scholarly journals Evaluasi Tujuan Pembelajaran dalam Rencana Pelaksanaan Pembelajaran (RPP): Implementasi Standar Proses pada Pembelajaran Sastra

2020 ◽  
Vol 3 (3) ◽  
pp. 277-294
Author(s):  
U'um Qomariyah
Keyword(s):  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Objectives ◽  
Teacher Professionalism ◽  
Core Components ◽  
Evaluation Of Learning ◽  
Literary Learning ◽  
The Ideal

The preparation and development of the lesson plan is a hallmark of teacher professionalism. To support the learning process, teachers must arrange lesson plans according to standards. The preparation of the RPP standards must pay attention to the core components of the RPP, one of which consists of learning objectives. For this reason, an RPP evaluation is needed to determine the quality of the learning being done. Based on this, this article aims to evaluate the learning objectives in the CSP literary learning. The method used in this research is descriptive evaluative. Evaluation of learning objectives is based on the classification (grouping) of learning objectives into the learning domain, the suitability of the main steps (sequences) needed to achieve the objectives, and the completeness of the learning objectives component. The results show that the formulation of learning objectives in the three lesson plans analyzed did not fully meet the ideal learning objectives. The evaluation is expected to provide input and follow up efforts for improvement and decision making.

scholarly journals UPAYA PENINGKATAN KINERJA GURU MATA PELAJARAN DI KELAS MELALUI IMPLEMENTASI SUPERVISI EKSTERNAL DI SMK NEGERI 5 MEDAN

2020 ◽  
Vol 7 (2) ◽  
pp. 191
Author(s):  
Edison .
Keyword(s):  
Teacher Performance ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Activities ◽  
Learning Assessment ◽  
Enrichment Programs ◽  
Follow Up Study ◽  
Educational Supervision ◽  
Evaluation Of Learning

Abstrak: Penelitian bertujuan untuk meningkatkan kinerja guru mata pelajaran dalam kegiatan pembelajaran di Kelas, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam menyusun rencana pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam  pelaksanaan pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam melaksaksanakan evaluasi  pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam melaksanakan tindaklanjut pembelajaran (program remedial dan pengayaan). Hasil penelitian menunjukkan bahwa: kinerja  guru meningkat setelah dilakukan supervisi eksternal dalam menyusun rencana, melaksanakan pembelajaran, penilaian dan tindak lanjut pada siklus pertama dan kedua. Berdasarkan hasil Penelititan  kinerja guru meningkat pada; menyusun rencana pembelajaran pada siklus I  64%   naik  pada siklus II  menjadi 94 %; melaksanakan pembelajaran pada siklus I   61% naik  pada siklus II menjadi 88 %; menilai prestasi Belajar pada siklus 81 % naik  pada siklus II menjadi 97 %; melakukan tindak lanjut pada siklus I  49 %  naik pada siklus II  menjadi 78 %. Kata Kunci: implementasi supervisi eksternal, dinas pendidikan, meningkatkan  kinerja guru Abstract: The research aims to improve the performance of subject teachers in learning activities in class, explaining the steps supervision educative external periodic basis in preparing lesson plans, explain the steps supervision educative external periodically in the implementation of learning, explains the steps supervision educative external periodically in melaksaksanakan evaluation of learning, explains the steps periodic external educational supervision in carrying out a follow-up study (remedial and enrichment programs). The results showed that: the performance of teachers increased after external supervision in planning, implementing learning, assessment and follow-up on the first and second cycles. Based on the results Penelititan teacher performance increase on; prepare a lesson plan on the first cycle 64% rise in the second cycle to 94%; implementing learning in the first cycle 61% rise in the second cycle to 88%; Learning to assess achievement in cycle 81% rise in the second cycle to 97%; to follow up on the first cycle 49% rise in the second cycle to 78%.

