Analysis of some aspects that need to be done to study the description of the need to be developed in a learning application in the form of RPP based on HOTS that suits the needs of students, curriculum, and also the field. The analysis of the needs of the preparation of HOTS-based tools discusses curriculum analysis, student analysis, and analysis of field considerations. Seeing the conditions that have been described, it is deemed necessary to further improve the analysis of HOTS-based device installation needs in K13. The initial conditions in the field indicate that learning activities in the RPP are only cooperative learning and group discussions or class discussions, learning activities are less varied. Where the learning kit announces HOTS (Higher Level Thinking Skills) asking for learning activities in it to be synonymous with cognitive level 3 learning activities, namely at C4 - C6.
The tools used by the teacher have not yet reached the level of HOTS (Higher of Order Thinking Skills) thinking ability as evidenced from the learning objectives in the RPP that are made only at the level 1 level (C1 - C2). Related is also related to learning tools. However, the lack of students' understanding of learning materials.The implementation of learning in SD Muhammadiyah 5 Batu is still new in implementing the 2013 curriculum. Romansyah berharap RPP PAI SD Kurikulum 2013 Semester 1 Lengkap bisa menjadi referensi terbaik dan benar sesuai dengan kebijakan terbaru KEMDIKBUD maupun KEMENAG.Dengan demikian semua kebutuhan anda terkait K13 SD Kelas 1, K13 SD Kelas 2, K13 SD Kelas 3, K13 SD Kelas 4, K13 SD Kelas 5, K13 SD Kelas 6, RPP K13 SD Revisi, RPP PAI K13 dapat terpenuhi serta mengakhiri pencarian di google, sebagai. The implementation of the 2013 curriculum in the IVA class has the support of the IVA class teachers who have followed the 2013 curriculum rollout, the government that helps with teacher and student handbooks, schools that provide Information Technology and Technology facilities. RPP in the compilation of teachers is in accordance with the concept of Curriculum 2013.īased on the research results can be concluded that the implementation of the 2013 curriculum in the IVA class has been done well. The results showed that the teacher steps in preparing the RPP is choosing the theme, reviewing the teacher's book, reviewing the syllabus, then preparing the RPP. Technique examination of data validity use triangulation. The data collected are data on the implementation of the 2013 curriculum that includes the activities of planning, implementation, and assessment of learning based on the Curriculum 2013 and the data is presented in the form of words.ĭata analysis through data reduction, data presentation, and conclusion. Data obtained as a reference in describing the implementation of the 2013 curriculum is obtained based on the results of observation, interviews, and documentation, with the researchers themselves as a key instrument. This research uses descriptive qualitative research type because the researcher wanted to describe a phenomenon in accordance with the actual situation experienced by the research subject, in this study the researcher wanted to describe how the implementation of Curriculum 2013 in one elementary school 112 State, in accordance with the actual situation experienced by the research subject. This study aims to describe learning planning, implementation of learning, assessment of learning that teachers meet in the implementation of Curriculum 2013 in class IV SDN 112 / I Perumnas.
In 2014, the 2013 curriculum has been implemented in Class I, II, IV, and V.
The 2013 curriculum enters its testing period in 2013 by turning some schools into experimental schools. Keywords: Implementation of Curriculum 2013Ĭurriculum 2013 is a curriculum still applied by the government to replace the Education Unit Level Curriculum (KTSP) which has been valid for approximately 6 years. “Implementasi kurikulum 2013 di Kelas IV SDN 112/I Perumnas”.
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