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All Journal Jurnal Ilmu Pendidikan Jurnal Pendidikan Karakter Cakrawala Pendidikan COPE EDUSAINS Jurnal Pendidikan Indonesia Jurnal Pendidikan dan Pemberdayaan Masyarakat Jurnal Pendidikan Biologi Indonesia Jurnal Inovasi Pendidikan IPA Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Jurnal Pendidikan Biologi Journal of Biology Education JURNAL IQRA´ Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Analisa Jurnal Bioedukatika Biosfer: Jurnal Pendidikan Biologi Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi Jurnal Cendekia : Jurnal Pendidikan Matematika Journal of Education Technology Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling Journal of Research and Educational Research Evaluation Journal of Innovation in Educational and Cultural Research Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Prosiding Seminar Nasional Biologi, Teknologi dan Kependidikan (Biotik) Measurement In Educational Research Indonesian Journal Of Educational Research and Review Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) Jurnal SMART (Studi Masyarakat, Religi, dan Tradisi) Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Edukasi Biologi Jurnal Pendidikan Anak Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif
Slamet Suyanto
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Education Energy Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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Journal : Cakrawala Pendidikan

 1 
PROSES PEMBELAJARAN BIOLOGI MELALUI PENDEKATAN LINGKUNGAN PERTANIAN DALAM MASYARAKAT AGRARIS IGP Suryadarma; Slamet Suyanto
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 3,1993,TH.XIII
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v3i3.8987

Abstract

Proses pembelajaran anak pada bidang biologi akan lebih berjasil apabila obyek yang dipelajari merupakan obyek nyata yang dijumpai anak dalam kehidupannya. Cara pembelajaran seperti ini memberi peluang tumbuh dan berkembangnya anak sesuai dengan ekosistemnya, sesuai dengan budayanya dan selnjutnya anak dapat mengembangkan ekosistemnya untuk kebutuhan hidupnya.
The Implementation of the Scientific Approach through 5Ms of The New Curriculum of 2013 in Indonesia Slamet Suyanto
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2018, TH.XXXVII, NO.1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (551.235 KB) | DOI: 10.21831/cp.v37i1.18719

Abstract

Abstract. In 2013, the Indonesian government implemented a new curriculum, namely Curriculum 2013 (C-13). The C-13 applies scientific approach in the learning process. This research aimed at depicting teachers performance in implementing the scientific approach with 5Ms in schools, including observing (Mengamati), questioning (Menanya), experimenting (Mencoba), Reasoning (Menalar), and communicating the results (Mengomunikasikan).  This survey research was conducted in the years of 2013-2015 in eight senior high schools, involving 8 principals/vice principals, 16 biology teachers, and 80 students, and in 100 observable lessons. The data in this study were collected using a questionnaire, interview and observation. The data were subsequently analysed with descriptive quantitative. The results indicate that the teachers strived in implementing the scientific approach through 5Ms. The percentage of teachers who were good category in conducting the scientific approach was as follows: (1) Observing (M1) was 22.7%, (2) Asking questions (M2)was 27.8%, (3) Doing experiments (M3) was 23.9%, (4) Reasoning (M4) was 7.9%, and (5) Communicating (M5) was 18%. Therefore, it was concluded that the teachers still needed more training in conducting the scientific process through 5Ms in the implementation of the revised curriculum. Keyword: curriculum 2013, curriculum implementation, scientific approach, 5M IMPLEMENTASI PENDEKATAN SAINTIFIK LEWAT TEKNIK 5M DALAM KURIKULUM 2013 EDISI REVISI DI INDONESIA Abstrak. Pada tahun 2013 Pemerintah Indonesia menerapkan kurikulum baru, yaitu Kurikulum 2013 (K-13). K-13 menerapkan Pendekatan Saintifik dengan 5M dalam pembelajaran. Penelitian ini bertujuan untuk mengetahui kinerja guru dalam penerapan Pendekatan Saintifik melalui 5M di sekolah, meliputi kegiatan Mengamati (M1), Menanya (M2), Mencoba (M3), Menalar (M4), dan Mengomunikasikan (M5). Penelitian ini merupakan penelitian survei yang dilakukan pada delapan SMA yang menerapkan K-13, melibatkan 8 Kepala Sekolah/Wakil Kepala Sekolah urusan kurikulum, 18 orang guru Biologi, dan 80 siswa yang belajar biologi dengan K-13, pada 100 pelajaran.  Data dikumpulkan lewat angket, wawancara, dan pengamatan, sedang analisis data dilakukan dengan tknik deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa kinerja guru dalam menerapkan Pendekatan saintifik 5M belum optimal. Persentase guru yang memiliki kinerja dalam kategori baik  adalah sebagai berikut (1) Mengamati 22.7%, (2) Menanya27.8%, (3)  Mencoba 23.9%,  (4) Menalar 7.9%,  dan M5 (Mengomunikasikan) 18.9 %. Secara berangsur kesulitan tersebut menurun sejalan dengan waktu. Dengan demikian dapat disimpulkan bahwa para guru masih membutuhkan pelatihan K13 khususnya pada Pendekatan Saintifik 5M. Kata Kunci: kurikulum 2013, implementasi kurikulum, pendekatan saintifik, 5M
DUKUNGAN KURIKULUM 2004 TERHADAP PEMBELAJARAN PENGETAHUAN ALAM TERINTEGRASI DI SMP Bambang Subali, Slamet Suyanto, Paidi & Heru Kuswanto
Jurnal Cakrawala Pendidikan No 2 (2005): Cakrawala Pendidikan, Juni 2005, Th. XXIV, No.2
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (456.955 KB) | DOI: 10.21831/cp.v0i2.371