Analisis Kesenjangan Pelaksanaan Standar Proses pada Pembelajaran Produktif di SMK

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Atika Atika ◽  
I Made Sudana ◽  
Basyirun Basyirun
Keyword(s):  
Learning Process ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Ministry Of Education ◽  
Standard Process ◽  
Basic Principles ◽  
Discrepancy Rate ◽  
Quantitative Descriptive ◽  
Concrete Solution ◽  
Evaluation Of Learning

Tujuan penelitian, diantaranya menguraikan bagaimana pelaksanaan standar proses, menganalisis seberapa tingkat kesenjangannya dan merancang bagaimana solusi permasalahan terkait kesenjangan pelaksanan standar proses. Penelitian ini menggunakan penelitian deskriptif dengan pendekatan kuantitatif. Aspek dalam penelitian ini adalah (a) perencanaan pembelajaran; (b) pelaksanaan pembelajaran; (c) penilaian hasil belajar; (d) pengawasan oleh kepala sekolah. Teknik pengumpulaan data, yang digunakan adalah metode observasi, wawancara dan dokumentasi. Hasil Penelitian menunjukkan bahwa dalam hal perencanaan pembelajaran diperoleh kriteria tidak senjang, artinya pada kegiatan perencanaan tidak banyak guru yang mengabaikan standar yang ditetapkan oleh Permendikbud No. 65 tahun 2013. Hasil analisis pelaksanaan pembelajaran diperoleh kriteria cukup senjang, artinya standar proses yang ditetapkan belum sepenuhnya dilaksanakan. Hasil analisis menunjukkan bahwa pada kegiatan penilaian masih diperoleh hasil cukup senjang, artinya masih terdapat ketentuan yang belum diterapkan. Hasil analisis pada komponen pengawasan memberikan kesimpulan jika masih terdapat kepala sekolah yang tidak menjalankan fungsinya sebagai pengawas internal.Therefore, the aims of study are to investigate the implementation of the standard process, analyze the discrepancy rate and design the solution toward the issue of discrepancy. This research uses the quantitative descriptive approach. There are several aspects investigated; (a) lesson plan, (b) learning process, (c) evaluation of learning result, and (d) headmasters control. To collect the data, the methods of observation, interview, and documentation are used. The result is explained in form of criteria. It is no discrepancy for lesson plans, means that most of the lesson plans are in accord with the Basic Principles issued by Ministry of Education and Culture Number 65 in 2013. The learning process has a quite discrepancy rate, means the standard process is incompletely applied; so does the evaluation which ignores several principles to apply. It is also noted that some headmasters ignore their function as an internal supervisor. To sum up, the discrepancy issue needs further concrete solution.

scholarly journals Peran Supervisi Kepala Madrasah dalam Meningkatkan Mutu Pendidikan di MTs Negeri Kulon Progo

2020 ◽  
Vol 4 (2) ◽  
pp. 211-220
Author(s):  
Legiman
Keyword(s):  
Quality Improvement ◽  
Learning Objectives ◽  
Learning Activities ◽  
Quality Of Education ◽  
Factors Affecting ◽  
Qualitative Descriptive ◽  
Education Personnel

This research aims to determine the role of the head of Madrasah in improving the quality of education in MTs Negeri 4 Kulon Progo, and to help improve the competency of teachers in the learning activities with a real, measurable, controlled, directional program to achieve learning objectives. This research uses qualitative descriptive methods with data collection through observation, interviews and documentation. The results of this research are: 1) supervision of the head of the district of the state of the principal of the school 4 Kulon Progo includes education, managerial, administrator, supervisor, leader, innovator, and motivator; 2) The role of quality improvement is done by increasing the professionalism of teachers by giving opportunities to teachers; 3) Factors affecting the implementation of the head of the Madrasah include: the planning, implementation and follow-up that is carried out continuously to the teachers and education personnel.

scholarly journals PELATIHAN GOOGLE DOCS UNTUK MENINGKATKAN KOLABORASI PENYUSUNAN RPP PADA SD 20 PALMERAH JAKARTA BARAT

2021 ◽  
Vol 2 (1) ◽  
pp. 101
Author(s):  
Dewi Anjani ◽  
Desi Novianti ◽  
Ali Sadikin Wear
Keyword(s):  
Community Service ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Objectives ◽  
The Other ◽  
Online Media ◽  
Google Docs ◽  
Service Activities ◽  
The Media

