This study aims to examine the challenges faced by lower-grade teachers and the strategies used in implementing the Merdeka Curriculum in Indonesian language learning at SDS Ulumuddin. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation involving lower-grade teachers and the school principal. The findings indicate that challenges occur at the planning, implementation, and evaluation stages. In the planning stage, teachers experienced difficulties in understanding the Merdeka Curriculum concepts, preparing teaching modules, and limited technological skills. During implementation, challenges included students’ varied reading abilities, low reading interest, and limited use of learning media. In the evaluation stage, teachers encountered difficulties in applying assessment principles aligned with the Merdeka Curriculum. To address these challenges, teachers implemented several strategies, such as participating in training programs, independently developing teaching modules, using varied media and project-based learning, providing additional support for students with reading difficulties, and conducting continuous assessment. These strategies contributed to increased student participation, motivation, and understanding, although literacy development still requires ongoing support. Keywords: Merdeka Curriculum, Lower-grade Teachers, Indonesian Language Learning
Hairunnisa et al. (Thu,) studied this question.