Advances in Social Science, Education and Humanities Research, volume 662

Proceedings of the International Conference of Learning on Advance Education (ICOLAE 2021)

Analysis of Lesson Plan Implementation for Learning

at SD N 1 Mojopuro
Bekti Listyo Rini* and Muhroji
Univesitas Muhammadiyah Surakarta , Surakarta, Indonesia
*
Corresponding author. Email: [email protected]

ABSTRACT
The success of a lesson can be determined by the plans made by educators and their implementation. The learning
process requires careful planning where the learning implementation plan is a learning plan that refers to the syllabus.
Learning implementation plan includes school data, subject classes/semesters, subject matter, time allocation learning
objectives, basic competence, and indicators of competency achievement, learning materials, learning methods, media
and learning resource, learning steps, and assessment. Learning objectives will be achieved if educators are able to
implement the lesson plans that have been carefully prepared into learning. In fact, at SD N 1 Mojopuro, it was found
that the Learning Implementation Plan prepared by educators was not following its preparation and implementation in
learning. This research aims to analyze the implementation of the Learning Implementation plan in learning. This
research method is descriptive qualitative research where the researcher describes the results of the data analysis in
detail. This research approach is a phenomenological approach which is defined as a study that seeks to analyze
descriptively and introspectively about all awareness of the human form and its experiences both in the sensory,
conceptual, moral, aesthetic, and religious aspects. The results of the research at SD N 1 Mojopuro show that
educators do not yet have a good and complete Learning Implementation Plan product according to the required
provisions so the Learning Implementation Plan has not been fully implemented in learning practice. Learning
Implementation Plans prepared by educators tend not to be a guide in managing learning activities.

Keywords: Implementation of lesson plan, learning, implementation of learning implementation plan.

according to the learning objectives constructed in

the Lesson Plan.
1. INTRODUCTION
Lesson Plan is a design developed in detail and
Learning is a complex process since it involves systematically from a specific subject matter, theme,
various learning components, wherein they construct or basic competence representing the syllabus. The
mutual interaction. implementation of Lesson Plan or RPP (Rencana
Pelaksanaan Pembelajaran) consists of preparation
Sukirman and Jumhana [1] further explain that
bases. These bases correspond to Regulation of
involving learning components include material,
Ministry of Education and Culture No 81A, 2013
method, teacher, student, media, and learning
comprising:
environment enforcing the learning process.
According to Sanjaya [2], the system of learning a) School data, theme, learning sub-theme, and
process incorporates various components, such as class/semester
learning objectives, learning methods or strategies,
b) Main topic of subjects
media and evaluation.
c) Learning time allocation
The learning process should be designed through
the medium of lesson plans to achieve valuable d) Learning objectives, basic competencies, and
learning processes and results. This has been indicators
confirmed by Sukirman and Jumhana [1] that the
e) Learning materials, method, learning media,
meaning of lesson planning is an effort to design and
learning instrument, and learning resource.
develop every learning component into a unified
body that binds and supports each other; therefore, f) Learning activities
learning objectives can be achieved efficiently

Copyright © 2022 The Authors. Published by Atlantis Press SARL.

This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 454
 Advances in Social Science, Education and Humanities Research, volume 662

