HANYA 15 MENIT ANDA AKAN PAHAM PRINSIP KURIKULUM MERDEKA || SERI KURIKULUM MERDEKA #11

Sahabat Pembelajar

8 Jul 202215:55

Summary

TLDRThis video explains the essence of the Merdeka Curriculum in Indonesia, designed to simplify its understanding for educators. The core of the curriculum emphasizes the Pancasila Student Profile, focusing on six dimensions such as faith, global diversity, teamwork, creativity, independence, and critical thinking. The video details how the curriculum is divided into four key activities: school culture, extracurricular, intramural, and Pancasila Profile strengthening projects. The speaker also highlights the importance of thematic projects and provides guidelines on how teachers can prepare learning tools like lesson plans and project modules.

Takeaways

📚 The video discusses the difficulties many people face in understanding the Merdeka curriculum, aiming to clarify its basic framework.
📝 The core principle of the Merdeka curriculum is the Pancasila Student Profile, which was not present in previous curricula like character education programs.
💡 The Pancasila Student Profile includes six dimensions: faith in God and noble character, global diversity, teamwork, creativity, independence, and critical thinking.
🍞 To simplify remembering the dimensions, the speaker uses the acronym 'makan roti manis', linking it to the Pancasila Student Profile.
🏫 The Merdeka curriculum includes four main approaches: school culture, extracurricular activities, intramural activities, and the Pancasila Student Profile Strengthening Project (P5).
📊 Intramural activities focus on regular lessons (70-80% of time) based on learning outcomes, while P5 projects (20-30%) are theme-based and not tied to specific learning outcomes.
📘 The government provides seven themes for non-vocational schools and eight for vocational schools to guide P5 projects.
📄 Teachers are required to prepare teaching materials, including ATP (Learning Objectives Pathway) and teaching modules, which are simplified versions of lesson plans (RPP).
🛠️ P5 projects are designed around specific themes and follow a structured planning process, similar to the development of teaching modules.
🔑 Key documents for understanding and implementing the Merdeka curriculum include the Pancasila Student Profile, learning outcome documents, teaching and assessment guidelines, and P5 project guidelines.

Q & A

What is the main topic of the video script?
-The main topic of the video script is an explanation of the Merdeka Curriculum in Indonesia and how to understand it easily.
Why did the speaker create this content?
-The speaker created the content because many people struggle to understand the Merdeka Curriculum, based on observations from training sessions and discussions on Facebook.
What is the key principle in the Merdeka Curriculum?
-The key principle in the Merdeka Curriculum is the 'Profil Pelajar Pancasila,' which focuses on character and competency development.
How does the 'Profil Pelajar Pancasila' differ from previous curricula?
-While similar to previous initiatives like 'Penguatan Pendidikan Karakter' and 'Budi Pekerti,' the 'Profil Pelajar Pancasila' is different because it emphasizes clear and visible actions in learning rather than being just a part of lesson plans.
What are the six dimensions of 'Profil Pelajar Pancasila'?
-The six dimensions are: being faithful to God and having noble character, global diversity, cooperation, creativity, independence, and critical thinking.
What acronym does the speaker use to simplify the six dimensions of 'Profil Pelajar Pancasila'?
-The speaker uses the acronym 'Makan Roti Manis,' which stands for the key concepts of the six dimensions.
How is learning structured in the Merdeka Curriculum?
-Learning in the Merdeka Curriculum is structured around four key approaches: school culture, extracurricular activities, intrakurikuler (regular classes), and project-based learning aimed at strengthening 'Profil Pelajar Pancasila.'
What is the difference between 'Intrakurikuler' and 'Project-based learning' in the Merdeka Curriculum?
-'Intrakurikuler' is regular learning based on 'Capaian Pembelajaran' (learning outcomes) and makes up 70-80% of the curriculum, while 'Project-based learning' focuses on themes provided by the government and comprises 20-30% of the curriculum.
What are some of the themes for 'Project-based learning' in the Merdeka Curriculum?
-Themes include entrepreneurship, local wisdom, sustainable living, democracy, character building, and technology innovation, among others.
What documents are essential for teachers to implement the Merdeka Curriculum?
-Teachers need four essential documents: the 'Profil Pelajar Pancasila' document, 'Capaian Pembelajaran,' the guide for teaching and assessment, and the project guide for strengthening 'Profil Pelajar Pancasila.'

