ktsp sma3 semarang
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KTSP SMA 3 SEMARANG 1
CHAPTER I
INTRODUCTION
A. Background
The making of school based curriculum is the process of creating The
Grand Design of education which accommodates the local values and is
based on the schools point of view. The existence of local contents does
not mean to emerge a narrow fanatic, but to enrich educational models in
order to reach the objective of national education.
Curriculum is a set of plans and orders on the objective, contents and
teaching materials and strategies functioning as a guide on accomplishing
the learning activities to achieve a given educational objective. Thisobjectives include the national objectives which promote the local,
conditions and local potentials, eduacational institutions and students as
well. Therefore, the curriculum is designed by an educational institution
to enable the equality between the educational programs and the local
needs and potentials.
The goal of national education can only be achieved by the good
education administration.
The education administration includes at least 6 principles:
1. Historical principle. It prepares educators and learners through past
experiences (success that has been achieved), by the use of laws and
regulations, limits and constraints.
2. Sociocultural principle. It provides cultural frames because culture and
education have mutual relationship that can be developed by
bequeathing to the next generation through formal and informal
education.
3. Economy principle. It gives a perspective on human potentials and
finance, matrials and preparations which manage the resources and be
responsible for its expenditure.
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4. Political and administrative principle. This priciple gives ideological
frame used as the base for gaining the plans and objectives designed
before.
5. Psychological principle. It provides school with information about
students, teachers, methods, evaluation, measurement and guidance.
Additionally, it guides and control the overall system and other
principles.
School Based Curriculum development at SMA 3 Semarang does not only
refers to the national standard of education (content standard and
graduates competent standard), and the principles of educational
administration, but also concerns the students needs to improve
comprehension and to apply their knowledge for the purpose of pursuing
higher education either in Indonesia or abroad.
B. Fundaments
The curriculum of State Senior High School 3 Semarang is based on the
following laws and regulations:
1. The Republic of Indonesias Law Number 20 Year 2003 on the National
Education System.
The regulations on KTSP are written in Article 1 verse (19); Aricle 18
verses (1), (2), (3), (4); Article 32 verses (1), (2), (3); Article 35 verse
(2); Article 36 verses (1), (2), (3), (4); Article 37 verses (1), (2), (3);
Article 38 verses (1), (2).
2. The Republic of Indonesias Regulation Number 19 Year 2005 on the
National Standards of Education.
The regulations on the KTSP are written in Article 1 verses (5), (13),
(14), (15); Article 5 verses (1), (2); Article 6 verse (6); Article 7 verses
(1), (2), (3), (4), (5), (6), (7), (8); Article 8 verses (1), (2), (3); Article
10 verses (1), (2), (3); Article 11 verses (1), (2), (3), (4); Article 13
verses (1), (2), (3), (4); Article 14 verses (1), (2), (3); Article 16 verses
(1), (2), (3), (4), (5); Article 17 verses (1), (2); Pasal Article 18 verses
(1), (2), (3); Article 20.
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3. The Regulation of the National Education Minister Number 22 Year
2006 (Content Standard)
The Content Standard includes the materials and competency level to
reach the graduate competency at a certain grade and type of
education. The standard also covers the basic frame and curriculum
structure, the competency standards (SK) and the basic competency
(KD) of each subject in a semester at any type and grade of the basic
and secondary education.
4. The Regulation of the National Education Minister Number 23 Year
2006 (Graduate Competency Standards)
The Graduate Competency Standards (SKL) refer to the qualifications
of graduates abilities which covers attitudes, aptitudes, and skills.
C. Definition
1. Curriculum is a set of plans and orders which cover the objective,
contents and teaching materials and strategies functioning as a guide
on accomplishing the learning activities to achieve a given educational
objective.
2. KTSP is the working curriculum designed and accomplished by an
educational institution (school). It includes the institutions goal,
structure and curriculum content, academic calender, and syllabus of
the institution.
3. An educational institution is a unit of formal, informal and non-formal
education at any educational level.
4. Belonging to the secondary education are Senior Secondary School
(SMA), Religious Senior Secondary School (MA), Vocational Secondary
School (SMK), Religious Vocational Secondary School (MA), and other
equal schools.
5. The National Standard on Education means the minimum criteria of
education system in all over areas under the Republic of Indonesia.
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KTSP SMA 3 SEMARANG 4
6. The Borad of National Standard on Education (BNSP) is an indpendent
board whose duty is developing, monitoring, and evaluating the
national standard of education.
7. Content Standard is the coverage of materials and competency levels
which are described as competency criteria of the graduates,
materials, subjects, and syllabus which students must fulfill at a
certain educational level.
8. Syllabus is a learning activity plan designed for a particular subject or
topic which covers the basic competency standard, material, learning
activities, indicators, evaluation, time allotment and learning
resources.
9. Competency means the ability to behave, think, and act consistently
as the implementation of students knowledge, attitude, and skill.
10.Graduates Competency is the proficiency of the graduates which
includes attitude, knowledge, and skill. This competency covers all
subjects or groups of subjects.
11.Cluster Competency Standard is described as students minimum
proficiency on a group of subjects which covers the groups of religion,
civics and personalities, sciences and technology, asthetics, sports and
phisical education.
12.Subject Competency Standard is described as students minimum
proficiency achieved in a particular subject at each level and each
semeter.
13.Competency Standard is students minimum proficiency which
describes the mastery of attitude, knowledge, and skill achieved at
each level each semester. This competency consists of a number of
basic competencies as a main reference nationally.
14.Basic competency is a number of proficiencies that students should
possess in a particular subject as a reference to inscribe the
competency indicator.
15.Study load is described as the form of time allotment that students
require to attend classes through class session, structured assignment
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and unstructured independent study to achieve the graduates
competency standard.
16.Class session is class learning activities in which interaction exists
amongs students, learning materials, teachers, and the environment.
17.Structured Assignment means learning activities designed by teachers
used to deepen learning materials and to support the competency
achievement during the class session. Such an assignment belongs to
either remedial or enrichment or acceleration. The assignment
completion is determined by the teachers.
18.Unstructured independent study means learning activities designed by
teachers used to deepen learning materials and to support the
competency achievement during the class session, but the assignment
completion is determined by the students themselves
19.Academic calendar is time management for students learning
activities within an academic year. The calendar covers the beginning
of the academic year, effective week, effective study time and
holidays.
20.Effective week is the number of weeks for effective learning activities
annualy.
Minggu efektif adalah jumlah minggu kegiatan pembelajaran untuk setiap
tahun ajaran pada setiap satuan pendidikan.
21.Curriculum Structure refers to the mapping of subjects that students
should finish during their study time. The subject mapping is devided
into five clusters. They are groups of religion, civics and personalities,
sciences and technology, aesthetics, and sports and physical
education.
D. The Goal of KTSP Compilation Tujuan Penyusunan KTSP
The goals of KTSP compilation of SMA 3 Semarang are as follows.
1. To make a plan consisting of objectives, contents and teaching
materials and methods used to be a guide for administering the
administration learning activities to reach the educational goal.
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2. To determine the indicators for educational succes
The education at SMA 3 Semarang is succesful if the learning process is
able to create students behaviour which is in accordance with
educational goal. The behaviour is , additionally, measurable by the
use of test and non test methods. The learning process is effective if it
evolves good planning and preparation, creativity, multi methods and
multi media as well.
The success of education administration should be well managed in
order to meet:
a. The need of the local and global community
b. The need of students in order to prepare themselves for
pursuing higher education in the global world.
3. To prepare a guide used as a parameter of learning activities through
the principle of contiuous improvement.
4. To develop hidden Curricullum in order to develop students
potentials in all aspects both inside and outside schools.
E. Priciple of KTSP Development
The School Based Curriculum of SMA 3 Semarang is developed based on
the following principles.
1. Potential, development, need, and environment oriented
Curriculum is developed on the consideration that based on the
principles of students own their ability to develop their potential in
order to be faithfull and religious human being, performing good
deeds, healthy, knowledgeable, skillful, creative, independent, and
responsible citizens. To support this principle, the student
development is created in accordance with the students potential,
development, necessity and environmental demands.
2. Diversified and integrated
The curriculum is developed by considering students characteristic
diversity, local condition, and educational level regardless religious,
ethnic, cultural, custom, gender, and social economic differences.
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The curriculum includes compulsory content, local content, and
personal development integratively. All of these should be
interrelated and continued meaningfully.
3. Responsive to the development of science, technology and arts
Curriculum is developed based on the awareness that science,
technology, and arts develop dynamically so that the soul and
curriculum contents should encourage students to catch up with and
make use of the science, technology and arts development.
4. Relevant to the life needs
The curriculum development is accomplished by involving the
stakeholders to guarantee the education relevance to the life needs,
including the social, business and work life. Therefore, the
development of individual, thinking, social, academic, and vocational
skills are compulsory.
5. Comprehensive and continuous
The curriculum substance covers the competency dimension,
knowledge and subject which are planned and presented continuously
amongs all education levels.
6. Life-long learning
Curriculum is geared to the process of students development and
empowerment which go on lifetime. The curriculum reflects
interconnectivity amongs the components of formal, informal, and
non-formal education considering the environmental condition and
demands which continuously evolve.
