UKPPPG cheat sheet

Pedagogical Content Knowledge (PCK), Shulman's construct, combines subject matter knowledge with knowledge of how to teach that content: representations, analogies, examples, and typical misconceptions.

PCK components commonly tested: knowledge of curriculum, of learners' preconceptions and difficulties, of instructional strategies, and of assessment for the topic.

TPACK adds Technological Knowledge to PCK and overlaps it with Content and Pedagogical Knowledge; effective technology integration sits at the intersection of all three.

Bloom's revised taxonomy orders cognitive processes: remember, understand, apply, analyse, evaluate, create; objectives should name the process verb and the knowledge type.

Constructivism (Piaget, Vygotsky) holds that learners build knowledge from prior conceptions; Vygotsky adds the Zone of Proximal Development and scaffolding through social mediation.

Misconception diagnosis is a PCK skill: elicit prior ideas, compare with the scientifically accepted model, then design conflict or bridging experiences rather than simply correcting.

Ki Hajar Dewantara's among system (ing ngarso sung tulodo, ing madyo mangun karso, tut wuri handayani) underpins Indonesian pedagogical values and the Merdeka curriculum's student-centred stance.

Curriculum 2013 uses scientific approach steps (observing, questioning, experimenting, associating, communicating); Kurikulum Merdeka emphasises capaian pembelajaran, learning outcomes, and formative assessment.

A complete lesson plan (RPP/Modul Ajar) contains learning outcomes, objectives, materials, method, media, steps, and assessment; the steps must align with the stated objective.

Backward design (Wiggins & McTighe) sequences: identify desired results, determine acceptable evidence, then plan learning experiences.

Learning objective criteria (ABCD): Audience, Behaviour (observable verb), Condition, Degree; avoid vague verbs such as understand or know.

Formative assessment informs instruction during learning; summative assessment judges achievement at the end; assessment for, as, and of learning are distinct purposes.

Assessment instrument quality requires validity (measures the intended construct), reliability (consistency), practicality, and fairness; a rubric with clear criteria and levels raises inter-rater reliability.

Diagnostic assessment identifies prerequisite gaps before instruction; remedial teaching targets gaps, enrichment extends learners who have met the criteria.

Differentiation adjusts content, process, or product based on readiness, interest, and learning profile; it does not mean giving different objectives to weaker learners.

Feedback is effective when specific, timely, and actionable (Hattie & Timperley: feed up, feed back, feed forward); praise alone does not improve achievement.

Kepribadian kompetensi covers a stable, mature, wise, and authoritative personality, ethical conduct, and modelling of norms for learners.

Kompetensi sosial covers communicating effectively with learners, colleagues, parents, and community, plus teamwork and inclusive, non-discriminatory attitudes.

Teacher ethics in Indonesia are codified in the Kode Etik Guru Indonesia: loyalty to the profession, professional conduct, and respect for learners' dignity.

Child protection law (UU 35/2014) prohibits physical, psychological, sexual, and social violence in educational units; discipline must be educative, not punitive.

Conflict with a colleague is handled through private, evidence-based dialogue first, escalating to institutional channels only if unresolved.

Parent communication principles: focus on learner growth, use concrete evidence, avoid labelling, and agree on joint follow-up actions.

Social competence includes cultural responsiveness: adapting communication to local context and avoiding bias based on gender, ethnicity, religion, or ability.

Reflective practice (Schön's reflection-in and reflection-on-action) is the mechanism by which personality and social growth is evidenced in the portfolio.

Content mastery means holding accurate, current, and coherent knowledge of the field's core concepts, procedures, and conventions, not just the textbook chapter.

Subject-specific pedagogy requires knowing the discipline's threshold concepts and typical misconceptions learners bring to them.

Scientific or scholarly accuracy check: verify definitions against primary or authoritative sources; a single factual error in a lesson can create durable misconceptions.

Sequencing within a subject follows prerequisite logic: procedural fluency depends on conceptual understanding, and both precede application to novel problems.

Representation variety (verbal, symbolic, graphical, concrete) is a PCK marker; a single representation often hides the concept from some learners.

Assessment items must match the cognitive demand of the intended outcome; recall items cannot evidence analysis or creation outcomes.

