COMPONENT DEVICE LEARNING PROTA AND PROMES TEACHER

Abstract

Device learning is document planning Which must compiled by teachers before implementing the teaching and learning process so that learning activities take place systematically, directed, and in accordance with the applicable curriculum objectives. Among the various components of the learning tool, the Annual Program (Prota) and Semester Program (Promes) occupy a fundamental position as the basis for macro and meso planning within an academic year. However, in practice, many teachers compile second document This only as completeness administration without understanding its substantial function and urgency, resulting in irregular time allocation and failure to achieve basic competencies. This paper aims to conceptually examine the meaning, function, and steps in compiling Prota and Promes. in context learning in schools. The method used is a literature study by analyzing official curriculum documents, calendar education, And literature related planning learning. The analysis focused on the logical relationship between Prota, Promes, and derived learning tools such as Lesson Plans (RPP) and teaching modules. The study results indicate that the Annual Program serves as a time allocation plan for one academic year to distribute basic competencies across semesters. 1 And semester 2 based on level difficulty, prerequisite material, And burden class hours. Meanwhile, the Semester Program is an operational elaboration of the Prota Which detailing distribution competence base per Sunday with Taking into account the effective week, holidays, assessment times, remedial, enrichment, and time reserves. Careful preparation of Prota and Promes allows teachers to manage the rhythm of learning, avoid material accumulation at the end of the semester, and provide space for evaluation and improvement. It is concluded that Prota and Promes are not merely administrative documents for educational purposes. supervision, but tool help management time And material Which crucial for learning effectiveness. Accurately compiling these two components will improve the quality of teacher planning and ultimately impact the optimal achievement of learning objectives