Summary of "Exclusive Class Strategi Praktis Menyusun RPS Berbasis OBE"

Summary of “Exclusive Class Strategi Praktis Menyusun RPS Berbasis OBE”

This video is an exclusive class session focused on practical strategies for preparing a Semester Learning Plan (RPS) based on Outcome-Based Education (OBE). The session is primarily aimed at Indonesian lecturers and is led by Mrs. Nuril Munfaridah, S.D., M.Pd., PhD, with facilitation by Ms. Rida.

Main Ideas and Concepts

1. Introduction and Context

The importance of upgrading lecturers’ skills to implement the three pillars of higher education: education, research, and community service.
OBE as a curriculum framework emphasizing learning outcomes that students should achieve by the end of their learning experience.
The necessity to translate curriculum documents into practical teaching plans such as RPS.
Reference to Indonesian Ministry of Education regulations (Permendikbud No. 53/2023 and No. 39/2025) that guide curriculum and quality assurance towards OBE.

2. Understanding Outcome-Based Education (OBE)

OBE focuses on what students can do after learning (competencies, skills, attitudes).
The paradigm shift towards societal needs and 21st-century skills.
Backward design principle: start with defining learning outcomes, then assessments, then learning activities.
The graduate profile concept: defining what graduates should be able to do in their careers (e.g., physics teacher).
Learning outcomes must be realistic, achievable by all students, and aligned with institutional context.

3. Formulating Learning Outcomes Using Bloom’s Taxonomy

Use of Bloom’s Revised Taxonomy (Anderson & Krathwohl, 2001) as a reference for cognitive levels (C1 to C6).
Cognitive dimensions: factual, conceptual, procedural, metacognitive knowledge.
Emphasis on High Order Thinking Skills (HOTS) – analyze, evaluate, create – aligned with 21st-century skills.
Examples of verbs and activities for each cognitive level to formulate measurable learning outcomes.
Differentiation between levels such as “apply” (using knowledge) and “create” (generating new products or designs).
Learning outcomes should be broken down from graduate learning outcomes (CPL) to course learning outcomes (CPMK), sub-CPMK, and indicators.

4. Practical Steps to Compile OBE-Based RPS

Preparation: lecturers bring existing RPS documents.
Identify and analyze CPL (graduate learning outcomes) at the study program level.
Break down CPL into CPMK (course learning outcomes).
Further breakdown CPMK into sub-CPMK and indicators that are specific, measurable, achievable, realistic, and time-bound (SMART).
Develop assessment criteria aligned with learning outcomes.
Design learning activities and methods (lectures, discussions, simulations, projects).
Allocate time and credit units (SKS) according to regulations.
Include references, assignments, and evaluation plans.
Use rubrics and portfolios for assessment to ensure validity, reliability, transparency, fairness, objectivity, and educative value.

5. Assessment in OBE

Assessment must align with learning outcomes and be varied (written tests, practical tests, performance, observation, questionnaires).
Mid-term and final exams are mandatory per ministry regulations, but assessment methods can be flexible (e.g., project-based, practical exams).
Assessment should measure the achievement of indicators and reflect real student performance.
Weighting of CPMK in the course should be agreed upon by the teaching team and reflect the depth and breadth of course content.

6. Common Questions and Clarifications

Whether all courses need to reach the highest cognitive level (create): No, it depends on course level and content.
How to integrate affective and psychomotor domains: These are embedded within CPL and CPMK, assessed through performance and attitude rubrics.
Flexibility in CPMK and sub-CPMK formulation: Changes can be made by lecturers but should be agreed upon by the teaching team.
Handling research and community service outputs in RPS references: Include them in the reference section as teaching materials.
Application of OBE principles in various fields including engineering and basic sciences.
The importance of collaborative curriculum development within study programs.

7. Tools and Resources

Use of matrices to map CPL, CPMK, sub-CPMK, indicators, assessment, and learning activities.
Practical exercises during the session to formulate learning objectives.
Sharing of examples and templates from the host university (UM).
Emphasis on continuous improvement and adaptation to institutional contexts.

Detailed Methodology / Instructions for Compiling OBE-Based RPS

Analyze CPL (Graduate Learning Outcomes)
- Review and understand the CPL formulated by your study program.
- CPL represents the competencies graduates must have.
Break Down CPL into CPMK (Course Learning Outcomes)
- Formulate specific learning outcomes for each course that contribute to CPL.
- CPMK should be more specific and measurable than CPL.
Develop sub-CPMK
- Further breakdown CPMK into sub-CPMK that are specific and measurable.
- Sub-CPMK should be achievable within the course timeframe.
Define Indicators
- Indicators are observable/measurable behaviors or achievements that demonstrate sub-CPMK attainment.
- Use operational verbs from Bloom’s taxonomy.
Design Assessment Criteria
- Align assessment methods with indicators and learning outcomes.
- Use rubrics to ensure valid, reliable, transparent, fair, and educative assessments.
Plan Learning Activities and Methods
- Choose appropriate learning strategies (lectures, discussions, projects, simulations).
- Allocate time for face-to-face, structured assignments, and independent work based on credit units.
Compile RPS Document
- Include course information, CPL, CPMK, sub-CPMK, indicators, assessment plan, learning methods, references, and evaluation plan.
- Coordinate with other lecturers to ensure consistency if the course is taught by multiple instructors.
Implement and Evaluate
- Use the RPS to guide teaching and assessment.
- Collect data and feedback to improve the RPS continuously.

Key Principles Highlighted

Backward Design: Start with outcomes, then assessments, then learning activities.
Realistic and Achievable Outcomes: Learning outcomes must be attainable by all students.
Alignment: Ensure CPL, CPMK, sub-CPMK, indicators, assessments, and learning activities are coherently aligned.
Flexibility: Adapt formats and details according to institutional needs while adhering to ministry regulations.
Collaboration: Curriculum and RPS development should be a team effort.
Focus on HOTS: Emphasize higher-order thinking skills in learning objectives and assessments.
Comprehensive Coverage: Include cognitive, affective, and psychomotor domains.

Speakers / Sources Featured

Mrs. Nuril Munfaridah, S.D., M.Pd., PhD – Main presenter and expert on OBE-based RPS preparation.
Ms. Rida – Facilitator and moderator of the session.
Participants – Various Indonesian lecturers who asked questions and shared experiences during the session.

This video provides a comprehensive, practical guide for lecturers to develop and implement OBE-based Semester Learning Plans (RPS) aligned with Indonesian higher education regulations, emphasizing clarity, measurability, and relevance to graduate competencies.