scholarly journals Meningkatkan Standar Proses melalui Pelaksanaan Supervsisi Akademik pada Jenjang Sekolah Dasar di Kecamatan Gantarang Kabupaten Bulukumba

MANAZHIM ◽  
2021 ◽  
Vol 3 (2) ◽  
pp. 293-307
Author(s):  
Muhabbabe Muhabbabe ◽  
Effendi M
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Teacher Development ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Implementation Plan ◽  
Coaching Model ◽  
Learning Conditions ◽  
The Will ◽  
Implementation Plans

Objective conditions that occur in schools, where teachers in carrying out teaching tasks without good planning certainly cannot create conducive learning conditions for improving the quality of student learning processes and outcomes. To improve such conditions, it can be done by carrying out teacher development through the implementation of academic supervision in the hope that teachers have the will to continuously improve their competency feasibility. The problems studied are (1) how is the model for fostering junior teachers in order to make a learning implementation plan oriented to active student learning, (2) how is the coaching model for junior teachers in order to implement a learning implementation plan oriented to active student learning, (3) whether the development of junior teachers through the implementation of academic supervision can improve the ability of teachers to make lesson plans oriented to active learning models, and (4) whether the development of junior teachers through the implementation of academic supervision can improve the ability of teachers to implement lesson plans that well made. The results of the data analysis show that: (1) the development of junior teachers carried out through the implementation of academic supervision can improve the ability of teachers to make learning implementation plans oriented to the active learning model, and (2) the development of junior teachers through the implementation of academic supervision. improve the ability of teachers to carry out learning based on a well-made lesson plan.

Building Lesson Plans for Twenty-First-Century Active Learning

2017 ◽  
Author(s):  
Ari Bader-Natal ◽  
Joshua Fost ◽  
James Genone
Keyword(s):  
Active Learning ◽  
Curriculum Design ◽  
Lesson Plan ◽  
Lesson Plans ◽  
First Century ◽  
Design System ◽  
First Year ◽  
Course Development ◽  
First Semester ◽  
Iterative Improvement

When we initially created and refined the first-year Cornerstone courses at Minerva, we evolved a set of shared processes, conventions, and templates to support the process of developing lesson plans for active learning. After devoting two full years of curriculum design effort exclusively to these four courses, we faced the challenge of scaling our course development process to simultaneously design a much larger number of upper-division courses. In order to consistently and efficiently create extraordinary active learning experiences, we started to develop a software-based lesson plan authoring tool that would encapsulate and codify our previously-validated templates and processes. This tool, Course Builder, grew to also support the management and iterative improvement of our full curriculum. By the end of its first semester in use, the combined functionality of Course Builder and the Active Learning Forum allowed us to move beyond the need for a Learning Management System entirely. In this chapter, we introduce the Course Builder curriculum design system. We take a close look at how this technology allows us to collaboratively design, systematically coordinate, and iteratively improve on courses and lesson plans built specifically for active learning.

Teaching from Lesson Plans

2017 ◽  
Author(s):  
Vicki Chandler ◽  
Stephen M. Kosslyn ◽  
Richard Holman ◽  
James Genone
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Lesson Plan ◽  
Teaching Experience ◽  
Role Playing ◽  
Lesson Plans ◽  
Crucial Aspect ◽  
The Core ◽  
High Level ◽  
Interactive Exercises

Abstract A crucial aspect of the Minerva curriculum is the lesson plan, which is used to structure and guide every class session of the Cornerstone, Major Core and Concentration courses. This chapter describes how professors use these lesson plans and how they form the basis for dynamic, evolving class sessions while maintaining a high-level of structure and consistency over different sections of the same class. The lesson plans specify assigned readings and videos, exercises the students work through before class, quizzes at the beginning and end of class, carefully crafted sets of active learning activities, and more. The core of the lesson plans is the activities, which rely on problem solving, focused analyses in small breakout groups, polls together with discussions, role-playing scenarios, debates, Socratic relays where students take turns discussing a given topic, and many other interactive exercises. In all of this, the professor plays a central role, shaping the discussion, adapting to evolving circumstances, and providing expertise to ensure that students understand the class material. The professor keeps the class focused on the learning outcomes that are specified in the lesson plan and which inform every aspect of it. In every class, students must actively interact with the professor and with each other, which makes every session a dynamic and distinct teaching experience.

