KINERJA GURU KELAS DALAM PELAKSANAAN KURIKULUM 2013 DI SD PILOTING KABUPATEN SLEMAN

Abstract

Abstrak

Penelitian ini bertujuan untuk mengetahui kinerja guru dalam pelaksanaan kurikulum 2013 di SD Piloting Kabupaten Sleman. Kinerja Guru dilihat dari perencanaan pembelajaran, pelaksanaan pembelajaran, dan penilaian pembelajaran. Penelitian ini merupakan penelitian survei dengan pendekatan kuantitatif. Subjek penelitian ini guru kelas SD Piloting Kabupaten Sleman dengan sampel 114 guru. Metode pengumpulan data penelitian menggunakan angket. Teknik analisis data menggunakan deskriptif kuantitatif dengan presentase. Hasil penelitian menunjukkan bahwa: (1) kinerja guru dalam perencanaan pembelajaran kurikulum 2013 sebesar 72,1% pada kategori sangat baik dan sebesar 27,9% pada kategori baik; (2) kinerja guru dalam pelaksanaan pembelajaran kurikulum 2013 pada kategori sangat baik dengan persentase sebesar 63,4% dan pada kategori baik sebesar 36,6%; (3) kinerja guru dalam penilaian pembelajaran kurikulum 2013 sebesar 49% pada kategori sangat baik, sebesar 50% pada kategori baik dan sebesar 1% pada kategori cukup. Sehingga disimpulkan bahwa kinerja guru kelas di SD Piloting Kurikulum 2013 Kabupaten Sleman berada pada kategori baik.

Kata Kunci: kinerja guru, pelaksanaan kurikulum 2013, SD

Abstract

The aims of the research was meant to know teacher performance in the implementation of curriculum 2013 in piloting elementary schools in Sleman. Teacher performance valued based on planning the learning activity, leading the learning activity, and assessing the learning activity.The research used quantitative approach with survey. The subject were the classroom teachers of each piloting elementary schools in Sleman with 114 teachers as sample. The technique of data analysis was a quantitative descriptive with the percentages. The results showed that (1) 72,1% teacher performance on planning the learning activity were counted as very good, and 27,9% were counted as good; (2) 63,4% of teacher performance on leading the learning activity were counted as very good, and 36,6% were counted as good; (3) 49% teacher performance on assessing the learning activitywere counted as very good, 50% were counted as good, and 1% were counted as fair. So that, the researcher can conclude that teacher performance in the implementation of curriculum 2013 in piloting elementary schools in Sleman were counted as very good.

Keywords:teacher performance, implementation of curriculum 2013, elementary school