Analisis Perbedaan Pendekatan Pembelajaran IPS pada Kurikulum 2013 dan Kurikulum Merdeka di Tingkat SMP

Indonesia's education system has undergone significant changes over the years, with the introduction of different curriculums aimed at improving the quality of education. Two such curriculums that have been implemented are the 2013 Curriculum and the Merdeka Curriculum. This article will delve into an analysis of the differences in the approach to teaching Social Studies (IPS) in junior high schools under these two curriculums.

The 2013 Curriculum Approach to IPS

The 2013 Curriculum was introduced with the aim of improving the quality of education in Indonesia. The approach to teaching IPS under this curriculum is characterized by a thematic-integrative method. This means that the teaching of IPS is not done in isolation, but is integrated with other subjects. The core keyword of this curriculum is "competence", which refers to the ability to apply knowledge, skills, and attitudes in real-life situations.

The 2013 Curriculum emphasizes the importance of active learning, where students are encouraged to be active participants in the learning process. This is achieved through the use of various teaching methods such as problem-based learning, project-based learning, and inquiry-based learning. The curriculum also emphasizes the importance of character education, with the aim of molding students into responsible and ethical individuals.

The Merdeka Curriculum Approach to IPS

The Merdeka Curriculum, on the other hand, was introduced with the aim of creating independent learners who are capable of self-directed learning. The approach to teaching IPS under this curriculum is characterized by a student-centered method. This means that the focus is on the students, with the teacher acting as a facilitator rather than a transmitter of knowledge.

The Merdeka Curriculum emphasizes the importance of critical thinking, where students are encouraged to question, analyze, and evaluate information. This is achieved through the use of various teaching methods such as discussion, debate, and case study. The curriculum also emphasizes the importance of lifelong learning, with the aim of equipping students with the skills necessary for continuous learning throughout their lives.

Comparison of the Two Approaches

While both curriculums aim to improve the quality of education, they differ in their approach to teaching IPS. The 2013 Curriculum uses a thematic-integrative method, emphasizing active learning and character education. On the other hand, the Merdeka Curriculum uses a student-centered method, emphasizing critical thinking and lifelong learning.

In terms of teaching methods, the 2013 Curriculum uses problem-based learning, project-based learning, and inquiry-based learning, while the Merdeka Curriculum uses discussion, debate, and case study. This shows that while the 2013 Curriculum focuses on the application of knowledge, the Merdeka Curriculum focuses on the analysis and evaluation of information.

In conclusion, the 2013 Curriculum and the Merdeka Curriculum have different approaches to teaching IPS in junior high schools. These differences reflect the unique goals and objectives of each curriculum. While the 2013 Curriculum aims to create competent individuals, the Merdeka Curriculum aims to create independent learners. Despite these differences, both curriculums share a common goal of improving the quality of education in Indonesia.