Danaryanti 2 Elli Kusumawati 2
B. Methode
delivering the learning tool analysis results, and more importantly the lecturer can understand how students learn. As the results of research conducted by Wahyuni (2013) found that improving learning outcomes, the active classroom atmosphere of the sharing of information with the collaboration between lecturers and observers so that lesson study can be applied and implemented in all courses.
The Researcher conducted lesson study on improving students' ability to analyze the learning tools of curriculum 2013 through continuous discussion method to students who follow the curriculum and text books PKN fourth semester of PPKn Ummat study program. In this case to explore the process of students analyzing the learning tools of curriculum 2013, and whether the lesson study can improve students' ability in analyzing the learning tools of curriculum 2013 through continuous method of sustainability. Based on the action that undertaken by all of parties in this lesson study. This study aims to find out the student process of analyzing the learning tools of curriculum 2013 through continuous discussion method, and to know whether or not the improvement of student ability in analyzing the learning tools of curriculum 2013 through continuous discussion method.
rubric. Further measuring the student's ability level to analyze the learning tools of curriculum 2013 the researcher use both written and unwritten test methods. While the data about the students' ability to learn collected using observation method.
Furthermore, the collected data was analyzed by quantitative descriptive technique through descriptive statistic that is by converting the scores obtained by the students into the evaluation guide.
C. Findings and Discussion
Student Process Analyze Learning Tool 2013 Curriculum through the Method of Continuous Discussion.
The result of the research shows the process of student analyze the learning device of curriculum 2013 done through 6 stages, that is; 1). Students can arrange syllabus components well. This is evident from the work of students when given the task to develop syllabus components according to the curriculum of 2013, from the work of the average student able to arrange syllabus component according to the curriculum 2013. Students are given individual assignments, but in completing their duties students discuss together and one another corrects each of their work before being collected as a task. 2) Students have been able to design syllabus, RPP, subject matter, indicators, methods, media, learning resources, and assessment (assessment) well. This is evident from the work processes of students in the class when given the task to design these components according to the curriculum 2013.
The student asked to make the initial framework of their work in the classroom, after that they can compile at home. 3) Students discussed in groups to develop learning tools. This can be seen from the work and the work of students in preparing the learning tools according to the 2013 curriculum that began to improve, where students are divided into four groups and then given the task to develop learning tools. From the work of the students, the pattern is getting better although there are still some students who have not experienced significant progress in preparing the learning tools according to the curriculum of 2013. 4) The students are good enough in presenting the results of their analysis skills in front of the class. This is seen from the way the students in presenting their work with a firm, straightforward, and courageous. Although there are still some students who experience obstacles in terms of vocabulary that is used still limited so tend to stumble in presenting the results of his work. 5) Other students began carefully in response to statements submitted by the presenter group. This can be seen from the thoroughness of the students in capturing, discriminating, and criticizing the location of the lack of work of the presenter group. The accuracy and accuracy of this student cannot be separated from the students' ability in understanding and mastering the learning tools according to the curriculum of 2013. In addition, the way students responded and asked was able to use language that is easy to understand and understandable
by other students. 6). Lecturers provide reinforcement of the material that has been discussed. The next action is the lecturer to provide reinforcement of the material discussed and draw conclusions of learning outcomes, and provide follow-up.
The student process in analyzing the 2013 curriculum tools through ongoing discussions is a stage in which one another becomes an observer. So that enables one student can observe, criticizing in the form discussion of other student work, beside that lecturer also acting as teacher, supervisor, and observer course of learning after given learning action. Guidance through lesson study has the advantage of more active students, carefully digging the location of advantages and disadvantages of work, and able to criticize properly. This is similar to that disclosed by Joharmawan (2006) that the guidance through lesson study has advantages, namely: 1) teachers have a spirit of introspection to what has been done, 2) courage to open up to be able to accept suggestions from others, 3) courage To acknowledge shortcomings, and 4) the courage to acknowledge and use the ideas of others.
Students' Ability to Analyze Learning Tool of Curriculum 2013 through Continuous Discussion Method
Based on the results of observation and analysis qualitatively, in the first cycle students' ability to analyze learning tools according to the curriculum 2013 can be described as follows. The analysis on the syllabus component is not yet optimal; it can be seen from the tasks collected by the students in analyzing syllabus components as well as the level of liveliness and participation of students when the material about the syllabus of the 2013 curriculum is discussed together in a less participating class. The analysis of learning implementation plan component (RPP) is not yet optimal, it can be seen from the students' ability to analyze the components that must exist in the RPP of the 2013 curriculum, where the students have not been able to properly arrange the components so that the results of the analysis are also limited by Unclassified location according to the curriculum RPP 2013 reference.
