Hanif Muslimah, Sukartono Sukartono

Teachers' Challenges During the Transition from the 2013 Curriculum to the Independent Curriculum in Elementary Schools

Introduction

Teachers' challenges during the transition from the 2013 curriculum to the independent curriculum in elementary schools. Investigate teachers' obstacles during the shift from the 2013 to Independent Curriculum in elementary schools. Findings highlight digital literacy, training, and resource gaps. Recommendations for smoother implementation.

Abstract

The curriculum is a system encompassing structured objectives, learning materials, and teaching methods to guide education toward optimal outcomes. As a flexible element, it evolves to meet societal needs. The purpose of this study is to examine the obstacles encountered during the shift from the 2013 Curriculum to the Independent Curriculum, evaluate teachers' readiness to implement it, and provide recommendations for enhancing its application in elementary schools. Adopting a qualitative descriptive method with a case study design, data was gathered through observations, interviews, and document analysis, with triangulation employed to ensure the accuracy of the findings. Data analysis was conducted using Miles and Huberman’s framework, which includes steps of data reduction, data presentation, and drawing conclusions. The research revealed considerable obstacles in the implementation of the Independent Curriculum, especially for senior educators who struggle with issues related to digital literacy and adapting to new technologies. Other obstacles include insufficient training, limited socialization, and inadequate resources such as teaching materials and technological infrastructure. While teachers possess a foundational understanding of the Independent Curriculum, their preparedness for its full implementation, particularly at SD Negeri 2 Jatisari, remains inadequate. Efforts to address these challenges include teacher and principal training and the use of digital platforms like the Independent Teaching Platform. These initiatives aim to improve understanding and practical application, ensuring smoother curriculum implementation in the future.

Review

The study "Teachers' Challenges During the Transition from the 2013 Curriculum to the Independent Curriculum in Elementary Schools" tackles a highly relevant and critical issue within the contemporary educational landscape. The abstract clearly outlines a well-defined research purpose: to investigate obstacles, evaluate teacher readiness, and offer recommendations for a significant curriculum shift. The chosen qualitative descriptive method, employing a robust case study design with data triangulation through observations, interviews, and document analysis, is well-suited for an in-depth exploration of this complex transition. The explicit mention of Miles and Huberman’s framework for data analysis further assures methodological rigor and the generation of credible findings. The research effectively uncovers a range of substantial hurdles faced by educators, providing valuable insights into the practicalities of curriculum reform. A notable finding is the specific struggle of senior educators with digital literacy and adapting to new technologies, which is a crucial detail for targeted intervention strategies. Broader challenges identified include insufficient training, limited socialization, and inadequate resources, encompassing both teaching materials and technological infrastructure. While teachers possess a foundational understanding of the new curriculum, the study critically highlights their overall inadequate preparedness for its full implementation, particularly within the case study school. The abstract commendably acknowledges existing efforts to mitigate these challenges, such as specialized training and the use of digital platforms, framing the problems within a context of ongoing solutions. While the abstract provides a compelling overview, the complete research would benefit from further elaboration on certain aspects. For instance, a more nuanced discussion distinguishing between "foundational understanding" and "inadequate preparedness" could pinpoint specific areas requiring targeted professional development. Given the single case study focus on SD Negeri 2 Jatisari, future research or a broader comparative analysis would be beneficial to assess the generalizability of these findings across diverse elementary school contexts. Additionally, a deeper analysis into the *specific content* and *perceived effectiveness* of the existing training programs and digital platform initiatives would provide more actionable insights for optimizing support mechanisms. Nevertheless, this study makes a significant contribution to understanding the intricate realities of curriculum implementation, offering crucial data for policymakers and educational stakeholders.

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