There are several things that can be the most valuable things gained from a study tour, including:[3]

  1. Different and in-depth learning experience: Study tours provide participants with a different and in-depth learning experience. They can gain valuable cultural experiences by introducing participants to different cultural environments. Participants can learn about the traditions, customs, food, art, and daily life of the people in the places they visit.
  2. Direct experience and linking theory to practice: Study tours provide participants with the opportunity to deepen their understanding of subject matter through direct experience. They can link theory with practice in the field, thus expanding their horizons through exploration of related places.
  3. Increasing independence: Study tour participants will become more independent because they have to manage their time to wake up, shower, have breakfast, and get ready to go to the tourist destination. This will teach them to manage themselves and be responsible for their daily activities during the study tour.
  4. Exploring additional knowledge: Study tours provide participants with the opportunity to explore additional knowledge that is not obtained through lessons in the classroom. They can gain new knowledge and see new things that they have never encountered before.
  5. Building social relationships: Study tours also provide participants with the opportunity to meet new people and build social relationships. They can interact with classmates or other study tour participants, thus expanding their social network.

Independent Curriculum in Schools

The Independent Curriculum has diverse intracurricular learning, so students have enough time to learn concepts and strengthen skills. Teachers can choose various teaching tools to tailor learning to students' learning needs and interests.[4]

As part of a new learning paradigm, the Independent Curriculum has been implemented in nearly 2,500 schools participating in the Sekolah Penggerak (PSP) Program and 901 Vocational Schools of Excellence (SMK PK). This curriculum is implemented in Kindergarten B, Elementary & Special Elementary School grades I and IV, Junior High & Special Junior High School grade VII, Senior High & Special Senior High School, and Vocational School grade X. The Ministry of Education, Culture, Research, and Technology will provide literature on the idea of the Independent Curriculum for school principals. Schools that have implemented the Independent Curriculum have shown positive results. They are four to five months ahead compared to other schools that are still using the previous 2013 curriculum.

The Independent Curriculum has several advantages, including:[5]

  1. Simpler and more in-depth: This curriculum is designed to be simpler but still in-depth in its learning material.
  2. More independent: Teachers have the flexibility to choose teaching tools and adjust learning to the learning needs and interests of students.
  3. More relevant and interactive: This curriculum is designed to be more relevant to the needs and learning environment of students and more interactive in the learning process.

The implementation of the Independent Curriculum in schools and madrasas is regulated by regulations or decrees. Schools that want to implement the Independent Curriculum have the option to choose between the Independent Curriculum or the 2013 Curriculum, depending on the school's readiness and needs. The Independent Curriculum is a curriculum with diverse intracurricular learning, where learning content will be more optimal so that students have enough time to explore concepts and strengthen competencies. Teachers have the flexibility to choose various teaching tools so that learning can be tailored to the learning needs and interests of students.

Here is some information regarding the implementation of the Independent Curriculum in schools, including:[6]

  1. Implementation: The Independent Curriculum has been implemented in nearly 2,500 schools participating in the Sekolah Penggerak (PSP) Program and 901 Vocational Schools of Excellence (SMK PK) as part of learning with a new paradigm. This curriculum is implemented starting from Kindergarten B, Elementary & Special Elementary School grades I and IV, Junior High & Special Junior High School grade VII, Senior High & Special Senior High School, and Vocational School grade X.
  2. Teacher flexibility: Teachers have the flexibility to choose various teaching tools so that learning can be tailored to the learning needs and interests of students. The Independent Curriculum provides educators with the flexibility to create quality learning that suits the learning needs and environment of students.
  3. Pancasila student profile achievement project: This project is developed based on specific themes set by the government. The project is not directed at achieving specific learning achievement targets, so it is not tied to subject matter content.
  4. Learning organization: To support the implementation of the Independent Curriculum, the organization of learning needs to be updated. One way is to regulate the division of authority between the central government and educational units.
  5. Assessment: Diagnostic assessments can be conducted as initial assessments in subsequent learning. In addition, formative and summative assessments can also be carried out to evaluate the achievement of learning objectives.
  6. School autonomy: Schools are given the freedom to determine the form of assessment, such as portfolios, papers, or other forms of assignments. In addition, schools can also simplify learning implementation plans to focus more on learning activities and competency improvement.
  7. Transition from Early Childhood Education to Elementary School: The Merdeka Curriculum also includes steps to realize a fun and effective transition process from Early Childhood Education to Elementary School.

