Analisis Tingkat Pemahaman Guru Terhadap Konsep Pembelajaran Aritmatika-Bahasa di Sekolah Dasar

Abstract

Penelitian ini bertujuan untuk mendeskripsikan tingkat pemahaman guru terhadap konsep pembelajaran aritmatika-bahasa. Populasi adalah guru sekolah dasar kelas I - III. Responden berjumlah 30 orang. Analisis dilakukan untuk menggambarkan: (1) tingkat pemahaman guru tentang kurikulum, (2) buku teks, (3) kurikulum pelatihan, dan (4) proses pembelajaran. Berdasarkan analisis data diketahui bahwa: (1) pemahaman terhadap kurikulum adalah yang paling tinggi sebesar 30,66%; (2) buku pembelajaran sebesar 16,66%; (3) kurikulum pelatihan 0,27%; (4) proses pembelajaran 75,55%. Analisis komponen Perencanaan Pendidikan (RPP) menghasilkan skor rata-rata 53,45% pada tingkat pemahaman guru, lebih kecil dari skor pedoman minimum 76%. Berdasarkan pengamatan proses pembelajaran, diketahui bahwa hanya 23,22% responden atau 7 orang yang memperoleh skor baik. Itu artinya tingkat pemahaman tentang konsep pembelajaran aritmatika-bahasa relatif rendah. Dari hasil penelitian ini disajikan dengan saran-saran berikut: (1) harus ada langkah-langkah untuk meningkatkan pembelajaran elemen aritmatika-bahasa pemahaman guru, (2) kurikulum pelatihan harus menekankan pemahaman konseptual. Kata kunci: pemahaman; guru aritmatika; kurikulum This study aimed to describe the level of teachers' understanding of the concept of arithmetic- language learning. The population was grade I – III of elementary school teacher. Respondents were 30 people. Analyzes were performed to describe: (1) the level of teachers' understanding of the curriculum, (2) textbooks, (3) training curriculum, and (4) the learning process. Based on data analysis, it is shown that: (1) understanding of the curriculum is the highest 30.66%; (2) learning books is 16.66%; (3) training curriculum is 0.27%; (4) the learning process is 75.55%. Analysis of the components of the Lesson Plan (RPP) yielded an average score of 53.45% level of understanding of teachers, smaller than the minimum guideline score 76%. Based on the observation of the learning process, it is known that only 23.22% of respondents or 7 people who obtain a score well. That means that the level of understanding of the heritage of the concept of arithmetic-language learning is relatively low. From the results of this study, it is suggested that: (1) there should be measures to enhance learning of arithmetic-language element of understanding teachers, (2) training curriculum should emphasize conceptual understanding. Keywords: comprehension; arithmetic teacher; curriculum