scholarly journals Crucial problems in arranged the lesson plan of vocational teacher

2021 ◽  
Vol 10 (1) ◽  
pp. 345
Author(s):  
Muhammad Nurtanto ◽  
Nur Kholifah ◽  
Alias Masek ◽  
Putu Sudira ◽  
Achmad Samsudin
Keyword(s):  
School Readiness ◽  
Lesson Plan ◽  
Core Competencies ◽  
Instructional Program ◽  
Science Lesson ◽  
Learning Tools ◽  
Vocational Teachers ◽  
Vice Principals ◽  
Basic Competencies

<span>This study aimed to explore the implementation of the 2013 curriculum in vocational schools, Banten in terms of the readiness and quality of the learning tools that have been prepared. A total of 957 respondents from 2017 to 2018, consisting of four cities and three districts in Banten Province were involved in the training and mentoring program, namely vocational teachers and vice-principals in the curriculum field. Data were collected using questionnaire sheets, FGD notes, and observation check dates. The data obtained are analyzed and interpreted based on the specified categories. The results showed that: 1) Teacher readiness for learning tools in the components a) Core Competencies (CC) and Basic Competencies (BC) analysis of 45.31%, b) Program mapping of 38.37%, learning plan preparation of 39.45% and c) Learning evaluation of 36.78%; 2) The quality of lesson plan (LP) the science lesson plan analysis instrument (SLPAI) based is divided into two groups. The category "Quality" in the instructional program and instructional plan aspects, and the category "Moderate" in the instructional media and assessment and others aspects; and 3) The difficulty of learning device components, including authentic assessment, use of methods, literacy approaches, and lesson planning. The implementation of training, mentoring, and supervision programs are adjusted to the experience of vocational teachers taking into account the teacher's involvement in the implementation of the curriculum, age, and school readiness.</span>

scholarly journals PEMBELAJARAN INTEGRATIF DALAM MATAKULIAH MATERI DAN PEMBELAJARAN IPA SD DENGAN KONSEP DASAR IPA PADA MAHASISWA S1 PGSD UT SURABAYA

2017 ◽  
Vol 15 (1) ◽  
pp. 12-21
Author(s):  
Wuwuh Asrining Surasmi ◽  
Supardiyono Supardiyono
Keyword(s):  
Student Learning ◽  
Primary Schools ◽  
Elementary Science ◽  
Science Lesson ◽  
Learning Tools ◽  
Integrative Learning ◽  
Course Material ◽  
Basic Concepts ◽  
D Model

To improve the quality of science education in elementary first step is to improve the quality of teachers and prospective science teachers in primary schools, especially in teacher education institutions, one of which is in UT. This study aims to describe the first implementation model of integrative learning in the course material and tutorial activities Elementary Science Lesson with IPA Basic Concepts in the S-1 student PGSD pokjar Tuban. Secondly to describe the effectiveness of the implementation of integrative learning in the course material and tutorial activities Elementary Science Lesson with IPA Basic Concepts in improving the mastery of basic science concepts and the ability to plan student learning in the S-1 PGSD pokjar Tuban. Third to describe the influence of the implementation of integrative learning in the course material and tutorial activities Elementary Science Lesson with IPA Basic Concepts on learning achievement and course materials to students of elementary Science Lesson S-1 PGSD Pokjar Tuban. This research is the development of learning tools such as: Design Activity Tutorial (RAT), Unit Events Tutorial (SAT), Draft Evaluation (RE), and the Student Worksheet (MFI). Software development refers to the four D model proposed by Thiagarajan and Semmel (1974:6). Learning tools developed quite fit for use, can improve the ability to make lesson plans and student learning outcomes. Untuk meningkatkan kualitas pendidikan IPA di SD langkah pertama yang dilakukan adalah meningkatkan kualitas guru dan calon guru IPA di SD, khususnya di lembaga pendidikan guru, salah satunya adalah di UT. Penelitian ini bertujuan untuk pertama mendeskripsikan model implementasi pembelajaran integratif dalam kegiatan tutorial matakuliah Materi dan Pembelajaran IPA SD dengan Konsep Dasar IPA pada mahasiswa S-1 PGSD pokjar Kabupaten Tuban. Kedua untuk mendeskripsikan efektifitas implementasi pembelajaran integratif dalam kegiatan tutorial matakuliah Materi dan Pembelajaran IPA SD dengan Konsep Dasar IPA dalam meningkatkan penguasaan konsep dasar IPA dan kemampuan membuat perencanaan pembelajaran pada mahasiswa S-1 PGSD pokjar Kabupaten Tuban. Ketiga untuk mendeskripsikan besar pengaruh implementasi pembelajaran integratif dalam kegiatan tutorial matakuliah Materi dan Pembelajaran IPA SD dengan Konsep Dasar IPA terhadap prestasi belajar matakuliah Materi dan Pembelajaran IPA SD pada mahasiswa S-1 PGSD Pokjar Kabupaten Tuban. Penelitian ini merupakan penelitian pengembangan perangkat pembelajaran yang berupa: Rancangan Aktivitas Tutorial (RAT), Satuan Acara Tutorial (SAT), Rancangan Evaluasi (RE), dan Lembar Kerja Mahasiswa (LKM). Pengembangan perangkat mengacu pada four D model yang dikemukakan oleh Thiagarajan dan Semmel (1974:6). Perangkat pembelajaran yang dikembangkan cukup layak digunakan, dapat meningkatkan kemampuan membuat RPP dan hasil belajar mahasiswa.  

