Implementation of the Merdeka Curriculum for Indonesian Language Teachers in Grade 3 at SD Al Islam 2 Jamsaren

Abstract

This study aims to describe the implementation of the Merdeka Curriculum by third-grade Indonesian language teachers at SD Al Islam 2 Jamsaren, Surakarta. The background of this study stems from the need to understand the readiness and actual practices of teachers in implementing the Merdeka Curriculum, especially in educational units that have adopted differentiated learning, authentic assessment, and the strengthening of the Pancasila Student Profile. The conditions at SD Al Islam 2 Jamsaren, which has a good literacy culture, technological support, and teacher commitment to improving the quality of learning, were the basis for selecting the research location. The research used a descriptive qualitative approach with data collection techniques in the form of observation, in-depth interviews, and analysis of learning documents carried out by teachers. Data analysis was carried out through data reduction, data presentation, and conclusion drawing. The results of the study show that the implementation of the Merdeka Curriculum has been quite successful, as indicated by learning plans that refer to learning outcomes, the implementation of active-collaborative strategies, and formative assessments used to monitor student learning progress. However, teachers still face challenges in optimally integrating technology, managing diverse differentiation activities, and developing consistent authentic assessment instruments. The research conclusion emphasizes the importance of continuous improvement of teacher competence, assistance in curriculum implementation, and the provision of learning facilities that support the implementation of the Merdeka Curriculum in a more effective and sustainable manner.