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Peran guru dalam menciptakan pembelajaran yang efektif mata pelajaran ilmu pengetahuan alam kelas V di Sekolah Dasar Negeri Kranggan 2 Kota Mojokerto
Get PDFINDONESIA:
Pendidikan merupakan proses interaksi antara guru dan siswa untuk mencapai berbagai tujuan yang ingin dicapai. Guru adalah faktor yang paling penting dalam dunia pendidikan. Guru memegang peranan penting dalam menciptakan pembelajaran yang efektif bagi siswa. Guru harus meningkatkan pengetahuan dan ketrampilannya karena dalam proses belajar mengajar dan hasil belajar siswa menjadi tanggung jawab seorang guru. Guru yang kompeten akan lebih mampu untuk menjalankan peranannya untuk menciptakan pembelajaran yang efektif sehingga diharapkan hasil belajar siswa berada pada tingkat optimal.
Berdasarkan latar belakang tersebut diatas, maka skripsi ini ingin mengkaji tentang peran guru dalam menciptakan pembelajaran yang efektif mata pelajaran ilmu pengetahuan alam kelas V di Sekolah Dasar Negeri kranggan 2 Kota Mojokerto. Rumusan masalah yang diangkat dalam skripsi ini adalah Bagaimana peran guru dalam menciptakan pembelajaran yang efektif dalam mata pelajaran ilmu pengetahuan alam kelas V di Sekolah Dasar Negeri Kranggan 2 Kota Mojokerto?.
Adapun yang ingin dicapai dalam penelitian ini adalah ingin mendeskripsikan peran guru dalam menciptakan pembelajaran yang efektif dalam mata pelajaran ilmu pengetahuan alam kelas V di Sekolah Dasar Negeri Kranggan 2 Kota Mojokerto beberapa peran guru antara lain sebagai demonstrator atau lecture, pembimbing, pengelola kelas, mediator dan fasilitator, serta peran guru sebagai evaluator.
Menurut jenis penelitian ini termasuk penelitian deskriptif kualitatif. Sedangkan metode penelitian yang digunakan dalam teknik pengumpulan data yaitu observasi, dokumentasi, dan interview. Dengan metode ini diharapkan memperoleh data yang dibutuhkan dalam penelitian, sehingga memperoleh data- data yang kongkrit sesuai dengan kebutuhan penelitian yang dilaksanakan di Sekolah Dasar Negeri Kranggan 2 Kota Mojokerto.
Dari hasil penelitian yang dilaksanakan di SDN Kranggan 2 Kota Mojokerto disimpulkan dalam menciptakan pembelajaran yang efektif kelas V mata pelajaran Ilmu Pengetahuan Alam pada siswa SDN Kranggan 2 Kota Mojokerto. Terdapat beberapa peran guru yang harus guru dilaksanakan oleh guru. Pertama, peran guru sebagai lecture atau demostrator guru mendemonstrasikan berbagai pembelajaran ini berguna untuk menghindari verbalisme yang menyulitkan siswa sehigga dengan memperagakan ssiswa tertarik karena siswa mengalaminya secara langsung demikian pembelajaran akan lebih menarik. Kedua, peran guru sebagai pembimbing guru membimbing proses pembelajaran yang dilaksanakan oleh siswa dengan baik dan menetapkan kompetensi yang akan dicapai oleh siswa. Ketiga, peran guru sebagai pengelola kelas guru mampu menciptakan kondisi pembelajaran yang kondusif bagi siswa dengan pembelajaran yang nyaman sehingga siswa belajar dengan maksimal. Keempat, peran guru sebagai mediator dan fasilitator guru telah memilih berbagai media pembelajaran yang sesuai, dan menarik yang menunjang proses pembelajaran dan guru sebagai fasilitator, guru menyediakan sumber pembelajaran yang sesuai dengan karakteristik materi dan sumber belajar yang menarik bagi siswa.dan Kelima, peran guru sebagai evaluator guru menyediakan berbagai alat-alat evaluasi dan kriteria ketuntasan sebagai acuan dalam mengevaluasi hasil belajar siswa.
ENGLISH:
Education is a process of interaction between teachers and students to achieve a variety of objectives. Teachers are the most important factor in education. Teachers play an important role in creating an effective learning for students. Teachers should improve their knowledge and skills for the learning process and student learning outcomes is the responsibility of a teacher. Competent teachers will be able to play its role to create effective learning that is expected of student learning outcomes at the optimum level.
