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

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.

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

LINGUA Journal of Language Literature and Teaching ◽

10.30957/lingua.v15i2.527 ◽

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.

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EVALUASI PROSES PEMBELAJARAN READING PADA MATA KULIAH BAHASA INGGRIS II DI JURUSAN TARBIYAH STAIN KUDUS

Edukasia Jurnal Penelitian Pendidikan Islam ◽

10.21043/edukasia.v9i2.780 ◽

2014 ◽

Vol 9 (2) ◽

Author(s):

Syaiful Mujab

Keyword(s):

Elementary School ◽

Learning Process ◽

Teaching And Learning ◽

Lesson Plan ◽

Evaluation Process ◽

Product Evaluation ◽

Kindergarten Teacher ◽

Education Department ◽

Learning Evaluation ◽

Teacher Needs

Perkembangan kegiatan belajar mengajar harus dievaluasi untuk mengetahui sukses tidaknya sebuah pembelajaran. Evaluasi ini harus dilakukan karena pengajaran sekarang tentunya akan mempengaruhi proses belajar selanjutnya. Penelitian ini bertujuan untuk mengetahui bagaimana hasil evaluasi pembelajaran mata kuliah Bahasa Inggris II (reading) di STAIN Kudus dan bagaimana tawaran silabi dan SAP mata kuliah bahasa Inggris II untuk program studi PGMI dan PGRA. Metode penelitian ini adalah evaluatif yang difokuskan pada evaluasi konteks, evaluasi proses, dan evaluasi produk. Subyek dalam penelitian ini dilakukan dengan teknik purposive sampling. Hasil penelitian ini menunjukkan bahwa evaluasi pembelajaran mata kuliah Bahasa Inggris II di STAIN Kudus sudah berjalan dengan baik. Hal ini dibuktikan adanya beberapa indikator. Hasil kedua adalah tawaran silabi dan SAP Bahasa Inggris II untuk PGMI da PGRA seharusnya dilakukan perbaikan dan penyesuaian dengan kompetensi yang diharapkan dari para lulusan nantinya.Kata kunci: evaluasi pembelajaran, English II (reading)TEACHING SYSTEM EVALUATION OF “BAHASA INGGRIS II” (ANALYSIS STUDY ON READING LEARNING PROCESS IN EDUCATION DEPARTMENT, STAIN KUDUS. The improvement of teaching and learning process should be evaluated to determine the success or failure of the learning process. It should be carried out because it will affect the learning process further. This research had purposes to know how the teaching and learning evaluation of Reading in STAIN Kudus and how is the syllabi dan lesson plan of Reading for Education of Islamic Elementary School and Kindergarten Teacher. The method of this research was evaluative because it was focused on Context Evaluation, Process Evaluation and Product Evaluation. The result showed that the teaching and learning evaluation of Reading in STAIN Kudus run well. It was prooved by some indicators. The second result showed that syllabi dan lesson plan of Reading for Education of Islamic Elementary School and Kindergarten Teacher needs to be improved and adapted with the students competence.Keywords: learning evaluation, English II (reading)

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Teaching Grammar and Vocabulary

JOURNAL OF ADVANCES IN LINGUISTICS ◽

10.24297/jal.v2i1.2009 ◽

2014 ◽

Vol 2 (1) ◽

pp. 61-79

Author(s):

Azmi Azam

Keyword(s):

Teaching Method ◽

Teaching Strategy ◽

Lesson Plan ◽

Lesson Planning ◽

Communicative Language Teaching ◽

Reading Materials ◽

Time Scheduling ◽

Root Analysis ◽

Teaching Grammar ◽

Selection Of

The teaching of grammar and vocabulary is a complex but crucial process in the course of an educationaland epistemological programmeforlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by a teacher of English. In case of methods, generally four types of method i.e. Grammar Translation method, Directmethod, Audio-lingual method and Communicative Language Teaching method can be specified. Further, in case of teaching vocabulary, diverse methods particularly- keyword method, word map,restructuring reading materials, root analysis and so on can also be marked as necessary. While we come across syllabus designing, we find: Grammatical syllabus, Structural syllabus, Situational syllabus and Notional-functional syllabus. In case of materials we have textbooks, workbooks, reference books, teachers manual, supplementary materials, remedial materials and so on. After selection of materials, the selection of gradation comes including linear and cyclic gradation. The checklist is a kind of manual or work-plan provided by the teacher to the students. As a whole, the checklist includes daily programme of topics selected in specific to be taught in a lecture or several lectures whereas a lesson plan is a detail discussion of the topic with the division of time scheduling for each and every class.