7. National and local interest balance
The curriculum development should consider both the national and
local interests to build society and nation life. Both the national and
local interests should complement and empower each other in line
with the motto Unity in Diversity under the Republic of Indonesia.
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CHAPTER II
VISION, MISSION AND OBJECTIVES
A. Vision
Prominent in Quality, Possesing Strong Characters Based on the National
Culture
B. Mission
1. To conduct multimethod and multimedia learning under the
Information and Communication Technology (ICT) base to foster
students to develop their potentials effectively
2. To encourage and assist students acknowledge their potentials so that
they are able to develop optimally and possess life skills.
3. To grow deep understanding towards their religious beliefs and to
perform good behaviour so that this can be excellent values for their
acts.
4. To nurture a competitive atmosphere to be the best.
5. To encourage the school-community members to improve their English
and to build up their reading and writing habits.
6. To apply a participatory management by involving all school-
community members and stakeholders for the purpose of the school
quality improvement.
7. To encourage the school-community members to build up an effective
communication in order to create a conducive atmosphere.
8. To grow arts and culture appreciation so that it can produce well-
performing attitude in the society.
C. Essential Value
1. Religious
2. Honesty and Integrity
3. Focus on customers
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4. Competent, Friendly and Pleasant
5. Creative and Innovative
6. Continuous Learning
D. Strategies
1. Implementing multi methods and multi media in Information and
Communication Technology (ICT) based learning. (Quality)
2. Encouraging and supporting each learner to identify his/her
potential by implementing guidance effectively so that each
student gets optimum development and has life skill. ( Quality &
Personality)
3. Developing understanding of religious belief and supreme morality
that can be the source of wisdom of taking action through religious
and social activities. ( Personality )
4. Developing cooperative and competitive culture intensively with
the spirit of superiority by constantly standing on and
simultaneously integrating in developing the faith and personality
through regular and extracurricular activities ( Quality and
Personality )
5. Encouraging school citizens to improve English competency and
reading and writing culture through extracurricular activities such
as TOEFL, ECC, science creativity competition and English Day. (
Quality, Culture )
6. Implementing participative management involving all school
citizens and stakeholder in order to improve the quality of
education through effective communication. (Quality)
7. Encouraging school citizens to develop effective communication so
that conducive organization culture can be created through
teachers meeting, staff and teachers official meeting, students
organization and students representation. (Culture)
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8. Developing apperception and appreciation of national arts and
culture in order to create polite attitude and behaviour in society
through arts and culture regular and extracurricular activities.
(Culture)
9. Conducting research and analysis on institutional improvement
level and determining the follow-up continuously through internal
and external audit.(Quality)
E. Objectives
Preparing students to be able to reach the following competencies.
1. Possessing good moral, honesty, and committed religious belief.
2. Possessing scientific senses, problem solving and discovery skill to help
them develop strategic life skills approprately.
3. Becoming independent life-long learners by utilizing their research,
organizing, and information processing skills for their current and
future life.
4. Being responsible and disciplined individuals in accomplishing duties
by making use of accurate strategies consistently.
5. Becoming creative thinkers who are curious to research any inventions
with new and creative ideas.
6. Understanding personal strengths and weaknesses in order to be able
to cooperate with other people regarding his post as a member or
leader of a particular community.
7. Possessing sufficient ability to utilize information and technology
devices for supporting their study.
8. Having a sound English proficiency as the important support for gaining
science and technology in the competitive global world.
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9. Having reading and writing habits in order to support their writing skill
so that they can create readable qualified writings.
10.Mastering the study subjects entirely to be able to pass the National
Examination and deserve international certificates sucesfully.
11.Being able to appreciate and express the values of Indonesian arts and
culture which are reflected in their thoughts, attitudes, and
behaviours.
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CHAPTER III
BASIC FRAME, THE GRADUATES COMPETENCY STANDARD,
STRUCTURE AND CURRICULUM CONTENTS
A. The Curriculum Basic Frame
The Government Regulation Number 19/2005 on The National Education
Standards Article 6 verse 1 states that the curriculum for general,
vocational, and specific education at he level of basic and secondary
education consists of five subject clusters as follows.
1) Cluster of religion and good deeds
2) Cluster of civics and personality
3) Cluster of scince and technology
4) Cluster of aesthetics
5) Cluster of sports and physical education
The fllowings are the coverage of those five clusters.
Berikut ini cakupan kelima kelompok mata pelajaran tersebut di atas
No SubjectClusters
Coverage
1. Religion andGood Deeds
Religion and Good Deeds cluster aims atgenerating religious and well-behaved students.Good Deeds include ethic, manner, and moral asthe implementation of religion. (ReligiousEducation, B. Indonesia , Javanese )
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No SubjectClusters
Coverage
2. Civics andPersonality
Civics and Personality cluster is intended toimprove students awareness andunsderstanding about status, right and
obligation in the society and nation life.
The awareness and understanding cover theundestanding about nation, patrotism, humanrights, nation diversity, environmentalconservation, gender equality, democration,social responsibility, law and tax awareness,anti-corruption, collution, and nepotism.(Civics, History)
3. Science andTechnology
Science and Technology cluster aims atimproving students competencies on thescience and technology by emphasizingscientific, critical, creative thinking andindependent attitude in order to be able tocompete in the global world through ICT andEnglish supports. (Mathematics, Subjects withspecial characteristics of the program, ICT)
4. Aesthetics Aesthetics cluster is meant to improvesensitivity, expression sense, and appreciationto beauty and harmony. The ability inappreciating and expressing beauty andharmony will result in life enjoyment andgratefulness with which is useful for social life
harmoniously. ( Arts and Culture)
5. Sports andPhysicalEducation
Sports and Physical Education cluster aims atenhancing phisical potentials, and nurturingsportive, disciplined, cooperative and healthylife.
The culture of healthy life covers theawareness, attitude and habits eitherindividually or collectively such as free sex,drug abuse, HIV/AIDS, dengeu fever, and other
potential-spreading diseases. (Physical andHealth education)
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B. Graduates Competency Standard
Based on the education objective and coverage of the subject cluster,
SMA 3 Semarang determines the Graduates Competency Standard as the
followings.
SubjectMata Pelajaran
Graduates Competency StandardStandar Kopetensi Lulusan
1. Islamic Religion1. Comprehending the Holy Quran verses
which have relation to the human dutyas khalifah, democration, and thedevelopment of science andtechnology.
2. Improving iman to Allah till Qadhaand Qadhar through the understanding
about the traits and Asmaul Husna.
3. Being well-behaved such ashasnuzzhan and taubat and leavingbad behaviour such as isyrof, tabzirand fitnah
4. Comprehending Islamic laws, taklifilaws, muamalah laws, and Islamicfamily laws.
5. Understanding Prophet Muhammadhistory during the Mecca and Medina
period. Understanding the growing ofIslam in Indonesia and all over theworld.
2. Christianity 1. Implement ing christianity values ingetting in touch with people and inmaking social life.
2. Responding various kinds of modernlifestyle, culture changes,development of science andtechnology by referring toChristianity.
3. Being responsible as Christianbelievers in the church, social andnation life.
4. Conveying peaceful news andbecoming peace and prosperity
messengers.
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3. Catholic 1. Students are able to elaborate theirunderstanding about themselves asmen and women and as Allahcreatures who possess intelligenceand conscience to think critically andto act sensibly.
2. Students are able to elaborate theirunderstanding about Jesus Christwritten in the Bible and taught inChurch and to implement theteachings in daily life.
3. Students are able to elaborate theirunderstanding about Churh, itsfunctions and characteristics, and itsrelation to the environment. Studentsare also to understand how live
togethe with the Church.4. Students are able to elaborate their
understanding about the Churchfunctions which are continuing Jesuss
massenger to convey the GodsKingdom, and to get involved in themessenger through improving humanrights and maintaining the GodsKingdom values such as honesty,justice and the well-maintainedenvironment.
4. Pendidikan AgamaHindu
1. Memahami Atman sebagai sumberhidup, Hukum Karma dan Punarbhawa,dan ajaran Moksa sebagai tujuantertinggi
2. Memahami sifat-sifat Tri Guna danDasa Mala, ajaran Tat Twam Asi, CaturWarna, Catur Asrama, dan CaturPurusartha
3. Memahami tata carapersembahyangan, pelaksanaanYadnya dalam kehidupan, danperkawinan menurut Hindu (Wiwaha)
4. Memahami pokok-pokok ajaran Weda(Weda Sruti dan Smerti) sebagaisumber hukum Hindu
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5. Memahami struktur, hakikat danpelestarian kesucian tempat suci
6. Memahami perhitungan hari-hari sucimenurut Hindu
7. Memahami kepemimpinan menurut
Niti Sastra dan hakekatnya
8. Memahami proses penciptaan danpralaya alam semesta
9. Memahami nilai-nilai budaya DharmaGita, seni keagamaan Hindu dansejarah perkembangan agama Hindu diIndia dan negara lainnya
5. Pendidikan AgamaBuddha
1. Beriman kepada Tuhan Yang Maha Esadan Tri Ratna dengan mengetahui
fungsi serta terefleksi dalam moralitas(sila), meditasi (samadhi), dankebijaksanaan (panna)
2. Memiliki kemampuan untuk memahamidan meyakini hukum alam
3. Membaca Paritta dan Dhammapadaserta mengerti artinya
4. Beribadah (kebaktian) dengan baik danbenar sesuai dengan tuntunan masing-masing aliran
5. Meneladani sifat, sikap dankepribadian Buddha, Bodhisattva, danpara siswa utama Buddha
6. Memiliki kemampuan dasar berpikirlogis, kritis, dan kreatif untukmemecahkan masalah
7. Memahami sejarah kehidupan BuddhaGotama
8. Memahami peran agama dalamkehidupan sehari-hari
9. Memiliki bekal pengetahuan dankemampuan untuk melanjutkanpendidikan di perguruan tinggi
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6. Civics 1. Understanding the essence of Nationand the country of the IndonesianRepublic.
