School Information

1. SCHOOL PROFILE

SMP Labschool UPI

HISTORY

The idea of ​​establishing a Laboratory School along with the birth of PTPG (20 October 1954) who turned into FKIP then became IKIP, and became UPI. In 1960 a kindergarten was established, in 1964 a junior high school was established followed by the presence of high school. All of them function as Laboratory Schools.

In 1964, LabSchool UPI High School was made the School Pioneer  Project Development (PPSP). Until 1984 and 1986 elementary schools were made Negeri Setia Budhi Experiment Elementary School which is temporarily located on the UPI campus, while the junior high school was made as a 38th and high school junior high school as a senior high school 20.

The Pilot Laboratory School is a necessity for the UPI to study, develop and test various innovations and findingsin the field of educational science, both the model structure and the theory and practical education UPI Pilot Laboratory School which includes kindergarten, elementary school, junior high school and high school was inaugurated by the Minister of National Education of the Republic of Indonesia on the 20^th October 2003 coincided with the anniversary of the Education University of Indonesia.

VISION

The realization of a school that excels in achievement, character and environmental responsiveness.

MISSION

1. Develop a healthy, neat, clean, safe and comfortable school environment.

2. To foster discipline, a sense of kinship and religious spirit throughout

school residents.

3. Develop effective, efficient, democratic management of school management

in a good governance and accountable.

4. Develop effective learning that is active, creative, efficient and fun.

5. Optimizing the process of teaching and learning and guidance to students.

6. Improve academic and non-academic achievements of students in accordance with development of science and technology and community demands.

7. Develop culture: likes to read, likes to memorize, curiosity, tolerate, cooperate, respect each other, honest, hard work, creative and independent.

8. Fostering the independence of students through habituation, entrepreneurship and

planned and continuous self-development.

9. Preparing graduates who are competitive, reliable, resilient and responsive nationally and international.

AIMS

1. The school is able to provide a safe, comfortable and conducive place carry out the teaching and learning process.

2. Schools are able to instill a sense of responsibility and kinship among citizens

school.

3. Schools are able to create a religious school culture through religious activities

4. Schools Able to apply good work patterns in accordance with the main tasks and functions (tupoksi) respectively and SOP system

5. Schools are able to carry out innovative and fun learning processes and

based on national character education.

6. Schools are able to carry out various activities that support the teacher's professionalism.

7. Schools are able to apply active learning approaches to each subject and based on the nation's character education approach.

8. Schools are able to instill culture: love reading, love memorizing, feeling like

know, tolerate, work together, respect each other, honest, hard work, creative and

independent.

9. Schools are able to produce students' academic and non-academic achievements

in accordance with the development of science and technology and the demands of the good community.

10. Schools are able to produce graduates who are competitive, reliable, resilient and responsive nationally and internationally.

11. Schools are able to establish cooperation with other institutions in realizing school programs

12. Schools are able to organize various activities that support independence learners

13. Schools are able to provide complete, up-to-date learning facilities forward-looking.

14. Schools are able to fulfill the completeness of planning, implementation, administration monitoring and evaluation of school administration.

15. The school is able to hold an assessment system implemented by the teacher and

by the school well.

16. Schools are able to carry out coaching of students competitively.

17. Schools are able to carry out extra-curricular programs optimally.

18. Schools are able to form a positive school quality culture.

2. Academic support system

Instructor

Teaching staff are S1 graduates, S2 from the Indonesian Education University and Other universities, who are experienced in their fields of science and always develop his abilities.

Educational facilities

Own building, Computer Laboratory, Science Laboratory, Laboratory Language, Library, Basketball and Futsal Field, Mosque and Cafeteria.

Extracurricular

1. English Conversation, (English Club & Bilingual Teaching),

2. Japanese,

3. Teenage Scientific Work,

4. Athletics,

5. Basket Ball,

6. Volley Ball,

7. Futsal,

8. Read Write Al-Quran,

9. Islamic spirituality

10. Traditional Art

A. SCHOOL DATA

1. School Name: UPI PILOT LABORATORY SCHOOL

2. NPSN: 20219429

3. School Address

Road: Senjayaguru UPI Campus Bandung

District: Sukasari

Regency / City: Bandung

West Java province

4. Phone / Mobile / Fax: 022-2012805 / 022-87783496

5. Email / Web-site: smp_labschool@upi.edu/smp.labschool.upi.edu

6. School Status: State / Private *)

7. School Accreditation Value: A

8. Last Year's Accreditation: 2017

9 Do you already have a network

internet (school net) : Yes / No *)

10. Does the School have

HOT-SPOT facility : Yes / No *)

B. Leadership Data

1. Name: Roberto Leonardo, S.Pd.

2. NIP: -

3. Place of Birth: Bandung, April 22, 1973

4. Education: S1

5. Department / Study Program: History Education

3. Teaching System and Curriculum

Learning Time

Learning is carried out on the morning of Monday to Friday (07.00-15.00), activities

extracurricular is held after school and Saturday.