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

10.31219/osf.io/e5gz3 ◽

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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Pengelolaan Pembelajaran Biologi di SMP Negeri 1 Boyolali

Jurnal VARIDIKA ◽

10.23917/varidika.v25i2.724 ◽

2015 ◽

Vol 25 (2) ◽

Author(s):

Anis Arimpi

Keyword(s):

Data Collection ◽

Learning Process ◽

Lesson Plan ◽

Learning Plan ◽

Teaching Aids ◽

Analysis Technique ◽

Collection Data ◽

Biology Learning ◽

Data Collection Technique ◽

Daily Test

The reseach’s purposes are (1) to describe the characteristics of biology learning plan at SMP Negeri 1 Boyolali, (2) to describe the characteristics of biology learning process at SMP negeri 1 Boyolali, (3) to describe the characteristics of evaluation of biology learning process at SMP Negeri 1 Boyolali. This is a descriptive qualitative research which is carried out at SMPN 1 Boyolali. The subjects of the reseacrh are the principal, biology teacher and student of SMPN 1 Boyolali. Data collection technique used in this research are observation, interview and documentation. Data analysis technique used are data collection, data reduction, data presentation and conclusion.In this reseach, the validity of the data consists of credibility, reliability, and objectivity.The result of this research are (1) the characteristic of biology learning plan at SMP Negeri 1 Boyolali is started by arranging syllabus, followed by arranging annual plan, semester plan, and lesson plan.(2) the characteristic of biology learning process at SMP negeri 1 Boyolali is started by doing aperception, and carried out with some learning methods which are able to increase the learning achievement. The methods use are tutorial, discusion, demonstration, CTL and task giving teaching aids used in the biology lesson are LCD, computer, worksheet which of course, match the teaching material given (3) characteristic evaluation at SMP 1 Boyolali carried out in the form of daily test, mid semester test, semester test, and practice result of the student.

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ANALISIS PROSES PEMBELAJARAN BAHASA ARAB PADA TINGKAT TSANAWIYAH DI PONDOK PESANTREN TA’MIRUL ISLAM

JURNAL TATSQIF ◽

10.20414/jtq.v15i2.7 ◽

2017 ◽

Vol 15 (2) ◽

pp. 173-190

Author(s):

Nurul Hidayatul Amalina ◽

Muhammad Nashirudin

Keyword(s):

Time Allocation ◽

Time Management ◽

Teacher Motivation ◽

Teaching Method ◽

Lesson Plan ◽

Arabic Language ◽

Teaching Process ◽

Teaching Preparation ◽

Two Factors ◽

Qualitative Descriptive

The current research intends to describe about the implementation of teaching standard process in Arabic Language subject in Ta’mirul Islam Islamic Boarding School Surakarta consisting of (1) lesson preparation in Arabic Language consisting syllabus and lesson plan, (2) the teaching implementation in Arabic Language, and (3) the inhibit factors in Arabic Language teaching preparation and implementation including their alternative solutions. The current research is a qualitative descriptive. The data are collected through interview, observation, and documentation. Based on data analysis, the current research found that: 1) the syllabus used for language subjects are adapted from Pondok Modern Gontor. Meanwhile, lesson plans for Arabic Language subject are formulated by teachers themselves individually. It is found that the lesson plan formulations are not working optimally. 2) Teaching implementations are conducted standardized enough, such as the number of students, time allocation, textbooks, and teaching process. 3) one of the barrier factors for syllabus formulation is the lack of coordination among teachers about the scope of teaching materials. Teacher motivation and teacher time management are among two factors inhibit lesson plan formulations. Meanwhile, factors that inhibit the implementation of teaching processes such as lack of material review by teachers and monotonous teaching method affecting the attraction of teaching process. The recommended solution to overcome those barriers are making an endeavor to enhance teacher motivation and conducting class supervision.

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

Jurnal Pendidikan Islam Indonesia ◽

10.35316/jpii.v1i2.49 ◽

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.

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Meningkatkan Profesionalisme Guru Kelas I Dan II Melalui Optimalisasi Pelaksanaan Supervisi Akademik Di Gugus Nakula V Kecamatan Serengan Kota Surakarta

Manajemen Pendidikan ◽

10.23917/jmp.v11i2.2660 ◽

2016 ◽

Vol 11 (2) ◽

pp. 178

Author(s):

Ismiyatun Ismiyatun

Keyword(s):

