The policy of mover school as a catalyst for improving the quality of education

Afrina, Meydia; Siska, Jumiati; Agusta, Okky Leo; Sasongko, Rambat Nur; Kristiawan, Muhammad

doi:10.29210/020221639

Cited by 7 publications

(7 citation statements)

References 2 publications

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“…In addition, the facilities provided by schools are able to improve the quality of education; this is in accordance with research by Afrina et al (2022), that is, with the EL curriculum being able to develop the resources that each student has that have not been explored, which of course is supported by a process that is able to facilitate all aspects of the uniqueness of students in recognizing and solving problems.…”

Section: Results Of the El Implementation Analysissupporting

confidence: 58%

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The Implementation Of Emanncipated Learning In Two Mover Schools In Kota Sorong (A Multi-Case Study Conducted in SMPIT Al Izzah and SMP Nusantara)

Tri Sundari

2023

J. Educ. Res.

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SMPIT Al Izzah dan SMP Nusantara adalah dua sekolah penggerak di Kota Sorong yang sudah hampir dua tahun menggunakan EL (2021–2023). Penelitian ini bertujuan untuk mendeskripsikan implementasi kurikulum EL di sekolah-sekolah tersebut. Populasi penelitian ini adalah 232 siswa dan 32 guru di SMPIT Al Izzah dan SMP Nusantara Kota Sorong. Sampel penelitian ini terdiri dari 15 guru dan 96 siswa yang diambil dengan menggunakan teknik purposive sampling. Metode yang digunakan adalah kuantitatif-deskriptif dengan menggunakan angket yang diberikan kepada siswa dan guru, dimana angket tersebut terdiri dari 38 item indikator dan siswa memiliki 19 item indikator untuk diteliti dan dianalisis pengaruh atau hubungan penerapan kurikulum PB. Semua guru dan siswa mengisi kuesioner, namun hanya enam guru dan enam siswa yang diwawancarai karena keterbatasan waktu. Berdasarkan hasil pengolahan dan analisis data, diketahui bahwa guru dari analisis deskripsi dan wawancara rata-rata kedua sekolah dengan Transformasi Kurikulum EL memiliki respon positif terutama dalam mengembangkan bakat, minat, dan kewirausahaan, namun pada kenyataannya terdapat beberapa kendala implementasi dengan adanya transformasi implementasi yang diperlukan untuk mempercepat perubahan, seperti masih belum terbiasanya merancang perangkat pembelajaran berupa penyederhanaan RPP dan istilah dalam peralihan dari kurikulum K13 ke kurikulum EL. Selain itu, guru membutuhkan dukungan sarana dan prasarana yang mumpuni untuk mempercepat akses informasi dan digitalisasi literasi guru sehingga mampu menjadi fasilitator yang handal dan tidak tertinggal dalam literasi teknologi informasi. Sedangkan bagi siswa, terdapat pengaruh atau hubungan yang positif antara kedua penggerak sekolah akibat pelaksanaan Pembelajaran Merdeka pada siswa, menurut uraian dan wawancara, terutama dalam hal bantuan fasilitas dan fleksibilitas dalam pengembangan diri, dimana siswa merasa dapat mengembangkan soft skill serta digitalisasi teknologi sehingga terbantu dalam pembelajaran yang lebih bermakna.

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Section: Results Of the El Implementation Analysissupporting

confidence: 58%

“…education that is resilient in making an impact on positive change (Irwahyudi et al, 2023;Afrina et al, 2022;Syafaaturrahman, 2022;Wibowo et al, 2022). Based on the previous studies above, this study aims to describe the implementation of the EL curriculum in these schools.…”

Section: Journal Of Education Researchmentioning

confidence: 99%

The Implementation Of Emanncipated Learning In Two Mover Schools In Kota Sorong (A Multi-Case Study Conducted in SMPIT Al Izzah and SMP Nusantara)

