IMPLEMENTATION OF THE INDEPENDENT LEARNING CURRICULUM IN GEOGRAPHY SUBJECTS IN SENIOR HIGH SCHOOL 17 SURABAYA

English

Abstract

The curriculum has an important role in the education system, as it determines the direction, process and learning outcomes. Since the COVID-19 pandemic, Indonesia has undergone curriculum changes and started implementing the Merdeka Curriculum, which emphasizes flexibility, differentiated learning, and student independence. However, this transition poses challenges, especially for teachers and students who must adapt to the new approach.

Teachers are required to act as facilitators who are able to accommodate the uniqueness of each student through innovative learning. Based on researcher observations at SMA Negeri 17 Surabaya, most Geography teachers are still in the process of adjusting to the Merdeka Curriculum. In addition, the questionnaire results show that around 70% of students find it difficult to understand Geography material due to learning freedom that has not been optimally directed.

This study aims to examine the implementation strategy of the Merdeka Curriculum at SMA Negeri 17 Surabaya and identify supporting factors, obstacles, and their impact on the process and student learning outcomes. The approach used is descriptive qualitative with data collection through interviews with the vice principal for curriculum and all Geography teachers.

The results showed that the implementation strategy was carried out through teacher collaboration and internal training. However, there are still obstacles such as material imbalance between levels, time constraints, and low understanding of differentiated learning and formative assessment. Therefore, continuous evaluation and technical training for teachers are needed to optimize the implementation of Merdeka Curriculum.

Keywords: Merdeka Curriculum, Geography, Implementation, Pancasila Learner Profil