Analysis of the Implementation of the Independent Curriculum in Mathematics in Elementary Schools Ayu Fitri, Tatang Herman, Udin Syaefudin Saud, Tarpan Suparman, Rahman, Yulistina Nur DS
(1) Universitas Buana Perjuangan Karawang, (2) Universitas Pendidikan Indonesia, (3) Universitas Pendidikan Indonesia, (4) Universitas Buana Perjuangan Karawang, (5) Universitas Pendidikan Indonesia, (6) Universitas Buana Perjuangan Karawang.
Abstract
The replacement of the Minister of Education and Research and Technology also changed the curriculum in elementary schools from the 2013 curriculum to an independent curriculum. This study aims to analyze the implementation of the independent curriculum, especially in mathematics in elementary schools. This research was conducted at SD Negeri Palumbonsari I, East Karawang District, Karawang Regency, using a qualitative descriptive. The data collection technique uses teacher interviews, principal interviews and document studies. Based on the results of the study, the first curriculum change from the 2013 curriculum was then changed to the driving school program curriculum and this year it became an independent curriculum. The two learning plans in the independent curriculum do not use Learning Implementation Plans (RPP) but use teaching modules. The three learning outcomes are divided into phase A for grades I and II, phase B for grades III and IV, phase C for grades V and VI where each learning outcome is for two years. The four hours of lessons are included in Pancasila student profile activities. In conclusion, the implementation of the independent curriculum began to be implemented at the beginning of the 2021-2022 school year so that it was only one semester running, its implementation was implemented in grades I and IV so that the implementation of the independent curriculum in elementary schools was not optimal.
Keywords: independent curriculum, mathematics, elementary school