Perancangan dan

Pengembangan Kurikulum
Aksi Nyata
topic 6
Nama : Asdida Yenel Riza Amini
NPM : 0392241589
Prodi: Bahasa Inggris B
 REFLEKSI
Topic 1 - Topic 6
 Topic 1
Curriculum design and development is the process of creating and organizing educational
content, goals, and activities for a specific course or program. It involves determining what
students need to learn, how they will learn it, and how their progress will be assessed. The goal is
to ensure that the curriculum meets both educational standards and the needs of the learners.
In this process, educators plan the sequence of lessons, choose teaching materials, and decide
on the best methods to deliver the content effectively. Good curriculum design also takes
into account the diverse learning styles and abilities of students to make sure the content is
engaging and accessible for everyone.
 Topic 2
UbD (Understanding by Design) is an approach to planning lessons and curriculums that focuses
on helping students understand important concepts and skills. Instead of just covering a list of
topics, UbD starts by asking, "What do we want students to truly understand by the end?" The
idea is to design lessons that lead to deep understanding, not just memorization.
In UbD, teachers first set clear learning goals (the big ideas they want students to grasp). Then,
they plan assessments to see if students have understood those goals. Finally, they create
lessons and activities that help students build their knowledge and skills step by step. It’s all
about focusing on the end result of learning and working backward to make sure students really
understand the content.
 In the UbD (Understanding by Design) approach, understanding, assessment, and evaluation are

T three key elements to achieve deep learning goals.

1. Understanding: This is the ability of students to grasp big ideas or concepts being taught,
O not just memorize facts. Students are expected to apply, analyze, and connect knowledge

P in different contexts.
2. Assessment: Assessments in UbD are designed to measure how well students understand
I the material. These assessments focus on deep understanding, not just rote memorization.
They can take the form of tests, projects, or discussions.
C 3. Evaluation: Evaluation is the process of determining whether the learning goals have been

