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Curriculum is something tha is very important in education. As time goes by, the curriculum also needs to be developed.  In developing a curriculum, there are approaches that need to be consideren, including academic, humanistic, technological and social reconstruction subject approaches. This article was written using reading material related to what was discussed through books and internet sources.

This research aims to describe the role of teachers in 21st century learning for elementary school students in the independent curriculum.  In this research, the method used is qualitative descriptive analysis with a library research approach, namely an approach that focuses on literature analysis.  Researchers collect data from various written sources such as books, journals and other references.  Based on the research results, it shows that in 21st century learning teachers have a very important and crucial role in the learning process and development of students' skills based on 4C skills (communication, critical thinking, collaboration and creativity).  It is hoped that 21st century learning for elementary school students through the independent curriculum can develop students' potential and skills to compete with developments that are increasingly developing day by day.  The implementation of the independent curriculum in elementary schools also plays a role in creating empowered students, able to adapt to current developments through a project to strengthen the profile of Pancasila students.  Therefore, it is hoped that there will be collaboration and support from parents, school principals and the government so as to produce a young generation who are intelligent, have character and are ready to face the future. Abstrak. Penelitian ini bertujuan untuk mendeskripsikan bagaimana peran guru dalam pembelajaran abad-21 pada siswa sekolah dasar di kurikulum merdeka. Dalam penelitian ini, metode yang digunakan adalah analisis deskriptif kualitatif dengan pendekatan library research, yaitu pendekatan yang berfokus pada analisis literatur. Peneliti mengumpulkan data dari berbagai sumber tertulis seperti buku, jurnal, dan referensi lainnya. Berdasarkan hasil penelitian menunjukkan bahwa dalam pembelajaran abad-21 guru memiliki peran yang sangat penting dan krusial dalam proses pembelajaran dan pengembangan keterampilan siswa berdasarkan keterampilan 4C (communication, critical thinking, collaboration, dan creativity). Pembelajaran abad-21 pada siswa sekolah dasar melalui kurikulum merdeka diharapkan dapat mengembangkan potensi dan keterampilan siswa untuk bersaing dengan perkembangan zaman yang kian hari makin berkembang. Implementasi kurikulum merdeka di sekolah dasar juga berperan untuk menciptakan siswa yang berdaya, mampu beradaptasi dengan perkembangan zaman melalui projek penguatan profil pelajar Pancasila. Oleh karena itu diharapkan adanya kolaborasi dan dukungan  dari orang tua, kepala sekolah dan pemerintah sehingga menghasilkan generasi muda yang cerdas, berkarakter, dan siap menghadapi masa depan.

Learning organisation strategies or Learning Strategies refer to the ways used by educators or instructors to organise and structure the learning process to be effective and efficient. Where there are 3 indicators, namely modification of time allocation, modification of content or material and modification of the teaching-learning process. Sekolah Menengah Pertama Negeri 40 Jakarta opens a pathway for students with special needs or often called people with disabilities. This study aims to describe the modification of time allocation for children with special needs (ABK) in the Merdeka Curriculum of SMPN 40 Jakarta. The type of research used in this study is a descriptive method with a quantitative approach. Social Studies Learning Strategy for children with special needs is included in the good categorisation with a percentage of data accumulation results of 68%. This means that the modification of time allocation for children with disabilities at SMPN 40 Jakarta has been done well.

The aim of this research is to find out about cultural arts (dance) learning in the independent learning curriculum in class x 3 of SMAN 1 Pangkalan Kuras for the 2023/2024 academic year. This research uses qualitative descriptive research methods. The subjects in this research were class x3 students and arts and culture teachers at SMAN 1 Base Kuras. The results of this research are that in the independent learning curriculum, teachers are no longer fixated on books, but teachers can be more creative in teaching and students are expected to be able to make new discoveries. Learning in the Independent Curriculum uses teaching modules as a guide for learning in class. In learning, teachers also make what achievements they want in that semester. In class X 3, teachers use Phase E. Based on the results of this research, it was observed that teachers were starting to be able to adapt learning activities using the independent curriculum, even though there were still difficulties in compiling teaching modules, teachers were still able to use teaching module templates that had been provided by the government for students. It was observed that students had also adapted the learning curriculum accordingly. with what is taught.

