Ngindhakaken bobot kridhaning guru
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Transcript of Ngindhakaken bobot kridhaning guru
![Page 1: Ngindhakaken bobot kridhaning guru](https://reader030.fdokumen.com/reader030/viewer/2022012315/5592132e1a28abfd628b4615/html5/thumbnails/1.jpg)
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NGINDHAKAKEN BOBOT KRIDHANING GURU BASA JAWI
SAWUKIR
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STANDAR ISI
Materi MinimalMinimal lan
Tingkat Kompetensi MinimalMinimal, kangge Nggayuh Kompetensi
Lulusan MinimalMinimal
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CAKUPAN STANDAR ISI
Kerangka Dasar Kurikulum
Struktur Kurikulum
Beban BelajarKurikulum Tingkat Satuan Pendidikan
Kalender Pendidikan
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KELOMPOK MAPEL MULOK
kelompok mata pelajaran ilmu pengetahuan lan teknologi => kangge ngasilaken kompetensi dasar ilmu pengetahuan lan teknologi sarta mbudayakaken mikir ilmiah sacara kritis, kreatif lan mandiri
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PRINSIP PENGEMBANGAN KURIKULUM
1. Munjer ing potensi, mekaripun, kabetahan, lan kapentingan siswa lan sakupengipun
2. Maneka warna lan manunggal
3. Tanggap dhateng mekaring ilmu pengetahuan, teknologi, lan seni
4. Laras kaliyan kabetahaning gesang
5. Ngabehi lan sambung –sinambung
6. Sinau sadanguning gesang
7. Satimbang antawis kapentingan nasiyonal lan kepentingan dhaerah
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Prinsip Pelaksanaan Kurikulum
1. siswa kedah angsal ladosan pendidikan ingkang gadhah bobot, sarta angsal kalodhangan kangge mengekspresi dhiri kanthi bebas, dinamis, lan ngremenaken.
2. njejegaken gangsal pilar
3. siswa amrih angsal ladosan ingkang asipat perbaikan, pengayaan , lan percepatan
4. swasana sesambetan siswa lan guru sami-sami anampi lan ngaosi, rumaket, tinarbuka
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Sambetipun
5. ngginakaken multistrategi lan multimedia, sumber sinau lan teknologi ingkang nyekapi, lan mumpangataken papan sakupengipun sumber sinau,
6. mumpangataken kawontenan alam, sosiyal, lan budaya sarta kasugihaning dhaerah
7. katindakaken ing salebeting pangimbang, panggepok senggol, lan sambeting lampah ingkang jumbuh lan nyekapi antawis kelas lan jinis sarta tataran pendidikan
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STRUKTUR KURIKULUM
1. Lebeting momotan kurikulum kaemot ing kompetensi ingkang kedah dipunkuwaosi siswa kanthi beban belajar ingkang kaserta ing struktur kurikulum
2. Mujudaken pola lan susunan mata pelajaran ingkang kedah kalampahan siswa ing kridha pasinaon.
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Sambetipun
3. Kompetensi dumados saking Standar Kompetensi (SK) lan Kompetensi dasar (KD) ingkang kamekaraken adhedhasar Standar Kompetensi Lulusan (SKL)
4. Muatan Lokal lan Pengembangan Diri mujudaken perangan integral saking struktur kurikulum sekolah
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Struktur Kurikulum SMP
MATA PELAJARAN
KELAS /ALOKASI WAKTU
VII VIII IX
B. Muatan Lokal
2 2 2
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BEBAN BELAJAR
Beban belajar tegesipun wekdal ingkang kabetahaken siswa kangge ndherek kridha pasinaon kanthi sistem:- Kridha Pepnggihan (KP)- Penugasan Terstruktur (PT)- Kegiatan Mandiri Tidak Terstruktur (KMTT)
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KP, PT, KMTT
Kridha pepanggihan (KP) menika kridha pasinaon ingkang arupi proses interaksi kaliyan guru.
Penugasan terstruktur (PT) inggih menika kridha pasinaon ingkang arupi panyinaon malih tumrap materi pasinaon dening siswa ingkang dipunrancang guru kangge nggayuh standar kompetensi. Wekdal panggayuhipun katemtokaken dening guru
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Sambetipun
Kridha mandiri tidak terstruktur (KMTT) inggih menika kridha pasinaon ingkang arupi panyinaon materi pasinaon dening siswa ingkang karancang guru kangge nggayuh standar kompetensi. Wekdal pangrampungipun kaatur dening siswa
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Sekolah nggelar program pendidikan
kanthi SISTEM PAKET utawi SKS
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SISTEM PAKET
Sistem panggelaring program pendidikan ingkang siswanipun kawajibaken ndherek sedaya mapel ingkang sampun katetepaken kangge saben tataran kelas, jumbuh kaliyan struktur ingkang lumampah ing satuan pendidikan kasebat.
