PEMBELAJARAN SPONTANITAS TANPA RPP

        Modernisasi sistem pembelajaran di sekolah tidak dapat dipungkiri seiring berkembangnya moderenisasi sistem-sistem yang lain. Di era moderenisasi segala misi yang merupakan penjabaran dari sebuah visi diimplementasikan melalui program  dan teknis pelaksanaannya.  Tujuan akan tercapai jika program yang sudah disusun dilaksanakan dengan suatu langkah-langkah teknis yang rinci dan urut. Sehingga pelaksanan program mempunyai kemudahan dalam pelaksanaan teknis program. Dalam konteks pembelajaran di kelas penjabaran kurikulum dalam silabus, program dan RPP merupakan suatu hal yang wajib dilaksanakan jika kita berkeinginan visi dan misi sekolah tercapai. Akan tetapi dalam konteks pelaksanaannya sehari-hari seringkali menemukan kendala.

         Kalau kita simak lebih lanjut sesungguhnya silabus, program dan RPP adalah merupakan alat bantu agar guru mudah dalam melaksanakan tugasnya. Demikian juga alat tersebut merupakan bukti yang bersifat dokumenter yang akan ditunjukkan kepada atasan bahwa guru sudah melaksanakan tugasnya dengan baik. Kalau kita boleh berandai-andai, pada suatu waktu seorang guru menyadari hal tersebut, dan mengabaikan semua sebagian atau keseluruhan alat tersebut. Dan si guru tersebut dapat membuktikan kinerjanya yang cukup baik sampai suatu saat dapat mengantarkan siswanya berprestasi.  Si guru tentu sudah memiliki alasan yang kuat karna ia dapat membuktikan walaupun hanya bermodalkan sedikit catatan kecil. 

         Pertanyaannya adalah apakah dalam kasus tersebut dapat diartikan semua guru dapat seperti itu ? Tentu saja hal tersebut tergantung dari banyak faktor di antaranya adalah pengalaman guru dan tingkat kecerdasannya. Sehingga alat bantu tersebut secara umum masih sangat diperlukan dalam rangka membantu agar guru mendapat kemudahan dalam membelajarkan siswanya. Sehingga harapan guru tersebut untuk suatu hari dapat melaksanakan tugasnya, yaitu melaksanakan pembelajaran spontanitas tanpa RPP adalah hayalan semata.

Peta Terbaik Planet Mars Kini Bisa Diunduh

Peta Terbaik Planet Mars Kini Bisa Diunduh

CHARACTERISTICS OF ELEMENTARY STUDENT

Elementary school children is a category of children with many experiencing a very drastic changes, both mental and physical. Elementary school age children ranging from 6-12 years according to Seifert and Haffung has three types of developments:
1. Physical development
It covers the biological growth such as growth of the brain, muscle and bone. At the age of 10 years both men and women began to height and weight increased less than 3.5 kg. But after the age of 12 -13 years old teen girls developing faster than at lebig men, Sumantri et al (2005).
2. Cognitive Development
This involves a change - a change in the development of cognitive fikir.Perkembangan pattern as described by Jean Piaget can be explained based on the development of three approaches, namely:
a. Pre-Operations Stage
b. Stages of concrete Operations
c. Formal Operations Stage
3. Psychosocial development
It is associated with the development and changes of individual emotions. As described by Robert J. Havighurst argued that each individual development must be consistent with other aspects of such developments include aspects of psychological, moral and social. In line with RJ Havighurst above, Syaodih (2007) describes the stages a child's development when viewed from the aspect of psychological, social and moral is:
The three types of developments are moves depending on the development of each type as described above, different. It depends on the variables that drive stimulant. If the physical stimulation that often given the physical factors berkembangan children as well as with cognitive and psychosocial factors.

INDONESIAN EDUCATIONS HISTORY

Every thinker has a different definition of the meaning of philosophy because understanding is so broad and abstract. But in a simple philosophy can be interpreted together as a system of values (systems of values) of the sublime that can be handle or conviction of each individual, or family, or community groups and / or a particular community, or in turn a particular nation. Education as an organized effort, planned, systematic, for transmitting culture in the broad sense (knowledge, attitudes, morals and values of life and the lives, skills, etc..) From one generation to another generation. The vision, mission and objectives to be achieved all based on a certain philosophy. For us as a nation within a nation state (nation state) that is free, we shall base on the educational philosophy of life that we agreed on and adhered together.

