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Salsa Bella, Ainun
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TANTANGAN PEMBELAJARAN BERDIFERENSIASI DALAM IMPLEMENTASI KURIKULUM MERDEKA DI SDN KUIN UTARA 1 Salsa Bella, Ainun; Norhafizah; Nurhaliza, Siti; Maisarah , Sri; Ayu Pratiwi , Diani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.25123

Abstract

This research was conducted to identify the challenges and strategies of teachers in implementing differentiated learning as part of the Merdeka Curriculum at SDN Kuin Utara 1. The background of the issue lies in the diversity of students' learning styles, namely auditory, visual, and kinesthetic, which require different approaches in the learning process. This study employed an in-depth interview method with two educators as the main informants. The findings revealed that teachers faced challenges such as limited learning facilities, including teaching media and teaching aids, technological skill gaps among senior teachers, and insufficient in-depth training related to differentiated learning. The strategies implemented included initial evaluations of students' learning styles, the integration of teacher learning communities (Kombel), and the implementation of project-based learning (P5). Teachers also emphasized the importance of collaboration between younger and senior teachers in overcoming technological challenges. The conclusion of this research highlights the need for face-to-face training support and improved facilities to ensure the effective and sustainable implementation of the Merdeka Curriculum.
STUDI PUSTAKA IMPLEMENTASI KURIKULUM MERDEKA DAN TANTANGAN PENDIDIKAN ANAK SEKOLAH DASAR Salsa Bella, Ainun; Jariah, Siti Ainun; Siti Fatimah; Almadani, M. Seman; Ahmad Suriansyah; Wahdah Refia Rafianti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.38568

Abstract

The implementation of the Merdeka Curriculum in elementary schools marks a new direction in education that is more flexible, student-centered, and focused on meaningful learning. However, its implementation still faces various challenges, particularly related to teacher readiness, disparities in students’ learning abilities, and suboptimal parental involvement. This study aims to identify the main obstacles in implementing the Merdeka Curriculum and examine their impact on the quality of learning in primary education. Using a literature review method, this research analyzes scientific articles, policy documents, and recent studies published within the last five years. The findings indicate that although the Merdeka Curriculum promotes deep learning, differentiation, character development, and 21st-century skills, its effectiveness is hindered by teachers who feel overwhelmed in adapting their instructional strategies, students’ generally low academic performance, high absenteeism rates, and the policy all students to grade up, which also affects assessment dynamics. In addition, limited infrastructure, unequal access to technology,  and weak collaboration among schools, families, and communities further exacerbate the challenges of implementation. This study concludes that systemic support, continuous professional development, and strengthened partnerships among schools, families, and communities are key to realizing an effective, sustainable, and goal-aligned implementation of the Merdeka Curriculum in primary education.
Co-Authors Ahmad Suriansyah Almadani, M. Seman Ayu Pratiwi , Diani Jariah, Siti Ainun Maisarah , Sri Norhafizah SITI FATIMAH Siti Nurhaliza Wahdah Refia Rafianti