Exploring Teachers' Perceptions of the Implementation of the Merdeka Curriculum in Elementary Schools

Aisyah Agustin; Amanda  Kurniawaty

Authors

Aisyah Agustin Universitas Sembilan belas November Kolaka, sulawesi, Indonesia Author
Amanda Kurniawaty Universitas Sembilan belas November Kolaka, sulawesi, Indonesia Author

Keywords:

Curriculum Implementation, Elementary Education, Merdeka Curriculum, Teacher Perceptions, Teaching Challenges

Abstract

This study explores elementary school teachers' perceptions of the implementation of the Merdeka Curriculum, a newly introduced educational reform in Indonesia aimed at promoting student-centered learning, flexibility, and holistic development. As frontline implementers, teachers play a pivotal role in determining the success of curriculum changes. Using a qualitative approach, semi-structured interviews were conducted with elementary school teachers across various regions to gather in-depth insights into their experiences, challenges, and attitudes toward the curriculum. The findings reveal a generally positive perception of the Merdeka Curriculum’s objectives, particularly its emphasis on differentiated instruction and character education. However, teachers reported significant challenges related to limited training, inadequate resources, and varying levels of institutional support. Additionally, there was a notable gap in understanding how to align assessment practices with the curriculum's flexible and student-centered principles. The study highlights the need for continuous professional development, clearer implementation guidelines, and stronger administrative support to ensure effective adoption at the classroom level. These findings provide valuable implications for policymakers and educational stakeholders seeking to enhance curriculum implementation and teacher preparedness. Ultimately, successful integration of the Merdeka Curriculum relies on addressing systemic barriers and fostering a supportive environment for teachers

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