ACHIEVEMENT OF THE MERDEKA BELAJAR CURRICULUM TOWARDS

LEARNING IINDONESIAN LANGUAGE LEARNING AT THE HIGH SCHOOL LEVEL

Assigned by :
As the final project of the lecture as a form of article / project.
Lecturer :Mrs. Woro Wuryani, M.PD.

By
Resliani Br Girsang
19210205
B3 Indonesian Language and literature Nights
Email: reslianigirsang6@gmail.com

FACULTY OF INDONESIAN LANGUAGE AND LITERATURE

SILIWANGI INSTITUTE OF TEACHER TRAINING AND EDUCATION

2022
 ABSTRACT

Freedom of learning is an idea that liberates teachers and students in determining

the learning system. The purpose of independent learning is to create a pleasant education
for students and teachers because so far education in Indonesia has emphasized more on
the aspect of knowledge than the aspect of skills. Freedom of learning also emphasizes
aspects of character development that are in accordance with the values of the Indonesian
nation. Ki Hadjar Dewantara views education as an impetus for student development,
namely education teaches to achieve change and benefit the surrounding environment.
Freedom of learning is a form of implementation of the values that shape the character of
the nation starting from the improvement of the education system and learning methods. It
is hoped that independent learning can provide changes for the better and provide benefits
to the environment. The existence of the current independent learning curriculum, the
learning outcomes of Indonesian of course also change following the flow of curriculum
changes, the learning achievements of Indonesian are now divided according to the phase
group that is being held.

Keywords: achievements, characteristics, learning objectives Indonesian in independent learning

A. INTRODUCTION

1. BACKGROUND

The rapid development of science and technology today, has brought very

rapid changes in various aspects of life. Jobs and the way we work are

changing, many jobs are lost, while new types of jobs are emerging.

Economic, social, and cultural changes are also occurring at a high rate. In this

very dynamic time, universities must respond quickly and appropriately.

It is necessary to transform learning to be able to equip and prepare

higher education graduates to become a superior generation. A generation

that is responsive and ready to face the challenges of its time, without being

uprooted from the cultural roots of its nation (Nizam, 2020). Independent

Learning Education is a response to the needs of the education system in the

era of the Industrial Revolution 4.0. In this era of the Industrial Revolution

4.0, the main needs to be achieved in the education system or more

specifically in the learning method of student mastery of new literacy,

namely. data literacy, technological literacy and human literacy. In addition,

in the Independent Learning Education system, it still prioritizes character

education (Yamin & Syahrir, 2020)." Independent Learning Education". This

concept is a response to the needs of the education system in the era of the

industrial revolution 4.0. Makarim said that freedom of learning is freedom of

thought. Freedom of thought is determined by teachers (Flowers, 2019).

So the main key to supporting the new education system is teachers."

Without the teacher going through a process of interpretation, reflection and

thought process independently, how to assess his competence, how to

translate basic competencies, this becomes a good Learning Implementation

Plan (RPP).

Freedom to learn is the current educational slogan, especially in 2022,

which has been implemented by the Minister of Education and Culture. The

principle of independent learning is expected to accelerate the process of

educational information in Indonesia. In order to support the success rate of

students in critical and innovative learning.

Critical thinking can manage the cognitive and emotional intelligence

of students, based on this, independent learning for educators and learners is

needed today. Especially in Indonesian learning. For this reason, the purpose

of this study is to describe the achievement of independent learning,

especially in Indonesian learning at the high school level. The research

 method used is a qualitative descriptive method. The object of this study is

the learning outcomes of Indonesian.

Thus, with the current curriculum, researchers intend to discuss the

learning outcomes of Indonesian at the high school level.

2. PROBLEM FORMULATION

1. What are the learning outcomes Indonesian in the independent learning

curriculum?

2. What is the purpose of learning outcomes Indonesian in the independent

learning curriculum?

3. Why do learning outcomes Indonesian changed in independent learning?

4. What are the impacts of independent learning on Indonesian learning

outcomes?

