#1 Diklat 38JP - Strategi Penyusunan RPP Matematika

Okay, ladies and gentlemen, the activity for tonight will start immediately. For ladies and gentlemen who are not involved in the equipment and network, please activate and turn on the camera, and use the virtual background that is of course already in the admin section of the activity in the WhatsApp group.

Okay, because the time is already 19.30 West Indonesia time, then the activity tonight I start. Assalamualaikum warahmatullahi wabarakatuh, good evening, peace and prosperity for all of us. Shalom, om sastastu, namo buddhaya, salam kebajikan rahayu. What I respect is our source tonight,

Mr. Lambang Setiawan SPDGR, as well as Mr. Ibu, as well as the National Math Class, who are happy. Alhamdulillah,

Thank God for the presence of God Almighty. Ladies and gentlemen, we are all given the opportunity to gather in a direct way tonight. Of course, in the DECLAT NATIONAL activity of Mathematics Learning with the theme of the RPP Mathematics Training Strategy New Year's Teaching. Okay, ladies and gentlemen, before we get into the activities, the main steps are more important when we pray according to religion and each person's faith. Prayers are allowed.

Hi amen amen Garoba amen Okay, ladies and gentlemen, allow me to introduce myself, I am moderator Hani Okta who will be with you for one and a half hours in the future, please ladies and gentlemen who have just joined the zoom meeting or those

and live streaming YouTube channel Matematika can be introduced with the name and origin of the instance via chat Zoom or those who are on the live stream of YouTube channel Matematika please, you can introduce yourself by writing your name and origin of the instance in the live chat I inform you, please also follow our social media on Instagram @chermatematika and you can subscribe to our YouTube channel, ladies and gentlemen

in Mathematics Ads. Okay, thank you very much, ladies and gentlemen, who are excited to turn on and turn on the camera, as well as using the virtual background that is already on the admin page on the WhatsApp group. Okay, ladies and gentlemen, please allow me to read the short profile of our resume tonight.

who have appeared on the screen tonight we will study together to add knowledge and insight with Mr. Lambang Setiawan SPDGR he is

a math teacher, National High School, Danau Seluluk, Seruan. Well, you can see so many experiences that he has gained, as a facilitator of the area of ​​study

deep. Well, Mr. Lambang is also a deputy technology consultant, Mr. Dasman, and here you are, please visit the social media of Mr. Lambang, there is a social media Instagram, Mr. Ibu with the account name lambang_setia. Okay, thank you very much, Mr. Ibu, in the middle of us, Mr. Lambang, good evening, Mr.

Yes, good evening Mrs. Hani and all of you.

Thank you very much, sir, for the material in this first meeting, we will discuss the utilization and analysis of mathematical learning achievement with Mr. Lambang, the material will be conveyed for 60 minutes, ladies and gentlemen, and will be continued in the discussion session, questions, answers and sharing for 30 minutes, so please, ladies and gentlemen, prepare the device, the network, later you can

pay attention and practice directly what is being told by Mr. Lamba. That's all, Mr. Waktu and Mr. Layar, please. Okay, thank you, Mrs. Hani and all of you. Assalamualaikum warahmatullahi wabarakatuh. Good evening, ladies and gentlemen. Tonight, we are not reducing our spirits, ladies and gentlemen, at the beginning of the learning year after the implementation of MPLS, ladies and gentlemen. So today, Monday,

That is the first day we go to school, ladies and gentlemen, and of course all the learning devices, including RPP and other devices, ladies and gentlemen, must be prepared, ladies and gentlemen. Well, because tonight I want to share about

My conclusion is that the strategy of arranging RPP from the CP that has not been learned to a small TP-TP and later on the second day there may be a continuation. May I have your screen, sir?

Yes, ladies and gentlemen, the first one is the strategy of organizing the RPP Mathematika for the new year of learning, so on the first day, ladies and gentlemen, we will convey the metrics and analysis of the achievement of mathematical learning, then the arrangement of innovative mathematical learning planning on the second day and on the third day there will be the development of authentic assessment varieties in mathematical learning, so for the next three days we will

Always learn to learn, starting from the arrangement from CP to TP, the RPP, then the interesting and authentic assessment, what is it like, sir? Especially in Mathematics. Okay, sir, at the National Dictate of E-Guru ID, Cermatika, on July 20, 2026, the first we will discuss the measurement and analysis of the achievement of Mathematics learning.

These are some of my short profiles. The latest one is that I am the National Facilitator of Learning Digitalization at the ISRMP, which was just established in Jakarta. Then we start with the initial reflection, ladies and gentlemen.

Please write in the chat column, one word that describes the biggest challenge of you when you start to organize the math learning plan, what is it, sir? Just one word. Okay, I check the chat column. Here, sir, one word, sir. Imagination, choosing a good learning method, adaptive. Okay, again, sir.

What is this one word? "Enjoying, repeating" Oh, it means the learning is the same as yesterday, okay, it's okay. "Magnificent Learning", "Cool", "Collaboration", "Flexible", "Perception", "In-depth Learning", "Creative". Okay, ladies and gentlemen, all cool. So for the answers, there are several words, several words that are

about the learning plan. So the challenge is that we must present a learning plan that we want to be fun, collaborative. Then we continue to the second reflection. When you start to order a mathematical learning plan for the new year of teaching, what is the first step that you do?

please in the chat column, this is an interesting method that suits students, okay, making RPE, okay, Latifah, making RPE, making Prota Promes, yes, true, see CP, just see it, Bu, not in the eyes, okay, analysis CP, right, counting CP, great, really, really, Mr. Ibu,

determine TP yes analysis is effective okay make CP and ATP make the prototype and determine the learning method that must be in accordance with the child with the characteristics of our students, ladies and gentlemen, yes, it's true, all of you, ladies and gentlemen, in the first step, we reflect first, okay, the second reflection

How far have you been used to doing analysis of mathematical learning achievements before arranging learning devices? Well, sometimes there are, for example, "Oh, last year was the same as this year." Maybe, yes, so we just change the year. For example, is there anything like that? For example, change the year, write the year changed from 2025 to 2026, so 2026 to 2027.

or maybe with the MGMP in the Mathematics group at your school, we started to make discussions from CP, TP-TP, to apply according to the CP that is valid, have analyzed according to what is discussed with MGMP. So there is a school MGMP and a municipality MGMP,

maybe from the Mathematics MGMP has circulated the results of the TP-TP discussion, so Bapak Ibu, yes, it's starting to apply, okay, it's in the stage of starting to apply, okay, to find information, yes, so Bapak Ibu, there is no mistake, Bapak Ibu, yes, regarding the first one, still learning to understand, so it's still in the stage

because the Merdeka curriculum should have been applied since yesterday, but in class 9, someone said it was only applied this year. Someone started applying, it has become a habit or developing practices. If it's already at level 4, this is already a high level, so you don't need to analyze anymore, so directly to the practice of learning. Okay, next.

