Implement Lesson Plans Research Articles

Pedagogical decisions in lesson planning and making use of the planning: Perspective of both experienced and novice teachers

The differences between experienced and novice teachers can be observed in how they plan and implement lesson plans in the classroom. Understanding these strategies can aid teacher education programs in refining their curricula to better develop teachers' competencies. This research explores the perspectives and practices of both experienced and novice teachers regarding lesson planning and its actual use. A qualitative case study was conducted, involving two rounds of interviews with one experienced teacher and two novice teachers. Using qualitative data analysis techniques, the data were categorized into several themes. The findings reveal that all teachers recognize the importance of lesson planning. They unanimously agree that written lesson plans, referred to as lesson plan pro forma, are essential for guiding teaching and fulfilling administrative functions. However, differences emerged in how they planned their lessons, responded to policy changes and regulations, and made pedagogical decisions when addressing critical incidents in the classroom. The experienced teacher demonstrated greater readiness and adaptability to changes in the curriculum, classroom dynamics, students' needs, and school regulations. Conversely, the novice teacher, due to a lack of knowledge and skills in lesson planning, tended to rely on the school-selected workbook as the primary resource for teaching directions. Implications for teacher professional development programs and recommendations for further research are discussed.

Manajemen Pembelajaran Dalam Meningkatkan Prestasi Belajar Siswa

The purpose of this research is to provide information on planning, implementing and evaluating learning to improve student performance. This study uses qualitative methods. The survey was conducted from March to June 2022 at MIN 3 Purworejo. Informants for this survey were madrasah leaders, teachers and students. Data collection techniques using interviews, observations and documentation. Validity of data using triangulation. Data analysis uses the Miles & Huberman model, which consists of data collection, data reduction, data display, and inference. The results of this study show that: (1) Teachers implement lesson plans by creating curricula, annual programs, semester programs, KKM, time allocation, learning implementation plans, support and enhancement programs. (2) The delivery of learning is performed by teachers, including preparatory activities (perception), core activities (including exploration, elaboration, and validation), and conclusion activities. Teachers use learning media and apply different learning methods. (3) Evaluation of learning is done by teachers and heads of madrasas. Teachers implement assessment systems in the form of learning processes and learning outcomes. This includes her three areas: cognitive, psychomotor, emotional. Madrasah principals regularly monitor teachers to improve their performance

Peningkatan Kompetensi Pedagogik Mahasiswa Dalam Pengembangan Indikator, Tujuan Pembelajaran, Dan Instrumen Tes Berbasis Keterampilan Berpikir Tingkat Tinggi (High Order Thinking Skills)

One of the profiles of graduates of the Unpatti FKIP Physics Education Study Program is to become a professional physics teacher. In line with that, one of the skills that must be possessed by a professional physics teacher is the ability to plan, design, and implement lesson plans, as well as evaluate learning processes and outcomes by applying logical, critical, systematic, and innovative thinking. Logical, critical, systematic, and innovative thinking in Bloom's taxonomy are the ability of higher order thinking skills (HOTS). The purpose of this study is to improve students' pedagogic competence in developing indicators, learning objectives, and HOTS-based test instruments. This type of research is Pre-Experimental Design in the One Group Pretest-post test design category, applied to 50 students of the Physics Education Study Program FKIP Unpatti in the fifth semester of the 2020-2021 academic year. Research data obtained through tests, performance, and non-test, processed descriptively using the normalized score gain formula. The average result of the increase is in the high category g = 0,76 ≥ 0,7. These results illustrate that there has been an increase in students' abilities in developing indicators, learning objectives, and developing HOTS-based test instruments. Development of indicators, learning objectives, test instruments and mastery of HOTS knowledge as part of the preparation of lesson plans and assessment of learning outcomes, taught as knowledge and strengthened in practice. In the exercise students are given the opportunity to identify forms of behaviour that can be observed, and measured at each level of cognition according to Bloom's taxonomy revised as a feature of HOTS, which are analysing, evaluating, and creating. In conclusion, increasing student pedagogic competence can be obtained through consistent mastery of knowledge and practice.

