Teacher Readiness in Implementing The Independent Learning Curriculum
DOI:
https://doi.org/10.71392/jrem.v4i2.22Keywords:
Teacher Readiness, Educational Facilities, Independent Learning CurriculumAbstract
This study aims to examine the readiness of madrasahs to implement the Independent Learning Curriculum (Kurikulum Merdeka Belajar), with particular attention to teacher readiness and the preparedness of educational facilities and infrastructure. This study employed a mixed-method approach using a concurrent triangulation strategy, integrating qualitative and quantitative data collected simultaneously. Data were obtained through interviews, questionnaires, and documentation involving teachers and relevant school stakeholders at MTsN 1 Bone. The findings indicate that teachers demonstrate a high level of readiness to implement the Independent Learning Curriculum. This readiness is reflected in three main dimensions: teachers’ knowledge of the curriculum, their efforts toward professional self-development, and their preparedness to conduct learning activities. Similarly, the readiness of facilities and infrastructure is categorized as ready, as reflected in the adequacy of institutional capacity, learning facilities and infrastructure, and supporting facilities. These findings indicate that MTsN 1 Bone has established adequate human and institutional resources to support the implementation of the Independent Learning Curriculum. However, continuous professional development and the optimization of educational infrastructure remain important to ensure the sustainability and effectiveness of curriculum implementation.
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