BETWEEN REGULATION AND REALITY: AN ANALYSIS OF GEOGRAPHY TEACHERS’ ADAPTATION IN IMPLEMENTING PROJECT-BASED LEARNING UNDER THE MERDEKA CURRICULUM

Abstract

Curriculum reform is a strategic initiative to improve the quality of education and enhance the preparedness of human resources. The Merdeka Curriculum, introduced by the Indonesian government, aims to provide students with greater autonomy in learning according to their individual potential through the implementation of Project-Based Learning (PjBL) and the strengthening of the Pancasila Student Profile (P5). This study employed a literature review method to analyze how geography teachers have adapted to the implementation of PjBL within the Merdeka Curriculum. The findings indicate that teachers have made considerable efforts to integrate environment- and region-based learning projects, including disaster mapping, local potential studies, and environmental mitigation activities. However, classroom implementation continues to face challenges related to planning, execution, and the availability of supporting facilities. Teacher training, the effective use of technology, and collaboration among teachers were found to play significant roles in enhancing the effectiveness of PjBL implementation. Despite the gap between policy and practice, geography teachers have demonstrated a strong commitment to adapting to a new student-centered learning paradigm.