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The Merdeka Curriculum is a curriculum designed to provide flexibility to educational units in developing student-centered learning, including in Islamic Religious Education (PAI) subjects. This research aims to describe the implementation of the Merdeka Curriculum and analyze its impact on PAI learning at Manu Putra Buntet Pesantren Islamic School. This research uses a descriptive qualitative method with data collection techniques in the form of observation and interviews with the school's Vice Principal for Curriculum. The results show that the Merdeka Curriculum has been implemented in grades X and XI, while grade XII still uses the 2013 Curriculum due to an unfinished transition process. In its implementation, this curriculum strives to encourage student activity and integrate Islamic values according to the characteristics of the pesantren (Islamic boarding school) environment. However, students' adaptation to the active learning model is not yet optimal, so learning still tends to be teacher-centered. In addition, limitations in facilities and infrastructure such as projectors and technological devices also hinder the full implementation of innovative methods. Overall, the Merdeka Curriculum has a positive impact on strengthening religious character and contextualizing PAI learning but requires improved facilities and further mentoring for teachers and students so that the curriculum's goals can be optimally achieved.

This study examines the practice of project-based procedural text learning in seventh grade at SMP Negeri 4 Cilacap in the context of the implementation of the Independent Curriculum. The approach used was qualitative with a case study method through participatory observation, in-depth interviews, and documentation. The results showed that teachers implemented contextual and project-based learning strategies by utilizing digital media and integrating the values ​​of the Pancasila Student Profile. Students demonstrated active involvement in learning activities, especially in the creation of video tutorials and procedural posters. However, there were still obstacles in the form of teachers' limited understanding of the application of learning differentiation and formative assessment, as well as a lack of adequate digital infrastructure support. This study provides a theoretical contribution to the development of a more contextual and transformative Indonesian language learning model. Practically, these findings can serve as a reference for teachers and policymakers in designing learning strategies relevant to student needs and encouraging the use of innovative media to increase student participation and understanding, particularly in coastal areas.

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 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 study aims to analyze the effect of critical thinking ability, learning independence, and mutual cooperation attitude in the P5 dimension of the Merdeka Curriculum on the learning achievement of IPAS class V UPT SPF SDN Inpres Perumnas I Makassar students, both partially and simultaneously. This study used a quantitative approach with a total sampling method, involving the entire population of 40 students from two classes. Data were collected through questionnaires and analyzed using multiple regression, t-test, and F-test with the help of SPSS 26. The results showed that partially, critical thinking ability (X1), student learning independence (X2), and mutual cooperation attitude (X3) had a positive and significant influence on IPAS learning achievement (Y). Simultaneously, the three variables also jointly influence student learning achievement.This finding confirms that the P5 dimension in the Merdeka Curriculum, especially in the aspects of critical thinking, learning independence, and mutual cooperation, plays an important role in improving students' IPAS learning achievement. Therefore, implementing learning strategies that encourage these three aspects can be an effective step in improving the quality of education in elementary schools

This study aims to find out how the Implementation of the Pancasila Student Profile Strengthening Project in the Independent Curriculum Class XI at Wira Bhakti Gorontalo Integrated High School and find out what factors affect the implementation of the Pancasila Student Profile Strengthening Project in the Independent Curriculum Class XI. By using a qualitative research method, a Descriptive approach with a Narative Inquiry research design. Data collection techniques through interviews, observations and documentation. Data analysis is carried out by means of data reduction, data presentation, and conclusion drawn. The results of the study show that Wira Bhakti Gorontalo Integrated High School has carried out the Pancasila Student Profile Strengthening Project with the theme: Build the Soul and Body, Bhineka Tunggal Ika, Sustainable Lifestyle, Voice of Democracy, and Entrepreneurship.  The implementation of the Pancasila Student Profile Strengthening Project has been running effectively and has undergone development. Its implementation has instilled the character of Pancasila. The factors that affect its implementation are supporting factors consisting of student motivation, support of parents/guardians of students, school environment, the existence of facilities and infrastructure, and cooperation with external parties/agencies. The inhibiting factors consist of teacher training related to P5, and the limitation of time and project schedules.

One aspect that urgently needs to be addressed in the Implementation of the Independent Curriculum (IKM) is the issue of leadership and decision effective, efficien, requires the togetherness of all elements of teachers and educational staff. School Leadership Workshop 1, was held making which has impact on students. A leadership model that is in May 2024, at SMP Negeri 1 Sooko, Kab. Mojokerto. The formulation of the problem solved in this PKM (community service) activity is how to develop the potential of School Principals, School Supervisors and teacher educators in making decisions as leaders effectively, through leadership workshops. Learning objectives are prepared by each educational unit with local content that has meaning given the environmental conditions. The goal to be achieved from this activity is the transformation of the 'classical' education process into meaningful and contextual education during Sekolah Penggerak. In this change, adequate coaching capabilities are needed from teachers and school principals, so they can provide more positive approach to students. The methods used in this activity are lectures and discussions, online training, in-house training in each educational unit through PMM, followed by a mentoring process over a period of 1 year, then full implementation in each educational unit.

