Article Sidebar

Submitted
January 21, 2024
Accepted
June 26, 2024
Published
June 28, 2024
Download
PDF
Statistic
Read Counter : 0 Download : 4

Main Article Content

Abstract

This research aims to analyze teaching modules that have been developed by history teachers in terms of the Merdeka Curriculum policy by paying attention to aspects of the completeness and systematics of teaching modules, and aspects of the content of teaching modules. The method used in this research uses descriptive qualitative methods. The data collection technique only uses documentation techniques in the form of teaching modules for history teachers at SMAN 1 Padang and SMAN 1 Ranah Pasisia. The data analysis technique uses techniques developed by Habermas, namely data reduction, data presentation, and verification or conclusion. The research results show that the teaching modules from both schools meet the Ministry of Education and Culture's curriculum standards and are by Ministry of Education and Culture Decree No. 008/H/KR/2022. Teachers at both schools succeeded in integrating historical thinking skills, historical awareness, and historical research into learning. However, there are differences in the development of practical historical skills, the local material included, and the development of summative assessments. This analysis shows variations in the approach, completeness, and presentation of material in history teaching modules in the two schools. Evaluation of teaching module components, skills development, the material contained, and formative and summative assessments are needed to improve the quality of history learning in both schools. The implications of this research show that there are variations in the approach, completeness, and presentation of materials in the history teaching modules in both schools.

