Mengintegrasikan Kurikulum Merdeka dan Experiential Learning: Model Manajemen Kurikulum Holistik pada Sekolah Alam Luwu Timur
DOI:
https://doi.org/10.58230/ac1rht24Keywords:
manajemen kurikulum holistik, Kurikulum Merdeka, experiential learning, Model ManajemenAbstract
Implementasi Kurikulum Merdeka menuntut satuan pendidikan mengembangkan pembelajaran yang fleksibel, kontekstual, dan berpusat pada peserta didik. Namun, kajian mengenai pengelolaan prinsip tersebut secara terintegrasi dengan experiential learning, khususnya di Sekolah Alam, masih terbatas. Penelitian ini bertujuan menganalisis integrasi Kurikulum Merdeka dan experiential learning dalam membentuk model manajemen kurikulum holistik di Sekolah Alam serta keterkaitannya dengan penguatan kompetensi sosial dan akademik siswa. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus di Sekolah Alam Luwu Timur. Data dihimpun melalui observasi berulang, wawancara semiterstruktur dengan kepala sekolah, guru/koordinator, dan siswa, serta studi dokumentasi terhadap perangkat kurikulum dan laporan perkembangan siswa. Data dianalisis melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan dengan dukungan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa manajemen kurikulum berlangsung melalui perencanaan terintegrasi; pembelajaran berbasis sentra, pengalaman, dan alam; pengembangan kompetensi sosial dan akademik; evaluasi multidimensional; serta tindak lanjut pembelajaran. Penelitian ini menghasilkan Model Manajemen Kurikulum Holistik Sekolah Alam yang bersifat siklikal dan memperluas pemahaman manajemen kurikulum dari fungsi administratif menuju pengelolaan pengalaman belajar yang adaptif, kontekstual, dan holistik. Karena didasarkan pada satu kasus dengan jumlah informan terbatas, model ini perlu diuji pada konteks sekolah yang lebih beragam.
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