Education is important for the lives of people in a country. In order to create an educational system that is organized and has a vision, a policy in the form of a curriculum is needed. In a country that adheres to a democratic system, it is necessary to involve or participate the community in the policy formulation and implementation process. This policy paper investigates the Merdeka Curriculum policy model created and implemented by the Ministry of Education and Culture. Public policy models include top-down, bottom-up and a combination of the two. The research method used in this article is qualitative with data sources obtained from books, scientific articles, and other credible information found on the internet. In the policy formulation process, studies were conducted and the government involved parents. In addition, in the implementation process, the Merdeka Curriculum is carried out in stages with a trial period carried out by several schools called Mover Schools. In addition, the policy also has an evaluation instrument in the form of a Minimum Competency Assessment. Based on the findings related to this policy, it can be concluded that the policy model in the Merdeka Curriculum is bottom-up.  

In education, efforts to improve student character must be made. One of the activities that follows the independent curriculum is the Strengthening Pancasila Student Profile Project (P5).  In this P5 activity, students are given training that can stimulate the emergence of soft skills, namely a sense of responsibility, discipline, independence, caring, and a feeling of love for the country. It is hoped that the young generation whose love for Indonesia has emerged will have a high enthusiasm to improve their quality, by studying harder, so that they can participate in efforts to defend this country to increase the prosperity of the nation and the Indonesian state. It is recommended that activities such as P5 or LDKS be carried out periodically, with material programs arranged systematically to achieve the goals. To achieve the objectives effectively and efficiently, an activity program must be prepared such as a Training Program Outline and Learning Process Plan with a gradual and continuous implementation system.  

This study highlights the importance of differentiated learning in the context of Generation Z who have unique characteristics, such as critical thinking, desire for quick feedback, and technology literacy. Differentiated learning aims to meet individual learning needs by modifying four main components: content, process, product, and learning environment. Analysis of history teachers in Central Java Province shows that although most teachers have implemented some aspects of differentiated learning, there are obstacles in relevant and effective evaluation and assessment. To address this, a training program has been implemented to improve teacher competency in developing adaptive assessments, both formative and summative. The results of the training showed an increase in teachers' understanding and skills in implementing the principles of differentiated learning that are more inclusive and equitable.

The training activity for creating innovative learning media in the independent curriculum was carried out in order to develop the competence and skills of teachers related to creating creative and interesting learning media. The activity was carried out in Kolbano, South Central Timor Regency, East Nusa Tenggara Province in 2024. The basis for its implementation was the need for teachers to develop their competence in utilizing technology in creating learning media according to the demands of the current independent curriculum. This activity aims to improve teacher competence in utilizing technology to design interesting and innovative learning. The innovative learning media that were the topic of this training were Google Sites, Wordwall and QuizWhizzer. Teachers in Kolbano generally only teach using lecture and group discussion methods, and use conventional learning media such as power point displays and video materials. As a result, students are less motivated and feel bored in learning activities, while the nature of the independent curriculum demands active interaction of students in learning. Therefore, through this training, teachers are trained and assisted in developing innovative learning media until the product is produced and used in learning. This learning media can be presented interactively and attractively so that it can motivate students to participate in learning. Teachers will also be more creative in innovating to develop media that attracts students' interest in accordance with the nature of the independent curriculum.

The project to strengthen the Pancasila or P5 student profile is one part of the Merdeka curriculum implemented in schools. SMA Negeri 2 Tarakan implements P5 by taking the theme of entrepreneurship. Entrepreneurship is the process of identifying, developing, and bringing a vision to run something in life. Activity P5 aims to determine and analyze the effectiveness of the Pancasila Student Profile Strengthening Project in fostering students' entrepreneurial spirit.

This PkM activity was held at Mutiara Indah Elementary School, Kualeu Village, Oinlase District, East Tengah Selatan District, So'e City. The method used is a field survey and library research. The PkM activities carried out were an attempt to "introduce the Free Learning Curriculum for Students at Mutiara Indah Elementary School". The background for organizing this activity, namely: Students at Mutiara Indah Elementary School do not yet understand and apply the Merdeka Curriculum in the learning process. This is because some teachers at Mutiara Indah Elementary School still do not understand in depth about this new curriculum, and some teachers even use K-2013. Referring to this problem, the PkM organizing team offered several ideas in the form of activities, namely: Conducting introductory education on the Free Learning Curriculum at Mutiara Indah Elementary School. This activity includes an explanation of the meaning, function, benefits, and how to apply the Independent Curriculum to learning activities in the classroom and outside the classroom.

For students, it is one of the compulsory subjects that must be taken to train students to implement the knowledge and abilities they already have in a learning process according to their respective fields of study so that students get factual experience that can be used as a basis for developing themselves as prospective educators who are aware of their duties and responsibilities as academic staff in the world of education as mandated by the Merdeka Belajar curriculum.