scholarly journals Classroom Management Strategies in English Language Teaching: A Perspective of English Teacher

2020 ◽  
Vol 3 (2) ◽  
pp. 105-113
Author(s):  
Rifdah Diniatulhaq ◽  
Annafi Ananda Oktaria ◽  
Azwar Abbas
Keyword(s):  
Classroom Management ◽  
Student Learning ◽  
English Language ◽  
Lesson Plan ◽  
Management Strategies ◽  
Structure Interview ◽  
Curriculum Planning ◽  
English Language Teaching ◽  
Classroom Management Strategies ◽  
Learning Conditions

The essence of classroom management is the creation of more conducive student learning conditions. The conducive learning conditions are the most important prerequisite for the smooth implementation of student learning activities, so that the smooth learning process influences the learning outcomes more optimally. Good class management is one that can serve and help students' needs in learning. Therefore, the characteristics and needs of students are the first things that need to be known and taken into account by the teacher as well as possible. To collect the data, the researchers used semi-structure interview and the obtained data were analyzed with descriptive-qualitative method.The result showed that there are three dominant aspects of classroom management system, namely; curriculum and instructional management’s (i.e. curriculum planning, making the lesson plan, scheduling, method implementation learning and assessment), management behavior (i.e. teacher sets and enforces the rules and the procedure, teacher starts the lesson, teacher builds relationships with students, teachers apply discipline and consequences and teacher is involved in the process learning), and management of the environment (i.e. class settings namely structuring furniture and determining the number of students).

scholarly journals Improving Teacher's Ability in Developing Innovative RPP During The Covid-19 Pandemic Through Academic Supervision Program in SMAN 1 Puloampel Academic Year 2020/2021

2021 ◽  
Vol 4 (1) ◽  
pp. 13-26
Author(s):  
Rohadi Rohadi
Keyword(s):  
Character Education ◽  
Science Teachers ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Lesson Plans ◽  
Added Value ◽  
Teacher Competence ◽  
Research Subjects ◽  
Average Value ◽  
Implementation Plans

This School Action Research (PTS) aims to improve the ability of teachers to develop innovative lesson plans through academic supervision (individual scientific and technical supervision models) during the COVID-19 pandemic. This research was conducted in four stages, namely planning, implementation, observation and reflection, and was carried out in two cycles. The research subjects were 4 science teachers and 4 social studies teachers in my school, namely SMAN 1 Puloampel, Serang district, Banten province. The components of the innovative RPP assessment consist of formulating indicators, formulating learning steps (KBM), allocating time, determining learning resources, formulating teaching methods, and formulating assessments while the innovations that are expected in making the RPP are RPPs that can produce, combine, have added value, something new and answers problems and is integrated with Strengthening Character Education (PPK), oriented to HOTS or improving students' higher thinking skills and having 21st-century skills. In the first cycle, the researcher observed an increase in teacher competence in making innovative lesson plans. The results of observations of individual RPP assessments in the first cycle showed an average value of 68.4%. In the second cycle, the teacher's average value increased in making lesson plans, which was 77.6%. While the classical lesson plan completeness assessment from cycle I and cycle II showed a good average value of 73%. This proves that academic supervision can improve the ability of teachers in preparing innovative RPP (Learning Implementation Plans).

scholarly journals Upaya Meningkatkan Hasil Belajar Siswa melalui Penggunaan Model Pembelajaran Complete Sentence pada Mata Pelajaran Al-Qur’an Hadits Pokok Bahasan Surat At-Takatsur

