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All Journal Jurnal Pendidikan dan Pengabdian Masyarakat Language Circle : Journal of Language and Literature
Metty Agustine Primary
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Education Languange, Linguistic, Communication & Media Other

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PENGEMBANGAN MODUL AJAR BERBASIS KURIKULUM MERDEKA SEBAGAI BENTUK PENINGKATAN KOMPETENSI GURU DALAM PENGEMBANGAN PROFESI GURU BAHASA INGGRIS SMP KOTA TASIKMALAYA Metty Agustine Primary; Rahmat, Rahmat; Neni Marlina; Fera Sulastri
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 7 No. 1 (2024): Februari
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppm.v7i1.6158

Abstract

Salah satu kompetensi guru yang menjadi faktor penting dalam keberhasilan pelaksanaan sebuah kurikulum pendidikan adalah kompetensi pedagogi guru dalam mengembangkan perangkat pembelajaran. Saat ini kurikulum yang mulai diperkenalkan dan mulai diimplementasikan di sekolah di Indonesia adalah Kurikulum Merdeka. Dalam kurikulum tersebut guru dituntut untuk mampu mengembangkan modul ajar yang merupakan dasar untuk dapat melaksanakan Implementasi Kurikulum Merdeka (IKM). Untuk meningkatkan setidaknya perlu ada terobosan inovatif bagi para guru dalam memahami dan meningkatkan pengetahuan mengenai IKM pada umumnya dan Modul Ajar pada khususnya. Kegiatan ini bertujuan untuk mengetahui dampak dari sebuah pelatihan dan pendampingan dalam menyusun modul ajar Bahasa Inggris kepada guru-guru SMP di Kota Tasikmalaya melalui program Pengabdian Pada Masyarakat (PPM) skema Program Kemitraan Masyarakat Universitas Siliwangi tahun 2023. Dalam melaksanakan PPM ini, dilakukan dengan dua metode yaitu ceramah dan diskusi kelompok terarah yang diisi dan didampingi oleh para narasumber terlatih. Dari hasil pengabdian diperoleh draf modul ajar hasil kerja para guru selama kurang lebih 30 hari dan juga perubahan pengetahuan dan keterampilan guru dalam menyusun modul ajar sebelum dan sesudah pendampingan melalui angket.
Challenges in Teaching English under the Emancipated Curriculum at Elementary Schools Metty Agustine Primary; Hasan, Evi Kofifah
Language Circle: Journal of Language and Literature Vol. 20 No. 1 (2025): October 2025 Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v20i1.24518

Abstract

The Emancipated Curriculum (Kurikulum Merdeka) was introduced at the beginning of 2022 by the Indonesian Minister of Education, Culture, Research, and Technology, Nadiem Anwar Makarim. The curriculum introduces several differences from the previous curriculum, one of which pertains to Teaching English to Young Learners (TEYL). English lessons have been reintroduced in elementary schools after being absent for some time. However, this change poses challenges for teachers. The absence of specialized English teachers in elementary schools demands that classroom teachers assume the responsibility of teaching English subjects. This study aims to explore the challenges faced by elementary school teachers in teaching English under the emancipated curriculum. Data collection was conducted through semi-structured interviews with two classroom teachers as participants. The obtained data were then analyzed using thematic analysis to uncover the findings. The research was conducted in an elementary school in Ciamis, West Java, Indonesia. The results reveal that elementary school teachers face four main challenges in teaching English under the curriculum. These challenges include a lack of professional development for teachers, teachers’ pedagogical competencies, the characteristics of young learners, and the lack of educational resources. It is recommended that educational authorities implement comprehensive professional development programs to enhance teachers' pedagogical competencies, with a focus on innovative and student-centered approaches that are suitable for young learners. Additionally, increasing the availability of educational resources and providing continuous support for teachers in adapting to the emancipated curriculum will address the identified challenges and improve the quality of English teaching.
Co-Authors Fera Sulastri Hasan, Evi Kofifah Neni Marlina Rahmat Rahmat