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All Journal Prabayaksa: Journal of History Education HISTORIA: Jurnal Program Studi Pendidikan Sejarah
Anggriani, Nurul Mila
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Tantangan Berkelanjutan: Problematika Guru dalam Penerapan Kurikulum Merdeka Pada Mata Pelajaran Sejarah Anggriani, Nurul Mila; Putro, Herry Porda Nugroho; Sriwati, Sriwati
Prabayaksa: Journal of History Education Vol 4, No 1 (2024): Prabayaksa: Journal of History Education (March)
Publisher : Lambung Mangkurat University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/pby.v4i1.12161

Abstract

The Merdeka Curriculum represents an evolution from the 2013 Curriculum, introducing several changes aimed at providing schools, teachers, and students with opportunities to innovate, improvise, and negotiate for independent and creative learning. This research aims to investigate the implementation of the Merdeka Curriculum, highlighting challenges and efforts in teaching history. The research methodology utilized is descriptive qualitative, employing data collection techniques such as observation, interviews, and document analysis. Data analysis involves data reduction, presentation, and drawing conclusions, with validity ensured through measures of credibility, transferability, dependability, and confirmability. The findings reveal that Vocational High School 2 Banjarmasin has adopted the Merdeka Curriculum since 2021, emphasizing learning to generate products and services. Intracurricular learning is categorized into regular classroom sessions and extracurricular learning activities. The Project to Strengthen the Profile of Pancasila Students (P5) is conducted for a month outside regular teaching hours, with teachers independently preparing teaching materials. Teachers encounter various challenges in implementing the Merdeka Curriculum, including difficulties in analyzing learning outcomes, formulating learning objectives, constructing the flow of learning objectives, developing teaching modules, and selecting appropriate teaching media and methods. Additionally, limitations in technology, student textbooks, and classroom space contribute to these challenges. Efforts to address the obstacles in implementing the Merdeka Curriculum involve collective commitment, specialized training such as upskilling sessions and subject teacher collaboration activities, as well as enhancements to educational facilities and infrastructure. In conclusion, teachers must adapt to curriculum changes, overcome implementation obstacles, and possess the flexibility to ensure the effectiveness of curriculum implementation at Vocational High School 2 Banjarmasin.
Challenges Faced by History Teachers in Implementing the Merdeka Curriculum in Vocational Schools Akmal, Helmi; Abbas, Ersis Warmansyah; Mutiani, Mutiani; Anggriani, Nurul Mila
HISTORIA: Jurnal Program Studi Pendidikan Sejarah Vol 14, No 1 (2026): HISTORIA: Jurnal Program Studi Pendidikan Sejarah
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/hj.v14i1.11675

Abstract

This study examines the challenges faced by history teachers in vocational high schools in designing, implementing, and assessing learning activities in alignment with the Merdeka Curriculum framework. The research employs a qualitative descriptive method with data collection techniques, including observation, interviews, and document analysis. The data collected were analyzed using an interactive analysis model. The findings reveal that the primary challenges faced by history teachers in vocational high schools include difficulties in formulating learning outcomes, learning objectives, and the flow of learning objectives. These difficulties hinder teachers' ability to design and develop teaching modules that meet students' needs. Additionally, limited proficiency in using technology and inadequate learning facilities compound the complexities of implementing the Merdeka Curriculum. To address these challenges, school stakeholders must demonstrate a strong commitment to providing specialized training for teachers to enhance their understanding and capabilities in managing learning processes in accordance with the curriculum's principles. Moreover, improvements in learning facilities are essential to support the effective implementation of the curriculum.
Co-Authors Ersis Warmansyah Abbas Helmi Akmal Hery Porda Nugroho Putro Mutiani Mutiani Sriwati Sriwati