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All Journal Jurnal Kreativitas PKM Jurnal Pendidikan dan Konseling Cakrawala Repositori Imwi Jurnal ComunitA Servizio Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak
Dameria Sinaga
Universitas Kristen Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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IMPLEMENTATION OF CURRICULUM IN SCHOOLS: MONITORING AND SUPERVISION Nikodemus Saung Poleallo; Mesta Limbong; Dameria Sinaga
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 5 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i5.4381

Abstract

Curriculum implementation in schools is a complex process that requires a systematic approach to ensure that educational goals are effectively achieved. One crucial aspect of this process is monitoring and supervision, which serve as oversight and support mechanisms for teachers and school staff. Monitoring involves continuous observation and data collection on curriculum implementation, while supervision focuses on providing guidance and evaluation to teachers to improve the quality of their teaching. This article examines various effective monitoring and supervision methods, including classroom observations, surveys and questionnaires, as well as clinical supervision and peer review. This analysis demonstrates that systematic monitoring can help identify weaknesses and problems in curriculum implementation early, enabling schools to take timely corrective action. Furthermore, supervision that focuses on teachers' professional development can enhance their teaching skills and motivation, which in turn contributes to improving the quality of learning for students. This article also identifies key challenges in implementing monitoring and supervision, such as resource constraints and resistance to change. By presenting case studies and best practices from various schools, this article offers practical recommendations for overcoming these challenges and improving the effectiveness of monitoring and supervision.
PERAN STRATEGIS GURU PENGGERAK DALAMKREATIVITAS PEMBELAJARAN BERBASIS PROYEK PADA KURIKULUM MERDEKA DI PENDIDIKAN DASAR Dameria Sinaga; Melda Rumia Rosmery Simorangkir
Al-ATHFAL: Jurnal Pendidikan Anak Vol. 7 No. 2 (2026): April
Publisher : LPPM IAD Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/5vdatw24

Abstract

Studies on the role of Guru Penggerak in optimizing the implementation of the Merdeka Curriculum in primary education are essential to obtain empirical insights into the program’s contribution to improving learning quality. This study aims to analyze the strategic role of Guru Penggerak in supporting the implementation of the Merdeka Curriculum, which emphasizes student-centered learning, curriculum flexibility, and the strengthening of character education and 21st-century competencies. This research employed a qualitative method with a descriptive phenomenological approach grounded in the social definition paradigm. The study was conducted at SDN Cakung Timur 09 Pagi, Jakarta, Indonesia. Data were collected through observation, in-depth interviews, and documentation. The findings indicate that Guru Penggerak possess a comprehensive understanding of the concepts and objectives of the Merdeka Curriculum, as reflected in the implementation of project-based learning, differentiated instruction, and the integration of technology in the teaching and learning process. Furthermore, Guru Penggerak actively contribute to creating a conducive learning environment, fostering students’ creativity, and strengthening collaboration and a positive learning culture within the school. These findings affirm that Guru Penggerak play a strategic role as agents of change in optimizing the implementation of the Merdeka Curriculum in primary education.
Co-Authors Armando Kia Benhur Samaloisa Bernadetha Nadeak Bintang R. Simbolon Carmen Siagian HOTMAULINA SIHOTANG Hotner Tampubolon Julisesko Buaton Katerina Winiharti Lisa Gracia Kailola, Lisa Gracia Mega Jiunistari Mega Jiunistari Melda Rumia Rosmery Simorangkir Mesta Limbong Nikodemus Saung Poleallo Noh I. Boiliu Rensi Bulung Rospita Siregar Witarsa Tambunan