The Merdeka Curriculum is designed with several basic principles as its foundation, such as learning that is simpler and deeper, more independent, and more relevant and interactive. It is hoped that these principles can make the teaching and learning process more effective and interesting for students. However, in its application, there are several factors that can influence the study of the Independent Curriculum. These factors include challenges in implementation, changes needed in the current education system, and how to accelerate the development and development of this curriculum. Therefore, it is important to examine the principles and factors that influence the Independent Curriculum. It is hoped that this study will provide a better understanding of how these principles and factors influence the implementation of the Independent Curriculum, as well as what challenges may be faced in its implementation.    

The Merdeka Curriculum is here as a breath of fresh air in the world of Indonesian education, bringing a spirit of independence for teachers and students to learn and teach with creativity. One of the important instruments in realizing the vision of Independent Learning is the Learning Implementation Plan (RPP) which has undergone a significant transformation compared to the 2013 Curriculum RPP (K13). The Independent Curriculum RPP is made more concise and focuses on essential points, so that it is easy for teachers to understand and use. Learning objectives are formulated clearly, measurably and oriented towards Learning Achievements (CP), ensuring learning is centered on the outcomes to be achieved. Teachers are encouraged to understand students’ learning profiles, including their interests, talents, learning styles and learning needs. This allows learning to be designed in a personalized and meaningful way for each individual.

Merdeka belajar is a concept of education that gives learners the freedom to learn according to their interests, talents, and abilities. This concept is in line with the Islamic view that learning is a duty and a need for every human being. In the Qur'an, the concept of merdeka belajar can be found in several verses, such as QS Al-Alaq verse 1-5 which commands humans to read and learn. This verse shows that learning is important and must be done by every human being. In the hadith, the concept of merdeka belajar can also be found. For example, in a hadith narrated by Al-Bukhari, the Prophet Muhammad PBUH said, "Seeking knowledge is obligatory for every Muslim." This hadith shows that learning is obligatory for every Muslim, both men and women. Based on the view of the Qur'an and hadith, merdeka belajar can be interpreted as the freedom of learners to learn according to their interests, talents, and abilities. This freedom must be balanced with the responsibility of learners to study hard and achieve maximum results

Textbooks are one of the central learning tools in achieving a predetermined level of competency. One of the main aspects of a good textbook is the suitability of its readability level to the level of cognitive development of students. This research aims to determine the readability level of the Class IX Indonesian Language Textbook, 2013 Curriculum Edition and the Merdeka Curriculum based on the Raygor Graphic formulation. The research method used was qualitative, with 5 text samples from each book edition. The research results showed that all text samples in both editions of the book had a readability level that did not match the cognitive level of class IX students. This is because all text samples have too many difficult sentences and words, so the text needs to be simplified. More than that, it is hoped that the results of this research can provide advice to textbook authors to pay more careful attention to readability aspects before inserting texts into textbooks. This is to ensure that the texts presented in textbooks are appropriate to the cognitive level and reading abilities of students at their grade level.

This study discusses the learning approach in the independent curriculum applied in Islamic Religious Education (PAI) learning as stated in the Decree of the Director General of Islamic Education Number 3211 of 2022 concerning the Learning Achievements of Islamic Religious Education and Arabic Language in the Independent Curriculum in Madrasahs and in the Islamic Religious Education and Character Education Teacher Guidebook for Senior High Schools/Vocational High Schools Class X. This study aims to provide a comprehensive analysis of various approaches in PAI learning that are in accordance with the Independent Curriculum in Indonesia. A qualitative analysis approach was implemented, which involved extensive library research conducted to review existing literature related to learning approaches and PAI subject in the Independent Curriculum. The data used are secondary data from various existing scientific literature. The results of the study indicate that the learning approaches applied are Student-Centered Learning, Inquiry and Discovery Learning, Problem Based Learning, Project Based Learning and Collaborative Learning

This internship activity aims to understand and implement village accounting knowledge obtained in college. This program is run as part of the PPKM Dikti grant program. The placement of this MBKM internship program is located in Ulantha Village, Suwawa District, Bone Bolango Regency. Ulantha Village was chosen because the village was a village that received a certificate awarded as the village with the third best financial management. This internship activity was carried out from August 19, 2022 to September 19, 2022. The basic methods used in this internship activity are the investigation stage, the provision stage, the implementation stage and finally the evaluation stage. In financial management in this application, it starts from planning, implementation, administration, reporting and accountability. The results of the internship practice showed that student participants were able to carry out the village financial management process well and until completion. This program is still expected to be carried out continuously as a provision for students to carry out work practices in the village.

