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Abstract
The curriculum in the world of education is designed to advance educational goals so that education in Indonesia can keep up with and develop according to the demands of the times. The purpose of this community service is to find out how BIMTEKS assists in the preparation of independent curriculum teaching modules for SMK teachers in East Kutai and Bontang Districts, East Kalimantan. This research is a qualitative research with purposive sampling. PKM of collecting data in community service uses documentation, observation and questionnaire methods. The validity of the data includes: (a) extending the data collection period, (b) making observations, (c) conducting triangulation, and (d) holding discussions with colleagues. From the results of the BIMTEKS study, the assistance in the preparation of the independent curriculum teaching modules for SMK teachers in East Kutai and Bontang Districts, East Kalimantan, went well. This can be seen in the questionnaire on the aspects of the object of implementing the independent curriculum learning plan that the understanding of the policy reaches 90%, the flow of learning objectives is 89%, and the teaching modules is 88%. East Kutai and Bontang Vocational School teachers need to be aware of the changes in the 2013 curriculum to the Independent Curriculum so that there is a need for an increase in teacher innovation and creativity in compiling independent curriculum teaching modules for SMK teachers in East Kutai and Bontang Districts, East Kalimantan which are more interactive for students and use learning methods right
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References
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- Hutabarat, H., Elindra R., & Harahap M.S. 2022. Analisis Penerapan Kurikulum Merdeka Belajar Di SMA Negeri Sekota Padangsidimpuan. JURNAL MathEdu (Mathematic Education Journal). 5 (3). 58-69. https://journal.ipts.ac.id/index.php/MathEdu/article/view/3962
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References
Ariga, S. (2022). Implementasi Kurikulum Merdeka Pasca Pandemi Covid-19 Implementation of the Independent Curriculum After the Covid-19 Pandemic. Edu Society: Jurnal Pendidikan, Ilmu Sosial, Dan Pengabdian Kepada Masyarakat, 2(2), 662–670. http://jurnal.permapendis-sumut.org/index.php/edusociety/article/view/225/162
Bahri, S. (2017). Pengembangan Kurikulum Dasar Dan Tujuannya. Jurnal Ilmiah Islam Futura, 11(1), 15. https://doi.org/10.22373/jiif.v11i1.61
Daga, A. T. (2021). Makna Merdeka Belajar dan Penguatan Peran Guru di Sekolah Dasar. Jurnal Educatio FKIP UNMA, 7(3), 1075–1090. https://doi.org/10.31949/educatio.v7i3.1279
Hutabarat, H., Elindra R., & Harahap M.S. 2022. Analisis Penerapan Kurikulum Merdeka Belajar Di SMA Negeri Sekota Padangsidimpuan. JURNAL MathEdu (Mathematic Education Journal). 5 (3). 58-69. https://journal.ipts.ac.id/index.php/MathEdu/article/view/3962
Iqbal, M. et al. (2022). Kurikulum dan Pendidikan (Merdeka Belajar Menurut Perspektif Humanism Arthur W Combs). Jurnal Pendidikan, 10 (2), 278-285. https://unimuda.e-journal.id/jurnalpendidikan/article/view/2350
Istiq’faroh, N. (2020). Relevansi Filosofi Ki Hajar Dewantara sebagai Dasar Kebijakan Pendidikan Nasional Merdeka Belajar Di Indonesia. Lintang Songo: Jurnal Pendidikan, 3 (2), 1-10. https://journal.unusida.ac.id/index.php/jls/article/view/266/221
Fatih, M. Al, Alfieridho, A., Sembiring, F. M., & Fadilla, H. (2022). Pengembangan Kurikulum Pembelajaran Implementasinya di SD Terpadu Muhammadiyah 36. Edumaspul: Jurnal Pendidikan, 6 (1), 421–427. https://doi.org/10.33487/edumaspul.v6i1.2260
Oktavia, F.T.A., Maharani, D., & Qudsiyah K. (2023). Problematika Penerapan Kurikulum Merdeka Belajar Pada Pembelajaran Matematika di SMK Negeri 2 Pacitan. EDUMATIC : Jurnal Pendidikan Matematika, 4(1), 14-23. https://doi.org/10.21137/edumatic.v4i1.685
Maharani, S., Majid, M., & Yuhanna, W. L. (2021). Wisata Barokah: Alternatif Pembelajaran di Masa Pandemi Covid-19 di RA Al-Ikhlas Mantren. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1676–1687. https://doi.org/10.31004/obsesi.v5i2.992
Maharani, S., Nurhayati, Y., Putri, T. A., Husada, V. L., Damayanti, A., & Irfan, N. F. (2018). Pelatihan Bisol bagi Penyandang Tunarungu dan Tunawicara di SLB PSM Takeran sebagai Bekal Berwirausaha. Jurnal Pengabdian kepada Masyarakat (Indonesian Journal of Community Engagement), 3(2), Article 2. https://doi.org/10.22146/jpkm.26207
Rahayu, S., Rossari, D., … S. W.-J. P., & 2021, U. (2021). Hambatan Guru Sekolah Dasar Dalam Melaksanakan Kurikulum Sekolah Penggerak Dari Sisi Manajeman Waktu Dan Ruang Di Era Pandemi Covid-19. Jptam.Org, 5, 5759–5768. https://www.jptam.org/index.php/jptam/article/view/1869/1646
Rahayu, R., Rosita, R., Rahayuningsih, Y. S., Hernawan, A. H., & Prihantini. (2022). Implementasi Kurikulum Merdeka Belajar Di Sekolah Penggerak. Jurnal Basicedu, 6(4), 6313–6319. https://doi.org/10.31004/basicedu.v6i4.3237
Rahmadhani, P., Widya, D., & Setiawati, M. (2022). Dampak Transisi Kurikulum 2013 Ke Kurikulum Merdeka Belajar Terhadap Minat Belajar Siswa. JUPEIS: Jurnal Pendidikan Dan Ilmu Sosial, 1(4). https://doi.org/10.57218/jupeis.Vol1.Iss4.321
Purwananti, Y. S. (2016). Peningkatan Kualitas Pendidikan Sebagai Pencetak Sumber Daya Manusia Handal. Proceedings International Seminar FoE (Faculty of Education), 220– 229. http://prosiding.unipma.ac.id/index.php/PIS-FoE/article/view/93
Yamin, M., & Syahrir, S. (2020). Pembangunan Pendidikan Merdeka Belajar (Telaah Metode Pembelajaran). Jurnal Ilmiah Mandala Education, 6 (1), 126-136. http://dx.doi.org/10.58258/jime.v6i1.1121
Zulaiha, S., Meldina, T., & Meisin. 2022. Problematika Guru Dalam Menerapkan kurikulum Merdeka. Terampil Jurnal Pendidikan dan Pembelajaran Dasar. 9 (2), 163-177. https://doi.org/10.24042/terampil.v9i2.13974