RECONSTRUCTING LEARNING ADMINISTRATION COMPONENTS IN THE IMPLEMENTATION OF MERDEKA CURRICULUM: CHALLENGES AND SOLUTIONS

Abstract

Educational management and instructional planning play a crucial role in ensuring the success of the teaching and learning process in schools. The transition period following the Covid-19 pandemic has prompted instructional improvements through the implementation of the Merdeka Curriculum (Kurikulum Merdeka). While this curriculum offers greater academic flexibility, its implementation has led to significant changes in learning administration, often resulting in confusion and excessive workload for teachers. This study aims to analyze the reconstruction forms of learning administration elements within the Merdeka Curriculum, identify the concrete challenges teachers face in practice, and formulate strategic solutions to address these obstacles. This study employed a qualitative method with a literature review approach. Secondary data were collected from research journals, educational management books, and government regulations, which were then analyzed using content analysis. The results indicate that the reconstruction of learning administration includes the transformation of Lesson Plans (RPP) into Teaching Modules, the development of Learning Objectives Flow (ATP), and a shift toward formative and project-based assessment systems. The main challenges faced by educators include psychological resistance to curriculum changes, difficulties in evaluating learning outcomes effectively, and limited digital literacy. To address these issues, this study recommends simplifying administrative procedures and providing continuous teacher competency development. Supportive and motivating academic supervision is essential to enhance teaching effectiveness. With a more structured administrative system, teachers can reduce bureaucratic burdens and focus more on developing innovative, student-centered learning