Penerapan Kurikulum Merdeka Pada Sekolah Peenggerak kelas IV Tingkat Sekolah Dasar

Rusmana, Siti Mutia (2025) Penerapan Kurikulum Merdeka Pada Sekolah Peenggerak kelas IV Tingkat Sekolah Dasar. S1 thesis, UNIVERSITAS JAMBI.

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan perencanaan, pelaksanaan dan evaluasi dalam Penerapan kurikulum merdeka pada sekolah penggerak di Sekolah Dasar Negri 64/IV Kota Jambi yang di laksanakan pada semester ganjil 2024/2025. Penelitian ini dilakukan di SDN 64/IV Kota Jambi selama lebih dari enam bulan. Pengumpulan data penelitian dilakukan dengan cara observasi, wawancara, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa penerapan kurikulum merdeka dilakukan secara strategis dengan melibatkan kepala sekolah, guru, serta bimbingan dari pemerintah dan lembaga terkait. Perencanaan ini mencakup penyusunan kurikulum satuan pendidikan, alur tujuan pembelajaran, rancangan asesmen, pengembangan perangkat ajar, serta perencanaan proyek Penguatan Profil Pelajar Pancasila (P5). Pelaksanaan kurikulum dilakukan di kelas VI masih belum fleksibel. P5 menjadi bagian integral dalam pembelajaran serta kesadaran lingkungan. Pembelajaran berdiferensiasi diterapkan agar materi sesuai dengan minat dan kemampuan siswa, sementara penilaian dilakukan secara formatif dan sumatif. Penggunaan media pembelajaran seperti infokus serta kolaborasi antara guru, orang tua, dan masyarakat turut meningkatkan efektivitas pembelajaran. Evaluasi dan refleksi dilakukan secara berkala untuk menilai kesiapan sekolah, pemahaman guru, efektivitas strategi pembelajaran, serta pengelolaan sumber daya. Meskipun masih terdapat tantangan dalam kesiapan guru, pendekatan yang belum fleksibel dan inovatif yang masih bisa dikembangkan guna menciptakan lingkungan belajar yang interaktif, kontekstual, dan bermakna bagi peserta didik. Penerapan kurikulum merdeka di sekolah dasar dapat di simpulkan bahwa sekolah penggerak di kelas VI belum fleksibilitas bagi guru dalam merancang pembelajaran yang berpusat pada peserta didik. Melalui pendekatan diferensiasi pelaksanaan pembelajaran berbasis proyek, serta penguatan Profil Pelajar Pancasila, siswa mendapatkan pengalaman belajar yang lebih holistik. Meskipun terdapat tantangan dalam kesiapan guru, pelatihan dan pendampingan berkelanjutan telah membantu meningkatkan kompetensi guru. Evaluasi berkala memastikan efektivitas penerapan kurikulum, sehingga menciptakan lingkungan belajar yang inklusif, relevan, dan berorientasi pada pengembangan karakter serta kompetensi siswa. This study aims to describe the planning, implementation and evaluation in the implementation of the independent curriculum in driving schools at the State Elementary School 64/IV Jambi City which will be carried out in the odd semester of 2024/2025. This research was conducted at SDN 64/IV Jambi City for more than six months. Research data collection was carried out by means of observation, interviews, and documentation studies.The results of the study show that the implementation of the independent curriculum is carried out strategically by involving school principals, teachers, and guidance from the government and related institutions. This planning includes the preparation of the curriculum of the educational unit, the flow of learning objectives, the design of assessments, the development of teaching tools, and the planning of the Strengthening the Pancasila Student Profile (P5) project. The implementation of the curriculum in grade VI is still not flexible. P5 is an integral part of learning and environmental awareness. Differentiated learning is applied so that the material is in accordance with students' interests and abilities, while assessment is carried out formative and summative. The use of learning media such as infocus and collaboration between teachers, parents, and the community also increases the effectiveness of learning. Evaluation and reflection are carried out periodically to assess school readiness, teacher understanding, effectiveness of learning strategies, and resource management.Although there are still challenges in teacher readiness, there are still inflexible and innovative approaches that can be developed to create an interactive, contextual, and meaningful learning environment for students. The application of the independent curriculum in elementary schools can be concluded that driving schools in grade VI do not have flexibility for teachers in designing student-centered learning. Through a differentiated approach to the implementation of project-based learning, as well as strengthening the Pancasila Student Profile, students get a more holistic learning experience. Despite challenges in teacher readiness, continuous training and mentoring have helped improve teacher competence. Periodic evaluations ensure the effectiveness of curriculum implementation, thereby creating an inclusive, relevant, and development-oriented learning environment for students' character and competencies.

Type:	Thesis (S1)
Uncontrolled Keywords:	Kurikulum Merdeka, Sekolah Penggerak, Sekolah Dasar
Subjects:	L Education > L Education (General)
Divisions:	Fakultas Keguruan dan Ilmu Pendidikan > PGSD
Depositing User:	RUSMANA
Date Deposited:	21 Apr 2025 01:58
Last Modified:	21 Apr 2025 01:58
URI:	https://repository.unja.ac.id/id/eprint/77485

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