KTSP SMA3 Semarang

8/3/2019 KTSP SMA3 Semarang

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KTSP SMA 3 SEMARANG 1

CHAPTER I

INTRODUCTION

A. Background

The making of school based curriculum is the process of creating The

Grand Design of education which accommodates the local values and is

based on the schools point of view. The existence of local contents does

not mean to emerge a narrow fanatic, but to enrich educational models in

order to reach the objective of national education.

Curriculum is a set of plans and orders on the objective, contents and

teaching materials and strategies functioning as a guide on accomplishing

the learning activities to achieve a given educational objective. Thisobjectives include the national objectives which promote the local,

conditions and local potentials, eduacational institutions and students as

well. Therefore, the curriculum is designed by an educational institution

to enable the equality between the educational programs and the local

needs and potentials.

The goal of national education can only be achieved by the good

education administration.

The education administration includes at least 6 principles:

1. Historical principle. It prepares educators and learners through past

experiences (success that has been achieved), by the use of laws and

regulations, limits and constraints.

2. Sociocultural principle. It provides cultural frames because culture and

education have mutual relationship that can be developed by

bequeathing to the next generation through formal and informal

education.

3. Economy principle. It gives a perspective on human potentials and

finance, matrials and preparations which manage the resources and be

responsible for its expenditure.


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4. Political and administrative principle. This priciple gives ideological

frame used as the base for gaining the plans and objectives designed

before.

5. Psychological principle. It provides school with information about

students, teachers, methods, evaluation, measurement and guidance.

Additionally, it guides and control the overall system and other

principles.

School Based Curriculum development at SMA 3 Semarang does not only

refers to the national standard of education (content standard and

graduates competent standard), and the principles of educational

administration, but also concerns the students needs to improve

comprehension and to apply their knowledge for the purpose of pursuing

higher education either in Indonesia or abroad.

B. Fundaments

The curriculum of State Senior High School 3 Semarang is based on the

following laws and regulations:

1. The Republic of Indonesias Law Number 20 Year 2003 on the National

Education System.

The regulations on KTSP are written in Article 1 verse (19); Aricle 18

verses (1), (2), (3), (4); Article 32 verses (1), (2), (3); Article 35 verse

(2); Article 36 verses (1), (2), (3), (4); Article 37 verses (1), (2), (3);

Article 38 verses (1), (2).

2. The Republic of Indonesias Regulation Number 19 Year 2005 on the

National Standards of Education.

The regulations on the KTSP are written in Article 1 verses (5), (13),

(14), (15); Article 5 verses (1), (2); Article 6 verse (6); Article 7 verses

(1), (2), (3), (4), (5), (6), (7), (8); Article 8 verses (1), (2), (3); Article

10 verses (1), (2), (3); Article 11 verses (1), (2), (3), (4); Article 13

verses (1), (2), (3), (4); Article 14 verses (1), (2), (3); Article 16 verses

(1), (2), (3), (4), (5); Article 17 verses (1), (2); Pasal Article 18 verses

(1), (2), (3); Article 20.


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3. The Regulation of the National Education Minister Number 22 Year

2006 (Content Standard)

The Content Standard includes the materials and competency level to

reach the graduate competency at a certain grade and type of

education. The standard also covers the basic frame and curriculum

structure, the competency standards (SK) and the basic competency

(KD) of each subject in a semester at any type and grade of the basic

and secondary education.

4. The Regulation of the National Education Minister Number 23 Year

2006 (Graduate Competency Standards)

The Graduate Competency Standards (SKL) refer to the qualifications

of graduates abilities which covers attitudes, aptitudes, and skills.

C. Definition

1. Curriculum is a set of plans and orders which cover the objective,

contents and teaching materials and strategies functioning as a guide

on accomplishing the learning activities to achieve a given educational

objective.

2. KTSP is the working curriculum designed and accomplished by an

educational institution (school). It includes the institutions goal,

structure and curriculum content, academic calender, and syllabus of

the institution.

3. An educational institution is a unit of formal, informal and non-formal

education at any educational level.

4. Belonging to the secondary education are Senior Secondary School

(SMA), Religious Senior Secondary School (MA), Vocational Secondary

School (SMK), Religious Vocational Secondary School (MA), and other

equal schools.

5. The National Standard on Education means the minimum criteria of

education system in all over areas under the Republic of Indonesia.


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6. The Borad of National Standard on Education (BNSP) is an indpendent

board whose duty is developing, monitoring, and evaluating the

national standard of education.

7. Content Standard is the coverage of materials and competency levels

which are described as competency criteria of the graduates,

materials, subjects, and syllabus which students must fulfill at a

certain educational level.

8. Syllabus is a learning activity plan designed for a particular subject or

topic which covers the basic competency standard, material, learning

activities, indicators, evaluation, time allotment and learning

resources.

9. Competency means the ability to behave, think, and act consistently

as the implementation of students knowledge, attitude, and skill.

10.Graduates Competency is the proficiency of the graduates which

includes attitude, knowledge, and skill. This competency covers all

subjects or groups of subjects.

11.Cluster Competency Standard is described as students minimum

proficiency on a group of subjects which covers the groups of religion,

civics and personalities, sciences and technology, asthetics, sports and

phisical education.

12.Subject Competency Standard is described as students minimum

proficiency achieved in a particular subject at each level and each

semeter.

13.Competency Standard is students minimum proficiency which

describes the mastery of attitude, knowledge, and skill achieved at

each level each semester. This competency consists of a number of

basic competencies as a main reference nationally.

14.Basic competency is a number of proficiencies that students should

possess in a particular subject as a reference to inscribe the

competency indicator.

15.Study load is described as the form of time allotment that students

require to attend classes through class session, structured assignment


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and unstructured independent study to achieve the graduates

competency standard.

16.Class session is class learning activities in which interaction exists

amongs students, learning materials, teachers, and the environment.

17.Structured Assignment means learning activities designed by teachers

used to deepen learning materials and to support the competency

achievement during the class session. Such an assignment belongs to

either remedial or enrichment or acceleration. The assignment

completion is determined by the teachers.

18.Unstructured independent study means learning activities designed by

teachers used to deepen learning materials and to support the

competency achievement during the class session, but the assignment

completion is determined by the students themselves

19.Academic calendar is time management for students learning

activities within an academic year. The calendar covers the beginning

of the academic year, effective week, effective study time and

holidays.

20.Effective week is the number of weeks for effective learning activities

annualy.

Minggu efektif adalah jumlah minggu kegiatan pembelajaran untuk setiap

tahun ajaran pada setiap satuan pendidikan.

21.Curriculum Structure refers to the mapping of subjects that students

should finish during their study time. The subject mapping is devided

into five clusters. They are groups of religion, civics and personalities,

sciences and technology, aesthetics, and sports and physical

education.

D. The Goal of KTSP Compilation Tujuan Penyusunan KTSP

The goals of KTSP compilation of SMA 3 Semarang are as follows.

1. To make a plan consisting of objectives, contents and teaching

materials and methods used to be a guide for administering the

administration learning activities to reach the educational goal.


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2. To determine the indicators for educational succes

The education at SMA 3 Semarang is succesful if the learning process is

able to create students behaviour which is in accordance with

educational goal. The behaviour is , additionally, measurable by the

use of test and non test methods. The learning process is effective if it

evolves good planning and preparation, creativity, multi methods and

multi media as well.

The success of education administration should be well managed in

order to meet:

a. The need of the local and global community

b. The need of students in order to prepare themselves for

pursuing higher education in the global world.

3. To prepare a guide used as a parameter of learning activities through

the principle of contiuous improvement.

4. To develop hidden Curricullum in order to develop students

potentials in all aspects both inside and outside schools.

E. Priciple of KTSP Development

The School Based Curriculum of SMA 3 Semarang is developed based on

the following principles.

1. Potential, development, need, and environment oriented

Curriculum is developed on the consideration that based on the

principles of students own their ability to develop their potential in

order to be faithfull and religious human being, performing good

deeds, healthy, knowledgeable, skillful, creative, independent, and

responsible citizens. To support this principle, the student

development is created in accordance with the students potential,

development, necessity and environmental demands.

2. Diversified and integrated

The curriculum is developed by considering students characteristic

diversity, local condition, and educational level regardless religious,

ethnic, cultural, custom, gender, and social economic differences.


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The curriculum includes compulsory content, local content, and

personal development integratively. All of these should be

interrelated and continued meaningfully.

3. Responsive to the development of science, technology and arts

Curriculum is developed based on the awareness that science,

technology, and arts develop dynamically so that the soul and

curriculum contents should encourage students to catch up with and

make use of the science, technology and arts development.

4. Relevant to the life needs

The curriculum development is accomplished by involving the

stakeholders to guarantee the education relevance to the life needs,

including the social, business and work life. Therefore, the

development of individual, thinking, social, academic, and vocational

skills are compulsory.

5. Comprehensive and continuous

The curriculum substance covers the competency dimension,

knowledge and subject which are planned and presented continuously

amongs all education levels.

6. Life-long learning

Curriculum is geared to the process of students development and

empowerment which go on lifetime. The curriculum reflects

interconnectivity amongs the components of formal, informal, and

non-formal education considering the environmental condition and

demands which continuously evolve.

