INSTRUMEN PENGEMBANGAN RPP MUNGKIN DAPAT DIKEMBANGKAN MENGGUNAKAN REFERENSI BERIKUT (Di kumpulkan/koleksi oleh Marsigit):

I. REFERENSI PERTAMA Referensi Utama : http://oerl.sri.com/instruments/up/instrUP.html Evaluation Instruments for Under-Represented Populations Projects Below are the evaluation instruments for projects in Under-Represented Populations, organized by respondent (Teacher/Faculty, Student, Observation or Parent).

Teacher/Faculty Instruments Student Instruments

Content Assessments

Course Evaluations

Focus Groups

Intake Questionnaires

Lesson Plan Exercises

Project Evaluations

Surveys

Attitude Surveys

Content Assessments

Course Evaluations

Focus Groups

Interviews

Journal/Log Entries

Project Evaluations

Surveys

Workshop Evaluations

Observation Instruments Parent Instruments

Classroom Interviews

A complete list of contributors and their contact information is available. For more information about evaluation instruments and how they are presented and organized in OERL, try reading the instruments overview or the frequently asked questions about instruments. If you're not sure what Under-Reprsented Populations projects are, the Under-Represented Populations overview might be helpful. To get a more complete understanding of instrument characteristics (Design, Technical Qualities, and Use & Utility) and how they are applied, take a look at the quality criteria, glossary, and alignment table for instruments.

Not sure where to start?

Try reading some user scenarios for instruments.

Referensi Sub: http://oerl.sri.com/instruments/up/teachlesson/instrUP_teachlesson.html

http://oerl.sri.com/instruments/up/teachlesson/instr112.html Under-Represented Populations Instruments Return to Instrument Table

Teacher/Faculty Lesson Plan Exercises Instrument 1: Lesson Plan Format Project: Sisters in Science: Intergenerational Partnerships in Science, Engineering, and Mathematics Education

Temple University Funding Source: NSF: Program for Women and Girls (HRD) Purpose: To help teachers organize their class, in order to improve their teaching and thus improve student learning Administered To: Teachers participating in the project Topics Covered:

Lesson/Curriculum Plan: activities, assessment, collaboration, content, engagement, learning environment, objectives, prerequisites, resources, techniques, under-represented populations

Format/Length: 9 open-ended themes with multiple questions and guidelines for teachers.

Education 231 - Lesson Plan Format Spring Semester '98

Objective

What do you want the student to be able to do when the lesson is completed?

Which standard/benchmarks will you address in the lesson?

What specific concepts/facts do you want the students to learn?

Are the concepts/facts relevant and engaging to all students? (i.e. consider the ethnicity, developmental level, and gender of students when choosing concepts, facts and activities for the lesson)

What specific skills do you want the students to acquire/practice? Introduction

What prerequisite knowledge/conceptual understandings do the students need for this lesson?

How will you determine the prerequisite knowledge/conceptual understandings the students possess?

How will you address misconceptions with respect to science content and cultural/gender stereotypes?

How does this lesson connect to previous lessons?

How does this lesson connect to future lessons?

How does the content of this lesson connect to other subject areas? Materials

What things will you need to actually present the lesson?

o for yourself

o for the students Procedures

1. Organizational Structure

o How will the class be organized as you deliver instruction?

Examples Small group Learning Centers

Whole class Cooperative groups

Pairs Individual students

2. Motivation (Engage)

o What will you do to pique students' interest about the content/topic of the lesson? (AGAIN: consider the ethnicity, developmental level, and gender of the students)

o How will you relate the new content to students' previous experiences? 3. Activity

This section is the most critical part of your lesson plan. Write a step-by-step detailed outline. Use the following questions to structure your outline.

4. What will the student do during the lesson?

o What activities will engage students in exploration of the concept? (Exploration)

Are the activities equally gender relevant (i.e. interesting to boys and girls) What will students manipulate during the exploration? What visual displays will be used? How will the discussion be used? How will you equally engage all students in discussion? What information will students have to write/record?

