PERAN GURU IPS DALAM PENGEMBANGAN KURIKULUM MERDEKA DARI RPP HINGGA EVALUASI PEMBELAJARAN

Abstract

The implementation of the Merdeka Curriculum provides teachers with greater flexibility to adapt learning to students’ needs. Consequently, teachers are expected not only to deliver instructional content but also to act as learning designers, facilitators, and evaluators. This study aims to analyze the roles of social studies teachers in developing lesson plans and teaching modules, implementing classroom learning, and conducting assessment and evaluation at SMP Negeri 7 Jember. A qualitative descriptive approach was employed. Two social studies teachers were purposively selected as research informants, while data were collected through interviews, classroom observations, and documentation. Data credibility was examined through source and technique triangulation, while data analysis followed the interactive model of Miles, Huberman, and Saldaña. The findings indicate that teachers acted as learning designers through collaborative development of instructional materials, as facilitators through group discussions, presentations, question-and-answer activities, and the use of various learning resources, and as evaluators through assignments, tests, assessment, feedback, and follow-up actions. These three roles were interconnected and formed a continuous learning process. The study contributes empirical insight into the integrated role of social studies teachers in implementing the Merdeka Curriculum at the junior secondary school level.