8 .
Journal of Curriculum Indonesia http://hipkinjateng.
org/jurnal/index.
php/jci Determining Mandatory Contents Per Element Based on Kurikulum Merdeka fot Office Management Skills Competency (MPLB) Tusyanah .
Hengky Pramusinto .
Djoko Legowo .
Nur Chayati .
Ismiyati .
Keywords Abstract
____________________
________________________________________________________________
Kurikulum Merdeka.
Teaching Modules.
Vocation High School The community service program implemented for the Office Management and Business Services Subject Teachers' Conference (MGMP) in collaboration with Universitas Negeri Semarang aims to support the implementation of the Kurikulum Merdeka in Vocational High Schools (SMK) in Kota Semarang.
This activity will take place from April to May 2024.
The Kurikulum Merdeka emphasizes student-centered learning and holistic development of student competencies and character.
However, its implementation creates challenges for teachers, especially in determining mandatory content that is in accordance with Learning Outcomes (CP).
The lack of clear and verified guidelines leads to non-clarity and inconsistency in the preparation and application of teaching materials.
This service program is designed to provide intensive assistance and training to MPLB teachers in vocational schools regarding determining mandatory content.
This activity includes training sessions, group discussions, and individual consultations facilitated by lecturers and educational practitioners from Universitas Negeri Semarang.
The results of this activity show an increase in teachers' abilities to compile mandatory content in Phase E and Phase F in accordance with the elements in the Kurikulum Merdeka.
Teachers will become more confident and skilled in designing lessons that are relevant and interesting for students, which in turn is expected to improve the quality of education in vocational This program also provides important recommendations regarding the need for ongoing support and further training to ensure the successful implementation of the Kurikulum Merdeka in the future.
e-ISSN 2549-0338 Journal of Curriculum Indonesia 8 .
INTRODUCTION Education is one of the most critical factors in determining the quality of human resources and the progress of a nation.
The educational process is able to give birth to creative, innovative ideas in the dynamics of current developments.
Quality learning is the main foundation for producing students who not only achieve academically but also develop socially and personally (Haryani et al.
, 2.
Curriculum development is an instrument for improving the quality of education.
The correct educational policy will be seen through the implementation of the curriculum because "the curriculum is the heart of education," which determines the progress of education (Hidayatullah & Muhardini, 2.
In Indonesia, curriculum implementation has undergone various changes and improvements.
The Kurikulum Merdeka is required to be implemented by 2022 for all education units at all levels, from PAUD/equivalent to SMA/SMK/equivalent.
The Kurikulum Merdeka is interpreted as a learning design that provides students with the opportunity to learn calmly, relaxed, fun, stress-free, and pressure-free to show their natural talents.
Merdeka Belajar focuses on freedom and creative thinking.
Curriculum renewal is carried out with the aim of adapting to developments in science and technology and the very dynamic transformation of the times.
This transformation aims to create a quality or competency in Indonesian Human Resources (HR) that is superior, adaptive, innovative, dynamic, and indeed globally competitive (Suryaman, 2020.
Rahimah, 2.
The Kurikulum Merdeka is the government's flagship breakthrough in accelerating the world of Indonesian education.
This program prepares graduate competencies, both soft skills and hard skills, for students to be globally competitive and have a competitive advantage (Yunita et al.
, 2020.
Priantini et al.
, 2022.
Wahyuni, 2.
The curriculum, as an essential instrument in the educational process, will continue to undergo renewal, so curriculum renewal should be seen as a reasonable demand to be made in order to be relevant to the changing needs of society.
The government has tried to improve the quality of the learning process by implementing the Kurikulum Merdeka, which aims to optimize the function and role of educational components.
This curriculum is implemented in senior high schools/vocational high schools (SMA/SMK) as part of a better transformation of the education system, with the hope that schools can achieve appropriate goals and The Kurikulum Merdeka is a development of the 2013 Curriculum, which places more emphasis on student-centered learning (Ulinniam et al.
, 2.
This curriculum includes Learning elements and Learning Outcomes (CP) (Hidayatullah & Muhardini, 2.
Learning elements cover a more comprehensive range of aspects than CP, while CP are competencies that must be achieved by students at each phase of their development.
The teacher acts as a translator of these elements into concrete learning Therefore, teachers are essential actors in the successful implementation of the Kurikulum Merdeka (IKM) in educational units (Alfath et al.
