CHAPTER IV RESEARCH FINDING AND DISCUSSION
B. Data Description
1. Implementation of English intra-curricular learning and strengthening the profile of Pancasila and Rahmatan Lilalamiin students
In this case the policies issued for schools and madrasas have little difference.
The implementation of the Merdeka Curriculum in madrasas basically follows the policies implemented in schools by the Ministry of Education and Culture, namely in regulation number 262 of 2022. However, in several subjects that characterize madrasas, namely Islamic religious education and Arabic language, basing the implementation of the Merdeka curriculum in the regulation of the minister of religion no. 347 of 2022. Whereas in learning English itself, the basis for implementing learning is the same as the Ministry of Education and Culture regulation number 262 of 2022. This is because English lessons are general learning which is not prominent or very characteristic at the madrasah level.
MTSN 1 Ponorogo is one of the public madrasah schools in Ponorogo which has implemented a new policy to implement this Merdeka curriculum. This was revealed by Ms. Umi Niswatin as the tutor for apprentice 2 in the following pre- observation interview that "In the 2022/2023 school year, we have started to use the Merdeka curriculum as a new curriculum for seventh grade students"54
This is also reinforced by Mr. Widodo's statement as vice principal of the curriculum at MTSN 1 Ponorogo:
Because this school is a public madrasa which must comply with regulations from the government, and in accordance with the regulations of the Ministry of Religion that for the 2022/2023 school year all state madrasas must begin implementing the Merdeka curriculum as an operational curriculum for seventh grade students. Thus, MTSN 1 Ponorogo decided to implement this curriculum. 55
54 Interview with Dra. Hj. Umi Niswatin, M.Pd., on 21 August 2022 at MTSN 1 Ponorogo.
55 Interview with Widodo Setyawan on 8 February 2023 at MTSN 1 Ponorogo.
In the process of implementing it, it is necessary to have preparations made by schools to implement this Merdeka curriculum. As is the case at MTSN 1 Ponorogo which was revealed by Mr. Widodo Setyawan as vice principal of curriculum at MTSN 1 Ponorogo in the following interview:
In implementing the Merdeka curriculum, the preparations made were participating in training workshops for teachers in seminars on the implementation of the Merdeka curriculum held by the ministry of religion itself, while the activities carried out by schools were conducting workshops to increase teachers' understanding of the Merdeka curriculum policies and providing training to teachers in making teaching devices for learning.56 In implementing the Merdeka curriculum, there are two structures which are the main activities of the curriculum, namely Intra-curricular learning and the project to strengthen the profile of Pancasila students and the profile of students of Rahmatan Lil'alamiin. Both have been implemented at MTSN 1 Ponorogo according to applicable regulations. this was also conveyed by Mr. Widodo in the interview that the madrasa had carried out Intra-curricular learning as usual, whereas in the project to strengthen the student profile of Pancasila and Rahmatan Lil'alamin which should have been implemented by inserting it into the subjects at MTs 1 Ponorogo, the implementation was included in the learning hours and have their own tutors. This is because madrasas are still in the learning phase in implementing this Merdeka curriculum, especially in the project to strengthen the Pancasila student profile so that its implementation must be done carefully and not carelessly .
As a new policy that has just been implemented in madrasas, it certainly creates obstacles or obstacles in its implementation. Likewise with the implementation of the Merdeka curriculum at MTsN 1 Ponorogo. The main obstacle faced is related to technological facilities. Based on the results of interviews with Mr. Widodo, what must be maximized in this Merdeka curriculum is the use of information technology.
56 Interview with Widodo Setyawan on 8 February 2023 at MTSN 1 Ponorogo.
In this case the madrasah decided to give freedom to students to bring mobile phones to school. The goal is to maximize the use of technology in learning so that it makes it easier for both students and teachers to carry out teaching and learning activities.
However, the policy proclaimed by this school did not go well because of the lack of awareness of students in using this handphone, students became not focused in teaching and learning activities so that this decision was finally revoked by the school.