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SISTEM SKS
Sistem Kredit Semester (SKS) inggih menika sistem panggelaring program pendidikan ingkang siswanipun nemtokaken piyambak beban belajar lan mapel ingkang dipundhereki saben semester.
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KRIDHA PANGREMBAKANING DHIRI
• Boten kalebet beban belajar amargi subsatnsi kapilih piyambak dening siswa laras kaliyan kabetahan, minat, lan bakat.
• Kajatah wekdal ekuivalen 2 (kalih) jam pelajaran.
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BEBAN BELAJAR KRIDHA PEPANGGIHAN SISTEM PAKET
Satuan Pendidi
kanKelas
Satu jam
pemb. tatap muka
(menit)
Jumlah jam
pemb. Per
minggu
Minggu Efektif
per tahun ajaran
Waktu pembela
jaran per
tahun
Jumlah jam per tahun (@60
menit)
/MTs/ SMPLB
*)s.d. IX 40 32 34-38
1088 - 1216 jam pembelaj
aran
(43520 - 48640
menit)
725-811
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KURIKULUM TINGKAT SATUAN PENDIDIKAN
1. Kurikulum operasional ingkang karakit dening saben satuan pendidikan
2. Sekolah lan Kepala Sekolah mekaraken KTSP lan silabus adhedhasar :• Kerangka dasar kurikulum, lan• Standar kompetensi
• Ing sangandhaping koordinasi lan supervisi Dinas Pendidikan Kabupaten/Kota dan atau Provinsi.
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KALENDER PENDIDIKAN
• Kalender pendidikan Iinggih menika pangaturig wekdal kridha pasinaon siswa dangunipun sataun ajaran.
• Kalender pendidikan nyakup wiwitan taun ajaran, minggu efektif sinau, lan dinten prei.
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KALENDER PENDIDIKAN
No Kegiatan Alokasi Waktu
Keterangan
1 Minggu efektif belajar
Minimum 34 minggu dan maksimum 38 minggu
Digunakan untuk kegiatan pembelajaran efektif pada setiap satuan pendidikan
2 Jeda tengah semester
Maksimum 2 minggu
Satu minggu setiap semester
3 Jeda antarsemester
Maksimum 2 minggu
Antara semester I dan II
4 Libur akhir tahun pelajaran
Maksimum 3 minggu
Digunakan untuk penyiapan kegiatan dan administrasi akhir dan awal tahun pelajaran
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KALENDER PENDIDIKAN
No Kegiatan Alokasi Waktu
Keterangan
5 Hari libur keagamaan
2 – 4 minggu
Daerah khusus yang memerlukan libur keagamaan lebih panjang dapat mengaturnya sendiri tanpa mengurangi jumlah minggu efektif belajar dan waktu pembelajaran efektif
6 Hari libur umum/nasional
Maksimum 2 minggu
Disesuaikan dengan Peraturan Pemerintah
7 Hari libur khusus
Maksimum 1 minggu
Untuk satuan pendidikan sesuai dengan ciri kekhususan masing-masing
8 Kegiatan khusus sekolah/madrasah
Maksimum 3 minggu
Digunakan untuk kegiatan yang diprogramkan secara khusus oleh sekolah/madrasah tanpa mengurangi jumlah minggu efektif belajar dan waktu pembelajaran efektif
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STANDAR PROSES
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PURWAKA
1. PrinsipPendidikan kagelar minangka proses
pambudayan lan ndayakaken siswa ingkang lumampah sadanguning gesang.
2. ImplikasiEwahaing paradigma proses pendidikan,
inggih menika saking paradigma pengajaran dhateng paradigma pembelajaran.
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sambetipun
3. Pembelajaran Proses interaksi siswa kaliyan guru lan
sumber belajar ing satunggaling swasana sinau.
Pasinaon saben satuan pendidikan dasar lan menengah kedah interaktif, inspiratif, ngremenaken, nantang, lan nuwuhaken krenteging siswa kangge ndherek aktif, sarta asung kalodhangan tumrap prakarsa, kreativitas, lan kamandhiren laras kaliyan bakat, minat, lan mekaring jiwa raga siswa.
