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The Merdeka Curriculum is a curriculum designed to provide flexibility to educational units in developing student-centered learning, including in Islamic Religious Education (PAI) subjects. This research aims to describe the implementation of the Merdeka Curriculum and analyze its impact on PAI learning at Manu Putra Buntet Pesantren Islamic School. This research uses a descriptive qualitative method with data collection techniques in the form of observation and interviews with the school's Vice Principal for Curriculum. The results show that the Merdeka Curriculum has been implemented in grades X and XI, while grade XII still uses the 2013 Curriculum due to an unfinished transition process. In its implementation, this curriculum strives to encourage student activity and integrate Islamic values according to the characteristics of the pesantren (Islamic boarding school) environment. However, students' adaptation to the active learning model is not yet optimal, so learning still tends to be teacher-centered. In addition, limitations in facilities and infrastructure such as projectors and technological devices also hinder the full implementation of innovative methods. Overall, the Merdeka Curriculum has a positive impact on strengthening religious character and contextualizing PAI learning but requires improved facilities and further mentoring for teachers and students so that the curriculum's goals can be optimally achieved.

The Merdeka Curriculum implemented in various schools in Indonesia aims to provide flexibility in learning, where students can learn according to their individual needs, interests, and pace. One of the challenges in implementing this curriculum is how to effectively identify classroom activity and student discipline. SD Islamiyah, as a school that implements the Merdeka Curriculum, also faces challenges in understanding variations in student classroom activity and discipline. Some students are able to learn in a disciplined manner with little guidance, while others require more intensive support from teachers. Therefore, a system is needed that can group student data more systematically so that teachers can develop teaching strategies that suit the needs of each group of students. One algorithm that can be used in data grouping is k-means clustering. The K-Means algorithm is a non-hierarchical algorithm derived from the data clustering method. The K-Means algorithm begins with the formation of cluster partitions at the beginning, then iteratively refines these cluster partitions until there are no significant changes in the cluster partitions. The K-Means method partitions data into groups so that data with similar characteristics are placed in the same group and data with different characteristics are grouped into other groups. This method can help group students more accurately based on their Class Activity and Discipline. From the results of the analysis, it was concluded that the student data group with Class Activity was Moderately Active Students, with Discipline being Disciplined, and an average score of 71-80.

The Independent Curriculum is the latest education policy designed to provide students with learning freedom with a focus on developing competencies that are more flexible and student-centered. This study explains the implementation of the Independent Curriculum at SMP Negeri Satu Atap 1 Dolat Rayat, a rural school with various resource limitations. The research method used is qualitative research with data collection techniques through in-depth interviews with teachers, field observations, and school documentation. The results of the study based on the results of in-depth interviews with teachers, found the main challenges such as the low basic literacy skills of students, the limited facilities of learning support infrastructure, the low active participation of students, and the diversity of student backgrounds that affect the implementation of learning. In addition, limited support from parents and education policies are also obstacles. To optimize implementation, teachers implement strategies to strengthen literacy, continuous training, use contextual media, and build cross-stakeholder collaboration. This study confirms that the success of the Independent Curriculum in rural schools requires an adaptive contextual approach and synergy of all related parties.

The Independent Curriculum is the latest education policy designed to provide students with learning freedom with a focus on developing competencies that are more flexible and student-centered. This study explains the implementation of the Independent Curriculum at SMP Negeri Satu Atap 1 Dolat Rayat, a rural school with various resource limitations. The research method used is qualitative research with data collection techniques through in-depth interviews with teachers, field observations, and school documentation. The results of the study based on the results of in-depth interviews with teachers, found the main challenges such as the low basic literacy skills of students, the limited facilities of learning support infrastructure, the low active participation of students, and the diversity of student backgrounds that affect the implementation of learning. In addition, limited support from parents and education policies are also obstacles. To optimize implementation, teachers implement strategies to strengthen literacy, continuous training, use contextual media, and build cross-stakeholder collaboration. This study confirms that the success of the Independent Curriculum in rural schools requires an adaptive contextual approach and synergy of all related parties.

