Universitas Negeri Surabaya
Fakultas Bahasa dan Seni
Program Studi S1 Sastra Inggris

Kode Dokumen

SEMESTER LEARNING PLAN

Course

KODE

Rumpun MataKuliah

Bobot Kredit

SEMESTER

Tanggal Penyusunan

Analisis Program Mengajar di Sekolah

7920209087

T=0

P=4

ECTS=6.36

5

22 November 2024

OTORISASI

Pengembang S.P

Koordinator Rumpun matakuliah

Koordinator Program Studi




.......................................


.......................................


Dr. Ali Mustofa, S.S., M.Pd.

Model Pembelajaran

Project Based Learning

Program Learning Outcomes (PLO)

PLO program Studi yang dibebankan pada matakuliah

PLO-3

Mengembangkan pemikiran logis, kritis, sistematis, dan kreatif dalam melakukan pekerjaan yang spesifik di bidang keahliannya serta sesuai dengan standar kompetensi kerja bidang yang bersangkutan

PLO-4

Mengembangkan diri secara berkelanjutan dan berkolaborasi.

PLO-10

Mampu menghasilkan karya akademik atau non-akademik dengan baik dalam bentuk lisan maupun tulisan untuk beragam audiens dan tujuan

Program Objectives (PO)

PO - 1

Critically analyze the components of a school teaching program (curriculum, pedagogy, assessment).

PO - 2

Identify strengths and weaknesses in existing teaching programs using research-based evaluation frameworks

PO - 3

Apply tools and methods to assess student learning outcomes and instructional quality.

PO - 4

Propose improvements to align teaching programs with educational goals and student needs.

Matrik PLO-PO
 
POPLO-3PLO-4PLO-10
PO-1✔  
PO-2✔  
PO-3 ✔ 
PO-4  ✔

Matrik PO pada Kemampuan akhir tiap tahapan belajar (Sub-PO)
 
PO Minggu Ke
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
PO-1✔✔✔✔
PO-2✔✔✔✔
PO-3✔✔✔✔
PO-4✔✔✔

Deskripsi Singkat Mata Kuliah

This course focuses on equipping future educators with the analytical skills needed to assess, evaluate, and improve teaching programs within various educational contexts. Students will learn to critically analyze teaching methodologies, curriculum structures, and assessment strategies to ensure alignment with educational objectives, standards, and learner needs. The course emphasizes both theoretical knowledge and practical applications, preparing students to design and implement evidence-based improvements in teaching programs.

Pustaka

Utama :

  1. Marzano, R. J. (2003). What Works in Schools: Translating Research into Action. ASCD.
  2. Stiggins, R. J. (2007). Assessment for Learning: An Action Guide for School Leaders. ETS.
  3. Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, Experience, and School. National Academy Press.
  4. Gagné, R. M. (1985). The Conditions of Learning. Holt, Rinehart, & Winston.
  5. Posner, G. J. (2005). Analyzing the Curriculum. McGraw-Hill.

Pendukung :

  1. Journals
  2. Mendeley Reference Manager

Dosen Pengampu

Minggu Ke-

Kemampuan akhir tiap tahapan belajar
(Sub-PO)

Penilaian

Bantuk Pembelajaran,

Metode Pembelajaran,

Penugasan Mahasiswa,

 [ Estimasi Waktu]

Materi Pembelajaran

[ Pustaka ]

Bobot Penilaian (%)

Indikator

Kriteria & Bentuk

Luring (offline)

Daring (online)

(1)

(2)

(3)

(4)

(5)

(6)

(7)

(8)

1

Minggu ke 1

Being able to describe the elements of an effective teaching program.

Ability to describe the elements of an effective teaching program.

 Kriteria:
  1. Group discussion and feedback session (10%).
  2. Written project report on the analysis of teaching program components (25%).

Bentuk Penilaian :
Aktifitas Partisipasif, Penilaian Hasil Project / Penilaian Produk		 Offline
4 X 50		 Online
4 X 50		 Materi: Effective teaching program
Pustaka: Posner, G. J. (2005). Analyzing the Curriculum. McGraw-Hill.		 5%

2

Minggu ke 2

Being able to to describe the elements of an effective teaching program.

