MANAJEMEN KURIKULUM MERDEKA MELALUI PENDEKATAN DEEP LEARING BERBASIS LINGKUNGAN BELAJAR KOLABORATIF PADA SISWA KELAS XI DI MADRASAH ALIYAH NEGERI 2 KOTA BEKASI

Abstract

The implementation of the Merdeka Curriculum in madrasah institutions demands systematic and innovative curriculum management; however, a significant gap remains between ideal policy and its actual execution in the field, particularly regarding teachers' readiness to apply deep learning approaches and the suboptimal development of collaborative learning environments. This study focuses on the management of the Merdeka Curriculum through a deep learning approach based on a collaborative learning environment in Class XI at MAN 2 Bekasi City, examined through three main aspects: curriculum planning, organization and implementation, and curriculum supervision. This research employs a qualitative approach with a descriptive method and field research design. Data were collected through direct classroom observation, semi-structured interviews with the school principal, vice principal for curriculum affairs, teachers, and students, as well as documentation of learning materials. Data analysis followed the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. The findings indicate that curriculum planning was carried out through the development of learning outcomes, learning objective sequences, and teaching modules integrating the principles of meaningful learning, mindful learning, and joyful learning. Organization and implementation involved coordination among the school principal, curriculum vice principal, and teachers in creating active, contextual, and collaborative learning through group discussions and collaborative projects. Supervision was conducted through academic supervision, monitoring, reflection, and continuous evaluation. This study concludes that the integration of a deep learning approach based on a collaborative learning environment in Merdeka Curriculum management effectively enhances students' active engagement, fosters critical and reflective thinking skills, and creates meaningful, character-based learning aligned with the Profil Pelajar Pancasila.

ABSTRAK

Implementasi Kurikulum Merdeka di madrasah menuntut pengelolaan yang sistematis dan inovatif, namun dalam praktiknya masih terdapat kesenjangan antara kebijakan ideal dengan pelaksanaan di lapangan, terutama dalam hal kesiapan guru menerapkan pembelajaran mendalam dan belum optimalnya lingkungan belajar kolaboratif. Penelitian ini berfokus pada manajemen Kurikulum Merdeka melalui pendekatan deep learning berbasis lingkungan belajar kolaboratif pada kelas XI di MAN 2 Kota Bekasi, yang dikaji melalui tiga aspek utama, yaitu perencanaan, pengorganisasian dan pelaksanaan, serta pengawasan kurikulum. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif dan desain penelitian lapangan (field research). Pengumpulan data dilakukan melalui observasi langsung di kelas, wawancara semi terstruktur dengan kepala madrasah, wakil kepala bidang kurikulum, guru, dan peserta didik, serta dokumentasi perangkat pembelajaran. Analisis data mengacu pada model Miles dan Huberman melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perencanaan kurikulum dilakukan melalui penyusunan capaian pembelajaran, alur tujuan pembelajaran, dan modul ajar yang mengintegrasikan prinsip meaningful learning, mindful learning, dan joyful learning. Pengorganisasian dan pelaksanaan melibatkan koordinasi antara kepala madrasah, wakil kepala kurikulum, dan guru dalam menciptakan pembelajaran yang aktif, kontekstual, dan kolaboratif melalui diskusi kelompok serta proyek bersama. Pengawasan dilakukan melalui supervisi akademik, monitoring, refleksi, dan evaluasi berkelanjutan. Penelitian ini menyimpulkan bahwa integrasi pendekatan deep learning berbasis lingkungan belajar kolaboratif dalam manajemen Kurikulum Merdeka mampu meningkatkan keterlibatan aktif peserta didik, mendorong kemampuan berpikir kritis dan reflektif, serta menciptakan pembelajaran yang bermakna dan berkarakter sesuai Profil Pelajar Pancasila.