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KINDERGARTEN TEACHERS’ READINESS IN IMPLEMENTING

KURIKULUM MERDEKA

Esamada Rose Nursaputri

and Yuliyanto Sabat

1,2

Pendidikan Bahasa Inggris, STKIP PGRI Sidoarjo

Jalan Raya Kemiri, Kemiri, Kecamatan Sidoarjo, Kabupaten Sidoarjo

Email: [email protected]

ABSTRACT

In order to address the education crisis, the government implemented Kurikulum Merdeka.

Teachers must be able to adapt to changes in the curriculum in order for curriculum

implementation to work smoothly. This study was conducted to get a knowledge of teacher

readiness in implementing new curriculum, particularly in kindergarten schools. This research

includes a type of descriptive research with a qualitative approach. To identify readiness,

interviews were conducted towards teachers in TK Cendekia 2 Sidoarjo. According to the findings

of the interviews, teachers are ready to implement kurikulum merdeka. Yet, there is still lack of

awareness of the curriculum structure, and there is still a need of training about lesson plans

preparation and teaching modules creation. They still don't have a clear concept of why it should be

implemented. They also claimed requirements in trainings and times to understand how to integrate

advanced technology into learning process.

Keywords: Kurikulum merdeka, teachers’ readiness, kindergarten

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 CC BY-SA International License.

INTRODUCTION

Advanced education makes the nation advancing as well. The development of human

potential can be processed through educational activities which are usually held by the

government or private parties. Education can be said as a life process to develop all the

potential that exists in individuals to be able to live and be able to carry out life fully so

that they become educated individuals, both cognitively, affectively, and psychomotor.

Education is a process of educating humans to become human beings who are useful for

the homeland, nation and state (And nm mnmari, 2022).

Improving the quality of education is carried out in various ways by the Indonesian

government, one of which is starting from including Indonesian students in PISA and make

various breakthroughs through changes to the curriculum. Putrawangsa and Hasanah

(2022) stated that in general, it was found that the achievements of Indonesian students in

PISA decreased and shows a negative trend, which is decreasing and consistently with low

achievements and always in the top 10 largest ranking group from below. Due to the low

rank achieved in PISA, the government socialized Kurikulum Merdeka in 2021 as an effort

to overcome the problem.

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Kurikulum Merdeka is a curriculum with intracurricular learning diversity, the

content will be more optimal for students to have enough time to explore concepts and

strengthen competence. Teachers have the flexibility to choose various teaching tools so

that learning can be adapted to learning needs and student interest. In line with

Retnaningsih and Khairiyah (2022), they stated that Kurikulum Merdeka aimed to create an

educational output which not only makes children skilled at memorizing, but wants to

build sharpness in analyzing, reasoning and having a broad and complex understanding,

and can also help children to develop themselves in various fields not only develop

cognitively.

According to Aviansyah and Shagena (2022), the curriculum is always being

changed, improved, and adapted to the changes and developments that exist today.

Kurikulum Merdeka is replacing the previous one which called Kurikulum 2013. It strives

to provide the next generation with the skills necessary to meet the demands of

globalization.

Compared to K-13, Kurikulum Merdeka is different. It gives the student freedom to

determine the learing method based on their intereset (Madhakomala et.al., 2022). The

Merdeka Belajar curriculum idea is also a solution to issues with the education-practice

process; educators are supported in administration and given flexibility in how they

arrange and evaluate students' learning, as well as accessibility to all challenges they may

face, such as creating lesson plans.

According to Fadillah and Hibana (2022), kurikulum merdeka is ideal for early

childhood education learning because it gives teachers and students the freedom to develop

their imagination and creativity through various learning activities. Cited from

Retnaningsih and Khairiyah (2022), there are advantages of the independent curriculum

compared to the previous curriculum in that the content and structure are simpler and

deeper, more independent, and more relevant and interactive. Simpler and more profound

means that the selected material is focused on important and essential material and focuses

on how to develop students' competencies at the stages of their development. Learning

activities are structured in a more in-depth, meaningful, less rushed manner and most

importantly, learning activities are designed and applied in a fun way.

More independence means that students can choose according to their interests and

talents, educators teach according to the stages of development and developmental

achievements of children, and education units are free to develop and manage their

curriculum and learning according to the characteristics of the educational unit and the

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characteristics of their students. More relevant and interactive means that learning is

carried out through project activities by providing wider opportunities for students to

explore to support the development of children's character as well as the competency

profile of Pancasila students (Retnaningsih and Khairiyah, 2022).

