Rusmita, Santi (2024) Implementasi Kurikulum Merdeka Pada Masa Transisi Dari K13 Menuju Kurikulum Mardeka Di Sekolah Dasar. ELSE (Elementary School Education Journal). pp. 89-95. ISSN 2597-4122 (Unpublished)

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Abstract

The aim of this research is to describe the implementation of the independent learning curriculum during the transition period from the 2013 curriculum. This research uses a qualitative approach with a descriptive research type. The study was conducted at SDIT Nizhammuddin. The research subjects consisted of 3 teachers implementing the independent curriculum in selected classes and 3 students. Data collection techniques involved observation and interviews. Data were analyzed using three triangulation techniques: source triangulation, time triangulation, and technical triangulation. The research instruments used were interview guidelines, observation, and document review. The results show that SDIT Nizhammuddin has implemented the independent learning curriculum. During this transition period, there are many differences between the 2013 Curriculum and the Independent Curriculum. These differences include subject units, learning hours, implementation of learning, learning strategies, and the process of assessing competency standards for graduation, among others. The 2013 Curriculum has a clear goal to shape national character, while the goal of the independent curriculum is presented in learning outcomes (CP). The independent curriculum also includes assessment evaluations, namely non-cognitive and cognitive assessments, where non-cognitive assessments are intended for evaluation outside of learning, while cognitive assessments evaluate based on knowledge.

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