PENGEMBANGAN BAHAN AJAR

A. Latar Belakang

Sebagai konsekuensi atas terbitnya Undang-Undang Republik Indonesia nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional dan Peraturan Pemerintah (PP) nomor 19 tahun 2005 tentang Standar Nasional Pendidikan (SNP), Pemerintah, dalam hal ini Menteri Pendidikan Nasional, telah menerbitkan berbagai peraturan agar penyelenggaraan pendidikan di seluruh wilayah Negara Kesatuan Republik Indonesia (NKRI) paling tidak dapat memenuhi standar minimal tertentu. Berbagai standar tersebut adalah: (1) standar isi, (2) standar kompetensi lulusan, (3) standar proses, (4) standar pendidik dan tenaga kependidikan, (5) standar sarana dan prasarana, (6) standar pengelolaan, (7) standar pembiayaan, dan (8) standar penilaian pendidikan.

Dalam pencapaian standar isi (SI) yang memuat standar kompetensi (SK) dan kompetensi dasar (KD) yang harus dicapai oleh peserta didik setelah melalui pembelajaran dalam jenjang dan waktu tertentu, sehingga pada gilirannya mencapai standar kompetensi lulusan (SKL) setelah menyelesaikan pembelajaran pada satuan pendidikan tertentu secara tuntas. Agar peserta didik dapat mencapai SK, KD, maupun SKL yang diharapkan, perlu didukung oleh berbagai standar lainnya, antara lain standar proses dan standar pendidik dan tenaga kependidikan.

Dalam PP nomor 19 tahun 2005 Pasal 20, diisyaratkan bahwa guru diharapkan mengembangkan materi pembelajaran, yang kemudian dipertegas malalui Peraturan Menteri Pendidikan Nasional (Permendiknas) nomor 41 tahun 2007 tentang Standar Proses, yang antara lain mengatur tentang perencanaan proses pembelajaran yang mensyaratkan bagi pendidik pada satuan pendidikan untuk mengembangkan rencana pelaksanaan pembelajaran (RPP). Salah satu elemen dalam RPP adalah sumber belajar. Dengan demikian, guru diharapkan untuk mengembangkan bahan ajar sebagai salah satu sumber belajar.

Selain itu, pada lampiran Permendiknas nomor 16 tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru, juga diatur tentang berbagai kompetensi yang harus dimiliki oleh pendidik, baik yang bersifat kompetensi inti maupun kompetensi mata pelajaran. Bagi guru pada satuan pendidikan jenjang Sekolah Menengah Atas (SMA), baik dalam tuntutan kompetensi pedagogik maupun kompetensi profesional, berkaitan erat dengan kemampuan guru dalam mengembangkan sumber belajar dan bahan ajar.

Oleh karena itu, disamping sebagai implementasi dari Permendiknas nomor 25 tahun 2006 tentang Rincian Tugas Unit Kerja di Lingkungan Ditjen Mandikdasmen bahwa rincian tugas Subdirektorat Pembelajaran - Dit. PSMA (yang antara lain disebutkan bahwa melaksanakan penyiapan bahan penyusunan pedoman dan prosedur pelaksanaan pembelajaran, termasuk penyusunan pedoman pelaksanaan kurikulum) dipandang perlu menyusun panduan bagi guru SMA sehingga dapat dijadikan salah satu referensi dalam pengembangan bahan ajar.


B. Tujuan

Penyusunan Panduan ini bertujuan :
1. Menjelaskan pentingnya bahan ajar dalam pelaksanaan kegiatan pembelajaran di SMA.
2. Menjelaskan konsep dasar bahan ajar.
3. Mengemukakan berbagai jenis bahan ajar.
4. Menjelaskan langkah-langkah penyusunan bahan ajar.


C. Manfaat

Bahan ajar merupakan bagian penting dalam pelaksanaan pendidikan di sekolah. Melalui bahan ajar guru akan lebih mudah dalam melaksanakan pembelajaran dan siswa akan lebih terbantu dan mudah dalam belajar. Bahan ajar dapat dibuat dalam berbagai bentuk sesuai dengan kebutuhan dan karakteristik materi ajar yang akan disajikan. Buku ini disusun dengan harapan bermanfaat bagi semua pihak yang berkepentingan dengan pengembangan bahan ajar, seperti kepala sekolah, guru, pengawas sekolah menengah atas maupun pembina pendidikan lainnya. Bagi kepala sekolah buku ini dapat dijadikan bahan pembinaan bagi guru yang mengalami kesulitan dalam mengembangkan bahan ajar.