7. National and local interest balance

The curriculum development should consider both the national and

local interests to build society and nation life. Both the national and

local interests should complement and empower each other in line

with the motto Unity in Diversity under the Republic of Indonesia.


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CHAPTER II

VISION, MISSION AND OBJECTIVES

A. Vision

Prominent in Quality, Possesing Strong Characters Based on the National

Culture

B. Mission

1. To conduct multimethod and multimedia learning under the

Information and Communication Technology (ICT) base to foster

students to develop their potentials effectively

2. To encourage and assist students acknowledge their potentials so that

they are able to develop optimally and possess life skills.

3. To grow deep understanding towards their religious beliefs and to

perform good behaviour so that this can be excellent values for their

acts.

4. To nurture a competitive atmosphere to be the best.

5. To encourage the school-community members to improve their English

and to build up their reading and writing habits.

6. To apply a participatory management by involving all school-

community members and stakeholders for the purpose of the school

quality improvement.

7. To encourage the school-community members to build up an effective

communication in order to create a conducive atmosphere.

8. To grow arts and culture appreciation so that it can produce well-

performing attitude in the society.

C. Essential Value

1. Religious

2. Honesty and Integrity

3. Focus on customers


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4. Competent, Friendly and Pleasant

5. Creative and Innovative

6. Continuous Learning

D. Strategies

1. Implementing multi methods and multi media in Information and

Communication Technology (ICT) based learning. (Quality)

2. Encouraging and supporting each learner to identify his/her

potential by implementing guidance effectively so that each

student gets optimum development and has life skill. ( Quality &

Personality)

3. Developing understanding of religious belief and supreme morality

that can be the source of wisdom of taking action through religious

and social activities. ( Personality )

4. Developing cooperative and competitive culture intensively with

the spirit of superiority by constantly standing on and

simultaneously integrating in developing the faith and personality

through regular and extracurricular activities ( Quality and

Personality )

5. Encouraging school citizens to improve English competency and

reading and writing culture through extracurricular activities such

as TOEFL, ECC, science creativity competition and English Day. (

Quality, Culture )

6. Implementing participative management involving all school

citizens and stakeholder in order to improve the quality of

education through effective communication. (Quality)

7. Encouraging school citizens to develop effective communication so

that conducive organization culture can be created through

teachers meeting, staff and teachers official meeting, students

organization and students representation. (Culture)


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8. Developing apperception and appreciation of national arts and

culture in order to create polite attitude and behaviour in society

through arts and culture regular and extracurricular activities.

(Culture)

9. Conducting research and analysis on institutional improvement

level and determining the follow-up continuously through internal

and external audit.(Quality)

E. Objectives

Preparing students to be able to reach the following competencies.

1. Possessing good moral, honesty, and committed religious belief.

2. Possessing scientific senses, problem solving and discovery skill to help

them develop strategic life skills approprately.

3. Becoming independent life-long learners by utilizing their research,

organizing, and information processing skills for their current and

future life.

4. Being responsible and disciplined individuals in accomplishing duties

by making use of accurate strategies consistently.

5. Becoming creative thinkers who are curious to research any inventions

with new and creative ideas.

6. Understanding personal strengths and weaknesses in order to be able

to cooperate with other people regarding his post as a member or

leader of a particular community.

7. Possessing sufficient ability to utilize information and technology

devices for supporting their study.

8. Having a sound English proficiency as the important support for gaining

science and technology in the competitive global world.


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9. Having reading and writing habits in order to support their writing skill

so that they can create readable qualified writings.

10.Mastering the study subjects entirely to be able to pass the National

Examination and deserve international certificates sucesfully.

11.Being able to appreciate and express the values of Indonesian arts and

culture which are reflected in their thoughts, attitudes, and

behaviours.


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CHAPTER III

BASIC FRAME, THE GRADUATES COMPETENCY STANDARD,

STRUCTURE AND CURRICULUM CONTENTS

A. The Curriculum Basic Frame

The Government Regulation Number 19/2005 on The National Education

Standards Article 6 verse 1 states that the curriculum for general,

vocational, and specific education at he level of basic and secondary

education consists of five subject clusters as follows.

1) Cluster of religion and good deeds

2) Cluster of civics and personality

3) Cluster of scince and technology

4) Cluster of aesthetics

5) Cluster of sports and physical education

The fllowings are the coverage of those five clusters.

Berikut ini cakupan kelima kelompok mata pelajaran tersebut di atas

No SubjectClusters

Coverage

1. Religion andGood Deeds

Religion and Good Deeds cluster aims atgenerating religious and well-behaved students.Good Deeds include ethic, manner, and moral asthe implementation of religion. (ReligiousEducation, B. Indonesia , Javanese )


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No SubjectClusters

Coverage

2. Civics andPersonality

Civics and Personality cluster is intended toimprove students awareness andunsderstanding about status, right and

obligation in the society and nation life.

The awareness and understanding cover theundestanding about nation, patrotism, humanrights, nation diversity, environmentalconservation, gender equality, democration,social responsibility, law and tax awareness,anti-corruption, collution, and nepotism.(Civics, History)

3. Science andTechnology

Science and Technology cluster aims atimproving students competencies on thescience and technology by emphasizingscientific, critical, creative thinking andindependent attitude in order to be able tocompete in the global world through ICT andEnglish supports. (Mathematics, Subjects withspecial characteristics of the program, ICT)

4. Aesthetics Aesthetics cluster is meant to improvesensitivity, expression sense, and appreciationto beauty and harmony. The ability inappreciating and expressing beauty andharmony will result in life enjoyment andgratefulness with which is useful for social life

harmoniously. ( Arts and Culture)

5. Sports andPhysicalEducation

Sports and Physical Education cluster aims atenhancing phisical potentials, and nurturingsportive, disciplined, cooperative and healthylife.

The culture of healthy life covers theawareness, attitude and habits eitherindividually or collectively such as free sex,drug abuse, HIV/AIDS, dengeu fever, and other

potential-spreading diseases. (Physical andHealth education)


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B. Graduates Competency Standard

Based on the education objective and coverage of the subject cluster,

SMA 3 Semarang determines the Graduates Competency Standard as the

followings.

SubjectMata Pelajaran

Graduates Competency StandardStandar Kopetensi Lulusan

1. Islamic Religion1. Comprehending the Holy Quran verses

which have relation to the human dutyas khalifah, democration, and thedevelopment of science andtechnology.

2. Improving iman to Allah till Qadhaand Qadhar through the understanding

about the traits and Asmaul Husna.

3. Being well-behaved such ashasnuzzhan and taubat and leavingbad behaviour such as isyrof, tabzirand fitnah

4. Comprehending Islamic laws, taklifilaws, muamalah laws, and Islamicfamily laws.

5. Understanding Prophet Muhammadhistory during the Mecca and Medina

period. Understanding the growing ofIslam in Indonesia and all over theworld.

2. Christianity 1. Implement ing christianity values ingetting in touch with people and inmaking social life.

2. Responding various kinds of modernlifestyle, culture changes,development of science andtechnology by referring toChristianity.

3. Being responsible as Christianbelievers in the church, social andnation life.

4. Conveying peaceful news andbecoming peace and prosperity

messengers.


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3. Catholic 1. Students are able to elaborate theirunderstanding about themselves asmen and women and as Allahcreatures who possess intelligenceand conscience to think critically andto act sensibly.

2. Students are able to elaborate theirunderstanding about Jesus Christwritten in the Bible and taught inChurch and to implement theteachings in daily life.

3. Students are able to elaborate theirunderstanding about Churh, itsfunctions and characteristics, and itsrelation to the environment. Studentsare also to understand how live

togethe with the Church.4. Students are able to elaborate their

understanding about the Churchfunctions which are continuing Jesuss

massenger to convey the GodsKingdom, and to get involved in themessenger through improving humanrights and maintaining the GodsKingdom values such as honesty,justice and the well-maintainedenvironment.

4. Pendidikan AgamaHindu

1. Memahami Atman sebagai sumberhidup, Hukum Karma dan Punarbhawa,dan ajaran Moksa sebagai tujuantertinggi

2. Memahami sifat-sifat Tri Guna danDasa Mala, ajaran Tat Twam Asi, CaturWarna, Catur Asrama, dan CaturPurusartha

3. Memahami tata carapersembahyangan, pelaksanaanYadnya dalam kehidupan, danperkawinan menurut Hindu (Wiwaha)

4. Memahami pokok-pokok ajaran Weda(Weda Sruti dan Smerti) sebagaisumber hukum Hindu


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5. Memahami struktur, hakikat danpelestarian kesucian tempat suci

6. Memahami perhitungan hari-hari sucimenurut Hindu

7. Memahami kepemimpinan menurut

Niti Sastra dan hakekatnya

8. Memahami proses penciptaan danpralaya alam semesta

9. Memahami nilai-nilai budaya DharmaGita, seni keagamaan Hindu dansejarah perkembangan agama Hindu diIndia dan negara lainnya

5. Pendidikan AgamaBuddha

1. Beriman kepada Tuhan Yang Maha Esadan Tri Ratna dengan mengetahui

fungsi serta terefleksi dalam moralitas(sila), meditasi (samadhi), dankebijaksanaan (panna)

2. Memiliki kemampuan untuk memahamidan meyakini hukum alam

3. Membaca Paritta dan Dhammapadaserta mengerti artinya

4. Beribadah (kebaktian) dengan baik danbenar sesuai dengan tuntunan masing-masing aliran

5. Meneladani sifat, sikap dankepribadian Buddha, Bodhisattva, danpara siswa utama Buddha

6. Memiliki kemampuan dasar berpikirlogis, kritis, dan kreatif untukmemecahkan masalah

7. Memahami sejarah kehidupan BuddhaGotama

8. Memahami peran agama dalamkehidupan sehari-hari

9. Memiliki bekal pengetahuan dankemampuan untuk melanjutkanpendidikan di perguruan tinggi


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6. Civics 1. Understanding the essence of Nationand the country of the IndonesianRepublic.

