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					                                           CHAPTER I

                                        INTRODUCTION

A.    BACKGROUND

            studient nationwide based on Pancasila and the Constitution of the Republic of

     Indonesia Year 1945 serves to develop skills and form the character and civilization of a

     dignified nation in the context of the intellectual life of the nation, aims to develop the

     potential of students to become a faithful and pious man to Almighty Esa, noble, healthy,

     knowledgeable, skilled, creative, independent, and become citizens of a democratic and

     accountable. To carry out the functions of the government held a national education system

     as stated in Law No. 20 Year 2003 on National Education System. National education

     should be able to ensure equal education opportunities, improving the quality and relevance

     and efficiency of education management. Equal education opportunities embodied in the 9-

     year compulsory education.

            Improving the quality of education directed at improving the quality of human being

     in Indonesia through olahhati, olahpikir, olahrasa and exercise in order to have a competitive

     edge in the face of global challenges. Increasing the relevance of education intended to

     produce graduates who fit the demanding needs-based natural resources of Indonesia.

            Improved efficiency of education management through the implementation of

     school-based management and renewal of education management in a planned, purposeful,

     and sustainable. Implementation of Law No. 20 of 2003 on National Education System

     translated into a number of regulations including Government Regulation No. 19 Year 2005

     on National Education Standards. Government regulations provide guidance on the need for

     developed and implemented eight national education standards, namely: content standards,

     process standards, competency standards, teachers and standards, standards of facilities and

     infrastructure, standardized management, financing standards,

     educational and assessment standards.

            The curriculum is a set of plans and setting the objectives, content and learning

     materials and methods used to guide the implementation of learning activities to achieve

     specific educational goals. This includes the specific goal of national education goals as well

     as compliance with the uniqueness, condition and potential of the area, the education unit
and learners. Therefore, the curriculum developed by the education unit to allow adjustment

of educational programs to the needs and potential of the region.

       SBC is prepared by the operational curriculum and implemented in each educational

unit. SBC consists of education unit level educational goals, structure and content

curriculum unit level of education, educational calendar and syllabus.

       Development Education Unit Level Curriculum (SBC), which refers to the various

national education standards to ensure the achievement of national education goals. National

education standards consist of content standards, processes, competency, education,

infrastructure, management, financing and educational assessment. Two of the eight national

education standards, namely Content Standard (SI) and the Graduate Competence Standard

(SKL) is the primary reference for education in developing the curriculum units. Law of the

Republic of Indonesia Number 20 of 2003 (Law 20/2003) on National Education System

and Government Regulation of the Republic of Indonesia Number 19 Year 2005 (PP

19/2005) on National Standards. Mandated education curriculum at SBC elementary and

secondary education prepared by the educational unit with reference to the SI and SKL and

guided by the guidelines prepared by the National Education Standards Agency (BSNP). In

addition, the preparation of the SBC must also follow other provisions relating to the

curriculum in Law 20/2003 and PP 19/2005.

       In order to fulfill the mandate of the Act and the regulations referred to above and in

order to achieve the objectives of national education in general, and the purpose of school

education in particular, the MI NW Majuwet as primary education institution deems it

necessary to develop a Unit Level Curriculum (SBC).

       SBC developed in MI NW Majuwet as the embodiment of the primary and secondary

curriculum penddikan. The curriculum was developed by a team consisting of constituent

elements of madrasas and Islamic committee under the coordination and supervision of the

Ministry of Religious Affairs and the East Lombok Board Boarding Sa'adatuddarain NW

Majuwet.

       NW MI curriculum development is based on five pillars Majuwet among others in

order to give learners the opportunity:

1.    learn to faithful and pious to God Almighty,

2.    learn to understand and appreciate,
      3.        learn to be able to perform and do it effectively,

      4.        learning to live together and be useful to others, and

      5. learn to build and self-discovery through active learning, creative, effective and fun.

                 At the end of the curriculum is still just a document, which will be a reality if

     implemented on the ground in a good learning process. Learning both in class and outside of

     class, should take place effectively are able to raise the activity and creativity of children. In

     this case the pelaksan kuriulum (read: Teachers MI NW Majuwet) will unearth this kuriulum

     in the learning process. Educators should also be able to prepare and mengasikkan learning

     fun for children, so the kids at home in elementary school. On the basis of this fact, the MI

     NW Majuwet learning should be to educate, educate, generate activity and creativity of

     children, effective, democratic, challenging, fun, and mengasikkan. With sepirit like that this

     curriculum will be dynamic guidelines for providing education and teaching at MI NW

     Majuwet.

B.        BASIS OF PREPARATION SBC

     1.      Philosophical Basis.

                  School as a center of cultural development is inseparable from the value-

           nilaibudaya embraced by a nation. The Indonesian people have cultural values that

           sourced from Pancasila, as the philosophy of life of nation and state, religious

           yangmencakup,       humanity,     unity,   democracy,      and    justice.   Values    inidijadikan

           philosophical basis in the development of school curricula.

                  School as part of the community can not be separated from the locus, kewaktuan,

           social and cultural conditions. Strengths and weaknesses of these things will be considered in

           determining the structure of the school curriculum.

