ANALYSIS OF EDUCATORS AND ELEMENTARY SCHOOL FACILITIES IN THE IMPLEMENTATION OF THE INDEPENDENT LEARNING CURRICULUM

This research aims to find out how prepared teachers are in implementing the independent curriculum in elementary schools (SD) in Gorontalo City. The research method used in this research is descriptive research with a qualitative approach. This research was conducted in several elementary schools (SD) in Gorontalo City, including SDN 96 Kota Utara, SDN 29 Kota Selatan, SDN 75 Kota Tengah, SDN 02 Kota Barat, SDN 8 Kota Barat, SDN 42 Hulonthalangi and SDN No. 57 East City. The data collection technique used in this research was conducting in-depth interviews. The research analyzed the readiness of elementary school teachers in implementing the independent curriculum using 6 indicators, namely (1) understanding of the curriculum structure, (2) readiness of learning plans, (3) readiness of the learning process, (4) readiness of teaching material modules, (5) readiness of facilities and infrastructure, 6) readiness for learning assessment. Based on the results of the research that has been conducted, it can be concluded that the readiness of teachers in implementing the independent curriculum in elementary schools in Gorontalo City based on six indicators shows that teachers in Gorontalo City are still not fully ready to implement the independent curriculum. Some teachers still lack understanding regarding the structure of the independent curriculum and admit that they still need training, especially regarding the implementation of the independent curriculum in learning, such as developing teaching modules, learning assessments, implementing the Ancasila student profile program and utilizing PMM. Apart from that, teachers admit that they still have difficulty accessing textbooks used in implementing the independent curriculum. However, in general, school infrastructure, including the internet, is very adequate in supporting the implementation of the independent curriculum in elementary schools in Gorontalo City.

This independent learning curriculum is an independent learning curriculum where teachers and students have the freedom to innovate, the freedom to learn independently and be creative in the process of teaching and learning activities. Curriculum changes are also monitored for various changes, including changes in the learning process and evaluation. the curriculum in schools pays attention to the needs and potential of students through independent learning and the value of the Pancasila student profile. This study used a qualitative type approach to conduct a literature review of various previous studies (literature review). The purpose of writing this article is to analyze various existing theories by looking at comparisons with previous theories. The literature used is research or review existing in scientific papers and has been published in various journals. The implementation of the independent curriculum in elementary schools has been carried out even though it only took representation as an initial implementation trial such as grades 1 and grade 4. The implementation of the new curriculum was carried out in stages, teachers needed training to deepen studies related to the curriculum, PNS teachers and honorary teachers at schools given the opportunity to participate in socialization or workshop by dividing the group into several waves. The implementation of the independent curriculum is a new chapter in all fields of education, starting at the elementary level up to tertiary institutions. The implementation of the new curriculum at the initial stage has not been implemented in its entirety in every class in elementary schools. In general, the implementation of the independent curriculum in elementary schools has been carried out even though it only took representation as an initial stage.

The success of implementing the curriculum in schools is very dependent on the teacher's perception in accepting and understanding the content of implementing the independent curriculum within the scope of the educational unit. So it is important to know the teacher's perception index in implementing the independent curriculum in elementary schools. This research aims to analyze the teacher's perception index regarding the implementation of the independent curriculum in elementary schools in Bima. This research method was carried out using a survey approach. The main sample of this research was 32 elementary school class teachers who implemented an independent curriculum. The data analysis technique was carried out descriptively. The results of the research reveal that elementary school teachers in Bima City can generally understand the theoretical realm and technical framework in implementing the Independent Curriculum. This is evidenced by the positive perception of teachers regarding the implementation of the independent curriculum in elementary schools, including; 62.5% of teachers think that the concept of an independent curriculum for elementary school students is in accordance with the theoretical basis of education. The remaining 37.5% felt that the independent curriculum concept was very suitable for elementary school students in Bima. It was identified that 69% of teachers were strongly influenced by internal factors and 31% were influenced by external factors in implementing the independent primary school curriculum. In another aspect, as many as 43.8% thought that discussion activities were initiated by teachers and the school, which also influenced the optimization of the implementation of the independent curriculum in elementary schools in Bima.

