Volume 8, Issue 9, September 2023 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Analysis of Difficulties of PPL FKIP UIR Students

in Implementing the Independent Curriculum
Nurhuda1, Sukarni2 and Putri Wulandini3
Lecturer , Accounting Education Department 1,2 , Nursing Department 3
1,2,3

Faculty of Teacher Training and Education, Islamic University of Riau1,2,

Faculty of Medicine and Health Sciences, Abdurrab University3
Jl. Kharudin Nasution Pekanbaru Riau1,2
Jl.Riau Ujung No.73, Pekanbaru, Riau3

Abstract:- duties (1). The implication is that teachers can only be held by
Introduction: This study generally aims to analyze the people who are professionals in their field. One of the
difficulties of UIR FKIP students when carrying out PPL characteristics of a professional is that he must be able to carry
in Pekanbaru in implementing the independent out his responsibilities as an educator, including understanding
curriculum. and implementing the applicable curriculum, including the
independent curriculum. This research is related to the
Method: This type of research is quantitative with an existence of dualism in the implementation of the education
analytic descriptive design on 114 PPL students of the curriculum in junior high schools (SMP) and senior high
UIR Pekanbaru Riau FKIP who have implemented the schools (SMA), where at the time this research was conducted
independent curriculum. This research data is in the there were still many PPL students who experienced obstacles
form of secondary data from questionnaires. The Results in implementing the Independent Curriculum.
of the study concluded (a) UIR FKIP students had
difficulty in two indicators, namely learning Preliminary information obtained by the author through
administration planning and planning and interviews indicates that the reasons for not being ready to
implementation of assessments. (b) UIR FKIP students implement the Independent Curriculum include the following:
found it easy to carry out independent curriculum (i) there has been no socialization regarding the procedures for
learning during PPL. its development in planning teaching programs, especially the
content; (ii) PPL students' lack of understanding in developing
Discussion: The curriculum is an important instrument curriculum content into more detailed objectives, namely
that contributes to creating inclusive learning. learning indicators; (iii) difficulty in finding material that
Inclusiveness is not only about accepting students with matches the indicators and curriculum content as well as needs
special needs. However, inclusive means that the analysis (AK), both national needs, institutions, students and
education unit is able to organize a learning climate that the community using graduates; (iv) difficulties in preparing
accepts and respects differences, both social, cultural, teaching materials and evaluating them; (2).
religious and ethnic differences. Learning that accepts
the physical, religious and identity of the students. The aspects mentioned above are the main problems that
really require immediate resolution, bearing in mind that all
Keywords:- Difficulty; PPL students; Freedom Curriculum. secondary schools have been recommended to implement the
independent curriculum since 2020. In fact, in principle there is
I. INTRODUCTION no significant difference between the content of the
Curriculum changes are demands of developments in Independent Curriculum and the previous curriculum, namely
knowledge and technology that must be carried out. Especially Curriculum 13 (K13). One of the differences between the two
considering that the 2013 curriculum has been running for is that K-13, which is also allocated 3-4 hours/week (for middle
several years, and teachers have been able to adapt or get used and high school) is more integrative, developing discourse that
to this curriculum. The 2013 curriculum is a good curriculum to contains moral values, such as: honesty, discipline,
be applied in the learning process. So, why should the 2013 independence, gathering/collaboration, caring, responsibility,
Curriculum be replaced with the Independent Curriculum? self-confidence, critical/creative and respect.

In the Independent Curriculum, 20-30% of lesson hours In connection with the existence of the implementation of
from each subject are allocated for the Pancasila Student Profile the Independent Curriculum, the results of initial observations
Strengthening Project (P5). Through learning based on the of this research indicate that there are still many PPL students
Strengthening Pancasila Student Profile Project (P5) in the who have not been able to develop teaching materials that
independent curriculum, students are given the opportunity to contain the moral values mentioned above, especially when
hone self-confidence, build cooperation and tolerance in related to the presentation of discourse which must be presented
developing creativity to create innovative work. through the development of integrated skills (integrated skills).
), for example listening and speaking, reading and writing, or
Law of the Republic of Indonesia Number 14 of 2005 even integrated for the four language skills. Apart from the
concerning Teachers and Lecturers (UU No. 14/2005 problems mentioned above, teachers as members of the
concerning Teachers and Lecturers) mandates that teachers and regional community should also actively participate in
lecturers are a profession. According to this law, "profession" is improving the region where they work.
defined as a special job that is paid according to its skills or