     2.      Juridical Basis

           Legally SBC was developed by:

           a.      Act 1945, Article 31 paragraph (5), "the Government advance Science and technology in

                upholding religious values and unity nations for the progress of civilization and the welfare of

                mankind "and Article 32 paragraph (1)," The State promotes the national culture of

                Indonesia in the middle of civilization the world to ensure the freedom of the public to

                maintain in developing value- cultural values. "
       b.     Law Number 20 Year 2003 on National Education System Part II Article 3, "Education aims to

            develop students' potentials fully human in order to be faithful and devoted to God Almighty,

            noble, healthy, knowledgeable, skilled, creative, independent, and a citizens of a

            democratic and accountable ". Article 36 paragraph (2), "The curriculum at all levels and

            types of education with the principle of diversification according to the educational unit,

            potential areas, and learners ". Article 38 paragraph (2), "primary and secondary education

            curriculum is developed in accordance with the relevance by any group or unit education and

            komitesekolah / madrasas under the coordination and supervision of the local education district office

            of the department of religion / city and provincial education secondary education ".

       c.     Government Regulation Number 19 Year 2005 on National Education System

            Article 17 paragraph (1), "Curriculum Education Unit SD / MI / SDLB, SMP / MTs. /

            SMPLB,       SMA       /   MA      /   SMALB        /   SMK       /   MAK,      or     other   forms

            sederajatdikembangkan according to the educational unit, potential areas / regional

            characteristics , sociocultural pat the local community, the students ".

       d.       Regulation of the Minister of National Education No. 6 of 2007 on

            PerubahanPeraturan Minister of National Education and the number 24 of 2006

            concerning implementation of Competency Standards Content Standards and graduate, "education

            unit can adopt or adapt the model of Education Elementary Curriculum Unit Level and Medium

            prepared by the Research and Development Department Education with related units ".

       e.     S tandar I cover the scope of the material and the level of competence to achieve

            competency on the level and type of education. Included in the SI are: basic

            framework and structure of the curriculum, Competency Standards (SK) and the

            Basic Competency (KD) each subject in every semester of every type and level of

            primary and secondary education. SI No. Kepmendiknas set. 22 of 2006.

       f.    S tandar K Competency L Ulusan a graduate qualification capabilities that include

            attitudes, knowledge and skills as defined by No. Kepmendiknas. 23 of 2006.

C.    SBC DEVELOPMENT GOALS

              Preparation destination SBC MI NW MAJUWET this to be a reference for MI NW

     Majuwet in the preparation and development of curriculum that will be implemented at the

     unit level of education is concerned.
D.        PRINCIPLES FOR K TSP

                SBC MI NW Majuwet developed according to their relevance to each group or unit

     level under the coordination of the Ministry of Religious Affairs and supervis i or Board

     Boarding Sa'adatuddarain NW Majuwet for basic education. SBC Development refers to SI

     and SKL and guided by a curriculum guide developed by BSNP, as well as taking into

     consideration the school committee / madrasa. Preparation of SBC to special education are

     coordinated and supervised by the Ministry of Religion and East Lombok guided by the SI

     and SKL and curriculum guide developed by BSNP.

     The SBC MI NW Majuwet developed based on the following principles:

     1.     Centered on the potential, progress, needs and interests of learners and the

           environment

                  The curriculum was developed based on the principle that learners have a central

          position to develop competencies in order to become a human being faithful and pious to

          God Almighty, noble, healthy, knowledgeable, skilled, creative, independent and become

          citizens of a democratic and accountable. To support the achievement of these goals

          tailored competence development of learners with potential, progress, needs and interests

          of learners and the demands of the environment. Having a central position means learning

          activities centered on the learner.

     2.     Diverse and integrated

                  The curriculum was developed taking into account the diversity of the

          characteristics of learners, local conditions, levels and types of education, and non-

          discrimination and respect for diversity of religion, ethnicity, culture, customs,

          socioeconomic status, and gender. The curriculum shall include the substance of the

          charge component of the curriculum, local content, and self-development in an integrated

          and organized into meaningful linkages and sustainability, and precise antarsubstansi.

     3.     Responsive to the development of science, technology and art

                  The curriculum was developed based on the realization that science, technology

          and art that developed dynamically. Therefore, the spirit and content of the curriculum

          gives students a learning experience to follow and take advantage of developments in

          science, technology, and art.

     4.     Relevant to the needs of life.
                Curriculum development is done by involving stakeholders (stakeholders) to

      ensure the relevance of education to the needs of life, including social life, the business

      world and the world of work. Therefore, the development of personal skills, thinking

      skills, social skills, academic skills, and vocational skills is a necessity.

 5.     Comprehensive and sustainable

                The substance of the curriculum covers all dimensions of competency, the field of

      scholarly study and subjects were planned and presented antarsemua continuous

      education.

 6.     Lifelong learning

                The curriculum is directed to the process of development, acculturation, and

      empower students to be capable and willing to learn that last a lifetime. The curriculum

      reflects the relationship between the elements of formal education, non-formal, informal

      and subject to the conditions and demands of a constantly evolving environment and the

      direction of development of the whole person.

 7.     Balance between national interests and regional interests.

                The curriculum was developed by taking into account the national interest and the

      interest of the region to build the society, nation and state. National interests and regional

      interests should complement and empower line with the motto Unity in Diversity within

      the framework of the Unitary State of the Republic of Indonesia (Republic of Indonesia).

In practice, the curriculum is implemented with the following principles:

1.     Implementation of the curriculum is based on the potential, progress, and condition pesertadidik to

      master competencies useful for him. In this case, students must receive a quality education services, and

      obtain kesempatanuntuk express himself freely, dynamic and fun ..

2.     Implementation of the curriculum allows students receive services bersifatperbaikan, enrichment and / or acceleration in

      accordance with the potential, stage of development, and the condition of the students while watching integrating

      personal development dimension of divinity students, keindividuan, kesosialan, and moral

3.      The curriculum implemented in a relationship of learners and educators who accept and

      respect each other, intimate, open and warm, with principles ing ngarsa sungtulada, ing

      intermediate Mangun intention, tut wuri handayani (in front of an example and role

      model, in the midst of building morale and initiative, at the rear provide power and power).
4.      The curriculum is implemented using the approach multistrategi and multimedia

     learning resources and appropriate technology, and utilizing the environment as a

     learning resource to the principle Natural takambang so teachers (all of which happen,

     unfold, and grow in the community, the environment, and the environment as source

     alamsemesta learning, examples, and example).

