Kesiapan Guru dan Sekolah terhadap Implementasi Pendekatan Deep Learning dalam Pembelajaran Kurikulum Merdeka

Abstract

Although numerous studies have discussed the implementation of the Merdeka Curriculum, most of them emphasize policy readiness and administrative aspects, while empirical synthesis on teachers’ and schools’ pedagogical readiness to implement deep learning pedagogy remains limited and fragmented. Addressing this research gap, this study aims to analyze teachers’ and schools’ readiness to implement deep learning pedagogy within the Merdeka Curriculum, identify key challenges, and propose capacity-building strategies based on an integrative literature synthesis. A literature review method was employed by analyzing national and international journal articles, education policies, and official government reports published between 2020 and 2025. The findings reveal that readiness remains at an early stage, characterized by limited conceptual understanding, lack of continuous professional development, and insufficient institutional support. This study contributes by providing an integrated framework that connects pedagogical, policy, and institutional factors influencing the implementation of deep learning pedagogy, which can inform future educational practices and reforms.