Professional Documents
Culture Documents
ACTIVITY RESULTS
Authors implement the Integrated Field Experience Program (PPLT) in the municipality
oI Tebing Tinggi, precisely in SMA Negeri 1 Tebing Tinggi are located on Jl Yos Sudarso, sub
Rambutan. PPLT implementation period is 12 weeks and begins on the eIIective date oI July 26,
2011 and ending in early November 2011.
Implementation oI Integrated Field Experience Program (PPLT) State University oI
Medan is a blend oI two types oI activities that become a place Ior students to be able to apply
knowledge in the can on campus during this time. The two types oI activities are Field
Experience Program (PPL) Teacher Training exercise conducted in schools designated by the
State University oI Medan and Field Work Experience (KKN) in communities around the school
exercises. ThereIore, the procedures Ior implementing PPLT Unimed is divided over PPL
Teaching and corruption.
A. IELD EXPERIENCE PROGRAM (PPL) Teacher Training
PPL Teacher Training is part oI the implementation PPLT activities conducted at training
school designated by UPPL Unimed. Implementation oI Teacher Training PPL is the same as the
implementation oI PPLT Unimed, which is 12 weeks. The implementation is divided into several
stages, namely stage oI orientation / observation, guided practice and independent practice.
1. Orientation / Observation
Phase orientation / observation began on July 26, 2011. This stage begins by gathering all
students who perIorm PPLT PPLT Unimed in the municipality oI Tebing Tinggi. All students
PPLT collected at Tebing Tinggi SMA Negeri to get a brieIing Irom the ChieI Supervisor and
Head oI PPLT Unimed municipalities. AIter that, all students are separated by Unimed training
schools respectively.
Phase orientation / observation is done to provide opportunities Ior students to recognize
the PPLT Unimed implementation PPLT environment around the site and collect the data
required in the implementation oI the PPLT. Phase orientation and observation was conducted
Ior 1 week.
Various activities were carried out Ior 1 week. The activities undertaken include:
1. Held a meeting with school staII (Head and Deputy Head oI School, teachers oIIicials, and
the guidance counselor) Ior orientation and determination oI the civil teacher.
The author and other students who get training school at SMA Negeri 1 together with the Tebing
Tinggi Field Supervisor, ProI.Dr.Motlan Sirait,M.Sc.,P.hd and representatives oI the school, the
Principal oI SMA Negeri 1 Tebing Tinggi, Mr. Mhd. SyariI, M.Si. M.Pd. , PKS curriculum, Mr.
Drs. Indra Ashar, PKS student, Mr. Drs. Trianda, PKS Public Relations, Mr. Edward
Baharuddin,S.Pd. and Coordinator oI BP , Ms. Pittauli Sinaga, S.Pd. in the room who had
prepared the school as a shelter Ior students during the PPLT Unimed at Tebing Tinggi SMA
Negeri 1. At that moment presented by the PPL student Unimed, which represented DPL to the
Principle oI SMA Negeri 1 Tebing Tinggi to carry out activities in SMA Negeri 1 PPLT Tebing
Tinggi. Here students PPLT be brieIed by the Head oI SMA Negeri 1 Tebing Tinggi on the rules
must be adhered to each prospective student teachers who want to hold PPLT at SMA Negeri 1
Tebing Tinggi.
The announcement oI the determination oI teachers to students PPLT oIIicials conducted
the next day in a meeting held between the parties back to school with a student PPLT. Teachers
oIIicials is subject teachers who will guide students in perIorming tasks PPLT learning in school
during the exercise. From that meeting, oIIicials determined the writer is proIessor oI
Mathematics teachers who teach in class XI and XII IPA IPS, Ms. Rasmina Sitanggang, S. Pd.
AIter discussing with teachers the civil author, the author gets the task oI running the learning
activities in class XI science and XII social, that is XI science 1, XI science 2 and XII social 1
2. Carry out observations.
AIter Iinishing the meeting with the school, student teacher candidates conduct
observations to obtain some data about:
a. The physical environment and atmosphere oI the school exercises
Students looking Ior data about the physical environment and atmosphere oI the school
exercises by conducting interviews and question and answer with the citizens oI the school,
namely the Administrative staII (TU), teachers and students.
Head oI Administration, Ms. Dra. Raskita Bangun, notiIy the school physical Iorm is that
the school has an area oI land measuring 5000 m with a number oI classes as many as 24 rooms
and each room has a size oI approximately 8 x 7 m.
SMA Negeri 1 Tebing Tinggi have library with a size 117 m, 120 m language lab,
computer lab 84 m, UKS 28 m, 81 m chemistry lab, physics lab 81 m, 117 m laboratories oI
biology, space and mushallah BP 58 m with large size 132 m. Tebing Tinggi SMA Negeri has a
sports Iield is the Iield volleyball, basketball, and indoor soccer with a land area oI 18.00 m.
Location oI sports Iields are located directly behind the school environment.
