THE EFFECTIVENESS OF THE INDEPENDENT CURRICULUM AND CRITICAL PEDAGOGIC APPROACHES IN OVERCOMING POST-PANDEMIC EDUCATION CHALLENGES AN ANALYSIS ON MI MA ARIF NU 09 KETING

Abstract

This study examines the implementation of the Merdeka Curriculum integrated with a critical pedagogical approach in addressing educational challenges at MI Ma'arif NU 09 Keting in the post-COVID-19 pandemic era. The transition toward the Merdeka Curriculum, implemented for selected grade levels during the 2024/2025 academic year, represents an effort to restore learning quality through flexible, contextual, and student-centered learning practices. However, its implementation faces several challenges, including limited teacher preparedness, insufficient training opportunities, and unequal availability of learning resources. This study also explores how critical pedagical principles, emphasizing dialogue, student participation, and critical engagement with learning materials, contribute to improving classroom interactions and learning experiences.Employing a qualitative case study approach, this research collected data through interviews, classroom observations, and documentation involving teachers and school stakeholders. The findings reveal that the Merdeka Curriculum provides greater flexibility for teachers in designing contextual learning activities and responding to students' diverse needs. Nevertheless, effective implementation requires continuous professional development and adequate learning infrastructure. Furthermore, the integration of critical pedagogy strengthens student engagement, encourages active participation, and promotes deeper understanding of learning materials. This study highlights that post-pandemic educational recovery requires not only curriculum reform but also transformative pedagogical practices that position students as active subjects in the learning process.