Transformasi Pembelajaran Bahasa Indonesia di Era Kurikulum Merdeka: Tantangan Evaluasi, Media, dan Metode Serta Solusi Ilmiahnya
DOI:
https://doi.org/10.1234/prosidingukmpr.v3i2.3917Kata Kunci:
independent curriculum, Indonesian language teaching, Authentic assessment, Digital tools, Collaborative approachAbstrak
Abstrak- Pada era Kurikulum Merdeka, perubahan dalam pengajaran bahasa Indonesia membutuhkan perspektif yang berbeda. Fokus sebelumnya adalah pada pendidik, dan sekarang fokusnya adalah pada siswa. Studi ini bermaksud untuk mengenali hambatan-hambatan krusial terkait evaluasi, perangkat, dan kiat pengajaran, serta menyajikan jalan keluar berbasis ilmiah yang sesuai. Pendekatan yang diterapkan adalah tinjauan pustaka dan telaah deskriptif terhadap kegiatan belajar mengajar pada jenjang SMP dan SMA. Hasil penelitian menunjukkan bahwa kendala paling signifikan termasuk kesulitan dalam mengases kemampuan berpikir kritis dan literasi digital; keterbatasan dalam penggunaan perangkat interaktif; dan ketidakmampuan pendidik untuk menerapkan strategi kerja sama dan berorientasi proyek. Jalan keluar ilmiah termasuk peningkatan kompetensi guru melalui refleksi diri dan penelitian tindakan kelas; pembuatan alat evaluasi berbasis portofolio yang asli; dan penggabungan perangkat digital yang responsif. Sebagai kesimpulan, pembelajaran Bahasa Indonesia di Kurikulum Merdeka harus dilakukan dengan baik jika kreativitas, penggunaan teknologi, dan evaluasi komprehensif praktik pedagogis diimbangi.
Kata kunci: kurikulum merdeka, pengajaran bahasa Indonesia, penilaian otentik, alat
digital, pendekatan kolaboratif
Abstract- In the era of the Independent Curriculum, changes in Indonesian language teaching require a different perspective. Previously, the focus was on educators, but now it is on students. This study aims to identify crucial obstacles related to evaluation, tools, and teaching strategies, and to present appropriate scientifically based solutions. The approach used was a literature review and descriptive analysis of teaching and learning activities at the junior high and senior high school levels. The results indicate that the most significant obstacles include difficulties in assessing critical thinking skills and digital literacy; limitations in the use of interactive tools; and the inability of educators to implement collaborative and project-oriented strategies. Scientific solutions include improving teacher competency through self-reflection and cclassroom action research; creating authentic portfolio-based evaluation tools; and incorporating responsive digital tools. In conclusion, Indonesian languange learning in the Independent Curriculum must be carried out effectively if creativity, the use of technology, and comprehensive evaluation of pedagogical practices are balanced.
Keywords: independent curriculum, Indonesian language teaching, authentic assessment, digital tools, collaborative approach
Referensi
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