Persepsi Guru Terkait Implementasi Kurikulum Merdeka di Sekolah Dasar Pada Mata Pelajaran IPAS
DOI:
https://doi.org/10.31949/jee.v6i4.7132Keywords:
Kurikulum Merdeka, Mata Pelajaran IPAS, persepsi guru, pembelajaranAbstract
Curriculum changes often occur in Indonesia, starting from Indonesia's independence until in 2022 through Mr. Nadiem Makarim, the Ministry of Education and Culture (Kemendikbud), a new curriculum education program was born, namely the Merdeka Curriculum by combining science and social studies as the two subjects into IPAS. This study aims to determine the views on the implementation of the independent curriculum by teachers in elementary schools in the IPAS subject. The method used in this research is Descriptive Qualitative with data collection through interview and observation techniques. Meanwhile, data analysis was carried out by data reduction, data presentation and conclusion drawing. This research focused on 4th grade elementary school teachers consisting of 3 Almadany Elementary School teachers in Gresik City. The results of this study indicate that teachers have a good perception of the independent curriculum in IPAS subjects, teachers are more active and creative in developing learning and learning media in the independent curriculum. Teachers are considered ready to carry out this IPAS learning activity, seen from the planning process and the results of interviews that have been conducted with the availability of fulfilling and adequate facilities at Almadany Elementary School, not only that this independent curriculum helps students to be more free to express their activities of interest. In IPAS learning, students are more focused on PJBL and PBL learning so that students can be more independent, critical and develop their curiosity and the use of Pancasila and P5 student profiles must also be applied in the applicable learning process.
Curriculum changes often occur in Indonesia, starting from Indonesia's independence until in 2022 through Mr. Nadiem Makarim, the Ministry of Education and Culture (Kemendikbud), a new curriculum education program was born, namely the Merdeka Curriculum by combining science and social studies as the two subjects into IPAS. This study aims to determine the views on the implementation of the independent curriculum by teachers in elementary schools in the IPAS subject. The method used in this research is Descriptive Qualitative with data collection through interview and observation techniques. Meanwhile, data analysis was carried out by data reduction, data presentation and conclusion drawing. This research focused on 4th grade elementary school teachers consisting of 3 Almadany Elementary School teachers in Gresik City. The results of this study indicate that teachers have a good perception of the independent curriculum in IPAS subjects, teachers are more active and creative in developing learning and learning media in the independent curriculum. Teachers are considered ready to carry out this IPAS learning activity, seen from the planning process and the results of interviews that have been conducted with the availability of fulfilling and adequate facilities at Almadany Elementary School, not only that this independent curriculum helps students to be more free to express their activities of interest. In IPAS learning, students are more focused on PJBL and PBL learning so that students can be more independent, critical and develop their curiosity and the use of Pancasila and P5 student profiles must also be applied in the applicable learning process.
Downloads
References
Andreani, D., & Gunansyah, G. (2022). Persepsi Guru Sekolah Dasar tentang Mata Pelajaran IPAS pada Kurikulum Merseka. JPGSD, 11(9), 1841–1854.
Anggraini, L. M., Wahyuni, P., Wahyuni, A., Dahlia, A., Abdurrahman, A., & Alzaber, A. (2021). Pelatihan Pengembangan Perangkat Rencana Pelaksanaan Pembelajaran (RPP) bagi Guru-Guru di Pekanbaru. Community Education Engagement Journal, 2(2), 62–73. https://doi.org/10.25299/ceej.v2i2.6665
Anwar, R. N. (2021). Persepsi Guru Paud Terhadap Pembelajaran Paradigma Baru Melalui Kurikulum Merdeka. Jurnal Pendidikan Dan Kewirausahaan, 9(1), 210–219.
Asari, slamet, Pratiwi, S. D., Ariza, T. fitri, Indapratiwi, H., Putriningtyas, C. A., Vebriyanti Firdah, Alfiansyah, I., Ernawati, Sukaris, & Rahim, A. R. (2021). PAIKEM (Pembelajaran Aktif, Inovatif, Kreatif, Efektif dan menyenangkan). DedikasiMU (Journal Of Community Service), 3(4).
Azahari, A. R., Sion, H., Kartiwa, W., & Qadariah, A. (2022). MUTU PENGELOLAAN PROGRAM PENDIDIKAN PROFESI GURU (PPG) UNIVERSITAS PALANGKA RAYA. https://e-journal.upr.ac.id/index.php/eej
Beyessa, F. (2023a). Students’ voice and power accountability relationship for curriculum implementation in Ethiopian primary schools: A qualitative study. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2252081
Beyessa, F. (2023b). Students’ voice and power accountability relationship for curriculum implementation in Ethiopian primary schools: A qualitative study. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2252081
Digna, D., & Widyasari, C. (2023). Teachers’ Perceptions of Differentiated Learning in Merdeka Curriculum in Elementary Schools. International Journal of Elementary Education, 7(2), 255–262. https://doi.org/10.23887/ijee.v7i2.54770
Dwi Febriani, R. (2018). PERSEPSI PESERTA DIDIK SEKOLAH MENENGAH ATAS TERHADAP PENDIDIKAN LANJUTAN. Jurnal Pendidikan Dan Pembelajaran, 3(1).
