Teacher Perceptions of the Effectiveness of Implementing the Merdeka Curriculum in Kindergarten

Winda Sulistyowati; Hayani Wulandari

doi:10.35719/gns.v5i1.153

Authors

Winda Sulistyowati Universitas Pendidikan Indonesia, Indonesia
Hayani Wulandari Universitas Pendidikan Indonesia, Indonesia

DOI:

https://doi.org/10.35719/gns.v5i1.153

Keywords:

merdeka curriculum, early childhood education program, teacher perception

Abstract

The Merdeka Curriculum, a government-mandated educational policy, requires implementation across all educational levels, including early childhood education. Teachers play a pivotal role in its successful execution. To assess the effectiveness of this curriculum in a specific context, a descriptive quantitative study was conducted at the Pembina North Cikarang State Kindergarten. A questionnaire survey, utilizing a Likert scale, was administered to seven teachers to gather data on their perceptions of the curriculum's implementation. The results revealed that a significant majority of teachers (64%) strongly agreed with the curriculum's effectiveness, with an additional 31% agreeing. This positive feedback suggests that the Merdeka Curriculum is being well-received and implemented effectively in the studied kindergarten.

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