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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 study aims to evaluate learning planning based on the Merdeka Curriculum and the 2013 Curriculum at MAN 1 Padang City. The method used is descriptive qualitative through field observation and in-depth interviews with mathematics teachers and vice principals of madrasahs for curriculum. The research instruments are in the form of observation guidelines and interview guidelines. Data analysis techniques are carried out descriptively with the steps of data reduction, data presentation, and drawing conclusions. The results of the study show that teachers have compiled teaching tools such as RPP and teaching modules collaboratively and systematically. The assessment is carried out with a formative and summative approach and is accompanied by remedial and enrichment programs. The Olympiad program, use of books, LKPD, and teaching materials are also quite effective even though there are still obstacles such as limited time and variations in student abilities. In general, learning has led to a contextual and flexible approach. Thus it can be concluded that the Learning planning is very effective, namely 92,55%. Therefore, further training is needed to improve the quality of learning planning based on the Independent Curriculum.

This study aims to describe the implementation of mathematics learning based on the Independent Curriculum at MAN 2 Kota Padang, focusing on teacher-student interaction and the overall effectiveness of the learning process. The observation covered three main phases: introductory, core, and closing activities. A phenomenological approach was applied using both qualitative and quantitative methods. Data were collected through direct classroom observations, interviews with mathematics teachers and students, as well as analysis of teaching documents. Instruments included Yes-No questionnaires, interview guidelines, and documentation review. The findings indicate that the learning process aligns with the principles of the Independent Curriculum, as reflected in the varied instructional strategies, active student engagement, and teacher readiness in applying learning modules. The effectiveness of learning was very high, with 95.21% in grade X and 92.99% in grade XI. Challenges included limited time and lack of participation from some students. Overall, the learning process fostered an active, meaningful environment that supports character development.

This study aims to describe the process of planning Mathematics learning at SMA Negeri 12 Padang in implementing the Independent Curriculum. A descriptive qualitative approach was used with interview techniques and observations of Mathematics teachers. The results of the study showed that teaching tools, such as teaching modules, assessments, remedial programs, enrichment, olympiads, textbooks, teaching materials, and LKPD, were arranged systematically and adaptively according to student needs. Based on the results of observations, the teaching tools achieved a success percentage of 98.54% in grades X and XI. The teaching tools support meaningful, contextual learning, and improve student competence. Evaluation and development of teaching tools are carried out continuously to be relevant to curriculum developments.

This study aims to describe the curriculum-based learning planning at MAN 1 Kota Padang, focusing on the teaching materials used in grades X and XI (Merdeka Curriculum) as well as grade XII (2013 Curriculum). The approach used is descriptive qualitative with research instruments including interview guidelines and observation sheets. Data collection techniques include in-depth interviews, direct observations, and documentation. The research results show that the teaching materials are developed collaboratively through KKG forums and have been adjusted to the academic calendar from the Ministry of Religion. There are differences in the approach to developing teaching materials between the Merdeka Curriculum and the 2013 Curriculum, both in structure and flexibility. In general, teachers have been able to adapt the teaching materials to the needs of students, although there are still obstacles such as time constraints and variations in student abilities. Thus it can be concluded that the learning planning is very effective, namely 84.35%. Therefore, further training is needed to improve the quality of curriculum-based learning planning.

This study aims to examine the use of active and passive sentences in the Bahasa Indonesia: Aku Bisa! textbook used in Grade 1 of elementary school under the Merdeka Curriculum. Textbooks play an important role in the learning process, particularly as examples of proper and correct language use for students. This research employs a descriptive qualitative approach using documentation techniques to identify and analyze sentence structures based on appropriate linguistic rules. The main focus of the study is to reveal the forms of active and passive sentences used, and to assess their accuracy in terms of structure and appropriateness for young learners' language development. The findings show that some sentences are structurally inaccurate, overly complex, or misaligned with the cognitive development of first-grade students. Such issues can hinder students' understanding of the learning material. Therefore, editing is necessary to simplify and correct sentence structures so that they are more communicative and easier to understand. This study emphasizes the importance of the editing process in textbook development to ensure high linguistic quality, support effective learning, and align with the principles of the student-centered Merdeka Curriculum.

