Analisis Implementasi Kurikulum Merdeka dalam Pembelajaran Matematika: Studi Kasus di SD 1 Lhokseumawe

Musyakkir; Sintha Sih Dewanti; Andi Muhammad Ikbal  Salam; Usri

doi:10.31851/indiktika.v8i2.17641

Authors

Musyakkir Universitas Islam Negeri Sunan Kalijaga, Yogyakarta https://orcid.org/0009-0009-6469-3217
Sintha Sih Dewanti UIN Sunan Kalijaga Yogyakarta
Andi Muhammad Ikbal Salam Universitas Sulawesi Barat, Majene, Indonesia
Usri Sekolah Tinggi Agama Islam Negeri Majene, Majene, Indonesia

DOI:

https://doi.org/10.31851/indiktika.v8i2.17641

Keywords:

Implementation, Kurikulum Merdeka, Mathematics Learning

Abstract

The primary focus of this study is to examine the implementation of the Kurikulum Merdeka in Mathematics at SD 1 Lhokseumawe, emphasizing three main instructional stages: planning, execution, and evaluation. Additionally, this research explores various obstacles alongside the solutions encountered by the teacher in the field. Employing a qualitative approach with a single case study design, this research involves a fifth-grade Mathematics teacher as the primary subject, who has adopted this curriculum since its inception. Data collection was conducted comprehensively through observation, interviews, and document study, which were subsequently analyzed referring to the Miles, Huberman, and Saldaña (2014) framework—comprising data condensation, data display, and conclusion drawing. The research findings reveal that during the planning phase, the teacher designed differentiated teaching modules and utilized initial assessments to map the students' competency profiles. In its execution, differentiated instruction was applied through study groupings and the integration of interactive media (such as Quizizz and Fraction Puzzles), which proved effective in encouraging active student participation. Regarding evaluation, the teacher routinely implemented formative assessments accompanied by constructive feedback. Despite challenges such as limited time, facilities, and parental support, the educator successfully overcame them through adaptive and contextual alternative strategies. In conclusion, the effectiveness of the Kurikulum Merdeka at the elementary school level relies heavily on the educator's readiness to execute differentiated instruction and continuous formative assessments.

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