3 CARA MERUMUSKAN TUJUAN PEMBELAJARAN PADA KURIKULUM MERDEKA

Summary

In this tutorial, Asep Panji Lesmana discusses how to formulate learning objectives based on Learning Achievement Targets (CP) from the Indonesian Ministry of Education and Culture's official guidelines. He presents three methods for developing learning objectives: directly translating the CP into objectives, analyzing the competencies and material scope, and cross-referencing different elements of CP. Additionally, he explores various theories like Bloom's Taxonomy, Marzano's framework, and Wiggins' 3G to guide objective formulation. This tutorial aims to help educators craft more effective, tailored learning goals for their students.

Takeaways

• 😀 The video provides a tutorial on how to formulate learning objectives from learning outcomes (Capaian Pembelajaran or CP).
• 😀 There are three methods for formulating learning objectives: direct formulation, analysis of competencies and content, and cross-element formulation.
• 😀 The first method involves directly translating CP elements into learning objectives, using clear action verbs like 'describe' and 'analyze'.
• 😀 The second method requires analyzing competencies and content separately and then linking them together to form a learning objective.
• 😀 The third method integrates multiple CP elements (e.g., geometry and measurement) into a cohesive learning objective.
• 😀 Educators can use various theoretical frameworks, such as Bloom's Taxonomy, Wiggins & McTighe’s 3G, and Marzano's Framework, to guide the formulation of learning objectives.
• 😀 Bloom’s Taxonomy (Revised by Anderson) includes cognitive levels such as 'remember', 'understand', 'apply', 'analyze', 'evaluate', and 'create'.
• 😀 Wiggins & McTighe’s 3G framework focuses on interpretation, application, perspective, empathy, and self-reflection in learning objectives.
• 😀 Marzano’s Framework outlines cognitive levels like 'recognize and recall', 'understanding', 'analysis', 'knowledge comprehension', and 'self-regulation'.
• 😀 It is essential for educators to customize learning objectives to the specific needs and context of their students and schools to ensure effective teaching.

Q & A

What are the three methods for formulating learning objectives from Capaian Pembelajaran (CP)?

The three methods for formulating learning objectives from CP are: 1) Direct formulation, where the competencies and content are written explicitly as learning objectives. 2) Analysis of competencies and content, where each element is extracted and connected to create the objective. 3) Cross-element approach, which combines competencies from different CP elements to form a broader learning objective.

What is the first method of formulating learning objectives discussed in the video?

The first method is direct formulation, where competencies and content are directly translated into learning objectives. This means the operational verbs and elements from the CP are clearly written in the objective.

Can the operational verbs used in learning objectives differ from the examples provided in the video?

Yes, the operational verbs can vary. The key is that the verbs should align with the competencies and content of the CP, but they do not need to exactly match the examples provided in the video.

What does the second method, analyzing competencies and content, involve?

The second method involves separating the competencies and content from the CP and then connecting them to formulate learning objectives. This method helps clarify which competencies should be linked with specific content areas, such as in math or science.

How does the cross-element approach differ from the other methods?

The cross-element approach integrates multiple competencies from different elements of the CP to create more comprehensive learning objectives. This method combines, for example, measurement and geometry elements to create a broader learning goal.

What theories or taxonomies can be used when formulating learning objectives?

The video suggests using Bloom’s Taxonomy (revised by Anderson), Wiggins’ 3G, and Marzano’s model. These frameworks help guide the creation of appropriate operational verbs and categorize the levels of learning (e.g., remembering, applying, analyzing).

What is the significance of operational verbs in formulating learning objectives?

Operational verbs are critical because they define the actions students are expected to perform. These verbs must align with the intended learning outcomes and the cognitive levels defined in educational theories like Bloom's or Marzano's taxonomy.

Why is it important for educators to formulate learning objectives independently?

Formulating learning objectives independently allows educators to tailor them to the specific needs of their students and the context of their school. It ensures that the objectives are relevant and effective in achieving the desired educational outcomes.

What is the role of the CP in formulating learning objectives?

The Capaian Pembelajaran (CP) serves as the foundation for formulating learning objectives. It defines the competencies and content that students are expected to achieve, and these serve as the basis for creating clear, measurable objectives.

Where can educators find the official guidelines for formulating learning objectives as discussed in the video?

Educators can access the official guidelines by visiting the provided link in the video description. The guidelines are part of the official document from Indonesia’s Ministry of Education, Culture, Research, and Technology, which can be accessed through the 'merdeka' portal.