Perceptions of Principals and Teachers in the Implementation of the Independent Curriculum in Driving Schools at SMAN 1 and SMAN 2 Sukabumi City

DOI

10.2991/978-2-38476-249-1_10How to use a DOI?

Keywords

Teachers’ and Principals Perception; Independent Curriculum; Driving School; Sekolah Penggerak

Abstract

The curriculum is the core element in shaping the quality of education, determining its direction, and achieving educational goals. The success of education depends on the curriculum’s adaptability to meet the ever-changing needs of students, institutions, and stakeholders. In Indonesia, the Ministry of Education introduced the Kurikulum Merdeka (Independent Curriculum) as an additional option to improve education quality. This curriculum focuses on fostering a stress-free and enjoyable learning environment that allows students to showcase their natural talents. It represents a shift from the 2013 curriculum, emphasizing character development and essential materials while providing more flexibility for teachers to adapt to students’ abilities. The Independent Curriculum has been piloted in around 2500 schools and vocational institutions in the 2021/2022 academic year and is now available for broader implementation. Schools can choose from three options: Independent Learning, Independent Change, or Independent Sharing. The curriculum aims to create a learning environment that prioritizes students’ freedom and creativity while adhering to the values of Pancasila, the foundation of Indonesian society. The study explores the perceptions of teachers and school principals regarding the Independent Curriculum in two pilot schools, SMAN 1 and SMAN 2 Sukabumi City. A quantitative approach using descriptive statistics was employed, and the data collected indicates that the majority of respondents have a positive perception of the curriculum. They recognize its philosophy and concept and believe in its potential to shape students’ character and competencies in line with the demands of the 21st century. The research suggests several recommendations for the successful implementation of the Independent Curriculum. It calls for comprehensive support from all school stakeholders, including local government involvement. Collaborative efforts among the school committee, supervisors, principals, and teachers are essential to make schools successful pilot projects. Continuous support and assistance are needed to ensure the effective implementation of the Independent Curriculum, ultimately creating a generation of lifelong learners in Indonesia. The Independent Curriculum is a transformative initiative aimed at improving the quality of education in Indonesia. The positive perceptions of school principals and teachers in SMAN 1 and SMAN 2 Sukabumi City signify its potential for success. However, ongoing support, collaboration, and training are essential to ensure a seamless transition and long-term effectiveness.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Jasmansyah Jasmansyah
AU  - Rachmat Mulyana
AU  - Mustiali Mustiali
AU  - M. Ridwan Fauzi
PY  - 2024
DA  - 2024/05/17
TI  - Perceptions of Principals and Teachers in the Implementation of the Independent Curriculum in Driving Schools at SMAN 1 and SMAN 2 Sukabumi City
BT  - Proceedings of the International Conference on Education, Humanities, and Social Science (ICEHoS 2023)
PB  - Atlantis Press
SP  - 71
EP  - 80
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-249-1_10
DO  - 10.2991/978-2-38476-249-1_10
ID  - Jasmansyah2024
ER  -