Independent Learning Policy (Analysis of Learning Curriculum)

Ifna Nifriza, S. Syahril, R. Rifma
{"title":"Independent Learning Policy (Analysis of Learning Curriculum)","authors":"Ifna Nifriza, S. Syahril, R. Rifma","doi":"10.33487/edumaspul.v7i1.6060","DOIUrl":null,"url":null,"abstract":"The independent learning curriculum issued by the Ministry of Education and Culture has brought changes to the national education system. At the beginning of the policy or termed the first period, there were four policies that started it, namely the elimination of the national exam and replacing it with a minimum competency assessment and a character survey with literacy and anumeration. The national school-based exam (USBN) was replaced with a school exam held by each school. Simplification of the Lesson Implementation Plan (RPP) with the aim of reducing the teacher's administrative burden. The RPP made by the teacher only includes 3 components, namely learning objectives, learning activities and evaluation. The zoning system is enforced, the zoning pathway PPDB can accept a minimum of 50 percent students, the affirmation pathway at least 15 percent, and the displacement pathway a maximum of 5 percent. The independent learning curriculum as a new paradigm in education is oriented towards the profile of Pancasila students who are the target in directing the implementation and assessment of policies. Although there are many criticisms of the Free Learning policy, there are also many educational practitioners who say the realization of the independent learning curriculum is be a breath of fresh air for teachers and students who want changes to the learning system that are emancipatory in nature and develop student competencies, especially in the context of the globalization era and the industrial revolution era 4.0 towards society 5.0","PeriodicalId":351909,"journal":{"name":"Edumaspul: Jurnal Pendidikan","volume":"1 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Edumaspul: Jurnal Pendidikan","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33487/edumaspul.v7i1.6060","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

The independent learning curriculum issued by the Ministry of Education and Culture has brought changes to the national education system. At the beginning of the policy or termed the first period, there were four policies that started it, namely the elimination of the national exam and replacing it with a minimum competency assessment and a character survey with literacy and anumeration. The national school-based exam (USBN) was replaced with a school exam held by each school. Simplification of the Lesson Implementation Plan (RPP) with the aim of reducing the teacher's administrative burden. The RPP made by the teacher only includes 3 components, namely learning objectives, learning activities and evaluation. The zoning system is enforced, the zoning pathway PPDB can accept a minimum of 50 percent students, the affirmation pathway at least 15 percent, and the displacement pathway a maximum of 5 percent. The independent learning curriculum as a new paradigm in education is oriented towards the profile of Pancasila students who are the target in directing the implementation and assessment of policies. Although there are many criticisms of the Free Learning policy, there are also many educational practitioners who say the realization of the independent learning curriculum is be a breath of fresh air for teachers and students who want changes to the learning system that are emancipatory in nature and develop student competencies, especially in the context of the globalization era and the industrial revolution era 4.0 towards society 5.0
自主学习政策(学习课程分析)
教育和文化部发布的自主学习课程给国家教育体系带来了变革。在政策的开始,或称为第一个时期,有四项政策启动了它,即取消国家考试,代之以最低能力评估和识字和算术的性格调查。国家校本考试(USBN)被每个学校举办的学校考试所取代。简化课程实施计划(RPP),以减轻教师的行政负担。教师制定的RPP只包括三个组成部分,即学习目标、学习活动和评价。分区制度是强制执行的,分区路径PPDB可以接受至少50%的学生,肯定路径至少15%,置换路径最多5%。自主学习课程作为一种新的教育范式,是面向潘卡西拉学生的,潘卡西拉学生是指导政策实施和评估的目标。虽然对自由学习政策有很多批评,但也有很多教育界人士认为,在全球化时代和工业革命4.0时代走向社会5.0的背景下,自主学习课程的实现对希望改变学习制度并培养学生能力的教师和学生来说是一股清新的空气
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信