2.

PLAN OF LEARNING (RPP)

2.1 Definition of lesson plan

Lesson plan (RPP) is a plan that describes the procedures and organization of learning to
achieve the basic competencies specified in Content Standards and is described in the syllabus.
Lesson Plan most extensive scope includes the basic competencies that comprise one indicator or
several indicators for one or more meetings.
RPP is a preparation that must be done before the teacher teaching. Preparation here can
be interpreted written preparation and mental preparation, emotional situation to be built,
productive learning environment, including ensuring learners to get involved in full. Curriculum
development and syllabus have different, although in certain cases have similarities. Syllabus
contains things that need to be done to complete the student's competency as a whole, that is to
say in a syllabus sometimes some competence in line to be put together so that the time estimate
is not yet certain how the meeting to be conducted. Meanwhile, the lesson plan are fragments of
activities that need to be done by the teacher for each meeting.

1.2 Lesson Plan Objectives

Interest lesson plan is to: (1) facilitate, accelerate and improve the results of teaching and
learning process; (2) to prepare lesson plans in a professional, systematic and efficient, then the
teacher will be able to see, observe, analyze, and predict the learning program as a logical
framework and planned.

1.3 Functions Lesson Plan

Function as a warning lesson plans for teachers to implement teaching and learning
activities (learning activities) to be more focused and run effectively and efficiently. In other
words, act as a lesson plan scenario learning process. Therefore, the lesson plan should be supple
(flexible) and member of possibilities for teachers to adjust the response of students in the
learning process really is.

1.4 Elements to Look For In preparation of RPP

 Principal elements contained in the RPP include:
1. The identity of the subject (subject name, class, semester, and time / number of hours of
meetings allocated).
2. Basic competencies and indicators to be achieved.
3. The subject matter to be studied along with descriptions of students in order to achieve basic
competence and indicator.
4. Learning activities (learning activities concretely to do student to interact with the learning
materials and learning resources for mastering basic competencies and indicators).
5. Tools and media used to facilitate the achievement of basic competence, as well as source
materials used in the estab-belajaran activities in accordance with the basic competencies that
must be mastered.
6. Assessment and follow-up (procedures and instruments to be use-right to assess student
learning achievement and follow-up assessment).

1.5 Principles of preparation of RPP

RPP is basically a micro curriculum that describes the objectives / competencies, materials
/ learning content, learning activities and evaluation tools are used. RPP effectiveness was
greatly influenced several lesson plans following principles:
1. Learning plan should be based on the conditions of students.
2. Learning plan should be based on the curriculum valid.
3. Learning plan must take into account the time available
4. Learning plan should be a systematic sequence of learning activities.
5. Learning plan if necessary accompanying worksheet / assignment or observation sheet.
6. Learning plan should be flexible.
7. Learning plan should be based on a systems approach that promotes alignment between the
objectives / competencies, materials, learning activities and evaluation.
Those principles should be used as a basis in the preparation of the RPP. Moreover, it is
practically in the preparation of lesson plans, a teacher must have mastered the basic
competencies on how to break into the indicators, how to choose the learning material in
accordance with the basic competencies, how to choose alternative teaching methods that are
considered most appropriate to achieve basic competence, and how develop the learning process
and results evaluation.

1.6 Component Preparation RPP

Components of lesson plan (RPP) according Permendiknas No. 41 of 2007 concerning the
standard process consists of:
a. Subjects Identity

Identity of subjects, including: education unit, class, semester, program / membership

program, subject or theme of the lesson, the number of meetings.
b. Competency standards

Qualification standards of competence is a minimal ability learners describe the acquisition

of knowledge, attitudes, and skills to be achieved in each class and / or the semester on a subject.
c. Basic competencies

Basic competence is the ability to master a number of students in certain subjects as a

reference to the development of indicators of competence in a subject.
d. Indicators of Competence Achievement

Indicators of competence is a behavior that can be measured and / or observed to

demonstrate achievement of certain basic competencies that the reference subjects assessment.
Competence achievement indicator formulated using the verb operations that can be observed
and measured, which includes knowledge, attitudes, and skills.
e. Learning objectives

The learning objectives describe the process and expected learning outcomes achieved by
learners in accordance with the basic competencies.
f. Teaching materials

Teaching material contains facts, concepts, principles, and the relevant procedures, and
written in the form of grains in accordance with the formulation of indicators of achievement of
competencies.
g. Time Allocation
 Time allocation is determined in accordance with the purposes for KD achievement and
learning load.
h. Learning methods

The learning method used by teachers to create an atmosphere of learning and the learning
process for learning so that learners achieve basic competence or a set of indicators that have
been set. Selection of teaching methods tailored to the circumstances of learners, as well as the
characteristics of each indicator and competencies to be achieved on each indicator and
competencies to be achieved in each lesson. Thematic learning approach used for learners grade
1 to grade 3 SD / MI.

