Level of Exposure Elementary School Teachers to the Implementation Merdeka Curriculum
Abstract
This research examines the exposure and adaptation of prospective elementary school teachers in Bima City to the Merdeka Curriculum, focusing on how these teachers receive information about the curriculum, the training they undergo, and their classroom implementation practices, while also identifying factors that support or hinder the successful adoption of this curriculum. The study employed a descriptive survey method with a quantitative approach, using an electronic questionnaire to collect and analyze data from 44 prospective elementary school teachers at Muhammadiyah Bima University, assessing their perceptions and exposure to the Merdeka Curriculum through descriptive statistics and percentage analysis. Survey results indicate that prospective elementary school teachers in Bima have limited understanding of the Merdeka Curriculum, with only a small percentage having high exposure to it. The study highlights that while 51% of students have moderate exposure, a significant number face challenges in implementing the curriculum effectively due to inadequate resources and practical experience. To address these issues, it is crucial for educational institutions to enhance support through training, resources, and practical experiences, ensuring that prospective teachers are well-prepared to implement the Merdeka Curriculum successfully. This study sheds light on the understanding and exposure to the Merdeka Curriculum among prospective teachers in Bima, revealing a significant gap between theoretical knowledge and practical application. It highlights the urgent need for improved institutional support, including targeted training and better resources, to effectively prepare future educators for implementing the curriculum. The findings offer practical recommendations for enhancing teacher preparation and contribute to the broader discussion on curriculum implementation.
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References
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[26] Naatonis, R., Masitoh, S., & Nursalim, M. (2022). Perspectives On The Philosophy Of Education Progressivism In Learning Models Ubiquitous Learning. FALASIFA : Jurnal Studi Keislaman, 13(2), 127–133. https://doi.org/10.62097/falasifa.v13i2.1048
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[28] Pertiwi, I., Marlina, L., & Wiyono, K. (2023). Kajian Literatur: Implementasi Kurikulum Merdeka di Sekolah - Sekolah Penggerak. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 7(3), 1364. https://doi.org/10.35931/am.v7i3.2548
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[30] Prihatini, A., & Sugiarti. (2022). Citra Kurikulum Baru: Kesiapan Guru dalam Menerapkan Kurikulum Merdeka. Ghancaran: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 58–70. https://doi.org/10.19105/ghancaran.vi.7447
[31] Rahayu, R. (2022). Implementasi Kurikulum Merdeka Di Sekolah Penggerak. Jurnal Basicedu: Research & Learning in Elementary Education, 18(2), 18–22. https://doi.org/10.57216/ pah.v18i2.480
[32] Rahmadayanti, D., & Hartoyo, A. (2022). Potret Kurikulum Merdeka, Wujud Merdeka Belajar di Sekolah Dasar. Jurnal Basicedu, 6(4), 7174–7187. https://doi.org/10.31004/basicedu.v6i4.3431
[33] Retnowati, N., Djamdjuri, D. S., & Nuraeni. (2023). Analisis Situasi: Kurikulum Merdeka Dan Pengembangan Kurikulum FKIP. Educate : Jurnal Teknologi Pendidikan, 8(1), 30–41. https://doi.org/10.32832/educate.v8i1.8287
[34] Rindayati, E., Putri, C. A. D., & Damariswara, R. (2022). Kesulitan Calon Pendidik dalam Mengembangkan Perangkat Pembelajaran pada Kurikulum Merdeka. PTK: Jurnal Tindakan Kelas, 3(1), 18–27. https://doi.org/10.53624/ptk.v3i1.104
[35] Rogers, E. M., Singhal, A., & Quinlan, M. M. (2008). Diffusion of Innovations. Routledge: Free Press.
