DAMPAK PERALIHAN KURIKULUM 2013 KE KURIKULUM MERDEKA BELAJAR PADA GURU DI SD NEGERI 014 DELI MAKMUR

Abstract

The impact of the 2013 curriculum transition to an independent curriculum certainly has an impact on teachers, both positive and negative. This research aims to describe the impact of the 2013 curriculum transition to the independent learning curriculum on teachers at the 014 Deli Makmur State Elementary School in class I and class IV of elementary school. This research uses a qualitative approach with a naturalistic inquiry type of research. The techniques and instruments used in data collection were observation, interviews and documentation with class I and class IV teachers. Data validity techniques include source triangulation, engineering triangulation, and time triangulation. Data analysis uses the Milles and Huberman model, namely data analysis, data reduction and data presentation to obtain conclusions. The conclusions of this research show the positive and negative impacts of the transition from the 2013 curriculum to the independent learning curriculum on teachers. To determine the impact experienced by teachers, we need differentiating components between the 2013 curriculum and the independent curriculum. The 2013 curriculum components include Analyzing Basic Competencies (KD), Formulating Learning Objectives (TP) independently, Developing a Flow of Learning Objectives (ATP), Designing Learning and Assessment (Formative and Summative). Meanwhile, the components of the independent curriculum include Understanding CP (Learning Achievements), Formulating Learning Objectives (TP), Developing a Flow of Learning Objectives (ATP) from Learning Objectives, Designing Learning and Assessment (Initial, Formative and Summative).