<![CDATA[This study investigates teacher pedagogical strategies and agency in integrating the Independent Curriculum (Kurikulum Merdeka) in a frontier Islamic elementary school facing severe infrastructural constraints. Using a qualitative single-case study design at MIS Ar-Raudah Ruis, Sekayam District, Sanggau Regency, West Kalimantan, data were gathered through prolonged participant observation across 18 class sessions, semi-structured in-depth interviews with the school principal and 6 classroom teachers (Grades I–VI), confirmatory dialogues with 52 students, and extensive curricular document analysis. The findings reveal a paradigm shift from a strict fidelity compliance approach toward a mutual adaptation model. Teachers demonstrate robust ecological teacher agency and pedagogical self-efficacy, transforming infrastructural deprivation into opportunities for pedagogical bricolage. Instructional practices are orchestrated through an integrated micro-pedagogical cycle: flexible unit planning based on functional learning objectives, context-responsive differentiated instruction optimized by small class sizes (5–13 students), and continuous formative assessment. In the absence of digital devices and standard textbooks, educators utilize local natural ecosystems and recycled waste as concrete manipulative media. This study highlights that curricular resilience in frontier settings relies primarily on professional teacher agency, collaborative collegial culture, and supportive instructional leadership rather than technological infrastructure.]]>
Copyrights © 2026
