A FINAL PROJECT
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Education
KAMILATUZZULFA 31801900026
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF LANGUAGES AND COMMUNICATION SCIENCE SULTAN AGUNG ISLAMIC UNIVERSITY
2023
i
PAGE OF APPROVAL
A Final Project entitled
TEACHER’S AND STUDENTS’ PERCEPTIONS IN THE IMPLEMENTION OF INDEPENDENT LEARNING CURRICULUM AT SMA N 1 WELERI
Prepared and Presented by : Kamilatuzzulfa
31801900026
has been approved by the advisor to be examined by the Board of Examiners.
ii
PAGE OF VALIDATION
A Sarjana Pendidikan Final Project on
TEACHER’S AND STUDENTS’ PERCEPTIONS OF THE IMPLEMENTION OF INDEPENDENT LEARNING CURRICULUM AT SMA N 1 WELERI
Prepared and Presented by : Kamilatuzzulfa
31801900026
Defended before the Board of Examiners On July 25th 2023
and Declared Acceptable
Semarang, July 25th 2023
iii
STATEMENT OF ORIGINALITY
Hereby, I honestly declare that the undergraduate thesis I wrote does not contain the works or part of the works of other people, except those which were cited in the quotations and the references, as a scientific paper should. If my statement is not valid in the future, I absolutely agree to accept an academic sanction in the form of revocation of my paper and my degree obtained from that paper.
Semarang, July 25th 2023
iv ABSTRACT
Kamilatuzzulfa, 31801900026. Teacher’s and Students’ Perception in the Implementation of Independent Learning Curriculum at SMA N 1 Weleri. A Final Project: English Education Department, Faculty of Languages and Cummunication Science, Sultan Agung Islamic University. Advisor: Nur Ekaningsih, S.Pd.,M.Pd
Learning is the interaction between teachers and students in such a way that the teacher explains a material and students understand it. While the curriculum is an educational program provided for student learning. This research was conducted to find out how the perceptions between the teacher and students related to the implementation of the Independent Learning Curriculum at SMA N 1 Weleri. This research involves 11 participants; a teacher and 10 students of SMA N 1 Weleri, Kendal, Central Java. Research data collected through interviews and giving open ended questions then analyzed qualitatively. The results of this research found that most teachers and students strongly agreed with the implementation of the independent learning curriculum in their schools, they admitted that they were very happy when learning to use technology, and more project, but there were also challenges for them, especially in the use of technology, and even boredom when learning takes place. This research can be a reference or recommendation for the government in implementing the Independent Learning curriculum in Indonesia.
Keywords: implementation, Independent Learning Curriculum, perception
v INTISARI
Kamilatuzzulfa, 31801900026. Persepsi Guru dan Siswa pada Implementasi Kurikulum Merdeka Belajar di SMA N 1 Weleri; Skripsi: Program Studi Pendidikan Bahasa Inggris, Fakultas Bahasa dan Ilmu Komunikasi, Universitas Islam Sultan Agung. Pembimbing: Nur Ekaningsih.,S.Pd.,M.Pd
Pembelajaran adalah interaksi antara guru dan siswa dimana guru menjelaskan suatu materi dan siswa memahaminya. Sedangkan kurikulum adalah program pendidikan yang disediakan untuk pembelajaran siswa. Penelitian ini dilakukan untuk mengetahui bagaimana persepsi antara guru dan siswa terkait penerapan Kurikulum Merdeka Belajar di SMA N 1 Weleri. Penelitian ini melibatkan 11 partisipan: 1 guru dan 10 siswa dari SMA N 1 Weleri, Kendal, Jawa Tengah. Data penelitian dikumpulkan melalui wawancara dan pemberian pertanyaan terbuka yang kemudian dianalisis secara kualitatif. Hasil penelitian ini ditemukan bahwa sebagian besar guru dan siswa sangat setuju dengan penerapan Kurikulum Merdeka Belajar di SMA N 1 Weler, mereka mengaku sangat senang ketika belajar menggunakan teknologi, dan lebih banyak proyek, namun ada juga tantangan yang dihadapi mereka, terutama dalam penggunaan teknologi, dan merasa bosan saat pembelajaran berlangsung. Penelitian ini dapat menjadi acuan atau rekomendasi bagi pemerintah dalam mengimplementasikan Kurikulum Merdeka Belajar di Indonesia.
Kata kunci: penerapan, kurikulum merdeka belajar, persepsi
vi MOTTO
“The best way to get started is to quit talking and begin doing”
(Walt Disney)
DEDICATION
The final project is dedicated to all beloved people who have given attention, love, affection and provide motivation in completing this final project.
vii
ACKNOWLEDGEMENT
Alhamdulillahhi rabbil Alamin, the writer expresess her highest gratitude to Allah SWT first for all blessing, love, opportunity, health, and mereiful. The witer would like to say thank you very much who have halped in the writer’s situation of the complemention of this final project. This final project entitled “Teacher’s and Students’ Perception of the Implementation of Independent Learning Curriculum at SMA N 1 Weleri”. Therefore, the writer would like to express my deepest gratitude the following people :
1. Prof. Dr. H. Gunarto, S.H.,M.H, as the Rector of Sultan Agung Islamic University.
2. Mrs.Trimanah, S.Sos.,M.Si as the Dean of Faculty of Language and Communication Science, Sultan Agung Islamic University.
3. Mrs. Nur Ekaningsih, S.Pd.,M.Pd, as the Head of English Education Study Program of Faculty of Language and Communication Science, Sultan Agung Islamic University and as the advisor who has patiently guided, and given me the best advice, comments, and suggestion to complete this final project.
4. All lecturers and staff of the Faculty of Language and Communication Science for their guidance, support, and assistance during the study.
5. Isa Anshori, S.Pd.,M.Pd. as the headmaster of SMA N 1 Weleri for the permission to conduct the research in the school.
viii
6. All teachers and students who are participated in this research, so the research could be completed.
7. The writers’ family Mr. Sugiyanto and Mrs. Zinatun Munawaroh as the writers’
parents, who always give love, powerfull and prayers. Also the writer’s little sister Nilna Adibatul Izza who always support me to do my best.
