5 Menyusun Alur Tujuan Pembelajaran ATP final

Pelatihan Mandiri

23 Aug 202205:26

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

00:00

📚 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.

05:02

🎓 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

Learning objectives refer to the specific goals or intended outcomes of an educational activity. In the context of the video, they are the overarching aims that guide the creation of the learning pathway. The video emphasizes that these objectives should be general and not specific to daily instructional goals, ensuring they align with the curriculum plan (CP) for a whole phase, not just a single lesson.

💡Curriculum Plan (CP)

The Curriculum Plan (CP) is a comprehensive outline that defines the educational content and learning experiences for students over a specific period. It serves as a blueprint for what students should know and be able to do at the end of their educational journey. The video mentions that the learning objectives must be in line with the CP for a phase, indicating that the objectives are developed to meet the broader educational goals set out in the CP.

💡Learning Pathway

The learning pathway, also known as the ATP (Alur Tujuan Pembelajaran), is a sequence of learning objectives that students are expected to achieve over a phase of education. The video describes it as a roadmap that outlines the journey students will take to complete a phase, with each step representing a learning objective that contributes to the overall educational goals.

💡Collaborative Development

Collaborative development in the video refers to the process where educators from the same phase work together to develop the learning objectives. This approach ensures that the objectives are coherent and build upon each other, creating a seamless educational experience. An example given is the collaboration between teachers of different grades to align the learning objectives for a specific phase.

💡Subject-Specific Competencies

Subject-specific competencies are the skills and knowledge that students are expected to develop in a particular subject area. The video highlights that the learning objectives should be developed according to the characteristics and competencies of each subject, suggesting that teachers who are proficient in the subject matter should be involved in the development process.

💡Logical Sequence

A logical sequence in the video refers to the order in which learning objectives are arranged, starting from simpler to more complex abilities. This is crucial for ensuring that students build foundational skills before moving on to more advanced concepts. The video uses the example of teaching basic arithmetic before moving on to multiplication or teaching sentence construction before paragraph writing.

💡Simplicity and Clarity

Simplicity and clarity are emphasized in the video as essential for the documentation of the learning pathway. The ATP should be presented in a straightforward manner to ensure that it is easily understood by other educators. This clarity is important for effective communication and implementation of the educational plan.

💡Educational Phases

Educational phases refer to the different stages of education, such as primary, secondary, or specific grade levels. The video discusses the importance of developing learning objectives that are specific to each phase and that build upon the learning from previous phases, creating a continuous and progressive educational experience.

💡Customization

Customization in the video pertains to the adaptation of the provided ATP to meet the specific needs of the students. It suggests that while there are standard ATPs provided by educational authorities, schools can modify these or create their own to better suit the learning needs and context of their students.

💡Curriculum Implementation

Curriculum implementation is the process of putting the curriculum plan into action within the classroom. The video discusses the options available for educators to implement the curriculum, such as using provided examples, modifying existing ones, or creating new ATPs from scratch, based on the CP.

💡Kurikulum Merdeka

Kurikulum Merdeka, or 'Free Curriculum,' is a term used in the video to describe a curriculum that allows for flexibility and adaptation to local contexts and student needs. It is mentioned as a framework that educators can learn and apply, aligning with the current learning processes and the development of ATPs.

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.