In our long history since our formation as a nation (nation formation) up to the formation of nation states (state formation and nation-state) that is free, at any period of time, education can not be separated from the philosophy that became the main foundation of any form of education because it involves the system values (systems of values) that give color and a "spirit of the age" (Zeitgeist) adopted by each individual, family, members of the ¬-members of a particular community or society, or in turn the nation and national state. The foundation of this philosophy can be traced only through the study of history, especially the history of Indonesian Education.

As a comparison, in the countries of Europe (and America) in the 19th century and 20th of attention to the History of Education has emerged from and used to further the purposes of all kinds, al to raise national awareness, awareness of the unity of culture, professional development of teachers, or for pride against ¬ agencies and institutions of certain types of education. (Silver, 1985: 2266).

The substance and the pressure in the History of Education that varies within the intent of the study: from a tradition of thought and great thinkers in education, national traditions, educational systems and their components, to education in relation to a number of problematic elements in social change or stability, including religion, science (science), economics, and social movements. In connection with all the History of Education MI is closely related to intellectual history and social history. (Silver, 1985: Talbot, 1972: 193-210)

The essence of education itself is the actual transfer (transmission) of culture (science, technology, ideas and spiritual values as well as (aesthetic) of the older generation to the younger generation in every society or nation. Therefore history of education has a history as old as society actors themselves, since the informal education in family batih, to the formal education and non-formal education in the agricultural community and industry.

During the History of Education is still using the old approach or "traditional" diachronic whose study is generally centered on the history of ideas-¬ ideas and great thinkers in education, or history and education systems and institutions, or the history of legislation and policy general in the field of education. (Silver, 1985: 2266) This diachronic approach is generally considered to be static, narrow and too inward looking. In line with the times and progress in education and all sorts of problems arising out of or caused, handling and new approaches in the History of Education is perceived as a pressing need by historians of education later. (Talbot, 1972: 206-207)

Historians, especially historians of education look at the reciprocal relationship between education and society; between education providers and the government as a representation of nation and state to formulate policies (policy) common to national education. Products from the educational cause of social mobility (vertical or horizontal); the problems that arise in the educational impacts (positive or negative) is felt mainly by the user community, for example, the emergence of middle class people who are unemployed because of the kind of education is not in accordance with the labor market; or gaps in the distribution and quality of education; secondary education which can only be enjoyed by children of the rich with educational ¬ terminals from young children whose parents can not afford; commercialization of education in the form of foundations and so forth. Overall demand increased methodological research and writing of better history danipada before to handle all these educational problems.

In connection with the above approach, History of Education has not enough with just the diachronic ways. There should be a new methodological approach, namely al, interdisciplinary. The interdisciplinary approach is a combination of history with the synchronic diachronic approach to the science-social ihmu. Now this particular social sciences such as anthropology, sociology, and politics has entered the "border" (history) education with the "applied sciences" so-called educational anthropology, sociology, education, and political education. In this approach be utilized optimally and maximally dialogical relationship "mutually simbiose" between history with social sciences.

History of National Education of Indonesia in the sense of including relatively new. In the days of colonial rule has also to be taught in a diachronic attention since the time of the education systems of Hindu, Muslim, Portuguese, VOC, Dutch East Indies government-19th century. Then proceed with the Japanese education and after Indonesia's independence diachronic model was still continued until now.

Lectures conducted by interdisiplm approach (diachronic and / or synchronic). Education for Indonesia 's modern history, the substance of the whole spectrum of education in temporal never accepted and still valid in Indonesia; the relationship between education policy with national political government, including policy formulation and curriculum changes that accompany it in all its aspects; educational institutions (government and private ); formal education and non-formal education; general education, special and religion. In short all sorts of paper that faced by the Indonesian education past and present and look to the future prosepeknya. History as a reflective study can be used to look forward prosepek although no pretensions of fortune. In every discussion attempted visits philosophy background.

