Transformasi Inovasi Pembelajaran Digital Guru IPS Dalam Implementasi Kurikulum Merdeka Pada Era Perubahan Digital
DOI:
https://doi.org/10.61692/edufa.v3i4.360Keywords:
Digital learning innovation, Social studies teachers, Merdeka curriculumAbstract
The rapid advancement of digital education has transformed teaching practices, making the study of digital learning innovations essential. While many studies have examined technology use in classrooms, few have focused on how Social Studies teachers adapt and innovate within the Merdeka Curriculum, leaving a significant research gap. This study aims to identify the forms of digital innovations applied by Social Studies teachers and analyze the supporting and inhibiting factors at the junior high school level. Using a qualitative case study approach at SMPN 1 Jember, data were collected through interviews, classroom observations, and document analysis, and analyzed thematically to identify key patterns and insights. Findings reveal that teachers employ digital strategies such as interactive presentations, online assessments, and collaborative platforms to enhance student engagement and learning outcomes. These practices represent a novel adaptation of the Merdeka Curriculum. The study highlights the importance of teacher creativity and institutional support, offering guidance for professional development and curriculum implementationReferences
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