Peran Guru dalam Penerapan Project-Based Learning pada Kurikulum Merdeka di SMKN 4 Semarang
Keywords:
implementation, learning, merdeka curriculum, PjBL, teacherAbstract
The latest education reform in Indonesia through the implementation of the Independent Curriculum aims to create a learning process that is contextual, relevant, and engaging for students. The Independent Curriculum encourages active participation and the development of students' creativity. One approach widely applied today is Project-Based Learning (PjBL), where teachers play an important role in designing, implementing, and evaluating projects that enrich the learning experience. The success of PjBL depends on teachers' understanding of its concepts as well as their ability to choose projects that align with the curriculum and students' characteristics. The purpose of this study is to directly examine the role of teachers in the implementation of the Project-Based Learning (PjBL) model at SMKN 4 Semarang. With this approach, it is hoped that a better understanding can be obtained regarding learning practices, applied strategies, as well as challenges faced by teachers in its implementation. This study uses a qualitative descriptive research method. Data collection techniques in this study include interviews, observations, and documentation. The implementation of Project-Based Learning in the Merdeka Curriculum at SMKN 4 Semarang requires an active role of teachers as designers, student mentors, and implementing collaborative strategies and comprehensive assessments to achieve effective learning. With the PJBL approach, the Merdeka Curriculum not only teaches students to understand theory but also trains them to think critically, creatively, and collaboratively in producing real and useful products.
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