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Sca Folding

Sca Folding

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Published by: Zainal Abidin Mustofa on Oct 31, 2013
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04/15/2014

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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
 
 
 
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
 
Education
 
EDUCATION Ph.D., 1966 (Psychology and Psychometrics), Princeton University. B.A., 1963 (Psychology, magna cum laude), Harvard University.
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 Testing Service. 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, American Educational 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

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