PERSEPSI GURU KELAS TERHADAP IMPLEMENTASI PEMBELAJARAN KURIKULUM MERDEKA DI SDI AL-ASY’ARYYAH PONTIANAK

Abstract

This study aims to describe teachers perceptions of the implementation of the Merdeka Curriculum at SDI Al-Asy'Aryyah Pontianak. The Merdeka Curriculum is designed to create flexible, enjoyable, and learner-centered learning, with an emphasis on projectbased learning and differentiation. This study uses a qualitative descriptive approach with data collection techniques through interviews with four teachers from grades I, II, IV, and V as the main informants. Data analysis was conducted through the stages of data collection, reduction, presentation, and conclusion drawing, as well as data validity checking using source triangulation. The results of the study indicate that teachers have a positive perception of the five stages of learning in the Merdeka Curriculum, namely warm-up and apperception, exploration, consolidation of learning, formation of learning outcomes, and formative assessment. Through a meaningful and contextual learning process, teachers help students not only understand the material theoretically but also apply it in their daily lives. This learning is expected to provide useful skills and knowledge in various aspects of life, such as social interaction, decision-making, and problem-solving in the surrounding environment. This study concludes that teachers' positive perceptions are an important factor in supporting the successful implementation of the Merdeka Curriculum in elementary schools.