FOREWORD

Our gratitude goes to the presence of God Almighty for His abundance of gifts and blessings
so that this Guidebook for Introduction to Schooling Fields II can be compiled. This guidebook
is very important for all parties related to the implementation of Schooling Field Introduction
Practice II in schools so that the implementation of the activities that have been formulated can
be carried out as expected. In order to strengthen the identity of prospective educators and to
form readiness as prospective educators, students of the Bachelor of Education Program are
given an apprenticeship program at school called Introduction to the School Field.
In accordance with the vision and mission of the Faculty of Teaching and Education
(FKIP) the University of Bengkulu, that the productivity of education staff, especially
prospective teachers, both in terms of quality and quantity, continues to be a concern. This can
be demonstrated by the existence of several renewal efforts, improvements in the field of
teacher training, namely the implementation of PLP II. Particularly PLPL II which was carried
out during the Covid-19 pandemic, of course there were various kinds of obstacles. For this
reason, policies were adjusted to overcome various obstacles encountered so that the
implementation of PLP II activities during the pandemic instead provided renewal in a more
positive direction. This guidebook is a development of the Integrated PPG program guidebook
published by the Director General of Higher Education and the results of a workshop involving
all Heads of Study Programs, representatives of FKIP UNIB Lecturers.
Finally, with the preparation of the PLP II Book for students in Bachelor Program (S1) FKIP
UNIB, we express our gratitude to all parties who have helped in the preparation of this Guide.
We hope that this Guidebook can provide benefits in order to improve the quality of
competency of student teacher candidates at the University of Bengkulu's Faculty of Teacher
Training and Education.

Bengkulu, August 2021

Faculty Compilation Team

1
 TABLE OF CONTENT

FOREWORD.............................................................................................................. 1
TABLE OF CONTENT............................................................................................. 2
CHAPTER I INTRODUCTION .............................................................................. 4
A. RATIONAL....................................................................................................... 4
B. LEGAL BASIS.................................................................................................. 4
C. PURPOSE ......................................................................................................... 5
D. IMPLEMENTATION TIME .......................................................................... 5
E. PLACEMENT................................................................................................... 5
F. REQUIREMENTS, DUTIES AND RESPONSIBILITIES ......................... 5
G. IMPLEMENTATION PROCEDURE............................................................ 8
H. IMPLEMENTATION PRINCIPLE ............................................................... 9
I. ASSESMENT .................................................................................................... 9
J. STUDENT AND SCHOOL COMMITMENT ............................................. 10
CHAPTER II INTRODUCTION TO THE SCHOOL FIELD (PLP) ................ 12
A. OBJECTIVE OF THE ACTIVITY .............................................................. 12
B. THE PROCEDURE OF (PLP) II ................................................................. 12
APPENDIX ............................................................................................................... 14
Appendix 1. SCHEDULE OF ACTIVITIES ......................................................... 14
Appendix 2. CONSTRUCTION OF EDUCATIONAL FORM .......................... 15
Appendix 3. OBSERVATION FORMAT DIRECT LEARNING PROCESS ... 16
Appendix 4. ATTENDANCE ASSESSMENT FORMAT.................................... 18
Appendix 5. ASSESSMENT FORMATDISCIPLINE ......................................... 19
Appendix 6. QUALITY ASSESSMENT OF ACTIVITIES/ACTIVITY ........... 20
Appendix 7. ASSESSMENT FORMAT................................................................. 21
Appendix 8. RATING FORMAT FOR TEACHING EXERCISE ..................... 22
Appendix 9. RATING FORMAT FOR CURRICULUM SYSTEM ................... 23
Appendix 10. STUDENT ABILITY TO DEVELOP LESSON PLAN ............... 24
Appendix 11. CURRICULAR AND EXTRACURRICULAR............................. 25
Appendix 12. SKILL ASSESSMENT FORM ....................................................... 26
Appendix 13. ADMINISTRATIF DUTIES SKILL FORM................................. 27
Appendix 14. FINAL REPORT FORMAT ........................................................... 29

2
Appendix 15. Example of Cover Page .................................................................... 30
Appendix 16: Example of Approval Page .............................................................. 31
Appendix 17. Assesment Report Format ............................................................... 32
Appendix 18. Oral Examination Assessment Format .......................................... 33
Appendix 19. Final Mark Format .......................................................................... 34
Appendix 20. Final Mark Recapitulation Format. ............................................... 35

