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SD MUHAMMADIYAH BANJARAN
Sabtu, 29 Oktober 2011
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RENCANA PERBAIKAN PEMBELAJARAN Satuan Pendidikan : Sekolah Dasar Mata Pelajaran : Ilmu Pengetahuan Alam Kelas / Semester : V / I Alokasi Waktu : 2 x 35 menit/2 jam pelajaran (1 pertemuan) Hari/Tanggal : Senin, 31 Oktober 2011
A. Standar Kompetensi 1. Mengidentifikasi fungsi organ tubuh manusia dan hewan
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2012 (4)
B. Kompetensi Dasar 1-1 Mengidentifikasi fungsi organ pernafasan manusia
t 2011 (7) t Oktober (7)
C. Indikator - Membuat model alat pernafasan pada manusia - Mengetahui prinsip kerja paru-paru
RENCANA PERBAIKAN PEMBELAJARAN RENCANA PELAKSANAAN PEMBELAJARAN
D. Tujuan Pembelajaran 1. Kognitif a. Produk b. Proses - Siswa mampu mengemukakan pendapat - Siswa berani bertanya - Siswa mampu mempertahankan pendapat - Siswa menguasai materi 2. Afektif - Siswa mampu bekerjasama dengan teman - Ketelitian dalam menyelesaikan tugas - Menghargai pendapat teman - Ketepatan waktu pengerjaan tugas 3. Psikomotorik - Siswa aktif dalam kelompok, membuat model alat pernafasan pada manusia - Siswa mampu menjelaskan prinsip kerja model alat pernafasan
RENCANA PELAKSANAAN PEMBELAJARAN PROPOSAL PENELITIAN TINDAKAN KELAS Syllabus and Implementation Plan Learning (RPP) Ja... KTSP SD MUHAMMADIYAH BANJARAN KURIKULUM TINGKAT SATUAN PENDIDIKAN TAHUN PELAJAR...
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E. Materi Pembelajaran 3. Proses pernafasan pada manusia : Oksigen (zat asam) masuk melalui hidung. Di hidung oksigen disaring kotorannya dan diatur kelembabannya. Dari hidung oksigen menuju ke trakea (pangkal tenggorokan)-bronkus (batang tenggorokan) - bronktolus (cabang batang tenggorokan) dan akhirnya perjalanan oksigen sampai di alveolus (gelembung paru-paru). Di alveolus terjadi pertukaran oksigen dengan karbondioksida (zat asam arang) F. Metode dan Model Pembelajaran 1. Metode Pembelajaran Ceramah, tanya jawab, demontrasi, eksperimen, diskusi, penugasan 2. Model Pembelajaran Konstruktivistik G. Langkah-langkah Pembelajaran 1. Pendahuluan (5 menit) a. Apersepsi Tanya jawab berkaitan dengan model alat pernafasan pada manusia misalnya: Mengapa waktu bernafas dada kita kembang-kempis? Bisakah kalian membuat model alat pernafasan manusia? b. Penyampaian tujuan pembelajaran 2. Kegiatan Inti (20 menit) a. Ekplorasi - Siswa dibagi menjadi beberapa kelompok untuk membuat model alat pernafasan pada manusia sesuai dengan LKS - Masing-masing kelompok diskusi dan membuat model alat pernafasan pada manusia dengan bahan yang telah disiapkan. b. Elaborasi - Siswa menguji model alat pernafasan yang telah di buat - Perwakilan kelompok memperagakan proses pernafasan melalui alat tersebut c. Konfirmasi - Siswa dibantu guru melakukan koreksi hasil kerja kelompok tentang cara kerja model alat pernafasan pada manusia - Siswa dibantu guru melakukan perbaikan terhadap alat tersebut sehingga menggambarkan proses inspirasi dan ekspirasi - Siswa dibantu guru membuat kesimpulan materi pembelajaran 3. Penutup (5 menit) a. Siswa mencatat kegiatan yang telah dilakukan b. Guru menyampaikan materi yang akan datang
H. Media dan Sumber Belajar 1. Media a. Peralatan dan bahan membuat model alat pernafasan (botol plastik, balon karet, bolpoin bekas/slang/sedotan, karet gelang, pisau silet, dan sumbat gabus) b. Lembar Kerja Siswa 2. Sumber Belajar a. KTSP b. Choiril Azmiyawati, dkk., 2008, IPA Salingtemas 5, untuk Kelas 5 SD/MI, Semarang: PT. Bengawan Ilmu, hal. 11-4. I. Penilaian 1. Kognitif Produk ( Terlampir) Proses ( Terlampir) 2. Afektif ( Terlampir) 3. Psikomotor ( Terlampir)
Lampiran 1. Lembar Kerja Siswa Mengetahui Cara Kerja Alat Pernafasan pada Manusia Alat, Bahan dan Langkah Kerja: Sediakan botol plastik, balon karet, bolpoin bekas/slang/sedotan, karet gelang, pisau silet, dan sumbat gabus! Potonglah botol plastik menjadi dua bagian! Potonglah bagian ujung dan pangkal bolpoin plastik sehingga terbentuk pipa plastik! Masukkan pipa plastik tersebut ke salah satu balon (balon A)! Ikat dengan karet gelang! Masukkan pipa plastik (hasil langkah nomor 4) ke sumbat botol! Pasang sumbat botol pada mulut botol! Usahakan tidak terjadi kebocoran! Potonglah balon kedua (balon B) pada bagian bawahnya dan pasang di bagian bawah botol plastik! Sumbatlah bagian atas pipa plastik saat memasang balon B! Ikat dengan karet gelang! Mengetahui Cara Kerja Paru-Paru 1. Pegang botol dengan tangan kiri! Tariklah balon B dengan tangan kananmu! Apa yang terjadi pada balon A ketika balon B ditarik? Mengapa demikian? 2. Lepaskan tarikan pada balon B! Amati yang terjadi pada balon A! Apa yang terjadi pada balon A ketika tarikan balon B dilepaskan? Mengapa demikian? 3. Buatlah kesimpulan tentang cara kerja paru-paru!
Lampiran 2: Kunci Lembar Kerja Siswa 1. Pegang botol dengan tangan kiri! Tariklah balon B dengan tangan kananmu! Apa yang terjadi pada balon A ketika balon B ditarik? Mengapa demikian? Balon A mengembang. Karena pada saat menarik balon B, maka balon B mengerut. Akibatnya, udara masuk balon A. Selain itu, balon A dapat pula terisi udara akibat rongga dalam botol membesar dan udara juga masuk ke dalam balon A tadi.. 2. Lepaskan tarikan pada balon B! Amati yang terjadi pada balon A! Apa yang terjadi pada balon A ketika tarikan balon B dilepaskan? Mengapa demikian? Balon A mengempis, karena pada saat melepaskan balon B, balon B mengendur. Akibatnya, rongga dalam botol mengecil dan balon B mengempis karena udara terdorong keluar. 3. Buatlah kesimpulan tentang cara kerja paru-paru! Pada saat menarik napas otot diafragma mengerut. Akibatnya, diafragma mendatar, rongga dada membesar, dan udara masuk paru-paru. Proses masuknya udara pernapasan ke dalam paru-paru disebut inspirasi. Pada saat mengembuskan napas, otot diafragma dan otot antartulang rusuk mengendur. Akibatnya, rongga dada mengecil dan paru-paru mengempis sehingga CO2 dalam paru-paru terdorong keluar. Proses tersebut merupakan proses ekspirasi. Kamu dapat lebih memahami cara kerja paru-paru melalui kegiatan berikut
Lampiran 3: Penilaian A. Penilaian Kognitif 1. Penilaian Produk Rubrik Penilaian Penilaian Proses Pembuatan Model Alat Pernapasan pada Manusia No Nama Siswa Pemilihan Alat Keruntutan Letak Alat Proses Pembuatan Hasil Akhir/Kerja Jml skor Nilai 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
Skor Maksimal Keterangan: Sangat Baik = 5 Baik = 4 Cukup = 3 Kurang = 2 Sangat kurang = 1 Pedoman Penskoran Skor tertinggi = 4 x 4 = 20 Õ xt Skor terendah = 4 x 1 = 4 Õ xr Nilai = xt – xr + 1 = 20 – 4 + 1 = 17 Rentang nilai = 17 : 4 4 Interval nilai: 4-7 = D 8-11 = C 12-15 = B 16-20 = A
2. Penilaian Proses Rubrik Penilaian Lembar Observasi No Nama Siswa Mengemukakan Pendapat Bertanya Mempertahan- kan Pendapat Penguasaan Materi Jml skor Nilai 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
Skor Maksimal Keterangan: Sangat Baik = 5 Baik = 4 Cukup = 3 Kurang = 2 Sangat kurang = 1 Pedoman Penskoran Skor tertinggi = 4 x 4 = 20 Õ xt Skor terendah = 4 x 1 = 4 Õ xr Nilai = xt – xr + 1 = 20 – 4 + 1 = 17 Rentang nilai = 17 : 4 4 Interval nilai: 4-7 = D 8-11 = C 12-15 = B 16-20 = A
B. Penilaian Afektif Rubrik Penilaian Lembar Observasi No Nama Siswa Bekerja sama dengan teman Ketelitian pengerjaan tugas Menghargai pendapat Ketepatan waktu pengerjaan tugas Jml skor Nilai 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
Skor Maksimal Keterangan: Sangat setuju = 5 Setuju = 4 Ragu-ragu = 3 Tidak setuju = 2 Sangat tidak setuju = 1 Pedoman Penskoran Skor tertinggi = 4 x 4 = 20 Õ xt Skor terendah = 4 x 1 = 4 Õ xr Nilai = xt – xr + 1 = 20 – 4 + 1 = 17 Rentang nilai = 17 : 4 4 Interval nilai: 4-7 = D 8-11 = C 12-15 = B 16-20 = A
C. Penilaian Psikomotor Rubrik Penilaian Lembar Observasi No Nama Siswa Keaktifan siswa dalam kelompok Kemampuan menjelaskan prinsip kerja alat Jml skor Nilai 5 4 3 2 1 5 4 3 2 1
Skor Maksimal Keterangan: Sangat Baik = 5 Baik = 4 Cukup = 3 Kurang = 2 Sangat kurang = 1 Pedoman Penskoran Skor tertinggi = 2 x 5 = 10Õ xt Skor terendah = 2 x 1 = 2 Õ xr Nilai = xt – xr + 1 = 10 – 2 + 1 = 9 Rentang nilai = 9 = 2 4 Interval nilai: 2-4 = D 5-6 = C 7-8 = B 9-10 = A
D. Kriteria Ketuntasan Minimal KKM = 70 Banjaran, 31 Oktober 2011 Mengetahui Kepala Sekolah
…….…….………………….. NIP. . Mahasiswa Praktikan
ARIF WIDYATMA NIM : 819759361 RANCANGAN PENILAIAN Mata Pelajaran : Ilmu Pengetahuan Alam Kelas/Semester : V/1 No. Standar Kompetensi Kompetensi Dasar Indikator Aspek Penilaian 1. 1. Mengidenti-fikasi fungsi organ tubuh manusia dan hewan 1.1 Mengidenti-fkasi fungsi organ pernafasan manusia
Membuat model pernafasan manusia Mengetahui prinsip kerja paru-paru 1. Kognitif - Siswa mampu mengemukakan pendapat - Siswa berani bertanya - Siswa mampu mempertahankan pendapat - Siswa menguasai materi 2. Afektif - Siswa mampu bekerja-sama dengan teman - Ketelitian dalam menyelesaikan tugas - Menghargai pendapat teman - Ketepatan waktu pengerjaan tugas 3. Psikomotorik - Siswa terlibat aktif dalam kelompok, membuat model alat pernafasan pada manusia - Siswa terampil menjelaskan sistem kerja alat pernafasan pada manusia Produk : Membuat model pernafasan manusia Pengamatan: Lembar Observasi
Banjaran, 31 Oktober 2011 Mengetahui Kepala Sekolah
…….…….………………….. NIP. . Mahasiswa Praktikan
ARIF WIDYATMA NIM : 819759361 Diposting oleh SD MUHAMMADIYAH BANJARAN di 03.48
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RENCANA PELAKSANAAN PEMBELAJARAN Satuan Pendidikan : Sekolah Dasar Mata Pelajaran : Ilmu Pengetahuan Alam Kelas / Semester : V / I Alokasi Waktu : 2 x 35 menit/2 jam pelajaran (1 pertemuan) Hari/Tanggal : Senin, 31 Oktober 2011
