Education Unit Level Curriculum Research Articles

Active, Creative, Effective and Fun Learning with Character in 21st Century Skills

Character education is something that cannot be separated from 21st century learning. This study aims to explore the planning and implementation of Active, Creative, Effective and Joyful Learning (ACEJL) in creating a learning atmosphere that supports character content. The 21st century skills include critical thinking, creative, collaboration and communication (4C). A qualitative approach was used in this study with the research subject being 4 educators and 2 school principals teaching science and social studies subjects. This research was conducted on educators in two junior high schools in Palembang City. Data collection was taken by interviews, questionnaires and observations sourced from educators. An overview of the application of Active, Creative, Effective and Joyful Learning (ACEJL) in the success of a learning by adhering to the principles of 21st century skills that contain character which is a benchmark for educational success. The application of Active, Creative, Effective and Joyful Learning (ACEJL) was applied to both schools based on the Education Unit Level Curriculum and the 2013 Curriculum. Junior high school students in general are good and well-documented, but need adjustments to the latest curriculum (2013) to improve the quality of learning implementation plans that are in accordance with 21st century learning. The implementation of the Active, Creative, Effective and Joyful Learning (ACEJL) strategy with Character Loads for junior high school students is overall well implemented and needs to be improved on several things, namely the understanding of educators about the model and students so that it has an impact on the final learning outcomes.

IMPLEMENTASI KURIKULUM DARURAT MASA COVID-19 DI MIN LIMA PULUH KOTA

Emergency Curriculum is an education unit level curriculum that is prepared and implemented by education units during an emergency by taking into account the applicable regulatory signs and the limited conditions of each educational unit during an emergency. The purpose of the study was to determine the level of implementation of the emergency curriculum at state madrasah, and to determine the process of implementing learning during the Covid-19 pandemic. This research is quantitative research. Data collection techniques using questionnaires. The objects of this research are teachers at the State Islamic School (MIN) Lima Puluh Kota. The results of the research on aspects of the implementation of the emergency curriculum, the application of learning principles, the implementation of learning activities, and the evaluation of learning showed a high category. This means that the emergency curriculum has been socialized and implemented in madrasah. as well as teachers who have implemented aspects of the curriculum in the learning process. The geographical conditions and situations where students live must be a concern in implementing distance learning using internet media, because in certain conditions the network is not capable of being used so that the learning process does not take place optimally. In the learning process, teachers still have to consider the conditions, needs and characteristics of each student (related to student conditions), accommodate different student conditions, support facilities, learning styles and learning needs. There are some students who are constrained by the network, learning tools, and the use of learning media.

Implementasi Kurikulum Merdeka Pada Cara Belajar Siswa Untuk Semua Mata Pelajaran (Studi Kasus Pembelajaran Tatap Muka di SMK INFOKOM Bogor)

This study discusses about implementation of an independent curriculum on student learning for all subjects (a case study of face-to-face learning at SMK INFOKOM Bogor). In the development of education in Indonesia, the quality of education is influenced by the educational curriculum applied at the level of the education unit, starting at the basic education level, elementary, junior high, high school/vocational school to higher education, university education. This is the background of researchers taking research on the implementation of the independent curriculum. Which in Indonesia the education curriculum often changes following the change of the minister of education starting from the KTSP curriculum (Education Unit Level Curriculum), 2013 curriculum, and now the independent curriculum. With the frequent changes in the curriculum used at the education unit level, this will affect the way students learn for all subjects. Hoping that students can understand the lessons learned more quickly from the teacher. However, in implementing the independent curriculum, students become less effective and the social level is increasingly limited and emphasizes individual attitudes. In Indonesia, there are many cultures and varying levels of intelligence, so that the independent curriculum cannot be applied as a whole due to many differentiating variations. To get around the differentiating variations that affect student learning outcomes obtained in face-to-face learning, teachers apply various ways of learning to students. With the hope that it will make students enthusiastic about learning and the grades obtained by students will improve

