IDENTIFIKASI DAN IMPLEMENTASI MENGAJAR DALAM TIM PADA JENJANG PENDIDIKAN DASAR DAN MENENGAH

Maman Rachman

Abstract


Sebagai tenaga profesional, guru harus merencanakan, melaksanakan, menilai pembelajaran, membimbing dan melatih peserta didik, serta melaksanakan tugas tambahan. Tujuan penelitian adalah memotret jenis pembalajaran dalam tim  yang diimplentasikan para guru, mendeskripsikan perencanaan yang seharusnya disiapkan para guru, merumuskan keuntungan dan kekurangan pembelajaran dalam tim yang dirasakan para guru dan para siswa, mendeskripsikan hal-hal yang harus diperhatikan para guru dalam melaksanakan pembelajaran dalam tim. Pendekatan penelitian adalah deskriptif dengan unit analisis para kepala/wakil kepala sekolah, dan para guru  SMP, SMA, dan SMK Kota Semarang dengan sampel penelitian sebanyak 84 orang yang ditarik secara acak. Data dikumpulkan melalui kuesioner, dokumentasi, dan wawancara mendalam secara terbatas. Data terkumpul dianalisis dengan memadukan analisis kuantitatif dan kualitatif. Studi ini menunjukan bahwa pembalajaran dalam tim telah banyak diimplentasikan dengan bentuk yang bervariasi: tradisional, kolaboratif,  bimbingan/dorongan, paralel, pemisahan/perbedaan kelas, pengawasan, kelompok anggota, perbedaan sub-kelompok, dan perencanaan individual. Manfaat yang dirasakan oleh para guru adalah saling mengisi materi, saling menutup  kelemahan, menanggulangi pembelajaran yang luas dan kompleks, meningkatkan kerjasama, dan memberi peluang kepada para guru muda bertim dengan guru senior. Aspek penting yang harus diperhatikan adalah pemilikan rasa saling mempercayai, mampu berkomunikasi secara efektif, saling memberi dan menerima, bersikap terbuka, jaminan ketuntasan belajar, dominasi salah seorang tim, penyatuan gagasan/ide, materi kurang fokus, masih ada rasa egois seseorang,dan kurangnya saling percaya diri.

 

Teachers, as professionals, have to plan, implement, and assess learning. Teachers have also to mentor, train students, and perform additional duties as well. One of many ways that can be taken to accomplish the jobs is implementing team teaching. The objectives of the research were to describe the implementation, the planning, and the advantages and disadvantages of team teaching. The study was also aimed for describing the aspects that must be observed by teachers in implementing team teaching.  The study was descriptive with the unit of analysis of principals/vice principals and teachers of junior high schools, senior high schools, and vocational high schools of Semarang (84 people, randomly sampled). The data were collected through a questionnaire, documentation, and limited in-depth interview. The data were analyzed quantitatively and qualitatively. The study showed that team teaching was implemented in various forms: traditional, collaborative, mentoring, parallel instruction, splitting class, monitoring, team members, sub-team difference, and individual plans. The benefits perceived by teachers were that team teaching compensated learning materials, compensated each others’ weakness, tackled a broad and complex learning, enhanced cooperation, and gave opportunities to young teachers to work with the senior ones. The important aspect that must be considered was the feeling of mutual trust, ability to communicate effectively, give and take, being open, learning mastery guarantee, the dominance of an individual team member, collaborative ideas, less focused material, egoistic feeling, and lack of self confidence.


Keywords


teaching identification and implementation; team teaching; professional

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