The Role of Teachers in Implementing the Independent Curriculum to Improve Science Learning Activities
DOI:
https://doi.org/10.69747/edu-ij.v2i1.121Keywords:
merdeka curriculum; science education; implementation; challenges; teacher professional developmentAbstract
This research seeks to explore how the Independence Curriculum is applied in Science (IPA) education and to examine the challenges teachers encounter during its implementation. The study adopted a qualitative descriptive design, gathering data through classroom observations and in-depth interviews with science educators at the lower secondary school level. The results of the study show a significant difference between schools where teachers understand the Independent Curriculumand those where teachers have not fully grasped the curriculum. Teachers who understand the curriculum are able to design project-based learning, apply formative assessments, and link materials to local contexts and the Pancasila Student Profile. Meanwhile, teachers who have not fully understood the curriculum still use conventional approaches focused on lectures and memorization. The main challenges identified include the lack of practical training, limited learning resources, high administrative burdens, and the unchanged mindset of teachers. This study recommends continuous and contextual professional development for teachers, strengthening The contribution of school leadership to the development of an independent learning culture, the development of science teacher practitioner communities, multilevel collaboration between schools, education offices, and educational partners, as well as daptive assessment and oversight that drive continual progress are necessary to ensure the Independent Curriculum is effectively adopted in science education settings.
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