When translating the achievement of learning into a mathematical learning plan, what is the most challenging part for you? There are four choices, sir. Identifying essential competencies that need to be achieved by the student, arranging the correct and measured TP, planning activities that make the student want to have a concept, or lastly, develop an assessment.

with the purpose of learning, which one is the most challenging for you, which means that the most challenging thing for you is a little curious, number three, okay, there are many of the number three polinium, number three, planning activities that make the participants understand the concept, yes, it's true, the concept is in-depth, yes, it's true, the correct and measured TP, okay,

Majority 3, ladies and gentlemen. Thank you for your response, the activity is amazing, ladies and gentlemen. So, our hope is the same, ladies and gentlemen. We want to present the best, the deepest learning, which is given to the students with their own characteristics, which are in our schools, each island, ladies and gentlemen.

Let's learn together to make our learning more exciting, then conscious and of course meaningful. The last one, after following this session, what do you want to master the most in math and CP analysis? I also need to know, what do you want to achieve, what is the most output, the purpose?

to arrange the purpose of the correct and measured study and develop assessments that are in accordance with the purpose of the study, which is combined, thank you, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question, this is the last question

the results of the discussion, sometimes we don't discuss with the MGMP, sometimes the MGMP has made or sometimes there is no need to discuss, immediately give the product, so this is the type of TPP that we will implement, this is the type that needs to be reached by students, so we ourselves don't understand how the order is actually like, so that it fits the characteristics of our schools.

So in this activity, God willing, we will delve into the tricks, the ways from the top, from the CP, from the government to the TPP, which is adjusted to the characteristics of the students and schools of all Bapak Ibu. Okay, Bapak Ibu, thank you for the amazing answer. In today's first meeting, Bapak Ibu,

The first is to analyze CP to identify the essential competencies of the material environment as well as the relationship of mathematical concepts that students need to develop. The second is to arrange the measurement of learning goals based on the phase,

the characteristics of students and the needs of learning. Then the third, integrating the principles of in-depth learning or PM, in analyzing CP, so that learning is not only focused on the development of concepts, but also the development of critical skills, creativity, communication, and problem solving. So this is our goal, so later my material will be adjusted to this.

Urgensi, why is CP analysis or learning achievement important to be done? So first, translate CP to real learning. So the teacher needs a wider CP bridge towards daily learning activities in the classroom, sir. So the CP is translated, so it's more real, what is it like?

Second, identifying essential competencies. Not all materials have the same weight. For example, this only needs 4 jp for the meeting, it's enough. Oh, this one needs 8 jp for the meeting so it can be finished quickly because the content of the material is too complicated. So, this CP analysis is needed, ladies and gentlemen.

Then, it is centered on the students. So, the correct measurement ensures that the learning is according to the stage of development, characteristics, and needs of various students. So, it can't be, sir, for example, in one, for example, in a meeting, for example, not how, but when the results are given like this, we immediately, as a result,

apply it, not adapt it to the characteristics of our students later our students will have difficulties so the best way is to understand the order first then adapt it to the characteristics of the students then the fourth

Learning is not just a formal lesson, it's usually when it's done, the important thing is that I teach it, the students have good grades. So, the approach of in-depth learning is not only to encourage concept knowledge, but also critical knowledge, critical communication, and problem solving. So, there are

The latest CP, not the latest, there is a new law related to No. 46-H-KR-2025 regarding the achievement of learning in PAUT, JINJANG DITES, and DIKMEN. In this file, it has been explained from page 1 to page 1691, Bapak-Ibu.

And for Mathematics, there are pages 106-126. Coincidentally, for the CP, the content of the CP, the contents, there is no change from last year, ladies and gentlemen. It remains the same. As far as I know, there is a change for the study of religious studies, ladies and gentlemen. So, CP or learning achievement is the competence of the student who must reach the end of each phase.

From phase A to phase F, CP is planned and set by the national education standard, especially the content standard. So, there are components of CP, namely rational,

So why is it important for mathematics to be learned and its contribution to the profile dimension of graduation? Then there is the component of content, the second purpose, so there are six abilities that are involved, namely understanding, understanding, problem solving, communication, connection, and disposition. Then the third is the characteristics, namely the context of elements, content, and process elements that organize mathematical materials.

And the last one is the achievement of learning per phase. So there is a phase, so the phase A is what, the CP is BWB. The reference document can be downloaded later, the material will be shared by the committee. There are 5 elements of content and 5 elements of process. So, simply,

The content element explains the material or content of mathematics that is learned by the participants. So the numbers are related to understanding numbers, calculation operations, and the relationship between numbers. Then the algebra, to recognize patterns, use symbols, and make combinations. Then there is measurement in the content element as well. That is to measure length, weight, time, volume, and so on. There is also geometry.

related to the form, space, position, and character of the student. Then data analysis and opportunity, reading data, presenting data, and understanding the possibility of an incident. So the point is, this content element answers what the student is learning. Then the second is the process element.

The process of explaining the ability to think in mathematics that must be developed when students learn certain content, so there is a warning and proof. So the student is able to give an excuse why one answer is correct, so it can prove it. Then the second is the problem solving using the concept of mathematics to solve the problem.

then there is a communication of mathematics so students can explain ideas and the results of thinking after writing, writing, drawing, or symbols then there is a representation of mathematics which provides information in the form of tables, graphics, diagrams, drawings, or similarities and the last is the connection of mathematics which connects various concepts of mathematics

So the concept of mathematics is related to everyday life in the real world. So in simple terms, this process element is how students learn or students learn and think mathematically. So for example, I made an analogy, sir. Sir, for example, teach the long-term perspective, sir. So the content is a formula.

