Syllabus RPP Development Phase Develop

Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015 ISBN: 978-602-74204-0-3 Natural Science Education Page 648

3.4.2. Development Phase Develop

At this stage of development activities through the Validation Expert Expert Validity. Validation of the expert who carried out the validation includes the content of all components of the learning tools developed at the design stage. Comments and suggestions from the experts used to supplement and menyempurkan draft I thus obtained draft II is ready to be tested in SMP Negeri I Kwandang North Gorontalo Regency Gorontalo province. The components that are validated syllabus, Learning Implementation Plan RPP, teaching materials and achievement test. Revised parts of the learning device is as follows:

3.4.2.1. Syllabus

Syllabus is on a learning plan and or groups of subjects certain themes that include core competencies, basic competencies, subject matter, learning activities, indicators of achievement of competencies, allocation of time and learning resources developed by each educational unit. Syllabus is then translated into Learning Implementation Plan RPP. The revised section on the syllabus as follows: a. On learning activities must include in clear steps syntax of the learning model used. b. In the indicator, include things that are clearly measurable.

3.4.2.2. RPP

Lesson plan is a reference for teachers in conducting teaching and learning activities, which consists of preliminary activities, core activities and cover activities Appendix 2. Lesson plan developed in this study consists of three for three meetings, namely the meeting of 1 one allocation time of 80 minutes, perteman two 2 80 minutes and the meeting of 3 three 40 minutes. The allocation of this time based on the time allocation of school as research objects. The parts that were revised in Pelaksanaann Plan RPP as follows: a. At each Learning Implementation Plan RPP, learning objectives should load the audience, behavior, condition and degree, so that what is expected by the teacher are clearly delineated, will further facilitate the achievement test preparation. b. Assessment on Learning Implementation Plan RPP is unclear, especially for measuring the performance of learners. Remarks very like, good, average, good and should not be given descriptors or scoring rubric, so clear in their assessments. c. In the learning materials, materials related to learning are described in more detail. d. In the learning model used syntax must be clarified. e. At apersepsi, if you want to give the question, the question must be written in the Learning Implementation Plan RPP. If apersepsinya form of the phenomenon, it must be written clearly this phenomenon and through any media delivered.

3.4.2.3. Instructional Materials