Berdasarkan pernyataan di atas pend

Berdasarkan pernyataan di atas pendidik yang baik tergantung pada perencanaan yang baik pula, dan pendidik yang baik butuh untukk berpikir seperti penilai (assesor) untuk mendesain pelajaran karena suatu kelas memiliki siswa dengan berbagai latarbelakang. Berdasarakan penjelasan ini indikator dijabarkan ke dalam tujuan pembelajaran. Pengembangan tujuan pembelajaran paling tidak mencakup 2 aspek yaitu audience (peserta didik) dan behaviour (aspek kemampuan). Guru merencanakan tujuan pembelajaran dengan detail mencakup audience, behaviour, condition, dan degree. Perumusan A, B, C, D ini dipandang penting untuk melaksanakan penilaian. Selain itu, guru telah menjabarkan tujuan pembelajaran yang memuat KI 1 sampai KI 4 namun KI 1 dan KI 2 tidak secara eksplisit dirumuskan dalam tujuan pembelajaran.
Langkah-langkah kegiatan pembelajaran yang direncanakan guru tidak semuanya sama seperti yang dilaksanakan. Beberapa permainan yang disisipkan dalam pembelajaran misalnya saja: permainan tebak informasi telah direncanakan guru, namun tidak dilaksanakan dalam kegiatan riil pembelajaran. Secara garis besar langkah-langkah pembelajaan telah dikembangkan guru dengan mengajak siswa aktif dalam pembelajaran dengan indikator sesuai apa yang terdapat dalam buku guru. Pelaksanaa pembelajaran kurang berkembang dan cenderung sesuai dengan alur yang terdapat pada buku tematik.

Hasil (Inggris) 1:

Based on the above statement a good educator depends on good planning, and educators for the Bundesliga takes a good think as assessor (assesor) for designing the lessons because of a class have students with different backgrounds. Investigation by this explanation of the indicators was elaborated into the learning objectives. The development of learning objectives at least covers 2 aspects namely audience (learners) and behaviour (aspect capability). Teachers planning learning objectives with details include audience, behaviour, condition, and degree. Formulation of A, B, C, D is viewed essential to carry out the assessment. In addition, teachers have outlines learning objectives that contain KI KI 1 to 4 but KI KI 1 and 2 is not explicitly formulated in the learning objectives.The steps planned learning activities not all teachers are the same as those implemented. Some games that are inserted in the learning for example: the game guess the information teachers were planned, but never implemented in the activity of real learning. Outline the steps pembelajaan has been developed with the teacher invites students actively in the learning with appropriate indicators of what is contained in the book the teacher. Pelaksanaa learning of less developed and are likely to comply with the Groove in the thematic books.

Hasil (Inggris) 2:

Based on the above statement that good educators depends on good planning as well, and a good educator need untukk think like assessors (assessors) to design a lesson for a class to have students with different backgrounds. Based on this explanation indicators are translated into learning objectives. Development of learning objectives include at least two aspects: the audience (students) and behavior (viability). Teachers plan learning objectives in detail include the audience, behavior, condition and degree. Formulation A, B, C, D is considered important to carry out the assessment. In addition, teachers have outlined learning objectives KI containing 1 to 4 but KI KI KI 1 and 2 are not explicitly formulated in learning goals.
The measures planned learning activities teachers are not all the same as it is implemented. Some games are embedded in learning for example: information guessing games planned teacher, but not implemented in real activity learning. Broadly speaking pembelajaan measures have been developed by teachers actively engage students in learning with appropriate indicators of what is contained in the book of teachers. Deploy learning and tend to be less developed in accordance with the flow contained in thematic books.