EVALUATION OF THE COMPLETENESS AND EFFECTIVENESS OF TEACHING MODULES IN ADAPTING TO MERDEKA CURRICULUM STANDARDS AND STUDENT NEEDS: A Study of Pre-Service Teachers in Semarang in Academic Year 2022/2023

Annisa, Afifah Nur (2025) EVALUATION OF THE COMPLETENESS AND EFFECTIVENESS OF TEACHING MODULES IN ADAPTING TO MERDEKA CURRICULUM STANDARDS AND STUDENT NEEDS: A Study of Pre-Service Teachers in Semarang in Academic Year 2022/2023. Other thesis, IAIN SALATIGA.

	Text FINAL Thesis - Afifah Nur Annisa.pdf Download (1MB)
	Text FINAL Thesis - Afifah Nur Annisa.pdf Download (1MB)
	Text FINAL Thesis - Afifah Nur Annisa.pdf Download (1MB)

Abstract

The Pre-Service Teacher aims to produce prospective teachers who have competence in planning, implementing, assessing learning, following up on assessment results, providing guidance, training students, conducting research, and being able to develop professionalism on an ongoing basis. This study discusses the readiness of Pre-Service Teacher in preparing teaching modules. In addition, this study also discusses the strategies used by Pre-Service Teacher in preparing teaching modules that accommodate students' needs and the challenges faced in designing the module. This study is qualitative research as it aims to describe and explain the Pre-Service Teacher Students’ readiness in designing English Modules in Independent curriculum. The research utilizes the case study research tradition as a qualitative research framework. In this study, the design was used to gain an in-depth understanding of Pre-Service Teacher Students’ readiness in designing English Module in Independent curriculum. This study revealed that Pre-Service Teachers demonstrated strong abilities to design and implement practical, student-centered learning modules that integrated critical elements such as customization, active learning, varied assessments, and reflective practice. They effectively addressed individual student needs using strategies such as differentiated learning, diagnostic assessments, and personalized instruction, often supported by technology. However, inconsistencies in implementing differentiation, challenges in designing equitable assessments, and the need for more guidance in areas such as the formulation of learning objectives highlighted areas for growth. Despite challenges, including time constraints, resource constraints, and the complexity of accommodating diverse learning needs, Pre-Service Teachers demonstrated the potential to become impactful educators with further professional development and institutional support.

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