A. Standar Kompetensi 1. Mengidentifikasi fungsi organ tubuh manusia dan hewan B. Kompetensi Dasar 1-1 Mengidentifikasi fungsi organ pernafasan manusia C. Indikator - Membuat model alat pernafasan pada manusia - Mengetahui prinsip kerja paru-paru D. Tujuan Pembelajaran - Siswa dapat membuat model alat pernafasan pada manusia - Siswa dapat menjelaskan prinsip kerja alat pernafasan pada manusia E. Materi Pembelajaran 3. Proses pernafasan pada manusia : Oksigen (zat asam) masuk melalui hidung. Di hidung oksigen disaring kotorannya dan diatur kelembabannya. Dari hidung oksigen menuju ke trakea (pangkal tenggorokan)-bronkus (batang tenggorokan) - bronktolus (cabang batang tenggorokan) dan akhirnya perjalanan oksigen sampai di alveolus (gelembung paru-paru). Di alveolus terjadi pertukaran oksigen dengan karbondioksida (zat asam arang) F. Metode dan Model Pembelajaran 1. Metode Pembelajaran Diskusi dan Penugasan 2. Model Pembelajaran Konstruktivistik G. Langkah-langkah Pembelajaran 1. Pendahuluan (5 menit) a. Apersepsi Tanya jawab berkaitan dengan model alat pernafasan pada manusia misalnya: Mengapa waktu bernafas dada kita kembang-kempis? Bisakah kalian membuat model alat pernafasan manusia? b. Penyampaian tujuan pembelajaran 2. Kegiatan Inti (20 menit) a. Ekplorasi - Siswa dibagi menjadi beberapa kelompok untuk membuat model alat pernafasan pada manusia sesuai dengan LKS - Masing-masing kelompok diskusi dan membuat model alat pernafasan pada manusia dengan bahan yang telah disiapkan. b. Elaborasi - Siswa menguji model alat pernafasan yang telah di buat - Perwakilan kelompok memperagakan proses pernafasan melalui alat tersebut c. Konfirmasi - Siswa dibantu guru melakukan koreksi hasil kerja kelompok tentang cara kerja model alat pernafasan pada manusia - Siswa dibantu guru melakukan perbaikan terhadap alat tersebut sehingga menggambarkan proses inspirasi dan ekspirasi - Siswa dibantu guru membuat kesimpulan materi pembelajaran 3. Penutup (5 menit) a. Siswa mencatat kegiatan yang telah dilakukan b. Guru menyampaikan materi yang akan datang H. Media dan Sumber Belajar 1. Media a. Peralatan dan bahan membuat model alat pernafasan (botol plastik, balon karet, bolpoin bekas/slang/sedotan, karet gelang, pisau silet, dan sumbat gabus) b. Lembar Kerja Siswa 2. Sumber Belajar a. KTSP b. Choiril Azmiyawati, dkk., 2008, IPA Salingtemas 5, untuk Kelas 5 SD/MI, Semarang: PT. Bengawan Ilmu, hal. 11-4. I. Penilaian 1. Kognitif Produk ( Terlampir) Proses ( Terlampir) 2. Afektif ( Terlampir) 3. Psikomotor ( Terlampir)
FORMAT KRITERIA PENILAIAN Indikator Pencapaian Kompetensi Teknik Penilaian Bentuk Instrumen Instrumen/ Soal o Mengidentifikasi alat pernapasan pada manusia dan pada beberapa hewan. o Membuat model alat pernapasan manusia dan mendemonstrasikan cara kerjanya. Tugas Individu dan Kelompok
Laporan dan Unjuk kerja
o Jelaskanlah alat pernapasan pada manusia dan pada beberapa hewan. o Buatkanlah model alat pernapasan manusia dan mendemonstrasikan cara kerjanya. PRODUK ( HASIL DISKUSI ) No. Aspek Kriteria Skor 1. Konsep * semua benar * sebagian besar benar * sebagian kecil benar * semua salah 4 3 2 1 PERFORMANSI No. Aspek Kriteria Skor 1.
2.
3. Pengetahuan
Praktek
Sikap * Pengetahuan * Kadang-kadang Pengetahuan * Tidak Pengetahuan * Aktif Praktek * Kadang-kadang aktif * Tidak aktif * Sikap * Kadang-kadang Sikap * Tidak Sikap 4 2 1 4 2 1 4 2 1
LEMBAR PENILAIAN No Nama Siswa Performan Produk Jumlah Skor Nilai Pengetahuan Praktek Sikap 1. 2. 3. 4. 5. 6. CATATAN : Nilai = ( Jumlah skor : jumlah skor maksimal ) X 10. Untuk siswa yang tidak memenuhi syarat penilaian KKM maka diadakan Remedial.
Banjaran, 31 Oktober 2011 Mengetahui Mahasiswa Praktikan
.................................. ARIF WIDYATMA NIP : NIM. 819759361 Lampiran 1. Lembar Kerja Siswa Membuat Model Alat Pernafasan Manusia Alat, Bahan dan Langkah Kerja: 1. Stoples plastik bening besar 2. Pipa kecil bercabang tiga (PKBT) 3. Plastisin 4. Karet gelang 5. Pipa plastik kecil (sedotan) 6. Tiga balon kecil 7. Lakban 8. Gunting 9. Silet
Cara kerja: 1. Buatlah pipa kecil bercabang tiga (PKBT) seperti gambar. Kamu dapat membuatnya dari tiga potong pipa kecil yang di rekatkan dengan lakban 2. Masukan pipa plastik kecil (sedotan) ke salah satu lubang PKBT. Rekatkan dengan plastisin. 3. Masukan mulut kedua balon ke dua lubang PKBT yang lain. Rekatkan yang kuat dengan lakban. 4. Dengan hati-hati,potong alas stoples plastik setinggi 2, 5 cm. 5. Masukan PKBT tadi ke dalam stoples. Rekatkan bagian-pipa plasitk ke tutup stoples dengan plastisin. 6. Ikat leher balon ketiga yang belu m kamu gu nakan menjadi 1 simpul. Potong atau silet balon tepat di tengah. 7. Pasang bagian balon yang di robek tadi ke atas stoples seperti tampak pada gambar. Buatlah permukaan balon setegang mungkin seperti permukaan kulit gelang 8. Tarik simpul secara perlahan,kemudian,lepaskan secara perlahan. Pertanyaan 1. Apa yang hendak ditunjukkan oleh kegiatan ini? Jelaskan 2. Kedua balon tadi menunjukkan cara kerja organ tubuh. Apakah itu? 3. Untuk apa plastisin digunakan dalam kegiatan ini? 4. Kerja bagian tubuh manakah yang ditunjukkan oleh lapisan balon pada alas stoples?
Lampiran 2: Kunci Lembar Kerja Siswa 1. Menunjukkan berlangsungnya proses pernafasan manusia. Pada saat kita menarik napas, udara masuk melalui hidung dan tenggorokan. Selanjutnya udara masuk ke pari-paru. Oksigen akan diserap oleh alveolus, sedangkan karbondioksida dilepaskan. Karbon dioksida melalui tenggorokan dan hidung dihembuskan keluar. 2. Paru-paru dan diafragma. 3. Untuk menahan udara masuk ke dalam stoples. 4. Diafragma.
Lampiran 3: Penilaian A. Penilaian Kognitif 1. Penilaian Produk Rubrik Penilaian Penilaian Proses Pembuatan Model Alat Pernapasan pada Manusia No Nama Siswa Pemilihan Alat Keruntutan Letak Alat Proses Pembuatan Hasil Akhir/Kerja Jml skor Nilai 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
Skor Maksimal Keterangan: Sangat Baik = 5 Baik = 4 Cukup = 3 Kurang = 2 Sangat kurang = 1 Pedoman Penskoran Skor tertinggi = 4 x 4 = 20 Õ xt Skor terendah = 4 x 1 = 4 Õ xr Nilai = xt – xr + 1 = 20 – 4 + 1 = 17 Rentang nilai = 17 : 4 4 Interval nilai: 4-7 = D 8-11 = C 12-15 = B 16-20 = A
B. Kriteria Ketuntasan Minimal KKM = 70 Banjaran, 31 Oktober 2011 Mengetahui Kepala Sekolah
…….…….………………….. NIP. . Mahasiswa Praktikan
ARIF WIDYATMA NIM : 819759361 RANCANGAN PENILAIAN Mata Pelajaran : Ilmu Pengetahuan Alam Kelas/Semester : V/1 No. Standar Kompetensi Kompetensi Dasar Indikator Aspek Penilaian 1. 1. Mengidenti-fikasi fungsi organ tubuh manusia dan hewan 1.1 Mengidenti-fkasi fungsi organ pernafasan manusia
Membuat model pernafasan manusia Mengetahui prinsip kerja paru-paru 1. Kognitif - Siswa mampu mengemukakan pendapat - Siswa berani bertanya - Siswa mampu mempertahankan pendapat - Siswa menguasai materi 2. Afektif - Siswa mampu bekerja-sama dengan teman - Ketelitian dalam menyelesaikan tugas - Menghargai pendapat teman - Ketepatan waktu pengerjaan tugas 3. Psikomotorik - Siswa terlibat aktif dalam kelompok, membuat model alat pernafasan pada manusia - Siswa terampil menjelaskan sistem kerja alat pernafasan pada manusia Produk : Membuat model pernafasan manusia Pengamatan: Lembar Observasi
Banjaran, 31 Oktober 2011 Mengetahui Kepala Sekolah
…….…….………………….. NIP. . Mahasiswa Praktikan
ARIF WIDYATMA NIM : 819759361 Diposting oleh SD MUHAMMADIYAH BANJARAN di 03.46
Tidak ada komentar:
Label: RPP
RENCANA PELAKSANAAN PEMBELAJARAN Satuan Pendidikan : Sekolah Dasar Mata Pelajaran : Ilmu Pengetahuan Alam Kelas / Semester : V / I Alokasi Waktu : 2 x 35 menit/2 jam pelajaran (1 pertemuan) Standar Kompetensi : 1. Mengidentifikasi fungsi organ tubuh manusia dan hewan Kompetensi Dasar : 1.1. Mengidentifikasi fungsi organ pernafasan manusia Indikator : Mengidentifikasi alat pernafasan pada manusia. A. Tujuan Pembelajaran Melalui penjelasan dan tugas, siswa dapat mengidentifikasi alat pernafasan pada manusia. B. Materi Pokok Alat pernafasan manusia C. Metode Pembelajaran 1. Ceramah 2. Kerja Kelompok 3. Penugasan D. Langkah-langkah Pembelajaran 1. Kegiatan Awal (10 menit) - Menyiapkan siswa secara fisik dan psikis untuk mengikuti proses pembelajaran - Guru meminta siswa menutup hidung dan mulut beberapa saat - Guru menanyakan apa yang dirasakan siswa - Guru menjelaskan tujuan dan cakupan pembelajaran 2. Kegiatan Inti (35 menit) Eksplorasi - Guru menunjukkan alat peraga gambar organ pernafasan manusia - Siswa mengamati gambar alat pernafasan pada manusia - Guru menjelaskan tentang letak dan fungsi organ tubuh manusia - Tanya jawab tentang alat pernafasan pada manusia Elaborasi - Siswa dibentuk 3 kelompok, setiap kelompok terdiri dari 3 anak - Masing-masing kelompok mendiskusikan alat pernafasan manusia dan cara kerjanya kemudian mengisi lembar penugasan - Presentasi kelompok (diwakili seorang anak) tentang sistem pernafasan manusia,siswa lain mengajukan tanya jawab Konfirmasi - Guru bersama siswa menyimpulkan materi, siswa mencatatnya - Guru memberi kesempatan pada peserta didik untuk tanya jawab - Guru memberikan motivasi agar siswa rajin belajar 3. Kegiatan Akhir (25 menit) - Guru bersama siswa merangkum pelajaran - Siswa mengerjakan tes evaluasi tertulis, lalu dibahas dan dikoreksi - Guru menyampaikan rencana pertemuan selanjutnya E. Sumber / Media 1. Choiril Azmiyawati, dkk., 2008, IPA Salingtemas 5, untuk Kelas 5 SD/MI, Semarang: PT. Bengawan Ilmu, hal. 1-5. 2. Gambar alat pernafasan manusia F. Penilaian dan Tindak Lanjut Tes tertulis 1. Paru-paru manusia dibungkus oleh selaput yang dinamakan ... 2. Di dalam paru-paru oksigen diikat oleh ... 3. Rambut halus dan selaput lendir pada hidung berfungsi untuk ... 4. Salah satu ciri makhluk hidup adalah memerlukan udara untuk ... 5. Paru-paru kanan manusia terdiri atas ... gelambir Kunci jawaban 1. pleura 2. alveolus 3. menyaring udara agar bebas dari kotoran 4. bernafas 5. tiga gelambir
Pedoman penilaian Skor tiap nomer soal = 20 Skor maksimal = 100 Nilai = x 100 Sentolo, 03 Oktober 2010 Mengetahui: Mahasiswa,