SMA Negeri 1 Tebing Tinggi juga have other buildings such as, a multipurpose room
units, one unit oI administrative space, a unit oI the principal's oIIice, one staII room units, one
unit oI space osis, Iour-bathroom unit consisting oI two units oI bathroom male and two Iemale
bathroom units, one unit oI the caretaker's house and one unit oI the school barn.
SMA Negeri 1 Tebing Tinggi a highway right in Iront oI Yos Sudarso and also surrounded
the building types such as SMA Negeri 3 Tebing Tinggi on the leIt oI the school, on the right and
the back is surrounded by houses. Environmental conditions in the Tebing Tinggi SMA Negeri is
a clean, orderly, comIortable and beautiIul.
SMA Negeri 1 Tebing Tinggi has a number oI teachers by 80 teachers, with the number
oI classes as many as 24 rooms. Number oI students every classes estimated 34 students in one
class. Total number oI students Irom grade one to grade three as many as 816 students.
Social interaction or social relationships between teachers and excellent teachers, meaning
teachers here are very compact and willing to help each other help iI there is an absent teacher or
something bad happens. The relationship oI teachers and students were running well, so does the
relationship oI students with students also went well, this is seen in organizations and
extracurricular activities, were intense interaction between students is very good. Relationships
with teachers and administrative staII are also very good . The relationship between whole is also
good because oI all the mutual appreciation and respect Ior every person who is in SMA Negeri
1 Tebing Tinggi.
The author has the impression oI SMA Negeri 1 Tebing Tinggi, the school is beautiIul,
clean, has a cool environment and good social interaction between residents to the school,
teachers, staII and students.
b. School administration.
Activities conducted at the school administration oIIice administration training school. In
this oIIice, there are several TU oIIicers who helped work the school administration tasks, such
as providing a list oI citizens attend school (both teachers, staII and students), students enter data
into the new student registration books, to help alumni school diploma legalized owned or took
the diplomas Ior alumni who recently graduated Irom school, pay tuition, books and Student
Worksheet (BLM), provides a number oI student exams and student card and so Iorth. The chieI
administrative oIIice oI SMA Negeri 1 Tebing Tinggi is the Ms. Dra. Raskita Bangun.
c. Implementation oI guidance and counseling.
Activities carried out in guidance and counseling oIIices vary, such as punishing students
who violate school discipline, student attendance monitoring (record how many students in
attendance, sick or no inIormation) and act upon them. In the BK oIIice also resolved personal
issues that aIIect students' learning activities in schools, such as the Iamily's economic problems.
Guidance and counseling services SMA Negeri 1 Tebing Tinggi head by Ms Pittauli
Sinaga,S.Pd.
d. Implementation oI KO and extra curricular activities.
KO curricular and extra curricular activities tailored to the school policy. SMA Negeri 1 Tebing
Tinggi has a Iew extra curricular activities that can be Iollowed by all students, oI whom are
ROHIS (Islamic Spiritual), basketball, Iutsal, Scout bands and Theatre. Extra-curricular activities
are guided by diIIerent teachers and monitored by the PKS Student, Mr. Drs. Indra Ashar
e. KBM by the civil organization oI teachers
In addition to observing the physical condition and atmosphere oI the school, the authors
also made observations oI learning activities with teachers observing oIIicials who are being
taught in the classroom.
The learning process is divided into several stages, is preliminary stage, presenting and
closing. In the introduction, the teacher opened the lesson by bringing students to recall the
lessons oI the past. The teacher asks the students to express and communicate it orally so that it
can be heard by the entire other students in the classroom. The lesson then was recalled by the
teacher is learning-related and is the initial concept oI the lesson to be delivered. By way oI
recalling the last lesson, then students are not ready to accept the lesson material that will be
delivered later. Preliminary stage is carried out Ior 5 minutes and when activities take place,
students' attention Iocused on what is described by the teacher.
At the stage oI presentation, the teacher presents the lesson subject matter in a way to
explain it in accordance with the deIinitions and knowledge oI students. AIter that, the teacher
gives an example as an application oI the material provided. Teachers also give students the
chance to ask about the material that is not yet understood. During this activity, there are 5
students who asked. Teachers also provide questions and problem solving exercises Ior students
to know the extent to which students understand the material provided and there are 8 students
who got the chance. During the learning activities, there are no students who disrupt class.
Students look to concentrate and Iocus on the lessons delivered. This presentation phase lasted
Ior 90 minutes.
In the closing stages, teachers end up with a way to make a summary oI the lessons that
have been submitted along with the students and then giving duties to their homes. Teachers
assess student learning outcomes by looking at students' ability to communicate verbally the new
material presented in class as well as the ability to work on the given problem. BeIore ending the
lesson to move to a lesson or break, the teacher provides opportunities Ior students to ask
questions. This closing section lasts Ior 5 minutes.
In general, the authors get the impression that teaching and learning activities take place
well characterized by the ability oI teachers who can explain the material presented in a clear and
students can receive it well too.
I. Rules and regulations
At this stage oI observation / orientation, the students are prospective teachers also make
observations about the order prevailing in the training school. From the observations, the authors
Iound that the data in terms oI school discipline, is very strictly applied, either to the teachers,
staII, students and citizens oI other schools.
