TEACHER DIFFICULTIES IN DEVELOPING LEARNING MODULES UNDER THE MERDEKA CURRICULUM: A MIXED-METHOD STUDY
DOI:
https://doi.org/10.24252/auladuna.v12i2a6.2025Keywords:
Merdeka Curriculum, Learning Module, Teachers’ Working Group, Collaborative LearningAbstract
This study aims to analyze the difficulties faced by elementary school teachers in developing learning modules under the merdeka curriculum for phase A at KKG Gugus Nusantara Muara Tembesi. The research employed a mixed-method approach with a sequential explanatory design, combining quantitative and qualitative data consecutively. Data were collected through questionnaires completed by 30 teachers and in-depth interviews with 10 teachers actively involved in module development. The results revealed three major areas of difficulty: conceptual understanding of the merdeka curriculum philosophy and the linkage between Learning Outcomes (CP) and Learning Progressions (ATP), technical limitations in designing authentic assessments and differentiated instruction, and a lack of collaborative support within the teachers’ working group (KKG). The study concludes that strengthening teacher capacity requires collaborative and reflective approaches through professional learning communities. It recommends developing a sustainable mentoring model to enhance pedagogical competence and the effectiveness of merdeka curriculum implementation in primary schools.
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