I recommend that the thesis be submitted to the head of the education department Faculty of Tarbiya and Teacher Education, State Islamic University Prof. Maria Ulpah, M.Si., as head of Tadris at the Faculty of Tarbiya and teacher training by Prof. K. H.
INTRODUCTION
- Background of the Study
- Clarification of Key Terms
- Research Questions
- Aims and Significances of the Study
- Previous Studies
To describe the implementation of the Merdeka curriculum in teaching English to 4th grade SDN 1 Purwanegara Banyumas b. While the differences on the implementation of Merdeka curriculum in teaching English in 4th grade SDN 1 Purwanegara Banyumas.
LITERATURE REVIEW
Concepts of Merdeka Curriculum
- Definitions of Merdeka Curriculum
- Legal Fundamentals in the Implementation of Merdeka Curriculum
- The Advantages of Merdeka Curriculum
- The Principles of Teaching and Learning
- Curriculum structure
Schools have the authority to develop and manage the curriculum and curriculum in accordance with the characteristics of the educational unit and the students. Based on the “Buku Saku Tanya Jawab Kurikulum Merdeka Kemendikbud RI”, the thematic approach is still used, but it does not become mandatory.
Teaching English in Elementary School
- Teaching English in Elementary School
- Definition of Teaching
- Principles in Teaching English
- Method in teaching English
With the correct method, learning English creates a pleasant situation, and also improves their understanding of the English language. By teaching English to primary school children, children gain a greater understanding of the global community.
Teaching English to Young Learners
- The Definition of Young Learners
- Children Stages
- Characteristic of Youthful Learners
- Learning Style Attributes of Children
- Principles of Teaching Young Learners
The development moment occurs next. a) Sensorimotor phase: from birth to 2 years. b) Preoperative stage: between 2 and 8 years. c) The concrete operational stage takes place between eight and eleven years. Meanwhile, Piaget's focus is that the child is an excellent learner, constantly communicating with the environment and dealing with problems given by the environment. They are active participants in learning and intellectuals who develop their own understanding by interacting with things or concepts.
It is obvious that all students need to contribute thoughts and attitudes, not just facts, to the conversation to make it engaging and inspiring. Nevertheless, it is clear that these obstacles require a scaffolding within the ZPD. e) Tone stimulus in the local planning area. Stories, songs, and plays can be used to introduce students to comprehensible, purposeful, word-level language in early childhood classrooms. g) Have a plan that is purposeful and meaningful in a clear and recognizable environment.
However, if children are to be involved in the learning process and develop their individual understanding and consequences, it is essential that activities are planned and arranged to encourage and facilitate their growing independence. When people believe that the 9 factors described above are essential to effective teaching, then it is imperative that the methods used to assess and evaluate students in the classroom reflect and complement these nine points.
METHODOLOGY
- Research Design
- Research Site, Participants and Time
- The Aim and Topic of the Study
- Collecting Data Methods
- Data Analysis
The teacher was observed and questioned by the researcher regarding the implementation of the Merdeka curriculum in English teaching. This project was conducted to get correct information about the implementation of the Merdeka curriculum in the teaching of English in the fourth grade SDN 1 Purwanegara Banyumas. Based on the interview and observation, the researcher has found that the teacher in SDN 1 Purwanegara implemented the Merdeka curriculum in English teaching but in the first and fourth grades.
Other students start using the Merdeka curriculum in the next phase year. Learning in the Merdeka curriculum reinforces differentiated learning according to the level of student achievement. As a result previously established that the teacher has implemented the Merdeka Curriculum in teaching English.
This is related to an article “The Implementation of Merdeka Curriculum on Student Learning for All Subjects (Case Study of Face-to-Face Learning at SMK INFOKOM Bogor), which aims to know about the implementation of Merdeka Curriculum for all subjects. In the post-teaching phase, it contains how the teacher conducts an assessment according to the Merdeka curriculum.
RESEARCH FINDINGS AND DISCUSSION
Research Findings
As a result, teachers are more likely to choose a learning aid so that they can adapt the learning process to the learning needs and interests of the students. Unlike the curriculum implemented in 2013 where English was offered as a local compulsory/elective subject, the Merdeka curriculum requires. For the purpose for which it was created, it is given to the teacher or the school where the students are educated.
If in the 2013 curriculum, the material taught to the teacher should be continued to the next chapter without knowing if the student has already mastered the material, then this proposal is acceptable. In this Merdeka curriculum, however, the teacher must wait until the student's ability corresponds to the expected level of learning before moving on to the next topic.”. Based on the observation conducted by the researcher, the English teacher using the teacher's question, in which the students are asked related to the material to review and train their intellect to make sure they understand the lesson.
Therefore, I usually present a picture and asked the students some questions related to the material I taught in the previous meeting. In addition to the Merdeka curriculum, there is a curriculum designed to unlock the student participant's potential without interfering with the student's situation and requirements.
Discussion
Guru menunjukkan jam dinding (jam dinding dapat berupa jam asli maupun tiruan sebagai media pembelajaran yang dibuat oleh guru) dan memberikan pertanyaan kepada siswa. Guru menyebutkan bahwa pada kegiatan selanjutnya siswa harus bermain kartu/flash card (flash card terdiri dari 2 jenis kartu yaitu kartu bergambar jam dan kartu bertulisan). Guru mengajak siswa mengamati gambar dan membaca kalimat yang tertulis di papan tulis.
Siswa menulis kalimat tentang waktu dalam bahasa Inggris di buku siswa halaman 83. Guru menugaskan satu siswa untuk menjawab soal, contoh soal. guru : “Jam berapa kamu bangun setiap pagi?”. Guru meminta siswa memperhatikan gambar dan jam yang tertera pada halaman.
