VOlUME 05 ISSUE 08 AUGUST 2022
1Sandra Bayu Kurniawan,
2Siti Istiyati,
3Hadiyah,
4Sularmi
DOI : https://doi.org/10.47191/ijsshr/v5-i8-25Google Scholar Download Pdf
ABSTRACT
In the academic year 2022/2023, elementary schools that choose and determine as independent schools to learn, move independently, and independently share, implement an independent curriculum or the 2022 curriculum. The purpose of the study is to describe the problems of elementary school teachers in formulating the school operational curriculum (KOS). The research method is descriptive qualitative with a phenomenological approach. Data collection was carried out by means of interviews, questionnaires, and observations. The results of the study indicate that the problems that arise in formulating school operational curricula can be inventoried, namely: 80% of teachers do not understand the development theory of formulating lesson hours (JP), analyzing books from the Ministry of Education and Culture, and how to teach them; 70% do not yet have an understanding of the definition of concepts in the curriculum, such as: distinguishing the definition of goals and targets, understanding learning outcomes and phases, and defining models with approaches; 90% have not been able to understand the meaning of knowledge and science and also distinguish project based learning as a project to strengthen the Pancasila Student Profile with projects that are attached to subjects. The conclusion of the research is that elementary school teachers, at least 70%, have problems in interpreting the understanding of concepts in the curriculum and formulating concepts into the KOS document chart. Keywords: Problematics, Formulation, Curriculum
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