task of curriculum design and development of biology school
TRANSCRIPT
-
8/7/2019 Task of Curriculum Design and Development of Biology School
1/17
Task of Curriculum Design and Development of Biology School
Development 2nd Document EducationUnit Level Curriculum
CREATED BY:
GROUP II
SAIFUL BAHRI 081404192
TISMI DIPALAYA 081404166
EKA YUN HARDIANTI.H 081404168SITAMIRNASARI 081404177
BIOLOGY EDUCATION DEPARTMENT
MATHEMATIC AND NATURAL SCIENCE FACULTY
STATE UNIVERSITY OF MAKASSAR
2008 - 2009
-
8/7/2019 Task of Curriculum Design and Development of Biology School
2/17
PREFACE
Alhamdulillahi rabbil alamin . Thanks to Gods mercy so this working paper
could finish. This working paper was arranged for supported teaching process about
Development 2nd Document Education Unit Level Curriculum. We hope this working
paper can useful to all readers
We as composer team feel that this working paper still far from perfect.
Therefore, we request suggestion and critic which build and it can take it this working
paper to be Perfect and also we dont forget say thank you very much to guidance lecturer
and every body who role working in working paper arrange then we hope this working
paper could be useful for the readers,.
Makassar, December 2009
Composer Team
`
-
8/7/2019 Task of Curriculum Design and Development of Biology School
3/17
Development 2nd Document Education Unit Level Curriculum
In the two documents in two Education Unit Level Curriculum contains the
syllabus and learning implementation plan.
Pada dokumen dua dalam dua Kurikulum Tingkat Satuan Pendidikan berisi tentang
silabus dan rencana pelaksanaan pembelajaran.
1. Syllabus Development
Pengembangan Silabus
a. Definition
Pengertian
Syllabus can be interpreted as a learning program design or group of
subjects that contain the standards and basic competencies to be achieved by
students, subject matter that must be learned and how students learn and how to
determine the achievement of basic competencies that have been determined.
Thus, the syllabus can be used as guidelines for teachers in the implementation
plan of learning each time carrying out learning.
Silabus dapat diartikan sebagai rancangan program pembelajaran
satu atau kelompok mata pelajaran yang berisi tentang standar
kompetensi dan kompetensi dasar yang harus dicapai oleh siswa,
pokok materi yang harus dipelajari siswa serta bagaimana cara
mempelajarinya dan bagaimana cara untuk mengetahui pencapaian
kompetensi dasar yang telah ditentukan. Dengan demikian, silabus
dapat dijadikan pedoman bagi guru dalam menyusun rencana
pelaksanaan pembelajaran setiap kali melaksanakan pembelajaran.
As the draft syllabus learning program includes a variety of matters
related to curriculum development, namely to answer the questions of:
-
8/7/2019 Task of Curriculum Design and Development of Biology School
4/17
1) The purpose of what should be achieved by students through the
learning process? This question is related to the formulation of standards
and basic competencies that have been defined.
2) What material should be studied in relation to the standards of
students and basic competencies to be achieved? This question is related tothe determination of the main points of material relating to the standards and
basic competencies.
3) How can I do to the standard and basic competencies that can be
achieved? This question is related to the determination of strategies and
methods that lead to learning experiences that must be done every student.
4) How to determine the success of students in the achievement of
competence? This question is related to the formulation of indicators and
setting learning outcomes learning evaluation system.
Sebagai rancangan program pembelajaran silabus memuat berbagai
macam hal yang berkaitan dengan pengembangan kurikulum, yakni
menjawab persoalan tentang:
1) Tujuan apa yang harus dicapai oleh siswa melalui proses
pembelajaran? Pertanyaan ini berkaitan dengan rumusan standar
kompetensi dan kompetensi dasar yang telah ditetapkan.
2) Materi apa yang harus dipelajari siswa sehubungan denganstandar kompetensi dan kompetensi dasar yang harus dicapai?
