UKPPPG 2025 comes with more focused and challenging case studies. Media, LKPD, strategies, and assessment are the main focuses of the 2025 PPG case study.
The Shiro Copr Preparation of case studies is one of the crucial stages in implementing the Computer-Based Written Exam or UTBK for the Competency Test of Teacher Professional Education Participants or UKPPPG in 2025.
In this exam, the teachers participating in the PPG for Specific Teachers were asked to present their real teaching experiences they faced in the classroom in the form of a case study narrative.
Interestingly, in 2025, the case study format has been updated. Now, cases must be compiled based on four main focuses: media learning issues, use of LKPD, teaching strategies, and learning assessment.
Through this case study, PPG participants are expected to reflect on the challenges faced and demonstrate their ability to develop appropriate and professional solutions.
To help with the writing process, there are four key questions that must be answered:
- What problem are you experiencing?
- How do you solve that problem?
- What is the result of the solution you applied?
- What important lesson did you learn from that experience?
The entire case study must be written in a maximum of 500 words and reflect a deep understanding of the learning process that took place.
With a reflective and contextual approach, this case study can reflect the professionalism of teachers and also serve as preparation to pass the UKPPPG 2025.
Here is an example of the 2025 PPG case study regarding the UKPPPG on issues related to media, LKPD, teaching strategies, and assessment.
1. Case Study PPG 2025 Media Issues
Optimization of Learning Media for Adaptive Geography Materials
As a Geography teacher in the XI grade of SMA Harapan Bangsa for the 2024/2025 academic year, I face specific challenges related to the use of learning media. Geography topics, especially those concerning disaster mitigation and thematic maps, are often considered abstract and uninteresting by students.
Challenges Faced:
The main problem I face is the limitations and inefficiency of the learning media used. Textbooks and static images are not sufficient to explain the process of natural disasters dynamically, or how thematic maps can provide rich information.
Students find it difficult to imagine the topographic relief from a 2D image, or to understand the spatial impact of a phenomenon without strong visualization. As a result, they tend to be less enthusiastic, get bored quickly, and their spatial analysis skills do not develop optimally. The learning process feels one-way and lacks interactivity, leading to a superficial understanding of visual and spatial materials by students.
How Do You Attempt to Solve It?
Realizing that traditional media are no longer relevant, I decided to actively seek out and integrate more interactive and visual learning media. The steps I took include:
- Use of Educational Videos and Interactive Animations: I search and select short documentary videos and 3D animations about geological processes, climate phenomena, and disaster simulations from online educational platforms (such as YouTube Edu, National Geographic, or sources from BMKG). These videos are used as an introduction to the material or for detailed explanations of difficult concepts.
- Integrating Google Earth/Google Maps: For thematic map materials and spatial analysis, I use the features of Google Earth and Google Maps. Students are invited to "tour" virtually various regions, analyze topography, settlement patterns, or even see the impact of disasters from satellite images. I also encourage them to create virtual "tours" by marking important locations related to the material.
- Use of Infographics and Online Interactive Maps: I introduce various online tools for creating simple, concise, and attractive infographics (such as Canva) or accessing interactive maps from various institutions (such as the disaster potential map from BNPB or climate maps from relevant agencies).
- Building a Digital Media Corner in the Classroom: I tried to allocate one corner of the class with a mini projector and a laptop that students can access to look at relevant visual media, or to rewatch the learning videos I have prepared.
What is the result of your efforts?
The results of this media optimization are very positive. Student engagement in learning has increased significantly. They have become more enthusiastic when videos or Google Earth are used. Class discussions have become more lively because students have a clearer visualization of the topics being discussed.
Their ability to understand abstract concepts, analyze spatial data, and connect geographical phenomena with real life has also shown significant improvement. Project assessments involving the use of digital media indicate a deeper understanding and high creativity in presenting information.
What valuable experience can you gain when solving that problem?
The valuable experience I have gained is that the selection and integration of appropriate learning media are vital keys to making complex materials easier to understand and more engaging for students. Teachers must be responsive to students' visual needs and learning preferences in this digital era.
Investing time to search, select, and even create relevant media will greatly impact the quality of learning. Good media is not just a supporting tool, but can become a bridge connecting abstract concepts with students' reality, making learning more meaningful and memorable.
2. Case Study PPG 2025 Problem LKPD
Issues of Using LKPD in 4th Grade Classroom Teaching
As a 4th-grade elementary school teacher, I once experienced a serious problem in integrated thematic teaching, especially regarding the use of Student Worksheet (LKPD). At that time, I was teaching the theme "The Beauty of Togetherness," and I used the LKPD prepared by the teacher team.