Abstract

AbstractThe new curriculum for junior high schools known as Curriculum 2004 calls for a change in the name of the school subject PhysicalScience into Physical Knowledge. The change in name has veryimportant consquences on education in science. One of the mostimportant consquences is that the subject should be taught in anintegrated way. This article studies the consquences of the changein the name of the subject on its instruction and whether thestructure of the curriculum enables the subject to be taught in an integratedway.The results of the study indicate that a consquence of the change in the name of the subject is that the way junior high school students learn science is not to be as scientific as scientists; rather, they are to come only to the level of introduction to concepts and scientific work which is applied in nature (which implies applied science). Therefore, there needs to be a change in the formulation of leaning objectives and a simplification of the basic copmpetencies to be achieved and the indicators of achievement. An integrated teaching of the subject in an integrated way, however, can ideally be conducted only when the development of the important aspects (or the strands) of the subject in the curriculum is based on themes or problems instead of objects. The objects selected should represent a facilitation of the mastery of scientific concepts to be developed in students, as seen in the structure of the curriculum used in Singapore or of the one proposed a science teachers association in the United States.Key words: science education curriculum, integrated science education
PENGEMBANGAN SEKOLAH BERTARAF INTERNASIONAL MELALUI ORGANISASI BELAJAR: KONSEP DAN IMPLEMENTASI Slamet Suyanto
Jurnal Cakrawala Pendidikan No 3 (2008): Cakrawala Pendidikan, November 2008, Th. XXVII, No. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (132.862 KB) | DOI: 10.21831/cp.v3i3.323

