Kerangka Kurikulum Merdeka

Pusat Kurikulum dan Pembelajaran

18 Mar 202204:37

Summary

TLDRThe script emphasizes the importance of education in advancing a nation and discusses efforts by the Indonesian Ministry of Education, Culture, Research, and Technology to enhance the quality of education. It highlights initiatives like the 'Driving School Program' and the 'Excellence Center Program for Vocational Schools,' aiming to create a transformative educational ecosystem. The programs focus on strengthening competencies and character, aligned with the Pancasila student profile. Additionally, the government provides resources and flexibility for schools and teachers to develop and adapt curricula and teaching materials to meet local needs.

Takeaways

📚 Education is fundamental for the advancement of a nation.
🚀 Improving the quality of education is crucial for Indonesia's progress.
🏫 The Ministry of Education, Culture, Research, and Technology has initiated the 'Program Sekolah Penggerak' and 'SMK Pusat Keunggulan' to enhance education quality.
🎓 These programs aim to realize the vision of an advanced Indonesia through the creation of Pancasila students.
🌍 The transformation in education is expected to foster a culture of change and collaboration at local and national levels.
🔄 There is a need for the distribution of authority between the central government, local governments, and educational institutions.
📖 The new learning paradigm focuses on strengthening competencies and character aligned with the profile of Pancasila students.
🧠 The government sets curriculum structures, learning outcomes, and assessment principles.
📊 Schools and teachers have the flexibility to organize learning according to local needs and student contexts, including the choice of educational approaches.
🛠️ The government provides various teaching materials and curriculum examples to support schools and teachers in independently developing their operational school curriculum and teaching tools.

Q & A

What is the primary focus of the Ministry of Education, Culture, Research, and Technology in Indonesia?
-The primary focus is on improving the quality of education to support the advancement of Indonesia by implementing programs like the School Driving Program and the SMK Centers of Excellence.
What is the objective of the School Driving Program and the SMK Centers of Excellence?
-The objective is to realize Indonesia's vision of becoming a sovereign, independent, and personality-driven nation by fostering the creation of Pancasila students.
How does the new learning paradigm aim to enhance education?
-The new learning paradigm is oriented towards strengthening competencies and character, aligning with the Pancasila student profile by focusing on competency-based and character-based education.
What elements are defined by the government in the new curriculum structure?
-The government defines the curriculum structure, learning outcomes, and principles of learning and assessment, including compulsory learning content and its associated workload.
Can schools and local governments add additional learning content to the curriculum?
-Yes, schools and local governments can add additional learning content based on the needs and characteristics of the school or region.
What flexibility do schools and teachers have in organizing learning?
-Schools and teachers have the flexibility to organize learning according to local needs and student contexts, including choosing approaches like subject-based, thematic, inquiry-based, collaborative, or a combination.
How are science and social studies taught in elementary schools under the new curriculum?
-Science and social studies are combined into a single subject called Natural and Social Sciences (Ilmu Pengetahuan Alam dan Sosial or IPS) at the elementary school level.
What new subject becomes compulsory in junior high and high school under the new curriculum?
-Informatics becomes a compulsory subject at the junior high and high school levels, starting from grade 10.
What resources does the government provide to assist schools and teachers in implementing the new curriculum?
-The government provides various examples of Operational School Curricula and teaching materials to inspire schools and teachers to independently develop their curricula and teaching tools.
What kinds of teaching materials can educators use under the new curriculum?
-Educators can use a variety of teaching materials, including textbooks, teaching modules, instructional videos, and other forms, sourced from various references or created independently to meet students' needs.

Outlines

00:00

🎓 Importance of Quality Education for National Advancement

The paragraph discusses the fundamental role of education in advancing a nation. It emphasizes the need for improving the quality of education as part of ongoing efforts to continue and develop policies that enhance education. The Indonesian Ministry of Education, Culture, Research, and Technology has initiated programs such as the Driving School Program and the Center of Excellence Vocational School Program. These programs aim to realize the vision of Indonesian education by fostering an independent, sovereign, and personality-driven nation through the development of Pancasila students. The transformation is also expected to create a collaborative and sustainable ecosystem at the regional and national levels, ensuring widespread and institutionalized changes.

📚 New Learning Paradigm for Enhanced Competency and Character Development

The paragraph explains the government's intervention in improving education quality through a new learning paradigm. This paradigm focuses on strengthening competencies and character development aligned with the profile of Pancasila students. The government sets the curriculum structure, learning achievements, and principles of learning and assessment. The curriculum structure is designed to meet learning achievements, content, and learning loads. While the government regulates mandatory learning content and load, educational institutions and regional governments can add additional content based on the needs and characteristics of the educational institution or region. Schools and teachers have the flexibility to organize learning according to local needs and student contexts, including choosing suitable approaches such as subject-based, thematic, inquiry-based, cross-subject collaboration, or a combination thereof.

🔍 Flexibility in Organizing Learning Activities

This paragraph details the organization of learning activities, which are divided into two main types: regular or routine learning activities, which are part of the curricular activities, and the Pancasila Student Profile Strengthening Project. At the elementary level, science and social studies are combined into a single subject, and informatics becomes a mandatory subject at the junior high and high school levels. The government provides various examples of school operational curricula and teaching tools to assist schools and teachers. These examples serve as references to inspire schools and teachers in developing their operational curricula and teaching tools independently, according to the characteristics of students and educational institutions.

