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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Prima Abdika: Jurnal Pengabdian Masyarakat
Hikmah Ramdhani Putri
Universitas Mataram, Mataram, Indonesia
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analysis Of Readiness For Merdeka Curriculum Implementation: Case Study In Sd/Mi In Lombok Tengah Regency Hikmah Ramdhani Putri; Arif Widodo; Fitri Puji Astria; Umar Umar; Hasnawati Hasnawati
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 12, No 6 (2023)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i6.10188

Abstract

The Merdeka Curriculum has been implemented nationally starting in the 2021/2022 school year by schools participating in the driving school program. Gradually in the following years, each educational unit can choose to implement an merdeka curriculum according to their respective readiness. The government has prepared standard levels of readiness to implement the merdeka curriculum which consists of 4 levels. The first level is called the initial stage, the second level is called the developing stage, the third level is called the ready stage, and the fourth level is called the advanced stage. This research aims to determine the level of readiness of SD/MI in implementing the merdeka curriculum. This research uses a qualitative research method with a case study approach. Data collection uses observation, questionnaires and interviews. The subjects of this research were 18 SD/MI in Lombok Tengah regency. The sources of information in this research are school principals and teachers. The research results show that the majority of SD/MI are still at the second level of readiness, namely at the developing level, only a few schools are at the ready and advanced level. Based on the results of this research, it is recommended for policy makers to carry out an evaluation so that the level of school readiness in implementing the merdeka curriculum can increase
Pembelajaran Terdiferensiasi dalam Implementasi Kurikulum Merdeka Sebagai Bentuk Peningkatan Kualitas Pembelajaran Guru di Mataram Awal Nur Kholifatur Rosyidah; Husniati Husniati; Ida Ermiana; Hikmah Ramdhani Putri; Baiq Niswatul Khair
Prima Abdika: Jurnal Pengabdian Masyarakat Vol. 6 No. 3 (2026): Volume 6 Number 3 Tahun 2026 (September 2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universitas Flores Ende

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/abdika.v6i3.7055

Abstract

SDN 44 Ampenan/ SDN 134 Mataram is one of the elementary schools in Mataram City that has begun implementing the Kurikulum Merdeka under the Independent-Adapting category. Grades 1 and 4 were the first to adopt this curriculum using provided instructional materials and have started—albeit not yet optimally—to implement differentiated instruction. Teachers still face challenges in designing lessons that cater to the individual learning needs of every student. As a school with two classes per grade level, SDN 44 Ampenan accommodates a large number of students with diverse characteristics, levels of understanding, interests, and learning profiles. Furthermore, the teachers lack a comprehensive understanding of the concept of differentiated instruction. A proposed solution was to conduct a workshop on differentiated instruction within the Kurikulum Merdeka framework to enhance the quality of teaching at SDN 44 Ampenan. The workshop aimed to equip teachers with comprehensive knowledge of differentiated instruction and an understanding of student diversity, enabling them to better tailor their instructional services. The Community Service (PkM) activity comprised two categories of material delivery: theoretical presentations and practical application. The entire series of activities ranging from logistical preparation and implementation to evaluation and reflection proceeded smoothly. Reflection was conducted through Q&A sessions and response questionnaires regarding the workshop, with participants providing highly positive feedback. Additionally, the teachers demonstrated a solid understanding of differentiated instruction concepts, evidenced by an average post-test score of 72.2. Consequently, the teachers are now motivated to design and implement differentiated instruction in their classrooms based on the concepts learned during the activity.
Co-Authors Arif Widodo Awal Nur Kholifatur Rosyidah Baiq Niswatul Khair Fitri Puji Astria Hasnawati Hasnawati Husniati Husniati Ida Ermiana Umar Umar