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This study discusses the implementation of the Self-Directed Learning Programme by integrating Learning Outcomes (CP), Learning Objectives (TP), and Learning Objective Processes (ATP) to enhance teaching quality and teacher professionalism. Using a library research method, this study analyses relevant scientific literature to understand the relationship between the integration of the three components of the education programme and classroom teaching practices. The research findings indicate that teachers still encounter challenges in understanding and integrating CP, TP, and ATP, particularly in planning, implementing teaching strategies, and conducting authentic assessments. However, when this integration is well executed, the teaching process becomes more purposeful, flexible and responsive to students' needs. Furthermore, integrating CP–TP–ATP has been shown to strengthen teachers' professionalism by enhancing their understanding of the curriculum, their ability to design learning activities, and their capacity to conduct competency-based assessment. This study confirms that the successful implementation of the Free Education Programme depends heavily on teachers' ability to understand the curriculum's structure and to integrate these three components consistently. Therefore, training, supporting, and developing teachers' competencies is an important requirement for the effective and sustainable implementation of the Liberal Education Programme.

The implications of progressivism in learning serve as an essential foundation for building an educational process that fosters active, creative, adaptive, and innovative students in accordance with 21st-century competency demands. The progressive approach positions students at the center of the learning process through direct experience, deep exploration, collaboration, dialogue, experimentation, and problem-solving relevant to real-life contexts, ensuring that learning is not only focused on content mastery but also on the development of potential, character, independence, and higher-order thinking skills. This study employs a literature review method by examining primary and secondary sources on the principles of progressivism, active learning strategies, and their relation to the Merdeka Curriculum as a foundation for national educational transformation. The findings indicate that progressivism plays a significant role in shaping critical thinking, creativity, communication, collaboration, digital literacy, and initiative through the implementation of learning by doing, project-based learning, simulations, scientific experiments, reflective discussions, and technology integration that strengthens learner autonomy. This experience-based approach effectively supports students in constructing knowledge independently while enhancing confidence, responsibility, social awareness, and cooperative skills. However, its implementation still faces challenges such as passive learning culture, limited teacher competence in active methods, insufficient facilities, overloaded curriculum, psychosocial barriers, academic anxiety, and students’ low confidence in expressing opinions. These findings affirm that progressivism is highly relevant to educational reform in Indonesia; therefore, improving teacher competence, strengthening facilities, reinforcing policies, providing continuous support, and creating safe, democratic, inclusive, and supportive learning environments are essential to help students develop optimally as independent, creative, and innovative learners.

This study aims to analyze the role of teachers in strengthening the Pancasila Student Profile (P5) as an effort to develop the character of third-grade students at SDN Kestalan. Strengthening P5 is an essential component of the Merdeka Curriculum because it functions to shape students’ character holistically through six main dimensions. However, the implementation of P5 in elementary schools still faces several challenges, such as uneven teacher understanding, less structured planning, and diverse student characteristics. This research uses a qualitative descriptive approach with observation, interview, and documentation techniques to obtain in-depth data on teacher practices, integration strategies, obstacles, and the impact of P5 implementation. The results show that teachers have an adequate understanding of the P5 concept and strive to integrate it through interactive lectures, question-and-answer sessions, simple experiments, the habituation of the 5S culture, and creative projects that actively involve students. The obstacles encountered are generally related to discipline issues, emotional immaturity, limited facilities, and suboptimal parental involvement. However, these challenges can be reduced through personal approaches, positive motivation, support from school facilities, and collaboration with parents. The implementation of P5 has been proven to have a positive impact on students’ character development, especially in the aspects of politeness, cooperation, responsibility, and self-confidence. Therefore, the strategic role of teachers and the support of a conducive learning environment are key factors in the success of character strengthening through P5.         

Critical thinking skills are crucial in preparing students to face global challenges, particularly in economics, which utilizes the Merdeka curriculum based on a deep learning approach. The purpose of this study was to determine students’ critical thinking skills through the implementation of the ALBICI (Active Learning Based Interactive Conceptual) learning model within the Merdeka curriculum based on a deep learning approach. This study employed a qualitative approach with a case study design, conducted through reviews and observations at SMA Islam 1 Surakarta. The results indicate that the implementation of the ALBICI interactive learning model can improve critical thinking skills within the Merdeka curriculum based on deep learning. This study also provides valuable guidance for educators seeking to implement effective teaching practices to enhance student interest and motivation, thus optimizing classroom activities.

