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All Journal Kalam Cendekia: Jurnal Ilmiah Kependidikan Jurnal Cakrawala Pendas
Liska Auliyani Daswati
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Problematika Penerapan Kurikulum Merdeka Pada Sekolah IKM Mandiri Berubah Ois Mukhlisin; Liska Auliyani Daswati; Aang Sutisna; Saepudin Saepudin
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 12, No 2 (2024): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v12i2.83430

Abstract

Kurikulum Merdeka dirasa sulit diterapkan oleh sekolah terutama sekolah IKM Mandiri Berubah. Penelitian ini bertujuan untuk mengidentifikasi problematika penerapa kurikulum merdeka yang dialami oleh sekolah IKM Mandiri Berubah. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan datanya yaitu wawancara. Subjek penelitian ini guru kelas I dan kelas IV di Kabupaten Ciamis, yang sampelnya adalah SDN 4 Panjalu, SDN 1 Sukaresik, dan SD IT Al-Amin Kabupaten Ciamis. Berdasarkan hasil wawancara yang telah dilakukan, banyak sekali kendala, kesulitan atau problematika yang dirasakan oleh guru karena harus mencari informasi, melaksanakan perencanaan, pelaksanaan, dan evaluasi secara mandiri tanpa adanya bimbingan langsung dari pemerintah seperti yang dilaksanakan oleh sekolah penggerak. Problematika tersebut terkait dengan pemahaman atau kompetensi guru, kolaborasi dengan rekan kerja, dana, sarana dan prasarana, aktivitas dan kemampuan peserta didik, sumber belajar dan materi ajar, media pembelajaran, pengelolaan kelas, administrasi kelas, serta terkait Assessment atau Penilaian.
LEARNERS’ NEEDS FOR DIGITAL SELF-ASSESSMENT IN PANCASILA STUDENT PROFILE PROJECTS (P5) IN ELEMENTARY SCHOOL Liska Auliyani Daswati; Seni Apriliya; Lutfi Nur
Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i3.13465

Abstract

The development of digital technology encourages innovation in learning assessment, including self-assessment which is important for shaping students' learning independence from an early age. However, in elementary schools, the application of digital-based self-assessment is still not optimal, especially in the context of the Pancasila Learner Profile Strengthening Project (P5) which emphasizes the value of reflection and active participation. This study aims to describe learners' needs for digital-based self-assessment, identify challenges faced, and design the concept of its development in the context of P5 in elementary schools. The research used a descriptive qualitative approach and was conducted at SDN Cimuncang with participants as many as 6 teachers and 10 learners involved in the implementation of P5. A purposive sampling technique was used to select the participants. Data were obtained through semi-structured interviews, observation of digital assessment practices in the classroom, and document analysis in the form of reflective journals and school assessment policies. Data analysis refers to the Miles and Huberman model, with the stages of data reduction, data presentation, and conclusion drawing. Triangulation of methods and member-checking were conducted to increase validity. The results showed that the self-assessment implemented did not fully support in-depth reflection, was less interesting, and did not optimally utilize technology. Learners expect more interactive and appreciative assessments. Teachers understand the importance of self-assessment, but its implementation is still limited. The development of digital self-assessment that is adaptive and aligned with P5 principles is needed to improve reflection, motivation, and learning independence.
Co-Authors Aang Sutisna Apriliya, Seni Nur, Lutfi Ois Mukhlisin Saepudin Saepudin