Tri Sundari

2023

J. Educ. Res.

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“…Furthermore, raising the educational plan would expand our quality as HR. We are subsequently making a solid and great HR for the country (Afrina et al, 2022). This would be extremely useful for all gatherings.…”

Section: Introductionmentioning

confidence: 99%

Human Resource ‘Kurikulum Merdeka’ from Design to Implementation in the School: What Worked and What not in Indonesian Education

Pratikno¹,

Hermawan

Arifin

2022

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This articles aims to gain an in-depth knowledge of the human resources of “Kurikulum Merdeka Belajar” design to the implementation capability in the classroom, especially what has been and has not been implemented in the course of Indonesian education. The researchers has obtained several data that have collected from various sources such as book publications, journal publications, and other newspapers that discuss issues of an independent curriculum as well as its implementation and output. The researchers analyzed under a phenomenological approach, a technique where to get a phenomenal answer from a large amount of data to answer the issues of this study. The research used coding the data, evaluating in-depth data, and interpreting the data. Hence, the researchers could draw conclusions that answered the problem validly. The result showed that the human resources in Indonesian, independent from curriculum design to implementation in schools, found significant obstacles where the government was successful in designing the curriculum but it was constrained in implementation. It can be seen quite a lot has been achieved and a lot has not been achieved. Thus these results were helpful for the subsequent study. Keywords: Human Resource, Kurikulum Merdeka, Implementation Kurikulum Merdeka

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“…This challenge is very problematic because the MTP teachers have a mission not only as exemplary inspiring teachers but also as agents of change for his fellow teachers and students in the workplace. Afrina et al (2022) identify that the MTP can serve as a catalyst for educational reform in Indonesia. They believe the MTP has the potential to bring together key stakeholders, such as government officials, educators, and community leaders, to devise innovative strategies for enhancing the education system through collaboration.…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Implementation of Mover Teacher Education Program of English Language Teachers in West Nusa Tenggara

Waluyo,

Wilian,

Sudirman

2023

JOLLT

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The Mover Teacher Program (MTP), released in 2021, is widely regarded as a crucial measure towards achieving substantial transformations in the field of education in Indonesia. The present study aims to evaluate the effectiveness of the MTP in Sumbawa Besar City. Through this study, we sought evidence of lessons learnt from the field. To conduct the study, researchers employed a modified version of Kirkpatrick’s evaluation model. Three out of four postulates derived from the model were used to probe the phenomenon under investigation, i.e. (1) teachers’ reaction, (2) learning endeavor and (3) application of knowledge/skills gained. The fourth postulate regarding the assessment of students’ achievement was not included in the study as the MTP program just commenced in the research site. The study employed a qualitative research approach with a multiple-case design. Participants of this study were eight alumni of MTP teachers coming from four different schools. Data were collected through interviews, observations and study of related documents. The data collected were analyzed thematically through data reduction, data presentation, conclusion drawing and verification. Results of the study show that participants of the study benefitted from participating in the MTP program although they underwent various route of transformational learning. Regardless of disorienting problem in the beginning of the program implementation, participants were able to maintain their new skills and knowledge to improve their own teaching performance and other teachers in the impacted schools. The participants experienced transformation of learning and behavioral change after participating in the long and exhausting MTP program.

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The policy of mover school as a catalyst for improving the quality of education

Cited by 7 publications

References 2 publications

The Implementation Of Emanncipated Learning In Two Mover Schools In Kota Sorong (A Multi-Case Study Conducted in SMPIT Al Izzah and SMP Nusantara)

The Implementation Of Emanncipated Learning In Two Mover Schools In Kota Sorong (A Multi-Case Study Conducted in SMPIT Al Izzah and SMP Nusantara)

Human Resource ‘Kurikulum Merdeka’ from Design to Implementation in the School: What Worked and What not in Indonesian Education

Evaluating the Implementation of Mover Teacher Education Program of English Language Teachers in West Nusa Tenggara

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