Analysis of the Implementation of the Independent Curriculum by

Utilizing the Independent Teaching Platform in Elementary Schools

Meria Ultra Gusteti

, Arlina Yuza

Nurhizrah Gistituati

and Alwen Bentri

University Doctoral Degree Students, Universitas Negeri Padang, Padang, Indonesia

Keywords: Independent Curriculum, Project to Strengthen Pancasila Student Profiles.

Abstract: This study aims to study and evaluate how the independent curriculum is implemented in SD IT Adzkia 3

Padang's Driving School. This research is qualitative research using a phenomenological approach. The

research was conducted at SD IT Adzkia 3 Padang, with the key informants being the principal, teacher, and

facilitator. Data collection methods used are observation, documentation, and interviews. The analysis found

that the school implemented the Independent Curriculum in one semester, and the results have shown positive

progress. The stages of SD IT Adzkia 3 in implementing the Merdeka Curriculum started with forming a

team, including the curriculum development team, holding various pieces of training from the ministry and

the Adzkia foundation. Then formulate the vision, mission, and goals of the school according to the

characteristics of the Integrated Islamic school, study and discuss the Independent Curriculum guidelines, and

conduct sharing sessions with the Mobilization School facilitators, both online and offline. Principals create

a dynamic and collaborative school environment by designing programs and projects. Principals, teachers,

students, and other school members work with parents and other stakeholders to implement the Independent

Curriculum.

1 INTRODUCTION

A curriculum comprises four components: objectives,

content, learning methods, and evaluation. It is

necessary to build on a foundation or foundation,

namely philosophy, society, culture, personal

(students), and learning theory (Zais, 1976), to carry

out these four components to synergize well. The

opinions above lead to the conclusion that the

philosophical, social, psychological, scientific, and

technological foundations are the basis for the

curriculum (Safaruddin, 2020). The curriculum must

be examined creatively because it is the "spirit" of

education. Dynamic capabilities regularly updated

and adapted to the times, science, and technology are

needed by graduate users and the public. As a result,

curriculum changes develop into a certainty. No more

rapid advances in science and technology allow the

"comfort zone" curriculum to continue in educational

settings (Barlian et al., 2022).

https://orcid.org/0000-0003-2676-5565

https://orcid.org/0000-0001-6486-8712

https://orcid.org/0000-0003-0454-7612

https://orcid.org/0000-0002-8358-3867

In educating the nation's life, national education

aims to develop skills and form a noble national

character and civilization. Education seeks to foster

students' abilities to become religious and pious

people. Having noble character, being healthy,

knowledgeable, capable, creative, independent, and

being a democratic citizen, being responsible on

behalf of God Almighty. The education system has

adapted to globalization, in line with the progress of

the times and an increasingly dynamic society (Ineu

et al., 2022); (Gusteti et al., 2021). One of these

changes is through the curriculum, which currently

uses the independent curriculum.

The Merdeka Curriculum can answer

educational problems such as learning loss and efforts

to increase student learning motivation because it

takes too long to study with the online system

(Fahlevi, 2022). The government allows teachers and

educators to adhere to the Independent Curriculum

according to each school's readiness (Fauzi, 2022).

326

Gusteti, M., Yuza, A., Gistituati, N. and Bentri, A.

Analysis of the Implementation of the Independent Curriculum by Utilizing the Independent Teaching Platform in Elementary Schools.

DOI: 10.5220/0012200600003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 326-334

ISBN: 978-989-758-669-9; ISSN: 2975-9676

As with academic units, students also learn according

to their needs and readiness. Teachers and

educational institutions must also learn how to

implement the Independent Curriculum. The

Merdeka curriculum has various extracurricular

learning opportunities whose contents are well laid

out so that students have enough time to learn

concepts and become competent. The Merdeka

Curriculum prioritizes student learning outcomes

based on the Pancasila student profile (Aprima & Sari,

2022); (Zainuddin & Zumrudiana, 2022);

(Setiyaningsih & Wiryanto, 2022). The Pancasila

Student Profile forms students' resilience, maintains

the nation's noble values, is ready as a citizen of the

world, is social, and realizes 21st Century skills. It is

reflected in daily behavior (Rusnaini et al., 2021).

Project development to improve the attainment of

Pancasila student profiles is based on a set of

governance themes. Projects are unrelated to the

subject matter because they are not intended to fulfill

specific learning objectives (Fauzi, 2022).

