scholarly journals IMPLEMENTASI KURIKULUM 2013 PADA PEMBELAJARAN BAHASA INDONESIA DI SMA DI LOMBOK TENGAH

2018 ◽  
Vol 15 (2) ◽  
pp. 207-224
Author(s):  
Baiq Emilia Susdiana ◽  
Nurachman Hanafi ◽  
Sudirman Sudirman
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Lesson Plan ◽  
Authentic Assessment ◽  
Survey Method ◽  
Limited Time ◽  
Scientific Approach ◽  
K 13 ◽  
Bahasa Indonesia

 This study reports how attainments in the implementation of the 2013 Curriculum (K-13) in teaching bahasa Indonesia for SMA students. Using a survey method, this study assigned teachers, students, and administrators in SMAN 1 of West Brayat, Central Lombok Regency. The results show that handicaps do exist to teach bahasa Indonesia based on K-13 because: (1) teachers get problems on preparing teaching instructional designs and its attributes such as lesson plan, scientific approach teaching method, audio-visual toolkits, learning resources, and authentic assessment; (2) lack of understanding to perceive K-13 as an ideal curriculum that encourages students more active and self-independent learners; and (3) constraints appear in the implementation of K-13 include limited time, limited facilities and infrastructure, assessment, and activeness of students in the teaching and learning process. 

scholarly journals Kemampuan Guru Melaksanakan Pembelajaran Bahasa Indonesia Berbasis Kurikulum 2013 di SMPN 1 Pujut, Nusa Tenggara Barat

2019 ◽  
Vol 16 (2) ◽  
pp. 207-218
Author(s):  
Aa Nunu Aste Lestari ◽  
Rusdiawan Rusdiawan ◽  
Sudirman Sudirman
Keyword(s):  
Learning Process ◽  
Teaching Method ◽  
Lesson Plan ◽  
Evaluation Process ◽  
Material Development ◽  
Teaching Preparation ◽  
Plan Selection ◽  
Collection Data ◽  
K 13 ◽  
Selection Of

In this study, we address two purposes: to see the appropriateness between the lesson plan and comprehensible aspects of the 2013 Curriculum components, and appropriateness between teaching preparation made by teachers and the K-13 contents.  This study employed qualitative approached applying observation and questionnaire to collect data.  Analysis was based upon Miles and Huberman (1994) theories on data collection, data reduction, data display, verification and cioncklusion drawing.  Results show that the suitability between completeness of the components lesson plan with Curriculum 2013 is very less appropriate and the percentage suitability between learning process with teacher’s lesson plan 54.34% indicates low appropriateness.  Completeness and components of lesson plan are low in seven aspects:  indicator formulation, learning objectives,  material development,  teaching method plan, selection of media and learning resources, plan of teaching stages,  and assessment and evaluation process.  In addition, the appropriateness of learning process and plan in the lesson plan is perceived in different way dependent in teacher role and context when teaching in the classroom.  

scholarly journals THE IMPLEMENTATION OF JIGSAW IN TEACHING ESP SPEAKING FOR ACCOUNTING DEPARTEMENT IN UNIVERSITY OF MUHAMMADIYAH LAMONGAN

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Naajihah Mafuudloh
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Oral Communication ◽  
Limited Time ◽  
Learning Method ◽  
Class Management ◽  
Professional Teacher ◽  
Media Professional