2. Analizing positive attitude towards thelaw enactment, national court, and
anti-corruption acts.3. Analizing the Human Right patterns of
and active participation for the HumanRights improvent, respect, andenactment both in Indonesia andabroad.
4. Analyzing the zitizens role and rights.
5. Analyzing the culture of democration,constitution, countrys sovereignty,transparency, and justice in Indonesia.
6. Evaluating the international relationand international law system.
7. Evaluating political and social attitudebased on the Pancasila and
Constitution (UUD 1945)
8. Analyzing the role of Indonesia inpolitical and regional andinternational relation, and othergolbal cooperations.
9. Analyzing the international lawsystem, international conflicts, andinternational court.
10.Evaluating the press role in ademocratic society.
7. Bahasa Indonesia Science and Social Programs
Program IPA dan IPS
1. Mendengarkan
Memahami wacana lisan dalam kegiatanpenyampaian berita, laporan, saran,berberita, pidato, wawancara, diskusi,seminar, dan pembacaan karya sastraberbentuk puisi, cerita rakyat, drama,cerpen, dan penggalan novel dalambentuk tuturan langsung, atau melaluimedia audio visual
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2. Berbicara
Menggunakan berbagai keterampilan
lisan untuk mengungkapkan pikiran,perasaan, dan informasi dalam kegiatanberkenalan, diskusi, bercerita,
presentasi hasil penelitian, sertamengomentari pembacaan puisi danpementasan drama dengan struktur atauragam bahsa yang baik dan benar
3. Membaca
Menggunakan berbagai keterampilanmembaca untuk memahami wacana tulisteks nonsastra berbentuk grafik, tabel,artikel, tajuk rencana, teks pidato,serta teks sastra berbentuk puisi (lamadan baru) , hikayat, novel, biografi,
puisi kontemporer, karya sastra berbagaiangkatan dan sastra Melayu klasik
4. Menul is
Menggunakan berbagai keterampilan
menulis untuk mengungkapkan pikiran,perasaan, dan informasi dalam bentukteks narasi, deskripsi, eksposisi,argumentasi, teks pidato, proposal,surat dinas, surat dagang, rangkuman,ringkasan, notulen, laporan, resensi,karya ilmiah dengan penalaran dan
struktur atau ragam bahasa yang baikdan benar, dan berbagai karya sastraberbentuk puisi, cerpen, drama, kritik,dan esai, autobiografi, biografi, dankarya sasatra (drma, cerpen, puisi)
Program Bahasa
1. Mendengarkan
Memahami wacana lisan dalam kegiatanpidato, ceramah/khotbah, wawancara,diskusi, dialog, penyampaian berita,
presentasi laporan
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2. Berbicara
Menggunakan wacana lisan untuk
mengungkapkan pikiran, informasi, danpengalaman dalam kegiatan presentasihasil penelitian, laporan pembacaan
buku, dan presentasi program,bercerita, wawancara, diskusi, seminar,debat, dan pidato tanpa teks
3. Membaca
Menggunakan berbagai jenis membacauntuk memahami wacana tulisberbentuk esei, artikel, dan biografi
4. Menuli s
Mengungkapkan pikiran dan informasidalam wacana tulis berbentuk teks
deskripsi, narasi, eksposisi, persuasi danargumentasi, ringkasan/rangkuman,laporan, karya ilmiah, makalah, sertasurat lamaran
5. Kebahasaan
Memahami dan menggunakan berbagaikomponen kebahasaan, baik fonologi,morfologi, maupun sintaksis dalamwacana lisan dan tulis
8. English 1. Listening
Understanding meanings in the oralinterpersonal and transactionaldiscourses, short functional texts, andspoken monologue in the form of recount,narrative, procedure, descriptive, newsitem, report, analytical exposition,hortatory exposition, spoof,explanation, discussion, and review inthe daily-life contexts.
2. Speaking
Expressing meanings orally in the
interpersonal, and transactionaldiscourses, short functional texts, andspoken monologue in the form of recount,
narrative, procedure, descriptive, newsitem, report, analytical exposition,hortatory exposition, spoof,explanation, discussion, and review inthe daily-life contexts
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3. Reading
Comprehending meanings in the written
forms interpersonal, and transactionaldiscourses, short functional texts andessay in the form of recount, narrative,
procedure, descriptive, news item,report, analytical exposition, hortatoryexposition, spoof, explanation,discussion, and review in the daily-lifecontexts to access knowledge.
4. Wr i t ing
Expressing meanings in the writtenforms of the interpersonal, andtransactional discourses, shortfunctional texts, and many kinds ofgenres; recount, narrative, procedure,
descriptive, news item, report,analytical exposition, hortatoryexposition, spoof, explanation,discussion, and review in the daily-life
contexts
Language Program
5. Listening
Understanding meanings of the oralinterpersonal and transactional formaland informal discourses within many
kinds of genres; recount, narrative,procedure, descriptive, news item,report, analytical exposition, hortatoryexposition, spoof, explanation,discussion, review, and public speakingin the fields of academic, and popularand auhentic literary work.
6. Speaking
Expressing meanings orally throughinterpersonal and transactional formaland informal discourses within many
kinds of genres; recount, narrative,procedure, descriptive, news item,report, analytical exposition, hortatoryexposition, spoof, explanation,discussion, review, and public speakingin the fields of academic, and popularand auhentic literary work.
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7. Reading
Comprehending meanings in the written
forms of the interpersonal andtransactional formal and informaldiscourses within many kinds of
genres; recount, narrative, procedure,descriptive, news item, report,analytical exposition, hortatoryexposition, spoof, explanation,discussion, review, and public speakingin the fields of academic, and popularand auhentic literary work.
8. Wr i t ing
Expressing meanings in the writtenforms through the interpersonal andtransactional formal and informal
discourses, short functional text and essayin the form of recount, narrative,procedure, descriptive, news item,report, analytical exposition, hortatory
exposition, spoof, explanation,discussion, review, and public speakingin the fields of academic, and popularand auhentic literary work.
9. Bahasa Jawa Listening1. Understanding, responding and expressing
non-literature spoken discourse in the formof news item, announcement and speech..
2. Understanding and responding variousliterature spoken discoursein the form of
short story, folktales and puppet story.
Speaking1. Communicating through conversation and
dialogue with old people or older people
that suits the context of conversation and
appropriate Javanese manner.
2. Possessing the ability to deliver speech byusing appropriate pronunciation,
intonation, and rhythm that suits various
Javanese manner.
3. Expressing interesting or impressive things
of literature that they read.
4. Singing Macapat song..
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Reading
1. Translating Javanese reading text into latin
letters.
2. Inserting sentence freely into cloze passage.
3. Answering reading comprehension
questions about Javanese culture (Javanese
wedding culture) correctly.4. Appreciating short story and poetry.
Writing1. Writing text about Javanese culture(drama).
2. Summarizing non-literature text (deductive-
inductive paragraph).
3. Developing ideas in the form of poetry..
4. Writing daily events in the form of aphorism
and riddle.
10. Mathematics Science Program
1. Understanding mathematicstatements and their negations,determining the corrects values ofcompound and contour statements,and applying mathematic logicalpriciples in solving problems.
2. Finishing problems concerning withquadratic rules, square root andlogaritm, simple algebra function,quadratic function, exponential
function, logarithm function and itsgraph, composition and inversionfunction, quadratic equation andinequation, circle its equation,mutiple figures, devision algoritmand theorema, linear program,matrix and determinant, vector,geometrical transformation and its
composition, row and array, andtheir usages for soling problems.
3. Determining position, distance and
angle related to dot, line and plainin a three dimensional room and howto use it in solving problems.
4. Understanding the concpets ofcomparison, function, equation,trigonometrical remarks, sinus andcosinus formulas, the total anddifference of two angles,
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multiplication formula of sinus andcosinus, and formula a.cosx+b.sinx
and using them to solve problems.
5. Understanding the limit of algebraand trigonometrical functions, theircharacteristics, derivationalfunction, extreme value, definedand undefined integral, and algebraand troigonometrical functions
6. Understanding and presenting datain the forms of tables, diagrams,figures, graphs, and ogive, positionand size of spread, permutation,combination, and opportunity.
7. Possessing respecting attitutede tomathematics and its use in life.
8. Possessing logical, analytical,sistematic, critical, creative andcooperative thingking,
Social Program
1. Undestanding mathematicstatements and their negations,determining the corrects values ofcompound and contour statements,and applying mathematic logicalpriciples in solving problems.
2. Solving problems concerning withquadratic rules, square root andlogaritm, simple algebra function,quadratic function, exponentialfunction, logaritm function and itsgraph, composition and inversionfunction, quadratic equation andinequation, linear program, matrixand determinant, vector,geometrical transformation and itscomposition, row and array, andtheir usages for solving problems.
