[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-id-113":3,"doc-seo-232873-113":41,"doc-detail-232873-id":114},{"code":4,"msg":5,"data":6},0,"success",[7,13,17,21,25,29,33,37],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":4,"slug":12},178,1,"Template","Faktur","faktur",{"id":14,"doc_module":9,"doc_module_name":10,"category_name":15,"show_sort_weight":4,"slug":16},192,"Formulir","formulir-192",{"id":18,"doc_module":9,"doc_module_name":10,"category_name":19,"show_sort_weight":4,"slug":20},180,"Media Sosial","media-sosial",{"id":22,"doc_module":9,"doc_module_name":10,"category_name":23,"show_sort_weight":4,"slug":24},179,"Poster","poster",{"id":26,"doc_module":9,"doc_module_name":10,"category_name":27,"show_sort_weight":4,"slug":28},176,"Presentasi","presentasi",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":4,"slug":32},177,"Resume","resume",{"id":34,"doc_module":9,"doc_module_name":10,"category_name":35,"show_sort_weight":4,"slug":36},182,"Surat","surat-a95d00d3aaf04f3b854ecf140f00d385",{"id":38,"doc_module":9,"doc_module_name":10,"category_name":39,"show_sort_weight":4,"slug":40},183,"Umum","umum-07d1ff437201438088836b2b1ed3c90f",{"code":4,"msg":42,"data":43},"ok",{"site_id":44,"language":45,"slug":46,"title":47,"keywords":48,"description":49,"schema_data":50,"social_meta":107,"head_meta":109,"extra_data":111,"updated_unix":113},113,"id","analysis-of-the-implementation-of-the-independent-curriculum-in-the-foundation-phase","Analisis Implementasi Kurikulum Merdeka pada Fase Fondasi","","Analisis implementasi Kurikulum Merdeka pada fase fondasi (PAUD) dilakukan dengan menyoroti latar kebutuhan pemulihan pembelajaran di Indonesia melalui Profil Pelajar Pancasila dan kompetensi- kepribadian yang holistik. Kurikulum ini dipandang sebagai respons atas tantangan literasi dan numerasi yang belum membaik. Program implementasi dirancang melalui sosialisasi serta tutorial teknis bagi pemangku kepentingan. Penelitian deskriptif kualitatif ini bertujuan menilai keterlaksanaan oleh guru PAUD dan menemukan sebagian besar guru telah mengimplementasikan Kurikulum Merdeka pada fase fondasi dengan baik.",{"@graph":51,"@context":106},[52,68,89],{"@type":53,"itemListElement":54},"BreadcrumbList",[55,59,62,65],{"item":56,"name":57,"@type":58,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":60,"name":10,"@type":58,"position":61},"https://docshare.wps.com/id/template/",2,{"item":63,"name":39,"@type":58,"position":64},"https://docshare.wps.com/id/template/umum/",3,{"item":66,"name":47,"@type":58,"position":67},"https://docshare.wps.com/id/template/analysis-of-the-implementation-of-the-independent-curriculum-in-the-foundation-phase/232873/",4,{"url":66,"name":47,"@type":69,"image":70,"author":75,"headline":47,"publisher":78,"fileFormat":81,"inLanguage":45,"description":49,"dateModified":82,"datePublished":83,"encodingFormat":81,"isAccessibleForFree":84,"interactionStatistic":85},"DigitalDocument",{"url":71,"@type":72,"width":73,"height":74},"https://docshare.wps.com/thumbnails/analysis-of-the-implementation-of-the-independent-curriculum-in-the-foundation-phase/232873.png","ImageObject",442,249,{"name":76,"@type":77},"Putri","Person",{"url":56,"name":79,"@type":80},"DocShare","Organization","application/pdf","2026-09-21","2026-09-10",true,{"@type":86,"interactionType":87,"userInteractionCount":9},"InteractionCounter",{"@type":88},"ViewAction",{"@type":90,"mainEntity":91},"FAQPage",[92,98,102],{"name":93,"@type":94,"acceptedAnswer":95},"Apa tujuan penelitian dalam dokumen ini?","Question",{"text":96,"@type":97},"Menilai apakah guru-guru PAUD telah mengimplementasikan Kurikulum Merdeka dengan baik sesuai harapan pemerintah.","Answer",{"name":99,"@type":94,"acceptedAnswer":100},"Metode penelitian apa yang digunakan?",{"text":101,"@type":97},"Penelitian menggunakan metode deskriptif kualitatif.",{"name":103,"@type":94,"acceptedAnswer":104},"Apa temuan utama penelitian terkait implementasi Kurikulum Merdeka fase fondasi?",{"text":105,"@type":97},"Sebagian besar guru telah mengimplementasikan Kurikulum Merdeka di Fase Fondasi (PAUD) dengan baik.","https://schema.org",{"og:url":66,"og:type":108,"og:title":47,"og:site_name":79,"og:description":49},"article",{"robots":110,"canonical":66},"index,follow",{"doc_id":112,"site_id":44},232873,1789962527,{"code":4,"msg":5,"data":115},{"doc_id":112,"user_id":116,"nickname":76,"user_avatar":117,"doc_module":9,"category_id":38,"category_name":39,"doc_title":47,"doc_description":49,"doc_content":118,"file_id":119,"file_url":120,"file_type":121,"file_size":122,"view_count":9,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":123,"language":124,"language_code":45,"site_id":44,"html_lang":45,"table_of_contents":125,"faqs":126,"seo_title":127,"seo_description":49,"update_tm":128,"read_time":64},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","ANALISIS