Based on the background mentioned above, then this paper would like to examine the role of teachers in creating effective learning science subjects in class V Kranggan 2 Primary School in Mojokerto. The formulation of the issues raised in this paper is the What is the role of teachers in creating effective learning in science subjects in class V Kranggan 2 Primary School in Mojokerto?.
As is to be achieved in this study is to describe the role of the teacher in creating effective learning in science subjects in class V Primary School Kranggan 2 Mojokerto several roles, among others as a teacher lecture or demonstrator, mentors, classroom manager, mediator and facilitators, as well as the role of the teacher as an evaluator.
According to this type of research include descriptive qualitative research. While the research methods used in data collection techniques are observation, documentation, and interviews. With this method are expected to obtain the required data in the study, so as to obtain concrete data in accordance with the needs of the research conducted at the Primary School Kranggan 2 in Mojokerto.
From the results of research carried out at SDN Kranggan 2 Mojokerto concluded in creating effective learning class V Natural Science subjects at school SDN Kranggan 2 in Mojokerto. There are some teachers who have teacher roles undertaken by teachers. First, the role of the teacher as a lecture or demostrator teachers demonstrate various learning is useful to avoid the difficult verbal students with demonstrated ssiswa sehigga interested because students experience firsthand so learning will be more attractive. Second, the role of the teacher as a mentor teacher to guide the learning process undertaken by the students well and assign competencies to be achieved by students. Third, the role of the teacher as a classroom teacher managers are able to create a conducive learning conditions for students with a comfortable learning so that students learn to the maximum. Fourth, the role of the teacher as a mediator and facilitator teachers have chosen a variety of appropriate instructional media, and pull that support the learning process and the teacher as a facilitator, the teacher provides learning resources according to the characteristics of the material and engaging learning resources for students. And Fifth, the role of the teacher as a teacher evaluator provides a variety of evaluation tools and criteria of completeness as a reference in evaluating student learning outcomes
FAKTOR-FAKTOR YANG BERHUBUNGAN DENGAN PERILAKU PENGGUNAAN KONDOM PADA KLIEN WANITA PEKERJA SEKS (WPS) DALAM UPAYA PENCEGAHAN INFEKSI MENULAR SEKSUAL (IMS) DI KELURAHAN BANDUNGAN
Get PDFWHO memperkirakan setiap tahun terdapat 350 juta penderita IMS di negara-negara berkembang.Hal ini karena penggunaan kondom yang masih rendah pada hubungan seksual berisiko.Berdasarkan Surveilans Terpadu Biologis dan Perilaku (STBP) tahun 2011, penggunaan kondom pada pria potensial risti secara konsisten masih rendah yaitu sebesar 8%.Tujuan penelitian ini untuk menganalisis faktor-faktor yang berhubungan dengan perilaku penggunaan kondom pada klien wanita pekerja seks dalam upaya pencegahan infeksi menular seksual di Kelurahan Bandungan.Metode yang digunakan kuantitatif dengan pendekatan cross sectional.Sampel penelitian sebanyak 100 orang dengan teknik accidental sampling.Analisis data menggunakan analisis univariat dan bivariat dengan uji statistik Chi-square.Berdasarkan hasil penelitian, diketahui bahwasebesar 72% responden dalam kategori umur muda (dibawah 45 tahun), sebesar 56% responden berpendidikan tingkat lanjut, sebesar 90% memiliki pekerjaan informal, sebesar 64% responden menikah, dansebesar 87% memiliki pendapatan tinggi (≥ Rp. 1.419.000), sebesar 54% responden memiliki pengetahuan kurang, sebesar 51% responden memiliki sikap yang kurang mendukung dalam penggunaan kondom, sebesar 59% responden menyatakan tersedia kondom, keterjangkauan kondom sebesar 61%, sebesar 58% responden kurang mendapat dukungan dari WPS, dan sebesar 56% responden kurang mendapat dukungan dari PTL. Analisis bivariat menunjukkan ada hubungan antaratingkat pendidikan (p=0,009), pendapatan (p=0,017), pengetahuan (p= 0,001), sikap (p=0,001), ketersedian kondom (p=0,015), dukungan WPS (p=0,001) dengan perilaku penggunaan kondom pada klien WPS dalam pencegahan IMS. Sedangkan umur (p=0,504), status perkawinan (p=0,835), pekerjaan (p=0,317), keterjangkauan kondom (p=0,412), dan dukungan PTL (p=0,840) tidak ada hubungan dengan perilaku penggunaan kondom pada klien WPS dalam pencegahan IMS.
Kata Kunci: Kondom, Klien WPS, IM
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