Homeroom Teachers’ Perception of the Implementation of the Independent Curriculum in Mathematics Learning in Elementary Schools: A Qualitative Study

Beta Saccania, Candra Utama

Abstract


Along with the times, education policies continue to change. One of the policies in Indonesia is the Independent Curriculum. This study aims to analyze the perception of homeroom teachers towards the implementation of the Independent Curriculum in mathematics learning in elementary schools. The method used is qualitative descriptive with interview techniques with third and sixth-grade homeroom teachers at State Elementary School Malang Regency. The data obtained was analyzed using a thematic approach to the results of interviews with the sources. The results show that teachers have a positive perception of the Independent Curriculum. The challenges faced include differences in students’ abilities, limited media, and lack of teacher training. To overcome these challenges, teachers apply strategies such as contextual learning, Problem Based Learning, differentiated approaches, and the use of visual media. These strategies can increase student participation and understanding in mathematics learning. The results of this study are expected to be a reference in the development of teacher training and support the effectiveness of the implementation of the Independent Curriculum in elementary schools.

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