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![Perencanaan Proses Pembelajaran (Pasal 12)
1. Perencanaan proses pembelajaran disusun untuk setiap
mata kuliah dan disajikan dalam rencana
pembelajaran semester (RPS) atau istilah lain.
2. Rencana pembelajaran semester (RPS) atau istilah lain
ditetapkan dan dikembangkan oleh dosen secara
mandiri atau bersama dalam kelompok keahlian suatu
bidang ilmu pengetahuan dan/atau teknologi dalam
program studi.
3. Rencana pembelajaran semester (RPS) atau istilah lain
paling sedikit memuat:
a. nama program studi, nama dan kode mata
kuliah, semester, sks, nama dosen pengampu
(name of the study program, course name,
course code, semester, credit, instructor’s
name)
b. capaian pembelajaran lulusan yang dibebankan
pada mata kuliah (program learning outcomes)
c. kemampuan akhir yang direncanakan pada tiap
tahap pembelajaran untuk memenuhi capaian
pembelajaran lulusan (course learning
outcomes)
d. bahan kajian yang terkait dengan kemampuan
yang akan dicapai
(related body of knowledge [key topics] of the
study program; knowledge, skills, attitude)
e. metode pembelajaran
(teaching and learning method)
f. waktu yang disediakan untuk mencapai
kemampuan pada tiap tahap pembelajaran
(time allocation)
g. pengalaman belajar mahasiswa yang
diwujudkan dalam deskripsi tugas yang harus
dikerjakan oleh mahasiswa selama satu
semester (assignments)
h. kriteria, indikator, dan bobot penilaian
(assessments and grading)
i. daftar referensi yang digunakan (references)
!5](https://image.slidesharecdn.com/aworkshoponwritingrencanapembelajaransemesterrpsandsatuanacarapembelajaransap-180829000357/75/A-workshop-on-writing-Rencana-Pembelajaran-Semester-RPS-and-Satuan-Acara-Pembelajaran-SAP-5-2048.jpg)
![RPS Checklist
(Pasal 12 Permenrisktekdikti 44/2015)
a. Program learning outcomes
b. Course learning outcomes
c. Related body of knowledge [key topics] of the
study program
d. Teaching and learning method
Examples: discussion, simulation, case study,
collaborative learning, cooperative learning, project-
based learning, problem-based learning, etc.
e. Time allocation
f. Assignments
g. Grading
h. References
i. (additional items)
LEARNING OUTCOMES are
statements that indicate “what a
learner is expected to know,
understand and/or be able to
demonstrate after the completion of
a process of learning”
(Kennedy et al. 2006, p. 5).
Moving from the
emphasis on the
teacher…
… to the emphasis
on the learners —
what they know and
are able to do
!7](https://image.slidesharecdn.com/aworkshoponwritingrencanapembelajaransemesterrpsandsatuanacarapembelajaransap-180829000357/75/A-workshop-on-writing-Rencana-Pembelajaran-Semester-RPS-and-Satuan-Acara-Pembelajaran-SAP-7-2048.jpg)
Uploaded byIwan Syahril
A workshop on writing "Rencana Pembelajaran Semester" (RPS) and "Satuan Acara Pembelajaran" (SAP)
The document outlines a workshop presented by Dr. Iwan Syahril on writing syllabi (RPS) and lesson plans (SAP) held in August 2018. It covers various educational frameworks, the importance of learning outcomes, and the structure of effective syllabi and lesson plans, including methods of assessment and student engagement. Key recommendations emphasize the creation of clear, specific, and measurable learning outcomes aligned with educational standards in Indonesia.
