ktsp mi nw majuwet

7/30/2019 Ktsp Mi Nw Majuwet

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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

ktsp mi nw majuwet

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