One of the policies contained in this independent curriculum is the existence of intra-curricular learning and projects to strengthen the profile of Pancasila and Rahmatan Lilalamin students (P5RA). This study aims to find out: 1) how is the implementation of intra-curricular learning and projects to strengthen the profile of Pancasila students and Rahmatan Lilalamin students (P5RA) for English learning at MTsN 1 Ponorogo, 2) what is the teacher's perspective regarding intracurricular learning and projects to strengthen the profile of Pancasila students and Rahmatan Lilalamin students (P5RA) for English learning at MTsN 1 Ponorogo, and 3) what problems are faced by English teachers in the implementation of the Merdeka curriculum and what are the alternative solutions.
INTRODUCTION
- Background of Study
- Research Focus
- Statement of the Problems
- Research Objective
- Significance of Study
- Organization of the Thesis
Therefore, the researchers are interested in further research on the perspective of English teachers regarding the implementation of the Merdeka Belajar curriculum, especially in the learning activities within the subject and the implementation of projects to strengthen the students' profile of Pancasila and Rahmatan Lil'alamin in learning English. at MTSN 1. This research can also be used as a reference material to get an overview of the teacher's view on the implementation of the Merdeka Belajar curriculum for learning English at MTSN 1 Ponorogo.
TEACHERS’ PERSPECTIVE ON ENGLISH MERDEKA
Theoretical Background
- Teachers’ Perspective
- Merdeka Belajar Curriculum
- English Learning
So in the implementation of intracurricular learning or classroom learning it is regulated. In the teaching of English in MTsn 1 Ponorogo, optimize the use of technology in the implementation of the lesson.
Previous Study
RESEARCH METHOD
Research Design
- Research Approach
- Types of Research
This method of research prefers to use deep analysis techniques, which is to examine problems on a case-by-case basis, because qualitative methodologies believe that the nature of one problem differs from the nature of other problems. The goal is a holistic view and deep understanding rather than a numerical analysis of data.39. Case study research is a form of qualitative research based on human understanding and behavior based on human opinion.
In the research process, several steps are taken, namely, defining the problem, choosing the right design and instrument, collecting data, analyzing the data obtained and preparing a report on the research results. Based on the description above, the researcher chose this method because this method is in line with the research objectives, namely to extract information by deeply understanding the topics discussed. Furthermore, because this research is limited in scope, it is only in one school in MTSN 1 Ponorogo.
Research Setting
Data Source
Data Collection Technique
The researchers will conduct interviews with the vice principal of the curriculum regarding the concept and development of the Merdeka Belajar curriculum at MTSN 1 Ponorogo. The researchers will conduct interviews with teachers about the strategies and methods of teaching English in the classroom using the Merdeka Belajar curriculum as well as the problems encountered while using the Merdeka Belajar curriculum and how they overcome them. These sources provide valuable information to help researchers understand the central phenomena in qualitative studies.45 In this research, the researcher will obtain data in the documentation, such as teacher learning module.
Data Analysis
Thematic analysis, or commonly called interpretive thematic analysis, is defined as a method of identifying, analyzing, and reporting on themes or patterns contained in data. According to Liamputtong, thematic analysis involves two main steps. First, the researcher reads the entire content or transcript of the interview and tries to convey meaning from the transcript data.
The next step is for researchers to invent or create theoretical concepts or ideas related to these codes and themes.47 Thematic analysis is used by researchers to analyze the results of data from questionnaires, interviews and observations.
Validity
Research Procedure
Retno, namely educators in the project to strengthen the profile of students Pancasila and Rahmatan Lilalami in MTSn 1 Ponorogo, the implementation is based on the modules made. Widodo added that to solve this problem is to maximize the use of computer laboratories in the implementation of learning. In this case, the teaching of English is carried out in MTsN 1 Ponorogo based on the results of the observations that have been made, there are three stages in the implementation of the lesson, namely introduction, core and closure.
In the basic activity, the teacher starts learning with prepared material. According to the obtained data, the processing results are reported in the form of a learning results report. When implemented on MTSN 1 Ponorogo requires 4 meetings when implementing this development stage.
In the lesson plan that the teacher must prepare are the teaching modules and the teaching materials. In the development phase, namely in the implementation of the project, educators think that this is a new experience for educators. Both English teachers in implementing learning and student project educators who are implementing Pancasila student projects.
The teacher's perspective can be summarized as follows: the English teacher's perspective on intracurricular learning based on independent learning facilitates both educators and students in implementing learning.
