Kesulitan Guru dalam Menggunakan Buku Teks Sejarah pada Implementasi Kurikulum Merdeka: Studi Kasus di SMAN Taruna Nala Malang
DOI:
https://doi.org/10.62282/je.v3i2.124-139Keywords:
buku teks sejarah, guru, kurikulum merdekaAbstract
Guru seringkali mengeluhkan ketidaksesuaian antara buku teks yang digunakan dengan kurikulum yang diterapkan di sekolah. Hal ini menjadi salah satu tantangan besar dalam proses pembelajaran, terutama ketika kurikulum yang digunakan mengalami perubahan, seperti dalam konteks Kurikulum Merdeka yang menekankan pada pembelajaran yang lebih fleksibel dan berbasis pada kebutuhan siswa. Studi ini bertujuan untuk mengidentifikasi dan menganalisis kesulitan yang dihadapi oleh guru dalam menggunakan buku teks sejarah di SMAN Taruna Nala, dalam konteks kurikulum merdeka. Penelitian ini menggunakan pendekatan kualitatif dengan metode wawancara mendalam terhadap beberapa guru sejarah di sekolah tersebut. Hasil wawancara mengungkapkan beberapa kesulitan utama, termasuk ketidakmampuan buku teks untuk mengakomodasi keragaman gaya belajar siswa, keterbatasan materi yang disajikan yang tidak selalu sesuai dengan tingkat pemahaman siswa, dan kurangnya dukungan visual serta pembaruan informasi yang relevan. Selain itu, guru juga merasa terbatas dalam kebebasan untuk menyajikan berbagai perspektif dalam materi ajar dan sering kali harus mencari sumber tambahan untuk memperkaya pembelajaran. Meskipun buku teks memberikan kerangka dasar dalam pengajaran, buku teks tersebut dirasa kurang mendukung tujuan pembelajaran yang lebih fleksibel dan inklusif. Studi ini menyarankan perlunya evaluasi kritis terhadap buku teks yang digunakan dan pentingnya pengembangan sumber daya pengajaran yang lebih beragam untuk mendukung pendidikan sejarah yang lebih komprehensif dan berpusat pada siswa.
References
Abidin, N. F., & Laskar, F. I. (2020). Managing Diversity in History Learning Based on the Perspective of Kakawin Ramayana. Paramita: Historical Studies Journal, 30(2), 192–207. https://doi.org/10.15294/paramita.v30i2.23690
Adhiyatna, A. R., & Assidik, G. K. (2023). Responsible and Independent Character Content in Indonesian Textbooks Grade XI Curriculum 2013. Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-086-2_11
Dirgantoro, B. (2021). Learning History Through Augmented Reality. Journal of Games, Game Art, and Gamification, 6(1), 14–20. https://doi.org/10.21512/jggag.v6i1.7316
Fufa, F. S., Tulu, A. H., & Ensene, K. A. (2023). Examining the challenges of using student-centred teaching strategies in secondary schools: A qualitative approach. Journal of Pedagogical Sociology and Psychology, 5(3). https://doi.org/10.33902/jpsp.202323181
Harris, R., & Reynolds, R. (2014). The history curriculum and its personal connection to students from minority ethnic backgrounds. Journal of Curriculum Studies, 46(4), 464–486. https://doi.org/10.1080/00220272.2014.881925
Hasudungan, A. N. (2021). Pengunaan Buku Teks Sejarah Indonesia Pada Satuan Pendidikan Menengah atas Dalam Kurikulum 2013. Education & Learning, 1(1), 12–19. https://doi.org/10.57251/el.v1i1.11
Janssen, L. (2023). The Great Irish Famine in Irish and UK history textbooks, 2010–2020. History Education Research Journal, 20(1), 2010–2020. https://doi.org/10.14324/herj.20.1.02
Kiriş Avaroğulları, A., & Avaroğulları, M. (2018). An Example of Distortion in Turkish Social Studies and History Textbooks: Slavery. World Journal of Education, 8(6), 82. https://doi.org/10.5430/wje.v8n6p82
Kropman, M., van Boxtel, C., & van Drie, J. (2020). Narratives and multiperspectivity in Dutch secondary school history textbooks. Journal of Educational Media, Memory, and Society, 12(1), 1–23. https://doi.org/10.3167/jemms.2020.120101
Kurniawan, H., Supriatna, N., Mulyana, A., & Yulifar, L. (2023a). Critical Discourse of the Chinese Rebellion in Indonesian History Textbook. Diakronika, 23(2), 195–203. https://doi.org/10.24036/diakronika/vol23-iss2/341
