PERANAN MEDIA PEBELAJARAN DALAM KURIKULUM 2013

MEDIA PEMBELAJARAN

Kurikulum adalah perangkat mata pelajaran dan program pendidikan yang diberikan oleh suatu lembaga penyelenggara pendidikan yang berisi rancangan pelajaran yang akan diberikan kepada peserta pelajaran dalam satu periode jenjang pendidikan. Penyusunan perangkat mata pelajaran ini disesuaikan dengan keadaan dan kemampuan setiap jenjang pendidikan dalam penyelenggaraan pendidikan tersebut serta kebutuhan lapangan kerja.

Lama waktu dalam satu kurikulum biasanya disesuaikan dengan maksud dan tujuan dari sistem pendidikan yang dilaksanakan. Kurikulum ini dimaksudkan untuk dapat mengarahkan pendidikan menuju arah dan tujuan yang dimaksudkan dalam kegiatan pembelajaran secara menyeluruh. Adapun kurikulum yang di berlakukan saat ini adalah kurikulum 2013 (k-13)

Kurikulum 2013 (K-13) merupakan kurikulum tetap diterapkan oleh pemerintah untuk menggantikan Kurikulum Tingkat Satuan Pendidikan yang telah berlaku selama kurang lebih 6 tahun. Kurikulum 2013 masuk dalam masa percobaanya pada tahun 2013 dengan menjadikan beberapa sekolah menjadi sekolah percobaan.

Pada tahun 2014, Kurikulum 2013 sudah diterapkan di Kelas I, II, IV, dan V sedangkan untuk SMP Kelas VII dan VIII dan SMA Kelas X dan XI. Diharapkan, pada tahun 2015 telah diterapkan di seluruh jenjang pendidikan. Kurikulum 2013 memiliki tiga aspek penilaian, yaitu aspek pengetahuan, aspek keterampilan, dan aspek sikap dan perilaku. Di dalam Kurikulum 2013, terutama di dalam materi pembelajaran terdapat materi yang dirampingkan dan materi yang ditambahkan. Materi yang dirampingkan terlihat ada di materi Bahasa Indonesia, IPS, PPKn, dsb., sedangkan materi yang ditambahkan adalah materi Matematika.

Dalam menyukseskan ke tiga aspek penilain yang di berlakukan id dalam kurikulum 2013 media pembelajaran sangat memberikan maafaat yang baik untuk perkembangan kurikulum baru ini. Melalui media pembelajaran seorang guru dapat mengembangkan imajinasi dari peserta didik dan seluruh ilmu yang di peroleh dari medi pembelajaran peserta didik mampu mengaplikasikannya secara mudah di dalam kehidupan sehari harinya. Media dalam proses Pembelajaran merujuk pada perantara atau pengantar sumber pesan dengan penerima pesan, merangsang pikiran, perasaan, perhatian dan kemauan sehingga terdorong serta terlibat dalam

Pembelajaran.  Proses pembelajaran pada dasarnya juga merupakan proses komunikasi, sehingga media yang digunakan dalam pembelajaran disebut media pembelajaran. Media pembelajaran meliputi alat yang secara fisik digunakan untuk menyampaikan isi materi pembelajaran. 

Menurut Encyclopedia of Educatioanal Reseach dalam Hamalik yang dikutip Azhar Arsyad (2002: 25) merincikan manfaat media pendidikan sebagai berikut:

1.   meletakkan dasar-dasar yang konkret untuk berfikir, oleh karena itu mengurangi verbalisme

2.   memperbesar perhatian siswa

3. meletakkan dasar-dasar yang penting untuk perkembanganbelajar, oleh karena itu membuat pelajaran lebih mantap

4.   memberikan pengalaman nyata yang dapat menumbuhkan kegiatan berusaha sendiri dikalangan siswa.

5.   menumbuhkan pemikiran yang teratur dan kontinyu, terutama melalui gambar hidup

6.   membantu tumbuhnya pengertian yang dapat membantu perkembangan kemampuan berbahasa.

7.   memberikan pengalaman yang tidak mudah diperoleh dengan cara lain, dan membantu efisiensi dan keragaman yang banyak dalam belajar.