8. The writers’ beloved partner “A” who always give helped, love, and made the writers’ life always colorful in everyday.
9. The writers’ closest friends, (Isfina Mukhibatur Rif’ani, Fieki Ridha Nishfi Laili, Fathimatuzzahra, and Ardhia Luthfi Cahyaningdyas) who always be in the writer’s side, give the support, prayers, and attention.
10. All the writers’ friends in the English Education study program, for togetherness during the study at the Faculty of language and Communication Science, Sultan Agung Islamic University.
Finally, the writer hopes in this research will be useful for the readers, further studies, and the English Education Study Program students. The suggestion and constructive critism for improving the final project will be accepted.
Semarang, July 24th 2023
NIM. 31801900026
ix
TABLE OF CONTENTS
PAGE OF APPROVAL ... i
PAGE OF VALIDATION ... ii
STATEMENT OF ORIGINALITY ... iii
ABSTRACT ... iv
INTISARI ... v
MOTTO ... vi
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENTS ... ix
CHAPTER I ... 1
INTRODUCTION ... 1
1.1 Background of the Study ... 1
1.2 Reason for Choosing the Topic ... 5
1.3 Statements of the Problem ... 5
1.4 Objectives of the Study ... 6
1.5 Limitation of the Study ... 6
1.6 Significance of the Study ... 6
1.7 Definition of Key Terms ... 8
1.8 Organization of the Study ... 9
CHAPTER II ... 11
REVIEW OF RELATED LITERATURE ... 11
2.1 Perception ... 11
2.2 Independent Learning Curriculum ... 12
2.2.1 Concept of Independent Learning Curriculum ... 12
2.2.2 Advantages of Independent Learning Curriculum ... 15
2.2.3 Disadvantages of the Independent Learning Curriculum ... 17
2.3 Review of Related Literature ... 19
x
CHAPTER III ... 22
RESEARCH METHODOLOGY ... 22
3.1 Research Design of Study ... 22
3.2 Subject of Study ... 22
3.3 Instruments of the Study ... 23
3.4 Validity and Reliability ... 25
3.5 Technique of Data Collection ... 26
3.6 Technique of Data Analysis ... 26
CHAPTER IV ... 27
FINDING AND DISCUSSION ... 27
4.1 Research Findings ... 27
4.1.1 Teacher’s Perception ... 28
4.1.2 Students’ Perception ... 31
4.2 Discussion ... 40
CHAPTER V ... 43
CONCLUSION AND SUGGESTIONS ... 43
5.1 Conclusion... 43
5.2 Suggestions ... 44
REFERENCES ... 46
APPENDICES ... 50
Appendix 1. Letter of Instrument Validation from Advisor ... 50
Appendix 2. Letter of Instrument Validation from Principal ... 52
Appendix 3. Letter of Requesting Research ... 54
Appendix 5. Letter of Research Permission ... 55
Appendix 6. Research Documentation ... 56
1 CHAPTER I INTRODUCTION
This chapter consist of the background of the study, the reason for choosing the topic, the statement of the problem, the objectives of the study, the limitation of the study, the significances of the study, the definition of key terms, and the organization of the study.
1.1 Background of the Study
Education is an effort to create an active generation and has noble character (Setiawan, 2020). Learning is an assistance provided by educators so that the process of acquiring knowledge, mastery of skills and character, and the formation of attitudes and beliefs in students. In other words, learning is the process of helping students learn well. While the curriculum is a reference of all forms of learning in the world of education (Nurhayati & Samiati, 2018). Deng (2018) explained that the curriculum has several scopes including, social, cultural, political, ethnic, and so on are considered in making curriculum. The curriculum must cover all problems about schools and how to overcome them, therefore the curriculum must be a reference in the world of education (Adolfsson, 2018). The curriculum must regulate all aspects of learning in schools so that the teacher will easily teach. The curriculum is applied in schools so that the teachers can make learning more focused (Alvunger, 2018). The curriculum is the foundation in advancing education
for the success of the nation's next generation for the realization of better national development (Akib et al., 2020). So, in conclusion, the education system that applies is very dependent on the curriculum because a curriculum is the foundation for teaching and learning activities which will later be applied to every school.
The curriculum is like a mentor in the world of education, everything in learning activities must be following with the existing curriculum like a map that gives way when we are somewhere. Curriculum is an important aspect that becomes a goal in the progress of a country, especially in the field of education (Fanani & Murniati, 2020). The curriculum certainly provide a form of student readiness in the present and the future (Kusumawardani et al., 2022). As we all know that the government created the Independent Learning Curriculum when Covid-19 was in progress, this was based on learning that had to be done online or without face-to-face meetings. As Jojor et al.(2022) say that many obstacles faced by the teachers and the students causing risks that make the teachers and the students not optimal in conveying learning and understanding material. So, this curriculum intended to make learning more effective and efficient because students are required to be able to explore material independently other than the material explained by the teacher during learning.
Nurhidayati et al.(2021) states that curriculum development is a process of improving the curriculum and evaluating the old curriculum to produce a quality educational process. After the implementation of the Independent Learning
Curriculum, in fact many teachers and students also do not understand exactly what is meant by the Independent Learning Curriculum and what impacts will be obtained after the implementation of this curriculum. Of course it is not easy for the government to replace the existing curriculum with a new curriculum, the government must be able to understand the existing situation. Sari (2022) explains the education curriculum in Indonesia changes frequently every time there is a change in the Minister of Education so that the quality of Indonesian education has not yet met clear and steady quality standards. In the course, of history since 1945, the national education curriculum has changed, namely are 1947 Lesson Plan, 1952 Unraveled Lesson Plans, 1968 Curriculum, 1975 Curriculum, 1984 Curriculum, 1994 Curriculum and 1999 Curriculum Suplements, 2004 Curriculum, 2006 Education Unit Level Curriculum, 2013 Curriculum, and the newest named Independent Learning Curriculum. So, it can be seen that education in Indonesia has experienced curriculum changes several times due to changes in the term of office of the minister of education in Indonesia and as an improvement in the quality of education in Indonesia. Therefore, the Independent Learning Curriculum is a new curriculum that was created to replace the previous curriculum in order to generalize education in Indonesia so that it is better in the future. Independent Learning Curriculum can frees students to study independently by chhosing learning that is interest to each student. Independent Learning Curriculum is carried out by learning as a result of student choices according to their interest and talents.
