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This study investigates the role of transformational leadership of school principals in enhancing the instructional quality of teachers at SMP Negeri 5 Satap Bungoro, Pangkep Regency, Indonesia. The research addresses three main problems: (1) how the principal's transformational leadership contributes to improving teacher performance in the classroom, (2) what strategies or actions the principal undertakes to elevate instructional practices, and (3) what supporting and inhibiting factors influence the process. Using a qualitative approach, data were collected through interviews, observation, and documentation involving the school principal and five teachers. The data were analyzed through data reduction, data display, conclusion drawing, and triangulation techniques. The findings reveal that the principal's transformational leadership plays a critical role in instructional improvement, marked by five key practices: presenting an inspiring leadership vision, encouraging professional growth, providing support and empowerment to teachers, fostering a collaborative and inclusive school culture, and delivering constructive feedback and evaluation. The strategies employed include the integration of the Merdeka Curriculum, mentoring and coaching of teachers, and fostering pedagogical understanding. Supporting factors include well-organized school and classroom environments and cleanliness, while the primary obstacles consist of limited funding, inadequate facilities and infrastructure, and a lack of strong teacher collaboration. In conclusion, transformational leadership contributes significantly to teacher development and improved instructional quality, especially in schools facing resource limitations. The study emphasizes the need for proactive leadership to overcome structural barriers and support effective teaching and learning.

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.

The Indonesian language curriculum in elementary schools is fundamental in fostering students’ literacy skills, particularly in reading and writing narrative texts such as fables. Despite its importance, students often encounter difficulties in understanding the structural elements of fables—namely, orientation, complication, resolution, and coda. These challenges are frequently exacerbated by variations in students’ readiness, interests, and learning profiles, which are not sufficiently addressed by conventional, one-size-fits-all teaching methods. This study adopts a qualitative library research approach to examine theoretical foundations and prior empirical studies related to differentiated instruction in the context of fable text learning. The findings suggest that differentiated instruction, by modifying content, process, product, and learning environment, effectively enhances students’ comprehension and performance in fable text structure. Furthermore, this approach aligns with the principles of the Merdeka Curriculum, which emphasizes learner-centered and inclusive education. Thus, differentiated instruction presents a promising pedagogical strategy for elementary school teachers in improving Indonesian language learning outcomes.

This study aims to describe the implementation of Merdeka Belajar Curriculum through Amantyajana art performance activities as project-based learning at Presidential High School. Using a qualitative descriptive approach, this study examines in depth the process of planning, implementing, and evaluating art activities developed collaboratively between teachers, students, and school parties. The results show that this art performance is not only a forum for students' artistic expression, but also a medium for character building, strengthening mutual cooperation values, and cross-subject integration in accordance with the Pancasila Student Profile. Amantyajana activities are designed thematically and contextually, involving students in all stages of production, from theme exploration, rehearsals, to public performances. Despite facing obstacles such as limited time, human resources, and infrastructure, this activity is still able to encourage meaningful, creative, and adaptive learning. Evaluation is conducted holistically through process assessment, performance, and student engagement in teamwork. The art performance proved to be a superior practice in actualizing the Merdeka Curriculum, which focuses on the meaningfulness of learning, active student participation, and cross-disciplinary collaboration.

Asessing how well digital platforms work to improve student achievement is becoming increasingly important as these technologies become more widely adopted in the education sector. This study examines the contribution of Microsoft OneDrive in social studies learning at the secondary school level, with an emphasis on its potential to support learning flexibility, strengthen collaboration between students, and encourage learning autonomy. The lack of studies that specifically review the benefits of OneDrive in the context of the Indonesian education system, especially in the implementation of the Merdeka Curriculum, is a significant problem identified in this study. A descriptive, qualitative study employed the technique of document analysis on several instructional resources that utilize OneDrive. The results show that OneDrive facilitates the distribution of assignments, increases the accessibility of educational resources, enables immediate feedback, and encourages both solo and group learning methods. OneDrive also facilitates the synchronization of online learning methods with curriculum objectives. However, obstacles still exist, such as the lack of supporting facilities and educators' low digital skills. Overall, OneDrive is considered an instrumental tool in transforming social studies learning to a more responsive, efficient and student-oriented digital structure.

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"

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 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.    

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.    

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 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    

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 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 analyze the implementation of learning at SMAN 12 Padang City, especially in the preliminary activities, core activities, and closing activities carried out by mathematics teachers while the teacher is teaching in class. This study uses a qualitative descriptive approach with a descriptive design method. The research instruments used are interview guidelines, observation sheets, and documentation. Data collection techniques are carried out through interviews with subject teachers, direct observation of the learning process in class, and analysis of learning device documents such as teaching modules and semester programs. The results of the study indicate that the implementation of learning at SMAN 12 Padang City has been going quite well, marked by the implementation of learning components in accordance with the Merdeka Curriculum. Based on the results of observations, the implementation of the learning achieved a success percentage of 81.22% in grades X and XI. However, several obstacles were found such as limited time in preparing teaching devices optimally and variations in the use of learning media. This study is expected to be a material for evaluation and improvement in the management of the learning process in schools.

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.

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.