Problematika guru IPS dalam mengimplementasikan kurikulum 2013 di MTsN Malang 3

INDONESIA:

Pada tahun 2013 Pemerintah melalui Kementrian Pendidikan dan Kebudayaan dalam rangka meningkatkan kualitas pendidikan di Indonesia telah mengimplementasikan kurikulum baru sebagai penyempurna kurikulum sebelumnya yang diberi nama kurikulum 2013. Meskipun pada kenyataannya, masih banyak pro dan kontra mengenai penerapan kurikulum 2013. Hal ini disebabkan kebijakan yang dibuat oleh pemerintah tidak sesuai dengan harapan dan kondisi nyata yang ada di lapangan. Para guru yang ditunjuk sebagai pelaksana kurikulum masih merasa bingung dengan diterapkannya kurikulum 2013. Kebanyakan dari para guru belum memiliki kesiapan yang matang dalam mengimplementasikan kurikulum 2013, sehingga guru masih belum mampu melaksanakan pembelajaran secara utuh sesuai dengan kurikulum 2013.

Penelitian ini bertujuan untuk: (1) Mendiskripsikan proses perencanaan pembelajaran implementasi kurikulum 2013 pada mata pelajaran IPS di MTsN Malang 3. (2) Mendiskripsikan proses kegiatan pembelajaran implementasi kurikulum 2013 pada mata pelajaran IPS di MTsN Malang 3. (3) Mendiskripsikan problematika yang dihadapi guru IPS dalam mengimplementasikan kurikulum 2013 di MTsN Malang 3.

Penelitian ini menggunakan pendekatan deskriptif kualitatif. Teknik pengumpulan data: teknik observasi, wawancara, dan dokumentasi yang dianalisis dengan langkah yaitu reduksi data, penyajian data, dan penarikan kesimpulan.

Hasil penelitian menunjukkan, (1) Secara garis besar guru IPS sudah menyusun perencanaan pembelajaran sesuai dengan kurikulum 2013. (2) Selanjutnya, proses kegiatan pembelajaran implementasi kurikulum 2013 pada mata pelajaran IPS di MTsN Malang 3 menunjukan bahwa proses kegiatan pembelajaran dengan pendekatan scientific masih belum berjalan maksimal, karena peserta didik mengalami kesulitan dalam mengembangkan ide/gagasannya, akibatnya peran guru masih dibutuhkan aktif menyamaikan materi pembelajaran. Kegiatan penilaiannya yaitu sudah menggunakan penilaian otentik yang mecakup: Penilaian kompetensi pengetahuan guru menggunakan teknik tes tulis maupun tes lisan, penilaian kompetensi ketrampilan, guru menggunakan kinerja praktik, proyek, dan portofolio. Pada kompetensi sikap, penilaiannya dengan menggunakan teknik observasi. (3) problematika yang guru IPS dalam mengimplementasikan kurikulum 2013 diantaranya Study guru yang masih spesialisasi, menyebabkan guru kurang memahami keseluruhan materi, ditambah faktor siswa yang masih mengalami kesulitan dalam mengembangkan ide dan gagasannya, Guru juga mengalami kendala waktu dalam melakukan penilaian otentik. Selain itu, faktor sarana dan prasarana yang kurang memadai juga menjadi problematika guru dalam proses pembelajaran.

ENGLISH:

In the year of 2013, the Government through the Ministry of Education and Culture in order to improve the quality of education in Indonesia has implemented a new curriculum as a complement of previous curriculum, namely the curriculum of 2013. Although in reality, the implementation of the curriculum of 2013 reaped many pros and cons. This has been due to the policies introduced by the government in line with expectations and actual conditions on the field. The teachers were designated as curriculum implementers still confused with the implementation of the curriculum of 2013. Most of the teachers had not the readiness to mature in implementing the curriculum of 2013, so the teachers were still not able to perform learning according to the curriculum of 2013.

This study aimed to: (1) to describe the planning process of learning of implementation of curriculum of 2013 in social science in Public Junior High School (MTsN) Malang 3. (2) to describe the process of learning of implementation of curriculum of 2013 in social studies in MTsN Malang 3. (3) to describe the problems faced by social science teacher in implementing the curriculum of 2013 in MTs N Malang 3.

This study used a qualitative descriptive approach. Data collection techniques: observation, interview, and documentation that were analyzed with a step of data of reduction, data presentation, and conclusion The results showed, (1) broadly social science teacher has drawn up the learning plan in accordance with the curriculum of 2013. (2) Furthermore, the implementation process of learning activities of curriculum of 2013 in social studies in MTsN Malang 3 showed that the process of learning activities with a scientific approach was not running optimally, learners experienced difficulties in developing the ideas; consequently the role of the teacher was needed active deliver learning materials. The judgment used authentic assessment that included: knowledge competency assessment, teachers used the written and oral tests, competency assessment skills; teachers used performance practice, project, and portfolio. The attitude competence, judgment was by using observation. (3) While the problems that social studies teachers in implementing the curriculum of 2013 were specialties study, lead teachers lack an understanding of the overall material, and the factors of students who were experiencing difficulties in developing the ideas, teachers also stymied time in doing an authentic assessment. In addition, facilities factors and inadequate infrastructure also became problematic teachers in the learning process.