Perancangan Modul SIOP Kurikulum Merdeka: Pendampingan Guru Bahasa Inggris SMP
DOI:
https://doi.org/10.24036/abdi.v7i1.1026Kata Kunci:
Kurikulum Merdeka, Modul ajar, Model SIOP, Pendampingan guruAbstrak
The implementation of Kurikulum Merdeka particularly in distant areas is challenging and needs support from relevant parties to reach its goal. In Agam Regency of West Sumatera this new curriculum has been fully implemented in all Junior High Schools since 2023. However, only a small number of teachers joined on-the-job coaching as Guru Penggerak. Based on the needs analysis conducted through focus group discussion of JHS English Teacher Working Group, a coaching program on lesson planning is vastly essential to optimize the implementation of Kurikulum Merdeka. This program aimed to facilitate 48 English teachers in planning lessons (teaching modul) by using Sheltered Instruction Observation Protocol Model (Ecchevaria, Vogt, 2012). Adopting literacy coaching approach (Mayuni et.al, 2022), the activities involved direct instruction, modeling and coaching, independent application, and reflection. Reflection post-coaching revealed that teachers understand how to plan the lesson using SIOP Model and considered that the coaching is beneficial. They also confirmed to implement the model in their classrooms.
Unduhan
Referensi
Agustina, I. W., Mayuni, I., Palupi, T. M., & Putra, A. H. (2024). Penguatan kemampuan kebahasaan fasilitator Kampung Inggris dalam mendukung revitalisasi pariwisata di Kabupaten Agam. Sawala: Jurnal Pengabdian Masyarakat Pembangunan Sosial, Desa dan Masyarakat, 5(2), 185–194, https://doi.org/10.24198/sawala.v5i2.50845
Al Fadda, H. A. (2020). Implementation of the Sheltered Instructional Observation Protocol (SIOP) Model in the Saudi Classroom: EFL Teachers’ Perspectives. Arab World English Journal, 11(2), 339–360. https://doi.org/10.24093/awej/vol11no2.24
Aldakhil, A., & Alfadda, H. (2021). The implementation of Sheltered Instruction Observation Protocol (SIOP) model in Saudi schools: A study of EFL teachers’ perspectives. English Language Teaching, 14(9).
Anggraini, G., & Winarti. (2023). Problematika penggunaan platform Merdeka Mengajar (PMM) pada daerah tanpa jaringan listrik (Studi di SMPN Satu Atap 2 Mentaya Hulu). Jurnal Pendidikan Teknologi Informasi, 8(2), 103-112, https://doi.org/10.33084/bitnet.v8i2.5534
Badan Standar, Kurikulum, dan Asesmen Pendidikan. (2024). Panduan pembelajaran dan asesmen: Pendidikan anak usia dini, pendidikan dasar, dan pendidikan menengah (Edisi Revisi ke-2). Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Baehaki, B. (2023). Faktor penghambat guru dalam menerapkan Kurikulum Merdeka. Conference of Elementary Studies.
Bárcena-Toyos, P. (2023). CLIL and SIOP: An effective partnership? International Multilingual Research Journal, 17(1), 1-14.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development (ED606743). Learning Policy Institute.
Dirwan, M. I., Bani, F. L., & Yuniarti, P. A. (2023). Problematika kesiapan guru Bahasa Inggris dalam penerapan Kurikulum Merdeka di SMAN 9 Makassar. Jurnal Kualita Pendidikan, 4(2), 106-110, https://doi.org/10.51651/jkp.v4i2.349
Echevarria, J. & Vogt, M. (2010). Using the SIOP Model to improve literacy for English learners. The NERA Journal, 46(1).
Echevarria, J., Vogt, M., & Short, D. J. (2017). Making Content Comprehensible for English Learners: SIOP (5th Edition). New York: Pearson Education.
Ippolito, J., Bean, R. M., & Dagen, A. S. (2021). Elementary literacy coaching in 2021: What we know and what we wonder. The Reading Teacher, 75(2), 179–187. https://doi.org/10.1002/trtr.2046
Ismuningsih, & Mawardi, I. (2022). Pengembangan model pelatihan coaching dan peer tutoring sebagai upaya meningkatkan kompetensi pendidik KB/TPA Fairuz Aqila pada saat pandemi Corona. PEDAGOGI: Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini, 8(1), 61-71, https://doi.org/10.30651/pedagogi.v8i1.9417
Juhadira, J., Hasniati, H., Ririk, R., Lilianti, L., & Nasir, N. (2024). Implementasi metode coaching dalam supervisi akademik. Jurnal Ilmu Manajemen Sosial Humaniora (JIMSH), 6(1), 1-11, https://doi.org/10.51454/jimsh.v6i1.404
Kareva, V., & Echevarría, J. (2013). Using the SIOP Model for Effective Content Teaching with Second and Foreign Language Learners. Journal of Education and Training Studies, 1(2), 239–248. https://doi.org/10.11114/jets.v1i2.173
Kemendikbudristek. (2022). Kurikulum Merdeka, Merdeka Mengajar. Jakarta: Kemendikbud.