5.    The curriculum implemented by utilizing natural conditions, social, and cultural areas sertakekayaan for

     educational success with a whole load of study materials optimally.

6.     The curriculum covers all components of the course competencies, local content, and

     the development of self-organized in the balance, alignment, and adequate dankesinambungan

     matching between classes and types and levels of education. Addition, the Education Unit Level

     Curriculum development needs in accordance Competency Standards Unit Graduate

     Education (SKL -SP). The Competency Standards Unit Graduate Education (SKL-SP) More

     are:

     a. Starting professed religion in accordance with the stages of child development

     b. Know the advantages and disadvantages of self.

     c. Obeying social rules that apply in the environment.

     d. Appreciate the diversity of religions, cultures, ethnicities, races, and socioeconomic

     groups in the surrounding environment.

     e. use information about the environment around it logically, critically, and creatively.

     f. Demonstrated ability to think logically, critically, and creatively with the guidance of

     the teacher / educator.

     g. Demonstrate a high curiosity and realize its potential.

     h. Demonstrated ability to solve simple problems dala daily life.

     i. Demonstrated ability to recognize the symptoms of natural and social environment.

     j. Demonstrate love and concern for the environment.

     k. Shows the love and pride of the nation, the state, and homeland Indonesial.

     l. Demonstrated ability to perform activities of local arts and culture.

     m. Shows hygienic practices, healthy, fit, safe, and utilize waktuluang
                                           CHAPTER II

                                             PURPOSE

A.    EDUCATIONAL OBJECTIVES

            The purpose of Education is developing students' potentials in order menjadimanusia

     are: faithful and pious to God Almighty, noble, healthy, knowledgeable, skilled, creative,

     independent, and democratic citizenship sertabertanggung charge. While the purpose of

     education in madrasah is laying the foundation of intelligence, knowledge, personality,

     noble character, and the skills to live independently and follow further education.

            Referring to the general purpose, it can outlined the purpose of education in MI NW

     Majuwet are as follows:


     1.     Increase faith and piety and noble character.

     2.       Increases potency, intelligence, and interest in accordance with the level of

           development and ability of learners.

     3.     Equip learners with adequate knowledge to melanjutka to pursue higher education.

     4.     Developing the potential diversity and environmental characteristics of the area and to

           produce graduates who can contribute to the development of the region.

     5.     Support the implementation of regional and national development.

     6.     Developing science, technology, and art.

     7.     Support increased tolerance and harmony among religious believers.

     8.     Encourage students to be able to compete globally so that it can coexist with other

           nations Community Sector members.

     9.     Encouraging knowledge and attitudes of nationhood and national unity to strengthen

           the unity of the nation within the Unitary Republic of Indonesia.

     10. Support sustainability and cultural diversity.

     11. Encourage the growth of gender equality.

     12.     Developing a vision, mission, goals madrasas, conditions, and characteristics of

           Islamic

B.    VISION MADRASAH

     1.    Realization of Islamic Students who behave and devoted to Allah SWT

     2.    Realization of Students Intelligent, Creative and Achievement

C.    MISSION MADRASAH
             To achieve the vision of a madrasah which aspires to "Realization of students who

     behave Islamic and devoted to God and realization of students who are intelligent, creative

     and accomplished, we need some form of the long-term mission with a clear and systematic

     way. Following missions MI NW Majuwet formulated based on the school's vision:

     1.       Instilling discipline on teachers and students in performing all the duties and

           regulations on the Madrasah.

     2.     Behavior and instill moral values in the students' everyday hanging out at the school

           and in the community.

     3.       Implement educational activities with family responsibilities and discipline and

           democracy.

     4.     Implement teaching and learning activities effectively and efficiently.

     5.      Implement Islamic nuanced extracurricular activities that support and enhance the

           discipline, motivation, creativity and achievement of learners.

     6.      Optimizing the use of existing infrastructure and the provision of facilities and

           infrastructure pursue learning activities that did not exist.

D.    OBJECTIVES M I NW MAJUWET

             Referring to the vision and mission of madrasas, as well as general-purpose basic

     education schools in developing educational objectives are as follows.

     1.      Running professed religion in accordance with the stages of child development.

     2.      All classes implement the approach "active learning" in all subjects.

     3.       Developing a range of activities in the learning process in the classroom-based and

            character pendidikanbudaya nation.

     4.      Developing a school culture that is conducive to achieving goals pendidikandasar.

     5.      Organizing various social activities that are part of the nation's culture and character

            education.

     6.      Educational institutions to cooperate with the media in publishing programsekolah.

     7.      Utilize and maintain facilities for the greatest in prosespembelajaran.

     8.      Know the advantages and disadvantages of self.

     9.      Abide by social rules that apply in the environment.

     10.     Appreciate the diversity of religions, cultures, ethnicities, races, and socioeconomic

            groups in the neighborhood.
11. Using information about the environment around it logically, critically, and creatively.

12.    Demonstrated ability to think logically, critically, and creatively with the guidance of

      teachers.

13. Showed a high curiosity and realize its potential.

14. Demonstrated ability to solve simple problems in daily life.

15. Demonstrate the ability to recognize the symptoms of natural and social environment.

16. Demonstrate love and concern for the environment.

17. Demonstrate love and pride in the nation, the state, and homeland Indonesia.

18. Demonstrated ability to perform activities of arts and culture.

19. Shows clean living habits, healthy, fit, safe, and utilize waktuluang.

20. Communicate clearly and politely.

21.    Working together in groups, helping each other, and keep yourself dalamlingkungan

      family and peers.

