Analysis of Teacher Readiness in Implementing Merdeka Curriculum in Madrasah Ibtidaiyah: A Review of the Literature and Its Implications

Sri Wulandari, Mappanyompa Mappanyompa, Aqodiah Aqodiah, Khaeruddin Khaeruddin, Mustapa Ali, Niswatun Hasanah

Abstract


Abstract: This study aims to analyze the readiness of Madrasah Ibtidaiyah teachers in implementing the Merdeka Curriculum through a library research approach with an integrative literature review study type. Data were obtained from national and international scientific articles published between 2015 and 2024 and accessed through Google Scholar, Scispace, DOAJ, and Scopus databases. The analysis shows that MI teachers' readiness includes three main aspects: understanding of the curriculum, pedagogical ability, and skills in designing and implementing differentiated learning. Supporting factors include continuous training, availability of facilities, and support from parents and madrasah stakeholders. However, obstacles such as limited infrastructure, lack of contextualized training, and weak madrasah management pose serious challenges. This study recommends the need for more responsive policies and strengthening teacher professionalism based on real needs in the field. The study also highlights the importance of further research related to evaluating implementation and developing effective training models. The implications of the results of this study are expected to be the basis for making MI teacher education and development policies that are more adaptive to the dynamics of the Merdeka Curriculum.

Keywords


Teacher Readiness, Curriculum Implementation, Teacher Professional Development, Curriculum Innovation, Education Reform.

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References


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