Analysis of the Implementation of the Independent Curriculum

Program at the Middle School Level Through Mathematics Teaching

Modules

Nola Nari, Christina Khaidir, Nurhizrah Gustituati and Alwen Bentri

University Doctoral Degree Students, Padang State University & Padang State University, Indonesia

gustituatinurhizrah@gmail.com, alwenbentri@fip.unp.ac.id

Keywords: Independent Curriculum, Teaching Module.

Abstract: Implementation of independent curriculum problems occur at each component structure and education unit.

These circumstances become the focus of the problems that are necessary to find the solution. One of them is

the implementation of an independent curriculum through the teacher as means of strengthening the profile

of Pancasila students. This study aims to analyze the concept, the advantages of an independent curriculum,

and the implementation of the independent curriculum through the teaching module as the meaning of

strengthening the profile of Pancasila students. This study uses a qualitative approach. The informants of this

study are chosen by using a purposive sampling technique. The data collection process is carried out with

deep interviews, documentation studies, and field notes. The data analysis is carried out by referring to the

Miles and Huberman model. To ensure the validity of the researcher's data, the researcher uses the

triangulation technique and upgrades the researcher’s persistence in analyzing the document found. The

results of the research show that the concept and the advantages of an independent curriculum are that the

material is simpler and deeper, more independent for students, educators, and education units, and more

relevant and interactive in strengthening the profile of Pancasila students. The implementation of the teacher’s

teaching module in learning is to pay more attention to individual diversity so that the students’ talents and

interests are noticed.

1 INTRODUCTION

Independent curriculum according to the National

Education Standards Board is a learning curriculum

that refers to the talents and interests’ approach.

Independent curriculum was issued by Indonesian

government through long episodes rolled out by the

Ministry of Education. In the first episode, the

independent curriculum discusses about the

replacement of National exams, the termination of

national-ranged school exams (USBN), the

simplification of lesson plan and the acceptance of

new student based on zoning. In the 5th episode, the

government issued and riving teacher (Nailyl

Maghfiroh, 2022);((Kemdikbud, 2022).

Many models and variations were implemented by

each school that was begun with survey electronically

done by the education authorities where the options

of the implementation of the independent curriculum

are independent sharing, self-changing, and

independent learning. Those third choices submitted

to school previously through opinion polls or survey

needs related with what to be the potentials as well as

the readiness of every school in implementing the

curriculum. At the highest level, the implementation

of the independent curriculum is in the third option,

which is the independent sharing. Every school that

chooses independent sharing program will apply

independent curriculum by developing the teaching

device where this activity started a driving teacher in

the school. Independent changing in independent

curriculum means that where teacher in the school

will develop or take existing teaching device

developed and adapted with the school’s needs.

Meanwhile, the simplest choice for independent

curriculum that is with the choice of independent

sharing where some parts from independent

curriculum principle can be applied permanently by

using 2013 curriculum without replacing it

completely. The various applications done by every

school with the same educational level naturally will

280

Nari, N., Khaidir, C., Gustituati, N. and Bentri, A.

Analysis of the Implementation of the Independent Curriculum Program at the Middle School Level Through Mathematics Teaching Modules.

DOI: 10.5220/0012199700003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 280-286

ISBN: 978-989-758-669-9; ISSN: 2975-9676

raises difference later to the learning results that will

be obtained by each student with the same

educational level(Fajri, 2019).

In the implementation of independent curriculum,

the central government delivers fully the

implementation of management and assistance to the

local government by pointing as well as facilitating

with people who already designated at the center to

become the main companion toward changes, which

involved driving teacher. Driving teacher are teachers

who have follow training for 9 months with activities

arranged systematically so that later there will be

capable teachers that can be a motivator as well as a

catalyst to the change that want to be achieved in

independent Curriculum. Survey shows that in West

Sumatra, the numbers of driving teachers are not

many. Every school of course applies the

implementation of independent curriculum but on the

option of independent sharing only a number of new

schools that have a driving teacher so that the school

can operate independent sharing as well. This finding

raises the gap in between educator, student, and

school. Based on that, it will impact to the student’s

study results later nationally (Safrizal, 2022).

