PETA KOMPETENSI GURU BIOLOGI DI SMA KOTA BANDUNG BERDASARKAN ANALISIS KESESUAIAN PROSES PEMBELAJARAN DI KELAS DENGAN TUNTUTAN KOMPETENSI DASAR

Adi Rahmat, Riandi Riandi, Rini Solihat, Wasis Wuyung WB, Riki Zaputra, Sepita Ferazona

Abstract


ABSTRAK

Penelitian ini bertujuan untuk mendapatkan peta kompetensi Guru Biologi SMA berdasarkan analisis kesesuaian pembelajaran di kelas dengan tuntutan Kompetensi Dasar (KD). Penelitian dilaksanakan di tujuh SMA Negeri di Kota Bandung yang termasuk cluster 1 sampai 3, masing-masing diwakili oleh 2-3 SMA yang ditentukan secara random. Setiap SMA melibatkan 1-2 guru biologi. Observasi proses pembelajaran di kelas dilakukan dengan menggunakan teknik video. Observasi pembelajaran difokuskan pada dua materi ajar, yaitu Plantae dan Sistem Ekskresi. Data dikumpulkan melalui instrumen yang dikembangkan berdasarkan judgment pakar terhadap hasil analisis KD yang meliputi tiga aspek, yaitu materi ajar, strategi pembelajaran (metode dan media pembelajaran), dan strategi evaluasi. Data diolah dengan menghitung persentase (%) kesesuaian, kemudian merata-ratakannya untuk setiap aspek pembelajaran yang diamati. Angka rata-rata yang diperoleh dianalogikan sebagai besaran kompetensi (kemampuan) guru pada setiap aspek pengamatan. Hasil pemetaan kompetensi menunjukkan bahwa guru telah mampu mengembangkan materi ajar hingga 68-83% kesesuaian, merancang dan melaksanakan strategi pembelajaran di kelas hingga 50-57% kesesuaian, dan mengembangkan instrumen evaluasi hingga 33-73% kesesuaian. Kemampuan terendah berada pada pengembangan instrumen evaluasi sesuai jenjang kognitif yang dituntut KD, yaitu sebesar 33% kesesuaian. Hasil penelitian juga menunjukkan bahwa keberfungsian perencanaan Rencana Pelaksanaan Pembelajaran (RPP) dalam pelaksananaan pembelajaran masih rendah, yaitu di bawah 49% kesesuaian.

ABSTRACT

The study aimed to develop biology teachers’ competency map based on appropriateness analysis of classroom teaching processes with the demand of the basic competency. This study was conducted in seven public senior high schools belong to 1–3 school clusters in Bandung district. Each school cluster was randomly represented by 2 or 3 schools and each school involved 1 or 2 teachers. Classroom teaching processes were observed thoroughly via video technique. Observation was focused on two subjects, Plantae and Excretion System. Data was gathered using instruments developed based on expert judgment on the output analysis of basic competency (KD) for three aspects: teaching subject, teaching strategy (method and media), and evaluation strategy. Data was then analyzed through percentile calculation on each teaching aspect, in which it was subsequently converted to a percentage of appropriateness average. The average of those percentages was analogized as a value of teacher competency. Results suggested that the teachers were able to develop teaching subject until 68-83% of appropriateness, able to design and to implement teaching strategy until 50-57% of appropriateness, and able to develop evaluation instruments until 33-73% of appropriateness. The lowest ability of the teacher was to develop evaluation instrument which in line with cognitive level demanded by KD. The study also showed that the functional value of the teaching planning in the implementation of teaching in the classroom was lower than 49% of appropriateness.


Keywords


kompetensi dasar; pembelajaran biologi; peta kompetensi guru biologi; basic competency; biology teaching and learning; biology teachers’competency map

Full Text:

PDF

References


Beyer, C. J., Cesar Delgado, Elizabeth A.D, Joseph Krajcik. (2009). Investigating Teacher Learning in High School Biology Curricular Programs to Inform the Design of educative Curriculum Materials. Journal of Research in Science Teaching. 46 (9), 977-998.

