Systematic Analysis of Barriers to Implementing the Independent Curriculum in Schools: A Literature Review from Teacher and Facility Perspectives

Mustapa Mustapa; Aisyiah Restutiningsih Putri Utami

doi:10.31004/basicedu.v10i1.10932

Authors

Mustapa Mustapa Universitas Negeri Manado, Indonesia
Aisyiah Restutiningsih Putri Utami Universitas Negeri Manado, Indonesia

DOI:

https://doi.org/10.31004/basicedu.v10i1.10932

Keywords:

Implementation, Merdeka Curriculum, School Environment

Abstract

The transition to the Independent Curriculum (Kurikulum Merdeka) represents the government's strategic response to recover learning post-pandemic and enhance the quality of education; however, its implementation in the field faces complex obstacles. This study aims to systematically analyze the barriers emerging in the implementation of the Independent Curriculum across various educational levels, from Elementary School to Senior High/Vocational School. Unlike previous research that generally focused on single-case studies in one school, this study offers novelty by synthesizing data from diverse school contexts to identify systemic barrier patterns. The method utilized is a Systematic Literature Review (SLR), analyzing 21 accredited journal articles published between 2022 and 2024. The results identify three main clusters of barriers: (1) Limitations in teacher competence regarding concept understanding, teaching module preparation, and technology mastery; (2) Lack of supporting infrastructure such as internet access and teaching aids; and (3) Student adaptation difficulties towards learning models that demand independence and critical thinking. This study concludes that the success of the Independent Curriculum depends not only on policy but requires massive intervention in continuous teacher training and equitable digital infrastructure.

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