BIOSFER: Jurnal Tadris Biologi Vol. 14 No.

2 (2023) 169-179

BIOSFER: JURNAL TADRIS BIOLOGI

p-ISSN: 2086-5945 (print), e-ISSN: 2580-4960 (online), DOI 10.24042/biosfer.v14i2.15818
http://ejournal.radenintan.ac.id/index.php/biosfer/index

The Understanding by Design Strategy in 21st-Century Education

Wulandari1*, Saleh Hidayat2, Eka Wulandari3

1,2 Universitas
Muhammadiyah Palembang, Indonesia
3Madrasah Tsanawiyah Negeri 2 Bandar Lampung, Indonesia

ARTICLE INFO ABSTRACT

The 21st-century learning One, solution that can be used is by using the
Article History
Received : 03-08-2023 Understanding by Design (UbD) curriculum. The aim of this research is to examine
Accepted : 18-11-2023 the application of UbD in teaching, the implementation of UbD in Indonesia,
Published : 31-12-2023 expected student learning outcomes within the UbD framework, and the role of
teachers in the implementation of UbD. The method used is the literature study
Keywords:
method. The data analysis technique uses deductive qualitative analysis. The
Backward design;
Understanding by Design; results obtained are that UbD learning can be used as a reference in preparing
21st-century. learning implementation plans that are oriented towards learning goals. Learning
using UbD has not been fully implemented by all teachers in Indonesia, because
*Correspondence email: there are still many teachers who prioritize the results of final grades rather than
[email protected] students' understanding. The implementation of UbD has actually been planned in
the latest curriculum, namely the independent curriculum, but this curriculum has
*Contact number: not been fully implemented by all schools. In implementing UbD, students are
+6282269211558 expected to have 6 abilities, namely explaining, interpreting, applying, taking a
perspective, empathizing and having self-knowledge. The role of teachers is very
essential in UbD, which involves designing, implementing, and directing learning
activities.
Pentingnya Penerapan Strategi Understanding by Design dalam
Pembelajaran Abad 21
ABSTRAK. Pembelajaran abad 21, salah satu solusi yang dapat digunakan yaitu
dengan menggunakan kurikulum Understanding by design (UbD). Tujuan penelitian
ini yaitu untuk mengkaji penerapan UbD dalam pembelajaran, implementasi UbD di
Indonesia, hasil pembelajaran peserta didik yang diharapkan dalam kerangka UbD
dan peran guru dalam implementasi UbD. Metode yang digunakan yaitu dengan
metode studi kepustakaan. Teknik analisis data menggunakan analisa kualitatif
deduktif. Hasil yang didapatkan yaitu strategi UbD dapat dijadikan sebagai acuan
dalam menyusun perencanaan pelaksanaan pembelajaran yang berorientasi kepada
tujuan pembelajaran. Pembelajaran menggunakan UbD belum sepenuhnya
diterapkan oleh semua guru di Indonesia, karena masih banyak guru yang
mementingkan hasil nilai akhir dibandingkan pemahaman peserta didik. Penerapan
strategi UbD sebenarnya sudah dicanangkan di kurikulum terbaru yaitu kurikulum
merdeka, tetapi kurikulum ini belum sepenuhnya diterapkan oleh semua sekolah.
Pada penerapan strategi UbD, peserta didik diharapkan memiliki 6 kemampuan
yakni menjelaskan, interpretasi, menerapkan, melakukan perspektif, berempati dan
memiliki pengetahuan diri. Peran guru sangat esensial dalam UbD, yaitu merancang,
melaksanakan dan mengarahkan kegiatan pembelajaran.

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Wulandari1*, Saleh Hidayat2, Eka Wulandari3

