Implementation of the Merdeka Curriculum in Grade 4 Integrated Science and Social Studies Learning at SDN Wailiti, Nusa Tenggara Timur: Opportunities, Challenges, and Strategies for Student-Centered Education

Dian Ernaningsih; Selvi Nena; Yulimira Syafriati Y. M. Sani

doi:10.56741/IISTR.pbpsp.002005

Authors

Dian Ernaningsih
deeyanerna@gmail.com
Universitas Muhammadiyah Maumere https://orcid.org/0000-0002-1281-551X
Selvi Nena Universitas Muhammadiyah Maumere
Yulimira Syafriati Y. M. Sani Universitas Muhammadiyah Maumere

DOI:

https://doi.org/10.56741/IISTR.pbpsp.002005

Keywords:

Curriculum Implementation, Merdeka Curriculum, Primary Education, Project-Based Learning, Student-Centered Learning

Abstract

The Merdeka Curriculum represents a transformative approach in Indonesian primary education, emphasizing flexible, student-centered learning and holistic development. This study investigates the implementation of the Merdeka Curriculum in Grade 4 Integrated Science and Social Studies at SDN Wailiti, Nusa Tenggara Timur. Using a qualitative descriptive approach, data were collected through classroom observations, interviews with teachers and the principal, and documentation of learning activities. Findings indicate that the curriculum enables teachers to adapt materials according to student needs, promotes active and meaningful learning, and integrates project-based activities aligned with the Pancasila Student Profile (P5). Challenges identified include teachers’ difficulty understanding learning outcomes, limited instructional resources, and students’ concentration and conceptual understanding. Strategies to overcome these obstacles involve professional development, collaborative module design, utilization of digital learning resources, and inquiry- and project-based learning methods. The study highlights the importance of ongoing teacher support, adaptive teaching strategies, and resource optimization to enhance curriculum implementation, ultimately contributing to student engagement, critical thinking, and holistic competence.

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Author Biographies

Dian Ernaningsih, Universitas Muhammadiyah Maumere

is a lecturer at Universitas Muhammadiyah Maumere, Indonesia, specializing in agricultural education and educational policy development. She earned her Bachelor’s degree in Agriculture (S.P.) from Universitas Muhammadiyah Yogyakarta in 2006 and a Master’s in Educational Policy and Development (M.Pd.) from Universitas Muhammadiyah Malang in 2017. Her research interests include STEM-based learning, sustainable agriculture education, and curriculum innovation. (email: deeyanerna@gmail.com).

Selvi Nena, Universitas Muhammadiyah Maumere

is an early-career educator and researcher in Biology Education at Universitas Muhammadiyah Maumere, Indonesia. She obtained her Bachelor’s degree in Biology Education in 2025. Her research focuses on science teaching methodologies, student-centered learning, and curriculum enhancement for secondary education. Selvi is particularly interested in integrating technology and active learning strategies to improve science literacy. (email: selvinena372@gmail.com).

Yulimira Syafriati Y. M. Sani, Universitas Muhammadiyah Maumere

is a lecturer in Biology Education at Universitas Muhammadiyah Maumere, Indonesia. She earned her Bachelor of Science (S.Si) from Universitas Islam Negeri Maulana Malik Ibrahim in 2013 and a Master’s in Educational Policy and Development (M.Pd.) from Universitas Muhammadiyah Malang in 2017. Her research interests include STEM-based science education, curriculum innovation, and the development of critical thinking skills among secondary school students. (email: myasanyy@gmail.com).

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