Konsep Merdeka Belajar Kurikulum Merdeka

Yasmansyah, Yasmansyah; Sesmiarni, Zulfani

doi:10.31004/jpion.v1i1.12

Cited by 17 publications

(24 citation statements)

References 1 publication

(1 reference statement)

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“…This aligns with step 1 of the planning process. Based on interview results and research on each component of the Merdeka Curriculum implemented in Biology learning at the pioneer schools, a pattern emerges where Biology teachers design learning objectives in the classroom according to the specified learning outcomes for each phase and created their own learning objective approach as stated in the document number 56 of 2022 from Ministry of Education (Hasanah, 2022). This corresponds to step 2.…”

Section: Resultsmentioning

confidence: 99%

“…Students' perceptions that are studied in this paper includes the six components of the Merdeka Curriculum in the learning process. The components are diagnostic assessment, differentiated learning module, formative and summative assessment, Pancasila Student Profile projects, and supportive learning environment (Hasanah, 2022). The specific parts that differ the Merdeka Curriulum from the previous curriculum which is 2013 Curriculum lay on the project-based learning approach (Sagita et al, 2023) and differentiated learning approach (Marliana et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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High School Students’ Perceptions about Implementation of the Merdeka Curriculum in Biology Lessons in Samarinda

Swandana,

Tindangen,

Herliani

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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The Fourth Industrial Revolution has had Indonesia to be determined to foster students’ critical thinking, creativity, collaboration, communication, and technological proficiency, leading to the creation of the Merdeka Curriculum to enhance the curriculum in Indonesia. The implementation of this curriculum began in Indonesia in 2020, starting with pioneer schools including in Samarinda. Consequently, a study was conducted at pioneer high schools in Samarinda focusing on students' perceptions of Biology learning using the Merdeka Curriculum. This qualitative research involved students and educators engaged in the implementation of the curriculum. The study utilized interviews and data triangulation. The informants were gathered using the snowball sampling technique. The findings indicate the implementation of the Merdeka Curriculum in pioneer high schools in Samarinda encompasses the planning, execution, and evaluation of components: diagnostic assessment, formative and summative assessments, differentiated teaching modules, Pancasila Student Profiles reinforcement projects, and supportive learning environment. These components align with curriculum planning and learning principles, fostering positive impact on students' skills including critical thinking, analytical abilities, literacy, public speaking, and creative thinking. Additionally, the curriculum promotes character development such as diligence in religion and spirituality, self-confidence, self-independence, creativity, empathy, responsibility, courage to innovate, negotiation skills, leadership skills, and collaboration with peers.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

High School Students’ Perceptions about Implementation of the Merdeka Curriculum in Biology Lessons in Samarinda

Swandana,

Tindangen,

Herliani

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Merdeka belajar merupakan tindakan nyata dalam menguatkan literasi dan numerasi peserta didik (Feriyanto, 2022). Merdeka belajar bertujuan untuk meningkatkan kompetensi lulusan, baik soft skills maupun hard skills, agar lebih siap dan relevan dengan kebutuhan zaman (Yasmansyah & Sesmiarni, 2022).…”

Section: Pendahuluanunclassified

Implementation of Teacher and Student Independent Curriculum in Mathematics Learning: Systematic Literature Review

Bawadi

Novaliyosi

Pujiastuti

et al. 2023

jiip

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Merdeka Belajar kebijakan Pemerintah Indonesia dalam kesiapan guru dan siswa pada implementasi kurikulum baru. Penelitian ini bertujuan untuk melakukan kajian literatur terkait implementasi kurikulum merdeka guru dan siswa dalam pembelajaran matematika. Metode penelitian yang dipilih dalam penelitian ini adalah metode Systematic Literature Review (SLR). Pengumpulan data dilakukan dengan mendokumentasikan dan mereview seluruh artikel terkait pendidikan matematika yang diterbitkan antara tahun 2020 sampai dengan tahun 2022. Artikel yang digunakan dalam penelitian ditemukan sebanyak 156 artikel dan setelah diseleksi terdapat 11 artikel yang memenuhi kriteria inklusi untuk dianalisis terakreditasi nasional. Berdasarkan hasil penelitian ini ditemukan bahwa kesiapan guru dan siswa serta implementasi kurikulum merdeka pada pembelajaran matematika di antaranya (1) guru dan siswa pada Merdeka Belajar siap mengikuti dan mempraktikkan pelaksanaannya; (2) implementasi Merdeka Belajar meningkatkan mutu pembelajaran; (3) pelaksanaan Merdeka Belajar mengikuti indikator, pedoman, regulasi ditetapkan Kemendikbud; (4) saran model pembelajaran digunakan Blended Learning, Discovery, Inquiry Learning, Problem Based Learning dan Project Based Learning; (5) strategi literasi dan numerasi Merdeka Belajar peningkatan hasil program berkualitas; (6) Kurikulum Merdeka Belajar masih dilakukan pengembangan dan pendampingan secara langsung melalui musyawarah satuan pendidikan tingkat Sekolah Dasar, Sekolah Menengah Pertama, Sekolah Menengah Atas serta Perguruan Tinggi.

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“…Developing creative and innovative teaching modules is a necessity, teachers need to develop creative and innovative teaching modules, so that students can be involved and interested in learning. Furthermore, evaluating teaching modules, teachers must be able to evaluate teaching modules that have been made to determine their success in achieving learning objectives (Yasmansyah & sesmiarni, 2022).…”

Section: Teacher Ability In Implementing the Merdeka Curriculummentioning

confidence: 99%

Teacher Readiness in Implementing the Merdeka Curriculum in Kerinci Regency

Nurzen¹

2022

edu

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Merdeka Curriculum is a curriculum issued by the Indonesian Ministry of Education and Culture in 2020 as an effort to strengthen the nation's character and adapt to the times. The implementation of this curriculum requires readiness from various parties, including teachers as direct implementers in schools. This research aims to find out the teacher's mental readiness and knowledge readiness about the independent curriculum. This research uses a descriptive qualitative approach. The data sources in this study are teachers who teach at SD Negeri Sekolah Penggerak in Kerinci Regency. This research data collection technique is using interview and documentation techniques. The data analysis technique of this research is by doing data reduction, data presentation, and verification/conclusion. The results of this study show (1) Mentally to face challenges and changes in implementing the Merdeka Curriculum, teachers have confidence and enthusiasm. (2) The teacher's ability to implement the Merdeka Curriculum, the teacher has a fairly good ability seen in how the teacher compiles teaching modules with minor adjustments based on the sample modules provided by the Ministry of Education and Culture, prepares teaching materials and evaluations by adjusting the characteristics of students. The conclusion of this study shows that teacher readiness in implementing the Merdeka Curriculum is categorised as quite ready

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Konsep Merdeka Belajar Kurikulum Merdeka

Cited by 17 publications

References 1 publication

High School Students’ Perceptions about Implementation of the Merdeka Curriculum in Biology Lessons in Samarinda

High School Students’ Perceptions about Implementation of the Merdeka Curriculum in Biology Lessons in Samarinda

Implementation of Teacher and Student Independent Curriculum in Mathematics Learning: Systematic Literature Review

Teacher Readiness in Implementing the Merdeka Curriculum in Kerinci Regency

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