ANALISIS PERAN GURU DALAM PENGELOLAAN KELAS I SEKOLAH DASAR NEGERI KRIAN 2

Pengelolaan kelas adalah upaya yang dilakukan oleh penanggung jawab kegiatan belajar-mengajar atau pendukungnya untuk mencapai kondisi optimal dalam pelaksanaan kegiatan belajar. Penelitian ini bertujuan untuk mendeskripsikan peran dan hambatan guru dalam pengelolaan kelas I di SDN Krian 2. Metode yang digunakan adalah penelitian kualitatif, dengan informan berupa guru kelas 1. Pengumpulan data dilakukan melalui wawancara dan observasi, dan analisis data
menggunakan metode Miells dan Humberman, yaitu pengumpulan data, reduksi data, penyajian data, dan verifikasi data. Berdasarkan hasil penelitian di SD Negeri Krian 2 tentang peran guru dalam pengelolaan kelas, dapat disimpulkan bahwa pengelolaan kelas di SD tersebut berjalan cukup baik. Guru kelas l telah menerapkan berbagai langkah untuk menciptakan hubungan baik antara guru dan siswa, termasuk membuat peraturan dan sanksi bersama, memberikan reward dan apresiasi, serta memberikan kesempatan bertanya dan umpan balik kepada siswa. Selain itu, guru juga berkolaborasi dengan walimurid dalam mencari solusi untuk mengatasi kesulitan belajar siswa. Dari sepuluh peran guru, peran guru sebagai edukator atau pendidik, peran guru sebagai manager, peran guru sebagai leader, peran guru seabagai fasilitator, peran guru seabagai administrator, peran guru sebagai inovator, peran guru sebagai dinamistator, peran guru sebagai motivator, peran guru sebagai evaluator, dan peran guru sebagai supervisor. Namun, ada beberapa peran guru yang perlu diperbaiki oleh guru, seperti peran guru sebagai edukator dalam membimbing, memberikan edukasi dan pengarahan yang dimana guru terlihat kurang bersabar dalam menangapi setiap perilaku siswa, peran guru sebagai manager yang dimana guru belum optimal dalam bertanggung jawab untuk mengelolah kelas dan mengatur kelas agar menjadi kondusif, peran guru sebagai leader. Adapun faktor hambatan yang dihadapi oleh guru adalah kurangnya dukungan fasilitas sekolah, termasuk tempat kelas, yang menghalangi optimalnya implementasi pengelolaan kelas.
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Write the Subject Classroom management is an effort made by those in charge of teaching and learning activities or their supporters to achieve optimal conditions in the implementation of learning activities. This study aims to describe the role and constraints of teachers in managing grade I at SDN Krian 2. The method used is qualitative research, with informants in the form of class 1 teachers. Data collection was carried out through interviews and observation, and data analysis used the Miells and Humberman methods, namely data collection, data reduction, data presentation, and data verification. Based on the results of research at Krian 2 Public Elementary School regarding the teacher's role in classroom management, it can be concluded that classroom management at the Elementary School is going
quite well. Grade I teachers have implemented various steps to create good relations between teachers and students, including making joint rules and sanctions, providing rewards and appreciation, and providing opportunities for
questions and feedback to students. In addition, teachers also collaborate with parents in finding solutions to overcome student learning difficulties. Of the ten teacher roles, the teacher's role as educator or educator, the teacher's role as a manager, the teacher's role as a leader, the teacher's role as a facilitator, the teacher's role as an administrator, the teacher's role as an innovator, the teacher's role as a dynamicator, the teacher's role as a motivator, the teacher's role as a evaluator, and the teacher's role as a supervisor. However, there are several
teacher roles that need to be improved by the teacher, such as the role of the teacher as an educator in guiding, providing education and direction where the teacher seems to be less patient in responding to each student's behavior, the role of the teacher as a manager where the teacher is not optimal in being responsible for managing class and organize the class to be conducive, the role of the teacher
as a leader. The obstacle factor faced by teachers is the lack of support from school facilities, including classrooms, which hinders the optimal implementation of classroom management.