Strategies for Enhancing Teaching and Learning Quality in the Implementation of the Merdeka Curriculum at SDIT Ar-Risalah Surakarta, Indonesia
DOI:
https://doi.org/10.61455/sujiem.v4i02.655Keywords:
teaching and learning quality, merdeka curriculum, transformational leadership, instructional supervision, islamic elementary educationAbstract
Objective: This study examines strategies for improving teaching and learning quality and identifies enabling and inhibiting factors in implementing the Merdeka Curriculum at SDIT Ar-Risalah Surakarta, Indonesia. Theoretical framework: The study draws on transformational leadership, organizational culture, instructional supervision, and teacher professionalism to explain how school leadership and collaborative practices support educational quality improvement. Literature review: Previous studies have emphasized the importance of curriculum implementation, teacher competence, and school leadership in improving learning outcomes. However, the integration of leadership transformation, coaching-based supervision, adaptive organizational culture, and teachers’ roles as learning designers requires further investigation within Islamic integrated elementary schools. Methods: This research employed a qualitative approach with a case study design. Participants included the principal, vice principal for curriculum affairs, teachers, and students. Data were collected through participant observation, in-depth interviews, and document analysis. Trustworthiness was established through source and methodological triangulation. Data analysis involved collection, reduction, display, and conclusion drawing. Results: Quality improvement strategies encompassed transformational instructional leadership, organizational culture strengthening, and resource optimization. The principal acted as an agent of change by promoting transformative role modeling, while teachers developed innovative and reflective learning practices. Implementation involved collaborative planning, coaching-based supervision, and continuous professional development. Enabling factors included transformational leadership, religiously grounded collaboration, and professional learning communities. Barriers comprised administrative demands during curriculum transition, diverse student learning needs, and limited digital resources. Implications: Effective curriculum implementation requires school leaders to foster collaboration, provide continuous professional support, adapt instruction to student diversity, and optimize available digital resources. Policymakers should strengthen administrative support and professional development opportunities. Novelty: This study proposes an integrative strategy model combining transformational leadership, coaching-based supervision, adaptive organizational culture, and teachers’ roles as learning designers to improve teaching and learning quality within the Merdeka Curriculum framework.
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