Curriculum changes are not only within the label, but also in the structure of the new

educational plan, which includes numerous aspects such as how things are coordinated, the

objectives to be accomplished in training, cycles of educating, learning, and assessments,

and, finally, how the learning process is going to prepare future learners.

Every time there is a change in the curriculum, teachers must be able to adapt,

starting from learning principles to the assessment process, as well as good cooperation

between students, teachers, and parents so that curriculum implementation can run

optimally. This is supported by the idea that, in essence, the teacher is the curriculum; as a

result, if the teacher is unable to develop the relevant curriculum, the desired educational

goals will not be met. As a result, the teacher's capacity of adaptation becomes crucial,

even though it takes time (Nugraha, 2022).

Triayomi et.al. (2022) said since the teacher is the main executor of a collaboratively

developed curriculum, educators or teachers have to show a responsible attitude when

preparing this replacement curriculum. In fact, dealing with the renewal of the earlier

curriculum with today's curriculum can be challenging for teachers. Thus, to deal with the

situation, readiness is required.

Research conducted by Jamilah et.al. (2023) shows teachers and educational staffs of

SDN 01 and 02 Gentungan, Central Java are 100% ready physically. They also stated that

the teachers are psychologically ready for implementing the new curriculum. Yet, some

older or senior teachers claim to be worn out because they have to get used to the new

rules.

Another research conducted by Tricahyati and Zaim (2023) which focused on the

readiness of english teacher in a certain school shows that teachers are ready to implement

Kurikulum Merdeka but some improvements are still needed. They stated that those

teachers found some difficulties in conducting lesson plan especially when they need to

formulate the learning outcomes.

Lastly, research by Triayomi et.al. (2022) shows teachers in SD Xaverius 1

Palembang are ready and the curriculum already implemented well. This institution is

equipped with a driving school (sekolah penggerak) status, a headmaster who has been

certified as a driving school principal, and a number of teachers who are preparing to

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become driving teachers. They concluded by observing teachers’ pedagogic, personality,

social and professional competencies.

The capacity to respond to anything is known as readiness, and if someone possesses

readiness, responding will be less difficult (Jannah et.al., 2020). Readiness to implement

the new curriculum are including cognitive and metacognitive aspects. Yet, according to

Jamilah et.al. (2023) more than just cognitive and metacognitive skills are involved in a

school's preparation to implement the curriculum. But it also entails comprehending the

subject matter, applying the curriculum, making sure the curriculum's philosophy aligns

with the paradigm of the teacher, and upholding the learning principles.

In this situation, teachers' readiness in welcoming new curriculum and its

implementation in schools are likely to differ. Tricahyati and Zaim (2023) said teachers in

particular may voluntarily participate in the development of new ideas, but others may find

it difficult to adapt. This occurs when people are faced with changes in their traits and

beliefs based on earlier experiences and routines.

Many have conducted research on the readiness in implementing Kurikulum

Merdeka in elementary schools and above. It is still rare who conduct research on the

readiness of teachers in kindergartens. This is in line with Irbah et.al. (2022) who said that

Kurikulum Merdeka at the Kindergarten education level, as well as numerous literatures

related to competency and teacher performance, are still not fully developed. And they

research shows that the kindergarten school in Yogyakarta they observed is not yet fully

prepared.

Based on the background described earlier, this research carried out to give an

understanding about teacher readiness to implement the new curriculum namely Kurikulum

Merdeka, especially in kindergarten school. According to Yusutria (2019), the growth and

development of children is greatly aided by the work that kindergarten teachers do. Thus,

we need to develop literatures about the kindergarten teachers’ readiness in implementing

the current curriculum. So that we can make sure that the new curriculum can be

implemented properly and giving positive impact to the growth and development of the

children. The purpose of this study is to ascertain the readiness of kindergarten school

teachers in implementing the new curriculum namely Kurikulum Merdeka.

METHOD

This research includes a type of descriptive research with a qualitative approach. In

accordance with Mukhtar's statement (2003), this type of research describes conditions that

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are in accordance with the observed object and then the data obtained is written in the form

of a report.

Researchers used TK A class and TK B class, each with one teacher as the research

subject. The researcher chose TK A class and TK B class teachers as subjects because the

initial stages of implementing kurikulum merdeka were began in those classes. The

instrument used was an interview. Interview is a tool used to find data according to the

object under study with a small number of respondents (Sugiyono, 2016).

The data collection technique is to interview the teacher with questions directly

related to the readiness of the teacher in implementing kurikulum merdeka. To identify

readiness, interviews were conducted towards two teachers in TK Cendekia 2 Sidoarjo.