______________________ NIP.
Arif Widyatma NIM. 819759361 13 21821 Gambar Alat Pernafasan Manusia (skala diperkecil) Diposting oleh SD MUHAMMADIYAH BANJARAN di 03.45
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PROPOSAL PENELITIAN TINDAKAN KELAS A. Judul Penelitian Penerapan model pembelajaran konstruktivisme untuk meningkatkan pemahaman siswa mengenai sistem pernafasan bagi siswa kelas V SD Muhammadiyah Banjaran. B. Bidang Kajian Strategi pembelajaan C. Pendahuluan Menurut pandangan konstruktivisme keberhasilan belajar bukan hanya bergantung lingkungan atau kondisi belajar melainkan juga pada pengetahuan awal siswa yang secara aktif dibangun siswa sendiri melalui pengalaman nyata, hal ini sesuai dengan apa yang dilakukan oleh Piaget yaitu belajar merupakan proses adaptasi lingkungan yang melibatkan bergabungnya stimulus ke dalam struktur kognitif. Bila stimulus baru tersebut masuk ke dalam struktur kognitif diasimilasikan, maka terjadi proses adaptasi yang berkesinambungan dan struktur kognitif menjadi bertambah. Pembelajaran IPA yang dilakukan di kelas V SD Muhammadiyah Banjaran, mengenai sistem pernafasan manusia, guru diawal pembelajaran langsung menulis materi di papan tulis, kemudian siswa disuruh mancatat materi, kemudian guru langsung menjelaskan, ketika guru menjelaskan banyak siswa yang tidak memperhatikan penjelasan guru, mereka bergurau, ngobrol dengan temantemannya. Melihat kondisi kelas seperti itu guru langsung memberikan pertanyaan kepada siswa seputar materi, namun mereka terdiam dan tidak paham. Saat guru melakukan evaluasi sebagian siswa tidak dapat menjawab soal evaluasi sehingga hasil evaluasi tidak sesuai dengan apa yang diharapkan, yaitu 50 % siswa nilainya dibawah KKM. Dari analisis masalah, ditemukan beberapa penyebab antara lain : guru kurang membangkitkan motivasi, siswa tidak memperhatikan penjelasan guru, prnyampaian materi kurang menarik dan dalam pembelajaran juga guru tidak melakukan percobaan mengenai sistem pernafasan. Akibatnya siswa tidak paham tentang sistem pernafasan dan tidak berani mengungkapkan pendapatnya. Kadang dalam pembelajaran IPA guru mengharapkan siswa diam dengan sikap duduk tegak dan menghadap ke depan, sementara guru dengan fasih menceramahkan materi. Pembelajaran ini bertentangan dengan hakikat anak dan pendidikan IPA. Pembelajaran IPA yang efektif dicirikan antara lain oleh tingginya kemampuan pembelajaran dalam menyajikan hakekat pendidikan IPA di SD yakni sebagai proses, produk dan sikap. Untuk mengatasi permasalahan, peneliti akan menerapkan model pembelajaran konstruktivisme dalam pembelajaran IPA. Karena pembelajaran ini lebih memfokuskan pada kesuksesan siswa dalam mengorganisasikan pengalaman, atau siswa lebih berpengalaman untuk mengkonstruksikan sendiri pengetahuan mereka melalui asimilasi dan akomodasi. Berdasarkan latar belakang masalah, maka dapat diidentifikasikan masalah sebagai berikut: 1. Proses pembelajaran tidak dapat mengoptimalkan prestasi belajar, dilihat dari rendahnya ketercapaian kompetensi dasar masih di bawah KKM pada pelajaran IPA Kelas V SD Muhammadiyah Banjaran. 2. Suasana pembelajaran IPA di kelas V SD Muhammadiyah Banjaran selama ini kurang menarik. Dalam penelitian ini, peneliti membatasi permasalahan pada penerapan model pembelajaran konstruktivisme untuk meningkatkan pemahaman siswa mengenai sistem pernafasan bagi siswa kelas V SD Muhammadiyah Banjaran
D. Perumusan dan Pemecahan Masalah 1. Perumusan Masalah a. Bagaimana gambaran penerapan model pembelajaran konstruktivisme untuk meningkatkan pemahaman siswa mengenai sistem pernafasan bagi siswa kelas V SD Muhammadiyah Banjaran? b. Bagaimana peningkatan kemampuan siswa dalam memahami sistem pernafasan bagi siswa kelas V SD Muhammadiyah Banjaran? 2. Pemecahan Masalah a. Bagaimana gambaran penerapan model pembelajaran konstruktivisme untuk meningkatkan pemahaman siswa mengenai sistem pernafasan bagi siswa kelas V SD Muhammadiyah Banjaran? b. Bagaimana peningkatan kemampuan siswa dalam memahami sistem pernafasan di kelas V SD Muhammadiyah Banjaran? E. Tujuan Penelitian 1. Mengetahui gambaran penerapan model pembelajaran konstruktivisme untuk meningkatkan pemahaman siswa mengenai sistem pernafasan di kelas V SD Muhammadiyah Banjaran. 2. Mengetahui bagaimana peningkatan kemampuan dalam pemahaman siswa mengenai sistem di kelas V SD Muhammadiyah Banjaran. F. Manfaat Hasil Penelitian 1. Bagi siswa, untuk meningkatkan pemahaman mengenai sistem pernafasan. 2. Bagi guru, untuk mengembangkan potensi guru dalam pembelajaran IPA dengan menerapkan model pembelajaran konstruktivisme. 3. Bagi sekolah, untuk meningkatkan kualitas pendidikan dasar.
G. Kajian Pustaka 1. Kajian Teori a. Pengertian Belajar Moh. Surya (1997) : “Belajar dapat diartikan sebagai proses yang dilakukan individu untuk memperoleh perubahan perilaku baru secara keseluruhan, sebagai hasil pengalaman individu itu sendiri dalam berinteraksi dengan lingkungan. Dengan demikian belajar merupakan proses perubahan tingkah laku secara keseluruhan yang didapat dari pengalaman dari lingkungan formal maupun informal, yang berlangsung sepanjang hayat, mulai dari masa bayi hingga akhir hayat. b. Hakikat Pembelajaran IPA di SD Sains mengandung makna pengajuan pertanyaan, pencarian jawaban, pemahaman jawaban, penyempurnaan jawaban, baik tentang gejala maupun karakteristik alam sekitar melalui cara-cara sistematis (Depdiknas, 2002:1). Belajar sains tidak sekadar belajar informasi sains tentang fakta, konsep, prinsip, hukum, dalam wujud “pengetahuan deklaratif”, akan tetapi juga belajar tentang cara memperoleh informasi sains, cara sains dan teknologi bekerja dalam bentuk pengetahuan prosedural, termasuk kebiasaan bekerja ilmiah dengan metode ilmiah dan sikap ilmiah. Dengan demikian dapat disimpulkan bahwa pada hakikatnya sains terdiri dari tiga komponen, yaitu : produk, proses, dan sikap ilmiah. Jadi tidak hanya terdiri atas kumpulan pengetahuan atau fakta yang dihafal, namun juga merupakan kegiatan atau proses aktif menggunakan pikiran dalam mempelajari rahasia gejala alam. c. Model Pembelajaran Konstruktivisme 1) Pengertian model pembelajaran konstruktivisme Model konstruktivisme adalah salah satu pandangan tentang proses pembelajaran yang menyatakan bahwa dalam proses belajar diawali dengan terjadinya konflik kognitif (Karli, 2004 : 2). Konflik kognitif ini hanya dapat diatasi melalui pengetahuan akan dibangun sendiri oleh anak melalui pengalamannya dari hasil interaksi dengan lingkungannya, yang memerlukan perubahan/modifikasi struktur kognitif untuk mencapai keseimbangan dan akan terjadi secara berkelanjutan, selama siswa menerima pengetahuan baru. Perolehan pengetahuan siswa diawali dengan menyerap hal baru sebagai hasil interaksi dengan lingkungan, kemudian hal baru tersebut dibandingkan dengan konsepsi awal yang telah dimiliki sebelumnya. 2) Konstruktivisme dalam pembelajaran Kegiatan belajar adalah kegiatan yang aktif, dimana siswa membangun sendiri pengetahuannya. Siswa mencari arti sendiri dari yang mereka pelajari, ini merupakan proses menyesuaikan konsepkonsep dan ide-ide baru dengan kerangka berfikir yang telah ada dalam pikiran mereka. Dalam hal ini siswa membentuk pengetahuan mereka sendiri dan guru mediator dalam proses pembentukan itu. Proses perolehan pengetahuan akan terjadi apabila guru dapat menciptakan kondisi pembelajaran yang ideal yang dimaksud disini adalah suatu proses belajar mengajar yang sesuai dengan karakteristik IPA dan memperhatikan perspektif siswa sekolah dasar. Pembelajaran yang dimaksud diatas adalah pembelajaran yang mengutamakan keaktifan siswa, menerangkan pada kemampuan minds-on dan hands-on serta terjadi interaksi dan mengakui adanya konsepsi awal yang dimiliki siswa melalui pengalaman sebelumnya. d. Pembelajaran tentang sistem pernafasan Oksigen (zat asam) masuk melalui hidung. Di hidung oksigen disaring kotorannya dan diatur kelembabannya. Dari hidung oksigen menuju ke trakea (pangkal tenggorokan)-bronkus (batang tenggorokan) - bronktolus (cabang batang tenggorokan) dan akhirnya perjalanan oksigen sampai di alveolus (gelembung paru-paru). Di alveolus terjadi pertukaran oksigen dengan karbondioksida (zat asam arang) Pada saat menarik napas otot diafragma mengerut. Akibatnya, diafragma mendatar, rongga dada membesar, dan udara masuk paru-paru. Proses masuknya udara pernapasan ke dalam paru-paru disebut inspirasi. Pada saat mengembuskan napas, otot diafragma dan otot antartulang rusuk mengendur. Akibatnya, rongga dada mengecil dan paru-paru mengempis sehingga CO2 dalam paru-paru terdorong keluar. Proses tersebut merupakan proses ekspirasi. e. Pemahaman Menurut Suharsimi Arikunto (1995: 115) pemahaman (comprehension) siswa diminta untuk membuktikan bahwa ia memahami hubungan yang sederhana diantara fakta-fakta atau konsep. Pemahaman berasal dari kata paham yang memiliki arti: (1) pengertian; pengetahuan yang banyak, (2) pendapat, pikiran, (3) aliran; pandangan, (4) mengerti benar (akan); tahu benar (akan); (5) pandai dan mengerti benar. Apabila mendapat imbuhan me- i menjadi memahami, berarti : (1) mengerti benar (akan); mengetahui benar, (2) memaklumi. Dan jika mendapat imbuhan pe- an menjadi pemahaman, artinya (1) proses, (2) perbuatan, (3) cara memahami atau memahamkan (mempelajari baik-baik supaya paham) (Depdikbud, 1994: 74). Jadi pemahaman adalah suatu proses, cara memahami cara mempelajari baik-baik supaya paham dan pengetahuan banyak. 2. Kerangka Berpikir Kondisi Awal • Pembelajaran masih konvensional • Pembelajaran berpusat pada guru • Siswa kurang memahami materi yang dipelajari • Siswa kurang aktif dan antusias dalam mengikuti pembelajaran • Menggunakan model pembelajaran konstruktivisme • Siswa diajak untuk mengembangkan pemahaman yang mereka miliki tentang sistem pernafasan Kondisi Akhir • Pembelajaran lebih aktif dan menyenangkan • Siswa bisa mengembangkan pemahaman dan pengetahuannya tentang sistem pernafasan • Siswa memiliki pengalaman bermakna setelah mengikuti pembelajaran Sebelum dilaksanakan pembelajaran bermodel konstruktivisme, sistem pembelajaran masih menggunakan model konvensional, yaitu berceramah. Guru tidak memperhatikan pemahaman awal peserta didik tentang materi yang akan dipelajari. Hal ini berakibat siswa kurang antusias dan aktif dalam mengikuti pembelajaran, sehingga siswa tidak memahami materi, dan pada akhirnya tujuan pembelajaran tidak tercapai. Dengan pembelajaran konstruktivisme siswa harus menemukan dan mentransformasikan suatu informasi kompleks ke situasi lain dan informasi itu manjadi milik mereka sendiri. Dengan dasar ini pembelajaran dikemas menjadi proses mengkonstruksi bukan menerima pengetahuan. Proses pembelajaran IPA lebih menekankan pada pembentukan keterampilan memperoleh pengetahuan yaitu daya fikir dan daya kreasi. Sementara daya pikir kreasi sebagai indikator dari perkembangan kognitif itu sendiri bukan merupakan akumulasi kepentingan perubahan perilaku terpisah melainkan merupakan pembentukan oleh anak, suatu kerangka teori belajar terhadap usaha seseorang dalam mengkonstruksi pengetahuan. Sehingga dengan diterapkannya pembelajaran konstruktivisme dalam pembelajaran IPA, siswa akan lebih aktif dalam pembelajaran dan memahami penjelasan guru sehingga tujuan pembelajaran dapat tercapai. 3. Hipotesis Dari hasil analisis tindakan, penulis membuat hopotesis bahwa, jika guru menggunakan model pembelajaran konstruktivisme dan siswa melakukan percobaan membuat model sistem pernafasan maka siswa akan berperan aktif dalam pembelajaran sehingga pemahaman siswa tentang sistem pernafasan akan meningkat H. Rencana dan Prosedur Penelitian 1. Rencana Penelitian a. Subjek penelitian Subyek dalam penelitian ini adalah siswa kelas V SD Muhammadiyah Banjaran sejumlah 9 siswa. Pertimbangan penulis mengambil subyek penilitian tersebut karena penulis mengajar di sana. b. Tempat Penelitian Dalam penelitian ini penulis mengambil lokasi di kelas V SD Muhammadiyah Banjaran, karena bekerja pada sekolah tersebut, sehingga mudah dalam mencari data, peluang waktu yang luas dan subyek penelitian yang sangat sesuai dengan profesi penulis. c. Waktu Penelitian Waktu penelitian selama 3 bulan November s.d Januari, pada semester I Tahun pelajaran 2011/2012. d. Lama Tindakan Waktu untuk melaksanakan tindakan pada bulan November, mulai dari siklus I sampai Siklus II . 