Iftakhul Kalimatul Jannah, Hayuni Retno Widarti, Candra Utama

Analysis Of Ipas Learning Problems In The Merdeka Curriculum At Grade V

Introduction

Analysis of ipas learning problems in the merdeka curriculum at grade v. Explore challenges in Merdeka Curriculum's IPAS learning for Grade V students. This study reveals teacher difficulties in tools, methods, and assessment, urging further evaluation.

Abstract

The implementation of the Merdeka Curriculum in Indonesia marked a fundamental change in the approach to learn, gave teachers and students more freedom with an emphasis on practice, projects and differentiation of learning. This research revealed a number of challenges in implementing the Merdeka Curriculum, especially in the context of IPAS subjects. Although the Merdeka Curriculum provided freedom, teachers were faced with obstacles such as difficulties in preparing learning tools and determining the right methods. The implementation of formative assessment as an integral part of the curriculum also showed its own complexities. Although efforts had been made to overcome the barriers, this study concluded that further evaluation was needed to measure the positive impact of Merdeka Curriculum on IPAS learning and assessed the extent to which this curriculum was able to increasing student engagement and understanding at the primary school level. IPAS learning combined Natural Science and Social Science, it required teachers who were able to integrate complex concepts, prepared teaching materials and methods that were suitable for IPAS Class V.

Review

This study, "Analysis Of Ipas Learning Problems In The Merdeka Curriculum At Grade V," addresses a highly pertinent and timely topic concerning the implementation of Indonesia's Merdeka Curriculum, specifically within the integrated Natural Science and Social Science (IPAS) subject for fifth-grade students. The abstract effectively highlights the fundamental shift introduced by this curriculum, emphasizing its focus on freedom, practice, and differentiation. By identifying the challenges encountered by teachers in this new educational landscape, the research positions itself as crucial for understanding the practical hurdles in translating policy into effective classroom practice, thereby offering valuable insights for future curriculum refinement and support mechanisms. A key strength evident from the abstract is its identification of specific operational difficulties faced by educators in implementing the Merdeka Curriculum within the IPAS context. The study points to significant obstacles such as difficulties in preparing appropriate learning tools, determining suitable teaching methods, and navigating the intricacies of formative assessment. It correctly underscores the unique demands of IPAS, which necessitates teachers capable of integrating complex concepts and preparing specialized teaching materials. These observations provide valuable practical insights into the discrepancies between curriculum design intentions and the realities of classroom application. While the abstract successfully outlines a critical problem domain, it also inherently points towards areas for deeper exploration and future research. The conclusion that "further evaluation was needed to measure the positive impact of Merdeka Curriculum on IPAS learning and assessed the extent to which this curriculum was able to increasing student engagement and understanding" suggests a vital next phase. For the full paper, a more detailed presentation of the specific methodologies employed to uncover these challenges would significantly enhance its robustness. Subsequent work building on this analysis should ideally propose and test concrete interventions to address the identified problems, ultimately providing empirical evidence of their impact on both teacher efficacy and student learning outcomes and engagement within the Merdeka Curriculum framework.

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