B. Discussion
1. Teachers’ Perceptions To Merdeka Curriculum Reforms At Mts Miftahul Huda Curah Kates Jember
Table 4.1
No Research Focuse Findings
1. English Teachers’
Perception To Merdeka Curriculum Reforms At Mts Miftahul Huda Curah Kates Jember
1. Teachers and Students are excited to Implementing Merdeka Curriculum.
2. Teachers are enthusiastics to Implementing Merdeka Curriculum.
3. There were moments students got lazzines and lack of reference from teacher due to uncoorperate facilities.
2. Problems In Implementing The Merdeka Curriculum Reforms At Mts Miftahul Huda Curah Kates Jember
1. Making lesson plan has face difficulties on how teacher should assess and monitoring each students talents and ability in line with the concept of free learning to explore students individual competencey. And Merdeka Curriculum needs to set up for several serious steps. Wich takes time and not really efficience.
2. Assessment in Merdeka Curriculum needs to set up for several serious steps.
Wich literally devided into two parts of assessment. That is Formafive and Normative assessment.
3. Making learning material in Merdeka Curriculum needs to set up for several serious steps. Wich literally devided into profiling and Initial Competence.
assessment process to achieve curriculum targets. Therefore, it is necessary to make efforts to change the mindset (perception) and behavior (attitude) of teachers in carrying out learning by curriculum demands.
Perception plays an important part in the learning process since it influences someone's behavior or attitudes and motivation to learn70.
Genuine outcomes were seek by teachers in facing curriculum changes all with its behaviour and mindset and attitude as the demads of curriculum. Then evidence had found at Mts Miftahul Huda Curah Kates Jember wich was chosen as the field study in this paper. Previous chapter had been delivered in background of the research about there were at least two research problem found. This case become interesting that in fact those two research problems wich the first one was Teachers’ perception to Merdeka Curriculum reform at Mts Miftahul Huda being in line toward the theory raised up by the expert. As written that curriculum changes required teachers to be more creative, innovative, critical and practical in carrying out the learning and assessment process to achive curriculum targets, also confirmed on interview section and observation. Teachers and Students are excited to Implementing Merdeka Curriculum Teachers are enthusiastics to Implementing Merdeka Curriculum even though there were moments students got lazzines and lack of reference from teacher due to uncoorperate facilities. Furthermore teachers were required to be more
70Kuntarto, E, Persepsi Guru Terhadap Aspek Penilaian Sikap dan Aspek Penilaian Keterampilan dalam Kurikulum 2013 di Sekolah Dasar. JPGD: Jurnal Gentala Pendidikan Dasar, 1(1), 21–
40. (2016).
creative, innovative, critical, and practical in carrying out the learning and assessment process to achieve curriculum targets.
Several researchers have conducted research on teacher perception of curriculum changes. Among those results showed that teacher perceptions in the preparation, implementation, and evaluation of curriculum changes from 2006 to 2013 and again to Merdeka Curriculum are very diverse. While the teacher's give posistive response to the implementation Merdeka Curriculum they supported it as they realized that the curriculum change was for the better innovation. However, another research results showed that the teachers’ perception of curriculum changes has a direct influence on the attitude and readiness of teachers in carrying out the curriculum. Furthermore, it was point out that teachers' perceptions of curriculum change indirectly affect teachers' attitudes and readiness in implementing the curriculum.71
This is in accordance with the data found above based on interview and observation that, perception takes place when a person receives a stimulus from the outside world. This process occurs which ultimately manifests itself in an understanding. The dynamics and changes in the field of education currently felt so dynamic, the existence of technological advances information that is so fast, the learning model must be able to answer challenges so that there is a shift in the role of the teacher or lecturers are not just central learning.
71Kuntarto, E, Persepsi Guru Terhadap Aspek Penilaian Sikap dan Aspek Penilaian Keterampilan dalam Kurikulum 2013 di Sekolah Dasar. JPGD: Jurnal Gentala Pendidikan Dasar, 1(1), 21–
40. (2016).
Foundations of the sociology education at field study Mts Miftahul Huda Curah Kates Jember was a set of assumptions that used as a starting point in the framework of practice and/or study of education based on curriculum. This includes: teacher interactions with students, class or school group dynamics, structure and function education, and societal systems and their effects on education, how to implement the sociological foundation education in Indonesia, what are the implications of the sociological foundation education for Indonesian education.72
To achieve the optimization of Merdeka Curriculum which is expected to be beneficial for all parties, this will be a shared task for all related aspects of education. Starting from the government itself, which provides guarantees and technical instructions as to what kind of independent learning is. This is followed by schools which in practice, through teachers, how they plan the learning process according to the concept and management of independent learning, up to parents and the community who are directly involved in supervision and optimization outside of school. Thus, the collaboration of these parties is considered to be one of the important points in the implementation of Merdeka Curriculum73.
72 Abidin, Persepsi guru terhadap perubahan kurikulum ktsp ke k13 ( studi kasus mi al- jariyah bungkuk parang magetan). In Jurusan Pendidikan Guru Madrasah Ibtidaiyah, Fakutas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Negeri Ponorogo (Vol. 13).
http://etheses.iainponorogo.ac.id/4360/1/APRITA SKRIPSI.pdf. (2018).
73Ramadania, F., & Aswadi, D. (2020). Blended learning dalam merdeka belajar teks eksposisi.
STILISTIKA: Jurnal Bahasa, Sastra, Dan Pengajarannya, 5(1), 10–21.
https://doi.org/10.33654/sti.v5i1.1014
Meanwhile teachers’ perception towards Merdeka Curriculum change in MTs Miftahul Huda Curah Kates Jember was actually fully attractive and well applied. It is related towards some theories being stated above throughout expert research that most teacher had to served consciousnes at the beginning of measuring and adapting the newest curriculum. Furthermore, based on observation, teachers interview at MTs Miftahul Huda Curah Kates Jember and supported with document review from expert explanation it is clear that in the end of the day teacher are so excited in implementing Merdeka Curriculum because of the free will concept given inside the curriculum.
2. Problems In Implementing The Merdeka Curriculum Reforms At