Some of the things above are factors in the quality of education in low Indonesian. This is also one of the reasons for the decline in the quality of education in Indonesia.
The Research Questions
Other components can still be mentioned in the lesson plan, it depends on the teachers what they want to include in their lesson plan. And the new lesson plan policy also believed that it can be done efficiently and effectively so that the teacher can focus more on preparing and evaluating real teaching and learning activities.
The Research Objective
D. Research significance
E. Definition of Key-Terms
It is thus hoped that the Merdeka Curriculum policy will become a forum for the actualization of all resources in a national education system. Mulyadi that they found that teachers did not find any significant difficulties in designing the lesson plan based on the Merdeka Curriculum.
Previous Research
The results of this study indicated that the design of the evaluation instrument for teacher performance in the new learning paradigm of Merdeka curriculum takes into account that of teachers. The tools for performance evaluation of teachers in the implementation of the new learning paradigm of the Merdeka curriculum served as a reference when conducting evaluations.
Theoritical Framework
Teaching Learning Curriculum
However, when policy makers discuss higher education and ways of defining the quality of an undergraduate education, there is remarkably little discussion of knowledge34. This means that students are free to express themselves in the sense of being free to learn because they are not regulated by one lesson; .. the point is that students learn according to their respective potentials.
Teachers’ Perceptions a. Positive
First of all, at the beginning of this sub-chapter it is necessary to provide a brief definition of what qualitative research means. The following words are an expert perspective on describing an epistemology of qualitative research by Donald Ary. Qualitative research means seeking to understand and interpret human and social behavior or perspective as lived by participants in a particular community, such as a school or similar.
It is an intensely personal type of research that freely acknowledges and acknowledges the subjective perceptions and biases of both the participants and the researcher43. Until now, the term of qualitative research stated by the above expert would be in accordance with the phenomenon that happened in MTs Miftahul Huda Curah Kates Jember.
Research Location
Research Subject
We will then mention how the description includes the research subject in terms of what data we need to obtain, who wants to be the informant or the research subject and finally how the data will be sought and captured to be guaranteed. The subject of the research is a total of three English teachers, namely Tatin Iriana, S.P.D., Muhammad Miqdad Nidhom Fahmi, S.S., Lutfi Takiudin, S.P.D.
Data Collection Technique
According to the Cresswell theory, in this research, the researcher uses non-participant observer to obtain data one kilometer, and Huberman researcher said that non-participant observer is an activity that the researcher does not involve in activity observed in means, that the researcher simply observed what the teacher and the student did during the learning process. In addition, the researcher used an observation checklist as an instrument, and the indicator for the observation is the checklist adapted from Fraenkle and Wolen.46 The data is taken from non-participant observation about teachers who teach practice in English class due to the connection through the teachers' perception regarding a Merdeka Curriculum, the teacher's perception will only appear during the teaching and learning process, from the teachers' way of teaching, gesture, to the material given in the class. The purpose of this interview is to find the issues openly that the interview asked about.
Despite having prepared the question, the researcher may add the other necessary question during the interview. In this interview session, the research would ask questions that cross the teacher's perspective on curriculum changes, ranging from basic questions to specific questions.
Data Analysis
The validity of data uses by the researcher is triangulation of techniques and triangulation of source. Triangulation of sources to test the credibility of the data is done by checking data from different sources using the same techniques. Triangulation techniques to test the credibility of the data are done by checking the data to the same source with different techniques.52 The data obtained from the interview and observation process with the teacher and students regarding teachers' strategies in teaching reading comprehension at Mts Miftahul Huda Curah Kates.
Research Stages
Assessing the state of the field: After receiving permission, the researcher began to explore and assess the field to better understand the background of the research object. Field evaluations and assessments will be done well if the researcher has read to advantage from the literature of knowledge through the people about the situation and condition of the area where the research is conducted. It is also expected that research can be adapted to the circumstances of the research area.
The data analysis is the final stage of the research process discussed in the previous chapter. Furthermore, this chapter is expected to provide an overview of the results data presentation and analysis, including the discussion of the results.
Presentation and Analysis of Data
English Teachers’ Perception to Merdeka Curriculum Reforms At Mts Miftahul Huda Curah Kates Jember
The following explanation was about the perceptions of teachers in MTs Miftahul Huda Curah Kates Jember on the Merdeka Curriculum and its implementation which was the first research focused in this Research. This school uses the Merdeka curriculum, this was the change of K-13 as the last curriculum, because in 2021 the government issued a new curriculum, namely the Merdeka curriculum. From the first informant above with the English teacher, we can see that the English teacher has implemented the Merdeka Curriculum in the teaching learning process.
First, I feel confused when I implemented the Merdeka Curriculum in the learning process of teaching as it was new to me. The perception of the Merdeka curriculum based on his point of view about the teaching and learning process, to make sure and confirm what the first and second informant said above, the third informant gave the following information.