3. Determining position, distance andangle related to dot, line and plainin a three dimensional room and howto use it in solving problems.
4. Understanding the concpets ofcomparison, function, equation,trigonometrical remarks, sinus andcosinus formulas, the total and
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difference of two angles,multiplication formula of sinus and
cosinus, and using them to solveproblems .
5. Understanding the limit of algebraand trigonometrical functions, theircharacteristics, derivationalfunction, extreme value, definedand undefined integral, and algebraand trigonometrical functions
6. Understanding and presenting datain the forms of tables, diagrams,figures, graphs, and ogive, positionand size of spread, permutation,combination, and opportunity.
7. Possessing respecting attitutede to
mathematics and its use in life.8. Possessing logical, analytical,
sistematic, critical, creative andcooperative thingking.
Language Program
1. Undestanding mathematicstatements and their negations,determining the corrects values ofcompound and contour statements,
and applying mathematic logicalpriciples in solving problems related to
composite proposition and quantirizedproposition.
2. Solving problems concerning withquadratic rules, square root andlogaritm, simple algebra function,quadratic function, exponentialfunction, logaritm function and itsgraph, composition and inversionfunction, quadratic equation andinequation, linear program, matrixand determinant, vector,geometrical transformation and itscomposition, row and array, andtheir usages for solving problems.
3. Determining position, distance andangle related to dot, line and plainin a three dimensional room and howto use it in solving problems.
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4. Understanding the concpets ofcomparison, function, equation,trigonometrical remarks, sinus andcosinus formulas, the total anddifference of two angles,multiplication formula of sinus andcosinus, and formula a.cosx+b.sinx.
5. Understanding the limit of algebraand trigonometrical functions, theircharacteristics, derivationalfunction, extreme value, definedand undefined integral, and algebraand trigonometrical functions
6. Understanding and presenting datain the forms of tables, diagrams,figures, graphs, and ogive, position
and size of spread, permutation,combination, and opportunity.
7. Possessing respecting attitutede tomathematics and its use in life.
8. Possessing logical, analytical,sistematic, critical, creative andcooperative thingking.
11. Physics 1. Conducting an experiment such asformulating problem, proposing and
testing hypothesis, determiningvariable, designing and assemblinginstruments, collecting, processing,and interpreting data, drawingconclusions, and presenting theresult in written and oral report.
2. Understanding measurementprinciples and measuring phisicsscales directly or indirectly with ahigh level of accuracy, andobjecivity.
3. Analyzing the natural phenomenaand their regularity realted to themechanic of object, energyeternalness, impulse andmomentum.
4. Describing the principle and conceptof calor conservation, the ideal gasnature, fluid and its change interms
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of thermodinamical law and itsapplcation in a calor machine.
5. Applying the principle and conceptof optics and waves in life thetechnologycal products.
6. Applying the concepts and principlesof electricity and magnetism in theproblem solving and technologicalproducts
12. Biology 1.Formulating problems, proposing andtesting hypothesis, determiningvariable, designing and assemblinginstruments, utilizing tools toobserve and measure accurately,collecting, processing, andinterpreting data, drawing
conclusions, and presenting theresult scientifically in written andoral reports.
2. Understanding biodiversity and itsclassification, roles for humanbeings, and conservation efforts.
3. Analyzing the relationship amongsecosystem components, materialchange and energy, and the humansrole in the ecosystem balance.
4. Understanding the concept of cell
and contour, interrealtionshipbetween the organs structure andfunction, the organ systems possibledisfunctions and deseases, and itsimplication on science, technology,environment, and society.
5. Understanding factors affecting theplants grow and movement of plant,the process metabolism, heredity,and evolution and their implication.
6. Understanding the basic principles ofbiotechnology and their implicationon science, technology,environment, and society.
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13. Chemistry 1. Conducting an experiment such asformulating problem, proposing andtesting hypothesis, determiningvariable, designing and assemblinginstruments, collecting, processing,and interpreting data, drawingconclusions, and presenting theresult in written and oral report.
2. Understanding the basic law and itsapplications, calculations andmeasurements, chemical reactionsrealted to kinetic, balance, mass andenergy ...
3. Understanding characters of acid-base , buffer, hydrolysis, Ksp, coloidmix, electrolit-non elektrolit
emulsion, including its measurementand use.
4. Understanding the concept ofoksidation-reduction and chemicalelectro and its use in electricalenergy production, metal corrosion,and substance separation(electrolysis).
5. Understanding molecul structure,function cluster, and organiccompound reaction, including
benzena and its derivation, fat,carbohydrate, protein, polimer andits use in life.
6. Understanding the characteristics ofhalogen substance, alkali metal, alkali,
the third period, the forth period of metal
transition, and the use of importantsubstances or compound in daily life
7. Understanding the characteristics ofradioactive substance, nuclear reaction, the
use and the danger of radioactive substance.
14. History 1. Understanding the scope of history
2. Applying the principles of historicalresearches.
3. Analyzing the Indonesian pre-illiterate and illiterate community
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4. Analyzing the early life of Indonesiancommunity which covers thecivilization, origin and spread allover Nusantara/Indonesia
Science Program
1. Analyzing the era development oftraditional countries includingHinduism, Buddhist and Islam inIndonesia
2. Comparing the developoment ofIndonesian society during the Dutch-Hindia colonialization, and Japaneseoccupation
3. Analyzing the advent and growthprocess of nationalism in Indonesia
4. Reconstructing the Indonesiancommunity development since theproclamation of indpendendence tillthe led democration period.
5. Reconstructing the administrationchange from the Independence era(1945-1955), the guided democration(1955-1967), the New OrdeAdministration (1967-1988) untill theRefomation era (1988-now).
6. Reconstructing the society
development during the new orde
7. Analyzing the science and technologydevelopment from the World War IItill the latest technologydevelopment. V
Social Sciences
1. Analyzing the early life of theIndonesian civilization and othercountries all over the world and the
origin of the Indonesian people.
2. Analyzing the Indonesiandevelopment during the traditionalera including the development ofculture, religion, the Hindu-Buddhist-Islamic governmentalsystem, and their interaction withthe local culture.
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3. Analyzing the history of the Dutchand Japanese colonialism eraconcerning the economic,demographic and social change.
4. Analyzing the effect of political and
revolutions in the world (French,American and Russian revolutions) onthe Indonesian social, economic andpolitical change.
5. Analyzing events surrounding theProclamation of Independence, theRepublic of Indonesias formation,and the Constitution 1945s making.
6. Analyzing the society deveplomentwhich covers political movements(the advent of educational and
nationalism actions), the ideals ofindependent countries, etc. sincethe age of Hindu-Budhist kingdoms,Islamic kingdoms and the
administration of Dutch, British, andJapanese occupation.
7. Analyzing the struggle for the NKRIsindependence and unity fromdisintegration menace due to somerebels such Madiun Communist 1948,DI/TII, Permesta, Andi Azis, RMS,
PRRI, and September 30Action/Indonesian Communist Party.
8. Analyzing the development of theIndonesian society from theIndependence era till thereformation era. This goes throughthe Led Democration administration(1955-1967), the Pancasila/NewOrde Administration (1967-1988),and the Refomation era (1988-now).
Language Program
1. Menganalisis kehidupan masyarakatIndonesia periode kerajaan-kerajaantradisional, yang meliputi masakerajaan Hindu-Buddha dan Islam
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2. Menganalisis perkembangan bahasadan karya sastra masa kebudayaanHindu-Buddha dan Islam
3. Menganalisis perkembanganmasyarakat dan bahasa, karya sastra
masa pemerintahan kolonial HindiaBelanda
4. Menganalisis proses kelahiran danperkembangan nasionalismeIndonesia
5. Merekonstruksi perkembanganmasyarakat Indonesia periodeProklamasi (1945-1955), Orde Lama(1955-1967), Orde Baru (1967-1998),dan Reformasi (1998 -) mreliputiperkembangan politik, ekonomi,
sosial, bidang budaya, bahasa, dankarya sastra
15. Geografi 1. Memahami hakikat, objek, ruanglingkup, struktur, dan pendekatanGeografi
2. Mempraktekkan keterampilan dasarpeta dan pemanfaatan pada citrapenginderaan jauh
3. Memahami pemanfaatan citra dan
SIG sebagai wahana memvisualkangeosfer
4. Menganalisis dinamika dankecenderungan perubahan unsur-unsur geosfer serta dampaknyaterhadap kehidupan di muka bumi
5. Memahami pola dan aturan tatasurya dan jagad raya dalamkaitannya dengan kehidupan di mukabumi
6. Memahami sumber daya alam danpemanfaatannya secara arif
7. Menganalisis pemanfaatan danpelestarian lingkungan hidup dalamkaitannya dengan pembangunanberkelanjutan
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8. Menganalisis konsep wilayah danpewilayahan dalam kaitannya denganperencanaan pembangunan wilayah,pedesaan dan perkotaan, sertanegara maju dan berkembang
9. Menganalisis persebaran lokasiindustri
10.Menganalisis aglomerasi dan kawasanindustri
16. Sosiologi 1. Memahami sosiologi dan antropologisebagai ilmu yang mengkajihubungan masyarakat dan lingkungan
2. Memahami proses interaksi sosial,nilai sosial di dalam masyarakat dannorma yang mengatur hubungantersebut serta kaitannya dengandinamika kehidupan sosial
3. Mengidentifikasi kegiatanbersosialisasi sebagai prosespembentukan kepribadian
4. Mengidentifikasi berbagai perilakumenyimpang, anti social, danpengendalian sosial dalammasyarakat
5. Menganalisis hubungan antara
struktur dan mobilitas sosial dalamkaitannya dengan konflik social danintegrasi sosial
6. Mendeskripsikan berbagai bentukkelompok sosial danperkembangannya dalam masyarakatyang multikutural dan dinamikakehidupan
7. Menjelaskan proses perubahan sosialpada masyarakat dan dampaknyaterhadap kehidupan masyarakat
8. Menjelaskan hakikat dan tipe-tipelembaga sosial dan fungsinya dalammasyarakat
9. Melakukan penelitian sosial secarasederhana dan mengkominukasikanhasilnya dalam tulisan dan lisan
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17. Seni Budaya Seni Tari
1. Mengapresiasi dan mengekspresikan
karya seni tari kreasi bentuk taritunggal atau berpasangan/kelompokdalam konteks budaya masyarakat
daerah setempat2. Mengapresiasi dan mengekspresikan
karya seni tari kreasi bentuk taritunggal atau berpasangan/kelompokdalam konteks budaya masyarakatNusantara
3. Mengapresiasi dan mengekspresikankarya seni tari kreasi bentuk taritunggal atau berpasangan/kelompokmancanegara (NonAsia) dalamkonteks budaya masyarakatnya.
