10 MENIT PAHAM. PENJELASAN DETAIL KRITERIA KETERCAPAIAN TUJUAN PEMBELAJARAN (KKTP) || SERI IKM #20

Summary

In this video, the speaker explains the concept of Kriteria Tercapainya Tujuan Pembelajaran (KTP) in the Merdeka Curriculum. Unlike the Kriteria Ketuntasan Minimal (KKM), which is set per subject, KTP is used to assess learning outcomes at a more specific level, such as per lesson or topic. KTP provides a more descriptive evaluation of students' achievements, focusing on whether they meet the learning objectives. While KTP allows for quantitative measures in ranges, it generally emphasizes qualitative descriptions. The video also highlights the key differences between KTP and KKM in terms of structure, application, and purpose.

Takeaways

• 😀 Kriteria Ketercapaian Tujuan Pembelajaran (KTP) serves as a tool to determine if students have successfully met learning objectives.
• 😀 KTP is developed during lesson planning, such as when creating teaching modules or RPP (lesson plans), unlike KKM which is set per subject.
• 😀 KTP should be descriptive and qualitative, not based on absolute numerical values. If needed, intervals like 70-85% can be used instead of single numbers.
• 😀 The KTP should be developed for each learning topic or competency, not for the entire subject like KKM.
• 😀 KTP uses descriptions to indicate how well students have met the learning objectives, such as 'adequate' or 'excellent'.
• 😀 A KTP rubric example includes criteria like clarity in writing a report, and the assessment can range from 'developing' to 'proficient'.
• 😀 For KTP, students are considered to have achieved the learning goal if they meet at least three out of four criteria (e.g., for a report topic).
• 😀 There can also be a quantitative approach to KTP, using ranges (e.g., 66-80%) instead of absolute values, but this is still secondary to descriptive assessments.
• 😀 The main difference between KTP and KKM is that KTP is detailed per lesson or competency, while KKM applies to the entire subject.
• 😀 KTP does not require student intake, complexity, or support factors like KKM, as it focuses purely on whether the learning goals are achieved.
• 😀 Unlike KKM, which is used for determining class promotion, KTP is not mandatory for this purpose, though it may be used in some cases.

Q & A

What is KTP in the context of the Kurikulum Merdeka?

KTP stands for 'Kriteria Ketercapaian Tujuan Pembelajaran,' which refers to the criteria used to determine whether students have successfully achieved the learning objectives set in the curriculum. It is a measure to assess students' progress toward specific educational goals.

How is KTP different from KKM?

KTP is designed for each specific topic or competency and is generally qualitative or descriptive, whereas KKM (Kriteria Ketuntasan Minimal) is applied at the subject level and is usually quantitative. KTP focuses on individual learning modules, while KKM applies to entire subjects.

Can KTP be used as a criterion for class promotion?

While KTP can be used as a criterion for class promotion, it is not mandatory. The decision to use KTP for class promotion depends on the school's policies, though KTP is more focused on assessing specific learning objectives rather than overall subject performance.

What are the key differences between KTP and KKM regarding their application?

The primary differences between KTP and KKM include: KTP is created for each lesson plan (RPP), module, or topic, while KKM is set for the entire subject. Additionally, KTP typically uses descriptive and qualitative assessment, whereas KKM is based on numerical values like percentages.

What should KTP look like in practice?

KTP should ideally be in a descriptive or qualitative format, describing the skills or abilities that a student needs to demonstrate to meet the learning objective. While numerical values can be used in intervals, KTP generally avoids single numbers like '80%' and focuses more on competency descriptors.

Why are intervals sometimes used in KTP rather than single numerical values?

Intervals are used in KTP to avoid rigid, absolute numbers that may not accurately reflect a student's learning progress. This allows for more flexibility in measuring student achievement and encourages a focus on the quality of learning rather than strict numerical thresholds.

What is an example of how KTP is structured in terms of criteria?

KTP is structured by defining specific competencies for each topic or competency area. For instance, in the context of report writing, students might be assessed on whether they can present clear findings, explain observations coherently, and use correct writing conventions. Each of these areas is described qualitatively, with a focus on achieving the learning goal.

What is meant by 'rubrics' in the context of KTP?

Rubrics in KTP refer to detailed descriptions of the criteria by which students are assessed. These rubrics break down the various components of a task (such as report writing or text explanation) into levels of proficiency, such as 'beginning,' 'proficient,' and 'advanced,' helping educators evaluate specific student skills more effectively.

Is KTP always qualitative, or can it include quantitative elements?

KTP is generally recommended to be qualitative and descriptive, as this helps provide a more accurate assessment of a student's learning process. However, if necessary, quantitative elements like percentage ranges can be used to show progress, but these should not be absolute numbers (e.g., 80%) and should rather be expressed as ranges or intervals.

How does KTP influence student learning assessments?

KTP helps clarify the expectations for students in terms of the specific learning objectives they need to meet. It encourages a more focused and individualized approach to assessment, providing educators with clear criteria to determine whether a student has met the necessary learning goals for each topic or module.