Analisis Kebijakan Implementasi Kurikulum Merdeka di Sekolah Dasar: Tantangan dan Realitas di Lapangan

Abstract

The Merdeka Curriculum is an educational reform policy aimed at providing learning flexibility and fostering the holistic development of students’ competencies and character. This study aims to examine the implementation of the Merdeka Curriculum in primary schools, particularly focusing on the role of teachers, differentiated learning, and challenges encountered during its implementation. This research employed a qualitative approach using a literature study method by analyzing relevant scholarly articles and national accredited journals. The findings indicate that the Merdeka Curriculum emphasizes essential competencies, project-based learning, and the strengthening of the Pancasila Student Profile. The success of its implementation is highly dependent on teachers’ readiness as learning designers, including pedagogical, professional, and digital competencies. However, several challenges remain, such as difficulties in developing teaching modules, high administrative workloads, and infrastructure disparities, especially in underdeveloped, frontier, and remote (3T) areas. Despite these challenges, differentiated and project-based learning has shown positive impacts on students’ learning motivation and creativity. Therefore, continuous teacher capacity building and systemic support are essential to ensure the optimal implementation of the Merdeka Curriculum across all educational units.