Studi Komparatif: Efektivitas Buku Paket Kurikulum 2013 dan Kurikulum Merdeka pada Pembelajaran Bahasa Sunda
The effectiveness of textbooks in facilitating language learning has long been a subject of debate among educators. In the Indonesian context, the implementation of the 2013 Curriculum and the Merdeka Curriculum has brought about significant changes in the approach to teaching Bahasa Sunda, the native language of West Java. This study aims to conduct a comparative analysis of the effectiveness of textbooks designed for these two curricula in promoting Bahasa Sunda learning. By examining the content, pedagogical approaches, and student engagement fostered by these textbooks, this study seeks to shed light on their respective strengths and weaknesses, ultimately contributing to a deeper understanding of how textbooks can best support the acquisition of Bahasa Sunda.
Textbook Content and Alignment with Curriculum Objectives
The 2013 Curriculum and the Merdeka Curriculum differ in their pedagogical philosophies and learning objectives. The 2013 Curriculum emphasizes a more structured and teacher-centered approach, while the Merdeka Curriculum promotes student-centered learning and emphasizes critical thinking, creativity, and problem-solving skills. These differences are reflected in the content and structure of the textbooks designed for each curriculum. Textbooks for the 2013 Curriculum typically present a comprehensive overview of grammatical rules and vocabulary, often accompanied by exercises that reinforce memorization and application of these concepts. In contrast, textbooks for the Merdeka Curriculum prioritize engaging activities that encourage students to explore language in context, fostering deeper understanding and application of language skills.
Pedagogical Approaches and Student Engagement
The pedagogical approaches employed in the textbooks also reflect the distinct philosophies of the two curricula. Textbooks for the 2013 Curriculum often rely on traditional methods such as rote learning and drill exercises, which can sometimes lead to passive learning and a lack of student engagement. On the other hand, textbooks for the Merdeka Curriculum incorporate a wider range of pedagogical approaches, including project-based learning, collaborative activities, and technology-enhanced learning. These approaches aim to create a more interactive and engaging learning environment, encouraging students to actively participate in the learning process.
Effectiveness of Textbooks in Promoting Language Acquisition
The effectiveness of textbooks in promoting language acquisition can be assessed by considering factors such as student motivation, comprehension, and fluency. While textbooks for the 2013 Curriculum provide a solid foundation in grammar and vocabulary, they may not adequately address the development of communicative competence, which is crucial for effective language use. Textbooks for the Merdeka Curriculum, with their focus on real-world applications and interactive learning, have the potential to foster greater student motivation and engagement, leading to improved language acquisition.
Conclusion
This comparative study highlights the distinct approaches to teaching Bahasa Sunda adopted by the 2013 Curriculum and the Merdeka Curriculum. While both curricula have their merits, the Merdeka Curriculum's emphasis on student-centered learning and its incorporation of diverse pedagogical approaches hold promise for enhancing student engagement and promoting effective language acquisition. The findings of this study suggest that textbooks designed for the Merdeka Curriculum may be more effective in fostering a deeper understanding and application of Bahasa Sunda, ultimately contributing to the development of communicative competence among students. However, it is important to note that the effectiveness of any textbook ultimately depends on the teacher's ability to adapt and implement the material in a way that meets the specific needs of their students.