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Character education has become the focus of various countries in order to prepare a quality generation.  Various problems arise with the development of modern technology in society. One of them is moral decline or what we often call moral degradation. The formation of character values ​​can be taught to students not only in the form of activities in class but also through activities outside the classroom or what is called co-curricular learning. The aim of this research is to describe and analyze the independent curriculum co-curricular program at SD Ar-Rahman Kertosono as an effort to build independent character in students. This research is qualitative research with a case study type of research. Data collection techniques use interviews, observation and documentation. Meanwhile, for data analysis, researchers carried out data reduction, data presentation, and drawing conclusions. This research produces findings that in the process students need to go through several character formation processes including moral knowledge, moral feelings and moral actions. These three processes are included in co-curricular activities at SD Ar-Rahman Kertosono.

The implementation of the Merdeka Belajar-Kampus Merdeka (MBKM) curriculum and the Outcome-Based Education (OBE) approach represents a strategic response to the global challenges faced by 21st-century higher education. Both initiatives share the same goal: to produce graduates who are relevant to industry needs and capable of adapting to the times. This article aims to examine the synergy between MBKM policies and the OBE approach in the planning and implementation of higher education curricula to achieve excellent graduate profiles. This study uses a systematic literature review with a descriptive-qualitative approach. The findings indicate that integrating MBKM and OBE encourages universities to design outcome-based curricula with contextual learning rooted in real-world experience. Key success strategies include redesigning outcome-based lesson plans (RPS), cross-sector collaboration, and strengthening assessment systems. This article recommends reinforcing synergy among policymakers, lecturers, and external partners to promote adaptive and sustainable higher education.

This study analyzes the representation of women in the national movement within high school history textbooks of the Merdeka Curriculum using the Discourse-Historical Approach (DHA) by Ruth Wodak. The findings reveal that women appear eight times less frequently than men, with their roles concentrated in education (30%), social organizations (25%), and health (20%), while political and military roles are minimal. Language analysis shows that active-strategic diction dominates descriptions of male figures (85%), whereas passive-emotional diction prevails for female figures (60-70%). The narrative structure applies the Great Men Theory, placing women as supplements to the main story. Visual representation marginalizes women through smaller photo sizes, peripheral placement, and domestic contexts. Ideological analysis confirms that patriarchal structures dominate all discourse production dimensions, with the state scoring 5/5 and women as subjects scoring only 1/5. The deconstruction score averages 2.2 out of 10, indicating a significant gap from the ideal inclusive representation. These findings demonstrate that despite the Merdeka Curriculum's inclusive aspirations, history textbooks continue to reproduce gender biases that marginalize women's historical contributions.

Infrastructure problems have become a significant concern in educational discourse, primarily focusing on how inadequate facilities impede the achievement of educational objectives. This research examines the challenges related to educational infrastructure in teaching Islamic Cultural History (SKI) at MTS 1 Kota Bengkulu. Using a qualitative descriptive approach, the study identifies key issues including limited technological resources, insufficient maintenance funding, and inadequate government oversight. The findings reveal that these limitations significantly impact teaching effectiveness, student engagement, and learning outcomes. The implementation of the Merdeka Curriculum, which emphasizes technology integration, faces particular challenges due to infrastructure deficiencies such as limited electrical outlets and projection equipment. The research proposes comprehensive solutions including improved financial management, strategic resource allocation, teacher professional development, and enhanced stakeholder collaboration. This study contributes to understanding how infrastructure limitations affect specialized subjects like SKI and offers practical recommendations for educational institutions facing similar challenges.

Fun learning can make students like the subject of Islamic Cultural History (SKI). Students' perception of learning Islamic Cultural History (SKI) is a boring subject. The purpose of this study is to describe students' perceptions of Islamic Cultural History (SKI) subjects in the Merdeka curriculum at MAN 2 Bengkulu City. The method used in this study is a quantitative descriptive method. Data collection techniques through observation, questionnaires, and interviews. Data analysis techniques with average tests. The results of this study showed that 21.8% of students did not like the Islamic Cultural History (SKI) lesson due to several factors, namely: 1). Learning methods are less varied, 2). Wide material coverage, 3). Material tends to be memorized. Then 40.6% of students feel uncomfortable in learning Islamic Cultural History which is influenced by: 1). The classroom atmosphere is hot, 2). Classes that are not conducive, 3). Study during the daylight hours.

