<![CDATA[This study aims to analyze the pedagogical readiness of elementary school teachers in Frontline, Outermost, and Disadvantaged (3T) areas in implementing the Kurikulum Merdeka. Curriculum changes demand more flexible and student- centered teaching methods, but geographical challenges and limited access to information in 3T areas pose significant obstacles. The research method used is descriptive qualitative with a case study approach. Data were collected through in- depth interviews and observations of teachers in the target areas. The results showed that although teachers have high motivation, their pedagogical readiness is still constrained by the lack of intensive training and limited digital infrastructure to access the Platform Merdeka Mengajar (PMM). In conclusion, continuous assistance and distribution of offline training materials are needed to ensure the justice of education quality in 3T areas. Keywords: Pedagogical Readiness; Kurikulum Merdeka; 3T Areas; Elementary; School Teachers]]>
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