Characteristic
Cooperative learning has been developed through intensive research, purpose is to increase academic cooperation between students, establish positive relationships, develop the confidence, and improve through academic activities of the group. In each there is a cooperative learning positive dependence among the students to achieve the goal of learning. Every students have the same opportunity for success. Learning activities is
the students in the form of discussion, the task together, help each other and mutual support in solving problems. Through the study of effective interactions students more motivated, confident, able to use the thinking strategy level high, and able to build interpersonal relationships. Cooperative learning model allows all students to master the material at the level of control relatively equal or parallel. There are 4 types of cooperative learning model presented by Arends (2001), namely, (1) Student Teams Achievement Division (Stad), (2) Investigation Group, (3) Jigsaw, and (4) Structural Approach. Meanwhile, two other approaches that are designed for classes is low; (1) Cooperative Integrated Reading and composition (CIRC) is used in learning to read and write at levels 2-8 (at the kindergarten to primary school), and Team accelerated instruction (Tại) used in learning mathematics for levels 3-6 (at the TK).

The characteristics of cooperative learning model are (1) study together with a friend, (2) during the learning process occurs between friends in the face, (3) listen to each other in among group members, (4) learn from their own friends in the group, (5) study in small groups, (6) productive or speak out of each other, (7) decision depends on the students themselves, (8) active students (Stahl, 1994). Same with the characteristics, the Johnson and Johnson (1984) and Hilke (1990) revealed characteristics is a cooperative learning; 1) there is a mutual dependency of the positive in inter-group members, (2) can be an individual, (3) heterogeneous, (4) shared leadership, (5) share responsibility, (6) emphasizes the tasks and togetherness, (7) establish social skills, (8) the role of teachers / lecturers the student learning process, (9) the effectiveness of learning depends on the group. The process of learning occurs in small groups (3-4 members), are heterogeneous regardless of differences in academic ability, gender, race, and another.

Basic Principles

Cooperative learning model was developed on the footing of a few assumed able to improve the process and results of student learning. Approach
is referred to active learning, konstruktivistik, and cooperative. Some approaches are integrated is meant to produce a model of allows students to develop the potential optimally. Learn active, is shown with the intellectual and emotional involvement of a high in the process of learning, not just physical activity alone. Students are given the opportunity to discuss, express opinions and idea, to conduct exploration material that is being learned and interpreted the results together in groups. Students released for a variety of relevant learning resources. Such activities allows students to interact actively with the environment and group, as the media to develop knowledge. Konstruktivistik approach in the model can encourage cooperative learning students are able to build knowledge together in groups. They are encouraged to find and develop materials that are learn through discussion, observation or experiment. Students analyze with what they find or their investigation. With this rate, material lessons can be built together and not as a transfer from the lecturers. Knowledge formed based on shared experience and interaction with the environment in study groups, so that mutually enrich occurred among the group members. This means, students are encouraged to construct meaning from experience, so that understanding of the phenomenon that is being learned increases. They encouraged to bring various perspectives to the material or the same problem, to the point of view and then build or develop the knowledge together well. This is the realization of the fact konstruktivisme in learning. Cooperative approach to encourage and provide opportunity for students to skilled communication. That is, students are encouraged to able to declare opinion or idea clearly, listen to others and respond with appropriate, ask for feedback and ask questions well. Students are also able to build and maintain trust, open to receive and give opinions and ideas, idea, would like to share information and resources, like providing support to others with genuine. Students are also able to lead and skilled manage controversy (managing controvercy) to problem solving situations, scrutinize the idea is not one persona. Model of cooperative learning will be done well if it can grow in a atmosphere that allows learning among students and between students and faculty feel free to remove the opinion and idea, and the free in analyzing and exploring important topics in the curriculum. Lecturers can ask various questions or problems that must be solved in groups. Students trying to think hard and discuss each other in groups. Then the lecturer and other students can pursue their -The idea about the idea of different perspectives. Lecturers also encourage students to able to demonstrate understanding of the specifics of the problems examined how the group. Based on the above characteristics, the model assumed that cooperative learning can motivate students in performing various activities, so they get a feel for the challenges to complete the task with the creative. This learning model can be applied in various fields of study or learning in the subject, both for the topic and the abstract concrete.

