Strategi Pembelajaran SD/MI
DOI:
https://doi.org/10.54723/ejpgmi.v5i1.659Kata Kunci:
strategi pembelajaran, SD/MI, pembelajaran aktif, studi literatur.Abstrak
Pembelajaran yang efektif pada jenjang Sekolah Dasar dan Madrasah Ibtidaiyah (SD/MI) menuntut pemilihan strategi pembelajaran yang sesuai dengan karakteristik peserta didik, tujuan pembelajaran, serta konteks pendidikan. Artikel ini bertujuan untuk mengkaji secara komprehensif berbagai strategi pembelajaran yang relevan untuk SD/MI, meliputi Problem Based Learning, Project Based Learning, Contextual Teaching and Learning, model pembelajaran kooperatif (Jigsaw, Student Teams Achievement Divisions, Teams Games Tournament, Two Stay Two Stray, dan Numbered Heads Together), Inquiry Learning, Discovery Learning, Role Playing, pendekatan SAVI, serta Reward and Punishment. Penelitian ini menggunakan metode studi literatur dengan menganalisis artikel jurnal ilmiah bereputasi dan buku akademik yang relevan dalam kurun waktu kurang lebih 15 tahun terakhir. Hasil kajian menunjukkan bahwa setiap strategi pembelajaran memiliki karakteristik, kelebihan, dan keterbatasan masing-masing, sehingga tidak terdapat satu strategi yang bersifat universal dan paling efektif untuk seluruh konteks pembelajaran. Strategi pembelajaran aktif dan kooperatif cenderung efektif dalam meningkatkan keterlibatan, keterampilan berpikir, dan kemampuan sosial peserta didik SD/MI apabila diterapkan secara terencana dan terbimbing. Artikel ini menegaskan pentingnya peran guru SD/MI dalam memilih dan mengombinasikan strategi pembelajaran secara reflektif dan kontekstual untuk menciptakan pembelajaran yang bermakna dan sesuai dengan kebutuhan peserta didik.
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