Pertanyaan ini berkaitan dengan penentuan pokok-pokok materi
yang berhubungan dengan standar kompetensi dan kompetensi
dasar.
3) Bagaimana cara yang dapat dilakukan agar standar kompetensi
dan kompetensi dasar itu dapat tercapai? Pertanyaan ini berkaitan
dengan penentuan strategi dan metode pembelajaran yang
bermuara pada pengalaman belajar yang harus dilakukan setiap
siswa.
4) Bagaimana menentukan keberhasilan siswa dalam pencapaian
kompetensi? Pertanyaan ini berkaitan dengan perumusan indicator
hasil belajar dan penetapan system evaluasi pembelajaran.
On the basis of this, the syllabus is designed in accordance with contentstandards, and in accordance with the conditions of each school. Thus, there
-
8/7/2019 Task of Curriculum Design and Development of Biology School
5/17
could be any school will have a different syllabus. Therefore, the syllabus was
developed based on the needs and characteristics of the school.Atas dasar hal tersebut, maka silabus dirancang sesuai dengan standar
isi, dan sesuai dengan kondisi setiap sekolah. Dengan demikian, bisa terjadi
setiap sekolah akan memiliki silabus yang berbeda. Oleh sebab itu, silabus
dikembangkan berdasarkan kebutuhan dan karakteristik sekolah.
b. Benefits syllabus
Manfaat silabus
Useful syllabus for teachers as a guide in preparing the Implementation
Plan Learning, as a guide in the implementation of a learning process. To the
administrators, including principals, syllabus can be used as reference in
determining any school policy. For the supervisors, syllabus will be useful to do
a super school vision.
Untuk guru silabus bermanfaat sebagai pedoman dalam menyusun
Perencanaan Pelaksanaan Pembelajaran, sebagai pedoman dalam
penyelenggaraan suatu proses pembelajaran. Untuk para
administrator termasuk kepala sekolah, silabus dapat dijadikan
rujukan dalam menentukan berbagaia kebijakan sekolah. Bagi para
pengawas, silabus akan bermanfaat untuk melakukan super visi
sekolah.
c. Syllabus Development Principles
Prinsip Pengembangan Silabus
1) Scientific
Overall materials and activities into the syllabus properly load and
justifiable as science.
2) Relevance
Depth coverage, level of difficulty and the order of presentation of materialin the syllabus according to the level of physical development, intellectual,
social, emotional, and spiritual students.
3) Systematic
Syllabus components are interconnected by functional in achieve
competence.
-
8/7/2019 Task of Curriculum Design and Development of Biology School
6/17
4) Consistent
The existence of a consistent relationship between the basic competencies,
indicators, basic materials, learning experiences, learning resources, and
assessment system.
5) AppropriateCoverage indicator, subject matter, learning experiences, learning resources,
and assessment system is to support the achievement of basic competencies.
6) Current and contextual
Coverage indicator, subject matter, learning experiences, learning resources,
and assessment system noticed development of science, technology, and
advanced art in real life, and the events that happened.
7) Flexibility
The entire syllabus components can accommodate the diversity of learners,
educators, and the dynamic changes that occur in schools and community
demands.
8) Comprehensive
Components of the overall syllabus covers aspects of competence
(cognitive, affective, and psychomotor).
1) Ilmiah
Keseluruhan materi dan kegiatan yang menjadi muatan dalam
silabus benar dan dapat dipertanggungjawabkan secara
keilmuan.
2) Relevan
Cakupan kedalaman, tingkat kesukaran dan urutan penyajian
materi dalam silabus sesuai dengan tingkat perkembangan fisik,
intelektual, social, emosional, dan spiritual peserta didik.
3) Sistematis
Komposen-komponen silabus saling berhubungan secara
fungsionaldalam mencapai kompetensi.
4) Konsisten
-
8/7/2019 Task of Curriculum Design and Development of Biology School
7/17
Adanya hubungan yang konsisten antara kompetensi dasar,
indicator, materi pokok, pengalaman belajar, sumber belajar, dan
system penilaian.
