AN ANALYSIS OF ENGLISH TEACHER’S TEACHING MODULE REFERRING TO MERDEKA BELAJAR PROGRAM AT SMAS AL-HUDA JATI AGUNG

Tika, Febriyani (2025) AN ANALYSIS OF ENGLISH TEACHER’S TEACHING MODULE REFERRING TO MERDEKA BELAJAR PROGRAM AT SMAS AL-HUDA JATI AGUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT The Merdeka curriculum teaching module is a face-to-face learning activity made for several meetings. Teaching modules are used as a guide to implement and direct the learning process to achieve learning outcomes (CP). Teaching modules are arranged according to learning objectives and the phase or stage of student development. Each educator in the education unit is obliged to prepare a complete and systematic teaching module so that learning takes place interactively, inspiringly, funly, challengingly, and efficiently, motivating students to actively participate and providing sufficient space for ideas, creativity, and independence in accordance with the talents, interests, and physical and psychological development of students. This research can see how the appropriate of the teacher's teaching module with Merdeka Belajar, this research can be useful and become material for evaluating the progress of teachers who contribute to this research. In this research, researcher used Content analysis is one of the qualitative data analysis techniques used in research that discusses the content of information in depth, either written information or printed information In the mass media. The use of content analysis methods must pay attention to and observe communication phenomena, focusing and formulating specifically on what is being studied and all actions must be based on these objectives. Researchers used documentation and interviews in collecting and analyzing data. The results showed that, first, there are several components in the teaching module that must be included, starting from general information of the teaching module to the appendix. Of the three components, namely general information, core components, and appendices. The three main components each consist of small components. And the total number of these components consists of 17 components contained in Merdeka Belajar; only 1 component is quite appropriate, and 1 component is not appropriate with Merdeka Belajar. This is not a fatal mistake; it's just that there is a slight deficiency in the identity of the teaching module because there is no compiler's name, and there is 1 component that is not in the teacher's teaching module, namely the bibliography. Here the researcher can conclude that the English teaching module is appropriate with Merdeka Belajar. Second, there are several difficulties for teachers in preparing English teaching modules at SMA Al Huda, namely time limitations, adaptation to changes in the educational paradigm, learner involvement, and learner diversity. To overcome these difficulties, it is important to continuously improve understanding of the Merdeka Curriculum, collaborate with fellow educators, and be open to change. Also, listening to feedback from learners and conducting continuous evaluation of the modules that have been compiled can be constructive steps to improve the quality of learning.

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