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The independent curriculum requires students to have a Pancasila spirit. Pancasila is the basic philosophy of the Indonesian nation which has democratic characteristics as a manifestation of Pancasila values which must be applied in educational units. Strengthening the Pancasila profile for students is implemented through a project with a democracy theme. This research aims to describe the implementation of the Project for Strengthening the Pancasila Student Profile (P5) with the theme of the voice of democracy as part of planning the implementation of the Independent Curriculum. The research method used is descriptive qualitative. The research involved all class X5 students at SMA Negeri 9 Maros in the 2022/2023 academic year. The data sources for this research come from interviews, observations and documentation studies. The research results showed that students actively participated in the entire series of activities during the 100 lesson hours. The Pancasila Strengthening Project with the theme of democracy provides opportunities for students to practice democratic culture contextually in the community environment.    

This article explores the potential and challenges associated with implementing the Merdeka Belajar Curriculum in Indonesia. The method used in this article is a quantitative method by interviewing several teachers at the school. The curriculum is anticipated to enhance education quality by offering flexibility for teachers, enabling students to pursue learning based on their interests, boosting student motivation, and fostering the development of 21st-century skills. However, the article highlights several challenges, including teacher readiness, availability of facilities, mindset change, and the need for effective evaluation. It underscores the crucial requirement for support from the government, schools, teachers, students, and parents to effectively address these challenges and successfully implement the curriculum.

Curriculum is an important part of education systems around the world. The curriculum regulates learning process activities to maximize educational goals, functioning as a unit or guideline. Student learning outcomes in the daily learning process are one aspect that can have an impact on curriculum adjustments. Interviewing English teachers about the implementation of the Merdeka Curriculum in the classroom provided a number of insights. Educators share their thoughts on the difficulties in implementing an autonomous curriculum. because the facilities or different learning resources are not sufficient. They emphasize how the Merdeka Curriculum can help students learn English more effectively by encouraging active participation in class, fostering critical thinking, and increasing language proficiency. The student-centered curriculum philosophy was awarded

This research aims to explore teachers' perceptions of the development of the Merdeka Curriculum on Nias Island. Using a qualitative approach, data was collected through in-depth interviews with a number of teachers in schools on Nias Island. Thematic analysis was used to identify patterns and key themes that emerged from conversations with teachers. The results of the study highlighted the different views, challenges and expectations of teachers regarding the implementation of the Merdeka Curriculum. The findings provide valuable insights into how educators in the region are responding to and managing the dynamics of the development of the new curriculum. The implications of the findings of this study are expected to provide guidance for improving the implementation of the Merdeka Curriculum in Nias Island and similar areas.    

The introduction of the Independent Curriculum in Indonesia brought significant changes to English language learning. This study investigates English teachers' perceptions of the implementation of this curriculum, exploring their experiences, challenges and opportunities within the new framework. Through descriptive research methods, we seek to understand how teachers adapt to a focus on student-centered learning. Our findings will contribute to a deeper understanding of the ongoing implementation process and provide valuable insights to support teachers and optimize English learning outcomes in the Merdeka Curriculum.

The curriculum is an important aspect in the educational framework. The curriculum acts as an educational guide. Therefore, the curriculum will continue to develop along with the times and the needs of society. As it is now, the curriculum has undergone improvements from the 2013 Curriculum to the Independent Learning Curriculum. These changes certainly have an impact on teachers as implementers. Therefore, this research aims to find out how teachers perceive curriculum changes. To collect data, this research uses an interview method by asking several relevant questions. The results of the interview are presented in a descriptive explanation. From the results of interviews regarding changes to the curriculum, it can be seen that the 2013 Curriculum and the Merdeka Belajar Curriculum have many differences, especially in the aims of the curriculum focus. In their perception, the new curriculum has advantages, especially because it gives teachers freedom to manage learning while encouraging student activity. The weaknesses that teachers need to pay attention to are limited teacher resources and learning media/devices. As a solution there must be an increase in teacher resources and learning tools.    