The independent teaching platform is one form

of utilizing technology in learning to support the

independent curriculum in realizing the Pancasila

student profile. This platform is an effort to transform

digital-based education in Indonesia. It aims to assist

teachers and principals in the success of the

independent curriculum, both related to information

related to the independent curriculum, references to

teaching tools, and assessments for teaching in class.

Based on the independent teaching platform

pocketbook, five products are grouped into teacher

development products and teaching and learning

activities. The teacher development products include

inspirational videos, self-training, and evidence of my

work, while the teaching and learning products

include student assessments and teaching tools.

The first product, Inspiration Video, contains a

collection of inspirational videos made by the

Ministry of Education and Culture and experts as a

reference for increasing competency as educators.

The second product, Independent Training, contains

various short training materials to conduct training

independently, anytime and anywhere. The third

product, Proof of My Work, functions as a place for

documentation of work to describe performance,

competence, and achievements while carrying out the

teaching and principal profession, as well as a forum

for sharing good practices and getting feedback from

colleagues. The fourth product, Student Assessment,

is to help teachers conduct literacy and numeracy

diagnostic analysis quickly so that they can apply it

to learn appropriate to the stage of achievement and

development of students. The fifth product, teaching

kits, contains various teaching materials to support

teaching and learning activities, such as teaching

materials, teaching modules, project modules, or

textbooks.

On 1 February 2021, the Minister of Education,

Culture, Research, and Technology inaugurated the

Mobilization School program starting in the

2021/2222 school year. The driving school program

is implemented in 2,500 schools in Indonesia. This

program is implemented in stages. Already advanced

schools become the driving force for schools that still

need structured support. However, researchers and

educational observers have started to discuss this

program. Nadim believes that to produce graduates

who fit the profile of Pancasila students, school

culture must also be focused on innovation and child-

centered learning in addition to administrative

strategies. Meanwhile, the Ministry of Education and

Culture is promoting this initiative as a form of

educational reform that strongly emphasizes cultural

change. By modifying students' character and the

characteristics of the Indonesian school environment,

this school mobilization program will serve as an

entry point to a curriculum that focuses on student

needs (Ineu et al., 2022).

The five interventions that make up the School

Mobilization Program are interconnected and

inseparable (Ineu et al., 2022): (1) Consultative and

asymmetric support The Ministry of Education and

Culture and local governments collaborate in a

program where the Ministry of Education and Culture

implements School assistance mover; (2) Increasing

school human resources by strengthening school

principals, school supervisors, supervisors, and

teachers through one-on-one training and mentoring

(coaching) programs with professional trainers; (3)

Peer Education with a basic learning paradigm that is

focused on developing skills and character

development in line with the Pancasila precepts in the

classroom and extracurricular learning process; (4)

Planning based on data management based on school

reflections; and (5) Digitalization of education by

using various digital platforms to reduce friction,

increase efficiency, increase inspiration, and achieve

set goals.

SD IT Adzkia 3 Padang is a driving school and

uses the Merdeka Curriculum starting from the odd

semester of the 2022/2023 academic year. SD IT

Adzkia 3 has implemented this program for one

semester. Based on the concept of the Independent

Curriculum, academic units design their operational

curriculum according to the needs and characteristics

of the school. For this reason, this study discusses the

Analysis of the Implementation of the Independent Curriculum by Utilizing the Independent Teaching Platform in Elementary Schools

327

implementation of the Merdeka Curriculum at SD

Adzkia 3 Padang.

2 METHODOLOGY

This research is qualitative research using a

phenomenological approach. This approach was

chosen because the researcher wanted to evaluate the

phenomena encountered by essential informants. The

research analyzes phenomena, social behavior, or

individual or collective thinking. The research was

conducted at SD IT Adzkia 3 Padang.

The sampling technique used in this research is

purposive sampling. The research subject is everyone

with in-depth knowledge of the problem (key

informant). The steps used to obtain data are (a)

extending the data collection period; (b) making

regular and profound observations; (c) using

triangulation; and (d) involving colleagues in the

conversation (Creswell, 2016).