DESKRIPSI RENCANA PELAKSANAAN PEMBELAJARAN TEMATIK DI KELAS IV SEKOLAH DASAR NEGERI 29 PONTIANAK KOTA

AbstractThis study aims to describe the thematic learning implementation plan (RPP) of the 2013 curriculum for fourth semester 1st semester of State Elementary School 29 Pontianak City. The things described are the completeness of the components of the thematic learning implementation plan and the accuracy of the contents of each component in the thematic learning implementation lesson plan based on Permendikbud No. 22 of 2016 concerning process standards. The type of research used is qualitative research, with descriptive research methods. The subject of this research is a teacher learning tool in the form of a lesson plan (RPP) prepared by a fourth grade teacher at the 29 Pontianak City Elementary School. The data collection procedures used are Observation Techniques, Communication Techniques, and Documentation Techniques with data collection tools such as Observation Sheets, Interview Guides, and Documentation (in the form of teacher's lesson plans). The results showed that the completeness of the components of the learning implementation plan made by the teacher was complete and in accordance with Permendikbud No. 22 of 2016 concerning process standards. The accuracy of the content in the lesson plan made by the teacher refers to Permendikbud No. 22 of 2016 concerning process standards, there are sections that are appropriate and not appropriate.Keywords: Description, Learning Implementation Plan, Permendikbud No. 22 Year 2016, Thematic Curriculum 2013

Meningkatkan Standar Proses melalui Pelaksanaan Supervsisi Akademik pada Jenjang Sekolah Dasar di Kecamatan Gantarang Kabupaten Bulukumba

Objective conditions that occur in schools, where teachers in carrying out teaching tasks without good planning certainly cannot create conducive learning conditions for improving the quality of student learning processes and outcomes. To improve such conditions, it can be done by carrying out teacher development through the implementation of academic supervision in the hope that teachers have the will to continuously improve their competency feasibility. The problems studied are (1) how is the model for fostering junior teachers in order to make a learning implementation plan oriented to active student learning, (2) how is the coaching model for junior teachers in order to implement a learning implementation plan oriented to active student learning, (3) whether the development of junior teachers through the implementation of academic supervision can improve the ability of teachers to make lesson plans oriented to active learning models, and (4) whether the development of junior teachers through the implementation of academic supervision can improve the ability of teachers to implement lesson plans that well made. The results of the data analysis show that: (1) the development of junior teachers carried out through the implementation of academic supervision can improve the ability of teachers to make learning implementation plans oriented to the active learning model, and (2) the development of junior teachers through the implementation of academic supervision. improve the ability of teachers to carry out learning based on a well-made lesson plan.

Mentoring Children with Learning Difficulties in Inclusive Primary Schools

This study aims to determine the learning process for children learning difficulties in inclusive schools in elementary schools. This research is qualitative research with a case-study approach. The study was conducted at SDN 1 Sangkawana Batukliang District, Central Lombok Regency. Subjects in this study were the Principal, Low - grade teacher Data collection through non-participant observation, semi-structured interviews and documentation. Data analysis was performed using the Spiral Analysis model developed by Creswell. Research Findings that teacher competencies in the service of children with learning difficulties need to be possessed. The teacher is a determinant of the success of the learning process especially for children with learning difficulties who need more guidance in learning. In general, the learning process for children with learning difficulties in inclusive schools is the same as regular schools. The difference is in the provision of learning activities and services that are more remedial. This is done starting from the teacher doing adaptation in designing the Learning Implementation lesson plan by the circumstances of the students

