MENGGUNAKAN MODEL PEMBELAJARAN UNTUK IMPLEMENTASI COMPUTATIONAL THINKING BAGI GURU MADRASAH
Abstract
Abstract: This study aims to describe the use of learning models in the implementation of computational thinking in madrasah teachers, the problem of Indonesia's low PISA scores until 2020, the Indonesian government wants computational thinking to be included in the Indonesian curriculum to improve literacy, numeracy and student characteristics, and have global insight and achieve future Indonesian HOTs and PISA results. This research uses descriptive qualitative with informants determined by snowball sampling, there are 9 teachers who match the informant criteria to answer the research objectives, the main data collection uses semi-structured interviews with six key interview questions on informants in turn with a time between 15 to 45 minutes, then data analysis uses descriptive qualitative with the process of collecting data, then condensing the data, presenting it and finally making conclusions. The results found that madrasah teachers tried to realize that the learning model is very important and appropriate in the implementation of computational thinking. As well as the implementation of computational thinking (CT) for teachers in madrasah, teachers find knowledge about computational thinking through Bebras training, teachers have used CT for all subjects by making examples of questions about CT according to subjects, obstacles found from teacher abilities, ICT facilities and facilities, literacy and students' ability to think critically, as a solution and opportunity for CT in madrasah the need for more and in-depth CT training, development of practice questions and direct placement in class and in Indonesian madrasah, this study also provides recommendations for future research.
Keywords: learning model, computational thinking, madrasah teachers in Indonesia, PISA Indonesia;
Abstrak: Penelitian ini bertujuan untuk mendeskripsikan penggunaan model pembelajaran dalam penerapan pemikiran komputasional pada guru madrasah, permasalahan rendahnya skor PISA Indonesia hingga tahun 2020, pemerintah Indonesia menginginkan pemikiran komputasional dimasukkan dalam kurikulum bahasa Indonesia untuk meningkatkan literasi, numerasi dan kemampuan siswa. karakteristik, dan memiliki wawasan global dan mencapai hasil HOTs dan PISA Indonesia di masa depan. Penelitian ini menggunakan deskriptif kualitatif dengan informan ditentukan dengan snowball sampling, terdapat 9 guru yang sesuai dengan kriteria informan untuk menjawab tujuan penelitian, pengumpulan data utama menggunakan wawancara semi terstruktur dengan enam pertanyaan kunci wawancara pada informan secara bergantian dengan waktu antara 15 dengan waktu 45 menit, selanjutnya analisis data menggunakan deskriptif kualitatif dengan proses pengumpulan data, kemudian pemadatan data, penyajian dan terakhir penarikan kesimpulan. Hasil penelitian menemukan bahwa guru madrasah berusaha menyadari bahwa model pembelajaran sangat penting dan tepat dalam implementasi berpikir komputasional. Serta implementasi Computational Thinking (CT) bagi guru di madrasah, guru menemukan pengetahuan tentang Computing Thinking melalui pelatihan Bebras, Guru telah menggunakan CT untuk semua mata pelajaran dengan membuat contoh soal tentang CT sesuai mata pelajaran, Kendala yang ditemukan dari kemampuan guru, Sarana dan fasilitas TIK, literasi dan kemampuan berpikir kritis siswa, sebagai solusi dan peluang CT di madrasah perlunya pelatihan CT yang lebih banyak dan mendalam, pengembangan soal latihan dan penempatan langsung di kelas dan di madrasah Indonesia, kajian ini juga memberikan rekomendasi untuk penelitian selanjutnya.
Kata kunci: model pembelajaran, pemikiran komputasional, guru madrasah di Indonesia, PISA Indonesia;
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