Implementasi Kurikulum Merdeka Pada Cara Belajar Siswa Untuk Semua Mata Pelajaran (Studi Kasus Pembelajaran Tatap Muka di SMK INFOKOM Bogor)

This study discusses about implementation of an independent curriculum on student learning for all subjects (a case study of face-to-face learning at SMK INFOKOM Bogor). In the development of education in Indonesia, the quality of education is influenced by the educational curriculum applied at the level of the education unit, starting at the basic education level, elementary, junior high, high school/vocational school to higher education, university education. This is the background of researchers taking research on the implementation of the independent curriculum. Which in Indonesia the education curriculum often changes following the change of the minister of education starting from the KTSP curriculum (Education Unit Level Curriculum), 2013 curriculum, and now the independent curriculum. With the frequent changes in the curriculum used at the education unit level, this will affect the way students learn for all subjects. Hoping that students can understand the lessons learned more quickly from the teacher. However, in implementing the independent curriculum, students become less effective and the social level is increasingly limited and emphasizes individual attitudes. In Indonesia, there are many cultures and varying levels of intelligence, so that the independent curriculum cannot be applied as a whole due to many differentiating variations. To get around the differentiating variations that affect student learning outcomes obtained in face-to-face learning, teachers apply various ways of learning to students. With the hope that it will make students enthusiastic about learning and the grades obtained by students will improve

Pelatihan Pembuatan Perangkat Pembelajaran Menggunakan Model Pembelajaran Inovatif dalam Rangka Implementasi K-13 Bagi Guru-Guru Sekolah Menengah Pertama (SMP) di Desa Iluta, Kecamatan Batudaa

The KKN-Thematic Village Building Activity Program aims to carry out learning device manufacturing training using innovative learning models in the framework of K-13 implementation. The method used in the KKN-Thematic Village Building program is training in making learning devices using innovative learning models in the framework of K-13 implementation. This is done to increase understanding to junior high school teachers, namely the creation of learning devices using innovative learning models in the framework of K-13 implementation.Curriculum 2013 is a new curriculum applied by the government to replace the Education Unit Level Curriculum that has been in force for approximately 6 years. The 2013 curriculum entered probation in 2013 by turning some schools into probation schools.

Analysis of School Principal Leadership in Developing Effective Schools (Case Study at SMA Negeri 1 Koto XI Tarusan Pesisir Selatan Regency, Indonesia)

The purpose of this study was to examine the effectiveness of the principal's role as a leader in managing resources in schools that have a positive impact on the creation of effective school climate in SMA Negeri 1 Koto XI Tarusan. The research used is qualitative research where the data sources or respondents are all school residents including the principal, educators and education staff, students and committees as representatives of parents in the school. Data collection techniques are observation, interviews and documentation studies of school program documents such as RKJM, RKT, and RKAS as well as documentation studies of the education unit level curriculum which contains a program of activities carried out by schools within the next one year. Data analysis used interactive models, data validity using data triangulation. The results of research conclusions The principal as a school manager is able to determine achievement targets and milestones of success in implementing the RKS which is prepared based on the education quality report card and involves various parties, both in the 4-year Medium-Term Work Plan (RKJM) and the 1-year Annual Work Plan (RKT) so that implementation of program planning is more operational and its achievements are measurable. The principal's leadership in implementing school programs must refer to programs that have been previously designed by involving school members according to their respective main tasks and functions

Rekonstruksi Butir Soal dalam Penilaian Keterampilan pada KD 3.7 dan KD 4.7 Teks Hikayat

