Peran Guru dalam Mengimplementasikan Konsep Merdeka Belajar di Sekolah Dasar

Abstract

The Merdeka Belajar policy represents a breakthrough in the Indonesian education system aimed at providing learners with the freedom to think, create, and develop in accordance with their potential. At the elementary school level, the implementation of the Merdeka Belajar concept presents specific challenges due to the developmental characteristics of young learners. Therefore, teachers play a crucial role in translating and implementing the Merdeka Belajar concept into classroom practices. This article aims to examine the role of teachers in implementing the Merdeka Belajar concept in elementary schools, including their roles as learning designers, facilitators, motivators, and evaluators. The method employed in this study is a literature review by analyzing various relevant sources, such as books, national and international journal articles, and educational policy documents. The findings indicate that teachers are required to design student-centered learning, apply differentiated instruction, and create an inclusive and engaging learning environment. In addition, teachers play an important role in fostering students’ independence, creativity, and critical thinking skills. Therefore, strengthening teachers’ competencies is a key factor in ensuring the successful and sustainable implementation of the Merdeka Belajar concept in elementary schools.