Pendampingan Penulisan Proposal Penelitian Tindakan Kelas Bagi Guru SMK Kabupaten Bangkalan

Suci Rohayati, Luqman Hakim, Agung Listiadi, Eko Wahjudi, Riza Yonisa Kurniawan, Mohamad Arief Rafsanjani

Abstract


Penelitian tindakan kelas (PTK) merupakan salah satu cara bagi guru untuk memperbaiki dan meningkatkan kualitas pembelajaran. Akan tetapi, guru-guru di SMK Kabupaten Bangkalan masih jarang yang melakukan PTK. Hal ini disebabkan karena rendahnya ketertarikan dan pemahaman terhadap PTK. Tujuan dari kegiatan pendampingan ini untuk memberikan pemahaman akan pentingnya PTK bagi seoran guru dan prosedur pelaksanaan PTK. Metode pelaksanaan kegiatan ini adalah sosialisasi, pelatihan, dan pendampingan pada guru-guru SMK di Kabupaten Bangkalan dalam menyusun proposal penelitian tindakan kelas. Secara umum kegiatan pendampingan ini mendapat respon positif dari peserta. Hasil evaluasi menunjukkan bahwa pengetahuan dan kemampuan mayoritas peserta (> 80%) dalam menyusun proposal PTK mengalami peningkatan. Implikasi dari kegiatan pendampingan ini diharapkan guru-guru SMK di Kabupaten Bangkalan dapat melakukan penelitian tindakan kelas secara mandiri untuk meningkatkan kualitas pembelajaran di kelas.

 

Kata kunci— Pendampingan, Penelitian tindakan kelas, Guru

 

Abstract

 

Classroom action research (CAR) is the teachers’ effort to improve instructional quality. However, the research culture among the Vocational Schools teachers in Bangkalan is still rare. This situation is due to the low interest and understanding of CAR. This assistance aims to provide teachers understanding of and procedures of CAR. The assistance method is conducted through socialization, coaching, and mentoring in preparing the class action research proposal. In general, the assistance participants show positive responses. The results show that the knowledge and ability of most participants (> 80%) have increased in preparing the CAR proposal. Therefore, hopefully, the vocational school teachers in Bangkalan Regency can conduct classroom action research independently to improve classroom learning quality.

 

Keywords— Assistance, Classroom action research, Teacher


Full Text:

PDF

References


Aguinis, H., & Kraiger, K. (2009). Benefits of training and development for individuals and teams, organizations and society. Annual Review of Psychology, 60, 451-474. https://doi.org/10.1146/annurev.psych.60.110707.163505

Aragón-Sánchez, A., Barba-Aragón, I., & Sanz-Valle, R. (2003). Effects of training on business results. The International Journal of Human Resource Management, 14(6), 956-980. https://doi.org/10.1080/0958519032000106164

Arikunto, S. (2007). Penelitian tindakan kelas. Jakarta: Bumi Aksara.

Ballesteros-Rodríguez, J. L., De Saá-Pérez, P., & Domínguez-Falcón, C. (2012). The role of organizational culture and HRM on training success: evidence from the Canarian restaurant industry. The International Journal of Human Resource Management, 23(15), 3225-3242. https://doi.org/10.1080/09585192.2011.637071

Brandon, L., & Brandon, K. (2016). Paragraphs and Essays: With Integrated Readings. . Boston: Cengage Learning.

Cain, T. (2011). Teachers’ classroom‐based action research. International Journal of Research & Method in Education, 34(1), 3-16. https://doi.org/10.1080/1743727X.2011.552307

Cheruvu, R. (2014). Focus on teacher as researcher: Teacher educators as teacher researchers: practicing what we teach. Childhood Education, 90(3), 225-228. https://doi.org/10.1080/00094056.2014.911636

Danawati, M. I., & Risminawati. (2017). Problematika guru dalam menulis karya ilmiah sebagai pengembangan kompetensi profesional di SD Muhammadiyah 5 Surakarta. (Undergraduate). Universitas Muhamadiyah Surakarta, Surakarta.

Gordon, P. (1977). Power through acceptance: The secret of serenity. New York: Christian Herald Books.

Gustina, A. (2015). Pengaruh kualitas pelatihan dan kondisi lingkungan pelatihan terhadap efektivitas pelatihan di sentra pendidikan BRI Yogyakarta. (Undergraduate). Universitas Negeri Yogyakarta, Yogyakarta.

Hong, C. E., & Lawrence, S. (2011). Action Research in teacher education: Classroom inquiry, reflection, and data-driven decision making. Journal of Inquiry and Action in Education, 4, 1-17.

Kasiyan, Z B., Hendri, Z., Handoko, A., & Sitompul, M. (2019). Pelatihan penulisan karya ilmiah untuk peningkatan profesionalisme Guru. Jurnal Pengabdian dan Pemberdayaan Masyarakat, 3(1), 47-53. https://doi.org/10.30595/jppm.v3i1.3128

Kraiger, K. Perspectives on training and development. In Handbook of Psychology (pp. 171-192).

Mertler, C. A. (2013). Classroom-based action research: Revisiting the process as customizable and meaningful professional development for educators. Journal of pedagogic development, 3.

Milakovich, M. (2005). Improving service quality in the global economy: Achieving high performance in public and private sectors. Florida: CRC Press.

Perdana. (2018). Minat guru menyusun PTK masih rendah. Retrieved from https://radarsolo.jawapos.com/read/2018/10/19/99353/minat-guru-menyusun-ptk-masih-rendah

Purnamawati, Mulbar, U., & Zaki, A. (2018). Peningkatan profesionalisme guru melalui pelatihan penulisan karya tulis ilmiah. Paper presented at the Seminar Nasional Hasil Pengabdian Kepada Masyarakat,, Makasar.

Silberman, C. E. (1970). Crisis in the Classroom. New York: Random House.

Souto-Manning, M. (2012). Teacher as researcher: Teacher action research in teacher education. Childhood Education, 88(1), 54-56. https://doi.org/10.1080/00094056.2012.643726

Tharenou, P., Saks, A. M., & Moore, C. (2007). A review and critique of research on training and organizational-level outcomes. Human Resource Management Review, 17(3), 251-273. https://doi.org/10.1016/j.hrmr.2007.07.004




DOI: http://dx.doi.org/10.17977/um045v5i2p85-90

Refbacks

  • There are currently no refbacks.


Email: karinov@um.ac.id

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.