UKPPPG key terms

The teacher's mastery of subject matter and its academic structure, including concepts, methods, and how the discipline connects to wider knowledge. It covers deep content understanding and the ability to represent that content accurately to learners.

The capacity to understand learners, design and run learning, assess outcomes, and adapt instruction to individual differences. It links knowledge about learning theory to concrete classroom decisions and continuous improvement of practice.

The personal qualities a teacher models: integrity, responsibility, emotional stability, fairness, and consistency between words and actions. Learners absorb these through daily example rather than through explicit instruction.

The ability to communicate and cooperate effectively with learners, colleagues, parents, and the wider community, while respecting diversity and norms. It includes inclusive attitudes and constructive conflict handling in professional relationships.

Knowledge that blends subject matter with teaching: common misconceptions, useful analogies, sequencing of ideas, and ways to make a specific topic learnable. It differs from pure content knowledge because it is organized around learners' thinking.

Confident command of the concepts, facts, procedures, and boundaries of the subject being taught, sufficient to answer unexpected questions and correct errors. It includes awareness of how the topic appears in the curriculum and in later study.

The level of conceptual detail and reasoning a teacher can bring to a topic beyond the textbook surface. Depth shows in explanations of why a rule works, not only in stating the rule.

A stable, incorrect mental model that learners bring to a topic and that resists simple correction, such as treating mass and weight as identical. Teachers diagnose it and design conflict-creating activities rather than just restating the correct idea.

The competence statement a learner must reach by the end of a phase, expressed as knowledge, skills, and attitudes. It is the reference point from which learning objectives and assessments are derived.

A specific, observable outcome written for a lesson or unit, stating what learners can do, under what conditions, and to what standard. Good objectives use measurable verbs and guide both activities and assessment.

An ordered sequence of learning objectives across a period, arranged by prerequisite logic and increasing complexity. It shows how concepts build on each other so that instruction does not jump ahead of learners' readiness.

The dependency order among ideas in a topic, where some concepts must be understood before others can make sense. Mapping it helps a teacher decide sequencing, review needs, and where to place formative checks.

Assessment used during learning to reveal current understanding and adjust teaching, usually low-stakes and feedback-rich. Its purpose is improvement, not grading, and results feed directly into the next instructional move.

Assessment at the end of a unit or period that judges achievement against standards, often contributing to a reported grade. It summarizes learning rather than shaping it during the process.

A pre-assessment that identifies learners' prior knowledge, misconceptions, and skill gaps before instruction begins. Results are used to choose starting points, grouping, and remediation rather than to assign grades.

Explicit descriptors of what a satisfactory or excellent performance looks like, written before assessment. They make judgement consistent and transparent, and they can be shared with learners as targets.

A scoring guide listing criteria and graded descriptors of performance quality. An analytic rubric scores each criterion separately; a holistic rubric gives one overall level.

Information given to a learner about the gap between current performance and the goal, with guidance on how to close it. Effective feedback is specific, timely, and focused on the task rather than on the person.

Assessment through realistic tasks that require learners to apply knowledge in context, such as projects, investigations, or performances. It emphasizes doing and reasoning over recall of isolated facts.

Assessment in which learners produce a product, demonstration, or process observed against defined criteria. Scoring depends on evidence of applied skill, so task design and rubric quality determine validity.

Adjusting content, process, product, or learning environment to learners' readiness, interests, and profiles while keeping the same core goal. It is planned in advance, not improvised after failure.

A planned instructional approach in which varied pathways, materials, and supports lead all learners toward shared objectives. Grouping is flexible and temporary, based on evidence rather than fixed labels.

The range of tasks a learner can accomplish with guidance but not yet alone. Instruction pitched inside this zone, with temporary scaffolds that are later removed, produces more growth than independent work on already-mastered tasks.

Temporary structured support, such as models, prompts, or partial worked examples, that lets a learner complete a task beyond current independent ability. Support is gradually withdrawn as competence grows.

A structured instructional pattern with defined syntax, social system, and expected outcomes, such as problem-based or cooperative learning. Choosing a model depends on the objective, not on habit.

Small-group work structured so members depend on each other and are individually accountable for both learning and helping others learn. Tasks must require genuine interaction, not parallel seatwork.

A lesson or unit plan document covering objectives, prerequisites, activities, media, differentiation, and assessment, aligned to the curriculum phase. It functions as both a planning tool and evidence in performance assessment.

The process of translating curriculum goals into sequenced objectives, activities, resources, and assessment plans matched to learners' needs. Sound planning anticipates obstacles and builds in checks for understanding.

Observed classroom teaching in which a candidate demonstrates planning, delivery, questioning, classroom management, and assessment in real time. Observers score against explicit indicators, so visible evidence matters.

Creating and maintaining conditions that keep learners engaged and disruption low, through routines, physical arrangement, clear expectations, and proactive monitoring. It is preventive design more than reaction to misbehavior.

The internal and external forces that start and sustain learners' effort. Teachers support it through relevance, appropriate challenge, autonomy, and feedback that attributes success to controllable strategies.

An opening question designed to surface curiosity, prior ideas, or cognitive conflict before a topic is explained. It shifts learners from passive reception to active prediction and inquiry.

Systematic examination of one's own teaching decisions, evidence of learner learning, and assumptions, leading to concrete changes. It becomes professional when it names what will be done differently and why.

A curated set of planning documents, teaching evidence, learner work, and written reflection that shows professional growth over time. Each artifact is annotated to explain the reasoning behind the choice and its impact.

Exchanging information so that the intended message is understood, using clear language, active listening, and checking for comprehension. In teaching it covers explanations, questioning, and feedback to learners and parents.

A cyclical inquiry in which a teacher identifies a classroom problem, plans an action, implements and observes it, then reflects and revises. It produces locally useful evidence and counts as professional development.

The Indonesian curriculum framework organized around learning outcomes per phase, with flexibility for schools to design operational curricula. It emphasizes essential content, character development, and differentiated instruction.

Six expected learner characteristics: faith and moral character, global diversity, cooperation, independence, critical reasoning, and creativity. They are developed through school culture and integrated into learning rather than taught as a separate subject.