The government hopes that with the Independent Learning Curriculum currently implemented, it can help students as agents of change in the future.
The outbreak of the coronavirus outbreak or commonly called Covid-19 in Indonesia began in early 2020, not only that, Covid-19 has also attacked countries in the world (Robandi et al., 2020). Currently, education in Indonesia is in the concept of learning. So that the digital learning process by utilizing a smartphone is the result of systematic integration of learning components with attention to quality, learning resources, and is characterized by learning interactions across time and space. So, as a result of this pandemic, learning is taking place with online learning like this in all schools and colleges due to the temporary closure of the direct or face-to-face learning process. For this reason, the Ministry of Education and Culture has implemented a new curriculum called Independent Learning.
Independent Learning is the sense of learning independently by using knowledge widely without limitations. The independent learning to learn has become an independent characteristic for both teachers and students. Independent Learning is expected to be able to produce knowledge that exceeds regarding information. The role of the students in this concept is as mentoring and is expected to have the ability to solve problems. Meanwhile, the assessment is no longer focused on values, but, the process of fighting.
1.2 Reason for Choosing the Topic
The writer chose the topic of “Teacher’s and Students’ Perceptions in the Implementation of Independent Learning Curriculum at SMA N 1 Weleri” because the writer is very interested about it. Independent Learning curriculum is one of the topics currently being discussed by the government, so in her opinion this is the topic that most people are looking for today. And the writer wanted to know more about this curriculum, so that the writer understand this Independent Learning curriculum. In this pandemic, finally the government made a new policy about curriculum in the school namely is Independent Learning Curriculum, this curriculum utilizes a lot of technology, so it is very suitable for the current generation.
1.3 Statements of the Problem
This study reported a case that is currently being discussed in the community with a research questions :
1. What are the teacher’s and students’ perception in the implementation of Independent Learning Curriculum at SMA N 1 Weleri?
2. What are the challenges that are often experienced by the teacher and the students in the implementation of the Independent Learning Curriculum at SMA N 1 Weleri?
1.4 Objectives of the Study
The objectives of teacher’s and students’ perceptions about Independent Learning curriculum and its problems are:
1. To describe the teacher’s and students’ perception in the implementation of Independent Learning Curriculum at SMA N 1 Weleri.
2. To elaborate about the challenges that are often experienced by the teacher’s and the students’ in the implementation of the Independent Learning Curriculum curriculum at SMA N 1 Weleri.
1.5 Limitation of the Study
In a study, of course, there are research limitations that will assist researchers in focusing their research so that the research does not deviate from its main purpose. This study was limited for the teacher and ten students of X1 until X9. This study discusses teacher and student perceptions of implementing the independent learning curriculum which will only involve teacher and students in class 10 at SMA N 1 Weleri.
1.6 Significance of the Study
The result of the study is expected to give contributions as follows:
a. Pedagogical significance
This research was conducted to find out how the perceptions between the teacher and students about the Independent Learning Curriculum. The results of this study e expected to be taken into consideration by school and the government regarding learning in the Independent Learning Curriculum. By knowing how the teacher and students perceptions about this curriculum, it can advanced better Indonesian education.
b. Practical significane 1. For Teachers
This research is expected can help teachers in improving student learning according to the Independent Learning Curriculum.
This research also to know how the efforts that teachers can take in applying the concept of the Independent Learning Curriculum, so that learning remains effective.
2. For Students
This research is expected to increase students’ motivation in learning, so that they will be more active and creative in the class.
3. For School
This research is expected to be input and material for consideration in implementing the Independent Learning Curriculum at SMA N 1 Weleri. So the class is become fun and not monotonous.
4. For the Government
This research is expected to be a reference material and as a government input in making decisions and learning methods adopted in the Independent Learning Curriculum.
5. For Readers and Researcher
This research expected be useful for all of us and this research can also be a reference for everyone. So that we can build a better Indonesian education together.
1.7 Definition of Key Terms
To clarify the terms in a key, here is the explanation:
a) Implementation
Implementation is an application of a rule. A new learning implementation can be done to find out the advantages and disadvantages in the previous program to be able to compare its characters (Zakiah et al., 2021).
b) Perception
According to Juanta and Gunawan (2023) perception is the understanding or response to other people or objects that have been seen or felt by the five sinse. On average, each person has a dfferent perception of what their experienced before, even with the same object.
c) Independent Learning Curriculum
The Independent Learning Curriculum is one of the government programs to advance education in Indonesia, therefore, a teacher must be able to apply it to improve students' abilities (Rizky & Astutik, 2021).
1.8 Organization of the Study
This study consists of five chapters, they are:
Chapter I gives details about the introduction of the study, such as: the Background of the Study, the Reason for choosing the topic, the Statements of the problem, the Objectives of the Study, the Limitation of the Study, the Significance of the Study, the Definition of Key Terms, and the Organization of the Study.
Chapter II describes of perception, Independent Learning Curriculum, concept of independent learning curriculum, advantages of Independent Learning Curriculum, disadvantages of the Independent Learning Curriculum, and similarities and differences of previous study.
Chapter III contains the description of research method used in this research, includes the research design of the study, subject of the study, validity and reliability, the technique of data collection, and the technique of data analysis.
Chapter IV describes about results of the questions of the research and answers the research question for this study. Within the description of analysis results and discussion about teachers and students’ perception of the implementation of Independent Learning Curriculum.
Chapter V consists of the conclusion and suggestion of the research.
11 CHAPTER II
REVIEW OF RELATED LITERATURE
Chapter II describes of perception, Independent Learning Curriculum, concept of Independent Learning Curriculum, advantages of Independent Learning Curriculum, disadvantages of the Independent Learning Curriculum, and similarities and differences of previous study.
2.1 Perception
According to Wagner and Hollenbeck as explained by (Kalahatu, 2021), every human being is endowed with five kinds of senses which have different functions so that they can be used according to their functions. So that the notion of perception according to Wagner and Hollenbeck is information obtained from what he has seen, then felt and expressed to describe what he has experienced.