[36] Saputri, L. M., Anwar, S., Susanto, H., & Laksana, S. D. (2022). The Role of Parenting in Forming Independent Character and Discipline. Diversity Science, 2(1), 158–170. https://journalofdiversity.com/index.php/jdil/article/view/50
[37] Sofyan, M., Saefuddin, A., & Dewi, K. (2021). The Concept of Children’s Education in Islamic Parenting Book and Their Relevance with Character Education of MI/SD Ages. Al-Bidayah : Jurnal Pendidikan Dasar Islam, 13(2), 383–404. https://doi.org/10.14421/al-bidayah.v13i2.695
[38] Sunarni, S., & Karyono, H. (2023). Persepsi Guru Terhadap Implementasi Kurikulum Merdeka Belajar di Sekolah Dasar. Journal on Education, 5(2), 1613–1620. https://doi.org/10.31004/joe .v5i2.796
[39] Trentelman, C. K., Irwin, J., Petersen, K. A., Ruiz, N., & Szalay, C. S. (2016). The Case for Personal Interaction: Drop-Off/Pick-Up Methodology for Survey Research. Journal of Rural Social Sciences, 31(3). https://egrove.olemiss.edu/jrss/vol31/iss3/4
[40] Umma, A., & Abida, L. (2023). Transformasi Pendidikan Perempuan Dalam Perspektif Neo Modernisme Di Pondok Pesantren Nurul Hidayah Jeru Tumpang. Journal Islamic Studies, 4(2), 81. https://doi.org/10.32478/jis.v4i2.2029
[41] Wahyuni, S. (2023). Supervisi Pembelajaran dalam Implementasi Kurikulum Merdeka pada Pembelajaran di Madrasah Ibtidaiyah. Journal of Instructional and Development Researches, 3(2), 41–47. https://doi.org/10.53621/jider.v3i2.224
[42] Yunitasari, D., Suastra, I. W., & Lasmawan, I. W. (2023). Implementation challenges of merdeka curriculum in primary schools. J-PS (Prisma Sains: Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram), 11(4), 952–959. https://doi.org/10.33394/j-ps.v11i4.8079
[2] Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. AS: Prentice-Hall.
[3] Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2021). The online survey as a qualitative research tool. International Journal of Social Research Methodology, 24(6), 641–654. https://doi.org/10.1080/13645579.2020.1805550
[4] Brundrett, M., & Duncan, D. (2015). Leading curriculum innovation in primary schools project: a final report. Education Education 3-13, 43(6), 756–765. https://doi.org/10.1080/03004279.2014.975408
[5] Cantika, V. (2022). Prosedur pengembangan kurikulum (kajian literatur manajemen inovasi kurikulum). Inovasi Kurikulum, 19(2), 171–184. https://doi.org/10.17509/jik.v19i2.44220
[6] Carlson, M. P., O’Bryan, A. E., Strayer, J. F., McNicholl, T. H., & Hagman, J. E. (2024). Considering, piloting, scaling and sustaining a research-based precalculus curriculum and professional development innovation. The Journal of Mathematical Behavior, 73, 101126. https://doi.org/10.1016/j.jmathb.2024.101126
[7] Creswell, J. W. (2019). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. London: Sage Publications.
[8] Fahlevi, M. R. (2022). Kajian Project Based Blended Learning Sebagai Model Pembelajaran Pasca Pandemi dan Bentuk Implementasi Kurikulum Merdeka. Jurnal Sustainable, 5(2), 230–249. https://doi.org/10.32923/kjmp.v5i2.2714
[9] Faujiyah, R., Santosa, H., & Martin. (2024). Development Teacher Academic Supervision Website in Al-Azhar Syifabudi Kota Bogor Through the SIPEKA ASB Website. Jurnal Penelitian Pendidikan, 24(13), 247–264. https://doi.org/10.17509/jpp.v24i2.73381
[10] Gandasari, A., Sopia, N., & Ege, B. (2022). Penyuluhan Pendidikan Tentang Kurikulum Merdeka Bagi Guru Sekolah Dasar. JPPM: Jurnal Pelayanan Dan Pemberdayaan Masyarakat, 1(2), 67–76. https://doi.org/10.31932/jppm.v1i2.2055
[11] Hagiworo, H., & Dwi E, A. (2023). Sekolah Diajak Mengimplementasikan Kurikulum Merdeka Sesuai Pilihan. Kompas.Com. https://www.kompas.com/edu/read/2022/02/22/094700071/tak-perlu-bingung-ini-hal-penting-dalam-penerapan-kurikulum-merdeka-
