Inhibiting Factors in the Implementation of the Merdeka Curriculum in Special Needs Elementary Schools (SDLB) Sragen Regency

Abstract

This study aims to identify and describe the inhibiting factors in the implementation of the Independent Curriculum in Special Needs Elementary Schools (SDLB) in Sragen Regency. A mixed methods approach with a sequential explanatory design was used. Quantitative data were collected through a 5-point Likert Scale questionnaire involving 48 SDLB teachers and in-depth interviews with six principals and eight teachers. Descriptive analysis revealed four main dimensions of obstacles: teacher competence (M = 3.92; SD = 0.51), facilities and infrastructure (M = 4.15; SD = 0.48), curriculum understanding (M = 3.86; SD = 0.55), and readiness of students with special needs (M = 3.67; SD = 0.59). The results showed that limited adaptive facilities and technology-based learning resources were the most dominant obstacles, followed by low teacher readiness in designing open modules and formative assessments that were appropriate to student characteristics. Correlation analysis revealed a significant positive relationship between teacher competency and curriculum understanding (r = 0.71; p < 0.01). Interviews revealed that most teachers had not received in-depth training. Research implications emphasize the importance of ongoing training policies, the provision of adaptive facilities, and implementation support from local governments. The study confirms that the implementation of the Independent Curriculum in SDLB faces structural and competency barriers that need to be addressed through synergistic policies, teacher capacity building, and strengthening of inclusive learning infrastructure.