22. Shows penchant read and write.

23. Demonstrate skills listening, speaking, reading, writing, and arithmetic.

        In particular, according to the vision and mission of the Madrasah, MI NW Majuwet

goal in each academic year to deliver students / learners to:

1. Realizing righteous man, faithful, competent and noble character.

2. Acquisition Value UASBN / U.S. is increasing.

3. Winning entry in competition SMP / MTs best.

4. Has a habit of polite behavior.

5. Improve and develop the potential of learners.

6. Creating a healthy environment, clean and nyaman.Tujuan madrasah we will gradually be

      monitored, evaluated.
                                               CHAPTER III

                          STRUCTURE AND CONTENT CURRICULUM

A.    CURRICULUM STRUCTURE

               The structure of the curriculum is a pattern and arrangement of subjects that should

     ditempuholeh learners in learning activities. Depth at setiapmata lesson curriculum at each

     educational unit harusdikuasai competencies outlined in the student learning according to

     the load contained in kurikulum.Kompetensi structure is composed of standard competence

     and basic competences developed based on competency standards. Local content and

     activities self-development is an integral part of the structure of the curriculum at the level

     basic education and menenga.

               The structure of the curriculum SD / MI include learning substance taken in the level

     of education for six years from Class I to Class VI. The structure of the curriculum SD / MI

     compiled based on competency standards graduates and competency standards subject to the

     following provisions.

               The structure and content of the curriculum in primary and secondary education as stipulated in

     the Content Standards include five groups of subjects as follows.

     1.    Groups of subjects of religion and moral values.

     2.    Citizenship subject groups and personalities.

     3.    The group of subjects in science and technology

     4.    Aesthetic subject groups

     5.    Physical subject groups, sports and wellness

              The group has a range of subjects and activities each masingseperti disclosed in PP

     19/2005 on National Education Standards Article 6 paragraph (1) of Article 7 as follows.




          No       Subject Group                     Scope                             Through
          1       Religion     and Group of noble danakhlak                Activity religious , Learning
                  Morals Honor     religious subjects intended             citizenship    and    coaching
                                   untukmembentuk                          personality / moral values,
                                                                           embelajaran     science     and
                                   manusiayang         learners
                                                                           technological,       aesthetic,
                                   become faithful and pious to            physical, sport and health, and
                                   God Almighty and the Lord               development self / Extracurricular
                                   of noble. Moral values
                                   include ethics, manners, or
                                        as the embodiment of the moral
                                        religious education.
2.   Kewaganegaraan      Groups of subjects and               Religious             activities,
     and Personality     personalities citizenship            pembinaankepribadian / noble
                         intended to increase awareness       character, citizenship learning,
                         and knowledge of participants        language, arts and culture,
                         Students will status, rights, and    physical         danpendidikan,
                         obligations in life                  danpengembangandiri             /
                         society, nation, and state, as       extracurricular
                         well as increased
                         his qualities as a human being.
                         Awareness and insight
                         including the concept of
                         nationalism, patriotism and the
                         spirit to defend the state,
                         respect for human rights,
                         pluralism
                         nations,           environmental
                         protection, gender equality,
                         democracy,                  social
                         responsibility, compliance with
                         laws, obedience pay taxes, and
                         anti-corruption attitudes and
                         behavior,      collusion,     and
                         nepotism.

3    Science    and The group of subjects in K egiatan language learning,
     Technology     science and technology          mathematics,            science
                    SD / MI / SDLB intended to pengetahuanalam,              social
                    recognize, respond to, and      sciences, skills / vocational,
                    appreciation of science and and           /       atauteknologi
                    technology, as well as          information                 and
                    inculcate the habit of thinking communication, as well as the
                    and behaving scientific         relevant cargo lokalyang
                         critically,   creatively     and
                         independently
4    Aesthetics          The group is intended for            Language      activities,    arts
                         aesthetic subjects                   danbudaya, skills, relevant
                         increase the sensitivity, the        local      danmuatan,        and
                         ability to express and ability to    development      of     self    /
                         appreciate the beauty and            extracurricular
                         harmony.
                         The ability to appreciate and
                         express the beauty
                         and harmony includes the
                         appreciation and expression,
                         both in individual lives so that
                         they can enjoy and
                         grateful for life, as well as in
                         social life
                         so as to create a harmonious
                         togetherness.

5    Physical, Sports, Physical subject groups, sports Physical education activities,
     and Health        and wellness                     sports, health education,
                       on SD / MI / SDLB intended to natural sciences, danmuatan
                       increase the potential           relevant local,
                       Physical       and       instill
                                                        danpengembangandiri /
                       sportsmanship and awareness
                                                        extracurricular
                         of living life sehat.Budaya
                         healthy including awareness,
                         attitudes, and behaviors of
                               healthy life
                               is individual or collective
                               nature society such as freedom
                               from sexual behavior smoking,
                               drug addiction, HIV / AIDS,
                               dengue, vomiting, and other
                               diseases with the potential to
                               spread.


1.        Curriculum SD / MI contains eight subjects, local content, and development

     themselves as indicated in Table 2. Local content is a curricular activities to develop

     competencies adapted to the characteristics and potential of the region, including

     regional advantage, in that the material can not be classified into subjects there. The

     substance of the charge is determined by the local unit of Education. Self-development

     is not a subject that should be nurtured by the teacher. Self-development aims to

     provide opportunities to learners to develop and express themselves in accordance the

     needs, talents, and interests of each learner according to the school conditions.

     Facilitated and self-development activities or guided by a counselor, teacher, or

     educational staff to do in the form of extracurricular activities. Self development

     activities carried out through activities related to counseling services problem self and

     social life, learning, and career development learners.

2.       The substance of science and social studies subjects in MI NW Majuwet an

     "Integrated Science" and "Integrated IPS".

3.      Learning in Class I till III implemented through a thematic approach, while in Class

     IV VI executed sd eye approach lesson.

4.        Learning hours allocated to each subject's contained in the structure of the

     curriculum. Education units is possible to add maximum of four hours lessons per week

     as a whole.

