Peran Guru dalam Kurikulum Merdeka: Upaya Penguatan Keterampilan Abad 21 Siswa di Sekolah Dasar

  • Noptario Noptario UIN Sunan Kalijaga Yogyakarta, Sleman, Daerah Istimewa Yogyakarta,  Indonesia
  • Nikentari Rizki UIN Raden Fatah, Palembang, Sumatera Selatan,  Indonesia
  • Nur’aini Nur’aini UIN Raden Fatah, Palembang, Sumatera Selatan,  Indonesia
  • Effiana Cahya Ningrum UIN Sunan Kalijaga Yogyakarta, Sleman, Daerah Istimewa Yogyakarta,  Indonesia


The independent curriculum is very oriented to the activeness of students in participating in learning, so that the role of teachers in the independent curriculum is different from the curriculum that focuses on teachers as the main source of learning. In the implementation of an independent curriculum, the teacher is only a facilitator by directing and guiding students to learn according to their interests and desires. The purpose of this study is to analyze what teachers do in the implementation of the independent curriculum as an effort to strengthen students' 21st century skills. This research uses a qualitative research approach with Field Research research methods. Meanwhile, the data collection technique in this study used in-depth interviews to explore information about the role of teachers in implementing the independent curriculum. The resource persons in this study were the deputy head of curriculum and class teachers. While the data analysis techniques used in this study use thematic data analysis with stages of understanding data, coding data and determining themes. The role of teachers in the implementation of the independent curriculum as an effort to strengthen 21st century skills in elementary schools is carried out in various ways, ranging from conducting diagnostic assessments, implementing differentiated learning, integrating technology in learning, learning facilitators and implementing project-based learning. While the implications that will be felt by students in the efforts made by the teacher, include increasing the ability to think critically, increasing the ability to cooperate and collaborate, establishing good communication with other students, learning according to interests and desires and improving problem-solving skills. 

Keywords: The role of teachers, independent curriculum, 21st century skills, students, elementary schools

PDF Downloads

Download data is not yet available.
How to Cite:
Noptario, N., Rizki, N., Nur’aini, N., & Ningrum, E. C. (2024). Peran Guru dalam Kurikulum Merdeka: Upaya Penguatan Keterampilan Abad 21 Siswa di Sekolah Dasar. Ideguru: Jurnal Karya Ilmiah Guru, 9(2), 656-663.
Research Articles
Abstract viewed: 293 times
PDF (Bahasa Indonesia) downloaded: 204 times


Aparicio-Molina, C., & Sepúlveda-López, F. (2023). Teacher Professional Development: Perspectives from a Research Experience with Teachers. Revista Electronica Educare, 27(2). Scopus.

Ardianti, Y., & Amalia, N. (2022). Kurikulum Merdeka: Pemaknaan Merdeka dalam Perencanaan Pembelajaran di Sekolah Dasar. Jurnal Penelitian Dan Pengembangan Pendidikan, 6(3), Article 3.

Baştaş, M. (2022). Evaluation of the impact of technology and human resources on quality in higher education. In Mobile and Sensor-Based Technologies in Higher Education (pp. 133–148). Scopus.

Chaisri, R. R., Satjapiboon, S., & Rueangkitchanan, A. (2023). Learning innovations for developing teachers’ competencies in thai communication in the 21st century. In Developing Skills and Competencies for Digital and Green Transitions (pp. 100–128). Scopus.

Cholilah, M., Tatuwo, A. G. P., Komariah, Rosdiana, S. P., & Fatirul, A. N. (2023). Pengembangan Kurikulum Merdeka Dalam Satuan Pendidikan Serta Implementasi Kurikulum Merdeka Pada Pembelajaran Abad 21. Sanskara Pendidikan Dan Pengajaran, 1(02), Article 02.

Danniels, E., & Pyle, A. (2023). Inclusive Play-Based Learning: Approaches from Enacting Kindergarten Teachers. Early Childhood Education Journal, 51(7), 1169–1179. Scopus.

Dikta, P. G. A. (2020). Pembelajaran Berorientasi Tri Hita Karana Sebagai Upaya Penguatan Kualitas Pendidikan Dasar Pada Abad Ke-21. PENDASI: Jurnal Pendidikan Dasar Indonesia, 4(1), Article 1.