One of the literary expressions taught in the Education Unit Level Curriculum in Senior High Schools is Hikayat Text. Saga Text Learning is one of the basic competencies that is integrated into the Indonesian language curriculum at Senior High Schools (SMK/SMA). Hikayat text is to express inner experiences about life through the medium of written language in which the words are coherent and intact. For students, Hikayat Text is not just a requirement to get grades from the teacher, but the process of expressing ideas in the form of words. Therefore, to achieve competence, students must be able to determine the values ​​of the Hikayat Text. The purpose of the research is to reconstruct the items in the saga text KD 3.7 and 4.7 learning tools found in Taruna Bhakti Vocational School, Islamic Vocational School 1 Ambawa, and SMKN 1 Banggai. The research method used is descriptive qualitative. Qualitative data analysis includes content validity and constructs validity. The instrument used is the author acts as a data collector and data analyzer. Qualitative analysis instruments include content validity and construct validity analysis. A qualitative analysis of the items was conducted to determine the content validity and construct validity. In addition, qualitative analysis can be studied by covering the material domain, construction domain, and language domain. Reconstruction of questions is done by examining questions that are not in accordance with content validity or construct validity. The results of the analysis of the three RPP 3.7 and 4.7, namely RPP SMK Taruna Bhakti at KD 3.7 have 100% material aspects for construction aspects 96% cultural/language aspects 100% and analysis on RPP SMK Taruna Bhakti KD 4.7 there are material aspects 100% are appropriate, for Aspects construction 100% It is suitable for language/cultural aspects 100% is appropriate. RPP 2 SMK Islam Sudirman 1 Ambawa at KD 3.7 and KD 4.7 has 100% appropriate material aspects, 99% of construction aspects are not appropriate and 100% cultural/language aspects are appropriate. RPP 3 SMKN 1 Banggai at KD 3.7 and KD 4.7 has 100% appropriate material aspects, 97% of construction aspects are not appropriate and 100% of cultural/language aspects are appropriate.

Evaluation of the Curriculum of Junior High School Mathematics Subject Using Spatial Analysis in the Regions of Pekanbaru

<p style="text-align:justify">Evaluation of the K-13 curriculum (2013 Curriculum) on the value of the national mathematics examination “Nilai Ebtanas Murni” (NEM) in every State Junior High School needs to be carried out thoroughly in order to improve the quality of education. This study uses spatial analysis to evaluate the curriculum and determine the development of NEM scores in the school year. Furthermore, the kriging interpolation method via surfer software was used to generate scores. The results showed that the 2015 K-13 mathematics curriculum did not give good results based on the 36-68 NEM score interval for the entire Pekanbaru area. In addition, the curriculum only gives good results for a small area in the north and south. In 2016, the curriculum which was accompanied by the entry of the new education unit level curriculum “Kurikulum Tingkat Satuan Pendidikan” (KTSP) showed a significant change in the NEM value. Although most of these areas experienced an increase in scores, the intervals still ranged from 36-68. The total revision of the K-13 curriculum carried out and used in 2017 showed a significant increase in scores for all regions with an interval of 68-84 scores. In conclusion, this study shows that the revision of the K-13 curriculum is the right step to produce quality mathematics learning.</p>

­The Scientific Approach of The Indonesian 2013 Curriculum: A Comparison with OtherActive Learning Strategies in Mathematics

The Indonesian 2013 curriculum is an improvement on the previous curriculum, namely the Education Unit Level Curriculum (KTSP). The implementation of the 2013 curriculum strongly emphasizes a Scientific Approach with student-centred learning to prepare Indonesian citizens to have the ability to live as individuals and citizens who are productive, creative, and innovative. The Scientific Approach is a learning process designed so that students actively construct concepts and principles through the stages of observing, asking, exploring, associating, and communicating. The purpose of this study is to compare the principles of the Scientific Approach of the 2013 curriculum with four different active learning strategies, namely Discovery Learning (DL); Inquiry-Based Learning (IBL); Problem-Based Learning (PBL) and Realistic Mathematics Education (RME). The result of this study is the recommendation of a dynamic modification of the Scientific Approach in the 2013 curriculum.

