Implementasi Kebijakan Kurikulum Merdeka di Sekolah Dasar: Tantangan dan Peluang

Okki Yansah; Masduki Asbari; Gilang Maulana  Jamaludin; Arita  Marini; Zulela MS

doi:10.4444/jisma.v2i5.639

Authors

Okki Yansah Universitas Insan Pembangunan Indonesia
Masduki Asbari Universitas Insan Pembangunan Indonesia https://orcid.org/0000-0003-2460-9171
Gilang Maulana Jamaludin Universitas Negeri Jakarta, Jakarta, Indonesia
Arita Marini Universitas Negeri Jakarta, Jakarta, Indonesia
Zulela MS Universitas Negeri Jakarta, Jakarta, Indonesia

DOI:

https://doi.org/10.4444/jisma.v2i5.639

Keywords:

Merdeka Curriculum; Elementary School; Challenges and Opportunities.

Abstract

This research was conducted to analyze the implementation of the Merdeka Curriculum at Al-Anshory Boarding Elementary School in Cirebon City using a phenomenological approach. This qualitative study explores the individual experiences of teachers, principals, and supervisors through observation, interviews, and documentary studies. Efforts were made to ensure data validity, including extending the data collection period, conducting continuous observation, triangulation, and involving peers in discussions. The results of the study show that the Merdeka Curriculum in elementary schools can produce students with noble character, independence, critical thinking, creativity, cooperation, and a sense of diversity. The principal encourages various unique and innovative participatory programs. However, the implementation of the Merdeka Curriculum faces challenges such as resource constraints, lack of training, and limited learning time. Nevertheless, there are opportunities to improve implementation through collaboration between teachers, principals, and supervisors involving the community and utilizing technology. This research provides insights to overcome challenges and take advantage of opportunities in implementing the Merdeka Curriculum in elementary schools.

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