Membangun Paradigma tentang Makna Guru pada Pembelajaran Culturally Responsive Teaching dalam Implementasi Kurikulum Merdeka di Era Abad 21

Abstract

To align with the current curriculum, 21st-century learning necessitates teachers to depart from the old paradigm, where teachers were considered to have the role of merely delivering instructional content. The implementation of the "Merdeka" Curriculum at present can be said to not be fully realized by all schools. The essence of education involves incorporating cultural elements into the child's self, allowing the child to become a humane being by assimilating into the culture. The research conducted here utilizes a library research or literature study research type. The data collection technique used involves exploring data through literature reviews, reading, examining, and noting information from various reference sources such as journals, articles, and relevant books. Furthermore, the data analysis technique employed is content analysis. From the research conducted, it is evident that the emerging new paradigm is that the "Merdeka" Curriculum offers an opportunity to apply Culturally Responsive Teaching (CRT) in learning. Teachers position themselves as facilitators tasked with eliminating disparities arising within the classroom due to the diversity in students' backgrounds, traditions, ethnicities, and other differences. Additionally, teachers also act as mediators who accommodate these disparities and embrace various cultural responses.