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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 identify and analyze the challenges in developing Indonesian students’ mathematical abilities within the implementation of the Merdeka Curriculum. Using a literature review method, 14 out of 30 reviewed articles were found relevant. The findings highlight key challenges such as gaps in foundational literacy and numeracy, low teacher quality, limited learning resources, lack of innovation in mathematics instruction, suboptimal formative assessments, and low student motivation. Although the Merdeka Curriculum promotes student-centered learning with flexibility, its implementation still faces significant barriers. Therefore, targeted strategies are needed, including teacher training, provision of adequate resources, and collaboration between educational institutions and the government. This review offers valuable implications for policy development aimed at improving the quality of mathematics education in Indonesia.

Independent Curriculum schools are characterized by a wide variety of content that will be used to its fullest to provide opportunities for learners to explore ideas and improve skills. Teachers are free to choose the learning resources used to match learning with learners' interests and needs. This research uses the library research method. This research aims to describe in more detail the Merdeka curriculum in elementary schools. The literature approach was used in this study. In this study, the researchers collected journal articles from Google Scholar using the keywords Merdeka curriculum. Researchers found 10 articles related to the keywords used. After the articles were selected, the researchers conducted an in-depth analysis of the articles and presented them in the Results and Discussion section. The results of this study include an analysis of the characteristics, advantages and disadvantages, and implementation of Merdeka curriculum in elementary schools. The Merdeka curriculum has the potential to improve education standards in Indonesia as a whole with the right strategy and adequate support.

This article discusses the challenges of implementing the Merdeka Learning Curriculum in mathematics education at secondary schools. The study aims to identify the obstacles faced by educators in applying this curriculum, including teacher readiness, infrastructure, and project-based learning methods. Through literature review, it was found that many teachers struggle to understand the new curriculum concepts and access digital learning platforms. Additionally, limitations in facilities and government policies deemed overly prescriptive also pose significant hurdles. Nevertheless, the Merdeka Curriculum offers opportunities to enhance educational quality through a more flexible approach. This research provides recommendations for evaluation and increased training for teachers to support more effective implementation. The findings are expected to serve as a reference for educators and policymakers in optimizing the application of the Merdeka Curriculum in Indonesia.

The Merdeka Curriculum is an educational policy innovation launched by the Minister of Education, Culture, Research, and Technology in 2022 in response to the need for more flexible, contextual, and student-centered learning. Its implementation at the elementary school level involves various parties, especially teachers and principals, in designing and implementing learning that adjusts to the characteristics and potential of students. Curriculum planning is focused on the preparation of individual learning, competency mapping, and the use of contextual teaching modules. Meanwhile, the implementation of the Independent Curriculum includes strengthening intracurricular learning and projects to strengthen the Pancasila Student Profile (P5), formative assessments, and collaboration between teachers. However, in its implementation, teachers face various challenges, such as limited facilities, difficulties in using digital platforms, and not yet optimal understanding of the concept of the new curriculum. Principal training, collaboration, and leadership support are important factors in overcoming these barriers. This article reviews in depth the aspects of planning, implementing, and evaluating the Independent Curriculum at the elementary school level as well as optimization efforts that can be carried out in improving the quality of education in Indonesia.

The curriculum is an important component of education in Indonesia because it is a set of plans and regulations regarding the objectives, content, teaching materials, and methods used in learning that will cause the quality of education in a country to rise or fall through its community resources. Why does the curriculum always change? Because there is a need to adapt to the times, technology, and community demands. The establishment of the curriculum began in 1947 with the first curriculum in Indonesia, the 1947 Lesson Plan Curriculum, up to the Merdeka Curriculum. Although curriculum changes aim to improve the quality of education, their implementation often faces several obstacles.  The research method used by the researcher is a qualitative study through literature review of educational documents, books, and scientific articles related to the topic, enabling the researcher to obtain relevant and up-to-date information about the curriculum in Indonesia. This study aims to examine the development and changes in the national education curriculum in Indonesia from 1947 to the current Merdeka Curriculum.