Perception actually comes from the influence of our five senses which work simultaneously to observe and assess a problem we are facing right now. While according to Juanta and Gunawan (2023) perception is the understanding or response to other people or objects that have been seen or felt by the five sinse. On average, each person has a dfferent perception of what their experienced before, even with the same object.
Then, according to Robins as explained by (Faturahman, 2018), perception can be interpreted as a statement obtained from each individual who experiences
different feelings for every new thing he has experienced. Meanwhile, according to Tiato and Titik Trowulan as explained by (Kalahatu, 2021), perception can be interpreted as a process of identifying problems that a person has experienced or felt so that they can be expressed through statements or writing and then can be used as a reference for others in identifying the same problem. The process of perception can be said to originate from brain stimulation that is experienced by everyone so that it can be felt and expressed in accordance with the stimulation he has received from the first. So it can be concluded that perception is a situation where a person feels something new that they encounter and then expresses it openly, so everyone has different perceptions according to the stimuli and feelings they experienced when facing problems that occurred before.
2.2 Independent Learning Curriculum
2.2.1 Concept of Independent Learning Curriculum
The existence of an online learning process of the Independent Learning curriculum concept is supported by several theories. According to Indonesia's current minister of education and culture, Nadiem Makarim, as explained by (Ainia, 2020) Independent Learning Curriculum is the curriculum to improving children's thinking, freeing children to study outside the classroom will shape the character of students to be more independent in attitude, socialize and be bolder in expressing their opinions. So it can be concluded that the government
created an independent learning curriculum as a bridge for students in developing their interests and talents, especially in learning at school.
Meanwhile, according to Ki Hajar Dewantara as explained by (Hidayatullah et al., 2023), explained that independent learning is a learning concept that can shape the character of students to be more independent and creative following the goals of the Indonesian nation. Meanwhile Mustaghfiroh (2020), argues that Independent Learning has the same meaning as the philosophy of progressivism which cosiders that humans are unique and have their perspective, that ideals and ideas are not just wishful thinking but must be realized in reality. Learning in this curriculum is intended so that students can develop their abilities in practice. Schools not only to meet the needs of students in terms of material, but schools must also meet the needs of their students by providing effective, comfortable, and flexible learning and assisted by teachers who are professional in their fields so that they can support learning to run well (Tonks et al., 2021). So in conclusion, Ki Hadjar Dewantara revealed that the independent curriculum emphasizes the freedom of students in learning and so that students can develop independently according to their respective interests and talents.
Understanding students from all backgrounds and knowing the progress of students from the first to the last level is a process to give them the intellectual and initiative to use the various information they get correctly
(Ambler et al., 2021). Schools and teachers are required to meet the needs of each student fairly when learning takes place it will be an important point in improving student intelligence (Merki et al., 2021). In addition, the curriculum is also the most important aspect in the world of education, especially in learning, all guidelines and structures when conducting learning must be following the current curriculum. Meanwhile, according to Febrianto et al., (2020) who explains constructivism theory that the learning process will determine the form of knowledge of each child where all these processes aim to make students more independent and active in developing their knowledge according to what they have. With this it can be concluded that the importance of a teacher in the student learning process is the main point for shaping student character, especially in forming students' independence in learning.
As a driving force in the process of student learning, a curriculum must involve all aspects of subjects in school, several subject areas that must exist in the curriculum are physics, historical theory, law, and ideology (Alvunger, 2021). Research standards in learning will usually affect the level of discipline and courtesy in each student, direct learning increased the level of intimacy between teachers and students more effectively (Wood & Sheehan, 2020). The classroom is also an important supporting factor in learning as a place that can create a comfortable and safe atmosphere, the classroom is also often a place of communication between students and teachers (Wahlstrom, 2018). So,
educational standards can be seen in the curriculum that is enforced because a curriculum as a reference in learning will improve the learning system that is carried out.
In the same context, Smith (2019) examines a case of coherence between curriculum, syllabus, and teacher decisions, they argue that teachers as curriculum users must be able to understand and accept changes to the new curriculum well, the government gives freedom to teachers to be able to utilize their abilities according to their needs applicable curriculum. In research conducted by Alvunger et al. (2021), curriculum development must be carefully planned and coordinated by the government, because the curriculum covered all aspects of learning in schools, they also argue that curriculum development must be based on current conditions and technology. So, the curriculum not only a guide in educational standards, but as a product in achieving better educational goals.
2.2.2 Advantages of Independent Learning Curriculum
Each applied curriculum certainly has advantages and disadvantages, with dominant advantages over weakness, of course we can know that this curriculum is suitable for implementation, whereas if the curriculum has many deficiencies, so this curriculum must further evaluation is neede so that is does not affect the quality of existing education (Ahmed et al., 2018). Independent learning is an important concept in shaping the character of students who show
an active, creative attitude and are able to social character (Rasulova, 2020). In the Independent Learning Curriculum, the government does not only emphasize learning and theory in the classroom but with the Independent Learning Curriculum hoped that it can help students develop both science and life sciences in a sustainable manner (Prastowo et al., 2020). The government feels that the Indeoendent Learning Curriculumis very suitable for the needs of 5.0 era, because in the millennial era, students expected to be able to master all fields to prepare for the future (Anis et al., 2022). The advantages of implementation of Independent Learning Curriculum can be seen in the schools that implemented this curriculum. With the Independent Laernng Curriculum, students can develop their abilities without any limitations, learning in the class carried out more creatively and fun so that the class becomes active, there are assignments in the form of projects given by teacher so that students are able to have a direct impact on real life which is emphasized by the use of technology in the process in addition, students are also required to be able to critical thinking in the assignment given by the teacher (Anis et al., 2022). The existence of an Independent Learning Curriculum aims to generate after Covid- 19. Therefore, the Independent Learning Curriculum was created to supports students’ abilities in communicating and collaborating, the ability to think citically and solve problems and the ability to have a spirit in accordance with Pancasila (Aulia et al., 2023). So it can be concluded that the independent curriculum has many benefits, especially for students in improving their skills
at school because basically the independent curriculum frees students to study according to their interests.
