STUDENT-CENTERED APPROACH IN MERDEKA CURRICULUM:TEACHERS’ IMPLEMENTATION IN ENGLISH TEACHING AT SMP MA'ARIF NU PAGUYANGAN, BREBES

Rahma Alia, Anzani (2024) STUDENT-CENTERED APPROACH IN MERDEKA CURRICULUM:TEACHERS’ IMPLEMENTATION IN ENGLISH TEACHING AT SMP MA'ARIF NU PAGUYANGAN, BREBES. Skripsi thesis, UIN Prof. K.H. Saifuddin Zuhri Purwokerto.

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Abstract

The purpose of this study is to investigate the implementation of student-centered approach within the context of the Merdeka Curriculum, with a particular focus on English teaching at SMP Ma’arif NU Paguyangan, Brebes. This research utilized a qualitative descriptive method, with data collected by observations, interviews, and documentation. The acquired data is submitted to a stringent analytical procedure that includes data reduction, data representation, and verification. The finding revealed that the Merdeka curriculum approach is student-centered, which is supported by McCombs and Whisler (1997) theory, was implemented at SMP Ma’arif NU Paguyangan, Brebes. Based on the research, it can be concluded that there are twelve indicators: (1) fostering student-centered learning through meaningful themes, (2) cultivating intellectual excellence through complex learning challenges, (3) elevating education through critical and higher-order students thinking skills, (4) empowering through autonomous learning journey, (5) building an inclusive and diverse learning community, (6) adapting instruction to diverse learner needs, (7) cultivating relevance and connection, (8) fostering student empowerment and ownership in education, (9) valuing student perspectives and fostering mutual respect, (10) enabling student improvement through constant evaluation and individualized feedback, (11) providing extensive evaluation through a variety of assessment approaches, and (12) fostering inclusion and cooperation through diversity grouping has been found based on the results of classroom observations, interviews, and documentation.

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