Differentiated Learning in Merdeka Belajar Curriculum has become a major concern in an effort to improve student learning outcomes, especially in Christian Religious Education subjects. This article examines the strategies used in differentiated learning to achieve this goal. The research methodology involves a systematic library study approach, where information related to differentiated learning and Merdeka Belajar Curriculum is collected from various sources in the library. Analysis and synthesis of findings from various sources of information were conducted to identify strategies that are effective in improving student learning outcomes. The results highlight the importance of a differentiated approach in teaching Christian Religious Education, including the use of diverse learning methods and differentiation-based assessment. The implication of the findings is that differentiated learning can be key to creating a learning environment that is inclusive and responsive to students' individual needs. By effectively implementing differentiated learning strategies, it is expected that student learning outcomes in Christian Religious Education will improve, in accordance with the vision of Merdeka Belajar Curriculum to empower every student to reach their maximum potential.    

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.

This study aims to analyze and identify the position, types, and ideal concept of curriculum within the educational system, particularly in the context of Indonesia's national education. The curriculum is regarded as the core of the educational system as it serves as the foundation for lesson planning, educational goal setting, material selection, and ensuring equitable access to quality education. The role of the curriculum in education carries strategic functions, including serving as a guide for teachers, a reference for evaluating the learning process, and a framework for developing students' holistic and sustainable competencies. The types of curriculumare classified based on orientation (traditional to modern), value systems (from humanistic to reconstructionist), and modes of implementation (theoretical or practical). This study employs a qualitative approach through literature review, drawing on educational books, peer-reviewed journal articles, and government policy documents. In the Indonesian context, the evolution of the curriculum from 1947 to 2023 reflects socio-political dynamics and shifts in global educational paradigms. The latest curriculum reform, known as Kurikulum Merdeka, represents an effort toward modernization and responsiveness to contemporary needs, emphasizing differentiated learning, character building, and flexibility in developing students' potential. The ideal curriculum concept proposed in this study is one that integrates academic, humanistic, technological, and social reconstruction approaches to create relevant, participatory, and meaningful learning experiences for students in addressing the challenges of the 21st century.

This study aims to determine the difference in learning outcomes of computerized accounting subjects before and after the implementation of differentiated instruction. This study uses an experimental method in the form of one group pretest-posttest with a total sample of 36 students in grade 11 of the Accounting Department. The statistical test results show the value of Asymp. Sig. (2-tailed) value of 0.000 <0.05. Thus, hypothesis testing which states that there are differences in learning outcomes of computerized accounting subjects before and after the implementation of differentiated instruction is accepted in this study.

This research investigates the factors contributing to low understanding of environmental degradation among sixth-grade students at SDN 12 Padang Koto Gadang. The study aims to identify internal and external factors affecting students' comprehension of environmental issues within the IPAS (Natural and Social Sciences) curriculum. Using a qualitative descriptive approach, data were collected through in-depth interviews with the class teacher, classroom observations, and document analysis of lesson plans and student assessment records. The findings reveal that internal factors include low learning motivation, where students perceive environmental materials as mere memorization tasks, and a significant mismatch between students' kinesthetic-visual learning styles (78%) and the predominantly auditory-lecture teaching methods. External factors encompass conventional teaching approaches dominating 85% of classroom time, limited technological infrastructure, and insufficient interactive learning resources. A paradoxical finding shows that while 70% of students claim environmental concern, only 23% consistently practice eco-friendly behaviors, indicating a substantial gap between cognitive knowledge and behavioral application. The study recommends implementing a hybrid learning model combining Problem-Based Learning with local contexts, utilizing simple nature-based media, and establishing strategic community partnerships. These findings contribute to developing more adaptive and contextual teaching methods aligned with Merdeka Curriculum principles for elementary environmental education.

