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 Peningkatan Kompetensi Mengembangkan RPP melalui Lesson Study bagi Guru SD Laboratorium

2020 ◽  
Vol 5 (2) ◽  
pp. 243
Author(s):  
Achmad Supriyanto ◽  
Wasih DS ◽  
Roni Herdianto
Keyword(s):  
Action Research ◽  
Lesson Study ◽  
Lesson Plan ◽  
B Value ◽  
Study Data ◽  
Lesson Plans ◽  
Teacher Competence ◽  
Research Subjects ◽  
Teacher Competency ◽  
Field Notes

<pre><strong>Abstrack:</strong> This School Action Research aims to uncover and describe teacher competencies in developing Lesson Plans, and implementing lesson studies. This SAR was designed with the Mc Taggart's classroom action research design in two action cycles. The research subjects were 11 elementary school teachers. The research instrument was developed by researchers in the form of work tables 1-5 to collect teacher competency data designing 10 components of lesson plans, and field notes to record the implementation of lesson study. The data collected was reduced to two main data, analyzed qualitatively and quantitatively using the mean and percentage techniques. The results of SAR cycle 1 showed that the competence to design the components of the lesson plan with a C value was 50%, a competence with a B value was, and the rest of 10% need further guidance. The results of SAR cycle 2 showed that 100% of teacher could achieve B value in designing lesson plans. Thus, it is proven that lesson study can improve teacher competence in developing lesson plans. </pre><strong>Abstrak:</strong> Penelitian Tindakan Sekolah ini bertujuan mengungkap dan mendeskripsikan kompetensi guru mengembangkan Rencana Pelaksanaan Pembelajaran dan pelaksanaan <em>lesson study</em>. Penelitian Tindakan Sekolah ini dirancang dengan rancangan penelitian tindakan kelas model Mc.Taggart dalam dua siklus tindakan. Subjek penelitian 11 orang guru SD. Instrumen penelitian dikembangkan oleh peneliti berupa tabel kerja 1-5, untuk menghimpun data kompetensi guru merancang 10 komponen RPP, dan catatan lapangan untuk mencatat pelaksanaan lesson study. Data yang terkumpul direduksi menjadi dua data utama, dianalisis secara kualitatif dan kuantitatif dengan teknik rerata dan persentase. Hasil PTS siklus I menunjukkan 50% kompetensi merancang komponen RPP dengan nilai C, 40 % nilai B, 10% nilai dengan predikat perlu bimbingan. Hasil Penelitian Tindakan Sekolah siklus II 100% kompetensi merancang komponen RPP dengan nilai B. Jadi, terbukti <em>lesson study</em> dapat meningkatkan kompetensi guru mengembangkan RPP.

scholarly journals PENINGKATAN KOMPETENSI GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN MELALUI PENDAMPINGAN BERKELANJUTAN DI SMPN SATU ATAP I BAJAWA KECAMATAN BAJAWA KABUPATEN NGADA TAHUN 2019

2019 ◽  
Vol 3 (2) ◽  
pp. 35
Author(s):  
Wunu Veronika Veronika
Keyword(s):  
Data Analysis ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Teacher Competence ◽  
Initial Condition ◽  
Research School ◽  
Average Value ◽  
Analysis Technique ◽  
Indicators Of Success ◽  
Adequate Management