3
 CHAPTER I
INTRODUCTION
A. RATIONAL
The teacher is a professional position that provides expert services and demands ability
requirements that are academically and pedagogically acceptable to the recipients of the
services directly or indirectly. Therefore, teachers must be prepared through a relatively long
educational program designed based on teacher competency standards.
The Law No. 20 of 2003 concerning the National Education System, Law no. 14 of
2005 concerning Teachers and Lecturers, PP No. 19 of 2005 concerning National Education
Standards, and PP No. 74 of 2008 concerning Teachers, require teachers to have academic
qualifications, competencies, and educator certificates. In article 4 of Government Regulation
no. 74 of 2008 it was emphasized that educator certificates for teachers are obtained through
professional education programs organized by tertiary institutions that have accredited
educational staff procurement programs

B. LEGAL BASIS
The Introduction to Schooling Field (PLP) activities are carried out based on a legal
basis, namely;
1. RI Law No. 20 of 2003, concerning the national education system.
2. RI Law No. 14 of 2005 concerning teachers and lecturers.
3. RI Law No. 12 of 2012 concerning higher education.
4. Government Regulation no. 32 of 2013 concerning changes to Government regulation
no. 19 of 2005 concerning National Education Standards.
5. Government Regulation no. 19 of 2017 concerning changes to Government regulation
no. 74 of 2008 concerning Teachers.
6. Presidential Regulation No. 8 of 2012 concerning the Indonesian National
Qualifications Framework (KKNI).
7. Regulation of the Minister of National Education Number 16 of 2007 concerning
Academic Qualification Standards and Teacher Competency.
8. Regulation of the Minister of National Education Number 27 of 2008 concerning
Academic Qualification Standards and Counselor Competence.
9. Regulation of the Minister of Research, Technology and Higher Education No. 44 of
2015 concerning National Higher Education Standards.
10. Regulation of the Minister of Research, Technology and Higher Education No. 55 of
4
 2017 concerning Teacher Education Standards

C. PURPOSE
Referring to article 3 of Law Number 20 of 2003, the general objective of the PLP
course is to produce prospective teachers who have the ability to realize national education
goals, namely to develop the potential of students to become human beings who believe and
fear God Almighty, have noble character, healthy, knowledgeable, capable, creative,
independent, and become a democratic and responsible citizen.
The specific objective of this course is to prepare prospective teachers to become more
familiar with the school environment and their professional environment so that later they are
able to carry out teaching practice activities in PLP II courses

D. IMPLEMENTATION TIME
Introduction to Schooling Field (PLP) II is one of the courses in the Regular
Undergraduate Program with a weight of three (3) credits equivalent to 96 study hours per
semester. This course is given to students activityPLP II in partner schools is carried out for 2
months which is carried out every working day (Monday to Saturday). Specifically for the odd
semester of 2021/2022 the form of PLP II activities adjusts the learning process that applies in
schools whether in offline or online form..

E. PLACEMENT
PLP places are implemented starting from the Kindergarten, Elementary School, Junior High
School or High/Vocational High School levels and non-formal institutions in Bengkulu
Province. Partner schools for PLP must meet the following requirements:
a. Schools that are PLP targets have been accredited.
b. Have teachers who meet the requirements as Teacher Pamong; And
c. Located in an area that is easily accessible to PLP participants

F. REQUIREMENTS, DUTIES AND RESPONSIBILITIES OF THE HEAD AND

VICE HEAD OF SCHOOL, AND SUPERVISOR
The School Field Introduction (PLP) activity was carried out in a collaborative team
between the University of Bengkulu's FKIP and partner schools. This work team consists
of students as PLP participants, lecturers as supervisors, schools as PLP places represented
by the Principal and Deputy Principal. In order for the implementation of this PLP II to
5
achieve its maximum goals, all those involved in this activity are determined by the
requirements, responsibilities and tasks that must be carried out, namely;
1. Student Requirements
PLP participant students must meet the following requirements:
a. Register to the PPL Unit through their respective study programs.
b. Have filled out the willingness form to carry out PLP assignments;
c. Has attended the Introduction to Schooling Field 1 (PLP-1) course;
d. Have graduated/are currently taking the Basic Education Course group (MKDK);
e. Have passed at least 90 credits of courses in the previous semester
f. Have passed a micro-learning course with a minimum score B+;
g. Show evidence that you have attended lectures in the previous semester
h. Only contract a maximum of 12 credits in the semester of PLP II implementation.