This study aims to examine how the Independent Curriculum is implemented in Pancasila and Citizenship Education (PPKn) learning at MA Syekh Subakir Nglegok. The method used is descriptive qualitative, with data collection techniques through interviews, observations, and documentation. The results of the study indicate that the formulation of learning objectives and the use of learning media in the Independent Curriculum are able to encourage students to be actively involved, participate in contextual and meaningful learning activities, and face challenges that are in accordance with everyday life. In addition, the implementation of these learning objectives and media also supports student involvement in a more interesting, innovative, and contextual learning process. In other words, the implementation of the Independent Curriculum at MA Syekh Subakir Nglegok has been in line with the constructivism approach, which encourages the creation of a deeper and more meaningful learning experience for students. Based on the results of the study, it can be concluded that the Independent Curriculum has made a positive contribution to the PPKn learning process at the school. These findings are expected to be a reference for educators, schools, and other stakeholders in improving the quality of the implementation of the Independent Curriculum and designing learning strategies that are more innovative and responsive to the needs of the times.

This study analyzes the development of the Indonesian Language curriculum from time to time with a focus on three main curricula: KTSP (2006), Curriculum 2013, and Merdeka Curriculum (2022). Through a qualitative approach and literature study, this study examines the differences in philosophy, structure, learning methods, and evaluation systems in the three curricula. The analysis is enriched with various educational theories to provide a comprehensive understanding. The results of the study indicate an evolution from a behavioristic approach to a constructivist one, with Merdeka Curriculum offering the most holistic solution to the challenges of 21st century education.

One of the important components of the national education system is character education, which helps produce a young generation with integrity, morals, and the ability to face the various problems of the modern world. Investigating implementation strategies in the classroom and examining how character education interacts with the national curriculum—specifically, the 2013 Curriculum and the Merdeka Curriculum—is the aim of this project. According to this study, which uses a qualitative descriptive approach through a literature study, character education is implemented comprehensively in various subjects as well as through intracurricular and extracurricular activities, with an emphasis on values ​​such as religiosity, nationalism, independence, mutual cooperation, and integrity. Teachers act as role models and facilitators, and schools and families work together to support children's character development. The study findings suggest that to create responsible, educated, and capable individuals who are ready to make significant contributions to society, effective character education emphasizes not only knowledge but also behavior and role models. Therefore, incorporating character education into the national curriculum is essential to raising a morally and ethically resilient generation today.

This research aims 1). To find out the role of the driving teacher as the principal in implementing the independent curriculum in the SMA / SMK level education unit in the Selayar Islands Regency 2). To find out the principal's leadership of the driving teacher in implementing the independent curriculum at the SMA / SMK level education unit in the Selayar Islands Regency 3). To find out the challenges of the driving teacher with his leadership competence in implementing the independent curriculum in the SMA / SMK level education unit in the Selayar Islands district. This research is a qualitative study using a phenomenological approach. The research was conducted on SMA/SMK principals who came from motivating teachers in Selayar Islands Regency consisting of SMAN 5 Selayar, SMAN 6 Selayar, SMKN 7 Selayar. SMKN 8 Selayar and the informants were the principals. The data collection techniques are observation, interviews and questionnaires, documentation, and data validity. Data analysis techniques with data collection, data reduction, data presentation and verification.   The results showed that 1). The driving teacher as a school principal has several roles, namely as a manager, motivator, innovator, collaborator and leader in implementing the Merdeka Curriculum 2). The Principal's leadership of the driving teacher in implementing the Merdeka Curriculum at SMA / SMK is a leader who is able to drive learning, and ensure the implementation of IKM runs well 3). The challenges of the driving teacher in his leadership competence in implementing the independent curriculum are the lack of understanding of fellow teachers about IKM, the difficulty of fellow teachers making changes, and the understanding that the driving teacher has perfect abilities compared to other teachers.

