29/01/2012
A.
Preliminary
Learning implementation will run with
well if planned well, too. Good sense here is
when RPP contains all the components of learning and each component is mutually
related and support; if the implementation of learning in accordance with the plans
both with regard to material and time used and the results
achieved. Very possible that a good lesson plan is not
can be implemented either in the implementation of learning, let alone plan
learning is not good. Therefore, a key lesson plans
The first successful implementation of learning.
One aspect of the learning plan is
assessment. Implementation of learning outcomes identified by the assessment. When
appraisal well planned, expected results of the implementation of learning
well too. Good understanding of the assessment is that all stages of preparation
assessment tools in accordance with the standards of assessment, ranging from
grating up to the point of writing about.
So, how to plan implementation
learning (RPP) and make a good assessment tool? What are the elements
must exist in an RPP? What are the stages of preparation of the Draft? How
sure (what criteria) that the RPP has a good quality? How
make a good assessment tool? How to make sure (what criteria) assessment tool
good?
The paper contains concise explanations
Draft standards and assessment of learning. As a standard,
explanation of a general nature. Each teacher is expected to apply standards
These correspond to the characteristics of the subjects that diampunya.
Term differences that may exist between teachers' various eye
RPP lessons and assessments, as it gets training from instructors
Different or minimized wherever possible agreed in general. Sometimes,
different style of delivery that can be misunderstood, as if
there is a very essential so as not willing to compromise.
It is hoped the discussion in this workshop
produce enough understanding for teachers in preparing lesson plans and tools
assessment in accordance with their respective subjects.
B. Preparation of Draft
1. Elements of RPP
That we should proceed from the same base; to
we do not indulge in ego and the will of each; that we see
pembeljaran process all basically the same subjects, we should
This discussion started with candy stars. 41 of 2007 on the Standard Process.
One important aspect that is set in the Standard Process is a compilation
RPP. RPP
translated from the syllabus to guide students in learning activities
efforts to reach KD. Every teacher in the educational unit shall prepare
Draft a complete and systematic so that learning takes place as well: an interactive,
inspiring, fun, challenging, motivating learners to
actively participate and provide enough space for innovation,
creativity, and independence in accordance with their talents, interests, and physical development
learners as well as psychological.
RPP
prepared for every KD that can be implemented in one meeting or
more. Teachers to design lesson plans for each piece of customized meetings
by scheduling the educational unit. Kompenen RPP are as follows.
a. The identity of the subjects: Identification of subjects, including: unit
education, class, semester, program / program expertise, subjects or themes
lessons, the number of meetings.
b. Competency standardsStandards of competence is a qualifying
minimal ability learners who describes the acquisition of knowledge,
attitudes, and skills to be achieved in each grade and / or
the semester on a subject. Standr competence
taken from Content Standards.
c. Basic competencies: Basic competence is a capability
learners who have mastered in a particular subject as a reference
development of indicators of competence in a lesson. Basic competence can also be copied from the Content Standards.
d. Indicators of achievement of competencies: Indicators of competence
is a behavior that can be measured and / or observed to show
achievement of certain basic competence is the reference currency valuation
lessons. Indicators of achievement of competencies formulated by using the word
operational work that can be observed and measured, which includes knowledge,
attitudes, and skills.
e. Learning objectives: Learning objectives describe the process and
the expected learning outcomes achieved by learners in accordance with
basic competencies. It often happens
differences in interpretation between the indicators of competence and achievement goals
learning. On the one hand some say the same, on the other hand there are
differently said in a statement. Said the same parties argued that the indicator is
special purpose. In the formulation of goals starting with "Students can ...", while
indicators starting with operational work. For those who expressed different
argued that the indicator is more detailed than the destination. A destination
learning has a lot of indicators. For example, an indicator that students are able
interviewing a person is (1) has (made) a list of questions (guidelines
interviews), (2) ask questions (sounds obvious, easily understood sentences),
(3) present the results of the interview (answers summarized sources, explaining
to others). Authors of this paper in favor of a different state.
