IMPLEMENTASI KURIKULUM MERDEKA DI SEKOLAH DASAR (Studi di SDN 3 Nagritengah Purwakarta)

RIZKY ROLAND JURDIL, . (2025) IMPLEMENTASI KURIKULUM MERDEKA DI SEKOLAH DASAR (Studi di SDN 3 Nagritengah Purwakarta). Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Implementasi kurikulum merdeka menghadapi tantangan di tingkat sekolah dasar. Penelitian ini bertujuan mendeskripsikan implementasi kurikulum merdeka dalam perencanaan dan asesmen pembelajaran, serta pelaksanaan pembelajaran dan asesmen di sekolah dasar, dan mengidentifikasi kendala yang dihadapi guru. Menggunakan metode kualitatif deskriptif, penelitian ini melibatkan 11 informan yang terdiri dari 2 guru kelas, 1 kepala sekolah, dan 8 peserta didik di sebuah sekolah dasar negeri di Purwakarta. Data dikumpulkan melalui wawancara guru, observasi pembelajaran dan asesmen, serta analisis dokumen perencanaan pembelajaran dan asesmen. Hasil penelitian menemukan, dalam perencanaan pembelajaran dan asesmen, terdapat deviasi dalam perolehan alur tujuan pembelajaran dan modul ajar dengan panduan yang diterbitkan pemerintah. Hal ini disebabkan oleh pemahaman guru kelas 1 yang terbatas karena kurangnya pelatihan terkait implementasi kurikulum merdeka dan beban kerja tambahan guru kelas 4. Beban kerja tambahan juga menjadi kendala bagi guru kelas 4 dalam melengkapi alur tujuan pembelajaran dan modul ajar. Modul ajar yang diperoleh guru kelas 1 dan 4 juga terbatas karena tidak memuat komponen rencana asesmen di awal pembelajaran. Dalam pelaksanaan pembelajaran dan asesmen, guru kelas 1 melaksanakan asesmen awal di awal tahun, sementara guru kelas 4 tidak. Guru kelas 1 menerapkan pembelajaran diferensiasi berdasarkan hasil asesmen awal, sementara guru kelas 4 berdasarkan asesmen formatif. Guru kelas 1 menggunakan modul ajar sebagai acuan, sementara guru kelas 4 menggunakan buku pembelajaran karena modul ajar yang tidak lengkap. Terdapat kesenjangan antara praktik dan panduan pemerintah dalam pengolahan nilai rapor oleh guru kelas 1. Penelitian ini menunjukkan bahwa keterbatasan pemahaman guru akibat kurangnya pelatihan dan beban kerja tambahan berdampak pada implementasi Kurikulum Merdeka di SDN 3 Nagritengah Purwakarta. Penelitian ini juga memberikan pemahaman baru bahwa selain melalui rencana asesmen di awal pembelajaran, alternatif perencanaan pembelajaran diferensiasi dapat dilakukan dengan merancang perencanaan asesmen di awal tahun dan/atau menggunakan hasil asesmen formatif. **** The implementation of the merdeka curriculum faces challenges at the elementary school level. This study aims to describe the implementation of the merdeka curriculum in learning planning and assessment, as well as the implementation of learning and assessment in elementary schools, and to identify the obstacles faced by teachers. Using a descriptive qualitative method, this study involved 11 informants consisting of 2 class teachers, 1 school principal, and 8 students at a public elementary school in Purwakarta. Data were collected through teacher interviews, learning and assessment observations, and document analysis of learning and assessment plans. The results of the study found that, in learning planning and assessment, there are deviations in the acquisition of learning objectives flow and teaching modules with the guidelines published by the government. This is caused by the limited understanding of grade 1 teachers due to lack of training related to the implementation of the merdeka curriculum and the additional workload of grade 4 teachers. The additional workload is also an obstacle for grade 4 teachers in completing the learning objectives flow and teaching modules. The teaching modules obtained by grade 1 and 4 teachers are also limited because they do not contain a component of the assessment plan at the beginning of learning. In the implementation of learning and assessment, grade 1 teachers carry out initial assessments at the beginning of the year, while grade 4 teachers do not. Grade 1 teachers implement differentiated learning based on the results of the initial assessment, while grade 4 teachers are based on formative assessments. Grade 1 teachers use the teaching module as a reference, while grade 4 teachers use learning books because the teaching module is incomplete. There is a gap between practice and government guidelines in processing report card scores by grade 1 teachers. This study shows that the limited understanding of teachers due to lack of training and additional workload has an impact on the implementation of the merdeka curriculum at SDN 3 Nagritengah Purwakarta. This study also provides a new understanding that in addition to the assessment plan at the beginning of learning, alternative planning for differentiated learning can be done by designing an assessment plan at the beginning of the year and/or using the results of formative assessment.

Item Type:	Thesis (Magister)
Additional Information:	1). Prof. Dr. Otib Satibi Hidayat, M.Pd.; 2). Dr. Indra Jaya, M.Pd.
Subjects:	Pendidikan > Evaluasi Pendidikan Pendidikan > Pendidikan Dasar Pendidikan > Teori, Penelitian Pendidikan Pendidikan > Kualifikasi dan Profesionalitas Guru Pendidikan > Aneka Ragam tentang Pendidikan Pendidikan > Pendidikan Dasar > Pendidikan Anak
Divisions:	FIP > S2 Pendidikan Dasar
Depositing User:	Rizky Roland Jurdil .
Date Deposited:	03 Mar 2025 03:11
Last Modified:	03 Mar 2025 03:11
URI:	http://repository.unj.ac.id/id/eprint/54137

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