2. Analizing positive attitude towards thelaw enactment, national court, and

anti-corruption acts.3. Analizing the Human Right patterns of

and active participation for the HumanRights improvent, respect, andenactment both in Indonesia andabroad.

4. Analyzing the zitizens role and rights.

5. Analyzing the culture of democration,constitution, countrys sovereignty,transparency, and justice in Indonesia.

6. Evaluating the international relationand international law system.

7. Evaluating political and social attitudebased on the Pancasila and

Constitution (UUD 1945)

8. Analyzing the role of Indonesia inpolitical and regional andinternational relation, and othergolbal cooperations.

9. Analyzing the international lawsystem, international conflicts, andinternational court.

10.Evaluating the press role in ademocratic society.

7. Bahasa Indonesia Science and Social Programs

Program IPA dan IPS

1. Mendengarkan

Memahami wacana lisan dalam kegiatanpenyampaian berita, laporan, saran,berberita, pidato, wawancara, diskusi,seminar, dan pembacaan karya sastraberbentuk puisi, cerita rakyat, drama,cerpen, dan penggalan novel dalambentuk tuturan langsung, atau melaluimedia audio visual


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2. Berbicara

Menggunakan berbagai keterampilan

lisan untuk mengungkapkan pikiran,perasaan, dan informasi dalam kegiatanberkenalan, diskusi, bercerita,

presentasi hasil penelitian, sertamengomentari pembacaan puisi danpementasan drama dengan struktur atauragam bahsa yang baik dan benar

3. Membaca

Menggunakan berbagai keterampilanmembaca untuk memahami wacana tulisteks nonsastra berbentuk grafik, tabel,artikel, tajuk rencana, teks pidato,serta teks sastra berbentuk puisi (lamadan baru) , hikayat, novel, biografi,

puisi kontemporer, karya sastra berbagaiangkatan dan sastra Melayu klasik

4. Menul is

Menggunakan berbagai keterampilan

menulis untuk mengungkapkan pikiran,perasaan, dan informasi dalam bentukteks narasi, deskripsi, eksposisi,argumentasi, teks pidato, proposal,surat dinas, surat dagang, rangkuman,ringkasan, notulen, laporan, resensi,karya ilmiah dengan penalaran dan

struktur atau ragam bahasa yang baikdan benar, dan berbagai karya sastraberbentuk puisi, cerpen, drama, kritik,dan esai, autobiografi, biografi, dankarya sasatra (drma, cerpen, puisi)

Program Bahasa

1. Mendengarkan

Memahami wacana lisan dalam kegiatanpidato, ceramah/khotbah, wawancara,diskusi, dialog, penyampaian berita,

presentasi laporan


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2. Berbicara

Menggunakan wacana lisan untuk

mengungkapkan pikiran, informasi, danpengalaman dalam kegiatan presentasihasil penelitian, laporan pembacaan

buku, dan presentasi program,bercerita, wawancara, diskusi, seminar,debat, dan pidato tanpa teks

3. Membaca

Menggunakan berbagai jenis membacauntuk memahami wacana tulisberbentuk esei, artikel, dan biografi

4. Menuli s

Mengungkapkan pikiran dan informasidalam wacana tulis berbentuk teks

deskripsi, narasi, eksposisi, persuasi danargumentasi, ringkasan/rangkuman,laporan, karya ilmiah, makalah, sertasurat lamaran

5. Kebahasaan

Memahami dan menggunakan berbagaikomponen kebahasaan, baik fonologi,morfologi, maupun sintaksis dalamwacana lisan dan tulis

8. English 1. Listening

Understanding meanings in the oralinterpersonal and transactionaldiscourses, short functional texts, andspoken monologue in the form of recount,narrative, procedure, descriptive, newsitem, report, analytical exposition,hortatory exposition, spoof,explanation, discussion, and review inthe daily-life contexts.

2. Speaking

Expressing meanings orally in the

interpersonal, and transactionaldiscourses, short functional texts, andspoken monologue in the form of recount,

narrative, procedure, descriptive, newsitem, report, analytical exposition,hortatory exposition, spoof,explanation, discussion, and review inthe daily-life contexts


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3. Reading

Comprehending meanings in the written

forms interpersonal, and transactionaldiscourses, short functional texts andessay in the form of recount, narrative,

procedure, descriptive, news item,report, analytical exposition, hortatoryexposition, spoof, explanation,discussion, and review in the daily-lifecontexts to access knowledge.

4. Wr i t ing

Expressing meanings in the writtenforms of the interpersonal, andtransactional discourses, shortfunctional texts, and many kinds ofgenres; recount, narrative, procedure,

descriptive, news item, report,analytical exposition, hortatoryexposition, spoof, explanation,discussion, and review in the daily-life

contexts

Language Program

5. Listening

Understanding meanings of the oralinterpersonal and transactional formaland informal discourses within many

kinds of genres; recount, narrative,procedure, descriptive, news item,report, analytical exposition, hortatoryexposition, spoof, explanation,discussion, review, and public speakingin the fields of academic, and popularand auhentic literary work.

6. Speaking

Expressing meanings orally throughinterpersonal and transactional formaland informal discourses within many

kinds of genres; recount, narrative,procedure, descriptive, news item,report, analytical exposition, hortatoryexposition, spoof, explanation,discussion, review, and public speakingin the fields of academic, and popularand auhentic literary work.


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7. Reading

Comprehending meanings in the written

forms of the interpersonal andtransactional formal and informaldiscourses within many kinds of

genres; recount, narrative, procedure,descriptive, news item, report,analytical exposition, hortatoryexposition, spoof, explanation,discussion, review, and public speakingin the fields of academic, and popularand auhentic literary work.

8. Wr i t ing

Expressing meanings in the writtenforms through the interpersonal andtransactional formal and informal

discourses, short functional text and essayin the form of recount, narrative,procedure, descriptive, news item,report, analytical exposition, hortatory

exposition, spoof, explanation,discussion, review, and public speakingin the fields of academic, and popularand auhentic literary work.

9. Bahasa Jawa Listening1. Understanding, responding and expressing

non-literature spoken discourse in the formof news item, announcement and speech..

2. Understanding and responding variousliterature spoken discoursein the form of

short story, folktales and puppet story.

Speaking1. Communicating through conversation and

dialogue with old people or older people

that suits the context of conversation and

appropriate Javanese manner.

2. Possessing the ability to deliver speech byusing appropriate pronunciation,

intonation, and rhythm that suits various

Javanese manner.

3. Expressing interesting or impressive things

of literature that they read.

4. Singing Macapat song..


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Reading

1. Translating Javanese reading text into latin

letters.

2. Inserting sentence freely into cloze passage.

3. Answering reading comprehension

questions about Javanese culture (Javanese

wedding culture) correctly.4. Appreciating short story and poetry.

Writing1. Writing text about Javanese culture(drama).

2. Summarizing non-literature text (deductive-

inductive paragraph).

3. Developing ideas in the form of poetry..

4. Writing daily events in the form of aphorism

and riddle.

10. Mathematics Science Program

1. Understanding mathematicstatements and their negations,determining the corrects values ofcompound and contour statements,and applying mathematic logicalpriciples in solving problems.

2. Finishing problems concerning withquadratic rules, square root andlogaritm, simple algebra function,quadratic function, exponential

function, logarithm function and itsgraph, composition and inversionfunction, quadratic equation andinequation, circle its equation,mutiple figures, devision algoritmand theorema, linear program,matrix and determinant, vector,geometrical transformation and its

composition, row and array, andtheir usages for soling problems.

3. Determining position, distance and

angle related to dot, line and plainin a three dimensional room and howto use it in solving problems.

4. Understanding the concpets ofcomparison, function, equation,trigonometrical remarks, sinus andcosinus formulas, the total anddifference of two angles,


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multiplication formula of sinus andcosinus, and formula a.cosx+b.sinx

and using them to solve problems.

5. Understanding the limit of algebraand trigonometrical functions, theircharacteristics, derivationalfunction, extreme value, definedand undefined integral, and algebraand troigonometrical functions

6. Understanding and presenting datain the forms of tables, diagrams,figures, graphs, and ogive, positionand size of spread, permutation,combination, and opportunity.

7. Possessing respecting attitutede tomathematics and its use in life.

8. Possessing logical, analytical,sistematic, critical, creative andcooperative thingking,

Social Program

1. Undestanding mathematicstatements and their negations,determining the corrects values ofcompound and contour statements,and applying mathematic logicalpriciples in solving problems.

