The Role of Digital Literacy in Mitigating the Impact of Disinformation on Public Trust in Indonesia

Abstract

This study aims to explore teachers’ experiences in implementing the Merdeka Curriculum, particularly how they interpret curriculum autonomy, negotiate pedagogical and administrative demands, and adapt teaching practices to students’ needs. This research employed a qualitative approach with a phenomenological design. The study was conducted at a public junior high school in Indonesia from March to May 2025. Data were collected through semi-structured interviews, classroom observations, and document analysis involving eight teachers, one principal, one vice principal for curriculum affairs, and six students as supporting informants. The data were analyzed using thematic analysis through coding, categorization, and theme development. The findings reveal three main themes: teachers’ reinterpretation of autonomy as professional responsibility, tension between student-centered learning and administrative workload, and the importance of collaboration and contextual adaptation in classroom practice. These findings show that curriculum implementation is not merely a technical process, but a lived professional experience shaped by school culture, institutional support, and classroom realities. The study contributes to the understanding of curriculum reform by positioning teachers as active meaning-makers rather than passive policy implementers. The findings imply that teacher development programs and school policies should prioritize mentoring, collaborative reflection, and contextual support. Further research is recommended to examine students’ experiences and compare implementation across different school contexts.