This is also evident from the students' ability to convey the RPP component while the discussion in the class still impressed stammered by not too mastered, resulting in the results of the analysis that has not been optimal. For the analysis of key components, indicators, methods, media, learning resources and assessments (assessment) can be said as a whole not yet optimal and in accordance with the curriculum 2013. Components are basically integrated in RPP, so that when students compile and analyze the student's RPP component directly analyzes the main component components, indicators, methods, media, learning resources, and assessment (assessment). So directly the results of student analysis of RPP and syllabus can be said to have analyzed the results of other components. With this, students have not been maximized in analyzing the subject matter, indicators, methods, media, learning resources, and assessment (assessment) in accordance
with the curriculum 2013. Aspects of media selection and student learning resources have not analyzed the aspects of the lack of variety of media and learning resources listed, whereas in accordance with the designed material, media and learning resources are very numerous and easily obtained in the vicinity. For the aspect of the analysis of the formulation of indicators and the selection of learning materials is quite good because the material and indicators are in accordance with the theme being taught. Similarly, the ability of students in analyzing the aspects of selection of methods, especially the varied learning method is good enough, but still seem more impetus from lecturer activity than the students.
Furthermore, after the discussion through lesson study activities for improvement in cycle II, the students' ability experienced a very significant improvement in the aspects of analyzing learning tools according to the 2013 curriculum through continuous discussions. Especially on aspects of formulation of indicators, selection of materials, learning resources, media and learning methods that have reached the good category. The analysis on syllabus component is good enough; it can be seen from the tasks collected by students in analyzing syllabus component and also see the level of activeness and student participation when the material about syllabus of curriculum 2013 are discussed together in class. Analysis of learning implementation plan component (RPP) is good enough, it can be seen from the ability of students to prepare RPP, as well as the ability of students in conveying RPP components while discussing in class. For the analysis of key components, indicators, methods, media, learning resources, and assessments (assessment) can be said to be quite good and in accordance with the curriculum 2013. Components are basically integrated in RPP, so that when students compile and analyze components the student's RPP directly analyzes the main component components, indicators, methods, media, learning resources, and assessment (assessment). Thus, the ability of students in performing analysis of these components can be said to have increased or is good enough.
Here is the result of student analysis on RPP component that contains;
Preliminary activities that include apperception and motivation are good enough.
This is evident from the activities of students such as invite other students to discuss by raising a problem, then discussed together. Questions and answers about the components in the syllabus and lesson plans and shortcomings in the preparation based on the curriculum 2013. But the information about the steps of activities undertaken by students has not informed. In the core activities, especially aspects of mastery of the material, the use of learning strategies, scientific approaches, and the application of thematic learning is still lacking. Most of the students lack material knowledge, especially in integrating several concepts.
Some concepts from the content of the subject matter are well integrated.
Students' ability in analyzing learning strategies is still less sharp, especially in
critiquing activities oriented on continuous discussion, so as not to provide appropriate criticism target. The task of analyzing activities is limited to the media used alone, not suggesting to use other, more concrete media. The activity of questioning and associating answers to questions is good, as well as the student's duty to inform the results of his work has shown a good improvement seen from the ability of each student to communicate in the class during the presentation and respond and answer questions. Students are already involved in learning activities to the fullest. Similarly the use of language for students is good enough and the use of effective vocabulary. In closing activities for all aspects such as reflection, assessment, and follow-up activities are good enough.
The findings in this study are in line with research conducted by Made and Suniasih (2013) on the ability to design and implement learning according to the 2013 curriculum through the study of learning. Where the results show the ability of students to plan and implement learning can be improved through the study of learning.
In the first cycle of students' ability in the fourth semester, the Citizenship Education program analyzes the learning curriculum of 2013 by 75% with unfinished category. Then 25% of students have been able to analyze the learning tools of curriculum 2013 maximally. Furthermore, after the lesson study, the students' ability in analyzing the learning tools of curriculum 2013 by using continuous discussion method on the pancasila and Citizenship Education program is 90% with complete category. Then the 10% there are some students who are less able to analyze learning tools curriculum 2013 well and maximally.