2. Prosedur Penelitian Prosedur penelitian yang diterapkan dalam hal ini antara lain : a. Perencanaan Meliputi pembuatan rencana perbaikan permbelajaran, urutan prosedur pembelajaran, penyampaian materi pelajaran, evaluasi. b. Tindakan (Action )/ Kegiatan, mencakup a. Siklus I meliputi : Pendahuluan, kegiatan pokok dan penutup. b. Siklus II ( sama dengan I) c. Refleksi, dimana perlu adanya pembahasan antara siklus-siklus tersebut untuk dapat menentukan kesimpulan atau hasil dari penelitian. Prosedur yang dilaksanakan dalam penelitian tindakan kelas ini berbentuk siklus yang akan berlangsung lebih dari satu siklus bergantung dari tingkat keberhasilan dari target yang akan dicapai, dimana setiap siklus bisa terdiri dari satu atau lebih pertemuan. Adapun prosedur penelitian yang dipilih yaitu dengan menggunakan model spiral dari Kemmis dan Mc Taggart (1998). Siklus model Kemmis dan Mc Taggart ini dilakukan secara berulang dan berkelanjutan, seperti siklus di bawah ini : Gambar 1. Model Penelitian Tindakan Kelas Kemmis & Mc Taggart (Suharsimi Arikunto, 2006 : 97) 17 Langkah-langkah pada modul siklus Kemmis dan Taggart di atas yaitu sebagai berikut : a. Perencanaan tindakan Tahap ini mencakup semua perencanaan tindakan seperti pembuatan rencana pelaksanaan pembelajaran yang dialami, menyiapkan metode alat dan sumber pembelajaran serta merencanakan pula langkah dan tindakan yang akan dilakukan untuk menguji hipotesis. Dalam tahap ini penulis menetapkan seluruh rencana tindakan yang akan dilakukan untuk memperbaiki praktek pembelajaran mengenai energi gerak, yaitu dengan menerapkan pembelajaran konstruktivisme, adapun langkah-langkah perencanaannya yaitu : 1) Membuat rencana pelaksanaan pembelajaran. 2) Merumuskan langkah dan tindakan yang akan dilakukan untuk menguji hipotesis. 3) Memilih prosedur evaluasi penelitian. 4) Melaksanakan tindakan. b. Pelaksanaan Tindakan Tahap ini langkah dan tindakan pembelajaran mengacu pada perencanaan yang telah dibuat dalam Kegiatan Inti sesuai RPP Perbaikan, mulai dari tahap awal pembelajaran hingga tahap akhir pembelajaran c. Observasi Tahap ini terdiri dari pengumpulan data, pencatatan aktivitas siswa dan guru pada tindakan selama proses pembelajaran dengan mengacu lembar observasi. Hal ini dimaksudkan untuk mengetahui apakah aktivitas siswa dan kinerja guru sudah sesuai dengan apa yang tercantum dalam lembar observasi atau tidak, sebagai bahan perbaikan siklus berikutnya. d. Refleksi Refleksi merupakan pengkajian hasil data yang telah diperoleh saat observasi dan berguna untuk memberikan makna terhadap proses dan hasil (perubahan) yang telah dilakukan. Hasil refleksi yang ada dijadikan bahan pertimbangan untuk membuat perencanaan tindakan dalam siklus selanjutnya yang berkelanjutan sampai pembelajaran dinyatakan berhasil. Peneliti akan melakukan refleksi di akhir pembelajaran dengan merenungkan kembali secara intensif kejadian atau peristiwa yang menyebabkan sesuatu yang diharapkan atau tidak diharapkan. Refleksi merupakan bagian yang sangat penting untuk memahami dan memberikan makna terhadap proses dan hasil pembelajaran yang terjadi yang dilakukan dengan cara sebagai berikut : 1) Mengecek kelengkapan data dan pengumpulan data yang terjaring selama proses tindakan. 2) Mendiskusikan dan pengumpulan data antara guru, peneliti dan kepala sekolah (pembimbing) berupa hasil nilai siswa, hasil pengamatan, catatan lapangan, dan lain-lain. 3) Penyusunan rencana tindakan berikutnya yang dirumuskan dalam skenario pembelajaran dengan berdasar pada analisa data dari proses dalam tindakan sebelumnya untuk memperbaiki proses pembelajaran yang telah dilakukan pada siklus I untuk menyusun tindakan yang akan dilakukan pada siklus II. 3. Instrumen Penelitian a. Pedoman Observasi Pedoman observasi yang dilakukan peneliti, untuk mengamati seluruh kegiatan baik dari kinerja guru maupun aktivitas siswa, mulai awal pembelajaran sampai akhir pembelajaran IPA tentang sistem pernafasan. Tujuan tindakan observasi adalah untuk memperoleh data perilaku siswa sehingga didapatkan hasil perubahan perilaku siswa dalam memperbaiki pembelajaran (format observasi terlampir). b. Pedoman Wawancara Wawancara adalah sebuah dialog yang dilakukan oleh pewawancara untuk memperoleh informasi. Yang diwawancarai oleh peneliti adalah siswa. Pedoman wawancara ini bisa mengenai pembelajaran yang telah dilaksanakan. Tujuan diadakannya wawancara adalah untuk memperoleh data verbal atau konfirmasi dari siswa dan guru mengenai penyebab kesulitan siswa dalam memahami sistem pernafasan di kelas IV SD Muhammadiyah Banjaran (format wawancara terlampir). c. Tes Tes adalah serentatan pertanyaan atau latihan yang digunakan untuk mengukur kemampuan siswa. Tes yang digunakan peneliti untuk mengetahui kemampuan siswa dalam memahami energi gerak. Tes yang dilakukan dalam penelitian ini ada dua yaitu tes tertulis dan tes unjuk kerja. Tes tertulis bertujuan untuk mengetahui peningkatan pemahaman siswa mengenai gerak berupa soal-soal yang harus dijawab. Tes yang kedua yaitu tes unjuk kerja yang bertujuan untuk mengatahui kemampuan siswa dalam memahami energi gerak yaitu berupa pedoman penilaian unjuk kerja. 4. Data dan Sumber Data Data dalam penelitian ini diperoleh dari hasil observasi, wawancara dan tes yang dilakukan terhadap siswa kelas V SD Muhammadiyah Banjaran berkaitan dengan pemahaman siswa mengenai sistem pernafasan. Sumber data dalam penelitian ini adalah siswa kelas V SD Muhammadiyah Banjaran dan guru sebagai mitra peneliti serta seluruh komponen sekolah. 5. Validasi Data Validasi data yang dipilih peneliti dalam penelitian ini merujuk pada pendapat Hopkins (dalam Wiraatmadja, 2005 : 168-171), yaitu : a. Member chek, memeriksa kembali keterangan atau informasi yang diperoleh selama observasi atau wawancara dilakukan dengan cara mengkonfirmasi dengan guru dan siswa melalui diskusi pada akhir pembelajaran. b. Audit Trail, yaitu mengecek kebenaran prosedur dan metode pengumpulan data dengan cara mendiskusikan dengan rekan sejawat atau tutor. c. Expert Opinion, pengecekan terakhir terhadap kesahihan temuan peneliti kepada pakar profesional, dalam hal ini penulis mengkonfirmasikan temuan kepada pembimbing atau dosen. Berdasarkan validasi diatas, maka validasi data yang akan digunakan oleh peneliti yaitu member chek, triangulasi dan Audit Trail. Untuk validasi member chek, setelah wawancara dengan siswa serta observasi terhadap kinerja guru dan aktivitas siswa dalam pembelajaran IPA. Peneliti memeriksa hasil wawancara dan obsevasi, apakah sudah tercatat sesuai yang terjadi atau ada yang belum tercatat. Dalam melakukan audit trail dan expert opinion, setelah observasi dan wawancara terhadap kinerja diri guru dan aktivitas siswa peneliti akan membandingkan serta mendiskusikan hasil observasi tersebut dengan rekan sejawat atau tutor. I. Jadwal Penelitian No KEGIATAN Oktober November Desember 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 Perencanaan 2 Penyusunan Proposal 3 Perbaikan Proposal 4 Siklus I 5 Siklus II 6 Pengolahan Data 7 Penyusunan Laporan 8 Perbaikan Laporan 9 Pengesahan J. Daftar Pustaka Arikunto, Suharsimi. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta : Rineka Cipta. Depdiknas, 2002, Pendekatan Kontekstual, Jakarta, Dirjen Penidikan Dasar dan Menengah Kartini. 2007. Model-model Pembelajaran (Modul). STAIN Cirebon. Moh. Surya. 1997. Psikologi Pembelajaran dan Pengajaran. Bandung PPB - IKIP Bandung Wiriaatmadja, Rochiati. 2006. Metode Penelitian Tindakan Kelas. Bandung : Remaja Rosdakarya Diposting oleh SD MUHAMMADIYAH BANJARAN di 03.42
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Jumat, 14 Oktober 2011
Syllabus and Implementation Plan Learning (RPP) Java Language Lesson Class I SD Syllabus and Implementation Plan Learning (RPP) Java Language Lesson Class I SD Java Language Syllabus 1 Class I SD Syllabus Name of School: SD / MI ... Subject: Java Language Class / Semester: I / 1 Number of Meetings: 16 x Meeting Basic Aspects of Competency Standards Competency Material Principal Indicators of Achievement Competence Learning Activities Assessment Allocation Time Learning Resources Listening 1. Understand oral discourse literature and nonsastra in cultural framework Java. 1.1 Understand the animal tales which was read or through various media. Tale animal Answering v reading questions of animal tales read by the teacher. v Mention names figure in fairy tales. v Explain the nature of the characters in the fairy tales. v Telling back fairy tale is heard with language is simple. v Explain the mandate fairy tales. v Students listen and listen to fairy tales read by the teacher. v Students engage in a question responsibility on behalf tokohtokoh in fairy tales. v Students engage in a question questions about the nature tokohtokoh in fairy tales. v Students are alternately recounted tales are heard. v Students demonstrate tales are heard. v Students explain the mandate of in fairy tales. v Students give examples actions that should not be copied from a fairy tale. v written test and oral v Activity or performance 8 hours lesson (4 x meeting) v Books Sinau tongue Java Gagrag Newer Class I SD, Authors: Drs. Haryono et al. Publisher: PT Yudhishthira v Magazines v The book fairy tale v Development teacher v The social environment Speaking 2. Reveal notion of discourse oral literature and nonsastra in cultural framework Java. 2.1 Introducing yourself and family with unggahungguh which the right. Self own and family v Mention self-identity. v Mention the name parents and members of his family. v Mention the name schools and classrooms. v Mention the address the house. v Drawing pedigree the family. v Students are introduced self-identity. v Students to name parents and members his family. v Students to name schools and classrooms. v Students mentioned address his home. v Students are shown photographs members of his family. v Students pedigree drawing the family. v written test and oral v Activity or performance 8 hours pelajarn (4x meeting) v Books Sinau tongue Java Gagrag Newer Class I SD, Authors: Drs. Haryono et al. Publisher: PT Yudhishthira v Family Photos v Environment family v The social environment Java Language Syllabus Class I SD 2 Reading 3. Understand written discourse literature and nonsastra in cultural framework Java. 3.1 intone song Dolanan. Song Dolanan Imitating v song Dolanan the exemplified by the teacher. Memorized v Dolanan song. v Singing Dolanan song. v Demonstrate Dolanan song with movement. v Students mimicked the song Dolanan exemplified the teacher. v Students memorize Dolanan song. v Students sing Dolanan song is alternately in front of the class. v Students sing Dolanan song together while dancing. v Students demonstrate Dolanan song. v oral test v Activity or performance 8 hours lesson (4x meeting) v Books Sinau tongue Java Gagrag Newer Class I SD, Authors: Drs. Haryono et al. Publisher: PT Yudhishthira v The book collection Dolanan song v The tape and tape recorder v Figure v The social environment v The natural environment Writing 4. Reveal notion of discourse written literature and nonsastra in cultural framework Java. 4.1 Writing words and themed sentence schools with letters off. Words and sentence themed school v Know the letters and said. v thicken posts the words of the book. v Copy writing the words of the book. v Write down the words dictated teachers or written on the board write. Imitate sentences v spoken teacher. v Write down the sentence is simple. v Students recognize letters and said. v Students mimicked the read or spoken the teacher. v Students practice thicken writing the words of the book. v Students are copying text the words of the book. v Students write words dictated the teacher or written on the board. v Students imitate sentences a reading teacher. v Students imitate sentences spoken teacher with care. v Students write sentences simple to correct. Written test and oral 8 hours lesson (4x meeting) v Books Sinau tongue Java Gagrag Newer Class I SD, Authors: Drs. Haryono et al. Publisher: PT Yudhishthira v Magazines v The natural environment v The social environment Yogyakarta, ... 2011 Know Principal, Teacher Class I, .... .... 