Problems Faced by Teacher in implementation Merdeka Curriculumm, Lesson Plan, Assessment and Materials At MTs
She added that the basic and fundamental problem with the Merdeka curriculum according to the teacher has to do with the lesson plan. Dealing with the second research question, on teachers' problem in implementing Merdeka Curriculum at MTs Miftahul Huda Curah Kates Jember, researcher on problems in making assessments with Merdeka Curriculum in MTs Miftahul Huda Curah Kates Jember. Based on the three informants above, we can make a point that the assessment in the Merdeka Curriculum should be set up for some serious steps.
Dealing with the second research question, on teachers' problem in implementing Merdeka curriculum at MTs Miftahul Huda Curah Kates Jember, researcher on problems in material creation. Based on the three informants above, we can conclude that creating learning materials in the Merdeka Curriculum must involve some serious steps.
Discussion
Teachers’ Perceptions To Merdeka Curriculum Reforms At Mts Miftahul Huda Curah Kates Jember
This case becomes interesting because in fact those two research problems where the first one was the teachers' perception of the Merdeka Curriculum reform in Mts Miftahul Huda being in accordance with the theory raised by the expert. Teachers and students are enthusiastic about the implementation of the Merdeka curriculum. Among these results showed that the perceptions of teachers in the preparation, implementation and evaluation of the curriculum change from 2006 to 2013 and again in the Merdeka curriculum are very different.
Meanwhile, teachers' perception about Merdeka curriculum change in MTs Miftahul Huda Curah Kates Jember was actually fully attractive and well applied. Furthermore, based on observation, interviews of teachers at MTs Miftahul Huda Curah Kates Jember and supported with document review of expert explanation, it is clear that in the end teacher is so excited to implement Merdeka Kurriculum because of the free will concept that is within the curriculum.
Problems In Implementing The Merdeka Curriculum Reforms At MTs Miftahul Huda Curah Kates Jember
An issue of time effectiveness and the rules in making assessments revealed, based on interviews and observations taken as evidence, the fact that the teacher literally did not have enough time to learn and understand every aspect of the Merdeka curriculum. According to Gani et al. research on teachers' difficulties in designing the lesson plan, assessment and learning materials for Merdeka Curriculum curriculum that teachers are still learning and adapting to the curriculum even though it has been applied. Teachers found that the Merdeka Curriculum curriculum needs a more detailed assessment of students' performance as they need to assess students' output, input and their learning process.
Over time, teachers feel comfortable and familiar with the Merdeka Curriculum, although some have still had difficulty adapting. Meanwhile, the problems in MT's Miftahul Huda Curah Kate's Jember teach against the Merdeka Curriculum. It is related to some theories mentioned above through expert research that most teachers have had difficulty in maintaining students' ability to learn how to start learning and remember basic skills like remembering vocabulary and grammar formulas.
Conclusion
Suggestion
Abidah, A, Dampak Covid-19 terhadap Pendidikan Indonesia dan Kaitannya dengan Filosofi “Merdeka Belajar.” Studi dalam filsafat ilmu pengetahuan dan pendidikan. Kompas CyberMedia, 'Terobosan “Kemerdekaan Belajar”, Berikut 4 Penjelasan Menteri Pendidikan dan Kebudayaan Nadiem Page all', KOMPAS.com (diakses 17 Juli 2020). Nurjannah, Evaluasi Kompetensi dan Pelatihan Kinerja Terhadap Kurikulum Belajar Mandiri Pada Guru TK, Journal of Early Childhood Education (JOYCED).
Perception of the new policy called Merdeka Belajar; a page with lesson plan, Jurnal Pendidikan dan Manajemen Islam (FIKROTUNA) Vol. D: “Students have to adapt such a new way of learning with new curricula, it's about getting to grips with new learning methods.
MODUL AJAR BAHASA INGGRIS FASE D Culture
Fokus kegiatan pembelajaran secara umum adalah menjelaskan konteks, gagasan pokok dan informasi rinci suatu teks tentang kebudayaan dunia melalui serangkaian kegiatan seperti mendengarkan, berbicara, membaca dan menonton. 15 menit) Siswa menjawab pertanyaan guru tentang pengalaman dan permasalahannya dengan mendengarkan tujuan, gagasan pokok dan informasi rinci dari informasi tentang kebudayaan. Pada pertemuan pertama, fokus kegiatan pembelajaran adalah membangun dan memahami konteks dan topik teks, mengkaji kosa kata dan menghubungkan ide antar teks.
Pertemuan ketiga, fokus kegiatan pembelajaran adalah eksplorasi kosa kata, pengucapan menggunakan pola generalisasi bersuku banyak dan perbandingan informasi.
Modul Ajar Bahasa Inggris Fase D Kelas VII (Kurikulum Merdeka)
Kriteria
Rubrik penilaian sikap
