Problematika Guru dalam Perkembangan Kurikulum Pembelajaran Sejarah di Abad 21
DOI:
https://doi.org/10.64281/novjuis.v1i2.36Keywords:
teachers, agents, history learning, curriculum, 21st centuryAbstract
Teachers are professionals responsible for planning and implementing the learning process, so they must have the minimum qualifications and certifications in accordance with the national education curriculum standards as professional and qualified educators. Teachers are one of the agents and driving forces in the development of the national education curriculum. In history education under the Merdeka Belajar Curriculum, teachers act as facilitators and bridge students between the past, present, and future. Therefore, history teachers must be experts in historical studies and possess the necessary historical skills aligned with 21st-century learning. The purpose of this research is to analyze the problems of teachers' roles that are considered not in accordance with curriculum qualification standards, so that teachers are not yet able to become professional educators and agents of national education curriculum development, which has an impact on students' learning needs in 21st-century history learning and the achievement of national education curriculum objectives and history learning. The research method used in this study is the literature review method. The findings of the study indicate a lack of understanding among history teachers regarding the curriculum framework and a lack of knowledge in the field of historical studies, which affects the learning process and students. Additionally, there is a lack of teacher training on 21st-century learning based on technology, leading teachers to rely solely on lecture-based methods in the learning process.
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