Kepala sekolah dalam kegiatannya sehari-hari juga memerlukan bahan ajar sebagai alat bantu dalam melakukan promosi ataupun presentasi tentang hal-hal yang berkaitan dengan pengembangan sekolah.

Bagi guru buku ini diharapkan dapat dimanfaatkan sebagai rujukan dalam mengembangkan bahan ajar. Dengan mempelajari buku ini diharapkan para guru di sekolah akan mendapatkan informasi tentang pengembangan bahan ajar yang pada gilirannya para guru dapat mengembangkan bahan ajar untuk membantu dirinya dalam melaksanakan kegiatan belajar mengajar. Di samping itu diharapkan guru juga akan termotivasi untuk mengembangkan bahan ajar yang beragam dan menarik sehingga akan menghasilkan satu kegiatan belajar mengajar yang bermakna baik bagi guru maupun bagi peserta didiknya. Pengembangan bahan ajar adalah merupakan tanggung jawab guru sebagai pengajar bagi peserta didik di sekolah.

Bagi pengawas sekolah menengah atas atau para pembina pendidikan lainnya keberadaan buku pedoman ini pasti bermanfaat. Karena setiap pengawas harus mengetahui berbagai hal yang dilakukan oleh guru, sehingga jika terdapat kesulitan yang dialami oleh guru, pengawas dapat segera membantunya. Dengan membaca buku pedoman ini pengawas akan mendapatkan pemahaman dan masukan-masukan tentang bahan ajar yang dapat dikembangkan oleh guru dalam meningkatkan kualitas kegiatan belajar mengajar. Dengan demikian maka pengawas akan mendapatkan bekal dalam melaksanakan tugas kepengawasan yaitu membina guru dalam mengembangkan bahan ajar.

East Java Won General Champion in 2009 Student Competence Contest Inter Senior Vocational High School

Jakarta, Monday (25 May 2009) -- East Java contingent came forward as General Champion in 2009 Student Competence Contest Inter Senior Vocational High School (LKS SMK) XVII took place from 21 – 24 May 2009 in Arena Pekan Raya Jakarta. East Java province succeeded to grab ten gold medals, for silvers, and nine bronzes.

Occupied at second rank in 2008 LKS SMK XVII in Makassar, South Sulawesi, East Java contingent moved aside Central Java that became general champion last year. Special Capital District of Jakarta occupied second rank grabbing ten gold medals, one silver, and eight bronzes, while third rank occupied by West Java achieving five gold medals, seven silvers, and three bronzes.

Minister of National Education (Mendiknas) Bambang Sudibyo on Monday (05/25/2009) in Arena Pekan Raya Jakarta, submitted immediately the permanent trophy to the representative of East Java Province, Special Capital District of Jakarta, and West Java Province. Besides, Mendiknas also provided cycle trophy to East Java Contingent.

Mendiknas said, these products of SMK’s student work could be a valuable chief capital for development of SMK in the future, including as a type of the school contribution to take part in encouraging initial step of the national technology resurrection. "We should prove that SMK was able to prepare the Indonesian children in order to have world class vocational competence“” he said.

Mendiknas said, this task of LKS SMK performed together with exhibition to industrial partner shown enabling to display works that could be proud. “Therefore, the Minister said, cooperation between SMK and world of industrial business should be continuously supported and improved."

Director General of Elementary and Junior Education Management, Depdiknas, Suyanto reported, in order to realize competence standard in the implementation of LKS SMK, assessment by international criteria reference used. He said, from 50 fields of contest there were some competitions yet unable to meet with the minimum competence criteria, so that juries decided for not confirming the champion. He mentioned, some fields of competition were mould making, mechatronics, mobile robotics, and pattern making. “It was, of course, a matter of evaluation and challenge for all of us particularly teachers as well as supplies and infrastructure for the coming," he said.

Suyanto said, this task of competition combined with creation fair of SMK student was able to attract more than 1,000 visitors every day. In addition, he said, significant transaction has occurred because palm plantation and oil employers were interested to order 1,000 units of pick-up car, 100 sets of electronic and automotive device, and 12 travel agencies ordered minibus trailer package. “This achievement, he said, was reflection that vocational education became unusual potency and reasonable for being education interest in the future.”***

Sumber: Pers Depdiknas

TASK-BASED LEARNING THROUGH RESOURCES-BASED LEARNING

Abstract

Task-based learning involves the use of resourceful environment. In the classroom, the idea is to get something done via the language, to read a text and do something with the information. The activities are the one which actually occurs in real-world situations. A task approach conveys to students the value of fluent and efficient reading, reading for a specific purpose which means reading texts in different ways depending on the information needed and the task to be carried out. In addition, students work with authentic texts from the start by which they derive a sense of accomplishment from their progressively greater comprehension and more extended use of the text.

