IMPLEMENTASI KURIKULUM MERDEKA MELALUI PEMBELAJARAN BERDIFERENSIASI DALAM MENINGKATKAN KUALITAS PEMBELAJARAN DI SEKOLAH DASAR: A SYSTEMATIC LITERATURE REVIEW

Abstract

The Merdeka Curriculum positions differentiated instruction as an important strategy for student-centered learning that responds to differences in readiness, interests, and learning profiles. Its implementation in elementary schools, however, still faces challenges related to teacher competence, instructional planning, diagnostic assessment, and supporting facilities. This study analyzes the implementation of differentiated instruction within the Merdeka Curriculum in elementary schools by synthesizing published research. A Systematic Literature Review (SLR) was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. Literature published from 2021 to 2026 was retrieved from Scopus, ERIC, Google Scholar, Garuda, and Crossref, selected using inclusion and exclusion criteria, and analyzed thematically. The review indicates that differentiated instruction improves student engagement, motivation, learning outcomes, critical thinking, creativity, collaboration, and problem-solving through adaptations in content, process, product, and learning environment. Successful implementation is supported by teachers’ pedagogical competence, diagnostic assessment, learning media, school support, and principal leadership. Major barriers include limited teacher understanding, administrative workload, time constraints, and heterogeneous student abilities. Therefore, differentiated instruction is a relevant pedagogical strategy for supporting an inclusive, adaptive, and learner-responsive implementation of the Merdeka Curriculum in elementary education.