Education
Vol 9 No 1 (2024): June
Classroom Teachers' Problems and Strategies in Implementing the Merdeka Curriculum
Permasalahan dan Strategi Guru Kelas dalam Implementasi Kurikulum Merdeka
Universitas Muhammadiyah Sidoarjo, Indonesia
*
(*) Corresponding Author
Abstract
General Background: The introduction of the Kurikulum Merdeka in Indonesia aims to enhance student competence and character by offering more flexible and student-centered learning approaches. Specific Background: While it promises a more inclusive and modern educational environment, the implementation poses challenges for teachers adapting to this new paradigm. Knowledge Gap: Previous studies have focused on policy impacts and student outcomes, but there is limited research on the specific difficulties faced by classroom teachers during implementation. Aims: This study seeks to identify the challenges teachers encounter with the Kurikulum Merdeka and the strategies they employ to overcome these challenges. Results: Analysis of literature reveals several key issues: teachers' inadequate understanding of the curriculum's concepts, difficulty in designing student-centered learning, lack of resources, and challenges with competency-based assessments. Strategies to address these include ongoing professional development, fostering professional learning communities, leveraging technology, and developing authentic assessments. Novelty: This research contributes to the literature by focusing on teachers' perspectives, providing insights into practical challenges and solutions in implementing the Kurikulum Merdeka. Implications: Findings can guide the design of teacher training programs and inform educational policymakers to support effective curriculum implementation, ultimately benefiting Indonesia's educational landscape by preparing students for the challenges of the 21st century.
Highlights:
- Teacher Training: Continuous professional development is crucial for teachers to effectively implement the Kurikulum Merdeka.
- Resource Limitations: Adequate access to educational resources and facilities is necessary for supporting innovative teaching methods.
- Assessment Challenges: Developing and utilizing authentic assessments can enhance the evaluation of student competencies.
Keywords: Kurikulum Merdeka, Student-Centered Learning, Teacher Challenges, Competency-Based Assessment, Educational Innovation
References
- E. Mulyasa and W. D. Aryani, "Implementasi Sistem Penjaminan Mutu Internal di Era Merdeka Belajar," Aksara J. Ilmu Pendidik. Nonform., vol. 8, no. 2, p. 933, May 2022, doi: 10.37905/aksara.8.2.933-944.2022.
- Y. Ardianti and N. Amalia, "Kurikulum Merdeka: Pemaknaan Merdeka dalam Perencanaan Pembelajaran di Sekolah Dasar," J. Penelit. dan Pengemb. Pendidik., vol. 6, no. 3, pp. 399–407, Dec. 2022, doi: 10.23887/jppp.v6i3.55749.
- Nadlir, A. Fitriyah, and L. F. Sholihah, "Peran Guru dalam Menerapkan Pembelajaran Project Based Learning pada Kurikulum Merdeka," J. Ilmu Pendidik. dan Sos., vol. 3, no. 1, pp. 69–79, Apr. 2024, doi: 10.58540/jipsi.v3i1.557.
- F. Tirtoni, L. I. Rocmah, and R. Halim, "Implementasi Kurikulum Merdeka bagi Guru PAUD Penambangan: Workshop dan Pendampingan Implementasi Kurikulum Merdeka bagi Guru PAUD Penambangan," Kanigara, vol. 4, no. 1, pp. 8–18, Jan. 2024, doi: 10.36456/kanigara.v4i1.7933.
- I. Juniyati, "Efektivitas Pendekatan Pembelajaran: Student Centered," May 2023, doi: 10.31219/osf.io/e6tb3.
- J. W. Creswell, Research Design: Pendekatan Metode Kualitatif, Kuantitatif, dan Campuran. Yogyakarta: Pustaka Belajar, 2014.
- B. V. V. Clarke, "Qualitative Research in Psychology Using Thematic Analysis in Psychology," Qual. Res. Psychol., vol. 3, no. 2, pp. 77–110, 2006.
- R. Ritonga, R. Harahap, and R. Adawiyah, "Pendampingan Guru Sekolah Penggerak dalam Menganalisis Prinsip Asesmen dan Prinsip Pembelajaran pada Kurikulum Merdeka," Kreat. J. Pengabdi. Masy. Nusant., vol. 3, no. 1, pp. 164–174, Mar. 2023, doi: 10.55606/kreatif.v3i1.1262.
- R. Salay, "Perbedaan Motivasi Belajar Siswa yang Mendapatkan Teacher Centered Learning (TCL) dengan Student Centered Learning (SCL)," Jan. 2019, doi: 10.31227/osf.io/ybeux.
- R. I. Irianti, "Penerapan Kurikulum Merdeka dalam Pengimplementasian Pendidikan yang Sesuai dengan Kodrat Alam dan Zaman," Pubmedia J. Penelit. Tindakan Kelas Indones., vol. 1, no. 2, p. 10, Oct. 2023, doi: 10.47134/ptk.v1i2.56.
- F. F. Sufa, "Profil Tingkat Kesulitan Guru Matematika dalam Penerapan Pembelajaran Berbasis HOTS Dilihat dari Dimensi Penilaian," J. Ris. Pembelajaran Mat., vol. 4, no. 2, Oct. 2022, doi: 10.55719/jrpm.v4i2.512.
- C. N. Fadillah, M. Munawarah, and R. Aulia, "Persepsi Guru PAUD tentang Pentingnya Pelatihan Kurikulum Merdeka," J. Dedik. Pendidik., vol. 7, no. 2, pp. 367–374, Jul. 2023, doi: 10.30601/dedikasi.v7i2.3723.
- A. Gunawan, "Implementasi dan Kesiapan Guru IPS terhadap Kurikulum Merdeka Belajar," Kompleks. J. Ilm. Manajemen, Organ. dan Bisnis, vol. 11, no. 2, pp. 20–24, Oct. 2022, doi: 10.56486/kompleksitas.vol11no2.246.
- U. Hasanah, "Pemanfaatan Teknologi Informasi dan Komunikasi dalam Pelaksanaan Kurikulum 2013 di MI Tarbiyatul Athfal," Inspir. J. Teknol. Inf. dan Komun., vol. 11, no. 2, p. 126, Dec. 2021, doi: 10.35585/inspir.v11i2.2643.
- S. Oditya, S. Sukardi, and M. Murjainah, "Analisis Penerapan Penilaian Autentik pada Kurikulum Merdeka Belajar dalam Pembelajaran IPAS di Sekolah Dasar," J. Handayani, vol. 15, no. 1, p. 54, Jun. 2024, doi: 10.24114/jh.v15i1.54935.
Downloads
Download data is not yet available.