Problematika Penerapan Kurikulum Merdeka Belajar pada Penilaian Pembelajaran Siswa Pra Sekolah

Abstract

Abstrak—Penelitian ini bertujuan menggambarkan berbagai masalah yang muncul dalam penerapan Kurikulum Merdeka Belajar pada penilaian pembelajaran siswa pra sekolah di tiga Pos PAUD Kabupaten Bojonegoro, yaitu Pos PAUD Al Falah, Pos PAUD Nusa Indah, dan Pos PAUD Mawar III. Penelitian menggunakan pendekatan deskriptif kualitatif dengan pengumpulan data melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru menghadapi beberapa kendala, terutama dalam menilai perkembangan anak yang sangat dipengaruhi oleh perubahan mood, kondisi kelas yang sering ramai, serta kebutuhan pemantauan yang intens pada setiap anak. Selain itu, keterbatasan sarana prasarana seperti media dokumentasi dan fasilitas belajar membuat proses penilaian menjadi kurang maksimal. Tantangan lain muncul dalam penerapan teknik penilaian, karena guru membutuhkan waktu lebih banyak untuk mencatat perkembangan anak secara teratur. Kesiapan guru dan lembaga juga berpengaruh besar terhadap keberhasilan penerapan Kurikulum Merdeka, terutama terkait pelatihan, pendampingan, dan dukungan dana. Penelitian ini menegaskan bahwa pelaksanaan penilaian di Kurikulum Merdeka memerlukan dukungan menyeluruh agar guru dapat menjalankan penilaian sesuai kebutuhan perkembangan anak usia dini.

Kata kunci—Kurikulum Merdeka, Penilaian pembelajaran, pra sekolah

Abstract—This study aims to describe various problems that arise in the implementation of the Merdeka Belajar Curriculum in the assessment of preschool students at three PAUD posts in Bojonegoro Regency, namely the Al Falah PAUD Post, the Nusa Indah PAUD Post, and the Mawar III PAUD Post. The study used a qualitative descriptive approach with data collection through interviews, observations, and documentation. The results of the study show that teachers face several obstacles, especially in assessing children's development, which is greatly influenced by mood swings, crowded classrooms, and the need for intensive monitoring of each child. In addition, limited infrastructure, such as documentation media and learning facilities, makes the assessment process less than optimal. Another challenge arises in the application of assessment techniques, as teachers need more time to regularly record children's development. The readiness of teachers and institutions also has a significant impact on the successful implementation of the Merdeka Curriculum, especially in terms of training, mentoring, and financial support. This study emphasizes that the implementation of assessment in the Merdeka Curriculum requires comprehensive support so that teachers can carry out assessments in accordance with the developmental needs of early childhood.

Keywords— Independent Curriculum, Learning Assessment, Preschool