PROGRAM E-TRAINING PENINGKATAN KOMPETENSI GURU DALAM MENDESAIN PEMBELAJARAN IPA BERORENTASI KECAKAPAN ABAD 21

Penelitian ini dilatarbelakangi oleh adanya perubahan jaman yang menuntut kompetensi guru abad 21 untuk dapat membekalkan kecakapan abad 21 terhadap anak didiknya agar survive hidup di abad 21 sesuai amanat kurikulum 2013. Kompetensi guru dapat ditingkatkan melalui program diklat yang support terhadap kecakapan abad 21. Tujuan penelitian ini adalah untuk menghasilkan program diklat yang dapat meningkatkan kompetensi guru dalam pembelajaran yang berorentasi kecakapan abad 21. Program diklat ini dikembangkan dengan menggunakan model ADDIE (analyze, design, develop, implement and evaluate). Tahap analyze dilakukan dengan menganalisis kebutuhan diklat yang dijaring melalui studi pendahuluan terhadap pengetahuan guru IPA tentang kecakapan abad 21 dan keterampilan guru dalam mendesain pembelajaran IPA berorentasi pembekalan keterampilan 4C, yang rata-rata hasilnya berkategori rendah. Tahap design dilakukan dengan membuat rancangan pengembangan kurikulum dengan mengacu pada empat komponen yaitu tujuan, konten/materi, strategi/metode, dan evaluasi semua dirancang sesuai kebutuhan. Pada tahap develop dikembangkan kurikulum diklat dengan mengembangkan tujuan diklat yaitu meningkatkan pengetahuan kecakapan abad 21 guru IPA dan meningkatkan keterampilan guru dalam mendesain pembelajaran IPA berorentasi kecakapan abad 21 melalui e-training, dengan alokasi jam pelatihan 82 JP terdiri dari materi dasar 6 JP, materi inti 64 JP dan materi penunjang 12JP, mengembangkan konten/materi yaitu bahan diklat mandiri (BDM) dan bahan workshop modeling (BWM), pengembangan metode/strategi menerapkan berbagai metode seperti metode belajar mandiri, workshop, strategi task based learning, teknik scaffolding dan modeling dipadukan secara daring dengan pendekatan andragogi, pengembangan evaluasi membuat instrumen untuk mengukur hasil implementasi diklat. Tahap implement dilakukan dengan uji coba program diklat ini melalui mode daring baik synchronous maupun asynchronous terhadap subyek sebanyak 20 guru IPA SMP di salah satu kabupaten di Jawa Barat. Uji coba implementasi menggunakan metode pre-eksperiment dengan desain one group pretest/pretask-posttest/posttask. Implementasi dilakukan dengan empat sesi yaitu sesi 1 pendahuluan, sesi 2 pengayaan pengetahuan dengan metode belajar mandiri didukung bahan diklat mandiri (BDM), sesi 3 melatihkan keterampilan melalui workshop berbasis task based learning berbantuan scaffolding dan modeling didukung bahan workshop modeling (BDM) dan sesi 4 penutup dengan dilakukan evaluasi terhadap program diklat, melalui posttest-posttask dan skala sikap. Tahap evaluate yaitu dengan pengumpulkan data yang digunakan meliputi tes pengetahuan tentang kecakapan abad 21, task konstruksi instrumen pengukur keterampilan 4C dan task menyusun RPP IPA berorientasi pembekalan keterampilan 4C serta skala sikap. Hasil evaluasi menggambarkan bahwa program diklat dapat meningkatkan pengetahuan guru tentang kecakapan abad 21 dengan kategori peningkatan tinggi, meningkatkan keterampilan guru dalam mengkonstruk instrumen pengukur keterampilan 4C dengan kategori peningkatan sedang dan tinggi, dan meningkatkan kemampuan guru IPA dalam mendesain RPP IPA berorientasi pembekalan keterampilan 4C dengan kategori peningkatan sedang dan tinggi, serta mendapatkan tanggapan yang positif dari hampir seluruh peserta diklat yang terlibat. Dari hasil evaluasi ini menggambarkan bahwa program diklat ini memiliki efektifitas yang tinggi dan korelasi yang kuat antara pengetahuan dan keterampilan. This research is motivated by the changing times that demand the competence of 21st century teachers to be able to provide 21st century skills to their students in order to survive in the 21st century according to the mandate of the 2013 curriculum. Teacher competence can be increased through training programs that support 21st century skills. The purpose of this study is to produce a training program that can improve teacher competence in 21st century skills-oriented learning. This training program was developed using the ADDIE model (analyze, design, develop, implement and evaluate). The analyze stage was carried out by analyzing the training needs that were captured through an initial research study on science teachers' knowledge of 21st century skills and teacher skills in designing science learning oriented to the provision of 4C skills, which average results were categorized as low. The design stage is carried out by making a curriculum development plan with reference to four components, namely objectives, content/materials, strategies/methods, and evaluation, all designed as needed. At the develop stage, a training curriculum is developed to improve teacher competence by developing training objectives both in the knowledge aspect, namely increasing knowledge of 21st century science teachers' skills and skills aspect, namely improving teacher skills in designing 21st century skills-oriented science learning through e-training, with an allocation of 82 training hours JP consists of 6 JP basic material, 64 JP core material and 12JP support material, developing content/materials, namely independent training materials (BDM) and modeling workshop materials (BWM), while the development of methods and strategies applies various methods such as self-study methods, methods of workshops, task based learning strategies with scaffolding and modeling techniques that are packaged online with an andragogy approach, evaluation development is carried out by developing instruments to measure the results of the implementation of education and training. The implementation phase is carried out by testing this training program through online modes both synchronously and asynchronously on the subject of 20 junior high school science teachers in one district in West Java. The implementation trial used the pre-experimental method with a one group pretest/pretask-posttest/posttask design. The implementation is carried out in four sessions, namely session 1 introduction, session 2 enrichment of knowledge with independent learning methods supported by independent training materials (BDM), session 3 training skills through task-based learning workshops assisted by scaffolding and modeling supported by modeling workshop materials (BDM) and session 4 closing by evaluating the training program, through posttest-posttask and attitude scale. The evaluate stage is by collecting data that is used includes a knowledge test of 21st century skills, the task of constructing an instrument measuring 4C skills and the task of compiling a science lesson plan oriented to the provision of 4C skills and an attitude scale. The results of the evaluation of the training program can increase teachers' knowledge of 21st century skills with high improvement categories, improve teacher skills in constructing 4C skills measuring instruments with medium and high improvement categories, and improve science teachers' abilities in designing science lesson plans oriented to the provision of 4C skills with moderate improvement categories. and high, as well as getting a positive response from almost all the training participants involved. The results of this evaluation illustrate that this training program has a high effectiveness and a strong correlation between knowledge and skills