Manajemen Pembelajaran

Tulisan ini disusun dengan maksud mengeksplorasi masalah manajemen pembelajaran di sekolah yang patut mendapat perhatian semua pihak. Masalah mutu lulusan diberbagai jenjang dan jenis sekolah dipengaruhi pula oleh kualitas manajemen pembelajaran yang diterapkan di sekolah. Fakta bahwa seluruh proses dan hasil belajar yang dicapai siswa sangat tergantung kepada peranan, tugas dan tanggung jawab kepala sekolah dan guru di sekolah. Salah satu tugas dan peran kepala sekolah dan guru adalah pengelola proses pembelajar yang bertumpu pada kinerja yang bermutu. Proses pengelolaan di sekolah harus dimulai dari tahap perencanaan, pengorganisasian, pelaksanaan, pengawasan, penilaian dan tindak lanjut. Yang menjadi tuntutan itu adalah supaya proses manajemen pembelajaran dimaksud dilakukan dengan baik dan benar oleh guru yang profesional, sehingga memuat konten pembelajaran yang mampu menghasilkan kompetensi akademik dan non akademik yang utuh di dalam diri siswa. Oleh karena itu, kualitas kerja guru dalam merencanakan sampai mengevaluasi dan menggunakan hasil belajar peserta didik, berkorelasi positif dengan mutu lulusan di sekolah. Guru yang memiliki kinerja manajerial positif yang tercermin secara efektif dalam proses belajar mengajar, tentu akan memberikan dampak besar terhadap hasil pembelajaran yang dicapai oleh peserta didiknya. Pelaksanaan proses belajar mengajar di sekolah didahului dengan pekerjaan manajemen yang baik dan benar, adalah keniscayaan kerja setiap pemimpin pembelajaran yang disebut Kepala Sekolah dan guru selaku eksekutor pembelajaran di sekolah

Organizational Development and Change Along with the Reinventing in Education

The purpose of organizational development, especially educational organizations, is the formation of an educational organization in the provincial and district/city governments, so that education units at all types and levels are open and generate trust for educators and their communities. Organizational open and generate trust for educators and their communities. Organizational development interventions tend to emphasize the application of collaborative or interpersonal and group strategies in inter-organizational actions in a coordinative or vertical manner, in accordance with the spirit of reinvention. In restructuring educational organizations or reinventing education to increase the activities and programs of the Provincial, Regency and City Education Offices in carrying out routine activities, they must be changed, no longer using a bureaucratic approach with a participatory approach. The paradigm of education officials must be changed, so that in accordance with the spirit of the implementation of school-based management in schools. By giving a large role to schools in the spirit of change, the school has a high creativity to compete in improving the quality and quality of education in the school

Metaphorical and Strategic Competence in the Spanish Language Teaching Classroom as a Foreign Language through Task-Based Learning Methodology

This article focuses on highlighting the application of discourse analysis in the Spanish Language Teaching as a Foreign Language. Especially, it does emphasize the importance of the conceptual fluency acquisition, as a strategic competence in particular, and as a communicative competence in general for non-native speakers of other languages enrolled in Spanish courses as a foreign language. That is, it does draw attention to Metaphorical Competence (MC), which can be defined as the ability to acquire, create, and interpret metaphors in the target language. For this purpose, we have chosen a Golden Age poet, Gongora, considered by most literary critics as the most influential and important poet in Spanish-language poetry, whose works represent the most admirable literary masterpieces in the western classical literature and Baroque poetry. In the same way, we would like to bring to light his literary value, excellent, and didactic potential for teaching poetry in the second language classroom, underpinned by a Task-based Learning methodology.

Student Teams Achievement Division: Hasil Belajar Siswa Materi Segi Empat

Mathematics is one of the subjects considered difficult by students, so the learning outcomes obtained by students are low. The same thing also happened at SMPN 4 Ambon, after observing and interviewing the subject teachers, 58% of students obtained completeness of student learning in square material. Based on this, the teacher is required to be able to use the learning model so that the material is easily understood or understood by students and creates student-centered learning. So that it can improve student learning outcomes. This study aims to determine the increase in student learning outcomes in class VII-6 SMP Negeri 4 Ambon through the STAD type cooperative learning model with 28 research subjects consisting of 15 male students and 13 female students. Classroom Action Research (CAR) consists of 4 (four) stages, namely: Planning, Implementation, Observation, and Reflection. Data collection is done by observation and tests. The results of observation of the activity showed that there was an increase in each cycle. Likewise with learning outcomes in each cycle has increased namely in the first cycle student learning outcomes by 71.4% or 20 students increased to 89.3% or 25 students in the second cycle so an increase of 17.9%.

Analisis Strategi Pembelajaran Ekspositori pada Guru IPS

Tujuan dari penelitian ini adalah untuk mengetahui strategi pembelajaran ekspositori pada guru IPS di SMP Negeri 9 Leihiutu Satap. Penelitian dilakukan dengan menggunakan metode deskriptif untuk menggambarkan kejadian atau peristiwa pada saat pembelajaran berlangsung. Hasil penelitian menunjukan bahwa dalam proses pembelajaran ekspositori ada lima tahapan yang digunakan oleh guru dalam proses pembelajaran berupa persiapan, penyajian, korelasi, penyimpulan dan pengaplikasian. Di dalam tahapan tersebut pelaksanaan pembelajaran dengan strategi ekspositori pada guru sudah sesuai dengan perencanaan serta terlaksana dengan baik. Hal ini dapat terlihat bahwa siswa telah memahami materi dan mampu menjawab pertanyaan-pertanyaan guru dengan baik. Dapat disimpulkan bahwa penggunakan strategi ekspositori pada guru IPS sudah terlaksana dengan baik

How To Create A Good Test

Assessment is a very important part of a learning process. To conduct the assessment, teachers have to design a test. To retrieve a quality of a test, a physics teacher needs to do the items analysis. There are several ways of doing items analysis which including the analysis of difficulty index, discrimination index, and analysis of the validity and reliability. This research is a descriptive study that aims to describe systematically and accurate information on the actual situation in this case about the difficulty index, discrimination index, validity and reliability of the items. The variables analyzed were the quality of teacher-made tests physics. The results of this study indicate that physics teacher-made tests have low validity, reliability moderate or medium, high difficulty index, and poor discrimination index