Implementation of the Merdeka Curriculum in Physical Education Learning at an Indonesian Elementary School

Abstract

Abstract. The implementation of the Merdeka Curriculum requires schools and teachers to adapt learning to students’ characteristics, needs, and potential. In Physical Education, Sports, and Health (PJOK), this adaptation is particularly important because learning involves physical, cognitive, social, and affective development. This study aimed to examine the implementation of the Merdeka Curriculum in PJOK learning at SDN Ciasem II. A descriptive qualitative approach was employed involving the school principal, a PJOK teacher, and students as the primary informants. Data were collected through observations, interviews, and documentation and analyzed through data condensation, data display, and conclusion drawing. Data credibility was examined as part of the validation process. The findings showed that the Merdeka Curriculum had been implemented in PJOK learning through diagnostic assessment, student-centered activities, project-oriented learning, and formative and summative assessments. However, its implementation remained incomplete because teachers had limited understanding of the curriculum, limited references, and insufficient preparation in developing and applying Learning Outcomes (CP), Learning Objective Flow (ATP), and Teaching Modules. This study provides school-level evidence that effective Merdeka Curriculum implementation in PJOK requires stronger teacher competence, curriculum adaptation, and continuous professional support.

Abstract in Indonesia. Implementasi Kurikulum Merdeka menuntut sekolah dan guru untuk menyesuaikan pembelajaran dengan karakteristik, kebutuhan, dan potensi peserta didik. Dalam pembelajaran Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK), penyesuaian tersebut penting karena pembelajaran mencakup perkembangan fisik, kognitif, sosial, dan afektif peserta didik. Penelitian ini bertujuan untuk menganalisis implementasi Kurikulum Merdeka dalam pembelajaran PJOK di SDN Ciasem II. Penelitian menggunakan pendekatan deskriptif kualitatif dengan kepala sekolah, guru PJOK, dan siswa sebagai informan utama. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui kondensasi data, penyajian data, dan penarikan kesimpulan. Kredibilitas data diuji sebagai bagian dari proses keabsahan data. Hasil penelitian menunjukkan bahwa Kurikulum Merdeka telah diterapkan dalam pembelajaran PJOK melalui asesmen diagnostik, pembelajaran yang berpusat pada siswa, pembelajaran berbasis proyek, serta asesmen formatif dan sumatif. Namun, implementasinya belum sepenuhnya optimal karena masih terdapat keterbatasan pemahaman guru, keterbatasan referensi, serta kurangnya kesiapan dalam mengembangkan dan menerapkan Capaian Pembelajaran (CP), Alur Tujuan Pembelajaran (ATP), dan Modul Ajar. Penelitian ini menunjukkan bahwa keberhasilan implementasi Kurikulum Merdeka dalam PJOK memerlukan peningkatan kompetensi guru, adaptasi perangkat pembelajaran, dan pendampingan profesional secara berkelanjutan.