Problematika Guru Dalam Menerapkan Kurikulum Merdeka di Madrasah Ibtidaiyah

Abstract

This research aims to outline and identify various problems that arise in theimplementation of the Merdeka Curriculum by teachers at Islamic ElementarySchool. The method used is descriptive qualitative, with data collection throughobservation, interviews and documentation. The main focus of this researchis how the Independent Curriculum is implemented and the challenges facedby teachers. Subjects involved in the research include principals, teachers, andstudents. The research results show that the independent curriculum has beenimplemented starting in the 2023/2024 academic year. Direct implementationwithout adequate preparation or training can be an obstacle to implementation.In its implementation, teachers are required to develop learning achievements,design learning objectives, develop learning objectives, develop projectbasedteaching, and apply learning that supports strengthening the profile of Pancasila students. This is a problem because at the implementation stage, teachers experience limitations in the availability of student books, the scope of material is too broad and requires high reasoning, and difficulties in determining appropriate teaching strategies and methods. In project-based learning, teachers also experience problems in designing projects that are relevant to the material and determining appropriate forms of assessment. Meanwhile, the solution to overcome these various problemsis that teachers can take part in workshops and discussion forums in teacher working groups (KKG) who participate in Merdeka Curriculum training, coordinate with colleagues, and actively seek information and references related to the implementation of the Merdeka Curriculum.