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A workshop on writing "Rencana Pembelajaran Semester" (RPS) and "Satuan Acara Pembelajaran" (SAP)
- 1. A Workshop on WritingSyllabi (RPS) and Lesson Plans (SAP) By: Iwan Syahril, Ph.D. Director of Institutional Research and Effectiveness, Sampoerna University Presented on Saturday, August 25, 2018 at the School of Government and Public Policy (SGPP), Sentul, West Java, Indonesia !1
- 2. PRESENTER’S PROFILE: IwanSyahril, Ph.D. SAMPOERNA UNIVERSITY - Director of Institutional Research and Effectiveness - Head of Institute for Learning, Teaching, Research, and Outreach - Coordinator of Educational Studies MICHIGAN STATE UNIVERSITY - Assistant Coordinator, Secondary Teacher Preparation Program - Graduate Instructor, College of Education SCARSDALE SCHOOLS NEW YORK - Scholar-in-Residence, teaching Global Education to K-12 students W.L. MCLOUD ELEMENTARY SCHOOL, VANDERHOOF, CANADA - Teacher assistant in a bilingual school (French-English) FULBRIGHT SCHOLAR INDONESIAN YOUTH AMBASSADOR IN CANADA WORLD YOUTH IN-COUNTRY COORDINATOR (Best Practices Institute), EAST-WEST CENTER, HONOLULU - Ph.D. in Educational Policy, Michigan State University - Ph.D. in Curriculum, Instruction, and Teacher Education, Michigan State University - Ed.M. in Curriculum and Teaching, Columbia University - M.A. in Secondary Education (ESL/Literacy), Columbia University - Graduate Program in English Education, Universitas Pendidikan Indonesia - S.Ip. in International Relations, Universitas Padjadjaran !2
- 3. WORKSHOP AGENDA • Introduction •The Frameworks • From the regulations: Standar Nasional Pendidikan Tinggi — Standar Proses Pembelajaran Standar Nasional Pendidikan Tinggi — Standar Kompetensi Lulusan Kerangka Kualifikasi Nasional Indonesia (KKNI) • From the scholarship of teaching and learning: LEARNING OUTCOMES • Exercises • Final Notes: 1. Backward Design Framework: Linking Learning Outcomes and Assessment 2. Rubric Assessment !3
- 4. Standar Proses Pembelajaran •Standar proses pembelajaran merupakan kriteria minimal tentang pelaksanaan pembelajaran pada program studi untuk memperoleh capaian pembelajaran lulusan. • Karakteristik proses pembelajaran terdiri atas sifat interaktif, holistik, integratif, saintifik, kontekstual, tematik, efektif, kolaboratif, dan berpusat pada mahasiswa. • Metode pembelajaran yang dapat dipilih untuk pelaksanaan pembelajaran mata kuliah meliputi: diskusi kelompok, simulasi, studi kasus, pembelajaran kolaboratif, pembelajaran kooperatif, pembelajaran berbasis proyek, pembelajaran berbasis masalah, atau metode pembelajaran lain, yang dapat secara efektif memfasilitasi pemenuhan capaian pembelajaran lulusan. PERATURAN MENTERI RISET, TEKNOLOGI, DAN PENDIDIKAN TINGGI REPUBLIK INDONESIA NOMOR 44 TAHUN 2015 TENTANG STANDAR NASIONAL PENDIDIKAN TINGGI !4
- 5. Perencanaan Proses Pembelajaran(Pasal 12) 1. Perencanaan proses pembelajaran disusun untuk setiap mata kuliah dan disajikan dalam rencana pembelajaran semester (RPS) atau istilah lain. 2. Rencana pembelajaran semester (RPS) atau istilah lain ditetapkan dan dikembangkan oleh dosen secara mandiri atau bersama dalam kelompok keahlian suatu bidang ilmu pengetahuan dan/atau teknologi dalam program studi. 3. Rencana pembelajaran semester (RPS) atau istilah lain paling sedikit memuat: a. nama program studi, nama dan kode mata kuliah, semester, sks, nama dosen pengampu (name of the study program, course name, course code, semester, credit, instructor’s name) b. capaian pembelajaran lulusan yang dibebankan pada mata kuliah (program learning outcomes) c. kemampuan akhir yang direncanakan pada tiap tahap pembelajaran untuk memenuhi capaian pembelajaran lulusan (course learning outcomes) d. bahan kajian yang terkait dengan kemampuan yang akan dicapai (related body of knowledge [key topics] of the study program; knowledge, skills, attitude) e. metode pembelajaran (teaching and learning method) f. waktu yang disediakan untuk mencapai kemampuan pada tiap tahap pembelajaran (time allocation) g. pengalaman belajar mahasiswa yang diwujudkan dalam deskripsi tugas yang harus dikerjakan oleh mahasiswa selama satu semester (assignments) h. kriteria, indikator, dan bobot penilaian (assessments and grading) i. daftar referensi yang digunakan (references) !5
