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

Implementasi Program Mengajar di Sekolah

7920209105

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-2

Menunjukkan karakter tangguh, kolaboratif, adaptif, inovatif, inklusif, belajar sepanjang hayat, dan berjiwa kewirausahaan

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.

Program Objectives (PO)

PO - 1

being able to analyze and evaluate different teaching programs implemented in schools.

PO - 2

being able to Design a comprehensive teaching plan tailored to specific educational contexts.

PO - 3

being able to Demonstrate effective teaching strategies that enhance student engagement and learning outcomes

PO - 4

being able to Reflect critically on the challenges and successes of teaching program implementation.

Matrik PLO-PO
 
POPLO-2PLO-3PLO-4
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

Mata kuliah ini memberikan pemahaman yang komprehensif tentang implementasi praktis program pengajaran di sekolah, dengan fokus pada sastra Inggris. Mahasiswa akan terlibat dalam studi berbasis kasus/proyek yang memungkinkan mereka untuk menerapkan konsep-konsep teoritis dalam lingkungan pendidikan di dunia nyata.

Pustaka

Utama :

  1. Taba, H. (1962). Curriculum Development: Theory and Practice. New York: Harcourt Brace.
  2. Richards, J. C. (2015). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press
  3. landinin, D. J., & Connelly, F. M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass
  4. Korthagen, F. A. J. (2001). Linking Theory and Practice: Changing the Pedagogy of Teacher Education. Educational Researcher, 30(4), 4-8.

Pendukung :

  1. journal
  2. Mendeley References 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

students will be able to Identify key components of successful teaching programs in literature.

Participation in discussions and workshops.

 Kriteria:
  1. Class Participation
  2. Case Study Analysis
  3. Lesson Plan Design
  4. Reflective Journal

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 offline
4x50
5%

2

Minggu ke 2

students will be able to Identify key components of successful teaching programs in literature.

Participation in discussions and workshops.

 Kriteria:
  1. Class Participation
  2. Case Study Analysis
  3. Lesson Plan Design
  4. Reflective Journal

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 offline
4x50
5%

3

Minggu ke 3

students will be able to Identify key components of successful teaching programs in literature.

Participation in discussions and workshops.

 Kriteria:
  1. Class Participation
  2. Case Study Analysis
  3. Lesson Plan Design
  4. Reflective Journal

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 offline
4x50
5%

4

Minggu ke 4

students will be able to Identify key components of successful teaching programs in literature.

Participation in discussions and workshops.

 Kriteria:
  1. Class Participation
  2. Case Study Analysis
  3. Lesson Plan Design
  4. Reflective Journal

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 offline
4x50
5%

5

Minggu ke 5

students will be able to Create a detailed lesson plan that integrates literature with other subject areas.

Completion of case study analyses

 Kriteria:
  1. Class Participation
  2. Case Study Analysis
  3. Lesson Plan Design
  4. Reflective Journal

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 offline
4x50
Materi: Completion of case study analyses
Pustaka: Richards, J. C. (2015). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press		 5%

6

Minggu ke 6

students will be able to Create a detailed lesson plan that integrates literature with other subject areas.

Completion of case study analyses

 Kriteria:
  1. Class Participation
  2. Case Study Analysis
  3. Lesson Plan Design
  4. Reflective Journal

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 offline
4x50
Materi: Completion of case study analyses
Pustaka: Richards, J. C. (2015). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press		 5%

7

Minggu ke 7

students will be able to Create a detailed lesson plan that integrates literature with other subject areas.

Completion of case study analyses

 Kriteria:
  1. Class Participation
  2. Case Study Analysis
  3. Lesson Plan Design
  4. Reflective Journal

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 offline
4x50
Materi: Completion of case study analyses
Pustaka: Richards, J. C. (2015). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press		 5%

8

Minggu ke 8

students will be able to Create a detailed lesson plan that integrates literature with other subject areas.

Completion of case study analyses

 Kriteria:
  1. Class Participation
  2. Case Study Analysis
  3. Lesson Plan Design
  4. Reflective Journal

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 offline
4x50
Materi: Completion of case study analyses
Pustaka: Richards, J. C. (2015). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press		 5%

9

Minggu ke 9

students will be able to Apply diverse pedagogical methods suitable for various learner profiles.

Submission of lesson plans and teaching materials.

 Kriteria:
  1. Class Participation
  2. Case Study Analysis
  3. Lesson Plan Design
  4. Reflective Journal

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 offline
4x50
Materi: Submission of lesson plans and teaching materials
Pustaka: landinin, D. J., & Connelly, F. M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass		 5%

10

Minggu ke 10

students will be able to Apply diverse pedagogical methods suitable for various learner profiles.

Submission of lesson plans and teaching materials.

 Kriteria:
  1. Class Participation
  2. Case Study Analysis
  3. Lesson Plan Design
  4. Reflective Journal

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 offline
4x50
Materi: Submission of lesson plans and teaching materials
Pustaka: landinin, D. J., & Connelly, F. M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass		 5%

11

Minggu ke 11

students will be able to Apply diverse pedagogical methods suitable for various learner profiles.

Submission of lesson plans and teaching materials.

 Kriteria:
  1. Class Participation
  2. Case Study Analysis
  3. Lesson Plan Design
  4. Reflective Journal

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 offline
4x50
Materi: Submission of lesson plans and teaching materials
Pustaka: landinin, D. J., & Connelly, F. M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass		 5%

12

Minggu ke 12

students will be able to Apply diverse pedagogical methods suitable for various learner profiles.

Submission of lesson plans and teaching materials.

 Kriteria:
  1. Class Participation
  2. Case Study Analysis
  3. Lesson Plan Design
  4. Reflective Journal

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 offline
4x50
Materi: Submission of lesson plans and teaching materials
Pustaka: landinin, D. J., & Connelly, F. M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass		 5%

13

Minggu ke 13

students will be able to Assess personal teaching practices and program effectiveness through reflective journals.

Engagement in peer review processes.

 Kriteria:
  1. Class Participation
  2. Case Study Analysis
  3. Lesson Plan Design
  4. Reflective Journal

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 offline
4x50
Materi: Engagement in peer review processes.
Pustaka: Korthagen, F. A. J. (2001). Linking Theory and Practice: Changing the Pedagogy of Teacher Education. Educational Researcher, 30(4), 4-8.		 5%

14

Minggu ke 14

students will be able to Assess personal teaching practices and program effectiveness through reflective journals.

Engagement in peer review processes.

 Kriteria:
  1. Class Participation
  2. Case Study Analysis
  3. Lesson Plan Design
  4. Reflective Journal

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 offline
4x50
Materi: Engagement in peer review processes.
Pustaka: Korthagen, F. A. J. (2001). Linking Theory and Practice: Changing the Pedagogy of Teacher Education. Educational Researcher, 30(4), 4-8.		 5%

15

Minggu ke 15

students will be able to Assess personal teaching practices and program effectiveness through reflective journals.

Engagement in peer review processes.

 Kriteria:
  1. Class Participation
  2. Case Study Analysis
  3. Lesson Plan Design
  4. Reflective Journal

Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 offline
4x50
Materi: Engagement in peer review processes.
Pustaka: Korthagen, F. A. J. (2001). Linking Theory and Practice: Changing the Pedagogy of Teacher Education. Educational Researcher, 30(4), 4-8.		 5%

16

Minggu ke 16


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk

25%



Rekap Persentase Evaluasi : Project Based Learning

No Evaluasi Persentase
1. Penilaian Hasil Project / Penilaian Produk 100%
100%

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.