VIRAL GURU SD KATAKAN KURIKULUM MERDEKA MEMBAGONGKAN MENYUSAHKAN

Summary

The video transcript discusses the challenges faced by Indonesian elementary school teachers due to the 'Merdeka' curriculum. Teachers express concerns about being overwhelmed with administrative tasks like creating modules and PMM (Pendidikan Moral dan Masyarakat), which leaves them with little time for actual teaching. A representative voice from the field questions the effectiveness and necessity of frequent curriculum changes and ministerial shifts, suggesting that these reforms may not be addressing the core issues of education. The discussion calls for a more objective and field-based evaluation of the curriculum's impact on teachers and students.

Takeaways

• 😀 The script discusses the challenges faced by elementary school teachers in Indonesia due to the 'Kurikulum Merdeka' (Free Curriculum).
• 🏫 Teachers express that the curriculum is burdensome and confusing, leading to less time for actual teaching and more time spent on administrative tasks like creating modules.
• 🗣️ There is a call for objectivity in evaluating the curriculum and not blaming teachers or the curriculum outright, but understanding the on-ground realities.
• 🤔 The script raises questions about the constant changes in education ministers and curriculums in Indonesia and their impact on the quality of education.
• 👨‍🏫 A representative voice of some teachers is shared, suggesting that not all teachers' opinions are heard by the government directly.
• 📚 The script mentions a video that will be released with a professor's opinion that the KTSP curriculum is the best one currently in Indonesia.
• 📈 There is a concern that the 'Kurikulum Merdeka' might not have been thoroughly tested or evaluated before implementation.
• 📊 The script suggests that the curriculum might be creating a divide among teachers, with some feeling overwhelmed and questioning its effectiveness.
• 🌟 The speaker, Syarif Hidayat from Ponorogo, highlights the need for the curriculum to enrich the nation's life, not just add to the teachers' workload.
• 🔄 The script ends with a call to action for viewers to support the channel, engage in discussion, and stay tuned for further videos on the topic.

Q & A

What is the main concern expressed by the speaker about the 'Kurikulum Merdeka'?

The speaker expresses concern that the 'Kurikulum Merdeka' is causing confusion and difficulty for teachers, especially in primary schools, due to the additional workload of creating modules and managing administrative tasks, which may detract from the time and effort available for actual teaching.

What does the speaker suggest about the impact of frequent curriculum changes in Indonesia?

The speaker suggests that the frequent changes in the education minister and curriculum in Indonesia may lead to a lack of clarity and continuity in the educational system, which could be problematic for both teachers and students.

What is the speaker's view on the 'Kurikulum Merdeka' being a burden for teachers?

The speaker believes that the 'Kurikulum Merdeka' might be burdensome for teachers, as it requires them to manage additional administrative tasks related to module creation and PMM (Pendidikan Moral dan Masyarakat), potentially compromising the quality of teaching.

What is the speaker's opinion on the necessity of curriculum changes?

The speaker questions the necessity of curriculum changes, suggesting that they might be driven by political or administrative reasons rather than educational improvements, and that these changes should be thoroughly evaluated for their impact on education.

What does the speaker imply about the representation of teachers' views in the education policy-making process?

The speaker implies that the views of teachers, especially those in rural or remote areas, might not be adequately represented or considered in the education policy-making process, leading to policies that may not reflect the realities of teaching on the ground.

What is the speaker's stance on the 'Kurikulum Merdeka' being a representative of the current educational system?

The speaker is critical of the 'Kurikulum Merdeka', suggesting that it may not be the best representation of the educational system and that it might be causing more harm than good by overburdening teachers with administrative tasks.

What does the speaker propose as a solution to the issues raised by the 'Kurikulum Merdeka'?

The speaker proposes that the issues raised by the 'Kurikulum Merdeka' should be discussed and evaluated based on empirical evidence and field experiences, potentially leading to a reassessment or refinement of the curriculum.

What is the speaker's view on the role of the Minister of Education in curriculum changes?

The speaker seems to question the role of the Minister of Education in curriculum changes, suggesting that changes might be driven by political agendas rather than educational needs, and that these changes should be more closely tied to the realities of teaching and learning.

