Content Structure Analysis of Merdeka Curriculum on Chemical Equilibrium Topic in F Phase

The implementation of the merdeka curriculum as an improvement and replacement for the previous curriculum needs to be studied on the structure and depth of its learning content. This study aims to describe the suitability of the content structure of chemical equilibrium material based on Bloom's Revised Taxonomy and university textbooks as standards. The research method used is descriptive qualitative to describe the object according to the data and information obtained. The research design uses the Model of Educational Reconstruction (MER) by Reinders Duit which focuses on Content Structure Analysis. The data analysis technique uses the Miles and Huberman model by collecting, reducing, presenting


INTRODUCTION
The curriculum has a strategic role as a description of the vision, mission, and goals of education (Bahri, 2017).The curriculum is a device that guides the development of the learning process in the form of student activities in an effort to achieve an educational goal.Curriculum design is based on needs analysis and uses a certain model that refers to effective design (Huda, 2017).The Merdeka curriculum is a diverse intracurricular learning curriculum with optimization content so that students have enough time to explore concepts and strengthen their learning competencies.So that learning can be tailored to the learning needs and interests of students, teachers as educators are given the freedom to develop various teaching tools.
The Merdeka curriculum policy, which is relatively new, has not been fully equipped with the needs of teachers to adapt to the demands of the curriculum.The difference in demands from the previous curriculum is the teacher's job to re-analyze the preparation of learning.A teacher can teach in a structured and directed manner with a learning tool called a teaching Hydrogen: Jurnal Kependidikan Kimia, October 2023, 11(5) |734 module (Waty, 2021).In compiling teaching modules based on the specified Learning Outcomes (CP), guidelines are needed.This is so that the teaching modules prepared are in accordance with the demands of the curriculum.These guidelines include the need to analyze the structure of learning content.
The limited information and sources of structure and content in the Merdeka curriculum are an obstacle for teachers in developing learning that is in accordance with the demands of the curriculum.The facts found in the field show the obstacles faced by teachers in compiling teaching modules.Based on the results of interviews with chemistry teachers of class Ⅺ at SMAN 2 Padang and SMAN 9 Padang, one of the obstacles faced is the limited source of material in the form of books produced by the Merdeka curriculum for class Ⅺ.The limited source of material in the form of books will make it difficult for teachers to determine the sequence and depth of material in accordance with the Merdeka curriculum.Some of the teachers interviewed explained that the lack of Merdeka curriculum output books for grade Ⅺ made them continue to guide the 2013 curriculum book.Meanwhile, Cambridge books as a guideline for the Merdeka curriculum output are considered by teachers to be difficult to understand and have higher standards, so they are rarely used.
Some changes in the Merdeka curriculum become obstacles for teachers at the planning stage.These obstacles are in terms of preparing teaching modules.The teaching modules that are compiled must implement the flow of learning objectives that have been developed by teachers from learning outcomes based on the Pancasila learner profile.Teachers are given freedom in developing teaching modules but cannot be separated from the components and aspects that have been determined.One of these obstacles is understanding how to reduce CP to Learning Objectives (TP).Teachers do not understand how to reduce CP so that the material provided does not refer to essential material but still refers to the previous curriculum (Novi and Jaya, 2022).
To make it easier for teachers to measure aspects of structure and content, it is necessary to analyze the results by referring to the appropriate standards.The structure and content that includes the domains of knowledge, attitudes, and skills can be derived from the taxonomy.In this case, Bloom's Revised Taxonomy and University Textbooks can be the standard in analyzing the structure and content of teaching and learning in accordance with the learning objectives in the curriculum.
Chemical topic in learning are conceptual and abstract (Taber, 2009).This abstract nature is considered to make chemical materials difficult for students to understand (Marsita, 2011).In studying equilibrium material there are many concepts that must be learned, but the students themselves have difficulty in understanding abstract chemical concepts.The subject matter of chemical equilibrium is needed as a prerequisite in understanding further chemical materials that will be studied such as acid base, salt hydrolysis, buffer solution, solubility and solubility product.The results of research conducted by Indriani (2017) revealed that students' understanding of chemical equilibrium is still low, there are student learning difficulties in understanding chemical equilibrium material on the concept of dynamic equilibrium is high, the equilibrium constant is low, and the factors that affect the equilibrium shift are low.So learning planning in the form of teaching modules must be prepared by analyzing in terms of curriculum review and material.