2.2.3 Disadvantages of the Independent Learning Curriculum
As we all know that the government created the Independent Learning Curriculum when Covid-19 was in progress, this was based on learning that had to be done online or without face-to-face meetings. Therefore this curriculum is intended to make learning more effective and efficient because students are required to be able to explore material independently other than the material explained by the teacher during learning. After the implementation of the Independent Learning Curriculum, in fact many teachers and students also do not understand exactly what is meant by the Independent Learning Curriculum and what impacts will be obtained after the implementation of this curriculum.
In addition to the several benefits that can be obtained from the independent learning curriculum, of course there are some disadvantages that can be seen in this curriculum. This curriculum requires students to be able to make learning project assignments in groups with a relatively short time so that many students feel exhausted so that the assignments given are not optimal (Juanta &
Gunawan, 2023). So, in conclusion, the shortcomings of the independent learning curriculum can be seen in the learning done by the teacher and the results obtained from students. Too many assignments also often make students feel tired so they are lazy to study, so the need for seminars on implementing
the independent learning curriculum is also very necessary for teachers and school principals.
Of course it is not easy for the government to replace the existing curriculum with a new curriculum, the government must be able to understand the existing situation. Hendarsyah (2022) explained that some of the students did not understand the material being studied because there was too much practice given. In fact there are still many obstacles and challenges that must be faced so that the expected achievements are not easily obtained just like that to apply the Independent Learning Curriculum, of course it is also necessary to adjust the components in this curriculum such as; learning objectives that are expected to be able to hone student abilities both inside and outside the classroom, educational material that leads to the future of students, learning methods that are appropriate to the material being studied, as well as understanding of students and also educators who are expected to be able to work together in creating learning effective, creative and efficient. So it can be concluded that although the independent curriculum has many benefits for students, teachers and schools, of course there are still deficiencies in this curriculum which the government must correct so that all schools can experience the same benefits.
2.3 Review of Related Literature
In writing this research, the writer explores information from various sources who have conducted research with the same theme. Here the authors get facts from previous research as a reference material for comparison, both in the selected research method, participans, as well as the results of previous research.
The purpose of this is of course to obtain a theoritical basis so that the research being carried out can produce the desired results.
Research conducted by Juanta and Gunawan (2023) with the title about
“Teacher Perceptions about the Implementation of Independent Learning Curriculum”. This study focuses on teachers' perceptions of the implementation of the independent curriculum, especially at SMP Dr.Wahidin Sudirohusodo, Medan.
In this study, they used a purposive sampling technique and developed it using a snowball sampling technique. By collecting data in the form of interviews and questionnaires in an interactive descriptive way. The subjects used in this study were six natural science teacher respondents in the form of two biology teachers, two chemistry teachers, and two physics teachers. In this study, the results obtained were that teachers responded very positively to the implementation of the independent curriculum because they had previously received socialization and training.
Second research is from Rizky and Astutik (2021) entitled “The Concept of Independent Learning is viewed from the Perspective of Thomas Likona’s
Character Education”. In this study, researchers used a qualitative approach and descriptive methods with collecting data and analyzing. This study uses books, journals, newspapers as the subject which is then analyzed and interpreted. The results obtained from this study indicates that learning using the concept of independent learning makes students’ habits become more independent and responsible in the learning they are doing.
While research by Sholehudin and Priyatna (2023) entitled “The Perception of Elementary School Teachers of Merdeka Belajar (Independent Learning) Policies in the Frame Work of Increasing Teacher Creativity in the Learning Process”. This research focus on analyze of the teachers’ perception of Independent Learning policy to increase teachers’ creativity in the learning process especially in Elementary school level. This research used descriptive qualitative approach with a case study method. This research used six teachers, three teachers from SD Islam Al Azhar 5 Kemandoran and three teachers from SDN Srengseng 06. The result of this reseach is the teachers strongly agree with the policy of Independent Learning because the Independent Learning can help improve teachers’ creativity especially in learning process. Besides that, sosialization and implementation guidance is still lacking. The teachers still need to have references when making administrative standars, so that they can be understood and implemented in the learning process.
There are several similarities and differences found in the three journal in the previous study. The three journals have differences with this research, the differences can be seen in the objective of the research, collecting data used number of respondents used and difference school level. While the similaries can be seen on the results of the research on teachers’ perception which strongly agree with the implementation of the Independent Learning Curriculum and the teachers says that the Independent Learning Curriculum can increase teachers’ creativity in the learning process.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter contains the description of research method used in this research, includes the research design of the study, subject of the study, validity and reliability, the technique of data collection, and the technique of data analysis.
3.1 Research Design of Study
This design section aims to find ways to conduct research in accordance with the desired objectives by selecting several suitable designs to be applied (Ednave et al., 2018). This research used a qualitative research approach.
Qualitative research is a result or conclusion from research that refers to the results of interviews, recordings, and memos and other documents that are not in the form of numbers (Widagdo & Anshori, 2019). The researcher used qualitative research because this research examined how the perceptions of the teachers and the students in the implementation of the Independent Learning Curriculum. The instruments used by the writer were open-ended questionnaires and documentation.
3.2 Subject of Study
The subject of this research was an English teacher and and ten students of X1 until X9. The sampling method used purposive sampling. Purposive sampling
is a research technique by selecting subjects according to the criteria determined by the researcher (Erlawati, 2020).
3.3 Instruments of the Study
Arranging research instruments is important in a study so that when conducting research you can obtain the desired data and in accordance with the circumstances that occur. The instruments used in this study were interviews and questionnaires. This study used interviews with the English teacher using 10 questions including:
1) In your opinion, what is meant of an Independent Learning Curriculum?
2) In your opinion, what are the criteria for schools in implementing an Independent Learning Curriculum?
3) How is the concept of Independent Learning Curriculum that the government wants?
4) How do you feel after this curriculum is implemented at SMA N 1 Weleri?
5) What are the perceived differences in the Independent Learning Curriculum?
6) What are the positive and negative impacts of implementing an Independent Learning Curriculum?
7) What are the challenges for teachers regarding of this Independent Learning Curriculum?
