TANTANGAN GURU DALAM MENGAJAR IPA: STUDI KASUS GURU SEKOLAH DASAR

Authors

  • Anggun Zuhaida Universitas Pendidikan Indonesia
  • Yusi Riksa Yustiana Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.31764/paedagoria.v14i3.15571

Keywords:

Tantangan guru, Pembelajaran IPA, Studi kasus, Guru SD

Abstract

Abstrak Pembelajaran IPA di SD merupakan bagian dari gerbang awal dalam memperkenalkan sains untuk siswa tingkat dasar. Penelitian ini bertujuan untuk mengidentifikasi latar belakang Pendidikan dan pengalaman mengajar guru yang mengajar IPA di Sekolah Dasar (SD), serta strategi, tantangan dan cara mengatasi dalam membelajarkan IPA di SD. Penelitian ini merupakan penelitian studi kasus dengan pendekatan deskriptif kualitatif. Penelitian dilakukan dengan melakukan wawancara dan observasi pembelajaran pada dua guru SD di wilayah Kab. Bandung Barat dan Kota Bandung. Berdasarkan hasil penelitian diperoleh tantangan dalam mengajar IPA di SD diantaranya adalah: kurangnya sarana prasarana, kurangnya kesempatan guru dalam mengikuti kegiatan untuk pengembangan profesionalismenya, keterbatasan bahan ajar, keterbatasan pengembangan strategi mengajar, serta rendahnya kemampuan inkuiri siswa. Beberapa alternatif untuk menghadapi tantangan tersebut diantaranya adalah guru aktif mengikuti pelatihan, workshop, dan seminar sehingga tetap dapat mengikuti perkembangan pembelajaran. Selain itu, direkomendasikan bagi para pemangku kebijakan untuk berperan aktif dalam mengoptimalkan pemenuhan sarana prasarana pembelajaran dan menyelenggarakan pengembangan profesionalisme guru secara masif dan menyeluruh.

Abstract: Science education in elementary school is part of the introduction of science to elementary level students. The purpose of this study is to identify the educational background and teaching experience of elementary school science teachers, as well as the strategies, challenges, and means of overcoming them. This research is phenomenological case study research with a descriptive approach. Two elementary school instructors in Kab. Bandung Barat and Kota Bandung participated in interviews and learning observations as part of the research. A lack of infrastructure, a lack of opportunities for teachers to participate in activities for professional development, a lack of teaching materials, a lack of teaching strategy development, and low student inquiry abilities were identified as obstacles to teaching science in elementary schools. Teachers who actively participate in training, workshops, and seminars in order to stay apprised of learning developments are among the alternatives available for addressing these challenges. In addition, it is suggested that policymakers play an active role in optimizing the fulfillment of learning infrastructure and instituting massive and comprehensive teacher professionalism development.

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Published

2023-07-10

Issue

Vol. 14 No. 3 (2023): Juli

Section

Articles

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