3. RESEARCH OBJECTIVES

This article is carried out with the following objectives:

1. To find out the learning outcomes of Indonesian use the

independent learning curriculum.

2. To find out the influence of learning outcomes Indonesian use

independent learning at the high school level.

3. Knowing the purpose of learning outcomes Indonesian using the

independent learning curriculum.

4. Knowing the impact of independent learning in Indonesian learning.

B. THEORETICAL STUDIES

1. Learning outcomes Indonesian

a. Rational subjects Indonesian

The ability to speak, literature, and think is the foundation of

literacy skills, all fields of study, fields of life, and social goals using

literacy skills. Literacy is a very important ability that is used to work

and study throughout life. Thus, Indonesian learning is a literacy

learning for various purposes of communicating in the socio-cultural

context of Indonesia. Literacy skills are developed in learning to

listen, read, write, speak and present for various genre-based

purposes related to the use of language in life. Each genre has a text

type that is based on a specific text-structure-minded flow. Text

type is a train of thought that can optimize the use of language for

lifelong work and learning.

The main module used in Indonesian learning is genre pedagogy.

This model has 4 stages, namely: genre pedagogy, namely

explanations for building (explaining, building tea context) modeling

or modeling (modeling) comparison or (join constraint) and

independent (independent constraint) as well as activities that

encourage learners to think critically creatively and imaginatively In

the learning process.

b. Learning objectives Indonesian

Indonesian subjects aim to help learners to develop

 noble morals by using Indonesian in a polite manner

 attitude of security and respect for Indonesian as the official

language of the Republic of Indonesia

  language skills with a variety of multimodal texts or audio-

visual audio-visual written spoken audio-visual for various

gender purposes with the concept of

 literary language literacy skills and creative critical reasoning

in learning and working

 self-confidence to express as a capable individual

Independent work together and responsibly

 concern for the local culture and the surrounding

environment

 concern to contribute as citizens of Indonesia and a

democratic and just world.

c. characteristics of advanced Indonesian subjects

Indonesian subjects become the basic capital for learning and

working because they focus on literacy skills (language and

thinking), literacy skills are indicators of the progress and

development of Indonesian children. Indonesian subjects that foster

and develop the confidence of learners as communicators,

imaginative creative critical thinking and Indonesian citizens who

master digital and information literacy. Learning Indonesian Fosters

and develops knowledge and literacy skills in all communication

events that support success and education and the world of work.

Indonesian learning subjects form receptive language skills

(listening, reading, speaking, and checking) language skills producing

(presenting and, writing). This language competence relies on three

things that are interconnected and mutually supportive to develop

the competence of students, namely language develops literary

language competence develops understanding of appreciating

responding to analyzing and creating literary works and creative and

imaginative critical thinking development of language competencies

along with and thinking is expected to form educational students

who have high literacy skills and pancasila character

 subjects Indonesian include the receptive ability of being able

to read and examine and productive abilities such as speaking

presenting and writing which are both subjects of learning

 The subject of learning Indonesian uses a genre-based

approach through the use of various types of texts and

multimedia texts such as oral, written, visual, audio, and

audiovisual, learning models using genre pedagogy, namely

explanations for building (explaining, building tea context)

modeling or modeling (modelling) comparison or (join

constraint) and independent (independent constraint) as well

as activities that encourage students to think critically

creatively and imaginatively In learning process

 learning Indonesian taught to improve:

a. Students' life skills in cultivating themselves and the

environment
 learning area ability sub-capabilities

language Receptive listening

talk and memirsa

Productive speaking and presenting

write

The definition of language skills is described as follows.

element description

listening the ability of students to accept understanding and interpreting the

information heard well in order to receive speech partners. the

process that occurs in listening includes listening activities with the

concentration of identifying understanding opinions interpreting

language speech, and preparing responses to speech partners.

