Driving Teachers’ Innovative Strategies in Implementing the Merdeka Curriculum in Basic Education

Abstract

This study explores the strategic role of Driving Teachers in fostering instructional innovation during the implementation of the Merdeka Curriculum at the primary school level. The Merdeka Curriculum promotes student-centered, flexible, and adaptive learning approaches aligned with the demands of 21st-century education. Using a descriptive qualitative method, data were collected through in-depth interviews, participatory observation, and document analysis involving Driving Teachers who had implemented the curriculum for at least one academic year. Data analysis followed the Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings indicate that despite encountering various challenges—such as limited curriculum literacy among peers and insufficient learning resources—Driving Teachers exhibited adaptive instructional leadership. Their innovative strategies included the design of contextual learning modules, implementation of Project-Based Learning (PjBL), differentiated instruction, and the effective use of the Merdeka Mengajar platform. These innovations not only enhanced the quality of teaching and learning but also supported character development and nurtured a reflective and collaborative learning culture. Driving Teachers have proven to be essential agents in promoting inclusive, progressive, and sustainable educational transformation at the grassroots level.