This study aims to determine and describe the implementation of the Independent Curriculum in Class VIII Dance subjects of SMPN 5 Padang. This type of research is qualitative, with a descriptive approach. The researcher's own research instruments and assisted by supporting instruments such as stationery, cameres, and mobile phones. Data collection techniques are carried out through literature studies, observations, interviews, and documentation. Data analysis techniques are collecting data, classifying data, analyzing data, describing data and inferring data. The results showed that the implementation of dance learning at SMPN 5 Padang was carried out well, but there were several things in the implementation of learning where the implementation did not use teaching modules. During learning, the teacher also does not motivate students and does not conclude the learning that has been carried out every day. Teachers have used methods that are in accordance with the learning material, although many students have not maximized in practicing dance creations on the material in semester 2.

At the National Teacher's Day commemoration event in 2019 the Minister of Education and Culture or the Ministry of Education and Culture initiated the concept of "Free Learning Education". This concept is a response to the needs of the education system in the era of the industrial revolution 4.0, Minister Nadiem Makarim said that freedom to learn is freedom to think, freedom to think is determined by the teacher, so the main key that supports the new education system is the teacher, where the teacher is tasked with shaping the future. front of the nation. The concept of Freedom to Learn is no longer an idea but rather a policy that will be implemented. Freedom to learn is a word that is often interpreted and explained as freedom in its true sense. The point of the problem is that there are still restrictions everywhere, especially in education, educators and students cannot feel sufficient autonomy to determine the direction of policy in learning and teaching because they are still regulated by regulations which make the implementation and evaluation process plans carried out seem limited and tie. The concept of Freedom of Learning is an agreement in reconstructing the national education system, by reorganizing the education system in order to support the progress of change and progress of a nation that adapts to changing times.    

Merdeka curriculum is a new curriculum from the Ministry of Education and Culture which is a renewal of the previous curriculum and educational changes to realize superior Indonesian Human Resources (HR) with the profile of Pancasila students. Computational thinking is a core skill needed and is considered by experts to be able to support the education sector in the 21st century, therefore computational thinking is part of the independent curriculum. For this reason, this research focuses on analyzing computational thinking in teachers and students in the context of implementing an Merdeka Curriculum. The purpose of this research is to find out, describe and to improve the analysis of computational thinking in teachers and students in the implementation of an Merdeka Curriculum. The method used in this research is the literature study method by identifying based on previous research in various literature sources to be analyzed. This research identified 5 previous journals published from 2022 to 2023. The result of this research is that the integration of computational thinking in the implementation of the Merdeka Curriculum has great potential and is an important step to improve the quality of learning or education in Indonesia in order to prepare or give birth to the next generation who are creative, innovative, able to solve problems and can be competitive in the digital era.

The aim of this thesis is to: Explain how the Merdeka Curriculum is applied to the subjects of Islamic Religious Education and Character at Darunnajah Vocational School, Banjarmangu; and Provide an explanation of the design for the development of the Independent Curriculum in the subjects of Islamic Religious Education and Character at Darunnajah Vocational School, Banjarmangu.The author uses descriptive research with a qualitative approach and field research.  To collect data, this research uses observations, in-depth interviews (in-depth interviews), and documentation. On the other hand, the author uses data reduction methods, data visualization, conclusions, or verification in data analysis techniques which are carried out with the aim of facilitating understanding of problem phenomena that occur and providing solutions to problems.The results of the research show that the implementation of the Independent Curriculum in Islamic Religious Education and Character Education Subjects at Darunnajah Banjarmangu Vocational School has been carried out well. This starts with PAI teachers preparing themselves to apply learning, namely creating learning tools and learning flows, from initial, core, and closing. Students then carry out the Project for Strengthening the Pancasila Student Profile (P5) outside the classroom. At Darunnajah Banjarmangu Vocational School, the design for developing the implementation of the Independent Curriculum in PAI subjects is to take part in workshops, increase teacher creativity, and share to change the way of teaching to make it better.

. Kurikulum Merdeka adalah kebijakan yang diambil oleh Pemerintah Indonesia untuk mempersiapkan peserta didik menghadapi hasil belajar dalam penerapan kurikulum baru. Penelitian ini bertujuan untuk mengkaji literatur yang berkaitan dengan implementasi Kurikulum Merdeka dan tantangan yang dihadapinya. Metode yang digunakan dalam penelitian ini adalah Literature Review, dengan mengumpulkan data dari berbagai artikel yang membahas implementasi Kurikulum Merdeka dan tantangannya, yang diterbitkan antara tahun 2021 hingga 2023 menggunakan aplikasi Publish or Perish. Artikel-artikel yang relevan ditemukan, diseleksi, dan dianalisis berdasarkan kriteria tertentu. Hasil penelitian menunjukkan bahwa penerapan Kurikulum Merdeka menghadapi beberapa tantangan, termasuk: kurangnya sarana dan prasarana yang memadai; kebutuhan peningkatan kompetensi guru dalam penggunaan teknologi; kesulitan dalam melakukan evaluasi pembelajaran; kondisi siswa, orang tua, dan lingkungan yang beragam; serta ketidakmerataan kebijakan pemerintah. Kesimpulan penelitian ini menggarisbawahi bahwa implementasi Kurikulum Merdeka menghadapi berbagai tantangan di bidang pendidikan.

