The Influence of School Management on The Implementation of The Merdeka Belajar Curriculum

Fathurrahman, Fathurrahman; Arifin, Bambang‎ Syamsul; ‎, Abdul Muhyi; Huda, Miftahul

doi:10.33650/al-tanzim.v6i4.3461

Cited by 9 publications

(13 citation statements)

References 14 publications

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“…Merdeka also puts forward the process of differentiation between students by teachers. In line with that, according to research from (Muhyi et al, 2022), the independent curriculum's characteristics are literacy and numeracy. Research (Ismaya et al, 2021) added that independence is the fulcrum of using relevant technology.…”

Section: Discussionmentioning

confidence: 66%

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Analysis of the Impact of the Merdeka Curriculum Policy on Stakeholders at Primary School

Wardani

Sujarwo

Rakhmawati

et al. 2023

jip

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The 2022 Merdeka curriculum for primary schools is a policy of the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia for implementation for the 2022–2023 school year. This policy analysis aimed to thoroughly criticize the policy aspects of the 2022 Merdeka primary school curriculum for obtaining a prescription for the future. The method of policy analysis in the form of narrative discussion was used to obtain adequate prescriptive results. The results obtained from this policy analysis showed that changes in the Merdeka curriculum in 2022 for primary schools would be incremental. Changing the curriculum followed the innovation process so that innovation attributes were met. The 2022 Merdeka curriculum for primary schools was to restore the regressed learning quality and prepare for the golden generation of 2045. The Character Education Strengthening Program and the Pancasila Student Profile Program demonstrate that ethics education is critical to the golden generation's success.

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Section: Discussionmentioning

confidence: 66%

“…When conducting observations, trials can be conducted to conduct learning in the observed class. This activity marks the trialability attribute in the 2022 Merdeka curriculum innovation for primary schools (Muhyi et al, 2022).…”

Section: Jip-the Indonesian Journal Of the Social Sciences {521mentioning

confidence: 96%

Analysis of the Impact of the Merdeka Curriculum Policy on Stakeholders at Primary School

Wardani

Sujarwo

Rakhmawati

et al. 2023

jip

View full text Add to dashboard Cite

show abstract

“…Teachers use methods like flexible grouping, tiered assignments, and learning stations to give students a more tailored education that takes into account their unique interests, aptitudes, and weaknesses. All students will be able to contribute and achieve academic progress with the help of differentiated education (Fathurrahman et al, 2022). Kurikulum Merdeka's implementation features increased emphasis on the use of technology in the classroom.…”

Section: Teaching Strategies In the Impelementation Of Kurikulum Merdekamentioning

confidence: 99%

“It’s Exciting and Motivating”: Pre-Service Teachers in Teaching English to Young Learners in Kurikulum Merdeka Implementation

Khunaivi,

Anshori,

Hidayah

2023

sicee

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Caused by the Covid-19 pandemic, rapid shifts in teaching strategies have exposed preservice teachers to novel difficulties and opportunities. Because of these shifts, pre-service teachers now face new challenges in teaching English, especially to young learners in the implementation of Kurikulum Merdeka. The purposes of this study were to explore how pre-service teachers prepared themselves in teaching English to young learners and what made them excited and motivated in teaching English to young learners at the Islamic elementary level. Joining teaching practice at the Islamic elementary level directly made pre-service teachers challenged in doing such kinds of teaching and learning processes in handling the learners in the implementation of Kurikulum Merdeka. To overcome these problems, the pre-service teachers employed such kinds of strategies by utilizing inventive pedagogical tools like the "Snake and Ladder" and "Beberan" Game Board, as well as teaching strategies like project-based learning and cooperative learning. This study suggested that future preservice teachers needed more appropriate strategies and media, especially in teaching English to young learners at the Islamic elementary level. Finally, pre-service teachers needed to find ways to get the young learners involved and working together in the classroom and they culled the best strategies and media in the teaching and learning process.

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“…A large number of existing studies in broader literature have examined Merdeka Belajar curriculum as the main subject of the study. Previous studies (Ahid & Sufirmansyah, 2022;Fathurrahman et al, 2022;Prakoso et al, 2021;Setiyaningsih et al, 2022) analyzed the effect of Merdeka Belajar curriculum on the school's management. The school shows readiness to change, revitalize, and add some school policies related to Kurikulum Merdeka Belajar (Fathurrahman et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Perception and Problem of English Pre-service Teachers in Applying Merdeka Belajar Curriculum During Teaching Practice

Achadiyah,

Azmi

2024

JEEP

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Curriculum is updated according to the era's demands which aims at actualizing qualified human resources. The great concept of the curriculum will be superfluous without the teachers’ role. The objective of this research is to examine English preservice teachers’ perceptions and problems they encounter in understanding and implementing the new curriculum during their teaching practice. Ten English preservice teachers who completed their teaching practice took part in this research. They were assigned to schools that implement the Merdeka Belajar curriculum. Since the data was gathered and analyzed in two ways, this research is a mixed-method study. The findings of the study revealed that English preservice teachers have a negative perception of understanding and implementing the Merdeka Belajar curriculum in their teaching practice, incapability in designing flow of learning objectives and teaching modules, incapability to conduct differential learning, lack of knowledge on how to integrate Profil Pelajar Pancasila into teaching-learning process contributes to the negative perception of English Pre-Service Teacher. Additionally, the problem was made worse because the university did not properly prepare English pre-service teachers for the latest curriculum.

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The Influence of School Management on The Implementation of The Merdeka Belajar Curriculum

Cited by 9 publications

References 14 publications

Analysis of the Impact of the Merdeka Curriculum Policy on Stakeholders at Primary School

Analysis of the Impact of the Merdeka Curriculum Policy on Stakeholders at Primary School

“It’s Exciting and Motivating”: Pre-Service Teachers in Teaching English to Young Learners in Kurikulum Merdeka Implementation

Perception and Problem of English Pre-service Teachers in Applying Merdeka Belajar Curriculum During Teaching Practice

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