Peranan Kepala Sekolah Untuk Mengatasi Hambatan Guru dalam Pengembangan Kurikulum Merdeka Di Sekolah Dasar


  • Rizki Isma Wulandari Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Kata Kunci:

Teacher Barriers, Independent Curriculum Development, Principal's Role, Elementary School.


The transition period from the 2013 curriculum to the independent curriculum caused several obstacles experienced by the school community, one of which was the teacher adjusting his competence to the latest curriculum. So the principal plays a very important role in overcoming these obstacles. The purpose of this study is to reveal the part of the principal to overcome teacher obstacles in developing an independent curriculum in elementary schools. This research uses a case study method through a qualitative approach with Ngupasan State Elementary School as the location of this research. Data collection techniques were obtained through observation, interviews, and documentation. To obtain valid data, the data validity test was carried out through data triangulation. The data analysis technique used refers to the opinion of Miles and Huberman, namely data reduction, data presentation, and data verification. The results of this study show that the role of the principal in overcoming teacher obstacles in developing an independent curriculum in elementary schools is as a decision maker, mentor, liaison, director, leader, and coordinator with efforts: a) making bold and firm decisions or by deliberation, b) accepting the opinions/input/suggestions of each teacher, c) providing guidance and direction to teachers who have difficulty in teaching, d) as a liaison with the school committee, e) providing solutions, motivation, and support for teacher performance, f) focusing on school programs that are derived from the school's vision and mission, g) helping teachers with independent training in learning PMM applications, h) conducting evaluations once a quarter, and i) coordinating facilities, facilities and infrastructure, and the needs of teachers and students. Based on these findings, elementary schools that face obstacles in developing an independent curriculum, especially in the aspect of teachers, should be able to make the above efforts so that the implementation of an independent curriculum can be developed optimally.