brings various challenges as well as opportunities in efforts to improve the quality of early The implementation of the Independent Curriculum in Early Childhood Education (PAUD) childhood education in Indonesia. This article discusses the views of teachers regarding the implementation of the Independent Curriculum, highlighting aspects of understanding, implementation, and impact. Based on the results of the questionnaire and in-depth analysis, it is known that most teachers have understood the Independent Curriculum quite well, although more optimal training and mentoring are still needed. Obstacles faced in its implementation include limited facilities and infrastructure, lack of support from management, and challenges in adapting new learning approaches. Even so, the Independent Curriculum has been proven to have a positive influence on children's enthusiasm for learning and increase parental participation in the education process. In conclusion, with the cooperation and commitment of various parties to continue to improve the quality of PAUD, the Independent Curriculum has great potential to provide innovation and maximum benefits for the growth and development of children in Indonesia.

The Merdeka Curriculum is an educational innovation implemented gradually at SMA AL-HIDAYAH Medan to create more active, collaborative learning focused on strengthening students’ character through Project Based Learning. This study aims to examine the implementation process of the Merdeka Curriculum, identify supporting and inhibiting factors in its implementation, and describe the strategies the school employs to overcome these challenges. The curriculum implementation began in grade X by eliminating the specialization system and applying interdisciplinary learning. The results show that teachers act as facilitators, while students actively participate in projects relevant to their daily lives and utilize digital media. Supporting factors include the enthusiasm of teachers and students, the relevance of learning projects, and flexible and interactive learning methods. Challenges faced include limited facilities, teachers’ administrative burdens, lack of training, and uneven curriculum application across grade levels. The school addresses these obstacles through internal training, administrative assistance, technology utilization, and regular evaluation and reflection. These strategies demonstrate the school’s commitment to managing educational change in an adaptive and transformative manner.

Growing up in the digital era, Generation Z has unique characteristics, but faces significant moral issues. The curriculum as an educational tool plays an important role in shaping the character values for this generation. The aim of this research is to analyze and compare the strengths of the 2013 curriculum with the strengths of the independent curriculum in the formation of morality in Generation Z. To achieve this goal, a descriptive qualitative approach to conduct literature research, including studies into political documents, educational theories, and scientific articles, was used. The analysis results show that the 2013 curriculum emphasizes moral values through a scientific approach and character education enhancement (PPK). Meanwhile, the independent curriculum is more flexible and project-based, while the Pancasila student profile promotes contextual learning. Both can shape students' morality, but collaboration among them may be better for education.

The development of the education curriculum in Indonesia reflects a paradigm shift in strengthening scientific literacy, which plays an important role in shaping critical thinking patterns and student analysis to face the challenges of the 21st century. This study aims to examine the development of the concept of scientific literacy in the Indonesian national curriculum policy from the era of the School Level Curriculum (KTSP), the 2013 Curriculum, to the Merdeka Curriculum. The study was conducted through a literature study method on 20 relevant scientific articles published in the period 2013 to 2025. The results of the study show that scientific literacy in the KTSP is still implicit, limited to contextual learning approaches and direct experience. In the 2013 Curriculum, strengthening scientific literacy began to be realized through a scientific approach that encouraged students to develop critical thinking skills, understand scientific concepts, and carry out scientific processes systematically. Further transformation is seen in the Merdeka Curriculum, where scientific literacy is not only focused on cognitive aspects, but is also linked to character values ​​and contextual problem solving through strengthening the Pancasila Student Profile and project-based learning. In general, this study concludes that there is a paradigm shift from knowledge-oriented science literacy to holistic and applied science literacy. This finding emphasizes the importance of continuity between policy curriculum, teacher professional development, and implementation of strategies in the field to optimize students' achievement of science literacy.

In the learning process, teachers have not employed a variety of instructional models that align with the diverse learning styles of the students, resulting in a diminished interest in learning among the participants. Accordingly, it is anticipated that this study will enable teachers to engage students more effectively in the learning process, thereby cultivating a greater interest in learning. The objective of this research is to enhance the learning outcomes of students on the subject of Plant Growth and Development by implementing the Problem Based Learning (PBL) model at SMA Kristen Tumou Tou Girian Bitung. This study is a qualitative descriptive research. Data collection techniques include questionnaires, interviews, and document analysis. The research design employed is Classroom Action Research (CAR). The subjects of the study are 20 students from class XIA who experienced the implementation of the Problem Based Learning model. Data were gathered using both tests and observations. Classically, the students’ learning outcomes improved from 70% in cycle I to 100% in cycle II. Consequently, it can be concluded that the application of the Problem Based Learning method has enhanced the learning outcomes of the students in class XIA of the specialized program at SMA Kristen Tumou Tou Girian Bitung.  

