Family and School Partnerships: Contribution of Driving Teachers in Implementing the Independent Learning Curriculum Educational Institutions in Bone, Indonesia
Abstract
This study aims to assess the partnership between families and schools which focuses on the contribution of mobilizing teachers in implementing freedom of learning in educational institutions in Bone, South Sulawesi. It is undeniable that the relationship between family and school are two important aspects in the development of three education centers in Indonesia. This research uses a mixed method or a combined method of qualitative and quantitative research using a model or design of concurrent triangulation strategies. To obtain data in this study, research instruments were used, namely interview guidelines, observation guidelines and documents and questionnaire guidelines. The data processing and analysis techniques are carried out qualitatively and quantitatively. The results of this study show that in general, teachers at elementary schools in Tanete Riattang Barat District, Bone Regency have carried out their role as mobilizing teachers and the implementation of the independent learning Curriculum has been well executed. These two variables have a strong or high correlation between the driving teacher variable and the implementation variable of the Free Learning Curriculum, which is 0.75. The contribution contributed by the mobilizing teacher (X) to the implementation of the Merdeka Belajar Curriculum (Y) is 56.3% and has a significant influence between the mobilizing teacher and the implementation of the independent learning Curriculum.
Keywords
References
Arikunto, S. (2013). Prosedur Penelitian : Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.
Bone, Dinas Pendidikan. (2022). Data Pelaksanaan IKM berdasarkan Keputusan Kepala BSKAP Nomor : 034/H/KR/2022 tentang Satuan Pelaksana IKM Pada Tahun Ajaran 2022/2023. Kab. Bone.
Creswell, J. W. (2021). A concise introduction to mixed methods research. SAGE publications.
Creswell, J. W., & Clark, V. P. (2011). Mixed methods research. SAGE Publications.
Dickerson, C., White, E., Levy, R., & Mackintosh, J. (2021). Teacher leaders as teacher educators: recognising the ‘educator’ dimension of some teacher leaders’ practice. Journal of Education for Teaching, 47(3), 395–410. https://doi.org/10.1080/02607476.2021.1880250
Dung, N. T. (2023). Managing self-improvement activities for primary school teachers: a solution. Technium Social Sciences Journal, 44, 135–144. https://doi.org/10.47577/tssj.v44i1.8934
Faiz, A., & Faridah, F. (2022). Program guru penggerak sebagai sumber belajar. Konstruktivisme : Jurnal Pendidikan Dan Pembelajaran, 14(1), 82–88. https://doi.org/10.35457/konstruk.v14i1.1876
Hadiansah, D. (2022). Kurikulum Merdeka dan Paradigma pembelajaran Baru. Bandung: Yrama Widya.
Harpe, B. de la, & Thomas, I. (2009). Curriculum change in universities. Journal of Education for Sustainable Development, 3(1), 75–85. https://doi.org/10.1177/097340820900300115
Islamiyah, et.al. (2022). Implementation of Program Sekolah Penggerak in The Independent Learning Policy. Ascarya : Islamic Science, Culture, and Social Studies, 2(2), 155-168. https://doi.org/10.53754/iscs.v2i2.455
Jannati, P., Ramadhan, F. A., & Rohimawan, M. A. (2023). Peran guru penggerak dalam implementasi kurikulum merdeka di sekolah dasar. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 7(1), 330. https://doi.org/10.35931/am.v7i1.1714
Khoirurrijal, et.al. (2022). Pengembangan Kurikulum Merdeka. Malang: Literasi Nusantara Abadi.
Kusumah, W., & Alawiyah, T. (2021). Guru Penggerak: Mendorong Gerak Maju Pendidikan Nasional. Penerbit Andi.
Mulyasa, H. E. (2021). Menjadi Guru Penggerak Merdeka Belajar. Bumi Aksara.
Nasution, A. F. (2023). Hambatan dan Tantangan Implementasi Kurikulum Merdeka di MTS Raudlatul Uluum Aek Nabara Labuhanbatu. Journal on Education, 5(4), 17308–17313. https://doi.org/https://doi.org/10.31004/joe.v5i4.4139
Nisa, S. K., Yoenanto, N. H., & Nawangsari, N. A. F. (2023). Hambatan dan Solusi dalam Implementasi Kurikulum Merdeka pada Jenjang Sekolah Dasar: Sebuah Kajian Literatur. Didaktika: Jurnal Kependidikan, 12(3), 287–298.
Nurcahyono, N. A., & Putra, J. D. (2022). Hambatan Guru Matematika dalam Mengimplementasikan Kurikulum Merdeka di Sekolah Dasar. Wacana Akademika: Majalah Ilmiah Kependidikan, 6(3), 377–384.
