SLR: Teachers' Challenges in Facing the Independent Curriculum to Improve Learning Outcomes in Elementary Schools (Systematic Literature Review 2015–2023)

Abstract

This article aims to examine in depth the various challenges faced by elementary school teachers in implementing the Independent Curriculum, using the Systematic Literature Review (SLR) method as the main approach. This study analyzed 15 scientific articles published between 2015 and 2023, which are relevant to the context of curriculum implementation at the elementary school level. A total of 15 articles were selected from three databases (Google Scholar, ERIC, and Sinta) using the SLR inclusion criteria, namely empirical studies, focusing on elementary education, and published in the 2015–2023 period. The results of the analysis identified three main challenges that teachers often face, namely: (1) limitations in adequate professional training and assistance, (2) high administrative burden
that hinders focus on the learning process, and (3) the existence of gaps in educational infrastructure between regions that have an impact on equal access and quality of curriculum implementation. The study also found that the implementation of strategies such as the
development of community-based training (Professional Learning Community), the use of simple, easily accessible technology, and increased collaboration between schools, can contribute significantly to overcoming these barriers and encouraging improved student
learning outcomes. The implications of these findings emphasize the importance of developing education policies that support teacher training in a contextual manner, relevant to local conditions, and equitable distribution of funding to ensure the optimal sustainability
of the implementation of the Independent Curriculum throughout Indonesia.