What is the speaker's opinion on the 'Kurikulum KTSP' compared to the 'Kurikulum Merdeka'?

The speaker mentions a professor's view that the 'Kurikulum KTSP' (Kurikulum Tingkat Satuan Pendidikan) might be a better curriculum than the 'Kurikulum Merdeka', implying that the changes to the 'Kurikulum Merdeka' might not have been an improvement.

What does the speaker suggest about the need for further discussion on the 'Kurikulum Merdeka'?

The speaker suggests that there is a need for further discussion and reflection on the 'Kurikulum Merdeka', particularly in terms of its impact on teachers and the quality of education it delivers to students.

Outlines

00:00

📚 Challenges with the 'Merdeka' Curriculum

The speaker discusses the 'Merdeka' curriculum in Indonesian primary schools, highlighting the concerns of teachers who feel overwhelmed by the curriculum's requirements. Teachers report being too busy creating modules and dealing with administrative tasks, leaving them with little time to teach students effectively. The speaker emphasizes the need for objectivity and not to blame the curriculum or the teachers but to consider the broader context. They mention a forum at a PGRI University where these issues were raised, suggesting that the curriculum might not be clear or well-implemented, leading to confusion and additional workload for educators. The speaker also points out that some teachers may not have had their voices heard by the government and hopes that this video can raise awareness and serve as a learning tool for policymakers.

05:00

🗣️ Teachers' Struggles with the 'Merdeka' Curriculum

This paragraph delves deeper into the struggles of teachers with the 'Merdeka' curriculum, emphasizing the administrative burden it places on them. Teachers feel that the curriculum is confusing and does not align with the constitutional mandate to cultivate the nation's life. They are burdened with creating modules and dealing with PMM (presumably a form of administrative task), which distracts from their primary role of teaching and nurturing students. The speaker raises questions about the effectiveness of frequent curriculum changes and ministerial shifts in Indonesia, suggesting that these changes may not be addressing the core issues in the education system. The paragraph concludes with a call for a more empirical and field-based discussion on whether the 'Merdeka' curriculum is indeed problematic or if it's being misapplied or misunderstood by some educators.

Keywords

💡Curriculum Merdeka

Curriculum Merdeka refers to an educational program in Indonesia that is being discussed in the video. It is a curriculum that is claimed to burden teachers with administrative tasks, such as creating modules and handling PMM (Pengembangan Manajerial Murni), which detracts from their time and ability to teach effectively. The video discusses concerns about its implementation and its impact on the quality of education, suggesting that it might not be as beneficial as intended.

💡Teachers' Burden

The term 'teachers' burden' is used in the video to describe the increased workload and stress experienced by teachers due to the implementation of Curriculum Merdeka. Teachers are said to be overwhelmed with administrative tasks, which leaves them with less time to focus on actual teaching and student engagement. This burden is seen as a significant issue that needs to be addressed to improve the educational system.

💡Educational Investment

Educational investment in the context of the video refers to the resources and efforts put into the education system. The speaker questions why education in Indonesia has become more of an investment that is continuously sought after, potentially leading to a neglect of the true purpose of education. This could imply a shift in focus from learning and development to financial gains or other objectives.

💡Minister of Education

The 'Minister of Education' is mentioned in the context of frequent changes in the educational system, such as更换教育部部长 and curriculum reforms. The video suggests that these changes might not be addressing the core issues within the education system and could be part of a cycle that does not lead to substantial improvements.

💡KTSP (Kurikulum Tingkat Satuan Pendidikan)

KTSP stands for 'Kurikulum Tingkat Satuan Pendidikan,' which translates to 'Curriculum Level Unit of Education' in Indonesia. It is mentioned as a previous curriculum that some believe was better than the current Curriculum Merdeka. The video includes a professor's opinion that KTSP was a good curriculum, implying that changes to it might not have been necessary or beneficial.

💡PMM (Pengembangan Manajerial Murni)

PMM, or 'Pengembangan Manajerial Murni,' refers to a pure managerial development program. In the video, it is discussed as an additional task that teachers must handle under the Curriculum Merdeka, which adds to their workload and takes away from teaching time. The term is used to illustrate the administrative complexities that teachers face.

