Equity In Education Journal

MANAJEMEN KELAS PADA PENERAPAN KURIKULUM MERDEKA BELAJAR DI SEKOLAH DASAR

Teti Berliani — 2024-10-20

The Merdeka Belajar Curriculum (KMB) is an educational innovation that provides flexibility for teachers and students to develop a more independent and creative learning process. This study aims to analyze classroom management in implementing ETC at SDN 5 Bukit Tunggal Palangka Raya. The approach used in this research is qualitative, with data sources consisting of the principal and 4 teachers. Data were collected through observation, in-depth interviews, and documentation, which were then analyzed using thematic analysis techniques. Data validation used data triangulation and member check. The results showed that: (1) effective classroom management in the implementation of ETC involves the active role of teachers in creating an inclusive and dynamic learning environment; (2) teachers have flexibility in time management, learning methods, and assessment, which allows adaptation to individual student needs and potential; and (3) challenges faced by teachers are related to readiness in implementing ETC and the need for continuous training. Good classroom management is the key to success in implementing ETC, with full support from the school and adequate training for teachers.

PENGARUH PENERAPAN KURIKULUM MERDEKA TERHADAP KUALITAS PEMBELAJARAN

Amellya Maretta Savitri — 2024-10-20

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan kurikulum merdeka terhadap kualitas pembelajaran di kelas VII pada SMPN 6 Palangka Raya. Metode penelitian ini adalah kuantitatif dengan subjek penelitian guru yang mengajar kelas VII di SMPN 6 Palangka Raya tahun ajaran 2024/2025 dengan jumlah sampelnya 25 guru. Data dikumpulkan dengan menggunakan teknik kuesioner. Kemudian data dianalisis dengan menggunakan rumus regresi linier sederhana. Hasil penelitian menunjukkan bahwa persamaan regresi linier sederhana dari Y= a + bX adalah Y = 55,165 + 0,403X. Nilai konstanta (a) adalah 55,165. Nilai koefisien regresi variabel penerapan kurikulum merdeka (b) adalah 0,403. Dari hasil uji hipotesis didapatkan 3,618 > 1,713 sehingga Hipotesis nol (Ho) ditolak dan Hipotesis alternatif (Ha) diterima. Ini menunjukkan bahwa variabel penerapan kurikulum merdeka berpengaruh positif terhadap kualitas pembelajaran di kelas VII pada Sekolah Menengah Pertama Negeri 6 Palangka Raya sebesar 36,3% dan sisanya dipengaruhi oleh variabel lain yang tidak diteliti.

MANAJEMEN PEMBELAJARAN INDIVIDUAL PESERTA DIDIK BERKEBUTUHAN KHUSUS

Melky Sedek — 2024-10-20

This research aims to describe the individual learning management of students with special needs at Sekolah Luar Biasa (SLB) Melati Ceria Palangka Raya, which includes aspects of planning, organizing, implementing, and evaluating, as well as supporting factors and constraints. The approach used in this research is qualitative, with data sources consisting of the principal, deputy principal, special mentor teacher, and parents of students. Data were collected through observation, in-depth interviews, and documentation and then analyzed through the stages of data condensation, data presentation, and conclusion drawing. To ensure data validity, triangulation and member check techniques were used. The results showed that the management of individualized learning for students with special needs in SLB Melati Ceria Palangka Raya is well implemented, reflects the practice of special education that is systematic, adaptive, and centered on the individual needs of students, and has a positive impact on increasing the learning motivation of students with special needs.

KEPEMIMPINAN KEPALA SEKOLAH DALAM IMPLEMENTASI PROGRAM SEKOLAH PENGGERAK

Deni Riftandi — 2024-10-20

This study aims to describe the leadership role of the principal in implementing the driving school program at SMAN 6 Gorontalo, in terms of his role as: (1) leader of learning transformation, (2) facilitator, (3) communicator, and (4) implementer of monitoring and evaluation. This research uses a qualitative approach with a case study design. The data collection techniques used were interviews, observation and documentation. The data analysis technique used interactive data analysis, supported by checking the validity of the data using triangulation techniques. The results of this study show: (1) the principal as the leader of learning transformation, has succeeded in improving the quality of learning well through the implementation of the Mobile School Program, (2) the principal as a facilitator has actively facilitated the implementation of the Mobile School Program through various innovative initiatives, (3) the principal as a communicator has succeeded in uniting all school components to actively participate in the implementation of the Mobile School program, and (4) the principal as the implementer of the mobile school program conducts active monitoring and evaluation based on the predetermined success indicators.