The Merdeka Curriculum is a new breakthrough in the education system in Indonesia which gives schools and teachers greater autonomy in designing learning. This requires a comprehensive curriculum review to ensure that the implementation of the Independent Curriculum runs in accordance with the goals and expectations. This scientific journal aims to examine the role and function of independent curriculum studies. Independent curriculum review is defined as a systematic and planned activity to study, analyze and evaluate the implementation of the Independent Curriculum in schools. Reviewing the independent curriculum is a shared responsibility between education stakeholders at the school level, including school principals, teachers and school committees. By conducting continuous reviews of the Independent Curriculum, it is hoped that the implementation of the Independent Curriculum can achieve its goal of producing the nation's next generation who have faith, noble character, knowledge and skills that are in line with the needs of the times.

The Merdeka Curriculum as an alternative curriculum overcomes learning setbacks which gives "Independent Learning" freedom to learning implementers, namely teachers and principals in compiling, implementing the learning process, and developing curriculum in schools paying attention to the needs and potentials of students. This research was conducted to provide an overview of the Merdeka Curriculum as a form of independent learning in elementary schools regarding the profile of Pancasila students, the structure of the Merdeka Curriculum in elementary schools, and the teaching tools used. The research was conducted using the Library Research method (literature study) and visited a website that presents information related to the Independent Learning Curriculum in elementary schools. In preparation for the implementation of the Merdeka Curriculum, teachers need to learn more about the Merdeka Curriculum and consider projects according to student phases in order to achieve meaningful, profound, and fun learning outcomes as well as students.

This research explores Gen Z's understanding of democratic practices in the 2024 Legislative Election, focusing on the Merdeka Student Exchange 4 program at Universitas Negeri Medan. The primary focus is identifying the high political awareness, active participation, and critical attitudes of participating students. The research methods include in-depth interviews, participatory observation, and quantitative data analysis from structured surveys. Findings indicate that Gen Z holds a more pragmatic and critical view of the democratic process compared to previous generations, with particular attention to transparency and accountability. Participation in the exchange program significantly enhances students' understanding of political pluralism and tolerance. These findings are crucial for developing more effective and inclusive political education strategies, aimed at encouraging greater youth participation in the democratic process.

This study aims to describe the implementation of differentiation learning as an effort to strengthen the Pancasila Student Profile in the independent curriculum. This research is qualitative description research using library research methods. Using data analysis techniques in the form of reading and recording techniques. The results of this study show that the differentiated approach consists of three aspects, namely content differentiation, process differentiation, and product differentiation. 1) Content differentiation includes what students learn. In this regard, teachers modify the curriculum and teaching materials based on the learning styles and disability proceedings possessed by students. The content of the curriculum is adjusted to the circumstances and abilities of the students. 2) Process differentiation is the way students process and process ideas and information. How students interact with the material and how that interaction becomes a part that then determines student learning choices. Due to the many learning styles and differences in learning style choices presented by students, the class must be modified to accommodate different learning needs. 3) Product differentiation is how students demonstrate what they have learned. Learning products allow teachers to assess what material has been mastered by students and then present the next material. Student learning styles can also determine what student learning outcomes will be shown to the teacher.

Indonesian education is experiencing changes and developments through curriculum reform strategies in line with current developments. Strengthening character with Pancasila values is emphasized in Merdeka Belajar, a government breakthrough to develop the unique potential of each student. The purpose of this research is to carry out an in-depth study of the implementation of the Pancasila Student Profile Program given to students. How the Pancasila Student Profile Program is implemented in schools, and whether the program meets the criteria for supporting students. The method in this research is a qualitative method. The data collection technique used is documentation, which involves collecting library document sources. The results of the literature study show the success of many schools in implementing Pancasila student profile learning techniques, with activities inside and outside the classroom to strengthen students' character according to national education goals. Apart from that, the factors inhibiting the implementation of this project involve low awareness and understanding of Pancasila values, the existence of conflicting values, as well as factors from educators such as minimal study time, limited lesson substance, and low interest from students