Identification of key pedagogical strategies used in schools.

 Kriteria:
  1. Participation in class discussions (15%)
  2. Written project report on the key pedagogical strategies used in schools(25%).

Bentuk Penilaian :
Aktifitas Partisipasif, Penilaian Hasil Project / Penilaian Produk		 Offline
4 X 50		 Online
4 X 50		 Materi: Key pedagogical strategies used in schools
Pustaka: Posner, G. J. (2005). Analyzing the Curriculum. McGraw-Hill.		 5%

3

Minggu ke 3

Being able to describe the elements of an effective teaching program.

Understanding the relationship between curriculum design and learning outcomes.

 Kriteria:
  1. Written project report on the analysis of curriculum design and learning outcomes. (25%).
  2. Participation in class discussions (15%).

Bentuk Penilaian :
Aktifitas Partisipasif, Penilaian Hasil Project / Penilaian Produk		 Offline
4 X 50		 Daring
4 X 50		 Materi: relationship between curriculum design and learning outcomes
Pustaka: Posner, G. J. (2005). Analyzing the Curriculum. McGraw-Hill.		 5%

4

Minggu ke 4

Being able to describe the elements of an effective teaching program.

Analyzing the alignment between teaching methods and assessment strategies.

 Kriteria:
  1. Written project report on the analysis of teaching program components (25%).
  2. Participation in class discussions (15%).

Bentuk Penilaian :
Aktifitas Partisipasif		 Luring
2 X 50		 Daring
2 X 50		 Materi: alignment between teaching methods and assessment strategies.
Pustaka: Posner, G. J. (2005). Analyzing the Curriculum. McGraw-Hill.		 5%

5

Minggu ke 5

Being able to evaluate the Existing Teaching Programs

Capacity to evaluate the effectiveness of different teaching methods.

 Kriteria:
  1. Group evaluation project (30%).
  2. Presentation of evaluation findings (10%).

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk, Praktik / Unjuk Kerja		 Offline
2 X 50		 Online
2 X 50		 Materi: the effectiveness of different teaching methods
Pustaka: Marzano, R. J. (2003). What Works in Schools: Translating Research into Action. ASCD.		 5%

6

Minggu ke 6

Being able to evaluate the Existing Teaching Programs

Identifying program deficiencies based on research frameworks.

 Kriteria:
  1. Presentation of evaluation findings (10%).
  2. Group evaluation project (30%).

Bentuk Penilaian :
Aktifitas Partisipasif, Penilaian Hasil Project / Penilaian Produk, Praktik / Unjuk Kerja		 Offline
2 X 50		 Online
2 X 50		 Materi: the effectiveness of different teaching methods
Pustaka: Marzano, R. J. (2003). What Works in Schools: Translating Research into Action. ASCD.		 5%

7

Minggu ke 7

Being able to evaluate the Existing Teaching Programs

Presentation of a comprehensive program evaluation report.

 Kriteria:
  1. Presentation of evaluation findings (10%).
  2. Group evaluation project (30%).

Bentuk Penilaian :
Aktifitas Partisipasif, Penilaian Hasil Project / Penilaian Produk, Praktik / Unjuk Kerja		 Offline
2 X 50		 Online
2 X 50		 Materi: the effectiveness of different teaching methods
Pustaka: Marzano, R. J. (2003). What Works in Schools: Translating Research into Action. ASCD.		 5%

8

Minggu ke 8

Being able to evaluate the Existing Teaching Programs

Comparing multiple teaching programs to determine best practices and areas for improvement.

 Kriteria:
  1. Group evaluation project (30%).
  2. Presentation of evaluation findings (10%).

Bentuk Penilaian :
Aktifitas Partisipasif, Penilaian Hasil Project / Penilaian Produk, Praktik / Unjuk Kerja		 Offline
2 X 50		 Online
2 X 50		 Materi: the effectiveness of different teaching methods
Pustaka: Marzano, R. J. (2003). What Works in Schools: Translating Research into Action. ASCD.		 5%

9

Minggu ke 9

Being able to design and Implement Teaching Interventions

Creation of a teaching intervention plan based on data analysis.