Seni Rupa (Program IPA)
1. Mengapresiasi dan mengekspresikankarya seni rupa terapan denganmemanfaatkan teknik dan corak
daerah setempat dan Nusantara
2. Mengapresiasi dan mengekspresikankarya seni terapan denganmemanfaatkan teknik mistar danproyeksi dengan mempertimbangkanfungsi dan corak seni rupa terapan
Nusantara dan mancanegara3. Mengapresiasi dan mengekspresikan
karya seni rupa murni dan terapan(modern/ kontemporer) yangdikembangkan dari beragam unsur,corak dan teknik seni rupa Nusantara
Seni Rupa (Program IPS dan Bahasa)
1. Mengapresiasi dan mengekspresikankarya seni rupa terapan denganmemanfaatkan teknik dan corakdaerah setempat dan Nusantara
2. Mengapresiasi dan mengekspresikankarya seni kriya denganmemanfaatkan teknik dan corakNusantara dan mancanegara
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3. Mengapresiasi dan mengekspresikankarya seni rupa murni dan terapan(modern/kontemporer) yangdikembangkan dari beragam unsur,corak dan teknik seni rupa Nusantara
18. Pendidikan Jasmani,Olahraga danKesehatan
1. Mempraktekkan keterampilanpermainan dan olahraga denganmenggunakan peraturan
2. Mempraktekkan rangkaian senamlantai dan senam alat serta nilai-nilai yang terkandung di dalamnya
3. Mempraktekkan pengembanganmekanik sikap tubuh, kebugaranjasnani serta aktivitas lainnya
4. Mempraktekkan gerak ritmik yangmeliputi senam pagi, senam aerobik,dan aktivitas lainnya
5. Mempraktekkan kegiatan dalam airseperti renang, permainan di air dankeselamatan di air
6. Mempraktekkan kegiatan-kegiatn diluar kelas seperti melakukanperkemahan, penjelajahan alamsekitar, mendaki gunung, dan lain-lain
7. Memahami budaya hidup sehatdalam kehidupan sehari-hari sepertiperawatan tubuh serta lingkunganyang sehat, mengenal berbagaipenyakit dan cara mencegahnyaserta menghindari narkoba dan HIV
19. Teknologi Informasidan Komunikasi
1. Memahami fungsi dan proses kerjaberbagai peralatan teknologiinformasi dan komunikasi yang
ditopang oleh sikap cermat danmenghargai Hak Atas KekayaanIntelektual
2. Menggunakan perangkat pengolahkata, pengolah angka, pembuatgrafis, pembuat presentasi, pengolahdatabase, bahasa pemrograman,multimedia dan animasi dengan
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variasi tabel, grafik, gambar dandiagram untuk menghasilkan
informasi
3. Memahami prinsip dasar
Internet/intranet, dasar jaringanlocal (LAN), Design web (dasar-dasarpemrograman HTML) danmenggunakannya untuk memperolehinformasi, berkomunikasi dan
20. Ekonomi1. .Menganalisis permasalahan ekonomi
dalam kaitannya dengan kebutuhanmanusia dan sistem ekonomi
2. Mendeskripsikan kegiatan ekonomiprodusen, konsumen, permintaan,penawaran dan harga keseimbanganmelalui mekanisme pasar, biayaproduksi, penerimaan, dan bentuk-bentuk pasar
3. Mendeskripsikan kebijakanpemerintah dalam bidang ekonomidalam kaitannya dengan pendapatannasional, konsumsi, tabungan daninvestasi, uang ,inflasi, kredit danperbankan
4. 4.Memahami pembangunan ekonomisuatu negara dalam kaitannyadengan ketenagakerjaan, APBN,perpajakan, pasar modal danekonomi terbuka
5. Menyusun siklus akuntansiperusahaan jasa dan perusahaandagang
6. 6.Memahami fungsi-fungsimanajemen badan usaha, koperasidan kewirausahaan.
7. Menjelaskan dan menerapkanmetode kuantitatif dan masalahekonomi.
8. Memahami siklus akuntansi danmenerapkan metode kuantiatifdalam akuntansi
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21. Bahasa Asing Mendengarkan1. Melafalkan huruf/kata/ frase dengan tepat
2. Membedakan bunyi huruf dari kosakata yang
mirip
3. Mencocokkan ujaran dengan gambar.
4. Mencocokkan ujaran dengan tulisan.
5. Mencocokkan ujaran dengan huruf/kata/frase yang tepat.
6. Mencocokkan gambar dengan isi wacana
7. Memilih jawaban tepat dari pilihan jawaban
yang disediakan.
8. Menjawab mengenai isi wacana.
9. Menuliskan jawaban yang tepat
10. Melafalkan huruf/kata/ frase dengan tepat11. Membedakan bunyi huruf dari kosakata
yang mirip12. Mencocokkan ujaran dengan gambar.
13. Mencocokkan ujaran dengan tulisan.
14. Mencocokkan ujaran dengan huruf/kata/frase yang tepat.15. Mencocokkan gambar dengan isi wacana
16. Memilih jawaban tepat dari pilihan jawaban
yang sediakan.
17. Menjawab mengenai isi wacana.
18. Menuliskan jawaban yang tepat
Berbicara
1. Menirukan ujaran frasa/kalimat dengan tepat.
2. Memilih jawaban yang benar sesuai konteks.
3. Menjawab dengan benar sesuai konteks.
4. Menyampaikan informasi sederhana sesuaikonteks.
5. Berdialog sesuai konteks.6. Mengajukan pertanyaan sesuai konteks.
7. Menjawab pertanyaan sesuai konteks.8. Menggunakan ungkapan dan sikap tubuh
yang benar9. Memilih jawaban yang benar sesuai konteks.
10. Menjawab dengan benar sesuai konteks.11. Menyampaikan informasi sederhana sesuai
konteks.
12. Berdialog sesuai tema.
13. Mengajukan pertanyaan sesuai konteks
14. Menjawab pertanyaan sesuai konteks
15. Menggunakan ungkapan yang tepat.
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Membaca
1. Menentukan bentuk wacana tulis.
2. Memilih tema wacana tulis.
3. Menjawab pertanyaan mengenai isi wacana.
4. Menafsirkan makna kata/ungkapan sesuaikonteks.
5. Mencocokkan tulisan dengan gambar dsb.
6. Melafalkan kata/frasa /kalimat dengan tepat.
7. Membaca nyaring frasa /kalimat dengan
intonasi dan lafal yang tepat.
