eprintid: 42916 rev_number: 22 eprint_status: archive userid: 7050 dir: disk0/00/04/29/16 datestamp: 2024-10-10 14:59:31 lastmod: 2024-10-10 14:59:31 status_changed: 2024-10-10 14:59:31 type: thesis metadata_visibility: show creators_name: ERLIYANI, LENI creators_id: 2288200011 contributors_type: http://www.loc.gov/loc.terms/relators/THS contributors_type: http://www.loc.gov/loc.terms/relators/THS contributors_name: FADILLAH, MOH. ALI contributors_name: RUSTAMANA, AGUS contributors_id: 195910231988031005 contributors_id: 196510051989031021 corp_creators: UNIVERSITAS SULTAN AGENG TIRTAYASA corp_creators: FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN corp_creators: JURUSAN PENDIDIKAN SEJARAH title: KESIAPAN GURU SEJARAH DALAM MENERAPKAN KURIKULUM MERDEKA (STUDI KASUS PADA SMA DI KECAMATAN PABUARAN DAN KECAMATAN CIOMAS) ispublished: pub subjects: L1 subjects: LB subjects: LB2361 divisions: FKIP divisions: Sejarah full_text_status: restricted keywords: Readiness, History Teachers, Independent Curriculum Kesiapan, Guru Sejarah, Kurikulum Merdeka note: Penelitian ini bertujuan untuk mengetahui kesiapan guru sejarah yang ditinjau dari pemahaman terhadap kebijakan Kurikulum Merdeka di SMA dan kesiapan proses pembelajaran pada SMA di Kecamatan Pabuaran dan Kecamatan Ciomas. Penelitian ini menggunakan pendekatan kualitaif dengan jenis fenomenologi. Pengumpulan data melalui wawancara, observasi dan dokumentasi. Berdasarkan hasil analisis yang telah dilakukan menujukkan bahwa guru sejarah secara umum dalam pemahaman kebijakan dalam Kurikulum Merdeka di SMA telah memenuhi kesiapannya yang ditinjau dari dari pemahaman terhadap pembelajaran intrakurikuler pada mata pelajaran sejarah dan Proyek Penguatan Profil Pelajar Pancasila (P5). Sedangkan dalam pemahaman dan kesiapan guru sejarah pada proses pembelajaran, secara umum belum memenuhi kesiapannya yang di tinjau dari; (1) Perencanaan pembelajaran, secara umum belum semua guru dapat menyusun modul ajar terutama guru kelas XI dan XII; (2) Pelaksanaan pembelajaran, belum semua guru dapat menumbuhkan partisipasi aktif siswa pada pembelajaran terutama pada guru kelas XI dan XII, hal ini dikarenakan beberapa guru yang bukan berlatar belakang sebagai pendidik sejarah, paradigma guru yang masih menggunakan metode pembelajaran konvensional, dan beberapa sekolah masih terkendala dalam sarana pra sarana; (3) Penilaian pembelajaran, dalam Kurikulum Merdeka guru sejarah mengetahui penilaian pembelajaran terdapat penilaian diagnostik, formatif dan sumatif. Dalam pelaksanaannya guru sejarah cenderung menggunakan penilaian sumatif pada akhir pembelajaran. abstract: This study aims to determine the readiness of history teachers in terms of understanding the Independent Curriculum policy in high schools and the readiness of the learning process in high schools in Pabuaran District and Ciomas District. This study uses a qualitative approach with a phenomenological type. Data collection through interviews, observations and documentation. Based on the results of the analysis that has been carried out, it shows that history teachers in general in understanding the policy in the Independent Curriculum in high schools have met their readiness as reviewed from their understanding of intracurricular learning in history subjects and the Pancasila Student Profile Strengthening Project (P5). Meanwhile, in terms of the understanding and readiness of history teachers in the learning process, in general they have not met their readiness as reviewed from; (1) Not all teachers can prepare teaching modules in learning planning, especially class XI and XII teachers; (2) Implementation of learning, not all teachers can foster active student participation in learning especially class XI and XII teachers, this is because some teachers do not have a background as history educators, the teacher paradigm still uses conventional learning methods, and some schools are still constrained by infrastructure; (3) Learning assessment, in the Merdeka Curriculum history teachers know that learning assessment includes diagnostic, formative and summative assessments. In practice, history teachers tend to use summative assessments at the end of learning. In practice, history teachers tend to use summative assessments at the end of learning. date: 2024 date_type: published pages: 285 institution: UNIVERSITAS SULTAN AGENG TIRTAYASA department: PENDIDIKAN SEJARAH thesis_type: sarjana thesis_name: sarjana citation: ERLIYANI, LENI (2024) KESIAPAN GURU SEJARAH DALAM MENERAPKAN KURIKULUM MERDEKA (STUDI KASUS PADA SMA DI KECAMATAN PABUARAN DAN KECAMATAN CIOMAS). S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA. document_url: https://eprints.untirta.ac.id/42916/1/LENI%20ERLIYANI_2288200011_FULLTEXT.pdf document_url: https://eprints.untirta.ac.id/42916/2/LENI%20ERLIYANI_2288200011_CP.pdf document_url: https://eprints.untirta.ac.id/42916/3/LENI%20ERLIYANI_2288200011_01.pdf document_url: https://eprints.untirta.ac.id/42916/4/LENI%20ERLIYANI_2288200011_02.pdf document_url: https://eprints.untirta.ac.id/42916/5/LENI%20ERLIYANI_2288200011_03.pdf document_url: https://eprints.untirta.ac.id/42916/6/LENI%20ERLIYANI_2288200011_04.pdf document_url: https://eprints.untirta.ac.id/42916/7/LENI%20ERLIYANI_2288200011_05.pdf document_url: https://eprints.untirta.ac.id/42916/8/LENI%20ERLIYANI_2288200011_REF.pdf document_url: https://eprints.untirta.ac.id/42916/9/LENI%20ERLIYANI_2288200011_LAMP.pdf