PENGELOLAAN PEMBELAJARAN PADA PROGRAM KESETARAAN SELAMA MASA PANDEMIK COVID-19 (Studi Kasus di Pusat Kegiatan Belajar Masyarakat Daarut Tauhiid) - Selvy Puspitadewi, - (2021)
Penelitian ini dilatarbelakangi oleh adanya pembelajaran yang diikuti Santri Tahfidzul Qur'an (STQ) Pesantren Daarut Tauhiid. Pesantren Daarut Tauhiid tidak hanya difokuskan pada kajian agama saja, tetapi juga pendidikan umum, salah satunya pendidikan kesetaraan. Selama masa pandemik Covid-19, layanan pembelajaran pesantren juga mengalami penyesuaian mengikuti aturan pemerintah untuk melaksanakan pembelajaran di rumah. Tujuan penelitian ini untuk mengetahui pengelolaan pembelajaran pada program kesetaraan di PKBM Daarut Tauhiid selama masa pandemik Covid-19, faktor pendukung dan penghambat pembelajaran, serta kesiapan peserta didik dalam pembelajaran. Metode penelitian yang digunakan, yaitu metode deskriptif dengan pendekatan kualitatif dan studi kasus. Teknik pengumpulan data diperoleh melalui wawancara, observasi, dokumen, dan triangulasi. Subjek penelitian berjumlah enam orang, terdiri dari satu pengelola, dua tutor, dan tiga peserta didik. Hasil penelitian menunjukkan bahwa: 1) tahap perencanaan, tutor melakukan pemetaan karakteristik peserta didik meliputi kemampuan penguasaan IPTEK dan kepemilikan perlengkapan teknologi pembelajaran serta melakukan enam tahapan penyusunan program pembelajaran. Tahap pelaksanaan pembelajaran, meliputi kegiatan pendahuluan, inti, dan penutup. Tahap evaluasi, meliputi tahap reaksi, pembelajaran, perilaku, dan hasil; 2) faktor pendukung yang paling signifikan terdapat pada aspek instrumental input, yaitu adanya zoom meeting berbayar. Sedangkan faktor penghambat yang paling signifikan terdapat pada aspek process, yaitu adanya kendala sinyal; dan 3) peserta didik memiliki persepsi pembelajaran online sulit karena adanya kebijakan salah satu mitra sehingga membuat pembelajaran sedikit terkendala. Dari lima dimensi kesiapan peserta didik dalam belajar, peserta didik belum memiliki self directed learning karena belum mampu membuat rencana pembelajaran sendiri dan belum bisa mengatur waktu belajar antara pendidikan kesetaraan dengan waktu belajar lainnya. This research is motivated by the existence of learning followed by Santri Tahfidzul Qur'an (STQ) Daarut Tauhiid Islamic Boarding School. The Daarut Tauhiid Islamic Boarding School is not only focused on religious studies, but also general education, one of which is equality education. During the Covid-19 pandemic, Islamic boarding school learning services also underwent adjustments to follow government regulations to carry out learning at home. The purpose of this study was to determine the management of learning in the equality program at PKBM Daarut Tauhiid during the Covid-19 pandemic, the supporting and inhibiting factors of learning, as well as the readiness of students in learning. The research method used is a descriptive method with a qualitative approach and case studies. Data collection techniques were obtained through interviews, observation, document, and triangulation. The research subjects were six people, consisting of one manager, two tutors, and three students. The results showed that: 1) the planning stage, tutors mapped the characteristics of students including the ability to master science and technology and ownership of learning technology equipment and carried out six stages of preparing learning programs. The implementation stage of learning includes preliminary, core, and closing activities. The evaluation stage includes the reaction, learning, behavior, and result stages; 2) the most significant supporting factor is in the instrumental input aspect, namely the existence of a zoom meeting. While the most significant inhibiting factor is in the process aspect, namely the presence of signal constraints; and 3) students have a perception that online learning is difficult because of the policy of one of the partners so that learning is a bit constrained. Of the five dimensions of student readiness in learning, students do not yet have self-directed learning because they have not been able to make their own lesson plans and have not been able to manage learning time between equivalence education and other learning times.