g) Reflection and evaluation The learning design implemented in the learning

process has not been deftly conducted, hampered by
Rahmawati, Utami, & Noviati [3] suggest that
various influencing factors, whether from teachers or
interaction process in the classroom between teachers
students. The learning objectives that are the main
and students is referred to as learning. Learning
focus in integrating the implementation of learning
objectives are distinguished formulations based on
process with the classroom atmosphere and situation
behavioral change skills that should be accomplished
are known as transactional situations. According to
by students at the end of learning process
Wardani [6], transactional decisions are choices made
encompassing knowledge, attitude, and skill.
by teachers when learning transaction takes place,
Learning method is an influential component of the
which is the learning process, and lesson plan should
success of learning objectives.
be applied as a standard in fulfilling standard
A suitable method should be accordingly competencies by teachers so that the learning process
implemented in learning activities to achieve quality focuses more on learning objectives properly.
and competent learning for students in either physical
The effect of learning that is not established upon
or non-physical activities. According to Sanjaya [2],
lesson plans at SDN 1 Mojopuro is that the learning
learning material is material or content provided for
process ensues without direction. Undirected learning
students to be studied. The detailed account of
implies the failure to implement learning objectives.
Sukirman and Jumhana [1] reinforces that the
Teachers should achieve learning objectives, starting
material prepared for students has to be previously
from the calibration of steps to be taken and the time
planned, developed, and managed, covering scope,
proposed in the lesson plan. This corresponds to the
step, sustainability, and integration.
opinion of Nana Sudjana [7] that the learning
Learning evaluation aims to govern the success of objectives are arranged following the learning steps
students in comprehending learning materials and as to achieve the desired learning process.
feedback to teachers on the main work in learning
management. The description and objective of lesson 1.1 Lesson Plan (RPP/ Rencana
plan highlights its importance as a medium between Pelaksanaan Pembelajaran)
students and teachers so that the learning process can
occur. Lesson plan is the starting point in conducting Planning is an important process in many work
learning activities; thus, the success of the learning management. Planning is a systematic process in
process can be regulated through the plan designed making decisions on actions necessary to be taken at
by teachers. This is supported by Wawan Suherman the subsequent meeting [8]. In the context of
[4] that lesson plan-based learning will create an learning, planning can be interpreted as the
instructed learning, namely the accomplishment of preparation process of learning components such as
learning objectives and efficient process. In practice, material, media, method, learning resources,
SDN 1 Mojopuro showed that every teacher has approach, and evaluation instrument within a certain
prepared the lesson plans independently, however period of time to achieve objectives.
some found it difficult to implement the lesson plan
in learning. Lesson Plan entails a significant role, in which
learning without good planning does not rule out the
Lesson plan is one of the learning instruments that possibility of unstructured learning, so learning
shall be developed. The purpose of lesson plan is to objectives cannot be obtained. This is reinforced by
make the teaching process to be carried out easily, the definition of Lesson Plan according to the
efficiently, and able to improve learning outcomes Regulation of the Ministry of Education and Culture
for students [5]. Contrasting to reality, teachers use No. 81A of 2013 [9] as a systematically developed
lesson plans merely to fulfill administrative tasks. and detailed lesson plan from a specific subject or
Other contributing factors are the gap between theme referring to the syllabus. The details of the
teaching material and lesson plan as well as facilities steps of the learning process in the lesson plan are
and infrastructure that affect teachers to reluctantly described as follows:
implement lesson plans. Based on interviews,
teachers experienced obstacles in implementing 1. Introduction
lesson plan. Factors raising such difficulties for them a) Orientation
in implementing lesson plans are student responses
and inadequate infrastructure. Student responses are b) Apperception
contradictory to the predetermined method. c) Motivation
d) Providing reference

455
 Advances in Social Science, Education and Humanities Research, volume 662

2. Main to be achieved and what learning content students

should learn. Meanwhile, "how to teach students"
Based on the Regulation of the Ministry of
highlights methods to achieve objectives, which are
Education and Culture No. 81 A of 2013 5M
related to how to organize learning content and
Learning, the description of stages in the main
manage to learn.
learning activities is as follows:
Adequate learning should be based on
a) Observing
Lesson Plans where learning activities have been
b) Questioning organized and prepared so that learning can be
performed systematically. This statement is in
c) Gathering information accordance with Nanang Hanifah and Cucu Sabana
d) Reasoning [12] stating that lesson plan is a plan that elaborates
procedures and organization in achieving basic
e) Communicating competencies which constitute one indicator in each
f) Assessing meeting so that teachers should design proper
learning activities which later be developed to pull
3. Closing off the learning objectives.
a) Reflection
1.3 Implementation of Lesson Plan
b) Feedback
c) Follow-up plan As per Law No. 14 of 2005 [13] on teachers,
implying the teacher competence as a learning agent,
d) Implementation of lesson plans there are four competencies starting from pedagogic,
e) Evaluation personality, social, and professional. The ability that
is highly prioritized is the ability to teach or
1.2 Learning professional competence. Educators should master
the subject and understand the material structure as
Learning is a very important component in the well as concepts so they can implement them in
process of improving the quality of education. learning as expressed by Rindjin [14]; professional
According to Law number 20 of 2003 on National educators must be able to develop insight and
Education System article 1 paragraph 20 [10], knowledge and be able to examine in innovative,
learning is the interaction between teachers and creative, and critical manners to deliver material
students with learning resources in a learning setting followed by skills or a set of knowledge.
that fosters such activity. Learning is defined as a The quality of teachers in Indonesia has become a
process of transferring or delivering knowledge from constant and questionable issue. As outlined by
teachers to students through a process of learning Adiningsih in the report of Bahrul Hayat and Umar in
activities. Mustofa [15], many teachers in Indonesia cannot be
This understanding is corroborated by Kunandar deemed professional in terms of learning material
[11] that learning is an interactive process between mastery because 33% of them teach subjects outside
students and their surroundings so that changes in their field of expertise. Similarly, Yusutria suggests
behavior can be created to achieve better goals. The that the teacher’s professionalism in an effort to
main task of teachers is to prepare the environment in develop the quality of human resources should be
order to support the process of change in the behavior addressed seriously. Successful learning is the one
of students. This is also expressed by Wardani [6] that can involve students in tasks related to
that, primarily, teachers should be able to take knowledge and social contexts and familiarize
advantage of every opportunity to build up the students to work on these tasks in productive,
complementary impact and be able to accomplish innovative, creative, and critical ways.
goals that have been organized. Based on the explanation of the importance of
Lesson Plan that has been designed and Lesson Plan in learning apart from skills to design
implemented in learning is to assist students in learning, teachers are also required to be able to
mastering knowledge, attitudes, and skills. Learning apply learning methods or models as good as
does not circulate merely in "what will be learned", possible, as the implementation of the 2013
but also "how to teach students". Attention to "what curriculum requires a change from teacher-centered
will be learned" is a curriculum study that heavily to student-centered. As asserted by Risminawati &
emphasizes the description of what the objectives are Fadhila [16], the implementation of the 2013

