Beruflich Dokumente
Kultur Dokumente
CHAPTER I
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Towards Professional Teacher with Comprehensive RPPby: Agustin Hartati, SMAN 8 Bandung
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Towards Professional Teacher with Comprehensive RPPby: Agustin Hartati, SMAN 8 Bandung
CHAPTER II
TEACHERS AS PROFESSIONALS
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Towards
owards Professional Teacher with Comprehensive RPPby: Agustin Hartati, SMAN 8 Bandung
curriculum content and goals: an understanding of the subject matter and skills
to be taught in light of the social purposes
purposes of education, and 3) An
understanding of teaching in light of the content and learners to be taught, as
informed by assessment and supported by classroom environments (Hammond,
2005:10). This framework is illustrated in figure 2.1.
From the framework, it can be understood that the need of the students
and the demands of the curriculum are mediated by teachers as Dewey, 1902,
outlined in The Child and the Curriculum (Hammond, 2005: 10). Further, we
can see that teachers can use a set of lenses on any teaching situation to reflect
on and improve their practice.
The interactions
interaction between teachers, learners, and content are framed by
two important conditions for practice: first, teaching is a profession with certain
moral as well as technical expectations, and second, education, including
teaching, is intended to support equitable access to what the society has to offer.
So, the goals for education influence what teachers need to know and be able to
do as mentioned before.
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Towards Professional Teacher with Comprehensive RPPby: Agustin Hartati, SMAN 8 Bandung
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Towards Professional Teacher with Comprehensive RPPby: Agustin Hartati, SMAN 8 Bandung
CHAPTER III
The plan of the learning process covering the syllabus and the RPP,
contains at least learning objectives, teaching material, teaching
methods, learning sources, and the evaluation for the learning result.
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Towards Professional Teacher with Comprehensive RPPby: Agustin Hartati, SMAN 8 Bandung
(RPP)
A. Identitas
Nama Sekolah : ..
Mata Pelajaran : ..
Kelas, Semester : ..
Standar Kompetensi : ..
Kompetensi Dasar : ..
Indikator : ..
Alokasi Waktu : X menit (pertemuan)
B. Tujuan Pembelajaran
C. Materi Pembelajaran
D. Metode Pembelajaran
E. Kegiatan Pembelajaran
Langkah-langkah:
Pertemuan 1
Kegiatan Awal
Kegiatan Inti
Kegiatan Penutup
Pertemuan 2
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Towards Professional Teacher with Comprehensive RPPby: Agustin Hartati, SMAN 8 Bandung
Kegiatan Awal
Kegiatan Inti
Kegiatan Penutup
F. Sumber Belajar
G. Penilaian
Mengetahui
. .
NIP NIP ..
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Towards Professional Teacher with Comprehensive RPPby: Agustin Hartati, SMAN 8 Bandung
1. Knowledge (C1)
Basic competence: mengetahui
Indicators:
Mendefinisikan, Menggambarkan, Mengidentifikasi, Memberi nama, Menyusun
daftar, Menamakan, Membuat garis besar, Menyatakan kembali, Memilih,
Menyatakan
2. Comprehension (C2)
Basic Competence:
Memahami fakta dan prinsip, Menginterprestasikan bagan dan grafik,
Mengubah bahan tulisan menjadi rumus matematika. Memperkirakan akibat-
akibat yang akan datang yang tercantum dalam data, Membenarkan metode
dan prosedur
Indicators:
Mengubah, Mempertahankan, Memperkirakan, Menjelaskan, Menyatakan
secara luas, Menyimpulkan, Memberi contoh, Menarik kesimpulan, Melukiskan
dengan kata- kata sendiri, Meramalkan, Menuliskan kembali, Membuat
rangkuman.
Indicators
1. Bertanya, 2. Memilih, 3. Mengambarkan, 4. Mengikuti, 5. Memberi, 6.
Berpegang teguh, 7.Mengidentifikasi, 8. Melokalisasi, 9. Memberi nama, 10.
Menunjuk, 11. Menjawab, 12. Menggunakan, 13. sensitivitas akan keperluan
dan persoalan- persoalan masyarakat, 14. Menerima berbagai kebiasaan, 15.
Menerima dengan baik segala aktivitas kelas
For the psychomotor domain, there are some competencies, as shown below.
