AcademCraft, Volume 1, 2024
by Astuti Ni Wayan Widi, Lasmawan I Wayan, Suharta I Gusti Putu (Ganesha University of Education, Indonesia)
The UbD curriculum development model is not a model or learning strategy, but rather a learning design or learning framework (UbD framework). The framework offered by UbD is backward design. Therefore, the focus of this research is to fill these limitations so that it focuses on the implementation of Understanding by Design (UbD) as a literature review. This literature review focuses on the implementation of Understanding by Design (UbD) as well as the challenges and solutions in learning activities. Therefore, the process of searching for articles that will be presented in this literature section is carried out using an internet search engine, in this case Google Scholar by entering keywords. "Understanding by Design (UbD)", "Implementation", "UbD challenges and solutions" The stages in the UbD principle begin with determining learning objectives, determining assessments and then determining learning activities. Challenges experienced by teachers in implementing the UbD framework: identifying desired learning outcomes, collecting teaching materials, thinking about learning objectives, determining learning assessments, adapting assessments to needs. Solutions: creating a school work plan, taking three important steps, increasing student involvement, creating a design that is effective and interesting, adapting the Understanding by Design (UbD) assessment has a flow called backward design. The learning activities carried out must adapt to the existing learning environment so that learning can be carried out effectively. Indonesia has various social and cultural characteristics, of course the curriculum must adapt to each region. A teacher must be able to collaborate between curriculum concepts and practice in their respective learning environments.
Curriculum is one of the most important things in the world of education. Curriculum can be used by stakeholders education as a reference in the implementation of education, starting from the highest to the lowest. Even non-formal educational institutions have their own curriculum in implementing their education.
The curriculum basically means a place to race, until it is absorbed into the language of education, it becomes a process that students go through from start to finish so as to achieve the desired goals. In this case, the curriculum is of course closely related to the subjects at school, because to reach the end of school, students must complete a series of predetermined subjects. Meanwhile, the main contents that must be in the curriculum are objectives, content, strategy and evaluation. If one of these components is missing, it cannot be said to be a formal curriculum.
Indonesia itself has often made curriculum changes. At the end of his reign, President Susilo Bambang Yudhoyono implemented Kurtilas (2013 Curriculum) which was then continued by the Government of President Joko Widodo through several revisions or improvements. In fact, according to (Fernandes, 2019) the 2013 curriculum cannot yet be implemented effectivelyvalid andreliable before 2019. Because this curriculum was only implemented comprehensively in Indonesia in the 2019/2020 academic year. Then curriculum changes also occurred when the Covid-19 pandemic hit all corners of the world. Until the Minister of Education Nadiem Makarim implemented the 2013 Curriculum as an emergency/prototype curriculum, even forcing the world of education to apply distance learning principles (learning from home).
Most recently, the Indonesian government through the Ministry of Education and Culture has again issued a new curriculum called the Merdeka Curriculum which celebrates the concept of independent learning. This curriculum is based on the existence of shock in the world of education due to the Covid-19 pandemic. Where schools are given independence or freedom to implement the curriculum according to the circumstances and needs of their environment and priorities (Fitriah & Zahrani, 2022). In the Independent Curriculum, the government only issues standards in the form of Learning Outcomes as stated in the Decree of the Head of the Educational Standards, Curriculum and Assessment Agency of the Ministry of Education, Culture, Research and Technology Number 033/H/KR/2022.
There are many types of curriculum development models. Taba, Tyler, Olivia, and UbD curriculum development model (Understanding by Design). The UbD curriculum development model is not a learning model or strategy, but rather a learning design or learning framework (UbDframework). The framework offered by UbD is backward design orbackward design. This means that the learning development strategy starts from determining the targets or objectives to be achieved in learning. Next, to achieve these targets, an assessment tool or procedure is created, usually in the form of an assessment instrument. Next, a strategy or learning plan is created, usually in the form of instructions or instruction (Mctighe & Wiggins, 2012).
