SURVEI KETERLAKSANAAN PBM SESUAI DENGAN PEMBAGIAN JUMLAH JAM MENGAJAR GURU PJOK

Abstract

Abstrak

Pendidikan yang sukses tergantung pada kerjasama antara guru dan siswa. Guru yang profesional sangat penting untuk proses pendidikan di sekolah karena harus mendidik siswanya dengan apa yang diharapkan. Penelitian ini bertujuan untuk mengetahui keterlaksanaan PBM yang sesuai dengan pembagian jumlah jam mengajar guru PJOK di sekolah. Beban kerja guru sudah diatur dalam PP no.19 tahun 2017. Dalam aturan tersebut guru harus memiliki RPP dan tugas tambahan. Guru harus mengajar tatap muka minimal 24 jam pelajaran sampai 40 jam pelajaran. Penelitian ini bertujuan untuk mengetahui jumlah jam mengajar guru PJOK setiap minggunya, sudah terlaksana PBM apa tidak yang sesuai dengan jumlah jam mengajar, dan faktor-faktor apa saja yang membuat terlaksana dan tidaknya PBM sesuai jumlah jam mengajar guru PJOK. Metode penelitian dilakukan dengan cara wawancara dengan responden (Guru PJOK sebanyak 17 orang, Waka Kurikulum sebanyak 6 orang, dan Siswa sebanyak 51 orang) dengan jenis penelitian deskriptif kualitatif. Penelitian ini dilakukan di SMA Negeri se-Kecamatan Genteng Surabaya yang berjumlah 6 sekolah yaitu SMAN 1, SMAN 2, SMAN 5, SMAN 6, SMAN 7, dan SMAN 9 Surabaya. Hasil penelitian keterlaksanaan PBM sesuai dengan pembagian jumlah jam mengajar guru PJOK di SMAN se-Kecamatan Genteng. Untuk jumlah jam mengajar 15 guru di 5 sekolah sudah sesuai, kecuali 2 guru di SMAN 5 yang kelebihan jumlah jam mengajar sebanyak 45 jam pelajaran karena pada semester genap 2018/2019 kekurangan guru PJOK. Guru selalu membuat RPP tahunan sebelum memasuki awal tahun pelajaran. Faktor yang membuat tidak terlaksananya PBM saat pelajaran PJOK terpotong jam mengajarnya pada jam pertama untuk mengganti seragam olahraga terlebih dahulu. Kemudian faktor lainnya adalah keterbatasan prasarana lapangan hanya ada lapangan outdoor dan belum ada lapangan indoor hanya ada di SMAN 7 yang emiliki lapangan indoor sehingga saat pelajaran di lapangan tidak terganggu dengan cuaca dan aktivitas fisik siswa. Kemudian guru honorer yang masih merasa kurang haknya dalam memperoleh jumlah jam mengajar, sehingga ada yang menambah di sekolah lain.

Kata Kunci: pendidikan jasmani, keterlaksanaan PBM, guru PJOK, jumlah jam mengajar

Abstract

The success of learning depends on how well teachers implementing lesson for the students to get engage in every materials given during the teaching and learning activity. The aim of this study was to determine the implementation of teaching learning activity in accordance with the number of physical education (PE) teaching time allocation in schools. Teacher workload has been regulated in Government Regulation No. 19 of 2017. There stated that the teacher need to have lesson plans and additional assignments. In addition, the teachers must have at least 24 to 40-hours teaching per week. This study was conducted to find out the number of PE teacher teaching times each week, whether the teaching learning process in accordance with the teaching time or not, and find out the factors that make teaching learning activity comparable and not comparable with the PE teacher’s teaching time. The research method of this study was using interview that has been conducted with 17 physical education teachers, 6 vice school headmaster in curriculum division, and 51 students with qualitative descriptive research. This research was carried in all state high schools throughout Genteng district of Surabaya. Total of 6 schools took part in this study, they were SMAN 1, SMAN 2, SMAN 5, SMAN 6, SMAN 7, and SMAN 9 Surabaya. The results of teaching learning activity implementation studies were in accordance with the number of teaching time allocation for PE teachers of all high schools in Genteng district. Then, the number of teaching hours for 15 teachers in 5 schools were appropriate, except for 2 teachers in SMAN 5 who have an extra time teaching that is 45-hours in the even semester 2018/2019. The teacher always makes an annual lesson plan before entering new semester of school year. Factors that did not make teaching learning activity implemented based on the lesson plan were the cut off time that used by the students to change their uniform into sports one. Another factor found was the limited of indoor sport field facilities. The subject school mostly only have one outdoor sport field and indoor sport field only found in SMAN 7. As a result the activity PE lesson in the field usually depends on the condition of the weather. Lastly, honorary teachers still feel lack of rights in obtaining the amount of teaching time in school, so they tend to take additional hours to teach in other schools.

Keywords: physical education, implementing teaching-learning activity, physical education teacher, number of teaching time.