This study aims to analyze the role of independent Merdeka Belajar Kampus Merdeka (MBKM) students in the implementation of the Project to Strengthen the Pancasila Student Profile (P5) for grade 11 students at SMAK Giovanni Kupang in the 2024/2025 academic year. The results of the study show that the involvement of MBKM students has a significant impact on the success of P5 activities. MBKM students act as facilitators, peer tutors, and sources of knowledge that enrich student learning. Their presence helps students understand abstract concepts, develop soft skills, and increase motivation to learn. Overall, the collaboration between students, teachers, and MBKM students in P5 activities has created a more dynamic and effective learning environment.

Education is an important character foundation in forming a generation of the nation with integrity, honesty, and responsibility. In the context of the national curriculum, educational character has been integrated as part of the national education goals that not only emphasize cognitive aspects, but also affective and psychomotor. This article aims to examine the role of educational character in building a generation with integrity through a literature study approach to various educational policies and theories of character education. The results of the study show that the implementation of educational character in the national curriculum, such as through the 2013 Curriculum and the Merdeka Curriculum, has provided space for strengthening values ​​such as honesty, hard work, tolerance, and responsibility. However, challenges remain in its implementation, especially related to the consistency of implementation in schools, the readiness of educators, and the measurement of non-academic results. Therefore, synergy between schools, families, and communities is key to creating an effective character education ecosystem. This study recommends the need for intensive training for teachers and a more comprehensive curriculum evaluation to ensure that educational character truly forms students with integrity.

This study examines the implementation of Hablum Minal Alam (human-nature relationship) learning in fostering environmentally conscious behavior at MI Bukit Pelangi Nature School in Karanganyar, Pekalongan. Using a qualitative approach, this research explores how Islamic values are integrated into an environmentally-focused curriculum based on direct experience with nature. The findings show that MI Bukit Pelangi effectively implements a contextual learning approach through activities such as farming, ecosystem observation, eco-brick projects, and nature reflection sessions. The curriculum combines the national "Merdeka Curriculum" with local contextualization and experiential learning methods. The study reveals that nature-based Islamic education successfully nurtures ecological awareness and environmental behavior through six core values: environmental consciousness, resource management, cultivation activities, gratitude for nature, stewardship responsibility, and experiential learning. This educational model offers potential as a sustainable environmental education framework that integrates spiritual values with ecological responsibility.

The Pancasila Student Profile Strengthening Project (P5) is a program under the Merdeka Curriculum that should be implemented routinely, in a structured manner, and with supportive conditions from all parties involved. This study aims to explore the challenges faced by educational institutions in implementing the P5 program, serving as an evaluation reference for improving educational success. Using a qualitative research method with interviews, this study involves validation and verification from relevant stakeholders and educators who directly experience the situation in the field. The data collected is based on direct communication with teachers and field observations, which are then analyzed and presented in a descriptive format. The findings reveal several significant challenges that affect the effectiveness of the P5 program, including issues related to understanding and implementation, as well as inadequate infrastructure and facilities. However, this study primarily evaluates the effectiveness and productivity of the Merdeka Curriculum without directly measuring its success. Therefore, further in-depth research is recommended to achieve higher validity and a more comprehensive understanding of the program’s impact.    

This study is based on the importance of Mathematics Learning based on Computational Thinking in Asy-Syifa Islamic Schools, Jambi City, because some students at Asy-Syifa Islamic Schools, Jambi City have difficulty understanding the concept of learning mathematics, lack of practice, and even motivation factors. Therefore, the purpose of this study is to determine the planning, implementation and evaluation of Mathematics Learning Based on Computational Thinking in the Era of Independent Learning Curriculum in class IV of Asy-Syifa Islamic School, Jambi City. To achieve these goals, the researcher used qualitative research with the method used Phenomenology. The data collection techniques used in this study were observation, interviews and documentation. The data source selected was snowball sampling using respondents from the principal, class IVA mathematics study teachers and class IV students. The data analysis techniques used in this study were data reduction, data presentation and data conclusions. The results of this study are 1) Planning of Mathematics Learning Based on Computational Thinking in the Era of Independent Learning Curriculum in grade IV of Asy-Syifa Islamic School, Jambi City includes Introduction to Computational Thinking, Determining learning objectives, Mathematics learning design based on Computational Thinking, Development of media or learning tools, Learning activities, Learning assessment and improvement. 2) Implementation of Mathematics Learning Based on Computational Thinking in the Era of Independent Learning Curriculum in grade IV of Asy-Syifa Islamic School, Jambi City includes Decomposition (Problem Deconstruction), Implementation of technology, Collaboration and Discussion and evaluation and reflection. 3) Evaluation of Mathematics Learning Based on Computational Thinking in the Era of Independent Learning Curriculum in grade IV of Asy-Syifa Islamic School, Jambi City includes Understanding the basic concept of Computational Thinking, Implementation in learning, Assessment of Computational Thinking skills, Learning outcomes and feedback from students and teachers.