Pratikno, Y., Hermawan, E., & Arifin, A. L. (2022). Human resource ‘kurikulum merdeka’ from design to implementation in the school: what worked and what not in Indonesian education. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 7(1), 326–343. https://doi.org/10.25217/ji.v7i1.1708
Rahayu, R., Rosita, R., Rahayuningsih, Y. S., Hernawan, A. H., & Prihantini, P. (2022). Implementasi kurikulum merdeka belajar di sekolah penggerak. Jurnal Basicedu, 6(4), 6313–6319. https://doi.org/10.31004/basicedu.v6i4.3237
Rahayu, Rossari, D. V., Wangsanata, S. A., Saputri, N. E., & Saputri, N. D. (2021). Hambatan guru sekolah dasar dalam melaksanakan kurikulum sekolah penggerak dari sisi manajeman waktu dan ruang di era pandemi covid-19. Jurnal Pendidikan Tambusai, 5(3), 5759–5768.
Samsu, S. (2023, Februari Kamis). Guru Penggerak. (Samsinar, Interviewer)
Satriawan, W., Santika, I. D., & Naim, A. (2021). Guru penggerak dan transformasi sekolah dalam kerangka inkuiri apresiatif. Al-Idarah: Jurnal Kependidikan Islam, 11(1), 1–12. https://doi.org/10.24042/alidarah.v11i1.7633
Shuib, S., & Yunus, J. (2021). The development of teacher professionalism towards the self-effectiveness of secondary school teachers. International Journal of Academic Research in Business and Social Sciences, 11(6). https://doi.org/10.6007/IJARBSS/v11-i6/10116
Sibagariang, D., Sihotang, H., & Murniarti, E. (2021). Peran guru penggerak dalam pendidikan merdeka belajar di indonesia. Jurnal Dinamika Pendidikan, 14(2), 88–99. https://doi.org/https://doi.org/10.51212/jdp.v14i2.53
Silvester, S., Purnasari, P. D., Aurelly, B. T., & Gunawan, R. (2022). Analisis kemampuan guru penggerak pada jenjang sekolah dasar di wilayah perbatasan dalam perspektif literasi digital. Sebatik, 26(2), 412–419. https://doi.org/10.46984/sebatik.v26i2.1978
Starkey, L. (2020). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education, 50(1), 37–56. https://doi.org/10.1080/0305764X.2019.1625867
Stolba, A., & Kay, R. (2021). Acquiring digital proficiency in teacher education. Journal of Educational Informatics, 2(2), 22–25. https://doi.org/10.51357/jei.v2i2.152
Subekti, T. (2022). Guru Penggerak : Lokomotif Gerbong Pendidikan Menuju Indonesia Unggul Sejahtera. Lakeisha.
Sugiyono. (2019). Metode Penelitian Kuantitatif, Kualitatif dan R& D. Alfabeta.
Sumarsih, I., Marliyani, T., Hadiyansah, Y., Hernawan, A. H., & Prihantini, P. (2022). Analisis implementasi kurikulum merdeka di sekolah penggerak sekolah dasar. Jurnal Basicedu, 6(5), 8248–8258. https://doi.org/10.31004/basicedu.v6i5.3216
Uzunboylu, H. (2019). New Trends and Issues Proceedings on Humanities and Social Sciences. New Trends and Issues Proceedings on Humanities and Social Sciences, 6(5). https://doi.org/10.18844/prosoc.v6i5.4381
Widyastuti, A. (2022). Menjadi Sekolah dan Guru Penggerak Merdeka Belajar dan Implementasinya. Jakarta: Elex Media Komputindo.
Yokoyama, Y., Nadeak, B., & Sihotang, H. (2023). Implementasi kompetensi guru penggerak dalam menerapkan merdeka belajar SMK di Tana Toraja. Jurnal Dinamika Pendidikan, 16(2), 187–200. https://doi.org/10.51212/jdp.v16i2.176
Zulaiha, S., Meisin, M., & Meldina, T. (2022). Problematika guru dalam menerapkan kurikulum merdeka belajar. Terampil: Jurnal Pendidikan Dan Pembelajaran Dasar, 9(2), 163–177. https://doi.org/http://dx.doi.org/10.24042/terampil.v9i2.13974
DOI: http://dx.doi.org/10.22373/sjhk.v8i3.22584
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Samsinar Syarifuddin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Samarah: Jurnal Hukum Keluarga dan Hukum Islam has been indexed by:
