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Fun generationFor a moment I am busy with a variety of year-end activities of lessons related to class raise. Either as a teacher or as a homeroom, I am busy from inspection of exam results, analysis to the charging book of learners. Indeed it is an ordinary thing that has become our routine as an educator. Not a strange thing, not a stranger anymore. Because this is one of the tupoksi you have to do. Planning learning, conducting learning process in class, judging, guiding and training learners and doing additional tasks.Special for judgement, the assessment we do is different from what was implemented earlier. With this new curriculum the curriculum 2013 of the assessment is done more thoroughly.
Authentic Assessment (Authenthic Assessment) is a significant measurement of the study of learners for the realm of attitudes, skills and knowledge. Here teachers should be able to judge the power and weakness of learners during the process of learning not forgetting of course with the best preparation and technique so that all learners can achieve the final result. Construction of attitudes, skills and knowledge is achieved through the assessment of duty where learners have played active and creative roles during the learning process.In This Assessment Assessment both teachers and learners have equally important roles. Bonihit and model tapps, learning so exciting and funWhen the last hour of learning, it's usually a annoying or boring thing. Sometimes students and teachers, feeling ' ah ineffective, sleepy, hungry, hot weather.
And everything is wrong.' If you are not aware of yourself, you want to go home before the time has been set.That is the saturation of saturation that happens in the process of learning. Especially with the fullday system now, time eight or nine hours from seven to eight hours ahead, exactly at fifteen, it is not felt already, finally finished the defender of the jaran. Time is so fast, tired is so great. The real impact is seen on friends and students who are scattered from the classroom.A while ago, I have written a learning with this bonihit technique. Bonihit (value bonus in count) on the exposure of this writing is special at the end of learning.
On one of the classes, I only use one technique of bonihit. But in another class, I combine between technique techniques with model models. The learning model of thinking, aload, pair, problem solving (Tapps) is an alternative group learning involving the attention and active participation of all students.
Tapps demands students think hard in pairs to solve the problem. This kind of learning model, also grows the independence of every individual of the student couple.On the process and end of learning I finally get a learning involving all students learning. Beyond Conjecture, learning is effective and fun.Learning is implemented through the following stages. In preliminary activities, as usual after directing learning by praying and checking out the presence of students, students are given motivation by telling stories odd-even.
Apersepsi learning is done with previous material questions linked to the material to be served. Goals, benefits, scenarios and learning assessment are delivered in detail to students.In core activities, the first students were told to read the book page about 'identifying the text of persuasive speech'.
I convey the four indicators written on the blackboard. Students read based on the four indicators guide earlier. It is also proposed that the rules of playing when finished reading, I will count the number to ten, during the count of the count there must be three people who advanced to explain what they have read. What is described is the description of reading results based on the four indicators.According to the plan, during the count of one to ten, it turns out that three students pointing hands. The fastest one gets bonus five, the second speaker of bonus three, and the third speaker gets a two-value bonus.
All three students, really speak according to the indicator. Another student, looking excited to listen to what friends put in front of the class.Next stage students pair up to speak and write what they have read and ask about the material according to the indicator.
Student work is written on two paper sheets, or given a yellow and green card. First Speaker, just think of the students sitting on the left. Automatically sitting on the right means as a writer. Likewise, if the right student part speaking, means the left student who wrote. With A Yellow-Green Card is the same. The goal is as a criterion when talking and writing.
Of the four indicators, each student in the group both, just talking about two indicators.When the left and right groups speak and write, they are given time, so that the time of work is solved simultaneously.Finished group work, ditunjuklah one group of students to offer work. Other students comment and reactions. Next, all groups post work in front of the class (Blackboard).In closing activities, I facilitate students to conclude the material and do the reflection of learning. Giving learning feedback based on work and learning process. Giving duty to the next learning, and closing learning by praying.The application of bonihit techniques and model models in Indonesian language learning I say it is effectively used in ki-3 MATERIAL (aspects of knowledge but does not close the possibility for ki-4 aspects of skills.
Learning involves all students. Four language skills, reading, mentimak, writing, and speaking, measured in one meeting. Teachers don't talk too much, just facilitate. Although it is in the last hour of learning, learning remains successful and helpless.My Note (Author), I will try the technique and model learning above for the ki-4 (aspect of skills).By: dra.
Mimin rukmini, m. PD (teacher of Indonesian language lesson).
Dalam sambutannya, Juhaendi, Kepala SMPN 1 Cililin, mengajak orang tua siswa untuk senantiasa menjalin kerjasama yang baik agar tujuan pendidikan dapat tercapai. Dalam kesempatan itu pula disampaikan apresiasi yang tinggi atas capaian sekolah dalam meraih sejumlah prestasi.“Diperlukan kerjasama semua pihak.
