JURNAL PENDIDIKAN DAN PENGAJARAN

Volume 56 Nomor 3 2023, 533-542

E-ISSN: 2549-2608; P-ISSN: 2301-7821
DOI: https://doi.org/10.23887/jpp.v56i3.67628

Review of Teacher Readiness in Implementing Merdeka

Curriculum at Public Elementary Schools
Nabila Asti Sephiawardani1*, Kurniana Bektiningsih2
1,2 Universitas
Negeri Semarang, Semarang Indonesia
*Corresponding author: nabilasephia@gmail.com

Abstrak
Pendidikan memainkan peran vital dalam pembentukan kompetensi generasi muda untuk menghadapi tantangan zaman
modern. Untuk itu, Pemerintah meluncurkan Kurikulum Merdeka yang bertujuan meningkatkan kualitas Sumber Daya
Manusia Indonesia secara global. Tujuan utama kurikulum ini adalah memperluas fleksibilitas dan kapasitas adaptasi
tenaga pengajar. Namun demikian, terdapat berbagai hambatan dalam implementasi Kurikulum Merdeka akibat
keterbatasan sumber daya yang dimiliki sekolah dasar negeri. Beberapa hambatan adalah kesiapan guru, fasilitas, dan
evaluasi kurikulum. Penelitian ini bertujuan untuk menilai kesiapan guru mengimplementasikan Kurikulum Merdeka di
Sekolah dasar. Pengumpulan data dilakukan menggunakan teknik purposive sampling melalui wawancara dengan guru
kelas 1 dan 4 yang memahami prinsip Kurikulum Merdeka dengan baik. Hasilnya menunjukkan proses pembelajaran
berjalan terkoordinasi dan para guru telah mempersiapkan desain serta media pembelajaran dengan baik. Fasilitas
pendukung seperti bahan ajar, video pembelajaran, serta dukungan sekolah mendukung kelancaran pembelajaran. Namun,
ditemukan hambatan sebagai temuam empiris bahwa sebagian guru kesulitan menyesuaikan tingkat keterampilan siswa
mengingat luasan materi dan implikasi pandemi. Beberapa solusi untuk meningkatkan implementasi kurikulum antara lain
penjelasan materi rinci, berbagi pengalaman, pelatihan berkelanjutan, serta evaluasi rutin.

Kata Kunci: Tinjauan, Pendidikan, Kurikulum Merdeka, Purpossive Sampling

Abstract
Education plays an important role in shaping the competence of the younger generation to face future challenges. The
government implements the Merdeka Curriculum to improve the quality of Indonesian human resources globally. The aim of
the Merdeka Curriculum is to expand the flexibility and adaptive capacity of teachers. There are obstacles in its
implementation due to the limited resource capacity of public elementary schools. Some of the obstacles are teacher
readiness, facilities, and curriculum evaluation. This research assesses the readiness of teachers to implement the Merdeka
Curriculum at elementary school. Data collection was carried out using a purposive sampling technique through interviews
with grade 1 and 4 teachers who understood the principles of the Merdeka Curriculum well. The results show that the
learning process is coordinated and the teachers have prepared the design and learning media well. Supporting facilities such
as teaching materials, learning videos, and school support smooth learning. However, an obstacle was found as an empirical
finding that some teachers had difficulty adjusting students' skill levels considering the extent of the material and the
implications of the pandemic. Several solutions to improve curriculum implementation include detailed material
explanations, experience sharing, ongoing training, and regular evaluations.

Keywords: Overview, Education, Merdeka Curriculum, Purpossive Sampling

History: Publisher: Undiksha Press

Received : July 19, 2023 Licensed: This work is licensed under
Revised : July 23, 2023 a Creative Commons Attribution 4.0 License
Accepted : October 06, 2023
Published : October 25, 2023

