Navigating Merdeka curriculum in first grade: teacher challenges and strategies

Salati Asmahasanah, Irma Cintya Chairunnissa, Nurman Hakim
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引用次数: 0

Abstract

This study investigates the difficulties encountered by first-grade teachers in implementing the Merdeka Curriculum and analyzes the techniques used to overcome these obstacles. A qualitative research methodology with a descriptive approach was utilized to gather data via observation, interviews, and documentation, followed by a thorough analysis of data reduction, presentation, and conclusion drawing. The findings reveal various challenges, including the lack of familiarity with the new terminology for learning outcomes, objectives, lesson plans, and modules related to the Pancasila Student Profile Strengthening Project (P5). Furthermore, students demonstrate inadequate preparation for the Pancasila Student Profile Project. Educators respond by seeking official information on the Merdeka Curriculum through Ministry of Education and Culture resources, participating in relevant webinars, discussing with colleagues, and embracing new pedagogical approaches and media. Additionally, collaboration with students and parents is emphasized for the productive implementation of lesson plans and project modules. This study suggests implementing ongoing support mechanisms such as continuous training and resource sharing to improve teachers' competencies in implementing Merdeka Curriculum effectively in first grade.
引导一年级默迪卡课程:教师的挑战和策略
本研究调查了一年级教师在实施默迪卡课程时遇到的困难,并分析了克服这些障碍的方法。采用定性研究方法和描述性方法,通过观察、访谈和文档收集数据,然后对数据减少、演示和结论绘制进行彻底分析。调查结果揭示了各种挑战,包括不熟悉与Pancasila学生概况加强项目(P5)相关的学习成果、目标、课程计划和模块的新术语。此外,学生们对Pancasila学生简介项目的准备不足。教育工作者的回应是,通过教育部和文化部的资源寻求有关独立课程的官方信息,参加相关的网络研讨会,与同事讨论,并采用新的教学方法和媒体。此外,强调与学生和家长的合作,以有效地实施课程计划和项目模块。本研究建议实施持续的支持机制,如持续培训和资源共享,以提高教师在一年级有效实施默迪卡课程的能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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