TEACHERS' LESSON PLANS IN PROJECT-BASED LEARNING IMPLEMENTATION AT A SENIOR HIGH SCHOOL IN BANDUNG - Hanum Bestari, - (2018)
Penelitian ini berfokus pada persiapan guru dalam merancang Rencana Pelaksanaan Pembelajaran (RPP) berbasis proyek dalam hal merumuskan tujuan dan indikator, menyusun kegiatan pembelajaran, memilih materi dan media pembelajaran, dan melakukan penilaian yang dilakukan di satu SMA Negeri di Bandung, Indonesia. Penelitian ini juga mengungkapkan kesulitan guru dalam merancang RPP berbasis proyek dan cara mereka menghadapi kesulitan-kesulitan tersebut. Sebagaimana penelitian ini menggunakan analisis data kualitatif, data dikumpulkan melalui analisis dokumen pada RPP dan juga wawancara kepada guru. Data yang dikumpulkan dianalisis dengan menggunakan kriteria yang diambil dari Linse dan Nunan (2005), Brown (2000), Moon (2000), dan Reiser dan Dick (1996). Analisis dari penelitian ini mengungkapkan bahwa RPP tersebut mencakup semua komponen utama yang disintesis secara singkat sesuai dengan Peraturan Menteri Pendidikan dan Kebudayaan (Permendikbud) Nomor 22/2016, Brown (2000), dan Reiser dan Dick (1996) dan guru merencanakan proses penyusunan RPP tersebut sesuai dengan model proses perencanaan sistematis oleh Reiser dan Dick (1996). Selain itu, RPP memberikan dampak positif dalam implementasi Project-Based Learning karena RPP tersebut meendorong pembelajaran yang berpusat pada siswa yang berkontribusi pada pembelajaran siswa melalui penyelesaian proyek. Namun, hasil wawancara menunjukkan bahwa para guru menghadapi beberapa masalah selama proses perancangan RPP. Berdasarkan hasil penemuan, direkomendasikan agar guru meningkatkan kompetensi dalam perencanaan pembelajaran.---- This study focuses on the teachers' preparation in designing Project-Based lesson plans in terms of formulating objectives and indicators, arranging learning activities, selecting materials and media, and conducting the assessments which were conducted in one public Senior High School in Bandung, Indonesia. This study also reveals the teachers' difficulties in designing a Project-Based lesson plan and their ways of coping with the difficulties. As the study employed qualitative data analysis, the data were collected through document analysis on the lesson plans and also interview to the teachers. The collected data were analyzed by using the criteria drawn from Linse and Nunan (2005), Brown (2000), Moon (2000), and Reiser and Dick (1996). The analysis of the study revealed that the lesson plans included all of the major components that were synthesized briefly in line with the Regulation of Ministry of Education and Culture (Permendikbud) Number 22/2016, Brown (2000), and Reiser and Dick (1996) and the teachers planned the process of lesson planning in line with the model of systematic planning process by Reiser and Dick (1996). In addition, the lesson plans had given positive impacts in Project-Based Learning implementation as the lesson plans promoted student-centered learning which contributed to the student learning through project completion. However, the interview result showed that the teachers dealt with some problems during the process of designing the lesson plans. Based on the findings, it is recommended that the teachers improve their competences in lesson planning.