Outlines

00:00

🎓 Introduction to the Merdeka Curriculum and Its Challenges

In this opening section, the speaker introduces the Merdeka Curriculum, discussing its importance and challenges. The content is motivated by observations from various training sessions and discussions on Facebook, where many people found it difficult to understand the Merdeka Curriculum. The speaker aims to provide an easy-to-follow explanation. They note the key difference between this curriculum and previous ones: the introduction of the Pancasila Student Profile, a fundamental concept that did not exist in earlier curricula. The speaker promises to break down this concept in a simple manner, allowing for a better understanding of the curriculum's principles and implementation.

05:01

📊 Key Differences in School and Project-Based Learning Approaches

This paragraph focuses on two major components of the Merdeka Curriculum: intrakurikuler (regular in-class learning) and project-based learning for the Pancasila Student Profile (P5). The speaker explains that intrakurikuler is similar to the 2013 curriculum, but with 70-80% of time allocated to it. The remaining 20-30% is set aside for project-based learning, which focuses on character and competency development rather than specific subject outcomes. The speaker contrasts this with previous curricula, which lacked such a clear focus or allocation for character-building activities.

10:03

📚 Guidelines and Themes for Project-Based Learning in Merdeka Curriculum

The speaker continues discussing project-based learning, clarifying that P5 projects are not designed to meet specific subject learning outcomes but are theme-based, with themes provided by the government. These themes, such as entrepreneurship, local wisdom, sustainable life, democracy, and others, aim to help students develop broad skills and values. The speaker reassures the audience that detailed guidelines and examples are provided by the government, reducing confusion for teachers on how to implement these projects.

15:03

📝 Simplified Teaching Documentation and Resources

In this concluding section, the speaker outlines the teaching documentation requirements under the Merdeka Curriculum. Unlike previous systems, teachers only need to create a simplified set of documents: Learning Objectives (ATP) and teaching modules for both intrakurikuler and project-based learning. The speaker emphasizes that examples of these documents are readily available, and that teachers should focus on learning a few key resources, including the Pancasila Student Profile and learning outcome documents. The speaker reassures teachers that the curriculum is designed to be more straightforward, with plenty of support materials available to guide them.

Mindmap

Keywords

💡Kurikulum Merdeka

Kurikulum Merdeka refers to the new educational curriculum implemented in Indonesia, aimed at providing more flexibility in learning and teaching processes. The video emphasizes how this curriculum differs from previous ones, particularly in its focus on character building and competency through the 'Profil Pelajar Pancasila' (Pancasila Student Profile). The speaker highlights that the Kurikulum Merdeka is designed to be easier to understand by simplifying the framework into key components.

💡Profil Pelajar Pancasila

The 'Profil Pelajar Pancasila' is a key concept in Kurikulum Merdeka, focusing on developing six core competencies in students: faith in God, global diversity, cooperation, creativity, independence, and critical thinking. This profile is central to the new curriculum, guiding both academic and extracurricular activities to ensure students embody these traits. The speaker uses the acronym 'makan roti manis' to help educators remember these competencies.

💡Capaian Pembelajaran

Capaian Pembelajaran, or Learning Outcomes, are specific competencies that students are expected to achieve within the curriculum. In Kurikulum Merdeka, these outcomes are structured in narrative form rather than the numbered format used in previous curriculums. The speaker explains that these outcomes are crucial for guiding intrakurikuler (regular) learning activities, which make up 70-80% of the curriculum.

💡Intrakurikuler

Intrakurikuler refers to the regular, structured learning activities within the curriculum, similar to those in the previous 2013 curriculum. These activities are based on the 'Capaian Pembelajaran' and constitute the majority of the teaching time. The speaker notes that although the structure is similar to the old curriculum, the focus now is on achieving the competencies outlined in the Pancasila Student Profile.

