Implementation of the IT-Based Independent Learning Curriculum in the IPAS Subject at Muhammadiyah Islamic Primary School Karangwaru

Globally, learning institutions at primary school level experience a gap in instructional leadership that fosters curriculum implementation. Research has established that those instructional leaders (heads of schools) determine the impact that teaching and learning processes in school has on learners’ academic performance. This study was designed to establish the extent of implementation of Competency-Based Curriculum in early years education in public and private schools. The study was also to determine the relationship between instructional leadership and implementation of Competency-Based Curriculum (CBC) in early years education in Kenya. The study was guided by Michael Fullan’s Theory of Change. The dependent variable was implementation of Competency-Based Curriculum in early years education while the independent variable was instructional leadership. E-questionnaires and interview schedules were used to collect data which was analyzed using qualitative and quantitative methods. The results showed there was no difference in the implementation of curriculum between private and public primary schools. The relationship between instructional leadership and implementation of competency-based curriculum was significant at 0.05. The results also indicated that most head teachers focused more on administrative roles than activities that support curriculum implementation. It was therefore recommended that for effective curriculum implementation in early years education, head teachers needed to be intentionally trained on how to support teachers and learners in the related processes

Curriculum changes often occur in Indonesia. However, studies regarding the gap between curriculum planning and implementation are still very limited. Therefore, this study aimed to analyze the Curriculum Implementation Index for Geography Learning in East Java. In this study, we used a curriculum implementation index for geography subjects. This study used purposive sampling with several considerations, such as the region distribution of geography teachers and school accreditation. The number of respondents is determined by selecting the person directly related to geography learning and its relation to curriculum implementation. We observed 30 geography teachers to determine curriculum implementation. The curriculum implementation index was used to evaluate consistency between curriculum planning and implementation, as indicated by teachers’ activities and several concepts in geography learning. The results show that the readiness of teachers to implement the curriculum in the laboratory, literature, and media aspects is in the low category. This is indicated by a laboratory index of 1.03, a literature index of 1.58, and a media index of 1.87. This low index means that geography learning does not meet the 2013 curriculum standards, especially in physical geography material, which needs laboratories and media to explain concrete concepts in geography learning. Implementing the 2013 curriculum in geography learning has not met the characteristics of the concrete idea of geography learning, which requires visualization for physical and environmental aspects.Keywords: Curriculum Implementation; Geography Learning; Index; East Java

The implementation of the learning curriculum during the Covid-19 pandemic is a challenge in the world of education. This study aims to reveal the implementation of the actual curriculum in the form of a combination of the core curriculum and the hidden curriculum through the analysis of learning activities during the Covid-19 pandemic. The subjects of this study were students of grade 6 SD Negeri Kalimacan, Kalijambe District, Sragen Regency which took place in the 1st semester of the 2020-2021 academic year. This study uses a qualitative approach method that is suitable in describing the problems that occur in the field. This type of qualitative research is a case study. The case study was chosen because of its suitability with a special ongoing problem, namely the implementation of the curriculum during the Covid-19 pandemic. Data collection techniques using interviews, observation, document analysis. The various data collected are then processed through the stages of data reduction, presentation, and drawing conclusions. Data validity trials were carried out through source and technique triangulation techniques. The results of this study indicate that the implementation of the curriculum during the Covid-19 pandemic was carried out by adjusting learning activities. The adjustment of these learning activities is by implementing the core curriculum and hidden curriculum through online and offline learning.

In any situation, education remains a priority in the sustainability of human civilization as history has proven that with education all solutions to life are better obtained. Teachers in the implementation of education are one of the main factors in the implementation of quality education, so that the proficiency of a teacher must be in accordance with the competency standards that have been set. The Covid-19 that occurred in the world, including in Indonesia, provides a lesson so that everyone makes adjustments in the learning process without face-to-face or online learning (online). This study uses a descriptive qualitative approach with several focuses of this research (1) Teacher Proficiency: Analyzing the skills possessed and those that need to be improved in the implementation of the curriculum, (2) Teacher Response: Identifying how PAI and Ethics teachers respond to the implementation of the Independent Learning Curriculum (3) Government Support: Examining support from local governments to improve teacher proficiency and (4) Necessary Changes: Identify changes that need to be adopted to improve teacher proficiency. The results showed that substantially, there was no gap in teacher education qualifications in both schools. The government, both central and regional, has supported through various funds and development programs, such as workshops and training. In 2023, funds have been allocated to improve the skills of 103 PAI and BP teachers through collaboration with UIN Malang. The teacher's response to the Implementation of the Independent Learning Curriculum was very positive. They feel a fun and innovative impact, give them the freedom to design learning, and create contextual learning. It contributes to the enthusiasm of students and the development of their intellect, spirituality, and morality.

