Implementation of the Independent Curriculum at the Elementary School Level in Balimbing Village, Rambatan District, Tanah Datar Regency
Year: 2025
Type: article
Abstract: The Indonesian government introduced the Kurikulum Merdeka (Merdeka Curriculum) in 2022 as a major educational reform to foster student-centered, flexible, and context-relevant learning. This study explores the real-world implementation of this national policy at the grassroots level. Using a qualitative approach, this research investigates how the Merdeka Curriculum is implemented in three elementary schools (UPT SDN 08, 14, and 18) in Nagari Balimbing, a rural area in West Sumatra, and examines the perceptions of teachers, students, and parents. Data were collected through in-depth interviews, classroom observations, and document analysis. The findings reveal that implementation is a gradual process marked by both enthusiasm and significant challenges. While teachers appreciate the curriculum's flexibility and its positive impact on student engagement, they struggle with a limited understanding of differentiated learning, inadequate resources, and persistent administrative burdens. Students respond positively to active, project-based learning but experience confusion due to a lack of consistent teaching materials. Parents support the new focus on creativity but are hindered by a limited understanding of the curriculum and economic constraints, which affects their ability to be optimally involved. The study concludes that successful implementation is not merely a top-down mandate but an interactive process heavily shaped by the capacity, disposition, and collaborative efforts of local actors. It underscores the critical need for context-specific training, improved resource allocation, and stronger school-community communication to bridge the gap between policy and practice.
Authors: Ramadatul Al Wahyuni, Zusmelia, Zulfa
Institution: Universitas PGRI Sumatera Barat
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7079621227
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