Kesulitan Guru dalam Mengimplementasikan Model Pembelajaran Berbasis Proyek pada Mata Pelajaran Fisika di SMA Negeri Kota Makassar

Abstract

Penelitian ini merupakan penelitian kualitatif deskriptif bertujuan menganalisis kesulitan guru, faktor-faktor penghambat, dan upaya mengatasi kesulitan guru dalam mengimplementasikan model pembelajaran berbasis proyek di SMAN Kota Makassar. Teknik pengumpulan data yaitu, wawancara, kuesioner, dan dokumentasi. Hasil penelitian menunjukkan bahwa kesulitan guru dalam model pembelajaran berbasis proyek yakni, alokasi waktu yang dibutuhkan melampaui jam pelajaran, ketersediaan alat dan bahan terbatas, guru masih asing dengan sintaks model pembelajaran berbasis proyek, dan guru kurang dapat menentukan proyek yang sesuai dengan model pembelajaran berbasis proyek. Adapun faktor-faktor penghambat yakni, membutuhkan biaya yang cukup banyak, guru tidak  pernah mendapatkan pelatihan terkait model pembelajaran berbasis proyek, tidak tersedia LKPD berbasis proyek, guru merangkap jabatan, administrasi guru banyak, peserta didik tidak mandiri, dan penilaian menghabiskan banyak waktu. Upaya mengatasi kesulitan guru yakni, pengerjaan proyek yang belum rampung di sekolah dilanjutkan di rumah, guru harus kreatif dan inovatif memanfaatkan sumber daya, pemanfaatan TIK untuk monitoring, merancang LKPD berbasis proyek, pemanfaatan TIK untuk penilaian, dan pemberian tambahan alokasi waktu.

Kata kunci: Kesulitan Guru, Pembelajaran Berbasis Proyek, Fisika.

This research is a descriptive qualitative research aimed at analyzing teacher difficulties, inhibiting factors, and efforts to overcome teacher difficulties in implementing project-based learning models in Makassar City High School. Data collection techniques namely, interviews, questionnaires, and documentation. The results showed that the difficulty of teachers in the project-based learning model that is, the allocation of time needed beyond the hours of learning, the availability of limited tools and materials, teachers are still unfamiliar with the syntax of project-based learning models, and teachers are less able to determine projects that are compatible with the project-based learning model . As for the inhibiting factors namely, it requires quite a lot of cost, the teacher has never received training related to the project-based learning model, there is no project-based LKPD, the teacher has multiple positions, many teacher administration, students are not independent, and the assessment spends a lot of time. Efforts to overcome teacher difficulties, namely, work on projects that have not been completed at school continued at home, teachers must be creative and innovative in utilizing resources, utilizing ICT for monitoring, designing project-based LKPD, utilizing ICT for assessment, and providing additional time allocation.

 Keywords: Teacher Difficulties, Project Based Learning, Physics