Curriculum

The curriculum used is the national curriculum (2013 curriculum) and content

local school set. To strengthen the mastery of teaching materials intraarticular, given additional teaching hours in the form of co-curricular activities several subjects, namely English (Bilingual Teaching), Japanese, Mathematics, and read and write the Koran. Laboratory SMP Curriculum Structure - UPI Pilot in the school year 2018/2019 uses the 2013 Curriculum for all levels.

1. Core Competencies

Core Middle School Competence (SMP) is the level

the ability to achieve a must-have Graduates Competency Standard (SKL)

a junior high school student at each grade level. Core competencies are designed for

every class. Through core competencies, horizontal synchronization of various competencies

the foundation between subjects in the same class can be maintained. Besides synchronization

vertical variety of basic competencies in the same subject in the class

different can be maintained as well.

The formulation of core competencies uses the following notation:

1. Core Competencies-1 (KI-1) for core competencies in spiritual attitudes;

2. Core Competencies-2 (KI-2) for core competencies in social attitudes;

3. Core Competencies-3 (KI-3) for core competencies of knowledge; and

4. Core Competencies-4 (KI-4) for core competency skills.

A description of Core Competencies for junior high schools can be seen in the table

following.

2. Subjects

Laboratory SMP Curriculum Structure - The UPI pilot consists of eyes general group A lessons and group B general subjects. The Laboratory Middle School curriculum structure.

4. Other materials and learning resources

Use government book facilities as the main grip with

add another book as a companion in the implementation of the learning,

and adding with e-learning integrated in learning in schools

or at home.

5. Assessment system

Mastery learning

Minimum Completeness Criteria (KKM) / Minimum Learning Completeness (KBM) is the minimum threshold for achieving competence in every aspect of eye assessment lessons that must be mastered by students. Basic things related

with KKM / KBM are as follows:

a. KKM / KBM is processed in the school MGMP forum at the beginning of the school year, which is then determined by the Decree of the Head of Laboratory Middle School - UPI pilot.

b. The value of KKM / KBM is obtained by analyzing three aspects, namely:

1) Complexity / complexity

KD complexity is declared high when demanding HR, in this case teacher, to understand the competencies achieved by students and demanding teacher to do creative and innovative learning. other than that also requires a long time and reasoning and accuracy of participants students who are high in mastering competence.

2) Carrying capacity

The ability of supporting resources is the availability of labor, facilities infrastructure, school management, financing, stakeholder awareness school, and so on.

3) Intake

Intake of students is the academic ability of previous students. The ability of class VII students to take test scores and test scores new student admission. The ability of students in grade VIII and class IX, take the previous grade report card.

c. Schools set Minimum Passing Criteria (KKM) for each eye lesson by considering the characteristics and analysis results of each subjects. The defined KKM / KBM

This education unit uses the principle of mastery learning, there is special treatment for students who have not or who have achieve completeness. Students who have not reached the KKM must follow Remedial activities, while students who have reached the KKM follow enrichment activities.

1) Remedial Program (Improvement)

a. Remedials must be followed by students who have not reached the KKM in each basic competency and / or indicator.

b. Remedial activities are carried out inside / outside of learning hours.

c. Remedial activities include remedial learning and remedial assessment.

d. Assessment in the remedial program can be in the form of tests or non-tests.

e. Opportunities to take part in remedial activities.

f. Remedial value can exceed KKM.

2) Enrichment Program

a. Enrichment can be followed by students who have reached the KKM

in every basic competency.

b. Enrichment activities are carried out inside / outside of learning hours.

c. Assessment in the enrichment program can be in the form of tests or non-tests.

d. Enrichment values ​​higher than the previous value can be used.

 

6. Criteria for Class Graduation and Graduation

a. Class Raising Criteria

Laboratory Middle School Students - The UPI pilot is declared to have risen to class if qualify:

1. Complete all learning programs in two semesters the year of the lesson that was followed.

2. Description of attitudes at least GOOD according to the criteria set by the education unit.

4. Do not have two subjects with each competency value knowledge and / or skills competency under the KKM. Because the completeness of the learning referred to in the increase in class is completeness in the context of the study period of 1 (one) year, if there are subjects those who did not reach KKM in odd or even semester, eye value lessons are calculated from the average odd and even semester scores in the year the lesson. On average, all subjects must be completed

5. Attendance of at least 90%

6. A student goes up the class or not based on the results of the board plenary meeting

teacher by considering school policy, as minimal presence, obedience to the rules, and other regulations that apply in school.

b. Graduation Criteria

Graduation Criteria for Laboratory Middle School - The UPI pilot is as

the following:

1. Students are graduated from the education unit after:

a. Complete all learning programs;

b. Obtaining minimal attitudes / behaviors; and

c. Pass the School Exam.