Sources used: The first source (primary sources) in the form of documents pertaining to education policy; second sources (secondary sources) benipa articles, monographs, or books and papers about the development of education. As a comparative material resources of the History of Education in other countries that can be obtained via the internet etc..

WORLD BEST QUALITY EDUCATION

The rise of the announcement of the results of the national final examination (UAN), protests, pro-cons of its implementation, and the large number of participants who fail should inspire us to push to improve education quality. Particularly in a global era, when the exchange of labor and foreign experts, the state ought to be a threat to human resources in Indonesia.


Do you know which country the quality of education was ranked first in the world? If you do not know, why not because many do not know that the first rank for the quality of education is Finland. Countries with capital of Helsinki (where the signing of a peace agreement between the GoI and GAM), this is so incredible. 1 world ranking is obtained by Finland based on a comprehensive international survey in 2003 by the Organization for Economic Cooperation and Development (OECD). The tests, known as PISA (Programme for International Student Assessment) to measure students' abilities in the fields of Science, Reading, and Mathematics.
Remarkably, Finland not only excel academically but also shows superior in children's education is weak mentally. In summary, Finland managed to make all the smart students. Then what is the key to Top Finland became the world's No. 1? In Finland education budget problems are a little higher than the state average in Europe but still inferior to other countries. Finland does not boost their students by increasing the hours of learning, giving extra homework load, soldier discipline, or memborbardir students with a variety of tests. In contrast, students in Finland start school at a rather slow compared with other countries, namely at the age of seven years, and their school hours just a little more, ie, only 30 hours per week. Compare with Korea, ranked second after Finland, the students spend 50 hours per week.
What is your key? It turned out that the key lies in the quality of teachers. In Finland there are only teachers with the best quality with the best training as well. Teaching profession itself is a very respected profession, even though their wages are not fantastic. The best high school graduates usually just sign up for admission in schools of education, and only one of seven applicants is accepted. Competition is tighter than go to law school or medical school! Comparing with Indonesia, which supplied teachers of students with a quality pickup. Some students in Indonesia as a teachers college chose the last alternative. They are educated by the universities with modest quality, too.
With good quality students and education and training of highly qualified lecturers who are also not wrong if they then can become the teachers with high quality also. With these competencies they are free to use any class methods that they love, with which they design their own curriculum and textbooks of their own choosing.
If other countries believe that the testing and evaluation for students is a very important part of quality education, Finland actually believe that the examinations and testing that is what destroyed the students' learning objectives. Too much testing makes us tend to teach the students to merely pass the test, said a teacher in Finland. Though many aspects of education that can not be measured by exams. At the age of 18 yr students take exams to determine their qualifications in colleges and two-thirds of graduates go on to college.
Students are taught to evaluate themselves, even since the pre-kindergarten! This helps students learn to be responsible for their own jobs, says Sundström, principal at elementary Poikkilaakso, Finland. And if they are responsible they will more bebas.Guru bekeja not necessarily control them. Students are encouraged to work independently with their own trying to find the information they need. Students learn more if they find themselves the information they need. We do not learn anything if we just wrote down what was said by the teacher. Here, teachers do not teach with lecture method. School atmosphere is very relaxed and flexible. The existence of too many command will only generate a sense of distress, and resulted in a learning atmosphere becomes unpleasant.
Group of students who later received intensive support. This is also what makes Finland a success. Based on the PISA findings, the schools in Finland is very little difference between students who do well and what is bad and is the best according to the OECD. Remedial not regarded as a sign of failure but as an opportunity to improve. A teacher who is in charge of learning and behavioral problems of students create an individual program for each student with emphasis on the objectives to be achieved, for example: First, go to class, then come in time; next, bring books, etc.. If a PR students do not even need to answer correctly, the important thing they try.
The teachers really avoid criticism of their student work. According to them, if we say "You're wrong" with the students, then it will make students shy. And if they were ashamed of it would hinder them in learning. Each student is allowed to make mistakes. They only asked to compare their results with the previous value, and not with other students. So there's no ranking system-rankingan. Each student is expected to be proud of her own. Rank-rankingan only makes teachers focus on a handful of qualified students who are considered the best in its class.
Greatness in the Finnish educational system is a combination of high teacher competence, patience, tolerance and commitment to success through personal responsibility. If I failed in teaching a student, said a teacher, then that means there's something wrong with my teaching! Greeting actually a very responsible teacher.