ABSTRAK Pelaksanaan pembelajaran di kelas memerlukan persiapan yang matang, seperti merancang kegiatan yang akan dilakukan guru dan siswa dalam proses pembelajaran. Rencana Pelaksanaan Pembelajaran (RPP) bertujuan memudahkan pencapaian tujuan pembelajaran.Sedangkan penyusunan dokumen RPP harus berkolaborasi antara 2-3 orang guru. Dalam kondisi pandemi ini pembuatan RPP sangat sulit karena media yang digunakan membuat RPP adalah media online. Seorang guru mengirimkan pekerjaannya ke guru atau karyawan lain untuk ditambahkan atau diedit. Guru lainnya kemudian akan melakukan hal yang sama; proses ini menyebabkan satu dokumen memiliki banyak nama file dan konten yang berbeda.Salah satu solusi dari permasalahan tersebut adalah malaksankan kegiatan pengabdian kepada masyarakat yang mengenalkan dan memberikan Pelatihan Aplikasi Kolaborasi Kerja Dalam Rangka Penyusunan Dokumen Perencanaan Pembelajaran di SD 20 Pal Merah Jakarta Barat.Harapan dari pelaksanaan kegiatan ini adalah pembelajaran dokumen dapat terlaksana tepat waktu dan memudahkan guru dan karyawan dalam membuat RPP dalam mengerjakan dokumen. ABSTRACTLesson Plan aims to make it easier to achieve learning objectives. Meanwhile, the preparation of RPP documents must collaborate between 2-3 teachers or employees. In this pandemic condition, makingLesson Plan is very difficult because the media used to make Lesson Plan is online media. A teacher will send his work to other teachers or employees to add or edit. The other teachers will then do the same; this process causes one document to have many different file names and contents. One solution to this problem is to hold community service activities that introduce and provide Work Collaboration Application Training in the Context of Preparing Learning Planning Documents at SD 20 Pal Merah. The hope of implementing this activity is that document learning can be carried out on time and make it easier for teachers and employees to create lesson plans in working on document.

scholarly journals Stoma Complications

Acta Medica ◽  
2019 ◽  
Vol 50 (2) ◽  
pp. 47-52
Author(s):  
Timuçin Erol
Keyword(s):  
Treatment Options ◽  
Early Postoperative Period ◽  
Stoma Creation ◽  
Quick Recovery ◽  
Stoma Complications ◽  
Post Operative Period ◽  
Life Threatening ◽  
The Ideal

An improper stoma creation can cause many complications, varying from minor to life-threatening ones. Conversely, a good functioning stoma, at the ideal site improves patient’s quality of life. Most of the stoma complications occur in the early postoperative period and all clinicians must be familiar to these complications. All measures before and during operation must be taken to avoid these complications. Careful follow up after post operative period can help early diagnosis, proper treatment quick recovery of the patient. This review focus on common complications and treatment options of stoma creation.  

scholarly journals SCIENTIFIC APPROACH OF 2013 CURRICULUM: TEACHERS� IMPLEMENTATION IN ENGLISH LANGUAGE TEACHING

2017 ◽  
Vol 6 (1) ◽  
pp. 33 ◽  
Author(s):  
Sri Ratnaningsih
Keyword(s):  
Junior High School ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Lesson Plan ◽  
Project Based Learning ◽  
Lesson Plans ◽  
Learning Objectives ◽  
English Language Teaching ◽  
Scientific Approach

The research is aimed at investigating the teachers� implementation of scientific approach in English Language Teaching in one state junior high school in Bandung Regency. In addition, this research discusses the conformation of the Scientific Approach implementation and the lesson plans based on the 2013 curriculum. This research employs a case study qualitative research design. The data were obtained from classroom observation and teachers� lesson plan analysis and interview. The findings showed that the teachers implemented the scientific stages in English Language Teaching. They conducted observing, questioning, experimenting, associating and communicating in the sequence activities. Besides, the teachers can demonstrate the student-centered learning strengthened by collaborative, cooperative, active and meaningful learning. However, concerning the conformation of the implementation with lesson plans, based on the indicators, learning objectives, learning materials, learning media, scientific stages and Scientific Approach model (discovery learning, inquiry leaning, problem based learning and project based learning), the teachers still have to underline and mention the Scientific Approach model and state learning objectives. Furthermore, the other components have been presented well in both teaching and lesson plans.Keywords: English language teaching, lesson plan, scientific approach, teaching practice, the 2013 curriculum

scholarly journals An Analysis of Teacher’s Lesson Plan for Learning English through Google Classroom in Junior High School

