Profil Pengajaran Guru Matematika Berdasarkan Kemampuan Pengelolaan Kelas di Sekolah Menengah Pertama
Abstract
Salah satu permasalahan pendidikan di Indonesia adalah kurangnya minat siswa dalam belajar matematika. Hal ini diantaranya disebabkan oleh lingkungan belajar siswa yang tidak interaktif. Padahal, pengelolaan kelas menjadi krusial dikuasai oleh guru agar dapat memaksimalkan kualitas pembelajaran siswa di kelas. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan profil pengajaran guru terhadap pengelolaan kelas matematika serta dapat digunakan sebagai pedoman guru dalam merancang model pembelajaran yang dapat meningkatkan motivasi belajar siswa. Jenis penelitian yang digunakan adalah deskriptif dengan pendekatan kualitatif melalui pengambilan data yang dilakukan dengan teknik observasi dan wawancara, menggunakan instrumen lembar observasi dan pedoman wawancara. Teknik analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan simpulan/verifikasi. Hasil penelitian ini menunjukkan bahwa pengajaran guru yang telah menerapkan pendekatan teacher-centered learning dan mendukung pengelolaan kelas yang baik. Guru juga memberikan motivasi kepada siswa dan menumbuhkan antusiasme siswa dalam mengikuti pembelajaran dengan sangat baik, serta pemberian pertanyaan pancingan kepada siswa juga memberikan dampak yang positif. Oleh karena itu, hasil penelitian ini bisa berkontribusi pada keilmuan terkait pengelolaan kelas matematika yang baik dan dapat dijadikan pedoman bagi praktisi pembelajaran matematika terkait pengadopsian pembelajaran yang berpusat pada siswa.
Keywords
Full Text:
PDFReferences
Allal, L. (2020). Assessment and The Co-Regulation of Learning in The Classroom. Assessment in Education: Principles, Policy & Practice, 27(4), 332–349. https://doi.org/10.1080/0969594X.2019.1609411
Amua-Sekyi, T. E. (2016). Assessment, Student Learning and Classroom Practice: A Review. Journal of Education and Practice, 7(21), 1–6. Diambil dari www.iiste.org
Anderson, J. R. (2006). On Cooperative and Competitive Learning in The Management Classroom. Mountain Plains Journal of Business and Technology, 7(1), 35–47. Diambil dari https://openspaces.unk.edu/mpjbtRetrievedfromhttps://openspaces.unk.edu/mpjbt/vol7/iss1/4
Arikunto, S. (2019). Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Aulia, R., & Sontani, U. T. (2018). Pengelolaan Kelas sebagai Determinan terhadap Hasil Belajar. Jurnal Pendidikan Manajemen Perkantoran, 3(2), 149–157. https://doi.org/10.17509/JPM.V3I2.11759
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., …
Neubrand, M. (2017). Teachers’ Mathematical Knowledge, Cognitive Activation in The Classroom, and Student Progress. American Educational Research Journal, 47(1), 133–180. https://doi.org/10.3102/0002831209345157
Burden, P. R. (2000). Powerful Classroom Management Strategies. United States: Corwin Press.
Cevallos, L. F. E., & Soto, S. T. (2020). EFL Classroom Manegement. Mextesol Journal4, 4(2), 1–11.
Chalim, S., Sujono, G., & Usman, F. (2020). Trend Analysis Based Educator Planning. Nazhruna: Jurnal Pendidikan Islam, 3(2), 273–284. https://doi.org/10.31538/NZH.V3I2.683
Collier-Meek, M. A., Johnson, A. H., Sanetti, L. H., & Minami, T. (2019). Identifying Critical Components of Classroom Management Implementation. School Psychology Review, 48(4), 348–361. https://doi.org/10.17105/SPR-2018-0026.V48-4
Creswell, J. W. (2017). Research Design: Pendekatan Metode Kualitatif, Kuantitatif, dan Campuran. Yogyakarta: Pustaka Pelajar.