Competence
Competencies that can be achieved through the cooperative learning model in addition to, (1) understanding of the values, concepts or issues related to certain disciplines, and (2) ability to apply the concepts / problem solving, and (3) the ability to produce something together based on understanding of the material that became the object studies, also can be developed (4) softskills ability to think critically, communicate, responsible, and work same. Of course, the ability is possible only if the form opportunity to taste a variety of capabilities are adequately provided, in the sense, cooperative learning model is applied correctly and adequate.

Materials

The material presented in accordance with the cooperative learning model is a material that requires a high understanding of the values, concepts, or principles and actual problems that occur in society. Training materials to apply a concept or principle in real life can also be provided. Materials can come from various fields of study, such as language, social issues economy, the problems of life form, natural events, and skills and other issues.

Learning Procedure
Basically, in select learning activities into four steps, namely; orientation, group work, quizzes, and awards. Each step can developed further by the lecturer with a hold on the bottom of each steps as follows:

1. Orientation

As in any learning process, beginning with orientation activities for understand and agree together on what will be learned and how learning strategies. Lecturers communicate the purpose, materials, time, step and the final results are expected by the students mastered, and the system assessment. At this step students are given the opportunity to reveal opinions about what, including how to work and the expected end result or assessment system. Negotiations can occur between students and lecturers, but on the final orientation is expected to occur with the agreement.

2. Working groups

At this stage, students do group work as a core activity of learning. Group work can be in the form of activities to solve problems, or understand and implement a concept learned. Group work can be done with various ways such as discussion, making ekslporasi, observation, experiment, browsing via the Internet, and so forth. Adjusted time to work with groups in the area and materials that must be done. Activities that require a long time can be done outside of hours, while activities that require little can be done in hours. Group activities so that effective, should be given brief instructions to guide the activities. We recommend this guide prepared by lecturer. Guidelines must include goals, materials, time, group work and how the responsibilities of each member of the group, and the expected end results can be achieved. For example, students are expected to develop an effective media in the study. For that, the students together to discuss the need, do the analysis on the learning component, such as the expected competencies achieved by the students, what learning materials, learning strategies used, and design evaluation. Students also conduct exploration to develop effective media. Exploration can be done by individual or groups according to the agreement. The results discussed in the exploration group to produce an effective learning media appropriate to reach the goal of learning. Lecturers have a role as a facilitator and dynamist for each group, with the monitoring of student learning activities, directing skills, cooperation, and provide assistance when needed.

3. Test / Quiz

At the end of the group activities is expected of all students has been able to understand concepts / topics / issues that have been examined together. Then each student a test or quiz to find out their understanding of the concepts / topics / the problem is reviewed. This includes individual assessment of cognitive control, afektif and skills. For example, learning how to do the analysis? Why should analysis of learning to do before the media? Students can also required to create prototype effective media that have a high level of interactive in learning, and so on.

4. Awards group

This step is intended to reward a group that have successfully increased test scores in the individual. Growth score is calculated from basic difference between the scores with individual test scores. Calculate the scores obtained
each group with the figure obtained student scores on the in the group and then calculated the average. Then based on the score average award is determined each group. For example, for group that obtained an average score increase of up to 15 get the award for “Good Team.” Growth score more than 15 to 20 get award “Great Team”. Meanwhile, scores increased more than 20 to 30 get award as the “Super Team”. Group members in a certain period can be played, so in one unit of time learning, group members can play 2-3 times lap. This is to improve the group dynamics among group members in groups it. At the end of the face-to-face lectures to give the conclusion of the material that has been discussed at the meeting, so that there are similarities in the understanding of all students.
Evaluation
Evaluation study conducted at the beginning of the lesson as prates, during learning, and end of the study results of both individual students and groups. During the process learning, evaluation, conducted with the attitudes, skills and abilities students to think and communicate. Seriousness the task, the results exploration, the ability to think critically and logically to give the views or argued, a willingness to work together and assume shared responsibility, an example of aspects that can be considered during the learning process progress. While the evaluation procedure:
1. Individual assessment is the evaluation of the level of student understanding of the material is reviewed, covering the cognitive, afektif, and skills.
2. Rating group includes various indicators such as the success of the group,
decision-making, cooperation, etc.. Assessment criteria can be agreed at the time of orientation. These criteria needed to guide faculty and students achieve success in the effort to learn, what the appropriate competencies have been determined.
Conclusion
Cooperative learning model is in addition to the weakness of the strength therein. Weaknesses are related to the readiness of lecturers and students to engage in a learning strategy that is different with the learning that is applied. Lecturers to give all materials to the students, may need time to be able to are gradually change these habits. Not ready for lecturers manage such learning can be overcome with the provision of training and accompanied with a strong willingness to try. Meanwhile, not ready for college students can be overcome in a way that provides guidance between Other work includes a clear way, the source of which can be explored, and description of the expected end result, system evaluation, etc.. Other constraints are time. Cooperative learning strategies require a long time and flexible, although for specific topics within the required two may be enough face-to-face time with activities outside of lesson hours. Apart from the weaknesses, the model has the strength of cooperative learning in softskills as students develop, the ability to communicate, think critically, responsible, and work together. If the weaknesses can be minimized, then the strength of this model will produce results and learning process that can spur increase the potential for students optimally. Therefore, it is expected lecturers trying to implement cooperative learning model. Lecturers can develop this model according to field studies, even this model may be from the lecturers can develop a model of other, more convincing.

