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CHAPTER I
INTRODUCTION
A. BACKGROUND
studient nationwide based on Pancasila and the Constitution of the Republic of
Indonesia Year 1945 serves to develop skills and form the character and civilization of a
dignified nation in the context of the intellectual life of the nation, aims to develop the
potential of students to become a faithful and pious man to Almighty Esa, noble, healthy,
knowledgeable, skilled, creative, independent, and become citizens of a democratic and
accountable.To carry out the functions of the government held a national education system
as stated in Law No. 20 Year 2003 on National Education System. National education
should be able to ensure equal education opportunities, improving the quality and relevance
and efficiency of education management.Equal education opportunities embodied in the 9-
year compulsory education.
Improving the quality of education directed at improving the quality of human being
in Indonesia through olahhati, olahpikir, olahrasa and exercise in order to have a competitive
edge in the face of global challenges. Increasing the relevance of education intended to
produce graduates who fit the demanding needs-based natural resources of Indonesia.
Improved efficiency of education management through the implementation of
school-based management and renewal of education management in a planned, purposeful,
and sustainable. Implementation of Law No. 20 of 2003 on National Education System
translated into a number of regulations including Government Regulation No. 19 Year 2005
on National Education Standards.Government regulations provide guidance on the need for
developed and implemented eight national education standards, namely: content standards,
process standards, competency standards, teachers and standards, standards of facilities and
infrastructure, standardized management, financing standards,
educational and assessment standards.
The curriculum is a set of plans and setting the objectives, content and learning
materials and methods used to guide the implementation of learning activities to achieve
specific educational goals. This includes the specific goal of national education goals as well
as compliance with the uniqueness, condition and potential of the area, the education unit
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and learners. Therefore, the curriculum developed by the education unit to allow adjustment
of educational programs to the needs and potential of the region.
SBC is prepared by the operational curriculum and implemented in each educational
unit. SBC consists of education unit level educational goals, structure and content
curriculum unit level of education, educational calendar and syllabus.
Development Education Unit Level Curriculum (SBC), which refers to the various
national education standards to ensure the achievement of national education goals. National
education standards consist of content standards, processes, competency, education,
infrastructure, management, financing and educational assessment. Two of the eight national
education standards, namely Content Standard (SI) and the Graduate Competence Standard
(SKL) is the primary reference for education in developing the curriculum units. Law of the
Republic of Indonesia Number 20 of 2003 (Law 20/2003) on National Education System
and Government Regulation of the Republic of Indonesia Number 19 Year 2005 (PP
19/2005) on National Standards. Mandated education curriculum at SBC elementary and
secondary education prepared by the educational unit with reference to the SI and SKL and
guided by the guidelines prepared by the National Education Standards Agency (BSNP). In
addition, the preparation of the SBC must also follow other provisions relating to the
curriculum in Law 20/2003 and PP 19/2005.
In order to fulfill the mandate of the Act and the regulations referred to above and in
order to achieve the objectives of national education in general, and the purpose of school
education in particular, the MI NW Majuwet as primary education institution deems it
necessary to develop a Unit Level Curriculum (SBC).
SBC developed in MI NW Majuwet as the embodiment of the primary and secondary
curriculum penddikan. The curriculum was developed by a team consisting of constituent
elements of madrasas and Islamic committee under the coordination and supervision of the
Ministry of Religious Affairs and the East Lombok Board Boarding Sa'adatuddarain NW
Majuwet.
NW MI curriculum development is based on five pillars Majuwet among others in
order to give learners the opportunity:
1. learn to faithful and pious to God Almighty,
2. learn to understand and appreciate,
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3. learn to be able to perform and do it effectively,
4. learning to live together and be useful to others, and
5. learn to build and self-discovery through active learning, creative, effective and fun.
At the end of the curriculum is still just a document, which will be a reality if
implemented on the ground in a good learning process. Learning both in class and outside of
class, should take place effectively are able to raise the activity and creativity of children. In
this case the pelaksan kuriulum (read: Teachers MI NW Majuwet) will unearth this kuriulum
in the learning process. Educators should also be able to prepare and mengasikkan learning
fun for children, so the kids at home in elementary school. On the basis of this fact, the MI
NW Majuwet learning should be to educate, educate, generate activity and creativity of
children, effective, democratic, challenging, fun, and mengasikkan. With sepirit like that this
curriculum will be dynamic guidelines for providing education and teaching at MI NW
Majuwet.
B. BASIS OF PREPARATION SBC
1. Philosophical Basis.
School as a center of cultural development is inseparable from the value-
nilaibudaya embraced by a nation. The Indonesian people have cultural values that
sourced from Pancasila, as the philosophy of life of nation and state, religious
yangmencakup, humanity, unity, democracy, and justice. Values inidijadikan
philosophical basis in the development of school curricula.
School as part of the community can not be separated from the locus, kewaktuan,
social and cultural conditions. Strengths and weaknesses of these things will be considered in
determining the structure of the school curriculum.
