Kamis, 23 Desember 2010


I. INTRODUCTION Syllabus is a plan that regulates the activities of learning and classroom management, and assessment of learning outcomes of a course. Syllabus This is part of the curriculum as a translation of Competency Standards and Basic Competencies into learning materials, learning activities, and indicators of achievement of competencies for learning outcomes assessment. With Thus the development of this syllabus must be at least able to answer questions as follows: competence is to be possessed by the learner, establish how these competencies, and how do I know that learners already have a competence that. This syllabus will be very useful as a guide for teachers because with instructions as a whole about the purpose and scope of material that must be learned by the learner. It also explains about teaching and learning activities, media, and evaluation should be used in the process learning to students. Expected based on the syllabus teachers will be able to teach better, without worrying about out of the goal, the scope of materials, teaching strategies, or out of the system evaluation it should be.
II. COMPONENTS Syllabus According to experts curriculum makers, there are many kinds of components syllabus is arranged in a matrix syllabus. This is what should be observed and selected by an institution in the grouping of components them. Each institution on the basis of criteria or standards referred to decide what components are selected and arranged in a matrix in preparing a course syllabus. In principle the more detailed syllabus will increasingly facilitate teachers in turning it into Plan Implementation of Learning (RPP). The components of the syllabus of a subject, mentioned below. 8 1. Subject Identity The identity of subjects can include: your name subjects or blocks of subjects, subject codes, weight subjects, semester, and prerequisite subjects if there. 2. Competency Standards (SK) Competency Standards are a set of standardized competencies as a result learn a particular subject matter in units of Education, is a competence the field of development and subject matter per unit per one grade education learners who have achieved a semester. 3. Basic Competency (KD) Basic competence is the competence of the details in every aspect of the subject matter that must be drilled to students so that competence can be measured and observed. Basic Competence should always be repaired and enrichment in order to meet market demand. 4. Indicator The indicator is a manifestation of KD more specific, which is reflection of the ability of learners in a stage of achievement learning experiences that have been passed. When a series of indicators in a already achieved the basic competencies to students, meaning the target KD been met. 5. Learning experience Learning experience is a physical or mental activity performed by learners in their interaction with teaching materials. Learning experience developed to reach KD through learning strategies. With perform appropriate learning experiences students are expected to reach cognitive ability, psikomorik, and which at the same affective have integrated the life skills (life skills). Therefore the distinguish between schools with one another is reflected in differences in students' learning experience gained. 9 6. Subject matter Part structure of a scientific study materials that can be understanding, concept group, the content or context, process, teaching field, and skill. 7. Left Is the length of time in minutes that it takes students able to charge of KD has been determined. 8. Source library The source library is a collection of reference that are referred or recommended, as a source of information that must be mastered by learners. 9. Rating This assessment means the series of activities to acquire, analyze, and interpret information, and then use that information to decision-making. With the various components of the formulation of syllabus subjects, then Institute for Educational Development to seek and strive to set of subjects or syllabus matrix block subjects with the components arranged in a syllabus format as attached in this guide. III. MAKING WAY Syllabus As for the steps that should be done in the preparation syllabus of a subject or block of subjects, as follows: 1. Identification of subjects or lesson Block Write down the identity of the study program, the names of subjects or blocks of subjects, subject codes, the weight of KD / SK, semester, and if there are prerequisite subjects (Based on existing curriculum). 2. Formulation of Competency Standards (SK) Define Competency Standards (SK) of each subject based at the final destination of these subjects. Write to the verb operations that can be observed and measured, which includes cognitive aspects, affective, and psychomotor (see the appendix lists the operational verb). 3. Formulation of Basic Competence (KD) a. SK outlines which have been formulated into several KD for facilitate the achievement and pengukukurannya. Write the word operational work such as to decree that includes cognitive, affective, and psychomotor. If you need help using the highest verb degree in a related sphere. b. When necessary and still be considered relevant, can add some KD again. 4. Formulation of Indicators Write the indicator with the word operational work, which is the translation of KD. The verb operation can be detailed in the formulation of appropriate indicators with the activities carried out and can be written separately between aspects cognitive, affective, and psychomotor. Please note that it is possible to achieve a KD can be accomplished by several indicators. 5. Determination of Material Subject matter is the main / sub subject, is a material matter required teaching learners to achieve predetermined KD based on the following principles: a. The principle of relevance, meaning that there is match between the description of subject matter with KD who want accomplished. b. The principle of consistency, meaning that there is constancy between subject matter and description subject matter with KD and SK. c. The principle of education, meaning that the adequacy of the material provided to reached KD. The entire subject matter of which is described from every KD, need to be made chart channel for coherent and systematic approach to learning. 6. Selection of Learning Experiences Write the learning experience with operating a verb that can be observed and measured easily. Learning experience is a series of activities students should be done in sequence to reach KD. a. Should the determination of the sequence of learning steps considered, especially material for discussion that requires certain prerequisites. b. Should the sequence of learning steps have been prepared on approach which is a spiral, from easy to more difficult, from concrete to the abstract, from simple to more complex, and should structured learning sequence. c. Should the formulation of the learning experience to inspire learning method or methods of teaching. 7. Time Allocation Write down the approximate time needed to reach a KD, with consider: the level of difficulty of material, material coverage, frequency use of the material, the level of importance of the material being studied, and how delivery of content (includes Face-to-face (T), Practice (P), Field / Clinical (L / K) as follows: Q: P: L / K = 1: 2: 3). That is the weight of a KD / SK if done face to face implemented with time 40 ', to practice it can take 2x 40', and if the field / clinical (L / K) it took 3x 40 '. 8. Resources / Materials / Equipment Make learning needs analysis of the sources, tools and materials which will be used (based on relevance, consistency, and edukuasi). Writing literature based on the rule or rules that have been recognized in general. The question: a) the source is reference books or references will be text books, journals, research reports or instructional materials others; b) tools and materials are equipment and materials used to membelajarkan learners for SK, KD, indicators, and learning experience that has been planned can be successfully achieved (Based on 3E: Economical, Efficient, and Effective). 9. Rating Determine assessment techniques that can be used to reach KD. Better preparation of the assessment tool is based on indicators that have been formulated, so that these assessment tools actually measure what which should be measured. Assessment tool can be either oral or written tests, check list, bills can be consolidated, resumes and other materials.

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