Understanding The Implementation Of The Merdeka Curriculum In Elementary School Learning
DOI:
https://doi.org/10.58988/almubtadi.v4i1.1211Keywords:
Curriculum Implementation, Differentiated Instruction, Elementary Education, Merdeka Curriculum, Student-Centered LearningAbstract
The Merdeka Curriculum represents Indonesia’s most significant educational reform in the past decade, promoting student-centered learning through curricular flexibility and the development of competencies aligned with the Pancasila Student Profile. This study aims to analyze the implementation of the Merdeka Curriculum at SD Darut Thalabah, identify the factors supporting and constraining its implementation, and examine its impact on classroom learning. A qualitative case study approach was employed, with data collected through classroom observations, semi-structured interviews with the school principal, a classroom teacher, and a student, as well as document analysis. Data were analyzed using the interactive model of data reduction, data display, and conclusion drawing, while source and method triangulation ensured the credibility of the findings. The results indicate that the curriculum has promoted flexible learning planning, differentiated instruction, authentic assessment, and project-based learning through the Pancasila Student Profile Strengthening Project (P5), leading to increased student participation, collaboration, learning independence, creativity, and critical thinking. However, implementation remains constrained by teachers’ limited experience in differentiated instruction, limited instructional resources, and the need for continuous professional development. The study concludes that the successful implementation of the Merdeka Curriculum depends on teacher competence, supportive school leadership, adequate educational resources, and sustained institutional support to create meaningful and student-centered learning in elementary schools.
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