📖 Teaching Tools for Achieving Pancasila Student Profiles

The paragraph outlines the role of teaching tools in achieving the profile of Pancasila students and learning outcomes. These teaching tools include textbooks, teaching modules, learning videos, and other formats. Teachers can use a variety of teaching tools from multiple sources throughout the academic year. The government provides a range of teaching tools to support teachers who need references or inspiration in teaching. Teachers have the flexibility to create, select, and modify available teaching tools according to the context, characteristics, and needs of their students. Through the Driving School Program and the Center of Excellence Vocational School Program, the paragraph concludes with a commitment to improving the quality of education.

Mindmap

Keywords

💡Pendidikan

Pendidikan refers to the process of teaching and learning that is essential for the advancement of a nation. In the video, it is emphasized as the fundamental basis for national progress, requiring efforts to enhance its quality. The term is central to the video's theme, as the entire discussion revolves around improving education to create a more capable and self-sufficient nation.

💡Peningkatan Mutu Pendidikan

Peningkatan Mutu Pendidikan means improving the quality of education. The video highlights this as a critical objective for the Ministry of Education, Culture, Research, and Technology. The concept is tied to the broader goal of achieving a high standard of education that can foster the development of Pancasila students and drive national progress.

💡Pelajar Pancasila

Pelajar Pancasila refers to students who embody the values and characteristics outlined in Pancasila, Indonesia's philosophical foundation. The video mentions the importance of nurturing students who are well-rounded, character-driven, and competent, aligning with the national vision of a sovereign, self-reliant, and personality-rich Indonesia.

💡Sekolah Penggerak

Sekolah Penggerak refers to 'Driving Schools,' a program initiated by the Ministry to transform and improve educational practices. The program aims to create exemplary schools that can lead the way in implementing new educational paradigms, thereby contributing to the overall improvement of the educational ecosystem in Indonesia.

💡SMK Pusat Keunggulan

SMK Pusat Keunggulan translates to 'Vocational High Schools of Excellence.' This program is designed to enhance vocational education, making it a model for other schools. The goal is to develop vocational schools that excel in providing high-quality education and skills, which are crucial for producing a competent workforce.

💡Pembelajaran dengan Paradigma Baru

Pembelajaran dengan Paradigma Baru means 'Learning with a New Paradigm,' which focuses on strengthening competencies and character in line with the Pancasila student profile. The video discusses this new learning approach as part of the government's strategy to improve educational outcomes, encouraging a shift from traditional methods to more holistic and student-centered learning.

💡Kurikulum Operasional Sekolah

Kurikulum Operasional Sekolah refers to the 'School Operational Curriculum,' which schools can develop independently to suit their specific needs and context. The video emphasizes the flexibility given to schools and teachers in organizing their curriculum to better meet local needs and student contexts, aligning with the new educational paradigm.

💡Perangkat Ajar

Perangkat Ajar means 'Teaching Tools,' which include various educational materials such as textbooks, teaching modules, and videos. These tools are provided by the government to assist teachers in achieving the desired learning outcomes. The video mentions that educators have the freedom to use, modify, or create their own teaching tools to better fit their students' needs.

💡Capaian Pembelajaran

Capaian Pembelajaran translates to 'Learning Outcomes,' which are the specific skills, knowledge, and attitudes that students are expected to achieve through their education. The video discusses how the government defines these outcomes and structures the curriculum to ensure that they align with the goals of developing Pancasila students.

💡Transformasi Pendidikan

Transformasi Pendidikan means 'Educational Transformation,' referring to the comprehensive changes being implemented in the education system to improve its quality. The video outlines how this transformation is intended to create a collaborative and progressive ecosystem at both local and national levels, ensuring that the changes are sustainable and widespread.

Highlights

Education is fundamental to a nation's progress, requiring improvements in quality to ensure advancement.

The Ministry of Education, Culture, Research, and Technology has initiated the 'School Driving Program' and the 'SMK Center of Excellence Program' to enhance education quality.

These programs aim to realize Indonesia's vision of becoming a sovereign, independent, and personality-driven nation by creating Pancasila students.

Transformation is expected to trigger the creation of a collaborative and change-oriented ecosystem at both the regional and national levels.

To achieve widespread and institutionalized change, there must be a clear division of authority between the central government, regional governments, and educational units.

One government intervention in improving education quality is the implementation of the 'New Paradigm Learning' approach.

This new learning paradigm focuses on strengthening competencies and character in alignment with the profile of Pancasila students.

The government has set out the curriculum structure, learning outcomes, and principles for teaching and assessment.

Curriculum structure is designed to align with learning outcomes, content, and study load, with mandatory learning content prescribed by the government.

Educational units and/or regional governments may add additional content according to local needs and characteristics.

Educational units and teachers have the flexibility to organize learning according to local needs and student context.

Learning approaches may include subject-based, thematic, unit-based, inquiry-based, cross-subject collaboration, or a combination of these.

Learning is divided into two main activities: regular or routine learning (intracurricular) and 'Pancasila Student Profile Strengthening Projects.'

At the elementary level, science and social studies are combined into a single subject, while informatics becomes a compulsory subject at the middle and high school levels.

The government provides various operational school curriculum examples and teaching tools to assist schools and teachers in developing their own curricula and teaching tools that match their students' characteristics.