The process is how the first student explains why the formula is used

this is an inspiration, then the second one, solving the problem of calculating the width of the classroom, for example, the problem of the problem, then presenting the answer, communication, then drawing sketches or making

certain building in the writing board, that's representation. Then the last one, connecting this wide concept, in the long term, with the installation of ceramic activities, that means connection. So, ladies and gentlemen, one lesson, the teacher not only teaches this concept of formula, but also trains the way of thinking mathematically to the students. Okay, that's it ladies and gentlemen.

Well, the learning planning process starts with us analyzing the CP first, ladies and gentlemen. So if you want to make RPP, first analyze the CP first, what is the content. Then the second, we will arrange the learning goals and the course. Later on the second day, the next meeting we will make RPP

So, today we focus on CP analysis and make TP and its flow.

Then the analysis of learning achievement can be compared with the first way to identify essential competencies, so to define the operational work or KKO, and the competencies substance in the CP formula for each element for the target phase. Then the second, to set the material environment.

define the depth and depth of the material or sub-element that becomes the prerequisite for the development of essential competencies. Then the third, map the relationship of concepts, then identification, so identification, the relationship between the concept of the mathematical element earlier, with the flow map, if possible with daily life. So, ladies and gentlemen, it is impossible for us to analyze CP later,

especially in the second part, we set the environment of the material, for example, we learn for example, the cubus, the building of the square side, the building of the space, we learn the cubus, but this student, this student has not yet got the learning about the building of the square, sir, the long rectangle, the rectangle, how to calculate this, apply the concept in

So, there are certain prerequisites that must be met, we must not make mistakes. This is how we know how to organize CP so that the students' thinking pattern will be in accordance with the mathematical hierarchy. It is impossible that the prerequisite material has not been taught, but we have taught it first. The concept of kubus is related to the perspective,

we teach it through the lines, there are 6, there are 6 rectangles, so the surface area formula is 6, there are 6 rectangles multiplied by the area of each of them, how much? S times X, so the formula is 6 times S times S, oh, it turns out that's the concept. So when the question is changed, sir, not only memorizing the formula, for example, without closing, for example, it turns out to be 5, 5 rectangles,

So the formula is 5 times S times S. That's the simple concept, ladies and gentlemen. This is an example, ladies and gentlemen. The multiplication of essential materials through phases. So through phases. So this is just an example, ladies and gentlemen. So there are numerical elements. So in phase A, the value of the place is counted up to 20 to 100. In phase B, the division and calculation operation. In phase C, the number of circles and decimals is higher.

phase D in high school, the number of units and the shape of the root, then in phase E, the line and the line, and in phase F plus, the structure of the number. This can be observed, ladies and gentlemen, so the higher the phase, the more complex it is for the material to be studied or the material content is more difficult, ladies and gentlemen.

For this, we determine the purpose of learning. In determining the purpose of learning, which is derived from a learning achievement, the writing of the purpose of learning should be in two main components. The first is the competencies.

that is the ability of students as a result of the learning process, so the purpose is arranged by using the word of the relevant operational work, okay, before going far there, the second question is the guidance that can be used by teachers, among others, in a concrete way, what skills do students need to show, then the second stage of thinking, what do students need

show it too, so how to think about it, then what do you want to show before you go there, sir, you still remember taxonomy, not taxonomy, not taxonomy, and taxonomy solo, yes, the latest, okay, taxonomy, not what you know from C1, what is it, sir, before it's too far, what is C1, sir, C1

C2, C3, C4, C5, C6. Let's try, ladies and gentlemen. What is the C1? Who is the fastest? I will observe the comments column. Remember. Oh, okay. True. Remember. Okay, C2 now, ladies and gentlemen. Thank you, Mrs. Heni and Mr. Ridwan. C2, ladies and gentlemen. Come on. KKO, that is operational work.

C2 understand can understand okay now continue to C3 thank you for explaining to apply to apply including how many Cs depend on the content, ladies and gentlemen, the KKO, C3 applies, yes, O, C3, C4, can be C3, can be C4, ladies and gentlemen, depending on the content later, okay, good, the big part is

know, yes, then in measuring or making a TP, so the first one doesn't have elements or components, what are the components of the competencies, the second one has components of the contents in the material environment, so it is an essential knowledge and application knowledge that needs to be understood at the end of one unit or learning topic, so, Mr. and Mrs.

When arranging a TPP, the first is simply the KKU, the second is the material, the content, what is learned. So the first is the KKU, the second is the content or what the material discusses. That's all, ladies and gentlemen, the components in the TPP.

The calculation of CP into TP or learning objectives, each summary of the learning objectives is directly derived from the CP sentence in each element. Then grouped according to the sub-elements that are involved in the characteristics of the lesson.

So, 1 CP is to fit several competencies that are divided into several TP to measure and can be used as an indicator of achievement in one material environment or in other words KKTP

In phase E and phase F, the measurement element no longer stands alone because it has been integrated into the geometry and data analysis elements and needs according to the CP structure of the matematical chain. So, before we get too far here, the measurement of CP becomes TP, you know about our taxonomy, our solo taxonomy and our taxonomy bloom, right?

So, the solo taxonomy, ladies and gentlemen, the taxonomy bloom, sorry, the taxonomy bloom that we learn from C1 to C6, ladies and gentlemen, a little information is to learn or fit a

the cognitive course of students, so this is what needs to be differentiated, so the current solo taxonomy does not replace the taxonomy yet, but instead completes it, but in the taxonomy yet it is more to the cognitive, while in the solo taxonomy it is more to the learning process and the results achieved by the students in a study in one topic, that's it, so

The taxonomy of Solon and Blung are both used, not standing alone. Okay, ladies and gentlemen, back to the subject. This is the CP measurement, which becomes the TP, ladies and gentlemen. May I move the screen, ladies and gentlemen? Yes, this is a little bit small, ladies and gentlemen. Let me enlarge it first, ladies and gentlemen.

The CP score or the achievement of learning to be a CP, Mathematics and Advanced Mathematics, based on BSKAP No. 46, year 2025, in the page 106-126. So this is the score for phase A, for example, Class 1 and Class 2 in the University of Indonesia or MI.