[12] Han, H.-C., & Lee, S.-M. (2024). Exploring the implications of the subject curriculum system in New South Wales, Australia for competency-based curriculum design. Korean Association For Learner-Centered Curriculum And Instruction, 24(8), 329–347. https://doi.org/10.22251/jlcci.2024.24.8.329
[13] Hidayah, R., Wangid, M. N., & Wuryandani, W. (2022). Elementary school teacher perception of curriculum changes in Indonesia. Pegem Journal of Education and Instruction, 12(2), 77–88. https://doi.org/10.47750/pegegog.12.02.07
[14] Huang, W. (2024). Curriculum Leadership of Academic Administrators in Selected Higher Vocational Schools in China. Journal of Education and Educational Research, 7(2), 16–21. https://doi.org/10.54097/mx0bs655
[15] Indarta, Y., Jalinus, N., Waskito, W., Samala, A. D., Riyanda, A. R., & Adi, N. H. (2022). Relevansi Kurikulum Merdeka Belajar dengan Model Pembelajaran Abad 21 dalam Perkembangan Era Society 5.0. Edukatif : Jurnal Ilmu Pendidikan, 4(2). https://doi.org/10.31004/edukatif.v4i2.2589
[16] Indarwati, N. (2021). Pelaksanaan Workshop untuk Meningkatkan Keterampilan Guru dalam Membimbing Kegiatan Ekstrakurikuler Tulis dan Baca Puisi Kepada Siswa Melalui Teknik Asosiasi dan Fantasi. JIRA: Jurnal Inovasi Dan Riset Akademik, 2(6), 782–791. https://doi.org/10.47387/jira.v2i6.160
[17] Isa, Asrori, M., & Muharini, R. (2022). Peran Kepala Sekolah dalam Implementasi Kurikulum Merdeka di Sekolah Dasar. Jurnal Basicedu, 6(6), 9947–9957. https://doi.org/10.31004/basicedu.v6i6.4175
[18] Kemendikbudristek. (2021). Pedoman Pelaksanaan Kurikulum Merdeka. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. Jakarta: Kemendikbudristek RI.
[19] Kemendikbudristek. (2023). Kemendikbudristek Dorong Optimalisasi Kurikulum Merdeka di Satuan Pendidikan. Kemdikbud.Go.Id. https://www.kemdikbud.go.id/main/blog/2023/02/kemendikbudristek-dorong-optimalisasi-kurikulum-merdeka-di-satuan-pendidikan
[20] Lakum, A., Namrata, & Kumar, H. (2024). Diffusion dynamics of the informal sector sustainable innovations: Exploring cases of grassroots innovations in India. Environmental Innovation and Societal Transitions, 52, 1–14. https://doi.org/10.1016/j.eist.2024.100886
[21] Lee, J. Y., & Ro, J. (2024). How A Nation Supports School-Led Curriculum Innovation: Implications for Supporting Implementation of The Revised National Curriculum 2022 through Examining The Case of Singapore. Korean Association For Learner-Centered Curriculum And Instruction, 24(14), 757–771. https://doi.org/10.22251/jlcci.2024.24.14.757
[22] Liddle, K., & Mantha, U. (2023). Creating a Visual Dictionary of Sociology: A Faculty-Student Collaboration. Collected Essays on Learning and Teaching, 14(1). https://doi.org/10.22329/celt.v14i1.7150
[23] Lin, K., & Chen, C. (2024). Curriculum leadership in a rural indigenous high school in Taiwan implementing the 108 Curriculum Guidelines. British Educational Research Journal. https://doi.org/10.1002/berj.4023
[24] Maulana, M. A., Ubaedillah, U., & Rizqi, Z. F. (2022). Hubungan Level Good Governance Kepala Sekolah dengan Keberhasilan Implementasi Kurikulum Merdeka Belajar. The Academy of Management and Business, 1(3). https://doi.org/10.55824/tamb.v1i3.184
[25] Muzakki, M., Santoso, B., & Alim, H. (2023). Potret Implementasi Kurikulum Merdeka berbasis Islami di Sekolah Penggerak. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 5(2), 167–178. https://doi.org/10.36232/jurnalpendidikandasar.v5i2.4063
[26] Naatonis, R., Masitoh, S., & Nursalim, M. (2022). Perspectives On The Philosophy Of Education Progressivism In Learning Models Ubiquitous Learning. FALASIFA : Jurnal Studi Keislaman, 13(2), 127–133. https://doi.org/10.62097/falasifa.v13i2.1048
[27] Nugraha, C. A., Iskandar, R., & Baeha, P. D. (2022). Technology Integration Trends in Hybrid Learning Environments in Indonesia: A Systematic Literature Review. Indonesian Journal of Curriculum and Educational Technology Studies, 10(2), 67–75. https://doi.org/10.15294/ijcets.v11i1.62125
