<![CDATA[Education is a long-term investment for the development and progress of a nation. Entering the 21st century, Indonesia became part of the Industry 4.0 revolution era with several challenges and opportunities. In this era, it is important for students to possess 4C skills (Creativity, Critical Thinking, Communication, Collaboration). The Merdeka Curriculum expects problem-solving skills to be developed thru critical thinking abilities in learning activities. One of the recommended learning models for use in the Merdeka Curriculum and ideal for meeting 21st-century skills is the Project Based Learning (PjBL) model. Although the Merdeka Curriculum and Project-Based Learning (PjBL) offer significant potential to improve the quality of learning, the reality on the ground shows that their implementation still faces various challenges. This research was conducted to analyze the suitability of implementing the independent curriculum thru the PjBL model, the challenges faced, and the successes achieved in IPAS learning in class V at SD Negeri 4 Gumiwang, Banjarnegara Regency. This research method uses a descriptive qualitative approach with data collection thru interview techniques, observation, and documentation. In addition to thematic analysis, this study also applies SWAT analysis (Strengths, Weaknesses, Opportunities, and Threats). The research findings indicate that teachers are already quite good and appropriate in implementing the Merdeka Curriculum with the PjBL Model. Students demonstrate the development of creativity, critical thinking, communication and collaboration skills, as well as literacy and attitudes that align with the Pancasila Student Profile. Challenges of time, readiness, and resources still need to be overcome for project-based learning to be implemented optimally. Therefore, this study recommends the need for further training for teachers in optimizing PjBL and improving access to resources. ABSTRAKPendidikan merupakan investasi jangka panjang untuk pengembangan dan kemajuan suatu bangsa. Memasuki abad ke-21, Indonesia menjadi bagian dari era revolusi industri 4.0 dengan beberapa tantangan dan peluang. Di era ini penting bagi peserta didik untuk memiliki keterampilan 4C (Creativity, Critical Thinking, Communication, Collaboration). Kurikulum Merdeka mengharapkan adanya kemampuan pemecahan masalah yang dibangunn melalui kemampuan berpikir kritis dalam kegiatan belajar. Salah satu model pembelajaran yang dianjurkan untuk digunakan dalam Kurikulum Merdeka dan ideal untuk memenuhi keterampilan di abad ke-21 adalah model Project Based Learning (PjBL). Meskipun Kurikulum Merdeka dan PjBL menawarkan banyak potensi untuk meningkatkan kualitas pembelajaran, kenyataan di lapangan menunjukkan bahwa implementasinya masih menghadapi berbagai tantangan. Penelitian ini dilakukan untuk menganalisis kesesuaian impelmentasi kurikulum merdeka melalui model PjBL, tantangan yang dihadapi, dan keberhasilan yang dicapai dalam pembelajaran IPAS di kelas V SD Negeri 4 Gumiwang Kabupaten Banjarnegara. Metode penelitian ini menggunakan pendekatan kualitatif deskriptif dengan pengumpulan data melalui teknik wawancara, observasi, dan dokumentasi. Selain analisis tematik, penelitian ini juga menerapkan analisis SWOT (Strengths, Weaknesses, Opportunity and Threats). Hasil temuan penelitian menunjukkan bahwa guru sudah cukup baik dan sesuai dalam mengimplementasi Kurikulum Merdeka dengan Model PjBL. Peserta didik menunjukkan perkembangan keterampilan kreativitas, berpikir kritis, komunikasi dan kolaborasi, serta literasi dan sikap yang sesuai Profil Pelajar Pancasila. Tantangan waktu, kesiapan dan sumber daya masih perlu diatasi agar pembelajaran proyek terlaksana dengan optimal. Oleh karena itu, penelitian ini merekomendasikan perlunya pelatihan lebih lanjut bagi guru dalam mengoptimalkan PjBL dan meningkatkan akses terhadap sumber daya.]]>
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