THE ROLE OF COURSES IN INFLUENCING SMART CONSUMER BEHAVIOUR OF SENIOR HIGH SCHOOL STUDENTS IN RURAL AND URBAN AREAS

Consumer education interventions through formal education can increase knowledge, attitudes, and behaviour to become smart consumers who can enforce their rights, carry out their obligations, and protect themselves from harmful goods or services. This study aims to analyze differences in awareness of consumer education materials, sources of information, attitudes, and behaviour as savvy consumers in high school students in rural and urban Bogor and the factors that influence smart consumer behaviour. This study used a cross-sectional study design and involved two senior high schools located in the rural and urban areas of Bogor. The location selection was performed purposively, considering that the school implemented the Education Unit Level Curriculum (KTSP) and used the Electronic School Book (BSE). The sampling technique used random cluster sampling with a sample size of 129 high school students, 68 students in rural areas and 61 students in urban areas. The results showed significant differences in the material awareness of consumer rights variables and the three attitude dimensions. On the contrary, there was no difference in material awareness of consumer obligations, objective knowledge of rights and obligations and significant smart consumer behaviour on smart consumer behaviour in both regions. Students' age, objective knowledge about consumer obligations, and attitudes (affective and conative dimensions) significantly positively affect smart consumer behaviour in high school students.

Penguatan Pendidikan Karakter Cinta Lingkungan melalui Pembelajaran dengan Memanfaatkan Media Loose Parts pada Anak Usia Dini

The research "strengthening environmental love character education through learning by utilizing loose parts media in early childhood", is motivated by the weak character values ​​of early childhood love for the natural environment as a place to play and lack of creativity in using Loose parts media in the environment as a source of play , due to the fact that early childhood learning (AUD) prioritizes the cognitive domain over character and creativity, gadgets become playmates rather than playing with the environment, an environment where exploration of environmental love characters changes its function. The purpose of the study in general is to obtain an overview and describe the strengthening of environmental love character education in early childhood which is directly proportional to Lickona's character theory (1991:23), specifically analyzing planning, organizing, implementing and evaluating, according to the management theory of Gorge R Terry ( Athoillah 2010:16). The research procedure uses a qualitative approach with case study methods at PAUD Alam Pelopor and PAUD Ceria Bandung Regency. The results of the study (1) Planning for strengthening the character of love for the environment is prepared for curriculum programs, objectives, processes and learning materials referring to the 2013 PAUD curriculum which was developed into the education unit level curriculum (KTSP) but the planning, infrastructure and budget have not been adjusted to the Covid-19 Pandemic period. 19.(2) Organizing the strengthening of character education for the love environment of school principals, structuring the parties involved according to their duties and responsibilities, and aligning core competencies (KI), basic competencies (KD), and STTPA with six aspects of early childhood development in learning according to characteristics, principles, methods , and the type of learning, has been implemented well. (3) Implementation of planning for organizing and implementing learning to strengthen character education for environmental love based on PROMES, RPPM, and RPPH with themes and sub-themes carried out through planting, growing, developing, and strengthening the opening, core, and closing activities, but implementing learning during the pandemic Covid-19 lacks parental support and networks, so it is not carried out properly. (4) Evaluation of strengthening character education for the love of the environment is seen from the constraints and solutions of teacher competence and the learning process, internal and external evaluations of character achievement assessments for students and assessments from peers, supervisors and the government. The purpose of the evaluation is to measure programs that have been achieved and have not been achieved, which are reflected in the next character planning. The researcher concludes that strengthening environmental love character education by utilizing loose parts media in early childhood during the Covid-19 pandemic is not all carried out well but needs improvement and adjustment.

