Coaching Clinic Pengembangan Modul Microlearning Berbasis Kurikulum Merdeka: Mendorong Guru Sebagai Desainer Pembelajaran Inovatif

Abstract

The implementation of the Merdeka Curriculum required teachers to design adaptive, contextual, and student-centered learning. However, teachers in border areas continued to face significant challenges, particularly limited access to professional development and low levels of digital literacy, which constrained the adoption of innovative instructional practices. This community service program aimed to enhance the capacity of teachers at MTs Santri Perbatasan Timur Merauke in developing microlearning modules aligned with the Merdeka Curriculum. The program employed a coaching clinic approach conducted through several stages, including needs analysis, program socialization, training, intensive mentoring, classroom implementation, and monitoring and evaluation. The results indicated a substantial improvement in teachers’ understanding of microlearning concepts and the principles of the Merdeka Curriculum. Teachers also demonstrated increased skills in designing innovative and contextual microlearning modules, resulting in the production of practical learning modules ready for classroom use. Furthermore, the implementation of these modules led to higher student participation and engagement during the learning process. This community service activity contributed to strengthening teachers’ roles as instructional designers and supported the contextual implementation of the Merdeka Curriculum in border areas.

Keywords: microlearning, Merdeka Curriculum, coaching clinic, community service, teachers