In this case, to maximize the use of information technology as curriculum policy, schools are trying to maximize the use of computer laboratories so that knowledge about information technology continues to run well.
a. Implementation of English Intra-curricular learning at 7th grade of MTSN 1 Ponorogo
Intra-curricular learning is all teaching and learning process activities carried out in schools in accordance with the applicable curriculum program structure to achieve the minimum goals of each lesson.
In this case Intra-curricular learning has stages or steps in its implementation, namely planning, implementation and evaluation. This is in line with an interview with one of the 7th grade English teachers, Mr. Agus Salim, who stated that there are three stages in intra-curricular learning, namely preparation which includes teaching materials, teaching modules, and learning media, then implementing learning that pays attention to the strategies used and activities. anything that is done that aims to achieve 4 skills in language, and the last is an evaluation or assessment of students to see the extent to which students understand the material being taught.
1) Learning planning
In planning the lesson, of course, what is prepared is how to design the lesson plan, in this case there are several things that must be prepared.
However, after a new policy was launched by the Ministry of Education, the lesson plans (RPP) were changed to teaching modules.
This also applies to the implementation of the Merdeka curriculum at MTSN 1 Ponorogo as revealed by the Deputy Curriculum Mr. Widdo Setiawan, where teachers are required to attend workshops held by madrasas which aim to provide understanding and knowledge to teachers in making teaching modules for students. Mr. Widodo Setyawan also added that the workshop would be held again to further increase teachers' understanding of the implementation of the Merdeka curriculum. The workshops that have been and will be conducted are aimed at all teachers who teach at MTSN 1 Ponorogo, this is because even though the implementation of the Merdeka curriculum is still applied to seventh grade students, it will also be applied to all students, both grades 7, 8 and grade 9.57
In the development of this teaching module, what distinguishes it from the learning plan is that this teaching module is more detailed and complete, starting from the flow of learning objectives, learning tools and teaching materials. This is as expressed by Mr. Agus Salm in an interview that in the preparation of learning one that must be considered is the creation of teaching modules which include in detail how the flow, tools and materials are in learning.58
Apart from this, the teacher's concern in making teaching modules is learning outcomes which are substitutes for core competency (KI) and basic competency (KD). In this case, according to Mr. Agus Salim, there is no significant difference between KI KD and learning outcomes. Both have the
57 Interview with Widodo Setyawan on 8 February 2023 at MTSN 1 Ponorogo
58 Interview with Agus Salim on 6 February 2023 at MTSN 1 Ponorogo
same goal, only the difference is that in learning outcomes all competencies are merged into one learning outcome.
One of the planning and preparations made before learning is preparing teaching materials or materials. In determining teaching materials, of course, you also have to pay attention to where or the source of teaching materials obtained. Based on the results of interviews with English teachers, Mr. Agus Salin and Mrs. Sri, both stated the same thing regarding the source of teaching materials, namely books that had been prepared by the government and from other sources, both the internet, books, scientific works, etc.
In developing material, it is also not done haphazardly, of course there are things that must be considered in its development. Mrs. Sri revealed that there are 4 things that must be considered in the development of learning materials, namely the material must be in accordance with the learning objectives, the material must be in accordance with the level of student development, the material must be organized or structured, and the material must be factual and conceptual.
Another thing that must be considered in planning and preparing for learning is the media or tools used in learning. Based on the results of interviews with the English teacher, Mr. Agus Salim, the media used in learning are still the same as before, such as blackboards, LCDs, worksheets, etc.59
2) Implementation of learning
The second stage that must be carried out in the implementation of Intra-curricular learning is the implementation stage of learning. Here
59 Interview with Agus Salim on 6 February 2023 at MTSN 1 Ponorogo
everything that has been planned by the teacher in the module is applied in class learning.
One thing that is considered in learning in this class is how the strategy or method is used in learning in the implementation of this Merdeka curriculum. However, based on interviews with the English teacher, Mr.
