Teaching Informatics in junior high: A new role for cross-disciplinary teachers

Muhammad Ridho Fajri

doi:10.64014/hipkin-jer.v3i2.746

Abstract

This study investigates the experiences of a teacher with a background in Teknik Bangunan who transitioned to teaching Informatics at the Junior High School (SMP) level through a PPPK recruitment program. Using descriptive qualitative methods and a case study approach, the study focused on one teacher placed at SMPN 29 Bandung. The purpose of this study was to examine the adaptive strategies and learning practices used by interdisciplinary teachers when teaching Informatics, and to identify challenges and potential solutions arising in the context of digital learning. Data were collected through semi-structured interviews and analyzed using data reduction techniques and theoretical triangulation. The results showed that teachers relied on the school curriculum and were active in Musyawarah Guru Mata Pelajaran (MGMP) to build understanding of the material. A constructivist learning approach was implemented, emphasizing student interest, independent learning, and exploration-based activities over conventional lecture methods. The main challenge was the limited technological infrastructure for hands-on practice. However, the teacher overcame this by collaborating with students and employing creative classroom management. The study concluded that interdisciplinary teachers can continue to make meaningful contributions to Informatics education when supported by adaptive learning strategies and a collaborative learning environment.

Abstrak

Penelitian ini menginvestigasi pengalaman seorang guru dengan latar belakang pendidikan Teknik Bangunan yang beralih peran menjadi pengajar mata pelajaran Informatika di tingkat Sekolah Menengah Pertama (SMP) melalui program rekrutmen PPPK. Menggunakan metode kualitatif deskriptif dan pendekatan studi kasus, fokus penelitian ini adalah pada satu orang guru yang ditempatkan di SMPN 29 Bandung. Tujuan studi ini adalah untuk mengkaji strategi adaptif dan praktik pembelajaran yang diterapkan oleh guru lintas disiplin dalam mengajar Informatika, serta mengidentifikasi tantangan dan solusi potensial yang muncul dalam konteks pembelajaran digital. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis menggunakan teknik reduksi data serta triangulasi teori. Hasil penelitian menunjukkan bahwa guru mengandalkan kurikulum sekolah dan aktif dalam kegiatan Musyawarah Guru Mata Pelajaran (MGMP) untuk membangun pemahaman materi. Pendekatan pembelajaran konstruktivis diterapkan dengan menekankan minat murid, pembelajaran mandiri, dan kegiatan berbasis eksplorasi dibandingkan dengan metode ceramah konvensional. Tantangan utama yang dihadapi adalah keterbatasan infrastruktur teknologi dalam mendukung praktik langsung. Meskipun demikian, guru mengatasinya melalui kolaborasi dengan murid dan pengelolaan kelas yang kreatif. Studi ini menyimpulkan bahwa guru lintas disiplin tetap dapat memberikan kontribusi yang bermakna dalam pendidikan Informatika jika didukung oleh strategi pembelajaran yang adaptif dan lingkungan belajar yang kolaboratif.

Kata Kunci: Informatika; pengalaman guru; tantangan pembelajaran

Keywords:

Informatics learning barrier teacher experience

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