The order is aimed at students Ior example, all students have the rules in terms oI Iashion,
Ior Iemale students must wear long skirts with minimal skirts below the knee, whereas Ior male
students should have a pair oI 20 cm width and Iorbidden to wear shoes other than color and
must wear a black strap. Students are Iorbidden to wear jewelry to school. UniIorm oI school
white and gray Irom Monday until Thursday, while Friday and Saturday Ior wearing Boy Scout
uniIorms. Schedule oI school hours starting Irom 7:15 pm and ended at 13:00 pm. II there are
students who are late will be punished.
Rules Ior teachers are also there, namely the teacher had to come according to schedule
and should not be too late. II the teacher is too late to get reprimanded by the headmaster.
Similarly, in the collection oI Iiles, such as learning devices must be timely.
For the employees also have legislation that is in terms oI time preparing assignments,
preparing diplomas Iile, compile and report attachments, and this will be checked by the
Principal. So iI the Iile was not completed course will get penalized.
g. The device oI learning (curriculum, educational calendar, schedule oI learning, the
annual program / semester and teaching preparation used)
The execution oI the learning done in stages under the guidance oI teachers oIIicials. At
Iirst, made in advance examples oI learning tools that will be later discussed with oIIicials oI
teachers to be corrected. II there are errors in the learning device is made, then repaired and
returned to the teacher pointed to the discussion civil. II the teacher has approved civil learning
device, and then he signed it and asked Ior signatures PKS I.
3. Plan activities weekly / monthly (RK3M)
Student Activities Teacher Education Plan (RK3M) is a Iorm oI planning that is designed
by the student teacher candidates PPLT Unimed that consist oI various plans associated with
learning and activities done in school practice. The activities planned are teaching in class,
organize the library, discussion with teachers oIIicials, a summary oI learning, giving the lattice
test, Iollowing the extra-curricular activities, correcting students' homework, students Iill out
registration books and working on service activities and observe the BK .
4. Preparing the learning activities at school.
Learning device is a collection oI papers relating to learning in schools such as Education
Calendar, Details EIIective Sunday (RME), Distribution Learning Time, Minimum Criteria
exhaustiveness (KKM), Annual Program (PROTA), Semester Program (PROSEM), Syllabus and
Learning Implementation Plan (RPP). Learning devices in the apartment by a student teacher
candidate will be collected at the end oI PPLT Unimed in school practice. The completion oI this
learning device is done in stages during the PPLT this Unimed.
5. Prepared a report on the implementation oI orientation activities at the school.
Various activities undertaken PPLT Unimed student teacher candidates reported in
written Iorm whose Iormat has been agreed upon by student and teacher candidates PPLT
Unimed Field Supervisor (DPL). This report was compiled at the end oI the PPLT Unimed and
will serve as the oIIicial reports oI student teacher candidates to the party UPPL PPLT Unimed
Unimed who was responsible Ior the activities PPLT. The execution oI this report is done
gradually during this PPLT.
So, aIter conducting orientation / observation in SMA Negeri 1 Tebing Tinggi, the
authors Iound that the environmental conditions oI SMA 1 Tebing Tinggi, both physically and
socially, strongly supports passage oI the learning activities. Various school Iacilities, such as
libraries, science laboratories (chemistry, biology and physics), and the school grounds in
excellent condition. Condition oI the school environment that is Iar Irom the highway, so avoid
the noise also helps students concentrate on learning more.
However, school Iacilities are still not able to be used properly. For example science lab
is very rarely used because the conditions oI practical tools such as test tubes, solutions, and so
the conditions are not good because the old is not used.
ThereIore, it is necessary to reIorm and record laboratory conditions with tools and materials
inventories what not and still can be used Ior lab work. In addition, there should be discipline in
the use oI laboratory Iacilities, iI completed using laboratory equipment, should be washed and
kept in a good place to condition well maintained equipment.
2. Guided Exercise
Guided training phase began on August 8, 2011. This stage is marked by the start oI the
prospective student teachers doing the teaching process in classrooms that have been determined
under the guidance oI teachers oIIicials. The period oI supervised exercise was conducted Ior 2
weeks and ended on August 22, 2011. Many activities undertaken by the student teacher
candidates during this guided exercise. Activities conducted in them are as Iollows:
1. Creating a teaching report.
During this guided, the author has been able to teach in the classroom and in accordance
with the speciIied class who entered the civil teacher. Previously taught, the authors prepared
everything needed such as instructional media and Learning Implementation Plan (RPP). The
author makes RPP in accordance with guidance oIIicials. Prior to teaching, the authors showed
that RPP will be used in learning activities. II teachers oIIicials have approved, the RPP is to be
used to carry out learning activities. However, iI there are errors, RPP will be repaired and then
returned to the teacher demonstrated the civil and used in learning activities iI it has been
approved.