5) Memadai
Cakupan indicator, materi pokok, pengalaman belajar, sumber
belajar, dan system penilaian cukup untuk menunjang
pencapaian kompetensi dasar.
6) Aktual dan kontekstual
Cakupan indicator, materi pokok, pengalaman belajar, sumber
belajar, dan system penilaian memperhatikan perkembangan
ilmu, teknologi, dan seni mutakhir dalam kehidupan nyata, dan
peristiwa yang terjadi.
7) Fleksibel
Keseluruhan komponen silabus dapat mengakomodasi
keragaman peserta didik, pendidik, serta dinamika perubahan
yang terjadi di sekolah dan tuntutan masyarakat.
8) Menyeluruh
Komponen silabus mencakup keseluruhan ranah kompetensi
(kognitif, afektif, dan psikomotor).
d. Time Unit
Unit Waktu
1) Syllabus of subjects is based on the allocation of time devoted to
subjects during the implementation of education at the unit level of
education.
2) Preparation of syllabus noted that the time allocation provided per
semester, per year, and the allocation of other subjects when a group of.
3) Implementation of learning per semester using a fragment inaccordance with the standard syllabus and basic competencies for subjects
with the allocation of available time on the curriculum.
-
8/7/2019 Task of Curriculum Design and Development of Biology School
8/17
1) Silabus mata pelajaran disusun berdasarkan seluruh
alokasi waktu yang disediakan untuk mata pelajaran selama
penyelenggaraan pendidikan di tingkat satuan pendidikan.
2) Penyusunan silabus memerhatikan alokasi waktu yang
yang disediakan per semester, per tahun, dan alokasi waktu matapelajaran lain yang sekolompok.
3) Implementasi pembelajaran per semester menggunakan
penggalan silabus sesuai dengan standar kompetensi dan
kompetensi dasar untuk mata pelajaran dengan alokasi waktu
yang tersedia pada struktur kurikulum.
e. Syllabus Development
Pengembangan SilabusSyllabus development can be done by teachers independently, or grouped in a
school or a school, a group discussion on the subject teacher or teachers and the
activities center education office.
Pengembangan silabus dapat dilakukan oleh para guru secara
mandiri, atau berkelompok dalam sebuah sekolah atau beberapa
sekolah, kelompok musyawarah guru mata pelajaran pada atau pusat
kegiatan guru dan dinas pendidikan.
f. Syllabus Format
Format Silabus
1) Determining the identity of Syllabus
Identity syllabus consists of the school name, class name, class, and
semester. For example:
School Name :
Subject :
Class :
Semester :
Determination of identity as above as above serves to provide information
to teachers on matters relating to the use of the syllabus, for example about
-
8/7/2019 Task of Curriculum Design and Development of Biology School
9/17
student characteristics, student ability, abilities early, and the prerequisite
skills students must possess, and so forth.
2) A formula Competency Standards
Subjects competency standards are descriptions of knowledge, skills andattitudes that must be mastered after students studying certain subjects at
certain educational levels as well. In each subject, the competency standards
specified by the curriculum developers, we can see from the Content
Standards.
3) Determining the Basic Competency
Basic competence is the knowledge, skills and attitudes that must be
achieved at least by the students to show that students have mastered the
competency standards that have been set, because that is the competence.
Thus, in the formulation of basic competence, we should ask: "What skills
should students possess in order to achieve competency standards?" The
answer to these questions and concerns on both lists of knowledge, attitudes
and skills that can range from 5 to 6 capacities. As in the standard of
competence, for each subject the standard formulation of the existing
competence in the Content Standards, thus the task of analyzing the
development of the standard syllabus. Determination the basic competency
is not necessarily in the order that is in Standard Content.
4) Identify the main material / Learning material
Basic material prepared for the achievement of objectives; hence the subject
matter is selected in accordance with the basic competencies to be achieved.