ABSTRAK Penelitian ini bertujuan untuk meningkatkan kompetensi guru dalam menyusun rencana pelaksanaan pembelajaran (RPP) pada Kurikulum 2013 melalui Pendampingan yang berkelanjutan. Subjek dalam penelitian ini adalah Guru-guru SMPN SATAP I Bajawa. Penelitian ini terdiri dari dua siklus, setiap siklus terdiri dari empat tahap yaitu perencanaan tindakan, akting, pengamatan, dan refleksi. Pada umumnya, RPP yang digunakan belum sesuai dengan RPP standar dan belum mematuhi kaidah-kaidah penyusunan RPP. Hal ini terjadi karena kurangnya kemampuan guru dalam menyusun RPP dan juga untuk pemetaan materi yang tertera dalam silabus. Oleh karena itu, dibutuhkan bimbingan berkelanjutan yang dilakukan oleh kepala sekolah dalam menyusun RPP dan juga untuk meningkatkan kemampuan guru. Metode yang digunakan adalah Metode Penelitian Tindakan Sekolah dengan 2 (dua) siklus. Pengumpulan data menggunakan metode observasi, wawancara, dan angket. Terkait dengan permasalahan di atas, perlu adanya bantuan penanganan yang memadai. Dalam hal ini, upaya yang  dilakukan adalah dengan melaksanakan pendampingan, yang bertujuan  pada peningkatan kompetensi guru melalui siklus yang sistematis. Teknik analisis data adalah menggunakan diskriptif komparatif. Penelitian ini dilakukan dengan tahapan siklus, masing-masing siklus terdiri dari 4 (empat) langkah meliputi : perencanaan, pelaksanaan, pengamatan dan refleksi. Pada kondisi awal memperoleh nilai rata–rata  kemampuan guru dalam menyusun RPP yakni 67,61. Pada siklus pertama memperoleh nilai rata–rata kemampuan guru dalam menyusun RPP yakni 78,91. Pada siklus kedua memperoleh nilai rata-rata kemampuan guru dalam menyusun RPP adalah 91,47. Hasil penelitian ini, agar guru memiliki kebiasaan dan menunjukkan peningkatan kompetensi sesuai dengan indikator keberhasilan yang telah ditetapkan dalam menyusun RPP. Saran yang diajukan adalah : (1) perlu diintensifkan peningkatan kompetensi guru dalam menyusun RPP melalui kegiatan pendampingan atau sejenisnya (2) untuk meningkatkan kompetensi guru, sekolah, perlu adanya wahana semacam In House Training (IHT), agar mereka dapat saling bertukar pengalaman melalui dialog akademis.Kata kunci: Kompetensi Guru Menyusun RPP, Pendampingan Berkelanjutan ABSTRACT This study aims to improve the competence of teachers in preparing a lesson plan (RPP) on Curriculum 2013 through ongoing mentoring. Subjects in this study were teachers SMPN SATAP I Bajawa. The study consisted of two cycles, each cycle consisting of four stages: planning the action, acting, observing and reflecting. In general, the RPP is used not in accordance with standard CSP and has not complied with the rules of preparation of the RPP. This happens because of the lack of ability of teachers in preparing lesson plans and also for mapping the material contained in the syllabus. Therefore, it needs continuous counseling conducted by the principals in preparing the RPP and also to improve the ability of teachers. The method used is the method of Action Research School with two (2) cycles.Related to the above problems, the need for adequate management assistance. In this regard, the efforts made by implementing the assistance, which aims at improving the competence of teachers through a systematic cycle. The data analysis technique is using descriptive comparative. This research was conducted in stages, cycles, each cycle consisting of four (4) steps include: planning, implementation, observation and reflection, In the initial condition of obtaining the average value of the ability of teachers in preparing a lesson plan that is 67.61. In the first cycle of obtaining the average value of the ability of teachers in preparing a lesson plan that is 78.91. In the second cycle obtain the average value of the ability of teachers in preparing the RPP is 91.47, The results of this study, so that teachers have the habit and showed an increase of competence in accordance with predetermined indicators of success in preparing the RPP. Suggestions put forward are: (1) need to be intensified to increase the competence of teachers in preparing lesson plans through mentoring or the like (2) to improve the competence of teachers, schools, the need for some sort of vehicleIn House Training (IHT), so that they can exchange experience through academic dialogue. Keywords: Develop Teacher Competence RPP, Sustainable Assistance

PENINGKATAN KOMPETENSI GURU DALAM PERENCANAAN PENILAIAN AUTENTIK DENGAN BIMBINGAN KELOMPOK DI SMPN 011 MANDA

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Maisuherni Maisuherni
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Descriptive Analysis ◽  
Teacher Competence ◽  
Research Subjects ◽  
Junior High School Teachers ◽  
Average Value ◽  
Authentic Assessments ◽  
Group Guidance