Ask Skills
In the process of learning to teach teachers generally ask questions to the students of their students. How to be a teacher in question has in the learning achievement of results and increase the students’ way of thinking. How to ask a question that is positive for student learning activities is one thing that is not easy. Therefore a teacher or prospective teachers should try to understand that the skills and ask one of the skills taught.
There are some things that become important reason why this skill is very necessary to ask the teacher owned and teacher candidates, First, most of the teachers to teach using the lecture method, which tends to place the teacher as a source of information, while the students to become passive recipients of information. Both the background of the child in the family and community that are less common to ask questions and issue opinions. Third, the implementation of ideas. Student Active Learning how to present this, the students more actively involved in the process of learning, such as ask, and attempt to find an answer to a problem that faces answers. Fourth, the view that any question about the goal that the only question is used to evaluate students’ progress.

Imron (1995:124), said skills are divided into two, namely to ask the basic skills and skills to go ask. Ask the basic skills have some basic components that need to be applied in all types of submitting a question, while the skills to ask about the continuation of basic skills, ask a business to develop the thinking ability of students, increase participation and encourage students to be able to sendiri.1 initiative) Skills Ask bottom
Skills have to ask a few basic components. Teachers’ understanding of the component and this component is the ability to control important factors in achieving the business goals of the class in question. Component parts are covered:
a) Disclosure questions clearly and short
Usman (2002:77), the questions teachers should be expressed clearly and short, with the use of words that students can understand. Word order in the question need to be adjusted with the age level and development of students. Teachers need to realize that there are differences in vocabulary between the students themselves. Therefore must be arranged so that not until the students can not answer the question because the word does not understand the words used in the question of teachers.
b) The reference
Before submitting a question, sometimes teachers need to provide a reference for questions that contain information relevant to the answers that are expected of students. The provision of reference (structuring) allows students to make and use the information to find answers questions and help direct students still thought to the topic being discussed.
c) Move move
Soetomo (1993:87), that sometimes a question, especially the broad question, can be more than one student, because the answers are often not correct a student or has not been adequate. For this teacher can move the shift using the technique (redirecting) to ask the same question to students of different.
d) The question
Questions have been made of teachers, should be evenly distributed to students, both to students who like to answer questions and to students who do not answer the many questions (Imron, 1995:127). Therefore, teachers should be spread not only to question the students who sit in front, but to the students who sit in the middle and at the back.
e) The time to think
And the question to students, teachers must first provide the opportunity to students to think before one of his students refer to it (Soetomo, 1993:85). Techniques to provide time to think this is necessary so that students get the opportunity to find and prepare answers.
f) The provision of guidance
When a student gives the wrong answer, or can not provide answers, teachers should provide guidance to students is to find the correct answers.
Imron (1995:129), states the guidance can be given by teachers in a way to repeat the questions, re-formulate the question with the other, or with a sentence to simplify the question so that its meaning can be arrested by the students.

