Modul KK B bagi Guru Pembelajar Mata pelajaran Fisika SMA

https://firmanlaurensius.wordpress.com/2016/05/30/modul-kk-b-pedagogi-teori-belajar-dan-implementasinya-dalam-pembelajar-ipa/

Silahkan

Pedoman Umum Guru Pembelajar (draft) bagi Peserta

PENGENALAN PROGRAM GURU PEMBELAJAR dari Ballroom Ciputra Jakarta

Dari Ballroom Ciputra Jakarta, Sabtu 21 Mei 2016 Secara resmi Menteri Pendidikan dan Kebudayaan membuka acara Pengenalan Program Guru Pembelajar. saya selaku peserta Nara Sumber Nasional mengikuti acara ini dari Neo + Jogjakarta melalui teleconference. Mengutip apa yang saya baca di Kata pengantar, Profesi guru harus dihargai dan dikembangkan sebagai profesi yang bermartabat sebagaimana diamanatkan UU No.14 Tahun 2005 tentang Guru dan Dosen.Guru yang profesional wajib melakukan pengembangan keprofesian berkelanjutan. Salah satu caranya adalah melalui Program Guru Pembelajar. Guru Pembelajar adalah guru yang ideal yang terus belajar dan mengembangkan diri atau upgrade di setiap saat dan dimanapun. Hanya dari guru yang terus belajar dan berkarya akan muncul generasi pembelajar sepanjang hayat yang terus menerus berkontribusi pada masyarakat dan lingkunagannya. Untuk melaksanakan program Guru Pembelajar telah dikembangkan tiga moda, yakni Tatap muka, Daring dan Kombinasi. Hasil yang ingin diharapkan dari pelaksanaan kegiatan pelatihan Narasumber Nasional Guru Pembelajar adalah: Paradigma yang sama dalam menyukseskan Program Guru Pembelajar dan Strategi yang sama dalam memfasilitasi GP agar tercipta proses belajar mengajar yang interaktif dan inspiratif sehingga guru mau melaksanakan peningkatan kompetensi secara mandiri. Peserta kegiatan Pelatihan Narasumber Nasional Guru Pembelajar adalah NS yang berasal dari Tim Pengembang Modul, Dosen, Widyaiswara dan guru yang representatif. Adapun materi yang akan dibahas adalah: 1. Overview Program peneingkatan Kompetensi Guru Pembelajar 2. Literasi TIK pendukung pembelajaran Daring 3. Pendekatan Andragogi 4. Kajian dan simulasi penggunaan modul peningkatan kompetensi guru pembelajar yang meliputu: Fitur-fitur Moodle, Materi Pedagogik, Materi Profesional dan Simulasi Pembelajaran Moda Daring 5. Pengembangan butir soal harapan saya dalam pelatihan ini semoga berhasil dengan pengetahuan yang mumpuni sehingga mampu memfasilitasi Guru Pembelajar dengan baik. berikut ini adalah link untuk melihat Pedoman Umum Guru Pembelajar bagi peserta, meskipun dalam bentuk draft, diharapkan bisa membantu. selamat membaca

Pelatihan Narasumber Nasional-Guru Pembelajar

https://firmanlaurensius.wordpress.com/2016/05/19/pelatihan-narasumber-nasional-guru-pembelajar/

