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RESCOLLACOMMRESCOLLACOMM

Journal International Journal of Ethno-Sciences and Education ResearchInternational Journal of Ethno-Sciences and Education Research Abstract

This study examines the process of adapting the Merdeka Curriculum by elementary school teachers in the Indonesia-Malaysia border area, especially in Kapuas Hulu Regency, West Kalimantan. Using a descriptive qualitative approach and case study method, this study aims to explore adaptation strategies, implementation challenges, and leadership roles in implementing the new curriculum in the 3T (underdeveloped, outermost, and frontier) areas. Data were collected through direct observation, in-depth interviews with six class teachers and one principal, and analysis of learning documentation. The results of the study indicate that teachers understanding of the basic concepts of the Merdeka Curriculum such as differentiated learning and the Pancasila Student Profile has not been accompanied by adequate technical skills in its implementation. Teachers developed adaptation strategies in the form of simplifying materials, using local content such as folklore and traditional games, and informal collaboration in developing learning. The main challenges to implementation include limited infrastructure (45%), minimal teacher training (30%), and conventional learning culture (25%). The role of the principal as a facilitator and coordinator is very significant in overcoming implementation gaps. This study concludes that the adaptation of the Merdeka Curriculum in border areas requires a flexible and contextual approach by considering local geographic, socio-economic conditions, and human resource capacity. Place-based policies and strengthening collaboration between schools, local governments, and communities are needed to realize the implementation of a just and equitable curriculum throughout Indonesia.

Conclusion

The study reveals that teachers in border areas possess a foundational understanding of the Independent Curriculum but encounter obstacles in its implementation due to limited technical training and infrastructure.Teachers employ adaptation strategies such as simplifying materials, integrating local content, and fostering teacher collaboration to create more relevant learning experiences.The primary challenges identified are limited infrastructure, insufficient teacher training, and a conventional student learning culture.The principals role is crucial in facilitating curriculum adaptation through coordination, resource provision, and teacher mentoring.These findings underscore the need for a context-based approach and empowerment of local education communities in implementing the Independent Curriculum in 3T areas.

Future Research

Further research should investigate the effectiveness of various teacher training models specifically designed for the unique challenges of border regions, focusing on practical skill development rather than solely theoretical understanding. Additionally, studies could explore the potential of utilizing technology, such as mobile learning platforms, to overcome infrastructure limitations and deliver educational resources to remote schools, while also addressing digital literacy gaps among teachers and students. Finally, research is needed to examine the role of community involvement and local knowledge in curriculum adaptation, investigating how incorporating indigenous perspectives and resources can enhance student engagement and learning outcomes, ultimately contributing to a more equitable and culturally relevant education system in these underserved areas. These investigations should be conducted with a focus on practical solutions and collaborative approaches involving educators, policymakers, and local communities to ensure sustainable improvements in educational quality and access.

Metadata

File size	246.17 KB
Pages	6
DMCA	Report