The Merdeka Curriculum policy, initiated by the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek), marks a significant paradigm shift in the Indonesian educational landscape. This curriculum emphasizes student-centered learning, flexibility, and the development of competencies according to students' interests and talents. This study aims to critically analyze the relevance of the philosophy of progressivism, pioneered by John Dewey, as a conceptual foundation for the implementation of the Merdeka Curriculum. Using a systematic literature review method on 15 Sinta indexed scientific journals (minimum Sinta 4) published between 2018-2024, this study examines the alignment between the core principles of progressivism such as experience as the basis of learning (learning by doing), the teacher's role as a facilitator, problem-solving, and democratic education and the essence of the Merdeka Curriculum policy. The analysis reveals a strong alignment between the two concepts. Project-based learning, content differentiation, and formative assessment within the Merdeka Curriculum are concrete manifestations of progressive ideas. However, this study also identifies implementation challenges, such as teacher readiness, school culture transformation, and resource availability, which can hinder the internalization of this philosophy at the practical level. It is concluded that a deep understanding of the philosophy of progressivism by stakeholders, especially educational managers and teachers, is crucial to ensure that the Merdeka Curriculum becomes not just an administrative change, but also a substantive and sustainable pedagogical transformation.

The Independent Curriculum is the latest education policy designed to provide students with learning freedom with a focus on developing competencies that are more flexible and student-centered. This study explains the implementation of the Independent Curriculum at SMP Negeri Satu Atap 1 Dolat Rayat, a rural school with various resource limitations. The research method used is qualitative research with data collection techniques through in-depth interviews with teachers, field observations, and school documentation. The results of the study based on the results of in-depth interviews with teachers, found the main challenges such as the low basic literacy skills of students, the limited facilities of learning support infrastructure, the low active participation of students, and the diversity of student backgrounds that affect the implementation of learning. In addition, limited support from parents and education policies are also obstacles. To optimize implementation, teachers implement strategies to strengthen literacy, continuous training, use contextual media, and build cross-stakeholder collaboration. This study confirms that the success of the Independent Curriculum in rural schools requires an adaptive contextual approach and synergy of all related parties.

The Independent Curriculum is the latest education policy designed to provide students with learning freedom with a focus on developing competencies that are more flexible and student-centered. This study explains the implementation of the Independent Curriculum at SMP Negeri Satu Atap 1 Dolat Rayat, a rural school with various resource limitations. The research method used is qualitative research with data collection techniques through in-depth interviews with teachers, field observations, and school documentation. The results of the study based on the results of in-depth interviews with teachers, found the main challenges such as the low basic literacy skills of students, the limited facilities of learning support infrastructure, the low active participation of students, and the diversity of student backgrounds that affect the implementation of learning. In addition, limited support from parents and education policies are also obstacles. To optimize implementation, teachers implement strategies to strengthen literacy, continuous training, use contextual media, and build cross-stakeholder collaboration. This study confirms that the success of the Independent Curriculum in rural schools requires an adaptive contextual approach and synergy of all related parties.

This study aims to examine the development, challenges, and prospects of the Indonesian education system from a historical, regulatory, and curriculum perspective. Using a descriptive qualitative method with a library study approach, this study examines relevant literature, laws and regulations, and previous research findings. The study results indicate that the Indonesian education system is a dynamic entity, influenced by internal and external factors from the Hindu-Buddhist era, the arrival of Islam, colonialism, to the Reformation era and the Independent Curriculum. A strong legal basis through the 1945 Constitution and Law Number 20 of 2003 provides a basic framework for national education, but in practice, challenges still arise in the form of disparities in quality between regions, limited facilities, and educator readiness. The Independent Curriculum is one of the latest innovations that emphasizes flexibility, 21st-century competencies, and the Pancasila student profile, although its implementation faces technical and resource constraints. This research emphasizes the importance of consistent education policies, strengthening teacher competencies, and equalizing access and facilities as strategic steps in realizing the national goal of enlightening the nation's life and preparing a generation with character, innovation, and the ability to compete globally.

