Implementasi kebijakan kurikulum Merdeka di Madrasah Aliyah Negeri se-Kabupaten Majalengka untuk peningkatan mutu pembelajaran : Studi kebijakan di Madrasah Aliyah Negeri 1, 2 Dan 3 Kabupaten Majalengka

Diana, Aan (2024) Implementasi kebijakan kurikulum Merdeka di Madrasah Aliyah Negeri se-Kabupaten Majalengka untuk peningkatan mutu pembelajaran : Studi kebijakan di Madrasah Aliyah Negeri 1, 2 Dan 3 Kabupaten Majalengka. Masters thesis, Universitas Islam Negeri Sunan Gunung Djati Bandung.

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Abstract

This research is motivated by the implementation of the Merdeka Curriculum policy in madrasah aliyah, which still faces various problems, including: 1) Educators who do not fully understand the concept and objectives of the Merdeka Curriculum implementation, 2) Technical clarity of programs regulated by the Ministry of Religious Affairs that is still general, 3) Lack of training and professional development for educators, 4) Output from research results (GTCI, 2021) in educational institutions not reflected in the global talent competitiveness index, 5) Results of the 2022 PISA survey showing Indonesia ranking 62 out of 81 countries in reading, mathematics, and science. This research aims to analyze the readiness of Madrasahs in implementing the Merdeka Curriculum (IKM) through Edward III's theory, analyzed through aspects of communication, resources, disposition, and bureaucracy, as well as the implementation of IKM at MAN 1, 2, and 3 Majalengka Regency as the research site. This research is based on Edward III's policy implementation theory framework, which explains that policy implementation is influenced by four important factors: communication, resources, disposition, and bureaucracy. The research uses a qualitative approach with a case study method. Data collection techniques were conducted through observation, interviews, and documentation. This approach allows the researcher to obtain in-depth information and understanding of the process and dynamics of implementing the Merdeka Curriculum policy in the three madrasahs. The results show that communication has not been fully implemented well, especially from policy makers to policy implementers, particularly in socialization issues. The resources available in the three Madrasahs need to be enhanced specifically for the effective implementation of the Merdeka Curriculum. Disposition has been adopted by the thrird Madrasahs in terms of staffing and incentives, thus making them ready to implement the Merdeka Curriculum. The bureaucracy in place has been in accordance with the provisions of the Merdeka Curriculum implementation. Thus, it can be concluded that the implementation of IKM in State Madrasah Aliyah in Majalengka Regency still encounters several obstacles as it is still in the initial stages of implementation. However, the madrasahs are able to show progress through the innovation and creativity of educators in making improvements, indicating that with the right strategies, emerging challenges can be overcome.

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