Process Standards for Primary and SecondaryEducation UnitYuni YUFI Fitriyahyuni.firstname.lastname@example.orgKOMUNITAS BLOGGER UNIVERSITAS SRIWIJAYAThis is English version.. In accordance with the mandate of the Government Regulation No. 19 of 2005 on NationalEducation Standards one of the standards to be developed is a standard process. Standardis the process of national education standards relating to the implementation of learning ineducation units to achieve competency. Standard contains the minimum criteria process oflearning processes in elementary and secondary education unit in the entire territory of theUnitary Republic of Indonesia. This process standard applies to primary and secondaryeducation in formal, either on the package system and the semester credit system. Thestandard covers the process of planning the learning process, the implementation of thelearning process, assessment of learning outcomes, and supervision of the learning processfor the implementation of the learning process effective and efficient.PLANNING PROCESS OF LEARNING Planning the learning process includes the syllabus and learning implementation plan(RPP), which contains the identity of subjects, standards of competence (SK), basiccompetence (KD), indicators of achievement of competencies, learning objectives, teachingmaterials, time allocation, teaching methods, learning activities, assessment result oflearning, and learning resources.a. Syllabus
Syllabus as a reference for the development of RPP contains the identity of subjects orthemes lesson, SK, KD, learning materials, learning activities, indicators of achievement ofcompetencies, assessment, allocation of time, and learning resources. Syllabus developedby the unit education based on Content Standards (SI) and Competency Standards Graduates (SKL),as well as guidance for preparing Education Unit Level Curriculum (SBC). In practice, syllabus development can be done by teachers independently or in groups in a school /madrasa or a few schools, the Teacher (MGMP) or Teacher Activity Centre (PKG), and theDepartment of Education. Development of syllabus prepared under the supervision of districtthat is responsible in the field of education for elementary and junior high, and the provincialdepartments responsible for education for high school and vocational school, as well asdepartments in charge of governmental affairs in the field of religion for the MI, MTs, MA ,and MAK.A. Learning Implementation Plan (RPP) RPP is derived from the syllabus to guide learners learning activities in an effort to reachKD. Every teacher in the educational unit is obliged to compile a complete and systematiclesson plans for learning take place in an interactive, inspiring, exciting, challenging,motivating learners to actively participate and provide enough space for innovation, creativity,and independence according to their talents, interests, and physical and psychologicaldevelopment of learners. Draft prepared for every KD which can be carried out in onesession or more. Teachers design lesson plans for each fragment, adjusted for schedulingmeetings in the educational unit.RPP components are: 1.Identitas subjects that include: educational unit, class, semester, course / programexpertise, subject or theme of the lesson, the number of meetings.
2. Competence standard which is the minimum qualification ability learners that describe theacquisition of knowledge, attitudes, and skills that are expected to be achieved in each classand / or semester on a subject. 3. Basic competence is the ability to master a number of learners in a particular subject as areference indicator of competence in the preparation of a lesson. 4. Indicators of achievement of competencies are behaviors that can be measured and / orobserved to demonstrate achievement of certain basic competency assessment is thereference subjects. Indicators of achievement of competencies defined by using the verboperation can be observed and measured, which include knowledge, attitudes, and skills. 5. Learning goals describe the process and the expected learning outcomes achieved bylearners in accordance with basic competence. 6. Teaching materials contain facts, concepts, principles, and the relevant procedures, andwritten in the form of beads in accordance with the formulation of indicators of competencyachievement. 7. The allocation of time, is determined in accordance with the purposes for the attainmentof KD and the burden of learning. 8. This learning method used by teachers to create an atmosphere of learning and thelearning process so that learners achieve basic competency or set of indicators that havebeen determined. Selection of learning methods adapted to the situation and condition of thelearner, and the characteristics of each indicator and competencies to be achieved in eachsubject. Thematic learning approach is used to grade students 1sampai grade 3 primary.9. Learning activitiesa. Preliminary Introduction is the initial activity in a meeting intended to raise learning motivation and focusthe attention of learners to participate actively in the learning process.