💡Proyek Penguatan Profil Pelajar Pancasila (P5)

The Proyek Penguatan Profil Pelajar Pancasila (P5) are project-based learning activities designed to strengthen the competencies in the Pancasila Student Profile. These projects are not based on traditional learning outcomes but on themes provided by the government, such as entrepreneurship or local wisdom. P5 activities make up 20-30% of the curriculum and are a distinctive feature of Kurikulum Merdeka, emphasizing thematic, hands-on learning.

💡Budaya Sekolah

Budaya Sekolah, or School Culture, is one of the four approaches in Kurikulum Merdeka for implementing the Pancasila Student Profile. It refers to the overall environment and practices within a school that contribute to character building and learning. The video mentions that this concept is similar to previous curricula but remains an integral part of how schools foster the desired competencies in students.

💡Ekstrakurikuler

Ekstrakurikuler activities are school programs outside of regular class schedules that support the holistic development of students, such as clubs, sports, and arts. In Kurikulum Merdeka, these activities continue to play a significant role, particularly in reinforcing the competencies outlined in the Pancasila Student Profile, though the speaker notes that the concept has not changed much from previous curricula.

💡Panduan Pembelajaran dan Asesmen

Panduan Pembelajaran dan Asesmen is a guide provided by the government for teachers to design and assess learning activities in the Kurikulum Merdeka. This guide helps educators create structured learning plans (ATP) and teaching modules (modul ajar) aligned with the curriculum’s goals. The speaker reassures teachers that detailed examples and templates are available to aid in this process.

💡Modul Ajar

Modul Ajar, or Teaching Modules, are instructional plans created by teachers to guide classroom activities in Kurikulum Merdeka. These modules include objectives, steps for learning, and assessment methods. The speaker compares them to the previous RPP (Lesson Plan) but emphasizes that Modul Ajar is more streamlined and aligned with the broader goals of the Pancasila Student Profile.

💡Alur dan Tujuan Pembelajaran (ATP)

Alur dan Tujuan Pembelajaran (ATP) refers to the sequence and objectives of learning within Kurikulum Merdeka. Teachers are required to break down the broader competencies into specific, teachable goals, which are then organized into a coherent sequence. The ATP is a critical tool for ensuring that lessons are structured and aligned with the learning outcomes and the Pancasila Student Profile.

Highlights

Introduction to Kurikulum Merdeka and its significance in Indonesian education, highlighting the challenges faced by educators in understanding the curriculum.

The key principle of Kurikulum Merdeka is the concept of the 'Profil Pelajar Pancasila,' which introduces a unique focus on character and competency development that was not present in previous curriculums.

Profil Pelajar Pancasila consists of six dimensions: Faith in God and noble character, global diversity, cooperation, creativity, independence, and critical thinking.

A mnemonic 'Makan Roti Manis' is used to help remember the six dimensions of Profil Pelajar Pancasila.

Kurikulum Merdeka is structured with four key approaches: school culture, extracurricular activities, intrakurikuler (regular classes), and projects for strengthening the Profil Pelajar Pancasila.

Comparison with previous curriculums, noting that school culture and extracurricular activities remain largely unchanged from the 2013 curriculum.

Intrakurikuler and projects for strengthening Profil Pelajar Pancasila have distinct allocations, with intrakurikuler covering 70-80% of time, and projects covering 20-30%.

Explanation of intrakurikuler's focus on learning achievements similar to basic competencies in the 2013 curriculum, but presented in narrative form.

Projects for strengthening Profil Pelajar Pancasila (P5) are theme-based, unrelated to learning achievements, with themes provided by the government, such as entrepreneurship and sustainable living.

Clarification that P5 themes are not tied to specific subjects or competencies, countering common misconceptions.

Teachers are required to develop teaching tools like ATP (Alur dan Tujuan Pembelajaran) and teaching modules, analogous to previous RPP (lesson plans) but streamlined for Kurikulum Merdeka.

Teaching modules should include basic components: learning objectives, steps of learning, and assessment methods.

Emphasis on the need for teachers to familiarize themselves with four main documents: Profil Pelajar Pancasila, learning achievements, guidelines for teaching and assessment, and project guidelines for P5.

Mention of available resources for further understanding, including the Merdeka Belajar platform for additional learning materials and video content.

Concluding advice for educators on focusing on developing ATP and teaching modules for intra-curricular learning, and project modules for P5, reinforcing the importance of practical application in the classroom.