2. Juridical Basis
Legally SBC was developed by:
a. Act 1945, Article 31 paragraph (5), "the Government advance Science and technology in
upholding religious values and unity nations for the progress of civilization and the welfare of
mankind "and Article 32 paragraph (1)," The State promotes the national culture of
Indonesia in the middle of civilization the world to ensure the freedom of the public to
maintain in developing value- cultural values. "
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b. Law Number 20 Year 2003 on National Education System Part II Article 3, "Education aims to
develop students' potentials fully human in order to be faithful and devoted to God Almighty,
noble, healthy, knowledgeable, skilled, creative, independent, and a citizens of a
democratic and accountable ". Article 36 paragraph (2), "The curriculum at all levels and
types of education with the principle of diversification according to the educational unit,
potential areas, and learners ". Article 38 paragraph (2), "primary and secondary education
curriculum is developed in accordance with the relevance by any group or unit education and
komitesekolah / madrasas under the coordination and supervision of the local education district office
of the department of religion / city and provincial education secondary education ".
c. Government Regulation Number 19 Year 2005 on National Education System
Article 17 paragraph (1), "Curriculum Education Unit SD / MI / SDLB, SMP / MTs. /
SMPLB, SMA / MA / SMALB / SMK / MAK, or other forms
sederajatdikembangkan according to the educational unit, potential areas / regional
characteristics , sociocultural pat the local community, the students ".
d. Regulation of the Minister of National Education No. 6 of 2007 on
PerubahanPeraturan Minister of National Education and the number 24 of 2006
concerning implementation of Competency Standards Content Standards and graduate, "education
unit can adopt or adapt the model of Education Elementary Curriculum Unit Level and Medium
prepared by the Research and Development Department Education with related units ".
e. S tandar I cover the scope of the material and the level of competence to achieve
competency on the level and type of education. Included in the SI are: basic
framework and structure of the curriculum, Competency Standards (SK) and the
Basic Competency (KD) each subject in every semester of every type and level of
primary and secondary education. SI No. Kepmendiknas set. 22 of 2006.
f. S tandar K Competency L Ulusan a graduate qualification capabilities that include
attitudes, knowledge and skills as defined by No. Kepmendiknas. 23 of 2006.
C. SBC DEVELOPMENT GOALS
Preparation destination SBC MI NW MAJUWET this to be a reference for MI NW
Majuwet in the preparation and development of curriculum that will be implemented at the
unit level of education is concerned.
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D. PRINCIPLES FOR K TSP
SBC MI NW Majuwet developed according to their relevance to each group or unit
level under the coordination of the Ministry of Religious Affairs and supervis i or Board
Boarding Sa'adatuddarain NW Majuwet for basic education. SBC Development refers to SI
and SKL and guided by a curriculum guide developed by BSNP, as well as taking into
consideration the school committee / madrasa. Preparation of SBC to special education are
coordinated and supervised by the Ministry of Religion and East Lombok guided by the SI
and SKL and curriculum guide developed by BSNP.
The SBC MI NW Majuwet developed based on the following principles:
1. Centered on the potential, progress, needs and interests of learners and the
environment
The curriculum was developed based on the principle that learners have a central
position to develop competencies in order to become a human being faithful and pious to
God Almighty, noble, healthy, knowledgeable, skilled, creative, independent and become
citizens of a democratic and accountable. To support the achievement of these goals
tailored competence development of learners with potential, progress, needs and interests
of learners and the demands of the environment. Having a central position means learning
activities centered on the learner.
2. Diverse and integrated
The curriculum was developed taking into account the diversity of the
characteristics of learners, local conditions, levels and types of education, and non-
discrimination and respect for diversity of religion, ethnicity, culture, customs,
socioeconomic status, and gender. The curriculum shall include the substance of the
charge component of the curriculum, local content, and self-development in an integrated
and organized into meaningful linkages and sustainability, and precise antarsubstansi.
3. Responsive to the development of science, technologyand art
The curriculum was developed based on the realization that science, technology
and art that developed dynamically. Therefore, the spirit and content of the curriculum
gives students a learning experience to follow and take advantage of developments in
science, technology, and art.
4. Relevant to the needs of life.
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Curriculum development is done by involving stakeholders (stakeholders) to
ensure the relevance of education to the needs of life, including social life, the business
world and the world of work. Therefore, the development of personal skills, thinking
skills, social skills, academic skills, and vocational skills is a necessity.
5. Comprehensive and sustainable
The substance of the curriculum covers all dimensions of competency, the field of
scholarly study and subjects were planned and presented antarsemua continuous
education.
6. Lifelong learning
The curriculum is directed to the process of development, acculturation, and
empower students to be capable and willing to learn that last a lifetime. The curriculum
reflects the relationship between the elements of formal education, non-formal, informal
and subject to the conditions and demands of a constantly evolving environment and the
direction of development of the whole person.
7. Balance between national interests and regional interests.
The curriculum was developed by taking into account the national interest and the
interest of the region to build the society, nation and state. National interests and regional
interests should complement and empower line with the motto Unity in Diversity within
the framework of the Unitary State of the Republic of Indonesia (Republic of Indonesia).
In practice, the curriculum is implemented with the following principles:
1. Implementation of the curriculum is based on the potential, progress, and
condition pesertadidik to master competencies useful for him. In this case,
students must receive a quality education services, and obtain kesempatanuntuk express
himself freely, dynamic and fun ..
