Vocational High School Teachers' Perception of The Implementation of Merdeka Curriculum
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Institusion
Universitas PGRI Adi Buana Surabaya
Author
Adiningtyas, Arum
Subject
L Education (General)
Datestamp
2024-09-03 08:04:56
Abstract :
This study aims to find out the perceptions of vocational high school teachers' understanding of the implementation of the Merdeka curriculum. There are changes and updates to the Merdeka curriculum. These differences and updates lie in the structure of the curriculum in the Merdeka curriculum, the learning system that uses a block learning system, as well as changes in the components of the learning device which are used as guidelines by the teacher in the teaching and learning process. With this research, the author knows more deeply and in detail about what is in the Merdeka curriculum. This research also provides an overview of phenomena or issues in the education world, especially in the Merdeka curriculum. This study used a qualitative approach and the data produced in this study were the perceptions of EFL teachers at vocational high schools regarding the implementation of the Merdeka curriculum. English teachers at vocational high schools were used as data sources in the interview process and transcript process. Then the data were analyzed using reduction analysis. Based on the results of this study, Merdeka's curriculum structure contains an intracurricular learning group of subjects that is divided into two groups: a general group that is mandatory to form student norms, and a major group that is assigned to each student based on their expertise program, which aims to prepare them for the workforce. The Merdeka curriculum structure contains the Pancasila Student Profile, which represents the teacher's hopes for students. In terms of implementation, it is still necessary to consider a block system when creating the learning system. The Teaching Module is a very detailed learning tool where in the Learning Outcomes the teacher can modify or add according to the innovations they have.
This study aims to find out the perceptions of vocational high school teachers' understanding of the implementation of the Merdeka curriculum. There are changes and updates to the Merdeka curriculum. These differences and updates lie in the structure of the curriculum in the Merdeka curriculum, the learning system that uses a block learning system, as well as changes in the components of the learning device which are used as guidelines by the teacher in the teaching and learning process. With this research, the author knows more deeply and in detail about what is in the Merdeka curriculum. This research also provides an overview of phenomena or issues in the education world, especially in the Merdeka curriculum. This study used a qualitative approach and the data produced in this study were the perceptions of EFL teachers at vocational high schools regarding the implementation of the Merdeka curriculum. English teachers at vocational high schools were used as data sources in the interview process and transcript process. Then the data were analyzed using reduction analysis. Based on the results of this study, Merdeka's curriculum structure contains an intracurricular learning group of subjects that is divided into two groups: a general group that is mandatory to form student norms, and a major group that is assigned to each student based on their expertise program, which aims to prepare them for the workforce. The Merdeka curriculum structure contains the Pancasila Student Profile, which represents the teacher's hopes for students. In terms of implementation, it is still necessary to consider a block system when creating the learning system. The Teaching Module is a very detailed learning tool where in the Learning Outcomes the teacher can modify or add according to the innovations they have.
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