Teacher Readiness in Implementing “the Merdeka Curriculum”
DOI:
https://doi.org/10.51454/jet.v5i1.321Keywords:
merdeka curriculum, teachers, readinessAbstract
The progress of a nation is influenced by education. The curriculum is a factor that has a very big influence on educational development. In the Merdeka Curriculum currently implemented, teachers need to adjust teaching preparation, evaluation techniques, and activities carried out in the learning process at school. Module creation, differentiated learning, and the Pancasila Student Profile Development Project are some of them. This research aims to determine the extent of teacher readiness in implementing the Merdeka Curriculum. The research method uses descriptive analysis techniques with a literature review. The research results show that teachers are not fully ready to face curriculum changes. This can be seen from the fact that teachers still need to understand curriculum paradigms that are different from before and learning methods that have also changed. To overcome this, good cooperation and communication are needed between the school, parents, and the government so that this curriculum can run according to objectives.
Downloads
References
Ajjawi, R., Tai, J., Huu Nghia, T. Le, Boud, D., Johnson, L., & Patrick, C.-J. (2020). Aligning assessment with the needs of work-integrated learning: The challenges of authentic assessment in a complex context. Assessment & Evaluation in Higher Education, 45(2), 304–316.
Al Yakin, A., Muthmainnah, Ganguli, S., Cardoso, L., & Asrifan, A. (2023). Cybersocialization through smart digital classroom management (SDCM) as a pedagogical innovation of “Merdeka Belajar Kampus Merdeka (MBKM)” curriculum. In Digital Learning based Education: Transcending Physical Barriers (pp. 39–61). Springer.
Anwar, K., Asari, S., Husniah, R., & Asmara, C. H. (2021). Students’ Perceptions of Collaborative Team Teaching and Student Achievement Motivation. International Journal of Instruction, 14(1), 325–344.
Arranz, N., Ubierna, F., Arroyabe, M. F., Perez, C., & Fdez. de Arroyabe, J. C. (2017). The effect of curricular and extracurricular activities on university students’ entrepreneurial intention and competences. Studies in Higher Education, 42(11), 1979–2008.
Buckley, P., & Lee, P. (2021a). The impact of extra-curricular activity on the student experience. Active Learning in Higher Education, 22(1), 37–48.
Buckley, P., & Lee, P. (2021b). The impact of extra-curricular activity on the student experience. Active Learning in Higher Education, 22(1), 37–48.
Campbell-Phillips, S. (2020). Education and curriculum reform: The impact they have on learning. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 1074–1082.
Defrizal, D., Redaputri, A. P., Narundana, V. T., Nurdiawansyah, N., & Dharmawan, Y. Y. (2022). The merdeka belajar kampus merdeka program: An analysis of the success factors. Nusantara: Jurnal Pendidikan Indonesia, 2(1), 123–140.
El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students’ engagement. International Journal of Educational Technology in Higher Education, 18(1), 53.
Ergun, E., & Adibatmaz, F. B. K. (2020). Exploring the predictive role of e-learning readiness and e-learning style on student engagement. Open Praxis, 12(2), 175–189.
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.
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and Social Studies, 10(4), 16–37.
Hadı, S., Andrıan, D., & Kartowagıran, B. (2019). Evaluation model for evaluating vocational skills programs on local content curriculum in Indonesia: Impact of educational system in Indonesia. Eurasian Journal of Educational Research, 19(82), 45–62.
Houghton, J. (2023). Learning modules: problem-based learning, blended learning and flipping the classroom. The Law Teacher, 57(3), 271–294.
Ingtias, F. T., Ampera, D., Farihah, F., Amal, B. K., & Purba, A. S. (2022). Implementation of teaching practitioners in improving the quality of learning and implementing the curriculum Merdeka Belajar. Jurnal Studi Guru Dan Pembelajaran, 5(2), 157–169.
Ison, J., Hooker, L., Allen‐Leap, M., Newton, M., & Taft, A. (2022). “One of the most important subjects for a healthcare worker”: Cross‐sectional student evaluation of family violence best practice response curriculum. Nursing & Health Sciences, 24(1), 195–203.
Joyal, M., Yardley, J. C., & McDougall, I. (2022). Greek and Roman education: A sourcebook. Routledge.
Katz, V. J., & Michalowiz, K. D. (2020). Historical modules for the teaching and learning of mathematics (Vol. 26). American Mathematical Soc.
Kilpatrick, J. (2020). What works? In Standards-based school mathematics curricula (pp. 471–488). Routledge.
Maba, W. (2017). Teacher’s Perception on the Implementation of the Assessment Process in 2013 Curriculum. International Journal of Social Sciences and Humanities (IJSSH), 1(2), 1–9.