Multiple Intelligences among Ninth-Grade Students in the Sultanate of Oman

This study aimed to examine the multiple intelligences among the ninth-grade students in the North Al Batinah Governorate in the Sultanate of Oman. The study sample contained 112 randomly selected students. For the purposes of this study, the researchers designed two multiple intelligences scales, consisting of the eight types of intelligences: linguistic-verbal, visual-spatial, logical-mathematical, interpersonal, naturalistic, bodily-kinesthetic, intrapersonal, and rhythm-musical. Each type of intelligence includes 8 descriptive items, with a total of 64 items for the whole scale. The results showed that the first, second, and third ranks came in favor of interpersonal intelligence, mathematical-logical, and visual-spatial, respectively, among students in general, whereas the results also revealed that interpersonal intelligence, logical-mathematical, and naturalistic were ranked in the first three ranks among male students. The interpersonal intelligence, visual-spatial intelligence, and the mathematical-logic intelligence were ranked in the first three places, respectively, among the female students. The results showed there are statistically significant differences at the 0.05 significance level between the arithmetic means of students in multiple intelligences due to the gender variable in favor of women in each of the visual-spatial and intrapersonal intelligences. Based on the findings of the study, a number of recommendations were proposed, most notably the following: Applying multiple intelligences scales at the beginning of each academic year, classifying students according to their intelligence to build and implement lesson plans in light of these classifications, preparing educational curricula in light of students’ multiple intelligences to take into account the differences between them, diversifying the learning environments according to the intelligence differences among students, conducting diagnostic studies for the prevalent multiple intelligences among all students in all classes and educational stages, and engaging in studies that test the effectiveness of employing the theory of multiple intelligences and its educational applications in developing language and intrapersonal skills and enhancing academic achievement.

Analisis Kompetensi Profesional, Pedagogik, Sosial dan Kepribadian Mahasiswa

The purpose of this research is to describe the level of mastery of professional, pedagogical, personal and social competency of PPKn college student who carry out an internship program III at SMKN 2 & 3 Salatiga. This type of research is descriptive research. Data collection techniques using document studies, interviews, and observations. Data analysis techniques using quantitative descriptive techniques. The research subjects were 7 college student of PPKn Internship III Participants. The results showed the level of mastery of pedagogical and professional competencies of PPKn college student as apprentice III participants who were shown the ability to compile lesson plans, implement lesson plans in class categories in both good and very good categories, with an average score of 3.02 to 3.97. The mastery of 7 competency indicators was assessed, 4 college student were rated very well with an average score of 4, and 3 college student on indicators 4 and 7 were rated well with a score of 3, the average was also 3.71 the category was very good. 5 indicators of social competency were assessed, 4 college student rated very good, the average score of 4 and 3 college student on indicators 3 and 4 were rated as good with a score of 3, the average was 3.80, the category was very good. The results of the study can be concluded mastery of teacher competency, college student who carry out an internship program III on average are very good at carrying out tasks as a prospective professional teacher.

PENINGKATAN KEMAMPUAN GURU DALAM MENYUSUN RPP MELALUI BIMBINGAN BERKELANJUTAN DI SDN 10 NANGA TAYAP

The first stage in learning according to the standard process is learning planningthat is realized by the preparation of the Implementation Lesson Plan. In theframework of implementing the 2013 curriculum, teachers must prepare lessonplans by adjusting some components to the curriculum documents. There are some teachers who are confused when they have to formulate lesson plans because the subjects taught are different from their educational background, it has an impact on the failure of the learning process and also inhibits the improvement of the quality of the school itself. The problem solving that is applied in this research is to provide continuous guidance to the teacher in creating lesson plans. This study uses two rounds of action research. Each round consists of four stages: designing, implementing, observing, and reflecting. The targets of this study are all teachers at SDN 10 Nanga Tayap. The data obtained in the form of observations of teaching and learning activities. From the results of the analysis it was found that the ability of teachers in arranging lesson plans has increased from cycle I to cycle II, that is, cycle I in the range of 109, with quite good categories, and in the second cycle in the range of 152 with very good categories. The conclusion from this study is that the method of sustainable guidance can positively influence the ability of teachers in preparing lesson plans at SDN 10 Nanga Tayap.