INTRODUCTION learning that is integrated into daily life so

that the material taught is more easily
The fast advancement of information
understood, and the acquisition of new skills
and communication technology in all sectors
such as creativity, critical thinking,
of life has characterized the start of the 21st-
cooperation, problem-solving,
Century (Kai et al., 2021). Information and
communication skills, community and
communication technology advancements
character skills (Zubaidah, 2020).
have offered several benefits in all aspects of
Teachers have a critical role in
life. Technology can eliminate the "time and
addressing the issues of the 21st Century. A
space" barrier, allowing people to engage
teacher must be capable of designing,
from all over the world (González‐pérez &
implementing, and evaluating learning
Ramírez‐montoya, 2022). This phenomenon
following the desired learning objectives
affects the growth of new skills that everyone
(Mayasari et al., 2016). Teachers can apply
must learn. As a result, the abilities required
the Understanding by Design (UbD)
in the 21st Century must be ingrained in
technique while developing learning. Pertiwi
learners and achieved by learners after
et al. (2019) state that designing using UbD
learning (Saleh, 2019). Students must learn
can enhance the implementation of
more and be more proactive to be prepared
differentiated learning and increase
to face the global difficulties that will occur
students' enthusiasm for learning. Resa
(Supriyati et al., 2018);(Muthmainnah et al.,
(2023) claims that using the UbD strategy can
2023).
assist teachers in ensuring a link between
Based on this description, the
goals, evaluation, and learning phases so that
Indonesian government tries to increase
learning can be more focused and objectives
education quality at all levels in a sustainable
can be attained.
manner by reacting to changing times and
UbD learning stresses student
technology. One of the initiatives
participation as a participant, and the
implemented is the partnership for the 21st-
teacher, as the center of learning, must grasp
century innovative learning framework
the design strategy to be employed
(Rizaldi et al., 2020). According to the
(Setiyawati et al., 2023). As a result, the UbD
Minister of National Education Regulation
strategy can be one of the recommendations
No. 16 of 2007, the development of
for creating a goal-oriented learning design.
information technology media is one of the
The UbD strategy can assist learners in better
fundamental foundations in constructing the
understanding the material and improving
21st-century curriculum (Istiana et al., 2020).
their skills (Dack & Merlin-Knoblich, 2019).
It has implications for everyone participating
Vatahanavong (2019) believes that the UbD
in the education process in Indonesian
strategy also focuses on learning that is
schools who want to learn ICT or literacy
interwoven with technology, media, and
skills (Afandi et al., 2019). Teachers,
learners' daily lives, making learning more
students, and even students' parents must be
relevant (2021) also stated that employing
technologically literate to confront the
the UbD strategy in learning makes learning
problems of 21st-century educational
more concentrated and structured, which
development (Pratama et al.,
can improve students' knowledge and
2020);(Angelica & Novitasari, 2020). The
learning achievement.
problem in the 21st Century is determining
Backward design is used in the UbD
how to develop high-quality resources to
strategy. Backward design is critical in 21st-
establish social and economic order through
century learning because it assists teachers
curriculum creation that meets the demands
in developing focused and successful lesson
of 21st-century skills (Haka et al., 2020).
plans (Kuntari et al., 2019). UbD is a strategy
The challenges are also related to
that emphasizes planning before engaging in
rapidly evolving technology, the need for

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Wulandari1*, Saleh Hidayat2, Eka Wulandari3

learning activities, outlining the goals to be media (Falakhiya, 2022). This study's data is
reached and the skills to be developed in divided into two types: primary data and
learners before deciding on the content and secondary data. The author's data-
learning methods to be used (Gloria et al., gathering technique in this research is a
2019). Implementing UbD allows teachers to literature review. Data analysis techniques
guarantee that learning objectives are met employ qualitative procedures in a deductive
efficiently and that students grasp the manner, implying that general things or
material (Taiyabi, 2021). This technique also theories are used to generate specific
assists learners in developing digital-era findings. The following is the scenario of the
abilities such as critical thinking, literature study approach followed in this
communication, and cooperation (Gloria et research:
al., 2020).
The primary distinction between UbD Qualitative Research
and other learning designs is the sequence of
evaluation design, learning, and steps. Literature Source Search
Typically, teachers construct learning from Study
learning objectives to phases to learning
Data
evaluation. However, in UbD, the design Interpretation
Data Analysis/
process begins with learning objectives, Content Analysis
learning evaluation, and learning step
planning. According to research, the problem Conclusion
is still using traditional learning, which only
focuses on the transfer of information and
does not train students' critical and creative RESULTS AND DISCUSSION
thinking (Siregar et al., 2022);(Sumandya et The 21st Century is known as the
al., 2023). "knowledge century." The rapid
This study describes how applying the development of technology and information
UbD strategy in learning biology leads to the influences many facets of life. Education in
predicted student learning results within the the 21st Century has undergone considerable
UbD framework, as well as the involvement changes, as evidenced by the demands of
of teachers in the strategy's implementation. skills students must acquire (Ratama et al.,
2021). Based on the literature review
METHOD findings, Erdogan (2019) argued that the
The method employed in this study 21st Century expects humans to be lifelong
was the literature review or literature study. learners with 4C skills. This idea is also stated
A literature review contains theories by Bedir (2019) and Tohani & Aulia (2022),
relevant to the challenges researchers who say that learning in the 21st Century
address in their research. The purpose of the demands students possess the 4C skills:
literature review is to establish theoretical communication, collaboration, critical
aspects as well as practical benefits (Padilla thinking, problem-solving, creativity, and
et al., 2020). innovation.
According to (Haka et al., 2022), the
Bibliographic research comprises a ability to solve problems and collaborate is
list of information in books written by required in the 21st Century. Learners must
authors and experts in various subjects, reflect on their ideas, have analytical skills,
competence, or specific publishers. The increase their critical and creative thinking
information gathered and analyzed is abilities, and be self-motivated. According to
entirely based on literature and other Mutohhari et al. (2021), the skills that must
documentary materials, such as journal be learned in the 21st Century (Figure 1) are
articles and other currently researched

