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All Journal FOSTER: Journal of English Language Teaching Jurnal Riset dan Inovasi Pembelajaran REGISTER JOURNAL
Santaria, Rustan
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Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Manajemen dan Evaluasi Penerapan Kurikulum Merdeka di SMK Pusat Keunggulan Yahya, Nursanti; Santaria, Rustan; Muhaemin, Muhaemin
Jurnal Riset dan Inovasi Pembelajaran Vol. 4 No. 2 (2024): Mei-Agustus 2024
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v4i2.1567

Abstract

Penelitian ini bertujuan untuk mendeskripsikan karakteristik Kurikulum Merdeka di Sekolah Menengah Kejuruan (SMK) Sebagai Pusat Keunggulan, menganalisis pelaksanaan Kurikulum Merdeka di UPT SMK Negeri 2 Palopo pada penerapan kompetensi di dunia industri, dan mengetahui penerapan Kurikulum Merdeka di UPT SMK Negeri 2 Palopo. Orientasi penelitian ini bertumpu pada pemahaman dan evaluasi terhadap Kurikulum Merdeka sebagai inovasi dalam dunia pendidikan di Indonesia. Metode penelitian yang digunakan adalah penelitian deskriptif kuantitatif dengan menggunakan tiga pendekatan, yakni pendekatan psikologis, pendekatan sosiologis, dan pendekatan teologis normatif. Data diperoleh melalui wawancara, observasi, dan studi dokumentasi dengan melibatkan kepala sekolah, wakil kepala sekolah, guru, dan peserta didik di UPT SMK Negeri 2 Palopo sebagai informan. Hasil penelitian menunjukkan bahwa Kurikulum Merdeka di UPT SMK Negeri 2 Palopo telah diimplementasikan dengan baik. Peserta didik mendapatkan keleluasaan dalam memilih dan mengatur pembelajaran sesuai dengan minat, bakat, dan kebutuhan mereka sendiri, sementara para guru merasakan bahwa kurikulum ini memberikan fleksibilitas dan memudahkan proses pembelajaran. Evaluasi kurikulum melalui rapat evaluasi pembelajaran juga menunjukkan kerjasama yang baik antara pihak sekolah, pengawas bina, dan dinas pendidikan, yang menjadi kunci keberhasilan dalam pelaksanaan kurikulum tersebut. Kesimpulan dari penelitian ini adalah bahwa implementasi Kurikulum Merdeka di UPT SMK Negeri 2 Palopo telah berhasil, dengan rekomendasi untuk terus meningkatkan kualitas implementasi kurikulum tersebut melalui pelatihan bagi guru dan pendekatan kolaboratif antara berbagai pihak terkait.
Manajemen dan Evaluasi Penerapan Kurikulum Merdeka di SMK Pusat Keunggulan Yahya, Nursanti; Santaria, Rustan; Muhaemin, Muhaemin
Jurnal Riset dan Inovasi Pembelajaran Vol. 4 No. 2 (2024): May-August 2024
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v4i2.1567