💡Educational Objectives

Educational objectives are the goals and aims of the educational system, such as improving student learning outcomes and developing well-rounded individuals. The video discusses how the implementation of Curriculum Merdeka might be diverting from these objectives, as teachers are more focused on administrative tasks rather than directly educating students.

💡Administrative Tasks

Administrative tasks are the non-teaching duties that teachers are required to perform, such as creating modules and handling PMM. The video highlights how these tasks, which are part of the Curriculum Merdeka, are seen as a burden that takes away from the time teachers could spend on actual teaching and interacting with students.

💡Educational Reform

Educational reform refers to changes made to the educational system with the intention of improving it. The video discusses the frequent changes in Indonesia's education system, such as changing the minister and curriculum, and questions the effectiveness of these reforms in achieving the desired improvements in education.

💡Empirical Evidence

Empirical evidence in the video refers to the need for practical, real-world data and observations to support claims about the effectiveness of educational policies. The speaker suggests that discussions about Curriculum Merdeka should be based on empirical evidence from the field to understand its true impact on teachers and students.

💡Rural Education

Rural education is the focus on providing educational services in rural or remote areas. The video mentions that teachers in rural areas, referred to as 'desa-desa' or villages, are particularly burdened by the Curriculum Merdeka. It suggests that the curriculum might be more challenging to implement in these areas, where resources and support might be limited.

Highlights

Discussion on the challenges faced by teachers due to the 'Merdeka' curriculum, which is perceived as burdensome and confusing.

Teachers express concerns about the lack of time for actual teaching due to the demands of creating modules and handling administrative tasks.

A call for objectivity in evaluating the 'Merdeka' curriculum without blaming teachers or the curriculum itself.

Mention of a video that aims to represent the unvoiced concerns of some elementary school teachers regarding the curriculum.

Concerns raised about the clarity and effectiveness of the transition from KTSP to the 'Merdeka' curriculum.

A professor's opinion that the KTSP curriculum is the best among the existing ones in Indonesia.

The need for empirical and field-based discussions to understand the real impact of the 'Merdeka' curriculum on teachers.

A question raised about whether the 'Merdeka' curriculum has been adequately tested before implementation.

Teachers' frustration with the administrative burden of the curriculum, which they feel detracts from their ability to educate and enrich the lives of students.

A reflection on the tradition in Indonesia of frequently changing education ministers and curricula.

The impact of the 'Merdeka' curriculum on the workload of teachers and its potential consequences on the quality of education.

A teacher's testimony expressing the difficulties faced in rural areas due to the 'Merdeka' curriculum.

A call for the education system to focus on its purpose and not just on investment and changes for the sake of change.

The importance of considering the voices of teachers on the ground when evaluating the 'Merdeka' curriculum.

A suggestion that the issues with the 'Merdeka' curriculum might be a 'tip of the iceberg' phenomenon, representing a larger, unaddressed problem.

An appeal for the concerns of teachers to be taken seriously and for the curriculum to be evaluated based on its impact in the field.

A reminder to support the channel and engage with the content by liking, sharing, subscribing, and watching further discussions on the topic.

Transcripts

[Musik]

