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This research aims to analyze the role of Driving Teachers in helping to make the implementation of the Merdeka Curriculum successful in the 19 Peninjauan Elementary Schools (SD). The Independent Curriculum is an educational policy that aims to provide freedom to educational units in designing learning that is more flexible, meaningful and in accordance with the needs of students. Mobilizing Teachers, as agents of change, are expected to play an important role in the successful implementation of this curriculum. The research method used in this research is qualitative with a literature review approach. The results of the research show that the Mobilization Teacher at SDN 19 Peninjau acts as a learning facilitator, leader of change, and motivator for his colleagues in the successful implementation of the Merdeka Curriculum. Mobilizing Teachers not only focus on teaching in the classroom, but also play an active role in developing the professionalism of other teachers and establishing a school culture that supports the principles of the Independent Curriculum. However, challenges such as limited resources, uneven understanding of the Independent Curriculum, and resistance to change are still the main obstacles.

The 65-day Merdeka Belajar Kampus Merdeka (MBKM) activity at SMP Sahabat Alam aims to support the development of students' character and skills through an Islamic education approach. The main activities include *Qur'an Time*, congregational dhuha prayer with students as the person in charge, class rule discussions, phonics journals, and learning assessments. The author also contributed to special activities such as being a camping committee, Qur'an Night, parenting, and Liqo. Through this approach, the MBKM program has succeeded in creating a conducive and inspiring educational environment, supporting students in developing their academic, social, and spiritual potential. This program also shows the importance of integrating character education into the school curriculum to form a generation that is independent, disciplined, and has an Islamic character.

The teaching assistance program is one of the main work programs in KKNT-MBKM which provides students with the opportunity to study outside the campus environment. This activity is carried out for 1 week and takes place at SDN 64 Sori Baru and SMPN 12 Kota Bima, Lelamase Village, Bima City. In this Merdeka curriculum, students assist teachers in teaching and guiding students in understanding the subjects that will be taught at the school. In addition to these responsibilities, students must maintain a strong sense of morality and strive to increase students' enthusiasm for learning. Through this activity, it is hoped that students can improve their soft skills and work skills. As for schools, this activity is able to improve educational services and students gain understanding and knowledge in terms of learning, this work program has a major impact on the parties involved

The This study aims to explore the implementation of online learning of Teaching Skills and Microteaching courses, focusing on three main aspects: preparation, implementation, and evaluation of learning. This study also considers the challenges that arise due to student involvement in the Merdeka Belajar Kampus Merdeka (MBKM) program, which often affects the consistency of their participation in regular learning. This study was conducted using a qualitative descriptive method with a case study design. The results showed that online learning was quite effective in conveying teaching skills theory through digital materials and asynchronous activities. However, teaching practice simulations faced several limitations, such as the difficulty of observing non-verbal elements, classroom management, and spontaneous responses of students during online simulations. Technical constraints, especially unstable internet connections, were also major obstacles in implementing learning. In addition, students involved in MBKM reported difficulties in dividing time between program assignments and regular course preparation, which impacted their participation and engagement.

Every year on august 17th is commemorated as Indonesia’s independence day. Representatives of young people from all corners of the country gather at Istana Merdeka to hoist the Bendera Merah Putih. However, in the year 2016, an unpleasant incident occurred for the world of Pakibraka.  Indeed, a national Paskibraka member named Gloria Natapradja Hamel had to be dismissed shortly before the flag-raising, as she held dual citizenship. Peraturan Menpora nomor 0065 tahun 2015 and Undang-Undang nomor 12 tahun 2006 directly impact every child who born with dual citizenship, causing limitations in their participation in national-scale activities, in this case, the National Paskibraka. This research is expected to contribute to the development of international civil law, especially regrading the rights of children restricted by it.  

This community service program is part of the Merdeka Belajar Kampus Merdeka (MBKM) initiative, aiming to create a clean and green environment at MTs Muslimat NU through drainage cleaning and flower planting activities. The program involved teachers and university students as the main participants, without the direct involvement of students. Its primary focus is to raise awareness about the importance of environmental cleanliness and greening efforts to preserve ecosystems. The drainage cleaning was carried out to prevent blockages that could lead to flooding, while flower planting aimed to beautify the school environment and educate participants about the benefits of greening. Through the active involvement of teachers and students, this program is expected to foster positive habits in maintaining cleanliness and environmental sustainability. Additionally, it promotes the value of mutual cooperation, which can be continued by the entire school community to create a healthy and comfortable environment. Supported by the MBKM program, similar initiatives are expected to expand their impact, engage more stakeholders, and contribute significantly to sustainable environmental conservation efforts.