8) Whay should the Independent Learning Curriculum be applied to this year?
9) What learning methods do you usually use after implementing the Independent Learning Currciculum?
10) What are the assessment criteria for students after the implementation of Independent Learning Curriculum at SMA N 1 Weleri?
While research aimed at students used a questionnaire focusing on 9 questions related to the implementation of the Independent Learning Curriculum at SMA N 1 Weleri. The preparation of the questions on the questionnaire has been adjusted to the circumstances that occurred and has been discussed with the supervisor. Some of the questions written in the questionnaire are as follows:
1) What do you know about the Independent Learning Curriculum?
2) What is the differences with the previously implemented curriculum?
3) What do you think why the government launched an Indpendent Learning Curriculum?
4) Why should the Independent Learning Curriculum be applied starting in 2022?
5) What are the benefits in implementing this Independent Learning Curriculum for students?
6) How did you feel when you found out the current learning methods are part of the Independent Learning Curriculum?
7) What are the characteristics that be seen in this curriculum?
8) What are the challenges for students regarding of the implementation of this Independent Learning Curriculum?
9) What do you need to prepare in learning after the implementation of this Independent Learning Curriculum?
3.4 Validity and Reliability
The concept of validity in a qualitative research can be said as credibility which means a measurement that can be used as a reference in research (Fuady et al., 2017). This standard in validity can be seen in an outcome in qualitative research. A high validity can be measured in research involving a researcher who acts directly or directly observes the object they are examining to clarify the actual data. The validity of the instrument can be measured in a questionnaire that corresponds to the research variables. This evidence can be seen in how the contents of the instrument relate to the questionnaire that is owned by the researcher. This research used expert judgment validation which has been approved by the supervisor and also the principal of SMA N 1 Weleri, so that the instrument used is feasible for use in research. While reliability is the accuracy in research that can be proven by the questionnaires owned by researchers (Mohammed, 2019). This research used internal consistency reliability to measure how consistent the respondent's answers are to the original reality. A result obtained from a reliability test can prove that the results obtained are truly in accordance with the facts or can be trusted.
3.5 Technique of Data Collection
Data collection was done by giving a questionnaire to the ten students and an interview with an English teacher of SMA N 1 Weleri. The questionnaires conducted used open ended questions. The teacher and the students were asked the questions about the implementation of the Independent Learning curriculum, then they answered according to what they feel about the Independent Learning curriculum in the school.
3.6 Technique of Data Analysis
The data technique used by the writer is narrative analysis. Narrative analysis is a technique of analyzing data in qualitative research by exploring perceptions the results of the research obtained (Fajar & Agustina, 2019). The writer analyzes the data obtained from the results of interviews with the teachers and also the results of filling out the students' questionnaires by making a narrative analysis that contains findings based on feelings, experiences, and also suggestions from the subjects in implementing the independent learning curriculum. In this result, it will be known about the perspectives of the subjects about their experiences in more detail and clearly.
27 CHAPTER IV
FINDING AND DISCUSSION
This chapter describes about results of the questions of the research and answers the research question for this study. Whitin the description of analysis results and discussion about teacher’s and students’ perception of the implementation of Independent Learning Curriculum.
4.1 Research Findings
From the research results that the writer’s obtained at SMA N 1 Weleri with my respondents, five teachers and ten of tenth grade students, it was found that on average they agreed with the Independent Learning Curriculum that is currently implemented in Indonesia. Some of them revealed that the Independent Learning Curriculum really needs to be implemented in the current era to provide various experiences and also challenges to students in dealing with the environment outside of school. The implementation of the Independent Learning Curriculum have negative and positive impacts, but here many respondents agree that the Independent Learning Curriculum has more positive impacts than negative impacts. Some of the positive impacts that respondents mentioned include;
students are more independent in completing assignments because they are required to find solutions from answers in various sources not only from books and also lecturers' explanations, students get more opportunities to explore outside
the classroom and can even try new things by seeking experiences outside the classroom both according to their fields as well as other fields, here it can be interpreted that the government provides opportunities for students to have an impact on the outside world, especially in the world of education in Indonesia, besides that students are also equipped with more knowledge by directly dealing with problems in the field not only the theory obtained in class only. In addition to the positive impacts, of course there are also negative impacts in implementing the Independent Learning Curriculum, some of which are of course related to the facilities and infrastructure or facilities that exist the schools.
4.1.1 Teacher’s Perception
The following in the summary of the transcript from the interview with the teacher.
During an interview with the teacher, the teacher revealed that the concept of the Independent Learning Curriculum does not emphasize students' learning because the teacher only acts as a facilitator who facilitates whatever students need in learning. Indeed, this curriculum frees students to choose what they are interested in but still in directed learning and also in accordance with what the government wants. In the English teacher’s opinion, schools that already have facilities and know clearly about the concept of independent learning are currently able to apply this independent curriculum, because of this, more understanding such as socialization is really needed, especially for lagging
schools that have not yet recognized the existence of an Independent Learning Curriculum.
According to English teacher, the concept of an Independent Learning Curriculum desired by the government is indeed aimed at elevating the souls of students so that they are in line with Pancasila values which are the foundation of our country. Therefore, for these independent curriculum, the government created learning with the P5 concept or a project to strengthen the profile of Pancasila students. Since the Independent Learning Curriculum was implemented, the teacher feels that this curriculum is indeed suitable to be applied in the current era, with the rapid development of technology in Indonesia, making this curriculum very easy to implement in schools, especially since schools now use adequate internet media in their learning.
The difference that the English teacher feels in the Independent Learning Curriculum lies in the assignments given by students, which initially students only do with written assignments, currently more dominant assignments are given in groups with more weighty projects aimed at growing students who are capable in think critically in solving problems, especially tasks that are considered more difficult than the tasks usually given by the teacher during class learning. In the opinion of English teacher, the negative impact of implementing the Independent Learning Curriculum does not exist, instead it is dominant with the positive impact. The positive impact felt by the teacher as an
English teacher who teaches in 10th grade is that students become active in class compared to the previous curriculum which is considered boring because they only learn from modules, students also have more broad insights because they are used to reading books from various sources.
