Peran perencanaan pembelajaran untuk performance mengajar guru pendidikan anak usia dini

 Vivi Sufiati, Sofia Nur Afifah

Abstract


Penelitian ini memiliki tujuan untuk mengetahui peran perencanaan pembelajaran untuk performance mengajar guru PAUD. Penelitian dilakukan selama semester genap tahun ajaran 2018/2019. Penelitian merupakan kualitatif study kasus. Subjek penelitian terdiri dari 4 orang guru Cendekia Kids School yang memenuhi kriteria. Kriteria tersebut adalah guru tetap yayasan yang menjadi guru inti di kelas yang sudah diwajibkan membuat perencanaan pembelajaran. Penelitian inidirancang dengan pendekatan kualitatif dengan metode studi kasus. Pengumpulan data menggunakan observasi, wawancara, dan dokumentasi.Tahapan analisis yang digunakan dengan reduksi data, display data dan penarikan kesimpulan atau verifikasi. Hasil penelitian menunjukkan 44,44 % RPPH guru yang dikumpulkan tepat waktu dan rata-rata konten RPPH dinilai mulai berkembang. Rencana Program Pembelajaran harian yang disusun lengkap membantu guru dalam menguasai keterampilan mengajar membuka menutup pembelajaran, bertanya, variasi pembelajaran dan keterampilan menjelaskan. RPPH tidak cukup membantu jika hanya dihafalkan atau dibaca di kelas sambil mengajar tanpa dipahami. Menghafal akan membuat guru focus pada kegiatan menghafal bukan mengajar. Memahami RPPH membuat guru menampilkan performance percaya diri dan memunculkan keterampilan -keterampilan mengajar. RPPH merupakan perencanaan yang dibuat agar mencapai tujuan pembelajaran untuk anak bukan memaksakan kegiatan untuk anak. Perencanaan bisa berubah menyesuaikan keadaan anak dengan memodivikasi RPPH yang sudah dibuat.

 

Abstract

This study aimed to determine the role of lesson plan for early childhood education teacher teaching performance. The study was conducted during the even semester of the 2018/2019 school year. Research was a qualitative case study. The research subjects consisted of 4 Cendekia Kids School teachers who met the criteria. These criteria were the foundation's permanent teachers who become the core teachers in the class that were required to make learning plans. Data collection uses observation, interviews, and documentation. The stages of the analysis was used by data reduction, data display and drawing conclusions or verification. The results showed 44.44% of the daily lasson plan of the teachers that were collected on time and the average lesson plan content was assessed as starting to develop. Daily Lesson Plan that were prepared in full help teachers in mastering teaching skills opening closing learning, asking questions, learning variations and explaining skills. Daily lasson plan is not enough to help if only memorized or read in class while teaching without being understood. Memorization will make the teacher focus on memorizing activities rather than teaching. Understanding the lesson plan make the teacher have a confident performance and bring up teaching skills. Lesson plan was a plan that is made in order to achieve learning objectives for children rather than imposing activities for children. Planning can change according to the child's situation by modifying the lesson plan that has been made.


Keywords


perencanaan pembelajaran; RPPH; performance; keterampilan; daily lesson plan; teaching performane

Full Text:

Fulltext PDF

References


Colker, L. J. (2008). Twelve characteristics of effective early childhood teachers. YC Young Children, 63(2), 68.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute

Dewi, P., & Primayana, K. (2019). Effect of learning module with setting contextual teaching and learning to increase the understanding of concepts. International Journal of Education and Learning, 1(1 (2019)), 19-26. doi:https://doi.org/10.31763/ijele.v1i1.26

Djabidi, F. (2016). Manajemen pengelolaan kelas. Malang: Madani.

Elprida, S. K., Sujana, I. W., & Tirtayani, L. A. (2018). Pengaruh keterampilan dasar mengajar guru terhadap perilaku disiplin pada anak usia dini kelompok B. Jurnal Pendidikan Anak Usia Dini Undiksha, 6(1).

Ghazali, A., Mansur, M., Widanita, N., Guntur, G., Putra, F., & Fajaruddin, S. (2019). Developing pilates training model for decreasing the body fat ratio among overweight women. ACTIVE: Journal of Physical Education, Sport, Health and Recreation, 8(1), 9-17. https://doi.org/10.15294/active.v8i1.27908

Hermawan, H., Samsuri, S., Kurniawati, D., Sofyaningsih, V., & Prasetyo, D. (2018). The use of controversial public issues with video and macromedia flash player media in civic education learning. Psychology, Evaluation, and Technology in Educational Research, 1(1), 19-30. doi:http://dx.doi.org/10.33292/petier.v1i1.2

Nurhaidah & Musa, M. I. (2016). Pengembangan kompetensi guru terhadap pelaksanaan tugas dalam mewujudkan tenaga guru yang profesional. Jurnal Pesona Dasar, 2(4), 8-27.

Sutarman, M., & Asih. (2016). Manajemen pendidikan anak usia dini. Bandung: Pustaka Setia.

Undang-Undang Nomor 14 Tahun 2005 tentang guru dan dosen, pada pasal 10 ayat (1).

Uno, H. B. (2014). Perencanaan pembelajaran. Bandung: Bumi Aksara.

Uno, H. B., Sutardjo, A., & Nina, L. (2018). Pengembangan kurikulum rekayasa pedagogik dalam pembelajaran. Depok: Rajagrafindo Persada.

Utami, Y. W., Yuniarni, D., & Lukmanulhakim, L. (2018). Analisis tingkat pemahaman guru terhadap perencanaan pembelajaran pada taman kanak-kanak di Kota Pontianak. Jurnal Pendidikan dan Pembelajaran, 7(1).

Yin, R. (2014). Case study research: Design and method. New York: SAGE.




DOI: https://doi.org/10.21831/jpa.v8i1.26609

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Jurnal Pendidikan Anak

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Our Journal indexed by:

 



Creative Commons License
Jurnal Pendidikan Anak is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/jpa.

Jurnal Pendidikan Anak Stats