The general objective in the current study was to identify and prioritize the factors effective in the absurdity of the curriculum of elementary schools (case study: education department of Maragheh, Iran). This study was applied in terms of nature and descriptive-survey in terms of method. To perform the study, the factors effective in the absurdity of the curriculum of elementary schools were identified as 26 factors through studying books, papers, and previous investigations. The statistical population of the study accounted for the teachers of the elementary schools of the education department of Maragheh city with a size of 1000 individuals, among whom the study population was calculated to be 278 individuals using Cochran's formula and selected using the stratified random sampling method. The data collection tool was a researcher-made questionnaire on the identification of the effective factors in the absurdity of the curriculum of elementary schools using factor analysis technique, which was provided to the statistical sample after measuring its validity and reliability. Descriptive and inferential statistics were employed to analyze the statistical data. In the inferential level, in order to identify the effective factors in the absurdity of the curriculum of elementary schools, the confirmatory factor analysis (CFA) and exploratory factor analysis (EFA) technics were exploited, and the Friedman test in the SPSS and LISREL software was used to prioritize the effective factors in the absurdity of the curriculum. Based on the results, of the 26 initial factors, all factors were identified using the factor analysis technique in 3 groups of: factors related to the system governing the society, the student-based factors, and the school-based factors. Among the factors related to the system governing the society, the student-based factors, and the school-based factors, the factors of the arbitrary behavior of the authors of the textbooks, the disability of the teachers in the presentation and convey of some of the materials presented in the textbook to the students, and the student stress factor has respectively the greatest impact on the absurdity of the curriculum. Finally, among the three categories of factors, the factors associated with the governing system was accompanied by the highest impact on the absurdity of the curriculum of the elementary schools.

This study examines the concept of independent learning from the perspective of progressivism educational philosophy. The method used in this research is library research. The researcher reviewed various works of literature and then analyzed related to the Concept of Merdeka Belajar Curriculum in Elementary Schools from the Viewpoint of Educational Philosophy. Data collection techniques are conducted by including eligibility, screening, identification, and analysis from various sources such as books, articles, and relevant research results. The search for research data resulted in 5 electronic books and 36 articles from scholars. The texts studied included educational philosophy books and independent curriculum guides specific to elementary schools. In contrast, there are several selected articles. Articles found in the Sholer and Mendeley databases, using the search terms "Independent Curriculum in elementary schools, Educational Philosophy, Progressivism" in the title and keywords only selected articles which are continued in the discussion and the papers used are the last five years published in national journals (Sinta 1, 2, 3, 4, 5) and several in international journals. Library materials from various sources, both in print and electronic form, go through the stages of eligibility, screening, identification, and analysis as needed to obtain proportions and ideas. The results of this study indicate the concept of independent learning with the flow of progressivism believes that education must be progressive, innovative, flexible, open, rational, and scientific according to the times. The concept of an independent learning curriculum in elementary schools from the point of view of the philosophy of progressivism education has similarities to progress and independence in educational practice. The relationship between the concept of independent learning in elementary schools from a progressivism point of view can be seen from the impact of its implementation: 1) for educators, the administrative burden will be reduced because the RPP tools are simplified; teachers have free time to improve competence through various platforms; Educators have the freedom to innovate and be creative. 2) Students can experience knowledge in their environment as character strengthening, learning themes, or critical issues related to sustainable lifestyles, culture, entrepreneurship, and technology. So that students can take real action in answering these issues according to the stages of learning and their needs.

This study aims to determine the readiness of teachers in implementing the Independent Curriculum in elementary schools. This research was conducted at the State Elementary School 34/I Teratai, Kec. Muara Bulian Kab, Batang Hari, Jambi Province. The type of research used is qualitative research with descriptive research. The research data were obtained through observation and interviews (as the main data) and document studies (as supporting data). The results in this study indicate that teacher readiness is an important component in curriculum implementation. teacher readiness in the process of implementing the independent curriculum at SDN 34/I is in the pretty good category. This is related to the teacher's presentation of the independent curriculum which shows that the teacher understands well the concept, objectives, mechanisms and structure of implementing the independent curriculum, but there are still a number of things that need to be studied further regarding lesson planning or making teaching modules. At the implementation stage the teacher has implemented the independent curriculum in accordance with government directives, namely carrying out project learning to strengthen the Pancasila student profile (P5) and differentiated learning. At the assessment stage the teacher carries out diagnostic, formative and summative assessments and processes these assessments to see the achievement of learning and become evaluation material. From the research results obtained, for the process of implementing the independent curriculum in the first year, schools and teachers are expected to always work together so that the process of implementing the independent curriculum is more optimal. It is hoped that the results of this study can have benefits for further research.