The difference is in the implementation of the Independent Learning Curriculum and the actual curriculum implemented, namely the 2013 curriculum has undergone many changes, where previously the teacher explained the material according to what was stated and the learning plan and syllabus, but in this Independent Learning Curriculum, teachers can improve learning methods according to the situation of students in the class. In another sense, the teacher can adjust the learning methods that are taught according to the talents and interests of the students, but the goal is to increase students' abilities in accordance with their fields. So here the teacher is not only focused on the learning plan and syllabus that have been made, but the teacher is free to use and teach material to students as desired.
The learning method used by the English teacher usually uses learning methods by collaborating with other subject teachers to form a new project with different value weights that are tailored to each lesson, here the teacher reveals that one of the examples of collaborative learning that she has implemented is by collaborating with teachers of Economics subjects. Economics teachers usually give projects in the form of entrepreneurial activities, with which the
English teacher can collaborate using English in buying and selling these products. The English teacher revealed that in this activity the students felt more challenged because of and excited about learning English to get satisfactory grades, especially in this collaborative project. For the criteria used in her assessment, the English teacher also uses formative and summative assessments and uses assessments that come from the practice carried out by students.
Collaboration between teachers also has many benefits in making student assessments at the end of the semester, because of course teachers have their own criteria for assessing their students both in class and outside the classroom.
In addition, this collaboration between teachers can check the character of each student so that teachers can see what potential their students have. Giving appreciation and appreciation for projects that students do is also an important factor that can support student success in learning. Providing motivation to students makes students more enthusiastic about learning and always wants to do more than the current project.
4.1.2 Students’ Perception
After conducting research from the teacher by conducting interviews, the research was also conducted on tenth graders of SMA N 1 Weleri who were participants in this study.
a) What do you know about the Independent Learning curriculum?
Similar to the questions posed by the author to the teacher, here the author also collects opinions from students who are participants to describe what the meaning of the Independent Learning Curriculum is that he is feeling at the moment. Some of them answered that the Independent Learning Curriculum is a curriculum that emphasizes cooperation, projects, and presentations. In addition, they also revealed that the independent curriculum was an intermediary in strengthening the profile of Pancasila students by studying independently. Some of them also said that with the existence of this the Independent Learning Curriculum their entrepreneurial spirit was more awakened because there were projects that aimed to facilitate students in learning entrepreneurship independently. Students answered that with this independent curriculum, they became more creative and innovative in carrying out assignments given by their teachers. In addition, the learning methods commonly used by teachers also make students more enthusiastic about learning. Before learning begins, students admit that the teacher always motivates students and reviews material that was explained the previous day to provide more knowledge and remind students of past learning. According to students, this independent curriculum can give them the freedom to be able to explore learning both inside and outside the classroom. So here the teacher also often visits a place to explore appropriate learning.
b) What is the differences with the previously implemented curriculum?
For participants who were intended for tenth grade, where only those who had used the independent curriculum, while eleventh and twelfth grade still used the 2013 curriculum, tenth grade certainly did not feel the 2013 curriculum at senior high school, so in this question, students could comparing the 2013 curriculum with the independent curriculum when they were still in junior high school and high school at this time. In addition, students revealed that in this independent curriculum, they had not been grouped into the Science (IPA) and Social Sciences (IPS) majors, therefore tenth graders still used mixed classes with general subjects. The next difference that is felt by students is that when their learning is freed to choose learning methods that suit their interests and the teacher does not force them to choose the same learning model, but in this case the assessment weight remains the same.
Participants admitted that in this independent curriculum they were focused on completing project-based learning to the fullest, teachers often provided project learning to hone students' abilities, and with this project all assessment criteria could be achieved easily. Then, students are given the opportunity to choose at least one or two art subjects and also crafts such as music, dance, or craft subjects. On this occasion the students said that they were very happy with the choice of this subject because they could choose
the subject they liked according to their interests and talents to develop, so there was no compulsion for students to choose this elective.
However, in implementing the Independent Learning Curriculum in tenth grade, especially at SMA N 1 Weleri, tenth grade does not yet have elective or specialization subjects such as specializing in mathematics and also English literature. So in the implementation of the independent learning curriculum in tenth grade, only general subjects are used and there are no elective subjects such as eleventh and twelfth grade.
c) What do you think about why the government launched an Independent Learning curriculum?
In the third question addressed to students about why the government should create an Independent Learning Curriculum. Since the existence of Covid-19, students do not really understand the lessons provided by teachers during online learning, so the government has created the Independent Learning Curriculum to overcome this. Most students answered this question that the government made this independent curriculum of course so that students could have a direct impact on the problems that were in front of them. In other words, students would hone their thinking skills with projects given by the teachers during learning. Then, they revealed that according to them the government had a great desire to catch up on the rankings or rankings of education that were lagging behind. In addition, many of the
students answered that this independent curriculum aims to make students more creative and also innovative with new learning provided by the teacher because in the previous curriculum many students were only passive in class, but with this independent curriculum students became active and enthusiastic in study. Another goal that students express is where this curriculum can make them have the freedom to choose learning according to the interests and talents of each student.
d) Why should the Independent Learning curriculum be applied starting in 2022?
The Independent Learning Curriculum really needs to be implemented this year considering that this curriculum was officially created by the government to advance education in Indonesia, especially for lagging schools. All schools can implement an Independent Learning Curriculum on condition that the teacher is ready to change curriculum and is able to implement it in the classroom when learning takes place. This curriculum does not have specific criteria for its application, but many teachers and students think that in implementing the Independent Learning Curriculum many facilities will be used, therefore there are still many schools that have not implemented the Independent Learning Curriculum because they are afraid that their school does not yet have the proper facilities. Meanwhile, according to students' perceptions about why this Independent Learning
Curriculum needs to be implemented this year, students revealed that in fact they just had to carry out and enjoy the curriculum implemented in their schools without needing to know why they had to change curricula. There was one student who said that the new curriculum was indeed very influential in increasing student learning. They revealed that the implementation of the independent curriculum aims to develop the character of Pancasila students for students, many of them stated that the Independent Learning Curriculum requires them to be more creative and innovative in the learning that is carried out, then they also revealed that this curriculum already uses modern-based learning such as using a lot of technology and ongoing projects so that the Independent Learning Curriculum needs to be implemented this year to improve the quality of education in Indonesia.
