Electronic Theses and Dissertation

Asfal Asfia. (2025). Analisis Kesulitan Guru IPA dalam Implementasi Kurikulum
Merdeka di SMP Negeri Se-Kabupaten Aceh Besar. [Skripsi. Universitas Syiah
Kuala]. Dibawah bimbingan Dewi Andayani, S.Pd., M.Pd. dan Iswadi, S.Pd., M.Si.
Implementasi Kurikulum Merdeka menuntut guru IPA untuk mampu
menyesuaikan pembelajaran sesuai dengan prinsip kebebasan belajar dan
kebutuhan siswa. Namun, dalam pelaksanaannya, guru menghadapi berbagai
kesulitan yang memengaruhi efektivitas pembelajaran di sekolah. Penelitian ini
bertujuan untuk mengetahui tingkat kesulitan dan kesulitan apa saja yang dialami
guru IPA dalam implementasi Kurikulum Merdeka di SMP Negeri se-Kabupaten
Aceh Besar. Populasi dalam penelitian ini terdiri dari 137 guru IPA dari 52 sekolah
SMP Negeri di Kabupaten Aceh Besar. Sampel dalam penelitian ini terdiri dari 30
guru IPA dari 15 sekolah SMP Negeri di Kabupaten Aceh Besar yang dipilih
menggunakan teknik purposive sampling. Jenis penelitian kuantitatif dan kualitatif.
Hasil penelitian memberikan informasi tentang bentuk kesulitan yang dihadapi oleh
guru IPA di SMPN se-Kabupaten Aceh Besar dalam implementasi Kurikulum
Merdeka, yaitu memahami CP dan menyusun ATP, memahami modul ajar,
merancang penilaian otentik, menyusun dan melaksanakan proyek P5, serta
menyesuaikan pembelajaran dengan kebutuhan peserta didik. Hasil penelitian juga
menunjukkan bahwa tingkat kesulitan guru dalam implementasi Kurikulum
Merdeka di sekolah berakreditasi A adalah 40,94% (kategori rendah), sekolah
akreditasi B adalah 49,44% (kategori sedang), dan pada sekolah akreditasi C adalah
51,11% (katagori sedang). Dengan demikian dapat disimpulkan bahwa masing
masing sekolah dengan tingkat akreditasi berbeda memiliki kesulitan dan tingkat
kesulitan yang berbeda-beda dalam implementasi Kurikulum Merdeka.
Kata kunci: Implementasi, Kesulitan, Kurikulum Merdeka, Pembelajaran, Guru

Asfal Asfia. (2025). Analysis of Science Teachers' Difficulties in Implementing the Independent Curriculum in Public Junior High Schools in Aceh Besar Regency. [Script. Universitas Syiah Kuala]. Under the guidance of Dewi Andayani, S.Pd., M.Pd. and Iswadi, S.Pd., M. Si. The implementation of the Independent Curriculum requires science teachers to be able to adapt learning in accordance with the principles of learning freedom and student needs. However, in its implementation, teachers face various difficulties that affect the effectiveness of learning in schools. This study aims to determine the level of difficulty and what difficulties science teachers experience in implementing the Independent Curriculum in public junior high schools throughout Aceh Besar Regency. The population in this study consisted of 137 science teachers from 52 public junior high schools in Aceh Besar Regency. The sample in this study consisted of 30 science teachers from 15 public junior high schools in Aceh Besar Regency selected using a purposive sampling technique. The types of research are quantitative and qualitative. The results of the study provide information on the forms of difficulties faced by science teachers in junior high schools throughout Aceh Besar Regency in implementing the Independent Curriculum, namely understanding CP and compiling ATP, understanding teaching modules, designing authentic assessments, compiling and implementing P5 projects, and adapting learning to student needs. The study also showed that the level of difficulty experienced by teachers in implementing the Independent Curriculum in A accredited schools was 40.94% (low category), in B-accredited schools it was 49.44% (moderate category), and in C-accredited schools it was 51.11% (moderate category). Therefore, it can be concluded that each school with different levels of accreditation has varying levels of difficulty and difficulty in implementing the Independent Curriculum. Keywords: Implementation, Difficulties, Independent Curriculum, Learning, Teachers