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Curriculum reform in Indonesia, shifting from the Kurikulum 2013 (K13) to the Kurikulum Merdeka (Kurmer), aims to promote autonomy, differentiated learning, and character-building. This study explores early childhood education (ECE) teachers’ perspectives on the transition, their adaptation strategies, and the challenges they face. Using a qualitative phenomenological approach, 72 ECE teachers in rural South Kalimantan participated in in-depth interviews and focus group discussions. Findings reveal that teachers’ responses to the reform are shaped by complex sense-making processes. Some rejected the reform, perceiving it as a political or administrative routine, while others engaged in symbolic compliance, adopting Kurmer terminology without substantive changes. Parallel structures emerged, blending K13 elements with Kurmer practices. Assimilation and accommodation were observed among teachers who implemented reflective literacy, project-based learning, and assessment reforms tailored to children’s abilities and institutional contexts. Adaptation strategies included cognitive, social, practical, and cultural processes. However, challenges such as inadequate training, limited resources, and discrepancies between ministry policies hindered implementation. Frequent policy changes and a lack of clear guidance further complicated the transition. This study highlights the importance of structured support, comprehensive training, and policy alignment to enable effective curriculum adaptation, providing insights into bridging policy and classroom practices in under-resourced areas.
Pratiwi et al. (Mon,) studied this question.