Tantangan Guru Sekolah Dasar dalam Menghadapi Perubahan Kebijakan Pendidikan di Indonesia

Abstract

Educational policy changes in Indonesia, particularly the implementation of the Merdeka Curriculum, require elementary school teachers to adapt as key policy implementers. However, previous studies indicate a significant gap between policy expectations and actual classroom practices. This article aims to identify the main challenges faced by elementary school teachers, analyze their readiness to adapt to 21st-century learning demands, and propose strategies to enhance teacher competence sustainably. This study employs a qualitative approach through a literature review of empirical studies, government policy documents, and relevant educational theories. The findings reveal that teachers face challenges related to limited understanding of learning outcomes, insufficient continuous training, heavy administrative workloads, regional disparities in infrastructure, and psychological pressures such as work-related stress. Teacher readiness also varies depending on geographical context and institutional support. In conclusion, the effective implementation of the Merdeka Curriculum requires systemic support, including practiceoriented professional development, collaborative mentoring models, teacher welfare policies, and the strengthening of adaptive and inclusive school cultures.