The implementation of teaching and learning activities in Indonesia is guided by the Curriculum. The curriculum is developed and refined in line with the rapid development of science and technology and the evolution of society. In the conditions of the COVID-19 pandemic, major changes have occurred in the world of education, especially in Indonesia, with a shift from direct learning in classrooms to distance education based on digital technology. The aim of this research is to analyze the effect of implementing the Independent Curriculum at SDN 060826 Kec. Medan Area. Through this approach, it is hoped to obtain a clearer picture of the effectiveness of the curriculum in improving the quality of education as well as identifying obstacles and opportunities that arise in its implementation. This research uses a descriptive qualitative method to analyze the effect of implementing the Merdeka Curriculum at SDN 060826 Kec. Medan Area. Research conducted by researchers at SDN 060826 Kec. Medan Area, it can be seen that they always regularly attend training from both the principal and teachers and to strengthen teachers' understanding of the Independent Learning Curriculum, teachers always hold monthly meetings with the Teacher Working Group (KKG) to resolve various problems related to the Independent Learning Curriculum. as well as to increase teacher competence in the process of teaching and learning activities.

The curriculum serves as a guideline for the teaching and learning process in schools. In Indonesia, the curriculum continues to evolve in line with changes in time and societal needs. These changes aim to adapt to advancements in science and technology, address challenges within the education system, and achieve more effective learning outcomes. This research adopts a qualitative approach with a literature study method, drawing data from journal articles, books, research reports, and other documents. The findings illustrate the evolution of the national primary education curriculum from 1945 to the Merdeka Curriculum of 2022, depicting a lengthy journey of curriculum adaptation to Indonesia's educational dynamics. The implications of this research emphasize the importance of developing a curriculum that is responsive to both global and local developments, as well as the necessity for an adaptive education system to meet the needs of modern society.

This study examines the practice of project-based procedural text learning in seventh grade at SMP Negeri 4 Cilacap in the context of the implementation of the Independent Curriculum. The approach used was qualitative with a case study method through participatory observation, in-depth interviews, and documentation. The results showed that teachers implemented contextual and project-based learning strategies by utilizing digital media and integrating the values ​​of the Pancasila Student Profile. Students demonstrated active involvement in learning activities, especially in the creation of video tutorials and procedural posters. However, there were still obstacles in the form of teachers' limited understanding of the application of learning differentiation and formative assessment, as well as a lack of adequate digital infrastructure support. This study provides a theoretical contribution to the development of a more contextual and transformative Indonesian language learning model. Practically, these findings can serve as a reference for teachers and policymakers in designing learning strategies relevant to student needs and encouraging the use of innovative media to increase student participation and understanding, particularly in coastal areas.

This study investigates teachers’ perceptions, challenges, and institutional support related to the implementation of Differentiated Instruction (DI) in a rural Indonesian secondary school under the context of the Kurikulum Merdeka reform. While DI is widely recognized as a student-centered pedagogical framework that adapts content, process, product, and learning environment to students’ readiness, interests, and learning profiles (Tomlinson, 2017), its application in rural contexts remains underexplored. Employing a qualitative case study design, data were collected from three English teachers and two school stakeholders at MTs N 2 Manggarai Barat through semi-structured interviews, questionnaires, and classroom observations. Thematic analysis revealed that teachers perceived DI as a way to recognize learner diversity and as part of curriculum compliance, but their practices often remained partial and uneven. Stakeholders expressed awareness of DI, though with differing emphases: the headmaster focused on inclusivity, while the curriculum coordinator referred to multiple intelligences and student potential. Teachers faced challenges in three main areas: managing student diversity and curriculum shifts, preparing the Modul Ajar, and addressing students’ limited English vocabulary. Institutional support was evident through facilities, monitoring, and professional development, yet remained largely administrative rather than pedagogical. These findings confirm earlier studies that DI in Indonesia is conceptually valued but practically constrained by systemic, contextual, and linguistic barriers. The study recommends sustained, hands-on professional development, leadership mentoring, and reduced administrative burdens to enable DI’s transformative potential in rural schools.