Some of the considerations that must be considered in determining the
subject matter is:
a) The potential learners;
b) Relevance to the characteristics of the region;
c) The level of physical development, intellectual, emotional, social,
and spiritual students;
d) Benefits for students;
e) The structure of science;
f) actuality, depth, and flexibility of learning materials;
-
8/7/2019 Task of Curriculum Design and Development of Biology School
10/17
g) Relevant to the needs of learners and the demands of the
environment;
h) In accordance with the allocation of time available;
i) Formulate Learning Activities.
5) Formulating Competency Achievement Indicators
Achievement indicator developed to determine the success of achieving
basic competency. Thus, the indicator is defined as the basic assessment tool
set. Instructions for the formulation of indicators, is the first, indicators
formulated in the form of behavioral changes that can be measured success.
Second, behavior can be measured is oriented to learning outcomes rather
than on the learning process. Third, each indicator should contain only one
form of behavior.
6) Determining the Assessment
Assessment is a process or series of events which have activities, analyze,
and interpret data about the process and learning outcomes that students
carried out systematically and continuously, so that a meaningful
information in decision-making. Thus, the assessment could be conducted
with both orally test or in writing but can also be through non-tests, such as
interviews and observations, including measurement of attitudes and
performance assessments.
7) Determining the allocation of time
The allocation of time for each basic competencies, the number of week
based on effective and time allocation per week subject to consideration of
the basic competencies, breadth, depth, degree of difficulty and interest
level of basic competence.
8) Determining the Source of Learning
Learning is a reference source materials used for learning activities in the
form of print and electronic media, sources, and the physical environment,natural, social, and cultural. Source of learning is determined by the
standards of competence and basic competences and basic materials /
learning, learning activities and achievement of competence indicators.
1) Menentukan Identitas Silabus
-
8/7/2019 Task of Curriculum Design and Development of Biology School
11/17
Identitas silabus terdiri dari nama sekolah, nama pelajaran, kelas,
dan semester. Misalnya:
Nama Sekolah :
Mata Pelajaran :
Kelas :
Semester :
Penentuan identitas seperti di atas seperti di atas berfungsi untuk
memberikan informasi kepada guru tentang hal-hal yang berkaitan
dengan penggunaan silabus, misalnya tentang karakteristik siswa,
kemampuan siswa, kemampuan awal, dan kemampuan prasyarat
yang harus dimiliki siswa, dan lain sebagainya.
2) Rumusan Standar Kompetensi
Standar kompetensi mata pelajaran adalah deskripsi pengetahuan,
keterampilan, dan sikap yang harus dikuasai setelah siswa
mempelajari mata pelajaran tertentu pada jenjang pendidikan
tertentu pula. Pada setiap mata pelajaran, standar kompetensi
sudah ditentukan oleh para pengembang kurikulum, yang dapat
kita lihat dari Standar Isi.
3) Menentukan Kompetensi Dasar
Kompetensi Dasar adalah pengetahuan, keterampilan dan sikap
minimal yang harus dicapai oleh siswa untuk menunjukkan bahwa
siswa telah menguasai standar kompetensi yang telah ditetapkan ,
oleh karena itulah maka kompentensi. Dengan demikian, maka
dalam perumusan kompetensi dasar, sebaiknya kita bertanya:
kemampuan apa saja yang harus dimiliki siswa agar standar
kompetensi dapat dicapai? Jawaban dari pertanyaan tersebut
kemudian di daftar baik menyangkut pengetahuan , sikap dan
keterampilan yang dapat berkisar 5 sampai 6 kemampuan. Seperti
halnya dalam standar kompetensi, untuk setiap mata pelajaran
rumusan standar kompetensi sudah ada dalam Standar Isi, dengan
demikian tugas pengembangan silabus menganalisis standartersebut. Penetapan kompetensi dasar tidak harus selalu sesuai
dengan urutan yang ada dalam Standar Isi.
