Suryani, Sulis (2025) Obstacles in implementing the independent curriculum in history subjects: a case study at SMKS Turen, Malang regency / SULIS SURYANI</p>. Diploma thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
The curriculum is the primary foundation of education serving as the basic guideline for planning implementing and assessing learning. The Independent Curriculum (Kurikulum Merdeka) emerged as a form of educational reform in Indonesia providing teachers with the flexibility to develop teaching modules tailored to student characteristics. However the implementation of the Independent Curriculum at SMKS Turen Malang Regency has not been optimal due to various obstacles such as limited teacher understanding limited human resource competency limited learning facilities and resources and assessments that still focus on student outcomes. Based on these conditions this study aims to identify and describe the obstacles in implementing the Independent Curriculum in history at SMKS Turen which encompasses three aspects of learning activities planning implementation and assessment. This research used a qualitative case study approach. The research location was SMKS Turen Malang Regency with data sources consisting of the vice principal for curriculum and the history teacher. Research data collection was conducted directly at SMKS Turen during April-May 2025 utilizing three data collection procedures observation interviews and documentation. Data analysis adopted the Miles and Huberman model which encompasses three main components data reduction data presentation and conclusion drawing. Data validity was checked using source and method triangulation techniques further supported by a member check process to ensure that the information obtained aligns with the informants intentions and statements. The results indicate that the implementation of the Independent Curriculum in history at SMKS Turen still faces various obstacles at each stage of implementation. During the planning stage teachers experienced difficulties in developing teaching modules that align with student characteristics and the principles of differentiated learning. During the implementation stage teachers faced obstacles in managing interactive learning. Meanwhile during the assessment stage teachers tended to focus on final results and had not implemented assessments optimally. Therefore this study also identified supporting factors in the form of teacher commitment and active participation in participating in training and developing teaching modules that align with the principles of the Independent Curriculum. Strengthening teacher competency through Lesson Study activities can be an effective strategy in improving teacher professionalism and readiness to implement the Independent Curriculum sustainably.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | L Education |
| Divisions: | Fakultas Ilmu Sosial (FIS) > Departemen Sejarah (SEJ) > S1 Pendidikan Sejarah |
| Depositing User: | library UM |
| Date Deposited: | 10 Nov 2025 04:29 |
| Last Modified: | 09 Sep 2025 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/442029 |
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