KONTRIBUSI KOMPETENSI PEDAGOGIK, KOMPETENSI PROFESIONAL, DAN PENGELOLAAN DIRI TERHADAP KEMAMPUAN GURU MENGELOLA PEMBELAJARAN TEMATIK PADA GURU SD DI KECAMATAN BANGLI

Abstract

Penelitian ini bertujuan untuk mengetahui besarnya kontribusi: (1) kompetensi pedagogic, (2) kompetensi profesional, (3) pengelolaan diri guru terhadap kemampuan guru mengelola pembelajaran tematik, dan (4) kompetensi pedagogik guru, kompetensi profesional guru, dan pengelolaan diri secara bersama-sama terhadap kemampuan guru mengelola pembelajaran tematik.
Populasi penelitian ini adalah seluruh guru SD di Kecamatan Bangli yang berjumlah 105 orang. Penelitian ini menggunakan rancangan ex-post facto. Data dikumpulkan dengan kuesioner dan lembar observasi. Data dianalisis dengan analisis regresi.
Hasil penelitian menunjukkan bahwa: (1) ada kontribusi yang signifikan kompetensi pedagogik terhadap kemampuan guru mengelola pembelajaran tematik melalui persamaan regresi = -28.391 + 0,982X1 dengan kontribusi sebesar 44,2% dan sumbangan efektif sebesar 32,37%, (2) ada kontribusi yang signifikan kompetensi profesional guru terhadap kemampuan guru mengelola pembelajaran tematik melalui persamaan regresi = 52.971+ 0.780X2 dengan kontribusi sebesar 40,2% dan sumbangan efektif sebesar 23,24%., (3) ada kontribusi yang signifikan pengelolaan diri terhadap kemampuan guru mengelola pembelajaran tematik melalui persamaan regresi = 70.475+ 0.647X3 dengan kontribusi sebesar 40,7% dan sumbangan efektif sebesar 26,81%, dan (4) ada kontribusi yang signifikan secara bersama-sama antara kompetensi pedagogik, kompetensi profesional, dan pengelolaan diri terhadap kemampuan guru mengelola pembelajaran tematik melalui persamaan regresi = -56.020 + 0.593X1 + 0,372X2 + 0,352X3 dengan Freg = 71,409 (p<0,05) dengan sumbangan efektif sebesar 68,01%.

Kata Kunci : Pembelajaran tematik, kompetensi pedagogik, kompetensi profesional, dan pengelolaan diri

This study was aimed at finding out the magnitude of the contribution of (1) pedagogic competence, (2) professional competence, (3) teacher’s self-management toward teacher’s ability in managing thematic instruction, and (4) teacher’s pedagogic competence,teacher’s professional competence, and self-management simultaneously toward teacher’s ability in managing thematic instruction.
The population consisted of all of the 105 elementary teachers in Bangli district. This study used ex-post facto design. The data were collected with questionnaire and observation sheet. The data were analyzed using regression analysis.
The results showed that (1) there was a significant contribution of pedagogic competence toward teacher’s ability in managing thematic instruction as shown by regression equation Ŷ= -28.391 + 0.982X1 with 44.2% contribution and 32.37% effective contribution, (2) there was a significant contribution of teacher’s professional competence toward teacher’s ability in managing thematic instruction as shown by regression equation Ŷ= 52.971+ 0.780 X2 with 40.2% contribution and 23.24% effective contribution, (3) there was a significant contribution of self- management toward teacher’s ability in managing thematic instruction as shown by regression equation Ŷ= 70.475+ 0.647 X3 with 40.2% contribution and 26.81% effective contribution, and (4) there was a significant contribution simultaneously of pedagogic competence, professional competence, and self-management toward teacher’s ability in managing thematic instruction as shown by regression equation Ŷ= -56,020 + 0.593X1 + 0.372X2 + 0.352 X3 and Freg = 71l409 (p< 0.05) with 68.01% effective contribution.

keyword : thematic instruction, pedagogic competence, professional competence, and selfmanagement