2. Implement the learning activities.
AIter the preparation oI learning / teaching, the authors carry out learning activities /
teaching in the classroom that has been determined. During teaching, teachers monitor oIIicials
participated in the classroom to see the suitability oI lesson plans with learning activities
undertaken, the ability to master the material, delivering meteri on students and others. AIter
completion oI teaching, teacher observations oIIicials to discuss and provide advice and input Ior
improvement in the Iuture. AIter that, determine material to be presented at the next meeting.
3. Corresponding learning outcome evaluation guidance oIIicials.
Authors to evaluate learning outcomes in accordance with instructions given by teachers
oIIicials. Evaluation study provided not only the Iorm oI daily tests, but also Irom the ability oI
students work on practice questions and communicate verbally learned material. AIter examining
the results oI the evaluation, then reported on the civil teachers to discuss the Iuture learning
activities.
4. Administrative tasks school / classroom and activity reports.
Authors studied school administration system Ior doing administrative tasks in the oIIice
administration. Writers get a picket at the administration oIIice on Saturday. Administrative tasks
undertaken during the writers picket in oIIice administration is typing rules and discipline oI
school and SMA Negeri 1 students to record. The author makes his report in written Iorm in the
Iinal report in the journal PPLT and also Iilled in everyday activities.
5. Provides tutoring to students in need and make their implementation reports.
Writers working on service activities BK every time pickets on Thursday. Activities
undertaken include observing the guidance counselor to handle various problems oI students,
wrote a book oI guidance and counseling services, and monitor student attendance and record it
in books BK. The author makes his report in written Iorm in the Iinal report in the journal PPLT
and also Iilled in everyday activities.
6. Carry out extra-curricular activities and corresponding knockout school policy
and implementation reports.
Extra-curricular activities are Iollowed by the author is ROHIS (Islamic Spiritual). In this
activity, the authors monitor and advise the student activities board ROHIS order to run properly
and smoothly. Extra curricular ROHIS done by usual on Saturday (general meeting oI the entire
board ROHIS SMA Negeri 1 Tebing Tinggi), Saturday (mentoring students ROHIS male
members oI the institute MY CLUB mentor Irom Tebing Tinggi), Friday (mentoring students
ROHIS members oI women with MY CLUB mentor Irom oI institutions Tebing Tinggi) and
Saturday (general lectures Iollowed by all citizens oI the school that has been determined by the
PKS Student, Mr.Drs. Indra Ashar.
The author always Iollow ROHIS activities conducted on Friday and Saturday. All
activities ROHIS that Iollowed, the authors attach the report.
In addition to routine activities, the authors are also active in large ROHIS involving high school
students throughout the State a cliII Tinggiyang Muslim. These activities include:
a. Celebration oI Isra 'Mi'raj in SMA Negeri 1 Tebing Tinggi on August 22, 2011.
This activity aims to Ioster the spirit oI re-Isra 'Mi'raj in the spirit oI high school students
Tebing Tinggi State 1, especially in terms oI implementation oI the prayer. This activity is
mandatory Ior all high school students Tebing Tinggi State a Muslim. Agenda Tausyiah its core
activities in the Iorm oI chaplain oI the meaning oI Isra 'Mi'raj as well as preparation Ior the holy
month oI Ramadan 1432 H, and the announcement oI the winning participant in the race today
welcomed the Isra' Mi'raj is done at school earlier in the day.
b. Quick pesantren (Rapid) Ramadan 1432 H on 1 to 3 August 2011.
Quick pesantren (Rapid) Ramadan 1432 H is an activity undertaken to Iill the leisure time
oI Ramadan 1432 H. In addition, this activity is also useIul to Ioster understanding oI Islam and
good morals in the SMA Negeri 1 Tebing Tinggi. The goals oI this is SMA Negeri 1 students
Tebing Tinggi, especially in classes X and XI. Rapid activity was conducted Ior 3 days and 2
nights. Students who perIorm these activities stay in school and the rest in the classroom that has
been set into place to sleep. The instructor oI this activity is the My Club Rapid Tebing Tinggi
which is Iilled with speakers Irom the institution, and also high school teachers Tebing Tinggi
State 1.
7. Carry out other educational tasks, such as picket, the ceremony, the preparation oI
a matter oI evaluation, assignment correction, teachers meetings, arranging UKS,
laboratories, libraries, setting up the learning, and so Iorth.
Writers get a picket educational task that has been adapted to the teaching schedule. Picket
authors are:
a. On Tuesday, the author gets picket at the gate oI the school and the coIIee table. On
picket the school gates, the authors conduct a welcoming students who come to school
and discipline oI students who do not dress in accordance with existing regulations at
the school.
On the picket coIIee table, the authors list the teachers who come and yet to come,
especially teachers who have a teaching schedule that day. II there are teachers who
can not attend, the authors replace the teacher to go into the classroom is concerned
that conditions remain orderly school.
b. On Thursday, the author gets picket in guidance and counseling oIIice (BK). In this
picket, the authors make observations on the guidance and counselor services
perIormed by the teacher write the BP and BP administration, such as writing a book
DM services, monitor student attendance and write it in the service book BK.
c. On Friday, the author gets picket at the library. In picket, the authors perIorm a
variety oI activities, such as arranging books in a closet, envelop the book, paste the
ID number oI books and paper signs checkout.
