scholarly journals PENINGKATAN KEMAMPUAN GURU DALAM MEMBUAT RENCANA PELAKSANAAN PEMBELAJARAN (RPP) TEMATIK 1 HALAMAN MELALUI WORKSHOP DARING DENGAN VARIASI MODEL JIGSAW DI UNIT PELAKSANA TEKNIS DAERAH (UPTD) SEKOLAH DASAR (SD) NEGERI GENTENG 2 BANGKALAN

2020 ◽  
Vol 3 (2) ◽  
pp. 201-215
Author(s):  
Zainal Arifin
Keyword(s):  
Action Research ◽  
Lesson Plan ◽  
Lesson Plans ◽  
High Category ◽  
Main Instrument

This research is a school action research with the main instrument being the task of making 1-page thematic lesson plans. There are 2 coaching cycles and the results of the study show that the teacher's ability to make 1-page thematic lesson plans can be improved through online workshops with variations of the jigsaw model. This is evidenced in the implementation of school action research which consists of 2 cycles showing an increase from cycle I to cycle II based on the results of assignments carried out in making thematic lesson plans, namely from 7 teachers there are 3 teachers or 42.86% in the low category, every 2 teachers or 28.57% in the medium and high categories. After the second cycle was carried out, the data obtained from the teacher's ability to make 1-page thematic lesson plans as follows that there were no teachers in the low category, 1 teacher or 14.28% in the medium category, and 6 teachers or 85.71% in the high category, therefore the cycle was stopped, because it has reached the expected success indicator, which is more than 75% in the high category. Teachers should continue to improve their competence in making 1-page Thematic lesson plan.

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).

scholarly journals Meningkatkan Kompetensi Guru dalam Menyusun Silabus dan RPP Melalui Supervisi Akademik Berkelanjutan di SMP Negeri 2 Sabang

2019 ◽  
Vol 1 (2) ◽  
pp. 359-376
Author(s):  
Faridah Faridah
Keyword(s):  
Middle School ◽  
Action Research ◽  
Data Collection ◽  
Middle Schools ◽  
Research Method ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Teacher Competence ◽  
Public Middle School ◽  
Academic Year

The study entitled "Improving teacher competence in preparing syllabus and lesson plans through ongoing academic supervision in SMP (Public Middle Schools) Negeri 2 Sabang" raised the issue of whether through continuous academic supervision it can improve teacher competence in preparing syllabi and lesson plans. This study aims to improve the competence of teachers in Sabang 2 Public Middle School in preparing syllabus and lesson plans. The subjects of this study were teachers of Sabang 2 Public Middle School in the 2016/2017 academic year, totaling 13 teachers, consisting of 10 PNS teachers and 3 non PNS teachers. The method used is the school action research method. Data collection is done by test and observation techniques. The study was conducted in 2 cycles. In the first cycle 31% of teachers obtained the appropriate syllabus and lesson plan and were considered good and in cycle 2 there were 100% of teachers who had syllabus and lesson plans that were appropriate and considered good. The conclusion of this research is that through ongoing academic supervision scientifically proven to improve teacher competence in preparing syllabus and lesson plans.

scholarly journals PENERAPAN SUPERVISI AKADEMIK UNTUMENINGKATKAN KEMAMPUAN GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN KURIKULUM 2013

Vidya Karya ◽  
2021 ◽  
Vol 35 (2) ◽  
pp. 71
Author(s):  
Idaham Idaham
Keyword(s):  
Action Research ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Classroom Teachers ◽  
Research Results ◽  
Quantitative Descriptive

