5 Menyusun Alur Tujuan Pembelajaran ATP final
Summary
TLDRThe script outlines the process of developing a learning trajectory plan (ATP), emphasizing its alignment with curriculum plans (CP). It highlights the importance of setting comprehensive learning goals, collaboration among teachers within the same educational phase, and the logical sequencing of learning objectives. The ATP should be simple, direct, and focused on achieving CP without branching or requiring teacher discretion. It serves as a roadmap for students' educational journey, with teachers encouraged to use, modify, or create ATPs based on government examples or their own CP-based designs.
Takeaways
- 📝 The next step after determining learning objectives is to structure them into a flow, known as the Learning Pathway (ATP).
- 🔗 ATP serves a similar function to a syllabus, providing an outline for learning and assessment over a set period.
- 🎯 The learning objectives should be broader and not limited to daily or specific instructional goals.
- 🤝 ATP should be developed collaboratively with teachers from the same educational phase, such as between grade 1 and 2 teachers for phase A.
- 📚 ATP is tailored to the characteristics and competencies of each subject, ideally developed by proficient educators in that subject.
- ⛔ Cross-phase planning for ATP is not necessary unless it's for special education.
- 📈 The construction of ATP should be logical, starting from simpler to more complex abilities, influenced by subject characteristics and learning approaches.
- 📑 ATP documents should be presented simply and directly for easy understanding by other educators.
- 📋 ATP provided by the Ministry of Education and Culture can be used as examples, and can be numbered or lettered to indicate sequence and completion within a phase.
- 🚫 ATP focuses on achieving CP and does not need to be supplemented with learning approaches or pedagogies.
- 🔄 Teachers can choose to use government-provided examples, modify them, or design their own ATP based on CP.
Q & A
What is the main purpose of an ATP (Alur Tujuan Pembelajaran)?
-The main purpose of an ATP is to plan and organize learning activities and assessments in a broad outline for a specific phase, ensuring that the learning objectives are met within that phase.
How does an ATP differ from a traditional syllabus?
-While a traditional syllabus outlines the course content, an ATP focuses on the learning objectives and the logical progression of skills and knowledge within a specific phase of education.
What are the key principles to consider when developing an ATP?
-Key principles include ensuring the learning objectives are general rather than daily or instructional, collaboration between teachers of the same phase, development according to the characteristics and competencies of each subject, and logical sequencing from simpler to more complex skills.
Why is collaboration between teachers important in the development of an ATP?
-Collaboration is important to ensure continuity and coherence in the learning objectives across different classes and subjects within the same phase, leading to a more integrated and effective learning experience.
Should an ATP be developed by teachers who are experts in their respective subjects?
-Yes, it is advisable for ATP to be developed by teachers who are proficient in the subject matter to ensure the learning objectives are accurately aligned with the subject's requirements and competencies.
Can an ATP span across different phases of education?
-An ATP should not span across phases unless it is for special education, as it is designed to meet the comprehensive plan (CP) within a single phase.
How should the document of an ATP be presented?
-The ATP document should be presented simply and directly to be easily understood by other educators. Additional thinking processes in the ATP development can be presented as attachments.
What does the ATP provided by the Ministry of Education and Culture in Indonesia serve as?
-The ATP provided by the Ministry of Education and Culture serves as an example that can be used as a reference or modified according to the needs of the students.
How should the sequence of learning objectives in an ATP be determined?
-The sequence should be clear and based on the needs of the students, and can be indicated by numbers or codes to show the order and completeness of the objectives within a phase.
What should be the focus of an ATP in terms of achieving educational goals?
-An ATP should focus on achieving the comprehensive plan (CP) rather than student profiles. It does not need to be supplemented with learning approaches or pedagogies when organizing and sequencing the teaching plan into an ATP.
What are the options available for teachers when developing an ATP?
-Teachers can choose to use the examples provided by the government on platforms like Merdeka Belajar, develop and modify the provided examples, or design their own based on the CP.
