Detail Cantuman Kembali
The Roles of Teachers in Developing English Learning Modules in The Merdeka Curriculum (A Case Study at SMPN 1 Karang Tanjung)
- Bagikan:
The research aimed at finding the roles of teacher in instructional module develop was conducted at SMPN 1 Karang Tanjung, by qualitative research utilizing in depth interviews, classroom observations, and questionnaires as primary data collection instruments. The findings revealed that the teacher consistently fulfilled three core roles: (1) Micro-Curriculum Designer, evidenced by translating the broad Capaian Pembelajaran (CP) into specific, measurable Learning Objectives (TP); (2) Pedagogical Decision Maker and Content Curator, shown through the selection of active methods (Project-Based Learning), integration of local context, and P5 elements; and (3) Reflective Practitioner, demonstrated by the iterative revision of modules based on student feedback and the use of digital tools. The designed modules substantially reflect Merdeka Curriculum principles, particularly the prioritization of contextual communicative competence and the mandatory implementation of instructional differentiation (by readiness and interest). However, the teacher faced significant challenges, including limited access to adequate learning resources, time constraints, and a strong need for structured formal training in module design. This study concludes that teacher-designed modules are a powerful tool for operationalizing the goals of the Merdeka Curriculum, promoting student-centered and contextual learning. Nevertheless, the high agency of the teacher in module development must be supported by systematic institutional scaffolding and targeted training to ensure the sustainability and optimal quality of curriculum implementation.
Muhammad Husein - Personal Name
SKRIPSI TBI 2616
375
Text
English
2025
serang
xiii + 69 hlm.; 18 x 25 cm
LOADING LIST...
LOADING LIST...