THE RELATIONSHIP BETWEEN THE OPERATIONAL DESIGN CYCLE AND LEARNING COMPLETION BENCHMARKS IN THE SCOPE OF INSTRUCTIONAL ALIGNMENT

Abstract

The Lesson Implementation Plan (RPP) and the Minimum Completion Criteria (KKM) play a crucial role in curriculum design and instructional evaluation. However, previous literature often examines these two variables separately, leaving a theoretical gap regarding their integration in optimizing teaching quality. This study aims to examine the functional interconnection between the RPP and KKM as interconnected instruments within a competency-based education ecosystem. The novelty of this study rests on the formulation of an integrative conceptual model.positioningplanning andstandardizationEvaluation as a mechanistic entity. Using a qualitative approach with a literature study method, this research elaborates on various academic references, current regulations, and accredited scientific journals. The study results confirm that the lesson plan facilitates a systematic instructional roadmap, while the minimum competency criteria (KKM) project quantitative parameters that define the limits of student mastery of the material. This circular synchronization between the learning design and completion indicators has been proven to minimize pedagogical disconnection, uphold assessment objectivity, and contributetheoreticalfor practitioners in engineering coherent classroom learning