KEMAMPUAN MENYUSUN MODUL AJAR GURU SD PADA SEKOLAH PENGGERAK DI KABUPATEN BANGKALAN
Abstract
This study's aim is to describe teachers' ability in developing teaching modules for implementing Kurikulum Merdeka. Teacher members of the learning committee at the 2nd batch of Elementary Schools in Bangkalan are the research subjects. Documentation in teaching modules form, observation, and in-depth interviews are used for data collection. As a result, it indicates teachers have carried out diagnostic assessments before compiling modules, covering reading ability, learning style, and academic level; as well as arranging learning activities that are differentiated in terms of processes, materials, and products based on students' characteristics and learning needs. The assessment type in tests and non-tests form, and language used meets the rules in well and correct language, in order to easily comprehend. In short, teachers have been able to compile teaching modules with complete elements, good criteria of modules, systematic presentation, acceptable language, and differentiated learning models and assessments with various detail for each teacher.For higher quality results, it is necessary to conduct research with a wider range of subjects and school levels.
References
Alelaimat, A. R., & Ghoneem, K. A. A. (2012). The Effect of Educational Modules Strategy on the Direct and Postponed Study’s Achievement of Seventh Primary Grade Students in Science, in Comparison with the Conventional Approach. Higher Education Studies, 2(2), 40–60. https://doi.org/10.5539/hes.v2n2p40
Burgh, G., & O’Brien, M. (2002). Philosophy and Education: Integrating Curriculum, Teaching and Learning. Critical & Creative Thinking: The Australasian Journal of Philosophy for Children, 10(1), 45–58.
Dewi, P. Y. A., & Primayana, K. H. (2019). Effect of Learning Module with Setting Contextual Teaching and Learning to Increase the Understanding of Concepts. International Journal of Education and Learning, 1(1), 19–26. https://doi.org/10.31763/ijele.v1i1.26
Findeisen, S., Deutscher, V. K., & Seifried, J. (2021). Fostering prospective teachers’ explaining skills during university education-Evaluation of a training module. Higher Education, 81(5), 1097–1113. https://doi.org/10.1007/s10734-020-00601-7
Hafifah, D. N., & Bharata, H. (2018). The Importance of Mathematical Communication Skills for Students in Mathematics Learning. 3rd SHIELD International Conference, 1, 125–130. https://shield.unila.ac.id/2018/wp-content/uploads/2019/05/Edu.7.-Diah-Nur-Hafifah.pdf
Jannah, N. (2023). Peningkatan Kemampuan Guru Menyusun Modul Ajar Kurikulum Merdeka melalui Pelatihan oleh Pengawas di SMK Islam Penanggungan dan SMK Bhakti Indonesia Medika. 3, 53–59.
Kemendikbudristek, (2022). Panduan Pembelajaran dan Asesmen Pendidikan Anak Usia Dini, Pendidikan Dasar, dan Menengah. Badan Standar Kurikulum, dan Asesmen Pendidikan Kemdikbudrisstek.
Karem, A. F. H. A., Osman, K., & Meerah, T. S. M. (2011). The impact of module based curriculum and extra-curriculum activities’ in developing environmental skills among saudi’s secondary students. Procedia - Social and Behavioral Sciences, 15, 1756–1760. https://doi.org/10.1016/j.sbspro.2011.03.364
Larawan, L. (2013). Acceptability of Teacher-Made Modules in Production Management. International Journal of Managerial Studies and Research (IJMSR), 1(2), 10–22. www.arcjournals.org
Marlina, E. (2023). Pembinaan Penyusunan Modul Ajar Kurikulum Merdeka Belajar pada Guru Sekolah Menengah Pertama (SMP). Journal of Community Dedication, 3(1), 88–97.
Maulinda, U. (2022). Pengembangan Modul Ajar Berbasis Kurikulum Merdeka. Tarbawi, 5(2), 130–138.
Mctighe, J., Items, T., & Prompts, A. (2005). Curricular Priorities and Assessments The Six Facets of Understanding.
McTighe, J., & Wiggins, G. (2014). Improve Curriculum, Assessment, and Instruction Using the Understanding by Design Framework. ASDC: Association for Supervision and Curriculum Development, 1–14.
McTighe, J., Wiggins, G., Warso, A. W. D. D., Zahroh, S. H., Parno, Mufti, N., & Anggraena, Y. (2017). Pembelajaran dan Penilaian. Seminar Pendidikan IPA Pascasarjana UM, 123.
Miles, M.B., H. A. M. (1992). Analisis Data Kualitatif. Buku Sumber Tentang Me-tode-Metode Baru. UI Press.
Mukhlishina, I., Danawati, M. G., & Wijayaningputri, A. R. (2022). Penerapan Modul Ajar sebagai Implementasi Kurikulum Merdeka pada Siswa Kelas IV di Sekolah Indonesia Kuala Lumpur. Jurnal Pengabdian Kepada Masyarakat Nusantara (JPkMN), 4(1), 126–133.
