Analisis Kesenjangan Pelaksanaan Standar Proses pada Pembelajaran Produktif di SMK

Abstract

Tujuan penelitian, diantaranya menguraikan bagaimana pelaksanaan standar proses, menganalisis seberapa tingkat kesenjangannya dan merancang bagaimana solusi permasalahan terkait kesenjangan pelaksanan standar proses. Penelitian ini menggunakan penelitian deskriptif dengan pendekatan kuantitatif. Aspek dalam penelitian ini adalah (a) perencanaan pembelajaran; (b) pelaksanaan pembelajaran; (c) penilaian hasil belajar; (d) pengawasan oleh kepala sekolah. Teknik pengumpulaan data, yang digunakan adalah metode observasi, wawancara dan dokumentasi. Hasil Penelitian menunjukkan bahwa dalam hal perencanaan pembelajaran diperoleh kriteria tidak senjang, artinya pada kegiatan perencanaan tidak banyak guru yang mengabaikan standar yang ditetapkan oleh Permendikbud No. 65 tahun 2013. Hasil analisis pelaksanaan pembelajaran diperoleh kriteria cukup senjang, artinya standar proses yang ditetapkan belum sepenuhnya dilaksanakan. Hasil analisis menunjukkan bahwa pada kegiatan penilaian masih diperoleh hasil cukup senjang, artinya masih terdapat ketentuan yang belum diterapkan. Hasil analisis pada komponen pengawasan memberikan kesimpulan jika masih terdapat kepala sekolah yang tidak menjalankan fungsinya sebagai pengawas internal.Therefore, the aims of study are to investigate the implementation of the standard process, analyze the discrepancy rate and design the solution toward the issue of discrepancy. This research uses the quantitative descriptive approach. There are several aspects investigated; (a) lesson plan, (b) learning process, (c) evaluation of learning result, and (d) headmasters control. To collect the data, the methods of observation, interview, and documentation are used. The result is explained in form of criteria. It is no discrepancy for lesson plans, means that most of the lesson plans are in accord with the Basic Principles issued by Ministry of Education and Culture Number 65 in 2013. The learning process has a quite discrepancy rate, means the standard process is incompletely applied; so does the evaluation which ignores several principles to apply. It is also noted that some headmasters ignore their function as an internal supervisor. To sum up, the discrepancy issue needs further concrete solution.

Pemahaman Standar Proses: Tantangan Bagi Guru Pai Di Madrasah Aliyah Yapika Kersamanah Garut

“…Standar ini memiliki fungsi untuk dasar pada perencanaan, pelaksanaan, dan pengawasan pendidikan untuk menciptakan pendidikan nasional yang berkualitas, pada akhirnya bisa lihat mutu dari pendidikan nasional tersebut (Atika et al, 2017).…”

Evaluation of Learning Cycle 4E-RE to Improve Chemistry Learning of Vocational High School Students

“…As an illustration of these gaps were (1) vocational education in Indonesia, the world of schools, wanted graduates to have high learning achievement in a fast time while the industrial world wanted graduates with adequate technical competence and attitudes (Wibowo, 2016); (2) learning inVHS did not yet have a national standard that required adjustment to the dynamics of life that develops in the community. The learning method often used in classrooms was teacher-centered so that students were not given the freedom to develop their knowledge, creativity, and ability to create a work (Atika, Sudana, and Basyirun, 2017); (3) students were not yet ready to be demanded to adjust quickly to new technologies in the world of work with more complex problems related to daily life (Mohamad, 2017). To bridge this gap, more innovative learning strategies were needed with appropriate learning activities and teaching materials.…”