Changes during the transition period from the 2013 curriculum to the independent curriculum have caused several obstacles for the school community, including the teachers who need to adjust their competencies to the latest curriculum. Therefore, the school principal plays a crucial role in overcoming these obstacles. The purpose of this study is to reveal the role of school principal in overcoming teachers’ obstacles in developing the independent curriculum in elementary schools. This research used a case study method through a qualitative approach with Ngupasan State Elementary School as the location of the study. The subjects of this study were the principal, the teachers, and some students. The data collection techniques consisted of observation, interviews, and documentation. To obtain valid data, a data validity test was carried out through data triangulation by using the technical triangulation and source triangulation. The data analysis technique consisted of data reduction, presentation, and verification. The results of this study show that, to overcome teachers’ obstacles in developing the independent curriculum in elementary schools, the principal acts as a decision maker, mentor, liaison, director, leader, and coordinator with such efforts as a) making bold and firm decisions or decisions by deliberation, b) accepting the opinions/input/suggestions from each teacher, c) providing guidance and direction for teachers who have difficulty in teaching, d) serving as a liaison with the school committee, e) giving solutions, motivation, and support for teacher performance, f) focusing on school programs that are derived from the school's vision and mission, g) helping teachers with independent training to learn the PMM application (Platform Merdeka Mengajar), h) carrying out evaluations once a quarter, and i) coordinating facilities, infrastructure, and the needs of teachers and students. Based on these findings, elementary schools that encounter obstacles in developing the independent curriculum, especially in the teacher aspect, should be able to make the abovementioned efforts to allow optimal implementation of the independent curriculum.

Educational transformation through the implementation of the Merdeka Curriculum demands not only teacher readiness but also effective academic supervision. Academic supervision plays a vital role in ensuring that teachers are capable of implementing differentiated instruction, formative assessment, and student-centered learning strategies. This study aims to analyze the effectiveness of academic supervision in supporting the implementation of the Merdeka Curriculum at SD Negeri 44 Rejang Lebong and to identify the challenges and supports involved in its implementation. The research employs a qualitative approach with a case study method. Data were collected through in-depth interviews, observations, and document analysis. Informants were selected purposively, consisting of the principal, supervisor, and teachers involved in the curriculum implementation. Data analysis was conducted using thematic analysis with triangulation of sources, methods, and theories. The findings reveal that academic supervision is still largely administrative and lacks focus on pedagogical aspects. Identified barriers include insufficient training for supervisors, limited teacher understanding of differentiated learning, and minimal follow-up after supervision. However, reflective, continuous, and needs-based supervision has proven to enhance teacher competence and the effectiveness of the Merdeka Curriculum implementation. The limitation of this study lies in its scope, which is confined to a single school, yet it provides significant implications for developing contextual academic supervision practices. This research offers an original contribution by proposing a reflective supervision approach that aligns with teachers’ needs and the challenges of implementing a new curriculum in elementary schools

This study aims to evaluate the implementation of the Merdeka Belajar curriculum in elementary schools and its impact on the quality of learning. The case study was conducted in two elementary schools in the area that implemented the Merdeka Belajar curriculum for one school year. The research method used is qualitative with data collection techniques through observation, interviews, and documentation. The collected data is analyzed using descriptive analysis. The results showed that the implementation of the Merdeka Belajar curriculum in both elementary schools has improved the quality of learning through increased student involvement in the learning process and the development of 21st century skills competencies. The positive impact is also seen in increasing teacher creativity and innovation in presenting learning materials. However, challenges in the implementation of the Merdeka Belajar curriculum can be seen in the lack of support and training for teachers and the lack of supporting resources. Thus, it is recommended that the government provide greater support in the implementation of the Merdeka Belajar curriculum in elementary schools and increase training and supporting resources for teachers to maximize the positive impact of the Merdeka Belajar curriculum in improving the quality of learning.

The curriculum is an important guideline in the learning process, especially the Independent Curriculum is a curriculum designed to recover post-pandemic learning. This study aims to determine the implementation of the independent curriculum in elementary schools in Indonesia and Indonesian schools abroad which includes planning, implementation, and constraints and strategies. This study uses a descriptive qualitative method with a comparative approach. Data were collected using interviews, observations, document analysis, and literature studies. The data were analyzed using an interactive model of Miles & Huberman. The results of the study show that planning the implementation of the independent curriculum involves the preparation of learning tools such as learning outcomes (CP), learning objectives (TP), learning objectives (ATP), and teaching modules, as well as holding training, workshops, and In House Training (IHT) to improve teacher competence. The implementation of the curriculum in Indonesia has been running comprehensively since the 2023/2024 school year, while abroad it will start in 2022. The main obstacles include lack of teacher knowledge and training, teacher readiness, school support, and student diversity, as well as the lack of human resources and access to information abroad. To overcome these obstacles, ongoing training for teachers and adequate facilities and infrastructure are needed, along with innovative strategies such as the use of technology in learning.

The change in the transition period from the 2013 curriculum to the independent curriculum makes several obstacles experienced by the school community, one of which is the teacher in adjusting his competence to the latest curriculum. So that the principal plays a very important role in overcoming these obstacles. The purpose of this study is to reveal the role of the principal to overcome teacher obstacles in developing an independent curriculum in elementary schools. This research uses a case study method through a qualitative approach with Samirono State Elementary School as the location of this research. Data collection techniques were obtained through observation, interviews, and documentation. In an effort to obtain valid data, the data validity test was carried out through data triangulation. Data analysis techniques used were data reduction, data presentation, and data verification. The results of this study show that the role of the principal to overcome teachers' obstacles in developing an independent curriculum in elementary schools is as a decision maker, mentor, liaison, director, leader, and coordinator.