This study aims to improve teacher competence in planning authentic assessments with group guidance. The research method used is classroom action research. The research subjects were 10 teachers at Mandau 011 Junior High School. The timing of the research is carried out in two cycles starting on Monday 11 February to Saturday 23 February 2019. Analysis of the data used is qualitative in the form of data reduction, data presentation, and data inference. While for quantitative data descriptive analysis is carried out by calculating the average value and percentage. The results of the study indicate an increase in the competency of 011 Mandau Junior High School teachers in planning authentic assessments with group guidance. there is a cycle I of the average teacher competence of 70,6 with sufficient categories. The average teacher competency in the second cycle is 76,3 which is included in the good category. Classically, as many as 90% of teachers have been able to plan authentic assessments properly.

MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Wayan Sadia
Keyword(s):  
High School ◽  
Character Education ◽  
Science Teachers ◽  
Science Learning ◽  
School Science ◽  
Lesson Plans ◽  
Assessment Model ◽  
High School Science ◽  
Learning Models ◽  
High School Science Teachers

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning

scholarly journals UPAYA KEPALA SEKOLAH MENINGKATKAN KOMPETENSI GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN DI MASA COVID-19 MELALUI IN HOUSE TRAINING

2020 ◽  
Vol 4 (6) ◽  
Author(s):  
Arpius Arpius
Keyword(s):  
Distance Learning ◽  
Lesson Plans ◽  
Government Policies ◽  
Teacher Competence ◽  
Research Subjects ◽  
Effective Learning ◽  
Teacher Competency ◽  
Training Activities

This research is motivated by government policies regarding distance learning so that teachers play an important role in preparing effective learning for students. Researchers seek to improve teacher competence in compiling lesson plans by conducting in-house training activities. This research was conducted at SDN 014 Teratak Buluh with 9 teachers as research subjects. The instrument used was the teacher competency observation sheet in preparing lesson plans. The results showed that in cycle I the competence of teachers had an average of 67.22 in the sufficient category, then increased in the second cycle to 78.33 which reached the good category. Based on the results of the study, it can be concluded that the competence of SDN 014 Teratak Buluh teachers in planning the implementation of learning during the Covid-19 pandemic can increase through in-house training.

scholarly journals Meningkatkan Kompetensi Guru dalam Menyusun Silabus dan RPP Melalui Supervisi Akademik Berkelanjutan di SMP Negeri 2 Sabang

2019 ◽  
Vol 1 (2) ◽  
pp. 359-376
Author(s):  
Faridah Faridah
Keyword(s):  
Middle School ◽  
Action Research ◽  
Data Collection ◽  
Middle Schools ◽  
Research Method ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Teacher Competence ◽  
Public Middle School ◽  
Academic Year

The study entitled "Improving teacher competence in preparing syllabus and lesson plans through ongoing academic supervision in SMP (Public Middle Schools) Negeri 2 Sabang" raised the issue of whether through continuous academic supervision it can improve teacher competence in preparing syllabi and lesson plans. This study aims to improve the competence of teachers in Sabang 2 Public Middle School in preparing syllabus and lesson plans. The subjects of this study were teachers of Sabang 2 Public Middle School in the 2016/2017 academic year, totaling 13 teachers, consisting of 10 PNS teachers and 3 non PNS teachers. The method used is the school action research method. Data collection is done by test and observation techniques. The study was conducted in 2 cycles. In the first cycle 31% of teachers obtained the appropriate syllabus and lesson plan and were considered good and in cycle 2 there were 100% of teachers who had syllabus and lesson plans that were appropriate and considered good. The conclusion of this research is that through ongoing academic supervision scientifically proven to improve teacher competence in preparing syllabus and lesson plans.

scholarly journals Development of Thematic Skill Learning Based on the 21th Century Skill Model for Fourth Graders

