Strategi Pendampingan Komunitas Belajar Dalam Pemanfaatan Platform Merdeka Mengajar Terhadap Implementasi Kurikulum Merdeka

Abstrak

The government through the Ministry of Education and Culture made changes to the curriculum to address learning deficiencies during the pandemic, namely the Independent Curriculum. There are six strategies designed by the government so that teachers can understand the Free Curriculum, namely through the Freedom Teaching Platform, Webinars, Learning Communities, Resource persons sharing good practices, Helpdesk, and Development Partners. The six strategies are prioritized through the Platform Merdeka Mengajar (PMM) and the Learning Community.

            The purpose of this study is to describe the strategy of assisting the learning community in utilizing the Platform Merdeka Mengajar (PMM) for the Implementation of Kurikulum Merdeka. This type of research is Descriptive Qualitative which will be carried out in November 2022 for schools implementing Kurikulum Merdeka (IKM) level 2, namely Independent Change. Data analysis was carried out using the data analysis technique modeled by Miles and Huberman (Sugiyono, 2010: 337) which includes (1) data reduction, (2) data presentation or presentation, and (3) drawing conclusions.

            Learning Community Assistance Strategies in the Utilization of PMM for IKM can be carried out by: a) Forming district Facilitators, b) PMM Technical Guidance in Sleman district, c) Establishing Mentors in each Kapanewon, d) Assisting Learning Communities in Each Kapanewon, e) Learning Community Assistance in the Education Unit, and f) Learning Community Webinars.

            The impact of the learning community mentoring strategy can increase the use of PMM so that it helps teachers in implementing an independent curriculum, learning communities in educational units are starting to actively form and some schools hold periodic sharing classes. The Principles of Implementation of the Independent Curriculum have been implemented in the learning process in educational units, such as the application of differentiated learning, the existence of initial assessments, positive culture, and reflection and feedback. The number of teachers taking concrete action on the topic of self-training has increased and the number of schools that have opted for independent change in the new 2023/2024 school year has also increased.