Pengembangan Kompetensi Guru Bahasa Inggris Madarasah Aliyah  dalam Penyusunan Modul Ajar Kurikulum Merdeka: Improving the Competence of Madrasah Aliyah English Teachers in Preparing Learning Modules of Kurikulum Merdeka

Hartono Hartono; Choiril Anwar; Kurniawan Yudhi Nugroho; Zaenal Abidin

doi:10.33084/pengabdianmu.v9i5.6683

Authors

Hartono Hartono Universitas Islam Sultan Agung https://orcid.org/0000-0001-7066-410X
Choiril Anwar Universitas Islam Sultan Agung https://orcid.org/0000-0002-1057-4310
Kurniawan Yudhi Nugroho Universitas Islam Sultan Agung
Zaenal Abidin Madrasah Aliyah Negeri Demak

DOI:

https://doi.org/10.33084/pengabdianmu.v9i5.6683

Keywords:

English lesson, Merdeka curriculum, teaching modules , developing

Abstract

Despite being introduced in February 2022, many teachers still need help applying the Independence curriculum at their schools. Many teachers must be more experienced in implementing the curriculum and require additional time to comprehend its ideals and essence fully. The community service program aimed to enhance teachers' proficiency in creating and composing instructional modules for the Independence Curriculum. The program participants were English instructors from Madrasah Aliyah in the Demak Regency, who were members of the Demak English Teacher Association of Madrasah Aliyah. The program was divided into three phases: pre-face-to-face training, face-to-face training, and post-face-to-face training consultation and help. A questionnaire gathered data on the subjects and interviews with select association members before in-person training. During the in-person training, the Community Service team engaged with the teachers by presenting educational materials, facilitating discussions, and giving participants exercises. The instruction was placed at Madrasah Aliyah Demak for a single day. Observations throughout the training revealed that numerous English teachers needed a complete understanding of teaching modules, resulting in their inability to develop and write them effectively. Following the training, the Community Service Teams offered consultations and assistance to the teachers to support them in finishing the modules. Teachers encountered persistent challenges, indicating the need for additional training.

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