This research provides an overview of teachers' readiness to implement the Independent Curriculum in elementary schools and what they are doing and preparing. The place of this research is SDN 08 Ranah Batahan which is located in Batahan, Kec. Batahan Realm, West Pasaman Regency, West Sumatra. This research uses a qualitative approach, with qualitative phenomenology as the type of approach chosen. This research data was obtained through document study and observation and interviews as the main data. Elementary school teachers at SDN 08 Ranah Batahan class I and IV were informants for this research. In this research, the data analysis method consists of three stages: data reduction, data presentation, and data verification. The research results show that SDN 08 Ranah Batahan teachers are ready to implement the independent curriculum. This is shown by the fact that teachers try to convey values ​​related to their understanding of the implementation of the independent curriculum, starting from understanding the concepts, objectives, mechanisms and structure of implementing the independent curriculum; second, teachers have learned more about preparation and planning the learning process; and third, the teacher has implemented appropriate methods. Based on the research results, it can be concluded that teachers at SDN 08 Ranah Batahan are trying their best to prepare for the implementation of the independent curriculum in elementary schools.

The purpose of this study was to describe teachers' perceptions of the implementation of the independent curriculum in elementary schools. This research is a qualitative research. Qualitative research is research that explores and understands the meaning of a number of individuals or groups of people originating from social problems. Researchers construct reality and understand its meaning, so this research pays close attention to processes, events, and intensity. Respondents are elementary school teachers. Data collection through interviews. The main instrument of this research is the researcher supported by field notes. All data is collected and analyzed descriptively to obtain reliable and reliable findings. The results of the study show that: (1) the teacher's perception is positive and appreciates the implementation of the Independent Curriculum in elementary schools, (2) the teacher has an important role in the process of developing and implementing the curriculum in elementary schools and success in implementing the curriculum is very dependent on how intense the teacher is in implementing it. curriculum in class; (3) teachers have the ability to develop and apply curricula and design classes, in order to improve the quality of teaching and learning processes; (4) the lack of socialization and specific Bimtek training regarding the formation of Pancasila student profiles; (5) not all teachers in elementary schools apply the Merdeka Curriculum, (6) not all teachers have IT skills, and (7) the constraints in implementing the Independent Curriculum are due to the lack of stability of internet access, especially for remote schools whose geographical location makes it difficult to access the internet.

This study aims to find out how teachers assess student attitudes, teacher difficulties in assessing student attitudes, and the efforts made by teachers in overcoming difficulties in assigning values ​​to students' attitudes in the learning process based on the 2013 curriculum in elementary school. Research subjects as six teachers were selected using the purposive sampling technique. The approach used in this research is a qualitative approach with a descriptive type of research. Data collection techniques use observation and interviews. The data were analyzed using inductive logic, namely from specific to general. The conclusions of this study indicate that the teacher provides an assessment of student attitudes in the learning process based on the 2013 curriculum in elementary school by observing or making direct observations of students' attitudes during the learning process. The difficulty of teachers in assessing student attitudes in the learning process based on the 2013 curriculum in elementary schools in the limited time, the large number of students in one class, and the difficulty in directing students to instill good attitudes following learning objectives. Efforts made by teachers in overcoming difficulties in assigning grades to students' attitudes in the learning process based on the 2013 curriculum in elementary schools are by discussing with parents of students, coordinating with other teachers, and asking other students to get detailed information.

Objectives The study was analyzing the Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in the revised national curriculum of China in 2022, hoping to get enlightenment from the Arts(Technology & Home economics) education in China. Methods The content analysis of literature study method for this study was used. Results This paper analyzes the changes of Practical Arts(Technology & Home economics) curriculum in China, the overall composition of the revised Practical Arts(Technology & Home economics) curriculum documents of Elementary and Middle School in 2022 and various parts of the text. Finally, through the comparison of Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in 2022 between South Korea and China, the enlightenment is drawn. Conclusions First, The compilation and operation of Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in China is centered on the hierarchy, cohesion and coherence of its nature, goal and content system. Second, the goal of Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in China is to cultivate knowledge, skills and attitudes about labor(technology), and it also emphasizes starting from the professional and ideological levels. Thirdly, the content system of Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in China is “daily life labor”, “productive labor” and “service labor” based on Marx's labor theory of value. Fourth, the teaching and learning methods of Practical Arts (Technology and Home economics) Curriculum of Elementary and Middle School in China are based on experience activities called “Lao Dong Zhou” and labor projects. Fifthly, the evaluation of Practical Arts(Technology & Home economics) Curriculum of Elementary and Middle School in China takes into account the development level of learners, and is carried out in grades (groups) around the core literacy of subject.