This study aims to improve teachers' ability to compile the lesson plan based on the 2013 curriculum through academic supervision at SDN Kepayang Tapin Regency. This research is a school action research conducted in two cycles. The subjects of this study were the three teachers (teachers grade 1, 2, and 3 at SDN Kepayang. The instrument used was the planning of the lesson plan observation sheet and the implementation of the lesson plan observation sheet. Quantitative descriptive techniques analyzed data. The results showed the ability of classroom teachers in developing lesson plans based on the curriculum in 2013 of five indicators are considered: (1) the percentage of individual completeness of 63.4 and classical completeness of 33.33 in cycle 1; (2) the percentage of individual completeness 76 and classical completeness of 100 in cycle 2. Based on the research results, it can be concluded that academic supervision can improve classroom teachers' ability to prepare lesson plans based on the 2013 curriculum.Keywords: Academic Supervision; 2013 Curriculum; Lesson plan; Teacher AbilityAbstrak. Penelitian ini bertujuan meningkatkan kemampuan guru dalam menyusun Rencana Pelaksanaan Pembelajaran (RPP) berdasarkan kurikulum 2013 melalui supervisi akademik di Sekolah Dasar Negeri (SDN) Kepayang Kabupaten Tapin. Penelitian adalah penelitian tindakan sekolah yang dilaksanakan sebanyak dua siklus. Subjek penelitian ini adalah tiga orang guru (guru kelas 1, 2, dan 3) di SDN Kepayang. Instrumen yang digunakan adalah lembar observasi perencanaan RPP dan lembar observasi keterlaksanaan RPP. Data dianalisis dengan menggunakan teknik deskriptif kuantitatif. Hasil penelitian menunjukkan kemampuan guru kelas dalam menyusun RPP berdasarkan kurikulum 2013 dari lima indikator yang dinilai yaitu (1) persentase ketuntasan individual 63,4 dan ketuntasan klasikal 33,33 pada siklus 1; (2) persentase ketuntasan individual 76 dan tuntas secara klasikal 100 pada siklus 2. Berdasarkan hasil penelitian dapat disimpulkan supervisi akademik dapat meningkatkan kompetensi guru kelas dalam menyusun RPP berdasarkan kurikulum 2013. Kata Kunci:  Supervisi Akademik; Kurikulum 2013; Rencana Pelaksanaan Pembelajaran;Kemampuan Guru 

scholarly journals PENINGKATAN KEMAMPUAN GURU DALAM MENYUSUN RPP MELALUI BIMBINGAN BERKELANJUTAN DI SDN 10 NANGA TAYAP

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Suripto Suripto
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Educational Background ◽  
Lesson Plans ◽  
Learning Activities ◽  
Standard Process

The first stage in learning according to the standard process is learning planningthat is realized by the preparation of the Implementation Lesson Plan. In theframework of implementing the 2013 curriculum, teachers must prepare lessonplans by adjusting some components to the curriculum documents. There are some teachers who are confused when they have to formulate lesson plans because the subjects taught are different from their educational background, it has an impact on the failure of the learning process and also inhibits the improvement of the quality of the school itself. The problem solving that is applied in this research is to provide continuous guidance to the teacher in creating lesson plans. This study uses two rounds of action research. Each round consists of four stages: designing, implementing, observing, and reflecting. The targets of this study are all teachers at SDN 10 Nanga Tayap. The data obtained in the form of observations of teaching and learning activities. From the results of the analysis it was found that the ability of teachers in arranging lesson plans has increased from cycle I to cycle II, that is, cycle I in the range of 109, with quite good categories, and in the second cycle in the range of 152 with very good categories. The conclusion from this study is that the method of sustainable guidance can positively influence the ability of teachers in preparing lesson plans at SDN 10 Nanga Tayap.

scholarly journals Peningkatan Kemampuan Guru dalam Membuat RPP Tematik Melalui Workshop dengan Variasi Model Jig Saw

2019 ◽  
Vol 2 (2) ◽  
pp. 198
Author(s):  
Dewi Muninggar
Keyword(s):  
Action Research ◽  
Research Design ◽  
Lesson Plans ◽  
High Class ◽  
High Category ◽  
Scientific Approach ◽  
The Government

