Implementation, impact and strategies for facing challenges in the independent learning curriculum in elementary schools

Priyono Tri Febrianto; Mochamad Nursalim; Bachtiar Syaiful Bachri; Mustaji; Siti Mas’udah

doi:10.31893/multiscience.2025414

Keywords:

freedom to learn

curriculum implementation

elementary school education

learning strategies

Abstract

The independent learning curriculum is a new concept that provides space for every teacher and student to gain the freedom to teach and learn in an educational environment. This study aims to examine the implementation and impact as well as strategies for facing challenges in implementing an independent learning curriculum. This study uses mixed methods research. This study was conducted with elementary school teachers in East Java. The results of the study show that the implementation of the curriculum has been adapted to several independent learning curriculum standards, although in its implementation, there are challenges that must be faced, such as the following: there is a demand to create active, creative learning and shape student character; teachers' readiness to bring about change in the classroom; the diversity of students in the class; digital-based capability competency; and a network of educational units that partnerships with stakeholders. This study also reveals that there are more positive impacts than negative impacts when the independent learning curriculum is implemented. This study concludes that the independent learning curriculum has many strategies that have been well implemented. One of the best strategies to use is to carry out regular evaluations to identify potential improvements and adjustments that need to be made. Another strategy is to study learning support technology. Participating in training/workshop activities, as well as looking for references from various sources, including independent teaching platforms, social media, and other sources.
References
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Febrianto, P. T., Nursalim, M., Bachri, B. S., Mustaji, & Mas’udah, S. (2025). Implementation, impact and strategies for facing challenges in the independent learning curriculum in elementary schools. Multidisciplinary Science Journal, 7(7), 2025414. https://doi.org/10.31893/multiscience.2025414

[1] Agustyaningrum, N., Pradanti, P., & Yuliana. (2022). Teori Perkembangan Piaget dan Vygotsky: Bagaimana Implikasinya dalam Pembelajaran Matematika Sekolah Dasar? Jurnal Absis. https://doi.org/10.30606/absis.v5i1.1440

[2] Alves, P. F. (2014). Vygotsky and Piaget: Scientific concepts. Psychology in Russia, 7, 24–34.

[3] Angga, A., Suryana, C., Nurwahidah, I., Hernawan, A. H., & Prihantini, P. (2022). Komparasi Implementasi Kurikulum 2013 dan Kurikulum Merdeka di Sekolah Dasar. Jurnal Basicedu, 6(4), 5877–5889.

[4] Babaci-Wilhite, Z. (2015). Zanzibar’s curriculum reform: Implications for children’s educational rights. Prospects, 45(2). https://doi.org/10.1007/s11125-015-9341-6

[5] Bakhrudin, A., Habsy, P. D. L., Maulidynan, D. A., & Karim, N. A. (2023). Integrasi Teori Perkembangan Kognitif Jean Piaget dan Perkembangan Bahasa Vygotsky dalam Pembelajaran: Pemahaman dan Penerapan di Sekolah. Tsaqofah. https://doi.org/10.58578/tsaqofah.v4i2.2357

[6] Barlian, U. C., Solekah, S., & Rahayu, P. (2022). Implementasi Kurikulum Merdeka dalam Meningkatkan Mutu Pendidikan. Journal of Educational and Language Research, 1(12), 2105–2118.

[7] Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). USA: Pearson Education, Inc.

[8] Creswell, J. W. (2022). A Concise Introduction to Mixed Methods Research (2nd ed.). London: SAGE Publications.

[9] Creswell, J. W., Clark, V. L. P., Gutman, M. L., & Hanson, W. E. (2010). Rancangan Penelitian Metode Campuran yang Modern. Yogyakarta: Pustaka Pelajar.