Abstract

Penelitian ini bertujuan untuk mendeskripsikan karakteristik Kurikulum Merdeka di Sekolah Menengah Kejuruan (SMK) Sebagai Pusat Keunggulan, menganalisis pelaksanaan Kurikulum Merdeka di UPT SMK Negeri 2 Palopo pada penerapan kompetensi di dunia industri, dan mengetahui penerapan Kurikulum Merdeka di UPT SMK Negeri 2 Palopo. Orientasi penelitian ini bertumpu pada pemahaman dan evaluasi terhadap Kurikulum Merdeka sebagai inovasi dalam dunia pendidikan di Indonesia. Metode penelitian yang digunakan adalah penelitian deskriptif kuantitatif dengan menggunakan tiga pendekatan, yakni pendekatan psikologis, pendekatan sosiologis, dan pendekatan teologis normatif. Data diperoleh melalui wawancara, observasi, dan studi dokumentasi dengan melibatkan kepala sekolah, wakil kepala sekolah, guru, dan peserta didik di UPT SMK Negeri 2 Palopo sebagai informan. Hasil penelitian menunjukkan bahwa Kurikulum Merdeka di UPT SMK Negeri 2 Palopo telah diimplementasikan dengan baik. Peserta didik mendapatkan keleluasaan dalam memilih dan mengatur pembelajaran sesuai dengan minat, bakat, dan kebutuhan mereka sendiri, sementara para guru merasakan bahwa kurikulum ini memberikan fleksibilitas dan memudahkan proses pembelajaran. Evaluasi kurikulum melalui rapat evaluasi pembelajaran juga menunjukkan kerjasama yang baik antara pihak sekolah, pengawas bina, dan dinas pendidikan, yang menjadi kunci keberhasilan dalam pelaksanaan kurikulum tersebut. Kesimpulan dari penelitian ini adalah bahwa implementasi Kurikulum Merdeka di UPT SMK Negeri 2 Palopo telah berhasil, dengan rekomendasi untuk terus meningkatkan kualitas implementasi kurikulum tersebut melalui pelatihan bagi guru dan pendekatan kolaboratif antara berbagai pihak terkait.
Implementation of English Language Teaching Methods under Merdeka Curriculum: A Case Study of Junior High Schools in Palopo Tri Ulandari, Andi Hasri; Santaria, Rustan; Wisran, Wisran
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i4.265

Abstract

This study aims to analyze the application of English teaching methods based on the Merdeka Curriculum at the junior high school level in Palopo City. The main focus of this study is to identify the methods used, the barriers faced by teachers, and their perceptions of these methods. This study employs a mixed-methods approach with an explanatory sequential design. Data were collected through observations, questionnaires, and interviews with English teachers at four schools, two public and two private. The results indicate that private schools tend to be more proactive in implementing methods such as project-based learning and communicative language teaching, whereas public schools remain dominated by conventional methods. The barriers faced by teachers are divided into three categories: internal, external, and contextual. However, teachers have a positive perception of the Merdeka Curriculum and demonstrate a willingness to develop more contextual teaching methods. This study recommends the need for ongoing training, improved infrastructure, and policy support to optimize the implementation of the Merdeka Curriculum.
Developing Digital English-Speaking Materials for Students at Islamic Senior High School Widyastuti, Friska; Santaria, Rustan; Sukirman, Sukirman
Register Journal Vol. 18 No. 2 (2025): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v18i2.319-340

Abstract

Limited learning is the critical gap in English-speaking materials for Islamic senior high schools in Indonesia, which is that students must struggle, including a lack of vocabulary, grammatical errors, pronunciation difficulties, and poor fluency. Although current research has focused on all educational levels, there remains a notable scarcity of materials integrating Islamic values within communicative English teaching frameworks. The research aims to develop digital English-speaking materials that embed Islamic values into pedagogically sound language learning activities while emphasizing authentic communicative competence as the primary objective. The research employed the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model through a Research and Development approach. Data were collected through needs analysis, expert validation, classroom observations, and student questionnaires at MA Al-Falah Lemahabang. The developed e-book encompasses seven fundamental public speaking aspects integrated with Quranic verses and Islamic themes, including the Five Pillars of Islam, Ramadhan, charity, halal food ethics, and Islamic greetings. Based on the results of the research that thematic coherence between Islamic content and communicative tasks expands language learning by providing authentic contexts for giving opinions, describing, and narrating. Expert validation confirms that moral elements complement rather than overshadow language-learning goals. However, critical limitations include predominantly text-based digitization rather than truly interactive multimodal resources, single-site implementation restricting generalizability, and tensions between religious contextualization and activities requiring critical analysis or disagreement. The materials successfully balance linguistic objectives with value-based outcomes, contributing to improved speaking competence, cultural sensitivity, and critical intercultural competence. Future development should incorporate multimedia elements, interactive simulations, explicit integration of critical discourse skills, multi-site implementations, and longitudinal studies to ensure Islamic content enhances rather than constrains authentic language use.
Co-Authors Muhaemin Muhaemin Sukirman Sukirman Tri Ulandari, Andi Hasri Widyastuti, Friska Wisran, Wisran Yahya, Nursanti