Abstract
The purpose of research, describe and test the development of lesson plan Junior High School math curriculum-based lesson study in 2013. This type of research, namely research and development. The subject of research, math teachers, principals, and students from Junior High School 26 Salatiga, as well as education experts and policy makers. Methods of data collection, observation, interviews, documentation, testing, and questionnaires. Data were analyzed using qualitative analysis flow models, comparison, and t test. Result: the planning of the implementation of learning methods section, learning activities, and part of the cover varies greatly from one teacher to another. In the method of a teacher who wrote approach, learning strategies, and learning methods; but there is also a write down approach, a model of learning and teaching methods. The learning activities are structured in a math teacher lesson plan through three stages: preliminary activities, core activities, and closing activity. At each step of the variation of teacher is very diverse, but not pay attention to individual differences of students. At the closing, the teacher with students either individually or in groups do not reflect to evaluate the entire range of activities hereinafter find direct benefit aupun indirectly from the learning outcomes, provide feedback on the learning process and results, conduct follow-up activity in the form of duties , either individually or in groups, and inform future learning plans.
Highlights
The learning activities are structured in a math teacher lesson plan through three stages
in groups do not reflect to evaluate the entire range of activities hereinafter find direct benefit
Ucapan terima kasih juga kami sampaikan kepada kepala DIKPORA, para kepala dan guru matematika SMP Kota Salatiga Jawa Tengah, yang telah membantu proses penelitian sehingga berjalan sesuai perencanaan
Summary
Menghargai dan menghayati perilaku jujur, Menunjukkan sikap logis, disiplin, tanggung jawab, peduli (toleransi, kritis, analitik, konsisten gotong royong), santun, percaya diri, dalam dan teliti, bertanggung berinteraksi secara efektif dengan lingkungan jawab, responsif dan tidak sosial dan alam dalam jangkauan pergaulan mudah menyerah dalam dan keberadaannya memecahkan masalah. Menunjukkan rasa ingin tahu dalam melakukan penyelidikan tentang operasi bentuk aljabar 2.1.2Bertanggungjawab dalam kelompok belajarnya; Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. Penyajian komponen Kompetensi Inti, Kompetensi Dasar, dan Indikator tersebut mempunyai alasan masing-masing, namun secara sederhana untuk memaknai keterkaitan dan keterpaduan antara KI, KD, dan indikator pencapaian kompetensi, ada baiknya penyajian ditampilkan dalam bentuk tabel. Tampilan dalam tabel lebih menguntungkan, karena konsistensi penjabaran dari yang lebih umum menjadi lebih operasional segera dapat diketahui dan kekurangan maupun bias diantaranya juga segera dapat diketahui. Penulisan metode pada RPP juga menunjukkan perbedaan diantara guru satu dengan guru yang lain. Pada metode ada guru yang menuliskan pendekatan, strategi pembelajaran, dan metode pembelajaran; namun ada juga yang menuliskan pendekatan, model pembelajaran, dan metode pembelajaran.
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