2. Duties and Responsibilities of Students

a. Strengthening Educational Academic Competency (Instr. Appendix. 2);
b. Conducting Direct Observation of the Online Learning Process (Instr. Appendix 3)
c. Making a Learning Process Plan (RPP)
d. Carry out Learning Practices using offline and/or online methods;
e. Making a Final Report on PLP II Activities)

3. Deputy Head of School as Pamong (Assesor) Teacher

Teacher who are appointed to be tutors in the field, have met the following
requirements;
a. The status of a teacher remains at the place where the field introduction is carried
out to school;
b. have the lowest academic qualifications of undergraduate or applied undergraduate
and certified educator.
c. Has the lowest position Young Master; and
d. Appointed by the principal of the school where the introduction will be carried out
schooling

4. Duties and Responsibilities of the Pamong Teacher:

a. Guiding 4-6 students

6
 b. Assessing Student Attendance (Instr. Appendix 4)
c. Assessing Student Discipline (Instr. Appendix 5)
d. Assessing the Quality of Student Activities / Activeness (Appendix 6)
e. Assessing Student Personality and Social Competencies (Appendix 7)
f. Provide Assessment of Student Teaching Exercises (Appendix 8)
g. Reviewing Curriculum, Learning Strategies, Evaluation Systems, and the use of
ICT in Learning (Appendix 9)
h. Provide an Assessment of Student Ability in helping to develop RPP (Appendix 10)
i. Providing Learning Guidance to Students (Appendix 12)
j. Grading students administrative task skills (Appendix 13)
k. Provide student Final Assessment (Instr. Appendices 19 and 20)

5. Requirements for Supervisors (Lecturers)

Lecturers appointed as supervisors are those who meet the following requirements;
a. Minimum academic qualifications are masters or applied masters and have a
background in accordance with the scientific field and/or expertise being taught.
b. Lecturers with non-educational qualifications must have a training certificate for
Learning Instructional Skills Development (Pekerti) and/or Applied Approach
(AA);
c. Has the lowest position of Assistant Proffessor Level 1; And
d. Proposed by the related study program;
e. Has participated in the socialization of PLP activities.

6. Duties and Responsibilities of Supervisors

The task of the supervising lecturer is to guide and assess PLP students and be
responsible for all student academic activities during the PLP period at partner schools
such as:
a. Deliver and pick up students to and from school;
b. Mentoring a maximum of 4-6 students;
c. Provide an Assessment of Student Ability in their help to develop RPP (Appendix
10)
d. Providing Learning Guidance to Students (Appendix 12);
e. Mprovide Guidance to Students offline or online via WhatsApp, Zoom Meeting

7
 and other media;
f. Provide student Final Assessment (Instr. Appendices 19 and 20);
g. Provide Assessment of Student Final Report

G. IMPLEMENTATION PROCEDURE
PLP II activities are carried out by following the following procedure:
1. Students contract PLP II courses according to the academic calendar;
2. The Study Program Coordinator submits the names of the PLP participating
students to the FKIP PPL Unit along with the Field Supervisor (DPL) along with
the placement area;
3. List of submissions based on the considerations of the study program coordinator
or based on student suggestions for those who wish to carry out PLP activities in
their respective regions;
4. The PPL Unit accommodates or makes considerations on the list that has been
submitted to be further determined through the Dean's Decision Letter;
5. Coordinating the PPL Unit with the Head of School and DPL;
6. Supervisors escort students to partner schools, and provide directions regarding
PLP activities to the Head/Deputy Principal of the school. This can be done
offline or online;
7. Students carry out PLP II at partner schools under the guidance of the Head/
Deputy Head of School/Guardian teacher (tutor teacher) and supervising lecturers
in an inherent way to carry activities:
a. examine the curriculum and learning tools used by teachers;
b. examine the learning strategies used by teachers;
c. examine the evaluation system used by teachers;
d. assist teachers in developing lesson plans, learning media, teaching materials,
and evaluation tools;
e. examine the use of information and communication technology in learning;
f. practice teaching under the guidance of tutor teachers and PLP II supervising
lecturers with the aim of directly experiencing the learning process, as well as
strengthening the identity of prospective educators;
g. carry out the tasks of assisting students and extracurricular activities; And
h. assist teachers in carrying out the tasks of teacher administration work.
8. Supervising lecturers and tutors provide guidance in person or via WhatsApp,

8
 Zoom, Google Meet, and other media.
9. Supervisors withdraw students from partner schools and express their gratitude on
behalf of the University of Bengkulu FKIP PPL Unit (Faculty Internship
department) offline or online;
10. Students submit PLP reports to the PPL unit
11. Supervising lecturers, tutor teachers, and school principals certify student PLP
grade, then the supervisor submits that student grade directly to the PPL FKIP
Unit of University of Bengkulu or collectively through the study program
coordinator.
12. The PPL Unit submits student PLP scores to the academic section of the
University of Bengkulu FKIP.

