Implementation of "Kurikulum Merdeka Belajar": What's the Problem, Difficulty, and Solution?

Abstract

The Industrial Revolution 5.0 era presents challenges as well as opportunities for educational institutions. The demands of modern and developing educational institutions require innovation and the ability to collaborate. Without innovation and collaboration, teachers will be left behind. It is important to immediately recognize where the teacher's obstacles and difficulties lie. The purpose of this research is to determine the implementation, problems, and clarify teachers' difficulties in implementing the curriculum for Independent Learning in Mathematics. Success is closely related to teachers making lesson plans, teaching skills, assessing and changing behavior, as well as evaluation. Mixed method research method with the subjects being school principals, teachers and students. Observation, interviews and documentation, as well as instruments are the data collection techniques used. The analysis technique used is PRDV data. As a result, the school has implemented the Independent Learning Curriculum program with the application of project-based learning, diagnostic, formative and summative assessments, report cards, ATP and group teaching modules. The teacher's problem is that the learning plan is incomplete, and student performance indicators are not clear, the teacher does not organize the material. The difficulties faced by teachers when implementing them are in planning, implementing and evaluating learning outcomes, namely difficulties in analyzing CP, building TP, compiling ATP and teaching modules, determining learning methods and strategies, lack of ability to use technology, limited student books, lack of ability to use learning methods. and learning materials, teaching materials are too broad, identification of class VII projects, insufficient allocation of project-based learning time, form of learning has not been determined. Efforts made by teachers to overcome obstacles are regular meetings with KKG, support from PMO and especially training principals in using teaching materials, typing, creating spreadsheets and formats for their own projects, continuing projects at home, taking notes, and participating in program implementation training