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

Desain Program Mengajar di Sekolah

7920209093

Mata Kuliah Wajib Program Studi

T=0

P=4

ECTS=6.36

5

30 Mei 2026

OTORISASI

Pengembang S.P

Koordinator Rumpun matakuliah

Koordinator Program Studi




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ALI MUSTOFA

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.

PLO-6

Mampu memahami, menganalisis, dan menginterpretasikan karya sastra dan non-sastra dalam berbagai genre dan moda komunikasi

Program Objectives (PO)

PO - 1

being able to

PO - 2

being able to Utilize educational technology to enhance teaching and learning.

PO - 3

being able to Develop assessment tools that effectively measure student progress.

PO - 4

being able to Collaborate with peers to share best practices and improve program design.

Matrik PLO-PO
 
POPLO-2PLO-3PLO-4PLO-6
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

Pustaka

Utama :

  1. Understanding by Design by Grant Wiggins and Jay McTighe
  2. The Differentiated Classroom by Carol Ann Tomlinson

Pendukung :

  1. journal
  2. mendeley referensec 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 Understanding of curriculum standards and learning objectives.
  1. Clear alignment of learning objectives with curriculum standards.
  2. Inclusion of specific instructional strategies.
  3. Identification of required materials and resources.
  4. Clarity and coherence in lesson flow.
 Kriteria:

Create a lesson plan that meets specified curriculum standards.


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk, Praktik / Unjuk Kerja		 offline
Materi: Program Design Fundamentals
Pustaka: Understanding by Design by Grant Wiggins and Jay McTighe		 5%

2

Minggu ke 2

students will be able to Understanding of curriculum standards and learning objectives.
  1. Clear alignment of learning objectives with curriculum standards.
  2. Inclusion of specific instructional strategies.
  3. Identification of required materials and resources.
  4. Clarity and coherence in lesson flow.
 Kriteria:

Create a lesson plan that meets specified curriculum standards.


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk, Praktik / Unjuk Kerja		 offline
Materi: Program Design Fundamentals
Pustaka: Understanding by Design by Grant Wiggins and Jay McTighe		 5%

3

Minggu ke 3

students will be able to Understanding of curriculum standards and learning objectives.
  1. Clear alignment of learning objectives with curriculum standards.
  2. Inclusion of specific instructional strategies.
  3. Identification of required materials and resources.
  4. Clarity and coherence in lesson flow.
 Kriteria:

Create a lesson plan that meets specified curriculum standards.


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk, Praktik / Unjuk Kerja		 offline
Materi: Program Design Fundamentals
Pustaka: Understanding by Design by Grant Wiggins and Jay McTighe		 5%

4

Minggu ke 4

students will be able to Understanding of curriculum standards and learning objectives.
  1. Clear alignment of learning objectives with curriculum standards.
  2. Inclusion of specific instructional strategies.
  3. Identification of required materials and resources.
  4. Clarity and coherence in lesson flow.
 Kriteria:

Create a lesson plan that meets specified curriculum standards.


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk, Praktik / Unjuk Kerja		 offline
Materi: Program Design Fundamentals
Pustaka: Understanding by Design by Grant Wiggins and Jay McTighe		 5%

5

Minggu ke 5

students will be able to Ability to design lessons that accommodate diverse learning needs.
  1. Identification of diverse student needs (e.g., learning styles, disabilities).
  2. Integration of at least three differentiation strategies (e.g., varied content, process, product).
  3. Evidence of student engagement strategies.
  4. Adaptations for assessment and feedback
 Kriteria:

Develop a lesson plan that includes differentiated instruction techniques.


Bentuk Penilaian :
Praktik / Unjuk Kerja		 offline
2x50
Materi: Inclusive Education Strategies
Pustaka: Understanding by Design by Grant Wiggins and Jay McTighe		 5%

6

Minggu ke 6

students will be able to Ability to design lessons that accommodate diverse learning needs.
  1. Identification of diverse student needs (e.g., learning styles, disabilities).
  2. Integration of at least three differentiation strategies (e.g., varied content, process, product).
  3. Evidence of student engagement strategies.
  4. Adaptations for assessment and feedback
 Kriteria:

Develop a lesson plan that includes differentiated instruction techniques.


Bentuk Penilaian :
Praktik / Unjuk Kerja		 offline
2x50
Materi: Inclusive Education Strategies
Pustaka: Understanding by Design by Grant Wiggins and Jay McTighe		 5%

7

Minggu ke 7

students will be able to Ability to design lessons that accommodate diverse learning needs.
  1. Identification of diverse student needs (e.g., learning styles, disabilities).
  2. Integration of at least three differentiation strategies (e.g., varied content, process, product).
  3. Evidence of student engagement strategies.
  4. Adaptations for assessment and feedback
 Kriteria:

Develop a lesson plan that includes differentiated instruction techniques.


