Rini Syevyilni Wisda

Elementary School Teachers' Perception Towards The Implementation of The Independent Curriculumin Elementary School

Introduction

Elementary school teachers' perception towards the implementation of the independent curriculumin elementary school. Discover elementary teachers' perceptions of the Independent Curriculum's implementation. Uncover their enthusiasm, challenges, and the critical impact of training on learning experiences.

Abstract

The independent curriculum is one form of offering to create a learning process, a meaningful learning experience. This study aims to determine how teachers perceive the implementation of the independent learning concept according to the characteristics and uniqueness of the independent curriculum. The method used is a descriptive qualitative method through a phenomenological approach. The data collection process is through interviews and documentation. That the teacher's perception of the implementation of the curriculum is that teachers are enthusiastic and respond positively to the new curriculum, and really appreciate the implementation of the curriculum, more attention is needed in the implementation of the independent curriculum at SD Rayon III, namely, the experience of teachers in teaching, teacher education who teach, competency development or teacher training on the independent curriculum, so that they are able to design the advantages of the independent curriculum. It is concluded that teacher perception is one of the influences on the implementation of the independent curriculum.

Review

This paper addresses a highly pertinent and contemporary issue concerning the implementation of the Independent Curriculum in Indonesian elementary schools, focusing specifically on teachers' perceptions. The Independent Curriculum, presented as an initiative to foster meaningful learning experiences, necessitates a clear understanding of its reception among key stakeholders. The study articulates its aim clearly: to determine how teachers perceive the curriculum's implementation, aligning with its unique characteristics. Employing a descriptive qualitative method with a phenomenological approach, and utilizing interviews and documentation for data collection, the research sets out to capture the lived experiences and views of elementary school teachers. The findings indicate a predominantly positive initial response from teachers, who are described as enthusiastic and appreciative towards the new curriculum. This positive perception is a crucial factor for the successful integration of any educational reform. However, the study also judiciously highlights critical areas requiring further attention. These include the varying levels of teacher experience, the educational background of teaching staff, and, most importantly, the need for enhanced competency development and specific training regarding the Independent Curriculum. These insights suggest that while the conceptual framework of the curriculum is well-received, practical implementation faces challenges related to teacher preparedness and ongoing professional support, which could hinder teachers' ability to fully leverage the curriculum's intended advantages. While the abstract effectively outlines the study's aims and key findings, a more detailed elaboration on the specific context of 'SD Rayon III' and the generalizability of these findings would strengthen its implications. The phenomenological approach promises deep insight into teacher experiences; thus, the full paper would ideally expand on the nuances of these perceptions beyond simple positive/negative framing, particularly concerning the challenges identified. Despite this, the study makes a valuable contribution by providing preliminary insights into teacher attitudes towards a significant educational reform. It underscores that teacher perception, while largely positive in this context, is complex and intricately linked to practical support mechanisms, offering a crucial baseline for policymakers and curriculum developers to ensure more effective and equitable implementation across the elementary education sector.

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