Electronic Theses and Dissertation

Penelitian ini bertujuan untuk mendeskripsikan persepsi guru dan menganalisis faktor penghambat dalam penerapan Kurikulum Merdeka di SMA Negeri 1 Samalanga. Penelitian ini menggunakan pendekatan penelitian kualitatif deskriptif dengan teknik penentuan sampel purposive sampling yang melibatkan lima orang guru sebagai informan. Pengumpulan data dilakukan melalui wawancara dan dokumentasi, sedangkan analisis data menggunakan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa secara umum guru memiliki persepsi positif terhadap penerapan Kurikulum Merdeka, guru memandang Kurikulum Merdeka sebagai kurikulum yang fleksibel, berpusat pada peserta didik, serta mampu memberi dorongan pembelajaran yang lebih aktif, inovatif, dan bermakna melalui penerapan pembelajaran berdiferensiasi dan pendekatan pembelajaran berbasis proyek (deep learning). Namun demikian, terdapat beberapa faktor penghambat dalam penerapannya, diantaranya proses adaptasi guru terhadap penyusunan perangkat pembelajaran (modul ajar) yang baru, tantangan dalam merancang asesmen dan menerapkan pembelajaran berdiferensiasi yang sesuai dengan keberagaman karakteristik siswa, serta banyaknya tuntutan bagi guru untuk terus meningkatkan kompetensi profesional dan pemanfaatan teknologi. Meskipun terdapat berbagai kendala, upaya berkelanjutan seperti penyelenggaraan pelatihan, supervisi akademik, dan optimalisasi komunitas belajar terus dilakukan oleh pihak sekolah, guna mendukung keberhasilan penerapan kurikulum tersebut.

Kata kunci: Persepsi Guru, Hambatan Penerapan, Kurikulum Merdeka.

This study aims to describe teachers’ perceptions and analyze the factors hindering the implementation of the Independent Curriculum at SMA Negeri 1 Samalanga. This study employed a descriptive qualitative research approach using purposive sampling, involving five teachers as informants. Data collection was conducted through interviews and documentation, while data analysis followed the stages of data reduction, data presentation, and drawing conclusions. The results indicate that, in general, teachers hold positive perceptions regarding the implementation of the Independent Curriculum; they view it as a flexible, student-centered curriculum capable of fostering more active, innovative, and meaningful learning through the application of differentiated instruction and project-based learning (deep learning). However, there are several obstacles to its implementation, including the process of teachers adapting to the development of new instructional materials (teaching modules), challenges in designing assessments and implementing differentiated instruction tailored to the diverse characteristics of students, and the numerous demands on teachers to continuously improve their professional competencies and utilize technology. Despite these various obstacles, schools continue to undertake sustained efforts—such as conducting training, providing academic supervision, and optimizing learning communities—to support the successful implementation of this curriculum. Keywords: Teachers’ Perceptions, Implementation Barriers, Merdeka Curriculum.