Implementation of the Independent Curriculum in Cirebon City and Regency Areas

Muhammad Iqbal Al Ghozali; Sitty Nur Syafa Bakri

doi:10.61227/jtlc.v1i1.184

Authors

Muhammad Iqbal Al Ghozali Universitas Islam Bunga Bangsa Cirebon
Sitty Nur Syafa Bakri University Malaysia Sabah

DOI:

https://doi.org/10.61227/jtlc.v1i1.184

Keywords:

Implementation, Merdeka Curriculum, Cirebon

Abstract

The background of this research departs from the government's policy that establishes the Merdeka Curriculum as an alternative to the national curriculum to strengthen students' character and competence through contextual and flexible learning. This study aims to identify the implementation of the Merdeka Curriculum in the Cirebon City and Regency areas, including implementation strategies, supporting factors, inhibitions, and implications. The research method uses a descriptive qualitative approach with data collection techniques in the form of interviews, observations, and document studies from ten field reports. The subjects of the study include teachers, principals, and officials of the education office in Cirebon City and Regency. Data analysis is carried out through data reduction, data presentation, and conclusion drawn. The results of the study show that the implementation of the Merdeka Curriculum in the two regions has similarities in the gradual implementation, the implementation of the Pancasila Student Profile Strengthening Project (P5), as well as teacher training support and infrastructure facilities. However, the challenges faced include limited teacher understanding, administrative burden, and limited teaching materials. The implications of this study emphasize the importance of continuous mentoring, the provision of adequate teaching materials, and the equitable distribution of infrastructure support.

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