f. Teaching materials: Teaching materials include
facts, concepts, principles, and procedures, and written in the form
items in accordance with the formulation of indicators of achievement of competencies. There are two kinds of teaching materials, (1) subject matter and (2) material
learning. Subject matter is something (objects, reading, drawing, map, people,
etc.) that can be emulated by the students. Learning material is a theory
(Definitions, terms, principles, categories, and systematics), which explains
how to implement something like the subject matter. For example, KD is
dibelajarkan informants interviewed regarding the basic material is
video interviews and manuscript reports the interview, while the learning is
understanding of the interview, making the technique an interview guide, step-lengkah
conducting interviews, questioning techniques, and techniques menyimpuklkan interviews. The second material is necessary
developed, directly under the caption of material or attached at the rear
RPP. The more detailed the better the material development of RPP.
g. Allocation of timeAllocation of time
determined in accordance with the purposes for KD and the burden of learning achievement. Appropriate allocation of time determined by taking into account
the KD and the amount of time provided in a semester.
h. Teaching methods: Learning methods used by teachers to
create an atmosphere of learning and the learning process so that learners achieve
basic competence or set of indicators that have been set. Election
learning methods adapted to the circumstances of learners, as well as
characteristics of each of the indicators and competencies to be achieved in
each subject. Thematic learning approach is used for participants
students in grade 1 to grade 3 SD / MI. The method is written
is that really going to be applied in learning activities. Often
there are a number of methods in the RPP, but the activity
learning is not seen the application. Although this section only
written the name of the method, however, its application is written in the activities
learning, to achieve the indicators / objectives which the method was used.
1) Introduction: Introduction
is the initial activity in a meeting devoted to learning
motivating and focusing the attention of learners to
participate actively in the learning process. To in the introduction does not include greetings penyapa
from teachers to students when the teacher entered the room and not the activities including lectures
attendance. Introduction deals with KD: apperception, KD delivery, indicators,
and objectives.
2) Core: core activities
is a learning process to reach KD. Learning activities
conducted in an interactive, inspiring, fun, challenging, motivating
learners to actively participate and provide enough space
for innovation, creativity, and independence in accordance with their talents, interests, and
physical and psychological development of students. This activity is carried out
systematically and systemically through the process of exploration, elaboration, and
confirmation. In part this is
all the methods / techniques applied. Respectively, explain its use
in here.
3) Closing: Closing
the activities undertaken to put an end to the learning activities
can be done in the form of a summary or conclusion, assessment and reflection,
feedback, and follow-up. Write down the activities
cover that can make students more sculpted on what they have just
learned so much longer can remember. Reflection is very important because
relating to the benefits of learning and assessing learning.
j. Assessment of learning outcomes: Procedure and instruments
assessment process and learning outcomes tailored to the achievement indicators
competence and refer to the Standard Assessment. Grains form and matter listed here. Teremasuk
rubric and a key question.
k. Learning resources: Determination of learning resources based on competency standards
and basic competence, as well as teaching materials, learning activities, and indicators
achievement of competence. Learning resources such as
books, recordings, expressed with such a complete library list.
2.
The principles
Preparation of Draft
a. Attention to individual differences in learners: Draft prepared
taking into account differences in gender, initial capability, the
property, interest, motivation, talent, potential, social skills, emotional,
learning styles, special needs, speed of learning, cultural background,
norms, values, and / or environment of students. Applications of individual differences were seen in the diversity
learning activities, choice of material that does not marginalize ethnic or religious
particular, no gender bias, the sustainability of a material, the jangkay
students' intellectual, proximity to the student environment, and economic levels
the average student (if something needs to be purchased).
b. Encourage the active participation of students: The learning process
designed with a focus on the learner to encourage motivation, interest,
creativity, initiative, inspiration, independence, and enthusiasm for learning. This does not just look at options subject matter, but also on
learning activities. As far as possible hindri speak, but the design
various student activities on an ongoing basis. Our students are often noisy because of
they are not involved in the process of doing something as part of
learning. Calculate the time and number of activities to do so
there are no opportunities to do things beyond the material
learning.
b. Develop a culture of reading and writing: The learning process
designed to develop a hobby of reading, understanding of diverse readings, and
expression in various forms of writing.