8. Menentukan bentuk wacana tulis
9. Memilih tema wacana tulis10. Menjawab pertanyaan mengenai isi wacana.
11. Menafsirkan makna kata/ungkapan sesuaikonteks
12. Mencocokkan tulisan dengan gambar dsb.
13. Melafalkan kata/frasa /kalimat dengan tepat14. Melafalkan kata/frasa /kalimat denganintonasi yang tepat
MENULIS
1. Menulis huruf/ kata/frase dengan huruf yang
tepat
2. Menentukan kosakata yang tepat sesuai
konteks
3. Menyusun kata / frasa acak menjadi kalimat
dengan struktur yang tepat
4. Menyusun frasa/kalimat acak yang tersediamenjadi wacana
5. Menulis wacana sederhana sesuai materidengan tanda baca yang tepat
6. Menulis huruf/ kata/frase dengan huruf yangtepat
7. Menentukan kosakata yang tepat sesuaikonteks
8. Menyusun kata / frasa menjadi kalimatdengan struktur yang tepat
9. Menyusun frasa/kalimat yang tersedia
menjadi wacana
10. Menulis wacana sederhana mengenai
identitas diri dengan tanda baca yang tepat
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C. Curriculum Structure and Contents of
1. Subjects
The subject matter taught at SMA 3 Semarang is based on the
curriculum structure written in the Standard of ContentsMuatan mata pelajaran yang diberikan di SMA Negeri 3 Semarang
sesuai dengan struktur kurikulum yang terdapat dalam Standar Isi
Grade X
Time AllotmentComponents
Semester 1 Semester 2
A. Subjects
1. Religious Education 2 2
2. Civics 2 2
3. Bahasa Indonesia 4 4
4. English 4 4
5. Mathematics 5 5
6. Physics 3 3
7. Biology 3 3
8. Chemistry 3 3
9. History 1 1
10. Geografy 2 2
11. Economics 3 3
12. Sosiology 2 2
13. Arts and Culture 2 2
14.Sports and Physical Education 2 2
15.Information andCommunication Technology
2 2
16.Foreign Language
Japanese /French
2 2
B. Local Content
- Javanese 2 2
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Time AllotmentComponents
Semester 1 Semester 2
C. Self Development 2*) 2*)
T o t a l 44 44
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Grade XI dan XII of the Science Department
Alloted Time
Grade XI Grade XIIComponents
Smt 1 Smt 2 Smt 1 Smt 2
A. Subjects
1. Religious Education 2 2 2 2
2. Civics 2 2 2 2
3. Bahasa Indonesia 4 4 4 4
4. English 5 5 5 5
5. Mathematics 5 5 5 5
6. Physics 5 5 5 5
7. Chemistry 5 5 5 5
8. Biology 5 5 5 5
9. History 1 1 1 1
10. Arts and Culture 2 2 2 2
11.Sports and PhysicalEducation
2 2 2 2
12. Information andCommunication Technology
2 2 2 2
13. Craft/Foreign Languages
- Japanese / French 2 2 2 2
B. Local Content
Javanese
2 2 2 2
C. Self Development 2*) 2*) 2*) 2*)
T o t a l 44 44 44 44
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Grade XI dan XII of the Social Sciences Department
Time AllotmentGrade XI Grade XIComponents
Smt 1 Smt 2 Smt 1 Smt 2
A. Mata Pelajaran
1. Religious Education 2 2 2 2
2. Civics 2 2 2 2
3. Bahasa Indonesia 4 4 4 4
4. English 5 5 5 5
5. Mathematics 5 5 5 5
6. History 3 3 3 3
7. Geografy 4 4 4 4
8. Economics 6 6 6 6
9. Sosiology 3 3 3 3
10. Arts and Culture 2 2 2 2
11. Sports and PhysicalEducation
2 2 2 2
12. Information andCommunication Technology
2 2 2 2
13. Craft/Foreign Languages
- Japanese / French
2 2 2 2
B. Local Content
Javanese
2 2 2 2
C. Self Development 2*) 2*) 2*) 2*)
T o t a l 44 44 44 44
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Grade XI dan XII of the Language Department
Time Allotment
Grade XI Grade XIIComponents
Smt 1 Smt 2 Smt 1 Smt 2
A. Subjects
1. Religious Education 2 2 2 2
2. Civics 2 2 2 2
3. Bahasa Indonesia 5 5 5 5
4. English 7 7 7 7
5. Mathematics 3 3 3 3
6. Indonesian Literature 4 4 5 5
7. Foreign Language 5 5 5 5
8. Anthropology 3 3 2 2
9. History 3 3 3 3
10. Arts and Cultre 3 3 3 3
11 . Sports and PhysicalEducation
2 2 2 2
12 . Information andCommunication Technology
2 2 2 2
13. Handicrafts 2 2 2 2
B. Local Content
Javanese
2 2 2 2
C. Self Dvelopment 2*) 2*) 2*) 2*)
T o t a l 44 44 44 44
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Based on the given currciculum structure, SMA Negeri 3 Semarang
enhance the time allotment for some subjects as the followings:
No Grade Subjects Additional time
allotment
1. X 1. Mathematics
2. Physics
3. Chemistry
4. Biology
5. Economics
6. Geography
1
1
1
1
1
1
2. XI - IA 1. Mathematics
2. Physics
3. Chemistry
4. Biology
5. English
1
1
1
1
1
3. XI - IS 1. Economics
2. Mathematics
3. English
4. Geography
2
1
1
1
4. XII - IA 1. Mathematics
2. Physics
3. Chemistry
4. Biology
5. English
1
1
1
1
1
5. XII - IS 1. Economics
2. Mathematics
3. English
4. Geography
2
1
1
1
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differentiating. The activities should enable the students practice the
concept being learned and skill that are innovated continuously.
k. Homework must be designed continuously so that it can empower the
students learning and introduce self-study skill.
l. Learning skill must be designed in certain topics, so that the students
understand their relevancy to their study and they can work
independently. This covers the specific strategy in order to progress. The
students should be encouraged to evaluate and improve their ways of
learning.
m. Well organized and supportive individual feed-back for their progress, in
spoken or written format, must be provided in the form of evaluation. The
strategy or short-term and long-term target for improvement should be
increased.
n. Qualitative and quantitative data of evaluation must be used regularly to
provide information about teacher and student achievement, the strength
and target for improvement. The criteria of evaluation must be made
clearly for all students.
o. Students must be trained to appraise and evaluate their own work, their
peers work by approaching evaluation criteria and good training models.
This becomes the students participation in their evaluation to get the
learning progress.
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3. Local Contents
Local contents are extracrricular activities to develop any
competency in accordance with local characteristics and
competencies including local excellences whose material contents
are beyond the other subjects or so excessive that must be
separated as special subjects.
The essence of the local contents is determined by each
educational institution not only limited to the skills and handicraft
subjects. The local content is a lone subject which can be carried
out each semester. It means that within a year there might be two
subjects of the local contents. To support this each educational
institution has to provide with the Standard and Basic Competencyof taught subjects.
By referring to the local existing essence, SMAN 3 Semarang
commences the local contents based on needs and cultural areas,
namely the ability of Javanese as an effort to preserve and better
understand the traditions deep-rooted in the noble values of the
nation.
No Grade Local Contents
1. X - Bahasa Jawa
2. XI IA - Bahasa Jawa
3. XI IS - Bahasa Jawa
4. XII IA - Bahasa Jawa
5. XII IS - Bahasa Jawa
3. Personal Development Activities
Personal/self development activities are aimed at providing the
opportunity for students to develop and express themselves in
accordance with the needs, talents, and interests of each student
based on the conditions of SMAN 3 Semarang.
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Personal/self development activities are conducted through:
a. Counseling ctivities related to personal problems themselves
and social life, learning, and the establishment of the students
career. It is primarily aimed at the students creativity and
career guidance.
b. The students Personal Development and Creativity Activities
are carried out through extra-curricular activities as the
followings:
religious (Islamic, Christian and other spiritual unions)
sports (Futsal, badminton, basketball, volleyball, karate,
taekwondo, judo, pencak silat)
leadership (Students Basic Leadership Training / LDKS,
Paskibraka, Youth Red Cross Youth, Scout)
Arts (Theater One, Choir, Band, Traditional Dances, Break
Dance, Modern dance, Cheerleaders)
Love-Nature Club, Youth Scientist Club, Magazine and
Creative Photography Club, Team LOSI (Institute for Science
Olympiad Indonesia) Mathematics, Team LOSI Physics, Team
LOSI Chemistry, Team Biology LOSI, Team LOSI Computers
(Information).
Each student is given an opportunity to choose the type of
extracurricular in the SMAN 3 Semarang. All activities in connection
with the students' extracurricular activities are under the guidance
and supervision of teachers assigned by the Principal.
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4. Learning Load
The load of learning at SMAN 3 Semarang is set to a Package
System. It is a system of establishing educational program in which
the stdents are required to follow the entire programs and the
load of learning that have been set for each class according to the
curriculum structure applied to SMAN 3 Semarang. The load of
study subjects in the Package System is expressed in a period of
learning.
The load of learning is formulated in the form of the time reqired
by the students to attend classes through a session system,
structured assignment, and non-structured independent activities.
All of these are intended to achieve the standard of competence by
considering the students development.
Teaching learning activity is a learning process in the form of
interaction between students with educators. The load of learning
activities per session at SMAN 3 Semarang spends 45 minutes.
The session amount listed in the structure of the school curriculum
is as follows:
NO Grade The amount of teaching period per week
1 X 44
2 XI 44
3 XII 44
Utilization of allocation of time and structured activities notstructured as much as 60% of the maximum amount of time
allocation in the face per subject tailored to the needs of their
respective subjects. The time allocation referred to is used for
remedial and material enrichment.
