Implementasi Kurikulum Merdeka pada Mata Pelajaran Matematika di SD Nasima Kota Semarang

Abstract

Sekolah Dasar (SD) Nasima Kota Semarang sebagai salah satu institusi pendidikan yang menerapkan kurikulum merdeka, sebelumnya menghadapi kendala dalam pembelajaran matematika dimana pelajaran matematika sering dianggap sulit oleh sebagian besar peserta didik. Penerapan Kurikulum Merdeka diharapkan mampu membawa perubahan besar dalam pembelajaran matematika karena adanya berbagai inovasi dari para guru yang menerapkan program Merdeka Belajar. Penelitian ini bertujuan untuk menganalisis implementasi kurikulum merdeka dalam pembelajaran matematika di SD Nasima Kota Semarang. Penelitian ini menggunakan metode deskriptif kualitatif. Narasumber dalam penelitian ini dipilih dengan teknik purposive yang meliputi kepala sekoah SD Nasima, Wakil Kepala Sekolah Bidang Kurikulum SD Nasima, guru matematika SD Nasima, dan siswa-siswi SD Nasima. Pengumpulan data dalam penelitian ini dilakukan dengan metode observasi, wawancara, dan dokumentasi. Metode analisis data yang digunakan dalam penelitian ini yaitu metode analisis interaktif. Hasil penelitian ini menunjukkan bahwa implementasi kurikulum Merdeka pada pembelajaran Matetmatika dari tahap perencanaan, pelaksanaan, dan evaluasi di   SD Nasima Semarang telah berjalan dengan baik. Namun, tentunya masih terdapat beberapa kendala dalam implementasi kurikulum merdeka tersebut, diantaranya adalah keterbatasan kemampuan guru dalam proyek penguatan profil pelajar Pancasila dan terbatasnya waktu dalam pelaksanaan pembelajaran matematika. Untuk itu, persiapan dan perencanaan kurikulum Merdeka di SD Nasima harus dilakukan dengan lebih matang lagi agar kendala yang dihadapi dapat dihindarkan. Sharing praktik baik antar guru di SD Nasima ataupun dengan guru di sekolah lain harus dilakukan agar implementasi kurikulum Merdeka dapat berjalan lebih optimal.

Nasima Elementary School (SD) Semarang City as one of the educational institutions that implements Merdeka Curriculum, previously faced obstacles in learning mathematics where mathematics lessons were often considered difficult by most students. The implementation of the Merdeka Curriculum is expected to be able to bring about major changes in mathematics learning due to various innovations from teachers who implement the Freedom to Learn program. This study aims to analyze the implementation of the Merdeka Curriculum in mathematics learning at Nasima Elementary School, Semarang City. This study used descriptive qualitative method. The informants in this study were selected using a purposive technique which included the school principal of Nasima Elementary School, the Vice Principal of Curriculum Affairs at Nasima Elementary School, the mathematics teacher at Nasima Elementary School, and the students of Nasima Elementary School. Data collection in this study was carried out by observation, interview and documentation methods. The data analysis method used in this study is the interactive analysis method. The results of this study indicate that the implementation of the Merdeka Curriculum in Mathematics learning from the planning, implementation, and evaluation stages at SD Nasima Semarang has gone well. However, of course there are still some obstacles in the implementation of the Merdeka Curriculum, including the limited ability of teachers in projects to strengthen the Pancasila student profile and limited time in implementing mathematics learning. For this reason, the preparation and planning of the Merdeka Curriculum at Nasima Elementary School must be done more thoroughly so that the obstacles encountered can be avoided. Sharing good practices between teachers at Nasima Elementary School or with teachers at other schools must be carried out so that the implementation of the Merdeka Curriculum can run more optimally.