The Paradigma Sinektika learning model is a recommendation for educators to overcome the problems of learning to write literary genre texts, especially fantasy story texts with six innovative learning syntaxes. The Paradigma Sinektika Model is a development model that adopts the Suchman model and the Problem Based Learning (PBL) model. This study aims to contextually develop an innovative learning model and propose a form of implementation of the Paradigma Sinektika model in learning to write fantasy story texts. This study uses library research methods (library research). Sources of literature in research are classified into primary data and secondary data. Data collection techniques in this library research with documentation techniques. The data collection instrument was in verbal symbolic form, meaning that researchers collected texts for analysis using notes or recording devices. The data analysis technique uses the Miles and Huberman data analysis method. The results showed that the development of the Paradigma Sinektika learning model included a syntactic component consisting of six syntaxes, reaction systems, social systems, support systems, accompaniment effects and instructional impacts.

This study aims to analyze the implementation of the Independent Curriculum at SDN 106813 Amplas, focusing on the implementation by lower and upper grade teachers, the obstacles faced, and the strategies used to overcome these challenges. The research method used is qualitative with a case study approach. Data were collected through interviews, observations, and documentation. The results of the study indicate that lower grade teachers use more exploration and game- based approaches, while upper grade teachers apply project- based learning and problem solving. The main obstacles in implementing this curriculum are the lack of training for teachers, limited facilities and infrastructure, and difficulties in formative assessment and differentiated learning. The strategies implemented include strengthening training, utilizing technology in learning, and collaboration between teachers, students, and parents. This study suggests further support from schools and the government in the form of intensive training and providing adequate facilities.    

This journal discusses the efficiency impact of the renovation of Merdeka Field on the development of local MSMEs. The aim is to understand and analyse the multifaceted impacts that the renovation of Merdeka Square has had on the development of local MSMEs, as well as to identify and assess the various challenges faced by local MSMEs following its revitalization, including issues relating to accessibility and the potential commercialization of public spaces. The methodology used in this study involved direct observation of MSME activities both before and after the renovation. In addition to comprehensive interviews with MSMEs and relevant stakeholders, in addition to documentation related to the revitalization process of Merdeka Square and its impact on MSMEs. With well-defined regulations and an enhanced suite of facilities, MSMEs near Merdeka Square are poised to achieve superior development and maintain competitiveness amidst the evolving urban landscape.  

This study aims to analyze the role of teachers in developing adaptive learning strategies within the context of Islamic education in the Merdeka Belajar era. Adaptive learning, which considers students' differing characteristics, needs, and learning styles, is considered essential for enhancing the quality of Islamic education. Using a literature review approach, this research examines various literatures related to the implementation of adaptive learning strategies, teacher competencies, and their implications on student learning outcomes and character development. The findings show that the pedagogical, social, professional, and personal competencies of teachers are crucial to the success of adaptive learning. The application of this strategy also leads to increased motivation, active participation, and the development of students' character and spirituality in Islamic education. Adaptive learning creates an inclusive, responsive environment that focuses on students' needs, which in turn improves the overall quality of education.

