DESAIN SISTEM INSTRUKSIONAL

By. Prof. Dr. Efendi Napituulu, M.Pd

Guru Besar Unimed
APA TANTANGAN ABAD-
21 ?
BAGAIMANA MENYIAPKAN SDM PADA BONUS
DEMOGRAFI ?
KESIAPAN KERJA ABAD 21
Broad competencies: Employers expect them to become more important

Critical thinking/Problem solving 75%

Information technology application 75%
Teamwork/Collaboration 74%
Creativity/Innovation 74%
Handling diversity 67%
Leadership 67%
Oral communications 66%
Work ethic 64%
Ethics 64%
Written communications 64%
Self-direction/Lifelong learning 64%
Foreign languages 63%

50% 75%
Percent of employers who believe skill will become more important over next five years

Source: Conference Board. (2006). Are they really ready to work? (p. 49, Table 12)
 Kerangka Kompetensi Abad 21
Sumber: 21st Century Skills, Education, Competitiveness. Partnership for 21st Century, 2008

Kehidupan dan Karir Pembelajaran dan Inovasi Informasi, Media and

• Fleksibel dan adaptif Teknologi
• Kreatif dan inovasi
• Berinisiatif dan mandiri • Melek informasi
• Berfikir kritis menyelesaikan masalah
• Keterampilan sosial dan budaya • Melek Media
• Komunikasi dan kolaborasi
• Produktif dan akuntabel • Melek TIK
• Kepemimpinan&tanggung jawab

Kerangka ini menunjukkan bahwa

berpengetahuan [melalui core
subjects] saja tidak cukup, harus
dilengkapi:
- Berkemampuan kreatif - kritis
- Berkarakter kuat [bertanggung
jawab, sosial, toleran, produktif,
adaptif,...]
Disamping itu didukung dengan
kemampuan memanfaatkan informasi
dan berkomunikasi

Partnership: Perusahaan, Asosiasi Pendidikan, Yayasan,...

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 Permasalahan: Kompetensi yang Dicari Pemberi Kerja*

⬥ Komunikasi
⬥ Etika kerja
⬥ Kemampuan menguasai prosedur (dan membuat)
⬥ Kerjasama
⬥ Menerapkan pengetahuan dalam pekerjaan
(5 dengan skor tertinggi dari 28 kompetensi generik yang diteliti Farkas (2010)

Pembelajaran harus melatih mahasiswa untuk memiliki kemampuan:

- Komunikasi tulis, lisan, dan visual
- Etika kerja yang baik
- Prosedural (menguasai dan membuat)
- Bekerjasama dengan siapa saja
- Menerapkan pengetahuan untuk menyelesaikan permasalahan nyata
*) berlaku juga secara umum
MAIN FEATURES OF
HOTS: PROBLEM
SOLVING

Analyzing Evaluating
strategies or
unfamiliar pathways
situation
Creating new
method of
6

solution
CP MINIMUM PRODI BERBASIS OBE
Out-come

01 03
Based Edu
(OBE) Tidak termasuk
program studi
Kerangka pada rumpun
pelaksanaan ilmu kesehatan.
Merdeka
Belajar.
Masa transisi
Berlaku mulai sampai

02 04
tahun ajaran semua
2020-2021 mahasiswa
dengan peserta
prinsip kurikulum
continuous lama selesai
improvement. studi nya
Tahapan Pengembangan Kurikulum Pendidikan Tinggi Di Era Industri 4.0 Untuk Mendukung
MBKM
Tim KPT Dit Belmawa, Dikti Tahun 2021
Pengembangan Strategi Menyiapkan Dosen “Ideal”:

Medium untuk berkembangnya

Bukan nomenklatur potensi Mahasiswa agar menjadi
Medium bagi mahasiswa untuk menjadi
manusia yang beriman dan
kurikulum, tetapi medium bertakwa kepada Tuhan Yang lulusan yang menguasai cabang Ilmu
bagi mahasiswa untuk Maha Esa dan berakhlak mulia, Pengetahuan dan/atau Teknologi untuk
sehat, berilmu, cakap, kreatif, memenuhi kepenti (UU-12)
meraih masa depan. mandiri, terampil, kompeten, dan
berbudaya untuk kepentingan
bangsa (UU-12)

1 2 3
Mengurai 4 hal utama :
Menggambarkan 1. Materi dan seluruh sumber belajar baik manual
Dosen menyajikan
kompetensi: maupun digital, jurnal penelitian atau buku teks
tentang :
2. Produk, assignment, project, case study (6 tugas
• Pekerjaan Saat ini • Yang dibutuhkan untuk versi Unimed)
• Pekerjaan yang hilang pekerjaan saat ini 3. Proses yang harus dilalui oleh mahasiswa, di kampus
• Pekerjaan Masa Depan sendiri, kampus lain, DUDI, instansi dan masyarakat
• Yang dibutuhkan untuk
4. Sistem penilaian, baik self evaluation maupun
pekerjaan masa depan institusional, baik berbasis manual (konvensional),
CBT dan atau web-based.
 Perangkat Pembelajaran
INOVASI PEMBELAJARAN

PROFIL LULUSAN

•OBE

CAPAIAN PEMBELAJARAN (LEARNING OUTCOMES)

•CPMK

STANDAR KOMPETENSI (Instructional Goals)

•BENTUK KEMAMPUAN/KETERAMPILAN UNTUK MENCAPAI TUJUAN PEMBELAJARAN (HOST)

KOMPETENSI DASAR (Task Analysis)

•BENTUK TUGAS / KETERAMPILAN DASAR UNTUK MENUNJANG STANDAR KOMPETENSI

INDIKATOR KEBERHASILAN (Evaluation)

•ASESMEN / MENGUKUR KETUNTASAN BELAJAR

 Self Explain
Profil
Lulusan
Self Learning
(OBE) Self Assesment

Tahapan Pengembangan Kurikulum Pendidikan Tinggi Di Era Industri 4.0 Untuk Mendukung
MBKM
 ANALISIS PERILAKU
(STRUKTUR KOMPETENSI)
Conduct a Task Analysis

Identify which prerequisite skills need to be

mastered to reach the objective. The task
analysis is performed by asking "What are all of
the things the student must know and/or be able
to do to achieve the goal?"
 Define Instructional Goals
An objective may be defined as a general
statement of desired accomplishment.