5. What will you (the teacher) do during the lesson?

o How will you allow students to communicate their understandings of the exploration? (Explanation)

What questions will you ask of the students? What levels of questioning will be used? What responses do you expect from the students? What will students do to apply the presented content/skills to new situations? (Extension) What will you do to have students reflect on their own understandings? (Extension)

6. Summary

o What will you do to determine the extent to which students gained the desired content/skills? (Evaluation)

o What questions will you ask of the students?

o What responses do you expect from the students? Assignment

o What independent work will be given to students to further apply the knowledge? Source

o What references did you use to create this lesson?

o Does your material represent multiple perspectives of the content/topic?

Referensi Sub: http://oerl.sri.com/instruments/up/obsvclassrm/instrUP_obsvclassrm.html

Referensi Sub: http://oerl.sri.com/instruments/up/obsvclassrm/instr116.html Under-Represented Populations Instruments Return to Instrument Table

Classroom Observation Instruments Instrument 1: Education 231 Practicum, Guided Observation Form Project: Sisters in Science: Intergenerational Partnerships in Science, Engineering, and Mathematics Education Temple University Funding Source: NSF: Program for Women and Girls (HRD) Purpose: To help observing teachers identify various teaching practices of their cooperating teachers so that the observing teachers can incorporate the practices into their lesson components of the Sisters in Science Project Administered To: Participating teachers Topics Covered:

Course Evaluation: activities, content, instructor, objectives, student/teacher interaction

Identity Issues: student participation levels

Learning Environment: classroom management Format/Length: 6 questions total, 4 open- and 2 closed-ended

Education 231 Practicum Guided Observation form

The purpose of this form is to help identify the various teaching practices of your cooperating teacher so that you can incorporate them into your own lessons.

What is the objectives of the lesson?

What are the facts and concepts being addressed during the lesson? (i.e., the content) What are the skills being addressed during the lesson? (.e., the process) What is the teacher doing? (Check as many as apply)

___presenting information ___demonstrating ___questioning students ___giving directions ___interacting directly with students ___working with a small group ___correcting behavior

What are the students doing? (Check as many as apply) ___listening ___asking questions ___answering questions ___watching

___engaged in authentic experiences ___engaged representational experiences ___completing worksheets, answering questions from book (see work)

Are boys and girls participating equally? What evidence do you have?

Referensi Sub: http://oerl.sri.com/instruments/up/obsvclassrm/instr117.html Under-Represented Populations Instruments Return to Instrument Table

Classroom Observation Instruments Instrument 2: Group Dynamics Observations Project: Anonymous 2 Funding Source: NSF: Program for Women and Girls (HRD) Purpose: To identify instructor behavior and student interactions by gender Administered To: Participating classrooms Topics Covered:

Course Evaluation: activities, content, instructor, objectives, student/teacher interaction

Identity Issues: academic habits, engagement, instructor, student participation levels

Learning Environment: collaboration, psychological climate, student attitudes, teacher attitudes Format/Length: 20 items total, distributed among 4 open-ended observations (2 general and 2 charts). The observation charts have 8 observations each. The observer is to fill in numbers for each observation on 9 different days. The general observations consist of 3 themes, each with multiple sub-questions, which focus on issues related to observations of teacher and student behavior.

Group Dynamics Observations

Team assignments—roles.

How are team roles assigned? What roles are assigned to the various members of the team by gender? Does the instructor intervene in role assignments? If so, how?

Do all members of the teams participate in the hands-on activities? Team conversations/discussions. Record information by gender. Who says what during discussions? Are there interruptions during discussions? If so, who interrupts whom? Does one person monopolize the discussions?

Miscellaneous Observations Note any occurrences that may be of interest—things that worked well or didn't work well in the class; unusual things that might have occurred during class; general observations; etc.

Class Observation Form

Instructor: __________________________ Class title: __________________________________ Time: ___________________________________ Reviewer: _____________________________________

Student Observations—Record occurrences by gender Who asks/answers questions in class? (Same students, variety of students, etc.) How do the students ask questions? (For example, do they raise their hands or just blurt out questions?) What is the seating arrangement within the class/workshop? How do the students select seats? Are there dead zones in the seating arrangements (areas where students are never called upon). If the class is grouped in a circle for discussions, is the circle divided by gender?

