Teachers’ Challenges in Designing and Implementing the Modul Ajar at SMP Negeri 8 Pagar Alam

Margiana; Wisma Yunita; Syafryadin

doi:10.30998/vawajm27

Authors

Margiana Author
Wisma Yunita Author
Syafryadin Author

DOI:

https://doi.org/10.30998/vawajm27

Keywords:

Teaching Module, English Teachers, Merdeka Curriculum, Implementation, Challenges

Abstract

This study aimed to describe the features of the Modul Ajar designed by English teachers, examine how the modules were implemented in the English learning process, and identify the challenges faced by teachers in designing and implementing the modules in accordance with the Merdeka Curriculum at SMP Negeri 8 Pagar Alam. This research employed a qualitative descriptive method. The data were collected through document analysis, observation, and interviews with English teachers. The results of the study showed that in general, the Teaching Module prepared by teachers is very appropriate and in accordance with the structure and components of the Independent Curriculum, with an average design suitability of 87.03%. Meanwhile, the implementation of the Teaching Module in learning is also categorized as very appropriate, with an average achievement of implementation indicators of 93.3%. These modules generally cover important components such as learning objectives, learning activities, assessments, and reflections. Challenges for teachers in the design and implementation process, such as adapting materials to the diverse needs and interests of students, time constraints, and infrastructure limitations. Teachers also have difficulty in implementing differentiated learning and designing assessments that are fair but do not burden students

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