EVALUATION OF LEARNING CURRICULUM IMPLEMENTATION DURING THE COVID-19 PANDEMIC

Evaluation of the Implementation of the Learning Curriculum During the Covid-19 Pandemic at Peninggilan 3 Public Elementary School, Ciledug District, Tangerang City. The research aims to evaluate the implementation of curriculum implementation during the Covid-19 pandemic at Peninggilan 3 Public Elementary School through Distance Learning (PJJ) seen from the evaluation of context, input, process, and product, as well as Letters Ministerial Circular Number 4 of 2020 concerning the Implementation of Educational Policies in the Emergency Period for the Spread of Corona Virus Disease (Covid-19). The method used in this research is descriptive qualitative and CIPP evaluation (Context, Input, Process, and product). The implementation of the learning curriculum during the Covid-19 pandemic was developed referring to the national curriculum whose implementation was carried out online through google classroom, google meet, zoom meeting, and whatsapp group described in the Education Unit Level Curriculum (KTSP). Difficulties and obstacles in implementing the learning curriculum for teachers during the Covid-19 pandemic can be overcome by participating in training in the field of Information and Technology, such as: making video media, models, and learning methods that are appropriate to the Covid-19 pandemic, so that teachers can make their own learning videos according to the student's character and eliminate student boredom in the PJJ process. PJJ clearly has positive and negative impacts on students, therefore assistance and parental participation are needed, especially in mastering scientific disciplines, assertiveness in controlling and using children's gadgets at home, as well as good communication between teachers and parents.

Perbandingan Manajemen Kurikulum Sebelum Dan Selama Pandemi Covid-19 Di Sekolah Dasar Islam Mohammad Hatta

The curriculum is the core subject of education. Oliva mentioned "curriculum that is thought" (what), in the form of programs, plans, materials to be taught (content). Meanwhile, the meaning of learning (instruction) is more of "means used to teach that which is thought" (how), in the form of methods, teaching strategies, teaching approaches, implementation of learning in class and outside the classroom. Once the importance of curriculum management as the main management substance in schools, the basic principles of curriculum management emphasize that the learning process can run well, by measuring the achievement of goals by students and encouraging teachers to develop and continuously perfect learning strategies carried out in class.The curriculum plays an important role in realizing quality and quality schools, to create a quality curriculum, empowerment in curriculum management is needed. Management of the institutional-level curriculum needs to be coordinated by the leadership which is developed integrally in the context of School-Based Management and the Education Unit Level Curriculum and is adjusted to the vision and mission of the Educational Institution. The SDI Mohammad Hatta curriculum is intended for all school members, especially students, educators and education personnel, the formation of school culture can be carried out by schools through a series of planning activities, implementation of learning that is more student-oriented, comprehensive assessment of school-level planning in essence is strengthening the preparation at SDI Mohammad Hatta level, such as establishing a vision, mission, goals, curriculum structure, academy calendar and syllabus preparation. This type of qualitative research uses descriptive research methods. The purpose of this study was to describe the curriculum management at SDI Mohammad Hatta and to describe how the education unit level curriculum was before and during the Covid-19 pandemic.

ANALISIS KURIKULUM 2013

Education is the foundation of a country's progress. In this case, education has a very important role to improve the quality of human resources to support and meet personal needs or even the needs of a country. Education will run well and structured if there is a directed education system. One of them in the education system is the curriculum as an implementer and reference in the movement of education. Indonesia itself currently uses the 2013 curriculum as its educational curriculum. The 2013 curriculum replaces the old curriculum, namely KTSP (Education Unit Level Curriculum) or the 2006 curriculum. It is necessary to analyze the 2013 curriculum in order to find out the advantages and disadvantages of the 2013 curriculum. Because the curriculum will continue to evolve with the times. This 2013 curriculum analysis uses a qualitative approach research method with interview and observation instruments to convey experiences. The results of this study are expected to be used as study material for students, schools, and academics.

