PENGUASAAN KOMPETENSI PEDAGOGIK GURU SD NEGERI GEJAYAN

Abstract

Abstrak
Penelitian ini bertujuan untuk mendeskripsikan penguasaan kompetensi pedagogik guru SD Negeri Gejayan. Penelitian ini menggunakan metode deskriptif kualitatif dan teknik pengumpulan data menggunakan teknik wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa penguasaan kompetensi pedagogik guru SD Negeri Gejayan masih belum optimal. Secara rinci antara lain: 1) guru dalam mengelola pembelajaran belum optimal; 2) guru dalam memahami karakteristik peserta didik baik dari segi fisik, mental, kemampuan awal, kesulitan belajar, maupun gaya belajar peserta didik sudah baik; 3) guru belum mampu membuat RPP khusus ABK; 4) guru dalam melaksanakan pembelajaran masih kurang bervariasi; 5) guru belum mampu memanfaatkan teknologi saat pembelajaran; 6) guru dalam memberikan evaluasi masih kurang karena guru tidak membuat soal khusus untuk ABK; 7) guru dalam mengembangkan potensi non akademik dan akademik peserta didik sudah baik. Faktor pendukung guru yaitu sarana dan prasarana yang cukup lengkap, ketelatenan, kesabaran, dan ketekunan guru; faktor yang menghambat guru yaitu penanganannya banyaknya siswa ABK yang dilakukan sendiri oleh guru, orang tua yang kurang kooperatif dan kurang perhatian terhadap anaknya.
Kata kunci: Guru, Kompetensi Pedagogik, Sekolah Dasar

Abstract
This study aims to describe the mastery of pedagogical competence of teachers at Gejayan Elementary School. This study uses descriptive qualitative methods and data collection techniques are using interview, observation, and documentation techniques. The results showed the mastery of pedagogical competence of Gejayan Elementary School teachers was still not optimal. In detail, among others: 1) the teacher in managing learning is not optimal; 2) the teacher in understanding the characteristics of students both in terms of physical, mental, initial abilities, learning difficulties, and learning styles of students are good; 3) teachers have not been able to make special ABP RPP; 4) teachers in carrying out learning are still less varied; 5) the teacher has not been able to utilize technology during learning; 6) the teacher still lack of the ability to evaluate because the teacher does not make specific questions for the ABK; 7) teachers in developing students' non-academic and academic potential are good. The supporting factors of the teacher are fairly complete facilities and infrastructure, patience, patience and perseverance of the teacher; factors that hinder the teacher are handling the number of ABK students who are done by the teacher themselves, parents who are less cooperative and less attentive to their children.
Keywords: Teacher, Pedagogic Competence, Elementary School