Key factors for successful implementation of the independent curriculum: examining teacher readiness
The Merdeka Curriculum that prioritizes student autonomy in the learning process was chosen as a solution to overcome the learning crisis exacerbated by the Covid-19 pandemic. However, the implementation of this curriculum faces challenges, especially related to teacher readiness. This study aims to...
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| Format: | Article |
| Language: | English |
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Indonesian Institute for Counseling, Education and Therapy (IICET)
2024-08-01
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| Series: | JPPI (Jurnal Penelitian Pendidikan Indonesia) |
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| Online Access: | https://jurnal.iicet.org/index.php/jppi/article/view/4111 |
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| author | Ayu Ana Fitri Retnowati Triyanto Triyanto Matsuri Matsuri |
| author_facet | Ayu Ana Fitri Retnowati Triyanto Triyanto Matsuri Matsuri |
| author_sort | Ayu Ana Fitri Retnowati |
| collection | DOAJ |
| description | The Merdeka Curriculum that prioritizes student autonomy in the learning process was chosen as a solution to overcome the learning crisis exacerbated by the Covid-19 pandemic. However, the implementation of this curriculum faces challenges, especially related to teacher readiness. This study aims to analyze factors that affect teacher readiness in implementing the "Merdeka" curriculum, including teacher understanding of curriculum steps, lesson plan readiness, and supporting and inhibiting factors. This research uses a qualitative approach with a case study design involving grade 1 to 6 teachers who have implemented the "Merdeka" curriculum. Data were collected through interviews, observation, and documentation, and analyzed using inductive models. The results of the study explained that although teachers have a good understanding of the seven steps in implementing the curriculum, there are still challenges in realizing planned learning due to the dominance of lecture teaching styles. Several inhibiting factors were identified, including lack of pedagogic competence, limited facilities and infrastructure, and insufficient number of teachers. On the other hand, supporting factors such as school funding, teacher working groups, and collaboration among teachers have been shown to contribute to successful implementation. The implications of this study emphasize the need for targeted professional development programs, adequate funding and infrastructure support, and the value of collaboration among teachers. |
| format | Article |
| id | doaj-art-04268efbe2e74ec5a46b29e91647376f |
| institution | Kabale University |
| issn | 2477-8524 2502-8103 |
| language | English |
| publishDate | 2024-08-01 |
| publisher | Indonesian Institute for Counseling, Education and Therapy (IICET) |
| record_format | Article |
| series | JPPI (Jurnal Penelitian Pendidikan Indonesia) |
| spelling | doaj-art-04268efbe2e74ec5a46b29e91647376f2025-01-27T12:38:04ZengIndonesian Institute for Counseling, Education and Therapy (IICET)JPPI (Jurnal Penelitian Pendidikan Indonesia)2477-85242502-81032024-08-0110310011010.29210/0202441112127Key factors for successful implementation of the independent curriculum: examining teacher readinessAyu Ana Fitri Retnowati0Triyanto Triyanto1Matsuri Matsuri2Universitas Sebelas MaretUniversitas Sebelas MaretUniversitas Sebelas MaretThe Merdeka Curriculum that prioritizes student autonomy in the learning process was chosen as a solution to overcome the learning crisis exacerbated by the Covid-19 pandemic. However, the implementation of this curriculum faces challenges, especially related to teacher readiness. This study aims to analyze factors that affect teacher readiness in implementing the "Merdeka" curriculum, including teacher understanding of curriculum steps, lesson plan readiness, and supporting and inhibiting factors. This research uses a qualitative approach with a case study design involving grade 1 to 6 teachers who have implemented the "Merdeka" curriculum. Data were collected through interviews, observation, and documentation, and analyzed using inductive models. The results of the study explained that although teachers have a good understanding of the seven steps in implementing the curriculum, there are still challenges in realizing planned learning due to the dominance of lecture teaching styles. Several inhibiting factors were identified, including lack of pedagogic competence, limited facilities and infrastructure, and insufficient number of teachers. On the other hand, supporting factors such as school funding, teacher working groups, and collaboration among teachers have been shown to contribute to successful implementation. The implications of this study emphasize the need for targeted professional development programs, adequate funding and infrastructure support, and the value of collaboration among teachers.https://jurnal.iicet.org/index.php/jppi/article/view/4111independent curriculum teacher readiness qualitative |
| spellingShingle | Ayu Ana Fitri Retnowati Triyanto Triyanto Matsuri Matsuri Key factors for successful implementation of the independent curriculum: examining teacher readiness JPPI (Jurnal Penelitian Pendidikan Indonesia) independent curriculum teacher readiness qualitative |
| title | Key factors for successful implementation of the independent curriculum: examining teacher readiness |
| title_full | Key factors for successful implementation of the independent curriculum: examining teacher readiness |
| title_fullStr | Key factors for successful implementation of the independent curriculum: examining teacher readiness |
| title_full_unstemmed | Key factors for successful implementation of the independent curriculum: examining teacher readiness |
| title_short | Key factors for successful implementation of the independent curriculum: examining teacher readiness |
| title_sort | key factors for successful implementation of the independent curriculum examining teacher readiness |
| topic | independent curriculum teacher readiness qualitative |
| url | https://jurnal.iicet.org/index.php/jppi/article/view/4111 |
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