Bentuk Penilaian :
Praktik / Unjuk Kerja		 offline
2x50
Materi: Inclusive Education Strategies
Pustaka: Understanding by Design by Grant Wiggins and Jay McTighe		 5%

8

Minggu ke 8

students will be able to Ability to design lessons that accommodate diverse learning needs.
  1. Identification of diverse student needs (e.g., learning styles, disabilities).
  2. Integration of at least three differentiation strategies (e.g., varied content, process, product).
  3. Evidence of student engagement strategies.
  4. Adaptations for assessment and feedback
 Kriteria:

Develop a lesson plan that includes differentiated instruction techniques.


Bentuk Penilaian :
Praktik / Unjuk Kerja		 offline
2x50
Materi: Inclusive Education Strategies
Pustaka: Understanding by Design by Grant Wiggins and Jay McTighe		 5%

9

Minggu ke 9

students will be able to Knowledge of various educational technologies and their applications
  1. Effective use of technology to enhance learning objectives.
  2. Clarity and effectiveness of multimedia components (e.g., videos, interactive activities
  3. Student engagement through technology
 Kriteria:

Create a multimedia lesson incorporating at least two different technologies.


Bentuk Penilaian :
Praktik / Unjuk Kerja		 offline
Materi: Educational Technology Integration
Pustaka: The Differentiated Classroom by Carol Ann Tomlinson		 5%

10

Minggu ke 10

students will be able to Knowledge of various educational technologies and their applications
  1. Effective use of technology to enhance learning objectives.
  2. Clarity and effectiveness of multimedia components (e.g., videos, interactive activities
  3. Student engagement through technology
 Kriteria:

Create a multimedia lesson incorporating at least two different technologies.


Bentuk Penilaian :
Praktik / Unjuk Kerja		 offline
Materi: Educational Technology Integration
Pustaka: The Differentiated Classroom by Carol Ann Tomlinson		 5%

11

Minggu ke 11

students will be able to Knowledge of various educational technologies and their applications
  1. Effective use of technology to enhance learning objectives.
  2. Clarity and effectiveness of multimedia components (e.g., videos, interactive activities
  3. Student engagement through technology
 Kriteria:

Create a multimedia lesson incorporating at least two different technologies.


Bentuk Penilaian :
Praktik / Unjuk Kerja		 offline
Materi: Educational Technology Integration
Pustaka: The Differentiated Classroom by Carol Ann Tomlinson		 5%

12

Minggu ke 12

students will be able to Knowledge of various educational technologies and their applications
  1. Effective use of technology to enhance learning objectives.
  2. Clarity and effectiveness of multimedia components (e.g., videos, interactive activities
  3. Student engagement through technology
 Kriteria:

Create a multimedia lesson incorporating at least two different technologies.


Bentuk Penilaian :
Praktik / Unjuk Kerja		 offline
Materi: Educational Technology Integration
Pustaka: The Differentiated Classroom by Carol Ann Tomlinson		 5%

13

Minggu ke 13

students will be able to Development of effective assessment tools and feedback strategies.
  1. Clear criteria aligned with learning objectives.
  2. Use of descriptive language to articulate performance levels.
  3. Inclusion of both formative and summative assessment elements.
  4. Consideration of student self-assessment and feedback opportunities.
 Kriteria:

Design a rubric for evaluating student projects or performances.


Bentuk Penilaian :
Praktik / Unjuk Kerja		 offline
2x50
Materi: Assessment and Feedback Mechanisms
Pustaka: The Differentiated Classroom by Carol Ann Tomlinson		 5%

14

Minggu ke 14

students will be able to Development of effective assessment tools and feedback strategies.
  1. Clear criteria aligned with learning objectives.
  2. Use of descriptive language to articulate performance levels.
  3. Inclusion of both formative and summative assessment elements.
  4. Consideration of student self-assessment and feedback opportunities.
 Kriteria:

Design a rubric for evaluating student projects or performances.


Bentuk Penilaian :
Praktik / Unjuk Kerja		 offline
2x50
Materi: Assessment and Feedback Mechanisms
Pustaka: The Differentiated Classroom by Carol Ann Tomlinson		 5%

15

Minggu ke 15

students will be able to Development of effective assessment tools and feedback strategies.
  1. Clear criteria aligned with learning objectives.
  2. Use of descriptive language to articulate performance levels.
  3. Inclusion of both formative and summative assessment elements.
  4. Consideration of student self-assessment and feedback opportunities.
 Kriteria:

Design a rubric for evaluating student projects or performances.


Bentuk Penilaian :
Praktik / Unjuk Kerja		 offline
2x50
Materi: Assessment and Feedback Mechanisms
Pustaka: The Differentiated Classroom by Carol Ann Tomlinson		 5%

16

Minggu ke 16


Bentuk Penilaian :
Praktik / Unjuk Kerja

25%



Rekap Persentase Evaluasi : Project Based Learning

No Evaluasi Persentase
1. Penilaian Hasil Project / Penilaian Produk 10%
2. Praktik / Unjuk Kerja 90%
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.