Implementation of the Merdeka Curriculum in Mathematics Learning at SMP Negeri 3 Sukoharjo in the Academic Year 2022/2023 Zulfa Izzana
Universitas Sebelas Maret
Abstract
This qualitative descriptive research aims to explore the implementation of the Merdeka Curriculum in mathematics education at SMP Negeri 3 Sukoharjo. The study involved key informants, including school authorities, mathematics teachers, and seventh-grade students, and utilized documents like teaching modules and assessments. Purposive sampling was employed for data collection through observations, interviews, questionnaires, and document analysis, ensuring data validity via method and source triangulation. Interactive analysis techniques were used for data analysis.
The findings revealed that teachers demonstrated a strong grasp of the Merdeka Curriculum^s learning outcomes, making necessary adjustments to provided teaching modules. While student-centered approaches were attempted, further refinements were required in their teaching practices. Periodic formative assessments were conducted, aiding in identifying students needing extra attention. Challenges faced included limited teacher knowledge about the curriculum, the need for implementation adjustments, inadequate facilities, difficulties in student-centered and differentiated learning, lack of curiosity, and monotonous teaching methods.
To address these challenges, efforts included regular teacher training, supervision, and evaluation, as well as enhancing facilities and infrastructure. Relevant assessments were developed, and teacher collaboration was promoted. Stimulus and motivation were provided to students, fostering a collaborative learning environment, and open communication between students and teachers was encouraged. These concerted efforts aimed to enhance the effectiveness of the Merdeka Curriculum implementation, ultimately improving mathematics education at SMP Negeri 3 Sukoharjo.
Keywords: implementation of the Merdeka Curriculum, formative assessments, differentiated teaching