2) Ask Information Skills
Advanced skills to ask is to ask a follow-level basic skills. Skills to ask this more advanced ability to think about the development of students, increase student participation and encourage their own initiative. Skills include asking about things – the following:
a) Changing cognitive level in answering questions.
Questions raised teacher can invite the psychology is different. There is a psychological process that requires low, and there are also questions that the psychological process is higher. Therefore, the teacher in question should be can try to change the level of cognitive demand in the questions, the level of a recall of the fact that students have learned, to different cognitive levels of the other higher levels such as the understanding, implementation, analysis, synthesis and evaluation .
b) setting the order in question
Usman (2002:79), to develop the cognitive level of the lower nature to the more complex and high, teachers should set the order in question can be asked to remember the level of student questions and the understanding, implementation, analysis, synthesis, and evaluation. Try not to give a question that is not stabilized or the back – back.
c) Use of tracking question
Questions tracker is a question that is intended to improve the quality of answers given by previous students. Sometimes, when providing answers to questions – questions of teachers, students give answers that are not complete. Therefore, in order to fully answer these questions then the teacher ask the next question is called the tracker. According to Imron (1995:131) mentioned there are seven questions tracking techniques that can be used by teachers, namely:
(1) clarification
(2) Request the students to give reasons
(3) Request of the view
(4) Request of answers
(5) Request the more relevant
(6) Request sample
(7) Request the more complex
d) Increased occurrence of interaction
Usman (2002:79) says that students are more involved and more personal responsibility for the progress and results of the discussions, teachers should reduce or eliminate a central role as asker. For that there are two ways that can be adopted, the first way, the teacher answered the question by preventing a student, but students are given students the opportunity to discuss the short answers with friends nearby. Way to two, if students ask questions, teachers did not immediately answer questions, but bring back a question to the students for discussion. In this way students can students learn how to give a fair comment to question classmates.

Explaining skills
Explain is to present the information verbally that organized systematically and aims to show the relationship between misaInya or causes and consequences of the known with the unknown, or the law, proposition, definition of applicable public with evidence / examples hours a day (Usman, 2002:88 )
Provide one explanation is a very important aspect of a teacher. Interaction in the classroom tend to be fulfilled by the activities of speech, either by teachers themselves, by teachers and students, between students and with students. In the third pattern of interaction between the teachers usually tend to be dominated discussion. Furthermore, most of the discussion that teachers have a direct influence, for example to provide facts, ideas, opinions, reprimand the students to give reasons for action, and so forth.
Imron (1995:141), have some principles should be to provide a description of:

1) An explanation can be given at the beginning, in the middle or at the end of the day perternuan (subjects) depending on needs. Explanation that can also diselingi interview with
2) An explanation must be relevant to the purpose of lessons.
3) Teachers can provide explanations when students have questions or planned teachers’ previous
4) Explanation of material for students must be meaningful
5) An explanation must be in accordance with the background and skills students
In general component skills component explains the two, and plan to analyze the first and second serves.
1) Analyzing and Planning
In teaching in the classroom teacher must be able to plan and analyze what activities will be conducted in the classroom. Without can analyze and plan, teachers will not be able to perform its duties properly. That need to be analyzed and planned in this case is, first, the message content or materials that are wanted and second, that is the recipient of a student.
Included in the content of messages and materials that would matter is presented as a whole, the elements – elements that would be associated with teachers’ explanation, type – type of relationship between the associated elements.
About dealing with the receipt of the message, the students, should be a difference – the difference in each child will receive a message such as age, gender, ability, social background, talents, interests, and the learning environment of children.
2) presents
An explanation is not good enough just planned, but should also be implemented. Therefore, a good description should be supported also by the practice of a good description too. Some components that can be served to increase clarity for students is as follows:
a) Clarity
So that the correct explanation was given – clearly correct, then the voice of teachers should be clear, the language used does not kink – winding and confusing, using the technical term that is defined clearly, and avoid the expression – the expression of doubts.
b) Use of examples and illustrations
In providing an explanation, you should use an example – an example related to something that can be found by students in the life of a day – day.
c) The pressure
In giving explanations, teachers should focus the students to basic issues and how to solve, and reduce the information that is not so important. In other words, to make it easier to learn, pusatkan attention to the things that’s fundamental problem is discussed and at the same time, reduce the discussion less important.
Hasibuan (2002:71) states, the emphasis can be given in a way: to give voice or mimic pressure, speed of sound, making the structure of course, and tie directly to the destination.
d) Feedback
Usman (2002:90) states that in the present explanation, the teacher should provide the opportunity for students to show understanding or explanation when the doubt is in progress. This can be done with the question and provide the opportunity for students to answer, or the correct behavior and mimic them for an explanation is given.