However, after several meetings, I realized that most students seemed less enthusiastic about working on the LKPD. Some students even looked confused and asked questions that they should have been able to understand on their own. Their work results were not optimal, with many answers being incorrect, and the time allocated for completing the tasks was often insufficient.
The problem I found is that the LKPD (Learning Activity Sheet) is too text-heavy, which does not match the characteristics of 4th-grade students who still require visual stimuli and context-based learning activities.
In addition, the questions in the LKPD tend to be memorization-based, not guiding students to think critically or explore their personal experiences. The LKPD is also compiled too generally, without considering the differentiation of students' learning needs.
Seeing that, I tried to improve my approach. The first step was to reflect and evaluate the LKPD together with colleagues in the KKG forum. We re-examined the content, appearance, and activity flow in the LKPD.
I also involved students through brief interviews to find out what made them struggle or feel bored. Evaluation results showed the need to restructure the LKPD into a more interactive, contextual, and visual one.
I then reorganized the LKPD with a differentiated learning approach. In the new LKPD, I added supporting images, creative spaces such as "reflection corner," and questions with various cognitive levels.
I also included activities involving group work and exploration of the surrounding environment of the school. In addition, I printed the LKPD in two versions: a full text version for students with high reading interest, and a concise illustrated version for students who are more visual and kinesthetic.
The results are very positive. Students became more enthusiastic in working on the LKPD, group discussions became more lively, and they understood the material faster.
The value of daily evaluation results has increased, especially among students who previously had difficulty understanding the LKPD. I also received positive feedback from parents and the principal regarding the changes I made.
This experience has become very valuable for me. I have learned that LKPD is not just a worksheet, but an important tool in designing meaningful learning.
I also realized the importance of designing learning by considering the diverse needs and learning styles of students. From this, I became more confident that teachers need to remain reflective, creative, and open to feedback in order to create enjoyable and effective learning.
3. 2025 PPG Case Study Learning Strategy Problem
Overcoming Learning Boredom and Enhancing Student Activity in Grade III Through Innovative Teaching Strategies
As a third-grade teacher at Harapan Bangsa Elementary School at the beginning of the 2024/2025 academic year, I am faced with a common but crucial challenge: how to maintain students' interest and active participation in learning throughout the day.
Especially after the transition from online learning to full in-person classes, I have observed that my students show a shorter attention span, are easily bored, and tend to be passive in learning activities, especially in thematic subjects that integrate various subject matters.
Challenges Faced:
The main issue I face is the monotonous and ineffective learning strategies in stimulating students' activity and maintaining their focus in third grade. I realize that lecture methods, assignments from textbooks, or even standard group discussions I use often make students quickly bored.
Some students look sleepy, while others are absorbed in their own world (drawing on books, talking with friends about irrelevant topics), and only a few are actively asking questions or expressing opinions. This affects the depth of understanding, especially for abstract concepts or those requiring direct exploration. The classroom environment feels less dynamic and interactive, so the potential of each child to learn optimally has not been fully realized.
How Do You Try to Solve It?
Seeing that the existing strategy is not optimal, I am committed to making fundamental changes in my teaching approach. I have decided to adopt more varied, interactive, and enjoyable learning strategies, tailored to the characteristics of third-grade students. The steps I have taken include:
- Game-Based Learning (Gamification): I started integrating educational games into every learning session. For example, for the math topic of multiplication, we played "Math Adventure," where students had to solve problems to move forward. For Indonesian language topics, we played word guessing games or arranged sentences from cards.
- Simple and Concrete Project-Based Learning: For thematic subjects, I introduce small projects that students can touch and see the results of. For example, in the theme of Environment, students are asked to make a miniature garden or a poster campaign to maintain cleanliness around the school.
- Diverse Cooperative Learning Strategies: I do not only rely on static groups, but I try various models such as Team-Games-Tournament (TGT), where groups compete in a quiz after studying together, or Numbered Head Together, where each group member must be prepared to answer a question randomly asked.
- Use of Visual and Audio-Visual Media: I often use educational animated videos, learning songs, and colorful images. I also invite students to create mind maps or posters together on the blackboard.
- Quick Physical Movements and Activities (Brain Breaks): To maintain focus, every 20-30 minutes, I insert brain breaks with light exercises, songs with movements, or short games.
What is the result of your efforts?
The result of this strategy change is truly amazing. Students' enthusiasm and learning activity have increased dramatically. The classroom atmosphere has become more lively, cheerful, and interactive. Students are no longer passive; they compete to answer, ask questions, and participate in every game or project.