- 6. GRADUATE PROFILE PROGRAM LEARNING OUTCOMES BODY OF KNOWLEDGE CURRICULUM (STRUCTURE, COURSES, CREDITS) SYLLABI LESSON PLANS Anew brand of policymakers and leaders, drawn from all sectors of society and trained to look at the issues from an interdisciplinary and international perspective 1. UNDERSTAND AND MANAGE the social, political, and economic dynamics unfolding in the implementation of policies. 2. GO BEYOND TECHNOCRACY AND LISTEN to what the stakeholders in a policy field have to tell the policymaker. 3. BECOME A PRAGMATIC POLICYMAKER while continually reflecting on —and adjusting—their own practice in the light of their experience in their ongoing activities. 1. Core Knowledge: (Foundations of Public Policy, Policies for Economic Development, Public Finance and Management.) 2. Organizations, Leadership and Ethics 3. International and Global Affairs 4. Analytical Methods for Public Policy 5. Electives 1. Foundations of Public Policy: Governance and Policy Process, Public Policy Planning, Implementation and Evaluation 2. Public Sector Economics 3. Organizations, Leadership and Ethics in Public Policy: Organizational Change 4. International and Global Affairs: Indonesia and its Interconnected World 5. Analytical Methods for Public Policy: Research Methods 6. Policies for Economic Development 7. Organizations, Leadership and Ethics in Public Policy: Bargaining, Negotiation and Conflict Resolution 8. International and Global Affairs: Social Technological Innovation and Environmental Sustainability 9. Analytical Methods for Public Policy: Decision Analysis and Applied Statistics for Public Policy 10. Elective (Educational policies, process and reformation, Energy Policy and Economics, Global Disorder and Disruptive Technology) 11. Thesis Proposal 12. Thesis SYLLABI (Rencana Pembelajaran Semester — RPS) LESSON PLANS (Satuan Acara Pembelajaran — SAP) ———————— A L I G N M E N T ??? ————————!6
- 7. RPS Checklist (Pasal 12Permenrisktekdikti 44/2015) a. Program learning outcomes b. Course learning outcomes c. Related body of knowledge [key topics] of the study program d. Teaching and learning method Examples: discussion, simulation, case study, collaborative learning, cooperative learning, project- based learning, problem-based learning, etc. e. Time allocation f. Assignments g. Grading h. References i. (additional items) LEARNING OUTCOMES are statements that indicate “what a learner is expected to know, understand and/or be able to demonstrate after the completion of a process of learning” (Kennedy et al. 2006, p. 5). Moving from the emphasis on the teacher… … to the emphasis on the learners — what they know and are able to do !7
- 8.
- 9. Learning Outcomes PROGRAM LEVEL COURSE LEVEL UNIT/MODULE/ TOPIC LEVEL LESSON LEVEL BROAD SPECIFIC Question Are your learning outcomes in the unit/topic/module support the broader learning outcomes? !9
- 10.
- 11. S - M- A - R - T Well-written learning outcomes are S-M-A-R-T (Greenleaf, 2008). • S pecific • M easurable (assessable, demonstrable) • A ttainable by students at current level and matched to purpose of the course • R elevant for students, course, program and degree • T ime-bound or can be completed in the time given. !11
- 12. Which outcome ismore effectively written? !12
- 13. AVOID USING THESEVERBS! “THE SINISTER SIXTEEN: Verbs that are passive, internal and/or otherwise unobservable” (Potter & Kustra, 2012) 1. Understand 2. Appreciate 3. Comprehend 4. Grasp 5. Know 6. See 7. Accept 8. Have a knowledge of 9.Be aware of 10.Be conscious of 11.Learn 12.Perceive 13.Value 14.Get 15.Apprehend 16.Be familiar with QUESTION: DO YOUR LEARNING OUTCOMES CONTAIN ANY OF THESE VERBS? IF SO, YOU NEED TO REVISE THEM WITH MORE ACTIVE, SPECIFIC, AND/ OR MEASURABLE VERBS. !13