Even, U., & BenDavid-Hadar, I. (2021). Teachers’ perceptions of their school principal’s leadership style and improvement in their students’ performance in specialized schools for students with conduct disorders. Management in Education. https://doi.org/10.1177/08920206211054654
Fadhli, R. (2022). Implementasi Kebijakan Kurikulum Merdeka di Sekolah Dasar. Jurnal Elementaria Edukasia, 5(2), 147–156. https://doi.org/10.31949/jee.v4i1.4230
Fitriyah, C. Z., & Wardani, R. P. (2022). Paradigma Kurikulum Merdeka Bagi Guru Sekolah Dasar. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 12(3), 236–243. https://doi.org/10.24246/j.js.2022.v12.i3.p236-243
Hardiansyah, F., Misbahudholam Ar, M., & Hidayatillah, Y. (2022). IPAS Learning Assessment To Measure Science Process Skill In Elementary School. International Journal of Elementary Education, 6(3), 612–623. https://doi.org/10.23887/ijee.v6i4.54217
Heryanti, Y. Y., Tatang Muhtar, & Yusuf Tri Herlambang. (2023). Makna Dan Implementasi Kurikulum Merdeka Belajar dan Relevansinya Bagi Perkembangan Siswa di sekolah Dasar : Telaah Kritis Dalam Tinjauan Pedagogis. Jurnal Elementaria Edukasia, 6(3), 1270–1280. https://doi.org/10.31949/jee.v6i3.6118
Hikmasari, P., Kartono, & Mariani, S. (2018). Analisis Hasil Asesmen Diagnostik dan Pengajaran Remedial pada Pencapaian Kemampuan Pemecahan Masalah Matematika melalui Model Problem Based Learning. https://journal.unnes.ac.id/sju/index.php/prisma/
Iramdan, & Manurung, L. (2019). Sejarah Kurikulum di Indonesia. Jurnal Ilmiah Wahana Pendidikan, 5, 88–95. https://jurnal.unibrah.ac.id/index.php/JIWP
Lusiana, N., & Fatmawati, L. (2022). PBL and PJBL Comparative Study on Critical Thinking Ability in Blended Learning. International Journal of Elementary Education, 6(3), 682–690. https://doi.org/10.23887/ijee.v6i4.48458
Marwa, N. W. S., Usman, H., & Qodriani, B. (2023). PERSEPSI GURU SEKOLAH DASAR TERHADAP MATA PELAJARAN IPAS PADA KURUKULUM MERDEKA. METODE DIDAKTIK : Jurnal Pendidikan Ke-SD-An, 18(2), 54–65.
Nikmatin Mabsutsah, & Yushardi, Y. (2022). Analisis Kebutuhan Guru terhadap E Module Berbasis STEAM dan Kurikulum Merdeka pada Materi Pemanasan Global. JURNAL PENDIDIKAN MIPA, 12(2), 205–213. https://doi.org/10.37630/jpm.v12i2.588
Nuril Lubaba, M., & Alfiansyah, I. (2022). ANALISIS PENERAPAN PROFIL PELAJAR PANCASILA DALAM PEMBENTUKAN KARAKTER PESERTA DIDIK DI SEKOLAH DASAR. EDUSAINTEK: Jurnal Pendidikan, Sains Dan Teknologi, 9(3), 687–706. https://doi.org/10.47668/edusaintek.v9i3.576
Patmawati, D., Sholehah, H. A., Muyyasaroh, H., & Karenina, A. (2021). Analisis Profil Pendekatan Saintifik Terhadap Bahan Ajar Dan Perangkat Pembelajaran Madrasah Tsanaiyah Di Kabupaten Ponorogo. http://ejournal.iainponorogo.ac.id/index.php/jtii
Prasetyo, A. R., & Hamami, T. (2020). Prinsip-prinsip dalam Pengembangan Kurikulum. Palapa, 8(1), 42–55. https://doi.org/10.36088/palapa.v8i1.692
Purnawanto, A. T. (2022). Perencanaan Pembelajaran Bermakna dan Asesmen Kurikulum Merdeka. Jurnal Pedagogy, 20(1), 75–94.
Sanjaya, H. W. (2019). Penelitian pendidikan, jenis, metode dan prosedur.
Shambodo, Y. (2020). Faktor yang Mempengaruhi Persepsi Khalayak Mahasiswa Pendatang UGM Terhadap Siaran Pawartos Ngayogyakarta Jogja TV. Jurnal Al-Azhar Indonesia Seri Ilmu Sosial, 1(2), 98–110.
Sholekah, F. F. (2020). PENDIDIKAN KARAKTER DALAM KURIKULUM 2013 Oleh. Jurnal Pendidikan Anak Usia Dini, 1.
Sudarto, Hafid, A., & Amran, M. (2021). Analisis Implementasi Program Merdeka Belajar di SDN 24 Macanang dalam Kaitannya dengan Pembelajaran IPA/TemaIPA. Universitas Negeri Makasar.
Surayya, R. (2015). Pendekatan Kualitatif Dalam Penelitian Kesehatan. AVERROUS: Jurnal Kedokteran Dan Kesehatan Malikussaleh, 1(2), 75. https://doi.org/10.29103/averrous.v1i2.415
Werang, B. R., Agung, A. A. G., Jampel, I. N., Sujana, I. W., & Asaloei, S. I. (2023). Exploring the outside-the-box leadership of an Indonesian school principal: A qualitative case study. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2255091
