<![CDATA[Penelitian ini bertujuan untuk mengetahui implementasi pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) dalam Kurikulum Merdeka di SD Negeri Gugus IV Kecamatan Temon, serta mengidentifikasi tantangan yang dihadapi dan strategi yang diterapkan oleh guru dalam menghadapi perubahan ini. Penelitian menggunakan pendekatan deskriptif kualitatif dengan teknik observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa pembelajaran IPAS telah direncanakan dan dilaksanakan sesuai pedoman Kurikulum Merdeka, meskipun aspek diferensiasi pembelajaran belum sepenuhnya tercermin. Tantangan utama yang dihadapi adalah rendahnya minat baca peserta didik, keterbatasan sarana prasarana, dan kesulitan guru dalam memilih media pembelajaran yang sesuai dengan kebutuhan peserta didik. Strategi yang digunakan untuk mengatasi kendala ini mencakup penyelenggaraan kegiatan literasi, pemanfaatan media pembelajaran alternatif, dan penggunaan model pembelajaran aktif seperti Problem-Based Learning (PBL) dan Cooperative Learning. Penelitian ini memberikan wawasan tentang pentingnya dukungan yang berkelanjutan untuk guru dalam bentuk pelatihan dan pengembangan sumber daya pendidikan, guna meningkatkan efektivitas pembelajaran IPAS di sekolah dasar. Research This study aims to determine the implementation of learning and Social Sciences (IPAS) learning in the Merdeka Curriculum at SD Negeri Gugus IV in Temon Sub-district, as well as identifying the challenges faced and strategies used. Temon, as well as identifying the challenges faced and the strategies applied by teachers in dealing with these changes. applied by teachers in dealing with these changes. The research used descriptive qualitative approach with observation, interview, and documentation techniques. documentation. The results showed that IPAS learning has been planned and implemented according to the Merdeka Curriculum guidelines, although the differentiation aspect of learning has not been fully reflected.learning differentiation has not been fully reflected. The main challenges faced faced are students' low interest in reading, limited infrastructure and facilities, and teachers' difficulty in choosing learning media that suits the needs of students. learners' needs. The strategies used to overcome these obstacles include organizing literacy activities, utilizing alternative learning media, and the use of active learning models such as Problem-Based Learning (PBL) and Cooperative Learning. and Cooperative Learning. This research provides insight into the importance of the importance of ongoing support for teachers in the form of training and development of educational educational resources, in order to improve the effectiveness of IPAS learning at primary schools.]]>
