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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar
Jariah, Siti Ainun
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Religion Education Social Sciences Other

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Dinamika Peralihan dari Kurikulum 2013 ke Kurikulum Merdeka di SDN Alalak Tengah 4 Ramadhani, Aulia Azizah; Putra, M. Aminullah Sriyono; Mubarokati, Sari; Jariah, Siti Ainun; Pratiwi, Diani Ayu
ARZUSIN Vol 5 No 3 (2025): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v5i3.5700

Abstract

This research is motivated by the transition of the curriculum from the 2013 Curriculum to the Independent Curriculum at SDN Alalak Tengah 4 which faces various challenges, especially related to teacher readiness and the availability of learning resources. The purpose of the research is to identify the problems faced by schools in the curriculum transition process as well as the factors that affect the implementation of the Independent Curriculum. The method used was qualitative research with a case study approach, involving teachers and students as samples, as well as data collection through in-depth interviews with school principals and observations. The results of the study show that some teachers, especially senior teachers, have not fully understood the principles of the Independent Curriculum and have difficulties in compiling independent teaching modules. The implementation of the curriculum was carried out in stages but then fully implemented in all classes due to the pressure of competition between schools. The main obstacle is the limitation of learning media such as textbooks.
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 Diani Ayu Pratiwi Mubarokati, Sari Putra, M. Aminullah Sriyono Ramadhani, Aulia Azizah Salsa Bella, Ainun SITI FATIMAH Wahdah Refia Rafianti