Handaryani, Prabu Edo Yudistia, Eka Sartika

Perspektif Modul Ajar IPS Dalam Kurikulum Merdeka Tingkat Pendidikan SMP

Introduction

Perspektif modul ajar ips dalam kurikulum merdeka tingkat pendidikan smp. Kaji efektivitas Microsoft Teams untuk modul ajar IPS di SMP dalam Kurikulum Merdeka. Temukan bagaimana kualitas pengajaran & efektivitas belajar meningkat, didukung penelitian kualitatif.

Abstract

The aim of this research is to determine the effectiveness of useMicrosoft Teams in social science subjects. The research method used is descriptive qualitative using Miles and Huberman data analysis techniques which consist of data reduction, presentation and inference or verification. This research uses observation, interview and documentation guidelines. The results of this research show that the use of Microsoft Teams as a learning tool in social studies subjects is considered effective as reflected in learning effectiveness indicators which include teaching quality, appropriate level of teaching, incentives. and the time that must be shared together to express it. All aspects and performance indi-cators are continuous with each other and have met the performance declaration criteria.

Review

This submission presents a significant and fundamental misalignment between its stated title and the content outlined in the abstract. The title, "Perspektif Modul Ajar IPS Dalam Kurikulum Merdeka Tingkat Pendidikan SMP," suggests a qualitative exploration or analysis of social studies teaching modules within the context of the Merdeka Curriculum at the junior high school level. However, the abstract abruptly shifts focus, declaring its aim to "determine the effectiveness of use Microsoft Teams in social science subjects." These are two distinct research topics, making it impossible to ascertain the paper's true subject matter or its intended contribution. This discrepancy immediately raises concerns about the paper's coherence, scope, and overall research question. Beyond the critical mismatch, the abstract's description of the methodology and results also warrants scrutiny. While it states a "descriptive qualitative" method utilizing Miles and Huberman's data analysis, the aim to "determine the effectiveness" of Microsoft Teams typically calls for a more robust quantitative or mixed-methods approach to provide conclusive evidence of effectiveness, rather than just descriptions of perceptions. The listed "learning effectiveness indicators" – teaching quality, appropriate level of teaching, incentives, and shared time – are highly subjective and lack clear operational definitions within a qualitative framework as described. It remains unclear how these indicators were assessed and synthesized to definitively conclude that Microsoft Teams is "effective." In conclusion, the paper, as presented through its title and abstract, suffers from a severe identity crisis. The core issue is that the abstract describes a study completely different from what the title suggests. Before any deeper review of the full manuscript could be undertaken, the authors must urgently address this fundamental inconsistency. They need to either revise the title to accurately reflect the study described in the abstract (i.e., focusing on Microsoft Teams) or completely rewrite the abstract to align with the title's stated focus on social studies teaching modules in the Merdeka Curriculum. Without this critical revision, the paper lacks a clear direction and its potential contribution cannot be effectively evaluated.

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