Their attention span has also improved, evidenced by the few students who are sleepy or distracted. The average scores in daily evaluations and small projects show better conceptual understanding and improved application skills. They also appear more confident in interacting and collaborating.
What valuable experience can you gain when solving that problem?
The valuable experience I gained is that effective learning strategies for elementary students must be centered on experiences, active participation, and being enjoyable. I learned that children at this age learn best through doing, playing, and exploring.
Teachers must be creative and adaptive facilitators, not afraid to try new things, and always innovate to meet the diverse learning needs of students. Emotional and physical student engagement in learning turns out to be the key to maintaining motivation and creating an inspiring learning environment. An effective strategy is not only about transferring knowledge, but also about creating a love for the learning process itself.
4. Case Study PPG 2025 Assessment Issues
Designing Authentic Assessment to Improve Students' Ability to Write Procedure Texts in Junior High School
As a Indonesian language teacher for grade VIII SMP Bakti Pertiwi in the 2024/2025 academic year, I face significant challenges regarding the assessment aspect, especially on the procedure text writing competence.
Although students are able to understand the theory and structure of procedural texts, the scores they obtain in writing tasks often do not reflect their actual abilities or learning progress. I feel there is a gap between the learning objectives and the assessment instruments I use.
Issues Faced:
The main problem I face is the misalignment between the assessment instruments used and the learning objectives, especially in assessing the skill of writing procedural texts authentically.
My previous assessment, which tended to focus only on the final product of the writing with a rather detailed rubric, made it difficult for me to identify the root problems of the students. I found that:
- Many students produce similar procedural texts, indicated by imitating the internet or friends, without showing understanding of the process or originality of ideas.
- The existing grading rubric is too general and does not specifically assess important aspects such as cohesion, coherence, diction, or clear and logical steps.
- I have difficulty providing constructive feedback because the assessment is only focused on the final grade, not on the writing process.
- Students feel that writing assessment is a "boogeyman" because they do not know exactly where their weaknesses are or how to improve them. This affects the stagnation of their writing skills and low motivation.
How Do You Attempt to Solve It?
Seeing that the existing grading system is not effective, I decided to reform my assessment approach to be more authentic, transparent, and process-oriented. The steps I have taken include:
- Developing an Authentic and Holistic Assessment Rubric: I designed a new detailed rubric for procedural texts, covering aspects such as: the suitability of the title with the content, completeness and sequence of steps, clarity of language (diction and effective sentences), cohesion and coherence between paragraphs, use of temporal conjunctions, and originality of ideas. Each aspect has clear performance levels (e.g., Very Good, Good, Sufficient, Needs Improvement).
- Process-Based Assessment (Portfolio): Students are asked to keep all their writing drafts, from the outline, first draft, to the final draft. They also need to write a reflection journal about the challenges they faced and the improvement strategies they applied in each draft. This allows me to track their learning progress.
- Peer-Assessment and Self-Assessment: I train students to evaluate their peers' draft writings (using the same rubric) and conduct self-assessment. This not only reduces the teacher's grading burden but also enhances students' understanding of the criteria for good writing.
- Individual Writing Conference Session: I schedule a short time for an individual writing conference with each student. In this session, we discuss their strengths and weaknesses in writing based on the rubric, and I provide personal feedback and specific improvement strategies.
- Use of Technology for Feedback: To speed up the feedback process, I use the comment feature in Google Docs or other word processing applications, so students can directly view and revise their writings.
What is the result of your efforts?
The results of this assessment reform are very positive. The quality of students' procedural writing texts has shown a significant improvement, and more importantly, they have become more aware of the writing process.
Students are no longer afraid to experiment or make mistakes because they know there will be opportunities for revision and clear feedback. Their ability to identify weaknesses in their own writing and that of their peers has improved rapidly. Enthusiasm for writing tasks has also increased because they feel the assessment is more fair and transparent.
What valuable experience can you gain when solving that problem?
A valuable experience I have gained is that effective assessment is not only a measuring tool, but also a powerful learning tool. Clear rubrics, process-based assessment, and constructive feedback are key to empowering students to become autonomous and reflective learners.
As a teacher, it is important to view assessment as an integral part of the learning cycle, not just a final stage. This requires teachers to be more creative and thorough in designing assessment instruments, so that they can provide a comprehensive picture of students' competencies and encourage them to continue developing themselves.
*) Disclaimer:
- Case study example of PPG 2025 in this article, which is 500 words, is only for reference for teachers participating in the Specific Teacher Program in UKPPPG 2025.
- Some 2025 PPG case studies are AI-generated results, so dear teachers need to make modifications.
( Shiro Copr/Muthiara 'Arsy/Tribunnews.com/Sri Juliati )
Comments
Post a Comment