1. INTRODUCTION
Education has a very significant role in shaping the younger generation to have good
quality and be ready to face various challenges that continue to develop over time. Education
plays a role in shaping the competence and character of the nation's next generation in order
to face the challenges of globalization and the industrial revolution 4.0 (Pradana et al., 2021;
Taufik, 2020). In the context of educational development in Indonesia, the implementation of
the Merdeka Curriculum is one of the main educational policies of concern. The curriculum
is a series of plans and arrangements regarding the objectives, content, and subject matter as
well as learning experiences planned and delivered for students in educational institutions
(Astuti, 2022; Oates, 2019). Merdeka Curriculum is here to expand teachers' flexibility and

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adaptive capacity through an individual-focused learning approach. The Merdeka Curriculum

is implemented by the Government to improve the quality of human resources so that they
have global competitiveness (Puchalski et al., 2022; Waruwu et al., 2022). The
implementation of Merdeka Curriculum aims to expand teachers' flexibility and adaptability
in implementing effective and innovative learning according to curriculum objectives. By
providing greater space for teachers to develop teaching methods and learning content
according to the characteristics of students, it is hoped that it can maximize the learner-
oriented learning process. The adoption of the Merdeka Curriculum also aims to optimize the
role of educators in developing students' hard skills and soft skills competencies to keep up
with the times and the challenges of the globalization era (Muarifin, 2022; Xue et al., 2022).
The concept of Merdeka Curriculum provides space for teachers to adapt teaching methods
and learning content according to the characteristics and special needs of each learning
individual. This is expected to maximize the learner-oriented educational process.
Teacher preparedness is one of the important pillars in the implementation of
Merdeka Curriculum in public primary schools. As the frontline in the learning process, the
role of teachers is crucial to ensure this educational innovation is successful. Although
Merdeka Curriculum offers a more adaptive and contextual learning approach, teachers'
professional contributions in realizing this change should not be overlooked (Astutik et al.,
2021; Rita & Neviyarni, 2023). Teachers are expected to have an in-depth understanding of
the concepts, principles, and implementation of Merdeka Curriculum in order to be able to
thoroughly internalize this new paradigm in strengthening learning practices in the
classroom. The demands of this pedagogical transformation require teacher readiness in
developing andragogy, instructional, and socio-emotional competencies to support the
achievement of optimal student learning outcomes according to the objectives of the Merdeka
Curriculum (Dzulhidayat, 2022; Insuasty & Jaime, 2020). Therefore, continuous support for
teacher professional development in public primary schools is needed to support the
achievement of the objectives of the Merdeka Curriculum.
Teachers play a central role in realising the curriculum and instructional goals.
Teachers' main responsibilities include planning, implementing, managing, assessing and
evaluating the learning process. Factors influencing teachers' readiness to implement
educational innovations include professional capacity (competence and mindset), facility and
resource support, and organisational commitment (Andarwulan et al., 2021; Zainal & Matore,
2019). Continuous training, flexible learning approaches, and peer support play an important
role in improving teachers' capabilities to adopt curriculum changes. By providing the
freedom to adjust learning based on individual learning characteristics, it is hoped that
Merdeka Curriculum can be optimally realised by teachers. However, it should be recognised
that the challenges in implementing this curriculum, especially in public primary schools that
sometimes have limited resource capacity, cannot be ignored. Some potential obstacles
include the professional readiness of teachers, the availability of supporting infrastructure,
and the lack of ongoing mentoring and evaluation of the curriculum transformation
(Simamora et al., 2020; Tohara, 2021). Therefore, risk mitigation strategies and continuous
support from various stakeholders are needed to ensure that the implementation of Merdeka
Curriculum can run effectively and is oriented towards achieving individual learning
outcomes of educators.
Implementation is not always easy for teachers to adjust to curriculum transformation.
Some of the obstacles in teachers' readiness to implement the Merdeka Curriculum
implementation are less effective (Lavania & Nor, 2020; Waruwu et al., 2022). The Merdeka
Curriculum has the principle of a learning process that is oriented towards individual learners
and prioritises a student-based approach. However, some teachers do not have a deep
understanding of the principles and objectives of the curriculum. This has implications for the

