Education Management in the Independent Curriculum in Elementary Schools

Fransiska, Jenny; Dumiyati, Dumiyati; Mariam, Popon; Haris, Muhammad

doi:10.31958/jaf.v11i1.8696

Cited by 5 publications

(6 citation statements)

References 18 publications

(19 reference statements)

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“…Diverging from our study's scope, this research uniquely delves into scrutinizing the execution of the independent curriculum to elevate the efficacy of English education. Similarly, other study delves into the implementation of the independent curriculum; however, it is centered on general educational administration in elementary schools, whereas our research accentuates the application of the independent curriculum for enhancing English learning quality (Fransiska et al, 2023). Hence, there exists a distinction between these two investigations.…”

Section: Introductionmentioning

confidence: 90%

Implementation of the Independent Curriculum to Improve the Quality of Learning English

Syahfitri Purnama,

Pawiro

2023

indonesian j. educ. res. rev.

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This independent curriculum introduces a new framework for students centered on Merdeka learning models, with the goal of fostering their self-assurance and ingenuity. School educators design English teaching plans while guiding students through project-based learning initiatives until they achieve proficiency and commendable performance by the end of the semester. Considering that English stands as a global language, students must attain mastery to prevent lagging behind other nations in the era of globalization. This research aims to analyze the application of the Merdeka Curriculum in improving the quality of learning, especially English, and whether this approach can strengthen creativity and English language proficiency among educators and students. By employing a qualitative methodology utilizing content analysis, the study relies on data derived from questionnaires distributed to 158 English teachers and interviews conducted with educators situated. The examination of the findings reveals that 77.2% of English teachers acknowledge the presence of an independent curriculum, and 76.6% of students have experienced improvements in skills and creativity. For the continuous implementation of the Merdeka curriculum, educators should further enhance their knowledge, take a proactive role in encouraging and assisting students both within and beyond the classroom settings, and design English learning projects that foster the development of students aligned with the Pancasila principles, capable of thriving in the future competitive landscape.

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Section: Introductionmentioning

confidence: 90%

Implementation of the Independent Curriculum to Improve the Quality of Learning English

Syahfitri Purnama,

Pawiro

2023

indonesian j. educ. res. rev.

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“…Learning planning is the main method for evaluating student achievement progress and learning outcomes. By aligning the learning plan with the learning outcomes and learning objectives set, the curriculum implementation process can be evaluated effectively, thereby creating optimal output (Fransiska et al, 2023).…”

Section: Process Evaluationmentioning

confidence: 99%

Evaluation Implementation of the Independent Curriculum With the Cipp Model in Vocational High Schools

Nurrahman,

Saputri,

Nugraha

et al. 2023

JAB

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This research is evaluation research using the CIPP model which aims to evaluate the implementation of the Independent Curriculum in Vocational Schools especially in accounting majors with a focus on the achievements of context, input, process and product. The resource persons in this study consisted of school principals, deputy principals, teachers and students who were taken using purposive sampling techniques. Data collection techniques through observation, interviews and documentation. Analysis techniques. The data used is descriptive analysis. The research results show that: (1) Aspects evaluation of the curriculum implementation context in the form of suitability to school criteria, content standards, the school's vision, mission and goals are sufficient to support the implementation of the Independent Curriculum; (2) The input evaluation aspect in the form of readiness, understanding, preparation and infrastructure is quite ready even though there are components of facilities and infrastructure that need to be further optimized; (3) The evaluation process aspect in the form of implementing the Independent Curriculum has not been optimal because there are still teachers who still use old techniques in learning, have not implemented assessments, have not implemented the Pancasila Student Profile Strengthening Project, and the infrastructure is not yet optimal; (4) The product evaluation aspect of the implementation of the Independent Curriculum is quite good, seen from the positive impact provided in the form of increasing learning outcomes and student activity in learning as well as motivation and achievement in participating race. The conclusion from the research results is that the evaluation of the implementation of the Independent Curriculum in Vocational Schools is quite good because it can be seen from the increase in student learning outcomes. Apart from that, there are several recommendations such as mentoring, improving infrastructure, improving the quality of education, improving learning assessments, carrying out evaluations, and conducting needs analysis.

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“…Consequently, fostering school readiness in the context of secondary school should not be seen as an endpoint, but rather as an ongoing process (Fransiska et al, 2023;Lestari et al, 2023). Through empowering students with the necessary academic, social and emotional tools, we can foster a generation that is confident and ready to face the challenges of higher education, career and life after high school.…”

Section: Introductionmentioning

confidence: 99%

“…Broadly speaking, the steps taken by education units and schools in implementing the Merdeka Curriculum aim to give schools the freedom to develop a curriculum that is expected to lead to their welfare and benefit (Fransiska et al, 2023). The Merdeka Curriculum, in its implementation aspect, has minimum standards whose regulations have also been set by the Indonesian Minister of Education, Culture, Research and Technology (Mendikbudristek).…”

Section: Introductionmentioning

confidence: 99%

The School Readiness in Implementing the Merdeka Curriculum in Pekanbaru : A Survey of Teachers and Students' Perspectives

Bastian,

Firdaus,

Rizky

2023

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study aims to assess the school readiness in implementing the Merdeka Curriculum in the Year 2022/2023 at several SMA/SMK in Pekanbaru City. This study used a descriptive quantitative with a survey metod. Data collection techniques are carried out using questionnaires and observations, with a sample of 32 SMA/SMK selected through a purposive sampling technique. Data analysis techniques using descriptive analysis according to the variables that had been determined. Based on the research results show that the school's understanding of the Merdeka Curriculum was very high, reaching 94%. In total, 81% of SMA / SMK have met the requirements and have been appointed by the Indonesian Minister of Education, Culture, Research and Technology (Mendikbudristek) to implement the Merdeka Curriculum. Teachers' competence in supporting the Merdeka Curriculum reached 75%. In terms of students’ participation in effective learning, it is not optimal since it reached only 16%. It is necessary to improve policy and procedural support, around 62% stated this. However, only 56% of schools use learning modules from the Mendikbudristek. Besides, the use of the Minimum Competency Assessment (MCA) and Character Survey also reached 56%, while the use and preparation of independence learning lesson plans reached 62%. In conclusion, a number of challenges remain in the implementation of the Merdeka Curriculum in SMA/SMK, especially related to infrastructure, student participation, and policy support, but it has also achieved some level of success in terms of teacher competence and the use of teaching materials.

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Education Management in the Independent Curriculum in Elementary Schools

Cited by 5 publications

References 18 publications

Implementation of the Independent Curriculum to Improve the Quality of Learning English

Implementation of the Independent Curriculum to Improve the Quality of Learning English

Evaluation Implementation of the Independent Curriculum With the Cipp Model in Vocational High Schools

The School Readiness in Implementing the Merdeka Curriculum in Pekanbaru : A Survey of Teachers and Students' Perspectives

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