CONCLUSION AND SUGGESTION
Conclusion
However, this was only observed for 1st and 4th grade and researcher at 4th grade in English lesson. In the implementation of Merdeka curriculum in the teaching of English, the English teacher presented three phases, that is phase of pre-teaching, inter-teaching and post-teaching. Furthermore, the questions related to the picture presented in LCD projector with the material about O'clock.
In particular, there is a lack of control over how the stages of module creation are taught independently of the curriculum, due to the lack of government socialization in relation to independent curriculum policies. Moreover, the lack of vocabulary knowledge in English that the teacher owes is not English, so the teacher must prepare the material before teaching the class.
Limitation of Study
Therefore, there is no comparison between the two sections regarding the implementation of the Merdeka curriculum in English education. Due to the fact that the Merdeka curriculum is a relatively current curriculum, there is a lack of relevant previous research, making it difficult for researchers to apply the necessary theory to this research.
Suggestion
Salinan Keputusan Kepala Badan Standar, Kurikulum dan Evaluasi Pendidikan Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi no. 008/H/KR/2022 tentang Prestasi Pendidikan Pada Pendidikan Prasekolah Pada Jenjang Pendidikan Dasar dan Jenjang Pendidikan. Permasalahan penerapan kurikulum mandiri pada mata pelajaran pendidikan agama Islam di SDN Selajambe 3 Sukaluyu Cianjur. Konferensi Pembelajaran Pengajaran Bahasa Inggris (ELTIC) ke-1: Trennya Tantangan Kurikulum Menghadapi Masyarakat Ekonomi ASEAN, 32-37.
Jurnal Pendidikan Indonesia UNTUK SEMUA MATA PELAJARAN (PEMBELAJARAN STUDI KASUS Pendahuluan Dunia pendidikan merupakan upaya untuk meningkatkan kualitas sumber daya manusia dalam hal berpikir dan keahlian. Penerapan pembelajaran keterampilan abad 21 ditujukan pada kurikulum yang mandiri dalam pembelajaran. Proyek untuk Penguatan Profil Siswa Pancasila SMP Al-Falah Deltasari Sidoarjo 'Kurikulum Mandiri' Mulai dari Desain hingga Implementasi di Sekolah: Apa yang Berhasil dan Apa yang Tidak dalam Pendidikan Indonesia.
Kesiapan guru bahasa Inggris dalam menerapkan kurikulum 'Merdeka Belajar' dalam pengajaran bahasa Inggris di SMP di Padang. Persepsi Guru Terhadap Konsep Kebebasan Belajar Menteri Pendidikan dan Kebudayaan Nadiem Makarim dalam Pendidikan Agama Islam di Program Studi Pendidikan Agama Islam Mts Negeri 3 Sleman Fakultas Ilmu Islam Universitas Islam Indonesia Yogyakarta Menteri Pendidikan dan Kebudayaan Nadiem Makarim Dalam.
Research Instrument
Apa alasan kuat kami memutuskan untuk menggunakan kurikulum mandiri, selain itu merupakan kurikulum pilihan. Apakah kurikulum mandiri benar-benar diterapkan dalam kegiatan pengajaran khususnya pada pelajaran bahasa Inggris? Apa yang dijadikan bahan acuan atau pedoman guru dalam menerapkan kurikulum mandiri untuk meningkatkan hasil belajar siswa pada mata pelajaran bahasa Inggris?
Bagaimana hasil belajar siswa setelah melakukan kegiatan pembelajaran dengan menggunakan kurikulum mandiri khususnya pada mata pelajaran bahasa Inggris? Bagaimana cara mengatasi permasalahan atau kendala yang ditemui dalam penerapan kurikulum mandiri dalam meningkatkan hasil belajar mata pelajaran bahasa Inggris? Apa kriteria materi pembelajaran yang Anda pilih ketika menyelenggarakan kegiatan pembelajaran di kelas Anda?
Apakah Anda selalu belajar bahasa Inggris di luar sekolah (di luar kelas/di rumah)? Guru memberikan pekerjaan rumah kepada siswa Guru mengakhiri pembelajaran dengan mengucapkan hamdallah dan salam.
Transcript Interview
BK : Pada kurikulum mandiri, bahasa Inggris merupakan mata pelajaran tetap, berbeda dengan kurikulum 2013 yang mana bahasa Inggris merupakan mata pelajaran muatan lokal/pilihan. Peneliti: Apakah kurikulum mandiri benar-benar diterapkan dalam kegiatan pengajaran khususnya pada pelajaran bahasa Inggris? Peneliti : Yang dijadikan bahan acuan atau pedoman guru dalam menerapkan kurikulum mandiri untuk meningkatkan hasil belajar siswa pada mata pelajaran bahasa Inggris.
Peneliti : Bagaimana hasil belajar siswa setelah melaksanakan kegiatan pembelajaran sesuai kurikulum mandiri khususnya mata pelajaran bahasa inggris. Peneliti : Bagaimana cara anda mengatasi permasalahan atau kendala yang anda alami dalam penerapan kurikulum mandiri untuk meningkatkan hasil belajar mata pelajaran bahasa inggris. CC: Kendala yang muncul di sekolah adalah tidak tersedianya guru bahasa Inggris yang berdedikasi dan tidak semua guru di kelas memiliki kemampuan bahasa Inggris yang baik.
Pewawancara: Sepengetahuan saya, dalam kurikulum mandiri ini, khususnya pada modul pengajaran, guru harus menulis profil siswa. Pewawancara: Apakah Anda selalu belajar bahasa Inggris di luar sekolah (di luar jam pelajaran/di rumah)?
Documentation
Lesson Plan
