Video 3 : Petunjuk Teknis Menguraikan CP dengan Metode 1

Summary

In this video, Dea Amanda explains the process of breaking down learning objectives (CP) into learning targets (TP) and learning achievement tools (ATP) using the first method. She reviews key steps, such as identifying operational verbs (KAKO) from the CP, determining the relevant content or topics, and directly formulating learning objectives by combining KAKO with the identified topics. The video focuses on how to efficiently structure learning objectives for physics, particularly around concepts like kinematics, dynamics, and thermodynamics. Viewers are encouraged to stay tuned for future videos exploring other methods.

Takeaways

• 📘 The video discusses the process of breaking down Curriculum Profiles (CP) into Teaching and Learning Outcomes (TP) and Assessment of Learning Outcomes (ATP).
• 🔍 The focus is on the first method of deriving TP directly from CP, which involves formulating learning objectives.
• 📝 The video explains that the first step is to understand the learning outcomes stated in the CP and then identify the cognitive processes or 'kakaos' within those outcomes.
• 📑 The script provides an example of a CP from a physics subject, detailing how to extract and highlight the cognitive processes and topics.
• 🧩 It is emphasized that after identifying the cognitive processes and topics, they should be organized from the lowest to the highest level.
• 📐 The video script illustrates how to combine the cognitive processes with the topics to formulate direct learning objectives.
• 🔑 The importance of distinguishing between the cognitive processes and the content or topics within the CP is highlighted.
• 📚 The script mentions the need to discuss and arrange the topics based on their level and interrelation, especially for teachers of different grade levels.
• 📊 The video suggests organizing the learning objectives into a sequence or flow, known as the learning objective flow, to achieve the desired learning outcomes.
• 🔖 The script ends with a teaser for the next video, which will cover more methods for formulating learning objectives.

Q & A

What is the focus of this video?

The video focuses on explaining how to break down learning outcomes (Capaian Pembelajaran, CP) into Learning Objectives (Tujuan Pembelajaran, TP) and Learning Activity Plans (Alur Tujuan Pembelajaran, ATP) using the first method of direct formulation.

What are the three methods for breaking down CP into TP and ATP, as discussed in the previous video?

The three methods are: 1) Formulating learning objectives directly from CP, 2) Analyzing competencies, including implicit ones, and the scope of the material in CP, and 3) Formulating cross-element TP from CP.

What is the first step when reading the CP?

The first step is to fully understand the content of the learning outcome (CP). This includes identifying key action verbs (Kata Kerja Operasional, KKO) that outline the cognitive process expected.

What is KKO and why is it important in breaking down CP?

KKO (Kata Kerja Operasional) refers to the operational verbs in CP that indicate the cognitive process expected from students. Identifying these helps teachers determine the learning objectives and the cognitive level required.

How can teachers order the identified KKOs?

Teachers can arrange the identified KKOs from the lowest to the highest cognitive level to ensure a logical progression in learning.

What is the next step after identifying the KKOs?

After identifying KKOs, teachers need to identify the topics or materials mentioned in the CP. These materials will be combined with the KKOs to form specific learning objectives.

How can teachers create learning objectives directly from CP?

Teachers can create learning objectives by combining the identified KKO (cognitive process) with the topic or material from the CP. For example, if the KKO is 'applying' and the material is 'kinematics,' the learning objective could be: 'Students are able to apply the concept of vectors in kinematics.'

What is an example of using multiple materials with the same KKO?

If the KKO is 'applying,' and the materials are 'dynamics,' 'fluid motion,' and 'wave phenomena,' separate learning objectives can be created for each topic. For example, 'Students are able to apply the concept of vectors in fluid motion.'

What is the 'Learning Objective Flow' (Alur Tujuan Pembelajaran, ATP)?

The Learning Objective Flow (ATP) refers to the ordered sequence of learning objectives that guide students towards achieving the final learning outcome (CP). It provides a structured path for teaching and learning.

How do teachers decide the order of topics and learning objectives in the ATP?

Teachers can organize the learning objectives based on the cognitive levels or the interrelationships between topics. This organization helps ensure a coherent and logical progression throughout the phase of learning.