<![CDATA[Abstrak: Penelitian ini bertujuan untuk mengetahui 1) pemahaman guru sekolah dasar terhadap implementasi kurikulum merdeka, 2) hambatan implementasi kurikulum merdeka, 3) faktor pendukung implementasi kurikulum merdeka. Penelitian ini menggunakan pendekatan kualitatif melalui penelitian deskriptif eksploratif. Subjek penelitian dipilih secara purposive sampling yaitu kepala sekolah, guru kelas 1, dan kelas 4 yang sudah menrapkan Kurikulum Merdeka sejumlah 40 guru. Teknik pengumpulan data yang digunakan yaitu angket, wawancara, dan observasi. Keabsahan data menggunakan triangulasi sumber dan teknik. Teknik analisis data menggunakan model interaktif meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: 1) Pemahaman guru terhadap implementasi kurikulum merdeka di sekolah dasar Kec. Karangpandan, Kabupaten Karanganyar yaitu 15% memiliki pemahaman yang masih rendah, 77,5% dalam kategori sedang, dan 7,5% dalam kategori tinggi. 2) Kendala dalam implementasi kurikulum merdeka di sekolah dasar antara lain terkait dengan pendanaan, keterbatasan sarana dan prasarana sekolah, buku siswa yang belum terdistribusi secara merata, keterbatasan IT serta masih terbatasnya diklat. 3) Faktor pendukung implementasi kurikulum merdeka antara lain: guru; sarana dan prasarana; kerja sama antara siswa, sekolah, masyarakat, dan orang tua; dan pemanfaatan berbagai sumber belajar. Abstract: The research aims to determine 1) elementary schools teachers' understanding of the implementation of the independent curriculum, 2) barriers to implementing the independent curriculum, and 3) supporting factors for implementing the independent curriculum. This research is exploratory descriptive research with a qualitative approach. The research subjects were selected using purposive sampling, namely principals, and 1st and 4th grade teachers who had implemented the Independent Curriculum, a total of 40 teachers. The data collection techniques used were questionnaires, interviews, and observation. Validity of data using triangulation of sources and techniques. Data analysis using an interactive model includes data reduction, data presentation, and drawing conclusions. The research results show that: 1) Teachers' understanding of the implementation of the independent curriculum in elementary schools in Karangpandan, Karanganyar Central Java, namely 15% have low understanding, 77.5% are in the medium category, and 7.5% are in the high category. 2) Obstacles in implementing the independent curriculum in elementary schools include, funding, limited school facilities, student books that have not been distributed evenly, limited technology and training. 3) Supporting factors for implementing the independent curriculum include: teachers; facilities and infrastructure; cooperation between students, schools, communities and parents; and utilization of various learning resources.]]>