UPAYA PENINGKATAN KOMPETENSI GURU DALAM MENYUSUN PERANGKAT PEMBELAJARAN MELALUI SUPERVISI AKADEMIK YANG BERKELANJUTAN SDN 007 PANIPAHAN DARAT

2017 ◽  
Vol 1 (2) ◽  
pp. 277
Author(s):  
A. Hamid
Keyword(s):  
Learning Outcomes ◽  
Teacher Performance ◽  
Lesson Plan ◽  
Learning Tools

This research is based on observation in SD Negeri 007 Panipahan Darat got problem as follows: (1) low ofteacher competency in menyuun lesson plan especially syllabus and RPP; (2) the number of teachers preparingthe syllabus and lesson prior to teaching is still not maximal, only 60%; (3) in terms of quality, syllabus andgood RPP only reaches 30% of the syllabus and RPP made by the teacher; (4) difficulty of principals inevaluating teacher performance; (5) the difficulty of the principal evaluating the learning outcomes. This studyaims to increase the competence of teachers in preparing learning tools. In cycle 1 the number of teachers whocollect syllabus and RPP at the beginning of cycle 1, it can be seen that with the information of academicsupervision on the teacher can increase the quantity of teachers who make syllabus and RPP previously only62%, increased quantity to 74,25%. The results of the revised syllabus and RPP analysis show an increase in thequality of syllabus and RPP where the quality of A and B increased from 28 and 44 to 75 and 73%. From this itis also seen that the number of teachers who collect syllabus and RPP samples to 100%. Based on the result ofthis research, researcher can conclude that academic supervision continuously proven scientifically can improveteacher competence in arranging syllabus and RPP in SD Negeri 007 Panipahan Darat. This is evidenced by theincreasing number of good syllabus teachers from 28% to 75% after academic supervision. In addition, thenumber of good quality RPP also increased from 44% to 73%.

scholarly journals Developing Physics Learning Tools of Blended Learning Using Schoology with Problem-Based Learning Model

2020 ◽  
Vol 6 (2) ◽  
pp. 139-152
Author(s):  
Dwi Ulan Rahmawati ◽  
Jumadi Jumadi ◽  
Eko Mhd Ramadhan
Keyword(s):  
Blended Learning ◽  
Large Scale ◽  
Lesson Plan ◽  
Field Tests ◽  
Average Score ◽  
Learning Tools ◽  
Physics Learning ◽  
Qualitative And Quantitative ◽  
Large Scale Field

This study is a development of research that aimed to (1) produce Physics learning tools based on blended learning that are suitable to be used in learning, and (2) determine the quality of learning tools that had been developed. This study used a 4D model, consisting of the defining, designing, developing and disseminating. The learning tools that had been developed consisted of Syllabus, Lesson Plan (RPP), Student Worksheet (LKPD), Handouts, and Learning Media of Web Schoology. The results of the development of learning tools established were included in the “excellent category” based on qualitative and quantitative assessments from expert lecturers, Physics teachers and peers with an average score of around 95 – 98. In addition, the testing of learning tools was carried out to 33 students that showed an average score of students’ response of 77.51, which was included in a “good category”, used in the learning process of large – scale field tests. Furthermore, each phase of the implementation of the lesson plan was categorized very well for each meeting with the achievement of the score of observations of around 80% - 100%.

scholarly journals Design Contextual Teaching and Learning Approach On Geometry Learning Module

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Dyah Tri Wahyuningtyas
Keyword(s):  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Core Competencies ◽  
Learning Approach ◽  
Learning Tools ◽  
Learning Module ◽  
Basic Competencies ◽  
Contextual Teaching ◽  
Geometry Learning ◽  
Prototype Phase

Mathematical learning with contextual approach provides an opportunity for students to actively construct mathematical knowledge. In solving a problem which is start from the problems that can be imagined by students and giving them a freedom to find their own strategies to solve it. By posing a contextual problem, students in a stage can master the mathematic concept. The purpose of this research is to develop the design of Contextual Teaching and Learning approach on geometry learning module. This type of research is development research. The phases development of the model and learning tools are carried out in three steps, which are: (1) preliminary research, (2) prototyping phase. The result of design this prototype phase are: (1) design of the geometry learning module, (2) design tools of learning and (3) design of research instrument. The module component consists of: (1) module description, which consists of core competencies and basic competencies to be achieved; (2) the instruction for using the module, that consist of introduction, initial ability checks, activity sheets, conclusion, worksheet, assessment column, and answer key.

