Efektivitas Pelatihan Self Acceptance Pada Guru Dalam Menghadapi Kurikulum Merdeka Kecamatan Medan Baru

Abstract

Perubahan kurikulum saat ini begitu pesat, hal ini mengakibatkan banyaknya dampak positif maupun negatif yang bermunculan terkait self acceptance pada guru yang mengalami kebingungan dan kesulitan yang menyebabkan mudahnya putus asa, bosan, jenuh dan lelah. Hasil dari Observassi ada 84 guru TK di kecamatan Medan Baru. Saat menyebarkan kuesioner (angket ) terbuka ada 30 guru yang menulis jawabannya dengan kata atau kalimat “Bingung, terkejut, belum paham, kesulitan mencari informasi, merasa khawatir, dll” Kemudian Saat melakukan wawancara langsung kepada beberapa reaksi guru mengungkapkan terdapat mengalami kebingungan, kaget, terkejut dan kesulitan dalam mencari informasi tentang kurikulum merdeka, Mengeluh dengan beberapa tugas yang harus disiapkan serta membagi waktu yang terbatas untuk belajar kurikulum merdeka. Penelitian ini bertujuan untuk mengkaji efektivitas pelatihan self acceptance pada guru dalam menghadapi perubahan Kurikulum Merdeka. Penelitian ini dilaksanakan di TK Swasta Al-Muttaqien sebanyak 30 guru, yang dibagi menjadi kelompok eksperimen dan kontrol. Metode penelitian ini adalah Eksperiemen, jenis penelitian adalah Quasi-experiment dengan desain Nonequivalent Control Group Design (pretest-posttest control group design). Variabel yang di teliti adalah self acceptance. hasil uji normalitas dari Post-Test Kelas Kontrol menunjukkan Nilai signifikansi KolmogorovSmirnov 0,054 > 0,05, dan nilai signifikansi Shapiro-Wilk 0,018 > 0,05, menunjukkan data distribusi tidak normal. Dari hasil analisis menggunakan Mann-Whitney Test kelas Post-test Eksperimen menunjukan Mean Rank 21,93 sedangkan kelas posttest Kontrol dimana mean rank sebesar 9.07 artinya ada perbedaan yang signitifan, Asymp.Sig. (2-tailed) bernilai 0,001. Karena nilai 0,001 lebih kecil dari < 0,05, maka dapat disimpulkan bahwa “Hipotesis diterima”. The current curriculum changes are so rapid, this has resulted in many positive and negative impacts that have emerged related to self-acceptance in teachers who experience confusion and difficulties that cause them to easily give up, get bored, get tired and tired. The results of the Observation were 84 kindergarten teachers in Medan Baru sub-district. When distributing open questionnaires, there were 30 teachers who wrote their answers with the words or sentences "Confused, surprised, don't understand, have difficulty finding information, feel worried, etc." Then when conducting direct interviews with several teachers, the reactions revealed that there were confusion, shock, surprise and difficulty in finding information about the independent curriculum, Complaining about several tasks that must be prepared and dividing the limited time to study the independent curriculum. This study aims to examine the effectiveness of self-acceptance training for teachers in dealing with changes to the Independent Curriculum. This study was conducted at Al-Muttaqien Private Kindergarten with 30 teachers, who were divided into experimental and control groups. This research method is Experimental, the type of research is Quasi-experiment with Nonequivalent Control Group Design (pretest-posttest control group design). The variable studied is self-acceptance. The results of the normality test from the Control Class Post-Test showed a Kolmogorov-Smirnov significance value of 0.054> 0.05, and a Shapiro-Wilk significance value of 0.018> 0.05, indicating that the data distribution was not normal. From the results of the analysis using the Mann-Whitney Test, the Experimental Post-test class showed a Mean Rank of 21.93, while the Control post-test class where the mean rank was 9.07 meant that there was a significant difference, Asymp.Sig. (2-tailed) was 0.001. Because the value of 0.001 is smaller than <0.05, it can be concluded that "The hypothesis is accepted".