Listening is an important communication skill because listening ability

determines the level of ability of students to understand the meaning

(expressed and implied) of oral exposure. Understand and the main

ideas and supporters of the context in which the exposure is

concerned. the components contained in the development in listening

include sensitivity to the field of language sign system vocabulary

vocabulary structure of language or grammar of meaning and

metacognitive

read and listen Reading is the ability of learners to understand interpreting and
 reflecting texts according to the purpose and importance to develop

an attitude of knowledge skills and their potential to check is the

ability of learners to understand interpreting and reflecting visual

and / or audio-visual printed presentations according to their purpose

and importance to develop an attitude of knowledge skills and their

potential the components contained are developed in reading and

examining among other things sensitivity to the letter components of

the sign system vocabulary vocabulary structure of language or

grammar of meaning and metacognition

speaking and conveying ideas of responses and feelings in written form and politely

presenting presenting is the ability to present ideas or responses passively

accurately responsible and ask questions and convey feelings orally in

a convection manner in a communicative and polite way through a

variety of digital audio visual media audio visual components that can

be developed in speaking and presenting including sensitivity to the

earth sign language vocabulary structure Grammar language meaning

and metacognition

write Writing is the ability to convey ideas of responses and feelings in the

form of Writing is definitely accurately responsible and conveys

feelings and context. The components developed in writing include

applying the use of spelling, words, sentences, and paragraphs,

language structure, grammar. Meaning. And metacognition in diverse

types of texts
 Receptive and productive abilities developed interrelated these

interrelationships are developed in the learning process with the following

description: (1) learners need to be involved in verbal interactions of conversations

and discussions based on your understanding of the text appreciating its aesthetics

and cultural value and the process of creating. (2) participants also need to be given

the opportunity to read texts in a variety of formats or what is known as capital

proof texts such as audio and audio, visual, digital, and kinesthetic texts of diverse

content and genres such as descriptions, reports, reconstructions, explanatories,

expositions, instruks/procedures, and narratives (3).  learners have knowledge of

good and correct Indonesian grammar and how to use it effectively to support

language competence

2. learning outcomes of advanced Indonesian subjects phase E and F

a. phase E for class x SMA, MA and package C

Phase E In general for grade 10 SMA Ma and package C programs at

the end of the boiling water phase own decisions Have the ability to

speak and reason in accordance with the goals of academic social

conflicts and the world of work students are able to understand

managing to interpret and evaluate information from various types of

texts with diverse topics learners Able to calculate Ideas and opinions

from various sources learners Able to actively participate in

discussions and student debates Able to write a variety of texts to

convey opinions present and respond critically to non-fiction and

fictional information.
element description

listening learners Able to evaluate and create information in the form of thoughts

of feelings of direction or accurate messages and packaging various types

of texts both fiction and nonfiction in the form of dialogue monologues

and speech titles

reading and learners Able to evaluate information in the form of thoughts of

reading directional views and messages from various types of paints for example

descriptions of explanatory narrative reports of expositions and

descriptions of visual and audio-visual texts to find expressed and

implied meanings learners interpret information to express Ideas and

feelings Sympathy concerns empathy opinions pros and cons in student

texts or audio visual regularly use other sources for value accuracy and

quality and as well as comparing the content of the text

speaking and students Able to manage and present thoughts of direction or message

presenting views for the purpose of submitting proposals for the formulation of

problems and solutions in the form of monologue dialogues and running

movements logically for critical and creative students Able to create

expressions in accordance with the norms of politeness and in

communication contribute more actively in the discussion by preparing

discussion materials carrying out tasks and functions in discussions

students are able to express Empathy sympathy care creatively about

feelings and rewards in the form of multimodal fiction and nonfiction

texts

write learners write students Able to write thoughts For the description of
 students Able to write exposition texts research results from functional

texts of the world of work students Able to transfer one text to another

text for the purposes of the creative economy of students Able to

publish the results of writing in print and digital media

b. phase F class XI and XII and package C

at the end of phase F, students have the ability to speak and

reason in accordance with the objectives of academic social conflicts

over work. students are able to understand the process of

interpreting and evaluating various types of text on diverse topics

students Able to create ideas and opinions for various purposes and

students Able to actively participate in language activities that

involve many students Able to write various texts to reflect or

actualize themselves to always work by prioritizing the use of

Indonesian in various media to advance civilization to advance

civilization nation.