One teacher from TK A class and one teacher for TK B class. Questions given were about

four (4) indicators namely; 1) Understanding of curriculum structure, 2) Readiness of

lesson plan, 3) Readiness of learning process, 4) Readiness of learning assessment. Next,

data analysis is carried out, which is a process in which all the research data has been

collected (Sugiyono, 2016). In this case, the data from the interviews with the teacher were

collected and then analyzed. The data analysis used in this study is qualitative data

analysis, which summarizes the results of the interview data that have been described.

RESULTS AND DISCUSSION

The readiness of the kindergarten teachers at TK Cendekia 2 Sidoarjo in

implementing kurikulum merdeka is explained in this section. Also, a detailed analysis of

the interview data that has been obtained will be presented. Questions given were about

four (4) indicators namely; 1) Understanding of curriculum structure, 2) Readiness of

lesson plan, 3) Readiness of learning process, 4) Readiness of learning assessment.

Understanding of Curriculum Structure

The first is an indicator of understanding the characteristics and structure of the

curriculum. The structure of kurikulum merdeka in early childhood education consists of

intracurricular learning activities and projects to strengthen the profile of Pancasila

students (Kemendikbudristek, 2022). The intracurricular learning activities are designed

with the aim that early childhood can achieve the abilities written in the Foundation Phase

Learning Outcomes (Capaian Pembelajaran).

In essence, intracurricular learning is meaningful play as an embodiment of

independent learning, independent play. The activities chosen must certainly be able to

provide meaningful experiences and must also be fun for children. Learning activities are

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structured using real learning resources that can be found in the environment around

children, for example using living things, natural materials or loose parts. If learning

resources cannot be presented in real terms, they can be presented through technological

support such as learning VCDs or YouTube and can also be from children's reading books

(Retnaningsih and Khairiyah, 2022).

The project to strengthen Pancasila student profiles is implemented to strengthen

efforts to achieve Pancasila student profiles that refer to the Standard Level of Child

Development Achievement. Pancasila is the foundation of the Republic of Indonesia.

Every citizen is of course obliged to make Pancasila the guiding principle of life and

always practice it in daily life within the nation and state. Pancasila is also closely related

to the educational process. In the learning process at school, of course Pancasila is not only

introduced as ordinary knowledge that must be known by students, but it is necessary to

instill the values contained in it so that it can be implemented in real life (Indarta et.al.,

2022).

Indeed, it is essential to understand an independent curriculum's foundation and basic

structure before proceeding. According to Fadillah and Hibana (2022), teachers need to be

aware of the changes because: (1) kurikulum merdeka structure is more flexible, with

lesson hours intended to be completed within a year; (2) the selected material is more

focused and appropriate for the child's developmental stage; (3) the teacher is free to

choose different teaching materials based on the needs and characteristics of the child; and

(4) teachers are equipped with a variety of references that enable them to carry out

teaching.

In accordance with the results of interviews with TK A and TK B class teachers

showed that the teacher's understanding of the characteristics of the curriculum,

peculiarities and structure of the curriculum in the Independent Curriculum was sufficient

but did not really understand. The teachers know the basis of the structure of the Merdeka

Curriculum well. But the result shows teachers’ lack of the knowledge about curriculum

structures. They didn’t know what the structures are.

They claimed they still didn’t get enough informed about the details of the new

curriculum. The information was mostly delivered by the school principal who often attend

workshops for kurikulum merdeka implementation. Most of the information provided is

about technical implementation in the field. Fundamental matters such as the structure of

an independent curriculum are rarely conveyed. However, the school principal has ordered

teachers to study independently through the Kemendikbud website and via the internet.

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Readiness of Lesson Plan

The institution's approach to the new curriculum, which necessitates modifications to

the environment in educational institutions, is centred on planning. Therefore, the goal of

any of these actions is to create effective and efficient learning strategies (Munawar, 2022).

Lesson plans must be carefully prepared for a curriculum that is independent and gives

schools the freedom to choose what will be taught to students.

Lesson plans are intended to assist teachers in carrying out lessons on a daily basis in

order to attain a goal. As a result, the lesson plan is organised depending on the flow of

goals. Educators utilise learning to make the form more detailed in contrast to the flow of

learning objectives. It is important to remember that the flow of learning objectives is not

prescribed by the government (Kemendikbudristek, 2022), thus one teacher may use

patterns. Different learning objectives were pursued by various teachers, despite the fact

that teaching participants studied at the same time.

