Aguslina Gea, Mokosuli Yeremia Semuel, Dany Christian Posumah, Meity N. Tanor, Sukmarayu P. Gedoan, Femmy R. Kawuwung

Analisis Hambatan Pembelajaran Biologi dalam Implementasi Kurikulum Merdeka di SMA Katolik St. Rosa De Lima Tondano

Introduction

Analisis hambatan pembelajaran biologi dalam implementasi kurikulum merdeka di sma katolik st. Rosa de lima tondano. Analisis hambatan pembelajaran Biologi Kurikulum Merdeka di SMA Tondano. Temukan tantangan guru (waktu, fasilitas) dan faktor internal siswa (minat, motivasi) yang menghambat implementasi kurikulum.

Abstract

This study aims to analyze the obstacles faced by biology teachers and students in the implementation of the Independent Curriculum at St. Rosa De Lima Catholic High School in Tondano. The Merdeka Curriculum emphasizes freedom of thought, project-based learning, and the development of critical and collaborative thinking skills, but its implementation still faces obstacles at the secondary school level. This study uses a descriptive qualitative approach with data collection techniques through observation, questionnaires, interviews, and documentation. The research subjects consisted of one biology teacher and ten students of class X. Data were analyzed descriptively, qualitatively, and quantitatively with percentage support to describe the level of resistance based on four main indicators: learning process, teaching materials, assessment, and curriculum information. The results of the study show that teachers' obstacles in the implementation of the Independent Curriculum are relatively low with an average of 18.6%, especially in terms of time management, limited laboratory facilities, and limited digital learning resources. In contrast, internal student factors such as interest, motivation, readiness, and attention had an average of 67.17%, while external factors included family, school environment, and community support at 55.5%. These findings indicate that the success of the implementation of the Independent Curriculum depends on the pedagogical readiness of teachers, the availability of learning facilities, and the support of a conducive learning environment. This research contributes to providing an empirical picture of the challenges of implementing the Independent Curriculum in biology learning and becomes the basis for the development of adaptive, collaborative, and student-centered learning strategies.

Review

This study presents a timely investigation into the challenges of implementing the Merdeka Curriculum in biology education at a specific high school in Indonesia. The research effectively outlines its aim to identify obstacles faced by both teachers and students, employing a descriptive qualitative approach triangulated with observation, questionnaires, interviews, and documentation. The methodology, involving one biology teacher and ten students, is clearly stated, and the analytical framework focusing on learning process, teaching materials, assessment, and curriculum information is appropriate for the stated objectives. A key finding is the relatively low level of obstacles reported by teachers (18.6%), primarily concerning time management, limited laboratory facilities, and digital learning resources, which provides an initial optimistic perspective on teacher adaptation to the new curriculum. However, the study reveals a more significant challenge from the student perspective. Internal student factors such as interest, motivation, readiness, and attention present substantial obstacles, averaging 67.17%. This high percentage indicates a critical area needing intervention, suggesting that while teachers may be adapting, student engagement and preparedness for the curriculum's demands remain a hurdle. Furthermore, external factors encompassing family, school environment, and community support also contribute significantly to these obstacles at 55.5%. These findings collectively highlight that the successful integration of the Merdeka Curriculum is not solely a matter of teacher training or resources, but deeply intertwined with student readiness and the broader socio-educational ecosystem. The research's contribution lies in providing an empirical snapshot of the implementation challenges in a specific context, offering valuable insights for educators and policymakers. The conclusion that success hinges on pedagogical readiness, facility availability, and a conducive learning environment is well-supported by the data. While the small sample size (one teacher, ten students) limits the generalizability of the findings, it serves as a strong preliminary study, laying the groundwork for more extensive research. The call for adaptive, collaborative, and student-centered learning strategies is a pertinent recommendation that could enhance the effectiveness of the Merdeka Curriculum, particularly in addressing the high internal and external student obstacles identified.

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