PELATIHAN PENYUSUNAN RENCANA PELAKSANAAN PEMBELA-JARAN HARIAN BERBASIS KURIKULUM 2013 BAGI GURU-GURU PAUD
Authors: Rohita Rohita , Fitria Nila 
Published: March 2020

<p align="center"><strong>Abstrak</strong><strong> </strong></p><p><em>Hasil penelitian mengenai Pengetahuan, Pemahaman Dan Penerapan Kurikulum 2013 Guru-Guru TK yang dilakukan oleh Rohita dan Fitria (2017) </em><em>diketahui bahwa </em><em>tingkat pengetahuan guru mengenai kurikulum 2013</em><em>, sebesar</em><em> 95.8%</em><em>,dan tingkat </em><em>pemahaman </em><em>sebesar</em><em> 21%. Namun, 91,7%</em><em> responden </em><em>mengalami kesulitan dalam memahami kurikulum 2013 serta kesulitan dalam menggunakan kurikulum 2013. Sementara dalam penyusunan R</em><em>encana </em><em>P</em><em>elaksanaan </em><em>P</em><em>embelajaran </em><em>H</em><em>arian (RPPH)</em><em> berbasis kurikulum 2013, 58.40% guru belum menggunakan kurikulum 2013 dalam menyusun perencanaan pembelajaran</em><em>, serta </em><em>79.20% </em><em>merasa</em><em> kesulitan dalam menyusun RPPH menggunakan kurikulum 2013</em><em>. T</em><em>ujuan dari </em><em>k</em><em>egiatan ini adalah meningkatkan pemahaman dan kemampuan guru PAUD dalam menyusun </em><em>RPPH</em><em> berbasis Kurikulum 2013</em><em>. M</em><em>etode kegiatan yang </em><em>dilaksanakan</em><em> berupa </em><em>pemberian pre tes, penyajian</em><em> materi</em><em>,</em><em> simulasi pelaksanaan pembelajaran sesuai </em><em>RPPH</em><em> yang telah disusun sebelumnya</em><em>, dan pemberian pos tes</em><em>. Subjek penelitian </em><em>adalah</em><em> guru-guru PAUD di wilayah Kecamatan Tanah Abang Jakarta Pusat</em><em>. Hasil kegiatan pelatihan menunjukkan adanya peningkatan pemahaman peserta yaitu sebesar 25% yang diikuti dengan peningkatan kemampuan peserta dalam menyusun </em><em>RPPH</em><em>, yaitu sebesar 37.50%</em><em> </em><em>dibandingkan sebelum pelatihan. Hal ini disebabkan salah satunya karena metode pelatihan yang dilakukan dengan cara penyampaian materi, workshop dan simulasi. </em><em>Namun dalam pelaksanaan</em><em> simulasi</em><em>, guru-guru PAUD belum mampu menghadirkan media sesungguhnya atau bentuk tiga dimensi dalam proses penyampaian materi. </em><em>Sementara media yang digunakan masih</em><em> </em><em>lebih banyak pemakaian</em><em> paper and pencil</em><em>.</em><em> </em><em>Adapun simpulan dari kegiatan ini adalah t</em><em>erdapat peningkatan pemahaman </em><em>guru PAUD dalam </em><em>menyusun RPPH Berbasis Kurikulum sebesar 25%</em><em> dan </em><em>peningkatan kemampuan </em><em>guru PAUD dalam </em><em>menyusun RPPH Berbasis Kurikulum sebesar 37.50%.</em></p><p><strong>Kata Kunci </strong>:<em> Guru PAUD, Kurikulum 2013, Rencana Pelaksanaan Pembelajaran Harian</em></p><p><em><br /></em></p><p align="center"><strong>Abstrak</strong></p><p> <em>The results of the study on Knowledge, Understanding and Application of 2013 Curriculum for Kindergarten Teachers conducted by Rohita and Fitria (2017) revealed that the level of teacher knowledge about the 2013 curriculum was 95.8%, and the level of understanding was 21%. However, 91.7% of respondents experienced difficulties in understanding the 2013 curriculum and difficulties in using the 2013 curriculum. While in the preparation of the 2013 curriculum-based Daily Learning Plan (RPPH), 58.40% of teachers did not use the 2013 curriculum in preparing learning plans, and 79.20% felt the difficulty in preparing RPPH using the 2013 curriculum. The purpose of this activity was to improve the understanding and ability of PAUD teachers in compiling RPPH based on 2013 curriculum. The method of the activities carried out was giving pre-tests, presenting material, implementing simulation according to RPPH previously prepared, and giving test post. The research subjects were PAUD teachers in the Tanah Abang District, Central Jakarta. The results of the training activities showed an increase in participants' understanding of 25% followed by an increase in the ability of participants to prepare RPPH, which was 37.50% compared to before training. This is due to one of them because the training method is carried out by delivering material, workshops and simulations. But in the implementation of simulations, PAUD teachers have not been able to present real media or three-dimensional forms in the process of delivering material. While the media used is still using paper and pencil. The conclusion of this activity is that there is an increase in the understanding of PAUD teachers in compiling curriculum-based RPPH by 25% and an increase in the ability of PAUD teachers to develop curriculum-based RPPH of 37.50%.</em></p><p><strong>Keywords</strong>: <em>2013 Curriculum, Daily Learning Implementation Plan, PAUD Teachers</em></p><p><strong><br /></strong></p><pre> </pre><p align="center"> </p><pre> </pre>