Teacher Readiness to Apply Independent Curriculum Learning Tools in Private Madrasah Ibtidaiyah Palangka Raya City

Abstract

The implementation of the Independent Curriculum is organized based on levels, namely PAUD, SD/MI, SMP/MTs, SMA/MA, and SMK/MAK. The basic level, namely Elementary School or Madrasah Ibtidaiyah, in readiness to implement the Independent Curriculum, must make preparations first. Because there are new terms in the Independent Curriculum, such as Learning Objectives (TP), Learning Objective Flow (ATP), Teaching Module (MA), Student Worksheet (LKPD), Project for Strengthening the Pancasila Student Profile (P5), and Student Profile Rahmatan Lil Alamin (PPRA). This research aims to determine the readiness of teachers in implementing the Merdeka Curriculum learning tools in the Private Madrasah Ibtidaiyah of Palangka Raya City, Central Kalimantan Province, especially in MIS Hidayatul Muhajirin, MIS Al-Jihad, and MIS Nahdlatul Ulama (NU) in class I and class IV. The teacher's readiness is focused on(1) Learning Objectives (TP), (2) Learning Objectives Flow (ATP), (3) Teaching Module (MA), (4) Student Worksheet (LKPD), (5) Project for Strengthening Pancasila Student Profiles (P5) , and Rahmatan Lil Alamin Student Profile (PPRA). The approach used in this research is qualitative with descriptive research type. The data collection technique used is observation when teachers are in the learning process implementing the Independent Curriculum. Then, interview techniques to explore teacher information regarding their understanding of the application of the Merdeka Curriculum learning tools. And the documentation technique is a complementary technique to the two previous techniques which is useful for immortalizing documents in the form of the learning tool components mentioned above and the conditions of researchers in the field. The research sites were at MIS Hidayatul Muhajirin, MIS Al-Jihad, and MIS Nahdlatul Ulama (NU) with a total of 18 teachers from the three Private Madrasah Ibtidaiyah. The data analysis technique used is the Miles Huberman model which consists of (1) data collection, (2) data reduction, (3) data presentation or analysis, and (4) drawing conclusions. The research results show that teachers as educators welcome and are ready for the implementation of the Independent Curriculum. Readiness to apply this to learning tools, namely Learning Objectives (TP), Learning Objective Flow (ATP), Teaching Modules (MA), Student Worksheets (LKPD), and the Project for Strengthening the Pancasila Student Profile (P5) and the Rahmatan Lil Alamin Student Profile (PPRA). Efforts made include participating in various training activities and technical guidance related to the implementation of the Independent Curriculum, urgency and policies, as well as components of learning tools that need to be prepared or completed before implementing the Independent Curriculum.