3 Java Language Syllabus Class I SD Syllabus Name of School: SD / MI ... Subject: Java Language Class / Semester: I / 2 Number of Meetings: 16 x Meeting Aspect Standard Competence Basic Materials Basic Competency Assessment Learning Activity Indicators Allocation Time Source Learn Listening 5. Understand oral discourse literature and nonsastra in cultural framework Java. 5.1 Understand the oral discourse theme of love affection that read or through various the media. Discourse theme of love affection v Responding to questions content of oral discourse is played. v Listen to messages delivered parents as sign of affection. v Continue the sentence. v Reading or sing song, then describe its contents. v Finding examples affectionate behavior in reading. v Giving an example affectionate behavior in life day-to-day. v Write the word and sentence themed love affection. v Students listening to the discourse of teachers. v Students frequently asked questions about the content discourse. v Students listen to examples of messages the elderly. v Students menembangkan discourse on love unfortunately, then describe its contents. Students discuss v examples of behavior of affection. v Students write the word or sentence under the theme of affection. v Test verbal and written v Activity or performance 8 hours lesson (4 x meeting) v Books Sinau tongue Java Gagrag Newer Class I SD, Authors: Drs. Haryono et al. Publisher: PT Yudhishthira v Figure v Magazines v Environment social v The natural environment Java Language Syllabus Class I SD 4 Speaking 6. Reveal notion of discourse oral literature and nonsastra within the framework Javanese culture. 6.1 Telling puppet panakawan. Puppet panakawan v Understanding the discourse about puppet panakawan and answer the question reading. v Interpret the words difficult than reading. Retells v content of discourse. v Mention the names of the puppets panakawan. v Explain the characteristics puppet characters panakawan. v Sorting relationship familial puppet panakawan. v Students understand the discourse about the puppet panakawan and interpret the words is difficult. v Students engage in a question questions about the content of discourse and the name of the puppet panakawan. v Students are told return the contents of the discourse. v Students observe a picture panakawan puppet and mentioning his name. v Students explain ciriciri puppet characters panakawan. v Students sort family relationships panakawan puppet of the oldest. v oral test v written test 8 hours lesson (4x meeting) v Books Sinau tongue Java Gagrag Newer Class I SD, Authors: Drs. Haryono et al. Publisher: PT Yudhishthira v Image puppet panakawan v Environment social Reading 7. Understand written discourse literature and nonsastra in cultural framework Java. 7.1 Understand the discourse themed stationery of health. Text reading themed health v Reading the text reading and answered questions from the text. v Describe the contents reading. v Telling images related with health. v Students read the text readings, then answer the question reading. v Students explain the contents reading. v Students are told images are available in the book. v oral test v written test 8 hours lesson (4x meeting) v Books Sinau tongue Java Gagrag Newer Class I SD, Authors: Drs. Haryono et al. Publisher: PT Yudhishthira v The book story v Figure v Magazines v The natural environment v Environment social Environmental fi v sik Java 5 Language Syllabus Class I SD Writing 8. Reveal notion of discourse written literature and nonsastra in cultural framework Java. 8.1 Write the word or sentence themed game traditional with letter continued. Game traditional (Dolanan) v Responding to questions reading the contents. v Mention macammacam game traditional. v Telling mcammacam game traditional and memperagakannya. v Write a sentence with letter continued. v Students listening and read the text, then answer question text. v Students sing some songs traditional games together. Students observe v picture game tardisional and mention his name and tell. v Students demonstrate or do traditional games friends together. Students copy the words v or sentences about traditional games with the letter continued. v written test v Activities 8 hours lesson (4x meeting) v Books Sinau tongue Java Gagrag Newer Class I SD, Authors: Drs. Haryono et al. Publisher: PT Yudhishthira v Magazines v Figure game traditional v The natural environment Yogyakarta, ... 2011 Know Principal, Teacher Class I, .... .... Draft language Java Class I SD 6 IMPLEMENTATION PLAN FOR LEARNING (RPP) Name of School: SD / MI ... Subject: Java Language Class / Semester: I / 1 Allocated time: 8 Hours Lesson A. Competency Standards Aspect: Listening Understanding oral discourse in literary and cultural framework nonsastra Java. B. Basic Competencies Understanding the animal fable that was read or through various media. C. Indicator 1. Answering questions from the reading teacher read a fairy tale animals. 2. Mentioning the name of the character in a fairy tale. 3. Explain the nature of the characters in the tale. 4. Retelling the tale has been heard with the language is simple. 5. Explaining the mandate of a fairy tale. D. Learning Objectives 1. Students can answer the question of animal fable that was read the teacher. 2. Students can name a character in a fairy tale by wondering responsibilities and assignments. 3. Students can explain the nature of the characters in the fairy tale by wondering responsibilities and assignments. 4. Students can retell stories heard through demonstration with simple language and correct. 5. Students can explain the message or messages contained in tale through the frequently asked questions. E. Basic Material Animal tales F. Method 1. Storytelling 2. Lecture 3. Observation 4. Assignment 5. Debriefing 6. Demonstration 7. Approach: CTL G. Step by Step Learning The meeting to-1 1. Activities Introduction a. Students are conditioned to the learning process. b. Teachers motivate students to arrange seating or attendance the students. c. The teacher explains the objectives to be achieved in learning. 2. Core Activities a. Exploration 1) Students are asked questions about the names of the animals had ever seen. 2) Students tell the living habits of animals. 3) Students are asked questions about the animals that are known fairy tales. 4) Teachers linking with learning materials. b. Elaboration 1) Students observe pictures of animals on display at the front. 2) Students describe the name of the animal. 3) Students tell the life habits of these animals. 4) Students listen to a fairy tale "Bango Kodhok karo" which told the teacher. 5) Students are asked questions about the content of fairy tales (character names, character, and mandate). c. Ration rmasi 1) Students mention animal behavior is good and not good. 2) Students give examples of good habits in daily life. 3) Students with good behavior concludes teacher and not 7 Draft language Java Class I SD good. 4) Students can distinguish exemplary behavior and can not be emulated. 3. Closing Activities a. Students conclude the mandate and the content of fairy tales. b. Teachers inform the matter at its next meeting. Meeting of the 2nd 1. Activities Introduction a. Students prepare for a simple story. b. Teacher asks about students' readiness to talk. c. The teacher explains the learning objectives. 2. Core Activities a. Exploration 1) Students observe pictures. 2) Students are given the freedom to tell the images are available with friends at a table. 3) Students are alternately asked questions about the name of the character and temperament characters in the picture. b. Elaboration 1) The teacher read a fairy tale animals. 2) Some students demonstrate in front of you listen to fairy tales his friends. 3) Other students noticed and in turn allowed forward to demonstrate. 4) Students determine the mandate of the story with teacher guidance. c. Ration rmasi 1) The teacher asked questions about the name of the character and character figures. 2) The teacher gives appreciation to students who have demonstrated fairy tales. 3) Students compare the fairy tale characters with human behavior day-to-day. 3. Closing Activities a. Students and teachers conclude their stories. b. Students follow the example of good character in everyday life. c. Teachers inform the matter at its next meeting. 3rd Meeting 1. Activities Introduction a. The teacher gives the motivation of writing the names of animals to be read the students. b. The teacher explains the objectives to be achieved in learning. c. Teachers inform the subject matter in learning. 2. Core Activities a. Exploration 1) Students read the names of animals. 2) Students choose an animal fable illustrated in the library. b. Elaboration 1) Students read fairy tale books that have been found in the library. 2) Students tales to tell one animal that has been read with the brief. 3) Students are asked questions about the content of fairy tales. c. Ration rmasi 1) Students write the names of animals in a fairy tale with a guided teachers how to use the correct stationery. 2) Students distinguish the pronunciation of t with th and d to dh. 3) The teacher gives appreciation to all students. 3. Closing Activities As a follow up of students find themselves at home the title of a fairy tale. The meeting to-4 Competency test test H. Appraisal 1. Written and oral tests. 2. Activity or performance. Draft language Java Class I SD 8 I. Learning Resources 1. Books Sinau Java tongue Gagrag Anyar 1 for Class I SD, Author: Drs. Haryono et al., Publisher: PT Yudhistira 2. Magazine 3. Fairy tale book 4. Teacher development 5. The social environment 6. The natural environment 7. Cultural environment 8. Library Yogyakarta, ... 2011 Know SD head ..., Master Class I, ........................................ ....................................... NIP ................................. NIP ................................. IMPLEMENTATION PLAN FOR LEARNING (RPP) School: SD / MI ... Subject: Java Language Class / Semester: I / 1 Allocated time: 8 Hours Lesson A. Competency Standards Aspect: Speaking Expressing the idea of literary and oral discourse within the framework nonsastra Javanese culture. B. Basic Competencies Introduce themselves and their families with the upload-ungguh the right. C. Indicator 1. Mention identity. 2. Mentioning the names of parents and family members. 3. School name and grade. 4. Mention your home address. 5. Drawing a family tree. D. Learning Objectives 1. Students can mention self-identity through the demonstration and asked said. 2. Students may mention the names of parents and family members through the assignment and frequently asked questions. 3. Students can name and grade school through the assignment and answering questions. 4. Students can name her home address through the assignment. 5. Students can draw a family tree through the assignment and asked said. 9 Draft Language Java Class I SD E. Basic Material Self and Family F. Method 1. Giving examples of introductions 2. Lecture 3. Debriefing 4. Assignment 5. Demonstration Approach: CTL G. Step by Step Learning The meeting to-1 1. Activities Introduction a. Students prepare by way of roll call. b. Students prepare a family photo. c. The teacher explains the objectives to be achieved in learning. d. Teachers inform the summary learning materials. 2. Core Activities a. Exploration 1) Students are asked questions by friends sebangkunya about his name. 2) The teacher gives students examples of how to introduce himself in front of his friends. 3) Students sang the song titled "moving" together with teacher guidance. 4) Student mentions his own name and names of family members. 5) Students are asked questions about the appropriate vocabulary ungguh uploadJava language to introduce myself. b. Elaboration 1) Students with the guidance of teachers to introduce themselves and name names their parents and other family members. 2) Students show family photos. 3) Other students noticed and there should not be mocked. 4) The teacher facilitates the classroom activities, while frequently asked questions about family members of students. 5) Students are being congratulated after advancing. c. Ration rmasi 1) Students write a proper name and the name of his parents. 2) The teacher gives students an appreciation of courage. 3. Closing Activities a. Students conclude the number of family members. b. As a follow-up to students to list the name of his brother. c. Teachers inform the learning materials for meeting the next. Meeting of the 2nd 1. Activities Introduction a. Students preparing to follow the lesson. b. One of the students to tell the names of his brother. c. Teachers give students the motivation to courage. d. The teacher explains the learning objectives. e. The teacher explains the subject matter of learning. 2. Core Activities a. Exploration 1) Students are told the names of his family members. 2) Students are allowed to tell other family members. 3) Students attach a photo of himself and his family in a book while given name of the image. b. Elaboration 1) Students create a genealogy of his family. 2) Teachers guide students around so that no student who puzzled. 3) One of the students to tell where he lived and wrote the address. c. Ration rmasi 1) Students are asked difficult things such as how to create a pedigree. 