8. Ask Ior materials at the teacher guided the civil Ior the test phase.
Exam materials Ior guided practice stage is discussed with the teacher and the author
makes the civil implementation oI the lesson plan (RPP) it. In addition to preparing lesson plans,
the authors also prepared the necessary media in learning activities, such as props, mind map,
and so Iorth.
9. Following the test phase was tested by the teacher guided the oIIicials.
The author did a test teach class corresponding to the class attended during the conduct oI
learning activities and assessed by teachers oIIicials.
10.Develop RK3M Ior the next month.
Plan Writer Student Activities Teacher Education (RK3M) in a Iormat that has been
prepared UPPL Unimed. RK3M writer who has compiled the Iinal report is attached in this
PPLT.
So, aIter doing PPLT activities during guided practice in the SMA Negeri 1 Tebing
Tinggi, the authors Iound that carry very heavy teaching and learning, where students practical
(prospective teachers) are not only required to be able to begin teaching, but also be able to
manage the classroom in order to process teaching and learning can be run well. Student teacher
candidates must prepare a variety oI purposes that will be used in learning activities, both the
RPP and the props and other media.
But even so, during this guided practical student teacher still continues to be assisted by
oIIicials and eventually be able to carry out teaching and learning activities independently.
The author realizes that the problems seen during exercise is due to the lack oI preparedness
guided the authors in preparing the process oI teaching and learning activities, particularly
because the authors lack oI experience in teaching. ThereIore, we as a prospective teacher must
prepare in advance beIore we all purposes oI learning to teach in the classroom.
As the material reIlection is that in the guidance that we as a prospective teacher must
oIten consult with teachers so that our oIIicials can be more guided and directed so that no
obstacle because oIIicials know better conditions Ior teachers in the classroom.
As a reIlection materials and guidance during the preparation oI this we should do in
preparing Plan learning together with teachers in the civil order in the classroom learning process
can be successIul because we are still the guidance.
3. Exercise Self
Phase independent exercise began on September 12, 2011. At this stage, the role oI
teachers as mentors civil smaller when compared to the period oI supervised practice and can be
said to have changed Irom supervisor to monitor. Independent exercise period was conducted
over seven weeks and ended on November 3, 2011. Many activities undertaken by the
prospective student teachers in the independent exercise oI this. Activities conducted in them are
as Iollows:
1. Making preparations according to the instructions oI teachers teaching the civil.
Preparation oI teaching that made not much diIIerent Irom what was created during
guided practice. But in this case, the role oI the teacher reduced the civil portion oI the
prospective teachers so that students become more independent in the implementation
oI learning.
Previously taught, the authors prepared everything needed such as instructional media
and Learning Implementation Plan (RPP). The author makes RPP in accordance with
guidance oIIicials. BeIore teaching, the authors showed that RPP will be used in
learning activities. II teachers oIIicials have approved, the RPP is to be used to carry out
learning activities. However, iI there are errors, RPP will be repaired and then returned
to the teacher demonstrated the civil and used in learning activities iI it has been
approved.
2. Implement learning activities in class.
Implementation oI learning activities that do not much diIIerent to what was done
during guided practice. But in this case, the role oI the teacher reduced the civil portion
oI the prospective teachers so that students become more independent in the
implementation oI learning.
AIter the preparation oI learning / teaching, the authors carry out learning activities /
teaching in the classroom that has been determined. During teaching, teachers monitor
oIIicials participated in the classroom to see the suitability oI lesson plans with learning
activities undertaken, the ability to master the material, delivering material on students
and others. AIter completion oI teaching, teacher observations oIIicials to discuss and
provide advice and input Ior improvement in the Iuture. AIter that, determine material
to be presented at the next meeting.
3. Carry out evaluation oI learning results.
Implementation evaluation oI learning outcomes that do not much diIIerent to what was
done during guided practice. But in this case, the role oI the teacher reduced the civil
portion oI the prospective teachers so that students become more independent in the
implementation oI learning.
Authors to evaluate learning outcomes in accordance with instructions given by teachers
oIIicials. Evaluation study provided not only the Iorm oI daily tests, but also Irom the
ability oI students work on practice questions and communicate verbally learned
material. AIter examining the results oI the evaluation, then reported on the civil
teachers to discuss the Iuture learning activities.
4. Carry out administrative duties oI schools / classes and their implementation reports.
Implementation oI school administrative tasks perIormed are not much diIIerent to what
was done during guided practice. Authors studied school administration system Ior
doing administrative tasks in the oIIice administration. Writers get a picket at the
administration oIIice on Saturday. Administrative tasks undertaken during the writers
picket in oIIice administration is typing rules and discipline oI school and students to
record in SMA Negeri 1Tebing Tinggi. The author makes his report in written Iorm in
the Iinal report in the journal PPLT and also Iilled in every day activities.
5. Implement guidance and counseling services and make their implementation reports.
Implementation oI tasks and guidance counseling services are perIormed do not vary
much with what was done during guided practice.
