Implementation of The Independent Curriculum in Padma Jaya Elementary School Palembang: A Case Study in Grade IV

Abstract

The Merdeka Curriculum (Independent Curriculum) is a transformative policy of Indonesia's Ministry of Education, Culture, Research, and Technology designed to improve education quality through differentiated, contextual, and Pancasila Student Profile-based learning. Although this policy has been rolling out since 2022, its implementation at the elementary school level still faces various challenges, particularly in the preparation of teaching devices, teacher adaptation, and facility readiness. This study aims to deeply analyze the implementation of the Merdeka Curriculum at SD Padma Jaya Palembang, covering lesson planning, learning implementation, assessment systems, school environment, and curriculum administration. The study used a descriptive qualitative approach with a single case study design. Data were collected through structured observation, semi-structured interviews with the Vice Principal, Class IV Teacher, and the school principal, and documentation study. Data analysis used the Miles, Huberman & Saldana model encompassing data condensation, data display, and conclusion drawing. The results show that SD Padma Jaya Palembang has optimally implemented the Merdeka Curriculum in all dimensions studied, with an average implementation rate above 95%. Teachers have developed learning modules based on Learning Objectives (TP) and Learning Achievement Flow (ATP), implemented student-centered learning, integrated the Pancasila Student Profile Strengthening Project (P5), and applied authentic assessment covering attitudinal, knowledge, and skill aspects. The main obstacle found was limited time for instructional device preparation and the need for continuous teacher training. The support of the principal, inter-teacher collaboration, parental involvement, and facility adequacy were identified as key success factors.