IMPLEMENTASI KURIKULUM MERDEKA DI DAERAH 3-T (TERTINGGAL, TERDEPAN DAN TERLUAR) (Sekolah Dasar di Kecamatan Namohalu Esiwa)

MARET MARKUS HAREFA, . (2024) IMPLEMENTASI KURIKULUM MERDEKA DI DAERAH 3-T (TERTINGGAL, TERDEPAN DAN TERLUAR) (Sekolah Dasar di Kecamatan Namohalu Esiwa). Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Kurikulum Merdeka sebagai langkah untuk meningkatkan kualitas pendidikan di seluruh Indonesia, memperkenalkan pendekatan yang lebih fleksibel, relevan, dan menyenangkan. Penelitian ini dilakukan dengan tujuan menganalisis implementasi Kurikulum Merdeka di tiga Sekolah Dasar di daerah 3-T (Terdepan, Terluar, dan Tertinggal) Kecamatan Namohalu Esiwa, yakni SD Negeri 078452 Berua, SD Negeri 071162 Esiwa, dan SD Negeri 280520 Kota Namohalu Esiwa. Penelitian ini menggunakan penelitian kualitatif dengan pendekatan fenomenologi. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui tahap pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi data, dengan uji kredibilitas, transferability, dependability, dan konfirmability. Hasil penelitian menunjukkan bahwa penerapan Kurikulum Merdeka di sekolah-sekolah dasar daerah 3-T sudah berjalan dengan cukup baik. Hal ini terlihat, dari perencanaan guru dalam menyusun perangkat pembelajaran seperti modul ajar dan alur tujuan pembelajaran (ATP), penggunaan metode pembelajaran yang variatif seperti diskusi, tanya jawab, ceramah, dan kuis, problem based learning (PjBL), problem based learning (PBL) serta penggunaan media pembelajaran yang beragam seperti visual, audio, dan bahan cetak seperti buku untuk meningkatkan efektivitas pembelajaran dan menyesuaikan dengan kebutuhan dan kondisi peserta didik. Untuk mengukur ketercapaian pembalajaran, para guru melaksanakan asesmen formatif dan sumatif dalam pembelajaran. Kurikulum Merdeka berhasil meningkatkan minat belajar siswa dan kreativitas guru, menciptakan pembelajaran yang lebih interaktif dan menyenangkan. Namun, terdapat kendala seperti keterbatasan fasilitas, akses internet yang lemah, dan kekurangan materi ajar. Guru-guru di daerah 3-T telah menunjukkan penyesuaian yang signifikan dengan menggunakan metode konvensional, bahasa lokal, dan materi tanpa koneksi internet, serta mengatasi hambatan dengan inisiatif seperti pelatihan online dan kerjasama antar guru. The Merdeka Curriculum is a step to improve the quality of education throughout Indonesia, introducing a more flexible, relevant, and fun approach. This research was conducted with the aim of analyzing the implementation of the Independent Curriculum in three elementary schools in the 3-T (Front, Outermost, and Disadvantaged) areas of Namohalu Esiwa District, namely SD Negeri 078452 Berua, SD Negeri 071162 Esiwa, and SD Negeri 280520 Kota Namohalu Esiwa. This study used qualitative research with a phenomenological approach. Data collection is done through observation, interviews, and documentation. Data analysis is carried out through the stages of data collection, data reduction, data presentation, and conclusion/data verification, with credibility, transferability, dependability, and confirmability tests. The results showed that the implementation of the Merdeka Curriculum in 3-T regional elementary schools had gone quite well. This can be seen, from teacher planning in compiling learning tools such as teaching modules and learning objectives (ATP), the use of varied learning methods such as discussions, questions and answers, lectures, and quizzes, problem based learning (PjBL), problem based learning (PBL) and the use of diverse learning media such as visual, audio, and printed materials such as books to increase learning effectiveness and adjust to the needs and conditions of students. To measure the achievement of learning, teachers carry out formative and summative assessments in learning. The Merdeka curriculum has succeeded in increasing students' interest in learning and teacher creativity, creating more interactive and fun learning. However, there are obstacles such as limited facilities, weak internet access, and lack of teaching materials. Teachers in 3-T districts have shown significant adjustments to using conventional methods, local languages, and materials without an internet connection, as well as overcoming barriers with initiatives such as online training and cooperation between teachers.

Item Type:	Thesis (Magister)
Additional Information:	1) Prof. Dr. Hj. Herlina, M.Pd 2) Prof. Dr. Ika Lestari, S.Pd., M.Si
Subjects:	Pendidikan > Pendidikan
Divisions:	FIP > S2 Pendidikan Dasar
Depositing User:	MARET MARKUS HAREFA .
Date Deposited:	01 Jul 2024 01:03
Last Modified:	01 Jul 2024 01:03
URI:	http://repository.unj.ac.id/id/eprint/45499

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