2020 ◽  
Vol 17 (1) ◽  
pp. 81
Author(s):  
Rida Marida ◽  
Tanto Aljauharie Tantowie
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Lesson Plan ◽  
Student Learning Outcomes ◽  
Lesson Plans ◽  
Average Score ◽  
Class Iii ◽  
The Subject

The objectives of this study were: (1) To improve the ability of teachers in compiling lesson plans on the subject of Al-Qur'an Hadith on the subject of Surat At-Takatsur using the Complete Sentence model in class III MI Cikupa, Werasari Village, Sadananya District, Ciamis Regency; (2) To improve the teacher's ability in the process of implementing learning on the subject of Al-Qur'an Hadith, the subject of the At-Takatsur letter by using the Complete Sentence model in class III MI Cikupa, Werasari Village, Sadananya District, Ciamis Regency; (3) To improve student learning outcomes in the subject of Al-Qur'an Hadith, the subject of the At-Takatsur letter using the Complete Sentence model in class III MI Cikupa, Werasari Village, Sadananya District, Ciamis Regency. The research method used was Classroom Action Research (PTK) using the John Elliot model. This research was conducted in three cycles by carrying out several steps starting from planning, implementing, observing and reflecting. Data collection techniques used were observation, tests, interviews and descriptive analysis. The data collection instrument used was the instrument of observation of the lesson plan, the teacher's research instrument of the learning process and the instrument of student learning outcomes. After analyzing the data, the researchers obtained the following conclusions: (1) The ability of the teacher in compiling lesson plans in the Al-Qur'an Hadith subject using the Complete Sentence model increased, it was proven that in cycle I got an average score of 86.09, including the good category, in cycle II 88.13 is in the good category, and in cycle III 90.02 is in the very good category. (2) The ability of the teacher in the learning process of Al-Qur'an Hadith using the Complete Sentence model increases, it is proven that in the first cycle it gets an average score of 85.32 which is in the good category, in the second cycle 87.54 is in the good category, and in the third cycle 90 is in the good category. (3) The student learning outcomes in the Al-Qur'an Hadith subject using the Complete Sentence model increased, from the first cycle it got an average score of 70.71 including the enough category, in the second cycle 78.33 was in the good category, and in the cycle III 87.14 is in the good category

scholarly journals PELATIHAN PEMBUATAN PERANGKAT AJAR SILABUS DAN RPP SMK PGRI 1 LIMAU

2021 ◽  
Vol 2 (2) ◽  
pp. 48
Author(s):  
Rachmi Marsheilla Aguss ◽  
Dina Amelia ◽  
Zaenal Abidin ◽  
Permata Permata
Keyword(s):  
Lesson Plan ◽  
Lesson Plans ◽  
Technical Training ◽  
Teacher Professionalism ◽  
Educational Goals ◽  
Planning Tool ◽  
Vocational High School ◽  
Further Training ◽  
The Right ◽  
Implementation Plans

Planning can provide guidelines for the implementation of learning, so that it is right on target and effective. One of the goals of educational planning that is very meaningful made by teachers as educational directors is the Syllabus and Learning Implementation Plans and Plans (RPP). Teachers of SMA/Vocational High School (SMK) PGRI 1 Limau are the right target for community service activities considering that the school has not had sufficient technical training. The purpose of this dedication activity is to train and motivate teachers to be able to develop the perfect syllabus and lesson plans. The lesson plan (RPP) is a more specialized planning tool than the syllabus. This educational implementation plan is designed to guide teachers in teaching so that they are not far from educational goals. Recognizing the importance of planning this lesson, teachers should not teach without planning. There is also feedback that shows that the training is suitable with the needs of increasing teacher professionalism and is optimistic that the training can be achieved. Supporting energy for training in the form of space or supporting facilities is sufficient so that the training can run easily, well, on time, and fun. Participants are very supportive of further training. Keywords: Building teacher professionalism with syllabus training, lesson plans, 2013 curriculum.