So the first is for the element of the number, the CP shows understanding and has a number intuition and so on until the fourth line. The sub-element that can be learned is visual representation, so it shows understanding and number intuition.

in the number of errors up to 100 then show it is still a low level of analysis understanding as part of the whole or half a quarter through content dividing things or a lot of collections so here there is also a orderly nature of the operation then in the number then in the aljabar

shows meaning understanding so here, sir, the TP is on the right, at the end, at the end, so he is the result and here, sir, yes, I haven't broken it yet, it's still like this, this is the content, this is the web, so if we can see it, for example, in the content of the algebra, the KKO is showing understanding, yes,

What is the understanding of the content of the material is the second one, meaning, symbol, and the word mathematics related to the number and reduction of the number of numbers up to 20 using the picture. There is also a measurement, then there is geometry, the same for phase A, then phase B,

This is more, then the content is also increased, the KKO is also increased again. Let's take an example, for example, phase C.

as in the elements, there are many of them, yes, it's exactly like that, we have plotted the measurement, for example, determine the circumference and the width of various forms of the square, three-dimensional, four-dimensional, many-dimensional, and the combination, calculate the duration of time and measure the size of the angle, this is long up to here, the number, then we split it into two, because there is a

The second is to calculate the time duration of measuring the angle of the data building. This is also considered measurement. We have separated it here. This determines, then this is to calculate. Then there is geometry, data analysis, then there is in phase D, for classes 7 to 9 in the junior high school.

The first is reading, writing, and comparing. There are three, ladies and gentlemen. Round numbers, rational, decimal, round, root numbers, and numbers in the notation of science. Now, ladies and gentlemen, maybe you find that the materials in this CP, why does it change a lot or not according to what was studied before, for example. If it was in the ninth grade,

This number of units is studied in the 9th grade, for example, the number of units of round and root, this is studied in the 9th grade, but not only reading, writing, and comparing, but also doing the calculation operation, so the calculation operation is done there. So, sir, in CP, sir,

is essential competence, the minimum competence that must be achieved by

students in a school, if the characteristics of your students can be more than the CP that has been determined by the government, it is very good, for example, here it is only in the ratio and proportion

Using the ratio of the scale, proportion, and speed of change in solving problems. Well, for example, you want to collaborate with others, it's a bit difficult, for example. It's okay, sir, for example, the scale uses more, the proportion also uses more, the speed of change uses units that are indeed a bit complicated, using CM units, rank 3 or GPIC, that's a bit difficult.

Okay, sir. Then, for example, the second one, provides an estimation of the estimate of solving problems, including those related to financial literacy. Financial literacy is related to flowers, discounts, taxes, etc. It's related to that. But I also ask, sir, where is the social arithmetics material?

I have it, I combine it with this, so it's related to financial literacy, so profit and loss also come in, then there's Bruto, Neto, Tara, I also put it in, I collaborate with

a numeric activity, so once again from this CP is the essential competence, the minimum that can be achieved by students, if you adjust it to the characteristics of students at school, it can be more complex, please, sir, so go back to each school, automatically, sir,

For example, the geometry of space only makes the lines of the space structure, the prism, the column, the triangle, the curve, and makes the space structure from the lines. Where do you calculate it? Why don't you calculate it? In the past, there was a wide calculation, a volume calculation, even a combination geometry calculation, for example, a cube with

for example, the five are combined, now there is no, it is possible, sir, the same in my school, I also combine it with that, sir, yes, this is for examples, sir, yes, I have helped to analyze it, so later you can adopt and ATM, sir, yes, adjust it to the characteristics of your father, all in each school, then

The second is the integration of in-depth learning into the TPE.

Okay, Ms. Yusrina Yusman, for the F phase only? No, from the A phase to the F phase, there are all of them. The files can be shared later at the end of the meeting. Then the next is the integration of PM into TP. So, ladies and gentlemen, PM into TP, please allow me to screen again.

Conceptual learning integrates the principles of in-depth learning in analyzing CP. So in Mathematics, I will give an example in phase D, ladies and gentlemen. So once again, ladies and gentlemen, here I

So, PM is the approach of learning that is set to the Mendic-Dasman through the Mendic-Dasman No. 13 of 2025 and is further divided in the assessment learning framework.

So this approach comes from the concern that the study has been stopped in the study of the material in the way of the surface or memorization only, so it hasn't reached the meaning of reflection, even connecting one concept with another concept. So PM or internal research

does not replace the curriculum of the Dekal or the CP structure that already exists but PM, the existence of PM is a way of looking at planning or implementing the learning on the CP so that the output or output is not only the student knows but the student understands, is able to apply and is able to reflect So there are three principles of PM, so let's go deeper

So the first is to be aware, the third is to be happy. So this is the practical meaning in the class, ladies and gentlemen. So if you are aware, I repeat a little, ladies and gentlemen, that students learn by being aware, understanding, that they have to learn this, why do they have to learn this, this material.

With the students' awareness, he encouraged him to learn by himself at home and find strategies, strategies, ways to answer the question. And it means that the student is able to link the learning that he learns with the real concept and student experience.

or a cross-learning issue or a cross-mappel issue. So the mathematical concept feels more useful. For example, we learn about profit and loss, it's clear. If we sell and buy, there is profit and loss. If we learn about building space, what is its function? Oh, it turns out to be to calculate space. Just practice calculating the space of the class, for example.

The third is to encourage. The learning process is designed so that enthusiastic students feel safe and try to be active. So it can be with projects, games, explorations, or collaborative discussions in groups. So there are three stages of the PM learning experience, namely understanding, applying, and reflecting. Okay, let's go here.

.temu.pm.cp_matematika

The purpose of the learning that is asked must have the element of the process, namely critical analysis, creativity, communication, and problem solving. What does it mean? Integrating the internal development is not adding burden, rather it is strengthening and strengthening what has been incorporated into the CP. For example, critical analysis.

and mathematical proof, so the activity can be in class, that is, arranging assumptions or concrete arranging truths, testing the truth, differentiating assumptions from facts and questioning, for example, sorry, provided material about data sharing, they are asked to

check which one is the highest, why is it the highest, they can analyze, they can find out, then the problem solving, when there is a diagram about statistics, how is the solution, can we predict in the next months how it is, then we can communicate, we can

tell sometimes it's students, sir, you already understand with the concept with the material, but this student has a limitation in conveying the material or conveying what the students understand, sir, they are embarrassed when they tell or the mathematical language is still not trained, sir, so

The communication can be through gestures, symbol, table, diagram, etc. Then, creativity can connect from one field to another. When CP decreases to TP, like the table above,

which was previously listed, each TP, content element, number, algebra, measurement, geometry, and so on, should be intentionally attached with at least one process element above. So, sometimes it only requires students to memorize the procedure or formula, but we can also ask them to find out how to do it.

