<![CDATA[Teacher readiness is a crucial factor in the successful implementation of the Independent Curriculum in elementary schools. This study aims to describe teacher readiness in implementing the Independent Curriculum at SD N 01 Sumber based on the Context, Input, Process, and Product (CIPP) model. This study uses a descriptive qualitative approach with data collection techniques through questionnaires, interviews, and documentation involving class teachers or subject teachers as research respondents. Data validity was tested through source triangulation and technical triangulation. Data analysis was conducted descriptively by interpreting questionnaire data in percentage form and strengthening it through interview results and documentation. The results of the study indicate that teacher readiness in implementing the Independent Curriculum is in the ready category, as indicated by 64.4% of respondents in the agree category and 35.6% in the strongly agree category with the teacher readiness indicators. This readiness is reflected in teachers' understanding of the Independent Curriculum, pedagogical and professional competencies, ability to utilize learning technology, as well as attitudes, motivation, and mental readiness to face change. However, this readiness is not yet fully optimal, especially in the use of technology by senior teachers and the implementation of project-based learning in the Pancasila Student Profile Strengthening Project (P5). Therefore, a continuous training program is needed from the Ministry of Education through the Center for Teachers and Education Personnel (BGTK) which focuses on improving technological literacy, the use of digital learning media and platforms, as well as mentoring the practical implementation of project-based learning and the Pancasila Student Profile Strengthening Project (P5) in the classroom to improve teacher readiness more evenly and optimally. Kesiapan guru merupakan faktor penting dalam keberhasilan implementasi Kurikulum Merdeka di sekolah dasar. Penelitian ini bertujuan untuk mendeskripsikan kesiapan guru dalam mengimplementasikan Kurikulum Merdeka di SD N 01 Sumber berdasarkan model Context, Input, Process, and Product (CIPP). Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui kuesioner, wawancara, dan dokumentasi yang melibatkan guru kelas atau guru mata pelajaran sebagai responden penelitian. Keabsahan data diuji melalui triangulasi sumber dan triangulasi teknik. Analisis data dilakukan secara deskriptif dengan menafsirkan data kuesioner dalam bentuk persentase serta memperkuatnya melalui hasil wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa kesiapan guru dalam mengimplementasikan Kurikulum Merdeka berada pada kategori siap, yang ditunjukkan oleh 64,4% responden berada pada kategori setuju dan 35,6% pada kategori sangat setuju terhadap indikator kesiapan guru. Kesiapan tersebut tercermin dari pemahaman guru terhadap Kurikulum Merdeka, kompetensi pedagogik dan profesional, kemampuan memanfaatkan teknologi pembelajaran, serta sikap, motivasi, dan kesiapan mental dalam menghadapi perubahan. Namun demikian, kesiapan tersebut belum sepenuhnya optimal, terutama pada pemanfaatan teknologi oleh guru senior dan pelaksanaan pembelajaran berbasis proyek dalam Projek Penguatan Profil Pelajar Pancasila (P5). Oleh karena itu, diperlukan program pelatihan berkelanjutan dari Kementerian Pendidikan melalui Balai Guru dan Tenaga Kependidikan (BGTK) yang berfokus pada peningkatan literasi teknologi, penggunaan media dan platform pembelajaran digital, serta pendampingan implementasi pembelajaran berbasis proyek dan Projek Penguatan Profil Pelajar Pancasila (P5) secara praktis di kelas guna meningkatkan kesiapan guru secara lebih merata dan optimal. ]]>
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