Yuanita Wardhani, Siti Maryatul Kiptiyah

Analisis kesiapan guru dalam implementasi Kurikulum Merdeka di SDN 5 Mendenrejo Kecamatan Kradenan Kabupaten Blora Tahun Ajaran 2023/2024

Introduction

Analisis kesiapan guru dalam implementasi kurikulum merdeka di sdn 5 mendenrejo kecamatan kradenan kabupaten blora tahun ajaran 2023/2024. Analisis kesiapan guru implementasi Kurikulum Merdeka di SDN 5 Mendenrejo, Blora. Temukan tantangan, upaya, dan pemahaman guru dalam perencanaan serta pelaksanaan kurikulum.

Abstract

Pentingnya kesiapan guru dalam implementasi kurikulum merdeka menuntut guru agar senantiasa memiliki persiapan dalam implementasi kurikulum merdeka. Namun, yang terjadi di SDN 5 Mendenrejo dalam implementasi kurikulum merdeka belum dilakukan secara sempurna. Penelitian ini bertujuan mendeskripsikan dan menganalisis kesiapan guru dalam implementasi kurikulum merdeka di SDN 5 Mendenrejo. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif. Subjek dalam penelitian ini yakni kepala sekolah, guru kelas I, guru kelas II, guru kelas IV dan guru kelas V. Teknik analisis data yang digunakan pada penelitian ini yakni kualitatif model interaktif Miles and Huberman 2014. Hasil Penelitian menunjukkan bahwa perencanaan dan pelaksanaan implementasi kurikulum merdeka masih berjalan kurang maksimal. Perencanaan dan pelaksanaan kesiapan implementasi kurikulum merdeka meliputi landasan hukum, tujuan pembelajaran, pendekatan pembelajaran, model pembelajaran, media pembelajaran, kegiatan pendahuluan, kegiatan inti dan kegiatan penutup serta proses asesmen. Guru sudah cukup memahami sebagian proses perencanaan yakni landasan hukum, tujuan pembelajaran, pendekatan pembelajaran, model pembelajaran dan media pembelajaran. Sedangkan proses pelaksanaan guru sudah melaksanakan sesuai dengan modul ajar yang telah disusun. Faktor yang mempengaruhi kesiapan maupun ketidaksiapan guru dalam implementasi kurikulum merdeka yakni kemampuan penggunaan teknologi yang dimiliki oleh guru masih kurang maksimal. Upaya yang dilakukan guru, sekolah hingga pemerintah yakni ketiga instansi terkait saling mendukung untuk memaksimalkan implementasi kurikulum merdeka dengan pemerintah mengadakan pelatihan, sekolah memberikan dorongan kepada guru untuk mengikuti pelatihan, sedangkan guru memiliki inisiatif untuk berpartisipasi dalam pelatihan tersebut. Simpulan dalam penelitian ini bahwa secara keseluruhan guru SDN 5 Mendenrejo sudah melaksanakan implementasi kurikulum merdeka dengan baik.

Review

The study, "Analisis kesiapan guru dalam implementasi Kurikulum Merdeka di SDN 5 Mendenrejo Kecamatan Kradenan Kabupaten Blora Tahun Ajaran 2023/2024," addresses a timely and critical issue in Indonesian education: teacher readiness for the *Kurikulum Merdeka*. The importance of this research lies in its direct relevance to current national educational policy implementation and the need to understand its practical application at the school level. By focusing on a specific primary school, SDN 5 Mendenrejo, the research provides a valuable snapshot of the challenges and progress made by educators in adapting to new curricular demands. The qualitative, descriptive approach, involving key stakeholders such as the school principal and various grade-level teachers, is appropriate for exploring the multifaceted nature of teacher readiness in this context. The abstract highlights several key findings that contribute to our understanding of the implementation process. It notes that while initial planning and execution were "kurang maksimal" (less than optimal), teachers demonstrated a foundational understanding of core components, including legal bases, learning objectives, approaches, models, and media. Furthermore, the abstract indicates that teachers are actively implementing the curriculum according to prepared teaching modules. A significant factor identified as influencing readiness is the suboptimal use of technology among teachers. Encouragingly, the study points to a collaborative effort involving government-led training, school-level encouragement, and teachers' own initiatives as mechanisms to overcome these challenges. Despite the initial hurdles, the overall conclusion is positive, suggesting that teachers at SDN 5 Mendenrejo are generally implementing *Kurikulum Merdeka* well. While the abstract presents a coherent narrative of progress, there are a few areas that could benefit from further elucidation within the full paper. The initial assertion that implementation "belum dilakukan secara sempurna" (not yet perfectly implemented) and planning/execution were "kurang maksimal" seems to somewhat contrast with the final conclusion that teachers are implementing "dengan baik" (well). A clearer explanation of this transition, perhaps emphasizing the journey of improvement rather than an instantaneous state, would strengthen the narrative. Additionally, delving deeper into *why* technology use is "kurang maksimal" – beyond simply stating it – by exploring specific skill gaps, access issues, or pedagogical beliefs, would provide richer insights. Finally, while the findings offer valuable context for SDN 5 Mendenrejo, future research could consider exploring a broader range of schools or employing mixed methods to offer more generalizable conclusions regarding the nationwide implementation of *Kurikulum Merdeka*.

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