4 Point Pokok Kurikulum Merdeka di Jenjang SD (LENGKAP)

Summary

This video discusses the implementation of the Merdeka curriculum at the elementary school level, focusing on key aspects such as learning outcomes, curriculum structure, and assessment methods. The curriculum is flexible, allowing for adaptability in teaching approaches and project-based learning (P5) to foster Pancasila student profiles. Key points include changes in learning objectives (from KI/KD to CP), the integration of computational thinking, and the importance of projects. The video also explains the adjustments in teaching hours, flexibility in subject matter delivery, and how assessment methods differ from previous systems, emphasizing a more individualized and flexible learning experience.

Takeaways

• 😀 The Merdeka curriculum introduces 'Capaian Pembelajaran' (CP) as the new term replacing KI and KD, focusing on student competencies achieved at each developmental phase.
• 😀 CP is structured per phase, not per grade level, allowing for more flexibility in teaching across grades. For example, the competencies for grades 1 and 2 are the same and taught together.
• 😀 The curriculum structure is divided into two categories: intrakurikuler (regular lessons) and kokurikuler (project-based learning), which focuses on strengthening Pancasila student profiles.
• 😀 In intrakurikuler, the goal is to achieve the competencies outlined in CP, while kokurikuler focuses on developing student profiles through projects.
• 😀 The curriculum allows for flexibility in lesson scheduling, with lessons allocated on an annual basis instead of weekly, enabling schools to adapt as needed.
• 😀 20% of the time for each subject should be allocated to P5 (Pancasila student profile strengthening) projects, integrating them into subjects like mathematics, language, and social studies.
• 😀 The curriculum offers flexibility in choosing teaching methods, allowing schools to opt for thematic, subject-based, or integrative approaches.
• 😀 The subject of English is now a choice-based subject instead of just an extracurricular activity, depending on the school's readiness.
• 😀 Computational thinking is integrated into subjects like mathematics, Indonesian language, and science, promoting problem-solving and critical thinking skills.
• 😀 Schools can choose one type of art (e.g., music, visual arts, theater, or dance) for students to engage with, providing cultural education alongside core subjects.

Q & A

What is the key difference between the previous curriculum and the Merdeka Curriculum at the SD (elementary school) level?

The key difference is the shift from a class-based curriculum (previously based on KI-KD for each grade) to a phase-based curriculum. In the Merdeka Curriculum, competencies are organized by phases of development, such as Phase A for grades 1-2, Phase B for grades 3-4, and so on, allowing for more flexibility in teaching.

What does 'Capaian Pembelajaran' (CP) mean in the Merdeka Curriculum?

'Capaian Pembelajaran' (CP) refers to the learning outcomes or competencies that students must achieve by the end of each development phase, replacing the previous 'KI-KD' terms. These outcomes are not organized by grade but by phases of development.

How is flexibility integrated into the Merdeka Curriculum at the elementary level?

Flexibility in the Merdeka Curriculum is achieved by allowing teachers to teach the competencies of a certain phase across different grades. For example, CP for Phase A can be taught in either grade 1 or grade 2, as long as students master these competencies by the end of Phase A.

What are the two main components of the curriculum structure in the Merdeka Curriculum for SD?

The two main components are 'Intracurricular' and 'Cocurricular'. Intracurricular refers to regular classroom teaching based on CP, while Cocurricular focuses on projects aimed at strengthening the 'Profil Pelajar Pancasila' (Pancasila Student Profile).

How often should the Cocurricular project be implemented in a school year?

At least two Cocurricular projects should be implemented in one academic year, focusing on various dimensions of the Pancasila Student Profile.

What is the role of Computational Thinking in the Merdeka Curriculum?

Computational Thinking is integrated into subjects like Bahasa Indonesia, Mathematics, and Science (IPA) to teach students critical thinking, creativity, problem-solving, and automation skills, akin to the way programmers approach problems.

What are the benefits of having annual flexibility in determining lesson hours?

Having annual flexibility in determining lesson hours allows schools to adjust the distribution of hours based on their needs. For example, a subject like Mathematics can be concentrated in one semester, giving teachers flexibility in how they schedule and deliver lessons.

What does the term 'Assessment Formatif' (formative assessment) mean in the Merdeka Curriculum?

Formative assessment refers to assessments conducted during the learning process to improve teaching and learning, rather than to determine promotion or graduation. These assessments help to adjust the learning process for better outcomes.

What is the role of the Pancasila Student Profile (Profil Pelajar Pancasila) in the Merdeka Curriculum?

The Pancasila Student Profile is a set of values and competencies that students should develop throughout their education. Cocurricular projects focus on helping students master the dimensions and elements of this profile, which emphasizes national values and personal growth.

What is the function of the 'Kriteria Ketercapaian Tujuan Pembelajaran' (KKTP) in the Merdeka Curriculum?

The KKTP (Criteria for Achievement of Learning Goals) replaces the KKM (Minimum Completion Criteria). It defines the indicators that determine whether a student has successfully achieved the learning objectives for a particular subject or topic.