The steps and techniques of research data analysis

are as follows: a). all phenomena and experiences of

research subjects are fully described by the researcher,

b). the next researcher identifies the statements

(interview findings), describes them, and develops

them further without repeating them, c). then, the

statement is concluded in critical parts, and a detailed

description of the experience is written, d). the

researcher then uses all his imaginative variations to

reflect on his ideas, e). the researcher then develops

all justifications for the significance and core of the

explanation, and f). based on the experiences of all

informants, the researcher summarizes his findings in

a written report.

This study describes the implementation of the

independent curriculum in SD IT Adzkia 3 Padang

driving schools. Is this independent curriculum

implemented well, or what obstacles are encountered,

and what are the solutions? The subjects of this study

were grade 1 and 4 teachers and school principals.

This research was conducted through interviews,

direct observation, and documentation.

3 RESEARCH RESULTS AND

DISCUSSION

SD IT Adzkia 3 Padang is located in Lolong Belanti,

North Padang District, Padang City. SD IT Adzkia 3

is a driving school led by Mrs. Nurmaini, S. Pd.

Mobilizing School is one of the Freedom Learning

programs. SD IT Adzkia 3 became a Mobilizing

School and began implementing the Merdeka

Curriculum in the odd semester of the 2022/2023

school year for grades 1 and 4.

The Merdeka Curriculum is the 15th

transformation carried out by the government in the

context of recovering from a learning crisis,

improving the quality of learning, and being the latest

breakthrough in helping curriculum teachers combine

various extracurricular activities, whose content will

be better organized so that students have enough time

to explore ideas. and build competency. The Merdeka

Curriculum concentrates more on crucial material and

more comprehensive learning. In addition, teachers

can modify their lessons to suit students'

developmental and academic status.

Implementation of the Independent Curriculum at

SD IT Adzkia 3, namely; first, the Head of SD IT

Adzkia formed a School Mobilization team. This

team is a group at the education unit level of teachers

selected by the principal and school supervisor. The

committee's role is to plan, implement, and assess

instruction according to student needs. The school

works with stakeholders to improve teaching

standards. Second, holding training on the

Independent Curriculum. This training is to improve

the competence of teachers and educators regarding

the Independent Curriculum and how to implement it.

Figure 1: Merdeka Curriculum Training. Image Source:

Instagram SD IT Adzkia 3 Padang.

Figure 1 is the In-House Training (IHT) on

implementing the Independent Curriculum (IKM)

organized by the West Sumatra Adzkia Foundation

for Adzkia schools. This activity was held on

Saturday, 16 July 2022, at the Adzkia Convention

Center (ACC) with Mr. Dr. Sukro Muhab, M.Sc.

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328

Because SD IT 3 Adzkia is an integrated Islamic

school, this IKM is integrated with the characteristics

of the Integrated Islamic School Network.

Figure 2: Merdeka Curriculum Training (Image Source:

Instagram SD IT Adzkia 3 Padang).

SD IT Adzkia 3 also held advanced training at its

school. This training was held on Saturday, July 23,

2022, at SD IT Adzkia 3, attended by school

principals, curriculum representatives, student

representatives, teachers, and school operators. An

expert trainer provided the training for the School

Mobilization Program, Ms. Irawati, M. Pd. This

activity discusses lesson planning, assessment, and

preparation of the Pancasila Student Profile

Strengthening Project (P5). In addition to this training,

the school regularly holds discussions with the School

Mobilization Facilitator from the ministry, which are

held online and offline.

The third step is formulating the vision, mission,

and goals of the school by the characteristics of the

school, outlining the critical steps in line with the

mission; describing the education unit plan to achieve

its educational goals; and focusing on the competence

and character of a school that is unique to graduates

of academic units and following the profile of

Pancasila students. Fourth, hold a meeting with the

Curriculum Development Team. In implementing the

Independent Curriculum, the school principal and the

Curriculum Development Team hold regular

meetings. The curriculum development team is the

Principal, representatives of the curriculum sector,

and the learning committee. Fifth, use guidelines

from the Directorate General of Teachers and

Education Personnel of the Ministry of Education and

Culture in implementing the Independent Curriculum.

This guide includes creating Learning Outcomes (CP),

Learning Objectives (TP), and Learning Objective

Flow (ATP), including teaching modules, IHT guides,

and P5 guides. Sixth, discuss with supervisors, school

facilitators, and foundations.

