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Process Standards for Primary and Secondary Education Unit Yuni \'YUFI\' [email protected]

KOMUNITAS BLOGGER UNIVERSITAS SRIWIJAYA

This is English version..

In accordance with the mandate of the Government Regulation No. 19 of 2005 on National Education Standards one of the standards to be developed is a standard process. Standard is the process of national education standards relating to the implementation of learning in education units to achieve competency. Standard contains the minimum criteria process of learning processes in elementary and secondary education unit in the entire territory of the Unitary Republic of Indonesia. This process standard applies to primary and secondary education in formal, either on the package system and the semester credit system. The standard covers the process of planning the learning process, the implementation of the learning process, assessment of learning outcomes, and supervision of the learning process for the implementation of the learning process effective and efficient. PLANNING PROCESS OF LEARNING Planning the learning process includes the syllabus and learning implementation plan (RPP), which contains the identity of subjects, standards of competence (SK), basic competence (KD), indicators of achievement of competencies, learning objectives, teaching materials, time allocation, teaching methods, learning activities, assessment result of learning, and learning resources. a. Syllabus Syllabus as a reference for the development of RPP contains the identity of subjects or themes lesson, SK, KD, learning materials, learning activities, indicators of achievement of competencies, assessment, allocation of time, and learning resources. Syllabus developed by the unit education based on Content Standards (SI) and Competency Standards Graduates (SKL), as well as guidance for preparing Education Unit Level Curriculum (SBC). In practice, syllabus development can be done by teachers independently or in groups in a school / madrasa or a few schools, the Teacher (MGMP) or Teacher Activity Centre (PKG), and the Department of Education. Development of syllabus prepared under the supervision of district that is responsible in the field of education for elementary and junior high, and the provincial departments responsible for education for high school and vocational school, as well as departments in charge of governmental affairs in the field of religion for the MI, MTs, MA , and MAK. A. Learning Implementation Plan (RPP)

RPP is derived from the syllabus to guide learners\' learning activities in an effort to reach KD. Every teacher in the educational unit is obliged to compile a complete and systematic lesson plans for learning take place in an interactive, inspiring, exciting, challenging, motivating learners to actively participate and provide enough space for innovation, creativity, and independence according to their talents, interests, and physical and psychological development of learners. Draft prepared for every KD which can be carried out in one session or more. Teachers design lesson plans for each fragment, adjusted for scheduling meetings in the educational unit. RPP components are: 1.Identitas subjects that include: educational unit, class, semester, course / program expertise, subject or theme of the lesson, the number of meetings. 2. Competence standard which is the minimum qualification ability learners that describe the acquisition of knowledge, attitudes, and skills that are expected to be achieved in each class and / or semester on a subject. 3. Basic competence is the ability to master a number of learners in a particular subject as a reference indicator of competence in the preparation of a lesson. 4. Indicators of achievement of competencies are behaviors that can be measured and / or observed to demonstrate achievement of certain basic competency assessment is the reference subjects. Indicators of achievement of competencies defined by using the verb operation can be observed and measured, which include knowledge, attitudes, and skills. 5. Learning goals describe the process and the expected learning outcomes achieved by learners in accordance with basic competence. 6. Teaching materials contain facts, concepts, principles, and the relevant procedures, and written in the form of beads in accordance with the formulation of indicators of competency achievement. 7. The allocation of time, is determined in accordance with the purposes for the attainment of KD and the burden of learning. 8. This learning method used by teachers to create an atmosphere of learning and the learning process so that learners achieve basic competency or set of indicators that have been determined. Selection of learning methods adapted to the situation and condition of the learner, and the characteristics of each indicator and competencies to be achieved in each subject. Thematic learning approach is used to grade students 1sampai grade 3 primary. 9. Learning activities a. Preliminary Introduction is the initial activity in a meeting intended to raise learning motivation and focus the attention of learners to participate actively in the learning process. b. Core Core activities is a learning process to reach KD. Conducted in an interactive learning activities, inspiring, exciting, challenging, motivating learners 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. c. Cover Closing the activities undertaken to terminate the learning activities that can be done in the form of summary or conclusions, assessment and reflection, feedback, and follow-up. 10. Assessment of learning outcomes. Procedures and assessment instruments and processes tailored to the learning outcomes and indicators of achievement of competence refers to the Standards Assessment. 11. Learning resources which are determined based on the standards of competence and basic competence, and teaching materials, learning activities, and indicators of achievement of competencies. B. Preparation of Draft Principles 1. Taking into account individual differences of learners In the preparation of RPP we need to consider such things as gender, initial ability, intellectual level, interest, motivation, talent, potential, social skills, emotional, learning styles, special needs, the speed of learning, cultural background, norms, values, and / or environment of the learners. 2. Encourage active participation of learners The learning process is designed with a focus on learners to encourage motivation, interest, creativity, initiative, inspiration, independence, and the spirit of learning. 3. Developing a culture of reading and writing The learning process is designed to develop a penchant for reading a variety of reading comprehension, and expression in various forms of writing. 4. Provide feedback and follow-up RPP program design includes the provision of positive feedback, reinforcement, enrichment, and remediation. 5. The linkage and integration Draft prepared by taking into account linkage and integration between SK, KD, materials learning, learning activities, indicators of achievement of competencies, assessment, and learning resources in a whole learning experience. RPP are prepared to accommodate thematic learning, integration across subjects, across aspects of learning, and cultural diversity. 6. Applying information and communication technology