H. IMPLEMENTATION PRINCIPLE
his introduction to the Schooling Field (PLP) Internship program was carried out
based on the following principles:
1. PLP is an important part and is a precondition of the professional teacher
preparation system
2. PLP is carried out in a structured manner and is a separate study load which is
carried out in blocks after the end of semester exams face-to-face lectures, with a
study load of 3 credit per semester.
3. PLP is carried out in a systematic manner gradual/tiered to implement learning
outcomes in each semester.
4. The PLP is guided by a supervisor together with the Deputy Principal/Principal
who (tutor) who has met the requirements.
5. PLP in the odd semester of TA. 2021/2022 will be implemented in compliance
with health protocols
6. Noting that the 2021/2022 PLP activities were carried out during the pandemic,
guidance by lecturers and tutors was carried out by collaborating 2 (two) methods:
offline or online via WhatsApp, ZOOM Meeting, Google Meet, or other online
media.

I. ASSESMENT
Assessment of student activities taking part in PLP II is carried out based on:

9
1. The components and weights of the PLP II assessment consist of:
a. Teacher’s Tutor (Guru Pamong) Assesment 40%

b. PLP II implementation report (Assess by advisor) 20%

c. Oral examination by PLP II Advisor 40%

2. Assessment is carried out using the format provided.
3. The assessment is carried out by the PLP II supervisor in accordance with the
specified components and assessment weights
4. Pass limit (passing Grade) Lowest PLP II is B+ (75)
5. Grading system:
Score Grade Weighting
85-100 A 4
80-84 A- 3.75
75-79 B+ 5.5
70-74 B 3
70-74 B- 2.75
60-69 C+ 2.5
55-59 C 2
45-54 D 1
0-44 E 0

J. STUDENT AND SCHOOL COMMITMENT

To maintain harmonious cooperation between FKIP Bengkulu University and
partner schools, and so that there are no misunderstandings between students participating
in the Introduction to Schooling Field (PLP) and partner schools, students and schools must
refer to the following commitments:
1. During PLP activities, students are required to carry out activities as stated in the
guidebook. The presence of students in the field directly can be divided into groups
and is under school policy and supervision through tutors to avoid the spread of
Covid-19.
2. If due to illness, a student cannot attend school, then permission from the
Principal/Deputy Principal is required by showing a sick note from the doctor.
3. Students who live outside Bengkulu Province continue to actively participate in
internship activities even though they can be carried out online.

10
4. Schools are not allowed to charge any fees to PLP participating students.
5. Students are not allowed to give mementos to partner schools.
6. Students must comply with the regulations in force at partner schools.

11
 CHAPTER II
INTRODUCTION TO THE SCHOOL FIELD (PLP)

A. OBJECTIVE OF THE ACTIVITY

The general aim of implementing the PLP II program is for participants/students to
become educators who have a set of knowledge, attitudes and skills that can support the
achievement of mastery of pedagogic competencies, personality competencies, social
competencies, and professional competencies as a whole.
After participating in PLP II activities, students are expected to be able to strengthen
educational academic competence and field of study accompanied by critical thinking skills
and higher-order thinking skills through the following activities:
1. Review the curriculum and learning tools that are teacher use;
2. Examine the learning strategies used by teachers;
3. Examine the evaluation system used by teachers;
4. Assist teachers in developing lesson plans, learning media, teaching materials, and
evaluation instruments;
5. Examine the use of information and communication technology in learning;
6. Teaching practice under the guidance of tutor teachers and PLP II supervising lecturers,
with the aim of directly experiencing the learning process, as well as strengthening the
identity of prospective educators;
7. Carry out the tasks of assisting students and extracurricular activities; And
8. Assist teachers in carrying out the tasks of teacher administration work

