Strengthening Teachers' Readiness for the Merdeka Curriculum Through Differentiated Learning Workshops: A Quantitative Survey-Based Evaluation
DOI:
https://doi.org/10.64008/jdpp.v2i2.68Keywords:
differentiated learning, merdeka curriculum, primary school, quantitative evaluation, teacher readinessAbstract
This community service program aimed to strengthen teachers’ readiness to implement the Merdeka Curriculum through differentiated learning workshops at SD Humairoh, a primary school in Riau, Indonesia, in January 2026. The program involved 25 teachers and applied a quantitative survey-based evaluation design. The implementation flow included needs analysis, preparation of workshop materials, training on differentiated learning concepts, classroom simulation activities, mentoring sessions, and post-program evaluation. Data were collected through pre- and post-workshop questionnaires and analysed descriptively using mean scores and percentages. The findings showed a considerable improvement in teachers’ readiness following the workshops. The average readiness score increased from 64.8 before the program to 86.6 after the program. Furthermore, 88% of participants showed improved understanding of differentiated instruction strategies, while 84% reported greater confidence in designing student-centred learning aligned with the Merdeka Curriculum. The program also supported active teacher participation and synergistic reflection during the training process. The results indicate that differentiated learning workshops can enhance teachers’ pedagogical readiness and practical competence in implementing the Merdeka Curriculum at the primary school level.
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