MANAJEMEN PEMBELAJARAN PENDIDIKAN ISLAM MODERAT DI PERGURUAN TINGGI ISLAM (Studi Atas Institute Agama Islam Negeri Madura)

The purpose of this paper is to understand: 1) learning planning of moderate Islam education in the State Islamic Institute Madura 2) learning implementation of moderate Islamic education in the State Islamic Institute Madura and 3) learning evaluation of moderate Islamic education in the State Islamic Institute of Madura. The method used is qualitative descriptive. Methods of data collection are observation, interviews, and documentation. Analysis of the data used is: data reduction, data display, and conclusions. The results showed that: 1) learning planning of moderate Islamic education do with the preparation of syllabus and Implementation lesson Plan. 2) learning implementation of moderate Islamic educatio is a teaching strategy that is used is a discussion/debate on and problem-based learning. Meanwhile, the learning materials of moderate Islamic education containes the subjects as follow: the al- Qur'an, the History Islamic Culture, Psychology of Religion, Education of Akhlaq Tasawwuf. Philosophy of Islamic Education and Islamic philosophy. While the themes of discussion include: democracy, human rights, tolerance of differences. Further, learning evaluation of moderates Islamic education in IAIN Madura is sustainable.

MANAJEMEN PEMBELAJARAN PENDIDIKAN ISLAM MODERAT DI PERGURUAN TINGGI ISLAM (Studi Atas Institute Agama Islam Negeri Madura)

Tujuan tulisan ini adalah untuk memahami : 1) perencanaan pembelajaran pendidikan Islam moderat di Institut Agama Islam Negeri Madura 2) pelaksanaan pembelajaran pendidikan Islam moderat di Institut Agama Islam Negeri Madura dan 3) evaluasi pembelajaran Pendidikan Islam moderat di Institut Agama Islam Negeri Madura. Metode penelitian yang digunakan adalah kualitatif diskriptif. Metode pengumpulan data adalah observasi, wawancara, dan dokumentasi. Analisis data yang digunakan adalah: reduksi data, display data, dan pengambilan kesimpulan. Hasil penelitian menunjukkan bahwa : 1) perencaan pembelajaran pendidikan Islam moderat dilakukan dengan penyusunan syllabus dan Rencana Pelaksanaan Pembelajaran. 2) Pelaksanaan pembelajaran pendidikan Islam moderat adalah Strategi pembelajaran yang digunakan adalah diskusi/ debat aktif, dan pembelajaran berbasis masalah. Sementara itu, materi pembelajaran pendidikan Islam moderat terdapat dalam mata kuliah: al-Qur’an, Sejarah Kebudayaan Islam, Psikologi Agama, Pendidikan Akhlaq Tasawwuf. Filsafat Pendidikan Islam, Filsafat Islam. Sedangkan tema-tema pembahasan meliputi: demokrasi, hak azasi manusia, toleransi dengan perbedaan. Selanjutnya evaluasi pembelajaran pendidikan Islam moderat di IAIN Madura dilakukan secara berkelanjutan. Kata Kunci: pendidikan islam, moderat, materi pembelajaran, strategi pembelajaran Abstract The purpose of this paper is to understand: 1) learning planning of moderate Islam education in the State Islamic Institute Madura 2) learning implementation of moderate Islamic education in the State Islamic Institute Madura and 3) learning evaluation of moderate Islamic education in the State Islamic Institute of Madura. The method used is qualitative descriptive. Methods of data collection are observation, interviews, and documentation. Analysis of the data used is: data reduction, data display, and conclusions. The results showed that: 1) learning planning of moderate Islamic education do with the preparation of syllabus and Implementation lesson Plan. 2) learning implementation of moderate Islamic educatio is a teaching strategy that is used is a discussion/debate on and problembased learning. Meanwhile, the learning materials of moderate Islamic education containes the subjects as follow: the al- Qur'an, the History Islamic Culture, Psychology of Religion, Education of Akhlaq Tasawwuf. Philosophy of Islamic Education and Islamic philosophy. While the themes of discussion include: democracy, human rights, tolerance of differences. Further, learning evaluation of moderates Islamic education in IAIN Madura is sustainable. Keywords: Islamic education, moderate, learning material, learning strategies

