The transformation of education through the Merdeka Belajar policy requires the active engagement of teachers in designing contextual, humanistic, and student-centered learning experiences. One of the key strategic initiatives of this policy is the Driving Teacher Program, which aims to develop teachers as learning leaders and agents of change within their schools. This study investigates the strategies employed by Driving Teachers in implementing the Merdeka Curriculum at the basic education level and explores the challenges they face and their contributions to improving the quality of learning. Utilizing a qualitative approach with a descriptive phenomenological design, data were gathered through in-depth interviews, participatory observation, and document analysis, and analyzed using the Miles and Huberman. The results indicate that Driving Teachers apply innovative strategies such as project-based learning and differentiated instruction, while creating inclusive learning environments that foster students' holistic development. They also play a vital role in building professional learning communities, leading peer training, and strengthening school–community engagement. These findings affirm the strategic role of Driving Teachers in translating national education policy into meaningful classroom practices. The study recommends sustained institutional support to further empower Driving Teachers in shaping an adaptive, inclusive, and sustainable education system.
Sinaga et al. (Thu,) studied this question.
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