B. THE PROCEDURE OF (PLP) II

1. Guided teaching practice stage
Teaching practice activities begin after reflecting on the results of observations
and orientation. Guided teaching exercises are carried out and followed by three
teaching exercises. Results of the reflection is used to enter the next stage of guided
training. Guidance is directed at online learning practices, so that participants can
practice fully integrating various teacher abilities in real situations of DP and GP
guidance. Guidance materials are focused on: (a) preparation for teaching, (b)
application of the eight basic teaching skills in an integrated manner, (c) learning
management applying a scientific approach and its impact on student activities. In

12
 Implementation of guided training, each participant is required to:
a. Conduct learning training at least three times per class and followed by one
reflection.
b. Refine the RPP that will be used for practice learning.
c. Carrying out teacher administration tasks that are directly related to teaching
assignments, such as compiling semester programs, enrichment programs, and
remedial programs,
d. Guiding ko and extracurriculars.
e. Prepare written reports on non-teaching assignments (guiding, administrative
tasks, teaching assignments, and extracurricular activities that have been
carried out.
f. Participants can only go to the next stage (self-teaching) if they have carried
out the guided stage with the "GOOD" predicate.

2. Stage of Independent Teaching Training

Participants are given the opportunity to practice independently to fully and integratedly
apply all teacher skills in real situations at school, context enrichment, and hone reflection
skills. The focus of mentoring material is aimed at developing teachers' professional abilities,
namely the ability to perfect learning tools, mastery of basic teaching skills, management of
learning, and personal appearance. Tutors (GP) and Advisors (DP) are increasingly reducing
their supervisory role. At this stage the reflection activity was carried out twice. An
implementation of independent training, each student is required:
a) Carry out learning activities
b) Carry out teacher administration tasks related to teaching assignments.,
c) Make a written report containing a description of the things that have been successful
and not successful and the things that were obtained during the participants'
independent training.
While the participants carry out the self-teaching exercises, the GP and DP make
observations and are required to fill out an observation format containing aspects that need
attention, as material for reflection with the guided participants.

13
 APPENDIX
Appendix 1. SCHEDULE OF ACTIVITIES
No Waktu Kegiatan Keterangan

1 September 24, Meeting coordination with the school Online through Zoom
2021 principal Meeting.

2 September 24, Lecturer’s Coaching/Debriefing prior Online through Zoom

2021 to the mentoring Meeting.

3 October 5, 2021 Introduction of student PLP II to Lecturer mentor in each

school partner and Activities Briefing school partner

4 Oct 5 to Dec 6, a. Observation And introduction PLP II Students, Advisor

2021 direct process learning in class and Tutors in each school
b. b. Reflection Results partners
Observation Process Learning

5 4 October 2021 Withdrawal of students from school Lecturer mentor in each

partner by the campus school partner

6 1 week after Submission of the final report in the Grade Submission to

withdrawal form of softcopy (PDF file) each UPPL.
group. Completion of
administration and
reporting
7 2 weeks after Submission of the grade/mark to the Direct or collective
the PPL Unit supervisors through the
withdrawal study program coordinator
(Appendix 17 and 18)

14
Appendix 2. CONSTRUCTION OF EDUCATIONAL COMPETENCE FORM

Name of School / :……………………….. Student Name : ………….

Institution ID Number : ………….

No Observed aspect Size Amount

A Physical Facilities
Classroom
Library Room
Praying room
laboratory
Workshop
Student WC/KM
Teacher's room
The vice head master chamber
Principal's office
WC/KM Teacher
WC/KM coconut school
Canteen
School Guard House
etc…. mention
B Instructional Media
Learning models / tools
Projector
Whiteboard
Stationery
Class Cabinet
Etc. (specify)
C Laboratory/workshop
Trial tool
Experiment material
Practicum Instructions
First aid facilities
Laboratory regulations
etc.

15
Appendix 3. OBSERVATION FORMAT DIRECT LEARNING PROCESS

School name : ……………. Student Name : …………….

ID NUMBER : …………….

