<![CDATA[This study highlights the importance of optimizing teacher education and training (Diklat) programs in navigating the curriculum transition in Indonesia, particularly at the Elementary School (SD) level. This shift involves the implementation of the Merdeka Curriculum (KM), which is designed to address learning loss and promote more meaningful learning by prioritizing essential subject matter. The Diklat program is substantially oriented toward supporting KM, primarily through intensive training on two core components: the Pancasila Student Profile Strengthening Project (P5), which serves as a detailed mechanism for character development, and Differentiated Learning, which is crucial for realizing the principle of student-centered instruction. The optimization of Diklat is comprehensive, covering not only the foundational concepts of KM, such as Learning Outcomes (CP) and differentiated learning strategies, but also consistently aiming to strengthen the basic professional and pedagogical competencies of elementary school teachers. This training specifically emphasizes strategies for reinforcing basic literacy and numeracy, alongside authentic formative and diagnostic assessment techniques. The ultimate goal is to transform the teacher’s role from a content provider to a student-centered facilitator. Diklat is executed using an adult learning model (andragogy) through various methods, including online seminars (e.g., via PMM) and sustained mentoring within Teacher Working Groups (KKG), to ensure the effective adaptation of the new curriculum within the school environment.]]>
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