[28] Pertiwi, I., Marlina, L., & Wiyono, K. (2023). Kajian Literatur: Implementasi Kurikulum Merdeka di Sekolah - Sekolah Penggerak. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 7(3), 1364. https://doi.org/10.35931/am.v7i3.2548
[29] Ponto, J. (2015). Understanding and Evaluating Survey Research. Journal of the Advanced Practitioner in Oncology, 6(2), 168–171. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4601897/
[30] Prihatini, A., & Sugiarti. (2022). Citra Kurikulum Baru: Kesiapan Guru dalam Menerapkan Kurikulum Merdeka. Ghancaran: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 58–70. https://doi.org/10.19105/ghancaran.vi.7447
[31] Rahayu, R. (2022). Implementasi Kurikulum Merdeka Di Sekolah Penggerak. Jurnal Basicedu: Research & Learning in Elementary Education, 18(2), 18–22. https://doi.org/10.57216/ pah.v18i2.480
[32] Rahmadayanti, D., & Hartoyo, A. (2022). Potret Kurikulum Merdeka, Wujud Merdeka Belajar di Sekolah Dasar. Jurnal Basicedu, 6(4), 7174–7187. https://doi.org/10.31004/basicedu.v6i4.3431
[33] Retnowati, N., Djamdjuri, D. S., & Nuraeni. (2023). Analisis Situasi: Kurikulum Merdeka Dan Pengembangan Kurikulum FKIP. Educate : Jurnal Teknologi Pendidikan, 8(1), 30–41. https://doi.org/10.32832/educate.v8i1.8287
[34] Rindayati, E., Putri, C. A. D., & Damariswara, R. (2022). Kesulitan Calon Pendidik dalam Mengembangkan Perangkat Pembelajaran pada Kurikulum Merdeka. PTK: Jurnal Tindakan Kelas, 3(1), 18–27. https://doi.org/10.53624/ptk.v3i1.104
[35] Rogers, E. M., Singhal, A., & Quinlan, M. M. (2008). Diffusion of Innovations. Routledge: Free Press.
[36] Saputri, L. M., Anwar, S., Susanto, H., & Laksana, S. D. (2022). The Role of Parenting in Forming Independent Character and Discipline. Diversity Science, 2(1), 158–170. https://journalofdiversity.com/index.php/jdil/article/view/50
[37] Sofyan, M., Saefuddin, A., & Dewi, K. (2021). The Concept of Children’s Education in Islamic Parenting Book and Their Relevance with Character Education of MI/SD Ages. Al-Bidayah : Jurnal Pendidikan Dasar Islam, 13(2), 383–404. https://doi.org/10.14421/al-bidayah.v13i2.695
[38] Sunarni, S., & Karyono, H. (2023). Persepsi Guru Terhadap Implementasi Kurikulum Merdeka Belajar di Sekolah Dasar. Journal on Education, 5(2), 1613–1620. https://doi.org/10.31004/joe .v5i2.796
[39] Trentelman, C. K., Irwin, J., Petersen, K. A., Ruiz, N., & Szalay, C. S. (2016). The Case for Personal Interaction: Drop-Off/Pick-Up Methodology for Survey Research. Journal of Rural Social Sciences, 31(3). https://egrove.olemiss.edu/jrss/vol31/iss3/4
[40] Umma, A., & Abida, L. (2023). Transformasi Pendidikan Perempuan Dalam Perspektif Neo Modernisme Di Pondok Pesantren Nurul Hidayah Jeru Tumpang. Journal Islamic Studies, 4(2), 81. https://doi.org/10.32478/jis.v4i2.2029
[41] Wahyuni, S. (2023). Supervisi Pembelajaran dalam Implementasi Kurikulum Merdeka pada Pembelajaran di Madrasah Ibtidaiyah. Journal of Instructional and Development Researches, 3(2), 41–47. https://doi.org/10.53621/jider.v3i2.224
[42] Yunitasari, D., Suastra, I. W., & Lasmawan, I. W. (2023). Implementation challenges of merdeka curriculum in primary schools. J-PS (Prisma Sains: Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram), 11(4), 952–959. https://doi.org/10.33394/j-ps.v11i4.8079
Published
2024-07-04
How to Cite
UMAR, Umar et al.
Level of Exposure Elementary School Teachers to the Implementation Merdeka Curriculum.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 8, n. 3, p. 845-861, july 2024.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/571>. Date accessed: 19 sep. 2024.
doi: https://doi.org/10.35723/ajie.v8i3.571.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
