IMPLEMENTASI MANAJEMEN STRATEGIK KURIKULUM MERDEKA DALAM MEWUJUDKAN SEKOLAH RAMAH ANAK

Abstract

ABSTRACT

The implementation of the Merdeka Curriculum is oriented not only toward improving learning quality but also toward creating a safe, inclusive learning environment that prioritizes children’s rights through the Child-Friendly School (CFS) program. This study aims to analyze the implementation of strategic management of the Merdeka Curriculum in realizing CFS at SMPN 2 Terara, focusing on planning, implementation, evaluation and supervision, as well as supporting and inhibiting factors. This study employed a qualitative approach with a descriptive case study design. Informants included the principal, teachers, guidance and counseling teacher, students, and parents. Data were collected through interviews, observations, and documentation and analyzed using the Miles and Huberman model through data reduction, data presentation, and conclusion drawing. Data validity was established through source and technique triangulation. The findings show that strategic management was implemented through participatory development of the School Operational Curriculum, differentiated learning, contextual P5 projects, and continuous evaluation and supervision. Supporting factors included school collaboration and curriculum flexibility, while obstacles involved limited facilities, learning readiness, and parental support. Overall, the implementation supported the realization of CFS.

ABSTRAK

Implementasi Kurikulum Merdeka tidak hanya berorientasi pada peningkatan kualitas pembelajaran, tetapi juga pada terwujudnya lingkungan belajar yang aman, inklusif, dan berpusat pada pemenuhan hak anak melalui Sekolah Ramah Anak (SRA). Penelitian ini bertujuan menganalisis implementasi manajemen strategik Kurikulum Merdeka dalam mewujudkan SRA di SMPN 2 Terara yang meliputi perencanaan, pelaksanaan, evaluasi dan pengawasan, serta faktor pendukung dan penghambat. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif. Informan terdiri atas kepala sekolah, guru, guru BK, peserta didik, dan orang tua. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman melalui reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa implementasi manajemen strategik dilakukan melalui penyusunan KOSP partisipatif, pembelajaran berdiferensiasi, P5 kontekstual, serta evaluasi dan pengawasan berkelanjutan. Faktor pendukung meliputi kolaborasi warga sekolah dan fleksibilitas kurikulum, sedangkan hambatan mencakup keterbatasan sarana, kesiapan pembelajaran, dan dukungan orang tua. Implementasi tersebut mendukung terwujudnya SRA.