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Mast ery Learning Cri t eriaSubjects
PPK dan Practice Attitude
15.Information and
CommunicationTechnology
76 B
16.Foreign Langugages
Japanese/French
76 B
17.Local Content:Javanese
76 B
18.PersonalDevelopment
B
Science Department
Mastery Learning Criteria
Grade XI Grade XIISubjects
PPK andPractice
Attitude PPK andPractice
Attitude
1. ReligiousEducation
79 B 80 B
2. Civics 76 B 76 B
3. Bahasa Indonesia 76 B 76 B
4. English 76 B 76 B
5. Mathematics 75/76/77 B 75 B
6. Physics 75 B 75 B
7. Chemistry 76 B 76 B
8. Biology 76 B 76 B
9. History76 B 76 B
10.Arts and Culture 76 B 76 B
11.Sports andPhysicalEducation
76B
76B
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12.Information andCommunicationTechnology
76 B 76 B
13.Foreign LanguageJapanese
76 B 76 B
14.Javanese 76 B 76
15.PersonalDevelopment
B B
Social Science Department
Mastery Learning Criteria
Grade XI Grade XISubjects
PPK andPractice
Attitude PPK andPractice
Attitude
1. ReligiousEducation
79 B 80 B
2. Civics 76 B 76 B
3. BahasaIndonesia
76 B 76 B
4. English 76 B 76 B
5. Mathematics 75 B 75 B
6. History 76 B 76 B
7. Geography 76 B 76 B
8. Economics 76 B 76 B
9. Sociology 76 B 76 B
10.Arts and Culture 76 B 76 B
11.Sports andPhysicalEducation
76 B 76 B
12.Information andCommunicationTechnology
76 B 76 B
13.ForeignLanguageJapanese
76
B
76
B
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Mastery Learning Criteria
Grade XI Grade XISubjects
PPK andPractice
AttitudePPK andPractice
Attitude
14.Javanese 76 B 76 B
15.PersonalDevelopment
B B
To improve the quality of SMA 3 Semarang graduates, the
minimum mastery learning criteria is gradually increased
to reach the ideal mastery learning criteria i.e. 100.
o Start in academic year 2009/2010 the minimum
mastery learning criteria is 75+x ( x is determined
by the teachers meeting of each subject.
o And hopefuly, it will be increased in the coming
academic years.
To those who have not reached KKM, maximum two more
remidial opportunities are given.
o Remidial teaching is carried out
at the extra periods (on Saturday)
it is ended by a test.
o Remedial teaching is carried out if :
the classical mastery learning has not 75% .
the individual mastery learning 75%.
(It will be technically arranged further)
If there is any inadequate grade in the odd semester, it has
to be improved before the final test.
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To attend the block test or final test , students are
required to attend classes at least 80% of the entire
session. If there are students whose attendance is less than
80% they are permitted to join it only after completing
additional tasks in compliance with the competence
standard (SK) and the basic competence (KD). (It will be
technically arranged with special direction)
6. Promotion, Department Selection, Graduation and Mutation
Promotion
The promotion is held at the end of each academic year with the
following criteria.
1. Students must complete the entire programs of the attended
class. (the minimum required meeting)
2. The calculated scores are the even semester scores by
considering the odd semester score ( the decrease that is 20
is not allowed)
3. Students get at least good minimum scores in the year-end
assessment for all subjects in group of noble character subjects
and, the civics and personality subject, aesthetics subjects and
sports and health.
4. Students are not promoted to the next grade if they do not
reach the minimal mastery learning criteria in Religious
Education, Civics and Bahasa Indonesia. As vision and
mission support.
5. Students are not promoted to grade XI when they do not reach
minimal mastery learning more than three (3) subjects.
6. Students are not promoted to grade XII when those students:
a. any of the special majoring subjects does not reach
b. More than 3 subjects do not reach the mastery learning
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Department selection
1. Decision and departmen selection
a. The department selection of Sciences and Social Sciences are
conducted at the end of Grade X semester 2.
b. The selected department programs start at Grade XI semester
1.
2. Department selection criteria :
a. Academic scores
Students promoted to grade XI and hoping to major a certain
department, are allowed to posses at most 3 subjects which do
not meet KKM and those subjects do not belong to the main
subjects of each department. For the Science Department, students must posses the total
amount of the four core subjects (Physics, Biology , Chemistry,
Mathematics) at least 312 or the average of 78 and those four
subjects must meet the mastery learning.
For the Social Science Department, students must posses the total
amount of the four core subjects (Economics, Geografy, Sociology,
History) at least 312 or the average of 78 and those four subjects
must meet the mastery learning.
For the Language Department, students must posses the total
amount of the two core subjects (Bahasa Indonesia, English) at
least 156 or the average of 78 and those four subjects must meet
the mastery learning.
b. Students interests and talents
To find out interests and talents of students, teachers andCounselling teachers conduct interviews and questionnaires,
or by other means that can be used to explore students
interests and talents.
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3. Department Transfer
a. Students are given an opportunity to change course on their
own request, with a maximum time limit of 1 (one) month
since the implementation of learning, of course by considering
point 2.a and b above.
b. To grade XI, 3 (three) months of the learning activities, a test
to determine the students ability in subjects that are
characteristics of each course will be conducted.
c. If a student during the process of learning can not meet the
criteria (based on test result) as listed in point 3.b above, the
school is entitled to move students to other depertment
according to the his ability.
d. The process of the students department transfer must be
commenced through coordination among the core subject
teachers Counselling teachers, class guardian, and parents.
Graduation
In accordance with the provisions of Regulation 19/2005
Article 72 Paragraph (1), students pass the examinations and
graduate from the primary and secondary education after:
a. completing the entire program;
b. possessing minimum scores good at the end of the
assessment for all subjects of the subjects groups of religious
education and noble attitude, personality and citizenship,
aesthetics, and physical, sports, and health;
c. passing the school/madrasah examinations for groups of
science and technology;
d. passing the National Examination.
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Mutation
SMA Negeri 3 Semarang SMAN 3 Semarang determines
requirements of student mutation in accordance with the
principles of school-based management, through a mechanism of
objective and transparency, as the following:
a. Meet the stipulated requirements:
1. Parents inquiry letter
2. Possessing reports indicating results of study (Rapor) with
the full scores from the previous school
3. Possessing Junior High School diploma (levelling:
DISAMAKAN)
4. Posessing the diploma scores which is not lower than the
minimum scores of the entrance scores (PSB).
5. Possessing mutation letter from the previos school
approved by supervisors with a list attached to 8355 (the
status of the students concerned).
b. Adjusting the form of school study report (LHBS) from the
school of origin in accordance with the form used in the
inteded school
c. Following the admission tests in accordance with the intended
department and the results are announced openly.
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7. Life Skill Education
SMAN 3 Semarang provides life skill education, which includes personal
competence, social competence, skill and academic and vocational
prowess, in an integrated and an integral part of all subjects of
education, and local development.
8. Global-Excellence-Based Education
Starting the academic year 2006/2007 SMA 3 Semarang has
been developing patterns of international development in accordance
with decree of the Director General of Basic and Secondary Education
(Dikmenum) on the Internationally Standardized School (SBI).
The programs of SBI development utilizes the benefits of
local excellences and global competitiveness covering the ICT and
international language development. SMA 3 Semarang has been
utilizing ICT media in all classes for all subjects teachers. English as an
international language used as a communication medium for the five
subjects, namely Mathematics, Physics, Biology, Chemistry, and
Economics. In addition, Foreign Languages: Japanese is taught as acompulsory subject at all levels and all departments while French is
taught as a compulsory sujects at the Language departments.
As an Internationally Standardized School SMA 3 Semarang has
developed Standards of Graduate Competence (SKL), which becomes a
characteristic of the international school that are derived from the
schools vision and mission.
Extra-curricular activities to reach the standards of SBI have
been prepared. They cover the English bulletin, the Olympiad team
(Chemistry, Physics, Mathematics, Biology, and Computer), compulsary
English, arts and culture, sports - not less than 30 kinds of extra
activities.
