Workshop ini bertujuan untuk mempelajari komponen-komponen dalam learning outcomes dalam penyusunan kurikulum program studi di perguruan tinggi dan mengaplikasikannya dalam penulisan silabus (Rencana Pembelajaran Semester - RPS) dan lesson plan (Satuan Acara Pembelajaran - SAP).

1. A Workshop on
Writing Syllabi (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: Iwan Syahril, 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
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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
A new 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 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

8. Checking
!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. SPECIFIC AND
ASSESSABLE
LEARNING
OUTCOMES
!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 is more effectively written?
!12

13. AVOID USING THESE VERBS!
“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 Outcomes using 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 based on updated Bloom’s Taxonomy
!15

16. Exercise — Check your 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,
REVISE THE VERBS
RELATED TO THE
COGNITIVE LEARNING
DOMAIN IN YOUR
SYLLABI.
LOW-MED-HIGH?
!17

18. Levels and
Measurable
Verbs
(Psychomotor)
COMPLEX
SIMPLE
IF NECESSARY,
REVISE THE VERBS
RELATED TO THE
PSYCHOMOTOR
LEARNING DOMAIN
IN YOUR SYLLABI.
LOW-MED-HIGH?
!18

19. Levels and
Measurable
Verbs
(Affective)
COMPLEX
SIMPLE
IF NECESSARY,
REVISE THE VERBS
RELATED TO THE
AFFECTIVE LEARNING
DOMAIN IN YOUR
SYLLABI.
LOW-MED-HIGH?
!19

20. Recommendations
• Keep it simple
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 in Kerangka 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 level 8
(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 in Standar 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)
Acceptable evidence of understanding
(Assessment)
Learning
Activities ?
Order these
three elements

25. Rubric
Assessment
!25

26. Rubric
Assessment
!26

27. Rubric
Assessment
!27

28. Rubric Assessment
• Carnegie Mellon 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
Writing Syllabi (RPS)
and Lesson Plans (SAP)
By: Iwan Syahril, Ph.D.
iwan.syahril@sampoernauniversity.ac.id — 0812-7656-6582
Presented on Saturday, August 25, 2018 at the School of Government and Public Policy (SGPP),
Sentul, West Java, Indonesia
!29