Keywords

history learningthe Merdeka Curriculumteaching modul

Article Details

How to Cite
Mulyani, F. F., Syahriani, F., & Santos, M. D. (2024). Analysis of history subject teaching modules in high school: A review based on the Merdeka Curriculum. AL MA’ARIEF : Jurnal Pendidikan Sosial Dan Budaya, 6(1), 23–37. https://doi.org/10.35905/almaarief.v6i1.8822
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Agasisti, T., & Soncin, M. (2021). Higher education in troubled times: on the impact of Covid-19 in Italy. Studies in Higher Education, 46(1), 86–95. https://doi.org/10.1080/03075079.2020.1859689
  2. Alhamuddin, Fanani, A., Yasin, I., & Murniati, A. (2020). Politics of education in curriculum development policy in Indonesia from 1947 to 2013: A documentary research. Jurnal Pendidikan Islam, 9(1), 29–56. https://doi.org/10.14421/jpi.2020.91.29-56
  3. Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher educators’ use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203–220. https://doi.org/10.1080/21532974.2019.1646169
  4. Ana, A., Kustiawan, I., Ahman, E., Zakaria, S., Muktiarni, M., Dwiyanti, V., … Khoerunnisa, I. (2022). Defining vocational teacher competencies in industry 4.0 from the perspective of teachers and lecturers. Journal of Engineering Education Transformations, 35(Special Issue 2), 39–46. https://dx.doi.org/10.16920/jeet/2022/v35is2/22117
  5. Biringan, J., Wua, T. D., & Keintjem, M. (2020). Analysis and evaluation on teachers’ professional competence at junior high school of Siau Island, Sitaro Regency. 473(Icss), 109–112. https://doi.org/10.2991/assehr.k.201014.025
  6. Castro, E., Cecchi, F., Salvini, P., Valente, M., Buselli, E., Menichetti, L., … Dario, P. (2018). Design and impact of a teacher training course, and attitude change concerning educational robotics. International Journal of Social Robotics, 10(5), 669–685. https://doi.org/10.1007/s12369-018-0475-6
  7. Damanhuri, Hudjolly, & Raharja, R. M. (2019). The transformation of character ideology of Pancasila through education. Saudi Journal of Humanities and …, 6256, 274–278. https://doi.org/10.21276/sjhss.2019.4.4.8
  8. Elitasari, H. T., Yeni Rakhmawati, Irma Yulianti Budi Safitri, & Muhammad Asip. (2023). Alteration: 2013 Curriculum becomes Merdeka Curriculum in elementary schools. Progres Pendidikan, 4(2), 122–130. https://doi.org/10.29303/prospek.v4i2.350
  9. Hamalik, O. (2009). Perencanaan pengajaran berdasarkan pendekatan sistem. Jakarta: PT. Bumi Aksara.
  10. Irawati, D., Najili, H., Supiana, S., & Zaqiah, Q. Y. (2022). Merdeka belajar curriculum innovation and its application in education units. Edumaspul: Jurnal Pendidikan, 6(2), 2506–2514. Retrieved from https://ummaspul.e-journal.id/maspuljr/article/view/4603
  11. Izzah Salsabilla, I., Jannah, E., & Juanda. (2023). Analisis modul ajar berbasis Kurikulum Merdeka. Jurnal Literasi Dan Pembelajaran Indonesia, 3(1), 33–41. Retrieved from https://jurnalfkip.samawa-university.ac.id/JLPI/article/view/384
  12. Jauhariyah, M. N. R., Wasis, W., Sunarti, T., Setyarsih, W., Zainuddin, A., & Hidayat, S. (2021). Need assessment of physics learning evaluation course on COVID-19 pandemic era in Bloom’s taxonomy topic. Berkala Ilmiah Pendidikan Fisika, 9(1), 57. https://doi.org/10.20527/bipf.v9i1.9874
  13. Kollmayer, M., Schultes, M. T., Lüftenegger, M., Finsterwald, M., Spiel, C., & Schober, B. (2020). REFLECT – A teacher training program to promote gender equality in schools. Frontiers in Education, 5(July), 1–8. https://doi.org/10.3389/feduc.2020.00136
  14. Lestari, N. A. P. (2023). Analysis of 2013 curriculum problems so it is changed into a merdeka curriculum. Jurnal Pendidikan Dasar Nusantara, 8(2), 263–274. https://doi.org/10.29407/jpdn.v8i2.19229
  15. Lukitoyo, P. S., Sembiring, N. B., & Kurniawan, R. (2023). Implementation of the Pancasila values towards implementation of the Merdeka Curriculum in Indonesian education system. Jupiis: Jurnal Pendidikan Ilmu-Ilmu Sosial, 15(1), 22. https://doi.org/10.24114/jupiis.v15i1.44321
  16. Majid, A. (2005). Perencanaan pembelajaran. Bandung: PT Remaja Rosdakarya.
  17. Martin, F., Budhrani, K., Kumar, S., & Ritzhaupt, A. (2019). Award-winning faculty online teaching practices: Roles and competencies. Online Learning Journal, 23(1), 184–205. https://doi.org/10.24059/olj.v23i1.1329
  18. Maulidian, M., Sumiasih, I. H., Puspitawati, M. D., & Indrawan, I. (2019). Pola seleksi berdasarkan minat dan bakat pada calon tenant wirausaha Fakultas Bioindustri Universitas Trilogi. Abdihaz: Jurnal Ilmiah Pengabdian Pada Masyarakat, 1(2), 45. https://doi.org/10.32663/abdihaz.v1i2.949
  19. Maulidina Tri Amanda, Akhmad Ali Mirza, & Zaitun Qamariah. (2023). A history of Merdeka Curriculum for english education in Indonesia. Jurnal Ilmu Pendidikan Nasional (JIPNAS), 1(2), 59–67. https://doi.org/10.59435/jipnas.v1i2.19