b. Core Core activities is a learning process to reach KD. Conducted in an interactive learningactivities, inspiring, exciting, challenging, motivating learners to actively participate andprovide enough space for innovation, creativity, and independence according to their talents,interests, and physical and psychological development of learners. This activity is carried outsystematically and systemically through the process of exploration, elaboration, andconfirmation.c. Cover Closing the activities undertaken to terminate the learning activities that can be done in theform of summary or conclusions, assessment and reflection, feedback, and follow-up. 10. Assessment of learning outcomes. Procedures and assessment instruments andprocesses tailored to the learning outcomes and indicators of achievement of competencerefers to the Standards Assessment. 11. Learning resources which are determined based on the standards of competence andbasic competence, and teaching materials, learning activities, and indicators of achievementof competencies.B. Preparation of Draft Principles1. Taking into account individual differences of learners In the preparation of RPP we need to consider such things as gender, initial ability,intellectual level, interest, motivation, talent, potential, social skills, emotional, learning styles,
special needs, the speed of learning, cultural background, norms, values, and / orenvironment of the learners.2. Encourage active participation of learnersThe learning process is designed with a focus on learners to encouragemotivation, interest, creativity, initiative, inspiration, independence, and the spirit of learning.3. Developing a culture of reading and writing The learning process is designed to develop a penchant for reading a variety of readingcomprehension, and expression in various forms of writing.4. Provide feedback and follow-up RPP program design includes the provision of positive feedback, reinforcement, enrichment,and remediation.5. The linkage and integrationDraft prepared by taking into account linkage and integration between SK, KD, materials learning, learning activities, indicators of achievement of competencies, assessment, andlearning resources in a whole learning experience. RPP are prepared to accommodatethematic learning, integration across subjects, across aspects of learning, and culturaldiversity.6. Applying information and communication technologyDraft prepared by considering the application of information and communication technology
integrated, systematic, and effective in accordance with the circumstances.IMPLEMENTATION PROCESS OF LEARNINGA. Requirements for the Implementation of Learning Process1. Study groupsThe maximum number of students studying each group are:a. SD / MI: 28 learnersb. SMP / MT: 32 learnersc. SMA / MA: 32 learnersd. SMK / MAK: 32 learners2. Minimum workload of teachers a. Workload of teachers includes the following main activities are planning lessons,conducting lessons, assess learning outcomes, guide and train students, as well as carry outadditional duties;
b. Workload of teachers referred to in letter a above is at least 24 (twenty four) hours of faceto face in 1 (one) week.3. Of textbooks a. Textbooks that will be used by the school / madrasah teachers selected through ameeting with committee consideration of the school / madrasah of lesson text books set bythe Minister;b. The ratio of textbooks to students is 1: 1 per subject; c. In addition to textbooks, teachers use the teachers guide, enrichment books, referencebooks and other learning resources; d. Teachers familiarize students use books and other learning resources that exist in libraryschool / madrasah.4. Classroom management a. Teachers arrange seating according to the characteristics of learners and subjects, andlearning activities to be performed; b. Volume and tone of voice teachers in the learning process should be heard well by thelearners;c. Mannered teacher and said words can be understood by students;d. Teachers adapt learning materials with speed and learning ability learners; e. Teachers create order, discipline, convenience, safety, and compliance in implementingthe learning process;
f. Teachers provide reinforcement and feedback on responses and learning outcomes ofstudents during the learning process took place; g. Teachers appreciate students regardless of religious background, ethnicity, gender, andsocioeconomic status;h. Teachers value the opinions of learners;i. Teachers wear a polite, clean, and tidy; j. At the beginning of each semester, teachers delivering the syllabus subjects diampunya;andk. Teachers begin and end the learning process in accordance with the scheduled time.B. Implementation of Learning Implementation of the learning is the implementation of the RPP. Implementation of thelearningincludes introductory activities, core activities and closing activities.1. Activities IntroductionIn the preliminary activities, the teacher:a. prepare students psychologically and physically to participate in the learning process;b. ask questions that relate previous knowledge with
material that will be studied;c. explain the purpose of learning or basic competencies to be achieved;d. convey the scope of the material and the explanations fit the description of the syllabus.2. Core Activities Implementation of core activities is a learning process to reach KD conducted in aninteractive, inspiring, exciting, challenging, motivating learners to actively participate andprovide enough space for innovation, creativity, and independence according to their talents,interests and physical and psychological development of participants learners. Core activitiesuse methods adapted to the characteristics of learners and subjects, which may include theexploration, elaboration, and confirmation.a. ExplorationIn exploration activities, the teacher: 1) involving students seeking a broader and deeper information about a topic / theme of thematerial to be studied by applying natural principles takambang be a teacher and learn fromvarious sources;2) using a variety of learning approaches, instructional media, and other learning resources; 3) facilitate the interaction antarpeserta students and between students with teachers,environmental, and other learning resources;4) actively involve the learners in any learning activities; and5) facilitating learners to experiment in the laboratory, studio, or field.b. Elaboration
In the normal elaboration, the teacher:1) familiarize students read and write the diverse through the tasksparticular significance;2) facilitate learners through the provision of tasks, discussions, etc. tobring new ideas both verbally and in writing;3) provide an opportunity to think, analyze, solve problems, and act without fear;4) facilitating learners in a cooperative and collaborative learning;5) facilitating learners to compete in a healthy way to improve learning achievement; 6) facilitate student exploration reports carried out both verbally and in writing, individually orin groups;7) facilitate the learners to present the results of individual and group work;8) facilitate learners to do exhibitions, tournaments, festivals, and products produced;9) facilitates learners engage in activities that foster pride and confidence of students.c. ConfirmationIn confirmation of activities, teachers:
1) giving positive feedback and reinforcement in the form of oral, written, gesture, or a gift tothe success of learners,2) confirm the results of exploration and elaboration of learners throughvarious sources,3) facilitating learners to reflect on learning experience that has been done,4) facilitating learners to gain significant experience in achieving the basic competencies:a) serves as a resource and facilitator in answering questions that learnersfacing difficulties, using standardized language and correct;b) help solve the problem;c) give guidance so that learners can check the results of exploration;d) provide information to explore further;e) provide motivation to learners who lack or have not actively participated.3. Concluding ActivitiesIn the closing activity, the teacher:a. Together with students and / or own a summary / conclusion lesson; b. Conduct assessment and / or reflection of the activities that have been implemented in aconsistent and programmed;
c. Provide feedback on process and learning outcomes;d. Planning for follow up activities in the form of remedial teaching, programenrichment, counseling services and / or provide both task and individual taskgroups according to the results of learners learning;e. Delivering the lesson plan at the next meeting.ASSESSMENT OF LEARNING The assessment done by teachers to the learning outcomes to measure the achievementlevel of competence of learners, and also used as ingredients for preparing a progress reportthe results of learning, and improve the learning process. Assessment done consistently, systematically, and programmed by using tests and nontesin writing or verbally, observation of performance, attitude measurement, assessment of thework of a task, project and / or product, portfolio and self assessment. Assessment oflearning outcomes using the Assessment of Educational Standards and AssessmentGuidance Group. This paper has been through the editing process, without changing the actual content. Hopecan help.