One disadvantage of our nation we are the low interest in reading because he
do not feel the need to read. Maybe the teacher is not assigned him to read, and
if there is the task of reading, not monitored what they read. Assign also
students write what they read or what they learned. As far as
possible, each week students are given
the task of writing, at least one or two paragraphs. This not only
task of the teacher of Indonesian, Indonesian teachers that train students to write,
other subject teachers to assign students to write itself. Thus, the
all teachers are teachers of reading and writing.
c. Provide feedback and follow-up: RPP load design
program providing positive feedback, reinforcement, enrichment, and remediation. At the end of the lesson the students will certainly have a complete and
incomplete. Therefore, RPP, especially in the assessment, completed as well
with enrichment and remedial programs complete with methods and material.
d. The linkage and integration: RPP
prepared by taking into account linkages and integration between SK, KD, material
learning, learning activities, indicators of achievement of competencies,
assessment, and learning resources in a whole learning experience. RPP
prepared to accommodate thematic learning, integration of cross-eye
lessons, learning aspects of the cross, and cultural diversity. Is this possible? Very likely because it is basically science
one, we are to divide it into several meta lesson. On
Essentially, the purpose of schooling is to master the basics
knowledge, skills, and forming attitudes. All eyes
lessons, in essence, is simply a tool to achieve those three things. Student
are good at science and math, but not good at writing and
socializing will not be complete as a perfect human being. Students who
jaunty, but silly in science and mathematics usually look stupid.
e. Applying technology
information and communication: Draft prepared by considering the application
information and communication technologies in an integrated, systematic, and
effective in accordance with the circumstances.
The use of ICT is required to go to fast and a lot more students get
of information. ICT makes life easier, but ICT can also make people
too confident so it was no need of others. Balance
and studied the nature is the key to success in life.
One aspect of
learning that is often overlooked is the assessment (assessment) or evaluation (evaluation).
In general, educators (teachers and lecturers) "less familiar" with the assessment.
Teaching preparation (RPP / syllabus) might be good for the material and complete with
method, and able to perform well, but the monitoring of results
learn whether for repair purposes or to determine the attainment of PBM
end is often overlooked.[1]
Teachers or lecturers who rarely reached the stage of assessment for competency stiap
basic dibelajarkan
It's hard to know
what actually happens in the classroom because after the teacher / lecturer in.
class, what would they do is their autonomy. More teachers
KD talked about which more will be taught rather than ensuring that
KD ago has been owned by the students. In their daily discussions among
teachers in the teachers' council office, saying that came out was, "It's up to KD
What time is it? I've been up to KD 7.1, I will go to KD 7.2. "'I
should pursue a goal to be achieved all the KD until the end of this month. "
There is almost no discussion of whether the KD that has been mastered the student passed or
yet, whether an assessment tool (if any) that they use the right or not.
Teachers are not enough to just think of how many targets have been KD
completed / dibelajarkan, but more important is the extent to which each
KD has been completed by the student.
Of course there are many teachers
are willing and able to prepare and implement the assessment process
good (innovative and creative). They assessed the process experienced by students. When
there are weaknesses, they are trying to find solutions to the achievement of students into
better. However, this is rarely done. Teachers' lesson plans are made for
certification purposes (they are certainly senior teachers) there are many who
incomplete. There is no material development, in the judgment only
mentioned types and forms of assessment, because while none. Even if
written two or three essays, rubrics to correct it is not attached.
If attached, was CONSIDERED AND WHAT TO ASSESS HOW
A BASIC COMPETENCE still not right.
I wonder what
cause it, but be aware that the assessment of the learning process
very important. These interests can be seen on signs that are
in Candy No. 20 Year 2007 on the Assessment of Learning. Some of the things
Chewing is important in a teacher needs to be understood as follows.
1.
Principles of assessment:
valid, objective, fair, open, thorough and continuous, systematic,
beracuan criteria, and accountability. This principle shows good quality assessment tools and
implementation of the assessment.
2.
Assessment of learning outcomes
by educators use a variety of assessment techniques in the form of tests, observations,
assignment of individuals or groups, and other forms in accordance with
characteristics of competence and level of development of the learner. Assessment of learning
should consider the characteristics of the subjects. Skills subjects
(Language) seharunys more use of performance assessment (performance assessment); Subjects
Science and Mathematics more use of assessment process (assessment process), Social studies
more use of assessment
3.