This article examines the strategic role of Vocational High Schools (SMK) in preparing a skilled workforce amid global dynamics and rapid technological developments. The focus of the discussion lies in the implementation of the Independent Curriculum which provides flexibility for educational units to develop learning that is contextual, adaptive, and relevant to the needs of the world of work. Through strengthening the project-based learning approach, teaching factory, and collaboration with industry, the Merdeka Curriculum encourages harmony between learning in vocational schools and competencies needed by the business world and the industrial world (DUDI). This article analyzes curriculum documents, learning outcomes, and Graduate Competency Standards (SKL), and identifies a number of challenges in implementation, such as inequality of facilities, limited involvement of DUDI, uneven teacher capacity, and regulatory complexity. By referring to regulations such as Permendikbudristek No. 12 of 2024 and Presidential Instruction No. 9 of 2016, the author proposes systematic steps such as competency mapping, preparation of Learning Objectives Flow (ATP), and evidence-based evaluation. The transformation of vocational education through collaboration between stakeholders is expected to create an educational ecosystem that is responsive to industrial and technological changes. This article concludes that vocational schools must be able to become institutions that not only produce job-ready graduates, but also innovative and creative in creating new job opportunities.

This study analyzes Indonesian Education Policy through the Implementation of the Merdeka Curriculum in Tanjungpinang City Elementary Schools based on Edward III's policy implementation theory (communication, resources, attitudes/dispositions, bureaucratic structure). This qualitative research evaluates the implementation of the Merdeka Curriculum in Tanjungpinang City Elementary Schools using observation methods and interviews with the Head of the Elementary Development Division. Analysis of communication, resources, disposition, and bureaucratic structure shows effective policy communication through coordination meetings and socialization. The results showed that the communication of the Education Office went well through coordination meetings and socialization, although internal consistency needs to be improved. There is technical guidance for teachers and curriculum derivatives according to Permendikbudristek Number 12 of 2024, but obstacles to teacher adaptation, teaching materials, and infrastructure are found. Teachers' attitudes are positive, influenced by their understanding, resources and work environment. A clear bureaucratic structure supports implementation. In conclusion, implementation shows positive progress, but needs to improve internal communication, resources and continuous evaluation.

This study aims to examine the implementation of the independent learning curriculum in biology at SMA Negeri 1 Waigete. The objectives are: (1) to describe how the independent learning curriculum is applied in biology classes; (2) to identify the challenges teachers face during its implementation; and (3) to explore the strategies employed by teachers to overcome those challenges. Using a descriptive-qualitative approach, the research collects data through interviews, observations, and documentation. Interviews were conducted with the principal, vice principal of curriculum, and biology teachers. Observations were made during the learning process in the classroom, while documentation included teaching modules and supporting articles. Data analysis was carried out in three stages: data coding, presentation, and drawing conclusions. The findings indicate that the independent learning curriculum in biology for Class X (Phase E) was implemented effectively, with teachers preparing KOSP, learning tools, and providing materials such as readings and videos. Teaching also considered local potential and involved both formative and summative assessments. However, several problems were identified, including limited facilities and infrastructure, lack of internet access, insufficient training, and some students lacking personal devices. Moreover, teachers experienced difficulty in selecting appropriate learning strategies to engage students effectively. To address these issues, teachers have participated in curriculum-related training and prepared printed materials and pre-downloaded videos for students without digital access. These efforts show a proactive approach to ensuring all students can benefit from the independent learning curriculum despite existing limitations.

Indonesian language has an important role in education, especially in shaping students’ literacy skills through text-based learning. One type of text taught in the Merdeka Curriculum is anecdote text. This study aims to identify and describe the forms of syntactic errors in anecdote texts in the book Cerdas Cergas Berbahasa dan Bersastra Indonesia for SMA / SMK class X. The method used is descriptive qualitative with error analysis approach according to Ellis’ model. The data were collected through listening and note-taking techniques, and analyzed through the stages of identification, classification, and evaluation of errors. The results of the analysis show the existence of various errors, including the use of non-standard words, incorrect word writing, inappropriate diction, excessive word usage, conjunction errors, and punctuation errors. The findings emphasize the importance of improving the quality of language in textbooks, as errors in books can affect students' language skills. Theoretically, this study expands the study of syntactic errors in the narrative text genre. Practically, the results of this study can be a reference for teachers, book writers, and curriculum developers in improving and enhancing the quality of Indonesian teaching materials.

