Sca Folding

  • View
    218

  • Download
    0

Embed Size (px)

Text of Sca Folding

  • 7/27/2019 Sca Folding

    1/79

    https://docs.google.com/file/d/0B25T4337dQ6pSGlSSEs2Y3A4eFk/edit?usp=sharing&pli=1

    Penyusunan RPP Kurikulum 2013POSTED BY KOMANG SUARDIKAPOSTED ON 7/22/2013 02:15:00 AM WITHNO COMMENTS

    langkah-langkah penyusunan Rencana pelaksanaan pembelajaran (RPP) yang dibagi dalam 3 (tiga)

    langkah besar, Kegiatan pendahuluan, Kegiatan inti dan Kegiatan penutup dengan rincian sebagai

    berikut :

    1. Kegiatan Pendahuluan

    o Motivasi

    Guru memberikan gambaran manfaat mempelajari materi yang akan diajarkan

    o Pemberian acuan

    Berkaitan dengan kajian ilmu yang akan dipelajari

    Ajuan dapat berupa penjelasan materi pokok dan uraian materi pelajaran secara garis besar

    Pembagian kelompok belajar

    Penjelasan mekanisme pelaksanaan pengalaman belajar sesua dengan rencana langkah-langkah

    pembelajaran

    2. Kegiatan Inti

    o Proses pembelajaran untuk mencapai kompetensi inti dan kompetensi dasar

    o Dilakukan secara interaktif, inspiratif, menyenangkan, menantang, memotivasi peserta didik

    o Menggunakan metode yang disesuaikan dengan karakteristik peserta didik dan mata pelajaran dengan

    proses eksplorasi, elaborasi dan konfirmasi dilaksanakan melalui aktifitas mengamati, menanya,

    mencoba, menalar, menyaji dan mencipta.

    3. Kegiatan Penutup

    o Kegiatan guru mengarahkan peserta didik untuk membuat rangkuman/simpulan

    o Pemberian tes atau tugas dan memberikan arahan tindak lanjut pembelajaran, dapat berupa kegiatan

    diluar kelas, dirumah atau tugas sebagai bagian remidi/pengayaan

    https://docs.google.com/file/d/0B25T4337dQ6pSGlSSEs2Y3A4eFk/edit?usp=sharing&pli=1https://docs.google.com/file/d/0B25T4337dQ6pSGlSSEs2Y3A4eFk/edit?usp=sharing&pli=1http://komangsuardika.blogspot.com/2013/07/penyusunan-rpp-kurikulum-2013.htmlhttp://komangsuardika.blogspot.com/2013/07/penyusunan-rpp-kurikulum-2013.html#comment-formhttp://komangsuardika.blogspot.com/2013/07/penyusunan-rpp-kurikulum-2013.html#comment-formhttp://komangsuardika.blogspot.com/2013/07/penyusunan-rpp-kurikulum-2013.html#comment-formhttp://komangsuardika.blogspot.com/2013/07/penyusunan-rpp-kurikulum-2013.htmlhttps://docs.google.com/file/d/0B25T4337dQ6pSGlSSEs2Y3A4eFk/edit?usp=sharing&pli=1
  • 7/27/2019 Sca Folding

    2/79

    Who We Are John R. Frederiksen

    Interests,

    Background

    PROFESSIONAL INTERESTS AND BACKGROUND

    Dr. Frederiksen's interests are broadly concerned with

    the application of the cognitive sciences to learning

    and instruction within both classroom settings and

    computer-based learning environments. His

    background in cognitive science encompasses work in

    experimental cognitive psychology, artificial

    intelligence, and educational measurement. His recent

    work focuses on how middle school science students

    can develop an understanding of scientific inquiry

    processes and apply this knowledge in creating models

    of scientific phenomena. In this context, he is carrying

    out a longitudinal study of how developing students'

    inquiry skills may enhance their learning across the

    middle school curriculum. His research on assessment

    focuses on both teachers and students. He has studied

    how teachers' use of video portfolios for assessing

    teaching may support their inquiry into effective

    teaching practices, and how students' peer and self

    assessments of their inquiry processes facilitates their

    learning. He has also investigated how assessments of

    scientific inquiry may be incorporated into large-scale

    science assessments. In prior work, he has explored

    students' understanding of physical theories

    (particularly of electricity) and, within this domain, he

    has developed intelligent computer-based learning

    environments for understanding basic circuit theory

    and troubleshooting. In all his research, he applies

    cognitive theories to educational practice, and uses

    evaluations of instructional processes and outcomes to

    illuminate further development of cognitive theory.

    John R. Frederiksen

    frederik@u.washington.edu

    University of Washington's

    Web site

    Learning Inquiry Through

    Reflective Assessment's

    Web site

    mailto:frederik@u.washington.eduhttp://www.washington.edu/http://www.washington.edu/http://depts.washington.edu/liransf/http://depts.washington.edu/liransf/http://depts.washington.edu/liransf/http://depts.washington.edu/liransf/http://depts.washington.edu/liransf/http://depts.washington.edu/liransf/http://depts.washington.edu/liransf/http://www.washington.edu/http://www.washington.edu/mailto:frederik@u.washington.edu
  • 7/27/2019 Sca Folding

    3/79

    Education EDUCATION

    Ph.D., 1966 (Psychology and Psychometrics), Princeton

    University.