The Academic Relationship of Study Tour Implementation with the Merdeka Curriculum in Schools

The Merdeka Curriculum, an educational policy created by the Indonesian Ministry of Education, Culture, Research, and Technology (Kemendikbudristek), is related to the implementation of study tours in schools. This curriculum aims to give schools the freedom to create and manage curriculum and learning in accordance with educational units and students. In the curriculum, schools are given the authority to develop and manage curriculum and learning in accordance with the characteristics of educational units and students.

However, it should be noted that study tours must be carried out with due regard to applicable rules and regulations. For example, the Acting Governor of West Java, Bey Machmudin, issued a Circular (SE) that tightens permits for study tours in schools. One of the points of the SE is that study tours should not be carried out outside the city and can only be carried out by schools that have planned and signed a study tour cooperation contract outside the Province of West Java.

The academic relationship between the implementation of study tours and the Merdeka Curriculum in schools, linked to the theory regarding child development behavior focusing on the influence of environmental interaction on the child's behavior as proposed by John B. Watson, Ivan Pavlov, and B. F. Skinner, it can be concluded that the child's behavior is influenced by interaction with the external environment. According to this theory, behavior can be learned through observation and direct experience with the surrounding environment.

In the context of the academic implementation of study tours, the child's interaction with new environments and direct experiences gained during the study tour can influence the child's behavior and development. In the context of the Merdeka Curriculum, study tours can be one of the learning methods that support an approach that focuses on student abilities. The Merdeka Curriculum offers flexibility for schools and teachers in developing curriculum and learning according to their respective specificities and localities. By utilizing study tours as part of the Merdeka Curriculum, schools and teachers can provide more real and contextual learning experiences to students, which can increase their understanding and motivation in learning.

In the Merdeka Curriculum, teachers and educational units have the flexibility to choose various teaching tools that suit the learning needs and interests of students. With study tours, teachers have the flexibility to choose various teaching tools so that learning can be adapted to the learning needs and interests of students.

Conclusion

One of the activities carried out by schools is study tours, where students are invited to visit various places such as museums, art galleries, businesses, government, historical sites, or natural places. Study tours are designed to give participants the opportunity to see firsthand the things or phenomena they have previously learned through textbooks or presentations in class. The Merdeka Curriculum has diverse intracurricular learning, so students have enough time to learn concepts and strengthen their abilities. The Merdeka Curriculum gives teachers the freedom to choose various learning methods to adjust learning to the needs and interests of students. At school, study trips can be included in the free curriculum. Schools can provide students with more real and in-depth learning experiences through study tours.

Study tours give students the opportunity to see firsthand the things or phenomena they have previously learned through textbooks or presentations in class. This is in line with the idea of the Merdeka Curriculum, which provides educators with the opportunity to provide high-quality learning that suits the needs and learning environment of students.

However, it should be remembered that the Merdeka Curriculum is not a curriculum that must be applied in all educational institutions. In 2024, the Merdeka Curriculum became the national curriculum. Study tours are a form of learning that can be adapted to the Merdeka Curriculum to meet the needs and learning environment of students. By holding study tours, schools can provide students with more real and in-depth learning experiences. The principles of the Merdeka Curriculum provide educators with the opportunity to provide high-quality learning that suits the needs and interests of students.

References

[1]School Tours, The Importance of Study Tours for Students, What are They?, https://wisatasekolah.com/pentingnya-study-tour-untuk-siswa-apa-saja-ya/, Accessed in Pematang Siantar May 14, 2024 at 15.21

[2]Kumparan, The Benefits of Study Tours That Students Can Get, https://kumparan.com/ragam-info/3-manfaat-study-tour-yang-bisa-didapatkan-siswa-20wDE8kcfsx, accessed in Pematang Siantar May 14, 2024, at 15.45

[3]Tour Medan, Objectives and Definition of Study Tour, https://tourmedan.com/tujuan-dan-pengertian-dari-study-tour/, accessed in Pematang Siantar May 14, 2024 at 15.50

[4]Ditpsdkemdikbud, Merdeka Curriculum, https://ditpsd.kemdikbud.go.id/hal/kurikulum-merdeka, accessed in Pematang Siantar May 14, 2024 at 16.00

[5]Niken Dwi Sitoningrum, Merdeka Belajar Curriculum: Definition, Objectives, Characteristics, to Advantages ,https://www.detik.com/sulsel/berita/d-6823183/kurikulum-merdeka-belajar-pengertian-tujuan-karakteristik-hingga-keunggulannya, accessed in Pematang Siantar May 14, 2024 at 16.10

[6]Gerakan Dairi Merdeka Belajar, Implementation of the Merdeka Curriculum, https://merdekabelajar.dairikab.go.id/tentang-kurikurum-merdeka-dan-platform-merdeka-mengajar/ accessed in Pematang Siantar May 14, 2024 at 16.30