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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 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.

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.

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.

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.

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.

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 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 research was motivated by the importance of implementing the merdeka curriculum, which emphasizes character development through the  Pancasila Student Profile Strengthening Project (P5), particularly within the theme of local wisdom. Preliminary findings indicated that prior to the implementation of P5, students had limited understanding of social issues such as bullying, discrimination, and diversity. Therefore, appropriate teaching strategies are required to shape students’ character and enhance their social awareness The research questions addressed in this study are: (1) What strategies do teachers use to implement P5 material with the theme of local wisdom in Sociology learning for Grade X students at SMAN 1 Kalidawir? (2) What are the impacts of the applied strategies on the learning process? (3) What challenges do teachers face in implementing these strategies?. This study employs a qualitative descriptive research design. The aim is to explore the strategies used by teachers, their impacts on students, and the challenges encountered during the implementation of P5 materials. Data were collected through observation, interviews, and documentation. The findings of the study show that: (1) Teachers implemented project-based, collaborative, and contextual learning strategies that involved the local environment as a learning resource. (2) These strategies had a positive impact on students’ understanding of local cultural values and encouraged attitudes of tolerance and social awareness. (3) Challenges faced by teachers included limited time, varying levels of student motivation, and insufficient supporting facilities. Despite these obstacles, teachers strived to overcome them through collaboration, innovative learning approaches, and student-centered methods.

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.

Education is a crucial process in shaping character and developing students' potential holistically, including the religious aspect, which is essential to instill from an early age. This study is motivated by the importance of educational management in systematically implementing religious character formation, particularly at Raudhatul Athfal Pesantren Ilmu Quran (PIQ) Sangatta Utara. The purpose of this research is to identify students' religious character, the implementation of educational management, and the challenges faced in forming religious character at RA PIQ. This study uses a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The informants in this study were the principal and teachers at RA PIQ. The data analysis technique used is the Miles and Huberman model, which includes data reduction, data display, and verification. The findings indicate that religious character formation is carried out systematically through collaboration between the school and parents, using learning approaches, routine practices, and extracurricular programs. The implementation of management is based on the theories of Mazmanian and Sebastier as well as Nawawi's concept, integrated with the Merdeka Curriculum and the Pancasila Student Profile Strengthening Project (P5). Despite challenges, active parental involvement and teacher diversity serve as key supporting factors.

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.

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.

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 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.

This article aims to examine the role of digital learning media in supporting mathematics learning that is aligned with the spirit of the Merdeka Curriculum. The research was conducted using the Systematic Literature Review (SLR) method on twenty scientific articles that discuss the use of digital media in learning mathematics at various levels of education. The results of the study show that digital learning media such as the Canva application, Wordwall, digital comics, animated videos, and educational games can significantly improve concept understanding, learning motivation, and student engagement. Digital media also supports the differentiated and contextual learning approach that is the main characteristic of Merdeka Curriculum. This study concludes that digital media is not only effective in conveying abstract material visually and interactively, but also encourages the development of students' 21st century skills, such as critical thinking, independence, and creativity. The findings are expected to be a reference for teachers, researchers, and policy makers in designing innovative and adaptive mathematics learning strategies in the digital era.

Abstract This study aims to investigate the implementation of the Project to Strengthen the Profile of Pancasila Students and Rahmatan lil Alamin Students (P5PPRA) within the Merdeka Curriculum for Grade 4 students at MI Ziyadatul Iman, Jambi City. The focus is on how the program is carried out and the factors that influence its success. A descriptive qualitative method was used, with data collected through interviews, observations, and documentation. Data analysis involved data reduction, presentation, and conclusion drawing. The findings show that the implementation of P5PPRA consists of three key stages. First, the planning stage involves forming a facilitator team, assessing the school’s readiness, choosing project themes and dimensions, and preparing modules and schedules. Second, the implementation phase includes five steps: introduction, contextualization, action, reflection, and follow-up. Third, evaluation is conducted by teachers through performance assessments, evaluation of student products, and assessment of attitudes and skills, using both written tools and observation. Supporting factors include cooperation from school stakeholders, sufficient facilities, and available funding. Meanwhile, obstacles include a lack of teacher training on the Merdeka Curriculum and limited understanding of P5PPRA. By identifying these factors, schools can strengthen support and find solutions to challenges, helping ensure the program runs effectively.

This study aims to evaluate the implementation of the Independent Learning Curriculum at SMA Negeri 1 Sula Islands, an educational institution located in the archipelago with its own geographical characteristics and challenges. The focus of this study is to assess the effectiveness of curriculum implementation in shaping a flexible, participatory, and contextual learning experience. Using a descriptive quantitative approach, data was collected through questionnaires of school principals, vice principals for curriculum and student affairs, and grade XI science and social studies students. The results of the study showed that all respondents from school management gave an assessment of the "Very Good" category to the implementation of the Independent Curriculum. Meanwhile, students in grade XI Science gave 92% of responses in the "Very Good" category, and students in grade XI Social Studies recorded 74% in the same category, with a small percentage being in the "Poor" category. These findings indicate that the Independent Curriculum approach that emphasizes project-based learning, learning differentiation, and formative assessment has been successfully adapted effectively by teachers and students. Teacher training support, availability of facilities, and adaptation to the local context have all contributed to this success. The implications of this study show that the Independent Curriculum can be effectively implemented in the archipelago if supported by visionary school leadership and continuous training. This study makes an empirical contribution to the national education reform literature and opens further research opportunities on curriculum adaptation in the 3T region.