<![CDATA[General Background Educational implementation relies heavily on pedagogical competencies that are closely influenced by curriculum standards, learning processes, and student characteristics. Specific Background This research investigates the implementation of pedagogical competencies during the curriculum transition from the 2013 curriculum (K-13) to the independent curriculum among first-grade teachers and students at SD Antawirya Krian Sidoarjo. Knowledge Gap Previous literature lacks comprehensive insights regarding how pedagogical competency implementation addresses combined challenges from full-day schooling models, curriculum transitions, and diverse student learning styles in primary educational settings. Aims The aim of this research is to describe the implementation of pedagogical competencies in the transition period from the K-13 curriculum to the independent curriculum and to offer pedagogical implementation solutions. Results The qualitative findings reveal that implementation problems stem from low teacher understanding of student characteristics, inadequate curriculum development, and deficiencies in educational activities, which are directly addressed through teacher training participation, optimized information systems, learning style adaptations, traditional and modern Islamic boarding school leadership principles, and academic supervision. Novelty The integration of full-day school management with structured pedagogical solutions during a major national curriculum transition provides a targeted framework for primary school teaching optimization. Implications These findings indicate that addressing teacher competency barriers through professional education programs and tailored pedagogical strategies is crucial for maintaining educational quality during institutional and structural transitions. Pedagogical implementation barriers include inadequate comprehension of student characteristics, insufficient curriculum development, and adaptation challenges during the national curriculum transition. Full-day school schedules introduce student fatigue and diminished concentration levels that require dynamic modifications to classroom learning methods. Proposed pedagogical solutions encompass educator training participation, learning style customization, institutional data optimization, traditional boarding school leadership models, and academic supervision. Keywords: Pedagogic Implementation, Implementation Problems, Implementation Solution, Independent Curriculum, Pedagogical Competence]]>