How does it work? What is the concept? Is it related to other materials? So, the analysis of CP to TP with the approach of PM. So, there are steps in BABU to read TP in a neutral way or in a understanding way. So, the identification of the KKO, what is the KKO like? For example, the KKO is

For example, in high school, there is analysis. It's already up to C4, right? Analysis C4, for example, C4, analysis blah blah blah blah blah, what is the content of the material?

It can be lowered in the KKO, we divide it into indicators that are easy to measure, for example, identify, classify, explain, apply.

So, it can be done. What's important, when you're at the end of the study, at the end of the topic, until the end of what CP asks for, until the end of the KKO that CP asks for, don't let it go down. The analysis I did earlier, in my body characteristics, it's too difficult.

I just go down to the bottom and apply it. No, sir, according to what is in the CP, if it is not able to be achieved by the students, we can simplify the content of the material, we make the burden lighter for the students, but still analyze it together.

The second is to ask questions of the guide to the critical area. This is the steps. For example,

to solve the linear system of two variables through several ways of solving it. As we know, SPLDV has substitution, elimination, and even elimination substitution.

The critical argument is that the students can ask students to compare substitution, elimination, or graphic methods for the same system of cooperation. Which one is more efficient in certain cases? Then they explain why it is easier.

The second is problem solving. For example, in the real context, determine the price combination of two types of goods in the school canteen from two different shopping totals. Then for communication, students present one method of choice in front of other groups and answer the question why the method was chosen, why?

Then creativity and connection. So the challenge is to find everyday situations, such as lessons, transportation, savings, which can be modeled as a linear two-variable system. So there is an activity picture, mindful, aware, it's certain, so the student writes down first what strategy he wants to try, why, before working.

Then it means the context of the question taken from the transaction or action that is taken with the students' opinion. Then it divides it into group work with a debate session, a method, for example. Short, between groups to defend the choice of strategy. For example, it can be used for debate, for example, to make a group of institutions, a group of elimination, a group that eliminates institutions or a mixture. This is for example the geometry element.

This is just an example, there are also elements of opportunity. This is what we all forget, including me, sometimes I have made it easier to speak in short, so the teacher's review list.

So, the guru needs to check every time he plans the learning from one T.P. to ensure that the four dimensions of the three principles of PM are already integrated, not just attached at the end. So, the T.P. has been rewritten. So, this is a bit complicated, Bapak Bipi, but this is the ideal. So, I just want to tell you the ideal, and when it is implemented, it is very good, Bapak Bipi.

So there are moments where students have to explain why, not just how. There are problems, real context that students have to break. Checklist, they are very strict. There is an explicit opportunity for students to communicate and defend the reason for their answer, written or written. So there are also students who are invited to realize their own thinking strategy.

So, in short, integrating PM into the analysis of CP Mathematika Facility is basically a process of re-assuring the process elements that are already in the CP. The process elements that we remember are the response, problem solving, communication, representation, and connection, then the alignment or

wrapping it up with three principles of awareness, meaning, and enjoyment at the understanding, application, and reflection stages. So, that's it, ladies and gentlemen. How do you understand the analysis or are you confused? So, I hope that once again, it doesn't mean

I am worried that it will be more known, I am also more perfect, no, but this is ideally to arrange a framework, a TP that is derived from CP, ladies and gentlemen. The conclusion, ladies and gentlemen, so from CP which is a continuous drug,

So there is a process of competence from phase A to phase B. Phase A to phase B is concrete experience, the intuition of the number, the basic concept. Phase C to phase D is the abstract analysis, the symbol of mathematics, generalization. Phase E to Phase F is the mathematical model, analysis and decision-making.

while the main element is the algebra, geometry, data analysis, and measurement. So the note for the F-verse earlier, Bapak-Ibu, yes, the F-verse earlier has been combined for geometry and data analysis in the SME. Then from CP to TP, so from one TP to several TP, it can also be from TP to several indicators, Bapak-Ibu, yes. So one CP fits one component,

competencies indicators and abilities, so the hope is that it is easy to teach, easy to observe and evaluated. So, you can also determine the KKO to what extent, surface learning or already entering deep learning. Surface learning means calculating, determining, mentioning, and working on procedures. While the deeper one is

analysis, proof, evaluation, planning, and creation. So, ladies and gentlemen, the key is not to change the TP, but to change the learning activity, ladies and gentlemen. So, for example, the TP is difficult.

What is the suggestion? So that the CP is not difficult to see, the learning activities that we collaborate, ladies and gentlemen. So, CP that is in line with PM, so from the mathematical element, it means

The main challenge of the teacher is to activate this process element in the learning, not adding something new. Then the practical implications for the teacher, the results from CPE to RTP are used to arrange the ATP, design the teaching module or RPP, and determine the more accurate or measured assessment.

both of them complement each other so the final goal is to study mathematics that means and full competencies, ladies and gentlemen, so

So, the key is, so that this learning is easy to understand, don't be too focused on CP and TP, but collaborate with the learning activities. So, CP measurement becomes TP, answering what students should learn.

while in-depth learning is to answer how students learn to be able to understand, understand, and apply mathematics in a meaningful way. So the order of CPKTP, UPM, meaningful learning activities, and authentic assessment will result in a profile dimension of graduation which is our final goal. That's it, ladies and gentlemen.

The hope is that it will slowly go from CP to TP. And later, after CP to TP is ready, in the second meeting, the second day, we will learn to make an interesting RPP, with learning activities that mean, and also innovative. So, this is the practical activity,

It can be done, ladies and gentlemen, after the webinar. Choose one CP formula for the relevant phases and elements that you teach in your course. Then identify the essential competencies and the material environment using the three steps of CP analysis. Then summarize two TP with smart criteria. What is the smart criteria, ladies and gentlemen?

