Cindy Adelina O Hutabarat, Dio Fani Erdo

Pembelajaran IPS Kurikulum Merdeka SMP-SMA

Introduction

Pembelajaran ips kurikulum merdeka smp-sma. Pahami Kurikulum Merdeka untuk Pembelajaran IPS di SMP-SMA. Kurikulum ini menyesuaikan pemahaman siswa, menanamkan pendidikan karakter, serta mendorong inovasi dan belajar mandiri.

Abstract

Pengembangan kurikulum sangat berpengaruh dalam proses pembelajaran siswa, sehingga dapat mencapai tujuan pembelajaran IPS di jenjang SD, SMP, dan SMA. Pengembangan kurikulum saat ini, yaitu kurikulum mandiri, dinilai sangat tepat karena proses pembelajaran menyesuaikan dengan tingkat pemahaman setiap siswa. Penulis memahami bahwa kemampuan setiap peserta didik dalam menyerap materi pembelajaran berbeda-beda, sehingga guru tidak dapat menggunakan satu metode pembelajaran yang sama untuk semua siswa. Dengan begitu, guru akan lebih mudah mencapai tujuan pembelajaran IPS. Berdasarkan hal tersebut, dapat diketahui bahwa kurikulum mandiri memuat pendidikan karakter yang dapat diterapkan pada pembelajaran IPS. Meskipun dalam kurikulum mandiri ini mata pelajaran IPS dipadukan dengan mata pelajaran IPA sehingga menjadi IPA, namun tidak mengurangi kemampuan guru dalam mengimplementasikannya. Hal ini diperlukan agar guru mampu mengintegrasikan nilai-nilai karakter dalam pembelajaran. Terobosan kebijakan pembelajaran mandiri ini memiliki tujuan tersendiri, yaitu agar pada satuan pendidikan atau sekolah, guru dan siswa memiliki kebebasan untuk berinovasi, belajar mandiri, dan berkreasi.

Review

This paper, titled "Pembelajaran IPS Kurikulum Merdeka SMP-SMA," presents a strong advocacy for the Merdeka Curriculum in enhancing Social Studies (IPS) learning at the junior and senior high school levels. The abstract emphasizes the curriculum's adaptive nature, highlighting its ability to cater to individual student understanding and diverse learning styles. It posits that this student-centered approach is crucial for achieving IPS learning objectives and fostering character education. The paper implicitly argues for the efficacy of this new policy, suggesting that it empowers teachers and students with greater freedom for innovation, independent learning, and creative expression within the educational framework. A key strength of the presented abstract lies in its clear articulation of the philosophical underpinnings and intended benefits of the Merdeka Curriculum. It successfully frames the curriculum as a progressive development that addresses the long-standing challenge of varied student absorption rates, thereby promoting a more personalized learning experience. The focus on integrating character education within IPS is commendable, aligning with broader goals of holistic education. Furthermore, the abstract touches upon a significant structural change within the curriculum—the integration of IPS with Science (IPA)—and asserts that this does not diminish the teacher's capacity to implement the curriculum effectively, thereby offering a positive outlook on a potentially complex pedagogical shift. However, the abstract primarily functions as a descriptive statement of beliefs and intentions rather than a presentation of empirical findings or a critical analysis. It asserts the benefits and successful implementation without providing any methodological details, data, or evidence to substantiate these claims. For instance, the statement that the integration of IPS with IPA "tidak mengurangi kemampuan guru dalam mengimplementasikannya" (does not reduce the teacher's ability to implement it) is a crucial assertion that would typically require empirical investigation. Additionally, the phrasing "dipadukan dengan mata pelajaran IPA sehingga menjadi IPA" (integrated with Science so that it becomes Science) raises a significant question regarding the distinct identity and objectives of Social Studies learning within this integrated structure, which warrants further clarification or a deeper pedagogical explanation. Future research would greatly benefit from empirical studies validating these claims, exploring actual classroom practices, teacher challenges, and student outcomes under the Merdeka Curriculum, especially concerning the integration of subject matter.

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