, 2.
Teachers play an essential role in implementing the Kurikulum Merdeka (Vhalery et al.
, 2.
They must be able to make learning plans that suit the needs of students, the competencies they want to achieve, the characteristics of the subjects, and the applicable curriculum.
A critical aspect of learning planning is determining mandatory content per element, which is the learning material that students in each element of skill competency must study Teachers have a huge responsibility to carry out their role as educators in schools.
In order to achieve quality learning goals, teacher competence and professionalism must continually be improved.
MGMP MPLB Kota Semarang is a forum for MPLB teachers to communicate, learn, and exchange ideas and experiences.
Teachers' activeness in participating in MGMP activities is very important to improve their ability to carry out quality learning.
MGMP MPLB also helps teachers develop themselves and their performance, which is part of the reorientation of learning in the classroom.
The following is Table 1, which consists of 12 MPLB vocational schools that are members of MGMP MPLB.
Table 1.
MPLB Vocational Schools in Kota Semarang School name Status SMK Tri Mulya Semarang Private Journal of Curriculum Indonesia 8 .
School name SMK Teuku Umar Semarang SMK Setiabudhi Semarang SMK PL Tarcisius 1 Semarang SMK PGRI 0 Semarang SMK Pelita Nusantara 1 Semarang SMK Palebon Semarang SMK Kristen Gergaji Semarang SMK Hidayah Semarang SMK Cut Nyak Dien Semarang SMK Negeri 9 Semarang SMK Negeri 2 Semarang Status Private Private Private Private Private Private Private Private Private State State The implementation of the Kurikulum Merdeka involves all aspects of learning, including planned competency development and student character formation.
To achieve this goal, we need to determine learning outcomes (CP), learning goal flow (ATP), standard material, learning outcome indicators, and appropriate time allocation so that students can get optimal learning opportunities and experiences.
The Kurikulum Merdeka for Vocational Schools consists of two phases: Phase E .
lass X) and Phase F .
lasses XI and XII).
At the end of Phase E, students will have a comprehensive overview of the selected Office Management and Business Services Skills Program, so they will be able to plan personal and career development according to their interests and talents.
In the hard skills aspect, they are able to apply competency elements in related subjects.
At the end of Phase F, students are expected to be able to apply a work culture according to job demands, understand a positive self-concept, and develop critical thinking skills in solving problems.
In the hard skills aspect, they must be able to understand and apply competency elements in these subjects.
Each phase has specific elements, such as business processes, technology, communication, and management.
Table 2.
Elements in Phase E and Phase F for MPLB Phase Elements Office management business processes and business services in the world of work Technological developments and the latest issues related to office management and business services Job/profession profile .
ob profil.
and business opportunities in the field of office management and business services Basic techniques of office activities in the field of office management and business services Digital-based documents Office technology equipment and applications Organizational information and communication systems Business and logistics services according to specified standards Economy and business General administrative management Communication at work Archives management Office technology Management of meetings and gatherings Simple Financial Management Human resource management (HR) Management of facilities and infrastructure Public relations and protocol management However, initial observations show that MGMP needs guidance regarding Learning Objectives (TP) and ATP, which various related parties have verified.
TP and ATP are general descriptions of what students must achieve at the end of learning, which are then translated into learning content.
With this Journal of Curriculum Indonesia 8 .
guide, teachers will be able to determine mandatory content based on the Kurikulum Merdeka, so this becomes a big obstacle for teachers.
The condition in the field is that MGMP has independently created content requirements.
based on research conducted by (Tusyanah et al.
, 2.
BSKAP requires some mandatory content, but apparently, it is not included in the ATP document of MGMP MPLB throughout Kota Semarang.
The following are examples of documents and deficiencies in Table 3.
Table 3.
Lack of Mandatory Content Elements Proof Management business processes offices and business services in the world of work Deficiencies From TP, there is no content related to supply Information and systems organization From TP, there is no homepage Implementation progress technology and global issues in office management and business services From TP, there is no eco-green Some mandatory content required by BSKAP is not included in the ATP document from the Kota Semarang MGMP MPLB.
For example, there needs to be content related to supply chains in business process elements and the absence of content homepage in elements of organizational information and communication systems.
This lack of content can result in less than optimal learning and impact student academic achievement.