456
 Advances in Social Science, Education and Humanities Research, volume 662

curriculum in the learning process pinpoints three low category. In media, instrument, and learning
competencies; attitude, skill, and knowledge. resource attributes, grade I had contrasting results to
Teachers need to possess the ability or skills to the lesson plan content. The learning activities
arrange lesson plans in several levels of ability, carried out by the teacher in grade 1 obtained an
various knowledge, culture, and language [17]. average of 61 because some of the learning steps
were not following the lesson plan.
2. METHODS Grade 3 secured a score of 37 which almost
nearly reached that of the teacher in grade 4, with a
This research uses descriptive qualitative, in
score of 36. The results in grade 3 and grade 4 were
which it describes the results of the data analysis in
prevailed due to the implementation of aspects in the
detail. This research approach is phenomenological; a
subject, learning method, core competencies (KI),
form of study that attempts to analyze the
and basic competencies (KD) as well as evaluation.
implementation of Lesson Plan and the factors
Grade 5 had the highest score of 70, meaning the
influencing the process of Lesson Plan. Data
score remains in the moderate category. Based on this
collection techniques are in the form of interviews
analysis, it can be determined that the
and document documentation of Lesson Plan
implementation of lesson plan at SDN 1 Mojopuro is
designed by teachers to be implemented in grades 1,
categorized as low.
3, 4, and 5.
3.2 Discussion
3. RESULT AND DISCUSSION
Based on Table 1, it is known that the identity
3.1 Results prepared by teachers is already ideal according to the
Regulation of the Ministry of Education and Culture
The results of research analysis through No. 81A of 2013 in lesson plans of grades 1, 3, 4, and
interviews and documentation of lesson plan in 5. Subject and time allocation are well-structured in
grades 1, 3, 4, and 5 at SDN 1 Mojopuro obtained the the Lesson Plan of grade 5 by the teacher, it follows
following data: learning objectives learning so it is easily detected by
Table 1. Research Results teachers. Objectives that can be accomplished, if
clearly defined, will be effortlessly obtained [18].
Indicator I III IV V Score Utilizing suitable learning media can achieve
Identity 10 10 10 10 10
effective learning objectives as shown by grade 5
teacher in using media and comprehensible learning
Main topic 7 2 2 9 5 methods [19].
Time allocation 10 10 10 10 10
Lesson Plan of grade 3 and grade 5 share a
Objective, Basic Competence, 7 2 2 9 5 common trait in terms of lesson plan preparation,
competence achievement namely the incompleteness of all lesson plan
indicator components based on the Regulation of the Minister
Learning method 7 2 2 8 4,75
of Education and Culture No. 81A of 2013. In both
lesson plans, the main materials and learning models
Media, instrument, and source 6 2 2 8 4,5 were not included. Joyce, Weil, and Callhoun explain
Steps in learning activities
that the application of the learning model affects the
involvement of students in learning so that learning
Introduction 7 7 6 8 7
objectives can be achieved. Evaluation has not been
Main
C
8 7 7 8 7,5
incorporated in the lesson plan so they do not appear
during the implementation.
Closing 6 8 7 7 7
Teacher in grade 1 scored less in lesson plan
Evaluation 8 2 2 8 5
preparation because the learning model was not
Total 61 37 36 70 6,5 included in the Lesson Plan, making the
implementation use the unplanned model. Teachers
find it difficult to implement learning activities that
Based on Table 2, it is concluded that the follow the Lesson Plans. In learning activities,
implementation of Lesson Plan in learning acquired a teachers have integrated assessment instruments,
low value in the lesson plan implementation. Teacher showing closing activities in the reflection section but
in grade I earned 61 scores, which is included in the have not been well structured during the learning

