Pendampingan Kurikulum Merdeka bagi Guru SD dan SMP di Negeri Sanahu, Kabupaten Seram Bagian Barat
DOI:
https://doi.org/10.59431/ajad.v3i3.211Keywords:
Merdeka Curriculum, Pancasila Student Profile, Literacy, NumeracyAbstract
The Community Partnership Program (PKM) has the main objective of aiding the Independent Learning Curriculum at SD Negeri 122 Central Maluku and SMP Negeri 81 Central Maluku. This program is an effort to help schools recognize, understand, and develop the curriculum tools needed to implement the curriculum in 2023. Apart from that, it is also to produce Pancasila Student Profile products, as well as a literacy and numeracy environment in schools. This activity was motivated by the limitations of teachers and schools in recognizing the Independent Learning Curriculum which has only been implemented in the last 2 years. Therefore, teachers are still implementing the 2013 Curriculum. This activity also aims to introduce teachers to 21st century learning competencies in line with the demands of globalization, especially in various life skills. The partners who act as subjects in this activity are SD Negeri 122 Central Maluku and SMP Negeri 81 Central Maluku. Partners hope for changes in paradigms, plans and implementation of learning to recognize and develop learning tools for the Merdeka Belajar Curriculum. The activities carried out are: 1) introduction of the Independent Learning Curriculum, 2) Preparation of the Independent Learning Curriculum Toolkit, 3) Pancasila Student Profile, 4) Literacy and numeracy, 5) Training on developing learning evaluation instruments, 6) Learning practices. Through these various important activities, it is hoped that teachers will be able to recognize and develop learning tools in the Independent Learning Curriculum for implementation.
Downloads
References
Puad, L. M. A. Z., & Ashton, K. (2023). A critical analysis of Indonesia’s 2013 national curriculum: Tensions between global and local concerns. Curriculum Journal, 34(3), 521-535. DOI: https://doi.org/10.1002/curj.194
Cheung, K., Mak, S. K., & Sit, P. S. (2018). Resolving the attitude–achievement paradox based on anchoring vignettes: evidences from the PISA 2012 mathematics study. Asia Pacific Education Review, 19(3), 389-399. DOI: https://doi.org/10.1007/s12564-018-9526-9
Ding, Y., Hansen, K. Y., & Klapp, A. (2023). Testing measurement invariance of mathematics self-concept and self-efficacy in PISA using MGCFA and the alignment method. European Journal of Psychology of Education, 38(2), 709-732. DOI: https://doi.org/10.1007/s10212-022-00623-y
Fenanlampir, A., Batlolona, J. R., & Imelda, I. (2019). The Struggle of Indonesian Students in the Context of Timss and Pisa has not Ended. International Journal of Civil Engineering and Technology, 10(2), 393-406.
Mukminin, A., Habibi, A., Prasojo, L. D., Idi, A., & Hamidah, A. (2019). Curriculum reform in Indonesia: Moving from an exclusive to inclusive curriculum. Center for Education Policy Studies Journal, 9(2), 53-72. DOI: https://doi.org/10.26529/cepsj.543
Mensah, J. (2019). Sustainable development: Meaning, history, principles, pillars, and implications for human action: Literature review. Cogent Social Sciences, 5(1), 1-21. DOI: https://doi.org/10.1080/23311886.2019.1653531
Dello-Iacovo, B. (2009). Curriculum reform and ‘Quality Education’ in China: An overview. International Journal of Educational Development, 29(3), 241-249. DOI: https://doi.org/10.1016/j.ijedudev.2008.02.008
Kim, J., & Youngs, P. (2016). Promoting instructional improvement or resistance? A comparative study of teachers’ perceptions of teacher evaluation policy in Korea and the USA. Compare, 46(5), 723-744. DOI: https://doi.org/10.1080/03057925.2015.1057478
Macdonald, D. (2003). Curriculum change and the post-modern world: Is the school curriculum-reform movement an anachronism?. Journal of Curriculum Studies, 35(2), 139-149. DOI: https://doi.org/10.1080/00220270210157605
Lai, M. (2010). Teacher development under curriculum reform: A case study of a secondary school in mainland China. International Review of Education, 56(5-6), 613-631. DOI: https://doi.org/10.1007/s11159-010-9181-9
Perez, D. M. C. (2005). Curriculum reform and teacher education: The loss of innocence. Taboo, 1969, 73-80.