This study aims to analyze K.H. Ahmad Dahlan’s concept of educational philosophy and its implications for the principles and components of the Kurikulum Merdeka (Independent Curriculum). The research employs a qualitative approach using library research with a descriptive-comparative analysis method. Data were obtained from primary and secondary literature discussing Ahmad Dahlan’s educational thought and national education policies. The findings indicate that Ahmad Dahlan’s educational philosophy emphasizes the integration of religious and general sciences, rejecting the dichotomy of knowledge. This concept aligns with the spirit of the Independent Curriculum, which promotes learning freedom, character development, and contextual learning. His philosophical ideas are reflected in strengthening the values of the Profil Pelajar Pancasila, including faith, critical thinking, independence, and collaboration. Therefore, Ahmad Dahlan’s educational philosophy serves as a philosophical foundation for developing a national education system that is both character-based and civilized.  

The purpose of this research is to understand and examine the level of understanding and problems faced by teachers towards the implementation of the independent curriculum in physical education learning. The population of this study is all PJOK subject teachers in Pasuruan Regency and use cluster random sampling. The instruments in this research used questionnaires, interviews and documentation. Data analysis techniques use quantitative and qualitative descriptive techniques. Quantitative analysis is obtained from the results of teachers filling out questionnaires and analyzed using percentage formulas. While qualitative analysis using data reduction, data presentation, and making conclusions. The results of filling out a questionnaire on the level of teacher understanding of the implementation of the independent curriculum in physical education learning in elementary schools in Pasuruan Regency were obtained 75,53% with the category of understanding most. At the planning stage, 76,40% were obtained, the learning implementation stage was 74,74%, the learning assessment was 74,99%, the processing and reporting stage of assessment results was 75,64%, and the reflection and follow-up stage was 75,26%. Furthermore, the problem that becomes difficult is when carrying out learning which leads to strengthening the Pancasila Student Profile. So it can be concluded that the level of teacher understanding of the implementation of the independent curriculum in PJOK learning in junior high schools in Pasuruan Regency results in understanding most of it. And the most difficult problem lies in Pancasila Student Profile.  

Penelitian ini menggunakan penerapan Model Pembelajaran Berbasis Project dalam Kurikulum Merdeka pada mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti menggunakan media pembuatan taman mini di lingkungan Sekolah Dasar (SD). Penelitian ini menggunakan metode kualitatif untuk menganalisis penggunaan media taman mini di SD Negeri Bandungan 01. Tujuan penelitian ini adalah untuk memahami penggunaan media taman mini dalam mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti di lingkungan SD Negeri Bandungan 01. Pendidik dapat memanfaatkan media taman mini dengan baik untuk proses pembelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi pekerti, secara efektif dalam meningkatkan pembelajaran peserta didik, dengan fokus pada pengembangan konsep dari elemen Keagungan Tuhan, dengan keterlibatan peserta didik untuk meningkatan nilai spiritual. Melalui pendekatan kualitatif, data diperoleh melalui observasi kelas, wawancara dengan guru dan siswa, serta analisis dokumen kurikulum. Pada penelitian ini dapat memberikan kontribusi dalam pengembangan strategi pembelajaran yang berorientasi pada proyek untuk mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti di tingkat SD. Hasil yang di dapatkan pada penelitian ini adalah penerapan media taman mini dalam pembelajaran project based learning, juga mengajarkan nilai-nilai yang ada pada elemen keagungan tuhan salah satunya nilai memayu hayuning bawana pada peserta didik, yang sejalan dengan implementasi Kurikulum Merdeka.