In MULTIMEDIA

Technology hardware has a very long time, have contributed a large amount of activity in the presentation, at this time in the field of engineering technology, computer equipment replaces the role of presentation in the past. Use the presentation software such as Microsoft power point which is developed by Microsoft inc “Corel presentation developed by Corel inc” to the latest development of the software developed in Macromedia inc, which developed many types of software to support these interests. Many of the software that allows the presentation in the form of multimedia was a dynamic and very interesting. Development of software development is supported by a number of hardware penunjangnya. One of the products provide the most influence in the digital presentation of the presentation material at this time is the development of the monitor, video card, audio card and the development of a digital projector (digital image projector) that allows the presentation material can be presented in digital for a variety of interests in various conditions and situation, and the room size and audience characteristics. Of course this is causing major changes in the trend during this presentation method.
Processing of the presentation materials by using the computer to not only presented with digital presentation equipment in the form of a Multimedia projector (such as LCD, In-Focus and the like), but can also be presented through the projection equipment, such as over head projector (OHP) and the movie projector slides that is first produced. So that the institutions or agencies that do not have a digital device will be a presentation tool but has a second tool, the processing can take advantage of the presentation material via the computer the most.

In the point of view of the learning process, the presentation is one of the methods of learning. Occupy the frequency of use is high compared with most other methods. Many of the tools developed, have mernberikan a very basar not only on the development of practical activities in the presentation of learning activities but also on the theory that terori-mendasarinya. Latest developments in the field with the presentation tools bantu computer has caused changes in demand education and training in various aspects. Among the charges against the capacity and skills of teachers / lecturers, instructors / widiaiswara and other professionals in the process of learning materials, training in media presentation based computer.

As noted in the Encyclopedia Americana management is “the art of coordinating the ele-ments of the factors of production towards the achievement of the purposes of an organization”, namely an arts organization to coordinate resources to achieve the goals of the organization. Resources include the organization of man (men), the raw material (ma-terials) and machine (machines). Coordination goals is that the organization can be achieved with efficient so that it can meet the expectations various parties (stake-holders) who have the interests of the organization.
Education is the process by which someone obtain knowledge (knowledge acquisition), to develop capabilities / skills (skills developments) attitude or attitude change (attitute change). Education is a process of transformation of the students in order to achieve certain things as a result of the education process in the follow
Education goals as a macro embedded in the institution can classified in several ways, among others, acquisition
knowledge (cognitive objectives), development of skills / abilities and the formation of attitudes.
Target target macro is then translated in the various forms of micro-target can be measured in a detailed and specific form of what is expected from the study. One of the goals that can be measured to the target value is the cognitive end of the study results and ranking as the implications of value. To target cognitive, associated with what has been produced by students, while for target afektif, is associated with changes in attitudes / behavior of students after the study.

At least there are some things that need to be related to the success of the Good Practice anagement in education, some of it in teringkas items as follows:

