<![CDATA[This study analyzes the implementation of the Independent Curriculum in improving learning quality in elementary education through a qualitative document analysis conducted in a public elementary school in Indonesia. The analysis focused on key curriculum documents, including the Educational Unit Operational Curriculum (KOSP), teaching modules, lesson plans, assessment instruments, and other supporting instructional documents. The documents were examined using thematic content analysis to identify the alignment between curriculum planning, learning implementation, and assessment practices with the core principles of the Independent Curriculum. The findings indicate that the curriculum documents consistently reflect competency-based learning, learner autonomy, and character development. However, several implementation gaps were identified, including inconsistencies between intended learning outcomes and assessment indicators, limited evidence of differentiated instruction in teaching modules, and insufficient integration of formative assessment to support continuous learning improvement. These findings suggest that while the curriculum framework has been institutionally adopted, its pedagogical implementation requires stronger alignment among curriculum planning, instructional strategies, and assessment practices. The study contributes to curriculum implementation research by demonstrating how document analysis can reveal strengths and implementation gaps in curriculum enactment, providing evidence that can inform curriculum evaluation and continuous improvement in elementary education beyond the investigated school.]]>
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