Analysis of Pedagogical Content of Biology Text Books on Structures and Functions of Animal Tissues for Class XI

Textbooks will not be separated from the applied curriculum. There are four aspects analyzed in the pedagogical content analysis of the textbook research: the accuracy of concepts, the accuracy of curriculum objectives, the readability of texts, and the visual representation. This study aimed to compare the pedagogical content of biology textbooks on structures and functions of animal tissues from different curricula (the 2006 Education Unit Level Curriculum, the 2013 Curriculum, and the 2016 Revised Edition of the 2013 Curriculum) for class XI. This research employed a descriptive qualitative method and a content analysis technique. The research sample was the biology textbooks for class XI compiled by Sri Pujiyanto and published by Platinum. The research instrument was a content analysis protocol by codification (data coding). The results showed that the accuracy aspects in the sample books with the 2006 Education Unit Level Curriculum, the 2013 Curriculum, and the 2016 Revised Edition of the 2013 Curriculum were more dominant and categorized as adequate. The books with the 2013 Curriculum and the 2016 Revised Edition had better accuracy than those with the 2006 Education Unit Level Curriculum book. The text readability aspect of the three sample books was not suitable for class XI students. The books with the 2013 Curriculum and the 2016 Revised Edition of 2013 Curriculum had better visual representation than the book with the Education Unit Level Curriculum. The three sample books showed that the relationship with the material content was more dominant in the meaningful category, the relationship with reality was more dominant in the real category, and the visual representation function was more dominant in the explanatory category.

Analisis Lembar Kerja Peserta Didik (LKPD) Praktikum Uji Urin Berbasis ANCORB

Student Worksheet (LKPD), is a useful guide in conducting a practicum. This study aims to analyze, test, and reconstruct Student Worksheets (LKPD) that do not meet the established standards. The research method used is using a qualitative descriptive method, which analyzes the Student Worksheet (LKPD) of the urine test practicum contained in the Biology package book for class XI SMA from several curricula. The analysis was carried out on 10 Student Worksheets (LKPD) for urine testing from the Competency-Based Curriculum (KBK) (2004), Education Unit Level Curriculum (KTSP) (2006), and the 2013 Curriculum from competency aspects, practical aspects, and knowledge construction aspects. The results showed that, there were discrepancies in the Student Worksheet (LKPD) of the urine test on competency aspects, practical aspects, and knowledge construction aspects. Practically, the urine test Student Worksheet (LKPD) analyzed can be carried out properly, but some Student Worksheets (LKPD) are not in accordance with the predetermined standards. In addition, the existing Student Worksheets (LKPD) from the Competency-Based Curriculum (KBK) (2004), Education Unit Level Curriculum (KTSP) (2006), to the 2013 Curriculum, there is no change in the working procedures from the Competency-Based Curriculum (KBK). (2004) to 2013 Curriculum. Therefore, it is necessary to reconstruct the urine test Student Worksheet (LKPD) as an alternative to practicum in order to construct knowledge and develop students' thinking skills, so that practicum activities become more meaningful.

Implementasi Kurikulum 2013 Dalam Meningkatkan Mutu Pembelajaran Al Qur’an Hadits

The author tries to link the implementation of the 2013 Curriculum at Madrasah Aliyah Tarbiyatul Wathon to the improvement in the quality of learning the Al Qur'an Hadith, because there are significant differences between the 2013 Curriculum and the Education Unit Level Curriculum, starting from planning, implementation to evaluation in all formats much different and can be said to be a complement or complement to the previous curriculum format, namely the Education Unit Level Curriculum. This research was conducted regarding studies related to the Implementation of the 2013 Curriculum in Improving the Quality of Al-Qur'an Hadith Learning at Madrasah Aliyah Tarbiyatul Wathon Campurejo Panceng Gresik. In the implementation of learning the Al Qur'an Hadith Subject Teachers have implemented the contents of the Learning Implementation Plan based on the 2013 curriculum concept by using a Scientific Approach including observing, asking, trying, associating, communicating which are the characteristics of the curriculum, up to learning evaluation Al Qur'an Hadith Subject Teachers have applied the concept of authentic assessment in the 2013 Curriculum in the realm of attitudes, knowledge, and skills by using process, product, and attitude assessment models.

