Upaya Peningkatan Kompetensi Pendidik dalam Implementasi Kurikulum Merdeka dan Pembelajaran Abad 21 di Kelompok Kerja Guru Raudhatul Athfal (KKG) Kota Pekanbaru

Utami, Dian Tri and Hidayatullah, Taufik and Yunita, Yenni and Simantri, Syarif and Pebrian, Rojja (2023) Upaya Peningkatan Kompetensi Pendidik dalam Implementasi Kurikulum Merdeka dan Pembelajaran Abad 21 di Kelompok Kerja Guru Raudhatul Athfal (KKG) Kota Pekanbaru. Hawa: Jurnal Pemberdayaan Dan Pengabdian Masyarakat, 1 (3). pp. 70-76.

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Abstract

The role of education in national development, especially in facing the 21st century, has been recognized since the birth of the 1945 Constitution. In the fourth paragraph of the 1945 Constitution, the objectives are stated to promote general welfare and educate the nation's life. In the 21st century, human life has undergone changes, especially changes in thinking. It takes pioneers to think, develop concepts and act. Optimization of education must be carried out quickly in order to create a generation of smart and resilient nations, not left behind by the skyrocketing global tide. This shows that the education sector has a major influence on 21st century learning. Increasing human resources through education channels starting from early childhood education, basic education to tertiary institutions. Changes in globalization require a directed vision and mission of education. The Ministry of Education and Culture as the leading national education sector has an important task of realizing human resources through curriculum policies. In 2022 the government released the "Independent Curriculum" based on the Decree of the Minister of Education and Culture Number 56/M/2022 and the Decree of the Head of BSKAP Number 008/KR/2022 concerning Learning Achievements in Early Childhood Education, Basic Education Levels, and Secondary Education Levels in the Independent Curriculum. The content of the independent PAUD curriculum "education unit operational curriculum" contains intracurricular activities and student profiles of Pancasila. The real challenge of professional development arises after the policy implementation process begins. It is important for educators to have a quality educational experience and acquire many innovative instructional techniques to ensure that policies are implemented into the classroom

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