Pendampingan Penyusunan Pembelajaran Berdiferensiasi Kurikulum Merdeka bagi Guru Kimia MGMP Kota Semarang

Published: Mar 7, 2024

Abstract:

Purpose: Implementation of the Merdeka Curriculum in Indonesia in 2020 has not been effective or optimal. Most teachers are still trying to adapt, and some still have difficulty implementing learning with the Merdeka Curriculum and differentiated learning. The purpose of this service activity was to improve teachers' understanding and skills in implementing differentiated learning.

Methodology: This community activity program was conducted through assistance consisting of lectures, discussions, and workshops. The success of the activity can be seen in the assessment of learning tools and the filling out of questionnaires.

Results: Based on the results of problem identification, this service activity aims to improve the ability of differentiated learning design and the availability of various sample devices for different chemical materials. The activities included: (1) deepening of chemical literature through lectures and discussions, (2) seminars on analyzing CP, TP, and ATP, (3) seminars on preparing different learning needs, and (4) workshops on preparing learning modules.

Limitations: The number of participants in the service program was limited. The participants came from MGMP Kimia Semarang for approximately 30 people. The results may be different for other participants.

Contribution: Improving the knowledge and skills of chemistry teachers in Semarang City to design differentiated learning for the Merdeka Curriculum.

Keywords:
1. chemistry learnin
2. differentiated learning
3. merdeka curriculum
4. service
Authors:
1 . Sri Haryani
2 . Sri Wardani
3 . Agung Tri Prasetya
4 . Endang Susilaningsih
5 . Eko Budi Susatya
6 . Siti Herlina Dewi
How to Cite
Haryani, S., Wardani, S., Tri Prasetya, A., Susilaningsih, E., Budi Susatya, E., & Herlina Dewi, S. (2024). Pendampingan Penyusunan Pembelajaran Berdiferensiasi Kurikulum Merdeka bagi Guru Kimia MGMP Kota Semarang . Yumary: Jurnal Pengabdian Kepada Masyarakat, 4(3), 295–303. https://doi.org/10.35912/yumary.v4i3.2493

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References

    Anderson, L. W. (2013). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s. 1(2017), 302. https://books.google.com/books?id=d0gxngEACAAJ&pgis=1

    Dewi, A. M., & Haryani, S. (2022). Development of Three-Tier Test Instrument Based on Scientific Literacy in Electrolyte and Non-Electrolyte Solution Topics. THABIEA?: JOURNAL OF NATURAL SCIENCE TEACHING, 5(1), 1. https://doi.org/10/gstzq8

    Dewi, N. R., Rusilowati, A., Saptono, S., Haryani, S., & Listiaji, P. (2021). Analysing Technological Pedagogical and Content Knowledge (TPACK) of Pre-Service Science Teachers. International Conference on Science, Education, and Technology, 7, 407–412. https://proceeding.unnes.ac.id/index.php/ISET/article/view/1989

    Fadhilah, A., & Haryani, S. (2021). Development of Acid-Base Online Science Literacy Test Instruments. JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG, 9(2), 152–160. https://doi.org/10/gstzrs

    Galani, A., & Galanakis, M. (2022). Organizational Psychology on the Rise-McGregor’s X and Y Theory: A Systematic Literature Review. Psychology, 13, 782–789. https://doi.org/10.4236/psych.2022.135051

    Haryani, S., Masfufah, Wijayati, N., & Kurniawan, C. (2018). Improvement of metacognitive skills and students’ reasoning ability through problem-based learning. Journal of Physics: Conference Series, 983(1). https://doi.org/10.1088/1742-6596/983/1/012174

    Haryani, S., Prasetya, A. T., & Bahron, H. (2017). Building the character of pre-service teachers through the learning model of problem-based analytical chemistry lab work. Jurnal Pendidikan IPA Indonesia, 6(2), 229–236. https://doi.org/10.15294/jpii.v6i2.10688

    Haryani, S., Sakti, A. T., Dewi, S. H., & Prasetya, A. T. (2023). Development of content knowledge instruments in the form of two tiers based on scientific literacy on buffer solutions. AIP Conference Proceedings, 2614(1), 30032. https://doi.org/10/gstzqt

    Haryani, S., Tri Prasetya, A., & Ika Rusmawati, D. (2016). Pedagogical Content Knowledge (PCK) Calon Guru Dan Guru Kimia Pada Materi Buffer. Unnes Science Education Journal , 5(3), 1438–1446. http://journal.unnes.ac.id/sju/index.php/usej

    Haryani, S., Wardani, S., Supardi, K. I., & Prasetya, A. T. (2019). The analysis of teacher’s ability in create lesson plans and student worksheet. Journal of Physics: Conference Series, 1321(2). https://doi.org/10.1088/1742-6596/1321/2/022045

    Marfu’ah, S., Haryani, S., Susilaningsih, E., & Kurniawan, C. (2022). Pengembangan Instrumen Tes untuk Analisis Keterampilan Metakognisi pada Materi Larutan Penyangga. Chemistry in Education, 11(1), 65–71. https://doi.org/10.15294/chemined.v11i1.53002

    Pantiwati, Y., Chamisijatin, L., Zaenab, S., & Aldya, R. F. (2023). Characteristics of Learning Assessment Towards Implementation of Merdeka Learning Curriculum. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 7(1), 115–128. https://doi.org/10/gstzrp

    Prasetya, A. T., Cahyono, E., & Haryani, S. (2021). Chemical Practicum Learning Project-Based Instrument Analysis to Develop Students’ New Literacy Skills.

