Analisis CP TP ATP dan KKTP Kurikulum Merdeka

Summary

In this educational video, Muhammad Abduh Widya Iswara Balai from Diklat gagapan Palembang discusses the concept of CV (Curriculum), TV (Tentative Lesson Plan), and ATP (Annual Teaching Plan) in the context of Indonesian education. He explains the importance of understanding CV, which outlines learning achievements, before creating TV and ATP. The video covers the structure of CV, including its rational, characteristics, and phased achievements, and emphasizes the flexibility of the curriculum's phased approach. It also details how to translate CV into TP and ATP, including setting learning objectives and arranging them into a coherent learning progression. The video concludes with a brief on KKTP (Key Competencies of Learning Achievements), which serves as a measurement tool for educational goals.

Takeaways

• 📚 The session focuses on discussing CV (Curriculum), TV (Teaching Plan), and ATP (Annual Teaching Plan), emphasizing the importance of understanding these components for educational planning.
• 🌟 CP (Capaian Pembelajaran) or learning achievements are pivotal as they outline the competencies that students should attain at each educational phase, analogous to a travel terminal that must be reached within a set time.
• 🏫 The curriculum is structured into phases, starting from early childhood (PAUD) to higher secondary levels (SMA/MA), with each phase lasting one to three years to allow flexible learning progression.
• 🔍 The shift from a rigid curriculum to a phased approach allows for more flexible learning, adapting to students' readiness levels, and enabling teachers to prioritize and sequence learning objectives.
• 📈 Teachers are encouraged to collaborate when developing ATP to exchange ideas and improve lesson plans, leading to a more comprehensive educational strategy.
• 📝 CP is detailed in a narrative that combines knowledge, skills, and attitudes within a paragraph, differing from previous curricula that separated these aspects.
• 👉 The term 'mempahami' (understand) in CP does not equate to a C2 level in Bloom's taxonomy but represents a higher capability built through processes and experiences, allowing students to explain, interpret, and apply information.
• 📑 CP consists of several components including rational, characteristics, and phased achievements, which provide a comprehensive view of what should be learned and the competencies to be achieved.
• 📈 Teachers can use various strategies to formulate TP and ATP, but it's crucial to ensure that the learning objectives and the sequence of learning objectives meet the required criteria.
• 📐 When mapping out TP, teachers should consider the concrete to abstract progression, deductive order, and hierarchical arrangement, including procedural and scaffolding methods.
• 📋 KKTP (Kriteria Ketercapaian Tujuan Pembelajaran) serves as a measurement tool to assess whether learning objectives have been met, replacing the old KKM (Key Competency Measurement).

Q & A

What is the main topic discussed in the script?

The main topic discussed in the script is about Curriculum Development, specifically focusing on the understanding and application of CV (Curriculum), TP (Teaching Plan), and ATP (Annual Teaching Plan) in the context of Indonesian education system.

What does 'CV' stand for and why is it important?

CV stands for 'Curriculum'. It is important because it outlines the learning competencies that students should achieve at each phase of their education, serving as a guide for teachers to develop lesson plans and teaching strategies.

What are the different phases of learning mentioned in the script?

The different phases of learning mentioned are: PAUD (Early Childhood Education), SD/MI (Elementary School), SMP/MTS (Junior High School), and SMA/MA (Senior High School), each with sub-phases A and B.

Why does the script mention the use of 'fases' in the curriculum?

The use of 'fases' or phases in the curriculum is to allow for more flexible learning, to adapt to the readiness of the students, and to enable collaborative planning among teachers.

How does the script differentiate between the old curriculum system and the new one?

The old curriculum system was rigidly based on class levels with fixed codes or numbers, while the new system uses flexible phases that last one to three years, allowing teachers to prioritize and sequence learning activities according to student readiness.

What is the significance of understanding 'CP' in the context of the script?

Understanding 'CP' (Curriculum) is crucial as it is the foundation for developing TP (Teaching Plan) and ATP (Annual Teaching Plan). It ensures that the learning objectives and the scope of the material are aligned with the desired student competencies.

What are the components of a 'CP' mentioned in the script?

The components of a 'CP' mentioned are: Rationale, Characteristics, and Phase Achievements. Rationale explains the importance of the subject and its relevance to students' profiles and national values. Characteristics describe what is learned in the subject, and Phase Achievements detail the learning outcomes for each phase.

How does the script suggest teachers should approach the development of 'TP' and 'ATP'?

The script suggests that teachers should develop 'TP' and 'ATP' by understanding the 'CP', mapping the competencies and scope of the material, and ensuring that the learning objectives and the sequence of learning are comprehensive and meet the required criteria.

What is the role of 'KKTP' in the educational process as described in the script?

KKTP (Kriteria Ketercapaian Tujuan Pembelajaran or Learning Achievement Criteria) serves as a measurement tool to assess whether the learning objectives have been achieved. It provides a clear benchmark for evaluating student performance against the set learning goals.

What are the steps outlined in the script for formulating 'KKTP'?

The steps for formulating 'KKTP' include selecting a TP, determining the scope of the material from the TP, and identifying the appropriate cognitive domain and level for the material. This process results in a set of measurable criteria that reflect the learning objectives.