Interdisciplinary links should be authentic and named explicitly; forced links dilute subject integrity and confuse learners.

Content updating is expected: the teacher tracks curriculum revisions, terminology changes, and current research relevant to the field.

Performance assessment judges authentic products and processes against criteria; the scoring rubric is the operational definition of quality.

Analytic rubrics score each criterion separately with descriptors per level; holistic rubrics score the whole performance on one scale.

A portfolio is evidence-based, selective, and reflective: each artefact is annotated with what it shows, why it was chosen, and what changed in practice.

Video-based teaching practice is assessed on planning, opening, core activity, questioning, differentiation, closure, and reflection, not on charisma alone.

Reflection quality is judged by depth: description, analysis of causes, evaluation against theory or evidence, and a concrete action plan.

Learning tools include the module or lesson plan, media, worksheet, assessment instrument, and rubric; each must be internally consistent with the others.

Triangulation strengthens evidence: combine observation notes, learner work samples, and assessment data rather than relying on one source.

Constructive alignment (Biggs) requires objectives, learning activities, and assessment tasks to target the same verbs and cognitive level.

PCK is topic-specific, not general pedagogy: two teachers with equal subject degrees can differ sharply in PCK for the same topic.

Knowledge of learners' misconceptions is a PCK component; eliciting prior ideas before instruction is the diagnostic step that activates it.

TPACK: Technological, Pedagogical, and Content Knowledge; meaningful integration sits at the centre where all three overlap.

Revised Bloom's taxonomy: remember, understand, apply, analyse, evaluate, create; verbs in objectives must match the intended level.

Vygotsky's ZPD is the gap between independent and assisted performance; scaffolding is temporary support withdrawn as competence grows.

Scientific approach steps in Kurikulum 2013: mengamati, menanya, mencoba, menalar, mengomunikasikan.

Kurikulum Merdeka organises learning around capaian pembelajaran (learning outcomes) per phase, with formative assessment and Pancasila learner profile.

Reflective pedagogical reasoning (Shulman) cycles: comprehension, transformation, instruction, evaluation, reflection, new comprehension.

ABCD objective format: Audience, Behaviour, Condition, Degree; behaviour must be an observable verb.

Backward design order: desired results, then evidence, then learning experiences; assessment is designed before activities.

Formative assessment is used during learning to adjust instruction; summative assessment is used at the end to certify achievement.

Validity asks whether the instrument measures the intended construct; reliability asks whether repeated measurement is consistent.

Rubric levels typically run 4-3-2-1 with descriptors per criterion; descriptors must be observable, not comparative.

Differentiation modifies content, process, or product according to readiness, interest, or learning profile.

Effective feedback answers three questions: where am I going, how am I going, and where to next (Hattie & Timperley).

Remedial teaching addresses identified prerequisite gaps; enrichment deepens or extends, it does not simply add more of the same tasks.

Four Indonesian teacher competencies under UU 14/2005: pedagogik, kepribadian, sosial, profesional.

Kode Etik Guru Indonesia governs professional loyalty, conduct, and respect for learners and colleagues.

UU 35/2014 on child protection bans physical, psychological, sexual, and social violence in education units.

Educative discipline uses consequences that teach, not sanctions that humiliate; corporal punishment is prohibited.

Parent conferences follow a growth-focused structure: evidence, shared concern, agreed action, follow-up date.

Colleague conflict resolution order: private dialogue, then mediation through institutional channels, then formal procedure.

Cultural responsiveness means adjusting communication and examples to local context while refusing bias by gender, ethnicity, religion, or ability.

Schön distinguishes reflection-in-action (during practice) from reflection-on-action (after practice); portfolios evidence the latter.

Threshold concepts are discipline ideas that, once grasped, transform how the rest of the subject is understood; they must be taught explicitly.

Conceptual understanding precedes procedural fluency; drilling procedures without concepts produces fragile, non-transferable skill.

Multiple representations (verbal, symbolic, graphical, concrete) are needed because a single representation conceals the concept for some learners.

Assessment items must match the cognitive demand of the outcome; recall items cannot evidence analysis or creation.

Accuracy check: verify definitions and terminology against authoritative primary sources, and flag outdated textbook content.