Teachers, including early childhood education teachers, can utilise models or lesson

plans with knowledge and technology to support early childhood development and ensure

that young children have the creativity, critical thinking, and communication skills they

need to adapt readily (Indarta et.al., 2022). Based on the results of the interviews, teachers

experienced difficulties in the process of preparing lesson plans. They encounter

difficulties because they feel under pressure to be more creative, which includes coming up

with engaging lesson plans for students.

They also stated in the interview session that they preferred the previous curriculum

which emphasized reading, mathematics and numeracy skills. Even though the new

curriculum adheres to independence in learning. They have point of view that

implementing independent learning will eliminate these three aspects so that the output of

learning will produce lower quality students.

The teachers’ idea considered to be misled. Independent learning has a goal to

develop children more than just those three aspects. According to Fadillah and Hibana

(2022), the purpose of freedom of learning is not only to develop children's writing and

reading skills, but also to assist them in honing problem-solving skills, encourage them to

reason so that they have broad and complex understandings, and assist them in developing

themselves in various fields, not just cognitive development.

Because of this point of view, teachers have difficulties in making lesson plans. In

the past they were fixated on books and drilling in reading, writing and arithmetic.

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Meanwhile as the new curriculum, they are expected to be able to modify learning to

develop not only these three aspects.

The challenge is that teachers fail to comprehend or have experience generating

literacy and numeracy teaching resources focused on challenges and projects. Based on an

examination of the learning plans/designs, the majority of them continue to provide low-

level learning outcomes, and the development of literacy and numeracy in learning is still

confined to early literacy abilities and simple and incomplete expressive language. As a

result, strategies that can assist teachers in producing problem- and project-based literacy

and numeracy teaching resources are required (Sutama et.al., 2023).

However, according to Sasi et.al. (2019), there have recently been misunderstandings

and distortions about the nature and purpose of early childhood education in Indonesia,

specifically that its main purpose is to instill character values and identity through play into

classroom activities that emphasise reading, writing, and math as appropriate for

elementary school students. This is due to parental demands that their kids learn to read,

write, and count right away in order to pass the admission exam for their preferred primary

school.

But in general, teachers already understand the format and administrative steps in

making lesson plans or teaching modules. It was mentioned in the interview, regarding the

technicalities of making teaching modules, they had been adjusted to the direction of the

Ministry of Education and Culture. As well as there are many examples of downloadable

teaching modules which are then modified and adapted to the needs of students at TK

Cendekia 2 Sidoarjo.

Cited from Maulida (2022), there are three components in the teaching module,

namely general information components, core components, and attachments. General

information includes school identity, initial competencies, Pancasila student profiles,

student targets, infrastructure suggestions, and learning models. While the core

components include learning objectives, meaningful understanding, triggering questions,

learning activities, assessment, and remedial and enrichment. In the last stage is the

attachment which contains student worksheets. In the development of independent

curriculum teaching modules, there are several strategies that teachers can apply, but it is

necessary to know that the foundation for making teaching modules is to analyze the

conditions and needs of students, teachers and schools.

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Readiness of Learning Process

Furthermore, the third indicator relates to the implementation of learning.

Considering the curriculum that will be used in the new curriculum, teachers need to adjust

the learning process. According to Rakhmawati et.al., (2022), the goal of kurikulum

merdeka is to make the learning process enjoyable for everyone involved, including

teachers, parents, and students. Early learning activities encourage play among the kids.

Children who play are able to maximise all elements of their development (Yustine et.al.,

2022). Kurikulum merdeka allowed kids to select their own learning topics that adapted to

their needs while they played. On the other hand, in order to accomplish meaningful

learning and learning objectives, early childhood education should take into account its

learning methodologies, tactics, and models.

The result of interviews with teachers at TK Cendekia 2 Sidoarjo shows that the

learning process has been adapted gradually to the new curriculum. Process standards as

regulated in Permendikbud No. 137 of 2014 include lesson planning, implementation of

learning, learning evaluation, and monitoring of learning (Kemendikbud, 2014). These

teachers also said that the implementation of the independent curriculum was to give

students the freedom to choose the learning activities they wanted.

In TK Cendekia 2 Sidoarjo, the learning process is based on Kurikulum Merdeka,

especially in Kindergartens A and B, by making gradual changes and starting with simple

things. This aims to facilitate the adaptation of the curriculum for both teachers and

students. This is supported by a claim made by Purani and Putra (2022). They propose that

the transition phase should be carried out gradually in order to provide assistance in

teachers and students' adaption.

