Fitriani, Destiria (2025) Teachers perceptions of history learning tools in the 2013 curriculum and the merdeka curriculum at sma negeri 3 blitar / Destiria Fitriani</p>. Diploma thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
The development of national curriculum in Indonesia is a dynamic process that continually adapts to societal changes and the evolving educational needs of students. One of the recent shifts in curriculum policy is the transition from the 2013 Curriculum to the Merdeka Curriculum. This curricular reform has introduced changes particularly in the design structure and implementation of learning tools. Teachers hold a pivotal role in designing and applying learning tools in accordance with curricular demands. Accordingly gaining insights into teachers perceptions of the instructional components within both curricula is of critical importance. This study was conducted at SMA Negeri 3 Blitar a leading public senior high school and widely regarded as one of the most prominent schools in the Blitar region. This study aims to explore the perceptions of history teachers at SMA Negeri 3 Blitar regarding the learning tools used in the 2013 Curriculum and the Merdeka Curriculum. This study employs a qualitative research method with a descriptive research design. Data collection is conducted through structured interviews and analysis of documentation on the learning tools of the 2013 Curriculum and the Merdeka Curriculum which have been prepared and utilized by history teachers at SMA Negeri 3 Blitar. Data analysis begins with data reduction followed by data presentation and concludes with drawing conclusions. To ensure data validity the study applies technique and source triangulation as well as member checks on the collected data. The research findings indicate that teachers hold varied perceptions however they generally perceive that the RPP K13 and the Modul Ajar of the Merdeka Curriculum share similarities in the elements of objectives learning activities and assessment. The differences lie in their structure terminology and the flexibility in determining learning materials. Furthermore document analysis corroborates the interview results revealing that both teaching tools have fulfilled the main components although the RPP K13 are still lacking in learning indicators and methods while the Modul Ajar have not fully incorporated diagnostic formative and summative assessments. This study proposes several recommendations as follows. First continuous professional development for history teachers in curriculum implementation Second institutional support through training and mentoring programs. Third expanded future research scope covering more variables. Fourth improved government-provided curriculum guidelines for better clarity and usability.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | L Education > LA History of 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/442031 |
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