element description

listening students Able to evaluate various ideas and views based on the rules of

logic of thinking and listening to various aspects of both fiction and

nonfiction in the form of monologues of dialogue and speech, creating

and appreciating ideas and opinions to respond to the text.

reading and students Able to evaluate ideas and views based on the rules of thinking

reading logic from reading various types of fiction and nonfiction texts in print

and electronic media students Able to appreciate fiction and nonfiction

 texts

speaking and Students Able to present ideas of mind and creativity in language in the

presenting form of monologues of dialogue and speech degrees logically

systematically critical and creatively able to present literary works of

literature creatively and attract students Able to create texts in

accordance with the norms of politeness and Indonesian culture

students Able to present and maintain research and collect input from

discussions

write students Able to write various types of our own work able to write

persuasion texts and students Able to write the results of functional

research in the world of work and the development of further studies of

students Able to modify Describing literary works for the purpose of the

creative economy of students Able to publish writings of works in print

and digital media

3. objectives and characteristics of learning outcomes Indonesian.

The learning outcomes of Indonesian in the independent curriculum

have the following objectives:

a. noble morals by using Indonesian in a polite manner;

b. an attitude of precedence and respect for the Indonesian as

the official language of the Republic of Indonesia;

c. language skills with a variety of multimodal texts (oral,

written, visual, audio, audiovisual) for various purposes

(genres) and contexts;

 d. literacy skills (language, literature, and critical-creative

reasoning) in learning and working;

e. self-confidence to express as a capable, independent,

cooperative, and responsible individual;

f. concern for the local culture and the surrounding

environment;

g. concern to contribute as citizens of Indonesia and a

democratic and just world.

The subject of Indonesian become the basic capital for studying

and working because it focuses on literacy skills (language and

thinking). Mapel B. Indonesia fosters and develops the confidence of

students as communicators, critical-creative-imaginative thinkers and

Indonesian citizens who master digital and informational literacy.

Subjects Indonesian form language skills:

a. Receptive (Listening,,Reading, and listening)

b. Productive (Speaking and presenting Writing)

This language competence is based on three things that are

interconnected and support each other to develop the competence of

students, namely

a. Language (developing linguistic competence),

b. Literature (the ability to understand, appreciate, respond,

analyze, and create literary works); and

c. Thinking (critical, creative, and imaginative).

 The development of language, literature, and thinking

competencies is expected to form students who have high literacy

skills and Pancasila character.

Briefly, characteristic b. Indonesia as follows:

1. The subject of Indonesian includes 2 abilities, namely:

a. Receptive (Listening,,Reading, and listening)

b. Productive (Speaking and presenting Writing)

2. Subjects Indonesian use a genre-based approach through the use

of various types of multimodal texts and texts (oral, written,

visual, audio, audiovisual). Learning model using

a. genre pedagogy, namely:

b. explanation for constructing context (explaining, building the

context),

c. modeling (modelling),

d. guidance (joint construction), and

e. bathing (independent construction).

activities that encourage learners to think critically, creatively,

and imaginatively in the learning process.

3. Mapel Indonesian taught to improve:

a. learners' life skills in managing themselves and the environment;

b. students' awareness and concern for the natural, social, and

cultural environment.

4. Rationalization of Indonesian learning outcomes

 Language, literature, and thinking skills are the foundation of

literacy skills. Learning Indonesian is a literacy learning for various

purposes of communicating in the socio-cultural context of Indonesia.

Literacy skills are developed into learning to listen, read and listen,

write, speak, and present for a variety of genre-based purposes

related to the use of language in life. The main model used in

Indonesian learning is the pedagogy of the genre. The model has four

stages, namely:

1.Explanation for constructing context (explaining, building

the context),

2.Modeling (modeling),

3.Guidance (joint construction), and

4.Bathing (independent construction)

In addition to genre pedagogy, learning Indonesian can be

developed with other models according to the achievement of a

particular learning. The development and development of Indonesian

language skills will form a Pancasila person who has faith, piety to

God Almighty and has a noble character, thinks critically,

independently, creatively, works together, and has a global diversity.

