Teacher Readiness in the Implementation of the Independent Curriculum at State Senior High School 14 Padang

Kesiapan Guru dalam Pelaksanaan Kurikulum Mandiri di Sekolah Menengah Atas Negeri 14 Padang

Abstract

This study aims to describe the readiness of teachers in implementing the Independent Curriculum at SMA Negeri 14 Padang. This research was driven by the ongoing national transition toward the Independent Curriculum, which requires teachers to adapt to new approaches such as differentiated instruction, flexible learning pathways, and project-based learning. Many schools still experience difficulties in translating these concepts into practice, making it important to analyze the real readiness of teachers at the school level. The research focused on lesson planning, learning implementation, and assessment processes as core indicators of teacher readiness. A descriptive qualitative method was used, with interviews, observations, and documentation as data collection techniques. The novelty of this study lies in its specific exploration of teacher readiness within a single school context during an early stage of curriculum adoption, providing detailed insights into practical challenges that are often overlooked in broader policy-level analyses. The findings revealed that teachers at SMA Negeri 14 Padang have a good understanding of the Independent Curriculum’s core concepts such as differentiated instruction, student-centered learning, and project-based assessment. However, challenges remain in preparing teaching modules and integrating P5 (Pancasila Student Profile Strengthening Projects) into daily learning. The support of the principal, continuous training, and collaboration among teachers are critical in ensuring the successful implementation of the curriculum. The implications of this study suggest that sustained professional development and structured mentoring systems are essential to strengthen teacher capacity and ensure long-term curriculum effectiveness at the school level.