- 14. Writing Learning Outcomesusing KSAs ➡KSAs provide a useful framework for writing learning outcomes. K nowledge - the types of thinking you want your students to act upon or the concepts, facts, and theories you want them to acquire. S kills - the skills you want your students to be able to perform at a given level. A ttitudes - the feelings, values, appreciations, motivations, or priorities of your discipline or profession you want to stimulate in your students. 3 Domains of learning outcomes: (Bloom, 1956) Cognitive (Knowledge) — knowledge and intellectual development in your course. Psychomotor (Skills) — physical movement and motor skills necessary to learn in your course. Affective (Attitudes) — values, attitudes, appreciations, motivations, and priorities of the discipline or profession in your course. !14
- 15. Learning Outcomes basedon updated Bloom’s Taxonomy !15
- 16. Exercise — Checkyour syllabus • Knowledge (Cognitive) - What types of thinking do you want your students to do or the knowledge you want them to acquire throughout your course? • Skills (Psychomotor) - What skills do you want your students to be able to perform and at what level? • Attitudes (Affective) - What feelings, values, appreciations, motivations, or priorities of your discipline or profession do you want to stimulate in your students? Note: The main components of a learning outcome are: (1) the measurable verb selected from Bloom’s taxonomy; and (2) the specific KSAs you want students to demonstrate. !16
- 17. Levels and Measurable Verbs (Cognitive) COMPLEX SIMPLE IF NECESSARY, REVISETHE VERBS RELATED TO THE COGNITIVE LEARNING DOMAIN IN YOUR SYLLABI. LOW-MED-HIGH? !17
- 18. Levels and Measurable Verbs (Psychomotor) COMPLEX SIMPLE IF NECESSARY, REVISETHE VERBS RELATED TO THE PSYCHOMOTOR LEARNING DOMAIN IN YOUR SYLLABI. LOW-MED-HIGH? !18
- 19. Levels and Measurable Verbs (Affective) COMPLEX SIMPLE IF NECESSARY, REVISETHE VERBS RELATED TO THE AFFECTIVE LEARNING DOMAIN IN YOUR SYLLABI. LOW-MED-HIGH? !19
- 20. Recommendations • Keep itsimple While there is no magic number - we recommend limiting the number of learning outcomes. Create no more than 3–5 learning outcomes per unit of learning. Ask yourself, “What are the 3-5 most important things that learners need to come away with at the end of this course? at the end of this unit of learning?” • Keep it doable If you are having trouble narrowing down the number of outcomes you are requiring students to fulfill, ask yourself, “Am I trying to do too much in this unit? Am I trying to do too much in this course?” • Keep it realistic Ask yourself, “Are the outcomes achievable and realistic? In other words, will learners realistically be able to meet the outcomes in the time given?” • Keep it authentic Ask yourself, “What do I really want the students to leave with at the end of this course/ unit of learning and do the learning outcomes, as they are currently stated, accurately reflect this?” • Keep the big picture in mind Ask yourself, “Do the learning outcomes support the overall goals of the course and program?” • Be specific Learning outcomes should help make expectations transparent and explicit to students. Ask yourself, “what is the specific behaviour students should demonstrate and have I described it in a way that is clear to students?” • Be prepared If you are expecting students to meet the learning outcomes you have specified, be prepared to provide them with the resources, strategies and activities that will enable them to meet these outcomes. Most importantly, be prepared to assess them! !20
