Problems of Implementing the Independent Curriculum in Lower Elementary School Grades and Efforts to Overcome Them: A Literature Study

Abstract

The implementation of the Independent Curriculum in lower grades (I-III) of elementary schools faces systemic and multidimensional challenges. Amidst post-pandemic learning loss recovery, this curriculum presents innovations in the form of phase-based Learning Outcomes (CP), Learning Objective Flow (ATP), comprehensive teaching modules, the Pancasila Student Profile Strengthening Project (P5), and a diagnostic-formative-summative assessment system. However, the gap between policy design and implementation reality is wide, especially considering the developmental characteristics of students aged 6-9 years who demand a unique pedagogical approach. This study aims to: (1) identify and classify the problems of implementing the Independent Curriculum in lower grades and (2) formulate strategic efforts for stakeholders. The method used is a literature study with thematic content analysis of journal articles published in 2022-2025. The results of the study reveal problems in three stages of causality: (1) planning, including difficulties in developing contextual ATP, designing modules according to developmental phases, and determining essential material for flexible CP; (2) implementation, including limited understanding of curriculum philosophy, low teacher ICT competency, disparity in facilities between regions, challenges of heterogeneous classes, and the dilemma of automatic class promotion; and (3) evaluation, including confusion over the implementation of three-stage assessments, the impact of the elimination of the Minimum Competency Test (KKM), and the double burden of preparing academic reports and P5. Strategic recommendations include five simultaneous pillars, namely (1) redesigning teacher training based on lesson study and professional learning communities (2) revitalizing the KKG (3) equalizing digital infrastructure (4) strengthening instructional leadership and synergy in the educational environment and (5) developing specific guidelines for lower classes. Further empirical research based on participatory action research and a longitudinal approach is urgently needed.