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All Journal Ideguru: Jurnal Karya Ilmiah Guru
Bayu Kurniawan
Universitas Muhammadiyah Surakarta, Sukoharjo, Jawa Tengah
Education Other

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Dinamika Penerapan Kurikulum Merdeka di Sekolah Dasar: Tinjauan Literatur Sistematis Bayu Kurniawan; Fitri Puji Rahmawati; Anik Ghufron
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 3 (2024): Edisi September 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i3.1229

Abstract

The Merdeka Curriculum implemented by the government since 2022 aims to provide opportunities for schools to carry out learning activities according to their potential and excellence. This research offers a new contribution with a systematic approach in reviewing various studies related to the implementation of the Merdeka Curriculum in elementary schools and allows the identification of best practices and effective strategies, which can be applied in various contexts. This research is a systematic literature review, which aims to comprehensively and critically review existing research related to the implementation of the Merdeka Curriculum in elementary schools in Indonesia. The article used is the latest publication period 2022-2024. General problems that often arise in implementing the Independent Curriculum: (1) Teachers do not fully understand the Independent Curriculum; (2) Lack of teacher competence in teaching, and; (3) Lack of support for facilities and infrastructure for the teacher learning process. The solutions offered can be summarized as follows: (1) Teachers can take part in training or workshops to understand the application of the Independent Curriculum and develop learning methods, models and strategies; (2) Collaboration between teachers, either personally or in Teacher Working Group forums or through professional teacher organizations; (3) Coordination of all stakeholders in socializing the implementation and evaluation of the Independent Curriculum; (4) Involvement of teachers in curriculum development, and; (5) The active role of stakeholders and parents in providing facilities and infrastructure.
Analisis Pembelajaran Berdiferensiasi pada Materi Stastistik di Kelas VI Sekolah Dasar Bayu Kurniawan; Yayuk Sumarni; Siti Fatimah; Budi Murtiyasa; Sumardi Sumardi
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 3 (2024): Edisi September 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i3.1290

Abstract

Statistics as a subject matter for mathematics lessons is taught from elementary school. Statistics play an important role in the progress of a nation. The role of the teacher as a person who transfers knowledge to students must pay attention to the diversity of their students so that they are able to apply appropriate methods, models and strategies in the teaching and learning process. Many teachers fail to teach statistics material in class VI elementary schools. This failure was caused by teachers not paying attention to the diversity of their students. This research aims to provide an alternative solution for how differentiated learning can be used as a way to teach statistical material in class VI elementary schools. The method used in this research uses descriptive statistical analysis and qualitative descriptive analysis to provide a comprehensive picture of the learning process in class and the results obtained with differentiated learning. The results obtained from this research are that differentiated learning is able to improve student learning outcomes, especially in statistical material in elementary schools. This result can be seen from the average student score at the beginning, namely 47.95 or in the very low category, increasing to an average of 74.55 or in the medium category.
Co-Authors Anik Ghufron Budi Murtiyasa Fitri Puji Rahmawati Siti Fatimah Sumardi Sumardi Yayuk Sumarni