RESEARCH FINDING AND DISCUSSION
Description of Research Setting
Data Description
- Implementation of Merdeka Belajar Curriculum for English Learning
- Perspective of English Teachers on the Implementation of Merdeka Belajar
- Problems and Alternative Solutions of the Teachers on Implementation
However, in several subjects that characterize madrasas, namely Islamic religious education and Arabic language, the implementation of the Merdeka curriculum bases in the regulation of the Minister of Religion No. The second phase to be carried out in the implementation of Intra-curricular learning is the implementation phase of learning. Everything planned by the teacher in the module is used in class learning. One thing that is considered in learning in this class is how the strategy or method is used in learning in the implementation of this Merdeka curriculum.
Based on what was announced by the Ministry of Education and Culture, there is a more visible difference in the implementation of this independent curriculum with the previous curriculum. It is the same as in MTSN 1 Ponorogo as in the joint interview with Curriculum Waka he said that the obstacle he faced was the limited use of information technology used in the implementation of the lesson. The existence of obstacles faced by teachers and students, especially in learning English in the implementation of the Merdeka curriculum, will certainly hinder teaching and learning activities if there is no middle ground.
Discussion
As in the 2013 curriculum, the independent curriculum in the implementation of the lesson makes lesson plans (RPP). For educators who design their own flow of learning objectives, the learning objectives that were developed in the previous phase will be arranged as a sequential, systematic, and logical sequence from the beginning to the end of the phase. Also, the teacher gives motivation to the students so that they still have enthusiasm in the learning process.
This assessment was completed by the students who implemented the project and included in. In addition, in the implementation of P5RA, it can be concluded that the perspective from the teacher is that this program is really good because it can increase the students' skills, in addition to that. In addition, in the implementation of P5RA, it can be concluded that the perspective of the teacher is that this program is really good because it can increase students' skills, in addition to it can also develop students' attitudes that are consistent with the profiles of Pancasila students and Rahmatan Lil Alamin students.
CONCLUSION AND SUGESTION
Conclusion
So it can be said that the teacher's perspective on intra-curricular learning is the point of view of the educator or teacher on the implementation of learning in the classroom as well as teaching and learning activities in general, in this case especially in the implementation of the Merdeka learning curriculum which includes the teacher's perspective on teaching modules and teaching materials. So that it can be concluded that the teacher's perspective on Pancasila Student Profiles and Rahmatan Lil Alamin Student Profiles is the teacher's or educator's point of view on the implementation of the Pancasila student profile which is one of the new programs in the Merdeka curriculum. Considering that the curriculum is the most important part in the educational process as one of the tools to achieve educational goals.
So we can conclude that cross-curricular learning is the teaching and learning activities that are carried out in the classroom with the aim of achieving the standards of competence for the subject. When implementing intra-subject learning, it is necessary to prepare learning aids, which include learning modules and learning materials. It did not stop there, because due to the changes and development of the concept of religious education in our country, on the basis of the Decree of the Ministry of Religion v.
This also applies to the implementation of the Merdeka curriculum on MTSN 1 Ponorogo, as evidenced by the perspective of the deputy curriculum Mr. Teacher on the implementation of the project implementation to raise the profile of students of Pancasila and Rahmatan Lil'alamin. Widodo revealed that the implementation of the Merdeka curriculum also aims to maximize the use of technology in learning.
The implementation of the independent curriculum at MTSN 1 Ponorogo has 2 structures, namely intra-curricular learning and a project to strengthen the Pancasila student profile (P5RA).
Suggestion
In this case, some of the problems faced by teachers include difficulties in understanding the concepts of learning modules and project modules, as well as in developing learning modules and project modules, lack of optimal use of technology among intracurricular students and lack of of the media in the implementation of Pancasila student projects. To minimize the obstacles they face, the alternative solution is to organize workshops for teachers to deepen their understanding of the implementation of the independent curriculum and the development of learning modules and project modules. For the last problem, namely by increasing the budget for schools to accelerate the implementation of the project.
For school leaders, the researchers hope that the results of this research can be used in the future as a means of making decisions related to the implementation of the curriculum in their institutions. For researchers, the results of this study can be useful to add references, especially related to the perspective of English teachers on the implementation of the independent curriculum, especially in English intra-curricular learning and projects to strengthen the profile of Pancasila students and Rahmatan Lilalamin student. ENGLISH TEACHERS' INFORMATION ON THE IMPLEMENTATION OF CURRICULUM 2013 AT MAN 1 AND SMA MUHAMMADIYAH 2 BANDAR LAMPUNG', 2021.