- 21. Learning Outcomes inKerangka Kualifikasi Nasional Indonesia (KKNI) Peraturan Presiden RI No.8/2012 Dalam KKNI, CP didefinisikan sebagai kemampuan yang diperoleh melalui internalisasi pengetahuan, sikap, keterampilan, kompetensi, dan akumulasi pengalaman kerja. a. (Attitudes) Sikap dan tata nilai: merupakan perilaku dan tata nilai yang merupakan karakter atau jati diri bangsa dan negara Indonesia. Sikap dan tata nilai ini terinternalisasi selama proses belajar, baik terstruktur maupun tidak. • Misalnya: bertaqwa kepada Tuhan Yang Maha Esa; memiliki moral, etika dan kepribadian yang baik di dalam menyelesaikan tugasnya; berperan sebagai warga negara yang bangga dan cinta tanah air serta mendukung perdamaian dunia; mampu bekerja sama dan memiliki kepekaan sosial dan kepedulian yang tinggi terhadap masyarakat dan lingkungannya; menghargai keanekaragaman budaya, pandangan, kepercayaan, dan agama serta pendapat/temuan original orang lain; menjunjung tinggi penegakan hukum serta memiliki semangat untuk mendahulukan kepentingan bangsa serta masyarakat luas. b. (Skills) Kemampuan kerja: merupakan wujud akhir dari transformasi potensi yang ada dalam setiap individu pembelajar menjadi kompetensi atau kemampuan yang aplikatif dan bermanfaat. c. (Knowledge) Penguasaan pengetahuan: merupakan informasi yang telah diproses dan diorganisasikan untuk memperoleh pemahaman, pengetahuan, dan pengalaman yang terakumulasi untuk memiliki suatu kemampuan. d. (Attitudes) Wewenang dan tanggung Jawab: merupakan konsekuensi seorang pembelajar yang telah memiliki kemampuan dan pengetahuan pendukungnya untuk berperan dalam masyarakat secara benar dan beretika. !21
- 22. Deskripsi kualifikasi level8 (Magister, Magister Terapan) dalam KKNI • Mampu mengembangkan pengetahuan, teknologi, dan/atau seni di dalam bidang keilmuannya atau praktek profesionalnya melalui riset, hingga menghasilkan karya inovatif dan teruji. • Mampu memecahkan permasalahan ilmu pengetahuan, teknologi, dan/ atau seni di dalam bidang keilmuannya melalui pendekatan inter atau multidisipliner. • Mampu mengelola riset dan pengembangan yang bermanfaat bagi masyarakat dan keilmuan, serta mampu mendapat pengakuan nasional dan internasional. !22
- 23. Learning Outcomes inStandar Kompetensi Lulusan Permenristekdikti No.44/2015 Standar kompetensi lulusan merupakan kriteria minimal tentang kualifikasi kemampuan lulusan yang mencakup sikap, pengetahuan, dan keterampilan yang dinyatakan dalam rumusan capaian pembelajaran lulusan. a. (Attitudes) Sikap merupakan perilaku benar dan berbudaya sebagai hasil dari internalisasi dan aktualisasi nilai dan norma yang tercermin dalam kehidupan spiritual dan sosial melalui proses pembelajaran, pengalaman kerja mahasiswa, penelitian, dan/atau pengabdian kepada masyarakat yang terkait pembelajaran. (KKNI —> Sikap dan Tata Nilai & Wewenang dan Tanggung Jawab) b. (Knowledge) Pengetahuan merupakan penguasaan konsep, teori, metode, dan/atau falsafah bidang ilmu tertentu secara sistematis yang diperoleh melalui penalaran dalam proses pembelajaran, pengalaman kerja mahasiswa, penelitian dan/atau pengabdian kepada masyarakat yang terkait pembelajaran. (spesifik program studi) c. (Skills) Keterampilan merupakan kemampuan melakukan unjuk kerja dengan menggunakan konsep, teori, metode, bahan, dan/atau instrumen, yang diperoleh melalui pembelajaran, pengalaman kerja mahasiswa, penelitian dan/atau pengabdian kepada masyarakat yang terkait pembelajaran. Unsur ketrampilan dibagi menjadi dua yakni keterampilan umum dan keterampilan khusus yang diartikan sebagai berikut: • Keterampilan umum merupakan kemampuan kerja umum yang wajib dimiliki oleh setiap lulusan dalam rangka menjamin kesetaraan kemampuan lulusan sesuai tingkat program dan jenis pendidikan tinggi (Untuk Magister —> Deskripsi Kualifikasi Level 8 di KKNI) • Keterampilan khusus merupakan kemampuan kerja khusus yang wajib dimiliki oleh setiap lulusan sesuai dengan bidang keilmuan program studi. (spesifik program studi) !23
- 24. !24 Enduring Understandings (Learning Outcomes) Acceptableevidence of understanding (Assessment) Learning Activities ? Order these three elements
- 25.
- 26.
- 27.
- 28. Rubric Assessment • CarnegieMellon University https://www.cmu.edu/teaching/designteach/teach/rubrics.html • Association of American Colleges and Universities https://www.aacu.org/value-rubrics !28
- 29. A Workshop on WritingSyllabi (RPS) and Lesson Plans (SAP) By: Iwan Syahril, Ph.D. [email protected] — 0812-7656-6582 Presented on Saturday, August 25, 2018 at the School of Government and Public Policy (SGPP), Sentul, West Java, Indonesia !29