Maipita, I., Dalimunthe, M. B., & Sagala, G. H. (2020). The development structure of the Merdeka Belajar Curriculum in the industrial revolution era.
Marsidin, S. (2022). Strengthening Pancasila student profiles in independent learning curriculum in elementary school. International Journal Of Humanities Education and Social Sciences (IJHESS), 1(6).
Michailidi, E., & Stavrou, D. (2021). Mentoring in-service teachers on implementing innovative teaching modules. Teaching and Teacher Education, 105, 103414.
Ndari, W., & Mahmudah, F. N. (2023a). Implementation of the Merdeka Curriculum and Its Challenges. European Journal of Education and Pedagogy, 4(3), 111–116.
Ndari, W., & Mahmudah, F. N. (2023b). Implementation of the Merdeka Curriculum and Its Challenges. European Journal of Education and Pedagogy, 4(3), 111–116.
Nurhasanah, F., Sukandi, U., Kuncoro, A. B., Rusilowati, A., Hastuti, W. S., & Prabowo, A. (2020). Collaborative classroom action research for mathematics and science teachers in Indonesia. Journal of Physics: Conference Series, 1613(1), 012024.
Parker, R., Thomsen, B. S., & Berry, A. (2022). Learning through play at school–A framework for policy and practice. Frontiers in Education, 7, 751801.
Prakoso, B. H., Ramdani, Z., & Rahmah, B. (2021). Teacher’s perception on merdeka belajar policy. Indonesian Journal of Educational Assessment, 3(2), 128–137.
Pratikno, Y., Hermawan, E., & Arifin, A. L. (2022). Human resource ‘Kurikulum Merdeka’from design to implementation in the school: What worked and what not in Indonesian education. Jurnal Iqra’: Kajian Ilmu Pendidikan, 7(1), 326–343.
Puad, L. M. A. Z., & Ashton, K. (2023). A critical analysis of Indonesia’s 2013 national curriculum: Tensions between global and local concerns. The Curriculum Journal, 34(3), 521–535.
Retnaningrum, E., Widyatiningtyas, R., Sari, A. R., Sapulete, H., Solissa, E. M., & Sujana, I. G. (2023). Teacher’s Paradigm in Interpreting the Birth of the Merdeka Curriculum Policy. Journal of Education Research, 4(2), 435–442.
Robinson, J. D., & Persky, A. M. (2020). Developing self-directed learners. American Journal of Pharmaceutical Education, 84(3), 847512.
Shofa, N. A. (2021). Strengthening the Profile of Pancasila Students Through Project-Based Learning in Learning History. Prosiding Seminar Nasional & Internasional.
Sihombing, A. A., Anugrahsari, S., Parlina, N., & Kusumastuti, Y. S. (2021). “ Merdeka Belajar” in an Online Learning during the COVID-19 Outbreak: Concept and Implementation. Asian Journal of University Education, 17(4), 35–45.
Sokhanvar, Z., Salehi, K., & Sokhanvar, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review. Studies in Educational Evaluation, 70, 101030.
Tulung, J. M., Waney, M., Mailool, J., Rogahang, H. J., Weol, W., & Wuwung, O. (2022). Teachers’ Difficulties in Implementing Classroom Action Research: Experiences of Elementary School Teachers. Cypriot Journal Of Educational Sciences, 17(6), 1957–1971.
Utari, D., & Afendi, A. R. (2022). Implementation of Pancasila Student Profile in Elementary School Education with Project-Based Learning Approach. EduLine: Journal of Education and Learning Innovation, 2(4), 456–464.
Widarini, N. W. W., & Suterji, N. K. (2023). Implementation of The Profile Strengthening of Pancasila Student Profile (P5) in Building Student Character in First Middle School. International Journal of Multidisciplinary Sciences, 1(2), 218–231.
Yulieana, R., & Effendi, R. (2020). Model school curriculum management at Public Elementary School. Journal of K6 Education and Management, 3(3), 315–326.
Zakiyyah, Z., Cahyani, M. D., & Fatnah, N. (2021). Readiness of the Science Education Study Program in the Implementation of the ‘Merdeka Belajar-Kampus Merdeka’(MBKM) Curriculum. Scientiae Educatia: Jurnal Pendidikan Sains, 10(2), 160–168.
Zamecnik, A., Kovanović, V., Joksimović, S., & Liu, L. (2022). Exploring non-traditional learner motivations and characteristics in online learning: A learner profile study. Computers and Education: Artificial Intelligence, 3, 100051.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Samuel Ben Gurion; Nasir Nasir
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