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Wulandari1*, Saleh Hidayat2, Eka Wulandari3

problem-solving skills (ability to think values and technological experts (Erfan,

critically, laterally, and systemically, 2018). Rapid technology advancements will
especially in the context of problem-solving), also impact learning styles, interests, and
communication and collaboration skills motivation. Learning using technology can
(ability to communicate and collaborate capture the interest of millennial and alpha-
effectively with various parties), critical generation youngsters and boost their desire
thinking and problem-solving skills (ability to learn (Aulia et al., 2020).
to think critically, laterally, and systemically, Based on the issues and demands of the
especially in the context of problem-solving), 21 Century, teachers play a significant role
st

communication and collaboration skills in assisting students in developing abilities

(ability to communicate and collaborate that must be had and character development
effectively with Literacy (the ability to use by the needs of the 21st Century. According to
information and communication Fitriani et al. (2020), teachers play a crucial
technologies to better one's performance and role in learning because they serve as
day-to-day activities) (Sholihah & learning designers, implementers, and
Lastariwati, 2020);(Widya et al., 2021). evaluators. Teachers in the 21st Century
must also be facilitators, guiding students to
Keterampilan hidup dan enhance their talents (Wulandari & Nofina,
carier 2022).
Core Subjects
and 21st Learning and Innovation Teachers can use the UbD strategy
Century
Themes
Skills when creating lesson plans. Using the UbD
Information, Media, and strategy can assist learners in overcoming
Technology Skills 21st-century obstacles and developing
necessary abilities (Tshering, 2022). UbD
strategy concentrates on the learning
objectives that must be met for learners to
Standard and Evaluation
better understand the topic. The UbD
Curriculum and Teaching strategy also emphasizes learning that is
integrated with technology and media and is
Professional Development
interwoven with students' lives to make
Learning Environment learning more relevant (Ria et al., 2019). As a
result, studying with UbD corresponds to the
Figure 1. 21st Century learner skills nature of students of the 21st century age
and are very familiar with technology.
The rapid advancement of technology According to Taiyabi (2021), the UbD
also distinguishes the 21st Century. This strategy stresses design oriented toward
technology can impact the learning process learning objectives and goals, making
and the expectations of learning to include learning more focused.
technology. Szabo et al. (2020) argued that The UbD strategy is critical in 21st
the advancement of technology and Century learning because it assists teachers
information influences the character of the in developing focused and successful lesson
nation's youngsters. Children born in the 21st plans. UbD is a strategy that emphasizes
Century are known as the millennial advanced preparation before engaging in
generation and the Alpha generation, and learning activities, identifying the objectives
they are comfortable with technology and the to be reached and the abilities to be
Internet (Novianti et al., 2019). This developed in learners before deciding on the
generation is said to be the smartest content and learning methods to be
compared to previous generations, being employed (Kuntari et al., 2019).
more pragmatic and materialistic, thinking
extremely practically, and giving less heed to

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Wulandari1*, Saleh Hidayat2, Eka Wulandari3

