Tutorial Membuat Modul Ajar Kurikulum Merdeka

Summary

This video tutorial provides a comprehensive guide on how to create an effective teaching module using the *Kurikulum Merdeka* framework in Indonesia. It covers essential aspects such as determining the phase of the class, setting clear learning objectives, assessing initial student competencies, and choosing the right teaching model. The speaker highlights the importance of using Project-Based Learning (PBL) and explains the role of formative and summative assessments. Additionally, the video emphasizes the significance of aligning lessons with the Pancasila Student Profile to foster core values. It offers a step-by-step approach for teachers to craft engaging, standards-aligned lessons that cater to diverse student needs.

Takeaways

• 😀 The video explains how to create a teaching module for the 'Kurikulum Merdeka' system, a framework used in Indonesian education.
• 😀 The script includes details on preparing the module, such as identifying the school, the teacher, and the subject.
• 😀 The teacher needs to know the 'fase' (phase) of the class based on the grade level: Fase A (Grades 1-2), Fase B (Grades 3-4), and Fase C (Grades 5-6).
• 😀 The video emphasizes the importance of having clear learning objectives (Capaian Pembelajaran or CP) and goals for the students' achievements.
• 😀 It is important to diagnose students' prior knowledge (kompetensi awal) and plan for any gaps in understanding before starting new lessons.
• 😀 The 'Profil Pelajar Pancasila' (Pancasila Student Profile) is a key component, with six core values: faith, mutual cooperation, independence, critical thinking, creativity, and global citizenship.
• 😀 The script encourages teachers to select at least one of the six core values from the Pancasila Profile to align with their teaching activities.
• 😀 A proper diagnosis of students' abilities and identifying any learning barriers is crucial for tailoring lesson plans to individual needs.
• 😀 The module includes a structured approach for selecting learning materials (media) and resources, such as books or YouTube videos, based on the lesson plan.
• 😀 It stresses the importance of using formative and summative assessments to monitor student progress, providing opportunities for remedial work and enrichment activities.
• 😀 Lastly, the curriculum introduces the KTTTP (Kriteria Tuntas Tujuan Pembelajaran) as an alternative to the KKM (minimum passing grade), with a focus on student reflection rather than class promotion.

Q & A

What is the purpose of the 'Kurikulum Merdeka' teaching module?

The 'Kurikulum Merdeka' teaching module aims to provide a structured approach to creating lesson plans, allowing teachers to align learning outcomes, competencies, and assessments in a flexible and student-centered manner.

What is the importance of 'CP' (Capaian Pembelajaran) in the teaching module?

CP (Capaian Pembelajaran) refers to the learning goals or achievements that students are expected to reach. It plays a key role in the module as it guides the content, teaching strategies, and assessment methods to ensure that learning outcomes are met effectively.

How are students' competencies assessed in the module?

Student competencies are assessed using various methods, including diagnostic assessments to understand their current knowledge, formative assessments during lessons, and summative assessments to evaluate overall achievement. Additionally, remedial and enrichment activities are offered to support students at different levels.

What is the significance of the 'Profil Pelajar Pancasila' (Pancasila Student Profile) in the curriculum?

The 'Profil Pelajar Pancasila' is a set of six attributes that guide the development of students in Indonesia, emphasizing values such as faith, global citizenship, collaboration, independence, critical thinking, and creativity. Teachers choose relevant attributes to integrate into their lesson plans to foster these qualities.

What is the role of 'TP' (Tujuan Pembelajaran) in the teaching module?

TP (Tujuan Pembelajaran) refers to the learning objectives for each lesson. It is essential for guiding the teaching process and ensuring that each lesson contributes toward the achievement of broader educational goals, aligning with the CP and specific competencies.

How should a teacher determine the correct 'fase' (phase) for a class?

The phase is determined based on the student's grade level. For example, in 'Kurikulum Merdeka', students in grades 1 and 2 belong to phase A, grades 3 and 4 belong to phase B, and grades 5 and 6 belong to phase C. Teachers need to identify the correct phase for planning appropriate learning experiences.

What is the purpose of including a 'diagnosis awal' (initial diagnosis) in the teaching module?

The 'diagnosis awal' (initial diagnosis) is used to assess the prior knowledge and abilities of students before starting a new topic. This helps teachers understand where each student is in terms of learning and tailor their teaching strategies accordingly.

What is 'Project Based Learning' (PBL), and how is it used in the curriculum?

Project Based Learning (PBL) is an instructional approach where students learn by engaging in projects that solve real-world problems. In the 'Kurikulum Merdeka', PBL is used to foster deeper learning and collaboration among students, with the goal of enhancing critical thinking, creativity, and problem-solving skills.

How is the learning time allocated in the teaching module?

Learning time is allocated in the module by specifying the number of 'JP' (Jam Pelajaran or Lesson Hours). Each 'JP' is equivalent to 35 minutes. For example, a 2-JP lesson would last 70 minutes. This helps to structure the lesson and manage classroom activities efficiently.

What are the differences between formative and summative assessments in 'Kurikulum Merdeka'?

Formative assessments are conducted during the learning process to monitor student progress and provide ongoing feedback. Summative assessments, on the other hand, are used to evaluate overall learning outcomes at the end of a lesson or unit. Both types of assessments help inform instructional decisions.