2) The teacher gave appreciation to all the students about his bravery. Draft language Java Class I SD 10 3. Closing Activities a. Teachers give assessments of student work. b. Students are allowed to see each photo kelaurganya members. c. As a follow up of students talked about the mother or father. 3rd Meeting 1. Activities Introduction a. Students prepare to follow the lesson. b. The teacher explains the objectives to be achieved in learning. c. Teachers inform the subject matter of learning. 2. Core Activities a. Exploration 1) Students are asked questions about the names of his friends in one class. 2) Students are asked questions about his pleasure. b. Elaboration 1) Students are told about a hobby or his hobby. 2) The teacher facilitates by guiding and directing the hobby. c. Ration rmasi 1) Students infer intent hobby or avocation. 2) As a follow-up student exchange addresses. 3) Students distinguish the use of the word signifies, iku, and Kae. 3. Closing Activities a. Teachers and students do refl eksi deficiencies in learning. b. Students prepare to test the competency test at the next meeting come. The meeting to-4 Competency test test H. Appraisal 1. Written and oral tests. 2. Activity or performance. I. Learning Resources 1. Books Sinau Java tongue Gagrag Anyar 1 for Class I SD, Author: Drs. Haryono et al., Publisher: PT Yudhistira 2. Family Photos 3. Family environment 4. The social environment Yogyakarta, ... 2011 Know SD head ..., Master Class I, ........................................ ....................................... NIP ................................. NIP ................................. 11 Draft Language Java Class I SD IMPLEMENTATION PLAN FOR LEARNING (RPP) School: SD / MI ... Subject: Java Language Class / Semester: I / 1 Allocation of Time: 8 Hours Lesson A. Competency Standards Aspect: Reading Understand the discourse of literary writing and nonsastra within the framework of Javanese culture. B. Basic Competencies Sang the song Dolanan. C. Indicator 1. Mimicked song Dolanan exemplified by the teacher. 2. Dolanan song memorized. 3. Singing a song Dolanan. 4. Demonstrate Dolanan song with movement. D. Learning Objectives 1. Students can imitate song Dolanan exemplified by the teacher. 2. Students can memorize song Dolanan. 3. Students can sing the song Dolanan. 4. Students can demonstrate Dolanan song with movement. E. Basic Material Tembang Dolanan F. Method 1. Exemplification 2. Debriefing 3. Lecture 4. Assignment 5. Demonstration Approach: CTL and cooperative G. Step by Step Learning The meeting to-1 1. Activities Introduction a. Teachers motivate the students to be invited to sing song Dolanan Java language. b. Teachers divide into small groups. c. The teacher explains the objectives to be achieved in learning. d. Teachers inform the learning material. 2. Core Activities a. Exploration 1) Students are asked questions about Dolanan song ever he heard. 2) Students sing the song Dolanan together. 3) Students read Dolanan song in the book. 4) The teacher gives examples of how to sing the song Dolanan, students mimicked and repeated. 5) Students sing the song in the book are bersamasama Dolanan. b. Elaboration 1) Students memorize the song Dolanan. 2) Students sing the song in front of the class Dolanan alternately. 3) The teacher gives attention to the students when singing Dolanan song so no errors. c. Ration rmasi 1) Students are asked questions about the content of song Dolanan. 2) The teacher gives guidance if there are students who have not been properly in singing the song Dolanan. 3) The teacher gives appreciation to all students. 4) Teachers and students sing the song in the group Dolanan while doing the movement. 3. Closing Activities a. Students sing the song again Dolanan together. Draft language Java Class I SD 12 b. Teachers inform the matter at its next meeting. c. As a follow-up students memorize their own at home for exhibited at the next meeting. Meeting of the 2nd 1. Activities Introduction a. Teachers roll one by one. b. The teacher explains the objectives to be achieved in learning. c. The teacher informs the material to be delivered. 2. Core Activities a. Exploration 1) Students repeating the already memorized song Dolanan together. 2) Teachers guide the students if there is still one of the sing the song Dolanan. 3) One student tried to sing the song in front Dolanan the class. 4) Students are invited out of the classroom do Dolanan moldy. b. Elaboration 1) Students in groups singing the song Dolanan moldy. 2) Students determine who wins and who loses in a way hompimpah. 3) Students sing the song Dolanan with rotary motion surrounds one of the students who become bait or lose. 4) Teachers supervise and give examples of how to perform movements that regular and compact in a clockwise direction. 5) Students imitate the movement of teachers together. c. Ration rmasi 1) Students sing the song while doing the movement Dolanan is good. 2) Teachers instill good values in Dolanan moldy. 3. Closing Activities a. Students give appreciation to his friend. b. Teachers inform the matter at its next meeting. 3rd Meeting 1. Activities Introduction a. Teachers give motivation by relating material and then with which will be studied. b. The teacher explains the objectives to be achieved in learning. c. The teacher informs the material to be studied. 2. Core Activities a. Exploration 1) Students are asked questions about the song that was sung. 2) Students sing a traditional song in front of his friend. 3) Teachers guide students to be able to perform movements with the spirit. b. Elaboration 1) Students in groups to sing the song "Kate Jago" with movement. 2) Students learn to read and write simple sentences. c. Ration rmasi 1) Students expressed his impression of movement while singing "Kate Jago". 2) Teachers and students do refl eksi on how to do motion is good. 3) Students deduce the values contained in the song. 4) Students read and copy the song to write books. 5) Students practice using married and punika. 3. Closing Activities a. Students cool the atmosphere after the motion. b. Teachers give appreciation to all students. 13 Draft Language Java Class I SD The meeting to-4 Competency test test H. Appraisal 1. Written and oral tests. 2. Activity or performance. I. Learning Resources 1. Books Sinau Java tongue Gagrag Anyar 1 for Class I SD, Author: Drs. Haryono et al., Publisher: PT Yudhistira 2. The book collection of song Dolanan 3. Tapes and tape recorders 4. Picture 5. The social environment 6. The natural environment Yogyakarta, ... 2011 Know SD head ..., Master Class I, ........................................ ....................................... NIP ................................. NIP ................................. IMPLEMENTATION PLAN FOR LEARNING (RPP) School: SD / MI ... Subject: Java Language Class / semester: I / 1 Allocated time: 8 Hours Lesson A. Competency Standards Aspects: Writing Expressing the idea of writing literary discourse and within the framework nonsastra Javanese culture. B. Basic Competencies Write words and sentences themed school with the letter off. C. Indicator 1. Recognize letters and words. 2. Thicken writing the words of the book. 3. Copying text from a book of words. 4. Write down the words dictated the teacher or written on the board. 5. Imitating the teacher pronounced the sentence. 6. Write simple sentences. D. Learning Objectives 1. Students can recognize letters and words. 2. Students can thicken writing the words of the book. 3. Students can copy text from a book of words. 4. Students can write down the words dictated the teacher or written on the board. 5. Students can imitate the teacher pronounced the sentence. 6. Students can write simple sentences. E. Basic Material Word and sentence Themed School F. Method 1. Lecture Draft language Java Class I SD 14 2. Debriefing 3. Assignment 4. Exercise 5. Demonstration Approach: CTL and inquiri G. Step by Step Learning The meeting to-1 1. Activities Introduction a. Teachers give motivation to write one word on the blackboard, students asked how to read it. b. The teacher explains the learning objectives to be achieved. c. Teachers inform the subject matter to be taught. 2. Core Activities a. Exploration 1) Students listen to teacher read passages. 2) Students imitate the words from the text. 3) Students are asked questions about the words spoken. 4) Every word written student teacher on the blackboard. 5) Students write their own spoken words. b. Elaboration 1) Students imitate the spoken words and sentences a teacher. 2) Students are alternately read a word. 3) Students answer questions from the readings. c. Ration rmasi 1) Students are asked about the difficulty of mimicking and read the words. 2) The teacher gave a briefing on what is said, then students are welcome to write in a book. 3. Closing Activities a. Students find school-themed words from the text. b. Students say the school-themed words from the text. c. The teacher reminds the subject matter will be studied at the meeting that will come. Meeting of the 2nd 1. Activities Introduction a. Students are prepared to follow the lesson. b. Teachers motivate the students to give one word to exemplary damages. 2. Core Activities a. Exploration 1) Students imitate the words spoken by the teacher. 2) Students read a simple sentence. b. Elaboration 1) Students write words that are read. 2) Students write a simple sentence that has been read. c. Ration rmasi 1) Students who struggle to be guided by the teacher. 2) Students try to find their own words and simple sentences made own but is still accompanied by the teacher. 3) Students perform error correction if any. 3. Closing Activities a. Students gather all the tasks done. b. Teachers inform the subject matter at its next meeting. 3rd Meeting 1. Activities Introduction a. Students asked questions about the material before. b. Teachers associate with learning to be delivered. c. The teacher explains the objectives to be achieved in learning. 2. Core Activities a. Exploration 1) Students recognize the letters, then read the words available in the book. 2) Students write the words from the book by writing thicken. 15 Draft Language Java Class I SD b. Elaboration 1) Students copy the text from the book. 2) Each student find 5 words, then write in the book. 3) Students develop a simple word into a sentence. 4) Students with teacher-made sentences. 5) Students are given the opportunity to correct the wrong sentences to correct. 6) The teacher gives guidance to students who are still wrong and motivating. c. Ration rmasi 1) Students expressed difficulty in writing words and sentences. 2) Teachers motivate the students do not despair and fear of being wrong. 3) Students memorize the word number in the Java language. 3. Closing Activities a. Students collect their work. b. Teachers give assessments. c. The teacher informed that next meeting the competency test test. The meeting to-4 Competency test test H. Appraisal 1. Written and oral tests. 2. Activity or performance. I. Learning Resources 1. Books Sinau Java tongue Gagrag Anyar 1 for Class I SD, Author: Drs. Haryono et al., Publisher: PT Yudhistira 2. Magazine 3. The natural environment 4. The social environment Yogyakarta, ... 2011 Know SD head ..., Master Class I, ........................................ ....................................... NIP ................................. NIP ................................. IMPLEMENTATION PLAN FOR LEARNING (RPP) School: SD / MI ... Subject: Java Language Class / Semester: I / 2 Allocated time: 8 Hours Lesson A. Competency Standards Aspect: Listening Understanding oral discourse in literary and cultural framework nonsastra Java. B. Basic Competencies Understand the oral discourse of love-themed read out or through various media. C. Indicator 1. Answering the question content of oral discourse that is played. 2. Listen to the message delivered as a sign of parental love affection. 3. Continue the sentence. 4. Read or sing the song, and then explain its contents. 5. Finding examples of affectionate behavior in the passage. 6. Giving examples of the behavior of compassion in everyday life. 7. Jot down words and sentences themed affection. D. Learning Objectives 1. Students can be answering questions orally the contents of the discourse that is played. 2. Students can listen to the message delivered as a parent sign of affection. 3. Students can continue the sentence. 4. Students can read or sing songs, and then explain its contents. 5. Students can find examples of affectionate behavior in the passage. 