<![CDATA[The implementation of formative assessment in Kurikulum Merdeka often reveals a gap between policy idealism and operational realities in the field, particularly in suburban areas. This study aims to analyze the obstacles and map the coping mechanisms independently initiated by elementary school teachers in Paguyangan District, Brebes Regency. This study employed a qualitative approach with a descriptive case study design. Data were obtained from four classroom teachers selected through a purposive sampling technique. Data collection was conducted through a combination of in-depth interviews, non-participant observations, and document analysis. Furthermore, the data were analyzed using the interactive model of Miles, Huberman, and Saldaña and validated through source and technique triangulation. The findings indicate three major obstacles in implementing formative assessment: limited operational time due to curriculum coverage demands, students' low readiness for self-reflection, and a passive learning culture among students. To overcome these constraints, teachers exercised their instructional autonomy (teacher agency) through three tactical strategies. First, they simplified complex evaluation rubrics into practical checklist sheets. Second, they modified self-assessment instruments using child-friendly emoticons. Third, they optimized the Learning Community (Kombel) within the sub-district Teacher Working Group (KKG) to share administrative burdens. This study concludes that granting flexibility to frontline teachers is key to overcoming curriculum implementation barriers in local regions. This study recommends that local policymakers shift teacher mentoring patterns toward a more practical and contextual supervision model.]]>
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