This study aims to analyze the role of teachers in the implementation of the Independent Curriculum to develop the Pancasila Student Profile in grade 3 of SDN 104203 Bandar Khalipah. The main focus of this study is to understand the strategies implemented by teachers, the challenges faced, and the impact of the implementation of the Independent Curriculum on the formation of student character according to the six dimensions of the Pancasila Student Profile. This study uses a qualitative descriptive method with data collection techniques in the form of interviews with grade 3 teachers and distributing questionnaires to students. The results of the study show that teachers act as facilitators in creating an active and innovative learning environment through the implementation of project-based learning and formative assessment. This strategy is effective in building the values of mutual cooperation, independence, and creativity in students. However, teachers face challenges in implementing learning differentiation due to significant differences in student abilities and time constraints in conducting authentic assessments. The conclusion of this study shows that the Independent Curriculum provides flexibility for teachers to adjust learning to student needs, so that they are able to develop characters that are in accordance with the Pancasila Student Profile. Training support for teachers and collaboration with parents are needed to improve the effectiveness of the implementation of the Independent Curriculum in elementary schools.

This research aims to analyze the challenges faced by teachers in implementing the Merdeka Curriculum at SDN 106811 Bandar Setia, particularly in differentiated learning, and to identify strategies that can be applied to overcome these challenges. The research method used is a qualitative approach with the research subject being a sixth-grade teacher. Data was collected through observation and semi-structured interviews, then analyzed using thematic analysis techniques. The research results indicate that the main challenges include the lack of teacher understanding in preparing Merdeka learning lesson plans, the lack of understanding of learning models that are based on Merdeka learning, and the lack of teacher innovation in the learning process. Strategies that can be applied to overcome these challenges include increasing teacher competence, developing flexible materials, and using diagnostic assessments.    

The independent curriculum is an innovation in Indonesian education that offers freedom to learn to students, and allows educational units, teachers, and students to design learning processes that are relevant to their individual needs and potential, with an emphasis on developing student character. This study aims to describe in detail how the role of the Independent Curriculum in the formation of student character. This study was compiled with a literature study or Library observation. Data in this literature study were collected through searches on Google Scholar and various other databases, which aim to obtain comparative material. After that, the data that was successfully collected was collected based on its relevance to the research questions and objectives of this article, then summarized into comprehensive study results. The data collection process was carried out by tracing literature from national and international journals available on several websites. The results of the study show that the Independent Curriculum in Indonesia is designed to be freedom for students in the learning process through a flexible approach that is relevant to their lives. This curriculum forms student character based on Pancasila values, using various strategies such as differentiated learning, project-based learning

This study analyzes the factors contributing to the low interest in reading among elementary school students in the implementation of the Merdeka Curriculum, with a particular focus on the dependence on artificial intelligence applications such as ChatGPT. Technological advancements have made information access easier, but they have also raised concerns about the decline in the interest in deep book reading. Students who frequently use ChatGPT tend to only read summaries without delving deeper into the material, which weakens their critical thinking skills. In the Merdeka Curriculum, strong literacy is crucial, and therefore, the role of teachers and parents is essential to guide students in making books their primary learning resource. This research not only examines this phenomenon but also offers solutions for teachers and parents to enhance students' reading interest.

This study analyzes the factors contributing to the low interest in reading among elementary school students in the implementation of the Merdeka Curriculum, with a particular focus on the dependence on artificial intelligence applications such as ChatGPT. Technological advancements have made information access easier, but they have also raised concerns about the decline in the interest in deep book reading. Students who frequently use ChatGPT tend to only read summaries without delving deeper into the material, which weakens their critical thinking skills. In the Merdeka Curriculum, strong literacy is crucial, and therefore, the role of teachers and parents is essential to guide students in making books their primary learning resource. This research not only examines this phenomenon but also offers solutions for teachers and parents to enhance students' reading interest.

Merdeka Curriculum was created as an effort to increase learning flexibility by tailoring learning materials to the unique needs and characters of each student.  However, there are several obstacles that must be overcome before this curriculum can be implemented at the elementary school level, especially in terms of making learning modules.  The purpose of this study is to find out the challenges that teachers face when creating lesson plans based on Merdeka Curriculum and the solutions that can be done.  The research methodology used is a qualitative study by conducting a literature study.  Based on the findings, the main challenges faced are the teachers' lack of understanding of project-based learning methods, differences in the structure of learning plans, lack of resources, and heavy administrative burdens. Merdeka Mengajar platform, continuous training, and reducing teachers' administrative burden are suggested solutions.  This approach is expected to help teachers to create more creative and innovative teaching modules that are in line with Merdeka Curriculum principles.