Implementasi Kurikulum Merdeka - Kenali Murid Lebih Dalam, Ciptakan Pemb yang Relevan-Made Pujangga

Guru Dikdas Kemdikbudristek

18 May 202203:56

Summary

TLDRThe script narrates the transformative journey of a 2017 deceased teacher, who was a poet and biology instructor at a high school in Kapuas, Indonesia. The school implemented the 'Merdeka Curriculum,' emphasizing personalized learning and recognizing students' potentials. Teachers were empowered to design operational curricula, incorporating diagnostic assessments to tailor teaching methods to students' literacy, numeracy, learning styles, and interests. The curriculum encouraged creativity, self-assessment, peer evaluation, and formative and summative assessments, fostering a more engaged learning environment. The 'Merdeka Curriculum' also promoted continuous learning for teachers and creativity in students, aiming to shape the future of Indonesian education for the next century of independence.

Takeaways

📚 The speaker is a teacher who passed away in 2017, and was involved in implementing the 'Curriculum Merdeka' in a school in Kapuas, Indonesia.
🌟 The 'Curriculum Merdeka' brought significant changes in teaching, particularly in recognizing students' potential and providing relevant, personalized learning experiences.
🔍 The curriculum transitioned from basic competencies to simpler and more comfortable learning achievements, utilizing a community-based learning approach.
🏫 The school was given the autonomy to design its operational curriculum, setting goals and designing necessary learning experiences for students.
💻 The 'Merdeka Mengajar' platform provided support with self-directed training, inspirational videos, and instructional methods.
📝 The teacher conducted diagnostic assessments to analyze students' literacy, numeracy, learning styles, and interests, using this data to design learning experiences.
👩‍🏫 The teacher used creative methods such as videos, infographics, and PowerPoint to engage students in the topic of the human excretory system.
🤝 Students were encouraged to discuss in groups, gather information from various sources, and creatively explain concepts through presentations.
🎓 Assessments included self-assessment, peer assessment, and both formative and summative evaluations to track each student's progress.
📝 The school's exams were customized to fit the students' conditions, with the school itself creating the exam questions, ensuring relevance.
📈 The 'Curriculum Merdeka' motivated teachers to continue learning, creating, and encouraging students to be more creative.
🎉 The curriculum represents a new hope for the embryo of Indonesian education, aiming for 100 years of Indonesian independence.

Q & A

What significant event happened to the speaker in 2017?
-The speaker passed away in 2017.
What was the speaker's profession before the event in 2017?
-The speaker was a poetry teacher, teaching biology to 10th-grade students at SMA Negeri 1 in Basarang, Kapuas Regency.
What program did the speaker become a part of after the mentioned event?
-The speaker became one of the implementers of the 'School as a Driving Force for 1 More' program.
What curriculum was implemented during the program mentioned by the speaker?
-The 'Merdeka Curriculum' was implemented during the program.
What changes did the 'Merdeka Curriculum' bring to the learning process according to the speaker?
-The 'Merdeka Curriculum' brought many changes, particularly in recognizing students' potential and providing relevant learning breaks.
How does the 'Merdeka Curriculum' differ from the previous curriculum in terms of learning outcomes?
-In the 'Merdeka Curriculum', learning outcomes are used instead of basic competencies, making the curriculum simpler and more comfortable.
What platform supports the 'Merdeka Curriculum' as mentioned in the script?
-The 'Merdeka Mengajar' platform supports the 'Merdeka Curriculum', containing materials on independent training, inspirational videos, and methods.
What type of assessment did the speaker conduct for the students?
-The speaker conducted a diagnostic assessment on the students, analyzing their literacy and numeracy levels, learning styles, and interests.
How did the speaker involve students in the learning process about the human excretory system?
-The speaker grouped students based on their interests, invited them to discuss and gather information from various sources, and creatively explain to each other using presentation materials in various forms.
What forms of student presentations were mentioned in the script?
-The forms of student presentations mentioned include videos, infographics, and PowerPoint presentations.
How does the 'Merdeka Curriculum' approach self-assessment and peer assessment?
-The 'Merdeka Curriculum' encourages students to self-assess and also includes peer assessment, allowing students to evaluate each other.
What is the significance of the 'e-blue' school exam mentioned in the script?
-The 'e-blue' school exam is significant because it allows the school to compile exam questions that are tailored to the specific conditions of the students, as opposed to standardized exams.
What impact does the 'Merdeka Curriculum' have on teachers according to the speaker?
-The 'Merdeka Curriculum' encourages teachers to continuously learn, create, and inspire students to be more creative.
What is the speaker's hope for Indonesian education with the 'Merdeka Curriculum'?
-The speaker hopes that the 'Merdeka Curriculum' will bring new hope for the embryo of Indonesian education for the next 100 years of Indonesia's independence.

Outlines

00:00

📚 Introduction to Implementing Merdeka Curriculum

In 2017, I became a biology teacher at SMA Negeri 1 Basarang, Kapuas Regency. As part of the first batch of the driving school program, we have implemented the Merdeka Curriculum for over a semester. This new curriculum has brought numerous changes, particularly in recognizing students' potential and providing relevant learning breaks. Unlike the previous curriculum, which focused on basic competencies, the Merdeka Curriculum uses simpler and more comfortable learning outcomes. Through learning communities, we are given the trust and freedom to design operational curricula at the education unit level, determining the objectives and learning designs needed by the students.