4) Mengidentifikasi Materi Pokok/materi Pembelajaran
Materi pokok disusun untuk pencapaian tujuan, oleh karenanya
materi pokok dipilih sesuai dengan kompetensi dasar yang harus
-
8/7/2019 Task of Curriculum Design and Development of Biology School
12/17
dicapai. Beberapa pertimbangan yang harus diperhatikan dalam
menentukan materi pokok adalah:
a) Potensi peserta didik;
b) Relevan dengan karakteristik daerah;
c) Tingkat perkembangan fisik, intelektual, emosional,
social, dan spiritual peserta didik;
d) Kebermanfaatan bagi peserta didik;
e) Struktur keilmuan;
f) Aktualitas, kedalaman, dan keleluasaan materi
pembelajaran;
g) Relevan dengan kebutuhan peserta didik dan tuntutan
lingkungan;
h) Sesuai dengan alokasi waktu yang tersedia;
i) Merumuskan Kegiatan Pembelajaran.
5) Merumuskan Indikator Pencapaian Kompetensi
Indicator pencapaian disusun untuk menentukan keberhasilan
pencapaian kompetensi dasar. Dengan demikian, indicator
dirumuskan sebagai dasar menyusun alat penilaian. Petunjuk
dalam merumuskan indicator, adalah pertama, indicatordirumuskan dalam bentuk perubahan perilaku yang dapat diukur
keberhasilannya. Kedua, perilaku yang dapat diukur itu
berorientasi pada hasil belajar bukan pada proses belajar. Ketiga,
sebaiknya setiap indicator hanya mengandung satu bentuk
perilaku.
6) Menentukan Penilaian
Penilaian adalah suatu proses atau serangkaian kegiatan yakni
kegiatan memperoleh, menganalisis, dan menafsirkan data
tentang proses dan hasil belajar peserta didik yang dilakukansecara sistematis dan berkesinambungan, sehingga menjadi
informasi yang bermakna dalam pengambilan keputusan. Dengan
demikian, penilaian tidak hanya dilakukan dengan tes baik tes
lisan maupun tes tulisan akan tetapi bisa juga melalui non-tes,
seperti melakukan wawancara dan observasi termasuk
pengukuran sikap dan penilaian hasil kerja.
-
8/7/2019 Task of Curriculum Design and Development of Biology School
13/17
7) Menentukan Alokasi waktu
Penentuan alokasi waktu pada setiap kompetensi dasar didasarkan
kepada jumah minggu efektif dan alokasi waktu mata pelajaran per
minggu dengan mempertimbangkan jumlah kompetensi dasar,
keluasan, kedalaman, tingkat kesulitan dan tingkat kepentingankompetensi dasar.
8) Menentukan Sumber Belajar
Sumber belajar adalah rujukan bahan yang digunakan untuk
kegiatan pembelajaran yang berupa media cetak dan elektronik,
narasumber, serta lingkungan fisik, alam, social, dan budaya.
Sumber belajar ditentukan berdasarkan standar kompetensi dan
kompetensi dasar serta materi pokok/pembelajaran, kegiatan
pembelajaran dan indicator pencapaian kompetensi.
2. Learning Implementation Plan
Rencana Pelaksanaan Pembelajaran
a. Definition and Function
Pengertian dan Fungsi
Learning implementation plan is drawn up planning program as a guide the
implementation of learning for each learning activities learning process.
Learning Implementation Plan was developed based on the syllabus. Teaching is
a process set the environment that the students should learn that later termed
learning. In this way, every good learning process will differ depending on the
objectives, lesson materials and the characteristics of students as subjects to
learn. Therefore, teachers need to plan carefully learning as part of their
professional duties.
Rencana pelaksanaan pembelajaran adalah program perencanaanyang disusun sebagai pedoman pelaksanaan pembelajaran untuk
setiap kegiatan proses pembelajaran pembelajaran. Rencana
Pelaksanaan Pembelajaran dikembangkan berdasarkan silabus.
