Teacher Readiness Factors that Influence the Implementation of the Merdeka Curriculum in Elementary Schools
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The Merdeka (Independent) Curriculum is a crucial element for the sustainability of education in Indonesia. Teachers need to have significant readiness to ensure implementation runs optimally. However, many teachers still require clarification and help to understand and need help integrating the Merdeka Curriculum with existing conditions. The objective of this study is to examine the key elements that affect teacher preparedness and how they impact the implementation of the Merdeka Curriculum in elementary schools. This research employs a quantitative methodology with an ex post facto design. Purposive sampling was used to choose a population and sample of elementary school teachers in Jakarta, Indonesia. The sample size consisted of 122 teachers. Data collection uses a questionnaire to obtain data related to the variables in this research. The data analysis employed structural equation modeling (SEM) with the SMART-PLS 3.0 software tools. The research findings indicate that a significance value of 0.000 (p < 0.05) suggests that teacher preparedness characteristics play a crucial role in positively and significantly impacting the implementation of the Merdeka Curriculum in Elementary Schools. This study emphasizes the significance of teacher preparedness in multiple dimensions, such as a profound comprehension of the Merdeka Curriculum, the capacity to incorporate it with current circumstances, and sufficient backing from the school environment and community.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it