3 Merumuskan Tujuan Pembelajaran final

AMIRULLAH M

22 May 202304:38

Summary

TLDRThis script discusses the process of setting learning objectives in educational planning. It emphasizes translating learning achievements into operational and concrete goals. Educators should consider the characteristics of the subject, the concepts being taught, and the learning environment. The learning objectives should include competencies and the scope of the material. Teachers can use theories like revised Bloom's Taxonomy, Understanding by Design, or Marzano's knowledge systems to formulate these objectives. Three methods are suggested: directly from the curriculum, analyzing competencies and material scope, or across elements of the curriculum. The script encourages educators to adapt or develop their own methods based on the needs of the subject and learners.

Takeaways

🎯 Teachers need to break down the learning outcomes (CP) into concrete learning objectives (TP) for better planning.
📚 The second step in lesson planning is to formulate clear and operational learning objectives.
🎓 Teachers must consider the characteristics of the subject matter, learners, and learning environment when creating objectives.
📝 Learning objectives should include two main components: competencies and scope of content.
💡 Competencies refer to the skills or abilities students need to demonstrate by the end of a learning unit.
🧠 Scope of content relates to the key concepts and knowledge students need to understand by the end of a learning unit.
🔍 Teachers can consult learning outcomes (CP) from the previous and following phases to ensure appropriate content depth.
📊 There are three suggested methods to formulate learning objectives: directly based on CP, by analyzing competencies and content, or across CP elements.
🧑‍🏫 Various theoretical frameworks, such as Bloom's Taxonomy and Marzano's three systems of knowledge, can guide the development of learning objectives.
🔄 Teachers can also use or modify pre-existing objectives provided by the central government to suit their specific learning needs.

Q & A

What is the purpose of breaking down the Capaian Pembelajaran (CP) into Tujuan Pembelajaran (TP)?
-The purpose is to make educational goals more operational and concrete, which helps students achieve learning outcomes by the end of a phase.
What is the second step in the learning planning stage?
-The second step is to formulate learning objectives, which involves designing more operational and concrete goals for learning.
What factors should educators consider when formulating learning objectives?
-Educators should consider the characteristics of the subject matter, the concepts or topics being studied, the characteristics of the learners, and the context of the learning environment.
What are the two main components that learning objectives should ideally include?
-Learning objectives should include competencies, which are the abilities or skills to be demonstrated by learners, and the scope of the material, which refers to the main content and concepts to be understood by the end of a learning unit.
How can educators determine the competencies required by learners?
-Educators can use guiding questions such as 'What abilities should learners demonstrate?' and 'What should learners show without thinking?' to determine competencies.
What is the scope of material in the context of learning objectives?
-The scope of material refers to the content and main concepts that need to be understood by the end of a single learning unit.
How can educators use the previous phase's CP to determine the depth of material content?
-Educators can look at the CP from the previous phase and compare it with the current phase to understand the depth of material content.
What guiding questions can educators use to determine the scope of material?
-Questions such as 'What should learners learn from a large concept stated in the CP?' and 'Can the learners' surroundings and life be used as context for learning the content in the CP?' can guide educators.
What is the difference between learning objectives and daily learning objectives?
-Learning objectives are broader and more general than daily learning objectives, which are specific to each instructional session.
What theoretical approaches can educators use when formulating learning objectives?
-Educators can use approaches such as the revised Taxonomy of Bloom by Anderson and Krathwohl in 2001, the Understanding by Design approach by Wiggins and McTighe in 2005, or Marzano's three systems in the knowledge domain.
What are the three methods educators can use to formulate learning objectives?
-The three methods are: 1) Directly formulating learning objectives based on CP, 2) Formulating learning objectives by analyzing competencies and material scope in CP, and 3) Formulating learning objectives across elements of CP.
Can educators use pre-set learning objectives provided by central government agencies?
-Yes, educators can use or modify pre-set learning objectives provided by central government agencies, adapting them to meet specific needs and learning processes.

Outlines

00:00

📚 Defining Learning Objectives

This paragraph discusses the process of defining learning objectives for educational planning. It emphasizes the need for educators to transform learning achievements into operational and concrete learning goals. The paragraph outlines the steps involved in structuring learning objectives, including considering the characteristics of the subject matter, the learners, and the learning environment. It introduces the concept of breaking down learning objectives into two main components: competencies and scope of material. Competencies refer to the abilities or skills that students need to demonstrate, while the scope of material refers to the content and concepts that should be understood by the end of a learning unit. The paragraph also suggests using guidelines such as Bloom's revised taxonomy, Marzano's three systems in the knowledge domain, and Wiggins' 6 forms of understanding to help define these objectives. Educators are encouraged to either directly state learning objectives based on the competencies and material scope or to use cross-element definitions from the learning achievements. The paragraph concludes by suggesting that educators can also use pre-defined learning objectives provided by the central government or modify them to suit their specific needs.