2021 ◽  
Vol 9 (1) ◽  
pp. 98
Author(s):  
Ni Wayan Fitriani ◽  
Luh Gd Rahayu Budiarta
Keyword(s):  
Junior High School ◽  
Lesson Plan ◽  
Core Competencies ◽  
Lesson Plans ◽  
Learning Objectives ◽  
Learning Materials ◽  
Design Data ◽  
Study Results ◽  
Teachers And Students ◽  
Selection Of

Online learning is something new for teachers and students, so there are various obstacles to it. This study aims to: analyze the preparation of EFL teachers in preparing lesson plans and identify and describe teacher difficulties in preparing lesson plans for EFL students. This study uses a qualitative descriptive research design. Data on teacher preparation and difficulties faced by teachers in preparing lesson plans were taken using a questionnaire by determining five aspects, namely: 1) learning objectives, 2) learning materials, 3) learning activities, 4) media and learning resources and, 5) learning assessment. The study results are that the teacher fulfills all the steps in compiling a one-page lesson plan, which fulfills the steps provided by the instrument. Regarding the problems faced in the process of preparing lesson plans by teachers, it can be synthesized that there are six difficulties encountered by teachers, such as 1) stating learning objectives that contain behavior (B), 2) connecting learning objectives to core competencies, 3) compiling learning materials based on indicators. Learning, 4) selection of learning media based on learning objectives, 5) selection of learning media based on learning materials, and 6) selection of assessment based on learning objectives.

QUALITY OF MAKING LESSON PLANS BY SENIOR HIGH SCHOOL TEACHERS IN SIAK REGENCY

2021 ◽  
Author(s):  
Zulhafizh Zulhafizh
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Senior High School ◽  
Lesson Plans ◽  
School Teachers ◽  
Descriptive Research ◽  
Research Findings

This study aimed to find out and toanalyze quality of lesson plans by senior high schoolteachers in Siak Regency. The lesson plans designed by teachers of the schools function as aguideline for them to run teaching and learning process at schools. It is a descriptive research. Dataof this study were collected through an instrument filled out by 142 respondents. They were seniorhigh school teachers in Siak regency. Data analysis was presented through descriptive statistics.The research findings revealed that quality of making lesson plans of senior high school teachers inSiak regency belong to the very high category (4.304 or 86.10%). The lesson plans aimed to matchteaching material with predetermined competencies, allocate time effectivelyand efficiently, decidemedia/tools as well as teaching materials, describe learning objectives and in detail, decideassessment techniques in accordance with the demands of the curriculum, organize teachingmaterials based on sequences and groups, decide appropriate teaching methods, design learningprocedures in accordance with competencies required, and decide appropriate references(textbooks, modules, computer program and so forth) to be used. These findings show that makinga lesson plan requires creativity and pedagogical skills. Creativity andmotivation lead to positiveaction in presenting quality, realistic, and concrete lesson plans

Efficacy of Adenoidectomy for the Treatment of Mild Sleep Apnea in Children

2020 ◽  
pp. 019459982095071
Author(s):  
Austin Tipold ◽  
Turaj Vazifedan ◽  
Cristina M. Baldassari
Keyword(s):  
Sleep Apnea ◽  
Case Series ◽  
Additional Treatment ◽  
Apnea Hypopnea Index ◽  
Obstructive Sleep ◽  
Mild Obstructive Sleep Apnea ◽  
The Mean ◽  
The Ideal