The Merdeka Curriculum innovation in raising

the profile of Pancasila students seeks to produce

Indonesian students who can become democratic

citizens and superior and successful individuals in the

21st century. According to the Ministry of Education

and Culture's Handbook, project-based learning

strengthens Pancasila students by enabling

participants to develop creative and inspirational

works (Standards, Curriculum, and Educational

Assessment Agency, 2022). Local wisdom is one of

the topics discussed in the Strengthening Pancasila

student profile project.

Schools must create a learning model

emphasizing cross-curricular integration and choose

project-based evaluation as part of the Pancasila

Student Profile Project. It is intended that students get

hands-on experience and learn from practice while

using this paradigm. Integration of basic abilities and

skills acquired by students across disciplines is

possible with the learning project model, which also

makes the learning structure more independent and

adaptive (Shalikha, 2022); (Saputra et al., 2022);

(Rachmawati et al., 2022); (Nurasiah et al., 2022);

(Khoirillah et al., 2022);(Jufri, 2022).

Teachers must be equipped to do projects that

prioritize local wisdom because it is one of the themes

in the project to strengthen the Pancasila Student

Profile. It is necessary so that the project to strengthen

the Pancasila Student Profile can be implemented

successfully. It is hoped that by raising local wisdom

Analysis of the Implementation of the Independent Curriculum by Utilizing the Independent Teaching Platform in Elementary Schools

329

subjects in the Pancasila student stabilization project,

education will be able to mediate the best possible

growth and teaching of students' potential, especially

about transforming cultural values. To achieve this,

teachers must be trained to implement initiatives that

will enhance local wisdom and exploit the potential

of the environment to elevate the Pancasila Student

Profile. Teachers can help students use project-based

learning methods and models by providing them with

the necessary knowledge and skills (Marzuki &

Oktarianto, 2022); (Nurasiah et al., 2022); (Nisa,

2022); (Hidayati et al., 2022).

In implementing project learning, schools design

projects for one semester with the stages in Figure 3.

Figure 3: Pancasila Student Profile Project Activities.

Image Source: Instagram SD IT Adzkia 3 Padang.

The project to strengthen the Pancasila Student

Profile at SD IT Adzkia 3 uses the theme "Sustainable

Lifestyle" with the topic. “Charity Managed Waste

Coming.” The description of the activities of this

project includes presenting the project program to

parents of students with the theme "Sakinah Garbage

Bank Survey," inviting guest teachers with the theme

"Selection of Organic, Inorganic, and B3 Waste",

carrying out waste selection practices with

educational visits about waste utilization to the

Garbage Bank Sakinah, carried out the practice of

utilizing segregated waste, held an exhibition of

processed waste products with the theme "Parenting

Parents with the topic of Waste Hazards."

Figure 4: A visit to the Sakinah Garbage Bank. Image

Source: Instagram SD IT Adzkia 3 Padang.

Figure 4 is the next implementation stage of the

Project to strengthen the Pancasila Student Profile,

namely visiting the Sakinah Garbage Bank. This

activity was attended by grade 1 students and

accompanied by teachers and school principals. The

characters to be achieved with this project are

students with a profile of belief in one God, who is

independent, and who have a spirit of mutual

cooperation.

Based on the results of the Project Management

Office (PMO) curriculum implementation at SD IT

Adzkia 3 Padang for one semester are presented in

Tables 1, 2, and 3.

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Table 1: Planning Stage.

Descri

tion Im

lementation

of the project

to strengthen

the profile of

Pancasila

students

Schools implementing projects to

strengthen Pancasila student profiles

begin with identifying problems

facilitated by teachers so that project

activities begin to be oriented toward

understanding concepts and/or solving

problems (problem-solving) according

to the theme but not yet based on

student initiative and facilitated by

teachers and/or community partners

involved as a facilitator or resource

person so that project activities are

oriented toward understanding

concepts and/or solving problems

(problem-solving) according to the

theme

Application of

learner-

centered

learning

Teachers have started using varied and

learner-centered learning methods, as

well as methods appropriate to the

goals of learning,

However, it has not yet reached the

teacher to differentiate learning

methods according to students' needs,

achievements/performance, and

interests.

Integration of

assessment in

learning

Teachers have started to conduct

formative assessments at the beginning

of learning, and the results are used to

identify students who need more

attention. However, it has not yet

reached the point of conducting

formative assessments at the beginning

of learning, and the results are used to

design differentiated learning

according to the stage of student

attainment (teaching at the right level).