This obstacle shows that only understanding the learning content in the Merdeka Belajar curriculum shows that only 40% of teachers understand the concept.
These limitations result in independent learning needing to be implemented as it should, which leads to difficulties for teachers in designing learning.
Universitas Negeri Semarang (UNNES) Community Service Partners (PKM), namely MGMP MPLB Kota Semarang, experienced difficulties in determining the order of mandatory content in the MPLB Therefore, there is a need for assistance to help teachers determine mandatory content per element.
This assistance aims to overcome two main problems: teachers need more understanding about determining the sequence of mandatory materials and lack of practical experience in doing so.
This training and mentoring program can improve teachers' skills in compiling and determining mandatory material so that learning can run better and achieve the expected goals.
Journal of Curriculum Indonesia 8 .
The aim of this service is .
Increasing Teacher Understanding: This program aims to increase teacher understanding regarding determining the order of mandatory material in the Kurikulum Merdeka, which is an essential aspect of learning planning.
Improving Teachers' Practical Skills: Providing assistance and training to teachers so that they have practical skills in compiling and determining mandatory content per element, according to the student's development phase and subject characteristics.
METHODS
The main target of this service is aimed at teachers who are members of the MGMP MPLB throughout Kota Semarang, with the material presented regarding the flow of preparing CP.
TP, and ATP as well as determining mandatory content based on the Kurikulum Merdeka.
This activity took place at SMK Negeri 2 Semarang, which is located at Jalan Dokter Cipto No.
Karangturi.
Kec.
East Semarang.
Kota Semarang will be implemented starting in May 2024.
The method of implementing activities uses a participatory approach, namely the transfer of knowledge and training carried out in a participatory manner between trainers and teachers, as well as direct assistance in mentoring activities.
This training is carried out through three main methods that complement each other to ensure understanding and application of teaching content effectively.
First, a lecture activity will be conducted to determine mandatory content, where participants will receive an in-depth explanation of the material.
The participants are expected to have a good understanding before determining teaching content.
In this session, the instructor provides theoretical explanations as well as critical keywords to describe learning elements and outcomes in accordance with those in the Kurikulum Merdeka structure.
Second, .
mandatory content creation practice activities, which focus on applying the knowledge that has been obtained through direct practice.
Participants are invited to think critically in compiling content and determining the content in accordance with the guidelines that have been submitted.
This activity is guided directly by the instructor to ensure suitability.
Finally, .
mandatory content validation activities in Element E and Element F, where the results of the participants' work together are evaluated and agreed upon to ensure that all content that has been prepared and determined is in accordance with the criteria in the learning outcomes.
This validation includes teachers' assessments of the accuracy of the content created in accordance with curriculum objectives and needs in the field.
Lastly is reflection and evaluation of assistance activities for preparing CP and ATP.
The indicator for the success of this training is that 50% of participants or teachers can know and implement how to prepare CP.
TP, and ATP and determine mandatory content based on the Kurikulum Merdeka correctly, in accordance with procedures for compiling mandatory content.
Evaluation of training activities is carried out by distributing questionnaires after the activities are completed.
Validation in the form of content agreement must be carried out using the focus group discussion (FGD) model by dividing teachers who teach the same content into small groups and being guided to determine the learning content that will be taught in accordance with the elements and achievements of the Kurikulum Merdeka.
RESULTS AND DISCUSSION
1 Lecture Activities Determining Mandatory Content This activity begins with a lecture from the speaker .
, who provides an in-depth understanding of the Kurikulum Merdeka.
This lecture is an essential basis before participants have active discussions regarding the implementation of this curriculum.
The participants, consisting of MPLB Vocational School teachers in Kota Semarang, were very enthusiastic about taking part in this assistance.
They are actively involved in preparing mandatory content as well as other technical matters related to the Implementation of the Kurikulum Merdeka (IKM).
Journal of Curriculum Indonesia 8 .
Figure 1.
Lecture Activities for Determining Mandatory Content by the Instructor This activity took 50 teachers from 12 vocational schools to attend.
It began with a lecture on determining mandatory content, starting with an understanding of learning achievements (CP), learning objectives (TP), and learning objective flow (ATP).
In this session, participants received an in-depth explanation of the definition and relationship between each of these concepts, which is an essential foundation in curriculum preparation.
The lecture also clarified the role and importance of elements in each phase of learning.