Example: Given peanut butter, jelly, and bread,

the learner will follow the steps to create a
delicious sandwich.
 Bloom Taxonomy

1913-1999
 Sample Unit : Space

Remembering Cut out “space” pictures from a magazine. Make a display or a

collage. List space words (Alphabet Key). List the names of the
planets in our universe. List all the things an astronaut would need
for a space journey.

Understanding Make your desk into a spaceship, Make an astronaut for a puppet
play. Use it to tell what an astronaut does. Make a model of the
planets in our solar system.

Applying Keep a diary of your space adventure (5 days). What sort of

instruments would you need to make space music? Make a list of
questions you would like to ask an astronaut.

Analysing Make an application form for a person applying for the job of an
astronaut. Compare Galileo’s telescope to a modern telescope.
Distinguish between the Russian and American space programs.

Evaluating Compare the benefits of living on Earth and the moon. You can
take three people with you to the moon. Choose and give reasons.
Choose a planet you would like to live on- explain why.

Creating Write a newspaper report for the following headline: “Spaceship out
of control”. Use the SCAMPER strategy to design a new space suit.
Create a game called “Space Snap”. Prepare a menu for your
spaceship crew. Design an advertising program for trips to the
moon.
 Sample Unit : Travel
Remembering How many ways can you travel from one place to another? List
and draw all the ways you know. Describe one of the vehicles
from your list, draw a diagram and label the parts. Collect
“transport” pictures from magazines- make a poster with info.

Understanding How do you get from school to home? Explain the method of
travel and draw a map. Write a play about a form of modern
transport. Explain how you felt the first time you rode a bicycle.
Make your desk into a form of transport.

Applying Explain why some vehicles are large and others small. Write a
story about the uses of both. Read a story about “The Little Red
Engine” and make up a play about it. Survey 10 other children
to see what bikes they ride. Display on a chart or graph.

Analysing Make a jigsaw puzzle of children using bikes safely. What

problems are there with modern forms of transport and their
uses- write a report. Use a Venn Diagram to compare boats to
planes, or helicopters to bicycles.

Evaluating What changes would you recommend to road rules to prevent

traffic accidents? Debate whether we should be able to buy fuel
at a cheaper rate. Rate transport from slow to fast etc..

Creating Invent a vehicle. Draw or construct it after careful planning.

What sort of transport will there be in twenty years time?
Discuss, write about it and report to the class. Write a song
about traveling in different forms of transport.
map concepts
 Developing Conceptual Outlines

⬥ First: main Outline

Conceptual or key topics
product
identified
resulting from organization of selected
⬥ concepts Sub-concepts
Second: into logical systemunder main concepts
⬥ “Scope” used to
⬦ Developed fordenote what subject matter topics are to be covered
⬥ Concepts
⬩ organized in a sequence
Entire curriculum
⬥ Concepts
⬩ often
Specificbuild
courseupon each other
⬩ Workshop
⬩ Conference
⬩ Unit of study
⬩ presentation
Creating Block Plans
⬥ Blocking out of conceptual outline by weeks, days, hours
⬥ Indicates which concepts will be covered in specific periods of
time
⬥ Concepts from outline designated into time frames is a block plan
⬦ Amount of time devoted to various concepts and sub-concepts
⬥ Can begin with calendar, day planner format, blocking out number
of hours, days or weeks
⬥ Unit plan is a plan where additional components are added to
block plan to give more detail
⬥ Lesson plan more detailed and includes even more information:
⬦ Enabling objectives, content notes needed by educator when presenting
material, key questions to be discussed, specific activities, assignments
Questions to Ask Learners

⬥ What have you learned from the lesson today?

⬥ How can our discussion be summarized in a few
sentences?
⬥ What are the main ideas we have been talking about?
⬥ How are the main ideas we discussed related?
⬥ How does today’s discussion relate to what we studied
yesterday?
⬥ How can these ideas be applied to new or different
situations that you face or might face in the future?
 Strategi Pembelajaran

AKTIVITAS PEMBELAJARAN
SUMBER
TAHAP KEGIATAN ALOKASI ATRIBUT BELAJAR
METODE MEDIA
PEMBELAJARAN WAKTU KARAKTER DAN
GURU SISWA PUSTAKA

Apersepsi Kaitan Mendengar Ceramah OHP 5’ Percaya diri

Tujuan SK/KD Memperhatikan Bertj

PENDAHULUAN
Relevansi Masyarakat Wawasan

Deskripsi Cakupan

Uraian LANGKAH-LANGKAHCeramah 80’

PENYAJIAN SESUAIKAN DENGAN PENDEKATAN
PEMBELAJARAN YANG EFEKTIF, EFISIEN DAN BERDAYA TARIK
Contoh Demons- Video
PENYAJIAN trasi

Latihan Diskusi Gambar

Simpulan Debat Koran 15’

Umpan Tanya
PENUTUP Balik jawab

Tindak Tugas
Lanjut
THANKS!

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