EVALUASI PEMBELAJARAN TEMATIK DALAM KURIKULUM 2013 MENGGUNAKAN MODEL CIPP DI SD NEGERI DERINGO

Pembelajaran tematik integratif dalam kurikulum 2013 saat ini sudah diterapkan hampir di semua sekolah dasar di Indonesia. Dalam proses penerapannya sekolah dihadapkan pada berbagai masalah, diantaranya kesiapan sekolah, guru, siswa, dan orang tua siswa dimana semuanya saling memiliki keterkaitan satu dengan lainnya. Penelitian ini bertujuan mendeskripsikan implementasi program pembelajaran tematik dari segi konteks, input, proses, dan produk di Sekolah Dasar Negeri Deringo. Penelitian ini merupakan penelitian jenis evaluasi dengan menggunakan model evaluasi CIPP (Context, Input, Process, Product). Penelitian dilaksanakan di Sekolah Dasar Negeri Deringo dengan menggunakan metode analisis deskriptif kuantitatif. Data yang dikaji dalam penelitian ini bersumber dari kepala sekolah, guru dan siswa kelas III dan IV. Pengumpulan data dilakukan melalui wawancara, dokumentasi, dan observasi. Kriteria penilaian sebagai tolak ukur evaluasi dalam penelitian ini merujuk pada acuan yang telah dibuat. Hasil penelitian menunjukkan bahwa (1) komponen konteks pembelajaran tematik di SD Negeri Deringo berdasarkan hasil wawancara dengan kepala sekolah masuk dalam kategori cukup baik. (2) komponen input aspek silabus dan RPP dalam kategori baik, serta sarana dan prasarana secara umum berada pada kategori baik. (3) komponen proses dari aspek kinerja guru dalam melakukan perencanaan pembelajaran dalam kategori cukup baik, kinerja guru dalam melakukan pelaksanaan pembelajaran dalam kategori cukup baik, dan aspek kinerja guru dalam penilaian autentik dalam kategori kurang. (4) komponen produk aktivitas belajar siswa dalam kategori cukup baik, dan hasil belajar siswa dalam kategori baik. Integrative thematic learning in the 2013 curriculum is currently applied in almost all primary schools in Indonesia. In the process of its application, the school is faced with various problems; including the readiness of school, teachers, students, and parents of students who all interrelate with one another. This study aims to describe the implementation of thematic learning program in terms of context, input, process, and product in Deringo Public Elementary School. This research is an evaluation type research using the CIPP (Context, Input, Process, Product) evaluation model. The study was conducted at Deringo Public Elementary School using quantitative descriptive analysis method. Analyzed data in this study were sourced from the school principal, teachers and students in grade III and IV. Data collection is done through interviews, documentation, and observation. The evaluation criteria as evaluation benchmark in this study referred to the references that have been made. The results showed that the components of the thematic learning (1) context in Deringo Public Elementary School based on the results of interview with the school principal were included category was quite good. (2) the input component of the syllabus aspect and RPP were in good category, and facilities and infrastructure in general were in good category. (3) the process component of teacher performance aspect in learning planning category was quite good, the performance of the teacher in carrying out teaching in the category was quite good, and aspect of the teacher's performance in authentic assessment was in the poor category (4) the component of the student learning activity product in the category was sufficiently good, and students’ learning outcomes were in the good category