ANALISIS PROBLEMATIKA PEMBELAJARAN SEJARAH TINGKAT LANJUT PADA KURIKULUM MERDEKA DI SMA NEGERI 59 JAKARTA

GINA FITRIANA, . (2026) ANALISIS PROBLEMATIKA PEMBELAJARAN SEJARAH TINGKAT LANJUT PADA KURIKULUM MERDEKA DI SMA NEGERI 59 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

	Text COVER.pdf Download (1MB)
	Text BAB I.pdf Download (615kB)
	Text BAB II.pdf Restricted to Registered users only Download (667kB) | Request a copy
	Text BAB III.pdf Restricted to Registered users only Download (1MB) | Request a copy
	Text BAB IV.pdf Restricted to Registered users only Download (433kB) | Request a copy
	Text DAFTAR PUSTAKA.pdf Download (694kB)
	Text LAMPIRAN.pdf Restricted to Registered users only Download (1MB) | Request a copy

Abstract

Penelitian ini bertujuan untuk menganalisis problematika pembelajaran Sejarah Tingkat Lanjut pada Kurikulum Merdeka di SMA Negeri 59 Jakarta. Fokus penelitian diarahkan pada problematika yang dialami guru dan siswa pada tahap perencanaan, pelaksanaan, dan evaluasi pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Informan penelitian terdiri atas satu guru Sejarah Tingkat Lanjut, satu Wakil Kepala Sekolah Bidang Kurikulum, dan 36 siswa kelas XI-7 SMA Negeri 59 Jakarta. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diuji menggunakan triangulasi sumber, triangulasi teknik, dan triangulasi waktu. Hasil penelitian menunjukkan bahwa problematika pembelajaran Sejarah Tingkat Lanjut pada Kurikulum Merdeka terjadi pada seluruh tahapan pembelajaran. Pada tahap perencanaan, guru mengalami kesulitan dalam menyesuaikan perangkat pembelajaran, menyusun modul ajar, serta merancang pembelajaran yang aktif dan sesuai dengan karakteristik peserta didik. Sementara itu, siswa masih mengalami kebingungan terhadap alur pembelajaran, belum memiliki sumber belajar yang memadai, serta belum sepenuhnya siap belajar secara mandiri. Pada tahap pelaksanaan, guru menghadapi kendala dalam mengelola kelas, menerapkan pembelajaran aktif, serta memanfaatkan media pembelajaran, sedangkan siswa masih menunjukkan rendahnya keaktifan, motivasi, dan kemandirian belajar serta mengalami kesulitan memahami materi Sejarah Tingkat Lanjut yang luas dan bersifat analitis. Pada tahap evaluasi, guru mengalami kesulitan dalam menyusun dan melaksanakan asesmen sesuai karakteristik Kurikulum Merdeka, sedangkan siswa masih mengalami kesulitan memahami soal dan cenderung bergantung pada sumber instan seperti internet atau artificial intelligence (AI). Temuan penelitian menunjukkan bahwa berbagai problematika tersebut saling berkaitan dan berakar pada belum optimalnya kesiapan implementasi Kurikulum Merdeka, baik dari aspek kesiapan guru, kesiapan peserta didik, maupun ketersediaan sumber belajar, media, dan sarana pendukung pembelajaran. Kata Kunci: Guru, Kurikulum Merdeka, Problematika Pembelajaran, Sejarah Tingkat Lanjut, Siswa. ***** This study aims to analyze the problems encountered in the implementation of Advanced History learning under the Merdeka Curriculum at SMA Negeri 59 Jakarta. The research focuses on the problems experienced by teachers and students during the planning, implementation, and evaluation stages of the learning process. This study employed a qualitative approach using a case study method. Data were collected through observations, interviews, and documentation. The research participants consisted of one Advanced History teacher, one Vice Principal for Curriculum Affairs, and 36 students of Class XI 7 at SMA Negeri 59 Jakarta. Data were analyzed through data reduction, data display, and conclusion drawing, while data validity was ensured through source, technique, and time triangulation. The findings reveal that problems in Advanced History learning occurred throughout all stages of the learning process. During the planning stage, teachers experienced difficulties in adapting learning documents, preparing teaching modules, and designing active learning activities that accommodated students' characteristics. Meanwhile, students experienced confusion regarding learning objectives and procedures, lacked adequate learning resources, and had not fully developed independent learning readiness. During the implementation stage, teachers encountered challenges in classroom management, applying active learning strategies, and utilizing instructional media, while students demonstrated limited participation, motivation, and learning independence, as well as difficulties in understanding the broad and analytical content of Advanced History. During the evaluation stage, teachers faced difficulties in designing and implementing assessments aligned with the Merdeka Curriculum, whereas students still struggled to answer analytical questions independently and tended to rely on instant sources such as the internet and artificial intelligence (AI). Overall, the study concludes that these interconnected problems primarily stem from the incomplete readiness for implementing the Merdeka Curriculum, including the readiness of teachers and students, as well as the availability of learning resources, instructional media, and supporting facilities. Keywords: Advanced History Learning, Curriculum Merdeka, Learning Problematics, Students, Teachers.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Djunaidi, M.Hum. ; 2). Dr. M. Fakhruddin, M.Si.
Subjects:	Ilmu Sejarah > Kumpulan Peristiwa Tertentu Pendidikan > Evaluasi Pendidikan Ilmu Sosial > Ilmu Sosial (Umum) Pendidikan > Teori, Penelitian Pendidikan
Divisions:	FIS > S1 Pendidikan Sejarah
Depositing User:	Users 34538 not found.
Date Deposited:	28 Jul 2026 09:58
Last Modified:	28 Jul 2026 09:58
URI:	http://repository.unj.ac.id/id/eprint/67459

Actions (login required)

View Item