Persepsi Guru Pendidikan Jasmani, Olahraga, dan Kesehatan Terhadap Implementasi Kurikulum Merdeka di Sekolah Dasar

Ahmad Maulidin Efendi; Erna Fitriatun; Suwarli Suwarli

doi:10.36312/sj.v4i2.2729

Authors

Ahmad Maulidin Efendi Universitas Pendidikan Madalika
Erna Fitriatun Universitas Pendidikan Mandalika
Suwarli Suwarli Universitas Lampung

DOI:

https://doi.org/10.36312/sj.v4i2.2729

Keywords:

Kurikulum merdeka, PJOK, persepsi guru, implementasi kurikulum, pendidikan dasar

Abstract

Penelitian ini bertujuan untuk menganalisis persepsi guru Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) terhadap implementasi Kurikulum Merdeka di sekolah dasar se-Kecamatan Jonggat pada tahun 2024. Penelitian ini menggunakan metode deskriptif kuantitatif dengan melibatkan 65 guru PJOK. Data dikumpulkan melalui angket yang telah divalidasi dan dianalisis secara statistik deskriptif. Hasil penelitian menunjukkan bahwa sebagian besar guru memiliki persepsi yang kurang setuju terhadap berbagai faktor yang mempengaruhi implementasi Kurikulum Merdeka, terutama pada faktor eksternal, pemahaman konsep, dan pemahaman isi. Tantangan terbesar ditemukan pada keterbatasan infrastruktur pendidikan jasmani, alokasi waktu pembelajaran yang terbatas, dan kurangnya pelatihan berbasis praktik. Penelitian ini merekomendasikan pelatihan berbasis praktik yang intensif, peningkatan fasilitas olahraga, dan penyesuaian kebijakan zonasi PPDB untuk mendukung keberhasilan implementasi Kurikulum Merdeka, khususnya di bidang pendidikan jasmani, olahraga, dan kesehatan.

Physical Education, Sports, and Health (PJOK) Teachers' Perceptions of the Implementation of the Merdeka Curriculum in Elementary Schools

Abstract

This study aims to analyze the perceptions of Physical Education, Sports, and Health (PJOK) teachers regarding the implementation of the Merdeka Curriculum in elementary schools in Jonggat District in 2024. This research employs a descriptive quantitative method involving 65 PJOK teachers. Data were collected through a validated questionnaire and analyzed using descriptive statistics. The results indicate that most teachers have a disagreeing perception regarding various factors affecting the implementation of the Merdeka Curriculum, especially in external factors, conceptual understanding, and content comprehension. The greatest challenges were found in limited physical education infrastructure, limited class time, and insufficient practical-based training. This study recommends intensive practical-based training, improvement of sports facilities, and adjustments to the PPDB zoning policy to support the successful implementation of the Merdeka Curriculum, particularly in the fields of physical education, sports, and health.

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