Understanding by Design (UbD) is a design for in-depth understanding with a flow called backward design which aims to remember the tasks that must be completed so that teachers can plan activities to achieve them or what could be called planned training (Wiggins & McTighe, 2005). Understanding by Design (UbD) is applied as an alternative design to improve the quality of learning by linking these three components, by reversing the sequence of learning design; create learning objectives first, then create evaluation questions, and finally create learning steps (Kuntari, 2019).
And this is what the independent curriculum offers in creating a learning atmosphere that is liberating and pro-student. Educators are free to formulate the goals to be achieved from the Learning Outcomes that have been issued by the government, in the sense of adapting them to needs, environment and priorities. Likewise, assessments are adjusted to the differentiation in the class. Learning strategy or design (instruction) is the same.
In the last seven years, there has not been much literature regarding UbD-based learning design in Indonesia. Most of them are scientific studies such as chemistry, physics and mathematics. Social learning such as Pancasila Education is not often found. Islamic religious learning such as mentadabburi Al-Quran was found using UbD-based learning with backward design (Alfiyah, 2018). Who found that the implementation of UbD in learning can be seen from the continuity of the learning system, educators and all parties so that it provides effective results where the use of the UbD framework in preparing syllabi and curriculum and learning design makes it very easy for educators as facilitators to direct students in achieving the goals that have been set. previously set.
There is not much implementation of the UbD framework in learning in Indonesia, this is influenced by the fact that most educators in Indonesia do not yet understand what the UbD framework is. This is certainly homework for all educators to increase their professionalism in teaching. Even though it is new, the UbD framework is not bad for teachers to use. This is because the results desired by UbD are dominant in student performance (performance student). The results to be achieved in UbD are not directly at the highest ability. However, it is organized gradually because the most expected in UbD-based learning is student understanding. The main focus in UbD-based learning istransfer understanding and learning resulting from authentic student performance (Mctighe & Wiggins, 2012). This understanding is structured in stages starting from students being able to explain, interpret, apply, have a perspective, empathize, and finally have self-knowledge.
In implementing the UbD framework in every lesson the teacher must develop a learning plan framework according to backward design. The teacher first sets out the objectives to be achieved in a learning theme. For example, in the Pancasila Education subject phase E which is intended to be equivalent to class So educators should formulate learning objectives based on the CP, for example: (1) by reading articles where students can correctly differentiate the main ideas of the founding fathers of the nation regarding the basis of an independent state, (2) through learning videos students can analyze the different views of the founding fathers of the nation regarding the foundation of an independent state properly.
Then, based on the learning objectives, the teacher must create an assessment method or instrument as proof that students have achieved these objectives. In this case, teachers must pay attention to the diversity that exists in the classroom, so that differentiated learning can be created in the future. Therefore, teachers are encouraged to assess student performance in learning, and through the learning process teachers must be able to transfer understanding to students. After that, the teacher prepares the learning plan which is stated in the learning instructions. Of course, these two activities, namely determining evidence and designing learning, must again refer to the objectives that have been previously set. This means that these two activities are animated by the first activity, and that is what is referred to as backward design in the curriculum development framework Understanding by Design (UbD).
It is known that there have been many studies regarding Understanding by Design (UbD) such as in (As'ari, 2016), (Zahro, 2018), (Abdur, 2019), (Pertiwi, 2019), (Siregar, 2022) however, there are still few studies regarding Understanding by Design (UbD) as a literature review. Therefore, the focus of this research is to fill these limitations so that it focuses on the implementation of Understanding by Design (UbD) as a literature review. The research question that guides this article is how to implement Understanding by Design (UbD) and its challenges and solutions in learning activities in Indonesia.
This literature review focuses on the implementation of Understanding by Design (UbD) as well as the challenges and solutions in learning activities. Therefore, the process of searching for articles that will be presented in this literature section is carried out using an internet search engine, in this case Google Scholar by entering the keywords "Understanding by Design (UbD)", "Implementation", "UbD challenges and solutions" . Based on the search carried out, it turned out that around 10-30 articles were found in the publication period 2017-2024. The criteria for selecting articles to be reviewed were that the research approach could use qualitative, quantitative and mixed methods. The steps in collecting data are looking for relevant literature reviews, getting a general overview, and after that evaluating the data. The next step is to look at and find appropriate data sources that suit your needs to support the literature.