Abednego, A., Rahabav, P., & Batlolona, J. R. (2023). Performance Analysis Towards Excellent Schools. International Journal of Learning, Teaching and Educational Research, 22(7), 70-86. DOI: https://doi.org/10.26803/ijlter.22.7.4
Hopmann, S. T. (2003). On the evaluation of curriculum reforms. Journal of Curriculum Studies, 35(4), 459-478. DOI: https://doi.org/10.1080/00220270305520
Qoyyimah, U. (2018). Policy implementation within the frame of school-based curriculum: a comparison of public school and Islamic private school teachers in East Java, Indonesia. Compare, 48(4), 571-589. DOI: https://doi.org/10.1080/03057925.2017.1334536
Kelchtermans, G. (2013). Editorial: Dilemmas, theory, pedagogy, and learning in teachers' work lives. Teaching and Teacher Education, 19(1), 1-3. DOI: https://doi.org/10.1080/13540602.2013.744202
Tronsmo, E. (2019). Investigating teachers’ work with multiple knowledge resources in local curriculum development. Pedagogy, Culture & Society, 27(4), 555-574. DOI: https://doi.org/10.1080/14681366.2018.1539025
Andersen, R., & Rustad, M. (2022). Using Minecraft as an educational tool for supporting collaboration as a 21st-century skill. Computers & Education Open, 3, 1-11. DOI: https://doi.org/10.1016/j.caeo.2022.100094
Alismail, H. A. (2023). Teachers’ perspectives of utilizing distance learning to support 21st-century skill attainment for K-3 elementary students during the COVID-19 pandemic era. Heliyon, 9(9), 1-13. DOI: https://doi.org/10.1016/j.heliyon.2023.e19275
Miliou, O., Adamou, M., Mavri, A., & Ioannou, A. (2023). An exploratory case study of the use of a digital self-assessment tool of 21st-century skills in makerspace contexts. Educational Technology Research and Development, 1-22. DOI: https://doi.org/10.1007/s11423-023-10314-0
Taar, J., & Palojoki, P. (2022). Applying interthinking for learning 21st-century skills in home economics education. Learning, Culture and Social Interaction, 33, 1-11. DOI: https://doi.org/10.1016/j.lcsi.2022.100615
Anjelina, W., Silvia, N., & Gitituati, N. (2021). Program Merdeka Belajar, Gebrakan Baru Kebijakan Pendidikan. Jurnal Pendidikan Tambusai, 5(1), 1977-1982.
Lembong, J. M., Lumapow, H. R., & Rotty, V. N. J. (2023). Implementasi merdeka belajar sebagai transformasi kebijakan pendidikan. Journal of Education FKIP UNMA, 9(2), 765-777. DOI: https://doi.org/10.31949/educatio.v9i2.4620
Hindriyanti, S., Sutisnawati, A., Lyesmaya, D., & Sukabumi, U. M. (2023). Learning Analysis: Implementation of the Independent Curriculum in Improving Numeracy Literacy in Elementary Schools. EDUHUMANIORA Journal of Basic Education, 15(2), 173-182.
