Sarip Hidayat, - (2020) KOMPETENSI DIGITAL GURU DALAM IMPLEMENTASI KURIKULUM 2013 PADA PEMBELAJARAN DARING: Studi Deskriptif di SMP Muhammadiyah 8 Bandung. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Mulai dari pertengahan Maret 2020, penyebaran dan penambahan kasus pandemi COVID-19 yang terjadi memaksa pemerintah menutup sekolah-sekolah dan memberlakukan belajar dari rumah atau pelaksanaan pembelajaran daring. Akibatnya implementasi kurikulum 2013 dituntut untuk melakukan penyesuaian. Penelitian terdahulu mengungkapkan bahwa pelaksanaan pembelajaran daring yang baik dalam kondisi biasa dipengaruhi oleh peran penting kompetensi digital yang dimiliki guru. Namun bagaimana pelaksanaan pembelajaran daringnya pada kondisi darurat COVID-19 masih belum diketahui. Penelitian ini bertujuan mendeskripsikan sejauh mana kompetensi digital guru mendukung dalam implementasi kurikulum 2013 pada pembelajaran daring. Kompetensi digital dapat guru dilihat pada tugas pokok guru diantaranya dimensi perencanaan, pelaksanaan, dan penilaian pembelajaran. Untuk memperoleh tujuan tersebut digunakan metode penelitian deskriptif dengan pendekatan mixed methods. Subjek yang dijadikan sampel penelitian adalah seluruh guru di SMP Muhammadiyah 8 Bandung, sebanyak 25 orang. Angket self assesment kompetensi digital guru dan implementasi kurikulum 2013 pada pembelajaran daring didistribusikan ke seluruh guru, sebanyak 23 guru memberikan responnya. Sampel pada pendekatan kualitatif secara purposive sampling ditetapkan sebanyak 5 responden. Hasil penelitian menunjukkan bahwa kompetensi digital guru sebagian besar guru memiliki tingkat kemampuan integrator (B1). Tingkat kemampuan B1 dominan pada area digital resources. Sedangkan implementasi kurikulum 2013 pada pembelajaran daring oleh guru-guru SMP Muhammadiyah 8 Bandung dikategorikan baik pada dimensi perencanaan, pelaksanaan, dan penilaian pembelajaran daring. Sehingga penelitian ini menemukan bahwa dimilikinya kompetensi digital yang tinggi, memberikan pengaruh yang baik terhadap kegiatan implementasi kurikulum pada dimensi perencanaan, pelaksanaan, dan penilaian pembelajaran daring yang dilakukan sebagian besar guru-guru. Meskipun pada sebagian kecil responden lainnya tidak menunjukkan pengaruh. Pada sebagian kecil responden, kompetensi digital yang dimiliki belum sepenuhnya diaplikasikan pada kegiatan implementasi kurikulum yang dilakukan oleh guru. Meskipun demikian, dalam keterbatasannya dalam kondisi pandemi COVID-19, guru-guru tetap mengupayakan penyesuaian dalam melaksanakan pembelajaran daring sesuai dengan kurikulum 2013. Starting from mid-March 2020, the spread and addition of COVID-19 pandemic cases that occurred forced the government to close schools and impose learning from home or the implementation of online learning. As a result, the implementation of the curriculum 2013 is required to make adjustments. Previous research has revealed that the implementation of good online learning in ordinary conditions is influenced by the important role of digital competencies that teachers have. But how the implementation of online learning in emergency conditions COVID-19 is still unknown. This study aims to describe the extent to which the digital competence of teachers supports the implementation of the 2013 curriculum in online learning. Digital competence can be seen by teachers in the main tasks of the teacher, including the dimensions of planning, implementation, and learning assessment. To obtain this objective, a descriptive research method with mixed methods approach is used. The subjects used as research samples were all teachers at SMP Muhammadiyah 8 Bandung, as many as 25 people. The self-assessment questionnaire on the digital competence of teachers and the implementation of the 2013 curriculum in online learning was distributed to all teachers, as many as 23 teachers responded. The sample in the qualitative approach using purposive sampling was determined as many as 5 respondents. The results showed that the digital competence of most teachers had an integrator ability level (B1). The level of ability of B1 is dominant in the digital resources area. Meanwhile, the implementation of the 2013 curriculum in online learning by teachers of SMP Muhammadiyah 8 Bandung is categorized good in the dimensions of planning, implementation, and assessment of online learning. So this research finds that having high digital competence has a good influence on curriculum implementation activities in the dimensions of planning, implementation, and assessment of online learning carried out by most of the teachers. Although a small number of other respondents showed no influence. For a small number of respondents, the digital competence that they possess has not been fully applied to the curriculum implementation activities carried out by the teacher. Even so, given their limitations in the COVID-19 pandemic conditions, teachers are still trying to make adjustments in implementing online learning according to the 2013 curriculum.
| Item Type: | Thesis (S2) |
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| Additional Information: | No panggil : T PK SAR k-2020; NIM : 1802991 |
| Uncontrolled Keywords: | Kompetensi Digital Guru, Implementasi Kurikulum 2013, Pembelajaran Daring |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB2361 Curriculum |
| Divisions: | Sekolah Pasca Sarjana > Pengembangan Kurikulum S-2 |
| Depositing User: | Sarip Hidayat |
| Date Deposited: | 01 Sep 2020 05:53 |
| Last Modified: | 01 Sep 2020 05:53 |
| URI: | http://repository.upi.edu/id/eprint/51559 |
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