Penelitian ini bertujuan untuk menganalisis implementasi Kurikulum Merdeka pada mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti di Sekolah Menengah Pertama (SMP) se-Kabupaten Semarang. Latar belakang penelitian ini didasarkan pada tantangan yang dihadapi dalam penerapan Kurikulum Merdeka, terutama dalam hal pemahaman guru Kepercayaan Terhadap Tuhan Yang Maha Esa terhadap Kurikulum Merdeka. Kurikulum Merdeka diharapkan dapat meningkatkan kualitas pembelajaran yang lebih fleksibel dan berpusat pada peserta didik, namun implementasinya masih menghadapi berbagai kendala, terutama pada mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti. Penelitian ini menggunakan metode kualitatif dengan jenis deskriptif. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi di SMP Negeri 1 Ambarawa dan SMP Negeri 2 Sumowono. Teknik analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan.Hasil penelitian menunjukkan bahwa perencanaan Kurikulum Merdeka telah melibatkan berbagai pihak, namun masih terdapat kendala dalam penyusunan modul ajar yang sesuai dengan kebutuhan lokal. Pelaksanaan Kurikulum Merdeka telah menunjukkan upaya inklusivitas, tetapi metode pembelajaran masih didominasi oleh ceramah dan diskusi dengan minimnya penggunaan media pembelajaran yang variatif. Evaluasi pembelajaran telah mencakup asesmen formatif dan sumatif, namun evaluasi berbasis proyek belum sepenuhnya terstruktur.

Problem-Based Learning (PBL) is a student-centered teaching approach, where the learning process begins with a real-life problem relevant to everyday life. PBL encourages students to actively seek information, analyze data, and formulate solutions through group work and discussion. This approach not only develops critical thinking, problem-solving, and communication skills but also increases students' independence and responsibility for their own learning process. This article aims to examine how PBL is implemented in two main curricula in Indonesia: the 2013 Curriculum (K13) and the Independent Curriculum. In the 2013 Curriculum, PBL is integrated through a scientific approach and project-based activities, where students are invited to explore concepts and theories through investigative activities. Meanwhile, the Independent Curriculum provides more space for teachers and students to design contextual and personalized learning activities, making the implementation of PBL more flexible and adaptive to local needs and student characteristics. The literature review results indicate that both curricula effectively utilize PBL principles to enhance students' cognitive and metacognitive skills. The Independent Curriculum, in particular, places greater emphasis on independent learning, self-reflection, and the development of student interests through differentiated learning. Thus, the application of PBL within the context of the Independent Curriculum has proven to be more adaptive to the dynamics of 21st-century learning. In conclusion, the use of Problem-Based Learning in both curricula has significant potential to enhance students' learning abilities, as long as the approach is tailored to school conditions, student characteristics, and is supported by competent teachers and training in implementing this method effectively.

The purpose of this community service is to improve the understanding and competence of teachers at MTs in Teluk Lake District  Jambi City in compiling HOTS questions based on the independent learning curriculum. The implementation method of this community service uses participatory training, with stages of providing a pretest on the HOTS concept, providing training materials and practice in compiling HOTS questions, providing a posttest, and providing an evaluation sheet for the implementation of the training. The data analysis technique uses descriptive statistical techniques using a percentage approach and graphics in presenting data. The partners of this community service are teachers at MTs Muhammadiyah Tajurhalang Bogor. The results of this community service show that MTs in Teluk Lake District  Jambi City teachers have a good conceptual understanding of HOTS questions and increased skills in compiling HOTS questions based on the Independent Learning curriculum, so that they can be practiced in every learning evaluation in the classroom.

This study aims to describe the application of the Project-Based Learning (PjBL) model in IPAS learning on economic activities and to examine its effect on the collaboration skills of fourth-grade students at Saraswati 1 Elementary School in Denpasar. This study employs a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The results indicate that the implementation of PjBL through six stages of implementation significantly enhances collaborative aspects such as role distribution, open communication, cooperation, and shared responsibility. Teachers and students responded positively to this method, as learning became more meaningful and enjoyable. The projects created by students reflected active engagement and solid teamwork. In conclusion, the PjBL model is effective in enhancing students' collaboration skills and is relevant for implementation within the context of the Merdeka Curriculum to support the strengthening of the Pancasila learner profile.