2. Implementation of the curriculum allows students receive services bersifatperbaikan,
enrichment and / or acceleration in accordance with the potential, stage of development, and
the condition of the students while watching integrating personal developmentdimension of
divinity students, keindividuan, kesosialan, and moral
3. The curriculum implemented in a relationship of learners and
educators whoaccept and respecteachother, intimate, open and warm, with
principlesing ngarsa sungtulada, ing intermediate Mangun intention, tut
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wuri handayani (in front of an example and role model, in the midst of
building morale and initiative, at the rear provide power and power).
4. The curriculum is implemented using the approach multistrategi and
multimedia learning resources and appropriate technology, and
utilizing the environment as a learning resource to the principleNatural
takambang so teachers (all of which happen, unfold, and grow in the
community, the environment, and the environment as source
alamsemesta learning, examples, and example).
5. The curriculum implemented by utilizing natural conditions, social, and cultural
areas sertakekayaan for educational success with a whole load of study materials
optimally.
6. The curriculum covers all components of the course competencies,
local content,and the development of self-organized in the balance, alignment,
and adequate dankesinambungan matching between classes and types and
levels of education. Addition, the Education Unit Level Curriculum
development needs in accordance Competency Standards Unit
Graduate Education (SKL -SP). The Competency Standards Unit
Graduate Education (SKL-SP) More are:
a. Starting professed religion in accordance with the stages of child
development
b.Know the advantages and disadvantages of self.
c. Obeying social rules that apply in the environment.
d. Appreciate the diversity of religions, cultures, ethnicities, races, and
socioeconomic groups inthe surrounding environment.
e. use information about the environment around it logically, critically,
and creatively.
f. Demonstrated ability to think logically, critically, and creatively with
the guidance of the teacher / educator.
g.Demonstrate a high curiosity and realize its potential.
h.Demonstrated ability to solve simple problems dala daily life.
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i. Demonstrated ability to recognize the symptoms of natural and social
environment.
j.Demonstrate love and concern for the environment.
k.Shows the love and pride of the nation, the state, and homelandIndonesial.
l.Demonstrated ability to perform activities of local arts and culture.
m. Shows hygienic practices, healthy, fit, safe, and utilize waktuluang
CHAPTER II
PURPOSE
A. EDUCATIONAL OBJECTIVES
The purpose of Education is developing students' potentials in order menjadimanusia
are: faithful and pious to God Almighty, noble, healthy, knowledgeable, skilled, creative,
independent, and democratic citizenship sertabertanggung charge. While the purpose of
education in madrasah is laying the foundation of intelligence, knowledge, personality,
noble character, and the skills to live independently and follow further education.
Referring to the general purpose, it can outlined the purpose of education in MI NW
Majuwet are as follows:
1. Increase faith and piety and noble character.
2. Increases potency, intelligence, and interest in accordance with the level of
development and ability of learners.
3. Equip learners with adequate knowledge to melanjutka to pursue higher education.
4. Developing the potential diversity and environmental characteristics of the area and to
produce graduates who can contribute to the development of the region.
5. Support the implementation of regional and national development.
6. Developing science, technology, and art.
7. Support increased tolerance and harmony among religious believers.
8. Encourage students to be able to compete globally so that it can coexist with other
nations Community Sector members.
9. Encouraging knowledge and attitudes of nationhood and national unity to strengthen
the unity of the nation within the Unitary Republic of Indonesia.
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10. Support sustainability and cultural diversity.
11. Encourage the growth of gender equality.
12. Developing a vision, mission, goals madrasas, conditions, and characteristics of
Islamic
B. VISION MADRASAH
1. Realization of Islamic Students who behave and devoted to Allah SWT
2. Realization of Students Intelligent, Creative and Achievement
C. MISSION MADRASAH
To achieve the vision of a madrasah which aspires to "Realization of students who
behave Islamic and devoted to God and realization of students who are intelligent, creative
and accomplished, we need some form of the long-term mission with a clear and systematic
way. Following missions MI NW Majuwet formulated based on the school's vision:
1. Instilling discipline on teachers and students in performing all the duties and
regulations on the Madrasah.
2. Behavior and instill moral values in the students' everyday hanging out at the school
and in the community.
3. Implement educational activities with family responsibilities and discipline and
democracy.
4. Implement teaching and learning activities effectively and efficiently.
5. Implement Islamic nuanced extracurricular activities that support and enhance the
discipline, motivation, creativity and achievement of learners.
6. Optimizing the use of existing infrastructure and the provision of facilities and
infrastructure pursue learning activities that did not exist.
D. OBJECTIVES M I NW MAJUWET
Referring to the vision and mission of madrasas, as well as general-purpose basic
education schools in developing educational objectives are as follows.
1. Running professed religion in accordance with the stages of child development.
2. All classes implement the approach "active learning" in all subjects.
3. Developing a range of activities in the learning process in the classroom-based and
character pendidikanbudaya nation.
4. Developing a school culture that is conducive to achieving goals pendidikandasar.
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5. Organizing various social activities that are part of the nation's culture and character
education.
6. Educational institutions to cooperate with the media in publishing programsekolah.
7. Utilize and maintain facilities for the greatest in prosespembelajaran.
8. Know the advantages and disadvantages of self.
9. Abide by social rules that apply in the environment.
10. Appreciate the diversity of religions, cultures, ethnicities, races, and socioeconomic
groups in the neighborhood.
11. Using information about the environment around it logically, critically, and creatively.
12. Demonstrated ability to think logically, critically, and creatively with the guidance of
teachers.
