Analysis of Teacher’s Ability in Setting Learning Objectives, Flow of Learning Objectives, And Modules in The Merdeka Curriculum

Abstract

The purpose of this research is to determine the ability of subject teachers in developing learning tools in the independent curriculum. The results showed that as many as 40% of teachers were proficient and 60% of teachers were very proficient in carrying out or modifying learning objectives. As many as 40% are in the poor category, namely subject teachers who have not shown understanding in understanding the concept of teaching modules, and have not been able to modify teaching modules properly according to the goals, needs, and characteristics of the school. A total of 20% were in the sufficient category, namely, the subject teachers were quite good at understanding the concept of the teaching module, and were able to modify the teaching module following the objectives, needs, and characteristics of the school but still needed intensive guidance from resource persons. While 0% are in the advanced category, namely subject teachers understand the concept of teaching modules and are able to modify teaching modules properly according to the goals, needs, and characteristics of the school, but in some aspects, they still need resource guidance, for very advanced category 0% are subject teachers really understand the concept of teaching modules and can modify teaching modules properly according to the goals, needs and characteristics of the school independently.

Analyzing the Merdeka Curriculum Implementation at Pilot Islamic Elementary Schools in Semarang, Indonesia

“…The teaching module prepared includes components in the learning module such as identity, CP, TP, ATP, material, media, teaching materials, learning steps, learning evaluation, glossary, bibliography, and P5RA. The steps in compiling the teaching module in Islamic Elementary School Taufiqiyah are as follows: 1) determining the theme, 2) determining the basic competencies, 3) determining indicators, 4) determining learning objectives, 5) determining the learning steps, 6) determining the assessment, and 7) determining the learning resources (Siregar et al, 2022). However, it should be noted that the teaching modules still tend to use face-to-face learning models, while the self-paced curriculum emphasizes student-centered learning.…”

The Influence of Teachers' Readiness Level and Motivation on The Implementation of The Merdeka Curriculum (IKM) in North Ternate City

“…The teachers are driven by a passion for teaching and a genuine desire to make a difference in their student's lives. This motivation translates into increased effort and dedication in the classroom, leading to more effective IKM (Siregar et al, 2022). Furthermore, motivated teachers are more likely to adapt to new teaching approaches and strategies required by the curriculum.…”

Literature Study: Liveworksheet as a Science Learning Media Electronic Student Worksheet in The Merdeka Curriculum

“…The merdeka curriculum gives teachers the freedom to be creative in realizing quality learning. An independent curriculum is one way that can be used to restore learning in education units [2]. The merdeka curriculum also gives freedom to students to explore and optimize their potential.…”