Analysis of Social Studies Teachers' Perceptions of the Implementation of the Independent Curriculum in Public Junior High Schools in Banjarmasin City

Siti Rahmaniah, Sovia Husni Rahmia, Syarifuddin Syarifuddin, Sigit Triyono, Raihanah Sari

Abstract


The main objective of this article is to analyze how social studies teachers in public junior high schools in Banjarmasin perceive the implementation of the Independent Curriculum. The implementation of the Independent Curriculum is just one example of how the curriculum is constantly evolving as a learning framework. Teachers are given the opportunity to create learning methods specific to their students' needs through this curriculum. However, the effectiveness of its implementation depends heavily on the role and level of understanding of the teachers themselves. Furthermore, regarding the Independent Curriculum, teachers still have differing views on its pros and cons, including the difficulties faced by educators due to factors such as limited facilities, training, and teacher preparedness. The researchers in this study used a survey to collect quantitative data. Using a random selection technique, the researchers recruited 79 social studies teachers from public junior high schools in Banjarmasin City. This study used a validated and reliable questionnaire to collect data, which was then analyzed using basic linear regression and bootstrap tests to ensure the accuracy of the findings. This study found that social studies teachers' views have a positive and substantial impact on the implementation of the Independent Curriculum. This is supported by a regression coefficient of 1.305 and a p-value of less than 0.05. Social studies teachers' perspectives explain 69.9 percent of the variation in the implementation of the Independent Curriculum, with a coefficient of determination of 0.699. Based on these results, teachers' opinions are crucial for the effective implementation of the Independent Curriculum in schools. Therefore, for the effective implementation of the Independent Curriculum, prioritizing teacher knowledge, readiness, and support is crucial.

Keywords


perceptions;independent curriculum;social studies teachers

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References


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DOI: https://doi.org/10.20527/issj.v8i1.19798

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