ANALISIS METODE PEMBELAJARAN BERDIFERENSIASI PADA PjBL TEKS DESKRIPSI KELAS IX KURIKULUM MERDEKA: KAJIAN LITERATUR

Abstract

Indonesian language learning in Indonesia still faces challenges in terms of ineffective teaching methods, which tend to be teacher-centered, monotonous, and less flexible, thereby hindering the holistic development of students' competencies. The Merdeka Curriculum emerges as a new policy that emphasizes student-centered learning to address these issues. This study aims to explain the implementation of the Merdeka Curriculum in Indonesian language learning based on a literature review, particularly focusing on the analysis of differentiated learning methods in Project-Based Learning (PjBL) for descriptive texts in grade IX. This research employs a qualitative method with a literature study approach. The data were obtained from three relevant scientific journal articles through documentation techniques and analyzed using content analysis to identify patterns of implementation and their impacts. The results indicate that the Merdeka Curriculum provides changes for teachers in selecting innovative learning methods, such as differentiated PjBL, which improves students' skills in writing descriptive texts, speaking, and literacy in grade IX. The differentiated approach considers the diversity of students' needs (content, process, and product), making learning more inclusive. In addition, the assessment system focuses on formative assessment, the Pancasila student profile, and the development of holistic competencies, thereby reducing the burden of summative evaluation. Therefore, the Merdeka Curriculum has a positive impact on improving the quality of Indonesian language learning, making the learning process more engaging and relevant to students' needs.