ANALISIS KESIAPAN GURU PRODUKTIF TKRO DALAM MENGINTEGRASIKAN MATERI KENDARAAN LISTRIK BERBASIS KURIKULUM MERDEKA

Abstract

Abstract

This study aims to analyze the readiness of productive Automotive Light Vehicle Engineering (TKRO) teachers to integrate electric vehicle materials based on the Merdeka Curriculum at SMKN Wonosalam, Jombang Regency. The research problem emerged from the transformation of automotive technology toward electric vehicles, while the integration of electric vehicle learning at school remains limited to conceptual introduction and insertion into conventional automotive electrical lessons. This study employed a qualitative case study approach strengthened by descriptive quantitative scoring. The informants consisted of four productive TKRO teachers. Data were collected through interviews, observations, and documentation, then analyzed using the Miles, Huberman, and Saldana model with source and technique triangulation. The analytical framework used the Readiness for Implementation R=MC² theory, covering motivation, general capacity, and innovatio specifi capacity. The findings show an average motivation score of 3.70, general capacity of 2.00, innovatio specifi capacity of 2.88, and an overall readiness score of 2.86. This score places teacher readiness in the fairly ready category, yet teachers are not fully ready because the score has not reached the ready threshold of 3.41. The main findings indicate that teachers have strong awareness and willingness to learn, but implementation is constrained by limited Electrical Vehicle practice facilities, uneven training, the absence of explicit EV teaching documents, and insufficient institutional technical support. The study recommends continuous EV training, gradual procurement of practice media, strengthening teaching documents, implementing high-voltage safety procedures, and developing industrial partnerships.

Keywords: teacher readiness, electric vehicles, Merdeka Curriculum, TKRO, R=MC