5.     Allocation of one hour lessons are 40 minutes.

6.     Effective Sunday in one academic year (two semesters) is 34-38 weeks.

The structure of the curriculum MI NW Majuwet presented in the following table:


                                      Time Allocation MI NW Majuwet
No           Component                                                       KET
                                       I    II   III   IV   V    VI
A    Subject
1    Islamic Education
     a. Quran Hadith                 2      2      2      2     2     2
     b. Moral theology               2      2      2      2     2     2
          c. Fiqh                      2    2      2     2     2     2
          d. Cultural History of Islam             2     2     2     2
          e. Arabic                                2     2     2     2
     2 Citizenship Education           2    2      2     2     2     2
     3 Indonesian                      6    6      6     5     5     5
     4 Mathematics                     6    6      6     5     6     6
     5 Natural science                 4    4      4     5     5     5
     6 Social sciences                 2    2      4     5     5     5
     7 Cultural Arts and Craft         2    2      2     2     2     2
     8 Education Jasokes               2    2      4     4     4     4
     B Local Content
          a. English                               2     2     1     1
          b. The NW-an                             2     2     2     2
     C Personal Development
          a. Scout                                 1* 1* 1* 1*
          b. Martial Arts (Karate)                 1* 1* 1* 1*
                 TOTAL                 30th 30th 44th 44th 44th 44th
     *) Self-development was held on Wednesday afternoons and Sundays.

     Information

     1. A allocation of teaching hours 40 minutes.

     2. Classes 1, 2, and 3 in the learning process using a thematic approach.

     3. Classes 4, 5, and 6 in the learning process approach subjects.

B.    CURRICULUM CONTENT

     1.    Subject

          a.    Islamic Education

               1. Quran Hadith

                      The subjects of the Qur'an Hadith intended that learners have the following

                 capabilities:

                 a.       Giving students the basic skills in reading, writing, familiar and fond of

                        reading the Quran and Hadith.

                 b.      Instill sense, understanding, appreciation of the content of the content of the

                        verses of Al-Quran and Hadith which aims to encourage, nurture and guide the

                        character and behavior of students with reference to the contents of the content

                        of the verses of the Qur'an and Hadith.

               2. Aqidah Morals

                 Morals dogma aims subjects so that learners have the following capabilities:

                 a.      Forming learners faithful and devoted to Allah and have a noble character.

                 b.      Forming behavior of learners with akhlakul karimah in everyday life.

               3. Fiqh
          Fiqh subjects intended that learners have the following capabilities:

          a.      Students can know and understand the main points of Islamic law in the form

                 of detailed and thorough arguments and diharafkan aqli naqli and become a

                 way of life in personal and social life.

          b.      Students can implement and practice the Islamic law properly and is expected

                 to foster adherence to execute the laws of Islam, disciplined and responsible,

                 high social personal and social life.

     4. Cultural History of Islam

          Cultural History of Islamic subjects intended that learners have the following

          capabilities:

          a.       Provide knowledge about the history of the religion of Islam and Islamic

                 culture in the time of Prophet Muhammad SAW and khulafaurrasyidin to

                 students, so that it has an objective and systematic concepts in historical

                 perspective.

          b.      Taking ibrah / wisdom, values, and meanings contained in the history.

          c.       Instilling a strong appreciation and willingness to practice good morals and

                 avoid bad character, based on the fact cermatannya history.

          d.       Equip students to form a personality based on exemplary figures forming a

                 noble personality.

b.    Citizenship Education

     Citizenship Education subjects intended for learners has the following capabilities.

     1.         Critical thinking, rational, and creative in responding to the issue of citizenship

     2.          Participate actively and responsibly, and act intelligently in the activities of

               society, nation, and state, as well as anti-corruption

     3.           Developing a positive and democratic to form themselves based on the

               characters of Indonesian society in order to live together with other nations

     4.          Interact with other nations in the world arena directly or indirectly by using

               information and communication technology.

c.    Indonesian

     Indonesian Language intended that learners have the following capabilities.
     1.    Communicate effectively and efficiently in accordance with ethics, both orally

          and in writing

     2.     Appreciate and are proud to use the Indonesian language as the language of

          unity and Countries

     3.    Understanding the Indonesian language and use it appropriately and creatively

          for different purposes

     4.    Indonesian language to enhance intellectual capacity, as well as emotional and

          social maturity

     5.     Enjoy and utilize literature to broaden their horizons, refined manners, and

          increase the knowledge and language skills.

     6.    Respect and Indonesia boast a repertoire of literary and intellectual culture of

          Indonesian people.

d.    Arabic

     Arabic subjects intended that learners have the following capabilities:

     1.     Understanding the system sounds and meanings of words in Arabic language

          and apply it in everyday life.

     2.      Understanding and equip students to meet the international life as an

          international language Arabic.

     3.    Recognize and appreciate the Arabic language as the language of the Qur'an

     4.    Communicating and understanding of the structure of sentences in Arabic.

e.    Mathematics

     Mathematics courses intended that learners have the following capabilities.

     1.      Understanding mathematical concepts, explains the relationship between

          concepts and apply concepts or algorithms, flexibly, accurately, efficiently, and

          appropriately, in solving the problem.

     2.      Using the pattern and nature of reasoning, mathematical manipulation in

          making generalizations, compile evidence, or explain mathematical ideas and

          statements

     3.     Solve problems that include the ability to understand the problem, devise a

          mathematical model, solve the model and interpret the obtained solution
     4.     Communicate ideas with symbols, tables, diagrams, or other media to clarify

          the situation or problem

     5.     Having respect for the usefulness of mathematics in life, the curious, attention,

          and interest in studying mathematics, as well as a tenacious attitude and

          confidence in problem solving.

f.    Natural science

     Science subjects in SD / MI aims so that learners have the following capabilities.

