1. Process Standards for Primary and Secondary
Education Unit
Yuni 'YUFI' Fitriyah
yuni.fitriyah27@gmail.com
KOMUNITAS BLOGGER UNIVERSITAS SRIWIJAYA
This is English version..
In accordance with the mandate of the Government Regulation No. 19 of 2005 on National
Education Standards one of the standards to be developed is a standard process. Standard
is the process of national education standards relating to the implementation of learning in
education units to achieve competency. Standard contains the minimum criteria process of
learning processes in elementary and secondary education unit in the entire territory of the
Unitary Republic of Indonesia. This process standard applies to primary and secondary
education in formal, either on the package system and the semester credit system. The
standard covers the process of planning the learning process, the implementation of the
learning process, assessment of learning outcomes, and supervision of the learning process
for the implementation of the learning process effective and efficient.
PLANNING PROCESS OF LEARNING
Planning the learning process includes the syllabus and learning implementation plan
(RPP), which contains the identity of subjects, standards of competence (SK), basic
competence (KD), indicators of achievement of competencies, learning objectives, teaching
materials, time allocation, teaching methods, learning activities, assessment result of
learning, and learning resources.
a. Syllabus

2. Syllabus as a reference for the development of RPP contains the identity of subjects or
themes lesson, SK, KD, learning materials, learning activities, indicators of achievement of
competencies, assessment, allocation of time, and learning resources. Syllabus developed
by the unit
education based on Content Standards (SI) and Competency Standards Graduates (SKL),
as well as guidance for preparing Education Unit Level Curriculum (SBC). In practice,
syllabus development can be done by teachers independently or in groups in a school /
madrasa or a few schools, the Teacher (MGMP) or Teacher Activity Centre (PKG), and the
Department of Education. Development of syllabus prepared under the supervision of district
that is responsible in the field of education for elementary and junior high, and the provincial
departments responsible for education for high school and vocational school, as well as
departments in charge of governmental affairs in the field of religion for the MI, MTs, MA ,
and MAK.
A. Learning Implementation Plan (RPP)
RPP is derived from the syllabus to guide learners' learning activities in an effort to reach
KD. Every teacher in the educational unit is obliged to compile a complete and systematic
lesson plans for learning take place in an interactive, inspiring, exciting, challenging,
motivating learners to actively participate and provide enough space for innovation, creativity,
and independence according to their talents, interests, and physical and psychological
development of learners. Draft prepared for every KD which can be carried out in one
session or more. Teachers design lesson plans for each fragment, adjusted for scheduling
meetings in the educational unit.
RPP components are:
1.Identitas subjects that include: educational unit, class, semester, course / program
expertise, subject or theme of the lesson, the number of meetings.

3. 2. Competence standard which is the minimum qualification ability learners that describe the
acquisition of knowledge, attitudes, and skills that are expected to be achieved in each class
and / or semester on a subject.
3. Basic competence is the ability to master a number of learners in a particular subject as a
reference indicator of competence in the preparation of a lesson.
4. Indicators of achievement of competencies are behaviors that can be measured and / or
observed to demonstrate achievement of certain basic competency assessment is the
reference subjects. Indicators of achievement of competencies defined by using the verb
operation can be observed and measured, which include knowledge, attitudes, and skills.
5. Learning goals describe the process and the expected learning outcomes achieved by
learners in accordance with basic competence.
6. Teaching materials contain facts, concepts, principles, and the relevant procedures, and
written in the form of beads in accordance with the formulation of indicators of competency
achievement.
7. The allocation of time, is determined in accordance with the purposes for the attainment
of KD and the burden of learning.
8. This learning method used by teachers to create an atmosphere of learning and the
learning process so that learners achieve basic competency or set of indicators that have
been determined. Selection of learning methods adapted to the situation and condition of the
learner, and the characteristics of each indicator and competencies to be achieved in each
subject. Thematic learning approach is used to grade students 1sampai grade 3 primary.
9. Learning activities
a. Preliminary
Introduction is the initial activity in a meeting intended to raise learning motivation and focus
the attention of learners to participate actively in the learning process.

4. b. Core
Core activities is a learning process to reach KD. Conducted in an interactive learning
activities, inspiring, exciting, challenging, motivating learners to actively participate and
provide enough space for innovation, creativity, and independence according to their talents,
interests, and physical and psychological development of learners. This activity is carried out
systematically and systemically through the process of exploration, elaboration, and
confirmation.
c. Cover
Closing the activities undertaken to terminate the learning activities that can be done in the
form of summary or conclusions, assessment and reflection, feedback, and follow-up.
10. Assessment of learning outcomes. Procedures and assessment instruments and
processes tailored to the learning outcomes and indicators of achievement of competence
refers to the Standards Assessment.
11. Learning resources which are determined based on the standards of competence and
basic competence, and teaching materials, learning activities, and indicators of achievement
of competencies.
B. Preparation of Draft Principles
1. Taking into account individual differences of learners
In the preparation of RPP we need to consider such things as gender, initial ability,
intellectual level, interest, motivation, talent, potential, social skills, emotional, learning styles,

5. special needs, the speed of learning, cultural background, norms, values, and / or
environment of the learners.
2. Encourage active participation of learners
The learning process is designed with a focus on learners to encourage
motivation, interest, creativity, initiative, inspiration, independence, and the spirit of learning.
3. Developing a culture of reading and writing
The learning process is designed to develop a penchant for reading a variety of reading
comprehension, and expression in various forms of writing.
4. Provide feedback and follow-up
RPP program design includes the provision of positive feedback, reinforcement, enrichment,
and remediation.
5. The linkage and integration
Draft prepared by taking into account linkage and integration between SK, KD, materials
learning, learning activities, indicators of achievement of competencies, assessment, and
learning resources in a whole learning experience. RPP are prepared to accommodate
thematic learning, integration across subjects, across aspects of learning, and cultural
diversity.
6. Applying information and communication technology
Draft prepared by considering the application of information and communication technology

