The GROW Strategy for Enhancing Mathematics Teachers' Competence in Designing 21st-Century Learning in the Merdeka Curriculum
DOI:
https://doi.org/10.15575/jp.v10i2.492Keywords:
Mathematics Teachers, Professional Competence, 21st-Century Learning, Merdeka Curriculum, GROW StrategyAbstract
This study aims to describe mathematics teachers’ professional competence in designing 21st-century learning and examine the role of the GROW strategy in supporting teacher development under the Merdeka Curriculum. This qualitative study employed a phenomenological design involving 16 mathematics teachers from four public junior high schools in Batu Bara Regency, North Sumatra: UPT SMPN 1 Tanjung Tiram, UPT SMPN 1 Talawi, UPT SMPN 1 Lima Puluh, and UPT SMPN 2 Talawi. Data were collected through in-depth interviews, observations, and documentation and analyzed through data reduction, data display, and conclusion drawing. The findings revealed that teachers faced challenges in designing contextual and collaborative learning, integrating digital technology effectively, and developing assessments responsive to students’ needs. The GROW strategy, comprising Goal, Reality, Options, and Will, provided a systematic reflective framework for establishing development goals, identifying actual conditions, exploring alternative solutions, and formulating follow-up commitments. This strategy encouraged teachers to design learning more reflectively, purposefully, and independently. Therefore, GROW has the potential to support mathematics teachers’ professional development and strengthen their competence in designing 21st-century learning aligned with the Merdeka Curriculum.
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