The Difficulties of Elementary School Teacher in Developing Thematic Learning Tools for the Merdeka Curriculum

Abstract

This study aims to; (1) describe the understanding and readiness of teachers in developing learning instruments; (2) identify the difficulties and problems faced by teachers in the development of learning instrument; and (3) reveal the means made by teachers in overcoming the problems of developing thematic learning instrument for the Merdeka curriculum. The method in this study employed descriptive with a qualitative approach. The subjects were 12 homeroom teachers at SD N 1 Kaligentong and SD N 2 Jetis in Boyolali Regency, Central Java Province. The data collection techniques were using observation and interviews. The data were analyzed using an interactive model. The results of this study showed (1) teachers still lack an understanding of the development of thematic learning instrument that is in accordance with the regulation (2) the difficulties of teachers in compiling thematic learning instrument: developing essential competencies into HOTS indicators according to Bloom's taxonomy, formulating learning objectives that contained ABCD components, the comprehensive application of the TPACK context in the learning material has not been maximized, determining learning strategies and methods that apply 21st century proficiency, limitations of IT-based media, creating questions that implement higher-order thinking skills (3) the means made by teachers to overcome the problems of developing thematic learning instrument for the Merdeka curriculum are by compiling together with the teacher working group, attending training, always trying to apply new strategies, and looking for references on the internet.

Learning Islamic Religious Education in the Merdeka Curriculum: A Critical Review

“…Learning is designed and implemented to build capacity as a basis for lifelong learning or often called longlasting education. Continuous future-oriented learning (Damayanti & Muhroji, 2022). Reporting from several news sources and from the author's analysis according to the Minister of Research and Technology Education Regulation Number 59 of 2022 there are six updates in this Independent Curriculum.…”

Twenty Years of Change : A Systematic Literature Review of Indonesian Teachers’ Responses to Curriculum Change

“…The development of learning materials with evolving curricula and incorporation of higher-order thinking skills has also been a hurdle. Covering how to break down indicators to instruction, utilizing learning media, and adapting materials to students' comprehension level (Basalama, 2010;Damayanti, 2022;Pratiwi, 2020;Muazza et al, 2019).…”

“…Digital proficiency, particularly in resource-limited areas, and the lack of competence in digital technologies have also posed significant obstacles (Reza et al, 2023;Alliyah, 2023;Muazza et al, 2019;. Finally, teachers express a lack of clear guidance, often resulting in schools copying curricula without customizing them to their context (Utomo, 2005;Chodijah, 2012) and difficulties in tailoring lesson objectives like CP, TP, and ATP in the Merdeka curriculum to match students' needs (Damayanti & Muhroji, 2022).…”

Strategi Pendekatan Kurikulum Pendidikan Anak Usia Dini dengan Pembelajaran Tematik Integratif

“…Selain itu, kurangnya inovasi dalam mendesain pembelajaran dan pelatihan pada guru PAUD menyebabkan anak didik terlihat bosan karena kegiatan belajar yang monoton. Pemahaman guru yang rendah terhadap pengembangan instrumen pembelajaran tematik, kesulitan dalam menyusun perangkat tematik, dan kurangnya sarana yang sesuai menjadi beberapa permasalahan yang dihadapi dalam pengimplementasian pembelajaran tematik integratif (Damayanti & Muhroji, 2022). Hal ini juga diungkapkan oleh studi terdahulu terhadap guru prasekolah di Malaysia (Zin et al, 2019).…”