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Volume 8, Issue 9, September 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
II. METHOD Teacher Training and Education. Meanwhile the sample was
calculated based on a percentage, namely 20% (120).
In this study, researchers used a type of descriptive
quantitative research. The research was carried out in August III. ANALYSIS
2023. This research was carried out at the Faculty of Teacher
Training and Education, Riau Islamic University in 2023. The After the data description above, data analysis was
population is all subjects, variables, concepts or phenomena then carried out. From the four indicators studied, it can be
that will be studied (Morissan, 2012). The population in this seen that what is difficult for students in implementing the
study were all final year students at the University's Faculty of independent curriculum is in preparing and compiling
assessments. For more details, see the table

Table 1: Distribution of indicator data

Very Category
Difficult Difficult Easy So Easy
f % f % f % f % Total
Teaching administration 65,17
21 3,69 265 46,50 263 46,13 21 3,69
preparation 570 Difficult
Preparation for teaching 60,6 Easy
13 2,85 198 43,42 226 49,56 19 4,16
implementation 456
Implementation of learning 19 2,77 258 37,72 381 55,70 26 3,80 684 59,8 Easy
Carrying out assessments 17 3,72 233 51,09 200 43,86 6 1,32 456 64,3 Difficult

A. Descriptive calculation of Teaching Preparation From the calculations, the Implementation of Learning
Administration is in the "easy" category with a score of 59.82%. This means
(21x4) + (265x3) + (263x2) + (21x1) x 100% = that the administration of teaching preparation is in the
570 x 4 range of 43.75 − 62.40%, this percentage is in accordance
84 + 795 + 586 + 21 x 100% = with the criteria by Riduwan (2009)
2280
D. Calculation of the Description of the Implementation of
1486 x 100% = 65,17%
the Assessment
2280
(17x4) + (233x3) + (200x2) + (6x1) x 100% =
From administrative calculations, teaching preparation
456 x 4
is in the "difficult" category with a score of 65.17%. This
means that the administration of teaching preparation is in 68+ 699 + 400 + 6 x 100% =
the range of 62.50% − 81.24%, this percentage is in 1824
accordance with the criteria by Riduwan (2009) 1173 x 100% = 64,30%
1824
B. Calculation of the description of Preparation for
Implementation of Learning From the calculations, the implementation of the chest
: (13x4) + (198x3) + (226x2) + (19x1) x 100% = assessment in the "difficult" category achieved a score of
456 x 4 64.30%. This means that the administration of teaching
preparation is in the range of 62.50% − 81.24%, this
42 + 594 + 452 + 19 x 100% =
percentage is in accordance with the criteria by Riduwan
1824 (2009)
1107 x 100% = 60,60%
1824 IV. DISCUSSION
From the calculation of the Preparation for the From the results of the data analysis above, it can be
Implementation of Learning, it is in the "easy" category seen that from the four indicators seen regarding student
which has a score of 60.60%. This means that the knowledge and the implementation of the Medeka
administration of teaching preparation is in the range of curriculum by UIR FKIP students when carrying out field
43.75 − 62.40%, this percentage is in accordance with the practice or PPL it turns out that students have more
criteria by Riduwan (2009) difficulty with learning administration. As we know that in
this curriculum, learning content is designed to be more
C. Calculation of descriptions of teaching implementation optimal, providing sufficient time for students to understand
(19x4) + (258x3) + (381x2) + (26x1) x 100% = concepts and develop competencies. Teachers also have the
684 x 4 freedom to choose a variety of learning tools, so that
76 + 774 + 762 + 26 x 100% = learning can be adapted to the learning needs and interests
2736 of students. The project which aims to strengthen the
1638 x 100% = 59,82% attainment of the Pancasila student profile is developed with
2736 a theme-based approach set by the government. This project
is not intended to achieve certain learning achievement
targets, so it is not tied to certain subject content. In general,

