Implementation Of Merdeka Curriculum With Student Center Learning Approach In Mtsn 1 Palu

Abstract

The learning crisis that has occurred accompanied by the emergency condition of the COVID-19 pandemic has greatly impacted transformation in education in Indonesia. Merdeka Curriculum as one of the efforts of the Ministry of Education, Culture, Research, and Technology (Kemdikbudristek) to overcome the learning crisis after the COVID-19 pandemic has begun to be designed and implemented in schools that are ready. The article tries to examine government policies regarding the implementation of the Merdeka Curriculum which is given to education units as an additional option in order to restore learning during 2022-2024. The implementation of the Merdeka Curriculum focuses on using technology and the learning community to share best practices between teachers, students, and academics. Various strategies and platforms have been developed for the implementation of Merdeka Curriculum, so it is hoped that all stakeholders involved in can use all about Merdeka Curriculum optimally as an effort to restore learning after the COVID-19 pandemic.Student center learning (SCL) is a paradigm emphasized in the learning approach in the MerdekaCurriculum. Furthermore, the Merdeka Curriculum highlights that differentiated learning must becarried out by teachers in conducting learning. In fact, inclusive madrasahs receive various types ofobstacles for students with special needs have implemented differentiated learning with curriculummodifications for students with special needs. The purpose of this study is to analyze the SCLparadigm from the perspective of teachers in inclusive madrasah. The place of this research is MTsN 1 Palu.