Implementation of the Merdeka Curriculum in the Planning, Implementation, and Assessment of Pancasila Education Learning in Senior High Schools
DOI:
10.29303/jppipa.v11i2.10202Published:
2025-02-25Downloads
Abstract
This study examines the implementation of the Independent Curriculum in the planning, execution, and assessment of Pancasila Education learning in Senior High Schools throughout Bulungan Regency, identifying key challenges and solutions. The research employs a mixed-methods approach (Concurrent Embedded Design), where qualitative data serves as the primary method, and quantitative data is embedded to support findings. Data were collected from principals and Pancasila Education teachers using interviews and questionnaires, analyzed through both qualitative and quantitative techniques. Results indicate that the implementation of the Independent Curriculum falls into the "fairly good" category, with an overall achievement of 60%. The highest performance was observed in learning planning, whereas assessment had the lowest scores. Key obstacles include difficulties in designing reflective learning, ensuring independent learning tasks align with student workload, and integrating diverse assessment methods. Limited engagement with external experts and lack of consistent feedback also pose challenges. To address these issues, teachers leverage resources such as the Merdeka Mengajar Platform and participate in professional training programs. These findings highlight the need for enhanced teacher training and structured assessment strategies to optimize the effectiveness of Pancasila Education learning under the Independent Curriculum.
Keywords:
Educational assessment, Independent curriculum, Learning implementation, Pancasila educationReferences
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