Guru dan orang tua memiliki peran penting dalam keberhasilan siswa. Kegiatan ini menjadi satu bukti bahwa sekolah memiliki tanggung jawab besar dalam mewujudkan apa yang diharapkan. Segenap usaha dilakukan untuk mencapai tujuan secara maksimal,” sambut Juhaendi.Sementara itu, Yadi Supriadi, PKS Kesiswaan menyampaikan program-program unggulan kesiswaan yang diharapkan bisa meredam tingkat kenakalan siswa dan dapat meningkatkan tingkat kedisiplinan.Senada dengan hal di atas, Asep solihin, staf Kesiswaan juga menambahkan temuan-temuan ketidakdisiplinan anak dengan berbagai macam bentuk pelanggaran.
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Hal ini yang kemudian mendorong pihaknya meluncurkan buku saku yang berisi tentang sanksi yang dikenakan ketika siswa melakukan pelanggaran mulai dari tingkat yang paling rendah sampai ke tingkat yang tidak bisa ditolelir sekolah. Buku saku yang diberikan kepada siswa ini akan menjadi satu program unggulan dalam upaya sekolah meningkatkan disiplin.Di sisi lain, Yusup dan Ridwan, perwakilan Komite Sekolah, mengungkapkan bahwa seluruh program sekolah perlu mendapat dukungan dari orang tua.
Dukungan tersebut diperlukan dan mendapatkan perhatian serta kerjasama dari semua pihak. Hal tersebut dipandang bisa memperlancar proses kegiatan belajar mengajar.Di kesempatan terpisah, Elis Lisnawati, staf kurikulum dalam presentasinya mengungkapkan tentang pentingnya Penguatan Pendidikan Karakter (PPK) yang menjadi fokus dalam pembelajaran. Hal ini sesuai dengan tuntutan kurikulum 2013 yang menekankan pada aspek sikap. Pendidikan karakter tersebut meliputi keteladanan, pembiasaan, rewards dan punishment.“PPK harus menjadi fokus dalam setiap pembelajaran. Tuntutan Kurikulum 2013 yang menekankan pada aspek sikap, salah satunya, adalah meliputi keteladadanan, pembiasaan, pujian dan hukuman. Dukungan sangat diperlukan dari semua pihak, terutama orang tua. Sehingga tujuan pendidikan dapat tercapai,” papar Elis.(Editor Newsroom: Adhyatnika GU).
Berita: Elis LisnawatiCILILIN, (NEWSROOM). SMPN 1 Cililin dalam upayanya meningkatkan kualitas pembelajaran mengadakan In House Training (IHT). Kegiatan tersebut merupakan program rutin pada setiap awal tahun pelajaran baru. Tujuan utama IHT yang dihadiri oleh 45 guru ini diharapkan semua pendidik memiliki persamaan persepsi dalam mempersiapkan administrasi pembelajaran sesuai dengan aturan yang berlaku. Hadir juga para pakar dari unsur pengawas dan guru yang kompeten di bid. Jum’at (26/7/19).
Dalam sambutannya, Juhaendi, Kepala SMPN 1 Cililin mengungkapkan harapannya agar IHT tersebut dapat memberikan suntikan energi guru sehingga mampu meningkatkan kualitas kompetensinya.“Kegiatan ini menjadi suntikan energi tersendiri bagi guru untuk bisa meningkatkan kualitas diri sebagai tenaga pendidik, serta benar-benar bisa memberikan dampak positif dalam menyambut tahun pelajaran baru 2019/2020,” sambut Juhaendi.Hj. Yuli Ridhawati Dahlan, pengawas Pembina, dalam presentasinya tentang Kecakapan Abad 21 menyatakan bahwa guru masa kini memiliki tugas dan tanggung jawab besar dalam mendidik anak. Tantangan yang dihadapi, masih menurut Yuli, cukup berat, karena tidak hanya berasal dari dalam diri siswa saja, namun lingkungan, dan era digital saat ini memberikan dampak luar biasa bagi mereka. Guru diharapkan bisa mengarahkannya dengan baik.Diungkapkan juga bahwa guru harus bisa meramu pembelajaran dengan baik agar kecakapan abad 21 (Communication, Collaborative, Critical thinking, Creative and Innovative) dapat terlihat dalam proses pembelajaran. Kecakapan tersebut jika dikembangkan dapat menghadirkan kreativitas, kerjasama dalam memecahkan masalah.
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