Problematika guru Aqidah Akhlak dalam mengimplementasikan Kurikulum 2013 di MTsN Kanigoro Kras Kediri

INDONESIA:

Dalam melaksanakan kegiatan pembelajaran, Guru Aqidah Akhlak lebih sering menggunakan metode ceramah untuk mendapatkan kepuasan ketika mengajar. Sehingga kegiatan pembelajaran yang ada di kelas menjadi berpusat pada guru. Sementara itu kegiatan pembelajaran dalam Kurikulum 2013 dirubah menjadi berpusat pada peserta didik serta penambahan aspek penilaian pembelajaran menjadi sangat banyak. Hal ini tentu membuat Guru Aqidah Akhlak mengalami kesulitan dalam mengimplementasikan Kurikulum 2013. Berdasarkan permasalahan tersebut, peneliti ingin melakukan penelitian mengenai problem- problem yang dialami oleh guru Aqidah Akhlak dalam mengimplementasikan Kurikulum 2013.

Tujuan dari penelitian ini adalah: (1) Mendeskripsikan Pelaksanaan Pembelajaran Aqidah Akhlak dengan menggunakan Kurikulum 2013 yang Dilakukan di MTsN Kanigoro Kras Kediri. (2) Mendeskripsikan Problem Apa Saja Yang Dihadapi Oleh Guru Aqidah Akhlaq Dalam Mengimplementasikan Kurikulum 2013 di MTsN Kanigoro Kras Kediri. (3) Mendeskripsikan Solusi Yang Diterapkan Guru Aqidah Akhlaq Dalam Mengatasi Problem Pengimplementasian Kurikulum 2013 di MTsN Kanigoro Kras Kediri.

Untuk mencapai tujuan yang telah disebutkan diatas, penelitian ini menggunakan metode deskriptif kualitatif. Dengan pertimbangan bahwa pendekatan ini sangat cocok untuk menemukan data di lapangan yang bersifat kualitatif. Adapun sumber data pada penelitian ini yaitu guru Aqidah Akhlak Kelas VIII, siswa-siswi kelas VIII, Waka kurikulum serta Kepala Madrasah MTsN Kanigoro Kras Kediri. Pengumpulan data dilakukan dengan cara observasi, wawancara mendalam dan dokumentasi. Analisis data yang dilakukan menggunakan reduksi data, data display, dan verifikasi.

Hasil penelitian menunjukkan bahwa: (1) kegiatan pembelajaran Aqidah Akhlak kelas VIII di MTsN Kanigoro Kras Kediri sesuai dengan standar pelaksanaan pembelajaran Kurikulum 2013 kecuali penialain pembelajaran. (2) masalah yang dihadapi guru Aqidah Akhlak yaitu penilaian pembelajaran Aqidah Akhlak terlalu banyak, siswa pasif karena belum terbiasa melaksanakan kegiatan pembelajaran Aqidah Akhlak menggunakan Kurikulum 2013, siswa cenderung gaduh, beberapa siswa belum mengerjakan tugas kelompok, serta sumber belajar Aqidah Akhlak Kurikulum 2013 belum diterima. (3) solusi yang diterapkan guru Aqidah Akhlak dalam mengatasi masalah tersebut yaitu, (a) sudah memiliki nilai inti dari setiap kompetensi, serta penilaian secara bertahap, (b) memberikan umpan, serta melakukan pembiasaan, (c) teguran halus dan sindiran, serta teguran dan hukuman, (d) hukuman, (e) menggunakan sumber belajar Aqidah Akhlak Kurikulum 2013 seadanya serta buku perpustakaan.

ENGLISH:

The teacher of moral-aqidah subject usually teaches the students by giving lectures. This method is used to gain teacher-satisfaction because when the teacher uses this method, the center of learning is the teacher him/herself. On the other hand, learning activity of 2013 Curriculum has been shifted to focus on the students as the center of learning concern as well as the addition of several assessment aspects. It makes the teacher of moral-aqidah subject deals with difficulty in implementing this curriculum. Based on that explanation, the researcher conducted a study concerning the problems dealt by the teacher of moral-aqidah subject in implementing 2013 Curriculum.

The purposes of this research are: (1) to describe the implementation of learning activity of moral-aqidah subject using 2013 Curriculum in MTsNKanigoroKras Kediri, (2) to describe the problems dealt by the teacher of moral-aqidah subject in implementing 2013 Curriculum in MTsNKanigoroKras Kediri, and (3) to describe the solutions set up by the teacher to overcome the problems.

To achieve all the purposes, the researcher used descriptive qualitative research method. This method was used due to the fact that this approach is appropriate to find qualitative data in the field. The sources of data of this research are the teacher of moral-aqidah subject of the eighth grade, the students of eighth grade, the Vice Headmaster in charge of curriculum and the Headmaster of MTsNKanigoroKras Kediri. The data were collected by managing observations, in-depth interviews, and documenting. The steps of data analysis are data reduction, data display, and verifications.

The results of the research show that: (1) the learning activity of moral-aqidah subject of the eighth grade has been in line with the standards of learning management of 2013 Curriculum, except for the learning assessment, (2) the problems dealt by the teacher are that there are too many learning assessments for this subject, the students are not active because they are not used to learning by the subject using 2013 Curriculum, the students are very noisy, some students have not finished the take-home works, and the learning resources of this subjects are not yet received, and(3) the solutions implemented by the teacher are (a) preparing the main score of each competence as well as the gradual assessment, (b) giving feedback as well as training, (c) giving forewarning and insinuation as well as forewarning and punishment, (d) punishing, and (e) utilizing the available learning resources from the library.