Keyword : Task Based Learning, Resource Based Learning

The final end of the teaching learning process is to enable students to become independent learners. In the university levels, three types of learning is promoted in every classes: 1) face to face interaction; 2) structured assignment; and 3) independent learning. In the school levels, Students Active Learning (SAL) method emphasizes similar philosophy, which is promoting independent learning. However, only few attention is paid to systematically educate the learners to be independent learners. The learning process designed by lecturers in the university level, for examples, focuses more on face to face interaction and structured assignment. Almost no systematic effort has been done to encourage the students and to provide facilities in the campus setting where independent learning is possible to do. Similarly at schools, classes will be paralyzed without teacher’s attendance which implies that students are very dependent to their instructors. Both show how independent learning needs serious attention.
This article discusses task-based learning as an approach in language learning to promote independent learning. This concept suggests the importance of the availability of varied resources which we call resources-based learning. In this article, we propose that the best implementation of task-based learning is through resources-based learning and the goal of the learning is to promote independent learners.


Mutsyuhito Solin and Sri Minda Sari
Dosen Fakultas Bahasa Universitas Negeri Medan

Proceeding of International Seminar Paper “Resource Based Instruction”
Department of Educational Technology Postgraduate Studies, The State University of Medan Cooperation with
Ikatan Profesi Teknologi Pendidikan Indonesia (IPTPI) North Sumatra

THE POTENCY OF SIBOLANGIT RECREATION FOREST AS LEARNING RESOURCE FOR PLANT ECOLOGY INSTRUCTION

Abstract

Plant ecology is one the subject matter of many subject matters that be taught for biology student at the university, including at the biology department of State University of Medan. It is hoped, through out that subject matter the student has competency to comprehend diversity and abundance of plant in nature. For this purpose, plant ecology instruction must be done by using of learning resource that be found nature. One of learning resource is Sibolangit recreation forest. In this paper, it is discussed and presented the research result the potency of Sibolangit recreation forest as learning resource for plant ecology instruction. Research result showed, there was 71 species of flora that belong to 48 family that can be used as learning resource for plant ecology instruction. Pterocarpus indicus, Bauhinia purpurea and Samanea saman were dominant species. The plant which has specific and giant flower, namely Amorphophallus titanicum Becc can also be found in that recreation forest.

Keyword : Potency, Sibolangit, Forest, Resource Based Instruction, Ecology Instruction

Ecology is biology branch that discuss interrelationship between organisms with their environment. Begon et al. (1990) define ecology as the science that discusses interactions which determine the distribution and abundance of organisms in nature. Therefore, in ecology be studied diversity, abundance and distribution of organisms in nature, as well as factors that influence of biodiversity, abundance and distribution of plants and animals in nature. The objectives of plant ecology instruction at the university, including in Biology department of State University of Medan are the students have competency to comprehend diversity and abundance of Indonesia flora, especially that be found in North-Sumatera. The student must also comprehend its distribution in nature.
As the branch of biology, plant ecology instruction can be carried out both in classroom and laboratory, as well as in the field or nature laboratory (Subiyanto, 1990). In this case, to reach the competency, the learning resource or media which be found in classroom, laboratory, and nature environment can be used. Sudjoko (1985) has confirmed, biology instruction, including plant ecology can be done through field trip in nature or by ecotourism as according to Fandeli and Mukhlison (1994). Of course, the instruction model like this can decrease or lost of verbalism from the student life. Sibolangit recreation forest with the space 24.85 ha is one of biodiversity conservation area in Northsumatera. This forest situates in Sibolangit, Deli Serdang regency. Its distance is 40 km from Medan and can be reached by bus only in one hour. Actually, with its flora richness, Sibolangit recreation forest has big potency as learning resource or media for biology instruction, especially for plant ecology. This big potency can be used by students that live at around of Berastagi city, Karo regency, Dairi regency, Deli Serdang regency and Medan city. However, information about biodiversity and abundance of its flora is still restrictive. Based on that problems, research which attempts to exposes the potency of Sibolangit recreation forest as learning resource for biology instruction, including plant ecology has been done in the year 1994/1995 (Binari et al., 1995). The result of the research is discussed in this paper.