[10] Effendi, M. (2021). Pengembangan Sumber Daya Manusia dalam Meningkatkan Citra Lembaga di Lembaga Pendidikan Islam. Southeast Asian Journal of Islamic Education Management, 2(1), 39–51. https://doi.org/10.21154/sajiem.v2i1.40

[11] Egodawatte, G. (2014). An analysis of the competency-based secondary mathematics curriculum in Sri Lanka. Educational Research for Policy and Practice, 13(1). https://doi.org/10.1007/s10671-013-9145-5

[12] Fadhli, R. (2022). Implementasi Kebijakan Kurikulum Merdeka di Sekolah Dasar. Jurnal Elementaria Edukasia, 5(2). https://doi.org/10.31949/jee.v5i2.4230

[13] Fatmawati, F., & Yusrizal, Y. (2020). Peran Kurikulum Akhlak dalam Pembentukan Karakter di Sekolah Alam SoU Parung Bogor. Jurnal Tematik, 10(2), 74–80.

[14] Hertati, N., Asharie, N., & Syafitri, N. (2023). Student Independent Training at the Merdeka Campus Study. Dinamisia, 7(5), 1198–1208. https://doi.org/10.31849/dinamisia.v7i5.12609

[15] Kinesti, R. D. A., Ulya, N. H., Suroyya, L. N., Latifah, F., Rahmawati, E. V., Nida, N. K., & Khasanah, A. (2021). Strategi Pembelajaran Guna Meningkatkan Kualitas Belajar Siswa Melalui Sarana Prasarana di SD Al-Ma’soem. Action Research Literate, 5(1), 27–40. https://doi.org/10.46799/arl.v5i1.74

[16] Korompis, F. L. S. (2023). Piaget's Theory in Mathematics Education in Elementary School. International Journal of Research and Review, 10(6), 82–92. https://doi.org/10.52403/ijrr.20230612

[17] Leuwol, N. V., et al. (2020). Pengembangan Sumber Daya Manusia Perguruan Tinggi: Sebuah Konsep, Fakta, dan Gagasan. Medan: Yayasan Kita Menulis.

[18] Manalu, J. B., Sitohang, P., & Henrika, N. H. (2022). Pengembangan Perangkat Pembelajaran Kurikulum Merdeka Belajar. Prosiding Pendidikan Dasar, 1(1), 166–177.

[19] Muhsin, H. (2021). Kampus Merdeka Di Era New Normal. Dalam: A. Muslihat dkk. Masa Depan Kampus Merdeka & Merdeka Belajar. Bintang Visitama Publisher.

[20] Rahayu, R., Rosita, R., & Rahayuningsih, Y. S. (2022). Implementasi Kurikulum Merdeka Belajar di Sekolah Penggerak. Jurnal Basicedu, 6(4), 6313–6319.

[21] Setiadi, H. (2016). Pelaksanaan penilaian pada Kurikulum 2013. Jurnal Penelitian dan Evaluasi Pendidikan, 20(2). https://doi.org/10.21831/pep.v20i2.7173

[22] Siregar, R. (2017). Sumber Daya manusia Dalam Pembangunan Nasional. Kompetensi Dan Peran Guru Dalam Pembelajaran, 2.

[23] Sumarsih, I., Marliyani, T., Hadiyansah, Y., Hernawan, A. H., & Prihantini, P. (2022). Analisis Implementasi Kurikulum Merdeka di Sekolah Penggerak Sekolah Dasar. Jurnal Basicedu, 6(5), 8248–8258.

[24] Wahyuni, T., Uswatun, N., & Fauziati, E. (2023). Merdeka Belajar dalam Perspektif Teori Belajar Kognitivisme Jean Piaget. TSAQOFAH, 3(1), 129–139. https://doi.org/10.58578/tsaqofah.v3i1.834

[25] Widiansyah, A. (2018). Peranan sumber daya pendidikan sebagai faktor penentu dalam manajemen sistem pendidikan. Cakrawala-Jurnal Humaniora, 18(2), 229–234.

[26] Wijayanto, A. (2021). Implementasi dan Problematika Merdeka Belajar. OSF Preprints. https://doi.org/10.31219/osf.io/yshk6

Abstract

References

How to cite