The 2013 curriculum that has been re-enacted by the government, must be accompanied by an increase educators quality. Actually there are several problems faced in the implementation of this curriculum, including teachers do not yet know the form of RPP specifically in the thematic, scientific approach to the 2013 curriculum. This study uses a school action research design (PTS). In each cycle includes planning, implementing actions, observing, and reflecting. In the first cycle, it was known that the teacher's ability to make high-class thematic RPPs was only 3 teachers out of 7 or 42.86%. Furthermore, the implementation of the second cycle shows an increase in the ability to make thematic lesson plans for teachers. This is evidenced that there are 6 out of 7 teachers based on the results of the assignment obtained the ability to make high thematic thematic RPPs. The percentage of high category teachers is 85.71%. This shows that workshops on variations in jigsaw models can improve the ability of teachers to make thematic lesson plans for learning. Teachers and teachers should continue to improve their competence in making lesson plans, while principals try to continue to facilitate their supporting facilities.

scholarly journals Peningkatan Kompetensi Mengembangkan RPP melalui Lesson Study bagi Guru SD Laboratorium

2020 ◽  
Vol 5 (2) ◽  
pp. 243
Author(s):  
Achmad Supriyanto ◽  
Wasih DS ◽  
Roni Herdianto
Keyword(s):  
Action Research ◽  
Lesson Study ◽  
Lesson Plan ◽  
B Value ◽  
Study Data ◽  
Lesson Plans ◽  
Teacher Competence ◽  
Research Subjects ◽  
Teacher Competency ◽  
Field Notes

<pre><strong>Abstrack:</strong> This School Action Research aims to uncover and describe teacher competencies in developing Lesson Plans, and implementing lesson studies. This SAR was designed with the Mc Taggart's classroom action research design in two action cycles. The research subjects were 11 elementary school teachers. The research instrument was developed by researchers in the form of work tables 1-5 to collect teacher competency data designing 10 components of lesson plans, and field notes to record the implementation of lesson study. The data collected was reduced to two main data, analyzed qualitatively and quantitatively using the mean and percentage techniques. The results of SAR cycle 1 showed that the competence to design the components of the lesson plan with a C value was 50%, a competence with a B value was, and the rest of 10% need further guidance. The results of SAR cycle 2 showed that 100% of teacher could achieve B value in designing lesson plans. Thus, it is proven that lesson study can improve teacher competence in developing lesson plans. </pre><strong>Abstrak:</strong> Penelitian Tindakan Sekolah ini bertujuan mengungkap dan mendeskripsikan kompetensi guru mengembangkan Rencana Pelaksanaan Pembelajaran dan pelaksanaan <em>lesson study</em>. Penelitian Tindakan Sekolah ini dirancang dengan rancangan penelitian tindakan kelas model Mc.Taggart dalam dua siklus tindakan. Subjek penelitian 11 orang guru SD. Instrumen penelitian dikembangkan oleh peneliti berupa tabel kerja 1-5, untuk menghimpun data kompetensi guru merancang 10 komponen RPP, dan catatan lapangan untuk mencatat pelaksanaan lesson study. Data yang terkumpul direduksi menjadi dua data utama, dianalisis secara kualitatif dan kuantitatif dengan teknik rerata dan persentase. Hasil PTS siklus I menunjukkan 50% kompetensi merancang komponen RPP dengan nilai C, 40 % nilai B, 10% nilai dengan predikat perlu bimbingan. Hasil Penelitian Tindakan Sekolah siklus II 100% kompetensi merancang komponen RPP dengan nilai B. Jadi, terbukti <em>lesson study</em> dapat meningkatkan kompetensi guru mengembangkan RPP.

scholarly journals Socratic Questioning Method in The Colloid System Topics Using The Participatory Action Research (PAR)

2019 ◽  
Vol 4 (3) ◽  
pp. 232
Author(s):  
Khusnul Lusi Nursyam Syanas ◽  
Sulistyo Saputro ◽  
Nurma Yunita Indriyanti ◽  
Sri Mulyani
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Participatory Action Research ◽  
Positive Impact ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Lesson Plans ◽  
Critical Thinking Skills ◽  
Participatory Action ◽  
Postgraduate Students