Learning

according to

the learning

stage of

students

(elementary

and secondary

education)

Based on the formative assessment at

the beginning of learning, the teacher

has started teaching all students in his

class according to the learning

achievement phase of the majority of

students in his class and by paying

particular attention to some students

who require different treatment

(materials and/or learning methods).

However, it has not yet come to

dividing students into two groups

according to their learning

achievements so that each student can

learn according to his learning

achievements.

Description Implementation

Collaboration

between

teachers for

curriculum and

learning

purposes

Teachers have started collaborating in

learning planning at the beginning of

the semester (planning) and in the

learning process throughout the

semester, discussing student learning

progress, sharing good practices,

sharing information about teaching

tools, and collaborating on projects to

strengthen Pancasila student profiles

and are involved in evaluation

curriculum in academic units.

However, it has not yet reached the

point of being involved in developing

an operational curriculum for an

academic unit.

Collaboration

with

parents/family

in learning

The teacher coordinates with other

teachers through the education unit to

provide information about student

learning progress to parents/guardians

at the time of receipt of report cards

and periodically in the learning

process.

However, there is no regular

communication channel for parents to

provide feedback on curriculum and

learning. Parents are involved in

learning, such as being resource

persons in extracurriculars and/or

projects to strengthen Pancasila

student profiles.

Collaboration

with

society/comm

unit

/industr

or projects to strengthen student

profiles for activities that are longer

term.

intracurricula

learning,

evaluating, and

improving the

quality of

curriculum

implementation

Some teachers carry out reflection and

evaluation of curriculum

implementation and learning. This

reflection and evaluation are not data-

based yet, but rather the assessment of

each teacher based on personal

experience and/or colleagues' views.

However, it has not yet reached the

reflection and learning by the majority

or all teachers. Education Report Card

data complement the reflection results

(teacher's experiences and

erce

tions

)

Analysis of the Implementation of the Independent Curriculum by Utilizing the Independent Teaching Platform in Elementary Schools

331

Table 2: Implementation Stage Implementation.

Principal

Leadership

Effectiveness

Description

The principal

leads the

planning and

implementation

of a student-

centered

learning

rocess.

The principal ensures and builds

communication and persuasive

interaction of all school members in

realizing a conducive school

environment that has not yet reached

system development.

The principal

leads reflection

and process

quality

improvement in

student-

centered

learning.

The principal leads periodic reflection

meetings involving all teachers based

on data analysis, resulting in initiatives

for measurable quality improvement

of the learning process.

However, it has not yet been

developed to develop a periodic

reflection mechanism that involves all

teachers based on data analysis

resulting in collaborative initiatives

for measurable quality improvement

of the learnin

rocess.

The

rincipal

leads efforts to

develop a

student-

centered

learning

environment.

The principal involves all school

members to participate in creating a

safe and comfortable learning

environment for student and teacher

activities so that independent learning

is always realized, but it has not yet

reached the develo

ment of a

the principal

system

involving

parents/

guardians of

students as

companions and

learning

resources at

school

Principals communicate the results of

school development and provide

opportunities for parents/guardians of

students and the community to take a

role in school development programs

that have an impact on improving the

quality of student learning but have

not yet reached the development of

mechanisms for

Principal

participation

active in

networks and

organizations

relevant to

school

leadership to

develo

a caree

Principals actively network and

professional organization activities to

explore a variety of learning

experiences relevant to needs learn to

develop a career but have not yet

reached the point of creating

meaningful work and/or providing

services, sharing good learning

ractices,

The Principal

shows spiritual,

moral, and

emotional

maturity to

follow the code

of ethics.

The principal manages emotions, uses

moral principles, and demonstrates

belief in God Almighty to develop

work and learning behavior that refers

to a code of ethics, anticipates

violations of the code of ethics, and

avoids conflicts of interest. However,

the principal has not yet reached the

point where the principal helps other

school leadershi

The principal

develops a

community of

practitioners

The principal has started a community

of practitioners within the education

unit by introducing and forming a

community of practitioners. However,

it was not until the principal started

moving to disseminate knowledge and

good practices to other educational

units.

Indicato

Descri

tion

Designing

operational

curriculum for

educational

units

Schools develop curricula based on

examples from the Ministry of

Education and Culture by modifying

the organization and planning of

learning based on analysis and

reflection on conditions, facilities,

infrastructure, and teaching and

education staff in education units by

involving representatives of students,

parents, or the community.