Daryana. (2018). Pengelolaan Pembelajaran Matematika Studi Kasus pada Siswa Kelas X SMK. Jurnal Managemen Pendidikan, 13(1), 72–81.
Davis, H. A., Summers, J., & Miller, L. M. (2012). An Interpersonal Approach to Classroom Management: Strategies for Improving Student Engagement. United States: Corwin Press.
Doyle, A., Seery, N., & Gumaelius, L. (2019). Operationalising Pedagogical Content Knowledge Research in Technology Education: Considerations for Methodological Approaches to Exploring Enacted Practice. British Educational Research Journal, 45(4), 755–769. https://doi.org/10.1002/BERJ.3524
Emmer, E. T., & Stough, L. (2003). Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education. London: Routledge.
Fitraini, D., Lubis, I. M., & Kurniati, A. (2021). Pengaruh Scaffolding terhadap Kemampuan Komunikasi Matematis Berdasarkan Kemadirian Belajar Siswa. Suska Journal of Mathematics Education, 7(1), 49–58. https://doi.org/10.24014/sjme.v7i1.12353
Fitriyah, A. L., Putri, A. F. S., Putra, M. I. S., Rofiki, I., & Abdullah, A.
H. (2022). Pengaruh Peer Tutoring pada Kecemasan Matematika Siswa Sekolah Menengah Pertama. Jurnal Kajian Pembelajaran Matematika, 6(2), 125–134. https://doi.org/10.17977/um076v6i22022p125-134
Garba, A., Ismail, N., Osman, S., & Rameli, M. R. M. (2020). Exploring Peer Effect on Mathematics Anxiety among Secondary School Students of Sokoto State, Nigeria through Photovoice Approach. EURASIA Journal of Mathematics, Science and Technology Education, 16(2), 1–12. https://doi.org/10.29333/ejmste/112622
Gunawan, I. (2017). Instructional Management in Indonesia; A Case Study. Researchers World, 8(1), 99–107.
Harden, R. M., & Crosby, J. (2000). The Good Teacher is More Than a Lecturer - The Twelve Roles of The Teacher. Medical Teacher, 22(4), 334–347. https://doi.org/10.1080/014215900409429
Kariadinata, R., Juariah, Hidayat, R., & Sugilar, H. (2019). Kemampuan Komunikasi dan Pengelolaan Kelas Calon Guru Matematika. Jurnal Analisa, 5(1), 68–83. https://doi.org/10.15575/ja.v5i1.4826
Koberstein-Schwarz, M., & Meisert, A. (2022). Pedagogical Content Knowledge in Material-based Lesson Planning of Preservice Biology Teachers. Teaching and Teacher Education, 116(1), 103745. https://doi.org/10.1016/j.tate.2022.103745
Krauss, S., Baumert, J., & Blum, W. (2008). Secondary Mathematics Teachers’ Pedagogical Content Knowledge and Content Knowledge: Validation of The COACTIV Constructs. ZDM Mathematics Education, 40(5), 873–892. https://doi.org/10.1007/s11858-008-0141-9
Lazarides, R., & Buchholz, J. (2019). Student-Perceived Teaching Quality: How is it Related to Different Achievement Emotions in Mathematics Classrooms? Learning and Instruction, 61, 45–59. https://doi.org/10.1016/j.learninstruc.2019.01.001
Lee, J. (2010). Exploring Kindergarten Teachers’ Pedagogical Content Knowledge of Mathematics. International Journal of Early Childhood, 42(1), 27–41. https://doi.org/10.1007/s13158-010-0003-9
Martella, R. C., Nelson, J. R., Marchand-Martella, N. E., & O’Reilly, M. (2012). Comprehensive Behavior Management: School-wide, Classroom, and Individualized Approaches. London: Sage Publication.