Outlines
📚 Developing a Learning Pathway
This paragraph discusses the process of creating a structured learning pathway, known as ATP (Alur Tujuan Pembelajaran), which is similar to a syllabus. It serves as a planning and assessment tool for a specific phase of education. Key principles for developing ATP include ensuring that learning objectives are general rather than daily instructional goals, and that they are developed collaboratively among teachers within the same phase. The ATP should be tailored to the characteristics and competencies of each subject, ideally developed by proficient educators in that subject. The construction of ATP should be logical, starting from simple to complex abilities, influenced by the nature of the subject and the learning approach. Documentation should be straightforward and clear for easy understanding by other educators. If a school wants to incorporate thinking processes into ATP development, it can be presented as an appendix. ATP provided by the Ministry of Education and Culture can be used as examples or modified according to student needs. The sequence of ATP should be clear, numbered, and not branched, focusing on achieving curriculum competencies rather than student profiles.
🎓 Implementing the Merdeka Learning System
The second paragraph focuses on the implementation of the Merdeka learning system, which aligns with the current learning process of educators. It suggests that educators can learn how to create ATP through subsequent videos and encourages them to explore and apply these methods in their teaching. The paragraph ends with an invitation to learn and try, accompanied by music, indicating a positive and engaging tone towards professional development in education.
Mindmap
Keywords
💡Learning Objectives
💡Curriculum Plan (CP)
💡Learning Pathway
💡Collaborative Development
💡Subject-Specific Competencies
💡Logical Sequence
💡Simplicity and Clarity
💡Educational Phases
💡Customization
💡Curriculum Implementation
💡Kurikulum Merdeka
Highlights
Defining learning objectives is the initial step in creating an ATP (Angka Tahunan Pembelajaran).
ATP serves a similar function to a syllabus, providing a broad outline for a phase of learning.
The first principle of ATP is that learning objectives should be general rather than daily or specific instructional goals.
ATP must be developed in a complete phase without being interrupted midway.
Collaboration between teachers of different grades is essential for developing ATP.
ATP should be developed according to the characteristics and competencies of each subject.
The development of ATP should be done by educators proficient in the subject matter.
ATP should not cross phases unless it's for special education.
The method of developing ATP should be logical and progress from simple to complex abilities.
ATP documents should be presented simply and directly for easy understanding by other educators.
ATP provided by the Ministry of Education is an example, and institutions can modify it according to their needs.
ATP should be numbered or lettered to indicate the order and completeness of the phase.
ATP focuses on achieving CP (Curriculum Profile) and does not need to be supplemented with learning strategies or pedagogy.
ATP is a map of the learning journey that students will take to complete a phase.
Educational institutions can choose to use the ATP provided by the government or modify it according to student needs.
ATP is developed for each phase, and each phase consists of one to three classes.
Teachers need to collaborate when developing ATP to ensure continuity across the same phase.
Teachers can choose to use government examples, modify them, or design their ATP based on CP.
The choice of developing ATP allows teachers to learn and apply the curriculum in a way that suits their current learning process.
An example of developing ATP can be learned in the next video.
