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  • Beberapa Ide Kegiatan Praktis Dalam MGMP: A.R. As'Ari

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    Saiful Arif
    5 vizualizări11 pagini
    The document provides guidance for practical activities that can be done during MGMP (subject teacher meetings). It suggests discussing challenging math problems, elaborating on competencies and indicators, reviewing lesson plans, developing teaching media, discussing case studies, and developing rubrics to assess student work. The activities are meant to include sharing, discussion, and hands-on practice rather than just lectures or writing.

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    KEGIATAN_MGMP

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    The document provides guidance for practical activities that can be done during MGMP (subject teacher meetings). It suggests discussing challenging math problems, elaborating on competencies and indicators, reviewing lesson plans, developing teaching media, discussing case studies, and developing rubrics to assess student work. The activities are meant to include sharing, discussion, and hands-on practice rather than just lectures or writing.

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    Attribution Non-Commercial (BY-NC)
    Descărcați ca PDF, TXT sau citiți online pe Scribd
    Indicator pentru conținut neadecvat
    5 vizualizări11 pagini

    Beberapa Ide Kegiatan Praktis Dalam MGMP: A.R. As'Ari

    Încărcat de

    Saiful Arif
    The document provides guidance for practical activities that can be done during MGMP (subject teacher meetings). It suggests discussing challenging math problems, elaborating on competencies and indicators, reviewing lesson plans, developing teaching media, discussing case studies, and developing rubrics to assess student work. The activities are meant to include sharing, discussion, and hands-on practice rather than just lectures or writing.

    Drepturi de autor:

    Attribution Non-Commercial (BY-NC)
    Descărcați ca PDF, TXT sau citiți online pe Scribd
    Indicator pentru conținut neadecvat
    din 11

    BEBERAPA IDE KEGIATAN PRAKTIS DALAM MGMP

    A.R. ASARI

    MGMP

    Musyawarah Guru Mata Pelajaran Musyawarah, berarti:


    Harus

    ada perbincangan Harus ada kegiatan berbagi Bukan forum menulis Bukan forum mendengarkan ceramah orang lain

    MENGEMBANGKAN TUGAS MATEMATIKA YANG MENANTANG


    Beri peserta tugas menantang

    Minta Mereka Menyelesaikan Tugas Tersebut Secara Individual Ajak Mereka Mendiskusikan Kelebihan dan Potensi Tugas Menantang Tersebut

    MATH PROBLEM EXAMPLE

    Hasan membutuhkan waktu 45 menit untuk mengecat tembok. Kakaknya hanya membutuhkan waktu 30 menit untuk melakukan hal yang sama. Kalau mereka bekerja bersama-sama, berapa lama waktu dibutuhkan oleh mereka untuk mengecat tembok tersebut ?

    Mengelaborasi Indikator Kompetensi Dasar


    Memodelkan Kegiatan Elaborasi

    Mendiskusikan Pentingnya Kegiatan Elaborasi

    Mempraktikkan Kegiatan Elaborasi Indikator

    Berbagi Hasil

    KD: Siswa mampu menentukan gradien, persamaan, dan grafik suatu garis lurus.

    Ada tiga sub KD di dalamnya, yaitu:


    Siswa

    mampu menentukan gradien sutau garis lurus Siswa mampu menentukan persamaan suatu garis lurus Siswa mampu menentukan grafik suatu garis lurus
    Catatan:

    Semua ini BUKANLAH indikator

    Its indicators are


    Indicator FOR Sub Basic Competence #1

    Indicator FOR Sub Basic Competence #2


    Given two points of a line, students are able to determine the equation of the line

    Indicator FOR Sub Basic Competence #1


    Given two points of a line, students are able to draw the graph the line Given an equation of a line students are able to draw the graph the line Given a point of the line and its slope, students are able to draw the graph the line Given a line l, students are able to draw the graph the line that is parallel or perpendicular to the line l

    Given two points of a line, students are able to determine the slope of the line Given the equation of a line, students are able to determine the slope of the line Given the graph of a line, students are able to determine the slope of the line Given the equation of a line that is perpendicular or parallel to a line l, students are able to determine the slope of l. Given the graph of a line that is parallel or perpendicular to an axis, students are able to determine the slope of the line

    Given a slope, and one point of the line, students are able to determine the equation of the line Given the graph of a line, students are able to determine the equation of the line

    Given two intersections of a line to the axis, students are able to determine the equation of the line

    Given an equation of a line l, students are able to determine the equation of a line that is parallel or perpendicular to the line

    Given a graph of a line that is parallel or perpendicular to an axis, students are able to determine the equation of the line

    MENENTUKAN RPP YANG BAIK


    Mendiskusikan Kriteria RPP Yang Baik

    Mereviu Suatu RPP dan Mengembangkan RPP yang lebih baik Berbagi Hasil

    Mengembangkan Media
    Memperlihatkan contoh Media kepada peserta

    Menentukan kekuatan dan kelemahan dari Media tersebut

    Praktik Mengembangkan Media

    Mendiskusikan Kasus Pembelajaran


    Membaca dan mengkaji Kasus Mengidentifikasi Praktik-Praktik Pembelajaran yang baik dan kurang baik di dalam kasus tersebut Mengidentifikasi hal-hal yang bisa dikembangkan lebih baik Mengembangkan RPP yang lebih baik

    Menilai Karya Anak

    Beri kesempatan peserta menilai karya anak tanpa rubrik Mendiskusikan pentingnya Rubrik Melakukan penilaian ulang karya anak dengan menggunakan rubrik Mengkaji karakteristik rubrik Mengembangkan Rubrik

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