     1.     Increased confidence in the greatness of Almighty God based on the existence,

          nature beauty and order of creation

     2.     Develop an understanding of a variety of natural phenomena, science concepts

          and principles that are useful and can be applied in everyday life

     3.      Develop a curiosity, a positive attitude, and awareness of the relationship

          interplay between science, the environment, technology, and society

     4.     Conduct scientific inquiry to develop the ability to think, behave and act and

          communicate scientific

     5.     Raising awareness to participate in maintaining, maintaining, and preserving

          the environment and natural resources

     6.     Raising awareness to appreciate nature and all its regularity as one of God's

          creation

     7.     Improve the knowledge, concepts, and skills as a basis for continuing science

          education to the next level.

g.    Social sciences

     IPS subjects intended that learners have the following capabilities.

     1.    Know the concepts related to the life of the community and the environment

     2.     Have the basic ability to think logically and critically, curiosity, inquiry,

          problem solving, and social skills in life

     3.    Commitment and awareness of social values and human

     4.    Have the ability to communicate, cooperate and compete in a pluralistic society,

          locally, nationally, and globally.

h.    Cultural Arts and Craft

     Arts subjects intended that learners have the following capabilities.
           1.    Understand the concept and importance of arts and culture

           2.    Showing appreciation for art and cultural attitudes

           3.    Showing creativity through arts and culture

           4.    Displaying participation in arts and culture in the local, regional, and global

                levels.

     i.     Physical Education, Sport and Health

           Physical subjects, Sports, and Health aims so that learners have the following

           capabilities.

           1.     Develop self-management skills in order to development and maintenance of

                physical fitness and a healthy lifestyle through physical activity and sport are

                selected

           2.    Increasing physical growth and psychological development better.

           3.    Improve skills and basic motor skills

           4.     Laying the foundation of strong moral character through the internalization of

                the values embodied in physical education, sport and health

           5.        Develop sportsmanship, honesty, discipline, responsibility, teamwork,

                confidence and democratization.

           6.        Develop the skills to maintain the safety of yourself, others and the

                environment

           7.    Understand the concept of physical activity and exercise in a clean environment

                as information to achieve perfect physical growth, healthy lifestyles and fitness,

                skilled, and have a positive attitude.



2.        LOCAL CONTENT

     a.     English

           English Lesson in SD / MI aims so that learners have the following capabilities.

           1.    Know Your English as a language of international communication.

           2.    Equip students to be able to speak English.

     b.     The NW-an

           The subjects in the MI's NW NW Majuwet intended that learners have the ability as

           beriku:
          1.    Know the history of the founding of the organization's community organisisasi

               Nahdlatul Wathan.

          2.    Know the organization's founder Nahdlatul Wathan and development.

3.     SELF DEVELOPMENT ACTIVITIES

     Self-development activities include two kegatan the extracurricular activities and the

     activities of habituation

     a. Extracurricular Activities

       Development activities in the extracurricular activities in MI NW Majuwet includes two

       activities, namely activities pramukan and karate (martial arts).

     b. Activity Habituation

       Activities habituation includes several activities diataranya:

       1. Habituation Routine

         Pembasaan routine is the formation of character and planting / experience of the

         teachings of Islam. The habituation routine activities carried out in MI NW Majuwet

         include:

          a.    Social service activities that the school environment clean

          b.    Activity bersma prayer before entering class includes reading prayers, sing the

               fight song, poetry, memorizing multiplication, and latiahan speech.

          c.    Noon prayer in congregation in the madrasah.

       2. Habituation Modeling

         Habituation keteladan in MI NW Majuwet aims to enable students to continue to

         always discipline in daily activities. Pembasaan include:

          a.     Refraction program 7 K (Security, Order, Cleanliness, Discipline, Civility,

               Kinship, Leisure).

          b.    Reading culture to plant.

          c.    Coaching order school uniform.

       3. Habituation nature of nationalism and Fatriotisme.

         Habituation is intended that students can memegangang steadfast nature of

         nationalism and patriotism terhadapa nation. As for the things done in this habituation

         include:

         a. Implementation Aper flag every Monday.
       b. Warning holy days of RI

     4. Habituation in the field of religion

       This activity aims to enable students always appreciate the great days of Islam and

       practice it in everyday life. The habituation This includes activities such as:

       a. Pesantren Flash (held every month of ramadan)

       b. Hiziban / yasinan (any implementation dimadrasah event).

       c., and so forth.

4.    SETTING Baban LEARNING

              Load learn to rate regulation madrasas ibtidiyah learning system is load the

     package. Package System is a system administration program education student

     participants are required to attend the entire program of learning and learned loads

     assigned to each class in accordance with the structure curriculum in effect at the unit

     level. Load studying each subject at System Package is expressed in hours of learning.

              Load learn formulated in the form of units of time taken by learners to attend

     learning programs through the face-to-face, structured assignments, independent and

     unstructured activities. All of it is meant to achieve a standard competency by taking

     into account the level of development of learners. Activities are face to face learning

     activities in the form of the interaction between learners with educators. Load-face

     learning events per hour of learning in MI NW Majuwet is 40 minutes.

              While j otal hours face to face teaching per week in NW MI Majuwet are:

     1. For class I and II is 30 hours per week

     2. For Class III, IV, and V is 42 hours a week.

     Load-face learning activities overall in MI NW Majuwet is as indicated in the table

     below.


                                      The number of
            One hour face-to-                              Annual effective     Learning time /
     Class                          teaching hours per
           face learning / min                             Sunday lessons        hours / year
                                           week
       I            40th                   30th                  38th                1140
      II            40th                       30th              38th                1140
      III           40th                       42                38th                1596
      IV            40th                       42                38th                1596
      V             40th                       42                38th                1596
      VI            40th                       42                34th                1428
5.    Mastery learning

                Mastery learning each indicator has been set in a basic competence ranges from

      0-100%. Ideal criteria completeness for each indicator of 75%. MI NW Majuwet

      determine the minimum completeness criteria considering the level of average ability

      learners and the ability to support resources in organization of learning. keriteria With

      mastery learning is expected of teachers in MI NW Majuwet can improve mastery

      learning criteria continuous to achieve mastery criteria ideal.