Hasanov, K., Agayeva, K., & Shefer, O. (2023). Digital Technologies and Its Impact on the Quality of Human Resources in Azerbaijan (In the Case of Construction Industry in Line with Education System). Lecture Notes in Civil Engineering, 299, 689–696. Scopus.

He, M., Ratanaolarn, T., & Sitthiworachart, J. (2024). Design and Implementation of Online Gaming for Learning Motivation and Achievement Improvement in Computer Information Technology Curriculum. Computer-Aided Design and Applications, 21(s5), 268–280. Scopus.

Kaya, E., Karatana, Ö., & Yıldırım, T. Ö. (2023). The relationship between the online learning process, 21st century skills and work readiness in senior nursing students. Nurse Education in Practice, 73. Scopus.

Marnewick, C. (2023). Student experiences of project-based learning in agile project management education. Project Leadership and Society, 4. Scopus.

Nazarian, M., Alsheikh, N., & Alhosani, M. (2024). Between Vision and Revision: English Language Teachers Accentuating Their Voices about 21st Century Skills. International Journal of Learning in Higher Education, 31(1), 25–50. Scopus.

Noptario, Hulkin, M., & Nordin, T. S. N. bin. (2023). Transitioning from National Examinations to Computer-Based National Assessments: Teachers’-Students’ Perceptions and the Impact on Islamic Education. HEUTAGOGIA: Journal of Islamic Education, 3(1), Article 1.

Noptario, N., Latifah, A., Fitria, H., & Zulfa, F. N. (2023). Application of the Skilbeck Model Curriculum Development in Elementary Schools in School Quality Assurance Efforts. JIP (Jurnal Ilmiah PGMI), 9(1), 82–92.

Purnomo, A. R., Yulianto, B., Mahdiannur, M. A., & Subekti, H. (2023). Embedding Sustainable Development Goals to Support Curriculum Merdeka Using Projects in Biotechnology. International Journal of Learning, Teaching and Educational Research, 22(1), 406–433. Scopus.

Rahayu, R., Rizky, V. B., & Hidayat, N. (2023). The Role Of Civic Education Teachers In Improving Students’ Moral Values In Elementary Schools. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 13(1), 77–87.

Rahmadayanti, D., & Hartoyo, A. (2022). Potret Kurikulum Merdeka, Wujud Merdeka Belajar di Sekolah Dasar. Jurnal Basicedu, 6(4), 7174–7187.

Sørensen, A., Lagestad, P., & Mikalsen, H. K. (2023). Student Teacher Experiences of Learning and Pedagogical Involvement Using a Student-Centered Learning Approach. Education Sciences, 13(9). Scopus.

Subando, J., Kartowagiran, B., & Munadi, S. (2021). Development of curriculum design evaluation instruments in strengthening Al-Irsyad ideology in Indonesia. International Journal of Evaluation and Research in Education, 10(4), 1426–1435. Scopus.

Suyadi, Wahyu Asmorojati, A., Yudhana, A., Nuryana, Z., & Binti Siraj, S. (2022). COVID-19 ambassadors: Recognizing Kampus Mengajar at the Merdeka Belajar Kampus Merdeka program humanitarian projects in the tertiary education curriculum. Frontiers in Education, 7. Scopus.

Wardani, H. K., Sujarwo, Rakhmawati, Y., & Cahyandaru, P. (2023). Eanalysis Of The Impact Of The Merdeka Curriculum Policy On Stakeholders At Primary School. Jurnal Ilmiah Peuradeun, 11(2), 513–530. Scopus.

Wester, A. J., Westhoff, J., Kessels, R. P. C., & Egger, J. I. M. (2013). The Montreal Cognitive Asesment (MoCA) as a measure of severity of amnesia in patients with alcohol-related cognitive impairments and Korsakof syndrome. Clinical Neuropsychiatry, 10(3–4), 134–141. Scopus.

Wu, W., Liu, Y., & Li, Z. (2023). Subband Differentiated Learning Network for Rain Streak Removal. IEEE Transactions on Circuits and Systems for Video Technology, 33(9), 4675–4688. Scopus.