Empowering Language Teachers Through Merdeka Curriculum Mentoring: A Community Service Initiative in Kendari
Keywords:
Merdeka Curriculum, language teachers, teacher professional development, Kendari, curriculum mentoringAbstract
The implementation of the Merdeka Curriculum (Kurikulum Merdeka) in Indonesian schools has presented significant challenges for language teachers, particularly those working in regions with limited access to professional development resources. This community service article reports the outcomes of a structured mentoring program designed to assist language teachers in Kendari, Southeast Sulawesi, in understanding, adapting, and applying the Merdeka Curriculum in their classroom practices. The program was conducted across five primary and secondary schools involving 47 language teachers over a four-month period. Employing a participatory action approach, the initiative encompassed needs assessment, workshop delivery, peer collaboration sessions, and field mentoring. Findings reveal significant improvements in teachers' conceptual understanding of the curriculum framework, enhanced competency in developing teaching modules aligned with the Capaian Pembelajaran (Learning Outcomes), and greater confidence in applying differentiated instruction strategies. The program demonstrates that collaborative, school-embedded professional development can effectively bridge the gap between curriculum policy and classroom implementation among language teachers in regional Indonesian settings.
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Copyright (c) 2024 Andi Fitriani Rosyida, Muhammad Syahrul Ramadhan , Siti Nurhaliza Bahar
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