IMPLEMENTASI KURIKULUM MERDEKA PADA FASE FONDASI  \nH.B.A Jayawardana1,*), Ade Irma Noviyanti2), Nova Eko Hidayanto3) , Rina Sugiarti Dwi Gita4)  \n1,4)FST, Universitas PGRI Argopuro Jember, Jl. Jawa No. 10 Jember, Indonesia  \n2,3)FKIP, Universitas PGRI Argopuro Jember, Jl. Jawa No. 10 Jember, Indonesia  \n*)[Correspondent author:](Correspondent author: hepta2011@gmail.com)[ ](Correspondent author: hepta2011@gmail.com)[hepta2011@gmail.com](Correspondent author: hepta2011@gmail.com)  \nAbstrak  \nSekolah Penggerak merupakan sekolah yang berfokus pada pengembangan hasil belajar siswa secara holistik dengan mewujudkan Profil Pelajar Pancasila yang mencakup kompetensi serta kepribadian yang dimulaidengan SDM yang unggul (kepala sekolah dan guru) . Peluncuran Kurikulum Merdeka adalah salah satu darisekian banyak upaya Kemendikbudristek dalam menyikapi terbentuknya krisis pendidikan di Indonesia yang belum membaik dari tahun ke tahun. Riset PISA menampilkan banyak peserta didik yang tidak sanggupuntuk menguasai teks simpel ataupun mempraktikkan konsep matematika dasar. Sepanjang 10 hingga 15 tahun terakhir kurang lebih 70% siswa umur 15 tahun terletak di dasar kompetensi minimum dalam literasiserta numerasi. Program Implementasi Kurikulum Merdeka dirancang untuk menunjang peluncurankurikulum merdeka melalui aktivitas sosialisasi serta tutorial teknis untuk pemangku kepentingan seperti Dinas Pendididikan, Penilik, Pengawas, UPT Pusat, Organisasi Mitra yang bertugas mendampingi satuan PAUD di wilayahnya masing-masing. Penelitian ini bertujuan utuk menganalisis apakah guru-guru PAUDsudah mengimplementasikan Kurikulum Merdeka tersebut dengan baik sesuai dengan harapan daripemerintah. Metode yang digunakan adalah deskriptif kualitatif. Hasil penelitian menunjukkan bahwasebagain besar guru telah mengimplementasikan Kurikulum Merdeka di Fase Fondasi (PAUD) dengan baik.  \nKata kunci: analisis, implementasi, kurikulum merdeka, pendidikan anak usia dini  \nAbstract  \nMobilizing Schools are schools that focus on developing student learning outcomes holistically by realizing the Pancasila Student Profile which includes competence and personality starting with superior human resources (principals and teachers). The launch of the Independent Curriculum is one of the many efforts of the Ministry of Education and Culture in responding to the formation of the education crisis in Indonesia which has not improved from year to year. PISA research shows that many students are unable to master simple texts or practice basic mathematical concepts. Over the last 10 to 15 years approximately 70% of students aged 15 years are at the minimum competency base in literacy and numeracy. The Independent Curriculum Implementation Program is designed to support the launch of the independent curriculum through socialization activities and technical tutorials for stakeholders such as the Education Office, Supervisors, Supervisors, Central UPT, Partner Organizations who are tasked with assisting PAUD units in their respective areas. This study aims to analyze whether PAUD teachers have implemented the Independent Curriculum properly according to the expectations of the government. The method used is descriptive qualitative. The results showed that most of the teachers had implemented the Independent Curriculum in the Foundation Phase (PAUD) well.  \nKeywords: analysis, implementation, independent curriculum, early childhood education  \nPENDAHULUAN  \nProgram Sekolah Penggerakmerupakan penyempurnaan dari program transformasi sekolah yang ada sebelumnya. Dalam peluncuran Program Sekolah Penggerak, Menteri Pendidikan dan Kebudayaan (Mendikbud), Nadiem Anwar Makarim menerangkan bahwa kolaborasi  \nseluruh ekosistem pendidikan menjadikunci keberhasilan kebijakan ini.  \nProgram Sekolah Penggerakmerupakan 1) program kolaborasi antara Kemendikbud dengan pemerintah daerah (Pemda) setempat dan Pemda mempunyaikomitmen yang menjadi kunci utamakeberhasilan program ini; 2) memerluka","cbCaiotYopieE61t","https://ap.wps.com/l/cbCaiotYopieE61t","pdf",408030,8,"Indonesian","# Pendahuluan\n## Program Sekolah Penggerak\n## Kurikulum Merdeka dan Pedoman Penerapannya\n## Struktur Kurikulum PAUD pada Kepmendikbudristek Nomor 262/M/2022","[{\"question\":\"Apa tujuan penelitian dalam dokumen ini?\",\"answer\":\"Menilai apakah guru-guru PAUD telah mengimplementasikan Kurikulum Merdeka dengan baik sesuai harapan pemerintah.\"},{\"question\":\"Metode penelitian apa yang digunakan?\",\"answer\":\"Penelitian menggunakan metode deskriptif kualitatif.\"},{\"question\":\"Apa temuan utama penelitian terkait implementasi Kurikulum Merdeka fase fondasi?\",\"answer\":\"Sebagian besar guru telah mengimplementasikan Kurikulum Merdeka di Fase Fondasi (PAUD) dengan baik.\"}]","Analisis Implementasi Kurikulum Merdeka pada Fase Fondasi | PDF",1789074067]