13. Showed a high curiosity and realize its potential.
14. Demonstrated ability to solve simple problems in daily life.
15. Demonstrate the ability to recognize the symptoms of natural and social environment.
16. Demonstrate love and concern for the environment.
17. Demonstrate love and pride in the nation, the state, and homeland Indonesia.
18. Demonstrated ability to perform activities of arts and culture.
19. Shows clean living habits, healthy, fit, safe, and utilize waktuluang.
20. Communicate clearly and politely.
21. Working together in groups, helping each other, and keep yourself dalamlingkungan
family and peers.
22. Shows penchant read and write.
23. Demonstrate skills listening, speaking, reading, writing, and arithmetic.
In particular, according to the vision and mission of the Madrasah, MI NW Majuwet
goal in each academic year to deliver students / learners to:
1. Realizing righteous man, faithful, competent and noble character.
2. Acquisition Value UASBN / U.S. is increasing.
3. Winning entry in competition SMP / MTs best.
4. Has a habit of polite behavior.
5. Improve and develop the potential of learners.
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6. Creating a healthy environment, clean and nyaman.Tujuan madrasah we will gradually be
monitored, evaluated.
CHAPTER III
STRUCTURE AND CONTENT CURRICULUM
A. CURRICULUM STRUCTURE
The structure of the curriculum is a pattern and arrangement of subjects that should
ditempuholeh learners in learning activities. Depth at setiapmata lesson curriculum at each
educational unit harusdikuasai competencies outlined in the student learning according to
the load contained in kurikulum.Kompetensi structure is composed of standard competence
and basic competences developed based on competency standards. Local content and
activities self-development is an integral part of the structure of the curriculum at the level
basic education and menenga.
The structure of the curriculum SD / MI include learning substance taken in the level
of education for six years from Class I toClass VI.The structure of the curriculum SD / MI
compiled based on competency standardsgraduates and competency standards subject to the
following provisions.
The structure and content of the curriculum in primary and secondary education as stipulated in
the Content Standards include five groups of subjects as follows.
1. Groups of subjects of religion and moral values.
2. Citizenship subject groups and personalities.
3. The group of subjects in science and technology
4. Aesthetic subject groups
5. Physical subject groups, sports and wellness
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The group has a range of subjects and activities each masingseperti disclosed in PP
19/2005 on National Education Standards Article 6 paragraph (1) of Article 7 as follows.
No Subject Group Scope Through
1 Religion and
Morals Honor
Group of noble danakhlak
religious subjects intended
untukmembentuk
manusiayang learners become
faithful and pious to God
Almighty and the Lord of
noble. Moral values include
ethics, manners, or as the
embodiment of the moralreligious
education.
Activity religious , Learning
citizenship and coaching
personality / moral values,embelajaran science and
technological, aesthetic, physical,sport and health, and developmentself/ Extracurricular
2. Kewaganegaraan
and Personality
Groups of subjects and
personalities citizenship
intended to increase awareness
and knowledge of participants
Students will status, rights, and
obligations in life
society, nation, and state, as well
as increased
his qualities as a human being.
Awareness and insight
including the concept of
nationalism, patriotism and the
spirit to defend the state,
respect for human rights,
pluralism
nations, environmental
protection, gender equality,democracy, social responsibility,
compliance with laws,obediencepay taxes, and anti-corruption
attitudes and behavior,collusion,
and nepotism.
Religious activities,
pembinaankepribadian / noble
character, citizenship learning,language, arts and culture,
physical danpendidikan,
danpengembangandiri /extracurricular
3 Science and
Technology
The group of subjects in science
and technology
SD / MI / SDLB intended to
recognize, respond to, and
appreciation of science and
technology, as well as
inculcate the habit of thinkingand behaving scientific
critically, creatively and
independently
K egiatan language learning,
mathematics, science
pengetahuanalam, socialsciences, skills / vocational, and /
atauteknologi information and
communication, as well as therelevant cargo lokalyang
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4 Aesthetics The group is intended for
aesthetic subjects
increase the sensitivity, the
ability to express and ability to
appreciate the beauty and
harmony.The ability to appreciate and
express the beauty
and harmony includes the
appreciation and expression, both
in individual lives so that they
can enjoy and
grateful for life, as well as in
social life
so as to create a harmonious
togetherness.
Language activities, arts
danbudaya, skills, relevant localdanmuatan, and development of
self / extracurricular
5 Physical, Sports,and Health
Physical subject groups, sports
and wellness
on SD / MI / SDLB intended to
increase the potential
Physical and instill
sportsmanship and awareness of
living life sehat.Budaya healthy
including awareness, attitudes,
and behaviors of healthy life
is individual or collective nature
society such as freedom from
sexual behavior smoking, drug
addiction, HIV / AIDS, dengue,
vomiting, and other diseases with
the potential to spread.
Physical education activities,
sports, health education, natural
sciences, danmuatan relevant
local, danpengembangandiri /
extracurricular
1. Curriculum SD / MI contains eight subjects, local content, and development
themselves as indicated in Table 2.Local content is a curricular activities to develop
competencies adapted to the characteristics and potential of the region, including
regional advantage, in that the material can not be classified into subjects there. The
substance of the charge is determined by the local unit ofEducation.Self-development
is not a subject that should be nurturedby the teacher. Self-development aims to
provide opportunities tolearners to develop and express themselves in accordancethe
needs, talents, and interests of each learner according to the school conditions.
