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p-Index From 2021 - 2026
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All Journal Journal of Innovation and Research in Primary Education
Mas'adi Mas'adi
Universitas Tadulako
Education Languange, Linguistic, Communication & Media Mathematics Other

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Teachers' Understanding and Implementation of the Merdeka Curriculum in Indonesian Elementary Schools Yuni Rahmawati; Herlina Herlina; Sisriawan Lapasere; Yusdin Bin M Gagaramusu; Mas'adi Mas'adi; Surahman Surahman
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2966

Abstract

Teachers' comprehensive understanding of the Independent Curriculum constitutes a fundamental prerequisite for successful educational transformation in Indonesia. Despite nationwide policy implementation through Permendikbudristek No. 12 of 2024, limited empirical evidence exists regarding teachers' depth of curriculum comprehension at the elementary level. This qualitative descriptive study, grounded in postpositivist paradigm, examined four classroom teachers at SD BK Jonooge through semi-structured interviews, systematic classroom observations, and document analysis. Data were analyzed using Miles and Huberman's interactive model, encompassing data reduction, display, and conclusion drawing. Findings revealed that curriculum implementation remains suboptimal, with teachers demonstrating limited understanding of core components including learning outcomes (CP), learning goal flows (ATP), and project-based learning principles. Implementation challenges manifested in persistent traditional pedagogical approaches, symbolic integration of Pancasila Student Profile values, and predominant summative assessment practices. These deficits stemmed primarily from severely inadequate professional development—training conducted only once biennially—compounded by insufficient facilities and limited professional learning community participation. Paradoxically, student learning outcomes showed improvement despite incomplete implementation fidelity. The study elaborates teacher understanding as a multidimensional construct encompassing cognitive, pedagogical, and metacognitive dimensions, challenging deficit-oriented implementation narratives. Findings underscore urgent need for sustained, job-embedded professional development utilizing collaborative learning models, establishment of robust professional learning communities, and redesigned curriculum materials with explicit implementation guidance to optimize educational transformation.
Enhancing Conceptual Understanding and Participation in Integrated Science–Social Studies Through Contextual Teaching and Learning Diah Sakina; Nashrullah Nashrullah; Muslim AR Muslim AR; Yusdin Bin M Gagaramusu; Mas'adi Mas'adi; Surahma Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3623

Abstract

Effective implementation of Indonesia's Merdeka Curriculum requires instructional approaches that connect academic content to students' real-life contexts, yet primary classrooms frequently remain dominated by teacher-centered, rote-based instruction. This study examines whether the Contextual Teaching and Learning (CTL) model can meaningfully improve the quality of Integrated Science and Social Studies (IPAS) instruction at the primary level. A Classroom Action Research design following Kemmis and McTaggart's cyclical model was conducted across two cycles with 26 Grade IV students at SDN 3 Sojol, Donggala Regency, Indonesia. Data were collected through validated written tests (KR-20 = 0.78), structured observation sheets (17 teacher indicators; 13 student indicators), and semi-structured interviews, analyzed using both quantitative mastery criteria and Miles and Huberman's qualitative framework. Classical learning mastery improved from 65.4% in Cycle I to 88.5% in Cycle II, surpassing the 85% criterion. Teacher activity scores progressed from 2.86 (Good) to 3.71 (Very Good), and student participation rates increased across all 13 behavioral and cognitive indicators. Unexpectedly, a subset of behaviorally passive students consistently achieved above-average test scores, indicating a discrepancy between observable participation and cognitive engagement. The findings affirm that systematic, iterative CTL implementation transforms IPAS learning toward meaningful, student-centered inquiry. The study contributes process-level evidence demonstrating that CTL effectiveness requires the reflective alignment of all seven components, not merely the introduction of real-world materials. Challenges in equitable group participation and time management remain areas for ongoing pedagogical development.
Co-Authors Diah Sakina Herlina, Herlina Muslim AR Muslim AR Nashrullah . Sisriawan Lapasere Surahma Wilade Surahman Wilade Yuni Rahmawati Yusdin Bin M Gagaramusu