This study aims to analyze and describe mathematics learning planning at SMK Negeri 6 Padang, specifically including the preparation of Teaching Modules, implementation of assessments, and enrichment and remedial programs. Furthermore, this study also examines the role and implementation of mathematics Olympiad preparation, the use of Student Worksheets (LKPD), and the availability and utilization of Teacher's Handbooks and Student Handbooks. A qualitative approach with a case study method was used in this study. Data were collected through observation, in-depth interviews with mathematics teachers, and analysis of documents related to learning planning. The results of the study indicate that mathematics learning planning at SMK Negeri 6 Padang has referred to the applicable curriculum. The Teaching Modules are systematically arranged covering learning objectives, materials, activities, and evaluations. Assessments are carried out formatively and summatively, using various techniques to measure student understanding. In addition, the school also implements remedial programs for students who have not achieved learning completion and enrichment programs for students who have mastered the material, including preparation for the Olympiad. LKPD has been shown to facilitate students' understanding and active participation, while the Teacher's Handbook and Student Handbook are important resources. However, several challenges were found in the implementation, such as time constraints in compiling varied teaching modules and optimizing the use of assessment results for continuous learning improvements. So it ca be concluded that learning planning is effective, namely . Therefore, it is recomended that further training is needed to improve the quality of independent curriculum-based learning planning  

This study aims to explore the perspective of Physical Education, Sports, and Health (PJOK) teachers and classroom teachers regarding the form and effectiveness of cooperation in the implementation of the Pancasila Student Profile Strengthening Project (P5) with the topic of Sustainable Lifestyle at Pajajaran State Elementary School. The implementation of the Independent Curriculum emphasizes the importance of collaborative, comprehensive, and contextual learning, where synergy between teachers is the main foundation for the success of thematic projects. This collaboration is essential to ensure that learning not only develops cognitive aspects, but also forms character and environmental awareness in students. The research method used is a qualitative approach with data collection techniques through semi-structured interviews, direct observation during the learning process, and document analysis such as learning implementation plans and P5 project reports. The data was analyzed with the stages of data reduction, data presentation, and conclusion drawing to obtain a comprehensive picture of the teacher's collaboration strategy. PJOK teachers play a role in field practice, such as teaching physical activities that prioritize the principles of sustainability and healthy living habits. Meanwhile, classroom teachers emphasized strengthening conceptual material on sustainability through discussions, literacy, and creative projects. The results of the study show that the synergy between PJOK teachers and classroom teachers creates more effective and meaningful learning. Challenges that arise include limited time for coordination, differences in teaching styles, and lack of a comprehensive understanding of sustainability concepts. However, motivation, commitment, and good communication are key factors to overcome these obstacles. This research emphasizes that teacher collaboration is crucial in supporting the successful implementation of the Independent Curriculum, while instilling the values of environmental care, independence, and social responsibility in students.

 The Community Service Program (PKM) was implemented with the primary objective of improving the motivation and skills of Global International School high school students in managing independent business units established within the school environment. This activity was designed as a practice-based entrepreneurial development effort, especially for students directly involved in school business activities. The program was implemented through a series of training sessions covering entrepreneurial motivation, digital and conventional marketing strategies, and sales practice simulations. The motivation training aimed to build an independent and resilient mindset in facing business challenges, while the promotional strategy training emphasized the importance of branding, the use of social media, and effective communication with consumers. During the implementation process, students were encouraged to actively participate, be creative, and directly apply the material learned through simulations and group discussions. Evaluation results showed that this activity successfully increased the enthusiasm and confidence of students in running their own businesses. They also began to understand the basic concepts of branding, targeted promotional strategies, and the importance of building relationships with consumers. The enthusiasm of the participants was very high, especially during the promotional and direct sales practice. Overall, this PKM activity had a positive impact on students' mental and technical readiness to face the business world. This program also has the potential to be further developed as the basis for a practice-based entrepreneurship curriculum, as well as a medium for character building, creativity, and student independence at the secondary education level.

