Kurikulum - Capaian Pembelajaran

Summary

This video introduces the concept of 'Capaian Pembelajaran' (Learning Achievements) in the 'Kurikulum Prototipe' (Prototype Curriculum), focusing on competencies and character development over a flexible timeframe. It emphasizes the importance of adapting teaching methods to students' cognitive development stages, with phases that correspond to different educational levels. The curriculum is designed to foster deep learning through a constructivist approach, where students build knowledge based on prior experiences. The aim is to provide teachers with the flexibility to create meaningful, personalized learning experiences that promote lifelong learning for students.

Takeaways

• 😀 Capaian Pembelajaran (learning outcomes) represent the competencies and characteristics students aim to achieve after completing their studies over a set period.
• 😀 The curriculum prototype emphasizes the concept of 'Merdeka Belajar' (Independent Learning), allowing students more time to master competencies.
• 😀 Learning outcomes in the curriculum are structured by phases based on student development stages, not just by grade levels.
• 😀 There are six phases in the curriculum: Phase A (Grades 1-2), Phase B (Grades 3-4), Phase C (Grades 5-6), Phase D (Junior High School), Phase E (Senior High School, Grade 10), and Phase F (Senior High School, Grades 11-12).
• 😀 Each phase aligns with cognitive development stages, from concrete thinking to abstract thinking as per Piaget's theory.
• 😀 The learning outcomes are designed to focus on core competencies and essential content, not on exhaustive subject matter coverage.
• 😀 Teachers have more flexibility to develop strategies that cater to individual student needs, fostering deeper and more meaningful learning.
• 😀 The curriculum promotes competency-based learning, allowing teachers to focus on students' progress rather than just content delivery.
• 😀 Constructivism is a key theory in the curriculum, encouraging students to actively build knowledge from their experiences and social interactions.
• 😀 The curriculum's ultimate goal is for students to demonstrate mastery through creating original work, not merely through rote learning.
• 😀 The shift towards phase-based learning outcomes supports personalized learning experiences, enhancing both student and teacher flexibility.

Q & A

What is the main focus of the curriculum prototype discussed in the script?

The main focus of the curriculum prototype is on student competencies and essential content, aligning with the 'Merdeka Belajar' concept. It emphasizes a deeper, more flexible learning process, tailored to each student's developmental stage.

What is meant by 'Capaian Pembelajaran' (CP) in the context of the curriculum prototype?

'Capaian Pembelajaran' refers to the learning outcomes or competencies that students are expected to achieve after completing a certain period of study. It includes core competencies and essential content, aiming for a deeper understanding rather than just content completion.

How are 'Capaian Pembelajaran' structured in the curriculum prototype?

'Capaian Pembelajaran' is structured in phases, not by individual years. Each phase spans 1 to 3 years, allowing students more time to master competencies. These phases align with students' cognitive development and are divided into six phases across SD, SMP, and SMA levels.

What are the benefits of structuring 'Capaian Pembelajaran' in phases?

Structuring 'Capaian Pembelajaran' in phases allows for a more flexible and tailored learning process. It gives both students and teachers ample time to develop competencies deeply, rather than rushing through detailed content.

How does the curriculum prototype differ from the 2013 curriculum in terms of content and teaching focus?

Unlike the 2013 curriculum, which focuses heavily on detailed content, the curriculum prototype emphasizes competencies and essential content, allowing more space for students to explore and understand concepts deeply rather than focusing on completing content.

What role does cognitive development play in designing 'Capaian Pembelajaran'?

Cognitive development is crucial in designing 'Capaian Pembelajaran,' as the curriculum aligns with stages of cognitive growth according to Piaget's theory. Each phase corresponds to the developmental capabilities of students at specific age ranges, ensuring that competencies are achievable.

How does the 'constructivist learning theory' impact the design of the curriculum?

The constructivist learning theory plays a significant role by encouraging students to actively build their own understanding. It focuses on developing competencies through direct interaction, experience, and problem-solving, rather than just memorizing facts.

What is the significance of students creating their own work in this learning approach?

Creating their own work is significant because it indicates that students have deeply understood and mastered the competencies expected of them. It reflects the highest level of learning, where students apply knowledge in practical, creative ways.

How are teachers expected to approach the curriculum under this new framework?

Teachers are expected to focus on facilitating a deep, meaningful learning experience for students, using 'Capaian Pembelajaran' as the main reference. They are encouraged to tailor their teaching strategies to the individual needs and developmental stages of each student.

Why is it important for students to be able to solve abstract problems by the end of high school?

Solving abstract problems by the end of high school is important because it signifies that students have developed the cognitive ability to think critically, analyze complex problems, and apply theoretical concepts in real-world situations, which are essential skills for further academic and professional success.