3 Merumuskan Tujuan Pembelajaran final

Summary

This video provides guidance for educators on formulating learning objectives (LOs) in line with achievement targets (CPs) for student success. The process involves designing concrete, operational LOs while considering the subject's characteristics, students' traits, and learning environment. Key components to include are competencies (skills to be demonstrated) and content scope (essential concepts to understand). Educators are encouraged to use frameworks like Bloom's Taxonomy, Marzano's knowledge domains, or other relevant theories to create LOs. Three strategies for drafting LOs are also discussed, allowing flexibility for educators to choose or adapt the approach to meet their needs.

Takeaways

• 😀 Educators need to break down learning objectives (LO) into specific and actionable learning goals (LG) for students to achieve by the end of the phase.
• 😀 The second step in lesson planning is formulating these learning goals (LG) in a clear, operational, and concrete manner.
• 😀 When formulating learning goals, teachers should consider the subject characteristics, concepts, student characteristics, and the learning environment context.
• 😀 Learning goals should consist of two main components: competencies and scope of content.
• 😀 Competencies refer to the skills or abilities students must demonstrate. Questions like 'What should students show concretely?' help define these competencies.
• 😀 The scope of content refers to the key concepts students should understand by the end of a unit. The depth of the material can be derived from the learning objectives of the previous and subsequent phases.
• 😀 Teachers should focus on broader, general learning goals, not daily-specific or instructional goals.
• 😀 When formulating learning objectives, educators can use frameworks like Bloom’s Taxonomy (revised by Anderson and Krathwohl in 2001), the 6 Forms of Understanding (by Wiggins & McTighe in 2005), or Marzano's 3-System Knowledge Framework.
• 😀 Teachers have three methods to formulate learning objectives: 1) Directly based on learning objectives (LO), 2) By analyzing competencies and scope of content in LO, 3) By combining elements of different LOs.
• 😀 Teachers can choose the method that suits their teaching style, content needs, or create their own method while following the same principles. They can also modify objectives provided by the government.
• 😀 Educators should feel free to adjust learning goals to fit their unique learning processes and contexts while maintaining alignment with the core principles outlined in the objectives.

Q & A

What is the primary focus of the second step in the learning planning process?

The second step focuses on formulating the learning objectives, ensuring they are operational and concrete.

Why is it important for educators to align learning objectives with the characteristics of the subject and students?

It is important to tailor learning objectives to the subject, student characteristics, and the learning environment to ensure the objectives are relevant and achievable.

What are the two main components that should be included in the learning objectives?

The two main components are competence (the skills students need to demonstrate) and the scope of the material (the content and concepts to be understood).

How can educators determine the necessary competencies for students?

Educators can determine competencies by asking questions such as, 'What concrete abilities must students demonstrate?' or 'What should students be able to show in their thinking?'

What does the scope of material refer to in the context of learning objectives?

The scope of material refers to the key content and concepts that need to be understood by the end of the learning unit.

How should the depth of the material be determined for a learning unit?

The depth of material should be based on the competencies outlined in the previous and subsequent learning phases.

What are some guiding questions that educators can use to define the scope of material?

Guiding questions include: 'What must students learn from a major concept?', and 'Can the surrounding environment and students' life experiences be used to teach the content within the learning objectives?'

What is the key distinction between general learning objectives and daily instructional goals?

General learning objectives are broader and focus on long-term outcomes, while daily instructional goals are specific to individual lessons and are more immediate in nature.

Which theories or frameworks can educators use when formulating learning objectives?

Educators can use theories such as Bloom's Taxonomy (revised by Anderson and Krathwohl in 2001), the Six Forms of Understanding by Wiggins and McTighe (2005), and Marzano's 3-System Approach to knowledge domains.

What are the three alternatives for formulating learning objectives discussed in the script?

The three alternatives are: 1) Directly formulate learning objectives based on the competencies (CP), 2) Analyze the competencies and material scope in the CP to formulate objectives, 3) Formulate objectives that bridge elements of the CP.