Teachers who are already familiar with the Kurikulum Merdeka are further strengthened by information about the elements in each phase whose mandatory content will be determined.
The Kurikulum Merdeka for Vocational Schools consists of two main phases: Phase E .
lass according to interests and Elements in Phase E include office management business processes, the latest technology, job profiles, basic office activity techniques, etc.
Figure 2.
Discussion session In Phase F, students are expected to be able to implement a work culture that is appropriate to job demands, understand a positive self-concept, and develop critical thinking skills in solving problems.
Elements in Phase F include economics and business, general administration management, workplace communications, archives management, office technology, and meeting/meeting management, among Each element has specific competencies and content students must master.
After receiving an explanation of the phases of the Kurikulum Merdeka for Vocational Schools, the teachers were directed to determine the mandatory content for each element in each phase.
Participants are encouraged to relearn outcomes in each and turn them into concrete forms of competency and content.
This discussion was interesting, and many ideas and practical experiences were shared.
After explaining the phases of the Kurikulum Merdeka for Vocational High Schools (SMK), teachers were directed to determine the mandatory content for each element in each phase.
This process involves concrete steps in reducing Learning Outcomes (CP) into specific competencies and content.
At this stage, teachers are expected to have a deep understanding of what must be achieved in each learning element.
The following is an example of a breakdown from Learning Outcomes to Competencies and Content.
On Digital Based Document elements (E.
Journal of Curriculum Indonesia 8 .
At the end of phase E, students are able to explain the basics of document handling procedures, types of document management equipment, and digital-based document storage procedures according to systems used in the world of work.
Table 4.
Distribution of Meetings Based on Content/Learning Materials Competence Content/Learning Materials Number of Meetings Explain Basics of document handling procedures Explain Types of document management equipment Explain Digital-based document storage procedures After that, service participants are asked to reduce each content to Learning Objectives (TP).
The following is an example.
Table 5.
Learning Objectives for Digital-Based Document Elements Code Learning Objectives for Digital-Based Document Elements Based on CP Basics of Document Handling Procedures 1 Explain the basics of document handling procedures 2 Explain the purpose of document handling procedures 3 Explain the function of document handling procedures 4 Implement document handling procedures Types of Document Handling Equipment 5 Explain the type of document-handling equipment 6 Identify archival equipment 7 Explain the function of document management tools 8 Distinguish between type document-handling equipment 9 Explain the function of each document handling equipment Content/Teaching Content Basics of document handling Types of document handling Uses 10 Uses document handling equipment Digital-Based Document Storage Procedures 11 Explain the definition of digital archive storage 12 Identify various types of digital archive storage systems 13 Explain the procedures for storing digital archives 14 Implement digital archive storage procedures Digital-based document storage Finally, after going through an in-depth process regarding the phases of the Kurikulum Merdeka for Vocational Schools, the teachers responsible for covering each element will have a better understanding of the mandatory content that must be included in the learning process.
This is an essential step in ensuring that the implementation of the Kurikulum Merdeka can be carried out in a targeted and measurable manner (Cholilah et al.
, 2.
Each mandatory content for each curriculum element is formulated based on the learning outcomes (CP) that students in each learning phase must achieve.
In this way, teachers can design learning plans that are more systematic and relevant to student's needs, ensuring that they not only understand the theory but are also able to apply this knowledge in practical contexts.
This approach not only optimizes students' learning experiences but also better prepares them to face the challenges of an increasingly complex and dynamic world of work.
By focusing on achieving Learning Outcomes, the Kurikulum Merdeka can be an effective instrument in building relevant competencies and supporting students' career development and holistic self-development.
2 Practical Activities Compulsory content creation After participants have followed the presentation from the presenter .
and gained an indepth understanding of creating comprehensive mandatory content, the next step is to provide teachers with the opportunity to carry out direct practice so that teachers can compose the content effectively.
this practice, each teacher is accompanied by a presenter .
and other service teams to ensure that the content preparation process runs well in accordance with the established guidelines.
Given the high Journal of Curriculum Indonesia 8 .
enthusiasm of the participants and time constraints, the decision was taken to organize the teachers into working groups based on specific elements of the Kurikulum Merdeka.
In this first stage, the collaboration process begins with the formation of 8 groups for Ph.
each group is responsible for developing mandatory content relevant to one of the eight elements in that phase.