Mengajar adalah proses mengatur lingkungan supaya siswa belajar
yang kemudian diistilahkan dengan pembelajaran. Dengan demikian
maka setiap proses pembelajaran selamanya akan berbeda
tergantung pada tujuan, materi pelajaran serta karakteristik siswa
-
8/7/2019 Task of Curriculum Design and Development of Biology School
14/17
sebagai subjek belajar. Oleh sebab itu guru perlu merencanakan
pembelajaran dengan matang sebagai bagian dari tugas
profesionalnya.
b. Components
Komponen-komponen
1) The purpose of learning
In the Content Standards and leans Graduates Competency, Learning
Objectives formulated in the form of competence that must be achieved or is
controlled by the students. Through the formulation of goals, what teachers
can project what should be achieved by the students after the end of a
learning process? In formulating learning goals, the task is to describe the
teacher competency standards and the basic competencies to be indicators oflearning.
2) Material / Content
Material / Fill lessons with regard to teaching materials that must be
controlled in accordance with the purpose of student learning. Subject
matter must be extracted from a variety of learning resources in accordance
with the competencies to be achieved. In the Education Unit Level
Curriculum subject matter that must be controlled to different students in
this province. It caused each region has a characteristic that is not the same.
3) Learning Strategies and Methods
Strategy is a series of activities designed to achieve certain objectives, while
the method used is the way to implemented the strategy. Thus the strategies
and methods that can not be separated. Strategies and methods should be
designed in accordance with the objectives to be achieved. Objectives
related to different areas of cognitive strategies and methods for the purpose
in the field of affective and psychomotor. Similarly, the material taught in
the form of data and facts to be different strategies and methods used to
teach the concept or principle. Each has a difference. One thing to note indetermining the strategy and methods is, that the strategies and methods
must be able to encourage students to move in accordance with the learning
style. A number of such principles described in Regulation No. 2005 is the
19th year that the learning process should be conducted in an interactive,
inspiring, fun, providing enough space for the development of initiative,
-
8/7/2019 Task of Curriculum Design and Development of Biology School
15/17
creativity according to their talents, interests and physical and psychological
development of learners.
4) Media and the source of learning
Media in the learning process can be interpreted as a tool to facilitate theachievement of learning goals. While the source of learning is anything that
contains a message that must be learned in accordance with learner
characteristics and regional characteristics. A media and learning resources
are used can not be suitable for all students.
5) Evaluation
Evaluation in Education Unit Level Curriculum is directed not just to
measure the success of each student in the achievement of learning
outcomes, but also to gather information about the learning process that is
conducted every student. Therefore, in the Implementation PlanningLessons every teacher not only determine the test as an evaluation tool but
also uses the non-test in the form of tasks, interviews, and so forth.
1) Tujuan pembelajaran
Dalam Standar Isi dan Sandar Kompetensi Lulusan, Tujuan
Pembelajaran dirumuskan dalam bentuk kompetensi yang harus
dicapai atau dikuasai oleh siswa. Melalui rumusan tujuan, guru
dapat memproyeksikan apa apa yang harus dicapai oleh siswa
setelah berakhir suatu proses pembelajaran. Dalam merumuskan
tujuan pembelajaran, tugas guru adalah menjabarkan Standar
Kompetensi dan Kompetensi dasar menjadi indicator hasil belajar.
2) Materi/Isi
Materi/Isi pelajaran berkenaan dengan bahan pelajaran yang
harus dikuasai siswa sesuai dengan tujuan pembelajaran. Materi
pelajaran harus digali dari berbagai sumber belajar sesuai dengan
kompetensi yang harus dicapai. Dalam Kurikulum Tingkat Satuan
Pendidikan materi pelajaran yang harus dikuasai siswa bisa
berbeda antardaerah. Hal ni dikarenakan setiap daerah memiliki
karakteristik yang tidak sama.