Assessment instruments
learning outcomes that educators use to meet the requirements of (a) the substance,
is considered to represent competence, (b) construction, is
meet the technical requirements in accordance with the form of instrument used, and
(C) language, using language that is good and right and communicative
according to the level of development of the learner. These requirements are
shows the quality assessment tool. Well what is assessed, the type and form
assessment tools, as well as disclosure of an assessment tool that indicates whether
an appropriate assessment tools, appropriate, and easy to understand.
4.
The design strategy
assessment conducted by educators at the preparation of the syllabus
penjabarannya is part of the implementation of learning plan (RPP). Supposedly, each
formulation of indicators or learning objectives followed by an assessment tool that
proper, appropriate, and easy to understand. At least made the records
possible assessment tools relevant to the indicator / objective. When
too long a distance between formulate indicators / objectives by making the tool
assessment will likely forget that it is hard to reinvent the tools
relevant, accurate, and easy to understand it.
5.
The results of daily tests
informed to the students before the test was held the next day.
Learners who have not reached KKM should follow the remedial learning. This signaled that
test / exam / test should be corrected / disekor / diponten and the results as soon as
may be delivered to students. That way, students can also achieve
be enriched or improved and they raged with
topic.
6.
Assessment of learning outcomes
by educators conducted on an ongoing basis, aimed at to
monitor the process and the learning progress of students as well as to improve
effectiveness of learning activities. The assessment includes the following activities as
the following:
a.
inform the syllabus
subjects in which the load on the design and assessment criteria
beginning of the semester.
b.
develop indicators
KD achievement and choosing the appropriate valuation techniques when preparing
syllabus subjects.
c.
develop instruments
and guidelines for assessment in accordance with the forms and assessment techniques are selected.
d.
carry out tests,
observation, assignment, and / or other required forms.
e.
assessment process
to know the progress of learning outcomes and learning difficulties of students.
f.
returns a result
examination of student work with feedback / comments to educate.
g.
utilizing the results
assessment for learning improvement.
With regard to the issues
faced by students in learning, there are some things that can be done by
teachers, among other things, (1) implement the learning improvement, (2) enrichment, (3) coaching
learning attitude, and (4) increased motivation to learn. Improvement is a form of
specific learning that is given to one or more students
who have difficulty learning in accordance with the problems experienced by students. Activity
principal learning is an attempt to repair the wrongs that
occur in accordance with the demands of the students learned the basic competencies.
On learning
improvement, the teacher does not need to repeat all the teaching materials that have been delivered.
Improvements focused on the mandate of the KD is not controlled by students. How can beerupa (1) provision of guidance
specifically for students and individuals who have not or have difficulty
in the control of specific KD or (2) provision of a task or treatment (treatment) In particular the nature
simplification of the implementation of regular pembelajarn. The streamlined shape
that teachers can do, among others, by simplifying the content / materials, how
presentation (for example, with pictures, schematics, graphs, simple summary), and
simplification of the given problem.
For students who
quite fast in the study are given enrichment. Way in which the
carry out the enrichment can be either (1) the provision of additional reading or
discussions to broaden students' horizons about the specific KD (2) the provision of
task to perform image analysis, reading, or paragraph, (3) gives
additional practice problems, (4) help other students who have not reached
exhaustiveness or a peer tutor.
Candy items
20/2007 showed the importance of assessment, both in
prepare, execute and follow up results. The question is: (a)
Do we have to meet the principles of good judgment, (b) Do we have
using a variety of assessment techniques? (3) Is the assessment instruments have been
sufficient to meet the requirements? (4) Did RPP already contains aspects of the assessment
complete? (5) Whether the assessment is notified to the students?
(6) Are the results penilaia been followed up in accordance with student achievement
individual?
If all questions
was answered "Already!" then that's the ideal teacher in the assessment. If not,
start thinking about this. Not to happen, the failure of students
due to our carelessness in assessing.
by: Prof. Dr. Atmazaki Dt. Mongguang Sati, M.Pd.
Professor
Learning Indonesian Padang State University Born in Batuhampar,
Fifty-City district, dated August 24, 1959. Address: Complex Singgalang
A block 10/11 0751 481 520 Padang Phone: 081 363 213 986 Mobile: Email: atmazaki2002@yahoo.com; a-zaki@ranahminang.net.
[1]
Neglected it is not done, but peencanaan, implementation, and feedback
behind it have an impact on the quality of learning. Perhaps this term
redundant as well, but I use to remind us all that
assessment is vital in learning prose.
