Praktik alat ukur dengan Direct Instruction?? - PPL 1 PPG DALJAB UNY 2022

Main Ideas, Concepts, and Lessons Conveyed

1) Lesson Purpose (Measurement Practice)

• The teacher conducts a measurement practicum for 7th grade.
• Students practice:
  • using measurement tools correctly to measure quantities, and
  • presenting their results to be assessed on:
    • how students use the measuring tools,
    • participation and task division within groups,
    • the way students deliver/present their measurement findings.

2) Motivation and Classroom Procedures

• The lesson begins with a religious greeting and established routines:
  • checking attendance,
  • having a student lead the prayer before learning starts,
  • reminding students of agreed classroom rules during learning, such as:
    • being active,
    • discussing,
    • keeping tools and materials clean/organized.

3) Connecting Past Concepts to Today’s Activity

• Students recall prior learning about:
  • basic quantities and derived quantities.
• The teacher explains that today’s focus is to practice using measuring instruments to measure quantities.

4) Direct Instruction–Style Structure Used in Class

The lesson follows a clear, teacher-led sequence:

1. Icebreaker to refocus attention (using a modified “Potong Bebek Angsa” song).
2. Stated learning objectives, including:
   • students can use measuring tools to take measurements,
   • after presenting data, students will be asked to present/explain their results.
3. Demonstration/example first (video) to show consequences of measurement errors.
4. Group work:
   • students are divided into groups,
   • tasks are distributed equally,
   • the teacher provides guidance and materials (teaching materials and LKPD).
5. Skill instruction and checking:
   • teacher reviews how to use tools (e.g., vernier caliper; precautions when using a thermometer).
6. Student practice with record-taking.
7. Discussion and Q&A:
   • groups present their measurement results,
   • the class discusses why results differ,
   • the teacher corrects common mistakes.
8. Reflection and feedback:
   • students reflect on what to improve next time,
   • the teacher gives overall feedback.
9. Post-test / next steps:
   • the table is returned,
   • the class will complete a post-test.

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Methodology / Instructions (As Presented in the Subtitles)

A) Measurement Practicum Workflow (High-Level Steps)

• Start with preparation
  • check attendance,
  • pray,
  • remind students of learning agreements (active participation; cleanliness and care of tools/materials).
• Introduce objectives
  • students should be able to use measuring tools correctly and present data.
• Watch an example/demonstration video
  • message emphasized: small errors or wrong measurement procedures can cause large consequences.
• Divide into groups
  • ensure equal task division and that all students are active.
• Provide/Refer to materials
  • students use teaching materials and LKPD.
• Perform measurements in an organized way
  • groups take tools/materials neatly and handle them carefully.
• Record results carefully
  • record outcomes so measurements remain accurate (and to prevent fatigue-related errors).
• Present results
  • groups explain their measured values.
• Participate in discussion/Q&A
  • explain why results differ and share measurement reasoning.
• Reflect and improve
  • students identify improvements (accuracy, time management, focus).
• Return materials
  • put discussion items back and prepare for the post-test.

B) Tool-Specific Guidance Mentioned During the Practicum

• Time measurement
  • Use a stopwatch or a cell phone stopwatch when appropriate.
• Length measurement
  • Use a vernier caliper (usage refreshed/explained by the teacher).
  • Example task: measure book thickness to compare results across groups.
• Vernier caliper reading procedure (as described)
  • Identify the main scale reading.
  • Convert vernier alignment into decimal form (example shown in subtitles), then combine with the added vernier portion.
  • Record the vernier bottom number that aligns (identify which bottom number is “straight”).
  • If the vernier indicates zero overlap, interpret it carefully according to the teacher’s framing.
• Pulse rate measurement (example performed by groups)
  • Students measure pulses and compare between individuals.
  • The teacher asks why pulse rates differ; reasoning relates to differences in each person’s activities.
• Thermometer handling rule
  • Do not touch the thermometer directly, because it can change the reading.

C) Common Errors Discussed and How to Fix Them (Explicit)

• Lack of focus during counting
  • leads to measurement error (e.g., counting pulses incorrectly).
• Pressing/operating the stopwatch incorrectly
  • if the stopwatch/stop action wasn’t done at the correct start/end moments, results must be repeated.
• Splashing affecting measurements
  • scenario: water splashing out changes volume → measurements become inaccurate → redo from the beginning.
• The teacher frames mistakes as part of learning:
  • students learn by identifying errors and correcting procedures.

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Key Takeaways

• Accurate measurement requires:
  • focus and correct tool operation (e.g., pressing stop at the right time),
  • careful handling (e.g., don’t touch the thermometer; avoid spillage/splashing that changes volume),
  • organized teamwork and equal participation,
  • time management during the practicum.
• Measurement mistakes can have serious real-world consequences, illustrated by a video example about bridge measurement errors.

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Speakers / Sources Featured

Speakers

• Mrs. Fit (teacher/host; leads instruction, questions, feedback, assessment)
• Ferdi (student; leads prayer; participates in classroom routines)
• Mas Ferdi (referenced in class; likely the same as Ferdi)
• Mas Naim (student who leads during discussion/questions)
• Ms. Tri (student who asks/expresses inquiry/opinion after the video)
• Mas Rendra (student who gives reflection/opinion about practice vs boredom)
• Mas Kul (student referenced in a song/recitation moment)
• Mr. Ferdi (mentioned as leading prayer)
• Fedsati (introduced as the teacher: “I am Fedati, a teacher…”)

Sources

• Instructional/awareness video shown during the lesson (about measurement error consequences, e.g., bridge height differences).
• Students’ group discussions and presentations as part of the practicum.