🎥 Leveraging Merdeka Teaching Platform

With the Merdeka Curriculum, we are supported by the Merdeka Teaching Platform, which offers a wealth of self-training materials, inspirational videos, and guides for conducting diagnostic assessments. I have performed diagnostic assessments for my students up to the analysis stage. The data on literacy and numeracy conditions, learning styles, and student interests are used to design the learning process.

🧠 Teaching Human Excretory System

For the topic of the human excretory system, I tailored the learning materials based on students' interests in videos, infographics, or PowerPoint. I encouraged group discussions to gather information from various sources. Students creatively explained the materials by making presentations in different formats, including videos, infographics, and PowerPoint presentations. This approach not only allowed them to understand the material better but also improved their communication and presentation skills.

Mindmap

Keywords

💡Curriculum Merdeka

Curriculum Merdeka refers to a new educational program implemented in the school mentioned in the script. It is central to the video's theme as it represents a shift in teaching methodology, focusing on identifying students' potential and providing relevant learning breaks. The script mentions that under this curriculum, there have been significant changes in learning, especially in recognizing the potential of students and offering tailored learning experiences.

💡Learning Community

A learning community in the context of the video is a group of individuals, likely teachers and students, who collaborate and share the responsibility of learning. It is integral to the Curriculum Merdeka as it empowers educators and students to design operational curriculums and learning objectives that cater to the needs of the students. The script illustrates this concept by mentioning that the learning community is given trust and freedom to design the curriculum and determine the learning goals.

💡Diagnostic Assessment

Diagnostic assessment is a method of evaluating students' current knowledge and skills to identify their strengths and weaknesses. In the video, the teacher uses this approach to analyze students' literacy and numeracy levels, learning styles, and interests. This keyword is crucial as it shows the teacher's commitment to understanding each student's unique needs before designing the learning activities.

💡Self-Assessment

Self-assessment is the process where students evaluate their own performance and understanding of a subject. The script mentions that, in addition to the teacher's diagnostic assessment, students are also encouraged to self-assess. This concept is important as it promotes self-awareness and personal responsibility for learning among students.

💡Peer Assessment

Peer assessment involves students evaluating the work of their classmates. The script indicates that the teacher also uses peer assessment as a method to evaluate students. This approach is significant as it fosters a collaborative learning environment and allows students to learn from each other's perspectives.

💡Formative and Summative Assessment

Formative and summative assessments are two types of evaluations used in education. Formative assessment provides ongoing feedback to help students improve, while summative assessment measures students' learning at the end of a learning period. The script mentions that the teacher uses both types of assessments to track each student's progress, which is an essential part of the Curriculum Merdeka's approach to continuous learning and improvement.

💡Learning Breaks

Learning breaks refer to pauses or intervals in the learning process designed to enhance understanding and retention. The script discusses how the Curriculum Merdeka provides relevant learning breaks, which is a departure from the traditional continuous teaching approach. This concept is vital as it emphasizes the importance of pacing and personalization in education.

💡Student-Centered Learning

Student-centered learning is an educational approach that focuses on the needs, interests, and learning styles of students. The video script highlights this concept by describing how the teacher designs learning activities based on students' interests, such as using videos or PowerPoint presentations to engage them in the topic of the human excretory system.

💡Creativity

Creativity in the context of the video refers to the ability of students to think and produce work in original and imaginative ways. The script mentions that the teacher encourages students to explain concepts creatively through presentations in various forms, such as videos, infographics, and PowerPoints. This keyword is important as it underlines the curriculum's goal to foster innovative thinking among students.

💡e-Blue Exam

The e-Blue exam is a digital examination system mentioned in the script. It signifies a modern approach to testing where the school, rather than a higher authority, designs the exam questions to be more relevant to the students' conditions. This keyword is significant as it represents the curriculum's emphasis on adapting educational practices to better suit the learners' needs.

💡Educational Empowerment

Educational empowerment in the video refers to the autonomy given to educators and students to shape their learning environment. The script discusses how the Curriculum Merdeka empowers teachers and students to design their operational curriculum and learning objectives, which is a key aspect of the video's message about the evolution of education in Indonesia.

Highlights

In 2017, the speaker passed away as a poetry teacher and biology instructor for 10th grade at SMA Negeri 1, Basarang, Kapuas.

The speaker became one of the implementers of the School Push Movement 1 Plus program for more than one semester.

Curriculum Merdeka has been implemented, bringing many changes to the learning process.

The new curriculum focuses on identifying students' potential and providing relevant learning breaks.

In Curriculum Merdeka, learning achievements are used instead of basic competencies.

The learning community is empowered to design operational curriculum at the educational unit level.

The platform Merdeka Mengajar supports the curriculum with independent training, inspirational videos, and methods.

The speaker conducted diagnostic assessments to analyze students' literacy, numeracy, learning styles, and interests.

Learning designs are tailored based on the diagnostic assessment data.

For the human excretory system topic, students were divided into groups to discuss and gather information from various sources.

Students creatively explained concepts through presentations in various forms such as videos, infographics, and PowerPoint.

The teacher also learns from the students' abilities and creativity.

In addition to diagnostic assessments, students self-assess and engage in peer assessment.

Formative and summative assessments are conducted to track each student's progress.

The assessment process encourages the teacher to appreciate the potential in students and not rush to final judgments.

During school exams, the curriculum allows for the creation of exam questions tailored to the students' conditions.

Curriculum Merdeka encourages teachers to continue learning, creating, and inspiring students to be more creative.

The curriculum represents new hopes for the embryonic education of Indonesia for the next 100 years of independence.