Teacher Readiness Factors that Influence the Implementation of the Merdeka Curriculum in Elementary Schools

Abstract

The Merdeka (Independent) Curriculum is a crucial element for the sustainability of education in Indonesia. Teachers need to have significant readiness to ensure implementation runs optimally. However, many teachers still require clarification and help to understand and need help integrating the Merdeka Curriculum with existing conditions. The objective of this study is to examine the key elements that affect teacher preparedness and how they impact the implementation of the Merdeka Curriculum in elementary schools. This research employs a quantitative methodology with an ex post facto design. Purposive sampling was used to choose a population and sample of elementary school teachers in Jakarta, Indonesia. The sample size consisted of 122 teachers. Data collection uses a questionnaire to obtain data related to the variables in this research. The data analysis employed structural equation modeling (SEM) with the SMART-PLS 3.0 software tools. The research findings indicate that a significance value of 0.000 (p < 0.05) suggests that teacher preparedness characteristics play a crucial role in positively and significantly impacting the implementation of the Merdeka Curriculum in Elementary Schools. This study emphasizes the significance of teacher preparedness in multiple dimensions, such as a profound comprehension of the Merdeka Curriculum, the capacity to incorporate it with current circumstances, and sufficient backing from the school environment and community.