Isro Royhanna, Rafiqah Alya, Gusmaneli Gusmaneli

Analisis Penyusunan Rencana Pelaksanaan Pembelajaran dalam Kurikulum 2013

Introduction

Analisis penyusunan rencana pelaksanaan pembelajaran dalam kurikulum 2013. Analisis & evaluasi kualitas Rencana Pelaksanaan Pembelajaran (RPP) guru dalam Kurikulum 2013. Mengidentifikasi kekurangan asesmen otentik dan pendekatan ilmiah. Rekomendasi pelatihan kompetensi guru.

Abstract

Making lesson plans (RPPs) is an essential part of implementing the 2013 curriculum because it gives instructors a practical guidance for carrying out the learning process, which is focused on developing students' character and taking a scientific approach. The purpose of this study is to evaluate the appropriateness and quality of the RPP that instructors created in relation to the 2013 Curriculum. The RPP was created by teachers in several elementary and high schools using a document study approach and a descriptive qualitative research methodology. According to Permendikbud Number 14 of 2019, the majority of RPPs have incorporated the required elements, including subject identity, core and basic competencies, learning objectives, learning materials, methods, media, learning resources, learning steps, and assessment. Authentic evaluation, literacy integration, and the application of a thorough scientific approach were nevertheless determined to have shortcomings and were not yet at their best. These results show that in order to increase the quality of learning planning in accordance with the 2013 Curriculum's tenets, teachers' capability must be strengthened through ongoing training and professional development.

Review

This study, "Analisis Penyusunan Rencana Pelaksanaan Pembelajaran dalam Kurikulum 2013," addresses a highly pertinent topic in Indonesian education: the quality and implementation of lesson plans (RPPs) within the framework of the 2013 Curriculum. The abstract highlights the critical role of RPPs in guiding instructors, fostering character development, and promoting a scientific approach to learning, underscoring the practical significance of this research. The primary objective was to evaluate the appropriateness and quality of RPPs developed by elementary and high school teachers, employing a descriptive qualitative methodology through a document study. The findings indicate that while most RPPs incorporated the required foundational elements, there were identified shortcomings in key pedagogical areas. The research reveals that the majority of RPPs successfully integrated the structural components mandated by Permendikbud Number 14 of 2019, including subject identity, core and basic competencies, learning objectives, materials, methods, media, resources, learning steps, and assessment. This suggests a foundational understanding among teachers regarding the basic architecture of lesson planning. However, the study critically identifies significant deficiencies in the application of authentic evaluation, the effective integration of literacy, and the consistent implementation of a thorough scientific approach. These elements are crucial for realizing the deeper pedagogical goals of the 2013 Curriculum, suggesting a gap between the structural compliance and the full embodiment of the curriculum's innovative strategies. The insights gleaned from this analysis are valuable, pointing directly to areas where teacher capacity building is urgently needed. The identified shortcomings in authentic evaluation, literacy integration, and the scientific approach indicate a gap between policy expectations and practical implementation in the classroom. Consequently, the study's recommendation for strengthening teachers' capabilities through ongoing training and professional development is highly pertinent. Such initiatives are essential not only to ensure full compliance with curriculum mandates but, more importantly, to elevate the overall quality of learning planning, thereby fostering a more effective and engaging educational experience for students in accordance with the progressive tenets of the 2013 Curriculum.

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