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Biology learning in Indonesia is still predominantly teacher-centered, limiting students’ opportunities to actively develop critical thinking, creativity, collaboration, and other 21st-century competencies. Students often receive information passively, resulting in low engagement and limited ability to apply concepts in real-life contexts. Therefore, innovative learning models are needed to support more meaningful and student-centered learning. This study aims to review the implementation of Project-Based Learning (PjBL) in Biology education and analyze its contribution to the development of students’ 21st-century skills. The study employed a literature review method by analyzing 20 research articles published between 2022 and 2026. Articles were obtained through Google Scholar searches and selected based on relevance to Biology education, focus on PjBL implementation, and open-access availability. Data collection involved identification, screening, selection, and documentation of related studies, while data analysis used a qualitative descriptive approach. The findings indicate that PjBL effectively improves students’ cognitive achievement, conceptual understanding, scientific literacy, creativity, and critical thinking skills. In addition, PjBL enhances collaboration, communication, problem-solving abilities, learning motivation, and life skills through contextual and authentic project activities. Students become more actively involved in investigating real-world problems, designing solutions, and producing meaningful learning outputs. Furthermore, the integration of STEM approaches, digital media, blended learning, and Culturally Responsive Teaching (CRT) strengthens the effectiveness of PjBL in Biology learning. Overall, PjBL is highly relevant for supporting the Merdeka Curriculum and improving the quality of Biology education in developing 21st-century competencies.

The Independent Curriculum aims to provide flexible, student-centered learning that is oriented toward strengthening character through the Pancasila Student Profile. However, a literature review indicates that its implementation in elementary schools still faces various obstacles. Teachers' understanding of differentiated learning, the P5 project, and authentic assessment is uneven, while limited infrastructure and the complexity of developing teaching materials also hamper its implementation. Furthermore, student readiness and a supportive learning environment also influence the curriculum's effectiveness. These findings emphasize the need to improve teacher competency, ensure equitable distribution of facilities, and collaborate among stakeholders for optimal implementation of the Independent Curriculum. Furthermore, the disparity in the quality of implementation across schools is also a major challenge, particularly in remote areas with limited facilities. Therefore, supportive policies and intensive mentoring for teachers are needed to ensure that this curriculum is effective and provides maximum benefits for students, optimizing character development and 21st-century skills. Overall, the success of the Independent Curriculum depends heavily on solid collaboration between all relevant parties, including teachers, schools, parents, and education policymakers.

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

Improving the quality of biology learning in secondary schools requires pedagogical innovations that connect academic content with real-life contexts and leverage digital technology. This study aims to analyze the effect of a contextual teaching approach assisted by interactive PowerPoint on students’ learning outcomes in the human respiratory system topic. A true experimental design with a pretest–posttest control group was employed at SMA Negeri 1 Langowan, involving two eleventh-grade classes selected through simple random sampling. The experimental class received contextual instruction integrated with interactive PowerPoint, while the control class was taught using conventional methods. Data were collected through validated achievement tests and analyzed using normality and homogeneity tests, followed by independent and paired t-tests. The results indicate a significant improvement in learning outcomes for students in the experimental class compared to the control group. The experimental group’s posttest scores were substantially higher, and the difference was statistically significant. Integrating a contextual approach with interactive visualization effectively enhanced students’ understanding of abstract biology concepts, promoted active participation, and strengthened learning motivation. These findings support constructivist theory and highlight the relevance of contextual teaching in science education aligned with the Merdeka Curriculum. The study implies the importance of implementing context-based strategies combined with simple digital media to improve biology learning effectiveness. Future research may explore its impact on non-cognitive skills such as critical thinking and scientific attitudes. Furthermore, the results of this study provide opportunities for teachers to be more creative in designing teaching materials that are not only informative but also interactive and relevant to students' lives. By utilizing media such as interactive PowerPoint, teachers can present complex biological content in a more engaging and understandable way.

In addition to the main aspects of teacher competency, the study also emphasizes the importance of leadership and institutional support in the effective implementation of policies. The school leadership plays a crucial role in creating a conducive environment for professional development, fostering a culture of collaboration among teachers, and ensuring the implementation of competency-based assessments. It was found that the active involvement of the principal in monitoring and providing feedback to teachers significantly contributes to the continuous improvement of teaching practices. The study also highlights the importance of aligning teacher competency development with the school's educational goals and objectives. While some teachers have demonstrated significant improvement in their teaching methods and student engagement, others still require more support to fully integrate the competencies into their daily practices. The continuous professional development of teachers is therefore vital to ensure that the competencies are not only understood but also consistently applied in the classroom. Moreover, the study recognizes the critical role of community and parental involvement in enhancing the quality of education. Collaboration between the school, parents, and the local community can create a more supportive learning environment, ensuring that students receive the necessary resources and encouragement both at school and at home. In conclusion, the research suggests that while the implementation of teacher competency policies at SDN 2 Lubuk Seberuk has shown positive results, the process should be supported with more training opportunities, resource allocation, and consistent monitoring to overcome existing challenges.

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 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.

This study discusses the comparative implementation of the 2013 Curriculum (K13) and the Independent Curriculum in elementary education at UPT SD Negeri 060816. The main focus of this study is to analyze the differences in implementation, identify the challenges and advantages of each curriculum, and evaluate their impact on learning effectiveness. The research method used is observation and interviews with grade 4 and 6 teachers as the main respondents. The results of the study show that the 2013 Curriculum is more structured with complete learning materials, while the Independent Curriculum provides flexibility for teachers and students in the project-based learning process. However, there are significant challenges in the implementation of the Independent Curriculum, including limited learning resources, demands for teacher creativity, minimal parental participation, and difficulties in project-based assessments. However, both curricula have their respective advantages in developing student competencies. This study is expected to contribute to understanding the effectiveness of both curricula at the elementary education level and become a reference for policy makers in improving the quality of learning in schools.

Every Indonesian citizen has the right to education, including those with special needs. Changes in the curriculum, tailored to the evolving times and the needs of students, make the curriculum inherently dynamic. The implementation of the Merdeka Curriculum is an effort to improve the quality of education in Indonesia in order to face the continuously evolving challenges of the times. This article aims to examine efforts to create child-friendly schools within the implementation of the Merdeka Curriculum in Indonesia. The approach used in data analysis is a qualitative approach. Realizing child-friendly schools within the framework of the Merdeka Curriculum requires the consistent and comprehensive application of the eight National Education Standards. This involves conducting initial evaluations of school infrastructure, teacher competencies, and student needs to identify areas that need improvement in order to support inclusive education. Regular monitoring and evaluation of the implementation of inclusive education are necessary to ensure its effectiveness and to make the required improvements.

The aim of this research is to find out how this curriculum is implemented, in Indonesian language lessons in class VII MTs Negeri 3 Subang, how the independent curriculum is implemented. This research was conducted qualitatively and data was collected through observation, interviews and questionnaires. The research results show that the Project Based Learning (PBL) approach, formative evaluation and literacy improvement for students, are all used to adopt the independent curriculum. The implementation of this curriculum has resulted in increased student independence and the development of soft skills. Overall, the Merdeka Curriculum at MTs Negeri 3 Subang supports student independence, facilitates critical learning, and develops Pancasila character. The obstacles faced require further attention to increase the effectiveness of curriculum implementation, although there are obstacles related to the availability of books and teacher understanding. The effectiveness of the curriculum is assessed through student self-evaluation and teacher observation. Limited resources and teachers' understanding of the curriculum are some of the obstacles. This research provides insight into the difficulties and opportunities of an independent curriculum to improve the quality of education at the secondary level.