PERAN GURU BK TERHADAP KURIKULUM MERDEKA DI SEKOLAH

Abstract

The "Kurikulum Merdeka," introduced by the Indonesian Ministry of Education, Culture, Research, and Technology (Kemendikbudristek), aims to create a more flexible and relevant educational system that meets contemporary needs, focusing on the personal and contextual development of students' potential. In this context, the role of Guidance and Counseling Teachers (GCTs) becomes crucial. GCTs act as counselors, consultants, agents of change, prevention agents, coordinators, assessors, and career developers. They assist students in overcoming various personal, social, academic, and career-related challenges while supporting the development of students' social and emotional skills. The implementation of the "Kurikulum Merdeka" faces several challenges, including gaps in teacher understanding and readiness, limited infrastructure and facilities, resistance to change, as well as the need for new standards in learning evaluation and assessment. To address these challenges, intensive training and mentoring for teachers, infrastructure improvements, socialization, and education about the "Kurikulum Merdeka," the development of holistic evaluation systems, and collaboration between GCTs and academic teachers are necessary.

With the support of all relevant stakeholders, the "Kurikulum Merdeka" is expected to establish a better and more relevant education system, producing a generation of youth who are competent, creative, and highly competitive in the era of globalization.

Keywords: kurikulum merdeka; guidance and counseling teacher; the role of the guidance and counseling teacher