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D. Academic Calendar 2010/2011
SMA3.SMG/WKAKA/QSR/003-00/08
KALENDER PENDIDIKAN SMA NEGERI 3 SEMARANG
SEMESTER GASAL TP 2010/2011 ( JULI 2010 s/d DESEMBER 2010)
JULI AGUSTUS SEPTEMBER OKTOBER NOPEMBER DESEMBERTGL
"18" "20" "13" "24" "23" "15"
1 LB. AT 09/10 MINGGU UHT I / KBM UP HB HUT SEK KE- UAS / KBM
2 LB. AT 09/10 KBM UHT I / KBM PENGB. DIRI KBM UAS / KBM
3 LB. AT 09/10 KBM UHT I / KBM MINGGU KBM UAS / KBM
4 MINGGU KBM LB Akhir Puasa UTS/ KBM KBM UAS / KBM
5 LB. AT 09/10 KBM MINGGU UTS/ KBM KBM MINGGU
6 LB. AT 09/10 KBM LB Akhir Puasa UTS/ KBM PENGB. DIRI UAS / KBM
7 LB. AT 09/10 PENGB. DIRI LB Akhir Puasa UTS/ KBM MINGGU LB Thn Br Hij
8 LB. AT 09/10 MINGGU LB Akhir Puasa UTS/ KBM KBM UAS / KBM
9 LB. AT 09/10 KBM LB Akhir Puasa PENGB. DIRI KBM UAS / KBM
10 LB. AT 09/10 LB Awal Puasa LB Idhul Fitri MINGGU UP HB UAS / KBM
11 MINGGU LB Awal Puasa LB Idhul Fitri UTS/ KBM KBM PENGB. DIRI
12 MOS/KBM LB Awal Puasa MINGGU UTS/ KBM KBM MINGGU
13 MOS/KBM KBM LB Idhul Fitri KBM PENGB. DIRI SG/CM
14 MOS/KBM PENGB. DIRI LB Idhul Fitri KBM MINGGU SG/CM
15 KBM MINGGU LB Idhul Fitri KBM KBM SG/CM
16 KBM KBM LB Idhul Fitri PENGB. DIRI KBM SG/CM
17 PENGB. DIRI UP HB LB Idhul Fitri MINGGU LB Idul Adha SG/CM
18 MINGGU KBM PENGB. DIRI KBM KBM LHBPD. SEM I
19 KBM KBM MINGGU KBM KBM MINGGU
20 KBM KBM KBM KBM PENGB. DIRI LB AK SEM 1
21 KBM PENGB. DIRI KBM KBM MINGGU LB AK SEM 1
22 KBM MINGGU KBM KBM KBM LB AK SEM 1
23 KBM UHT I / KBM KBM PENGB. DIRI KBM LB AK SEM 1
24 PENGB. DIRI UHT I / KBM KBM MINGGU KBM LB AK SEM 1
25 MINGGU UHT I / KBM PENGB. DIRI KBM KBM LB Natal
26 KBM UHT I / KBM MINGGU KBM KBM MINGGU
27 KBM UHT I / KBM KBM KBM PENGB. DIRI LB AK SEM 1
28 KBM PENGB. DIRI KBM UP HB MINGGU LB AK SEM 1
29 KBM MINGGU KBMLOMBA HUT
SEK KBM LB AK SEM 1
30 KBM UHT I / KBM KBMLOMBA HUT
SEK KBM LB AK SEM 1
31 PENGB. DIRI UHT I / KBM MINGGU LB AK SEM 1
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SMA3.SMG/WKAKA/QSR/003-00/08
KALENDER PENDIDIKAN SMA NEGERI 3 SEMARANG
SEMESTER GENAP TP 2010/2011 ( JANUARI 2011 s/d JUNI 2011)
JANUARI FEBRUARI MARET APRIL MEI JUNI JULITGL
"25" "23" "26" "24" "24" "16" "12"
1 LB AK SEM 1 U.C./ UHT U.C. / UTSLU HAFAT ISA
AL MINGGU UKK LB AK SEM
2 MINGGU U.C./ UHT U.C./ UTS PENGB. DIRI UP HB UKK LB AK SEM
3 KBM U.C./ UHT U.C./ UTS MINGGU KBM UKK MINGGU4 KBM U.C./ UHT U.C./ UTS KBM KBM PENGB. DIRI LB AK SEM
5 KBM PENGB. DIRI PENGB. DIRI KBMLU KEN ISA
AL M MINGGU LB AK SEM
6 KBM MINGGU MINGGU KBM KBM UKK LB AK SEM
7 KBM KBM KHU UN / KBM KBM PENGB. DIRI UKK LB AK SEM
8 PENGB. DIRI KBM KHU UN / KBM KBM MINGGU UKK LB AK SEM
9 MINGGU KBM KHU UN / KBM PENGB. DIRI KBM 3) UKK LB AK SEM
10 KBM KBM LU NYEPI MINGGU KBM 3) UKK MINGGU
11 KBM KBM KHU UN / KBM KBM KBM 3) UKK MOS/KBM
12 KBM PENGB. DIRI PENGB. DIRI KBM KBM 3) MINGGU MOS/KBM
13 KBM MINGGU MINGGU KBM KBM SG/CM MOS/KBM
14 KBM U.C. / KBM KHU UN / KBM KBM PENGB. DIRI SG/CM KBM
15 PENGB. DIRI U.C. / KBM KHU UN / KBM KBM MINGGU SG/CM KBM
16 MINGGU U.C. / KBM KHU UN / KBM PENGB. DIRI KBM SG/CM KBM
17 U.C. / KBM U.C. / KBM KHU UN / KBM MINGGU KBM SG/CM MINGGU
18 U.C. / KBM U.C. / KBM KHU UN / KBM KBM KBMLHBPD. SEM
II KBM
19 U.C. / KBM PENGB. DIRI PENGB. DIRI KBM KBM MINGGU KBM
20 U.C. / KBM MINGGU MINGGU LU WAISAK UP HB LB AK SEM KBM
21 U.C. / KBMLU MAULID
NABI UN UTAMA KBM PENGB. DIRI LB AK SEM KBM
22 PENGB. DIRI KBM UN UTAMA KBM MINGGU LB AK SEM KBM
23 MINGGU KBM UN UTAMA PENGB. DIRI KBM LB AK SEM KBM
24 KBM KBM UN UTAMA MINGGU KBM LB AK SEM MINGGU
25 KBM KBM KBM KBM KBM LB AK SEM KBM
26 KBM PENGB. DIRI PENGB. DIRI KBM KBM MINGGU KBM
27 KBM MINGGU MINGGU KBM KBM LB AK SEM KBM
28 KBM U.C./ UTSU. PRAK /
KBM 1) KBM PENGB. DIRI LB AK SEM KBM
29 PENGB. DIRIU. PRAK /
KBM 1) KBM MINGGU LB AK SEM KBM
30 MINGGUU. PRAK /
KBM 1) PENGB. DIRI KBM LB AK SEM KBM
31 U.C./ UHTU. PRAK /
KBM 1) KBM MINGGU
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CHAPTER IV
SYLLABUS DEVELOPMENT
A. Syllabus
Syllabus is a learning plan and/or group of subjects/themes that includes
a certain standard of competence, basic competence, learning principles,
learning activities, indicators, assessments, allocation of time, and
resources, materials, and learning media as well. Syllabus is the
elaboration of competence standards and basic competence in basic
materials / learning, learning activities, and indicators of achievement
for competence assessment.
B. Principles of Development Syllabus
1. Scientific
Overall materials and activities written in the syllabus contents must
be correct and scholarly reliable.
2. Relevant
Scope, depth, the level of difficulty and the sequence of the
materials presentation in the syllabus should be in accordance with
the level of students physical, intellectual, social, emotional, and
spiritual development.
3. Systematic
syllabus Components should be intercorrelated one another to achieve
the competencies.
4. Consistent
There is a consistent relationship (persistent, right-track principle)
among the basic competencies, indicators, basic materials, learning
experience, learning resources, and the assessment system.
5. Adequate
The scope of the indicators, basic materials, learning experience,
learning resources and assessment system is sufficient to support the
achievement of basic competence.
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6. Actual and Contextual
The scope of the indicators, main materials, learning experiences,
learning resources, and the assessment system is sufficient to support
the achievement of basic competence.
7. Flexible
The entire syllabus components can accommodate the diversity of
students, educators, and the dynamics of the changes that occur in
school and community.
8. Thorough
The syllabus components cover the entire competence (cognitive,
affective, psychomotor).
C. Time Unit of Syllabus
1. Subject Syllabus is compiled based on the entire allocation of time
provided for the subjects during the education administartion at
Negeri 3 Semarang.
2. Preparing syllabus considers the allocation of time per semester, per
year, and the allocation of subjects in the group silabus.
3. Implementation of learning per semester applies the term based on
the syllabus elaborated in the Competence Standards and Basic
Competency for each subject with the time allocation available on the
structure of the curriculum.
D. Syllabus Development
The syllabus development of Negeri 3 Semarang is accomplised by
teachers in groups according to their respective MGMP. This is done to
maximize MGMP function as a forum for increasing professionalism among
the subject teachers. In this forum MGMP school teachers are expected to
be carefully learn and develop the syllabus.
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E. Steps on the Syllabus Development
1. Analyzing the Competency Standard and Basic Competency
The Competence Standards and Basic Competence of subjects as listed
in the Content Standard (SI) by considering the followings:
a. the hierarchy of the discipline concept and / or material difficulty
level, must not always consistent with the sequence written in the
SI ;
b. Interrelationship between the;
c. Interrelationship between the competency standards and basic
competency among subjects.
2. Identifying Main Teaching MaterialsIdentify the basic materials that support the achievement of basic
competence by considering:
a. students potensial;
b. the relevance of the regional characteristics;
c. the level of stdents physical, intellectual, emotional, social,
spiritual development;
d. students usefulness;
e. scientific structure;
f. timeliness, depth, width of the learning materials;
g. relevance to the students needs of and environment demand,
and;
h. time allocation.
3. Developing Learning Activities
Learning activities are designed to provide learning experiences that
involve mental and physical processes through interaction betweenstudents, students with teachers, the environment, and other learning
resources in order to achieve basic competency. The learning
experiences can be realized through the use of various approaches
and are students centered. Those include life skills that students need
to posses.
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In developing learning activities, there are some issues that must be
considered.
a. Learning activities are developed to provide assistance to
teachers, especially teachers, in order to implement the learning
process professionally.
b. Learning activities include a series of learning activities that
should be done by students in order to achieve basic competency.
c. The learning sequence must be arranged in accordance with the
hierarchy of the concept of learning materials.
d. Formulation of the statement in the learning activities should have
at least two elements which reflect the management of student
learning experience, the student activities and materials.
4. Formulating Competency Achievement Indicator
Indicator is the achievement of a basic competence which is marked
by measurable behavioral changes including the attitudes, knowledge,
and skills.
The indicator is developed in accordance with the characteristics of
students, subject, educational type, regional potential and
formulated in the operational, measurable and observable
statements. The indicator is used as a basis for preparing the
assessment tool.
5. Determining Types of Evaluation
The evaluation of students basic competency achievement is
administered by
top related