Kurniati, P., Kelmaskouw, A. L., Deing, A., Bonin, B., & Haryanto, B. A. (2022). Model Proses Inovasi Kurikulum Merdeka Implikasinya bagi Siswa dan Guru Abad 21. Jurnal Citizenship Virtues. 2(2), 408-423. https://doi.org/10.37640/jcv.v2i2.1516
Mayuni, I, Leiliyanti, E., Agustina, N., Yulianti, V., & Antoro, B. (2020a). The Praxis of Literacy Movement in Indonesian Context. In International Conference on Humanities, Education, and Social Sciences, KnE Social Sciences, Pages 897-909. https://doi.org/10.18502/kss.v4i14.7946
Mayuni, I., Leiliyanti, E., Agustina, N., Yulianti, V., Chen, Y., & Fang, C. (2020b). School Literacy Movement and Its Implications towards Students’ Learning: A Comparative Case Study in Jakarta and Taiwan. International Journal of Advanced Science and Technology, 29, 155–1569.
Mayuni, I., Chairuman, U., Agustina, I. W., Palupi, T. M., Subianto, K. A., Putra, H. P., & Pieter, P. (2022a) Literasi digital untuk pembelajaran Bahasa Inggris: Program pendampingan untuk MGMP Bahasa Inggris SMP di Kabupaten Agam. Jurnal Masyarakat Mandiri, 6(60, https://doi.org/10.31764/jmm.v6i6.11650
Mayuni, I, et.al. (2022b). Designing Literacy E-Coaching Model For English Language Teachers of Junior High Schools in Indonesia. TEFLIN Journal, 33(2), 310 -329. http://dx.doi.org/10.15639/teflinjournal.v33i2
Muthmainnah, A., Mayuni, I, dan Darmahusni. (2021). The SIOP Model Implementation in EFL Teachers Online Literacy Coaching Program. Proceeding ICHELSS 2021.
Nakagawa, H. (2017). The teacher perception and receptiveness of Sheltered Instruction Observation Protocol (SIOP) model within a Japanese university context (Ed.D. dissertation). ProQuest LLC, Northcentral University.
Negron, M. (2012). A study of teachers' perceptions regarding the implementation, effectiveness, and implications of sheltered instruction in an urban school district. University of Connecticut.
Nisa, S. K., Yoenanto, N. H., & Nawangsari, N. A. F. (2023). Hambatan dan solusi dalam implementasi Kurikulum Merdeka pada jenjang sekolah dasar: Sebuah kajian literatur. Didaktika: Jurnal Kependidikan, 12(3), 287-298, https://doi.org/10.58230/27454312.231
Palupi, T.M. et al. (2023a). Pengembangan Program ‘Kampung Inggris’: Upaya Mendukung Pariwisata di Kabupaten Agam Sumatera Barat. Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat, 5(2), 178-191.
Palupi, T. M., Mayuni, I., & Noval, A. Y. (2023b). Pelatihan pengembangan materi reading skills untuk guru SD di Kampung Inggris Kabupaten Agam. JMM (Jurnal Masyarakat Mandiri, 7(5), 4289-4304. https://doi.org/10.31764/jmm.v7i5.16877
Short, D., Fidelman, C., & Louguit, M. (2012). Developing academic language in English language learners through sheltered instruction. TESOL Quarterly, 46(2), 333–360. https://doi.org/10.1002/tesq.20
Sugiarti, S. (2024). Penerapan coaching dan mentoring untuk meningkatkan kinerja guru dalam pelaksanaan pembelajaran. Adi Karsa: Jurnal Teknologi Komunikasi Pendidikan, 15(1), 49-56, https://doi.org/10.51169/
Sumarni, S., et al . (2024). Analisis Pemanfaatan Platform Merdeka Mengajar oleh Guru untuk Akselerasi Implementasi Kurikulum Merdeka di SMAN 9 Wajo. Indonesian Research Journal on Education, 4(4), 1219-1228, https://doi.org/10.31004/irje.v4i4.1088
##submission.downloads##
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2025 Ilza Mayuni et al
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
