Korelasi perencanaan pembelajaran dan kemampuan mengajar Guru dengan keberhasilan proses belajar mengajar di Madrasah Ibtidaiyah Negeri (MIN) Kabupaten Blitar

ABSTRAK

Faktor dominan dalam pendidikan adalah guru. Guru sebagai ujung tombak pelaksanaan pendidikan cukup berperan dalam menentukan kualitas lulusan. Guru pada dasarnya harus selalu menyusun dan memiliki perangkat pembelajaran seperti Prota, Promes, Silabus, RPP dan sebagainya. Walaupun tahap perencanaan guru sudah baik tetapi belum tentu menjamin pada hasil pembelajaran yang baik pula, oleh karena itu faktor lain yang mempengaruhi adalah kemapuan mengajar guru. Berdasarkan hal tersebut dilakukan penelitian yang bertujuan untuk mendeskripsikan hubungan yang positif dan signifikan antara: (1) perencanaan pembelajaran terhadap keberhasilan proses belajar mengajar, (2) kemampuan mengajar guru terhadap keberhasilan proses belajar mengajar, (3) perencanaan pembelajaran dan kemampuan mengajar guru terhadap keberhasilan prses belajar mengajar.

Penelitian ini menggunakan pendekatan kuantitatif sedangkan rancangan penelitian menggunakan deskriptif korelasional. Populasi dalam penelitian ini yaitu seluruh guru di Madrasah Ibtidaiyah Negeri (MIN) di Kabupaten Blitar yaitu MIN Gedog dan MIN Pembangunan. Sampel diambil menggunakan teknik sampel random (sampel acak). Instrumen yang dipakai yaitu angket dan dokumentasi. Teknik analisis data menggunakan korelasi product moment.

Hasil penelitian menunjukkan bahwa (1) terdapat korelasi antara perencanaan pembelajaran terhadap keberhasilan proses belajar mengajar sebesar 0,878 dengan signifikansi 0,000. Didapatkan nilai r tabel dengan n=14 dengan α=0.05 sebesar 0,532. Setelah dibandingkan diketahui bahwa r hitung 0,878 > r tabel 0,532, dan selain itu nilai Sig. (2-tailed) sebesar 0,000 < α sebesar 0,05, sehingga dapat disimpulkan terdapat korelasi yang signifikan antara perencanaan pembelajaran dengan nilai keberhasilan proses belajar mengajar. (2) terdapat korelasi antara kemampuan mengajar guru dengan keberhasilan proses belajar mengajar sebesar 0,534 dengan signifikansi 0,49. Didapatkan nilai r tabel dengan n=14 dengan α=0.05 sebesar 0,532. Setelah dibandingkan dapat diketahui bahwa r hitung 0,534 > r tabel 0,532, dan nilai Sig. (2-tailed) 0,49 < α 0,05. Kemudian nilai korelasi (0,534) ini berada diantara 0,40 s.d. 0,599 sehingga dapat dikatakan korelasi antara kemampuan mengajar guru dengan keberhasilan proses belajar mengajar tergolong korelasi sedang. (3) terdapat korelasi simultan antara perencanaan pembelajaran dan kemampuan mengajar guru terhadap keberhasilan proses belajar mengajar sebesar 0,879. Nilai korelasi (0,879) ini berada diantara 0,80 s.d. 1.00 sehingga dapat dikatakan tergolong korelasi yang sangat kuat/tinggi.

ABSTRACT

Dominant factor in education is teacher. Teacher as the first learning actor very establish the quality of a graduate. In fact a teacher has to always composes and has a learning program as annual program, semester program, syllabus, draft program of learning and, etc. Although step of teacher’s planning has been good but it does not mean can guarantee to the good learning result, because of that other factor that affects is teaching capacity of teacher. Based on that situation, has

Done a analyzing to describe a positive and significant connection among : (1) learning plan applicable to a success of teaching and learning process, (2) teaching capability of teacher applicable to a success of teaching and learning process, (3) learning plan and teaching capability of teacher applicable to a success of teaching and learning process.

This research uses a quantitative approach even though the analyzing draft uses relational descriptive. The population in this analyzing is all teachers in Islamic state of elementary school in Blitar regency these are Islamic State Elementary school of GEDOG and Islamic State Elementary School of Pembangunan. The sample is taken by random sample technique. The instruments are used are survey and analysis data of documentation technique uses product moment correlation

Analyzing result shows that (1) exist a correlation between learning plan applicable to a success of teaching and learning process of 0,878 with significance 0,000 is gotten score r table, n = 14 and α =0.05 of 0,532. After it has been compared, can be detected that r count 0,878 > r table 0,532, and besides significant score. (2-tailed) of 0,000 < α = 0,05, the research suggests that has been existed significant correlation between learning plan and value of teaching and learning success. (2) exist a correlation between teaching capability of teacher and a success of teaching and learning process of 0,534 with significance 0,49. Is gotten score r table, n = 14 and α =0.05 of 0,532. After it has been compared, can be detected that r count 0,534 > r table 0,532, and besides significant score. (2-tailed)
0,49 < α = 0,05, then correlation score (0,534) it exists between 0,40 up to 0,599 so that, can be concluded a correlation between teaching capability of teacher and a success of teaching and learning process are included to intermediate correlation. (3) exist a concurrent correlation between learning plan and teaching capability of teacher applicable to a success of teaching and learning process of 0,879. Correlation value (0,879) these are exists between 0,80 up to 1.00, the research suggests that it is included a very strong correlation.