Tujuan penelitian ini: 1) Untuk menganalisis game edukasi "KARISMA" dalam pembentukan karakter Merdeka Belajar pada siswa kelas VIII SMP Negeri 18 Surakarta tahun ajaran 2024 / 2025. 2)  Untuk mendeskripsikan persepsi siswa kelas VIII SMP Negeri 18 Surakarta dalam penggunaan game edukasi "KARISMA" dalam pembelajaran pada tahun ajaran  tahun ajaran 2024 / 2025. Bentuk  penelitian ini menggunakan metode penelitian deskripsi kualitatif. Subjek penelitian ini melibatkan guru PPKn kelas VIII dan siswa kelas VIII. Sumber data yang digunakan sumber primer dan sumber data sekunder. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dokumentasi. Uji keabsahan dilakukan dengan triangulasi sumber dan triangulasi metode. Data dalam penelitian ini dianalisis menggunakan teknik deskripsif kualitatif dengan model analisis interaktif. Hasil penelitian ini dapat disimpulkan: 1) Game edukasi "KARISMA" memiliki kontribusi positif terhadap pembentukan karakter Merdeka Belajar pada siswa kelas VIII SMP Negeri 18 Surakarta tahun ajaran 2024/2025. Game ini dirancang untuk menerapkan nilai-nilai karakter sesuai dengan Profil Pelajar Pancasila yang sejalan dengan prinsip-prinsip Kurikulum Merdeka Belajar. 2)  Persepsi siswa kelas VIII SMP Negeri 18 Surakarta terhadap penggunaan game edukasi "KARISMA" dalam pembelajaran cenderung positif. Persepsi siswa pada game ini sebagai media pembelajaran yang inovatif, menarik, dan relevan dengan kebutuhan siswa. Game "KARISMA" tidak hanya meningkatkan pemahaman siswa terhadap materi pembelajaran, tetapi juga memotivasi mereka untuk lebih aktif, kreatif, dan mandiri dalam belajar. Kata Kunci : Persepsi, Game Edukasi, “KARISMA”     The objectives of this study were: 1) To analyze the educational game "KARISMA" in the developing Merdeka Belajar characters in class VIII students of SMP Negeri 18 Surakarta in the 2024/2025 academic year. 2) To describe the perceptions of class VIII students of SMP Negeri 18 Surakarta in the use of the educational game "KARISMA" in the 2024/2025 academic year. This research method is qualitative descriptive. The subjects of this study were civics teachers in grade and students in grade VIII. The data sources used are primary sources and secondary data sources. Data collection techniques used were through observation, interviews, documentation. Data validity testing was carried out using source triangulation and methods triangulation. The data in this study were analyzed using qualitative descriptive techniques with an interactive analysis model. The results of this study  could be e concluded: 1) The educational game "KARISMA" has a positive contribution to the development of the Merdeka Belajar character in students in class VIII students of SMP Negeri 18 Surakarta in the 2024/2025 academic year. This game is designed to apply  character values ​​in accordance with the Profil Pelajar Pancasila which was in accordance  with the principles of the Merdeka Belajar Curriculum. 2) The perception of students in class VIII towards the use of the educational game "KARISMA" in tended to be positive. The Students' perceptions of this game as an innovative, interesting, and relevant learning media to students' needs. The "KARISMA" game not only improves students' understanding of the learning material, but also motivates them to be more active, creative, and independent in learning. Keywords: Perception, Educational Game, "KARISMA"

