Optimizing Learning Communities to Enhance Elementary Teachers' Pedagogical Competence in Merdeka Curriculum

Abstract

Effective implementation of Indonesia's Merdeka Curriculum demands enhanced teacher pedagogical competence, yet many elementary schools struggle with learning community structures that remain formally established but operationally suboptimal. This qualitative descriptive case study was conducted at SDN Gelar 1, Kecamatan Cianjur, West Java, from March 13–18, 2025. Twelve participants — one principal and eleven classroom teachers — were selected through purposive sampling. Data were gathered via in-depth interviews, structured observations, and documentation review, and analyzed using Miles, Huberman, and Saldaña's interactive model, guided by the Plan-Do-Check-Act (PDCA) management cycle framework. Findings indicate that the PDCA-structured learning community progressively improved teachers' ability to develop Merdeka Curriculum instructional tools. Improvement rates were highest for learning objective sequences (ATP) and teaching modules (modul ajar) at 8 of 11 teachers, while value-laden competencies such as Pancasila Student Profile integration showed the lowest uptake (5 of 11). Individual mentoring, structured post-session reflection, and active principal leadership were identified as critical enabling factors. Learning community optimization through PDCA creates a self-correcting professional development architecture; however, collaborative mechanisms are more effective for procedural-structural competencies than for deep pedagogical value internalization. Multi-site and longitudinal studies are recommended.