Analysis of Teacher’s Ability in Setting Learning Objectives, Flow of Learning Objectives, And Modules in The Merdeka Curriculum

Abstract

The purpose of this research is to determine the ability of subject teachers in developing learning tools in the independent curriculum. The results showed that as many as 40% of teachers were proficient and 60% of teachers were very proficient in carrying out or modifying learning objectives. As many as 40% are in the poor category, namely subject teachers who have not shown understanding in understanding the concept of teaching modules, and have not been able to modify teaching modules properly according to the goals, needs, and characteristics of the school. A total of 20% were in the sufficient category, namely, the subject teachers were quite good at understanding the concept of the teaching module, and were able to modify the teaching module following the objectives, needs, and characteristics of the school but still needed intensive guidance from resource persons. While 0% are in the advanced category, namely subject teachers understand the concept of teaching modules and are able to modify teaching modules properly according to the goals, needs, and characteristics of the school, but in some aspects, they still need resource guidance, for very advanced category 0% are subject teachers really understand the concept of teaching modules and can modify teaching modules properly according to the goals, needs and characteristics of the school independently.

Keywords

• learning outcomes
• learning objectives
• modules