Implementation of the Merdeka Curriculum in Differentiated Learning Processes through a Humanistic Approach as Innovation in Primary Education

Abstract

Students' learning challenges are highly diverse, necessitating unique solutions tailored to each specific hurdle, including addressing student behavior issues and introducing innovative teaching methods. This research aims to elucidate the practical application of the Independent Curriculum in customized education, utilizing a Humanistic approach. The research methodology adopted involves an extensive review of existing literature, encompassing data collection through a comprehensive analysis and synthesis of theories from various pertinent sources. The analytical methods employed encompass content analysis and descriptive evaluation. A meticulous critical assessment of literature materials gathered from a wide array of references is undertaken to underpin this concept. The research findings unveil that the execution of the Independent Curriculum involves a threefold approach: planning, execution, and assessment. During the planning phase, the framework is established by defining the vision, mission, and objectives of madrasa education, coupled with the development of the Project for Strengthening the Pancasila Student Profile and Rahmatal Lil Aalamiin Student Profile (P5P2RA). This is aimed at providing guidance to students in shaping their P5 and P2RA attributes and enhancing their learning competencies through a humanistic approach. This approach significantly impacts the Independent Curriculum, particularly in the differentiation of the learning process, a defining characteristic of the Independent Curriculum. By innovatively tailoring the learning process, students can engage in education aligned with their unique developmental needs, rather than conforming to predetermined benchmarks, such as the Minimum Competency Criteria (KKM) in Curriculum 13. The Merdeka Curriculum is structured into distinct phases, offering students opportunities to cultivate their abilities at various stages, including the Madrasah Ibtidaiyah level (Stage A for grades 1 and 2), (Stage B for grades 3 and 4), and Stage C for grades 5 and 6.