2. Completion of all learning programs as in number 1.a for students: SMP if they have completed learning from class VII to class IX;

3. Criteria for values ​​of students' attitudes / behaviors as in number 1.b determined by the education unit determined through a meeting of the Board of Educators;

4. Pass the School Examination as in number 1.c if students has fulfilled the graduation criteria set by the education unit based on:

a. A maximum of 2 subjects the value of the School Examination is under 60 with grades the smallest 55. b. School grades averaged at least 60 subjects.

5. Students are declared to have passed if students have met the criteria graduation determined by education units based on acquisition School grades.

6. School grades as referred to above are obtained from a combination of :

a. average grades for report cards for semester I, II, III, IV, V and VI for junior high school 50% weighting

b. the value of the School Examination with a weighting of 50%.

7. Rounding up School Values ​​which is a combination of Exam scores Schools and the average grade card are stated in the range of 0 to 100 with accuracy of one number behind the comma.

8. The value of UN results is reported in the range of 0 (zero) to 100 (one hundred), with the level of achievement of graduate competencies in the category as follows:

a. very good, if the value is more than 85 (eighty five) and less than or equal to 100 (one hundred);

b. well, if the value is more than 70 (seventy) and less than or equal with 85 (eighty five);

c. enough, if the value is more than 55 (fifty five) and less than or equal to 70 (seventy); and

d. less, if the value is less than or equal to 55 (fifty five).

9. Graduation of students from Laboratory Middle School - Pilot UPI determined by the education unit at the Board of Educators meeting after announcement of UN results.

2. PEDAGOGIC CONTENT

1. TEACHING METHOD

B. Learning model in 2013 curriculum

Learning model in 2013 curriculum

The 2013 curriculum uses 3 (three) main learning models (Permendikbud No. 103 of 2014) which is expected to shape scientific behavior, behavior social and develop curiosity. The three models are: model Problem Based Learning, Learning model Project Based Learning, and Through Learning models Disclosure / Discovery (Discovery / Inquiry Learning). Besides the model The above learning can also be developed Production Based learning models Education (PBE) is consistent with the characteristics of vocational secondary education Not all learning models are right for all KD / material learning. Certain learning models are only appropriate for material use certain learning. Conversely certain learning materials will succeed maximum if using a particular learning model. Therefore the teacher must analyze the formulation of each KD statement, whether it tends to learning disclosure (Discovery / Inquiry Learning) or on learning the work (Problem Based Learning and Project Based Learning).

Signs for determining the disclosure / discovery model:

1. The KD-3 and KD-4 statements lead to search or discovery;

2. The KD-3 statement focuses more on understanding factual knowledge, conceptual, procedural, and possible until metacognitive;

3. The KD-4 statement on taxonomy processes and reason Signs of invention of the work model (Problem Based Learning and Project Based Learning):

1. Statement of KD-3 and KD-4 refers to the work in the form of services or product;

2. KD-3 statement on the form of metacognitive knowledge;

3. The KD-4 statement on taxonomy presents and creates, and

4. Statement of KD-3 and KD-4 requiring tenure requirements conceptual and procedural knowledge.

Each learning model has a sequence of work steps (syntax) separately, which can be described as follows.

1. Disclosure Learning Model (discovery and search / research)

Disclosure learning model (Discovery Learning) is understanding the concept, meaning, and relationships, through an intuitive process to finally arrive at something conclusion (Budiningsih, 2005: 43). Discovery occurs when individuals are involved, especially in the use of mental processes to find several concepts and principles. Discovery is done through observation, classification, measurement, prediction, determination and infer. This process is called cognitive process while discovery itself is the mental process of assimilating concepts and principles in the mind (Robert B. Sund in Malik, 2001: 219).

a. The Discovery Learning model syntax

1) Stimulation;

2) Statement / Problem Identification;

3) Data Collection (Data Collection);

4) Verification, and

5) Draw conclusions / generalizations.

b. The syntax of guided inquiry learning models The learning model designed brings students in the research process through investigation and explanation in a short time setting (Joice & amp; Wells, 2003)

2. Inquiry learning models are learning activities that involve maximally all students' ability to search and investigate something systematically critical and logical so that they can form themselves his findings.