Prerequisite sequencing means diagnosing gaps before introducing dependent content, not after failure appears.

Authentic interdisciplinary links must be named and justified; forced links dilute subject integrity.

Staying current means tracking curriculum revisions, terminology changes, and relevant research in the field.

Analytic rubric: separate score per criterion with level descriptors; holistic rubric: one overall score for the whole performance.

Constructive alignment (Biggs): objectives, activities, and assessment must target the same verbs and cognitive level.

Portfolio artefacts need annotation: what the artefact demonstrates, why it was selected, and what changed in practice.

Reflection depth ladder: description, causal analysis, evaluation against theory or evidence, concrete action plan.

Lesson plan consistency check: objective verb, activity design, media, and assessment instrument must all address the same outcome.

Triangulate evidence from observation notes, learner work samples, and assessment data rather than one source.

Teaching practice observation criteria typically include opening, questioning, differentiation, feedback, closure, and time management.

Follow-up evidence closes the portfolio loop: the action plan from reflection must be shown to be implemented and evaluated.

PCK is topic-specific; general pedagogy knowledge does not substitute for knowledge of how a particular concept is learned.

TPACK integration is meaningful only when technology serves content and pedagogy simultaneously, not as decoration.

Bloom's revised taxonomy verbs must match the intended cognitive demand in every objective and assessment item.

Constructivism requires eliciting prior conceptions before instruction; ignoring them allows misconceptions to persist.

ZPD and scaffolding: support is temporary and is faded as learner competence increases.

Scientific approach (Kurikulum 2013): observing, questioning, experimenting, associating, communicating.

Kurikulum Merdeka: capaian pembelajaran per phase, formative assessment, Pancasila learner profile.

Shulman's pedagogical reasoning cycle ends in new comprehension, which feeds the next planning cycle.

Lesson plan components: outcomes, objectives, materials, method, media, steps, assessment; steps must serve the objective.

ABCD format: Audience, Behaviour, Condition, Degree; avoid non-observable verbs such as understand.

Backward design: results, then evidence, then experiences; assessment precedes activity design.

Formative assessment adjusts instruction during learning; summative assessment certifies achievement at the end.

Validity is about the construct measured; reliability is about consistency of results across occasions or raters.

Rubric descriptors must be observable and criterion-specific; comparative words such as good or poor are insufficient.

Differentiation adjusts content, process, or product for readiness, interest, or learning profile.

Feedback is effective when it answers: where am I going, how am I going, where to next.

UU 14/2005 lists four teacher competencies: pedagogik, kepribadian, sosial, profesional.

Kode Etik Guru Indonesia binds conduct toward learners, colleagues, profession, and society.

UU 35/2014 prohibits physical, psychological, sexual, and social violence in education units.

Discipline must be educative and non-humiliating; corporal punishment is prohibited.

Parent communication: evidence-based, growth-focused, no labelling, agreed follow-up action.

Colleague conflict: private dialogue first, then institutional mediation, then formal procedure.

Cultural responsiveness adapts communication to local context while rejecting bias.

Schön: reflection-in-action during practice; reflection-on-action after practice, evidenced in portfolios.

Threshold concepts transform understanding of the whole discipline once grasped; teach them explicitly.

Conceptual understanding precedes procedural fluency; drill without concept yields fragile skill.

Multiple representations are a PCK requirement, not an optional enrichment.

Assessment cognitive demand must equal the outcome's cognitive demand.

Verify definitions and terminology against authoritative primary sources; flag outdated content.

Diagnose prerequisite gaps before dependent content, not after failure.

Interdisciplinary links must be authentic and explicitly justified.

Track curriculum revisions, terminology changes, and current research in the field.

Analytic rubric scores criteria separately; holistic rubric scores the whole performance once.

Constructive alignment: objectives, activities, and assessment share the same verbs and cognitive level.

Portfolio annotation states what the artefact shows, why it was chosen, and what changed.

Reflection depth: description, causal analysis, evaluation against theory or evidence, action plan.

Consistency check across module, media, worksheet, instrument, and rubric.

Triangulate observation notes, learner work, and assessment data.

Teaching practice criteria: opening, questioning, differentiation, feedback, closure, time management.

Follow-up evidence must show the reflection's action plan was implemented and evaluated.