In the UbD principle, learning design activities must be carried out as a whole as a unit. The stages in the UbD principle begin with determining learning objectives, determining appropriate assessments and then determining learning activities.
- Determining Goals:
Learning objectives are prepared based on the characteristics of students and their respective school environments. Teachers must know the mapping of learning needs and student ability levels. In the independent curriculum, learning objectives are arranged based on Learning Outcomes (CP). The formulation of learning objectives must contain competency and content components and then be arranged using the ABCD formula (Audience, Behavior, Condition, Degree). The following is an example of a learning objective:
Learning Outcomes according to phase can be accessed via the following link Then fellow teachers can break it down into learning objectives according to the characteristics of the students. In determining competency, you must pay attention to the cognitive level according to learning outcomes. The cognitive level in learning objectives must use operational verbs that can be obtained from Bloom's revised taxonomy. After determining the learning objectives, then determine the measuring instruments used to obtain learning outcome data.
- Determining Assessment:
Teachers can find out learning achievements by using assessments. The results of the assessment are used as reflection material and a basis for improving the quality of learning. Learning and assessment have an inseparable relationship. To ensure that both have an impact on increasing students' knowledge, skills and attitudes, systematic learning and assessment planning is needed. There are 3 approaches that must be applied by teachers in measuring student learning outcomes, namely:
1. Assessment for learning is carried out during the learning process and is usually used as a basis for improving the teaching and learning process. This assessment can also be called a formative assessment. Educators provide feedback on students' learning processes, monitor progress, and determine learning progress. Examples: Assignments, presentations, projects, including quizzes (assessment for the learning process);
2. Assessment of learning is an assessment carried out after the learning process is complete. This assessment can also be called a summative assessment. The purpose of this assessment is for judgment or determining the final value of student learning outcomes. For example: UAS;
3. Assessment as learning is an assessment carried out during the learning process and actively involves students. Students can also be involved in creating rubrics. This assessment is part of the formative assessment. For example: Self-assessment and peer-to-peer assessment.
- Determine learning activities:
After determining the objectives and assessments that will be used, the next step is to determine learning activities. Determining learning activities in the 2013 curriculum is called a learning implementation plan (RPP), whereas in the independent curriculum, the teaching modules are more detailed in determining learning activities according to the students' conditions. In determining learning activities, things that must be taken into account are the characteristics of the students, the characteristics of the material, the environment and the facilities that support learning. The learning model used must be student-centered, for example discovery learning, inquiry learning, problem based learning, and so on. After determining the model, proceed to prepare LKPD, teaching materials and learning media that are appropriate to the model used.
All elements (assessment, teaching materials, and strategies) must lead to the goals that were set at the beginning of the design. Every educator is invited to start designing learning from what they want at the end of the lesson. The final goal of learning must be something that is determined at the beginning of learning planning.
UbD is a pattern of thinking when designing learning. How to determine learning objectives can be started by asking the following triggering question: "What is the most valuable and most important for student learning among the 1001 other things we want to teach, amidst all limitations (time, energy, resources, etc.)?”
- Worth being familiar with: usually a specific fact. Most of them are generated by LOTS (Lower Order Thinking Skills) or something that can be memorized, in the form of facts. It can attract students' attention but is still important and useful for them.
- Important to know and do: in the form of understanding, concepts, strategies, procedures, fundamental knowledge to be mastered.
- Enduring understanding: in the form of concepts/principles/messages that are implied and remain long after learning. This often cannot be simply 'taught', because usually this part is a big idea, not a fact, and not even LOTS, but rather a fairly universal principle.
The implementation of the UbD framework in learning in Indonesia has been around since 2016. However, little discussion and implementation has been carried out. This is influenced by several things, including the fact that there are still many teachers in Indonesia who do not understand the true meaning of the UbD framework and how to use UbD in developing learning tools. The UbD framework which is based on backward design or backward flow is now used as an independent curriculum development framework. The independent curriculum is a curriculum that is being socialized to all levels of education in Indonesia. The existence of an independent curriculum is expected to be able to answer the challenges of developing a curriculum that is tailored to educational goals.