Action Research ◽

Direct Observation ◽

Learning Process ◽

Lesson Plan ◽

Primary Data ◽

Main Task ◽

Location Selection ◽

Professional Teacher ◽

In The Beginning ◽

Selection Of

This research aimed at increasing the teacher’s ability in making a lesson plan and conducting a learning process in the class. Type of this research is an Action Research. This research was conducted in 5 school areas of Gugus V Nakula of Serengan Sub-district, Surakarta. The location selection of this research was because the schools are under the guidance of the researcher, because from the results of observation, there were still many teachers who had not understood the main task and functions of a professional teacher. This research was conducted for three months from July 2011 to September 2011, starting from the preparation up to the reporting. Basically, the data which became the analysis materials were primary data that were through a direct observation obtained from the respondents by using the Instrument of Observation. The data consisted of data on the teachers’ ability in composing a syllabus and lesson plan (RPP), as well as implementing a learning in the class. The results of the research conclusion and discussion were as follows: 1) The giving of guidance in the beginning of composing the syllabus, the lesson plan, and the implementation of learning can optimize the results of supervision that was increasing the teachers’ professionalism. It could be viewed from the increase in the teachers’ ability from the early condition, cycle I and cycle II based on the data obtained by the researcher; 2) The Academic Supervision could increase the teachers’ ability in becoming professional teachers. From 13 teachers who became the researcher’ partners, their professional ability was increased significantly. In composing the lesson plan in the cycle I, from 13 teachers, all of them (100%) obtained scores under 90. Nevertheless, in cycle II, the scores of all teachers increased, therefore, only one teacher whose score was under 90 (7.69%). Similarly, in their ability of implementing the learning, in cycle I, only 2 teachers whose scores were above 80 (15%). Nevertheless, in cycle II, the teachers’ scores increased totally, only one teacher whose score was under 90.

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The Improvement reasoning ability of students to mathematic and logic through colour chip worksheet in the basic education unit in Tanjung Morawa

ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat ◽

10.32734/abdimastalenta.v4i2.3246 ◽

2019 ◽

Vol 4 (2) ◽

pp. 109-114

Author(s):

Putri Khairiah Nasution ◽

Aghni Syahmarani ◽

Maulida Yanti

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Basic Education ◽

School Students ◽

Learning Mathematics ◽

Teachers And Students ◽

Post Test ◽

K 13 ◽

Grade 3 ◽

Selection Of

Learning media is tools for teaching and learning process. Related to the use of instructional media as a component that can help teachers and students in the learning process. In learning mathematics at SDIT Deli Insani, there is still lack of learning media as a component in the learning process. The selection of the most appropriate media that must be considered to achieve the expected goals is to stimulate the ability to choose, increase communication power, stimulate independence, encourage motivation, and increase student creativity. The worksheet is a piece of learning media as well as an innovative game that can be carried around, the exam material is in accordance with the K-13 curriculum for elementary school students grade 1 to 4. By taking a sample of students grade 3 and 4 consist of 30 students per class, done a pre-test about material of mathematics, then explained the use of color chip worksheets. Next, learned the material using a worksheet of color chips. And finally, a post test was conducted to measure up which students could absorb the material. The evaluation, carried out about 2 months after the training, the teachers and students have independently used a worksheet of color chips and the students' abilities significantly improved.

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PENGEMBANGAN PERANGKAT PMR DAN PENGARUHNYA TERHADAP HASIL BELAJAR MATEMATIKA PADA SISWA KELAS VIII SMP KATOLIK AMBON

JUMADIKA : Jurnal Magister Pendidikan Matematika ◽

10.30598/jumadikavol2iss2year2020page87-95 ◽

2020 ◽

Vol 2 (2) ◽

pp. 87-95

Author(s):

Helena Mataheru

Keyword(s):

Learning Process ◽

Lesson Plan ◽

Flat Space ◽

Learning Outcome ◽

Learning Approach ◽

Learning Material ◽

Average Percentage ◽

Material Development ◽

Solid Edge ◽

Realistic Mathematic

This study aimed at: 1) producing a valid learning material of realistic mathematic for flat space solid edge material at VIII grade students of SMP Katolik Ambon; 2) finding out the effect of using learning material of mathematic realistic toward learning outcome for flat space solid edge material at VIII grade students of SMP Katolik Ambon. This study was an experiment research initialized by conducting development research to produce learning material oriented to realistic mathematic learning for flat space solid edge material at VIII grade. The development process of learning material followed the procedure of Thiagarajan 4-D model of development that had been modified without dissemination. The results of learning material development with realistic mathematic learning approach were lesson plan, learning material, students’ worksheet and learning outcome test, while the experiment was used to describe the learning effectiveness with realistic mathematic learning approach and to compare learning outcome between students who followed learning process with realistic mathematic learning approach and students who learnt conventionally for flat space solid edge material. The results showed that: 1) learning material with realistic mathematic learning approach for flat space solid edge material had fulfilled the criteria which was show by good expert validation, teachers’ activity in managing learning process, students’ activity, positive responses of teachers and students toward learning material and the average percentage of students learning outcome achieving 79% of whole students in the class; 2) students learning outcome was increased based on analysis of inferential statistic, so it could be concluded that the development of learning material of realistic mathematic affected students learning outcome for flat space solid edge material at VIII grade students of SMP Katolik Ambon

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