<![CDATA[Abstrak: Tugas pengawas sekolah adalah melakukan pengawasan akademik dan manajerial, melakukan pembimbingan dan pelatihan profesional guru, dan evaluasi hasil pelaksanaan program pengawasan. Guru memiliki peranan penting dalam pembelajaran di kelas, sebagai agen pembelajar, guru harus mampu menyajikan proses pembelajaran dengan melibatkan langsung peran serta peserta didik secara aktif (student centre), untuk itulah guru harus menguasai dan mampu memanfaatkan berbagai model pembelajaran dalam implementasinya di kelas guna menerapkan pendekatan PAIKEM. Pada umumnya pembelajaran sudah mulai bergeser kearah student centered, tetapi sebagian besar guru SMA di wilayah kepengawasan Kabupaten Lombok Barat belum memahami bahwa model pembelajaran sangat berpengaruh terhadap kualitas pembelajaran sehingga belum mengembangkan model-model pembelajaran yang inovatif. Hasil observasi awal terhadap RPP dan proses pembelajaran/kegiatan belajar mengajar (KBM) menunjukkan bahwa pembelajaran masih berlangsung secara konvensional/cenderung menggunakan metode ceramah serta berpusat pada guru/teacher centered dan belum menunjukkan digunakannya model pembelajaran. Oleh karena itu dalam pelaksanaan tugasnya perlu pembinaan oleh pengawas sekolah/supervisor melalui supervisi akademik yang difokuskan terhadap materi tersebut, guna perbaikan dan peningkatan mutu pembelajaran yang pada gilirannya nanti berdampak terhadap peningkatan hasil belajar siswa. Penelitian ini bertujuan untuk menjajaki: (1) Apakah model pembelajaran terintegrasi dalam RPP dapat digunakan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan kabupaten Lombok Barat. (2) Bagaimana tingkat keefektifan penerapan model pembelajaran terintegrasi dalam RPP dapat digunakan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan kabupaten Lombok Barat. Metode penelitian ini adalah metode Penelitian Tindakan Sekolah (PTS) yang mengacu pada model Kurt Lewin. Prosedur penelitiannya dilakukan secara siklikal, yakni satu siklus dimulai dari perencanaan, pelaksanaan tindakan, pengamatan, dan refleksi. PTS ini dilaksanakan dalam 2 (dua) siklus, yang ditujukan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan, bertujuan untuk mencari pemecahan permasalahan nyata yang terjadi di sekolah-sekolah, sekaligus mencari jawaban ilmiah bagaimana masalah-masalah tersebut bisa dipecahkan melalui suatu tindakan perbaikan. Data hasil penelitian dikumpulkan melalui teknik observasi. Data dianalisis menggunakan teknik analisis deskriptif, sedangkan untuk menjelaskan fenomena hasil penelitian yang bersifat hitungan dan persentase digunakan teknik statistik deskriptif. Hasil penelitian menunjukkan: (1) Model pembelajaran terintegrasi dalam RPP dapat digunakan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan kabupaten Lombok Barat. (2) Tingkat keefektifan penerapan model pembelajaran terintegrasi dalam RPP digunakan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan kabupaten Lombok Barat, yakni terjadi peningkatan persentase terhadap observasi awal sebesar: (a) Rata-rata hasil penilaian RPP pada siklus I = 16,27% dan pada siklus II = 22,90%; (b) Rata-rata hasil penilaian KBM pada siklus I = 22,17% dan pada siklus II = 30,32%; (c) Rata-rata Hasil Belajar Siswa pada siklus I = 11,06% dan pada siklus II = 29,37%.Kata kunci: Model Pembelajaran, RPP, Proses Pembelajaran Kimia.ÃÂ Abstract: The task is to supervise the superintendent of academic and managerial, coaching and professional training of teachers, and the evaluation of the results of the implementation of the monitoring program. Teachers have an important role in classroom learning, as an agent of learners, teachers must be able to serve the learning process by involving the direct participation of active learners (student center), for which teachers must master and be able to utilize a variety of learning models for their implementation in the classroom to apply PAIKEM approach. In general, the learning has begun to shift towards student centered, but the majority of high school teachers in the area of supervisory West Lombok do not understand that the learning model affects the quality of learning so as not to develop models of innovative learning. The results of preliminary observations of the Lesson Plan and the process of learning/teaching activity show that learning is still going on in the conventional/tend to use this method as well as teacher-centered lecture/teacher centered and have demonstrated the use of learning models. Therefore, in the performance of its duties necessary guidance by school inspectors/supervisors through academic supervision was focused on the material, in order to repair and improve the quality of learning which in turn have an impact on improving student learning outcomes. This study aims to explore: (1) Is the Lesson Plan integrated learning model can be used to enhance learning in high school chemistry supervisory areas of West Lombok district. (2) How is the effectiveness of applying the RPP integrated learning model can be used to enhance learning in high school chemistry supervisory areas of West Lombok district. This research method is a method of Action Research School (ARS), which refers to the model of Kurt Lewin. Research procedures performed cyclical, ie, one cycle starting from planning, action, observation, and reflection. ARS was implemented in 2 (two) cycles, which aimed to improve the learning process chemistry in high school supervisory area, aiming to find solutions to real problems that occur in schools, as well as find a scientific answer to how these problems can be solved by a corrective action. The data were collected through observation techniques. Data were analyzed using descriptive analysis techniques, whereas to explain the phenomenon that is a matter of research results and the percentage used descriptive statistical techniques. The results showed: (1) learning model integrated in the lesson plan can be used to enhance learning in high school chemistry supervisory areas of West Lombok district. (2) The effectiveness of applying the Lesson Plan integrated learning model is used to enhance the learning process chemistry in high school supervisory areas of West Lombok regency, namely an increase in the percentage of the initial observations of: (a) Average Lesson Plan assessment cycle I = 16.27 % and on the second cycle = 22.90%, (b) Average of Learning Activity assessment cycle I = 22.17% and on the second cycle = 30.32%, (c) Average of Student Learning Results on the first cycle = 11.06% and on the second cycle = 29.37%.Keywords: Model of Learning, Lesson Plans, Learning Process of Chemistry.]]>