                The minimum passing grade can keriteria


                                              Minimal mastery Keriteria
      No                  Subject                     (KKM)
                                              Number        Letter
       1  A. Religious Education
           1. Quran Hadith                      75th      Seventy Five
           2. Moral theology                    75th      Seventy Five
           3. Fiqh                              75th      Seventy Five
           4. Cultural History of Islam         75th      Seventy Five
      2   Citizenship Education                 75th      Seventy Five
      3   Indonesian                            70th      Seventy
      4   Arabic                                65th      Sixty-Five
      5   Mathematics                           60th      Sixty
      6   Natural science                       65th      Sixty-Five
      7   Social sciences                       65th      Sixty-Five
      8   Cultural Arts and Craft               65th      Sixty-Five
      9   Education Jasokes                     75th      Seventy Five
     10th B. Local Content
           1. English                           60th      Sixty
           2. The NW-an                         75th      Seventy Five
                Madrasah mastery learning targets that number is increasing every year.
     Therefore, every citizen is expected to more madrasas work harder in order to increase
     the quality of madrasah education from year to year.

6.    INCREASE IN CLASS AND GRADUATION

      Increase in Class A.

                      As per decision of the Director General of elementary and secondary

           education       manajamen        National      DepartemenPendidikan        Number:

           12/C/KEP/TU/2008 About Forms and Procedures for Preparation of Consolidated

           Learning Outcomes.

                      The Class Increase in provisions set out in MI NW Majuwet are as

           follows:

           1.     Conducted at the end of each school year or every semester.
    2.     The increase in grade is based on the assessment of learning outcomes in

         semerter even, with consideration of the entire SK / KD who have not

         completed the semester, must be completed to achieve the KKM set, before

         the end of the second semester. This is in accordance with the principle of

         complete learning (mastery learning), participants who do not achieve mastery

         learning semester in accordance with the KKM set, then the question must

         follow the remedial lessons to the concerned Chief Engineer is capable of

         achieving. That is, the value must still take into account the increase in

         classroom learning outcomes of students for one school year is in progress.

    3.     Attendance rate of learners in the learning process should be followed to

         reach 80% of all days in a year learning effective.

    4.      Learners otherwise not up to the grade II, III, IV, and V if the party

         concerned did not achieve minimum mastery learning, more than 3 (three)

         subjects.

    5.    Learners otherwise not up to class VI, if the party concerned did not achieve

         minimum mastery learning, more than 3 (three) subjects were not subjects in

         UNkan, or concerned do not achieve minimum mastery learning in one or

         more subjects in UNkan. means should not have a value that is not completed

         in Indonesian Language, Mathematics, and Science

B. Criteria Graduation

    Students of Class VI passed MI NW Majuwet What if it fulfills the following

    criteria:

    1.     Completing the entire learning program as evidenced by its first half report

         card full value of 1 (one) up to half of 12 (twelve).

    2.     Getting a GOOD minimum value on the final assessment by educational

         units for all subjects the subjects of religion and moral values, civic groups of

         subjects and personalities, the subjects of aesthetics, and the physical subjects,

         sports and health, based on the range of values as the following:

         91-100                            Predicate                            VeryGood

         75-90                               Predicate                               Good

         60-74                              Predicate                             Enough
                 40-59                                Predicate                                 Less

                 <40                                Predicate                           Less One

            3.     Pass the exam both written and practical examinations for the subjects of

                 science and technology based on Islamic values obtained from a combination

                 of test scores and madrassas average the semester report cards 7,8,9,10 and 11

                 half weighted 60% (six twenty percent) for madrasah exam scores and 40%

                 (forty percent) for the average value of report cards, with values as low as 6.50

                 (six point zero five).

            4.     Pass the National Exam which is determined based on the final value (NA)

                 derived from a combination of Islamic values of the subjects diujinasionalkan

                 and value of National Examination (UN) with a weighting of 40% (forty

                 percent) for the value of the madrasah diujinasionalkan subjects and 60%

                 (sixty percent) for the value of National Examination (UN) with the average

                 value of all final grades (NA) at a low 5.5 (five point five) and the value of

                 each subject least 4.0 (four point zero.)

7.     LIFE SKILLS EDUCATION

8.     ACTIVITY BASED EXCELLENCE AND LOCAL

           Eye pelajaan given skills so that learners can develop life skills (life skills) that

     includes personal skills, social, vocational, and academic. Personal and social skills

     needed by all students, vocational skills provide opportunities for learners to are involved

     in a wide range of experience and bekreasi appreciation to produce a work that directly

     benefit the lives of students, and academic skills required by those who will go on to

     pursue higher high.

           Therefore pesonal and social skills needed by all students, the MI NW Majuwet

     serving / giving Integrate these skills to all subjects (an integral part of everyday learning

     in all subjects). Considering almost all the students wanted to go to a higher level, the

     school chose academic skills that match their interests and talents of students pesetas.

           Based on the observations made by each teacher about kesesuain talents and
     interests of learners in MI NW Majuwet formulate the excellence and local-based
     activities are developed in the form of local arts and arts karauke Islamic qasida
     tambourine.
                                        CHAPTER IV

                                EDUCATION CALENDAR

A. SUNDAY HOURS EFFECTIVE AND EFFECTIVE

   1.    In the education in MI NW Majuwet using semester system divides the academic year

        into one semester and second semester.

   2.    Effective number of days in a school year 265 days and the number of days face to

        face in a 228 day school year, which is used for learning activities in accordance with

        the applicable kuriulum MI NW Majuwet.

