The Shift in Education: Analyzing the Impact of the Independent Curriculum on Teacher Perceptions in Indonesian Primary Schools

Abstract

Background

Indonesia’s education system recently transitioned from the 2013 Curriculum (K13) to the Independent Curriculum (Kurikulum Merdeka). This reform aims to provide a more flexible approach to teaching and learning. Understanding the impact of this change on teachers' perceptions is essential to assess its effectiveness.

Aims

The purpose of this research is to examine how the shift from the 2013 Curriculum to the Independent Curriculum has influenced teacher perceptions at SDN 1 Binakarya Sakti. The study focuses on identifying the challenges and opportunities that teachers encounter during this transition.

Methods

This study employs a qualitative approach, utilizing semi-structured interviews, observations, and document reviews. Data were collected from teachers of grades 1 and 4, as well as other staff members involved in the implementation of the new curriculum. The data were analyzed through thematic analysis to uncover significant patterns and insights.

Results

The findings indicate that teachers hold diverse views on the curriculum change. Some expressed positive perceptions about the flexibility and student-centered focus of the Independent Curriculum. However, many teachers reported challenges such as inadequate resources, limited professional development, and the adjustment required to apply the curriculum effectively. Despite these issues, early adopters found the curriculum aligned with students’ needs.

Conclusion

While the Independent Curriculum holds promise for enhancing student learning, its success depends on thorough teacher training, sufficient resources, and ongoing support. Addressing teachers' concerns is critical to ensuring the effective implementation of the reform.