Implementation of the teacher's role in implementing the Kurikulum Merdeka in elementary school

Abstract

ARTICLE INFO One of the latest initiatives from the Kementerian Pendidikan, Kebudayaam, Riset, dan Dikti (Kemendikbudristek) is the Merdeka Curriculum to improve the quality of students who have competitiveness in facing future developments. To implement a Merdeka Curriculum, the role of teachers is very crucial. This research aims to determine the implementation of the teacher's role in implementing the Kurikulum Merdeka using descriptive qualitative methods. The research was conducted at SDIT Fadhilah Pekanbaru by collecting data through observation, interviews, and documentation. The results of this research indicate that the Kurikulum Merdeka has been implemented by teachers, who play a role in (1) planning a learning program, starting from creating an ATP and being able to formulate specific learning objectives according to student needs; (2) implementing the program that has been created, namely by using varied learning methods and media and involving students in active learning; and (3) carry out regular evaluations and reflections to assess learning outcomes. In this study, researchers found several difficulties faced by teachers in implementing the Kurikulum Merdeka, including difficulties in time management and limited facilities and infrastructure. However, as professional educators, teachers still try to optimize existing facilities to implement a Kurikulum Merdeka with innovative and flexible learning according to the needs and demands of the Industrial Revolution 4.0.