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STANDAR PROSES
• standar nasional pendidikan ingkang magepokan kaliyan lumampahing pasinaon ing satuan pendidikan kangge nggayuh kompetensi lulusan.
• Isi kriteria minimal lampah pasinaon ing satuan pendidikan dasar lan menengah ing saindhenging nusantara
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sambetipun
Lumampah kangge tataran pendidikan dasar lan menengah ing jalur formal, tumrap sistem paket menapa dene SKS
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CAKUPAN STANDAR PROSES
I. Pangrancang lampah pasinaonII.Lumaksananing lampah
pasinaonIII.Pambiji asiling pasinaonIV.Pangawasan proses pembelajaran
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I. PANGRANCANG LAMPAH PASINAON
A.Silabus B.Rencana
Pelaksanaan Pembelajaran (RPP)
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A. SILABUS
Minangka landhesan mekaraken RPP Ngemot identitas mata pelajaran,
SK, KD, materi pembelajaran, kegiatan pembelajaran, indikator pencapaian kompetensi, penilaian, alokasi waktu, dan sumber belajar.
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sambetipun
Kamekaraken dening satuan pendidikan adhedhasar Standar Isi (SI) lan Standar Kompetensi Lulusan (SKL), sarta pandom pangrakiting Kurikulum Tingkat Satuan Pendidikan (KTSP).
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sambetipun
Ing cak-cakanipun, pangrembakaking silabus saged katindakaken dening para guru sacara mandhiri utawi rombongan ing salebeting sekolah/ madrasah utawi pinten-pinten sekolah, kelompok Musyawarah Guru Mata Pelajaran (MGMP) utawi Pusat Kegiatan Guru (PKG) dan Dinas Pendidikan.
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PENGEMBANGAN SILABUS
Kangge SD lan SMP: karakit ing sangandhaping supervisi dinas kabupaten/kota ingkang tanggel jawab ing bidang pendidikan,
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B. RPP
Kaandharaken saking silabus kangge ngeneraken kridha sinau siswa ing salebeting ngudi nggayuh KD.
Saben guru wajib ngakit RPP jangkep lan runtutamrih pasinoan lumampah interaktif, inspiratif, ngremenaken, nantang, nyurung gregeting siswa kangge ndherek aktif, sarta asung kalodhangan tumrap prakarsa, kreativitas, lan kmandhiren jumbuh kaliyanbakat, minat, lan mekaring jiwa raga siswa.
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C. SARAT LUMAMPAHING PASINAON
Rombongan BelajarRombongan BelajarKathah-kathahipun siswa saben rombongan belajar inggih menika :
a. SD/MI : 28 siswab. SMP/MT : 32 siswac. SMA/MA : 32 siswaidik
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sambetipun
2. 2. Beban Kerja Minimal GuruBeban Kerja Minimal Guru
a. Beban kerja guru nyakup kridha baku) ngrancang pasinaon, (2) nindakaken pasinaon (3) mbiji asil pasinaon, (4) nuntun lan nggladhi siswa, sarta (5) nindakaken tugas tambahan;
b. Beban kerja saboten-botenipunadalah 24 (kawan likur) jam pepanggihan ing 1 (setunggal) minggu.
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3. BUKU TEKS PELAJARAN
a. Kapilih lumantar parepatan guru kanthi tetimbangan komite sekolah saking buku-buku ingkang katetepaken Gubernur.
b. Rasio kangge siswa inggih menika 1 : 1 saben mata pelajaran;
c. Sasanesipun buku teks pelajaran, guru ngginakaken buku panduan guru, buku pengayaan, buku referensi lan sumber sinau sanesipun;
d. Guru ngulinakaken siswa ngginakaken siswa buku-buku sanesipun ingkang wonten perpustakaan.
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4. PANGOLAHING KELAS
a. Guru mranata kursi jumbuh kaliyan karakteristik siswa lan mata pelajaran, searta aktivitas pasinaon ingkang badhe kalampahan.
b. Lirih soranipun lan intonasi swanten guru ing lampah pasinaon kedah kapireng siswa kanthi sae.
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sambetipun
c. Tetembunganing guru kedah santun lan dipunmangertosi siswa.
d. Guru nyalarasaken materi pasinaon kaliyan cepet rendhet sarta kasagedaning siswa.
e. Guru nuwuhaken ketertiban, kedisiplinan, kenyamanan, keselamatan, lan keputusan ing pranatan salebeting nggelar lampah pasinaon.
