Teachers' Perception of the Implementation of the Independent Curriculum: A Case Study at SD Negeri 090 Palembang

Indonesia

Abstract

This study aims to analyze teachers' perceptions of the implementation of the Merdeka Curriculum (Kurikulum Merdeka) at SD Negeri 090 Palembang through a qualitative case study approach. Data was collected through in-depth interviews and participatory observation involving the school principal and two classroom teachers who have directly implemented the curriculum since 2022. Data analysis followed the Miles & Huberman interactive model, comprising data reduction, data display, and conclusion drawing. Trustworthiness was established through source triangulation and technique triangulation. The findings reveal three main themes: (1) teachers hold generally positive perceptions, viewing the Merdeka Curriculum as an opportunity to enhance student-centered learning and differentiated instruction; (2) key constraints include insufficient socialization, limited teacher training on new modules and assessment methods, and inadequate supporting facilities; and (3) teachers express hope for more systematic training and policy-level support. These findings confirm the critical role of teacher perception in curriculum implementation while highlighting context-specific challenges in urban elementary schools in Palembang. This study contributes to the limited body of research on Merdeka Curriculum implementation in the South Sumatera context and offers practical implications for school administrators and education policymakers.