20 Siswa Peraih Nilai UN SMA Tertinggi di Indonesia

Baca dari Pojoksatu.id tentang hasil nilai UN SMA 2016 BERIKUT BERITA LENGKAPNYA: POJOKSATU.id, JAKARTA – Hasil ujian nasional berbasis komputer (UNBK) SMA, SMK, dan MA telah diumumkan. Siapa peraih nilai UN SMA tertinggi di Indonesia? Di Bali, nilai UN SMA tertinggi untuk program IPA diraih oleh Maria Septiana Parmonang Aroean, siswi SMAN 4 Denpasar dengan nilai 564,5. Peraih nilai UN SMA tertinggi kedua adalah Ni Putu Ika Regina Maharani yang juga dari SMAN 4 Denpasar (560,5). Kemudian di posisi ketiga ditempati I Made Dwi Mertadiyasa dari SMAN 1 Gianyar (559,5). Sementara siswa peraih jumlah nilai tertinggi UN SMA untuk program IPS yakni Kadek Sanjaya dari SMAN Bali Mandara (524,0), Ni Nyoman Ari Tati Ratnasari dari SMAN 4 Denpasar (517,0) dan Nanda Amedina Putri (SMAN 4 Denpasar (513,5). Di Surabaya, peraih nilai UNBK SMA tertinggi untuk program IPA yakni Sekar Wangi dari SMAN 5 Surabaya dengan nilai rata-rata 91,33. Peraih nilai UNBK SMA tertinggi untuk program IPS adalah Selly Kurniawati dari SMAN 2 Surabaya, dengan nilai rata-ratanya 87,75. Sedangkan untuk jurusan Bahasa diraih oleh siswa SMA Katolik Santa Agnes, Albertus Raymond Gunardi dengan nilai 82,42. “Berdasarkan rata-rata, sekolah yang meraih nilai tertinggi jurusan IPA adalah SMAN 5 dengan nilai rata-rata 79,68, dan SMAN 15 meraih peringkat tertinggi jurusan IPS dengan nilai 77,87,” ujar Kepala Dinas Pendidikan Kota Surabaya, Ikhsan. Di Lampung, peraih nilai UN SMA tertinggi untuk program IPA yakni Wiranty Prayoga Ningmandiri, siswi SMA Negeri 2 Bandar Lampung. Sedangkan nilai UNBK SMA tertinggi untuk jurusan IPS diraih oleh siswa SMA Alkautsar, Silviana Nastiti Putri. Sementara nilai tertinggi UNBK SMK diraih Suldi, siswa SMK Negeri 1 Pagar Dewa, Lampung Barat. Di Kota Bekasi, hasil kelulusan UN SMA diumumkan Sabtu (7/5/2016) hari ini. Kepala Dinas Pendikan Kota Bekasi Rudi Sabarudin menjelaskan, pihaknya telah menerima hasil UN pada Kamis (5/5/2016). Hasilnya, kini diserahkan kepada masing-masing sekolah untuk kemudian diakumulasikan dengan nilai Ujian Sekolah (US) untuk mendapatkan hasil akhir kelulusan siswa, Jumat (6/5/2016). Adapun hasil UN Tertinggi IPA diraih oleh siswa SMK Kristen Penabur Summarecon, Sebastian Dumohar Jeremiah Sihombing dengan nilai Bahasa Indonesia 92.0, Bahasa Inggris 86.0, Matematika 92.5, Fisika 95.0, Kimia 95.0, Biologi 92.5 total nilai 553.0. Selanjutnya untuk UN Tertinggi IPS diraih oleh siswa SMAN 1 Kota Bekasi, Muhammad Naufal Bagoes Ramadhani dengan nilai Bahasa Indonesia 86.0, Bahasa Inggris 94.0, Matematika 97.5, Ekonomi 92.5, Sosiologi 78.0, Geografi 88.0 total nilai 536.0. Sedangkan tingkat SMK peraihan UN tertinggi oleh siswa SMK Strada Budi Luhur, Yonathan dengan hasil nilai Bahasa Indonesia 94.0, Bahasa Inggris 90.0, Matematika 92.5, Kompetensi 91.0. “Untuk hasil kelulusan akan diumumkan 7 Mei, yakni dari hasil nilai ujian sekolah digabungkan dengan nilai UN. Jadi hasil UN ini saya ingatkan lagi, bukan hasil kelulusan,” tandas Rudi.

