Mendesain dan Mengelola Proyek Pelajar Pancasila (P5) Kurikulum Merdeka

Summary

This video guides educators in designing project-based learning (PBL) in schools, emphasizing the need for system-wide collaboration among teachers, school leaders, and external partners. It outlines key steps, such as allocating time in the curriculum, selecting appropriate themes, forming facilitation teams, and evaluating school readiness. The video also covers how to implement PBL effectively, from planning to assessing student progress and providing continuous support to educators. The goal is to foster a structured, collaborative, and engaging learning environment that aligns with national education goals and promotes holistic student development.

Takeaways

• 😀 PBL requires collaboration across all school members, including the principal and teachers, to create an effective system for learning.
• 😀 Time allocation for Project-Based Learning (PBL) is critical; a portion of the weekly schedule should be dedicated to project work.
• 😀 Three alternative time allocation methods include: dedicating a specific day for PBL, using the last hours of the day, or concentrating PBL in specific periods (e.g., one month).
• 😀 PBL is part of the curriculum, with 20-30% of class time in schools dedicated to project work, according to the 'Kurikulum Merdeka'.
• 😀 Schools need to assess their readiness to implement PBL, which can be categorized into three stages: Initial, Developing, and Established.
• 😀 Schools should select relevant dimensions of the Pancasila profile that align with the characteristics of their school and curriculum.
• 😀 For each school level (PAUD, SD, SMP, SMA), specific themes for projects must be chosen, ensuring alignment with national educational goals.
• 😀 For PAUD, project themes focus on local traditions, environmental awareness, and imagination.
• 😀 Project modules must be carefully designed to guide educators through each project step, including goals, activities, and materials.
• 😀 After completing a project, schools should conduct assessments, reflections, and documentation to evaluate its effectiveness and improve future projects.

Q & A

What is the main purpose of project-based learning as described in the video?

The main purpose of project-based learning is to create a collaborative environment where students engage in hands-on projects that integrate multiple subjects. It involves teamwork among teachers and school staff, aiming to foster critical thinking and real-world problem-solving skills in students.

What are the key steps schools need to prepare for project-based learning?

Schools need to focus on designing a system for project-based learning, including steps such as allocating time in the schedule, forming a facilitation team, assessing the school's readiness, selecting themes, designing project modules, and effectively concluding the projects to ensure meaningful learning outcomes.

How should time be allocated for project-based learning in schools?

Schools should allocate 20-30% of the learning schedule for project-based learning. For example, in a week, one hour could be dedicated to project-based learning, with the rest of the time used for regular classroom instruction. The specific allocation can vary based on school preferences and educational level.

How are project-based learning themes chosen?

Themes for project-based learning should be selected based on relevance to the school’s vision, mission, and the characteristics of the students. The themes should also align with the six dimensions of the Pancasila student profile and reflect the goals of the curriculum.

What are the three stages of school readiness for implementing project-based learning?

The three stages of readiness are: 1) Early stage, where the school has no system in place, and teachers are just starting to learn about project-based learning; 2) Developing stage, where some teachers have experience and the school is starting to implement projects with external collaborations; 3) Established stage, where the school fully integrates project-based learning with external partners and has a well-structured system.

What is the role of the coordinator in project-based learning?

The coordinator is responsible for overseeing the project-based learning initiatives, guiding the facilitation team, and ensuring that project modules are designed and implemented effectively. They also play a key role in facilitating communication among teachers and aligning the projects with curriculum objectives.

What should schools do to strengthen the facilitation team for project-based learning?

Schools should provide training to the facilitation team to enhance their capacity for managing and delivering project-based learning. This training should cover basic understanding, assessment strategies, reflection methods, questioning techniques, and guidance strategies.

What themes are recommended for use in different educational levels?

For PAUD, the themes are 'I love the Earth,' 'I love Indonesia,' 'Playing and Collaborating,' and 'My Imagination.' For SD, SMP, and SMA, there are seven general themes, while for SMK, two additional mandatory themes, 'Employment' and 'Work Culture,' must also be included.

How is the success of a project-based learning initiative assessed?

The success of a project is assessed through various methods, including conducting assessments, celebrating student achievements, reflecting on the learning process, and providing follow-up actions. Documentation and reporting are also essential to track the outcomes of the project.

What are the key components of a project module?

A project module includes components such as the identity of the author, learning objectives, project activities, assessment strategies, and a list of references. This module acts as a guideline for teachers to carry out the project in alignment with the goals of the curriculum.