Problematika Guru dalam Menghadapi Ekspektasi Orang Tua Siswa dalam Penerapan Kurikulum Merdeka pada TK Pembina Penawar

Abstract

The implementation of the Merdeka Curriculum in early childhood education units requires a child-centered learning approach that is aligned with their developmental stages. In practice, however, teachers still face parental expectations that emphasize academic achievements such as early reading, writing, and arithmetic (commonly referred to as calistung). This study aims to identify the problems encountered by teachers in addressing such expectations and to explore the strategies they employ in balancing the demands of the curriculum with parents’ aspirations. The research employed a qualitative descriptive method with purposive sampling, involving two teachers and two parents of students at TK Pembina Penawar, Kerinci Regency. Data were collected through in-depth interviews using semi-structured guidelines, supported by field notes and audio recordings to ensure accuracy. The findings reveal that teachers experience professional dilemmas in fully implementing the Merdeka Curriculum due to pressures from parents. Many parents still perceive the success of early childhood education through concrete academic skills, such as recognizing letters, writing their own names, or reading simple syllables. The lack of parental understanding of the curriculum’s philosophy further complicates the situation, leading teachers to frequently insert calistung activities into play-based learning in order to maintain parental trust. Furthermore, the study shows that teachers have not yet received sufficient socialization, technical training, or ongoing assistance from the government, which hampers the optimal implementation of the curriculum. This study highlights that the success of the Merdeka Curriculum in early childhood education does not solely depend on teachers, but also requires strong collaboration between teachers, parents, and policymakers. Effective communication, continuous policy support, and contextual training are essential to ensure that the implementation of the curriculum remains consistent with the developmental principles of early childhood education.