scholarly journals Peningkatan Kompetensi Guru dalam Penyusunan Rencana Pelaksanaan Pembelajaran Melalui Supervisi Akademik di SMP Negeri 1 Sooko

2020 ◽  
Vol 13 (1) ◽  
pp. 110
Author(s):  
Mochamad Sayudi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plans ◽  
Implementation Plan ◽  
Teacher Competency ◽  
Success Criteria ◽  
Pedagogical Competence ◽  
One Step ◽  
Implementation Plans

ABSTRAKTujuan utama dari penelitian ini adalah untuk membantu meningkatkan kompetensi paedagogik guru-guru di SMP Negeri 1 Sooko dalam menyusun rencana pelaksanaan pembelajaran (RPP) yang sesuai dengan standar kompetensi masing-masing. Hal tersebut dikarenakan keberhasilan dalam proses belajar mengajar tidak lepas dari perencanaan pembelajaran yang disusun oleh guru sebelum melaksanakan pembelajaran. Salah satu langkah yang bisa digunakan adalah supervisi akademik. Hasil penelitian ini menunjukkan bahwa supervisi akademik dapat meningkatkan kompetensi guru dalam menyusun rencana pelaksanaan pembelajaran (RPP). Berdasarkan penilaian, penyusunan RPP dari rata-rata 68,4 pada prasiklus meningkat menjadi 71,3 pada siklus I. Berdasarkan tingkat ketuntasannya, terjadi peningkatan dari 40,9% pada prasiklus menjadi 61,3% pada siklus I. Hal tersebut belum memenuhi kriteria keberhasilan sehingga dilakukan penelitian siklus II. Kemudian, didapatkan nilai rata-rata kompetensi guru dalam menyusun rencana pelaksaan pembelajaran 74,00 dan berdasarkan ketuntasan mencapai 84%.Kata kunci: supervisi akademik, RPPABSTRACTThe main objective of this research is to improve the pedagogical competence of teachers in SMP Negeri 1 Sooko, in preparing Learning Implementation Plan that is in accordance with their respective competency standards, because success in the teaching and learning process cannot be separated from the learning planning which is prepared by teacher before carrying out learning. One step that can be used is academic supervision. The results of this study indicate that academic supervision can improve teacher competency in developing learning implementation plans (RPP). Based on the assessment of the preparation of lesson plans from an average of 68.4 in the pre-cycle increased to 71.3 in the first cycle. Based on the completeness level of 40.9% in the pre-cycle increased to 61.3% in the first cycle. It does not meet the success criteria, so Cycle II research was carried out and the average teacher competency score in preparing the learning implementation plan was 74.00 and based on completeness reached 84%.Keywords: academic supervision, learning implementation plan

scholarly journals PENINGKATAN KOMPETENSI PAEDAGOGIK GURU PAI DALAM MENGEMBANGKAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) MELALUI TEKNIK SUPERVISI INDIVIDUAL DI WILAYAH BINAAN HARJAMUKTI KOTA CIREBON

2021 ◽  
Vol 1 (3) ◽  
pp. 244-252
Author(s):  
AISYAH AISYAH
Keyword(s):  
Curriculum Implementation ◽  
Lesson Plans ◽  
Learning Objectives ◽  
Assessment Instruments ◽  
Research Subjects ◽  
Implementation Plan ◽  
Individual Supervision ◽  
Research Procedure ◽  
Implementation Plans

