Peran Guru Pendidikan Agama Islam dalam Menerapkan Kurikulum Merdeka di Sekolah Dasar Negeri Palampitan Hilir Kecamatan Amuntai Tengah Kabupaten Hulu Sungai Utara

Sri Helmina, Ria Susanti, Istiqamah Ardila

Abstract


This research is motivated by the implementation of the independent curriculum (kurikulum merdeka) as a new policy in the world of education, where all teachers, especially Islamic religious education teachers, must adapt to the curriculum. However, Islamic religious education teachers' lack of understanding regarding the independent curriculum (kurikulum merdeka) and the creation of learning plans or teaching modules brings its own problems. This fact provides an opportunity for teachers to play a role and be responsible in implementing it. The aim of this research is to determine the role of Islamic religious education teacher in implementing the independent curriculum (kurikulum merdeka) as well as the supporting and inhibiting factors for Islamic religious education teacher in implementing the independent curriculum (kurikulum merdeka). This research was located at the Palampitan Hilir State Elementary School, Amuntai Tengah District, North Hulu Sungai Utara, South Kalimantan, with qualitative research methods. The research results show that the role of Islamic religious education teacher in implementing the independent curriculum (kurikulum merdeka) at Palampitan Hilir State Elementary School is as a learning planner (teaching module maker), implementer, adapter and evaluator. In implementing the independent curriculum (kurikulum merdeka) at the Palampitan Hilir State Elementary School, it has been operational well, it is proven that there are quite thorough preparations such as holding school meetings, preparing teaching staff by participating in training and guidance, providing learning tools and facilities and infrastructure. Furthermore, there are two terms in the support category, namely disposition support and support from bureaucratic structures. Such as collaboration between Islamic religious education teacher and fellow teachers, and supporting policy makers. The obstacles come from teacher resources who have not optimized their efforts in teaching, because the quality of educators, whether professional competence, pedagogical competence, personality competence or social competence, is really needed. This topic about the quality of educators' competence is very good to be researched more seriously.

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