Guru melaksanakan pembelajaran meng

Guru melaksanakan pembelajaran mengaitkan permasalahan disekitar siswa melalui 1) tanya jawab secara spontan, 2) apa yang terdapat pada buku guru/siswa, 3) mengacu pada tujuan pembelajaran. Sesuai dengan Permendikbud Nomor 67 Tahun 2013, yaitu implementasi integrasi transdisipliner. Intergasi transdisipliner dilakukan dengan mengaitkan berbagai mata pelajaran yang ada dengan permasalahan-permasalahan yang dijumpai di sekitarnya sehingga pembelajaran menjadi kontekstual. Disimpulkan bahwa guru telah melaksanakan pendekatan transdisipliner tanpa menambah/mengurangi materi pembelajaran namun dengan mengaitkan pembelajaran dengan permasalahan di sekitar siswa. Misalnya: guru dan siswa belajar tentang teknologi tradisional dan modern pembuatan kapal, kemudian guru meminta siswa mencari teknologi tradisional dan modern apa saja yang terdapat disekitar siswa.
Dalam kegiatan mencari, menggali dan mengeksplore pengetahuan pada subtema :”Keunikan Daerah Tempat Tinggalku”, siswa lebih banyak diajak mencari dan menggali pengetahuan melalui bacaan. Sumber belajar lainnya selain buku adalah powerpoint tentang kekhasan daerah, fotocopian materi, video tentang tradisi tedak siten, dan peta Indonesia. Hal ini sesuai dengan apa yang dikemukakan (Abdul Majid, 2014, p.214) yaitu dalam kegiatan mengamati, guru membuka secara luas dan bervareasi kesempatan peserta didik untuk melakukan pengamatan melalui kegiatan: melihat, menyimak, mendengar, dan membaca.Meskipun demikian, guru belum menerapkan prinsip alam takambang dalam pembelajaran sub tema ini. Pembelajaran lebih banyak dilakukan di dalam kelas. Pembelajaran di luar kelas hanya dilakukan ketika siswa mencoba memainkan layangan yang telah mereka buat.
Kelemahan implementasi pembelajaran yaitu terkadang guru memberikan langsung konsep tanpa siswa menggali sendiri, misal konsep tentang koordinat, transplantasi. Hal ini dapat di lihat pada pembelajaran ke 2 (22 April 2014).

Hasil (Inggris) 1:

Teachers carry out learning to associate the problems surrounding the students through 1) frequently asked questions spontaneously, 2) what the teacher/students, book 3) refers to the learning objectives. In accordance with Number 67 Permendikbud 2013, namely the implementation of the integration transdisipliner. Intergasi transdisipliner done by hooking a variety of subjects with the problems encountered in the vicinity so that learning becomes contextual. It was concluded that the teacher has been implementing approaches to transdisipliner without any increase/decrease the learning material but with associate learning with issues around students. For example: teachers and students learn about traditional and modern technology of shipbuilding, later the teacher asked the students looking for traditional and modern technology is what there is around the students. In the activity search, dig and explore knowledge on subtema: "the uniqueness of the area where Tinggalku", more students are invited to search and dig the knowledge through the readings. Other learning resources in addition to the book is a powerpoint about the peculiarities of the area, fotocopian material, video on tedak siten, tradition and a map of Indonesia. This is in accordance with what is expressed (Abdul Majid, 2014, p. 214), namely in the activities observed, the teacher opened wide and various opportunities for observing learners through activities: see, hear, hear, and read. However, teachers have yet to apply the principle of natural takambang in learning the sub theme. Learning more done in the classroom. Learning outside the classroom is only done when students tried to play the kites they have made. Learning implementation weakness that is sometimes the teachers give the students the concept of directly without digging yourself, e.g. the concept of coordinates, the transplant. This can be seen on learning 2 (22 April 2014).

Hasil (Inggris) 2:

Teachers implement associate learning around student issues through 1) question and answer spontaneously, 2) what is contained in the book the teacher / student, 3) refers to the learning objectives. In accordance with Permendikbud Number 67 Year 2013, namely the implementation of transdisciplinary integration. Intergasi transdisciplinary done by linking the various subjects that exist with the problems that were found in the vicinity so that learning becomes contextual. It was concluded that teachers have been implementing transdisciplinary approach without increasing / reducing the learning materials but by linking learning with issues around student. For example: teachers and students learn about the traditional technology and modern shipbuilding, then the teacher asks students to look for the traditional technology and modern anything contained around the students.
In the course of searching, digging and explore knowledge on the sub-theme: "The uniqueness of my neighborhood", more students many invited to seek and gain knowledge through reading. Learning resources other than books are a powerpoint about the peculiarities of the area, fotocopian material, video on siten tedak tradition, and a map of Indonesia. This is consistent with what was raised (Abdul Majid, 2014, p.214) that the observed activity, the teacher opened widely and bervareasi learners the opportunity to make observations through activities: look, listen, hear, and membaca.Meskipun Thus, teachers not applying natural principles takambang in learning this sub-theme. Learning more done in the classroom. Learning outside the classroom is only done when students try to play kites that they have made.
The weakness of the implementation of learning that sometimes the teacher gives the student directly without digging its own concept, ie the concept of coordinates, transplantation. This can be seen in learning to 2 (22 April 2014).