EFFECTIVE LEARNING PLANNING
A. Effective Learning Planning
1. Definition of Learning Planning
Likewise, learning planning estimates or projects what actions will be taken when carrying out
learning activities. There are several opinions namely;
A. Broadly speaking, teaching planning includes the activity of formulating objectives, what will be
achieved by a teaching activity, what methods are used to assess the achievement of these objectives,
what materials will be delivered, how to convey them, and what tools or media are needed (R.
Ibrahim 1993:9).
B. To facilitate the teaching and learning process, a teaching plan is needed. Teaching planning can be
said as instructional development which is an integrated system and consists of several interacting
elements (Soekarno 1993:9 theory).
C. Teaching planning can be said to be teaching guidelines for teachers and learning guidelines for
students. Through teaching planning it can be identified whether the learning developed/implemented
has applied the concept of active student learning or developed a process skills approach.
D. An overview of student activities will be seen in the activity plan or in the teaching and learning
activity formulation contained in the teaching plan. Learning and teaching activities formulated by the
teacher must refer to the learning objectives. Teaching planning is a clear, operational, systematic
reference as a reference for teachers and students based on the applicable curriculum.
The teaching term used in the above sense should be changed to the term learning, to put emphasis on
the learning activities carried out by students. The term teaching, according to some opinions, is too
much directed towards teacher activities in teaching and learning activities (teacher centered), even
though the current demands in the learning process should place more emphasis on student activities
(student centered).
2. Learning Planning Principles
Lesson planning is a micro curriculum that describes the goals/competencies, learning
materials/content, learning activities, and the evaluation tools used. The effectiveness of the lesson
plan is strongly influenced by several principles. Because in general the principles of the curriculum
can be used as a basis for planning learning. Here are some principles in lesson planning namely:
a. Learning planning must be based on the condition of the students.
b. Learning planning must be based on the applicable curriculum.
c. Lesson planning must take into account the time available.
d. Learning planning must be a systematic sequence of teaching and learning activities.
e. If necessary, lesson planning is completed with worksheets/tasks and or observation sheets.
f. Lesson planning must be flexible.
, g. Learning planning must be based on a systems approach that prioritizes integration between
goals/competencies, materials, learning activities, and evaluation.
3. Learning Planning Procedures
In the early part of this learning activity, it was explained that the task of the teacher and school is to
develop a syllabus and lesson plans based on subject competency standards and basic competencies
that have been determined nationally. The steps in developing a lesson plan are as follows:
1. Preparation of Syllabus
The syllabus is the main product of curriculum development as a written plan that must have links
with other curriculum development products, namely the learning process. Syllabus is another term
for the Teaching and Learning Activity Basic Pattern (PDKBM) or the Learning Program Outline
(GBPP).
Syllabus is basically a macro program that must be translated into more detailed learning programs,
namely learning units/plans. Syllabus is a program that is carried out for a fairly long period of time
(one year/semester), which is used as a reference in developing lesson plans which are programs for a
shorter period of time.
The development of the syllabus is expected to fulfill the following principles;
a. Scientific, in the sense that the determination of syllabus content must meet scientific truth and
have its validity tested, if possible, it is necessary to involve subject matter experts.
b. Paying attention to the development and needs of students in determining the scope, depth, level of
difficulty, and the order in which the content/material is presented in the syllabus.
c. Systematic, in the sense that the components contained in the syllabus are a unit that are
interconnected with each other to achieve the basic competencies set.
d. Consistent, for example competence achieved by establishing a defined learning experience.
e. Adequate, in the sense that the scope of the material studied by students is adequate to support the
achievement of mastery or competence.
2. Preparation of Learning Plans/Units
For guidance on teaching in a shorter period of time, the teacher must make a lesson plan/unit. The
lesson plan is the smallest learning program unit or unit for a weekly or daily period so that it contains
a delivery plan for a particular subject or unit of discussion in one subject. Sis and time allocation for
each lesson plan depend on the breadth and narrowness of the subject/unit of discussion it covers. For
example, a subject/subject that takes only 2 hours of lessons may be taught in just 1 meeting. But the
subject matter/subject that takes 4 hours of study needs to be delivered in two meetings. There are
several main elements contained in the lesson plans/units including the following;
a. Subject identity (name of subject, class, semester, and time/number of meeting hours in the
allocation).
b. Basic competencies and indicators to be achieved.