Speaking is a part of spoken and productive skills. In oral communication, the speakers and listeners are actively involved in the message. The speakers transfer a message in the appropriate language, and listeners have to interpret the message. Brown (2004) defines speaking as a productive skill that can be directly and empirically. In teaching speaking, lecturers should have a proper technique to enhance the students to be more active in the speaking class. Therefore, teachers need some appropriate techniques face that condition. Jigsaw is one of cooperative learning method that will help the students gain the information not only by reading the materials, but also sharing and discussing with their friends. Jigsaw consists of several groups, in which every group consists of several students who have various in ability, gender, religion and race. The purpose of this study was to describe the implementation of Jigsaw, the supporting factors in Jigsaw, and the teacher’s obstacles in implementing Jigsaw. In conducting this study, the writer applied descriptive qualitative research as the research design because it described the phenomena that exist in the Jigsaw implementation. The data are collected in the form of words. The reseacher used observation and interview to gain the data. Based on the result that concluded, there were 3 important points. First, choosing material, making lesson plan, organizing Jigsaw in classroom, giving quiz, and evaluating were the steps in implementing Jigsaw for speaking class. Then supporting factors were media, professional teacher, situation surround the class, material, student’s motivation, and class management. Third, limited time and different level of student’s comprehension were the obstacles that faced by the lecturer. In conclusion, Jigsaw was recommended for teaching Speaking, because it gained the students to be more active and interactive in teaching and learning process.

scholarly journals The Implementation of CTL Method in teaching English to the students of MAN 1 Enrekang

2021 ◽  
Vol 16 (1) ◽  
pp. 125-136
Author(s):  
Rahmad Risan ◽  
Hasriani Hasriani ◽  
Maemuna Muhayyang
Keyword(s):  
High School ◽  
Learning Community ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Authentic Assessment ◽  
English Teachers ◽  
Limited Time ◽  
Teaching English ◽  
Five Elements

This research shows the implementation of contextual teaching and learning conducted by the English teachers of MAN 1 Enrekang in teaching English. MAN 1 Enrekang is senior high school that is located in Enrekang regency, Sulawesi Selatan, as one of the schools where most of the teachers there implement CTL method in teaching, include teaching English. However, sometimes the students still find it difficult to understand the material being taught, especially English. This research employed descriptive qualitative method, in which the data collected and analyzed qualitatively by giving description about the phenomena or facts have been found in the field. The subjects of the research were the English teachers of MAN 1 Enrekang. They are English teachers who have implemented CTL in teaching English. Based on the result, it can be concluded that the implementation of CTL method in teaching English to the students of MAN 1 Enrekang was not totally or fully conducted. There are seven elements should be applied in teaching and learning for implementing CTL. They are constructivism, inquiry, modeling, reflection, learning community, questioning, and authentic assessment. Eventhough the teachers understood and admitted implementing CTL in teaching English, the result of the observation shows that the English teachers applied only five elements of CTL in the classroom, while there were two elements of CTL those have not been applied because of the limited time in teaching and learning process, they are constructivism and inquiry. The element of CTL that was applied frequently is questioning

scholarly journals Penerapan Pendekatan Saintifik dan Normatif dalam Pembelajaran Aqidah Akhlak di Madrasah Ibtidaiyah

2017 ◽  
Vol 1 (2) ◽  
pp. 193-204
Author(s):  
Mundir Mundir
Keyword(s):  
Learning Process ◽  
Lesson Plan ◽  
Holistic Approach ◽  
First Semester ◽  
Normative Approach ◽  
School Based ◽  
Scientific Approach ◽  
Innovative Learning ◽  
K 13

Learning paradigm shift mandates the learning process that truly empower, explore the creativity of students during fun and innovative learning. 2013 Curriculum (K-13) recommending scientific approach as an approach in any learning is realized in the form of active learning, including Aqidah Akhlak learning. This study focus on how planning of scientific and normative approach in Aqidah Akhlak learning in elementary school, how to apply and how to evaluate learning? With a naturalistic approach and case study, the results showed the following results: 1) Planning of learning that are intra-curricular carried out in the form of lesson plan (RPP) K-13 version and school-based curriculum (KTSP) conditionally, while planning extra-curricular learning to do since the beginning of the first semester. 2) Practice learning to use a scientific approach, the normative approach, and the approach to practice. 3) Learning evaluation conducted on the readiness of students in the learning process, the learning process and learning outcomes, with authentic and holistic approach to assessmen.

