Merdeka Curriculum (MC): The Perspective of a Mathematics Teacher at SMPN 6 Banjarmasin

Abstract

This research approach uses a qualitative approach to the type of descriptive research. The subjects and locations of this research were five mathematics teachers at SMP Negeri 6 Banjarmasin. Data collection procedures using questionnaires, interviews and documentation. The analysis technique used is data reduction, data presentation, and drawing conclusions. Testing the validity of the data by triangulating techniques in data collection.The results of this study indicate that 1) Mathematics teachers who apply them already feel they understand the structure of the merdeka curriculum (MC), whereas for mathematics teachers who have not implemented them they do not understand about the structure of the MC. 2) Mathematics teachers who apply them feel competent to apply the merdeka curriculum, while teachers who have not implemented them feel competent enough. 3) All mathematics teachers feel that learning with the merdeka curriculum is different from the previous curriculum, because in this merdeka curriculum there is learning with a Pancasila student profile. 4) All mathematics teachers felt that the learning tools in the MC were different from the previous curriculum because the MC used teaching modules, and the previous curriculum used lesson plans. 5) Mathematics teachers who apply feel that they have received sufficient socialization of the MC, while teachers who have not implemented it feel that they have not received enough socialization because the socialization regarding the MC  is only for teachers who apply the MC. 6) All mathematics teachers feel that they have received an MC guide. 7) All mathematics teachers feel that the learning assessment is in accordance with the curriculum used.