PROFIL KOMPETENSI GURU MATEMATIKA SMAN 1 WURYANTORO DALAM MEMBELAJARKAN MATERI PROGRAM LINIER BERDASARKAN KURIKULUM 2013 REVISI 2017

LATIF, IKHSAN ABDUL (2018) PROFIL KOMPETENSI GURU MATEMATIKA SMAN 1 WURYANTORO DALAM MEMBELAJARKAN MATERI PROGRAM LINIER BERDASARKAN KURIKULUM 2013 REVISI 2017. Masters thesis, Universitas Sebelas Maret.

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    Abstract

    This study is a qualitative research with ethnography strategy that aimed to describe the civil servant and honorary Mathematics teachers’ competency profile of SMAN 1 Wuryantoro: 1) prepare the lesson plan on linear program material based on K13 2017 Revision, and 2) implement K13 2017 Revision in the learning process of linear program material. To obtain valid data, this study used data and investigator triangulation. The subjects of this study are two Mathematics teachers of SMAN 1 Wuryantoro who have the same age, working period, and teaching classes, however, they have the differences of employment status. The results of this study are 1) according to the civil servant Mathematics teacher of SMAN 1 Wuryantoro, a) IPK determined as appropriate as the KD domains, b) learning objectives determined based on IPK and student ability, c) learning materials determined based on KD and IPK, d) learning activities arranged as appropriate as the learning objectives and student conditions with the approach scientific, and e) the learning assessment instruments are prepared based on the IPK. However, in his lesson plan, the learning objectives have not been in ABCD format, contains 4C and characters, and attached the learning materials, lattice questions, items, and answer keys. According to the honorary Mathematics teacher of at SMAN 1 Wuryantoro, a) IPK is compiled based on KD and student ability, b) learning objectives are determined based on KD, c) learning materials are determined based on KD, d) learning activities are arranged based on student condition and learning materials, and e) the learning assessment instrument is determined based on the learning materials. However, the honorary Mathematics teacher of SMAN 1 Wuryantoro did not prepare lesson plan by himself. 2) According to the civil servant Mathematics teacher of SMAN 1 Wuryantoro, a) preparing the students physically and psychologically is done by giving questions about the condition of students and class, b) learning motivation is provided to the students by conveying the importance of linear program material and Mathematics in daily life, c ) apperception is given to the students by giving questions about the prerequisite materials of linear program then conveying the benefits of linear program in daily life, d) learning objectives and KD is delivered by Microsoft Power Point in the first meeting, e) coverage material and description of learning activities are delivered by Microsoft Power Point and directly said, f) learning activities should appropriate to the learning methods syntax and integrate 21st Century skills; g) learning outcomes assessment is conducted by assessment of learning and assessment for learning; h) learning reflection is done by giving questions to students about what have they been learned, and not understood or understood, i) follow-up activity is done by assigning tasks to students, j) planned learning activities for the next meeting is delivered by submitting the discussed material for the next meeting after leaning reflection. According to the honorary Mathematics teacher of SMAN 1 Wuryantoro, a) preparing the students physically is done by asking the students condition then checking the attendance, while preparing the students psychologically is done by providing motivation to students, b) providing learning motivation to students is done by conveying the benefits of linear program in daily life, c) apperception is given to the students by delivering the prerequisite material or the previous materials, d) learning objectives and KD is delivered early in the learning activity so the students have a picture of the demand to achieve KD or linear program material e) the coverage materials and activities are delivered early in the first meeting by conveying directly the material that will be discussed, f) the core learning activities are conducted as appropriate as the learning method syntax, g) the learning assessment is derived from daily assessment, tests, and tasks, h) learning reflection is done by reminding about the material that has been discussed that day, i) follow-up activity is done at the end of learning by giving task to student so that student have ready and picture about material which will be discussed for the next meeting, j) planned learning activities for the next meeting is delivered at the end of the meeting by delivering it directly to the students.

    Item Type: Thesis (Masters)
    Subjects: L Education > L Education (General)
    L Education > LB Theory and practice of education
    Divisions: Pascasarjana
    Pascasarjana > Magister > Pendidikan Matematika - S2
    Depositing User: Rea Aisha Champa
    Date Deposited: 09 Dec 2018 19:56
    Last Modified: 09 Dec 2018 19:56
    URI: https://eprints.uns.ac.id/id/eprint/42488

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