 Kriteria:
  1. Intervention proposal report (35%).
  2. Peer feedback on intervention design (10%).

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk, Penilaian Portofolio		 Offline
2 x 50		 Online
2 X 50		 Materi: teaching intervention plan based on data analysis.
Pustaka: Gagné, R. M. (1985). The Conditions of Learning. Holt, Rinehart, & Winston.		 4%

10

Minggu ke 10

Being able to design and Implement Teaching Interventions

Consideration of inclusive, student-centered teaching approaches

 Kriteria:
  1. Intervention proposal report (35%).
  2. Peer feedback on intervention design (10%).

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk, Penilaian Portofolio, Penilaian Praktikum, Praktik / Unjuk Kerja		 Offline
2 x 50		 Online
2 X 50		 Materi: teaching intervention plan based on data analysis.
Pustaka: Gagné, R. M. (1985). The Conditions of Learning. Holt, Rinehart, & Winston.
Materi: student-centered teaching approaches
Pustaka: Gagné, R. M. (1985). The Conditions of Learning. Holt, Rinehart, & Winston.		 5%

11

Minggu ke 11

Being able to design and Implement Teaching Interventions

Ability to justify the choice of intervention based on program analysis.

 Kriteria:
  1. Intervention proposal report (35%).
  2. Peer feedback on intervention design (10%).

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk, Penilaian Portofolio, Praktik / Unjuk Kerja		 Offline
2 x 50		 Online
2 X 50		 Materi: intervention based on program analysis.
Pustaka: Gagné, R. M. (1985). The Conditions of Learning. Holt, Rinehart, & Winston.		 5%

12

Minggu ke 12

Being able to design and Implement Teaching Interventions

Creation of a teaching intervention plan based on data analysis.

 Kriteria:
  1. Intervention proposal report (35%).
  2. Peer feedback on intervention design (10%).

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk, Penilaian Portofolio, Praktik / Unjuk Kerja		 Offline
2 x 50		 Online
2 X 50		 Materi: theoretical knowledge with practical strategies for addressing program shortcomings.
Pustaka: Gagné, R. M. (1985). The Conditions of Learning. Holt, Rinehart, & Winston.		 5%

13

Minggu ke 13

Being able to utilize Data and Feedback for Continuous Program Improvement

Ability to collect, analyze, and interpret qualitative and quantitative data on teaching program performance.

 Kriteria:
  1. Data analysis report (20%).
  2. Program improvement plan (20%).
  3. Group discussion and feedback session (10%).

Bentuk Penilaian :
Aktifitas Partisipasif, Penilaian Hasil Project / Penilaian Produk, Penilaian Portofolio, Praktik / Unjuk Kerja		 Offline
2 X 50		 Online
2 X 50		 Materi: qualitative and quantitative data on teaching program performance.
Pustaka: Stiggins, R. J. (2007). Assessment for Learning: An Action Guide for School Leaders. ETS.		 5%

14

Minggu ke 14

Being able to utilize Data and Feedback for Continuous Program Improvement

Using feedback from students, teachers, and stakeholders to refine and improve teaching strategies.

 Kriteria:
  1. Data analysis report (20%).
  2. Program improvement plan (20%).
  3. Group discussion and feedback session (10%).

Bentuk Penilaian :
Aktifitas Partisipasif, Penilaian Hasil Project / Penilaian Produk, Penilaian Portofolio, Praktik / Unjuk Kerja		 Offline
4 X 50		 Online
4 X 50		 Materi: qualitative and quantitative data on teaching program performance.
Pustaka: Stiggins, R. J. (2007). Assessment for Learning: An Action Guide for School Leaders. ETS.		 10%

15

Minggu ke 15

Being able to utilize Data and Feedback for Continuous Program Improvement

Development of a comprehensive plan for continuous program improvement based on data-driven insights.