A. Effective Learning Planning
1. Definition of Learning Planning
Likewise, learning planning estimates or projects what actions will be taken when carrying out
learning activities. There are several opinions namely;
A. Broadly speaking, teaching planning includes the activity of formulating objectives, what will be
achieved by a teaching activity, what methods are used to assess the achievement of these objectives,
what materials will be delivered, how to convey them, and what tools or media are needed (R.
Ibrahim 1993:9).
B. To facilitate the teaching and learning process, a teaching plan is needed. Teaching planning can be
said as instructional development which is an integrated system and consists of several interacting
elements (Soekarno 1993:9 theory).
C. Teaching planning can be said to be teaching guidelines for teachers and learning guidelines for
students. Through teaching planning it can be identified whether the learning developed/implemented
has applied the concept of active student learning or developed a process skills approach.
D. An overview of student activities will be seen in the activity plan or in the teaching and learning
activity formulation contained in the teaching plan. Learning and teaching activities formulated by the
teacher must refer to the learning objectives. Teaching planning is a clear, operational, systematic
reference as a reference for teachers and students based on the applicable curriculum.
The teaching term used in the above sense should be changed to the term learning, to put emphasis on
the learning activities carried out by students. The term teaching, according to some opinions, is too
much directed towards teacher activities in teaching and learning activities (teacher centered), even
though the current demands in the learning process should place more emphasis on student activities
(student centered).
2. Learning Planning Principles
Lesson planning is a micro curriculum that describes the goals/competencies, learning
materials/content, learning activities, and the evaluation tools used. The effectiveness of the lesson
plan is strongly influenced by several principles. Because in general the principles of the curriculum
can be used as a basis for planning learning. Here are some principles in lesson planning namely:
a. Learning planning must be based on the condition of the students.
b. Learning planning must be based on the applicable curriculum.
c. Lesson planning must take into account the time available.
d. Learning planning must be a systematic sequence of teaching and learning activities.
e. If necessary, lesson planning is completed with worksheets/tasks and or observation sheets.
f. Lesson planning must be flexible.
, g. Learning planning must be based on a systems approach that prioritizes integration between
goals/competencies, materials, learning activities, and evaluation.
3. Learning Planning Procedures
In the early part of this learning activity, it was explained that the task of the teacher and school is to
develop a syllabus and lesson plans based on subject competency standards and basic competencies
that have been determined nationally. The steps in developing a lesson plan are as follows:
1. Preparation of Syllabus
The syllabus is the main product of curriculum development as a written plan that must have links
with other curriculum development products, namely the learning process. Syllabus is another term
for the Teaching and Learning Activity Basic Pattern (PDKBM) or the Learning Program Outline
(GBPP).
Syllabus is basically a macro program that must be translated into more detailed learning programs,
namely learning units/plans. Syllabus is a program that is carried out for a fairly long period of time
(one year/semester), which is used as a reference in developing lesson plans which are programs for a
shorter period of time.
The development of the syllabus is expected to fulfill the following principles;
a. Scientific, in the sense that the determination of syllabus content must meet scientific truth and
have its validity tested, if possible, it is necessary to involve subject matter experts.
b. Paying attention to the development and needs of students in determining the scope, depth, level of
difficulty, and the order in which the content/material is presented in the syllabus.
c. Systematic, in the sense that the components contained in the syllabus are a unit that are
interconnected with each other to achieve the basic competencies set.
d. Consistent, for example competence achieved by establishing a defined learning experience.
e. Adequate, in the sense that the scope of the material studied by students is adequate to support the
achievement of mastery or competence.
2. Preparation of Learning Plans/Units
For guidance on teaching in a shorter period of time, the teacher must make a lesson plan/unit. The
lesson plan is the smallest learning program unit or unit for a weekly or daily period so that it contains
a delivery plan for a particular subject or unit of discussion in one subject. Sis and time allocation for
each lesson plan depend on the breadth and narrowness of the subject/unit of discussion it covers. For
example, a subject/subject that takes only 2 hours of lessons may be taught in just 1 meeting. But the
subject matter/subject that takes 4 hours of study needs to be delivered in two meetings. There are
several main elements contained in the lesson plans/units including the following;
a. Subject identity (name of subject, class, semester, and time/number of meeting hours in the
allocation).
b. Basic competencies and indicators to be achieved.
