Intervensi Sekolah Penggerak, Need Analysis Kompetensi Profesional Guru Pai dan Budi Pekerti dalam Mengimplementasikan Kurikulum Merdeka Menuju Profil Pelajar Pancasila

Komalasari, Bakti and Yanto, Murni and Karolina, Asri (2026) Intervensi Sekolah Penggerak, Need Analysis Kompetensi Profesional Guru Pai dan Budi Pekerti dalam Mengimplementasikan Kurikulum Merdeka Menuju Profil Pelajar Pancasila. Masters thesis, IAIN CURUP.

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Abstract

ABSTRACT SCHOOL MOVER INTERVENTIONS, NEEDS ANALYSIS OF PROFESSIONAL COMPETENCE OF ISLAMIC RELIGIOUS EDUCATION AND CHARACTER-BUILDING TEACHERS IN IMPLEMENTING THE MERDEKA CURRICULUM TOWARD THE PROFILE OF PANCASILA STUDENTS Bakti Komalasari, M.Pd. Student ID: 22091006 This study aimed to describe the implementation of interventions carried out through the School Mover Program in Rejang Lebong Regency. Furthermore, it sought to examine the implementation of the Merdeka Curriculum and to identify the professional competence needs of Islamic Religious Education and Character- Building teachers in implementing the Merdeka Curriculum toward achieving the Profile of Pancasila Students. This research employed a qualitative method with a case study approach. The study was conducted in two pilot schools within the School Mover Program in Rejang Lebong Regency, namely SDN 02 Rejang Lebong and SDN 17 Rejang Lebong. The informants consisted of the principal of SDN 02 Rejang Lebong and two Islamic Religious Education and Character-Building teachers, as well as the principal of SDN 17 Rejang Lebong and one Islamic Religious Education and Character-Building teacher. Data were collected through interviews, observations, and documentation. The data were analyzed using Creswell’s spiraling process, which involved transcription, data reduction, transcript analysis, data display, and drawing conclusions. The findings revealed that the first phase of the School Mover Program interventions at SDN 02 Rejang Lebong and SDN 17 Rejang Lebong included five scheduled training sessions with resource persons and materials prepared by the Ministry of Education, Culture, Research, and Technology. However, after participating in these interventions, both principals and teachers had not fully comprehended the essence of the School Mover Program and the Merdeka Curriculum due to the online (Zoom-based) delivery, dense materials, heavy assignments, and limited time. Furthermore, the implementation of the Merdeka Curriculum by Islamic Religious Education and Character-Building teachers in the School Mover Program in Rejang Lebong Regency was carried out by referring to the prevailing regulations on the Merdeka Curriculum for learning recovery. The teachers implemented learning and assessment based on principles appropriate to students’ developmental stages, engaged in the development of school-level operational curricula, and collaborated in implementing and developing the Pancasila Student Profile Strengthening Projects, ranging from xvii designing, managing, to evaluating and following up on the projects. Nevertheless, gaps in understanding remained in the curriculum’s implementation. The professional competence needs of Islamic Religious Education and Character-Building teachers in implementing the Merdeka Curriculum toward the Profile of Pancasila Students included training and mentoring, either directly with peers or through webinars and workshops. Such support is essential for teachers to manage high-quality, student-centered learning that fosters the realization of the Pancasila Student Profile. The required training and mentoring materials included understanding student characteristics and learning styles, differentiated instruction, strategies to enhance student-centered learning, and the optimization of instructional media, particularly digital media, so that Islamic values can be more effectively understood by students. Keywords: School Mover Program, Professional Competence, Merdeka Curriculum, Pancasila Student Profile Strengthening Project

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Thesis (Masters)

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