The syntax / stage of the inquiry model includes:

1) Problem orientation;

2) Data collection and verification;

3) Collecting data through experiments;

4) Organizing and formulating explanations, and

5) Analysis of the inquiry process.

2. Problem Based Learning (PBL) Learning Model

3. Is a learning that uses various thinking skills from individual and group learners as well as the real environment for overcome the problem so that it is meaningful, relevant, and contextual (Tan OnnSeng, 2000)

The purpose of PBL is to improve the ability to apply concepts the concept of new / real problems, integration of the concept of High Order Thinking Skills (HOT's), desire in learning, directing self-learning and skill (Norman and Schmidt).

a. Syntax of Problem Based Learning models from Bransford and Stein (in Jamie

Kirkley, 2003: 3) consists of:

1) Identifying problems;

2) Establish problems through thinking about problems and selecting information relevant information;

3) Developing solutions through identifying alternatives, exchanging thoughts and checking differences of view;

4) Conduct strategic actions, and

5) Revisit and evaluate the effects of the solution.

b. Syntax of Problem Solving Learning model Type of Trouble Shooting (David H. Jonassen, 2011: 93) consists of:

1) Formulate a description of the problem;

2) Developing possible causes;

3) Test the cause or process of diagnosis, and

4) Evaluate.

3. Project Based Learning (PjBL) learning model.

The PJBL learning model is learning using projects real in life based on high motivation, challenging questions, tasks or problems to form competency mastery carried out collaboratively in an effort to solve problems (Barel, 2000 and Baron, 2011).

The goal of Project Based Learning is to increase learning motivation, team work, collaboration skills in achieving level academic abilities high / taxonomic level of creativity needed in the 21st century (Cole & amp; Wasburn Moses, 2010) The syntax / stage of the Project Based Learning model, including:

a. Determination of basic questions (Start with the Essential Question);

b. Designing project planning;

c. Prepare a schedule (Create a Schedule);

d. Monitor students and project progress (Monitor the Students and the Progress of the Project);

e. Assess the Outcome, and

f. Evaluate the experience (Evaluate the Experience).

4. In addition to the three learning models above, models can be used in Vocational Schools Production Based Training (PBT) to support the development of Teaching Factory in creative product development subjects. Learning model Production Based Training is a unified process of education and training in the production process, where students are given learning experiences in situations the contextual follows the industrial workflow starting from planning based order, implementation and product evaluation / product quality control, to step post-production services. The purpose of using the PBT learning model is to prepare students to have work competencies related to technical competence and ability to cooperate according to the demands of the work organization. The syntax / stage of the Production Based Trainning learning model includes:

a. Planning a product;

b. Carry out the production process;

c. Evaluate the product (carry out quality control), and

d. Develop a marketing plan.(G. Y. Jenkins, Hospitality 2005).

The learning process refers to the scientific approach, covering five steps as follows.

1. Observing, namely the activities of students identifying through the sense of sight (reading, listening), hearing, listening, tasting and touching on time observe an object with or without aids. Alternative activities observing, among others, environmental observations, observing images, videos, tables and graph data, analyze maps, read various information available in the media time and internet and other sources. The form of learning outcomes from observing activities is students can identify problems.

2. The question, which is the student's activities reveal what he wants to know well

with regard to an object, event, a particular process. In activity ask, students make individual or group questions about what is not yet known. Students can ask questions to the teacher, resource person, students others and or to yourself with the guidance of the teacher until students can be independent and become a habit. Questions can be submitted verbally and in writing and must can motivate students to stay active and happy. The shape can be in the form of question sentences and hypothetical sentences. Learning outcomes from the activities is students can formulate problems and formulate hypotheses.

3. Collect data, namely the activities of students seeking information as material to be analyzed and concluded. Data collection activities can be carried out by reading books, collecting secondary data, field observations, testing try (experiment), interview, distribute questionnaires, and others. Learning outcomes from the activity of collecting data, students can test hypotheses.

4. Associate, namely the activities of students to process data in series physical and mind activities with the help of certain equipment. Forms of activity processing data including classifying, sorting, calculating, divide, and compile data in a more informative and decisive form data sources so that it is more meaningful. Student activities in processing data for example create tables, graphs, charts, concept maps, calculate, and modeling. Next students analyze data to compare or determine relationships between the data that has been processed with the existing theory so that conclusions can be drawn or the discovery of important principles and concepts that are meaningful in adding cognitive schema, expanding experience, and insight into knowledge. Learning outcomes from reasoning / associating activities, students can deduce the results of the study from the hypothesis.

5. Communicate, namely the activities of students describing and conveying the findings from observing, asking questions, collecting and processing data, as well as associations addressed to others both verbally and writing in the form of diagrams, charts, pictures and the like with help techno device