scholarly journals KELAYAKAN PERANGKAT PEMBELAJARAN BAHASA INDONESIA BUATAN GURU MTS SWASTA PONTIANAK PADA MASA PANDEMI COVID-19

2021 ◽  
Vol 5 (2) ◽  
pp. 111
Author(s):  
Khairullah Khairullah ◽  
Antonius Totok Priyadi ◽  
Martono Martono
Keyword(s):  
Lesson Plan ◽  
Quality Of Education ◽  
Learning Tools ◽  
Academic Field ◽  
The Core ◽  
Good Learning ◽  
The Times ◽  
Core Activity ◽  
Bahasa Indonesia

ABSTRACT This study examined the feasibility of Indonesian learning tools made by teachers of private MTs Pontianak at the times of covid-19 pamdemic. Based on the results of the study, the teacher already made several good learning tools,however there were still  shortcomings in certain components. The method used was descriptive qualitative research. The results of the study showed that the tools made by teachers of private MTs Pontianak that were good, there were lesson plan, teaching materials, learning media and evaluations (the questions made by teachers). However there will still some improvement needed in several components of the learning tools, such as school units, the core activity that were still the same from the first until the final meeting, and also the assessment rubric. Nevertheless, this study will alleviate teachers to prepare learning tools for the use of school accreditation, achieving school's vision and mission in the academic field and improving the quality of education in school. Keywords : Indonesian, Pontianak, The Feasibility of Learning Tools  

scholarly journals Pengembangan Perangkat Pembelajaran Melalui Model Problem Based Learning Berorientasi Kemampuan Pemecahan Masalah Matematis pada Materi Fungsi Kelas X SMA

2019 ◽  
Vol 3 (2) ◽  
pp. 165
Author(s):  
Ferry Ferdianto ◽  
Frisca Shella Fadiyah ◽  
Mohamad Dadan Sunawan
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Model Problem ◽  
Lesson Plan ◽  
Problem Based Learning ◽  
Average Score ◽  
Learning Tools ◽  
Quality Of Learning ◽  
Post Test

Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berupa RPP dan LKS berbasis Problem Based Learning pada materi fungsi untuk siswa SMA yang berorientasi pada kemampuan pemecahan masalah. Kualitas produk yang dikembangkan dinilai berdasarkan aspek kevalidan, keefektifan, dan respons siswa terhadap LKS. Prosedur pengembangan perangkat pembelajaran mengacu pada model pengembangan 4-D, yaitu Define (Pendefinisian), Design (Perancangan), Develop (Pengembangan), dan Disseminate (Penyebaran). Penulis memiliki keterbatasan waktu dan tenaga, sehingga penulisan dilakukan hingga tahap develop. Subjek penelitian ini adalah siswa kelas X MIPA 1 sebanyak 36 siswa di SMA Negeri 1 Karangwareng. Instrumen yang digunakan untuk mengukur kualitas perangkat pembelajaran yang dikembangkan adalah lembar penilaian RPP dan LKS untuk mengukur kevalidan, tes kemampuan pemecahan masalah untuk mengukur keefektifan, dan angket respon siswa terhadap LKS. Kualitas kevalidan perangkat pembelajaran memenuhi kriteria valid berdasarkan skor rata-rata RPP dari lima validator yaitu 91% dengan kriteria sangat baik dan skor rata-rata LKS dari lima validator yaitu 92% dengan kriteria sangat baik. Kualitas keefektifan perangkat pembelajaran memenuhi kriteria efektif berdasarkan hasil pretest dan post-test dengan peningkatan persentase ketuntasan dari 2,8% menjadi 72%. Respons siswa sebesar 76% menunjukkan respons yang positif terhadap perangkat pembelajaran berupa LKS. Kata kunci: model Problem Based Learning, kemampuan pemecahan masalah matematis.   ABSTRACT This study aims to develop learning tools in the form of RPP and LKS based on Problem Based Learning in the function material for high school students which is oriented to problem solving abilities. The quality of the product being developed is assessed based on the validity, effectiveness, and response of students to the LKS. The learning tool development procedure refers to the 4-D development model, namely Define, Design, Develop, and Disseminate (Distribution). Because of the limitations of the author, the writing is done up to the develop stage. The subjects of this study were 36 students of class X MIPA 1 as many as 36 students in SMAN 1 Karangwareng. The instruments used to measure the quality of learning tools developed are lesson plan assessment sheets and student worksheets to measure validity, test problem solving abilities to measure effectiveness, and questionnaires to students' responses to worksheets. Validity quality of learning devices meets valid criteria based on average RPP scores from five validators, namely 91% with very good criteria and an average score of LKS from five validators, namely 92% with very good criteria. The quality of the effectiveness of learning devices meets the effective criteria based on the results of pretest and post-test with an increase in completeness percentage from 2.8% to 72%. Student responses of 76% showed a positive response to learning equipment in the form of LKS. Keywords: Problem Based Learning, mathematical problem solving ability.

