Paradigma Baru Madrasah dalam Implementasi Kebijakan Kurikulum 2013

Prastowo, Andi

doi:10.14421/jpi.2014.31.95-113

Cited by 15 publications

(17 citation statements)

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“…Tetapi kenyataannya bahwa dalam pembelajarannya guru masih lebih memprioritaskan aspek pengetahuan saja tanpa memperhatikan aspek sikap dan keterampilan. Padahal, orientasi utama pembelajaran dalam kurikulum 2013 [7], guru harus mampu menghantar peserta didik menjadi problem solver sejati dengan lebih banyak melibatkan siswa agar mereka dapat bereksplorasi menemukan, membentuk dan menggali kompetensi serta kebenaran ilmiah. Kebijakan yang mengharuskan guru menyusun RPP merdeka belajar yang dikemas dalam 1 lembar versi menteri pendidikan Nadiem yang tertuang dalam surat edaran Nomor 14 Tahun 2019 menjadi kendala tersendiri bagi para guru tak terkecuali guru-guru di SDN Ules Kecamatan Lembor Kabupaten Manggarai Barat.…”

Section: Gambar 2: Hubungan Timbal Balik Antara Komponen-komponen Perencanaan Pembelajaranunclassified

Pelatihan Penyusunan RPP Model 1 Lembar Versi Menteri Nadiem Bagi Guru Sekolah Dasar

Ndiung¹,

Darong²

2021

Adimas

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Kegiatan pembelajaran dirancang untuk memberikan pengalaman belajar yang melibatkan proses mental dan fisik melalui interaksi antarsiswa, siswa dengan guru, lingkungan dan sumber belajar lainnya untuk pencapaian suatu kompetensi. Rencana pelakanaan pembelajaran (RPP) memiliki peran penting dalam menuntun guru pada pencapaian tujuan pembelajaran yang memuat langkah-langkah pembelajaran yang sistematis. Kebijakan baru menteri Nadiem yang tertuang dalam surat edaran No. 14 tahun 2019 tentang penyederhanaan administrasi pembelajaran khususnya terkait rencana pelaksanaan pembelajaran (RPP) kurikulum 2013 menjadi model RPP 1 lembar atau disebut sebagai RPP merdeka belajar. Penyederhanaan bertujuan agar guru lebih memprioritaskan keaktifan siswa dalam pembelajaran, tidak dibebankan oleh administrasi pembelajaran mengingat guru sendiri telah mengetahui komponenkomponen pembelajaran lainnya. Jika dicermati, penyederhanaan komponen RPP kurikulum 2013 mengadaptasi model yang dikembangkan oleh Glaser yang merupakan model dasar dalam menyusun RPP dangan cakupan komponennya yaitu tujuan, prosedur pembelajaran, dan penilaian. Kegiatan pelatihan penyusunan RPP merdeka belajar di SDN ules berdampak positif terhadap pemahaman guru tentang konsep merdeka belajar, mampu menyusun model RPP merdeka belajar yang memerdekakan siswa dan guru.

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Section: Gambar 2: Hubungan Timbal Balik Antara Komponen-komponen Perencanaan Pembelajaranunclassified

Pelatihan Penyusunan RPP Model 1 Lembar Versi Menteri Nadiem Bagi Guru Sekolah Dasar

Ndiung¹,

Darong²

2021

Adimas

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“…(Majid, 2014) Menurut Prastowo, bahan ajar adalah segala bahan yang disusun secara sistematis, menonjolkan sosok utuh dan kompetensi yang akan dikuasai peserta didik serta digunakan dalam proses pembelajaran. (Prastowo, 2014) Harjanto mengatakan bahan ajar merupakan bagian penting dalam pelaksanaan pendidikan di sekolah. (Jufni, Djailani, & Ibrahim, 2015) Bahan ajar sangat penting artinya bagi guru maupun siswa dalam proses pembelajaran.…”

Section: Pengembangan Bahan Ajarunclassified

“…Demikian pun bagi siswa, tanpa bahan ajar siswa akan mengalami kesulitan menyesuaikan diri dalam belajar, apalagi jika gurunya mengajarkan materi yang belum siswa pahami sama sekali. (Perwitasari, Akbar, & Wahjoedi, 2018 (Prastowo, 2014). Berdasarkan pendapat tersebut, maka bahan ajar yang dikembangkan peneliti merupakan bahan ajar yang membantu peserta didik menemukan suatu konsep, serta bahan ajar yang membantu peserta didik menerapkan dan mengintegrasikan berbagai konsep yang telah ditemukan, baik integrasi dengan sains yang langsung berhubungan dengan materi yang dipelajari maupun dengan nilainilai moral.…”