Group Male Asks

Female Asks

Male Answers

Female Answers

Same (S) Variety (V)

Blurt out (B) or Raise Hands (H)

Seating by gender (Y/N)

Dead Zones Where

7/14/97

7/15/97

7/16/97

7/17/97

7/18/97

Group

7/21/97

7/22/97

7/23/97

7/24/97

Instructor Observations—Record occurrences by gender Whom does the instructor call upon for responses? Does the level/difficulty of the question make a difference when calling on students? (Variety of students, same students) With whom does the instructor make eye contact? How does the instructor respond to answers/questions? (Record praise and comments based on gender.)

Group Called on Males

Called on Females

Level of Difficulty Y/N

Same (S) Variety (V)

Eye Contact Males

Eye Contact Females

Praise Males

Praise Females

7/14/97

7/15/97

7/16/97

7/17/97

7/18/97

Group

7/21/97

7/22/97

7/23/97

7/24/97

Does the instructor use gender bias when presenting example in class? (Give examples.) Do the materials and handouts in class reflect diversity?

Referensi Sub: http://oerl.sri.com/instruments/up/obsvclassrm/instr118.html

Under-Represented Populations Instruments Return to Instrument Table

Classroom Observation Instruments Instrument 3: Coding for Gender — Small Group Interactions Project: Girls in Science: Museum, University, School and Community Connections Cranbrook Institute of Science Funding Source: NSF: Program for Women and Girls (HRD) Purpose: To identify various types of verbal and non-verbal interactions between small groups and pre-service teachers, taking account of gender Administered To: Participating pre-service teachers Topics Covered:

Identity Issues: gender roles, student participation levels

Learning Environment: classroom management, psychological climate, teacher attitudes Format/Length: The observation form includes 8 observations, 2 closed- and 6 open-ended. The observer is to circle or fill in responses for each observation each time a teacher-student or student-student interaction takes place.

CODING FOR GENDER—SMALL GROUP INTERACTIONS

CODING INSTRUCTIONS Complete the information in the upper left-hand corner. Each row of the grid corresponds to one interaction. Limit coding time to 30 minutes.

Teacher/Student Interactions -

T/S = Teacher initiated interaction

S/T = Student initiated interaction

Circle the appropriate interaction type from the above selections and record the student's gender by circling F for female and M for male

Student/Student Interactions -

F/F = Female to female interaction

M/M = Male to male interaction

F/M = Female to male interaction

M/F = Male to female interaction

The first letter indicates the interaction initiator and the second indicates the other interaction participant's gender.

DEFINITIONS OF RESPONSES Verbal Teacher Responses—include the following: Acceptance—is recorded when a teacher explicitly or implicitly accepts a student answer as appropriate or correct. Examples include comments such as "ok", "uh, huh", "right" and "yes". These reactions imply approval. Also mark acceptance when a student offers response and the teacher does not make an explicit answer but instead continues with further comments or questions that imply the response was appropriate. Praise—is recorded each time the teacher makes a comment clearly intended as praise or positive reinforcement. Examples include "Good job!", "That's exactly right", "This paper shows much improvement". Praise involves both the content of the teacher's comment and the intonation of the teacher's voice. Higher Level Questioning—is recorded each time the teacher moves the learning along and challenges the student to think. It requires more complex mental processes than simple recall. For example, the teacher requires the student to use original thought, recall related facts from several sources, express an opinion and give reasons, predict the consequences of certain actions or organize and evaluate information in a new way. Criticism—is recorded each time the teacher's comments go beyond making corrections on a student's work, appearance or conduct to clear, strong disapproval. It may involve a warning or penalty. Make + for positive criticisms and a - for negative criticisms. Nonverbal Teacher Responses—include the following: Wait Time—is recorded each time the teacher and students allow at least five seconds for thinking, i.e. the teacher waits five seconds before

terminating the response opportunity (usually by asking another student the same questioning), assisting or providing additional information. Physical Closeness—is recorded each time the teacher stands or sits within an arm's length in a stationary position. Do not code if the teacher

merely walks by a student. Record physical closeness if a students approaches the teacher and stands close by, if the teacher remains close to one of more students during an entire observation or if the teacher leaves those students and later returns.