Preliminary Study: Self-Regulated Learning Procedure

Self-regulated learning (SRL) is widely adopted by various educational institutions all over the world. A simple guideline is important and essential for the successful implementation of SRL that yields good results. Hence, a procedure and lesson plan of SRL for the subject of Principles of Management are developed and tested in a preliminary study. The objective of the preliminary study is to determine the reliability of the instruments so that the implementation procedure and lesson plan for the real study can be executed smoothly. This study was conducted for a cycle of SRL designed procedure. ANCOVA was used to analyse the effects of the procedure and lesson plan in relation to students’ motivation, metacognitive awareness and academic achievement. Based on the results of the preliminary study, the items reliability index using alpha cronbach was 0.92, indicated that the questionnaire was good and effective. Each variable was significantly different, indicated that the procedure and lesson plan have positive effects on motivation, metacognition, and academic achievement. In conclusion, the procedure and lesson plan of Principles of Management developed are ready for an actual study.

RELEVANSI RENCANA PEMBELAJARAN DALAM INTERNATIONAL STANDAR ORGANIZATION (ISO) 9001:2008 TERHADAP RENCANA PEMBELAJARAN DALAM STANDAR PROSES SEKOLAH MENENGAH KEJURUAN (SMK)

Improving the quality, relevance and standardization in education through ISO 9001: 2008 certification must comply with national education standards. This article aims to analyze the relevance of the implementation lesson plan in the ISO 9001: 2008 standard with the implementation plan of learning in the Constitution Number 20 years 2003 about National Education System, Government Regulation Number 19 years 2005 about National Education Standards, and Government Regulation Number 32 about amendment of Government Regulation Number 19 Year 2005 about National Education Standards. The results of the analysis show that there is no significant difference in lesson plan. So the ISO 9001: 2008 standard is relevant applied in vocational high School.

Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards.

In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants’ development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges), provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an “accomplished novice” following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers obtained a basic understanding and conceptualization of NGSS and PBL, their application of this understanding in their curriculum writing varied. The present study may help to inform future efforts to support teachers to align curricula and instruction to NGSS through teacher PD.

The Development of Lesson Plan of Inquiry Contextual Learning to Improve the Higher Order Thinking Skill Students at Microbiology

This research aims to know the effectiveness of the implementation lesson plan inquiry contextual learning to improve higher order thinking skill of students in the lecture for microbiology. The lesson plan that was developed in the form of inquiry contextual learning model. Research and development includes three stages of research: study of the introduction, development of microbiology lesson plan, and free trial test implementation of lesson plan. Research instrument used to collect the data consists of sheets of validation by the material, design experts, and linguists, and test descriptions to measure higher order thinking ability. The data analysis used descriptive statistics. A preliminary study undertaken to 40 students who are currently attending microbiology stated that the need for planning learning microbiology devices applying active learning process based on inquiry contextual. Learning outcomes during this time is more dominant in the ability of low-level thinking included in the category of knowledge and understanding, it is necessary to design a microbiological learning that directs the thinking ability of high-level students, namely application, analysis, evaluation, and creation. The results of the trial were limited to 34 students of the experimental class and 35 control-class students found that the research hypothesis was accepted, meaning that the contextual inquiry-based microbiology learning tools had higher-order thinking than the traditional class.

Technology integration in third, fourth and fifth grade classrooms in a Florida school district

Third, fourth and fifth grade teachers have the potential to shape the way their students will begin to view and use technology. This study investigated the nature of technology usage among third, fourth and fifth grade teachers in a Florida school district as well as the relationship between the level of technology usage factors such as available technology access/support, professional development relating to technology, and teachers’ attitudes and beliefs toward technology usage. Also of interest was how teachers rate the barriers to technology integration. An original survey instrument was designed, and responses from 75 participants were analyzed. Results indicated that only 18.7 % of respondents met the requirements to be considered high-level technology integrators. Teachers’ attitudes and beliefs about the importance of technology integration and direct student access to computers within the classroom had significant positive correlations with high-level technology usage. The strongest barrier to technology integration was a lack of available computers/hardware, followed by factors relating to the time required to develop and implement lesson plans that incorporate technology.

