ANALISIS KESULITAN GURU SD DALAM MENYUSUN MODUL AJAR PENDIDIKAN PANCASILA PADA KELAS 3 SEKOLAH DASAR DI KABUPATEN BANGLI

Abstract

The implementation of the Merdeka Curriculum requires teachers to develop teaching modules that are appropriate to learning objectives and students’ characteristics. In Grade III Pancasila Education at Elementary Schools in Cluster II, Bangli Regency, teachers still experience difficulties in developing teaching modules, particularly in determining appropriate learning models or methods and preparing assessments according to students’ abilities. This study aimed to analyze the forms of difficulties, contributing factors, and efforts made by teachers to overcome these difficulties. The study employed a descriptive qualitative approach involving Grade III teachers at SD Negeri 1 Bebalang, SD Negeri 2 Bebalang, and SD Negeri 3 Bebalang. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data presentation, and conclusion drawing. The results showed that teachers experienced difficulties in understanding the teaching module format, formulating learning objectives, developing learning activities, determining learning models or methods, and preparing assessments and assessment rubrics. The most prominent difficulties were determining learning models or methods and preparing assessments that accommodated students’ diverse abilities. The contributing factors included limited Merdeka Curriculum training and learning resources in all three schools, as well as school support at SD Negeri 1 and SD Negeri 2 Bebalang. The efforts included participating in training, self-directed learning, utilizing learning resources, discussing with fellow teachers, and adapting learning activities and assessments to students’ characteristics.