Implementasi Kurikulum Merdeka di SMPN 27 Semarang

Abstract

Penelitian ini bertujuan untuk mengetahui implementasi Kurikulum Merdeka dalam pembelajaran IPS di SMP N 27 Semarang.Metode yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui observasi dan wawancara.Hasil penelitian ini menunjukan bahwa implementasi Kurikulum Merdeka belum optimal karena pemahaman guru masih terbatas,pembelajaran masih berpusat pada guru,serta terdapat kendala sarana dan prasarana.meskipun demikian,guru mulai menerapkan pembelajaran berbasis proyek dan asesmen formatif secara sederhana. Meskipun demikian,terdapat upaya yang dilakukan oleh guru untuk mengatasi kendala tersebut,seperti mulai menerapkan pembelajaran berbasisi proyek (Project Based Learning) dan penggunaan asesmen formatif sederhana.Dengan demikian,implementasi Kurikulum Merdeka di SMP N 27 Semarang masih berada pada tahap adaptasi dan memerlukan dukungan berkelanjutan berupa peningkatan kompetensi guru,penyediaan sarana prasarana,serta penguatan komunitas belajar guru agar pelaksanaan kurikulum dapat berjalan lebih efektif.

Kata Kunci: Kurikulum  Merdeka, IPS, Implementasi, Guru, Asesmen  

Abstract

This study aims to determine the implementation of the Independent Curriculum in social studies learning at SMP N 27 Semarang. The method used is descriptive qualitative with data collection techniques through observation and interviews. The results of this study indicate that the implementation of the Independent Curriculum is not optimal because teacher understanding is still limited, learning is still teacher-centered, and there are obstacles in facilities and infrastructure. However, teachers have begun to implement project-based learning and simple formative assessments. However, there are efforts made by teachers to overcome these obstacles, such as starting to implement project-based learning and the use of simple formative assessments. Thus, the implementation of the Independent Curriculum at SMP N 27 Semarang is still in the adaptation stage and requires ongoing support in the form of improving teacher competencies, providing infrastructure, and strengthening teacher learning communities so that curriculum implementation can run more effectively.

Keywords: Independent Curriculum, Social Studies, Implementation, Teachers, Assessment