457
 Advances in Social Science, Education and Humanities Research, volume 662

assessment process. The implementation of the 2013 [5] T. Handayani and H. Sunaryo, “Korelasi
curriculum is still found in an unprepared situation Nilai RPP dengan Nilai PPL Mahasiswa Pendidikan
where teacher’s understanding is inadequate Profesi Guru di Daerah Khusus,” J. Profesi Pendidik.
regarding assessment procedure, principle, and Dasar, vol. 1, no. 1, pp. 66–72, 2020.
technique based on authentic assessment. Assessing
[6] I. G. A. K. Wardani, “Pengambilan
learning, according to Rusman [20], includes
Keputusan dalam Layanan Ahli Pembelajaran,” p. 23,
conducting assessments using instruments that have
2006.
been developed, modified, and scored, as well as
providing follow-up and input on assessment results [7] N. Sudjana, “Dasar-Dasar Proses
through remedial and enrichment so that teachers Pembelajaran,” p. 1, 2010.
should be able to develop adequate and appropriate
[8] N. Syaodah, “Metode Penelitian
assessment instruments.
Pendidikan,” J. Pendidik., p. 49, 2009.
4. CONCLUSIONS AND [9] Permendikbud No. 81A. 2003.
SUGGESTIONS [10] UNDANG-UNDANG No.20 Tahun 2003.
2003.
Based on the results of research and discussion,
the analysis of the implementation of Lesson Plan at [11] Kunandar, “Implementasi Kurikulum
SDN 1 Mojopuro is as explained in the following. Tingkat Satuan Pendidikan (KTSP) dan Persiapan
Menghadapi Sertifikasi Pendidik,” Pendidik. Prof., p.
The Lesson Plans prepared by teachers in grades 43, 2007.
1, 3, 4, and 5 have not been implemented properly
into learning. Most educators did not use media, [12] N. Hanifah and C. Sabana, “Konsep
sources, and learning instruments in accordance with Strategis Pembelajaran,” p. 120, 2012.
the lesson plan arrangement. This is a result of the [13] UNDANG-UNDANG No.14 Tahun 2005.
lack of support for infrastructure at SDN 1 Mojopuro. 2005.
Teachers also experienced difficulties to develop [14] K. Ridnjin, “Peningkatan Profesionalisme
a fitting lesson plan. The preparation is still in the Guru,” J. Pendidik. dan Pengajaran, vol. 40, 2007.
low category, as a consequence, the implementation
cannot exceed the lesson preparation or lesson plan. [15] Mustofa, “Upaya Pengembangan
Profesionalisme Guru di Indonesia,” J. Ekon. dan
Suggestion for further research is to improve this Pendidik., vol. IV, no. 1, 2007.
research on how to implement Lesson Plan and
overcome the factors influencing the implementation [16] Risminawati and N. Fadhila, “Persepsi Guru
of the Lesson Plan. Terhadap Implementasi Pembelajaran Tematik
Intergratif Kurikulum 2013 di Sekolah Dasar
REFERENCES Muhammadiyah,” J. Profesi Pendidik. Dasar, vol. 3,
no. 1, pp. 58–65, 2016.
[1] Sukirman & Jumhana, “Perencanaan [17] K. P. a. H. S. V Holmes, “Hierarchy for
Pembelajaran,” J. Pendidik., p. 10, 2008. Effective Lesson Planning: A Guide to Differentiate
Instruction Through Material Selection,” Int. J.
[2] Sanjaya, “Kurikulum dan Pembelajaran Humanit. Soc. Sci., vol. 1, no. 19, pp. 144–151, 2011.
Teori Praktik Pengembangan Kurikulum Tingkat
Satuan Pendidikan (KTSP),” J. Pendidik., p. 206, [18] P. D. John, “Lesson Plan and The Student
2008. Teacher : Re-Thinking The Dominant Model,” J.
Curric. Stud., vol. IV, no. 38, pp. 438–498, 2006.
[3] F. P. Rahmawati, M. Utami, and M. D. A.
Noviati, “Pembelajaran Bahasa Indonesia yang [19] Daryanto, “Media Pembelajaran,” J.
Berkarakter, Aktif, dan Menyenangkan di SD Pembelajaran, 2013.
Muhammadiyah 10 Surakarta,” J. Profesi Pendidik.
[20] Rusman, Model-model Pembelajaran.
Dasar, vol. 1, no. 1, pp. 71–77, 2014.
Jakarta: PT. Raja Grafindo Persada, 2013.
[4] W. Suherman, “Pengembangan Kurikulum
Pendidikan Jasmani,” Fak. Ilmu Kegur. UNY, p. 26,
2001.

458