The Challenges of Implementing the Independent Curriculum in Elementary Schools

Friska Ria Sitorus

doi:10.52005/belaindika.v6i1.155

Friska Ria Sitorus Universitas Prima Indonesia

DOI: https://doi.org/10.52005/belaindika.v6i1.155

Keywords: Challenges, Independent Curriculum, Elementary School

Abstract

Curriculum change is a necessity that is interpreted as curriculum development and must be implemented since it is demand of the times. However, in implementing the curriculum changes, before the 2006 curriculum to the 2013 curriculum, there were problems faced. This research aims to examine the problems of implementing the Independent Curriculum faced by schools, teachers, and students. The data were collected through the fourth-grade teachers and the school principal. This research site is at SD Negeri 2 Pilot Blangkejeren. Data collection techniques use interviews and observation. This research figures out, firstly, frequent changes in regulations and repeated revisions of regulations, uneven training for teachers, incomplete facilities and infrastructure, handbooks for teachers and students handbooks, changes in scientific culture, school literacy movements, and internal supervision are not yet completed, optimal. Secondly, most students are from middle-class families background who have less learning support from their parents. Besides, in the learning process conducted in the teacher center learning students are passive.

References

[1] Angga, Suryana, C., Nurwahidah, I., Hernawan, A. H., & Prihantini. (2022). Komparasi Implementasi Kurikulum 2013 dan Kurikulum Merdeka di Sekolah Dasar. Jurnal Basicedu, vol.6. no.4. pp. 5877-5889.
[2] Hartawati, F., & Karim, M. (2024). Tantangan Guru Dalam Implementasi Kurikulum Merdeka Di Sekolah Menengah Pertama (SMP). Jurnal Ilmiah Pendidikan Bahasa,Sastra Indonesia dan Daerah, vol. 14. no.1. pp. 185-190.
[3] Kemendikbud. Kementrian Pendidikan Dan Kebudayaan. Jakarta: Kementrian Pendidikandan Kebudayaan, 2012.
[4] Kebudayaan, Kementerian Pendidikan dan “Pedoman Penerapan Kurikulum Dalam Rangka Pemulihan Pembelajaran.” Menpendikbudristek (2022): 1–112.
[5] Sukmadinata, Nana Syaodih. Pengembangan Kurikulum Teori Dan Praktek. Ed. PT. Remaja Rosdakarya. Bandung: N.p., 2006.
[6] Mendikbudristek. “No 07 Tahun 2022 Tentang Standar Isi PAUD, SD, SMP.” Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi (2021): 1–10.
[7] Sitorus, F. R., Waruwu, K. K., Salim, & Febry, A. (2023). Analisis Penerapan Kurikulum Merdeka Belajar Padatingkat Sekolah Menengah Atas. Jurnal Pendidikan West Science, vol.01, no. 06, pp. 328-334.
[8] Sumarsih, I., Marliyani, T., Hadiyansah, Y., Hernawan, A. H., & Prihantini. (2022). Analisis Implimentasi Kurikulum Merdeka di Sekolah Penggerak Sekolah Dasar. Jurnal Basicedu, vol.6, no.5, pp. 8248-8258.

[9] Suwardi, A. A., & Aliyyah, R. R. (2023). Implementasi Kurikulum Merdeka: Strategi Guru dalam Mengelola Minat Belajar Siswa pada Sekolah Dasar. Karimah Tauhid, vol.2. no.6. pp. 2948-2965.
[10] Warsihna, J., Ramdani, Z., Amri, A., Kembara, M. D., Steviano, I., Anas, Z., et al. (2023). Tantangan Dan Strategi Implementasi Kurikulum Merdeka Pada Jenjang Sd: Sebuah Temuan Multi-Perspektif. Jurnal Teknologi Pendidikan, vol. 11. No. 01. Pp. 296-311.
[11] Yansah, O., Asbari, M., Jamaludi, G. M., Marin, A., & MS, Z. (2023). Implementasi Kebijakan Kurikulum Merdeka di Sekolah Dasar: Tantangan dan Peluang. Journal of Informastion Systems and Management , vol. 02. no. 05 pp. 48-52.