MAKNA KURIKULUM MERDEKA PADA GURU SMAN 1 KADUGEDE, KUNINGAN, JAWA BARAT

FADILA NUR SALSABILA, . (2024) MAKNA KURIKULUM MERDEKA PADA GURU SMAN 1 KADUGEDE, KUNINGAN, JAWA BARAT. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini memiliki tiga tujuan utama. Pertama, bertujuan untuk mendeskripsikan konteks sosial sekolah di sman 1 kadugede. Kedua, menjelaskan proses pemaknaan guru terhadap kurikulum merdeka di SMAN 1 Kadugede. Ketiga, mendeskripsikan makna kurikulum merdeka bagi guru di SMAN 1 Kadugede ditinjau dari teori realitas sosial Peter.l. Berger dan Thomas Luckman . Penelitian ini mengunakan pendekatan kualitatif dengan metode studi kasus. Penelitian ini dilakukan dui SMAN 1 Kadugede yang beralamat di Jl. Raya Kadugede No.65. Data pada penelitian ini diperoleh melalui observasi, wawancara mendalam, dokumentasi dan studi literatur. Subjek penelitian ini terdiri dari 5 orang informan kunci dan dilengkapi dengan 4 informan triangulasi. Hasil penelitian ini menunjukkan bahwa konteks sosial SMAN 1 Kadugede sebagai sekolah mandiri berubah, mempengaruhi kelima guru SMAN 1 Kadugede dimana kelima informan memiliki pandangan berbeda terhadap kurikulum merdeka yang diimplementasikan di SMAN 1 Kadugede. Pandangan guru SMAN 1 Kadugede terhadap kurikulum Merdeka terbagi menjadi dua pandangan (1) urikulum merdeka sebagai Inovasi dan relevansi (2) kurikulum merdeka sebagai peningkatan profesionalisme. Kelima informan guru SMAN 1 Kadugede melakukan refleksi terhadap nilai-nilai kurikulum merdeka, refleksi ini dilakukan melalui kegiatan evaluasi kinerja, identifikasi kebutuhan, dan pengembangan pribadi.Sebagai seorang guru yang memiliki peran krusial sebagai penerjemah bahasa kurikulum untuk disampaikan kepada peserta didik kelima guru SMAN 1 Kadugede melakukan strategi adaptasi agar dapat selaras dengan tujuan kurikulum merdeka. Strategi adaptasi yang dilakukan terdiri dari tiga hal yaitu inovasi metode pembelajaran, evaluasi dan penilaian, pelatihan dan pengembangan profesional. Dalam proses implementasi dan penerapan praktis kurikulum merdeka guru mengimplementasi nilai-nilai kurikulum merdeka ke kehidupan sehari-hari merdeka dengan dukungan dari lembaga sekolah melalui kebijakan dan prosedur yang mendukung implementasi kurikulum merdeka sehingga menjadikannya bagian dari struktur formal institusi. Guru tidak hanya mengadopsi nilai-nilai kurikulum merdeka tetapi juga berkontribusi dalam membentuknya melalui eksternalisasi, objektivasi dan internalisasi. Proses ini menciptakan siklus di mana guru dan kurikulum saling mempengaruhi, membentuk realitas pendidikan yang dinamis dan adaptif. Kata Kunci : Konstruksi Makna, Kurikulum Merdeka, Guru SMA ***** This research has three main objectives. First, it aims to describe the social context of the school at SMAN 1 Kadugede. Second, explaining the process of teachers' meaning of the independent curriculum at SMAN 1 Kadugede. Third, describe the meaning of the independent curriculum for teachers at SMAN 1 Kadugede in terms of Peter.l's theory of social reality. Berger and Thomas Luckman. This research uses a qualitative approach with a case study method. This research was conducted at SMAN 1 Kadugede which is located at Jl. Raya Kadugede No. 65. The data in this research was obtained through observation, in-depth interviews, documentation and literature study. The subjects of this research consisted of 5 key informants and were complemented by 4 triangulation informants. The results of this research show that the social context of SMAN 1 Kadugede as an independent school is changing, influencing the five teachers of SMAN 1 Kadugede where the five informants have different views on the independent curriculum implemented at SMAN 1 Kadugede. The views of teachers at SMAN 1 Kadugede towards the merdeka curriculum are divided into two views (1) the independent curriculum as innovation and relevance (2) the independent curriculum as increasing professionalism. The five teacher informants at SMAN 1 Kadugede reflected on the values of the independent curriculum. This reflection was carried out through performance evaluation activities, identification of needs, and personal development. As a teacher who has a crucial role as a language translator for the curriculum to be delivered to students, the five teachers at SMAN 1 Kadugede carry out adaptation strategies so that they are in line with the objectives of the independent curriculum. The adaptation strategy carried out consists of three things, namely learning method innovation, evaluation and assessment, training and professional development. In the process of implementing and practically implementing the independent curriculum, teachers implement the values of the independent curriculum into daily independent life with support from school institutions through policies and procedures that support the implementation of the independent curriculum, making it part of the formal structure of the institution. Teachers not only adopt the values of an independent curriculum but also contribute to shaping them through externalization, objectivation and internalization. This process creates a cycle in which teachers and curriculum influence each other, forming a dynamic and adaptive educational reality. Keywords: Meaning Construction, Independent Curriculum, High School Teacher

Item Type:	Thesis (Sarjana)
Additional Information:	1). Devi Septiandini, M.Pd ; 2). Suyuti, M.Pd
Subjects:	Pendidikan > Penelitian Tindakan Kelas > Kurikulum Pendidikan > Kualifikasi dan Profesionalitas Guru
Divisions:	FIS > S1 Pendidikan Sosiologi
Depositing User:	Users 22804 not found.
Date Deposited:	26 Jul 2024 06:57
Last Modified:	26 Jul 2024 06:57
URI:	http://repository.unj.ac.id/id/eprint/46737

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