An Analysis of Teacher Readiness in the Implementation of the Merdeka Curriculum at SMKN 1 Siabu

Analisis Kesiapan Guru dalam Implementasi Kurikulum Merdeka di SMKN 1 Siabu

Abstract

The implementation of the Merdeka Curriculum by the Ministry of Education, Culture, Research, and Technology since 2021 aims to transform Indonesian education through learning flexibility, the strengthening of the Pancasila Student Profile, and the adoption of project-, portfolio-, and presentation-based learning models. At the vocational high school SMKN 1 Siabu, teacher readiness constitutes a strategic factor in the success of educational administration, particularly in integrating the new curriculum with vocational education needs. This study analyzes
teachers’ multidimensional readiness, encompassing knowledge, skills, and administrative support, while also identifying implementation challenges. Employing a qualitative research method, the study involved one participant drawn from a total population of forty teachers through open-ended interviews, which were descriptively analyzed in November 2025 using validated research instruments. The findings indicate a high level of readiness, with an average score of 87%, characterized by strengths in knowledge (70%) and skills (75%), alongside weaknesses in resource support (40%). Qualitative analysis highlights limited training opportunities and time constraints. The study recommends strengthening administrative support through intensive training and enhanced teacher collaboration to reinforce the implementation of the Merdeka Curriculum.