6. Students can give examples of affectionate behavior in the life day-to-day. 7. Students can write words and sentences themed affection. Draft language Java Class I SD 16 E. Basic Material Valentines Themed Discourse F. Method 1. Submission of oral discourse 2. Lecture 3. Debriefing 4. Assignment 5. Demonstarsi Approach: CTL and inquiri G. Step by Step Learning The meeting to-1 1. Activities Introduction a. Motivate teachers by giving words of praise to the students the diligent. b. The teacher explains the objectives to be achieved. c. Teachers submit a summary of learning materials. 2. Core Activities a. Exploration 1) Students are asked questions about parental affection. 2) Students listen to stories from teachers about parental affection. 3) Students answer questions related to the story teacher delivered. b. Elaboration 1) Students define difficult words from the story told by the teacher. 2) Students with teacher guidance deciphering difficult words together. 3) Students express a sentence that contains the affection of the story. 4) Students write a sentence that expresses affection. c. Ration rmasi 1) Students tell teachers' difficulties in understanding the story. 2) Teachers guide and encourage students who have difficulties. 3) Students mention the behavior of love in life seharihari ever conducted at school or at home. 3. Closing Activities a. Students give examples of acts of love to all beings of life. b. Teachers give appreciation to all students who have done act of compassion for our fellow beings. c. Students implement the behavior of compassion to families in home as a follow-up tasks. d. Teachers inform the subject matter at its next meeting. Meeting of the 2nd 1. Activities Introduction a. The teacher explains the objectives to be achieved in learning. b. Teachers inform the subject matter of learning. 2. Core Activities a. Exploration 1) Students listen to examples of the parent message. 2) Students are asked questions about parental messages. 3) Students pass sentence parental messages. b. Elaboration 1) Students listen to a message or advice of a teacher. 2) Students demonstrate counsel delivered a message or a teacher. c. Ration rmasi 1) Students with teacher guidance concludes shape or form loving parents and teachers. 2) Students are asked about the difficulty of applying the message or advice parents and teachers in everyday life. 3) The teacher emphasizes the application of love in life day-to-day. 4) Students implement good behavior and based on love affection in everyday life. 3. Closing Activities a. Students are given the appreciation in implementing the affection. b. Teachers inform the subject matter at its next meeting. c. As a follow-up to students to tell you the application of behavioral affection for the father and his mother or his brother. 17 Draft Language Java Class I SD 3rd Meeting 1. Activities Introduction a. Student learning and questioning. b. Teachers associate with learning to be performed. c. The teacher explains the learning objectives to be achieved. d. Teachers inform the learning material. 2. Core Activities a. Exploration 1) Students sing the song together about love with teacher guidance. 2) Students give examples of good behavior in seharihari life. 3) Students imitate the teacher read a simple sentence. 4) Students read the words and simple sentences. 5) Students match simple sentences with pictures. b. Elaboration 1) Students are asked questions examples of affection between people. 2) Students noticed that exemplified how to make conversation the teacher. 3) Students ask each other about the example of the behavior of affection been done. 4) Students have a conversation about love. c. Ration rmasi 1) Students write the word love. 2) Students write words associated with love. 3) Students write simple sentences about love. 4) Students memorize some vocabulary ngoko Java language and Java language manners. 3. Closing Activities a. Students and teachers do refl eksi about learning to do. b. Teachers provide information for the next meeting of test test competence. The meeting to-4 Competency test test H. Appraisal 1. Written and oral tests. 2. Activity or performance. I. Learning Resources 1. Books Sinau Java tongue Gagrag Anyar 1 for Class I SD, Author: Drs. Haryono et al., Publisher: PT Yudhistira 2. Picture 3. Magazine 4. The social environment 5. The natural environment Yogyakarta, ... 2011 Know SD head ..., Master Class I, . ....................................... ....................................... NIP ................................. NIP ................................. Draft language Java Class I SD 18 IMPLEMENTATION PLAN FOR LEARNING (RPP) School: SD / MI ... Subject: Java Language Class / semester: I / 2 Allocated time: 8 Hours Lesson A. Competency Standards Aspect: Speaking Expressing the idea of literary and oral discourse within the framework nonsastra Javanese culture. B. Basic Competencies Telling panakawan puppet. C. Indicator 1) Understanding the discourse about the puppet panakawan and answer reading questions. 2) Interpret difficult words from the text. 3) Retells the content of discourse. 4) Mention the names of the puppet panakawan. 5) Describe the characteristic panakawan puppet characters. 6) Sort the puppet panakawan kinship. D. Learning Objectives 1) Students can understand discourse about wayang panakawan and answer the reading questions. 2) Students can interpret difficult words from the text. 3) Students can retell the content of discourse. 4) Students may mention the names of panakawan puppet. 5) Students can explain the characteristics of puppet characters panakawan. 6) Students can sort kinship panakawan puppet. E. Basic Material Puppet Panakawan F. Method 1. Lecture 2. Debriefing 3. Assignment 4. Discussion 5. Demonstration Approach: CTL and cooperative G. Step by Step Learning The meeting to-1 1. Activities Introduction a. Teacher attendance and motivating students. b. The teacher explains the objectives to be achieved in learning. c. Teachers inform the summary of material to be delivered. 2. Core Activities a. Exploration 1) Students are asked questions about story puppet. 2) Students who tells the story of the puppet characters ever seen. 3) Students observe images of puppets that have been prepared teachers. 4) Students are asked questions about the puppet characters from the image. b. Elaboration 1) Students listen to stories of puppets from reading the text that was read the teacher. 2) Students read the difficult words and look for meaning. 3) Students answer questions from reading the text that has been be heard. c. Ration rmasi 1) Students name panakawan of reading played, then mentioned characteristics. 2) Students retell the content of reading orally. 3) Students are alternately asked questions about puppet panakawan. 19 Draft Language Java Class I SD 3. Closing Activities a. Students learn the puppet panakawan telling impression. b. Teachers inform the subject matter at its next meeting. Meeting of the 2nd 1. Activities Introduction a. Students asked questions about his readiness to follow the lessons. b. Teacher attendance of all students. c. The teacher recalls the teaching materials that will be studied. d. The teacher explains the objectives to be achieved in learning. e. Teachers inform the summary learning materials. 2. Core Activities a. Exploration 1) Students read about the puppet wacan panakawan with guidance teachers. 2) Students are questioning the meaning of difficult words from the text. 3) Students answer questions from the readings. 4) Students match names with pictures puppet puppet panakawan correct. b. Elaboration 1) Students conclude the names of the clown-servants based on image teachers appointed puppet. 2) Students match back images of puppets who were randomized. 3) The teacher gave appreciation to students who can quickly matching images of puppets with his name. 4) Students tell panakawan puppet figures are alternately. 5) Students tell traits puppet clown-servants c. Ration rmasi 1) Students with teacher guidance concludes puppet feature panakawan. 2) The teacher gives refl kesulitang eksi about recognizing the puppet and its characteristics. 3) The teacher gave appreciation to all students who have grasped panakawan puppet. 3. Closing Activities a. Teachers inform the subject matter at its next meeting. b. Students as a follow-up to search for images one puppet panakawan to be collected at the next meeting. 3rd Meeting 1. Activities Introduction 1) Students asked questions of learning at the last meeting. 2) Students prepare images of puppets. 3) The teacher explains the objectives to be achieved in learning. 4) The teacher informs the material to be studied. 2. Core Activities a. Exploration 1) Students are asked questions panakawan puppet images. 2) The teacher explains how to sort images from the panakawan The oldest and mentions characteristics panakawan. 3) Students sort the pictures panakawan of the oldest and panakawan mentioned characteristics. b. Elaboration 1) Students sort panakawan figures together. 2) The teacher asks students questions and answers with the puppet characters then the students take pictures of child. 3) Students are asked questions by his bench while holding picture child. 4) Students read a passage about the puppet together panakawan with teacher guidance. 5) Students mimicked the difficult words and asked questions about its meaning. 6) Students answer reading questions. c. Ration rmasi 1) Students write the name of the puppet panakawan. 2) Students write simple sentences about panakawan puppet. 3) Students learn the letter e and pronunciation differences in word Semar, Petruk, and Gareng. 4) Teachers motivate students to love art and culture nation itself. 5) Students with teacher guidance concludes learning materials. Draft language Java Class I SD 20 3. Closing Activities The teacher informed that next meeting the competency test test. The meeting to-4 Competency test test H. Appraisal 1. Written and oral tests. 2. Activity or performance. I. Learning Resources 1. Books Sinau Java tongue Gagrag Anyar 1 for Class I SD, Author: Drs. Haryono et al., Publisher: PT Yudhistira 2. Image puppet panakawan 3. The social environment Yogyakarta, ... 2011 Know SD head ..., Master Class I, ........................................ ....................................... NIP ................................ NIP ................................. IMPLEMENTATION PLAN FOR LEARNING (RPP) School: SD / MI ... Subject: Java Language Class / Semester: I / 2 Allocation of Time: 8 Hours Lesson A. Competency Standards Aspect: Reading Understand the discourse of literary writing and nonsastra within the framework of Javanese culture. B. Basic Competencies Understand the discourse of health-themed stationery. C. Indicator 1. Reading the text reading and answering questions from the text. 2. Explaining the content of reading. 3. Telling images related to health. D. Learning Objectives 1. Students can embaca reading text and answering questions from the text. 2. Students can explain the content of reading. 3. Students can tell the health-related images. E. Basic Material Health Themed Reading Text F. Method 1. Lecture 2. Debriefing 3. Assignment 4. Demonstration / simulation Approach: CTL and cooperative G. Step by Step Learning 21 Draft Language Java Class I SD The meeting to-1 1. Activities Introduction a. The teacher explains the objectives to be achieved in learning. b. Teachers inform the summary of material that will be studied. 2. Core Activities a. Exploration 1) Students are asked questions about how to maintain health. 2) Students listen to health-themed text. b. Elaboration 1) Students learn the lessons from the text reading with a question and answer. 2) Students answer questions about the content of reading. c. Ration rmasi 1) Students are asked questions about his habits in maintaining health the body. 2) Students conclude about healthy behavior in everyday life. 3. Closing Activities a. Teachers inform the subject matter at its next meeting. b. As a follow up of students assigned to exercise regularly. Meeting of the 2nd 1. Activities Introduction a. The teacher explains the objectives to be achieved in learning. b. Teachers inform the subject matter of learning. 2. Core Activities a. Exploration 1) Students are asked questions about foods that are healthful and unhealthy foods. 2) Students listen to the text entitled "Agus Lara Weteng" which read by the teacher. b. Elaboration 1) Students read back text that has been read by the reading teacher. 