2. Solving problems concerning withquadratic rules, square root andlogaritm, simple algebra function,quadratic function, exponentialfunction, logaritm function and itsgraph, composition and inversionfunction, quadratic equation andinequation, linear program, matrixand determinant, vector,geometrical transformation and itscomposition, row and array, andtheir usages for solving problems.

3. Determining position, distance andangle related to dot, line and plainin a three dimensional room and howto use it in solving problems.

4. Understanding the concpets ofcomparison, function, equation,trigonometrical remarks, sinus andcosinus formulas, the total and


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difference of two angles,multiplication formula of sinus and

cosinus, and using them to solveproblems .

5. Understanding the limit of algebraand trigonometrical functions, theircharacteristics, derivationalfunction, extreme value, definedand undefined integral, and algebraand trigonometrical functions

6. Understanding and presenting datain the forms of tables, diagrams,figures, graphs, and ogive, positionand size of spread, permutation,combination, and opportunity.

7. Possessing respecting attitutede to

mathematics and its use in life.8. Possessing logical, analytical,

sistematic, critical, creative andcooperative thingking.

Language Program

1. Undestanding mathematicstatements and their negations,determining the corrects values ofcompound and contour statements,

and applying mathematic logicalpriciples in solving problems related to

composite proposition and quantirizedproposition.

2. Solving problems concerning withquadratic rules, square root andlogaritm, simple algebra function,quadratic function, exponentialfunction, logaritm function and itsgraph, composition and inversionfunction, quadratic equation andinequation, linear program, matrixand determinant, vector,geometrical transformation and itscomposition, row and array, andtheir usages for solving problems.

3. Determining position, distance andangle related to dot, line and plainin a three dimensional room and howto use it in solving problems.


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4. Understanding the concpets ofcomparison, function, equation,trigonometrical remarks, sinus andcosinus formulas, the total anddifference of two angles,multiplication formula of sinus andcosinus, and formula a.cosx+b.sinx.

5. Understanding the limit of algebraand trigonometrical functions, theircharacteristics, derivationalfunction, extreme value, definedand undefined integral, and algebraand trigonometrical functions

6. Understanding and presenting datain the forms of tables, diagrams,figures, graphs, and ogive, position

and size of spread, permutation,combination, and opportunity.

7. Possessing respecting attitutede tomathematics and its use in life.

8. Possessing logical, analytical,sistematic, critical, creative andcooperative thingking.

11. Physics 1. Conducting an experiment such asformulating problem, proposing and

testing hypothesis, determiningvariable, designing and assemblinginstruments, collecting, processing,and interpreting data, drawingconclusions, and presenting theresult in written and oral report.

2. Understanding measurementprinciples and measuring phisicsscales directly or indirectly with ahigh level of accuracy, andobjecivity.

3. Analyzing the natural phenomenaand their regularity realted to themechanic of object, energyeternalness, impulse andmomentum.

4. Describing the principle and conceptof calor conservation, the ideal gasnature, fluid and its change interms


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of thermodinamical law and itsapplcation in a calor machine.

5. Applying the principle and conceptof optics and waves in life thetechnologycal products.

6. Applying the concepts and principlesof electricity and magnetism in theproblem solving and technologicalproducts

12. Biology 1.Formulating problems, proposing andtesting hypothesis, determiningvariable, designing and assemblinginstruments, utilizing tools toobserve and measure accurately,collecting, processing, andinterpreting data, drawing

conclusions, and presenting theresult scientifically in written andoral reports.

2. Understanding biodiversity and itsclassification, roles for humanbeings, and conservation efforts.

3. Analyzing the relationship amongsecosystem components, materialchange and energy, and the humansrole in the ecosystem balance.

4. Understanding the concept of cell

and contour, interrealtionshipbetween the organs structure andfunction, the organ systems possibledisfunctions and deseases, and itsimplication on science, technology,environment, and society.

5. Understanding factors affecting theplants grow and movement of plant,the process metabolism, heredity,and evolution and their implication.

6. Understanding the basic principles ofbiotechnology and their implicationon science, technology,environment, and society.


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13. Chemistry 1. Conducting an experiment such asformulating problem, proposing andtesting hypothesis, determiningvariable, designing and assemblinginstruments, collecting, processing,and interpreting data, drawingconclusions, and presenting theresult in written and oral report.

2. Understanding the basic law and itsapplications, calculations andmeasurements, chemical reactionsrealted to kinetic, balance, mass andenergy ...

3. Understanding characters of acid-base , buffer, hydrolysis, Ksp, coloidmix, electrolit-non elektrolit

emulsion, including its measurementand use.

4. Understanding the concept ofoksidation-reduction and chemicalelectro and its use in electricalenergy production, metal corrosion,and substance separation(electrolysis).

5. Understanding molecul structure,function cluster, and organiccompound reaction, including

benzena and its derivation, fat,carbohydrate, protein, polimer andits use in life.

6. Understanding the characteristics ofhalogen substance, alkali metal, alkali,

the third period, the forth period of metal

transition, and the use of importantsubstances or compound in daily life

7. Understanding the characteristics ofradioactive substance, nuclear reaction, the

use and the danger of radioactive substance.

14. History 1. Understanding the scope of history

2. Applying the principles of historicalresearches.

3. Analyzing the Indonesian pre-illiterate and illiterate community


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4. Analyzing the early life of Indonesiancommunity which covers thecivilization, origin and spread allover Nusantara/Indonesia

Science Program

1. Analyzing the era development oftraditional countries includingHinduism, Buddhist and Islam inIndonesia

2. Comparing the developoment ofIndonesian society during the Dutch-Hindia colonialization, and Japaneseoccupation

3. Analyzing the advent and growthprocess of nationalism in Indonesia

4. Reconstructing the Indonesiancommunity development since theproclamation of indpendendence tillthe led democration period.

5. Reconstructing the administrationchange from the Independence era(1945-1955), the guided democration(1955-1967), the New OrdeAdministration (1967-1988) untill theRefomation era (1988-now).

6. Reconstructing the society

development during the new orde

7. Analyzing the science and technologydevelopment from the World War IItill the latest technologydevelopment. V

Social Sciences

1. Analyzing the early life of theIndonesian civilization and othercountries all over the world and the

origin of the Indonesian people.

2. Analyzing the Indonesiandevelopment during the traditionalera including the development ofculture, religion, the Hindu-Buddhist-Islamic governmentalsystem, and their interaction withthe local culture.


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3. Analyzing the history of the Dutchand Japanese colonialism eraconcerning the economic,demographic and social change.

4. Analyzing the effect of political and

revolutions in the world (French,American and Russian revolutions) onthe Indonesian social, economic andpolitical change.

5. Analyzing events surrounding theProclamation of Independence, theRepublic of Indonesias formation,and the Constitution 1945s making.

6. Analyzing the society deveplomentwhich covers political movements(the advent of educational and

nationalism actions), the ideals ofindependent countries, etc. sincethe age of Hindu-Budhist kingdoms,Islamic kingdoms and the

administration of Dutch, British, andJapanese occupation.

7. Analyzing the struggle for the NKRIsindependence and unity fromdisintegration menace due to somerebels such Madiun Communist 1948,DI/TII, Permesta, Andi Azis, RMS,

PRRI, and September 30Action/Indonesian Communist Party.

8. Analyzing the development of theIndonesian society from theIndependence era till thereformation era. This goes throughthe Led Democration administration(1955-1967), the Pancasila/NewOrde Administration (1967-1988),and the Refomation era (1988-now).

Language Program

1. Menganalisis kehidupan masyarakatIndonesia periode kerajaan-kerajaantradisional, yang meliputi masakerajaan Hindu-Buddha dan Islam


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2. Menganalisis perkembangan bahasadan karya sastra masa kebudayaanHindu-Buddha dan Islam

3. Menganalisis perkembanganmasyarakat dan bahasa, karya sastra

masa pemerintahan kolonial HindiaBelanda

4. Menganalisis proses kelahiran danperkembangan nasionalismeIndonesia

5. Merekonstruksi perkembanganmasyarakat Indonesia periodeProklamasi (1945-1955), Orde Lama(1955-1967), Orde Baru (1967-1998),dan Reformasi (1998 -) mreliputiperkembangan politik, ekonomi,

sosial, bidang budaya, bahasa, dankarya sastra

15. Geografi 1. Memahami hakikat, objek, ruanglingkup, struktur, dan pendekatanGeografi

2. Mempraktekkan keterampilan dasarpeta dan pemanfaatan pada citrapenginderaan jauh

3. Memahami pemanfaatan citra dan

SIG sebagai wahana memvisualkangeosfer

4. Menganalisis dinamika dankecenderungan perubahan unsur-unsur geosfer serta dampaknyaterhadap kehidupan di muka bumi

5. Memahami pola dan aturan tatasurya dan jagad raya dalamkaitannya dengan kehidupan di mukabumi

6. Memahami sumber daya alam danpemanfaatannya secara arif

7. Menganalisis pemanfaatan danpelestarian lingkungan hidup dalamkaitannya dengan pembangunanberkelanjutan


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8. Menganalisis konsep wilayah danpewilayahan dalam kaitannya denganperencanaan pembangunan wilayah,pedesaan dan perkotaan, sertanegara maju dan berkembang

