@article{Purba_2022, title={Implementation of the Independent Learning Curriculum to Realize One Child One Curriculum}, volume={3}, url={https://journal.neolectura.com/index.php/intelektium/article/view/690}, DOI={10.37010/int.v3i1.690}, abstractNote={<p><em>In the national education system, teachers are tasked with shaping the nation’s future but are given too much regulation than help. The teacher wants to help students to catch up in class, but time is running out to pursue administration with no clear benefits. Teachers know that students’ potential cannot be measured by test results, but teachers are worked on by numbers that are urged by various stakeholders. The new curriculum is sometimes considered a new problem because it needs learning and adjustment. We must realize that if we have a problem in our education world, it is awareness of that problem that can awaken us. What is the current problem related to the condition of education, especially with the implementation of the current independent learning curriculum. To be able to immediately move on from the old curriculum is not an easy thing, in practice many teachers are trained with the new curriculum, at the time of training they are able to adjust to the bills in the training but after completing the training they forget it again. So far, the learning process has only relied on educators as the main source, so that students are less involved in learning, because students are said to be learning if they are able to remember and memorize the information or lessons that have been conveyed. Learning like this will not make students active, independent and develop their knowledge based on the learning experiences they have done. Meanwhile, along with the progress of the times and technology, human resources with good characteristics are needed. In our education profile report, we have data that one of the two children does not yet understand basic literacy. This profile occurs because the teacher is still too focused on completing the teaching material. Haven’t caught up yet, there is evidence, evidence so that you can go up to the next ladder. If in the past, A was given / got the first test score in homework the number 3, because he couldn’t / did not understand, then the same question was given to all children, some got 3 points, there were 6 other children got 10 in one class. Child A then learns, he can compare, then Person A gets a 6. Then after a long time he studied, then A has got a value of 10. So the final score given should be 10. The final score so far is 3+6+ 10 divided by 3. Moreover, he achieved this by remedial, only above the KKM (Minimum Completeness Criteria), if he was able to cure his "disease" the score was only below the KKM. In the system so far, if it was low at the beginning it would be low forever. Then after we examined it, it turned out that this was considered unfair. If the child was naughty at the beginning, it was bad but now he has repented. Do we still judge the value of being lazy or the value after repentance? This change is not seen, with this child’s numeracy ability is really 10</em></p>}, number={1}, journal={INTELEKTIUM}, author={Purba, Sapta Mupakat Tatar}, year={2022}, month={Jul.}, pages={108–119} }