scholarly journals PENERAPAN PENDEKATAN SAINTIFIK MODEL PROBLEM BASED LEARNING DALAM PEMBELAJARAN PAI

1970 ◽  
Vol 1 (3) ◽  
pp. 371-390
Author(s):  
Rohmadi Rohmadi
Keyword(s):  
Learning Process ◽  
Lesson Plan ◽  
Problem Based Learning ◽  
Authentic Assessment ◽  
Islamic Education ◽  
Research Subjects ◽  
Scientific Model ◽  
Scientific Approach ◽  
Descriptive Approach ◽  
Model Approach

This research is underpinned by some related problems of the scientific approach application of formulated based on the 2013 curriculum, especially the scientific approach of problem based learning in the Islamic Education of VII grade students at SMPN 1 Ngaglik Yogyakarta. The problem to study in the research is the planning, application, and evaluation of scientific model approach of problem based learning in the Islamic Education learning process. This research was conducted qualitatively through descriptive approach. The research is targeted towards the Islamic Education teachers of SMPN 1 Ngaglik as the research subjects. The research object is the implementation of scientific model approach of problem based learning of the Islamic Education learning process. The data were analyzed through interactive model of Miles and Huberman comprised of data condensation, data display, and conclusion drawing/ verification. The research reveals that (1) The learning implementation of Islamic Education at VII grade of SMPN 1 Ngaglik is already based on the syllabus of and Lesson Plan determined by Permendikbud of Indonesian Republic Number 22 Year 2016, (2) The Learning implementation of Islamic Education at VII grade of SMPN Ngaglik has met the standardized scientific model approach of problem based learning in that teachers have implemented the learning stages as written in the scientific model of problem based learning comprehensively. However, it turns out that (3), the evaluation used has not met the criteria of authentic assessment of 2013 curriculum since the Islamic Education teachers of VII grade students of SMPN Ngaglik did not conduct journal assessment.

scholarly journals KESESUAIAN RENCANA PELAKSANAAN PEMBELAJARAN DAN PROSES PEMBELAJARAN

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Poppy Anggraeni ◽  
Aulia Akbar
Keyword(s):  
Learning Process ◽  
Primary Schools ◽  
Research Method ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Survey Method ◽  
Public And Private ◽  
High Category ◽  
High Level ◽  
The City

Lesson plan is one of important role in the teaching and learning process in Primary Schools. It contains plans for activities or activities that will be carried out during learning. This research aims is to describe the suitability of lesson plan and the learning process in elementary school. The research method used is a survey method, involving a sample of 12 public and private elementary schools in the city of Sumedang. Data collection techniques using observation, documentation and questionnaire techniques, the data that has been obtained is then analyzed using simple statistical techniques. The results showed that the suitability of lesson plan and the learning process had a percentage of 68.0% and were in the high category. This shows that all activities listed in the lesson plan start from the initial activities (79.8%), main activities (63.8%) and closing activities (68.86%) are in accordance with the activities carried out in the learning process. Thus it can be concluded that the lesson plan that has been prepared by the teacher and the learning process that has been carried out in the Sumedang City Primary School has a high level of suitability. However, even though it has a high category, but not fully in accordance with the lesson plan used, so there is still a need for further guidance and development for teachers so that they are always guided by the lesson plan so that learning becomes more directed and in accordance with the prepared plan. 

scholarly journals Implementation of Scientific Approach in English Teaching at SMPN 1 Gringsing Batang

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Luluk Fatwiana Muslimah ◽  
Ngasbun Egar ◽  
Siti Musarokah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
English Teaching ◽  
Final Project ◽  
Scientific Approach ◽  
Teachers And Students ◽  
The Media ◽  
Teaching Learning ◽  
Descriptive Qualitative

