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Rural early childhood teachers in Indonesia exhibit diverse sense-making responses to the Kurikulum Merdeka reform, ranging from rejection and symbolic compliance to assimilation, but their adaptation is significantly hindered by inadequate training, limited resources, and policy inconsistencies. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

Rural early childhood teachers’ sensemaking of Kurikulum Merdeka reform in Indonesia

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