PENGEMBANGAN SILABUS DAN RPP MELALUI PEMBINAAN PROFESIONAL DENGAN PENDEKATAN KOOPERATIF BAGI GURU SMPN 21 AMBON

2015 ◽  
Vol 8 (2) ◽  
pp. 67
Author(s):  
Ida Kurnia L
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Tools ◽  
Cooperative Approach ◽  
Asking Questions ◽  
Classroom Action Research

The background of this research is the incapacity of teachers in developing syllabi and lesson plan (RPP). This research is a classroom action research (CAR) at SMP 21 Ambon which aims to improve the competence of teachers in developing the syllabus through professional development with cooperative approach. The study was conducted in two cycles involving collaborators. These results indicated that the ability of teachers/participants in understand-ing of the syllabus and lesson plan (RPP) increased, from an average of 65.31% to 78.75%. The activity teacher/participants also increased which is marked by the increasing boldness of teachers in asking questions and raising such issues and increased cooperation of teachers in developing learning tools, especially for teachers in one subject cluster.Keywords : learning syllabus, lesson plans, Classroom Action Research (CAR).

PENGEMBANGAN PERANGKAT PEMBELAJARAN MENGGUNAKAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) DENGAN INTEGRASI NILAI-NILAI KARAKTER DI SMAN I TUGUMULYO

2014 ◽  
Vol 13 (3) ◽  
Author(s):  
Sri Wahyu Widyaningsih ◽  
Irfan Yusuf
Keyword(s):  
Teaching And Learning ◽  
Lesson Plan ◽  
Development Stage ◽  
Design Stage ◽  
Learning Tools ◽  
Test Results ◽  
Learning Materials ◽  
Is Research ◽  
Efficacy Trials

<p>The research is motivated not yet using CTL approach. In addition, the study provided yet foster the character value of students. This study aimed to the development of learning materials by using CTL approach with the integration of character value are valid, practical, and effective. The type of this research is research and development by using 4-D models. The stages of this research are define, design, and development. The define stage consists of analyzing of curriculum, students, and concept. Then, the learning materials as lesson plan, handout, student’s worksheet, and evaluation, were designed at design stage. The development stage was doing validity, practicality, and effectiveness test. The data of this research was collected by using validation instruments, questionnaire of students and teacher, observation and test instruments. The result of research with validity of the test results showed that the syllabus, lesson plans, teaching materials, worksheets and assessment sheets (cognitive, affective and psychomotor) developed very valid. The test results showed that the learning practicalities developed very practical. Based on the results of efficacy trials, it was stated that the developed learning very effectively used as learning tools are developed to improve the activity and competence of students in the cognitive, affective and psychomotor and behavioral character. And Those, learning materials by using CTL approach with the integration of character values are classification of very valid, very practical, and effective.</p>

Pembelajaran Kooperatif Tipe Jigsaw dalam Pembelajaran Fisika

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Jawane Malau
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Student Response ◽  
Learning Tools ◽  
Learning Group ◽  
Learning Plan ◽  
Quality Of Teaching

<p>This research was conducted for the purpose of getting a clear and complete <br />picture conserning the quality of teaching and learning process through eveloping and implementing jigsaw type cooparative learning model for subject of Thermodynamics. The quality of teaching and learning process can be viewed by positive response of university students towards thermodynamics subject using the implemented jigsaw type cooparative learning model. The subject of this research were students of high school class X, semester II in the academic year of 2011/2012, which were listed as learning tools needed for thermodynamics of jigsaw type cooparative learning model. The learning tool which were being developed consist of teaching materials, learning plan, and student worksheet. The research prosedure consisted of developing the tools of teaching and learning process, and the followed by realization of learning in class using the jigsaw type cooparative learning approach. The research instruments were to be observation sheet and student response questionaire towards the learning process. The reseach data were analyzed using percentage statistic. Based on the refection result towards the action which was planned beforehand and also the researh result discussion, it was found that the learning process of hermodynamics which was done by implementing the jigsaw type cooparative learning model can increase student activity in his study. Implementing the jigsaw type cooperative learning can increase the learning result of students. Most of the students who partisipated in the thermodynamics class agree and give a positive apreciation towards the implementation of cooperative learning model. They believe that with the learning group can help them overcoming the learning deterrent. </p><p> </p>

Sign in / Sign up

Export Citation Format

Share Document