Misrawita Misrawita, M. Iqbal Alfarisy, Rita Amelia Alimin, Hendri Gunawan, Liza Efriyenti

Implementation Of curriculum Needs Analysis In Junior High School

Introduction

Implementation of curriculum needs analysis in junior high school. Analyze junior high school curriculum needs to align learning with science, tech, student demands, and 21st-century skills. Research identifies gaps and recommends flexible, contextual curriculum development.

Abstract

The implementation of curriculum needs analysis at the junior high school (SMP) level is a very important step to ensure that the learning process taking place in schools is truly in line with developments in science and technology. Not only that, this analysis is also key to ensuring that learning is able to respond to the real needs of students and the community, as well as keeping up with the demands of the ever-changing world of education and industry. This research was conducted as part of these efforts, using a combination of library research and field surveys. Library research was conducted to explore various theoretical references and previous studies, while field surveys were carried out through the distribution of questionnaires and interviews with students and teachers at SMP Negeri 2 Kamang Magek. Additionally, data was collected through direct observation in the school environment and an analysis of documents related to the curriculum used. The main focus of this research is to identify the gap between the ideal curriculum and the curriculum that has been implemented in schools. In other words, this research aims to determine the extent to which the existing curriculum can meet the needs of students and the demands of the times, while also identifying priorities in curriculum development to make it more flexible, contextual, and adaptive. The results of the data analysis indicate that the current curriculum still has several weaknesses that need to be addressed. Key areas requiring attention include curriculum flexibility, the integration of character values, and the alignment of instructional materials with the characteristics and needs of students. A rigid and irrelevant curriculum can hinder effective and meaningful learning processes. Therefore, this study recommends the development of a more adaptive and contextual curriculum, as well as one that is oriented towards strengthening 21st-century skills, such as critical thinking, creativity, communication, and collaboration. Equally important, the integration of Islamic values into the curriculum needs to be continuously strengthened as part of efforts to build the character, morals, and spirituality of students. Some concrete steps recommended include adjusting the content of learning to better suit the character and potential of students, strengthening local content that can enrich the learning experience, improving teacher competence, and developing a flexible and dynamic curriculum. Thus, curriculum needs analysis is not merely an academic study but also a crucial foundation for creating a more quality, relevant, and effective education system that can better prepare the younger generation to face future challenges.

Review

This paper addresses a highly pertinent issue: the implementation of curriculum needs analysis at the junior high school level. The study effectively articulates the critical importance of this analysis in ensuring educational alignment with developments in science and technology, student and community needs, and the evolving demands of education and industry. The research employs a robust mixed-methods approach, combining comprehensive theoretical exploration through library research with practical insights gathered via field surveys. These surveys involved questionnaires, interviews with students and teachers, direct observation, and document analysis at SMP Negeri 2 Kamang Magek, providing a well-rounded data collection strategy. The clearly defined objective to identify the gap between the ideal and implemented curriculum, assess its relevance, and prioritize development towards flexibility, contextuality, and adaptiveness sets a strong and commendable premise for the study. The findings compellingly highlight significant weaknesses in the current curriculum, specifically its lack of flexibility, insufficient integration of character values, and misalignment with student characteristics and needs. The abstract effectively argues that this rigidity directly hinders effective and meaningful learning processes. The recommendations are forward-looking and actionable, advocating for a more adaptive and contextual curriculum that explicitly fosters crucial 21st-century skills such as critical thinking, creativity, communication, and collaboration. Furthermore, the emphasis on integrating Islamic values for holistic character, moral, and spiritual development is a significant aspect of the proposed improvements. While the abstract clearly identifies *what* needs attention, a deeper exploration of the specific criteria used to define the "ideal" curriculum and the root causes contributing to the observed rigidities could further enrich the analytical depth of the full paper. Ultimately, this study offers valuable insights and concludes with a set of concrete, actionable recommendations, including adjusting content to student potential, strengthening local content, improving teacher competence, and developing a flexible and dynamic curriculum. These recommendations underscore the study's practical utility, positioning curriculum needs analysis not merely as an academic exercise but as a vital foundation for systemic educational improvement. The paper makes a strong case for creating a more relevant, quality, and effective education system to better prepare students for future challenges. To further enhance its impact and practical guidance, the full paper could benefit from discussing potential implementation barriers and offering strategies to overcome them, thereby providing a more comprehensive roadmap for educational stakeholders.

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