The implementation of independent curriculum

carried out in West Sumatra will give good impact if

it is applied well. This thing can occur if every teacher

follows training implementation and apply in learning

pretty well. The problem aside also happens in

schools that do not have a driving teacher. The spread

and the equity of driving teacher training must

become government’s attention so that all teachers

and schools are capable to implement independent

curriculum pretty well, so students will obtain the

appropriate education results with the expected

independent curriculum. Based on that thing, the aim

of this writing is for analyzing the implementation of

independent curriculum through teacher’s teaching

module for strengthening the profile of Pancasila

students.

2 METHOD

The method used in this study is qualitative approach

with the type of the research is in the form of content

analysis. This study is conducted by building and

describing the concept studied naturally and facts

found in the field, so that credible and accessible data

can be accounted scientifically. The informants

chosen in this study were chosen by using purposive

sampling with criteria in accordance with data

requirements. The technique used to choose the

informants is the informants that are capable to serve

description related to the implementation of the

independent curriculum through driving teachers and

non-driving teachers for strengthening the profile of

Pancasila students. The data collection was carried

out based on interview that related to what the driving

teacher and non-driving teacher as well as how every

teacher develops module in accordance with the

students' talent desired in the independent curriculum.

Besides deep interview, the document that related to

the implementation of independent curriculum was

further analyzed and done by referring to the miles

and Huberman model so that it can ensure the data

validation is carried out within deep understanding

and accuracy related to the program document of the

implementation of independent curriculum through

driving teachers proclaimed by the Ministry of

Education and Culture(Creswell, 2013); (Miles,

1994); (Sugiyono, 2018).

3 RESULTS AND DISCUSSION

The research findings obtained from various sources

and information obtained from the informants, and it

will be explained the analysis of the results related to

the implementation program of independent

curriculum, that is the concept and the advantages of

independent curriculum, the implementation of

independent curriculum through teacher’s teaching

module in learning.

3.1 Independent Curriculum Concepts

and Advantages

The draft about the implementation of independent

curriculum as the data analyzing results has been

collected through key information nor key content

scattered in various sources and obtained from

internet through numbers of concepts about the

implementation of independent curriculum.

According to the definition of independent

curriculum based on National Education Standards

Board, independent curriculum is a learning

curriculum that the implementation refers to students’

talents and interests’ approach. Independent

curriculum is the continuation of the direction of

previous curriculum development such as 2006

curriculum, 2013 curriculum, emergency curriculum,

prototype curriculum, and other previous

curriculums. The red thread of this curriculum

development are: the first were the holistic orientation

where the curriculum designed for developing

holistically take in intelligence and academic skill,

non-academic spiritual, and social emotional

Analysis of the Implementation of the Independent Curriculum Program at the Middle School Level Through Mathematics Teaching

Modules

281

cognitive competence. The second one are the bases

on development of the independent curriculum but

the competence is not the content to refer the designed

curriculum based on desired competence that want to

be developed and not based on content or certain

theories. The third is that the independent curriculum

is more contextually and personalization in which the

curriculum designed in accordance with the local

culture context, the school’s vision and mission, the

local environment and the students’ needs.

There are three superiorities of independent

curriculum: the first is that the independent

curriculum is simple and deeper where the focus is on

the essential material and the competence

development of the student at each phase and

expected to be deeper, meaningful, no rush and fun.

The second superiority of the independent curriculum

is more independent. Independent here means that

students can choose the subject in accordance with

their interests and talents. Meanwhile, the teachers

can teach in accordance with the achievement and

development level of the students whatever the

teachers designed. In learning, the teachers are

independent by considering important how the

students in learning can study well. Furthermore, the

education unit can also be independent that means the

education unit has authority for developing and

managing curriculum as well as learning in

accordance with characteristics of the education unit

and the students. The third superiority of the

independent curriculum is relevant and interactive

where the independent curriculum gives opportunity

for school to develop its superior program that will be

conducted through project activities where through

this project activities give more opportunities to

students for exploring actively about the actual issues

for example environment issues, health issues, culture

issues and others where each issue is developed

through the project can develop the character and the

competence of the profile of Pancasila students.

Figure 1: Basic Framework for the Independent

Curriculum.

