INDEPENDENT CURRICULUM POLICY IN THE PERSPECTIVE OF TEACHER INDEPENDENCE

Abstract

Learning Loss that occurs during the Covid-19 pandemic based on data from the Ministry of Education and Culture for literacy learning loss is equivalent to 6 months of learning, for numeracy learning loss is equivalent to 5 months of learning. The Merdeka curriculum is expected to overcome learning loss, the Merdeka curriculum is simpler and deeper focusing on essential materials and developing the competencies of students, teachers and students are more independent because for teachers to teach according to the stages of achievement and development of students, students can choose learning according to their interests, talents and aspirations. The school also has the authority to shepherd the curriculum and learning according to the characteristics of the school. From the results of the survey, it can be seen that teachers have understood the content standards and process standards regulated in the merdeka curriculum, the implementation of policy implementation can be said that the merdeka curriculum has been understood and implemented by more than 70%, but in the learning implementation process less than 50% of teachers pay attention to student needs, teachers are only fixated on the guidelines given, the independence of students in the learning process has not been achieved properly because The implementation of learning and the development of learning activities in schools have not been developed according to the needs and situations in which they teach.