6. integrated, systematic, and effective in accordance with the circumstances.
IMPLEMENTATION PROCESS OF LEARNING
A. Requirements for the Implementation of Learning Process
1. Study groups
The maximum number of students studying each group are:
a. SD / MI: 28 learners
b. SMP / MT: 32 learners
c. SMA / MA: 32 learners
d. SMK / MAK: 32 learners
2. Minimum workload of teachers
a. Workload of teachers includes the following main activities are planning lessons,
conducting lessons, assess learning outcomes, guide and train students, as well as carry out
additional duties;

7. b. Workload of teachers referred to in letter a above is at least 24 (twenty four) hours of face
to face in 1 (one) week.
3. Of textbooks
a. Textbooks that will be used by the school / madrasah teachers selected through a
meeting with committee consideration of the school / madrasah of lesson text books set by
the Minister;
b. The ratio of textbooks to students is 1: 1 per subject;
c. In addition to textbooks, teachers use the teachers guide, enrichment books, reference
books and other learning resources;
d. Teachers familiarize students use books and other learning resources that exist in library
school / madrasah.
4. Classroom management
a. Teachers arrange seating according to the characteristics of learners and subjects, and
learning activities to be performed;
b. Volume and tone of voice teachers in the learning process should be heard well by the
learners;
c. Mannered teacher and said words can be understood by students;
d. Teachers adapt learning materials with speed and learning ability learners;
e. Teachers create order, discipline, convenience, safety, and compliance in implementing
the learning process;

8. f. Teachers provide reinforcement and feedback on responses and learning outcomes of
students during the learning process took place;
g. Teachers appreciate students regardless of religious background, ethnicity, gender, and
socioeconomic status;
h. Teachers value the opinions of learners;
i. Teachers wear a polite, clean, and tidy;
j. At the beginning of each semester, teachers delivering the syllabus subjects diampunya;
and
k. Teachers begin and end the learning process in accordance with the scheduled time.
B. Implementation of Learning
Implementation of the learning is the implementation of the RPP. Implementation of the
learning
includes introductory activities, core activities and closing activities.
1. Activities Introduction
In the preliminary activities, the teacher:
a. prepare students psychologically and physically to participate in the learning process;
b. ask questions that relate previous knowledge with

9. material that will be studied;
c. explain the purpose of learning or basic competencies to be achieved;
d. convey the scope of the material and the explanations fit the description of the syllabus.
2. Core Activities
Implementation of core activities is a learning process to reach KD conducted in an
interactive, inspiring, exciting, challenging, motivating learners to actively participate and
provide enough space for innovation, creativity, and independence according to their talents,
interests and physical and psychological development of participants learners. Core activities
use methods adapted to the characteristics of learners and subjects, which may include the
exploration, elaboration, and confirmation.
a. Exploration
In exploration activities, the teacher:
1) involving students seeking a broader and deeper information about a topic / theme of the
material to be studied by applying natural principles takambang be a teacher and learn from
various sources;
2) using a variety of learning approaches, instructional media, and other learning resources;
3) facilitate the interaction antarpeserta students and between students with teachers,
environmental, and other learning resources;
4) actively involve the learners in any learning activities; and
5) facilitating learners to experiment in the laboratory, studio, or field.
b. Elaboration

10. In the normal elaboration, the teacher:
1) familiarize students read and write the diverse through the tasks
particular significance;
2) facilitate learners through the provision of tasks, discussions, etc. to
bring new ideas both verbally and in writing;
3) provide an opportunity to think, analyze, solve problems, and act without fear;
4) facilitating learners in a cooperative and collaborative learning;
5) facilitating learners to compete in a healthy way to improve learning achievement;
6) facilitate student exploration reports carried out both verbally and in writing, individually or
in groups;
7) facilitate the learners to present the results of individual and group work;
8) facilitate learners to do exhibitions, tournaments, festivals, and products produced;
9) facilitates learners engage in activities that foster pride and confidence of students.
c. Confirmation
In confirmation of activities, teachers:

11. 1) giving positive feedback and reinforcement in the form of oral, written, gesture, or a gift to
the success of learners,
2) confirm the results of exploration and elaboration of learners through
various sources,
3) facilitating learners to reflect on learning experience that has been done,
4) facilitating learners to gain significant experience in achieving the basic competencies:
a) serves as a resource and facilitator in answering questions that learners
facing difficulties, using standardized language and correct;
b) help solve the problem;
c) give guidance so that learners can check the results of exploration;
d) provide information to explore further;
e) provide motivation to learners who lack or have not actively participated.
3. Concluding Activities
In the closing activity, the teacher:
a. Together with students and / or own a summary / conclusion lesson;
b. Conduct assessment and / or reflection of the activities that have been implemented in a
consistent and programmed;

12. c. Provide feedback on process and learning outcomes;
d. Planning for follow up activities in the form of remedial teaching, program
enrichment, counseling services and / or provide both task and individual task
groups according to the results of learners' learning;
e. Delivering the lesson plan at the next meeting.
ASSESSMENT OF LEARNING
The assessment done by teachers to the learning outcomes to measure the achievement
level of competence of learners, and also used as ingredients for preparing a progress report
the results of learning, and improve the learning process.
Assessment done consistently, systematically, and programmed by using tests and nontes
in writing or verbally, observation of performance, attitude measurement, assessment of the
work of a task, project and / or product, portfolio and self assessment. Assessment of
learning outcomes using the Assessment of Educational Standards and Assessment
Guidance Group.
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