Merujuk pada Pedoman Teknis Penyusu

Merujuk pada Pedoman Teknis Penyusunan RPP di Sekolah Dasar oleh Kemendikbud (2013, p.9-10) di atas diuraikan dalam penjelasan point ke 7 yaitu: “Kompetensi Dasar, merupakan kemampuan spesifik yang mencakup sikap, pengetahuan, dan keterampilan yang terkait muatan/mapel”. Perencanaan pembelajaran yang dibuat oleh guru dalam RPP telah menguraikan secara rinci pencapaian KD 1, 2, 3, dan 4 sehingga dapat dikatakan bahwa perencanaan telah mencantumkan kemampuan spesifik yang harus dikuasai siswa yang mencakup sikap,pengetahuan, dan keterampilan.
Selain uraian mengenai KD yang harus dicantumkan dalam RPP sesuai dengan silabus, pedoman tersebut juga menguraikan tentang pengembangan indikator yang dilaksanakan oleh guru untuk mencapai KD. Indikator yang dimksud: 1) indikator pencapaian merupakan penanda pencapaian kompetensi dasar yang ditandai oleh perubahan perilaku yang dapat diukur yang mencakup sikap, pengetahuan, dan keterampilan, 2) indikator dikembangkan sesuai dengan karakteristik siswa, satuan pendidikan dan potensi daerah. Indikator digunakan sebagai dasar untuk menyusun alat penyelesaian.
Hasil penelitian mengenai analisis dokumen perencanaan yang dibuat oleh guru menunjukkan bahwa indikator yang dicantumkan sudah meliputi pengetahuan dan keterampilan dimana aspek sikap tercantum dalam tujuan pembelajaran. Indikator yang dikembangkan sangat merujuk pada apa yang tercantum dalam buku guru.

Hasil (Inggris) 1:

Refer to the technical preparation of the RPP Guidelines at the elementary school by Kemendikbud (2013, p. 9-10) above described in the explanation of point 7: "the basic Competence, is the specific capabilities that include attitudes, knowledge, and skills associated charge/Maple". The planning of learning made by teachers in the RPP has been outlining in detail the achievement of KD 1, 2, 3, and 4 so it can be said that the planning has been listing the specific abilities should be controlled by students that includes attitudes, knowledge, and skills.In addition to the explanation regarding the KD should be listed in the RPP in accordance with the syllabus, these guidelines also elaborate on development indicators undertaken by the teacher to reach KD. The dimksud indicator: 1) indicator of achievement is a basic competency attainment marker that is marked by changes in behavior that can be measured include the attitudes, knowledge, and skills, 2) indicators developed in accordance with the characteristics of the students, the education unit and the potential of the region. Indicators used as the basis for drafting resolution tool.The results of the research on the analysis of planning documents that are created by the teacher pointed out that indicators listed already includes knowledge and skills in which aspects of the learning objectives listed in attitude. Indicators developed very refers to what is listed in the teacher.

Hasil (Inggris) 2:

Refer to the Technical Guidelines for Preparation of the RPP in Primary Schools by Kemendikbud (2013, p.9-10) above are described in the explanation points to 7, namely: "Competence, the specific capabilities that include attitudes, knowledge, and skills related to a charge / maple ". Lesson plans created by teachers in the RPP has outlined in detail the achievement of KD 1, 2, 3, and 4 so it can be said that the plans have included specific capabilities that must be mastered students include attitudes, knowledge, and skills.
In addition to a description of the KD to be RPP included in accordance with the syllabus, the guidelines also elaborates on indicator development undertaken by teachers to reach KD. The indicators dimksud: 1) the indicators of achievement is a marker of achievement of the basic competencies that are characterized by behavioral changes that can be measured which includes attitudes, knowledge, and skills, 2) indicators developed in accordance with the characteristics of students, the education unit and the potential of the region. Indicators are used as the basis for preparing the settlement tool.
The results of the analysis of the planning documents made ​​by the teacher suggests that the indicators listed already includes knowledge and skills where the aspects listed in the attitude of learning objectives. Indicators developed extremely refer to what is stated in the book of teachers.