9. Menganalisis persebaran lokasiindustri

10.Menganalisis aglomerasi dan kawasanindustri

16. Sosiologi 1. Memahami sosiologi dan antropologisebagai ilmu yang mengkajihubungan masyarakat dan lingkungan

2. Memahami proses interaksi sosial,nilai sosial di dalam masyarakat dannorma yang mengatur hubungantersebut serta kaitannya dengandinamika kehidupan sosial

3. Mengidentifikasi kegiatanbersosialisasi sebagai prosespembentukan kepribadian

4. Mengidentifikasi berbagai perilakumenyimpang, anti social, danpengendalian sosial dalammasyarakat

5. Menganalisis hubungan antara

struktur dan mobilitas sosial dalamkaitannya dengan konflik social danintegrasi sosial

6. Mendeskripsikan berbagai bentukkelompok sosial danperkembangannya dalam masyarakatyang multikutural dan dinamikakehidupan

7. Menjelaskan proses perubahan sosialpada masyarakat dan dampaknyaterhadap kehidupan masyarakat

8. Menjelaskan hakikat dan tipe-tipelembaga sosial dan fungsinya dalammasyarakat

9. Melakukan penelitian sosial secarasederhana dan mengkominukasikanhasilnya dalam tulisan dan lisan


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17. Seni Budaya Seni Tari

1. Mengapresiasi dan mengekspresikan

karya seni tari kreasi bentuk taritunggal atau berpasangan/kelompokdalam konteks budaya masyarakat

daerah setempat2. Mengapresiasi dan mengekspresikan

karya seni tari kreasi bentuk taritunggal atau berpasangan/kelompokdalam konteks budaya masyarakatNusantara

3. Mengapresiasi dan mengekspresikankarya seni tari kreasi bentuk taritunggal atau berpasangan/kelompokmancanegara (NonAsia) dalamkonteks budaya masyarakatnya.

Seni Rupa (Program IPA)

1. Mengapresiasi dan mengekspresikankarya seni rupa terapan denganmemanfaatkan teknik dan corak

daerah setempat dan Nusantara

2. Mengapresiasi dan mengekspresikankarya seni terapan denganmemanfaatkan teknik mistar danproyeksi dengan mempertimbangkanfungsi dan corak seni rupa terapan

Nusantara dan mancanegara3. Mengapresiasi dan mengekspresikan

karya seni rupa murni dan terapan(modern/ kontemporer) yangdikembangkan dari beragam unsur,corak dan teknik seni rupa Nusantara

Seni Rupa (Program IPS dan Bahasa)

1. Mengapresiasi dan mengekspresikankarya seni rupa terapan denganmemanfaatkan teknik dan corakdaerah setempat dan Nusantara

2. Mengapresiasi dan mengekspresikankarya seni kriya denganmemanfaatkan teknik dan corakNusantara dan mancanegara


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3. Mengapresiasi dan mengekspresikankarya seni rupa murni dan terapan(modern/kontemporer) yangdikembangkan dari beragam unsur,corak dan teknik seni rupa Nusantara

18. Pendidikan Jasmani,Olahraga danKesehatan

1. Mempraktekkan keterampilanpermainan dan olahraga denganmenggunakan peraturan

2. Mempraktekkan rangkaian senamlantai dan senam alat serta nilai-nilai yang terkandung di dalamnya

3. Mempraktekkan pengembanganmekanik sikap tubuh, kebugaranjasnani serta aktivitas lainnya

4. Mempraktekkan gerak ritmik yangmeliputi senam pagi, senam aerobik,dan aktivitas lainnya

5. Mempraktekkan kegiatan dalam airseperti renang, permainan di air dankeselamatan di air

6. Mempraktekkan kegiatan-kegiatn diluar kelas seperti melakukanperkemahan, penjelajahan alamsekitar, mendaki gunung, dan lain-lain

7. Memahami budaya hidup sehatdalam kehidupan sehari-hari sepertiperawatan tubuh serta lingkunganyang sehat, mengenal berbagaipenyakit dan cara mencegahnyaserta menghindari narkoba dan HIV

19. Teknologi Informasidan Komunikasi

1. Memahami fungsi dan proses kerjaberbagai peralatan teknologiinformasi dan komunikasi yang

ditopang oleh sikap cermat danmenghargai Hak Atas KekayaanIntelektual

2. Menggunakan perangkat pengolahkata, pengolah angka, pembuatgrafis, pembuat presentasi, pengolahdatabase, bahasa pemrograman,multimedia dan animasi dengan


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variasi tabel, grafik, gambar dandiagram untuk menghasilkan

informasi

3. Memahami prinsip dasar

Internet/intranet, dasar jaringanlocal (LAN), Design web (dasar-dasarpemrograman HTML) danmenggunakannya untuk memperolehinformasi, berkomunikasi dan

20. Ekonomi1. .Menganalisis permasalahan ekonomi

dalam kaitannya dengan kebutuhanmanusia dan sistem ekonomi

2. Mendeskripsikan kegiatan ekonomiprodusen, konsumen, permintaan,penawaran dan harga keseimbanganmelalui mekanisme pasar, biayaproduksi, penerimaan, dan bentuk-bentuk pasar

3. Mendeskripsikan kebijakanpemerintah dalam bidang ekonomidalam kaitannya dengan pendapatannasional, konsumsi, tabungan daninvestasi, uang ,inflasi, kredit danperbankan

4. 4.Memahami pembangunan ekonomisuatu negara dalam kaitannyadengan ketenagakerjaan, APBN,perpajakan, pasar modal danekonomi terbuka

5. Menyusun siklus akuntansiperusahaan jasa dan perusahaandagang

6. 6.Memahami fungsi-fungsimanajemen badan usaha, koperasidan kewirausahaan.

7. Menjelaskan dan menerapkanmetode kuantitatif dan masalahekonomi.

8. Memahami siklus akuntansi danmenerapkan metode kuantiatifdalam akuntansi


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21. Bahasa Asing Mendengarkan1. Melafalkan huruf/kata/ frase dengan tepat

2. Membedakan bunyi huruf dari kosakata yang

mirip

3. Mencocokkan ujaran dengan gambar.

4. Mencocokkan ujaran dengan tulisan.

5. Mencocokkan ujaran dengan huruf/kata/frase yang tepat.

6. Mencocokkan gambar dengan isi wacana

7. Memilih jawaban tepat dari pilihan jawaban

yang disediakan.

8. Menjawab mengenai isi wacana.

9. Menuliskan jawaban yang tepat

10. Melafalkan huruf/kata/ frase dengan tepat11. Membedakan bunyi huruf dari kosakata

yang mirip12. Mencocokkan ujaran dengan gambar.

13. Mencocokkan ujaran dengan tulisan.

14. Mencocokkan ujaran dengan huruf/kata/frase yang tepat.15. Mencocokkan gambar dengan isi wacana

16. Memilih jawaban tepat dari pilihan jawaban

yang sediakan.

17. Menjawab mengenai isi wacana.

18. Menuliskan jawaban yang tepat

Berbicara

1. Menirukan ujaran frasa/kalimat dengan tepat.

2. Memilih jawaban yang benar sesuai konteks.

3. Menjawab dengan benar sesuai konteks.

4. Menyampaikan informasi sederhana sesuaikonteks.

5. Berdialog sesuai konteks.6. Mengajukan pertanyaan sesuai konteks.

7. Menjawab pertanyaan sesuai konteks.8. Menggunakan ungkapan dan sikap tubuh

yang benar9. Memilih jawaban yang benar sesuai konteks.

10. Menjawab dengan benar sesuai konteks.11. Menyampaikan informasi sederhana sesuai

konteks.

12. Berdialog sesuai tema.

13. Mengajukan pertanyaan sesuai konteks

14. Menjawab pertanyaan sesuai konteks

15. Menggunakan ungkapan yang tepat.


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Membaca

1. Menentukan bentuk wacana tulis.

2. Memilih tema wacana tulis.

3. Menjawab pertanyaan mengenai isi wacana.

4. Menafsirkan makna kata/ungkapan sesuaikonteks.

5. Mencocokkan tulisan dengan gambar dsb.

6. Melafalkan kata/frasa /kalimat dengan tepat.

7. Membaca nyaring frasa /kalimat dengan

intonasi dan lafal yang tepat.