B. Solution
1. Material and Methods
For study the potency of Sibolangit recreation forest as learning resource for plant ecology instruction, some material and method were needed. These materials and methods were as following:
a. Research tools and materials
Some tools and materials that have been used for observation and registration of flora were loupe, telescope, pencil, camera, note book, and stereo microscope. Meanwhile, machete, scissor, knife, stake and some rope were used for flora collection.

b. Research procedures
Research procedures were done according to Krebs (1989). In this case, biodiversity and abundance of flora was taken from the quadrates plot that be placed on the forest. Furthermore, flora identification was based on reference of Laurence (1951), Latiff (1991), Hsuan Keng (1969), Marsono (1977), Heywood (1978), Steenis (1950, 1988), and Tjitrosoepomo (1989). However, data analysis of prominence value of plant or flora was carried out according to Barbour et al. (1987) and Brower et al. (1990).

c. Result and Discussions
• Flora diversity
Result of research showed, there was at least 71 flora species that belong to 48 family in Sibolangit recreation forest that can be used as learning resource for plant ecology instruction at the university.

From the above data, there is so many species and family of flora that grow in Sibolangit recreation forest. Therefore, it means, the role or potency of that forest as learning resource for plant ecology instruction can be confirmed. Actually, this potency can also be used for higher plant taxonomy instruction. By using this recreation forest as learning resource or media, verbalism can be lost from plat ecology instruction and other science of biology branches (Sadiman et al., 2007). It means too, the quality of plant ecology instruction as a science can be increased both in process and product (Dunkin & Biddle, 1974). Hence, the purpose of plant ecology learning, namely to understand the real life process in environment can be reached, too (Sjarmidi & Rustaman, 1995). Improvement of plant ecology instruction both in process and product have implication on graduation quality, mainly on graduation who will work as teacher in the future. Furthermore, this matter has direct effect on student quality as the future generation of the nation.

Plant ecology instruction by using the potency of Sibolangit recreation forest can give direct learning experience and real for students. This matter can also give more learning experience retention for students as according to Edgar Dale (Sadiman et al. 2007). In this case, percent of retention according to Edgar Dale through out his cone experience is 10% from what we read, 20% from what we hear, 30% from what we see, 50% from what we both see and hear, 70% from what we say and 90% from what we both do and say and 95% what we teach others. In Sibolangit recreation forest can be found the plant that has giant flower, namely Amorphophallus titanicum Becc. This plant has specific character. The height of its flower can reach circa 210 cm at the blossom times. The distribution of this plant is restrictive and grows only in Sumatera. Therefore, many peoples want to search that plant for seeing.
Some animals that can also be found in Sibolangit recreation forest that can be used as learning resource for biology instruction. They are mouse deer (Tragalus sp), Owa (Hylobates moloch), Siamang (Hylobates sindactilus) and Owl (Tito spp.).

Dr. Binari Manurung, M.Si
Dosen Jurusan Biologi FMIPA Universitas Negeri Medan,
Dosen Program Pascasarjana Unimed

Proceeding of International Seminar Paper“Resource Based Instruction”
Department of Educational Technology Postgraduate Studies, The State University of Medan Cooperation with
Ikatan Profesi Teknologi Pendidikan Indonesia (IPTPI) North Sumatra

Lomba Robot Nasional IRO 2009

Perhelatan tahunan Robot Lego yang di-sponsori Lego Education : Indonesian Robotic Olympiad 2009, akan digelar di bulan Agustus 2009, tepatnya 8-9 Agustus 2009. Pendaftaran 1 April – 27 Juni 2009. Biaya pendaftaran per peserta Rp. 300.000,- (sebelum 31 Mei 2009) dan Rp. 400.000,- (setelah 31 Mei 2009). Biaya sudah termasuk menginap 1 (satu) malam termasuk breakfast di Grand Tropic Hotel @ 4 orang per apartemen – check in 8 Agustus 2009, dan transportasi hotel – tempat pertandingan.

Berikut adalah kategori yang dipertandingkan berikut dengan batasan usia masing-masing.

* Elementary (lahir 1 Januari 1997 atau lebih muda)
* Junior High (lahir antara 1 Januari 1994 – 31 Desember 1996)
* Senior High (lahir antara 1 Januari 1990 – 31 Desember 1993)

Kategori lainnya: Tug of War dan Open Category, akan disampaikan menyusul.

Masing-masing tim terdiri dari 2 atau 3 orang peserta dengan 1 orang coach.

Perangkat menggunakan Lego Mindstorms RCX atau Lego Mindstorms NXT Education, dengan pemrograman menggunakan RoboLab atau NXT-G. Masing-masing tim harus membawa perangkat serta laptop sendiri.

Ukuran robot adalah 250 x 250 x 250 mm. Setelah start, ukuran robot tidak dibatasi. Robot harus bergerak secara otomatis dari titik start menuju titik finish dalam waktu yang telah ditentukan.

