Educators Teaching Readiness in the Implementation of Kurikulum Merdeka studies at Mitra Sehat Mandiri Vocational School, Sidoarjo

Abstract

This article aims to describe and explain the teaching readiness of Mitra Sehat Mandiri Sidoarjo Vocational School educators in implementing the Independent Curriculum. Educator Teaching Readiness is a condition that must be prepared by educators or teachers in an effort to implement an independent curriculum policy that aims to optimize the existing curriculum. This study used a qualitative descriptive method with a case study research design. Data collection techniques using passive participant observation, interviews and documentation studies. While data analysis is done by means of data condensation, data presentation and data verification. Researchers use credibility, dependability, transferability and confirmability to test the validity of the data. The results of this study found that educators' readiness to teach in designing phase E teaching modules was in accordance with the guidelines submitted by the learning committee at IHT according to learning guidelines and assessments so that the learning objectives were completed in one phase and arranged into a systematic and logical flow of learning objectives in phase E as a whole in each adaptive, normative and productive subject. Educators' readiness to teach in carrying out learning shows that students need a lot of stimulus to be active in learning, including continuous learning, collaborative teams, project-based learning, student centered learning. Monitoring and evaluation of educators on the implementation of learning is carried out by recording revisions to teaching modules and independently evaluating the suitability of teaching modules with the implementation of differentiated learning. The summative assessment mapping is based on formative assessment data and educator observations during teaching to determine the components included in the questionnaire. Supporting factors that are known include the willingness of educators to learn, the ability of school members to adapt to independent curriculum policies, educators' self-motivation, support from learning committees, supervision and technological advances. The known inhibiting factors include the administrative burden of educators, limited teaching time, limited learning conditions, economic conditions and the background of students.