Agus Salim said that the method used was still the same as that used in the previous curriculum. This was reinforced by a statement from the vice principal of the curriculum, which stated that one of the things that distinguished this curriculum from the previous ones was the use of informatics technology in the classroom for learning. However, because this cannot work properly, the learning method or strategy used is still the same as before, so there is no difference in learning in the classroom.60
In this Intra-curricular learning activity, of course, it must be in accordance with the learning objectives to be achieved. In learning English, of course, there are 4 abilities that must be mastered by students so that it can be said that learning is successful. The four abilities are reading, listening, writing and speaking. As in the guidelines for implementing the Merdeka curriculum made by the Ministry of Education which includes 6 elements of English learning outcomes which students must then achieve in learning so that the activities carried out in Intra-curricular learning must include these six elements. The six elements are listening, speaking, reading, viewing, writing and presenting.
60 Interview with Agus Salim on 6 February 2023 at MTSN 1 Ponorogo
3) Assessment of learning
Assessment is the process of collecting and processing information to determine the learning needs, development and achievement of student learning outcomes.
Assessment of student learning outcomes includes a) formative assessment aims for monitor and improve the learning process to evaluate the achievement of learning objectives, and 2) Summative assessment at the primary and secondary education levels aims to assess the achievement of student learning outcomes as a basis for determining grade promotion and graduation from educational units.
b. Project to strengthen the profile of Pancasila students and Rahmatan Lil'alamin students
Based on what was proclaimed by the Ministry of Education and Culture, there is a most prominent difference in the implementation of this independent curriculum with the previous curriculum. That is, there is a project to strengthen the Pancasila profile which has the aim of building the attitude of students to become students who have attitudes based on the values in Pancasila.
Meanwhile, in its implementation in the madrasah itself, this project was also implemented in madrasahs, but there were also differences in this project between schools and madrasas, namely the existence of a strengthening profile for students of Rahmatan Lil'alamin. In this case, in addition to the main themes contained in the project to strengthen the profile of Pancasila students, the Ministry of Religion determines the main themes to be formulated into derivative themes by educational units according to the regional context and the characteristics of students. The main themes of the Rahmatan lil 'Alamiin student profile strengthening project which can be selected from the values of religious
moderation by the education unit are civility, exemplary, citizenship, taking the middle way, balanced, straight and firm, equality, deliberation, tolerance, dynamic and innovative. Of course, the aim is that in addition to having an attitude like the values of Pancasila students are also expected to have attitudes that are in accordance with the Shari'a in the Islamic religion. So that in its application students are able to become good personalities for humans and for Allah SWT.
Based on the results of interviews with Mrs. Retno, namely educators in the project to strengthen the profile of Pancasila and Rahmatan Lilalamin students at MTSn 1 Ponorogo, the implementation is based on the modules made. for the first project, namely making batik with the theme of Ponorogo batik, where in this case it is expected that students can get to know the culture of the area around them. While the second module is processing waste, but it has not been implemented yet.61
This project to strengthen the profile of Pancasila students takes 20-30%
of the total hours of study for 1 year. The time allocation for each project to strengthen the Pancasila Student Profile does not have to be the same. One project can be carried out with a longer duration of time than other projects. In terms of implementation time management, projects can be implemented separately or integrated with other project-based learning.
In its implementation, it begins with an introduction to the values contained in the project being carried out, if it is then the children process batik starting from making patterns, choosing patterns and cutting them in groups and making them to produce products. In this case the product is only the end of the learning process, the most important thing is the processes that go through. So
61 Interview with Retno Mintarsih on 7 March 2023 at MTSN 1 Ponorogo
that in this case it is more concerned with how the values contained in Pancasila can be socialized in the process of making a project
In his own opinion, even though the implementation is in the form of a group, it is still an individual value. The assessment made is in the form of a rubric and included in the report card. This assessment is carried out not only at the end of the project, but from the beginning of the project, namely by observing how the students' character is in this project. Because in this project the most important thing is how to build student character according to Pancasila and rahmatan lilalamin.