2020 ◽  
Vol 3 (1) ◽  
pp. 47
Author(s):  
Tio Gustri Satria ◽  
Tri Juli Hajani
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Design Research ◽  
Lesson Plan ◽  
Fourth Graders ◽  
Thinking Skills ◽  
Lesson Plans ◽  
Skill Learning ◽  
Higher Order Thinking Skills ◽  
Thematic Learning

Thematic learning using 21st Century skills is learning with higher-order thinking skills (HOTS). It is a series of stages of activities organized in such a way that students can master the competencies that must be achieved in thematic learning by actively participating. This research is educational research with a design research model that develops a product. The product developed in this study is a thematic lesson plan for grade IV elementary school. Thematic learning implementation plan based on 21st Century skills models with an overall validation yield of 92% (very valid). The thematic learning media is very practical with an average of 92.5%. The effectiveness of the use of thematic lesson plans can be known through the learning activities of students while learning by using this learning tool is very effective, and students' learning outcomes are above the school minimum completeness criteria. These observations illustrate that the use of thematic lesson plans based on 21st Century skills models have been effectively implemented.

Preparing Teachers to Integrate Technology Effectively

2011 ◽  
pp. 395-409 ◽  
Author(s):  
Drew Polly
Keyword(s):  
Technology Use ◽  
Lesson Plan ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Lesson Plans ◽  
First Year ◽  
Future Trends ◽  
First Year Teachers ◽  
Higher Order Thinking Skills ◽  
Rich Instruction

Technology has the greatest impact on student learning outcomes when students complete technology-rich activities that also develop their higher-order thinking skills (HOTS). This chapter presents findings from a study that examined two lesson plans from 74 first-year teachers who were learning how to plan technology-rich instruction focused on students’ HOTS. Findings indicate that teachers’ lesson plans did not address students’ HOTS and rated low on the Level of Technology Integration (LOTI) scale. Further, teachers’ use of an indirect instruction lesson plan format that promoted student discovery was associated with higher levels of HOTS and technology use. Implications and future trends for both practice and research are also shared.

scholarly journals Improving Teacher Competence in Questions on Google Forms Through In House Training (IHT) in the Era of the COVID-19 Pandemic at Candirejo State Elementary School, Kalibawang, Kulon Progo Regency

2021 ◽  
Vol 5 (2) ◽  
pp. 62-68
Author(s):  
Paryati Paryati
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Teacher Development ◽  
School Principals ◽  
Average Score ◽  
Teacher Competence ◽  
Research Subjects ◽  
Average Value ◽  
Research Activities ◽  
Written Test

The purpose of this study is to improve the ability of teachers in preparing questions on google forms. Building teachers' practical ways of thinking in solving problems related to the preparation of HOTS questions, as well as increasing the professionalism of school principals in organizing In House Training (IHT) and increasing the motivation and competence of school principals during the COVID-19 pandemic. This research method is descriptive qualitative through school action research which further deepens the teacher development process related to writing HOTS questions on the google form. The data of this study are qualitative data, while the research subjects are Candirejo State Elementary School teachers, totaling 8 teachers consisting of 6 classroom teachers and 2 study teachers. The results showed that the teacher's ability to write written test questions was initially only 2 people (20%), after the research was carried out with the first cycle of activities from 2 teachers to 8 teachers (100%), while the research activities at the end the implementation of the second cycle of activities with an average score of 69.00 and an average score of 3.80, while based on presentation it reached 94.91%. As for the stage of the second cycle of meeting 1 the teacher's ability in preparing questions through In House Training (IHT) on Google Form there was an increase of 2.14% and at the second meeting of cycle II it rose to 91.79% in the "Very Good" category. And the average score increased in the second cycle of meeting 2 to 64.25 from 61.38. While the activities of IHT participants at the second meeting of the second cycle reached 22.50, the average value of the second cycle of the second meeting reached 3.75 while the percentage-based score reached 93.75% in the "Very Good" category. So that the research can be ended at the stage of cycle II for the second meeting.