Draft prepared by considering the application of information and communication technology integrated, systematic, and effective in accordance with the circumstances. IMPLEMENTATION PROCESS OF LEARNING A. Requirements for the Implementation of Learning Process 1. Study groups The maximum number of students studying each group are: a. SD / MI: 28 learners b. SMP / MT: 32 learners c. SMA / MA: 32 learners d. SMK / MAK: 32 learners 2. Minimum workload of teachers a. Workload of teachers includes the following main activities are planning lessons, conducting lessons, assess learning outcomes, guide and train students, as well as carry out additional duties; b. Workload of teachers referred to in letter a above is at least 24 (twenty four) hours of face to face in 1 (one) week. 3. Of textbooks a. Textbooks that will be used by the school / madrasah teachers selected through a meeting with committee consideration of the school / madrasah of lesson text books set by the Minister; b. The ratio of textbooks to students is 1: 1 per subject; c. In addition to textbooks, teachers use the teachers guide, enrichment books, reference books and other learning resources; d. Teachers familiarize students use books and other learning resources that exist in library school / madrasah. 4. Classroom management a. Teachers arrange seating according to the characteristics of learners and subjects, and learning activities to be performed; b. Volume and tone of voice teachers in the learning process should be heard well by the learners; c. Mannered teacher and said words can be understood by students;

d. Teachers adapt learning materials with speed and learning ability learners; e. Teachers create order, discipline, convenience, safety, and compliance in implementing the learning process; f. Teachers provide reinforcement and feedback on responses and learning outcomes of students during the learning process took place; g. Teachers appreciate students regardless of religious background, ethnicity, gender, and socioeconomic status; h. Teachers value the opinions of learners; i. Teachers wear a polite, clean, and tidy; j. At the beginning of each semester, teachers delivering the syllabus subjects diampunya; and k. Teachers begin and end the learning process in accordance with the scheduled time. B. Implementation of Learning Implementation of the learning is the implementation of the RPP. Implementation of the learning includes introductory activities, core activities and closing activities. 1. Activities Introduction In the preliminary activities, the teacher: a. prepare students psychologically and physically to participate in the learning process; b. ask questions that relate previous knowledge with material that will be studied; c. explain the purpose of learning or basic competencies to be achieved; d. convey the scope of the material and the explanations fit the description of the syllabus. 2. Core Activities Implementation of core activities is a learning process to reach KD conducted in an interactive, inspiring, exciting, challenging, motivating learners to actively participate and provide enough space for innovation, creativity, and independence according to their talents, interests and physical and psychological development of participants learners. Core activities use methods adapted to the characteristics of learners and subjects, which may include the exploration, elaboration, and confirmation. a. Exploration In exploration activities, the teacher: 1) involving students seeking a broader and deeper information about a topic / theme of the material to be studied by applying natural principles takambang be a teacher and learn from

various sources; 2) using a variety of learning approaches, instructional media, and other learning resources; 3) facilitate the interaction antarpeserta students and between students with teachers, environmental, and other learning resources; 4) actively involve the learners in any learning activities; and 5) facilitating learners to experiment in the laboratory, studio, or field. b. Elaboration In the normal elaboration, the teacher: 1) familiarize students read and write the diverse through the tasks particular significance; 2) facilitate learners through the provision of tasks, discussions, etc. to bring new ideas both verbally and in writing; 3) provide an opportunity to think, analyze, solve problems, and act without fear; 4) facilitating learners in a cooperative and collaborative learning; 5) facilitating learners to compete in a healthy way to improve learning achievement; 6) facilitate student exploration reports carried out both verbally and in writing, individually or in groups; 7) facilitate the learners to present the results of individual and group work; 8) facilitate learners to do exhibitions, tournaments, festivals, and products produced; 9) facilitates learners engage in activities that foster pride and confidence of students. c. Confirmation In confirmation of activities, teachers: 1) giving positive feedback and reinforcement in the form of oral, written, gesture, or a gift to the success of learners, 2) confirm the results of exploration and elaboration of learners through various sources, 3) facilitating learners to reflect on learning experience that has been done, 4) facilitating learners to gain significant experience in achieving the basic competencies: a) serves as a resource and facilitator in answering questions that learners facing difficulties, using standardized language and correct; b) help solve the problem;

c) give guidance so that learners can check the results of exploration; d) provide information to explore further; e) provide motivation to learners who lack or have not actively participated. 3. Concluding Activities In the closing activity, the teacher: a. Together with students and / or own a summary / conclusion lesson; b. Conduct assessment and / or reflection of the activities that have been implemented in a consistent and programmed; c. Provide feedback on process and learning outcomes; d. Planning for follow up activities in the form of remedial teaching, program enrichment, counseling services and / or provide both task and individual task groups according to the results of learners\' learning; e. Delivering the lesson plan at the next meeting. ASSESSMENT OF LEARNING The assessment done by teachers to the learning outcomes to measure the achievement level of competence of learners, and also used as ingredients for preparing a progress report the results of learning, and improve the learning process. Assessment done consistently, systematically, and programmed by using tests and nontes in writing or verbally, observation of performance, attitude measurement, assessment of the work of a task, project and / or product, portfolio and self assessment. Assessment of learning outcomes using the Assessment of Educational Standards and Assessment Guidance Group. This paper has been through the editing process, without changing the actual content. Hope can help.