<![CDATA[AbstrakPengembangan profesionalitas guru terutama harus didasarkan pada kebutuhan individu guru itu sendiri, selain kebutuhan institusi dan kelompok guru. Selama ini terindikasi bahwa guru terutama pada jenjang SMP/MTs mengalami kendala dalam menyusun program pembelajaran berbasis pendekatan saintifik, apalagi dalam mengimplementasikannya. Kegiatan Pelaksanaan Iptek bagi Masyarakat (IbM) telah diselenggarakan untuk meningkatkan pemahaman dan keterampilan guru-guru IPA SMP di Kabupten Lampung Selatan dalam mengembangkan bahan ajar berbasis pendekatan saintifik dengan model pembelajaran Argument-Driven Inquiry (ADI). Dosen sebagai nara sumber sekaligus pakar pendidikan dalam sistem pembinaan profesional guru mengkoordinir pelaksanaan program dan implementasinya. Hasil kegiatan IbM ini menunjukkan adanya peningkatan pemahaman guru tentang perancangan bahan ajar IPA SMP berbasis pendekatan saintifik dengan model pembelajaran argument-driven inquiry. Keterampilan guru meningkat terutama dalam menyusun Lembar Kerja Siswa (LKS) IPA SMP berbasis pendekatan saintifik dengan model ADI. Dengan demikian, kegiatan pengabdian yang dilakukan telah berjalan secara efektif dan sesuai dengan hasil yang diharapkan. Kata Kunci: argument-driven inquiry; pendekatan saintifik; profesionalitas AbstractThe development of teacher professionalism must primarily be based on the individual needs of the teacher himself, in addition to the needs of the institution and group of teachers. So far, it has been indicated that teachers, especially at the SMP/MTs level, have problems in developing a scientific approach based learning program, especially in implementing it. The implementation of Science and Technology for Society (IbM) has been held to improve the understanding and skills of junior high school science teachers at South Lampung in developing teaching material based on scientific approach with the Argument-Driven Inquiry learning model. Lecturers as resource persons and education experts in the development of teacher professionalism coordinate the implementation of the program and its implementation. The results of the implementation this IbM indicate an increase in teacher understanding of the design of junior high school science teaching materials based on the scientific approach with the Argument-Driven Inquiry learning model. Teacher skills are improved, especially in compiling a Science Worksheet for Students in a Junior High School based on a scientific approach with argumentation. Therefore, the implementation of IbM carried out effectively and in accordance with the expected results. Keywords: argument-driven inquiry; professionalism; scientific approach DOI: https://doi.org/10.23960/rp/v2i1.hal.10-25]]>
Copyrights © 2022
