High School Students’ Perceptions about Implementation of the Merdeka Curriculum in Biology Lessons in Samarinda
DOI:
10.29303/jppipa.v9i10.4585Published:
2023-10-25Downloads
Abstract
The Fourth Industrial Revolution has had Indonesia to be determined to foster students’ critical thinking, creativity, collaboration, communication, and technological proficiency, leading to the creation of the Merdeka Curriculum to enhance the curriculum in Indonesia. The implementation of this curriculum began in Indonesia in 2020, starting with pioneer schools including in Samarinda. Consequently, a study was conducted at pioneer high schools in Samarinda focusing on students' perceptions of Biology learning using the Merdeka Curriculum. This qualitative research involved students and educators engaged in the implementation of the curriculum. The study utilized interviews and data triangulation. The informants were gathered using the snowball sampling technique. The findings indicate the implementation of the Merdeka Curriculum in pioneer high schools in Samarinda encompasses the planning, execution, and evaluation of components: diagnostic assessment, formative and summative assessments, differentiated teaching modules, Pancasila Student Profiles reinforcement projects, and supportive learning environment. These components align with curriculum planning and learning principles, fostering positive impact on students' skills including critical thinking, analytical abilities, literacy, public speaking, and creative thinking. Additionally, the curriculum promotes character development such as diligence in religion and spirituality, self-confidence, self-independence, creativity, empathy, responsibility, courage to innovate, negotiation skills, leadership skills, and collaboration with peers.
Keywords:
Biology Implementation Merdeka curriculum Students’ perceptionsReferences
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