METHOD
In this research, a descriptive qualitative research was conducted.The research was conducted to describe an object in accordance with the information and reality encountered.The information can be in the form of words or text which is then analyzed.From the data Hydrogen: Jurnal Kependidikan Kimia, October 2023, 11(5) |735 obtained, the researcherss makes an interpretation to capture a picture of the object.The final result of this research is a description that is poured in the form of a flexible written report.
The research design is a series of designs for collecting, processing, analyzing, and presenting data systematically and objectively to solve problems.

RESULTS AND DISCUSSION
There were two things that were done in the research, namely: curriculum analysis and content analysis.The following are the results of the quirkulum analysis and context analysis carried out on chemical equilibrium material.

Curriculum Analysis
In the Merdeka curriculum in learning for high school chemistry subjects consists of 2 phases.The first phase for class X SMA or what is called Phase E and also the second phase for classes XI and XII SMA or what is called phase F.

Table 1. Knowledge Level Analysis
Learning Outcomes (CP) Knowledge Level Elements: Chemical Understanding 1. Observe, investigate and explain everyday phenomena according to the rules of scientific work in explaining chemical concepts in everyday life.

Using acid-base concepts in everyday life
• Using (C3) (Anderson et al., 2001) 6.Using chemical energy transformations in everyday life including thermochemistry and electrochemistry • Using (C3) (Anderson et al., 2001) 7. Understand organic chemistry including its application in daily life • Understand (C2) • Apply (C3) (Anderson et al., 2001) Hydrogen: Jurnal Kependidikan Kimia, October 2023, 11(5) |736 Learning outcomes in phase E and phase F consist of chemical understanding elements and process skills elements.The results of the content structure analysis for phase F on chemical equilibrium material which includes levels of knowledge, skills, and attitudes based on the Pancasila profile (Table 1).
The results of the analysis of the formulation of chemistry learning objectives in the Merdeka Curriculum from the knowledge dimension refer to the decline in Anderson and Krathwohl's Revised Bloom Taxonomy.For the analysis of the knowledge level in Learning Outcome point 1 in Phase F chemistry material, there are 8 elements of operational verbs from 2 categories, namely Understanding which includes the operational verbs Observing, Studying, Explaining, and Understanding and the Applying category which includes the operational verbs Investigating, Calculating, Applying, and Using.
In the Understand category, students are expected to construct meaning or understanding of the basic knowledge they have.This includes integrating new knowledge into learners' existing thinking patterns.This category includes seven cognitive processes namely interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying involves using a particular procedure to perform an exercise or solve a problem.
Applying is closely related to procedural knowledge and does not focus solely on this knowledge.This category includes two cognitive processes namely executing and implementing.Furthermore, at the abstract skill level analysis, there are categories of Observing (KA-1), Selecting (KA-2), Formulating (KA-4), Describing (KA-4), Drawing conclusions (KA-4), and Communicating (KA-5).Observing learning ability (KA-1) is described by students' attention during activities both when observing an object, reading sources, and listening carefully to explanations.From this observation, it can be seen the focus of the object and the length of time students observe.The learning ability of the Questioning category (KA-2) describes the quality and quantity of questions asked by students which include factual, conceptual, operational, and hypothetical questions.
The learning ability of Reasoning/associating/processing information (KA-4) describes how students develop interpretations, arguments and conclusions regarding the interrelationship of information from two facts/concepts, interpretations of arguments and conclusions regarding the interrelationship of more than two facts/concepts/theories, synthesizing and arguments and conclusions regarding the interrelationship between various types of facts/concepts/theories/opinions; develop interpretations, new structures, arguments, and conclusions that show the relationship of facts/concepts/theories from two or more sources that do not conflict; develop interpretations, new structures, arguments and conclusions from different concepts/theories/opinions from various types of sources.In the Communicating/ Presenting category, students are asked to be able to present the results of the observations  From the results of the analysis of the subject matter which includes the depth and breadth of material from the Cambridge book produced by the Ministry of Education and Culture as a source of learning chemistry material in the Merdeka Curriculum, there is a match in content with the University textbook.However, from the arrangement and sequence of material subchapters, there are differences in the development of subject matter.In Brady's book the material starts with Dynamic Equilibrium which is the basic concept of understanding equilibrium reactions.This section is an abstract concept but needs to be emphasized to learn the following subchapters.In chemical equilibrium, the terms reactant and product do not have the usual meaning because the reaction takes place in both directions simultaneously.Next is about the law of equilibrium.The law of equilibrium studies the relationship between the concentration of reactants and products in the equation.In this section, the concepts of equilibrium constant based on concentration (Kc) and equilibrium constant based on pressure (Kp) are also applied.With this understanding, students can identify that the numerical product will affect the amount of equilibrium that occurs in the reaction.
In equilibrium reactions, it is known that reactions can involve substances in one or more phases.This is the sub-chapter on homogeneous and heterogeneous equilibrium.In this section students can know that substances in the solid phase (s) and liquid phase (l) do not have concentration values so that the equation only involves the gas phase (g) and solution (aq).Then proceed with the equilibrium position material from the previous concepts, then learn the Le Châtelier Principle.This principle states how factors affect equilibrium.After that the material continues on the calculation of the equilibrium constant to determine the K value of the equilibrium reaction.With this sequence of material, it is hoped that the continuity of concepts can make students understand better and minimize misconceptions.
Whereas in the Cambridge book by the Ministry of Education and Culture, the initial material has almost the same sequence, starting with the concept of reversible reactions and dynamic equilibrium.However, without the introduction of legal material and equilibrium settings, it is directly addressed to the subchapter of the factor of changes in the direction of equilibrium, which is feared that without an understanding of the law and equilibrium settings, students tend to find it difficult to understand because they do not master the prerequisite material.By adjusting the sequence of material based on university textbook sources, it is hoped that learning will be more meaningful and easy for students to understand.