   3.     Study time efetif Majuwet MI NW is the number of hours of study per week /

        weekend include the number of hours of study for all subjects including local content

        and the number of hours for the developers themselves held on Wednesday afternoon

        and Munday.

   4.    The number of hours of face-to-face in MI NW Majuwet a week for class I and II is 30

        hours of lessons with the allocation of 40 minutes per hour lesson. While the number of

        hours for classes III, IV, V, and VI are subject to the allocation of 42 hours 40 minutes

        per hour lesson.

   5.     Teaching and learning in MI NW Majuwet the semester academic year 2012/2013

        starts on Monday the 9th of July 2012 and ends on Saturday December 22, 2012. While

        the teaching and learning process in the second semester of academic year 2012/2013

        starts on Tuesday the 2nd of January 2013 and ends on Saturday the 22nd of June 2013.

   6.     The distribution of the number of days in the semester study (July 2012-December

        2012) and second semester (January 2013 - June 2013) in accordance with the

        following table:

   S                                                             Day off
                   Effecti   Effecti
   M                                                                                     Numbe
        Month /      ve        ve                                          Approximat
                                     Frida     Semest    Gener    Speci                   r of
         Year      Learni    Learni                                        ely Fasting
   T                                 y           er       al       al                    Holida
                   ng Day    ng Day                                          Month
   R                                                                                       ys
   1       2         3         4         5        6        7        8           9         10th
          July      14th      14th       4        6        0        2           4         16th
   G
      2012          15th      15th       5        0        2        5           5          17th
   A
   N August         25th      19th       4        0        0        0           0           4
   A
      2012          24th      24th       4        0        1        2           0           7
   I
   L Septemb        25th      25th       5        0        1        0           0           5
        er 2012     19th      19th       4        6        1        0           0          11th
            October
             2012
            Novemb
            er 2012
            Decemb
            er 2012
       TOTAL            122       104     26th     12th       5        9           9    60th
            January    25th      25th       4        0        2        0           0     6
   G         2013      24th      24th       4        0        0        0           0     4
   E        Februar    24th      18th       5        0        2        0           0     7
   N        y 2013     26th      26th       4        0        0        0           0     4
   A        March      25th      25th       5        0        2        0           0     7
   P         2013      25th        6        4        6        1        0           0    11th
             April
             2013
             May
             2013
             June
             2013
       TOTAL            142       124     26th       6        7        0           0    39th
    Number of
       Odd and
                        264      1228      53      18th      12th      9           9    99th
        Even
       Semester



B. RELIGIOUS HOLIDAYS AND PUBLIC HOLIDAYS

   1. Religious Holidays and Public Holidays

        No            Day               Date                                Holiday
        1      Friday          August 17, 2012              Proclamation of Independence Day
        2      Sunday / Monday 19 & August 20, 2012         Idul Fitri 1433 H
        3      Friday          October 26, 2012             Eid-ul-adha 1433 H
        4      Thursday        15 November 2012             New Hijri Year 1434 H
        5      Tuesday         December 25, 2012            Christmas
        6      Tuesday         January 1, 2013              New Year's
        7      Thursday        January 24, 2013             Birthday of Prophet Muhammad SAW
        8      Sunday          10 Feberuari 2013            Lunar New Year
        9      Tuesday         March 12, 2013               Nyepi Day
       10th    Friday          March 29, 2013               Death of Jesus Christ
       11th    Thursday        May 9, 2013                  Ascension of Jesus Christ
       12th    Saturday        May 25, 2013                 Vesak Day
       13th    Thursday        June 6, 2013                 Isra 'Mi'raj Prophet Mohammad SAW


   2. Holiday Special

       a.      Off first week of fasting during the week of June 18 to July 24, 2012
        b.      Holiday Idul Fitri 1433 H from May 16 to August 18, 2012.

        c.      Holiday after Idul Fitri 1433 H from 21 to 26 August 2012.

        d.      Break 2 (two) business days prior to and after the Eid-ul-Adha 1433 H.

   3. Semester Break

        a.      Semester off for 6 days starting from June 24 through December 31, 2012.

        b.      Semester off for 12 days from 24th June to 6th July 2013.

C. DEUTERONOMY midle SEMESTER SEMESTER AND DEUTERONOMY

   a.         Middle Deuteronomy odd semester was held on the fourth week of september ie from

             24 to 30 September 2012.

   b.         Deuteronomy Odd Semester held from August 10 to December 17, 2012.

   c.         Middle Deuteronomy Semester in the third week of March, from the 18th until March

             24th 2013.

   d.        Deuteronomy Semester held from May 10 to June 17, 2013.

D. TEST TEST AND NATIONAL SCHOOL

   Examination Schools and the National Examination devoted in class VI (gymnastics) NW

   MI students ranged Majuwet and implemented between April 2013 and May 2013.

   Examination Schools and the National Examination could not be determined because of the

   wait time and the date of the national education minister rules.
                                                 CHAPTER V

                                                   CLOSING

         Gratitude Thank God, for all the blessings and the SBC curriculum ridoNya MI NW

Majuwet had finished our set up, with no significant obstacles. With the completion of the preparation

of the Education Unit Level Curriculum (SBC), the the MI NW Majuwet already have a reference to

organize learning activities lesson in 201 2/201 3.

         Thus, began the school year 201 2/201 3's, MI NW Majuwet the                         SBC will perform in

unison for all classes. Our hope, Unit Level Curriculum (SBC), which has been compiled by us

qualified so that all the activities we had planned to run smoothly. Therefore, constructive criticism and

suggestions so we expect of all the observer, executive education for perfection that can eventually provide

Enlightenment implementation in Islamic Elementary School.

         Furthermore, the quality of the product is expected to learners which has ahklak nobility as a reflection of

a great nation we also are looking forward to support from all parties, especially the teachers, staff, students,

and parents so that the learning process can be run with maximum.

Penyusu n

				
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