Mindmap

Keywords

💡Capaian Pembelajaran

Capaian Pembelajaran refers to the learning outcomes or achievements expected at the end of an educational phase. It is central to the video's theme as it sets the goal for what students should accomplish. In the script, it is mentioned that educators need to break down these learning achievements into more operational and concrete learning objectives or 'Tujuan Pembelajaran'.

💡Tujuan Pembelajaran

Tujuan Pembelajaran translates to 'learning objectives' in English. These are the specific, measurable goals that students are expected to meet by the end of a lesson or unit. The script emphasizes the importance of operationalizing these objectives to guide the planning and execution of educational activities.

💡Perencanaan Pembelajaran

Perencanaan Pembelajaran, or 'learning planning,' is the process of designing and organizing educational activities to achieve specific learning objectives. The video discusses this as a critical step in the educational process, where educators determine what needs to be taught and how to teach it effectively.

💡Kompetensi

Kompetensi refers to 'competencies' or 'skills' that students should demonstrate by the end of their learning. In the context of the video, competencies are part of the learning objectives and are what educators aim to develop in students through their teaching strategies.

💡Ruang Lingkup Materi

Ruang Lingkup Materi translates to 'scope of the material' and refers to the content and main concepts that need to be understood by the end of a learning unit. The script uses this term to emphasize the importance of defining what content students should learn from a broader concept as stated in the 'Capaian Pembelajaran'.

💡Konteks Lingkungan Pembelajaran

Konteks Lingkungan Pembelajaran, or 'learning environment context,' is the setting or circumstances in which learning takes place. The script mentions that educators should consider the characteristics of the learning environment when setting learning objectives.

💡Pertanyaan Panduan

Pertanyaan Panduan translates to 'guide questions' and are used to help educators determine what competencies and material scope should be included in the learning objectives. The script provides examples of such questions to guide the educators in their planning.

💡Capaian Pembelajaran Harian

Capaian Pembelajaran Harian refers to 'daily learning achievements,' which are the smaller, incremental objectives that contribute to the overall learning outcomes. The script differentiates these from the broader 'Capaian Pembelajaran' to emphasize the importance of setting both immediate and long-term goals.

💡Tujuan Instruksional

Tujuan Instruksional, or 'instructional objectives,' are the goals that guide the teaching process. The video script distinguishes between 'general instructional objectives' and 'specific instructional objectives,' highlighting the need for a layered approach to setting goals.

💡Pendekatan Teori

Pendekatan Teori, or 'theoretical approaches,' refers to the various educational theories that educators can use to inform their learning objectives. The script mentions several, such as Bloom's revised taxonomy, Understanding by Design, and Marzano's three systems in the domain of knowledge, to help educators frame their objectives effectively.

💡Mengacu pada CP

Mengacu pada CP means 'referring to the CP,' where CP stands for 'Curriculum Profile' or a similar term in the context of the video. It implies that educators should look at the curriculum profile to understand the depth of the material content and to set appropriate learning objectives.

Highlights

Educators need to break down learning achievements into learning objectives.

Currently, we will learn the second step in learning planning, which is formulating learning objectives.

Educators should design operational and concrete learning objectives first.

The process of arranging learning objectives will be organized in the next stage.

When formulating learning objectives, educators should consider the characteristics of the subject, concepts, or topics being studied, as well as the characteristics of the learners and the learning environment.

Learning objectives should ideally include two main components: competencies and scope of material.

Competencies refer to the abilities or skills that learners need to demonstrate.

To determine competencies, educators can use guiding questions such as 'What abilities should learners demonstrate?'

Scope of material refers to the main content and concepts that need to be understood by the end of a learning unit.

For the depth of material content, educators can refer to the learning achievements before and after the taught phase.

Guiding questions for educators to determine the scope of material include 'What should learners learn from a large concept stated in the learning achievement?'

The learning objectives at this stage are more general rather than daily learning objectives.

Educators can use key words found while understanding learning achievements to formulate learning objectives.

Various theoretical approaches can be used in formulating learning objectives, such as revised Bloom's Taxonomy by Anderson and Krathwohl in 2001.

Other approaches include the 6 forms of understanding developed by Marzano, and 3 systems in the knowledge domain.

There are three ways educators can formulate learning objectives: directly based on learning achievements, analyzing competencies and material scope in learning achievements, or across elements of learning achievements.

These three methods of formulating learning objectives will be discussed in more detail with examples in subsequent videos.

Educators can choose the alternative they feel comfortable with or suitable for their subject, or develop their own method using the same principles.

Educators can also use learning objectives provided by the central government and modify them according to their needs.

Learning objectives can be adjusted to fit the needs and learning process of each individual.