Viewed from the framework of the independent

curriculum in figure 1 is known to be the national

goals level and profile of Pancasila students were set

by the government centrally. Meanwhile, the content

standards, process standards and evaluation standards

and other standards uniformly also determined by the

government centrally. Then each education unit can

design how the curriculum structure can be achieved

in accordance with the learning achievements

formulated in school’s vision, mission principles

learning as well as the assessment. The learning

achievements are developed by each teacher with

refers to vision and mission of the education unit. The

context and local policy is also the main thing that

must be noticed in developing the learning

achievements.

The structure of the independent curriculum has

peculiarity from curriculums that existed before. On

the independent curriculum, the most prominent

characteristics to surface especially at the junior high

school level which is in the independent curriculum

is conducted by the adjustment to the development of

digital technology. Informatics subjects becomes the

subject required where previously in the 2013

curriculum informatics subject was deleted and

merged to other subjects with no time allocation

specially for the informatics subject. Then, in the

independent curriculum, there is project-based

learning for strengthening the profile of Pancasila

students that is conducted at least three times in a year

or three times every school year.

Figure 2: Analysis Results of Structure of Independent

Curriculum.

The curriculum structure in the independent

curriculum were at least having two big components

to be main part of the independent curriculum. Based

on Figure 1. it is known that in independent

curriculum there are intracurricular learningand

projects to strengthen the profile of Pancasila

students. On the first point, there is intracurricular

learning where every subject refers to learning

achievements with the learning time weight is 75% to

80% of time or the total time provided for every

learning subject. The material of the subjects of the

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title of the learning at the junior high school level are

not too many namely religion, Pancasila, Indonesian

literature, Mathematics, Science, Social Studies,

Physical education sports and health, Informatics, Art

and English. In independent curriculum,

intracurricular learning is arranged in operational

curriculum of the education unit. The operational

curriculum of education unit in the independent

curriculum has similarity with the previous existing

curriculum which is the level of the curriculum from

education units that was issued and used in 2006 for

the operating curriculum of education unit in

independent curriculum developed by

operationalizing the vision, the mission of education

unit and the local culture context. On the education

unit level curriculum that existed in 2006, the

teaching tools were developed by each teacher in

accordance with the education unit

characteristics(Ansyar, 2015). Now the independent

curriculum is also designed by each teacher in

accordance with the talents and interests of each

student in strengthening the profile of Pancasila

students(Sayyidi, 2020).

The second component in the independent

curriculum structure is the strengthening project of

the profile of Pancasila students, it is a particular

activity designated specifically for strengthening the

effort to achieve the profile in learning Pancasila that

the results finally later will refers to the competence

standard of the graduates. In the independent

curriculum there is local content that become the

typical characteristic of the curriculum where the

education unit can add the local content set by the

local government in accordance with the local

characteristics. The education unit can add the

additional content in accordance with the

characteristics of the education unit history flexible

through three choices; first, the education unit can

integrate to the subject. For example, in learning

mathematics, we integrate the local content with the

local cultures for example with traditional house,

local craft named songket or Minangkabau carvings

that is known with mathematics term that refers to

ethno math. These conduct the integration to the

theme of strengthening project for the Pancasila

profile as an example for the program like

"Baliak ka Surau". The third, the education unit can

develop subject which stands alone, for example in

Bukittinggi there is Minangkabau natural culture

learning that becomes the school subject.

In the independent curriculum, we know with

term learning achievements. Learning achievements

is a target that must be filled by the students when

learning intracurricular subject. Learning

achievement is learning competence that must be

achieved by the student at every phase started from

foundation on Early Childhood Education for basic

and intermediate education. The learning

achievements arranged for every learning. This thing

refers to decision of Minister of Indonesia number

56/M/2022 concerning the curriculum application

guidelines in order to recovery learning. The

government only set the final goals and the phase time

whereas the education unit have discretion to

determine the strategies and methods or plot for

reaching it in order to determine the required

appropriate strategy.

There are 5 components of the learning

achievements; the first is the subject rational, the

second is the goals of lesson, and the third is the

subject characteristics, the fourth is the subject

achievements in every phase overall, and the fifth is

the achievement of every phase according to the

element.

Education unit operational Curriculum developed

to show suitability with the characteristics and the

needs of the students in the local and education unit.

