Independent Curriculum Policy in Elementary Schools: Teachers’ Understanding and Implementation Challenges in Bekasi Indonesia
DOI:
https://doi.org/10.64421/ijels.v1i2.16Keywords:
Merdeka Curriculum, elementary schools, teacher readiness, curriculum implementation, P5, educational policy, education reform, policy–practice gapAbstract
This study examines the implementation of the Merdeka Curriculum in elementary schools in Bekasi, focusing on teachers’ understanding, readiness, and challenges in executing the Profil Pelajar Pancasila (P5) program. Using a quantitative descriptive design, survey data were collected from 50 teachers across five public schools. The findings indicate that while most teachers demonstrated good conceptual understanding (72%) and moderate readiness (65%), the realization of curriculum components, particularly P5 projects, remained inconsistent. Key challenges include limited resources, inadequate institutional support, and large class sizes, which weaken the curriculum’s transformative potential. Moreover, lack of contextual project references and insufficient collaborative planning time hindered interdisciplinary implementation. These findings highlight the policy–practice gap in curriculum reform, emphasizing the need for contextualized P5 modules, stronger school leadership, and systemic support to sustain student-centered learning in Indonesian schools.
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Copyright (c) 2025 Feby Pelani Trisnawati, Dewi Anjani, Moriena Widya (Author)
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