Educational transformation through the use of interactive technology is an integral part of the implementation of the Merdeka Curriculum, especially in Mathematics learning in Elementary Schools (SD). This curriculum emphasizes a contextual, student-centered, and adaptive learning approach to the challenges of the digital era. This study aims to analyze the role of interactive technology in improving the effectiveness of Mathematics learning and developing 21st-century skills in elementary school students. Various digital media such as GeoGebra, gamification applications, and visual simulations are used to help students understand abstract concepts in a concrete and enjoyable way. The results show that technology integration supports the achievement of the Pancasila Student Profile by increasing creativity, independence, and critical thinking skills. Challenges such as limited infrastructure and teacher competency can be overcome through continuous training and development of relevant local content.

This study aims to analyze students' difficulties in understanding algebraic concepts in the implementation of the Merdeka Curriculum. This type of research uses a descriptive research method with a qualitative approach. Data collection techniques include interviews, questionnaires, and three written tests. Based on the results of interviews and questionnaires conducted by teachers with the school principal and mathematics teachers, the school has implemented the Merdeka Curriculum despite limitations in resources. The Merdeka Curriculum contributes to teachers in terms of teaching modules and freedom in creativity in learning, although training is still needed. The results of the student questionnaire indicate that the majority of students have difficulty understanding algebra, especially in identifying variables, but the majority of students feel that classroom learning is interactive and enjoyable. Most students feel helped by the example questions provided by the teacher. The written test results show that students have difficulty with the use of positive and negative signs, coefficients, constants, algebraic operations, and determining variable values. This indicates that the majority of students have not yet achieved mastery of the algebra material. It can be concluded that the implementation of the independent curriculum at SMP IT Az-Zahira Khatulistiwa supports teachers in the algebra learning process through the use of teaching modules, but students still struggle to understand algebraic concepts due to the limited use of educational media, which is constrained by the school's facilities.

This study describes the implementation of the differentiation method in the Independent Curriculum to accommodate differences in the abilities of grade XI students at SMAN 1 Percut Sei Tuan. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation. The results show that teachers implement product differentiation by giving students the freedom to express their understanding according to their interests, learning styles, and readiness through the Discovery Learning model. Assessment is carried out using a flexible rubric that emphasizes core competencies. This method has proven effective in creating inclusive, meaningful learning that can optimize student potential.

This article discusses the implementation of the Learning Objective Flow (Alur Tujuan Pembelajaran, ATP) and Teaching Modules (Modul Ajar) within the Independent Curriculum (Kurikulum Merdeka) at MAN 2 Padang, specifically in the subject of Mathematics. The study aims to examine the development, application, and evaluation of these instructional tools in supporting the achievement of Learning Outcomes (Capaian Pembelajaran, CP) and strengthening students' character education. Using a qualitative approach with data collection techniques including observation and in-depth interviews, the findings reveal that ATP development is conducted collaboratively among teachers through the Teacher Working Group (KKG), based on the guidelines of the Independent Curriculum. The teaching modules are designed adaptively and contextually, integrating the reinforcement of the Profil Pelajar Pancasila and utilizing digital technologies. Challenges include limited preparation time, varying levels of teacher understanding, and adaptation to new pedagogical approaches. The results of this study provide valuable insights for the development of more effective and meaningful instructional tools within the implementation of the Independent Curriculum.

The Merdeka Curriculum is a new policy developed by the Ministry of Education, Culture, Research and Technology as an effort to restore learning after the COVID-19 pandemic and improve the 2013 Curriculum. This curriculum emphasizes flexibility, student-centered learning, and strengthening character through the Pancasila learner profile. This study aims to examine the effectiveness of implementing Merdeka Curriculum in improving the quality of education in Indonesia. The method used is a literature study with a qualitative descriptive approach. Data were obtained from 25 scientific articles, and after selection, 10 articles were declared relevant. The study results show that the Merdeka Curriculum has a positive impact on the quality of education, such as increasing creativity, independence, 21st century skills, and teacher professionalism. However, the implementation of this curriculum also faces obstacles, such as limited facilities, uneven teacher training, and disparities between education units. Therefore, continuous training, consistent supervision, and equitable policy support are needed to optimize the implementation of Merdeka Curriculum.