This research describes how teachers perceive the implementation of the independent curriculum in School. This research is qualitative research. Qualitative research is research that explore and understand the meaning a number of individuals or groups of people derive from social problems.  Researchers construct reality and understand its meaning, so this research pays great attention process, event, and authenticity. Respondents are teachers at school. Data collection in this research was through interviews. The main instrument of this research is the researcher supported by field notes.  All data is collected and studied descriptively to obtain reliable and reliable findings. Research result  shows that: (1) teachers' perceptions are positive and appreciative of the implementation of the  Merdeka Curriculum in schools, (2) teachers have an important role in the process of curriculum  development and implementation in schools and success in implementing the curriculum really  depends on how intense the teacher is in implementing the curriculum in the classroom; (3) teachers  have the ability to develop and implement curriculum and class design, in order to improve the quality  of teaching and learning processes; (4) There has not been optimal socialization and specific training regarding the formation of student profiles Pancasila; and other.

Indonesia's educational system is currently undergoing a significant transformation with the introduction of the "Kurikulum Merdeka Belajar," or Curriculum Freedom of Learning. This shift aims to provide students with a more comprehensive and learner-centered educational experience. As teachers play a pivotal role in this process, it is crucial to understand their perspectives, concerns, and objectives regarding the ongoing curriculum changes. This article presents the findings of a study that delves into the viewpoints of educators from diverse educational backgrounds and levels through a series of in-depth interviews. The research aims to offer a deeper understanding of the implications of the curriculum freedom of learning and to shed light on how teachers perceive and adapt to these changes. By providing educators with a platform to voice their experiences, this study seeks to contribute to a more comprehensive comprehension of the intricate dynamics surrounding curriculum reform and its impact on the teaching profession.

Indonesia's educational system is currently undergoing a significant transformation with the introduction of the "Kurikulum Merdeka Belajar," or Curriculum Freedom of Learning. This shift aims to provide students with a more comprehensive and learner-centered educational experience. As teachers play a pivotal role in this process, it is crucial to understand their perspectives, concerns, and objectives regarding the ongoing curriculum changes. This article presents the findings of a study that delves into the viewpoints of educators from diverse educational backgrounds and levels through a series of in-depth interviews. The research aims to offer a deeper understanding of the implications of the curriculum freedom of learning and to shed light on how teachers perceive and adapt to these changes. By providing educators with a platform to voice their experiences, this study seeks to contribute to a more comprehensive comprehension of the intricate dynamics surrounding curriculum reform and its impact on the teaching profession.

Based on the National Education System Law number 20 of 2003, citizens who have physical, emotional, mental, intellectual and/or social disabilities have the right to receive special education. Thus, their potential for children with special needs must be increased through the latest curriculum created by the government and combined with a special curriculum so that children with special needs experience the same treatment as normal children in the world of education. The aim of this research is to find out how to increase the educational potential of children with special needs with the Integrated SLB curriculum management implemented at SLB Negeri 01 Blitar City. This research method is field research using a qualitative approach with descriptive research type. Data collection techniques through observation and interviews. The findings from this research are that SLB Negeri 01 Blitar City has used an independent curriculum combined with a special curriculum for children with special needs. The Merdeka Curriculum has started in the 2022/2023 school year and is being implemented at the elementary school, junior high school, high school and vocational high school levels, without exception at special schools (SLB). In implementing this independent curriculum at the SLB Negeri 01 Blitar City school, teachers have the freedom to choose various teaching tools that suit each child who has special needs, so that the learning process in the classroom can be adjusted to the needs and interests of the students. Students classified as having special needs have the same rights as every other citizen.

In developing an independent curriculum in Indonesia, one of them cannot be separated from the role of philosophy of science, which in curriculum development is the spirit or foundation of education which must be evaluated, studied periodically, innovative and dynamic following changing times, such as the philosophical Ki Hajar Dewantara who stated that education is appropriate. the nature of nature and the nature of the times, meaning that education develops according to the times. Of course, all the changes and developments that occur in the educational curriculum cannot be separated from the results of several studies on how the implementation of this independent curriculum can overcome learning loss, the effects of the Covid pandemic plus the global challenges of change from era 4.0 to Society 5.0, which has the impact that today's generation needs. have the ability to think critically, creatively and innovatively. In the independent curriculum, it can be seen that the superiority of its characteristics is that the material is simpler and more in-depth and there is a significant reduction in material. The materials presented are limited to essential material. Reducing material provides an opportunity for students to explore the material more comprehensively. Next is more independence, which means that in an independent curriculum, students are given more freedom to choose the subjects they are interested in according to their interests, talents, potential and aspirations. Meanwhile, teachers can teach according to the stages of student achievement and development. So it is more relevant and interactive. Students are guided to be able to collaborate, work together to form groups to identify problems that are becoming issues to strengthen the profile of Pancasila students, namely faith and devotion to God Almighty and noble character, global diversity, mutual cooperation, independence, critical reasoning and creativity. The essence of this independent curriculum is independent learning. This aims to enable students to explore their respective interests, potential and talents.

