Lesson Planning: How Do Pre-service Teachers Benefit from Examining Lesson Plans with Mathematics Teaching Practices as an Analytical Lens?

Lee, Ji-Eun; Lim, Woong; Kim, Heejeong

doi:10.7468/jksmec.2016.19.3.211

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…Based on the findings of the research, the two cases have also prepared lesson plans quite well and fulfill the requirement for relevant information in inclusive schools as defined by the Directorate of Special School Improvement [32], which include: organizing student engagement, planning the institution of materials, determining the strategic approach to the teaching process, planning the procedure of activities of teaching and learning, planning resources and teaching materials, and planning the assessment process that will be applied. Furthermore, these findings duplicate previous studies by [33,34,35,36] who revealed that it is important to modify lesson plans under the character of each child with special needs, as well as adequate learning planning.…”

Section: Curriculum Management In Inclusive Schoolssupporting

confidence: 89%

The Management of Inclusive Schools’ Curriculum in Indonesia

Sartinah¹,

Murtadlo²

2021

Proceedings of the International Joint Conference on Arts and Humanities 2021 (IJCAH 2021)

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The 1945 Constitution and the International Call for Education ("EFA"), reiterated by UNESCO as a worldwide consensus arising from the World Education Forum in Dakar, Senegal in 2000, promoted the government's policy of providing services for all people in education. This study aims to develop a model for managing the curriculum and learning model of inclusive schools in Indonesian junior high schools. This development study was conducted in three stages: (1) an examination of the initial challenges in order to determine the requirements for building an inclusive school's curriculum management; (2) the creation of an inclusive school's curriculum management; and (3) the development of an inclusive school's curriculum management. (2) the creation step, which entailed developing a model of an inclusive school's curriculum.; (3) the assessment step, which comprised analyzing the product's efficacy, efficiency, and correctness in the form of curriculum administration in an inclusive school. Borg and Gall's development theory, as well as Thiagaradjan's, were used in this developmental investigation. According to the findings, curriculum management in inclusive schools has evolved in response to demands. Furthermore, there are four curriculum creation strategies depending on students' needs, talents, and learning content: duplication, modification, omission, and substitution.

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Section: Curriculum Management In Inclusive Schoolssupporting

confidence: 89%

The Management of Inclusive Schools’ Curriculum in Indonesia

Sartinah¹,

Murtadlo²

2021

Proceedings of the International Joint Conference on Arts and Humanities 2021 (IJCAH 2021)

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“…Adanya perencanaan memberikan berbagai kemudahan guru. Zulhafizh (2020) dan Lee et al (2016) menerangkan perencanaan yang disiapkan sebelum kegiatan pembelajaran dapat memberikan dampak manfaat-bagi banyak pihak. Kemp (1994); Hoover & Hollingsworth (1975) menjelaskan manfaat tersebut antara lain: 1) administrator atau bukti program pembelajaran yang efektif dan efisien; 2) rancangan untuk mencapai semua tujuan program pembelajaran dalam batas waktu yang tepat; 3) guru dapat melihat atau memetakan perolehan dan kemampuan peserta didik 4) memungkin guru memotivasi dan membina hubungan positif dengan peserta didik; 4) siswa mendapatkan pengalaman belajar yang terencana; 5) menjadi instrumen evaluasi kinerja dan dan meningkatkan keterampilan mengajar.…”

Section: Pendahuluanunclassified

Kualitas Penyusunan Rencana Pembelajaran Pada Satuan Pendidikan Tingkat Atas

Zulhafizh¹

2022

Preprint

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Tujuan penelitian ini untuk mendeskripsikan dan menganalisis kualitas penyusunan perencanaan pembelajaran di kalangan guru satuan pendidikan tingkat atas di Kabupaten Siak, Provinsi Riau. Metode penelitian yang digunakan yaitu kualitatif deskriptif terhadap respon instrumen penelitian. Sumber utama penelitian yaitu guru-guru di satuan pendidikan tingkat atas Kabupaten Siak Provinsi Riau yang berjumlah 142 orang. Teknik pengumpulan data dengan kuesioner berskala Likert. Instrumen yang digunakan berdasarkan ketetapan undang-undang guru dan dosen. Analisis data melalui statistik deskriptif. Hasil analisis menunjukkan kegiatan penyusunan rencana pembelajaran di satuan pendidikan tingkat atas di Kabupaten Siak Provinsi Riau berkategori sangat tinggi, yaitu 4,304 atau setara dengan 86,10%. Kualitas membuat rencana pembelajaran ditujukan pada: menentukan materi sesuai dengan kompetensi yang telah ditentukan, mengalokasikan waktu secara efektif dan efesien, menentukan sumber belajar yang sesuai (berupa buku, modul, program komputer dan sejenisnya), mendeskripsikan tujuan pembelajaran secara tuntut dan terperinci, menentukan teknik penilaian yang sesuai dengan tuntutan kurikulum, mengorganisasikan materi berdasarkan urutan dan kelompok, menentukan metode pembelajaran yang sesuai, merancang prosedur pembelajaran sesuai dengan kompetensi yang dimiliki, dan menentukan media/peralatan praktikum (dan bahan) pembelajaran yang akan digunakan. Hal ini menginformasikan bahwa penyusunan rencana pembelajaran memerlukan kreativitas dan kemampuan pedagogik. Adanya kreativitas dan didukung motivasi dapat mengantarkan tindakan positif dalam menghadirkan perencanaan pembelajaran yang berkualitas, realistis, dan konkret.

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“…To produce a good learning plan, there are several steps that must be followed. [20], [21]. Learning plan must pay attention to the steps when compiling it.…”

Section: Steps For Preparation Of Learning Planningmentioning

confidence: 99%