8. Menentukan bentuk wacana tulis

9. Memilih tema wacana tulis10. Menjawab pertanyaan mengenai isi wacana.

11. Menafsirkan makna kata/ungkapan sesuaikonteks

12. Mencocokkan tulisan dengan gambar dsb.

13. Melafalkan kata/frasa /kalimat dengan tepat14. Melafalkan kata/frasa /kalimat denganintonasi yang tepat

MENULIS

1. Menulis huruf/ kata/frase dengan huruf yang

tepat

2. Menentukan kosakata yang tepat sesuai

konteks

3. Menyusun kata / frasa acak menjadi kalimat

dengan struktur yang tepat

4. Menyusun frasa/kalimat acak yang tersediamenjadi wacana

5. Menulis wacana sederhana sesuai materidengan tanda baca yang tepat

6. Menulis huruf/ kata/frase dengan huruf yangtepat

7. Menentukan kosakata yang tepat sesuaikonteks

8. Menyusun kata / frasa menjadi kalimatdengan struktur yang tepat

9. Menyusun frasa/kalimat yang tersedia

menjadi wacana

10. Menulis wacana sederhana mengenai

identitas diri dengan tanda baca yang tepat


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C. Curriculum Structure and Contents of

1. Subjects

The subject matter taught at SMA 3 Semarang is based on the

curriculum structure written in the Standard of ContentsMuatan mata pelajaran yang diberikan di SMA Negeri 3 Semarang

sesuai dengan struktur kurikulum yang terdapat dalam Standar Isi

Grade X

Time AllotmentComponents

Semester 1 Semester 2

A. Subjects

1. Religious Education 2 2

2. Civics 2 2

3. Bahasa Indonesia 4 4

4. English 4 4

5. Mathematics 5 5

6. Physics 3 3

7. Biology 3 3

8. Chemistry 3 3

9. History 1 1

10. Geografy 2 2

11. Economics 3 3

12. Sosiology 2 2

13. Arts and Culture 2 2

14.Sports and Physical Education 2 2

15.Information andCommunication Technology

2 2

16.Foreign Language

Japanese /French

2 2

B. Local Content

- Javanese 2 2


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Time AllotmentComponents

Semester 1 Semester 2

C. Self Development 2*) 2*)

T o t a l 44 44


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Grade XI dan XII of the Science Department

Alloted Time

Grade XI Grade XIIComponents

Smt 1 Smt 2 Smt 1 Smt 2

A. Subjects

1. Religious Education 2 2 2 2

2. Civics 2 2 2 2

3. Bahasa Indonesia 4 4 4 4

4. English 5 5 5 5

5. Mathematics 5 5 5 5

6. Physics 5 5 5 5

7. Chemistry 5 5 5 5

8. Biology 5 5 5 5

9. History 1 1 1 1

10. Arts and Culture 2 2 2 2

11.Sports and PhysicalEducation

2 2 2 2

12. Information andCommunication Technology

2 2 2 2

13. Craft/Foreign Languages

- Japanese / French 2 2 2 2

B. Local Content

Javanese

2 2 2 2

C. Self Development 2*) 2*) 2*) 2*)

T o t a l 44 44 44 44


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Grade XI dan XII of the Social Sciences Department

Time AllotmentGrade XI Grade XIComponents


A. Mata Pelajaran


2. Civics 2 2 2 2


4. English 5 5 5 5


6. History 3 3 3 3

7. Geografy 4 4 4 4

8. Economics 6 6 6 6

9. Sosiology 3 3 3 3

10. Arts and Culture 2 2 2 2

11. Sports and PhysicalEducation

2 2 2 2

12. Information andCommunication Technology

2 2 2 2

13. Craft/Foreign Languages

- Japanese / French

2 2 2 2

B. Local Content

Javanese

2 2 2 2

C. Self Development 2*) 2*) 2*) 2*)

T o t a l 44 44 44 44


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Grade XI dan XII of the Language Department

Time Allotment

Grade XI Grade XIIComponents


A. Subjects


2. Civics 2 2 2 2


4. English 7 7 7 7


6. Indonesian Literature 4 4 5 5

7. Foreign Language 5 5 5 5

8. Anthropology 3 3 2 2

9. History 3 3 3 3

10. Arts and Cultre 3 3 3 3

11 . Sports and PhysicalEducation

2 2 2 2

12 . Information andCommunication Technology

2 2 2 2

13. Handicrafts 2 2 2 2

B. Local Content

Javanese

2 2 2 2

C. Self Dvelopment 2*) 2*) 2*) 2*)

T o t a l 44 44 44 44


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Based on the given currciculum structure, SMA Negeri 3 Semarang

enhance the time allotment for some subjects as the followings:

No Grade Subjects Additional time

allotment

1. X 1. Mathematics

2. Physics

3. Chemistry

4. Biology

5. Economics

6. Geography

1

1

1

1

1

1

2. XI - IA 1. Mathematics

2. Physics

3. Chemistry

4. Biology

5. English

1

1

1

1

1

3. XI - IS 1. Economics

2. Mathematics

3. English

4. Geography

2

1

1

1

4. XII - IA 1. Mathematics

2. Physics

3. Chemistry

4. Biology

5. English

1

1

1

1

1

5. XII - IS 1. Economics

2. Mathematics

3. English

4. Geography

2

1

1

1


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differentiating. The activities should enable the students practice the

concept being learned and skill that are innovated continuously.

k. Homework must be designed continuously so that it can empower the

students learning and introduce self-study skill.

l. Learning skill must be designed in certain topics, so that the students

understand their relevancy to their study and they can work

independently. This covers the specific strategy in order to progress. The

students should be encouraged to evaluate and improve their ways of

learning.

m. Well organized and supportive individual feed-back for their progress, in

spoken or written format, must be provided in the form of evaluation. The

strategy or short-term and long-term target for improvement should be

increased.

n. Qualitative and quantitative data of evaluation must be used regularly to

provide information about teacher and student achievement, the strength

and target for improvement. The criteria of evaluation must be made

clearly for all students.

o. Students must be trained to appraise and evaluate their own work, their

peers work by approaching evaluation criteria and good training models.

This becomes the students participation in their evaluation to get the

learning progress.


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3. Local Contents

Local contents are extracrricular activities to develop any

competency in accordance with local characteristics and

competencies including local excellences whose material contents

are beyond the other subjects or so excessive that must be

separated as special subjects.

The essence of the local contents is determined by each

educational institution not only limited to the skills and handicraft

subjects. The local content is a lone subject which can be carried

out each semester. It means that within a year there might be two

subjects of the local contents. To support this each educational

institution has to provide with the Standard and Basic Competencyof taught subjects.

By referring to the local existing essence, SMAN 3 Semarang

commences the local contents based on needs and cultural areas,

namely the ability of Javanese as an effort to preserve and better

understand the traditions deep-rooted in the noble values of the

nation.

No Grade Local Contents

1. X - Bahasa Jawa

2. XI IA - Bahasa Jawa

3. XI IS - Bahasa Jawa

4. XII IA - Bahasa Jawa

5. XII IS - Bahasa Jawa

3. Personal Development Activities

Personal/self development activities are aimed at providing the

opportunity for students to develop and express themselves in

accordance with the needs, talents, and interests of each student

based on the conditions of SMAN 3 Semarang.


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Personal/self development activities are conducted through:

a. Counseling ctivities related to personal problems themselves

and social life, learning, and the establishment of the students

career. It is primarily aimed at the students creativity and

career guidance.

b. The students Personal Development and Creativity Activities

are carried out through extra-curricular activities as the

followings:

religious (Islamic, Christian and other spiritual unions)

sports (Futsal, badminton, basketball, volleyball, karate,

taekwondo, judo, pencak silat)

leadership (Students Basic Leadership Training / LDKS,

Paskibraka, Youth Red Cross Youth, Scout)

Arts (Theater One, Choir, Band, Traditional Dances, Break

Dance, Modern dance, Cheerleaders)

Love-Nature Club, Youth Scientist Club, Magazine and

Creative Photography Club, Team LOSI (Institute for Science

Olympiad Indonesia) Mathematics, Team LOSI Physics, Team

LOSI Chemistry, Team Biology LOSI, Team LOSI Computers

(Information).

Each student is given an opportunity to choose the type of

extracurricular in the SMAN 3 Semarang. All activities in connection

with the students' extracurricular activities are under the guidance

and supervision of teachers assigned by the Principal.


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4. Learning Load

The load of learning at SMAN 3 Semarang is set to a Package

System. It is a system of establishing educational program in which

the stdents are required to follow the entire programs and the

load of learning that have been set for each class according to the

curriculum structure applied to SMAN 3 Semarang. The load of

study subjects in the Package System is expressed in a period of

learning.

The load of learning is formulated in the form of the time reqired

by the students to attend classes through a session system,

structured assignment, and non-structured independent activities.

All of these are intended to achieve the standard of competence by

considering the students development.

Teaching learning activity is a learning process in the form of

interaction between students with educators. The load of learning

activities per session at SMAN 3 Semarang spends 45 minutes.

The session amount listed in the structure of the school curriculum

is as follows:

NO Grade The amount of teaching period per week

1 X 44

2 XI 44

3 XII 44

Utilization of allocation of time and structured activities notstructured as much as 60% of the maximum amount of time

allocation in the face per subject tailored to the needs of their

respective subjects. The time allocation referred to is used for

remedial and material enrichment.