BASIC SCHOOL RECOGNITION IN BIOTECHNOLOGY

I. INTRODUCTION

The development of human civilization has brought us to an era that is very different from previous decades. Humans have changed his outlook in view of existence amid the current progress of science and technology. As if the human race with time in maximizing the utilization of natural profusely for the welfare of mankind. But the essence of an effort to optimize the food production for human welfare is sometimes forgotten to be a very eksploitif business.
Nature has provided everything for the sake of its survival of mankind. But humans have limitations in this process it so that there are continuous efforts to find a way to solve. Facts about the existence of abundant natural resources with the trend of diminishing returns as the result of human thinking went looking for the solution of these problems. It happened in an effort to meet human needs for food sources. As stated by Maslow that the tendency of population is not balanced with the added availability of food. That scientists attempt to discover how to optimize your agricultural produce and livestock through the use of good techniques from the simplest level to the modern. Utilization of biotechnology in the effort to improve food availability and health materials have obtained satisfactory results with the techniques found in tissue culture, cloning and genetic engineering and others.
Utilization of applied technologies are not necessarily can we feel, especially in Indonesia without any efforts ali absorption and generation of good. To meet this early childhood education through the introduction of biotechnology at the primary level to something that is absolutely done. The question now is:
1. How appropriate forms of integration at the level of the curriculum to ensure the level of effectiveness in membelajarkan students to aim to give students an understanding of biotechnology to the SD can be achieved?
2. How forms of learning in biotechnology applications is at the level of implementation?
3. Extent feasible level of content of the material given to students from elementary to be relevant to levels of mind and imagination of students.


II. DISCUSSION
Progress of science and technology in all areas of education sector readiness to sue regeneration of science and applied technology to science and technology developments occur continuously. Areas of study into areas of science and technology related to several aspects of both eksata and non eksata. Eksata sphere in general in the early education level consists of the Mathematics and Science. While IPA mewilayahi three areas, namely Physics, Chemistry and Biology. For further education level Biology is divided into several sections that applied science is more specific one of them is Biotechnology.
Biotechnology by Ramdani et al, 2000 (in Sutarno; 2009) is a technology that uses living organisms or their parts to meet the needs of human life. Biotechnology Investments into the realm of basic education is as an effort to introduce to the students about the importance of the role of humans to intervene to establish the environment through a technique to satisfy the curiosity and needs of human life. Biotechnology is already long familiar with the history of mankind such as the manufacture of vinegar, tape, beer, bread through a process called fermentation who first confirmed by a scientist who until now dubbed the "Father of Biotechnology is Lois Pasteur.
See explanation above shows that there is a thread that allows us to integrate the science of biotechnology in science subjects in primary schools because it appears in such a way biotechnology realm of science itself, which is the parent science. So that the integration of biotechnology at the level of the curriculum is not too difficult. For there are many items on the curriculum of basic competencies of students present the material that may be inserted in biotechnology from class III to class VI. While the technical implementation of learning in the classroom can begin with simple things by attempting the use of the technique of grafting techniques, implant, patch, etc. Which of these activities is a matter related to the techniques of plant production will increase but in a simple format that is at the level of recognition importance of biotechnology in meeting human needs for food.
Approaches, methods, learning techniques in the media and this is very easy to implement with full teachers willing to think creatively and to explore using his expertise to take advantage of nature around the school. Relevant methods used in this case is the method of observation, experimental methods, and even minimal perform demonstration methods. While the nature of media around the school is very feasible to use the media or even by just using the image because of technical considerations difficulty of finding a natural environment that this occurs primarily in urban areas.
Limitation of materials based on grade level at the elementary school made by considering the complexity of the learning material. As explained above that the technique of grafting, implant, patch on the breeding activities of learning material beings are the most simple level of introduction of plant biotechnology. While for animals teachers may consider using observations on the breeding of animals through intercross results in several animal species such as bekisar, chicken krosing result, pig outcome krosing and so forth. In this case the picture is very relvan media where students will be able to compare between the parent of a different species produce offspring which are superior than its parents so that was developed in order to obtain maximum meat production. So that human needs for food needs will increase. In the end, students will understand that the importance of learning in such biotechnology in terms of meeting human needs is increasing every period as the rate of increase in human population is increasing every moment.
The essence of the above descriptions are culminated in the hope that awareness of our future generations of primary school students about the importance of continuing efforts to provide food in the midst of increasing population that is not unstoppable. The early awareness will impact on the awareness of the importance of the natural environment in order to save human existence on this earth. Later in Indonesia there are millions of beings will young prospective scientists who have the awareness of the importance of utilizing technology in the field of biotechnology in the consciousness in order to save the natural environment of human existence. Instead of scientists who just learned and clever and use their knowledge to exploit nature, so as even to threaten human existence.