Mwesiga, A., & Okendo, E. O. (2018). Levels of Teachers Commitment to the Teaching Profession in Secondary Schools in Kagera Region, Tanzania. Research on Humanities and Social Sciences, 8(14), 117–127. www.iiste.org
Narmin, I. (2020). Methods and tools of module teaching. International Journal of Multidisciplinary Studies and Innovative Technologies,4(1), 10–13. https://dergipark.org.tr/en/download/article-file/1207360
Nurhayati, P., Emilzoli, M., & Fu’adiah, D. (2022). Peningkatan Keterampilan Penyusunan Modul Ajar dan Modul Proyek Penguatan Profil Pelajar Pancasila Kurikulum Merdeka pada Guru Madrasah Ibtidaiyah. JMM (Jurnal Masyarakat Mandiri), 6(5), 1–9. https://doi.org/10.31764/jmm.v6i5.10047
Rindayati, E., Putri, C. A. D., & Damariswara, R. (2022). Kesulitan Calon Pendidik da-lam Mengembangkan Perangkat Pembelajaran pada Kurikulum Merdeka. PTK: Jurnal Tindakan Kelas, 3(1), 18–27. https://doi.org/10.53624/ptk.v3i1.104
Samsul, N. M. (2022). Peningkatan Ketrampilan Guru dalam Penyusunan Modul Ajar untuk Pembelajaran Kelas 1 Sd. Jurnal Pendidikan Taman Widya Humaniora (JPTWH), 1(1), 208–220.
Sari, S. E., Susilawati, & Anwar, L. (2021). The Use of E-Modules to Improve Students’ Understanding of Concepts and Independent Attitudes Through Google Classroom. 513, 70–77. https://doi.org/10.2991/assehr.k.201230.085
Siregar, L. F., Sumanik, N. B., & Christianto, H. (2022). Analysis of Teacher’s Ability in Setting Learning Objectives, Flow of Learning Objectives, And Modules in The Merdeka Curriculum. SHS Web of Conferences, 149, 01005. https://doi.org/10.1051/shsconf/202214901005
Sitorus, P., Simanullang, E. N., Manalu, A., Laia, I. S. A., Tumanggor, R. M., & Nainggolan, J. (2022). Effect of Differentiation Learning Strategies on Student Learning Results. Jurnal Penelitian Pendidikan IPA, 8(6), 2654–2661. https://doi.org/10.29303/jppipa.v8i6.2114
Tamir, E. (2020). The effects of teacher preparation on student teachers’ ideas about good. Australian Journal of Teacher Education, 45(4), 1–17. https://doi.org/10.14221/ajte.2020v45n4.1
Tania, W. P., & Siregar, N. (2022). The Development of E-book Based on Realistic Mathematics Education (PMR) Approach to Improve Mathematical Communication Skills in Class VIII Junior High School Students. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 6(1). https://doi.org/10.31331/medivesveteran.v6i1.1910
Tiernan, P. (2011). Bloom ’ s Taxonomy and Understanding by Design. 1–4. http://www.smp.org/dynamicmedia/files/153d7453ba6e4fdd3b9dc772ae925fe2/TX002344-Blooms_Taxonomy_and_Understanding_by_Design.pdf
Tomlinson, C. A. (2014). Responding to the Needs of All Learners. 25. http://www.ascd.org/Publications/Books/Overview/Leading-and-Managing-a-Differentiated-Classroom.aspx
Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. Association for Supervision and Curriculum Development, 1–159.
Visser, T. C., Coenders, F. G. M., Terlouw, C., & Pieters, J. M. (2010). Essential Charac-teristics for a Professional Development Program for Promoting the Implemen-tation of a Multidisciplinary Science Module. Journal of Science Teacher Educa-tion, 21(6), 623–642. https://doi.org/10.1007/s10972-010-9212-1
Yasa, I. W. P., Made, D., Purnawati, O., Hendra, P., & Martayana, M. (2022). Pelatihan Penyusunan Modul untuk Meningkatkan Kompetensi Guru di SMK Widya Dharma Bali , Buleleng. 1320–1326.
Yuhaga, Y. (2023). Peningkatan Keterampilan Guru dalam Menyusun Modul Ajar Kurikulum Merdeka Melalui Pelatihan di SD Negeri 1 Pandran Raya Kecamatan Teweh Tengah Kabupaten Barito Utara Semester I Tahun Pelajaran 2021/2022. Anterior Jurnal, 22(1), 52–58. https://doi.org/10.33084/anterior.v22i1.4197
Zahri, M., Budayasa, I. K., & Lukito, A. (2019). Written mathematical communication accuracy on linear equation and inequality. Journal of Physics: Conference Series, 1188(1). https://doi.org/10.1088/1742-6596/1188/1/012035
Zahri, M., Budayasa, İ. K., & Lukito, A. (2021). Analysis of Students’ Mathematical Communication Ability in Solving Mathematical Problems. Journal for the Education of Gifted Young Scientists, 9(3), 277–282. https://doi.org/10.17478/jegys.819995