Basic Competence:
1.Menuliskan dengan cermat dan teliti, 2. Menggambarkan kembali dari suatu
gambar, 3. Mempersiapkan alat- alat laboratorium secara cepat dan tepat, 4.
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Towards Professional Teacher with Comprehensive RPPby: Agustin Hartati, SMAN 8 Bandung
Indicators:
1.Mewujudkan, 2. Membina, 3. Menukar, 4. Membersihkan, 5. Menyusun, 6.
Menghubungkan, 7. Melatih, 8. Mengikuti, 9. Membuat bagan, 10.
Melokalisasi, 11. Mengikat, 12. Mencampur, 13. Menajamkan 14.
Memanaskan, 15. Mengerjakan dengan teliti, and 16. Menggunakan 17.
Memulai
In Part B of an RPP, teachers have to decide the goals and the objectives of the
teaching-learning based on the standard of competencies, the basic
competencies, and the indicators. These goals of teaching learning process are
actually the overall statements of the standards of competencies, the basic
competencies, and the indicators.
Dialogues
When teaching dialogues, teachers can adopt, adapt, or develop some teaching
materials. The followings are some example.
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Towards Professional Teacher with Comprehensive RPPby: Agustin Hartati, SMAN 8 Bandung
Sinta : Hi!......................................
Mira : .
3. Role-plays. Example: Pretend that you are the King, Hercules, or Atlas.
Then, act as what the cards say. Card 1: You are the King. You ask
Hercules to fetch the three golden apples. What should you say? Card 2:
You are Hercules. You dont know where the apples grow. What should
you say? Card 3: You are Atlas. You know that Hercules is a very strong
man. You know where the golden apples grow. What should you say?
Monologues
For monologues teaching materials, teachers can prepare, take, adapt, adopt, or
write by themselves the kind of the following materials.
1. Short stories. Example:
PIANO
A piano produces a greater range of musical sounds than most other
instruments. On a piano, a musician can play melody and harmony at the same
time. A pianist also can play an extraordinary variety of loud and soft notes
with great speed. The keys on a piano make small hammer inside the piano
move. The hammers make sound by striking the string.
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Towards Professional Teacher with Comprehensive RPPby: Agustin Hartati, SMAN 8 Bandung
Instructions
Some words have been erased and replaced with blanks. In each blank, write the word
that you think should go there.
Counting on Frank
You are about to go on an adventure with Henry and his dog Frank. Henry and
Frank love a lot of things, but most of all, they love math. In Counting on Frank, you
and Henry can count on Frank to accompany you through your math adventures in
Henry's hometown. It looks as though their latest adventure could land them in Hawaii!
That is, if they win the Jellybean Counting Contest.
To jump to a scene, click _____ Henry's shirt pocket. The note pad _____.
Then, click on the options tab. _____ options page appears. Then, click on _____
arrows on the right and left _____ of the scene pictured near the _____ of the page to
_____ through the scenes. When you find the scene _____ want, click the picture to go
_____.
Henry's friend Ginger has a _____ item that will help you pinpoint _____
number of jellybeans in Mr.. Sherman's jar. _____ is called the solution tester, _____
Ginger will let you use it _____ you would like. You have to _____ some clues to put
into the _____ tester before you use it. Ginger _____ out in Henry's tree house, where
_____ works on her own guesses for _____ Jellybean Contest. You can get to _____
tree house using Henry's note pad. _____ to the options page and click _____ the tree
house.
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Towards Professional Teacher with Comprehensive RPPby: Agustin Hartati, SMAN 8 Bandung
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Towards Professional Teacher with Comprehensive RPPby: Agustin Hartati, SMAN 8 Bandung
The conclusion is made by the students led by the teacher, while the reflection
and the feedback can be given orally by asking the students opinion, feeling, or
suggestions about the activity they have just finished. Although this kind of activity is
only taken two to five minutes, it is considered important for the teacher as well as
students since it can give feedback to the both for the better results in the future.
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Towards Professional Teacher with Comprehensive RPPby: Agustin Hartati, SMAN 8 Bandung
CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
B. Suggestion
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Towards Professional Teacher with Comprehensive RPPby: Agustin Hartati, SMAN 8 Bandung
REFERENCES
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