Indonesia has an important pottery cultural heritage to preserve. This study aims to integrate culture-based education into the Merdeka Curriculum through P5, focusing on pottery making. The objectives of this study are to improve students' creativity, mutual cooperation, and social skills, as well as to strengthen the relationship between schools and communities in preserving local cultural traditions. This study uses a qualitative descriptive method to describe the implementation of P5 activities through pottery making in improving creativity and mutual cooperation at SMP Negeri 6 Kota Serang. Data were obtained through observation, interviews, and documentation from 1119 students and teachers. The results of the study will provide an in-depth picture of the impact of these activities on students at the school. Pottery making activities at SMP Negeri 6 Kota Serang develop students' creativity, motor skills, and mutual cooperation. By drawing designs, shaping, and painting pottery, they learn to think creatively, solve problems, and work together in groups. This activity supports the formation of Pancasila characters, such as togetherness, responsibility, and personal initiative, in accordance with the objectives of the Merdeka curriculum. P5 activities at SMP Negeri 6 Kota Serang have succeeded in achieving the goals of the independent curriculum, creating a Pancasila Student Profile that is creative, cooperative, and has good character. Students develop creativity and collaboration skills through challenging projects. This study emphasizes the importance of an art project-based approach to building the character of Pancasila students in the era of character education.

The implementation of the Independent Curriculum in the field is not free from various challenges, especially for teachers who are faced with the demands of being able to develop innovative, adaptive teaching modules that are in accordance with the characteristics of students. SDN No. 10 Galung in Majene City is one of the elementary schools that also implements the Independent Curriculum. In this school, it was found that teachers' understanding and skills in developing teaching modules are still limited, so optimal training and mentoring are needed to support the successful implementation of the curriculum. This community service activity aims to optimize teachers' understanding and skills in developing the Independent Curriculum teaching modules. The methods used include training and mentoring. The results of this activity show a significant increase in teachers' ability to design and implement contextual and innovative teaching modules. This activity provides benefits for teachers in building more meaningful learning, student-centered, and in accordance with the principles of the Independent Curriculum.

This research aims to explore the implementation of Market-Day as a learning medium to improve basic economic understanding for sixth grade elementary school students. Through this activity, students gain practical experience regarding economic concepts such as demand, supply, transactions and financial management. This approach also encourages the development of social skills, creativity and an entrepreneurial spirit, which are relevant to the needs of the era of globalization. Market-Day provides real simulations that integrate economic theory into daily practice, thereby helping students better understand and apply economic values in their lives. This research uses a literature study approach by referring to relevant scientific sources, such as books, journals and research reports. The study results show that Market-Day is not only effective in increasing understanding of economic theory, but also strengthens students' managerial skills and financial awareness. With this experience-based learning, students are taught to be more responsible and innovative, so they are better prepared to face economic challenges in the future. This article concludes that Market-Day is a strategic approach that can be applied in elementary schools to combine economic learning with the development of students' life skills, especially in supporting the Merdeka Curriculum which is oriented towards holistic learning.

Curriculum is an essential component of the education system, as the two are closely interconnected. Analogously, the curriculum can be likened to the heart in the human body. When the heart functions well, the entire body system will operate optimally. Similarly, if the curriculum is effectively implemented and supported by well-functioning elements, the learning process will run smoothly, producing high-quality learners. The purpose of this study is to evaluate how educational technology contributes to the implementation of the Merdeka Curriculum. This qualitative research uses a literature study, also known as a Systematic Literature Review (SLR), aimed at comparing current theories with those discussed in previous research literature. The literature sources referenced come from research findings and studies published in scientific articles, accessed through electronic literature search engines such as Mendeley and Google Scholar. The results of this study show that educational technology plays a crucial role in supporting the Merdeka Curriculum, as well as having a positive impact on the implementation of the Merdeka Belajar concept in practice. The continuously evolving Merdeka Curriculum helps facilitate the integration of the latest information technology for students.

