Upaya guru kelas bersertifikasi berlatar belakang pai dalam pembelajaran tematik di Mis Darul Ulum Palangka Raya

Huriah, Huriah (2019) Upaya guru kelas bersertifikasi berlatar belakang pai dalam pembelajaran tematik di Mis Darul Ulum Palangka Raya. Masters thesis, IAIN Palangka Raya.

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Abstract

Penelitian ini bertujuan untuk: 1) mendeskripsikan alasan penugasan guru kelas bersertifikasi berlatar belakang PAI dalam pembelajaran tematik di MIS Darul Ulum Palangka Raya; 2) mendeskripsikan upaya guru kelas bersertifikasi berlatar belakang PAI dalam pembelajaran tematik di MIS Darul Ulum Palangka Raya; dan 3) mengalaisis dampak penugasan guru kelas bersertifikasi berlatar belakang dalam pembelajaran tematik di MIS Darul Ulum Palangka Raya.
Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif kualitatif. Teknik pengumpulan data dengan: observasi, mengamati guru PAI yang mengajar tematik; wawancara, menanyakan tentang kenapa menjadi guru kelas dan upaya yang dilakukan guru dalam mengajar tematik; dokumentasi, mencari profil sekolah dan profil guru PAI. Sebagai subyek penelitian adalah empat orang guru PAI yang menjadi wali kelas di MIS Darul Ulum Palangka Raya.
Hasil penelitian ini menunjukkan bahwa: 1) Alasan ditugaskannya guru kelas bersertifikasi berlatar belakang PAI dalam pembelajaran tematik di MIS Darul Ulum Palangka Raya adalah karena guru sudah bersertifikat pendidik sebagai guru kelas, selanjutnya sekolah mengeluarkan SK yang diterbitkan oleh Yayasan Darul Ulum Palangka Raya sebagai guru kelas IIA, VB, dan VIB; 2) Upaya guru kelas bersertifikasi berlatar belakang PAI dalam pembelajaran tematik di MIS Darul Ulum Palangka Raya dengan berupaya mempersiapkan perangkat pembelajaran tematik dan melaksanakan pembelajaran tematik sesuai dengan persiapan dan perencanaan yang telah dilakukan, serta aktif pada kegiatan KKG, mengikuti pelatihan untuk meningkatkan kompetensinya dalam pembelajaran tematik; 3) Dampak ditugaskannya guru kelas bersertifikasi berlatar belakang PAI dalam pembelajaran tematik di MIS Darul Ulum Palangka Raya adalah berkewajiban mengajar minimal 24 jam pelajaran, disiasati pihak madrasah dengan berbagi jam pelajaran sebagai guru kelas kepada guru yang belum sertifikasi meskipun berlatar belakang PGSD/PGMI.

ABSTRACT

This study aims to: 1) describe the reasons for the assignment of certified class teachers with a PAI background in thematic learning at MIS Darul Ulum Palangka Raya; 2) describe the efforts of certified class teachers with PAI background in thematic learning at MIS Darul Ulum Palangka Raya; and 3) analyze the impact from the assignment of certified class teachers in thematic learning at MIS Darul Ulum Palangka Raya.
This research uses a qualitative approach with the type of descriptive qualitative research. Data collection techniques use: observation, observing PAI teachers who teach thematically; interviews, asking about why being a class teacher and the efforts made by teachers in thematic teaching; documentation, searching for school profiles and PAI teacher profiles, in which as the subjects of the study are four PAI teachers who became homeroom teachers at MIS Darul Ulum Palangka Raya.
The results of this study indicate that: 1) The reason for the assignment of certified class teachers with PAI background in thematic learning at MIS Darul Ulum Palangka Raya is because teachers have been certified as educators as class teachers, then school issues decree issued by the Darul Ulum Palangka Raya Foundation as class teachers IIA, VB, and VIB; 2) The efforts of certified class teachers with PAI background in thematic learning at MIS Darul Ulum Palangka Raya by trying to prepare thematic learning tools and carry out thematic learning in accordance with the preparation and planning that have been carried out, as well as being active in KKG activities, following training to improve their competence in learning thematic; 3) The impact of the assignment of certified class teachers with PAI background in thematic learning at MIS Darul Ulum Palangka Raya is the obligation to teach at least 24 hours of instruction, handled by the school through sharing class hours as class teachers to teachers who have not been certified even though they have a PGSD / PGMI background.

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