Implementasi Kurikulum Merdeka di Sekolah Dasar Penggerak

(Studi Kasus SD Muhammadiyah 23 Semanggi)

Authors

  • Maritsya Dyah Viona Rosalina Universitas Muhammadiyah Surakarta
  • Nur Amalia Universitas Muhammadiyah Surakarta

DOI:

https://doi.org/10.37329/cetta.v7i3.3510

Keywords:

Merdeka Curriculum, Sekolah Penggerak, Learning

Abstract

The Merdeka Curriculum which currently implemented in Indonesia is designed to optimize students' knowledge, morals, and characteristics through intracurricular activities, by focusing on competency development. This study aims to find out (1) the history of the establishment of the merdeka curriculum, (2) the implementation of the merdeka curriculum, and (3) its impact on SD Muhammadiyah 23 Semanggi. The research was conducted through qualitative descriptive method. Research data were collected through interviews, observations, and documentation during the period from October to completion. The results of the study showed that SD Muhammadiyah 23 Semanggi was selected as a School of Mover after going through a strict selection process. This program focuses on developing student learning outcomes holistically, creating a pancasila student profile, and strengthening human resources through training and mentoring. The implementation of the Merdeka Curriculum in this school includes diagnostic assessments to understand student needs, make lesson plan, and the use of flexible and creative teaching methods. Learning is carried out through intracurricular activities, co-curricular activities, and projects to strengthen the Pancasila Student Profile. As a result, the Merdeka Curriculum has created a more active and participatory learning environment at SD Muhammadiyah 23 Semanggi. Students develop 21st-century skills, such as critical thinking, creativity, and digital literacy. In addition, teachers and principals play a key role in supporting the success of this implementation. The conclusion of this study shows that the Merdeka Curriculum makes a significant contribution to improving student learning outcomes overall, emphasizing the importance of the role of educators in supporting this change.

References

Abd Rahman, B. P., Munandar, S. A., Fitriani, A., Karlina, Y., & Yumriani, Y. (2022). Pengertian Pendidikan, Ilmu Pendidikan Dan Unsur-Unsur Pendidikan. Al-Urwatul Wutsqa: Kajian Pendidikan Islam, 2(1), 1-8.

Achmad, G. H., Ratnasari, D., Amin, A., Yuliani, E., & Liandara, N. (2022). Penilaian Autentik Pada Kurikulum Merdeka Belajar Dalam Pembelajaran Pendidikan Agama Islam Di Sekolah Dasar. Edukatif: Jurnal Ilmu Pendidikan, 4(4), 5685-5699.

Alhayat, A., Rusman, R., & Pulhehe, N. (2023). Implementasi Kurikulum Merdeka Di Sekolah Dasar Penggerak (Studi Best Practice di SDN 189 Neglasari Bandung). Jurnal Basicedu, 7(4), 2335-2341.

Ardianti, Y., & Amalia, N. (2022). Kurikulum Merdeka: Pemaknaan Merdeka Dalam Perencanaan Pembelajaran Di Sekolah Dasar. Jurnal Penelitian Dan Pengembangan Pendidikan, 6(3), 399-407.

Arifin, Z., & Yaqin, A. (2022). Pengaruh Profesionalisme Guru Terhadap Prestasi Belajar Siswa. Buletin Edukasi Indonesia, 1(02), 39-45.

Azis, A. C. K., & Lubis, S. K. (2023). Asesmen Diagnostik sebagai Penilaian Pembelajaran dalam Kurikulum Merdeka di Sekolah Dasar. Pena Anda: Jurnal Pendidikan Sekolah Dasar, 1(2), 20-29.

Harapan, E. (2016). Visi Kepala Sekolah Sebagai Penggerak Mutu Pendidikan. JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan), 1(2), 133-145.

Inayati, U. (2022, August). Konsep Dan Implementasi Kurikulum Merdeka Pada Pembelajaran abad-21 di SD/MI. In ICIE: International Conference on Islamic Education (Vol. 2, pp. 293-304).