In the development and the management of operating

curriculum, The Education Unit includes whole

stakeholders’ interest that consist of students,

committee school and community. Principle

development operations curriculum in the Education

Unit with at least the first 5 points must be centered

to participating in education that is learning the must

Fulfill diversity potency needs development and

stages study as well as interest participant educate.

The profile of Pancasila students always becomes

referred to each step in drafting operational school

curriculum. Both must be contextual which means

that it shows peculiarity and characteristics unit of the

social context and work and industrial environment

that shows characteristics from study participants in

the area. Third principle is developing curriculum to

load essential information or the main thing that is

needed and used for Education unit. Language must

be used straightforward to concise acknowledgement.

which leads us to the fourth principle that develop

independent curriculum that is accountable and mean

that it could be held accountable by data-based and

actual occurrence. While the fifth involves various

stakeholders’ interests.

3.2 Implementation of Independent

Curriculum Through Teacher

Teaching Modules in Learning

Teaching tools are various materials used by

educators or inner teacher effort reach profile

Pancasila students and achievements learning.

Teaching modules include book text lessons, teaching

modules, reinforcement projects profile Pancasila

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283

students, examples curriculum operational Education

units, learning videos as well as forms other.

According to Nana Sujana, module is a completed

tool measurement where the learning module have

roles and tasks in the independent manner because it

could use for units and all other units .(Wijaya,

1988).Leaning module could interpreted as study

planned through the planned activity at a time

arranged in a systematic manner. Whereas teaching

modules in the curriculum independent is number of

Tools or facilities, media, methods, instructions and

guidelines designed in a manner systematic and

interesting. The teaching module is implementation

from plot destination developed learning from

achievements learning with profile learn Pancasila as

the target.

The teaching module is a document that contains

objectives, steps and learning media as well as the

required assessment in one unit or topics based on

plot destination learning. Destination development

teaching module is to help educator in doing learning.

Educators have independence for choose or modify

teaching materials that already provided by the

government through the independent platform.

There are some eligible criterion owned by the

existing teaching modules :1. Essential, it means

understanding draft from every eye lesson through

study experience and cross discipline, 2. Interesting,

meaningful and challenging where the results of the

teaching modules must grow interest for learn and

engage education participants with the active manner

on learning process, 3. Relevant and contextual, it

means to develop teaching modules that related with

knowledge and experience possessed before with the

time context and place at the fourth serial that must

owned by learning for continuity which means plot

activity in accordance with study participant

education.

Figure 3: Components of the Independent Curriculum

Teaching Module.

Kindly, general teaching module has three

components: 1. Information, 2. Components and 3.

Attachments. General information contains writer’s

identity from the module, profile of Pancasila

students, targets and infrastructure, target for

education participants and learning models used for

reaching destination of the expected learning process.

The core component of study consists of destination

learning, assessment, experience meaning, question

lighter, activity reflection participant study and

reflected educator. Component from attachment

teaching module includes from sheet work material,

enrichment educators, students, glossary and

bibliography. Broadly speaking, third component

arranged in a manner systematic and owned by

students and developed by the participants

themselves to educate participants characteristics that

they taught.

Teaching modules are arranged in accordance with

phase or the steps of students’ development that

considers what is learned with destination learning

and based development period long. Independent

educator can adapt teaching module from students’

characteristics or by arranging an appropriate

standalone teaching module with students’

characteristics. existing LKPD in teaching module

can created educator so that they will be capable to

accommodate various student needs.

Figure 4: LKPD according to student needs.

Based on figure 4 above we can conclude that in

developed teaching modules, the driving teachers

were arranged by 3 kinds of LKPD used in learning.

LKPD type 1 is given to students with ability that

contains main question in the LKPD. LKPD type 2 is

given to current capable students so that it will help

with the task hook while LKPD type 3 is given to

student with low capability. For students in this case,

LKPD is compiled in a manner systematic so that the

main tasks is described more detail and to become

more sub item complex so that students with low

capability can complete tasks on LKPD with a decent

amount of level with students that has a good

capability(Nari, 2017); (Putri Indah Sari, 2021).