Facilitated and self-development activities or guided by a counselor, teacher, or
educational staff to do in the form of extracurricular activities. Self development
activities carried outthrough activities related to counseling servicesproblem self and
social life, learning, and career developmentlearners.
2. The substance of science and social studies subjects in MI NW Majuwet an
"Integrated Science"and "Integrated IPS".
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3. Learning in Class I till III implemented through a thematic approach,while in Class
IV VI executed sd eye approachlesson.
4. Learning hours allocated to each subject's contained in the structure of the
curriculum.Education units is possible to addmaximum of four hourslessons per week
as a whole.
5. Allocation of one hour lessons are 40 minutes.
6. Effective Sunday in one academic year (two semesters) is 34-38weeks.
The structure of the curriculum MI NW Majuwet presented in the following table:
No ComponentTime Allocation MI NW Majuwet
KETI II III IV V VI
A Subject
1 Islamic Education
a. Quran Hadith 2 2 2 2 2 2
b. Moral theology 2 2 2 2 2 2
c. Fiqh 2 2 2 2 2 2
d. Cultural History of Islam 2 2 2 2
e. Arabic 2 2 2 2
2 Citizenship Education 2 2 2 2 2 2
3 Indonesian 6 6 6 5 5 54 Mathematics 6 6 6 5 6 6
5 Natural science 4 4 4 5 5 5
6 Social sciences 2 2 4 5 5 5
7 Cultural Arts and Craft 2 2 2 2 2 2
8 Education Jasokes 2 2 4 4 4 4
B Local Content
a. English 2 2 1 1
b. The NW-an 2 2 2 2
C Personal Development
a. Scout 1 * 1 * 1 * 1 *
b. Martial Arts (Karate) 1 * 1 * 1 * 1 *
TOTAL 30th 30th 44th 44th 44th 44th
*) Self-development was held on Wednesday afternoons and Sundays.
Information
1. A allocation of teaching hours 40 minutes.
2. Classes 1, 2, and 3 in the learning process using a thematic approach.
3. Classes 4, 5, and 6 in the learning process approach subjects.
B. CURRICULUM CONTENT
1. Subject
a. Islamic Education
1. Quran Hadith
The subjects of the Qur'an Hadith intended that learners have the following
capabilities:
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a. Giving students the basic skills in reading, writing, familiar and fond of
reading the Quran and Hadith.
b. Instill sense, understanding, appreciation of the content of the content of the
verses of Al-Quran and Hadith which aims to encourage, nurture and guide the
character and behavior of students with reference to the contents of the content
of the verses of the Qur'an and Hadith.
2. Aqidah Morals
Morals dogma aims subjects so that learners have the following capabilities:
a. Forming learners faithful and devoted to Allah and have a noble character.
b. Forming behavior of learners with akhlakul karimah in everyday life.
3. Fiqh
Fiqh subjects intended that learners have the following capabilities:
a. Students can know and understand the main points of Islamic law in the form
of detailed and thorough arguments and diharafkan aqli naqli and become a
way of life in personal and social life.
b. Students can implement and practice the Islamic law properly and is
expected to foster adherence to execute the laws of Islam, disciplined and
responsible, high social personal and social life.
4. Cultural History of Islam
Cultural History of Islamic subjects intended that learners have the following
capabilities:
a. Provide knowledge about the history of the religion of Islam and Islamic
culture in the time of Prophet Muhammad SAW and khulafaurrasyidin to
students, so that it has an objective and systematic concepts in historical
perspective.
b. Taking ibrah / wisdom, values, and meanings contained in the history.
c. Instilling a strong appreciation and willingness to practice good morals and
avoid bad character, based on the fact cermatannya history.
d. Equip students to form a personality based on exemplary figures forming a
noble personality.
b. Citizenship Education
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Citizenship Education subjects intended for learnershas the following capabilities.
1. Critical thinking, rational, and creative in responding to the issue of citizenship
2. Participate actively and responsibly, and act intelligently in the activities of
society, nation, and state, as well as anti-corruption
3. Developing a positive and democratic to form themselves based on the
characters of Indonesian society in order to live together with other nations
4. Interact with other nations in the world arena directly or indirectly by using
information and communication technology.
c. Indonesian
Indonesian Language intended that learners have the following capabilities.
1. Communicate effectively and efficiently in accordance with ethics, both orally
and in writing
2. Appreciate and are proud to use the Indonesian language as the language of
unity and Countries
3. Understanding the Indonesian language and use it appropriately and creatively
for different purposes
4. Indonesian language to enhance intellectual capacity, as well as emotional and
social maturity
5. Enjoy and utilize literature to broaden their horizons, refined manners, and
increase the knowledge and language skills.
6. Respect and Indonesia boast a repertoire of literary and intellectual culture of
Indonesian people.
d. Arabic
Arabic subjects intended that learners have the following capabilities:
1. Understanding the system sounds and meanings of words in Arabic language
and apply it in everyday life.
2. Understanding and equip students to meet the international life as an
international language Arabic.
3. Recognize and appreciate the Arabic language as the language of the Qur'an
4. Communicating and understanding of the structure of sentences in Arabic.
e. Mathematics
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Mathematics courses intended that learners have the following capabilities.
