Mhd Asrian Syah, Dyah Kumalasari, Nur Amelia Devi, Nurul Ismi Lestari

Integrasi Keterampilan Berpikir Sejarah Dalam Kurikulum Merdeka: Analisis Konseptual dan Implementasi di Sekolah Dasar

Introduction

Integrasi keterampilan berpikir sejarah dalam kurikulum merdeka: analisis konseptual dan implementasi di sekolah dasar. Analisis konseptual dan implementasi integrasi keterampilan berpikir sejarah dalam Kurikulum Merdeka di Sekolah Dasar. Pahami peluang dan tantangan penguatan kapasitas guru.

Abstract

This study aims to analyze the integration of historical thinking skills in the Learning Outcomes of the Independent Curriculum and their implementation in Natural and Social Sciences (IPAS) learning in elementary schools. The study used a qualitative method with a content analysis approach to the IPAS Learning Outcomes (CP) documents for phases B and C, combined with in-depth interviews with one IPAS teacher. The results show that conceptually, the Learning Outcomes in the Independent Curriculum include elements of historical thinking, particularly understanding chronology, change and sustainability, and reflection on social and moral values. However, their implementation in learning is still partial and has not been systematically integrated. Learning modules, textbooks, and student worksheets tend to be oriented towards mastery of facts and linear narratives, while aspects of evidence-based historical reasoning, cause-and-effect analysis, and interpretation of historical context have not been optimally developed. Nevertheless, local project-based learning practices and family history interviews show potential in fostering students' temporal awareness and historical empathy. These findings confirm that the Independent Curriculum offers a strategic opportunity to strengthen historical thinking skills starting in elementary school but requires strengthening teachers' pedagogical capacity and developing more contextual and reflective learning tools.

Review

This study critically examines the integration of historical thinking skills within Indonesia's Independent Curriculum, specifically in the context of elementary school IPAS (Natural and Social Sciences) learning. Utilizing a qualitative approach, the researchers meticulously performed content analysis on the IPAS Learning Outcomes documents for phases B and C, complemented by an in-depth interview with a practicing IPAS teacher. The paper's objective to bridge conceptual curriculum design with real-world classroom implementation provides a valuable lens for understanding the practical challenges and opportunities in fostering higher-order historical thinking from an early age. The findings reveal a nuanced picture. Conceptually, the Independent Curriculum's Learning Outcomes do indeed encompass key elements of historical thinking, notably chronology, change and sustainability, and the reflection on social and moral values. This inherent alignment presents a strong foundation for developing historical consciousness. However, the study identifies a significant gap in implementation, noting that the integration of these skills remains partial and unsystematic. Learning materials—modules, textbooks, and worksheets—are predominantly oriented towards factual mastery and linear narratives, often neglecting the crucial aspects of evidence-based historical reasoning, cause-and-effect analysis, and the interpretation of historical context. Despite these challenges, promising pedagogical practices such as local project-based learning and family history interviews demonstrate potential in nurturing students' temporal awareness and historical empathy. Ultimately, this research affirms the Independent Curriculum's strategic potential to cultivate historical thinking skills beginning in elementary school. The study's conclusions underscore the imperative for targeted interventions to realize this potential fully. Key recommendations include strengthening teachers' pedagogical capacity to move beyond factual recall towards more analytical and interpretive approaches, alongside the development of more contextual and reflective learning tools. This paper offers crucial insights for curriculum developers, educators, and policymakers aiming to enhance the quality of historical education and foster more critically engaged citizens.

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