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sambetipun
f. guru paring penguatan lan umpan balik dhateng respons lan asiling sinau siswa sadanguning lampah pasinaon lumaksana.
g. Guru ngaosi pamanggihing siswa;
h. Guru ngagem busana ingkang sopan, resik,lan rapi
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sambetipun
i. Saben wiwitan semester, guru ngandharaken silabus mata pelajaran ingkang dipunayahi; lan
j. Guru miwiti lan mungkasi lampah pasinaon jumbuh kaliyan wekdal ingkang katemtokaken.
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B. LUMAKSANANING LAMPAH PASINAON
Mujudaken Mujudaken cak-cakan saking cak-cakan saking RPP, RPP,
nyakupnyakup
1. Kridha Purwaka
2. Kridha Inti
3. Kridha Panutup
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1. Kridha Purwaka
Nyawisaken siswa sacara jiwa lan raga tumut kridha pasinaon.
Ngajengaken pandangon ingkang nggepok senggolaken kawruh saderengipun kaliyan materi ingkang badhe dipunsinau.
Ngandharaken tujuan pasinaon utawi KD ingkang badhe kagayuh
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sambetipun
Ngandharaken cakupaning materi lan katrangan jlentehing kridha jumbuh kaliyan silabus.
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2. Kridha Inti
Mujudaken lampah pasinaon kangge nggayuh KD ingkang katindakaken sacara interaktif, inspiratif, ngremenaken,nantang, njurung gregeting siswa kangge ndherek aktif, sarta asung kalodhangan tumrap prakarsa, kreativitas, lan kemandhiren jumbuh kaliyan bakat, minat lan mekaring jiwa raganipun siswa.
Menggunakan metode yang disesuaikan dengan karakteristik peserta didik dan mata pelajaran, yang dapat meliputi proses eksplorasi, elaborasi, dan konfirmasi.
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sambetipun
Ngginakaken metodhe ingkang kajumbuhaken kaliyan karakteristik siswa lan mata pelajaran, ingkang nyakup lampah eksplorasi, elaborasi, lan konfirmasi.
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3. KRIDHA PANUTUP
Sesarengan kaliyan siswa utwai piyambak damel ringkesan utawi dudutan pasinaon.
Mbiji utawi refleksi dhateng kridha ingkang kaleksanana sacara ajeg lan karancang.
Paring walikan dhateng lampah lan asiling pasinaon.
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sambetipun
Ngrancang kridha sambetipun kanthi wujud pasinaon remidi, pengayaan, ladosan BK lan utawi tugas pribadi menapa dene rombongan jumbuh kaliyan asiling sinau siswa
Ngandharaken rancangan pasinaon candhakipun.
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III. PAMBIJI ASILING PASINAON
1. Katindakaken guru dhateng asiling sinau kangge:
ngukur tataran panggayuhing kompetensi siswa.
bahan damel lapuran kamajengan asiling sinau, lan
ndandosi lampah pasinaon
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sambetipun
2. Katindakaken sacara : ajeg, runtut, lan karancang.
3. Ngginakaken tes lan non tes; lesan utawi sinerat; pamriksa karyal pangukur sikep; pambiji asiling karya (tugas, proyek/produk, portofolio, lan pambiji dhiri).
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IV. PANGAWASAN LAMPAH PASINAON
A. PemantauanB. SupervisiC. EvaluasiD. PelaporanE. Tindak Lanjut
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A. PEMANTAUAN
Katindakaken ing tataran pangrancang, lumaksana, lan pambiji asil pasinaon.
Katindakaken kanthi cara pirembagan, niti priksa, nyathet, ngrekam, wawanrembag, lan dokumentasi.
Katindakaken deningkepala satuan pendidikan lan pengawas satuan pendidikan
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B. SUPERVISI
Katindakaken ing tataran pangrancang, lumaksana, lan pambiji asil pasinaon.
Katindakaken kanthi cara paring conto, pirembagan, gladhen, lan konsultasi.
Katindakaken deningkepala satuan pendidikan lan pengawas satuan pendidikan
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C. EVALUASI
1. kangge nemtokaken bobot pasinaon kanthi wetah, nyakup pangrancang pasinaon, cak-cakan lampah pasinaon, lan pambiji asil pasinaon.
