IMPLEMENTASI KURIKULUM MERDEKA BAGI GURU SEKOLAH PENGGERAK DI SDN TELAGA BARU

Astri, Ayu. Implementation of Merdeka Curriculum Implementation for Movers School Teachers at SDN Telaga Baru. Thesis. Master of Pedagogy. University of Muhammadiyah Malang. Supervisor (1) Dr. Erna Yayuk, M.Pd. Supervisor (2) Assc. Prof. Ichsan Anshory AM, M.Pd.The curriculum is an important component in education, the curriculum is the most important part because education cannot be carried out effectively if the curriculum is not implemented in learning. It is in learning that teachers, as the frontline in learning, play akey role in the implementation of the independent curriculum, especially in driving schools, so this is the background for this study to analyze learning by teachers of SDN Telaga Baru in designing, implementing, and assessing learning in the classroom using
the independent curriculum using a qualitative research design with a narrative inquiry research method. The results of the study show that before designing lessons, teachers equip themselves with understanding, perceptions, and information about the independent
curriculum through technical guidance training, seeking information from the independent platform to discussing peer themes so that it makes it easier for teachers to compile their own planning in the form of teaching modules. In making teaching modules, teachers analyze learning outcomes or CP, formulate learning objectives or TP and TP are sorted into a flow of learning objectives or ATP. In the teacher's planning,teaching materials and LKPDs are included to help learning activities which contain a summary of the material, assessment format, theory and practice questions, and information. Teachers design assessments as outlined in the learning module which contains an assessment plan equipped with assessment instruments and assessment procedures according to learning objectives. In the implementation of learning based on the independent curriculum, teachers carry out introductory, core and closing activities in accordance with the previously made plans contained in the teaching module. In the implementation of learning assessment, teachers conduct assessments through diagnostic,
formative, and summative assessments