Smart means that the S is specific, so the purpose is not to be too general or vague, but it must be clear or the material that is achieved is more specific. So around the students can calculate, for example,

and the circle is wide. Then the M is measurable, so the achievement of the goal must be measured with a clear indicator, either through presentation values or number of figures.

Then the A is achievable or can be achieved. So the target that is set must be realistic. The teacher needs to consider the initial ability of the student, the availability of facilities, and the time available so that the target

The type that was used was achieved, then relevant or realistic, realistic is relevant, so the purpose of the study must mean that it is in accordance with the needs of the students and in accordance with the curriculum that is in place.

The last one is time. It has a time limit. There must be a certain target or deadline when the goal must be achieved. And this helps the teacher to arrange a lesson plan or IRPP, a learning module with effective time allocation. This is for the task as a teacher, please. Thank you. Maybe that's it, Mrs. I will return it to Mrs. Hani.

Thank you very much for your clarification on the material for tonight.

Okay, next, ladies and gentlemen, we will enter the discussion session, the Q&A session, and the sharing session. Please, ladies and gentlemen, who are present through Zoom meeting or who are live streaming YouTube channel Matematika, have the same opportunity to ask directly by activating the camera and using the virtual background that is made by the admin at the Wasser Group, as well as you can use the features that will be given later for

access microphone for you who are in trouble for the device and the network to ask directly please write the question you ask through chatzoom

Okay, I also have information for you for the material that was previously conveyed by Mr. Lambang Setiawan, you will get it later through the admin after the activity is completed, so ladies and gentlemen who may have missed it earlier

the material session later can watch the replay of the report, ladies and gentlemen, for the link later will also be shared with the link of the first meeting activity review. Okay, thank you, there are questions from Mr. or Mrs. Titin, thank you very much Mrs. Titin, is it here or Mr. this, please, Mrs. can you answer the question directly?

I have helped you to give access to the microphone. Please, ma'am. I'm sorry, ma'am. I'm sorry, I turned off the video. You can ask the question directly to Mr. Lameng Setewan.

Yes, let me ask, sir, if there used to be something called KKM, maybe now the curriculum says that there is no KKM, but are there conditions for achieving the purpose of learning like that when there is

the goal of learning is said to be achieved, what does it mean? Is there a special calculation for what is said to be the goal of learning is achieved like KKM as early as before, the curriculum as early as before, thank you, sir.

Thank you very much, Putitin, for your question. Mr. Lambang, before we continue to be explained, to be answered, we will continue to ask you questions, sir, to ask tonight. Okay, please, here is Mrs. Ganda. Please, Mrs. Ganda, can you answer the question directly? Good evening, Mrs. Ganda. Okay, please.

Good evening, Mrs. Ganda, are you still in the meeting? Can you answer the question directly? Okay, because Mrs. Ganda is perhaps stuck in the network, we will continue here, there is Mrs. Heni. Good evening, Mrs. Heni, can you answer the question directly, Mrs.? Okay, please, Mrs.

I also have information for you to participate here if you want to ask directly, you can use the Risen feature, ladies and gentlemen, so later when you use the Risen feature, I will give you the microphone access or for example, ladies and gentlemen, you are confused, actually, where is the Risen feature, I can help, ladies and gentlemen, you can see that this Risen feature is in the reaction text or next to the interpretation or apps, ladies and gentlemen, please, thank you very much, ladies and gentlemen,

confirmation for the device, Mr. Lambang, to shorten the time I will help read the questions from Mrs. Ganda, Mr. Is the purpose of the study is to form the form in the summary, then from Mrs. Heni, how do you determine CP for understanding the concept and the competence of the process, please Mr. Lambang can be answered first, please explain for three questions from Mr. Ibu, thank you

Thank you, Madam. The first question is from Mrs. Titin. The KKM requirement. It seems that the KKM, in the past, the KKM determined three criteria. The first is the complexity of support

Of course, the teacher is professional, so from the student, then there is the common knowledge and the student is how, yes, the teacher is the common knowledge student. Well, there was a KKM, so this KKM was determined by the values ​​and then made into one value. Now,

There is no such thing, but it is more personal to the students' characteristics. The students' characteristics can be done from the results of previous years' learning. For example, the KKTP, the students' ability is this much, up to this much on average, 65 for example.

Then the second can also be from the initial test or what we call the initial diagnostic test, the initial test of ability. That will have the results later. So, each material environment has different KTP, Mrs. Titin, so that

between the first indicator, the first circle of matter, and the second one are different. That is determined from the initial test. Therefore, before conducting a study in one circle of matter, you should do the initial test first. So we know how far this student or student understands the material at the beginning. Then the second, the calculation is specifically for KTP,

there is no special calculation or how, but to evaluate it, ladies and gentlemen, it can use three approaches, three approaches, so the first one is the approach of the description of the criteria, so the teacher makes a list of performance criteria that students consider to achieve TP if they meet the majority

certain criteria. So, sir, we split CP into TP and we make indicators that are smaller than TP

Yes, we can measure it, that's what we call a criteria description, so for example, this student has reached three of the four criteria that have been provided, oh, that means this student is capable of the category, or is able to achieve or exceed, yes, then the second can also use approach using the rubric, the rubric of the teacher arranging

performance category, so the level of education is good or very good, so the criteria is to be stated by the ETP if the minimum ability is in the category of enough in each indicator

Then the third approach can use a scale or value interval, which is often used in mathematical learning. So in this approach, the most close to the logic of KKM, so this interval is according to the value calculation, for example 0-40% is not yet reached or remedial.

41 to 65 have not reached remedial, 65 to 85 have reached and 86 to 100 have also been achieved, for example like that and to be more clear about

We will discuss the assessment in the third meeting, where we will discuss more deeply about the evaluation. So in the first meeting, we will discuss CP to TP first, so it's step by step. Later in the second meeting, we will discuss the RPP or teaching module. Meanwhile, in the third meeting, we will discuss the assessment in a more in-depth way.

Okay, Mrs. Hani. That's it, Mrs. Titin. Hopefully it can help. Then the second one is about Mrs. Ganda. What is the purpose of the study? Is there a form of the bag in the summary? So the purpose of this study, the form of the bag comes from CP. So the CP is already a form of bag that is provided by the government.