The existence of problems Incompletion and weak achievement of students' learning at SMA Sint Louis Semarang is caused one only by the lack of attention of some students towards PAK learning material the research aims to: 1) To find out the use of the snowball throwing method has achieved completeness results in the Sint Lous High School students in the independent learning curriculum 2) To find out the influence of the aspect of independence on the use of the snowball throwing method on the learning achievement of the participants Sint Louis High School students in the independent learning curriculum 3) To find out the effectiveness of achievement learning using the snowball throwing method for class X Sint Louis High School Semarang in the Independent learning Curriculum. To get answers to these problems researchers used research methods quantitative experiments. By using independence instruments. The population in this research is all students in class X SMA Sint Louis Semarang. With the sample used being all students of class posttest The results obtained were the difference between the average pretest score of 40 and after the posttest the average was 95. Therefore, it is concluded that PAK learning in the independent curriculum using the snowball method throwing rocky modules is effective on the learning achievement of students class X SMA Sint Louis Semarang. Suggestions it is necessary to add other methods so that the learning process in class is not monotonous and is able to encourage student activity    

The Ministry of Education and Culture in 2022 presents challenges in the education sector. The problem was solved by the government by making the Freedom to Learn Program policy. The purpose of this study: to analyze the time allocation and the theme of the choice of implementation of the P5 independent curriculum and to analyze the principles, benefits, design implementation and management strategy of the P5 independent curriculum at SD Marsudirini Gedangan, Semarang. The method is qualitative with a case study approach, research data uses primary data, data collection techniques by observation, observation, recording observations, and structured interviews, data validity techniques by triangulation of data sources. The findings are that the independent learning curriculum is quite fun and does not make it difficult for teachers and students at SD Marsudirini Gedangan. Uncertainty was felt when the teachers did not know the process for implementing the main harvest in December 2022 and there was no BOS allocation fund to support project implementation. The implication of this research is to provide an overview of the implementation of a fun independent learning curriculum, so that in the 2023/2024 academic year schools are increasingly ready to implement the full learning independent curriculum.    

This research aims to evaluate the implementation of the Merdeka Curriculum in the learning process at MAN 1 Kota Padang, specifically focusing on the preliminary, core, and closing stages. The method used is a descriptive qualitative approach with data collection techniques through classroom observations, interviews with mathematics teachers in grades X and XI, and document analysis of teaching modules. Observation results show high effectiveness levels across all learning stages: preliminary activities reached 100% (grade X) and 80% (grade XI), core activities reached 85.71% (grade X) and 93.33% (grade XI), and closing activities reached 81.81% in both classes. The findings indicate that teachers have implemented learning stages in accordance with the characteristics of the Merdeka Curriculum through context-based learning and differentiated approaches. Learning takes place actively and is relevant to students' lives, although there are obstacles such as limited technology resources and difficulties faced by teachers in independently developing modules. Overall, the implementation of learning is considered effective in increasing student participation and strengthening character values. This study shows that the Merdeka Curriculum has great potential in improving the quality of education in madrasah with continuous support through training and adequate facility provision.    

The existence of problems Incompletion and weak achievement of students' learning at SMA Sint Louis Semarang is caused one only by the lack of attention of some students towards PAK learning material the research aims to: 1) To find out the use of the snowball throwing method has achieved completeness results in the Sint Lous High School students in the independent learning curriculum 2) To find out the influence of the aspect of independence on the use of the snowball throwing method on the learning achievement of the participants Sint Louis High School students in the independent learning curriculum 3) To find out the effectiveness of achievement learning using the snowball throwing method for class X Sint Louis High School Semarang in the Independent learning Curriculum. To get answers to these problems researchers used research methods quantitative experiments. By using independence instruments. The population in this research is all students in class X SMA Sint Louis Semarang. With the sample used being all students of class posttest The results obtained were the difference between the average pretest score of 40 and after the posttest the average was 95. Therefore, it is concluded that PAK learning in the independent curriculum using the snowball method throwing rocky modules is effective on the learning achievement of students class X SMA Sint Louis Semarang. Suggestions it is necessary to add other methods so that the learning process in class is not monotonous and is able to encourage student activity