Perkembangan Kurikulum Merdeka Belajar  Dalam Tantangan Era Society 5.0

Wahyudiono, Andhika

doi:10.31537/ej.v7i2.1234

Cited by 3 publications

(3 citation statements)

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“…One of the advantages of this synergy lies in emphasizing learning that is relevant to real-life situations. The "Merdeka Belajar" curriculum ensures that the material taught is not only theoretical but also applicable in everyday life (Wahyudiono, 2023). Consequently, students can see the connection between what they learn in school and the world around them, thereby enhancing their motivation and interest in learning.…”

Section: Resultsmentioning

confidence: 99%

The Synergies Between Educational Philosophy Streams and Ki Hajar Dewantara's Ideologies in the Mardeka Belajar Curriculum

Hunaepi,

Suastra,

Tanjung

et al. 2023

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The synergy between educational philosophical streams and the thoughts of Ki Hajar Dewantara is crucial in developing the concept of the "Merdeka Belajar" curriculum in Indonesia. This literature study aims to explore the fusion between relevant educational philosophical streams with the vision and principles advocated by Ki Hajar Dewantara in the context of developing the "Merdeka Belajar" Curriculum. The method used is descriptive analysis through a literature review drawn from relevant and credible academic texts to trace Ki Hajar Dewantara's thoughts and comprehend the fundamental concepts of educational philosophy underlying it. The findings from this analysis indicate that the synergy between educational philosophy and Ki Hajar Dewantara's thoughts within the "Merdeka Belajar" Curriculum holds immense potential in transforming Indonesia's educational system. By integrating philosophical principles and embracing Ki Hajar Dewantara's ideas, educators can create a curriculum that nurtures individuals with broad perspectives equipped with the skills and values necessary for thriving in the 21st century. The integration of these values in the "Merdeka Belajar" Curriculum can foster an inclusive, progressive learning environment oriented towards character development and individual potential. The application of synergy between educational philosophical streams and Ki Hajar Dewantara's thoughts in the "Merdeka Belajar" Curriculum can reinforce the essence of holistic and continuous education. Recommendations include the necessity of developing concrete strategies to integrate educational philosophical values with Ki Hajar Dewantara's principles in every aspect of the curriculum, providing training for educators to implement this approach, and conducting further research to evaluate the effectiveness of the "Merdeka Belajar" Curriculum implementation inspired by this synergy

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Section: Resultsmentioning

confidence: 99%

The Synergies Between Educational Philosophy Streams and Ki Hajar Dewantara's Ideologies in the Mardeka Belajar Curriculum

Hunaepi,

Suastra,

Tanjung

et al. 2023

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“…The Merdeka Curriculum hopes to improve the overall quality of education, producing a generation that is more adaptive, creative and ready to face future challenges. Its success will depend on the commitment and cooperation of all stakeholders in the world of education in Indonesia (Sulistyo et al, 2022;Wahyudiono, 2023).…”

Section: Madrasas In the 2013 Curriculum And The Merdeka Curriculummentioning

confidence: 99%

Dynamics of the Islamic Education Curriculum in Madrasah: Study K-13 and Merdeka Curriculum

Anwar,

Ishomuddin,

Faridi

2023

jie

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Since the new order era, the Indonesian education curriculum has undergone eight revisions, from the 1968 curriculum to the most recent, the Merdeka Curriculum. Each curriculum has its unique characteristics, including the 2013 Curriculum and the Merdeka Curriculum which are currently being implemented. Madrasas are the subject and aim of the research, namely explaining the dynamics of madrasa curriculum development in 2013-2023. Using a qualitative approach with a type of literature review, data sources from relevant books and journal articles, and data analysis using condensation, presentation and conclusion. The results of the research show that in the 2013 curriculum and the Merdeka Curriculum there are certainly developments in terms of curriculum based on the continued development of science and technology. The 2013 curriculum is designed to improve character education, increase locally-focused education, and create a fun and friendly educational environment. The independent learning program is a flexible program focusing on essential material, character development and student abilities. The Islamic education subjects found in madrasas consist of four groups: Al-Qur’an Hadith, Fiqh, Aqidah Akhlak, and SKI, all of which are regulated by Minister of Religion regulations under the auspices of the Ministry of Religion.

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“…Kurikulum ini juga berlaku untuk jenjang AUD, yang diharapkan dapat memberikan pengalaman belajar yang menyenangkan, bermakna, dan bermanfaat bagi anak. Namun, implementasi kurikulum merdeka belajar di jenjang AUD masih menghadapi berbagai tantangan, seperti kurangnya pemahaman dan kesiapan dari para pendidik, kurangnya sumber daya dan fasilitas, kurangnya dukungan dari orang tua dan masyarakat, serta kurangnya koordinasi dan supervisi dari dinas pendidikan (Wahyudiono, 2023). Oleh karena itu, perlu dilakukan penelitian untuk mendeskripsikan implementasi kurikulum merdeka belajar di jenjang AUD di berbagai daerah, sehingga dapat memberikan gambaran yang komprehensif dan aktual tentang kondisi lapangan.…”

Section: Introductionunclassified

Implementation of Merdeka Belajar Curriculum at the Early Childhood Level in Insan Cemerlang Kindergarten Magetan

Irawati,

Haidar

2023

kolokium

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The Merdeka Belajar Curriculum is a government program in the education sector which aims to provide freedom and creativity to students, educators and educational units in developing their own and environmental potential. This curriculum also applies to early childhood (AUD), which is an important period for children's physical, cognitive, social and emotional development. This research aims to describe the implementation of the Merdeka Belajar curriculum at the AUD level at Insan Cemerlang Magetan Kindergarten. The research method used is a case study with a qualitative approach. Data was collected through observation, interviews and documentation. The research results show that Insan Cemerlang Kindergarten Magetan has implemented an Merdeka Belajar curriculum with several strategies, including: (1) developing a curriculum based on children's needs and interests; (2) using active, creative, effective and fun learning methods (PAKEM); (3) empowering the environment as a learning resource; (4) involving parents and the community in the learning process; and (5) carry out evaluations holistically and authentically. The implementation of the Merdeka Belajar curriculum at Insan Cemerlang Magetan Kindergarten has had a positive impact on the development of children's basic competencies, such as the ability to think critically, communicate, collaborate and have a positive attitude. The recommendation of this research is to improve coordination and supervision of the education department related to the implementation of the Merdeka Belajar curriculum at the AUD level.

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Perkembangan Kurikulum Merdeka Belajar Dalam Tantangan Era Society 5.0

Cited by 3 publications

References 1 publication

The Synergies Between Educational Philosophy Streams and Ki Hajar Dewantara's Ideologies in the Mardeka Belajar Curriculum

The Synergies Between Educational Philosophy Streams and Ki Hajar Dewantara's Ideologies in the Mardeka Belajar Curriculum

Dynamics of the Islamic Education Curriculum in Madrasah: Study K-13 and Merdeka Curriculum

Implementation of Merdeka Belajar Curriculum at the Early Childhood Level in Insan Cemerlang Kindergarten Magetan

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