Analisis Rencana Pelaksanaan Pembelajaran (RPP) Guru Pendidikan Agama Kementerian Agama Kabupaten Malaka
Authors: Santosa Haris Budi 
Published: December 2022

Penelitian ini bertujuan untuk menganalisis RPP peserta diklat guru pendidikan agama sesuai Permendikbud No. 22 tahun 2016. Subyek dan obyek dalam penelitian ini adalah adalah peserta diklat penyusunan perencanaan pembelajaran kabupaten Malaka. Metode penelitian yang dipakai adalah penelitian diskriptif kuantitatif. Berdasarkan hasil analisis komponen RPP yang meliputi: 1) alokasi waktu, 2) kesesuaian pemilihan dan penggunaan metode dengan tujuan/indikator pembelajaran, 3) kesesuaian materi ajar dengan indikator pembelajaran, 4) kesesuaian media/alat pembelajaran dengan metode belajar, KI/KD dan indikator, 5) rincian KBM, 6) sumber belajar, 7) penilaian, menunjukkan adanya persentase kecocokan dengan Permendikbud No. 22 tahun 2016 relatif (rata-rata) yaitu 82 (Baik). Pengintegrasian penguatan pendidikan karakter, budaya literasi dan 4C sudah cukup baik, tetapi pada penilaian HOTS masih perlu ditingkatkan. Guru sudah memvariasikan model-model pembelajaran dengan memadukan pendekatan saintifik serta sudah memvariasikan berbagai macam metode pembelajaran, dalam merancang kegiatan belajar mengajar. Pemilihan jenis/teknik penilaian sudah variatif namun pada pembuatan instrumen penilaian (rubrik penilaian dan pedoman penskoran) masih perlu ditingkatkan. Penilaian RPP, yang memperoleh nilai (70-79) sebanyak 15 responden, (80-85) sebanyak 13 responden, (86-90) sebanyak 7 responden, (91-100) sebanyak 1 responden, sehingga yang masuk dalam kategori cukup baik, baik, sangat baik berjumlah 34 responden (85%).
This study aimed to analyze the Lesson Implementation Plan of religious education teacher training participants according to Ministry of Education and Culture Regulation No.22 year 2016. Subjects and objects of the research in this study were participantstraining of learning implementation plan at Malacca regency. This study used descriptive quantitative research method. Based on the results of lesson implementation plan component analysis which includes: 1) time allocation. 2) suitability of selection and use of methods with learning objectives/indicators,3) conformity of teaching materials with learning indicators, 4) suitability of media/learning tools with learning methods, KI/KD and Indicators, 5) process teaching and learning details,6) learning resources,7) assessment. The result showed the percentage of compatibility with Ministry of Education and Culture regulation No.22 year 2016 on average were 82 (Good). Integration of strengthening character education, literacy of culture and 4C has been quite good, but HOTS's assessment still needs to be improved. In designing teaching and learning activities the teacher has varied the learning models by combining the scientific approach and has varied the various learning methods. The choice of type/assessment technique were varied but in made of assessment instruments (rubric assessment and scoring guidelines) still need to be improved. RPP assessment, 15 respondents obtainedscore (70-79), 13 respondents got score (80-85), 7 respondents got score (86-90), 1 respondent got score (91-100),so the total of participantswho entered the category quite good, good and very good were 34 respondents (85%).