  20. Miles, M. B., & Huberman, M. (1992). Analisis data kualitatif. Jakarta: UI Press.
  21. Nousheen, A., Yousuf Zai, S. A., Waseem, M., & Khan, S. A. (2020). Education for sustainable development (ESD): Effects of sustainability education on pre-service teachers’ attitude towards sustainable development (SD). Journal of Cleaner Production, 250, 119537. https://doi.org/10.1016/j.jclepro.2019.119537
  22. Nurhayati, Jamaris, & Sufyarma Marsidin. (2022). Strengthening Pancasila student profiles in independent learning curriculum in elementary school. International Journal Of Humanities Education and Social Sciences (IJHESS), 1(6), 976–988. https://doi.org/10.55227/ijhess.v1i6.183
  23. Pillay, P. (2019). Curriculum design: Reflections on the design of the curriculum for intermediate phase students at a rural-based comprehensive university with special reference to english language education modules. Gender And Behavior, 17(1).
  24. Purwoko, R. Y., Nugraheni, P., & Instanti, D. (2019). Implementation of pedagogical content knowledge model in mathematics learning for high school. Journal of Physics: Conference Series, 1254(1), 0–6. https://doi.org/10.1088/1742-6596/1254/1/012079
  25. Rosmiati, I., Agustina, N. S., Maulana, Y., & Widodo, A. (2022). Analysis of the nature of science in the “merdeka” curriculum and elementary science books and their comparison between countries. Jurnal Penelitian Pendidikan IPA, 8(3), 1618–1626. https://doi.org/10.29303/jppipa.v8i3.1701
  26. Rusilowati, U., & Wahyudi, W. (2020). The significance of educator certification in developing pedagogy, personality, social and professional competencies. Social and Humaniora Research Symposium (SoRes 2019), 409, 446–451. https://doi.org/10.2991/assehr.k.200225.095
  27. Saleh, S., Rahmadani, S., & others. (2020). The effect of academic supervision on the improvement of the pedagogic competence of MAN (Madrasah Aliah Negeri/Indonesia) Jeneponto teachers. GNOSI: An Interdisciplinary Journal of Human Theory and Praxis, 3(2), 65–73.
  28. Sanjaya, W., Erita, Y., Putri, R. S., & Indriyani, N. (2022). Teachers’ readiness and ability in designing teaching modules in the independent curriculum. Journal of Digital Learning and Distance Education, 1(7), 288–296. https://doi.org/10.56778/jdlde.v1i7.46
  29. Sanusi, I. (2020). Kebangkitan Islam Minangkabau: Analisis terhadap anatomi konflik dan politik identitas kultural masa lalu. Majalah Ilmiah Tabuah, 24(2), 148–165. Retrieved from https://www.rjfahuinib.org/index.php/tabuah/article/view/354%0Ahttps://www.rjfahuinib.org/index.php/tabuah/article/download/354/297
  30. Sholeh, M. ibnu, Habibur Rohman, Eko Agus Suwandi, Akhyak, Nur Efendi, & As’aril Muhajir. (2023). Transformation of islamic education: A study of changes in the transformation of the education curriculum. Jurnal Pendidikan Agama Islam, 20(1), 39–56. https://doi.org/10.14421/jpai.v20i1.6770
  31. Sudargini, Y., & Purwanto, A. (2020). The effect of teachers pedagogic competency on the learning outcomes of students. Journal of Industrial Engineering & Management Research ( Jiemar), 1(4), 2722–8878. https://doi.org/10.7777/jiemar
  32. Susanti, A., Darmansyah, A., Tyas, D. N., Hidayat, R., Syahputri, D. O., Wulandari, S., & Rahmasari, A. (2023). The implementation of project for strengthening the profile of Pancasila students in the independent curriculum for elementary school students. IJECA (International Journal of Education and Curriculum Application), 6(2), 113. https://doi.org/10.31764/ijeca.v6i2.15474
  33. Susanto, S. (2022). The challenges of learning loss in english language learning at Islamic higher education in the post pandemic. Script Journal: Journal of Linguistics and English Teaching, 7(01), 140–157. https://doi.org/10.24903/sj.v7i01.1076
  34. Utari, D., & Afendi, A. R. (2022). Implementation of Pancasila student profile in elementary school education with project-based learning approach. EduLine: Journal of Education and Learning Innovation, 2(4), 456–464. https://doi.org/10.35877/454ri.eduline1280
  35. Wulansari, I. (2022). Merdeka curriculum management based on character education in the millennial generation. Journal of Quality Assurance in Islamic Education (JQAIE), 2(2), 74–86. https://doi.org/10.47945/jqaie.v2i2.702
  36. Zarni, E., Maryani, E., & Setiawan, I. (2019). Teacher’s pedagogic competence in implementing the scientific approach in learning geography. International Conference on Education, Social Sciences and Humanities (ICESSHum 2019) Teacher’s, 335, 775–781. https://doi.org/10.2991/icesshum-19.2019.122
  37. Zuhaeriah, Z., Ali, M., & Yusra, Y. (2020). The role of Islamic education teachers competency in improving the quality of education. International Journal of Contemporary Islamic Education, 2(1), 108–130. https://doi.org/10.24239/ijcied.vol2.iss1.15