Objectives (1) To assess outcomes in children undergoing adenoidectomy for the treatment of mild obstructive sleep apnea (OSA). (2) To identify clinical factors that predict which children will have persistent obstruction following adenoidectomy. Study Design Case series with chart review over a 10-year period. Setting Tertiary children’s hospital. Subjects and Methods Children between 2 and 17 years old undergoing adenoidectomy for treatment of mild OSA (obstructive apnea-hypopnea index [AHI] between 1 and 5 on polysomnogram) were included. The need for additional medical or surgical intervention following adenoidectomy was recorded. When available, postoperative polysomnogram data were reviewed. Results In total, 134 children with a mean age of 5.4 years were included. Fifty-three percent (n = 71) were female and 57% (n = 76) were black. The mean (SD) baseline AHI was 2.2 (1.09). Caregivers reported a moderate impact of sleep disturbance on quality of life with a mean (SD) preoperative total OSA–18 score of 64.1 (19.28). Postadenoidectomy outcomes were reported for 105 patients (78%) with a mean follow-up time of 6 months. Sixty-nine percent (n = 72) of children had resolution of obstructive symptoms. While 31% (n = 33) of children required additional intervention following adenoidectomy, only 6.8% (n = 9) underwent a subsequent tonsillectomy. Demographic factors such as age and baseline AHI did not predict which children required additional treatment following adenoidectomy. Conclusion Adenoidectomy may be an effective treatment for mild OSA. A randomized trial comparing outcomes for adenoidectomy and adenotonsillectomy is needed to determine the ideal surgical treatment for nonsevere OSA in children.

scholarly journals Meningkatkan Kompetensi Pedagogik Guru Kelas dalam Penyusunan RPP Melalui Supervisi Akademik pada SDN Sungai Andai 3 Banjarmasin oleh : Sulis

2021 ◽  
Author(s):  
Jurnal Julak
Keyword(s):  
Teacher Education ◽  
Learning Process ◽  
Lesson Plan ◽  
Learning Objectives ◽  
Learning Tools ◽  
Component Selection ◽  
Three Stages ◽  
Copy And Paste ◽  
Evaluation Of Learning ◽  
Selection Of

Professional teachers must have 5 (five) competencies, one of which is the competence of preparing lesson plans. There are several factors that cause teachers to have difficulty in compiling it 1) Teachers do not have a linear educational basis so they are not equipped with knowledge about planning and implementing learning. 2) Teachers have never attended training on RPP preparation so they only copy and paste from their friends, even though, they are not relevant to the situation and conditions in their school so that the existing RPP cannot be used as a reference in the learning process. 3) Teachers have attended training, but have not been able to apply it in schools. One of the programs that can be held in the context of teacher empowerment is academic supervision (academic supervision).This research was conducted in three stages, namely preparation, implementation and evaluation/reflection, and carried out at least in two cycles. This research is aimed at teachers of all subjects who do not have a linear teacher education background totaling 20 people, namely: 16 class teachers, 2 sports teachers, and 2 PAI teachers. In cycle I, this action research involved 5 subject teachers who did not have a teacher education background, who were in this school. The research begins by submitting a self-made lesson plan according to the subjects and competency standards of each to the supervisor. Based on these data, supervisors provide guidance to teachers according to the difficulties of each teacher. In the second cycle, planning activities are based on reflection from cycle 1, while the steps for action and observation activities are the same as in cycle 1 by paying attention to the priority problems concluded in cycle 1 and followed by reflection activities.The results showed, in the components of the formulation of learning objectives indicators, there was an increase from 40% in the initial ability, to 60% in cycle 1 and increased to 70% at the end of the activity. In the Determination Component of learning materials and there is an increase in ability from 65% to 70% after cycle 1 and is stronger to 80%. In the Component Selection of Strategies and learning methods, there was a significant increase from the original 40% to 60% in cycle 1 and increased again to 75% after cycle 2. In the selection of media and learning tools there was also an increase from 60% at the beginning activities and after cycle 1, it becomes 80% after cycle 2. While in terms of planning evaluation of learning. From the original only 40% at the beginning of the activity, to 60% at the end of cycle 1 and managed to reach 70% at the end of cycle 2.Keywords: Academic Supervision, Pedagogic Competency

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