1. Target Education: Aspects afektif
One of the main success of the education issue is the extent to which afektifitas level of the students. Things that should be a challenge that must be answered by education. the fact that there is drug consumption and sale and purchase in the school exam to prove that the target afektif still terabaikan in education. Good education in religion-based or not. Child behavior and attitudes in various educational institutions based on religion is not significantly different with those who attend school in non-religious schools. In fact afektifitas this is the aspect that should be selling more value-based religious institution than the institution-based non-religious. Phenomenon appears only for schools inculcate values skolastik theoretical only, without directly with the practice of these values. In this case the target afektif who does not want to be achieved in the real lives of students. So Many religious-based educational institutions successfully placing children didiknya terhomat position in terms of skolastik, however, behind this success is the failure occurred in the form of a child as a human seutuhnya who have great concern for others, and society around social issues that developing in the community.
2. Teacher Management
Teachers as one of the most important educational resources, to this day is still a resource that undermanaged or mismanaged. Leadership education in general, still see the teacher as the only factor of production. While management teacher, is a matter that can be very important to the success of an education. Teacher management should be started from the process of teacher selection and recruitment, the process of teacher ability as teachers to the process of teacher motivation in order to have a high commitment.
3. Education Manager
The success of management education can not be released from the role of the manager / management education. During this we see the role ganda that is run by the education component. teacher double as employees, and even the teacher occupies the position as head of the educational institution itself. Cost efficiency is often used as reasons for the implementation of the system. While business management is very different issues with the teaching and learning. Education managers should be held by people who truly expert in the management and not as a teacher of teachers. This is because factors other than professionalisme also that each component is a focus on the areas that they garap. Phenomena that occur during this campaign is a good teacher who became a manager of education without adequate preparation, such as through training and preparation of school managers. Not surprisingly, many good teacher that a manager who fails to education, because it occupies inkompetensi levels in the managerial field. This is left to drag on, without any action from the educational institutions to seriously explore the position of a manager and as manager of education at the institution. Kerberhasilan education is determined by the availability of reliable education manager. This issue becomes more relevant considering the competition in every level of education we are increasingly intense. Without reliable management and managers, akan many educational institutions that roll mat as it is not successfully satisfy the stakeholders.

By: Edy Supriyadi
1. Measurement, Rating, and Decision-making
Education in assessment, there are three terms that are related to the performance or results study, the measurement, assessment, and decision making. They have the limitation of a slightly different and mutually related.
Measurement defined as a process to measure the activity, compare the things, can be a characteristic, capability or character of students on the basis of a certain size. Measure is intended to provide a form of quantitative characteristics or abilities of the students in the form of numbers. In summary the measurement is an activity to obtain information or data is quantitative.

Assessment is often equated with the term ‘evaluation’, a process that is systematic in collecting, analyzing, and interpret the information that is generally obtained through the measurement to determine the level of success and efficiency of an education program. Assessments tended to be qualitative.
Decision-making or policy action is taken by a person or institution based on the data or information which have been obtained. Decision or policy that requires both the good results, while generally on the need assessment measures.

2. Scope Rating in School
In general, the assessment of education in the school includes three main components,
namely:
2.1. Assessment program of teaching, including assessment of the purpose of teaching, content
program of teaching, and teaching strategies.
2.2. Assessment of the implementation process of teaching, among others, include: GBPP conformity with the PBM has been determined, the readiness of students in the PBM, and active interest in students, communication between teachers with the students, the role of guidance and counseling
2.3. Assessment of learning achievements or results, including the mastery level of achievement and
students to the teaching objectives.

3. Purpose
In general, the assessment aims to obtain accurate information on the effectiveness of learning, which can be used to make decisions concerning the students, provide feedback to students about the learning progress, weaknesses, and advantages, determine the suitability of the curriculum, and provides information for policy making .
The more specific assessment of education can be used, among others, to:
3.1. determine the results or progress of each student learning, among others; determination
value listed in the student evaluation reports were distributed, of determining the increase in class, and
the determination of graduation from a specific education
3.2. provide feedback to teachers about the teaching program
is or has been diselenggarakannya. This can be used to
improve or refine the teaching-learning process, including
providing remedial students for certain.

3.3. group or place the students in the learning situation
that match their abilities and interests.
3.4. know the various learning difficulties and the background causes (physical,
psychological, social, and so forth).5. Principles Basic Rating
Assessment should meet the basic principles such as the following:
5.1. have a clear purpose
5.2. accordance with the purpose of use
5.3. can be used to improve students’ learning
5.4. shows the close relationship between achievement or learning outcomes with
the substance of the votes
5.5. have a reliability as possible and interpreted with care
5.6. have adequate validity
5.7. includes sample tasks of the representative

6. Substance assessed
Assessment is meant here is the assessment that emphasizes the effectiveness of learning, especially in the performance or results of student learning. Often the understanding of learning achievement (achievement) and the results of learning (learning outcome) be distinguished. Learning achievement is the level of mastery of a lesson, while the study include the establishment of a character.
6.1. Mata Pelajaran
If the views of the subjects in the school, the assessment covers
all subjects who have both subjects and in Ebtanaskan
that does not include: Mathematics, Social Science (History, Geography, economy), Language
Indonesia, English, PPKn, Science (Biology Physics an), Penjaskes, Arts,
Local cargo, and others.
6.2. Taksonomi Education Goals
When viewed from ranah the purpose of education, assessment ranah include cognitive,
psikomotor, and afektif.

