<![CDATA[This research aims to analyze the implementation of the Independent Curriculum (Kurikulum Merdeka) in elementary schools and its influence on the development of independence in fifth-grade students. Additionally, this study identifies the supporting and hindering factors of student independence, the role of teachers, the availability of facilities and resources, as well as the influence of family support in the context of the Independent Curriculum implementation. The research method used is descriptive qualitative, with data collection through interviews with principals and fifth-grade teachers from seven elementary schools in the cluster, observations of the learning process, and descriptive analysis of parent questionnaire data. The research findings indicate that the implementation of the Independent Curriculum is in the early stages of positive development, with the adoption of project-based learning and differentiation. Teachers reported an increase in student independence in learning initiative and responsibility. Supporting factors for independence include school leadership, teacher training, and innovative teaching methods, while hindering factors include time and resource limitations. The role of teachers is transforming into facilitators who encourage independence through various strategies. The availability of adequate facilities and resources, although varying among schools, also plays an important role. Family support is believed to have a significant influence in strengthening student independence at home.]]>