Curriculum is an essential component of the education system, as the two are closely interconnected. Analogously, the curriculum can be likened to the heart in the human body. When the heart functions well, the entire body system will operate optimally. Similarly, if the curriculum is effectively implemented and supported by well-functioning elements, the learning process will run smoothly, producing high-quality learners. The purpose of this study is to evaluate how educational technology contributes to the implementation of the Merdeka Curriculum. This qualitative research uses a literature study, also known as a Systematic Literature Review (SLR), aimed at comparing current theories with those discussed in previous research literature. The literature sources referenced come from research findings and studies published in scientific articles, accessed through electronic literature search engines such as Mendeley and Google Scholar. The results of this study show that educational technology plays a crucial role in supporting the Merdeka Curriculum, as well as having a positive impact on the implementation of the Merdeka Belajar concept in practice. The continuously evolving Merdeka Curriculum helps facilitate the integration of the latest information technology for students.

Education in Indonesia plays an important role in the development of individuals and the country, shaping social and cultural values and preparing for the future. Quality education creates human resources who are innovative and have high social awareness, as regulated in Republic of Indonesia Law no. 20 of 2003. The main challenge is to maintain achievements and adapt to the Society 5.0 era. Curricula, such as the 2013 Curriculum and the Merdeka Curriculum, are designed to develop students' knowledge, skills and character. English as a compulsory subject increases career and educational opportunities in the context of globalization. English teaching in Indonesia emphasizes listening, speaking, reading and writing skills, as well as the importance of grammar and vocabulary. Nouns are an important element in sentence formation, and understanding nouns helps students in all aspects of language skills. An effective method for studying nouns is through descriptive text analysis. The Community Service Activity (PKM) entitled "Learning Nouns Through Descriptive Text Analysis for Grade 7 Students at MTs Lijamul Athfal Sukabumi" aims to develop community potential, increase creativity, writing skills and relationship networks. It is hoped that this PKM can improve students' understanding of nouns and become a guide for language learning in Indonesian literature, as well as arouse interest in learning English. The method used includes preparation and implementation of noun learning through descriptive text analysis at MTs Lijamul Athfal Sukabumi with results showing high enthusiasm from students. It is hoped that this fun context-based learning can be an alternative that advances education and produces students with international insight.

In education, efforts to improve student character must be made. One of the activities that follows the independent curriculum is the Strengthening Pancasila Student Profile Project (P5).  In this P5 activity, students are given training that can stimulate the emergence of soft skills, namely a sense of responsibility, discipline, independence, caring, and a feeling of love for the country. It is hoped that the young generation whose love for Indonesia has emerged will have a high enthusiasm to improve their quality, by studying harder, so that they can participate in efforts to defend this country to increase the prosperity of the nation and the Indonesian state. It is recommended that activities such as P5 or LDKS be carried out periodically, with material programs arranged systematically to achieve the goals. To achieve the objectives effectively and efficiently, an activity program must be prepared such as a Training Program Outline and Learning Process Plan with a gradual and continuous implementation system.  

One of the programs that is part of the Merdeka Belajar Kampus Merdeka (MBKM) is Teaching Assistance. The Teaching Assistance Program is an activity carried out by students in order to enrich their academic experience, improve their teaching skills, and assist with the learning process at school or college. Through the Teaching Assistance Program by the KKNT-MBKM TEAM at SDN 16 Kota Bima and SDN Integral Lukman Hakim Kota Bima, steps have been taken to provide education related to entrepreneurship.and also its implementation to students with the aim of making them become more creative, innovative, independent, responsible and confident. Providing entrepreneurship socialization and its implementation to students is a process to train their entrepreneurial spirit from an early age in accordance with their creativity and innovation, so that they can increase their potential. The results of this service show that the students involved are starting to show an increase in their understanding of entrepreneurship. They are braver in expressing ideas and more active in learning activitie.

This study aims to test the effectiveness of the Project-Based Learning (PjBL) learning model with the discussion method in the experimental class compared to the Inquiry-Based Learning (IBL) combined with the lecture method in the control class in improving student learning outcomes in Economics. The method used was a quasi-experiment with a pre-test and post-test design, involving 30 grade X students in each group. The results showed that the application of PjBL with discussion provided a more significant increase in student learning outcomes compared to the IBL model with lectures. The PjBL model encourages students to be active, creative, and collaborative in learning, while the lecture method in IBL is more passive. In conclusion, the PjBL model with discussion is recommended to improve the quality of learning, in accordance with the Merdeka Curriculum approach which emphasizes interactive and contextual learning experiences.