This collaboration not only aims to formulate content based on the Learning Outcomes that must be achieved but also to ensure that each curriculum element is covered comprehensively in the learning materials The 2 hours allocated are used optimally to explain the competencies that students must acquire and the teaching materials that support them so as to create harmony between the desired learning objectives and the delivery methods used.
Figure 3.
Group Division and Mandatory Content The activity continued into the second session the following day, with the same approach, namely dividing teachers into ten groups for Phase F, with each group focusing on developing mandatory content according to the elements.
The service team member accompanies each group member to guide the content preparation process, ensuring quality and suitability to the stated curriculum objectives.
In this session, equal time is given to ensure groups can organize the content in a careful and structured manner.
This hands-on practice has proven to be a very effective method in helping teachers understand and develop skills in creating required content.
Direct practical experience provides a more profound understanding of the implementation of the Kurikulum Merdeka concept in authentic, real contexts.
The mandatory content produced from this activity is not just theory but also has a high practical value and can be directly applied to the learning process at school.
In doing so, teachers not only enhance their theoretical understanding but also strengthen the practical skills necessary to teach effectively in an ever-changing and evolving educational environment.
In addition, this collaboration process not only enriches teachers' learning experiences but also builds a sense of mutual trust and cooperation between them.
By working together in these groups, teachers can complement each other's knowledge and experience, creating a dynamic and supportive learning The results of this collaboration were then presented back to all participants to obtain feedback and ensure that all mandatory content prepared met the established standards.
Figure 4.
Discussion Session of Participants in Determining Mandatory Content Journal of Curriculum Indonesia 8 .
Figure 5.
Discussion Session of Participants in Determining Mandatory Contents This overall process not only provides better content requirements but also better prepares teachers to face increasingly complex educational demands.
In this way, the Kurikulum Merdeka can be implemented in a more focused and measurable manner, ensuring that every element in the curriculum supports meaningful learning and has a positive impact on student's development in achieving their full potential.
Hands-on practice can be the best approach to understanding and developing skills in composing required content.
Direct practice provides teachers with a better understanding of how to implement the Kurikulum Merdeka.
It involves direct and in-depth experiences, and teachers can use the resulting mandatory content tools to carry out learning in the Kurikulum Merdeka.
The following is an example of the results of teacher collaboration on the fourth element in Phase E.
On the Basic Technical elements of Office Activities in the field of Office Management and Business Services (E.
At the end of phase E, students are able to explain excellent service techniques .
xcellent servic.
, customer service .
ustomer servic.
, and work procedures and instructions.
Table 6.
Distribution of Meetings Based on Content/Learning Materials Competence Content/Learning Materials Number Of Meetings Excellent Service Techniques (Excellent Explain Servic.
Explain Customer Service (Customer Servic.
Identify Work Procedures And Instructions Table 7.
Learning Objectives on Basic Technical Elements of Office Activities in the field of Office Management and Business Services Code TP Learning Objectives Basic Technical Elements of Office Activities in the field of Office Management and Business Services Based on CP Excellent Service Techniques .
xcellent servic.
Describe the concept of excellent service Explain the nature of excellent service Explain the benefits of excellent service Explain the purpose of excellent service Identify the principles of excellent service Explain the characteristics of excellent service Describes the dimensions of excellent service quality standE.
Describe personality and etiquette Explain the principles of ergonomic work Customer service .
ustomer servic.
Explain the concept of customer service Explain the definition of customer service.
Explain the benefits of customer service Explain the goals of customer service Content/Teaching Content Excellent service concept Excellent service characteristics Excellent service quality standards Personality and etiquette Ergonomic Customer service benefits Customer service goals Journal of Curriculum Indonesia 8 .
Describe customer service techniques Customer service techniques Provide customer service assistance according to procedures Implementation of customer service Work procedures and instructions Explain the meaning of work procedures Understanding work procedures Explain the meaning of work instructions Understanding work instructions Describe the difference between procedures and work instruc- Differences in procedures and work inE.
Identify work procedures and work instructions in office Implementation of work procedures and management business processes and business services.
After participating in this service activity, teachers can clearly identify and determine mandatory content that is in accordance with learning outcomes in each phase of the Kurikulum Merdeka.
Teachers have been trained to formulate learning materials that not only meet theoretical.
Still, they are also practical and relevant to students' needs in facing challenges in the world of work.
