KESIAPAN GURU DALAM MENERAPKAN KURIKULUM MERDEKA DI TK NURUL UMMAH KOTAGEDE YOGYAKARTA

Septiana Putri, NIM.: 21104030036 (2025) KESIAPAN GURU DALAM MENERAPKAN KURIKULUM MERDEKA DI TK NURUL UMMAH KOTAGEDE YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The implementation of the Kurikulum Merdeka at the early childhood education level requires comprehensive teacher readiness to ensure that educational goals ar e achieved optimally. This study aims to analyze teachers’ understanding of the Kurikulum Merdeka, describe their readiness in terms of emotional, cognitive, and behavioral aspects, and identify the challenges and solutions encountered in its implementation at Nurul Ummah Kindergarten, Kotagede. The research employed a qualitative approach with a descriptiveanalytical method. Data were collected through interviews, observations, and documentation, and analyzed through data reduction, data presentation, and conclusion drawing. The findings reveal that teachers at Nurul Ummah Kindergarten possess adequate understanding of the Kurikulum Merdeka, particularly in relation to project-based learning, flexible teaching methods, the strengthening of literacy and numeracy, and the integration of religious and character values into learning activities. In terms of readiness, teachers demonstrated cognitive readiness through their ability to comprehend concepts and prepare lesson plans, emotional readiness through enthusiasm and responsibility in carrying out learning, and behavioral readiness through classroom management, collaboration with colleagues, and consistent evaluation of learning. Thus, teacher readiness was not only reflected in cognitive mastery but also in attitudes, values, and actual practices in the learning process. Nevertheless, several challenges were identified, including limited parental understanding of the Kurikulum Merdeka approach, insufficient learning media and facilities, and teachers’ emotional instability in managing classroom dynamics. To address these challenges, teachers conducted continuous socialization with parents, utilized simple and locally available media, applied differentiated instruction according to children’s needs, and actively participated in professional training and learning communities.

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