1. Understanding mathematical concepts, explains the relationship between
concepts and apply concepts or algorithms, flexibly, accurately, efficiently, and
appropriately, in solving the problem.
2. Using the pattern and nature of reasoning, mathematical manipulation in
making generalizations, compile evidence, or explain mathematical ideas and
statements
3. Solve problems that include the ability to understand the problem, devise a
mathematical model, solve the model and interpret the obtained solution
4. Communicate ideas with symbols, tables, diagrams, or other media to clarify
the situation or problem
5. Having respect for the usefulness of mathematics in life, the curious, attention,
and interest in studying mathematics, as well as a tenacious attitude and
confidence in problem solving.
f. Natural science
Science subjects in SD / MI aims so that learners have the following capabilities.
1. Increased confidence in the greatness of Almighty God based on the existence,
nature beauty and order of creation
2. Develop an understanding of a variety of natural phenomena, science concepts
and principles that are useful and can be applied in everyday life
3. Develop a curiosity, a positive attitude, and awareness of the relationship
interplay between science, the environment, technology, and society
4. Conduct scientific inquiry to develop the ability to think, behave and act and
communicate scientific
5. Raising awareness to participate in maintaining, maintaining, and preserving
the environment and natural resources
6. Raising awareness to appreciate nature and all its regularity as one of God's
creation
7. Improve the knowledge, concepts, and skills as a basis for continuing science
education to the next level.
g. Social sciences
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IPS subjects intended that learners have the following capabilities.
1. Know the concepts related to the life of the community and the environment
2. Have the basic ability to think logically and critically, curiosity, inquiry,
problem solving, and social skills in life
3. Commitment and awareness of social values and human
4. Have the ability to communicate, cooperate and compete in a pluralistic society,
locally, nationally, and globally.
h. Cultural Arts and Craft
Arts subjects intended that learners have the following capabilities.
1. Understand the concept and importance of arts and culture
2. Showing appreciation for art and cultural attitudes
3. Showing creativity through arts and culture
4. Displaying participation in arts and culture in the local, regional, and global
levels.
i. Physical Education, Sport and Health
Physical subjects, Sports, and Health aims so that learners have the following
capabilities.
1. Develop self-management skills in order todevelopment and maintenance of
physical fitness and a healthy lifestyle through physical activity and sport are
selected
2. Increasing physical growth and psychological development better.
3. Improve skills and basic motor skills
4. Laying the foundation of strong moral character through the internalization of
the values embodied in physical education, sport and health
5. Develop sportsmanship, honesty, discipline, responsibility, teamwork,
confidence and democratization.
6. Develop the skills to maintain the safety of yourself, others and the
environment
7. Understand the concept of physical activity and exercise in a clean environment
as information to achieve perfect physical growth, healthy lifestyles and fitness,
skilled, and have a positive attitude.
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2. LOCAL CONTENT
a. English
English Lesson in SD / MI aims so that learners have the following capabilities.
1. Know Your English as a language of international communication.
2. Equip students to be able to speak English.
b. The NW-an
The subjects in the MI's NW NW Majuwet intended that learners have the ability as
beriku:
1. Know the history of the founding of the organization's community organisisasi
Nahdlatul Wathan.
2. Know the organization's founder Nahdlatul Wathan and development.
3. SELF DEVELOPMENT ACTIVITIES
Self-development activities include two kegatan the extracurricular activities and the
activities of habituation
a. Extracurricular Activities
Development activities in the extracurricular activities in MI NW Majuwet includes two
activities, namely activities pramukan and karate (martial arts).
b. Activity Habituation
Activities habituation includes several activities diataranya:
1. Habituation Routine
Pembasaan routine is the formation of character and planting / experience of the
teachings of Islam. The habituation routine activities carried out in MI NW Majuwet
include:
a. Social service activities that the school environment clean
b. Activity bersma prayer before entering class includes reading prayers, sing the
fight song, poetry, memorizing multiplication, and latiahan speech.
c. Noon prayer in congregation in the madrasah.
2. Habituation Modeling
Habituation keteladan in MI NW Majuwet aims to enable students to continue to
always discipline in daily activities. Pembasaan include:
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a. Refraction program 7 K (Security, Order, Cleanliness, Discipline, Civility,
Kinship, Leisure).
b. Reading culture to plant.
c. Coaching order school uniform.
3. Habituation nature of nationalism and Fatriotisme.
Habituation is intended that students can memegangang steadfast nature of
nationalism and patriotism terhadapa nation. As for the things done in this habituation
include:
a. Implementation Aper flag every Monday.
b. Warning holy days of RI
4. Habituation in the field of religion
This activity aims to enable students always appreciate the great days of Islam and
practice it in everyday life. The habituation This includes activities such as:
a. Pesantren Flash (held every month of ramadan)
b. Hiziban / yasinan (any implementation dimadrasah event).
c., and so forth.
4. SETTING Baban LEARNING
Load learn to rate regulation madrasas ibtidiyah learning system is load the
package. Package System is a system administration program education student
participants are required to attend the entire program of learning and learned loads
assigned to each class in accordance with the structurecurriculum in effect at the unit
level.Load studying each subject atSystem Package is expressedin hours of learning.
