Analisis Kesesuaian Teori Inquiry-based Learning dengan Implementasinya dalam Pembelajaran Matematika di SD Cikal Surabaya

Abstract

Salah satu model pembelajaran berbasis student-centered yang mendapatkan banyak sorotan di abad ke-21 adalah inquiry-based learning atau model pembelajaran berbasis inkuiri. Berbicara mengenai model pembelajaran, matematika menjadi salah satu bagian kurikulum yang kompatibel jika dikombinasikan dengan inquiry-based learning. Oleh karena itu, tujuan penelitian ini adalah untuk menganalisis kesesuaian teori-teori inquiry-based learning dengan implementasi dalam pembelajaran matematika di SD Cikal  Surabaya dalam kerangka tiga kurikulum. Jenis penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan studi kasus. Kepala sekolah, koordinator kurikulum jenjang SD, dan tujuh guru SD Cikal Surabaya terlibat dalam penelitian ini. Teknik pengumpulan data penelitian ini menggunakan observasi, wawancara, dan studi dokumentasi. Penelitian ini menerapkan teknik analisis data Miles dan Huberman yang mencakup kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil dari penelitian ini menunjukkan kaitan antara dua siklus inkuiri serta kesesuaian antara siklus inkuiri PYP Inquiry Cycle dengan implementasi pembelajaran matematika, sedangkan ditemukan fase yang terlewat dari siklus inkuiri Pedaste et al. (2015). Meskipun demikian, seluruh fase PYP Inquiry Cycle sudah terlaksana.

Inquiry-based learning is one of the student-centered learning models that gets a lot of attention in the 21st century. Speaking of learning models, mathematics is one part of the curriculum that is compatible with inquiry-based learning. Therefore, the purpose of this research is to analyze the suitability of inquiry-based learning theories with the implementation in mathematics learning at SD Cikal Surabaya within the framework of three curricula as well as the perspective of teachers in the school towards inquiry-based learning in mathematics learning. The type of research used is qualitative research with a case study approach. The principal, curriculum coordinator at the elementary level and seven teachers of SD Cikal Surabaya were involved in this research. The data collection technique used observation, interview, and documentation study. This research applied Miles and Huberman's data analysis technique, including data condensation, data presentation, and conclusion drawing. The results of this study showed a link between the two inquiry cycles and the suitability of the PYP Inquiry Cycle and the implementation of mathematics learning, while there were missed phases of the Pedaste et al. inquiry cycle. (2015). However, all phases of the PYP Inquiry Cycle have been implemented.