The UbD assessment places more emphasis on student performance. The results to be achieved in UbD are not directly at the highest level of ability but are arranged in stages because what is most expected in UbD-based learning is student understanding. It should be noted that the main focus in UbD-based learning is the transfer of understanding and learning resulting from students' authentic performance (Mctighe & Wiggins, 2012). This understanding is arranged in stages or known as 6 aspects of understanding in UbD. This understanding is being able to explain, being able to interpret, being able to apply, having a perspective, having empathy, and having an awareness of self-knowledge.
Based on these six aspects of knowledge, it can be seen that the expected results of students' understanding within the UbD framework require the role of a teacher to support efforts to implement UbD in learning. The teacher is a designer. In this case, it is designing the curriculum and learning experiences to meet the desired goals. Apart from designing the curriculum, a teacher also designs assessment techniques that are used to diagnose students' needs as a guide in teaching and enable teachers, students and other parties (parents and administrators) to be able to see the level of achievement of learning objectives that have been carried out. Regarding the role of the teacher as a designer, of course he must understand the design methods/models used. Meanwhile, one effective learning design model is "backward design" which is an approach from the Understanding by Design (UbD) curriculum development model. The teacher's role in implementing UbD in learning is to design the desired real objectives (final results) of the learning activities to be carried out, then derive them based on evidence of learning obtained through assessments based on objectives and standards, and finally determine the planning of learning experiences and learning in this case. is interpreted as designing activities that meet the learning objectives. Thus, in the application or implementation of UbD, a teacher has an important role as a designer/preparer of the learning plan framework by implementing backward design.
Challenges experienced by teachers in implementing the UbD (Understanding by Design) framework in schools include:
1. Identify the desired learning outcomes: Teachers must record what students should know, understand and be able to do, and what kind of understanding the educator wants;
2. Collect teaching materials: Teachers must collect teaching materials that are in accordance with the UbD curriculum;
3. Think about learning objectives: Teachers must collect teaching materials that are in accordance with the UbD curriculum;
4. Determine learning assessments: Teachers must determine the assessments that will be used to measure student learning outcomes;
5. Adapt assessments to each student's needs: Each student is unique, and assessments must be able to adapt to each student's needs.
Solutions include:
1. Create a school work plan: Create a school work plan by inviting practitioners to provide teacher assistance in implementing the UbD framework;
2. Take three important steps: Teachers need to take three important steps in designing learning, namely determining learning objectives, determining learning assessments, and determining learning materials;
3. Increase student involvement: Increase student involvement in learning by using a more interactive learning system;
4. Create an effective and interesting learning design: Teachers must design effective and interesting learning so that students do not get bored during its implementation and understand it more quickly;
5. Adapt assessments to each student's needs: Each student is unique, and assessments must be able to adapt to each student's needs.
Understanding by Design (UbD) has a flow called backward design. Backward design is said to be backward because it begins with designing learning outcomes before carrying out the learning. The learning activities carried out must adapt to the existing learning environment so that learning can be carried out effectively. Indonesia has various social and cultural characteristics, of course the curriculum must adapt to each region. A teacher must be able to collaborate between curriculum concepts and practice in their respective learning environments. Teachers must have critical, creative and innovative thinking so that they can help students achieve success in learning that has an impact on their future. Apart from that, it can be seen that UbD is closely related to the Independent Curriculum. This is because there is a match between the learning design used in UbD and the independent curriculum. Implementing an independent curriculum in education requires the role of various parties starting from educators, students, education staff, school principals, and the government and other parties who play a role in the world of education. Cooperation from these parties is needed so that the implementation of the independent curriculum can be in accordance with the expected goals, namely overcoming education problems in Indonesia.
Original paper, i.e. Figures, Tables, References, and Authors' Contacts available at http://ivolgapress.com/journals/academ-craft/vol_01_article_02.pdf