2) Students answer questions about the content of reading. 3) Students submit their opinions relating to the pictures in the book. c. Ration rmasi 1) Student retells the reading content. 2) Students conclude on how to maintain health in terms of of food. 3) The teacher gives students motivation and appreciation to 3. Closing Activities a. Teachers inform the subject matter at its next meeting. b. As a follow-up students should always choose healthy foods. 3rd Meeting 1. Activities Introduction a. Teacher motivation by asking students mimicked the words are spoken. b. The teacher explains the objectives to be achieved in learning. c. The teacher informs the principal meteri learning. 2. Core Activities a. Exploration 1) Students read simple sentences with pictures. 2) Students observe pictures related to health and read the sentences below. 3) Students demonstrate an image and are motivated to perform habits in the picture. b. Elaboration 1) Students read the text reading together. 2) Students imitate simple sentences in the language and manners ngoko read by the teacher. 3) Students answer questions about the content of reading by using language manners. 4) Students complete the sentences with the right words. c. Ration rmasi 1) Students observe a picture and resume the sentence based on the picture. Draft language Java Class I SD 22 2) Students write a simple sentence themed health. 3) Students distinguish between words that are similar, such as: eye with motto, a way with cockroaches, and lara with loro. 3. Closing Activities a. Students conclude the things that must be done to maintain of health. b. Students are motivated to get used to maintain the health of the exercising, eating nutritious food, and hygiene. c. Students preparing to conduct competency test test preparation at the next meeting. The meeting to-4 Competency test test H. Appraisal 1. Written test 2. Oral test I. Learning Resources 1. Books Sinau Java tongue Gagrag Anyar 1 for Class I SD, Author: Drs. Haryono et al., Publisher: PT Yudhistira 2. Storybooks 3. Picture 4. Magazine 5. The natural environment 6. The social environment 7. Environmental fi sik Yogyakarta, ... 2011 Know SD head ..., Master Class I, ........................................ ....................................... NIP ................................. NIP ................................. IMPLEMENTATION PLAN FOR LEARNING (RPP) School: SD / MI ... Subject: Java Language Class / semester: I / 2 Allocated time: 8 Hours Lesson A. Competency Standards Aspects: Writing Expressing the idea of writing literary discourse and within the framework nonsastra Javanese culture. B. Basic Competencies Write the word or phrase traditional game with the letter continued. C. Indicator 1. Answering the question content readings. 2. Which types of traditional games. 3. Telling a variety of traditional games and memperagakannya. 4. Write a sentence with the letter continued. D. Learning Objectives 1. Students can answer the question the content of reading. 2. Students can define which types of traditional games. 3. Students can tell all kinds of traditional games and memperagakannya. 4. Students can write sentences with the letter continued. E. Basic Material Traditional games (Dolanan) F. Method 1. Lecture 2. Debriefing 3. Assignment 4. Demonstration Approach: CTL and cooperative 23 Draft Language Java Class I SD G. Step by Step Learning 1. Activities Introduction a. Students preparing to follow the lesson, the teacher student attendance. b. The teacher gives motivation to the students about the traditional game. c. The teacher explains the objectives to be achieved in learning. d. Inform teachers' instructional material summary. 2. Core Activities a. Exploration 1) Students listen to the song "Cublak-Cublak Suweng", then sing it together. 2) Students answer questions related to the song "CublakCublak Suweng ". 3) Students tell one of the game has ever done. 4) Students write the names of the traditional game. b. Elaboration 1) Students form groups of each group of 4 students. 2) Students conduct game-cublak cublak suweng. 3) Teachers around watching how his game. c. Ration rmasi 1) Students expressed his impression playing the game together. 2) Students with the teachers do refl eksi about the game. 3) The teacher gives appreciation to all students. 3. Closing Activities a. Teachers give appreciation to all students who have successfully playing the game. b. Teachers inform the subject matter at its next meeting. c. As a follow up of students play a game at home with friend Meeting of the 2nd 1. Activities Introduction a. Students asked questions about playing on at the last meeting. b. Associate teachers with materials that will be delivered. c. The teacher explains the objectives to be achieved in learning. d. Teachers inform the summary learning materials. 2. Core Activities a. Exploration 1) Students sing the song "buckshot Legendri". 2) Students are asked questions about the game legendri buckshot. b. Elaboration 1) Students in groups make buckshot legendri game. 2) Students are told about other traditional games is known. c. Ration rmasi 1) Students observe pictures of traditional games and read the names game. 2) Students play these games. 3) Students and teachers do refl eksi about games that have been carried out. 4) Students expressed his impression after the game 5) Students conclude the game the right way of doing. 3. Closing Activities a. Students do the cooling after the game. b. Teachers inform the subject matter at its next meeting. c. As a follow up of students doing their own game with his friends at home. 3rd Meeting 1. Activities Introduction a. Students asked questions about playing on that has been done on meetings ago. b. Students read the words with the letter continued. c. Students match the name of the game with a caption that fit. d. The teacher explains the objectives to be achieved in learning. e. Teachers deliver the subject matter of learning. 2. Core Activities a. Exploration 1) Students simulate reading of the text entitled "Market. Answer Key Java Language Class I SD 24 2) Teachers linking with lessons that will be delivered. 3) Students answer questions about the content of reading. 4) Students observe pictures of games and read the name of the game with care. b. Elaboration 1) Students sing the song are available in books bersamasama. 2) Students thicken the writing name of the game in the book. 3) Students are writing letters to replace the print with the letter continued upright. 4) Teacher guide and help get around difficult students. c. Ration rmasi 1) Students observe pictures of traditional games and reading simple sentences underneath. 2) Students write a simple sentence with the letter continued upright. 3) Students ask things that are not yet clear how to write letters up connection. 4) Teachers do refl eksi about the difficulties students write up continued. 5) Students write dictated words or phrases with letters of teachers up connection. 6) For students who really have difficulty accompanied by a teacher to can finish the job. 7) Students are asked to memorize words in the language and manners ngoko. 3. Closing Activities a. Students who have completed the task of collecting. b. As a follow-up students are given homework assignment to write letters upright continued. c. The teacher informed that next meeting the test trials competence. The meeting to-4 Competency test test H. Appraisal 1. Written test 2. Activity I. Learning Resources 1. Books Sinau Java tongue Gagrag Anyar 1 for Class I SD, Author: Drs. Haryono et al., Publisher: PT Yudhistira 2. Magazine 3. Figure traditional games 4. The natural environment Yogyakarta, ... 2011 Know SD head ..., Master Class I, ........................................ ....................................... NIP ................................. NIP ................................. 25 Answer Key Java Language Class I SD Answer Key Sinau tongue Gagrag Anyar Java Class I Wulangan I Page 4: Page 7: ® hard atine ® gedhang mateng ® bango ® kethek ® invited mabur ® deer ® sendhang sing akeh banyune ® ngangso / uric ® arrives at the center pedestal ® keceblung wells ® seneng tetulung ® nglewakake promise Deuteronomy Wulangan 1 a. 1. ing edge of time b. 1. a 6. b 2. deer 2. b 7. a 3. keyong 3. b 8. b 4. deer 4. a 9. b 5. umuk 5. b 10. a c. 1. loro 2. seneng tetulung 3. nglewakake appointment / seneng ngapusi 4. papat 5. Dawa Wulangan 2 Page 19: Page 22: Page 23: Putrane ® ® ® asthma iki irungku Bapakne ® ® ® asmanipun iku shoes Putrane ® ® ® griya iku my hat Ibune ® ® ® dalemipun Kae Sulak Adhine ® ® ® setunggal iki lime ® kakangne ® Kae broom Deuteronomy Wulangan 2 a. 1. herd 2. BIMA, Sivi, the father (Mr. Virtuous), saha mother (bu astuti) 3. dear sir 4. bu astuti 5. Siwi b. 1. a 6. a c. 1. sd park 2. a 7. b 2. dear sir 3. a 8. a 3. Siwi 4. b 9. a 4. road mataram 5. a 10. b 5. bu astuti Wulangan 3 Page 37: Today Siwi bases kramane menika Siwi punika ngokone iku bima BIMA base Today ngokone menika chair seat base Today kramane menika table base table Today ngokone menika base cat cat Wulangan Deuteronomy 3 a. 1. b. metu 1. b 6. b 2. Sinau 2. a 7. a 3. slate 3. a 8. b 4. kothak 4. a 9. a 5. the middle 5. b 10. a c. 1. Today broom broom base kramane menika 2. iku ngokone punika base plate plate 3. Today radhio bases kramane menika radhio 4. menika teapot teapot base iki ngokone 5. punika ngokone iku glass base glass Wulangan 4 Page 45: · Bag · Books, potelod, kaliyan eraser · Nyerat · Chairs, tables, blackboard kaliyan · Kaliyan neat rehearsal Answer Key Java Language Class I SD 26 Wulangan Deuteronomy 4 c. 1. a 6. a d. 1. Siji bases kramane setunggal 2. a 7. a 2. loro bases kramane kalih 3. b 8. b 3. telu kramane three bases 4. a 9. a 4. papat kramane horde base 5. b 10. b 5. five bases kramane gangsal Deuteronomy Odd Semester a. 1. daleme stained 2. deer karo kethek 3. gedhang mateng 4. kethek 5. deer diuyak kethek b. 1. a 6. b c. 1. papat 2. b 7. a 2. asmane 3. a 8. a 3. mother 4. b 9. a 4. sedheku 5. b 10. a 5. chair Wulangan 5 Page 68: · · Takon ndonga · Breakfast · rame · Naughty · kiwa for or exchange · Tengen turned kiwa · Ngrungokake Wulangan Deuteronomy 5 a. 1. dina Setu 4. ndonga 2. Udan udanan 5. ora arep Udan udanan 3. kanca kancane b. 1. seat 6. kiwa / edge c. 1. a 6. a 2. hair 7. breakfast 2. a 7. b 3. benikna 8. sweep 3. b 8. b 4. hand 9. ngati ati 4. b 9. b 5. shoes 10. Udan udanan 5. a 10. b Wulangan 6 Page 84: Page 86: · · Bambang sukodadi semar, Gareng, Petruk, Ian ponderous · Naughty · momong the Satriya pandhawa · Gelut karo bambang pecruk · coral Tumaritis · · Telu semar · · Cendhek little bambang pecruk · Petruk lan ponderous · Little vertex · Ponderous · Ponderous · Lemu rich semar Page 89: · Ismaya · God · Lemu · Becik · Setya Wulangan Deuteronomy 6 a. 1. Gareng 2. bambang sukodadi 3. semar 4. pecruk bambang panyukilan 5. naughty b. 1. b 6. b c. 1. Petruk little awake vertex 2. b 7. a 2. Gareng kakange lan ponderous Petruk 3. b 8. b 3. cumbersome adhine Petruk 4. b 9. a 4. semar bapakne Gareng lan ponderous Petruk 5. b 10. b 5. panakawan semar Gareng lan ponderous Petruk Wulangan 7 Page 99: Page 100: · Stall · ora lara · · Ora lelaran manganese comestible sing surrounded Laler · Sports · ora so surrounded Laler · Nutrition · get diarrhea · Mun · health njaga obedient boy (yes for or Durung) 27 Answer Key Java Language Class I SD Page 7: Page 104: Kalih Laler · · · dikumbah · Clinic · · lemut lelara Drugs covered · · · loro Boten · healthy · · peteng wisuh Lara · · · disease dilempit Pages 104-105: Lara · · reged · · Tangi turu adus · Gymnastics Wulangan Deuteronomy 7 a. 1. bu astuti b. 1. Laler 2. dhokter 2. lemes 3. nambani wong lara 3. dikumbah 4. dhokter 4. wisuh 5. Sinau 5. hot lara c. 1. a 6. a 2. b 7. b 3. a 8. b 4. a 9. a 5. a 10. b Wulangan 8 Page 115: · Titanium · soni soni rani lan lan rani · Background · pillars · Tita Wulangan Deuteronomy 8 a. 1. Siwi, dance, lan nani 2. ngarep omah 3. rubber band 4. s main nglumpati diubengake rubber rubber 5. harmonious b. 1. b 6. b 2. a 7. b 3. b 8. a 4. a 9. b 5. b 10. b Deuteronomy Semester Genep a. 1. dina weeks esuk b. 1. a 6. b 2. bales balan 2. b 7. b 3. Field 3. b 8. b 4. banu 4. a 9. a 5. Udan udanan 5. b 10. a c. 1. to the 2nd 2. image to-1 3. images to-4 4. images to-3 5. images to-5 1. image to-1 2. to the 2nd 3. images to-4 4. images to-5 5. images to-3 d. 1. table 2. wisuhen 3. edge 4. breakfast 5. ngati ati Diposting oleh SD MUHAMMADIYAH BANJARAN di 02.01
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