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4 DISCUSSION

Findings on the study result shows that

implementation of independent curriculum to be

something mandatory that conducted for resolving

various weaknesses in the curriculum previously so

that every student fulfilled rights and freedom in

education, however directed with well by the teacher

with appropriate utilization of the teaching module by

students’ characteristics. Various components and

structures available in independent curriculum were

capable to develop students competency through

intracurricular learning and reinforcement profile of

Pancasila students through the possibility of

integrated activity project with eye lesson or stand up

alone so that generated strong student in a manner

academic and own character in accordance aspects

expected by the profile Pancasila (Sayyidi,

2020)students ; (Ihsan, 2022).

In the previous text, it already outlined that

independent curriculum draft already gave

superiority because it is more simple and deep by the

amount of the theory learning that seems more simple

because physics, biology, history and geography on

curriculum were previously merged into science

learning in the independent curriculum, however

payload theory had taught deeper and contextual so

that it will capable to generate a project for strengthen

profile of Pancasila students from students. In

implementation of the independent curriculum,

students must choose one certain major but given the

freedom in accordance to their talents and interests.

So is the teacher, in terms of their chose material to

their teaching methods and process, each teacher is

given freedom to design it alone the teaching module

in accordance characteristics material and

characteristics participant the students he teaches

with especially formerly identify participant educate

through question designed lighter at the beginning

learning. Question lighter could form diagnostic test

so with results test the teacher is able group student in

accordance ability, method learning, talent as well as

each other's interests. From the results the diagnostic

test the teacher can design appropriate LKPD needs

participant educate(Hattarina, 2022); (Putri Indah

Sari, 2021); (Hadi, 2015).

In learning mathematics there is some steps you

can conduct to students in solving problem, for one

according with the polya description to understand

problem, make plans, implement plan and check

return correctness answer (Fariha Mpar August,

2021); (Netriwati, 2016); (Astutiania, 2019). For

students with decent capability, LKPD is designed for

direct main tasks with an example like what is the

volume of the block with its known elements. For

students with low capability will be given additional

question for more simple acknowledgment on student

with the help of solving problem steps according to

polya. Based on student characteristics difference just

now, more independent teachers that designs

worksheets on appropriate teaching modules for

students. The next superiority in the independent

curriculum are the developed materials and projects

that are more relevant with students nor learning

environment, and more interactive. From the clear

exposure that independent curriculum

implementation has is something that is mandatory

held with priority main which were the students and

driving teachers.

If implementation of the independent curriculum

could be implemented pretty good, it might become a

decent change towards students nor educator.

Students could learned pretty well through capable

driving teachers as they becomes good locomotor for

capable move towards the student for study through

designed teaching modules in accordance with needs

and in the end will formed understanding meaning for

students, shaping characters, strengthening the profile

of Pancasila students and will give a good end

cognitive results for students(Kahfi, 2022).

The limited research by understanding related

implementation of independent curriculum in middle

school; through teacher means as a solution for

develop and prepare students quality and

reinforcement of the profile of Pancasila students in

face progress of time, so correlated with the resulting

driving government through special training for

capable and appropriate learning designs with

Indonesia's education target and strengthening the

profile of Pancasila student. The research weakness

to this is that it’s pretty much limited to execution

conducted interviews through perceived online

suboptimal, however with studies of the document

that is done, it becomes a gap for held more study.

Study about implementation of the independent

curriculum through reinforcement programs for the

profile of Pancasila students and its influence were to

be formatting the character profile on Pancasila

students which leads to the topics of study interest for

described in the research so that it could enrich

outlook knowledge and depth knowledge related with

implementation of independence curriculum to begin

with held in the beginning year of its implementation.

5 CONCLUSIONS

The implementation of Independent Curriculum as

proclaimed by the Minister of Education and Culture

Analysis of the Implementation of the Independent Curriculum Program at the Middle School Level Through Mathematics Teaching

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285

becomes means of improvement and development

sustainable education unit especially the students and

educators. This can be seen from the concept and the

advantages of independent curriculum, the

implementation of independent curriculum through

teacher’s teaching module as well implementation in

learning.

Related to the implementation of the independent

curriculum, the sustainable monitoring and coaching

by the central and local government can be done in

accordance concept that has been developed so that

there is education equity, achievement of the goals of

national education and reinforcement of the profile of

Pancasila student.

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