Optimalisasi kesiapan guru Sekolah Dasar mengadapi Kurikulum Merdeka di SDN Sukaperna I Kecamatan Talaga Majalengka

Authors

  • Febby Fajar Nugraha Universitas Kuningan
  • Gilang Kripsiyadi Praramdana Universitas Kuningan
  • Pajar Anugrah Prasetio Universitas Kuningan

DOI:

https://doi.org/10.22460/as.v6i1.14462

Keywords:

Kurikulum Merdeka

Abstract

 The rapid development of technology and the high needs of society demand a better curriculum reorientation. The independent curriculum is the answer to human needs in the world of education. The implementation of the independent curriculum in early 2022 has a positive impact on the development of the world of education because it answers the community's need for high-quality education. However, in its implementation, the independent curriculum needs acceleration in its implementation, currently, only the driving school facilitators are the spearhead of the independent curriculum socialization activities. With this, the school still feels confused about implementing the independent curriculum. The purpose of this activity program is to provide training and mentoring for teachers who are required to implement an independent curriculum in order to improve the quality of education in elementary schools. The method used in this Community Service is through a workshop, lecture, question and answer approach, and mentoring in implementing the independent curriculum, with the mentoring process expected to provide opportunities for teachers according to the training theme. This community service activity can provide direct benefits to partners in improving understanding and skills related to independent curriculum implementation activities, indicators of the success of community service activities are marked by the enthusiasm of the teachers in participating in training activities.   

References

Ayu Tiwikrama, Sri, dkk. (2021). Merdeka Belajar Dari Rumah: Pemberdayaan

Masyarakat Berbasis Lokalitas Dimasa Pandemi Covid-19, dalam

Jurnal Pemberdayaan Masyarakat 34, Volume 9 No. 1. ISSN: 2355-

Badan Standar Kurikulum dan Asesmen Pendidikan. (2021). Kajian Akasemik Kurikulum Untuk Pemulihan Pembelajaran. Pusat Kurikulum Dan Pembelajaran Badan Standar, Kurikulum, Dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, Dan Teknologi, 123.

Bahtiar, M. A. (2016). Kurikulum development of environmental education based on

local wisdom at elementary school. Jurnal Internasional of Learning Teaching and

Educational Research. Universitas Muhammadiyah. Gresik.

Hewi, La. (2020). “Refleksi Hasil PISA (The Programme For International

Student Assesment): Upaya Perbaikan Bertumpu Pada Pendidikan Anak

Usia Dini)â€, dalam Jurnal l Golden Age, Universitas Hamzanwadi Vol.

No. 1. Hal. 30-41 E-ISSN: 2549-7367.

Kemendikbudristek. (2022). Implementasi Kurikulum Merdeka.

https://kurikulum.gtk.kemdikbud.go.id/ , Diakses pada tanggal 29 Agustus

pukul 19.11 WIB.

Nur Ika Trisnawati, Septian. (2022). Kurikulum Prototipe sebagai Opsi Pendidikan

di Indonesia. Jakarta: Tahta Media Group

Puslitjakdibud. (2021). Risalah Kebijakan 2021. November, 1–4.

Rahayu, G.D.S dan Firmansyah, D. (2018). Pengembangan pembelajaran inovatif

berbasis pendampingan bagi guru sekolah dasar. Jurnal Abdimas Siliwangi, 1 (1),

-25

Ritonga, M. (2018). Politics and Policy Dynamics of Changing the Education Curriculum in Indonesia until the Reformation Period. Bina Gogik, 5(2), 1–15.

Saputra. (2013). Enhacing local wisdom through local content of elementary school in java. Jurnal of Global Summit on Education. Universitas Indonesia. Depok.

Downloads

Additional Files

Published

2023-02-24