Teacher adaptation, school policy, and library support in vocational education transformation
DOI:
https://doi.org/10.64014/hipkinjss.v1i1.293Keywords:
Kurikulum Merdeka, school library, school policy, teacher adaptation, vocational educationAbstract
The implementation of the Kurikulum Merdeka in Vocational High Schools (SMK) necessitates an adaptive transformation of vocational learning paradigms, yet often faces complex challenges regarding human resource readiness and managerial support. This study aims to analyze the dynamics of curriculum transition at SMK Insan Mandiri Bandung, with a focus on teachers' instructional adaptation, institutional policy, and the role of supporting facilities. Employing a qualitative descriptive approach, data were collected through structured interviews with the vice principal of curriculum, productive teachers, and library managers. They were then analyzed to map patterns of successful implementation. The results indicate that the effectiveness of the Kurikulum Merdeka application relies heavily on the integration of three strategic elements: teachers' flexibility in designing contextual project-based learning, school regulatory support that is responsive to innovation, and the revitalization of the library's role as an active literacy center. This study concludes that the success of vocational education transformation is not partial but requires systemic synergy between school components. These findings have critical implications for vocational education managers, who should prioritize structural collaboration and continuous capacity building to create a learning ecosystem aligned with industrial demands and contemporary developments.
Abstrak
Implementasi Kurikulum Merdeka di Sekolah Menengah Kejuruan (SMK) mengharuskan adanya transformasi paradigma pembelajaran vokasi yang adaptif, namun sering kali menghadapi tantangan kompleks terkait kesiapan sumber daya manusia dan dukungan manajerial. Penelitian ini bertujuan untuk menganalisis dinamika transisi kurikulum di SMK Insan Mandiri Bandung, dengan fokus spesifik pada adaptasi instruksional guru, kebijakan institusi, dan peran fasilitas pendukung. Melalui pendekatan kualitatif deskriptif, data dikumpulkan menggunakan teknik wawancara terstruktur terhadap wakil kepala sekolah bidang kurikulum, guru produktif, serta pengelola perpustakaan, yang kemudian dianalisis untuk memetakan pola keberhasilan implementasi. Hasil penelitian menunjukkan bahwa efektivitas penerapan Kurikulum Merdeka sangat bergantung pada keterpaduan tiga elemen strategis: fleksibilitas guru dalam merancang pembelajaran berbasis proyek yang kontekstual, dukungan regulasi sekolah yang responsif terhadap inovasi, serta revitalisasi peran perpustakaan sebagai pusat literasi yang aktif. Studi ini menyimpulkan bahwa keberhasilan transformasi pendidikan vokasi tidak bersifat parsial, melainkan membutuhkan sinergi sistemik antar komponen sekolah. Temuan ini memberikan implikasi penting bagi pengelola pendidikan vokasi untuk memprioritaskan kolaborasi struktural dan pengembangan kapasitas berkelanjutan guna menciptakan ekosistem pembelajaran yang relevan dengan tuntutan industri dan perkembangan zaman.
Kata Kunci: adaptasi guru; kebijakan sekolah; Kurikulum Merdeka; pendidikan vokasi; perpustakaan sekolah
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