Kurniawan, H., Supriatna, N., Mulyana, A., & Yulifar, L. (2023b). From Integration to Marginalization: Representation of the Chinese in History Textbooks in Indonesia. HSE Social and Education History, 12(2), 134–159. https://doi.org/10.17583/hse.11060
Lindquist, D. (2012). Ethnic Cleansing, Yes; Genocide, No: Textbook Coverage of Ethnic Violence in the Former Yugoslavia. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85(5), 167–173. https://doi.org/10.1080/00098655.2012.677074
Mahadi, M. A., & Shahrill, M. (2014). In Pursuit of Teachers’ Views on the Use of Textbooks in Their Classroom Practice. International Journal of Education, 6(2), 149. https://doi.org/10.5296/ije.v6i2.5637
Oztas, S. (2023). History teachers’ opinion about the 11th grade history textbook. Journal of Teacher Education and Lifelong Learning, 5(2), 955–966. https://doi.org/10.51535/tell.1335521
Rahmawati, R., & Ambarwati, E. K. (2023). An Evaluation of the English Textbook Grow with English for Fourth-grade Elementary School Students. SALEE: Study of Applied Linguistics and English Education, 4(2), 337–356. https://doi.org/10.35961/salee.v4i2.662
Saefudin, A., Wasino, Susanto, & Musadad, A. A. (2023). “The Netherlands in Indonesia, 1945-49”: An Analysis of Argument Narrative Structure in Indonesian History Textbook. Theory and Practice in Language Studies, 13(7), 1721–1729. https://doi.org/10.17507/tpls.1307.15
Sanchez, T. R. (2007). The depiction of native Americans in recent (1991-2004) secondary American history textbooks: How far have we come? Equity and Excellence in Education, 40(4), 311–320. https://doi.org/10.1080/10665680701493565
Sholeh, K. (2023). Values in Indonesian History Textbook. International Journal of Multicultural and Multireligious Understanding, 10(10), 60. https://doi.org/10.18415/ijmmu.v10i10.5078
Solihati, N., & Hikmat, A. (2018). Critical Thinking Tasks Manifested in Indonesian Language Textbooks for Senior Secondary Students. SAGE Open, 8(3). https://doi.org/10.1177/2158244018802164
Sungur, H. (2021). How is the Origin of the Cold War Depicted in Turkish History Textbooks? European Journal of Educational Research, 10(3), 1199–1213. https://www.researchgate.net/profile/Ebru-Eren/publication/348382981_Education_Policies_in_the_Context_of_Political_Communication_in_Turkey/links/5ffc2aeba6fdccdcb846cc03/Education-Policies-in-the-Context-of-Political-Communication-in-Turkey.pdf
Sutrimah, Winarni, R., Wardani, N. E., & Ngadiso. (2019). Evaluating the use of modern Indonesian literary history textbook (Poetry in East Java) in teaching literary history course. International Journal of Instruction, 12(3), 1–16. https://doi.org/10.29333/iji.2019.1231a
Thorp, R., & Persson, A. (2020). On historical thinking and the history educational challenge. Educational Philosophy and Theory, 52(8), 891–901. https://doi.org/10.1080/00131857.2020.1712550
Van Nieuwenhuyse, K. (2022). Teaching history as an interpretation, by using textbooks in a diachronic perspective. Annals of Social Studies Education Research for Teachers, 3(2), 25–36. https://doi.org/10.29173/assert42
Yildirim, A. (2006). High school textbooks in Turkey from teacher’s and student’s perspectives: The case of history textbooks. Asia Pacific Education Review, 7(2), 218–228. https://doi.org/10.1007/BF03031545
Yilmaz, Z., GÜLBAĞCI DEDE, H., & AKKOÇ, H. (2020). Ders Kitaplarında Fonksiyon Kavramına Nasıl Giriş Yapılıyor?: Matematik Öğretmen Adaylarının Değerlendirmeleri. In Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (Vol. 14, Issue 1). https://doi.org/10.17522/balikesirnef.645888
Yin, R. K. (2002). Case Study Research: Design and Methods, Third Edition, Applied Social Research Methods Series. Sage Publications.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Educatum: Jurnal Dunia Pendidikan
This work is licensed under a Creative Commons Attribution 4.0 International License.