scholarly journals Pengembangan Multimedia Interaktif Terintegrasi Nilai Sains Sebagai Solusi Peningkatan Kemampuan Berpikir Kritis Kelas XI Mata Pembelajaran Biologi Di Tingkat SMA/MA

2020 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Nukhbatul Bidayati Haka ◽  
Putri Ayu Suryaasih ◽  
Bambang Sri Anggoro ◽  
Abdul Hamid
Keyword(s):  
Critical Thinking ◽  
Research And Development ◽  
Interactive Multimedia ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Ability Test ◽  
Average Value ◽  
Utilization Of Technology ◽  
And Control

Abstrak: Pemanfaatan teknologi kurang direalisasikan padahal penggunaan media teknologi seperti multimedia interaktif android dapat menjadikan pembelajaran lebih efektif dan bermakna. Penelitian ini bertujuan untuk mengembangkan multimedia interaktif terintegrasi nilai sains yang dilihat dari segi kelayakan dan keefektifan multimedia interaktif terintegrasi nilai sains sebagai solusi peningkatan kemampuan berpikir kritis peserta didik. Metode penelitian Research and Development (R&D) Borg and Gall dengan 9 tahapan. Subjek riset meliputi tiga ahli validator yaitu ahli media, materi, dan ahli bahasa. Dan peserta didik kelas XI MIPA sebagai sampel penelitian yang terdiri dari dua kelas yaitu kelas kontrol (XI MIPA 6) dan kelas eksperimen (XI MIPA 4). �Hasil data penelitian pada kelayakan produk yang terlihat dari persentasi validator yaitu ahli media sebesar 87,10%, ahli materi sebesar 83,00% dan ahli bahasa 83,08% dengan kriteria �Sangat Layak� serta respon peserta didik sebesar 85,33 % yang menunjukkan kriteria �Sangat Menarik�. Efektivitas dari multimedia interaktif dari hasil tes kemampuan berpikir kritis peserta didik dengan uji t Independen menghasilkan thitung sebesar 7,95 dan ttabel sebesar 1,70 yang artinya thitung > ttabel dan H1 diterima dan hasil rata-rata nilai N-Gain kelas eksperimen sebesar 0,66 dan kelas kontrol sebesar 0,29. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa multimedia interaktif terintegrasi nilai sains sangat layak dan efektif digunakan sebagai media pembelajaran biologi sebagai solusi peningkatan kemampuan berpikir kritis peserta didik dikelas XI MIPA Di SMA Negeri 5 Bandar Lampung.Kata Kunci: Biologi; Kemampuan berpikir kritis; Multimedia interaktif; Nilai sains.�Abstract: Utilization of technology is not realized even though the use of technological media such as android interactive multimedia can make learning more effective and effective. This study was designed to develop interactive multimedia that is integrated with the value of science seen in terms of the feasibility and effectiveness of interactive multimedia integrated with the value of science as a solution to improve students' critical thinking skills. Borg and Gall Research and Development (R&D) Method with 9 stages. The research subjects added three validator experts namely media, materials, and linguists. And students of class XI MIPA as a research sample consisting of two classes, namely the control class (XI MIPA 6) and the experimental class (XI MIPA 4). The results of research data on the feasibility of the product seen from the percentage validator were media experts at 87.10%, material experts at 83.00% and linguists 83.08% with the criteria "Very Eligible" and the response of students at 85.33% which shows the "Very Attractive" criteria. The effectiveness of interactive multimedia from the students' critical ability test results with the Independent t test resulted in tcount of 7.95 and ttable of 1.70 which means tcount> ttable and H1 were received and the average value of the N-Gain value of the research class was 0, 66 and control class 0.29.Based on the results of this study it can be concluded that interactive multimedia integrated with the value of science is very feasible and effective as a medium of learning biology as a solution to improve critical thinking skills of students in the XI MIPA class of students in SMA Negeri 5 Bandar Lampung.Keyword: Biology; Critical thinking skills; Interactive multimedia; The value of science

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