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Sartika Sartika
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Studi Kasus: Analisis Kesulitan Guru dalam Merancang Modul Ajar Berdasarkan Hasil Visitasi Sartika Sartika; Haidar Akmal Ghifari; Neng Wulan Anatasya
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8323

Abstract

The implementation of the Kurikulum Merdeka requires teachers to develop flexible, student-centered teaching modules that are aligned with the principles of differentiated instruction and diagnostic assessment. However, in practice, various challenges persist when teachers attempt to design teaching modules in a comprehensive and contextual manner. This study aimed to evaluate the challenges faced by teachers in designing Kurikulum Merdeka teaching modules based on school visit findings. A qualitative approach with a case study design was employed, with the subject being a fifth-grade teacher at a public elementary school in Sumedang Regency selected through purposive sampling. Data were collected through in-depth interviews, document analysis of the teaching modules, and review of visit notes, and were analyzed using an interactive analysis model comprising data reduction, data display, and conclusion drawing. The findings show that the teacher experienced difficulties in designing comprehensive diagnostic assessments, formulating learning objectives based on the ABCD principle, and implementing varied instructional methods suited to students’ needs. In addition, the teaching modules developed still resembled the Kurikulum 2013 format and had not fully reflected the characteristics of the Kurikulum Merdeka. Factors such as high workload, limited technological facilities, and insufficient time to optimally prepare instructional materials further exacerbated these obstacles. The study concludes that the success of teaching module design depends not only on teachers’ conceptual understanding of the Kurikulum Merdeka, but also on systemic support, resource availability, and ongoing mentoring. The implications highlight that strengthening technical assistance for teachers and institutional support is essential to improving the quality of instructional planning in the implementation of the Kurikulum Merdeka in elementary schools.
Co-Authors A. Juasmin Achmad Noerkhaerin Putra Aep Saepul Fazri Althalets, Fareis Andi Elfira Yusria Andi Hasrun Andi Ihsan Andi Sani Andi Subhan Amir Andy Andy Anggun Prabowo Ansyaruddin Samad Aransyah, Muhammad Fikry Arlin Adam, Arlin Aurora Elise Putriku Bayu Wulandari Cindy Novana Deki Zulkarnain Dhea Indri Yanti Dielci Maryam Virginia Efendi Efendi ELIHAMI, ELIHAMI Endang Setyawati Hisyam Fajar Abdillah Febryanti Wahyuningrum Fitriani Lubis Fuji Astuty Auza Haidar Akmal Ghifari Handika Simamora Hapzi Ali Hartono Hartono Haryono Umar Hayyu Bahrul Bambang Henry Rani Sitepu Hukmi Hukmi Ikram Ikram Indra Septian Manurung Iqli Salbiah Ali Jatmiko Yogopriyatno Jean Emeninta Surbakti Josua Bima Panjaitan Josua panjaitan Joy Stevani Simangunsong Kasma N Larista Larista Lisna Nadila Maemonah, Maemonah Marlinda Latare Sihaloho Marpiana Marpiana Melia Andani Miftakul Huda Moehammad Iqbal Sultan Monica Risti Oktaviana Muh. Burhan Muhammad Akbar Muhammad Ali Muhammad Alisofyan Ar Djambia Muhammad Dzakwan Zhafran Muhammad Tommy Fimi Putra Muhammad Zalnur Neng Wulan Anatasya Niken Agustin Ninsah Mandala Putri Sembiring Nor Aizyah Nur Cahyani Fitriana Takbir Nur Fitriani Nur Halima Yusuf Nurul Mutoharoh Pengarapen Bangun Priscillia Sumendap Puji Arisa Radhiani Ahyani Rahmatullah Rahmatullah Ratih Kumala Sari Resky Aulia M Rifkah Damayanti Abduh Rokhimah Rokhimah Rusmini Icha Indryani Salfira Salfira Septy Yeremia Situmorang Simamora, Lasria Sirwan Sirwan Siswahyudianto Sudirman Sudirman Sundari Sundari Susetyowati Sofia Suwandi Suwandi Suwardi Lubis Syahrial Syahrial Syamsu A Kamaruddin Syifa Aulia Rahman Sylvia Meristika Rachman Tengku Riza Zarzani N Thamrin, Halida Titin Meirani Umar Sabirin Willy hidayat Hidayat Yessi Novitasari Laia Yetti Elfina