III. CONCLUSION
Abundant natural resources over time will decrease as the growth of world population increase beyond increasing food production. Thus creating various efforts to empower people so skilled in using that availability of food is always available. Natural science has brought humans to create a variety of technologies to overcome these problems. Field of science that studies it is biotechnology.
Integrating biotechnology materials in primary schools as an initial effort in introducing and raising the awareness to keep the food supply amid the increasing number of residents is very important. So the role of education in this elementary school teacher is very dominant in working on her teaching skills in serving students with a mix of different approaches, techniques, methods and instructional media so that the basic competence is achieved through the establishment of indicators, the formulation and implementation of learning and human interactive learning.
Students' awareness of the importance of keeping the technology used can be pursued for the greatest welfare of mankind rather than threaten human existence. Thus, what is the hope we all tentan awareness of the importance of awareness of our generation on the environment is achieved. After that is now passed away to all parties so that such thinking is not only in the form of a formal policy on paper, while the implementation of essentially forgotten.

EDUCATIONS AND HUMAN RIGHT

Implementations of UN Human Rights in Indonesia trough many steps. These was as mentions below.
The UN Decade on Human Rights Education:

1. To form a working group to carry out thedecade of activities, as follow up of the UN Vienna Declaration and Action Program.
2. To decide the priorities in the UN plan of action on human rights education for the decade with UN assistance.
3. To organize symposiums on regional and national level for exchanging views to promote human rights education, in line with the results of the National Workshop on human rights education for development in Asia Pacific, Manila in 1995.
4. Development and dissemination of human rights studies.

University Level:

1. To form a human rights study center. In the first stage study centers will be set up in several universities in Jakarta, Central and East Java and one outside Java. To set up libraries on human rights in universities and establish a national center on human rights.
2. To organize a degree program for a study on human rights in several universities in Indonesia or abroad on a scholarship.
3. Education and training on human rights for law enforcement apparatuses with aid from UN headquarters.

School Programs

The government of Indonesia in encouraging the socialization of human rights will prepare three activities in schools such as:

1. To prepare a curriculum on human rights for elementary, secondary and high schools.
2. To translate literature or books on human rights for the students.
3. To train teachers on human rights with technical assistance from various related international organizations.

Extra Curricular Education include:

1. To prepare publication on human rights in which the public understands them easily.
2. To make the public aware of human rights in villages through government programs while guidance and counseling are given to apparatuses.
3. To promote workshop programs on human rights.
4. To organize several workshops and discussions in social organization and non-governmental organizations.
5. To formulate counseling on concepts of human rights in social groups such as religious organizations, scouts, youth organizations etc.

Education through Family:

1. Through an education pattern for children.
2. Family reinforcement.

Mass Media

1. To organize regular workshops and training on human rights for journalists and information officers.
2. To organize interviews and discussions on television and radio, in cooperation with the Department of Justice.
3. To disseminate information and booklets on human rights.
4. To display activities on human rights in the printed and electronic media.
5. To activate traditional media.