Alah diannel

infuniaendik ini kitaas seb yang tidak

kalah P ya Dun pendid

keluh kesahnya dia menyampaikan katanya

guru itu sibuk modul lah kemudian Sibuk

juga pmm kapan ngajarnya gitu ya

akhirnya dia bilang gitu kurikulum

Merdeka itu membagongkan atau

menyusahkan seperti itu Kenapa sih harus

ganti menteri ganti kurikulum seperti

itu Nah tentu ya teman-teman ya sebelum

kita nanti putarkan langsung video

resminya yang disampaikan di forum eh

Universitas PGRI daerah mana gitu ya nah

eh kita

harus objektif ya teman-teman ya kita di

sini

Artinya kita di sini harus objektif kita

e tidak menyalahkan kurikulum Merdeka

juga tapi tidak menyalahkan guru SD ini

juga gitu karena bisa jadi apa yang

disampaikan oleh guru SD ini ya Bapak

ini ini merupakan representatif ataupun

mewakili Ya sebagian dari guru-guru SD

yang kemudian memang tidak pernah ah

terblow up tidak pernah e tersampaikan

langsung kepada pemerintah ya

mudah-mudahan dengan video ini kemudian

viral Ya sampaikan dan juga sampai

kepada Pak Menteri ataupun eh Kemendik

butristek gitu ya bisa menjadi bahan

pembelajaran oh

ternyata ada beberapa golongan ataupun

ada guru yang merasa bahwasanya

kurikulum Merdeka ini dengan

diwajibkannya guru membuat p mengakses

pmm membuat modul gitu ya membuat si

guru ini kesulitan untuk mengajar murid

ya tidak ada waktu untuk mengajar murid

kemudian

juga apa kurikulum Merdeka ini ternyata

menyusahkan seperti itu bahkan nanti di

video kedua kita akan sampaikan juga

bahwasanya ada penyampaian dari Profesor

salah seorang profesor yang mengatakan

bahwasanya perubahan kurikulum dari KTSP

menjadi kurikulum 2013 itu menjadi tidak

jelas alias menjadi apa ya e bias

seperti itu ditambah lagi menjadi

kurikulum merdeka dan beliau

menyampaikan Profesor tersebut

menyampaikan bahwasanya kurikulum KTSP

ini sudah kurikulum yang baik gitu ya

atau yang terbaik dari kurikulum yang

ada ya tentu ini kita kita masih

debatable ya teman-teman ya bapak ibu

guru Ya hanya bapak ibu guru yang di

lapangan yang kemudian bisa ee

memberikan pernyataan setuju atau tidak

Gitu ya teman-teman langsung saja

teman-teman kita akan dengarkan

informasi resmi ya ya teman-teman ya

dari sebuah forum yang ada di

Universitas PGRI daerah saya lupa daerah

mana seperti itu Nah ini ada penyampaian

dari guru SD berkaitan tentang kurikulum

Merdeka membagongkan atau menyusahkan

lah seperti itu ya teman-teman ya ini

resmi dari ee beliau ya Selamat

mendengarkan ya teman-teman ya

perhatikan

sini Iya ini ya teman-teman yang kita

dengarkan bersama-sama ya jangan jangan

banyak narasi ya nama kemudian kamu

tanya Perkenalkan nama saya Syarif

Hidayat ee dari

Ponorogo Saya meng mengajar di SD ee

pertanyaan saya ini tentang sebelum ke

pertanyaan saya ingin mengatakan

bahwa pendidikan di Indonesia itu kenapa

kok menjadi investasi

terus karena investasi ini

maka semakin banyak ingin berinvestasi

dan melupakan tujuan

pendidikan seperti

itu terus dari tema ini kenapa polemik

ketidakpastian sistem pendidikan di

Indonesia harus ganti menteri ganti

kurikulum saya ini bertanya

ee yang bermasalah itu

kurikulumnya atau

memang yang mengganti itu mempunyai

masalah sehingga harus kurikulum itu

terus

diganti kurikulum Merdeka ini apakah

sudah pernah diuji

ee pernah diuji apa tidak kalau pernah

diuji di manana pengujiannya Terus

bagaimana standarnya itu apa karena

banyak di sd-sd khususnya di pelosok

maksudnya bukan pelosok ya eh di

desa-desa itu guru-guru itu pusing Pak

pusing sekali dengan kurikulum Merdeka

yang gimana ya berguna apa tidak ini

sangat membagongkan apa sangat

memusingkanlah bagi guru-guru di SD