No Observed aspects Description of Observation Results

A Teacher activity at the beginning
1. Techniques/tips/strategies in
conditioning and motivating students
to be ready to learn
2. Pray before starting the study
3. Check student attendance
4. Techniques/tips/strategies for
apperception
5. Convey learning objectives and
activities, which will be carried out
during learning
B The main activities carried out by the
teacher
1. The technique of conveying the
material to be studied
2. Methods/techniques/strategies guide
students in learning
3. Class management
4. Motivating students in learning
5. The technique of dividing the
attention of students
6. Handling difficulties experienced by
students in learning
7. Teacher asking technique
8. Techniques for variations
9. Technique provides reinforcement
10. Techniques to guide discussion
11. Teacher enthusiasm in learning
activities
Closing activities carried out by the
teacher
1. The activity concludes the material
with students
C 2. Carry out the final evaluation
3. Provide follow-up, in the form of
giving assignments and or providing
feedback from the results of the final
evaluation
D Reflection on the Observation Results of
the Learning Process

16
1. Teacher activities when starting
learning,
2. When carrying out core learning
activities,
3. When the teacher ends the lesson.
4. Together with the supervising lecturers
and tutors discuss the weaknesses and
strengths of the learning activities that
have been implemented, and provide
solutions.

17
Appendix 4. ATTENDANCE ASSESSMENT FORMAT

SCHOOL NAME : ……………………

ID Name Day 1-n
No Student
NUMBER 1 2 3 4 5 6 7 8 9 … Mark
1
2
3
4
5

Bengkulu,…………………2021
Principal/Teacher Pamong,

--------------------------------
NIP………………………

18
Appendix 5. ASSESSMENT FORMATDISCIPLINE
No ID Student Follow the Be present Mark
name school and do
NUMBER
rules and assignments
regulations on time
1
2
3
4
5

Bengkulu,…………………2021
Principal/Teacher Pamong,

--------------------------------
NIP……………………………………

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Appendix 6. QUALITY ASSESSMENT OF ACTIVITIES/ACTIVITY

School name : ……………. Student Name : …………….

ID NUMBER : …………….

No Aspect Mark
A Data Search Activeness

B. Activeness Carry out Observations

Bengkulu,…………………2021
Principal/Teacher Pamong,

---------------------------------
NIP……………………………………...

20
Appendix 7. ASSESSMENT FORMAT

ASSESSMENT FORMAT
(For Pamong Teachers and PLP II Supervisors)
PERSONAL AND SOCIAL COMPETENCE

Phint:
Give a score to the observed indicators/aspects by giving a number 1,2,3, or 4 in the score
column according to the assessment with the following criteria.

Score 1: very less

Score 2: less
Score 3: fine
Score 4: very good

Student name: ………………………………………………………………………

School name: ………………………………………………………………………

Schor
NO OBSERVED INDICATORS/ASPECTS 1 2 3 4
1. Authority (gezag) as a teacher
2. Honesty
3. Discipline (obedience following the rules)
4. Exemplary for students and colleagues in behavior
and appearance
5. Confidence
6. Politeness in communicating
7. Sattitude of sociable / friendly in association
8. Ability to cooperate with students, colleagues,
education staff and teachers
Responsive (quick response) to various
9. circumstances
10. Neatness in appearance
TOTAL SCORE
Convert Value (0 – 100) = …………...

21
Appendix 8. RATING FORMAT FOR TEACHING EXERCISE

FORMAT OF RATING
(For Pamong Teachers and PLP II Supervisors)
TEACHING EXERCISE
Instruction:
Give a score to the observed indicators/aspects by giving a number 1,2,3, or 4 in the score
column according to the assessment with the following criteria.
Score 1: very less
Score 2: less
Score 3: fine
Score 4: very good

For additional notes/information, please write in the space provided.

Name of
Student: ….……………….……………………………………….…………….…………....
Field of
study: …………….……………….……………………………….…………….…………....
Name of
LPTK: …………….……………….……………………………….…………….…………....

NO OBSERVED INDICATORS/ASPECTS SCORE

1. Mopen lesson
2. Menudemonstrate mastery of learning material
3. MDemonstrate the ability to choose media according to the characteristics
4. of learning
Mdemonstrate the ability to use the media effectively and efficiently
5. Muse ICT in learning
6. Meuse spoken and written language clearly, well, and correctly
7. MShow appropriate gestures
8. Mclose the lesson by making a summary
Notes/ additional information:
....................................................................................................................................................
.......................................................................... .........................................................................
.....................................................................................................................................................

