ANALISIS MODUL AJAR MAHASISWA CALON GURU BERDASARKAN PRINSIP UNDERSTANDING BY DESIGN

Authors

  • Alsyifa Nauli Universitas Bung Hatta
  • Syukma Netti Universitas Bung Hatta
  • Feby Afifah Salfitri Universitas Bung Hatta

DOI:

https://doi.org/10.37301/cerdas.v13i1.308

Keywords:

Teaching Modules, Understanding by Design, Teacher Professional Education

Abstract

The quality of learning has become a major concern as it contributes to the low quality of education in Indonesia. The quality of learning is heavily influenced by effective learning planning, including the teaching modules that are developed. This study aims to describe the quality of teaching modules created by prospective PPG teachers by assessing their alignment with the Understanding by Design (UbD) approach. This research employs a qualitative approach with a descriptive design. The subjects of the study consisted of 33 PPG students who are prospective teachers in the PGSD program, cohort 2 for the academic year 2024/2025 at Universitas Bung Hatta. The research was conducted at the end of the first semester after the students completed the course on Teaching Principles and Assessment One, which covered UbD material. Data were collected through observations of the lesson plans produced by the prospective teachers, using a scoring rubric as a guideline. The results of the data analysis revealed three categories of lesson plans quality: 7 lesson plans were classified as low quality and did not align with the UbD principles, 21 lesson plans were in the moderate category with sufficient alignment, and 5 lesson plans were in the high category that aligned with the UbD principles. The most common misalignment was found between assessments and learning steps. In conclusion many of the lesson plans developed by pre-service teachers in the PPG program are not yet fully aligned with the principles of the Understanding by Design approach.

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Published

2025-06-30

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Section

Articles Jurnal Cerdas Proklamator