Analisis Kesulitan Guru PJOK Dalam Proses Implementasi Kurikulum Merdeka : Literatur Review

Abstract

Background: Curriculum transformation in Indonesia has continuously been carried out to improve the quality of education, evolving from the School-Based Curriculum (KTSP) and the 2013 Curriculum to the Merdeka Curriculum. Although the Merdeka Curriculum was designed to provide greater flexibility in learning and enhance students' competencies, its implementation has encountered various challenges in educational practice. Previous studies have generally discussed these implementation barriers separately, indicating the need for a comprehensive review that summarizes the challenges faced by teachers. Objective: This study aimed to identify and analyze the challenges encountered by teachers in implementing the Merdeka Curriculum. Methods: A systematic literature review was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) approach. Articles published between 2020 and 2024 were retrieved from the Google Scholar database. The studies were screened based on predetermined inclusion and exclusion criteria, resulting in five eligible articles for further analysis. Results: The review revealed that teachers experienced several challenges in implementing the Merdeka Curriculum, particularly in developing lesson plans and teaching modules, analyzing Learning Outcomes (CP) and Learning Objectives (TP), managing instructional time allocation, and designing assessment instruments for evaluating student learning. Conclusion: The implementation of the Merdeka Curriculum has not yet been fully optimized due to persistent challenges in instructional planning and assessment. Implications: These findings provide valuable evidence for policymakers and educational institutions to design teacher training, mentoring programs, and professional development initiatives that support the effective implementation of the Merdeka Curriculum.