Author to address the problems Iaced by students, especially in terms oI learning Irom
high school guidance and counseling services Tebing Tinggi State 1. The author worked
on service activities BK every time pickets on Thursday. Activities undertaken include
observing the guidance counselor to handle various problems oI students, wrote a book
oI guidance and counseling services, and monitor student attendance and BK
mencataatnya in the book. The author makes his report in written Iorm in the Iinal
report in the journal PPLT and also Iilled in every day activities.
6. KO and implement extra-curricular activities and make their implementation reports.
Implementation oI KO and extra-curricular activities carried out are not much diIIerent
to what was done during guided practice.
KO and extra-curricular activities are Iollowed by the author is ROHIS (Islamic
Spiritual). In this activity, the authors monitor and advise the student activities board
ROHIS order to run properly and smoothly. Extra curricular ROHIS done usual on
Tuesday (general meeting oI the entire board ROHIS SMA Negeri 1 Tebing Tinggi),
Saturday (mentoring students ROHIS male members oI the institute MY CLUB mentor
oI Tebing Tinggi), Friday (mentoring students ROHIS members oI women with MY
CLUB mentor oI institutions Tebing Tinggi) and Saturday (general lectures Iollowed by
all citizens oI the school that has been determined by the PKS Student, Mr. Drs.
Trianda.
The author always Iollow ROHIS activities conducted on Friday and Saturday.
In addition to routine activities, the authors are also active in the conditional ROHIS
done out oI necessity. These activities are:
7. Other educational task.
Other educational duties perIormed are not much diIIerent to what was done during
guided practice.
Writers get a picket educational task that has been adapted to the teaching schedule. Picket
authors are:
a. On Tuesday, the author gets picket at the gate oI the school and the coIIee table. On
picket the school gates, the authors conduct a welcoming students who come to school
and discipline oI students who do not dress in accordance with existing regulations at
the school.
On the picket coIIee table, the authors list the teachers who come and yet to come,
especially teachers who have a teaching schedule that day. II there are teachers who can
not attend, the authors replace the teacher to go into the classroom is concerned that
conditions remain orderly school.
b. On Thursday, I got a picket at the oIIice oI guidance and counseling (BK). In this
picket, the authors make observations on the guidance and counselor services perIormed
by the teacher write the BP and BP administration, such as writing a book DM services,
monitor student attendance and write it in the service book BK.
c. On Friday, the author gets picket at the library. In picket, the authors perIorm a variety
oI activities, such as arranging books in a closet, envelop the book, paste the ID number
oI books and paper signs checkout.
8. Restoring the civil responsibility oI the teacher.
Return oI the civil responsibility to the teacher aIter a student teacher candidates take the
exam that assessed teaching practice by teachers and lecturers civil Iield (DPL). Since DPL can
not come due to illness, then the position is replaced by the PKS I. The Iinal test conducted on
Wednesday, October 26, 2011.
So, aIter doing PPLT activity during exercise independently at SMA Negeri 1 Tebing
Tinggi, the authors obtain a value-added regarding how to manage people who are diIIerent
characters to want to Iollow the instructions as the author oI prospective teachers in the learning
process. But in independent practice are still there are things that become obstacles in the
learning process, such as problems unpreparedness oI students in the Iace oI the learning process.
thereIore, students must be prepared in terms oI mental and Iacilities that support learning
activities.
As the material in the exercise oI reIlection and selI-contained, we as a student teacher
candidates must be more creative in the preparation oI learning, such as props and the media
more attractive. This is done to motivate students in learning activities. While this is an
independent training period, we also have to consult with teachers about the course oI the civil
learning activities.
B. COLLEGE WORK REAL (KKN)
KKN is also part oI the implementation PPLT activities conducted within the community
around the school exercises designated by UPPL Unimed. This service learning activity is the
implementation oI the tri dharma colleges, namely community service. Form oI the activities
carried out in this service learning tailored to the needs oI the community surrounding the school
exercises. Implementation oI this KKN together with the implementation oI PPLT Unimed,
which is 12 weeks and divided into several stages Iollowing the steps on the activities oI Teacher
Training PPL, namely the stage orientation / observation, guided practice and independent
practice.
1. Orientation / Observation
Phase orientation / observation began on July 26, 2011. Phase orientation / observation is
done to provide opportunities Ior students to recognize the environment PPLT Unimed
community around the implementation oI the training school PPLT and collect the data required
in the implementation oI the Field Work Experience (KKN). Phase orientation and observation
was conducted Ior 1 week.
At this stage, the authors perIormed a variety oI activities Ior 1 week. The activities
undertaken include:
1. Conduct a needs analysis oI communities around the school exercises.
The author made observations to the community around the school exercises. Authors
collected data consists oI 10 diIIerent Iamilies. In this report, the writer will only analyze the
learning needs oI one Iamily only, while others are attached in the report.
The author analyzes the learning needs oI the Iamily Mr. AriIudin 55 years old, working
as construction laborers, have 1 child who is undergoing a primary school and street address in
Edinburgh.