Implementation of music curriculum has long been one of the problematic areas in schools. This qualitative case study was conducted to get inferences from the views of parents and students toward the implementation of Music Curriculum at primary schools. Participants were six students and three parents. Data were gathered by individual and focus group interviews and analyzed by the technique of content analysis to reveal themes. Data from parent interviews revealed the themes of benefits and issues. Student interviews disclosed the themes of benefits, issues and expectations. Findings demonstrate, on one hand, positive image of participants toward music and music lesson, on the other hand, evidence of attitude and behavior that the participants look down on music lesson. Findings reveal a need to revise the content and educational activities of the Music Curriculum and to focus on the work that will eliminate the issues regarding the implementation of the curriculum

This research aims to determine: (1) Teachers' perceptions of the independent learning curriculum at Hanura Danga Private Middle School; (2) Implementation of the independent learning curriculum at Hanura Danga Private Middle School.The type of research is combination research (Mix Methods), this type of research uses quantitative methods and qualitative methods and data collection techniques (1) Questionnaires, (2) Interviews, (3) Documentation. The data collected is analyzed using Percentage Descriptive Statistics analysis.Based on the results of data analysis and discussion to prove the research findings; (1) Teachers' perceptions of the independent curriculum as a whole, teachers have very good positive perceptions of the Independent Learning Curriculum. Analysis of questionnaire data distributed to 24 teachers shows a very high level of acceptance of the Independent Learning Curriculum, namely 96%, (2) Interview results to find out how the curriculum is implemented at Hanura Danga Private Middle School, the interview results confirm these findings, with the majority of teachers providing positive feedback on the implementation of the curriculum at Hanura Danga Private Middle School. Thus it can be suggested; (1) For schools to prepare facilities provided by the school such as providing regular training or technical guidance, providing adequate resources, and providing adequate support from school principals, it is necessary to maintain them, because this is what is needed to facilitate teachers in the successful implementation of the independent curriculum. (2) Educators can take advantage of the freedom provided by the Independent Curriculum in designing and compiling learning materials that are more contextual and relevant to students' needs. Apart from that, educators can also pay attention to factors that influence the implementation of the Merdeka Curriculum in each subject), such as the availability of resources and support from school principals. (3) For further researchers, teachers can compare perceptions of the Merdeka Curriculum with the curriculum previously implemented in school

This study aims to evaluate the effectiveness of the implementation of the Independent Learning Curriculum at the Senior High School level by focusing on the psychological aspects of students and factors that hinder implementation. Data were obtained from two case studies at SMAN 3 Gorontalo and SMAN 1 Telaga Biru through a qualitative descriptive method with interview, observation, and documentation techniques. The results of the study show that the Independent Curriculum has a positive impact on the psychological development of students, especially in three main aspects, namely cognitive, affective, and psychomotor. Students demonstrate improved critical thinking skills, learning motivation, and practical skills through project-based learning. However, the implementation of this curriculum is also faced with various internal obstacles such as low motivation and interest of students, as well as lack of discipline due to freedom in the learning process. External barriers include limited school facilities, lack of parental support for the results of interest-talent assessments, and low teacher readiness and competence in understanding and implementing the curriculum. Based on these findings, systemic support from the government, schools, teachers, and parents is needed to optimize the implementation of the Independent Curriculum so that the goals of national education can be achieved comprehensively.

This research aims to analyze the implementation process of the Independent Curriculum in learning at Madrasah Ibtidaiyah, identify supporting and inhibiting factors in its implementation, and evaluate the effectiveness of this curriculum in improving the quality of learning. The Independent Curriculum is an educational policy that provides flexibility for educational institutions and teachers to determine teaching methods and materials that suit the needs of students. This research uses a qualitative approach with a case study method at one Madrasah Ibtidaiyah that has implemented the Independent Curriculum. Data collection techniques were carried out through observation, interviews with the head of the madrasah and teachers, as well as document analysis related to the curriculum implementation. The results of the study show that the implementation of the Independent Curriculum in Madrasah Ibtidaiyah still faces various challenges, such as the readiness of educators, limited facilities and infrastructure, as well as the understanding of parents regarding curriculum changes. However, there are supporting factors such as flexibility in learning, increased teacher creativity, and support from the Ministry of Religious Affairs in the form of training and mentoring. The conclusion of this study indicates that the Independent Curriculum has a positive impact on learning in Madrasah Ibtidaiyah, especially in increasing students’ independence and creativity. However, improvements are needed in aspects of teacher training, strengthening infrastructure, and socializing with parents so that the implementation of this curriculum can run more optimally.