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teachers' low ability to plan learning, determine achievement indicators, and evaluate
students' learning outcomes according to their individual characteristics (Khasanah et al.,
2021; Muarifin, 2022). In addition, the infrastructure and facilities supporting the learning
process in primary schools are inadequate to support the implementation of an innovative and
technology-based curriculum (Pambayun et al., 2020; Wiradinata & Antonio, 2019). In
addition, the implementation of socialisation and mentoring for teachers has not been
adequate so that the new curriculum paradigm has not been well internalised. This has
implications for the implementation of training to improve teacher competence, which has
not been comprehensive and sustainable. Therefore, it can be concluded that these various
factors affect the low professional readiness of teachers in implementing the Merdeka
Curriculum to realise the goals of the learning process that is oriented towards individual
students.
The research focuses on reviewing the readiness of teachers at SDN Kedungjenar
Blora in implementing the Merdeka Curriculum. This is important because the
implementation of the Merdeka Curriculum at SDN faces various challenges related to
teacher readiness and also considering that SDN Kedungjenar Blora is one of the model
schools in implementing the Merdeka Curriculum in Blora Regency (Suhandi & Robi’ah,
2022). The analysis will include teachers' understanding of the Merdeka Curriculum, the
level of implementation in learning, and supporting and inhibiting factors. The aim is to
formulate recommendations to improve teacher competence for effective curriculum
transformation and find findings on the obstacles that occur. (Maqsood et al., 2021).
Previous research conducted by previous study with the research title "Merdeka
Belajar Curriculum Innovation and Its Application in Education Units" concluded that the
teachers of SD Negeri 1 Sidem still need assistance to strengthen the readiness of teachers in
implementing the Merdeka Curriculum (Irawati et al., 2022). These findings indicate the
importance of conducting more in-depth research on the teacher competency profile.
Teachers play a central role in realising curriculum goals. If the competency gap is not
addressed immediately, the learning process has the potential to be less effective. Therefore,
it is hoped that the results of this study can identify appropriate and relevant capacity
strengthening solutions to improve teachers' professional readiness in implementing the
Merdeka Curriculum optimally according to the objectives. From the background description,
the researcher conduct a study with aims to assesses the readiness of teachers to implement
the Merdeka Curriculum at elementary school.

2. METHODS
This research uses a qualitative study method by adopting a case design for
Kedungjenar State Elementary School, Blora Regency. The purpose of this study is to review
teachers' preparation in implementing Merdeka Curriculum at Kedungjenar State Primary
School (SDN), Blora. This research used a qualitative study method by adopting a case
design for Kedungjenar State Primary School, Blora District. Primary data was obtained
through structured in-depth interviews with data sources, namely related grade 1 and 4
teachers to reveal detailed information about the profile of teacher readiness in implementing
the Merdeka Curriculum. Secondary information is also collected through regulatory
documentation, learning observation results, and documents related to the curriculum and
professional development of educators. Data analysis uses an interactive model with data
reduction techniques, data re-presentation, and conclusion drawing. This method is expected
to produce an in-depth understanding of field conditions in order to formulate
recommendations for strengthening teacher competencies.

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The sample selection method refers to a purposive sampling approach by considering

relevant criteria, these criteria include grade 1 and 4 teachers who have a deep understanding
of the principles of the Merdeka Curriculum, have implemented the Merdeka Curriculum and
teach in different classes. This research process consists of several stages, namely: 1)
Conducting interviews with grade 1 and 4 teachers to obtain their views on the
implementation of the Merdeka Curriculum, the level of preparation they have, and identify
the challenges they face. 2) Careful collection and documentation of interview results. 3)
Determining the next sample based on predetermined criteria and recommendations
generated from the previous sample. The instruments used in this study can be reviewed at
Table 1.

Table 1. Interview Research Instruments

Instruments Description
Implementation Teachers explain the initial preparation related to the concepts,
objectives, and scope of the Merdeka Curriculum teaching materials.
They design syllabi and lesson plans according to indicators of
competency achievement. Teachers also prepare various learning
resources and conduct learning model trials to get feedback on the
model.
Facilities and The teacher explains the condition of the classroom facilities that
Infrastructure support the comfort and smoothness of the learning process. Classrooms
are equipped with sufficient furniture such as student chairs, desks,
blackboards, LCD projectors. There is also a library that is adequate and
easily accessible to students, equipped with a collection of reference
books.
Obstacles The teacher explains the obstacles of material coverage, student
readiness and design in learning.
Perception explain views related to alternative problem solving in overcoming
obstacles that arise during the implementation of the Merdeka
Curriculum.

