The difficulties faced by pre - service teachers in designing lesson plans

Pratama, Fajar Dian (2021) The difficulties faced by pre - service teachers in designing lesson plans. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

The Faculty Teaching Training and Education provide programs Teaching Practice I and Teaching Practice II in which the course are intended to train the students to become the professional teachers. In order that Teaching Practice program can run regularly, teachers are required to prepare learning tools. Teaching preparation is has to do with designing a lesson plan so that teachers can have a reference in providing material to students.

In order that Teaching Practice program can run regularly, teachers are required to prepare learning tools. Teaching preparation is has to do with designing a lesson plan so that teachers can have a reference in providing material to students. In fact, many of the students who practice teaching find it difficult to make lesson plans as a means of teaching practice. Many of them complain and want to avoid designing lesson plan. Based on the above phenomena and explanations, the researcher was interested in conducting a study entitled: “The Difficulties Faced by the Students in Designing Lesson Plans”.

The research type was qualitative research. In the technique of collecting data, the researcher use interview. The subject of the study was eight pre-service teachers of the English Education Study Program IAIN Palangka Raya in academic year 2020/2021 and the criteria of the subject was the 7th semester pre-service teachers of English Department of IAIN Palangka Raya who have been passed Teaching Practice II course.

The results of this study indicated that there are 6 difficulties faced by pre-service teachers in designing lesson plans. (1) difficulty in determining lesson methods, (2) difficulty in making scoring rubrics, (3) the difference format of lesson plan from taught schools and campus, (4) difficulty in adjusting the syllabus and lesson plans, (5) difficulty in matching between basic competencies and learning objectives, and (6) difficulty in consultation process. Based on these six difficulties, they are divided into three categories: Ability, Motivation, and Educator Factors. From the six difficulties that have been categorized, it is known that the educator factor has a big influence to improve the ability and motivation of pre-service teachers.

Abstract

Fakultas Keguruan dan Ilmu Pendidikan menyelenggarakan program Praktek Mengajar I dan Praktek Mengajar II dimana mata kuliah tersebut dimaksudkan untuk melatih mahasiswa menjadi guru yang profesional. Agar program Praktik Mengajar dapat berjalan secara teratur, guru dituntut untuk menyiapkan perangkat pembelajaran. Persiapan mengajar berkaitan dengan merancang rencana pembelajaran sehingga guru dapat memiliki referensi dalam memberikan materi kepada siswa.

Agar program Praktik Mengajar dapat berjalan secara teratur, guru dituntut untuk menyiapkan perangkat pembelajaran. Persiapan mengajar berkaitan dengan merancang rencana pembelajaran sehingga guru dapat memiliki referensi dalam memberikan materi kepada siswa. Kenyataannya, banyak siswa yang melakukan praktik mengajar merasa kesulitan untuk membuat RPP sebagai sarana praktik mengajar. Banyak dari mereka mengeluh dan ingin menghindari merancang RPP.
Berdasarkan fenomena dan penjelasan di atas, peneliti tertarik untuk melakukan penelitian yang berjudul “Kesulitan yang Dihadapi Calon Guru dalam Merancang RPP”.

Jenis penelitian adalah penelitian kualitatif. Dalam teknik pengumpulan data, peneliti menggunakan wawancara. Subjek penelitian adalah delapan calon guru Program Studi Pendidikan Bahasa Inggris IAIN Palangka Raya tahun akademik 2020/2021 dan kriteria subjek adalah calon guru semester 7 Jurusan Bahasa Inggris IAIN Palangka Raya yang telah lulus mata kuliah Teaching Practice II.

Hasil penelitian ini menunjukkan ada 6 kesulitan yang dihadapi calon guru dalam merancang rencana pembelajaran. (1) Kesulitan dalam menentukan metode pelajaran, (2) kesulitan dalam membuat rubrik penilaian, (3) perbedaan format rencana pembelajaran dari sekolah dan kampus, (4) kesulitan dalam menyesuaikan silabus dan rencana pembelajaran, (5) kesulitan dalam mencocokkan antara kompetensi dasar dan tujuan pembelajaran, dan (6) kesulitan dalam proses konsultasi. Berdasarkan enam kesulitan ini, mereka dibagi menjadi tiga kategori: Kemampuan, Motivasi, dan Faktor Pendidik. Dari enam kesulitan yang telah dikategorikan, diketahui bahwa faktor pendidik memiliki pengaruh besar untuk meningkatkan kemampuan dan motivasi calon guru.

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