<p>The purpose of this research is to identify how lesson plans prepared based on socratic questions can improve critical thinking skills. Research method used is Participatory Action Research (PAR), data collection techniques through interviews and questionnaires. It is expected that the results of the research can be applied in schools specifically to produce lesson plans in colloidal learning integrated with TPACK (Technological Pedagogical Content Knowledge). The results showed the teacher gave a positive assessment of 85% on the socratic questions contained in the lesson plan. This will provide stimulants to students in order to able to argue and practice their critical thinking skills. Postgraduate student participants also gave a positive response of 87.5%. It can be concluded that both teacher participants and postgraduate students agree with the application of socrates questions to students because they have a positive impact on critical thinking skills. Thus, this initial stage of research can proceed to the next stage of PAR research.</p>

scholarly journals Implementasi Pembimbingan Berkelanjutan Dapat Meningkatkan Kompetensi Guru dalam Menyusun Perangkat Pembelajaran Khususnya RPP pada MTs Yapit Malakaji Kabupaten Gowa

LaGeografia ◽  
2019 ◽  
Vol 17 (3) ◽  
pp. 217
Author(s):  
St Aminah
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Problem Solving ◽  
Lesson Plans ◽  
Teacher Competence ◽  
Learning Tools ◽  
Teacher Competency ◽  
High Category ◽  
Planning Implementation ◽  
Mentoring Model

This school action research uses a continuous mentoring model. The purpose of this model is for teachers to improve their competence in developing learning tools. More specifically this PTS is to obtain an overview of the teacher's understanding in preparing a complete RPP and implementing it in class.There are four stages that become the focus of problem solving to improve teacher competence in preparing a complete RPP, namely planning, implementation, observation, and reflection.Based on data analysis in cycle I and II, continuous mentoring can improve teacher competence in preparing lesson plans. This can be proven from the results of observations which show that there is a significant increase in teacher competency in preparing lesson plans from cycle to cycle. In Cycle I there were 8 teachers or 34.78% whose performance scores were in the high category while in Cycle II there were 19 teachers or 82.61%. This shows an increase of 47.83%.

PELAKSANAAN SUPERMIK PINTER UNTUK MENINGKATKAN KOMPETENSI GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN BERBASIS KURIKULUM 2013 DI SMP BINAAN KOTA DUMAI

2019 ◽  
Vol 3 (4) ◽  
pp. 790
Author(s):  
Yusnida Yusnida
Keyword(s):  
Middle School ◽  
Action Research ◽  
Lesson Plans ◽  
Teacher Competence ◽  
Chemistry Teachers

Based on the problems faced by teachers in the preparation of the 2013 curriculum-based lesson plans, the purpose of this study is to improve the competence of teachers in preparing 2013 curriculum-based lesson plans by implementing supermic pinter. The design of this study used school action research conducted on 6 chemistry teachers in the target schools in Dumai. The results showed that the implementation of supermic pinter can improve teacher competence in preparing 2013 curriculum-based lesson plans, where in the first cycle the percentage of teacher competence was 60% with sufficient categories and increased to 84% with a very good category in cycle II. Based on the results of the study it can be concluded that the implementation of smart supermic can improve the competence of teachers in preparing plans for the implementation of 2013 curriculum-based learning in the Dumai City-assisted Middle School.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT UNTUK MENINGKATKAN HASIL BELAJAR BAHASA INGGRIS SISWA KELAS VII SMPN 1 INUMAN

2018 ◽  
Vol 2 (1) ◽  
pp. 150
Author(s):  
Kasman Bamba
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
English Learning ◽  
Model Type ◽  
High Category ◽  
The Subject ◽  
Classroom Action Research ◽  
English Students

he background of this study is the low learning outcomes of English students. Of the 22 students only 9 studentsreached KKM. On this basis researchers do research by applying cooperative learning model type NHT toimprove English learning outcomes. This research is a classroom action research conducted in SMPN 1 Inuman,the subject of this study is the students of class VII with the number of 22 students. The results suggest that thelearning outcomes of English have increased in each cycle. This is evidenced by: In the basic score of thenumber of students who reached KKM or complete is 9 students (40.90%), the UH I has increased with thenumber of 17 students (77.27%) and in UH II increased with the number of 20 students (90.90%). In the basicscore of the learning result of the students get the value of 51,25 with the low category, at UH I experiencing theincrease of learning result with the acquisition value of 65,76 with the medium category, and at UH II studentlearning result again increase with the acquisition value equal to 79,25 with high category.

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