i. Learning Activities
1. preliminary

Introduction is the initial activity in a meeting intended to arouse learning motivation and
focus the attention of learners to participate actively in the learning process. In a preliminary
activity, teacher: (1) prepare students psychologically and physically to participate in the
learning process; (2) asking questions prior knowledge linking with the material to be learned;
(3) explain the purpose of learning or basic competencies to be achieved; and (4) submit material
scope and description of activities according to the syllabus explanation.
2. Core
Core activities is a learning process to reach KD. The learning activities conducted in an
interactive, inspiring, fun, challenging, motivating the students to actively participate and
provide enough space for innovation, creativity and independence according to their talents,
interests, and physical and psychological development of learners. This activity is carried out
systematically and systemically through the process of exploration, elaboration and confirmation.
3. Cover

Closing an activity undertaken to end learning activities that can be done in the form of
summaries or conclusions, assessment and reflection, feedback, and follow-up.
 Learning Outcomes Assessment

Procedures and instrument ratings learning process and results indicators tailored to the
achievement of competence and refers to the assessment standards.

 Learning Resources
Determination of learning resources based on standards and basic competencies, as well as
teaching materials, learning activities, and indicators of achievement of competencies.

1.7 Steps Preparation of RPP

In preparing the lesson plan can be taken steps - steps as follows:

1. Filling the identity column
2. Determine the allocation of the time required for the meeting has been set
3. Determining SK, KD, and the indicators that will be used are contained in the syllabus has
been prepared.
4. Formulate learning objectives by decree, KD, and indicators that have been determined
(more detailed than KD and indicators, at certain times of the formulation of the indicators
together with the aim of learning, because the indicator has been extremely detailed that can
not be translated again). The formulation of learning objectives do not amount to a double
interpretation.
5. Identifying teaching materials based on subject matter / learning contained in the syllabus.
Teaching material is a description of the subject matter / learning
6. Specifies the learning method that will be used
7. Formulate learning steps consisting of initial activities, core, and an end. Learning steps in
the form of learning scenarios that reflect the details of the application of learning strategies,
including the allocation of time of each stage. In formulating learning steps should also
reflect the process of exploration, elaboration and confirmation.
8. Determining the tool / material / learning resources are used.
9. Develop criteria for assessment, observation sheets, example problems, scoring techniques,
etc. Write procedures, types, forms, and tools / instruments that are used to assess the
achievement of process and student learning outcomes, as well as the follow-up results of
the assessment, such as: remedial, enrichment, or acceleration. Customize with classroom-
based assessment techniques, such as: assessment work (product), assignment (project),
performance (performance), and a written test (paper and pen).

In connection with the preparation of this RPP, there are some records that need to be
considered by the teachers, namely:
1. Standards of competence and basic competences that have been set nationally for all subjects
should be used as the main reference in formulating the components of the lesson plan.
Therefore, the standard formula and basic competencies even been written in the syllabus,
should remain rewritten in the RPP to be seen directly association with other components and
be the starting point for determining the learning material, an indicator of achievement of
competence, media, methods, learning activities and determine how to vote.
2. The translation of basic competencies become indicators of achievement of competencies
need to be understood by the teacher. After that the teacher should be able to write lesson
plans using appropriate formulations, measurable, and operational. The inability of teachers in
formulating these indicators will affect the achievement of basic competence, which
eventually resulted in the low ability of the students.
3. In determining the learning materials in general, teachers often make textbooks as a starting
point and a major source of learning. This will imply that the whole process of learning will
be around the text book. Lesson plans are developed, the actual textbook is only one source.
The source was not merely just books, but there are books, tools, people, environment and
techniques that can be used as a learning resource. Actually, with the basic competencies and
indicators will facilitate the determination of the material. If the basic competencies and
indicators in the area of cognitive learning, the nature of the material to be disajikanpun
pertains to knowledge or understanding. Similarly for affective and psychomotor learning
area. These learning materials can be described in detail or simply the main points of the
material only, and detailed material will be attached. Learning materials diverse nature is a
form of information, concepts, principles, skills and attitudes. The nature and the material will
have implications on the methods to be used and the learning activities that must be taken by
students.
4. In the determination or selection methods need to be tailored learning activities are most
effective, efficient and relevant to the achievement of basic competence and indicator.
Determination of learning methods should enable the implementation of active student
learning, creative, innovative, and fun. Teachers need to select learning activities that truly
effective and efficient with respect to:
a. Characteristics of basic competencies and indicators of achievement of competencies.
 b. Situation of students, including students' individual differences such as the ability to
learn, how to learn, background, experience, and personality.
c. The type and number of facilities / learning resources available to carry out learning
activities.
d. The nature and characteristics of each method chosen to achieve basic competence.

Bibliography

Tanjung. Ratna, Wahyuni. Ida, 2015 ,, The study curriculum Physics, Terrain;, Unimed Pres