Analisis Tantangan Guru dalam Integrasi Pembelajaran Berbasis Proyek pada Kurikulum Merdeka

Abstract

The Merdeka Curriculum is present to encourage more flexible, contextual, and student-centered learning, one of which is through the application of project-based learning (PJBL). Although it has many advantages, its implementation in elementary schools and madrasah ibtidaiyah still faces a number of complex challenges. This article discusses various obstacles experienced by teachers in integrating PjBL into the learning process, ranging from limited understanding of the concepts and steps of PjBL, limited facilities and infrastructure, limited time allocation, to difficulties in determining the form of assessment in accordance with the characteristics of the project. In addition, teachers are also faced with challenges in dealing with the diversity of abilities, interests, and learning styles of students in the classroom. Through a literature review of recent scientific articles, this paper attempts to map these obstacles comprehensively, as well as offer alternative solutions that can support teachers in implementing project-based learning more effectively and optimally. The findings are expected to serve as a basis for consideration for policy makers, school supervisors, and education stakeholders in improving the quality of Merdeka Curriculum implementation, especially at the primary education level.