KONSEP TEACHER LIBRARIAN DALAM IMPLEMENTASI KURIKULUM MERDEKA DI SEKOLAH DASAR TUMBUH 3 YOGYAKARTA

Siti Rahmatul Azkiya, S.Pd, NIM.: 21200011074 (2023) KONSEP TEACHER LIBRARIAN DALAM IMPLEMENTASI KURIKULUM MERDEKA DI SEKOLAH DASAR TUMBUH 3 YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Tumbuh 3 Elementary School Yogyakarta is an inclusive school designed for children with various abilities and various learning styles carried out by all educators, including teacher librarians. In Indonesia, the teaching profession is separate from the librarian profession. However, this school has had a teacher librarian since its inception. This study aims to examine the concept of the dual role of the teacher librarian in the implementation of the independent curriculum at the Tumbuh 3 Elementary School in Yogyakarta. It is studied using the integrated instruction model from Montiel-Overall and Paulo Freire's critical pedagogical theory of thought. This research uses a descriptive case study qualitative method approach. Three informants were determined using a purposive sampling technique. Data collection techniques using observation techniques, semi-structured interviews, and documentation. Data were analyzed through organizing information, looking for relationships between several categories and carrying out interpretations and generalizations to present research results descriptively. The results showed that the concept of the librarian teacher in the implementation of the independent curriculum at the Tumbuh 3 Elementary School Yogyakarta followed almost all the indicators in the integrated learning model. For the basic principle indicators, teacher librarians already have flexibility, deep trust, knowledge, collegiality communication. Indicators of the work of teacher librarians are only covered in shared vision, common goals, and co-creation of integrated instruction. For joint planning and thinking, the Head of Curriculum (HOC) of the Growing School has been carried out. The next indicator is that librarian teachers play a dual role in implementing the independent curriculum through problem posing education according to critical pedagogical theory. The last indicator, teacher librarians have no obligation to measure students' academic achievement in literacy learning.

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