The implementation of the curriculum at the primary and secondary education levels, namely Elementary School, Junior High School, and Senior High School, has undergone significant transformation through the application of the Freedom of Learning program and the Deep Learning approach. The Freedom of Learning program encourages flexibility in learning, teacher creativity, and student independence in the learning process, while the Deep Learning approach emphasizes in-depth mastery of concepts, critical thinking skills, and the ability to solve complex problems. This study aims to analyze the implementation of the curriculum at various levels of education and evaluate the effectiveness of applying both approaches in improving the quality of learning. The research method used in this study is qualitative descriptive research. Qualitative descriptive is a research procedure that produces descriptive data in the form of written or spoken words about people and observable behaviors to discover truths that are acceptable to human reason. The data collection technique used is a literature study, where data is obtained from books and previous research journals relevant to the topic being discussed. The results of the study show that the implementation of Freedom of Learning provides space for innovation in teaching methods and increases student motivation to learn, while the Deep Learning approach is able to improve students' overall understanding of concepts as well as their analytical and synthesis skills. These findings emphasize the importance of integrating both approaches to create relevant, adaptive, and quality learning in the modern era of education.

The new Merdeka Belajar curriculum was approved in 2022 and is considered a new breakthrough after the Covid-19 pandemic. However, conditions in the field show something different. The implementation of this curriculum actually creates various new problems at SMAN 4 Bojonegoro, especially history. The aim of this research is to determine the implementation of the Merdeka Curriculum in history learning and what factors support and hinder the implementation of the Merdeka Curriculum in history learning at SMAN 4 Bojonegoro. This research uses a qualitative approach with descriptive research type. The data collection procedures used were observation, interviews and documentation. The results of this research show that the implementation of the Independent Curriculum in history learning at SMAN 4 Bojonegoro is divided into three, namely planning, implementation and evaluation. At the implementation stage, the teacher divides the learning process into three activities, namely preliminary activities, core activities and closing activities. Teachers have also tried to provide learning that suits students' interests, learning styles and needs. Apart from that, teachers have also implemented project-based learning and differentiated learning, although learning is still in the process of being carried out. In implementing this curriculum there are supporting and inhibiting factors. The main supporting factor is that teachers accept this curriculum well and try to implement this curriculum well. Meanwhile, the inhibiting factor most felt by teachers is project implementation which requires time to process.

The purpose of this study was to assess the current practice of primary schools in promoting parent’s involvement in curriculum implementation in Haro-Limu Woreda. parent’s involvement in curriculum implementation in Haro-Limu Woreda primary schools. To this end, cross-sectional survey design was employed. schools were selected by simple random sampling technique whereas the school principals and parent teachers’ associations (PTAs) were selected purposively and supervisors were selected by available sampling technique. Teachers were selected by stratified random sampling. Questionnaires, interviews and document analysis were used as data gathering instruments. Having pilot tested the instruments, the data were collected from 173 teachers and 13 principals through questionnaires and 186(99.4%) respondents were properly filled and returned. Six supervisors and Eleven PTAs were also successfully interviewed. The information gathered through close-ended questionnaires were analyzed using mean score while the data gathered through interview and open-ended questions were coded and narrated qualitatively. The findings indicated that, the involvement of parents in primary school’s curriculum implementation in Haro-Limu Woreda were low. The performance of principals, supervisors and teachers in involving parents in school curriculum implementation was moderate. However, as the evidence shows, the efforts of PTAs in organizing parents for planning and decision making of curriculum implementation was high. It is concluded that, the school principals, teachers, PTA and others were not fully committed and responsible in creating awareness and train parents for actively involved in school curriculum implementation. To increase parental involvement in curriculum implementation, it is recommended that primary schools and woreda education offices shall train stakeholders, allocate adequate budget and schools should design income generating mechanism to fulfill school facilities, making active participation of parents in planning, decision making and management in curriculum implementation. Keywords: Parental Involvement, Primary Schools, Curriculum Implementation DOI: 10.7176/RHSS/12-11-01 Publication date: June 30 th 2022