Through this approach, this research is expected to provide a holistic view of

teachers' readiness to implement Merdeka Curriculum. This view is based on the experiences
and perceptions of the teachers involved, thus providing a more in-depth perspective on the
implementation of this curriculum at SDN Kedungjenar, Blora.

3. RESULTS AND DISCUSSION

Result
This study used purposive sampling method with the criterion that the respondents
were grade one and grade four teachers who understood the concept of the Merdeka
curriculum to determine the research subjects. The subjects were six teachers from grades 1
and 4 of SDN Kedungjenar Blora. Information was obtained through in-depth interviews
conducted with the research subjects. Based on the results of the interviews, some significant
findings were obtained regarding the readiness of the teachers of SDN Kedungjenar Blora in
implementing the Merdeka curriculum in their respective classrooms. The interviews
provided an overview of the teachers' understanding of the new curriculum.
Based on the results of the review of the implementation of the Merdeka curriculum
conducted at SDN Kedungjenar Blora through interviews with teachers regarding
implementation. First, the implementation of the Merdeka curriculum learning process runs

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coordinated and smoothly. This can be seen from the teacher's ability to manage assets and
time resources during learning activities effectively and integrated according to planning. The
utilisation of various physical and digital learning media such as books, videos, and others
indicate the increasing competence of educators in integrating information technology to
achieve curriculum objectives. Good coordination between teachers also helped minimise
overlapping materials so that the instructional process could be well directed.
Facilities and infrastructure to support the learning process are adequate. There are
teaching materials in the form of textbooks that are in accordance with the syllabus and
lesson plans (RPP) according to the Merdeka curriculum for teachers and students. This is
useful for helping teachers and students to clearly understand the competencies and indicators
of the lesson. The existence of facilities and infrastructure to support the learning process,
such as teaching materials in the form of textbooks that are in line with the syllabus and
lesson plans (RPP) for the Merdeka Curriculum, has proven to support the implementation of
effective learning at Kedungjenar Blora State Elementary School. The existence of adequate
and relevant infrastructure and teaching materials allows teachers to focus more on delivering
Merdeka Curriculum learning interactively and contextually according to the needs of
students.
Several obstacles in implementing the Merdeka curriculum. First, the complexity and
breadth of subject matter coverage for grade one and four students is considered quite high,
making it difficult for educators to adjust the level of readiness of students because this new
curriculum is still in its early stages of management. Secondly, the impact of the Covid-19
pandemic in previous years that disrupted the learning process caused some students to be
less prepared to follow this new curriculum optimally. In addition, the ability of educators to
design and implement learning needs to be improved considering its conventional orientation.
The research findings reveal some important points related to student readiness and teacher
competence in implementing the new curriculum. The impact of the Covid-19 pandemic over
the past few years has disrupted the learning process, causing some students to be less
prepared to adjust to a more flexible and innovative orientated curriculum. Learner readiness
is a key factor affecting the success of curriculum implementation.
Information regarding several alternative solutions to avoid obstacles in implementing
Merdeka Curriculum. These alternatives were identified based on teachers' perceptions. First,
teachers are expected to explain learning materials in detail using various educational
stimulants to facilitate students' understanding, especially level one. This approach is
considered capable of adjusting the level of student readiness. Second, sharing information
and teaching experiences among teachers is believed to improve competence in implementing
learning according to the latest curriculum.

