Kurikulum Merdekadan Realitas di Lapangan: Kesiapan Guru dalam Menghadapi Perubahan

Abstract

This study aims to analyze teachers’ readiness in implementing the Merdeka

Curriculum in elementary schools and to identify the discrepancies between the

curriculum’s ideal expectations and the actual conditions in the field. The research

employed a descriptive qualitative approach with one teacher and one principal at

SDN Alalak Selatan 1 as the subjects. Data were collected through structured

interviews and documentation, then analyzed using narrative techniques. The

findings indicate that the rapid transition from the 2013 Curriculum to the Merdeka

Curriculum has created various challenges, including limited understanding of the

curriculum’s core principles, difficulties in developing teaching modules, inadequate

technological skills, and insufficient infrastructure. Moreover, teachers have not yet

fully utilized the Merdeka Mengajar Platform effectively due to limited digital literacy

and high workload. Although the government has provided support through the

Continuing Professional Development Program and learning communities, these

initiatives have not been maximally utilized. This study emphasizes the importance

of enhancing digital literacy, providing continuous mentoring, ensuring adequate

learning facilities, and fostering collaboration among educational stakeholders to

achieve effective and sustainable implementation of the Merdeka Curriculum.