3 fully achieved. This includes analyzing assessment results and providing feedback to see if
the teaching strategies used were effective in helping students reach the desired
understanding.
These three elements work together to ensure that learning is not just about the material
being taught, but about how students can connect, apply, and extend that knowledge in their
 Topic 4
WHERE TO is a guide developed by Wiggins and McTighe within the UbD framework
to help design effective and deep learning experiences for students. WHERE TO
consists of several key elements that support achieving student understanding:
1. W (Where the students are headed): Determining the final goal or desired
learning outcomes.
2. H (Hook): Creating an engaging introduction to capture students'
attention and motivate them.
3. E (Explore): Providing opportunities for students to explore and discover
the concepts or skills being taught.
 Topic 4
4. R (Rehearse and refine): Giving students opportunities to practice and
refine their understanding through various activities.
5. E (Evaluate): Assessing students’ understanding and providing feedback.
6. T (Tailor): Adjusting the learning experience to meet the needs and
abilities of students.
7. O (Organize): Structuring the learning experience in a logical way to help
students understand the material effectively.
This WHERE TO guide helps teachers design lessons focused on deep
understanding and directs students toward clear, achievable learning goals.
 Topic 5
Here are key points related to the implementation of UbD in learning:
Challenges in Adapting the UbD Approach and How to Overcome Them
The main challenges are limited time and resources for designing a comprehensive curriculum, as
well as a lack of understanding of UbD principles among educators. To overcome this, continuous
teacher training is necessary, along with collaboration among educators to share experiences and
best practices. A gradual approach can also help ease the transition to UbD-based curriculum
design.
Positive Impacts of UbD Implementation on Student Understanding
UbD helps students gain a deeper understanding of the material by connecting it to real-life
experiences and practical applications. Assessments focus not only on mastery of content but
also on overall conceptual understanding. This approach enhances critical thinking skills and makes
learning more meaningful for students.
 Topic 5
How to Measure the Success of UbD Implementation
Success can be measured through formative and summative evaluations, which focus on deep
understanding and achievement of learning goals. Rubric-based assessments and student
portfolios also provide clearer insights into how well students grasp the concepts being taught.
Additionally, feedback from students is important for evaluating the effectiveness of this
approach.
Critical Learnings from the Experience of Implementing UbD
The experience of implementing UbD highlights the importance of flexibility in lesson design and
the need to adapt to the diverse needs of students. Continuous evaluation and reflection on
curriculum delivery are essential for ongoing improvement. This experience encourages more
interactive, understanding-based teaching and requires instructors to continuously adjust their
strategies.
 Topic 5
UbD’s Role in Developing Student Skills
UbD supports the development of critical thinking and creativity by encouraging students to not
only memorize information but also analyze, evaluate, and create solutions. UbD-based learning
promotes the development of these skills through challenging tasks that allow students to
explore various ways of applying concepts in real-world contexts.
Topic 6
Problems and Evaluation of UbD Implementation in Formal Educational Institutions:
As Stakeholders (Government or Relevant Authorities)
Problems:
Lack of understanding or training on UbD at the policy level.
Limited budget and resources to fully support the implementation of
UbD.
Evaluation:
Create policies that support continuous training for educators.
Provide adequate resources to ensure effective UbD implementation.
Topic 6
As School Principal
Problems:
Difficulty in managing and ensuring that all teachers consistently
implement UbD.
Pressure to meet standard exam results, which may hinder the
implementation of a deeper understanding-based approach.
Evaluation:
Provide training and support for teachers.
Establish effective communication with all stakeholders to promote
UbD as the primary teaching approach.
Topic 6
As Vice Principal for Curriculum (Waka Kurikulum)
Problems:
Challenges in designing a curriculum entirely based on UbD due to time
constraints and available teaching materials.
Lack of in-depth evaluation of UbD implementation in classrooms.
Evaluation:
Conduct periodic reviews and evaluations of UbD implementation in
each subject.
Provide ongoing training and mentorship for teachers to refine their
use of UbD.
Topic 6
As a Teacher
Problems:
Limited time to design in-depth UbD-based lessons.
Difficulty in aligning assessments with a deeper understanding approach.
Evaluation:
Develop flexible lesson plans with clear understanding goals.
Provide opportunities for reflection and feedback from students to
evaluate UbD effectiveness.
Topic 6
As a Student
Problems:
Difficulty in adapting to understanding-based learning, especially for
students accustomed to memorization-based approaches.
Need for more time and support in active and reflective learning
processes.
Evaluation:
Hold discussions and self-reflection to understand if the learning
process truly helps them develop deeper understanding.
Provide feedback on their experiences with UbD-based learning.
Pertanyaan-pertanyaan
 Menurut Anda mungkinkah kurikulum UbD
diterapkan di Indonesia? Mengapa?
Kurikulum UbD bisa diterapkan di Indonesia, namun ada beberapa tantangan. Tantangannya antara lain
keterbatasan waktu, sumber daya, dan pemahaman yang belum merata tentang prinsip-prinsip UbD di
kalangan pendidik. UbD membutuhkan perencanaan pembelajaran yang mendalam dan pendekatan
berbasis pemahaman, yang mungkin berbeda dengan metode tradisional yang lebih fokus pada
pengajaran materi secara langsung. Namun, dengan pelatihan yang memadai dan komitmen dari pihak
sekolah, UbD dapat memberikan manfaat besar, seperti mengembangkan pemahaman konsep yang
lebih mendalam dan keterampilan berpikir kritis pada siswa. Implementasinya akan lebih efektif jika
dilakukan secara bertahap dan disesuaikan dengan konteks lokal.
Jika menjadi seorang guru apakah Anda akan menerapkan
kurikulum UbD di lembaga tempat anda mengajar?
Sebagai guru, saya akan menerapkan UbD karena pendekatan ini lebih
mengutamakan pemahaman mendalam dan tidak hanya mengandalkan
hafalan. Dengan UbD, saya dapat merancang pembelajaran yang lebih
berfokus pada hasil akhir yang diinginkan, yaitu pemahaman dan aplikasi
konsep oleh siswa. UbD juga mengajarkan siswa untuk menghubungkan
materi pelajaran dengan kehidupan nyata, yang membuat pembelajaran
lebih bermakna. Walaupun ada tantangan dalam implementasi, seperti
waktu yang terbatas untuk merancang pembelajaran yang berbasis UbD,
Saya percaya manfaatnya jauh lebih besar untuk perkembangan
kemampuan siswa.
 Jika Anda akan menerapkan kurikulum UbD namun
lingkungan sekolah tidak mendukung, apa yang Anda lakukan?
Jika lingkungan sekolah tidak mendukung penerapan UbD, saya akan memulai secara bertahap dengan
mengimplementasikan UbD di satu mata pelajaran atau kelas terlebih dahulu. Saya akan berusaha
memberikan pemahaman kepada rekan guru dan kepala sekolah mengenai manfaat UbD, terutama
dalam hal mendalamnya pemahaman siswa. Selain itu, saya bisa berkolaborasi dengan guru lain yang
mendukung untuk menciptakan contoh nyata dari keberhasilan UbD. Jika terdapat kendala terkait
kurikulum yang ada, saya akan berusaha menyesuaikan tujuan pembelajaran UbD dengan standar dan
kebutuhan yang ada di sekolah. Dengan pendekatan ini, saya berharap dapat menciptakan perubahan
secara bertahap.
 Jelaskan seberapa jauh Anda bisa menerapkan kurikulum
UbD dengan sistem Kurikulum Merdeka?
Kurikulum Merdeka memberikan fleksibilitas besar dalam merancang pembelajaran, yang
sangat mendukung implementasi UbD. Dengan Kurikulum Merdeka, guru memiliki lebih
banyak kebebasan untuk mengadaptasi pembelajaran sesuai dengan kebutuhan siswa dan
konteks lokal. UbD, yang fokus pada pemahaman mendalam dan keterampilan abad 21,
sangat cocok untuk digabungkan dengan Kurikulum Merdeka yang juga menekankan
pada kompetensi dan pengembangan keterampilan siswa. Keduanya memiliki tujuan yang
sama, yaitu menciptakan pembelajaran yang lebih berpusat pada siswa, berkualitas, dan
berorientasi pada pengembangan karakter serta keterampilan. Sehingga, penerapan
UbD di bawah Kurikulum Merdeka sangat mungkin dilakukan, dan dapat menghasilkan
pembelajaran yang lebih interaktif, relevan, dan bermakna.
Thank you