7. Rating reference
Review and interpretation of the sekor, the assessment can be divided into two, namely the assessment based on the reference norms (PAN) and the assessment criteria berdasakan reference or benchmark (PAP). In general, the term reference norms and reference standard only refers to the interpretation of the measurement methods (tests). The two types of interpretation can be used on the same assessment instruments.
7.1. Rating Norma Preferences
Assessment aims to assess the reference norms of competence in general and individual form of the result information of the level of achievement in several key sub-criticism in a field of study. In the assessment of reference norms, it is preferred that individual differences in the preparation so grain problem is designed to be able to reveal the variability is high.
Assessment can be used to provide information about the relative ranking of the students. See the results of the assessment with the specified position or can learn from the achievements of each student compared to other students. For example, a student is included in the ranking of two to 34 students in the class. In this case, the interpretation method performance test interpretation reference called the norm or criterion reference assessment.
7.8. References assessment benchmarks
In the reference standard assessment, the more control point is the criteria, namely the control or not. The main characteristic that marks the assessment criteria are the basis for interpretation of sekor measurement tool that can generate a description of the ability or knowledge of the learners. Assessment such as this are generally related to specific knowledge and skills. Each learner can demonstrate ability. For example, students can identify all parts of the microscope and demonstrate how to use it correctly.

8. Rating activities to do in the Teacher Learning
8.1. Activities Before Learning
8.1.1 Understanding the cultural background, motivation, interests and abilities students
in the field that will be
8.1.2 Mengklarifikasi and mengartikulasikan the results of the study are expected
8.1.3 Plan of learning, both for individuals or groups
8.2. During the Learning Activities
8.2.1 Monitoring the progress of student learning according to the purpose
8.2.2 Identify achievements and difficulties students learn
8.2.3 Controlling learning
8.2.4 Providing feedback on student
8.2.5 motivate students to learn
8.2.6 Determining sejauhmana achievement of learning goals
8.3. Activities After Learning
8.3.1 Explain the purpose of learning sejauhmana, both short-term goals
and long-term, students have mastered
8.3.2 communicate the various benefits and weaknesses based on the results of assessment on students and parents
8.3.3 Record and report the results of analysis for the assessment, evaluation and decision-making at the school level
8.3.4 Analyzing the assessment of information obtained before and during the learning process to understand each student, study progress, and provide information for the design of next
8.3.5 Evaluating the effectiveness of learning
8.3.6 Evaluating the effectiveness of the use of teaching materials and curriculum

9. Owned ability that should be in the field Teacher Rating
9.1. Selecting the appropriate method of assessment with the goal of learning
9.2. Develop methods of assessment in accordance with the objectives of the learning
9.3. Conduct assessments, provide sekor, and interpret results
9.4. Using the results of the assessment to make decisions about students,
develop a learning plan, develop curriculum, and
develop the quality of school
9.5. Develop a procedure giving the value
9.6. Communicate the results of the assessment to students, parents, and the
other related
9.7. Have the ability to develop a variety of assessment instruments that
accordance with the purpose of learning.

Data anthropometri akan determine the shape, size and dimensions of the right associated with the design and man who will operate it. Dimensions of the human body that affect the design consists of two types, namely static dimension, include measurements on the parts of the body such as head, torso, and other members of the body in a state of quiet, dynamic dimension, used for the measurement-the measurement taken on the positions of or during the movement required by a job.
Serving most of the data anthropometri expressed in the form of persentil. One population is divided into one hundred Percentage of category sorted from the smallest to the largest size for a particular body. Persentil one’s body for example shows that 99% of the population who have high body observed greater or equal to the size of it. (Panero and Zelnik, 2003). The Anthropometric Source Book published by NASA pengerian persentil formulated as follows:
Definition persentil simple fact alone. For a group of data-any data the pilot body weight, for example – the first persentil a number of pilot data indicate that body weight is greater than 1% of the pilot data of the least body weight, and on the other hand is the body weight data from each of the pilot body of less than 99% with the pilot’s body weight. So persentil to N-(1 – 99) is a value that is greater than n% body weight less than the smallest and largest (100 N)%.