in forms of certificate with 14 categories, stamp, sticker, and rolled paper. Aura Sukma Insani Kindergarten used authentic assessment in assessing the students’ achievement, such as: performance and portfolio assessment.
keyword : problem based learning, young English learner
Published
2015-07-23
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