KOMPETENSI PENELITIAN TINDAKAN KELAS GURU SMP DIY

Abstract

Abstrak: Penelitian bertujuan untuk mendeskripsikan kompetensi guru SMP dalam Penelitian Tindakan Kelas (PTK). Subjek penelitian adalah para guru peserta kegiatan sosialisasi kurikulum 2013 oleh Direktorat Pendidikan Dasar dan Menengah Depdikbud di Yogyakarta. Subjek penelitian adalah 55 orang guru SMP dari Kabupaten Gunung Kidul dan Sleman. Penelitian menggunakan pendekatan survei. Pengumpulan data menggunakan kuesioner dan dokumentasi, sedang analisis data menggunakan teknik kualitatif dan kuantitatif. Analisis kualitatif berupa narasi, sedang analisis kuantitatif digunakan uji-t. Hasil penelitian menunjukkan bahwa guru SMP di DIY: (1) memiliki tingkat kompetensi PTK dalam kategori sedang khususnya tingkat penguasaan teoretik, kemampuan kognitif, dan kemampuan teknis: (2) tidak ada perbedaan tingkat kompetensi PTK antara guru golongan III dengan golongan IV: (3) guru yang pernah melakukan PTK memiliki kemampuan kognitif dan pengalaman yang berbeda dibandingkan guru yang belum pernah melakukan PTK; (4) tidak ada perbedaan penguasaan teoretis, kemampuan kognitif, kemampuan teknis yang disebabkan oleh masa kerja. Kata Kunci : kompetensi, penelitian tindakan kelas, guru SMP JUNIOR HIGH SCHOOL TEACHERS’ COMPETENCE IN CONDUCTING CLASSROOMACTIONRESEARCH Abstract: This study was aimed to describe the competence of junior high school teachers in conducting Classroom Action Research (CAR). The subjects were participants in the socialization of Curriculum2013 run by the Directorate of Primary and Secondary Education, Department of Education in Yogyakarta. The subjects were 55 junior high school teachers from Sleman and Gunung Kidul regencies. This study used the survey approach. The data were colllected using questionnaires and documentation. The data were analyzed using the qualitative and quantitative anlayses. The qualitative analysis was in the form of narrative, while the quantitative analysis used the t-test. The findings showed that: (1) the teachers’ competence in conducting classroom action research belonged to the fair category, especially their theoretical mastery level, their cognitive ability, and their technical ability; (2) there was no significant difference in the competence in conducting classroom action research between the third rank teachers and the fourth rank teachers; (3) teachers who had conducted classroom action research had different cognitive competences and experience from those who had not conducted classroom action research; (4) there was no significant difference in the theoretical mastery, cognitive competence, and technical ability due to working experience. Keywords: competence,Classroom Action Research