Discussions
Active student participation is realised thanks to the design of interesting learning
activities using these various learning resources (Ahmaddien et al., 2022; Amon & Rajib
Bustami, 2021; Sari et al., 2023). Secondly, the teachers' preparation for implementing the
curriculum was thorough. They have developed learning modules that reflect the indicators of
students' competence achievement. Various learning media such as videos and visual aids
have also been prepared to facilitate the learning process. Overall, the qualitative analysis
shows that teachers at SDN Kedungjenar Blora have prepared the implementation of the
Merdeka curriculum well. Learning can run purposefully and smoothly in accordance with
the previously prepared plans. This indicates that the teachers' readiness to implement the
Merdeka curriculum is very good (Arisanti, 2022; Purani & Putra, 2022).
Textbooks that are arranged in line with competencies help teachers present
differentiated learning according to student capacity and facilitate Merdeka learning

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(Adriyanto et al., 2021; Lestari et al., 2019). In addition, learning support media outside of
books such as projectors are also available and utilised to play learning videos. The existence
of this media has the potential to improve and facilitate students' understanding of learning
materials. Furthermore, the school supports the implementation of the curriculum by
facilitating the provision of other facilities and infrastructure needed by teachers during the
learning process in the classroom, such as office equipment. This support is useful to
facilitate learning interactions between teachers and students as well as the smooth
administration of academic activities (Kempa et al., 2023; Safitri & Dafit, 2021). Thanks to
the various facilities available, the implementation of the Merdeka Curriculum at SDN
Kedungjenar Blora can be effective.
On the other hand, teachers' conventional learning orientation also has the potential to
hinder the improvement of students' readiness (Azzahra et al., 2023; Jamaludin et al., 2022).
Therefore, it is necessary to improve teachers' competence in designing learning more
creatively and adaptively. Efforts to restore students' readiness and improve teachers' learning
development skills need to be carried out in an integrated and sustainable manner so that the
objectives of curriculum change can be achieved optimally. These findings are very
important to be followed up through programmes to strengthen the quality of education in
schools (Prastowo, 2017; Shaleh Assingkily, 2020).
Practitioners with longer experience in the field of teaching the Merdeka Curriculum
are assumed to be able to make a major contribution to optimising the capabilities of new
colleagues. Teamwork through discussions, knowledge sharing sessions, even joint training is
expected to complement knowledge and practical skills in managing learning (Jannati et al.,
2023; Putri & Arifin, 2022). More senior teachers are considered to have greater insight and
experience to transmit to others. This internal collaboration model is considered quite
effective in improving the competence of education personnel on an ongoing basis. Based on
the anticipated benefits, the idea of sharing experiences between education personnel
received positive support from the academic community at SDN Kedungjenar Blora.
Furthermore, continuous training for educators to adapt to curriculum changes (Kadek Adi
Wibawa et al., 2022; Mantra et al., 2022). Additional time is needed to improve skills. Also,
periodic evaluation is important to identify obstacles and improvements to enhance the
teaching and learning process (Suhandi & Robi’ah, 2022; Sunardi & Muallil, 2023). Finally,
this approach to presenting material independently is also expected to make it easier for
educators to manage the teaching and learning process in the classroom. Thus, this solution is
believed to help smooth the implementation of Merdeka Curriculum.
This finding is significant because it can affect teachers' ability to realise student
learning according to their potential. Therefore, this empirical finding has important
implications for expanding the space and providing appropriate support to enable teachers to
conduct effective learning to overcome these obstacles. Some alternative solutions and
recommendations include: SDN Kedungjenar Blora is advised to continue to improve
curriculum implementation by maintaining a high level of preparation. This needs to be
complemented by continuous monitoring and evaluation to detect new barriers and determine
relevant corrective actions. Evaluation results need to be disseminated to other educational
institutions through dissemination activities to promote best practices. Continuous
improvement of instructor competence is also offered. Overall, the study results indicate that
the learning process has been effective although efforts are still needed to improve the quality
on an ongoing basis.

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4. CONCLUSION
As a result of the review of the implementation of the Merdeka Curriculum at
Kedungjenar Blora State Primary School, it can be concluded that the implementation of the
curriculum has been effective although some obstacles were identified. In general, the
instructional process runs smoothly and is coordinated thanks to careful planning by the
instructors. Supporting facilities such as learning modules, presentation tools, as well as
school management support have supported the smooth running of the educational process.
Nevertheless, the obstacles faced are also empirical findings that despite careful preparation,
some teachers still experience obstacles in adjusting the skill level of students given the
breadth of the scope of teaching materials and the implications of the covid-19 pandemic that
have not been fully resolved.

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