22
Appendix 9. RATING FORMAT FOR CURRICULUM SYSTEM

FORMAT RATING
(For Pamong Teachers and PLP II Supervisors)
REVIEW OF CURRICULUM, LEARNING STRATEGY, EVALUATION SYSTEM,
AND USE OF ICT IN LEARNING

Instruction:
Give a score to the observed indicators/aspects by giving a number 1,2,3, or 4 in the score
column according to the assessment with the following criteria.
Score 1: very less
Score 2: less
Score 3: fine
Score 4: very good
For additional notes/information, please write in the space provided.
Name of
Student: ….……………….……………………………………….…………….…………....
Field of
study: …………….……………….……………………………….…………….…………....
Name of
LPTK: …………….……………….……………………………….…………….…………....

No. Aspect Schor

Conformity of achievement indicator formulation with basic competence
1.
Conformity of learning materials with indicators and basic
2. competencies to be achieved
3. The accuracy of the selection of learning methods
4. Appropriateness of learning steps
5. Appropriateness of assessment techniques with established indicators
6. Compatibility of assessment instruments with assessment techniques
7. IT selection accuracy
8. IT usage
Total Score
Notes/additional organization:
..................................................................................................................................................
..................................................................................................................................................
..... ..............................................................................................................................................
....................................................................................................................................................

23
Appendix 10. FORMAT RATING FOR STUDENT ABILITY TO DEVELOP LESSON
PLAN

FORMAT RATING
(For Tutor Teachers and PLP II Supervisors)
STUDENT ABILITY TO HELP DEVELOP LESSON PLAN
Instruction:
Give a score to the observed indicators/aspects by giving a number 1,2,3, or 4 in the score
column according to the assessment with the following criteria.
Score 1: very less
Score 2: less
Score 3: fine
Score 4: very good
For additional notes/information, please write in the space provided.
For additional notes/information, please write in the space provided.
Name of
Student: ….……………….……………………………………….…………….…………....
Field of
study: …………….……………….……………………………….…………….…………....
Name of
LPTK: …………….……………….……………………………….…………….…………....

NO OBSERVED INDICATORS/ASPECTS SCOR

1. Perseverance
2. Persistence/seriousness
3. Smoothness
4. Mastery of RPP Concepts
Ability to operationalize guidelines for drafting RPP
5.
Notes/additional organization:
..................................................................................................................................................
..................................................................................................................................................
..... ..............................................................................................................................................
....................................................................................................................................................

24
Appendix 11. TASK ASSESMENT OF CURRICULAR AND EXTRACURRICULAR
TASK ASSESSMENT
COCURICULAR AND EXTRACURRICULAR

FKIP UNIB

School name : ……………. Student Name : …………….

ID NUMBER : …………….

1. Fill in this format each time a student provides guidance to students with problems, by
giving points (4) very good; (3) good; (2) quite good (1) not good and (0) all criteria do
not appear.
2. Add the numbers down to get the total points.

PROGRAM TUGAS KE-

Type of Task CLASS
DESCRIPTION 1 3 3 4
Curricular

1.
2.
Extra-
Curricular
1.
2.

Total Score
Final Score
(Average)

Bengkulu, ………………. 2021

Tutor teacher,

Name
NIP

25
Appendix 12. SKILL ASSESSMENT FORM

SKILL ASSESSMENT
PROVIDE LEARNING GUIDANCE IN CLASS
AND STUDENT OBSERVATION

School name : ……………. Student Name : …………….

ID NUMBER : …………….

1. Fill in this format each time a student provides guidance to students with problems, by
giving points (4) very good; (3) good; (2) quite good (1) not good and (0) all criteria do
not appear.
2. Add the numbers down to get the total points.

MARK
Observed aspect
0 1 2 3 4
1. Identify problem students
2. Determine the priority of providing
guidance
3. Estimating causes
4. Determine alternative solutions
5. Carry out guidance
6. Guidance effectiveness
7. Follow-up
Final Score/Average

Notes of Teacher Pamong/Supervisor

GUIDANCE TO NOTES
1
….
Note: attached to the initial PPL report

Bengkulu, ………………2021
Teacher Pamong / Lecturer Advisor

------------------------------
NIP

26
Appendix 13. ADMINISTRATIF DUTIES SKILL FORM

ASSESSMENT FORMAT
ADMINISTRATIVE DUTIES SKILLS

School name : ……………. Student Name : …………….

ID NUMBER : …………….

Give a value of 1 to 4 with the meaning of the numbers: (4) very good; (3) good; (2) quite good
(1) not good and (0) all criteria do not appear.