Maulidah, Y., Karjiyati, V., & Yusuf, S. (2019). Pengaruh Pengelolaan Kelas terhadap Hasil Belajar Matematika Siswa Kelas IV di SDN 42 Kota Bengkulu. Juridikdas: Jurnal Riset Pendidikan Dasar, 2(1), 61–70. https://doi.org/0.33369/juridikdas.2.1.61-70
Miles, M. B., Huberman, A. M., & Saldaña, J. (2018). Qualitative Data Analysis: A Methods Sourcebook. London: Sage Publication.
Minsih, & D, A. G. (2018). Peran Guru dalam Pengelolaan Kelas. Profesi Pendidikan Dasar, 5(1), 20–27. https://doi.org/0.23917/ppd.v1i1.6144
Mutiaramses, M., S, N., & Murni, I. (2021). Peran Guru dalam Pengelolaan Kelas terhadap Hasil Belajar Siswa Sekolah Dasar. Pendas : Jurnal Ilmiah Pendidikan Dasar, 6(1), 43–48. https://doi.org/10.23969/jp.v6i1.4050
Ningrum, D. E. A. F., Saefi, M., Nurrohman, E., & Rofiki, I. (2022). Evaluation on Lesson Plans of Elementary Pre-Service Teachers Fostering HOTS within Shulman’s Framework. ELEMENTARY: Islamic Teacher Journal, 10(1), 159–174. https://doi.org/10.21043/elementary.v10i1.14461
Nugraha, M. (2018). Manajemen Kelas untuk Meningkatkan Proses Pembelajaran. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 4(1), 27–44.
Nur, F. (2022). Pengembangan Pembelajaran Matematika. Makassar: Nas Media Pustaka.
Nurani, U., Sulistiani, I. R., & Dewi, M. S. (2020). Pengelolaan Kelas Guru dalam Pembelajaran Matematika. JPMI: Jurnal Pendidikan Madrasah Ibtidaiyah, 2(3), 143–147.
Nurmalisa, Y., Nurhayati, & Hidayat, R. (2023). The Advantages of Model Project Citizen on Student Learning Achievement: An Empirical Practice from Indonesia. International Journal of Social Science Research and Review, 6(1), 144–152. https://doi.org/10.47814/ijssrr.v6i1.733
Nurulloh, A., Aprilianto, A., Sirojuddin, A., & Maarif, M. A. (2020). The Role of The Head of Madrasah’s Policy in Improving Teacher Profesionalism. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 5(3), 334–346. https://doi.org/10.31538/ndh.v5i3.963
Özreçberoğlu, N., & Çağanağa, Ç. K. (2018). Making It Count: Strategies for Improving Problem-Solving Skills in Mathematics for Students and Teachers’ Classroom Management. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1253–1261. https://doi.org/10.29333/ejmste/82536
Panggabean, S., Lisnasari, S. F., Puspitasari, I., Basuki, L., Fuadi, A., Firmansyah, H., … Purbasari, I. (2020). Sistem Student Center Learning dan Teacher Center Learning. Bandung: Media Sains Indonesia.
