PERAN DOSEN PEMBIMBING LAPANGAN DAN GURU PAMONG DALAM MENINGKATKAN KETERAMPILAN MENGAJAR PESERTA PPL DI SMAK SANTO FRANSISKUS ASISI LARANTUKA TAHUN PELAJARAN 2025/2026

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan peran Dosen Pendamping Lapangan (DPL) dan guru pamong dalam meningkatkan keterampilan mengajar peserta PPL di SMAK Santo Fransiskus Asisi. Pendekatan penelitian yang digunakan adalah metode kualitatif deskriptif. Pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi. Data dianalisis menggunakan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan peran penting DPL dan Guru Pamong dalam meningkatkan keterampilan mengajar peserta PPL. DPL berperan sebagai pembimbing akademik, fasilitator, supervisor, evaluator, motivator, dan konsultan. DPL memberikan bimbingan akademik, melakukan supervisi terhadap praktik mengajar mahasiswa, memantau perkembangan peserta PPL, memberikan arahan, solusi, serta evaluasi untuk meningkatkan kompetensi mengajar mahasiswa. Sementara itu, Guru Pamong berperan sebagai mentor, pembimbing, supervisor, evaluator, dan motivator. Guru Pamong membimbing mahasiswa dalam menyusun perangkat pembelajaran, memberikan contoh pembelajaran yang baik, mendampingi pelaksanaan praktik mengajar di kelas, melakukan observasi, memberikan arahan, masukan, penilaian, serta umpan balik secara berkelanjutan. Kolaborasi antara DPL dan Guru Pamong memberikan dampak positif terhadap peningkatan kemampuan mahasiswa dalam merencanakan pembelajaran, mengelola kelas, menggunakan metode dan media pembelajaran, berkomunikasi dengan peserta didik, serta melaksanakan evaluasi pembelajaran. Faktor pendukung meliputi kerja sama yang baik antara sekolah dan perguruan tinggi, motivasi mahasiswa, bimbingan yang intensif dari DPL dan Guru Pamong, serta tersedianya sarana pembelajaran. Adapun faktor penghambat meliputi keterbatasan pengalaman mengajar, kurangnya rasa percaya diri mahasiswa, dan keterbatasan waktu praktik. Dengan demikian, peran DPL dan Guru Pamong saling melengkapi dalam membimbing peserta PPL sehingga mampu meningkatkan keterampilan mengajar dan mempersiapkan mahasiswa menjadi calon guru yang profesional.

This study aimed to describe the role of Field Supervisor Lecturers (Dosen Pembimbing Lapangan/DPL) and Mentor Teachers (Guru Pamong) in improving the teaching skills of Teaching Practicum (Praktik Pengalaman Lapangan/PPL) students at SMAK Santo Fransiskus Asisi Larantuka. This research employed a descriptive qualitative approach. Data were collected through interviews, observations, and documentation. The data were analyzed using the stages of data reduction, data display, and conclusion drawing. The findings revealed that both Field Supervisor Lecturers and Mentor Teachers play significant roles in enhancing the teaching skills of PPL students. Field Supervisor Lecturers serve as academic advisors, facilitators, supervisors, evaluators, motivators, and consultants. They provide academic guidance, supervise students' teaching practices, monitor the progress of PPL participants, offer direction and solutions, and conduct evaluations to improve students' teaching competencies. Meanwhile, Mentor Teachers act as mentors, supervisors, evaluators, and motivators. They guide students in preparing instructional materials, demonstrate effective teaching practices, assist students during classroom teaching, conduct observations, provide guidance, suggestions, assessments, and continuous feedback. The collaboration between Field Supervisor Lecturers and Mentor Teachers has a positive impact on improving students' abilities in lesson planning, classroom management, the use of teaching methods and instructional media, communication with students, and the implementation of learning assessment. Supporting factors include good collaboration between the school and the university, students' motivation, intensive guidance from Field Supervisor Lecturers and Mentor Teachers, and the availability of learning facilities. Meanwhile, the inhibiting factors include limited teaching experience, students' lack of self-confidence, and limited teaching practice time. Therefore, the roles of Field Supervisor Lecturers and Mentor Teachers complement each other in guiding PPL students, thereby improving their teaching skills and preparing them to become professional future teachers.