The author interviewed Mr. AriIudin about their children's education. According to him,
education is needed in daily liIe is tutoring subjects. Similarly, when the author interviewed Mr.
AriIudin child, Nurul Handayani arriving in 5 th grade. Education is needed tutoring subjects.
Mr. Nurul AriIudin and Ieel it is because Nurul had diIIiculty in understanding subjects taught by
his teacher at school. In addition, the existing idle time aIter school Ielt wasted in vain iI not
Iilled with useIul activities.
To run the tutoring subjects, Nurul said that he has the will that comes Irom within itselI
and also on the encouragement given by both parents. However, Nurul also expect subjects
tutoring aIIordable location oI the neighborhood. In addition, he also expects tutoring subjects
was done at a cost that is not expensive even Ior Iree because the Iamily's Iinancial condition is
not suIIicient when looking at his parents' jobs are just a construction worker with a salary that is
not too big and the job that does not keep time.
From the data obtained, the authors concluded there is need Ior education activities in the
Iorm oI Iree tutoring subjects are intended Ior children around the school environment SMA
Negeri 1 Tebing Tinggi. As Ior the implementation oI activities is planned in place oI temporary
residence (boarding) students PPLT Unimed. The goal oI this activity is children who are
Iollowing the elementary and junior high education level.
The author plans to implement the peer tutor system Ior implementation oI the Koran. at
the initial step, the authors guide children elementary and junior high. The timing oI these
activities are planned aIter school around 16:00 pm.
2. Plan activities to be undertaken outside the school.
From the observation oI the learning needs oI the community, the authors devised a plan
to create an activity that is needed by society. These activities are tutoring and study subjects.
In addition to planned activities, students PPLT Unimed also perIorm other service-
learning activities during the orientation / observation, namely mutual help clean up the
environment around
3. Prepared a report on the implementation oI orientation activities outside oI school.
The author makes a report oI this activity gradually until the end oI the PPLT
Unimed.
In addition to activities mentioned above, the author and other students Unimed PPLT
perIorm community service activities during the orientation / observation. These activities are:
1. Mutual Aid Environmental Hygiene
Mutual aid activities was held on August 17, 2011, during the orientation / observation.
This is done with the aim to strengthen the relationship between students Unimed PPLT with the
surrounding community. The goals oI this are the people who reside in District Rambutan,
because the environment is cleaned up the environment around the road. This event was attended
by students PPLT Unimed and also the surrounding communities.
So, aIter doing activities during the orientation / observation, the authors Iound the Iacts
on the ground that the community desperately needed a means oI education that they are cheap
and aIIordable environment. In addition, they require an aIter-school activities so that their
children can use the time to learn and repeat the lessons they do not understand in school. In
addition to general education (subjects), the public also needs education that are religious, such
as education reading the Qur'an.
As a reIlection, the authors Ieel that education is very important Ior the community.
However, a thorough education Iacilities is still not Ielt by the people, especially people who are
in remote areas. ThereIore, we PPLT students who are candidates Ior Iuture teachers, must instill
commitment in Indonesia untyk education building and would be placed in anywhere, especially
in remote areas. Because the teacher is spearheading education, then the equitable distribution oI
teachers to do and all that must be Iollowed by a commitment to teacher education is concerned
in building Indonesia.
2. Guided Exercise
Guided training phase began on August 1, 2011. This stage is marked by the start oI the
prospective student teachers doing the teaching process in classrooms that have been determined
under the guidance oI teachers oIIicials. The period oI supervised exercise was conducted Ior 2
weeks and ended on August 12, 2011. At this time, in addition to teaching and learning activities
in school exercises, the authors also perIorm service learning activities that are tailored to
community learning needs analysis undertaken at this stage oI observation.
During this guided practice, the activities carried out by the author in the Iorm oI
community service, as Iollows:
1. Koran
Chant was started on August 4, 2011. Activities aim to meet the learning needs oI
communities around the neighborhood SMA Negeri 1 Tebing Tinggi. The goal is a society oI
children around the school exercises, especially those close to the location oI temporary
residence (boarding) students PPLT Unimed on Jl. Yosudarso.
AIter inIormed consent in children and the surrounding community, which can Iollow the
activities oI only a Iew children only with elementary school education. As Ior children with
middle and high school levels oI education are reluctant to participate in this activity due to
several things, such as they Iollow the guidance oI learning and other courses.
Activities oI the Koran is held on Tuesdays, Thursdays and Fridays, beginning at 16:00
am until 18:00 pm. The provision oI materials tailored to the recitation oI each child's ability to
Iollow this activity. II children can read IQRO new ', then the given material IQRO' on them. II
they have been able to read the Qur'an, then they will be guided to smarten her reading the
Koran, especially relating to the science oI recitation. Here the peer tutors are also applied, where
the children are already able to read the Qur'an to guide and teach children who can read IQRO
new '.
