Profil Kesulitan Guru IPA dalam Penyusunan Rencana Pelaksanaan Pembelajaran (RPP) Kurikulum 2013

Penelitian ini bertujuan untuk mengidentifikasi kesulitan yang dihadapi oleh guru IPA dalam menyusun Rencana Pelaksanaan Pembelajaran (RPP) Kurikulum 2013 di SMP Kecamatan Kediri Kabupaten Lombok Barat, serta mendeskripsikan solusi yang diberikan oleh guru IPA untuk mengatasi kesulitan tersebut. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan metode deskriptif. Sebanyak 10 guru IPA dari 6 sekolah SMP di Kecamatan Kediri Lombok Barat menjadi partisipan penelitian ini dan diwawancarai menggunakan angket untuk memperoleh gambaran kesulitan yang dialami oleh mereka. Hasil penelitian menunjukkan bahwa guru IPA menghadapi kesulitan dalam berbagai komponen RPP Kurikulum 2013, seperti judul (30%), alokasi waktu (60%), kompetensi inti (35%), kompetensi dasar dan indikator (35%), tujuan pembelajaran (40%), materi pembelajaran (10%), model pembelajaran (26,7%), media dan sumber pembelajaran (15%), kegiatan pembelajaran (30%), dan instrumen penilaian (24%). Guru IPA menyarankan beberapa solusi untuk mengatasi kesulitan ini, antara lain bergabung dalam Kelompok Kerja Guru (KKG), mengikuti Musyawarah Guru Mata Pelajaran (MGMP), dan mengikuti pertemuan workshop penyusunan RPP, dengan penyesuaian yang sesuai dengan kondisi sekolah masing-masing. Profile of Difficulties of Science Teachers in Preparation of 2013 Curriculum Learning Implementation Plans (RPP) Abstract This research aims to identify the difficulties faced by science teachers in developing Lesson Implementation Plans (RPP) based on the 2013 Curriculum in junior high schools in the Kediri District of West Lombok Regency. It also describes the solutions proposed by the science teachers to overcome these difficulties. The research methodology employed a qualitative approach with a descriptive method. A total of 10 science teachers from 6 junior high schools in the Kediri District of West Lombok Regency participated in this study and were interviewed using a questionnaire to obtain an overview of the difficulties they encountered. The research findings indicate that science teachers face difficulties in various components of the RPP based on the 2013 Curriculum, including the title (30%), time allocation (60%), core competencies (35%), basic competencies and indicators (35%), learning objectives (40%), teaching materials (10%), teaching models (26.7%), learning media and resources (15%), learning activities (30%), and assessment instruments (24%). The science teachers suggested several solutions to address these difficulties, such as joining Teacher Working Groups (KKG), participating in Subject Teacher Meetings (MGMP), and attending workshops on RPP development, with adjustments according to the respective school's conditions.