Dalam proses pembelajaran, media memiliki fungsi sebagai pembawa informasi dari sumber (guru) menuju penerima (siswa). Sedangkan metode adalah prosedur untuk membantu siswa dalam menerima dan mengolah informasi guna mencapai tujuan pembelajaran. Media pembelajaran memiliki fungsi atensi, fungsi afektif, fungsi kognitif,  fungsi kompensatoris. Selain itu media pembelajaran juga berfungsi untuk memotivasi minat atau tindakan, menyajikan informasi, dan memberi intruksi.

Secara umum manfaat media pembelajaran adalah untuk memperjelas penyajian pesan agar tidak terlalu bersifat verbalistik (dalam bentuk kata-kata tertulis atau lisan belaka), mengatasi keterbatasan ruang, waktu, dan daya indera dan untuk memperlancar interaksi antara guru dengan siswa sehingga kegiatan belajar mengajar lebih optimal, efektif, dan efisien baik dari segi teroritis maupun praktikum yang pada akhirnya teraplikasi dalam tindakan.

REFRENSI

https://id.wikipedia.org/wiki/Kurikulum

http://staff.uny.ac.id/sites/default/files/pendidikan/Nurhidayati,%20S.Pd.%20M.%20Hum./MEDIA%20PEMBELAJARAN.pdf

https://achmadzuhrihs.wordpress.com/2013/05/11/fungsi-dan-manfaat-media-pembelajaran/

An Example of Narrative Story

I. Please answer the question after you listen the story!

   1. How Many Character in The Story?

   2. Who is Jack?

  3. Why the Giant run from the castle?

  4. Why Jack and his mother become rich?

  5. What is the moral value of the story Jack an and the Bean Stalk?

 

II.  Please re – tell the story of Jack And   The   Bean Stalk in front of the class   !

Material for Teaching Learning Activity

 Here an example of teaching speaking material to assess the students speaking skill through re - telling the story in form of narrative story

download here

Senior High School Syllabus

 Here the writer attaching the syllabus for senior High School in 2013 curriculum.


Dwonload Here

LESSON PLAN / TEACHING SCENARIO

Lesson Plan

School                : SMPN 1 Blahbatuh

Subject               : English

Class/semester   : IX/1

Topic                   : Narrative Text/ Retell Story

Skill                    : Speaking

Time Allotment : 2x40 minutes

 

A.    Main Competence

1.      Appreciating and carrying out devotion his religion.

2.      Appreciating of honest, discipline, responsibility, care, tolerance, good-manner, confidence     behaviors in interacting effectively in the social and natural environments within students’ communicative environment.

3.       Understanding and applying knowledge (factual, conceptual, and procedural) on the basis of curiosity of science, technology, art, culture existing phenomenon which looks real.

4.      Processing, presenting, and reasoning in concrete domain (using, explaining, stringing up, modifying, and constructing) and   abstracting, domain ( writing, reading, calculating, drawing, and composing) in line with the material that has been learnt at the school and other sources that are theoretically the same.

B.     Basic Competence and Indicator

1.      Expressing sincere gratitude to the God, about the opportunity of learning English as an international mean of communication.

2.      Indicating responsibility, care, cooperative and peace-love in conducting functional communication between the students and the teacher and their friends.

2.1  Indicating responsibility, care, cooperative and peace-love in conducting functional communication between the students and the teacher and their friends in the classroom.

3.      Understanding text structure and language feature in narrative text.

3.1. Identifying some conversation in narrative text

4.      Constructing spoken texts  using appropriate and contextual language features.

4.1 Performing spoken texts retell story using appropriate and contextual language features fluency and clearly.

3. Learning Objective

1.      During teaching and learning process, students are able to indicate responsibility, care, cooperative and peace-love behaviors in functional communication between the students and the teacher and their friends consistency.

2.      Students are given some text in order to know some expression of asking for a favor and they are able to identify some expressions of narrative text and retelling the story correctly

3.      Students are able to construct conversation about narrative text correct text structure and language feature.

4.       Students are able to perform a conversation narrative text/ retelling story  in front of the class fluency and clearly.

4. Learning Material

Learning Material taken from the internet.