The purpose of this study was to investigate how Madrasah Aliyah Negeri Preparatory 4 (MAPN 4) Medan implemented curriculum adjustments in preparation for the preservation of the Independent Curriculum. Data were collected through interviews with teacher representatives, activity documentation, and analysis of interview transcript themes and mentoring materials using qualitative descriptive methodology. Based on these findings, MAPN 4 Medan has adopted curriculum modifications progressively and methodically, starting with the School Level Curriculum (KTSP), continuing to the 2013 Curriculum, and ending with the Independent Curriculum. The role of teachers is very central to the successful implementation of this curriculum, both as learning facilitators, developers of open modules, and implementers of formative evaluations. Despite facing various challenges such as understanding learning concepts and time constraints, most teachers showed high enthusiasm and readiness to adapt, supported by internal training and support. Meanwhile, students showed active involvement in project-based and thematic learning, although there were still errors in adaptability. Overall, this study concludes that the implementation of the Independent Curriculum at MAPN 4 Medan reflects the institution's readiness to incorporate 21st-century skills and character values into the educational process, in line with strengthening the Pancasila Student Profile.

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.    

This research aims to review the teaching tools used at Madrasah Aliyah Negeri (MAN) 2 Kota Padang in order to support the implementation of the Independent Curriculum. Observations were carried out for two months, focusing on analysis of learning documents, interviews with teachers, and direct observation of the learning process in the classroom. Observation results show that the teaching tools at MAN 2 Padang City have been prepared in accordance with the principles of the Independent Curriculum, including teaching modules, student worksheets, and formative assessments that support differentiated learning. The teachers at this madrasa show good adaptability to curriculum changes, by applying varied and contextual learning methods. Students also show a positive response to learning that is more interactive and relevant to everyday life. However, several challenges were found, such as the need for further training for teachers and the provision of more diverse learning resources. Overall, the teaching tools at MAN 2 Padang City support a more meaningful and student-centered learning process, in line with the objectives of the Independent Curriculum.  

Systematic mathematics learning planning is very important in supporting the achievement of student competencies, especially in the implementation of the Independent Curriculum. This study aims to describe the process of planning Mathematics learning at MAN 2 Padang City in the context of implementing the Independent Curriculum and the 2013 Curriculum. The method used is a qualitative approach with a descriptive design. The research instruments are in the form of interview guidelines and observation sheets. Data collection techniques are carried out through in-depth interviews with Mathematics teachers and the Deputy Head of Madrasah for Curriculum, as well as direct observation of learning planning documents and activities. The results of the study show that the planning stages start from the preparation of the Madrasah Operational Curriculum (KOM), academic calendar, details of effective weeks, Annual Program (Prota), Semester Program (Promes), analysis of CP, TP, KD, and KI, preparation of KKTP and KKM, to the development of Learning Objective Flow (ATP) and syllabus. Although planning has been carried out systematically and collaboratively, teachers still face challenges in developing contextual ATP and compiling an applicable syllabus. Thus it can be concluded that the Learning planning is very effective, namely 91.74%. 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.

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 community service activity aims to optimize the understanding and skills of elementary school (SD) teachers in Tarik District in implementing innovative learning based on deep learning. The concept of deep learning in the context of education does not solely refer to the use of technology, but also includes a deep, reflective, and meaningful learning approach. Through this approach, teachers are expected to be able to create a learning environment that encourages students to think critically, creatively, and be able to collaborate effectively. This activity was attended by 34 elementary school teachers from eight schools in the Tarik District area. In addition to providing training related to deep learning concepts and strategies, such as project-based learning and problem-based learning, this activity also introduced the use of OLabs (Online Labs), which is a virtual laboratory platform that can be accessed for free and is specifically designed to support the implementation of online experimental learning. The use of OLabs provides an efficient and flexible alternative, especially for educational units that have limited laboratory facilities. Based on the results of the evaluation, there was a significant increase in teachers' understanding of innovative learning principles, as well as a commitment to implement the approach in an adaptive manner and in accordance with the context of each school. This activity is expected to be the starting point in efforts to strengthen the pedagogic capacity of teachers, in order to support the implementation of the Independent Curriculum and answer the challenges of 21st century education.

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.