Analisis Kesiapan Guru Kelas Tinggi Dalam Penerapan Kurikulum Merdeka Belajar Di Sekolah Dasar Negeri 1 Lalebbata Kota Palopo - Alamsyah, Muh. Nur; Yunus, Muhammad; Rahmaniah, Rahmaniah (Postgraduate Bosowa University, 2024)
Penelitian ini bertujuan untuk mengetahui kesiapan guru dalam penerapan Kurikulum Merdeka pada kelas tinggi di SD Negeri 1 Lalebbata Tahun 2023, Kelebihan dan kekurangan penerapan Kurikulum Merdeka pada kelas tinggi di SD Negeri 1 Lalebbata Tahun 2023, dan faktor pendukung dan penghambat penerapan Kurikulum Merdeka pada kelas tinggi di SD Negeri 1 Lalebbata. Penelitian ini dilakukan di SD Negeri 1 Lalebbata, Kota Palopo pada bulan November 2023 sampai dengan Januari 2024. Jenis penelitian ini adalah kualitatif dengan pendekatan fenomenologi. Subjek pada penelitian ini adalah Kepala Sekolah, Waka Kurikulum/Manajemen Mutu, bendahara sekolah, guru dan peserta didik. Data dikumpulkan dengan metode wawancara, observasi, dan dokumentasi. Kemudian data yang sudah terkumpul dianalisis dengan tiga tahapan yaitu melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian dapat disimpulkan bahwa: (1) Kesiapan guru kelas tinggi dalam implementasi penerapan Kurikulum Merdeka di SD Negeri 1 Lalebbata untuk 8 standar sudah berjalan dengan baik dan memenuhi standar yang telah ditetapkan, (2) Kelebihan dalam Kurikulum Merdeka yaitu tersedianya sarana dan prasarana, adanya kerja sama antara kepala sekolah, guru, wali kelas, peserta didik, orang tua dan masyarakat luas. Sedangkan kekurangan antara lain, masih terdapat guru yang belum siap mental serta belum terlalu memahami kurikulum secara detail, kurangnya pemahaman dan kompetensi guru terhadap kemajuan teknologi sehingga capaian dari Kurikulum Merdeka belum efisien, terlalu banyak kegiatan yang harus dilakukan peserta didik di samping kegiatan mandiri yang menguras pemikirannya, (3) Faktor pendukung dalam penerapan Kurikulum Merdeka yaitu: (a) Tersedianya sarana dan prasarana, (b) Kerja sama antara Kepala Sekolah, Dinas Pendidikan, Dinas dan Lembaga yang terkait dengan sumber belajar, guru, wali kelas, peserta didik, orang tua dan masyarakat luas, (c) Guru mengikuti kegiatan sosialisasi Kurikulum Merdeka. Sedangkan faktor penghambat yaitu: (a) Masih terdapat kekurangan ruang kelas yang mengakibatkan peserta didik berbagi shift, (b) Jumlah peserta didik yang melebihi standar dalam kelas, (c) Peserta didik kadang kurang aktif dalam kegiatan pembelajaran mandiri, (d) Pembelajaran berdiferensiasi telah berjalan dengan baik. Akan tetapi dalam hal belajar mandiri dan manajemen waktu, peserta didik di sekolah ini belum begitu terampil dan masih kelelahan dalam setiap proses. This study aims to determine: (1) Teacher readiness in implementing the Merdeka Curriculum in the high grades at SD Negeri 1 Lalebbata in 2023, (2) The advantages and disadvantages of implementing the Merdeka Curriculum in the high grades at SD Negeri 1 Lalebbata in 2023, (3) Supporting and inhibiting factors for implementing the Merdeka Curriculum in the high grades at SD Negeri 1 Lalebbata. This research was conducted at SD Negeri 1 Lalebbata, Palopo City from November 2023 to January 2024. This type of research is qualitative with a phenomenological approach. The subjects in this study were the Principal, Vice Principal of Curriculum/Quality Management, school treasurer, teachers and students. Data were collected using interviews, observation, and documentation. Then the data that has been collected is analyzed with three stages, namely through data reduction, data presentation, and conclusion drawing. The results of the study can be concluded that: (1) The readiness of high-class teachers in implementing the implementation of the Merdeka Curriculum at SD Negeri 1 Lalebbata for 8 standards has gone well and meets the established standards, (2) The advantages of the Merdeka Curriculum are the availability of facilities and infrastructure, the cooperation between the principal, teachers, homeroom teachers, students, parents and the wider community. While the shortcomings include, among others, there are still teachers who are not mentally prepared and do not really understand the curriculum in detail, teachers' lack of understanding and competence in technological advances so that the achievements of the Merdeka Curriculum are not efficient, there are too many activities for students to do in addition to independent activities that drain their thinking, (3) Supporting factors in implementing the Merdeka Curriculum, namely: (a) Availability of facilities and infrastructure, (b) Cooperation between the Principal, Education Office, Offices and Institutions related to learning resources, teachers, homerooms, students, parents and the wider community, (c) Teachers participate in Merdeka Curriculum socialization activities. Meanwhile, the inhibiting factors are: (a) There is still a lack of classrooms which results in students sharing shifts, (b) The number of students exceeds the standard in the classroom, (c) Students are sometimes less active in independent learning activities, (d) Differentiated learning has gone well. However, in terms of independent learning and time management, learners in this school are not so skilled and are still exhausted in every process.