Page 197 - Jurnal Kurikulum BPK 2020

Table 2
Knowledge of PT1 Teaching and Learning Plan

No. Item Score Notes
0 1 2 3 4
1. Preparing Teaching Record Files on Daily / PT1 prepared an
Lesson Plan (RPH) RPH that is very
2. Prepare and Display the Yearly Lesson Plan / interesting and neat.
(RPT)
3. Prepare the Weekly Lesson Plan (RPM) / RPT and RPM were
4. Prepare a complete RPH, including the current / prepared in an
ABM. orderly manner and
5. Write the learning outcomes suited with the / is easy to understand.
teaching and learning activity.
However, the lesson
TOTAL : 18 x 25% = 22.5% reflections were not
20 as parallel to PdP’s
content.

Table 3
Knowledge of PT2 Teaching and Learning Plan

No. Item Score Notes
0 1 2 3 4
1. Preparing Teaching Record Files on Daily / PT2 prepared an
Lesson Plan (RPH) RPH that is good and
2. Prepare and Display the Yearly Lesson Plan / simple. The elements
(RPT) of creativity are less
3. Prepare the Weekly Lesson Plan (RPM) / prominent.
4. Prepare a complete RPH, including the current /
ABM. PT2 prepared RPT
5. Write the learning outcomes suited with the / and RPM. However,
teaching and learning activity. this is not shown to
the researcher.
TOTAL : 15 x 25% = 15%
20 The learning results
are suited to PdP.

DISCUSSION

Students who receive motivation from teachers will often become more interested and
therefore help the process of achieving the lesson’s objective (Maimun Aqsha Lubis, Wan
Nurul Syuhada’ Wan Hassan & Mohd Isa Hamzah, 2017). Therefore, it is important for
teachers to equip themselves with knowledge and be prepared to conduct new learning
techniques that are appropriate and effective. Preschool teachers need to master all knowledge
and skills suited to the development of children (Abdul Rahim, Mohd Najib & Lily, 2010).
According to Abdul Halim Masnan and Nor Mashitah Mohd Radzi (2016), the learning
outcome that involves the students’ content must be exact and suitable with the student’s
development. The expectation to achieve a good learning outcome can achieve the needs of
PdP students overall.
The results of the study found that 56% of preschool teachers emphasise a teaching
method that is suitable and effective for the children learning development, and only 4% of
preschool teachers rarely emphasise a teaching method that is suitable and effective. Besides

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