Load learn formulated in the form of units of time taken by learnersto attend
learning programs through the face-to-face, structured assignments, independent and
unstructured activities.All of it is meant to achieve a standardcompetency by taking
into account the level of development of learners.Activities are face to face learning
activities in the form of the interaction between learners with educators. Load-face
learning events per hour of learning in MI NW Majuwet is 40 minutes.
While j otal hours face to face teaching per week in NW MI Majuwet are:
1. For class I and II is 30 hours per week
2. For Class III, IV, and V is 42 hours a week.
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Load-face learning activities overall in MI NW Majuwet is as indicated in the table
below.
Class One hour face-to-face learning / min
The number of
teaching hours per
week
Annual effectiveSunday lessons
Learning time /hours / year
I 40th 30th 38th 1140
II 40th 30th 38th 1140
III 40th 42 38th 1596
IV 40th 42 38th 1596
V 40th 42 38th 1596
VI 40th 42 34th 1428
5. Mastery learning
Mastery learning each indicator has been set in a basic competence ranges from
0-100%. Ideal criteria completeness for each indicator of 75%. MI NW Majuwet
determine the minimum completeness criteria considering the level of average ability
learners and the ability to support resources in organization of learning. keriteria With
mastery learning is expected of teachers in MI NW Majuwet can improve mastery
learning criteria continuous to achieve mastery criteria ideal.
The minimum passing grade can keriteria
No Subject
Minimal mastery Keriteria
(KKM)
Number Letter
1 A. Religious Education1. Quran Hadith 75th Seventy Five
2. Moral theology 75th Seventy Five
3. Fiqh 75th Seventy Five
4. Cultural History of Islam 75th Seventy Five
2 Citizenship Education 75th Seventy Five
3 Indonesian 70th Seventy
4 Arabic 65th Sixty-Five
5 Mathematics 60th Sixty
6 Natural science 65th Sixty-Five
7 Social sciences 65th Sixty-Five
8 Cultural Arts and Craft 65th Sixty-Five9 Education Jasokes 75th Seventy Five
10th B. Local Content
1. English 60th Sixty
2. The NW-an 75th Seventy Five
Madrasah mastery learning targets that number is increasing every year.
Therefore, every citizen is expected to more madrasas work harder in order to increase
the quality of madrasah education from year to year.
6. INCREASE IN CLASS AND GRADUATION
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Increase in Class A.
As per decision of the Director General of elementary and secondary
education manajamen National DepartemenPendidikan Number:
12/C/KEP/TU/2008 About Forms and Procedures for Preparation of Consolidated
Learning Outcomes.
The Class Increase in provisions set out in MI NW Majuwet are as
follows:
1. Conducted at the end of each school year or every semester.
2. The increase in grade is based on the assessment of learning outcomes in
semerter even, with consideration of the entire SK / KD who have not
completed the semester, must be completed to achieve the KKM set, before
the end of the second semester. This is in accordance with the principle of
complete learning (mastery learning), participants who do not achieve mastery
learning semester in accordance with the KKM set, then the question must
follow the remedial lessons to the concerned Chief Engineer is capable of
achieving. That is, the value must still take into account the increase in
classroom learning outcomes of students for one school year is in progress.
3. Attendance rate of learners in the learning process should be followed to
reach 80% of all days in a year learning effective.
4. Learners otherwise not up to the grade II, III, IV, and V if the party
concerned did not achieve minimum mastery learning, more than 3 (three)
subjects.
5. Learners otherwise not up to class VI, if the party concerned did not achieve
minimum mastery learning, more than 3 (three) subjects were not subjects in
UNkan, or concerned do not achieve minimum mastery learning in one or
more subjects in UNkan. means should not have a value that is not completed
in Indonesian Language, Mathematics, and Science
B. Criteria Graduation
Students of Class VI passed MI NW Majuwet What if it fulfills the following
criteria:
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1. Completing the entire learning program as evidenced by its first half report
card full value of 1 (one) up to half of 12 (twelve).
2. Getting a GOOD minimum value on the final assessment by educational
units for all subjects the subjects of religion and moral values, civic groups of
subjects and personalities, the subjects of aesthetics, and the physical subjects,
sports and health, based on the range of values as the following:
91-100 Predicate VeryGood
75-90 Predicate Good
60-74 Predicate Enough
40-59 Predicate Less
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benefit the lives of students, and academic skills required by those who will go on to
pursue higher high.
Therefore pesonal and social skills needed by all students, the MI NW Majuwet
serving / giving Integrate these skills to all subjects (an integral part of everyday learning
in all subjects). Considering almost all the students wanted to go to a higher level, the
school chose academic skills that match their interests and talents of students pesetas.
Based on the observations made by each teacher about kesesuain talents and
interests of learners in MI NW Majuwet formulate the excellence and local-based
activities are developed in the form of local arts and arts karauke Islamic qasida
tambourine.
CHAPTER IV
EDUCATION CALENDAR
A. SUNDAY HOURS EFFECTIVE AND EFFECTIVE
1. In the education in MI NW Majuwet using semester system divides the academic year
into one semester and second semester.
2. Effective number of days in a school year 265 days and the number of days face to
face in a 228 day school year, which is used for learning activities in accordance with
the applicable kuriulum MI NW Majuwet.