This study stems from the growing need to support university students' self-growth during early adulthood, a critical phase in preparing for independence and future careers. The Merdeka Belajar–Kampus Merdeka (MBKM) initiative, introduced by Indonesia’s Ministry of Education, provides diverse learning experiences beyond the classroom that are expected to foster personal development. The objective of this research is to evaluate the impact of the MBKM program on various dimensions of student self-development, including cognitive, emotional, and social growth. Employing a quantitative research method, data were gathered through surveys distributed to students who took part in the program. The questionnaire measured specific indicators of personal development. Results indicate that the MBKM program significantly and positively contributes to the self-development of participants. Students demonstrated enhanced critical thinking, emotional intelligence, and interpersonal as well as leadership skills. These findings suggest that experiential learning opportunities such as those offered by MBKM play a vital role in nurturing students' maturity and preparing them for professional challenges. As a result, universities are encouraged to embed similar programs within their curriculum to promote comprehensive student development..

This study examines the preparedness of elementary school teachers in Indonesia to navigate the digital age and implement the Merdeka Curriculum.  Findings reveal significant challenges in digital literacy, adequate teacher training, and sufficient school infrastructure. While student interest in technology is high, teachers struggle to effectively integrate technology into teaching and manage dynamic classrooms. The research underscores the urgent need for enhanced digital competency development among teachers, improved access to technology, and the development of teaching strategies responsive to technological advancements and the needs of 21st-century learners.

This study investigates the influence of the implementation of the Independent Curriculum (Kurikulum Merdeka) and classroom management on student learning outcomes in public elementary schools across the Indralaya District, Ogan Ilir Regency. Employing a quantitative research method with a correlational approach, data were collected through questionnaires distributed to teachers and through documentation of student performance. The findings reveal that both the application of the Independent Curriculum and effective classroom management significantly contribute to improving student learning outcomes. The study emphasizes the importance of teacher competence in managing classrooms and delivering the curriculum in a way that promotes student engagement and academic achievement. These results highlight the need for continuous professional development and support in implementing educational reforms at the elementary level.

This study aims to provide a detailed and in-depth description of school leadership, obstacles, and solutions in improving teachers' abilities to implement the Merdeka Curriculum at SD 134 Palembang. The research was conducted from December to February 2025 at SD 134 Palembang, involving 48 teachers and 7 educational staff as samples. The study employed a qualitative descriptive research approach, utilizing data collection techniques through interviews, field observations, and triangulation.The principal of SD 134 Palembang has fostered a positive school environment, evident in their active role in enhancing teachers' competencies in implementing the Merdeka Curriculum. The Merdeka Curriculum grants schools and teachers greater autonomy in designing learning that aligns with students' needs and potential. This necessitates teachers possessing adequate capabilities to effectively implement the Merdeka Curriculum. This study aimed to improve teachers' abilities at SD 134 Palembang in implementing the Merdeka Curriculum through training and mentoring.The study employed a qualitative method with a classroom action research design. The research subjects were the teachers at SD 134 Palembang. Data were collected through observation, interviews, and documentation. Data were analyzed using qualitative data analysis techniques.The findings revealed that training and mentoring were effective in enhancing teachers' capabilities in implementing the Merdeka Curriculum.

The Independent Curriculum is a curriculum implemented by the government as a new guideline for education in Indonesia. With the various curricula in Indonesia, all elements in educational institutions must be able to adjust to them. This is what can cause learning difficulties, especially for students. The objectives of this study are: 1. To find out the learning difficulties experienced by students, 2. To find out the factors that cause students' learning difficulties, 3. To find out solutions to overcome students' learning difficulties. In this study, the researcher used a qualitative method to find out the results of an in-depth analysis of the resource persons. Learning problems faced by students in the Economics lesson of the Independent Curriculum for class 10 MA Darul Huda were found, namely: 1) Attention, 2) Memory, 3) The level of students' absorption in understanding information, 4) Academic and 5) Social. Then the factors that cause students to experience difficulties in the Economics lesson of the Independent Curriculum for class 10 MA Darul Huda are Internal Factors, namely: a) Psychology and Mental and b) Emotional and Bad Attitude Habits. Then in External Factors there are: a) Family, b) School, and c) Community, So that solutions are obtained to overcome student learning problems, namely: 1. Counseling Guidance 2. Establishing Cooperation with Parents of Students 3. Principal's assessment of teachers 4. Teacher assessment of students.