Teachers can use the UbD strategy to strategizing utilizing the WHERETO formula
guarantee that learning objectives are met to achieve the predetermined goals. This is
effectively and that students grasp the topic. done so that each stage is oriented toward
This technique also assists learners in the desired learning objectives and goals,
developing digital-era abilities such as resulting in more directed learning
critical thinking, communication, and (Sumandya et al., 2023).
cooperation. According to Tshering (2022), Uluçınar (2021) also expresses this,
the UbD strategy can be utilized to increase stating that adopting the UbD strategy with a
critical thinking abilities because it demands backward framework can assist teachers in
learners to know how to explain, interpret, developing plans tailored to the aims and
apply, perspective, empathy, and self- needs of the students being taught. Ria et al.
regulation. (2019) state that UbD can increase students'
Backward Design is a method of critical and creative thinking skills. Using
learning that is organized backward. UbD phases can help focus learning on the
Teachers must first define the ultimate aim of targeted learning outcomes and improve the
learning, then conduct an evaluation to efficacy of developing learning processes and
collect proof of learning, and then determine activities. Tshering (2022) also expresses
the methods or processes to be implemented this, explaining that with the backward
(Gloria et al., 2020). structure in UbD, planning learning by first
Figure 2 depicts the three steps of identifying objectives and then preparing
Backward Design, as mentioned by Uluçınar evaluation and instruction will assist
(2021). learners in attaining the intended results.
This is because the design will adapt to the
results determined at the outset. The stages
Determine the
desired of UbD also encourage teachers to think
outcome/goal. creatively and critically, as seen by the
demands that teachers answer questions
Determine the such as "What is the goal?" What resources or
evidence used content are used in the assessment? How can
we help kids learn so that they can attain
Develop steps or their objectives? UbD also necessitates
strategies for reflection on the part of the teacher (Dack &
achievement.
Merlin-Knoblich, 2019).
Figure 2. Backward Design Stages Integrating UbD in learning can be done
as follows:
Backward design in UbD is divided
into three stages: establishing the results and a. Identifying the Desired Outcomes
objectives, determining the evidence to be The first step that the teacher must
used, and strategizing to achieve the take is to define the desired outcome that will
intended objectives. This stage directs the be attained from the learning. Once that
learning design to focus on the goals to be objective has been clearly stated, the
attained. Setting goals early and clearly will methods and learning materials can be
improve learning and focus on obtaining developed to fulfill the objective. The
desired outcomes (Dack & Merlin-Knoblich, objectives set must be in line with the
2019). Furthermore, by determining the qualities and needs of the learners because
evidence utilized in the second stage, an learners differ in their strengths and
evaluation that agrees with the objectives weaknesses, as well as how their disabilities
will be developed to measure the objectives' affect learning and what approaches or
achievement properly. The final stage is accommodations are required to facilitate

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Wulandari1*, Saleh Hidayat2, Eka Wulandari3

learning in the classroom. The instructional that have been established. This learning
unit will be formed when intended learning stage is intended to help students grasp
outcomes or objectives are specified. the subject so that they can work on
Teachers might develop crucial questions to
evaluation questions to meet learning
frame standards or goals in a way that
connects or engages students and serves to objectives at the end.
bridge the gap between standards and UbD employs the WHERETO design
curriculum. A well-written, important in the planning and instruction of learning:
question piques learners' interest and keeps W: Where its going (dimulai dari mana);
them engaged in the learning until the H: Hook & Hold;
conclusion. E: Equip, Experience, Explore;
R: Rethink & Revise;
b. Identifying Evidence of Learning and E: Evaluate;
Assessment Methods T: Tailored;
Following the development of O: Organized.
learning objectives, teachers can look for (Sumandya et al., 2023)
assessment methods or assessments that will Most teachers in Indonesia have not
be used to measure the achievement of these applied the UbD strategy framework in their
learning objectives. The achievement of classrooms. This is because most teachers
learning objectives must be reliably are still more concerned with students' final
measured. Teachers must be able to create results or final exam scores than with
exams that can evaluate objectives to gain students' learning and ability to apply their
actual and accountable evidence and understanding in real life. The adoption of
confirmation of learning success. The the UbD strategy places a greater emphasis
assessment can be designed using the steps on student understanding, how learning
outlined below. objectives can be met through meaningful
1) Examine what evidence will learning processes and experiences, and
demonstrate that students have students' ability to apply and transfer their
grasped the subject's concept/idea. knowledge in community life (Ria et al.,
2019).
2) Consider what items demonstrate that
The government continues to seek to
learners have grasped and can apply
improve education, and as a result,
what they have learned and how educational innovation, notably the
performance will be evaluated. autonomous curriculum, has arisen. This
3) Determine what evidence is collected independent curriculum stresses learner-
and can be used to demonstrate centered learning, meaning students can
learners' mastery of essential study based on their characteristics, learning
information, understanding, and styles, and cognitive development to allow
abilities. each learner to reach their full potential. The
independent curriculum leads to the UbD
c. Planning the Learning Strategies and
strategy because learning is designed to be
Methods more meaningful. After all, learning is
Backward Design's final stage is to designed from learning experiences and
determine the execution of learning in activities oriented toward learner goals; the
detail, including materials, methods, concept of the material taught is essential,
strategies, and other items employed and the emphasis is on formative assessment
during learning. The selection of strategies or assessment of the learning process
(Taiyabi, 2021). This process is done so
or approaches must be guided by the goals
students can develop meaningful

