Merumuskan Indikator Capaian Pembelajaran

Summary

This video script provides an educational guide on developing learning achievement indicators (LAIs) for educators. It emphasizes the importance of formulating clear, specific, and measurable indicators based on the breadth of learning materials, ensuring they progress from simple to complex concepts. The script discusses how LAIs should reflect the cognitive, affective, or psychomotor domains, with concrete action verbs to measure student competencies. The video also includes practical examples from subjects like PKN and Islamic studies, encouraging teachers to craft indicators that align with both core competencies and educational goals.

Takeaways

• 😀 Learning achievement indicators (LAIs) are the details of competencies students should achieve after studying specific material.
• 😀 The number of learning achievement indicators should match the breadth of the learning material; more material means more indicators.
• 😀 LAIs should be formulated as declarative sentences, such as 'Students can classify types of renewable and non-renewable energy'.
• 😀 LAIs must use concrete, specific, and measurable operational verbs (e.g., classify, explain) rather than abstract ones (e.g., know, understand).
• 😀 The order of LAIs should follow a sequence from easy to difficult or simple to complex, not the other way around.
• 😀 LAIs should be arranged in a progressive sequence to ensure students master simpler tasks before advancing to more complex ones.
• 😀 LAIs should be categorized according to the domain they fall under: cognitive, affective, or psychomotor.
• 😀 For example, explaining factors that cause poverty falls under the cognitive domain, while expressing sympathy falls under the affective domain.
• 😀 The formulation of LAIs reflects the breadth of the learning material, the teacher’s creativity, and the competency profile to be achieved by students.
• 😀 Teachers are encouraged to formulate LAIs for different subjects, such as civic education (PKN) and Islamic studies, focusing on real-world concepts like scientific progress or religious law sources.

Q & A

What are learning achievement indicators in the 2013 curriculum?

Learning achievement indicators are details of the competencies that students will achieve after studying specific materials. The more indicators formulated, the greater the number of competencies students will gain.

How are learning achievement indicators formulated in relation to the scope of learning material?

Learning achievement indicators are formulated based on the breadth of the learning material. If the material is broad, more indicators will be needed; if the material is narrow, fewer indicators will be required.

What is the importance of using declarative sentences in formulating learning achievement indicators?

Declarative sentences are used to clearly state the expected learning outcomes. For example, 'students can classify types of renewable and non-renewable energy,' which ensures clarity and measurability.

What type of verbs should be used in learning achievement indicators?

Concrete, specific, and measurable operational verbs should be used, such as 'students can explain' or 'students can group.' Avoid using general verbs like 'know' or 'understand,' which are not measurable.

How should learning achievement indicators be sequenced?

Learning achievement indicators should be arranged sequentially from easy to difficult, ensuring that the learning process progresses in a logical and structured way. This helps students build on their knowledge progressively.

What is the role of domains (cognitive, affective, psychomotor) in formulating learning achievement indicators?

Learning achievement indicators must align with one of the three domains: cognitive (thinking), affective (feeling), or psychomotor (doing). This ensures that all aspects of student development are addressed.

Can you provide an example of a cognitive domain learning achievement indicator?

An example of a cognitive domain indicator is 'students can explain the factors that cause poverty.' This requires students to demonstrate their understanding of a concept.

What is the purpose of the teacher's creativity in developing learning achievement indicators?

A teacher’s creativity is crucial for adapting the curriculum to meet the diverse needs of students and to make the learning process engaging. The teacher must develop learning indicators that are both effective and tailored to the scope of the material.

How do learning achievement indicators reflect the competency profile of students?

Learning achievement indicators allow teachers to assess the competencies that students will gain, helping to determine the outcomes of their learning and how well students have developed specific skills and knowledge.

What is an example of how to formulate learning achievement indicators for specific subjects, like PKN or Islamic Religious Education?

For PKN, an example could be 'students can identify the influence of scientific and technological progress on the country within the framework of Bhinneka Tunggal Ika.' For Islamic Religious Education, an example might be 'students can analyze the position of the Qur'an, hadith, and ijtihad as sources of Islamic law.'