<![CDATA[Teacher competency is a decisive factor in the successful implementation of the Merdeka Curriculum. This study aims to analyze the pedagogical and professional competency of elementary school (SD) teachers in implementing the Merdeka Curriculum, identify the obstacles they face, and map efforts to improve their competency. The research employed a library research method by analyzing relevant journals and policy documents. The findings show that many SD teachers still struggle with developing differentiated teaching modules, conducting diagnostic assessments, and implementing the Pancasila Student Profile Strengthening Project (P5). Key obstacles include limited understanding of Merdeka Curriculum elements, low digital literacy, and uneven training distribution. In addition, limited access to learning resources and varying levels of institutional support further affect teachers’ readiness. Competency improvement efforts such as In-House Training (IHT), academic supervision, professional learning communities, and the Merdeka Mengajar Platform (PMM) have proven effective when implemented in an integrated and synergistic manner. This study concludes that a holistic and ecosystem-based approach is essential for authentic, sustainable, and high-quality Merdeka Curriculum implementation in elementary schools.]]>
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