    B.A., 1963 (Psychology, magna cum laude), HarvardUniversity.

    Affiliations,

    Service

    PROFESSIONAL AFFILIATIONS AND SERVICE

    Professor (2001 onward), University of Washington.

    Adjunct Professor, (1990 onward) School of Education,

    University of California at Berkeley.

    Principal Scientist (1990-2000), Educational TestingService.

    Division Scientist (1987-1990), Senior Scientist (1975-

    1987), BBN Laboratories.

    Assistant Professor (1968-1975), Brandeis University.

    Member of the AAAS, American Educational Research

    Association, Cognitive Science Society, National

    Association for Research in Science Teaching, and

    Sigma Xi. Chair, Lindquist Award Committee, AmericanEducational Research Association, 1997-1998;

    Member: Technical Advisory Committee, California

    Assessment Program. 1990-1995; National Center for

    Research in Mathematical Sciences Education, 1990-

    1995. Editorial: Journal of the Learning Sciences.

    Publications SELECTED RECENT PUBLICATIONS

    Frederiksen, J. R., & White, B. Y. (2002).

    Conceptualizing and constructing linked

    models: Creating coherence in complex

    knowledge systems. In P. Brna, M. Baker, K.

    Stenning and A. Tiberghien (Eds.), The Role of

    Communication in Learning to Model.

    Mahwah, NJ: Erlbaum.

    Frederiksen, J. R., White, B. Y., & Gutwill, J. (in

    press). Dynamic mental models in learning

    science: The importance of constructing

    derivational linkages among models. Journal of

    Research in Science Teaching, 28(9), 799-822.

    Frederiksen, J. R., Sipusic, M., Sherin, M., and

  • 7/27/2019 Sca Folding

    4/79

    Wolfe, E. (1998). Video portfolio assessment:

    Creating a framework for viewing the functions

    of teaching. Educational Assessment, 5(4),

    225-297

    White, B., & Frederiksen, J. (1998). Inquiry,Modeling, and Metacognition: Making Science

    Accessible to All Students. Cognition and

    Instruction, 16(1), 3-118.

    Frederiksen, J. R., & Collins, A. (1996).

    Designing an Assessment System for the

    Workplace of the Future. (pp. 193-221). In L. B.

    Resnick, J. Wirt, & D. Jenkins (Eds.). Linking

    School and Work: Roles for Standards and

    Assessment. Jossey-Bass.

    Frederiksen, J. R., & White, B. (1995). Teaching

    and Learning Generic Modeling and Reasoning

    Skills. Journal of Interactive Learning

    Environments, 5(1), 33-52.

    Frederiksen, J. R., & White, B. Y. (1993). The

    Avionics Job-Family Tutor: An approach to

    developing generic cognitive skills within a job-

    situated context. Proceedings of the

    International Conference on Artificial

    Intelligence and Education.

    Frederiksen, J. R., & White, B. Y. (1992). Mental

    models and understanding: A problem for

    science education. In E. Scanlon & T. O'Shea

    (Eds.), New Directions in Educational

    Technology. New York, NY: Springer Verlag.

    White, B. Y., & Frederiksen, J. R. (1990). Causal

    model progressions as a foundation for

    intelligent learning environments. Artificial

    Intelligence, 42, 99-157.

    Frederiksen, J. R., & Collins, A. (1989). A

    systems approach to educational testing.

    Educational Researcher, 18 (9), 27-32.

    Frederiksen, J. R., & White, B. Y. (1989). An

    Approach to Training Based Upon Principled

    Task Decomposition. ACTA Psychologica, 71 (1-

    3), 89-146.

  • 7/27/2019 Sca Folding

    5/79

    Who We Are Barbara Y. White

    Interests,Background PROFESSIONAL INTERESTS AND BACKGROUND

    Professor White's professional interest is in making

    science and scientific inquiry interesting and accessible to

    a wide range of students and teachers. She has been

    principal investigator on numerous projects concerned

    with the design of computer-based learning

    environments and their relationship to theories of human

    learning, understanding, and problem solving.

    Furthermore, she has been developing and evaluating

    new instructional approaches, centered around these

    environments, that enable students to work together to

    develop an understanding of both the subject matter and

    the processes of scientific modeling and inquiry.

    Barbara Y. Whitebywhite@berkeley.edu

    UC Berkeley's Web site

    Education EDUCATION

    Ph.D. Computer Science, Massachusetts Institute of

    Technology, USA, 1981.

    Completed Ph.D. qualifying program in Psychology,

    University of New South Wales, Australia, 1975.

    B.Sc. Mathematics, University of Victoria, Canada, 1971.

    Affiliations,

    Service

    PROFESSIONAL AFFILIATIONS AND SERVICE

    Professor (1995 onward), Associate Professor (1989-

    1995), University of Califo