Penerapan Model Pembelajaran Means End Analysis (MEA) Dalam Setting Di Untuk Meningkatkan Hasil Belajar Siswa

The low analysis skills of the student to science materials resulted in lower learning outcomes. Therefore conducted research to increase learning outcomes of the student with learning models MEA. Specific objectives of this research to describe: (1) implementation lesson plan, (2) analysis skills, (3), learning outcomes, (4) students interests. This research uses classroom action research consisted of 3 cycles. Research subjects were 26 students. Data obtained from learning outcomes tests, observations, questionnaires, and documentation. Analyzed data from the qualitative description and quantitative description. The result of research showed that (1) implementation lesson plan on cycle I 85,55%, cycle II 87,15% and cycle III 92,72% and categorized very well, (2) analysis skills on cycle I 56,86%, cycle II 75,58%, and cycle III 80,93% and categorized very well. (3) enhancement completeness learning outcomes of the student in the classically on cycle I 15,34% (not completed), cycle II 85,0% (complete), and cycle III 100% (complete), (4) students interests in general classified good. We conclude that application of learning models MEA can increase learning outcomes of student class of X-H MA Negeri 2 Model Banjarmasin on the subject of heat transfer.

Using a Moodle-Based Professional Development Program to Train Science Teachers to Teach for Creativity and its Effectiveness on their Teaching Practices

This study describes a distance learning professional development program that we designed for the purpose of training science teachers to teach for creativity. The Moodle platform was used to host the training. To ensure that trainees would benefit from this distance learning program, we designed the instructional activities according to the Community of Inquiry framework, which consists of three main elements: cognitive presence, teaching presence and social presence. Nineteen science teachers in Oman engaged in the training, which lasted for 36 working days. To measure the effectiveness of the training program on science teachers’ instructional practices related to teaching for creativity, we used a pre–post one-group quasi-experimental design. An observation form was used to assess and document participants’ practices. Paired t test results showed that there was a statistically significant improvement in science teachers’ practices related to teaching for creativity. During the implementation of the training program, we observed that cognitive presence and teaching presence were the two most successful elements of the program. The training program involved participants in different instructional activities which were designed to help them understand the role of creativity in science; a wide range of instructional techniques designed to nurture students’ creativity was discussed. The program also provided participants with opportunities to relate their practices to teaching for creativity and to design and implement lesson plans geared toward teaching for creativity. However, the social presence element was not satisfying. Participants’ virtual interactions with each other and their engagement in online discussion forums were limited. This paper provides some recommendations to overcome such pitfalls.

Using “Lack of Fidelity” to Improve Teaching

The author presents a procedure for learning from variations that occur when instructors implement lesson plans designed by others. This kind of variation, occurring in many classrooms every day, can provide a source of information for improving curriculum, both in terms of instructional activities for students and especially in terms of clarifications for instructors to support more effective implementation. The author provides detailed descriptions, in the context of a mathematics course for preservice K-8 teachers, for using implementation variations in a practical, research-based way to study and improve teaching. The goal is to build an accumulating knowledge base for teacher education. Examples are presented to illustrate how increasingly rich lesson plans, based on observing implementation variations, can move toward achieving this goal.

The Science Ambassador Program

This article focuses on the development and implementation of the Science Ambassador (SA) Program, which targets adolescents by working directly with science teachers who write and implement lesson plans that feature public health topics. The main goals of the program are to develop science lesson plans on public health topics, expose adolescents to health information at an earlier, formative age, and inspire adolescents to explore future careers in public health. The information presented in this article is intended to give other program planners insight into the structure and implementation of the program and to share valuable lessons learned.