Teachers’ Readiness to Implement IPAS Instruction Under the Merdeka Curriculum at SDN Bendo 1 Blitar City

Abstract

The implementation of Natural and Social Sciences (IPAS) instruction in the Merdeka
Curriculum requires teachers to be prepared to understand the characteristics of the
instruction, plan teaching materials, conduct lessons, and overcome various challenges
during the implementation process. This study aims to describe teachers’ readiness to
implement IPAS instruction under the Merdeka Curriculum at SDN Bendo 1 Blitar City. The
study employed a qualitative approach with a descriptive design. Data were collected
through interviews, observations, and document analysis, involving fourth-grade teachers as
research informants. Data validity was verified through triangulation of methods, while data
analysis was conducted through the stages of data reduction, data presentation, and drawing
conclusions. The results of the study indicate that teachers possess a fairly good level of initial
readiness to implement IPAS-based learning, as demonstrated by their understanding of
Learning Outcomes (CP), Learning Objective Sequences (ATP), and teaching modules, as well
as their ability to apply contextual learning that actively engages students. Teachers also
utilize technology and professional communities as sources of support in preparing lessons.
However, the implementation of IPAS instruction still faces several challenges, particularly in
integrating science and social studies content, developing teaching materials independently,
implementing authentic assessments, accommodating the diversity of student
characteristics, and optimizing learning resources. Thus, while teachers’ readiness to
implement IPAS instruction has improved, it still requires the strengthening of pedagogical
and professional competencies, as well as ongoing support from schools, to ensure that the
implementation of IPAS instruction under the Merdeka Curriculum can proceed optimally.