Evaluation of Madrasah Ibtidaiyah Teacher Readiness in Implementing Merdeka Curriculum: A Discrepancy Evaluation Model Analysis

Lutfia Azahra Yusuf, Mappayompa Mappayompa, Aqodiah Aqodiah, Mardiyah Hayati, Mustapa Ali, Niswatun Hasanah

Abstract


Abstract: This study aims to evaluate the readiness of Madrasah Ibtidaiyah teachers in implementing the Merdeka Curriculum through a library research approach with an integrative review method. The review was conducted on scientific literature from 2015 to 2024 obtained from Google Scholar, Scispace, DOAJ, and Scopus databases. The findings show that teachers' readiness still varies, influenced by uneven understanding of the curriculum, limited training, less than optimal institutional support, and low emotional intelligence in the face of change. Analysis of the discrepancy evaluation model revealed a significant gap between the expected ideal conditions and the factual conditions in the field. This emphasizes the importance of strategic reforms in professional training, strengthening support systems and developing more responsive education policies. This study recommends further research on needs-based training models and the role of madrasah leadership in the successful implementation of the Merdeka Curriculum in a comprehensive and sustainable manner.


Keywords


Teacher Readiness, Independent Curriculum, Discrepancy Evaluation, Integrative Review.

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References


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