Contoh 3 Merumuskan Tujuan Pembelajaran (Pendidikan Pancasila)

Summary

The video script provides a structured approach for educators to formulate learning objectives in the subject of Pancasila Education. It introduces three alternatives for defining teaching objectives, focusing on the second method which involves analyzing competencies and scope based on the curriculum plan. The process includes identifying key terms related to competencies and material scope, grouping these findings, and formulating concrete learning objectives tailored to the school's conditions and students' needs. The script also encourages cross-element exploration for a comprehensive understanding of Pancasila's implementation through democracy, highlighting the importance of adapting teaching objectives to specific educational contexts.

Takeaways

• 📝 The script discusses the formulation of learning objectives (TP) in the context of Pancasila Education.
• 👨‍🏫👩‍🏫 Teachers are presented with three alternatives to formulate learning objectives: direct formulation based on CP, analysis of competencies and scope of CP, and cross-element formulation of CP.
• 🔑 The key components in this practice are 'competencies' and 'scope of material', which are crucial for defining the learning objectives.
• 🏫 Teachers have the authority to adapt the formulation of learning objectives to the conditions of their respective schools.
• 📋 Before starting, teachers are advised to prepare learning achievement documents and note-taking tools for the practice.
• 🔍 The first step is to identify keywords in the CP related to competencies and the scope of the material.
• 📊 In the second step, teachers are encouraged to group the identified competencies and scopes to facilitate analysis, possibly using a table format.
• 🎯 The final step is to formulate the learning objectives, focusing on making the objectives operational and concrete based on the previous steps.
• 🤔 Teachers are prompted to consider the thought process of students in formulating learning objectives, ensuring they understand the historical context of Pancasila's birth.
• 🔗 The script suggests exploring cross-element learning objectives, such as between Pancasila and NKRI, to understand the implementation of Pancasila through democracy over time.
• 📝 After formulating the TP, teachers should organize the ATP according to the thought process they have created and discuss with colleagues teaching in the same phase.
• 👍 The script concludes by encouraging teachers to see the difference in operational steps in the final formulation of TP and to try out the practice.

Q & A

What is the main purpose of the video?

The main purpose of the video is to guide teachers on how to formulate learning objectives (TP) for the subject of Pancasila Education in phase D, using different alternatives and practical steps.

What are the three alternatives for formulating learning objectives mentioned in the video?

The three alternatives are: 1) Directly formulating learning objectives based on CP (Capaian Pembelajaran), 2) Analyzing competencies and scope of material in the CP to formulate learning objectives, and 3) Formulating learning objectives across CP elements.

Which alternative is demonstrated in the video?

The video demonstrates the second alternative, which involves formulating learning objectives by analyzing competencies and the scope of the material in the CP.

What are the two key components in the practice of formulating learning objectives as mentioned in the video?

The two key components are 'competency' and 'scope of material'.

What is the first step in formulating learning objectives according to the video?

The first step is to identify keywords in the CP related to competencies and the scope of material.

How should teachers categorize the results of their identification of keywords?

Teachers should group the results of their identification of competencies and the scope of material into a table to facilitate analysis and the formulation of learning objectives.

Why might teachers produce different formulations of learning objectives even for the same CP?

Teachers might produce different formulations because the formulation of learning objectives can be adapted to the specific conditions of their students and the educational environment.

Can learning objectives be formulated across multiple CP elements? Provide an example.

Yes, learning objectives can be formulated across multiple CP elements. An example provided in the video is combining elements of Pancasila with the NKRI element to help students understand the implementation of Pancasila through the manifestation of democracy over time.

What should teachers do after formulating learning objectives?

After formulating learning objectives, teachers should proceed to develop the ATP (Alur Tujuan Pembelajaran) according to the thinking process they have designed.

What final advice is given to teachers in the video?

The video advises teachers to regularly discuss and collaborate with colleagues who teach in the same phase to refine and improve the formulation of learning objectives.