CARA MENETUKAN KKTP PADA KURIKULUM MERDEKA...100% MUDAH

Summary

In this video, Santoso from SDN Pajar Kembang 1 in Surabaya introduces a practical approach to creating Kriteria Ketercapaian Tujuan Pembelajaran (KKTTP) in line with the Kurikulum Merdeka. He explains how to assess students' achievement of learning objectives using a simple scale or interval system. The scale includes intervals ranging from 0-49 (remedial), 50-79 (partial achievement), 80-90 (completed), and 91-100 (advanced, requiring enrichment). The video provides a clear and easy-to-implement format for teachers to create KKTTP, aimed at helping them efficiently determine students' learning progress. Santoso emphasizes the importance of continuous improvement in the process.

Takeaways

• 😀 The speaker introduces the concept of KKT (Kriteria Ketercapaian Tujuan Pembelajaran) as a replacement for KKM under the Merdeka Curriculum.
• 😀 KKT helps assess whether students have achieved the set learning objectives in a more structured and measurable way.
• 😀 The KKT format can be designed using a scale or interval approach, focusing on various achievement levels for students.
• 😀 The scale/interval approach divides students into categories: 0-49 (remedial), 50-79 (partial remediation), 80-90 (achieved), and 91-100 (exceeds expectations).
• 😀 A clear and simple format for creating KKT is shared, with details such as class, subject, learning objectives, and scale intervals.
• 😀 The speaker uses color coding (yellow, green, blue) to visually differentiate achievement levels for easy tracking of student progress.
• 😀 The KKT format is easy to implement and can be completed in less than an hour, making it practical for teachers in their daily assessments.
• 😀 The system allows teachers to quickly identify students who need remedial assistance and those who are ready for enrichment.
• 😀 The approach is flexible, allowing teachers to refine and adapt the format to better suit their needs and the specific challenges in their classrooms.
• 😀 The speaker emphasizes that this KKT method is an innovative idea intended to inspire and provide a helpful framework for teachers in the field.

Q & A

What is the main topic discussed in the script?

The main topic discussed is how to practically determine and create KKT (Kriteria Ketercapaian Tujuan Pembelajaran), which is used in the implementation of the Merdeka Curriculum to assess whether students have achieved learning objectives.

What is KKT and how is it different from KKM?

KKT stands for Kriteria Ketercapaian Tujuan Pembelajaran, which refers to the criteria used to assess the achievement of learning goals. It replaces KKM (Kriteria Ketuntasan Minimal), which was used in traditional curriculum systems.

What are the three approaches mentioned for determining whether students have met the learning objectives?

The three approaches mentioned are: 1) using descriptive criteria, 2) using a rubric, and 3) using a scale or interval value.

How does the approach using a scale or interval value work?

In this approach, students are assessed using a scale that ranges from 0 to 100. For example, a score between 0-49 means the student has not achieved the learning objective and requires remedial work. A score of 50-79 means the student is still not fully competent and needs partial remediation, while scores above 80 show that the student has met the learning objectives.

What does a score between 80 and 90 indicate in this system?

A score between 80 and 90 indicates that the student has achieved the learning objective, meaning they have reached a satisfactory level of competence.

What does a score of 91-100 signify in the context of the Merdeka Curriculum?

A score between 91 and 100 signifies that the student has exceeded the learning objectives and has demonstrated a high level of mastery, making them eligible for enrichment services.

What kind of support is given to students who score below the threshold for competency?

Students who score below the competency threshold are provided with remedial support. For scores between 0 and 79, remediation is applied either fully (0-49) or partially (50-79), depending on the student’s performance.

How are the learning goals organized in the KKT format?

In the KKT format, learning goals are organized by numbering the ATP (Alur Tujuan Pembelajaran), followed by descriptions of the specific learning objectives. The format includes an interval value scale for grading each objective.

What role does the teacher play in determining the KKT?

The teacher determines the KKT by selecting the learning objectives, assigning the scale values based on student performance, and making decisions about whether students require remediation or enrichment.

What are the benefits of using the scale or interval approach for KKT?

The scale or interval approach is practical, quick to implement, and provides clear guidelines for determining whether students have achieved the learning objectives. It also helps teachers identify areas for remediation or enrichment based on student performance.