Ananda, R., Wibisono, W. C., Kisvanolla, A., & Purwita, P. A. (2023). Kebijakan merdeka belajar sebagai strategi peningkatan mutu pendidikan. Jurnal Dedikasi Pendidikan, 7(2), 693-708. DOI: https://doi.org/10.30601/dedikasi.v7i2.4028
Qona’ah, I. (2023). Evaluasi kebijakan merdeka belajar pada satuan pendidikan formal. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(3), 1421-1424. DOI: https://doi.org/10.54371/jiip.v6i3.1799
Ainia, D. K. (2020). Merdeka belajar dalam pandangan Ki Hadjar Dewantara dan relevansinya bagi pengembangan pendidikan karakter. Jurnal Filsafat Indonesia, 3(3), 95-101. DOI: https://doi.org/10.23887/jfi.v3i3.24525
Lestari, W., Sari, M. M., Istyadji, M., & Fahmi, F. (2023). Analysis of Implementation of the Independent Curriculum in Science Learning at SMP Negeri 1 Tanah Grogot Kalimantan Timur, Indonesia. Journal of Advanced Education and Philosophy, 7(06), 199-207. DOI: https://doi.org/10.36348/jaep.2023.v07i06.001
Fauzan, F., Ansori, R. A. M., Dannur, M., Pratama, A., & Hairit, A. (2023). The Implementation of the Merdeka Curriculum (Independent Curriculum) in Strengthening Students’ Character in Indonesia. Aqlamuna Journal of Educational Studies, 1(1), 136–155. DOI: https://doi.org/10.58223/aqlamuna.v1i1.237
Rahayu, R., Rosita, R., Rahayuningsih, Y. S., Hernawan, A. H., & Prihantini, P. (2022). Implementasi Kurikulum Merdeka Belajar di Sekolah Penggerak. Journal of Basic Education, 6(4), 6313–6319. DOI: https://doi.org/10.31004/basicedu.v6i4.3237
Nursalam, N., Sulaeman, S., & Latuapo, R. (2023). Implementasi Kurikulum Merdeka melalui Pembelajaran Berbasis Proyek pada Sekolah Penggerak Kelompok Bermain Terpadu Nurul Falah dan Ar-Rasyid Banda. Journal of Education and Culture, 8(1), 17–34. DOI: https://doi.org/10.24832/jpnk.v8i1.3769
Germuth, A. A. (2018). Professional development that changes teaching and improves learning. Journal of Interdisciplinary Teaching and Leadership, 1(3), 77–90. DOI: https://doi.org/10.46767/kfp.2016-0025
Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117. DOI: https://doi.org/10.1177/1745499919829214
Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education, 68, 99–113. DOI: https://doi.org/10.1016/j.tate.2017.08.007
Fenanlampir, A., Leasa, M., & Batlolona, J. R. (2021). The development of homogeneity psycho cognition learning strategy in physical education learning. International Journal of Evaluation and Research in Education, 10(3), 1047–1059. DOI: https://doi.org/10.11591/ijere.v10i3.21713
Leasa, M., Talakua, M., & Batlolona, J. R. (2016). The development of a thematic module based on Numbered Heads Together (NHT) cooperative learning model for elementary students in Ambon, Moluccas-Indonesia. New Education Review, 46(4), 174–185. DOI: https://doi.org/10.15804/tner.2016.46.4.15
Leasa, M., Batlolona, J. R., & Talakua, M. (2021). Elementary students’ creative thinking skills in science in the Maluku Islands, Indonesia. Creativity Studies, 14(1), 74–89.
Al-Fathoni, B. Z. (2020). Enhancing Teacher Competence In Implementing The Independent Learning Curriculum: The Role Of Change Management. AIM Journal of Islamic Education Management, 1(1), 38–55.
Afriani, C., Gimin, G., & Hendripides, H. (2023). Analysis of Teacher Readiness in Implementing the Independent Learning Curriculum. JETISH Journal of Education Technology Information Social Science and Health, 2(2), 1670–1677. DOI: https://doi.org/10.57235/jetish.v2i2.780
Rizaldi, D. R., & Fatimah, Z. (2022). Merdeka curriculum: characteristics and potential in education recovery after the COVID-19 pandemic. International Journal of Curriculum and Instruction, 15(1), 260–271.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 AJAD : Jurnal Pengabdian kepada Masyarakat
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