 Kriteria:
  1. Data analysis report (20%).
  2. Program improvement plan (20%).
  3. Group discussion and feedback session (10%).

Bentuk Penilaian :
Aktifitas Partisipasif, Penilaian Hasil Project / Penilaian Produk, Penilaian Portofolio, Praktik / Unjuk Kerja		 Offline
4 X 50		 Online
4 X 50		 Materi: qualitative and quantitative data on teaching program performance.
Pustaka: Stiggins, R. J. (2007). Assessment for Learning: An Action Guide for School Leaders. ETS.		 10%

16

Minggu ke 16

Students are able to create one of school teaching programs (curriculum, pedagogy, assesment)


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk

15%



Rekap Persentase Evaluasi : Project Based Learning

No Evaluasi Persentase
1. Aktifitas Partisipasif 23.76%
2. Penilaian Hasil Project / Penilaian Produk 42.85%
3. Penilaian Portofolio 12.84%
4. Penilaian Praktikum 1.25%
5. Praktik / Unjuk Kerja 18.35%
99.05%

Catatan

  1. Capaian Pembelajaran Lulusan Program Studi (PLO - Program Studi) adalah kemampuan yang dimiliki oleh setiap lulusan Program Studi yang merupakan internalisasi dari sikap, penguasaan pengetahuan dan ketrampilan sesuai dengan jenjang prodinya yang diperoleh melalui proses pembelajaran.
  2. PLO yang dibebankan pada mata kuliah adalah beberapa capaian pembelajaran lulusan program studi (CPL-Program Studi) yang digunakan untuk pembentukan/pengembangan sebuah mata kuliah yang terdiri dari aspek sikap, ketrampulan umum, ketrampilan khusus dan pengetahuan.
  3. Program Objectives (PO) adalah kemampuan yang dijabarkan secara spesifik dari PLO yang dibebankan pada mata kuliah, dan bersifat spesifik terhadap bahan kajian atau materi pembelajaran mata kuliah tersebut.
  4. Sub-PO Mata kuliah (Sub-PO) adalah kemampuan yang dijabarkan secara spesifik dari PO yang dapat diukur atau diamati dan merupakan kemampuan akhir yang direncanakan pada tiap tahap pembelajaran, dan bersifat spesifik terhadap materi pembelajaran mata kuliah tersebut.
  5. Indikator penilaian kemampuan dalam proses maupun hasil belajar mahasiswa adalah pernyataan spesifik dan terukur yang mengidentifikasi kemampuan atau kinerja hasil belajar mahasiswa yang disertai bukti-bukti.
  6. Kreteria Penilaian adalah patokan yang digunakan sebagai ukuran atau tolok ukur ketercapaian pembelajaran dalam penilaian berdasarkan indikator-indikator yang telah ditetapkan. Kreteria penilaian merupakan pedoman bagi penilai agar penilaian konsisten dan tidak bias. Kreteria dapat berupa kuantitatif ataupun kualitatif.
  7. Bentuk penilaian: tes dan non-tes.
  8. Bentuk pembelajaran: Kuliah, Responsi, Tutorial, Seminar atau yang setara, Praktikum, Praktik Studio, Praktik Bengkel, Praktik Lapangan, Penelitian, Pengabdian Kepada Masyarakat dan/atau bentuk pembelajaran lain yang setara.
  9. Metode Pembelajaran: Small Group Discussion, Role-Play & Simulation, Discovery Learning, Self-Directed Learning, Cooperative Learning, Collaborative Learning, Contextual Learning, Project Based Learning, dan metode lainnya yg setara.
  10. Materi Pembelajaran adalah rincian atau uraian dari bahan kajian yg dapat disajikan dalam bentuk beberapa pokok dan sub-pokok bahasan.
  11. Bobot penilaian adalah prosentasi penilaian terhadap setiap pencapaian sub-PO yang besarnya proposional dengan tingkat kesulitan pencapaian sub-PO tsb., dan totalnya 100%.
  12. TM=Tatap Muka, PT=Penugasan terstruktur, BM=Belajar mandiri.