Perakitan, pemrograman dan kompetisi berlangsung selama 150 menit. Setiap tim mendapat kesempatan 20 slot pencatatan point. Point final adalah point terakhir (walaupun bukan yang terbaik).

Untuk informasi lebih lanjut mengenai IRO 2009, pendaftaran kolektif serta pelatihan untuk mengikutinya, silahkan menghubungi kami:

NEXT SYSTEM
Robotics Learning Center
ITC Kosambi F2
Jl. Baranang Siang 6-8
Bandung 40112
Tel. (022) 4222062, 70775874
Email: info@nextsys.web.id

THE EFFECT OF INSTRUCTIONAL APPROACHES AND LEARNING STYLES ON ENGLISH SPEAKING SKILLS

When teaching students of the English Education Department, the Faculty of Tarbiyah and Teachers Training State Islamic University Syarif Hidayatullah Jakarta, the researcher observed that their mastery of English speaking skill as one of their compulsory expertise subjects required is still low. A great number of students used Indonesian. Although they spoke English, there were still many mistakes in accent, vocabulary, structure, comprehension, and fluency. This low mastery of the students’ English speaking skills can also be proven by the fact that the average scores is still below 80.
Therea are many factors that can cause the students’ low mastery of English speaking skills including learning materials, facilities, instructional strategy, the students themselves, among others. The instructional strategy used today, especially in English speaking instruction, does not enable students to achieve the expected learning outcomes. The selection of materials, media, evaluation, and particularly instructional approach do not meet the students’ needs. Instructional approaches in English speaking skills applied today still emphasize the academic grade and intellectual intelligence. This causes learning to be viewed as a burden and not as a need. Those instructional approaches are not able to respond to the problems, needs, and challenges of the 21st century.

To solve the problems, an accelerated learning approach is assumed to enable one to face learning challenges in the global era. Since, the accelerated learning approach does not only emphasize certain intelligence but multiple intelligences of the students. In addition to instructional approaches, there are many other factors that affect English speaking skills: age, talent, attitude, motivation, personality, cognitive styles, including learning styles. The students’ learning styles strongly influence their English speaking skills since learning information in accordance with the learning styles, the students’ English speaking skills will improve.
Different learning styles can cause receiving, managing, processing of information and determine how much information the students obtain. Moreover, they influence the capacity of producing the information in the form of English speaking skills. Students have various learning styles such as visual and auditory among others. These two learning styles are regarded to affect language, in particular, English speaking skills. Visual learning style follows the way the visual parts of the brain works which tends to think holistically, integratively, emotionally, and intuitively. This style has the following characteristics: learning by observing, sequencing information in detail, a preference for jotting down what the lecturer says, preferring silence, and tending to be more independent.
The auditory learning style follows the way the auditory part of the brain works which tends to think analytically, verbally, linearly, and in detail. A person with this style has the following characteristics: prefers sounds, prefers the dim light, prefers informal design, uncontinuous to do an activity, and prefers learning with peers. Based on the above description, it is necessary to conduct a research dealing with English speaking skills correlated to instructional approaches (accelerated learning approach as opposed to traditional learning approach) and learning styles (visual and auditory) as the independent variables at English Department of Education, Faculty of Tarbiyah and Teacher Training, State Islamic University Syarif Hidayatullah Jakarta.
In line with the background above, the research problem can be stated as follows: (1) As a whole, is there any difference in the English speaking skills of the students who learn by the accelerated learning approach and those students who learn by the traditional approach? (2) For students having visual learning style, is there any difference in the English speaking skills of the students who learn by the accelerated learning approach and those students who learn by the traditional approach? (3) For students having auditory learning style, is there any difference in the English speaking skills of the students who learn by the accelerated learning approach and those students who learn by the traditional approach? (4) Is there any effect of interaction between instructional approaches and the students’ learning styles on their English speaking skills?

Dr. Didik Santoso, M.Pd
Dosen Intitut Agama Islam Negeri (IAIN) Sumatera Utara

Proceeding of International Seminar Paper“Resource Based Instruction”
Department of Educational Technology Postgraduate Studies, The State University of Medan Cooperation with
Ikatan Profesi Teknologi Pendidikan Indonesia (IPTPI) North Sumatra

THE ROLE OF THE COMMUNITY IN THE DEVELOPMENT OF EDUCATION IN INDONESIA

Abstract

School committee involved in planning, implementing and monitoring the school program. School finances transparent and open. Parents support directly the children’s education. Cluster based system of teacher professional development operate adequately and is it made use of by the teachers. Classroom environment interesting and child friendly. The students’ activities varied, practical and do they use the physical and social environment. The students given the opportunity to develop their social skills.

Keyword : Community, Education