In its own implementation, according to Mrs. Retno, what was proclaimed by Nadiem Makarim was a good statement. But what about the mindset that is still conventional and has not been able to get out of the traditional zone so that the implementation becomes constrained. 62
2. The perspective of English teachers on the implementation of the Merdeka curriculum
Perspective is a way of looking at and how to behave towards a problem or event or activity. This implies that humans will always have a perspective that they use to understand something. Meanwhile, the teacher's overactiveness is a way of thinking or a way of behaving a teacher or teacher towards something that is then used to understand that opinion.
In this case, as a new policy that was very recently implemented at MTN 1 Ponrogo, of course, many have their own perspective on the implementation of this curriculum.
As with the interview with Mr. Agus Salim, it can be concluded that his perspective on implementing the Merdeka curriculum has its own advantages and
62 Interview with Retno Mintarsih on 7 March 2023 at MTSN 1 Ponorogo
disadvantages. The advantage he feels is the freedom he has in teaching students because there is no deadline in teaching, meaning that the lessons carried out are carried out as much as possible so that students also understand more deeply and there are no specific limitations on the number of hours of study for each chapter. While the drawback, according to Mr. Agus, is that he has difficulty understanding the making of teaching modules. 63
Apart from Mr. Agus, the perspective that I also got from Mrs. Sri as an English teacher in my interview with him. He also expressed the same thing that his opinion regarding the implementation of this independent curriculum had advantages and disadvantages. The advantage that Mrs. Sri said is that she can access learning resources from anywhere and is not limited as long as it is in accordance with the topic being discussed. While the shortcomings he faced were the same as Mr. Agus, that is difficulties in making and developing teaching modules.64
Apart from the English teacher, I also interviewed the teacher who carried out the project to strengthen the profile of Pancasila and Rahmatan Lilalamin students (P5RA), namely Mrs. Retno. In this interview he said that what was launched by the Minister of Education, Nadiem Makarim, was a good idea. It's just that some teachers still have a traditional way of thinking. So that it is difficult to understand a number of things, and this is what makes their view of the independent curriculum a complicated curriculum.65
3. Problems faced by teachers and alternative solutions in implementing the Merdeka curriculum in learning English
As a new curriculum, and as a new policy, it does not rule out the possibility of its implementation where some schools still consider that the policies that are then
63 Interview with Agus Salim on 6 February 2023 at MTSN 1 Ponorogo
64 Interview with Sri Wahyuni on 6 February 2023 at MTSN 1 Ponorogo
65 Interview with Retno Mintarsih on 7 March 2023 at MTSN 1 Ponorogo
implemented in schools are considered as a phase of studying the implementation of the Merdeka curriculum.
It's the same as at MTSN 1 Ponorogo as in the joint interview with the Waka Curriculum he said that the obstacle he faced was the limited use of information technology used in the implementation of learning. This is due to the school's decision which prohibits students from bringing communication devices to school.66
In this case Mr. Widodo added that to solve this problem is to maximize the use of computer laboratories in the implementation of learning.
The existence of obstacles faced by both teachers and students, especially in learning English in the implementation of the Merdeka curriculum will certainly hinder teaching and learning activities if there is no middle ground.
In the interview, Mr. Agus said that with the unlimited hours of lessons for learning, teachers have to pay more attention to how the differences of their students are. With differences in student understanding, learning must be done carefully because as the aim of this Merdeka curriculum is that the aim is to optimize students' understanding of a content. So, the teacher also has to pay more attention to his students who have a slightly less fast understanding.67
Apart from the facilities and differences in competence possessed by students, another thing that becomes a constraint for teachers in implementing learning based on this Merdeka curriculum is that teachers are required to make teaching modules that contain learning materials made by the teacher. So that learning plans or also called teaching modules are very numerous and take a long time to make.