Indarta, Y., Jalinus, N., Abdullah, R., & Samala, A. D. (2021). 21st Century Skills: Tvet Dan Tantangan Abad 21. Edukatif: Jurnal Ilmu Pendidikan, 3(6), 4340-4348.

Indra, I. M., Yuhanidah, H., Putri, A. N., Arifatunissa, M., Padli, H., Khasanah, U., ... & Hermawan, S. (2023). Merdeka Belajar Melalui Sekolah Penggerak. Penerbit Tahta Media.

Juahab, J. (2019). Peran Dan Tanggung Jawab Kepala Sekolah Dan Guru Dalam Pengembangan Kurikulum. Bada’a: Jurnal Ilmiah Pendidikan Dasar, 1(1), 23-30.

Julaeha, S. (2019). Problematika Kurikulum Dan Pembelajaran Pendidikan Karakter. Jurnal Penelitian Pendidikan Islam, 7(2), 157.

Khasanah, V. A., & Muthali’in, A. (2023). Penguatan Dimensi Bernalar Kritis Melalui Kegiatan Proyek Dalam Kurikulum Merdeka. Jurnal Dimensi Pendidikan dan Pembelajaran, 11(2), 172-180.

Muktamar, A., Yusri, H., Amalia, B. R., Esse, I., & Ramadhani, S. (2024). Transformasi Pendidikan: Menyelami Penerapan Proyek P5 Untuk Membentuk Karakter Siswa. Journal Of International Multidisciplinary Research, 2(2), 1-8.

Noor, I. H., Izzati, A., & Azani, M. Z. (2023). Implementasi Kurikulum Merdeka Pada Mata Pelajaran Pendidikan Agama Islam. Iseedu: Journal of Islamic Educational Thoughts and Practices, 7(1), 30-47.

Sahnan, A., & Wibowo, T. (2023). Arah Baru Kebijakan Kurikulum Merdeka Belajar Di Sekolah Dasar. SITTAH: Journal of Primary Education, 4(1), 29-43.

Salam, F. (2023). Implementasi Proyek Penguatan Profil Pelajar Pancasila (P5) Dalam Kurikulum Merdeka Di Homeschooling. Proceeding Umsurabaya.

Santika, I. G. N., Suarni, N. K., & Lasmawan, I. W. (2022). Analisis Perubahan Kurikulum Ditinjau Dari Kurikulum Sebagai Suatu Ide. Jurnal Education and development, 10(3), 694-700.

Solehudin, D., Priatna, T., & Zaqiyah, Q. Y. (2022). Konsep Implementasi Kurikulum Prototype. Jurnal Basicedu, 6(4), 7486-7495.

Yamin, M., & Syahrir, S. (2020). Pembangunan Pendidikan Merdeka Belajar (Telaah Metode Pembelajaran). Jurnal Ilmiah Mandala Education, 6(1).

Downloads

Published

18-08-2024

How to Cite

Viona Rosalina, M. D. ., & Amalia , N. . (2024). Implementasi Kurikulum Merdeka di Sekolah Dasar Penggerak : (Studi Kasus SD Muhammadiyah 23 Semanggi). Cetta: Jurnal Ilmu Pendidikan, 7(3), 245–258. https://doi.org/10.37329/cetta.v7i3.3510

Issue

Vol. 7 No. 3 (2024)

Section

Articles

License

Copyright (c) 2024 Maritsya Dyah Viona Rosalina, Nur Amalia

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

An author who publishes in the Cetta : Jurnal Ilmu Pendidikan agrees to the following terms:

  • Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal
  • Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgement of its initial publication in this journal.
  • Author is  permitted and encouraged to post his/her  work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).

Read more about the Creative Commons Attribution-ShareAlike 4.0 Licence here: https://creativecommons.org/licenses/by-sa/4.0/.