/td>

Interactions with Small Groups One row corresponds to one interaction.

Pre-service Teachers Please limit coding time to 30 minutes.

Teacher: ____________________

Teacher Gender: F M T/S = Teacher to Student Interaction

Observer: ____________________

S/T = Student to Teacher Interaction

Coding Time: _________________

S/S = Student to Student Interaction

Subject Area: _________________

When coding Teacher-Students interactions-circle T/S or S/T and student gender.

# of students in group: ______________

When coding Student-Student interactions-circle gender code, with the first letter indicating the initiator's gender and the second indicating the other participant's gender.

# of females: ________________

# of males: __________________

Verbal Response

Nonverbal Response

Teacher-Student Interactions and Student Gender

Student-Student Interaction Type

Acceptance Praise Higher Level Questioning

Criticism + -

Wait Time Physical Closeness

T/S S/T

F M

F/F M/F

F/M M/F

T/S S/T

F M

F/F M/F

F/M M/F

T/S S/T

F M

F/F M/F

F/M M/F

T/S S/T

F M

F/F M/F

F/M M/F

T/S S/T

F M

F/F M/F

F/M M/F

T/S S/T

F M

F/F M/F

F/M M/F

T/S S/T

F M

F/F M/F

F/M M/F

T/S S/T

F M

F/F M/F

F/M M/F

T/S S/T

F M

F/F M/F

F/M M/F

T/S S/T

F M

F/F M/F

F/M M/F

T/S S/T

F M

F/F M/F

F/M M/F

T/S S/T

F M

F/F M/F

F/M M/F

T/S S/T

F M

F/F M/F

F/M M/F

Adapted from Project Intersect (Myra and David Sadker) & GESA (Delores Grayson) Developed by Cranbrook Institute of Science and Oakland University (1996)

II REFERENSI KEDUA:

http://www.academia.edu/7599765/Instrumen_Penilaian_Telaah_Kurikulum_2013

Lampiran 7 Instrumen Penilaian RPP

Materi Pelatihan 3 : MODEL RANCANGAN PEMBELAJARAN

Sub Materi Pelatihan 3.1 : Perancangan RPP

1. Nama Peserta : Fifin Arifiyanti, S.Pd

2. Asal Sekolah : SD Plus Darul Ulum

3. Tema/Sub Tema : Kegemaranku/Gemar Berolahraga

4. Pembelajaran ke :

FORMAT PENELAAHAN RENCANA PELAKSANAAN PEMBELAJARAN

Berilah tanda cek ( V) pada kolom skor (1, 2, 3 ) sesuai dengan kriteria yang tertera pada

kolom tersebut. Berikan catatan atau saran untuk perbaikan RPP sesuai penilaian Anda

No

Komponen RPP

Hasil Penelaahan dan Skor

Catatan

1

2 3

A Identitas Mata Pelajaran

Tidak

ada

Kurang

Lengkap

Sudah

Lengkap

1. Terdapat : satuan pendidikan,

kelas,

semester, program/program

keahlian, mata

pelajaran atau tema pelajaran,

jumlah

pertemuan

√ Tidak mencantumkan jumlah pertemuan

B. Perumusan Indikator

Tidak

Sesuai

Sesuai

Sebagian

Sesuai

Seluruhnya

2. Kesesuaian dengan

SKL,KI dan KD

3. Kesesuaian penggunaan

kata kerja operasional

dengan kompetensi yang

diukur

4. Kesesuaian dengan aspek

pengetahuan,

sikap, dan keterampilan.

