Learning Objectives National Education Objectives

Learning Objectives A. National Education Objectives National Education Objectives are the goals to be achieved nationally which are based on the state philosophy. The nature of this goal is ideal, comprehensive, complete, and becomes the parent for the goals below it. (Hermawan, 22-23). B. Institutional/Institutional Objectives Institutional objectives are the goals that are expected to be achieved by an educational institution. . (Hermawan, 22-23). There are several definitions put forward by several figures such as Robert F. Magner (1962) who defines instructional objectives as behavioral goals to be achieved or that can be done by students according to their competencies. There are also Eduard L. Dejnozka and David E. Kavel (1981) who define instructional objectives as a specific statement expressed in the form of behavior manifested in written form that describes the expected learning outcomes and Fred Percival and Henry Ellington (1984) who define instructional objectives as a statement that clearly shows the expected performance/skills as a result of the learning process. After we know some definitions of instructional objectives put forward by several figures, we can take several benefits, namely: 1) We can determine the objectives of the teaching and learning process 2) Determine the initial instructional requirements 3) Design instructional strategies 4) Choose learning media 5) Compile test instruments as learning evaluations 6) Take action to improve learning. There are two types of instructional objectives, namely: 1) General instructional objectives (TIU) 2) Specific instructional objectives (TIK) In the current education system renewal in Indonesia, every teacher is required to be aware of the objectives of their teaching activities with the starting point of student needs. Therefore, in designing the learning system that will be carried out, the first step they take is to create instructional objectives. With instructional objectives: 1) Teachers have a direction to: • Choose learning materials, • Choose teaching procedures (methods). 2) Students know the direction of their learning. 3) Each teacher knows the limits of their duties and authority to teach a material so that the possibility of gaps or overlaps between teachers is minimized. 4) Teachers have a benchmark in assessing student learning progress. 5) Teachers as implementers and decision makers have criteria for evaluating the quality and efficiency of teaching. Teaching objectives can be formulated using the ABCD formula. A (audience) is the student who is learning, B (behavior) is the desired behavioral change that occurs, C (condition) is the condition that causes the desired behavioral change, and D (degree) is the degree of achievement of the desired change. For example: after reading in the library (C) students (A) are expected to be able to mention the types of sunnah prayers (B) at least six types (D). C. Curricular Objectives Curricular Objectives are the elaboration of institutional objectives that contain educational programs that are the targets of a subject. Instructional Objectives are lowerlevel objectives that must be achieved after a learning process. Before the implementation of the education unit level curriculum (KTSP), these instructional objectives are further detailed into general instructional objectives (TIU) and specific instructional objectives (TIK). The formulation of TIU is usually included in the Main Outlines of the Teaching Program (GBPP). After KTSP was implemented in curriculum development in our schools today, there were new developments in the use of several terms, such as the emergence of the terms Graduate Competency Standards (SKL), Subject Group Competency Standards (SKKMP), Subject Competency Standards (SKMP), and Basic Competencies (KD). . (Hermawan, 22-23). D. General Learning Objectives Basic competencies => General Instructional Objectives (TIU) are teaching objectives where changes in student behavior that are learning are still internal changes that cannot be seen and measured. The verbs in general teaching objectives still reflect behavioral changes that generally occur in humans, so that they still give rise to several different interpretations. Example of TIU: "after taking the lesson, students are expected to be able to understand addition correctly". The verb "understand addition" is a general verb because understanding addition can be interpreted differently. E. Specific Learning Objectives Indicators => Specific Instructional Objectives (TIS) are teaching objectives where changes in behavior can be seen and measured. Verbs that describe changes in behavior have been specific so that measurements can be made without giving rise to various differences in interpretation. For example, ICT which is formulated as follows: "Students will show a positive attitude towards national culture", can be more specific by saying "students will prove their appreciation for national dance by participating in a dance in class farewell".