Implementasi Kebijakan Kurikulum Merdeka Belajar di UPT SPF SD Negeri 105323 Bakaran Batu Kecamatan Batang Kuis

Abstract

This research aims to determine the achievement of the implementation of the Independent Learning Curriculum Policy at UPT SPF SD Negeri 105323 Bakaran Batu, Batang Kuis District. The issues faced at UPT SPF SD Negeri 105323 Bakaran Batu in implementing the Independent Learning Curriculum include teachers' understanding, which is still not fully capable of executing the curriculum, inadequate infrastructure, and the absence of a specific government budget related to the Independent Curriculum; the funding used comes solely from the BOS (School Operational Assistance) fund. This study employs a descriptive research method with a qualitative approach, utilizing data collection techniques through interviews, observations, and documentation. Furthermore, this research uses George Edward III's policy implementation theory (2010), which includes four indicators: communication, resources, implementers' attitudes, and bureaucratic structure. The informants in this study consist of the Head of Curriculum and Assessment Section in Batang Kuis District, the school principal, teachers, and students of SD Negeri 105323 Bakaran Batu. The results indicate that the implementation of the Independent Learning Curriculum at UPT SPF SD Negeri 105323 Bakaran Batu has not been carried out effectively. This is measured based on the selected indicators: communication, resources, implementers' attitudes, and bureaucratic structure. The communication indicator is still poor as some teachers do not clearly understand what the program entails. This lack of understanding may be due to insufficient socialization time and possibly ineffective information delivery methods. The resource indicator is also categorized as inadequate because some teachers are not yet competent in implementing this Independent Curriculum effectively; additionally, there is inadequate infrastructure, and there is no specific budget for this curriculum, meaning they still rely on BOS funds. The implementers' attitude indicator is positive as the relevant authorities are committed to making improvements to ensure that this curriculum can function well and effectively. Lastly, the bureaucratic structure indicatoris satisfactory.