In 2013 Indonesia sought to improve the education system by triggering kurikulum 2013, not without

reason, changes to the curriculum in 2013 aims to meet the challenges that are internal and external.

In 2013 indonesia sought to improve the education system by triggering Kurikulum 2013. the reason of
the triggering are for responding the internal and external challenge. The internal challenge related
with eight national education standards and Indonesias population growth that observed from the
population growth in productive age, the abundant, competence and skillfull productive age resource
can be an extraordinary development asset.

Internal challenges, among others related to the eight national education standards and the
development of Indonesia's population, in terms of the growth of the productive population,
because if the productive age of abundant human resources and have the competence and skills
will be a tremendous development capital.

The external challenges facing the world of education, among others related to the challenges of the
future, the competencies required in the future, the public perception, the development of knowledge
and pedagogy, as well as a variety of negative phenomena which arise. The curriculum is designed to
prepare the 2013 Indonesian man who has the ability to live, both as individuals and citizens who
believe, productive, creative, innovative and effective and able to contribute to society, nation, state
and world civilization.

This objective will be achieved when the government and all citizens, especially the teachers
trying to implement the curriculum in 2013 with the best. The success in the implementation of
the curriculum including Curriculum 2013 is highly dependent on the readiness of teachers and
education units (schools) in preparing and implementing the device and its pemebelajaran
judgment.

Terdapat 4 elemen perubahan yang terdapat dalam Kurikulum 2013 dari Kurikulum sebelumnya
yaitu.

1. Changes in the competence of graduates namely holistic construction, supported by all of the
materials or subjects, or horizontally integrated vertikan.
2. Changes in the learning material developed is based competencies that meet the aspects of
suitability and adequacy, then accommodate local conten. National and international between
assessments TIMMS, PISA, PIRLS.

3. Changes in the learning process that includes

Oriented competence characteristics that include attitudes (Krathwohl): receiving, running,
respect, appreciate, and practice. Skills (Dyers): observe, ask, try, reasoning, present, and create.
Knowledge (Bloom & Anderson): knowing, memehami, applying, analyzing, evaluating and
creating.
Using Scientific approach, the characteristics required competence level
Prioritize Discovery Learning and Project Based Learning
4. Changes in the assessment include test-based assessment and nontes, assessing process and output
by using authentic assessment, the report card contains a quantitative assessment of the penegetahuan
and qualitative description of the attitudes and skills adequacy.

This study focuses on one part of the changes to the curriculum in 2013 that the standard of learning in
the process of planning, learning implementation plan is a plan-face learning activities for one or more
meetings. RPP was developed from the syllabus to guide the learning activities of students in an effort to
achieve basic competence (KD).

Every educator in the educational unit obliged to prepare a complete lesson plan and systematically so
that learning takes place in an interactive, inspiring, fun, challenging, efficient, memeotivasi for
berpartisispasi active learners, as well as giving out enough space for innovation, creativity, and
independence in accordance with their talents, interests and elderly physic and psychological
development of learners. RPP disususn by KD or sub-themes are implemented in one or more meetings.

As stipulated by the minister of education and culture regulation number 65 of 2013, a teacher shall
menyususn RPP before implementing learning, in order to create a good learning. So it becomes very
important research in an effort to improve the standard of the learning process and also in the
implementation of the curriculum in 2013.

The components that must be considered by teachers in preparing lesson plans is as follows.
1. Identity of the school that is the name of the educational unit
2. Identification of the subject or theme / sub-theme
3. Class / semesters
4. The principal Matter
5. Allocation of time determined in accordance with the requirements for the achievement of
KD and the burden of learning by considering the number of lessons available in the syllabus and
KD are to be achieved.
6. The learning objectives are formulated based on KD, using the operational work that can be
observed and measured, which includes the attitudes, knowledge, and skills.
7. The basic competencies and indicators of achievement of competencies.
8. learning materials, containing facts, concepts, principles, and procedures relevant, and written
in the form of grains in accordance with the formulation of indicators of achievement of
competencies.
9. The method of learning, used by educators to create an atmosphere of learning and the
learning process so that learners reach KD tailored to the characteristics of learners and KD to be
achieved.
10. The medium of learning, such as learning tools for delivering course material.
11. The source of learning, can be books, print and electronic media, the environment, or other
relevant learning resources.
12. The steps of learning is done through a preliminary stage, the core, and cover.
13. assessment of learning outcomes.

From the above components, if it is associated with changes in the curriculum, there are two things in
the RPP component that must be adjusted to change the curriculum in 2013 that the learning method
using a scientific approach and assessment of learning outcomes is the authentic assessment.
The scientific method is a process of asking and answering questions with a set of specific procedures,
this process can be used as a guide for creating a thorough knowledge and experience meaningful to
learners. Invites students into scientific investigation using all stages of the scientific method to help
learners build knowledge related conceptually, because in every stage of learners using varying abilities
to find new information about the concept of learning by Gelman and Brememan in (Gerde, Schachter,
& Wasik, 2013).
The scientific method in the journal written by (Gede, Schachter, & Wasik, 2013) includes several steps,
ie, observe, ask questions, make hypotheses and predictions, experimental or test the hypothesis,
summarize or analyze the data to get an overview of the conclusions, discuss the findings and proceed
with the others verbally or in writing and identify new questions.