The absence of student textbooks in the new Creative and Entrepreneurial Project subjects in accordance with the current Merdeka Curriculum causes students to be less familiar with Creative and Entrepreneurial Project material. Therefore, researchers developed an Augmented Reality-Based Creative and Entrepreneurial Project Teaching Book. The research conducted is a type of research and development (research and development). The product development model uses the ADDIE model which consists of Analyze, Design, Development, Implementation, and Evaluation. The development of textbooks uses augmented reality as a supporting media in textbooks. This research design adapts the One Group Pretest Posttest Design, with data collection techniques using questionnaires, observations, and tests. The research subjects involved 28 students of class XI Audio Video Engineering 2 at SMK Negeri 1 Kediri and validators consisting of two lecturers in the Electrical Engineering Education Study Program, and one teacher teaching Creative Projects and Entrepreneurship subjects at SMK Negeri 1 Kediri. The results showed that the level of validity of the textbook in terms of expert assessment was 91% with very valid criteria. The level of practicality of the book in terms of students' responses was 93% with very practical criteria. Learning outcomes with multiple choice tests showed an average pretest score of 64.64, while the average posttest score was 88.04. Based on the Wilcoxon test which shows the difference or increase in pretest and posttest scores has a significance value of 0.000. The significance value of the calculated results thus falls in the H0 rejection area because the significance value of 0.00 <0.05, in other words that the pretest and posttest scores have a significant difference or increase. Based on the calculation and analysis of student learning outcomes data, it can be concluded that the Augmented Reality-Based Creative and Entrepreneurial Project Teaching Book developed is effective in improving student learning outcomes.

Damar Kurung is a typical Gresik city art product and has considerable market and export potential. With the Export School Independent Study program "Be a Digital Exporter", it is expected to be able to introduce Damar Kurung products to local and international markets. Efforts need to be made to be able to utilize the potential that exists in regional MSME products, one of which is the Independent Study of the Export School "Be a Digital Exporter" held by Merdeka Campus. The research method used a qualitative approach with a descriptive method. Data collection is carried out using observation and documentation techniques from the results of observations that can be concluded. The results of this study are Through the Sang Damar company created in groups in the Independent Study program of the Export School, we introduce and try to market Damar Kurung products. It is hoped that in this way it can boost the development of regional MSMEs in Indonesia, especially in Damar Kurung products typical of the city of Gresik.

This research is motivated by the implementation of the independent vocational school curriculum in the Jakarta area, especially East Jakarta, which has begun to be implemented in the 2022/2020 academic year. Teachers and students in this case still do not have an understanding and readiness regarding the system for implementing the independent curriculum in the learning process, because they are still influenced by The learning system in the 2013 curriculum has not been fully implemented well in schools, causing teachers and students to be overwhelmed in preparing and adapting to be able to carry out learning activities well. The aim of the research is to determine Mathematics and Student learning in the Implementation of the Merdeka Vocational School Curriculum in East Jakarta. This type of research is descriptive research with a qualitative approach. This research was carried out at 2 vocational schools in East Jakarta with a total of 5 teachers as research informants. Data collection techniques through interviews and documentation. Based on the research results, it shows that the teachers' interviews show that students do not understand how to use the 2018 revised curriculum and the Merdeka curriculum itself.

The research focuses on analyzing one part of a speech act, especially illocutions. The author analyzes how illocutions are used in a certain context in the video "Merdeka Belajar" on the Indonesian Ministry of Education and Culture's YouTube channel. The research aims to analyze the use of illocutionary speech acts in the video "Merdeka Belajar" on the Indonesian Ministry of Education and Culture's YouTube channel, with a focus on the illocutionary theory developed by J. L. Austin, which includes five main forms; representative (assertive), commissive, directive, expressive, and declarative. Research was conducted to better understand how messages and communication are conveyed in the context of the video. This research combines methodological and theoretical approaches. From a methodological aspect, the research applies qualitative methods with descriptive analysis. Theoretically, research is related to the field of pragmatics. The type of research used is a pragmatic study that uses qualitative descriptive methods which include examining documents, listening, and taking notes as data collection tools. The technique for collecting data was carried out using SBLC techniques and recording. Apart from that, the research also used the distribution and matching method for data analysis. This research is useful for knowing how to classify speech acts and increasing knowledge in the field of pragmatics, especially in illocutionary speech acts. In the results of data analysis, 41 data were found from various types of illocutionary speech acts. The number of data for each speech act, namely assertive, is 22 data, directive 7 data, declarative 2 data, commissive 1 data, and expressive 9 data. Based on the research results, the variety of speech acts that are often used in speech on the Indonesian Ministry of Education and Culture's YouTube channel videos are assertive speech acts. The assertive speech acts that appear in the video are statements stating, opinions, showing, reporting, speculating, mentioning, and asserting.