Transcripts
setelah merumuskan tujuan pembelajaran
langkah selanjutnya adalah menyusun
tujuan pembelajaran tersebut menjadi
sebuah alur atau disebut dengan alur
tujuan pembelajaran alur tujuan
pembelajaran atau ATP sebenarnya
memiliki fungsi serupa dengan silabus
yang selama ini kita kenal ATP merupakan
perencanaan dan pengaturan pembelajaran
serta asasment secara garis besar untuk
jangka waktu satu fase
dalam menyusun ATP terdapat beberapa
prinsip yang perlu diperhatikan yaitu
pertama tujuan pembelajaran adalah
tujuan yang lebih umum bukan tujuan
pembelajaran harian atau tujuan
instruksional Umum bukan tujuan
instruksional khusus pada tahap ini kita
dapat menggali kata kunci yang ada dalam
CP 2 alur tujuan pembelajaran harus
tuntas satu fase tidak terpotong di
tengah jalan artinya dalam penyusunan
ATP memang didedikasikan untuk memenuhi
CP dalam satu fase dan tidak dapat
diteruskan pada fase setelahnya
3 sama seperti saat memahami CP alur
tujuan pembelajaran juga perlu
dikembangkan secara kolaboratif dengan
guru satu fase
misalnya
kolaborasi antara guru kelas 1 dan 2
untuk fase A atau kolaborasi guru
matematika di kelas 7 8 dan 9 SMP untuk
fase d
4 alur tujuan pembelajaran dikembangkan
sesuai karakteristik dan kompetensi yang
dikembangkan setiap mata pelajaran
Oleh karena itu sebaiknya dikembangkan
oleh pendidik yang mahir dalam mata
pelajaran tersebut
5 penyusunan alur tujuan pembelajaran
tidak perlu lintas fase kecuali
pendidikan khusus
6 metode penyusunan alur tujuan
pembelajaran harus logis dan disusun
dari kemampuan yang sederhana lebih
rumit
Hal ini dapat dipengaruhi oleh
karakteristik mata pelajaran pendekatan
pembelajaran yang digunakan misalnya
dalam matematika penjumlahan dan
pengurangan diajarkan lebih dahulu baru
pada konsep perkalian atau mengajarkan
penyusunan kalimat efektif dahulu baru
mengajarkan penyusunan paragraf pada
mata pelajaran bahasa Indonesia
7 dokumen alur tujuan pembelajaran
disajikan dengan sederhana dan langsung
ke intinya agar mudah dipahami oleh
pendidik lain yang membaca
jika satuan pendidikan mau memasukkan
proses berpikir dalam menyusun ATP bisa
disajikan sebagai lampiran
8 karena alur tujuan pembelajaran yang
disediakan Kemendikbud ristek merupakan
contoh maka alur tujuan pembelajaran
dapat bernomor atau huruf untuk
menunjukkan urutan dan tuntas
penyelesaiannya dalam satu fase
9 alur tujuan pembelajaran menjelaskan
satu alur tujuan pembelajaran tidak
bercabang atau tidak meminta guru untuk
memilih
apabila Ibu Bapak menginginkan urutan
yang berbeda sesuai dengan kebutuhan
peserta didik maka disarankan membuat
alur tujuan pembelajaran lain
Urutan atau alur perlu jelas sesuai
kebutuhan peserta didik dan untuk itu
dapat diberikan nomor atau kode
10 alur tujuan pembelajaran fokus pada
pencapaian CP bukan profil pelajar
Pancasila dan tidak perlu dilengkapi
dengan pendekatan atau strategi
pembelajaran atau pedagogi dalam
menyusun dan mengurutkan TP menjadi ATP
ibu bapak juga dapat memilih dan mengacu
berbagai cara yang diuraikan dalam tabel
berikut
[Musik]
berikut adalah ilustrasi dari ATP
ilustrasi ini menggambarkan peta
perjalanan yang akan dilalui peserta
didik untuk menyelesaikan sebuah fase
dalam perjalanannya peserta didik akan
melewati tujuan pembelajaran secara
bertahap sampai nanti di ujung fase
satuan pendidikan bisa memilih untuk
menggunakan contoh ATP yang disediakan
oleh Kemendikbud ristek atau
memodifikasi ATP sesuai dengan kebutuhan
peserta didiknya
KTP ini dikembangkan untuk setiap fase
CP
setiap fase terdiri atas satu sampai
tiga kelas
Oleh karena itu dalam menyusun alur
tujuan pembelajaran pendidik perlu
berkolaborasi dengan pendidikan lain
yang mengajar dalam fase yang sama agar
tujuan pembelajaran dapat disusun secara
berkesinambungan
dalam proses merancang pembelajaran ibu
dan bapak guru dapat memilih peran
berikut 1 menggunakan contoh yang
disediakan pemerintah di platform
Merdeka mengajar 2 mengembangkan dan
memodifikasi contoh yang disediakan
pemerintah 3 atau merancang sendiri
berdasarkan CP
3 pilihan ini memberikan kesempatan ibu
bapak untuk belajar menerapkan kurikulum
Merdeka yang juga sesuai dengan proses
belajar ibu bapak saat ini
contoh menyusun ATP dapat dipelajari
pada video berikutnya Selamat belajar
dan mencoba
[Musik]
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