2. Isra 'Mi'raj oI Prophet Muhammad SAW
Implementation oI the Isra 'Mi'raj oI Prophet Muhammad SAW 1431 took place on
August 5, 2011 at 20:30 pm, aIter evening prayers.' This activity is perIormed in the mosque oI
Al Ikhlas, Environment II Amal, Durian Mulo intersection. This activity is carried out by
teenagers mosque that is in the Environment II Amal. This activity aims to instill Islamic
knowledge especially relating to the virtue oI praying Iive times and also about the virtues oI
Ramadan Month. The goals oI this is a society that is in the Environment II Amal.
Activities Isra 'Mi'raj is preceded by chanting the Qur'an by one oI the committee, then
this activity Iilled Tausyiah and lectures by IrIan cleric, S.Ag. The Tausyiah and lecture given by
a cleric oI the privilege oI events Isra 'Mi'raj and its application in everyday liIe. In addition, the
chaplain also reminded to prepare themselves to welcome the holy month oI Ramadan 1431 H.
3. Les Subject
Implementation oI activities les subjects during unguided exercise started on October 4,
2011. Subjects who perIormed Les aims to meet the learning needs oI the community in helping
their children to repeat the lessons in school because their children have diIIiculty in
understanding the lesson. The goals oI this are kids around the neighborhood SMA Negeri 1
Tebing Tinggi. This activity is done by borrowing at one primary school places close to where
students live PPLT Unimed, the SDN 028 070 on Jl. G. Jaya Wijaya no. 53, South Tebing Tinggi
district. This activity was Iollowed Ior about 57 children with the education classes I-VI SD.
These activities are conducted on Tuesdays and Fridays. This activity begins at 14.00 am and
terminated at 15.00 pm.
The children who participated in tutoring subject distinguished by education levels
(classes). PPLT Students are divided into several people to each class. Because oI space that can
be used on SDN 028 070 only three rooms, each room is Iilled by two diIIerent classes, namely
class I and class II, class III to class IV and class V to class VI.
Lessons given by the students PPLT adjusted to the level oI education (classes)
respectively. For higher-class children, students PPLT brother led him to assist in understanding
the class lessons, such as memorization oI multiplication, division, and so Iorth. In this lesson
also discusses the homework assigned by their teachers at school together. Thus, these children
become more understanding oI the lesson they had just learned at school.
Lessons given to children vary according to the conditions and needs oI the children
studied. In this activity, children are asked to bring their textbooks and notebooks separate,
speciIic to the activities oI tutoring these subjects. PPLT will give students practice aIter
explaining the subject matter and then will be examined and assessed (initialed).
So, aIter doing service-learning activities during guided practice, the authors Iound the
Iacts on the ground that the community is very pleased and Ieel that the activities oI this
community service. They also volunteered to assist in this service learning activity that goes
well. In addition to direct assistance, such as assistance in activities oI mutual cooperation,
community service learning activities also help by contributing inIorm this activity with other
people who are beyond the reach oI students PPLT.
However, in the implementation oI service-learning activities are still Iound problems
where it is diIIicult looking Ior children who can be a peer tutor Ior this activity can be
maintained despite its continuity will be leIt behind by students PPLT. The diIIiculty is due to
children with higher levels oI education, such as junior and senior high schools are reluctant to
participate in this activity due to several things, oI which they have Iollowed other tutoring Irom
a speciIic tutoring institute.
As a reIlection, the authors Ieel that the community welcomes all positive activities
undertaken PPLT students. ThereIore, students should go into the Iield immediately to apply the
knowledge that had been acquired in college. Students should be more interaction and creativity
to create an activity that can help people with good planning Ior the sustainability oI these
activities can be maintained.
Various problems Iound in done KKN activity is not only derived Irom external Iactors,
but also Irom internal Iactors, such as planning activities that are not yet mature. ThereIore, as a
reIlection oI each should be doing an activity, Iirst is to prepare all the needs oI these activities in
a planned and mature, so that activities can be over very well.
3. Exercise Self
Phase independent exercise began on September 12, 2011. Independent exercise period was
conducted over seven weeks and ended on November 3, 2011. At this time, in addition to
teaching and learning activities in school exercises, the authors also perIorm service learning
activities that are tailored to community learning needs analysis undertaken at this stage oI
observation. Activities undertaken a continuation oI the activities perIormed during guided
practice.
During independent practice, the activities perIormed by the author in the Iorm oI
community service, as Iollows: So, aIter doing service-learning activities in the independent
exercise oI this, the authors Iound the Iacts on the ground that the community is very pleased and
Ieel that the activities oI this community service. They expect the existence oI other students
carrying out similar activities. This is because people assume students are intellectually young
people who bring positive changes in their environment.
In the implementation oI this activity, peer tutors implemented by students PPLT as
possible by guiding the children who become peer tutors to assist learning given to other
children. Here they play a role in helping other children understand the subject matter that has
been given by the students PPLT.
As a reIlection, the authors Ieel that the need Ior continuation oI activities Ior the
advancement oI education in these areas. In addition to students, community participation is also
necessary Ior the continuation oI this activity. Indonesia Ior the sake oI a better education,
prospective teachers must prepare students to serve and plunge into the regions in the running
teaching proIession in the Iuture.