This research aimed: 1) to identify the implementation of scientific approach in English teaching at SMP N 1 Gringsing, 2) to identify the problems faced by the teachers and students implementing scientific approach in English teaching, and 3) to know the teachers’ solutions of the problems. The method used in this final project is descriptive qualitative. The writer used observation sheet and documentation gotten by recording the activities, and the lesson plan of the teachers in collecting data. The result of the analysis shows: 1) the implementation of scientific approach in teaching learning process at SMP N 1 Gringsing Batang is running well, although the five steps are not working well because the time was not enough to finish all of steps of scientific approach in one meeting. 2) the problems in teaching learning process were divided into two parts.  The first was problems of the teachers. Here, the first teacher often forgot to give apperception in the opening step as stated in the lesson plan. The teachers found the students were less active in learning process of questioning step. Moreover, the teachers gave same instruction in exploring and associating step by giving same questions but different pattern (written and orally). Then, the teachers were lack in the media of teaching learning process, so it made students bored. The second was problems faced by the students that they were being nervous, afraid, or ashamed if they made a mistake in arranging the question or sentence, and show their work. Sometimes they felt difficult when they found new vocabularies. 3) there were some solutions made by the teachers to solve the problems. They corrected the students’ pronunciation and wrong sentence. The teachers let students to open their dictionary to find the meaning of difficult words. Furthermore, they gave motivation to the students that they should be more active in the teaching and learning process. In addition, the teachers gave punishment by giving questions to students who did not focus in learning process and the students were asked to write what they had learnt on that day in “My Journal”. It was to know the students’ development. Finally, the teachers should improve the techniques in learning process, so the students can receive the material easily.

Pengembangan buku ajar praktikum mata kuliah morfologi tumbuhan di laboratorium biologi

2016 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Suraida Suraida
Keyword(s):  
Research And Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Plant Morphology ◽  
The State ◽  
State Institute ◽  
Plan Execution ◽  
Islamic Studies ◽  
Biology Laboratory

Abstrak Penelitian ini dilakukan karena proses pembelajaran di laboratorium Biologi IAIN STS Jambi yang masih minim sarana prasarana yang ada di laboratorium, sehingga menghambat proses pembelajaran khususnya untuk mata kuliah Morfologi Tumbuhan. Penelitian ini bertujuan mengembangkan buku ajar praktikum dan mengetahui praktikalitasnya. Jenis Penelitian ini adalah penelitian pengembangan (Research and Development) dengan menggunakan 4-D Models yang terdiri dari 4 tahap yaitu Define, Design, Develop dan Disseminate. Karena adanya keterbatasan waktu dan biaya maka tahap disseminate tidak dilakukan. Produk yang dikembangkan berupa buku ajar praktikum yang divalidasi oleh validator. Produk yang telah divalidasi dan dinyatakan valid oleh validator, kemudian diujicobakan pada proses pembelajaran yang bertujuan untuk melihat nilai praktis buku ajar praktikum di laboratorium Biologi. Analisis data yang digunakan adalah data deskriptif untuk memvalidasi perangkat pembelajaran oleh pakar pendidikan. Selain itu juga diteliti data praktikalitas penggunaan perangkat pembelajaran ini yang diperoleh dari observasi dosen dan respon siswa. Nilai validitas produk 83,31% yang dikategorikan valid. Sementara nilai kepraktisan berdasarkan data observasi keterlaksanaan SAP, angket respon dosen dan siswa dikategorikan sangat baik atau sangat praktis. Penelitian menyimpulkan bahwa perangkat pembelajaran di Laboratorium Biologi yang dikembangkan adalah valid dan sangat praktis digunakan baik dosen maupun siswa. Kata Kunci : Pengembangan, buku ajar praktikum, laboratorium biologi Abstract [The development of a course book for plant morphology at biology laboratory] This research was triggered by the limited facilities of the biology laboratory at the State Institute of Islamic Studies Sulthan Thaha Saifuddin Jambi which became a constrain in the teaching and learning process of Plant Morphology classroom sessions. The objective of this research was to develop a course book as well as to reveal its practicality. The researcher did a research and development using 4-D Models consisting of four stages namely; define, design, develop, and disseminate. Considering the limitation of time and finance, the disseminate stage was not executed. The test revealed the validity score of the product was 83,31% which categorized as good. For its practicality, the product was considered as very good based on observation of lesson plan execution and lecturers’ and students’ response. In summary, the course book developed for the course at Biology Laboratory was categorized as valid and practical to be used by both students and lecturers. Keywords: development, a course book, biology laboratory

