IMPLEMENTASI PEMBELAJARAN KURIKULUM MERDEKA DI TK PKK 113 KARTINI SEWON BANTUL

Raisa Putri Auliani, NIM.: 20104030041 (2024) IMPLEMENTASI PEMBELAJARAN KURIKULUM MERDEKA DI TK PKK 113 KARTINI SEWON BANTUL. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The developments experienced in the world of education need adaptation. All educators and students must be able to develop for the better with these developments. Especially now that digitalization has begun to spread to all aspects of life. Educational resources can now be accessed in other online media. Not all educators can apply this access, one of which is because the internet network does not yet exist or the application is not understood. Especially in 2019 there was an outbreak of the covid-19 disaster which made the education system online-based. The main impact that occurs is loss learning. This development has brought Indonesian education to the advancement of its education system through a new curriculum, namely the independent curriculum. Although in its application the government has provided choices based on its readiness, there are still schools, especially PAUD units, that have not implemented the independent curriculum. However, there are also many PAUD units that have implemented the independent curriculum since its inception. This research aims to find out how the implementation of independent curriculum learning in PAUD units. This type of research is descriptive qualitative research. The data sources taken are students and teachers at TK PKK 113 Kartini Sewon Bantul. Data collection techniques are observation, interview and documentation. The data analysis technique used is descriptive analytical. Checking the validity of the findings using triangulation of techniques and sources. The results of this study indicate that PKK 113 Kartini Kindergarten Sewon Bantul is a driving school that has its own assessment application called ASIK (Kartini Innovative Assessment). This school is given special supervision and assistance regarding the implementation of the independent curriculum. So that in the implementation of learning as a whole it has been implemented, such as project-based intracurricular learning, co-curricular or P5, and extracurricular, the learning design has referred to the learning outcomes, the operational curriculum has been made in accordance with the independent curriculum. However, in the implementation process there are still several obstacles and shortcomings that are passed, such as the number of children is not proportional to the teacher, lack of time management in preparing lessons, assessments and developing creative learning, especially looking for references on social media. Based on these obstacles, the efforts made by teachers to overcome them are in the form of holding a learning community or coaching every week, more actively looking for references on social media, managing time as well as possible and having many discussions with fellow teachers.

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