Objectives are expected after the implementation of this scientific study is (Hosnan, 2014), first to
improve kemempuan intellect, especially kemempuan higher level thinking students. Second to form
students' ability to solve a problem in a systematic way. Third create learning conditions in which
students feel that learning is a necessity. Fourth obtaining high learning outcomes. Fifth to train
students to communicate ideas, especially in writing a scientific article. Sixth is to develop the student's
character.

To achieve the goal of scientific learning, measures in accordance with the scientific approach let
understandable. According Permendikbud No. 81 A in 2013 Annex IV, the learning process consists of
five basic learning experiences that are often abbreviated with 5M is watching, ask, gather information,
associate and communicate.
The elaboration for each activity in the scientific approach by Kementeri Education and Culture 2014 are
as follows:

1. Viewing / observation
Method of prioritizing meaningfulness observe the learning process (meaningful learning), this
method has certain advantages such as the media presents a real object, learners happy and
challenged, and easy implementation. This activity requires a long preparation time and mature,
relatively large cost and effort, and if unchecked will obscure the meaning and purpose of
learning.
2. ask
Ministry of Education and Culture in 2014 in a book in 2013 curriculum implementation,
learning activities ask is done by asking questions about information that is not
understood from what is observed or petanyaan to obtain additional information about
what is observed, at the start of a factual question to be hypothetical questions . The term
is not always a question in a question form, but also can be in the form of a statement, as
long as they both desire verbal responses.
3. Gather information / Experiment (try)
In permendikbud number 81A in 2013 explained that the activity of collecting information is
done through experiments, reading sources other than textbooks, observe objects / events /
activities interviews with resource persons and so on.
4. associate / process information / reasoning
Associating activities (reasoning / process information) within the framework of the learning
process with a scientific approach to the curriculum adopted in 2013 is to illustrate that teachers
and learners are active participants. Compressive point certainly in many ways and situations
should be active learners of the teacher. Making sense of the term in the context of learning
 activities in the curriculum 2013 with many scientific approach refers to the association of
learning theory or associative learning. The term refers to the association in the learning group
the ability to associate a variety of diverse ideas and events to then put it into a piece of
memory (Hosnan, 2014)
5. Communicate / forming network (Networking)
In a 2013 book curriculum implementation and learning activities to communicate is
expressed observations, conclusions based on the analysis secra oral, written, or other
media. Competencies are developed in stages to communicate is to develop an attitude
honest, thorough, tolerance, the ability to think systematically, using opinion with clear
and concise, and develop language skills are good and right.

In addition to the scientific approach, another thing that must be observed is an authentic
assessment. Assessment is an integral activity of learning activities. In general, the assessment
can be defined as "... any systematic procedure for collecting informatiom that can be used to the
make inferences about the characteristics of people ..." (Reynolds, 2010: 3). Authentic
assessment is defined more specifically by linking the assessment procedure for combining the
demands of their competence to apply something that is needed in real life (Gulikers, 2004: 67).
The provisions of authentic assessment according Permendikbud 66 in 2013 are as follows:

1. Principles of Authentic Assessment

a. Assessment process to be part of the learning process
b. Reflect the real-life problems
c. Using a variety of sizes, methods and criteria in accordance with the characteristics and
essence of the learning experience
d. Holistic covers all aspects (attitudes, knowledge and skills)
e. Measuring what to do learners
2. Mechanical and Instrument Rating
Techniques and instruments used for the assessment of the attitude of competence, knowledge,
and skills as follows.
a. Assessment of competence attitude
Educators do attitude competency assessment through observation, self-assessment,
assessment of "peers" (peer evaluation) by learners and journals. The instrument used for
observation, self-assessment, and assessment of learners among participants is a check list or
assessment scale (rating scale) with the rubric, whereas in journals such as notes educators.
b. Knowledge Competency Assessment
Educators assess the competence of knowledge through written tests, oral tests, and
assignments.
c. Skills Competency Assessment
Educators assess competency skills through performance assessment, ie assessment requires
students to demonstrate a certain competence by using the practice test, project, and portfolio
assessment. The instruments used in the form of a check list or assessment scale (rating scale)
equipped rubric.
METHODS

This study is an evaluation research with quantitative descriptive approach, the evaluation is done on
the lesson plan PAI half of the subjects in SMAN 3 YK. Evaluation model used in this study is a model that
is by describing discrepancies between RPP imbalance created by the teacher with the standard
provisions in permendikbud no. 65 in 2013. The instrument used in the form of sheet RPP study
consisting of 13 indicators. Study sheet will be filled by experts in the field of Islamic education. Data in
the form of scores of experts then categorized by reference to the table according to Djemari Mardapi
categorizati