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Wulandari1*, Saleh Hidayat2, Eka Wulandari3

information and use it in community life. As a characteristics and needs of their students
result, the independent curriculum and the school environment (Wahyudi et al.,
highlights the personality of the Pancasila 2019). Teachers, as curriculum developers,
learner profile. imply that they are given the ability to design the
Within the UbD strategy framework, the curriculum, including choosing the objectives,
desired student learning outcomes are that content, methodologies, and assessments to be
students can have a deep grasp, apply and used (Puspita et al., 2018). Teachers, as
transfer the understanding gained, and agree researchers, imply that they are responsible for
with the expected learning objectives. In testing various curriculum components. The
UbD, understanding is organized into six UbD strategy has not been fully adopted in
categories: explanation, interpretation, Indonesia since there are still many schools
application, viewpoint, empathy, and self- where teachers are more concerned with
knowledge (Kuntari et al., 2019)(Table 1). students' ultimate results or exam scores than
how students understand. The government is
Table 1. Understanding of the UbD Strategy working to improve the quality of education by
Facet 1 Facet 2 Facet 3 Facet 4 Facet Facet 6 developing an autonomous curriculum. This
Explana Interpret Applica Perspe 5 Self- curriculum corresponds to the UbD stages
tion ation tion ctive empat knowledg
hy e (Setiyawati et al., 2023).
Accurat Meaningf Effectiv Credibl Sensit Self-
e ul e e ive aware CONCLUSIONS AND SUGGESTIONS
Cohere Importan Efficien Reveali Open Metacog
nt t t ng Recep nition Learning through the UbD strategy can
Justified Significa Fluent Insight tive Self- solve the issues of the 21st Century.
System nt Practic ful tactfu adjusting
atic Illustrati al Plausib l Reflective Backward design is used in the UbD strategy.
Predicti ve gracefu le Wise When the UbD strategy is utilized, learning
ve Illuminat l unusua
ion l becomes more goal-oriented and
concentrated. The stages in UbD are
When employing UbD design in
establishing the learning objectives to be
learning, the teacher acts as a facilitator,
attained, developing assessments to measure
guiding students through learning
the achievement of the objectives, and
experiences to deepen their understanding.
planning learning activities that align with
This is done to make learning more
the objectives. UbD also assists teachers in
enjoyable. The teacher's role in the UbD
implementing technology-enhanced learning
strategy also includes developing a learning
that equips students with 21st-century skills.
design that will be implemented in the
UbD strategy enables learners to
classroom and is oriented toward learning
explain, interpret, apply, viewpoint,
objectives (Tshering, 2022). Teachers must
empathize, and have self-awareness.
be able to create learning objectives tailored
Teachers play an important role in UbD. The
to their students' characteristics. Create
teacher's responsibility is to create learning
evaluations that are in line with the
activities aimed at obtaining results and
objectives and establish learning activities
objectives and to implement the design and
that are meaningful and appropriate for the
direct the learning activities that will be
student's characteristics. According to
carried out. Teachers must be creative,
Uluçınar (2021), under the UbD strategy, the
imaginative, and capable of making learning
teacher is a facilitator who guides students in
more meaningful to attain objectives.
learning.
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