They admit that they are very happy with the various projects given by the teacher, especially if the projects can be carried out in groups. Students say that they are happy if learning is carried out on a project-based basis like that and learning is not only carried out in the classroom but even outside the classroom.
e) What are the benefits in implementing this Independent Learning curriculum for students?
In this fifth question, students said that they became more creative and innovative in learning, because they felt more with project-based learning
compared to learning that only existed in class. They thought it was very boring.
So here it can be concluded that this independent curriculum has many benefits for both students, teachers and schools. Students are given the freedom to choose a group of subjects according to what they want, schools are also freed to develop an Independent Learning Curriculum in accordance with the conditions and circumstances that exist in the school, especially SMA N 1 Weleri. In the new independent curriculum implemented by SMA N 1 Weleri, they focus on project-based learning by prioritizing making works that have economic value to be sold so that, apart from being taught to think critically, creatively, and also innovative, of course they are also taught how to do business properly and correctly by using materials that are no longer used or used materials. It can be seen that currently SMA N 1 Weleri has created various works that have been sold to the public such as tissue holders, wall hangings, mirrors, and so on which are made using shells that are no longer used. Because SMA N 1 Weleri is not far from the beach, this work is indeed a mainstay for students who attend school here. Another work produced by the SMA N 1 Weleri is to make carnival clothes which will later be exhibited at the carnival held by the regency. Of course, this is a promotional event for schools by showing off their creativity.
So it can be concluded that many of the students stated that this independent curriculum can make students and also become more interactive
with project-based learning being carried out, there is no such thing as students falling behind in lessons compared to their friends because in the independent curriculum students can choose groups of subjects that they are interested in, making students more creative, innovative, independent and responsible. Apart from focusing on students, the independent curriculum also focuses on teachers to form teachers who are competent in their fields, teachers can also develop their skills in learning by applying learning methods that are appropriate to the conditions and circumstances of their students. In addition, schools that have implemented an independent curriculum can also receive direct guidance and direction from the government on how the independent curriculum can be implemented.
f) How did you feel when you found out the current learning methods are part of the Independent Learning curriculum?
This question is not much different from the previous question in that the previous question was about the learning method that is often used by the teacher, while this question includes how students feel when they find out that the learning method being used by the teacher is an implementation of the independent curriculum. Some of them said that they were very happy with the learning method used by the teacher when implementing this independent curriculum, they admitted that the learning was very fun and creative. Then there are also those who say that they feel more flexible with project-based learning because they can express their ideas freely and are not
bored because they only study in class. However, there are also students who say that the longer they go on, the dizzy and tired they get with continuous project-based learning.
g) What are the characteristics that be seen in this curriculum?
In this question, many of the students revealed that the characteristics of the Independent Learning Curriculum were from the learning methods given by the teacher and the assignments they were working on. They said that in this curriculum they get a lot of assignments related to groups and projects.
The learning model used is also now technology-based, such as often using power point and using learning management system (LMS) in learning.
h) What are the challenges for students regarding of the implementation of this Independent Learning Curriculum?
Actually, there are many challenges that must be faced by teachers and students, because the Independent Learning Curriculum is a new curriculum and was formed during Covid-19, so of course a lot of understanding and direction is needed in its implementation. In the questions asked to students about the challenges they face, here students answer that they are getting busier with the project-based learning they are doing, they also admit that sometimes there are many assignments that must be done at the same time so that it makes them tired and bored quickly. In addition, with project assignments that must be done in groups, they certainly realize that not all group members will be willing and able to work together and it cannot be
denied that there must be group members who do not want to cooperate, which is a challenge for each group.
i) What do you need to prepare in learning after the implementation of this Independent Learning Curriculum?
In this question the students revealed that what they were most prepared for in the implementation of the independent curriculum was of course mental. They have to face many tasks and projects at the same time so mentality and responsibility are important points that must be prepared. Apart from that, they also said that the existence of sophisticated mobile phones and the existence of internet quotas were also important because learning in the independent curriculum had started to use technology in its learning. With an understanding of technology and adequate facilities, of course the independent learning curriculum can be implemented properly.
4.2 Discussion
In the research conducted at SMA N 1 Weleri, Kendal Regency, Central Java, the writer used a questionnaire aimed at the teacher and the student respondents. In the research process, the writer gave ten questions to the teacher and also nine questions to the students to answer according to the circumstances they experienced. In practice, the students can follow the research process properly according to what was instructed by the writer. The statement of the study have been researched by the writer, is about teacher’s and students’ perception of the
implementation of Independent Learning Curriculum. The results of the study show that the teacher and the students assumed that implementation of the independent curriculum at SMA N 1 Weleri was very suitable for the school, they also assumed that this curriculum had a positive impact, especially for students and school teachers. In other hand, the teachers said that they are very shocked when the curriculum was implemented at SMA N 1 Weleri so the teachers must be need to understand and get ready to make learning method in accordance with Independent Learning Curriculum.
The challenges that the teachers met after the Independent Learing was implemented are some teachers still do not understand the actual concept of the Independent Learning Curriculum, lack of references in learning the Independent Learning concept, many students are less active in class so that learning is less than optimal, lack of student interest in learning and many projects outside the classroom that make students often complain because there are very tired, while the problem experienced by students is that many of them feel that the material being studied is not delivered by the teacher because they have too many projects outside the classroom, there are many assignments while the time given is too short, and they feel dizzy with the tasks that the teacher often gives are too complicated. The research results obtained show that the results are very relevant to the three journals described in chapter two.
In the research from (Rizky & Astutik, 2021), the results obtained are also relevant to this research, but in this research using analysis obtained from books, newspaper and journals, so that they do not use opinions directly on the subject, they only focus on books as the subject of their research. The most relevant results can be seen if the Independent Learning Curriculum requires students to be able to learn independently by not only relying on the explanation given by the teacher, but they are allowed to use other theories they find. Teachers can use learning methods that have been adapted to the interests and talents of students to support students’
activity in the class.