So far, PAI teachers in preparing the 2013 curriculum implementation plan do not understand the GPA, learning objectives, determining factual, conceptual, and procedural material, as well as the difficulty in compiling rubrics and assessment instruments. Seeing the problems faced by teachers in preparing and developing learning implementation plans, it is necessary to have special guidance, namely individual supervision in developing learning implementation plans. For this reason, this study aims to improve the pedagogic competence of PAI Harjamukti teachers in Cirebon City in developing learning implementation plans through individual supervision. The research subjects were 20 PAI teachers in the Harjamukti area of ??Cirebon City. So the focus of this research is on the pedagogic competence of PAI teachers in the preparation and development of learning implementation plans. This research procedure consists of 3 cycles, in each cycle consisting of four stages, namely preparation of actions, implementation of actions, observation and monitoring of actions, and reflection. The results of this study are as follows: in the first cycle, PAI teachers have not been able and have not understood in the preparation of lesson plans there are only 5% who understand in the good category. In Cycle II, 40% of PAI teachers were in the good category, and in Cycle III, there was a very significant increase, there were 35% who understood the preparation and development of learning implementation plans in the good category and 60% in the very good category. So it can be concluded that Individual Technical Supervision can improve the competence of PAI teachers in compiling and developing lesson plans. ABSTRAKSelama ini guru PAI dalam menyusun rencana pelaksanaan pembelajaran kurikulum 2013 belum faham dalam membuat IPK, tujuan pembelajaran, menentukan materi faktual, konseptual, dan procedural, serta sulitnya dalam menyusun rubrik dan instrument penilaian. Melihat masalah-masalah yang dihadapi guru dalam Menyusun dan mengembangkan rencana pelaksanaan pembelajaran, maka perlu adanya bimbingan khusus yaitu supervisi individual dalam mengembangkan rencana pelaksanaan pembelajaran. Untuk itu penelitian ini bertujuan untuk meningkatkat kompetensi pedagogik guru PAI Harjamukti Kota Cirebon dalam mengembangkan rencana pelaksanaan pembelajaran melalui supervisi individual. Subyek penelitiannya adalah 20 guru PAI yang ada di wilayah Harjamukti Kota Cirebon. Jadi fokus penelitian ini adalah pada kompetensi pedagogik guru PAI dalam penyusunan dan pengembangan rencana pelaksanaan pembelajaran. Prosedur penelitian ini terdiri dari 3 siklus, pada setiap siklusnya terdiri dari empat tahapan yaitu persiapan tindakan, pelaksanaan tindakan, pengamatan dan pemantauan tindakan, serta refleksi. Adapun hasil penelitian ini sebagai berikut : pada siklus I guru PAI belum mampu dan belum memahami dalam penyusunan RPP hanya ada 5% yang memahami dengan katagori baik. Pada Siklus II semakin meningkat ada 40% guru PAI dengan katagori baik, dan pada Siklus III sangat segnifikan meningkat drastis ada 35% yang memahami dalam dalam penyusunan dan pengembangan rencana pelaksanaan pembelajaran dengan katagori baik dan 60% dengan katagori sangat baik. Jadi dapat disimpulkan bahwa Supervisi Teknik Individual dapat meningkatkan kopmpetensi guru PAI dalan menyusun dan mengembangkan rencana pelaksanaan pembelajaran.

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).

PENERAPAN PENDEKATAN PEMBELAJARAN PAKEM DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IV SDN 002 BAGAN BESAR

2017 ◽  
Vol 5 (3) ◽  
pp. 411
Author(s):  
Elvi Zahara
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Teaching ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Increased Activity

The background of this research is the lack of students' mathematics learning outcomes. Thelow yield caused by the learning of mathematics teaching is so very boring, monotonous,stressful and meaningless. Departing from the problems that occur in the field, especially ingrade IV SDN 002 Bagan Besar then there needs to be a strategy that can provide learningmathematics is expected to show active learning, creative, effective and fun. This research istindaan class (PTK), instrument collecting data observation and test learning outcomes. Theresults obtained: Increased activity of the students from the first cycle to the second cycle arevery significant. The increase in active learning, creative, and fun efekif the students alsofollowed by an increase in student learning outcomes. This is evidenced by the increase in thelearning outcomes of the first cycle to the second cycle. Namely, from the average value of 88,27 (cycle I) increased to an average value of 97, 59 (cycle II).

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