CONCLUSION
Analysis of the content structure of the independent curriculum on chemical equilibrium material obtained the results of curriculum analysis and content analysis.Curriculum analysis shows the desired level of cognitive, affective, and psychomotor achievement for students so that the preparation of teaching modules must be adjusted to that level.For content analysis, it was found that the depth and breadth of chemical equilibrium learning material from the Cambridge book grade XI of the Ministry of Education and Culture and the University textbook by Brady had compatibility even though the development of the material sequence was different.The subchapters on equilibrium constants Kc and Kp should be prerequisite material before learning the concept of equilibrium shifts.By adjusting the sequence of materials based on university textbook sources, it is expected that learning will be more meaningful and easily understood by students.These findings are expected to help streamline the implementation of the Merdeka curriculum by applying the concept of freedom to teachers while still guiding existing standards.

RECOMMENDATIONS
This research can be developed for other topics in chemistry learning.This can be done by going through the curriculum first to understand how the curriculum standardizes the development of materials by teachers by adjusting to the Ministry of Education's resources.In addition, this flow can be continued for teaching and learning research using the Model of Educational Reconstruction (MER).With the amount of analysis carried out, it is hoped that it can be a source of guidance for teachers in planning and compiling teaching modules to suit the demands of the curriculum.Good understanding and development of the curriculum can affect the improvement of the quality of learning and curriculum implementation.
(Duit & Tesch, 2010)used for this research is using the Model of Educational Reconstruction (MER) or commonly known as the Educational Reconstruction Model.This design was developed by Reinders Duit in 2012 which in this MER design consists of 3 flows, namely: (1) Content Structure Analysis, (2) Teaching and Learning Research, (3) Implementation and Evaluation(Duit & Tesch, 2010).However, this research focuses on the Content Structure Analysis design.There are two things done in this analysis, namely: curriculum analysis and content analysis.The data collection technique used in this research is the documentation study technique.The documentation study technique took the form of Permendikbud Number 56 of 2022 concerning Guidelines for Curriculum Implementation in the Framework of Learning Recovery, Bloom's Taxonomy Revised, university textbooks, and other relevant books.

Table 2 .
Skill Level Analysis In analyzing the skills domain which includes abstract skills and concrete skills as well as the affective/attitude domain refers to the decline ofSimpson (1972)and Dyer (2011) Revised Bloom's Taxonomy.In the realm of concrete skills includes the activities of using, parsing, assembling, modifying, and making.While in the realm of abstract skills includes the activities of writing, reading, calculating, drawing, and composing In the results of the analysis of concrete skills there are categories of Doing (P2) Using (P3).Collecting (P3), and Showing (P3).At the Manipulation level (P2) includes student skills to perform a work step through instruction and practice trying.Students are invited to familiarize the movement (mechanism) by making, doing, forming, and completing.Whereas at the Precision level (P3) students are asked to be able to carry out activities or assignments that use a skill / skill with performance quickly and well and efficiently without assistance or instructions.At this level students are asked to be proficient in performing work steps by demonstrating.Complete, demonstrate, perfect, calibrate.Control, and control.

Table 4 .
Content Standard Analysis

in Cambridge Books of the Ministry of Education Chemical Equilibrium Material in University Textbooks (Brady, 2012)
: 8. ... is a sub-chapter in the Cambridge book and 15. ... is a chapter in the Brady book. Note