\nIMPLEMENTASI MANAJEMEN KURIKULUM \nMERDEKA BELAJAR \n(Studi Kasus di SMPN 1 Trimurjo) \n
Bibliographic record
Abstract
\n \n \n \n \nABSTRAK \n \n \nTujuan penelitian ini adalah untuk mendeskripsikan perencanaan, \npengorganisasian, pelaksanaan, dan pengawasan implementasi manajemen \nkurikulum merdeka belajar di SMPN 1 Trimurjo. Penelitian ini menggunakan \npendekatan kualitatif dengan jenis penelitian studi kasus. Teknik pengumpulan \ndata menggunakan wawancara, observasi, dan studi dokumen. Teknik analisis \ndata dilakukan dengan cara reduksi data, penyajian data, penarikan kesimpulan \ndan verifikasi data. Hasil penelitian menunjukkan bahwa: (1) Dalam perencanaan, \nKurikulum Operasional Satuan Pendidikan telah dirancang dengan mengacu pada \nprinsip-prinsip merdeka belajar, dan telah disesuaikan dengan kebutuhan peserta \ndidik; (2) Pengorganisasian dilakukan kepala sekolah dengan membentuk \nkoordinator, membuat surat keputusan dan membagikan tugas yang melibatkan \nwali kelas dan guru, membuat deskripsi pelaksanaan tugas,, mendistribusikan \ntugas kepada stakeholder; guru membantu kepala sekolah dalam merancang, \nmelaksanakan dan membantu berjalannya program; komite sekolah memberikan \nmasukan dalam merumuskan dan menetapkan pedoman struktur organisasi \nsekolah, melakukan evaluasi dan pengawasan terhadap kebijakan program; (3) \nDalam pelaksanaan, belum semua guru memahami prinsip-prinsip merdeka \nbelajar, sumber belajar masih berpusat pada guru, seharusnya berpusat pada siswa \ndengan guru sebagai fasilitator. Dalam pembelajaran, sebagian masih menerapkan \npembelajaran kurikulum yang sama dengan sebelumnya, semestinya menerapkan \npembelajaran berdiferensiasi; (4) Pengawasan dilakukan secara langsung melalui \nkegiatan supervisi, pemantauan, dan pengontrolan. Supervisi dilakukan 2 kali \ndalam setahun, evaluasi akhir kurikulum baru dilakukan satu kali, oleh karena itu \nperlu adanya kegiatan evaluasi secara terus menerus walaupun hasilnya sudah \nmenunjukkan cukup baik dan perlu pengembangan yang maksimal. Berdasarkan \nhasil penelitian dapat disimpulkan bahwa SMPN 1 Trimurjo berada pada tahap \npengembangan dan penyempurnaan dalam penerapan kurikulum merdeka belajar. \n \nKata Kunci: Implementasi, Kurikulum Merdeka Belajar, SMP N 1 Trimurjo \n \n \n \n \n \n \nThe aims of the research were to describe the planning, organizing, actuating, and \ncontrolling the implementation of independent learning curriculum management \nat SMPN 1 Trimurjo. This research uses a qualitative approach with a case study \ntype of research. Data collection techniques using interviews, observation, and \ndocument study. Data analysis techniques were carried out by means of data \nreduction, data presentation, drawing conclusions and data verification. The \nresults of the research show that: (1) In planning, the Education Unit Operational \nCurriculum has been designed with reference to the principles of independent \nlearning, and has been adapted to the needs of students; (2) Organizing is carried \nout by the principal by forming coordinators, making decrees and distributing \nassignments involving homeroom teachers and teachers, making descriptions of \ntask implementation, distributing tasks to stakeholders; the teacher assists the \nprincipal in designing, implementing and helping the program run; school \ncommittees provide input in formulating and establishing guidelines for school \norganizational structures, evaluating and supervising program policies; (3) In \npractice, not all teachers understand the principles of independent learning, \nlearning resources are still teacher-centered, it should be student-centered with the \nteacher as a facilitator. In learning, some still apply the same curriculum learning \nas before, they should apply differentiated learning; (4) Supervision is carried out \ndirectly through supervision, monitoring and control activities. Supervision is \ncarried out 2 times a year, the final evaluation of the curriculum is only carried out \nonce, therefore there is a need for continuous evaluation activities even though the \nresults have shown quite good and need maximum development. Based on the \nresults of the study it can be concluded that SMPN 1 Trimurjo is in the \ndevelopment and refinement stage in implementing the independent learning \ncurriculum management. \n \nKeywords: Implementation, Independent Learning Curriculum, SMPN 1 Trimurjo \n
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.007 | 0.008 |
| Meta-epidemiology (broad) | 0.006 | 0.004 |
| Bibliometrics | 0.006 | 0.008 |
| Science and technology studies | 0.004 | 0.003 |
| Scholarly communication | 0.002 | 0.003 |
| Open science | 0.007 | 0.005 |
| Research integrity | 0.004 | 0.005 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".