Jasad Astronot yang tewas di luar angkasa

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National Education Day: Inspiration from the Classroom ST SULARTO

National Education Day: Inspiration from the Classroom ST SULARTO May 2, 2016 09:08 GMT+7 Ikon komentar 0 comment(s) Observing May 2, the birthday of Ki Hadjar Dewantara (1889-1959) an influential education figure and the first Indonesian education minister, as National Education Day means treading in his revolutionary footsteps. Students sell homemade snacks to their fellows at state vocational school SMK Negeri 2 Salatiga in Central Java on Friday (29/4/2016). This routine activity helps raise money for their families and trains them in self-reliance. Kompas/FERGANATA INDRA RIATMOKOStudents sell homemade snacks to their fellows at state vocational school SMK Negeri 2 Salatiga in Central Java on Friday (29/4/2016). This routine activity helps raise money for their families and trains them in self-reliance. With the Tamansiswa Institute, the institutional education he established on July 22, 1922, he created a vehicle to gain independence. It was revolutionary and anti-colonial. Among the many educational institutions established before Indonesia's independence, the Tamansiswa Institute in Yogyakarta was the most prominent. Unfortunately, the name of Ki Hadjar Dewantara has begun to disappear. According to research recently conducted by Ki Tato Darmanto, the chairman of the Tamansiswa Family, of 100 respondents in high schools (SMA) and vocational schools (SMK) only 40 percent knew about Ki Hadjar Dewantara. Of the 40 percent who claimed to know of him, only 10 percent understood about his thoughts. In conclusion, of the 100 respondents, only four people knew about the thoughts of Ki Hadjar Dewantara. Culture and Education Minister Anies Baswedan says that Ki Hadjar established his educational system a century ago, long before the Finnish educational praxis that we always refer to and admire. In addition to Tamansiswa, the other two educational institutions that stand out are Kweekschool (teaching school) Tanobato, North Sumatra, with its leader Willem Iskander (1840-1876), and the National Institute of Syafei (INS) Kayutanam, West Sumatra, with its leader Engku Mohammad Syafei (1893-1969). The three institutions, with their own characters and magnitude, developed the idea of nationality and the right to independence. Therefore, these three schools were described by historian Anhar Gonggong as the ethnical embryo of nationalism that later developed into nationalism. Willem Iskander put forward the ideas of human rights (free from colonialism) and the equal rights between women and men, as well as the abolition of slavery. He was the first to promote the strategic role of the teacher, according to Basyral Harahap - researcher and author of more than 20 books about Willem Iskander. Kweekschool Tanobato was different from the three other teaching schools in the same era, which were located in Bukittinggi, Surakarta, and Bandung. When Ki Hadjar established Tamansiswa - enriched through regular meetings of the Selasa Kliwon Group, its purpose was clear: the antithesis of the Dutch educational praxis, and a spirit of independence as a nation striving for freedom. The attitude and principles were seen in the fight against illegal school ordinances, the efforts made by the invaders to control private schools, which was enacted on October 1, 1932. Identical Ki Hadjar entered the field of education as an accumulation of the struggle to be free from colonization. Education was part of the activities he carried out in addition to journalism and politics. Engku Syafei, from the beginning, had determined and selected the field of education as an important means in fighting for independence. With regard to methods, Tamansiswa, Kweekschool Tanobato and INS Kayutanam were identical. All three put forward education and teaching as part of the process of self-reliance and independence. Willem's educational system was perhaps not as complete as those developed by Ki Hadjar and Engku Syafei. During the era of Willem Iskander, the educational praxis promoted by Kreschensteiner, Montessori, Rabindanath Tagore (which greatly influenced Engku Syafei and Ki Hadjar) did not exist. This education praxis emerged only in the late 19th century and early 20th century. Unlike Willem, who explicitly used prose and poetry as a means to inspire nationalism and independence, Ki Hadjar utilized political parties and journalistic activities in addition to education. Engku Syafei focused on development work as the main asset in promoting the inspiration for freedom, as the rights of the colonized people. The main points were that independence, freedom and dignity were found in their educational ideas, even as a new stream of educational theories. Engku Syafei was known for his idea of the soul, muscle, and hands as the main tools for independence. Daoed Joesoef included education as part of the culture. Driyarkara, meanwhile, called it humanization. Among the three important figures inspiring independence through educational institutions (without excluding the other institutions), with deep thought and combining the new streams of education with the local culture (Java), HAR Tilaar placed Ki Hadjar Dewantara in the same position as Paulo Freire (1921-1997), writer and educational philosopher in his great book Pedagogy of the Oppressed (published in 1969), which was three years later followed by his book, Pedagogy of Hope.