COMPLETENESS
No TYPE OF ACTIVITY DATE 1 2 3 4
1. Annual/Semester/Weekly/Daily
2. student absences
3. Kaldik school/vision, mission and
goals
4. Daily/monthly and semester
assessments
5. Parent book
6. Mutation book
7. School principal's supervision book

8. Student achievement

9. Anecdotal record

10. Class inventory

11. Child health report
12. Teacher picket book
13. Class guestbook
List of meeting attendees/meeting
14. absences with parents

Minutes of meeting with

15. parents/POMG

Minutes of professional organization

16. meetings

Student parent involvement book as

17. resource person/assistant

27
 Minutes of meetings with heads and
18. management

Child guidance consultation book in

19. KBM

20. Community social book

21. class programme

Final Score (average)

Note: attached to the final PPL report

Bengkulu ………………….. 2021

Tutor teacher,

(……………………………………………)
NIP.

28
Appendix 14. FINAL REPORT FORMAT

FINAL REPORT FORMAT

TITLE PAGE
ENDORSEMENT PAGE
FOREWORD
LIST OF CONTENTS
LIST OF TABLES
CHAPTER I INTRODUCTION
A. Background (basic PLP activities)
B. Purpose and benefits of the activity
C. Execution place and time
CHAPTER II IMPLEMENTATION
A. Results of Each Aspect of Activity
B. Level of success
C. Supporting and Inhibiting Factors
D. Specific Experience Gained
CHAPTER II CLOSING
A. Conclusion
B. Suggestion
BIBLIOGRAPHY
ATTACHMENTS:
1. Activity Program
2. Activity Results
3. Certificate of activity has been carried out
4. And others that are considered important

29
 PLP II

Appendix 15. Example of Cover Page

TITLE

UNIB LOGO

Written by:

1. Student Name (ID Number….)

2. Student Name (ID Number….)
3. Etc.

STUDY PROGRAM, DEPARTMENT

FAKULTY
YEAR

30
Appendix 16: Example of Approval Page

ENDORSEMENT PAGE

TITLE

WRITTEN BY:

1. STUDENT NAME & ID NUMBER

2. STUDENT NAME & ID NUMBER
3. etc…

ENDORSED BY:

SUPERVISORTUTOR TEACHER

NAME & NIP NAME & NIP

KNOW BY
HEADMASTER,

NAME & NIP

31
Appendix 17. ASSESMENT REPORT FORMAT

ASSESSMENT REPORT FORMAT

(For Advisor)

NAME : ............................................... ................

ID NUMBER : ............................................... ................
STUDY PROGRAM : ............................................... .............…

NO REPORT COMPONENTS ASSESSED MARK GIVEN

MARK
MMAXIMUM
1. Writing Sisthematically 10
2. The content of the report 40
3. Significance of conclusions and 20
recommendations
4. Writing and language. 15
5. Report completeness (photos, validation, 15
and attachments
Final Report
Mark

32
Appendix 18. Oral Examination Assessment Format
ORAL EXAMINATION ASSESSMENT FORMAT
(For Advisors)

NAME : ............................................... ................

ID NUMBER : ............................................... ................
STUDY PROGRAM : ............................................... ................

MARK AMOUNT
NO INDICATORS/ASPECT WEIGHT (WEIGHT x
(60-100)
MARK)
1 Educational learning in PLP II 30

2 understanding of students 20

3 Understanding of the curriculum and 30

mastery of subject matter
Appearance/performance
Sattitude/ Ethics
4
Language 20
Cfig dress

Final
................
Mark

33
Appendix 19. Final Mark Format

FINAL MARK FORMAT

PLP-II STUDENTS

School : ……………………………………
FINAL
NO EVALUATOR WEIGHT MARK
MARK
1 Tutor's assessment 40%
2 PLP II implementation report 20%
3 Oral Exam by PLP II Advisor 40%
Total

Bengkulu, ………….2021

Assessor 1: Assessor 2:
Advisory Dose, Tutor teacher,

------------------------ -----------------------------
NIP…………..… NIP……………..………

Know By,
The School Principal,

---------------------------------
NIP………………………

34
Appendix 20. Final Mark Recapitulation Format.

SCHOOL COOP

FINAL MARK RECAPITULATION

PLP II STUDENTS

ID Final Mark Description

No Student Name
NUMBER Number Letter

Bengkulu,………….. 2021
Assessor 1: Assessor 2:
Advisor, Tutor teacher,

------------------------ -----------------------------
NIP…………..… NIP……………..………

Know By
The School Principal,

---------------------------------
NIP………………………

35