UPAYA MENINGKATKAN KOMPETENSI PENYUSUNAN RPP BERKARAKTER MELALUI PRAKTIK UNJUK KERJA

AbstrakPenelitian ini bertujuan untuk meningkatkan Kompetensi guru dalam menyusun RPP Berkarakter melalui praktik unjuk kerja. Penelitian ini berbentuk Penelitian Tindakan Sekolah (PTS) yang dilaksanakan dalam 2 (dua) siklus. Lokasi penelitian ini yaitu di SD Negeri 7 Baturetno dengan subjek penelitian semua guru yang berjumlah 8 orang. Penilaian Kemampuan Guru dilakukan dengan teknik observasi dengan lembar observasi. Validasi data dilakukan dengan teknik triangulasi. Pengumpulan data dilakukan melalui observasi. Analisis data dilakukan dengan teknik analisis deskriptip komparatif. Pada kondisi prasiklus, hanya 2 orang guru (25,0%) yang masuk predikat Baik dengan nilai rata-rata kompetensi guru hanya 61,3 (predikat Cukup). Meningkat pada siklus I menjadi 2 orang (25,0%) yang masuk predikat Amat Baik, 4 orang guru (50,0%) yang masuk predikat Baik dengan nilai rata-rata kompetensi guru adalah 78,8 (predikat Baik), dan meningkat lagi pada siklus II menjadi 3 orang guru (37,5%) yang masuk predikat Amat Baik, sebanyak 6 orang guru (62,5%) yang masuk predikat Baik dengan nilai rata-rata kompetensi guru 90,0 (predikat Baik). Berdasarkan hasil tersebut maka dapat disimpulkan bahwa praktik unjuk kerja dapat meningkatkan Kompetensi Penyusunan RPP Berkarakter Tahun Pelajaran 2019 /2020.Kata kunci: Kompetensi guru, RPP, Praktik unjuk kerja AbstractThis study aims to improve teacher competence in preparing character lesson plans through performance practices. This research was in the form of School Action Research (PTS) which was carried out in 2 (two) cycles. The location of this research is SD Negeri 7 Baturetno with all 8 teachers as the subject of research. Teacher Ability Assessment is done by observation techniques with observation sheets. The data validation was done by using triangulation technique. Data collection was carried out through observation. Data analysis was performed using comparative descriptive analysis techniques. In the pre-cycle condition, only 2 teachers (25.0%) entered the Good predicate with an average teacher competency score of only 61.3 (Sufficient predicate). Increased in the first cycle to 2 people (25.0%) who were included in the Very Good predicate, 4 teachers (50.0%) who were included in the Good predicate with an average score of teacher competence was 78.8 (Good predicate), and increased again in the second cycle there were 3 teachers (37.5%) who were included in the Very Good predicate, as many as 6 teachers (62.5%) were in the Good predicate with an average teacher competency score of 90.0 (Good predicate). Based on these results, it can be concluded that the practice of performance can increase the Competence of Preparing Characteristic RPPs for the 2019/2020 Academic Year.Keywords: teacher competence, lesson plans, performance practiceÂ