With direct guidance from instructors and collaboration in working groups, teachers can integrate the required competencies in each element of the curriculum, ensuring that learning is not only centered on knowledge but also on skills that can be applied to direct, authentic, real contexts.
The result is mandatory content that is structured and measurable, supporting the effective implementation of the Kurikulum Merdeka to improve the quality of education in vocational schools and prepare students well to enter the competitive world of work.
3 Mandatory Content Validation Activities in Element E and Element F After completing all mandatory content preparation activities in phases E and F, the next step taken is the validation process for the content.
Validation was carried out using an assessment instrument that had been prepared by the implementing team, involving two experts: expert 1 in the field of Kurikulum Merdeka and expert 2 in office management and business services.
The main aim of this validation is to ensure that the content teachers have prepared is in accordance with the Learning Outcomes that must be achieved in each phase of the Kurikulum Merdeka.
This validation process is planned to last for one month, adjusted to the time availability and commitment of the experts involved.
During the validation period, the expert team will provide relevant input regarding the mandatory content the teachers have prepared.
This evaluation shows that some of the teacher collaboration results still need to fully meet the specified Learning Outcome standards.
The validation team needs improvements.
Improvements are not only made to adapt the content to learning outcomes but also to clarify the learning objectives of each piece of content so that it better reflects the competencies that students want to After the validation process is complete and the consist is assessed as appropriate by the expert team, the results will be submitted to all MGMP MPLB Kota Semarang teachers.
The final result of the validation is mandatory content that has been declared suitable by the expert team for use in learning the Kurikulum Merdeka in Vocational Schools.
Thus, the final result of this validation is mandatory content that has been verified and is ready to be implemented in the Kurikulum Merdeka learning process in Vocational Schools.
The validation is a crucial step to ensure that the implementation of the Kurikulum Merdeka can run in a structured and effective manner so that learning objectives can be achieved as expected (Aldo et al.
, 2.
4 Measurability of the Success of Community Service Activities The success of this service activity is measured through the following three main aspects:
Increasing Participant Understanding: Measuring this aspect is carried out by distributing questionnaires, which aim to assess the increase in participant understanding regarding the preparation of mandatory content.
The results of the questionnaire showed a significant increase in participants' understanding, especially 90% of teachers, regarding how to organize mandatory content in a relevant manner.
Improving Content Preparation Skills: This second aspect is evaluated based on the results of a questionnaire that assesses participants' skills in compiling mandatory content.
As many as 86% of the participants showed good skills, while the other 14% showed quite good skills.
This Journal of Curriculum Indonesia 8 .
confirms that the direct practice carried out during service activities is able to improve participants' skills in compiling mandatory content effectively.
Preparation of Compulsory Content Documents for Phases E and F: The success of this activity is also reflected in the successful preparation of Compulsory Content documents for phases E and F.
This document will be a reference for teachers of Cross-Sector subjects (MPLB) in implementing the Kurikulum Merdeka in their schools.
The creation of this document marks a significant achievement and provides an indispensable reference source for the successful implementation of the curriculum.
CONCLUSIONS AND RECOMMENDATIONS
The community service program implemented for the Office Management and Business Services Subject Teacher Conference (MGMP) has succeeded in supporting the implementation of the Kurikulum Merdeka in Vocational High Schools (SMK), namely:
This program makes a significant contribution to improving the understanding and skills of MPLB teachers regarding the Kurikulum Merdeka.
Through intensive mentoring and training, teachers have succeeded in mastering essential concepts such as learning achievements (CP), learning objectives (TP), and learning objective flow (ATP).
The teachers involved in this program showed a significant increase in their readiness to implement the Kurikulum Merdeka.
They understand mandatory content and ultimately inspire teachers to make learning more relevant and meaningful for students.
Although this program was successful in providing a foundation for teachers to understand and implement the Kurikulum Merdeka, evaluation results show that ongoing support is needed.
Teachers need further training and more detailed guidance to face challenges that may arise in the future implementation In addition, ongoing collaboration between educational institutions such as universities and vocational schools is essential to ensure long-term success in implementing the Kurikulum Merdeka.
Overall, this service program shows that with proper training and adequate support, teachers at SMK are able to adopt and implement the Kurikulum Merdeka effectively.
It gives hope for improving the quality of education in vocational schools and better preparing students to face future challenges and develop knowledge.
REFERENCES