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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Geografi
Hanana, Alna
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Earth & Planetary Sciences Education Environmental Science Social Sciences Other

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Factor influencing of teachers’ readiness to implement the Independent Curriculum Delita, Fitra; Sidauruk, Tumiar; Hanana, Alna; Wirda, Mona Adria
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.29141

Abstract

The education curriculum in Indonesia is gradually changing from the 2013 Curriculum to the Independent “Merdeka” Curriculum. The new curriculum is certainly a challenge for teachers. The aim of this research is to analyze the factors that influence teacher’s readiness and to measure the level of teacher readiness in implementing the Independent Curriculum. This quantitative research was designed using a survey method. The participants involved were 172 teachers from elementary, middle, and high school education levels in Medan City, Indonesia. Data were collected using online questionnaires and interviews. Data analysis was conducted using descriptive statistics using mean scores, factor analysis, and multiple linear regression t-test. The research results show the level of teachers’ readiness in implementing the Independent Curriculum based on gender, age, and years of teaching experience, both at elementary, middle, and high school levels with a mean interval of 6.00–6.99 (the initiation level). Subsequently, there are four dominant factors that influence teachers’ readiness to implement the Independent Curriculum, which are teacher, school, government policy, and student. The teacher factor contributed the most in determining teachers’ readiness to implement the Independent Curriculum (43.7%).
Using Learning Platforms to Support Online Learning in Junior High School Berutu, Nurmala; Hanana, Alna
JURNAL GEOGRAFI Vol. 15 No. 1 (2023): JURNAL GEOGRAFI
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jg.v15i1.42772

Abstract

The online learning process can be done through various e-learning platforms. The determination of the platform should consider the dimensions of the teacher and those of the students. This study aims to analyze the use of the e-learning platform from the perspective of teachers and students in junior high school. This quantitative research design uses a descriptive method. Participants consisted of 91 teachers and 165 students in Medan City. Data were collected by questionnaire via Google Forms. Quantitative data analysis used descriptive statistics to obtain the percentages for each indicator. Then the presentation of data is done with tables and diagrams. The results showed that teachers and students have different perspectives on each e-learning platform supporting the learning process. Based on the philosophy of teachers and students, it can be stated that 1) teachers and students prefer Google Classroom to Edmodo as an LMS in Online Learning. This is because Google Classroom is easier to use, more interactive, and more efficient; 2) Google Meet is the application most often used and preferred by teachers and students in direct virtual Learning. Even though Zoom Cloud Meeting has a more attractive appearance and features, Google Meet is easier to access and considered to save internet quota; 3) As many as 43% of teachers and 49% of students prefer a combination of Google Classroom, Google Meet, WA Group to support the online learning process. Meanwhile, 41% of teachers and 42% of students prefer a combination of Google Classroom, Zoom Cloud Meeting, and WA Group as an e-learning platform. Only a few teachers and students choose the variety of Edmodo Zoom and WhatsApp groups and the combination of Edmodo, Google Meet, and WhatsApp groups.Keywords: E-Learning Platform, Student Perspective, Teacher Perspective
Co-Authors Fitra Delita, Fitra Mona Adria Wirda Nurmala Berutu Tumiar Sidauruk