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Mast ery Learning Cri t eriaSubjects

PPK dan Practice Attitude

15.Information and

CommunicationTechnology

76 B

16.Foreign Langugages

Japanese/French

76 B

17.Local Content:Javanese

76 B

18.PersonalDevelopment

B

Science Department

Mastery Learning Criteria

Grade XI Grade XIISubjects

PPK andPractice

Attitude PPK andPractice

Attitude

1. ReligiousEducation

79 B 80 B

2. Civics 76 B 76 B

3. Bahasa Indonesia 76 B 76 B

4. English 76 B 76 B

5. Mathematics 75/76/77 B 75 B

6. Physics 75 B 75 B

7. Chemistry 76 B 76 B

8. Biology 76 B 76 B

9. History76 B 76 B

10.Arts and Culture 76 B 76 B

11.Sports andPhysicalEducation

76B

76B


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12.Information andCommunicationTechnology

76 B 76 B

13.Foreign LanguageJapanese

76 B 76 B

14.Javanese 76 B 76


B B

Social Science Department


Grade XI Grade XISubjects

PPK andPractice

Attitude PPK andPractice

Attitude

1. ReligiousEducation

79 B 80 B

2. Civics 76 B 76 B

3. BahasaIndonesia

76 B 76 B

4. English 76 B 76 B

5. Mathematics 75 B 75 B

6. History 76 B 76 B

7. Geography 76 B 76 B

8. Economics 76 B 76 B

9. Sociology 76 B 76 B

10.Arts and Culture 76 B 76 B

11.Sports andPhysicalEducation

76 B 76 B

12.Information andCommunicationTechnology

76 B 76 B

13.ForeignLanguageJapanese

76

B

76

B


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Grade XI Grade XISubjects

PPK andPractice

AttitudePPK andPractice

Attitude

14.Javanese 76 B 76 B


B B

To improve the quality of SMA 3 Semarang graduates, the

minimum mastery learning criteria is gradually increased

to reach the ideal mastery learning criteria i.e. 100.

o Start in academic year 2009/2010 the minimum

mastery learning criteria is 75+x ( x is determined

by the teachers meeting of each subject.

o And hopefuly, it will be increased in the coming

academic years.

To those who have not reached KKM, maximum two more

remidial opportunities are given.

o Remidial teaching is carried out

at the extra periods (on Saturday)

it is ended by a test.

o Remedial teaching is carried out if :

the classical mastery learning has not 75% .

the individual mastery learning 75%.

(It will be technically arranged further)

If there is any inadequate grade in the odd semester, it has

to be improved before the final test.


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To attend the block test or final test , students are

required to attend classes at least 80% of the entire

session. If there are students whose attendance is less than

80% they are permitted to join it only after completing

additional tasks in compliance with the competence

standard (SK) and the basic competence (KD). (It will be

technically arranged with special direction)

6. Promotion, Department Selection, Graduation and Mutation

Promotion

The promotion is held at the end of each academic year with the

following criteria.

1. Students must complete the entire programs of the attended

class. (the minimum required meeting)

2. The calculated scores are the even semester scores by

considering the odd semester score ( the decrease that is 20

is not allowed)

3. Students get at least good minimum scores in the year-end

assessment for all subjects in group of noble character subjects

and, the civics and personality subject, aesthetics subjects and

sports and health.

4. Students are not promoted to the next grade if they do not

reach the minimal mastery learning criteria in Religious

Education, Civics and Bahasa Indonesia. As vision and

mission support.

5. Students are not promoted to grade XI when they do not reach

minimal mastery learning more than three (3) subjects.

6. Students are not promoted to grade XII when those students:

a. any of the special majoring subjects does not reach

b. More than 3 subjects do not reach the mastery learning


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Department selection

1. Decision and departmen selection

a. The department selection of Sciences and Social Sciences are

conducted at the end of Grade X semester 2.

b. The selected department programs start at Grade XI semester

1.

2. Department selection criteria :

a. Academic scores

Students promoted to grade XI and hoping to major a certain

department, are allowed to posses at most 3 subjects which do

not meet KKM and those subjects do not belong to the main

subjects of each department. For the Science Department, students must posses the total

amount of the four core subjects (Physics, Biology , Chemistry,

Mathematics) at least 312 or the average of 78 and those four

subjects must meet the mastery learning.

For the Social Science Department, students must posses the total

amount of the four core subjects (Economics, Geografy, Sociology,

History) at least 312 or the average of 78 and those four subjects

must meet the mastery learning.

For the Language Department, students must posses the total

amount of the two core subjects (Bahasa Indonesia, English) at

least 156 or the average of 78 and those four subjects must meet

the mastery learning.

b. Students interests and talents

To find out interests and talents of students, teachers andCounselling teachers conduct interviews and questionnaires,

or by other means that can be used to explore students

interests and talents.


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3. Department Transfer

a. Students are given an opportunity to change course on their

own request, with a maximum time limit of 1 (one) month

since the implementation of learning, of course by considering

point 2.a and b above.

b. To grade XI, 3 (three) months of the learning activities, a test

to determine the students ability in subjects that are

characteristics of each course will be conducted.

c. If a student during the process of learning can not meet the

criteria (based on test result) as listed in point 3.b above, the

school is entitled to move students to other depertment

according to the his ability.

d. The process of the students department transfer must be

commenced through coordination among the core subject

teachers Counselling teachers, class guardian, and parents.

Graduation

In accordance with the provisions of Regulation 19/2005

Article 72 Paragraph (1), students pass the examinations and

graduate from the primary and secondary education after:

a. completing the entire program;

b. possessing minimum scores good at the end of the

assessment for all subjects of the subjects groups of religious

education and noble attitude, personality and citizenship,

aesthetics, and physical, sports, and health;

c. passing the school/madrasah examinations for groups of

science and technology;

d. passing the National Examination.


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Mutation

SMA Negeri 3 Semarang SMAN 3 Semarang determines

requirements of student mutation in accordance with the

principles of school-based management, through a mechanism of

objective and transparency, as the following:

a. Meet the stipulated requirements:

1. Parents inquiry letter

2. Possessing reports indicating results of study (Rapor) with

the full scores from the previous school

3. Possessing Junior High School diploma (levelling:

DISAMAKAN)

4. Posessing the diploma scores which is not lower than the

minimum scores of the entrance scores (PSB).

5. Possessing mutation letter from the previos school

approved by supervisors with a list attached to 8355 (the

status of the students concerned).

b. Adjusting the form of school study report (LHBS) from the

school of origin in accordance with the form used in the

inteded school

c. Following the admission tests in accordance with the intended

department and the results are announced openly.


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7. Life Skill Education

SMAN 3 Semarang provides life skill education, which includes personal

competence, social competence, skill and academic and vocational

prowess, in an integrated and an integral part of all subjects of

education, and local development.

8. Global-Excellence-Based Education

Starting the academic year 2006/2007 SMA 3 Semarang has

been developing patterns of international development in accordance

with decree of the Director General of Basic and Secondary Education

(Dikmenum) on the Internationally Standardized School (SBI).

The programs of SBI development utilizes the benefits of

local excellences and global competitiveness covering the ICT and

international language development. SMA 3 Semarang has been

utilizing ICT media in all classes for all subjects teachers. English as an

international language used as a communication medium for the five

subjects, namely Mathematics, Physics, Biology, Chemistry, and

Economics. In addition, Foreign Languages: Japanese is taught as acompulsory subject at all levels and all departments while French is

taught as a compulsory sujects at the Language departments.

As an Internationally Standardized School SMA 3 Semarang has

developed Standards of Graduate Competence (SKL), which becomes a

characteristic of the international school that are derived from the

schools vision and mission.

Extra-curricular activities to reach the standards of SBI have

been prepared. They cover the English bulletin, the Olympiad team

(Chemistry, Physics, Mathematics, Biology, and Computer), compulsary

English, arts and culture, sports - not less than 30 kinds of extra

activities.


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D. Academic Calendar 2010/2011

SMA3.SMG/WKAKA/QSR/003-00/08

KALENDER PENDIDIKAN SMA NEGERI 3 SEMARANG

SEMESTER GASAL TP 2010/2011 ( JULI 2010 s/d DESEMBER 2010)

JULI AGUSTUS SEPTEMBER OKTOBER NOPEMBER DESEMBERTGL

"18" "20" "13" "24" "23" "15"

