ANALYSIS OF THE ABILITY TO DEVELOP MERDEKA CURRICULUM TEACHING MODULES AMONG PPGGT TEACHERS IN THE FIELD OF PGSD LPTK UNIKA SANTU PAULUS RUTENG, EAST NUSA TENGGARA, INDONESIA

This research is motivated by the fact that some teachers still need guidance on how to compile the Independent Curriculum Teaching Module. This study therefore aims to examine and describe this ability for PPGGT PGSD teachers. The study employs a combined quantitative and qualitative approach. This combination adopts a concurrent embedded design, with the quantitative method as the primary method. The concurrent embedded design is a research approach that combines quantitative and qualitative methods simultaneously, but in unequal proportions. Researchers have the flexibility to choose the dominance of one method; for example, 70%, 80% or 90% could be quantitative, with the remainder qualitative, or vice versa. Twenty teaching module documents were reviewed. The results of the document review show that, in general, PPGGT teachers in the PGSD field at Unika St. Paulus Ruteng are able to compile teaching modules for the Merdeka curriculum. This is clearly illustrated in the quantitative assessment results. Of the 20 independent curriculum teaching modules reviewed, 18 were in the very capable category, one was in the capable category and one was in the quite capable category but needed further guidance.