Implementation of Merdeka Curriculum-Based Science and Social Studies Learning: Barriers and Solution Teacher Strategies
Keywords:
Merdeka Curriculum, Teacher Challenges, Student-Centred Learning, Qualitative Case Study, Primary EducationAbstract
This study investigates the challenges and strategies in implementing Science and Social Studies (IPAS) learning within the Merdeka Curriculum at SDN 047 Tandung. Using a qualitative descriptive approach, this study collected data through interviews with IPAS teachers at SDN 047 Tandung. The data were analyzed using qualitative descriptive analysis. The findings reveal that IPAS learning was implemented through preliminary, core, and closing activities, with lectures combined with practical activities to enhance student engagement and learning interest. The main obstacles identified were limited funding for practicum activities, disparities in students’ learning abilities and readiness, and difficulties in applying project-based learning effectively. To address these challenges, teachers utilized simple learning media from the surrounding environment, integrated technology such as projectors, and applied more personalized approaches to students. These findings contribute to understanding practical strategies for strengthening the implementation of the Merdeka Curriculum in elementary-level IPAS learning, particularly in schools with limited educational resources
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