3. Study time efetif Majuwet MI NW is the number of hours of study per week /
weekend include the number of hours of study for all subjects including local content
and the number of hours for the developers themselves held on Wednesday afternoon
and Munday.
4. The number of hours of face-to-face in MI NW Majuwet a week for class I and II is 30
hours of lessons with the allocation of 40 minutes per hour lesson. While the number of
hours for classes III, IV, V, and VI are subject to the allocation of 42 hours 40 minutes
per hour lesson.
5. Teaching and learning in MI NW Majuwet the semester academic year 2012/2013
starts on Monday the 9th of July 2012 and ends on Saturday December 22, 2012. While
the teaching and learning process in the second semester of academic year 2012/2013
starts on Tuesday the 2nd of January 2013 and ends on Saturday the 22nd of June 2013.
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6. The distribution of the number of days in the semester study (July 2012-December
2012) and second semester (January 2013 - June 2013) in accordance with the
following table:
S
M
T
R
Month /Year
EffectiveLearning
Day
EffectiveLearning
Day
Day off
Friday
Semester General SpecialApproximatel
y Fasting
Month
Numberof
Holidays
1 2 3 4 5 6 7 8 9 10th
G
A
N
AI
L
July 2012
August
2012
September
2012
October
2012
November
2012
December
2012
14th
15th
25th
24th
25th
19th
14th
15th
19th
24th
25th
19th
4
5
4
4
5
4
6
0
0
0
0
6
0
2
0
1
1
1
2
5
0
2
0
0
4
5
0
0
0
0
16th
17th
4
7
5
11th
TOTAL 122 104 26th 12th 5 9 9 60th
G
E
N
A
P
January
2013
February
2013
March
2013
April 2013
May 2013
June 2013
25th
24th
24th
26th
25th
25th
25th
24th
18th
26th
25th
6
4
4
5
4
5
4
0
0
0
0
0
6
2
0
2
0
2
1
0
0
0
0
0
0
0
0
0
0
0
0
6
4
7
4
7
11th
TOTAL 142 124 26th 6 7 0 0 39th
Number of
Odd and
Even
Semester
264 1228 53 18th 12th 9 9 99th
B. RELIGIOUS HOLIDAYS AND PUBLIC HOLIDAYS
1. Religious Holidays and Public Holidays
No Day Date Holiday
1 Friday August 17, 2012 Proclamation of Independence Day
2 Sunday / Monday 19 & August 20, 2012 Idul Fitri 1433 H
3 Friday October 26, 2012 Eid-ul-adha 1433 H
4 Thursday 15 November 2012 New Hijri Year 1434 H
5 Tuesday December 25, 2012 Christmas
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6 Tuesday January 1, 2013 New Year's
7 Thursday January 24, 2013 Birthday of Prophet Muhammad SAW
8 Sunday 10 Feberuari 2013 Lunar New Year
9 Tuesday March 12, 2013 Nyepi Day
10th Friday March 29, 2013 Death of Jesus Christ
11th Thursday May 9, 2013 Ascension of Jesus Christ12th Saturday May 25, 2013 Vesak Day
13th Thursday June 6, 2013 Isra 'Mi'raj Prophet Mohammad SAW
2. Holiday Special
a. Off first week of fasting during the week of June 18 to July 24, 2012
b. Holiday Idul Fitri 1433 H from May 16 to August 18, 2012.
c. Holiday after Idul Fitri 1433 H from 21 to 26 August 2012.
d. Break 2 (two) business days prior to and after the Eid-ul-Adha 1433 H.
3. Semester Break
a. Semester off for 6 days starting from June 24 through December 31, 2012.
b. Semester off for 12 days from 24th June to 6th July 2013.
C. DEUTERONOMY midle SEMESTER SEMESTER AND DEUTERONOMY
a. Middle Deuteronomy odd semester was held on the fourth week of september ie from
24 to 30 September 2012.
b. Deuteronomy Odd Semester held from August 10 to December 17, 2012.
c. Middle Deuteronomy Semester in the third week of March, from the 18th until March
24th 2013.
d. Deuteronomy Semester held from May 10 to June 17, 2013.
D. TEST TEST AND NATIONAL SCHOOL
Examination Schools and the National Examination devoted in class VI (gymnastics) NW
MI students ranged Majuwet and implemented between April 2013 and May 2013.
Examination Schools and the National Examination could not be determined because of the
wait time and the date of the national education minister rules.
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CHAPTER V
CLOSING
Gratitude Thank God, for all the blessings and the SBC curriculum ridoNya MI NW
Majuwet had finished our set up, with no significant obstacles. With the completion of the preparation
of the Education Unit Level Curriculum (SBC), the the MI NW Majuwet already have a reference to
organize learning activities lesson in 201 2/201 3.
Thus, began the school year 201 2/201 3's, MI NW Majuwet the SBC will perform in
unison for all classes. Our hope, Unit Level Curriculum (SBC), which has been compiled by us
qualified so that all the activities we had planned to run smoothly. Therefore, constructive criticism and
suggestions so we expect of all the observer, executive education for perfection that can eventually provide
Enlightenment implementation in Islamic Elementary School.
Furthermore, the quality of the product is expected to learners which has ahklak nobility as a reflection
of a great nation we also are looking forward to support from all parties, especially the teachers, staff, students,
and parents so that the learning process can be run with maximum.
Penyusu n