Tantangan Guru Sekolah Dasar dalam Implementasi Kurikulum Merdeka

Studi Kasus di SDN 28 Cakranegara

Abstract

This study aims to identify and analyze the challenges faced by elementary school teachers in implementing the Merdeka Curriculum at SDN 28 Cakranegara. Using a qualitative approach with a case study design, comprehensive data were collected through in-depth interviews with classroom teachers, participatory observation, and document analysis. Data analysis was conducted using an interactive model with triangulation principles to ensure the validity of the findings. The results show that although teachers conceptually understand the curriculum's philosophy, they encounter various technical challenges in practice. The main obstacles include difficulties in designing contextual differentiated learning modules, limited time management and facilities in executing the Pancasila Student Profile Strengthening Project (P5), and confusion in formulating holistic authentic assessment instruments. Furthermore, the curriculum's administrative demands paradoxically increase educators' burdens. Even though teachers respond with adaptive strategies such as interdisciplinary integration and peer collaboration, these efforts require systemic support. In conclusion, the curriculum's implementation effectiveness heavily relies on applicable technical assistance, revitalization of learning communities, and administrative simplification so teachers can focus as learning facilitators.