After the COVID-19 pandemic, the phenomenon of loss learning forced curriculum changes to become an unavoidable necessity so that the government launched an independent curriculum. The curriculum was developed following the times. The research method used in this research is the library research method or literature study. The author concludes that the independent curriculum is expected to be able to provide concrete and meaningful and effective learning experiences in developing the skills and expertise of students as lifelong learners with Pancasila character. The independent curriculum in social studies learning that focuses on the integration of values and competencies not only encourages intellectual intelligence, but also emotional and social intelligence, such as empathy, social awareness, and effective communication skills. An active and innovative social studies curriculum in independent learning is expected to not only focus on academic achievement, but also on developing students' characters and competencies as socially responsible individuals, while supporting post-pandemic learning recovery.

Education through the Merdeka curriculum, particularly the Pancasila Student Profile Strengthening Project Module (P5), focuses on the development of students' character and skills. The implementation of the aquaponics system in madrasahs is expected to enhance students' scientific understanding, critical thinking skills, and environmental awareness. This community service method includes the planning, implementation, and evaluation of the aquaponics system at the school to support P5PPRA. The research findings indicate that the application of the aquaponics system at the school successfully improved students' understanding of ecosystems, as well as technical skills and teamwork in system maintenance. In conclusion, the aquaponics system is effective as a learning medium that supports the implementation of the P5PPRA module.

The change of the curriculum to the Independent Curriculum made the National Exam (UN) officially change to the Minimum Competency Assessment (AKM). The evaluation carried out in the National Assessment consisted of reasoning ability using language (literacy), reasoning ability using mathematics (numeracy), and strengthening character education. Despite the lack of significant improvement in Indonesia's literacy, numeracy, and science skills rankings over the past 18 years, the country consistently ranks in the bottom 10 in PISA test results. Facing the current Independent curriculum, teachers must be able to teach based on literacy and numeracy skills, because this is the indicator in AKM and PISA-based assessments. If teachers master literacy and numeracy skills, then teachers can convey materials related to literacy and numeracy clearly and correctly for students. Teachers are expected to innovate to develop student competencies through various lessons through student-centred teaching. This Community Service is a community partnership program in collaboration with SMKN 3 Lhokseumawe. Service activities are by providing material on literacy and numeracy-based learning. During the service program, teachers are given knowledge about literacy and numeracy, the form of questions, and the number of percentages of questions in the AKM, which are useful for strengthening teachers' literacy and numeracy.

The change of the curriculum to the Independent Curriculum made the National Exam (UN) officially change to the Minimum Competency Assessment (AKM). The evaluation carried out in the National Assessment consisted of reasoning ability using language (literacy), reasoning ability using mathematics (numeracy), and strengthening character education. Despite the lack of significant improvement in Indonesia's literacy, numeracy, and science skills rankings over the past 18 years, the country consistently ranks in the bottom 10 in PISA test results. Facing the current Independent curriculum, teachers must be able to teach based on literacy and numeracy skills, because this is the indicator in AKM and PISA-based assessments. If teachers master literacy and numeracy skills, then teachers can convey materials related to literacy and numeracy clearly and correctly for students. Teachers are expected to innovate to develop student competencies through various lessons through student-centred teaching. This Community Service is a community partnership program in collaboration with SMKN 3 Lhokseumawe. Service activities are by providing material on literacy and numeracy-based learning. During the service program, teachers are given knowledge about literacy and numeracy, the form of questions, and the number of percentages of questions in the AKM, which are useful for strengthening teachers' literacy and numeracy.

In the rapidly developing digital era, cyberbullying and cyberpornography have become big challenges, especially for generation Z. Both of these problems have significant negative impacts, such as mental and physical health problems and even suicidal thoughts. Therefore, preventive efforts are needed to tackle cyberbullying and cyberpornography. The Faculty of Law, Bangka Belitung University, through the Merdeka Belajar Kampus Merdeka (MBKM) program, is carrying out outreach aimed at increasing the legal awareness of generation Z in Pangkalpinang City regarding these two issues. Socialization activities with the theme "Creating a Critical Mindset in Preventing Cyberbullying and Cyberpornography Through Strengthening Information and Legal Regulations" were carried out in several high schools, namely SMAN 1, SMAN 2, SMAN 3, and SMK N 5 Pangkalpinang. The socialization material includes legal regulations for cyberbullying and cyberpornography as regulated in Law no. 1 of 2024 concerning Electronic Information and Transactions and Law no. 44 of 2008 concerning Pornography. Through this socialization, students understand the negative impacts and legal rules governing cyberbullying and cyberpornography. The results of the activity showed that the students were enthusiastic and gained new insight into the dangers and legal consequences of these two issues. Preventive activities like this, which involve communication between schools and parents, aim to reduce the risk of cyberbullying and cyberpornography in students' daily lives.