Kajian Konseptual Multiliterasi Berbasis Pendidikan Karakter untuk Meningkatkan Kemampuan Literasi Siswa Sekolah Dasar

This study aims to describe a multiliteracy study based on character education as an effort to increase students literacy skills. With the descriptive qualitative literature review method, it is hoped that in the implementation it is expected that multiliterate students will increase and instil strong character education. The data collection technique carried out by the author is through a literature review and field study evaluation of literacy activities in the implementation of Gerakan Magelang Membaca (GMM) in the Regional Education and Culture Office, Grabag District, Magelang Regency. This conceptual study is expected to be useful for teachers as education stakeholders and other parties relevant to this study. The results of the discussion with the analysis of the study that the concept of multiliteracy has been integrated into the education unit level curriculum (KTSP). in the practice of learning, students have gotten used to doing various activities with the basic concepts of multiliteracy. Multiliteracy based on character education has been implemented through character values in the implementation of the school literacy movement. How to improve literacy skills of elementary school students, namely growing awareness of the importance of reading; read 15 minutes before teaching and learning activities (KBM); optimize the role of the library; and make simple writings; and form a reading community. Multiliteracy program with school literacy ability activities to positively shape character and uphold the character values of students so that this conceptual study contributes to improving student literacy.

THE ANALYSIS AND RECONSTRUCTION OF LABORATORY ACTIVITIES DESIGN ON THE MATERIAL OF DIFFERENCES BETWEEN ANIMAL AND PLANT CELLS FOR TENTH GRADE STUDENTS

This research aimed to provide an overview of the practicum design regarding the differences between animal cell and plant cell used in Student Worksheet in Banyuwangi Regency. The samples used were 6 Student Worksheets of practicum work on animal and plant cells consisting of 3 Student Worksheets from the education unit level curriculum (hereafter, KTSP) and 3 Student Worksheets from the curriculum 2013. The sampling technique used in this research was purposive sampling. The instruments used were obtained from the Biology Education Lecturers Team of Indonesia University of Education which consisted of relevance aspect, Competency Aspect, practical aspect and knowledge construction analysis of Vee Diagram adapted from Novak & Gowin (1984). The results of the analysis showed the following: 1.) relevance aspect, not in accordance with the demands of Basic Competence, 2.) Competency Aspect, there were no objects or phenomena that could be observed and the ability to think was only limited to C1, 3.) practical aspect, showing that the suitability of the tools , materials and practicum steps still did not meet the practicum standards, and 4.) the knowledge construction of title/objective had not been focused, the object of the phenomenon could not be observed and only a few theories, principles, and concepts could be identified. This shows that the role of Student Worksheet in practicum activities has not been optimal and practicum reconstruction is needed so that practicum activities can run optimally.

The Suitability of Arabic Language Question Item in the Perspective of Bloom Taxonomy Revision l Tanasub Bunudi As’ilah al-Lughah al-‘Arabiyyah fi Dhaui Tashnif Bloom al-Mu'addal

The content of the items in the Arabic language questions between the language and elements of the skill was not balance. It was based on the linguistic elements or the linguistic skills and the percentage of each levels of knowledge that is not balance. This study aimed to analyze the suitability of UAMBN Arabic language test Question Item for Madrasah Aliyah level with Bloom Taxonomy Revision. Research data was obtained from documentation and interviews. The documents were the Arabic language questions for the national final exam at the stage of the Islamic secondary school in the 2016/2017 academic year. Meanwhile, the interview was conducted with an expert in the evaluation of Arabic language education and the director of curriculum center and the stakeholders of Arabic language question items design. The findings of this study were the question items of Arabic test of UAMBN were suitable with Core Competency and Basic Competency. Question items of Education Unit Level Curriculum 13 both were suitable to the Bloom Taxonomy revision. It consisted of cognitive process dimension in the LOTS, MOTS, and HOTS level. The conclusion of this research was the Arabic language test for Madrasah Aliyah was considered good if it met all levels in the revised Bloom Taxonomy perspective. The researchers suggested to the classifier of the items of the Arabic language test questions in the school level that they should keep the three language elements and the four language skills in the content of the items in sufficient distribution.