The Freedom to Learn Program has various innovative programs in the education development. The old educational model is now transformed into a more flexible, explorative, and borderless. Thus, the readiness of the teacher is very important. The Mover Teacher Program is a challenge where teachers are required to be more creative and adaptive to change. However, this concept has not been fully understood by teachers outside Java Island. Therefore, the training of Mover Teachers needs to be carried out in SMP N 2 Barru South Sulawesi. This activity is carried out via online with expert as the initial stage and offline, mentoring as the final stage. With these two methods are expected to get more effective results to increase the capacity of teacher resources in Barru. The output of this dedication is that teachers can think innovatively and be ready to become mover teacher to success independent learning program.

The aim of this research is to provide innovation related to learning media for crew members with an independent curriculum adaptation model for Indonesian language subjects, especially learning media for children with visual impairments or who are blind. The method used in this research is a literature review study or literature review. Literature study is a research design used to collect data sources related to a topic found in the field. Data collection for literature studies was carried out using the Google Scholar search tool. The screening results that were appropriate and needed were 3 National Journal articles based on the articles found and analyzed. The results of this research were that a suitable learning media for improving the reading skills of blind students was found to be using audio media in the form of voice recordings.

This research aims to find out how the Strengthening Pancasila Student Profile (P5) Project activities at SD Negeri 18 Padang City are implemented and their impact on students. This research uses a qualitative approach with descriptive methods. The instruments used in this research are documentation, interviews and observation. Data was collected through interviews with one of the class V teachers who implemented an independent curriculum in learning, and involved 4 classes starting from grades 3-6 as participants in P5 activities. In this case, implementing the independent curriculum, students are involved in implementing projects as part of these activities. Based on the results of observations of the implementation of P5 at SD Negeri 18 Padang City, it can be concluded that implementing P5 is a very important approach in achieving the Pancasila Student Profile. P5 activities provide students with the opportunity to increase their knowledge, which plays a crucial role in the formation of their character. Moreover, P5 allows students to learn from their surroundings, which enriches their learning experience.

There are still many teachers who carry out learning activities that only pursue the quantity aspect of the material. Teachers usually try to convey all the subject matter even in a limited time, thus ignoring the learning process carried out by students. This is not recommended. Learning should not be limited to emphasizing the fulfillment of the quantity of subject matter but must strive to achieve the quality side. Thus the PGSD Adi Buana lecturer team provided assistance to teachers in Gresik district to optimize their competence in designing and compiling learning hots based on independent learning. The method used in the implementation of this community service is a problem-based approach. The results of training and capacity show an increase in the knowledge of skills and abilities of teachers in designing and compiling learning hots based on independent learning. This is indicated by the learning tools collected by the teacher after the mentoring is complete. Teachers are able to arrange learning activities that are able to activate students, provide learning alternatives for students and optimize the competencies possessed by students.

The independent curriculum is the newest educational curriculum in Indonesia and is currently being implemented by implementing freedom of learning for teachers and students. This independent curriculum is packaged to suit the needs of students, apart from that it also supports learning that is literate with the times. Apart from the educational curriculum, the role of the teacher is also very important for the success of learning in the classroom. This research uses a descriptive qualitative method that describes and analyzes the data that has been found in narrative form. This research does not describe data variables in the form of numbers, but this research places more emphasis on describing the phenomena or problems in this research. The technique for collecting this data uses note taking by reading references which are used as reference sources in this research. This data collection technique is also assisted by literature study as a reinforcement of the data that has been found by the author. Meanwhile, the data analysis technique goes through several stages, namely collecting data by adjusting the data grouping, then presenting the data in the form of a narrative or description, and finally drawing conclusions from the data that has been found and then analyzing it as well.