The Implementation of the Merdeka Curriculum at SMP Negeri 12 Padang: Teachers’ Readiness in Learning Administration

Implementasi Kurikulum Merdeka di SMP Negeri 12 Padang: Kesiapan Guru dalam Administrasi Pembelajaran

Abstract

This study aims to examine the implementation of the Merdeka Curriculum at SMP Negeri 12 Padang, with a particular focus on teachers’ readiness in carrying out instructional administration. Data were collected through interviews with the vice principal for
curriculum affairs and two subject teachers, and were strengthened by observations of the completeness of instructional documents such as learning outcomes, the learning objectives flow, teaching modules, and teaching journals. The findings indicate that the school has implemented the Merdeka Curriculum for two years under the Mandiri Berubah category. Teachers were assessed to have a fairly good level of readiness, particularly in understanding the curriculum structure and designing instructional plans. However, several challenges were identified, including inconsistencies in the preparation of teaching modules, variations in the use of formative assessment, and limitations in digital infrastructure that affect access to the Merdeka Mengajar Platform. Nevertheless, regular coordination among teachers and collaboration within learning communities were found to be key supporting factors for successful
implementation. Overall, the study concludes that teachers have demonstrated positive adaptation to curriculum changes, although continuous mentoring and improvements in digital facilities are still needed to optimize instructional administration and the quality of curriculum implementation.