C. Perumusan Tujuan

Pembelajaran

Tidak

Sesuai

Sesuai

Sebagian

Sesuai

Seluruhnya

5. Kesesuaian dengan proses

dan hasil

belajar yang diharapkan

dicapai

6. Kesesuaian dengan

kompetensi dasar

D. Pemilihan Materi Ajar

Tidak

Sesuai

Sesuai

Sebagian

Sesuai

Seluruhnya

7. Kesesuaian dengan tujuan

pembelajaran

8. Kesesuaian dengan

karakteristik peserta

didik

9. Kesesuaian dengan alokasi

waktu

E. Pemilihan Sumber Belajar Tidak Sesuai Sesuai

Sesuai

Sebagian

Seluruhnya

10. Kesesuaian dengan KI dan

KD

11. Kesesuaian dengan materi

pembelajaran dan

pendekatan scientific

12. Kesesuaian dengan

karakteristik peserta

didik

F. Pemilihan Media Belajar

Tidak

Sesuai

Sesuai

Sebagian

Sesuai

Seluruhnya

13. Kesesuaian dengan tujuan

pembelajaran

14. Kesesuaian dengan materi

pembelajaran dan

pendekatan scientific

15. Kesesuaian dengan

karakteristik peserta

didik

G. Model Pembelajaran

Tidak

Sesuai

Sesuai

Sebagian

Sesuai

Seluruhnya

16. Kesesuaian dengan tujuan

pembelajaran

17. Kesesuaian dengan

pendekatan Scientific

H. Skenario Pembelajaran

Tidak

Sesuai

Sesuai

Sebagian

Sesuai

Seluruhnya

18. Menampilkan kegiatan

pendahuluan,

inti, dan penutup dengan

jelas

19. Kesesuaian kegiatan

dengan

pendekatan scientific

20. Kesesuaian penyajian

dengan

sistematika materi

21. Kesesuaian alokasi waktu

dengan

cakupan materi

I.

Penilaian

Tidak

Sesuai

Sesuai

Sebagian

Sesuai

Seluruhnya

22. Kesesuaian dengan teknik

dan bentuk

penilaian autentik

23. Kesesuaian dengan dengan

indikator

pencapaian kompetensi

24. Kesesuaian kunci jawaban

dengan soal

25. Kesesuaian pedoman

penskoran dengan

soal

Jumlah

Nilai

Kategori

Komentar terhadap RPP secara umum

Kepala Sekolah

Drs. H. Abu Zahlan, M.Pd

Jombang,

Pengawas Sekolah

Abu Kohir, S.Pd., M.MPd

NIP 19630316 198504 1 002

Lampiran 8 Rubrik Penilaian RPP

Materi Pelatihan 3 : MODEL RANCANGAN PEMBELAJARAN

Sub materi Pelatihan 3.1 : Perancangan RPP

RUBRIK PENILAIAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Rubrik penilaian RPP digunakan fasilitator untuk menilai RPP peserta yang digunakan peer

teaching. Selanjutnya nilai RPP dimasukkan ke dalam nilai portofolio peserta.

Langkah-langkah penilaian RPP

1. Cermati format penilaian RPP dan RPP yang akan dinilai

2. Berikan nilai setiap komponen RPP dengan cara membubuhkan tanda cek (√) pada kolom

pilihan skor (1 ), (2) dan (3) sesuai dengan penilaian Anda terhadap RPP tersebut

3. Berikan catatan khusus atau saran perbaikan setiap komponen RPP jika diperlukan

4. Setelah selesai penilaian, jumlahkan skor seluruh komponen

5. Tentukan nilai RPP menggunakan rumus sbb:

Nilai = x 100%

PERINGKAT NILAI

Amat Baik ( AB) 90 < AB ≤ 100

Baik(B) 80 < B ≤ 90

Cukup (C) 70 < C ≤ 80

Kurang (K) ≤ 70

Dapat disimak berikut:

http://mgmpppknkotamalang.blogspot.com/2013/11/penilaian-sikap-dalam-rpp-kurikulum.html

Dapat disimak berikut:

http://www.sman12-

dki.sch.id/sumberbelajar/dokumen/Instrumen%20Telaah%20RPP%20Kurikulum%202013.pdf