2. Katindakaken kanthi cara:
a. mbandhingaken lampah pasinaon ingkang
katindakaken guru kaliyan standar proses.
b. nintingi kridhaning guru ing salebeting lampah
pasinaon jumbuh kaliyan kompetensi guru
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sambetipun
3. Evaluasi lampah pasinaon munjer ing sedaya kridhaning guru ing lampah pasinaon
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D. PALAPURAN
Asil pangawat-awat, supervisi, lan evalusai lampah pasinaon kalapuraken dhateng ingkang kagungan kapentingan.
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E. TINDAK LANJUT
• Pangiyat lan pangaji kaparingaken dhateng guru ingkang sampun nyekapi standaripun.
• Penget lesan asipat mucal kaparingaken dhateng guru ingkang dereng standar.
• Guru kaparingan kalodhangan ndherek panataran utawi gladhen sanesipun.
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STANDAR PENILAIAN
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PANGERTOSAN
Standar penilaian pendidikan menika standar nasional pendidikan ingkang magepokan kaliyan mekanisme, prosedur, lan instrumen pambiji asil sinauning siswa.
Penilaian pendidikan inggih menika lampah ngempalaken kabar utawi informasi kangge nemtokaken panggayuhing asil sinauning siswa.
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sambetipun
Ulangan inggih menika lampah ingkang katindakaken kangge ngukur panggayuhing kompetensi siswa sacara sinambung ing salebeting lampah pasinaon, kangge ngawat-awati kamajengan, ndandosi pasinaon, lan nemtokaken kasiling sinau siswa.
Ulangan harian menika kridha ingkang kalampahan sacara periodik kangge ngukur panggayuhing kompetensi siswa sasampunipun ngrampungaken satunggal KD utawi langkung.
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sambetipun
– Ulangan tengah semester inggih menika kridha ingkang katindakaken guru kangge ngukur panggayuhing kompetensi siswa sasampunipun nglampahi 8-9 minggu kridha pasinaon. Cakupan ulangan nyakup sedaya indikator ingkang merepresentasikan sedaya KD ing wekdal kasebat.
– Ulangan akhir semester inggih menika kridha ingkang katindaken dening guru kangge ngukur panggayuhing KD siswa ing pungkasan semester. Cakupanipun sedaya indikator ingkang merepresentasikan sedaya KD ing semester kasebat.
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sambetipun
– Ulangan kenaikan kelas inggih menika kridha ingkang katindakaken guru ing pungkasan semester ganep kangge ngukur panggayuhing kompetensisiswa ing pungkasan semester ganep wonten ing satuan pendidikan ingkang ngginakaken sistem paket.
– Ujian sekolah inggih menika kridha pangukur panggayuhing kompetensi siswa ingkang katindakaken dening satuan pendidikan kangge ngasilaken pangaken tumrap asiling sinau lan mujudaken sarat lulus saking sekolah.
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sambetipun
Ujian nasional inggih menika kridha pangukur panggayuhing kompetensi siswa ing pinten-pinten mata pelajaran tartamtu ing salebeting klompok mata pelajaran ilmu pengetahuan lan teknologi kangge mbiji panggayuhing Standar Nasional Pendidikan.
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Prinsip Penilaian
sahih, tegesipun pambiji dipundhasaraken ing data ingkang nggambaraken kasagedan ingkang kaukur.
Objektif, ateges pambiji dipundhasaraken ing prosedur lan kriteria ingkang cetha, boten kaperbawan subjektifitas ingkang mbiji.
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sambetipun
Adil, ateges pambiji boten nguntungaken utawi damel pituna siswa amargi gadhah kabetahan mligi, sarta beda ing bab agami, suku, budaya, adat tata cara, status sosial ekonomi, lan gender.
terpadu, tegesipun pambiji dening guru mujudaken salah satunggaling perangan ingkang boten pisah saking kridha pasinaon
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sambetipun
Adil, ateges pambiji boten nguntungaken utawi damel pituna siswa amargi gadhah kabetahan mligi, sarta beda ing bab agami, suku, budaya, adat tata cara, status sosial ekonomi, lan gender.
terpadu, tegesipun pambiji dening guru mujudaken salah satunggaling perangan ingkang boten pisah saking kridha pasinaon
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sambetipun
Sistematis, pambiji katindakaken kanthi karancang, mawi tataran sarta ngenut langkah-langkah ingkang baku.
beracuan kriteria, tegesipun pambiji dipundhasarken ing ukuran panggayuhing kompetensi ingkang sampun katetepaken.
akuntabel, tegesipun pambiji saged katanggel saking babagan teknik, prosedur, menapa dene asilipun.