TP is obtained from the CP that we split into TP. That's the shape of the stick. Maybe what Bu Ganda means is

form of the bar from the indicator later, maybe yes, in the KKTP, yes, what is the evaluation, what do you think, actually, Bapak Ibu, yes, from the CP, the words analyze it too, later the TP also analyzes it, don't reduce it or add it, don't just analyze it, later the development can be outside of learning, Bapak Ibu, then the third

I hope it means, Ms. Ganda, Ms. Heni, how to determine CP for concept understanding and process competence? How to determine CP for concept understanding? So, to determine CP, CP has already been determined by the government earlier, by the Committee of Placement, maybe what is meant is to determine TP.

used for concept understanding and process competence. The concept of concept understanding can be seen from the content of the material and the KKO. So back to the material earlier about the element of content and element of process. So the competence and the content. So what is the competence? For example, analyzing or determining, calculating.

Then the second one, what does it count? Circular and wide, flat building, for example. So it's already in the skill process. What is the skill process like? It can be reduced again.

Actually, the material is quite complete, so maybe you are a bit confused. Oh, I can't get it like this. Suddenly, when the first time, oh, it turns out that the channel is like this, maybe it needs a certain process. So, it differentiates CP from TP, as well as indicators, which are often confusing, sir. Thank you, Ms. Hennie, Ms. Hani, so it's wrong, Ms. Hennie and Ms. Hani.

maybe there is another question, Mrs. Hani Okta, okay, sir, before we continue to the participants who have asked in the zoom chat, we will continue here, there is Mrs. Kokom Komalasari, good evening, do you want to convey the question directly, please, sir, we continue, maybe from Mrs. Kokom, the device is still in trouble, she has activated the

the microphone and the rice, but we will continue with you, Mr. Mr. for those of you who may be in trouble with traffic and network and continue the questions via chat Zoom, Mr. here we continue from

Ibu Munawar, sir, in BSKAP, in the CP association, there are many TPs, sir, should all be used, sir, when the application is in the class, it was already explained that CP first, then only TP, right, sir? Well, should all of this be used in the application in the class, sir? Then from Ms. Robiah,

Is all activities in RPP also have to be carried out, sir? Is it the same when it is planned or when it is planned, sir? Later when on the field, adjust to the class conditions. Then from Mrs. Sriyani, sir, good evening, Mr. Lambang, who wants to be asked how to plan the PBL study. So, sir, you can be accepted.

Thank you for your explanation. In BSKAP and 1CP, there are many rules that must be followed when the teacher is in class. Actually, in the implementation, this is the content that is necessary and very required, it is mandatory to achieve, it is taught by all teachers. So, back to the initial explanation,

CPCP is an essential competence or material content that has been created by the government and it is the minimum that can be achieved by students in the A to F phase. For example, like me in phase D, in classes 7, 8 and 9 and coincidentally in phase 1, ladies and gentlemen, so I can change the material.

I put it everywhere, but the main goal is that all the CP that has been given must be taught all, Bu. CP that becomes TP, there are a lot of them, right? Well, it must be taught all in class. How about the application later? Too complicated, sir? No, Bu. Actually, everything has been adapted to essential competencies.

So if I observe from the CP, especially the KKO, KKO compared to the early Merdeka curriculum, KKO is higher when it is in the early Merdeka curriculum, which is now made more essential or easier to reach by students. So, if the case is like the previous case,

the content of the material is too difficult to reach by students at my school, you can plan the activities so that it can be achieved but the activities are simple, ladies and gentlemen, so simple students understand at least understand the CP, the TP, for example, with simple language and the content is

easy, so it's all right to enter everything but it's easy, that's it, so the point is to apply it in the class then Mrs. Robiah Guni Harahap whether all activities in the RPP must be carried out exactly as planned or can be adjusted according to the class conditions in the study activities, ladies and

RPP, the RPP that we have written, as we know, we will study the RPP on the second day, maybe this is a little spiel or an illustration that the RPP is a standard or initial plan, it's like we've planned to go, I'll say, to go to Tjadiburabudur, for example, but it's raining on the road, it's raining.

automatically my plan turns, oh it's closer, for example, where, for example, to another place that is not less interesting, for example, but the meaning is the same, both recreation, like that, it's the same, so the implementation of this learning plan

We have made the main pattern, the plan is already there, but when the implementation later there is a certain momentum that makes it not exactly according to RPP, we adjust it to the class condition. The full version we will discuss on the second day, so keep up the spirit to follow the second and third days, so that the knowledge and knowledge are not broken.

Is there any more, Mrs. Hani? Is it the last one? Okay, you can continue. Okay, now from Mrs. Sriyani, I would like to ask how to design PBL. PBL is a problem-based learning, and this is related to mathematical learning. Again, Mrs. Hani, we discussed this on the second day, which is about problem-based learning,

models or RPP plans that will be implemented in the class on the second day, God willing, so don't miss it on the second day

Can we get an example of the indicator rubric? This is on the third day, Bu. On the third day. Exactly. So, the first one, I'll give it again, CP to TP. We have planned what to study. Then in RPP, how is the learning process? What is the picture? Then on the third day, how to evaluate it? So it's complete. There are three days.

I hope you will be excited to follow the third day. Thank you very much for your explanation. It turns out that you are very interested in the explanation between CP and TP. Maybe there was also someone who asked about the difference between CP and TP. It was explained earlier that CP is for all phases, maybe those who are in school,

SMA, SMP, and SD, the CP is the same, right? For the CP, it can be the same or different, sir? The CP is the same, the application of the CP is probably according to each condition, sir.

For CP, it's all about the material, there are competencies and the environment of the material. And in each field, it's definitely different, but the same is the element of the content, there are numbers, measurements, geometry, data analysis and opportunity, so there is also algebra, so there are five concepts that are definitely the same.

But the content is adjusted to the lines and the Kakao is also adjusted. So CP is the whole knowledge that is learned and TP is the shorter version. So it can be divided, it can be more focused.

Okay, thank you very much for your explanation and some questions from you, it turns out that this is still the first meeting, but you have asked for the material that will be conveyed in the meeting and the third, so please, ladies and gentlemen who are present tonight, you can prepare again, ladies and gentlemen, the equipment and the network, prepare yourself to meet again with Mr. Lambang Setiawan in the second meeting. Okay, here we will continue, sir, from the questions.

