ANALISIS STRATEGI GURU MATEMATIKA DALAM MENGINTEGRASIKAN KURIKULUM NASIONAL DAN PEARSON EDEXCEL PADA SEKOLAH BERBASIS DUAL-CURRICULUM
https://doi.org/10.30605/pedagogy.v10i4.7668
Keywords:
Dual-kurikulum, Pearson Edexcel, Pembelajaran Matematika, Strategi GuruAbstract
Penerapan dual-curriculum yang mengintegrasikan Kurikulum Nasional Indonesia dan Pearson Edexcel semakin berkembang di sekolah-sekolah berbasis internasional di Indonesia, namun praktik pelaksanaannya menghadirkan tantangan pedagogis dan manajerial bagi guru, terutama dalam pembelajaran matematika. Penelitian ini bertujuan untuk menganalisis strategi guru matematika dalam menavigasi dan mengintegrasikan kedua kurikulum tersebut melalui perencanaan, desain pembelajaran, dan asesmen. Metode yang digunakan adalah mixed-methods dengan desain sequential explanatory, di mana data kuantitatif mengenai capaian belajar siswa dikumpulkan terlebih dahulu, kemudian diperkuat dengan data kualitatif melalui observasi, wawancara semi-terstruktur, dan analisis dokumen. Subjek penelitian adalah tiga sekolah berbasis dual-curriculum yang telah menerapkan Kurikulum Nasional dan Pearson Edexcel minimal dua tahun. Hasil penelitian menunjukkan bahwa guru mengintegrasikan kurikulum melalui curriculum mapping, diferensiasi tugas, dan penggunaan model spiral untuk penguatan konsep, serta menerapkan strategi asesmen ganda untuk menilai procedural fluency dan mathematical reasoning. Data capaian belajar memperlihatkan bahwa 72% siswa mencapai kategori tinggi pada asesmen nasional, sementara pada format Edexcel hanya 53% mencapai kategori tinggi, namun peningkatan signifikan terjadi pada siswa yang mengikuti program pengayaan rutin. Temuan ini menunjukkan bahwa dual-curriculum dapat meningkatkan kualitas pembelajaran matematika, tetapi keberhasilan sangat dipengaruhi oleh kesiapan guru, dukungan sumber daya, dan pengelolaan waktu. Penelitian ini menyimpulkan bahwa integrasi kurikulum nasional dan internasional memerlukan strategi sistematis dan dukungan kelembagaan agar pembelajaran matematika berjalan efektif, relevan, dan berkelanjutan.
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