Electronic Theses and Dissertation

Kebijakan penerapan kurikulum merdeka menghadapi berbagai tantangan, terutama ketika diterapkan di wilayah yang berbeda kondisi geografis dan infrastrukturnya. penelitian ini bertujuan (1) mengidentifikasi penerapan kurikulum merdeka di smpn 1 simpang tiga dan smpn 1 darul imarah. (2) mengidentifikasi karakteristik kurikulum merdeka di smpn 1 simpang tiga dan smpn 1 darul imarah. pendekatan yang digunakan kualitatif dengan jenis penelitian deskriptif. dengan teknik pengumpulan data melalui wawancara, dimana terdapat delapan narasumber dari kedua sekolah yakni guru dan siswa. hasil penelitian ini menunjukkan (1) penerapan kurikulum di smpn 1 simpang tiga kurang memadai dilihat dari kesiapan sekolah sarana prasarana serta kurangnya pemahaman siswa terhadap kurikulum merdeka. namun strategi yang digunakan oleh guru sudah sangat mendukung hal ini terlihat dari penyesuaian pembelajaran yang berpusat pada peserta didik sedangkan di smpn 1 darul imarah penerapan kurikulum merdeka yang sudah baik dilihat dari kesiapan sekolah, sarana prasarana, pemahaman guru dan siswa terkait kurikulum merdeka serta strategi yang digunakan mencerminkan prinsip kurikulum merdeka yang menekankan pada kemandirian, kolaborasi, pengembangan kreativitas digital siswa. (2) karakteristik kurikulum merdeka di smpn 1 simpang tiga menerapkan pembelajaran projek yang lebih sederhana disesuaikan dengan kondisi ekonomi siswa, kompetensi yang di ukur adalah kompetensi pengetahuan dan keterampilan yang sesuai dengan kemampuan peserta didik. sedangkan pembelajaran projek di smpn 1 darul imarah lebih banyak memanfaatkan teknologi, menggunakan microsoft excel, desain grafis serta pameran hasil kerja siswa. kompetensi yang beragam yang di ukur yang sesuai dengan kreativitas dan potensi siswa. temuan ini menekankan pentingnya penyesuaian kurikulum merdeka dengan karakteristik wilayah sekolah agar pelaksanaannya dapat berjalan secara efektif, tepat sasaran, dan berkeadilan. saran dalam penelitian ini diharapkan dapat menjadi masukan bagi pengambil kebijakan dalam menyusun strategi pendampingan dan pelatihan yang lebih efektif.

The policy of implementing the Independent Curriculum faces various challenges, especially when implemented in areas with different geographical conditions and infrastructure. This study aims to (1) Identify the implementation of the independent curriculum in State Junior High School 1 Simpang Tiga and State Junior High School 1 Darul Imarah. (2) Identify the characteristics of the Independent curriculum in State Junior High School 1 Simpang Tiga and State Junior High School 1 Darul Imarah. The approach used is Qualitative with a descriptive research type. With data collection techniques through interviews, where there are eight sources from both schools, namely teachers and students. The results of this study indicate (1) The implementation of the curriculum in State Junior High School 1 Simpang Tiga is inadequate seen from the readiness of the school's infrastructure and facilities and the lack of student understanding of the independent curriculum. However, the strategies used by teachers have been very supportive, this can be seen from the adjustment of student-centered learning, while in State Junior High School 1 Darul Imarah the implementation of the independent curriculum is good seen from the readiness of the school, infrastructure, teacher and student understanding regarding the independent curriculum and the strategies used reflect the principles of the independent curriculum which emphasize independence, collaboration, and the development of students' digital creativity. (2) The characteristics of the independent curriculum at Simpang Tiga 1 Junior High School implement simpler project learning adapted to the economic conditions of students, the competencies measured are knowledge and skill competencies that are appropriate to the students' abilities. Meanwhile, project learning at Darul Imarah 1 Junior High School makes greater use of technology, using Microsoft Excel, graphic design and exhibitions of student work. The diverse competencies measured are in accordance with the creativity and potential of students. This finding emphasizes the importance of adjusting the Independent Curriculum to the characteristics of the school area so that its implementation can run effectively, on target, and fairly. The suggestions in this study are expected to be input for policy makers in developing more effective mentoring and training strategies.