1 LB. AT 09/10 MINGGU UHT I / KBM UP HB HUT SEK KE- UAS / KBM

2 LB. AT 09/10 KBM UHT I / KBM PENGB. DIRI KBM UAS / KBM

3 LB. AT 09/10 KBM UHT I / KBM MINGGU KBM UAS / KBM

4 MINGGU KBM LB Akhir Puasa UTS/ KBM KBM UAS / KBM

5 LB. AT 09/10 KBM MINGGU UTS/ KBM KBM MINGGU

6 LB. AT 09/10 KBM LB Akhir Puasa UTS/ KBM PENGB. DIRI UAS / KBM

7 LB. AT 09/10 PENGB. DIRI LB Akhir Puasa UTS/ KBM MINGGU LB Thn Br Hij

8 LB. AT 09/10 MINGGU LB Akhir Puasa UTS/ KBM KBM UAS / KBM

9 LB. AT 09/10 KBM LB Akhir Puasa PENGB. DIRI KBM UAS / KBM

10 LB. AT 09/10 LB Awal Puasa LB Idhul Fitri MINGGU UP HB UAS / KBM

11 MINGGU LB Awal Puasa LB Idhul Fitri UTS/ KBM KBM PENGB. DIRI

12 MOS/KBM LB Awal Puasa MINGGU UTS/ KBM KBM MINGGU

13 MOS/KBM KBM LB Idhul Fitri KBM PENGB. DIRI SG/CM

14 MOS/KBM PENGB. DIRI LB Idhul Fitri KBM MINGGU SG/CM

15 KBM MINGGU LB Idhul Fitri KBM KBM SG/CM

16 KBM KBM LB Idhul Fitri PENGB. DIRI KBM SG/CM

17 PENGB. DIRI UP HB LB Idhul Fitri MINGGU LB Idul Adha SG/CM

18 MINGGU KBM PENGB. DIRI KBM KBM LHBPD. SEM I

19 KBM KBM MINGGU KBM KBM MINGGU

20 KBM KBM KBM KBM PENGB. DIRI LB AK SEM 1

21 KBM PENGB. DIRI KBM KBM MINGGU LB AK SEM 1

22 KBM MINGGU KBM KBM KBM LB AK SEM 1

23 KBM UHT I / KBM KBM PENGB. DIRI KBM LB AK SEM 1

24 PENGB. DIRI UHT I / KBM KBM MINGGU KBM LB AK SEM 1

25 MINGGU UHT I / KBM PENGB. DIRI KBM KBM LB Natal

26 KBM UHT I / KBM MINGGU KBM KBM MINGGU

27 KBM UHT I / KBM KBM KBM PENGB. DIRI LB AK SEM 1

28 KBM PENGB. DIRI KBM UP HB MINGGU LB AK SEM 1

29 KBM MINGGU KBMLOMBA HUT

SEK KBM LB AK SEM 1

30 KBM UHT I / KBM KBMLOMBA HUT

SEK KBM LB AK SEM 1

31 PENGB. DIRI UHT I / KBM MINGGU LB AK SEM 1


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SMA3.SMG/WKAKA/QSR/003-00/08

KALENDER PENDIDIKAN SMA NEGERI 3 SEMARANG

SEMESTER GENAP TP 2010/2011 ( JANUARI 2011 s/d JUNI 2011)

JANUARI FEBRUARI MARET APRIL MEI JUNI JULITGL

"25" "23" "26" "24" "24" "16" "12"

1 LB AK SEM 1 U.C./ UHT U.C. / UTSLU HAFAT ISA

AL MINGGU UKK LB AK SEM

2 MINGGU U.C./ UHT U.C./ UTS PENGB. DIRI UP HB UKK LB AK SEM

3 KBM U.C./ UHT U.C./ UTS MINGGU KBM UKK MINGGU4 KBM U.C./ UHT U.C./ UTS KBM KBM PENGB. DIRI LB AK SEM

5 KBM PENGB. DIRI PENGB. DIRI KBMLU KEN ISA

AL M MINGGU LB AK SEM

6 KBM MINGGU MINGGU KBM KBM UKK LB AK SEM

7 KBM KBM KHU UN / KBM KBM PENGB. DIRI UKK LB AK SEM

8 PENGB. DIRI KBM KHU UN / KBM KBM MINGGU UKK LB AK SEM

9 MINGGU KBM KHU UN / KBM PENGB. DIRI KBM 3) UKK LB AK SEM

10 KBM KBM LU NYEPI MINGGU KBM 3) UKK MINGGU

11 KBM KBM KHU UN / KBM KBM KBM 3) UKK MOS/KBM

12 KBM PENGB. DIRI PENGB. DIRI KBM KBM 3) MINGGU MOS/KBM

13 KBM MINGGU MINGGU KBM KBM SG/CM MOS/KBM

14 KBM U.C. / KBM KHU UN / KBM KBM PENGB. DIRI SG/CM KBM

15 PENGB. DIRI U.C. / KBM KHU UN / KBM KBM MINGGU SG/CM KBM

16 MINGGU U.C. / KBM KHU UN / KBM PENGB. DIRI KBM SG/CM KBM

17 U.C. / KBM U.C. / KBM KHU UN / KBM MINGGU KBM SG/CM MINGGU

18 U.C. / KBM U.C. / KBM KHU UN / KBM KBM KBMLHBPD. SEM

II KBM

19 U.C. / KBM PENGB. DIRI PENGB. DIRI KBM KBM MINGGU KBM

20 U.C. / KBM MINGGU MINGGU LU WAISAK UP HB LB AK SEM KBM

21 U.C. / KBMLU MAULID

NABI UN UTAMA KBM PENGB. DIRI LB AK SEM KBM

22 PENGB. DIRI KBM UN UTAMA KBM MINGGU LB AK SEM KBM

23 MINGGU KBM UN UTAMA PENGB. DIRI KBM LB AK SEM KBM

24 KBM KBM UN UTAMA MINGGU KBM LB AK SEM MINGGU

25 KBM KBM KBM KBM KBM LB AK SEM KBM

26 KBM PENGB. DIRI PENGB. DIRI KBM KBM MINGGU KBM

27 KBM MINGGU MINGGU KBM KBM LB AK SEM KBM

28 KBM U.C./ UTSU. PRAK /

KBM 1) KBM PENGB. DIRI LB AK SEM KBM

29 PENGB. DIRIU. PRAK /

KBM 1) KBM MINGGU LB AK SEM KBM

30 MINGGUU. PRAK /

KBM 1) PENGB. DIRI KBM LB AK SEM KBM

31 U.C./ UHTU. PRAK /

KBM 1) KBM MINGGU


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CHAPTER IV

SYLLABUS DEVELOPMENT

A. Syllabus

Syllabus is a learning plan and/or group of subjects/themes that includes

a certain standard of competence, basic competence, learning principles,

learning activities, indicators, assessments, allocation of time, and

resources, materials, and learning media as well. Syllabus is the

elaboration of competence standards and basic competence in basic

materials / learning, learning activities, and indicators of achievement

for competence assessment.

B. Principles of Development Syllabus

1. Scientific

Overall materials and activities written in the syllabus contents must

be correct and scholarly reliable.

2. Relevant

Scope, depth, the level of difficulty and the sequence of the

materials presentation in the syllabus should be in accordance with

the level of students physical, intellectual, social, emotional, and

spiritual development.

3. Systematic

syllabus Components should be intercorrelated one another to achieve

the competencies.

4. Consistent

There is a consistent relationship (persistent, right-track principle)

among the basic competencies, indicators, basic materials, learning

experience, learning resources, and the assessment system.

5. Adequate

The scope of the indicators, basic materials, learning experience,

learning resources and assessment system is sufficient to support the

achievement of basic competence.


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6. Actual and Contextual

The scope of the indicators, main materials, learning experiences,

learning resources, and the assessment system is sufficient to support

the achievement of basic competence.

7. Flexible

The entire syllabus components can accommodate the diversity of

students, educators, and the dynamics of the changes that occur in

school and community.

8. Thorough

The syllabus components cover the entire competence (cognitive,

affective, psychomotor).

C. Time Unit of Syllabus

1. Subject Syllabus is compiled based on the entire allocation of time

provided for the subjects during the education administartion at

Negeri 3 Semarang.

2. Preparing syllabus considers the allocation of time per semester, per

year, and the allocation of subjects in the group silabus.

3. Implementation of learning per semester applies the term based on

the syllabus elaborated in the Competence Standards and Basic

Competency for each subject with the time allocation available on the

structure of the curriculum.

D. Syllabus Development

The syllabus development of Negeri 3 Semarang is accomplised by

teachers in groups according to their respective MGMP. This is done to

maximize MGMP function as a forum for increasing professionalism among

the subject teachers. In this forum MGMP school teachers are expected to

be carefully learn and develop the syllabus.


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E. Steps on the Syllabus Development

1. Analyzing the Competency Standard and Basic Competency

The Competence Standards and Basic Competence of subjects as listed

in the Content Standard (SI) by considering the followings:

a. the hierarchy of the discipline concept and / or material difficulty

level, must not always consistent with the sequence written in the

SI ;

b. Interrelationship between the;

c. Interrelationship between the competency standards and basic

competency among subjects.

2. Identifying Main Teaching MaterialsIdentify the basic materials that support the achievement of basic

competence by considering:

a. students potensial;

b. the relevance of the regional characteristics;

c. the level of stdents physical, intellectual, emotional, social,

spiritual development;

d. students usefulness;

e. scientific structure;

f. timeliness, depth, width of the learning materials;

g. relevance to the students needs of and environment demand,

and;

h. time allocation.

3. Developing Learning Activities

Learning activities are designed to provide learning experiences that

involve mental and physical processes through interaction betweenstudents, students with teachers, the environment, and other learning

resources in order to achieve basic competency. The learning

experiences can be realized through the use of various approaches

and are students centered. Those include life skills that students need

to posses.


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In developing learning activities, there are some issues that must be

considered.

a. Learning activities are developed to provide assistance to

teachers, especially teachers, in order to implement the learning

process professionally.

b. Learning activities include a series of learning activities that

should be done by students in order to achieve basic competency.

c. The learning sequence must be arranged in accordance with the

hierarchy of the concept of learning materials.

d. Formulation of the statement in the learning activities should have

at least two elements which reflect the management of student

learning experience, the student activities and materials.

4. Formulating Competency Achievement Indicator

Indicator is the achievement of a basic competence which is marked

by measurable behavioral changes including the attitudes, knowledge,

and skills.

The indicator is developed in accordance with the characteristics of

students, subject, educational type, regional potential and

formulated in the operational, measurable and observable

statements. The indicator is used as a basis for preparing the

assessment tool.

5. Determining Types of Evaluation

The evaluation of students basic competency achievement is

administered by

KTSP SMA3 Semarang

Documents

Transcript of KTSP SMA3 Semarang