katanya amanat konstitusi itu

mencerdaskan kehidupan bangsa lah kok

guru-guru itu loh dibebankan Apa itu

modul dan sebagainya guru-guru tidak

pernah mengajar karena-karena modul itu

loh ya kapan guru mengajar murid dan

mencerdaskan kehidupan bangsa jika harus

mengurusi modul pmm dan sebagainya ini

bagaimana Kapan Indonesia mau Merdeka

Jika masih ada sistem seperti ini Terima

kasih

I itu problem semua guru di Indonesia

itu yang kedua

oke siap oke teman-teman ya barusan kita

dengarkan ya teman-teman sebuah

pertanyaan dari salah seorang guru SD ya

teman-teman ya yang sebenarnya kalau

kita resapi kita dengarkan secara baik

dan sesama nanti saya putarkan lagi

supaya teman-teman yang baru bergabung

juga mendengar ya teman-teman atau yang

baru nonton juga bisa paham ya ee

itu ada mungkin sebagian guru juga

merasakan hal yang sama gitu ya sebagian

guru saya yakin sebagian guru di

Indonesia juga merasakan hal yang sama

Kenapa sih di Indonesia itu jadi sebuah

tradisi Kalau

ganti ganti menteri itu ganti kurikulum

itu permasalahannya itu ya kenapa sih

ganti menteri ganti kurikulum ya

Kemudian yang kedua ini berkaitan

tentangembuatan

dan juga

ee aplikasi pmm ya tadi disampaikan

aplikasi pmm yang dirasa oleh guru SD

ini ya saya tidak bisa menjgeneralisir

ini semuanya tapi guru SD ini e

menyampaikan bahwasanya E itu Sangat

memberatkan gitu ya menyusahkan alas

atau bahasa beliau gitu ya membagongkan

gitu ya Karena Guru itu e seperti tidak

Merdeka artinya dia itu kapan

mengajarnya gitu ya kalau harus

disibukkan dengan ulusan administratif

ya terkait modul dan juga pmm nah tentu

ini kan menjadi sebuah pertanyaan untuk

kita semua ya bisa jadi pertanyaan Mas

ini nih ee pak guru ini P siapa tadi

Saifullah ya ya itu itu bisa jadi

mewakili ya keresahan mewakili dari

perasaan seluruh guru yang ada gitu yang

ketika diminta atau dituntut untuk

mengaplikasikan ulum Merdeka ini seperti

itu ya teman-teman ya Nah silakan

teman-teman Ini bisa jadi bahan diskusi

kita secara empiris dan juga secara

fakta lapangan Apakah benar gitu ya

teman-teman ya bahwasanya dengan adanya

aplikasi eh sori dengan adanya kurikulum

Merdeka ini ya guru itu malah menjadi

sibuk ya disibukkan untuk membuat

modul-modul ya kemudian juga disibukkan

dengan pmm sehingga mengurangi waktu

atau menyusahkan bapak ibu guru Justru

untuk mengajar secara produktif itu yang

pertama Kemudian yang kedua Apakah benar

kurikulum Merdeka ini ya

ee apa ya namanya ya Ee ini menyusahkan

gitu menyusahkan bapak ibu guru gitu nah

ini kan harus ditanyakan kepada

orang-orang yang ada di lapangan Gitu ya

Saya khawatir ini adalah fenomena gunung

es artinya yang mencuat itu sebenarnya

mewakili dari seluruh guru-guru ataupun

sebagian guru-guru yang yang yang apa ya

yang cukup banyak gitu ya di di di

lapangan itu yang sama merasakan hal

tersebut ya kan cuman tidak bisa

terekspos ke media atau tidak pernah apa

Eh jadi tidak pernah terefleksiah ya

terevaluasi oleh kemenicb rch seperti

itu sekian teman-teman informasi yang

bisa disampaikan semoga ini jadi bahan

referensi dan juga bahan diskusi kita ya

teman-teman ya apakah benar kurikulum ee

Merdeka ini tadi membuat guru malah

merasa terjajah seperti itu itu saja

yang bisa disampaikan jangan lupa terus

dukung channel info dunia pendidikan

dengan dengan cara klik like share dan

juga subscribe dan jangan lupa menonton

video lanjutannya ya yang kita akan

bahas adalah salah satu Profesor

mengatakan bahwasanya kurikulum yang ada

di Indonesia yang saat ini yang terbaik

adalah kurikulum KTSP seperti itu sekian

terima kasih wasalamualaikum

warahmatullahi wabarakatuh bye bye