The research departs from the problem that the Merdeka Belajar-Kampus Mengajar (MBKM) curriculum requires the principle of independent learning to be implemented in the management of education and learning. Meanwhile, the position of the Arabic subject at SMP Takhassus Al-Qur'an Wonosobo includes local content, the school's particular scientific core. In addition, the Arabic at the school has a specific orientation and learning outcomes. The paper aims to discuss and describe the management of the MBKM curriculum for the Arabic subject at Takhassus Al-Qur'an Middle School including planning, organizing, implementing, and evaluating the curriculum, and obstacles and efforts to overcome the barriers in the implementation of the curriculum management. The research method used is descriptive qualitative with case studies—data collection techniques using interviews, observation, and documentation. The research subjects were deputy head 1 of curriculum and Arabic teachers. The results of his research stated that the implementation of the Merdeka Learning curriculum for Arabic subjects had carried out an educational management flow that was by its stages, namely planning, organizing, implementing, and supervising. Even so, the obstacles in the implementation of the curriculum as the quality of education still encounter obstacles. These constraints require schools to apply the Free Learning curriculum with the principle of adaptation.

Learning freedom could be said as the autonomy in the education field. Educational autonomy policies were revived back in this era. Liberating educational units, teachers, and students could stimulate the emergence of new innovations. Students could learn independently and creatively, so all Indonesian students from various ethnicities and cultures could have their own different ways in learning. This research aimed at knowing the implementation of Mardeka learning curriculum on Islamic Education subject at UPT State Junior High School 1 Tapung. The problems in this research were: 1) how the implementation of Mardeka learning curriculum on Islamic education subject was, 2) what the supporting factors of the implementation of the Mardeka learning curriculum on Islamic education subject were, 3) what the obstructing factors of the implementation of the Mardeka learning curriculum on Islamic Education subject was at UPT State Junior High School 1 Tapung. The data were analyzed by using qualitative analysis, namely analysis and interpretation conducted critically, and using analytical descriptive technique, namely describing and classifying data, followed by interpretation of thoughts. The research findings showed that; first, the implementation of Maedeka learning curriculum on Islamic education subject was in good category based on several items conducted by the teachers, as manager, the school principal of UPT State Junior High School 1 Tapung has been able to improve the teachers competences in the environment and he was able to manage this educational institution, so the goals were achieved. Second, the supporting factors of the implementation of Mardeka learning curriculum on Islamic education subject at UPT State Junior High School 1 Tapung were teachers’ psychology, student intelligence, very good facilities, and infrastructure. Meanwhile, the obstructing factors of implementation of Mardeka learning curriculum were the Ministry of National Education was not regularly disseminating information to schools, and there was a lack of training organized by the government regarding the independent learning curriculum.

This chapter examines the dissemination and implementation of a new national curriculum (KBSR) in Malaysian primary schools. It describes and seeks to explain the nature and the effectiveness of inservice courses in the dissemination and implementation of the curriculum, and the factors influencing them; and the state of teachers’ professionalism in the implementation of the curriculum. It looks at the implications of such factors for the dissemination and implementation of KBSR and other future curriculum innovations in Malaysia or elsewhere.

The low competency of employees in the management of regional property in the West Java Provincial Government is a challenge for the West Java Province's Human Resource Development Agency (BPSDM) in developing apparatus competencies through education and training. The research aims to find out how much influence the policy instruments (policy instrument) and policy implementation (policy implementation) have in developing employee competencies through the technical training curriculum for regional property management. This study uses descriptive analysis with a qualitative approach. The data was explored in the form of the implementation of the technical training curriculum for the management of regional property held at the Human Resources Development Agency (BPSDM) of West Java Province in 2018. Data and information collection methods were carried out through observation, interviews, and document review. The results of the study show that there were errors in policy instruments (policy instruments) and policy implementation in determining the technical training curriculum for the management of regional property. Policy instruments through the establishment of curriculum (learning objectives, training courses, media and learning methods) and policy implementation through the implementation of curriculum (teaching and learning process and assessment) have not been oriented to competency requirements in accordance with training competency/employee position standards. competency of education and training graduates is not optimal.Keywords: Development of competency-based, profesional, competency-based curriculum