Source: http://letspeakenglish.info

·         Text Narrative

·         Social  function

·         Text structure and language features

5. Learning Method/Technique

Method           : From text to task

Technique        : Performance

6. Media, Supporting Facilities, and Learning Sources

Media: Text

Supporting Facilities: Whiteboard, board marker, LCD,  and Laptop

Learning Sources     : taken from the internet http://letspeakenglish.info

7. Learning Activity

1.      The First Meeting ( 2x40 minutes)

a.      Pre-activity ( 10 minutes )

In pre-activity, teacher:

1)      great students friendly;

2)      ask one of the students to lead the pray in English;

3)      lead students a question related to the topic

4)      Ask students to mention the vocabulary related to the topic

5)      give a picture  about the materials which have already been studied and relates the material with next materials to stimulate the students;

6)      explains learning objectives or indicators of the basic competence which are going to be achieved; and

b.      Whilst-Activity  

1)      Observing 10 minutes

In observing activity, teacher:

·      Give the students text dialogue that which are going to discuss

·      Asking the student to read some conversations of narrative story

2)      Questioning 5 minutes

·   The Teachers stimulate the students to ask about some expression in narrative story

3)      Exploring and Associating 25 minutes

In exploring and associating activity, teacher:

·         Gave chance to  each  students learn about the story

4)      Communicating 25 minutes

   In communicating activity, teacher:

·            After they learn about the story,  points some students randomly  to come in front of the class and perform to retelling story

·            The teacher gives the feedback.

C. Post-Activity (5 minutes)

In post-activity, teacher:

·         Teacher and students conclude teaching and learning process;

·         The teacher asks the students’ feeling after learn about the story

·         The teacher gives the conclusion of the learning process of this meeting

H.    ASSESMENT

I.       Assessment Table

Basic Competence	Technique	Instrument	Scoring Procedure
2.1	Behavior Observation	Behavior Observation Sheet	Rubric
4.1	Performance Test	Dialogue Memorization	Rubric

APPENDIX 2: ASSESSMENT SHEET

Table of Assessment Sheet Specification

Indicator	Learning Objective	Instrument	Scoring Procedure
Indicating responsibility, care, cooperative and peace-love in conducting functional communication between the students and the teacher and their friends in the classroom. Performing spoken texts to express and respond hope using appropriate and contextual language features fluency and clearly.	During teaching and learning process, students are able to indicate responsibility, care, cooperative and peace-love in functional communication between the students and the teacher and their friends consistency. Students are able to perform a conversation of expressing and responding hope in front of the class fluency and clearly.	1.  Behavior Observation Sheet Dialogue Memorization	1.     Rubric of the Observation Sheet Rubric

a.      Assessment Sheet of the Students’ Behavior (KD 2.1)

Behavior Observation Sheet

No.	Student Name	Responsibility					Care						Cooperative					Peace-love
		1	2	3	4	5		1	2	3	4	5	1	2	3	4	5		1	2	3	4	5
1.
2.
3.
4.
…

Scoring Rubric of the Behavior Observation Sheet

Criteria	Score
Less consistent behavior indicating responsibility, care, cooperative and peace-love	1
Quite consistent behavior indicating responsibility, care, cooperative and peace-love	2
Set to be consistent behavior indicating responsibility, care, cooperative and peace-love	3
Consistent behavior indicating responsibility, care, cooperative and peace-love	4
Always consistent behavior indicating responsibility, care, cooperative and peace-love	5

Scoring Guide:

Obtained Score

Maximum Score

Final       = x   4

Score

b.      Assessment Sheet of the Students’ performance (KD 4.1)

-            Please make a conversation of expressing and responding asking for a favor with your partner!

Rubric

Criteria	Max. Score	Actual Score
FLUENCY – 45 POINTS
·   Express the meaning spontaneously without unnecessary pauses	20
·   Perform a clear and acceptable pronunciation	15
·   Perform an acceptable intonation in speaking	10
Total	45
COMPREHENSION – 35 POINTS
·   Express the intended meaning clearly	15
·   Express the meaning straight to the point	10
·   Create understanding in the explanation	10
Total	35
GRAMMAR – 20 POINTS
·   Express the ideas grammatically	20
Total	20
Grand Total	100

Scoring Guide:

Obtained Score

Maximum Score

Final Score =             x 4