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Volume 8, Issue 9, September 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
in implementing and compiling tools in the independent National curriculum changes will only occur in 2024.
curriculum there are several components. At that time, the Independent Curriculum has gone through
3 years of improvement iterations in various
Curriculum changes in Indonesia are one of the major schools/madrasahs and regions. In 2024 there will be quite a
changes in the world of education. Currently, the number of schools/madrasas in each region that have studied
independent learning curriculum has become an option in the Independent Curriculum and can later become learning
the world of education, because the Ministry of Education partners for other schools/madrasas. This phased approach
and Culture needs to socialize it first so that this gives teachers, principals and the education office time to
independent curriculum can become a curriculum. So this learn. The learning process of these key actors is important
independent learning curriculum is not required to be because this learning process forms the foundation of the
implemented in all schools. The Ministry of Education and educational transformation that we aspire to. Let's
Culture explained that there are no specific criteria for remember, the goal of curriculum change is to overcome a
educational units that wish to apply this curriculum, unlike learning crisis. We want to make schools a safe, inclusive
the 2013 curriculum which prioritized schools that have and fun place to learn.
accreditation A. The Ministry of Education and Culture is
making efforts to change this curriculum to overcome For this reason, the Ministry of Education and Culture
existing problems. is making systemic changes, not just the curriculum. We are
reforming the education evaluation system, organizing the
This independent learning curriculum focuses on teacher recruitment and training system, aligning vocational
character development, student competence, and honing education with the world of work, assisting education
children's interests and talents as early as possible. This offices, and strengthening budgets and institutions. Such
further reduces the amount of material given and systemic changes certainly cannot happen in an instant. It is
assignments that require students to memorize. Meanwhile, hoped that step by step changes in the curriculum will
the 2013 curriculum focuses on increasing and balancing provide adequate time for all key elements so that the
attitudes, skills, and knowledge competencies. Apart from foundation for transforming our education can be firmly and
that, the 2013 curriculum focuses on the majors chosen by firmly planted.
students. From this, it turns out that there are still many
people who reject this curriculum change. This curriculum There is one criterion, namely being interested in
change was considered very sudden implementing the Independent Curriculum to improve
learning. Principals of schools/madrasahs who wish to
The large demands of the independent curriculum implement the Independent Curriculum will be asked to
make it difficult for students to prepare learning plans and study material prepared by the Ministry of Education and
assessment plans. However, in the implementation in the Culture on the concept of the Independent Curriculum.
classroom students do not experience difficulties. The Furthermore, if after studying the material the school
independent curriculum focuses on character development, decides to give it a try, they will be asked to complete an
student competence, and honing children's interests and application form and a short survey. So, the process is
talents. From this change in the independent curriculum, registration and data collection, not selection. The Ministry
many students rejected the existence of this curriculum, of Education and Culture believes that the willingness of
because this change was considered very sudden. Even school/madrasah principals and teachers to understand and
though the subjects to be taught are made simpler, the level adapt the curriculum in their respective contexts is the key
of knowledge and understanding that students have will to success. Thus, the Merdeka Curriculum can be
decrease because the subjects are not studied in their implemented in all schools/madrasas, not limited to schools
entirety. So that students who use this independent that have good facilities and in urban areas. However, we
curriculum are not left behind in learning material, teachers realize that the level of readiness of schools/madrasahs
should not be relaxed in delivering learning material. varies due to gaps in the quality of schools/madrasahs.
Thus, the curriculum between schools can and should Therefore, the Ministry of Education and Culture has
be different, according to the characteristics of students and prepared a curriculum implementation level scheme, based
school conditions, while still referring to the same on the results of a survey filled out by schools when
curriculum framework. Changes in the curriculum registering. Once again, there is no selection in this
framework certainly demand adaptation by all elements of registration process. The Ministry of Education and Culture
the education system. This process requires careful will later map the level of readiness and prepare assistance
management so that it produces the impact we want, namely according to needs. The curriculum is an important
improving the quality of learning and education in instrument that contributes to creating inclusive learning.
Indonesia. Therefore, the Ministry of Education and Culture Inclusiveness is not only about accepting students with
provides curriculum options as one of the change special needs. However, inclusive means that the education
management efforts. unit is able to organize a learning climate that accepts and
respects differences, both social, cultural, religious and
ethnic differences. Learning that accepts the physical,
religious and identity of the students.

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Volume 8, Issue 9, September 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
V. CONCLUSION [13.] Oliva, Peter F. 1982. Developing the
Curriculum. Toronto, Canada: Little, Brown and
Referring to the research objectives and based on the Company.
description above, it can be concluded: (a) FKIP UIR [14.] Prayasawana. 2014. Penelitian Aksi Partisipatif.
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