This study aims to describe curriculum management strategies in the implementation of the Independent Curriculum at SMP Negeri 24 Samarinda. A qualitative approach with a descriptive design was employed. Data were collected through observation, in-depth interviews, and documentation, with key informants including the principal, vice principal for curriculum affairs, teachers, and educational staff. The findings indicate that the implementation of the Independent Curriculum has been carried out in stages since 2022 and was fully adopted across all grade levels by 2024. The curriculum management strategy includes collaborative planning, structured role organization, project-based and differentiated learning implementation, as well as formative and reflective evaluations. One significant innovation is the establishment of the Learning Community (Komunitas Belajar or Kombel) as a collaborative space for teachers to share best practices, learn from each other, and deepen their understanding of the Independent Curriculum. Despite challenges such as disparities in teacher competencies and limited parental involvement, the management strategies implemented have had a positive impact on the quality of learning and the strengthening of student character through the Pancasila Student Profile Strengthening Project.
Astuti et al. (Wed,) studied this question.
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