Perceptions of elementary school teachers towards the implementation of the independent curriculum during the COVID-19 pandemic

Abstract

This research aims to explore elementary school teachers' perceptions of implementing an independent curriculum during the COVID-19 pandemic imposed by the Indonesian government as alternative learning to address the problem of learning loss. Data was collected through semi-structured interviews with 38 teachers in primary schools across 13 different regions in Indonesia. Data analysis using thematic qualitative quasi-analysis. The analysis found four main themes: urgency, challenges, support and teaching strategies in implementing an independent curriculum. The research concludes that the success of the curriculum will be determined mainly by technological readiness, support and collaboration from all stakeholders, both central and local governments, educational quality assurance institutions, universities, schools, teachers, parents and the community. This research contributes to solve the problems faced by the Indonesian government due to the impact of online learning during the COVID-19 pandemic which results in low literacy.

Merdeka Curriculum: Encouraging Creativity and Innovation of Islamic Religious Education Teachers in Madrasah

“…The results obtained from prior investigations can be utilised as a benchmark against which to evaluate the findings presented in this paper. While previous research suggests that the implementation of the Merdeka Curriculum in MAN North Sumatra is not substantial (Aliyyah et al, 2023;Imron, 2023;Limiansi et al, 2023), the Islamic Education Teacher of MAN 3 Bukittinggi stated in this discussion that the research findings were quite encouraging, demonstrating that the teachers' adaptation to the Merdeka Curriculum in MAN North Sumatra has advanced. However, it is crucial to acknowledge that certain aspects remain that necessitate enhancement, specifically concerning subject matter innovation.…”

“…The Ministry of Education, Culture, Research and Technology (Kemdikbudristek) introduced the Merdeka Curriculum in 2022 (Imron, 2023). This curriculum grants teachers the freedom (Limiansi et al, 2023) to design learning experiences that cater to the individual needs and interests of their students (Aliyyah et al, 2023;Imron, 2023). Previous research has shown that the implementation of the Merdeka Curriculum can foster increased motivation (Aliyyah et The Merdeka Curriculum has the potential to inspire teachers to incorporate a wider range of educational approaches (Jonker et al, 2020;Supriyoko et al, 2022), ensuring that students engage in more meaningful learning experiences (Tumin et al, 2020).…”

“…Previous research has shown that the implementation of the Merdeka Curriculum can foster increased motivation (Aliyyah et The Merdeka Curriculum has the potential to inspire teachers to incorporate a wider range of educational approaches (Jonker et al, 2020;Supriyoko et al, 2022), ensuring that students engage in more meaningful learning experiences (Tumin et al, 2020). Moreover, this curriculum has the ability to enhance the overall quality of education within schools (Aliyyah et al, 2023;Mahmud et al, 2023;Purwasih et al, 2021). By granting educators the freedom to tailor their teaching methods according to the unique needs and interests of their students, the Merdeka Curriculum unlocks a world of possibilities (Zaini & Wahib, 2022).…”

“…e-ISSN: 2599-3046 (online) | Volume 7, Issue 2 | July -December 2023 p-ISSN: 2657-1781 (print) DOI: https://doi.org/10.35723/ajie.v7i2.525materials that suit students' needs(Aliyyah et al, 2023;Sumarmi et al, 2022). However, not all schools have adequate access to these resources, making it difficult for teachers to implement Merdeka Curriculum optimally.…”

A study on the effect of school culture on teachers’ commitment to curriculum implementation: The mediating role of self-efficacy and job satisfaction

“…Positive school cultures built upon positive rapport between teachers, school principals, and students could sustain trust and collaboration for the teacher, which can thrust forward curriculum implementation. Aliyyah et al (2023) [ 65 ] indicated that the effectiveness of the curriculum will mostly depend on the assistance and cooperation of all parties involved. Price, (2011) [ 59 ].…”