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All Journal Imajiner: Jurnal Matematika dan Pendidikan Matematika Innovative: Journal Of Social Science Research
Sinurat, Anggun
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Other

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Implementasi Kurikulum Merdeka Di Sekolah Urban Dan Rural Siagian, Junita Gresia; Siahaan, Bahtera Rams Saputra; Sinurat, Anggun; Lumbangaol, Geradus Rizki; Sinaga, Jose Moris; Rajagukguk, Claudya Eklesia
Innovative: Journal Of Social Science Research Vol. 5 No. 4 (2025): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v5i4.20631

Abstract

Implementasi kurikulum merupakan proses transformasi kurikulum dari dokumen menjadi aktivitas atau realitas di lapangan. Penelitian ini menganalisis implementasi Kurikulum Merdeka dalam berbagai konteks, khususnya di sekolah perkotaan (urban) dan pedesaan (rural), dengan tujuan untuk memahami bagaimana prinsip-prinsip kurikulum ini diterapkan dan dikomunikasikan kepada pimpinan sekolah, pendidik, pengawas, dan staf pendukung lainnya.Studi ini menggunakan metode studi pustaka (library research), mengumpulkan dan menganalisis berbagai sumber seperti buku, jurnal, dan penelitian terdahulu yang relevan dengan tema. Literatur yang digunakan meliputi kajian tentang perspektif dan praktik kurikulum, implementasi kurikulum, dan dasar-dasar pengembangan kurikulum. Temuan dalam penelitian ini menunjukkan beberapa aspek kunci: Prinsip implementasi kurikulum yang efektif meliputi: (a) pemerolehan kesempatan yang sama, (b) berpusat pada anak, (c) pendekatan dan kemitraan, serta (d) kesatuan dalam kebijakan dan keberagaman dalam pelaksanaan. Tahapan implementasi Kurikulum Merdeka mencakup: (a) perencanaan, (b) pelaksanaan, dan (c) evaluasi. Faktor-faktor yang memengaruhi implementasi kurikulum adalah: (a) perencanaan, (b) substansi (isi) kurikulum, (c) pendidik, (d) iklim dan budaya sekolah, (e) sarana dan prasarana, serta (f) peran kepala sekolah. Model implementasi kurikulum yang relevan di antaranya: (a) Concern-Based Adoption Model (CBAM), (b) The Innovation Profile Model, dan (c) TORI Model (Trust, Opening, Realization, dan Independency). Penelitian ini memberikan pemahaman komprehensif mengenai kompleksitas implementasi Kurikulum Merdeka, khususnya dalam upaya adaptasinya di lingkungan sekolah urban dan rural.
Etnomatematika: Konsep Geometri Bangun Datar pada Permainan Tradisional Marsitekka dan Rumah Bolon putri, risma aprilia; Sidabutar, Melani; Sinurat, Anggun; Pandiangan, Mesriana; Khairunnisa, Ilma; Perangin-angin, Rachel A.J.
Imajiner: Jurnal Matematika dan Pendidikan Matematika Vol 7, No 5 (2025): Imajiner: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/imajiner.v7i5.23721

Abstract

This study aims to explore the geometric concepts of two-dimensional shapes embedded in the traditional Marsitekka game and the architectural structure of Rumah Bolon as representations of ethnomathematics within the Batak Toba culture. The background of this research highlights the importance of contextual and meaningful mathematics learning through the integration of local cultural elements. The research employed a qualitative library research method, where data were collected through a literature review of scholarly journals, academic articles, and related documents. Content analysis was used to identify geometric forms found in the cultural objects under study. The results reveal that the Marsitekka game contains various two-dimensional shapes such as squares, rectangles, semicircles, and triangle variations visible in the game’s layout and the Gaco objects used. Meanwhile, Rumah Bolon features shapes such as isosceles triangles, trapezoids, circles, and rectangles apparent in the roof structure, building façade, and Gorga ornamentation. These findings reinforce that both cultural elements have significant potential as contextual learning media for teaching geometry, particularly two-dimensional shapes, through an ethnomathematical approach. This study is expected to serve as a foundation for developing teaching materials based on local wisdom to enhance students’ understanding and interest in mathematics.
Co-Authors Khairunnisa, Ilma Lumbangaol, Geradus Rizki Pandiangan, Mesriana Perangin-angin, Rachel A.J. Putri, Risma Aprilia Rajagukguk, Claudya Eklesia Siagian, Junita Gresia Siahaan, Bahtera Rams Saputra Sidabutar, Melani Sinaga, Jose Moris