Implementasi Pembelajaran Ips Berbasis Kurikulum 2013 Melalui Lesson Study Di Sekolah Muhammadiyah Kartasura

Abstract

The purpose of this community service, assess and understand; 1) learning implementation strategy IPS (Social Sciences) Curriculum 2013 based on lesson study in the School of Muhammadiyah Kartasura. 2) Rationalization and elements of curriculum change in 2013. 3) The process of learning and assessment processes appropriate to the curriculum in 2013. The method used; workshops and training. The Place; SMK Muhammadiyah Kartasura. Execution time; odd semester 2014/2015. Subject: Elementary School teachers, Junior High School, High School and Vocational High School Muhammadiyah Kartasura. The results achieved; 1) learning implementation strategy IPS (Social Sciences) curriculum-based lesson study 203 through three stages, namely; plan (planning), do (action and observation), see (reflection). 2) Rationalization and elements of curriculum change in 2013 stressed on; a) The scientific approach is based approach to encourage student creativity; b)Integrity of the competence of knowledge, skills, and attitudes; c) Integrity of the curricular, co-curricular and extra-curricular activities. 3) The learning process is emphasized in the curriculum in 2013; (A) Integrated Thematic for elementary school level, (b) Approach Science (Natural Sciences) and IPS (Social Sciences) of partitive aggregative be integrated melt (liquid integrative), (c) religious and moral education, (d) learning objects; natural phenomena, social, and cultural arts. While the emphasisin the assessment process; assessment student achievement by using descriptive qualitative and quantitative numerical. Learning implementation strategy IPS (Social Sciences) 203 curriculum-based lesson study using a modified model of lesson study, achievement indicators for a significant increase from the prior worhshop and trainingafter the workshop, namely; 30%: 80% (pre-test: post-test).

Implementasi Evaluasi Soal Pembelajaran Ips Berdasarkan Kurikulum 2013 Di Mi Assyafi’iyah

“…Tujuan adanya pembelajaran IPS yaitu untuk mengembangkan intelektual, rasa tanggung jawab terhadap lingkungan, dan rasa tanggung jawab sebagai anggota masyarakat dan bangsa. Tujuan pembelajaran IPS di MI adalah untuk menjadi warga negara yang baik (Jannah, 2018;Ramdan, 2019;Subadi, Priyono, Dahroni, & Musyiyam, 2015).…”

Implementation of the 2013 Curriculum Based on a Scientific Approach (Case Study at SD Cluster II Kintamani)

“…The results of learning experiences are student learning outcomes that describe humans with the qualities stated in the SKL. The 2013 curriculum defines the Graduate Competency Standards (SKL) as they should be, namely as a criterion regarding the qualifications of graduation abilities including attitudes, knowledge and skills (Meliawati et al, 2015;Subadi et al, 2013). In its application, the 2013 curriculum emphasizes competence with competency thinking based on attitudes, knowledge and skills, and the 2013 curriculum is suitable for elementary school children because the themes are interesting and interrelated.…”

“…In order to prepare a complete and comprehensive implementation of the 2013 curriculum, every school should be able to optimally develop various potentials of students, especially in character and moral development (Makaborang, 2019;Pujiyanto, 2013). The most important component in implementing the 2013 curriculum is the implementation of the learning process both inside / outside the classroom to achieve competency in the knowledge, attitudes and skills of students (Ibrahim et al, 2019;Subadi et al, 2013). To achieve the implementation of the 2013 curriculum learning process, appropriate teaching methods are used.…”

TBLA Mastery of Mathematical Concepts Through TPS (Think Pair Share) Learning Model Aided by Conversion Tool Games

“…The 2013 curriculum is able to encourage students to develop attitudes, skills and knowledge in a balanced manner, besides that learning with the theme provides benefits for students, namely providing real experiences to students so that learning is more meaningful (Irawan, 2016;Sugiyanto et al, 2015). Through the implementation of the 2013 curriculum students not only receive teacher explanations, but students are required to actively explore their own knowledge from various things and students are required to be able to work together in groups (Fadliyatis et al, 2016;Subadi et al, 2013).…”