Electronic Theses and Dissertation

Saskia Nabila Rozanna. (2025). Implementasi Kurikulum Merdeka Pada Pembelajaran Di TK Satu Atap SD Lamrabo. [Skripsi Universitas Syiah Kuala]. Dibawah bimbingan Dra. Fitriana, M.Si. dan Dina Amalia, S.Psi., M. Sc.
Penelitian ini bertujuan untuk mendeskripsikan bagaimana praktik pembelajaran di TK Satu Atap SD Lamrabo merujuk pada prinsip-prinsip kurikulum merdeka, meskipun secara administratif satuan pendidikan ini masih menggunakan Kurikulum 2013 (K13) dalam Data Pokok Pendidikan (Dapodik). Latar belakang penelitian ini adalah kondisi darurat pasca musibah kebakaran yang menyebabkan kerusakan ruang kelas TK dan mengharuskan penggabungan siswa TK A dan TK B dalam satu ruang belajar dengan fasilitas terbatas. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru menerapkan strategi pembelajaran yang selaras dengan nilai-nilai kurikulum merdeka, seperti pembelajaran berbasis proyek, bermain, berdiferensiasi, serta penilaian formatif yang berfokus pada proses dan perkembangan anak. Meskipun menghadapi tantangan seperti keterbatasan ruang dan media belajar, guru tetap menciptakan suasana belajar yang aktif, menyenangkan, dan bermakna. Kesimpulan dari penelitian ini adalah bahwa meskipun kurikulum merdeka belum diadopsi secara resmi, praktik pembelajaran yang diterapkan guru mencerminkan pemahaman terhadap pendekatan yang berpusat pada anak, fleksibel, dan kontekstual. Hal ini menunjukkan bahwa transformasi kurikulum dapat dimulai dari praktik pembelajaran sebelum bergeser secara administratif.
Kata Kunci: Kurikulum merdeka, TK Satu Atap SD Lamrabo, PAUD

Saskia Nabila Rozanna. (2025). Implementation of the Independent Curriculum in Learning at One Roof Kindergarten, Lamrabo Elementary School. [Syiah Kuala University Thesis]. Under direction of Dra. Fitriana, M.Si. and Dina Amalia, S.Psi., M.Sc. This study aims to describe how learning practices at SD Lamrabo One Roof Kindergarten refer to the principles of the Independent Curriculum, although administratively this educational unit still uses the 2013 Curriculum (K13) in the Basic Education Data (Dapodik). The background of this study is the emergency conditions after a fire disaster that damaged the Kindergarten classroom and required the merging of Kindergarten A and Kindergarten B students in one learning space with limited facilities. This study uses a descriptive qualitative approach. Data were collected through observation, interviews, and documentation. The results showed that teachers implemented learning strategies that were in line with the values of the Independent Curriculum, such as project-based learning, play, differentiation, and formative assessments that focused on the process and development of children. Despite facing challenges such as limited space and learning media, teachers continued to create an active, fun, and meaningful learning atmosphere. The conclusion of this study is that although the Independent Curriculum has not been officially adopted, the learning practices implemented by teachers reflect an understanding of a child-centered, flexible, and contextual approach. This shows that curriculum transformation can start from learning practices before shifting administratively. Keywords: Merdeka Curriculum, Early Childhood Education, Emergency Learning, Integrated Kindergarten.