My Rencana Pelaksanaan Pembelajaran

MY RPP

Embarking on my teaching journey in Indonesia, I was introduced to the Rencana Pelaksanaan Pembelajaran (RPP), or Lesson Plan. Crafting my first RPP was quite an experience, especially when comparing it to the lesson planning I was accustomed to in the Philippines.

In Indonesia, the RPP is a detailed guide for each lesson, outlining objectives, materials, methods, and assessments. It's designed to ensure that every lesson aligns with national education standards and competencies. I found myself meticulously planning each segment of the lesson, ensuring that every activity and assessment was in sync with the specified goals.

Back in the Philippines, our lesson plans, especially under the K to 12 curriculum, followed the Understanding by Design (UbD) framework. This approach emphasizes setting clear learning goals, determining acceptable evidence of learning, and planning instructional activities accordingly. It encourages flexibility and promotes critical thinking, allowing educators to adapt their teaching methods to the needs of their students.

Transitioning to the Indonesian system required me to adjust my planning process. The structured nature of the RPP meant that I had to be more detailed in my preparations. While this was a shift from the more flexible approach I was used to, it provided a clear roadmap for both teaching and assessing student progress.

Reflecting on this experience, writing my first RPP was a valuable learning opportunity. It highlighted the importance of detailed planning and the need to align teaching methods with specific educational standards. While the process was rigorous, it ultimately enhanced my instructional skills and deepened my appreciation for the diverse approaches to education across different cultures.

My Planning Process

On my final demonstration day, I was assigned to teach the Environmental Impacts of Globalization. During the planning process, I aimed to integrate the pedagogical approaches I had learned in the Philippines with Indonesian teaching methods. To achieve this, I designed my Rencana Pelaksanaan Pembelajaran (RPP) to be student-centered and activity-based.

To ensure my lesson was well-structured and effective, I was guided by Ibu Vitria, my cooperating teacher from Universitas Mulawarman (UnMul). She suggested that I incorporate interactive discussions and real-world examples to make the topic more relatable for students. She also encouraged me to use collaborative learning activities, such as group presentations and case studies, to help students critically analyze globalization’s effects on the environment.

Throughout the preparation, I paid close attention to the differences between Indonesian and Philippine lesson planning styles. While I was used to creating detailed lesson plans in the Philippines, which included specific time allocations and teacher scripts, the RPP required a more structured yet flexible approach, focusing on competency-based learning outcomes.

MY FINAL RPP :

Despite the difference of lesson planning, I still managed to plan a well-planned lesson for discussing one topic under the Negative Impacts of Globalization on Human Life ( Environmental Damage). In my RPP, I made sure to integrate technology and made it a game based one.

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