According to Purani and Putra (2022), kurikulum merdeka can be implemented in

stages. If the school unit will carry out independent learning, the education unit can apply

part of the kurikulum meredeka without changing the existing curriculum. School party can

carry out independent learning by creating their own learning tools.

At TK Cendekia 2 Sidoarjo, learning is still carried out with the 2013 curriculum in

which there is independent curriculum learning. Some of the learning activities that have

been implemented in each class are the application of a positive culture in schools, the

application of class agreements before learning, and the use of literacy for children. It was

stated during the interview that positive culture in children at Kindergarten Cendekia 2

Sidoarjo is based on Pancasila values by carrying out innovative activities for children and

originating from religious values that are in accordance with the foundations of the

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institution. The implementation of children's literacy in these institutions is also supported

by books as the main source as well as knowledge from other media such as the internet

and several works of teachers and children as literacy development innovations that

support learning activities for early childhood.

Another program that is in accordance with the independent curriculum, namely TK

Cendekia 2 Sidoarjo, has used activities with student centers and project-based learning,

although not all themes use this method. In the complete independent curriculum, one class

only chooses one to four themes for one semester and is carried out using project-based

learning (Norhikmah et al., 2022).

However, based on the option of implementing the independent curriculum,

Kindergarten Cendekia 2 Sidoarjo is in accordance with the specified choice, namely

independent learning. Because even though it uses the old curriculum, it has included

several independent curriculum principles in classroom learning activities. The

independent curriculum is synonymous with 5P or projects to strengthen the profile of

Pancasila students (Rachmawati et al., 2022). Children in Kindergarten Cendekia 2 are also

taught about the six dimensions of the Pancasila student profile through songs. According

to researchers, these activities can serve as a reminder and motivation for teachers and

children to carry out learning in schools that are in accordance with the values contained in

Pancasila.

Readiness of Learning Assessment

The last indicator is the learning assessment's readiness. Early childhood assessment

is a process that is carried out for every educator in collecting and studying various

information in a systematic, measurable, sustainable and comprehensive based on child

growth and development aspects of child growth and development over a certain period of

time (Hibana et.al., 2022).

Based on the results of the interviews, it can be concluded that the teachers already

have a comprehensive understanding of learning assessment. Formative and summative

assessments are two forms of assessments outlined in Kurikulum Merdeka that may not be

used at the same time. This was supported by Kemendikbudristek (2022) which claim that

depending on the breadth of the learning objectives, neither of the two methods of

assessment must be utilised in a learning implementation plan or teaching modules.

The teachers are aware of the distinctions between the two assessments. Each

category is described in accordance with the guidelines provided by Kemendikbudristek

(2022). Formative assessment is done to determine the students' learning requirements, any

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obstacles or challenges they may be facing, as well as to discover more about their

development. Meanwhile summative assessment is used to find out student development

achievements and not as an evaluation result for determination grade promotion or

graduation. Summative assessment in the form of a report containing learning outcomes

learning achievement reports and can added with growth information and child

development.

Teachers also understand different types of scoring formats such as rubrics,

checklists, anecdotal notes, and progress charts. They mentioned that they used rubrics,

checklists and anecdotal notes in conducting the assessment. This is in line with the

Ministry of Education and Culture's claims in 2022 that early childhood education

assessment techniques do not rely on written tests but rather a variety of approaches

customised to the needs of early childhood education unit with an emphasis on observation

of children in authentic learning environments. There are several ways to evaluate

someone, including using checklists, portfolios, records, projects, sketches, stories, and so

on.

CONCLUSION

Based on the research results from the data analysis that has been carried out, it can

be concluded that the teacher's readiness in implementing kurikulum merdeka seen from

the results of interviews in general the teacher is ready to implement kurikulum merdeka.

But TK Cendekia 2 Sidoarjo needs to improve some aspects. There is still a lack of

understanding regarding the structure of the independent curriculum and still needs

training regarding the preparation of lesson plan and creating teaching modules. The

teachers still do not have a clear picture regarding the advantages of implementing the

independent curriculum. The teachers are also considered to still need training and a

learning period in integrating the latest technology in the learning process.

The level of readiness shown can be a consideration for schools to immediately

respond to problems. In addition, the concept of an independent curriculum needs to be

understood by all elements of educational institutions, so that in its application it can run

optimally, effectively and efficiently and is able to achieve the goals of the independent

curriculum itself.

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ACKNOWLEDGEMENT

I would like to say thanks to TK Cendekia 2 Sidoarjo who already gave me

permission to conduct this research by interviewing the teachers. And I am also grateful for

Mr. Yuliyanto Sabat patient guidance during the work of this research until it finished .

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