PENYUSUNAN MODUL AJAR KURIKULUM MERDEKA: APLIKASI PRAKTIS PBL DAN PjBL

Abstract

Abstrak: SMA Muhammadiyah 9 Makassar akan menerapkan Kurikulum Merdeka pada semester ganjil 2024-2025, namun guru-gurunya masih mengalami kesulitan dalam menyusun modul ajar. Kegiatan Pengabdian kepada Masyarakat (PkM) bertujuan meningkatkan keterampilan hardskill guru-guru dalam menyusun modul ajar berbasis Problem Based Learning (PBL) dan Project Based Learning (PjBL) sesuai dengan Kurikulum Merdeka. Metode yang digunakan meliputi pretest, wawancara dengan kepala sekolah, sosialisasi, pelatihan, pendampingan penyusunan modul, serta posttest. Mitra kegiatan ini adalah 16 guru SMA Muhammadiyah 9 Makassar. Pre-test dilakukan untuk mengukur pemahaman awal guru mengenai penyusunan modul ajar, sementara post-test digunakan untuk mengevaluasi peningkatan pemahaman setelah pelatihan. Wawancara dengan kepala sekolah juga dilakukan untuk memperoleh perspektif mengenai kebutuhan dan tantangan yang dihadapi oleh guru-guru dalam implementasi Kurikulum Merdeka. Hasil evaluasi menunjukkan peningkatan rata-rata pemahaman guru sebesar 15,2%, dengan skor pre-test sebesar 56,56% dan post-test sebesar 71,76%. Hal ini menunjukkan bahwa kegiatan pelatihan ini efektif dalam meningkatkan pemahaman guru mengenai penyusunan modul ajar berbasis PBL dan PjBL sesuai Kurikulum Merdeka.

Abstract: SMA Muhammadiyah 9 Makassar will implement the Merdeka Curriculum in the odd semester of 2024-2025, but its teachers still have difficulties in preparing teaching modules. The Community Service (PkM) activity aims to improve the hard skills of teachers in developing teaching modules based on Problem Based Learning (PBL) and Project Based Learning (PjBL) in accordance with the Merdeka Curriculum. The methods used include pretest, interview with the principal, socialization, training, assistance in preparing modules, and posttest. The partners of this activity were 16 teachers of SMA Muhammadiyah 9 Makassar. The pre-test was conducted to measure teachers' initial understanding of the preparation of teaching modules, while the post-test was used to evaluate the increase in understanding after training. An interview with the principal was also conducted to gain perspectives on the needs and challenges faced by teachers in implementing the Merdeka Curriculum. The evaluation results show an average increase in teacher understanding of 15.2%, with a pre-test score of 56.56% and a post-test of 71.76%. This shows that this training activity is effective in increasing teachers' understanding of the preparation of PBL and PjBL-based teaching modules according to the Merdeka Curriculum.