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Murni Ramli
Universitas Sebelas Maret
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Peningkatan Pemahaman Penyusunan RPP dan Asesmen Berbasis Learning Progression bagi Guru Biologi Murni Ramli; Sri Widoretno; Sri Dwiastuti; Bowo Sugiharto; Baskoro Adi Prayitno; Kistantia Elok Mumpuni; Chandra Adi Prabowo; Safila Safinatunnajah Auliananda; Zul Afifa Yunitadewi Basuki; Pradita Anggun Ciptaningrum
Jurnal Pengabdian Pada Masyarakat Vol 8 No 2 (2023): Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/jppm.v8i2.357

Abstract

Rencana Pelaksanaan Pembelajaran (RPP) berfungsi sebagai acuan bagi pendidik untuk melaksanakan kegiatan belajar mengajar lebih terarah dan efektif. RPP dan asesmen berkaitan erat dan menentukan keberhasilan dalam pembelajaran di kelas. Permasalahan terkait RPP juga dirasakan oleh guru Mata Pelajaran Biologi di Kabupaten Sragen, Jawa Tengah. Pemahaman guru-guru tentang penyusunan RPP belum mencukupi dan belum melakukan variasi RPP inovatif sehingga diperlukan solusi untuk mengatasi permasalahan tersebut. Kegiatan pengabdian dilakukan dengan metode training dan workshop. Metode training dilakukan dalam bentuk perkuliahan dengan materi Kurikulum Merdeka dan Model-Model Pembelajaran Inovatif yang dilakukan secara luring di SMA Negeri 2 Sragen, serta Asesmen HOTS dan Asesmen Kompetensi Minimal (AKM) yang dilakukan secara daring pada platform zoom. Secara garis besar, hasil dari kegiatan pengabdian ini adalah peningkatan pemahaman guru tentang karakteristik kurikulum merdeka. Selain itu, lebih dari 50% guru mampu memahami kurikulum berbasis core-concept atau Learning Progression, menyusun RPP berbasis konsep, memahami pemanfaatan sumber belajar lokal dan pengembangannya, serta menyusun asesmen HOTS. Lesson plan (RPP) serves as a reference for educators to carry out teaching and learning activities more directed and effective. RPP and assessment are closely related and determine success in classroom learning. Problems related to RPP are also felt by Biology subject teachers in Sragen Regency, Central Java. The teachers' understanding of the preparation of the lesson plans is not sufficient and have not made innovative variations in the lesson plans they made. Therefore, solutions are needed to overcome these problems. Service activities are carried out using training and workshop methods. The training method is carried out in the form of lectures with materials on the Independent Curriculum and Innovative Learning Models which are carried out online SMA Negeri 2 Sragen, as well as the HOTS Assessment and Minimum Competency Assessment (AKM) which are conducted online using the zoom platform. The result of this service activity is that teachers' understanding of the characteristics of the merdeka curriculum increases. In addition, more than 50% of teachers are able to understand the core-concept-based curriculum or Learning Progression, develop concept-based lesson plans, increase understanding of the use of local learning resources and their development, and understand the preparation of HOTS assessments.
Co-Authors Anisatuz Zahro' Assabai Nizar Urwani Baskoro Adi Prayitno Bowo Sugiharto Chandra Adi Prabowo Dwi Teguh Rahardjo Dyah Yuni Kurniawati Eka Wulandari Essy Dian Pratiwi Harlita Harlita Inayah Al Fatihah Isma Aziz Fakhrudin Joko Ariyanto Kharisma Arum Utami Kistantia Elok Mumpuni Maridi Maridi Mayasari Mahfudhotul Khasanah Mida Septi Karunia Mohammad Masykuri Muhamad Wajid Wardana Muzazzinah Muzazzinah Muzzazinah Muzzazinah Naintyn Novitasari Nory Shenta Dewi Nurul Hidayah Nurul Kusuma Dewi Pradita Anggun Ciptaningrum Prima Mitha Puspitasari Setyaningrum Puguh Karyanto Riezky Maya Probosari Safila Safinatunnajah Auliananda Shafila Sahnaz Sri Dwiastuti Sri Widoretno Suwarti Suwarti Tri Ulya Wardati Qariah Wahyu Kusumawardani Yasinta Choirina Yudi Rinanto Yudianto Sujana Zul Afifa Yunitadewi Basuki