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USAHA GURU FISIKA DALAM MENGEMBANGKAN PROFESIONALNYA (Studi Kasus di Kota Makassar)
Abstract
ABSTRAK
Penelitian ini mengidentifikasi usaha guru fisika untuk belajar serta konten yang harus dipelajari pada suatu program pengembangan profesional. Penelitian dilakukan kepada guru fisika di 17 SMPN yang ada di Kota Makassar. Penelitian ini menggunakan metode kualitatif dan instrumen pengumpulan datanya menggunakan kuesioner dengan pertanyaan terbuka, wawancara, observasi, dan dokumentasi. Sementara metode kuantitatif sederhana digunakan dengan kuesioner dimana 36 guru fisika berpartisipasi. Hasil penelitian menunjukkan bahwa untuk meningkatkan kompetensi pengetahuannya, guru fisika melakukannya dengan berbagai cara: belajar mandiri, bertukar pikiran dengan sesama guru, belajar melalui internet, mengikuti program pelatihan dan kursus-kursus, dan melanjutkan pendidikan. Selanjutnya didapatkan pula bahwa sebagian besar guru fisika (78%) menginginkan ICT sebagai konten yang harus dipelajari dalam mengembangkan profesionalnya. Meskipun banyak juga guru yang memilih konten materi pengajaran, konten kurikulum dan pengajaran, dan konten pengetahuan pedagogi sebagai alternatif kedua.
ABSTRACT
This study attempts to identify physics teacher learning in term of professional development program. The study was conducted to physics teacher from 17 junior high schools in Makassar. This study used qualitative approach where several data collection methods such as questionnaire, interview, observation, and documentation were employed. A simple quantitative method utilized where questionnaire distributed and 36 physics teachers participated. The results showed that for physics teachers their competency can be raised by: self-learning, involve in teachers discussion program, accesing the internet, futher training, and continuing education. Moreover, most physics teachers (78%) want that information and communication technology as the main content to be learned by them. Besides, many teachers are choosing the content of teaching materials, curriculum and teaching, and pedagogical content knowledge as other alternatives.
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DOI: https://doi.org/10.18269/jpmipa.v17i2.36102
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