The objective of research was to describe: (1) pedagogic, professional,
social competency and personality of History-Social Science in implementing
Social Science Learning, (2) the factors inhibiting History-Social Science teacher
in implementing Social Science Learning, (3) the attempts the History-Social
Science teacher took to deal with constraints, and to improve as well as to develop
competency in implementing Social Science Learning.
This research employed a descriptive qualitative method. The sampling
technique used was purposive sampling and snowball sampling. Meanwhile,
techniques of collecting data used were interview, observation, and document
analysis. To validate the data, the author employed data source and method
triangulations. Technique of analyzing data used in this research was an
interactive model of analysis encompassing interrelated elements of data
reduction, data display and conclusion drawing.
Considering the result of research, it could be concluded that: (1)
pedagogic, professional, social competency and personality of History-Social
Science teacher in implementing the Social Science Learning had been qualified
generally. But, some aspects were still inadequate: learning set (Syllabus and
Learning Implementation Plan) development, teaching material mastery, method
application and innovative learning model, and learning media use. (2) the
constraints the History-Social Science teacher encountered in implementing
Social Science Learning was the limited time for delivering material, the wide
range of material making the teacher and students determined the essential
material difficultly, and the limited learning media such as LCD and Social
Science Laboratory. (3) The attempts the History-Social Science teacher took to
deal with the constraints and to improve as well as to develop competency in
implementing Social Science learning were to read and to increase references, to
establish cooperation with other teachers, MGMP, to attend short course, seminar
and workshop.
Tujuan penelitian ini adalah untuk mendeskripsikan: (1) kompetensi
pedagogik, profesional, sosial, dan kepribadian guru IPS-Sejarah dalam
mengimplementasikan pembelajaran IPS, (2) faktor-faktor yang menghambat
guru IPS-Sejarah dalam mengimplementasikan pembelajaran IPS, (3) upaya yang
dilakukan guru IPS-Sejarah untuk mengatasi kendala, dan meningkatkan serta
mengembangkan kompetensi dalam mengimplementasikan pembelajaran IPS.
Bentuk penelitian ini menggunakan metode deskriptif kualitatif. Teknik
sampling yang digunakan adalah purposive sampling dan snowball sampling.
Sedangkan teknik pengumpulan data dilakukan dengan wawancara, observasi, dan
analisis dokumen. Untuk menguji keabsahan data, penulis menggunakan
trianggulasi sumber data dan trianggulasi metode. Teknis analisis data dalam
penelitian ini menggunakan model analisis interaktif yaitu reduksi data, penyajian
data dan penarikan kesimpulan saling berkaitan.
Berdasarkan hasil penelitian dapat disimpulkan bahwa: (1) Kompetensi
pedagogik, profesional, sosial, dan kepribadian guru IPS-Sejarah dalam
mengimplementasikan pembelajaran IPS secara keseluruhan sudah memenuhi.
Ada beberapa aspek yang masih kurang seperti: pengembangan perangkat
pembelajaran (Silabus dan RPP), penguasaan materi ajar, penerapan metode dan
model pembelajaran yang inovatif, dan penggunaan media pembelajaran. (2)
Kendala-kendala yang dihadapi guru IPS-Sejarah dalam mengimplementasikan
pembelajaran IPS yaitu terbatasnya waktu untuk menyampaikan materi, luasnya
cakupan materi sehingga guru dan peserta didik kesulitan untuk menentukan
materi esensial, serta terbatasnya media pembelajaran seperti LCD dan
laboratorium IPS. (3) Upaya yang dilakukan guru IPS-Sejarah untuk mengatasi
kendala, dan meningkatkan serta mengembangkan kompetensi dalam
mengimplementasikan pembelajaran IPS dengan membaca dan memperbanyak
referensi, menjalin kerjasama dengan guru lain, MGMP, mengikuti diklat, seminar
dan workshop
