<![CDATA[This study aims to examine: (1) the problems faced by teachers in implementing the Merdeka Curriculum at the elementary school (SD/MI) level; (2) the factors influencing these problems; and (3) the efforts made by teachers to overcome such challenges. This research employs a Systematic Literature Review (SLR) approach, which involves collecting, analyzing, and synthesizing relevant literature such as books, journals, and other academic publications related to the research topic. The findings indicate that: (1) the main problems faced by teachers include limited experience with independent learning concepts, insufficient teaching preparation, negative student perceptions toward certain subjects, inappropriate teaching methods, and inadequate learning media; (2) the influencing factors consist of school management quality, availability of learning resources, teaching strategies and methods, parental support, learning systems, relevance of teaching materials, and teacher competence; and (3) teachers’ efforts to address these challenges include improving educational qualifications, participating in training and mentoring programs (especially in information technology), enhancing teaching experience, increasing access to learning resources and media, adapting teaching methods to students’ needs and local contexts, implementing project-based and differentiated learning, strengthening pedagogical competence, optimizing human resources and facilities, fostering collaboration among teachers, increasing student participation, applying interactive and creative teaching methods, involving parents more actively, utilizing varied and technology-based learning media, and strengthening collaboration with communities, government, educational institutions, and industry. These findings highlight the importance of comprehensive support and continuous professional development for teachers to ensure the successful implementation of the Merdeka Curriculum.]]>
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