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Teknik lan Instrumen Penilaian
Pambiji asil sinau dening guru ngginakaken maneka teknik pambiji arupi tes, observasi, paring tugas pribadi utawi rombongan, lan wujud sanesipun jumbuh kaliyan karakteristik kompetensi lan tataran pangrembakaning siswa.
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sambetipun
Teknik tes arupi tes tulis, tes lesan, lan tes praktek utawi tes kridha.
Teknik observasi utawi pamriksa katindakaken sadanguning pasinaon lumampah lan/utawi ing sanjawining kridha pasianaon.
Teknik paring tugas pribadi menapa rombongan saged awujud tugas ing griya lan/utawi proyek.
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sambetipun
Instrumen pambiji asiling sinau ingkang kaginakaken guru nyekapi ing sarat (a) subtansi, inggih menika makili kompetensi ingkang kabiji, (b) konstruksi, inggih menika nyekapi sarat teknis laras kaliyan wujud instrumen ingkang kaginakaken, lan (c) bahasa, inggih menika ngginakaken basa ingkang sae lan trep sarta komunikatif jumbuh kaliyan pangrembakanaing siswa.
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sambetipun
Instrumen pambiji kaginakaken dening satuan pendidikan ing salebeting ujian sekolah nyekapi sarat substansi, konstruksi, lan basa sarta gadhah bukti validitas empirik.
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sambetipun
Instrumen pambiji ingkang kaginakaken dening pamarentah ing salebeting UN nyekapi sarat substansi, konstruksi, basa, lan gadhah bukti validitas empirik sarta ngasilaken skor ingkang saged katandhingaken antawis sekolah setunggal lan setunggalipun, antawis dhaerah setunggal lan setunggalipun, lan antawis taun setunggal lan setunggalipun.
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Mekanisme dan Prosedur Penilaian
Pambiji asiling sinau ing tataran pendidikan dasar lan menengah katindakaken dening guru, satuan pendidikan, lan pamarentah.
Pangrancang strategi pambiji dening guru katindakaken nalika ngrakit silabus ingkang andharanipun mujudaken perangan saking RPP.
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sambetipun
Ulangan tengah semester, ulangan akhir semester, lan ulangan kenaikan kelas katindakaken dening guru ing sangandhaping koordinasi satuan pendidikan.
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sambetipun
Kridha ujian sekolah katindakaken kanthi langkah-langkah: (a) ngrakit kisi-kisi, (b) mekaraken instrumen, (c) nggelar ujian, (d) ngolah lan nemtoaken kalulusan, (e) nglapuraken lan mumpangataken asiling pasinaon
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sambetipun
Pambiji mata pelajaran muatan lokal ngenut klompok mata pelajaran ingkang laras.
Asil ulangan harian kawartakaken dhateng siswa saderengipun dipunwontenaken ulangan harian candhakipun.
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sambetipun
Siswa ingkang dereng nggayuh KKM kedah tumut pasinaon remidi.
Asil pambiji dening guru lan satuan pendidikan kaparingaken kanthi wujud setunggal biji panggayuhing kompetensi mata pelajaran, sinartan deskripsi kamajenganing sinau
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Pambiji dening Guru
– Martakaken silabus mata pelajaran ingkang ing salebetipun ngemot kriteria pambiji ing wiwitan semester.
– mekaraken indikator panggayuhing KD lan milih teknik pambiji ingkang jumbuh kaliyan nalika ngrakit silabus mata pelajaran.
– Mekaraken instrumen lan pandom pambji jumbuh kaliyan wujud lan teknik ingkang dipunpilih.
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sambetipun
– Nggelar tes, pamriksa, paring tugas, lan/utawi wujud sanes ingkang dipunbetahaken.
– Ngolah asiling pambiji kangge mangertosi kamajengan asil sinau lan ingkang ngengel-ngeli sinauning siswa.
– Mangsulaken asil paniti priksa ayahaning siswa sinartan walikan/panyaruwe ingkang
– Mumpangataken asiling pambiji kangge ndandosi pasinaon.
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Nglapuraken asiling pambiji mata pelajaran saben pungkasan semester dhateng pangarsa satuan pendidikan kanthi wujud setunggal biji sinartan deskripsi minangka gambaran kompetensi sacara wetah.
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NYUWUN PANGAPUNTEN LAN
MATUR NUWUN