Section: Pengembangan Bahan Ajarunclassified

Pengembangan Bahan Ajar Pendidikan Agama Islam Berbasis Problem Based Learning Untuk Menangkal Radikalisme Pada Peserta Didik Sma Negeri Di Kota Bandar Lampung

Syafei

2019

ATJPI

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Through the development of Islamic religious education teaching materials based on problem based learning, it is expected to further enhance the knowledge of Islamic religion of students, so that it is easier for these students to ward off radicalism. The purpose of this study (i) how is the development of Islamic religious education teaching materials based on problem based learning to counteract radicalism in students? (2) how is the effectiveness of Islamic religious education teaching materials based on problem based learning to ward off radicalism in students? So that the main objective in this research is to develop Islamic religious education teaching materials based on problem based learning, so as to ward off radicalism in high school students in Bandar Lampung City. This study uses research and development design, with a sample of 30 high school students in Bandar Lampung, part of the experimental class as a control class. Data collection techniques using questionnaires and documents. The data obtained were then analyzed using gain analysis and independent sample t test. The conclusions of the study are (1) the realization of the development of Islamic religious education teaching materials based on problem based learning to counteract radicalism in high school students in Bandar Lampung City. (2) there is a difference in the attitude of radicalism of students who use it and those who do not use teaching materials based on problem-based Islamic education in state high schools in Bandar Lampung City.

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“…According to Prastowo, the audio visual media structure includes six components, namely: title, learning instructions, basic competencies or subject matter, supporting information, training and assessment. Steps to compile audio-visual teaching materials, whether or not the audiovisual instinct program depends on the initial design, starts curriculum analysis, determines the media, schemes that show scenarios from a video program, script, taking pictures and editing processes (9).…”

Section: ) Linear 2) Dynamic Visual Displays 3)mentioning

confidence: 99%

Development of Audio Visual Media Based Learning Model in 11th Class Ambon City Public High School

Acim,

Situmorang

2019

IJEAT

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This study aims to improve historical learning through the development of audio-visual media-based historical learning models. Through the use of information technology in learning, this research is intended to increase historical awareness, bring students thinking creativity in solving problems, and foster students' interest in learning in accordance with the environmental conditions in which students are located. The formulation of the problem in this study are: (1) can the development of audio visual media-based historical learning models improve the quality of history education learning in Ambon State High School? (2) can the development of audio visual media-based historical learning models improve the historical education competency? The method used in this study is the type of research and development or what is called Research and Development following the development research model of Dick & Carey (1). The results of this study are as follows (1) the development of an audio visual media based history learning model can improve the quality of historical learning in Ambon State High School. Improving the quality of learning history related to events: diachronic, has three dimensions of time and sees the causal relationship of an event, sees the movement of changes in an event, analyzes the birth process, develops, reaches the top, moves down, even dies or ends, (2) the development of audio visual media-based historical learning models can improve the mastery of history lesson competencies of class 11th students of Ambon State High School, which is shown by student learning outcomes as measured by competency tests. This means that there is an increase in the mastery of students' competencies after following history learning using the development of audio-visual media-based models. Based on the results of these studies, it can be concluded that the development of historical audio visual media-based learning models is very useful for teachers in Ambon State High School to describe various events related to historical learning, and also needed by students to improve mastery of competencies from historical learning.

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Paradigma Baru Madrasah dalam Implementasi Kebijakan Kurikulum 2013

Cited by 15 publications

References 0 publications

Pelatihan Penyusunan RPP Model 1 Lembar Versi Menteri Nadiem Bagi Guru Sekolah Dasar

Pelatihan Penyusunan RPP Model 1 Lembar Versi Menteri Nadiem Bagi Guru Sekolah Dasar

Pengembangan Bahan Ajar Pendidikan Agama Islam Berbasis Problem Based Learning Untuk Menangkal Radikalisme Pada Peserta Didik Sma Negeri Di Kota Bandar Lampung

Development of Audio Visual Media Based Learning Model in 11th Class Ambon City Public High School

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