Park, S., & Oliver, J. S. (2008). Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals. Research in Science Education, 38(3), 261–284. https://doi.org/10.1007/s11165-007-9049-6
Postholm, M. B. (2013). Classroom Management: What Does Research Tell Us? European Educational Research Journal, 12(3), 389–402. https://doi.org/10.2304/eerj.2013.12.3.389
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom Emotional Climate, Student Engagement, and Academic Achievement. Journal of Educational Psychology, 104(3), 700–712. https://doi.org/10.1037/a0027268
Rozali, A., Irianto, D. M., & Yuniarti, Y. (2022). Kajian Problematika Teacher Centered Learning dalam Pembelajaran Siswa, Studi Kasus: SDN Dukuh, Sukabumi. COLLASE (Creative of Learning Students Elementary Education), 5(1), 77–85. https://doi.org/10.22460/collase.v5i1.9996
Salmiah, M., Rusman, ِa. A., & Abidin, Z. (2022). Konsep Dasar Pengelolaan Kelas dalam Tinjauan Psikologi Manajemen. ITQAN: Jurnal Ilmu-Ilmu Kependidikan, 13(1), 41–60. https://doi.org/10.47766/itqan.v13i1.185
Sawatpon, N., & Polyiem, T. (2022). The Use of The K-W-D-L Technique in the Development of Grade 10 Students’ Mathematical Problem-Solving Abilities. Journal of Educational Issues, 8(1), 470–479. https://doi.org/10.5296/jei.v8i1.19799
Schoenfeld, A. H. (2018). Video Analyses for Research and Professional Development: The Teaching for Robust Understanding (TRU) Framework. ZDM, 50(3), 491–506. https://doi.org/10.1007/s11858-017-0908-y
Sekreter, G. (2018). The Classroom Management Strategies for the Efficiency of Mathematics Teaching-Learning Process: Everything You Need. International Journal of Social Sciences & Educational Studies, 5(1), 85–95. https://doi.org/10.23918/ijsses.v5i1p85
Shaham, C. (2022). Training for Teaching ‐ Reflective Observation of Beginning Teachers in Their First Year. Curriculum and Teaching, 37(1), 79–99. https://doi.org/10.7459/ct/37.1.05
Shewark, E. A., Zinsser, K. M., & Denham, S. A. (2018). Teachers’ Perspectives on the Consequences of Managing Classroom Climate. Child & Youth Care Forum, 47(6), 787–802. https://doi.org/10.1007/s10566-018-9461-2
Shulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
Suciati, T. (2018). Meningkatkan Antusiasme Siswa terhadap Kegiatan Belajar dan Pembelajaran di Kelas melalui Program Literasi Membaca Tunggu Aku". INSANIA : Jurnal Pemikiran Alternatif Kependidikan, 23(2), 314–326. https://doi.org/10.24090/insania.v23i2.2303
Sulaiman. (2015). Classroom Management and The Implications to Quality of Learning. Jurnal Ilmiah Peuradeun, 3(3), 431–440.
Sulastri, R. (2016). Kajian Pedagogical Content Knowledge Calon Guru. Jurnal Pendidikan Serambi Ilmu, 24(1), 67–70. https://doi.org/10.32672/si.v11i1.223
Sutama, S., & Putro, K. I. R. S. (2017). Pengelolaan Pembelajaran Matematika Sekolah Standar Nasional. Delta: Jurnal Ilmiah Pendidikan Matematika, 1(1), 1–15. https://doi.org/10.31941/delta.v1i1.457
Syafruddin, I. S., & Pujiastuti, H. (2020). Analisis Kemampuan Berpikir Kritis Matematis : Studi Kasus pada Siswa MTs Negeri 4 Tangerang. Suska Journal of Mathematics Education, 6(2), 089–100. https://doi.org/10.24014/sjme.v6i2.9436
Tanfidiyah, N. (2017). Pengembangan Peraturan Kelas sebagai Upaya Kuratif terhadap Perilaku Menyimpang Siswa dalam Pembelajaran Tematik Terpadu di Kelas IV MIN Yogyakarta. Jurnal Pendidikan Madrasah, 2(2), 291–307. https://doi.org/10.14421/jpm.2017.22-07
Tilaar, H. A. . (2004). Paradigma Baru Pendidikan Nasional. Jakarta: Rineka Cipta.
Yan, Z., & Boud, D. (2021). Conceptualising Assessment-as-Learning. In Assessment as Learning. London: Routledge.
Yan, Z., & Brown, G. T. L. (2021). Assessment for Learning in The Hong Kong Assessment Reform: A Case of Policy Borrowing. Studies in Educational Evaluation, 68, 100985. https://doi.org/10.1016/j.stueduc.2021.100985
Yeşildere İmre, S., & Akkoç, H. (2012). Investigating The Development of Prospective Mathematics Teachers’ Pedagogical Content Knowledge of Generalising Number Patterns Through School Practicum. Journal of Mathematics Teacher Education, 15(3), 207–226. https://doi.org/10.1007/s10857-012-9203-6
DOI: http://dx.doi.org/10.24014/sjme.v9i1.19986
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Published by:
FLAG COUNTER