Abstract

AbstractIndonesian Government, putting into action the Educational System Law, isstarting its efforts this year to develop schools to reach international standardschools (SBI). The Educational System Law (2003), specifically act number 20, statesthat The government and/or district develop at least one school in every level tobe promoted into an international standard school (SBI). That act arises manyquestions in the school level concerning the international standards school (SBI),such as what is SBI, what is the main goal, what is the requirement of schools to bepromoted as SBI, how can schools develop themselves to reach SBI, what is thecriterion of the success? Indeed, there are many ways for schools to developthemselves into an international level. Every school may use a different way thatsuitable to the schools condition. This paper brings to mind the LearningOrganization (LO) as one of the generic promising ways to develop a school into aninternational level. LO is basically an organization that learns and doescontinuously improvement. LO comprises of five major components: (1) sharedvision, (2) system thinking, (3) personal mastery, (4) mental models, and (5) teamlearning. Besides, there are five subsystems where those components should bedeveloped in LO: (1) learning, (2) knowledge, (3) technology, (4) people, dan (5)organization.Keywords: SBI, organisasi belajar, learning organization
Co-Authors . Haryanto A.A. Ketut Agung Cahyawan W Agung Wijaya Subiantoro Ajeng Rizki Safira Annisa Fitriani Annisa Fitriani, Annisa Anwar Musyaddad Aprilisa, Ema Astri wahyuni B, Nur Khafifah Luthfiyah Bamabang Subali Bambang Subali Begimbetova, Guldana A. Bintang Sariyatno Bruri Moch. Triyono Budiwati . Cahyanti, Necta Ayu Ciptono Ciptono Deliya Minianur Desi Nugraheni Diah Tirta Puri Dian Wahyuningsih Dila*, Elvi Fuspita Dinda Rizki Tiara Elok Dyah Pitaloka Ema Aprilisa Endang Mulyatiningsih Fauzi Fahmi Febrina Suci Wulandari Fini Rezy Enabela Novilanti Fitra Purnama Agung Fitria, Rani Laylatul Guldana A. Begimbetova Gulzhaina K. Kassymova Hapsan, Amran Hardiyanti Pratiwi, Hardiyanti Harlistyarintica, Yora Helti Riana Hendro Perta Heri Retnawati Heru Nurcahyo Hidayatullah Hidayatullah Ibrahim, Zulfa Safira IGP Suryadarma Ika Feby Putriana Ikta Yarliani, Ikta Jailani Jailani Kartika Ratna Pertiwi Khilafah, M. Rasyid Nur Khoirunnisa Nasution Kintan Limiansi Kiswandini, Dina Ayu Lailul Hidayah Nursarah Laksita, Ghany Desti Limiansi, Kintan Maula Haqul Dafa miftahul khairani Miftahul Khairani Muhammad Fajar Fathu Rhohman Muhammad Iqbal Muhammad Luthfi Mustofa, Wan Zuwusni Wan Muthmainnah Damsi Mutia Ulfah Mutiara, Era MUYASSAROH Nasution, Khoirunnisa Ningsih, Sri Nurfadillah Niza Niza Niza Niza, Niza Noviana Hapsari Nugroho, Ahmad Iskak Nur Aini Mahbubah Nurbaiti, Novita Nurdin Nurdin Nurdin Nurdin NURUL FAIZAH Nurwijayanti Padmawati, Kurnia Perta, Hendro Pitaloka, Elok Dyah Prasetya, Wanda Agus Pratama, Anggi Tias Pratama, Muhamad Tegar Qodriyani, Hidayah Ina Rahmi Wardah Ningsih Ramadhani, Shaufi Rassyi, Sultan Fakhrur Ratnawati Ratnawati Renosari Prineta Putri Ria Rosliana Riana, Helti Rina Safitri Rio Christy Handziko Rizki Tika Ayuni Rizky Restu Romadhona Rizza Untsa Nuzulia Rosidah Rosidah Rosliana, Ria Sa'adah, Rizki Amalia Salam, Nisrina Santi M. J. Wahid Seran, D’aquinaldo Stefanus Fani Siti Nur Kholifah Siti Nurjanah Suardi, Izzul Kiram Sudiarti, Mira Sukiya Sukiya Sultan, Jumriani Suratsih Suratsih Suratsih Suratsih Sutisna Sutisna Suyitno Aloysius Tien Aminatun Tri Harjana Try Ramadhan Uanayah, Habibatul Wan Zuwusni Wan Mustofa Wantara, Ngade Wida Pangestu Prihatin Winda, Fadhila Hasnah Azizah Wulan Safitri, Wulan Wulan, Ayu Nawang Yustisiana, Sugma Rizki Tri Utami Zafrullah Zafrullah Zafrullah, Zafrullah