C. RESEARCH METHODS

This research uses qualitative methods, according to Strauss and Corbin

(2007: 1), qualitative research is a type of research whose findings are not obtained
 through statistical procedures or other forms of calculation. Although the data can

be calculated and conveyed in numbers as in the census, the analysis of the data is

qualitative. Qualitative research refers to the analysis of non-mathematical data. This

procedure produces findings obtained through data collected by various means,

including interviews, observations, documents or archives, and tests. In the

qualitative tradition, the research process is not as simple as quantitative research.

In qualitative research, before the results of the research can contribute to science,

it is necessary to go beyond the stages of the critical-scientific thinking process, that

is, the process of thinking inductively to capture the facts and social phenomena that

occur in the field through observation. The results of these observations are findings

that need to be analyzed, to further become the basis for carrying out theorization.

D. SUBJECT/OBJECT OF STUDY

1. In this study, it is for high school students in achieving learning Indonesian in

the independent learning curriculum.

2. The object of research is learning with the aim of learning outcomes

Indonesian in the curriculum Indonesian

E. DATA COLLECTION TECHNIQUES

This study used data collection techniques with two, namely observation and

interviews with one of the teacher educators at Pacim High School, West Bandung.

F. DATA MANAGEMENT TECHNIQUES

This research carried out data collection techniques with observation and interviews
 1. The implementation of the observation of teacher activities is a description of the

implementation of learning in the initial activities, core activities, and final activities.

Teacher activities consist of 8 types of activities that are observed according to the

steps of the Task Technique for Learning With Partners.

2. In-depth interviews which are one of the data collection techniques used by asking questions to the

source directly, this technique can be used to prove the data that we have obtained before.

G. RESULTS AND DISCUSSION

The result of this study is that the "Merdeka Belajar" education program includes three

learning outcomes, including: 1) rational achievement of aindonesian subjects (USBN); 2) the

achievement of phase E ; 3) the achievement of phase F. When observed from the main

content of the independent learning policy, it is obviously more focused on the primary and

secondary education levels, although in subsequent developments it also has dimensions to

the higher education level (Dikti) through the "Independent Campus" program. Of course,

the "Merdeka Belajar" program is not a policy that suddenly appeared, but through a series

of long and mature processes, after some time ago after being inaugurated as Minister of

Education and Culture, many conducted comprehensive studies by inviting and visiting

education experts, supervisors, principals, teachers, teacher professional organizations and

so on, to hear various inputs related to educational practice problems. More specifically, the

four principles of independent learning are described as follows.

H. COVER

a. Conclusion

With the launching of Merdeka Belajar-Kampus Merdeka, the concept of learning

achievement applied has the substance of freeing students and educators to learn because

in it, in addition to material and formal and virtual objects, there are also subjects that cover

sensory abilities and creative processes. In innovating, freedom of learning in Indonesian

subjects, actually fosters a dialogical message that is not only limited to students and
 educators, but also a wider scope. Dialogue becomes a usher in a richer life in achieving

learning goals. The application of learning Indonesian in the concept of Merdeka Belajar-

SMaA Merdeka, including the application of humanism in learning, learning creativity,

community approaches in learning communication, multimodal in learning, and the key to

successful learning at home. In humanism learning, pedidice serves as a facilitator for its

students by motivating and facilitating learning experiences by applying learning strategies

that are in accordance with their needs and systematic delivery of material, so that students

are more active and have a pleasant learning experience. 304 Creative learning models can

be applied to a variety of ages. The use of creative learning models, in addition to increasing

the enthusiasm for learning, also makes the learning process more effective. Open attitude

in dialogical communication, as one way of overcoming misperceptions. In today's

technological era, a multimodal approach is the right choice. Through this approach, it is

possible that lecturers / educators / teachers can meet the needs of different learners in a

language learning environment. There are at least four keys to successful online learning: 1)

the educator's ability to utilize technological media, 2) presenting planned and effective

learning within time constraints, 3) the educator's ability to unite the perceptions and

concentrations of students who are far apart, and

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