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August 4, 2021
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March 31, 2022
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Abstract

ABSTRAK

 

Penelitian ini bertujuan untuk mengidentifikasi kesulitan dan hambatan guru fisika dalam mengimplementasi Kurikulum 2013 revisi. Penelitian ini merupakan penelitian dengan metode deskriptif. Teknik pengumpulan data yaitu survey dan wawancara (interview). Teknik analisis data yaitu dengan metode deskriptif kualitatif dan kuantitatif. Subjek penelitian ini adalah 14 guru mata pelajaran fisika di SMA Negeri Kabupaten Lebong. Instrumen penelitian untuk mengumpulkan data adalah angket (tertutup) dan pendoman wawancara (terstruktur). Hasil dari penelitian ini menyatakan bahwa kesulitan guru dalam mengimplementasi Kurikulum 2013 revisi pada tahap perencanaan: membuat LKPD, menentukan model dan metode pembelajaran yang cocok, dan memahami sintak model pembelajaran; pada tahap pelaksanaan: mengoperasikan alat KIT, menuntun siswa praktikum, membimbing siswa menganalisis data, dan membimbing siswa dalam menerapkan model pembelajaran yang telah ditetapkan; dan pada tahap evaluasi: kesulitan melakukan penilaian sikap pada aspek minat dan motivasi belajar, penilaian produk, dan membuat soal HOTS. Sedangkan hambatan guru dalam mengimplementasi Kurikulum 2013 revisi pada tahap perencanaan: mencocokkan model, metode, dan strategi pembelajaran tersebut dengan karakter siswa; pada tahap pelaksanaan: kondisi peserta didik, keterbatasan kemampuan dan pemahaman guru, dan sarana prasarana yang kurang mendukung; dan pada tahap evaluasi: kemampuan siswa yang heterogen, dan fasilitas laboratorium dan sarana prasarana di sekolah yang kurang memadai.

               

Kata kunci: Kurikulum 2013 revisi, Kesulitan Guru, Hambatan Guru, Tahapan Pembelajaran

 

ABSTRACT

 

This study aims to identify the categories of physics teachers’difficulties and obstacles in implementing the revised 2013 curriculum. Since this research was the descriptive method, data collection techniques consisted of surveys and interviews. Consenquently, the data analysis techniques were descriptive qualitative and quantitative methods. The subjects of this study were 14 physics teachers at the Lebong Regency public Senior High School. Research instrument to collect data used the closed-ended questionnaire and structured interview. The findings of the study indicated that the difficulty of teachers in implementing the revised 2013 Curriculum at the planning stage were: making LKPD, determining suitable learning models and methods, and understanding the syntax of learning models; at the implementation stage: operating the KIT tool, guiding students to do practicum, guiding students to analyze data, and guiding students in learning process; and at the evaluation stage: difficulties in conducting attitude assessments on aspects of interest and learning motivation, product assessment, and making HOTS questions. Meanwhile, the teacher's obstacles in implementing the revised 2013 curriculum at the planning stage are: matching the models, methods, and learning strategies with the student's character; at the implementation stage: the condition of the students, the limited ability and understanding of the teacher, and the lack of supporting infrastructure; and at the evaluation stage: heterogeneous student abilities, and inadequate laboratory facilities and school infrastructure.

 

Keywords: The revised 2013 Curriculum, Teachers Difficulties, Teachers Obstacles, Learning Stages.

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