<![CDATA[Tujuan penelitian ini adalah untuk meningkatkan pemahaman teoretis/konseptual guru SD Kelas Rendah di Kecamatan Mijen Semarang dalam pembuatan RPP dengan pendekatan saintifik pada Kurikulum 2013 revisi 2016 sebelum dan sesudah pelaksanaan workshop dan meningkatkan Kompetensi Guru dalam perancangan RPP dengan Pendekatan Saintifik pada Kurikulum 2013 sebelum dan sesudah workshop tersebut. Subjek penelitian adalah guru kelas rendah Sekolah Dasar se-Dabin III Kecamatan Mijen. Adapun sampel penelitian dilakukan dengan teknik random sampling, dengan cara undian dan didapat 21 guru. Data berupa hasil tes teoritis dan perencangan RPP yang telah dibuat guru. Dari RPP tersebut dinilai aspek-aspek format RPP, kelengkapan komponen, bahasa, kesesuaian perumusan Komptensi Inti, Kompetensi Dasar, dan indikator pencapaiannya, ketepatan dan kedalaman isi RPP yang meliputi kegiatan pendahuluan, inti, dan penutup. Data penelitian diambil dengan teknik observasi, kuesioner, wawancara terstruktur, dan hasil unjuk kinerja guru dalam merancang RPP. Teknik analisis data dilakukan dengan deskriptif persentase untuk mendapatkan rata-rata hasil tes dan kinerja guru dalam merancang RPP sebelum dan sesudah worshop. Dari hasil penelitian, dapat disimpulkan bahwa workshop tersebut dapat meningkatkan pemahaman teoretis/konseptual terhadap pengetahuan komponen-komponen RPP sebesar 9,85, % serta meningkatkan kompetensi guru dalam perancangan RPP berbasis pada pendekatan saintifik Kurikulum 2013 sebesar 8,50%.The purposes of this research were finding theoretical understanding of elementary school teachers at UPTD Mijen Semarang in making RPP with scientific approach of Curriculum 2013 revised 2016 before and after workshop and theirs competence in making RPP based on Curriculum 2013 before and after the workshop. The subjects were low grade teachers of Elementary School. The research subject was conducted by random sampling technique, by lottery and got 21 teachers. Data were the result of theoretical test and teachers’ performance in designing of RPP that they have made. It was assessed aspects of the format, completeness of components, language, the suitability of the formulation of core competency, basic competency, and indicators of achievement, accuracy and depth of RPP content which includes preliminary, core, and final activities. The data were taken with several techniques: direct observation, questionnaire, structured interview, and teacher performance in designing RPP. Data analysis technique were descriptive percentage for getting the average of test result and teachers’ performance in designing of RPP before and after workshop. Based on the results, it could be concluded that workshop could improve teachers’ theoretical understanding of RPP components of 9.85%, and teachers’ competence in designing of RPP of 8.50%.]]>
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