<![CDATA[SMP Muhammadiyah 2 Kota Batu sudah melaksanakan Kurikulum Merdeka secara mandiri dengan memilih opsi mandiri belajar yang didampingi Universitas Muhammadiyah Malang. Masalah yang dihadapi adalah belum semua guru matapelajaran dapat mengembangkan modul ajar Kurikulum Merdeka dan belum semua guru matapelajaran terampil melaksanakan pembelajaran berdasarkan Kurikulum Merdeka. Kegiatan ini bertujuan untuk mendampingi guru matapelajaran dalam mengembangkan modul ajar Kurikulum Merdeka dan agar guru terampil melaksanakan pembelajaran berdasarkan Kurikulum Merdeka. Kegiatan ini dilaksanakan dengan mekanisme pelatihan dan pendampingan. Masalah diatasi dengan solusi berupa melalui FGD, dengan menerapkan kurikulum merdeka mandiri belajar dalam mengembangkan modul ajar tanpa membuat silabus dan alur tujuan pembelajaran (ATP) dan semua guru mempraktikkan modul ajar yang sudah dibuat. Kegiatan pengabdian dapat berlangsung sesuai target, ditunjukkan dengan hasil bahwa semua guru dapat mengembangkan modul ajar Kurikulum merdeka dan guru terampil melaksanakan pembelajaran berdasarkan kurikulum merdeka berupa video pembelajaran. Assistance in the Development of the Independent Curriculum Teaching Module and Its Implementation at SMP Muhammadiyah 2 Batu City Abstract SMP Muhammadiyah 2 Batu City has implemented the Independent Curriculum independently by choosing the independent study option accompanied by the University of Muhammadiyah Malang. The problem faced is that not all subject teachers can develop Independent Curriculum teaching modules and not all subject teachers are skilled in implementing learning based on the Independent Curriculum. This activity aims to assist subject teachers in developing Independent Curriculum teaching modules and so that teachers are skilled in implementing learning based on the Independent Curriculum. This activity is carried out with training and mentoring mechanisms. The problem was overcome with a solution in the form of FGD, by implementing an independent independent learning curriculum in developing teaching modules without creating a syllabus and learning objective flow (ATP) and all teachers practicing the teaching modules that had been created. Service activities can take place according to targets, shown by the results that all teachers can develop independent curriculum teaching modules and skilled teachers carry out learning based on the independent curriculum in the form of learning videos.]]>
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