Henra Saputra Tanjung, Kms. M. Amin Fauzi, Asmin, Sariyasa, I. Made Ardana, Gede Suweken, Elmanani Simamora, Pardomuan Sitompul, Siti Aminah Nababan
The aim of this research is to identify and describe barriers to teachers implementing the merdeka curriculum in mathematics learning in elementary schools. The method used in this research is aqualitative descriptive method through interviewsand observations of 30 school mathematics teacher participantsjunior high school in West Aceh. The results of this research show that so far teachers often experience obstacles related to implementing the Independent Curriculum in Mathematics learning. Barriers experienced by teachers in planning and implementing learning. Barriers to learning planning include (1) teachers lacking understanding regarding CP as learning objectives; (2) student heterogeneity in the class; (3) currently there is often a lack of references to differentiated learning models; (4) there are limited school facilities and infrastructure; (5) limited initial knowledge and subject matter. Barriers to the implementation of learning include (1) limited understanding of the subject matter with other relevant knowledge; (2) limitations in accommodating opening questions; (3) limited psychological understanding of students; (4) limitations in translating knowledge into language that is easy to understand. © 2026 Authors.
Universitas Negeri Medan, Indonesia; Universitas Pendidikan Ganesha, Indonesia; STKIP Muhammadiyah Aceh Barat Daya, Indonesia