    Qodriyah, R. L., Susilaningsih, E., & Haryani, S. (2021). Desain Instrumen Tes Berbasis Makroskopis, Mikroskopis, Simbolis untuk Analisis Kemampuan Berpikir Kreatif. Chemistry in Education, 10(2), 86–93. https://doi.org/10.15294/chemined.v10i2.48215

    Setyorini, L., Haryani, S., & Susilaningsih, E. (2022). Development of e-module based on local wisdom to improve science literacy and reading literacy. Jurnal Pendidikan Kimia (JPKIM), 14(1), 28–38. https://doi.org/10/gstzrq

  1. Anderson, L. W. (2013). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s. 1(2017), 302. https://books.google.com/books?id=d0gxngEACAAJ&pgis=1
  2. Dewi, A. M., & Haryani, S. (2022). Development of Three-Tier Test Instrument Based on Scientific Literacy in Electrolyte and Non-Electrolyte Solution Topics. THABIEA?: JOURNAL OF NATURAL SCIENCE TEACHING, 5(1), 1. https://doi.org/10/gstzq8
  3. Dewi, N. R., Rusilowati, A., Saptono, S., Haryani, S., & Listiaji, P. (2021). Analysing Technological Pedagogical and Content Knowledge (TPACK) of Pre-Service Science Teachers. International Conference on Science, Education, and Technology, 7, 407–412. https://proceeding.unnes.ac.id/index.php/ISET/article/view/1989
  4. Fadhilah, A., & Haryani, S. (2021). Development of Acid-Base Online Science Literacy Test Instruments. JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG, 9(2), 152–160. https://doi.org/10/gstzrs
  5. Galani, A., & Galanakis, M. (2022). Organizational Psychology on the Rise-McGregor’s X and Y Theory: A Systematic Literature Review. Psychology, 13, 782–789. https://doi.org/10.4236/psych.2022.135051
  6. Haryani, S., Masfufah, Wijayati, N., & Kurniawan, C. (2018). Improvement of metacognitive skills and students’ reasoning ability through problem-based learning. Journal of Physics: Conference Series, 983(1). https://doi.org/10.1088/1742-6596/983/1/012174
  7. Haryani, S., Prasetya, A. T., & Bahron, H. (2017). Building the character of pre-service teachers through the learning model of problem-based analytical chemistry lab work. Jurnal Pendidikan IPA Indonesia, 6(2), 229–236. https://doi.org/10.15294/jpii.v6i2.10688
  8. Haryani, S., Sakti, A. T., Dewi, S. H., & Prasetya, A. T. (2023). Development of content knowledge instruments in the form of two tiers based on scientific literacy on buffer solutions. AIP Conference Proceedings, 2614(1), 30032. https://doi.org/10/gstzqt
  9. Haryani, S., Tri Prasetya, A., & Ika Rusmawati, D. (2016). Pedagogical Content Knowledge (PCK) Calon Guru Dan Guru Kimia Pada Materi Buffer. Unnes Science Education Journal , 5(3), 1438–1446. http://journal.unnes.ac.id/sju/index.php/usej
  10. Haryani, S., Wardani, S., Supardi, K. I., & Prasetya, A. T. (2019). The analysis of teacher’s ability in create lesson plans and student worksheet. Journal of Physics: Conference Series, 1321(2). https://doi.org/10.1088/1742-6596/1321/2/022045
  11. Marfu’ah, S., Haryani, S., Susilaningsih, E., & Kurniawan, C. (2022). Pengembangan Instrumen Tes untuk Analisis Keterampilan Metakognisi pada Materi Larutan Penyangga. Chemistry in Education, 11(1), 65–71. https://doi.org/10.15294/chemined.v11i1.53002
  12. Pantiwati, Y., Chamisijatin, L., Zaenab, S., & Aldya, R. F. (2023). Characteristics of Learning Assessment Towards Implementation of Merdeka Learning Curriculum. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 7(1), 115–128. https://doi.org/10/gstzrp
  13. Prasetya, A. T., Cahyono, E., & Haryani, S. (2021). Chemical Practicum Learning Project-Based Instrument Analysis to Develop Students’ New Literacy Skills.
  14. Qodriyah, R. L., Susilaningsih, E., & Haryani, S. (2021). Desain Instrumen Tes Berbasis Makroskopis, Mikroskopis, Simbolis untuk Analisis Kemampuan Berpikir Kreatif. Chemistry in Education, 10(2), 86–93. https://doi.org/10.15294/chemined.v10i2.48215
  15. Setyorini, L., Haryani, S., & Susilaningsih, E. (2022). Development of e-module based on local wisdom to improve science literacy and reading literacy. Jurnal Pendidikan Kimia (JPKIM), 14(1), 28–38. https://doi.org/10/gstzrq