ANALISIS KEBUTUHAN GURU TERHADAP PENDEKATAN DESIGN THINKING DALAM PENGEMBANGAN PEMBELAJARAN DI SMPN 58 JAKARTA

Abstract

ABSTRAK

Pendekatan Design Thinking merupakan fondasi krusial bagi guru untuk merancang pembelajaran yang inovatif dan kreatif. Namun, implementasinya di SMPN 58 Jakarta belum dilakukan secara sistematis, dan formal. Penelitian ini bertujuan untuk menganalisis kebutuhan guru terhadap pelatihan, pendampingan, dan implementasi praktis Design Thinking guna meningkatkan kapabilitas guru dalam mendesain pembelajaran. Penelitian ini menggunakan metode kualitatif dengan teknik pengumpulan data melalui observasi dan wawancara mendalam kepada guru di SMPN 58 Jakarta. Hasil penelitian menunjukkan bahwa meskipun belum diterapkan secara formal, sebagian guru telah menerapkan prinsip-prinsip dasar Design Thinking, khususnya pada tahap empathize (memperhatikan karakteristik peserta didik) dan define (menyusun pembelajaran dari mudah ke sulit). Guru juga menunjukkan antusiasme yang tinggi terhadap metode pembelajaran berbasis proyek dan media kreatif. Temuan ini mengindikasikan adanya potensi dan kesiapan yang besar dari guru untuk mengadopsi pendekatan ini secara penuh apabila diberikan pelatihan yang terstruktur dan berkelanjutan.

Kata Kunci: design thinking, analisis kebutuhan, pengembangan pembelajaran

ABSTRACT

The Design Thinking approach serves as a critical foundation for teachers to devise innovative and creative instructional designs. However, its implementation at SMPN 58 Jakarta has not been carried out systematically or formally. This study aims to analyze teachers' needs for training, mentoring, and practical implementation of Design Thinking to enhance their capabilities in developing effective learning experiences. Using a qualitative methodology, data were collected through observations and in-depth interviews with teachers at SMPN 58 Jakarta. The results indicate that although Design Thinking has not been formally applied, some teachers already implement its basic principles particularly the empathize stage (addressing student characteristics) and the define stage (structuring lessons from simple to complex). Teachers also demonstrated strong enthusiasm for project-based learning methods and the use of creative media to foster student engagement. These findings suggest significant potential and readiness among educators to fully adopt Design Thinking, provided structured and sustained training is made available. Thus, tailored professional development is urgently needed to empower teachers in designing innovative, student-responsive learning environments that support 21st-century skill development.

Keywords: design thinking, need analysis, learning development