The experiences and understandings of the K-13 curriculum implementation of Indonesian teachers of Adapted Physical Education (APE)

2020 ◽  
Vol 42 (3) ◽  
pp. 29-42
Author(s):  
Erick Burhaein ◽  
Beltasar Tarigan ◽  
Diajeng Tyas Pinru Phytanza
Keyword(s):  
Physical Education ◽  
Special Needs ◽  
Authentic Assessment ◽  
Primary Teacher ◽  
Basic Knowledge ◽  
Learning And Development ◽  
Ongoing Research ◽  
Special Needs Education ◽  
Scientific Approach ◽  
K 13

The purpose of this study was to illuminate the experiences and understandings of adaptive physical education (APE) teachers in their implementation of the newly introduced K-13 curriculum in special needs schools (SLB) in Indonesia. This research is a replication of previous research (Sigid XXABSTRACT Setiawan, 2018) conducted with primary school physical education (PE) teachers. Twenty-six APE teachers aged 28-39 years (X = 34.04, SD = 3.46) who worked with various disabilities in SLB were involved as participants. Data collected were observations, interviews, and documentation working within a phenomenological framework. Results indicated that teachers’ experiences of the K-13 implementation were focused on (1) the acquisition of basic knowledge and competence, (2) the adoption of the scientific approach, (3) the use of authentic assessment, and (4) awareness of the supporting and inhibiting factors. The understandings arising from these experiences were that: (1) the required knowledge of APE SLB teachers could be found within the supporting government publications; (2) the scientific approach placed systematic student problem solving at its core, and; (3) authentic assessment involves a comprehensive focus on the learning and development of skills, attitudes and knowledge. A comparison of these findings with those of the primary teacher study showed that some of the additional understandings revealed by the Adapted PE teachers reflected some of the specific demands and challenges facing teachers in the context of special needs education. This research should serve as a reference for novice teachers in emphasizing that good K-13 curriculum learning at all levels must involve preparation for its implementation and its assessment. Recommendations for the value of ongoing research of this nature with a broader cohort of teachers are made.

IMPLEMENTASI MODEL PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DENGAN PENDEKATAN KONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITAS PEMBELAJARAN DI SMP NEGERI 13 KOTA MALANG

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Romlah .
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Lesson Plan ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Review Time ◽  
The Subject ◽  
Effective Teaching And Learning

IMPLEMENTASI MODEL PEMBELAJARANPENDIDIKAN AGAMA ISLAM DENGAN PENDEKATANKONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITASPEMBELAJARAN DI SMP NEGERI 13 KOTA MALANGOleh :Romlah *)Fakultas Agama Islam UMMABSTRACTIslamic Education teaching and learning process considerably applied traditional teaching modelsresulting low student’s interest in the subject. It influenced the internalization of Islamic Educationvalues to students. According to the above background, contextual approach was assumed to create amore meaningful and effective teaching and learning process. The study revealed that most teachersdeveloped instructional material merely based on Teacher Association for Islamic EducationReference, a discrepancy between lesson plan and the implementation was found due to insufficienttime and too-much material, and a problem in applying various methods was found due to student’sbasic competence diversity ranging from the 75-80% to 20-25% mastery creating less conduciveatmosphere for effective teaching and learning process. Accordingly, Islamic Education teachersneeded to review the previous materials using questioning technique and point particular students toanswer the questions during the review time to attract more attention.Keywords: Implementation of IslamicEducation Teaching Model, ContextualApproach, Improving the Teaching andLearning Process

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