Dahar, R. W. (1996). Teori-Teori Belajar. Bandung: Erlangga.

Dick, W., L. Carey & J O. Carey. (2005). The Sistematic Design of Instruction. New York: Allyn and Bacon.

Efendi, R. (2008). Panduan Pengembangan Materi Pembelajaran. Jakarta: Depdiknas.

Harjanto. (2003). Perencanaan Pengajaran. Jakarta: Rineka Cipta.

Moreland, J., Jones, A., Cowie, B. (2006). Developing Pedagogical Content Knowledge for the New Sciences: The Example of Biotechnology. Teaching Education. 17(2), 143-155.

Nichols, C., Markel, S. (1996). The Effect of Computer Animation on Students Understanding of Microbiology. J.Res. Comput. Educ. 28, 359-372.

O’Day, D.H. (2006). Animated Cell Biology: A Quick and Easy Method for Making Effective, High-Quality Teaching Animations. CBE Life Science Education. 5(3), 255–263.

Park, S., dan Oliver, S. (2008). National Board Certification (NBC) as A Catalyst for Teachers’ Learning about Teaching: The Effects of the NBC Process on Candidate Teacers’ PCK Development. Journal of Research in Science Teaching. 45(7), 812-834.

Peraturan Menteri Pendidikan Nasional No. 22 Tahun 2007. Standar Isi [Online]. Diakses dari: http://www.bsnpindonesia.org/id/wpcontent/uploads/isi/permen_22_2006.pdf.

Pollock, E., Chandler, P., Sweller, J. (2002). Assimilating Complex Information. Learning Education. 12, 61-86.

Rahmat, A, Amprasto, Riandi, & Saefudin (2010). Laporan Penelitian Penugasan UPI: Telaah Kebutuhan Guru Biologi di Wilayah Jawa Barat Pasca Sertifikasi Terhadap Program Continuous Professional Development. Bandung: Universitas Pendidikan Indonesia.

Rahmat, A. Amprasto, Riandi, Saefudin, dan Sutarno, N. (2011). Profil Program Continuous Professional Development (CPD) Guru Biologi di Wilayah Jawa Barat dalam Upaya Meningkatkan Kualitas Profesi. Jurnal Pengajaran MIPA. 16(1), 28-36

Rahmat, A., Redjeki, S., dan Riandi. (2008). Kajian Pembelajaran Biologi di SMA: Kesulitan Siswa dalam Pembelajaran. Jurnal Pendidikan dan Pembelajaran. 6(2), 236-247.

Rosnita. (2011). Standar Pendidikan untuk Calon Guru Sains: Pedagogi Materi Subjek Sebagai Sarana Pengembangan Pengetahuan Konten Pedagogi Calon Guru. Jurnal Cakrawala Pendidikan. 9(2), 1-9

Rustaman, N. Y., Dirdjosoemarto, S., Yudianto, S.A., Achmad, Y., Subekti, R., Rochintaniawati, D., Nurjhani, M. (2003). Common Text Book: Strategi Belajar Mengajar Biologi (edisi revisi). Bandung: Jurusan Pendidikan Biologi FPMIPA UPI.

Shulman, L. S. (1987). Knowledge and Teaching: Foundations of The New Reform. Harvard Educational Review. 57(1), 1–22.




DOI: https://doi.org/10.18269/jpmipa.v19i2.36178

DOI (PDF): https://doi.org/10.18269/jpmipa.v19i2.36178.g15558

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Jurnal Pengajaran MIPA

JPMIPA http://ejournal.upi.edu/index.php/jpmipa/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam (JPMIPA) or Journal of Mathematics and Science Teaching 

All rights reserverd. pISSN 1412-0917 eISSN 2443-3616

Copyright © Faculty of Mathematics and Science Education (FPMIPA) Universitas Pendidikan Indonesia (UPI)

 

View JPMIPA Stats