The Influence of Differentiated Learning and Community Participation on the Implementation of the Merdeka Curriculum in Elementary School

Dedy Setyawan; Titik Haryati; Nurkolis

doi:10.29240/belajea.v9i2.13068

Authors

Dedy Setyawan Universitas PGRI Semarang, Indonesia
Titik Haryati Universitas PGRI Semarang, Indonesia
Nurkolis Universitas PGRI Semarang, Indonesia

DOI:

https://doi.org/10.29240/belajea.v9i2.13068

Keywords:

Differentiated learning, Community participation, Implementation of the Merdeka Curriculum

Abstract

This study examines the impact of differentiated learning implementation and community participation on the Merdeka Curriculum's implementation in elementary schools within Batealit District, Jepara. Using a quantitative approach with a correlational design, data were collected through questionnaires distributed to 178 elementary school teachers. The results show that differentiated learning implementation significantly influences the Merdeka Curriculum implementation, contributing 71.6%, while community participation contributes 67.4%. Simultaneously, both variables contribute 65.6%. These findings highlight the crucial role of both factors in supporting the successful implementation of the Merdeka Curriculum, which aims to create more flexible learning based on students' needs.

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