3) Strategi dan Metode Pembelajaran
Strategi adalah rancangan serangkaian kegiatan untuk mencapai
tujuan tertentu; sedangkan metode adalah cara yang digunakan
untuk mengimplentasikan strategi. Dengan demikian strategi dan
-
8/7/2019 Task of Curriculum Design and Development of Biology School
16/17
metode itu tidak bisa dipisahkan. Strategi dan metode
pembelajaran harus dirancang sesuai dengan tujuan yang ingin
dicapai. Tujuan yang berhubungan dengan bidang kognitif
berbeda strategi dan metodenya dengan tujuan dalam bidang
afektif dan psikomotor. Demikian juga materi yang diajarkan
berupa data dan fakta harus berbeda strategi dan metode yangdigunakan dengan mengajarkan konsep atau prinsip. Masing-
masing memiliki perbedaan. Satu hal yang perlu diperhatikan
dalam menentukan strategi dan metode pembelajaran adalah,
bahwa strategi dan metode itu harus dapat mendorong siswa
untuk beraktivitas sesuai dengan gaya belajarnya. Sejumlah
prinsip seperti itu yang dijelaskan dalam PP No. 19 Tahun 2005
adalah bahwa proses pembelajaran harus diselenggarakan secara
interaktif, inspiratif, menyenangkan, memberikan ruang yang
cukup untuk bagi pengembangan prakarsa, kreativitas sesuai
dengan bakat, minat dan perkembangan fisik serta psikologi
peserta didik.
4) Media dan sumber belajar
Media dalam proses pembelajaran dapat diartikan sebagai alat
bantu untuk mempermudah pencapaian tujuan pembelajaran.
Sedangkan sumber belajar adalah segala sesuatu yang
mengandung pesan yang harus dipelajari sesuai dengan
karakteristik peserta didik dan karakteristik daerah. Suatu media
dan sumber belajar yang digunakan tidak mungkin cocok untuk
semua siswa.
5) Evaluasi
Evaluasi dalam Kurikulum Tingkat Satuan Pendidikan diarahkan
bukan hanya sekadar untuk mengukur keberhasilan setiap siswa
dalam pencapaian hasil belajar, tetapi juga untuk mengumpulkan
informasi tentang proses pembelajaran yang dilakukan setiap
siswa. Oleh sebab itu, dalam Perencanaan Pelaksanaan
Pembelajaran setiap guru tidak hanya menentukan tes sebagai
alat evaluasi akan tetapi juga menggunakan non-tes dalam
bentuk tugas, wawancara, dan lain sebagainya.
DISCUSSION
1. Why the source or material learning must suitable with the purpose of learning?
-
8/7/2019 Task of Curriculum Design and Development of Biology School
17/17
Answer: because purpose of learning is the one that must we get. In learning
process, we have purpose so that every component in learning process must suitable
with the purpose.
2. Why the teacher must be objective to choose the media of learning?
Answer: In determining the learning media, the teacher must be objective because
there are some purpose that must we get. The learning media must be suitable with
purpose and source of learning. Beside that, they must be attention with the student
character and condition; they can not choose the media based on their want.
3. Why the teacher must make the Learning Implementation Plan?
Answer: because teaching is a process set the environment that the students should
learn that later termed learning. In this way, every good learning process will differ
depending on the objectives, lesson materials and the characteristics of students as
subjects to learn. Therefore, teachers need to plan carefully learning as part of their
professional duties.
4. We know that, there are Learning Implementation Plan, so what for the teacher
make syllabus?
Answer: Useful syllabus for teachers as a guide in preparing the Implementation
Plan Learning, as a guide in the implementation of a learning process. To the
administrators, including principals, syllabus can be used as reference in determining
any school policy. For the supervisors, syllabus will be useful to do a super school
vision.
5. How to make the ideal Learning Implementation Plan?
Answer: If we want to make an ideal Learning Implementation Plan, just make itsuitable with its procedure, make it suitable with the purpose of learning.