For the next semester, the school

will try to develop an education unit

curriculum that is contextual and in

line with the aspirations of the

education unit residents and the results

of the education unit's analysis and

self-

eflection.

Designing the

flow of learning

objectives

The school revamped the flow of

learning objectives provided by the

Ministry of Education and Culture

based on the needs of students.

However, it has not yet reached the

stage of developing learning

objectives flow independently

concerning Learning Outcomes

Learnin

lanning and

assessment

The school revamped the examples of

lesson plans

and assessments provided by the

Ministry of Education and Culture

based on the needs of students. The

school will then try to develop lesson

plans and assessments based on the

needs of students.

Use and

development of

teaching tools.

The teacher has combined various

teaching tools to suit the local context

and the needs of students. The teacher

modifies some parts of the teaching

modules provided by the Ministry of

Education and Culture for one or part

of the subject matter

Furthermore, the teacher tries to be

able to develop teaching modules for

one or part of the subject matter and

shares the teaching modules he makes

with other teachers, and or

anizes

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332

teaching module development

sessions on an ongoing basis.

collaborative

Project planning

for

strengthening

the Pancasila

student

rofile

Schools have developed project ideas

and modules according to the local

context, needs, and interests of

students by involving students'

inions and ideas

The strength of SD IT Adzkia 3 in

implementing the Merdeka Curriculum is that the

principal has a high commitment and continues to

strive to encourage and strengthen teachers in

implementing it. The school also has human

resources, which the foundation always supports by

increasing its competence through various forms of

training. Learning facilities and infrastructure are also

fully supported by the Foundation. Activities are

constantly monitored and evaluated regularly, and

reported. Activities are always accompanied by the

agency, for example, KKG. The school has done its

module and is approaching the P5 module made by

the ministry. Implementation of P5 has started to

show results as something that can be taken as a guide

in the second semester.

What is particularly concerning to schools in

implementing the Independent Curriculum is

implementing differentiated learning. Teachers'

understanding of differentiated learning is still

lacking. Teachers need direct guidance in designing,

implementing, and evaluating differentiated learning.

Determining the theme of the project did not involve

students. The teachers' ability needs to be

continuously trained and honed to ask open questions

or trigger questions to students to explore ideas from

students. Schools also do not understand the form of

assessment in the independent curriculum. Teachers

do not understand how to make instruments and

assessment rubrics. Efforts that have been made to

overcome this are holding discussions with

facilitators, holding discussions in Teacher Working

Groups (KKG) and discussions with teams at schools,

viewing videos about differentiated learning on the

Merdeka Teaching Platform (PMM), holding

discussions with a community of practitioners and

bringing in outside instructor. There is no systematic

structure of the practitioner community, scheduling,

and mechanism. Teachers must learn the independent

curriculum more because schools are full days. So it

is hoped that the socialization of the independent

curriculum needs to be increased by providing direct

guidance to teachers consistently in designing and

practicing differentiated learning, conducting

assessments, making instruments, and scoring

rubrics.

4 CONCLUSION

The implementation of the Merdeka Curriculum at

SD IT Adzkia 3 is carried out by (1) Forming a team,

(2) Holding In House Training (IHT) either from the

ministry, foundation, or from the school, (3)

Formulating the vision, mission, and goals of the

school following school characteristics, (4)

Formulate the curriculum of the education unit with

the Curriculum Development Team. (5) Using

guidelines from the Directorate General of Teachers

and Education Personnel of the Ministry of Education

and Culture in implementing the Independent

Curriculum, (6) Carrying out guidance with the

School Facilitators and Supervisors in implementing

the Independent Curriculum. SD IT Adzkia 3, in

implementing the Merdeka Curriculum, is supported

by the Principal and HR, whom the foundation always

supports by increasing their competence through

various forms of training. Implementation of P5 has

been carried out according to the guidelines.

However, the thing to note is that the teacher's

understanding of differentiation learning is still

lacking. Teachers need direct guidance in designing,

implementing, and evaluating differentiated learning.

Teachers do not understand how to make instruments

and assessment rubrics. So the hope is that the

socialization of the independent curriculum needs to

be increased by providing direct guidance to teachers

consistently. Researchers hope that implementing the

Independent Curriculum at SD IT Adzkia can be

continuously improved, schools can share good

practices with other schools, and SD IT Adzkia 3 can

become a pilot school.

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