Ibu A'an Nurjana why don't you use new terms why do you still use the terms RPP KKM and others then, sir, is it the same between the skill of the process with the element of the process, sir, please

Okay, for Ms. Aan Nurjana, actually there was a lady who asked about KKM earlier, so I will explain about KKM and KKTP, what is the difference? For RPP, it is not a new term or old term, RPP is also a term for baku, so ladies and gentlemen,

In the previous meeting, there was a misconception about the mention of RPM, the deep learning plan. It's a misunderstanding, is it RPP or teaching module?

Well, there really is no KKM, there is KKTP, the criteria for achieving the purpose of learning, yes, KKTP. So that's it, Bu, so there is no new term, while there is also a new term, not a teacher anymore, but an educator. That's what the teacher is required to do. Then the second, not a student or an educator, but a student. Well, it's all written in

nomenklatur yang terbaru, Bapak-Ibu. Jadi penyebutan guru bukan lagi guru tapi pendidik, kemudian siswa peserta didik diganti menjadi murid. Kemudian keterampilan proses dan elemen proses. Jadi keterampilan proses dan elemen proses itu sebenarnya penyebutan saja Bapak-Ibu ya, jadi sama, secara utuh itu sama. Jadi elemen proses yang mesti dicapai oleh

students in mathematics learning, there was a critical awareness, there was a problem learning, there was another representation of the mathematical connection, yes, so it's more or less the same

skill and process element. So skills or skills that must be achieved so that students can or students, I'm still wrong, so students are still able to learn how to learn mathematics well and how to communicate mathematics well, namely by the process element, which is to acquire skills that must be achieved by the teacher. Maybe that's it, Mrs. Hani.

Thank you very much for your explanation, it's very clear, ladies and gentlemen, please ask for the response from the ladies who asked and have been explained by Mr. Lambang. Mr. Kira-kira, for the use of the term from a teacher to a teacher, then from a teacher to a student, so that you can get the information, where is it?

That's in the nomenklatura, Mrs. Dewi, so I can inform Mrs. Dewi later. Okay, thank you very much, Mr. Lambang. We will continue with the next question.

Mr. or Mrs. Edri Purwa Selassus Dega, Mr. the question is whether the curriculum learning device is now PM also makes a module per material, Mr. or the main language in the CP or no longer Mr. to make modules, namely using RPP and teaching materials in the PM learning device, thank you then

There is Mrs. Heni, this question has been answered, Mrs. Heni, thank you very much. Please, for questions from Mr. or Mrs. Edri Purwa, you can answer. Okay, so it's related to the result, right? Now, this is Mr. Learning in the curriculum, now it's the PM.

also make a permaterial module or a speech item that is in the CP or no longer, sir, only make a teaching module by combining RPP, so this is actually between the difference between the teaching module and RPP, how is it, sir, for the question from Mr. Edri, thank you, Mrs. Hani, the relationship with the teaching module or RPP is like this, Mrs.

The RPP module is the short version or the planning first, which contains the assessment, so there are categories, etc.

But the teaching module is the complete version. The complete version, inside there is the RPP, there is the teaching material, there is the assessment like what, everything is described in the teaching module. So the teaching module is the complete version. The RPP is the simple version. If we make the RPP per topic of your study, yes, per topic, you can. Or you want to make it per topic so that it is more specific, yes, please, it's okay. That's it, sir.

Everything depends on you, so there is no more standard that is mandatory, the RPP must be like this, it must be like this, it must not be like that. So it must meet the four elements in making RPP and that will be explained in the second day, so please be patient.

Thank you very much, so this is the short version of RPP, sir. And the teaching module, this is you inside it, it also includes RPP, assessment, maybe the teaching equipment and teaching materials from you who will be conveyed in the learning process. And so, Mr. Lambang, thank you very much, thank you very much, Mr. Edri or Mrs. Edri, I'm sorry, thank you for responding in the chat. Okay, please, sir, because

time is up for discussion session, Mr. Lambang, we have enough for discussion session in our activity tonight thank you very much, Mr. Ibu, for having the pleasure to ask questions and for those of you who do not have the opportunity to ask directly or maybe the questions have not been answered, you can come back later, Mr. Ibu, at the second meeting which will of course be held at night

It's 7:30 PM, Shabarit. Next, we will enter the documentation session. Please, ladies and gentlemen, who are not affected by devices and networks, can activate the camera. I will take the documentation starting from the first slide. Okay, I'll wait for you, ladies and gentlemen, for 10 seconds. Okay, one, two, three. Then continue to the second slide, one, two, three.

Next, the baby on the third slide, one, two, three. Then the one on the fourth slide, one, two, three. Next, the one on the fifth slide, one, two, three.

And lastly, ladies and gentlemen who are on the 6th slide, 1, 2, 3. Thank you very much, ladies and gentlemen, who have been familiar with turning on the camera and following our documentation session tonight. Next, we will enter, ladies and gentlemen, in the last session, namely the closing session. Before we close the activities tonight, please allow Mr. Lambang Setiawan to convey the closing statement for the guests.

Okay, I'll let you use the screen, ma'am. Here's the closing statement. A great teacher is not only teaching what is written in the material, but also understanding what competencies are needed in the student. The achievement of learning is the compass, and the deep learning is the path.

Tomorrow we will continue this journey by translating the direction that we have planned into a innovative and meaningful mathematical learning program. That's all, ladies and gentlemen. Thank you for watching. Wassalamualaikum warahmatullahi wabarakatuh.

Waalaikumsalam warahmatullahi wabarakatuh Thank you very much, Mr. Lambang for the elaboration of the material tonight I hope what has been said earlier can add knowledge and insight for the participants who are present at the Zoom meeting or those who are live streaming YouTube Cire Matematika Okay, ladies and gentlemen, with that, tonight's activities are finished

I am moderator Hani Okta, I am leaving, thank you, Wassalamualaikum warahmatullahi wabarakatuh, good evening, greetings of prosperity to all of us, Shalom Om Sestu, Namo Buddhaya, Greetings of virtue, Rahayu, Greetings to digital teachers, teachers, keep learning even though you have taught, thank you very much, ladies and gentlemen, the activities are over, please, ladies and gentlemen, you can leave the Zoom meeting.